bioquest.org/BSA2007

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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. Johns
University Jan Yager Craft In America
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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.
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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.
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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
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http//www.lclabs.com/PRODFILE/A-C/C-87000.JPG
http//www.lumc.nl/4030/samenvattingen/200511/vand
erHorst.html
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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.
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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
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As instructors, the images we provide or withhold
direct learning.
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Cotton-Headed Thistle Mary Delany
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Brooch Ester Knobel
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Embraced by NatureAnda Klancic
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Cactus Leslie Pontz
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Sequence Norma Minkowitz
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(No Transcript)
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Trees as a ThemeJan Beaney Jean Littlejohn
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JAN YAGERCITY FLORA/CITY FLOTSAM
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SHELLS PEBBLES
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AMERICAN RUFF
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PURSLANE BROOCH
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INVASIVE SPECIES TIARA
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CHICORY BLOSSOM BROOCH
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DANDELION BROOCH
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THE TIARA OF USEFUL KNOWLEDGE (assembled)
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THE TIARA OF USEFUL KNOWLEDGE (apart)
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BioQUEST Curriculum Consortium Symposium