DOCSLIB.ORG

Stamen Petal Filament Anther Carpel Stigma Ovary Style Ovule Sepal

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Stamen Petal Filament Anther Carpel Stigma Ovary Style Ovule Sepal © 2014 Pearson Education, Inc. 1 Stigma Stamen Anther Carpel Style Filament Ovary Petal Sepal Ovule © 2014 Pearson Education, Inc. 2 Sepals Petals Stamens A Carpels B C C gene activity B + C (a) A schematic diagram A B Carpel + gene of the ABC hypothesis gene activity activity Petal A gene Stamen activity Sepal Active B B B B B B B B A A A A genes: A A C C C C A A C C C C C C C C A A C C C C A A A B B A A B B A Whorls: Carpel Stamen Petal Sepal Wild type Mutant lacking A Mutant lacking B Mutant lacking C (b) Side view of flowers with organ identity mutations © 2014 Pearson Education, Inc. 3 Carpel Anther Microsporangium Microsporocytes (2n) Mature flower on sporophyte plant MEIOSIS Microspore (2n) (n) Ovule with Generative cell megasporangium (2n) Tube cell Male gametophyte (in pollen Pollen Germinating Ovary grain) (n) seed MEIOSIS grains Stigma Pollen tube Megasporangium (2n) Sperm Embryo (2n) Surviving Tube nucleus Endosperm (3n) Seed megaspore Seed coat (2n) (n) Antipodal cells Integuments Style Female Polar nuclei gametophyte in central cell (embryo sac) Pollen Synergids tube Zygote (2n) Egg (n) Sperm Nucleus of Egg (n) developing nucleus (n) endosperm (3n) FERTILIZATION Key Haploid (n) Diploid (2n) Discharged sperm nuclei (n) © 2014 Pearson Education, Inc. 4 Abiotic pollination by wind Pollination by insects Common dandelion Common dandelion under normal light under ultraviolet Hazel staminate light flower (stamens only) Hazel carpellate flower (carpels only) © 2014 Pearson Education, Inc. 5 Pollination by bats or birds Long-nosed bat feeding on cactus flower at night Hummingbird drinking nectar of columbine flower © 2014 Pearson Education, Inc. 6 Stigma Pollen Endosperm grain nucleus (3n) Pollen tube (two polar nuclei plus sperm) Two sperm Ovule Tube Polar nucleus nuclei Style Egg Ovary Synergid Polar Zygote (2n) Ovule nuclei Two sperm (egg plus sperm) Egg Micropyle © 2014 Pearson Education, Inc. 7 Ovule Endosperm nucleus Zygote Integuments Zygote Terminal cell Basal cell Proembryo Suspensor Basal cell Cotyledons Shoot apex Root apex Seed coat Suspensor Endosperm © 2014 Pearson Education, Inc. 8 Seed coat Epicotyl Hypocotyl Radicle Cotyledons (a) Common garden bean, a eudicot with thick cotyledons Seed coat Endosperm Cotyledons Epicotyl Hypocotyl Radicle (b) Castor bean, a eudicot with thin cotyledons Scutellum Pericarp fused (cotyledon) with seed coat Coleoptile Endosperm Epicotyl Hypocotyl Coleorhiza Radicle (c) Maize, a monocot © 2014 Pearson Education, Inc. 9 Foliage leaves Cotyledon Epicotyl Hypocotyl Cotyledon Hypocotyl Hypocotyl Cotyledon Radicle Seed coat (a) Common garden bean Foliage leaves Coleoptile Coleoptile Radicle (b) Maize © 2014 Pearson Education, Inc. 10 Stigma Style Carpels Stamen Flower Petal Ovary Stamen Stamen Sepal Stigma Ovary (in Ovule receptacle) Ovule Pea flower Raspberry flower Pineapple inflorescence Apple flower Each segment Carpel Remains of develops (fruitlet) stamens and styles Stigma from the Sepals Seed carpel Ovary of one flower Stamen Seed Receptacle Pea fruit Raspberry fruit Pineapple fruit Apple fruit (a) Simple fruit (b) Aggregate fruit (c) Multiple fruit (d) Accessory fruit © 2014 Pearson Education, Inc. 11 Dispersal by water Coconut seed embryo, endosperm, and endocarp inside Dispersal by wind buoyant husk Giant seed of the tropical Asian climbing gourd Dandelion fruit Alsomitra macrocarpa Dandelion “seeds” (actually one-seeded fruits) Winged fruit of a maple Tumbleweed © 2014 Pearson Education, Inc. 12 Dispersal by animals Fruit of puncture vine (Tribulus terrestris) Squirrel hoarding seeds or fruits underground Ant carrying seed with attached “food body” Seeds dispersed in black bear feces © 2014 Pearson Education, Inc. 13 (a) Staminate flowers (left) and carpellate flowers (right) of a dioecious species Stamens Styles Styles Stamens Thrum flower Pin flower (b) Thrum and pin flowers © 2014 Pearson Education, Inc. 14 Asexual reproduction in aspen trees © 2014 Pearson Education, Inc. 15 (a) (b) (c) Developing root Laboratory cloning of a garlic plant © 2014 Pearson Education, Inc. 16 © 2014 Pearson Education, Inc. 17 © 2014 Pearson Education, Inc. 18 .
Load more

Recommended publications
  • Flowers and Maturation 3Rd - 5Th Grade
    Flowers and Maturation 3rd - 5th Grade Introduction Over 90% of all plants are angiosperms or flowering plants. When you think of flowers, you probably think of a rose, carnation or maybe, a tulip . It is not just flowers that are flowering plants. In the spring and summer, you can find flowers in many places but, many plants have flowers that you never see. The grass in the yard is a flowering plant but, you have probably never seen their flower. They are hidden inside the plant. A plant lives to produce more plants and it needs a flower to do that. Flowers are responsible for producing seeds This lesson will teach you the parts of a flower and how those parts work. Objectives • Students will understand the role of flowers in the life of a plant. • Students will understand the basic parts of a flower. • Students will understand the function of the parts of the flower. • Students will understand seed development. Background First, let us look at the diagram of a flower. Photo provided by: https://www.colourbox.com/vector/a-common-flower-parts-vector-34289070 kansascornstem.com A “perfect flower” has both male and female parts. There are also parts that are not male or female. The sepal are leaves that protect the flower as it grows. They peel back as the flower grows. The petals give many flowers their beauty, but the most important job they have are to attract insects that will help them in the process of producing seeds. You will read more about that later.
    [Show full text]
  • Plant Terminology
    PLANT TERMINOLOGY Plant terminology for the identification of plants is a necessary evil in order to be more exact, to cut down on lengthy descriptions, and of course to use the more professional texts. I have tried to keep the terminology in the database fairly simple but there is no choice in using many descriptive terms. The following slides deal with the most commonly used terms (more specialized terms are given in family descriptions where needed). Professional texts vary from fairly friendly to down-right difficult in their use of terminology. Do not be dismayed if a plant or plant part does not seem to fit any given term, or that some terms seem to be vague or have more than one definition – that’s life. In addition this subject has deep historical roots and plant terminology has evolved with the science although some authors have not. There are many texts that define and illustrate plant terminology – I use Plant Identification Terminology, An illustrated Glossary by Harris and Harris (see CREDITS) and others. Most plant books have at least some terms defined. To really begin to appreciate the diversity of plants, a good text on plant systematics or Classification is a necessity. PLANT TERMS - Typical Plant - Introduction [V. Max Brown] Plant Shoot System of Plant – stem, leaves and flowers. This is the photosynthetic part of the plant using CO2 (from the air) and light to produce food which is used by the plant and stored in the Root System. The shoot system is also the reproductive part of the plant forming flowers (highly modified leaves); however some plants also have forms of asexual reproduction The stem is composed of Nodes (points of origin for leaves and branches) and Internodes Root System of Plant – supports the plant, stores food and uptakes water and minerals used in the shoot System PLANT TERMS - Typical Perfect Flower [V.
    [Show full text]
  • Flower Power
    FLOWER POWER IDAHO BOTANICAL GARDEN WHAT IS A FLOWER? INSTRUCTIONAL OBJECTIVE: When students finish this project, they will have gained respect for the beauty of flowers and appreciate their ecological and practical importance. INTRODUCTION Dear Teacher, The Idaho Botanical Garden is an outdoor learning environment. We want to make your visit comfortable and enjoyable, and ask that your students are dressed appropriately for the weather and have water, especially in the warm weather months. TERMS Angiosperms: Flowering plants that produce seeds enclosed in a fruit. Anthers: The boxlike structures at the top of stamens, where pollen is produced. Botanical garden: A place where plants are collected and displayed for scientific, educational and artistic purposes. Fertilization: The union of male sperm cells and female egg cells. Filament: The stalk of the stamen. Flower: The reproductive structure of an angiosperm. Fruit: A ripened ovary conaining seeds. Nectar: The sweet liquid produced by flowers to attract pollinators. Ovary: The hollow compartment at the base of the pistil which contains ovules. It develops into a fruit containing seeds. Ovules: The structures in a flower ovary that can develop into seeds. Pistil: The female part of a flower; stigma, style, and ovary. Pollen: A yellow, powder-like material containing sperm cells. Pollen tubes: Tubes that carry sperm cells from the stigma into the ovary. Pollination: The process of pollen coming together with the stigma of a flower. Pollinators: Animals which carry pollen from one flower to another. Seed: A structure containing a baby plant and its food supply, which is surrounded by a protective seed coat.
    [Show full text]
  • "Role of the Gynoecium in Cytokinin-Induced Carnation Petal
    J. AMER. Soc. HORT. SCI. 116(4):676-679. 1991. Role of the Gynoecium in Cytokinin-induced Carnation Petal Senescence William R. Woodson and Amanda S. Brandt Department of Horticulture, Purdue University, West Lafayette, IN 47907 Additional index words. benzyladenine, Dianthus caryophyllus, ethylene Abstract. Treatment of cut carnation (Dianthus caryophyllus L. ‘White Sim’) flowers with the synthetic cytokinin benzyladenine (BA) at concentrations >1.0 µM induced premature petal senescence. Flowers treated with 100 µM BA exhibited elevated ethylene production in styles and petals before untreated flowers. The gynoecia of BA-treated flowers accumulated 1-aminocyclopropane-l-carboxyllc acid (ACC) and enlarged before untreated flowers. Removal of the gynoecium (ovary and styles) or styles prevented BA-induced petal senescence and resulted in a substantial delay in petal senescence. In contrast, removal of the gynoecium had no effect on timing of petal senescence in flowers held in water. These results indicate BA stimulates petal senescence by inducing premature ACC accumulation and ethylene production in the gynoecium. The senescence of carnation flowers is associated with a sub- cytokinins have been shown to stimulate petal senescence (Ei- stantial increase in ethylene production (Nichols, 1966, 1968). singer, 1977; Van Staden and Joughin, 1988). We now report This increase in ethylene plays an important role in regulating results that indicate the gynoecium plays a critical role in de- the processes of petal senescence, including changes in gene termining the response of carnations to exogenously supplied expression (Borochov and Woodson, 1989; Lawton et al., 1990; cytokinin. Woodson and Lawton, 1988). While the petals account for a large amount of the ethylene produced by carnation flowers, Materials and Methods other floral tissues, including the gynoecium, produce a signif- Plant material.
    [Show full text]
  • Ap09 Biology Form B Q2
    AP® BIOLOGY 2009 SCORING GUIDELINES (Form B) Question 2 Discuss the patterns of sexual reproduction in plants. Compare and contrast reproduction in nonvascular plants with that in flowering plants. Include the following topics in your discussion: (a) alternation of generations (b) mechanisms that bring female and male gametes together (c) mechanisms that disperse offspring to new locations Four points per part. Student must write about all three parts for full credit. Within each part it is possible to get points for comparing and contrasting. Also, specific points are available from details provided about nonvascular and flowering plants. Discuss the patterns of sexual reproduction in plants (4 points maximum): (a) Alternation of generations (4 points maximum): Topic Description (1 point each) Alternating generations Haploid stage and diploid stage. Gametophyte Haploid-producing gametes. Dominant in nonvascular plants. Double fertilization in flowering plants. Gametangia; archegonia and antheridia in nonvascular plants. Sporophyte Diploid-producing spores. Heterosporous in flowering plants. Flowering plants produce seeds; nonvascular plants do not. Flowering plants produce flower structures. Sporangia (megasporangia and microsporangia). Dominant in flowering plants. (b) Mechanisms that bring female and male gametes together (4 points maximum): Nonvascular Plants (1 point each) Flowering Plants (1 point each) Aquatic—requires water for motile sperm Terrestrial—pollination by wind, water, or animal Micropyle in ovule for pollen tube to enter Pollen tube to carry sperm nuclei Self- or cross-pollination Antheridia produce sperm Gametophytes; no antheridia or archegonia Archegonia produce egg Ovules produce female gametophytes/gametes Pollen: male gametophyte that produces gametes © 2009 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com.
    [Show full text]
  • Fruits: Kinds and Terms
    FRUITS: KINDS AND TERMS THE IMPORTANT PART OF THE LIFE CYCLE OFTEN IGNORED Technically, fruits are the mature ovaries of plants that contain ripe seeds ready for dispersal • Of the many kinds of fruits, there are three basic categories: • Dehiscent fruits that split open to shed their seeds, • Indehiscent dry fruits that retain their seeds and are often dispersed as though they were the seed, and • Indehiscent fleshy fruits that turn color and entice animals to eat them, meanwhile allowing the undigested seeds to pass from the animal’s gut We’ll start with dehiscent fruits. The most basic kind, the follicle, contains a single chamber and opens by one lengthwise slit. The columbine seed pods, three per flower, are follicles A mature columbine follicle Milkweed seed pods are also large follicles. Here the follicle hasn’t yet opened. Here is the milkweed follicle opened The legume is a similar seed pod except it opens by two longitudinal slits, one on either side of the fruit. Here you see seeds displayed from a typical legume. Legumes are only found in the pea family Fabaceae. On this fairy duster legume, you can see the two borders that will later split open. Redbud legumes are colorful before they dry and open Lupine legumes twist as they open, projecting the seeds away from the parent The bur clover modifies its legumes by coiling them and providing them with hooked barbs, only opening later as they dry out. The rattlepods or astragaluses modify their legumes by inflating them for wind dispersal, later opening to shed their seeds.
    [Show full text]
  • Parts of a Plant Packet - Parts of a Plant Notes - Parts of a Plant Notes Key - Parts of a Plant Labeling Practice
    Parts of a Plant Packet - Parts of a Plant Notes - Parts of a Plant Notes Key - Parts of a Plant Labeling Practice Includes Vocabulary: Stigma Stamen Leaf Style Petal Stoma Ovary Receptacle Cuticle Ovule Sepal Shoot System Pistil Xylem Root Hairs Anther Phloem Roots Filament Stem Root System Parts of a Plant Notes 18 14 13 (inside; for food) 15 12 (inside; for water) 16, these are 19 massively out of proportion… 21 17, covering 20 Picture modified from http://www.urbanext.uiuc.edu/gpe/index.html 1. __________- sticky part of the pistil that pollen sticks to 2. __________-long outgrowth of the ovary that collects pollen from the stamens 3. __________- base part of the pistil that holds the ovules 4. __________- unfertilized seed of the plant 5. __________- female part of the flower that contains the stigma, style, ovary and ovules. 6. __________- part of the flower that holds the pollen 7. __________- long thread-like part of the flower that holds the anthers out so insects can get to the pollen. 8. __________- male part of the flower that contains the anther and the filament. 9. __________- colorful part of the flower that protects the flower and attracts insects and other pollinators. 10. __________- stalk that bears the flower parts 11. __________- part that covers the outside of a flower bud to protect the flower before it opens 12. _________- transports water. 13. _________- transports food 14. _________- transport and support for the plant. 15. _________- cells of this perform photosynthesis. 16. _________-holes in the leaf which allow CO2 in and O2 and H2O out.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Using RNA-Seq to Characterize Pollen–Stigma Interactions for Pollination
    www.nature.com/scientificreports OPEN Using RNA‑seq to characterize pollen–stigma interactions for pollination studies Juan Lobaton1,3*, Rose Andrew1, Jorge Duitama2, Lindsey Kirkland1, Sarina Macfadyen3 & Romina Rader1 Insects are essential for the reproduction of pollinator‑dependent crops and contribute to the pollination of 87% of wild plants and 75% of the world’s food crops. Understanding pollen fow dynamics between plants and pollinators is thus essential to manage and conserve wild plants and ensure yields are maximized in food crops. However, the determination of pollen transfer in the feld is complex and laborious. We developed a feld experiment in a pollinator‑dependent crop and used high throughput RNA sequencing (RNA‑seq) to quantify pollen fow by measuring changes in gene expression between pollination treatments across diferent apple (Malus domestica Borkh.) cultivars. We tested three potential molecular indicators of successful pollination and validated these results with feld data by observing single and multiple visits by honey bees (Apis mellifera) to apple fowers and measured fruit set in a commercial apple orchard. The frst indicator of successful outcrossing was revealed via diferential gene expression in the cross‑pollination treatments after 6 h. The second indicator of successful outcrossing was revealed by the expression of specifc genes related to pollen tube formation and defense response at three diferent time intervals in the stigma and the style following cross‑pollination (i.e. after 6, 24, and 48 h). Finally, genotyping variants specifc to donor pollen could be detected in cross‑pollination treatments, providing a third indicator of successful outcrossing. Field data indicated that one or fve fower visits by honey bees were insufcient and at least 10 honey bee fower visits were required to achieve a 25% probability of fruit set under orchard conditions.
    [Show full text]
  • Stigma in Patientswith Rectal Cancer: a Community Study
    J Epidemiol Community Health: first published as 10.1136/jech.38.4.284 on 1 December 1984. Downloaded from Journal of Epidemiology and Community Health, 1984, 38, 284-290 Stigma in patients with rectal cancer: a community study L D MACDONALD AND H R ANDERSON From the Department of Clinical Epidemiology and Social Medicine, St George's Hospital Medical School, Cranmer Terrace, London SWJ 7 ORE SUMMARY A self-rating measure of stigma and several supplementary questions were devised in order to assess perceived stigma in a community survey of the quality of life in 420 rectal cancer patients, of whom 265 had a permanent colostomy. Half the patients felt stigmatised, higher proportions being observed among younger patients and among those with a colostomy. Feelings of stigma were associated with poor health, particularly emotional disorders, with the presence of other medical problems, and with disablement. Patients who perceived stigma made more use of were medical services but less satisfied with them, particularly with regard to communication with by guest. Protected copyright. health professionals. Socio-economic factors, such as employment status, higher income, and higher social and housing class, did not protect patients against feeling stigmatised by cancer or by colostomy. Most patients, with or without stigma, enjoyed close relationships with intimates, but the stigmatised were more likely to have withdrawn from participation in social activities. Assessing stigma by self-rating gives information which adds to that obtained by the usual methods of assessing quality of life. Treatment for rectal cancer involves the majority of proof-bags, there are still problems with odour, noise, patients in radical mutilating surgery, the burden of a and leakage.24 Moreover, the practicalities of colostomy, and low expectation of survival."q managing a stoma physically violate strong social Although new techniques to reduce the number of taboos about defaecation.
    [Show full text]
  • 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).
    [Show full text]