Review for Final
Goals: Be able to
Describe how bryophytes differ and are
similar to the other 3 major land plant groups.
Differentiate between bryophytes: liverworts,
hornworts, and mosses.
Draw the moss life cycle.
Goals: Be able to
Recognize differences and similarities
between bryophytes, pteridophytes, and seed plants.
Recognize a plant as a pteridophyte:
lycophyta (club mosses) and pterophyta
(whisk ferns, horsetails, and ferns).
List the functions of true roots, leaves, and
stems, and define true.
Distinguish between megaphyll,
microphyll, and sporophyll;
antheridium and archegonium;
gametophyte and sporophyte; sporangium, spore and sori.
Draw the fern life cycle.
Which of the following is a stage of the fern life cycle?
Goals: Be able to
Describe 3 major developments in seed plants
and why they are advantageous for life on land.
Describe heterospory.
Specify how the seed plant life cycle is
different from the seedless plant life cycle.
Draw the generic seed plant life cycle
Goals: Be able to
Describe 4 clades of
gymnosperms
Describe conifer adaptations for arid
conditions
Draw the pine life cycle
Which of the following is not an advantage of
producing seeds?
A) Seeds have a hard
seed coat to prevent desiccation.
B) Seeds and their
fruits are a means of seed dispersal.
C) Seeds have a
supply of food to feed the germinating plant.
D) Seeds germinate
irregularly so that they can survive periods of adverse conditions.
E) Seeds germinate
immediately so that natural populations are maintained.
Gymnosperms differ from ferns in that
gymnosperms
A) produce seeds.
B) have macrophylls.
C) have pollen.
D) Both A and C are
correct.
E) A, B, and C are
correct.
Goals: Be able to
Differentiate between monocots and dicots
Draw a generic flower, complete with all four
circles of modified leaves
Describe where fruits come from on a flower
Describe the features of different types of pollination
and dispersal mechanisms.
Distinguish between pollination and dispersal
Draw the lily life cycle (including embryo sac
and endosperm)
The following are all true concerning the sporophyte or gametophyte generations in flowering
plants except
Which of the following is the correct order of floral
organs from the outside to the inside of a complete flower?
A)
spores-gametes-zygote-embryo
B) male gametophyte-female gametophyte-sepals-petals
C)
sepals-stamens-petals-carpels
D)
petals-sepals-stamens-carpels
E)
sepals-petals-stamens-carpels
What is the result of double fertilization in
angiosperms?
A) The endosperm
develops into a diploid nutrient tissue.
B) A triploid zygote
is formed.
C) Two embryos
develop in every seed.
D) The fertilized
polar nuclei develop into the seed coat.
E) Both a diploid
embryo and triploid endosperm are formed.
Fruits develop from
A) receptacles.
B) fertilized eggs.
C) ovaries.
D) ovules.
E) microsporangia
Which of the following is not a fundamental difference
between monocot and dicot morphology and anatomy?
Monocots have __________, while dicots have
__________.
A) fibrous roots; taproots
B) one cotyledon; two cotyledons
C) vascular bundles in a ring; vascular bundles scattered
throughout the stem
D) parallel veins; net veins
E) flower parts in threes, flower parts in fours or fives
In flowering plants, pollen is released from the
A) sepal.
B) pollen tube.
C) anther.
D) carpel.
E) stigma.
Goals: Be able to
Discuss ways in
which plants differ from animals.
Describe the basic
structure and functions of the 3 plant organs.
Identify modified
plant organs.
Describe the general
structure and function of the 3 plant tissues.
Draw the structure of
plant cell walls.
Differentiate
between different types of plant cells in terms of structure and function.
Root hairs are most important to a plant because they
A) anchor a plant in the soil.
B) store starches.
C) provide a habitat for nitrogen-fixing bacteria.
D) contain xylem tissue.
E) increase the surface area for absorption.
Goals: Be able to
Explain the general movement of water, gases,
and sugar within the plant body.
Use the concept of water potential to predict
water movement in response to concentration and pressure changes.
Describe the movement and regulation of water
through a plant root.
Describe how transpiration works.
Which of the following is true concerning the water
potential of a plant cell?
A) It becomes higher
when K+ ions are actively moved into the cell.
B) It is equal to
zero when the cell is in pure water and is turgid.
C) It becomes lower
after the uptake of water by osmosis.
D) It is the same as
air.
E) It becomes lower
when K+ ions leaves the cell.
What provides the energy for water transport upward in
the xylem?
A) sucrose
B) ATP
C) adherence of water molecules to hydrophilic xylem cell walls
D) proton gradients
E) the sun
The amount and direction of movement of water in plants
can always be predicted by measuring
A) dissolved solutes.
B) air pressure.
C) water potential, Y.
D) rainfall.
E) proton gradients.
The Casparian strip depicted in
the adjacent figure forces solutes to pass through the
A) apoplastic pathway
B) cortex
C) phloem
D) epidermis
E) symplastic pathway
Goals: Be able to
List basic plant
requirements, sources, and how the plant uses them.
Describe the properties
of a soil that is good for plant growth.
Discuss issues
surrounding irrigation
Goals: Be able to
Describe the basic process
of signaling.
Explain the basic
mechanism behind positive phototropism.
List some functions
of each of the plant hormones.
Describe how the
balance of cytokinin:auxin
maintains root:shoot ratios.
Define gravitropism and thigmotropism.
The classic experiment depicted in the figure below
showed that the tip of the coleoptile releases a
chemical messenger that:
A) stimulates different bending responses depending upon the
time of day
B) differs in concentration on different sides of the plant
C) stimulates cell elongation
D) inhibits cell elongation
E) Both B and C are
correct.