The Role of Chlorophyll in Photosynthesis
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Algal Accessory Pigment Detection Using Aviris Image
ALGAL ACCESSORY PIGMENT DETECTION USING AVIRIS IMAGE-DERIVED SPECTRAL RADIANCE DATA hurie L. Richardson, Florida International University, Miami, Florida, and Vincent G. Ambrosia, JCWS, Inc., NASA Ames Research Center, Moffett Field, California. 1. INTRODUCTION Visual and derivative analyses of AVIRIS spectral data can be used to detect algal accessory pigments in squat ic communities (Richardson et al. 1994). This capability extends the use of remote sensing for the study of aquatic ecosystems by allowing detection of taxonomically significant pigment signatures which yield information about the type of algae present. Such information allows remote sensing-based assessment of squat ic ecosystem health, as in the detection of nuisance blooms of cyanobacteria (Dekker et al., 1992) or toxic blooms of dinoflagellates (Carder and Steward, 1985). Remote sensing of aquatic systems has traditionally focused on quantification of chlorophyll a, a photoreactive (and light-harvesting) pigment which is common to all algae as well as cyanobacteria (bIuegrcxm algae). Due to the ubiquitousness of this pigment within algae, chl a is routinely measured to estimate algal biomass both during ground-truthing and using various airborne or satellite based sensors (Clark, 1981; Smith and Baker, 1982; Galat and Verdin, 1989; Mittenzwey et al., 1992), including AVIRIS (Hamilton et al., 1993). Within the remote sensing and aquatic sciences communities, ongoing research has been performed to detect algal accessory pigments for assessment of algal population composition (Gieskew 1991; Millie et al., 1993; Richardson, 1996). This research is based on the fact that many algal accessory pigments are taxonomically significant, and all are spectrally unique (Foppen, 1971; Morton, 1975; Bj#mland and Liaaen- Jensen, 1989; Rowan, 1989), Aquatic scientists have been refining pigment analysis techniques, primarily high performance liquid chromatography, or HPLC, (e.g. -
Do Leaves Need Chlorophyll for Growth?
Do Leaves Need Chlorophyll for Growth? by Kranti Patil, Gurinder Singh and Karen Haydock Homi Bhabha Centre for Science Education VN Purav Marg, Mankhurd Mumbai 400088 India [email protected] Students may read or hear the following sorts of statements in their classrooms: Plants make their food by photosynthesis. Leaves are green because they contain green pigment (chlorophyll). Without chlorophyll photosynthesis cannot occur. If we assume these statements are true, then what do we think if we see a white leaf? We may assume that a white leaf does not contain chlorophyll, and that therefore it cannot make food. So then ... How does a white leaf survive? Students may raise this question when they see a plant such as this variegated variety of bhendi (Talipariti tiliaceum), an ornamental shrub which has some green leaves, some leaves with asymmetric green and white areas, and some leaves which are completely white. A variegated bhendi (Talipariti tiliaceum) shrub - about 2.5 metres high. 1 An activity which is sometimes done in school in order “to prove that chlorophyll is required for photosynthesis” is to take a variegated leaf, remove its green pigment by dissolving it in alcohol, and then show that only the areas which were formerly green test positive for starch. However, this is a rather tedious procedure, and it actually does not prove that chlorophyll is required for photosynthesis, or even that photosynthesis is occurring. It merely indicates that only the green areas contain starch. It may even lead students to ask a question like, “Then why does a potato - which is not green - also contain starch?” Is the potato also doing photosynthesis? We can question whether starch is an indicator of photosynthesis. -
Botany Botany
bottany_dan 2/16/06 2:54 PM Page 13 The NYC Department of Parks & Recreation presents ™ urban park rangers • education program BBOOTTAANNYY Plant Power nce standards accept academic performa ed s meet ogram City Department of Education, including: pr w York ese e Ne A th th Map Reading and Making • Critical Thinking • Plant Identification ct in by ivit ns d Researching and Writing a Field Guide • Graphing • Site Evaluation ies and lesso use and Creating a Timeline • Data Gathering • Natural Science • Measuring Calculating • Social Science • History • Art City of New York City of New York The New York City Parks & Recreation Parks & Recreation Department of Education Urban Park Rangers bottany_dan 2/16/06 2:54 PM Page 2 11 WWhhaatt iiss tthhee NNaattuurraall CCllaassssrroooomm?? The Natural Classroom is a series of educational programs developed by the Urban Park Rangers to immerse students in the living laboratory of the natural world. These programs combine standards-based education with hands-on field lessons taught by Urban Park Rangers. Based on natural and cultural topics that are visibly brought to life in our parks, The Natural Classroom is designed to stimulate, motivate and inspire your students to apply their developing skills in English, Math, Science and History to real-life critical thinking challenges. The activities in Botany: Plant Power! focus on the following skills: • Creating and Reading Graphs, Measuring, and Making Calculations • Exploring Living Science Concepts by creating Field Guides, and Gathering Data in the field Writing and Drawing How to Use This Natural Classroom Program Guide Find Your Level: Level One = Grades K-2 Prepare for Adventure: Review the park visit descrip- Level Two = Grades 2-6 tion a few days before the trip so you will be aware of the Level Three = Grades 6-8 day’s anticipated activities. -
The Origin of Alternation of Generations in Land Plants
Theoriginof alternation of generations inlandplants: afocuson matrotrophy andhexose transport Linda K.E.Graham and LeeW .Wilcox Department of Botany,University of Wisconsin, 430Lincoln Drive, Madison,WI 53706, USA (lkgraham@facsta¡.wisc .edu ) Alifehistory involving alternation of two developmentally associated, multicellular generations (sporophyteand gametophyte) is anautapomorphy of embryophytes (bryophytes + vascularplants) . Microfossil dataindicate that Mid ^Late Ordovicianland plants possessed such alifecycle, and that the originof alternationof generationspreceded this date.Molecular phylogenetic data unambiguously relate charophyceangreen algae to the ancestryof monophyletic embryophytes, and identify bryophytes as early-divergentland plants. Comparison of reproduction in charophyceans and bryophytes suggests that the followingstages occurredduring evolutionary origin of embryophytic alternation of generations: (i) originof oogamy;(ii) retention ofeggsand zygotes on the parentalthallus; (iii) originof matrotrophy (regulatedtransfer ofnutritional and morphogenetic solutes fromparental cells tothe nextgeneration); (iv)origin of a multicellularsporophyte generation ;and(v) origin of non-£ agellate, walled spores. Oogamy,egg/zygoteretention andmatrotrophy characterize at least some moderncharophyceans, and arepostulated to represent pre-adaptativefeatures inherited byembryophytes from ancestral charophyceans.Matrotrophy is hypothesizedto have preceded originof the multicellularsporophytes of plants,and to represent acritical innovation.Molecular -
Cell Wall Ribosomes Nucleus Chloroplast Cytoplasm
Cell Wall Ribosomes Nucleus Nickname: Protector Nickname: Protein Maker Nickname: Brain The cell wall is the outer covering of a Plant cell. It is Ribosomes read the recipe from the The nucleus is the largest organelle in a cell. The a strong and stiff and made of DNA and use this recipe to make nucleus directs all activity in the cell. It also controls cellulose. It supports and protects the plant cell by proteins. The nucleus tells the the growth and reproduction of the cell. holding it upright. It ribosomes which proteins to make. In humans, the nucleus contains 46 chromosomes allows water, oxygen and carbon dioxide to pass in out They are found in both plant and which are the instructions for all the activities in your of plant cell. animal cells. In a cell they can be found cell and body. floating around in the cytoplasm or attached to the endoplasmic reticulum. Chloroplast Cytoplasm Endoplasmic Reticulum Nickname: Oven Nickname: Gel Nickname: Highway Chloroplasts are oval structures that that contain a green Cytoplasm is the gel like fluid inside a The endoplasmic reticulum (ER) is the transportation pigment called chlorophyll. This allows plants to make cell. The organelles are floating around in center for the cell. The ER is like the conveyor belt, you their own food through the process of photosynthesis. this fluid. would see at a supermarket, except instead of moving your groceries it moves proteins from one part of the cell Chloroplasts are necessary for photosynthesis, the food to another. The Endoplasmic Reticulum looks like a making process, to occur. -
The Classification of Plants, Viii
70 The Ohio Naturalist [Vol. XIII, No. 4, THE CLASSIFICATION OF PLANTS, VIII. JOHN H. SCHAFFNER. Below is presented a synopsis of the fifteen plant phyla given in the preceding paper of this series. The classification of the fungi follows with a key to the orders. The following changes should be made in the arrangement of the families of Anthophyta as presented in the sixth paper: Transfer the Parnassiaceae from Saxifragales to Ranales following the Ranunculaceae. Interchange the position of Loganiaceae and Oleaceae. Also interchange the position of Bromeliaceae and Dioscoreaceae. SYNOPSIS OF THE PLANT PHYLA. A. Plant body unicellular or filamentous, or if a solid aggregate through the ovary, when present, not an archegonium; never seed-producing; nonsexual, with a simple sexual life cycle, or with an alternation of generations. I. Cells typically with poorly differentiated nuclei and chromatophores, reproducing by fission; motile or nonmotile, colored or colorless, with or without chlorophyll but never with a pure chlorophyll- green color; resting spores commonly present. Phylum 1. SCHIZOPHYTA. II. Cells with well differentiated nuclei, and if holophytic usually with definite chromatophores; with or without chlorophyll; colorless, green, or variously tinted by coloring matters. (I.) Nonsexual, unicellular plants without chlorophyll having a plasmodium stage of more or less completely fused amoeboid cells from which complex .sporangium-like resting bodies are built up. Phylum 2. MYXOPHYTA. (II.) Plants not developing a plasmodium, but the cells normally covered with walls in the vegetative phase. 1. Unicellular or filamentous plants containing chlorophyll, either brown with silicious, two-valved walls or green with complex chromatophores, the walls not silicificd; conjugating cells not ciliated, isogamous. -
Chlorophyll Fluorescence As a Tool in Plant Physiology
Photosynthesis Research 5, 139-157 (1984) 139 © 1984 Martinus Ni/hoff/Dr W. Junk Publishers, The Hague. Printed in the Netherlands Review Chlorophyll fluorescence as a tool in plant physiology. If. Interpretation of fluorescence signals G. HEINRICH KRAUSE and ENGELBERT WEIS Botanisches Institut der Universit~t Dasseldorf, Universit~tsstral~e 1, D-4000 Dtlsseldorf 1, Germany (F.R.G.) (Received. 5 October 1983; in revised form: 21 December 1983) Key words: Chlorophyll, chloroplast, fluorescence, energy-distribution, photochemistry, photosynthesis, stress Introduction In recent years, chlorophyll a fluorescence measurements have been increas- ingly applied to various fields of plant physiology. Chlorophyll can be regarded as an intrinsic fluorescent probe of the photosynthetic system. In the leaf or algal cell, the yield of fluorescence is influenced in a very complex manner by events that are - directly or indirectly -= related to photosynthesis. The foregoing article [1] introduces into basic phenomena of fluorescence induction and describes measuring techniques applicable for plant physio- logical research. The present communication provides a brief review of interpretation of fluorescence signals. Predominantly, fluorescence emission by isolated thylakoids and intact chloroplasts will be considered since our present understanding of chlorophyll fluorescence phenomena is mostly based on studies with these systems in vitro. As will be discussed, the basic interpretations can - with care - be applied to the more complex situation in intact leaves or algae, provided the experimental conditions are clearly defined. To point out the significance of fluorescence interpretation for plant physiology, some examples of effects of the environment, including stress condition, on the different fluorescence parameters are given. A more com- prehensive article dealing with stress effects on chlorophyll fluorescence will follow in this series. -
Characterizing the Absorption Properties for Remote Sensing of Three Small Optically-Diverse South African Reservoirs
Remote Sens. 2013, 5, 4370-4404; doi:10.3390/rs5094370 OPEN ACCESS Remote Sensing ISSN 2072-4292 www.mdpi.com/journal/remotesensing Article Characterizing the Absorption Properties for Remote Sensing of Three Small Optically-Diverse South African Reservoirs Mark William Matthews 1;* and Stewart Bernard 1;2 1 Marine Remote Sensing Unit, Department of Oceanography, University of Cape Town, Rondebosch, 7701 Cape Town, South Africa 2 Earth Systems Earth Observation, Council for Scientific and Industrial Research, 15 Lower Hope Street, Rosebank, 7700 Cape Town, South Africa; E-Mail: [email protected] * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +27-216-505-775. Received: 16 July 2013; in revised form: 30 August 2013 / Accepted: 3 September 2013 / Published: 9 September 2013 Abstract: Characterizing the specific inherent optical properties (SIOPs) of water constituents is fundamental to remote sensing applications. Therefore, this paper presents the absorption properties of phytoplankton, gelbstoff and tripton for three small, optically-diverse South African inland waters. The three reservoirs, Hartbeespoort, Loskop and Theewaterskloof, are challenging for remote sensing, due to differences in phytoplankton assemblage and the considerable range of constituent concentrations. Relationships between the absorption properties and biogeophysical parameters, chlorophyll-a (chl-a), TChl (chl-a plus phaeopigments), seston, minerals and tripton, are established. The value determined for the mass-specific tripton absorption coefficient ∗ 2 −1 at 442 nm, atr(442), ranges from 0.024 to 0.263 m ·g . The value of the TChl-specific ∗ phytoplankton absorption coefficient (aφ) was strongly influenced by phytoplankton species, ∗ 2 −1 size, accessory pigmentation and biomass. -
Chloroplasts Are the Food Producers of the Cell. the Organelles Are Only Found in Plant Cells and Some Protists Such As Algae
Name: ___________________________ Cell #2 H.W. due September 22nd, 2016 Period: _________ Chloroplasts are the food producers of the cell. The organelles are only found in plant cells and some protists such as algae. Animal cells do not have chloroplasts. Chloroplasts work to convert light energy of the Sun into sugars that can be used by cells. It is like a solar panel that changes sunlight energy into electric energy. The entire process is called photosynthesis and it all depends on the little green chlorophyll molecules in each chloroplast. In the process of photosynthesis, plants create sugars and release oxygen (O2). The oxygen released by the chloroplasts is the same oxygen you breathe every day. Chloroplasts are found in plant cells, but not in animal cells. The purpose of the chloroplast is to make sugars that feed the cell’s machinery. Photosynthesis is the process of a plant taking energy from the Sun and creating sugars. When the energy from the Sun hits a chloroplast and the chlorophyll molecules, light energy is converted into the chemical energy. Plants use water, carbon dioxide, and sunlight to make sugar and oxygen. During photosynthesis radiant energy or solar energy or light energy is transferred into chemical energy in the form of sugar (glucose). You already know that during photosynthesis plants make their own food. The food that the plant makes is in the form of sugar that is used to provide energy for the plant. The extra sugar that the plant does not use is stored as starch for later use. Mitochondria are known as the powerhouses of the cell. -
Third Grade Science PLANTS
Third Grade Science PLANTS Table of Contents Introduction K-W-L Slide 3 Plant Parts Slides 4 - 13 Plant Life Cycle Slides 14 - 23 Plants and the Slides 24 - 30 Environment Plant Project Slides 30-32 K-W-L . Use the K-W-L chart to brainstorm about plants. Plant Parts: Take a break and observe the inside of a seed. Now fill in the parts of a seed. PARTS OF A SEED: Plant Parts: Take a break and observe the roots of a plant. Plant Parts: Take a break and observe the stem of a plant. Plant Parts: Go to Slides 9 and 10 to learn about Photosynthesis! Go to Slide 11 to make a Photosynthesis factory. learn about Chlorophyll on slide 12! Photosynthesis: What is photosynthesis? Photo means “light” and synthesis means “to put together”. Photosynthesis means to put together with light. Photosynthesis is a process in which green plants use energy from the sun to transform water, carbon dioxide, and minerals into oxygen. Photosynthesis gives us most of the oxygen we need in order to breathe. We, in turn, exhale carbon dioxide that is needed by plants. Photosynthesis: Photosynthesis: Take a break and create a model of the “Photosynthesis Factory”. Chlorophyll: What is chlorophyll? Plants require light as a form of energy to develop and grow. The way this energy transfer happens is by using chlorophyll. Chlorophyll is the green pigment in plants that is used to trap energy from the sun. Each green part of a plant has chlorophyll. Chlorophyll helps plants absorb light and convert it into sugar through photosynthesis. -
Pigment Signatures of Phytoplankton Communities in the Beaufort Sea
Biogeosciences, 12, 991–1006, 2015 www.biogeosciences.net/12/991/2015/ doi:10.5194/bg-12-991-2015 © Author(s) 2015. CC Attribution 3.0 License. Pigment signatures of phytoplankton communities in the Beaufort Sea P. Coupel1, A. Matsuoka1, D. Ruiz-Pino2, M. Gosselin3, D. Marie4, J.-É. Tremblay1, and M. Babin1 1Joint International ULaval-CNRS Laboratory Takuvik, Québec-Océan, Département de Biologie, Université Laval, Québec, Québec G1V 0A6, Canada 2Laboratoire d’Océanographie et du Climat: Expérimentation et Approches Numériques (LOCEAN), UPMC, CNRS, UMR 7159, Paris, France 3Institut des sciences de la mer de Rimouski (ISMER), Université du Québec à Rimouski, 310 allée des Ursulines, Rimouski, Québec G5L 3A1, Canada 4Station Biologique, CNRS, UMR 7144, INSU et Université Pierre et Marie Curie, Place George Teissier, 29680 Roscoff, France Correspondence to: P. Coupel ([email protected]) Received: 11 August 2014 – Published in Biogeosciences Discuss.: 13 October 2014 Revised: 15 December 2014 – Accepted: 30 December 2014 – Published: 17 February 2015 Abstract. Phytoplankton are expected to respond to recent potentially leads to incorrect group assignments and some environmental changes of the Arctic Ocean. In terms of misinterpretation of CHEMTAX. Thanks to the high repro- bottom-up control, modifying the phytoplankton distribution ducibility of pigment analysis, our results can serve as a base- will ultimately affect the entire food web and carbon export. line to assess change and spatial or temporal variability in However, detecting and quantifying changes in phytoplank- several phytoplankton populations that are not affected by ton communities in the Arctic Ocean remains difficult be- these misinterpretations. cause of the lack of data and the inconsistent identification methods used. -
Photosynthetic Action Spectra of Marine Algae*
PHOTOSYNTHETIC ACTION SPECTRA OF MARINE ALGAE* BY F. T. HAXO~ AND L. IL BLINKS (From the Hopkins Marine Station of Stanford University, Pacific C-ro~e) (Received for publication,October 26, 1949) INTRODUC'rION Englemann (1883, 1884) showed by an ingenious, though not strictlyquanti- tative method (migration of motile bacteria to regions of higher oxygen con- centration), that various algae displayed high photosynthetic activity in spectral regions in which light absorption was due mainly to pigments other than chlorophyll. From these now classic experiments it was concluded that, in addition to chlorophyll, other characteristicpigments of blue-green, red, and brown algae participate in photosynthesis. Substantial proof of Engclmann's contention has come from the more ex- tensive and exacting studies of this problem carried out in recent years. Dutton and Manning (1941) and Wassink and Kerstcn (1946) have shown that light absorbed by fucoxanthin, the major accessory pigment of diatoms, is utilized for photosynthesis with about the same efficiencyas that absorbed by chloro- phyll. However, the carotenoids of some other plants (which lack the fucoxan- thin protein) appear to be relativelyinactive; this situation has been reported for purple bacteria (French, 1937), Chlorella (Emerson and Lewis, 1943), and Chroococcus (Emerson and Lewis, 1942). In the latter blue-green alga the de- tailed study by these workers of quantum yield throughout the spectrum pro- vided conclusive proof that another pigment, the water-soluble chromoprotein phycocyanin, is an efficientparticipant in photosynthesis. The red algae, being in most cases macroscopic in form and marine in habitat, have not been studied by the quantitative methods applied to the aforemen- tioned unicellularalgae (cf.,however, the manometric studies of Emerson and Grcen, 1934, on Gigartina).