Importance of Tropism

Total Page：16

File Type：pdf, Size：1020Kb

Importance of Tropism ****IF ABSENT – READ THROUGH THE LAB PROCEDURES TO COMPLETE THE PREDICTION SECTION AND THEN ASK A GROUP MEMBER TO HELP YOU WITH NUMBER 4, WE WILL FINISH THE LAB ON FRIDAY***** Background Information: Plants can change their growth in response to their environment. These changes are called tropisms. Plants can exhibit the following kinds of tropisms: Phototropism – the way a plant grows or bends in response to light Gravitropism – the way a plant grows or bends in response to gravity Hydrotropism – the way a plant grows or bends in response to water Thigmotropism – the way a plant grows or bends in response to touch Tropic responses can be positive or negative. A positive response is when the plant moves toward or in the direction of the stimulus. A negative response is when a plant moves away from the stimulus. Procedures: 1. Take the four corn seeds and place them flat in the bottom of the petri dish with the seeds’ pointed ends facing inward. (Think of them as “hands on a clock” at 12, 3, 6, and 9) 2. Cut a piece of filter paper so that it just fits in the petri dish. 3. Place the filter paper into the petri dish covering the seeds. (be careful not to disturb the position of the seeds) 4. Pour 15 milliliters of tap water on the filter paper. 5. Place enough cotton balls over the filter paper so that when the cover of the petri dish is put on, the paper and the seeds will not be able to move. 6. Place the cover on the petri dish and tape it shut. 7. Turn the petri dish over. You should be able to see the seeds in the bottom on the dish, in the same position they were originally placed. 8. With the vis-à-vis, write the name of your group on the side of the petri dish. 9. Tape the petri dish to the wall of a cupboard, with the bottom of the dish (showing the seeds) facing out. 10. Close the cupboard door so that no light is exposed to the seeds for the next few days. 11. After at least 2 days take the petri dishes out of the cupboard and observe the results. Predictions: 1. What is the independent variable in this experiment? (think about what is different about the seeds) 2. What is the dependent variable? 3. Write a hypothesis to predict what you think will happen with the root growth of the corn seeds. (must be if/then/because) 4. Draw a picture of the petri dish showing your prediction. 5. Which type of tropism do you think you are testing in this experiment? Conclusion: 1. Write a paragraph summarizing the results of the experiment. 2. Did the root growth match the predicted sketch? 3. What do these results show about how roots grow? Extension Questions: (you may use your book for help) 1. How does the response of a root to gravity help a plant? 2. Consider plant roots and stems. Explain which tropisms affect both of these plant organs. (consider both positive and negative tropic responses) 3. Do flowers change the way they grow depending on where the light is? If so, how does this help the plant survive? 4. What do you think would happen if you place a light source below the plant? How would the stem grow? 5. Which do you think has a stronger influence on a plant – geotropism or phototropism? 6. How could you design an experiment to test the answer to #5? (write a paragraph describing your experiment) .

Copy Link

Recommended publications

Arxiv:1508.05435V1 [Physics.Bio-Ph]
Fast nastic motion of plants and bio-inspired structures Q. Guo1,2, E. Dai3, X. Han4, S. Xie5, E. Chao3, Z. Chen4 1College of Materials Science and Engineering, FuJian University of Technology, Fuzhou 350108, China 2Fujian Provincial Key Laboratory of Advanced Materials Processing and Application, Fuzhou 350108, China 3Department of Biomedical Engineering, Washington University, St. Louis, MO 63130 USA 4Thayer School of Engineering, Dartmouth College, Hanover, New Hampshire, NH 03755, USA 5Department of Energy, Environmental, and Chemical Engineering, Washington University, St. Louis, MO 63130 USA ∗ (Dated: August 25, 2015) The capability to sense and respond to external mechanical stimuli at various timescales is es- sential to many physiological aspects in plants, including self-protection, intake of nutrients, and reproduction. Remarkably, some plants have evolved the ability to react to mechanical stimuli within a few seconds despite a lack of muscles and nerves. The fast movements of plants in response to mechanical stimuli have long captured the curiosity of scientists and engineers, but the mechanisms behind these rapid thigmonastic movements still are not understood completely. In this article, we provide an overview of such thigmonastic movements in several representative plants, including Dionaea, Utricularia, Aldrovanda, Drosera, and Mimosa. In addition, we review a series of studies that present biomimetic structures inspired by fast moving plants. We hope that this article will shed light on the current status of research on the fast movements of plants and bioinspired struc- tures and also promote interdisciplinary studies on both the fundamental mechanisms of plants’ fast movements and biomimetic structures for engineering applications, such as artiﬁcial muscles, multi-stable structures, and bioinspired robots.
[Show full text]
Investigating Plant Physiology with Wisconsin Fast Plants™ Investigating Plant Physiology with Wisconsin Fast Plants™
Investigating Plant Physiology with Wisconsin Fast Plants™ Investigating Plant Physiology with Wisconsin Fast Plants™ Table of Contents Introduction to Investigating Plant Physiology with Wisconsin Fast Plants™ . .4 Investigating Nutrition with Wisconsin Fast Plants™ . .4 Investigating Plant Nutrition Activity . .7 Introduction to Tropisms . .10 Investigating Tropisms with Wisconsin Fast Plants™ . .10 Materials in the Wisconsin Fast Plants™ Hormone Kit • 1 pack of Standard Wisconsin Fast Plants™ • 1 packet anti-algal square (2 squares per packet) Seeds • 8 watering pipettes • 1 pack of Rosette-Dwarf Wisconsin Fast • 1 L potting soil Plants™ Seeds • 1 package of dried bees • 100-ppm Gibberellic Acid (4 oz) • four 4-cell quads • 1oz pelleted fertilizer • 16 support stakes • 2 watering trays • 16 support rings • 2 watering mats • Growing Instructions • wicks (package of 70) For additional activities, student pages and related resources, please visit the Wisconsin Fast Plants’ website at www.fastplants.org Investigating Plant Physiology with Wisconsin Fast Plants™ Plant physiology is the study of how plants individual is the result of the genetic makeup function. The activities and background (genotype) of that organism being expressed in information in this booklet are designed to the environment in which the organism exists. support investigations into three primary areas Components of the environment are physical of plant physiology: Nutrition, Tropism, and (temperature, light, gravity), chemical (water, Hormone Response (using gibberellin). elements, salts, complex molecules), and biotic (microbes, animals and other plants). Fundamental to the study of physiology is Environmental investigations in this booklet understanding the role that environment plays focus on the influence of nutrients, gravity, and in the functioning and appearance (phenotype) a growth-regulating hormone.
[Show full text]
Tropism Flip Book Unit 8
Name ____________________________________________________________ Period _______ 7th Grade Science Tropism Flip Book Unit 8 Directions: You are going to create a quick reference chart for the various types of Tropism . Tropism is a term that refers to how an organism grows due to an external stimulus. For each type of tropism, you will need to provide a definition and a picture/example of that type of tropism. Below is a list of terms that you will include in your “Flip Book”. Flip Book Terms: Internal Stimuli External Stimuli Gravitropism Phototropism Geotropism Hydrotropism Thigmatropism How Do You Create a Flip Book? Step 1: Obtain 4 half sheets of paper. Stack the sheets of paper on top of each other. They should be staggered about a 2 cm. See the picture below. 2 cm 2 cm 2 cm Step 2: Now fold the top half of the 4 pieces of paper forward. Now all of the pieces of paper are staggered 2 cm. You should have 8 tabs. Place two staples at the very top. Staples Tab #1 Tab #2 Tab #3 Tab #4 Tab #5 Tab #6 Tab #7 Tab #8 Step 3: On the very top tab (Tab #1) you are going to write/draw the words " Tropism Flip Book ". You may use markers or colored pencils throughout this project to color and decorate your flip book. Also write your name and period. See the example below. Tropism Flip Book Your Name Period Step 4: At the bottom of each tab you are going to write each of the flip book terms (Internal Stimuli, External Stimuli, Gravitropism, Phototropism, Geotropism, Hydrotropism, and Thigmatropism ).
[Show full text]
Multiscale Integration of Environmental Stimuli in Plant
Multiscale integration of environmental stimuli in plant tropism produces complex behaviors Derek E. Moultona,1,2 , Hadrien Oliveria,1 , and Alain Gorielya,1,2 aMathematical Institute, University of Oxford, Oxford OX2 6GG, United Kingdom Edited by Enrico Coen, John Innes Center, Norwich, United Kingdom, and approved November 4, 2020 (received for review July 30, 2020) Plant tropism refers to the directed movement of an organ or expanding at different rates in response to the chemical and organism in response to external stimuli. Typically, these stimuli molecular signals. However, one cannot understand the change induce hormone transport that triggers cell growth or deforma- in shape of the plant and its position in relation to the direction tion. In turn, these local cellular changes create mechanical forces of the environmental stimulus at this level. To assess the effec- on the plant tissue that are balanced by an overall deformation tiveness of the growth response, one needs to zoom out. The net of the organ, hence changing its orientation with respect to the effect of a nonuniform cell expansion due to hormone signaling stimuli. This complex feedback mechanism takes place in a three- is a tissue-level differential growth (1) as depicted in Fig. 2. At dimensional growing plant with varying stimuli depending on the tissue level, each cross-section of the plant can be viewed the environment. We model this multiscale process in ﬁlamen- as a continuum of material that undergoes nonuniform growth tary organs for an arbitrary stimulus by explicitly linking hormone and/or remodeling (17). Differential growth locally creates cur- transport to local tissue deformation leading to the generation vature and torsion, but it also generates residual stress (18).
[Show full text]
Are We Aware of What Is Going on in a Student's Mind? Understanding
education sciences Article Are We Aware of What Is Going on in a Student’s Mind? Understanding Wrong Answers about Plant Tropisms and Connection between Student’s Conceptions and Metacognition in Teacher and Learner Minds Ewa Sobieszczuk-Nowicka 1,* , Eliza Rybska 2,*, Joanna Jarmuzek˙ 3 , Małgorzata Adamiec 1 and Zofia Chyle ńska 2 1 Department of Plant Physiology, Faculty of Biology, Adam Mickiewicz University in Poznań, ul. Umultowska 89, 61-614 Poznań,Poland; [email protected] 2 Department of Nature Education and Conservation, Adam Mickiewicz University in Poznań, ul. Umultowska 89, 61-614 Poznań,Poland; zofi[email protected] 3 Department of Educational Policy and Civic Education, Faculty of Educational Studies, Adam Mickiewicz University in Poznań,ul. Szamarzewskiego 89, 60-568 Poznań,Poland; [email protected] * Correspondence: [email protected] (E.S.-N.); [email protected] (E.R.); Tel.: +48-61-8295-886 (E.S.-N.); +48-61-8295-640 (E.R.) Received: 10 August 2018; Accepted: 27 September 2018; Published: 2 October 2018 Abstract: Problems with understanding concepts and mechanisms connected to plant movements have been diagnosed among biology students. Alternative conceptions in understanding these phenomena are marginally studied. The diagnosis was based on a sample survey of university students and their lecturers, which was quantitatively and qualitatively exploratory in nature (via a questionnaire). The research was performed in two stages, before and after the lectures and laboratory on plant movements. We diagnosed eight alternative conceptions before the academic training started. After the classes, most were not been verified, and in addition, 12 new conceptions were diagnosed.
[Show full text]
Light Modulates the Gravitropic Responses Through Organ-Specific Pifs and HY5 Regulation of LAZY4 Expression in Arabidopsis
Light modulates the gravitropic responses through organ-specific PIFs and HY5 regulation of LAZY4 expression in Arabidopsis Panyu Yanga, Qiming Wena, Renbo Yua,1, Xue Hana, Xing Wang Denga,b,2, and Haodong Chena,2 aState Key Laboratory of Protein and Plant Gene Research, School of Advanced Agricultural Sciences and School of Life Sciences, Peking-Tsinghua Center for Life Sciences, Peking University, 100871 Beijing, China; and bInstitute of Plant and Food Sciences, Department of Biology, Southern University of Science and Technology, 518055 Shenzhen, China Contributed by Xing Wang Deng, June 16, 2020 (sent for review March 30, 2020; reviewed by Giltsu Choi and Yoshiharu Y. Yamamoto) Light and gravity are two key environmental factors that control (RPGE1) to suppress conversion of endodermal gravity-sensing plant growth and architecture. However, the molecular basis of starch-filled amyloplasts into other plastids in darkness (19, 20). the coordination of light and gravity signaling in plants remains ELONGATED HYPOCOTYL 5 (HY5), a well-known basic obscure. Here, we report that two classes of transcription factors, leucine zipper (bZIP) family transcription factor (21), promotes PHYTOCHROME INTERACTING FACTORS (PIFs) and ELONGATED plant photomorphogenesis under diverse light conditions mainly HYPOCOTYL5 (HY5), can directly bind and activate the expression through transcriptional regulation (22–25). Light stabilizes HY5 of LAZY4, a positive regulator of gravitropism in both shoots and protein, and HY5 directly binds to ACGT-containing elements roots in Arabidopsis. In hypocotyls, light promotes degradation of (ACEs) in the promoters of target genes to regulate expression PIFs to reduce LAZY4 expression, which inhibits the negative grav- of light-responsive genes (22, 23, 26, 27).
[Show full text]
Carnivorous Plant Newsletter Vol 47 No 1 March 2018
The use of the right words: why carnitropism is inaccurate for carnivorous plants. Suggestion to reject the term “carnitropism” Aurélien Bour • Tropical botanic collections • Conservatoire et Jardins Botaniques de Nancy • 100 rue du Jardin Botanique • 54 600 Villers-lès-Nancy • France • [email protected] Keywords: carnitropism, chemonasty, chemotropism, plant movement, thigmonasty, tropism. Abstract: In the September 2017 issue of Carnivorous Plant Newsletter, the term ‘carnitropism’ was proposed to name triggered movements occurring in Dionaea, Drosera, and Pinguicula gen- era. However, those phenomena were misconceived and their interpretation lacked scientific back- ground, misleading to a flawed conclusion. Therefore, the present paper recommends to avoid the use of that term and recalls both the mechanisms behind plant movements and their associated names. Introduction Simón (2017) explained that “Plants are known to move towards certain stimuli (water, light, gravity) which are beneficial and these movements have been labeled hydrotropism, phototropism, geotropism.” Yet, such a statement is very likely to bring confusion. For one thing, no definition of tropism including its physiological origin was clearly introduced in the article. A couple of exam- ples cannot make up for that absence. For another, although tropism is indeed an instance of plant reaction to stimuli, that is not the sole one. Another kind of reaction, called “nastic movement” is actually more common when it comes to carnivorous plants. The main difference between these two mechanisms is found at the cell level, and could roughly be defined as such: • Tropism is usually a growth movement due to uneven cell multiplication, which eventually leads to the organ orientation.
[Show full text]
Root Tropisms: New Insights Leading the Growth Direction of the Hidden Half
plants Editorial Root Tropisms: New Insights Leading the Growth Direction of the Hidden Half Luigi Gennaro Izzo * and Giovanna Aronne Department of Agricultural Sciences, University of Naples Federico II, Via Università 100, 80055 Portici, Italy; [email protected] * Correspondence: [email protected] Abstract: Tropisms are essential responses of plants, orienting growth according to a wide range of stimuli. Recently, considerable attention has been paid to root tropisms, not only to improve cultivation systems, such as those developed for plant-based life support systems for future space programs, but also to increase the efficiency of root apparatus in water and nutrient uptake in crops on Earth. To date, the Cholodny–Went theory of differential auxin distribution remains the principal tropistic mechanism, but recent findings suggest that it is not generally applicable to all root tropisms, and new molecular pathways are under discussion. Therefore, an in-depth understanding of the mechanisms and functions underlying root tropisms is needed. Contributions to this special issue aimed to embrace reviews and research articles that deepen molecular, physiological, and anatom- ical processes orchestrating root tropisms from perception of the stimulus to bending. The new insights will help in elucidating plant–environment interactions, providing potential applications to improve plant growth on Earth and in space where microgravity diminishes or nullifies the gravitropism dominance. Keywords: directional growth; tropistic stimuli; root bending; Cholodny–Went; statoliths; auxin; altered gravity; microgravity Citation: Izzo, L.G.; Aronne, G. Root Tropisms: New Insights Leading the 1. Introduction Growth Direction of the Hidden Half. Plants 2021, 10, 220. https://doi.org/ Plant development is largely influenced by tropisms which govern organ position 10.3390/plants10020220 and growth during the whole life cycle.
[Show full text]
Gravitropism Grades: K - 6 Time: 2 - 3 Weeks
Gravitropism Grades: K - 6 Time: 2 - 3 weeks Lesson summary: In this project, you'll explore why roots grow straight down. How do roots grow when the direction of gravity changes? Do you think you can "trick" roots to grow in a different direction? What’s the big idea? Outcomes or purpose: • How do plants know which way • Plant roots always grow straight down in is up or down? response to gravity. Teacher background: Ever wonder why roots always grow down in the ground? When you plant a seed, it somehow knows that the roots need to grow downwards and the shoots upwards. The job of a root is to supply water and minerals to the rest of the plant. To do this, roots need to grow down into the ground to ﬁnd the water and minerals that the rest of the plant needs to survive. How do roots know which way is up or down? When seedlings were grown on the International Space Station (ISS), astronauts found that instead of growing down, the roots grew in all directions! What is different about the ISS, is that there is no gravity in space. However, we have a force called gravity here on Earth. It’s the reason that when you drop something, like a ball or a pencil, the object falls to the ground. This experiment shows that plants can somehow sense gravity. We call this ability gravitropism. The ﬁrst part of the word “gravi” means gravity and “tropism”, the second part, is a Greek word that means turn. In other words, turning towards gravity.
[Show full text]
Advanced Placement Biology SUMMER ASSIGNMENT 2020 Mr
Advanced Placement Biology SUMMER ASSIGNMENT 2020 Mr. Gauthier Advanced Placement Biology is a comprehensive college-level study of biology. The course is recommended for students planning to pursue a major in biology or a science-related field. There is an increased emphasis on data analysis, statistical hypothesis testing, and scientific practices incorporating experimental design. Students are expected to evaluate novel biological scenarios as presented in case studies as well as sophisticated models showing biological processes. In other words, the course is not just about memorizing facts. Hopefully you have really considered the prerequisites for the course. All advanced courses have high expectations, and the requirements to succeed in such a program are great. THE BAR WILL NOT BE LOWERED, or the success/reputation of the course will be compromised. Be sure you consider the following before making a “full commitment” to the course: Are you appropriate for the course? (level-2 success in all sciences - not just biology) How do you perform on standardized tests? (tests are structured on AP exams) Do you truly have an interest in biology and science? (if not, then why take it?) Can you balance this course with all your other courses and activities? What are your realistic expectations in achievement (class standing, honor roll, etc.)? Will you be immune from “senioritis?” (it is a marathon course that tests endurance) ** “all this while trying to get into college and enjoy your last year of high school” ** Your experience in AP Biology will be quite different compared to freshman biology. The course spends more than half of the year on biochemistry and molecular biology (cellular respiration, photosynthesis, DNA, genetics, biotechnology, and other cellular processes).
[Show full text]
Hormonal Interactions During Root Tropic Growth: Hydrotropism Versus Gravitropism
Plant Mol Biol (2009) 69:489–502 DOI 10.1007/s11103-008-9438-x Hormonal interactions during root tropic growth: hydrotropism versus gravitropism Hideyuki Takahashi Æ Yutaka Miyazawa Æ Nobuharu Fujii Received: 30 October 2008 / Accepted: 17 November 2008 / Published online: 16 December 2008 Ó Springer Science+Business Media B.V. 2008 Abstract Terrestrial plants have evolved remarkable Introduction morphological plasticity that enables them to adapt to their surroundings. One of the most important traits that plants Survival of all living organisms depends on water avail- have acquired is the ability to sense environmental cues ability. To survive in terrestrial conditions, and given their and use them as a basis for governing their growth orien- sessile nature, plants establish a root system that obtains tation. The directional growth of plant organs relative to water from the soil. Plant roots display tropisms in the direction of environmental stimuli is a tropism. The response to the direction or gradient of environmental cues, Cholodny–Went theory proposes that auxin plays a key and these tropisms control the orientation of root growth. role in several tropisms. Recent molecular genetic studies Roots respond to gravity, light, water (moisture gradient), have strongly supported this hypothesis for gravitropism. touch (mechanical stimuli), temperature, electric ﬁelds, However, the molecular mechanisms of other tropisms are magnetic ﬁelds, and chemicals by gravitropism, phototro- far less clear. Hydrotropism is the response of roots to a pism, hydrotropism, thigmotropism, thermotropism, moisture gradient. Since its re-discovery in 1985, root electrotropism, magnetotropism and chemotropism, hydrotropism has been shown to be common among higher respectively (Hart 1990; edited in Gilroy and Masson plant species.
[Show full text]
A Unified Model of Shoot Tropism in Plants: Photo-, Gravi- and Propio-Ception
A Unified Model of Shoot Tropism in Plants: Photo-, Gravi- and Propio-ception The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Bastien, Renaud, Stéphane Douady, and Bruno Moulia. 2015. “A Unified Model of Shoot Tropism in Plants: Photo-, Gravi- and Propio-ception.” PLoS Computational Biology 11 (2): e1004037. doi:10.1371/journal.pcbi.1004037. http://dx.doi.org/10.1371/ journal.pcbi.1004037. Published Version doi:10.1371/journal.pcbi.1004037 Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:14065414 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA RESEARCH ARTICLE A Unified Model of Shoot Tropism in Plants: Photo-, Gravi- and Propio-ception Renaud Bastien1,2,3,4, Stéphane Douady5?, Bruno Moulia2,3?* 1 Institut Jean-Pierre Bourgin, UMR1318 INRA-AgroParisTech, 78026 Versailles, France, 2 INRA, UMR 547 PIAF, F-63100 Clermont Fd Cedex 01, France, 3 Clermont Université, Université Blaise Pascal, UMR 547 PIAF, BP 10448, F-63000 Clermont-Ferrand, France, 4 School of Engineering and Applied Sciences, Harvard University, Cambridge, MA 02138, USA, 5 Matière et Systèmes Complexes, Université Paris- Diderot, 75025 Paris Cedex 13, France ? These authors have contributed equally to the work * [email protected] Abstract Land plants rely mainly on gravitropism and phototropism to control their posture and spatial a11111 orientation. In natural conditions, these two major tropisms act concurrently to create a photogravitropic equilibrium in the responsive organ.
[Show full text]