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Explore the use of visualization in plant biology, from illustrations in botany textbooks to digital images in field guides. Discover the power of images in understanding plant anatomy, identifying species, and studying plant processes.
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Seeing Plants: Visualization in Plant Biology bioquest.org/BSA2007 Botanical Society of AmericaChicago, IL July 8, 2007 Ethel Stanley Beloit College Maura Flannery St. John’s University Jan Yager Craft In America
Making images in the discipline OUTLINES OF LESSONS IN BOTANY. JANE H. NEWELL. ILLUSTRATED BY H. P. SYMMES. 1888. After drawing the Morning-Glory series, let them write answers to the following questions: MORNING-GLORY.[1] Tell the parts of the Morning-Glory seed. What part grows first? What becomes of the seed-covering? What appears between the first pair of leaves? Was this to be seen in the seed? [Illustration: FIG. 5.—Germination of Morning Glory, a, caulicle; b, cotyledons; c, plumule; d, roots.]
Hackberry (Celtis occidentalis) If you were an illustrator for a field guide, which leaf would you use represent the hackberry? Why? 2. Would an image of the "average" specimen be best? 3. What other information might you need? How would you obtain it? 4. Compare the leaf images above with an image of the Hackberry leaf in your field guide. Describe the differences for the ones that do not seem to match up.
Hackberry leaf Google image search www.ag.ndsu.edu www.dcnr.state.pa.us www.northern.edu www.thejump.net www.schools.lth5.k12.il.us
http://www.lclabs.com/PRODFILE/A-C/C-87000.JPG http://www.lumc.nl/4030/samenvattingen/200511/vanderHorst.html
This lily contains the compound cyclopamine. When eaten by pregnant sheep, cyclopamine can produce abnormalities in their embryos. The same abnormalities can be produced by inactivation of the Hedgehog signalling pathway. By contrast, this pathway is activated in most human basal-cell skin cancers.
Examination of ideas requires more than simply providing space for reflection to occur; it also involves working with students to develop systematic ways of critiquing their own ideas and those of others. This is why we begin each course with an activity whose focus is the introduction of discipline-specific ways of generating and critiquing knowledge claims. These activities do not require that students will come to understand any particular scientific concepts upon their completion. Rather, they will have learned about the process of constructing and evaluating arguments in genetics or evolutionary biology. Specific criteria for weighing scientific explanations are revisited throughout each course as students engage in extended inquiries within these biological disciplines. How Students Learn. 2005 NRC p. 576
As instructors, the images we provide or withhold direct learning.
http://bioquest.org/BSA2007/ BioQUEST Curriculum Consortium Symposium
