On day of planting (day one) the average height for all specimens was 2.5cm In the first four days all specimens were the same growing on average 0.1cm to a total height of 2.6cm. Between day four and seven the Potting Mix specimens grew at a faster rate than the Garden Soil specimens, and the Garden Soil specimens grew at a faster rate than the Sand & Manure specimens. The Potting Mix specimens grew on average 0.3cm, the Garden Soil specimens grew on average 0.2cm and the Sand & Manure specimens grew on average 0.1cm. Between day seven and day ten all specimens grew at approximately the same rate, achieving the overall greatest rate of growth measured so far. The Potting Mix specimens grew on average 0.5cm, the Garden Soil specimens grew on average 0.5cm and the Sand & Manure specimens grew on average 0.4cm. Between days ten and thirteen, the Potting Mix specimens continued to grow at almost the same rate, growing on average 0.4cm, the Garden Soil specimens did not grow at all and the Sand & …show more content…
The Garden Soil specimens showed a less consistent rate of growth, between days ten and thirteen there was no growth at all and between days thirteen and sixteen a much higher rate of growth was achieved compared to all previous measurements, and between days twenty-one and twenty-four the specimens only grew on average 0.1cm. The Garden Soil specimens achieved the second greatest height of (on average) 6.8cm. The Sand & Manure specimens showed the least-consistent rate of growth achieving a maximum average height on day 19 of 3.5cm, reducing in height on day twenty-one by 0.3cm remaining at 3.2cm until day thirty where the specimens lost an average of 1cm and on day thirty-three the specimens grew on average 0.1cm, achieving an average final height of
Figure 1 indicates an increasing mortality rate (positive slope) in plants as density increases; Figure 2 shows the corresponding germination rate reflecting the exact opposite trend. Mortality remains zero until 8 seeds are planted (6% mortality), then is reduced to zero at 16 seeds then increases to 14 percent (32 seeds), 32 percent (64 seeds), and more than half (57 %--128 seeds).
Okay, if our lithium weight is going to be 6.941 g/moL Then that means we have to take 24.6g of Lithium and multiply it by 1 mol of Lithium over 6.941 g of Lithium. This would equal to be 3.544 mol of Lithium. Then we have to take that 3.544 and multiply it by 1 mol of hydrogen gas over 2 mol of lithium. Which would then equal into 1.772 mol of hydrogen gas. We can then figure out that 1.772 is our “n”. The “T” is our 301 Kelvin, the “P” is our 1.01 atm and the “R” is our 0.0820 which would be the L atm over mol k. And we can’t forget about our “V” which would be V equals nRT over P which equals 1.772 mol divided by 0.0820 L atm over mol kelvin multiplied by 301 kelvin over 1.01 atm which equals to our final answer of: 43.33 of H2
Week five and six, though, brought great growth to the aquatic chamber where small amounts of algae began to grow and new shoots sprouted from the aquatic plant.
The purpose of this experiment was to gather data on how the amount of time spent active impacts the speed of heart rate in beats per minute. The hypothesis stated that if the amount of time active is lengthened then the speed of the heart rate is expected to rise because when one is active, the cells of the body are using the oxygen quickly. The heart then needs to speed up in order to maintain homeostasis by rapidly providing oxygen to the working cells. The hypothesis is accepted because the data collected supports the initial prediction. There is a relationship between the amount of time spent active and the speed of heart rate: as the amount of time spent active rose, the data displayed that the speed that the heart was beating at had also increased. This relationship is visible in the data since the average resting heart rate was 79 beats per minutes, while the results show that the average heart rate after taking part in 30 seconds of activity had risen to 165 beats per minute, which is a significantly larger amount of beats per minute compared to the resting heart rate. Furthermore, the average heart rates after 10 and 20 seconds of activity were 124 and 152 beats per minute, and both of which are higher than the original average resting heartbeat of 79.
We used wheatgrass were 40 wheatgrass seeds, two empty pots, soil, and water. We first added soil for both pots and 20 wheatgrass seeds in each pot. My partner and I decided that we label pot one experiment which is “sugar and water” and pot two control which is “water” only. The experiment was for almost four weeks we had to make sure both get the same room temperature and water, so we can see the results after this amount of time. Both pots had same room temperature so both can have the same amount of sunlight also, the same amount of water which is a glass of water from the sink once a week. In the experiment pot we added a glass of water with one teaspoon of sugar and the control pot glass of water. Every week we used to see both pots grow almost the same. At the end of the experiment, my partner and I measured the length for both plants and we recorded the average for each plant, so we can know the rate of growth
AIM: - the aim of this experiment is to find out what the effects of exercise are on the heart rate. And to record these results in various formats. VARIABLES: - * Type of exercise * Duration of exercise * Intensity of exercise * Stage of respiration
I chose to measure this growth by observing the number of stomata present on the underside of leaves exposed to the dark and to sunlight. Based on the idea that there are more open stomata present on leaves exposed to the sun, my hypothesis that 'Factors which might affect stomatal opening' (Light) there will be more stomata on the plants exposed to the light. Hypothesis = == ==
The “Fast Plant” experiment is an observation of a plants growth over the span of twenty-eight days. The objective is to observe how plants grow and use their resources throughout the span of their life. In our lab we observed the Brassica rapa, a herbaceous plant in the mustard family which has a short cycle which makes it a perfect plant to observe in this experiment. Like other plants the Brassica rapa must use the resources in the environment to create energy to complete itʻs life cycle and reproduce. By observing the plant it is easy to see in what organ or function the plant is using itʻs energy and resources and if overtime the resources switch to other part of the plants. By conducting this experiment we are able to observe where and how plants allocate their resources throughout their life by harvesting plants at different points in their life.
Morphological characteristics such as color, texture, composition, etc. are uniform throughout the solum. There is no movement of soluble soil components. A concentration of soft powdery lime may be existing in or under the vertic horizon. Gypsum can occur either uniformly distributed over the matrix or in layers of gypsum crystals. Vertisols have a uniform particle size distribution throughout the solum, but texture may change abruptly where the substratum is reached. Dry Vertisols are very hard while wet Vertisols are plastic and sticky (Jewitt et al. 1979). It is generally true that Vertisols are crumbly over a narrow moisture range but their physical properties are greatly influenced by soluble salts or adsorbed sodium (Fao.org, 2014).
The Effect of pH on the Activity of Catalase Planning Experimental Work Secondary Resources Catalase is a type of enzyme found in different types of foods such as potatoes, apples and livers. It speeds up the disintegration of hydrogen peroxide into water because of the molecule of hydrogen peroxide (H2O2) but it remains unchanged at the end of the reaction.
Abdalla (2006) showed that spacing 30 cm gave a significant increase in yield per plant, early yield and total yield comparing with plant spacing 60 cm.
Since the needs of different plants completely differ from one another, their parts will surely become different, and this contributes to the wonderful diversity around us. Hopefully, through this exercise, the students would be able to grasp a deeper understanding of the importance of plants around us. Just like the example above, soil erosion can kill thousands of people and can affect the lives of millions more if young individuals such as the students would not become aware of preserving...
Classification based on shrinkage index is found to be undependable to predict swelling potential of soil. However, the shrinkage index may be used with plasticity index for identification as shown on Table 2.2..
This lesson is designed to review and reinforce a few important concepts about plants (e.g. Needs, parts, sequence of planting) and to also guide the students through applying a few scientific inquiry (e.g. Making observations, experimentation, discussion, reflection, reporting results etc.). The students have previously planted corn and bean seeds and today’s lesson has provided the students a chance to see the results of the planted corn and bean seeds. Additionally, seeds have been planted under and growing under the following conditions: without water, and without soil. The students see the results of these seeds planted under these conditions for the past week. Two plants in particular have already been grown their growth has been
Deposition of dirt particles at the edges of the flower pots or the fenced border surrounding the ...