DOCSLIB.ORG

Introduction to Plants and Botany

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Introduction to Plants and Botany © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOTCHAPTER FOR SALE OR DISTRIBUTION 1 © Jones & Bartlett Learning, LLC © Jones & BartlettOUTLINE Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Introduction to • Concepts • Plants Plants and Botany • Scientific Method © Jones & Bartlett Learning, LLC • Areas Where© Jones the Scientific & Bartlett Method Learning, LLC NOT FOR SALE OR DISTRIBUTION Is InappropriateNOT FOR SALE OR DISTRIBUTION LEARNING OBJECTIVES • Using Concepts to Understand Plants After reading this chapter, students will be able to: • Origin and Evolution of Plants • Recognize the relationship between plants and climate change. • Diversity of Plant Adaptations • Describe© Jones the difficulty & Bartlett in creatingLearning, a singular LLC definition of a plant. © Jones• Plants & BartlettVersus the Learning, Study of Plants LLC • ListNOT four fundamentalFOR SALE tenets OR DISTRIBUTIONof the scientific method. NOT BoxFOR 1-1 PlantsSALE and OR People: DISTRIBUTION Plants and • Give an example of an area where the scientific method is People, Including Students inappropriate. Box 1-2 Plants and People: The • Summarize the fundamental concepts related to the study of plants. Characteristics of Life © Jones &• OrderBartlett the process Learning, of evolution LLC from early prokaryote© to Jones plant. & BartlettBox Learning, 1-3 Plants and LLC People: Algae and NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION • Provide two examples of plant adaptations. Global Warming • Explain the difference between observation and interpretation. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Chapter Opener Image: People and animals must Did You Know? have oxygen to live. Without oxygen, we would die of asphyxiation. The plants here are photosynthesizing • Early humans were weaving fibers of flax plants into rough in the sunshine, producing the oxygen we need. The roots of these trees hold the soil in place, even on steep clothing© Jones as early & Bartlettas 36,000 yearsLearning, ago. LLC © Jonesslopes. & Without Bartlett the trees, Learning,rain would wash all theLLC soil • Vanilla,NOT chocolate, FOR SALE coffee, OR tea, DISTRIBUTION cinnamon, and mint are all made NOT FORaway leaving SALE just bare OR rock andDISTRIBUTION this river would flood from plants. after every rain or be almost dry when there is a dry • Plant products kill tens of thousands of people every year, not period. Global warming is causing less snowfall (and only through accidental poisoning but through cancer caused more snow melt) in mountains; this alters river flow and the suitability of the area for plants and animals. by smoking tobacco. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning,Worthington Glacier, LLC Alaska. • Science and the scientific method are a simple set of accepted rules NOT FOR SALEabout the OR ways DISTRIBUTION in which evidence can be gathered and NOTprocessed. FOR SALE OR DISTRIBUTION 1 © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. In addition to respiration and burning, carbon dioxide ❚ Concepts is added to the air as volcanoes erupt and as magma (molten © Jones Earth& Bartlett is becoming Learning, hotter, floodin LLC g is more frequent, and© Jonesrock) &comes Bartlett upward Learning, at mid-ocean LLC ridges between the giant NOT FORweather SALE is morORe DISTRIBUTIONviolent because we burn coal, oil, and otherNOT tectonicFOR SALE plates tha ORt car DISTRIBUTIONry the continents on Earth’s surface. fossil fuels, which releases carbon dioxide into the atmo- Carbon dioxide is also removed as certain algae build shells sphere. Carbon dioxide is one of several greenhouse gases of calcium carbonate: All limestone rock on Earth is com- that allow visible sunlight to pass through the atmosphere posed of vast numbers of microscopic shells of certain algae, and strike Earth’s surface, heating it. The warmer rocks, soil, clams, and other marine animals. At times in the past volca- and water give off infrar©ed Jones radiation & back Bartlett out towa Learning,rd space, LLCnoes were very active and added© Jones carbon dioxide& Bartlett faster thaLearning,n LLC but greenhouse gases NOTabsorb FORinfrar edSALE light ORand heaDISTRIBUTIONt the photosynthesis could removeNOT it, cau singFOR Ear SALEth to hea ORt up. DISTRIBUTIONAt atmosphere. It is a simple relationship: The higher the con- other times they were inactive and photosynthesis outpaced centration of greenhouse gases in the atmosphere, the hotter volcanism and Earth cooled. the climate. As Earth becomes hotter, more water evaporates Neither heating nor cooling has ever been severe enough out of the oceans into the air, where it then falls as heavy to risk killing all life on Earth. Instead, when Earth was rains,© causing Jones floodin & Bartlettg throughout Learning, the world. LLC The warmer warm, rains© were Jones also hea & vyBartlett (because Learning,of the warm oceaLLCns), air alsoNOT causes FOR snow SALE and ice onOR mountain DISTRIBUTION tops to melt faster, so plants grewNOT fast FORer and SALEmore abun ORdantly, DISTRIBUTION absorbing more increasing flooding. Every summer brings more mudslides carbon dioxide. When plants take most of the carbon dioxide in California, larger floods on the Mississippi and other out of the air, Earth cools and dries, and plant growth slows. rivers, and more violent tornadoes and hurricanes. This is Today, we are at an unusually cool period in Earth’s his- © Jones &global Bartlett warming, Learning, also known LLCas global climate change. © Jonestory. Plants& Bartlett have tak enLearning, so much carb LLCon dioxide out of the air What does this have to do with botany? Everything. Plants there is almost none to trap the sun’s heat. We are actually NOT FORin SALE the sun ORphotosynthesize; DISTRIBUTION that is, they take carbon dioxideNOT inFOR an ice SALE age righ ORt now DISTRIBUTION, known as the Pleistocene Ice Age, out of the air and use it to make the chemicals that compose but we are in its warm period (called the Holocene warm their bodies. Most of the weight of leaves, stems, roots, flow- period), known as an interglacial period (cold periods of ice ers, fruits, and seeds is carbon that was carbon dioxide in the ages are called glacials because glaciers are then common on air before plants captured© it.Jones As plants & phoBartletttosynthesize, Learning, they LLCalmost all mountains). Is it bad© thaJonest Earth & is unusBartlettually cool? Learning, LLC remove carbon dioxide from the air and lock it into their bod- Should we be burning even more petroleum and coal to heat ies, helping to keep EarthNOT cool FORand count SALEeracting OR the DISTRIBUTION warm- it up? NOT FOR SALE OR DISTRIBUTION ing we are causing. An important question now is “Can plants The current coolness is exceptional, but it is the climate remove enough carbon dioxide from the air to counteract the in which we evolved and became distinct from the other damage we are doing?” The answer is “probably not.” great apes. It is also the climate in which most of our food The© Jonesbalance betw & Bartletteen the additio Learning,n of atmospheric LLC carbon plants evolved:© Jones Wheat, rye& ,Bartlett barley, and Learning, corn are gras LLCses that dioxide by us and its removal by plants is affected by several flourish under cool, dry conditions. Grasses grow on open, factorsNOT that areFOR easy SALEto unders ORtand. DISTRIBUTION All animals, fungi, bacte- treeless plains,NOT but FOR when EarSALEth is warm OR DISTRIBUTIONmost of its surface is ria, and other nonphotosynthetic organisms produce carbon covered by forests, and grasses do not grow well in the shade dioxide just by being alive. As our bodies “burn” our food below trees. You may know that a significant step in the evo- (technically, as they respire it), carbon dioxide is produced; lution of us modern humans is that, unlike our ancestors therefore, animals (including humans) have been adding who were adapted to living in trees, we gradually evolved to © Jones &carbon Bartlett dioxide Learning, to the atmosphere LLC for billions of years. The© Joneswalk upright& Bartlett on the groLearning,und, freeing LLC our forelimbs (our arms) NOT FORreal SALE problem OR began DISTRIBUTION when our ancestors discovered fire:NOT suchFOR that SALE we could OR use DISTRIBUTION our hands for holding and manipulat- We then began burning wood and coal and, more recently, ing tools. We did not come down out of the trees until open petroleum, natural gas, and other fossil fuels, adding carbon grasslands finally appeared on Earth, and those came about dioxide to the air in huge quantities. Until our mastery of in the last 30 million years as Earth became cooler, drier, and fire, plants were actually taking carbon dioxide out of the air the forests receded, all due to plant photosynthesis. faster than our respiration© Joneswas adding & it.Bartlett Learning, LLCMore recently, we people© beganJones to cul& tivateBartlett our ownLearning, LLC Photosynthesis origNOTinated FOR2.8 bil lionSALE years OR ago, DISTRIBUTIONand the food. Agriculture is new, havNOTing sepa FORrate, indepenSALEdent OR ori DISTRIBUTION- amount
Load more

Recommended publications
  • History Department Botany
    THE HISTORY OF THE DEPARTMENT OF BOTANY 1889-1989 UNIVERSITY OF MINNESOTA SHERI L. BARTLETT I - ._-------------------- THE HISTORY OF THE DEPARTMENT OF BOTANY 1889-1989 UNIVERSITY OF MINNESOTA SHERI L. BARTLETT TABLE OF CONTENTS Preface 1-11 Chapter One: 1889-1916 1-18 Chapter Two: 1917-1935 19-38 Chapter Three: 1936-1954 39-58 Chapter Four: 1955-1973 59-75 Epilogue 76-82 Appendix 83-92 Bibliography 93-94 -------------------------------------- Preface (formerly the College of Science, Literature and the Arts), the College of Agriculture, or The history that follows is the result some other area. Eventually these questions of months ofresearch into the lives and work were resolved in 1965 when the Department of the Botany Department's faculty members joined the newly established College of and administrators. The one-hundred year Biological Sciences (CBS). In 1988, The overview focuses on the Department as a Department of Botany was renamed the whole, and the decisions that Department Department of Plant Biology, and Irwin leaders made to move the field of botany at Rubenstein from the Department of Genetics the University of Minnesota forward in a and Cell Biology became Plant Biology's dynamic and purposeful manner. However, new head. The Department now has this is not an effort to prove that the administrative ties to both the College of Department's history was linear, moving Biological Sciences and the College of forward in a pre-determined, organized Agriculture. fashion at every moment. Rather I have I have tried to recognize the attempted to demonstrate the complexities of accomplishments and individuality of the the personalities and situations that shaped Botany Department's faculty while striving to the growth ofthe Department and made it the describe the Department as one entity.
    [Show full text]
  • STEM Disciplines
    STEM Disciplines In order to be applicable to the many types of institutions that participate in the HERI Faculty Survey, this list is intentionally broad and comprehensive in its definition of STEM disciplines. It includes disciplines in the life sciences, physical sciences, engineering, mathematics, computer science, and the health sciences. Agriculture/Natural Resources Health Professions 0101 Agriculture and related sciences 1501 Alternative/complementary medicine/sys 0102 Natural resources and conservation 1503 Clinical/medical lab science/allied 0103 Agriculture/natural resources/related, other 1504 Dental support services/allied 1505 Dentistry Biological and Biomedical Sciences 1506 Health & medical administrative services 0501 Biochem/biophysics/molecular biology 1507 Allied health and medical assisting services 0502 Botany/plant biology 1508 Allied health diagnostic, intervention, 0503 Genetics treatment professions 0504 Microbiological sciences & immunology 1509 Medicine, including psychiatry 0505 Physiology, pathology & related sciences 1511 Nursing 0506 Zoology/animal biology 1512 Optometry 0507 Biological & biomedical sciences, other 1513 Osteopathic medicine/osteopathy 1514 Pharmacy/pharmaceutical sciences/admin Computer/Info Sciences/Support Tech 1515 Podiatric medicine/podiatry 0801 Computer/info tech administration/mgmt 1516 Public health 0802 Computer programming 1518 Veterinary medicine 0803 Computer science 1519 Health/related clinical services, other 0804 Computer software and media applications 0805 Computer systems
    [Show full text]
  • Alien Plants in Temperate Weed Communities: Prehistoric and Recent Invaders Occupy Different Habitats
    Ecology, 86(3), 2005, pp. 772±785 q 2005 by the Ecological Society of America ALIEN PLANTS IN TEMPERATE WEED COMMUNITIES: PREHISTORIC AND RECENT INVADERS OCCUPY DIFFERENT HABITATS PETR PYSÏ EK,1,2,5 VOJTEÏ CH JAROSÏÂõK,1,2 MILAN CHYTRY ,3 ZDENEÏ K KROPA CÏ ,4 LUBOMÂõR TICHY ,3 AND JAN WILD1 1Institute of Botany, Academy of Sciences of the Czech Republic, CZ-252 43 PruÊhonice, Czech Republic 2Department of Ecology, Faculty of Science, Charles University, VinicÏna 7, CZ-128 01 Praha 2, Czech Republic 3Department of Botany, Masaryk University, KotlaÂrÏska 2, CZ-611 37 Brno, Czech Republic 4SlavõÂkova 16, CZ-130 00 Praha 3, Czech Republic Abstract. Variables determining the number of native and alien plants on arable land in Central Europe are identi®ed. Species richness of 698 samples of weed ¯oras recorded in the Czech Republic in plots of a standard size of 100 m2 in 1955±2000 was studied in relation to altitudinally based ¯oristic region, soil type, type of cultivated crop, climatic variables, altitude, year of the record, crop cover and height, and human population density in the region. Vascular plant species were classi®ed into native and alien, the latter divided in archaeophytes, introduced before AD 1500, and neophytes, introduced after this date. The use of minimal adequate models in the analysis of covariance allowed determination of the net effects of mutually correlated environmental variables. Models for particular species groups explained 33±48% of variation in species numbers and 27±51% in propor- tions; however, explanatory variables affected native species, archaeophytes, and neophytes differently.
    [Show full text]
  • 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
    [Show full text]
  • Biology Has Been Taught at Bristol – As Botany and Zoology – Since Before the University Was Founded in 1909
    Biology has been taught at Bristol – as Botany and Zoology – since before the University was founded in 1909. Bristol has made significant contributions to many fields, from animal cognition and medicinal plants to entomology, evolutionary Game Theory and bird flight – and the BBC Natural History Unit's proximity to the University has led to television careers for a number of graduates! In 1876, University College, the precursor to the University, appointed Dr. Frederick Adolph Leipner as Lecturer in Botany, Zoology and, amusingly, German. Leipner had trained at the Bristol Medical School, but taught botany and natural philosophy, later combining this with teaching in Vegetable Physiology at the Medical School. He became Professor of Botany in 1884 and was a founding member of the Bristol Naturalists' Society, becoming its President in 1893. Bristol today is proud of its interdisciplinary strengths and, among others, offers Joint Honours Degrees in Geology and Biology, and in Psychology and Zoology. A portent of these modern links is seen in one of the University's most notable early appointments, Conwy Lloyd Morgan, appointed as Professor of Zoology and Geology in 1884 and then – somehow fitting in service as Vice- Chancellor – becoming the first Chair in Psychology (and Ethics). Lloyd Morgan is most famous as a pioneer of the study of comparative animal cognition. He was a highly influential figure for the North American Behaviourist movement: “Lloyd Morgan's cannon” is a comparative psychologist's version of Occam's Razor whereby no behaviour should be ascribed to more complex cognitive mechanisms than strictly necessary. He was the first Fellow of the Royal Society to be elected for psychological work.
    [Show full text]
  • A Glossary of Botanic Terms, with Their Derivation and Accent
    A GLOSSARY OF BOTANIC TERMS WITH THEIR DERIVATION AND ACCENT BY BENJAMIN DAYDON JACKSON LONDON DUCKWORTH & CO. PHILADELPHIA: J. B. LIPPINCOTT COMPANY 1900 CONTENTS Pages PREFACE v-xi Plan of the Work ... xii GLOSSARY .... 1-294 Additions during Printing . 295-319 APPENDIX— A. Signs and Abbreviations ..... 322 B. The Pronunciation of Latin and Latinized Words . 322 C. The Use of the Terms "Right" and "Left" . 323 D. Bibliography . .... 324-326 ERRATA ... ... 327 " Every other authout may aspire to praise, the lexicographer can only hope to escape reproach." De Samuel Johnson. PEEFACE Nearly thirty-nine years ago Dr M. C. Cooke published his " Manual,'' which reached a second edition nine years afterwards. Since then no botanic dictionary has been published in Britain, while during the period which has passed since then botany has undergone a momentous change. While systematic botany has been actively prosecuted, the other departments of morphology, physiology and minute anatomy have been energetically pursued by the help of improved appliances and methods of investigation. One result has been a large increase of technical terms, which are only partially accounted for in the various text-books. The time seemed therefore ripe for a new Glossary which should include these terms, and, encouraged by the help of many botanic friends, I have drawn up the present volume. After the work had been partly written, and announced for publication, Mr Crozier's " Dictionary " first came under my notice. I have consequently compared it with my manuscript, and inserted many words which had not come within my knowledge, or had been rejected by me, as will be seen by the acknowledgment in each case.
    [Show full text]
  • Cephaleuros Species, the Plant-Parasitic Green Algae
    Plant Disease Aug. 2008 PD-43 Cephaleuros Species, the Plant-Parasitic Green Algae Scot C. Nelson Department of Plant and Environmental Protection Sciences ephaleuros species are filamentous green algae For information on other Cephaleuros species and and parasites of higher plants. In Hawai‘i, at least their diseases in our region, please refer to the technical twoC of horticultural importance are known: Cephaleu- report by Fred Brooks (in References). To see images of ros virescens and Cephaleuros parasiticus. Typically Cephaleuros minimus on noni in American Samoa, visit harmless, generally causing minor diseases character- the Hawai‘i Pest and Disease Image Gallery (www.ctahr. ized by negligible leaf spots, on certain crops in moist hawaii.edu/nelsons/Misc), and click on “noni.” environments these algal diseases can cause economic injury to plant leaves, fruits, and stems. C. virescens is The pathogen the most frequently reported algal pathogen of higher The disease is called algal leaf spot, algal fruit spot, and plants worldwide and has the broadest host range among green scurf; Cephaleuros infections on tea and coffee Cephaleuros species. Frequent rains and warm weather plants have been called “red rust.” These are aerophilic, are favorable conditions for these pathogens. For hosts, filamentous green algae. Although aerophilic and ter- poor plant nutrition, poor soil drainage, and stagnant air restrial, they require a film of water to complete their are predisposing factors to infection by the algae. life cycles. The genus Cephaleuros is a member of the Symptoms and crop damage can vary greatly depend- Trentepohliales and a unique order, Chlorophyta, which ing on the combination of Cephaleuros species, hosts and contains the photosynthetic organisms known as green environments.
    [Show full text]
  • Photosynthesis... Using Algae Wrapped in Jelly Balls
    Student Sheet 23 www.saps.org.uk Photosynthesis... using algae wrapped in jelly balls Algae can be considered as one-celled plants, and they usually live in water. You are going to use algae to look at the rate of photosynthesis. The algae are tiny and are difficult to work with directly in the water so the first part of the practical involves ‘immobilising’ the algae. This effectively traps large numbers of algal cells in ‘jelly like’ balls so that we can keep them in one place and not lose them. We use sodium alginate to help make the jelly. Sodium alginate is not harmful to the algae. When these algae are ‘wrapped up’ in the jelly balls they are excellent to use in experiments on photosynthesis. These algal balls are: • cheap to grow and easy to make – you will be able to make hundreds in a very short time • easy to get a standard quantity of plant material because each of the balls is approximately the same volume • easy to keep alive for several weeks so you can keep them for future experiments 1. First you need to obtain a 2. Now you have millions of algal 3. Finally we’re going to make the concentrated suspension of algae. cells in a small volume of liquid. balls… Do this by removing some of the It’s time to mix them into your liquid medium in which they are ‘jelly’. Pour the green mixture through growing in one of two ways. an open-ended syringe into a 2% Pour about 2.5cm3 of jelly (sodium solution of calcium chloride.
    [Show full text]
  • CYANOBACTERIA (BLUE-GREEN ALGAE) BLOOMS When in Doubt, It’S Best to Keep Out!
    Cyanobacteria Blooms FAQs CYANOBACTERIA (BLUE-GREEN ALGAE) BLOOMS When in doubt, it’s best to keep out! What are cyanobacteria? Cyanobacteria, also called blue-green algae, are microscopic organisms found naturally in all types of water. These single-celled organisms live in fresh, brackish (combined salt and fresh water), and marine water. These organisms use sunlight to make their own food. In warm, nutrient-rich (high in phosphorus and nitrogen) environments, cyanobacteria can multiply quickly, creating blooms that spread across the water’s surface. The blooms might become visible. How are cyanobacteria blooms formed? Cyanobacteria blooms form when cyanobacteria, which are normally found in the water, start to multiply very quickly. Blooms can form in warm, slow-moving waters that are rich in nutrients from sources such as fertilizer runoff or septic tank overflows. Cyanobacteria blooms need nutrients to survive. The blooms can form at any time, but most often form in late summer or early fall. What does a cyanobacteria bloom look like? You might or might not be able to see cyanobacteria blooms. They sometimes stay below the water’s surface, they sometimes float to the surface. Some cyanobacteria blooms can look like foam, scum, or mats, particularly when the wind blows them toward a shoreline. The blooms can be blue, bright green, brown, or red. Blooms sometimes look like paint floating on the water’s surface. As cyanobacteria in a bloom die, the water may smell bad, similar to rotting plants. Why are some cyanbacteria blooms harmful? Cyanobacteria blooms that harm people, animals, or the environment are called cyanobacteria harmful algal blooms.
    [Show full text]
  • Classification of Botany and Use of Plants
    SECTION 1: CLASSIFICATION OF BOTANY AND USE OF PLANTS 1. Introduction Botany refers to the scientific study of the plant kingdom. As a branch of biology, it mainly accounts for the science of plants or ‘phytobiology’. The main objective of the this section is for participants, having completed their training, to be able to: 1. Identify and classify various types of herbs 2. Choose the appropriate categories and types of herbs for breeding and planting 1 2. Botany 2.1 Branches – Objectives – Usability Botany covers a wide range of scientific sub-disciplines that study the growth, reproduction, metabolism, morphogenesis, diseases, and evolution of plants. Subsequently, many subordinate fields are to appear, such as: Systematic Botany: its main purpose the classification of plants Plant morphology or phytomorphology, which can be further divided into the distinctive branches of Plant cytology, Plant histology, and Plant and Crop organography Botanical physiology, which examines the functions of the various organs of plants A more modern but equally significant field is Phytogeography, which associates with many complex objects of research and study. Similarly, other branches of applied botany have made their appearance, some of which are Phytopathology, Phytopharmacognosy, Forest Botany, and Agronomy Botany, among others. 2 Like all other life forms in biology, plant life can be studied at different levels, from the molecular, to the genetic and biochemical, through to the study of cellular organelles, cells, tissues, organs, individual plants, populations and communities of plants. At each of these levels a botanist can deal with the classification (taxonomy), structure (anatomy), or function (physiology) of plant life.
    [Show full text]
  • Brown Algae and 4) the Oomycetes (Water Molds)
    Protista Classification Excavata The kingdom Protista (in the five kingdom system) contains mostly unicellular eukaryotes. This taxonomic grouping is polyphyletic and based only Alveolates on cellular structure and life styles not on any molecular evidence. Using molecular biology and detailed comparison of cell structure, scientists are now beginning to see evolutionary SAR Stramenopila history in the protists. The ongoing changes in the protest phylogeny are rapidly changing with each new piece of evidence. The following classification suggests 4 “supergroups” within the Rhizaria original Protista kingdom and the taxonomy is still being worked out. This lab is looking at one current hypothesis shown on the right. Some of the organisms are grouped together because Archaeplastida of very strong support and others are controversial. It is important to focus on the characteristics of each clade which explains why they are grouped together. This lab will only look at the groups that Amoebozoans were once included in the Protista kingdom and the other groups (higher plants, fungi, and animals) will be Unikonta examined in future labs. Opisthokonts Protista Classification Excavata Starting with the four “Supergroups”, we will divide the rest into different levels called clades. A Clade is defined as a group of Alveolates biological taxa (as species) that includes all descendants of one common ancestor. Too simplify this process, we have included a cladogram we will be using throughout the SAR Stramenopila course. We will divide or expand parts of the cladogram to emphasize evolutionary relationships. For the protists, we will divide Rhizaria the supergroups into smaller clades assigning them artificial numbers (clade1, clade2, clade3) to establish a grouping at a specific level.
    [Show full text]
  • Algae and Lakes Algae Are Primitive, Usually Microscopic, Organisms Found in Every Lake
    Algae and Lakes Algae are primitive, usually microscopic, organisms found in every lake. Like green plants, most algae have pigments that allow them to create energy from sunlight through the process of photosynthesis. Algae use this energy and nutrients such as nitrogen and phosphorus to grow and reproduce. Algae form the base of the food web in lakes. Small animals called zooplankton feed on algae. In Drawings from IFAS, Center for Aquatic Plants, turn, zooplankton become food for fish. Algae University of Florida, 1990; and U.S. Soil Conservation Service, Water Quality Indicators Guide: Surface Waters, also produce some of the oxygen found in lake 1989. water and in the atmosphere What types of algae live in my lake? There are thousands of species of freshwater algae living in lakes around the world. Most species of algae in Snohomish County lakes are free-floating, collectively known as phytoplankton. There are also many species of algae that attach to rocks, docks, and aquatic plants, called periphyton. There are three main groups of algae—the green algae (Chlorophyta), the golden brown algae (Chrysophyta) which also includes a large group called diatoms, and A typical microscopic view of algae found in local lakes the blue-green algae (Cyanobacteria)—as well as several smaller groups (euglenoids, cryptomonads, and dinoflagellates). Under the microscope, many algae have beautiful shapes and colors. Algae are important for healthy lakes. Without algae, your lake would likely be devoid of fish and other wildlife. Most algae are inconspicuous and do not cause problems. Unfortunately, a few types of algae can cause water quality problems in lakes.
    [Show full text]