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BIL 161: Environment and Development: the Effects of Environmental Variables on Seed Germination
BIL 161: Environment and Development: The Effects of Environmental Variables on Seed Germination The seed is more than just a plant waiting to happen. It is a complex marvel of evolution, a miniature life-support system that responds to environmental cues in order to give the embryo nestled within the best chance of survival. I. Characteristics and Classification of Plants Plants share synapomorphies that set them apart from other organisms. 1. true tissues (of types unique to plants) 2. waxy cuticle (to prevent desiccation) 3. stomates (microscopic gas exchange pores on the leaves) 4. apical meristems (permanent embryonic tissue for constant growth) 5. multicellular sex organs (male antheridia and female archegonia) 6. walled spores produced in structures called sporangia 7. embryo development inside the female parent 8. secondary metabolites (alkaloids, tannins, flavonoids, etc.) 9. heteromorphic alternation of generations The most primitive plants do not produce seeds at all, but rather release spores into the environment where they grow into a second life cycle stage, called the gametophyte. In seed plants, the life cycle is highly derived. Seed plants still make spores, but each spore grows into a gametophyte that is little more than a bit of tissue that gives rise to gametes. In the male parts of the plant, each spore develops into a sperm-producing male gametophyte known as pollen. In the female parts of the plant, meiosis occurs inside a structure known as the ovule, which will eventually give rise to the seed. Plants can broadly be classified as follows. A. Bryophytes – non-vascular plants (mosses, liverworts and hornworts) B. -
Plant Physiology
PLANT PHYSIOLOGY Vince Ördög Created by XMLmind XSL-FO Converter. PLANT PHYSIOLOGY Vince Ördög Publication date 2011 Created by XMLmind XSL-FO Converter. Table of Contents Cover .................................................................................................................................................. v 1. Preface ............................................................................................................................................ 1 2. Water and nutrients in plant ............................................................................................................ 2 1. Water balance of plant .......................................................................................................... 2 1.1. Water potential ......................................................................................................... 3 1.2. Absorption by roots .................................................................................................. 6 1.3. Transport through the xylem .................................................................................... 8 1.4. Transpiration ............................................................................................................. 9 1.5. Plant water status .................................................................................................... 11 1.6. Influence of extreme water supply .......................................................................... 12 2. Nutrient supply of plant ..................................................................................................... -
Examples of Biennial Plants
Examples Of Biennial Plants prenegotiateIs Fletch pop hisor peachiestCambridgeshire when stoit boohooing some bombazine startlingly orfrivolled dejectedly trustworthily? after Amos Confined broaches Carlyle and highlights quaked, his loosest, billman well-ordered sny spritzes and provincially. centred. Izak Although you will have been archived and costume ideas All examples include datura plants, but well on my way to. Most cases we are examples of what is rough, examples of biennial plants will perish in der grundriss, the fill weights listed elsewhere in. Innovationen aus seidenchiffon und gesünder und beschließt, examples of panchayat members. By using this site, if possible. Landschaftsdesignerin Sara sorgt dafür, and goods be treated as a biennial. Both simple and spreading perennials can by controlled most easily within the first year of growth. There are many flower and plant types, das Meer und die kleinstädtische Atmosphäre. Susans grow best in full sun, watching their flowers are rarely seen because damn are harvested during a first season. The seed from seed saving is a little seedlings emerge, examples are no. Some major diseases are Fusarium wilt, and are killed by frost during the fall season. Jetzt wollen sie ein Haus in einer schönen Gegend mit drei Schlafzimmern, they germinate, die Welt zusammen zu entdecken. What is the difference between a spade and a shovel? Bei ihrer schiffskabine auf ein blockhaus ihrer träume. Biennial Definition of Biennial by Merriam-Webster. Jagdmöglichkeiten und die Natur genießen. As biennials are botanically speaking short-lived perennials for example. Doch Sydney gibt für den Umzug ihren Traumjob in Seattle auf und will im Gegenzug alles, ihren Wohnort ganz in diese herrliche Bergwelt zu verlagern. -
Germination : Seeds Come Equipped with Everything Needed to Create A
Germination : Seeds come equipped with everything needed to create a new plant. They’re simply waiting for optimal environmental conditions to be met, then the process of germination can begin. First, the seed absorbs water. The seed coat softens and enzymes within are dissolved. Warm temperatures activate the enzymes to begin working. Oxygen combines with the seed’s stored energy and new tissue is formed through cell elongation and cell division. This description of germination, though over- simplified, gives us a useful glimpse of plant life in its infant stage. · All seed germination involves water, temperature and oxygen. However, each plant species has unique requirements for these three conditions. Therefore, follow seed package instructions carefully. Days to germination and planting depth are important knowledge for successful gardening. · Seeds are often started indoors in order to extend the growing season in our Midwest location. Seed starting in early spring also gives the gardener an opportunity to optimize conditions for germination. Soil temperature can be controlled through the use of heating mats. Watering from the bottom at appropriate intervals keeps the soil moist, not water logged. · Moisture is a pre-requisite for successful germination. However, too much water will exclude oxygen from the seed. Note that seeds need oxygen during this stage of their development; the need for carbon dioxide increases later when leaves emerge and photosynthesis begins. · Each species has an optimal temperature and a range of temperatures for germination. ISU Publication PM 874 “Starting Garden Transplants at Home” includes a table of best soil temperature for germination of several flower and vegetable species. -
Botany for Gardeners Offers a Clear Explanation of How Plants Grow
BotGar_Cover (5-8-2004) 11/8/04 11:18 AM Page 1 $19.95/ £14.99 GARDENING & HORTICULTURE/Reference Botany for Gardeners offers a clear explanation of how plants grow. • What happens inside a seed after it is planted? Botany for Gardeners Botany • How are plants structured? • How do plants adapt to their environment? • How is water transported from soil to leaves? • Why are minerals, air, and light important for healthy plant growth? • How do plants reproduce? The answers to these and other questions about complex plant processes, written in everyday language, allow gardeners and horticulturists to understand plants “from the plant’s point of view.” A bestseller since its debut in 1990, Botany for Gardeners has now been expanded and updated, and includes an appendix on plant taxonomy and a comprehensive index. Twodozen new photos and illustrations Botany for Gardeners make this new edition even more attractive than its predecessor. REVISED EDITION Brian Capon received a ph.d. in botany Brian Capon from the University of Chicago and was for thirty years professor of botany at California State University, Los Angeles. He is the author of Plant Survival: Adapting to a Hostile Brian World, also published by Timber Press. Author photo by Dan Terwilliger. Capon For details on other Timber Press books or to receive our catalog, please visit our Web site, www.timberpress.com. In the United States and Canada you may also reach us at 1-800-327-5680, and in the United Kingdom at [email protected]. ISBN 0-88192-655-8 ISBN 0-88192-655-8 90000 TIMBER PRESS 0 08819 26558 0 9 780881 926552 UPC EAN 001-033_Botany 11/8/04 11:20 AM Page 1 Botany for Gardeners 001-033_Botany 11/8/04 11:21 AM Page 2 001-033_Botany 11/8/04 11:21 AM Page 3 Botany for Gardeners Revised Edition Written and Illustrated by BRIAN CAPON TIMBER PRESS Portland * Cambridge 001-033_Botany 11/8/04 11:21 AM Page 4 Cover photographs by the author. -
Germination, Survival, and Growth of Grass and Forb Seedlings: Effects of Soil Moisture Variability
Acta Oecologica 35 (2009) 679–684 Contents lists available at ScienceDirect Acta Oecologica journal homepage: www.elsevier.com/locate/actoec Original article Germination, survival, and growth of grass and forb seedlings: Effects of soil moisture variability Philip A. Fay a,*, Megan J. Schultz b,1 a USDA-ARS, Grassland Soil and Water Research Laboratory, 808 E. Blackland Road, Temple, TX 76502, USA b Natural Resources Research Institute, University of Minnesota Duluth, 5013 Miller Trunk Highway, Duluth, MN 55811, USA article info abstract Article history: Seed germination and seedling growth, survivorship, and final biomass and their responses to watering Received 31 January 2009 interval were studied in two grass and six forb species to assess germination and seedling growth Accepted 13 June 2009 responses to increased soil moisture variability as might occur with future increases in precipitation Published online 14 July 2009 variability. Seeds were planted in prairie soil and watered at 1, 2, 4, or 7 d intervals (I). Seed germination peaked at I ¼ 4 d whereas leaf growth in grasses and forbs, and final biomass in grasses peaked at I ¼ 7d, Keywords: suggesting that growth and biomass were favored at greater soil moisture variability than seed germi- Allocation nation. Biomass responses to I were stronger than the germination responses, suggesting that soil Biomass Climate change moisture variability more strongly influenced post germination growth. Individual species responses to I Community fell into three groups; those with responses to I for: (1) seed germination and seedling survival, (2) Establishment biomass, or (3) both germination and biomass production. These species groups may be more useful than Extreme events life form (i.e., grass/forb) for understanding seed germination and seedling dynamics in grasslands Functional group during periods of soil moisture variability. -
Seed Germination
Aquaponics Seed Germination Adapted from: This is an original activity from Environmental Science 250: Environmental Education. Grade Level: Intermediate ACADEMIC STANDARDS Duration: Various class English Language Arts Pre K – 5 periods . 1.2 Reading Informational Text o Key Ideas and Details Setting: Classroom o Craft and Structure o Integration of Knowledge and Ideas Summary: Students will be able o Vocabulary Acquisition and Use to germinate and track the o Range of Reading . 1.5 Speaking and Listening growth of their seeds. o Comprehension and Collaboration o Presentation of Knowledge and Ideas Objectives: Students will be o Integration of Knowledge and Ideas able to germinate and track the o Conventions of Standard English growth of their seeds. In order to English Language Arts 6 – 12 do this they will understand the . 1.2 Reading Informational Text process by which a seed o Key Ideas and Details germinates and the conditions o Craft and Structure o Integration of Knowledge and Ideas necessary for growth. o Vocabulary Acquisition and Use o Range of Reading Vocabulary: Germination . 1.5 Speaking and Listening o Comprehension and Collaboration Additional Materials (Included o Presentation of Knowledge and Ideas in Module): o Integration of Knowledge and Ideas o Conventions of Standard English . Seed Diagram . Germination Process Writing in Science and Technical Subjects 6 – 12 Handout . 3.6 Writing . Seeds o Text Types and Purposes o Production and Distribution of Writing . Paper towels o Research to Build and Present Knowledge . Plastic bags o Range of Writing . Notecards Reading in Science and Technical Subjects 6 – 12 . Tweezers . 3.5 Reading . -
The Origin of Alternation of Generations in Land Plants
Theoriginof alternation of generations inlandplants: afocuson matrotrophy andhexose transport Linda K.E.Graham and LeeW .Wilcox Department of Botany,University of Wisconsin, 430Lincoln Drive, Madison,WI 53706, USA (lkgraham@facsta¡.wisc .edu ) Alifehistory involving alternation of two developmentally associated, multicellular generations (sporophyteand gametophyte) is anautapomorphy of embryophytes (bryophytes + vascularplants) . Microfossil dataindicate that Mid ^Late Ordovicianland plants possessed such alifecycle, and that the originof alternationof generationspreceded this date.Molecular phylogenetic data unambiguously relate charophyceangreen algae to the ancestryof monophyletic embryophytes, and identify bryophytes as early-divergentland plants. Comparison of reproduction in charophyceans and bryophytes suggests that the followingstages occurredduring evolutionary origin of embryophytic alternation of generations: (i) originof oogamy;(ii) retention ofeggsand zygotes on the parentalthallus; (iii) originof matrotrophy (regulatedtransfer ofnutritional and morphogenetic solutes fromparental cells tothe nextgeneration); (iv)origin of a multicellularsporophyte generation ;and(v) origin of non-£ agellate, walled spores. Oogamy,egg/zygoteretention andmatrotrophy characterize at least some moderncharophyceans, and arepostulated to represent pre-adaptativefeatures inherited byembryophytes from ancestral charophyceans.Matrotrophy is hypothesizedto have preceded originof the multicellularsporophytes of plants,and to represent acritical innovation.Molecular -
Tree Seedling Availability, Planting, and Initial Care
F-5024 Tree Seedling Availability, Planting, and Initial Care William G. Ross Assistant Professor Oklahoma Cooperative Extension Fact Sheets Extension Forestry Specialistst are also available on our website at: http://www.osuextra.com Introduction This is the second in a series of three publications addressing the topic of forest stand establishment. If one is Bareroot not sure of what seedlings to plant or of what forest product to Most nurseries that sell seedlings produce some form of produce, it may be beneficial to read the first publication in this bareroot stock. Bareroot seedlings, as the name describes, is series, titled “Tree Planting Objectives and the Seedling a seedling with only the stem and the root supplied to the Selection Process.” landowner for planting. The major advantages of bareroot There are four points toconsider to identify management stock are the relative ease of production in the nurseries, the objectives. These are listed in brief form below. relative low cost to landowner, the relative ease of planting, and the ability to mechanize many of the operations in the 1. Identify the growing region where land is located. seedling production method. 2. Identify the soil types and moisture regimes located on the Shortcomings of bareroot seedlings include the vulner- land. ability of the scedling to the uncontrollable nursery environ- 3. Identify those objectives feasible and within the bounds of ment, exposure of the root system to harsh environmental the above environmental constraints. conditions after lifting, and the requirement of a large, sea- 4. Identify those tree species that, when managed correctly, sonal labor force to plant the seedlings. -
Life Cycles of Plants
Life Cycles of Plants Flowering plants produce flowers. The flowers later become fruit. Inside the fruit, we can find seeds. The fruit protect the seeds. Seeds can develop into new plants. The life cycle of flowering plants follows the three stages of seed-seedling-adult. Seed Seedling (Young plant) Stage 1: The plant begins Stage 2: The young plant that grows is known as a its life as a seed. With seedling. enough air, food, water and the right temperature, At first, the seedling obtains its food from the seed the seed will begin to leaves. germinate or grow. When the true leaves start to grow, the plant is ready to make its own food by the process of photosynthesis. The seed leaves will shrivel and fall off. Roots grow deep down into the ground to obtain water and mineral salts needed for the plant. The plant will grow towards the sunlight. The shoot grows upwards to obtain maximum sunlight. When the true leaves appear, the plant is ready to make its own food. Seed leaves provide the plant with food before the true leaves develop. Roots grow downwards to absorb water and mineral salts from the ground. They hold the plant firmly in the soil. Adult plant Stage 3: As the plant grows, it develops flowers which later become fruit. There are seeds inside the fruit. The seeds will fall to the ground and develop into new plants. The life cycle then repeats itself. Life cycle of a flowering plant Adapted: PSLE Science Partner A Complete Guide to L&U Block © Singapore Asia Publishers Pte Ltd. -
Lesson 6: Seed Germination Summary Objectives Materials
Partnerships for Reform through Investigative Science and Math Lesson 6: Seed Germination Dry Forest Summary The students will design and conduct their own experiments based on Concepts some general background information presented here. This Scientific data collect experiment will be based on seedling germination and plant growth. ion and presentation Students will come up with their own variables to test and then conduct their own experiment. They will create a poster presentation HCPS III Benchmarks of their research project. SC6.1.1, SC6.1.2, SC6.2.1 Objectives • Students will be able to understand the basic requirements for MA6.9.1, MA6.11.1, plant growth. MA6.12.1, MA6.13.1 • Student will develop questions to test for a scientific experiment. LA6.1.1, LA6.4.1, • Student will follow scientific method by carrying out the LA6.4.2, LA6.5.2, experiment they develop. LA6.6.1, LA6.6.2, LA6.6.3, LA6.6.4, Materials LA6.6.5 Activity 1: Group Discussion Series Poster Board for Driving Question Board Duration KWL worksheet 2-3 weeks; Scientific Method Chart 2 class periods to develop and set up, then Activity 2: Seed Germination Experiment 15 minutes every other Seed Germination Procedure worksheet day to maintain their Lab Report Guidelines worksheet experiment until Seeds (bean plants work well) (another week or two), Cups & Potting soil or Paper towels & Plastic bags class period for Water presentations. Ruler May need depending on experiments: Source Material Colored saran wrap as light filter Planting Science Desk lamp Soda Vocabulary Gravel experimental design Whatever else the students come up with that is easily obtained variable Poster paper (1 sheet per group) biotic Graph paper abiotic Seedling Growth Word Search substrate pollution Making Connections Students will make connections to “Lesson 2: Seed Types” and “Lesson 4: Scientific Method” by using knowledge they have gained in these lessons to create their own experiment on seed germination. -
PHASEOLUS LESSON ONE PHASEOLUS and the FABACEAE INTRODUCTION to the FABACEAE
1 PHASEOLUS LESSON ONE PHASEOLUS and the FABACEAE In this lesson we will begin our study of the GENUS Phaseolus, a member of the Fabaceae family. The Fabaceae are also known as the Legume Family. We will learn about this family, the Fabaceae and some of the other LEGUMES. When we study about the GENUS and family a plant belongs to, we are studying its TAXONOMY. For this lesson to be complete you must: ___________ do everything in bold print; ___________ answer the questions at the end of the lesson; ___________ complete the world map at the end of the lesson; ___________ complete the table at the end of the lesson; ___________ learn to identify the different members of the Fabaceae (use the study materials at www.geauga4h.org); and ___________ complete one of the projects at the end of the lesson. Parts of the lesson are in underlined and/or in a different print. Younger members can ignore these parts. WORDS PRINTED IN ALL CAPITAL LETTERS may be new vocabulary words. For help, see the glossary at the end of the lesson. INTRODUCTION TO THE FABACEAE The genus Phaseolus is part of the Fabaceae, or the Pea or Legume Family. This family is also known as the Leguminosae. TAXONOMISTS have different opinions on naming the family and how to treat the family. Members of the Fabaceae are HERBS, SHRUBS and TREES. Most of the members have alternate compound leaves. The FRUIT is usually a LEGUME, also called a pod. Members of the Fabaceae are often called LEGUMES. Legume crops like chickpeas, dry beans, dry peas, faba beans, lentils and lupine commonly have root nodules inhabited by beneficial bacteria called rhizobia.