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Botany Topics & Concepts Covered
| TOPICS | CONCEPTS |
|---|---|
| Plant Physiology | Photosynthesis, Respiration, Transpiration |
| Plant Taxonomy | Classification of plants |
| Plant Growth and Development | Flowering and reproduction |
| Plant Ecology | Ecosystems and habitats |
| Plant Evolution | Adaptations and speciation |
| Plant Genetics | DNA and genetic variation |
| Plant Diseases and Pathology | Fungal, bacterial, and viral diseases |
| Ethnobotany | Traditional plant uses |
| Horticulture | Plant breeding |
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Recently Asked Botany Questions
Expert help when you need it- Q1:Using the data in the Excel spreadsheet below, compare the two species that were plated out in the demonstration video, Rhizopus stolonifer and Aspergillus flavus, and placed in the four various temperatures (0 degrees C, 4 degrees C, 25 degrees C, and 37 degrees C), using data recorded at 24 and 48 hours. Remember that O growth is still data, so don't leave out lines that show no growth. The reader still needs to know that the fungi were still put in those temperaturesSee Answer
- Q2:Using the data in the Excel spreadsheet below, compare the two species that were plated out in the demonstration video, Rhizopus stolonifer and Aspergillus flavus, and placed in the four various temperatures (0 degrees C, 4 degrees C, 25 degrees C, and 37 degrees C), using data recorded at 24 and 48 hours. Remember that O growth is still data, so don't leave out lines that show no growth. The reader still needs to know that the fungi were still put in those temperaturesSee Answer
- Q3:Question : Evaluate, on the basis of research, the importance of plants to the growth and development of Canadian society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building materials, flood and erosion control; as a resource for recreation and ecotourism) Instructions : Need to do in 180 to 200 words, APA Style, double spaced, times new roman, Font- 12See Answer
- Q4:Follow a photon through photosynthesis as it strikes a leaf ending in a glucose molecule (GP3).Atleast 100-word count.See Answer
- Q5:The Discussion Forum this week will focus on the Gymnosperm plants. Please address the three questions below as part of the topic this week. Be sure to answer each question fully to be sure you earn full credit for the Discussion Forum this week. 1. List 5 characteristics of gymnosperms. 2. What features not present in seedless plants have contributed to the success of seed plants on land? Validate your answer with specific examples and details. 3. Identify areas in the United States that include primarily gymnosperms and discuss other details of these areas.See Answer
- Q6:1)bryophyta (seedless non-vascular) group, 2)fern and fern allies (seedless vascular group), 3)pteridophyta 4)coniferophyta 5)angiosperm or anthophyta- monocot- please see p. 531 for an explanation of monocot and dicots angiosperm or anthophyta- dicot You can get 10 points/plant, 100 points possible. Your name or photo must be taken with every photo. The free Seek app is helpful to idenitfy the plants. Seek can make mistakes. On the Seek app, you can also look up the taxons on the web. If you know the name of the plant, you can also look the taxonomy here: https://itis.gov/ You need to identify the plant down to the species level. Include: Kingdom: Plant Phylum (sometimes called Division)" Class: Order: Family: Genus: Species (optional, but include if you can), also please provide the common name of the organism if you can. You will use the + sign to add the photos and names. Please only create one DB per person and insert multiple files. Put the taxon on the same page as the photo of the specimen. Book name: Biology: Science for Life with Physiology, Colleen Belk and Virginia Borden Maier, Pearson, 6th edition REQUIRED ONLY THIS FOR THE PLANTS LISTED: NAME: Kerri-Anne Miller a photo of my name written on paper next to the plant please include the name of the plantSee Answer
- Q7:Case Study Questions 1. Which signs and symptoms would indicate a respiratory problem, and which would indicate a cardiovascular system problem? 2. How are Sandra's breathing rate, blood pH, and PC02 related? 3. Why would Sandra's blood pressure be lower than normal and why would a CT and V /Q scan of the legs be indicated in Sandra's case? 4, How would asthma cause changes in blood CO2 and pH?/nAnswer each question/complete the tasks and create a report for the case study. Your report must be a minimum of 300 words. All answers should be in your own words and typed neatly using appropriate grammar, spelling, punctuation, and APA style. Include APA citations when necessary. Do not include/rewrite the questions in the assignment.See Answer
- Q8:2:13 ◄ UniApp Just a reminder that the Scientific Report for the Tomato nutrient deficiency experiment is due this Sunday night. I have had some queries re word count. However, as mentioned at the practical in which we discussed the data, these are some general guidelines: all 81 1) Abstract (this need to short and sweet) less than 200 words. 2) Introduction: about 500 words. 3) Materials and Methods: you can reference the Practical Manual 4) Results: no specific limit as this is the 'heart' of the work but focus on the key findings. 5) Discussion: less than 1000 words. 6) Conclusion: less than 200 words. 7) Bibliography: as long as needed 8) Appendix: no limit. I hope the above assists. Cheers, AA mylo.utas.edu.auSee Answer
- Q9: towels. The experimental design with the three treatments was arranged for every cultivar: 1. Control - seeds germinated in deionized water; 2. Seeds, germinated in a solution of 100mM NaCl; 3. Seeds, germinated in a solution of 100mM NaSO4. The experiment was conducted in Petri plate on filter paper beds in a thermostat. 20 seeds were sown in Petri plate and germinated on papers imbibed in distilled water or in sodium chloride solutions or sodium sulphate solutions at a proportion of 2.5 times the weight of the paper. The Petri plate incubated at 25°C. The filter paper beds were changed after 48 hours in order to avoid salt accumulation (13). Water uptake: Water uptake was recorded for 12 hours and the per cent was calculated under the following formula (13): Water uptake, %= [(W₂-W₁)]/W₁Jx100; where W₁ was the initial weight of seeds and W₂ was the weight of seeds after water absorption. Germination: The emergence of radical/plumule or root/shoot from seeds was taken as an index of germination (%) which was recorded daily for up to 9 days. After that salt tolerance was calculated using the following ratio (13): Salt tolerance = A/B x 100; where A = germination/growth in treated seedlings, and B = germination/growth in control plants. The seedling growth evaluation was carried out in Rules (12). Ten seeds were distributed on the germination paper, pre-imbibed in NaCl, Na₂SO, and distilled H₂O solutions. After 9 days in a 25°C germinator, the shoot length (SL), root length (RL), shoot weight (SW) and root weight (RW) were measured. The total seedling length (TL) and the RL:SL ratio were calculated out of these data. The respiration was measured with a portable infrared gas analyzer LCA-4 (Analytical Development Company Ltd., Hoddesdon, England), equipped with a PLCB-4 chamber in dark. Each treatment was replicated thrice. Statistical analysis Statistical analysis was performed using one-way ANOVA (for P<0.05). Based on the ANOVA results, a DUNCAN-test for mean comparison was performed, for a 95% confutation level, to test for significant differences among treatments. In the tables, different letters (a,b,c) after the values within the same column express significant difference. BIOTECHNOL. & BIOTECHNOL. EQ. 23/2009/SE SPECIAL EDITION/ON-LINE 327 Results Germination percentage: The results of seed germination are shown in Figure 1. Specific ionic effects were evident as different responses were obtained with different salt treatments at iso-molar concentration. It was observed that the germination of seeds treated with Na SO, is stronger inhibited than that treated with NaCl. This tendency was observed in the three cultivars, but it was most strongly expressed in Lody cultivar. germination (%) 120 100 8872 80 5 00 40 20 0 Lody Yisleidy Fro Coronado Gine Tara Control NaCl ONA,SO. Fig.1. Total germination of seed of tree bean cultivars submitted to salt stress, Seedling growth The results from the initial growth of the seedlings and roots also show presence of considerable inhibition in the salt- treated variants (Table 1). It is seen that the inhibiting effect of Na SO, is by 20% stronger than that of NaCl. This tendency is observed in the three cultivars, but is strongest in Gina cultivar both with respect to the hypocotile growth and the root. Although both salts show inhibiting effect, that of Na₂SO4 is stronger again and in Gina cultivar inhibition reaches up to 80% of the control. As regards to RL/HL and WR/WH ratio, the salt-treated seeds show results above the control. With respect to RL/HL they exceed it by approximately 30-40% and with respect to the second index (WR/WH) by 60% above the control (Gina and Tara cultivars). Water uptake and respiration The results from Figure 2 show that water uptake is reduced in salt-treated seeds, compared with those treated with distilled water. In this way when seeds of Lody cultivar are treated with NaCl, the inhibition of this index is 17% and in the variant treated with Na₂SO4 - 32% of the control. The inhibition under this index is lower compared to both salts. The data represented on Figure 2 show too, that salinity stress has a negative effect on the dark respiration of the XI ANNIVERSARY SCIENTIFIC CONFERENCE 120 YEARS OF ACADEMIC EDUCATION IN BIOLOGY 45 YEARS FACULTY OF BIOLOGY Yesterdy Thos yoludy Fhos Coronado ANALYSIS TEMPLATE-Fill one in for each figure or table Figure or Table Number (indicate which Figure or Table): 1) "Official" title for this figure or table (from the caption): Effect Of Salinity on germination and seed phisolos y in Bean 2) My (simplified, decoded, in regular language) title for this figure or table: 3) The specific hypothesis being tested, or specific question being asked in the experiment represented in this Figure or Table is: Next, refer to your cartoon of what the experimenters did, and to your annotated figure, and to the information you wrote in above. Then, answer the following for each figure or table: A. For each Figure determine the following: - Is there a control? If so, how is it defined or set up? If not, what is being compared? - What is the variable that is being measured? - How does that variable change? -What is the response that is being measured? -How does the variable affect the responses? - What does this figure tell you? B. For each Table determine the following: - What information is being presented? What does this Table tell you? 4) What are you main conclusions based on the results? For each conclusion, refer to each figure and table to that you use to form that conclusion (you may combine several figures and tables to make one conclusion). 5) The following issues are ones of concern to me: (these can be things you don't understand, or criticisms of the method, questions for the authors, or anything else that comes to mind) Yisleidy Fnos Coronado Effect of salinity on early seedling growth LH-hypocotil length (cm); LR-root length (cm);TL-total length; WH-hypocotil biomass (g); WR root biomass (g). Parameters LH Lody-control NaCL Na SO Gyna-contr NaCL Na SO Tara-contr NaCL Na SO R (μmol CO₂g"s"') 5.92a 3.75b 2.47c 6.60a 3.35b 1.15c 5.90a 3.89b 2.36c 0 att LR 4.60a 3.75a 2.53b 2.80a 2.20a 1.05b 2.40a 2.08a 1.63b Nac TL 10.58a 7.38b 5.03c 9.28a 6.01b 2.10c 8.30a 5.90b 4.30c 59 RL/HL 0.91 0.95 1.05 0.48 0.85 0.76 0.52 0.55 0.68 WH 0.345a 0.302b 0.116c 0.787a 0.375b 0.153c 0.435a 0.232b 0.132c 120 100 80 60 40 20 0 Wupt-% WR 0.117a 0.082b 0.045c 0.111a 0.062b R -Wupt 0.035c 0.075a 0.055b 0.037c Fig.2. Effect of salinity on water uptake (Wupt-%) and dark respiration of seedlings [R-dark respiration (umolCO, g' s)]. WR/WH 0.232 0.271 TABLE 1. 0.281 0.141 0.165 0.228 0.172 0.237 0.280 Yisleidy Frios-Coronado ANALYSIS TEMPLATE-Fill one in for each figure or table Figure or Table Number (indicate which Figure or Table): 1) "Official" title for this figure or table (from the caption): 2) My (simplified, decoded, in regular language) title for this figure or table: 3) The specific hypothesis being tested, or specific question being asked in the experiment represented in this Figure or Table is: Next, refer to your cartoon of what the experimenters did, and to your annotated figure, and to the information you wrote in above. Then, answer the following for each figure or table: A. For each Figure determine the following: - Is there a control? If so, how is it defined or set up? If not, what is being compared? - What is the variable that is being measured? - How does that variable change? -What is the response that is being measured? -How does the variable affect the responses? - What does this figure tell you? B. For each Table determine the following: - What information is being presented? - What does this Table tell you? 4) What are you main conclusions based on the results? For each conclusion, refer to each figure and table to that you use to form that conclusion (you may combine several figures and tables to make one conclusion). 5) The following issues are ones concern to me: (these can be things you don't understand, or criticisms of the method, questions for the authors, or anything else that comes to mind)See Answer
- Q10:/n Milan Introduction In salt-affected environments sodium usually is the principal problem ion. It is excluded from the tops of most crop plants (Brown et al. 1953, Bernstein et al. 1956). Jacoby (1964) and Pearson (1967) studied sodium exclusion in beans and reported that the roots retained large amounts of sodium. Sodium which was translocated found its way into the stems. A so-called "antagonism" between sodium and calcium has been noted as far back as 1902 when Kearney and Cameron (1902) reported that the addition of calcium would "neutralize" the harmful effects of sodium on various plants. Subsequent reports by Kearney and Har- ter (1907) and Harris et al. (1923) served to substantiate and extend the findings of Kearney and Cameron. Ratner (1935) suggested that the toleration by soil- grown plants of high levels of sodium was related to the availability of calcium. At high concentrations of sodium, crops failed to grow because of a breakdown in the cal- cium regime of the soil, resulting in an insufficiency of 15 Homework due On Flarch 4th calcium available as a plant nutrient. Thorne (1945) and Bower and Turk (1946) performed experiments similar to those of Ratner and reached similar conclu- sions. Using excised barley roots, Epstein (1961) demonstra- ted the essentiality of calcium for selective cation absorption. Jacobson et al. (1961), Handley et al. (1965), Rains and Epstein (1967), and Elzam and Epstein (1969 b), all using excised roots, demonstrated that calcium in the absorption medium depresses the absorption of sodium. Hyder and Greenway (1965) studied calcium-sodium relationships in solution culture and noted an increase in dry weight of barley and subterranean clover as the ratio of calcium to sodium was increased. LaHaye and Epstein (1969) reported that beans, normally sensitive to high concentrations of sodium chloride, grew well in nutrient solutions containing 50 mM sodium chloride if sufficient calcium was present. This paper describes additional experiments on the role of calcium in the salt relations of bean plants. Materials and Methods Greenhouse experiments Seeds of brittle wax bush bean (Phaseolus vulgaris L.) were germinated for 5 days in the dark at 24°C in wet paper towels. The seedlings were then transferred onto stainless steel screens over 0.1 concentration Johnson nutrient solution (Johnson et al. 1957) and placed under a "Gro-Lux" lamp (Sylvania Electronics, Danvers, Mas- sachusetts). After two days the plants were transferred to the greenhouse and transplanted into 42-liter tanks containing the identical nutrient solution; there were twelve plants per tank. The plants grew in these tanks for one week, and were then transplanted into the ex- 214 DRY WEIGHT, g 0.5 F 04 0.3-0 0.28 هکار زد 0.1 oh 0.1 WEET in LEAVES ROOTS STEMS 10 Co", mM Figure 1. The effect of external calcium concentration on the dry weight of 1-week old bean plants cultured in nutrient solutions with 50 mM NaCl. Fresh weights of stems, leaves, and roots of all plants were determined on harvesting. In these experiments leaf petioles were treated as stem tissue. The leaves, stems, and roots were dried at 70°C for 96 hours and their dry weights were recorded. They were then ground in a Wiley mill. Fifty mg samples were ashed at 480°C in a muffle furnace, the ash put into solution in 50 ml of 0.1 N HCl, and sodium contents determined with a flame spectrophotometer. Calcium determinations were done by atomic absorption spectrophotometry with La as an interference supressor, at a concentration of 4000 mg/l in 0.125 N HCI. Each treatment was replicated four times. Na, mol/mg dry weight Experiments with excised roots The technique used was essentially the "tea bag" technique of Epstein et al. (1963). Beans were allowed to germinate in the dark in the presence of 0.5 mM CaSO4, at 24°C for 6 days. The roots were cut off 2 cm below the point where they joined the stem. They were then washed three times in distilled-deionized water. The roots were thoroughly mixed in a beaker of water. They were then blotted on clean cheesecloth and one gram samples were quickly weighed on a torsion balance. After weighing, the roots were transferred to open-weave cheesecloth "tea bags" and suspended in a 0.5 mM 1.6 1.20 0.80 0.40 0 Pogo P 3 1 DAY perimental solutions. Average high daytime greenhouse temperature was 33°C. The noontime light intensity in the greenhouse was 54,000 lux. Nutrient solutions used in experiments of one week's duration or less consisted of 0.1 Johnson solution lacking Ca(NO3)2 and containing NaCl at 50 mM. Calcium sul- fate was added to give concentrations ranging from 0 to 10 mM. Control plants were grown in 0.1 Johnson solu- Caso, solution. The solution was aerated and main- tained at 30°C. tion containing the Ca gradients but no NaCl. The pH of the solutions varied from 5.2 to 5.5. Long-term experi- ments (more than 1 week) were done with 0.5 Johnson solution lacking Ca(NO3)₂ to which NaCl and Caso, had been added. The solutions were renewed every fourth day. ROOTS 5 Ca²*, mM Figure 2. Sodium content of bean roots and stems as a func- tion of the external calcium concentration. The plants were cultured in nutrient solutions with 50 mM NaCl for 1 day. STEMS Experimental solutions consisted of 50 mM NaCl labeled with 22Na. The concentration of calcium (as CaSO) in the experimental solutions was varied from 0 to 10 mM. The volume of all experimental solutions was 200 ml and the pH was 5.3. Before they were transferred into the experimental solutions, the "tea bags" were given an additional rinse in approximately 150 ml of 0.5 mM CaSO4 solution. They were twirled to remove excess solution and immer- sed in the aerated experimental solutions at 30°C. This procedure was repeated until all 1.00 gram samples were so immersed. Treatments were duplicated. After a 60 minute absorption period, the "tea bags" were removed from the solutions and immediately im- mersed in a cold (5°C) solution containing 5 mM (un- labeled) NaCl and 0.5 mM CaSO4. The samples were washed three times in this solution and suspended in 4000 ml of identical solution for 30 minutes. Results When this desorption period was complete the roots were given an additional rinse in water, air dried, stuffed into planchets, and ashed at 500°C in a muffle furnace. The ash was put into solution with a few drops of water. A drop of detergent was added as a dispersal agent and the samples were evaporated to dryness under an infra- red lamp. The samples were assayed for 22Na using a thin-window gas-flow counter. No, umol/mg dry weight No, pmol/mg dry weight 0.80 1.200 0.40 1.60 concentration or 240 2.00 1.60 1.20 0.80 Figure 3. As for Figure 2, except that the plants were cultured in nutrient solutions with 50 mM NaCl for 2 days. O 1 3 3 5 Ca², mM STEMS STEMS 2 DAYS 7 5 Co², mM 7 DAYS ROOTS 7 ROOTS WEE 10 2 11 10 Figure 4. As for Figure 2, except that the plants were cultured in nutrient solutions with 50 mM NaCl for 7 days. Na, umol/mg dry weight Co², mol/mg dry weight 1.20 1.00 0.80 0.60 1.00 0.407 0.50 0.10 0.05 0.01 0 1 3 Figure 5. Sodium content of bean leaves as a function of the external calcium concentration. The plants were cultured in nutrient solutions with 50 mM NaCl for 7 days. Note the logarithmic scale of the ordinate. 7 DAYS. LEAVES 5. 7 Ca", mM 7 DAYS 2 DAYS 1 DAY 10 7 5 Co": mM 215 LEAVES 10 Figure 6. The effect of the external calcium concentration on the calcium content of the leaves of bean plants. The plants were cultured in nutrient solutions with 50 mM NaCl for the periods indicated. Figure 7. The condition of a typical bean plant after having grown in 0.5 Johnson solution containing 50 mM NaCl and 10 mM CaSO4 for 6 weeks. DRY WEIGHT, g O 10 216.** O TRIFOLIATE LEAVES 2 3 WEEKS 4 STEMS ROOTS 6 Figure 8. Increase in dry weight of bean leaves, stems, and roots during culture in 0.5 Johnson solution containing 50 mM NaCl and 10 mM CaSO4. TOTAL No, mg 160 140 (20 100 80 60 40 20 0 0 r = 0.955 16 20 4 8 12 TOTAL PLANT DRY WEIGHT, g 24 Figure 9. Total sodium of bean plants as a function of the total dry weight of the plants. Plants were harvested after 1, 2, 3, 5, and 6 weeks of growth in 0.5 Johnson solution containing 50 mM NaCl and 10 mM CaSO4. Each point represents a single plant. No ABSORBED, μmol/g.h 10 0.5 2 Ca², mM 6 8 10 Figure 10. The effect of calcium concentration on the rate of absorption of sodium by excised bean roots. The roots were 6 days old and the period of absorption was 1 hour. IS ts g d ld ts ht ar ht Ve $1S 217 tion dropped to about 50 % of the control (no calcium) about the same reduction in sodium uptake observed in the greenhouse experiments with intact plants. Bonds and O'Kelly (1969) demonstrated that in the absence of calcium or strontium very small concentra- tions of NaCl inhibited the elongation of the primary root of corn, Zea mays. Sorokin and Sommer (1940) had earlier shown marked effects of even low concentrations of calcium on the growth of Pisum sativum. For general discussions of the role of calcium see Burström (1968) and Jones and Lunt (1967). Under our experimental conditions (50 mM NaCl), it was observed that those plants grown at CaSO, concentrations of 1 mM and below showed necrotic root tips. Necrosis was progres- s) sively worse at lower calcium levels. Greater root length and greater fresh and dry weights were obtained with ed increasing calcium concentrations. This sodium-calcium m. relationship does not seem to be solely a replacement of li-sodium by calcium or vice versa. There is no close reci- at procity between the sodium and calcium concentrations of the leaves at different external calcium concentra- tions (cf. Figures 5 and 6). It. re he be [m ESS TER Discussion The presence of appropriate concentrations of calcium increases the ability of an otherwise susceptible species, the bean, to withstand the effects of high concentrations of sodium chloride. In the presence of inadequate con- centrations of calcium the plants are unable to exclude sodium. Plants with poor root systems, as a result of inadequate calcium, transfer large quantities of sodium into the tops. Even a low concentration of calcium in the solutions (0.1 mM) resulted in a great improvement in both the appearance of the roots and the ability of the plants to cope with salt. Epstein (1961) and Rains et al. (1964), and Läuchli and Epstein (1970) demonstrated that calcium is essential for selective ion transport by plant cells and Epstein (1965) insisted that a solution containing calcium at a low concentration represents a minimal physiological saline' for plant tissue." Hanson (1960), Marinos (1962), Marschner and Günther (1964), Foote and Hanson (1964), Elzam and Epstein (1969 a) and LaHaye and Epstein (1969) proposed that calcium is an integral part of the plasmalemma, governing its normal impermeabi- lity to and transport of ions. A deficiency of calcium, they proposed, leads to an impairment of the membrane structure, increasing cell permeability. Chemical analysis of the plants indicates that in- creasing concentrations of calcium depress not only the absorption of sodium by the roots, but also its transloca- he tion to the leaves. These results agree in part with those of Jacoby (1964) who showed that sodium is retained in the bean along the route of its ascent through the rootSee Answer
- Q11: OK Folks, Instructions This is the one we talked about Tuesday night. You've all had the task of keeping something alive for 8 weeks. The point pay-off is representing the part about, "Everything that lives requires something more than just food, water and air. What were the extra challenges for your living thing?" Write a one page Double Spaced summary of your learnings of propergating an aloe plant for the past 8 weeks. Note any challenges.See Answer
- Q12: Yisledy Fro Yustudy Thos Coronado towels. The experimental design with the three treatments was arranged for every cultivar: 1. Control-seeds germinated in deionized water; 2. Seeds, germinated in a solution of 100mM NaCl; 3. Seeds, germinated in a solution of 100mM Na,SO The experiment was conducted in Petri plate on filter paper beds in a thermostat. 20 seeds were sown in Petri plate and germinated on papers imbibed in distilled water or in sodium chloride solutions or sodium sulphate solutions at a proportion of 2.5 times the weight of the paper. The Petri plate incubated at 25°C. The filter paper beds were changed after 48 hours in order to avoid salt accumulation (13). Water uptake: Water uptake was recorded for 12 hours and the per cent was calculated under the following formula (13): Water uptake, % = [(W-W₁)]/W₁]x100; where W, was the initial weight of seeds and W2 was the weight of seeds after water absorption. Germination: The emergence of radical/plumule or root/shoot from seeds was taken as an index of germination (%) which was recorded daily for up to 9 days. After that salt tolerance was calculated using the following ratio (13): Salt tolerance A/B x 100; where A germination/growth in treated seedlings, and B= germination/growth in control plants. The seedling growth evaluation was carried out in Rules (12). Ten seeds were distributed on the germination paper, pre-imbibed in NaCl, Na,SO, and distilled H₂O solutions. After 9 days in a 25°C germinator, the shoot length (SL), root length (RL), shoot weight (SW) and root weight (RW) were measured. The total seedling length (TL) and the RL:SL ratio were calculated out of these data. The respiration was measured with a portable infrared gas analyzer LCA-4 (Analytical Development Company Ltd., Hoddesdon, England), equipped with a PLCB-4 chamber in dark. Each treatment was replicated thrice. Statistical analysis Statistical analysis was performed using one-way ANOVA (for P<0.05). Based on the ANOVA results, a DUNCAN-test for mean comparison was performed, for a 95% confutation level, to test for significant differences among treatments. In the tables, different letters (a,b,c) after the values within the same column express significant difference. BIOTECHNOL. & BIOTECHNOL. EQ. 23/2009/SE SPECIAL EDITION/ON-LINE 327 Results Germination percentage: The results of seed germination are shown in Figure 1. Specific ionic effects were evident as different responses were obtained with different salt treatments at iso-molar concentration. It was observed that the germination of seeds treated with Na,SO, is stronger inhibited than that treated with NaCl. This tendency was observed in the three cultivars, but it was most strongly expressed in Lody cultivar. 120 100 80 90 40 20 0 Lody Gra Tara Control NaCl ON SO Fig.1. Total germination of seed of tree bean cultivars submitted to salt stress. Seedling growth The results from the initial growth of the seedlings and roots also show presence of considerable inhibition in the salt- treated variants (Table 1). It is seen that the inhibiting effect of Na,SO, is by 20% stronger than that of NaCl. This tendency is observed in the three cultivars, but is strongest in Gina cultivar both with respect to the hypocotile growth and the root. Although both salts show inhibiting effect, that of Na,SO, is stronger again and in Gina cultivar inhibition reaches up to 80% of the control. As regards to RL/HL and WR/WH ratio, the salt-treated seeds show results above the control. With respect to RL/HL they exceed it by approximately 30-40% and with respect to the second index (WR/WH) by 60% above the control (Gina and Tara cultivars). Water uptake and respiration The results from Figure 2 show that water uptake is reduced in salt-treated seeds, compared with those treated with distilled water. In this way when seeds of Lody cultivar are treated with NaCl, the inhibition of this index is 17% and in the variant treated with Na₂SO4 -32% of the control. The inhibition under this index is lower compared to both salts. The data represented on Figure 2 show too, that salinity stress has a negative effect on the dark respiration of the XI ANNIVERSARY SCIENTIFIC CONFERENCE 120 YEARS OF ACADEMIC EDUCATION IN BIOLOGY 45 YEARS FACULTY OF BIOLOGY ANALYSIS TEMPLATE-Fill one in for each figure or table Figure or Table Number (indicate which Figure or Table): 1) "Official" title for this figure or table (from the caption): Effect of Salinity on germination and seed phisolos y in Bean 2) My (simplified, decoded, in regular language) title for this figure or table: 3) The specific hypothesis being tested, or specific question being asked in the experiment represented in this Figure or Table is: Next, refer to your cartoon of what the experimenters did, and to your annotated figure, and to the information you wrote in above. Then, answer the following for each figure or table: A. For each Figure determine the following: - Is there a control? If so, how is it defined or set up? If not, what is being compared? - What is the variable that is being measured? - How does that variable change? -What is the response that is being measured? -How does the variable affect the responses? - What does this figure tell you? B. For each Table determine the following: - What information is being presented? - What does this Table tell you? 4) What are you main conclusions based on the results? For each conclusion, refer to each figure and table to that you use to form that conclusion (you may combine several figures and tables to make one conclusion). 5) The following issues are ones of concern to me: (these can be things you don't understand, or criticisms of the method, questions for the authors, or anything else that comes to mind)/nSee Answer
- Q13:/n Chapter 30 Opener Biological Science, 2/e © 2005 Pearson Prentice Hall, Inc. General Characteristics of Fungi Fungi are absorptive heterotrophs that secrete digestive enzymes and are major decomposers of dead organic material. Basic Structure 1. (most) Fungi have cell walls (glucans and chitins). 2. Fungi have a cell membrane. 3. Fungi have organelles (eukaryotes) 4. 5. Fungi have no complete membranes between cells. They are (often) multi-nucleate. 6. Reproduce primarily via spores. 7. 8. 9. Occur primarily as hyphae or as single cells. Occasionally form fruiting bodies. Can extend over a very large area. 3.73 um 138 μm (a) A mycelium is composed of hyphae. Reproductive structure Mycelium Figure 30-6 Biological Science, 2/e © 2005 Pearson Prentice Hall, Inc. Hyphae Hyphae (b) Hyphae are broken into compartments by septa. 1 µm Cell wall Septum PoreSee Answer
- Q14: Purpose Your task is to create a comprehensive Integrated Pest Management (IPM) plan in a crop (e.g. tomatoes, cucumbers, potatoes) or cropping system (turfgrass, landscape) for a selected arthropod pest, a disease or nematode issue, and weed problems. Imagine that you are a crop consultant and you are creating a plan for problems that have occurred in the past on this crop. You are providing specific IPM recommendations to this farmer. This project will encompass the identification, monitoring, and specific management strategies before, during, and after the planting phase. Keep in mind that this is for a professional setting rather than a home garden. The strategies should take into account the effectiveness and feasibility of the methods, as well as the potential environmental impacts and cost- effectiveness. Learning Objective • Research the biology and control of pests. • Design an integrated pest management program. Project Instructions Part 1 - PowerPoint: Choose one arthropod pest and one disease/nematode problem for a Florida crop of your choosing and create a PowerPoint presentation with photos. Include the below required information. Submit your presentation. The information should be research- ◄ Previous Next ▸ based information and not found on Wikipedia or a general garden site. Points will be taken off for general, rather than specific IPM strategies. In the Reply section, state what crop you chose and attach your presentation to the discussion. Part 2 - Replies to Peers: Review your peers' presentations. Reply to 2 peers stating 3 things you learned in their presentation. Required Components (click on the three dots to the upper right for the entire rubric) • Crop Description - Identify your crop and area it would be growing (e.g. central Florida, south Florida, etc.), describe how it is grown for production in general (especially if grown in a greenhouse), example photo of how the crop is grown, and the when the crop is typically planted and harvested in that area. (5 pts) • Arthropod Pest Description - Provide the scientific name and common name of the arthropod pest, describe the immature and adult stages, identifying key features and describe the symptoms it causes (include photos of the pest and its symptoms). (6 pts) • Arthropod Pest Lifecycle - Describe the life cycle of the pest, including number of days for maturity and time in each stage (4 pts) • Arthropod Monitoring - Describe how to monitor for this pest and describe at what time during the growing season this insect/mite has the greatest effect on the crop (4 pts) • IPM Plan for Arthropod - Describe specific biological, mechanical, cultural, and/or chemical control methods to manage pests. (10 pts) • Disease or Nematode Description - Provide the scientific name, common name and type (fungus, bacteria, virus, migratory endoparasite, etc.) and describe the signs and symptoms of the disease or nematode (include photos) (5 ntal ◄ Previous Next ▸ symptoms of the disease or nematode (include photos) (5 pts) • Disease or Nematode Lifecycle - Describe the disease or nematode cycle in detail and conducive environmental conditions (e.g. temperatures above 70 degrees, excessive soil moisture, etc.). (4 pts) • Disease or Nematode Monitoring - Describe how to monitor for this disease/nematode and describe at what time during the growing season this disease has the greatest effect on the crop (4 pts) • IPM Plan for Disease/Nematode - Describe specific biological, mechanical, cultural, and/or chemical control methods to manage disease or nematode. (10 pts) • Most Troublesome Weeds - Describe in detail three of the most troublesome weeds for your crop, including what they look like, classification (summer annual, perennial, etc), and type (grass, broadleaf, sedge). Include photos of each weed. (8 pts) • IPM Plan for Weeds - Describe specific biological, mechanical, cultural, and/or chemical control methods to manage weeds. (10 pts) • Timeline - Provide a holistic timeline, incorporating a monitoring plan and control strategies based on months of the year (10 pts) • Evaluation - Evaluate (can use ratings such as 1-5 or Low, Med, and High) and explain the IPM methods based on effectiveness, environmental impacts, and cost- effectiveness (10 pts) • References - References are documented in APA format (need at least 5 references) (5 pts) • Replies to Peers (5 pts) - Reply to 2 peers stating 3 things you learned in their presentation. Example Here is an example IPM Plan for Cabbage in Florida that you can use and follow to create your own IPM plans. Estimated Time of Completion ◄ Previous Next ▸See Answer
- Q15: Bio. 321 Results and Discussion Grading Guidelines (Note: we reserve the right to modify this as necessary) Section Results Aspect Graded Possible Points Adequate text description (clear, succinct) Inclusion of appropriate figures and tables Neatness/readability/style of figs and tabs 10 Correct execution of analyses Quality Score* 5589 10 5 Discussion Organization/clarity of discussion 10 10 Consideration and discussion of objectives 10 Relationship of work to that of others 10 Logic of interpretations/presentation of alternatives 10 Other Presentation of overall conclusions Adequate/appropriate citation of original literature Quality Score* English - spelling, grammar, sentence structure, overall clarity and succinctness 10 110 15 15 5 Total - 100 *Quality Score – Each section has a ‘quality score' that rates the success of the writer at accomplishing the goals of that section in good scientific prose. The editor has the discretion to make quality judgements here that fall outside the stated categories. COMMENTS:See Answer
- Q16:) Bio. 321 Manuscript Grading Guidelines (Note: We reserve the right to modify this) Introduction Grading Rubric Points Possible Grade 10 Component Development of Big Picture/Importance Background of the problem 10 Statement of the general problem 10 Background on both factors 20 Background/emphasis on Interaction 10 Listing of specific objectives/hypotheses 20 20 Use of appropriate number/quality 10 of citations Quality Score* Total 10 100 *Quality Score - Each section has a 'quality score' that rates the success of the writer at accomplishing the goals of that section in good scientific prose. The editor has the discretion to make quality judgements here that fall outside the stated categories. COMMENTS: FocusSee Answer
- Q17: Structure of Photosynthesis Lab Report Your assignment is to write a full lab report over the Photosynthesis Lab. This lab report will be based off the experiment you designed and the provided experimental data. Below is a description of what your report should include and how it should be organized. Your report should be type-written in 12-point font, double-spaced, and have 1 ¼-inch left and right margins and 1-inch top and bottom margins. Spelling, grammar and quality of writing will count! Be sure to follow the formatting guidelines in the appendix section of your lab manual. All writing should be in the correct tense and in the passive voice (i.e. do not use the terms 'I' or 'We'). For tables and figures, follow the Guidelines for Graphs, Tables and Drawings at the end of your lab manual. Remember, your lab report must be completed individually. Summarize the results in your own words and reference sources appropriately. Simply citing your source is not sufficient. All information must be paraphrased adequately and written in your own words. For more information regarding plagiarism, please refer to your syllabus and the USF Academic Integrity Policy. Title page • Include a meaningful, original title followed by your name, the due date, course name, section number and the name of your lab partners. Abstract (~½ page) Briefly describe the purpose of the experiment. Mention of the designed methods should be briefly provided, but specific details should be saved for the materials and methods section. Include information on the results, being sure to include actual data values. Discuss the conclusions that were reached and the significance of your experiment. Be sure to use the feedback received from your abstract assignment to help write this section. Introduction Describe the background information for the experiment that you designed, focusing on the environmental variable selected. The introduction provides information on what was known prior to the experiment. Use the questions below to guide your introduction, being sure to use appropriate transitions and write in a narrative format. This section must include references. Be sure to include correctly formatted in-text citations. (This section should be 2-3 pages long). • • • Provide general background information on photosynthesis What is photosynthesis? What organisms are capable of this process? What is the equation for photosynthesis? What factors can impact the rate of photosynthesis? Provide details on the specifics of how these factors influence photosynthetic rate. Provide your experimental question and hypothesis. Provide general background information on the environmental variable selected. To help guide you with this section of the introduction, please these questions: What role does this environmental variable play in our earth's system? Does it impact terrestrial habitats differently than aquatic habitats? What direct impacts does this environmental variable have on biological and metabolic processes? ● · • • How does the environmental variable selected relate to photosynthesis? ○ Does this environmental variable tend to impact specific photosynthetic organisms more than others? In addition to photosynthesis, does this environmental variable impact cellular respiration? Provide general background information on the model organism used for this experiment, S. obliquus. о Where is it found? How is it classified? Is it capable of movement? Are there any applications or technological advances that this species can be used for? Set up your experiment. Discuss the significance of the experiment. Materials and Methods Describe the experiment you designed in a narrative form, in your own words. Be sure to include thorough details, incorporating materials into your methods narrative as opposed to listing them separately. Do not write your procedure as a list of numbered steps. Reading this section should allow another student familiar with the equipment and supplies to duplicate your design. Be thorough but concise - do not overwhelm the reader with minute details. Include any tables or figures (i.e. experimental setup) that can help you illustrate the details of your procedure and be sure to include details on how you analyzed your data. Remember that any included tables or figures must be referenced in the text. Write in the past tense. Use subheadings/sub-sections to better organize the section when necessary. If appropriate, be sure to correctly use in-text citations. (This section should be 1-2 pages long). Results Describe the provided results for your experiment. You will want to express your results in a narrative form. Please do not write your results as a list. Two tables and one graph must be included summarizing your results. One table and the graph should contain your quantitative absorbance data values. Your graph should be a scatterplot created using Excel. This graph should include data from all experimental conditions (for an example, see the light/dark graph and example data slide in the Photosynthesis PowerPoint). If appropriate, you can incorporate trend lines. Your second table should outline your recorded pH values as well as the qualitative/visual observations regarding the solution color change (i.e. pH) over time. Remember to reference the tables and graphs in your results narrative and include all necessary details as outlined in the ‘Guidelines for Graphs, Tables, and Drawings' in the appendix section of your lab manual. You can include additional graphs, tables or figures if you feel it is appropriate. Please ensure that each table and figure has all components on the same page. You must include the following in your results description: Provide the initial rate of reaction for all conditions tested Describe the differences in values observed between your experimental conditions Do not draw conclusions or offer explanations; these go in the next section. (This section, not including visuals, should be 1-2 pages long.) 2 Discussion Provide a complete and accurate interpretation of your data. Clearly state the conclusions in relation to the results. In a narrative format, please provide the following information: • • • • What are your conclusions based on the provided experimental data? Did photosynthesis occur? What about cellular respiration? Be sure to explain how the data supports these conclusions. Was your hypothesis correct? What is the significance of your results? What real-world implications might your results have? Please use references to support your answer to these questions. Identify potential sources of error. What could have happened during data collection that could have invalidated the results? If you were to design the experiment again, what would you change/improve? What additional questions to you have as a result of this experiment? Based off of your results, what are your future experimental directions? Use references to help guide this discussion. Your discussion should contain appropriate transitions, not just simply list the answers to the questions above. This section must use references. Be sure to include correctly formatted in-text citations. (This section should be 1-2 pages long.) References In addition to the in-text citations used in the body of your report, please be sure to include a reference section. The citation style used in the natural sciences is the CSE (Council of Science Editors) citation style. Please reference Guidelines for Lab Reports document in the Appendices of your manual for guidance on format. Direct quotes may not be used. All information used from another source must be paraphrased and cited appropriately (both within the text and the reference section). AT LEAST 3 different references are required. One of these references must be your lab manual. The additional outside references must either be a textbook or a scientific journal article, not a blog or other website. Tools used to locate electronic copies of journal articles that might be pertinent to your topic include ISI Web of Science (portal can be accessed through the USF Library website, www.lib.usf.edu) and Google Scholar (scholar.google.com). The library has a guide on how to get started on research and finding reference articles at http://guides.lib.usf.edu/c.php?g=741066&p=5301722. There is also an online textbook site at http://www.ncbi.nlm.nih.gov/books where you can search for textbooks dealing with your topic. NOTE: Wikipedia is an encyclopedia and is not an acceptable reference for this course. However, like any encyclopedia, it might serve as a starting point for research since Wikipedia uses citations and references. (This section should be ½ page long) Please beware! If you use outside sources for information but only list the sources in the reference section and not within the text, you will lose 50% of the possible points for that entire section of the lab report! For tables and figures, follow the Guidelines for Graphs, Tables and Drawings at the end of your lab manual. 3 To submit your lab report to Turnitin, go to ‘Assignments' in Canvas, click on ‘Lab Report', then on the 'Submission Upload' button in the assignment inbox. Be sure that you click the 'Submit' button after uploading the file. You will only be allowed to submit Microsoft Word doc and docx file types. PDFs will not be accepted. You will not receive credit for this assignment unless you submit the full document to Turnitin along with a matching hard copy in class. It is your responsibility to ensure that your document is uploaded correctly. Do not wait until the last minute to submit your assignment. StSee Answer
- Q18:Support or refute the statement below. Again, this part is open book, open notes. No A.I., though. cite your sources from our book. It is now 2024. There is really no need for anybody to study about the medical importance of plants. Plants can’t really do anything to hurt or help you, medically speaking. They are just pretty to look at. In reality, all ailments can be easily treated with synthetic drugs prescribed by a physician. Instructions: Word requirement – 450-500 words Plagiarism free Solutions generated from any AI platform is strictly Prohibited Solution to be formatted in APA and use appropriate references with in-text citations/nSee Answer
- Q19:Instructions: Word requirement – 450-500 words Plagiarism free Solutions generated from any AI platform is strictly Prohibited Solution to be formatted in APA and use appropriate references with in-text citationsSee Answer
- Q20:What is timbre what is jungle what is wood what is forest differentiate between forest and swampSee Answer
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