A Guide to Flowering and Why Plants Fail to Bloom
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Proposal for the Development of Large Scale Seed Production and Roadside Establishment Protocol for Five Native Hawaiian Groundcovers
TERMINATION REPORT FOR (TA) DL2012-2 Proposal for the Development of Large Scale Seed Production and Roadside Establishment Protocol for Five Native Hawaiian Groundcovers. PREPARED BY Dr. Joseph DeFrank, project PI DATED: July 05, 2018 TERINATION REPORT FOR - (TA) DL 2012-2 - July 05, 2018 Page 1 Table of Contents Page Description number Executive Summary of Project Accomplishments 2-3 Establishing seed production nursery on Oahu. 4-10 Weed control research with native plants. 11-16 Seed Harvest Index for Aalii (Dodonaea viscosa) 17-19 Seed Harvest Index for Ahinahina (Achyranthes splendens) 19-23 Seed Harvest Index for Aweoweo (Chenopodium oahuense) 24-25 Seed Harvest Index for Ilima (Sida fallex) 26-27 Seed Harvest Index for Uhaloa (Waltheria indica) 28-30 Executive Summary of Project Accomplishments The Hawaii Department of Transportation has provided funding in support of the research and development project titled: “Proposal for the Development of Large Scale Seed Production and Roadside Establishment Protocol for Five Native Hawaiian Groundcovers”. The notice to proceed date was May15, 2015 with termination date of May 15, 2018. The Task Agreement (TA) for this project is DL2012-2 with Purchase Order No. 40055133. The Cooperative Agreement number is DOT-10-030. Summary of work performed during the project period Establishing seed production nurseries on Oahu. A .9 acre seed production nursery was established in the median area on the leeward side of Oahu in the Halawa interchange, see photos 1-7. All five of the project native plant species are included in this nursery. The nursery is supplied with automatic irrigation. Water conservation and clean seed collection is enhanced due to the used of durable woven black plastic ground cover used extensively throughout the planting. -
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. -
Flowers and Maturation 3Rd - 5Th Grade
Flowers and Maturation 3rd - 5th Grade Introduction Over 90% of all plants are angiosperms or flowering plants. When you think of flowers, you probably think of a rose, carnation or maybe, a tulip . It is not just flowers that are flowering plants. In the spring and summer, you can find flowers in many places but, many plants have flowers that you never see. The grass in the yard is a flowering plant but, you have probably never seen their flower. They are hidden inside the plant. A plant lives to produce more plants and it needs a flower to do that. Flowers are responsible for producing seeds This lesson will teach you the parts of a flower and how those parts work. Objectives • Students will understand the role of flowers in the life of a plant. • Students will understand the basic parts of a flower. • Students will understand the function of the parts of the flower. • Students will understand seed development. Background First, let us look at the diagram of a flower. Photo provided by: https://www.colourbox.com/vector/a-common-flower-parts-vector-34289070 kansascornstem.com A “perfect flower” has both male and female parts. There are also parts that are not male or female. The sepal are leaves that protect the flower as it grows. They peel back as the flower grows. The petals give many flowers their beauty, but the most important job they have are to attract insects that will help them in the process of producing seeds. You will read more about that later. -
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. -
Flower Power
FLOWER POWER IDAHO BOTANICAL GARDEN WHAT IS A FLOWER? INSTRUCTIONAL OBJECTIVE: When students finish this project, they will have gained respect for the beauty of flowers and appreciate their ecological and practical importance. INTRODUCTION Dear Teacher, The Idaho Botanical Garden is an outdoor learning environment. We want to make your visit comfortable and enjoyable, and ask that your students are dressed appropriately for the weather and have water, especially in the warm weather months. TERMS Angiosperms: Flowering plants that produce seeds enclosed in a fruit. Anthers: The boxlike structures at the top of stamens, where pollen is produced. Botanical garden: A place where plants are collected and displayed for scientific, educational and artistic purposes. Fertilization: The union of male sperm cells and female egg cells. Filament: The stalk of the stamen. Flower: The reproductive structure of an angiosperm. Fruit: A ripened ovary conaining seeds. Nectar: The sweet liquid produced by flowers to attract pollinators. Ovary: The hollow compartment at the base of the pistil which contains ovules. It develops into a fruit containing seeds. Ovules: The structures in a flower ovary that can develop into seeds. Pistil: The female part of a flower; stigma, style, and ovary. Pollen: A yellow, powder-like material containing sperm cells. Pollen tubes: Tubes that carry sperm cells from the stigma into the ovary. Pollination: The process of pollen coming together with the stigma of a flower. Pollinators: Animals which carry pollen from one flower to another. Seed: A structure containing a baby plant and its food supply, which is surrounded by a protective seed coat. -
Flowering Plant Families of Northwestern California: a Tabular Comparison
Humboldt State University Digital Commons @ Humboldt State University Botanical Studies Open Educational Resources and Data 12-2019 Flowering Plant Families of Northwestern California: A Tabular Comparison James P. Smith Jr Humboldt State University, [email protected] Follow this and additional works at: https://digitalcommons.humboldt.edu/botany_jps Part of the Botany Commons Recommended Citation Smith, James P. Jr, "Flowering Plant Families of Northwestern California: A Tabular Comparison" (2019). Botanical Studies. 95. https://digitalcommons.humboldt.edu/botany_jps/95 This Flora of Northwest California-Regional is brought to you for free and open access by the Open Educational Resources and Data at Digital Commons @ Humboldt State University. It has been accepted for inclusion in Botanical Studies by an authorized administrator of Digital Commons @ Humboldt State University. For more information, please contact [email protected]. FLOWERING PLANT FAMILIES OF NORTHWESTERN CALIFORNIA: A TABULAR COMPARISON James P. Smith, Jr. Professor Emeritus of Botany Department of Biological Sciences Humboldt State University December 2019 Scientific Name Habit Leaves Sexuality • Floral Formula Common Name Fruit Type • Comments Aceraceae TSV SC:O U-m [P] • K 4-5 C 4-5 A 4-10 G (2) Maple Paired samaras • leaves often palmately lobed Acoraceae H S:A U-m • P 3+3 A 6 or G (3) Sweet Flag Berry • aquatic; aromatic rhizomes Aizoaceae HS S:AO B • P [3] 5 [8] A 0-4 Gsi (2-5-4) Ice Plant Capsule (berry-like) • fleshy; stamens divided, petaloid Alismataceae -
Fruits: Kinds and Terms
FRUITS: KINDS AND TERMS THE IMPORTANT PART OF THE LIFE CYCLE OFTEN IGNORED Technically, fruits are the mature ovaries of plants that contain ripe seeds ready for dispersal • Of the many kinds of fruits, there are three basic categories: • Dehiscent fruits that split open to shed their seeds, • Indehiscent dry fruits that retain their seeds and are often dispersed as though they were the seed, and • Indehiscent fleshy fruits that turn color and entice animals to eat them, meanwhile allowing the undigested seeds to pass from the animal’s gut We’ll start with dehiscent fruits. The most basic kind, the follicle, contains a single chamber and opens by one lengthwise slit. The columbine seed pods, three per flower, are follicles A mature columbine follicle Milkweed seed pods are also large follicles. Here the follicle hasn’t yet opened. Here is the milkweed follicle opened The legume is a similar seed pod except it opens by two longitudinal slits, one on either side of the fruit. Here you see seeds displayed from a typical legume. Legumes are only found in the pea family Fabaceae. On this fairy duster legume, you can see the two borders that will later split open. Redbud legumes are colorful before they dry and open Lupine legumes twist as they open, projecting the seeds away from the parent The bur clover modifies its legumes by coiling them and providing them with hooked barbs, only opening later as they dry out. The rattlepods or astragaluses modify their legumes by inflating them for wind dispersal, later opening to shed their seeds. -
Parts of a Plant Packet - Parts of a Plant Notes - Parts of a Plant Notes Key - Parts of a Plant Labeling Practice
Parts of a Plant Packet - Parts of a Plant Notes - Parts of a Plant Notes Key - Parts of a Plant Labeling Practice Includes Vocabulary: Stigma Stamen Leaf Style Petal Stoma Ovary Receptacle Cuticle Ovule Sepal Shoot System Pistil Xylem Root Hairs Anther Phloem Roots Filament Stem Root System Parts of a Plant Notes 18 14 13 (inside; for food) 15 12 (inside; for water) 16, these are 19 massively out of proportion… 21 17, covering 20 Picture modified from http://www.urbanext.uiuc.edu/gpe/index.html 1. __________- sticky part of the pistil that pollen sticks to 2. __________-long outgrowth of the ovary that collects pollen from the stamens 3. __________- base part of the pistil that holds the ovules 4. __________- unfertilized seed of the plant 5. __________- female part of the flower that contains the stigma, style, ovary and ovules. 6. __________- part of the flower that holds the pollen 7. __________- long thread-like part of the flower that holds the anthers out so insects can get to the pollen. 8. __________- male part of the flower that contains the anther and the filament. 9. __________- colorful part of the flower that protects the flower and attracts insects and other pollinators. 10. __________- stalk that bears the flower parts 11. __________- part that covers the outside of a flower bud to protect the flower before it opens 12. _________- transports water. 13. _________- transports food 14. _________- transport and support for the plant. 15. _________- cells of this perform photosynthesis. 16. _________-holes in the leaf which allow CO2 in and O2 and H2O out. -
Greenhouse Production of Boston Ferns
Greenhouse Production Of BostonFerns by J. Raymond Kessler, Jr., Auburn University Introduction 'Massii': A large fern much like 'Bostoniensis' except it is more The Boston fern is actually a cultivar of a wild pendulous and darker green. fern found in Florida called the Sword Fern (Nephrolepis exaltata). The sword fern has Other cultivars include: Atlanta', 'Blue Bells', 'Erecta', 'Hillsii', 3- to 4-foot erect fronds (fern leaf), and was 'Petticoat', 'Rooseveltii', 'Welchii' or 'Whitmanii'. popular as a house plant in the U.S. and Eu rope in the middle to late nineteenth century. It is important to choose cultivars based on final plant size and 'Bostoniensis' was discovered by chance in a growth habit for a particular container size (Table 1). Generally, large shipment of Sword Ferns from a Phila largecultivarsare more appropriatefor largercontainersand smaller delphia grower to a Boston distributor in 1894. cultivars for smaller containers. Cultivars should also be chosen Since then, variants have given rise to one of the largest and most based on ease of production under the cultural conditions avail popular groups of fern cultivars. able. Some of the denser, finer-textured cultivars may develop disease problems under low-light and humid conditions. Cultivars The Boston fern easily gives rise to sports or mutations which may Propagation or may not be stable. Many of the Boston fern cultivars available Boston fern cultivars are mostly propagated from tissue culture, today have come about from sports. Though the best cultivars are although stolons or runners harvested from stock plants are still mostly stable, variations can occur even from vegetatively propa utilized. -
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. -
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. -
Pollen and Stamen Mimicry: the Alpine Flora As a Case Study
Arthropod-Plant Interactions DOI 10.1007/s11829-017-9525-5 ORIGINAL PAPER Pollen and stamen mimicry: the alpine flora as a case study 1 1 1 1 Klaus Lunau • Sabine Konzmann • Lena Winter • Vanessa Kamphausen • Zong-Xin Ren2 Received: 1 June 2016 / Accepted: 6 April 2017 Ó The Author(s) 2017. This article is an open access publication Abstract Many melittophilous flowers display yellow and Dichogamous and diclinous species display pollen- and UV-absorbing floral guides that resemble the most com- stamen-imitating structures more often than non-dichoga- mon colour of pollen and anthers. The yellow coloured mous and non-diclinous species, respectively. The visual anthers and pollen and the similarly coloured flower guides similarity between the androecium and other floral organs are described as key features of a pollen and stamen is attributed to mimicry, i.e. deception caused by the flower mimicry system. In this study, we investigated the entire visitor’s inability to discriminate between model and angiosperm flora of the Alps with regard to visually dis- mimic, sensory exploitation, and signal standardisation played pollen and floral guides. All species were checked among floral morphs, flowering phases, and co-flowering for the presence of pollen- and stamen-imitating structures species. We critically discuss deviant pollen and stamen using colour photographs. Most flowering plants of the mimicry concepts and evaluate the frequent evolution of Alps display yellow pollen and at least 28% of the species pollen-imitating structures in view of the conflicting use of display pollen- or stamen-imitating structures. The most pollen for pollination in flowering plants and provision of frequent types of pollen and stamen imitations were pollen for offspring in bees.