Download Chapter Expectations Language of Biology

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Chapter Expectations
Language of Biology
Briefly explain each of the following points.
Write a sentence using each of the following words or
terms. Use any six terms in a concept map to show
your understanding of how they are related.
• The evolution of plants involved a number
of adaptations to life on land. (13.1)
• Plant life cycles include a sporophyte and
gametophyte generation. (13.1)
• The Kingdom Plantae is divided into four
major groups. (13.2)
• Most non-vascular plants are small and live
in damp habitats. (13.2)
• Some vascular plants are seed bearing,
others are seedless. (13.2)
• There are two groups of seed-bearing
plants. (13.2)
• Animals are multicellular heterotrophs. (13.3)
• The simplest animals have two cell layers
and a single body opening. (13.3)
• The evolution of three cell layers and a
coelom allowed animals to become more
complex and mobile. (13.3)
• Vertebrates are members of the phylum
Chordata and have bony skeletons and
backbones. (13.3)
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seed
sporophyte
gametophyte
non-vascular plants
rhizoids
seta
antheridium
archegonium
thalli
seedless
vascular plants
rhizomes
strobili
prothallus
stomata
fronds
pinnae
sori
gymnosperms
pollen tube
angiosperms
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cotyledons
monocots
dicots
pollination
pollen-tube competition
polyploid
spicules
polyp
medusa
ectoderm
endoderm
mesoderm
asymmetrical
symmetrical
radial symmetry
bilateral symmetry
coelom
coelomates
acoelomates
mantle
notochord
UNDE RSTAN DIN G CON CEPTS
1. Name two similarities between green algae and
plants.
2. State whether each of the following is true or
false. If false, explain why. Plants are adapted
to life on land by:
(a) a system to transport water
(b) the ability to carry out photosynthesis.
(c) a system of rigid support for the body of
the plant.
3. Give two examples of non-vascular plants.
4. How do water and dissolved substances move
through non-vascular plants?
5. Why do mosses and ferns need moist
conditions to reproduce?
6. Why must plant seeds be stored in a cool,
dry place?
(a) Most plants are multicellular eukaryotes
that obtain their food by photosynthesis.
(b) In vascular plants, specialized tissues
transport water, dissolved minerals, and
sugars to all parts of the plant.
(c) The diploid generation of a plant is called
the gametophyte.
9. Explain the advantages of seeds to plant
dispersal and survival.
10. Describe two significant differences between
vascular and non-vascular plants.
11. What is the dominant generation among fern
plants?
12. Describe the main differences between
gymnosperms and angiosperms.
13. What advantages do flowers provide to plants?
7. In which generation of a plant life cycle does
the process of meiosis occur? Why?
14. How are flatworms (Platyhelminthes) similar to
cnidarians? How are they different?
8. State whether each of the following concepts is
true or false. If false, explain why.
15. What advantages do coelomate animals have
over acoelomate animals?
Plants and Animals • MHR
509
16. Name the three largest classes of molluscs and
give an example of each. What do all three
groups have in common?
21. Are damp conditions more important for the
sporophyte or the gametophyte of a fern?
Explain why.
17. Describe two ways in which arthropods differ
from annelids and explain how each difference
is significant.
22. A friend tells you that dolphins and bats have
nothing in common. What facts could you use
to explain that they are both members of the
same phylum?
18. Describe the differences between the symmetry
found in a larval echinoderm and an adult
echinoderm. Why is the symmetry in an adult
echinoderm considered to be unusual?
19. Why are tunicates classified as Chordates?
23. How is the presence of a nervous system an
adaptation for the lifestyle of a free-living
planarian?
24. What advantages do multicellular organisms
(such as sponges) have over unicellular
organisms for obtaining food?
20. Why do most animals have a method of
locomotion while plants do not?
IN QU IRY
25. Your brother shows you a few green leaves he
found in a pond. How could you determine if
they are from an algae or a plant?
26. During a holiday in the tropics, you see a
palm-like tree. How could you determine
whether it was a true palm (angiosperm) or a
cycad (gymnosperm)?
31. The graph shown below illustrates the number
of species of coral found at different
temperatures in the ocean. Examine the graph
and answer the following questions.
(a) What biotic and abiotic factors are being
examined in this study?
(b) What is the correlation between the number
of species present and the temperature of
the ocean? Use the numerical data in the
graph to explain your answer.
(c) The deeper the water in an ocean, the
colder the temperature. Given this fact,
draw a graph showing the relationship
between number of species and depth of
ocean. You do not have to add real depth
values, but include the same numbers of
species as shown in the graph above.
27. On a pie chart, plot the relative numbers of
species in each of the four major groups of
plants: non-vascular plants, seedless vascular
plants, gynmosperms, and angiosperms.
Suggest an explanation for the pattern you
observe.
28. Suppose you find a packet of unlabelled plant
seeds. How could you determine if they were
monocots or dicots?
29. What can you infer about the lifestyle of an
organism that has no mouth or digestive
system, but does have a sucker present?
(a) How do earthworms respond to light?
(b) How do earthworms respond to excess
moisture?
(c) How do earthworms respond to
temperature?
510
MHR • Diversity of Living Things
120
105
Number of species
30. Earthworms spend their time burrowing
underground, eating soil, and digesting the
organic material contained in the soil. They
spend much of their time in the soil and avoid
surfacing more than absolutely necessary. You
are interested in the responses of earthworms
to various stimuli, and decide to run an
experiment to explore their behaviour. Write an
hypothesis for each of the following questions:
Number of Species Versus
Temperature in the Ocean
90
75
60
45
13
15
0
18
22
26
Temperature (˚C)
30
COMMU N ICATIN G
32. Using one of your hypotheses from question 30,
outline an experimental procedure that you
could use to test your hypothesis. Be sure to
include a control, a list of materials, and a
detailed procedure. Based on your present
knowledge, what would you expect to find if
you ran the experiment as you outlined it
above? Explain your answer in a presentation
to the class.
33. Make a sketch comparing the polyp and
medusa body forms found in Cnidarians.
37. Copy the diagram below showing alternation of
generations and add the labels indicated by
each letter.
D
Gametophyte
(n)
C
34. Which part of a moss is roughly equivalent to
the fronds of a fern plant? Explain your answer.
35. Design and sketch an imaginary animal using
your knowledge of the animal kingdom.
Indicate the animal’s symmetry, and whether it
is coelomate or acoelomate, vertebrate or
invertebrate. Describe its method of locomotion
and source of food.
36. Make a chart comparing the characteristics of
animals in five different phyla. Give a specific
example of an animal in each phylum,
including its genus, order, and class.
male
E
gamete (n)
female
gamete (n)
A
Sporophyte
(2n)
B
38. Make a simple sketch showing the life cycle of
a moss. Use the following labels: gametophyte,
sporophyte, haploid, diploid, meiosis, sperm,
egg, fertilization, zygote, spores.
39. Use a diagram or a chart to compare the
spore-bearing structures of ferns with the seedbearing structures of gymnosperms.
MA KIN G CON N ECTION S
40. Coral reefs have many different roles, including
providing homes to many different marine
organisms and protecting nearby shorelines
from erosion. Unfortunately, coral reefs are
being damaged and destroyed at a high rate.
Create a consequences map (similar to a
concept map but showing related consequences
that arise from a single event) outlining the
possible sequence of events that might occur
when a section of coral reef is permanently
damaged by a storm. Be sure to include the
effects on ocean life, nearby shorelines, and
humans who collect food from the reef.
41. Make a list of all of the possible roles that
insects play in ecosystems around the world.
Based on your list, what would happen to
different plants and animals if all the insects in
the world were to die suddenly? Explain your
answers.
42. The numbers of freshwater fishes species in
North America is declining. There are many
different reasons for this, but three of the main
threats to their survival are (a) run-off from
agricultural land; (b) the presence of dams and
other water diverting structures; and (c)
competition for resources from introduced
(non-native) species of fishes. Explain how and
why these three different events have a
negative impact on the survival of freshwater
fishes. Choose one of the threats and think
about how you could develop a solution. What
impacts would your proposed the solution
have on humans? and on fishes? Explain your
answer.
Plants and Animals • MHR
511