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Teachers notes – Dr Yvonne Aitken (1911-2004)
Agricultural scientist
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Introduction
Dr Yvonne Aitken was interviewed in 2001 for the Interviews with Australian scientists series. By viewing the interviews in this series, or reading the transcripts and extracts, your students can begin to appreciate Australia's contribution to the growth of scientific knowledge.
The following summary of Aitken's career sets the context for the extract chosen
for these teachers notes. The extract covers her involvement in a field pea
plant-breeding project. Use the focus questions that accompany the extract to
promote discussion among your students.
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You can order the DVD from us for $15 (including GST and postage). This interview was funded by the Mazda Foundation. |
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Summary of career
Yvonne Aitken was born in 1911 in Horsham, Victoria. She was a student and researcher
in the Faculty of Agriculture at the University of Melbourne, receiving a
Bachelor of Agricultural Science in 1936, a Master of Agricultural Science in
1939 and a Doctorate of Agricultural Science in 1969.
Aitken spent her working life at the University of Melbourne as a research assistant,
demonstrator, lecturer and
reader. She specialised in understanding how plant species can adapt to climate
through different flowering responses. Although retired, she continues her work
at the University in the Department of Crop Production, within the Institute of
Land and Food Resources.
Aitken began her research career in 1936 investigating the effect of temperature and
climate on flowering response in subterranean clover but later expanded her
research systems to include other legumes, cereals and pasture grasses.
Collaborations within Australia combined with study leave and sabbatical trips in 1955, 1963
and 1975 resulted in Aitken’s work covering several continents and 10
distinctly different climates.
In 1974 Aitken’s research into flowering resulted in the book Flowering Time, Climate and Genotype. She also contributed to a textbook on agriculture for use in secondary schools.
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Extract from interview
| Harnessing field peas to wheat production
You were working on another project at the same time as the clover,
weren’t you?
Yes. In 1938 I had
got tangled up with a breeding problem for field peas. That probably sounds odd
now, but there was a real crisis in the Agricultural Department of Victoria.
For 50 years the total wheat yield had been declining steadily, even
though new varieties were being produced and put in the trial. The decline was
so dreadful that the department rang up Professor Wadham, asking what could be
done.
They worked out
that the only way to improve it was to bring in a crop legume: a legume with
the same capacity as clovers for getting extra nitrogen into the soil, and
giving a good enough yield to be grown. If the farmer put that in the rotation
that wheat always needed one year of wheat, a year of another crop, a year’s
rest and then back to the wheat that might reverse the yield difficulty. And so
I agreed to start a breeding program on field peas for the Mallee and the
Wimmera.
It turned out to
be quite long term, actually, because in a breeding program you have to find
and test lots of varieties to see which have any value as parents for crossing.
We had very few varieties in Australia and I had to get any varieties of peas I
could from Europe and elsewhere, particularly from where they had been bred for
difficult climates like shortness of growing season, due either to frost or to
drought. Gathering that together took quite a few years, and then in the next
year or two I was able to start doing the crossing. And I eventually got two
varieties that could be bulked up for commercial use.
As I began to get
the collection in my hands for growing, I started research out at Burnley
Gardens. It was nearly ruined the first time, because wild pigeons came in and
got most of the germinating seeds, so I needed somewhere else to grow my
material. The discussion ended up with an offer of Dookie College. Not only did
it have fewer pigeons but it had a bit more capacity, with a cage in which I
could grow some of my crosses, and paddocks where the peas could perhaps be put
under netting for the time being. ‘Anyway,’ I was told, ‘that’s all we’ve got
to give you. You can go up to Walpeup, which would be another good place to
start the seeds for the varieties. That’s the choice.’ And so that’s what we
did.
We could do the
crossings down here, but to begin the actual growing and selection we moved up
to Dookie College. As soon as I found early plants out of the crosses, they
were put together to get just enough seed for a plot (each plot was very small,
about a metre square) and then that was planted at Walpiup and its equivalent
was grown at Dookie as well. Walpiup was extremely important as the testing
place for the plant’s survival. Our first few varieties ran into trouble
because of a drought, but the next year, 1939, was very good. During those 20-plus
years at Walpiup there were several drought years, but I did get evidence here
and there of worthwhile varieties.
I crossed a good
parent variety we had, an ordinary one which grew early in both the Mallee and
the Wimmera, with something that had come from Ethiopia as a packet of seed it
landed on the desk at Burnley Gardens, was given to me because I was working on
peas, and turned out to be slightly better at coping with drought than the
ordinary one. Out of that came the two varieties that we decided, as a side
outcome of the breeding program, to make commercial.
I’ve been told that some students who were helping you christened
you Miss Peabody, because of the sun-hat you wore all day as you worked.
Oh yes, that was a
great joke to the local students. Very few had hats in those days.
An edited transcript of the full interview can be found at http://www.science.org.au/scientists/ya.htm.
Focus questions
- Why did plant breeders think that wheat yields would be
increased by having a legume crop like field peas planted in rotation with it?
- Because they are stationary, plants must cope with the
climate of the place they are growing. What aspects of climate are important to
plant growth and what are some adaptations plants have made to cope with these?
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Activities
Select activities that are most appropriate for your lesson plan or add your own. You can also encourage students to identify
key issues in the preceding extract and devise their own questions or topics
for discussion.
- Using library or internet resources students find
information on the production of wheat and other field crops in Australia. They
present their findings to the class as a brief report.
- Students chose two geographic areas of different climate and
using library or internet resources, compare the genetic characteristics of the
native flora in each area. They present their findings as a poster to be
displayed in the classroom.
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History of plant breeding (Colorado State University, USA)
Students visit this site to read about
how farmers and scientists have altered crop plants over the years and then
they investigate plant-breeding programs in their State. They present their
findings to the class as an oral report.
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Crop rotation (Understanding Food Plants, University of Queensland)
Students learn how crop rotations are used in a school garden and what benefits flow from this practice.
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Crop genetic engineering (University of Nebraska, USA)
This is an extensive online tutorial
that investigates how plant breeders attempt to modify plants using modern
molecular techniques. Flash and HTML versions are both available. Students can
work through the tutorial and then write a brief report on what they have
learned.
- Public Broadcasting Service, USA
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Plant characteristics that can be modified (Access Excellence, USA)
Students read about the characteristics of
watermelon plants that have been modified and use the article as the basis for
a class discussion about characteristics of other crop plants that might be
targeted for modification by plant breeders. This is part of Virtual Tours:
Agricultural Biotechnology, a site that explores in depth the topic of
biotechnology in agriculture, focusing on the development of seedless
watermelon.
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Keywords
field
peas
wheat
plant breeding
plant varieties
climate
genetic cross
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