DOCSLIB.ORG

Plant Growth, Development and Reproduction Booklet

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Plant Growth, Development and Reproduction Booklet Growth, Development and Reproduction Booklet Table of Contents Introduction....................................................................... 4 Germination...................................................................... 6 Growth.and.Development............................................... 10 Flowering........................................................................ 14 Pollination....................................................................... 18 Fertilization.and.Seed.Development............................... 24 For additional activities, student pages and related resources, please visit the Wisconsin Fast Plants’ website at www.fastplants.org Growth, Development and Reproduction Activity Materials Wisconsin Fast Plants™ Growth and Flower Dissection Activity Materials Development Kit Components Each.student.will.need: •. 1.pack.of.200.Standard.Wisconsin.Fast.Plants™. • Wisconsin Fast Plants™ flowers Seeds •. 1.copy.of.the.Black-line.Master:.Parts.of.the. •. 1oz.pelleted.fertilizer Flower.(optional:.answer.key) •. 2.watering.trays •. 1.copy.of.the.Black-line.Master:.The.Brassica. •. 2.watering.mats Flower •. wicks.(package.of.70) •. tweezers.or.round.toothpicks •. 1.packet.anti-algal.square.(2.squares.per.packet) •. hand.lenses •. 8.watering.pipettes •. Scotch.tape •. 1.L.potting.soil •. 1.package.of.dried.bees Pollination Activity Materials •. our.4-cell.quads Each.student.will.need: •. 16.support.stakes •. 1.dried.bee •. 16.support.rings • 1 Wisconsin Fast Plants™ flower •. Growing.instructions •. round.toothpicks •. glue Germination Activity Materials •. hand.lens. Each.student.will.need: •. forceps •. 1.Petri.dish. • 2 flowering Wisconsin Fast Plants™ (Day 14 to •. 1.Transparency-plastic.Ruler.Disk,.cut.out.(see. 16) Black-line.Master) •. 1.copy.of.the.Black-line.Master:.Pollination. •. 5.Wisconsin.Fast.Plants™.seeds Observational.Exercise •. paper.towels •. 1.copy.of.the.Black-line.Master:.The.Honeybee •. eye.dropper (optional:.answer.key) •. hand.lens •. shallow.tray.or.bottom.from.a.2-liter.soda.bottle Fertilization and Seed Development •. 1.copy.of.the.Black-line.Master.Germination. Materials Observation Each.student.will.need: •. Wisconsin.Fast.Plants™.with.developing.pods Growth and Development Activity Materials •. strong.straight-pins Each.student.will.need: •. hand.lenses •. 1.copy.of.the.Black-line.Master.Tracking. •. 1.copy.of.Black-line.Master:.Seed.Dissection Growth.and.Development •. 1.copy.of.Black-line.Master:.Pistil.Length.Class. •. metric.ruler Data.Sheet •. 10x.hand.lens •. 1.copy.of.Black-line.Master:.Pistil.Length.Sum- •. at.least.1.Wisconsin.Fast.Plant™.growing. mary.of.Class.Data through.approximately.days..–.12. Growth, Development and Reproduction Booklet Welcome to the amazing world of growing and and black-line masters. These materials are exploring Wisconsin Fast Plants™! Through provided to be used and modified to suit your activities spanning the life cycle of Wisconsin needs as you join the many teachers around Fast Plants™, you and your students can the world in using Wisconsin Fast Plants™ to explore many aspects of plant growth and bring science to life in the classroom. development and reproduction. In its 35 – 45 day life cycle, the Wisconsin Fast Plant™ Your students can take a plant through its rapidly passes through all the life stages of a entire life cycle following all the activities in the flowering plant. booklet or focus on a single section or even on a single activity. While each activity stands Each section in this booklet focuses on a on its own and can be taught in isolation, the single stage of the Wisconsin Fast Plants™ life investigation of more activities will lead to a cycle. For each stage, there are growing tips, deeper understanding of how the stages of the background information, one or two activities, life cycle interact and interrelate. 4 Days 0 – 2 Germination Days 15 – 17 Pollination is the starts with the structure of stage when reproduction takes a seed and goes through place. Pollination activities the first days of the life of a new plant. engage students actively in Germination is the beginning of growth of spreading pollen among a plant from the seed, which contains the plants so that they embryo. The seed swells, a root and shoot successfully reproduce emerge, and cotyledons (first leaves) begin to and develop seed photosynthesize. in the next stage. In addition, this stage opens up the opportunity for linking students’ use of bee sticks with explorations into the interactions of plants and insects. Days 18 – 35 Fertilization and Seed Development brings the Days 3 – 12 Growth and Development Wisconsin Fast follows Wisconsin Fast Plants from the Plants™ back seedling stage through to flowering. As plants to the beginning increase in size (up to 20 cm) and develop of the life cycle. into mature plants, individual differences After pollination, can be observed. The plant height, number fertilization yields a of leaves, number of hairs on leaf margins, new and genetically and number of flower buds are all examples unique single cell. of measurable traits that can be observed, Embryogenesis recorded, and analyzed to learn about takes this single cell individual plant development and diversity and sees it through among individuals in a population. to a seed. Days 13 – 15 Flowering is the time when the flower structures can be observed directly and their functions are introduced. Learning about flower anatomy and each structure’s purpose is important for preparing students to understand and conduct pollination. 5 GERMINATION Days 0 – 4 QUESTIONS • How does a seed become a plant? Growing Tips • Would the seeds germinate if you changed the (See Growing Instructions for. environment? complete.guide) • Do all seeds germinate as fast as Wisconsin Fast Plants™? •. Seeds.planted.or.placed.in. the.germination.Petri.dish. Key Concepts on.a.Monday.will.complete. germination during the first • Germination is the stage in the plant life cycle when week. growth of a new plant begins from a seed. •. When.planted.in.a.Petri. • Germination begins when the seed takes up water dish,.after.germination,.the. (imbibition) and the seed coat cracks. seedlings.can.be.carefully. • A seed is a dry, inactive, embryonic plant complete with removed.with.tweezers.and. a reserve of stored energy to keep it alive and sustain placed.in.soil.to.grow.with. germination. good.success • Germination commonly involves emergence of an •. If.planting.in.soil,.use.planting. embryonic root followed by an embryonic stem that, mix.NOT.potting.soil in the case of Wisconsin Fast Plants™, pushes the o. plant.on.a.Monday.so. cotyledons and shoot meristem through the soil. that.seeds.germinate. during.the.school.week Activity Overview o. plant.seeds.in.soil. Students will germinate Wisconsin Fast Plants™ Seeds shallowly—use.only. on moist paper towel in a Petri dish so the process of enough.planting.mix. germination can be observed, measured, and recorded or.vermiculite.to.just. effectively. By placing a Transparency-plastic Ruler cover.the.seed Disk (see page 9 Blackline Master) in the cover of the o fill containers loosely germination Petri dish, students can make quantitative with.soil,.do.not.press. observations as the embryonic root and stem emerge and or.pack grow. o. remember.fertilizer • If possible, arrange for students to make observations twice on the first day of the activity as o. wet.soil.and.wick. there will be significant changes to observe after thoroughly.before. several hours, and after 24 hours there will be a planting remarkable difference. If started on Monday, the •. Keep.room.temperature.above. investigation can be completed by Friday 60°F.(15.5°C) o Day 1: one 50-minute class period on first day to set up germination plates and record initial data. o Days 2–4: 10–20 minutes on each day to observe and record data. 6 GERMINATION Background Information Materials Each student will need: A.seed.contains.a.tiny,.new.plant.(embryo).. • 1 Petri dish The.outside.of.the.seed.is.called.the.seed • 1 Transparency-plastic Ruler coat..During.germination,.the.radicle. Disk, cut out (see Black-line (embryonic.root).and.hypocotyl.(embryonic. Master) stem).emerge.from.the.seed..Two.seed leaves,.called.cotyledons,.unfold..The. • 5 Wisconsin Fast Plants™ cotyledons.look.different.than.the.true seeds leaves.that.will.develop.as.the.plant.grows. • paper towels Germination. is.the.awakening. • eye dropper of.a.seed.from.a.resting.state..This. • hand lens resting.state.represents.a.pause.in.growth. • shallow tray or bottom from a of.the.embryo..The.resumption.of.growth,.or. 2-liter soda bottle germination,.involves.the.harnessing.of.energy. stored.within.the.seed..Germination.requires.at. • 1 copy of the Black-line least.water,.oxygen,.and.a.suitable.temperature... Master Germination . For.many.seeds,.water.is.the.“on”.switch. Observation that.initiates.germination..As.the.dry.seed.imbibes. or.takes.up.water,.the.seed’s.cells.enlarge.and.the. Germination Activity seed.coat.cracks..A.radicle.emerges.and.rapid.development.of.the. fine root hair cells vastly increases the surface area of the root, When placed under favorable facilitating.the.uptake.of.more.water..In.Wisconsin.Fast.Plants™. conditions, Wisconsin Fast and.many.other.dicots (plant.with.two.cotyledons),.this.uptake.of. Plants™ seeds will germinate water.drives.the.elongation.of.the.hypocotyl,.which.pushes.the. quickly. Germination involves cotyledons upward.through.the.soil.. the expanding and propelling of . Not.all.plants.germinate.in.such.a.fashion..Cotyledons.from.
Load more

Recommended publications
  • 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 .....................................................................................................
    [Show full text]
  • Davis Expedition Fund Report on Expedition / Project
    DAVIS EXPEDITION FUND REPORT ON EXPEDITION / PROJECT Expedition/Project Title: Biogeography and Systematics of South American Vicia (Leguminosae) Travel Dates: 28/09/2010 – 12/11/2010 Location: Northern Chile and northern Argentina Group Members: Paulina Hechenleitner Collection of research material of Vicia in the form of Aims: herbarium specimens, habitat data, digital images, silica- dried leaf samples, and base-line data on the IUCN conservation status of Vicia. Outcome (not less than 300 words):- See attached report. Report for the Davis Expedition Fund Biogeography and Systematics of South American Vicia (Leguminosae) Botanical fieldwork to northern Chile and northern Argentina 28th of Sep to 12th of November 2010 Paulina Hechenleitner January 2011 Introduction Vicia is one of five genera in tribe Fabeae, and contains some of humanity's oldest crop plants, and is thus of great economic importance. The genus contains around 160 spp. (Lewis et al. 2005) distributed throughout temperate regions of the northern hemisphere and in temperate S America. Its main centre of diversity is the Mediterranean with smaller centres in North and South America (Kupicha, 1976). The South American species are least known taxonomically. Vicia, together with Lathyrus and a number of other temperate plant genera share an anti- tropical disjunct distribution. This biogeographical pattern is intriguing (Raven, 1963): were the tropics bridged by long distance dispersal between the temperate regions of the hemispheres, or were once continuous distributions through the tropics severed in a vicariance event? Do the similar patterns seen in other genera reflect similar scenarios or does the anti-tropical distribution arise in many different ways? The parallels in distribution, species numbers and ecology between Lathyrus and Vicia are particularly striking.
    [Show full text]
  • 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.
    [Show full text]
  • Development and Cell Cycle Activity of the Root Apical Meristem in the Fern Ceratopteris Richardii
    G C A T T A C G G C A T genes Article Development and Cell Cycle Activity of the Root Apical Meristem in the Fern Ceratopteris richardii Alejandro Aragón-Raygoza 1,2 , Alejandra Vasco 3, Ikram Blilou 4, Luis Herrera-Estrella 2,5 and Alfredo Cruz-Ramírez 1,* 1 Molecular and Developmental Complexity Group at Unidad de Genómica Avanzada, Laboratorio Nacional de Genómica para la Biodiversidad, Cinvestav Sede Irapuato, Km. 9.6 Libramiento Norte Carretera, Irapuato-León, Irapuato 36821, Guanajuato, Mexico; [email protected] 2 Metabolic Engineering Group, Unidad de Genómica Avanzada, Laboratorio Nacional de Genómica para la Biodiversidad, Cinvestav Sede Irapuato, Km. 9.6 Libramiento Norte Carretera, Irapuato-León, Irapuato 36821, Guanajuato, Mexico; [email protected] 3 Botanical Research Institute of Texas (BRIT), Fort Worth, TX 76107-3400, USA; [email protected] 4 Laboratory of Plant Cell and Developmental Biology, Division of Biological and Environmental Sciences and Engineering (BESE), King Abdullah University of Science and Technology (KAUST), Thuwal 23955-6900, Saudi Arabia; [email protected] 5 Institute of Genomics for Crop Abiotic Stress Tolerance, Department of Plant and Soil Science, Texas Tech University, Lubbock, TX 79409, USA * Correspondence: [email protected] Received: 27 October 2020; Accepted: 26 November 2020; Published: 4 December 2020 Abstract: Ferns are a representative clade in plant evolution although underestimated in the genomic era. Ceratopteris richardii is an emergent model for developmental processes in ferns, yet a complete scheme of the different growth stages is necessary. Here, we present a developmental analysis, at the tissue and cellular levels, of the first shoot-borne root of Ceratopteris.
    [Show full text]
  • Morphological Description of Plants: New Perspectives in Development and Evolution
    ® International Journal of Plant Developmental Biology ©2010 Global Science Books Morphological Description of Plants: New Perspectives in Development and Evolution 1* 2 Emilio Cervantes • Juana G . de Diego 1 IRNASA-CSIC. Apartado 257. 37080. Salamanca. Spain 2 Dept Bioquímica y Biología Molecular. Campus Miguel de Unamuno. Universidad de Salamanca. Spain Corresponding author : * [email protected] ABSTRACT The morphological description of plants has been fundamental in the history of botany and provided the keys for taxonomy. Nevertheless, in biology, a discipline governed by the interest in function and based on reductionist approaches, the analysis of forms has been relegated to second place. Plants contain organs and structures that resemble geometrical forms. Plant ontogeny may be seen as a sequence of growth processes including periods of continuous growth with modification that stop at crucial points often represented by structures of remarkable similarity to geometrical figures. Instead of the tradition in developmental studies giving more importance to animal models, we propose that the modular type of plant development may serve to remark conceptual aspects in that may be useful in studies with animals and contribute to original views of evolution. _____________________________________________________________________________________________________________ Keywords: concepts, description, geometry, structure INTRODUCTION: PLANTS OFFER NEW reflects a more general situation in Biology, a discipline APPROACHES TO DEVELOPMENT that has matured from the experimental protocols and views of biochemistry, where the predominant role of experimen- The study of development is today a major biological disci- tation has contributed to a decline in basic aspects that need pline. Although it was traditionally more focused in animal to be more descriptive, such as those related with mor- systems, increased emphasis in plant development may phology.
    [Show full text]
  • Fruits and Seeds of Genera in the Subfamily Faboideae (Fabaceae)
    Fruits and Seeds of United States Department of Genera in the Subfamily Agriculture Agricultural Faboideae (Fabaceae) Research Service Technical Bulletin Number 1890 Volume I December 2003 United States Department of Agriculture Fruits and Seeds of Agricultural Research Genera in the Subfamily Service Technical Bulletin Faboideae (Fabaceae) Number 1890 Volume I Joseph H. Kirkbride, Jr., Charles R. Gunn, and Anna L. Weitzman Fruits of A, Centrolobium paraense E.L.R. Tulasne. B, Laburnum anagyroides F.K. Medikus. C, Adesmia boronoides J.D. Hooker. D, Hippocrepis comosa, C. Linnaeus. E, Campylotropis macrocarpa (A.A. von Bunge) A. Rehder. F, Mucuna urens (C. Linnaeus) F.K. Medikus. G, Phaseolus polystachios (C. Linnaeus) N.L. Britton, E.E. Stern, & F. Poggenburg. H, Medicago orbicularis (C. Linnaeus) B. Bartalini. I, Riedeliella graciliflora H.A.T. Harms. J, Medicago arabica (C. Linnaeus) W. Hudson. Kirkbride is a research botanist, U.S. Department of Agriculture, Agricultural Research Service, Systematic Botany and Mycology Laboratory, BARC West Room 304, Building 011A, Beltsville, MD, 20705-2350 (email = [email protected]). Gunn is a botanist (retired) from Brevard, NC (email = [email protected]). Weitzman is a botanist with the Smithsonian Institution, Department of Botany, Washington, DC. Abstract Kirkbride, Joseph H., Jr., Charles R. Gunn, and Anna L radicle junction, Crotalarieae, cuticle, Cytiseae, Weitzman. 2003. Fruits and seeds of genera in the subfamily Dalbergieae, Daleeae, dehiscence, DELTA, Desmodieae, Faboideae (Fabaceae). U. S. Department of Agriculture, Dipteryxeae, distribution, embryo, embryonic axis, en- Technical Bulletin No. 1890, 1,212 pp. docarp, endosperm, epicarp, epicotyl, Euchresteae, Fabeae, fracture line, follicle, funiculus, Galegeae, Genisteae, Technical identification of fruits and seeds of the economi- gynophore, halo, Hedysareae, hilar groove, hilar groove cally important legume plant family (Fabaceae or lips, hilum, Hypocalypteae, hypocotyl, indehiscent, Leguminosae) is often required of U.S.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Phyllotaxis: a Remarkable Example of Developmental Canalization in Plants Christophe Godin, Christophe Golé, Stéphane Douady
    Phyllotaxis: a remarkable example of developmental canalization in plants Christophe Godin, Christophe Golé, Stéphane Douady To cite this version: Christophe Godin, Christophe Golé, Stéphane Douady. Phyllotaxis: a remarkable example of devel- opmental canalization in plants. 2019. hal-02370969 HAL Id: hal-02370969 https://hal.archives-ouvertes.fr/hal-02370969 Preprint submitted on 19 Nov 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Phyllotaxis: a remarkable example of developmental canalization in plants Christophe Godin, Christophe Gol´e,St´ephaneDouady September 2019 Abstract Why living forms develop in a relatively robust manner, despite various sources of internal or external variability, is a fundamental question in developmental biology. Part of the answer relies on the notion of developmental constraints: at any stage of ontogenenesis, morphogenetic processes are constrained to operate within the context of the current organism being built, which is thought to bias or to limit phenotype variability. One universal aspect of this context is the shape of the organism itself that progressively channels the development of the organism toward its final shape. Here, we illustrate this notion with plants, where conspicuous patterns are formed by the lateral organs produced by apical meristems.
    [Show full text]
  • Plant Development Series Editor Paul M
    VOLUME NINETY ONE CURRENT TOPICS IN DEVELOPMENTAL BIOLOGY Plant Development Series Editor Paul M. Wassarman Department of Developmental and Regenerative Biology Mount Sinai School of Medicine New York, NY 10029-6574 USA Olivier Pourquié Institut de Génétique et de Biologie Cellulaire et Moléculaire (IGBMC) Inserm U964, CNRS (UMR 7104) Université de Strasbourg Illkirch France Editorial Board Blanche Capel Duke University Medical Center Durham, NC, USA B. Denis Duboule Department of Zoology and Animal Biology NCCR ‘Frontiers in Genetics’ Geneva, Switzerland Anne Ephrussi European Molecular Biology Laboratory Heidelberg, Germany Janet Heasman Cincinnati Children’s Hospital Medical Center Department of Pediatrics Cincinnati, OH, USA Julian Lewis Vertebrate Development Laboratory Cancer Research UK London Research Institute London WC2A 3PX, UK Yoshiki Sasai Director of the Neurogenesis and Organogenesis Group RIKEN Center for Developmental Biology Chuo, Japan Philippe Soriano Department of Developmental and Regenerative Biology Mount Sinai Medical School New York, USA Cliff Tabin Harvard Medical School Department of Genetics Boston, MA, USA Founding Editors A. A. Moscona Alberto Monroy VOLUME NINETY ONE CURRENT TOPICS IN DEVELOPMENTAL BIOLOGY Plant Development Edited by MARJA C. P. TIMMERMANS Cold Spring Harbor Laboratory Cold Spring Harbor New York, USA AMSTERDAM • BOSTON • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Academic Press is an imprint of Elsevier Academic Press is an imprint of Elsevier 525 B Street, Suite 1900, San Diego, CA 92101-4495, USA 30 Corporate Drive, Suite 400, Burlington, MA 01803, USA 32, Jamestown Road, London NW1 7BY, UK Linacre House, Jordan Hill, Oxford OX2 8DP, UK First edition 2010 Copyright Ó 2010 Elsevier Inc.
    [Show full text]
  • Erysiphe Trifolii Causing Powdery Mildew of Lentil (Lens Culinaris)
    Erysiphe trifolii Causing Powdery Mildew of Lentil (Lens culinaris) Renuka N. Attanayake, Department of Plant Pathology, Washington State University, Pullman; Dean A. Glawe, Department of Plant Pathology, Washington State University and College of Forest Resources, University of Wash- ington, Seattle; and Frank M. Dugan and Weidong Chen, USDA-ARS, Washington State University, Pullman times die (1). Infection by L. taurica re- ABSTRACT sults in lesions of varying size on leaves Attanayake, R. N., Glawe, D. A., Dugan, F. M., and Chen, W. 2009. Erysiphe trifolii causing and stems, with areas of infection display- powdery mildew of lentil (Lens culinaris). Plant Dis. 93:797-803. ing dense, felt-like mycelium. The taxonomy of the species of powdery The taxonomy of the powdery mildew fungus infecting lentil in the Pacific Northwest (PNW) of mildew infecting lentil in the United States the United States was investigated on the basis of morphology and rDNA internal transcribed has not been critically examined. This spacer (ITS) sequences. Anamorphic characters were in close agreement with descriptions of study was initiated to clarify which species Erysiphe trifolii . However, teleomorphs formed chasmothecial appendages with highly branched of powdery mildew infects lentil in the apices, whereas E. trifolii has been described as producing flexuous or sometimes loosely branched appendages. Branched appendages have been described in Erysiphe diffusa, a fungus PNW. Because lentil plants used in genet- reported from species of Lens, Glycine, and Sophora, raising the possibility that the PNW fungus ics and breeding research frequently are could be E. diffusa. Examination of morphological characters of an authentic specimen of E.
    [Show full text]
  • New Insights on the Main Factors That Guide Seed Dormancy and Germination
    G C A T T A C G G C A T genes Review From the Outside to the Inside: New Insights on the Main Factors That Guide Seed Dormancy and Germination Chiara Longo †, Soyanni Holness †, Veronica De Angelis, Andrea Lepri, Sara Occhigrossi, Veronica Ruta and Paola Vittorioso * Department Biology and Biotechnology C. Darwin, Sapienza Università di Roma, P.le Aldo Moro 5, 00185 Rome, Italy; [email protected] (C.L.); [email protected] (S.H.); [email protected] (V.D.A.); [email protected] (A.L.); [email protected] (S.O.); [email protected] (V.R.) * Correspondence: [email protected]; Tel.: +39-064-991-2265 † These authors contributed equally to this work. Abstract: The transition from a dormant to a germinating seed represents a crucial developmental switch in the life cycle of a plant. Subsequent transition from a germinating seed to an autotrophic organism also requires a robust and multi-layered control. Seed germination and seedling growth are multistep processes, involving both internal and external signals, which lead to a fine-tuning control network. In recent years, numerous studies have contributed to elucidate the molecular mechanisms underlying these processes: from light signaling and light-hormone crosstalk to the effects of abiotic stresses, from epigenetic regulation to translational control. However, there are still many open questions and molecular elements to be identified. This review will focus on the different aspects of the molecular control of seed dormancy and germination, pointing out new molecular elements and how these integrate in the signaling pathways already known.
    [Show full text]