FOR WAGGONER’S BIOLOGY 
7 
Each one may also make a copy of the tabulations of the group 
to which he belonged. 
III. From your observations and from the results of the observa¬ 
tions of the class as a whole, what do you conclude to be the rela¬ 
tion of insects, especially that of bees, to the pollination of flowers? 
EXERCISE 8 
FRUITS 
I. Bean. Note the shape, the color, the markings, and the 
texture of a green bean pod. From what part of the plant has this 
pod developed? What floral parts are represented in the speci¬ 
men? (Have a flower for comparison, if possible.) Where are the 
calyx and corolla? Cut away one side of the pod so as to expose 
the seeds. Is the ovary simple or compound? Where are the seeds 
attached? What is the ‘‘ string ” of the bean pod? How does the 
food get to the seed from the parent plant? Break off a bean and 
note the scar. This is called the hilum. What causes its presence? 
As the bean ripens, what becomes of the food in the pod? Name 
several plants which bear the same type of fruit which we find in 
the bean. Draw an external and an internal view of the pod. 
Label all the parts. 
II. Apple. What floral structures are represented in the apple? 
Cut the apple midway between the blossom and stem ends. Note 
the position of the seeds and the markings and nature of the core 
and pulp. What is the arrangement of the seeds? Is this ovary 
simple or compound? Of what use may the pulp be to the wild 
apple ? Draw the interior view. Label the parts. 
III. Cocklebur. From what part of the flower did the outer 
prickly covering develop? Open the bur. Determine what other 
floral parts are represented. Is the ovary compound or simple? 
How many seeds do you find? (See Waggoner, Fig. 23.) 
IV. Study a number of other fruits such as the tomato, the 
peach, the pumpkin, the wheat kernel, the cranberry, the lemon or 
