Project ease

PROJECT EASE

Project EASE

What this module is about

In the study on the growth and development of plants, you need to be familiar with the parts of plants and their functions. There are three lessons prepared for you in this module:

�� Lesson 1 – The Vegetative Parts of Plants

�� Lesson 2 – The Reproductive Parts of Plants

�� Lesson 3 – Seed Germination

What you are expected to learn

After going through this module, you are expected to:

1. Differentiate between the vegetative and reproductive parts of a plant;

2. Identify the vegetative and reproductive parts of plants;

3. Describe how plants are structurally designed to perform the different life

processes; and,

4. Explain the requirement of plants for growth and development.

How to learn from this module

1. Read carefully the instructions given.

2. Answer the pre-test first.

3. If you are told to go out and visit a garden, do not hesitate to do so. You may be asked to go to a place nearby. It may be a backyard, school ground or any vacant lot where plants grow.

4. Fill up the designated boxes for any drawing/labels required.

5. Compare the drawings and diagrams in this module with actual specimens.

Monocotyledons and Dicotyledons 

Monocots and Dicots are two types of plants that develop from the Phylum Angiosperm (Plants with protected seed). They differ in…

MONOCOTS	DICOTS
Their leaves are sessile.	Their leaves have a petiole.
The blade is large and narrow.	The blade oval-like form and broad.
Their leaves have a parallel venation.	Their leaves have netted venation.
Their flower has a number of petals of multiples of 3 (3,6,9,…)	Their flower has a number of petals of multiples of 4 of 5 (4,5,8,10,…)
They have fibrous root.	They have taproot or adventitious root.

The Vegetative Parts of the Plant

Plants have organs, and they have different functions. Vegetative organs of a plant are: Roots, stem, and leaves, and could be used for asexual reproduction, that is why they are not responsible for the reproduction, but yes for the life cycle, growing process, and maintenance of the plant.

Roots

Roots are necessary for the plant, because they hold the plant underground and absorb water and nutrients from the soil for the plant.

 The root tip, or primary root, is the first one that develops from the plant. 

 

Compare seedlings or young plants with the diagrams upwards and see if they are monocots or dicots…

Common name	Taproot	Fibrous	Adventitious
Lirio		X
Trebol	X
Paragüita			X

Answer the following questions:

1. Differentiate the three types of root systems.

Taproot: 1main root, many thick lateral roots.

Fibrous: Many long and thin lateral roots.

Adventitious: Roots that grow from the stem or leaves.

2. What is the advantage of a taproot over the other types of root systems?

Taproots are thicker and can get deeper in the soil, and also it is more organized.

3. Is a carrot a vegetable or a root? Why do you say so? What about the radish? Sweet potato?

Carrots, radishes and camotes have characteristics of both: roots and vegetables, because they grow underground, even though they don´t have lateral roots; but the plant upwards doesn´t have a stem; so, in my opinion is a combination of both.

Activity 1.3

LEAF VENATION

1.    How many plants in your garden have netted venation?

2.    Parallel venation?

3.    What group of plants there are in your school? Monocots, dicots, both?

There were 18 with netted venation, 12 with parallel and 1 fern.

So there are more Dicots than Monocots:

• Bibliography: http://vermontbio.blogspot.com/

Types of roots.

Types of roots

There are therre roots system:

Their names are: 

Tap root: Taproot is one in which the primary root becomes the main root of the plant.It have small lateral roots.It also occur in dicot plants.

Adventitious root: They are the roots that are in different parts of the plant. It occurs  in dicot plants.

Fibrous root: In monocotyledonous plants, the radicle is short lived and is replaced by numerous roots of more or less equal size.They are in monocot plants.

Science Fair

Science Fair

BY:SIMÓN GALINDO,ALBERTO AGUDELO,MATIAS LOPERA Y ANDRES CORREA

Does magnetism affect the growth of plants?

Hypothesis:

Our hypothesis is that the plants incline to the magnets and it can affect the growth of the plant

Theorical background

Magnetisnm:

Magnetism is part of electromagnetism, which is one of the forces of nature.  The motion of charge particles called electrons produce magnetic forces.  This shows the relationship between magnetism and electricity. Magnetism was known in ancient times by the Greeks, Romans, and Chinese.

Tropism: A tropism is a fixed, automatic, or inherited plant movement in response to a simuli.  A positive tropism is when there is movement toward the source of stimulation

Plant trospism : The type of tropism used in this experiment is called a geotropism.  Geotropism happens when the plant germinates and the young root turns downward

Radishes : The type of radish used in this experiment is called a spring radish.  Radish is a common name for a member of the biennial herbs of the mustard family.  Radishes originated in China.

Magnetism is the force generated by any moving charged particle or charged particles. A magnetic field is the result of the motion of a charged particle or charged particles, and this field is generated in no other way. Any time a charged particle moves, it creates a magnetic field around its path of travel. There are no exceptions that we know of. Magnetism is a term that speaks to the phenomenon associated with a magnetic field and with its action on other things.

The creation of a magnetic field by a moving charge or moving charges is this fundamental concept that is behind the term electromagnetic force, which is one of the four fundamental forces in the universe. Electricity and magnetism are tied together inextricably because of this

Does magnetism affect plants growth?

The effect of the electric field intensity on the growth of the bean

sprouts are presented. The study is focused on the growing rate of the

height of the stems and the length of the roots. The bean sprouts are

experimented under the condition among without electric field, with

electric field at 10 kV/m and 25 kV/m, respectively. The growing rate

of bean sprouts have been observed every day for 5 days. The

experimental results indicate that the bean sprouts under high

electric field intensity have a better growth comparison to the low

electric field intensity based on statistical analysis.

How do plants grow and change?

Plants need some primary needs to grow and change: They are water and sunlight.

The plants start off as a seed and then slowly  develops into a seedling.During this moment the embryo help the seed to supply food.

Later the seed make the root grow. They need also carbon dioxide and oxygen to grow. After a long time,with good conditions for the plant,the stem and the leaves will appear.

Objectives :

The objective of this experiment is to determine if magnets affect the growth of radish plants.

This experiment is to improve that the growth of the plant can be modifying by magnetism.

The information gained from this experiment might help farmers and gardeners by showing them if it is better for radish plants to be near magnets so that they might grow

Materials

Material	Quantity
Shop light	1
Grow Lux Bulb	1
Pots	6
Radish seed	72
Water dropper	1
Trays	2
Potting soil (cups)	12
Tap water	1
Timer	1
Extension Cord	1
Cow magnets	3

                                                           

Procedure:

1. Gather materials. 

2. Put the correct 2 cups of soil in the pot. 

3. Then place one of the cow magnets in the middle of a pot with the north end facing up.

 
4. Then you must plant 2 seeds in each hole so there are 6 holes.  Plant the seeds about 2 centimeters away from the magnets and  centimeters deep. 

5. Do this with all of the pots except for 3 of them. 

6. Place the pots on the trays. 

7. Put the shop light and the grow lux bulbs together. 

8. Hang the shop light from the ceiling or from two chairs.

 
9. Place the trays with the pots on them under the shop light.

 
10. Turn on the light.

 
11. Give each pot 1/2 a cup of water to get the soil moist. 

12. Give each plant fifty drops of water each day for four weeks. 

13. Set the timer to turn the light off at 7:30 P.M and turn the light on at 7:30 A.M. 

14. Examine the plants at least once every other day after the first week. 

15. Then collect the data that you need.

Monocot and Dicots

Monocat and Dicots plants

Before this activities lets know the characteristics of Monocot and Dicot plants.

Dicot plants have this characteristics:

Monocot plants have this characteristics:

Activity of  graphs with monocot and dicots plants in the Vermont School:

Baragraph graph:

Area graph:

Line graph:
















Circle graph

Stomata

 Obserbing stomata inside the amazing school of Vermont School with Mr.Carbono

Objectives:

• To know the function of a stomata.
• Identify the stomata in the microscope.
• Learn having funs.
• Have a good grade.

Theorical backround:

Stomata:Is a part of a leaf in charge to allow gases such as carbon dioxide, water vapor and oxygen to move rapidly into and out of the leaf.

Materials:

• Transparent nail polish
• Microscope
• Notebook
• Pencil
• Slide
• Gloves
• Lab coat.
• A leaf
• ETC.....

Reactives:

• Water.

Procedure:

• Irrigate transparent nail polish on the leaf.
• Let the leaf dry.
• When the leave is dry put it in the slide.
• Observe the leaf with the microscope.
• Take note of observation and draw what you see(If is like a pore it is stomata).

Image

Note:This image is not mine.

1.     

    Observation:

1.    They are a lot of sphare shape.
2.    I can see that stomata looks also like beans.
3.    They are very bright colors.

Bibliography: 

http://wiki.answers.com/Q/What_is_the_main_function_of_the_stomata#ixzz2CUvLNR6r

Xylem and phloem

Observing xylem and phloem with Mr.Carbono on the amazing Vermont school.

Xylem and phloem lab activity

Objectives:

• ·         Learn how to see xylem and phloem in a microscope.
• ·         Learn more about xylem and phloem.
• ·         Have fun learning new things. 

Theoretical backround:

• Xylem: Is a transport tissue in charge to transport water and minerals from roots to oher parts of the plant.

• Phloem:Is transprt  tissue in charge to transport food and minerals from leaves to storage organs and growing plants.

Procedure:

1. 1 Set the microcope .
2. 2.    Get the stem,cut horizontally a tiny slide.
3. 3.    Set on the slide the specimen.
4. 4.    Obserbe it and take note.
5. 5.    Let the stalk stand in the water approximately one hour.
6. 6.    Cut a small section of the stem and obserbe under a microscope(100x or 400x).

       Materials

• 1  Microscope.
• 2.    Knife.
• 3.    Container.
• 4.    Slide.
• 2 - 250 ml graduated cylinders (plastic ) or similar sized bottle/container.

      Reactive.

1. Water.

2. Oil (immense).

3. Blue-Methylene.

4. Universal red.   

Images of phloem(400 x)

Observation:

• It look like something raining.
• Also looks like a hairy thing.
• They are  parallel lines.

Image of xylem

Food web and food chain

Food chain and Food web

Food chain:Animal and plants need energy to live.That energy is the food for animals. Plants use energy from the photosynthesis.

Food chain shows how a living thing gets the food and how are passed from creature to creature.Animal and plants need energy to live.That energy is the food for animals. Plants use energy from the photosynthesis.

Sample food chain

Food web

›A food web is a graphical description of feeding relationships among species in an ecological community
› that is, of who eats whom .
›Means how energy and materials (example carbon) flow through a community of species as a result of these feeding relationships.

Example of food web

PPT OF FOOD WEB AND FOOD CHAIN:

Games:

• http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm.

References:

•      ›http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm
•    ›http://www.vtaide.com/png/foodchains.htm
•     ›http://www.eoearth.org/article/Food_web