DLN 6

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Appalachian State University *

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1802

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Biology

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Feb 20, 2024

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BioCORE Trainee Ex 6 Digital Lab Notebook BioCORE™ Lab Notebook Ex 6: Population Ecology and Seed Plants Name: Sydney Jones Course: Biology Section: 1802 Course Mentor: Sophia Kirn Date: 11/4/23

BioCORE Trainee Ex 6 Digital Lab Notebook Table of Contents This lab notebook is to be used for the following pre-lab activities through AsULearn, virtual labs in Connect, and in-lab activities: Topic: Page # or Range: 1. Background research: 3-? Included activities: Prep Resources Activity 1 Spermatophytes and Gymnosperms Activity 2 Coniferophyta Lifecycle Activity 3 Woody Anatomy of Angiosperms Activity 4 Angiosperm Lifecycle 2. Field Work: (update the page #’s used) Included activities: Ex 6 In-Lab Activities Activity 1 Spermatophytes and Gymnosperms Activity 2 Coniferophyta Lifecycle Activity 3 Woody Anatomy of Angiosperms Activity 4 Angiosperm Lifecycle 3. Analysis of Observations and Research: (update the page #’s used)) Post-lab Video: TED Talks Every Pollen Grain has a Story Post-lab Video: Seed Bank Story Comprehension Assessment 4. Reflections and Discussions: (update the page #’s used) 5. (Optional) Study Notes: (update the page #’s used)

BioCORE Trainee Ex 6 Digital Lab Notebook DD/MM/YY Exercise 6: Population Ecology and Plants Background Research: Notes from pre-lab assignments and content. Before beginning, access the Exercise 6 Handout and read it thoroughly. The check boxes provided below represent AsULearn resources or activities that you are asked to examine and complete- check the checkbox once the online resource or activity has been completed. Please answer the prompts using the provided textboxes. ▢ Pre-lab Reading: The Basics of Population Ecology Plants are sessile, and thus, they cannot move if the environment they are growing within does not provide them with the resources they need to survive. Therefore, the concepts of population ecology function very differently than they do for animals. 1. As you read through this resource, consider how plants fit in. How do plants disperse if they cannot move and what patterns of dispersal might you expect? What limiting factors might influence plant populations and thus the carrying capacity for plants? Activity 1 Background Information: ▢ Activity 1 Pre-lab Mini Lecture ▢ Pre-lab Video: The Basics of Woody Anatomy 2. What are the five main layers in the trunk of a tree and the function of each? 3. How do growth rings help us determine the age of a tree? What do the two colors of a growth ring represent? ▢ Pre-lab Reading: The Surprising Lives of Cycads 4. What sex and generation of the seed plant lifecycle do pollen grains represent?

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BioCORE Trainee Ex 6 Digital Lab Notebook 5. What is the distinction that the authors make between the structure of 1) sperm from ancestral plants and 2) sperm from more recently derived plants (such as flowering plants)? Hint: it has to do with how the sperm reached the egg. 6. What are the benefits of seeds (as compared to the spores used by mosses, lycopods (clubmosses) and ferns)? 7. Cycads are incredibly old ( cycad fossils date back to at least the Permian, and possibly the Carboniferous, 320 million years ago! ), and arguably intriguing, plants. Describe 4 unusual characteristics of cycads. Activity 2 Background Information: ▢ Activity 2 Pre-lab Mini Lecture ▢ Pre-lab Video: The Sex Lives of Christmas Trees The link includes a video at the top and an article below. The article will most definitely help you to better understand the pine tree ( Pinus ) lifecycle, but the video is the required part of the activity. 8. What is the “job” of the male cone? 9. What are the “jobs” of the female cone? 10. How many times does the female cone open up? What is the purpose of each opening event? 11. In what types of “special” environments do conifers dominate the landscape/”reign supreme”?

BioCORE Trainee Ex 6 Digital Lab Notebook ▢ Virtual Lab Primer: Gymnosperms In this simulation, you’ll examine vascular tissue of gymnosperms and important parts in the lifecycle of a pine tree ( Pinus ) by taking tissue samples (using a scalpel and dissecting tray) and using each a stereo/dissecting scope (for larger samples) or microscope (for microscopic samples) to take a closer look. We will look at many of these same specimen in the lab. We suggest recording the samples from the virtual lab (with labels) for reference during the lab. 12. At the end of the simulation, you will be provided with pictures of: conifer stem structures, conifer leaf structures, conifer seed cone and seeds, conifer seed cone structures, and conifer pollen cone structures. Insert these pictures below for reference during the in-lab exercises. Note: figure titles not needed for these pictures. Activity 3 Background Information: ▢ Activity 3 and 4 Pre-lab Mini Lecture ▢ Pre-lab Video: A Microscopic Examination of Tracheids versus Vessel Elements An important innovation of land plants was the development of tracheids, which allowed plants to be vascular and transport water. 13. How does the act of dying/being dead allow tracheids to perform the function of water transport more effectively than if alive? 14. In addition to water, what do tracheids transport? Where do tracheids transport these to? Tracheids were the first xylem cells to evolve, but some plants, such as flowering plants also evolved vessel members/elements. 15. Compare (similarities) and contrast (differences) tracheids and vessel elements. 16. What chemical compound helps strengthen the cell walls of tracheids and vessel elements to provide xylem (or wood) with it’s structure?

BioCORE Trainee Ex 6 Digital Lab Notebook Activity 4 Background Information: ▢ Pre-lab Video: The Process of Double-fertilization in Angiosperms 17. How does the female organ, the ovule, prepare itself for fertilization? The structures involved (in the order they are produced) and associated steps are listed below; provide descriptions of what happens for each. Where does mitosis occur? Meiosis? 1. Megaspore mother cell within the ovule produces 4 megaspores: 2. One megaspore is left (this is the megasporangium): 3. The production of 8 haploid nuclei: 4. The embryo sac (this is the megagametophyte): 5. The production of 7 cells within the embryo sac: 18. After landing on the stigma, how do the sperm make it to the ovule(s) within the ovary? 19. The generative cell divides to produce 2 haploid sperm cells. What two structures are fertilized? What is the resulting ploidy? What are the resulting structures? Table 6.1 Tracking Sperm in Double-fertilization Structure fertilized? Resulting ploidy of structure? Resulting structure (what’s formed?) Purpose of resulting structure? Sper m 1 Sper m 2 ▢ Virtual Lab Primer: Reproduction in Angiosperms We will perform a flower dissection in the lab. Insert screenshots of the “examine pistil”, “identifying structures involved in pollination and fertilization”, and “identify structures in a eudicot embryo” from the virtual lab for reference during the lab. 20.

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BioCORE Trainee Ex 6 Digital Lab Notebook ▢ Pre-lab Video: Pollination in the Rotting Corpse Flower 21. Which pollinators is the rotting corpse flower attempting to attract? How does it accomplish attracting them? What are the aromas? 22. How do rotting corpse flowers prevent self-pollination (pollinating themselves with their own pollen)? 23. Why do scientists assist the rotting corpse flower by collecting pollen? STOP! The remaining prompts should be completed in-lab or after lab. Field Work: procedure(s) used to execute the in-lab activities and any notes and/or results obtained from this research work. As you complete the in-lab lab exercises, use the spaces below to take notes regarding your procedures and results. Activity 1: Spermatophytes and Gymnosperms The various phylum of the gymnosperms (cycadophyta, gnetophyta, ginkgophyta, and coniferophyta) are seemingly quite different from one another, but each represent the transition of plants from seedless to seed, which occurred in various different ways. 24. What characteristics unify the various phylum of the gymnosperms (cycadophyta, gnetophyta, ginkgophyta, and coniferophyta)? 25. Identify the unique characteristics of each phylum (cycadophyta, gnetophyta, ginkgophyta, and coniferophyta) that relate to the transition of plants to seeds and/or flowers. The first phylum is filled out for you to serve as an example. Cycadophyta: leathery leaves that are reminiscent of palms. Dioecious. Male and female plants produce large, cone-like structures in the interior of plant. Seeds with fleshy outer coating, use pollinators (beetles) to transfer pollen to female reproductive

BioCORE Trainee Ex 6 Digital Lab Notebook parts of female plants. Gnetophyta: Ginkgophyta: Coniferophyta: Activity 2: Coniferophyta Lifecycle Consider the female cone of a pine tree. They are typically woody and laden with spikes (on each scale (megasporophyll). Female cones progress through several stages, starting out closed and green, maturing and producing ovules on the scales (megasporophylls), which will mature and produce eggs. 26. Insert a picture of various types of female conifer cones. Label a scale (megasporophyll). Be sure to include a figure title and notes. 27. Examine the longitudinal section of a female cone under 4x provided here. Label the scales (megasporophylls) and ovules. You may need to export the picture to an app that allows picture editing functions (PPT, Word, etc). Be sure to include a figure title, labels, and notes. 28. Examine the scale below with included immature ovule. Label the scale (megasporophyll), ovule, and megaspore mother cell. You may need to export the picture to an app that allows picture editing functions (PPT, Word, etc). Be sure to include a figure title, labels, and notes.

BioCORE Trainee Ex 6 Digital Lab Notebook 29. Examine the scale below (can only see a small portion, tissues at right) with a mature ovule and egg(s). Label the scale (megasporophyll), ovule, megasporangium, megagametophyte, archegonia, and eggs. You may need to export the picture to an app that allows picture editing functions (PPT, Word, etc). Be sure to include a figure title, labels, and notes. 30. Examine the pine seed(s) below. Label the megasporophyll, the seed(s), the seed wing. You may need to export the picture to an app that allows picture editing functions (PPT, Word, etc). Be sure to include a figure title, labels, and notes.

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BioCORE Trainee Ex 6 Digital Lab Notebook 31. Examine the longitudinal section of pine seeds below (wings removed), one under a microscope and one without visual aid. Label the seed coat, megagametophyte, and embryo. You may need to export the picture to an app that allows picture editing functions (PPT, Word, etc). Be sure to include a figure title, labels, and notes. Consider the male cone of a pine tree. They are smaller than the female cones from their same species and are generally softer and look more like strobili. 32. Insert a picture of male conifer cones. Label a scale (microsporophyll). Be sure to include a figure title and notes. 33. Examine the longitudinal section of a male cone under 4x provided here. Label the scales (microsporophylls), pollen sac (microsporangia), and pollen grains. You may need to export the picture to an app that allows picture editing functions (PPT, Word, etc). Be sure to include a figure title, labels, and notes.

BioCORE Trainee Ex 6 Digital Lab Notebook 34. Examine the characteristic shape of pine pollen grains. Label the bladders and where the tube cell and sperm would be located (you will not be able to see these structures). Activity 3: Woody Anatomy of Angiosperms 35. Examine the cross section of an angiosperm tree trunk provided here. Label the angiosperm tree trunk with the locations of the: vascular cambium, secondary xylem, secondary phloem. Distinguish between wood and bark, heartwood and sapwood, and a growth ring. You may need to export the picture to an app that allows picture editing functions (PPT, Word, etc). Be sure to include a figure title, labels, and notes. 36. Insert a micrograph of macerated (chopped up) angiosperm woody tissue. Identify an example tracheid and example vessel element, and whether this sample comes from xylem or phloem tissue. Be sure to include a figure title, labels, and notes. Activity 4: Angiosperm Lifecycle

BioCORE Trainee Ex 6 Digital Lab Notebook 37. Insert a picture of your dissected flower and label the parts of a flower: stem, receptacle, sepals, and petals. Add a title and notes. 38. Insert a picture of your dissected flower and label the male reproductive organs: anther, filament, stamen. Add a title and notes. 39. Insert a picture of your dissected flower and label the female reproductive organs: stigma, style, ovary, ovule. Add a title and notes. 40. Insert a picture of your dissected flower and draw in: 1) where a pollen grain would land, and 2) the path the pollen tube would grow in order to reach the ovule (and eventually the egg, which will not be visible in your picture). Analysis of Observations and Research: analysis and application of the observations and results from your research; post-lab assignments have been provided to help you in your analysis. Concept Check: ▢ Post-lab Video: TED Talk Every Pollen Grain has a Story Pollen grains are tiny! But under the scanning electron microscope we can see they have incredibly unique shapes and structures that help them accomplish the goal of reaching the egg for fertilization. For instance, pine tree pollen grains have air bladders that help them float through the wind. 41. What do the spikes or barbs help pollen grains to do? 42. Describe how pollen grains can be used in forensic science to provide evidence against (or for!) someone accused of a crime.

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BioCORE Trainee Ex 6 Digital Lab Notebook ▢ Post-lab Video: Seed Bank Story 43. How old was the pincushion seed they were able to germinate after its long journey? 44. What steps/procedures are scientists using to help preserve these seeds? What are seeds already “doing for themselves”? 45. Why are scientists storing seeds in the Q millennium Seed Bank? What important service to society (and the Earth) does this effort serve? Comprehension Assessment Areas of Strength (what do you have a solid understanding of?): Areas for Improvement (what topics/concepts do you need to work on?): Reflections and Discussion: Once you have completed the in-lab lab exercises, 1) refer back to the Course Learning Objectives, 2) consider the background knowledge you gained from the pre-lab assignments and content, and 3) consider the concepts reviewed and results gained from the in-lab experiments. Reflect on what (knowledge, skill, or data) you have gained from completing each Activities 1-4. Activity 1 Spermatophytes and Gymnosperms Activity 2 Coniferophyta Lifecycle

BioCORE Trainee Ex 6 Digital Lab Notebook Activity 3 Woody Anatomy of Angiosperms Activity 4 Angiosperm Lifecycle (Optional) Study Notes:

DLN 6

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