Lab Worksheet
- Page ID
- 158952
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)BI 102 Lab Worksheet: Plants II Name _________________________________ Section _______
STATION I: Flower Anatomy and Dissection
1. Carefully dissect a flower and identify the parts. Sketch the basic parts of a flower below. Have your instructor approve your dissection by initialing here _____.
2. What is the main function of flowers in angiosperms?
3. Which part of the flower produces the pollen: Male or Female?
4. The 2 main parts of the male portion of the flower:
______________________, _______________________
5. The 4 main parts of the female portion of the flower:
___________________, _____________________, ___________________, _____________________
STATION II: Simple Fleshy Fruits
6. What part does the fruit develop from? _________________________________
7. What part does the seed develop from? _________________________________
8. Which fruit is normally thought of as a “bean”, but is actually the fruit of a berry?
9. Look at one of the cross sections of one of the provided hesperidia. Below, name the hesperidium you chose, and give the number of visible segments (representing the number of fused carpels) in that fruit.
STATION III: Dry Simple Fruits
10. Based on what you know about the provided achene and nuts, how would you guess that the seeds of these fruits are dispersed?
11. What is advantageous about the wing-like shape of the samara fruits of maples, ashes, and elms?
STATION IV: Aggregate Fruits, Multiple Fruits, and Fruit Identification
12. Fill in the table below with information about all of the provided “mystery” fruits.
| Fruit Name | Simple Fruit (Y/N) | If Simple, Fleshy or Dry? | If Simple, Specific Type? | Aggregate or Multiple? | If Aggregate or Multiple, Individual Fruit Type? |
STATION V: Embryonic development / Seed Germination
13. Is corn a Eudicot or Monocot? Is a bean and peanut a Eudicot or Monocot?
14. On the peanut, find and define the following:
seed coat:
cotyledons (2):
embryo:
endosperm:
STATION VI: Seed Dispersal
15. How is the fruit of a chestnut dispersed? _______________Sycamore dispersed? _______________
Coconut dispersed? ________________
16. Name at least one other species of plant that exhibits seed dispersal via the following methods:
By wind – By animals – By water –
STATION VII: Pollination and Pollen Tube Growth
17. Which angiosperm flowers tend to produce more pollen: Wind-pollinated or Animal-pollinated?
18. What was the most interesting thing you learned about angiosperms in lab?