AP Biology – Kingdom Plantae & Fungi Objectives
Chapter 29 – Seedless Plants
Name
Hour
Do Review Questions 1-8 pages 616-617
1.
Name the protist group from which plants are hypothesized to have descended, and describe supporting
evidence.
2.
Discuss some environmental challenges of living on land, and describe how several adaptations meet these
challenges.
3.
Summarize the features that distinguish bryophytes from green algae and from other plants.
4.
Name and briefly describe the three phyla of bryophytes.
5.
Describe the life cycle of mosses, and compare their gametophyte and sporophyte generations.
6.
Discuss the features that distinguish ferns and other seedless vascular plants from algae and bryophytes.
7.
Describe the life cycle of ferns, and compare their sporophyte and gametophyte generations.
8.
Compare the generalized life cycles of homosporous and heterosporous plants.
9.
Name and briefly describe the four phyla of seedless vascular plants.
Chapter 30 – Seed Plants
Do Review Questions 1-8 page 635
1.
Compare the features of seeds with those of spores and discuss the advantages of plants that reproduce primarily
by seeds rather than by spores.
2.
Trace the steps in the life cycle of a pine, and compare its sporophyte and gametophyte generations.
3.
Summarize the features that distinguish gymnosperms from bryophytes and ferns.
4.
Name and briefly describe the four phyla of gymnosperms.
5.
Summarize the features that distinguish flowering plants from other plants
6.
Diagram the parts of a flower. Describe the structure and function of each part
7.
Briefly explain the life cycle of a flowering plant and describe double fertilization.
8.
Define fruit. Discuss adaptive advantages of fruits. Give examples
9.
Contrast dicots and monocots, the two classes of flowering plants.
10.
Discuss the evolutionary adaptations of flowering plants.
11.
Summarize the evolution of gymnosperms from seedless vascular plants, and trace the evolution of flowering
plants from gymnosperms
Chapter 31 – Fungi
Do Review Questions #1-8 page 653
1.
Describe the methods characteristically used by fungi to obtain nutrients
2.
Describe the cellular and anatomical structure of fungi
3.
Explain characteristic fungal life cycles
4.
Discuss evolutionary relationships between fungus-like protists and fungi
5.
Identify the major divisions in the classification of fungi
6.
Discuss ecologically important symbiotic relationships involving fungi (note esp. “mycorhizal” associations)
AP Biology – Diversity of Plant Kingdom Essay Questions
1961
Trace the evolutionary trends shown by the gametophyte generation in a bryophyte (a liverwort or moss), a fern, and a
pine with respect to:
A.
Origin and structure
B.
Mode of nutrition
C.
Structure and mode of transport of the sperm
D.
relative size and longevity compared to the sporophyte generation
1965
Discuss trends in the evolution of the sporophytes and gametophytes using a moss, fern, and a flowering plant, as
examples emphasizing:
A.
structure or morphology
B.
mode of nutrition
1968
Flowering plants have become the predominant, widespread plants of the land, whereas ferns are more restricted in their
distribution. Explain the features of flowering plants that made them more successful than the ferns.
1969
For plants, adaptations to a land environment are different from adaptations to a fresh water environment. Using your
knowledge about anatomy, development, and physiology of angiosperms, discuss the problems in a land existence and
adaptations of angiosperms that have evolved as solutions to these problems
1975
Most flowering plants live on land. Describe and discuss the evolutionary adaptations that make flowering plants better
adapted to life on land than mosses.
1977
Discuss the reproduction of a flowering plant, including pollination, fertilization, fruit formation, and seed development.
1982
In the life cycles of a fern and a flowering plant, compare and contrast each of the following:
A.
The gametophyte generation
B.
Sperm transport and fertilization
C.
Embryo protection
1996
Numerous environmental variables influence plant growth. Three students each planted a seedling of the same genetic
variety in the same type of container with equal amounts of soil from the same source. Their goal was to maximize their
seedling’s growth by manipulating environmental conditions. Their data are shown below.
Student A
Student B
Student C
a.
b.
Plant Seedling Mass (grams)
Day 1 Day 30
4
24
5
35
4
64
Identify three different environmental variables that could account for differences in the mass of the seedlings at
day 30. Then choose one of these variables and design an experiment to test the hypothesis that your variable
affects growth of these seedlings.
Discuss the results you would expect if your hypothesis is correct. Then provide a physiological explanation for
the effect of your variable on plant growth.
2005
Angiosperms (flowering plants) have wide distribution in the biosphere and the largest number of species in the plant
kingdom.
a.
Discuss the function of FOUR structures for reproduction found in angiosperms and the adaptive (evolutionary)
significance of each.
b.
Mosses (bryophytes) have not achieved the widespread terrestrial success of angiosperms. Discuss how the
anatomy and reproductive strategies of mosses limit their distribution.
c.
Explain alternation of generations in either angiosperms or mosses.