Give an Example of a Nonvascular Plant
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History Department Botany
THE HISTORY OF THE DEPARTMENT OF BOTANY 1889-1989 UNIVERSITY OF MINNESOTA SHERI L. BARTLETT I - ._-------------------- THE HISTORY OF THE DEPARTMENT OF BOTANY 1889-1989 UNIVERSITY OF MINNESOTA SHERI L. BARTLETT TABLE OF CONTENTS Preface 1-11 Chapter One: 1889-1916 1-18 Chapter Two: 1917-1935 19-38 Chapter Three: 1936-1954 39-58 Chapter Four: 1955-1973 59-75 Epilogue 76-82 Appendix 83-92 Bibliography 93-94 -------------------------------------- Preface (formerly the College of Science, Literature and the Arts), the College of Agriculture, or The history that follows is the result some other area. Eventually these questions of months ofresearch into the lives and work were resolved in 1965 when the Department of the Botany Department's faculty members joined the newly established College of and administrators. The one-hundred year Biological Sciences (CBS). In 1988, The overview focuses on the Department as a Department of Botany was renamed the whole, and the decisions that Department Department of Plant Biology, and Irwin leaders made to move the field of botany at Rubenstein from the Department of Genetics the University of Minnesota forward in a and Cell Biology became Plant Biology's dynamic and purposeful manner. However, new head. The Department now has this is not an effort to prove that the administrative ties to both the College of Department's history was linear, moving Biological Sciences and the College of forward in a pre-determined, organized Agriculture. fashion at every moment. Rather I have I have tried to recognize the attempted to demonstrate the complexities of accomplishments and individuality of the the personalities and situations that shaped Botany Department's faculty while striving to the growth ofthe Department and made it the describe the Department as one entity. -
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. -
"National List of Vascular Plant Species That Occur in Wetlands: 1996 National Summary."
Intro 1996 National List of Vascular Plant Species That Occur in Wetlands The Fish and Wildlife Service has prepared a National List of Vascular Plant Species That Occur in Wetlands: 1996 National Summary (1996 National List). The 1996 National List is a draft revision of the National List of Plant Species That Occur in Wetlands: 1988 National Summary (Reed 1988) (1988 National List). The 1996 National List is provided to encourage additional public review and comments on the draft regional wetland indicator assignments. The 1996 National List reflects a significant amount of new information that has become available since 1988 on the wetland affinity of vascular plants. This new information has resulted from the extensive use of the 1988 National List in the field by individuals involved in wetland and other resource inventories, wetland identification and delineation, and wetland research. Interim Regional Interagency Review Panel (Regional Panel) changes in indicator status as well as additions and deletions to the 1988 National List were documented in Regional supplements. The National List was originally developed as an appendix to the Classification of Wetlands and Deepwater Habitats of the United States (Cowardin et al.1979) to aid in the consistent application of this classification system for wetlands in the field.. The 1996 National List also was developed to aid in determining the presence of hydrophytic vegetation in the Clean Water Act Section 404 wetland regulatory program and in the implementation of the swampbuster provisions of the Food Security Act. While not required by law or regulation, the Fish and Wildlife Service is making the 1996 National List available for review and comment. -
STEM Disciplines
STEM Disciplines In order to be applicable to the many types of institutions that participate in the HERI Faculty Survey, this list is intentionally broad and comprehensive in its definition of STEM disciplines. It includes disciplines in the life sciences, physical sciences, engineering, mathematics, computer science, and the health sciences. Agriculture/Natural Resources Health Professions 0101 Agriculture and related sciences 1501 Alternative/complementary medicine/sys 0102 Natural resources and conservation 1503 Clinical/medical lab science/allied 0103 Agriculture/natural resources/related, other 1504 Dental support services/allied 1505 Dentistry Biological and Biomedical Sciences 1506 Health & medical administrative services 0501 Biochem/biophysics/molecular biology 1507 Allied health and medical assisting services 0502 Botany/plant biology 1508 Allied health diagnostic, intervention, 0503 Genetics treatment professions 0504 Microbiological sciences & immunology 1509 Medicine, including psychiatry 0505 Physiology, pathology & related sciences 1511 Nursing 0506 Zoology/animal biology 1512 Optometry 0507 Biological & biomedical sciences, other 1513 Osteopathic medicine/osteopathy 1514 Pharmacy/pharmaceutical sciences/admin Computer/Info Sciences/Support Tech 1515 Podiatric medicine/podiatry 0801 Computer/info tech administration/mgmt 1516 Public health 0802 Computer programming 1518 Veterinary medicine 0803 Computer science 1519 Health/related clinical services, other 0804 Computer software and media applications 0805 Computer systems -
Alien Plants in Temperate Weed Communities: Prehistoric and Recent Invaders Occupy Different Habitats
Ecology, 86(3), 2005, pp. 772±785 q 2005 by the Ecological Society of America ALIEN PLANTS IN TEMPERATE WEED COMMUNITIES: PREHISTORIC AND RECENT INVADERS OCCUPY DIFFERENT HABITATS PETR PYSÏ EK,1,2,5 VOJTEÏ CH JAROSÏÂõK,1,2 MILAN CHYTRY ,3 ZDENEÏ K KROPA CÏ ,4 LUBOMÂõR TICHY ,3 AND JAN WILD1 1Institute of Botany, Academy of Sciences of the Czech Republic, CZ-252 43 PruÊhonice, Czech Republic 2Department of Ecology, Faculty of Science, Charles University, VinicÏna 7, CZ-128 01 Praha 2, Czech Republic 3Department of Botany, Masaryk University, KotlaÂrÏska 2, CZ-611 37 Brno, Czech Republic 4SlavõÂkova 16, CZ-130 00 Praha 3, Czech Republic Abstract. Variables determining the number of native and alien plants on arable land in Central Europe are identi®ed. Species richness of 698 samples of weed ¯oras recorded in the Czech Republic in plots of a standard size of 100 m2 in 1955±2000 was studied in relation to altitudinally based ¯oristic region, soil type, type of cultivated crop, climatic variables, altitude, year of the record, crop cover and height, and human population density in the region. Vascular plant species were classi®ed into native and alien, the latter divided in archaeophytes, introduced before AD 1500, and neophytes, introduced after this date. The use of minimal adequate models in the analysis of covariance allowed determination of the net effects of mutually correlated environmental variables. Models for particular species groups explained 33±48% of variation in species numbers and 27±51% in propor- tions; however, explanatory variables affected native species, archaeophytes, and neophytes differently. -
Plant Classification
Plant Classification Vascular plants are a group that has a system Non-Vascular plants are low growing plants of tubes (roots, stems and leaves) to help that get materials directly from their them transport materials throughout the surroundings. They have small root-like plant. Tubes called xylem move water from structures called rhizoids which help them the roots to the stems and leaves. Tubes adhere to their substrate. They undergo called phloem move food from the leaves asexual reproduction through vegetative (where sugar is made during propagation and sexual reproduction using photosynthesis) to the rest of the plant’s spores. Examples include bryophytes like cells. Vascular plants reproduce asexually hornworts, liverworts, and mosses. through spores and vegetative propagation (small part of the plant breaks off and forms a new plant) and sexually through pollen (sperm) and ovules (eggs). A gymnosperm is a vascular plant whose An angiosperm is a vascular plant whose seeds are not enclosed in an ovule or fruit. mature seeds are enclosed in a fruit or The name means “naked seed” and the ovule. They are flowering plants that group typically refers to conifers that bear reproduce using seeds and are either male and female cones, have needle-like “perfect” and contain both male and female leaves and are evergreen (leaves stay green reproductive structures or “imperfect” and year round and do not drop their leaves contain only male or female structures. during the fall and winter. Examples include Angiosperm trees are also called hardwoods pine trees, ginkgos and cycads. and they have broad leaves that change color and drop during the fall and winter. -
Biology Has Been Taught at Bristol – As Botany and Zoology – Since Before the University Was Founded in 1909
Biology has been taught at Bristol – as Botany and Zoology – since before the University was founded in 1909. Bristol has made significant contributions to many fields, from animal cognition and medicinal plants to entomology, evolutionary Game Theory and bird flight – and the BBC Natural History Unit's proximity to the University has led to television careers for a number of graduates! In 1876, University College, the precursor to the University, appointed Dr. Frederick Adolph Leipner as Lecturer in Botany, Zoology and, amusingly, German. Leipner had trained at the Bristol Medical School, but taught botany and natural philosophy, later combining this with teaching in Vegetable Physiology at the Medical School. He became Professor of Botany in 1884 and was a founding member of the Bristol Naturalists' Society, becoming its President in 1893. Bristol today is proud of its interdisciplinary strengths and, among others, offers Joint Honours Degrees in Geology and Biology, and in Psychology and Zoology. A portent of these modern links is seen in one of the University's most notable early appointments, Conwy Lloyd Morgan, appointed as Professor of Zoology and Geology in 1884 and then – somehow fitting in service as Vice- Chancellor – becoming the first Chair in Psychology (and Ethics). Lloyd Morgan is most famous as a pioneer of the study of comparative animal cognition. He was a highly influential figure for the North American Behaviourist movement: “Lloyd Morgan's cannon” is a comparative psychologist's version of Occam's Razor whereby no behaviour should be ascribed to more complex cognitive mechanisms than strictly necessary. He was the first Fellow of the Royal Society to be elected for psychological work. -
A Glossary of Botanic Terms, with Their Derivation and Accent
A GLOSSARY OF BOTANIC TERMS WITH THEIR DERIVATION AND ACCENT BY BENJAMIN DAYDON JACKSON LONDON DUCKWORTH & CO. PHILADELPHIA: J. B. LIPPINCOTT COMPANY 1900 CONTENTS Pages PREFACE v-xi Plan of the Work ... xii GLOSSARY .... 1-294 Additions during Printing . 295-319 APPENDIX— A. Signs and Abbreviations ..... 322 B. The Pronunciation of Latin and Latinized Words . 322 C. The Use of the Terms "Right" and "Left" . 323 D. Bibliography . .... 324-326 ERRATA ... ... 327 " Every other authout may aspire to praise, the lexicographer can only hope to escape reproach." De Samuel Johnson. PEEFACE Nearly thirty-nine years ago Dr M. C. Cooke published his " Manual,'' which reached a second edition nine years afterwards. Since then no botanic dictionary has been published in Britain, while during the period which has passed since then botany has undergone a momentous change. While systematic botany has been actively prosecuted, the other departments of morphology, physiology and minute anatomy have been energetically pursued by the help of improved appliances and methods of investigation. One result has been a large increase of technical terms, which are only partially accounted for in the various text-books. The time seemed therefore ripe for a new Glossary which should include these terms, and, encouraged by the help of many botanic friends, I have drawn up the present volume. After the work had been partly written, and announced for publication, Mr Crozier's " Dictionary " first came under my notice. I have consequently compared it with my manuscript, and inserted many words which had not come within my knowledge, or had been rejected by me, as will be seen by the acknowledgment in each case. -
Plant Kingdom Webquest
Bio I Concepts Botany Organization of the Plant Kingdom Name _________________________________ Directions: Using the following websites, gather information about the major groups of plants. Answer the questions using complete sentences. All answers must be in your own words!!! Go to http://arnica.csustan.edu/boty1050/Vascular/vascular_plants.htm 1. What are the two major types of true plants? Vascular vs. non-vascular 2. What are the main differences between them? (list only #‟s 1 & 3) Vascular plants have vascular tissue & are larger in general. Non-vascular plants do not have vascular tissue & are smaller in general. Go to http://www.harcourtschool.com/activity/vascular/vascular.html 3. Where are the two networks of tubes in vascular plants located? 4. What do the tubes transport? 5. Where do water and nutrients enter the plant? 6. How do water and nutrients get to the stems? 7. Where do the water and nutrients go from there? 8. What is transpiration? 9. What do food tubes do? Go to http://www.biology4kids.com/files/plants_xylemphloem.html 10. These food and water tubes are the “transportation” system in plants. What are they called? 11. Trees and vascular plants have a top and bottom. What does the top and bottom consist of and what are their functions? 12. Draw a diagram showing the movement of water, nutrients and sugar in a plant. Bio I Concepts Botany Organization of the Plant Kingdom Go to http://www.biology4kids.com/files/plants_main.html Click on Mosses and Liverworts 13. Which of the two main plant groups do they belong to? 14. -
Classification of Botany and Use of Plants
SECTION 1: CLASSIFICATION OF BOTANY AND USE OF PLANTS 1. Introduction Botany refers to the scientific study of the plant kingdom. As a branch of biology, it mainly accounts for the science of plants or ‘phytobiology’. The main objective of the this section is for participants, having completed their training, to be able to: 1. Identify and classify various types of herbs 2. Choose the appropriate categories and types of herbs for breeding and planting 1 2. Botany 2.1 Branches – Objectives – Usability Botany covers a wide range of scientific sub-disciplines that study the growth, reproduction, metabolism, morphogenesis, diseases, and evolution of plants. Subsequently, many subordinate fields are to appear, such as: Systematic Botany: its main purpose the classification of plants Plant morphology or phytomorphology, which can be further divided into the distinctive branches of Plant cytology, Plant histology, and Plant and Crop organography Botanical physiology, which examines the functions of the various organs of plants A more modern but equally significant field is Phytogeography, which associates with many complex objects of research and study. Similarly, other branches of applied botany have made their appearance, some of which are Phytopathology, Phytopharmacognosy, Forest Botany, and Agronomy Botany, among others. 2 Like all other life forms in biology, plant life can be studied at different levels, from the molecular, to the genetic and biochemical, through to the study of cellular organelles, cells, tissues, organs, individual plants, populations and communities of plants. At each of these levels a botanist can deal with the classification (taxonomy), structure (anatomy), or function (physiology) of plant life. -
Bio 345 Field Botany Fall 2013 Professor Mark Davis Macalester College (Office: Rice 104; 696-6102) Office Hours - M: 1:30-3:00 P.M
Bio 345 Field Botany Fall 2013 Professor Mark Davis Macalester College (Office: Rice 104; 696-6102) Office Hours - M: 1:30-3:00 p.m. Wed: 1:30-3:00 p.m. GENERAL INFORMATION Biology 345-01 (02): (Field Botany) is a course in plant taxonomy, plant geography, and plant ecology. Students will learn the principles of plant classification and, through first hand experience, the techniques of plant identification, collection, and preservation. Students also will be introduced to the fields of plant geography and plant ecology. Particular attention will be given to the taxonomy, geography, and ecology of plants growing in the North Central United States. Weekly field trips to nearby habitats will enable students to become familiar with many local species. This is a course for anyone who enjoys plants and wants to learn to identify them and learn more about them, as well as for students with a scientific interest in plant taxonomy and ecology. Note: this syllabus and other course materials can also be found on Moodle. READINGS: Readings from Barbour and Billings (2000), North American Terrestrial Vegetation, Cambridge U Press (in Bio Student Lounge); Judd et al. (2008), Plant Systematics: A Phylogenetic Approach, Sinauer Associates (in Bio Student Lounge); & readings to be assigned. LECTURES: MWF 10:50 - 11:50 a.m. in OR284. Please come to class on time!!!! LABORATORY/FIELD TRIPS/DISCUSSIONS: Thurs: 8:00 - 11:10 a.m. During September, and October we will usually take field trips during the weekly laboratory time. These will be local botanizing trips and will provide students with the opportunity to develop and practice their identification skills in the field. -
Non-Native Plants Add to the British Flora Without Negative Consequences for Native Diversity
Non-native plants add to the British flora without negative consequences for native diversity Chris D. Thomas1 and G. Palmer Department of Biology, University of York, York YO10 5DD, United Kingdom Edited by James H. Brown, University of New Mexico, Albuquerque, NM, and approved February 24, 2015 (received for review December 15, 2014) Plants are commonly listed as invasive species, presuming that extinctions on centennial or millennial timescales. Introduced they cause harm at both global and regional scales. Approximately plants have certainly contributed to vegetation change in many 40% of all species listed as invasive within Britain are plants. isolated environments, such as the Hawaiian Islands and the However, invasive plants are rarely linked to the national or global ecologically distinct fynbos vegetation in South Africa (10, 20– extinction of native plant species. The possible explanation is that 22). They can also become abundant in some continental competitive exclusion takes place slowly and that invasive plants regions, and hence they have the potential to alter ecosystems will eventually eliminate native species (the “time-to-exclusion hy- and exclude native species over long periods of time (23–26). We pothesis”). Using the extensive British Countryside Survey Data, refer to the proposition that ongoing increases in the dis- we find that changes to plant occurrence and cover between 1990 tributions and abundances of non-native plants will cause long- and 2007 at 479 British sites do not differ between native and term competitive exclusion of native plant species as the “time- non-native plant species. More than 80% of the plant species that to-exclusion hypothesis”.