Plant Cells - Definition, Diagram, Structure & Function the Cell Is the Basic Unit of Life in All Organisms
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Introduction to the Cell Cell History Cell Structures and Functions
Introduction to the cell cell history cell structures and functions CK-12 Foundation December 16, 2009 CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the “FlexBook,” CK-12 intends to pioneer the generation and distribution of high quality educational content that will serve both as core text as well as provide an adaptive environment for learning. Copyright ©2009 CK-12 Foundation This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Contents 1 Cell structure and function dec 16 5 1.1 Lesson 3.1: Introduction to Cells .................................. 5 3 www.ck12.org www.ck12.org 4 Chapter 1 Cell structure and function dec 16 1.1 Lesson 3.1: Introduction to Cells Lesson Objectives • Identify the scientists that first observed cells. • Outline the importance of microscopes in the discovery of cells. • Summarize what the cell theory proposes. • Identify the limitations on cell size. • Identify the four parts common to all cells. • Compare prokaryotic and eukaryotic cells. Introduction Knowing the make up of cells and how cells work is necessary to all of the biological sciences. Learning about the similarities and differences between cell types is particularly important to the fields of cell biology and molecular biology. -
Do Leaves Need Chlorophyll for Growth?
Do Leaves Need Chlorophyll for Growth? by Kranti Patil, Gurinder Singh and Karen Haydock Homi Bhabha Centre for Science Education VN Purav Marg, Mankhurd Mumbai 400088 India [email protected] Students may read or hear the following sorts of statements in their classrooms: Plants make their food by photosynthesis. Leaves are green because they contain green pigment (chlorophyll). Without chlorophyll photosynthesis cannot occur. If we assume these statements are true, then what do we think if we see a white leaf? We may assume that a white leaf does not contain chlorophyll, and that therefore it cannot make food. So then ... How does a white leaf survive? Students may raise this question when they see a plant such as this variegated variety of bhendi (Talipariti tiliaceum), an ornamental shrub which has some green leaves, some leaves with asymmetric green and white areas, and some leaves which are completely white. A variegated bhendi (Talipariti tiliaceum) shrub - about 2.5 metres high. 1 An activity which is sometimes done in school in order “to prove that chlorophyll is required for photosynthesis” is to take a variegated leaf, remove its green pigment by dissolving it in alcohol, and then show that only the areas which were formerly green test positive for starch. However, this is a rather tedious procedure, and it actually does not prove that chlorophyll is required for photosynthesis, or even that photosynthesis is occurring. It merely indicates that only the green areas contain starch. It may even lead students to ask a question like, “Then why does a potato - which is not green - also contain starch?” Is the potato also doing photosynthesis? We can question whether starch is an indicator of photosynthesis. -
Cell Wall Chemistry Roger M
3 Cell Wall Chemistry Roger M. Rowell1,3, Roger Pettersen1, James S. Han1, Jeffrey S. Rowell2, and Mandla A. Tshabalala 1USDA, Forest Service, Forest Products Laboratory, Madison, WI 2Department of Forest Ecology and Management, University of Wisconsin, Madison, WI 3Department of Biological Systems Engineering, University of Wisconsin, Madison, WI CONTENTS 3.1 Carbohydrate Polymers ..........................................................................................................37 3.1.1 Holocellulose ..............................................................................................................37 3.1.2 Cellulose .....................................................................................................................37 3.1.3 Hemicelluloses............................................................................................................39 3.1.3.1 Hardwood Hemicelluloses ..........................................................................41 3.1.3.2 Softwood Hemicelluloses............................................................................42 3.1.4 Other Minor Polysaccharides .....................................................................................43 3.2 Lignin......................................................................................................................................43 3.3 Extractives ..............................................................................................................................45 3.4 Bark.........................................................................................................................................46 -
Botany Botany
bottany_dan 2/16/06 2:54 PM Page 13 The NYC Department of Parks & Recreation presents ™ urban park rangers • education program BBOOTTAANNYY Plant Power nce standards accept academic performa ed s meet ogram City Department of Education, including: pr w York ese e Ne A th th Map Reading and Making • Critical Thinking • Plant Identification ct in by ivit ns d Researching and Writing a Field Guide • Graphing • Site Evaluation ies and lesso use and Creating a Timeline • Data Gathering • Natural Science • Measuring Calculating • Social Science • History • Art City of New York City of New York The New York City Parks & Recreation Parks & Recreation Department of Education Urban Park Rangers bottany_dan 2/16/06 2:54 PM Page 2 11 WWhhaatt iiss tthhee NNaattuurraall CCllaassssrroooomm?? The Natural Classroom is a series of educational programs developed by the Urban Park Rangers to immerse students in the living laboratory of the natural world. These programs combine standards-based education with hands-on field lessons taught by Urban Park Rangers. Based on natural and cultural topics that are visibly brought to life in our parks, The Natural Classroom is designed to stimulate, motivate and inspire your students to apply their developing skills in English, Math, Science and History to real-life critical thinking challenges. The activities in Botany: Plant Power! focus on the following skills: • Creating and Reading Graphs, Measuring, and Making Calculations • Exploring Living Science Concepts by creating Field Guides, and Gathering Data in the field Writing and Drawing How to Use This Natural Classroom Program Guide Find Your Level: Level One = Grades K-2 Prepare for Adventure: Review the park visit descrip- Level Two = Grades 2-6 tion a few days before the trip so you will be aware of the Level Three = Grades 6-8 day’s anticipated activities. -
The Origin of Alternation of Generations in Land Plants
Theoriginof alternation of generations inlandplants: afocuson matrotrophy andhexose transport Linda K.E.Graham and LeeW .Wilcox Department of Botany,University of Wisconsin, 430Lincoln Drive, Madison,WI 53706, USA (lkgraham@facsta¡.wisc .edu ) Alifehistory involving alternation of two developmentally associated, multicellular generations (sporophyteand gametophyte) is anautapomorphy of embryophytes (bryophytes + vascularplants) . Microfossil dataindicate that Mid ^Late Ordovicianland plants possessed such alifecycle, and that the originof alternationof generationspreceded this date.Molecular phylogenetic data unambiguously relate charophyceangreen algae to the ancestryof monophyletic embryophytes, and identify bryophytes as early-divergentland plants. Comparison of reproduction in charophyceans and bryophytes suggests that the followingstages occurredduring evolutionary origin of embryophytic alternation of generations: (i) originof oogamy;(ii) retention ofeggsand zygotes on the parentalthallus; (iii) originof matrotrophy (regulatedtransfer ofnutritional and morphogenetic solutes fromparental cells tothe nextgeneration); (iv)origin of a multicellularsporophyte generation ;and(v) origin of non-£ agellate, walled spores. Oogamy,egg/zygoteretention andmatrotrophy characterize at least some moderncharophyceans, and arepostulated to represent pre-adaptativefeatures inherited byembryophytes from ancestral charophyceans.Matrotrophy is hypothesizedto have preceded originof the multicellularsporophytes of plants,and to represent acritical innovation.Molecular -
Cell Wall Ribosomes Nucleus Chloroplast Cytoplasm
Cell Wall Ribosomes Nucleus Nickname: Protector Nickname: Protein Maker Nickname: Brain The cell wall is the outer covering of a Plant cell. It is Ribosomes read the recipe from the The nucleus is the largest organelle in a cell. The a strong and stiff and made of DNA and use this recipe to make nucleus directs all activity in the cell. It also controls cellulose. It supports and protects the plant cell by proteins. The nucleus tells the the growth and reproduction of the cell. holding it upright. It ribosomes which proteins to make. In humans, the nucleus contains 46 chromosomes allows water, oxygen and carbon dioxide to pass in out They are found in both plant and which are the instructions for all the activities in your of plant cell. animal cells. In a cell they can be found cell and body. floating around in the cytoplasm or attached to the endoplasmic reticulum. Chloroplast Cytoplasm Endoplasmic Reticulum Nickname: Oven Nickname: Gel Nickname: Highway Chloroplasts are oval structures that that contain a green Cytoplasm is the gel like fluid inside a The endoplasmic reticulum (ER) is the transportation pigment called chlorophyll. This allows plants to make cell. The organelles are floating around in center for the cell. The ER is like the conveyor belt, you their own food through the process of photosynthesis. this fluid. would see at a supermarket, except instead of moving your groceries it moves proteins from one part of the cell Chloroplasts are necessary for photosynthesis, the food to another. The Endoplasmic Reticulum looks like a making process, to occur. -
The Structure, Function, and Biosynthesis of Plant Cell Wall Pectic Polysaccharides
Carbohydrate Research 344 (2009) 1879–1900 Contents lists available at ScienceDirect Carbohydrate Research journal homepage: www.elsevier.com/locate/carres The structure, function, and biosynthesis of plant cell wall pectic polysaccharides Kerry Hosmer Caffall a, Debra Mohnen a,b,* a University of Georgia, Department of Biochemistry and Molecular Biology and Complex Carbohydrate Research Center, 315 Riverbend Road Athens, GA 30602, United States b DOE BioEnergy Science Center (BESC), 315 Riverbend Road Athens, GA 30602, United States article info abstract Article history: Plant cell walls consist of carbohydrate, protein, and aromatic compounds and are essential to the proper Received 18 November 2008 growth and development of plants. The carbohydrate components make up 90% of the primary wall, Received in revised form 4 May 2009 and are critical to wall function. There is a diversity of polysaccharides that make up the wall and that Accepted 6 May 2009 are classified as one of three types: cellulose, hemicellulose, or pectin. The pectins, which are most abun- Available online 2 June 2009 dant in the plant primary cell walls and the middle lamellae, are a class of molecules defined by the pres- ence of galacturonic acid. The pectic polysaccharides include the galacturonans (homogalacturonan, Keywords: substituted galacturonans, and RG-II) and rhamnogalacturonan-I. Galacturonans have a backbone that Cell wall polysaccharides consists of -1,4-linked galacturonic acid. The identification of glycosyltransferases involved in pectin Galacturonan a Glycosyltransferases synthesis is essential to the study of cell wall function in plant growth and development and for maxi- Homogalacturonan mizing the value and use of plant polysaccharides in industry and human health. -
IAWA Bulletin N.S., Vol. 3 (1),1982 3 ANTONI V an LEEUWENHOEK
IAWA Bulletin n.s., Vol. 3 (1),1982 3 ANTONI VAN LEEUWENHOEK AND HIS OBSERVATION ON THE STRUCTURE OF THE WOODY CELL WALL by Pieter Baas Rijksherbarium, Leiden, The Netherlands Summary Following general remarks on the life of Van be traced back to negative but ill-informed Leeuwenhoek and his role in wood anatomy, judgements in some authoritative 19th and his account of the structure of a torn vessel 20th century publications (Baas, 1982a, b). wall of nutmeg rootwood is discussed in detail. Van Leeuwenhoek should be credited with The cross-wise orientation of minute 'vessels or many detailed and original wood and bark ana fibres' as observed and interpreted by Van tomical observations, but his work is not easily Leeuwenhoek can be considered to be the first accessible, being scattered in numerous letters, (unintentional) correct record of the fibrillar most of them also dealing with other microsco nature of the woody cell wall. pic subjects. Although most of these letters were published in various instalments and sev Introduction eral languages during Van Leeuwenhoek's life Antoni van Leeuwenhoek was born in 1632, time, this presentation cannot compete with 350 years ago, in Delft (the Netherlands) as the the balanced treatises by Grew and Malpighi, son of a basket maker. Apprenticed to a cloth who each published books solely dealing with merchant, Van Leeuwenhoek's career started as plant structure and function. a shopkeeper. Later he would serve as usher to Interest in Van Leeuwenhoek's plant anato the aldermen, chief warden and wine-gauger of mical work has recently also been revived by the City of Delft, and surveyor to the Court of the rediscovery of some of his sections among Holland. -
Brown Algae and 4) the Oomycetes (Water Molds)
Protista Classification Excavata The kingdom Protista (in the five kingdom system) contains mostly unicellular eukaryotes. This taxonomic grouping is polyphyletic and based only Alveolates on cellular structure and life styles not on any molecular evidence. Using molecular biology and detailed comparison of cell structure, scientists are now beginning to see evolutionary SAR Stramenopila history in the protists. The ongoing changes in the protest phylogeny are rapidly changing with each new piece of evidence. The following classification suggests 4 “supergroups” within the Rhizaria original Protista kingdom and the taxonomy is still being worked out. This lab is looking at one current hypothesis shown on the right. Some of the organisms are grouped together because Archaeplastida of very strong support and others are controversial. It is important to focus on the characteristics of each clade which explains why they are grouped together. This lab will only look at the groups that Amoebozoans were once included in the Protista kingdom and the other groups (higher plants, fungi, and animals) will be Unikonta examined in future labs. Opisthokonts Protista Classification Excavata Starting with the four “Supergroups”, we will divide the rest into different levels called clades. A Clade is defined as a group of Alveolates biological taxa (as species) that includes all descendants of one common ancestor. Too simplify this process, we have included a cladogram we will be using throughout the SAR Stramenopila course. We will divide or expand parts of the cladogram to emphasize evolutionary relationships. For the protists, we will divide Rhizaria the supergroups into smaller clades assigning them artificial numbers (clade1, clade2, clade3) to establish a grouping at a specific level. -
Primary and Secondary Plant Cell Walls: a Comparative Overview*
36 New Zealand Journal of Forestry Science 36(1) PRIMARY AND SECONDARY PLANT CELL WALLS: A COMPARATIVE OVERVIEW* PHILIP J. HARRIS School of Biological Sciences, The University of Auckland Private Bag 92019, Auckland, New Zealand [email protected] (Received for publication 23 November 2005; revision 3 February 2006) ABSTRACT Light and transmission electron microscopy are used in studying wall morphology and histochemical methods, including immunocytochemistry, can be used to locate specific compounds in walls. All plant cell walls contain a fibrillar phase of cellulose microfibrils and a matrix phase which contains a high proportion of non-cellulosic polysaccharides that vary in their chemical structures, depending on wall type and plant taxon. The non-cellulosic polysaccharide compositions of three common wall types — lignified secondary walls, non-lignified secondary walls, and non-lignified primary walls — exemplify this. The principles used in constructing the most recent models of non-lignified primary walls can be used in modelling lignified secondary walls. Keywords: primary cell walls; secondary cell walls; cell-wall models; non- cellulosic polysaccharides; transmission electron microscopy; light microscopy; chemistry; lignified walls; immuno- cytochemistry; histochemistry INTRODUCTION This review provides a brief comparative overview of primary and secondary cell walls of seed plants. A primary wall is defined as a wall that is deposited while the cell is still enlarging, whereas a secondary wall is deposited on the primary wall after cell expansion has stopped, and can be seen in sections as a structurally distinct layer (or layers) that is often very much thicker than the primary wall (Harris 2005a). At maturity, the different cell types can be grouped according to whether they have only a primary wall or both a primary and a secondary wall. -
(SSC) Region of Chloroplast Genomes1
NEWS & VIEWS AMERICAN JOURNAL OF BOTANY LETTER TO THE EDITOR Sources of inversion variation in the small single copy (SSC) region of chloroplast genomes1 Joseph F. Walker 2 , Robert K. Jansen 3,4 , Michael J. Zanis 5 , and Nancy C. Emery6,7 Modern sequencing technology has led to a proliferation of whole- Walker et al., 2014 ; Zhang et al., 2014 ; Wang et al., 2015 ). Th ese genome sequences of chloroplasts in a growing number of plant analyses compare the SSC orientation among lineages using a single lineages, bringing opportunities for comparisons that provide in- plastome to represent each lineage and thus have missed the within- sights into the evolutionary history of the plastomes and their host individual variation that exists in this region. Currently, whole- plants ( Jansen et al., 2007 ; Doorduin et al., 2011 ). Amid the emerg- chloroplast genomes are published in GenBank without preference ing literature in this area is a hypothesis that the small single copy for the orientation of the SSC region, leading to apparent variation (SSC) region is a “hotspot” for inversion events (sensu Liu et al., in the orientation of the SSC region among individuals that is actu- 2013 ) because diff erent orientations of the region have been re- ally due to chloroplast heteroplasmy within individuals ( Wolfe and ported in relatively high frequencies among closely related taxa Randle, 2004 ), as originally described by Palmer (1983) . For exam- ( Liu et al., 2013 ; Walker et al., 2014 ). We would like to draw atten- ple, two sequences of Lactuca sativa that have been independently tion to a study by Palmer (1983) that bears heavily on this discus- published (NC_007578 and DQ_383816) were entered with diff er- sion, yet has been overlooked by several authors of publications ent orientations of the SSC region, which could be interpreted as investigating whole-chloroplast genome sequence order, including a major inversion existing within the species if the investigators are one study by some of the authors of this letter ( Walker et al., 2014 ). -
Cell Structure and Function in the Bacteria and Archaea
4 Chapter Preview and Key Concepts 4.1 1.1 DiversityThe Beginnings among theof Microbiology Bacteria and Archaea 1.1. •The BacteriaThe are discovery classified of microorganismsinto several Cell Structure wasmajor dependent phyla. on observations made with 2. theThe microscope Archaea are currently classified into two 2. •major phyla.The emergence of experimental 4.2 Cellscience Shapes provided and Arrangements a means to test long held and Function beliefs and resolve controversies 3. Many bacterial cells have a rod, spherical, or 3. MicroInquiryspiral shape and1: Experimentation are organized into and a specific Scientificellular c arrangement. Inquiry in the Bacteria 4.31.2 AnMicroorganisms Overview to Bacterialand Disease and Transmission Archaeal 4.Cell • StructureEarly epidemiology studies suggested how diseases could be spread and 4. Bacterial and archaeal cells are organized at be controlled the cellular and molecular levels. 5. • Resistance to a disease can come and Archaea 4.4 External Cell Structures from exposure to and recovery from a mild 5.form Pili allowof (or cells a very to attach similar) to surfacesdisease or other cells. 1.3 The Classical Golden Age of Microbiology 6. Flagella provide motility. Our planet has always been in the “Age of Bacteria,” ever since the first 6. (1854-1914) 7. A glycocalyx protects against desiccation, fossils—bacteria of course—were entombed in rocks more than 3 billion 7. • The germ theory was based on the attaches cells to surfaces, and helps observations that different microorganisms years ago. On any possible, reasonable criterion, bacteria are—and always pathogens evade the immune system. have been—the dominant forms of life on Earth.