An activity that can be used to teach plant nutrition and the use of hydroponics is presented. Materials and procedures are discussed. Possible topics for science projects are suggested. (CW)

Investigates the behavior of the air fern in a search for its proper name. Concludes that the material is not a live plant but instead a dead animal that has been dyed. (CP)

Provides information for teaching a unit on wild plants, including resources to use, plants to learn, safety considerations, list of plants (with scientific name, edible parts, and uses), list of plants that might cause allergic reactions when eaten. Also describes the chickweed, bull thistle, and common mallow. (BC)

Discusses the importance of the electron microscope, and in particular the scanning electron microscope, in studying the surface topography, sectional substructures, and patterns of development of pollen grains. The production, dispersal methods, and structure of pollen grains are described and illustrated with numerous electron micrographs. (JR)

Describes laboratory activities using algae as the organisms of choice. These include examination of typical algal cells, demonstration of alternation of generations, sexual reproduction in Oedogonium, demonstration of phototaxis, effect of nitrate concentration on Ankistrodesmus, and study of competition between two algae in the same environment.…

Provides five secondary level investigations designed to examine allelopathy, the inhibition of plant growth by chemicals produced by another plant. (MA)

Discusses the importance of having a sense of caution and also solid information in experimenting with wild foods. Examples of wild plants which must be specially prepared before eating and of the dangers of incorrectly identifying wild plants are also presented. (HM)

Describes classroom activities using algae, including demonstration of eutrophication, examination of mating strains, and activities with Euglena. Includes on algal morphology/physiology, types of algae, and field sources for collecting these organisms. (JN)

Describes a simple, relatively inexpensive laboratory activity that allows students to examine the requirements for the fungal decay of wood and devise methods for prevention. (ZWH)

Describes a blindfold botanist project for high school biology students to augment visual recognition of plants and to serve as a challenge to motivate students. (BR)

Considers the classification of organisms into five kingdoms based on evidence from molecular biology and microscopic techniques. Divides organisms into Protoctista, Monera, Fungi, Plantae, and Animalia, discussing characteristics of prokaryotes and eukaryotes as related to division of the kingdoms--prokaryotes in kingdom Monera and eukaryotes in…

Describes symbiosis and its significance in the day-to-day lives of plants and animals. Gives specific examples of mutualism, commensalism, and parasitism in the relationships among fungus and plant roots, animals and bacteria, birds and animals, fish, and predator and prey. (MDH)

Describes an experiment in which students design the experiment and observe different liquids' effects on germination. Presents directions for laboratory writings. (YDS)

Describes a contract unit on plants designed to suit the diverse needs of students because it offers verbal and nonverbal alternatives for learning and a variety of activities. (BR)

Describes how plants can be produced by cloning by using tissue culture methods to mass-produce rare native prairie plants and trying to transfer some of the genetic characteristics of native grasses into cultivated cereals. The experiment was conducted at South Dakota State University. (HM)