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Nelson EducationSchoolBiology 11 College Preparation | ||||||||||||||||||||||||||||||||||||||||||||||||||
Student Web LinksUNIT 4: PLANT STRUCTURE AND PHYSIOLOGY
p. 274 TRY THIS activity - Exploring Ontario's Biodiversity 1. Go to the species at Risk page of the Web site for the Centre for Biodiversity and Conservation Biology.
This Web site, produced by the Royal Ontario Museum and the Ontario Ministry of Natural Resources, contains a list of species at risk in Ontario, facts about these species, and related links to other fish and wildlife organizations.
5. Research one of the plants listed in Table 1 (in the Student Text), on the previous page, and find out what criteria scientists used to classify it as an invasive species. Write a brief report outlining your findings . Invasive Species: Species Profiles Invasivespecies.gov has compiled a list of articles and Web sites about invasive species throughout North America. This site includes links to articles and fact sheets about purple loosestrife, Japanese knotweed, leafy spurge, Eurasian water milfoil, kudzu, and water hyacinth. 7. Choose one of the following medicines: atropine, codeine, quinine, digitoxin, aspirin, taxol, L -dopa, diosgenin, or colchicines. Conduct research on the medicine you choose and find out its medical use(s) and the name of the plant from which it was first obtained. What are the risks and benefits of using the medicine? Present your findings as an informative pamphlet, such as might be found in a doctor's office. Alternative/Complementary Therapies: New Developments This article from the Colorado Health Site describes the history, epidemiology, uses, effects, and regulation of herbal medicines. This article describes the use of plant medicines in treating cancers. Pharmacy Network Group--Side Effects This Web page from the Pharmacy Network Group gives an extensive list of various pharmaceuticals and links to information pages about their side effects, dosage information, and brief facts about where the drug comes from.
p. 284 8. For each of the two endangered species you reported on in the activity "Exploring Ontario's Biodiversity" in Section 4.1, identify whether the plant was a moss, a fern, a gymnosperm, or an angiosperm. Carry out any additional research necessary. Outline the methods you used to make your identifications. This Web site, produced by the Royal Ontario Museum and the Ontario Ministry of Natural Resources, contains a list of species at risk in Ontario, facts about these species, and related links to other fish and wildlife organizations.
p. 292 7. Unlike animals, plants are not able to run or hide from their enemies. (a) Research several ways in which plants defend themselves against attack from humans or other animals. (b) How do humans help plants defend themselves? Learn about ways in which plants protect themselves against attack and predation. How and Why Do Plants Defend Themselves This article describes the different mechanisms plants use to defend and protect themselves.
p. 299 8. Most roots and stems store food in the form of starches. Sugar cane and sugar beets are important exceptions. These species store sucrose instead of starch. Research these two important food crops and find out where they are grown and how they are harvested. Is Canada capable of producing its own sugar?
Special Crops-Canada's Sugar Beet Industry This Agriculture and Agri-Food Canada site describes the sugar beet industry in Canada, and the importance of this crop in Canada's sugar production. How Beet Sugar is Made-The Basic Story This page from SKIL, a sugar technology organization, describes the steps involved in making white beet sugar. Sugar Cane, Pineapple, Coffee, Tea & Morinda Learn more about the sugar cane, where it is grown, and how it is processed and used. This page describes the sugar cane, its distribution, history, processing, and uses.
p. 299 9. Some plant roots are able to remove pollutants from the soil. Find out how plants are being used to restore mine waste and to treat sewage water.
Constructed Wetlands for Community Wastewater Treatment and Wildlife Habitat in Texas This site from Texas Parks and Wildlife provides a quick overview of some of the benefits of constructed wetlands. Also included are suggestions for further reading and links to related Web sites. Phytoremediation for Contaminated Sites This is a brief but useful commercial overview of phytoremediation from an environmental consulting firm in Saskatchewan. This is an easy-to-read overview of phytoremediation, including diagrams illustrating this process.
p. 300 6. Since smaller, faster-growing trees can be used to make Oriented Strand Board (OSB), there is less pressure on OSB manufacturers to harvest mature forests. However, demand for OSB could create an incentive to replace long-lived tree species with rapidly growing short-lived species. Find out where Ontario's OSB mills are located, and the tree species they are using. How might this affect the environment in the long term? Write a brief report summarizing your findings. The main page of the Structural Board Association (SBA) provides information about oriented strand board (OSB), including facts about OSB for homeowners, builders, and architects.
p. 304 8. Many plants produce toxins in their leaves to protect themselves from predators. However, humans have found beneficial uses for many plant-leaf toxins. Conduct research and prepare a list of useful toxins obtained from leaves. For each toxin you find, identify the toxin, its source, and how it is used. Medical Glycosides, Terpenes & Alkaloids This site provides a list of useful plant toxins, their source, where they are found, and their use in medicine. Also included are pictures of the plants.
p. 308 TRY THIS activity - A Slice of Life 3. Monocot flower parts occur in multiples of three, while dicot flower parts occur in multiples of four or five. All flowering trees are dicots. Using this information, answer the following questions: (a) Which of the fruits are from monocots and which are from dicots? (b) Are monocots or dicots more important in producing fruit crops? (c) Do bananas grow on trees? Do they have seeds? Use library and/or Internet resources to find answers to these questions. This page outlines how fruits are classified according to their seed structure and germination. Find out where bananas grow and whether or not they have seeds in this Web page from Encyclopedia.com.
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10. Honeybees were introduced to North America in the early 16 th century. Honeybees are now threatened by a number of diseases, so growers are investigating the use of a different bee, the blue orchard bee. Use the Internet and/or library resources to find out more about how this species is successfully replacing honeybees as a pollinator of fruit trees in parts of Canada. Present your findings in a written report. This page describes the blue orchard bee and the initiative taken to introduce this species as a pollinator. Blue Orchard Bee-- Osmia lignaria Learn more about the blue orchard bee, its physical characteristics, and the efficiency with which it pollinates fruit trees.
11. You have probably eaten seedless fruits such as seedless grapes and oranges. Use the library and Internet resources to find out how these varieties originated and the methods by which they are propagated. Report your findings as a poster or Web page. Learn about the history behind the making of raisins, and when and how the first seedless grape was introduced to North America. This page describes how grape breeders have developed many varieties of seedless grapes, such as Canadice and Concord seedless, using breeding programs. Find out when and how the first seedless fruits were observed, and how they were propagated.
p. 319 10. As fruits mature, they produce the plant growth regulator ethylene, which speeds ripening. When fruit must be shipped long distances, ethylene production can cause fresh fruit to spoil before it reaches its destination. Research this problem and find out what technologies are used to control ethylene production, and the effects of ethylene during shipping and storage of fresh fruits. This page from Raytec Corporation briefly describes the methods used to reduce ethylene exposure in produce and floral items. This site has up-to-date information about ethylene gas and the methods for its control. Also provided are links to related ethylene control companies and the produce industry.
p. 327 10. Many people prefer to purchase organic fruits and vegetables, which are grown without the use of synthetic fertilizers or pesticides. What are the advantages and disadvantages of producing organic produce? How is this reflected in consumer demand and the cost of the food? Present your findings as a newspaper column that supports or refutes the stand that people should buy more organic produce. Organic Food and Nutrition Resources This Web site provides links to articles containing arguments for and against organic foods. Are they safe? Are they better? Organizing Organic Consumers Into a Potent Force for Change This Organic Consumers Association home page provides comprehensive information about genetically modified foods, organic foods, and general food safety.
11. Determine the hardiness zones for your own home town and for each of the following cities: Vancouver, BC; St. Johns, NFLD; Edmonton, AB; Windsor, ON; and Timmins, ON. Use the plant hardiness zone map provided on the website of Natural Resources Canada to identify each zone. Plant Hardiness Zones of Canada 2000 This site from Agriculture and Agri-Food Canada contains the interactive pant hardiness zone map and information on how to interpret the map.
p. 328 1. Choose three plant species from the list below:
Using electronic and paper resources such as catalogues, locate detailed information regarding the available varieties and their traits for the three plant species you chose. This Stokes Seeds Web site provides information about a vast number of seeds for home gardeners and commercial growers. This online catalogue from Veseys, a gardening products company, provides information about annuals, perennials, vegetable, and fruit seeds. This Ontario Seed Company online catalogue offers descriptions of a variety of seeds. This Dominion Seed House online catalogue allows gardeners to obtain information about specific seeds and gardening accessories.
p. 332 14. Many people strongly believe that all genetically modified foods should be clearly labeled as such, so that consumers can choose whether or not to purchase them. Research the issue of labeling GM foods. What are the advantages and disadvantages of labeling genetically modified foods? When your research is complete, write a letter to the editor of your local newspaper outlining your position on this issue. International Development in Labelling of GM Foods This Web site outlines the pros and cons of labelling genetically modified foods, along with issues to be considered in setting up a labelling system. Canadian Health Coalition-Groups Demand Mandatory Labelling of GM Foods This article from the Canadian Health Coalition calls for an end to voluntary labelling of genetically modified foods. Also included are links to other articles related to GM food labelling.
p. 332 15. Many genetically modified crops are now available, including cotton, tomatoes, and potatoes. Research one of these plants and find out which of their characteristics have been genetically altered. Report your findings as a poster presentation. Green Nature--GM Foods: The Flavr Savr Tomato This article from Green Nature describes the genetically modified Flavr Savr tomato. GM potato 'could improve child health' This BBC News article describes the genetically modified 'protato' and how it was developed.
p. 334 Take a Stand - Should pesticide use be banned? Statement: The cosmetic use of pesticides in urban settings should be banned. • In your group, research the issue and learn more about the use of pesticides in urban settings. • Search for information in newspapers, periodicals, and CD-ROMs, and on the Internet. (a) What are the most commonly used pesticides in cities? (b) Do these pesticides pose a significant threat to the health of people and/or the environment? (c) What are the alternatives to pesticide use? (d) Can the continued use of pesticides be justified? (e) Does your school and/or community have policies or bylaws concerning pesticide use on public and private land? (f) Conduct a survey of your parents, neighbours, and fellow students. Prepare a set of questions to find out what they know about the science of pesticides, and whether they would support a ban or restrictions on pesticide use in the community. (g) Make a list of the points and counterpoints that your group considered, then prepare a set of recommendations for your school or local town council or planning committee. (h) How did your group reach a consensus on your recommendations? If you were to try this again, what would you do differently? Explain. Summary of Information on Selected Common Pesticides This page provides a table of common pesticides, their chemical classifications, uses, long-term effects, and levels of concern. (Note: Requires Adobe Acrobat Reader.) Learn about pesticides, their impact on health and the environment, as well as healthy alternatives to pesticides. There are also links to organizations that support bans or restrictions on pesticides. A Greenpeace Report--Glyphosate This fact sheet from Greenpeace describes the properties of glyphosate and the issues surrounding glyphosate resistance and weed control. Perth's Draft Pesticide Bylaw (pesticides bylaw) This is a report on the proposed bylaw that will regulate the use of cosmetic pesticides within the boundaries of the town of Perth. This report summarizes the bylaw regulating pesticides, herbicides, and insecticides in Halifax. (Note: Requires Adobe Acrobat Reader.) p. 336 7. Apple growers can make use of IPM technology to control some insect pests in their orchards. Find out what species of moth is a common pest of apples in Ontario orchards. Analyze the costs and benefits of using mate-disruption methods to control this moth. Present your results as a poster or web page. Ministry of Agriculture and Food-Codling Moths This article from the Ministry of Agriculture and Food describes codling moths, the damage they cause, and how they are being monitored and managed in Ontario. Control of Codling Moth in Apple by Use of Pheromone Dispensers This page from the Department of Entomology at Virginia Tech provides information about the codling moth and an effective technique used to control this pest. Interdepartmental Executive Committee on Pest Management--Isomate-C (Codling Moth Pheromone) This is a comprehensive report on Isomate-C, the human and environmental safety considerations associated with this pheromone, and decisions on its regulation. p. 340 7. Various colleges in Ontario offer training programs for the specialties discussed in this section. Choose one such program and conduct research to answer the following questions: (a) What are the entrance requirements for the program? (b) How many years or semesters of study are required? (c) What types of courses are taken during the program? List at least six courses. (d) What career opportunities are available for graduates of the program? Landscape Designers & Technicians This site outlines the job description, required education, specific duties, and possible career opportunities for landscapers, horticulturists, and arborists. It also provides a link that lists specific courses students should take in high school to prepare for this career. This page provides information on the two-year diploma program offered by Algonquin College for horticulture technician training.
p. 343 6. The common carp, Cyprinus carpio , was intentionally introduced into Ontario in 1880 and were first reported in Cootes Paradise in 1908. Research this fish species. Find out why it was brought to Ontario. Royal Botanical Gardens-Common Carp This page from the Royal Botanical Gardens describes the carp, the history of its introduction, its ecology, and its elimination. Environment Canada-Carp Control Techniques for Aquatic Plant Establishment This Great Lakes fact sheet outlines techniques used to control the movement of carp populations. There is also a brief discussion on the origin of carp in the Canadian Great Lakes basin, its biology, and its effects on aquatic vegetation.
p. 349 Procedure 4. Research and gather any information needed to respond to all customer inquiries. Take care to note your sources of information. The following are a number of sites that may be useful for the Performance Task. Different sites will be useful for different Customer Inquiry cards. This site from the Ministry of Agriculture and Food provides an alphabetical list of the various weed species found throughout Ontario. This site provides pictures of many of the wildflowers found in Ontario and includes a brief description of some of these flowers. This site will aid in identifying wildflowers. Forest Shop: Shrubs and Plants This site provides a list of identification guides available for purchase at bookstores. This site provides detailed information about roses, where they can be planted, their hardiness, and their cultivation. Weeds, Pests, Diseases, and Pests This site from AllAboutLawns.com answers questions about weeds, pests, diseases, and pets. Sustainable Urban Landscape Information Series This Web site from the University of Minnesota provides information about landscaping-what plants to plant, where to plant them, and how to maintain them. The Rutgers Cooperative Extension has creating this Web page that helps identify common weeds found in New Jersey. Included are images to help identify various weed species. The GardenGuides.com Web site includes this page about flowers. The drop down menus at the top of the page includes various annuals, perennials, and bulbs that can be planted, and each flower page provides information about the specific flower. This Stokes Seeds Web site provides information about a vast number of seeds for home gardeners and commercial growers. This online catalogue from Veseys, a gardening products company, provides information about annuals, perennials, vegetable, and fruit seeds. This Ontario Seed Company online catalogue offers descriptions of a variety of seeds. This Dominion Seed House online catalogue allows gardeners to obtain information about specific seeds and gardening accessories.
p. 352 41. Photoperiod is one factor that must be considered in order to successfully grow plants in a space station. Research the length of daylight for the International Space Station. What problems might arise, and how would they be overcome? Learn about biological studies done on plants in space, problems with space horticulture, and the scope of future experiments. Super-Elevated Carbon Dioxide (SECO 2 ) Experimental Plant Growth Chambers Find out why it is so challenging to grow plants in a space shuttle or space station, and how chambers are used in plant growth experiments. Four O'Clock Plants--The buds and the bloomers This article explains an experiment performed with four o'clock plants to study the concept of photoperiod.
p. 352 44. In your notebook, copy and complete Table 5 (in the Student Text). Conduct research to find out the plant source of each product, the country of origin of the plant, and the uses of the product. Encyclopedia.com allows you to search for a description of any plant-based product.
Bartleby.com allows you to search for information on any plant-based product.
45. The world's most important foods and products are derived from plant crops. Conduct research to answer the following questions: (a) What is cassava? In what parts of the world is it a major food crop? (b) Mangoes and bananas are among the world's most important fleshy fruits. Which countries are major exporters of these foods? (c) What countries are the leading exporters of coffee beans? (d) From what plant do we obtain chocolate? What countries are major growers of this crop? Find out what crops are grown in the Caribbean Islands, both for internal use and for export.
This site provides a list of nations and the types of crops they produce and export. This page provides information about where certain crops are grown, and the European cities that import and export these crops.
46. Select one of the following plant products: coffee, chocolate, corn oil, cotton, table sugar, or natural rubber. Conduct research to determine what technologies are necessary for processing the natural plant material. Use a flow chart or other graphic organizer to show the steps followed to produce the final consumer product. This publication summarizes a range of research products related to agricultural and agro-industrial research, including the technological developments involved in plant material processing. International Institute of Tropical Agriculture This IITA page describes the technology centres that have been set up for plant research and finding new technologies to improve plant processing. Cotton Incorporated-Fiber Processing Technical Services This Cotton Incorporated page describes the steps and lab equipment involved in fiber processing research done to improve fiber quality. Rubber Processing/Manufacturing Technology This page explains the properties of raw natural rubber and the procedures and equipment required to process it.
48. Biological pest control is becoming increasingly popular. Many garden centers now sell ladybugs and praying mantis to home gardeners. Research these two insects. (a) What types of insect pest is each able to control? (b) Consult local garden centers in your area to see if these insects are available and, if so, at what cost? (c) Would you consider using these predators to help control pests in your garden? Why or why not?
This page from Oregon State University describes biological control agents, such as lady bugs and praying mantis, what they are used to control, and the risks associated with their introduction. This page contains a pest control catalogue index including pest problems and their corresponding biological solutions. Find out details about praying mantis and lady bugs. 49. A variety of plant species that have been introduced into Ontario have become invasive. Choose and research one such species and answer the following: (a) When was the species introduced? (b) Where did the species originate? (c) What problems, if any, has this species caused? (d) What actions, if any, are being taken to control the spread of this species? Canadian Botanical Conservation Network This site provides information on invasive plants in Canada, and a list of links to related sites, including the Federation of Ontario Naturalists. Invading Species.com-Purple Loosestrife Learn about the purple loosestrife, its introduction to North America, and how it has impacted wetland habitat. Biodiversity, Wetlands, and Biological Control This is a case study on purple loosestrife, problems associated with its introduction, and efforts to control it.
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