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and reproductive functions of plants. Pupils might either copy the whole outline into their note-books, supplying the words represented by the figures, or make a list of the words, numbering them to correspond to the figures below.

NUTRITION IN GREEN PLANTS THAT PRODUCE SEEDS

Soil-water, in which are dissolved compounds that contain nitrogen and other mineral matters needed by the plant, is absorbed by (1) which are (2) found (3) of roots. The process by which this soilwater enters is called (4). In the root-hair the membrane is the (5). More liquid enters the root-hair than passes out, because (6). The substances admitted in the soil-water are regulated by the action of the (7) in the cell, through which the liquid must pass. The cellsap passes from one cell of the root to the next, until it reaches thick-walled tubular cells called (8), which form part of the (9) of the root, stem, and leaf. The liquid passes up through these until it reaches spaces between the thin-walled leaf-cells, and finally the sap gets into these cells.

A gas called (10) is taken in through epidermis cells of the leaf, and through openings called (11) between certain cells of the epidermis that are known as (12). In the soft cells of the inside of the leaf are tiny masses of protoplasm which contain a green coloring matter called (13). These green masses of protoplasm are called (14). They can manufacture starch out of the (15) and the (16) in the presence of (17). The elements in CO2 and H2O, however, are not in quite the right proportions, so (18) is given off as a waste product. The soil-water is such a weak solution of mineral matter that not all the water can be used by the plant, so this water that is not needed is given off by a process called (19). The amount of water thus given off is regulated by the action of the (20) that surround each (21).

During the night the starch is changed to (22) by a process known as (23). This liquid food then passes down through the (24) of the veins and bast or fibrous bark to places that serve for storage or to growing regions where it is used to make a substance for cellwall building known as (25). Some of the sugar is made by the pro

toplasm of the plant to unite with the nitrogen of the nitrates and with the sulphur and phosphorus of other mineral matters derived from the soil, and a compound is formed called (26) which the growing regions use to make into more (27). This last change is called assimilation.

Some of the proteins may also be stored for future use. Food may be stored in the (28), the (29), the (30), the (31), or in any thinwalled cells.

OPTIONAL. THE LIFE-HISTORY OF A SEED-PLANT See note, p. 193.

The mother-plant produces flowers which attract insects by their (1) or by their (2). These animals carry (3) on their hairy bodies from the (4) of one flower to the (5) of another. Here nourished by a (6) it sends out a tube which grows down through (a) the (7), (b) the (8), and (c) the (9), and here enters a tiny opening called the (10) in the (11). There a nucleus of the pollen grain (called a sperm nucleus) unites with a nucleus of the egg-cell in the ovule during the process of (12) to form one cell (called a fertilized egg-cell) which now develops into a tiny plant known as the (13) of the seed. This little plant has (a) a minute stem called the (14), (b) one, two, or more seed-leaves known as (15), and (c) usually a tiny bud called the (16).

The mother-plant feeds this embryo until it has grown thus far, and also stores up food for further growth. This may be put in the cotyledons as in the (17) seed, or it may be packed around the embryo, when it is called (18), as in the (19). To protect the embryo until time for germination, the seed has one or more outer coverings known as (20). That the seed may be carried away from the motherplant, and so have better opportunities for development, the mother-plant provides the fruit or the seeds (a) with (21) or (22) so they may be carried by the wind, or (b) with (23) so they may cling to the wool of animals, or (c) with (24) so they may tempt animals to eat them; in the last case (as in the peach or cherry) the contents of the seed are protected by (25).

When the seed has favorable surroundings, namely (26), (27), and (28), it germinates. If it has one cotyledon, the plant is called (29), the woody bundles in its stem will be (30), and the veining of the leaves will probably be (31). If two cotyledons are present in the seed, the plant is called (32), the woody bundles in its stem will be arranged (33), and the veining of the leaves will be (34).

The principal food materials stored in seeds are three in number, namely, (a) (35), which is tested by (36); (b) (37), tested by (38); and (c) (39), tested by (40). Sometimes a fourth nutrient (41) is stored in other parts of the plant; its presence may be detected by (42).

APPENDIX V

REVIEW TOPICS IN ANIMAL BIOLOGY

The student should be prepared to give a good oral recitation on each of the following topics. If he is not sure of any of the facts called for, he should write down the topic or topics, and ask the teacher at the beginning of the next recitation how to obtain the information.

A. INSECTS.

1. Butterflies and moths.

a. Characteristics of structure: regions; organs of the head (eyes, antennæ, proboscis); wings and their scales; legs; abdomen.

b. (Optional.) Experiments to show methods of feeding and flying.

c. Reproduction and life history.

d. Economic importance: cabbage butterfly; tussock moth; gypsy moth; brown-tail moth; codling moth; clothes moth; silkworm.

2. Grasshoppers and their relatives.

a. Characteristics of structure: regions; organs of the head (eyes, antennæ, mouth parts); legs and their parts; wings; abdomen.

b. Experiments to show methods of feeding, locomotion, and breathing.

c. Reproduction and life history; direct and indirect meta

morphosis.

d. Economic importance; relatives of the grasshopper. 3. Bees and their relatives.

a. Characteristics of structure; regions; organs of head

(eyes, antennæ, mouth parts); adaptations of mouth
parts and legs for collecting nectar and pollen.

b. Queen and drones: reproductive functions of each.
c. Work of the hive: comb building; pollen gathering;
honey making; care of young; protection and ventila-
tion of the hive.

d. History of beekeeping; life history of honeybee; swarming.
e. Economic importance of bees.

f. Relatives of bees.

4. Mosquitoes and flies.

a. Life history of house mosquito (Culex).

b. Life history of malaria-transmitting mosquito (Anopheles). c. Proofs that malaria is transmitted by Anopheles mosquito; life history of malaria parasite.

d. Proofs that yellow fever is transmitted by Stegomyia mosquito.

e. Methods of exterminating mosquitoes.

f. House flies: feeding habits; relation to disease; life history; methods of extermination.

5. (Optional.) Other topics on insects.

a. Losses due to insect pests.

b. Insecticides.

B. BIRDS.

1. Characteristics of structure: regions; organs of head; wings and their adaptations for flight; (optional) legs.

2. Reproduction and life history: structure and formation of egg; fertilization and development of embryo; nests and care of young.

3. (Optional.) Classification of birds: common methods of classification; scientific classification with characteristics of each group (e.g. swimming, wading, and scratching birds; birds of prey; woodpeckers; perching birds).

4. (Optional.) Migration of birds: identification of birds. 5. Importance of birds to man: as destroyers of harmful insects; as destroyers of weed seeds; as destroyers of rats and mice; as scavengers.

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