2 - Plant Propagation S24

Field Notes: Specimen collected from rocks on bank of streams from the Adirondack Park (NY). Plant growth form is more ‘prone’ than upright (plant seems to have little support).Laboratory Analysis:Body: Consists of three regions: light brown anchoring tissue (base of plant); Green vegetative area (middle of plant); Brownish-green, stalk-like structure bearing capsule at end (top of plant).Size: 8 cm in lengthChromosomal Analysis: Bottom two thirds of plant is haploid (chromosome # 10), while top third of plant is haploid (chromosome # 20).Lignin test: NegativeCuticle: PresentLeaves: Absent, though they do possess green photosynthetic structures. Contains chlorophyll a, b; B-carotenes; xanthophylls.Roots: Absent, though they do possess anchoring (possibly absorptive) structures.Stem: Absent, though they do possess axis—no xylem or phloem present.Notes: Top third of plant may be separate but dependent stage of life cycle; Capsule at end of plant contains haploid spores.Life History:…

Species name: Okra (Abelmoschus esculentus)

Each of the components below should be 1 or at most 2 sentences. Abstracts are 1 paragraph, it is unusual for them to have a reference and must be concise. Explain this hypothesis in detail: The hypothesis can be tested by subjecting groups of Brassica rapa plants to different light exposure durations while keeping other growth conditions constant and recording the time taken for each group to reach the flowering stage. Summarize the methods and experimental design including control and experimental groups and the length of this Brassica rapa experiment. Describe results and analysis Complete the abstract with a brief conclusion of the results of your experiment.

Task 1. To study leaf morphology using a herbarium specimen. Base of leaf blade: 1) Cuneate 2) Rounded 3) Cordate 4) Sagittate 5) Hastate ↓ 3 小果

irections: Answers must be in essay form. Outline form is not acceptable. Labeled diagrams may be used to supplement discussion, but in no case will a diagram alone suffice. It is important that you read each question completely before you begin. An agricultural biologist was evaluating two newly developed varieties of wheat as potential crops. In an experiment, Seedings were germinated on moist paper towels at 20°C for 48 hours. Oxygen consumption of the two-day-old seedlings was measured at different temperatures. The data are shown in the graph below. CUMULATIVE OXYGEN CONSUMPTION O Variety A 7"C - Variety A 17e O Variety B 7°C • Variety B 17°C 20 40 Time (min) 60 8. In a second experiment, variety A seedlings at both temperatures were treated with a chemical that prevents NADH from being oxidized to NAD*. Predict he most likely effect of the chemical on metabolism and oxygen consumption of the treated seedlings. Explain your prediction. v + , N - C (qu) Oxygen Consumption

Purpose: To determine the effect of varying fertilizer brands upon the growth rate of a vinca plant. What are the independent and dependent variables in this experiment?

Can you please help solve this problem? Using a scatter plot with a trend line, plot the distance the dye traveled (in cm) against time (seconds) for the control and experimental plants. Calculate the speed of dye uptake in cm/minute for the control and experimental plants (light + wind) [these values are just the slopes of the trend lines]

Below are the results of different Plant pigments extracted through paper chromatography. What does the results mean? Interpret scientifically with intext citation.

Instructions: Look for representative specimens of herbaceous dicot and monocot stem. The external parts that can be observed are nodes, internodes, leaf scar, lenticel, and buds (axillary and terminal).   Examine and compare their external morphology by answering the questions below:   1. Why are terminal buds considered an active part of the stem? 2. Of what importance are nodes to the plant? 3. What are inter nodes and where are they located? 4. What is the function of the lenticels? Do all stems have lenticels? 5. How can you differentiate a monocot plant from a dicot plant just by looking at the stem? 6. What advantage would herbaceous stems have over woody stems? 7. What advantage would woody stems have over herbaceous stems?

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SCI500B_Organisms_FRQ_GA (3).docx Word Design Layout References Mailings Review View Help Tell me what you want to do 2. In a common eudicot pattern of development for the common bean in the figure, the radicle emerges from the seed (1), then begins to develop into a primary root that grows down into the soil. As this occurs, the hypocotyl emerges from the seed and bends into the shape of a hook (2). The bent hypocotyl lengthens and pulls the cotyledons upward (3). When the hypocotyl reaches the soil surface, exposure to light causes it to straighten (4). Primary leaves emerge from between the cotyledons and begin photosynthesis. The cotyledons typically undergo a period of photosynthesis before shriveling (5). Eventually, the cotyledons fall off the lengthening stem, and the young plant's new leaves produce all of its food. (1 (a) Identify and explain what environmental factors influence the timing and coordination of the germination of seeds. (b) Predict what would happen if the…

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LEAF TYPE AND ARRANGEMENT Instruction: 1. Match the given photos with the following leaf characteristics 2. Name the plant species and draw their specific leaf Betel Papaya Ixora Cogon grass Cassava River tamarind Lavender sorrell A. Hibiscus a) Simple chordate leaf Name of species: Diagram: b) Simple peltate leaf Name of species: Cananga Golden trumpet Diagram: Simple linear leaf Name of Diagram Palmately compound leaf Name of species: Diagram: Paripinnate compound leaf Name of species: Diagram: f) Imparipinnate compound leaf Name of species: Diagram: g) Opposite leaf arrangement Name of species: Diagram: h) Alternate leaf arrangement Name of species: Diagram: i) Whorled leaf arrangement Name of species: Diagram: j) Spiral leaf arrangement Name of species: Diagram: c) species: d) e)

How does copper contamination in soil affect plant growth in an endangered plant?You haveOne greenhouse with three tables100 seeds (10 each from 10 plants: assume each seed is viable)unlimited pots, soil, copper, etc.ConsiderHow will you set up your experiment?How many samples (per treatment, per measurement)?What will you measure (leaf area, number of leaves, shoot height, shoot biomass)?

Test 3: Microscopic Internal Structure of Stems a. View the images of the Test 3 microscope stem cross-sections of the 4 plant species the images show cross sections through stems of Botana curus and Species X, Y, and Z. Compare the arrangement (circular or scattered) of the bundles of conducting tissue in the specimens. (see Test 3 images-Microscopic Internal Structures of Stems) Refer to Figure 1 to help you determine if the images are scattered or circular. Dicetyleden em Sattered Bundles Circular Bundles Figure 1 b. Record your observations by using the words circular or scattered to describe the conducting tissue arrangements in the appropriate column on the table below diagram Test 3– Microscopic Internal Structures of Stems Botana curus Species Y Species 2 Species Botana Curus Y Circular or Scattered Bundled

Wild type, rapid-cycling accessions of Arabidopsis, such as the Columbia (COL) lab line will flower 32 days after germination under long day conditions (with a critical photoperiod of 15 hours). What is the predicted flowering-time response (EARLY, LATE, SAME) of each experimental plant's genotype (Listed below) relative to the wild-type, rapid-cycling COL line - when both are grown from seed under the following environmental conditions. The possible flowering time responses are: EARLY, LATE, SAME., relative to the wild-type COL line grown in the conditions listed below.

Change the procedure to past tense and predict the result

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1) In Figure 1 what does the student’s t-test indicate when determining the statistical significance of growth data under incandescent light and sunlight between Group 1 and Group 2?   2) In Figure 2 what does the student’s t-test indicate when determining the statistical significance of plant height data between Group 1 and Group 2?   3) In Figure 3 what does the student’s t-test indicate when determining the statistical significance of final leaf count data between Group 1 and Group 2?

Describe the evidence from your data collection. In your description be sure to include the terms discussed above (such as but not limited to: control, independent, dependent etc) and reference the data (actual data/ numerical data) from #3 and #4 above.

E Cindy Mejias - The Six Kingdoms x Performance M- tters.com/ola/ola.jsp?clientCode%=flPalmBeach# O SDPBC Bookmarks Performance Matters Welcome, Cindy Mejias! Question 15 of 18 - Bio_U08_USA_FY21 Question: 1-15 Which of the following phrases best explains how differing maturity levels of the pistil and stamen are beneficial for some flowers? to improve light capture for photosynthesis to protect the flower from climate variations to attract different types of organisms to ensure fertilization to prevent self-fertilization and allow fertilization by another flower Pause https://olapalmbeach.performancematters.com/ola/ola.jsp?clientCode-fiPalmBeach#

Compute for the Number of plants (Np) of the following given numbers.

1. Enumerate, differentiate and give the function of the different root systems observed.   Tabulate your answers using the table provided.   Type of root system Nature/Characteristic (primary/secondary) Function 1.     2.     3.       2. Describe the structural modifications and specialized functions performed by the different modified roots observed.   Do this by completing the table below.     Name of specimen   Description of modified root Special function 1. beet     2. radish     3. sweet potato     4. corn     5. mangroove     6. succulent     7. balete

INSTRUCTIONS: Match each structure with the appropriate description (write the capital letter of your choice). Choices for functions may be repeated. (EXAMPLE: 1. B;5)

Exercise 1: The Scientific Method Exercise 1.1 An Experiment In this exercise you will be conducting a thought experiment. That is, you do not actually do the experiment but you will think the experiment though. Question Does talking to plants help them grow? 9. Replication and continued hypothesis testing - using similar methods and asking similar questions multiple studies will examine the same phenomenon 10. Formation and continued refinement of a larger theory Hypothesis A plant that is talked to will grow taller and produce larger flowers than plants that have not been talked to. Experiment Plant a seed, talk to the growing plant each day, and record how tall it grows. 9 Observations You planted a seed and watched it grow for 3 weeks, talking to it several times a day. It grew tall with a lot of leaves and produced a beautiful flower. Question Did this experiment prove that talking to a plant helps it grow? The answer is no. List 3 reasons why this experiment failed to support the…

Help me solve the stomatal density of RHOEO PLANT FOR FOV 1-3For a 10x ocular, the diameter of field of view for the LPO (10x) is  1.78 mm while HPO (40x) is 0.45 mm.

Based on the following data from your t-test results, did your treatment statistically enhance plant growth or seed germination?   Group: Control Mean: 42.1543SD: 9.9290SEM: 3.7528N: 7         Group: Treatment Mean: 57.5900SD: 26.1465SEM: 9.8825N: 7

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Change the procedure to past tense and predict the result

experimental group

Please explain What are biological concepts of this experiment, limitations and improvements…Experimental techniques & the effect of the change of variables on the results