3 the Ecology of Seed Dispersal
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Evolutionary Ecology of Pollination and Reproduction of Tropical Plants
TROPICAL BIOLOGY AND CONSERVATION MANAGEMENT - Vol. V - Evolutionary Ecology af Pollination and Reproduction of Tropical Plants - M. Quesada, F. Rosas, Y. Herrerias-Diego, R. Aguliar, J.A. Lobo and G. Sanchez-Montoya EVOLUTIONARY ECOLOGY OF POLLINATION AND REPRODUCTION OF TROPICAL PLANTS M. Quesada and F. Rosas Centro de Investigaciones en Ecosistemas, Universidad Nacional Autónoma de México, México. Y. Herrerias-Diego Universidad Michoacana de San Nicolás de Hidalgo, Michoacán, México. R. Aguilar IMBIV - UNC - CONICET, C.C. 495,(5000) Córdoba, Argentina J.A. Lobo Escuela de Biología, Universidad de Costa Rica G. Sanchez-Montoya Centro de Investigaciones en Ecosistemas, Universidad Nacional Autónoma de México, México. Keywords: Pollination, tropical plants, diversity, mating systems, gender, conservation. Contents 1. Introduction 1.1. The Life Cycle of Angiosperms 1.2. Overview of Angiosperm Diversity 2. Degree of specificity of pollination system 3. Diversity of pollination systems 3.1. Beetle Pollination (Cantharophily) 3.2. Lepidoptera 3.2.1. Butterfly Pollination (Psychophily) 3.2.2. Moth Pollination (Phalaenophily) 3.3. Hymenoptera 3.3.1. Bee PollinationUNESCO (Melittophily) – EOLSS 3.3.2. Wasps 3.4. Fly Pollination (Myophily and Sapromyophily) 3.5. Bird Pollination (Ornitophily) 3.6. Bat PollinationSAMPLE (Chiropterophily) CHAPTERS 3.7. Pollination by No-Flying Mammals 3.8. Wind Pollination (Anemophily) 3.9. Water Pollination (Hydrophily) 4. Reproductive systems of angiosperms 4.1. Strategies that Reduce Selfing and/or Promote Cross-Pollination. 4.2. Self Incompatibility Systems 4.2.1. Incidence of Self Incompatibility in Tropical Forest 4.3. The Evolution of Separated Sexes from Hermaphroditism 4.3.1. From Distyly to Dioecy ©Encyclopedia Of. Life Support Systems (EOLSS) TROPICAL BIOLOGY AND CONSERVATION MANAGEMENT - Vol. -
Selection on Floral Morphology and Environmental Determinants of Fecundity in a Hawk Moth-Pollinated Violet'
Ecoiog~calMonographs, 63(3), 1993. pp. 25 1-275 LC 1993 by the Ecological Society of America SELECTION ON FLORAL MORPHOLOGY AND ENVIRONMENTAL DETERMINANTS OF FECUNDITY IN A HAWK MOTH-POLLINATED VIOLET' CARLOSM. HERRERA Estacidn Bioldgica de Dofiana, Apartado 1056, E-41080 SeviNa, Spain Abstract. This paper presents the results of a 5-yr field study on the determinants of individual variation in maternal fecundity (seed production) in the narrowly endemic violet Viola cazorlensis (Violaceae), at a southeastern Spanish locality. Flowers of this species are characterized by a very long, thin spur and broad morphological variability, and are pol- linated by a single species of day-flying hawk moth (Macroglossum stellatarum; Lepidop- tera, Sphingidae). The primary aim of this investigation was to answer the question, What are the relative importances, as explanations of individual differences in fecundity, of variability in floral traits and of other fecundity determinants that are of an extrinsic nature, such as microhabitat type and interactions with herbivores? The floral morphology of individual V. cazorlensis plants was characterized by means of both "conventional," linear measurements of the size of flower parts (petals, spur, peduncle), and shape analysis of corolla outline (using thin-plate splines relative warps analysis). Spatial (among substrate types) and temporal (among years) patterns of variation in flower, fruit, and seed production by V. cazorlensis plants are described, with particular emphasis on the comparative effects of floral morphology, herbivory (by mammalian ungulates and two species of lepidopteran larvae), and substrate type (rock cliffs, bare rocks at ground level, and sandy soils), on cumulative seed production at the individual plant level. -
The Impact of Cognition on Seed Dispersal
Fall 08 Animal Cognition Meets Ecosystem Ecology: the Impact of Cognition on Seed Dispersal Francesca Soldati Doctor of Philosophy 2015 Animal Cognition Meets Ecosystem Ecology: the Impact of Cognition on Seed Dispersal Francesca Soldati A thesis submitted in partial fulfilment of the requirements of the University of Lincoln for the degree of Doctor of Philosophy This research programme was carried out in collaboration with the School of Life Sciences August 2015 Abstract Seed dispersal by endozoochory is important for the maintenance of plant populations and biodiversity. As a result, understanding the impact that frugivores’ activities have on seed dispersal is essential in order to better understand plant population dynamics. One factor that is known to affect an animal’s behaviour, yet has received little attention in this context, is animal cognition i.e. whether the information animals learn and remember affects where they access fruit and deposit seeds. Therefore, the aim of this thesis was to address how animal learning and memory affects the seed dispersal process, using two key approaches – experimental tests of frugivore cognition, and a model paramaterised to examine the consequences of different cognitive abilities on seed dispersal. Three questions were investigated: (1) The “where?” - whether the ability of frugivores to relocate previously visited food sources impacts upon their movements and, as a consequence, on plants’ seed shadows. The spatial learning and memory of red-footed tortoises was tested using an egocentric task. Tortoises were able to navigate efficiently in the environment, and remembered the spatial location of food for at least two months. A seed dispersal model designed to test whether frugivores with different spatial memory skills differently affect plants’ seed shadow, suggested that animals with long spatial memory relocate more efficiently food sources than animals’ with shorter memory. -
Seed Dispersal B.Indd
Plant and Animal Life Cycles Seed Dispersal Correlation Fountas & Pinnell J DRA 18 Written under funding from Monroe 2–Orleans BOCES by: Antonietta Quinn, Resource Teacher Ashlee Bryant, Reading Specialist Kristen Giuliano, Reading Specialist Paulette Reddick, Reading Specialist Designed and Printed by the BOCES 2 Printing and Graphics Services. 1/10 Copyright 2010 by the Board of Cooperative Educational Services for the Second Supervisory District of Monroe and Orleans Counties, Elementary Science Program. All rights reserved. This publication may only be reproduced for one-time classroom use. No part of this publication may be stored in a retrieval system, or transmitted or reproduced, in any form by any means, electronic, mechanical photocopying, recording, or otherwise, without the prior written permission of Monroe 2–Orleans BOCES, Elementary Science Program. Elementary Science Program www.espsciencetime.orgwww espsciencetime or Needs of Plants Fruits are unique. Plants need light, water, and space There are many kinds of fruit. They to grow. move seeds from place to place in many ways. When you see a fruit of a plant, look at it closely. The properties of the fruit will give you some clues about how it disperses its seeds. Plants can’t grow too close together. Overcrowding may cause the plants to die. They must send their seeds away. 2 15 Plants throw their seeds. Seeds move and travel. Some plants move their seeds with The part of the fl owering plant that force. The jewelweed plant has pods holds the seed is the plant’s fruit. with seeds. When the pod is moved, Fruits can help move the seeds. -
Seed Dispersal
Seed Dispersal Purpose: Students will examine seeds and predict and test their means of dispersal. This lesson will help students learn about hypotheses and experiments, as well as understand the difference between observations and inferences, while learning about how plants colonized Hawaii and its offshore islets. Required background: Students should be familiar with the parts of a plant and their functions. Students should also be aware of Hawaii’s volcanic origin, and the fact that the islands of Hawaii were once barren lava. Materials: 1. Wind-borne seeds (ohia, dandelions, cotton, etc.) 2. Seeds that float (naupaka, coconuts) 3. Seeds that stick to animals (the ones that stick to your dog…) 4. Seeds that are eaten (avocadoes, strawberry guava, lilikoi) 5. Small fan, or use wind 6. Towels or socks or stuffed animals 7. Bucket of water Procedure: 1. Set up a display of the seeds, and number each seed species. Divide the seeds into sets that contain examples from each dispersal method. The number of sets will depend on your class size. Build enough sets so that your class can work in groups of 3-4 students. 2. With the class, review the function of seeds and go over the concept of dispersal by introducing the following “Questions of the Day.” • What are seeds for? • Can you think of ways that seeds might move around? -define dispersal Material developed by (Kimberly Tice and Norine Yeung) for the University of Hawaii-Manoa GK-12 program (NSF grant #05385500). www.hawaii.edu/gk-12/evolution. Duplication for educational purposes only. 3. -
Seed Dispersal Parts 1 & 2
Seed Dispersal What you need Wind Dispersal Model • 1 bead (or some other small object like a button) • 1 paper helicopter template, included on the final page of this activity guide • 1 pair of scissors • 1 roll of tape Heat Dispersal Model • 1 bead (or some other small object like a button) • 1 piece of tissue paper • 1 roll of tape Animals (External Transport) Dispersal Model • 1 craft pom Water Dispersal Model For model using a balloon: • 1 bead (or some other small object like a button) • 1 balloon • 1 container filled with water For model using wax paper: • 1 bead (or some other small object like a button) • 1 piece of wax paper • 1 roll of tape • 1 container filled with water Preparation The instructions outlined on the following pages describe how to build each seed dispersal model. Wind Dispersal Model Step 1. Gather materials. The paper Step 2. Cut along the four solid black Step 3. Cut the remaining solid lines helicopter template can be found on lines of the paper helicopter of the paper helicopter. the last page of this activity guide. template. You should have a rectangle when this step is complete. Step 4. Fold the pieces of the Step 5. Fold the pieces labeled 3 and Step 6. Fold the bottom along the helicopter labeled 1 and 2 along the 4 along the long-dashed line. These dashed line up, towards the now- dashed line. Each piece should be pieces should be folded towards folded pieces, 3 and 4. folded in opposite directions. each other. -
Seed Dispersal and Plant Migration
Activity 3.4: Seed Dispersal and Plant Migration Grades 7 – 9 Materials: Description: Per Student • Student handouts for parts, Part 1: Seed Dispersal Predictions: Students will make observations 1, 2, 3, and 4 about different types of seeds, and based on those observations, • Pencils make predictions about how those seeds are dispersed. Per group Part 2: Seed Dispersal Experiment: Students will put their • Calculator (optional) predictions to the test by using a fan, water, and material to see • Tape measure • A set of seeds of different which seeds float, stick to animal fur, or are wind-borne. dispersal types (at least three different seeds per Part 3: How Far Can Seeds Travel? Students will calculate how far group of students). Sets of different dispersal mechanisms are likely to move seeds over a seeds can be ordered from given period of time. Students use average range and migration Carolina Biological Supply Company, item #157970, distance to calculate how far animal-dispersed seeds might travel, Seed Dispersal Set experiment using a fan for wind-dispersed seeds, and consider how (http://www.carolina.com/) far water-dispersed seeds travel using a global map of ocean • One box fan (if you don’t currents. They will also consider the constraints of their have enough fans for each experiments and how those constraints (e.g. using a fan rather than group, you can have student groups rotate to wind) might affect the accuracy of their results. test wind-dispersed seeds) • One bucket of water Part 4: Assisted Migration: Students will consider the implications • One stuffed animal, or other of the ability of plants to migrate in the context of changing fuzzy fabric climates and debate whether or not humans should use assisted- migration techniques to help plants migrate. -
Seed Dispersal: Part 2 in Seed Dispersal Part 2, Find out Three Ways That Seeds Are Dispersed from the Initial Seed Producing Plant: Wind, Water, and Gravity
Finally Fall: Seed Dispersal: Part 2 In Seed Dispersal Part 2, find out three ways that seeds are dispersed from the initial seed producing plant: wind, water, and gravity. Seed Dispersal Part 1 focused on the movement of seeds from the parent plant to different areas of the environment and that gravity alone, wildlife and humans are often involved. Plants disperse their seeds throughout an ecosystem and this limits competition of necessary resources like sunlight as they grow and mature. Seed Dispersal by Wind Seed dispersal by wind is a very common mechanism. Use the space below to make predictions about how wind is involved in seed dispersal. Do you know any plant species where wind disperses their seeds? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Wind is the main source of seed dispersal for many native plants. Have you ever seen a little yellow dandelion? Have you ever looked at that same flower and noticed that it has turned fluffy and white? The fluff you may have seen were the seeds of the dandelion! Generally, when flowers are at the end of their life cycle they will go to seed, which means the plant will use its energy to focus on reproduction. In the case of a dandelion, seeds are so light and fluffy, they are easily transported by the wind as it blows. Other factors can help the wind pick up the seeds. For example, if an animal walks into the dandelion that has gone to seed, the seeds may be released from the stalk of the plant. Seeds then can be transported by the wind even more effortlessly, having gotten a jump start on the process thanks to that animal. -
Ecology: Definition, Scope and Relationship with Other Sciences
Ecology: Definition, Scope and Relationship with other sciences By Shalinder Kaur Department of Botany P.G.G.C.G. – 11 Chandigarh The word "ecology" ("oekologie") (coined by German scientist Ernst Haeckel,1866) was derived from the Greek ―oikos” meaning "household" and logos meaning "science:" the "study of the household of nature." Ecology is not synonymous with environment, environmentalism, or environmental science. Ecology is closely related to physiology, evolutionary biology, genetics and ethology. An understanding of how biodiversity affects ecological function is an important focus area in ecological studies. Ecology: branch of science that deals with interaction between living organisms with each other and their surroundings. Ecological systems are studied at several different levels from individuals and populations to ecosystems and biosphere level. Ecology is a multi-disciplinary science, drawing on many other branches of science. Applied ecology is the practice of employing ecological principles and understanding to solve real world problems. E.g. calculating fish population, measuring environmental impact from construction or logging, building a case for the conservation of a species, and determining the most effective way to protect a species. In a broader sense, ecology can also mean: Natural environment: using the principles and methods of ecology. Human Ecology: looks at humans and their interactions with the natural environment. Scope of Ecology Ecology can be studied at several levels, from proteins and nucleic acids (in biochemistry and molecular biology), cells (in cellular biology), organisms (in botany, zoology, and other similar disciplines), and finally at the level of populations, communities, and ecosystems — which are the subjects of ecology. Because of its focus on the broadest level of life and on the interrelations between living beings and their environment, ecology draws heavily on other branches of science, such as geology and geography, meteorology, pedology, chemistry, and physics. -
Urban Plant Ecophysiology
4 Urban Plant Ecophysiology Nancy Falxa Sonti* USDA Forest Service, Baltimore, Maryland Introduction understanding and managing the fluxes of heat, water, gases and nutrients that underlie Plants have long been cultivated to improve urban ecosystem science and that help make quality of life in dense human settlements, cities both liveable and sustainable (Alberti, mitigating the environmental stresses of ur- 2005). The past few decades have seen a rise ban living. Urban landscape elements include in research on plant community ecology, but gardens, trees and lawns designed to provide ecophysiological studies have lagged behind, aesthetic and functional benefits to local resi- possibly due to methodological challenges, or dents, as well as urban natural areas that re- due to the recent popularity of other topics in flect the native biome vegetation. Different plant biology (Beyschlag and Ryel, 2007). types of informal green space are typically A systematic approach to urban plant found in interstitial urban areas wherever ecophysiology that is tied to decision making plants find space, light, water and nutrients to can support efforts to improve both liveabil- grow (Rupprecht and Byrne, 2014). A grow- ity and sustainability of cities via plant physi- ing body of literature evaluates the health and ological function. Plants are the foundation of well- being benefits of these diverse types of most nature- based solutions to environmental, intentional and unintentional urban nature, social and economic challenges, and physi- and advocates for their inclusion in sustain- ological function is the engine that drives the able urban design (Konijnendijk et al., 2013; provision of associated ecosystem services. Kowarik, 2018; Threlfall and Kendal, 2018). -
PLANTS MUST DISPERSE THEIR SEEDS 8I
8o YEARBOOK OF AGRICULTURE 1961 may resist germination for long periods. Some species produce pods in which one segment remains indéhiscent— closed—and the seed within it remains Plants Must Disperse dormant for a long time, as in cockle- bur (Xanthium), for example. Their Seeds THE DISPERSAL of seeds is determined largely by the size, shape, and char- acter of the seedcoat or the persisting PAUL G. RUSSELL AND ALBINA F. MUSIL structures of the fruit as, for example, the awns of grasses; the ''fuzz" of cot- ton; spines and bristles of various NOT ALL SEEDS survive the struggle for forms; "wings" on the seeds of certain existence. Any marked change in trees; plumes of dandelion and thistle; environment, moisture, temperature, the forceful opening of the seed pod, amount of sunlight, or soil composition as in witch-hazel {Hamamelis virginica) ; may create conditions under which and a sticky surface when wet. seeds of certain plants cannot germi- Such seeds are dispersed readily by nate. Plants therefore must disperse such, natural means as wind, water, their seeds in such a manner and animals, and birds. in such quantity that some, at least, When structures, such as awns and will survive so that the species may pubescence, have been removed in the continue. process of harvesting and cleaning of Devices for survival among plants crop seeds, such seeds may become are many. widely distributed in any of several The dormant embryonic plant with- ways—with crop seeds, feeds (hay and in the seed of most kinds of plants is grain), common carriers (trucks, auto- protected by a seedcoat until condi- mobiles, wagons, airplanes), farm im- tions are favorable for new grow^th to plements, ships, birds, and insects. -
BIO 1500: Plant Physiological Ecology (Previously Known As Plant Ecology)
BIO 1500: Plant Physiological Ecology (previously known as Plant Ecology) Lectures: Tuesdays and Thursdays, 9 – 10:20am (H hour), Smith-Buonanno Hall rm 207 Laboratory: Labs will be held on Thursdays in the Environmental Science Center (greenhouses). One or two lab sections will be available (TBD) Instructor: Prof. Erika Edwards Office: 303 Walter Hall Phone: 863-2081 Email: [email protected] Office hours: Wednesday, 1-3 pm Teaching assistant: Matt Ogburn, [email protected], office hours TBD Course Overview This is an advanced botany course, preferably for students that have taken either BIO43 or BIO44 in addition to BIO20; otherwise permission must be obtained from the instructor. A keen interest in plants is a must. Aims and objectives: The primary aim of BIO 1500 is to examine the role of the environment in shaping the anatomical, physiological, and ecological diversity of vascular plants. Lectures will provide an overview of plant-environment interactions, focusing on anatomical and physiological adaptations of leaves, stems, and roots to different habitats. A comparative, phylogenetic approach will be emphasized. This is a hybrid lecture/seminar course, where classes will consist of both chalkboard lectures by the professor as well as discussions of articles from the primary literature. In addition, BIO 1500 is designed to be a hands-on course, and lectures are viewed mostly as supplements to the semester-long greenhouse project that will provide students with first-hand experience in measuring and interpreting plant functional traits. Students will work on a set of group projects that are designed to test long-standing assumptions about the evolution and adaptive nature of certain plant traits.