Plant Life Cycles & Algae Alternation of Generations Life Cycle

Total Page：16

File Type：pdf, Size：1020Kb

Plant Life Cycles & Algae Alternation of Generations Life Cycle

Alternation of Generations • Unlike animals, who have a direct life cycle, plants have two life stages – Sporophyte & Gametophyte Plant Life Cycles & Algae • One is haploid (gametophyte) • One is diploid (sporophyte) Alternation of Generations • Plants alternate between these generations • Each a distinct plant Life Cycle Terminology Gametophyte • Sporophyte (2n) • Gametophytes produce gametangia – Produces spores – Gamete-producing structures • Gametophyte (n) • Antheridia produce sperm – Produces gametes – Antheridium is singular • Meiosis produces spores (not gametes!) • Archegonia produce eggs – Spores germinate into gametophyte – Archegonium is singular – Gametophyte is already haploid • Mitosis produces gametes 1 Sporophyte Major Groups of Algae Based on Cellular Complexity • Sporophyte produces sporangia – Spore-producing structures • Prokaryotes – No nucleus; no organelles • Spore mother-cells undergo meiosis to produce haploid spores • Mesokaryotes – Primitive nucleus; organelles present • Spores are shed and develop into – Mitosis/meiosis weird or absent gametophytes • Eukaryotes • And so the cycle continues – highly evolved nucleus & organelles • Increasingly dominant phase in more • Only thing “algae” have in common is derived plants chlorophyll-a based photosynthesis! Cyanobacteria: miles away from Eukaryotic Tree the rest! From: Keeling, J.P. (2004). Diversity & evolution of plastids & their hosts, American Journal of Botany 91: 1481-1493 (available online via UNCW library for FREE) 2 Major Extant Eukaryotes with Plastids Endosymbiosis Plant cell organelles enclosed by a double membrane & contain internal membranes and vesicles Often involved with the synthesis & storage of sugars, fatty acids, terpenes, etc. E.g. chloroplast, leucoplasts, amyloplasts, & chromoplasts Plastid Endosymbiosis Prokaryotic Algae Cyanophyta (blue-greens) Prochloron (Prochlorophyta) 3 Mesokaryotes: Dinoflagellates Phylum Dinophyta Example of Dinoflagellate Life Cycle Biflagellated cell Amoeboid stage Amoeboid cyst Pfiesteria piscicida known life stages Ceratium tripoda Alexandrium (red tides) Spiniferites cyst Mesokaryotes: Euglenophyta Eukaryotes: Browns & Reds 4 Eukaryotes: Diatoms Eukaryotes: Greens & Goldens Chlorophyte Phylogeny Primitive Life Cycle 5 Advanced Life Cycle (Laminaria) 6.

Copy Link

Recommended publications

1 5 Chapter 1 Introduction I. LIFE CYCLES and DIVERSITY of VASCULAR PLANTS the Subjects of This Thesis Are the Pteri
Chapter 1-15 Chapter 1 Introduction I. LIFE CYCLES AND DIVERSITY OF VASCULAR PLANTS The subjects of this thesis are the pteridophytes and seed plants that are conventionally classified as the vascular plants or tracheophytes. Vascular plants were traditionally defined by the possession of specialized conducting tissues, called phloem and xylem. Mosses are now believed to have inherited their conducting tissues from a common ancestor with the tracheophytes (Mishler & Churchill 1984) but are not considered in this thesis. Vascular plants can be divided into four groups with respect to life cycle. These groups are homosporous pteridophytes, heterosporous pteridophytes, gymnosperms and angiosperms. This is not intended to be a phylogenetic classification. There are about a quarter of a million species of vascular plant alive today. The vast majority are angiosperms and most of the remainder are homosporous pteridophytes. Heterosporous pteridophytes and gymnosperms contribute only a small number of species (Table 1.1). TABLE 1.1 Estimated number of extant species in each of the major groups of vascular plants (data from Parker 1982). Homosporous pteridophytes 12,000 species Heterosporous pteridophytes <1,000 species Gymnosperms <1,000 species Angiosperms >200,000 species A. Homosporous pteridophytes Homosporous pteridophytes produce a single type of spore. Spores are dispersed and develop into photosynthetic or mycoparasitic gametophytes. A gametophyte's gender is indeterminate at the time of spore dispersal, and a single gametophyte may produce eggs and/or sperm. Sperm are motile, and require free water to fertilize eggs. The young sporophyte is nourished by the maternal gametophyte during early development but later becomes Chapter 1-16 nutritionally independent.
[Show full text]
Gymnosperms the MESOZOIC: ERA of GYMNOSPERM DOMINANCE
Chapter 24 Gymnosperms THE MESOZOIC: ERA OF GYMNOSPERM DOMINANCE THE VASCULAR SYSTEM OF GYMNOSPERMS CYCADS GINKGO CONIFERS Pinaceae Include the Pines, Firs, and Spruces Cupressaceae Include the Junipers, Cypresses, and Redwoods Taxaceae Include the Yews, but Plum Yews Belong to Cephalotaxaceae Podocarpaceae and Araucariaceae Are Largely Southern Hemisphere Conifers THE LIFE CYCLE OF PINUS, A REPRESENTATIVE GYMNOSPERM Pollen and Ovules Are Produced in Different Kinds of Structures Pollination Replaces the Need for Free Water Fertilization Leads to Seed Formation GNETOPHYTES GYMNOSPERMS: SEEDS, POLLEN, AND WOOD THE ECOLOGICAL AND ECONOMIC IMPORTANCE OF GYMNOSPERMS The Origin of Seeds, Pollen, and Wood Seeds and Pollen Are Key Reproductive SUMMARY Innovations for Life on Land Seed Plants Have Distinctive Vegetative PLANTS, PEOPLE, AND THE Features ENVIRONMENT: The California Coast Relationships among Gymnosperms Redwood Forest 1 KEY CONCEPTS 1. The evolution of seeds, pollen, and wood freed plants from the need for water during reproduction, allowed for more effective dispersal of sperm, increased parental investment in the next generation and allowed for greater size and strength. 2. Seed plants originated in the Devonian period from a group called the progymnosperms, which possessed wood and heterospory, but reproduced by releasing spores. Currently, five lineages of seed plants survive--the flowering plants plus four groups of gymnosperms: cycads, Ginkgo, conifers, and gnetophytes. Conifers are the best known and most economically important group, including pines, firs, spruces, hemlocks, redwoods, cedars, cypress, yews, and several Southern Hemisphere genera. 3. The pine life cycle is heterosporous. Pollen strobili are small and seasonal. Each sporophyll has two microsporangia, in which microspores are formed and divide into immature male gametophytes while still retained in the microsporangia.
[Show full text]
Reproduction in Plants Which But, She Has Never Seen the Seeds We Shall Learn in This Chapter
Reproduction in 12 Plants o produce its kind is a reproduction, new plants are obtained characteristic of all living from seeds. Torganisms. You have already learnt this in Class VI. The production of new individuals from their parents is known as reproduction. But, how do Paheli thought that new plants reproduce? There are different plants always grow from seeds. modes of reproduction in plants which But, she has never seen the seeds we shall learn in this chapter. of sugarcane, potato and rose. She wants to know how these plants 12.1 MODES OF REPRODUCTION reproduce. In Class VI you learnt about different parts of a flowering plant. Try to list the various parts of a plant and write the Asexual reproduction functions of each. Most plants have In asexual reproduction new plants are roots, stems and leaves. These are called obtained without production of seeds. the vegetative parts of a plant. After a certain period of growth, most plants Vegetative propagation bear flowers. You may have seen the It is a type of asexual reproduction in mango trees flowering in spring. It is which new plants are produced from these flowers that give rise to juicy roots, stems, leaves and buds. Since mango fruit we enjoy in summer. We eat reproduction is through the vegetative the fruits and usually discard the seeds. parts of the plant, it is known as Seeds germinate and form new plants. vegetative propagation. So, what is the function of flowers in plants? Flowers perform the function of Activity 12.1 reproduction in plants. Flowers are the Cut a branch of rose or champa with a reproductive parts.
[Show full text]
Plastid Variegation and Concurrent Anthocyanin Variegation in Salpiglossis1
PLASTID VARIEGATION AND CONCURRENT ANTHOCYANIN VARIEGATION IN SALPIGLOSSIS1 E. E. DALE AND OLIVE L. REES-LEONARD Union College, Schmectady, N. Y. Received December 30, 1938 VARIEGATED strain of Salpiglossis has now been carried in the A senior author's cultures for eight years. This strain is unique in that the variegation affects both the leaves and the flowers as reported in a preliminary note (DALEand REES-LEONARD1935). The variegation pat- tern, typical of many chlorophyll variegations, is shown in the leaves of an adult plant (figure I). The leaves are marked by sharply defined spots of diverse sizes and shapes which vary in color from light green to white. It should be noted that white branches have not been found on the varie- gated plants. In seedlings (figure 2), the variegation shows some rather striking differences from the adult type. The pattern is coarser with rela- tively greater amounts of white or pale tissue. This increase in chlorophyll deficient tissue often results in crumpling or asymmetry of the leaves. In variegated seedlings, also, the bases of the leaf blades frequently exhibit white or pale borders. For the sake of comparison, a normal seedling (figure 4) is illustrated. The seedlings were of the same age, growth being retarded in variegated plants. The flower color in anthocyanin types of Salpiglossis is due to a combina- tion of anthocyanin with yellow plastids, Absence of anthocyanin gives yellow flowers. Both the yellow and anthocyanin colors show variegation. Naturally, the color of the pale areas in variegated flowers depends upon the ground color of the flower, yellow flowers having very light yellow spots and anthocyanin colors showing an apparent modification of the anthocyanin, the nature of which is discussed later.
[Show full text]
Anthocerotophyta
Glime, J. M. 2017. Anthocerotophyta. Chapt. 2-8. In: Glime, J. M. Bryophyte Ecology. Volume 1. Physiological Ecology. Ebook 2-8-1 sponsored by Michigan Technological University and the International Association of Bryologists. Last updated 5 June 2020 and available at <http://digitalcommons.mtu.edu/bryophyte-ecology/>. CHAPTER 2-8 ANTHOCEROTOPHYTA TABLE OF CONTENTS Anthocerotophyta ......................................................................................................................................... 2-8-2 Summary .................................................................................................................................................... 2-8-10 Acknowledgments ...................................................................................................................................... 2-8-10 Literature Cited .......................................................................................................................................... 2-8-10 2-8-2 Chapter 2-8: Anthocerotophyta CHAPTER 2-8 ANTHOCEROTOPHYTA Figure 1. Notothylas orbicularis thallus with involucres. Photo by Michael Lüth, with permission. Anthocerotophyta These plants, once placed among the bryophytes in the families. The second class is Leiosporocerotopsida, a Anthocerotae, now generally placed in the phylum class with one order, one family, and one genus. The genus Anthocerotophyta (hornworts, Figure 1), seem more Leiosporoceros differs from members of the class distantly related, and genetic evidence may even present
[Show full text]
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.
[Show full text]
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.
[Show full text]
Origin and Evolution of Plastids and Mitochondria : the Phylogenetic Diversity of Algae
Cah. Biol. Mar. (2001) 42 : 11-24 Origin and evolution of plastids and mitochondria : the phylogenetic diversity of algae Catherine BOYEN*, Marie-Pierre OUDOT and Susan LOISEAUX-DE GOER UMR 1931 CNRS-Goëmar, Station Biologique CNRS-INSU-Université Paris 6, Place Georges-Teissier, BP 74, F29682 Roscoff Cedex, France. *corresponding author Fax: 33 2 98 29 23 24 ; E-mail: [email protected] Abstract: This review presents an account of the current knowledge concerning the endosymbiotic origin of plastids and mitochondria. The importance of algae as providing a large reservoir of diversiﬁed evolutionary models is emphasized. Several reviews describing the plastidial and mitochondrial genome organization and gene content have been published recently. Therefore we provide a survey of the different approaches that are used to investigate the evolution of organellar genomes since the endosymbiotic events. The importance of integrating population genetics concepts to understand better the global evolution of the cytoplasmically inherited organelles is especially emphasized. Résumé : Cette revue fait le point des connaissances actuelles concernant l’origine endosymbiotique des plastes et des mito- chondries en insistant plus particulièrement sur les données portant sur les algues. Ces organismes représentent en effet des lignées eucaryotiques indépendantes très diverses, et constituent ainsi un abondant réservoir de modèles évolutifs. L’organisation et le contenu en gènes des génomes plastidiaux et mitochondriaux chez les eucaryotes ont été détaillés exhaustivement dans plusieurs revues récentes. Nous présentons donc une synthèse des différentes approches utilisées pour comprendre l’évolution de ces génomes organitiques depuis l’événement endosymbiotique. En particulier nous soulignons l’importance des concepts de la génétique des populations pour mieux comprendre l’évolution des génomes à transmission cytoplasmique dans la cellule eucaryote.
[Show full text]
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.
[Show full text]
Attractant, Acting As a Homing Device for the Swimming Sperm. Sperm
r 62 CHAPTER 3 EVOLUTION AND DIVERSITY OF GREEN AND LAND PLANTS UN[T 11 EVOLUTION AND DIVERSITY OF PLANTS 63 gemmae propagules 2 rows of 1 row of sperm cells dorsal leaves ventral leaves (sterile “jacket” layer) neck sperm cells “ ‘fl gemmae cup I / pore dorsal (upper) ventral (lower) A B view view thalloid liverwort leafy liverwort FIGURE 3.10 A. Antheridia. B. Archegonia. Both are apomorphies of land plants. 4 (,, ••1• attractant, acting as a homing device for the swimming sperm. of the liverworts, mosses, and hornworts is relatively small, Sperm cells enter the neck of the archegonium and fertilize ephemeral, and attached to and nutritionally dependent upon the egg cell to form a diploid (2n) zygote. In addition to the gametophyte (see later discussion). effecting fertilization, the archegonium serves as a site for The relationships of the liverworts, mosses, and hornworts embryo/sporophyte development and the establishment of a to one another and to the vascular plants remain unclear. nutritional dependence of the sporophyte upon gametophytic Many different relationships among the three lineages have archegonium tissue. been proposed, one recent of which is seen in Figure 3.6. (n) The land plants share other possible apomorphies: the presence of various ultrastructural modifications of the sperm LIVERWORTS cells, fiavonoid chemical compounds, and a proliferation of Liverworts, also traditionally called the Hepaticae, are one of archegoniophore (n) archegoniophore (n) (longitudinal-section) heat shock proteins. These are not discussed here. the monophyletic groups that are descendents of some of the (longitudinal-section) first land plants. Today, liverworts are relatively minor com ponents of the land plant flora, growing mostly in moist, fertilization DIVERSITY OF NONVASCULAR LAND PLANTS shaded areas (although some are adapted to periodically dry, hot habitats).
[Show full text]
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
[Show full text]
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.
[Show full text]