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Lecture_Presentation_16.pptxCampbell Essential Biology, Seventh Edition, and Campbell Essential Biology with Physiology, Sixth Edition
Chapter 16
The Evolution of Plants and Fungi
PowerPoint® Lectures created by Edward J. Zalisko, Eric J. Simon, Jean L. Dickey, and Jane B. Reece
Copyright © 2021 Pearson Education, Inc. All Rights Reserved
Copyright © 2021 Pearson Education, Inc. All Rights Reserved
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We’re Surrounded by Ancient Atoms. Burning Coal Releases CO2 Captured by Plants that Lived more than 300 Million Years Ago
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Biology and Society: The Diamond of the Kitchen
Truffles are subterranean reproductive bodies of certain fungi and are highly prized by gourmets for their powerful earthy scent.
Truffles represent a mutually beneficial relationship between plants and fungi. The roots of most plants are surrounded by a finely woven web of fungal filaments.
The ultrathin fungal filaments absorb water and inorganic nutrients and pass them to the plant.
The plant supplies the fungus with sugars and other organic molecules.
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Black Truffles Ready to be Thinly Sliced or Grated for Some Lucky Diner
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Colonizing Land
A plant is a multicellular eukaryote that carries out photosynthesis and has a set of adaptations for living on land.
Photosynthesis distinguishes plants from the animal and fungal kingdoms, which are also made up of eukaryotic, multicellular organisms.
Algae lack terrestrial adaptations and thus are classified as protists rather than plants.
Some plants live in water, but these aquatic plants evolved from terrestrial ancestors.
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5
Student Misconceptions and Concerns
1. Students often misunderstand evolution as a deliberate and directed process. This chapter provides good examples of how evolution actually occurs. For example, American chestnut trees were driven nearly to extinction because they did not possess the adaptations that would have helped them to survive a blight fungus. If evolution involved acquiring needed adaptations, why then would the chestnuts suffer? As plants evolved onto land, the properties of a terrestrial environment selected among the diversity of the species that existed. For example, plants that produced leaves with more wax had the advantage of greater water retention. Plants did not evolve adaptations to address the needs of living on land. Instead, variations of existing traits were favored by the special conditions of terrestrial environments.
2. The text identifies charophytes as the algal group most closely related to plants. Students might misinterpret this to mean that modern charophytes were the direct ancestors of plants. Instead, modern charophytes and plants share a common ancestor, but each has been evolving since the lineages diverged. This same confusion occurs when considering the evolutionary history of humans and chimpanzees. Humans and chimpanzees share a common ancestor. Modern humans did not evolve from modern chimpanzees. Although such distinctions may be clear to us as instructors, beginning students with little experience can easily be confused.
Teaching Tips
1. Consider making a connection between water lilies and whales, because both are aquatic organisms that evolved from terrestrial forms. Students might contemplate the changes in both of these organisms as they returned to the aquatic environment from which their ancestors emerged.
2. Point out to your students that in an aquatic environment, resources (such as nutrients and water) are exposed to nearly the entire plant. However, on land, structural specializations have evolved because resources are no longer evenly exposed to the plant (roots are subterranean adaptations and shoots are aerial adaptations).
3. Consider an analogy between vascular systems in plants and a major interstate highway, with traffic running in opposite directions. Highways, like vascular tissues, permit the widespread distribution of concentrated resources.
Active Lecture Tips
1. Before addressing plant evolution, have your students work in small groups and list the demands of living on land versus in water. Ask students to consider the challenges that plants faced when they moved onto land. Such reflections prepare your students for the discussion of the resulting adaptations in Chapter 16.
2. Have your students work in pairs or small groups to discuss the specific advantages of similar adaptations in the reproductive systems of plants and mammals. What are the advantages to keeping the developing embryos with the parent? (Possible answer: The embryonic environment can be carefully regulated by the parent and the parent can better protect the young from damage, disease, or predation.) What are the disadvantages to keeping the developing embryos with the parent? (Possible answer: All of the embryos are concentrated and collectively jeopardized if the parent plant is harmed or killed.)
Terrestrial Adaptations of Plants
Living on land requires a special set of adaptations.
Bodies that were upright in the buoyant water go limp on land and soon shrivel in the drying air.
In addition, algae are not equipped to obtain carbon dioxide needed for photosynthesis from the air.
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6
Student Misconceptions and Concerns
1. Students often misunderstand evolution as a deliberate and directed process. This chapter provides good examples of how evolution actually occurs. For example, American chestnut trees were driven nearly to extinction because they did not possess the adaptations that would have helped them to survive a blight fungus. If evolution involved acquiring needed adaptations, why then would the chestnuts suffer? As plants evolved onto land, the properties of a terrestrial environment selected among the diversity of the species that existed. For example, plants that produced leaves with more wax had the advantage of greater water retention. Plants did not evolve adaptations to address the needs of living on land. Instead, variations of existing traits were favored by the special conditions of terrestrial environments.
2. The text identifies charophytes as the algal group most closely related to plants. Students might misinterpret this to mean that modern charophytes were the direct ancestors of plants. Instead, modern charophytes and plants share a common ancestor, but each has been evolving since the lineages diverged. This same confusion occurs when considering the evolutionary history of humans and chimpanzees. Humans and chimpanzees share a common ancestor. Modern humans did not evolve from modern chimpanzees. Although such distinctions may be clear to us as instructors, beginning students with little experience can easily be confused.
Teaching Tips
1. Consider making a connection between water lilies and whales, because both are aquatic organisms that evolved from terrestrial forms. Students might contemplate the changes in both of these organisms as they returned to the aquatic environment from which their ancestors emerged.
2. Point out to your students that in an aquatic environment, resources (such as nutrients and water) are exposed to nearly the entire plant. However, on land, structural specializations have evolved because resources are no longer evenly exposed to the plant (roots are subterranean adaptations and shoots are aerial adaptations).
3. Consider an analogy between vascular systems in plants and a major interstate highway, with traffic running in opposite directions. Highways, like vascular tissues, permit the widespread distribution of concentrated resources.
Active Lecture Tips
1. Before addressing plant evolution, have your students work in small groups and list the demands of living on land versus in water. Ask students to consider the challenges that plants faced when they moved onto land. Such reflections prepare your students for the discussion of the resulting adaptations in Chapter 16.
2. Have your students work in pairs or small groups to discuss the specific advantages of similar adaptations in the reproductive systems of plants and mammals. What are the advantages to keeping the developing embryos with the parent? (Possible answer: The embryonic environment can be carefully regulated by the parent and the parent can better protect the young from damage, disease, or predation.) What are the disadvantages to keeping the developing embryos with the parent? (Possible answer: All of the embryos are concentrated and collectively jeopardized if the parent plant is harmed or killed.)
Adaptations of the Plant Body (1 of 4)
Resources on land are found in different places:
Carbon dioxide is mainly available in the air and
Mineral nutrients and water are found in the soil.
Thus, the complex bodies of plants have organs specialized to function in these two environments.
Subterranean organs called roots anchor the plant in soil and absorb minerals and water from the soil.
Above ground, shoots are organ systems that consist of photosynthetic leaves supported by stems.
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7
Student Misconceptions and Concerns
1. Students often misunderstand evolution as a deliberate and directed process. This chapter provides good examples of how evolution actually occurs. For example, American chestnut trees were driven nearly to extinction because they did not possess the adaptations that would have helped them to survive a blight fungus. If evolution involved acquiring needed adaptations, why then would the chestnuts suffer? As plants evolved onto land, the properties of a terrestrial environment selected among the diversity of the species that existed. For example, plants that produced leaves with more wax had the advantage of greater water retention. Plants did not evolve adaptations to address the needs of living on land. Instead, variations of existing traits were favored by the special conditions of terrestrial environments.
2. The text identifies charophytes as the algal group most closely related to plants. Students might misinterpret this to mean that modern charophytes were the direct ancestors of plants. Instead, modern charophytes and plants share a common ancestor, but each has been evolving since the lineages diverged. This same confusion occurs when considering the evolutionary history of humans and chimpanzees. Humans and chimpanzees share a common ancestor. Modern humans did not evolve from modern chimpanzees. Although such distinctions may be clear to us as instructors, beginning students with little experience can easily be confused.
Teaching Tips
1. Consider making a connection between water lilies and whales, because both are aquatic organisms that evolved from terrestrial forms. Students might contemplate the changes in both of these organisms as they returned to the aquatic environment from which their ancestors emerged.
2. Point out to your students that in an aquatic environment, resources (such as nutrients and water) are exposed to nearly the entire plant. However, on land, structural specializations have evolved because resources are no longer evenly exposed to the plant (roots are subterranean adaptations and shoots are aerial adaptations).
3. Consider an analogy between vascular systems in plants and a major interstate highway, with traffic running in opposite directions. Highways, like vascular tissues, permit the widespread distribution of concentrated resources.
Active Lecture Tips
1. Before addressing plant evolution, have your students work in small groups and list the demands of living on land versus in water. Ask students to consider the challenges that plants faced when they moved onto land. Such reflections prepare your students for the discussion of the resulting adaptations in Chapter 16.
2. Have your students work in pairs or small groups to discuss the specific advantages of similar adaptations in the reproductive systems of plants and mammals. What are the advantages to keeping the developing embryos with the parent? (Possible answer: The embryonic environment can be carefully regulated by the parent and the parent can better protect the young from damage, disease, or predation.) What are the disadvantages to keeping the developing embryos with the parent? (Possible answer: All of the embryos are concentrated and collectively jeopardized if the parent plant is harmed or killed.)
Structural Adaptations of Algae and Plants
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Adaptations of the Plant Body (2 of 4)
Roots typically have many fine branches that thread among the grains of soil, providing a large surface area that maximizes contact with mineral-bearing water in the soil—just one example of how plant organ systems exemplify the relationship between structure and function.
Most plants have symbiotic fungi associated with their roots. These root-fungus combinations, called mycorrhizae (“fungus roots”), enlarge the root’s functional surface area. Mycorrhizae are key adaptations that made it possible for plants to live on land.
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9
Student Misconceptions and Concerns
1. Students often misunderstand evolution as a deliberate and directed process. This chapter provides good examples of how evolution actually occurs. For example, American chestnut trees were driven nearly to extinction because they did not possess the adaptations that would have helped them to survive a blight fungus. If evolution involved acquiring needed adaptations, why then would the chestnuts suffer? As plants evolved onto land, the properties of a terrestrial environment selected among the diversity of the species that existed. For example, plants that produced leaves with more wax had the advantage of greater water retention. Plants did not evolve adaptations to address the needs of living on land. Instead, variations of existing traits were favored by the special conditions of terrestrial environments.
2. The text identifies charophytes as the algal group most closely related to plants. Students might misinterpret this to mean that modern charophytes were the direct ancestors of plants. Instead, modern charophytes and plants share a common ancestor, but each has been evolving since the lineages diverged. This same confusion occurs when considering the evolutionary history of humans and chimpanzees. Humans and chimpanzees share a common ancestor. Modern humans did not evolve from modern chimpanzees. Although such distinctions may be clear to us as instructors, beginning students with little experience can easily be confused.
Teaching Tips
1. Consider making a connection between water lilies and whales, because both are aquatic organisms that evolved from terrestrial forms. Students might contemplate the changes in both of these organisms as they returned to the aquatic environment from which their ancestors emerged.
2. Point out to your students that in an aquatic environment, resources (such as nutrients and water) are exposed to nearly the entire plant. However, on land, structural specializations have evolved because resources are no longer evenly exposed to the plant (roots are subterranean adaptations and shoots are aerial adaptations).
3. Consider an analogy between vascular systems in plants and a major interstate highway, with traffic running in opposite directions. Highways, like vascular tissues, permit the widespread distribution of concentrated resources.
Active Lecture Tips
1. Before addressing plant evolution, have your students work in small groups and list the demands of living on land versus in water. Ask students to consider the challenges that plants faced when they moved onto land. Such reflections prepare your students for the discussion of the resulting adaptations in Chapter 16.
2. Have your students work in pairs or small groups to discuss the specific advantages of similar adaptations in the reproductive systems of plants and mammals. What are the advantages to keeping the developing embryos with the parent? (Possible answer: The embryonic environment can be carefully regulated by the parent and the parent can better protect the young from damage, disease, or predation.) What are the disadvantages to keeping the developing embryos with the parent? (Possible answer: All of the embryos are concentrated and collectively jeopardized if the parent plant is harmed or killed.)
Mycorrhizae: Symbiotic Associations of Fungi and Roots
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Adaptations of the Plant Body (3 of 4)
Leaves are the main photosynthetic organs of most plants, utilizing
stomata, microscopic pores found on a leaf’s surface, for the exchange of carbon dioxide and oxygen with the atmosphere,
a waxy layer coating on the leaves and other aerial parts of most plants called the cuticle, helping the plant body retain water, and
vascular tissue, a network of tube-shaped cells that branch throughout the plant, for the transport of vital materials between roots and shoots.
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11
Student Misconceptions and Concerns
1. Students often misunderstand evolution as a deliberate and directed process. This chapter provides good examples of how evolution actually occurs. For example, American chestnut trees were driven nearly to extinction because they did not possess the adaptations that would have helped them to survive a blight fungus. If evolution involved acquiring needed adaptations, why then would the chestnuts suffer? As plants evolved onto land, the properties of a terrestrial environment selected among the diversity of the species that existed. For example, plants that produced leaves with more wax had the advantage of greater water retention. Plants did not evolve adaptations to address the needs of living on land. Instead, variations of existing traits were favored by the special conditions of terrestrial environments.
2. The text identifies charophytes as the algal group most closely related to plants. Students might misinterpret this to mean that modern charophytes were the direct ancestors of plants. Instead, modern charophytes and plants share a common ancestor, but each has been evolving since the lineages diverged. This same confusion occurs when considering the evolutionary history of humans and chimpanzees. Humans and chimpanzees share a common ancestor. Modern humans did not evolve from modern chimpanzees. Although such distinctions may be clear to us as instructors, beginning students with little experience can easily be confused.
Teaching Tips
1. Consider making a connection between water lilies and whales, because both are aquatic organisms that evolved from terrestrial forms. Students might contemplate the changes in both of these organisms as they returned to the aquatic environment from which their ancestors emerged.
2. Point out to your students that in an aquatic environment, resources (such as nutrients and water) are exposed to nearly the entire plant. However, on land, structural specializations have evolved because resources are no longer evenly exposed to the plant (roots are subterranean adaptations and shoots are aerial adaptations).
3. Consider an analogy between vascular systems in plants and a major interstate highway, with traffic running in opposite directions. Highways, like vascular tissues, permit the widespread distribution of concentrated resources.
Active Lecture Tips
1. Before addressing plant evolution, have your students work in small groups and list the demands of living on land versus in water. Ask students to consider the challenges that plants faced when they moved onto land. Such reflections prepare your students for the discussion of the resulting adaptations in Chapter 16.
2. Have your students work in pairs or small groups to discuss the specific advantages of similar adaptations in the reproductive systems of plants and mammals. What are the advantages to keeping the developing embryos with the parent? (Possible answer: The embryonic environment can be carefully regulated by the parent and the parent can better protect the young from damage, disease, or predation.) What are the disadvantages to keeping the developing embryos with the parent? (Possible answer: All of the embryos are concentrated and collectively jeopardized if the parent plant is harmed or killed.)
Adaptations of the Plant Body (4 of 4)
There are two types of vascular tissue.
One type is specialized for transporting water and minerals from roots to leaves.
The other distributes sugars from the leaves to the roots and other nonphotosynthetic parts of the plant.
The cell walls of many of the cells in vascular tissue are hardened by a chemical called lignin. The structural strength of lignified vascular tissue, otherwise known as wood, is amply demonstrated by its use as a building material.
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12
Student Misconceptions and Concerns
1. Students often misunderstand evolution as a deliberate and directed process. This chapter provides good examples of how evolution actually occurs. For example, American chestnut trees were driven nearly to extinction because they did not possess the adaptations that would have helped them to survive a blight fungus. If evolution involved acquiring needed adaptations, why then would the chestnuts suffer? As plants evolved onto land, the properties of a terrestrial environment selected among the diversity of the species that existed. For example, plants that produced leaves with more wax had the advantage of greater water retention. Plants did not evolve adaptations to address the needs of living on land. Instead, variations of existing traits were favored by the special conditions of terrestrial environments.
2. The text identifies charophytes as the algal group most closely related to plants. Students might misinterpret this to mean that modern charophytes were the direct ancestors of plants. Instead, modern charophytes and plants share a common ancestor, but each has been evolving since the lineages diverged. This same confusion occurs when considering the evolutionary history of humans and chimpanzees. Humans and chimpanzees share a common ancestor. Modern humans did not evolve from modern chimpanzees. Although such distinctions may be clear to us as instructors, beginning students with little experience can easily be confused.
Teaching Tips
1. Consider making a connection between water lilies and whales, because both are aquatic organisms that evolved from terrestrial forms. Students might contemplate the changes in both of these organisms as they returned to the aquatic environment from which their ancestors emerged.
2. Point out to your students that in an aquatic environment, resources (such as nutrients and water) are exposed to nearly the entire plant. However, on land, structural specializations have evolved because resources are no longer evenly exposed to the plant (roots are subterranean adaptations and shoots are aerial adaptations).
3. Consider an analogy between vascular systems in plants and a major interstate highway, with traffic running in opposite directions. Highways, like vascular tissues, permit the widespread distribution of concentrated resources.
Active Lecture Tips
1. Before addressing plant evolution, have your students work in small groups and list the demands of living on land versus in water. Ask students to consider the challenges that plants faced when they moved onto land. Such reflections prepare your students for the discussion of the resulting adaptations in Chapter 16.
2. Have your students work in pairs or small groups to discuss the specific advantages of similar adaptations in the reproductive systems of plants and mammals. What are the advantages to keeping the developing embryos with the parent? (Possible answer: The embryonic environment can be carefully regulated by the parent and the parent can better protect the young from damage, disease, or predation.) What are the disadvantages to keeping the developing embryos with the parent? (Possible answer: All of the embryos are concentrated and collectively jeopardized if the parent plant is harmed or killed.)
Network of Vascular Tissue in a Leaf
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Identifying Major Themes (1 of 3)
Roots typically have many fine branches that thread among the grains of soil, providing a large surface area that maximizes contact with mineral-bearing water in the soil.
Which major theme is illustrated by this action?
The relationship of structure to function
Information flow
Pathways that transform energy and matter
Interactions within biological systems
Evolution
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Major Themes Answer – The Relationship of Structure to Function: The fine branches of roots increase the surface area, which facilitates absorption of necessary resources.
Identifying Major Themes (2 of 3)
Vascular tissue was an adaptation that allowed ferns to colonize a greater variety of habitats than mosses.
Which major theme is illustrated by this action?
The relationship of structure to function
Information flow
Pathways that transform energy and matter
Interactions within biological systems
Evolution
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15
Major Themes Answer—Evolution: Natural selection led to the development of vascular systems in ferns, giving them an advantage in a variety of habitats. This could also be an example of the relationship of structure to function because vascular tissue functions to move materials throughout the plant.
Reproductive Adaptations (1 of 2)
Adapting to land also required a new mode of reproduction.
For the protist algae, water ensures that gametes (sperm and eggs) and developing offspring stay moist.
Water also provides a means of dispersing the gametes and offspring.
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16
Student Misconceptions and Concerns
1. Students often misunderstand evolution as a deliberate and directed process. This chapter provides good examples of how evolution actually occurs. For example, American chestnut trees were driven nearly to extinction because they did not possess the adaptations that would have helped them to survive a blight fungus. If evolution involved acquiring needed adaptations, why then would the chestnuts suffer? As plants evolved onto land, the properties of a terrestrial environment selected among the diversity of the species that existed. For example, plants that produced leaves with more wax had the advantage of greater water retention. Plants did not evolve adaptations to address the needs of living on land. Instead, variations of existing traits were favored by the special conditions of terrestrial environments.
2. The text identifies charophytes as the algal group most closely related to plants. Students might misinterpret this to mean that modern charophytes were the direct ancestors of plants. Instead, modern charophytes and plants share a common ancestor, but each has been evolving since the lineages diverged. This same confusion occurs when considering the evolutionary history of humans and chimpanzees. Humans and chimpanzees share a common ancestor. Modern humans did not evolve from modern chimpanzees. Although such distinctions may be clear to us as instructors, beginning students with little experience can easily be confused.
Teaching Tips
1. Consider making a connection between water lilies and whales, because both are aquatic organisms that evolved from terrestrial forms. Students might contemplate the changes in both of these organisms as they returned to the aquatic environment from which their ancestors emerged.
2. Point out to your students that in an aquatic environment, resources (such as nutrients and water) are exposed to nearly the entire plant. However, on land, structural specializations have evolved because resources are no longer evenly exposed to the plant (roots are subterranean adaptations and shoots are aerial adaptations).
3. Consider an analogy between vascular systems in plants and a major interstate highway, with traffic running in opposite directions. Highways, like vascular tissues, permit the widespread distribution of concentrated resources.
Active Lecture Tips
1. Before addressing plant evolution, have your students work in small groups and list the demands of living on land versus in water. Ask students to consider the challenges that plants faced when they moved onto land. Such reflections prepare your students for the discussion of the resulting adaptations in Chapter 16.
2. Have your students work in pairs or small groups to discuss the specific advantages of similar adaptations in the reproductive systems of plants and mammals. What are the advantages to keeping the developing embryos with the parent? (Possible answer: The embryonic environment can be carefully regulated by the parent and the parent can better protect the young from damage, disease, or predation.) What are the disadvantages to keeping the developing embryos with the parent? (Possible answer: All of the embryos are concentrated and collectively jeopardized if the parent plant is harmed or killed.)
Reproductive Adaptations (2 of 2)
Plants, however, must keep their gametes and developing offspring from drying out in the air and produce their gametes in a structure that allows them to develop without dehydrating.
The egg remains within tissues of the mother plant and is fertilized there.
In plants, but not algae, the zygote (fertilized egg) develops into an embryo while still contained within the female parent, which protects the embryo and keeps it from dehydrating.
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17
Student Misconceptions and Concerns
1. Students often misunderstand evolution as a deliberate and directed process. This chapter provides good examples of how evolution actually occurs. For example, American chestnut trees were driven nearly to extinction because they did not possess the adaptations that would have helped them to survive a blight fungus. If evolution involved acquiring needed adaptations, why then would the chestnuts suffer? As plants evolved onto land, the properties of a terrestrial environment selected among the diversity of the species that existed. For example, plants that produced leaves with more wax had the advantage of greater water retention. Plants did not evolve adaptations to address the needs of living on land. Instead, variations of existing traits were favored by the special conditions of terrestrial environments.
2. The text identifies charophytes as the algal group most closely related to plants. Students might misinterpret this to mean that modern charophytes were the direct ancestors of plants. Instead, modern charophytes and plants share a common ancestor, but each has been evolving since the lineages diverged. This same confusion occurs when considering the evolutionary history of humans and chimpanzees. Humans and chimpanzees share a common ancestor. Modern humans did not evolve from modern chimpanzees. Although such distinctions may be clear to us as instructors, beginning students with little experience can easily be confused.
Teaching Tips
1. Consider making a connection between water lilies and whales, because both are aquatic organisms that evolved from terrestrial forms. Students might contemplate the changes in both of these organisms as they returned to the aquatic environment from which their ancestors emerged.
2. Point out to your students that in an aquatic environment, resources (such as nutrients and water) are exposed to nearly the entire plant. However, on land, structural specializations have evolved because resources are no longer evenly exposed to the plant (roots are subterranean adaptations and shoots are aerial adaptations).
3. Consider an analogy between vascular systems in plants and a major interstate highway, with traffic running in opposite directions. Highways, like vascular tissues, permit the widespread distribution of concentrated resources.
Active Lecture Tips
1. Before addressing plant evolution, have your students work in small groups and list the demands of living on land versus in water. Ask students to consider the challenges that plants faced when they moved onto land. Such reflections prepare your students for the discussion of the resulting adaptations in Chapter 16.
2. Have your students work in pairs or small groups to discuss the specific advantages of similar adaptations in the reproductive systems of plants and mammals. What are the advantages to keeping the developing embryos with the parent? (Possible answer: The embryonic environment can be carefully regulated by the parent and the parent can better protect the young from damage, disease, or predation.) What are the disadvantages to keeping the developing embryos with the parent? (Possible answer: All of the embryos are concentrated and collectively jeopardized if the parent plant is harmed or killed.)
The Protected Embryo of a Plant
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The Origin of Plants from Green Algae
The algal ancestors of plants carpeted moist fringes of lakes or coastal salt marshes more than 500 million years ago.
Charophytes are a modern-day lineage of green algae and may resemble early plant ancestors.
Plants and present-day charophytes probably evolved from a common ancestor.
Adaptations making life on dry land possible had accumulated by about 470 million years ago, the age of the oldest known plant fossils.
The evolutionary novelties of these first land plants opened the new frontier of a terrestrial habitat.
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19
Student Misconceptions and Concerns
1. Students often misunderstand evolution as a deliberate and directed process. This chapter provides good examples of how evolution actually occurs. For example, American chestnut trees were driven nearly to extinction because they did not possess the adaptations that would have helped them to survive a blight fungus. If evolution involved acquiring needed adaptations, why then would the chestnuts suffer? As plants evolved onto land, the properties of a terrestrial environment selected among the diversity of the species that existed. For example, plants that produced leaves with more wax had the advantage of greater water retention. Plants did not evolve adaptations to address the needs of living on land. Instead, variations of existing traits were favored by the special conditions of terrestrial environments.
2. The text identifies charophytes as the algal group most closely related to plants. Students might misinterpret this to mean that modern charophytes were the direct ancestors of plants. Instead, modern charophytes and plants share a common ancestor, but each has been evolving since the lineages diverged. This same confusion occurs when considering the evolutionary history of humans and chimpanzees. Humans and chimpanzees share a common ancestor. Modern humans did not evolve from modern chimpanzees. Although such distinctions may be clear to us as instructors, beginning students with little experience can easily be confused.
Teaching Tips
1. Consider making a connection between water lilies and whales, because both are aquatic organisms that evolved from terrestrial forms. Students might contemplate the changes in both of these organisms as they returned to the aquatic environment from which their ancestors emerged.
2. Point out to your students that in an aquatic environment, resources (such as nutrients and water) are exposed to nearly the entire plant. However, on land, structural specializations have evolved because resources are no longer evenly exposed to the plant (roots are subterranean adaptations and shoots are aerial adaptations).
3. Consider an analogy between vascular systems in plants and a major interstate highway, with traffic running in opposite directions. Highways, like vascular tissues, permit the widespread distribution of concentrated resources.
Active Lecture Tips
1. Before addressing plant evolution, have your students work in small groups and list the demands of living on land versus in water. Ask students to consider the challenges that plants faced when they moved onto land. Such reflections prepare your students for the discussion of the resulting adaptations in Chapter 16.
2. Have your students work in pairs or small groups to discuss the specific advantages of similar adaptations in the reproductive systems of plants and mammals. What are the advantages to keeping the developing embryos with the parent? (Possible answer: The embryonic environment can be carefully regulated by the parent and the parent can better protect the young from damage, disease, or predation.) What are the disadvantages to keeping the developing embryos with the parent? (Possible answer: All of the embryos are concentrated and collectively jeopardized if the parent plant is harmed or killed.)
Two Species of Charophytes, the Closest Algal Relatives of Plants
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Plant Diversity: Highlights of Plant Evolution
The history of the plant kingdom is a story of adaptation to diverse terrestrial habitats.
The fossil record chronicles four major periods of plant evolution, which are also evident in the diversity of modern plants. Each stage is marked by the evolution of structures that opened new opportunities on land.
Checkpoint: Name some adaptations of plants for living on land.
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21
Checkpoint response: Any of the following: cuticle, stomata, vascular tissue, lignin-hardened cell walls, protected gametes and embryos, and differentiation of the body into aerial shoots and subterranean roots
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Highlights of Plant Evolution (1 of 3)
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22
Highlights of Plant Evolution (2 of 3)
About 470 million years ago, early diversification gave rise to nonvascular plants called bryophytes, which lack lignified walls, true roots, and true leaves. Bryophytes include mosses, liverworts, and hornworts.
About 425 million years ago, the presence of conducting tissues hardened with lignin allowed vascular plants to grow much taller, rising above the ground to achieve significant height. The earliest vascular plants lacked seeds. Today, this seedless condition is retained by ferns and a few other groups of vascular plants.
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23
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Highlights of Plant Evolution (3 of 3)
About 360 million years ago, gymnosperms evolved with seeds that consisted of an embryo packaged along with a store of food within a protective covering, but were not enclosed in any specialized chambers. Today, the most widespread and diverse gymnosperms are the conifers, consisting mainly of cone-bearing trees, such as pines.
At least 140 million years ago, angiosperms evolved with complex reproductive structures called flowers that bear seeds within protective chambers called ovaries. Most living plants, at least 250,000 species, are angiosperms.
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24
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
The Major Groups of Plants
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25
Bryophytes (1 of 2)
Mosses display two key terrestrial adaptations that made the move onto land possible:
a waxy cuticle that helps prevent dehydration and
the retention of developing embryos within the female plant’s body.
Mosses need water to reproduce because their sperm swim to reach eggs within the female gametangium.
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26
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
A Peat Moss Bog in Scotland
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27
Bryophytes (2 of 2)
Mosses have two distinct forms:
The green, spongelike plant that is the more obvious is called the gametophyte.
The other, called a sporophyte, grows out of a gametophyte as a stalk with a capsule at its tip.
This life cycle is called alternation of generations.
Gametophytes produce gametes that unite to form zygotes, which develop into new sporophytes.
Sporophytes produce spores that give rise to new gametophytes.
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28
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
The Two Forms of a Moss
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29
Alternation of Generations
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30
30
Animation: Moss Life Cycle
| https://mediaplayer.pearsoncmg.com/assets/secs-campbell-moss-life-cycle |
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31
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Identifying Major Themes (3 of 3)
Gametophytes produce gametes that unite to form zygotes, which develop into new sporophytes. Sporophytes produce spores that give rise to new gametophytes, transmitting DNA through an alternation of generations.
Which major theme is illustrated by this action?
The relationship of structure to function
Information flow
Pathways that transform energy and matter
Interactions within biological systems
Evolution
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32
Major Themes Answer—Information Flow: DNA from different gametophytes combines and is passed to the sporophyte generation. The spores contain the DNA for the next generation of gametophytes.
Ferns (1 of 2)
The evolution of vascular tissue allowed ferns to colonize a greater variety of habitats than mosses.
Ferns are by far the most diverse seedless vascular plants, with more than 12,000 known species.
The sperms of ferns, like mosses, have flagella and must swim through a film of water to fertilize eggs.
During the Carboniferous period, from about 360 to 300 million years ago, ancient ferns were part of a much greater diversity of seedless plants that formed swampy tropical forests over much of what is now Eurasia and North America.
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33
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Ferns (Seedless Vascular Plants)
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34
34
Ferns (2 of 2)
As the seedless plants died, they fell into stagnant wetlands and did not decay completely. Their remains formed thick organic deposits that were gradually converted to coal.
Fossil fuels formed from the remains of long-dead organisms and include coal, oil, and natural gas.
The burning of fossil fuels releases carbon dioxide and other gases that contribute to global climate change.
Checkpoint: Why are ferns able to grow taller than mosses?
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35
Checkpoint response: Vascular tissue hardened with lignin allows ferns to stand taller and transport nutrients farther.
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
A “Coal Forest” of the Carboniferous Period
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36
36
Animation: Fern Life Cycle
| https://mediaplayer.pearsoncmg.com/assets/secs-campbell-fern-life-cycle |
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37
37
Gymnosperms
Near the end of the Carboniferous period, the climate turned drier and colder, favoring the evolution of seed plants, which can
complete their life cycles on dry land and
withstand long, harsh winters.
The descendants of early gymnosperms include the conifers, or cone-bearing plants.
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38
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Conifers
Conifers
cover much of northern Eurasia and North America,
are usually evergreens, which retain their leaves throughout the year,
include the tallest, largest, and oldest organisms on Earth, and
form highly productive forests that provide much of our lumber for building and wood pulp for paper production.
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39
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
A Coniferous Forest in Tetlin National Wildlife Refuge, Alaska
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40
40
Terrestrial Adaptations of Seed Plants (1 of 3)
Compared with ferns, most gymnosperms have three additional adaptations that make survival in diverse terrestrial habitats possible:
The first adaptation is an even greater development of the diploid sporophyte compared with the haploid gametophyte generation. A pine tree or other conifer is actually a sporophyte with tiny gametophytes living in cones.
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41
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Three Variations on Alternation of Generations in Plants
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42
Terrestrial Adaptations of Seed Plants (2 of 3)
A second adaptation of seed plants to dry land came with the evolution of pollen.
A pollen grain is actually the much-reduced male gametophyte and houses cells that will develop into sperm.
In the case of conifers, pollination, the delivery of pollen from the male parts of a plant to the female parts of a plant, occurs via wind.
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43
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
A Pine Tree, the Sporophyte, Bearing Two Types of Cones Containing Gametophytes
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44
44
Terrestrial Adaptations of Seed Plants (3 of 3)
The third terrestrial adaptation was the development of the seed, consisting of a plant embryo, packaged along with a food supply, within a protective coat.
Seeds develop from ovules, structures that contain the female gametophytes. In conifers, the ovules are located on the scales of female cones.
Once released from the parent plant, the seed can remain dormant for days, months, or even years.
Under favorable conditions, the seed can then germinate, or sprout, and its embryo emerges through the seed coat as a seedling.
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45
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
From Ovule to Seed
Copyright © 2021 Pearson Education, Inc. All Rights Reserved
46
46
Animation: Pine Life Cycle
| https://mediaplayer.pearsoncmg.com/assets/secs-campbell-pine-life-cycle |
Copyright © 2021 Pearson Education, Inc. All Rights Reserved
47
47
Angiosperms
Angiosperms dominate the modern landscape and are represented by about 250,000 species, compared to about 700 species of gymnosperms.
Their success is largely due to
refinements in vascular tissue that make water transport more efficient in angiosperms than in gymnosperms and
the evolution of the flower.
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48
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Flowers, Fruits, and the Angiosperm Life Cycle (1 of 6)
Flowers are the site of procreation.
This showiness helps to attract insects and other animals that transfer pollen from one flower to another of the same species.
Angiosperms that rely on wind pollination
include grasses and many trees,
have much smaller, less flamboyant flowers, and
allocate the plant’s reproductive energy to making massive amounts of pollen for release into the wind.
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49
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Video: Bee Pollinating
https://mediaplayer.pearsoncmg.com/assets/secs-bee-pollinating
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50
Flowers, Fruits, and the Angiosperm Life Cycle (2 of 6)
A flower is a short stem, bearing modified leaves that are attached in concentric circles at its base.
Sepals form the outer layer, are usually green, and enclose the flower before it opens.
Next inside are petals, which are often colorful and help to attract pollinators.
Stamens, the male reproductive structures, are below the petals. Pollen grains develop in the anther, a sac at the top of each stamen.
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51
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Structure of a Flower
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52
Video: Flower Blooming (time lapse)
https://mediaplayer.pearsoncmg.com/assets/secs-flower-blooming
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53
Flowers, Fruits, and the Angiosperm Life Cycle (3 of 6)
Carpels are the female reproductive structure at the center of the flower. The carpel includes
the ovary, a protective chamber containing one or more ovules in which the eggs develop, and
the sticky tip of the carpel, the stigma, which traps pollen.
The basic structure of a flower can exist in many beautiful variations.
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54
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
A Diversity of Flowers
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55
55
Flowers, Fruits, and the Angiosperm Life Cycle (4 of 6)
In angiosperms, as in gymnosperms, the sporophyte generation is dominant and produces the gametophyte generation within its body.
Figure 16.19 highlights key stages in the angiosperm life cycle.
The flower is part of the sporophyte plant. As in gymnosperms, the pollen grain is the male gametophyte of angiosperms. The female gametophyte is located within an ovule, which in turn resides within a chamber of the ovary.
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56
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
The Angiosperm Life Cycle
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57
Flowers, Fruits, and the Angiosperm Life Cycle (5 of 6)
After a pollen grain lands on the stigma, a pollen tube grows down to the ovule.
The pollen tube releases a sperm nucleus that fertilizes an egg within the embryo sac.
This produces a zygote.
The zygote develops into an embryo. Tissue surrounding the embryo develops into nutrient-rich endosperm, which provides a food supply for the growing plant.
The whole ovule develops into a seed, which can germinate and develop into a new sporophyte to begin the cycle anew.
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58
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Video: Flowering Plant Life Cycle (time lapse)
https://mediaplayer.pearsoncmg.com/assets/secs-flowering-plant-life-cycle
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59
Animation: Plant Fertilization
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-sexual-reproduction-in-angiosperms
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60
Animation: Seed Development
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-seed-fruit-development
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61
Flowers, Fruits, and the Angiosperm Life Cycle (6 of 6)
Fruit
is a ripened ovary,
helps protect the seed,
increases seed dispersal, and
is a major food source for animals.
Checkpoint: What are the four main parts of a flower? Where do pollen grains develop? Where do eggs develop?
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62
Checkpoint response: sepals, petals, stamens, carpels; in the anther within the stamen; in the ovary within the carpel
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Fruits and Seed Dispersal
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63
Angiosperms and Agriculture
Gymnosperms supply most of our lumber and paper.
Angiosperms provide nearly all of our food and supply fiber, medications, perfumes, and decoration.
Agriculture probably developed gradually as people began sowing seeds and cultivating plants to have a more dependable food source. And as they domesticated certain plants, artificial selection produced the diversity of plants we enjoy today.
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64
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Plant Diversity as a Nonrenewable Resource (1 of 2)
The increasing human population is extinguishing plant species at an unprecedented rate. The problem is especially critical for forest ecosystems, which are home to as many as 80% of the world’s terrestrial plant and animal species.
Why does the loss of tropical forests matter?
In addition to forests being centers of biodiversity, millions of people worldwide depend on these forests for their livelihood.
More than 120 prescription drugs are made from substances derived from plants.
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65
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Cultivated Land Bordering a Tropical Forest in Uganda
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66
66
A Sampling of Medicines Derived from Plants
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67
67
Plant Diversity as a Nonrenewable Resource (2 of 2)
Scientists are now working to slow the loss of plant diversity in part by researching sustainable ways for people to benefit from forests.
The goal of such efforts is to encourage management practices that use forests as resources without damaging them.
We need to appreciate the rain forests and other ecosystems as living treasures that can regenerate only slowly. Only then will we learn to work with them in ways that preserve their biological diversity for the future.
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68
Student Misconceptions and Concerns
1. Students can easily confuse animal and plant reproductive cycles. However, the unique features of alternation of generations in plants (and certain algae) make analogies and parallels challenging and potentially confusing when referencing animal life cycles. One possible relevant exercise would be to compare the timing of mitosis and meiosis in plant and animal life cycles.
2. Students often confuse global warming and the destruction of the ozone layer. This might be a good time to discuss or clarify global warming. The carbon removed from the air in the Carboniferous has been “locked up” in coal for about 300 million years. By burning fossil fuels, we are reintroducing carbon that has been “out of circulation.” Thus, there is a net gain in global carbon dioxide, which may act like glass in a car (or glass in a greenhouse) to reflect back heat. Note that burning ethanol derived from corn does not directly contribute to global warming because the carbon in the ethanol was removed from the air only a year or two ago, instead of hundreds of millions of years ago (although the use of fossil fuels to raise, harvest, process, and transport corn does contribute to global warming).
Teaching Tips
1. The authors describe four major periods of plant evolution. The chapter sections on plants that immediately follow describe these periods. This is consistent with good lecture advice: Tell them what you are going to tell them, tell them, and then tell them what you told them (summarize).
2. Students might enjoy the parallel between a chicken egg and the first seeds (although this is a limited analogy). Each consists of a developing embryo, enclosed in a water-resistant packet, along with a store of food.
3. The support provided by many tightly packed mosses is analogous to the collective support of the many fibers of plush carpeting. Each fiber of carpet and each individual moss plant might easily collapse without the support of its neighbor.
4. Students might wonder if humans and other animals do not also qualify as having alternation of generations. Although we do have haploid gametes, the haploid and diploid stages do not include multicellular individuals.
5. Depending on where your course is taught, coal may be an important part of the economy. The geology of these coal deposits helps us interpret the rich history of life on Earth. If you live in a coal region, consider spending additional time on how coal was deposited, why it is an important source of energy, and how the use of fossil fuels contributes to global warming.
6. As François Jacob suggested, evolution works as a tinkerer and not like an engineer. New forms evolve by remodeling old forms. The structure of a flower represents the remodeling of leaves, a subject that you may want to explore in additional detail as an important lesson in evolution.
7. Floral shops frequently discard magnificent flowers that are just beyond their peak. Teachers can obtain such discards for free by contacting local floral shops and sharing your educational needs. Having a variety of flowers on hand can brighten up any discussion of angiosperms.
8. The symbiotic relationships between angiosperms and animals are extensive but not always mutualistic. Challenge students to list all of the ways that plant reproduction benefits from animals (examples include seed dispersal in fruit and hitchhiker strategies of seeds with attachment devices).
9. The tremendous volume of pollen released into the air is apparent to anyone suffering from allergies. You might wish to have your students find the pollen counts for your area, commonly given out in weather information. It might be interesting to track the pollen counts as you go through part of the semester.
10. Depending on where your course it taught, you can reference any local agricultural monoculture that replaced a much more diverse native ecosystem, perhaps many years ago. From old-growth forest replaced with a single fast-growing species, to vast fields of corn, wheat, or soybeans that replaced native prairies, students may fail to recognize this loss of diversity.
Active Lecture Tips
1. You might have your students work in pairs to list the plant-derived materials in your classroom. These will include cotton cloth, wood for pencils, paper in many forms, wood walls or trim, and so on. In addition, have students try to imagine how they could spend an entire day without encountering plants or plant products.
2. Before lecturing on the examples of angiosperm and animal interactions, let your students work in pairs to try to name as many as they can.
Fungi
Fungi are eukaryotes; most are multicellular, but many have body structures and modes of reproduction unlike those of other organisms.
A mushroom is more closely related to you than it is to any plant! Molecular studies indicate that fungi and animals arose from a common ancestor more than 1 billion years ago.
Fungi recycle vital chemical elements back to the environment in forms other organisms can assimilate and form mycorrhizae, fungus-root associations that help plants absorb mineral and water from the soil.
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Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
A Gallery of Diverse Fungi
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Characteristics of Fungi: Fungal Nutrition
Fungi are heterotrophs that acquire their nutrients by absorption.
A fungus digests food outside its body by secreting powerful digestive enzymes into the food that decompose complex molecules to simpler compounds that the fungus can absorb.
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Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
Fungal Structure
The bodies of most fungi are constructed of threadlike filaments called hyphae.
Fungal hyphae are minute threads of cytoplasm surrounded by a plasma membrane and cell walls usually composed of chitin, a strong but flexible polysaccharide also found in insect skeletons.
Hyphae branch repeatedly, forming an interwoven network called a mycelium (plural, mycelia), the feeding structure of the fungus.
Checkpoint: Describe how the structure of a fungal mycelium reflects its function.
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Checkpoint response: The extensive network of hyphae puts a large surface area in contact with the food source.
Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
The Fungal Mycelium
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Animation: Fungal Reproduction and Nutrition
https://mediaplayer.pearsoncmg.com/assets/secs-campbell-fungal-reproduction-nutrition
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Fungal Reproduction
Mushrooms arise from an underground mycelium and mainly function in reproduction. A mushroom pops up above ground to disperse its spores on air currents.
Fungi typically reproduce by releasing haploid spores that are produced either sexually or asexually. Puffballs, which are the reproductive structures of certain fungi, can spew clouds containing trillions of spores.
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Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
The Process of Science: What Killed the Pines? (1 of 2)
Background: Pine trees were planted in Puerto Rico on worn-out farmland. These trees sprouted, and the seedlings grew to about four inches high. Then they died. There were no signs of disease or insect damage, but none of the trees made it past the seedling stage, and no one knew why.
Method: In 1955, researchers planted slash pine seedlings in an experimental field in Puerto Rico. They treated one group of pines with mycorrhizal fungi collected from soil in a North Carolina pine forest. The rest of the pines served as controls.
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Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
The Process of Science: What Killed the Pines? (2 of 2)
Results
Only 36% of the control trees survived, and none of the control trees grew much during the four-year experiment.
In contrast, 85% of the pines treated with mycorrhizae survived and these trees grew well.
Today, pine forests grown with the help of mycorrhizae thrive in Puerto Rico, providing habitat for wildlife, protection from erosion and storms, and economic benefits.
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Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
An Experiment to Test the Benefit of Mycorrhizae on Pine Growth
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The Ecological Impact of Fungi: Fungi as Decomposers
Fungi and bacteria are the principal decomposers that keep ecosystems stocked with the inorganic nutrients essential for plant growth.
This vital role of decomposers is an example of interactions within biological systems. Without decomposers, carbon, nitrogen, and other elements would accumulate in nonliving organic matter.
Fungi are well adapted as decomposers of organic refuse. Their invasive hyphae enter the tissues and cells of dead organisms and digest polymers, including the cellulose of plant cell walls.
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Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
Parasitic Fungi
Parasitism is a relationship in which two species live in contact and one organism benefits while the other is harmed. Parasitic fungi absorb nutrients from the cells or body fluids of living hosts.
Of the 100,000 known species of fungi, about 30% make their living as parasites.
About 500 species of fungi are known to be parasitic in humans and other animals, causing vaginal yeast infections, ringworm, and athlete’s foot.
The great majority of fungal parasites infect plants.
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Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
Parasitic Fungi that Cause Plant Disease
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Commercial Uses of Fungi
Most of us have eaten mushrooms. Enthusiasts gather edible fungi from fields and forests. But only experts should eat wild fungi, because some poisonous species resemble edible ones.
Fungi are commercially important. Humans use them to produce antibiotics, decompose wastes, and produce bread, beer, wine, and cheeses.
Fungi are medically valuable as well. Some fungi produce antibiotics used to treat bacterial diseases.
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Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
Fungi Eaten by People
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Fungal Production of an Antibiotic
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Evolution Connection: A Pioneering Partnership
Relationships between species are also an evolutionary product.
Symbiotic relationships with fungi helped early nonvascular plants colonize land.
The mycorrhizal fungus receives food from its photosynthetic partner.
The fungus in turn helps the liverwort absorb water and minerals.
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Student Misconceptions and Concerns
1. Students often view fungi as some type of plant. However, many differences between them exist (for example, fungi are not photosynthetic and have cell walls made of chitin instead of cellulose). Emphasize these basic differences early in your lectures to clearly distinguish fungi as a separate group.
Teaching Tips
1. Consider asking your students to distinguish between fungi and animals. Both are multicellular heterotrophs lacking cellulose. Students will have to dig a little to discover that fungi have cell walls primarily composed of chitin. You might challenge them further to identify animals that also absorb their nutrients directly from their environments (for example, tapeworms).
2. The physical relationship between a fungus and its hyphae is generally analogous to a fire hydrant and the underground water pipes. Only the fire hydrant emerges above the surface of the ground.
3. The chytrid fungus is suspected in the worldwide decline of many amphibian species. Many Internet resources are available to learn more about the impact of this fungus on amphibians. The following resources are entry points into the extensive information available about that significant threat to amphibian biodiversity.
Amphibian Ark: www.amphibianark.org/the-crisis/chytrid-fungus/
The Centers for Disease Control and Prevention describe the origin of the chytrid fungus at https://wwwnc.cdc.gov/eid/article/10/12/03-0804_article
The following website is devoted to updates on amphibian disease: www.amphibiaweb.org/declines/diseases.html
4. The mechanism of natural selection depends in part on the overproduction of offspring. As the authors note, a single mushroom can release as many as 1 trillion spores. In addition to facilitating reproduction, such overproduction also increases the likelihood of dispersal.
5. About 80% of plant diseases are from fungi. Further, human fungal diseases include athlete’s foot, ringworm, and vaginal yeast infections. If certain fungal infections are particularly problematic in your region, consider emphasizing them in your lecture.
6. Students are unlikely to appreciate the roles that fungi play in natural environments or in causing human diseases, or the benefits of fungi to human society, including bioremediation and the production of drugs, alcoholic beverages, baked goods, and fuel. To increase student interest, consider starting your lectures on fungi by noting the many effects of fungi on human life. Also, consider outside-of-class student assignments to investigate specific roles of fungi that may be of particular interest to students with medical, agricultural, environmental, or industrial majors.
7. Wonderful coverage of lichens can be found at the aptly named www.lichen.com/ and www.sharnoffphotos.com/lichens/lichens_home_index.html.
Active Lecture Tips
1. The ecological and medical significance of fungi is often underappreciated by students. Ask your students to work in pairs to create a list of the many relationships fungi have with humans. Such assessments can generate increased student interest and help you evaluate their background knowledge.
Liverworts
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Copyright
This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.
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