Growth and Development
Grass blades grow at the base of the blade and not from elongated stem tips. This low growth point evolved in response to grazing animals and allows grasses to be grazed or mown regularly without severe damage to the plant.
Three general classifications of growth habit present in grasses: bunch-type (also called caespitose), stoloniferous, and rhizomatous.
The success of the grasses lies in part in their morphology and growth processes, and in part in their physiological diversity. Most of the grasses divide into two physiological groups, using the C3 and C4 photosynthetic pathways for carbon fixation. The C4 grasses have a photosynthetic pathway linked to specialized Kranz leaf anatomy that particularly adapts them to hot climates and atmospheres low in carbon dioxide.
The C3 grasses are referred to as "cool-season" grasses, while the C4 plants are considered "warm-season" grasses; they may be either annual or perennial.
- Annual cool-season - wheat, rye, annual bluegrass (annual meadowgrass, Poa annua), and oat
- Perennial cool-season - orchardgrass (cocksfoot, Dactylis glomerata), fescue (Festuca spp.), Kentucky bluegrass and perennial ryegrass (Lolium perenne)
- Annual warm-season - corn, sudangrass, and pearl millet
- Perennial warm-season - big bluestem, Indiangrass, Bermudagrass and switchgrass.
Read more about this topic: Poaceae
Famous quotes containing the words growth and, growth and/or development:
“The English countryside, its growth and its destruction, is a genuine and tragic theme.”
—E.M. (Edward Morgan)
“Cities force growth and make men talkative and entertaining, but they make them artificial. What possesses interest for us is the natural of each, his constitutional excellence. This is forever a surprise, engaging and lovely; we cannot be satiated with knowing it, and about it; and it is this which the conversation with Nature cherishes and guards.”
—Ralph Waldo Emerson (1803–1882)
“Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”
—Sara Lawrence Lightfoot (20th century)