Ultrastructure of Cells and Microanalysis in Malus Domestica Borkh. 'Szampion' Fruit in Relation to Varied Calcium Foliar Fe
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Root Hydrotropism, Or Any Other Plant Differential C
American Journal of Botany 100(1): 14–24. 2013. R OOT HYDROTROPISM: AN UPDATE 1 G LADYS I. CASSAB 2 , D ELFEENA E APEN, AND M ARÍA EUGENIA C AMPOS Departamento de Biología Molecular de Plantas, Instituto de Biotecnología, Universidad Nacional Autónoma de México, Apdo. Postal 510-3, Col. Chamilpa, Cuernavaca, Mor. 62250 México While water shortage remains the single-most important factor infl uencing world agriculture, there are very few studies on how plants grow in response to water potential, i.e., hydrotropism. Terrestrial plant roots dwell in the soil, and their ability to grow and explore underground requires many sensors for stimuli such as gravity, humidity gradients, light, mechanical stimulations, tem- perature, and oxygen. To date, extremely limited information is available on the components of such sensors; however, all of these stimuli are sensed in the root cap. Directional growth of roots is controlled by gravity, which is fi xed in direction and intensity. However, other environmental factors, such as water potential gradients, which fl uctuate in time, space, direction, and intensity, can act as a signal for modifying the direction of root growth accordingly. Hydrotropism may help roots to obtain water from the soil and at the same time may participate in the establishment of the root system. Current genetic analysis of hydrotropism in Arabidopsis has offered new players, mainly AHR1, NHR1, MIZ1 , and MIZ2 , which seem to modulate how root caps sense and choose to respond hydrotropically as opposed to other tropic responses. Here we review the mechanism(s) by which these genes and the plant hormones abscisic acid and cytokinins coordinate hydrotropism to counteract the tropic responses to gravitational fi eld, light or touch stimuli. -
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 -
Vegetable Nutrition
Basic Vegetable Gardening Lesson 14: Vegetable Nutrition Lesson Summary: Members will design a poster to promote the nutritional value of a fruit or vegetable. They will explain their poster and “teach” the benefits with the whole group. Intended Learning Outcomes: Members will learn about the nutrition of different fruits and vegetables. Length: 50 minutes Materials: One piece of paper (A4 or larger) for each pair Pencils Colored pencils, markers, chalk or paint (optional) Vegetable flash cards Information on vegetable nutrition – such as the Teachers’ Manual or Pocket Guide Background: An important part of gardening is to grow fruits and vegetables that give nutrition and health to us and our families. Lesson Steps 1. (5 minutes) – Introduction Welcome the members and discuss the current state of the garden. Is there produce that needs to be harvested? Are there any other garden tasks that need to be discussed? 2. (20 minutes) – Make posters to encourage members to eat fruits and vegetables. Explain that today the members will be learning about the nutrition of a variety of fruits and vegetables. They will work in pairs to make a poster about one fruit or vegetable. The poster should include all of the important nutritional information about the fruit or vegetable they choose. Members may look at the Pocket Guide, Teachers’ Manual, or other resources to find out more information about many different types of produce. The posters members make should have the name of the fruit or vegetable at the top of the poster, a drawing of the produce, and information about the health benefits of that produce. -
Plant:Animal Cell Comparison
Comparing Plant And Animal Cells http://khanacademy.org/video?v=Hmwvj9X4GNY Plant Cells shape - most plant cells are squarish or rectangular in shape. amyloplast (starch storage organelle)- an organelle in some plant cells that stores starch. Amyloplasts are found in starchy plants like tubers and fruits. cell membrane - the thin layer of protein and fat that surrounds the cell, but is inside the cell wall. The cell membrane is semipermeable, allowing some substances to pass into the cell and blocking others. cell wall - a thick, rigid membrane that surrounds a plant cell. This layer of cellulose fiber gives the cell most of its support and structure. The cell wall also bonds with other cell walls to form the structure of the plant. chloroplast - an elongated or disc-shaped organelle containing chlorophyll. Photosynthesis (in which energy from sunlight is converted into chemical energy - food) takes place in the chloroplasts. chlorophyll - chlorophyll is a molecule that can use light energy from sunlight to turn water and carbon dioxide gas into glucose and oxygen (i.e. photosynthesis). Chlorophyll is green. cytoplasm - the jellylike material outside the cell nucleus in which the organelles are located. Golgi body - (or the golgi apparatus or golgi complex) a flattened, layered, sac-like organelle that looks like a stack of pancakes and is located near the nucleus. The golgi body modifies, processes and packages proteins, lipids and carbohydrates into membrane-bound vesicles for "export" from the cell. lysosome - vesicles containing digestive enzymes. Where the digestion of cell nutrients takes place. mitochondrion - spherical to rod-shaped organelles with a double membrane. -
Effect of Molybdenum Rate on Yield and Quality of Lettuce, Escarole, and Curly Endive Grown in a Floating System
agronomy Article Effect of Molybdenum Rate on Yield and Quality of Lettuce, Escarole, and Curly Endive Grown in a Floating System Alessandra Moncada, Alessandro Miceli *, Leo Sabatino, Giovanni Iapichino, Fabio D’Anna and Filippo Vetrano Dipartimento Scienze Agrarie, Alimentari e Forestali, Università di Palermo, Viale delle Scienze 4, 90128 Palermo, Italy; [email protected] (A.M.); [email protected] (L.S.); [email protected] (G.I.); [email protected] (F.D.); fi[email protected] (F.V.) * Correspondence: [email protected]; Tel.: +39-091-2386-2219 Received: 29 June 2018; Accepted: 27 August 2018; Published: 1 September 2018 Abstract: Molybdenum (Mo) is required in enzymes involved in a number of different metabolic processes, and is crucial for the survival of plants and animals. The influence of nutrient solutions containing four levels of molybdenum (0, 0.5, 1.5, and 3.0 µmol/L) on growth, yield, and quality of lettuce, escarole, and curly endive grown in a hydroponic floating system was evaluated. Biometric, nutrient, and quality analyses were conducted to assess the response of each species to Mo. The results demonstrated that molybdenum is essential for harvesting marketable plants. Lettuce, escarole, and curly endive plants differed significantly in their response to molybdenum fertilization. The increase of Mo concentration in the nutrient solution was not harmful for plants and had no influence on yield and morphological traits of the leafy vegetables; however, it significantly affected some quality characteristics. Mo fertilization raised the nutritional quality by increasing ascorbic acid content up to 320.2, 139.0, and 102.1 mg kg−1 FW (fresh weight), and reducing nitrate content down to 1039.2, 1047.3, and 1181.2 mg kg−1 FW for lettuce, escarole, and curly endive, respectively. -
The Impact of Mineral Nutrients in Food Crops on Global Human Health
Plant and Soil 247: 83–90, 2002. 83 © 2002 Kluwer Academic Publishers. Printed in the Netherlands. The impact of mineral nutrients in food crops on global human health Ross. M. Welch USDA, ARS, U.S. Plant, Soil and Nutrition Laboratory, Cornell University, Tower Road, Ithaca, NY 14853, USA (E-mail: [email protected]) Key words: food quality, food systems, human nutrition, global nutrition, malnutrition, micronutrients, mineral nutrition, nutrient deficiencies, plant nutrition Abstract Nutrient sufficiency is the basis of good health, productive lives and longevity for everyone. Nutrient availability to people is primarily determined by the output of foods produced from agricultural systems. If agricultural systems fail to provide enough food diversity and quantity to satisfy all the nutrients essential to human life, people will suffer, societies will deteriorate and national development efforts will stagnate. Importantly, plant foods provide most of the nutrients that feed the developing world. Unfortunately, as a result of population pressures, many global food systems are not currently providing enough micronutrients to assure adequate micronutrient intakes for all people. This has resulted in an increasing prevalence of micronutrient deficiencies (e.g., iron deficiency, vitamin A deficiency, and iodine deficiency disorders) that now afflicts over three billion people globally mostly among resource-poor women, infants and children in developing countries. The consequences of micronutrient malnutri- tion are profound and alarming for human existence. Agricultural approaches to finding sustainable solutions to this problem are urgently needed. This review presents some ways in which plant nutritionists can contribute to preventing micronutrient malnutrition in sustainable ways. Introduction • Vitamin A deficiency can lead to poor night vis- ion, eye lesions and, in severe cases, perman- Humans are dependent on consuming enough diverse ent blindness; increased illness and death from foods to provide all the required nutrients to sus- infections. -
2 the Structure and Ultrastructure of the Cell Gunther Neuhaus Institut Fu¨R Zellbiologie, Freiburg, Germany
2 The Structure and Ultrastructure of the Cell Gunther Neuhaus Institut fu¨r Zellbiologie, Freiburg, Germany 2.1 Cell Biology . .........................40 2.2.7.6 Isolating Secondary Walls . 107 2.1.1 Light Microscopy . 43 2.2.8 Mitochondria . 109 2.1.2 Electron Microscopy . 45 2.2.8.1 Shape Dynamics and Reproduction . 110 2.2.8.2 Membranes and Compartmentalization in 2.2 The Plant Cell . .........................46 Mitochondria . 112 2.2.1 Overview . 46 2.2.9 Plastids . 113 2.2.2 The Cytoplasm . 50 2.2.9.1 Form and Ultrastructure of 2.2.2.1 The Cytoskeleton . 51 Chloroplasts . 114 2.2.2.2 Motor Proteins and Cellular Kinetic 2.2.9.2 Other Plastid Types, Starches . 116 Processes . 55 2.2.2.3 Flagella and Centrioles . 57 2.3 Cell Structure in Prokaryotes ............. 119 2.2.3 The Cell Nucleus . 59 2.3.1 Reproduction and Genetic Apparatus . 122 2.2.3.1 Chromatin . 60 2.3.2 Bacterial Flagella . 124 2.2.3.2 Chromosomes and Karyotype . 63 2.3.3 Wall Structures . 125 2.2.3.3 Nucleoli and Preribosomes . 64 2.2.3.4 Nuclear Matrix and Nuclear Membrane . 65 2.4 The Endosymbiotic Theory and the 2.2.3.5 Mitosis and the Cell Cycle . 66 Hydrogen Hypothesis . ............. 125 2.2.3.6 Cell Division . 73 2.4.1 Endocytobiosis . 126 2.2.3.7 Meiosis . 73 2.4.2 Origin of Plastids and Mitochondria by 2.2.3.8 Crossing-Over . 79 Symbiogenesis . 127 2.2.3.9 Syngamy . 79 2.2.4 Ribosomes . -
Identifying Genetic Factors That Contribute to Trait Variation Among Species Is Difficult
Identifying genetic factors that contribute to trait variation among species is difficult. Weiss et al. developed a method for unbiased genome-scale mapping of trait differences and used it to work out how a range of yeast species evolved. When crossed, these yeast species produce sterile offspring, preventing the use of traditional genetic-mapping techniques. However, by reciprocal hemizygosity analysis via sequencing (RH-seq), alleles that contributed to differences in thermotolerance were spotted that diverged between two species. Surprisingly, these turned out to map to essential housekeeping genes. Thus, without taking a candidate locus approach, RH-seq allowed identification of genes responsible for traits that differ between species. Nat. Genet. 50, 1501 (2018). https://www.sciencemag.org/news/2018/11/researchers-launch-plan-sequence-66000-species-united-kingdom-s-just- start?utm_campaign=news_weekly_2018-11-02&et_rid=328058488&et_cid=2465523 The Earth BioGenome Project aims to sequence the genome of every complex organism on Earth — that’s 1.5 million species — and will probably cost $US4.7 billion. The project brings together more than a dozen existing ventures that focus on various slices of life, such as specific types of animal or the creatures of a particular country. Among the largest commitments to the effort so far is a plan by the the Wellcome Sanger Institute to decode the genomes of all the eukaryotic species in the United Kingdom, thought to number about 66,000. Nature | 3 min read https://www.sciencemag.org/news/2018/11/poop-vault-human-feces-could-preserve-gut-biodiversity-and-help-treat- disease?utm_campaign=news_weekly_2018-11-02&et_rid=328058488&et_cid=2465523 Bacterial Heme-Based Sensors of Nitric Oxide Dominique E. -
Beta-Carotene at a GLANCE
Beta-Carotene AT A GLANCE Introduction Beta-carotene is a member of the carotenoid family, which are highly pigmented (red, orange, yellow), fat- soluble compounds naturally present in many fruits, grains, oils, and vegetables. Among the naturally occurring carotenoids that can be converted to vitamin A in the human body, so-called ‘provitamin A carotenoids’, beta-carotene is the most abundant and most efficient one found in foods. Health Functions A sufficient intake of beta-carotene is important as it functions as • a safe source of vitamin A, helping the body to reach the vitamin A levels that are essential for normal growth and development, good vision and eye health, a strong immune system, and healthy skin. • an antioxidant, contributing to protecting the body against the damaging effects of free radicals, which can potentially increase the risk of developing certain diseases, including cardiovascular diseases and cancer. Disease Risk Reduction Lung cancer Studies indicate that increased intake of vegetables and fruits rich in beta-carotene may decrease the risk of lung cancer. It is not clear if these effects can be attributed to beta-carotene alone as the role of other carotenoids or vitamins from vegetables and fruits and associated dietary or life style patterns have not been adequately explored in the studies (see also Principles – The contradictory science of micronutrients). Heart disease A number of studies have associated high blood levels of dietary beta-carotene and other carotenoids with a lower risk of developing diseases that involve the heart or blood vessels (e.g., heart attack and atherosclerosis). Skin health There is evidence that beta-carotene, alone and in combination with other carotenoids or antioxidant vitamins can protect the skin from sun damage. -
Evolution of the Intake and Nutritional Recommendations of Calcium And
Nutr Hosp. 2015;32(5):1987-1993 ISSN 0212-1611 • CODEN NUHOEQ S.V.R. 318 Revisión Evolution of the intake and nutritional recommendations of calcium and vitamin D for the last 14 years in Spain Luis Collado Yurrita1, Graciela Grande Oyarzábal2, Elena Garicano-Vilar2, María José Ciudad Cabañas1 e Ismael San Mauro Martín1,2 1Medicine Department (Complutense University of Madrid). 2Research Centre in Nutrition & Health (CINUSA Group), Spain. Abstract EVOLUCIÓN DE LA INGESTA DE CALCIO Y VITAMINA D Y SUS RECOMENDACIONES Introduction: calcium and vitamin D are essential NUTRICIONALES EN LOS ÚLTIMOS 14 AÑOS for the human being. Scientific evidence supports the EN ESPAÑA correlation between both nutrients and their essential processes in the correct functioning of the human’s organism, which is what justifies the increase of the Resumen recommended ingestion in Spain, since 2001 until Introducción: el calcio y la vitamina D son esenciales nowadays. para el ser humano. La evidencia científica apoya la co- Objectives: to analyse the evolution on calcium and rrelación entre ambos nutrientes y sus procesos esencia- vitamin D ingestion related to the evolution of the Dietary les en el correcto funcionamiento del organismo del ser Reference Intake, as well as its repercussion, since 2001 humano, que es lo que justifica el aumento de la ingesta until nowadays. recomendada en España, desde 2001 hasta hoy en día. Design/Setting: a bibliographical search in major Objetivos: analizar la evolución en la ingesta del cal- scientific data bases, PubMed, SciELO and EMBASE cio y la vitamina D en relación con la evolución de las was conducted. -
The-Plant-Cell.Pdf
Levetin−McMahon: Plants II. Introduction to Plant 2. The Plant Cell © The McGraw−Hill and Society, Fifth Edition Life: Botanical Principles Companies, 2008 UNIT II CHAPTER OUTLINE Early Studies of Cells 20 The Cell Wall 22 The Protoplast 22 Membranes 22 Moving Into and Out of Cells 22 Organelles 23 A CLOSER LOOK 2.1 Origin of Chloroplasts and Mitochondria 25 The Nucleus 26 Cell Division 26 The Cell Cycle 26 Prophase 27 Metaphase 27 Anaphase 27 Telophase 27 Cytokinesis 27 Chapter Summary 30 Review Questions 30 Further Reading 30 KEY CONCEPTS 1. The Cell Theory establishes that the cell is the basic unit of life, that all living organisms are composed of cells, and that cells arise from preexisting cells. 2. Plant cells are eukaryotic, having an organized nucleus and membrane-bound organelles. 3. Substances can move into and out of cells by diffusion and osmosis. 4. Mitosis, followed by cytokinesis, results in two genetically identical daughter cells. Growth, replacement of cells, and asexual reproduction all depend on the process of cell division. CHAPTER 2 The Plant Cell Plantlets are produced by vegetative reproduction on the leaf margin of kalanchoe. Mitosis is the underlying cell division for vegetative or asexual reproduction. 19 Levetin−McMahon: Plants II. Introduction to Plant 2. The Plant Cell © The McGraw−Hill and Society, Fifth Edition Life: Botanical Principles Companies, 2008 20 UNIT II Introduction to Plant Life: Botanical Principles ll plants (and every other living organism) are com- posed of cells. In some algae and fungi, the whole A organism consists of a single cell, but angiosperms are complex multicellular organisms composed of many dif- ferent types of cells. -
Lesson 14 – Vegetable Nutrition (Short)
Basic Vegetable Gardening Short Lesson Plans Lesson 14: Vegetable Nutrition Lesson Summary: Boys and girls will make a poster teaching others about nutrition. Boys and girls will learn about the nutrition of different fruits and vegetables. Time: 40 minutes What you need: One piece of paper (A4 or larger) for each group Colored pencils, markers, chalk or paint Pocket Guide, flash cards or Teachers’ Manual on School Gardens for nutrition information Lesson Steps 1. (3 minutes) – Introduction Ask boys and girls to review the last lesson. 2. (20 minutes) – Boys and girls make nutrition posters. Have boys and girls work in small groups. Directions: 1. Choose a fruit or vegetable. 2. Read about the fruit or vegetable. 3. Make a poster with all of the important nutritional information on it. a. Write the name of the fruit or vegetable at the top of the poster. b. Draw the fruit or vegetable the middle. c. Write the health benefits of the fruit or vegetable on the poster. d. Draw what parts of the body the vegetable or fruit helps. Boys and girls may use the Pocket Guide to find out more nutrition information. The vegetable flash cards will help them draw the vegetable. 3. (10 minutes) Each group shows and explains their poster to the group. If there is time, have boys and girls group posters by the kind of health benefits the fruit or vegetable has. For example, group posters of those vegetables that give us protein. 4. (5 minutes) - Review Ask these questions: Why did we learn about vegetable and fruit nutrition today? Which vegetables and fruit are important to eat? Answer: answers vary, but a wide variety of foods provide different vitamins and minerals that the body needs.