Ethnobotany (SC-4a)

• 8/12: Lukas out- Shari covers
• 8/16: Overview of class and syllabus, lecture and notes on the study of Ethnobotany, go over "The Ethics of Wildcrafting" handout, tour the campus and select prime mesquite trees for pod harvesting
• 8/19: Mesquite Pod Harvesting Activity, begin lecture and reading on "Foods That Changed the World"

For those of you who are curious, here's an article about potato plants, with a connection to the historical changes brought about by the potato as well:

http://science.howstuffworks.com/environmental/life/botany/potato-info.htm

An interesting article on Andean potato varieties and maintaining diversity in our food supply:

http://www.potato2008.org/en/potato/biodiversity.html

And a great article on the Ethnobotany of potatoes in Andean cultures, as well as their use as a way of preserving biodiversity in our food today:

http://news.nationalgeographic.com/news/2002/06/0610_020610_potato.html

Check out this picture of crazy Andean potato varieties!!

http://www.isgtw.org/images/2009/Potatoes_L.jpg

Here's a great article about an expedition to Chile, where wild tomato ancestors were found:

http://www.ars.usda.gov/is/pr/2005/051230.htm

Another photo of wild tomatoes:

http://www.scielo.br/img/revistas/rbzool/v20n3/17651f1.jpg

So, this website is kinda funny, but there's a GREAT article on chile peppers and the history of chiles as they spread across the world--very sweet!

http://freebeerforyorky.com/chilistory.html

And a lil' website on peanut plants, including instructions on how to grow your own peanut plants:

http://www.enchantedlearning.com/subjects/plants/pages/peanutplant.shtml

Ok, I hate to say it, but really one of the only good pages on peanut plants is from wikipedia...

http://en.wikipedia.org/wiki/Peanut

Here's a great anthropological/ ethnobotanical site about manioc and how it's processed by the Canela people:

http://anthropology.si.edu/canela/manioc.htm

Here's an article about Cacao (chocolate), including the economics and botanical characteristics of cacao production:

http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Theobroma/index.html

A little article on vanilla and its history and uses:

http://www.theepicentre.com/Spices/vanilla.html

Another article on vanilla, including how to grow it:

http://www.orchids-plus-more.com/vanilla-orchid-plant.html

Here's a great site on Native Hawaiian ethnobotany, by Native Hawaiians, that talks about sweet potatoes:

http://apdl.kcc.hawaii.edu/~ahupuaa/botany/food/uala.htm

An interactive website called the "Great Corn Adventure"! Yeehaw:

http://urbanext.illinois.edu/corn/

Interesting intro to corn's wild ancestor-teosinte-with pictures:

http://hila.webcentre.ca/research/teosinte/

• 8/23: Finish "Foods That Changed the World", lecture and reading on "Medicines That Changed the World", Food and Medicines Homework (DUE Fri. 8/26 in class):

1. Please give an example of a food from another country that has its roots in the Americas (you may use the above links or the internet for this, or just expand on something in the article), and describe the path it took to get there.

Also, to help you with question #1, here's a list (albeit from wikipedia...) that has a good list of crops originating from the Americas if you scroll down to the "crops and ingredients" section:

http://en.wikipedia.org/wiki/Native_American_cuisine#Crops_and_ingredients

2. List and describe 2 examples of foods from this article that have influenced culture or society

3. Describe why it's important to have genetic diversity in our food supply.

4. List and describe 2 examples of medicines from this article that have influenced culture or society

5. Describe why scientists are regaining interest in returning to the use of plant based medicines as opposed to the synthetic versions, giving at least two reasons

Here's a great website on cinchona, including all of its medicinal uses, and its ethnobotany:

http://www.rain-tree.com/quinine.htm

A picture of cinchona and cinchona bark:

http://www.homeopathyandmore.com/med_images/CHINA_OFFICINALIS.jpg

Pictures of coca plants in their native environment in the Andes:

http://www.rain-tree.com/Plant-Images/erythroxylum-pic.htm

And a good page on the indigenous use of coca and its ethnobotany:

http://www.ethnoleaflets.com/leaflets/coca.htm

A page on the ethnobotany of curare:

http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Curare/

An ethnobotanical account with pictures of how curare is prepared:

http://www.minelinks.com/ecuador/hunting_2.html

Here's a page on the jaborandi tree:

http://www.rain-tree.com/jaborand.htm

Here's a GREAT website that has a HUGE list of modern pharmaceutical and other chemicals, and the plant sources that they're derived from:

http://chemistry.about.com/library/weekly/aa061403a.htm

• 8/26: Process mesquite pods and prickly pears, begin lecture and reading on "Tubers From the Andes"
  
• 8/30: Finish "Tubers From the Andes", begin lecture and reading on "Introduction to Botany", Tubers From the Andes Homework (DUE Fri. 9/2):

1. What is "pacha kuti", and how does it relate to this article?
2. Describe how Andean people created all of the different variations in their tubers that can be seen today
3. Why are many Andean farmers no longer growing these tubers?
4. Describe 2 specific reasons why scientists are interested in saving these tubers from extinction and promoting them commercially
5. How will the Andean farmers and people benefit from the renewed cultivation of their tubers?

Here's a website that lists the medicinal properties of Anu:
http://www.naturalmedicinalherbs.net/herbs/t/tropaeolum-tuberosum=anu.php
Another article about the medicinal properties of Anu and Maca, from scientists involved in propagating it, along with pictures:
http://www.plantsciences.ucdavis.edu/quiros/lab/macaim.htm

• 9/2: Native Food Preparation Activity, lecture and reading on "The Benefits and Recipes From Two Native Foods"
  
• 9/6: Finish "The Benefits and Recipes From Two Native Foods", lecture and reading on "Alternation of Generations" and "Sequence of Terrestrial Plant Evolution", Intro to Botany Homework (DUE Fri. 9/9):

1. Describe the advantages that plants with a vascular system have over non-vascular ones

2. Describe the differences between xylem and phloem

3. Define alternation of generations in your own words, and describe how it differs between mosses, ferns, conifers, and flowering plants

4. Describe what the benefits and challenges of colonizing the land were for the earliest ancestors of plants

Here's a video about plant adaptations and characteristics:

http://www.youtube.com/watch?v=fA4rpATxaHU&feature=related

Here's a sweet computer generation of what it's like to flow through xylem tissue:

http://www.youtube.com/watch?v=Ir9bm3fli90&feature=related

And another similar one about phloem sugar transport:

http://www.youtube.com/watch?v=yNtDWIx213Y&feature=related

This is a clear explanation of alternation of generations (with pictures) that is sung to the tune of "what a wonderful world":

http://www.youtube.com/watch?v=35vPjdTNRU0

And another explanation of alternation of generations:

http://www.sparknotes.com/biology/plants/lifecycle/section1.html

• 9/9: Lecture and reading on "Characteristics of Plants", begin lecture and reading on "Movement Through the Membrane"
• 9/13: "Movement Through the Membrane" continued, Movement Through the Membrane Homework (DUE Fri. 9/16):

1. What does it mean when we say that membranes are “selectively permeable”?

2. What processes are made possible by the cell membrane?

3. Describe how diffusion affects cells

4. Describe how water moves during osmosis

5. How do plant cells avoid bursting when they’re exposed to fresh water? Why is it that animal cells do not come into contact with fresh water?

6. Describe how active transport differs from diffusion

7. What is "facilitated diffusion"?

Here's a good short animation about diffusion:
http://www.youtube.com/watch?v=sdiJtDRJQEc
Sweet time-lapse video of "osmosis in the kitchen"!:
http://www.youtube.com/watch?v=H6N1IiJTmnc&feature=related
Short, cool video of food coloring diffusing in water:
http://www.youtube.com/watch?v=o6nqYcrItiQ&feature=related
Short, clearly explained computer animation of passive transport:
http://www.youtube.com/watch?v=s0p1ztrbXPY&feature=related
And one about active transport:
http://www.youtube.com/watch?v=STzOiRqzzL4&NR=1
Red blood cells in a hypertonic solution:
http://www.youtube.com/watch?v=IRQLRO3dIp8&feature=related
Red blood cells in a hypotonic solution:
http://www.youtube.com/watch?v=EA_ss8ZkjAM&feature=related
Red blood cells in an isotonic solution:
http://www.youtube.com/watch?v=plen79Fgmz0&feature=related

• 9/16: Unit Quiz One and Binder Check, begin Diffusion and Celery Lab
• 9/20: Diffusion and Celery Lab continued, begin lecture and reading on "Cell Structures"
• 9/23: "Cell Structures" continued, receive "Characteristics of Cells Group Project Guidelines" (don't forget to BRING YOUR PROJECT MATERIALS ON TUESDAY!), Cell Structures Homework (DUE Tues. 9/27):

1. Describe the functions of the following organelles: endoplasmic reticulum, golgi apparatus, chloroplast, and mitochondria
2. How are prokaryotic and eukaryotic cells similar? How are they different? How are plant and animal cells similar and different?
3. Describe the role and function of the nucleus
4. What are two functions of vacuoles? Why are plant cell vacuoles so large?
5. How is the cell like a factory?
6. If you examine a cell under a microscope and discover that it has chloroplasts, what could you infer about the organism from which the cell came and why?

Here's a few links to sites that might help you with your projects or homework:

Here's a nice, clear overview of cell structures and functions:
http://www.youtube.com/watch?v=vCqQLoRaTNA
Another cool video, with crazy computer animation:

http://www.youtube.com/watch?v=qM1xDR4yw3o

Another cool video, entitled "The Inner Life of A Cell" with gnarly animation:

http://www.youtube.com/watch?v=yz4lFeqJPdU&feature=related

Plant and animal cell overview:

http://www.youtube.com/watch?v=Jn9oJtXZYcU&feature=related

A short video on the differences between prokaryotes and eukaryotes:

http://videos.howstuffworks.com/hsw/23415-cell-prokaryotic-and-eukaryotic-video.htm

Great Discovery Channel video on the elements of cells:

http://videos.howstuffworks.com/discovery/28732-assignment-discovery-elements-of-cells-video.htm

And another great one that's geared specifically towards explaining cell organelles:

http://videos.howstuffworks.com/hsw/14757-simply-science-organelles-video.htm

And lastly, one about the differences between plant and animal cells:

http://videos.howstuffworks.com/hsw/10311-the-cell-plant-and-animal-cells-video.htm

• 9/27: Cell Structures Group Projects
• 9/30: Cell Structures Group Projects continued
• 10/4: Finish projects, receive "Final Project Guidelines" and "How to Make a Plant Press" handouts, begin constructing plant presses
• 10/7: Identifying Ethnobotanically Significant Plants Hike
• 10/11: Midterm Exam and Binder Check, finish plant presses
• 10/14: No School- Grading Day
• 10/18: Lecture and reading on "Chloroplasts and Mitochondria", begin lecture and reading on "Taxonomy"

Here's a good explanatory website about taxonomic rankings, using the armadillo and the human as an example:
https://www.msu.edu/~nixonjos/armadillo/taxonomy.html
And here's a great website where you can instantly look up and identify the taxonomic information on ANY kind of plant- very useful!
http://www.gardenguides.com/taxonomy/
Nice website devoted to bryophytes, including mosses, hornworts, liverworts, etc. Lots of cool pics and great info:
http://bryophytes.plant.siu.edu/
Nice reference site on Pteridophyte characteristics:
http://www.biologyreference.com/Po-Re/Pteridophytes.html
I hate to say it, but the wikipedia page on horsetails (Sphenophytes) is decent:
http://en.wikipedia.org/wiki/Equisetum
Here's a page on the Gingkophytes (Gingko biloba):
http://en.wikipedia.org/wiki/Ginkgo_biloba
A page on cycads (Cycadophyta):
http://www.nd.edu/~fboze/cycads.shtml
Nice website- the Gymnosperm Database:
http://www.conifers.org/
Interesting article on the medicinal properties of Ephedra (Mormon Tea):
http://en.wikipedia.org/wiki/Ephedra
Overview of Gnetophytes:
http://www.conifers.org/zz/gnetales.htm
One of the weirdest Gnetophytes ever- the Welwitschia from the Namib Desert:
http://www.plantzafrica.com/plantwxyz/welwitschia.htm

• 10/21: "Taxonomy" continued, plus Taxonomy Homework (DUE Tues. 10/25):

1. Describe what the advantages are to using binomial names instead of common names

2. Describe the rules of binomial nomenclature

3. Describe what the distinguishing characteristics are between each of the following taxonomic groups: Bryophytes, Pteridophytes, Gymnosperms, and Angiosperms

4. What's the difference between a monocot and a dicot? Which one is more successful, and why?

• 10/25: Receive "Common Ethnobotanically Significant Plant Families of the Sonoran Desert", Plant Family Identification Walk
• 10/28: Receive "Leaf Morphology" handout, Leaf Morphology Lab
• 11/1: Finish Leaf Morphology Lab, lecture and reading on "Leaf Tissues"
• 11/4: Finish "Leaf Tissues", begin lecture and reading on "Root and Stem Morphology", Leaf Tissues Homework (DUE Tues. 11/8):

1. Describe the 3 main functions of a leaf
2. Compare and contrast the leaves of angiosperms and gymnosperms. How are they similar? How are they different?
3. What are 2 main reasons that plants shed their leaves? How does each process work?
4. Research a specific example of phytoremediation, summarize it, and include your source

Here's a great website with lots of links, diagrams, and actual microscopic images of plant leaf, stem, root, and other tissues with anatomy and definitions:
http://home.manhattan.edu/~frances.cardillo/plants/anatomy/mainmenu.html
Here's another nice explanatory website with good diagrams on all kinds of plant info, including leaves, stems, roots, etc.:
http://hrsbstaff.ednet.ns.ca/sdosman/Higher%20level%20BIO/plantstopic9.1.htm

• 11/8: Root and Stem Morphology assignment (in class)
• 11/11: No School- Veteran's Day
• 11/15: Lecture and reading on "Photosynthesis: Nature's Magical Extravaganza"
• 11/18: Unit Quiz Two and Binder Check, "Photosynthesis" continued, Photosynthesis Homework I (DUE Tues. 11/22):

1. What are the reactants of photosynthesis? What are the products? What is the catalyst?

2. Describe what happens in each of the two reactions

3. Why does the dark reaction still depend on light?

4. Describe the role and function of ATP and NADPH

5. Why is chlorophyll green?

6. Describe how light intensity, temperature, and CO2 concentration affect the rate of photosynthesis

• 11/22: Finish "Photosynthesis"
• 11/25: No School- Thanksgiving Break
• 11/29: Receive handout on "Native Recipe for Health", Native Recipe for Health questions, Ethnobotanical Research Homework (Both DUE Fri. 12/2):

Native Recipe for Health:

1. How did the traditional diet of the O'Odham people change, and why?

2. What other factors are contributing to the poor health of the O'Odham?

3. How do traditional foods help to reduce or prevent conditions such as diabetes and obesity? Be specific.

Ethnobotanical Research Homework:

-Using the internet and my books, research the following plants: Creosote, Devil's Claw, Agave, Datura, Mormon Tea, Coyote Gourd, Chiltepin, and Saguaro, and write down the following information for EACH:

1. What family it's in

2. What its distinguishing botanical characteristics are (such as leaf/stem arrangement and morphology, flower arrangement and type, growth habits, etc.)

3. What it was used for (like food, medicine, tools, religious purposes), and how

4. Which Native American groups used it

• 12/2: Lecture and reading on "Angiosperm Reproduction" and "Pollination", Angiosperm Reproduction/Pollination Homework (DUE Tues. 12/6):

1. Describe the relationship between flower characteristics and pollination vectors

2. Describe the differences between mitosis and meiosis

3. Describe the role of mitosis and meiosis in the formation of gametes in angiosperms

4. Describe the two methods of pollen distribution

5. Why do most plants try to avoid self-pollination? Under what circumstances might self-pollination become a benefit?

• 12/6: Lecture and reading on "The Work of Gregor Mendel"
• 12/9: Finish "The Work of Gregor Mendel"
• 12/12: Final Projects DUE
• 12/13: Final Exam and Binder Check, Class Evaluations
• 12/16: No School- Winter Break