Bio Lab 2/20

Plant Classification

• Angiosperms: These are seed-producing plants that have flowers.

  • Notable Features:

    • Generally, they have flowers and are often referred to as flowering plants.

    • Exhibit structures with long, thin leaves and parallel veins.

    • Flower petals typically occur in multiples of three.

• Gymnosperms: A group of plants that produce seeds but do not develop flowers. Commonly known examples include conifers (e.g., pine trees).

Plant Anatomy and Growth Patterns

• Leaf Structure: Plants can vary in their leaf types.

  • Dorsiventral Leaves: These leaves have different upper and lower surfaces, resembling the dorsal and ventral sides of animals.

    • Example: The top surface of the leaf appears different than the underside.

  • Net-like Veins vs. Parallel Veins:

    • Some plants, commonly dicots, exhibit net-like veins while monocots display parallel veins.

Flower Classification

• Distinguishing between Dicots and Monocots based on flower petal counts and vein structures:

  • Dicots:

    • Usually have petals in multiples of four or five.

    • Exhibit net-like leaf veins.

  • Monocots:

    • Characterized by petals in multiples of three.

    • Generally have parallel leaf venation.

Observations during Plant Study

• Various flowering plants were identified, including:

  • Geraniums: Noted for their petal number and leaf structure.

  • Daisies and Chrysanthemums: Identification focused on petal counts and characteristics.

  • Tulips and Lilies: Key to understanding the differences based on petal and vein structures.

Environmental Context and Plant Development

• Emphasis on the life cycle of plants, including:

  • The visible parts above and below ground as they emerge from seeds.

  • The structures of the flowers:

    • Stamens: Male reproductive parts, composed of anthers and filaments.

    • Pistil: The female reproductive structure of the flower.

Understanding Growth Processes

• Secondary Growth in Plants: This refers to the increase in the girth of plants, often seen in perennial dicots (trees), which allows them to grow larger over time.

  • Observational activities included counting petals and identifying structures during lab sessions.

Classroom Dynamics

• Interaction between students facilitated exploration and discussion about plants, highlighting the collaborative atmosphere within the educational setting.

• Acknowledgment of individual contributions and experiences of the teacher, enhancing the learning experience.