Laboratory Botany for the High School

This historic book may have numerous typos, missing text or index. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. 1909. Not illustrated. Excerpt: ... XII. ECOLOGY OF THE FLOWER To the teacher. There are few studies that are at once so attractive to the student, so useful in developing his powers of observation, and so illustrative of the forms of flowers as a study of floral ecology. The work should be done entirely in the field, though the notes may be written up in the class room. If it is desired to study the adaptations of plants for the storage of food, adjustments to light and heat, moisture, drought, etc., additional outlines may easily be made by the teacher, but in the time usually at the disposal of high-school classes for such work the ecology of the flower alone will probably be found to yield the most satisfactory results. A plan of each flower studied should be required. Other drawings may be called for, especially of such parts as show special adaptations. Outline For The. Study Of Floral Ecology 1. Is your plant entomophilous or anemophilous? 2. If anemophilous, is it cross pollinated or self-pollinated? 3. If the former, how is self-pollination prevented? 4. If the stamens are specially modified for wind pollination, describe them. 5. If the pistils are specially modified, describe them. 6. Does the relative position of pistils and stamens aid wind pollination? If so, how? 7. If your plant is entomophilous, what means has it for attracting insects? 8. Does it favor the visits of large or small insects? 9. If the former, how are small insects excluded? 10. Are few or many insects likely to visit the flower? Why? 11. Do the insects appear to visit the flower for pollen or for nectar? 12. If the latter, are there special nectaries? 13. Describe and locate nectaries, if found. 14. Does the pollinating insect enter the flower or reach the nectar from the outside with its proboscis? 15. If the latt...