Transpiration, Photosynthesis, and Respiration
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Transpiration
TRANSPIRATION BY: Dr. Madhu Gupta (Guest Faculty) SOS in Botany Jiwaji University Gwalior What is it? The loss of water in the vapour form from the exposed parts of a plant is called transpiration. The loss of water due to transpiration is quite high. Rather 98-99% of the water absorbed by a plant is lost in transpiration. Hardly 0.2% is used in photosynthesis while the remaining is retained in the plant during growth. Most of the transpiration occurs through foliar surface or surface of the leaves. It is known as foliar transpiration. Foliar transpiration accounts for over 90% of the total transpiration. Transpiration occurs through young or mature stem is called as Cauline transpiration. Depending upon the plant surface, transpiration is classified into three types: Stomatal • Water vapour diffuses out through minute pore (stomata) present in soft aerial part of plant is known Transpiration as Stomatal Transpiration • Sometimes water may evaporate through certain Lenticular other openings present on the older stems. These openings are called Lenticels and the transpiration Transpiration that takes place through term is known as Lenticular Transpiration. • Loss of water may also take place through cuticle, but Cuticular the amount so lost is relatively small • This type of transpiration depends upon the thickness Transpiration of the cuticle and presence or absence of wax coating on the surface of the leaves. Stomatal Transpiration Lenticular Transpiration Cuticular Transpiration Factors Affecting Transpiration: Water Stress: Whenever the rate of transpiration exceeds the rate of absorption, a water deficit is created in the plants and results in the incipient wilting of leaves. -
Photosynthesis Respiration and Transpiration.Notebook February 13, 2017
Photosynthesis Respiration and Transpiration.notebook February 13, 2017 Essential Question: What processes are required for plant survival? Key Concept: All living things need energy to carry out their basic functions. Living things break down food to get their energy.One thing that makes plants different from most others organisms is how they get their food. 1 Photosynthesis Respiration and Transpiration.notebook February 13, 2017 There are 3 processes that take place in the leaves that are mandatory for plant to survive. Photosynthesis Respiration Transpiration 2 Photosynthesis Respiration and Transpiration.notebook February 13, 2017 ALL PLANTS ARE AUTOTROPHS which means they make their own food for energy. Food for plants is SUGAR Remember: Chloroplast: Attract sunlight with chlorophyll Mitochondria: Energy Factory 3 Photosynthesis Respiration and Transpiration.notebook February 13, 2017 Observe the diagrams below. Can you infer which one is photosynthesis and respiration? 4 Photosynthesis Respiration and Transpiration.notebook February 13, 2017 What is needed: 1st Photosynthesis 1. Sunlight 2. Carbon Dioxide 3. Water What it Makes: Sugar (keeps) Oxygen (released for humans) Where it happens: Chloroplasts Sunlight Water H20 Carbon Dioxide CO2 Equation: Sunlight + 6H2O + 6CO2 = 6O2 + C6H12O6 5 Photosynthesis Respiration and Transpiration.notebook February 13, 2017 6 Photosynthesis Respiration and Transpiration.notebook February 13, 2017 Water Photosynthesis Sugar Carbon Oxygen Dioxide Excess Solar Energy Water 7 Photosynthesis Respiration and Transpiration.notebook February 13, 2017 Photosynthesis makes sugar, but in order to use the food the plant must break it down into usable energy through a process called Respiration. Food Respiration is the process of how plants break down the sugar so the plant can use it for energy. -
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. -
197 Section 9 Sunflower (Helianthus
SECTION 9 SUNFLOWER (HELIANTHUS ANNUUS L.) 1. Taxonomy of the Genus Helianthus, Natural Habitat and Origins of the Cultivated Sunflower A. Taxonomy of the genus Helianthus The sunflower belongs to the genus Helianthus in the Composite family (Asterales order), which includes species with very diverse morphologies (herbs, shrubs, lianas, etc.). The genus Helianthus belongs to the Heliantheae tribe. This includes approximately 50 species originating in North and Central America. The basis for the botanical classification of the genus Helianthus was proposed by Heiser et al. (1969) and refined subsequently using new phenological, cladistic and biosystematic methods, (Robinson, 1979; Anashchenko, 1974, 1979; Schilling and Heiser, 1981) or molecular markers (Sossey-Alaoui et al., 1998). This approach splits Helianthus into four sections: Helianthus, Agrestes, Ciliares and Atrorubens. This classification is set out in Table 1.18. Section Helianthus This section comprises 12 species, including H. annuus, the cultivated sunflower. These species, which are diploid (2n = 34), are interfertile and annual in almost all cases. For the majority, the natural distribution is central and western North America. They are generally well adapted to dry or even arid areas and sandy soils. The widespread H. annuus L. species includes (Heiser et al., 1969) plants cultivated for seed or fodder referred to as H. annuus var. macrocarpus (D.C), or cultivated for ornament (H. annuus subsp. annuus), and uncultivated wild and weedy plants (H. annuus subsp. lenticularis, H. annuus subsp. Texanus, etc.). Leaves of these species are usually alternate, ovoid and with a long petiole. Flower heads, or capitula, consist of tubular and ligulate florets, which may be deep purple, red or yellow. -
Bioinorganic Chemistry Content
Bioinorganic Chemistry Content 1. What is bioinorganic chemistry? 2. Evolution of elements 3. Elements and molecules of life 4. Phylogeny 5. Metals in biochemistry 6. Ligands in biochemistry 7. Principals of coordination chemistry 8. Properties of bio molecules 9. Biochemistry of main group elements 10. Biochemistry of transition metals 11. Biochemistry of lanthanides and actinides 12. Modell complexes 13. Analytical methods in bioinorganic 14. Applications areas of bioinorganic chemistry "Simplicity is the ultimate sophistication" Leonardo Da Vinci Bioinorganic Chemistry Slide 1 Prof. Dr. Thomas Jüstel Literature • C. Elschenbroich, A. Salzer, Organometallchemie, 2. Auflage, Teubner, 1988 • S.J. Lippard, J.N. Berg, Bioinorganic Chemistry, Spektrum Akademischer Verlag, 1995 • J.E. Huheey, E. Keiter, R. Keiter, Anorganische Chemie – Prinzipien von Struktur und Reaktivität, 3. Auflage, Walter de Gruyter, 2003 • W. Kaim, B. Schwederski: Bioinorganic Chemistry, 4. Auflage, Vieweg-Teubner, 2005 • H. Rauchfuß, Chemische Evolution und der Ursprung des Lebens, Springer, 2005 • A.F. Hollemann, N. Wiberg, Lehrbuch der Anorganischen Chemie, 102. Auflage, de Gruyter, 2007 • I. Bertini, H.B. Gray, E.I. Stiefel, J.S. Valentine, Biological Chemistry, University Science Books, 2007 • N. Metzler-Nolte, U. Schatzschneier, Bioinorganic Chemistry: A Practical Course, Walter de Gruyter, 2009 • W. Ternes, Biochemie der Elemente, Springer, 2013 • D. Rabinovich, Bioinorganic Chemistry, Walter de Gruyter, 2020 Bioinorganic Chemistry Slide 2 Prof. Dr. Thomas Jüstel 1. What is Bioinorganic Chemistry? A Highly Interdisciplinary Science at the Verge of Biology, Chemistry, Physics, and Medicine Biochemistry Inorganic Chemistry (Micro)- Physics & Biology Spectroscopy Bioinorganic Chemistry Pharmacy & Medicine & Toxicology Physiology Diagnostics Bioinorganic Chemistry Slide 3 Prof. Dr. Thomas Jüstel 2. Evolution of the Elements Most Abundant Elements in the Universe According to Atomic Fraction Are: 1. -
Summary a Plant Is an Integrated System Which: 1
Summary A plant is an integrated system which: 1. Obtains water and nutrients from the soil. 2. Transports them 3. Combines the H2O with CO2 to make sugar. 4. Exports sugar to where it’s needed Today, we’ll start to go over how this occurs Transport in Plants – Outline I.I. PlantPlant waterwater needsneeds II.II. TransportTransport ofof waterwater andand mineralsminerals A.A. FromFrom SoilSoil intointo RootsRoots B.B. FromFrom RootsRoots toto leavesleaves C.C. StomataStomata andand transpirationtranspiration WhyWhy dodo plantsplants needneed soso muchmuch water?water? TheThe importanceimportance ofof waterwater potential,potential, pressure,pressure, solutessolutes andand osmosisosmosis inin movingmoving water…water… Transport in Plants 1.1. AnimalsAnimals havehave circulatorycirculatory systems.systems. 2.2. VascularVascular plantsplants havehave oneone wayway systems.systems. Transport in Plants •• OneOne wayway systems:systems: plantsplants needneed aa lotlot moremore waterwater thanthan samesame sizedsized animals.animals. •• AA sunflowersunflower plantplant “drinks”“drinks” andand “perspires”“perspires” 1717 timestimes asas muchmuch asas aa human,human, perper unitunit ofof mass.mass. Transport of water and minerals in Plants WaterWater isis goodgood forfor plants:plants: 1.1. UsedUsed withwith CO2CO2 inin photosynthesisphotosynthesis toto makemake “food”.“food”. 2.2. TheThe “blood”“blood” ofof plantsplants –– circulationcirculation (used(used toto movemove stuffstuff around).around). 3.3. EvaporativeEvaporative coolingcooling. -
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. -
The Relationship Between Plant Growth and Water Consumption : a History from Greek Philosophers to Early 20Th Century Scientists
The relationship between plant growth and water consumption : A history from Greek philosophers to early 20th century scientists. Oliver Brendel Université de Lorraine, AgroParisTech, INRA, UMR SILVA Nancy, France email : [email protected] Tel : 00 33 383394100 postal address: Oliver Brendel, INRAE, UMR Silva, F-54280 CHAMPENOUX, France Abstract The relationship between plant growth and water consumption has for a long time occupied the minds of philosophers and natural scientists. The ratio between biomass accumulation and water consumption is known as water use efficiency and is widely relevant today in fields as diverse as crop improvement, forest ecology and climate change. Defined at scales varying from single leaf physiology to whole plants, it shows how botanical investigations changed through time, generally in tandem with developing disciplines and improving methods. The history started as a purely philosophical question by Greek philosophers of how plants grow, progressed through thought and actual experiments, towards an interest in plant functioning and their relationship to the environment. This article retraces this history by elucidating the progression of scientific questions posed through the centuries, presents the main methodological and conceptual developments. Keywords Transpiration efficiency; water use efficiency; plant physiology; botany Introduction The ratio of biomass accumulation per unit water consumption is known today as water use efficiency (WUE) and is widely relevant to agriculture ( e.g. Vadez et al.2014; Tallec et al.; Blum 2009), to forest ecology (e.g. Linares and Camarero 2012; Lévesque et al. 2014), and in the context of global climate change (e.g., Cernusak et al. 2019). This ratio can be defined at various levels, from the physiological functioning of a leaf to the whole plant and at the ecosystem level. -
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. -
AP Biology Life’S Beginning on Earth According to Scientific Findings (Associated Learning Objectives: 1.9, 1.10, 1.11, 1.12, 1.27, 1.28, 1.29, 1.30, 1.31, and 1.32)
AP Auburn University AP Summer Institute BIOLOGYJuly 11-14, 2016 AP Biology Life’s beginning on Earth according to scientific findings (Associated Learning Objectives: 1.9, 1.10, 1.11, 1.12, 1.27, 1.28, 1.29, 1.30, 1.31, and 1.32) I. The four steps necessary for life to emerge on Earth. (This is according to accepted scientific evidence.) A. First: An abiotic (non-living) synthesis of Amino Acids and Nucleic Acids must occur. 1. The RNA molecule is believed to have evolved first. It is not as molecularly stable as DNA though. 2. The Nucleic Acids (DNA or RNA) are essential for storing, retrieving, or conveying by inheritance molecular information on constructing the components of living cells.. 3. The Amino Acids, the building blocks of proteins, are needed to construct the “work horse” molecules of a cell. a. The majority of a cell or organism, in biomass (dry weight of an organism), is mostly protein. B. Second: Monomers must be able to join together to form more complex polymers using energy that is obtained from the surrounding environment. 1. Seen in monosaccharides (simple sugars) making polysaccharides (For energy storage or cell walls of plants.) 2. Seen in the making of phospholipids for cell membranes. 3. Seen in the making of messenger RNA used in making proteins using Amino Acids. 4. Seen in making chromosomes out of strings of DNA molecules. (For information storage.) C. Third: The RNA/DNA molecules form and gain the ability to reproduce and stabilize by using chemical bonds and complimentary bonding.