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Physicochemical Properties of Selected Root and Tuber Starches
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1999 Physicochemical properties of selected root and tuber starches and characterization of extruded, chemically modified corn starches Andrew Edward McPherson Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Agricultural Science Commons, Agriculture Commons, Agronomy and Crop Sciences Commons, Food Science Commons, and the Plant Biology Commons Recommended Citation McPherson, Andrew Edward, "Physicochemical properties of selected root and tuber starches and characterization of extruded, chemically modified corn starches " (1999). Retrospective Theses and Dissertations. 12592. https://lib.dr.iastate.edu/rtd/12592 This Dissertation 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 Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI fihns the text directly from the ori^nal or copy submitted. Thus, some thesis and dissertation copies are in typewriter &ce, v^e others may be from any type of computo^ printer. The quality of this reproduction is dependeut upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely a£fect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
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. -
Chapter 1 Definitions and Classifications for Fruit and Vegetables
Chapter 1 Definitions and classifications for fruit and vegetables In the broadest sense, the botani- Botanical and culinary cal term vegetable refers to any plant, definitions edible or not, including trees, bushes, vines and vascular plants, and Botanical definitions distinguishes plant material from ani- Broadly, the botanical term fruit refers mal material and from inorganic to the mature ovary of a plant, matter. There are two slightly different including its seeds, covering and botanical definitions for the term any closely connected tissue, without vegetable as it relates to food. any consideration of whether these According to one, a vegetable is a are edible. As related to food, the plant cultivated for its edible part(s); IT botanical term fruit refers to the edible M according to the other, a vegetable is part of a plant that consists of the the edible part(s) of a plant, such as seeds and surrounding tissues. This the stems and stalk (celery), root includes fleshy fruits (such as blue- (carrot), tuber (potato), bulb (onion), berries, cantaloupe, poach, pumpkin, leaves (spinach, lettuce), flower (globe tomato) and dry fruits, where the artichoke), fruit (apple, cucumber, ripened ovary wall becomes papery, pumpkin, strawberries, tomato) or leathery, or woody as with cereal seeds (beans, peas). The latter grains, pulses (mature beans and definition includes fruits as a subset of peas) and nuts. vegetables. Definition of fruit and vegetables applicable in epidemiological studies, Fruit and vegetables Edible plant foods excluding -
Date: 26/05/20 [09:01:30 IST] From: [email protected] To: [email protected] Subject: Class 8 A,B&C Biology (Ms.Mona Lama) Class 8 A,B&C Biology
5/26/2020 Class 8 A,B&C Biology (Ms.Mona Lama) Date: 26/05/20 [09:01:30 IST] From: [email protected] To: [email protected] Subject: Class 8 A,B&C Biology (Ms.Mona Lama) Class 8 A,B&C Biology Assignment-12 Date-26/5/2020 Chapter-2 Reproduction in Plant and Animals. *** Read the instructions properly and follow it accordingly. Read the page number 31 to 36, take the help of the explanation given in the WhatsApp group and do the assignment. A. Do the following given below in your Biology copy. 1. Define the term reproduction.2. Define the term sexual reproduction.3. State three advantages of vegetative propagation in plants.4. State three disadvantages of vegetative propagation in plants.5. Picture study 5 a,b,c and d. (Please do copy the diagram in your copy). B. Copy the following questions given below in your Biology copy. 1. State the function of the following.a. Spore- It helps in vegetative propagation of fungus,ferns and moss. b. Tuber- It is the swollen apical part of an underground stem of potato that contains nodes or eyes through which buds develop that grow into a new plant. 2. Give reasons for the following.a. In asexual reproduction, gametes are not involved.Ans. In asexual reproduction the offsprings are produced by division or differentiation of a single parent body thus gametes are not involved. b. Corms, rhizomes,tubers and bulb are swollen structures. Ans. Corms, rhizomes,tubers and bulb are swollen structures that are used to store food and also help in vegetative propagation. -
Seed, Tuber, Bulb
Garden Education from the Salmon Center Seed, Tuber, and Bulb Exploration Activity Ages 9+ (can be adapted for younger age group if focus is primarily on observation) Overview: Most students know that plants grow from seeds, but did they know that they also grow from bulbs and tubers? The purpose of this activity is to investigate the differences and similarities between seeds, bulbs, and tubers through the use of observational skills. Students will also learn about the anatomy and function of seeds, bulbs, and tubers. Essential Questions: What do seeds, tubers, and bulbs have in common? What are their differences? Why does a seed, tuber, or bulb grow when planted, but if a leaf or stem is planted, it decomposes? Definitions: Tuber: A swollen, fleshy, usually underground part of a plant that provides food and bears buds from which a new plant arises (Examples include potatoes, artichokes, Jicama, and yams) Bulb: A short underground stem surrounded by fleshy leaves, which contain stored food for the embryo inside (Examples include garlic, tulips, daffodils, and lilies) Bud: Compact growth on a tuber and inside a bulb that develops into a leaf, flower, or shoot Seed: An embryonic plant enclosed in a protective outer layer Seed coat: The outer layer that protects the seed/embryo Embryo: The baby plant inside a seed. It has only two tiny leaves and the beginnings of a root Cotyledon: The part of the plant that provides food for the embryo Materials: ● Seeds of different shapes and sizes (If using beans, consider soaking beforehand to allow for easier dissection) ● A tuber (a potato is an easy one!) ● A bulb (try garlic or a flower bulb) ● Magnifying glass ● Dissection tools (tweezers, knife, fork, etc.) ● Seed, Tuber, and Bulb Anatomy Guide (included) Start the Activity: 1. -
Asexual Reproduction Worksheet ( Reading to Learn - Asexual Reproduction
Asexual Reproduction Worksheet ( Reading to Learn - Asexual Reproduction Binary fission is the simplest method of reproduction. In binary fission, a parent cell splits in half and produces two new cells. During another type of asexual reproduction, an organism grows a bulge, which eventually breaks off the parent cell. This method is called budding. Have you ever seen a potato with small, green buds growing on the outside of it? Potatoes have small spots called "eyes" which can bud and grow into an entirely new plant. The potato itself is an undergrown stem or tuber that stores food. Cutting up and planting pieces of the potato with eyes can produce new potato plants. Other vegetables, like onions and garlic, can grow new green shoots from bulbs at the top of the stem. Some plants, like strawberries and grasses, grow runners that can sprout shoots and roots to produce new plants. Growing a new plant from a piece of a plant is called vegetative propagation and is similar to yeast reproducing by budding. Both types of asexual reproduction require only one parent and produce offspring that are exactly like the parent. Another type of asexual reproduction is called regeneration. Regeneration allows an organism to grow back parts that may become missing or worn away. Some organisms can generate a whole new organism from just one part Activity Jse the diagrams on the back of this sheet to complete the chart below. Type of Asexual Number of Diagram Name of Organism Reproduction Parents Involved 1 2 3 4 5 6 7 8 ( Spouting ('&'ÿ bud (eye) 1. -
6. Stem Structures (Types and Metamorphoses) 2
6. STEM STRUCTURES (TYPES AND METAMORPHOSES) 2. STEM STRUCTURE A-GENERAL INFORMATIONS The stem of a plant is one of two structural parts of a vascular plant, the other being the root. The stem is the part above ground which provides support for leaves and buds. The stem is normally divided into nodes and internodes. The nodes hold one or more leaves, as well as buds which can grow into branches. The internodes distance one node from another. The plants that have a distinctive stem structure are called "caulescens". A plant that lacks an above-ground stem, other than the inflorescence axis, is called “acaulescent”. Acaulescent plants bear major photosynthetic leaves only at ground level, often in a basal rosette. In some condition, In the majority of flowering plants, the stem is "orthotroph", so it rises vertically from the ground, such stem are called "erect“ or “upright”. The stem rises after it have curved from the base, such stem are called "ascendens“. Reclining or lying on the ground with the tips ascending, such stems are called “decumbens”. Stems that lie on the surface of the ground but not rooted from the nodium are called "procumbens" or "slanted" bodies. If the lie stem is rooted from the nodium, such stem are called “repens” or “creeping”. A stolon is a slender stem that grows horizontally along the ground, giving rise to roots and vertical branches at specialized points called “nodes”. A stolon also called a “runner” For example, Fragaria vesca (strawberry) can be given. The stems that have climbing features like leaf stalk and tendrils are also called "scandens“. -
Bioenergetics of Growth of Seeds, Fruits, and Storage Organs F
BIOENERGETICS OF GROWTH OF SEEDS, FRUITS, AND STORAGE _ORGANS F. W. T. Penning de Vries, H. H. VanLaar, and M. C. M. Chardon In Potential Productivity of Field Crops Under Different Environments. IRRI, Los Banos Philipines, 1983, pp. 37-60 The amount of substrate required for growth of seeds, fruits, and other storage organs is computed for 23 major crops. The compu tations are based on knowledge of the biochemical conversion processes that occur during growth, and the biochemical composi tion of the storage organs. The amount of substrate required for maintenance processes in these organs is estimated from literature data. The procedures in calculating the growth processes are explained and justified. The substrate requirement for synthesis of 1 kg of the total storage organ varies from 1.3 to 2.4 kg glucose, and from I .6 to 5.5 kg glucose when the substrate is expressed per kg of the storage organ principal component. Synthesis of 1 kg of the total storage organ requires 0.02-0.3 kg amides, or 0.02-0.4 kg ami des I kg of the principal component. Respiration during growth is also computed. There is good evidence th(lt there is no scope for improvement of the efficiency with which plants convert substrates into storage organs. Higher yields per unit of substrate can be achieved only by the production of energetically cheaper storage organs. Mainte nance of the storage organs during their development consumes 6 to 25% of the total substrate requirement for their growth. Research should further quantify this fraction and indicate the scope for breeding and selection of varieties with lower mainte nance requirements. -
Nutritious, Delicious, Wisconsin: Connecting Nutrition Education And
Nutritious, Delicious, WISCONSIN CONNECTING NUTRITION EDUCATION AND LOCAL FOODS Jill Camber Davidson, RD, CD Nutrition Education Consultant Team Nutrition Director Wisconsin Department of Public Instruction i For questions about this publication contact the Student Services/Prevention and Wellness Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53707-7841 608-267-9120 or 800-441-4563 Website at http://dpi.wi.gov Bulletin No. 02010 Wisconsin 2011 In accordance with Federal law and the United States Department of Agriculture policy, this in- stitution is prohibited from discriminating on the basis of race, color, national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights; Room 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, CD 20250-9410 or call (202)720-5964 (voice and TDD). USDA is an equal opportunity provider and employer. The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. This project has been funded at least in part with Federal funds from the United States Depart- ment of Agriculture. The contents of this publication do not necessarily reflect the view or poli- cies of the United States Department of Agriculture, nor does mention of trade names, com- mercial products, or organizations imply endorsement by the United States Government. The graphic design of this publication was funded through Wisconsin Action for Healthy Kids. For more information see www.actionforhealthykids.org. ii Foreword Using locally grown foods in the classroom is a tasty way to inspire learning about Wisconsin’s history, culture, and people. -
The Cost of Protection: Frost Avoidance and Competition in Herbaceous Plants
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 8-26-2019 10:30 AM The Cost of Protection: Frost Avoidance and Competition in Herbaceous Plants Frederick Curtis Lubbe The University of Western Ontario Supervisor Henry, Hugh A. L. The University of Western Ontario Graduate Program in Biology A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Frederick Curtis Lubbe 2019 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Biology Commons, and the Ecology and Evolutionary Biology Commons Recommended Citation Lubbe, Frederick Curtis, "The Cost of Protection: Frost Avoidance and Competition in Herbaceous Plants" (2019). Electronic Thesis and Dissertation Repository. 6398. https://ir.lib.uwo.ca/etd/6398 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract Perennial herbaceous plants in regions that experience winter freezing must survive using belowground structures that can tolerate or avoid frost stress. Soil and plant litter can insulate plant structures from frost exposure, but plants must invest into growth to penetrate through these layers to reach the surface in the spring. The overall goal of my thesis was to test the hypothesis that the protection of overwintering clonal structures by soil or plant litter (frost avoidance) comes at the expense of subsequent reduced growth and competitive ability in absence of freezing stress. I first explored this trade-off with a suite of experiments using plants with bulbs and stem tubers - storage-focused organs that are typically located below the soil surface. -
Potato Seed Management: Seed Size And
PotatoPotato SeedSeed Management:Management: SeedSeed SizeSize andand AgeAge W.H. Bohl, P. Nolte, G.E. Kleinkopf, and M.K. Thornton Summary number of eyes on each seed tuber increases only slightly as the tuber size increases. This means that the larger the tuber, his bulletin addresses two aspects of the fewer eyes there are on a seed piece of the recom- potato seed management: seed piece size mended size. Varieties such as Shepody that have few eyes and seed piece age. The impact of seed size per tuber are especially prone to these seed piece conditions. T Large tubers also tend to produce seed pieces that are too and physiological age on seed performance and large. Seed pieces larger than 3 ounces may not readily flow guidelines for management will be discussed. through the planter, causing skips during planting. For Russet Burbank, an average of 2.5 to 3.5 stems per plant is considered optimum for maximum performance in Seed Tuber and Seed Piece Size commercial plantings. The number of eyes per seed piece Seed piece size affects seed performance, which, in turn, influences stem numbers per plant. Every eye on a seed piece is highly dependent on the size of the uncut tuber. For this or whole tuber has the potential to produce at least one reason, the proportion of large tubers must be considered stem, although there are physiological factors that may when selecting a seed lot. After selection and purchase, it is prevent the eyes from producing a stem. Seed pieces cut critical that the tubers are cut into an acceptable seed piece- from large tubers may not contain enough eyes to produce size range. -
Home Propagation Techniques
H-1257 (Revised) Home Propagation Techniques Ronald C. Smith Extension Horticulturist Fargo, North Dakota MAY 2010 Anyone with money can purchase plants, but part of the fun of horticulture is to start your own. The fun, fascination and fulfillment derived from starting your own plants are easily documented by attending a horticulture club meeting anywhere around the country. Here, new propagules and seedlings are freely exchanged among members and discussions are carried on concerning previous plant exchanges. This circular will outline some of the propagation techniques which may be carried out by those interested in perpetuating their favorite plants. Seed Propagation Seed or sexual propagation is the most frequently used means of producing new plants. Seed propagation offers several advantages over other methods: It is economical, Sketch 1. Seed and seeding anatomy. fewer diseases are transmitted, the seeds can be easily and inexpensively stored for long periods and usually very little personal effort is needed. To Be Successful Seeds are not always used for propagation because of some disadvantages. Many seeds require too long to with Seed Propagation germinate or require special pretreatment to overcome Start with good, clean, fresh seed. Next, be particular internal dormancy. Some seed require physical abrasion about the medium in which the seeds will be before germination can take place. germinated: This should be something which will allow Genetic variation is another problem which may arise sufficient air and water to reach the seeds. Typical from seed propagation. Commercial seed companies garden soil is a poor choice. Milled sphagnum moss, go to great effort to develop plant cultivars uniform in which may be difficult for homeowners in some areas flower color.