Ethno Medicinal Survey of Plants Used for the Treatment of Rheumatism in Kajuru Local Government Area of Kaduna State, Nigeria

Total Page:16

File Type:pdf, Size:1020Kb

Ethno Medicinal Survey of Plants Used for the Treatment of Rheumatism in Kajuru Local Government Area of Kaduna State, Nigeria Available online at www.worldscientificnews.com WSN 80 (2017) 43-56 EISSN 2392-2192 Ethno medicinal survey of plants used for the treatment of rheumatism in Kajuru Local Government Area of Kaduna State, Nigeria O. A. Ogunkalu1,*, A. I. Sodimu1, R. A. Suleiman2, B. O. Oni3, G. I. Otiwa2 1Department of Forestry Technology, Federal College of Forestry Mechanization, Forestry Research Institute of Nigeria, Nigeria 2Trial Afforestation Research Station, Forestry Research Institute of Nigeria Ibadan, Oyo State, Nigeria 3Department of National Innovation Technology, Federal College of Forestry Mechanisation, Afaka Kaduna State, Nigeria *E-mail address: [email protected] ABSTRACT The study ethno- medicinal survey of plants used for the treatment of Rheumatism was carried out in Kajuru Local Government Area of Kaduna State. Multi-stage random sampling was employed the groups of respondents in this study. Primary and secondary data was used for the study; a total of fifty (50) questionnaires were randomly distributed among ten (10) herbal medicine practitioners from each of the five (5) selected wards selected within the Local Government. Data obtained was also supported with personal interviews. Result revealed that majority of the respondents were male (70.2%), while 29.8% of the population were female, the age group with the highest percentage (40.4%) of the respondents was between 41-50years, 55.3% of the respondents do not have opportunity to attend formal education. The highest percentage of the respondents (53.2%) identified bone ache as the commonest symptom of this disease, is closely followed by 44% of the respondents that identified muscle pull as sign of Rheumatism in the study area. (74.5%) of the respondents specified that the disease is predominant during the raining season, but the effect can also be prolonged to dry season. 72.3% of the respondent identified that Rheumatism is a disease normally affect adult category. According to the respondents, the plant parts normally used are arranged in descending order of their percentage as follows: 44.2% identified roots as the plants part normally used for the treatment of Rheumatism > 18.6% who identified leaves and back respectively > 7.0% of them that chose fruit. Methods of preparation of phyto-remediation of Rheumatism are arranged in World Scientific News 80 (2017) 43-56 decreasing order according to the view of the herbal practitioners; Boiling 34.9% > Soaking in water 27.9% > Pounding in moulter 18.6%, Grinding 14.09% > Squeezing and Soaking in alcohol 2.3% respectively, boiling was seen the method mostly used in extraction of the active ingredient of the plant root and other plant/parts. Problems faced in administering herbal medicine and they include: Graduation and dosage (63.4%), Problem of scientific backing (24.4%), Marketing/Patronage problem and law enforcement agent with 4.9% respectively. It was recommended that, research be intensified upon in terms of corresponding dosage of phyto-remedy to different ailment including rheumatism, depending on the gravity of the ailment and the age group of the affected individuals. Keywords: Ethno medicinal, survey, plants, Treatment, Rheumatism 1. INTRODUCTION Medicinal plants are those plants that are commonly used in treating and preventing specific ailments and diseases and that are generally considered to be harmful to humans (Anselem, 2004).Medicinal plants have been identified and used throughout human history. Plants have the ability to synthesize a wide variety of compounds that are used to perform important biological functions, and to defend against attack from predators such as insects, fungi and herbivorous mammals. At least 12,000 of such compound have been isolated so far, a number estimated to be less than ten percent of the total (Tapsell, et., al 2006). According to (Lai and Roy, 2004) chemical compounds in plants mediate their effect on the human body through processes identical to those already well understood for the chemical compounds in conventional drugs; thus, herbal medicine does not differ greatly from conventional drugs in terms of their functions. Traditional medicine has been used for centuries by herbalists, healers, spiritualists, hunters and farmers as means of primary health care at community level. Herbalist, healers, spiritualists, hunters and farmers use indigenous plants for treating and averting illnesses and are believed to be the basis for primary health care provision. Traditional medicine has been shown to be effective and about 60% of rural population depend on it for their primary health care (WHO 1978, Akinyemi et.al., 2003). Traditional medicines apply the familiarity, experience and practices based on the ideas and beliefs to its culture, for preservation of well-being. In Nigeria, traditional medicine is used in the treatments of almost all diseases including “stubborn” illness as the land is blessed with not only different varieties of plants but also the wisdom of the traditional knowledge to cure, treat and heal sickness. Several thousand people in Nigeria with partial access to systematized contemporary health support centers’ still depend on traditional systems of medicine to cater for their primary health care needs. The use of herbal medicine is well established and widely acknowledged to be safe and effective (Farnsworth, 1998) Herbalist, healers, spiritualist, hunters and farmers in Nigeria use many different species of plants as a usual source of medicine. Ethno botany is the study of traditional human uses of plants. It is recognized as an effective way to discover future medicines. In 2001 researchers identified 122 compounds used in modern medicine which were derived from "ethno medical" plants sources. 80% of these have had an ethno medical use, identical or related to the current use of the active elements of the plants (Fabricant and Farnsworth, 2001). The use of herbs to treat disease is -44- World Scientific News 80 (2017) 43-56 almost universal among non-industrialized societies and is often more affordable than purchasing modern pharmaceuticals. Rheumatism is an acute illness in human body, it is characterized by pain and swelling of the muscles, ligaments and tendons or the joints. Jain (1991). Rheumatism commonly known as ‘Vat’, ‘Gathia’, ‘Ardhang Vat’ in Hindi as well as in Odiya. He said in general, rheumatism refers to various painful medical conditions, discomfort and disability, which affects bones, joints, muscles, tendons, nerves etc. Rheumatism is a sickness associated with the people that engage in hard labour, common during the raining season, and is yet to be accorded the required attention. It is therefore imperative for this study to create the required information on the herbal approach to the treatment of this ailment. Hence the quest to doing this necessitates the following objectives: to identify the socio-economic characteristics of the respondents, to identify the medicinal plants used in the treatment of rheumatism and classify them into families, identify the plant part use, methods of preparation and utilization. 2. METHODOLOGY Study Area Kajuru is a local government area in Kaduna state, Nigeria. It headquarter is in the town of Kajuru. Kajuru local government area is located on longitude 9°59' N and, 10°55' N and latitude 7°34' E and 8°13' E with an area of 2,464 km square. It has an estimated population of 110,868 people according to (2006 census). It shares boundaries with Igabi local government area to the north, Chikun local government to the west, Kaura local government to the east, Zangon Kataf local government area and Kachia local government to the South-west and South respectively. Sampling Techniques Multi-stage random sampling was employed for this study. The first stage involved the purposive selection of five (5) wards among the ten (10) Wards in Kajuru local government. The second stage was the random selection of ten (10) herbal medicine practitioners from each of the five (5) wards making a total of fifty (50) questionnaires. The data was also supported with personal interview. Data Collection Primary data and Secondary data were used for this study; primary data was generated through the use of structured questionnaire, while secondary data was sourced from journals, text books and book of proceedings. Data Analysis Descriptive statistics such as percentage and frequency distribution table was used to achieving objective (i), (ii) and (iii). -45- World Scientific News 80 (2017) 43-56 3. RESULTS AND DISCUSSIONS Socio Economic Characteristics of the Respondents The Socio economic characteristics of the respondents were analyzed using the following variables such as; Gender, Age groups, Educational status and the Occupation of all the respondents in the study area. Table 1. Socio-economic characteristic of the respondent S/N Variable Frequency Percentage 1 Gender Male 33 70.2 Female 14 29.8 Total 47 100.0 2 Age 20-30 7 14.9 31-40 8 17.0 41-50 19 40.4 51-60 13 27.7 Total 47 100.0 3 Educational status Non formal Education 26 55.3 Primary Education 5 10.6 Secondary Education 3 6.4 Tertiary Education 3 6.4 Quranic Education 10 21.3 Total 47 100.0 4 Major occupation Civil servant 2 4.3 Artesian 1 2.1 Trader 10 21.3 Farmers 15 31.9 Others 19 40.4 Total 47 100.0 Gender: This was used to examine the participation of males and female in the ethno- botanical treatment of Rheumatism in the study area. From this study, it was revealed that male respondent represented 70.2% of population, while 29.8% of the population was female. It was observed that male respondents dominated this population; this might be due to the fact -46- World Scientific News 80 (2017) 43-56 that male respondents are always very good at care giving like their female counterpart and this cannot be over emphasized in the treatment of bone related diseases (Rheumatism).
Recommended publications
  • The Role of Seed Plants
    Chapter 26 | Seed Plants 751 26.4 | The Role of Seed Plants By the end of this section, you will be able to do the following: • Explain how angiosperm diversity is due, in part, to multiple complex interactions with animals • Describe ways in which pollination occurs • Discuss the roles that plants play in ecosystems and how deforestation threatens plant biodiversity Without seed plants, life as we know it would not be possible. Plants play a key role in the maintenance of terrestrial ecosystems through the stabilization of soils, cycling of carbon, and climate moderation. Large tropical forests release oxygen and act as carbon dioxide “sinks.” Seed plants provide shelter to many life forms, as well as food for herbivores, thereby indirectly feeding carnivores. Plant secondary metabolites are used for medicinal purposes and industrial production. Virtually all animal life is dependent on plants for survival. Animals and Plants: Herbivory Coevolution of flowering plants and insects is a hypothesis that has received much attention and support, especially because both angiosperms and insects diversified at about the same time in the middle Mesozoic. Many authors have attributed the diversity of plants and insects to both pollination and herbivory, or the consumption of plants by insects and other animals. Herbivory is believed to have been as much a driving force as pollination. Coevolution of herbivores and plant defenses is easily and commonly observed in nature. Unlike animals, most plants cannot outrun predators or use mimicry to hide from hungry animals (although mimicry has been used to entice pollinators). A sort of arms race exists between plants and herbivores.
    [Show full text]
  • Alberta Canola Producers Critical Issues Guides
    Alberta Canola Producers Critical Issues Guides Sustainability and Agriculture: Making Wise Decisions Exploring Critical Issues Series Agriculture in Education Teaching and Learning Resource The roots of most Canadian rural communities are in agriculture. Today, Canada is no longer an agrarian nation. And in this change, we are losing the connection to the food that we eat – where it comes from, what is required to provide our „daily bread‟, and the independence that our forefathers knew came with being able to grow enough to feed one‟s self. But more importantly, we are losing the resources that allow Canada to produce its food, and the citizenship that values regional cuisine made from foods that are produced in the areas where they live. These resources are meant to „re-connect‟ a population pulled to the city with the industrial revolution, with an appreciation for the resources that agriculture needs, if „made in Canada‟ food is to continue to be a reality. The websites in this resource were current as of the printing date of this publication. It is, however, beneficial to preview all websites before asking students to use them. Every effort has been made to acknowledge sources used in this resource. Should any question arise from the use of any material, we will be pleased to make the necessary corrections in future printings. Simone Demers Collins, PHEc Industry Development Officer Alberta Canola Producers Commission (ACPC) Alberta Canola Producers Commission gratefully acknowledges the following groups and individuals who have participated in the development of this resource. Writers: Patricia Shields-Ramsay Doug Ramsay InPraxis Learning Systems Editor: Virginia Durksen Visible Ink Inc.
    [Show full text]
  • Why Are Plants Important?
    4H359 Why Are Plants Plant2 Connections Important? PURPOSE: LEARNING ACTIVITIES To recognize the importance of plants: to 1. PLANT GOODIES humans, animals, and the environment. 2. LET'S GET TOGETHER OBJECTIVES: 3. DRESS ME UP For youth to: 4. REUSABLE PLANTS identify common uses of plants. 5. THE HEALTHY PROVIDERS describe ways that plants 6. EVERY BREATH YOU TAKE and animals depend on each other. create a landscape. list the benefits of composting. identify producers, consumers, and decomposers. DO discuss the end products of photosynthesis. The following are suggestions for using the activities in Lesson 2. The materials needed for each are listed within the activity. LESSON TIME: Lesson time may vary Give examples of plants and their uses in PLANT GOODIES. based upon learning Describe ways in which plants and animals depend on each activities selected. Most other in LET'S GET TOGETHER. activities are approximately 30 minutes. Explain the importance of landscaping in DRESS ME UP. Demonstrate the rate of decomposition of natural products in ADVANCE PREPARATION: REUSABLE PLANTS. Read the BACKGROUND BASICS on Why Are Plants Identify the components of an ecosystem in THE HEALTHY Important? PROVIDERS. Review activities and Discuss the importance of plants in EVERY BREATH YOU TAKE. choose appropriate one(s) to use. Collect and prepare materials for appropriate activities. REFLECT After completing the activities in this lesson, help youth reflect on what they have learned with these questions: What are five common human uses
    [Show full text]
  • Kids Growing With
    4H192/4H PSL 21 Kids Growing with Florida 4-H Plant Science Curriculum Leader’s Guide CREDITS AND ACKNOWLEDGMENTS 4-H PLANT CONNECTIONS was developed through a team effort of the Department of Family, Youth and Community Sciences, Institute of Food and Agricultural Sciences, The Florida 4-H Youth Development Office and the Departments of Horticultural Sciences and Environmental Horticulture, University of Florida. Original publication date May 1997. Revised January 2015. Reviewed January 2019. The curriculum package was originally created by Janice Easton, Alachua County Extension Service, and Deborah J. Glauer, Extension Youth Development Specialist and Plant Science Design Team Leader, Department of Family, Youth and Community Sciences. Additional assistance was provided by Christy Poole and Lynne Schreiber, project assistants. Technical review and assistance was provided by the following members of the Cooperative Extension Service Plant Science Curriculum Design Team (FL 712): Dr. Robert Black, Associate Professor, Department of Environmental Horticulture; Dr. Jeffery Williamson, Associate Professor, Department of Horticultural Sciences; Mr. Jim Stephens, Professor, Department of Horticultural Sciences; Dr. Joy Cantrell Jordan, Associate Professor and 4-H Youth Development Curriculum Specialist; Ray Zerba, Clay County Extension Horticulture Agent; Linda Landrum, Volusia County Extension Horticulture Agent; Charles Fedunak, Lake County Extension Horticulture Agent; Bob Renner, Marion County Extension 4-H Agent; Cindy Higgins, Columbia County Extension 4-H Agent; and David Dinkens, Bradford County Extension Director. Reviews and revisions were completed by Dr. Sydney Park Brown, Associate Professor, Environmental Horticulture; Norma Samuel, Urban Horticulture-Agent II, Marion County; Dr. Paula Davis, 4-H Youth Development-Agent III, Bay County; and Dr.
    [Show full text]
  • Human Uses of Plants
    Human Uses of Plants dried and burned for fuel medicinal uses as astringents, germicides, antiseptics extracts for treatment of eczema, psoriasis, hemorrhoids, scabies, acne & insect bites Mosses & construction material where wood is not available; peatcrete and peatwood are low cost alternatives Moss-Like as bioindicators of air pollution Plants horticultural uses as soil additives, mulch and for propagation by “air layering” water filtration and waste water treatment arts and crafts horticultural use as ornamental plants Ferns & a few species are eaten Fern-like basketry& weaving Plants all coal deposits come from ancient fern forests lumber, plywood, fiberboard flooring, furniture, paneling wood pulp for paper products Conifers & Conifer-Like turpentine, varnish, rosin, adhesives, chewing gum, printing ink Plants cellulose fibers are processed into cellophane, rayon and insulation as food and drink; pine nuts, ginkgo seeds, gin pharmaceuticals; ephedrin to treat asthma hay fever colds and as a stimulant addictive drugs; methamphetamines horticultural uses, landscaping, Christmas trees recreation; hiking, camping virtually all crop plants are flowering plants caffeine beverages; teas, coffee, cocoa cooking oils; corn, canola, peanut, sesame, olive, etc spices and seasonings; black pepper, cinnamon, vanilla, cloves, nutmeg, saffron, etc specialty lumber, flooring, paneling and furniture; oak, walnut, mahogany, maple, teak, pecan, etc wood alcohol, latex, adhesives Flowering maple syrup Plants dyes & perfumes; indigo, saffron, etc pharmaceuticals; atropine, aspirin, digitalis, aloe, quinine, morphine, strychnine, castor oil, etc addictive drugs; tobacco, marijuana, cocaine, opium cork; stoppers, flooring, insulation, etc fibers; cotton, flax, hemp, jute, rayon specialty papers; cotton, linen, papayrus burned as an energy source; fermented into gasohol and as alternative fuel source important in paleobotany and forensic botany phytoremediation to clean up hazardous wastes horticulture & landscaping recreation; hiking, camping.
    [Show full text]
  • Economic Botany - Biology 350.001 Spring Semester, 2011
    Economic Botany - Biology 350.001 Spring Semester, 2011 INSTRUCTOR: Dr. Dennis A. Gravatt Office: S-101 Phone: 468-3601 E-mail: [email protected] Office Hours: M & W 8:00am-10:00am, T & R 1:30pm-3:30pm. I encourage you to contact me for help. If my office hours are impossible for you to meet, I will arrange an alternate time to meet. TEXTBOOK Plants and Society. E. Levetin and K. McMahon. 2008. Fifth Edition. McGraw Hill. New York, NY. 527 pp. ISBN 978-0-07-297006-7. Objectives: • To learn the diverse human uses of plants and plant products. • To learn the taxonomic diversity of useful plants. • To learn the biological reasons why certain plant resources are important. • To acquire an increased awareness and appreciation of plants and plant products encountered in everyday life. • To recognize geographic, historical, & cultural differences in the uses and importance of plants. • To relate diverse aspects of human cultural endeavors to plant resources, and to gain a better understanding and perspective of the origins, histories, and roles of important plants and plant products to the development of human culture. • To clearly articulate new and existing ideas in written form. TESTING AND GRADING PROCEDURE Four one-hour exams worth 100 points each will be administered. One major research paper on a topic germane to the course. Therefore, you will attempt 600 points in the course. 4 exams at 100 points each ............................................................... 400 points Research Paper .................................................................................. 200 points 600 points Letter grade determination: A = 100 - 90.0%; B = 89.99 - 80.0%; C = 79.99 - 70.0%; D = 69.99 - 60.0%; F= 59.99% or below NATURE OF ALL EXAMS Exams are multiple choice, short answer and essay.
    [Show full text]
  • An Introductory Course in Botany Or Biology (E.G., Botany 130, Biology 151), Or Permission of the Instructor
    ETHNOBOTANY COURSE SYLLABUS, FALL 2014 BOTANY/ANTHROPOLOGY/AMERICAN INDIAN STUDIES 474 3 credits Lectures MWF 11:00 – 11:50 am in B-302 Birge Hall Prerequisite: an introductory course in botany or biology (e.g., Botany 130, Biology 151), or permission of the instructor. Instructor: Dr. Eve Emshwiller Office: 321 Birge Hall/Botany Dept. e-mail: [email protected] Office hours Mondays 12:00 to 12:45 or by appointment. Teaching Assistant: Alex McAlvay Office: 319 Birge Hall/Botany Dept. e-mail: [email protected] Office hours Mondays 3:00pm to 4:00pm or by appointment. Ethnobotany is the study of the interactions between human cultures and plants. As such it is an extremely broad field that crosses disciplinary boundaries. It includes economic botany, the study of the human uses of plants in all aspects of culture. However, ethnobotany also includes aspects that do not involve the practical uses of plants, such as linguistic/cognitive studies of how plants are perceived, named, and classified in various cultures, or studies of the history of human impacts on the environment. The course is intended as a broad survey of the kinds of plant-human interactions that are studied by ethnobotanists, and is aimed at upper-level undergraduates and early graduate students. Topics to be covered include: Ethnoecology / Traditional resource management Agriculture: origins, traditional, industrialized, sustainable Crop domestication, evolution, and conservation of genetic diversity Interactions of humans and plants in the past: archaeobotany, paleoethnobotany,
    [Show full text]
  • Genetics and Genomics of Crop Domestication J.S
    Genetics and genomics of crop domestication J.S. (Pat) Heslop-Harrison and Trude Schwarzacher Department of Biology, University of Leicester, Leicester LE1 7RH, UK [email protected] and [email protected] Chapter for: Plant biotechnology and agriculture: Prospects for the 21st century Editors: Arie Altman (Hebrew University of Jerusalem, Israel), Paul Michael Hasegawa (Purdue University, USA) Contents Genetics and genomics of crop domestication ........................................................................................................ 1 Key Words .......................................................................................................................................................... 1 1.1 Plants and Domestication ............................................................................................................................. 2 1.1.1 Scope ..................................................................................................................................................... 2 1.1.2 Domesticated crops ................................................................................................................................ 2 1.1.3 Weeds .................................................................................................................................................... 3 1.1.4 Invasive species ..................................................................................................................................... 4 1.1.5 Model species and crop sciences ..........................................................................................................
    [Show full text]
  • Movement of Crop Transgenes Into Wild Plants
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications in the Biological Sciences Papers in the Biological Sciences 1996 Movement of Crop Transgenes into Wild Plants Kathleen H. Keeler University of Nebraska - Lincoln, [email protected] Charles E. Turner United States Department of Agriculture Margaret R. Bolick University of Nebraska - Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/bioscifacpub Part of the Agriculture Commons, Plant Biology Commons, and the Plant Breeding and Genetics Commons Keeler, Kathleen H.; Turner, Charles E.; and Bolick, Margaret R., "Movement of Crop Transgenes into Wild Plants" (1996). Faculty Publications in the Biological Sciences. 294. https://digitalcommons.unl.edu/bioscifacpub/294 This Article is brought to you for free and open access by the Papers in the Biological Sciences at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications in the Biological Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Keeler, Turner & Bolick in Herbicide-Resistant Crops: Agricultural, Environmental, Regulatory, and Technical Aspects (ed., S.O. Duke). Published by Lewis Publishers, Boca Raton, 1996. ISBN 1-56670-045-0. Chapter 20 MOVEMENT OF CROP TRANSGENES INTO WILD PLANTS Kathleen H. Keeler Charles E. Turner Margaret R. Bolick CONTENTS 1. Introduction 304 2. Herbicide-Resistant Weeds 305 2.1. Weed Definitions 305 2.2 Weed Severity 305 2.3. Lines of Evidence 306 2.3.1. Cultivated Plants 306 2.3.2. Herbicide Resistance Genes 306 2.3.3. Environment 306 2.3.4. Lessons from Introduced Species 307 2.3.5. Predictions of Experts 307 3.
    [Show full text]
  • General Botany Date Mathematics and Science November 2017 Department: Submitted: (AAC:17-61)
    COURSE SYLLABUS Course Title: General Botany Date Mathematics and Science November 2017 Department: submitted: (AAC:17-61) Curriculum: Biology Course Code: (eg. ACC 101) BIO*155 Prerequisites: Course Type: X C- or better in Integrated Reading and A: Clinical B: Lab D: Distance Learning Writing II (ENG*075) OR Introduction to I: Individual/Independent L: Lecture N: M: Seminar Internship P: College Reading & Writing (ENG*093) OR Practicum U: Studio Introduction to College English (ENG*096) X: Combined Lecture/Lab Y: Combined Lecture/ OR Reading & Writing VI (ESL*162), or Clinical/Lab Z: Combined Lecture/Studio placement into Composition (ENG*101) [including embedded ENG*101] Course Elective Type: G/LAS/S Descriptors: E: English FA: Fine Arts FL: Foreign Language G: General Make certain that the HI: History HU: Humanities LAS: Liberal Arts & Sciences M: Math course descriptors are S: Science SS: Social Science consistent with college and Board of Trustees Credit Hours: 4 Corequisites: policies, and the (yes/no) NO current course Developmental: numbering system. Lecture: 3 Clinical: 0 None Lab: 3 Contact Hours: Studio 0 Other: 0 TOTAL: 6 Other Requirements: Class Maximum: 18 Laboratory Coat Semesters Offered: F/Sp Ability-Based At Tunxis Community College students are assessed on the knowledge and skills they have learned. Education The faculty identified the General Education Abilities critical to students’ success in their professional and (ABE) personal lives. In every class, students are assessed on course abilities, sometimes program abilities, Statement: and, in most classes, at least one General Education Ability. Students will receive an evaluation of the degree to which they have demonstrated or not demonstrated that General Education Ability.
    [Show full text]
  • Economic Botany - Biology 350.001 M-W-F, 10:00-10:50, Fall 2019
    Economic Botany - Biology 350.001 M-W-F, 10:00-10:50, Fall 2019 INSTRUCTOR: Dr. Dennis A. Gravatt Office: S-239 Phone: 468-2418 E-mail: [email protected] Office Hours: M-W- F 9:00am – 9:50am, M-W 1:30pm – 2:30pm I encourage you to contact me for help. If my office hours are impossible for you to meet, I will arrange an alternate time to meet. TEXTBOOK Plants and Society. E. Levetin and K. McMahon. 2016. Seventh Edition. McGraw Hill. New York, NY. 528 pp. ISBN 978-0-07-802303-3. Objectives: • To learn the diverse human uses of plants and plant products. • To learn the taxonomic diversity of useful plants. • To learn the biological reasons why certain plant resources are important. • To acquire an increased awareness and appreciation of plants and plant products encountered in everyday life. • To recognize geographic, historical, & cultural differences in the uses and importance of plants. • To relate diverse aspects of human cultural endeavors to plant resources, and to gain a better understanding and perspective of the origins, histories, and roles of important plants and plant products to the development of human culture. Student Learning Outcomes (Course Competencies): Knowledge and Understanding Students understanding will be evaluated with comprehensive objective exams covering each topic in detail. Students who successful complete Economic Botany will demonstrate: An understanding of botanical properties of flowering and non-flowering plants, algae, and fungi with a focus on the diversity and applications of phytochemicals. An understanding of plants as a source of food – emphasis on major food crops with respect to the following: requirements for human nutrition, the origin of agriculture, legumes, and starchy staples.
    [Show full text]
  • Unit 2 Œ Plants for Food and Fibre UNIT OVERVIEW
    Unit B: Plants for Food and Fibre Name: _____ Date: ________________ Unit 2 œ Plants for Food and Fibre UNIT OVERVIEW By studying plants for food and fibre, you will understand how we use plants and plant materials, what the consequences of doing so are. We will also be looking at how technology and needs are connected to our use of plants and the effect this has on plants and the environment. Secondly, we will be looking at the life process and structures of plants and how these structures can be specialized to meet the needs of their local environment. You will also look at how the use of herbicides and pesticides can affect the yield of crops and effect the environment. Finally we will be looking at identifying and interpreting relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre. As you work this unit, you will need to provide evidence of your understanding of concepts that related to biological diversity. Use this table so keep track of your progress and where you have shown clear understanding. Unit B: Plants for Food and Fibre Name: _____ Date: ________________ Science 7 Plants for Food and Fibre Knowledge Outcomes Still On My With 1. Investigate plant uses; and identify links among Learning Way Ease needs, technologies, products and impacts. The big ideas/Enduring Understandings (Rocks) Include evidence. Can I describe human uses of plants as sources of food and raw materials? Can I illustrate and explain the essential role of plants within the environment? Important to know and be able to do (Sand) Include evidence.
    [Show full text]