Biol 211 (2) Chapter 31 October 9Th Lecture

Total Page:16

File Type:pdf, Size:1020Kb

Biol 211 (2) Chapter 31 October 9Th Lecture S.I. Biol 211 Biology 211 (2) Week 7! Chapter 31! ! VOCABULARY! Practice: http://www.superteachertools.us/speedmatch/speedmatch.php? gamefile=4106#.VhqUYGRVhBc ! Alternation of Angiosperm: A Antheridia: The Archegonia: The generations: A life cycle flowering vascular sperm producing egg-producing involving alternation of a plant that produces structure in most structure in most multicellular haploid seed within mature land plants except land plants except ovaries (fruits). The angiosperms angiosperms stage (gametophyte) with angiosperms form a a multicellular diploid single lineage stage (sporophyte). Occurs in most plants and some protists. Artificial selection: Bisexual Carpel: The female Diploid: Having two Deliberate manipulation gametophyte: One reproductive organ sets of by humans, as in animal gametophyte that in a flower, chromosomes (2n) and plant breeding, of produces both eggs contains the ovary, the genetic composition and sperm which contains of a population by ovules, which allowing only individuals contain the with desirable traits to megasporangia reproduce Double fertilization: An Endosperm: A Fruit: In Gametangia: The unusual form of triploid (3n) tissue angiosperms, a gamete-forming reproduction seen in in the seed of a mature, ripened structure found in flowering plants, in which flowering plant plant ovary, along all land plants one sperm cell fuses with an (angiosperm) that with the seeds it except angiosperms. egg to form a zygote and the serves as food for contains and Contains an other sperm cell fuses with two polar nuclei to form the the plant embryo. adjacent fused antheridium and triploid endosperm Functionally parts, often archegonium. analogous to the functions in seed yolk of an egg dispersal Gametophyte: In Gymnosperm: A Haploid: Having Heterospory: In organisms undergoing vascular plant that one set of seed plants, the alternation of makes seeds but chromosomes production of two generations, the does not produce distinct types of multicellular haploid form flowers. Includes spores: microspores, that arises from a single cycads, ginkgoes, which become the haploid spore and conifers, redwoods, male gametophyte produces gametes and gnetophytes and megaspores, which become the female gametophyte S.I. Biol 211 Homospory: In seedless Megaspores: In seed Meiosis: A special Microspores: In vascular plants, the plants, a haploid two-stage type of seed plants, a production of just one spore that is cell division in haploid spore that is type of spore that produced in which one diploid produced in a develops into a bisexual megasporangium by parent cell microsporangium by gametophyte meiosis of diploid produces haploid meiosis of a diploid megasporophyte; cells microsporophyte; develops into a develops into a female male gametophyte gametophyte Petals: Any of the leaflike Pollen grain: In Pollination Seed: A structure organs arranged around seed plants, a male syndrome: Suites that includes an the reproductive organs gametophyte of flower embryo, a store of of a flower, often colored enclosed within a characters that are nutrients provided and scented to attract protective coat of associated with by the mother, and pollinators sporopollenin certain types of a tough, protective pollinators and that coat have evolved through natural selection imposed by the interaction between flowers and pollinators. Sepals: One of the Sporangia: A spore- Sporophyte: In Sporopollenin: A protective leaflike organs producing structure organisms watertight material enclosing a flower bud found in seed plants undergoing that encases spores and later part of the alternation of and pollen and outermost portion of the generations, the modern land plants flower multicellular diploid form that arises form two fused gametes and produces haploid spores Stamen: The male Tracheids: In Triploid: 3n reproductive structure of vascular plant, a a flower. Consists of an long, thing, water anther, in which pollen conducting cell that grains are produced by has pits where its the microsporangia lignin containing secondary cell wall is absent, allowing water movement between adjacent cells ! ! ! ! ! S.I. Biol 211 KEY CONCEPTS:! 1. Compare and contrast homospory and heterospory. Which plants are hetersporous? Which plants are homosporous? Which group has a bisexual gametophyte? Megaspores grow into ____ gametophytes. Microspores grow into ____ gametophytes. 2. Draw a concept map of the alternation of generations of angiosperms using the following words: a. Mature sporophyte b. Microspores c. Female gametophyte d. Male gametophyte e. Haploid f. Megaspores g. Eggs h. Fertilization i. Diploid j. Meiosis in anther k. Sperm l. Meiosis in ovary m. Zygote n. Mitosis o. Fruit S.I. Biol 211 p. Seed 3. Draw a concept map of the alternation of generations of gymnosperms using the following words starting with the mature sporophyte phase: a. Mature sporophyte b. Ovules c. Ovulate cone d. Fertilization e. Diploid f. Cones with microsporangia g. Embryo h. Egg i. Meiosis (Use twice) j. Microspore k. Seed l. Embryo m. Mitosis n. Pollen grain o. Megasporangium S.I. Biol 211 p. Haploid q. Developing sporophyte 4. Describe how pollination syndromes can influence the shape, scent, and color of a plant’s flowers. a. Scent: The carrion flower produces molecules that smell like rotting flesh, which attracts carrion flies (flies then distribute pollen) b. Flower shape: Hummingbird-pollinated flowers have petals that correspond to the size and shape of a hummingbirds beak c. Flower color: Flowers are often the color best seen by their pollinators. 5. Draw an idealized flower, label the stamens and carpels, petals and sepals. What is the function of a flower? a. Attracts pollinators, Stamen (produces pollen), Carpels (Produces ovules) .
Recommended publications
  • Gymnosperms the MESOZOIC: ERA of GYMNOSPERM DOMINANCE
    Chapter 24 Gymnosperms THE MESOZOIC: ERA OF GYMNOSPERM DOMINANCE THE VASCULAR SYSTEM OF GYMNOSPERMS CYCADS GINKGO CONIFERS Pinaceae Include the Pines, Firs, and Spruces Cupressaceae Include the Junipers, Cypresses, and Redwoods Taxaceae Include the Yews, but Plum Yews Belong to Cephalotaxaceae Podocarpaceae and Araucariaceae Are Largely Southern Hemisphere Conifers THE LIFE CYCLE OF PINUS, A REPRESENTATIVE GYMNOSPERM Pollen and Ovules Are Produced in Different Kinds of Structures Pollination Replaces the Need for Free Water Fertilization Leads to Seed Formation GNETOPHYTES GYMNOSPERMS: SEEDS, POLLEN, AND WOOD THE ECOLOGICAL AND ECONOMIC IMPORTANCE OF GYMNOSPERMS The Origin of Seeds, Pollen, and Wood Seeds and Pollen Are Key Reproductive SUMMARY Innovations for Life on Land Seed Plants Have Distinctive Vegetative PLANTS, PEOPLE, AND THE Features ENVIRONMENT: The California Coast Relationships among Gymnosperms Redwood Forest 1 KEY CONCEPTS 1. The evolution of seeds, pollen, and wood freed plants from the need for water during reproduction, allowed for more effective dispersal of sperm, increased parental investment in the next generation and allowed for greater size and strength. 2. Seed plants originated in the Devonian period from a group called the progymnosperms, which possessed wood and heterospory, but reproduced by releasing spores. Currently, five lineages of seed plants survive--the flowering plants plus four groups of gymnosperms: cycads, Ginkgo, conifers, and gnetophytes. Conifers are the best known and most economically important group, including pines, firs, spruces, hemlocks, redwoods, cedars, cypress, yews, and several Southern Hemisphere genera. 3. The pine life cycle is heterosporous. Pollen strobili are small and seasonal. Each sporophyll has two microsporangia, in which microspores are formed and divide into immature male gametophytes while still retained in the microsporangia.
    [Show full text]
  • California's Native Ferns
    CALIFORNIA’S NATIVE FERNS A survey of our most common ferns and fern relatives Native ferns come in many sizes and live in many habitats • Besides living in shady woodlands and forests, ferns occur in ponds, by streams, in vernal pools, in rock outcrops, and even in desert mountains • Ferns are identified by producing fiddleheads, the new coiled up fronds, in spring, and • Spring from underground stems called rhizomes, and • Produce spores on the backside of fronds in spore sacs, arranged in clusters called sori (singular sorus) Although ferns belong to families just like other plants, the families are often difficult to identify • Families include the brake-fern family (Pteridaceae), the polypody family (Polypodiaceae), the wood fern family (Dryopteridaceae), the blechnum fern family (Blechnaceae), and several others • We’ll study ferns according to their habitat, starting with species that live in shaded places, then moving on to rock ferns, and finally water ferns Ferns from moist shade such as redwood forests are sometimes evergreen, but also often winter dormant. Here you see the evergreen sword fern Polystichum munitum Note that sword fern has once-divided fronds. Other features include swordlike pinnae and round sori Sword fern forms a handsome coarse ground cover under redwoods and other coastal conifers A sword fern relative, Dudley’s shield fern (Polystichum dudleyi) differs by having twice-divided pinnae. Details of the sori are similar to sword fern Deer fern, Blechnum spicant, is a smaller fern than sword fern, living in constantly moist habitats Deer fern is identified by having separate and different looking sterile fronds and fertile fronds as seen in the previous image.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Topic: Microsporogenesis and Microgemetogenesis B.Sc. Botany (Hons.) II Paper: IV Group: B Dr
    1 Topic: Microsporogenesis and Microgemetogenesis B.Sc. Botany (Hons.) II Paper: IV Group: B Dr. Sanjeev Kumar Vidyarthi Department of Botany Dr. L.K.V.D. College, Tajpur Microsporogenesis and Microgametogenesis Microsporogenesis Microspores i.e., the pollen grains are developed inside microsporangia. The microsporangia are developed inside the corners of the 4-lobed anther. Young anthers are more or less oblong in shape in section and made up of homogeneous mass of meristematic cells without intercellular space with further development, the anther becomes 4-lobed. The outer layer of anther is called epidermis. Below the epidermis, at each corner, some cells become differentiated from others by their dense protoplasm- archesporium or archesporial cells. Each archesporial cell then divides mitotically and forms an outer primary parietal cell and an inner primary sporogenous cell. The outer primary parietal cells form primary parietal cell layer at each corner. Below the parietal cell layer, the primary sporogenous cells remain in groups i.e., the sporogenous tissue. The cells of primary parietal layer then divide both periclinally and anticlinally and form multilayered antheridial wall. The innermost layer of antheridial wall, which remains in close contact with the sporogenous tissue, functions as nutritive layer, called tapetum. The primary sporogenous cells either directly function as spore mother cells or divide mitotically into a number of cells which function as spore mother cells. The spore mother cell undergoes meiotic division and gives rise to 4 microspores arranged tetrahedrally. Structure of Microspores Dr. Sanjeev Kumar Vidyarthi, Dept. of Botany, Dr. L.K.V.D. College, Tajpur 2 Microspore i.e., the pollen grain is the first cell of the male gametophyte, which contains only one haploid nucleus.
    [Show full text]
  • Pollen Tube Guidance by Pistils Ensures Successful Double Fertilization Ravishankar Palanivelu∗ and Tatsuya Tsukamoto
    Advanced Review Pathfinding in angiosperm reproduction: pollen tube guidance by pistils ensures successful double fertilization Ravishankar Palanivelu∗ and Tatsuya Tsukamoto Sexual reproduction in flowering plants is unique in multiple ways. Distinct multicellular gametophytes contain either a pair of immotile, haploid male gametes (sperm cells) or a pair of female gametes (haploid egg cell and homodiploid central cell). After pollination, the pollen tube, a cellular extension of the male gametophyte, transports both male gametes at its growing tip and delivers them to the female gametes to affect double fertilization. The pollen tube travels a long path and sustains its growth over a considerable amount of time in the female reproductive organ (pistil) before it reaches the ovule, which houses the female gametophyte. The pistil facilitates the pollen tube’s journey by providing multiple, stage-specific, nutritional, and guidance cues along its path. The pollen tube interacts with seven different pistil cell types prior to completing its journey. Consequently, the pollen tube has a dynamic gene expression program allowing it to continuously reset and be receptive to multiple pistil signals as it migrates through the pistil. Here, we review the studies, including several significant recent advances, that led to a better understanding of the multitude of cues generated by the pistil tissues to assist the pollen tube in delivering the sperm cells to the female gametophyte. We also highlight the outstanding questions, draw attention to opportunities created by recent advances and point to approaches that could be undertaken to unravel the molecular mechanisms underlying pollen tube–pistil interactions. 2011 Wiley Periodicals, Inc.
    [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]
  • Heterospory: the Most Iterative Key Innovation in the Evolutionary History of the Plant Kingdom
    Biol. Rej\ (1994). 69, l>p. 345-417 345 Printeii in GrenI Britain HETEROSPORY: THE MOST ITERATIVE KEY INNOVATION IN THE EVOLUTIONARY HISTORY OF THE PLANT KINGDOM BY RICHARD M. BATEMAN' AND WILLIAM A. DiMlCHELE' ' Departments of Earth and Plant Sciences, Oxford University, Parks Road, Oxford OXi 3P/?, U.K. {Present addresses: Royal Botanic Garden Edinburiih, Inverleith Rojv, Edinburgh, EIIT, SLR ; Department of Geology, Royal Museum of Scotland, Chambers Street, Edinburgh EHi ijfF) '" Department of Paleohiology, National Museum of Natural History, Smithsonian Institution, Washington, DC^zo^bo, U.S.A. CONTENTS I. Introduction: the nature of hf^terospon' ......... 345 U. Generalized life history of a homosporous polysporangiophyle: the basis for evolutionary excursions into hetcrospory ............ 348 III, Detection of hcterospory in fossils. .......... 352 (1) The need to extrapolate from sporophyte to gametophyte ..... 352 (2) Spatial criteria and the physiological control of heterospory ..... 351; IV. Iterative evolution of heterospory ........... ^dj V. Inter-cladc comparison of levels of heterospory 374 (1) Zosterophyllopsida 374 (2) Lycopsida 374 (3) Sphenopsida . 377 (4) PtiTopsida 378 (5) f^rogymnospermopsida ............ 380 (6) Gymnospermopsida (including Angiospermales) . 384 (7) Summary: patterns of character acquisition ....... 386 VI. Physiological control of hetcrosporic phenomena ........ 390 VII. How the sporophyte progressively gained control over the gametophyte: a 'just-so' story 391 (1) Introduction: evolutionary antagonism between sporophyte and gametophyte 391 (2) Homosporous systems ............ 394 (3) Heterosporous systems ............ 39(1 (4) Total sporophytic control: seed habit 401 VIII. Summary .... ... 404 IX. .•Acknowledgements 407 X. References 407 I. I.NIRODUCTION: THE NATURE OF HETEROSPORY 'Heterospory' sensu lato has long been one of the most popular re\ie\v topics in organismal botany.
    [Show full text]
  • Conifer Reproductive Biology Claire G
    Conifer Reproductive Biology Claire G. Williams Conifer Reproductive Biology Claire G. Williams USA ISBN: 978-1-4020-9601-3 e-ISBN: 978-1-4020-9602-0 DOI: 10.1007/978-1-4020-9602-0 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2009927085 © Springer Science+Business Media B.V. 2009 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Cover Image: Snow and pendant cones on spruce tree (reproduced with permission of Photos.com). Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Foreword When it comes to reproduction, gymnosperms are deeply weird. Cycads and coni- fers have drawn out reproduction: at least 13 genera take over a year from pollina- tion to fertilization. Since they don’t apparently have any selection mechanism by which to discriminate among pollen tubes prior to fertilization, it is natural to won- der why such a delay in reproduction is necessary. Claire Williams’ book celebrates such oddities of conifer reproduction. She has written a book that turns the context of many of these reproductive quirks into deeper questions concerning evolution. The origins of some of these questions can be traced back Wilhelm Hofmeister’s 1851 book, which detailed the revolutionary idea of alternation of generations.
    [Show full text]
  • Starch Biosynthesis in the Developing Endosperms of Grasses and Cereals
    Review Starch Biosynthesis in the Developing Endosperms of Grasses and Cereals Ian J. Tetlow * and Michael J. Emes Department of Molecular and Cellular Biology, College of Biological Science, University of Guelph, Guelph, ON N1G 2W1, Canada; [email protected] * Correspondence: [email protected]; Tel.: +1-519-824-4120 Received: 31 October 2017; Accepted: 27 November 2017; Published: 1 December 2017 Abstract: The starch-rich endosperms of the Poaceae, which includes wild grasses and their domesticated descendents the cereals, have provided humankind and their livestock with the bulk of their daily calories since the dawn of civilization up to the present day. There are currently unprecedented pressures on global food supplies, largely resulting from population growth, loss of agricultural land that is linked to increased urbanization, and climate change. Since cereal yields essentially underpin world food and feed supply, it is critical that we understand the biological factors contributing to crop yields. In particular, it is important to understand the biochemical pathway that is involved in starch biosynthesis, since this pathway is the major yield determinant in the seeds of six out of the top seven crops grown worldwide. This review outlines the critical stages of growth and development of the endosperm tissue in the Poaceae, including discussion of carbon provision to the growing sink tissue. The main body of the review presents a current view of our understanding of storage starch biosynthesis, which occurs inside the amyloplasts of developing endosperms. Keywords: amylopectin; amylose; cereals; debranching enzymes; endosperm; forage grasses; Poaceae; starch; starch synthase; starch branching enzyme 1. Introduction The grasses can rightly be regarded as a cornerstone of human civilization.
    [Show full text]
  • Molecular Control of Oil Metabolism in the Endosperm of Seeds
    International Journal of Molecular Sciences Review Molecular Control of Oil Metabolism in the Endosperm of Seeds Romane Miray †, Sami Kazaz † , Alexandra To and Sébastien Baud * Institut Jean-Pierre Bourgin, INRAE, CNRS, AgroParisTech, Université Paris-Saclay, 78000 Versailles, France; [email protected] (R.M.); [email protected] (S.K.); [email protected] (A.T.) * Correspondence: [email protected] † These authors contributed equally to this work. Abstract: In angiosperm seeds, the endosperm develops to varying degrees and accumulates different types of storage compounds remobilized by the seedling during early post-germinative growth. Whereas the molecular mechanisms controlling the metabolism of starch and seed-storage proteins in the endosperm of cereal grains are relatively well characterized, the regulation of oil metabolism in the endosperm of developing and germinating oilseeds has received particular attention only more recently, thanks to the emergence and continuous improvement of analytical techniques allowing the evaluation, within a spatial context, of gene activity on one side, and lipid metabolism on the other side. These studies represent a fundamental step toward the elucidation of the molecular mechanisms governing oil metabolism in this particular tissue. In particular, they highlight the importance of endosperm-specific transcriptional controls for determining original oil compositions usually observed in this tissue. In the light of this research, the biological functions of oils stored in the endosperm of seeds then appear to be more diverse than simply constituting a source of carbon made available for the germinating seedling. Keywords: seed; endosperm; oil; fatty acid; metabolism Citation: Miray, R.; Kazaz, S.; To, A.; Baud, S.
    [Show full text]
  • Ferns of the National Forests in Alaska
    Ferns of the National Forests in Alaska United States Forest Service R10-RG-182 Department of Alaska Region June 2010 Agriculture Ferns abound in Alaska’s two national forests, the Chugach and the Tongass, which are situated on the southcentral and southeastern coast respectively. These forests contain myriad habitats where ferns thrive. Most showy are the ferns occupying the forest floor of temperate rainforest habitats. However, ferns grow in nearly all non-forested habitats such as beach meadows, wet meadows, alpine meadows, high alpine, and talus slopes. The cool, wet climate highly influenced by the Pacific Ocean creates ideal growing conditions for ferns. In the past, ferns had been loosely grouped with other spore-bearing vascular plants, often called “fern allies.” Recent genetic studies reveal surprises about the relationships among ferns and fern allies. First, ferns appear to be closely related to horsetails; in fact these plants are now grouped as ferns. Second, plants commonly called fern allies (club-mosses, spike-mosses and quillworts) are not at all related to the ferns. General relationships among members of the plant kingdom are shown in the diagram below. Ferns & Horsetails Flowering Plants Conifers Club-mosses, Spike-mosses & Quillworts Mosses & Liverworts Thirty of the fifty-four ferns and horsetails known to grow in Alaska’s national forests are described and pictured in this brochure. They are arranged in the same order as listed in the fern checklist presented on pages 26 and 27. 2 Midrib Blade Pinnule(s) Frond (leaf) Pinna Petiole (leaf stalk) Parts of a fern frond, northern wood fern (p.
    [Show full text]