Germination Cycle Lab

Being in this group project has not only opened my eyes about the different careers in Agriculture but it has also expanded my knowledge specifically in plant science.

“ There are your radish seeds everyone.” Said Mr. Susick. The whole class looked around at each other with a blank confused face. It was the first day of junior year in my English class. Mr. Susick started talking about how our first assignment would be to grow radishes. We were all thinking, how in the world does gardening relate to English class. I had heard about this project from previous juniors but none of them said what the real reason was. All Mr. Susick said was that you need to let the project teach itself and get into nature. He left us with one bit of information along with the requirements to start. The main goal of the assignment was to extract your own universal truths. For the first time in English class,

However, the claim of finding and harvesting the extinct seeds in a clay vessel is false. Through expert consultation with David Wrone, it was revealed that the seeds were never extinct to have been discovered in the first place. Rather, the seeds planted by the university students were received from the White Earth Seed Library. By contrasting MyModernMet’s article to a peer-reviewed paper, it revealed the lack of significant information in MyModernMet’s article, thereby decreasing its credibility. Furthermore, scientific literature on seed expiration and preservation decreased significantly the likelihood of harvesting the seeds claimed in the story. By discrediting the two major claims in MyModernMet’s article, it can be concluded the 800-year-old seeds found and harvested had never existed. In spite of this, the article does show the importance of seed preservation in our heritage, as a cultural practice, and as a means to preserve plant

On the outside, Mr.LaChance may not look like a gardener, but on the inside you’ll be surprised on what you will learn from him. Mr.LaChance is the garden club co- founder with Ms. Maraglio and Mr.Gonsalves, who puts their heart and soul into gardening for the children who are looking to give back to nature. Mr.LaChance gave us great, interesting information, facts, and background knowledge. He says “When you breath in the air plants give us, we say thank you, and when we breath out we say a gift for you”. Mr.LaChance says, "Without our relationship with plants, animals don't exist. Plants give us oxygen with which we break down food and get its energy. We give plants carbon dioxide as we breath out. They make sugar with that, water and sunlight. They make energy food with our exhale. Amazing, isn't it! Life is a dance of sunlight with the Earth. Plants get the first dance. We get our energy and Earth materials through plants. We have the second dance."

The project consisted in a quick guide that can be used as an emergency kit for new graduate students within the Plant Pathology, Physiology, and Weed Science Department. At the beginning of the program, students tend to become overwhelmed by the information provided through orientations or paperwork to be done; therefore, they might dedicate less attention to subjects as Ethic, Plagiarism, Honor Code, etc. In addition, a certain nervousness may arise, as they begin to study or hear about these concepts, due to the complexity. Things get worse when orientations are missed, because the information that can help make the transition easier is omitted.

To develop a slide of actively dividing plant tissue and observe stages of the cell cycle in living tissue.

TTW tell the students that although plants come in all different shapes, sizes, and colors, they share the same basic structures. TTW continue by pointing to the real plant and correctly showing students the parts of the plant (roots, a stem, a flower, and leaves). TTW also have a plant drawn on the board and label it as well. After students are familiar with the basic structures of a plant TTW begin explaining the function of each structure of a plant:

5. Explain the reproductive mechanisms of plants in natural reproduction and artificial propagation (e.g., germination of seeds, leaf cuttings, grafting of branches onto a host tree)?

Different state of water, solid (ice), liquid and gas (vapour), exploring surface tension, function of root and stem in a plant, as, xylem, absorbsion, nutrients, refraction of light, formation of a tornado, vortex, the water cycle evaporation, condensation, precipitation, transpiration and sublimation.

In the first part of this investigation (stomatal peel), you guide students through an investigation, ask them focused questions, and give them suggestions for further study. However, the expected outcome is unknown. This type of inquiry is referred to as structured inquiry and is suitable for introducing groups of scientifically naïve students to inquiry. In a guided inquiry investigation, the procedure for conducting the investigation is developed by the students. The second part of this lab, in which students select an environmental factor and explore its effect on transpiration, is an example of this type of inquiry. With experience, students will be able to investigate questions about transpiration that they themselves have formulated and use procedures of their own design to investigate answers. Such open inquiry is the ultimate goal of any biology program. (For more information about the different types of inquiry-based investigations, please refer to Chapter 4 in this manual.) In this investigation, students begin by exploring methods to calculate leaf surface area and then determine the average number of stomata per square millimeter in a particular kind of plant. From their data, several questions about the process of transpiration in plants should emerge. Students can explore these questions in their own

B. Students will explain the process of germination and the role seeds play in the life cycle of a flowering plant. 29% of the class scored a zero on this portion when addressing germination. 12% of the class was able to demonstrate proficiency in this area. These four students would be great to use as modeling peers in small groups. I

For my first question, the students were all in agreement that seeds in fact do not always look the same. Some students were fairly quiet about their opinions but I was just sitting back and listening to their commentary. One student said “One time I saw a fuzzy seed when I was on vacation!” Some

In previous chapters, students have been exposed to basic processes in life such as photosynthesis, respiration, and evolution. Chapter 35 provides key vocabulary on plant structure and development and introduces basic concepts and processes. This information is critical for understanding higher-order concepts introduced in subsequent chapters.

The hard line that previously divided animal and plant behaviors has begun to smudge and fade due to new evidence provided by recent studies on plant behaviors. These experiments shed light on the overwhelming similarities between the behaviors of plant and animals. Before, it would never have been thought that plant organisms could be as complex as animal organisms. Plants carry out many of the same functions as animal organisms just in a much different way. Plants and animals both share many of the same basic needs for survival. Plants and animals both have the basic need for protection against predators. Both need to consume food in order to have energy and survive and therefore they both need to have some way to access the food either by hunting or making the food themselves. In short, plants and animals both have the ability to seek the nutrients they need to guarantee their survival. Plants and animals also share the basic need to reproduce in order to keep their species from dying out. Plants reproduce by being pollinated and animals mate with each other. Although the processes are different the central idea of reproduction for survival remains the same.

In this article examples are going to be discussed of the application of molecular biology in the field of plant ecology, what molecular biology is as well as what plant ecology is. Plant ecology is one of the branches in the scientific field of ecology that mainly focus on plant population and their surroundings (McMahon, 2016). Plant ecologists also look at other factors that have an impact on the plants and their environment. According to the MIT Department of Biology, plant molecular biology is the study where biological data such as plants genetics, genomes, biochemical and the cell biologics is inserted into computers to understand the development, growth and physiology of plants at a molecular level. The examples that is going to be