About Photosynthesis
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Do Leaves Need Chlorophyll for Growth?
Do Leaves Need Chlorophyll for Growth? by Kranti Patil, Gurinder Singh and Karen Haydock Homi Bhabha Centre for Science Education VN Purav Marg, Mankhurd Mumbai 400088 India [email protected] Students may read or hear the following sorts of statements in their classrooms: Plants make their food by photosynthesis. Leaves are green because they contain green pigment (chlorophyll). Without chlorophyll photosynthesis cannot occur. If we assume these statements are true, then what do we think if we see a white leaf? We may assume that a white leaf does not contain chlorophyll, and that therefore it cannot make food. So then ... How does a white leaf survive? Students may raise this question when they see a plant such as this variegated variety of bhendi (Talipariti tiliaceum), an ornamental shrub which has some green leaves, some leaves with asymmetric green and white areas, and some leaves which are completely white. A variegated bhendi (Talipariti tiliaceum) shrub - about 2.5 metres high. 1 An activity which is sometimes done in school in order “to prove that chlorophyll is required for photosynthesis” is to take a variegated leaf, remove its green pigment by dissolving it in alcohol, and then show that only the areas which were formerly green test positive for starch. However, this is a rather tedious procedure, and it actually does not prove that chlorophyll is required for photosynthesis, or even that photosynthesis is occurring. It merely indicates that only the green areas contain starch. It may even lead students to ask a question like, “Then why does a potato - which is not green - also contain starch?” Is the potato also doing photosynthesis? We can question whether starch is an indicator of photosynthesis. -
Botany Botany
bottany_dan 2/16/06 2:54 PM Page 13 The NYC Department of Parks & Recreation presents ™ urban park rangers • education program BBOOTTAANNYY Plant Power nce standards accept academic performa ed s meet ogram City Department of Education, including: pr w York ese e Ne A th th Map Reading and Making • Critical Thinking • Plant Identification ct in by ivit ns d Researching and Writing a Field Guide • Graphing • Site Evaluation ies and lesso use and Creating a Timeline • Data Gathering • Natural Science • Measuring Calculating • Social Science • History • Art City of New York City of New York The New York City Parks & Recreation Parks & Recreation Department of Education Urban Park Rangers bottany_dan 2/16/06 2:54 PM Page 2 11 WWhhaatt iiss tthhee NNaattuurraall CCllaassssrroooomm?? The Natural Classroom is a series of educational programs developed by the Urban Park Rangers to immerse students in the living laboratory of the natural world. These programs combine standards-based education with hands-on field lessons taught by Urban Park Rangers. Based on natural and cultural topics that are visibly brought to life in our parks, The Natural Classroom is designed to stimulate, motivate and inspire your students to apply their developing skills in English, Math, Science and History to real-life critical thinking challenges. The activities in Botany: Plant Power! focus on the following skills: • Creating and Reading Graphs, Measuring, and Making Calculations • Exploring Living Science Concepts by creating Field Guides, and Gathering Data in the field Writing and Drawing How to Use This Natural Classroom Program Guide Find Your Level: Level One = Grades K-2 Prepare for Adventure: Review the park visit descrip- Level Two = Grades 2-6 tion a few days before the trip so you will be aware of the Level Three = Grades 6-8 day’s anticipated activities. -
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 -
Cell Wall Ribosomes Nucleus Chloroplast Cytoplasm
Cell Wall Ribosomes Nucleus Nickname: Protector Nickname: Protein Maker Nickname: Brain The cell wall is the outer covering of a Plant cell. It is Ribosomes read the recipe from the The nucleus is the largest organelle in a cell. The a strong and stiff and made of DNA and use this recipe to make nucleus directs all activity in the cell. It also controls cellulose. It supports and protects the plant cell by proteins. The nucleus tells the the growth and reproduction of the cell. holding it upright. It ribosomes which proteins to make. In humans, the nucleus contains 46 chromosomes allows water, oxygen and carbon dioxide to pass in out They are found in both plant and which are the instructions for all the activities in your of plant cell. animal cells. In a cell they can be found cell and body. floating around in the cytoplasm or attached to the endoplasmic reticulum. Chloroplast Cytoplasm Endoplasmic Reticulum Nickname: Oven Nickname: Gel Nickname: Highway Chloroplasts are oval structures that that contain a green Cytoplasm is the gel like fluid inside a The endoplasmic reticulum (ER) is the transportation pigment called chlorophyll. This allows plants to make cell. The organelles are floating around in center for the cell. The ER is like the conveyor belt, you their own food through the process of photosynthesis. this fluid. would see at a supermarket, except instead of moving your groceries it moves proteins from one part of the cell Chloroplasts are necessary for photosynthesis, the food to another. The Endoplasmic Reticulum looks like a making process, to occur. -
The Classification of Plants, Viii
70 The Ohio Naturalist [Vol. XIII, No. 4, THE CLASSIFICATION OF PLANTS, VIII. JOHN H. SCHAFFNER. Below is presented a synopsis of the fifteen plant phyla given in the preceding paper of this series. The classification of the fungi follows with a key to the orders. The following changes should be made in the arrangement of the families of Anthophyta as presented in the sixth paper: Transfer the Parnassiaceae from Saxifragales to Ranales following the Ranunculaceae. Interchange the position of Loganiaceae and Oleaceae. Also interchange the position of Bromeliaceae and Dioscoreaceae. SYNOPSIS OF THE PLANT PHYLA. A. Plant body unicellular or filamentous, or if a solid aggregate through the ovary, when present, not an archegonium; never seed-producing; nonsexual, with a simple sexual life cycle, or with an alternation of generations. I. Cells typically with poorly differentiated nuclei and chromatophores, reproducing by fission; motile or nonmotile, colored or colorless, with or without chlorophyll but never with a pure chlorophyll- green color; resting spores commonly present. Phylum 1. SCHIZOPHYTA. II. Cells with well differentiated nuclei, and if holophytic usually with definite chromatophores; with or without chlorophyll; colorless, green, or variously tinted by coloring matters. (I.) Nonsexual, unicellular plants without chlorophyll having a plasmodium stage of more or less completely fused amoeboid cells from which complex .sporangium-like resting bodies are built up. Phylum 2. MYXOPHYTA. (II.) Plants not developing a plasmodium, but the cells normally covered with walls in the vegetative phase. 1. Unicellular or filamentous plants containing chlorophyll, either brown with silicious, two-valved walls or green with complex chromatophores, the walls not silicificd; conjugating cells not ciliated, isogamous. -
Which Regions of the Electromagnetic Spectrum Do Plants Use to Drive Photosynthesis?
Which regions of the electromagnetic spectrum do plants use to drive photosynthesis? Green Light: The Forgotten Region of the Spectrum. In the past, plant physiologists used green light as a safe light during experiments that required darkness. It was assumed that plants reflected most of the green light and that it did not induce photosynthesis. Yes, plants do reflect green light but human vision sensitivity peaks in the green region at about 560 nm, which allows us to preferentially see green. Plants do not reflect all of the green light that falls on them but they reflect enough for us to detect it. Read on to find out what the role of green light is in photosynthesis. The electromagnetic spectrum: Light Visible light ranges from low blue to far-red light and is described as the wavelengths between 380 nm and 750 nm, although this varies between individuals. The region between 400 nm and 700 nm is what plants use to drive photosynthesis and is typically referred to as Photosynthetically Active Radiation (PAR). There is an inverse relationship between wavelength and quantum energy, the higher the wavelength the lower quantum energy and vice versa. Plants use wavelengths outside of PAR for the phenomenon known as photomorphogenesis, which is light regulated changes in development, morphology, biochemistry and cell structure and function. The effects of different wavelengths on plant function and form are complex and are proving to be an interesting area of study for many plant scientists. The use of specific and adjustable LEDs allows us to tease apart the roles of specific areas of the spectrum in photosynthesis. -
Chlorophyll Fluorescence As a Tool in Plant Physiology
Photosynthesis Research 5, 139-157 (1984) 139 © 1984 Martinus Ni/hoff/Dr W. Junk Publishers, The Hague. Printed in the Netherlands Review Chlorophyll fluorescence as a tool in plant physiology. If. Interpretation of fluorescence signals G. HEINRICH KRAUSE and ENGELBERT WEIS Botanisches Institut der Universit~t Dasseldorf, Universit~tsstral~e 1, D-4000 Dtlsseldorf 1, Germany (F.R.G.) (Received. 5 October 1983; in revised form: 21 December 1983) Key words: Chlorophyll, chloroplast, fluorescence, energy-distribution, photochemistry, photosynthesis, stress Introduction In recent years, chlorophyll a fluorescence measurements have been increas- ingly applied to various fields of plant physiology. Chlorophyll can be regarded as an intrinsic fluorescent probe of the photosynthetic system. In the leaf or algal cell, the yield of fluorescence is influenced in a very complex manner by events that are - directly or indirectly -= related to photosynthesis. The foregoing article [1] introduces into basic phenomena of fluorescence induction and describes measuring techniques applicable for plant physio- logical research. The present communication provides a brief review of interpretation of fluorescence signals. Predominantly, fluorescence emission by isolated thylakoids and intact chloroplasts will be considered since our present understanding of chlorophyll fluorescence phenomena is mostly based on studies with these systems in vitro. As will be discussed, the basic interpretations can - with care - be applied to the more complex situation in intact leaves or algae, provided the experimental conditions are clearly defined. To point out the significance of fluorescence interpretation for plant physiology, some examples of effects of the environment, including stress condition, on the different fluorescence parameters are given. A more com- prehensive article dealing with stress effects on chlorophyll fluorescence will follow in this series. -
Chloroplasts Are the Food Producers of the Cell. the Organelles Are Only Found in Plant Cells and Some Protists Such As Algae
Name: ___________________________ Cell #2 H.W. due September 22nd, 2016 Period: _________ Chloroplasts are the food producers of the cell. The organelles are only found in plant cells and some protists such as algae. Animal cells do not have chloroplasts. Chloroplasts work to convert light energy of the Sun into sugars that can be used by cells. It is like a solar panel that changes sunlight energy into electric energy. The entire process is called photosynthesis and it all depends on the little green chlorophyll molecules in each chloroplast. In the process of photosynthesis, plants create sugars and release oxygen (O2). The oxygen released by the chloroplasts is the same oxygen you breathe every day. Chloroplasts are found in plant cells, but not in animal cells. The purpose of the chloroplast is to make sugars that feed the cell’s machinery. Photosynthesis is the process of a plant taking energy from the Sun and creating sugars. When the energy from the Sun hits a chloroplast and the chlorophyll molecules, light energy is converted into the chemical energy. Plants use water, carbon dioxide, and sunlight to make sugar and oxygen. During photosynthesis radiant energy or solar energy or light energy is transferred into chemical energy in the form of sugar (glucose). You already know that during photosynthesis plants make their own food. The food that the plant makes is in the form of sugar that is used to provide energy for the plant. The extra sugar that the plant does not use is stored as starch for later use. Mitochondria are known as the powerhouses of the cell. -
Third Grade Science PLANTS
Third Grade Science PLANTS Table of Contents Introduction K-W-L Slide 3 Plant Parts Slides 4 - 13 Plant Life Cycle Slides 14 - 23 Plants and the Slides 24 - 30 Environment Plant Project Slides 30-32 K-W-L . Use the K-W-L chart to brainstorm about plants. Plant Parts: Take a break and observe the inside of a seed. Now fill in the parts of a seed. PARTS OF A SEED: Plant Parts: Take a break and observe the roots of a plant. Plant Parts: Take a break and observe the stem of a plant. Plant Parts: Go to Slides 9 and 10 to learn about Photosynthesis! Go to Slide 11 to make a Photosynthesis factory. learn about Chlorophyll on slide 12! Photosynthesis: What is photosynthesis? Photo means “light” and synthesis means “to put together”. Photosynthesis means to put together with light. Photosynthesis is a process in which green plants use energy from the sun to transform water, carbon dioxide, and minerals into oxygen. Photosynthesis gives us most of the oxygen we need in order to breathe. We, in turn, exhale carbon dioxide that is needed by plants. Photosynthesis: Photosynthesis: Take a break and create a model of the “Photosynthesis Factory”. Chlorophyll: What is chlorophyll? Plants require light as a form of energy to develop and grow. The way this energy transfer happens is by using chlorophyll. Chlorophyll is the green pigment in plants that is used to trap energy from the sun. Each green part of a plant has chlorophyll. Chlorophyll helps plants absorb light and convert it into sugar through photosynthesis. -
Photobiology
Photobiology Jode Himann |Nemalux Research | 12.01.2017 Photobiology is the study of light and its effect on living things. There has been a great deal of study on photobiology in the area of agriculture. This interest is growing because of the science becoming more refined and the marketplace developing. Some random notes and an initial Nemalux fixture spectra is shown. McCree Curve: K. J. McCree (1970) studied and developed the action spectrum, absorption and quantum yield curves of photosynthesis in crop plants. The action spectrum is commonly known as the McCree Curve. McCree curve shows the wavelengths shows the relative photosynthesis response in the between 400-700 nm (commonly known as photosynthetically active region or PAR) for plants growth. This is also known as generalized PAR curve. McCree also showed the relative quantum yield and relative absorption for 400-700nm region. This work has been the basis of all of the researches that followed until now. 1 Image : Econolux Action curve vs Absorption curve: Action curve shows the wavelengths that are most effective for photosynthesis. On the other hand Absorption curve shows the wavelengths that are absorbed by Chlorophylls (Chlorophyll A & B) and Cartenoids. Image : Econolux It is easily understood that most of the absorption happens in 400-500nm (blue) and 600-700nm (red) region. There’s a very little absorbance in the 500-600nm (green) region. However, there are still 70% of the 550nm absorptance is present as the integrity of leaf increases. Different studies shows that Chlorophylls responds to Blue (400 – 500nm) and Red (600-700nm) wavelengths. -
Measuring the Short-Term Plant Photosynthetic Response to Varying Light Quality Using Light Emitting Diodes (Leds)
Measuring the Short-term Plant Photosynthetic Response to Varying Light Quality Using Light Emitting Diodes (LEDs) Michael A. Schwalb Department of Bioresource Engineering McGill University Montreal, Quebec, Canada A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Master of Science December, 2013 © Michael Schwalb, 2013 1 Abstract Light emitting diodes (LEDs) emit narrow bandwidth light and have the potential to increase the spectral efficiency of supplemental lighting in greenhouses by optimizing spectral output for plant growth and yields. At the moment of writing, data describing the plant response to varying light quality and quantity was limited. The objective of this research was to examine photosynthetic response of plants to varying light quality and quantity and to gather photosynthetic response data that could be used to design an optimal spectrum for a prototype LED array for plant growth experiments. The action spectrum of tomato (Solanum lycopersicum), lettuce (Lactuca sativa) and petunia (Petunia × hybrida) seedlings was measured at three irradiances (30, 60 and 120 µmol m-2 sec-1) using LED arrays with peak wavelengths from 405nm – 700nm and a bandwidth of 25nm (full width at half maximum). The action spectrums for all plant species at all three irradiances were characterized by localized blue and red action peaks within the range of 430 to 449 nm and 624 to 660 nm respectively. A peak also occurred at 595 nm for 30 µmol m-2 sec-1.The photosynthetic response of tomato, lettuce and petunia to varying red (660nm) and blue (430nm) wavelengths with and without background broadband radiation was also measured. -
Printable PDF: RGB Light Source And
6400-18 RGB Light Source & 5 Photosynthetic Assimilation Summary non-photochemical processes (e.g. heat; ● The 6400-18 Red, Green, Blue (RGB) Blankenship, 2002). However, because other Light Source can deliver 2000 μmol m-2 wavelengths of light are absorbed and are s-1 white light†. equally capable of driving photosynthesis, it ● Three LED colors can be controlled is important to not only describe an absorp- independently to deliver any combina- tion spectrum, but also the photosynthetic tion desired. action spectrum for the absorbed light. OTE OTE ● Absorption spectrum of a plant drives the effectiveness of each color’s photosyn- Action spectra describe the amount of CO2- thetic response. fixed or O2-released at a particular wave- ● LED light should be normalized to the length across the absorption spectrum for a absorption spectrum of the plant. leaf. As is the case for absorption spectra, N N action spectra vary greatly between species Action spectrum of plants and RGB (McCree, 1972). For many C3 species, there is greater assimilation when plants are output illuminated with red light and to a lesser Not all incident radiation is absorbed by extent blue light than when illuminated with actively photosynthesizing leaves. Depending green light. on wavelength, light incident on a leaf may be reflected, transmitted through the leaf or The 6400-18 Red, Green, Blue (RGB) Light absorbed by the light harvesting complex to Source is a composite LED source comprised drive the light reactions. The proportion of of multiple diodes embedded within a tile. light absorbed at any particular wavelength The LED wavelength peaks of this commer- varies between and within species, and cially available tile are 460, 522 and 635 ± 5 frequently between individual leaves in a nm, corresponding to light in the blue, green plant canopy, dependent on canopy position and red regions of the light spectrum respec- and the history of the leaf.