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HOW DO WE KNOW AQUATIC PLANTS PRODUCE OXYGEN IN SUNLIGHT?

Objectives: To demonstrate that plant produces oxygen.

QCC: S.7.14, S.7.19

Time required:

One class period

Background:

Green plants are critical to other life on this planet because they form the basis of all food webs. Most plants are autotrophic, creating their own food using water, carbon dioxide, and light through a process called photosynthesis. Also, the photosynthesis process produces the all essential life-supporting oxygen that is required by all living organisms. Plants are divided into several kingdoms: Plantae, Protista, and Fungi. Most aquatic plants occur in the kingdoms of Plantae and Protista.

Plants in the kingdom "Plantae" include organisms that range in size from a tiny moss to the giant sequoias of California that reach 90 meters (300ft) or more in height. There are approximately 275,000 to 300,000 different species of plants. All plants are multicellular and eukaryotic (i.e., each cell possesses a membrane-bound nucleus that contains the chromosomes). They generally possess chlorophyll and carotenoid pigments, which play a central role in converting the radiant energy of sunlight into sugars, a form of chemical energy, by means of photosynthesis. Plants, therefore, are independent in their nutritional needs (autotrophic) and store their excess food in the form of macromolecules of starch.

By aquatic plants we may mean the plants that grow under water, i.e. obligate submersed. But most aquatic plants fall into the group referred to as amphibious plants which are capable of growth both in and under water (submerged) and out of water (emersed), with only their root wet or damp. Aquatic plants are plants that require a water environment to complete all or most of their life cycle. Based upon growth form, these plants can be divided into four types: emergent/emersed, submerged, floating-leaf, and free-floating.

Emergent/emersed plants extend above the water surface in shallow areas of lakes, ponds, and ditches. They have relatively rigid stems and do not rely on the water for support. Leaves of this group of plants are essentially like typical leaves of herbaceous angiosperms. The leaves may be amphistomatic (stomata on both surfaces) and have well developed mesophyll to take advantage of the abundant sunlight. Cattails, bulrushes, buttercups, wetland irises are few examples of emergent aquatic plants.

Submerged aquatic plants have flexible stems and leaves, are rooted in the sediments, and are completely covered by water. Leaves of underwater plants are often highly dissected to increase the surface area to permit rapid diffusion of carbon dioxide into the chloroplasts of the cell. Examples of submerged aquatic plants are: water buttercups, water milfoils, bladderwort, pond weed etc.

Rooted-floating leaf or floating-leaf plants have their roots in the mud or muck while their leaves float on the water. Rooted-floating plants lack stem rigidity and depend on the water for support. These plants usually extend out of the water like emergent plants but have floating leaves. Plants such as bur-reeds, water plantains, and arrow-heads are examples of rooted-floating plants.

Free-floating plants obtain their nutrients directly from the water, since they are not rooted to the soil or muck. Examples of free-floating aquatic plants or macrophytes are water hyacinth, water-lettuce and duckweed, a small plant often mistaken for algae.

Floating leaves tend to be much broader, without much lobing, and remain flat on the water to take advantage of sun. Stomatas are present on the upper leaf surface for gas exchange, and the upper leaf surface tends to have a very prominent epidermis or cuticle to permit water to roll off or prevent growth of epiphytic algae that interfere with photosynthesis on the leaves. Floating leaves often have lacunae (air chambers) to provide buoyancy, and sclerids (hard cells) within the mesophylls to provide toughness to leaves and prevent from collapsing.

Algae (singular alga) are a group of predominantly aquatic, photosynthetic organisms that do not have a precise definition. They range in size from the tiny flagellate Micromonas that is 1 micrometer (0.00004 inch) in diameter to giant kelp that reach 60 meters (200 feet) in length. At one time the photosynthetic aquatic organisms commonly referred to as algae were considered members of the plant kingdom; however the concept of what constitutes a plant has undergone significant change over time. The various major algal groups, such as the green algae, brown algae, and red algae, are now placed in the kingdom "Protista" because they lack one or more of the features that are characteristic of plants. Algae lack true roots, stems, and leaves, but they share this feature with the plant division Bryophyta. The algae have many types of life cycles, from simple to complex.

Like all green plants, algae use photosynthesis to form organic food molecules from carbon dioxide and water, and provide oxygen to the atmosphere as a byproduct of photosynthesis. It is estimated that algae produce about 30 to 50 percent of the net (difference between production and use) global oxygen--which is available to humans and other terrestrial animals for respiration, and help burn coal, wood, or oil. Although terrestrial (land) ecosystems produce large amounts of oxygen, the organisms living in these ecosystems consume it relatively rapidly. Therefore the net oxygen production by terrestrial plants over time is low as compared to algae, which are primarily aquatic.

Algae are an important food base in the aquatic food-web for almost all aquatic life forms, e.g. fishes, insects and other micro-invertebrates etc. Their importance as the base of the food chain (food web) is even greater for marine organisms, since most plants do not grow or live in oceans. Also, algae has important human use as food and a commercial resource. Knowledge and use of algae is considered as old as humankind (Homo sapiens). Approximately 500 species are eaten by humans, and some 160 are commercially important. Seaweeds are eaten by coastal societies, and algae are considered acceptable foods in many restaurants. Algae are a significant food item in the diets of East Asian and Pacific Island societies, South Americans, North Americans, and northern Europeans. Hawaiians are considered to have the most diverse diet of algae.

Besides the importance of algae as the base for aquatic food chain, it is an important source for fossil fuel. Crude and natural gas are the remnants of the photosynthetic products of ancient algae, which were subsequently modified by bacteria. The North Sea Oil deposits and the Colorado oil shales were formed from algae. Today, a green alga (Botryococcus) which blooms in Lake Baikal in Russia produces large amounts of oil which is collected with a special skimming apparatus. Several companies have grown oil-producing algae in high-salinity ponds and have extracted the oil as an alternative to fossil fuels.

Aquatic plants provide both benefits and problems. Some benefits from aquatic plants include:

  • they provide oxygen essential to all form of animal life;
  • they are a source of food for both aquatic organisms and humans;
  • they provide cover that protects small and juvenile aquatic organisms from predators;
  • they provide nest/den building materials;
  • they help control shoreline erosion;
  • they recycle nutrients;
  • they absorb potentially toxic materials like mercury and lead, thereby improving water quality;
  • they prevent water turbidity;
  • they prevent sediments running into water bodies like lakes;
  • they resist invasion by exotic invasive species.

However, aquatic plants cause problems when excessive growth takes place.

  • they may interfere with recreational activities like swimming and boating;
  • they make for less appealing drinking water due to aquatic plant decomposition;
  • they can harm fisheries, particularly juvenile salmon and trout habitat;
  • the decomposition of excessive amounts of aquatic plants uses up oxygen, leaving less in the water for fish;
  • dense aquatic plant growth in small streams and drains can impede flow and cause flooding.

Activities

Experiment 1.

Materials required:

  • Beaker
  • glass funnel
  • test tube
  • water
  • water plant such as Elodea (may be purchased from a pet store that sells fish)
Procedure:
  • Place Elodea in the beaker and add water to it.
  • Invert a funnel in the beaker covering the Elodea, such that the oxygen liberated passes through the funnel stem.
  • Fill the test tube with water. Close the open end with a thumb and invert it over the funnel stem, to catch the assimilated gas.
  • Place the experiment in sun. It will be observed that gas bubbles are liberated, and will be collected in the test tube by displacing the water.
  • When the test tube is filled, take out the test tube with the mouth closed by thumb to prevent oxygen escape. Strike a match and bring close to the mouth of the test tube to show and ask them to note what happens to the lighting matchstick.

Experiment 2

Materials required:

  • A large wide mouthed glass jar with a glass or metal lid
  • candle holder
  • candle
  • small plant.
Procedure:
  • Place the candle in the candleholder at the bottom of the jar.
  • Light the candle and immediately put the lid in place, making it airtight.
  • Have students record time how long do it take for the candle to go out.
  • Then, take the lid off for the air in the jar to equilibrate the air in the room
  • For the second try, add a small plant to the jar.
  • Again light the candle and close the lid immediately.
  • Have students record time how long do it take the candle to go out.
Assessment:
  • Have a group discussion as to what gas has the property of combustion.
  • Ask the students what gas do we breathe? And, then have a group discussion what we are doing to the forested area and what impact might have upon human and animal lives?
Extension:
  • Have students do experiment 1 under conditions of clear and muddy water. Observe the rate of oxygen production, and identify what does it mean to have muddy water and its impact on aquatic animals in terms of oxygen availability.
  • Have students do experiment under different light conditions. Observe the rate of oxygen production and identify the impact of sunlight on oxygen production.
Internet and Other Sources:

Aquatic Plants (Types based on growth form, importance of aquatic plants, problem caused by too many aquatic plants, what you can do)
http://www.gov.mb.ca/environ/pages/publs97/cwgtext/aqplants.html

Aquatic Plants (Characteristics of a Freshwater Environment, types of leaves, life forms of aquatic plants,) http://www.botgard.ucla.edu/html/botanytextbooks/lifeforms/aquaticplants/fulltextonly.html

Uses and Benefits of Aquatic Plants http://www.ecy.wa.gov/programs/wq/plants/native/uses.html

Watershed Education Resources on the Internet (Links)
http://www.econet.apc.org/green/resources.html

Benefits and Detriments of Aquatic and Wetland Plants
http://aquat1.ifas.ufl.edu/ben_det.html - Pictorial version
http://aquat1.ifas.ufl.edu/b_d_text.html - Text version

Algae (General Introduction and Description)
http://scitec.uwichill.edu.bb/bcs/bl14apl/algae1.htm

Photosynthesis and Transpiration Made Easy
http://www.gardenbuildingsdirect.co.uk/Article/photosynthesis-and-transpiration-made-easy

Links to Photosynthesis sites
http://mss.scdsb.on.ca/DSPHOTOS.HTM

Ask a Scientist a Question Plants and Algae Questions http://oceanlink.island.net/ask/algae.html

UCMP Glossary of Natural History terms
http://www.ucmp.berkeley.edu/glossary/gloss5ecol.html

Smith, Roger. 1994. Strands in the Web: 201 Activities for Teaching Environment Awareness. Ontario: Pippin Publishing Limited.

 

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