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Plant Physiology 2010

Plant Physiology 2010. MSH 101 -- MWF 11 am Lab W 1-4 pm MSH 75. Tracking down the green. No pictures of earth, forests, plants, leaves. http://rsd.gsfc.nasa.gov/rsd/images/goes8_hg.jpg. http://www.theexplorationplace.com/eforest/satellitepic.jpg.

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Plant Physiology 2010

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  1. Plant Physiology 2010 MSH 101 -- MWF 11 am Lab W 1-4 pmMSH 75

  2. Tracking down the green No pictures of earth, forests, plants, leaves. http://rsd.gsfc.nasa.gov/rsd/images/goes8_hg.jpg http://www.theexplorationplace.com/eforest/satellitepic.jpg http://imagesoftheworld.org/jamaica/MVC107F.JPG http://andromeda.cavehill.uwi.edu/Aquatic%20plant%20photos/pond%20plant%20use.JPG http://andy.works4.me.uk/albums/nature/leaf.sized.jpg http://micro.magnet.fsu.edu/cells/leaftissue/images/leafstructurefigure1.jpg http://www.rkm.com.au/CELL/Plant/plantcellimages/plant-cell.jpg http://www.progressivegardens.com/knowledge_tree/chloroplast.jpg http://iws.ccccd.edu/jbeck/Photosynthesisweb/Thylakoiddisk.JPG http://www.steve.gb.com/images/molecules/porphyrins/chlorophyll-a_(tetrapyrrole_highlighted).png http://www.rsbs.anu.edu.au/profiles/Brian_Gunning/Web%20PCB/Ch%2002%20Introduction%20to%20Plant%20Cells/Topic%202%20P&S%20Cells/02%2002%2005.jpg

  3. Looking closer PCB01

  4. chlorophyll

  5. 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

  6. Plants interesting? • Venus flytrap • Pitcher plants • Castor bean (ricin) • Giant sequoia • miniplants • Spices • Pollination • Interesting sex lives • Biology • Cells

  7. 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.)

  8. Value of this course • 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”

  9. 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

  10. You need • Class manual • $10 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

  11. 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

  12. You can get individual help • After class • In lab • Email, phone, weblog • Office hours

  13. 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)

  14. 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

  15. 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

  16. 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

  17. 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

  18. Questions about the course? More details in the course manual. Now to start the content

  19. 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.

  20. 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?

  21. 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

  22. Water movement Plant Physiology UNI 2009

  23. 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

  24. What can make water move? • Pressure • evaporation • Gravity • Solutes • Hydrophilic materials

  25. 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

  26. 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

  27. Kitchen plant physiology late morning mid-afternoon night next morning

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