In this topic we will introduce you to some of the incredible diversity of plants that exists in tropical forests. It is the plants within tropical forests that create the habitat for everything else, and so a sound understanding of the different components that make up a tropical forest flora is important.
There are very few people capable of identifying the majority of plants in a tropical forest. You should develop plant (and animal) identification skills applicable to the region that you are working in. We cannot emphasize enough that using a cellphone application to identify plants is inappropriate, and will likely always remain so. There is a role for apps in the identification of some groups of organisms, but this does not include the tropical forest plants.
We have structured this module into two main groups of presentations. In the first group, we describe about 100 families of plants. The families presented here are the same as chosen by Utteridge and Bramley (2015). These families were chosen through a rudimentary analysis of pantropical plot data that revealed the most widespread and common families. We provide some details about the distribution of the family, the form of the species and then provide some key identification points, as identified in Utteridge and Bramley (2015), supplemented with information from several other sources. Finally, for each family, we provide pictures of a few examples. These are not necessarily characteristic species – rather, we have attempted to show the variety of plant forms that can be encountered in tropical forests.
In the samples, we have generally provided photos of the foliage of the species in question. Why not the flowers, when they are usually the most important characteristic for identification? A visit to a tropical forest, particularly a rain forest, will quickly provide the answer. Unless you are very lucky, most of the species that you encounter will not be in flower. With the trees, if they are in flower, the flowers may be in the upper canopy, invisible from the ground. In many cases, it may even be difficult to see the foliage, especially of emergent and trees in the upper canopy. Many epiphytes may also be invisible from the ground. There are now a few canopy walks, in different parts of the world that provide access to the canopy, and in montane forests it may occasionally be possible to get glimpses of the canopy below an observation point. Generally, however, the canopy will be inaccessible to most forest visitors. Spent flowers and fruits may be present on the ground, but it is not always possible to determine which tree they have come from.
In the second group of presentations, we have looked at the remaining families found in the tropics. Some of these may be particularly abundant in specific areas, but because they are limited in distribution, they are not included in the first group. We provide less information about these (it would otherwise be even more overwhelming than it already is), and do not provide floral characteristics used in identification. We have also provided fewer examples, again in the interest of keeping the presentations to a manageable size.
A final presentation in this module deals with the main floral characteristics of the five tropical regions. We will return to this subject several times in the accompanying course.
By the end of this topic, you should be able to:
Describe some of the more important plant families found in tropical forests.
Explain how you would go about familiarizing yourself with the flora of tropical forest.
Compare and contrast the floras of different tropical forest areas.
Outline the origins of these variations.
Interpret the significance of regional differences in tropical forest floras.
Contrast the evolutionary development of the floras of the five tropical regions.
Conclude why differences exist between the areas.
Topic Readings
Required Readings
Ghazoul, J. and Sheil, D. 2010. Tropical Rain Forest Ecology, Diversity, and Conservation. Oxford, Oxford University Press, 516 pp. Chapters 2 and 3, and Section 6.3.
Optional Readings
Byng, J.W. 2014. The Flowering Plants Handbook. A Practical Guide to Families and Genera of the World. Hertford, UK: Plant Gateway Ltd. 619 pp
Christenhusz, M.J.M., Fay, M.F. and Chase, M.W. 2017. Plants of the world. An illustrated encyclopedia of vascular plants. Kew, Kew Publishing, and Chicago, University of Chicago Press. 792 pp. This is a very useful reference work but a lot less portable than Mabberley. It contains a useful overview of all the plant families of the world.
Corlett, R.T. and Primack, R.B. 2011. Tropical Rain Forests. An ecological and biogeographical comparison. 2nd edition. Chichester, UK: Wiley-Blackwell. Chapter 2.
Heywood, V.H., Brummitt, R.K., Culham, A. and Seberg, O. 2007. Flowering Plant Families of the World. London: Firefly Books. 288 pp.
Heywood, V.H., Brummitt, R.K., Culham, A. and Seberg, O. 2011. Flowering Plants. A pictorial Guide to the World’s Flora. London: Firefly Books. 288 pp.
Mabberley, D.J. 2017. Mabberley’s Plantbook. A portable dictionary of plants, their classification and uses. 4th edition. 1,102 pp. Cambridge, Cambridge University Press. This is an invaluable reference book and is actually small enough to be reasonably portable. The nomenclature used in this course generally follows the nomenclature used by Mabberley. Note that we do not expect you to read this 1,102 page book cover to cover! For non-flowering plants, we have followed Christenhusz et al. (2017).
Utteridge, T. and Bramley, G. 2014. The Kew Tropical Plant Families Identification Handbook. Kew, Kew Publishing. 192 pp. An ecologist working in tropical forests should be able to identify plants to at least the family level, and this book provides an important guide on how to do so. It is not comprehensive, covering just over 80 families and subfamilies of ferns and flowering plants found in the Tropics.
Field Guides
There are very few good field guides that enable the identification of tropical plants. There many guides that provide an indication of some of the more common or showy plants in an area, but these are not reliable for field identification. Instead, it is important to have access to a reliable reference collection – these exist at many herbaria around the world.
Useful guides include:
Brock, J. 2001. Native Plants of Northern Australia. Sydney, Reed New Holland. 355 pp.
Hyland, B.P.M., Whiffin, T., Christophel, D.C., Gray, B. and Elick, R.W. 2003. Australian Tropical Rain Forest Plants. Trees, shrubs and vines. Collingwood, CSIRO. 2 CDs.
Utteridge, T. and Bramley, G. (eds.) 2015. The Kew Tropical Plant Families Identification Handbook. 2nd edition. London, UK: Kew Publishing.
After viewing topic presentations, take this self-check quiz to check your own progress. This quiz is designed to see how well you remember some of the more important issues presented in the module. There are five questions, and each has a potential of 4 answers, only one of which is correct. When you are ready, click the link Self-check Quiz 3.2 to start taking the quiz.
Pre-readings and Discussion (For certification)
Once you have read Chapter 2 of Corlett, R.T. and Primack, R.B. 2011. Tropical Rain Forests. An ecological and biogeographical comparison, choose to post one thought provoking question related to the systematics of tropical plants, and remember to answer/respond to at least one other student’s question on the discussion board Online Discussion Module 3.
Graded Assignment (For certification)
Six Sentence Answer #4
If you are not familiar with the Six Sentence Answer (6SA) format, please refer to the course pages on graded assessments to see details of the 6SA exercise. You should not attempt to do this assessment until you have read and fully understood the requirements. If you have not done so already you are strongly recommended to spend some time working through the examples given in the 6SA manual (https://eskript.ethz.ch/peerassessment/front-matter/abstract/Links to an external site.).
The Case
In Week 2, we presented the situation that you are a member of a major international forest consultancy firm that specializes in doing surveys of forests around the world. You have access to field teams and the latest surveying equipment, include LiDAR. Your company has taken on a contract with the UN-REDD (United Nations Collaborative Programme on Reducing Emissions from Deforestation and Forest Degradation in Developing Countries) to survey the forests on a very large island in South-East Asia, and you have the full cooperation of the government.
By now, you have a produced a map of the island’s forests, and assessed the growing stock. Your field teams have done on-the-ground surveys to develop the allometric equations that you needed to produce estimates of the carbon stored in different types of forest on the island. You have found major differences, as you might expect, between the moist tropical forests on the west of the island and the dry forests in the rain shadow of the volcano on the east of the island. You have identified that the trees in the tropical moist forest are much smaller than those on the island of Borneo, located only a few hundred kilometres to the west and you have found a plausible explanation for this.
After reviewing your data on the species composition of the forests, your CEO has asked you why some of the species are typical of the Indo-Malayan region, and others appear to be more typical of Australia and Papua New Guinea. Using the 6SA format, please provide an explanation of the origins of the flora and fauna on the island.
Put your name (Family or last name, followed by your first name), student number, the title “Topic 2.1 assignment”, and the date at the top of the first page.
Name the e-file: your Family or last name_your first name_ Topic 2.1_Assignment.doc (or .docx). Example: Innes_John_Topic 2.1_Assignment (or .docx).
Standard English usage, clear writing style.
The assignment should be submitted through Canvas before the deadline.
Topic Summary
In this topic, we examine the vegetation of tropical forests. This is enormously complex and diverse, so the material only presents an introduction to the vegetation. There are many different families of plants, some exclusively restricted to the tropics, and many of these are very rich in species. Significant regional variations exist, and while many families are represented in most regions, the genera and species can vary quite markedly. Some forest areas are particularly challenging because of sharp environmental gradients. For example, in the Atlantic Forest (Mata Atlântica) of Brazil, it is possible to pass through lowland evergreen forest, montane evergreen forest, montane semi-deciduous forest and tropical deciduous forest within 100 km (in the Rio de Janeiro region).
Topic Self-review (For self learning)
To review what you have learned in the topic, you are encouraged to use the following reflection questions as a study guide to do a self-review for the topic:
Approximately how many species of tropical trees are there?
Can you name some of the larger families?
How are figs pollinated?
Would you find any of the ca.1,100 Syzygium species in the Neotropics?
Can you name any of the characteristics of dipterocarps?
Where, in the vertical profile of a rainforest, would you expect to find palms?
Why are many flowers in the Neotropics red?
Which family of trees dominates the forests of much of Southeast Asia?
What are the benefits of mass fruiting?
What roles do elephants play in forests?
Is there a direct correlation between plant species richness and animal species richness?
How do plants get to oceanic islands?
FODE 008-01
Requirements Changed
Topic 3.1. Tropical forest plants Topic 3.3. Fungi and microrganisms