133, Plant Structures: Stems
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Plant Common Name Scientific Name Description of Plant Picture of Plant
Plant common name Description of Plant Picture of Plant Scientific name Strangler Fig The Strangler Fig begins life as a small vine-like plant Ficus thonningii that climbs the nearest large tree and then thickens, produces a branching set of buttressing aerial roots, and strangles its host tree. An easy way to tell the difference between Strangle Figs and other common figs is that the bottom half of the Strangler is gnarled and twisted where it used to be attached to its host, the upper half smooth. A common tree on kopjes and along rivers in Serengeti; two massive Fig trees near Serengeti; the "Tree Where Man was Born" in southern Loliondo, and the "Ancestor Tree" near Endulin, in Ngorongoro are significant for the local Maasai peoples. Wild Date Palm Palms are monocotyledons, the veins in their leaves Phoenix reclinata are parallel and unbranched, and are thus relatives of grasses, lilies, bananas and orchids. The wild Date Palm is the most common of the native palm trees, occurring along rivers and in swamps. The fruits are edible, though horrible tasting, while the thick, sugary sap is made into Palm wine. The tree offers a pleasant, softly rustling, fragrant-smelling shade; the sort of shade you will need to rest in if you try the wine. Candelabra The Candelabra tree is a common tree in the western Euphorbia and Northern parts of Serengeti. Like all Euphorbias, Euphorbia the Candelabra breaks easily and is full of white, candelabrum extremely toxic latex. One drop of this latex can blind or burn the skin. -
Tree Planting Guide
City of Bellingham Tree Planting Guide This guide provides you with resources for planting trees in the city. Using the right tree in the right place, and maintaining it correctly will provide healthy, beautiful trees whose benefits can be enjoyed by the community for many years. Why plant trees? ....................... page 1 Get a Street Tree Permit First.... page 2 Check the Site & Choose the Right Tree……........ page 3 Plant it Right………………...……page 4 Four trees are removed for every one planted in most American cities. Help it Grow ……...……………… pg 5 & 6 A single large average tree absorbs 26 pounds of CO2 per year. Resources………………………… pg 6 Each vehicle spews out approximately 100 pounds of CO2 per year. Why Plant Trees? Trees in an urban area increase quality of life by: Air quality and cleansing - A typical person uses 386 lb. of oxygen per year. A healthy 32 ft. tall ash tree can produce about 260 lb. of oxygen annually. Two of these trees would supply the oxygen needs of a person each year! Improved water quality - The canopy of a street tree intercepts rain, reducing the amount of water that will fall on pavement and then be removed by a storm water system. Heating & Cooling Costs - A mature tree canopy reduces air temperatures by about 5 to 10° F, influencing the internal temperatures of nearby buildings. Trees divert wind in the winter and increase winter-time temperatures. Increased home sales prices - When homes with equivalent features are evaluated, a 6% increase to the value is associated with nearby trees. Soil Stabilization - Tree roots stabilize soil, helping to minimize erosion. -
Reproduction in Plants Which But, She Has Never Seen the Seeds We Shall Learn in This Chapter
Reproduction in 12 Plants o produce its kind is a reproduction, new plants are obtained characteristic of all living from seeds. Torganisms. You have already learnt this in Class VI. The production of new individuals from their parents is known as reproduction. But, how do Paheli thought that new plants reproduce? There are different plants always grow from seeds. modes of reproduction in plants which But, she has never seen the seeds we shall learn in this chapter. of sugarcane, potato and rose. She wants to know how these plants 12.1 MODES OF REPRODUCTION reproduce. In Class VI you learnt about different parts of a flowering plant. Try to list the various parts of a plant and write the Asexual reproduction functions of each. Most plants have In asexual reproduction new plants are roots, stems and leaves. These are called obtained without production of seeds. the vegetative parts of a plant. After a certain period of growth, most plants Vegetative propagation bear flowers. You may have seen the It is a type of asexual reproduction in mango trees flowering in spring. It is which new plants are produced from these flowers that give rise to juicy roots, stems, leaves and buds. Since mango fruit we enjoy in summer. We eat reproduction is through the vegetative the fruits and usually discard the seeds. parts of the plant, it is known as Seeds germinate and form new plants. vegetative propagation. So, what is the function of flowers in plants? Flowers perform the function of Activity 12.1 reproduction in plants. Flowers are the Cut a branch of rose or champa with a reproductive parts. -
Protect Oak Tree Seedlings from Browsing Using Paper Bud Caps
Field Tip #13 May 2013 PROTECT OAK TREE SEEDLINGS FROM BROWSING USING PAPER BUD CAPS By Doug Hecker, Silviculture Program Forester - Sandstone Depredation by deer on planted and natural oak tree seedlings can be a severe problem. Repeated browsing will restrict growth dramatically, creating very deformed seedlings and saplings, repeated dieback and re-sprouting, and even mortality. After many years of effort to control browsing using balloons, tree shelters, repellants, fencing, and dry wall joint tape, a successful technique, using 4” x 4” bud cap paper, was developed to protect hardwood seedlings. Although effective 65 to 75% of the time, balloons can have negative effects on about one-third of the trees, causing dieback on the terminal bud. A lateral bud then takes over as the new terminal bud, sometimes deforming the shape of the tree. Balloons need to be applied only when conditions are Figure 1: 4 x 4 inch piece of bud cap paper dry. If they are applied after a rain or even a heavy morning due, the terminal bud can rot, and die back. Oak should be bud capped in October, after the leaves have started to senesce; at the point where the leaf starts to turn red, before dropping, or easily pulls off without damaging the leaf cuticle or stem of the tree. This period is usually during the first three weeks of October, before the leaves drop. The seedlings can be capped after leaf drop, however it is easier for crews to identify oak seedlings while the leaves are still on. Oaks tend to retain their leaves even after they change color and become dormant. -
HOR103 Woody Plant Identification and Culture
Cape Cod Community College Departmental Syllabus Prepared by Department of Natural Sciences & Life Fitness Date of Departmental Approval: December 3, 2007 Date approved by Curriculum and Programs: December 5, 2007 Effective: Fall 2008 1. Course Number: HOR103 Course Title: Woody Plant Identification and Culture 2. Description: The identification and culture of native and ornamental plants and shrubs are discussed. Plant requirements, characteristics and placement as well as susceptibility to diseases and pests are reviewed. Methods of pruning, fertilizing and special needs are discussed. 3. Student Learning Outcomes: (instructional objectives, intellectual skills): Upon successful completion of this course, students are able to do the following: • Identify deciduous shrubs (lilacs, viburnums, etc.). • Identify broadleaf evergreen shrubs (rhododendron, hollies, euonymus etc.) • Identify needled evergreen shrubs (junipers, yews etc.) • Identify needled trees (pines, firs, spruces, hemlocks etc.) • Identify deciduous trees (oaks, ashes, maples, birches etc.) • Place trees and shrubs based on need (sun, shade, size, exposure etc.) • Plant, transplant and prune trees and shrubs properly. • Select and apply fertilizer based on needs. • Identify numerous trees and shrubs using both summer and winter characteristics. 4. Credits: 3 credits 5. Satisfies General Education Requirement: No 6. Prerequisite: None 7. Semester(s) Offered: Fall 8. Suggested General Guidelines for Evaluation: Weekly quizzes, Exam, Comprehensive Final Exam, Herbarium Project 9. General Topical Outline (Optional): See attached. HOR103. Woody Plant Identification and Culture Page 1 of 2 HOR103. Woody Plant Identification and Culture Course Outline I. Woody Plant Identification a. Plant Nomenclature b. Plant Identification Characteristics i. Leaf Anatomy ii. Twig and Branch Anatomy iii. Flowers and Fruit iv. -
Invasive Weeds of the Appalachian Region
$10 $10 PB1785 PB1785 Invasive Weeds Invasive Weeds of the of the Appalachian Appalachian Region Region i TABLE OF CONTENTS Acknowledgments……………………………………...i How to use this guide…………………………………ii IPM decision aid………………………………………..1 Invasive weeds Grasses …………………………………………..5 Broadleaves…………………………………….18 Vines………………………………………………35 Shrubs/trees……………………………………48 Parasitic plants………………………………..70 Herbicide chart………………………………………….72 Bibliography……………………………………………..73 Index………………………………………………………..76 AUTHORS Rebecca M. Koepke-Hill, Extension Assistant, The University of Tennessee Gregory R. Armel, Assistant Professor, Extension Specialist for Invasive Weeds, The University of Tennessee Robert J. Richardson, Assistant Professor and Extension Weed Specialist, North Caro- lina State University G. Neil Rhodes, Jr., Professor and Extension Weed Specialist, The University of Ten- nessee ACKNOWLEDGEMENTS The authors would like to thank all the individuals and organizations who have contributed their time, advice, financial support, and photos to the crea- tion of this guide. We would like to specifically thank the USDA, CSREES, and The Southern Region IPM Center for their extensive support of this pro- ject. COVER PHOTO CREDITS ii 1. Wavyleaf basketgrass - Geoffery Mason 2. Bamboo - Shawn Askew 3. Giant hogweed - Antonio DiTommaso 4. Japanese barberry - Leslie Merhoff 5. Mimosa - Becky Koepke-Hill 6. Periwinkle - Dan Tenaglia 7. Porcelainberry - Randy Prostak 8. Cogongrass - James Miller 9. Kudzu - Shawn Askew Photo credit note: Numbers in parenthesis following photo captions refer to the num- bered photographer list on the back cover. HOW TO USE THIS GUIDE Tabs: Blank tabs can be found at the top of each page. These can be custom- ized with pen or marker to best suit your method of organization. Examples: Infestation present On bordering land No concern Uncontrolled Treatment initiated Controlled Large infestation Medium infestation Small infestation Control Methods: Each mechanical control method is represented by an icon. -
Restoration of the Forest Herbaceous Layer: Genetic Differentiation
Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2016 Restoration of the forest herbaceous layer: genetic differentiation, phenotypic plasticity, and opportunities for conservation and nursery professionals Emily Anne Altrichter Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Environmental Sciences Commons Recommended Citation Altrichter, Emily Anne, "Restoration of the forest herbaceous layer: genetic differentiation, phenotypic plasticity, and opportunities for conservation and nursery professionals" (2016). Graduate Theses and Dissertations. 15105. https://lib.dr.iastate.edu/etd/15105 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Restoration of the forest herbaceous layer: Genetic differentiation, phenotypic plasticity, and opportunities for conservation and nursery professionals by Emily A. Altrichter A thesis submitted to the graduate faculty in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Major: Environmental Science Program of Study Committee: Janette R. Thompson, Co-Major Professor Catherine M. McMullen, Co-Major Professor Matthew J. Helmers Randall K. Kolka Iowa State University Ames, -
Synthetic Conversion of Leaf Chloroplasts Into Carotenoid-Rich Plastids Reveals Mechanistic Basis of Natural Chromoplast Development
Synthetic conversion of leaf chloroplasts into carotenoid-rich plastids reveals mechanistic basis of natural chromoplast development Briardo Llorentea,b,c,1, Salvador Torres-Montillaa, Luca Morellia, Igor Florez-Sarasaa, José Tomás Matusa,d, Miguel Ezquerroa, Lucio D’Andreaa,e, Fakhreddine Houhouf, Eszter Majerf, Belén Picóg, Jaime Cebollag, Adrian Troncosoh, Alisdair R. Ferniee, José-Antonio Daròsf, and Manuel Rodriguez-Concepciona,f,1 aCentre for Research in Agricultural Genomics (CRAG) CSIC-IRTA-UAB-UB, Campus UAB Bellaterra, 08193 Barcelona, Spain; bARC Center of Excellence in Synthetic Biology, Department of Molecular Sciences, Macquarie University, Sydney NSW 2109, Australia; cCSIRO Synthetic Biology Future Science Platform, Sydney NSW 2109, Australia; dInstitute for Integrative Systems Biology (I2SysBio), Universitat de Valencia-CSIC, 46908 Paterna, Valencia, Spain; eMax-Planck-Institut für Molekulare Pflanzenphysiologie, 14476 Potsdam-Golm, Germany; fInstituto de Biología Molecular y Celular de Plantas, CSIC-Universitat Politècnica de València, 46022 Valencia, Spain; gInstituto de Conservación y Mejora de la Agrodiversidad, Universitat Politècnica de València, 46022 Valencia, Spain; and hSorbonne Universités, Université de Technologie de Compiègne, Génie Enzymatique et Cellulaire, UMR-CNRS 7025, CS 60319, 60203 Compiègne Cedex, France Edited by Krishna K. Niyogi, University of California, Berkeley, CA, and approved July 29, 2020 (received for review March 9, 2020) Plastids, the defining organelles of plant cells, undergo physiological chromoplasts but into a completely different type of plastids and morphological changes to fulfill distinct biological functions. In named gerontoplasts (1, 2). particular, the differentiation of chloroplasts into chromoplasts The most prominent changes during chloroplast-to-chromo- results in an enhanced storage capacity for carotenoids with indus- plast differentiation are the reorganization of the internal plastid trial and nutritional value such as beta-carotene (provitamin A). -
Branching in Nature Jennifer Welborn Amherst Regional Middle School, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Patterns Around Us STEM Education Institute 2017 Branching in Nature Jennifer Welborn Amherst Regional Middle School, [email protected] Wayne Kermenski Hawlemont Regional School, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/stem_patterns Part of the Biology Commons, Physics Commons, Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons Welborn, Jennifer and Kermenski, Wayne, "Branching in Nature" (2017). Patterns Around Us. 2. Retrieved from https://scholarworks.umass.edu/stem_patterns/2 This Article is brought to you for free and open access by the STEM Education Institute at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Patterns Around Us by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Patterns Around Us: Branching in Nature Teacher Resource Page Part A: Introduction to Branching Massachusetts Frameworks Alignment—The Nature of Science • Overall, the key criterion of science is that it provide a clear, rational, and succinct account of a pattern in nature. This account must be based on data gathering and analysis and other evidence obtained through direct observations or experiments, reflect inferences that are broadly shared and communicated, and be accompanied by a model that offers a naturalistic explanation expressed in conceptual, mathematical, and/or mechanical terms. Materials: -
Chapter 2. Vegetative Morphology of Plants Vegetative Morphology of Plants
Chapter 2. Vegetative morphology of plants Vegetative morphology of plants INTRODUCTION: THE PLANT’S BASIC BODY PLAN Most plants are photosynthetic machines: they capture the energy contained in sunlight and transform solar radiation into chemical energy stored the form of bonds in chains of carbon molecules. Through the process of photosynthesis, light and atmospheric CO2 are combined in the leaves of green plants to form simple carbohydrates, which are then used to build other organic molecules such as cellulose, starch, oils, waxes, proteins, or DNA. Six molecules of CO2 (and some 72 photons of light) are needed to form one molecule of glucose: sunlight 6 CO2 + 6 H2O → C6H12O6 + 6 O2 As a byproduct of the process, six molecules of oxygen are formed and dissipated from the leaf tissue into the atmosphere. To achieve this remarkable feat of turning atmospheric carbon dioxide into living molecules while releasing oxygen into the earth’s atmosphere, plants have evolved highly specialized organs. The light-intercepting structure par excellence is the leaf. The set of leaves in the upper aerial part of the plant form the plant’s canopy, where the plant exchanges gases with the atmosphere and intercepts light from the sun. But in order to work its chemical wonder up in the leaves, the plant also needs water and mineral nutrients such as phosphorus, essential for the synthesis of DNA, or nitrogen, essential for manufacturing proteins. In order to obtain these, plants have developed the root —a complex network of underground stem-like organs— whose role is the absorption of water and mineral nutrients from the soil, and, in doing so, anchoring the plant to the ground. -
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. -
Research Advances on Leaf and Wood Anatomy of Woody Species
rch: O ea pe es n A R t c s c Rodriguez et al., Forest Res 2016, 5:3 e e r s o s Forest Research F DOI: 10.4172/2168-9776.1000183 Open Access ISSN: 2168-9776 Research Article Open Access Research Advances on Leaf and Wood Anatomy of Woody Species of a Tamaulipan Thorn Scrub Forest and its Significance in Taxonomy and Drought Resistance Rodriguez HG1*, Maiti R1 and Kumari A2 1Universidad Autónoma de Nuevo León, Facultad de Ciencias Forestales, Carr. Nac. No. 85 Km. 45, Linares, Nuevo León 67700, México 2Plant Physiology, Agricultural College, Professor Jaya Shankar Telangana State Agricultural University, Polasa, Jagtial, Karimnagar, Telangana, India Abstract The present paper make a synthesis of a comparative leaf anatomy including leaf surface, leaf lamina, petiole and venation as well as wood anatomy of 30 woody species of a Tamaulipan Thorn Scrub, Northeastern Mexico. The results showed a large variability in anatomical traits of both leaf and wood anatomy. The variations of these anatomical traits could be effectively used in taxonomic delimitation of the species and adaptation of the species to xeric environments. For example the absence or low frequency of stomata on leaf surface, the presence of long palisade cells, and presence of narrow xylem vessels in the wood could be related to adaptation of the species to drought. Besides the species with dense venation and petiole with thick collenchyma and sclerenchyma and large vascular bundle could be well adapted to xeric environments. It is suggested that a comprehensive consideration of leaf anatomy (leaf surface, lamina, petiole and venation) and wood anatomy should be used as a basis of taxonomy and drought resistance.