Plant Physiology Volume 24 January 1949 Number 1
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Plant Physiology General the Main Light Sensitive Pigment Able to Absorb Solar Energy in Both Plants and Algae Is
Plant Physiology General the main light sensitive pigment able to absorb solar energy in both plants and algae is chlorophyll Photosynthesis this chlorophyll is contained with the chloroplasts probably the most characteristic “thing” that plants plants also have other “accessory pigments”: “do” is photosynthesis carotenoids – mainly yellow, orange almost all plants are autotrophs but usually their colors are masked by an abundance of !use energy from the sun to make sugar and chlorophyll other organic molecules out of simple fall colors are seen as a deciduous plant shuts down nutrients and chlorophyll is broken down and recycled leaving the colors of the other pigments photosynthesis requires carbon dioxide & water reds come from anthocyanins made to protect leaves as they recycle nutrients from the breakdown of chlorophyll CO2 enters through stomata or pores [Application] water is absorbed through roots researchers are studying the structure of the chloroplasts to light improve efficiency in the design of solar collectors CO2 + H2O sugar + O2 chlorophyll (glucose) today (2006) the most efficient solar cells capture only ~17% of solar energy that lands on them, while plant [photosynthesis converts water and carbon dioxide cell capture 30-40% to sugar and oxygen] !these sugars can then be broken down as needed for energy photosynthesis uses several chemical pigment to absorb the energy from sunlight Plants: Plant Physiology - General, Ziser, Lecture Notes, 2012.10 1 Plants: Plant Physiology - General, Ziser, Lecture Notes, 2012.10 2 Plant -
BIL 161: Environment and Development: the Effects of Environmental Variables on Seed Germination
BIL 161: Environment and Development: The Effects of Environmental Variables on Seed Germination The seed is more than just a plant waiting to happen. It is a complex marvel of evolution, a miniature life-support system that responds to environmental cues in order to give the embryo nestled within the best chance of survival. I. Characteristics and Classification of Plants Plants share synapomorphies that set them apart from other organisms. 1. true tissues (of types unique to plants) 2. waxy cuticle (to prevent desiccation) 3. stomates (microscopic gas exchange pores on the leaves) 4. apical meristems (permanent embryonic tissue for constant growth) 5. multicellular sex organs (male antheridia and female archegonia) 6. walled spores produced in structures called sporangia 7. embryo development inside the female parent 8. secondary metabolites (alkaloids, tannins, flavonoids, etc.) 9. heteromorphic alternation of generations The most primitive plants do not produce seeds at all, but rather release spores into the environment where they grow into a second life cycle stage, called the gametophyte. In seed plants, the life cycle is highly derived. Seed plants still make spores, but each spore grows into a gametophyte that is little more than a bit of tissue that gives rise to gametes. In the male parts of the plant, each spore develops into a sperm-producing male gametophyte known as pollen. In the female parts of the plant, meiosis occurs inside a structure known as the ovule, which will eventually give rise to the seed. Plants can broadly be classified as follows. A. Bryophytes – non-vascular plants (mosses, liverworts and hornworts) B. -
Plant Physiology
PLANT PHYSIOLOGY Vince Ördög Created by XMLmind XSL-FO Converter. PLANT PHYSIOLOGY Vince Ördög Publication date 2011 Created by XMLmind XSL-FO Converter. Table of Contents Cover .................................................................................................................................................. v 1. Preface ............................................................................................................................................ 1 2. Water and nutrients in plant ............................................................................................................ 2 1. Water balance of plant .......................................................................................................... 2 1.1. Water potential ......................................................................................................... 3 1.2. Absorption by roots .................................................................................................. 6 1.3. Transport through the xylem .................................................................................... 8 1.4. Transpiration ............................................................................................................. 9 1.5. Plant water status .................................................................................................... 11 1.6. Influence of extreme water supply .......................................................................... 12 2. Nutrient supply of plant ..................................................................................................... -
Spinach Large Bowl of Cool Water; Swirl Gently with Hands
Arkansas Fresh Preparation Tips • Trim off roots, separate leaves and drop into a Spinach large bowl of cool water; swirl gently with hands. • Lift out leaves, letting sand and grit settle, then History empty and refill bowl. Repeat until leaves are clean. Spinach was grown over 2,000 years ago in Iran. The name for spinach came from the Persian word • Pinch off the stems and midribs if they are thick “ispanai” which means “green hand.” Ispanai later and tough. became “spanachia,” then spinach. Spinach was • For very crisp spinach, dry in salad spinner or taken to China in 647 A.D. and to Spain in 1100. shake it dry in a colander; wrap it in paper towels In 1806, spinach was first listed in American seed and refrigerate. catalogs. In the 1920s, the U.S. pushed spinach • Cook spinach by blanching, microwaving, commercially, with Popeye the Sailorman cartoons sautéing or steaming. being a great advocate of spinach. Spinach is used as a leafy green and eaten raw in salads. It is also used as a cooked green (potherb) much like turnip Nutrition Information greens or collard greens. Spinach is low in calories yet extremely high in vitamins, minerals and other phytonutrients Varieties (natural plant chemicals with human nutritional • Savoy: crinkly, curly leaves with a dark green value). It contains large amounts of vitamin A and other carotenoids, phosphorus and potassium. color; sold in fresh bunches at most markets. Spinach also contains iron and calcium, although • Flat or smoothleaf: unwrinkled, spade they are not well absorbed. shaped leaves, easier to clean than savoy. -
Advances in Dryland Farming in the Inland Pacific Northwest
This an excerpt of Advances in Dryland Farming in the Inland Pacific Northwest Advances in Dryland Farming in the Inland Pacific Northwest represents a joint effort by a multi-disciplinary group of scientists from across the region over a three-year period. Together they compiled and synthesized recent research advances as well as economic and other practical considerations to support farmers as they make decisions relating to productivity, resilience, and their bottom lines. The effort to produce this book was made possible with the support of the USDA National Institute of Food and Agriculture through the REACCH project. This six-year project aimed to enhance the sustainability of Pacific Northwest cereal systems and contribute to climate change mitigation. The project, led by the University of Idaho, also convened scientists from Washington State University, Oregon State University, the USDA Agricultural Research Service, and Boise State University. To access the entire book, visit the Washington1 State University Extension Learning Library. Chapter 11 Insect Management Strategies Sanford Eigenbrode, University of Idaho Edward Bechinski, University of Idaho Nilsa Bosque-Pérez, University of Idaho David Crowder, Washington State University Arash Rashed, University of Idaho Silvia Rondon, Oregon State University Bradley Stokes, University of Idaho Abstract This chapter provides an overview of the pests affecting wheat systems in the inland Pacific Northwest (PNW). The chapter begins by reviewing the principles of integrated pest management (IPM) and the challenges for insect pest management under projected climate change for the region, along with other potential changes such as biological invasions and the effects of changes in production technology. -
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. -
Growth Stage Modulates Salinity Tolerance of New Zealand Spinach (Tetragonia Tetragonioides, Pall.) and Red Orach (Atriplex Hortensis L.)
Annals of Botany 85: 501±509, 2000 doi:10.1006/anbo.1999.1086, available online at http://www.idealibrary.com on Growth Stage Modulates Salinity Tolerance of New Zealand Spinach (Tetragonia tetragonioides, Pall.) and Red Orach (Atriplex hortensis L.) CLYDE WILSON*, SCOTT M. LESCH and CATHERINE M. GRIEVE United States Department of Agriculture, Agricultural Research Service, United States Salinity Laboratory, 450 West Big Springs Road, Riverside, CA 92507, USA Received: 4 August 1999 Returned for revision: 29 September 1999 Accepted: 8 December 1999 The response of two speciality vegetable crops, New Zealand spinach (Tetragonia tetragonioides Pall.) and red orach (Atriplex hortensis L.), to salt application at three growth stages was investigated. Plants were grown with a base nutrient solution in outdoor sand cultures and salinized at 13 (early), 26 (mid), and 42 (late) d after planting (DAP). For the treatment salt concentrations, we used a salinity composition that would occur in a typical soil in the San Joaquin Valley of California using drainage waters for irrigation. Salinity treatments measuring electrical 1 conductivities (ECi) of 3, 7, 11, 15, 19 and 23 dS m were achieved by adding MgSO4 ,Na2SO4 , NaCl and CaCl2 to the base nutrient solution. These salts were added to the base nutrient solution incrementally over a 5-d period to avoid osmotic shock to the seedlings. The base nutrient solution without added salts served as the non-saline control (3 dS m1). Solution pH was uncontrolled and ranged from 7.7to8.0. Both species were salt sensitive at the early seedling stage and became more salt tolerant as time to salinization increased. -
Evaluation of the Osmotic Adjustment Response Within the Genus Beta
July 2008 - Dec. 2008 Osmotic Adjustment Response 119 Evaluation of the Osmotic Adjustment Response within the Genus Beta Manuela Bagatta, Daniela Pacifico, and Giuseppe Mandolino C.R.A. – Centro di Ricerca per le Colture Industriali Via di Corticella 133 – 40128 Bologna (Italy) Corresponding author: Giuseppe Mandolino ([email protected]) ABSTRACT Beta genus includes both industrial and horticultural spe- cies, and wild species and subspecies, which are possible reservoirs of agronomically important characters. Among the traits for which Beta has been recently studied, drought tolerance or avoidance is one of the most important. In this work, relative water content and the osmotic potential in well-watered and stressed conditions of three beet types, one B. vulgaris subspecies and one species other than B. vulgaris, all belonging to the Beta genus, were analysed. In addition, relative water content, succulence index and osmotic potential were measured during a three-week water deprivation period, and the osmotic adjustment was estimated for each Beta accession. The results showed that succulence was higher for B. vulgaris ssp. maritima. It was also shown that all Beta accessions were capable of adjust- ing osmotically, but that the B. vulgaris maritima accession examined had a higher osmotic adjustment value compared to the accessions belonging to cultivated Beta types, and that the accession of the wild species Beta webbiana had a comparatively limited capacity to adjust osmotically. Additional key words: Sugarbeet, sea beet, germplasm, drought, osmotic adjustment rought is one of the greatest limitations for agriculture and crop expansion (Boyer, 1982). Sugarbeet (Beta vulgaris ssp. vulgaris) is aD deep-rooting crop, more adapted to withstand water shortage or nutri- tional deprivation than many other crops (Doorenbos and Kassam, 1979; Biancardi et al., 1998); however, drought stress is becoming a major 120 Journal of Sugar Beet Research Vol. -
August - At’S Esh? Berry FRESH Breakfast Specials LUNCH Specials SALADS All Salads Served with Corn Bread & Pineapple Butter
We buy fresh & Visit us online local foods berryfresh.cafe so you eat well! August - at’s esh? bERRY FRESH Breakfast specials LUNCH specials SALADS all Salads served with Corn Bread & Pineapple Butter NEW! SANDWICHES NEW! CRÈME BRULEE STUFFED FRENCH TOAST IRISH EGGS BENEDICT GRILLED CHICKEN, COCONUT, Challah bread stuffed with cream brulee, dipped in Toasted English muffin topped with our homemade NEW! BLACKBERRY, PAPAYA & MANGO SALAD almond scented egg batter, rolled in cornflakes. corned beef hash, poached eggs & freshly OPEN FACED GREEN GODDESS Mixed fresh greens topped with a medley of fresh blackberries, Drizzled with our homemade country cream sauce homemade Hollandaise sauce 11.99 TURKEY AVOCADO TOAST SANDWICH papaya & mango pieces, bleu cheese crumbles, candied walnuts, & topped with whipped cream. 10.99 Multi grain toast, leaf lettuce, avocado, oven tomatoes dusted w/coconut & served with citrus dressing. 11.99 NEW! roasted turkey, fire roasted yellow & red PORK BELLY BENEDICT NEW! CAPTAIN CRUNCH FRENCH TOAST tomatoes & fire roasted artichokes, alfafa SHRIMP, SPINACH & CITRUS SALAD Challah bread dipped in our almond fr toast batter. Two poached eggs, Two pieces of deep fried pork belly served on topped of a fresh baked buttermilk sprouts served open faced with a Green Goddess Fresh Spinach leaves, roasted red pepper,sliced Topped with strawberries, blackberries & sliced bananas. almonds, fresh orange slices, caramelized onions, goat Finished with powdered sugar & whipped cream. 10.99 biscuit topped with a tomato bacon jam & our dressing drizzle. Served with fresh fruit 10.99 homemade Hollandase sauce. 11.99 cheese, lightly seasoned grilled shrimp with honey NEW! bacon Dijon dressing. -
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. -
Chapter 1 Definitions and Classifications for Fruit and Vegetables
Chapter 1 Definitions and classifications for fruit and vegetables In the broadest sense, the botani- Botanical and culinary cal term vegetable refers to any plant, definitions edible or not, including trees, bushes, vines and vascular plants, and Botanical definitions distinguishes plant material from ani- Broadly, the botanical term fruit refers mal material and from inorganic to the mature ovary of a plant, matter. There are two slightly different including its seeds, covering and botanical definitions for the term any closely connected tissue, without vegetable as it relates to food. any consideration of whether these According to one, a vegetable is a are edible. As related to food, the plant cultivated for its edible part(s); IT botanical term fruit refers to the edible M according to the other, a vegetable is part of a plant that consists of the the edible part(s) of a plant, such as seeds and surrounding tissues. This the stems and stalk (celery), root includes fleshy fruits (such as blue- (carrot), tuber (potato), bulb (onion), berries, cantaloupe, poach, pumpkin, leaves (spinach, lettuce), flower (globe tomato) and dry fruits, where the artichoke), fruit (apple, cucumber, ripened ovary wall becomes papery, pumpkin, strawberries, tomato) or leathery, or woody as with cereal seeds (beans, peas). The latter grains, pulses (mature beans and definition includes fruits as a subset of peas) and nuts. vegetables. Definition of fruit and vegetables applicable in epidemiological studies, Fruit and vegetables Edible plant foods excluding -
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