roots and composite plants in peanut

合集下载

高一英语生态链单选题50题

高一英语生态链单选题50题

高一英语生态链单选题50题1. In the ecological chain, the eagle is a top predator, which mainly _____ small mammals.A. feed onB. feeds onC. fed onD. is fed on答案:B。

解析:本题考查主谓一致和短语搭配。

首先,“feed on”是固定短语,表示以...为食。

句子的主语是“the eagle”,为单数第三人称,所以谓语动词要用“feeds on”。

A选项“feed on”用于复数主语或者第一、二人称主语;C选项“fed on”是一般过去式,不符合句子语境;D选项“is fed on”表示被喂养,语义不符,这里说的是鹰以小型哺乳动物为食,而不是被小型哺乳动物喂养。

2. Rabbits are primary consumers in the ecological chain, and they like to eat grass, which is a kind of _____.A. producerB. productionC. produceD. producing答案:A。

解析:本题考查生态链中的生物角色相关词汇。

“producer”在生态链中表示生产者,草属于生产者,因为它可以通过光合作用制造自身所需的营养物质。

B选项“production”主要表示生产、产量等,不符合这里的语义;C选项“produce”作为名词时表示农产品,作为动词时表示生产,均不符合语境;D选项“producing”是动词的ing形式,不能表示生物角色。

3. In an ecological chain, a fox may _____ the rabbit as its prey.A. regardB. regardsC. regardedD. be regarded答案:A。

解析:本题考查情态动词后的动词形式。

2021届高考英语二轮复习题型突击专题05阅读理解之生态环保类含解析202103022221

2021届高考英语二轮复习题型突击专题05阅读理解之生态环保类含解析202103022221

专题05 生态环保类序号内容Part 1 题型总览题型综述技巧点拨读相关词Part 2 真题感悟真题详解强重难词析长难句..Part 3 专题强化真题自测新题模拟P P a a r r t t11题题型型总总览览【题型综述】“生态环保”是普通高中英语课程标准话题之一,亦是高考英语常考话题。

本话题包括动植物保护、生态保护、自然灾害、环境污染和保护等方面。

这些话题与学生的生活息息相关,联系密切。

通过对这些话题的学习以及高考英语对这些话题的考查,可以让学生多注意身边的人和事、关注社会环境、树立环保意识、学会与大自然和谐相处。

【技巧点拨】1.运用语篇结构,概括全文主旨大意,明晰写作意图。

在阅读时,首先用略读法快速浏览每段的首尾句,分析原文的文本结构,然后根据作者谋篇布局的逻辑线索归纳主旨大意。

如果文章中含有标题、副标题、图片等,在概括全文主旨大意和写作目的时需要重点考虑。

根据英语说明文思维模式特征,作者一般都会开门见山,直奔主题。

结尾通常也是中心思想的概括,并与导语相呼应。

因此在做主旨大意、写作意图和最佳标题等题目时,需要重点关注首尾段落里面高频复现的词汇和内容。

导语、主体和结尾是有机整体,解题时要综合起来进行判断。

2.利用文中语境线索分析长难句,进行逻辑推理判断。

在阅读解题时,第一步可以浏览全文,掌握中心大意。

第二步可以根据题干要求,用查读法(scanning)再快速定位到相关段落。

第三步可以重点搜索段内的标志词,利用标志词所提供的逻辑关系找到细节信息,如数据、例子、原因和结果等。

如果句子成分复杂,有生词,也不要烦躁退缩,分析主句和从句或非谓语动词之间的关系,抓住行文逻辑的标志词,层层剖析,露出主干部分,就能明晰句意,弄懂作者的真实意图。

【读相关词】1.haze n. 雾霾2.conservation n. 保护3.recycle v.回收;循环利用4.ecological balance 生态平衡5.make proper use of 合理利用6.keep the balance of 保持……的平衡7.attach great importance to 十分重视8.bring ... under control 把……控制住9.be/bee aware of 意识到10.take the responsibility for/be responsible for 对……负责任11.mist n. 薄雾12.shortage n. 缺乏13.damage n.& vt. 毁坏,破坏14.destroy vt. 摧毁,破坏15.ruin vt. (使)毁坏;(使)毁灭n. (复)废墟;遗迹16.disappear vi. 消失17.threaten vt. 威胁18.be trapped in ruins 被困在废墟中19.rebuild one’s home 重建某人的家园20.extinct adj. 灭绝的21.preserve vt. 保护22.victim n. 牺牲品,受害者23.damage natural habitat 破坏自然栖息地24.endangered species濒危物种25.die out 灭绝26.natural reserve 自然保护区27.protect wildlife 保护野生动物28.cut down 砍倒29.raise the awareness of 唤醒……的意识30.live in harmony with 与……和谐相处31.pollute vt. 污染32.waste n. 废料33.rubbish n. 垃圾;废物34.litter n. 垃圾35.garbage n. 垃圾36.greenhouse effect 温室效应37.environmentally­friendly adj. 环保的38.advocate vt. 拥护,支持,提倡39.preserve vt. 保护,保留,保存40.limited natural resources 有限的自然资源41.alternative energy 替代能源42.in harmony with nature 与自然和谐共处43.live a low-carbon life 过低碳生活44.prevent ...from ... 阻止……做……45.raise one’s environmental awareness提高某人的环保意识46.save and treasure our resources 节约并珍惜我们的资源47.take action/steps/measures to do sth. 采取措施做某事48.call on/appeal to sb. to do sth. 号召/呼吁某人做某事P P a a r r t t22真真题题感感悟悟【2020·全国新课标II】When you were trying to figure out what to buy for the environmentalist on your holiday list, fur probably didn’t cross your mind. But some ecologists and fashion (时装)enthusiasts are trying to bring back the market for fur made from nutria(海狸鼠).Unusual fashion shows in New Orleans and Brooklyn have(showcased)nutria fur made into clothes in different styles. “It sounds crazy to talk about guilt-free fur-unless you understand that the nutria are destroying vast wetlands every year”, says Cree McCree, project director of Righteous Fur.Scientists in Louisiana were so concerned that they decided to pay hunters $5 a tail. Some of the fur ends up in the fashion shows like the one in Brooklyn last month.Nutria were brought there from Argentina by fur farmers and let go into the wild. “The ecosystem down there can’t handle this non-native species(物种).It’s destroying the environment. It’s them or us.”says Michael Massimi, an expert in this field.The fur trade kept nutria check for decades,but when the market for nutria collapsed in the late 1980s,the cat-sized animals multiplied like crazy.Biologist Edmond Mouton runs the nutria control program for Louisiana. He says it’s not easy to convince people that nutria fur is green, but he has no doubt about it. Hunters bring in more than 300,000 nutria tails a year, so part of Mouton’s job these days is trying to promote fur.Then there’s Righteous Fur and its unusual fashion. Morgan says,”To give people a guilt-free option that they can wear without someone throwing paint on them-1 think that’s going to be a massive thing, at least here in New York.”Designer Jennifer Anderson admits it took her a while to e around to the opinion that using nutria fur for her creations is morally acceptable. She trying to e up with a label to attach to nutria fashions to show it is eco-friendly.28.What is the purpose of the fashion shows in New Orleans and Brooklyn?A.To promote guilt-free fur.B.To expand the fashion market.C.To introduce a new brand.D.To celebrate a winter holiday.29.Why are scientists concerned about nutria?A.Nutria damage the ecosystem seriously.B.Nutria are an endangered species.C.Nutria hurt local cat-sized animals.D.Nutria are illegally hunted.30.What does the underlined word “collapsed”in paragraph 5 probably mean? A.Boomed.B.Became mature.C.Remained stable.D.Crashed.31.What can we infer about wearing fur in New York according to Morgan?A.It’s formal.B.It’s risky.C.It’s harmful.D.It’s traditional.【答案】28.A29.A30.D31.B【解析】本文是说明文。

介绍根和芽的英语作文

介绍根和芽的英语作文

Roots and Shoots is a communitybased environmental and humanitarian program designed to foster respect and compassion for all living things. It was founded by renowned primatologist Dr. Jane Goodall and a group of Tanzanian students in 1991. The program encourages young people to take action on behalf of animals, the environment, and human communities.The Roots and Shoots approach is centered around the idea that every individual can make a difference, no matter how small. It starts with the roots, which represent the foundation of knowledge and understanding, and grows into shoots, symbolizing the growth and development of ideas and projects. The program is structured to empower young people to become active global citizens who are aware of the interconnectedness of all life on our planet.The program is divided into three main areas of focus:1. Animals: Projects in this category often involve education about animal welfare, advocacy for the protection of endangered species, and initiatives to improve the lives of animals in local communities. Participants might organize events to raise awareness about the importance of biodiversity or work on campaigns to end animal cruelty.2. Environment: Environmental projects can range from local cleanups and tree planting initiatives to larger efforts aimed at reducing waste and promoting sustainability. Participants might work on recycling programs, create educational materials about the importance of reducing carbon footprints, or develop community gardens.3. Human Communities: This aspect of the program focuses on social issues and encourages young people to engage with their communities to address problems such as poverty, education, and health. Projects might include organizing food drives, creating support networks for those in need, or developing educational programs for underprivileged children.Roots and Shoots operates on a grassroots level, allowing individuals and groups to tailor their projects to the specific needs and interests of their local communities. The program provides resources, support, and a global network for participants to connect with others who share their passion for making the world a better place.One of the key strengths of Roots and Shoots is its adaptability. It can be implemented in various settings, from schools to community centers, and is suitable for participants of all ages, from children to young adults. By involving young people in environmental and humanitarian efforts, the program not only helps to create positive change but also instillsa sense of responsibility and stewardship for the planet in the next generation.In conclusion, Roots and Shoots is a powerful program that harnesses the energy and creativity of youth to address some of the worlds most pressing issues. By providing a platform for young people to engage with their communities and the environment, it nurtures a sense of global citizenship and inspires a lifetime of compassionate action.。

高二英语询问植物界别单选题50题

高二英语询问植物界别单选题50题

高二英语询问植物界别单选题50题1. In the botanical garden, we saw a plant with seeds that are not enclosed in a fruit. Which type of plant is it?A. AngiospermB. GymnospermC. FernD. Moss答案:B。

解析:裸子植物(Gymnosperm)的种子是裸露的,不被果实包裹,这是裸子植物的重要特征。

被子植物(Angiosperm)的种子是被果实包裹的,蕨类植物(Fern)主要通过孢子繁殖,苔藓植物 Moss)也是通过孢子繁殖,所以A、C、D选项不符合。

2. A researcher in the plant laboratory is studying a plant that has flowers and produces seeds enclosed in a fruit. This plant is most likely to be a(n) _.A. GymnospermB. BryophyteC. AngiospermD. Pteridophyte答案:C。

解析:被子植物 Angiosperm)具有花朵,并且种子被包裹在果实内,这是被子植物区别于其他植物类群的典型特征。

裸子植物(Gymnosperm)种子裸露,苔藓植物(Bryophyte)没有种子,靠孢子繁殖,蕨类植物(Pteridophyte)也是靠孢子繁殖,所以A、B、D选项错误。

3. When we walked in the botanical garden, we noticed a plant without flowers but with cones. What kind of plant is it?A. AngiospermB. GymnospermC. AlgaeD. Fungi答案:B。

内蒙古钱家店铀矿区土壤-植物中重金属元素迁移富集特征

内蒙古钱家店铀矿区土壤-植物中重金属元素迁移富集特征

浙江大学学报(农业与生命科学版)48(5):625~634,2022Journal of Zhejiang University (Agric.&Life Sci.)http :///agr E -mail :zdxbnsb @内蒙古钱家店铀矿区土壤-植物中重金属元素迁移富集特征肖蓓1,王正海1*,申晋利2,周聪1(1.中山大学地球科学与工程学院,广东珠海519082;2.中国石油勘探开发研究院,北京100083)摘要为探究内蒙古钱家店铀矿区铀(U )及其相关元素在农田土壤(风沙土)和植物之间的迁移富集规律,以该铀矿区农田土壤和植物为研究对象,系统采集了结缕草、高粱、花生、玉米、柳树和杨树的根、茎、叶及其根际土样品,分析了U 、砷(As )、镉(Cd )、钴(Co )、铬(Cr )、铜(Cu )、锰(Mn )、钼(Mo )、镍(Ni )、铅(Pb )、锑(Sb )、钍(Th )、锌(Zn )共13种元素的含量以及各元素在土壤-植物中的生物富集系数及转运系数。

结果表明:1)钱家店铀矿区风沙土中重金属元素含量较低,浓集系数多低于1,U 与其他元素呈显著正相关;2)结缕草及其根际土中重金属元素含量较其他植物偏高;3)植物对重金属元素的吸收具有选择性,杨树对Cd 富集作用最强,结缕草、花生、柳树可分别富集Cu 、Mo 、Zn ;4)各器官对重金属元素的吸收作用大致表现为叶片>根系>茎秆。

整体而言,该研究区风沙土中重金属元素含量较低,各植物对土壤中Cd 和Zn 的选择性吸收能力较强,且对重金属元素有较强的耐受性;结缕草、高粱和花生可作为该矿区开采后生态修复的备选植物。

关键词重金属元素;风沙土;生物富集系数;转运系数;钱家店铀矿区中图分类号S 154.4;X 820.4;P 595文献标志码A引用格式肖蓓,王正海,申晋利,等.内蒙古钱家店铀矿区土壤-植物中重金属元素迁移富集特征[J].浙江大学学报(农业与生命科学版),2022,48(5):625-634.DOI:10.3785/j.issn.1008-9209.2021.09.081XIAO Bei,WANG Zhenghai,SHEN Jinli,et al.Migration and enrichment characteristics of heavy metal elements in soil -plant system in Qianjiadian uranium mining area of Inner Mongolia[J].Journal of Zhejiang University (Agriculture &Life Sciences),2022,48(5):625-634.Migration and enrichment characteristics of heavy metal elements insoil -plant system in Qianjiadian uranium mining area of Inner MongoliaXIAO Bei 1,WANG Zhenghai 1*,SHEN Jinli 2,ZHOU Cong 1(1.School of Earth Sciences and Engineering,Sun Yat-sen University,Zhuhai 519082,Guangdong,China;2.Research Institute of Petroleum Exploration and Development,Beijing 100083,China )AbstractIn order to explore the migration and enrichment law of uranium (U)and its related elements infarmland soils (aeolian sandy soils)and plants in Qianjiadian U mining area of Inner Mongolia,the roots,stems,leaves and rhizosphere soil samples of zoysiagrass,sorghum,peanut,corn,willow and poplar were collected systematically.The contents of 13kinds of heavy metal elements such as uranium (U),arsenic (As),cadmium (Cd),cobalt (Co),chromium (Cr),copper (Cu),manganese (Mn),molybdenum (Mo),nickel (Ni),lead (Pb),antimony (Sb),thorium (Th)and zinc (Zn)were analyzed,as well as their bioconcentration factors and translocation factors among the soils and plants.The results showed that:1)The content of heavy metal elementsDOI :10.3785/j.issn.1008-9209.2021.09.081基金项目:国家自然科学基金项目(41572316)。

托福阅读真题第42篇TheEvolutionofPlantRoots

托福阅读真题第42篇TheEvolutionofPlantRoots

托福阅读真题第42篇TheEvolutionofPlantRoots托福阅读真题第42篇The Evolution of Plant RootsThe Evolution of Plant RootsRoots are essential to the development of large plants because they provide a means of anchoring and maintaining an upright position.Most land plants are literally rooted to the spot.Roots also play a key role in water and nutrient acquisition.More significantly still, roots have a tremendous impact on the environment. They can break up rock, bind loose particles together, and prov idea conduit for the movement of water and dissolved minerals,all of which are essential to the development of soils.In piecing together a fossil plant to form a conceptual whole, it is usually the rooting system that remains the final piece in the puzzle. It is often the case that roots are poorly studied or completely unknown.Although the fossil record of roots is therefore less complete than that of other plant organ systems, it is possible to discern some general trends.The earliest land plants, like modern mosses and liverworts,did not have well-developed root systems.These plants simply bore absorbing hairlike cells on stems and leaves that grew flat along the ground.From their fossils,some very early plants are known to have borne branches that appear to be specially modified for rooting. In other cases, roots were able to form from dormant buds on aerial stems.Fungi are also known to have played a key role in these early rooting systems, as they do in modern plants.Fungal symbionts—fungi that live in mutually beneficial relationships with another organism-have been recorded in the petrified plants of the 400million-year-old Rhynie Chert fossil sitein Scotland, demonstrating a link with mycorrhizal fungi that goes back to the dawn of the land flora.These tiny, shallow rooting systems were adequate for small plants (30-50 centimeters tall), but larger organisms required something more substantial.By the Late Devonian and Early Carboniferous eras (385 to 300 million years ago), an enormous variety of rooting structures had evolved.The evolution of large erect plants, and in particular trees,placed increasing demands upon the anchoring and supply functions of roots.These problems were solved mainly through the development of more extensive underground systems.The evolution of the cambium, the layer of living cells between wood and bark,enabled continuous perennial growth and long-term survival of roots in soils.One important consequence of all this was that there was a progressive and massive increase in root biomass during the Devonian, which had an enormous impact on the development of soils. Prior to the Devonian,soils, if developed at all, are thought to have been predominantly thin and of microbial origin. By the Middle Devonian,soil penetration depths of roots were still shallow(less than 20 centimeters), but this increased to 1 meter or more as forests spread.The diversity of soils also increased.This change was brought about by root-induced weathering and mixing. By the end of the Devonian, there was an increase in soil clay content,structure,and differentiation into distinct layers—a development that correlated with increases in depth of root penetration. Soils with modern profiles(series of layers) are recognizable at this time.The impact of roots on the environment extends beyond their immediate effects on the development of soils.The presenceof roots in soils increases the natural weathering of calcium and magnesium silicate minerals.This apparently mundane fact turns out to have extremely important consequences for climate and temperature globally. Under natural circumstances, calcium and magnesium silicates react chemically with a dissolved form of the gas carbon dioxide (a process referred to as weathering), which comes from the atmosphere.This produces calcium and magnesium carbonates,which are transferred through the groundwater system to rivers and ultimately to the oceans, where they accumulate in the form of limestone and dolomite rock.Across the surface of the Earth, these chemical reactions occur on a vast scale, removing carbon dioxide gas from the atmosphere and locking it up as carbonate in rock formations. This reduces the so-called greenhouse effect, which leads to lower global temperatures. In other words, the widespread development of roots in land plants affected the chemistry of the atmosphere and the oceans, which, summed over millions of years,added up to changes in climate on a global scale.1.Roots are essential to the development of large plants because they provide a means of anchoring and maintaining an upright position.Most land plants are literally rooted to the spot.Roots also play a key role in water and nutrient acquisition.More significantly still, roots have a tremendous impact on the environment. They can break up rock, bind loose particles together, and prov idea conduit for the movement of water and dissolved minerals,all of which are essential to the development of soils.2.In piecing together a fossil plant to form a conceptual whole, it is usually the rooting system that remains the final piecein the puzzle. It is often the case that roots are poorly studied or completely unknown.Although the fossil record of roots is therefore less complete than that of other plant organ systems, it is possible to discern some general trends.The earliest land plants, like modern mosses and liverworts,did not have well-developed root systems.These plants simply bore absorbing hairlike cells on stems and leaves that grew flat along the ground.From their fossils,some very early plants are known to have borne branches that appear to be specially modified for rooting. In other cases, roots were able to form from dormant buds on aerial stems.Fungi are also known to have played a key role in these early rooting systems, as they do in modern plants.Fungal symbionts—fungi that live in mutually beneficial relationships with another organism-have been recorded in the petrified plants of the 400million-year-old Rhynie Chert fossil site in Scotland, demonstrating a link with mycorrhizal fungi that goes back to the dawn of the land flora.These tiny, shallow rooting systems were adequate for small plants (30-50 centimeters tall), but larger organisms required something more substantial.3.In piecing together a fossil plant to form a conceptual whole, it is usually the rooting system that remains the final piece in the puzzle. It is often the case that roots are poorly studied or completely unknown.Although the fossil record of roots is therefore less complete than that of other plant organ systems, it is possible to discern some general trends.The earliest land plants, like modern mosses and liverworts,did not have well-developed root systems.These plants simply bore absorbing hairlike cells on stems and leaves that grew flat along theground.From their fossils,some very early plants are known to have borne branches that appear to be specially modified for rooting. In other cases, roots were able to form from dormant buds on aerial stems.Fungi are also known to have played a key role in these early rooting systems, as they do in modern plants.Fungal symbionts—fungi that live in mutually beneficial relationships with another organism-have been recorded in the petrified plants of the 400million-year-old Rhynie Chert fossil site in Scotland, demonstrating a link with mycorrhizal fungi that goes back to the dawn of the land flora.These tiny, shallow rooting systems were adequate for small plants (30-50 centimeters tall), but larger organisms required something more substantial.4.By the Late Devonian and Early Carboniferous eras (385 to 300 million years ago), an enormous variety of rooting structures had evolved.The evolution of large erect plants, and in particular trees,placed increasing demands upon the anchoring and supply functions of roots.These problems were solved mainly through the development of more extensive underground systems.The evolution of the cambium, the layer of living cells between wood and bark,enabled continuous perennial growth and long-term survival of roots in soils.5.One important consequence of all this was that there wasa progressive and massive increase in root biomass during the Devonian, which had an enormous impact on the development of soils. Prior to the Devonian,soils, if developed at all, are thought to have been predominantly thin and of microbial origin. By the Middle Devonian,soil penetration depths of roots were stillshallow(less than 20 centimeters), but this increased to 1 meter or more as forests spread.The diversity of soils also increased.This change was brought about by root-induced weathering and mixing. By the end of the Devonian, there was an increase in soil clay content,structure,and differentiation into distinct layers—a development that correlated with increases in depth of root penetration. Soils with modern profiles(series of layers) are recognizable at this time.6.One important consequence of all this was that there wasa progressive and massive increase in root biomass during the Devonian, which had an enormous impact on the development of soils. Prior to the Devonian,soils, if developed at all, are thought to have been predominantly thin and of microbial origin. By the Middle Devonian,soil penetration depths of roots were still shallow(less than 20 centimeters), but this increased to 1 meter or more as forests spread.The diversity of soils also increased.This change was brought about by root-induced weathering and mixing. By the end of the Devonian, there was an increase in soil clay content,structure,and differentiation into distinct layers—a development that correlated with increases in depth of root penetration. Soils with modern profiles(series of layers) are recognizable at this time.7.The impact of roots on the environment extends beyond their immediate effects on the development of soils.The presence of roots in soils increases the natural weathering of calcium and magnesium silicate minerals.This apparently mundane fact turns out to have extremely important consequences for climate and temperature globally. Under natural circumstances, calcium andmagnesium silicates react chemically with a dissolved form of the gas carbon dioxide (a process referred to as weathering), which comes from the atmosphere.This produces calcium and magnesium carbonates,which are transferred through the groundwater system to rivers and ultimately to the oceans, where they accumulate in the form of limestone and dolomite rock.Across the surface of the Earth, these chemical reactions occur on a vast scale, removing carbon dioxide gas from the atmosphere and locking it up as carbonate in rock formations. This reduces the so-called greenhouse effect, which leads to lower global temperatures. In other words, the widespread development of roots in land plants affected the chemistry of the atmosphere and the oceans, which, summed over millions of years,added up to changes in climate on a global scale.8.The impact of roots on the environment extends beyond their immediate effects on the development of soils.The presence of roots in soils increases the natural weathering of calcium and magnesium silicate minerals.This apparently mundane fact turns out to have extremely important consequences for climate and temperature globally. Under natural circumstances, calcium and magnesium silicates react chemically with a dissolved form of the gas carbon dioxide (a process referred to as weathering), which comes from the atmosphere.This produces calcium and magnesium carbonates,which are transferred through the groundwater system to rivers and ultimately to the oceans, where they accumulate in the form of limestone and dolomite rock.Across the surface of the Earth, these chemical reactions occur on a vast scale, removing carbon dioxide gas from the atmosphere and locking it up as carbonate in rock formations.This reduces the so-called greenhouse effect, which leads to lower global temperatures. In other words, the widespread development of roots in land plants affected the chemistry of the atmosphere and the oceans, which, summed over millions of years,added up to changes in climate on a global scale.9.Roots are essential to the development of large plants because they provide a means of anchoring and maintaining an upright position.⬛Most land plants are literally rooted to the spot.⬛Roots also play a key role in water and nutrient acquisition.⬛More significantly still, roots have a tremendous impact on the environment. ⬛They can break up rock, bind loose particles together, and prov idea conduit for the movement of water and dissolved minerals,all of which are essential to the development of soils.10.答案如下:.42篇The Evolution of Plant Roots。

托福写作话题之生态类

托福写作话题之生态类

托福写作话题之生态类今日我给大家带来托福写作话题之生态类,我们一起来看看吧,下面我就和大家共享,来观赏一下吧。

托福写作话题之生态类生态类话题真题在TPO 的题目中,最具有代表性的生态类话题分布在TPO 14,TPO 18,TPO 20,TPO 21,TPO 23 和TPO 26,它们分别讨论的是:树木回收性砍伐的好处、佛罗里达榧树的爱护、大火给森林带来的损害、转基因树的好处、雪松数量削减、斑马贝的入侵。

例如(阅读---听力):TPO 14:回收性砍伐的好处1. make room for the growth of the new trees---deprive the soil of the nutrients produced during the process of decomposition2. minimize the danger of insect infestation---some insects are great contributors to the health of the forest3. provide usable wood by industries and create additional jobs for local people---transportation of these woods is expensive and the jobs provided are temporaryTPO 18:佛罗里达榧树削减的解决方案tablish Torreya in the same locationwith the coolest and dampest microclimate---the microclimate is strongly influenced by either global warming or the drained wetlandsTorreya to an entirely different location---Torreya will threaten other rendangered specieserve Torreya in research center---the research center can not ensure a large and genetically-diverse population of the Torreyatrees,which means the trees are not capableof resisting the diseaseTPO 20:Let it burn policy 带来的危害1. damage the trees as well as the vegetation---there appears to be a biggerdiversity for the plantsg negative effects to the wildlife---small animals like the rabbits and hares are more likely to inhabit in the ideal placeharm to the local tourism,negatively contributing to the economy---only if it happens every year would it be a problem for tourism从上面的考察点结合阅读与听力的内容,我们给考生们总结了生态类话题的考点设置:从单词的层面上物种名称词汇( 植物):plant / cedar / plankton / Terroya tree / wild berry / organism / black locust tree物种名称词汇(动物):wildlife / insect / beetle / bear / mussel / hare / rabbit / shellfish涉及栖息地词汇:habitat / dwell / inhabit / habitat / bottom / wetland生物链涉及词汇:food chain / plankton eater/ predator / parasite / disease / infestation / infest / pest-resistant / resist / dominate / reproduce / germinate / nutrient关于物种入侵:wipe out / crowd out / be aggressive / invade / invasion / colonize / compete for表示物种数量的下降:decline / descend / shrink / extinct / endangered / minimize / devastate / destroy科学技术层面的单词:genetic modification / genetictechnology / genetically –diverse / geneticallymodified / uniform / gene / pesticide常消失在综合写作阅读和听力部分的考点生物削减缘由:Environment:temperature / climate change / global warmingTechnology:genetically-modified plants /pest-unresistant / uniform in genesInvasion:compete for nutrient/ infestation / parasite / predator生物爱护方法:Environment:temperature / climate change / relocationTechnology:research center防止生物集中的方法:Biological introduction:predatorHuman activities:capture (financially beneficial) / chemical control (poison / pesticide)托福写作商业类话题范文解析首先公司的目标是什么呢?当然是money了。

托福TPO真题阅读每日解析—Timberiline Vegetation on Mountains答案分析

托福TPO真题阅读每日解析—Timberiline Vegetation on Mountains答案分析

智课网TOEFL备考资料托福TPO真题阅读每日解析—Timberiline Vegetation onMountains答案分析摘要:本文内容为欣宇老师精心分析的TPO阅读文章各项内容,包括文章逐句翻译、答案及题目解析、段意及难句分析和词汇汇总四部分内容。

全面、精细、深入地剖析具有生命的每一篇TPO文章Key:1. D2. A3. B4. C5. C6. B7. B8. A9. C 10. D 11. C 12. D 13. 2 4 6题目解析:1. The word “dramatic” in the passage is closest in meaning to (Vocabulary Question)A.GradualplexC.VisibleD.Striking相关原句:The transition from forest to treeless tundra on a mountain slope is often a dramatic one.(Paragraph 1)本题解析:dramatic意为“戏剧化的,惊人的”,与striking同义,因此选择D。

正确答案:D2. Where is the lower timberline mentioned in paragraph 1 likely to be found?(Factual Information Question)A.In an area that has little waterB.In an area that has little sunlightC.Above a transition areaD.On a mountain that has on upper timberline.相关原句:In many semiarid areas there is also a lower timberline where the forest passes into steppe or desert at its lower edge…(Paragraph 1)本题解析:在本干旱地区树带界线1较低,即水分较少的地区会有较低的树带界线1,因此选择A。

根与芽组织英语作文

根与芽组织英语作文

根与芽组织英语作文如下:Title: The Vital Role of Roots and Buds in Plant GrowthPlants are the backbone of life on Earth, providing us with oxygen, food, and beauty. But have you ever wondered how these wondrous organisms grow and sustain themselves? The answer lies in two vital parts of a plant: roots and buds. In this essay, we will explore the functions and importance of roots and buds in the growth and development of plants.Firstly, let's examine the role of roots. Roots are the underground extensions of a plant that anchor it to the soil. They serve several essential purposes. Primarily, roots absorb water and minerals from the soil, which are then transported to the rest of the plant to support its growth and nourishment. Without roots, plants would not be able to obtain the necessary nutrients to survive. Additionally, roots help to stabilize the plant, ensuring that it remains firmly grounded and upright.Moreover, roots play a crucial role in storage. Many plants store nutrients, such as carbohydrates, in their roots for later use. This stored energy allows the plant to survive through harsh conditions, such as winter or drought, when resources are scarce. Furthermore, some roots form symbiotic relationships with beneficial microorganisms, such as nitrogen-fixing bacteria. These relationships help to enhance nutrient uptake and improve overall plant health.Moving on to buds, these are the small, undeveloped parts of a plant from which leaves, stems, flowers, and even new buds will eventually emerge. Buds are essential for the growth and propagation of plants. When conditions are favorable, buds break open and grow into various structures, depending on the type of bud. For example, leaf buds develop into leaves that carry out photosynthesis, while flower buds develop into flowers that produce seeds.Buds also have a significant impact on the appearance and aesthetic appeal of plants. The colorful blooms of spring and summer are the result of flower buds bursting forth from the plant. Similarly, the vibrant foliage of autumn is due to the developmentof new leaves from leaf buds. In addition, buds can serve as a source of food for animals and humans.In conclusion, roots and buds are two critical components of a plant's anatomy that contribute to its growth, survival, and reproduction. Roots provide the necessary nutrients and stability, while buds enable the plant to develop new structures and propagate. Without these vital parts, plants would not be able to thrive and fulfill their ecological roles. Therefore, it is essential to appreciate and protect these elements of plant life to ensure the continued health and diversity of our ecosystems.。

介绍根与芽的英语作文80字

介绍根与芽的英语作文80字

根与芽:绿色的种子,世界的希望In the heart of every individual, there lies a seedthat yearns to sprout and grow, a seed that is both rooted in our local environment and budding towards a global future. This seed is known as "Roots & Shoots", a program initiated by Dr. Jane Goodall that encourages young people to take action for the welfare of the planet and its inhabitants.Roots & Shoots serves as a platform for young people to make a difference in their communities. Through hands-on projects that range from environmental conservation to human welfare, participants gain valuable insights into the interconnectedness of all life. These projects not only help improve the local environment but also foster a sense of responsibility and empathy among the youth.The beauty of Roots & Shoots lies in its simplicity. It doesn't require fancy equipment or expensive resources;just a heart full of compassion and a willingness to act. This program has spread across the globe, uniting young people from diverse cultures and backgrounds under one common goal: to create a better world.In conclusion, Roots & Shoots is not just a program;it's a movement, a revolution that starts with a singleseed and grows into a vast forest of hope and change. As Dr. Goodall says, "Every individual has the power to make a difference." Through Roots & Shoots, we are reminded that every seed has the potential to grow into a tree that shades the world.**根与芽:绿色的种子,世界的希望**在每个人的内心深处,都埋藏着一颗渴望发芽成长的种子。

种花生的描写片段50字英语作文

种花生的描写片段50字英语作文

种花生的描写片段50字英语作文In the fertile soil, the farmer meticulously sowed the peanut seeds, each one a promise of future nourishment. With deft hands, he covered them with a blanket of earth, nurturing the beginnings of life beneath the warm embrace of the sun. The seeds, imbued with the essence of growth, absorbed the sustenance of the soil, their tiny roots reaching out into the depths of the earth. As days turned into weeks, the tender sprouts emerged, their verdant leaves unfurling towards the sky, basking in the golden rays of the sun. Nurtured by gentle rains and the farmer's attentive care, the peanut plants flourished, their lush foliage forming a vibrant tapestry across the field.Beneath the surface, the magic of nature unfolded as the plants' intricate root systems expanded, forming a network of life within the soil. Nodules, tiny reservoirs of nitrogen, sprouted from the roots, a testament to the symbiotic relationship between the plants and the microorganisms that inhabited their subterranean world.With each passing day, the peanut plants grew taller, their stems reaching towards the heavens, while their roots burrowed deeper into the earth, anchoring them firmly in the fertile embrace of their home.As summer reached its zenith, the peanut plants began to bloom, their delicate yellow flowers adding a splash of color to the verdant landscape. Bees and other pollinators flocked to the blossoms, their industrious wings carrying the promise of new life. Each flower, a beacon of hope, represented the potential for countless future peanuts, their kernels filled with the promise of sustenance.With the arrival of autumn, the peanut plants had reached maturity, their leaves turning a vibrant shade of gold. The farmer, with anticipation in his eyes, carefully dug up the plants, revealing the clusters of peanuts clinging to their roots. The harvest was plentiful, each peanut a reward for the farmer's labor and a symbol of the bounty of the earth.The peanuts, their shells still clinging to theirkernels, were gathered and spread out to dry in the warm autumn sun. Their earthy aroma permeated the air, a reminder of the symbiotic relationship between nature and人类. Once fully dried, the peanuts were stored away, their kernels a treasure trove of nutrition, ready to nourish and sustain through the long winter months.In the hands of skilled cooks, the peanuts underwent a transformation. They were roasted, their shells cracklingin the heat, releasing a tantalizing aroma. Their kernels, now a deep golden brown, were salted or sweetened, eachbite a symphony of flavors that delighted the senses. The peanuts became a culinary delight, gracing tables and warming hearts, a testament to the enduring bond between humanity and the earth.Through the cycle of seasons, from the planting of the seeds to the harvest of the nuts, the cultivation of peanuts is a story of interconnectedness. It is a tale of the farmer's labor, the magic of nature, and the nourishment that sustains us. In every peanut, there is a reminder of the delicate balance of our planet and theimportance of cherishing the gifts it bestows upon us.As we savor the simple pleasure of a peanut, let us remember the journey it has taken, from the depths of the earth to our tables. Let us appreciate the hands that sowed the seeds, the sun that nurtured its growth, and the earth that gave us this humble yet extraordinary gift.。

英语作文种花生日记

英语作文种花生日记

英语作文种花生日记Planting peanuts is a fascinating and rewarding experience. It provides an opportunity to connect with nature, learn about the growth cycle of plants, and enjoy the fruits of one’s labor. This essay is a diary of my journey in planting peanuts, from the initial stages of preparation to the final harvest.The first day was all about preparation. I started by selecting a suitable location in my backyard. Peanuts require full sun and well-drained soil, so I chose a spot that met these conditions. I then prepared the soil by removing any weeds and rocks, and adding compost to enrich it with nutrients.A week later, I was ready to plant the peanuts. I had purchased raw peanuts from a local farmer’s market, ensuring they were not roasted or salted. I dug small holes in the soil,about two inches deep and spaced about eight inches apart. I placed a peanut in each hole and covered it with soil.Two weeks after planting, I saw the first signs of germination. Tiny green shoots had emerged from the soil, marking the beginning of the peanut plants’ growth. It was an exciting moment that filled me with anticipation for what was to come.By day 30, the peanut plants had grown significantly. They were now about a foot tall, with broad green leaves. I continued to water them regularly and monitor their progress.On day 60, the peanut plants began to flower. The flowers were small and yellow, adding a splash of color to my garden. After pollination, the flowers would bend towards the ground and penetrate the soil, where the peanuts would develop.Ninety days into my peanut planting journey, the plants started pegging. This is the process where the fertilized flowers grow into ‘pegs,’ elongated stems that burrow into the ground and form peanuts at their tips. It was fascinating to observe this unique aspect of peanut growth.Finally, after about four months, it was time to harvest the peanuts. The leaves had turned yellow and started to wilt, indicating that the peanuts were ready. I carefully dug up the plants and was thrilled to find clusters of peanuts attached to the roots. After drying them in the sun for a few days, they were ready to be shelled and enjoyed.Planting peanuts was a journey filled with anticipation, discovery, and satisfaction. It taught me patience, as I waited for the plants to grow and produce peanuts. It also gave me a deeper appreciation for nature and the intricate processes that occur within it. This experience has inspired me to continuegardening and explore other types of plants. Planting peanuts was not just about growing food; it was about cultivating patience, appreciation, and a love for nature.In conclusion, planting peanuts is an enriching experience that offers valuable lessons beyond gardening. It is a testament to the wonders of nature and the rewards of patience and hard work. Whether you are a seasoned gardener or a novice, I highly recommend giving peanut planting a try. You might be surprised by what you learn and how much you enjoy the process.。

关于学校组织爬山活动的英语作文

关于学校组织爬山活动的英语作文

关于学校组织爬山活动的英语作文全文共6篇示例,供读者参考篇1The Big Mountain AdventureLast month, our school organized the most exciting trip ever - a mountain climbing adventure! I had been looking forward to it for weeks. Mom helped me pack my backpack with all the supplies I would need like snacks, water bottles, a warm jacket, and good hiking shoes. The morning of the trip, I could barely sleep because I was so eager to start hiking.When I got to school, the buses were waiting to take us to the mountain. I found my best friend Emma and we picked seats together at the back of the bus. "Isn't this going to be awesome?" she asked as we drove away from town. I nodded excitedly. During the ride, our teacher Mr. Davis reviewed the safety rules and reminded us to listen carefully to the mountain guides.After what felt like forever, we finally arrived at the base of the huge mountain. I craned my neck to see the very top, which was hidden by clouds. The guides told us we would be climbingabout halfway up today. That still seemed incredibly high to me! We split into small groups with a guide leading each one. Emma and I were with Mr. Davis and a guide named Sarah.Sarah was really nice and made sure we all had our gear ready. She reminded us to take small sips of water frequently so we didn't get dehydrated. Then we started on the trail and almost immediately it began sloping upwards. The path was narrow with lots of rocks and tree roots sticking out that we had to step over carefully.At first, the hiking wasn't too hard. Emma and I chatted and laughed as we walked along. But after about 30 minutes, I started to feel tired. My legs were getting sore from climbing over all the rocks and bushes. "Hey Emma, you want to take a snack break?" She nodded and we stopped to eat a granola bar and drink some water. That helped re-energize us.As we continued upwards, the trail became even steeper and more difficult. Sweat was dripping down my face and back from the exertion. My heart was pounding hard in my chest. Some parts of the path were so steep that we had to scramble up on our hands and feet. At one really hard spot, Sarah had us attach the clip on our backpacks to a safety rope that was bolted into the rock face.Looking down made me a little dizzy because of how high up we had climbed already. The trees looked like tiny specks below us. But the view was also breathtaking, with mountains stretching out in every direction. I felt so small compared to these massive rocky giants. Sarah told us we were about halfway up the peak we were climbing.We stopped for a longer break to rest and eat our packed lunches. I refilled my water bottle from Sarah's big jug. After eating, I felt re-energized and ready to tackle the second half of our climb. Before we started again, I pulled an extra jacket out of my pack because the wind was whipping harder the higher we went.The final stretch of the trail was by far the hardest. At times it was so steep that we had to use our hands to pull ourselves up over big boulders and rocky steps. My legs burned like they were on fire. Sarah gave us frequent reminders to keep drinking water and eat snacks so we didn't run out of energy.Finally, after what felt like an eternity of stair-climbing, we reached our destination point about halfway up the mountain peak. Sarah announced we had gained over 3,000 feet of elevation from where we started! As I looked out at the incredible view all around us, I felt an amazing sense ofaccomplishment for making it to the top despite how challenging parts of the hike had been.While we rested, Sarah pointed out different mountains, valleys, and other geographic features in the distance. She taught us about the plants and animals that live in these alpine environments. It was like a free science lesson with some of the best views ever!After taking tons of photos at the summit, it was time to begin our descent down the mountain. Going downhill was very hard in a different way because of the steep angle. We had to take small, careful steps to avoid tripping and tumbling down the trail. By the end of our hike back, my legs felt like jelly from both the uphill climbing and the downhill plodding.As we pulled back into the school parking lot, I was utterly exhausted but filled with pride. We had accomplished something really difficult as a team by climbing that huge mountain! On the bus ride home, Emma and I could hardly keep our eyes open from being so worn out. But we both agreed it was one of the coolest experiences ever.Since that trip, I've been counting down the days until next year's adventure. Maybe we'll get to climb even higher! This was a memory I'll never forget.篇2A Super Fun School Hiking TripSchool field trips are the best! We get to go on an adventure and learn lots of cool new things. Our latest field trip was a hiking trip to Bear Mountain and it was awesome. I'm going to tell you all about it!It started bright and early on a Friday morning. We had to be at school by 7am, which is way earlier than we normally get there.I was really tired when my mom's alarm went off, but I was also really excited. I jumped out of bed, got dressed in my hiking clothes and sturdy sneakers, ate a big breakfast, and we headed to school.When we got to school, there were three big yellow buses waiting to take us on our hiking trip. I found my best friend Jake and we raced to get a good seat on the bus. The bus rides there and back are almost as fun as the actual field trip! We played road trip games, sang silly songs, and stopped for a bathroom break about halfway through.After almost two hours on the bus, we finally made it to Bear Mountain State Park. Our teachers told us we'd be hiking a trail that looped all the way around the mountain. It was about 5miles long which seemed really far to me. But they said we'd take it slow with plenty of stops to rest, eat snacks, and learn篇3The Big Hike Up Tall MountainLast month, my school had a super exciting trip planned - a big hiking adventure up Tall Mountain! I had never been hiking before, so I wasn't sure what to expect. Some of the older kids told scary stories about getting lost in the woods or running into bears. But my teacher Mrs. Miller promised it would be safe and lots of fun.The morning of the hike, we all met at school bright and early. I hopped off the bus, feeling a little nervous but mostly excited. The grown-ups had packed us all a lunch with a sandwich, an apple, trail mix, and a juice box. We also had to bring water bottles to stay hydrated.After going over the hiking rules, it was time to start our journey! The beginning of the trail was pretty flat and easy. I walked alongside my best friends Emma and Alex, breathing in the fresh mountain air. The trees were starting to bud with new green leaves. Squirrels darted back and forth gathering food."You know what would be really cool?" Alex said after a little while. "If we saw a bear!""Are you kidding me?" I responded. "Bears are super dangerous! I don't want to see one."Emma just giggled at us. We had such a fun time chatting and making up silly stories as we walked along.After about an hour, the trail started sloping upwards. My legs started to feel a little tired from all the climbing. But I didn't want to complain - I wanted to be tough like a real hiker! We stopped a couple of times to drink water and catch our breath.During one of our rest stops, Mrs. Miller's assistant Mr. Garcia pointed out some really neat things along the trail. He showed us various plants and flowers and told us their names. He pointed out trees that had fallen over due to strong winds and let us inspect the patterns of the rings inside the trunk. He even let us taste some fresh mint leaves that were growing wild. My favorite was checking out deer prints and learning how to spot animal trails.As we hiked further up the mountain, the trees started getting thinner. The sun was higher in the sky and it felt warmerout. The trail also got a bit rockier. We had to be careful to watch our footing and not trip over any loose stones or roots."Are we gonna run out of air at the top?" my friend Michael asked nervously, breathing a little heavily from the climb.Mrs. Miller just chuckled. "Don't worry," she said. "We're not going all the way to the very peak today. Just to a nice outlook area to enjoy the views."Finally, after what felt like forever, we reached our destination - a big flat rocky area with an amazing view of the whole valley below! I felt so proud that my legs had worked so hard to get me up the mountain. The grown-ups unpacked some blankets and we all sat down to eat our lunches.I pulled out my peanut butter sandwich and it tasted more delicious than anything I'd ever eaten before. The fresh air and exercise had given me quite an appetite! As I ate, I gazed out taking in the incredible view. I could see for miles and miles, with a river winding through the trees far below. It looked so tiny and peaceful from up there.After our lunch break, we had some free time to explore around the outlook area. A bunch of us went off the trail a bit with Mr. Garcia to look at some cool rock formations and tunnels.We even found a little cave we could crouch down and go inside! It felt like we were exploring unmarked territory.When it was finally time to start heading back down, I felt篇4Our Big School Hiking AdventureLast month, our school organized a big hiking trip up to Eagle Mountain. I was really excited because I love being outdoors and going on adventures, but I was also a little nervous because I had never gone on a really big hike like that before.We had been talking about the hike for weeks in class. Our teachers told us we would be walking for most of the day, so we needed to bring lots of snacks and water. We also needed to wear sturdy shoes, put on sunscreen, and bring a backpack to carry everything. The morning before the hike, I could barely sleep because I was so eager to start our journey up the mountain.When I got to school, the buzz of excitement was everywhere. All the kids were lining up with their backpacks and hiking gear, chatting about the adventure ahead. Once we goton the bus, the teachers went over all the rules and safety tips one more time. Then we were off!The bus ride to the trailhead took about an hour. I loved looking out the window at the trees and hills whizzing by. When we finally arrived, I could see the huge mountain looming up in front of us. My heart started racing with anticipation.After a snack and a bathroom break, we lined up behind our teachers and headed off down the trail. The first part of the hike was relatively flat and easy. We walked along a wide path through the woods, breathing in the fresh pine-scented air. Chipmunks and squirrels darted across our path. I felt so free and happy to be out in nature.But then the trail started heading uphill, and things got a lot tougher. The path grew narrower and steeper. My legs started to feel like jelly as we climbed over rocks and tree roots. A few kids started complaining about being tired, but our teachers kept encouraging us, saying the views from the top would be worth it.We stopped for a long break at lunchtime. I pulled out my sandwich and trail mix, guzzling water as I rested my burning calves. As I ate, I looked around at the incredible scenery surrounding us – towering pine trees, mossy boulders, a babbling stream. I felt so tiny compared to the grandness ofnature. But in a good way – I was in awe of the beauty around me.After lunch, I had a lot more energy to keep climbing. The higher we got, the better the views became. I could see for miles and miles, green slopes and valleys stretching out below us. A few times we startled deer who bounded away through the trees.The last mile was definitely the hardest part. The trail was steep and rocky, with lots of switchbacks zig-zagging up the mountain. My backpack felt heavier with every step. A few kids started crying from exhaustion, but we kept encouraging each other, saying we were almost there.And at last, we finally made it to the summit! That final push to the top was brutal, but the second I crested the top and saw the incredible 360 degree views, it was all worth it. The bright blue sky seemed to stretch out forever in every direction. In the distance, I could see the sparkle of a huge lake surrounded by more mountains. I felt so accomplished, so proud that my little legs had carried me all the way up here.We rested on the summit for a while, eating snacks, hydrating, and just soaking in the amazing panoramic vistas. The teachers took a big group photo of all of us to remember the day.I was grinning from ear to ear, feeling on top of the world.The hike down was a lot quicker and easier than the hike up. We sang silly songs and played games to keep our minds off our aching muscles. At one point we saw a black bear lumbering along in the distance! We gave it a wide berth, but I felt so thrilled to see such an awesome wild creature in its natural habitat.When we finally made篇5A Big Adventure Up the MountainLast month, my school organized a huge hiking trip up to the top of Granite Peak. It was a super exciting adventure that I'll never forget! When they first announced the trip, I could hardly wait. We had to get our parents to sign permission slips and everything.The big day finally arrived after what felt like forever. We all met at the school before the sun even came up to load onto the buses. I had my backpack packed with snacks, water, a raincoat, and all the gear I would need. The drive took almost two hours to reach the trailhead at the base of the mountain.When we got there, our teachers went over all the safety rules again. We had to stay together as a group, watch out for falling rocks or tree branches, drink lots of water, and apply sunscreen regularly. They warned us the hike would be challenging with lots of uphill climbing. But I wasn't worried - I'm a tough kid!Finally, we set off on the trail, heading upwards into the woods. The morning air smelled so fresh and clean. Birds were chirping all around in the trees. The ground was slightly muddy in some spots from recent rain. After about twenty minutes, we stopped for a snack break. I scarfed down a granola bar and some trail mix to keep my energy up.As we kept hiking higher, the trees started getting smaller and thinner. The terrain got steeper and rockier too. I was feeling the burn in my legs, but I kept chugging along, determined to make it to the top. A few kids started complaining that they were getting tired, but our teachers encouraged us to take little breaks whenever we needed.Around lunchtime, we stopped at a big clearing for a picnic. We all plopped down on the grass, gulped down water and snacked on sandwiches and fruit. I was already getting sweaty and my t-shirt was sticking to my back. But it felt awesome torest for a bit and enjoy the incredible views we had climbed up to.After lunch, the trail got even more vertical, zig-zagging back and forth up the mountain face. We had to use our hands to help pull ourselves up over big boulders and rocky ledges. A few times, I looked down and my heart jumped - we were getting so high up! But I wasn't scared. I was having a total blast.At last, after what felt like an eternity of climbing, we reached the final ridge leading up to the summit. I could see the very top of Granite Peak jutting up into the sky. A cheer went up from all the kids as we made that last push over the ridge to the highest point. We had made it!The view from the summit was simply breathtaking. You could see for miles and miles in every direction - trees, hills, valleys, even a glittering lake far off in the distance. The sky seemed to stretch on forever, crystal clear blue as far as the eye could see. A few wisps of clouds hung lazily overhead.We all took about a million pictures to try to capture the amazing sights. Our teachers reminded us not to get too close to the cliff edges around the summit. I felt like I was on top of the world! After all that hard work, it felt so rewarding to finally make it.After soaking it all in for a little while, we started heading back down the mountain. Going downhill almost felt harder than the uphill climbing in some ways. The steepness made my legs shake like jelly and I had to be really careful not to slip on loose rocks or tree roots. A few kids took spills and got scrapes and bruises, but luckily nothing too serious.By the time we finally reached the trailhead at the bottom, I was utterly exhausted. My whole body ached and my feet were killing me. But I also felt such an incredible sense of accomplishment. I had pushed myself further than I ever had before. As we loaded back onto the buses, you could hear kids buzzing with excitement, swapping stories and remembering all the highlights of our hike.On the drive back to school, I must have dozed off because I was so wiped out. When we got back, parents were waiting anxiously to greet their tired but happy kids. My dad gave me a huge bear hug and said how proud he was that I made it all the way up the mountain and back down. I could tell he was impressed!That night at home, it felt amazing to put my sore body to rest. But my mind kept wandering back to the incredible views from the summit and that feeling of total exhilaration. It was oneof the coolest, most rewarding experiences I've ever had. I know I'll never forget my first big mountain hike!Even though it was incredibly challenging, I'm definitely hooked on hiking now. I can't wait for my next outdoor adventure to push my limits again. This trip helped me realize that with determination and perseverance, I can do absolutely anything I set my mind to. Reaching the top of that mountain was just the first of many summits I hope to conquer!篇6A Hiking Adventure with My ClassmatesLast month, my school organized a big hiking trip for all the 4th and 5th graders. I was really excited because I love being outdoors and going on adventures! My parents had to sign a permission slip and I counted down the days until the big trip.The morning finally arrived and I woke up extra early, too amped up to sleep in. I ate a huge breakfast of pancakes, eggs, and fruit to give me plenty of energy for the hike. Idouble-checked that I had packed everything - my water bottle, snacks, sunscreen, hat, and an extra jacket in case it got cold up on the mountain.When I got to school, I could hardly sit still on the bus ride to the hiking trail. I was buzzing with anticipation and chatting non-stop with my best friend Jacob about how awesome the day was going to be. After what felt like forever, we finally arrived at the trailhead.Our teachers gathered us together to go over some important rules and safety tips before we started hiking. We had to stay on the marked trails, go slowly and carefully on any steep or rocky sections, and stick close together as a group. My friend Emma got chosen as the "line leader" at the front and I was a little jealous because that's my favorite spot. But Jacob and I just raced to get near the front of the line anyway.The first part of the hike was pretty flat and easy, winding through some pretty woods with lots of tall trees overhead. I tried spotting different kinds of birds and wildflowers along the way. Up ahead I could see the rocky slope we'd be climbing next and I got a burst of energy just thinking about scrambling up to the top. Jacob and I started going faster to get ahead of the slow-pokes in our class.Finally we reached the real start of the uphill climb and things got a lot tougher. I was huffing and puffing as we climbed over boulders and tree roots. A few times I lost my footing a littlebut Jacob or one of the teachers helped steady me. The higher we got, the better views there were through the trees of the valley down below.About halfway up we stopped for a snack break. I guzzled down water and devoured my granola bar and trail mix while enjoying the nice breeze. My legs were already getting sore but I was having a blast. The teachers said we were making great progress.The second half of the uphill felt even steeper and harder. At one really tough rocky area, we had to use our hands to pull ourselves up. By this point our class was really spread out, with the fastest kids way ahead and some of the slower ones lagging way behind with the teachers. The trail kept zigzagging back and forth and every time it curved I hoped we might finally see the peak soon.And then...there it was! I scrambled up over one last big boulder and suddenly we were there - The Summit! It felt amazing to finally reach the top after all that hard work. Jacob and I let out loud whoops and cheered, feeling like we were lords of all we could see. The view was absolutely incredible, stretching all the way across a huge green valley to distant hazy mountains on the other side.One by one the rest of our class emerged at the top, with big grins despite being sweaty and tired. Our teachers gave out big high-fives to everyone for making it up. We had a well-deserved lunch break to rest and refuel. I stretched out my sore legs and reapplied sunscreen while scarfing down my sandwich, granola bar, orange slices, and some cookies.After lunch we walked around the open rocky area at the peak taking in the 360 degree views from every angle. I saw so many cool things - little chipmunks and squirrels scampering between boulders, a couple big birds riding the wind currents high overhead, and tons of different wildflowers blooming in every nook and cranny.Our teachers gathered us together way too soon and it was time to start heading back down. I was sad to leave but also really looking forward to the downhill part. Jacob and I raced ahead to be in the front of the line for the descent.Going down was a lot of fun but definitely still hard work. We had to be really careful to avoid slipping or tripping, especially on steeper rocky areas. It felt like a totally different trail on the way down, with new things to see at all the side angles.Towards the bottom it got much easier as the trail flattened out again. I was struck by how far up we had actually hiked whenI could look back and barely even see the peak anymore high above the trees. Everyone was chatting excitedly as we made it back to the trailhead, swapping stories about their favorite or most difficult parts of the hike.On the bus ride back to school, I was exhausted but felt accomplished. My legs were like jelly but in a good way, if that makes any sense. It had been such an awesome day exploring a beautiful mountain, breathing the fresh air, and challenging myself physically. I had a new appreciation for how tough and rewarding hiking can be. I could barely keep my eyes open as the bus rumbled back home.I crashed on the couch as soon as I got home, feeling every single muscle in my body. My mom laughed at me snoring away, proud that her little couch potato had transformed into a rugged hiker for a day. After a shower and an enormous dinner, I fell into a deep sleep to dream about my next hiking adventure. Maybe this time we could go even higher...to the tippy top of the biggest peak around! But I'd need to start training by going on more hikes to get ready. Luckily, there's no shortage of trails to explore around here!。

介绍花生长过程作文英语

介绍花生长过程作文英语

介绍花生长过程作文英语Title: The Growth Process of Peanuts。

Peanuts, scientifically known as Arachis hypogaea, are one of the most widely consumed nuts worldwide. Theirgrowth process is not only fascinating but also essentialto understanding the agricultural practices behind this popular crop. Let's delve into the journey of a peanut seed from planting to harvest.Planting Stage:The growth process of peanuts begins with the plantingof seeds. Farmers carefully select healthy and viable seeds, usually in early spring when the soil temperature iscons istently above 65°F (18°C). Peanuts thrive in well-drained, sandy soil with a pH level between 5.8 and 6.2. Before planting, the soil is prepared by tilling and fertilizing to provide optimal conditions for seed germination.Once the soil is prepared, farmers plant the seeds about 1 to 2 inches (2.5 to 5 cm) deep and 6 to 8 inches (15 to 20 cm) apart in rows. Proper spacing ensures adequate room for the peanut plants to develop without competition for nutrients and sunlight.Germination and Early Growth:After planting, peanut seeds undergo germination, a process where the seed sprouts and begins to grow into a plant. This typically occurs within 7 to 10 days under favorable conditions. During germination, the seed absorbs water and swells, causing the outer shell to crack open, allowing the emerging root (radicle) and shoot (plumule) to emerge.As the peanut plant continues to grow, it develops a system of roots that anchor it into the soil and absorb water and nutrients essential for its growth. Meanwhile, the shoot grows upwards, pushing through the soil surface and unfolding its first set of leaves to initiatephotosynthesis.Vegetative Growth:During the vegetative growth stage, the peanut plant focuses on leaf development and the establishment of a strong root system. The plant continues to produce more leaves, which are crucial for capturing sunlight and converting it into energy through photosynthesis. This energy fuels the plant's growth and development.As the plant matures, it begins to form lateralbranches and develops a bushy appearance. The roots spread deeper into the soil, seeking out water and nutrients to support the plant's increasing nutrient demands. Adequate moisture and proper fertilization are essential during this stage to ensure healthy growth and maximize yield potential.Flowering Stage:Once the peanut plant reaches maturity, usually around 40 to 50 days after planting, it enters the flowering stage.Peanuts are unique in that they produce small, yellowflowers that emerge aboveground on short stalks called pegs. These flowers are self-pollinating, meaning they do notrely on external agents like insects or wind forpollination.After pollination, the fertilized flowers develop into pegs, which elongate and eventually penetrate the soil.Each peg contains an ovary that develops into a pod underground. This process, known as geocarpy, is characteristic of peanuts and ensures that the developing pods are protected and insulated from externalenvironmental factors.Pod Development and Maturation:As the pegs penetrate the soil, they undergo a seriesof transformations to develop into mature peanut pods. The pods swell and fill out, enclosing the developing seeds (peanuts) within protective shells. Throughout this process, the peanut plant continues to require adequate moisture and nutrients to support pod development and seed maturation.Depending on the variety and growing conditions,peanuts typically reach maturity between 100 to 150 days after planting. At this stage, the leaves of the plantbegin to yellow and senesce, indicating that the crop is ready for harvest. Harvesting is typically done using specialized equipment that lifts the plants from the ground, shakes off excess soil, and separates the pods from the plant.Conclusion:In conclusion, the growth process of peanuts is a fascinating journey that begins with the planting of seeds and culminates in the harvest of mature pods. From germination to pod development, each stage is essential for the successful cultivation of this versatile crop. By understanding the growth process of peanuts, farmers can implement effective agricultural practices to maximizeyield and quality, ensuring a steady supply of thisnutritious and delicious nut for consumers worldwide.。

我帮奶奶收花生作文

我帮奶奶收花生作文

我帮奶奶收花生作文英文回答:I helped my grandmother harvest peanuts last weekend. It was a fun and rewarding experience. We started by digging up the peanut plants from the ground. The plants had small yellow flowers on them, which I found really beautiful. Then, we shook the soil off the roots and laid the plants out to dry in the sun. After they were dry, we pulled the peanuts off the plants and collected them in a basket.Next, we had to remove the shells from the peanuts. This part was a bit tedious, but my grandmother and I chatted and laughed as we worked, so it didn't feel like a chore. Once the peanuts were shelled, we roasted them in the oven. The whole house smelled amazing as they cooked. When they were done, we let them cool and then stored them in jars.The best part of the whole process was getting to taste the fresh, roasted peanuts. They were crunchy and flavorful, much better than any store-bought peanuts. My grandmother was so happy to have a big batch of peanuts to enjoy and share with our family and friends.中文回答:上个周末,我帮助奶奶收获了花生。

花生丰收了英语作文400字

花生丰收了英语作文400字

花生丰收了英语作文400字英文回答:In the fertile fields where nature's bounty unfolds, the peanut emerged as a triumph amidst the golden rays of autumn. Its harvest, a labor of love and dedicated hands, brought forth a bounty that eclipsed even the most sanguine expectations.The peanut plants, their leaves emerald green and laden with anticipation, stood tall as beacons of agricultural prowess. Their roots, delving deep into the nutrient-rich soil, drew sustenance from the earth, fueling the growth of plump, delectable legumes. Each peanut, nestled within its protective shell, held the promise of sustenance and nourishment.As the harvest season dawned, the air filled with the sweet aroma of peanuts, an irresistible fragrance that permeated the surrounding countryside. Farmers, armed withtheir time-honored tools, toiled tirelessly in the fields, their movements guided by generations of expertise. They uprooted the plants, their roots still clinging tenaciously to the earth, and spread them out in the sun to dry.Under the watchful eyes of the farmers, the peanuts basked in the warmth of the autumn sun, their shells gradually loosening as they absorbed the golden rays. The drying process, a delicate balance of time and temperature, ensured the preservation of their nutty flavor andnutritional value.As the peanuts reached their peak of ripeness, their shells grew brittle and ready for shelling. The farmers, their hands deft and skilled, separated the legumes from their protective coverings, revealing the ivory-colored kernels within. The shelled peanuts, their delicate skins still intact, were then carefully sorted and graded, ensuring only the finest specimens made their way to market.The peanut harvest represented not only a bountifulcrop but also a testament to the unwavering spirit of thefarmers who had nurtured it from seed to harvest. Their tireless efforts and unwavering dedication had culminatedin a triumph that would nourish families and communities alike.中文回答:金秋时节,花生丰收了!在阳光的普照下,郁郁葱葱的花生田里,花生苗茁壮成长。

花生种植英文作文

花生种植英文作文

花生种植英文作文Peanut planting is a great way to grow your own food. It's easy and fun to do, and you can enjoy the delicious taste of fresh peanuts right from your own garden.To start, you'll need to choose a sunny spot in your garden to plant your peanuts. Make sure the soil is well-drained and loose, as peanuts don't like to sit in water. You can also add some compost to the soil to give your peanuts a nutrient-rich environment to grow in.Once you have your spot picked out, it's time to plant your peanuts. Simply place the peanut seeds about 2 inches deep in the soil, and cover them with a thin layer of soil. Water them well, and in a few weeks, you should start to see the plants sprouting up.As your peanut plants grow, it's important to keep the soil moist but not waterlogged. You can also add some mulch around the plants to help retain moisture and keep theweeds at bay. In about 4-5 months, your peanuts should be ready to harvest.When it's time to harvest your peanuts, you'll know because the plants will start to turn yellow and the leaves will begin to fall off. Carefully dig up the plants and shake off the excess dirt. Then, hang them up to dry for a few weeks before shelling them.Once your peanuts are dried, you can enjoy them right away or store them for later. They make a great snack on their own, or you can use them in all kinds of recipes, from peanut butter to stir-fries. Plus, you'll have the satisfaction of knowing that you grew them yourself!Overall, peanut planting is a rewarding and enjoyable experience. With just a little bit of effort, you can enjoy the tasty rewards of your own homegrown peanuts. So why not give it a try and see for yourself?。

根和芽是英语作文

根和芽是英语作文

根和芽是英语作文英文:Root and sprout are two essential elements in the growth of plants. The root serves as the foundation and anchor for the plant, absorbing water and nutrients from the soil. It provides stability and support, allowing the plant to withstand external forces such as wind and rain. On the other hand, the sprout represents the new growth and vitality of the plant. It emerges from the seed and reaches towards the sunlight, symbolizing hope and potential.In a broader sense, the concept of "root and sprout" can be applied to various aspects of life. For example, in a family, the elders are like the roots, providing wisdom, guidance, and stability, while the younger generation are the sprouts, bringing new ideas, energy, and innovation. In a company, the established practices and traditions are the roots, while the new employees and initiatives are the sprouts, injecting fresh perspectives and driving growth.In my personal experience, I can see the significance of both roots and sprouts. My parents and grandparents have always been the roots of our family, offering unwavering support and invaluable advice. Their wisdom and experiences have shaped my values and beliefs, providing me with a strong foundation to grow and thrive. Meanwhile, mysiblings and I are the sprouts, bringing new dynamics and excitement to the family. Our fresh perspectives and aspirations inject vitality and diversity into our family life.In my career, I have also encountered the concept of root and sprout. When I first joined the company, I waslike a sprout, eager to learn and contribute. The established employees and practices served as the roots, providing me with guidance and stability. As I gained experience and expertise, I became a part of the roots, mentoring and supporting the new sprouts in the company.In conclusion, the relationship between root and sprout is essential for growth and vitality, both in nature and inlife. By recognizing the importance of both elements, wecan appreciate the balance between tradition and innovation, stability and growth. Just as a plant needs strong roots to thrive, we need the wisdom of the past and the energy ofthe future to flourish.中文:根和芽是植物生长中两个重要的元素。

根和芽是英语作文

根和芽是英语作文

根和芽是英语作文Title: Root and Sprout。

Root and sprout are two fundamental aspects of nature that symbolize beginnings and growth. In both literal and metaphorical senses, they represent the foundation and the potential for development. Let's delve deeper into these concepts and explore their significance.Firstly, let's talk about roots. In the natural world, roots serve as the anchor for plants, securing them to the ground and absorbing nutrients and water from the soil. Metaphorically, roots signify the origins or foundations of something. They represent stability, grounding, and connection to one's heritage or past. Just as a tree draws nourishment from its roots, individuals draw strength and resilience from their roots, whether it be their family, culture, or upbringing.On the other hand, sprouts symbolize new beginnings andgrowth. When a seed sprouts, it breaks through the surfaceof the soil, reaching towards the sun to start its journeyof growth and development. Similarly, in life, sprouts represent opportunities, fresh starts, and the potentialfor transformation. They embody optimism, vitality, and the promise of what is to come.The relationship between roots and sprouts is symbiotic. Just as strong roots provide a solid foundation for a plant to grow, our roots provide us with the support and nourishment needed to flourish. However, growth alsorequires the willingness to break free from the comfort of our roots and embrace new experiences and challenges. Likea sprout pushing through the soil towards the sunlight, we must sometimes venture into the unknown to reach our full potential.Moreover, roots and sprouts are not static concepts; they evolve over time. As we grow and experience life, our roots may deepen, branching out to encompass new influences and experiences. Similarly, our sprouts may develop into sturdy branches, bearing the fruits of our labor andaspirations.In a broader sense, the dichotomy between roots and sprouts reflects the cyclical nature of life. Just as plants undergo seasons of growth, dormancy, and renewal, so too do we experience periods of flourishing, setbacks, and rebirth. It's a reminder that change is inevitable and that embracing both our roots and sprouts is essential for personal growth and fulfillment.In conclusion, root and sprout are powerful metaphors that encapsulate the essence of beginnings and growth. While roots provide us with stability and a sense of belonging, sprouts ignite our passion for exploration and self-discovery. Together, they form a harmonious balance that fuels our journey through life, guiding us towards our true potential. So let us nurture our roots, but also have the courage to let our sprouts reach for the sky, for it is in this delicate dance between stability and growth that we find true fulfillment.。

英语散文赏析_《落花生》双语散文阅读

英语散文赏析_《落花生》双语散文阅读

英语散文赏析_《落花生》双语散文阅读今天小编要给大家分享的是我们以前的一篇课文,《落花生》。

只是这次是双语版的而已,大家一起来看一下吧。

落花生PeanutsXu Dishan我们屋后有半亩隙地。

母亲说:“让它荒芜着怪可惜,既然你们那么爱吃花生,就辟来做花生园罢。

” 我们几姐弟和几个小丫头都很喜欢——买种的买种,动土的动土,灌园的灌园;过不了几个月,居然收获了!Behind our house there lay half a mu of vacant land. Mother said, “It’s a pity to let it lie waste. Since you all like to eat peanuts so very much, why not plant some here?” That exhilarated us children and our servant girls as well, and soon we started buying seeds, ploughing the land and watering the plants. We gathered in a good harvest just after a couple of months!母亲说:“今晚我们可以做一个收获节,也请你们爹爹来尝尝我们的新花生,如何?”我们都答应了。

母亲把花生做成好几样的食品,还吩咐这节期要在园里的茅亭举行。

Mother said, “How about giving a party this evening to celebrate the harvest and inviting your Daddy to have a taste of our newly-harvested peanuts?” We all agreed. Mother made quite a few varieties of goodies out of the peanuts, and told us that the party would be held in the thatched pavilion on the peanut plot.那晚上的天色不太好,可是爹爹也来到,实在很难得!It looked like rain that evening, yet, to our great joy, father came nevertheless.爹爹说:“你们爱吃花生吗?”“Do you like peanuts?” asked father.我们都争着答应:“爱!”“Yes, we do!” we vied in giving the answer.“谁能把花生的好处说出来?”“Which of you could name the good things in peanuts?”姐姐说:“花生的气味很美。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

ORIGINAL PAPEREfficient production of Agrobacterium rhizogenes -transformed roots and composite plants in peanut (Arachis hypogaea L.)Lili Geng •Lihong Niu •Peter M.Gresshoff •Changlong Shu •Fuping Song •Dafang Huang •Jie ZhangReceived:7July 2011/Accepted:30December 2011/Published online:28January 2012ÓSpringer Science+Business Media B.V.2012Abstract Recalcitrance of most large-seeded legumes,such as peanut,to regeneration and genetic transformation has hampered studies on gene function and efforts for genetic improvement.Agrobacterium rhizogenes -mediated transfor-mation provides a system for rapid and efficient transformation of plant tissues.In this study,embryonic axes along with cotyledons of peanut were injected with a suspension culture of A.rhizogenes using microliter syringes.The influence of sev-eral factors such as plant genotype,A.rhizogenes culture stage,co-culture period of A.rhizogenes ,and acetosyringone con-centration in the co-cultivation medium have been evaluated.It is found that A.rhizogenes -mediated transformation of peanut is genotype-independent.Up to 61%transformation was recorded when embryonic axes were co-cultivated with 59107A.rhizogenes cells from logarithmic phase for 2days on co-culture medium containing 50l mol l posite plants with transgenic roots were harvested after 45days of treatment.Furthermore,this method was applied to assess the insecticidal activity of a synthetic cry8Ea1gene against Holotrichia parallela in transgenic roots of peanut.Keywords Agrobacterium rhizogenes ÁPeanut ÁTransformation ÁMicroinjection Ácry8Ea1gene AbbreviationsDIRC Days of induced roots emerging afterco-cultivationNC Non-transgenic control IntroductionWorld peanut production reached 34.42million metric tons in 2010(USDA 2010),being China,India and United states the leading producing countries.Peanuts,which are good sources of proteins,calories,vitamins,and minerals,have shown high potential to reduce hunger and malnutrition in Third World countries (Enserink 2008).However,yields of peanuts are seriously affected by subterranean insects,fungal and bacte-rial diseases (Vargas Gil et al.2008).Recalcitrance of most legumes to regeneration (Molvig et al.1997)and genetic transformation hinders the research the use of transgenic approaches to control pests and diseases in peanuts.Several types of explants,such as cotyledonary nodes (Srinivasan et al.2010),hypocotyls (Matand and Prakash 2007),axillary meristems (Singh and Hazra 2009),and cotyledons (Bhatna-gar et al.2010),are used to develop peanuts regeneration system.Moreover individual genes that confer agronomic traits have been transferred into peanuts via electroporation,particle bombardment (Chu et al.2008)and Agrobacterium -mediated transformation (Bhatnagar et al.2010;Sharma and Bhatnagar-Mathur 2006).Different transformation systems have been reported to require 4–6months or longer.Although great efforts have been made to develop efficient transfor-mation protocols for peanuts,it is still a time consuming and labor intensive process.L.Geng ÁL.Niu ÁC.Shu ÁF.Song ÁJ.Zhang (&)State Key Laboratory for Biology of Plant Diseases and Insect Pests,Institute of Plant Protection,Chinese Academy of Agricultural Sciences,Beijing 100193,China e-mail:jzhang@P.M.GresshoffARC Centre of Excellence for Integrative Legume Research,The University of Queensland,St.Lucia,Brisbane,QLD 4072,AustraliaD.HuangBiotechnology Research Institute,Chinese Academy of Agricultural Sciences,Beijing 100081,ChinaPlant Cell Tiss Organ Cult (2012)109:491–500DOI 10.1007/s11240-012-0113-1These problems can be solved by using A.rhizogenes, the causative agent of hairy root disease.Transgenic root in vitro induced by A.rhizogenes is proposed as an effective tool for studying gene function in plant.The simplicity and convenience of A.rhizogenes-mediated transformation enhances its application in studies of signal transduction (Kosuta et al.2008),formation of root nodules(Tirichine et al.2007),plant-bacteria interactions(Lefebvre et al. 2009)and nematode resistance genes(Cai et al.1997).A. rhizogenes is used for transformation of more than100 plant species(Georgiev et al.2007),especially those that are difficult to transform,like Linum album(Farkya and Bisaria2008),Plumbago indica(Gangopadhyay et al. 2010),and Pogostemon Cablin(Shi et al.2011).Some utilization of A.rhizogenes in peanuts has also been reported(Akasaka et al.1998;Kim et al.2008;Sinharoy et al.2009),including the investigations of root nodule formation and production of resveratrol.However,little information is available concerning the factors affecting transformation efficiency.In this study,a routine,efficient and genotype-independent method of inducing hairy roots by A.rhizogenes in peanuts was established.A.rhizogenes vitality and concentration,coculture time of A.rhizogenes with explants,acetosyringone concentration of cocultiva-tion medium were assessed and described here.Moreover, a synthetic cry8Ea1gene designed according to codon usage of plant was transferred into peanuts roots using this system to check insecticidal activity against Holotrichia parallela.Our results confirmed that composite plants induced by A.rhizogenes can also be used in the studies of control of subterranean insects.Materials and methodsPlant materialSeven peanut genotypes including Luhua11,Huayu16, Huayu28,Baisha1016,Yuanhua8,Xinhua1,and Xinhua5 were used to assess the effect of plant genotype on A. rhizogenes-mediated transformation.Peanut seeds were sterilized for4min in mercuric chloride,and then washed excessively.Cotyledons of the sterilized seeds were sepa-rated using a scalpel and those with an intact embryo were germinated on basal MS(Murashige and Skoog1962) medium supplemented with30g l-1sucrose and8g l-1 agar.Plants were kept in the growth chamber with a14h/ 35l mol m-2s-1photoperiod at26–28°C.Agrobacterium rhizogenes strain and plasmidA synthetic gene encoding Cry8Ea1protein (AAQ73470.1)(Shu et al.2009)was digested with Bam HI and Sac I,ligated into pCAMBIA2300,and driven by CaMV35S promoter(Fig.4a).The vector pGFP-GUSPlus(Vickers et al.2007)which contained two highly-expressed reporter genes,greenfluorescent pro-tein(GFP)gene and b-glucuronidase gene(GUS)or plasmid pSN8E was introduced into the cucumopine-type A.rhizogenes strain K599by electrotransformation using a Gene Pulser(Bio-Rad).The transformed strains were grown in LB medium containing kanamycin at50mg l-1 and incubated overnight at30°C with shaking at 180rpm.To obtain fresh bacteria,the overnight culture was inoculated(1/100volume)in LB medium and allowed to incubate for about4h until the OD600reached 0.6–0.7.The cultures were resuspended in liquid MS medium for microinjection.Induction of roots by microinjectionFive days after germination(Fig.1a),peanut hypocotyls elongated to about1.5cm.Roots were cut off and dis-carded.The embryonic axes were injected with107cells (OD600=0.6)of A.rhizogenes at four different sites on the cut transverse face using microliter syringe inserted 0.8cm into the hypocotyls(Fig.1b).Yong leaves and cotyledons wounded with a scalpel were soaked in A. rhizogenes for30min.The infected explants were incu-bated on MS medium plus50l mol l-1acetosyringone at 30°C.After3days of co-culture,plantlets were transferred onto basal MS medium supplemented with500mg l-1 carbenicillin and50mg l-1hygromycin(for A.rhizogenes harboring vector pGFPGUSPlus)or70mg l-1kanamycin (for A.rhizogenes harboring vector pSN8E). Assessment of parameters affecting transformationefficiencyTo evaluate the effects of A.rhizogenes‘fitness’on hairy root-induction,a growth curve of A.rhizogenes strain harboring plasmid pGFPGUSPlus was drawn by measur-ing the OD600of samples at different time points for26h. This procedure was repeated three times.Four different growth stages of A.rhizogenes(represented by OD600= 0.2,0.8,3.5or5.0)were selected to inject peanut explants (see above).Each explant was inoculated with107cells resuspended in20l l of liquid MS medium.To investigate the influence of A.rhizogenes cell titre on transformation effectiveness,cells(107,59107,19108 or59108)from the optimal growth phase,resuspended in 20l l of liquid MS medium,were injected into hypocotyls.To assess the effect of co-culture period of A.rhizogenes with the explants on transformation efficiency,injected embryonic axes were kept on MS medium at30°C for1,2, 3or4days.To determine the optimal acetosyringone concentration,embryonic axes injected with A.rhizogenes were kept on MS medium supplemented with 0,5,20,50,or 100l mol l -1acetosyringone at 30°C.For each treatment,30explants were inoculated with A.rhizogenes ,and induced roots were harvested for RT-PCR and GUS detection 25days after injection.Detection of GFP or synthetic cry8Ea1gene in transgenic roots by RT-PCRTotal RNA from induced roots was isolated by the TRIzol (Invitrogen)method and treated with RNase-free DNase (Promega)according to the manufacturer’s instructions.Each RNA sample was amplified with the following two sets of primers to detect genomic DNA contamination from either peanut or A.rhizogenes :primer actF (base pairs 785–804),50-ATGAAGGAGAAGCTAGCTTA-30;and primer actR (base pairs 1,149–1,168),50-AACACTGTACTTCCTCTCTG-30;primer VirHF (base pairs 599–621),50-CCCGCCAAGCGA-CATTCCCTATT-30;primer VirHR (base pairs 1,269–1,291),50-TGTACCGCCTGCCATTCACCTTC-30.Approximately 300ng of total RNA was reverse-transcribed using M-MLV transcriptase (Takara)with oligo (dT)18primer.One micro-liter of first strand cDNA was used as template for PCR amplification.The two sets of primer pairs used in the assay were primers VirHF/VirHR,primer GFPF (base pairs 76–93),50-CTTCTCGTTGGGGTCTTT-30,and primer GFPR (basepairs 627–644),50-ACAAGTTCAGCGTGTCCG-30.Primer jc8EF2,50-GGCGGCAGCATTCAAACTCAA-30,and pri-mer jc8ER2,50-ATCTCCACCAAGATAGTGTCC-30were used to detect the transcription of the synthetic cry8Ea1gene.Histochemical assay for GUS activityRoot segments (2cm long)and hypocotyls were histochemi-cally stained to analyze GUS gene expression according to Jefferson et al.(1987).Both wild-type and putatively trans-formed roots were vacuum-infiltrated with X-Gluc solution and incubated at 37°C in the dark for 12h followed by washing with 70%ethanol.GUSPlus gene contained a catalase intron pre-venting expression in bacteria (Vickers et al.2007).Southern blot analysispGFPGUSplus plasmid DNA digested with Eco RI or/and Nco I served as positive control.About 15l g of roots genomic DNA was digested with Hin dIII.Digested DNA was separated by electrophoresis on a 0.7%agarose gel,transferred to Hybond N ?Nylon membrane,and cross-linked by ultraviolet radiation for 3min.The GFP frag-ment (569bp)amplified from plasmid pGFPGUSPlus with primers GFPF and GFPR was used as bel process and hybridization were carried out using the DIG-High Prime DNA Labeling and Detection Starter Kit I (Roche)according to the manufacturer’sinstructions.Fig.1Peanut hairy-root induction.a 5-day old seedling for micro-injection;b microinjection of A.rhizogenes on hypocotyls at different sides.c Tumor emerging 1week after microinjection.d Induced rootsappearing 2weeks after inoculation.e Transformed root system.Bars :a and e ,1cm;b 5cm;and c and d ,0.5cmInsect bioassayComposite plants which were positive by RT-PCR for the synthetic cry8Ea1gene were transferred to pots(11cm high and13cm in diameter)containing nutritional soil and vermiculite mixture(volume ratio2:1).Two7-day-old Holotrichia parallela larvae were placed in each pot. Number and weight of live larvae,damage degree of composite plants were investigated after30days.Damage degrees were defined as follows:D0,composite plant had strong roots and grew well;D1,aerial parts of the seedling grew normally but the roots were sparse;D2,the seedling bearing no roots wilted or even died.Statistical analysisDIRC was recorded every day after co-cultivation,and the number of induced roots was counted after25days of co-culture.Data were analyzed with SPSS(Version13.0) using LSD Multiple Comparison Test.The frequency of RT-PCR positivity for GFP and percentage of GUS-posi-tive was calculated by dividing the number of positive plants by the number of plants tested.The transformation efficiency referred to either the frequency of RT-PCR positivity for GFP or the percentage of GUS-positive. ResultsEffect of plant genotype on hairy roots inductionLeaves,cotyledons or embryonic axes were inoculated with a suspension culture of A.rhizogenes.Only embryonic axes developed crown gall tumors(Fig.1c)and early forms of roots(Fig.1d)2weeks after injection of A. rhizogenes,and hairy roots were harvested3weeks later (Fig.1e).Seven diverse peanut genotypes including Lu-hua11,Huayu16,Huayu28,Baisha1016,Yuhua8,Xinhua1, and Xinhua5were microinjected with A.rhizogenes strain K599harboring plasmid pGFPGUSPlus to assess the effects of plant genotypes on root induction.It was about 11days of induced roots emerging after co-cultivation (DIRC)for most genotypes,although the DIRC of Hua-yu28was significantly longer than that of the other6 genotypes.The average number of A.rhizogenes-induced roots was less than5in Huayu28,6in Xinhua1and between6and9in the remaining genotypes(Table1). Despite little difference in susceptibility to A.rhizogenes, all the genotypes tested here developed hairy roots after infection.These results showed that A.rhizogenes-medi-ated transformation was not genotypes-dependent.There-fore Baisha1016was randomly chosen for the following experiments.Effects of A.rhizogenes growth phase and cell titreon transformation efficiencyTo evaluate the effect of A.rhizogenes growth stage on hairy-root induction,four samples(OD600of0.2,0.8,3.5 and5.0)were collected.According to the growth curve of A. rhizogenes K599(data not shown),thefirst two samples were from exponential growth phase,and the latter two were from transition phase and stationary phase,respectively.As displayed in Table2,it took more time for embryonic axes to develop hairy roots when injected with A.rhizogenes at stationary phase(OD600=5.5)while it only took9–10days for the other three treatments.In total,12.5and9.5roots (Table2)per plantlet were harvested after injection of A. rhizogenes from the exponential growth phase(OD600=0.2 and0.8,respectively),and they showed significantly more rooting responses than that from the other two phases. Consequently,A.rhizogenes cells in exponential growth phase had good root induction ability,while those of tran-sition phase and stationary phase nearly lost the ability.Transcription of GFP gene and expression of GUS gene were detected via RT-PCR and the GUS histochemical assay,respectively(Fig.2).Because the overgrowth of A. Table1DIRC and number of induced roots of different peanuts genotypesGenotype Number ofplantletsDIRC(d)Number of rootsper plantlets Baisha10165711.1±4.3bc7.2±5.7abc Huayu165310.6±2.7cd8.4±4.5a Huayu285511.6±5.6bc 6.6±4.6bc Xinhua15611.1±4.0bc 6.0±4.6c Yuhua86010.5±2.0cd8.2±3.5ab Luhua115912.0±2.0b8.7±5.0a Xinhua55811.8±2.1b8.4±4.3aNC*2021.7±1.0a0.1±0.3e Numbers followed by any same letters are not significantly different according to a LSD test(P\0.05)*Only2of20explants inoculated with ddH2O developed rootTable2Effect of A.rhizogenes growth stage on DIRC and number of induced roots of peanutsOD600Number ofplantletsDIRC(d)Number of rootsper plantlets 0.2219.5±2.9c12.5±8.4a0.82210.2±2.1c9.5±6.0ba 3.0279.3±1.5c7.3±3.9b 5.52914.9±5.4b 1.9±3.0cNC1018.3±1.5a0.2±0.4c Numbers followed by any same letters are not significantly different according to a LSD test(P\0.05)rhizogenes (OD 600of 3.0and 5.5)inhibited root emer-gence,only samples from the OD 600=0.2and 0.8treat-ments were used for RT-PCR and GUS staining detection;the transformation efficiency were all above 20%(Table 3).These were consistent with results of phenotypic observation.No obvious differences were observed in the transformation efficiency among different stages from the exponential growth phase.Based on the above results,A.rhizogenes in exponential growth phase performed well in induction of hairy roots,but the transformation efficiency was not high.To deter-mine whether a high density of the cells could improve transformation frequency,an A.rhizogenes cell titre gra-dient was established and used to conduct further experi-ments.As the number of inoculated cells increased,DIRC reduced and number of A.rhizogenes -induced roots showed no significant differences (Table 4).The frequency of RT-PCR positivity for GFP reached a plateau when each plantlet was inoculated with 59107cells,and did not continue to rise as the infecting cell number increased.A.rhizogenes was difficult to eliminate due to rapid propa-gation with a large inoculation quantity.Therefore,59107cells from the exponential growth phase in LB medium was chosen an optimal quantity for microinjection.Effects of co-culture period of A.rhizogenes with seedlings on transformation efficiencyFour co-culture periods were examined in this study.A 2-day period of co-cultivation was optimal since hairy roots emerged approximately 5days after injection,and 11roots were obtained per embryonic axe (Table 5).This agreed well with results of the RT-PCR and GUS staining assay (Table 6)that the positive frequency was 52%.Compared with the remaining treatments,the explants with 2-day co-cultivation developed more roots in a shorter time period and exhibited a higher transformation efficiency.Effects of acetosyringone concentration in co-culture medium on transformation efficiencyBecause acetosyringone has been reported to induce the expression of vir genes and thus affecting Agrobacterium -mediated transformation,different concentrations in the co-culture medium were tested.The average number of induced roots and positive frequency of molecular detec-tion peaked at 16and 47%,respectively (Table 7)when explants were placed onto MS medium with 50l mol l -1acetosyringone,and dropped on MS medium with 100l mol l -1acetosyringone.Here,the average number of induced roots was almost twice as many as Sinharoy reported (Sinharoy et al.2009).An efficient and fast system for A.rhizogenes -mediated transformation of peanutsBased on the current results,the optimal procedure for A.rhizogenes -mediated induction of peanuts transformed roots lines was as follow:5-day old seedlings without roots were microinjected with 59107cells from exponential growth phase and placed on MS medium supplemented with 50l mol l -1acetosyringone for 2days.Then explants were transferred to MS medium supplementedwithFig.2GUS staining assay.GUS expression in vertical section (a )and transverse section (c )of hypocotyls injected with K599(containing pGFPGUSplus )and induced roots (e ).Vertical section (b ),transverse section (d )of hypocotyls injected with K599(harboring no vectors)and induced roots (f )as negative control.Bars :a through d ,0.5cm;e and f ,and 0.2cmTable 3Effect of A.rhizogenes vitality on transformation efficiency OD 600Number of samples RT-PCR-positive rate of GFP (%)Percentage of GUS expression (%)0.21822220.81127273.080–5.5–––500mg l-1carbenicillin and50mg l-1hygromycin. Twentyfive days later enough transgenic roots were obtained for further study.Under optimal conditions,61% of89explants were positive for GFP transcription based on RT-PCR assay(Fig.3a)and they were all negative for virH gene which excluded the contamination from A. rhizogenes.Genomic DNA of two root lines was isolated and digested with Hin dIII for Southern blot analysis.A1.0-kb segment containing the GFP gene(Fig.3b)served as positive control.Covalent integration of the GFP gene into the peanut genome was confirmed(Fig.3c),with no sig-nals detected in A.rhizogenes-induced roots without reporter gene plasmid.Assessment of insecticidal activity of peanut roots transformed with the synthetic cry8Ea1geneRT-PCR assay showed that59%of27composite plants were positive(Fig.4)and the positive composite plants carrying the synthetic cry8Ea1gene were transferred to pots.The damage degree of63%of the composite plants was D0.These plants grew well and were not damaged by Holotrichia parallela larvae(Fig.5).Moreover,no larvae survived.The rest of samples suffered varying degrees of damage and the weight of surviving larva increased by23 times(Fig.6).The negative control(peanuts without cry8Ea1gene)wilted or even died(Fig.5).The roots of these peanuts were eaten by larvae and average weight of larva increased from13.5to395.3mg(Fig.6).The results elucidated that the synthetic cry8Ea1gene had certain insecticidal activity to Holotrichia parallela larvae,but further study should be conducted.DiscussionMolecular breeding seems to be the most powerful tool to ensure the improvement of peanut production as well as quality traits.A rapid and efficient transformation system is a prerequisite for investigation of genes confer agronomic traits.Although regeneration and transformation systems of peanuts have been previously investigated in some studiesTable4Effect of A.rhizogenes cell titre on hairy-root inductionInoculated cell number(107)Number ofplantletsDIRC(d)Number of rootsper plantletRT-PCR-positiverate of GFP a(%)13011.6±7.5b7.8±6.9a27 5328.9±4.6c8.0±6.3a50 10307.3±4.3cd7.6±5.8a46 5025 5.5±1.8d8.7±4.3a46 NC1024.2±2.5a0.1±0.3b0Numbers followed by any same letters are not significantly different according to a LSD test(P\0.05)a22samples were analyzed for RT-PCR assay every treatmentTable5Effect of coculture time on DIRC and number of inducedroots of peanutsCoculture time(d)Number ofplantletsDIRC(d)Number of rootsper plantlet124 6.5±1.8cb 6.7±3.7b 223 5.7±1.8c11.4±6.0a 328 6.4±2.5cb8.3±5.4b 4297.1±1.9b 6.0±4.1b NC1024.3±2.2a0.1±0.3cNumbers followed by any same letters are not significantly different according to a LSD test(P\0.05)Table6Effect of coculture time on transformation efficiencyCoculture time(d)Number ofplantletsRT-PCR-positiverate of GFP(%)Percentage ofGUS staining(%)1235239 2235252 3232117 4500Table7Effect of acetosyringone concentration on root induction Acetosyringoneconcentration(l mol l-1)Number ofplantletsNumber of rootsper plantletRT-PCR-positiverate of GFP(%)Percentage of GUSstaining(%) 0209.0±3.3b––5199.9±3.9b322120229.3±7.4b3232501916.4±4.2a47471002211.1±4.4b3232(Ozias-Akins et al.1993;Sharma and Bhatnagar-Mathur 2006;Bhatnagar et al.2010),problems still exist such as the time-consuming and labor-intensive protocol,genotype specificity,and low transformation frequency.Since A.rhizogenes uses a different protein ,GALLS-FL,which acts as an ATP-dependent strand transferase,to pull T-DNA into the host plants nucleus (Ream 2009),it is more effi-cient at transferring exogenous genes.Thus,in this study,A.rhizogenes was chosen to deliver target genes into peanuts.A better protocol that would ensure high efficiency transformation in genotype-independent manner is partic-ularly desirable.Such protocols have been established in some species of crops,like soybean (Ko et al.2003),rice (Yookongkaew et al.2007),potato (Block 1988),and tomato (Anwar et al.2011).But no successful case was reported in peanuts.According to our results,seven com-mercial cultivars grown in China were all susceptible to A.rhizogenes and developed composite plants afterwards.Thus,A.rhizogenes mediated transformation of peanuts which may serve as an alternative strategy to study gene function could be widely used.This method obviated laborious regeneration process and genotype constraints in peanut transformation.The influence of Agrobacterium -inoculation titre has been investigated in previous studies (Gao et al.2009).But the results cannot be unified in that the density of Agrobacterium changes due to different culture conditions and strains.In other words,Agrobacterium samples with the same density are not always in the same growth stage.So the inoculated cell number and growth phase must be considered together.Conclusions drawn from only one aspect are not sufficiently precise.Thus,we drew a growth curve of A.rhizogenes K599and determined the optimal phases for high transformation effectiveness.Our results showed that A.rhizogenes strain K599from exponential growth phase had optimal root induction ability.This was consistent with most studies (Alves et al.2009;Dutt and Grosser 2009;Joyce et al.2010;Ozawa 2009)in preference to low density of Agrobacterium ,but differed from the report of a higher density (OD 600=1.2)being optimal (Jha et al.2011).After confirming expo-nential growth phase as the optimal phase,we had eval-uated the influence of cell number on transformation efficiency.In this study,the transformation frequency peaked at 50%when the number of inoculated cell increased to 59107.An interesting finding is that as the number of inoculated cells increased,DIRC reduced and number of A.rhizogenes -induced roots remained the same.This implied that the expression of rol genes of A.rhizogenes in peanuts might affect the balance of endog-enous phytohormone which accelerated the emergency of hairy roots.6223 bp 925 bp1489 bp 1882 bp 2690 bp 3472 bp 4254 bp 7743 bp 19329 bp M GFP N AP13701 bpABCFig.3RT-PCR analysis from total RNA of induced roots (a ),vector pGFPGUSplus (b ),and Southern blot (c ).a RT-PCR detection of transformed roots.CK were hairy roots induced by A.rhizogenes with no vector.Both the VirH (700bp product)and GFP gene (569bp product)were amplified.DM2000:2,000,1,000,750,500,250bp.b Only one Hin dIII enzyme site in T-DNA region of vector pGFPGUSplus .c Total DNA from induced roots (AP)and hairy roots injected with A.rhizogenes harboring no vector (N)were digested with Hin dIII.GFP:positive control (13,701and 1,022bp).M sizes were indicated to the leftBam H SacCaMV 35SABVector pSN8E (a )and RT-PCR detection of peanut rootsCo-culture plays an important role in gene transfer because vir genes activation and attachment of Agrobac-terium to plant cells occurs during this period (McCullen and Binns 2006).So our study optimized co-culture time and acetosyringone concentration for peanut hairy root transformation.Two day co-culture period was optimal for A.rhizogenes -mediated peanut transformation which agreed well with most studies in Agrobacterium (Baskaran and Jayabalan 2009;Chen et al.2008).Whereas longercoculture period substantially promoted gene delivery of non-Agrobacterium strains (Broothaerts et al.2005).Optimal acetosyringone concentrations reported ranged from 30to 200l mol l -1(Chen et al.2007;Costa et al.2006)for diverse plant species.We believed that 50l mol l -1acetosyringone greatly increased transforma-tion efficiency,while excessively high concentration exerted ‘toxic’effects on host plant cells and inhibited organ formation.White grubs,a kind of subterranean insects,caused severe reduction in peanut yield (Rogers et al.2005).In previous study,we cloned cry8Ea1gene which was toxic to Holotrichia parallela .Due to the high AT content of cry gene,it must be modified according to the codon usage of plants to increase the accumulation of Bt protein in biotech crops.Since A.tumefaciens mediated transformation is time-consuming and labor-intensive,a fast and feasible method is needed to deliver the modified cry genes into interested crops,verify activity of cry genes against sub-terranean insects.In addition,Holotrichia parallela larvae were hard to rear.The procedure for bioassay of Holotri-chia parallela has not been reported until now.Here,the protocol was initially set up and further improvement was needed.Although A.rhizogenes was used in some plant species,no reports focused on factors that affected peanut hairy roots induction.In this study,four parameterswereFig.5Bioassay of peanuts root lines against Holotrichia parallela Motschulsky larvae.a Composite plants with induced roots transformed with synthetic cry8Ea1gene.b Non-transgenic plantlets as negative control.c Live larvae.Bars :a and b ,5cm;and c ,1cmFig.6Weight of Holotrichia parallela Motschulsky larvae in bioassay.D0,D1,D2The damage degree was 0,1,2respectively.CK Non-transgenic plantlets.Numbers followed by any same letters are not significantly different according to a LSD test (P \0.05)。

相关文档
最新文档