Guidelines for Preparing a Botanical Monograph
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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. -
Floral Symmetry Affects Speciation Rates in Angiosperms Risa D
Received 25 July 2003 Accepted 13 November 2003 Published online 16 February 2004 Floral symmetry affects speciation rates in angiosperms Risa D. Sargent Department of Zoology, University of British Columbia, 6270 University Boulevard, Vancouver, British Columbia V6T 1Z4, Canada ([email protected]) Despite much recent activity in the field of pollination biology, the extent to which animal pollinators drive the formation of new angiosperm species remains unresolved. One problem has been identifying floral adaptations that promote reproductive isolation. The evolution of a bilaterally symmetrical corolla restricts the direction of approach and movement of pollinators on and between flowers. Restricting pollin- ators to approaching a flower from a single direction facilitates specific placement of pollen on the pollin- ator. When coupled with pollinator constancy, precise pollen placement can increase the probability that pollen grains reach a compatible stigma. This has the potential to generate reproductive isolation between species, because mutations that cause changes in the placement of pollen on the pollinator may decrease gene flow between incipient species. I predict that animal-pollinated lineages that possess bilaterally sym- metrical flowers should have higher speciation rates than lineages possessing radially symmetrical flowers. Using sister-group comparisons I demonstrate that bilaterally symmetric lineages tend to be more species rich than their radially symmetrical sister lineages. This study supports an important role for pollinator- mediated speciation and demonstrates that floral morphology plays a key role in angiosperm speciation. Keywords: reproductive isolation; pollination; sister group comparison; zygomorphy 1. INTRODUCTION The importance of pollinator-mediated selection in angiosperms is well supported by theory (Kiester et al. -
Botanical Nomenclature: Concept, History of Botanical Nomenclature
Module – 15; Content writer: AvishekBhattacharjee Module 15: Botanical Nomenclature: Concept, history of botanical nomenclature (local and scientific) and its advantages, formation of code. Content writer: Dr.AvishekBhattacharjee, Central National Herbarium, Botanical Survey of India, P.O. – B. Garden, Howrah – 711 103. Module – 15; Content writer: AvishekBhattacharjee Botanical Nomenclature:Concept – A name is a handle by which a mental image is passed. Names are just labels we use to ensure we are understood when we communicate. Nomenclature is a mechanism for unambiguous communication about the elements of taxonomy. Botanical Nomenclature, i.e. naming of plants is that part of plant systematics dealing with application of scientific names to plants according to some set rules. It is related to, but distinct from taxonomy. A botanical name is a unique identifier to which information of a taxon can be attached, thus enabling the movement of data across languages, scientific disciplines, and electronic retrieval systems. A plant’s name permits ready summarization of information content of the taxon in a nested framework. A systemofnamingplantsforscientificcommunicationmustbe international inscope,andmustprovideconsistencyintheapplicationof names.Itmustalsobeacceptedbymost,ifnotall,membersofthe scientific community. These criteria led, almost inevitably, to International Botanical Congresses (IBCs) being the venue at which agreement on a system of scientific nomenclature for plants was sought. The IBCs led to publication of different ‘Codes’ which embodied the rules and regulations of botanical nomenclature and the decisions taken during these Congresses. Advantages ofBotanical Nomenclature: Though a common name may be much easier to remember, there are several good reasons to use botanical names for plant identification. Common names are not unique to a specific plant. -
The Nature of Naming What’S in a Name?
The Nature of Naming What’s in a Name? • "A rose is a rose," it has been said • And most of us know a rose when we see one • As we know the African marigolds • Maples, elms, cedars, and pines that shade our backyards and line our streets What’s in a Name? • We usually call these plants by their common names • But if we wanted to know more about the cedar tree in our front yard, we would find that "cedar" may refer to: – Eastern red cedar What’s in a Name? • Incense cedar What’s in a Name? • Western red cedar What’s in a Name? • Atlantic white cedar What’s in a Name? • Spanish cedar What’s in a Name? • Biblical Lebanon cedar What’s in a Name? • In fact, we would find that cedars are found in three separate plant families What’s in a Name? • Later, after discovering that our "African" marigolds are in fact from Mexico and our "Spanish" cedar originated in the West Indies, we would realize how misleading the common names of plants can be. What’s in a Name? • The same plant can have many different common names – European white lily has at least 245 – Marsh marigold has at least 280 What’s in a Name? • Clearly, if we use only the common name of a plant, we cannot be sure of understanding very much about that plant Classification • It is for this reason that the scientific community prefers to use a more precise way of naming, or classification • Scientific classification, however, is more than just naming: it is a key to understanding • Botanists name a plant to give it a unique place in the biological world, as well as to clarify its relationships within that world How Are Plants Classified? • Science classifies living things in an orderly system through which they can be easily identified – Categories of increasing size, based upon relationships within those categories How Are Plants Classified? • For example, all plants can be put in order from the more primitive to the more advanced. -
Lesson 6: Plant Reproduction
LESSON 6: PLANT REPRODUCTION LEVEL ONE Like every living thing on earth, plants need to make more of themselves. Biological structures wear out over time and need to be replaced with new ones. We’ve already looked at how non-vascular plants reproduce (mosses and liverworts) so now it’s time to look at vascular plants. If you look back at the chart on page 17, you will see that vascular plants are divided into two main categories: plants that produce seeds and plants that don’t produce seeds. The vascular plants that do not make seeds are basically the ferns. There are a few other smaller categories such as “horse tails” and club mosses, but if you just remember the ferns, that’s fine. So let’s take a look at how ferns make more ferns. The leaves of ferns are called fronds, and brand new leaves that have not yet totally uncoiled are called fiddleheads because they look like the scroll-shaped end of a violin. Technically, the entire frond is a leaf. What looks like a stem is actually the fern’s equivalent of a petiole. (Botanists call it a stipe.) The stem of a fern plant runs under the ground and is called a rhizome. Ferns also have roots, like all other vascular plants. The roots grow out from the bottom of the rhizome. Ferns produce spores, just like mosses do. At certain times of the year, the backside of some fern fronds will be covered with little dots called sori. Sori is the plural form, meaning more than one of them. -
NAPPC Pollinator Curriculum
NAPPC Pollinator Curriculum >>next Nature's Partners: Pollinators, Plants, and You | Copyright 2007 The Pollinator Partnership Please help us improve and expand this resource! Send us your comments, questions, and suggestions. Let us know how you are using the curriculum, what works well, and what challenges you're encountering. E-mail: [email protected] http://www.nappc.org/curriculum/9/25/2007 11:10:30 AM NAPPC Pollinator Curriculum Printer-Friendly View | Normal View Why Care About Pollinators? Many people think only of allergies when they hear Nature's Partners is an the word pollen. But pollination — the transfer of inquiry learning-based pollen grains to fertilize the seed-producing ovaries curriculum for young of flowers — is an essential part of a healthy people in the 3rd through ecosystem. Pollinators play a significant role in the Home the 6th grade. production of over 150 food crops in the United >>Learn more about the curriculum. States — among them apples, alfalfa, almonds, Why Care About blueberries, cranberries, kiwis, melons, pears, Pollinators? plums, and squash. Scientific Thinking Bees, both managed honey bees and native bees, Processes are the primary pollinators. However, more than 100,000 invertebrate species, including bees, moths, butterflies, beetles, and flies, serve as pollinators — Implementing the as well as 1,035 species of vertebrates, including Curriculum birds, mammals, and reptiles. In the United States, the annual benefit of managed honey bees to Assessment consumers is estimated at $14.6 billion. The services provided by native pollinators further contribute to Outline the productivity of crops as well as to the survival and reproduction of many native plants. -
Go on a Backyard Botany Hunt
Go on a Backyard Botany Hunt Want to give your child a lesson on the wide world of plants? You don't have to go camping! You've got an amazing array of wonderful plants right in your backyard or local park. To get your child started, here's a fun activity that will have him researching, collecting, and charting plant specimens from the neighborhood. Just be prepared for a little dirt under his fingernails! What You Need: Large sheet of poster board Marker or pen Ruler Tape or push pins 10 sandwich bags Field guide or Internet access Digital camera (optional) What You Do: Specimen Name Description Habitat Notes Plant 1 Plant 2 Plant 3 Plant 4 Plant 5 Plant 6 Plant 7 Plant 8 Plant 9 Plant 10 1. Step 1 Before your child can embark on his botany hunt, he'll need to do a little research into the types of plants that are growing all around him. There are many ways to get the goods, but getting an illustrated field guide for your area from the library or bookstore is probably the best. Short of that, Internet research into the plants in your area should yield useful information and images. 2. Step 2 Get out in the garden! If you don't have access to a backyard, take a trip to a nearby park or nature area – anywhere plants can be found. Have your field guide with you to research and identify the plants that you see, and take photographs of the plants in their natural habitat. -
Common Ground and Differences Between Spirulina and Chlorella Spirulina
Common ground and differences between Spirulina and Chlorella Spirulina: Spirulina platensis microalgae belong to the most pre- cious alkaline natural substances of our time. In a concentrated natural form they provide more than Attributes Chlorella pyrenoidosa Spirulina platensis 50 vital substances for human beings and animals. In all eras they have been used as a supplement food, e. g. in Botanical name • Chlorella pyrenoidosa • Spirulina platensis previous ancient cultures of the Maya and Aztec. Species • green algae (Chlorophyta) • blue algae (Cyanobacteria) Conditions of growth • in fresh-water • in very alkaline soda-water • estimated age: approx. 3.1 billion years (pH-value 9 - 11) • natural sources: shallow, mineral rich lakes, in Microscopic pictures tropical or subtropical climes, e.g. Africa, South- America India, China, Taiwan, Japan • global use: as food and in food, as a food supplement, as animal feed, especially for ornamental fish, birds, and small animals, as a cosmetic agent Cell form characteristic • Protozoa, round • Protozoa in a thread-shaped compound, spiral Cell wall • cellulose with sporopollenin, of which it is • easily digestible polysaccharides, which said to have a heavy metal binding takes care of good digestibility and Chlorella: quality a good bioavailability of all vital substances Cell nucleus • with cell nucleus • no cell nucleus, free spiral DNA Chlorella probably has the highest chlorophyll content in the plant kingdom. From there it gets its neme which means „little greenness“. Nutrient characteristics • rich in nutrients, with over 50 vital substan- • rich in nutrients with over 50 vital substances Chlorophyll is an important oxidant carrier and is also cal- ces and all 8 essential amino acids and all 8 essential amino acids led „treasured up sunlight“. -
Harvard Papers in Botany Volume 22, Number 1 June 2017
Harvard Papers in Botany Volume 22, Number 1 June 2017 A Publication of the Harvard University Herbaria Including The Journal of the Arnold Arboretum Arnold Arboretum Botanical Museum Farlow Herbarium Gray Herbarium Oakes Ames Orchid Herbarium ISSN: 1938-2944 Harvard Papers in Botany Initiated in 1989 Harvard Papers in Botany is a refereed journal that welcomes longer monographic and floristic accounts of plants and fungi, as well as papers concerning economic botany, systematic botany, molecular phylogenetics, the history of botany, and relevant and significant bibliographies, as well as book reviews. Harvard Papers in Botany is open to all who wish to contribute. Instructions for Authors http://huh.harvard.edu/pages/manuscript-preparation Manuscript Submission Manuscripts, including tables and figures, should be submitted via email to [email protected]. The text should be in a major word-processing program in either Microsoft Windows, Apple Macintosh, or a compatible format. Authors should include a submission checklist available at http://huh.harvard.edu/files/herbaria/files/submission-checklist.pdf Availability of Current and Back Issues Harvard Papers in Botany publishes two numbers per year, in June and December. The two numbers of volume 18, 2013 comprised the last issue distributed in printed form. Starting with volume 19, 2014, Harvard Papers in Botany became an electronic serial. It is available by subscription from volume 10, 2005 to the present via BioOne (http://www.bioone. org/). The content of the current issue is freely available at the Harvard University Herbaria & Libraries website (http://huh. harvard.edu/pdf-downloads). The content of back issues is also available from JSTOR (http://www.jstor.org/) volume 1, 1989 through volume 12, 2007 with a five-year moving wall. -
Chapter 24: Plant Reproduction and Response
Plant Reproduction 24 and Response 694 S ON CU O F TEKS 10B THE GREEN LEMONS For years, a California warehouse had stored freshly picked green lemons before they were shipped to market. The warehouse managers knew that the lemons would always be ripe and yellow Pollen grains from the common and ready to ship to market about five ragweed (SEM 1000∙) days after they arrived. Or so they thought. One year, for safety reasons, they decided to replace the warehouse’s kerosene heaters with modern electric ones. Then, much to their surprise, when they began to pack their first shipment of five-day-old lemons, they had to stop. The fruit they expected to ship were still a bright, and very unripe, green. All the lemons had been grown under similar conditions. A variable had changed after the lemons were harvested, and the lemons had failed to ripen. What could it have been? Look for clues in this chapter to the mystery of the still- green lemons. Then, solve the mystery. Never Stop Exploring Your World. Finding the solution to The Green Lemons mystery is only the beginning. Take a video field trip with the ecogeeks of Untamed Science to see where this mystery leads. Texas Essential Knowledge and Skills READINESS TEKS: 10B Describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants. SUPPORTING TEKS: 5B Examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium. 12B Compare variations and adaptations of organisms in different ecosystems. -
Chapter 3 — Basic Botany
Chapter 3 BASIC BOTANY IDAHO MASTER GARDENER UNIVERSITY OF IDAHO EXTENSION Introduction 2 Plant Nomenclature and Classification 2 Family 3 Genus 3 Species 3 Variety and Cultivar 3 Plant Life Cycles 6 Annuals 6 Biennials 6 Perennials 6 Plant Parts and Their Functions 7 Vegetative Parts: Leaves, Stems, and Roots 7 Reproductive Parts: Flowers, Fruits, and Seeds 10 Plant Development 14 Seed Germination 14 Vegetative Growth Stage 14 Reproductive Growth Stage 14 Senescence 15 Further Reading and Resources 15 CHAPTER 3 BASIC BOTANY 3 - 1 Chapter 3 Basic Botany Jennifer Jensen, Extension Educator, Boundary County Susan Bell, Extension Educator, Ada County William Bohl, Extension Educator, Bingham County Stephen Love, Consumer Horticulture Specialist, Aberdeen Research and Extension Center Illustrations by Jennifer Jensen INTRODUCTION varying from country to country, region to region, and sometimes even within a local area. This makes Botany is the study of plants. To become a it difficult to communicate about a plant. For knowledgeable plant person, it is essential to example, the state flower of Idaho is Philadelphus understand basic plant science. It is important to lewisii , commonly called syringa in Idaho. In other understand how plants grow, how their various parts parts of the country, however, the same plant is function, how they are identified and named, and known as mock orange. To add to the confusion, how they interact with their environment. Learning Syringa is the genus for lilac shrubs. Another the language of botany means learning many new example of confusing common names is Malva words. Making the effort to learn this material will parviflora , which is called little mallow, round leaf prove extremely valuable and will create excitement mallow, cheeseweed, or sometimes buttonweed. -
Reproduction in Plants and Animals
Reproduction in Plants and Animals Imagine a gardener checking on his growing plants at the beginning of spring. He notices a few tiny insects eating some of his plants. The gardener isn’t worried—a few insects are not a concern. But when he comes back several weeks later, his plants are covered in these small insects. There are at least ten times as many insects as there were several weeks ago! Where did all of these insects come from? How do organisms make more of their species? Reproduction produces offspring Reproduction is a process by which an organism produces offspring, or young. All organisms reproduce. If they didn’t, no species would survive past a single generation. The tiny insects developing Reproduction allows organisms to pass on their traits, or inside these eggs will grow characteristics to their offspring. Parents pass on their into adult insects. traits through their genetic material, or DNA. Sexual Reproduction requires two parents Sexual reproduction requires a male and female. Each parent contributes half of their genetic material, or DNA, to their offspring. The female contributes her DNA in an egg cell. The male contributes his DNA in a sperm cell. When the egg and sperm combine, they form the new offspring. Offspring may look similar to their parents, but they are not exact copies. In sexual reproduction, each offspring has a mixture of its parent’s traits. Parents may pass on dominant traits or recessive traits to their offspring. Each offspring may be different from its siblings. For These puppies are a product example, suppose the father in a human family does not of sexual reproduction have freckles, but his wife does.