Nectar is an important floral resource, often representing the only source of water for pollinators in arid environments. We investigated whether successive nectar removal would affect the nectar production dynamics of four Melocactus species growing in the Caatinga domain. Nectar was serially extracted from flowers four times per day at regular 60‐min intervals after anthesis. The cactus species showed a consistent pattern of secretion linked to ornithophily, with no significant responses to successive nectar removal and no reabsorption. Nectar secretion covered the entire period of anthesis, starting at 2:30 p.m. and continuing to 5:30 p.m., with the production of 11–38 μl per flower, with sugar concentrations of 10%–32% (3–16 mg of sugar). Individual flowers produced average amounts of 16.9–3.43 mg of sugar per day, corresponding to energy values of 0.06–0.28 kJ. Sympatric populations produced an average of 150–200 flowers per day. The nectar produced by Melocactus can therefore meet the daily energy needs of hummingbirds, which is of special importance during the dry season, when resources are scarce in the Caatinga.

We present a case study focusing on the influence of inflorescence position on the relationships between foliar and reproductive phases, focusing on three Leguminoseae tree species in the Chapada Diamantina, Brazil. Both Senna multijuga and Copaifera langsdorffii produce terminal panicles and showed vegetative and reproductive phenophases that were correlated but segregated in time, with the marked concentration of reproductive data. The presence of axillary inflorescences on Inga cayennensis enables the simultaneous production of both flowers and leaves, without the segregation or the correlation of those phases, with a uniform distribution of reproductive data. This study encourages further investigations regarding the effects of inflorescence position on plant phenology.

The present study focuses on the analysis of two educational applications aimed at teaching botany in high school, they were created in the application factory, being a free Brazilian digital platform. ClikBotânica, addresses plant morphology, and Botânica na Palma da Mão, addresses plant ecology. The research was structured from qualitative and quantitative principles. The methodological process was carried out in three classes of the second year of high school (A, B, C) for the pedagogical interventions, each containing 30 students, totaling 90 students. The previous questionnaire regarding the morphology and ecology content showed that students have a greater affinity with the morphology-related content. In ecology, there was a great difficulty on the part of the students in solving the questions. After using the application, there was a significant reduction in wrong questions, especially those related to plant ecology. Thus, it is noted that the use of Information and Communication Technologies - ICTs in the classroom is something favorable in the teaching of botany.