SC/SS 115 Ethnobotany test two ✿ 12 April 2011 ❦ ❀ Name:

1. On 14 February the class saw Coffea arabica at the Pwunso Botanic Garden. Renee Iva covered the following on 21 February:
   • ____________________ What is the common name for Coffea arabica?
   • ____________________ How is Coffea arabica consumed?
   • ____________________ For what purpose is Coffea arabica used?
   • ____________________ Is Coffea arabica addictive?
2. During our Thursday 23 February visit to Island Food Community, you learned about the CHEEF benefits of local food. What are the CHEEF benefits - what do the letters in CHEEF signify?
3. What was the intent and purpose of the Japanese Haruki community in Palikir?
4. Uht doamwdoamw is known to have an effect on the children of Toamwoaroalong, Kitti. According to Rosalina, what effect does uht doamwdoamw have on the children of Toamwoaroalong, Kitti?
   
5. You probably did not think you were signing up for SC/SS 115 Land Cleaning. What are the educational learning reasons for maintaining an ethnobotanical garden?
   
6. Vegetative morphology matching. Use the leaves in the laboratory to match each leaf to the most appropriate leaf shape name:
   
   • _____ awl
   • _____ cordate
   • _____ lanceolate
   • _____ lobed, pinnate
   • _____ obovate
   • _____ palmate
   • _____ peltate
7. Label the parts of a leaf.
   
8. ______________ In what country is the kente cloth worn by Dana on 13 March an example of material culture.
9. There were two styles of Pohnpeian thatching that were produced on Tuesday 06 March, doakoahs en Ruk and doakoahs en Pohnpei. Make a sketch of doakoahs en Ruk and of doakoahs en Pohnpei depicting the differences in the two styles of thatching.
10. What were the cultural reasons for cleaning up the Haruki Japanese cemetery on 20 March?
11. What is the cultural and symbolic significance of a Pohnpeian ngarangar (kohwa when filled with sakau?
    
12. Label and identify the following parts of a solitary flower. Include the whorl names as well as the names of the parts.
    
13. Floral morphology. For the floral formula shown, indicate the number of sepals, petals, stamens, and stigmas.
    ____ sepals
    ____ petals
    ____ stamens
    ____ stigmas
    
14. ________________________________ Tough one: What plant has a flower with the above floral formula?
15. • Give an example of a berry fruit:
    • Give an example of a pepo fruit:
    • Give an example of an aggregate fruit:
    • Give an example of a multiple fruit:
16. Identify each feature below as to whether the feature belongs to monocots or dicots.