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Essay on effect of salinity on established plant
Salinization effect on plants
Salinization effect on plants
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Although, this experiment is not concluded outdoors, it is provided with efficient light that promotes growth. It’s provided with soil, seed, fertilizer, water and NaCl solutions, to test how salinity effects plant growth.
This experiment is used to determine the effect salt has on plant germination. In my scientific opinion, there will be a more dramatic increase of growth in the NaCl 0% out of the four solutions because it’s considered as distilled water which doesn’t increase or decrease the soils osmotic pressure, this way it’s a natural growth instead of being enhanced by NaCl different concentration levels.
Salt content is one of the most important characteristics of soil and should be a primary concern when growing any plants (McCloskey). Wisconsin Fast Plants are rapid-cycling Brassica Rapa, member of the cabbage and mustard family. It’s an annual flowering plant that completes its lifecycle in approximately one month. Wisconsin Fast Plants are typically used in a field experiment however, because of their short life cycle, they are excellent of biology experiments.
Soil provides water and nutrients that are
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NaCl solution varies between freshwater that has a concentration of 0.005% salt and ocean water that has a concentration of 3.5% salt. I am using the NaCl solution in four different concentration levels, NaCl 0% (distilled water), NaCl .375%, NaCl .75% and NaCl 1.5%.
NaCl can dramatically affect the plants growth, it can either increase or decrease its growth cycle. Sodium decreases soil permeability, which reduces the flow of water affecting its germination. Sodium is not absorbed by plants, however, chloride is. Chloride damages the plants tissue resulting in the reduction of growth, it also dehydrates plants through osmotic stress. Osmotic stress decreases the amount of nutrients absorbed by plants slowing down the growth and development (Taiz, & Zeiger,
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.
Wisconsin fast plants come from the Cruciferae plant family. They tend to have shorter life cycles. It took years of Dr. Williams breeding these plants to get it right, but now the 6 month life cycle is down to a 5 week life cycle. Wisconsin fast plants, also known as Brasica rapa plants, were bred as research tools. (H. Lauffer, D. Lauffer, Williams)
Many variations and species of plants can be found all around the world and in different habitats. These variations and characteristics are due to their adaptations to the natural habitat surrounding them. In three of many climatic zones, the arid, tropical and temperate zone, plants that vary greatly from each other are found in these locations. In this experiment, we’ll be observing the connection between the adaptations of the plants to their environment at the Fullerton Arboretum. The arboretum is a space containing numerous plants from different environments. The plants are carefully looked after and organized into their specific habitat. Therefore, we’ll be able to take a look at the plants within multiple
For part one of the experiment, my team asked the question of which cell fraction of the measured pea seedlings will have a higher ratio of chloroplasts? My group tested for the activity of chloroplasts with three different pairs of cell fractions by two conditions of light and dark in three readings. The first two cell fractions, pellet one and two (P1, P2), are the hard sediments found at the bottom of a tube after it has been centrifuged (which are specimen, like the mitochondria and chloroplast, that are isolated from the rest) (Leicht and McAllister, 2016). The last cell fraction used was the supernatant two (S2), which is just the free liquid surrounding the pellet after the centrifuging of P2 (Leicht and McAllister, 2016). To test for this, DCIP (a chloroplast isolation buffer) was used to
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.
Brassica rapa is a mustard plant that can be found throughout North America, and is common in areas undergoing extreme change, such as changes in climate. There is an important relationship between the ecological and genetic factors that influence the growth of Brassica rapa (Mitchell-Olds 1996). So, the environmental elements, as well as the genetic information, are essential to the growth rate and survival of Brassica rapa. This plant is capable of reproducing quickly, and the root systems are usually quite small, although some Brassica rapa have developed larger root systems (Mitchell-Olds 1996). This plant is commonly used in experiments because of its ability to germinate rapidly. Brassica rapa is capable of sprouting within a stage of about two weeks, and this trait allows scientists to perform experiments in a short period of time.
In this experiment I will investigate the affect in which the light intensity will have on a plants photosynthesis process. This will be done by measuring the bubbles of oxygen and having a bulb for the light intensity variable.
Experiment #1: The purpose of this experiment is to investigate the effects of baking soda and light intensity on the rate of photosynthesis of green spinach leave through the observation of floating disk.
As a result of these factors, the flora has adapted to these conditions in a variety of ways including their shape, leaf type, root system, and color. One of the most prominent adapt...
Moreover, a future experiment is to determine the effect that the distance between the lamp and the solution has on the rate of photosynthesis. Several experiments with a similar setup to this experiment that vary the distances between the lamp and solution could be used to test this.
If there is a higher concentration of NaCl in the solution, then the hatching viability of the brine shrimp will increase.
the effect light has on the growth of pea plants. It will take place in an environment with controlled light, with equal amounts of plants being grown in the light and in the dark. All elements of the experiment other than light will be kept the same, such as amount of seeds in each pot, amount of soil in each pot and amount of water given to each plant each day. This will ensure a fair experiment. Prediction: I predict that in general, the plants grown in the light will grow better than those grown in the dark.
Results & Discussion:The actual, theoretical, and percent yield of sodium chloride (NaCl) was found to be 1.14g, .700g, and 61.4%,
I chose to test the effect light has on plants because it is very interesting to test that light is a very important factor, and as the earth gets hotter it will be interesting to see what will happen at the end while sunlight is important at the moment and is a core ingredient for photosynthesis, it will also be very interesting to see what would happen if the plants had no exposure to sun at all, and if they would adapt.
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