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Different theories of the origin of Angiosperm is beautifully described by Meghali Kalita of Gauhati University
Origin and evolution of bryophytes
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Altrenation of generations: All plants undergo a life cycle that takes them through both haploid and diploid generations. The multicellular diploid plant structure is called the sporophyte, which produces spores through meiotic (asexual) division. The multicellular haploid plant structure is called the gametophyte, which is formed from the spore and give rise to the haploid gametes. The fluctuation between these diploid and haploid stages that occurs in plants is called the alternation of generations. Bryophyte generations Bryophytes are nonvascularized plants that are still dependent on a moist environment for survival (see Plant Classification, Bryophytes . Like all plants, the bryophyte life cycle goes through both haploid (gametophyte) and diploid (sporophyte) stages. The gametophyte comprises the main plant (the green moss or liverwort), while the diploid sporophyte is much smaller and is attached to the gametophyte. The haploid stage, in which a multicellular haploid gametophyte develops from a spore and produces haploid gametes, is the dominant stage in the bryophyte life cycle. The mature gametophyte produces both male and female gametes, which join to form a diploid zygote. The zygote develops into the diploid sporophyte, which extends from the gametophyte and produces haploid spores through meiosis. Once the spores germinate, they produce new gametophyte plants and the cycle continues. Tracheophyte Generations Tracheophytes are plants that contain vascular tissue; two of the major classes of tracheophytes are gymnosperms (conifers) and angiosperms (flowering plants). Tracheophytes, unlike bryophytes, have developed seeds that encase and protect their embryos. The dominant phase in the tracheophyte life cycle is the diploid (sporophyte) stage. The gametophytes are very small and cannot exist independent of the parent plant. The reproductive structures of the sporophyte (cones in gymnosperms and flowers in angiosperms), produce two different kinds of haploid spores: microspores (male) and megaspores (female). This phenomenon of sexually differentiated spores is called heterospory. These spores give rise to similarly sexually differentiated gametophytes, which in turn produce gametes. Fertilization occurs when a male and female gamete join to form a zygote. The resulting embryo, encased in a seed coating, will eventually become a new sporophyte.
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Altrenation of generations: All plants undergo a life cycle that takes them through both haploid and diploid generations. The multicellular diploid plant structure is called the sporophyte, which produces spores through meiotic (asexual) division. The multicellular haploid plant structure is called the gametophyte, which is formed from the spore and give rise to the haploid gametes. The fluctuation between these diploid and haploid stages that occurs in plants is called the alternation of generations. Bryophyte generations Bryophytes are nonvascularized plants that are still dependent on a moist environment for survival (see Plant Classification, Bryophytes . Like all plants, the bryophyte life cycle goes through both haploid (gametophyte) and diploid (sporophyte) stages. The gametophyte comprises the main plant (the green moss or liverwort), while the diploid sporophyte is much smaller and is attached to the gametophyte. The haploid stage, in which a multicellular haploid gametophyte develops from a spore and produces haploid gametes, is the dominant stage in the bryophyte life cycle. The mature gametophyte produces both male and female gametes, which join to form a diploid zygote. The zygote develops into the diploid sporophyte, which extends from the gametophyte and produces haploid spores through meiosis. Once the spores germinate, they produce new gametophyte plants and the cycle continues. Tracheophyte Generations Tracheophytes are plants that contain vascular tissue; two of the major classes of tracheophytes are gymnosperms (conifers) and angiosperms (flowering plants). Tracheophytes, unlike bryophytes, have developed seeds that encase and protect their embryos. The dominant phase in the tracheophyte life cycle is the diploid (sporophyte) stage. The gametophytes are very small and cannot exist independent of the parent plant. The reproductive structures of the sporophyte (cones in gymnosperms and flowers in angiosperms), produce two different kinds of haploid spores: microspores (male) and megaspores (female). This phenomenon of sexually differentiated spores is called heterospory. These spores give rise to similarly sexually differentiated gametophytes, which in turn produce gametes. Fertilization occurs when a male and female gamete join to form a zygote. The resulting embryo, encased in a seed coating, will eventually become a new sporophyte.
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Year 8 STEAM Introduction
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Examples of logos
Creating a Logo
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Examples of possible Mars habitat features
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Examples of eco-city features
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Examples of Google Earth images and art inspired by different global locations
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Background information on creating a patent
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Plants
1.
Plants Sarah Jones
hdw.eweb4.com
2.
Gymnosperms - Conifers
commons.wikimedia.org
3.
Angiosperms – Flowering
Plants hdw.eweb4.com
4.
Pteridophytes - Ferns
en.wikipedia.org
5.
Bryophytes – Mosses
and Liverworts commons.wikimedia.org
6.
galleryhip.com
7.
galleryhip.com
8.
http://en.wikipedia.org/wiki/Epidermis_(botany
9.
http://en.wikipedia.org/wiki/Epidermis_(botany)
10.
An open stoma
(a) a closed stoma (b) 1 Epidermal cell 2 Guard cell 3 Stoma 4 K+ ions 5 Water 6 Vacuole http://en.wikipedia.org/wiki/Stoma
11.
www.howplantswork.com
12.
http://en.wikipedia.org/wiki/Xylem
13.
http://commons.wikimedia.org
14.
en.wikipedia.org
15.
Cross-section plant stem:
1. Pith 2. Protoxylem 3. Xylem 4. Phloem 5. Sclerenchyma 6. Cortex 7. Epidermis
16.
http://upload.wikimedia.org/wikipedia/commons
17.
Photosynthesis
18.
Chloroplast biology-themiracleoflife.blogspot.com
19.
sco.wikipedia.org www.syngenta.com
20.
Plant Respiration www.tvdsb.ca
21.
http://mrkubuske.files.wordpress.com
22.
Comparing Photosynthesis and
Respiration www.accessexcellence.org
23.
www.bbc.co.uk
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