An analysis of five commercial service centers and various data bases is presented. A current awareness profile covering both chemical and botanical fields was sent to each service center. The responses were evaluated on the basis of promptness, interaction with the user, and physical format of the listing, among other things. (Author/NH)

Reports comparison of three models of apparatus designed to collect gas evolved by a photosynthesizing water plant. Problems of design and operation are reported for each model. (AL)

Points out common misconceptions, especially the idea that pollination in flowering plants corresponds to fertilization in animals. Gives history of understanding of plant sexuality, then summarizes modern view. Suggests we teach accurately or not at all. (EB)

Describes a multiple-image sound-and-light show used as a motivating experience for non-science majors in an introductory botany course. (AL)

Lists and describes varieties of plants which survive drying out, cooling down, heating up, and being brushed against and touched too often, such as might occur in any classroom. Also lists some edible plants. (RH)

Recommends use by teachers of new terminology regarding plant water relations. Includes definitions and Greek symbols for the following terms: water potential, water potential of cell, osmotic potential, matric potential, and pressure potential. (CS)

A comprehensive description of the salt marsh-estuarine ecosystem is provided. Topics discussed include: the general geologic history and formation of this ecosystem; physical and chemical parameters; variety; primary productivity; tidal zones; kind, sizes and abundance of vegetation; and the environmental factors influencing vegetation. (BT)

Presents a project that allows students to observe and show how quickly pollutants in the air and on the ground destroy plant life. Appropriate for grades four through six. (JRH)