Flower Power: Pondering Pollination
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Fruits, Roots, and Shoots: a Gardener's Introduction to Plant Hormones
The Dirt September 2016 A quarterly online magazine published for Master Gardeners in support of the educational mission of UF/IFAS Extension Service. Fruits, Roots, and Shoots: A Gardener’s September 2016 Issue 7 Introduction to Plant Hormones Fruits, Roots, and Shoots: A Gardener's By Shane Palmer, Master Gardener Introduction to Plant Hormones Butterfly Saviors What are hormones? Pollinators Critical to Our Survival Preserving Florida Yesterday, Today Have you ever wondered why trimming off the growing tips Tomorrow of a plant stems often causes more compact, bushy growth? Important Rules (and some plant advice) for Perhaps you’ve heard of commercial fruit producers using a Cats gas called ethylene to make fruits ripen more quickly. Both of these cases are examples of plant hormones at work. Report on the 2016 South Central Master Gardener District Hormones are naturally occurring small molecules that organisms produce which serve as chemical messengers Pictures from the Geneva, Switzerland Botanical Garden inside their bodies. Plants and animals both use hormones to deliver "messages" to their cells and control their growth Send in your articles and photos and development. A plant’s hormones tell it how to behave. They determine the plant's shape. They determine which cells develop into roots, stems, or leaf tissues. They tell the plant when to flower and set fruit and when to die. They also provide information on how to respond to changes in its environment. Knowing more about the science behind these processes helps gardeners and horticulturalists better control the propagation and growth of plants. In some cases, herbicides incorporate synthetic hormones or substances that alter hormone function to disrupt the growth and development of weeds. -
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. -
Seed and Seed Dispersal
1st GRADE SEEDS AND SEED DISPERSAL Summary: This lab is all about seeds. First, students take apart a swollen lima bean seed and find the seed coat, food storage area, and the plant embryo. Second, the students sort a bag of seeds into groups and notice that all seeds look different but have the same three seed parts. Finally, students sort seeds that are dispersed in different ways. Students identify seeds that are dispersed by wind, hitchiking, animals carrying and burying, and animals eating and pooping. Intended Learning Outcomes for 1st Grade: Objective 1: Framing questions. Conducting investigations. Drawing conclusions. Objective 2: Developing social interaction skills with peers. Sharing ideas with peers. Connecting ideas with reasons. Objective 3: Ideas are supported by reasons. Communicaiton of ideas in science is important for helping to check the reasons for ideas. Utah State Core Curriculum Tie: Standard 4 Objective 1: Life Science Analyze the individual similarities and differences within and across larger groups. Standard 4 Objective 2: Life Science Describe and model life cycles of living things. Make observations about living things and their environment using the five senses. Preparation time: 1 hour to locate seeds the first time, then 20 min if seeds are reused Lesson time: 50 min Small group size: works best with one adult for every 5 students Materials: 1. one petri dish or paper towel per student 2. 1 bag of dried lima beans 3. One seed classification bag per group, this should include 5-6 seeds of about 15 different seed types. Use old seeds from seed packets or spices or seeds or nuts you may have in your kitchen. -
Beekeeping: Florida Bee Botany1 Malcolm T
CIR 686 Beekeeping: Florida Bee Botany1 Malcolm T. Sanford2 This publication seeks to list and describe the immune from these, and it behooves policy makers to most important bee plants found in the state of consider the possible impact on most Florida bee Florida, their approximate distribution and blooming plants, which are feral in nature, when implementing date. With this information, beekeepers should be policy. A specific case in point is gallberry, present in able to better manage their colonies and/or move vast blankets within low-lying swampy areas in the them to maximize production. Finding good locations past, but continuously declining due to forest for colonies, based on proximity to good honey flora, management procedures, agriculture and is both and art and science; it takes a good deal of urbanization, all of which seek to drain the land and care and often several years of experience at one lower the water table. location to determine suitability. In this regard, the beekeeper must learn to become a careful Although many plants produce pollen for the experimenter and observer. bees, it is usually nectar-producing species that are of most interest to beekeepers. Few plants, in fact, Plants that profusely produce nectar and/or anywhere, are capable of secreting the vast amount of pollen in one location may not in another for a nectar honey bees need to produce a honey crop. In number of reasons including differences soil Florida, for example, perhaps less than ten species moisture, pH, profile and fertility. These factors are account of over ninety percent of the state's honey also affected overall by climatic considerations: crop, and only one, citrus, is cultivated. -
Pollination of Cultivated Plants in the Tropics 111 Rrun.-Co Lcfcnow!Cdgmencle
ISSN 1010-1365 0 AGRICULTURAL Pollination of SERVICES cultivated plants BUL IN in the tropics 118 Food and Agriculture Organization of the United Nations FAO 6-lina AGRICULTUTZ4U. ionof SERNES cultivated plans in tetropics Edited by David W. Roubik Smithsonian Tropical Research Institute Balboa, Panama Food and Agriculture Organization of the United Nations F'Ø Rome, 1995 The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. M-11 ISBN 92-5-103659-4 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the copyright owner. Applications for such permission, with a statement of the purpose and extent of the reproduction, should be addressed to the Director, Publications Division, Food and Agriculture Organization of the United Nations, Viale delle Terme di Caracalla, 00100 Rome, Italy. FAO 1995 PlELi. uion are ted PlauAr David W. Roubilli (edita Footli-anal ISgt-iieulture Organization of the Untled Nations Contributors Marco Accorti Makhdzir Mardan Istituto Sperimentale per la Zoologia Agraria Universiti Pertanian Malaysia Cascine del Ricci° Malaysian Bee Research Development Team 50125 Firenze, Italy 43400 Serdang, Selangor, Malaysia Stephen L. Buchmann John K. S. Mbaya United States Department of Agriculture National Beekeeping Station Carl Hayden Bee Research Center P. -
Differential Regulation of Symmetry Genes and the Evolution of Floral Morphologies
Differential regulation of symmetry genes and the evolution of floral morphologies Lena C. Hileman†, Elena M. Kramer, and David A. Baum‡ Department of Organismic and Evolutionary Biology, Harvard University, 16 Divinity Avenue, Cambridge, MA 02138 Communicated by John F. Doebley, University of Wisconsin, Madison, WI, September 5, 2003 (received for review July 16, 2003) Shifts in flower symmetry have occurred frequently during the patterns of growth occurring on either side of the midline (Fig. diversification of angiosperms, and it is thought that such shifts 1h). The two species of Mohavea have a floral morphology that play important roles in plant–pollinator interactions. In the model is highly divergent from Antirrhinum (3), resulting in its tradi- developmental system Antirrhinum majus (snapdragon), the tional segregation as a distinct genus. Mohavea corollas, espe- closely related genes CYCLOIDEA (CYC) and DICHOTOMA (DICH) cially those of M. confertiflora, are superficially radially symmet- are needed for the development of zygomorphic flowers and the rical (actinomorphic), mainly due to distal expansion of the determination of adaxial (dorsal) identity of floral organs, includ- corolla lobes (Fig. 1a) and a higher degree of internal petal ing adaxial stamen abortion and asymmetry of adaxial petals. symmetry relative to Antirrhinum (Fig. 1 a and g). During However, it is not known whether these genes played a role in the Mohavea flower development, the lateral stamens, in addition to divergence of species differing in flower morphology and pollina- the adaxial stamen, are aborted, resulting in just two stamens at tion mode. We compared A. majus with a close relative, Mohavea flower maturity (Fig. -
Study of Variegated and White Flower Petals of Capparis Spinosa Expanded at Dusk in Arid Landscapes
Journal of Arid Land 2012, 4(2): 171−179 doi: 10.3724/SP.J.1227.2012.00171 Science Press jal.xjegi.com; www.chinasciencejournal.com Study of variegated and white flower petals of Capparis spinosa expanded at dusk in arid landscapes Chrysanthi CHIMONA1, Avra STAMELLOU2, Apostolos ARGIROPOULOS1, Sophia RHIZOPOULOU1∗ 1 Department of Botany, Faculty of Biology, National and Kapodistrian University of Athens, Athens 15781, Greece; 2 Department of Botany, School of Biology, Aristotelian University of Thessaloniki, Thessaloniki 54124, Greece Abstract: In this study, we provide the first evidence of two pairs of petals of the rapidly expanded and short-lived nocturnal flowers of Capparis spinosa L. (caper) during the prolonged drought period in Eastern Mediterranean region. The corolla of the winter-deciduous, perennial C. spinosa consists of two pairs of petals: a pair of white dis- tinct petals and a pair of connate variegated petals with green basal parts. The results indicated the presence of substantially different amounts of chlorophyll in the two pairs of petals, while their carbohydrates’ content is com- parable with that of the green sepals. High resolution imaging of petal surfaces of short-lived flowers of C. spinosa, obtained by using scanning electron microscopy, revealed stomata on the adaxial epidermis on both the white and the green parts of the variegated petals; while dense hairs were found on the surface of the abaxial green parts of the variegated petals. Adaxial, epidermal cells of the variegated petals, viewed using atomic force microscopy, pos- sess a submicron, cuticular microfolding that differs between the white and the green parts of the petals. -
Key to the Common Flowering Plant Families of the Methow
A Key to the Common Flowering Plant Families of the Methow by Dana Visalli/The Methow Naturalist/www.methownaturalist.com/[email protected] 5.11 version Note: This worksheet is a tool to assist in learning some of the distinguishing characteristics of the major plant families in the Methow Valley and in central Washington. The one-line entry below for each family presents some of the most salient characters of that family. As a key, this worksheet will work well about 75% of the time. To use the key, first determine whether the plant in question is a monocot or a dicot (the distinction is illustrated below). Within the monocot or dicot groups, work through the statements made in bold that share the same number (e.g. 2a, 2b, 2c) until the plant in question fits the description, then move to next set of numbers (3a, 3b etc). Once you arrive at a grouping of families, work through the family characters one family at a time until you find the one that matches the plant in hand. The first entry below under Dicots, Flowers very small, is an effort to ferret out some of the very small flowers early in the key. Most of the families in this category have species with larger flowers as well, and are keyed again elsewhere. The Aster Family is keyed in this “flowers very small” group because the flower heads in this family are made up of a composite group of very small flowers or “florets.” Monocots have leaves with parallel veins and flowers with their sepals Dicots have have leaves with veins usually forming a branching pattern and petals numbering three each, or multiples of three (like six). -
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. -
Pollination and Botanic Gardens Contribute to the Next Issue of Roots
Botanic Gardens Conservation International Education Review Volume 17 • Number 1 • May 2020 Pollination and botanic gardens Contribute to the next issue of Roots The next issue of Roots is all about education and technology. As this issue goes to press, most botanic gardens around the world are being impacted by the spread of the coronavirus Covid-19. With many Botanic Gardens Conservation International Education Review Volume 16 • Number 2 • October 2019 Citizen gardens closed to the public, and remote working being required, Science educators are having to find new and innovative ways of connecting with visitors. Technology is playing an ever increasing role in the way that we develop and deliver education within botanic gardens, making this an important time to share new ideas and tools with the community. Have you developed a new and innovative way of engaging your visitors through technology? Are you using technology to engage a Botanic Gardens Conservation International Education Review Volume 17 • Number 1 • April 2020 wider audience with the work of your garden? We are currently looking for a variety of contributions including Pollination articles, education resources and a profile of an inspirational garden and botanic staff member. gardens To contribute, please send a 100 word abstract to [email protected] by 15th June 2020. Due to the global impacts of COVID-19, BGCI’s 7th Global Botanic Gardens Congress is being moved to the Australian spring. Join us in Melbourne, 27 September to 1 October 2021, the perfect time to visit Victoria. Influence and Action: Botanic Gardens as Agents of Change will explore how botanic gardens can play a greater role in shaping our future. -
Nature Playful
Nature Playful CRAIG HOLDREGE in spring, when the brown and wrinkled leaf litter— sepals. (Why botanists say Hepatica has flowers consisting remnants of life past—provides the dominant impression of showy sepals and no petals, and why they consider the of the forest floor in northeastern North America, the three green leaves underneath the sepals, which form a kind flowers of Hepatica (Hepatica Americana) rise up through of calyx, not to be a true calyx of sepals, but an “involucre” the dead leaves and offer little bursts of color to the forest. consisting of modified foliage leaves, is an interesting What’s intriguing about Hepatica’s flowers is how strongly topic—but not one for this little article.) they vary in a single plant, among different plants in one During my years visiting Hepatica habitats, I’ve seen flow- location, and among different locations. ers with five petal-like sepals and ones with thirteen. Six In color, they range from white to purple, with many is the most common number, but you often find seven or shades of pink and lavender in between. The showy part of eight. The size of the flowers and the shape of the sepals also Hepatica’s flower consists of a varied number of petal-like vary remarkably. One plant with twelve flowers. Most have six petal-like sepals, but three have seven. The lobed leaves you see over-wintered from the previous year and will wilt and die away as the new leaves emerge at the end of the flowering period. spring 2018 In Context #39 5 The photos below, which I took in mid-April, give you Catskill, New York. -
Basic Botany
Basic Botany - Flower Structure The Birmingham Botanical Gardens & Glasshouses Brief Descriptions of Activities Flower Structure • a Study Centre-led activity • Using large-scale models and bee (glove puppet) to take pupils through the basic flower parts and their functions Investigating Floral Structure A wide range of flowers are always on display in the glasshouses. Their structure can be recorded in a variety of ways: • Directed observation through use of questionnaires • Drawing half a flower and labelling its structure • Creating a plan of the flower as if viewed from above • Creating a simple floral formula (this worksheet is using a simplified form of the recording system used by botanists) See worksheets 1-4 at back of booklet. Pollination Mechanisms • An extension of this work is to look at a variety of ways in which plants are designed in order to attract different pollinators See ‘A Guide To Pollinators’ at back of booklet. • Busy Bees. This is a game where pupils act out pollination See worksheet 5 at back of booklet Guide To Pollinators “Bee Flowers” Typically yellow, blue or purple. They produce pollen and lots of nectar, are often marked with lines and blotches and are sweetly scented at certain times of the day. “Butterfly Flowers” Vivid colours, often purple, red or white. Usually open during the day with a long thin corolla tube, lots of nectar and a strong scent. “Moth Flowers” Often white, p ink or pale yellow, open at night and have a heavy scent. “Wasp Flowers” Often pinkish or dirty red, with horizontal or drooping cups into which the short tongued wasp can push its head.