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

Seeing Plants: Visualization in Plant Biology

Making images in the discipline

[Illustration: FIG. 5.—Germination of Morning Glory, a, caulicle; b, cotyledons; c, plumule; d, roots.]

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?

OUTLINES OF LESSONS IN BOTANY.JANE H. NEWELL.

ILLUSTRATED BY H. P. SYMMES.1888.

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.

www.dcnr.state.pa.us

www.ag.ndsu.edu

www.thejump.net www.schools.lth5.k12.il.us

www.northern.edu

Hackberry leafGoogle image search

http://www.lumc.nl/4030/samenvattingen/200511/vanderHorst.html

http://www.lclabs.com/PRODFILE/A-C/C-87000.JPG

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 forreflection to occur; it also involves working with students to develop systematicways of critiquing their own ideas and those of others. This is whywe begin each course with an activity whose focus is the introduction ofdiscipline-specific ways of generating and critiquing knowledge claims. Theseactivities do not require that students will come to understand any particularscientific concepts upon their completion. Rather, they will have learnedabout the process of constructing and evaluating arguments in genetics orevolutionary biology. Specific criteria for weighing scientific explanationsare revisited throughout each course as students engage in extended inquirieswithin these biological disciplines.

How Students Learn. 2005 NRC p. 576

As instructors, the images we provide or withhold direct learning.

Cotton-Headed Thistle Mary Delany

Brooch: Ester Knobel

Embraced by Nature:Anda Klancic

Cactus: Leslie Pontz

Sequence: Norma Minkowitz

Trees as a ThemeJan Beaney & Jean Littlejohn

JAN YAGER:CITY FLORA/CITY FLOTSAM

SHELLS & PEBBLES

AMERICAN RUFF

PURSLANE BROOCH

INVASIVE SPECIES TIARA

CHICORY BLOSSOM BROOCH

DANDELION BROOCH

THE TIARA OF USEFUL KNOWLEDGE (assembled)

THE TIARA OF USEFUL KNOWLEDGE (apart)

http://bioquest.org/BSA2007/

BioQUEST Curriculum Consortium Symposium