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Contents contributed and discussions participated by Austin Kong

Austin Kong

Plant Physiology Online: Symptoms of Deficiency In Essential Minerals - 2 views

  • a given individual visual symptom is seldom sufficient to make a definitive diagnosis of a plant’s nutrient status.
  • classic deficiency symptoms such as tip burn, chlorosis and necrosis are characteristically associated with more than one mineral deficiency and also with other stresses that by themselves are not diagnostic for any specific nutrient stress.
  • knowing the location and timing of these symptoms is a critical aspect of any nutrient status evaluation.
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  • they respond to environmental changes as that affect nutrient availability.
  • Pathological symptoms can often be separated from nutritional symptoms by their distribution in a population of affected plants.
  • the stress is the result of pathology, the development of symptoms will have a tendency to vary between plants until a relatively advanced stage of the pathology is reached.
  • Plants remove substantial amounts of nutrients from the soil during their normal growth cycle and many long-term environmental changes occur as a result of this process. Effects on the soil go considerably beyond the straight removal or depletion of nutrients.
  • each nutrient has a number of different biological functions and each function may have an independent set of interactions with a wide range of environmental parameters.
  • Acute deficiency occurs when a nutrient is suddenly no longer available to a rapidly growing plant. Chronic deficiency occurs when there is a limited but continuous supply of a nutrient, at a rate that is insufficient to meet the growth demands of the plant.
  • Micronutrients are often present in the seed or as contaminants in the environment, so a plant of adequate size will exhaust these trace amounts of micronutrient and develop characteristic acute deficiency systems. When deficiency symptoms of macronutrients are sought, the macronutrient is removed suddenly from a suitable sized rapidly growing plant.
  • Because macronutrients are continuously required in relatively large amounts by rapidly growing plants, the available nutrients will be rapidly depleted, resulting in an acute deficiency.
  • the most common nutrient deficiency in natural environments is the case of a limited nutrient supply that is continuously renewed at a low rate from soil weathering processes. In such cases, the limited nutrient availability results in chronic nutrient deficiency symptoms.
  • interaction between nutrient mobility in the plant, and plant growth rate can be a major factor influencing the type and location of deficiency symptoms that develop.
  • very mobile nutrients such as nitrogen and potassium, deficiency symptoms develop predominantly in the older and mature leaves. This is a result of these nutrients being preferentially mobilized during times of nutrient stress from the older leaves to the newer leaves near the growing regions of the plant. Additionally, mobile nutrients newly acquired by the roots are also preferentially translocated to new leaves and the growing regions. Thus old and mature leaves are depleted of mobile nutrients during times of stress while the new leaves are maintained at a more favorable nutrient status.
  • The typical localization of deficiency symptoms of very weakly mobile nutrients such as calcium, boron, and iron is the opposite to that of the mobile nutrients; these deficiency symptoms are first displayed in the growing regions and new leaves while the old leaves remain in a favorable nutrient status. (This assume
  • s that these plants started with sufficient nutrient, but ran out of nutrient as they developed).
  • This type of development is likely to occur in the case of weakly mobile nutrients because excess nutrients in the older leaves will eventually be mobilized to supply newly developing tissues. In contrast, a plant with a similar supply that is growing rapidly will develop severe deficiencies in the actively growing tissue such as leaf edges and the growing region of the plant.
  • moderately mobile nutrients such as sulfur and magnesium are the limiting nutrients of the system, deficiency symptoms are normally seen over the entire plant. However the growth rate and rate of nutrient availability can make a considerable difference on the locations at which the symptoms develop. If the nutrient supply is marginal compared to the growth rate, symptoms will appear on the older tissue, but if the nutrient supply is very low compared to the growth rate, or the nutrient is totally depleted, the younger tissue will become deficient first.
  • symptoms are often the result of interactions with other environmental factors limiting the availability of the nutrient whose symptoms are expressed. T
  • Transition metals such as Cu, Zn Cr and Ni compete with Fe and each other for plant uptake.
  • specific to Fe and heavy metals but is true for all mineral nutrients that are chemically similar and have similar uptake mechanisms.
  • The toxicity of a low pH soil is another example of a basic nutrient deficiency. Low pH has a two-fold effect on soil nutrients: It enhances the leaching of cations, reducing their availability in the soil, and the relatively abundant protons in the soil compete with Ca and other cations for uptake. Thus, nutrient deficiencies can be induced by a number of different mechanisms often working in concert to limit the availability of a nutrient.
  • plants of similar species will often show significant differences in their nutrient use efficiency.
  • results from differences in growth rate, root distribution, phase of development, and efficiency of nutrient uptake and utilization. This implies that in any given location, plants from one species may become nutrient-deficient, while those from another species growing in the same environment right next to them, may not show any deficiency symptoms.
  • Growth rate also affects nutrient status. When the nutrient supply is barely inadequate for growth under existing environmental conditions, many plants adjust their growth rate to match that supported by the available nutrient supply without displaying typical visual deficiency symptoms.
  • rapid growth rate results in a high nutrient demand by these plants and a higher incidence of nutrient deficiency unless supplemental fertilizers are supplied.
  • agriculture systems chronic deficiency symptoms develop mostly in crops with little or limited fertilization.
  • all tissues of a plant are at the same nutrient status during times of stress. Leaves on the same plant that are exposed to different environmental conditions, (such as light), or those of different ages may have considerable differences in nutrient status. Mineral nutrients are for the most part acquired by the roots and translocated throughout the plant. The distance of any part of the plant to the roots will influence nutrient availability, particularly in the case of the less mobile nutrients. In plants recovering from nutrient deficiency, the root and conductive tissues recover first.
  • order to maintain rapid, optimal growth, all plant tissues must have a favorable nutrient status. Although a plant may be marginally low in a number of nutrients, only one nutrient at a time will limit overall growth. However, if the supply of that limiting nutrient is increased even slightly, the resulting increase in growth will increase the demand for all other nutrients and another nutrient, the next lowest in availability, will become limiting.
  • Because of their parallel veins, grasses and other monocots generally display the affects of chlorosis as a series of stripes rather than the netted interveinal chlorosis commonly found in dicots. The other major difference is that the marginal necrosis or chlorosis found in dicots is often expressed as tip burn in monocots.
MICDS LIBRARY

TOECAP - 25 views

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Austin Kong

Science Resource Center -- Magazine Display - 0 views

  • The biggest change: he divided the classes by gender. Because males have less serotonin in their brains, which Gray was taught may cause them to fidget more, desks were removed from the boys' classrooms and they got short exercise periods throughout the day. Because females have more oxytocin, a hormone linked to bonding, girls were given a carpeted area where they sit and discuss their feelings. Because boys have higher levels of testosterone and are theoretically more competitive, they were given timed, multiple-choice tests. The girls were given multiple-choice tests, too, but got more time to complete them. Gray says the gender-based curriculum gave the school "the edge we needed." Tests scores are up. Discipline problems are down. This year the fifth and sixth grades at Foust are adopting the new curriculum, too.
  • The biggest change: he divided the classes by gender. Because males have less serotonin in their brains, which Gray was taught may cause them to fidget more, desks were removed from the boys' classrooms and they got short exercise periods throughout the day. Because females have more oxytocin, a hormone linked to bonding, girls were given a carpeted area where they sit and discuss their feelings. Because boys have higher levels of testosterone and are theoretically more competitive, they were given timed, multiple-choice tests. The girls were given multiple-choice tests, too, but got more time to complete them.
  • Studies show that girls, for instance, have more active frontal lobes, stronger connections between brain hemispheres and "language centers" that mature earlier than their male counterparts. Critics of gender-based schooling charge that curricula designed to exploit such differences reinforce the most narrow cultural stereotypes. But proponents say that unless neurological, hormonal and cognitive differences between boys and girls are incorporated in the classroom, boys are at a disadvantage.
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  • Seventy percent of children diagnosed with learning disabilities are male, and the sheer number of boys who struggle in school is staggering. Eighty percent of high-school drop-outs are boys and less than 45 percent of students enrolled in college are young men. To close the educational gender gap, Gurian says, teachers need to change their techniques. They should light classrooms more brightly for boys and speak to them loudly, since research shows males don't see or hear as well as females. Because boys are more-visual learners, teachers should illustrate a story before writing it and use an overhead projector to practice reading and writing. Gurian's ideas seem to be catching on. More than 185 public schools now offer some form of single-sex education, and Gurian has trained more than 15,000 teachers through his institute in Colorado Springs.
  • no one is exactly sure what those differences mean. Differences between boys and girls, says Sadker, are dwarfed by brain differences within each gender. "If you want to make schools a better place," says Sadker, "you have to strive to see kids as individuals."
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