9 – 1
Chapter 9
Flowers, Fruits, and Seeds
CHAPTER OUTLINE
Reproductive flexibility of flowering plants
Flowers
Pollination
Many plant species have mechanisms to prevent self–pollination
Flowering plants and their animal pollinators have coevolved
Some flowering plants depend on wind to disperse pollen grains
CHAPTER OBJECTIVES
1. Name the parts of a flower and describe the functions of each part.
2. Distinguish between pollination and fertilization.
9 – 2
LECTURE OUTLINE
I. Distinguish between sexual and asexual reproduction.
II. What are the four parts of a complete flower?
A. Distinguish between complete, incomplete, perfect, and imperfect flowers.
B. Define peduncle, receptacle, and inflorescence.
C. What is the function of the sepals?
1. Where are the sepals located in the flower?
3. What is the collective name for all the petals?
E. What are the parts of the stamen?
1. Where are the stamen located in the flower?
2. What gamete is produced in the stamen?
3. In what part of the stamen are the gametes produced?
F. Distinguish between pistil and carpel.
1. Where is the pistil located in the flower?
III. What is the difference between pollination and fertilization?
A. What is the difference between self-pollination and cross-pollination?
B. How do some species prevent self-pollination?
C. What are some ways in which pollination is accomplished?
VII. What are fruits?
A. What is a simple fruit?
1. Some simple fruits are fleshy.
a. What is the botanical definition of a berry?
b. How are pepos and hesperidiums related to berries?
C. How do multiple fruits form?
D. How do accessory fruits differ from other types of fruits?
VIII. What adaptations do seeds and fruits have for dispersal by different agents?
KEY TERMS
accessory fruit, p. 189
achene, p. 188
aggregate fruit, p. 188
angiosperms, p. 176
anther, p. 176
berry, p. 188
filament, p. 176
follicle, p. 188
fruit, p. 186
gametes, p. 176
germinate, p. 184
grain, p. 188
peduncle, p. 176
pepo, p. 188
petal, p. 176
perfect, p. 176
pistil, p. 177
plumule, p. 184
TEACHING TIPS
1. Bring in a variety of fruits and vegetables (those that are really fruits) and discuss the
2. Bring in a variety of fruits and have the students use a key to determine the type of
3. Ask students to consider seedless fruits such as bananas and certain varieties of
oranges and grapes. How are these plants propagated?
4. Bring in a variety of seeds used for sprouting. These are available from some
grocery stores, health food stores, and catalogs. Grow sprouts either as a lab activity
or to bring in with the seeds. Good choices are radish, mung bean, fenugreek, and
alfalfa; although there are lots more, these provide a good variety. Sprouts are easily