Hairy Toad Lily (Tricyrtis hirta). Intro to Botany

Botany is the branch of biology that deals specifically with the study of plants. The Cranberry harvest in New Jersey.

Botanists study the structure, growth, reproduction, metabolism, development, diseases, ecology, and evolution of plants.

http://video. nationalgeographic http://video.nationalgeographic.com/video/kids/green-kids/plants-kids/

Plants exhibit all 7 characteristics of life Growth Development. Reproduction-Asexual & Sexual. Obtain & use a source of Energy. Adaptations – traits that aid in survival (over generations) Respond to environment Homeostasis-maintain a “steady state”. Organized-All living things are composed of a single cell or cells.

Plant intelligence? http://www.youtube.com/watch?v=XzQ_QeZjNOg&safety_mode=true&persist_safety_mode=1&safe=active.

How to distinguish plants from animals? Manufacture their own food by photosynthesis Cell structures- Rigid cell wall, large central vacuole, chloroplasts Indeterminate/Unlimited growth and shape- meristematic tissue (tissue containing actively dividing cells) remain active as long as plant lives and environment suitable Require food from plants or other animals Cell structures- centrioles (used in cell division) When an animals attains certain size and form, growth often ceases

Why study plants? Plants are fundamental to life on earth. From single-celled algae to the planet's largest living organism, they all contribute to our world's biodiversity. Plus they have tasty leaves and fruits

Plants are a fundamental to life on earth. Plants generate: Oxygen Food Fiber Shelter Fuel Medicine The study of plants is important for a number of reasons. Plants are a fundamental part of life on earth. They generate the oxygen, food, fibres, fuel and medicine that allow higher life forms to exist.

Plants absorb carbon dioxide, and convert it to sugar and release oxygen through the process of photosynthesis.

Plants, Algae, Seaweeds, Cyanobacteria Photosynthesis Energy from sunlight is used to combine carbon dioxide and water to produce carbohydrates and oxygen Carbon dioxide + water glucose + oxygen Sun’s energy Plants, Algae, Seaweeds, Cyanobacteria

Understanding plants is crucial to the future of human society A Better knowledge of plants will allow us to: Feed the world Understand fundamental life processes Utilize medicine and materials Understand environmental changes

Lab #1- Growing Seed Packets

Create a Mini-Book on The Importance of Plants Front Page (Title, Name, Colored Drawing) Purpose #1 with colored drawing Purpose #2 with colored drawing Purpose #3 with colored drawing Purpose #4 with colored drawing Purpose #5 with colored drawing Purpose #6 with colored drawing Back Page – Your opinion on why it is important to not destroy the forest.

Plants can be used to help make medicines http://www.cbsnews.com/video/watch/?id=3298315n&tag=mncol;lst;9

Toxic plants possible medicine http://www.cbsnews.com/video/watch/?id=5969261n&tag=mncol;lst;5

Plant Structures Three Main Organ Systems: 1. The Shoot System- (Stem, Leaves) 2. The Root System- (Roots) 3. The Sexual Reproductive System (Flower or Cones)

Oh Shoot! 1. The Shoot System: Leaves- capture light and exchange gases with the atmosphere while minimizing water loss. Stems- support leaves and reproductive structures and also transport sugars and water throughout the plant.

Oh Root! 2. The Root System: Roots- grow through the soil, anchoring the plant and absorbing water and minerals.

Oh Reproductive System! The Reproductive System: Reproductive structures- produce egg and sperm and may create protective structures around the young embryo (flowers and cones).

Transporting Needed Materials Vascular Plants- have a transport system to get water up and sugars up and down the plant. (Remember xylem and phloem) Nonvascular Plants- do not have a transport system but rely on simple diffusion and osmosis to move materials throughout plant.

Activity! Quiz Wiz, Vascular or Non-Vascular Plant. 1-10 Copyright © 2010 Ryan P. Murphy

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Answers! Quiz Wiz, Vascular or Non-Vascular Plant. 1-10

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1 Vascular Flowers

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2 Vascular Seeds

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3 Vascular Woody

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4 Non-vascular Moss

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Tubes / Vascular Tissues 5 Vascular Tubes / Vascular Tissues

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6 Non-vascular No tubes / Vascular tissues

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7 Vascular Not short

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8 Non-vascular Hornwort

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9 Vascular Leaves Woody

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10 Non-Vascular Liverwort

There are 4 major groups of land plants: 1. Bryophytes- plants such as mosses that don’t have vascular systems and don’t produce flowers or seeds.

2. Ferns (Pterophyta)- plants that contain vascular systems but don’t produce flowers and seeds.

3. Gymnosperms (Coniferophyta)- also known as conifers, have vascular systems and produce cones and seeds but they don’t produce flowers.

FEMALE MALE

4. Angiosperms (Anthophyta)- also known as the flowering plants, have vascular systems and produce both flowers and seeds. This group can be divided further into 2 classes (monocots and dicots)

Create a chart that visually shows how these 4 groups differ. transport system seeds flowers Bryophytes Ferns Gymnosperms Angiosperms X X X X X X

Name that Plant (Bryophyte, Fern, Gymnosperm, Angiosperm) 1-20.

#1

#2

#3

#4

#5

#6

#7

#8

#9-

#10-

#11

#12

#13

#14-

#15

#16

#17 No vascular tissue, No seeds, No flowers

#18 Vascular tissue, Seeds, and Flowers

#19 Vascular tissue, Seeds, No flowers

#20 Vascular tissue, No seeds, No flowers

Answers

#1- Bryophyte

#2- Angiosperms

#3- Gymnosperms

#4- Ferns

#5- Bryophyte

#6- Bryophyte

#7-Angiosperm

#8- Angiosperm

#9- Fern

#10- Gymnosperm

#11- Gymnosperm

#12- Bryophyte

#13- Angiosperm

#14- Gymnosperm

#15- Fern

#16 Angiosperm

#17- Bryophytes No vascular tissue, No seeds, No flowers

#18- Angiosperms Vascular tissue, Seeds, and Flowers

#19- Gymnosperms Vascular tissue, Seeds, No flowers

#20- Ferns Vascular tissue, No seeds, No flowers

Scientific Method 1. Observation and Question/Problem 2. Hypothesis 3. Experimentation 4. Analysis and Conclusion

Key Terms Independent Variable- the factor you change, what you are testing for Dependent Variable- what happens as a result of that treatment or condition, what you are measuring Controlled Variables- constants Experimental Group- receives some kind of treatment or condition Control Group- receives no treatment, used as a comparison

Plant Experiments A student was investigating the relationship between different concentrations of substance X and the height of bean plants. He started with six groups, each of which contained the same number of bean plants with identical heights. Conditions were kept the same except that each group was watered with a different concentration of substance X for a period of 2 weeks. Then the concentration of substance X used in watering each group of plants and the average height for each group of plants were recorded by the students as follows. Group A- 6%, 32.3 cm Group D- 8%, 37.1 cm Group B- 0%, 28.7 cm Group E- 4%, 31.5 cm Group C- 2%, 29.4 cm Group F- 10%, 30.7 cm

1. What is the problem? Does the concentration (%) of substance X effect plant height?

2. What is an appropriate hypothesis for this experiment? If concentration of substance X effects plant growth, than the larger the % of substance X the taller the plant will grow. OR If a larger concentration of substance X is given to plants, that the plants will grow taller.

3. What was the independent variable? Concentration (%) of substance X

4. What was the dependent variable? Average height of the plants

5. What are the controlled variables? Same type of plant, same temperature, same amount of light, same amount of water, etc.

6. What is the experimental group(s)? 2%, 4%, 6%, 8%, 10% of substance X

7. What is the control group? 0% of substance X

8. What materials would be needed? Plants of the same species and height, Substance X in different %’s, Rulers

9. Draw the lab set up for this experiment

10. Write down the steps that this individual probably did to conduct their controlled experiment? Gather plants of same species & same height. Group the plants into different groups and specify the concentration of substance X each group will be watered daily with for 2 weeks. 3. Water plants daily with specified concentration of substance X for two week period. 4. Measure the height of the different plants and calculate averages for each group of plants.

11. Create a data table and label headings.

11. Create a data table and label headings. The Concentrations (%s) of Substance X effect on average plant height Concentration (%) of Substance X Avg. Plant Height (cm) Group B 0% 28.7 cm Group C 2% 29.4 cm Group E 4% 31.5 cm Group A 6% 32.3 cm Group D 8% 37.1 cm Group F 10% 30.7 cm

12. Graph the data on graph paper provided 12. Graph the data on graph paper provided. Make sure to title and label axes.

12. Graph the data on graph paper provided 12. Graph the data on graph paper provided. Make sure to title and label axes. Since they were separate groups of plants, they have to be treated as separate categories. A bar graph is needed. Average Plant Height (cm) Concentration (% of Substance X)

13. What conclusions can be made? Substance X is beneficial in increasing average plant height up to 8% conc.. Higher than 8% and the product is not as effective.

Too much fertilizer can be a bad thing!!!!

In a different investigation, plants of the same species and the same initial height were exposed to a constant number of hours of light each day. The number of hours per day was different for each plant, but all other environmental factors were the same. At the conclusion of the investigation, the final height of each plant was measured. The following data was recorded: 8 hours, 25 cm; 4 hours, 12 cm; 2 hours, 5 cm; 14 hours, 35 cm; 12 hours, 35 cm; 10 hours, 34 cm; 6 hours, 18 cm

14. What is the problem? Does the number of hours of light effect plant growth?

15. What is an appropriate hypothesis for this experiment? If the number of hours of light effects plant growth, then plants given a lot of light will grow very tall. OR If a plant has an increased amount of light, then it will grow taller than other plants.

16.What was the independent variable? Hours of light

17. What was the dependent variable? Final Height of the Plant (cm)

18. What are the controlled variables? Same type of plant, same initial height, same amount of water, same light source, same environmental conditions, etc.

19. What is the experimental group(s)? Plants given a lot of light (over 10 hours of light)

20. What is the control group(s)? Plants given little to regular amount of light (2-8 hours)

21. What materials would be needed? Plants of the same species and height, Light Source on a Timer, Rulers

22. Draw the lab set up for this experiment

23. Write down the steps that this individual probably did to conduct their controlled experiment? Gather plants of same species & same height. Specify the amount of light (in hours) each plant will be exposed to daily for a month. 3. Each day expose the plant to a certain number of hours of sunlight and keep all other factors constant. 4. Measure the final height of the different plants.

24. Create a data table and label headings. Amount of light(hours) and its effect on final plant height (cm) Hours of Light Final Height of Plant (cm) 2 5 cm 4 12 cm 6 18 cm 8 25 cm 10 34 cm 12 35 cm 14 35 cm

12. Graph the data on graph paper provided 12. Graph the data on graph paper provided. Make sure to title and label axes.

25. Graph the data on graph paper provided 25. Graph the data on graph paper provided. Make sure to title and label axes. Since they were separate plants, the plants have to be treated as separate categories. A bar graph is needed. Final Plant Height (cm) Amount of Light (hours)

26. What conclusions can be made? The plants that were exposed to more light grew taller than those that were not. These plants preferred 10 hours of sunlight, any additional hours does not have a major effect on plant height.

Superplastic- http://www. cbsnews. com/video/watch/

Superplastic- http://www. cbsnews. com/video/watch/

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