Root Growth in Cucumber Seeds when Watered with Different Water Sources
Introduction:
This experiment was to test how different types of water would affect the root growth of cucumber seeds. Plants need the right components in an environment to grow; they need light, oxygen, water, temperature, nutrients and minerals to through germination. Plants will only germinate when they are in the right environment best suited for their needs. Germination is the process, in which plant embryos start to grow after a period of dormancy, when a plant is dormant it is in a sleep state in which it can survive the worse types of conditions and won’t be harmed; after it’s found the perfect environment the seed begins to sprout and grow into a healthy plant.
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You will want to spread them out so that they are not too close. You also want to gather three types of water and set up a schedule for when you are going to water your seeds and check for root growth. If you are going to use a solution that changes every day make sure to keep a bottle of the solution you choose that same day so the concentrations are the same all the time. You want the plants to be moist at all times so you must keep a lid over them or you can use plastic wrap. When you have set up the experiment make sure to check the seeds regularly and record when the seeds start to sprout and how much they have grown. You will do this for three …show more content…
Our results for tap water supported our hypothesis. Based on the results within the three weeks the seeds placed in tap water grew the most by having 2.5 centimeters in growth at the end of the experiment. Spring water had 2 centimeters, and the seeds in the salt water did not germinate at all. The hypothesis may have been supported because tap water in straight from the ground where all the natural nutrients from plants and animals are found. Spring water has normally been treated or purified before it has been distributed causing it to lose all of its nutrients that some plants.
Conclusion:
Water type is an important factor when planting seeds. The proper water needs to be used to ensure proper germination. Our findings show that tap water germinates seeds faster than salt water and spring water. This is because salt water puts the cells in the seeds into a hypertonic solution, and in spring water is purified causing the nutrients to be extracted. In tap water the nutrients needed for the plants are still in the water. Therefore plants treated with tap water germinate faster than plants treated with salt or spring
Table 1 shows averages of each replicate for each series of seeds relating to mortality rate/germination rate, budding rate, and mean plant weight (total, with buds, and without buds).
The germinating seeds consumed almost no oxygen throughout the experiment in the 10-degree C water bath. I think that this is because when an organism cools down, all of its cellular functions slow down.
Place 25 dormant peas into a plastic cup. Keep pouring non-chlorinated into the plastic cup until it’s about 3 times the height of an dormant peas. Allow the peas to germinate overnight.
Potato and Osmosis Investigation PLANNING: (P) Some background Information: Water Potential and Living Plant Cells Plant Cells in Pure Water: If plant cells are placed in pure water (a hypotonic solution) water will initially move into the cells. After a period of time the cells will become turgid. Turgor pressure is the pressure exerted against the cell wall by contents of the cell. At first most water movement is into the cell. As the turgor pressure increases water will begin to diffuse out of the cell at a greater rate, eventually equilibrium will be reached and water will enter and leave the cell at the same rate.
Following directions, paying attention, and being careful were the harder tasks. Before one starts any experiment, it is important to always be cautious and use safety first. Even though Professor Demor gave each of the eleven groups an opportunity to create their own experiment, there were specific rules each of us were still required to follow. Each group was required to use a minimum of ten duckweed plants. We were also required to use a maximum of 50 ml of solution of our choice. Lastly, professor gave us a maximum of nine cups for replication. We did not have to use all nine, it was up to us. Every group was different, but this is what our group experimented. Our group decided to see what effect high phosphate and nitrogen levels had on the growth of duckweed. The phosphate level was 100 ppm and the nitrogen level was 1760 ppm. As a group we set up three replicas cups with 50 ml of solution and one cup with 50 ml of regular pond water. After filling the cups with the right amount of solution, we took the duckweed out of the original container, using a _________ and placed it into the proper cups. In order to see a major difference amongst duckweed growth, we used 10 duckweed plants per cup, most having only 1-3 fronds. After that, we labeled the cups properly. To stop contamination, all cups were covered with plastic wrap and was securely held down with a rubber band. Lastly, once everyone finished, we were asked to place
Planning Firstly here is a list of equipment I used. Boiling tubes Weighing scales Knife Paper towels 100% solution 0% solution (distilled water) measuring beakers potato chips Cork borer. We planned to start our experiment by doing some preliminary work. We planned to set up our experiment in the following way.
The cups will be kept in a place where there is no draft of wind. A place where the water will be absolutely still, as it otherwise may kill the plants Water and water source Deionized water will be used in order to make sure that all plants have an equal start. In tap water there can be minerals and perhaps even nutrients. Using deionized water makes sure that there No nutrients from start that could otherwise affect the experiment. There will also be no pollutants.
The research I have made is that it would take awhile to see what will happen to the avocado seed because it takes awhile for a avocado seed to grow. I will use different substances to see how long it would take for a avocado seed to grow in these different substances. My four substances are soil, sprite, water, and redbull (regular) to see how tall it would grow in each different substance. I think the avocado seed will grow faster in water then all the other substances that I am going to use. The reason I think the avocado seed will grow in water the fastest is because the water will get into the avocado though the bottom and help its roots grow.
An example of this was with some seeds not growing. I felt like our error was that we over watered our seeds, causing some of them to drown, and to not grow properly. In order to fix this error in future experiments, we would need to drop the water within a flask to measure it, or to have a set amount of water to give to the seeds. Another error present in our experiment was improper spacing of the seedlings. In our experiment, our seedlings were very close to each other, and they were probably too close to grow out a stem. In order to fix this, it would be better to place seedlings within the petri dish one by one or a couple at a time. This would reduce the clumping of seeds, and could allow seedlings to grow their stem properly instead of getting stuck in a small place. A couple ideas for further experiments could be to see how far an albino seed can grow in light conditions. Since they have no chlorophyll present, I feel like it would be interesting to see if it would even grow properly since it can't go through photosynthesis. To add on to that, another experiment test if the seed with chlorophyll grows faster since it goes through photosynthesis. It could test to see if photosynthesis really speeds up the growth of a
Two members of the group were instructed to visit the laboratory each day of the experiment to water and measure the plants (Handout 1). The measurements that were preformed were to be precise and accurate by the group by organizing a standardized way to measure the plants. The plants were measured from the level of the soil, which was flat throughout all the cups, to the tip of the apical meristems. The leaves were not considered. The watering of the plants took place nearly everyday, except for the times the lab was closed. Respective of cup label, the appropriate drop of solution was added to the plant, at the very tip of the apical meristems.
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
Every student in a lab section planted eight seeds, two in each cell in a quad, to make sure that we had at least one plant for each week for 4 weeks. After planting the seeds we put the plants on a water mat tray to make
My goal was to find out which plant would grow faster based on what I watered them with. With the data presented in my tables you can see which plant grew taller than the others. Overall, my experiment did show how planted do not necessarily need to be watered with water to grow healthy and strong. However, I did realize that all three plants were growing at the same rate when given the same amount of fluid. A weakness in my experiment is that I gave each plant 1 ½ tbs of water, soda, and juice. Another weakness may be that the plants did not get as much light they needed to grow bigger, healthier, and stronger. A strength in my experiment is limiting how much sunlight they received even though it was a weakness because we can see if plants
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
Soil salinity is said to be “bad” for plant growth but is this really true? Is it just a big misunderstanding? Is it really the salts 'fault'? Are there no solutions to fixing this problem? These are some of the questions many people should be asking before deciding if salt is a friend or foe. Instead of just following whatever others say, people should know exactly how soil salinity is affecting crops and why this is happening. To know our enemy, in this case 'the salt', experiments has to be done, results must be gathered and processed and there must be an explanation to understand the different outcomes and results. We decided to find out everything about soil salinity and how it affects plant growth because plants are a huge part of our life, we live and breathe because of them and we want them to flourish. First, these are some information and questions that will make it easier to understand the whole concept altogether.