Fungal associations with plants Examine a type of fungal association .pdf

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Fungal associations with plants Examine a type of fungal association by completing each sentence. Then, arrange the sentences in a logical paragraph order. Solution 1. NUTRIENT The plant provides nutrients to the fungi as fungi doesnot has its green pigment called Chlorophyll,which helps the plant in photosynthesis.As it doesnot has the chlorophyll,the plant helps it by providing the nutrients basically the carbon amount so that it will be live and help the plant in providing lots of nutrients and minerals. 2. MINERAL AND NUTRIENTS The fungi has different roles in the plant system. The fungi makes a symbiotic relationship with the plant.By the help of Mycorrhizae ,the plant obtain phosphate and other minerals like Zinc and Copper . Hyphae are the long extensions which can grow into small soil pores and can allow the Phosphorous nutrients to the plant body. 3. MYCORRHIZAE, ROOTS The soil consists of lot of nutrients and minerals. The plant itself cannot intake all the nutrients,so it takes help of certain symbiotic relationship. By this relationship the plant obtains Phosphate and other minerals by the help of fungus. While the fungus obtains the sugars from the roots of the plant. 4. HYPHAE Hyphae is a lonf,branching, filamentous structure of a fungus that is main mode of vegetative growth. The hyphae helps the plant in distributiing and absorbing the nutrients and minerals from the soil..

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I have expertise in making educational and other PPTs. Email me for more PPTs at a very reasonable price that perfectly fits in your budget. Email: parmarshivam105@gmail.com Chapter 1 - Nutrition in Plants, Science, Class 7 INTRODUCTION NUTRIENTS MODE OF NUTRITION CELLS IN LIVING ORGANISMS SINGLE AND MULTI - CELLULAR ORGANISMS HOW DO PLANTS PREPARE THEIR FOOD? PROCESS OF PHOTOSYNTHESIS ULTIMATE SOURCE OF ENERGY FOR ALL LIVING ORGANISMS HOW DO PLANTS GENERATE PROTEINS AND FATS OTHER MODES OF NUTRITION PARASITIC MODE OF NUTRITION INSECTIVOROUS MODE OF NUTRITION SAPROPHYTIC MODE OF NUTRITION SYMBIOTIC MODE OF NUTRITION REPLENISHING THE SOIL WITH NUTRIENTS Every topic of this chapter is well written concisely and visuals will help you in understanding and imagining the practicality of all the topics. By Shivam Parmar (Entrepreneur)

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Grade 3 School Garden Lesson Plan - Soil Lesson; Plant Root Symbiosis ~ Massachusetts |=> Roots play an essential role in the growth and vigor of a plant. They provide the anchor that keeps it from blowing or washing away. The roots support the stem and the vascular tissues that are continuous throughout the root to the stem. Roots absorb water and dissolved nutrients from the soil, transporting it through the vascular system to the rest of the plant for photosynthesis and transpiration. Roots also store sugars and carbohydrates that are used by the plant to survive winter and carry out other functions. Some roots can produce new plants. ` For more information, Please see websites below: ` Organic Edible Schoolyards & Gardening with Children http://scribd.com/doc/239851214 ` Double your School Garden Food Production with Organic Tech http://scribd.com/doc/239851079 ` Free School Gardening Art Posters http://scribd.com/doc/239851159` ` Companion Planting Increases School Garden Food Production by 250 Percent http://scribd.com/doc/239851159 ` Healthy Foods Dramatically Improves Student Academic Success http://scribd.com/doc/239851348 ` City Chickens for your Organic School Garden http://scribd.com/doc/239850440 ` Simple Square Foot Gardening for Schools - Teacher Guide http://scribd.com/doc/239851110

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The symbiosis between plant roots and fungi is characterized by: Question 2 options: Fungi “fix” atmospheric nitrogen for plants Plants provide a safe place inside which fungi can live Plants receive carbon in exchange for nutrients Plants receive nutrients in exchange for carbo Fungi “fix” atmospheric nitrogen for plants Plants provide a safe place inside which fungi can live Plants receive carbon in exchange for nutrients Plants receive nutrients in exchange for carbo Solution Correct options: A. Fungi “fix” atmospheric nitrogen for plants C. Plants receive nutrients in exchange for carbo Explanation: Fungi had an ability to easily absorb elements such a phosphorus and nitrogen which are essential for life. Plants are autotrophic and it producing their food in the form of carbohydrates through the process of photosynthesis. plants access to these essential compounds and elements. In return, the plant supplies the fungus with carbohydrates for use as energy..

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Organic fertilizers include slurries, animal manure, and crop residues. They are typically present on the farm, and the nutrients and organic carbon they contain are recycled, despite their varying nutritional values. There is a wide variety of nutrient sources in animal manures and slurries, each with its own unique physical properties and nutrient content. In addition, the type of livestock and farm management system influence their nutrient content, which varies regionally. Plants produce food through the procedure of photosynthetic.

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Consider the following interrupting system. The active-edge inputs on PJ7 and PP7 can occur at any time, including at the same time. The object is to count the number of each type of interrupt. How would you best describe the usage of Count in this system? a) This is a perfectly appropriate usage of Count, because there are two permanently allocated variables with private scope, such that each variable counts the number of interrupts for each ISR. b) There is a critical section bug because of the read/modify/write access to a shared global. c) Because both ISRs share the same Count, the system can not distinguish between a PJ7 and a PP7 interrupt. d) Count is initialized each interrupt, so its value is not the total number. e) The acknowledge statements in the two ISRs are not friendly because they affect all 8 bits of the flag register. f) None of the above is true. void interrupt 24 KeyHanJ (void) ( unsigned short static Count-0; PIFJ = 0x80; // acknowledge Countt count the number of PU7 edges void interrupt 56 KeyHanP (void) ( unsigned short static count=0; PIFP = 0x80; // acknowledge Count++count the number of PP7 edges Solution Looking around, we find ourselves to be surrounded by various types of embedded systems. Be it a digital camera or a mobile phone or a washing machine, all of them has some kind of processor functioning inside it. Associated with each processor is the embedded software. If hardware forms the body of an embedded system, embedded processor acts as the brain, and embedded software forms its soul. It is the embedded software which primarily governs the functioning of embedded systems. During infancy years of microprocessor based systems, programs were developed using assemblers and fused into the EPROMs. There used to be no mechanism to find what the program was doing. LEDs, switches, etc. were used to check correct execution of the program. Some ‘very fortunate’ developers had In-circuit Simulators (ICEs), but they were too costly and were not quite reliable as well. As time progressed, use of microprocessor-specific assembly-only as the programming language reduced and embedded systems moved onto C as the embedded programming language of choice. C is the most widely used programming language for embedded processors/controllers. Assembly is also used but mainly to implement those portions of the code where very high timing accuracy, code size efficiency, etc. are prime requirements. Initially C was developed by Kernighan and Ritchie to fit into the space of 8K and to write (portable) operating systems. Originally it was implemented on UNIX operating systems. As it was intended for operating systems development, it can manipulate memory addresses. Also, it allowed programmers to write very compact codes. This has given it the reputation as the language of choice for hackers too. As assembly language programs are specific to a processor, assembly language didn’t offer portability across systems. To overcome this disadv.

Consider the following interrupting system. The active-edge inputs o.pdf

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Case History- An 11-month old Boy who\'s blue and short of breath Chief Complaint: An 11-month old boy brought to the pediatric clinic with difficulty breathing. History: Austin Green, an 11-month old Caucasian boy was brought by his foster parents to the Pediatric clinic with comnplaint of dyspnea (i.e difficulty breathing) and fatigue. These episodes last for several minutes, occur daily, and happen most copmmonly during exertion (i.e exercise). Austin spent the first 9 months of his life with hisbiological parents, but recent social problems have necessitated that he receive foster care.His foster parents have had him for the past month, and they have note that these \"breathing spells\" have become more frequent and severe over period of time. They also note that Austinb\'s shortness of breath diminishes somewhat if he lies down. Interestingly, he frequently assumes a squatting position during these episodes, and this seems to reduce hsi symptoms as well. His foster parents report that Austin has had no nausea, vomiting, change in appetie, or change in bowel or bladder habits. He is currently on no medications and no known allergies. There is no medical information available about any othefr member of Austin\'s biological family. Lab. test results: Hematocrit 43% normal (37-47%) Hemoglobin 14mg/dl (normal 12-16ml/dl) PH =7.21 (normal range=7.35 to 7.45) [HCO^-3]=18meq/L (normal range=22 to 26 me=Eq/L) 1. The cardiologist ordered X-ray that showed decreased blood flow to the lungs. A follow-up echocardiogram revealed the following abnormalities in Austin\'s heart. (A) a narrowing of pulmonic valve, (B) a thickening of right ventriclewall, (C) a ventricular septal hole allowing direct exchange of blood between the right and the left ventricles, (D) an aorta that was shifted in position so that it was over-riding the right venbtricl, allowing it to recieve blood from both the left and the right ventricle. What is the name of Austin\'s condition? 2. What is specifically causing the heart murmur? 3. Why did the chest X-ray show freduced pulmonary blood flow? 4. Austin has a thickening right ventriclewall. what type of hypertropy is this? Why does Austin have this particular type of ventricular hypertrophy? BE SPECIFIC 5. Why di Austin\'s EGG show a right-shufted ventricular depolarization axis? 6. Which way will blood typically flow through Austin\'s ventricular septal defect(i.e from the left ventricle to the right ventricle, or vice versa? explain your answer in detail 7. Why is Austin cyanotic? BE SPECIFIC 8. Why does supplemental oxygen therapy did not correct Austin\'s cyanosis? BE SPECIFIC 9. How might the squatting position help relieve Auatin\'s dyspnea? 10. Why is Austin\'s... (a) arterial pCO2 higher than normal? (b). arterial [HCO^-3] lower than normal? (c). arterial PH lower than normal? 11. Describe treatments for Austin\'s condition? Solution 1. Cyanosis 2. Murmurs casues: problem with heart valve close and open to let blood flow.

Case History- An 11-month old Boy whos blue and short of breathC.pdf

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