Plant Physiology 2009
-
Upload
casey-mcmahon -
Category
Documents
-
view
40 -
download
0
description
Transcript of Plant Physiology 2009
Plant Physiology 2009
MSH 101 -- MWF 11 am
Lab W 1-4 pmMSH 75
Tracking down the green
Looking closer
PCB01
chlorophyll
Why plants are cool
• Responsible for almost all of life on earth– Oxygen, food
• You see them everywhere– Understanding: your life is more interesting
• They are useful– Food, fiber, drugs, building material,
aesthetics, culture, shade
• They are interesting
Plants interesting?
• Venus flytrap• Pitcher plants• Castor bean (ricin)• Giant sequoia
– miniplants
• Spices• Pollination• Interesting sex lives• Biology• Cells
General Topics
• Background: plant bodies, cells, skills
• How plants do things – Interact with water, minerals (tissues & cells)– Interconvert energy (light, chemical forms)– Make chemical compounds– Control what goes on chemically in cells– Respond to the environment– Develop from seeds into trees (etc.)
• Fulfill a requirement
• Fill out big chunk of biology– Plant kingdom– How organisms work (high level)
• Make your life more interesting
• Prepare for further education– “most valuable course”– “best preparation”
Value of this course
Class requirements
• Problem sets• Lab handins weekly
– No long reports– Mostly graphs and abstracts, some data
• Plant growth & development project• 4 quizzes, 3 tests (every other week)
– Includes labs for that period
• Final exam• Attendance?
– What to do if you miss a class
You need• Class manual
– $7.50 today (Wednesday)– Labs, exercises, reference,
helpful stuff
• Text– Comprehensive– At least one per lab group– Need to use after each lecture
• Intro Biology text• Flash drive• Fat notebook
How to do well
• Come to class• Read text after class• Form a study group now
– See Appendix D (“How to survive…”)
• Use supplementary material– www.uni.edu/berg, weblog– Instructor’s notes (on web or WebCT)– Downloads (on web or WebCT)– Your Bio I-II text
• Turn in good assignments on time
You can get individual help
• After class
• In lab
• Email, phone, weblog
• Office hours
Hard class?
• Lots of information
• Some complex ideas– Maybe you learned a junior version before– We learn the senior version
• Things to tie together
• Need to use new skills– Thinking– Technical (graphs, computers, writing)
Your study group
• Insures frequent contact with material– Keeps you from getting behind
• Answer each other’s questions– Helps asker and answerer – Understanding and remembering
• Helps with problem sets
• Can share a book
Labs
• Lab is really important– Hands on experience– Skills– Understanding– Communicating
• Handins most weeks• Scored +, or –
– + adds 1 pt to next test grade, - subtracts 1 pt has no effect (OK, but not wonderful)– Easy way to get extra points
Fish versus fishing
• You can give people fish, and it helps them once • You can teach people fishing, and it helps them forever
(even with nonfishing activities) • Most people want fish right now (training, not education) • This course is mostly about learning to fish • Like a foreign language
– need vocabulary (facts) – need grammar (relationships, processes) – can't use the grammar without the vocabulary – vocabulary is useless without the grammar
• Poincaré: Science is no more a pile of facts than a house is a pile of bricks
Goals for PP: Help you
• Native plants, agriculture, gardens, house plants • Reason & communicate• Science as a process (lab experiments, project) • Interested in plants (even animal people) • New lab techniques that are used throughout science • Analyzing and presenting material • Future teachers (and parents) tricks they can use • Fun (solemn vs. serious) • Mostly fishing, not fish
Questions about the course?
More details in the course manual.
Now to start the content
Physiology = how things work
• Verb-oriented, not noun-oriented • Biochemistry, biophysics, molecular biology:
provide mechanisms and constraints • Physiology: mechanisms and constraints for
evolution, genetics, ecology, and behavior• Levels: cellular, tissue, organ, organ system,
organismal.
Water in plants
• Moves from soil to seed • From soil into plant to leaves to air• Into cells from surroundings• Questions
– Why does it move?– What makes it actually move?– What route does it follow?– What controls how much moves?
Right now
• Huddle in groups of 2-3
• List how you can get water to move– Physical methods– In plants, animals or rest of world
• Finished? Talked to another finished group
• 1-2 minutes
• Will list on board
Water movement
Plant Physiology UNI
2009
Water moves
• Downstream• Wet laundry to air• Humid air to salt or sugar• Ice to salt on sidewalk• Moist soil to seeds or roots• Up a tree trunk• From outside a cell to inside
– Or vice versa
• From plant to air
What can make water move?
• Pressure
• Gravity
• Solutes
• Hydrophilic materials
What do these have in common?
• Pressure: high to low
• Gravity: high to low
• Solutes: free water becomes bound
• Hydrophilic substances: free to bound
• All from high energy to low energy water
• Thermodynamic story
Universal principles
• Water moves from high energy to low– Expression of entropy
• Energy of water molecules– Physical component (pressure, temp)– Chemical component (interaction with solutes)
• Our task: understand and apply to biology
• We will be able to predict and explain
Kitchen plant physiology
late morning mid-afternoon night next morning