Transcript First lecture PPT

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.
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.)
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”
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
– $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
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
– evaporation
• 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