Seed Dispersal by Animals: Contrasts with Pollen Dispersal, Problems of Terminology, and Constraints on Coevolution Author(S): Nathaniel T

Total Page:16

File Type:pdf, Size:1020Kb

Seed Dispersal by Animals: Contrasts with Pollen Dispersal, Problems of Terminology, and Constraints on Coevolution Author(S): Nathaniel T The University of Chicago Seed Dispersal by Animals: Contrasts with Pollen Dispersal, Problems of Terminology, and Constraints on Coevolution Author(s): Nathaniel T. Wheelwright and Gordon H. Orians Source: The American Naturalist, Vol. 119, No. 3 (Mar., 1982), pp. 402-413 Published by: The University of Chicago Press for The American Society of Naturalists Stable URL: http://www.jstor.org/stable/2460937 . Accessed: 24/12/2013 11:41 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press, The American Society of Naturalists, The University of Chicago are collaborating with JSTOR to digitize, preserve and extend access to The American Naturalist. http://www.jstor.org This content downloaded from 139.140.232.150 on Tue, 24 Dec 2013 11:41:24 AM All use subject to JSTOR Terms and Conditions Vol. 119, No. 3 The AmericanNaturalist March 1982 SEED DISPERSAL BY ANIMALS: CONTRASTS WITH POLLEN DISPERSAL, PROBLEMS OF TERMINOLOGY, AND CONSTRAINTS ON COEVOLUTION NATHANIEL T. WHEELWRIGHT AND GORDON H. ORIANS Departmentof Zoology, Universityof Washington,Seattle, Washington98195 SubmittedFebruary 27, 1981; Accepted September28, 1981 Recent thinkingabout seed dispersal and the coevolutionof fruitingplants and frugivoreshas been stronglyinfluenced by ideas developed throughthe studyof pollen dispersal by animals. Analogies are commonlydrawn between the two systems (Howe 1977; Van der Pijl 1972; Howe and Primack 1975; Howe and Vande Kerckhove 1979; Howe 1979; Howe and De Steven 1979; Howe 1980). Both systemsrepresent coevolved relationshipsof mutualbenefit to plants and animalsthat involve the disseminationof pollen or seeds and the provisionby the plant of some incentivesuch as nectar or fruit.The evolutionof highdegrees of mutual dependence and morphologicaland behavioral specialization,evident in some pollinationsystems, is assumed also to be likelyin certain seed dispersal systems (Howe and Primack 1975; McKey 1975; Howe 1977; Howe and Esta- brook 1977). A rich array of evocative metaphorscurrently used in studies of plant-frugivoreinteractions ("loyalty," "theft," "reliability," "faithfulness," "reward," and so on; see McKey 1975 and Howe and Estabrook 1977) reflects conceptual biases apparentlyderived in part fromimplicit and explicitanalogies withpollen dispersal. Althoughsuch termsare sometimesuseful, they may cloud the true nature of fruit-frugivoreinteractions. Pollen and seed dispersal are fundamentallydissimilar, particularly in most characteristicslikely to influencechoice of diet and foragingitineraries by animal vectors, and patternsof productionof pollen and fruitby plants. The purpose of this paper is threefold:(1) to outline clearly the relevant differencesbetween pollen and seen dispersal, (2) to indicate some of the problemsof using terminol- ogy borrowedfrom studies of pollen dispersalto describe seed dispersal systems, and (3) to consider the factorsthat may explain the virtualabsence of obligate mutualismsin seed dispersal systems (Howe and Vande Kerckhove 1979). Be- cause of our greater familiaritywith avian frugivoresand their importancein theoreticaland empiricalstudies of seed dispersal, most of our referencesdeal principallywith birds. Future work on seed dispersalby mammals,ants, reptiles, and fishmay offernew insights. Am. Nat. 1982. Vol. 119, pp. 402-413. ? 1982 by The Universityof Chicago. 0003-0147/82/1903-0016$02.00.All rightsreserved. 402 This content downloaded from 139.140.232.150 on Tue, 24 Dec 2013 11:41:24 AM All use subject to JSTOR Terms and Conditions COEVOLUTION OF FRUITING PLANTS AND FRUGIVORES 403 THE THEORY OF FRUIT-FRUGIVORE COEVOLUTION Snow (1971) firstconsidered the consequences of evolutionaryinteractions betweenfruiting plants and the frugivoresthat disperse their seeds and recognized theunique attributesof fruit as a food resource. Relativeto other"prey," fruithas evolved to be generallyaccessible, conspicuous, and easily digestiblein orderto attract seed dispersers (Snow 1971). Following Snow's contribution,McKey (1975) proposed a model of plant-frugivorecoevolution to explain the varietyof strategiesplants use to dispersetheir seeds in whichhe introducedthe concept of dispersalquality. At one extreme,some plantsproduce many small, nutritionally poor fruitsthat attract a wide varietyof "poor quality" dispersers.Alternatively, othersproduce a smallernumber of large,nutritionally superior fruits whose seeds are dispersed by a limitednumber of species delivering"high dispersal quality." Qualityrefers to seed size carriedand the probabilitythat a seed removedfrom a plant is deposited in viable conditionin a site suitable forgermination and estab- lishment(McKey 1975). A numberof recent studies, both theoretical(Morton 1973; Howe and Estabrook 1977; Howe 1979; Thompson and Willson 1979; Fleming 1979) and empirical (Smith 1975; Howe 1977; McDiarmid et al. 1977; Thompson and Willson 1978; Howe and De Steven 1979; Howe and Vande Kerckhove 1979; Howe 1980; Howe 1981; Snow 1981) have refinedhypotheses, evaluated some predictions,and providedobservations on fruitremoval rates and behavior of frugivoresat fruitingtrees. Centralto currenttheory is the propositionthat frugivores differ in behavioral and ecological traitsthat affecttheir suitabilities as seed dispersers.If so, under certaincircumstances (e.g., predictableecological requirementsfor seeds) natural selection is expected to lead to the mutualinterdependence and tightassociation of individual plant species with "one particularlyeffective disperser" (Howe 1977), or a small numberof obligatefruigivores (McKey 1975; Howe and Primack 1975; Howe and Estabrook 1977). However, empirical studies have generally failedto discover eitherhighly coevolved frugivoresor plants adapted to exclude all but a single disperser, as in some (though much fewer than generallyap- preciated) pollen dispersal systems. The lack of plant-frugivorecounterparts to specialized pollinationsystems, such as orchids (Dressler 1968; Dodson 1975) or Dalechampia (Armbrusterand Webster 1979) and euglossine bees, or yucca species and the mothTegeticula (Powell and Mackie 1966), is striking(see also Galil 1977; Sazima and Sazima 1978; Thien 1969). The majorityof studiesof birds, at least, have documentedinstead a tremendousdiversity of frugivoresat fruiting trees (Eisenmann 1961; Land 1963; Willis 1966; Diamond and Terborgh 1967; Jenkins1969; Leck 1969; Haverschmidt1971; Cruz 1974; Wheelwrightet al., in prep.). Not onlydo manybird species feed on thefruit of a singleplant species, but also they may represent up to 13 families (McDiarmid et al. 1977). Even the "specialized," high reward fruitsof some Lauraceae (McKey 1975) may have theirseeds dispersedby more than 17 species of birdsfrom at least eightfamilies (Wheelwright,in prep.). Morphologicallyas well as taxonomically,birds feeding on the fruitsof the same treemay be quite different(Ricklefs 1977; Wheelwrightet al., in prep.). This content downloaded from 139.140.232.150 on Tue, 24 Dec 2013 11:41:24 AM All use subject to JSTOR Terms and Conditions 404 THE AMERICAN NATURALIST The discoveryof assemblages of manyspecies of diversefrugivores, rather than limitedassociations, spawned a deprecatingterminology to referto species pre- sumed to be poor dispersers: "opportunists,exploiters" (McKey 1975), "fruit thieves" (Howe and Estabrook 1977), and "parasites" (Janzen 1977). Such metaphorsreflect the expectations of the theorymore than they do the actual effectsof the frugivores;data do not yetexist to evaluate accuratelythe effective- ness of dispersalby differentspecies. Despite the factthat many studies purport to deal with seed dispersal, most reportonly observations on who removes fruit, how regularthey are as visitors,and, in some cases, whetheror not theydestroy seeds. The above terminologyobscures the fact thatfrugivores represent a con- tinuumin termsof the numberof seeds each species deposits in suitablesites and the probabilitythat it gives an individualseed favorabletreatment. SEED DISPERSAL VERSUS POLLEN DISPERSAL Pollen dispersaldiffers from seed dispersalin several fundamentalrespects that preventcomparable precisionin seed dispersal (table 1). First,pollen has a very specific "target," the stigmaof a nonspecificflower. These flowersare usually easily recognizedbecause of theirdistinctive colors, scents, and morphology.In contrast,a seed's "objective," a site suitablefor germination, establishment, and ultimatelyreproduction, is more difficultto characterizein space and time. Ap- propriatesites for seeds have few distinguishingfeatures perceptible by frugi- vores, althoughfrugivores may preferentiallyfrequent certain habitat types. On a gross scale, some habitat types (flood plains, riverbanks)may be predictable (Howe and Estabrook 1977), but withinthem sites for seeds are not. Moisture, sunlight,soil nutrients,seed and seedlingpredators, herbivores, fungal associates, allelopaths,and othersubtle factorsdetermine whether a site is a good one fora seed. Moreover, conditionsmay easily change and characteristicsof a site at the time a seed is deposited
Recommended publications
  • Reproduction in Plants Which But, She Has Never Seen the Seeds We Shall Learn in This Chapter
    Reproduction in 12 Plants o produce its kind is a reproduction, new plants are obtained characteristic of all living from seeds. Torganisms. You have already learnt this in Class VI. The production of new individuals from their parents is known as reproduction. But, how do Paheli thought that new plants reproduce? There are different plants always grow from seeds. modes of reproduction in plants which But, she has never seen the seeds we shall learn in this chapter. of sugarcane, potato and rose. She wants to know how these plants 12.1 MODES OF REPRODUCTION reproduce. In Class VI you learnt about different parts of a flowering plant. Try to list the various parts of a plant and write the Asexual reproduction functions of each. Most plants have In asexual reproduction new plants are roots, stems and leaves. These are called obtained without production of seeds. the vegetative parts of a plant. After a certain period of growth, most plants Vegetative propagation bear flowers. You may have seen the It is a type of asexual reproduction in mango trees flowering in spring. It is which new plants are produced from these flowers that give rise to juicy roots, stems, leaves and buds. Since mango fruit we enjoy in summer. We eat reproduction is through the vegetative the fruits and usually discard the seeds. parts of the plant, it is known as Seeds germinate and form new plants. vegetative propagation. So, what is the function of flowers in plants? Flowers perform the function of Activity 12.1 reproduction in plants. Flowers are the Cut a branch of rose or champa with a reproductive parts.
    [Show full text]
  • Origin of a Complex Key Innovation in an Obligate Insect–Plant Mutualism
    Origin of a complex key innovation in an obligate insect–plant mutualism Olle Pellmyr*† and Harald W. Krenn‡ *Department of Biology, Vanderbilt University, Box 1812 Station B, Nashville, TN 37235; and ‡Department of Evolutionary Biology, Institute of Zoology, University of Vienna, Althanstrasse 14, A-1090 Vienna, Austria Edited by May R. Berenbaum, University of Illinois at Urbana–Champaign, Urbana, IL, and approved January 30, 2002 (received for review November 2, 2001) Evolutionary key innovations give organisms access to new eco- cles to propose a possible developmental genetic basis for the logical resources and cause rapid, sometimes spectacular adaptive trait. radiation. The well known obligate pollination mutualism between yuccas and yucca moths is a major model system for studies of The Function of the Tentacles. The pollinating yucca moth genera coevolution, and it relies on the key innovation in the moths of Tegeticula and Parategeticula constitute a monophyletic group complex tentacles used for pollen collecting and active pollination. within the Prodoxidae (Fig. 1). Jointly they contain at least 25 These structures lack apparent homology in other insects, making extant species (5), two of which are derived nonpollinating them a rare example of a novel limb. We performed anatomical and Tegeticula species that oviposit into yucca fruit created by behavioral studies to determine their origin and found evidence of coexisting pollinator species (16). The sister group Prodoxus a remarkably simple mechanism. Morphological analyses of the coexists with the pollinators on yuccas but feed as larvae on plant tentacles and adjacent mouthparts in pollinators and closely re- parts other than the seeds. Their radiation was thus directly lated taxa showed that the tentacle appears abruptly in female facilitated by the pollinator radiation.
    [Show full text]
  • Seed and Seed Dispersal
    1st GRADE SEEDS AND SEED DISPERSAL Summary: This lab is all about seeds. First, students take apart a swollen lima bean seed and find the seed coat, food storage area, and the plant embryo. Second, the students sort a bag of seeds into groups and notice that all seeds look different but have the same three seed parts. Finally, students sort seeds that are dispersed in different ways. Students identify seeds that are dispersed by wind, hitchiking, animals carrying and burying, and animals eating and pooping. Intended Learning Outcomes for 1st Grade: Objective 1: Framing questions. Conducting investigations. Drawing conclusions. Objective 2: Developing social interaction skills with peers. Sharing ideas with peers. Connecting ideas with reasons. Objective 3: Ideas are supported by reasons. Communicaiton of ideas in science is important for helping to check the reasons for ideas. Utah State Core Curriculum Tie: Standard 4 Objective 1: Life Science Analyze the individual similarities and differences within and across larger groups. Standard 4 Objective 2: Life Science Describe and model life cycles of living things. Make observations about living things and their environment using the five senses. Preparation time: 1 hour to locate seeds the first time, then 20 min if seeds are reused Lesson time: 50 min Small group size: works best with one adult for every 5 students Materials: 1. one petri dish or paper towel per student 2. 1 bag of dried lima beans 3. One seed classification bag per group, this should include 5-6 seeds of about 15 different seed types. Use old seeds from seed packets or spices or seeds or nuts you may have in your kitchen.
    [Show full text]
  • Seed Dispersal B.Indd
    Plant and Animal Life Cycles Seed Dispersal Correlation Fountas & Pinnell J DRA 18 Written under funding from Monroe 2–Orleans BOCES by: Antonietta Quinn, Resource Teacher Ashlee Bryant, Reading Specialist Kristen Giuliano, Reading Specialist Paulette Reddick, Reading Specialist Designed and Printed by the BOCES 2 Printing and Graphics Services. 1/10 Copyright 2010 by the Board of Cooperative Educational Services for the Second Supervisory District of Monroe and Orleans Counties, Elementary Science Program. All rights reserved. This publication may only be reproduced for one-time classroom use. No part of this publication may be stored in a retrieval system, or transmitted or reproduced, in any form by any means, electronic, mechanical photocopying, recording, or otherwise, without the prior written permission of Monroe 2–Orleans BOCES, Elementary Science Program. Elementary Science Program www.espsciencetime.orgwww espsciencetime or Needs of Plants Fruits are unique. Plants need light, water, and space There are many kinds of fruit. They to grow. move seeds from place to place in many ways. When you see a fruit of a plant, look at it closely. The properties of the fruit will give you some clues about how it disperses its seeds. Plants can’t grow too close together. Overcrowding may cause the plants to die. They must send their seeds away. 2 15 Plants throw their seeds. Seeds move and travel. Some plants move their seeds with The part of the fl owering plant that force. The jewelweed plant has pods holds the seed is the plant’s fruit. with seeds. When the pod is moved, Fruits can help move the seeds.
    [Show full text]
  • Seed Dispersal
    Seed Dispersal Purpose: Students will examine seeds and predict and test their means of dispersal. This lesson will help students learn about hypotheses and experiments, as well as understand the difference between observations and inferences, while learning about how plants colonized Hawaii and its offshore islets. Required background: Students should be familiar with the parts of a plant and their functions. Students should also be aware of Hawaii’s volcanic origin, and the fact that the islands of Hawaii were once barren lava. Materials: 1. Wind-borne seeds (ohia, dandelions, cotton, etc.) 2. Seeds that float (naupaka, coconuts) 3. Seeds that stick to animals (the ones that stick to your dog…) 4. Seeds that are eaten (avocadoes, strawberry guava, lilikoi) 5. Small fan, or use wind 6. Towels or socks or stuffed animals 7. Bucket of water Procedure: 1. Set up a display of the seeds, and number each seed species. Divide the seeds into sets that contain examples from each dispersal method. The number of sets will depend on your class size. Build enough sets so that your class can work in groups of 3-4 students. 2. With the class, review the function of seeds and go over the concept of dispersal by introducing the following “Questions of the Day.” • What are seeds for? • Can you think of ways that seeds might move around? -define dispersal Material developed by (Kimberly Tice and Norine Yeung) for the University of Hawaii-Manoa GK-12 program (NSF grant #05385500). www.hawaii.edu/gk-12/evolution. Duplication for educational purposes only. 3.
    [Show full text]
  • Seed Dispersal Parts 1 & 2
    Seed Dispersal What you need Wind Dispersal Model • 1 bead (or some other small object like a button) • 1 paper helicopter template, included on the final page of this activity guide • 1 pair of scissors • 1 roll of tape Heat Dispersal Model • 1 bead (or some other small object like a button) • 1 piece of tissue paper • 1 roll of tape Animals (External Transport) Dispersal Model • 1 craft pom Water Dispersal Model For model using a balloon: • 1 bead (or some other small object like a button) • 1 balloon • 1 container filled with water For model using wax paper: • 1 bead (or some other small object like a button) • 1 piece of wax paper • 1 roll of tape • 1 container filled with water Preparation The instructions outlined on the following pages describe how to build each seed dispersal model. Wind Dispersal Model Step 1. Gather materials. The paper Step 2. Cut along the four solid black Step 3. Cut the remaining solid lines helicopter template can be found on lines of the paper helicopter of the paper helicopter. the last page of this activity guide. template. You should have a rectangle when this step is complete. Step 4. Fold the pieces of the Step 5. Fold the pieces labeled 3 and Step 6. Fold the bottom along the helicopter labeled 1 and 2 along the 4 along the long-dashed line. These dashed line up, towards the now- dashed line. Each piece should be pieces should be folded towards folded pieces, 3 and 4. folded in opposite directions. each other.
    [Show full text]
  • Seed Dispersal and Plant Migration
    Activity 3.4: Seed Dispersal and Plant Migration Grades 7 – 9 Materials: Description: Per Student • Student handouts for parts, Part 1: Seed Dispersal Predictions: Students will make observations 1, 2, 3, and 4 about different types of seeds, and based on those observations, • Pencils make predictions about how those seeds are dispersed. Per group Part 2: Seed Dispersal Experiment: Students will put their • Calculator (optional) predictions to the test by using a fan, water, and material to see • Tape measure • A set of seeds of different which seeds float, stick to animal fur, or are wind-borne. dispersal types (at least three different seeds per Part 3: How Far Can Seeds Travel? Students will calculate how far group of students). Sets of different dispersal mechanisms are likely to move seeds over a seeds can be ordered from given period of time. Students use average range and migration Carolina Biological Supply Company, item #157970, distance to calculate how far animal-dispersed seeds might travel, Seed Dispersal Set experiment using a fan for wind-dispersed seeds, and consider how (http://www.carolina.com/) far water-dispersed seeds travel using a global map of ocean • One box fan (if you don’t currents. They will also consider the constraints of their have enough fans for each experiments and how those constraints (e.g. using a fan rather than group, you can have student groups rotate to wind) might affect the accuracy of their results. test wind-dispersed seeds) • One bucket of water Part 4: Assisted Migration: Students will consider the implications • One stuffed animal, or other of the ability of plants to migrate in the context of changing fuzzy fabric climates and debate whether or not humans should use assisted- migration techniques to help plants migrate.
    [Show full text]
  • Seed Dispersal: Part 2 in Seed Dispersal Part 2, Find out Three Ways That Seeds Are Dispersed from the Initial Seed Producing Plant: Wind, Water, and Gravity
    Finally Fall: Seed Dispersal: Part 2 In Seed Dispersal Part 2, find out three ways that seeds are dispersed from the initial seed producing plant: wind, water, and gravity. Seed Dispersal Part 1 focused on the movement of seeds from the parent plant to different areas of the environment and that gravity alone, wildlife and humans are often involved. Plants disperse their seeds throughout an ecosystem and this limits competition of necessary resources like sunlight as they grow and mature. Seed Dispersal by Wind Seed dispersal by wind is a very common mechanism. Use the space below to make predictions about how wind is involved in seed dispersal. Do you know any plant species where wind disperses their seeds? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Wind is the main source of seed dispersal for many native plants. Have you ever seen a little yellow dandelion? Have you ever looked at that same flower and noticed that it has turned fluffy and white? The fluff you may have seen were the seeds of the dandelion! Generally, when flowers are at the end of their life cycle they will go to seed, which means the plant will use its energy to focus on reproduction. In the case of a dandelion, seeds are so light and fluffy, they are easily transported by the wind as it blows. Other factors can help the wind pick up the seeds. For example, if an animal walks into the dandelion that has gone to seed, the seeds may be released from the stalk of the plant. Seeds then can be transported by the wind even more effortlessly, having gotten a jump start on the process thanks to that animal.
    [Show full text]
  • Basic Botany
    Basic Botany - Flower Structure The Birmingham Botanical Gardens & Glasshouses Brief Descriptions of Activities Flower Structure • a Study Centre-led activity • Using large-scale models and bee (glove puppet) to take pupils through the basic flower parts and their functions Investigating Floral Structure A wide range of flowers are always on display in the glasshouses. Their structure can be recorded in a variety of ways: • Directed observation through use of questionnaires • Drawing half a flower and labelling its structure • Creating a plan of the flower as if viewed from above • Creating a simple floral formula (this worksheet is using a simplified form of the recording system used by botanists) See worksheets 1-4 at back of booklet. Pollination Mechanisms • An extension of this work is to look at a variety of ways in which plants are designed in order to attract different pollinators See ‘A Guide To Pollinators’ at back of booklet. • Busy Bees. This is a game where pupils act out pollination See worksheet 5 at back of booklet Guide To Pollinators “Bee Flowers” Typically yellow, blue or purple. They produce pollen and lots of nectar, are often marked with lines and blotches and are sweetly scented at certain times of the day. “Butterfly Flowers” Vivid colours, often purple, red or white. Usually open during the day with a long thin corolla tube, lots of nectar and a strong scent. “Moth Flowers” Often white, p ink or pale yellow, open at night and have a heavy scent. “Wasp Flowers” Often pinkish or dirty red, with horizontal or drooping cups into which the short tongued wasp can push its head.
    [Show full text]
  • PLANTS MUST DISPERSE THEIR SEEDS 8I
    8o YEARBOOK OF AGRICULTURE 1961 may resist germination for long periods. Some species produce pods in which one segment remains indéhiscent— closed—and the seed within it remains Plants Must Disperse dormant for a long time, as in cockle- bur (Xanthium), for example. Their Seeds THE DISPERSAL of seeds is determined largely by the size, shape, and char- acter of the seedcoat or the persisting PAUL G. RUSSELL AND ALBINA F. MUSIL structures of the fruit as, for example, the awns of grasses; the ''fuzz" of cot- ton; spines and bristles of various NOT ALL SEEDS survive the struggle for forms; "wings" on the seeds of certain existence. Any marked change in trees; plumes of dandelion and thistle; environment, moisture, temperature, the forceful opening of the seed pod, amount of sunlight, or soil composition as in witch-hazel {Hamamelis virginica) ; may create conditions under which and a sticky surface when wet. seeds of certain plants cannot germi- Such seeds are dispersed readily by nate. Plants therefore must disperse such, natural means as wind, water, their seeds in such a manner and animals, and birds. in such quantity that some, at least, When structures, such as awns and will survive so that the species may pubescence, have been removed in the continue. process of harvesting and cleaning of Devices for survival among plants crop seeds, such seeds may become are many. widely distributed in any of several The dormant embryonic plant with- ways—with crop seeds, feeds (hay and in the seed of most kinds of plants is grain), common carriers (trucks, auto- protected by a seedcoat until condi- mobiles, wagons, airplanes), farm im- tions are favorable for new grow^th to plements, ships, birds, and insects.
    [Show full text]
  • Disentangling the Drivers of Reduced Long-Distance Seed Dispersal by Birds in an Experimentally Fragmented Landscape
    Ecology, 92(4), 2011, pp. 924–937 Ó 2011 by the Ecological Society of America Disentangling the drivers of reduced long-distance seed dispersal by birds in an experimentally fragmented landscape 1,5 1,2 2 2 3 MARI´A URIARTE, MARINA ANCIA˜ ES, MARIANA T. B. DA SILVA, PAULO RUBIM, ERIK JOHNSON, 4 AND EMILIO M. BRUNA 1Department of Ecology, Evolution and Environmental Biology, Columbia University, 1200 Amsterdam Ave., New York, New York 10027 USA 2Biological Dynamics of Forest Fragments Project, Instituto Nacional de Pesquisas da Amazoˆnia and Smithsonian Tropical Research Institute, Manaus, AM 69011-970 Brazil 3School of Renewable Resources, Louisiana State University, 227 RNR Building, Baton Rouge, Louisiana 70803-6202 USA 4Department of Wildlife Ecology and Conservation and Center for Latin American Studies, University of Florida, Gainesville, Florida 32611-0430 USA Abstract. Seed dispersal is a crucial component of plant population dynamics. Human landscape modifications, such as habitat destruction and fragmentation, can alter the abundance of fruiting plants and animal dispersers, foraging rates, vector movement, and the composition of the disperser community, all of which can singly or in concert affect seed dispersal. Here, we quantify and tease apart the effects of landscape configuration, namely, fragmentation of primary forest and the composition of the surrounding forest matrix, on individual components of seed dispersal of Heliconia acuminata, an Amazonian understory herb. First we identified the effects of landscape configuration on the abundance of fruiting plants and six bird disperser species. Although highly variable in space and time, densities of fruiting plants were similar in continuous forest and fragments.
    [Show full text]
  • Corpse Flower Amorphophallus Titanum
    Corpse Flower Amorphophallus titanum What makes the corpse flower so special? The corpse flower is huge—it has the largest unbranched inflorescence in the world. An inflorescence is a cluster of multiple flowers that sometimes looks like a single flower. The flowers are located at the base of the spadix inside the spathe. There are hundreds of flowers in one inflorescence. How does it grow? The corpse flower stores energy in a huge underground stem called a “corm.” Each spadix year, the corm will produce either a leaf to increase the energy stores through photosynthesis or an inflorescence to produce seeds for reproduction. Since inflorescence such a large bloom requires lots of energy, it can take several years to several decades to store enough energy to bloom. The dramatic blooming process begins with the unfurling of the spathe and spathe revealing of the spadix. Once the bloom is fully open, it emits a rotting meat odor. It may remain in bloom for 24 to 48 hours, and then it will collapse quickly. What’s that smell? The corpse flower gets its name from the putrid scent it emits while in bloom. Some describe it as a combination of garlic, fish, diapers, and rotting meat. The stench serves to attract pollinators, such as carrion beetles and flies. Where in the world does the corpse flower come from? This plant is native to the tropical rainforests of Sumatra, Indonesia, and was first known to science in 1878. In their natural habitat, corpse flower plants can grow up to 12 feet tall. Can I grow one at home? Amorphophallus titanum requires very special conditions, which most home owners cannot achieve, including warm day and night temperatures, high humidity, and lots of space.
    [Show full text]