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Transport in Plants

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Transport in Plants Explain the need for transport systems in multicellular plants in terms of size and surface area:volume ratio; Describe, with the aid of diagrams ... – PowerPoint PPT presentation

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Title: Transport in Plants


1
Transport in Plants
  • Explain the need for transport systems in
    multicellular plants in terms of size and surface
    areavolume ratio
  • Describe, with the aid of diagrams and
    photographs, the distribution of xylem and phloem
    tissue in roots, stems and leaves of
    dicotyledonous plants
  • Describe, with the aid of diagrams and
    photographs, the structure and function of xylem
    vessels, sieve tube elements and companion cells

2
Transport in Plants
  • Plants need a transport system so that cells deep
    within the plants tissues can receive the
    nutrients they need for cell processes
  • The problem in plants is that roots can obtain
    water, but not sugar, and leaves can produce
    sugar, but cant get water from the air

3
What substances need to be moved?
  • The transport system in plants is called vascular
    tissue
  • Xylem tissue transports water and soluble
    minerals
  • Phloem tissue transports sugars

4
The Vascular Tissues
  • Xylem and phloem are found together in vascular
    bundles, that sometimes contain other tissues
    that support and strengthen them

5
Root vs. stem vs. leaf
  • The vascular bundle differs depending on if it is
    a root or stem

6
Root
  • The vascular bundle is found in the centre
  • There is a large central core of xylem- often in
    an x-shape
  • This arrangement provides strength to withstand
    the pulling forces to which roots are exposed
  • Around the vascular bundle are cells called the
    endodermis which help to get water into the xylem
    vessels
  • Just inside the endodermis is the periycle which
    contains meristem cells that can divide (for
    growth)

7
Stem
  • The vascular bundles are found near the outer
    edge of the stem
  • The xylem is found towards the inside of each
    vascular bundle, the phloem is found towards the
    outside
  • In between the xylem and phloem is a layer of
    cambium
  • Cambium is a layer of meristem cells that divide
    to make new xylem and phloem

8
Leaf
  • The vascular bundles (xylem and phloem) form the
    midrib and veins of the leaf
  • A dicotyledon leaf has a branching network of
    veins that get smaller as they branch away from
    the midrib
  • Within each vein, the xylem can be seen on top of
    the phloem

9
Phloem
Xylem
Stem
10
A Xylem B Phloem C/D Upper/Lower epidermis
Leaf
11
Xylem vessel wall
Xylem vessel lumen
Phloem
Endodermis
Starch grains
Root
12
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13
Structure of Xylem
  • Used to transport water and minerals from roots
    to leaves
  • Consists of tubes for water, fibres for support
    and living parenchyma cells

14
Xylem vessels
  • Obvious in dicotyledonous plants
  • Long cells with thick walls containing lignin
  • Lignin waterproofs walls of cells and strengthens
    them
  • Cells die and ends decay forming a long tube
  • Lignin forms spiral, annular rings or broken
    rings (reticulate)
  • Some lignification is not complete and pores are
    left called pits or bordered pits, allowing water
    to move between vessels or into living parts

15
Adaptations of Xylem to Function
  • Xylem can carry water and minerals from roots to
    shoot tips because
  • Made of dead cells forming continuous column
  • Tubes are narrow so capillary action is
    effective
  • Pits allow water to move sideways
  • Lignin is strong and allows for stretching
  • Flow of water is not impeded as there are no end
    walls, no cell contents, no nucleus, lignin
    prevents tubes collapsing

16
Structure of Phloem
  • Function to transport sugars from one part to
    another
  • Made of sieve tube elements and companion cells

17
Sieve Tubes
  • Sieve tube elements not true cells as they have
    little cytoplasm
  • Lined up end to end to form a tube
  • Sucrose is dissolved in water to form a sap
  • Tubes (known as sieve tubes) have a few walls
    across the lumen of the tube with pores (sieve
    plates)

18
Companion cells
  • In between sieve tubes
  • Large nucleus, dense cytoplasm
  • Many mitochondria to load sucrose into sieve
    tubes
  • Many plasmodesmata (gaps in cell walls between
    companion cells and sieve tubes) for flow of
    minerals

19
Water route between cells
  • Apoplast between cell walls of neighbouring
    cells
  • Symplast through plasma membrane and
    plasmodesmata to cytoplasms from cell to cell
  • Vacuolar same as symplast, but also through
    vacuoles

20
Water uptake from the soil
  • Epidermis of roots contain root hair cells
  • Minerals absorbed by active transport using ATP
  • Minerals reduce the water potential in the cell
    cytoplasm (more negative) so water is taken up by
    osmosis

21
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22
Movement across the root
  • Active process occurring at the endodermis (layer
    of cells surrounding the xylem, some containing
    waterproof strip called casparian strip)
  • Casparian strip blocks the apoplast pathway
    (between cells) forcing water into the symplast
    pathway (through the cytoplasm)
  • The endodermis cells move minerals by active
    transport from the cortex into the xylem,
    decreasing the water potential (more negative),
    thus water moves from the cortex through the
    endodermal cells to the xylem by osmosis
  • A water potential gradient exists across the
    whole cortex, so water is moved along the
    symplast pathway (through cytoplasm) from the
    root hair cells across the cortex and into the
    xylem

23
Casparian Strip
  • Blocks the apoplast pathway (cell walls)
  • Water and dissolved nitrate ions have to pass
    into the cell cytoplasm through cell membranes
  • There are transporter proteins in the cell
    membranes that actively transport nitrate ions
    into the xylem lowering the water potential (more
    negative)
  • Water enters xylem down concentration gradient
    and cannot pass back

24
Water movement up stem
  • Root pressure minerals move into xylem by active
    transport, forcing water into xylem and pushes it
    up the stem
  • Transpiration Pull loss of water at leaves
    replaced by water moving up xylem.
    Cohesion-tension theory- cohesion between water
    molecules and tension in the column of water
    (which is why xylem is strengthened with lignin)
    means the whole column of water is pulled up in
    one chain
  • Capillary action adhesion of water to xylem
    vessels as they are narrow

25
How water leaves the leaf
  • Through stomata
  • Tiny amount through the waxy cuticle
  • Water evaporates from the cells lining the cavity
    between the guard cells, lowering water potential
    and meaning that water enters them by osmosis
    from neighbouring cells, which is replaced by
    further neighbouring cells and so on

26
Transpiration
  • Loss of water vapour from upper parts of the
    plant
  • Water enters leaf from xylem and passes to
    mesophyll cells by osmosis
  • Water evaporates from surface of mesophyll cells
    to form water vapour (air spaces allow water
    vapour to diffuse through leaf tissue)
  • Water vapour potential rises in air spaces, so
    water molecules diffuse out of the leaf through
    open stomata

27
Transpiration three processes
  • Osmosis from xylem to mesophyll cells
  • Evaporation from surface of mesophyll cells into
    intercellular spaces
  • Diffusion of water vapour from intercellular
    spaces out through stomata

28
Water use in plant
  • Photosynthesis
  • Cell growth and elongation
  • Turgidity
  • Carriage of minerals
  • Cools the plant

29
Measuring transpiration
  • Potometer is used to estimate water loss

30
Factors affecting transpiration
  • Leaf number more leaves, more transpiration
  • Number, size, position of stomata more and
    large, more transpiration, under leaf, less
    transpiration
  • Cuticle waxy cuticle, less evaporation from leaf
    surface
  • Light more gas exchange as stomata are open
  • Temperature high temperature, more evaporation,
    more diffusion as more kinetic energy, decrease
    humidity so more diffusion out of leaf
  • Humidity high humidity, less transpiration
  • Wind more wind, more transpiration
  • Water availability less water in soil, less
    transpiration (e.g. in winter, plants lose leaves)

31
Too much water loss
  • Less turgidity
  • Non-woody plants wilt and die
  • Leaves of woody plants die first then it will die
    if water loss continues

32
Xerophytes
  • Smaller leaves reducing surface area e.g. pine
    tree
  • Densely packed spongy mesophyll to reduce surface
    area, so less water evaporating into air spaces
  • Thick waxy cuticle e.g. holly leaves to reduce
    evaporation
  • Closing stomata when water availability is low
  • Hairs on surface of leaf to trap layer of air
    close to surface which can become saturated with
    water, reducing diffusion
  • Pits containing stomata become saturated with
    water vapour reducing diffusion
  • Rolling the leaves so lower epidermis not exposed
    to atmosphere also traps air which becomes
    saturated
  • Maintain high salt concentration to keep water
    potential low and prevent water leaving

33
Marram Grass
Leaf rolled up to trap air inside
Thick waxy cuticle to reduce water evaporation
from the surface
Trapped air in the centre with a high water
potential (less negative)
Hairs on lower surface reduce movement of air
Stomata in pits to trap air with moisture close
to the stomata
34
Movement of Sugars
  • Translocation movement of assimilates (sugars
    and other chemicals) through the plant
  • Source a part of the plant that releases sucrose
    to the phloem e.g. leaf
  • Sink a part of the plant
  • that removes sucrose from
  • the phloem e.g. root

35
Sucrose Entering the Phloem
  • Active process (requires energy)
  • Companion cells use ATP to transport hydrogen
    ions out of their cytoplasm
  • As hydrogen ions are now at a high concentration
    outside the companion cells, they are brought
    back in by diffusion through special
    co-transporter proteins, which also bring the
    sucrose in at the same time
  • As the concentration of sucrose builds up inside
    the companion cells, they diffuse into the sieve
    tubes through the plasmodesmata (gaps between
    sieve tubes and companion cell walls)

36
Sucrose movement through phloem
  • Sucrose entering sieve tube lowers the water
    potential (more negative) so water moves in by
    osmosis, increasing the hydrostatic pressure
    (fluid pushing against the walls) at the source
  • Sucrose used by cells surrounding phloem and are
    moved by active transport or diffusion from the
    sieve tube to the cells. This increases water
    potential in the sieve tube (makes it less
    negative) so water moves out by osmosis which
    lowers the hydrostatic pressure at the sink

37
Movement along the phloem
  • Water entering the phloem at the source, moving
    down the hydrostatic pressure gradient and
    leaving at the sink produces a flow of water
    along the phloem that carries sucrose and other
    assimilates. This is called mass flow. It can
    occur either up or down the plant at the same
    time in different phloem tubes

38
Evidence for translocation
  • Radioactively labelled carbon from carbon dioxide
    can appear in the phloem
  • Ringing a tree (removing a ring of bark) results
    in sugars collecting above the ring
  • An aphid feeding on the plant stem contains many
    sugars when dissected
  • Companion cells have many mitochondria
  • Translocation is stopped when a metabolic poison
    is added that inhibits ATP
  • pH of companion cells is higher than
  • that of surrounding cells
  • Concentration of sucrose is higher at
  • the source than the sink

39
Evidence against translocation
  • Not all solutes move at the same rate
  • Sucrose is moved to parts of the plant at the
    same rate, rather than going more quickly to
    places with low concentrations
  • The role of sieve plates is unclear

40
Useful Revision Sites
  • http//scienceaid.co.uk/
  • http//www.s-cool.co.uk/
  • http//www.sparknotes.com/biology/
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