Lab 7_ Plant Diversity II

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University Of Arizona *

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Apr 3, 2024

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Title: Plant Diversity Purpose: Observe specimens that are available in the lab. Be able to recognize each phylum and note any significant ecological and economic role for these plants. Procedure: ACTIVITY 1: GYMNOSPERMS Exercise 1 – Observing “Gymnosperms” Ginkgophyta Cycadophyta Gnetophyta Coniferophyta Procedure 1. Observe the specimens that are available in the lab for the four phyla of Gymnosperms discussed above. Be able to recognize each phylum and note any significant ecological and economic role for these plants. Results 1. In your lab manual, sketch the overall structures of the plants. Label structures where appropriate. 2. Sketch and make notes of the reproductive structures that are available in the lab. Discussion 1. What are the key characteristics shared by all gymnosperms? 2. What is the ecological role of conifers in forest systems? Exercise 2 – The Pine Life Cycle Procedure 1. Pine sporophyte a. Examine the pine branch and notice the arrangement of leaves in a bundle. A new twig at the end of the branch is in the process of producing new clusters of leaves. Is this plant haploid or diploid? b. Examine the small cones, produced at the end of a pine branch. Recall that cones contain clusters of sporangia. What important process occurs in the sporangia? c. Sketch your observations in your lab manual. 2. Male gametophyte a. Examine a longitudinal section of the pollen cone on a prepared slide and identify its parts. Observe that pollen cones are composed of radiated scales, each of which carries two elongated sacs on its lower surface. The sacs are the microsporangia . Microspore mother cells within microsporangia divide by meiosis. Each produces four haploid microspores , which develop into pollen grains . b. Observe a slide of pine pollen. The pollen grain is the greatly reduced male gametophyte. The outer covering of the pollen is desiccation (drying out) resistant. Once mature, pollen will be wind dispersed, sifting down into the scales of the female cones. 3. Female gametophyte a. Examine a longitudinal section of a young ovulate cone on a prepared slide. Note the ovule (containing the megasporangium) on the upper surface of the scales. Diploid megaspore mother cells

contained inside will produce haploid megaspores , the first cells of the gametophyte generation. In the first year of ovulate cone development, pollen sifts into the soft bracts (pollination) and the pollen tube begins to grow, digesting the tissues of the ovule. b. If available, observe a second-year cone. During the second year, the ovule develops a multicellular female gametophyte with two archegonia in which an egg will form. Fertilization will not occur until the second year, when the pollen tube releases a sperm nucleus into the archegonium, where it unites with the egg to form the zygote . In each ovule only one of the archegonia and its zygote develops into a seed. c. Observe a mature cone. The development of the embryo sporophyte usually takes another year. The female gametophyte will provide nutritive materials stored in the seed for the early stages of growth. The outer tissues of the ovule will harden to form the seed coat . Results 1. Review the structures and processes observed. Be sure you are able to identify male and female cones, pollen, microspores, megaspores, zygote, and the seed coat. Discussion 1. What is the function of the wings on the pollen grain? 2. Why is wind-dispersed pollen an important phenomenon in the evolution of plants? 3. Are microspores and megaspores produced by mitosis or meiosis? 4. Can you think of at least two ways in which pine seeds are dispersed? ACTIVITY 2: ANGIOSPERMS Exercise 1 – Flower Morphology Procedure 1. Examine fresh flowers. If available, look at more than one species of flower. 2. Identify the parts listed below. Pedicel, Receptacle, Sepal, Calyx, Petal, Corolla, Stamen, Filament, Anther, Carpel, Stigma, Style, Ovary Results 1. Sketch in your lab manual any flower shapes or structures that you might need to refer to in the future. Discussion 1. What structures or characteristics did you observe in your investigations that you predict are important to pollination? Exercise 2 – Seed Morphology Procedure 1. Dicotyledon seeds a. Obtain a soaked bean seed and carefully remove the seed coat. It is paper-like and should come off easily. The bean seed should now separate longitudinally (length wise) into two halves. 2. Monocotyledon seeds a. Obtain a soaked corn seed and slice it longitudinally (length wise) into two halves

Results 1. Draw the dicotyledon seed and label all the parts discussed above. Use a dissection microscope to see all of the parts. 2. Draw the monocotyledon seed and label all the parts discussed above. Use a dissection microscope to see all of the parts. Discussion 1. What are some key characteristics that distinguish between the monocotyledons and the dicotyledons? Exercise 3 – Fruits and Dispersal Procedure 1. Examine the fruits and seeds available in the lab. a. What are the common names for the fruits? 2. Use the dichotomous key provided (Table 1) to identify the type of fruit.

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2. For each fruit, indicate the probable method of dispersal—for example, wind, water, gravity, ingestion by birds, mammals, or insects, or adhesion to fur and socks. Be sure to check with your instructor to see if you are right. Discussion 1. How might dry fruits be dispersed? Fleshy fruits? 2. Describe the characteristics of an achene, drupe, and berry. Exercise 4 – Leaf Morphology Procedure 1. Examine, sketch, and label (with the terms highlight above) the model of a leaf cross-section. 2. Observe and sketch some representative monocot and dicot leaves Exercise 5 – External Anatomy of Roots and Shoots (stems) Procedure 1. Examine and sketch fibrous roots and taproots that are available in lab. 2. Examine, sketch and label a stem. 3. Examine the modified shoots and roots available in the lab and complete Table below.

Exercise 6 – Internal Anatomy of Roots and Shoots (stems) Procedure 1. Examine prepared slides of a monocotyledon stem and root. 2. Examine prepared slides of a dicotyledon stem and root. Results 1. Sketch and label the slides you observe above and fill in the table below. 2. Think about how the form of each fits the unique function of each.

ACTIVITY 3 - FIELD SURVEY OF SEED PLANTS ON THE UTT CAMPUS (OPTIONAL) Procedure 1. In groups you will sample different habitats to look for seed plants. Your instructor might assign your group to a specific area to look for seed plants. If there are plants that you are unsure of what they are make note of that, collect a small sample (if permitted by the instructor) to take back to the lab to identify. The following are examples of where you might look for seed plants. Make a hypothesis about the presence or absence of seed plants at each site. a. Near water edges b. In the wooded area c. In open areas d. On or around trees e. Near buildings 2. Once you have identified or collected samples to identify return the lab. Note you only have to identify them to the phylum level. Results 1. Identify the phyla you encountered while looking on campus, also record the exact location where you found each seed plant. 2. Where your hypotheses supported or rejected by what you observed in the field? 3. How many species did you find here on campus? Compile a complete list. Discussion: Explain why your hypotheses were supported or rejected.

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