Genome-Wide Transcriptomic Analysis of the Sporophyte of the Moss Physcomitrella Patens
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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 ..................................................................................................... -
A Practical Guide for Stoma Problems Developed by the Ostomy Forum
A practical guide for Stoma problems Developed by the Ostomy Forum Dedicated to Stoma Care A practical guide for Stoma and Peristomal skin problems A practical guide for Stoma Developed by: Frances McKenzie, Amanda Smith, Doreen Woolley, Beverley Colton, Bart Tappe and Global Clinical Marketing, Dansac A/S. The practical guide is based on the Observation Index developed by the Ostomy Forum group (a specialized group of ET nurses from Sweden, Norway, The Netherlands, Poland, Japan, UK and Denmark) and is Normal Stoma made to help you manage common stoma and peristomal skin problems you might come across in your nursing practice. Stoma is a Greek word that means opening or mouth. It is a surgically created opening that can be temporary or permanent and allows for the Sharing best practice by use of this educational tool will lead to early excretion of faecal waste (colostomy, ileostomy) or urine (urostomy). detection and appropriate intervention to secure a high standard of stoma care. A stoma is a surgically made opening of the bowel: • The bowel is brought out through the abdominal wall This tool should be used in consultation with your Stoma Care Specialist. • It is matured and sutured subcutaneously • Faeces and urine will pass and be collected in a specially designed Disclaimer: ostomy pouch. We recognize that nurses in other practices will have different ways of treating the identified problems. The scope of this guide is to give first In the following pages you will find examples of different stoma problems step, easy to use, practical advice that is recognized and accepted and concrete suggestions for intervention and management of the stoma. -
Stoma and Peristomal Skin Care: a Clinical Review Early Intervention in Managing Complications Is Key
WOUND WISE 1.5 HOURS CE Continuing Education A series on wound care in collaboration with the World Council of Enterostomal Therapists Stoma and Peristomal Skin Care: A Clinical Review Early intervention in managing complications is key. ABSTRACT: Nursing students who don’t specialize in ostomy care typically gain limited experience in the care of patients with fecal or urinary stomas. This lack of experience often leads to a lack of confidence when nurses care for these patients. Also, stoma care resources are not always readily available to the nurse, and not all hospitals employ nurses who specialize in wound, ostomy, and continence (WOC) nursing. Those that do employ WOC nurses usually don’t schedule them 24 hours a day, seven days a week. The aim of this article is to provide information about stomas and their complications to nurses who are not ostomy specialists. This article covers the appearance of a normal stoma, early postoperative stoma complications, and later complications of the stoma and peristomal skin. Keywords: complications, ostomy, peristomal skin, stoma n 46 years of clinical practice, I’ve encountered article covers essential information about stomas, many nurses who reported having little educa- stoma complications, and peristomal skin problems. Ition and even less clinical experience with pa- It is intended to be a brief overview; it doesn’t provide tients who have fecal or urinary stomas. These exhaustive information on the management of com- nurses have said that when they encounter a pa- plications, nor does it replace the need for consulta- tient who has had an ostomy, they are often un- tion with a qualified wound, ostomy, and continence sure how to care for the stoma and how to assess (WOC) nurse. -
Botany for Gardeners Offers a Clear Explanation of How Plants Grow
BotGar_Cover (5-8-2004) 11/8/04 11:18 AM Page 1 $19.95/ £14.99 GARDENING & HORTICULTURE/Reference Botany for Gardeners offers a clear explanation of how plants grow. • What happens inside a seed after it is planted? Botany for Gardeners Botany • How are plants structured? • How do plants adapt to their environment? • How is water transported from soil to leaves? • Why are minerals, air, and light important for healthy plant growth? • How do plants reproduce? The answers to these and other questions about complex plant processes, written in everyday language, allow gardeners and horticulturists to understand plants “from the plant’s point of view.” A bestseller since its debut in 1990, Botany for Gardeners has now been expanded and updated, and includes an appendix on plant taxonomy and a comprehensive index. Twodozen new photos and illustrations Botany for Gardeners make this new edition even more attractive than its predecessor. REVISED EDITION Brian Capon received a ph.d. in botany Brian Capon from the University of Chicago and was for thirty years professor of botany at California State University, Los Angeles. He is the author of Plant Survival: Adapting to a Hostile Brian World, also published by Timber Press. Author photo by Dan Terwilliger. Capon For details on other Timber Press books or to receive our catalog, please visit our Web site, www.timberpress.com. In the United States and Canada you may also reach us at 1-800-327-5680, and in the United Kingdom at [email protected]. ISBN 0-88192-655-8 ISBN 0-88192-655-8 90000 TIMBER PRESS 0 08819 26558 0 9 780881 926552 UPC EAN 001-033_Botany 11/8/04 11:20 AM Page 1 Botany for Gardeners 001-033_Botany 11/8/04 11:21 AM Page 2 001-033_Botany 11/8/04 11:21 AM Page 3 Botany for Gardeners Revised Edition Written and Illustrated by BRIAN CAPON TIMBER PRESS Portland * Cambridge 001-033_Botany 11/8/04 11:21 AM Page 4 Cover photographs by the author. -
Plant Physiology and Biochemistry
BSCBO- 303 B.Sc. III YEAR Plant Physiology and Biochemistry DEPARTMENT OF BOTANY SCHOOL OF SCIENCES UTTARAKHAND OPEN UNIVERSITY PLANT PHYSIOLOGY AND BIOCHEMISTRY BSCBO-303 Expert Committee Prof. J. C. Ghildiyal Prof. G.S. Rajwar Retired Principal Principal Government PG College Government PG College Karnprayag Augustmuni Prof. Lalit Tewari Dr. Hemant Kandpal Department of Botany School of Health Science DSB Campus, Uttarakhand Open University Kumaun University, Nainital Haldwani Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University, Haldwani Board of Studies Prof. Y. S. Rawat Prof. C.M. Sharma Department of Botany Department of Botany DSB Campus, Kumoun University HNB Garhwal Central University, Nainital Srinagar Prof. R.C. Dubey Prof. P.D.Pant Head, Department of Botany Director I/C, School of Sciences Gurukul Kangri University Uttarakhand Open University Haridwar Haldwani Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University, Haldwani Programme Coordinator Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University Haldwani, Nainital UTTARAKHAND OPEN UNIVERSITY Page 1 PLANT PHYSIOLOGY AND BIOCHEMISTRY BSCBO-303 Unit Written By: Unit No. 1. Dr. Urmila Rana 1 & 2 Asst. Professor, Department of Botany, Pauri Campus, H.N.B. Garhwal University, Pauri, Uttarakhand 2. Dr. Shweta Kukreti 3 Asst. Professor, Department of Botany, Pauri Campus, H.N.B. Garhwal University, Pauri, Uttarakhand 3- Dr. Nishesh Sharma 4 Asst. Professor, Department of Biotechnology, Uttaranchal College of Applied and Life Science Uttaranchal University, Dehradun 4. Dr. Deepika Upadhyay 5 & 6 Asst. Professor, Department of Microbiology Chinmaya Degree College, BHEL, Haridwar 5- Dr. Manish Belwal 7 & 8 Asst Prof., Department of Botany Govt. -
Stomata Printing: Microscope Investigation
Stomata Printing: Microscope Investigation Appropriate for 3rd-12th grade students; GRADE LEVEL Next Generation Science Standards for 5th, 6th, 7th and 8th APPROPRIATENESS California Content Standards for 5th , 6th & 7th SUBJECTS Life Sciences, Investigation and Experimentation DURATION Activity: 45 minutes SETTING Classroom or Lab Objectives In this activity, students will: 1. Observe the structures that make up the surface of a leaf. 2. Find the pores, called stomata, that let gasses in/out of a leaf. 3. Explore the ways that plants gain mass. Materials • Student Data Sheets (1 per person) • Preparing Your Specimen Sheet (1 per lab team) • Computer and Projector for video clips (optional) • Plant Leaves (Ferns, or any leaf with a smooth surface, work well) • Clear tape (Packing tape or transparent tape, not scotch tape) • Clear Nail polish (Sally Hansen InstaDri “Quickly Clear” color works well) • Microscope slides • Microscopes • Trays (to hold the materials, optional) Vocabulary Stoma (singlular)/Stomata (plural): a structure on the surface of a leaf that modulates gas exchange between the plant and its environment. Carbon Dioxide: a colorless, odorless gas that is present in the atmosphere, breathed out during animal respiration, produced by decaying plants, used by plants in photosynthesis, and formed when any fuel containing carbon is burned. Teacher and Youth Education, 2013 1 Stomata Printing Teacher Background Information stoma Stomata Stomata are responsible for allowing gas exchange between the inside of the leaf and the atmosphere. Stoma is the singular and stomata is the plural form. When viewed with a microscope, they often look like coffee beans. There are more than 32 stomata in the image of the Western Sword Fern leaf, to the right. -
Introduction to Plant Physiology
Chapter 1: Introduction to Plant Physiology Plant is source of food, fodder, fibers, clothing, shelter fuel, medicine, and oxygen. This all resources are the products of plant physiology. The basic and main process in plant, photosynthesis is responsible for the supply of all the above-mentioned resources. Figure 1: Different plant science areas studied under plant physiology. Definition: Plant physiology deals with the various metabolic process and pathways in plant. Practically it is heart of the botany, which study different functions performed by the plant. It deals with the study of organization and operation of all the physiological, biochemical and enzymological processes in plant. Importance of plant physiology: Plant metabolism is mainly anabolism and catabolism. Breaking and joining different biomolecules. Studying this aspect of plant provides the explanation the several question about the plant. Example: How plants utilize solar energy? SACP Dept. of Botany BO232 Plant Physiology How they obtain and distribute water and nutrients? How plants grow and develop? How they respond to the environment? How they produce flowers and seed? How seed germinate and form new plants? Answers of above questions helps to understand different process and acquired knowledge helps to improve productivity and yield of the crop. Need for the Study of Plant Physiology: • It is important branch of botany, understanding the plant physiology helps interlink other branches of botany. Understanding different physiological process such as Seed germination, Growth and development, Photosynthesis, Absorption of water and minerals, Ascent of sap, Translocation of solutes, Transpiration, Photorespiration, Respiration, Photoperiodism, Vernalization, Flowering, Ripening of fruits, Senescence and Death of plant gives huge knowledge and this knowledge finds wide application in every branch of botany. -
PATIENT EDUCATION GUIDELINES-Stoma Management
PATIENT EDUCATION GUIDELINES STOMA MANAGEMENT IN THE HOME Stoma is a Greek word that means mouth. A stoma is an opening in the abdominal area that is surgically made to change the usual pathway for stool or urine elimination. The stoma is normally red, moist and produces mucus. Your stoma is part of your intestinal tract. It has the same type of mucous membrane as the inside of your mouth. Your stomas may slightly enlarge or become smaller with digestion and movement of stool through the intestine. Your stoma may bleed slightly when rubbed because of the rich blood supply to the area. This is no cause for alarm. EMPTYING AND CHANGING THE POUCH 1. Change the pouch as soon as it leaks. Do not tape a leaking pouch to the skin as this may cause skin irritation where moisture and stool are trapped under the pouch. 2. Burning or itching around the stoma may mean that the skin is irritated. In this case the pouch needs to be changed immediately. 3. Empty the pouch when it is 1/3 full to prevent the weight from breaking the seal and causing leakage. WASHING 1. Wash the skin around the stoma (peristomal skin) with a mild soap to cleanse the area. The peristomal skin should then be rinsed well to avoid any soap residue that could also cause irritation. 2. Ivory and Dial are mild soaps. Do not use soaps that contain lotion, creams or oils. 3. Pat the skin dry, as moisture will keep the pouch from sticking. Gently wipe, do not rub the stoma. -
1 BOTANY, PLANT PHYSIOLOGY and PLANT GROWTH Lesson 9: PLANT NUTRITION Segment One – Nutrient Listing Plants Need 17 Elements
BOTANY, PLANT PHYSIOLOGY AND PLANT GROWTH Lesson 9: PLANT NUTRITION Segment One – Nutrient Listing Plants need 17 elements for normal growth. Carbon, oxygen, and hydrogen are found in air and water. Nitrogen, phosphorus, potassium, calcium, magnesium, and sulfur are found in the soil. The above nine elements are used in relatively large amounts by the plant and are called macronutrients. There are eight other elements that are used in much smaller amounts and are called micronutrients or trace elements. The micronutrients, which are found in the soil, are listed in the table below. All 17 elements, both macronutrients and micronutrients, are essential for plant growth. MACRONUTRIENTS Found in air and water carbon C oxygen O hydrogen H Primary Elements nitrogen N phosphorus P potassium K Secondary Elements calcium Ca magnesium Mg sulfur S MICRONUTRIENTS iron Fe manganese Mn copper Cu zinc Zn boron B molybdenum Mo chlorine Cl cobalt Co The terms primary, secondary, and micronutrients actually refer to the amount of these elements needed by the plants rather than their relative importance. All 17 elements are essential; this is an important concept when learning plant nutrition. The term “essential” means if even ONE nutrient is missing, you have a critical situation. The plant will stop growing, and will die eventually. Think of all 17 elements as a chain of 17 links; if you lose one link in the chain, it has no power. 1 Seldom do you need to be concerned about the supply of carbon, oxygen, and hydrogen, even though large amounts of each are used in plant growth and development. -
Historical Review
1 Historical Review INTRODUCTION This chapter presents a brief historical review of progress in the field of plant water relations because the authors feel that it is impossible to fully understand the present without some knowledge of the past. As the Danish philosopher Kierkegaarde wrote, "Life can only be understood backward, but it can only be lived forward," and this also is true of science. The present generation needs to be reminded that some generally accepted concepts have their origin in ideas of 17th or 18th century writers and although others were suggested many decades ago, they were neglected until recently. As might be expected, the importance of water to plant growth was recog- nized by prehistoric farmers because irrigation systems already existed in Egypt, Babylonia (modern Iraq), and China at the beginning of recorded history, and the first European explorers found extensive irrigation systems in both North and South America. However, irrigation was not used extensively in agriculture in the United States until after the middle of the 19th century and little research on plant water relations occurred until the 20th century. Early Research Although plant water relations appear to have been the first area of plant physiology to be studied, progress was slow from Aristotle who died in 322 B.C. to the middle of the 19th century. According to Aristotle, plants absorbed their food ready for use from the soil, and plant nutrition was controlled by a soul or vital principle that ailowed plants to absorb only those substances useful in 2 1. Historical Review growth. This idea only began to be questioned in the 17th century by Jung, van Helmont, Mariotte, and others, and it ~ersistedinto the 19th century.