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Bio 211 A. Student
The allelopathic effects of the Pinus Rigada on Raphanus
Sativus
A. Student
October 22, 2015
Georgia Military College
Introduction
In a garden, Raphanus sativus were planted near other
vegetables that were considered “companion plants”, but the R.
sativus plantwas not exhibiting any real growth. Overhead
Eastern pitch pine trees (Pinus Rigida) were growing and
knowing that pine trees typically exhibit allelopathic
tendencies, determining whether P. rigida was to blame or
whether there was another contributing factor was important in
getting to the root of the problem. To discover if the P. rigida
were possibly inhibiting the growth, a study was done to
determine if there was any connection between the stunted
growth of the R. sativusand the P.rigida. The primary goal of
this study was to gather and analyze data on the effects of the P.
rigida on the growth of R. sativus. This was done to determine
whether P. rigida exhibited allelopathic traits towards the seeds
of R. sativus.
The R. sativus is a cultigen, meaning it has been altered by
humans and is the result of artificial selection. They belong to
the Brassicaceae family, which includes turnips (Brassica rapa),
cabbage and relatives (Brassica oleracea) and horseradish
(Armoracia rusticana). The name Raphanus refers to the
radishes ability to rapidly germinate and is derived from the
greek language: ra, meaning quickly and phainomai, meaning to
appear. (Plants & Fungi)
Allelopathy is the secretion of chemical substances by plants
that inhibit the growth of a competing species. (Allelopathy) A
study was done on Pinus halepinsus and the possible
allelopathic effects of its needles. In growth chambers, plastic
pots consisting of 6(g), 8(g), and 12(g) of pine needle tissue and
screened perlite were used to perform this study. Three different
physiological stages of pine needles were collected from the P.
halepinsus; fresh, senesced, and decaying. The pots containing
the pine needle tissue were then seeded with tall fescue,
Bermuda grass, or oat at 20, 20, and 3 seeds per pot. The
needles tissue of the P. halepinsus in the perlite substrate
reduced growth and development of the tall fescue and Bermuda
grass. This suggests that toxic chemicals were excreted through
the pine needle tissue. Growth inhibition was dependent on the
type of pine and the amount incorporated into the pot. From the
results, it was concluded that inhibitory compounds were within
the pine needle tissue and were more apparent in fresh needles
than senesced and decaying needles. (Nektarios, 2005)
The Eastern P. rigidia is from the same family of trees as P.
halepinsus called Pinaceae. Being from the same family, it is
possible that they exhibit the same allelopathic traits. The
inhibited growth of the R. sativus may be caused from possible
allelopathic effects of the pine needles from the P. rigidia. If
radish (R. sativus) seeds are exposed to extracts from the pitch
pine tree (P. rigidia), then they will have less growth than the
seeds that are not exposed to extracts from the pitch pine tree
(P. rigidia).
Methods
Fresh pine needles from a Pinus rigida were collected and
rinsed with a 3% hydrogen peroxide solution to prevent any
microbial growth. They were then rinsed with water, cut into
small pieces (about ½ inch), and placed into a mason jar
containing water. More pine needle matter was placed into the
mason jar than water. The jar was labeled with the type of pine
needle, the name of the tree the needles came from, and the date
they were placed into the mason jar. The lid was placed on the
mason jar and the needles were stirred with a spoon several
times a day for three days, at the same time each day. Raphanus
sativus seeds were used to test for possible allelopathic traits of
the P. rigida needles. Five R. sativus seeds were first rinsed
with a 3% hydrogen peroxide solution to prevent any microbial
growth. They were then rinsed with water, folded up into
separate, plain paper towels, free of ink printed designs, along
with 1 tablespoon of the pine needles matter, and 1 tablespoon
of water mixture from each mason jar. An equal amount of
control seeds were folded up into separate paper towels, also
free of ink printed designs, with only water. Each paper towel
that enclosed a single seed with either pine needle matter or
water only, were then placed into separate plastic bags and
labeled control seed 1-5 or experimental seed 1-5 and then
placed into in a dark room for 10 days. After the 10 days had
passed, the bags and paper towels containing the seeds were
opened and the growth of the seeds were analyzed.
Results
The seed with the most growth was not exposed to the needles
of P. rigida. The other three of the five seeds exposed to the
needles had no growth at all, whereas all of the control seeds
had a significant amount of growth. These results indicate that
the pine tree, P. rigida, is allelopathic towards the R. sativus
seed.
Table 1: The amount of growth (cm) of each R. sativus seed
after 10 days
Seed number
Control growth (cm)
Experimental growth (cm)
1
7
0
2
15
9
3
16
0
4
14
6
5
13
0
Fig. 1: The growth (cm) of each R. sativus seed after ten days.
T-test: The mean growth of the control seeds was higher than
the growth of the experimental seeds. The difference between
means was significant (P= 0.003690 > 0.05) as seen in the t-test
below.
Discussion
S. sativus was used to determine whether or not P. rigida
exhibited allelopathic traits. All control seeds had more growth
than the experimental seeds, with the exception of control seed
number one as seen in table 1 & fig. 1 above. Although seed one
had the least amount of growth, it still had more growth than
four of the five experimental seeds, the exception being
experimental seed two as seen in table 1 & figure 1. Three of
the five experimental seeds experienced no growth as seen in
table 1 & figure 1. The average growth of the control seeds was
13 cm and the average growth of the experimental seeds was
10.2 cm. The mean growth of the control seeds was higher than
the growth of the experimental seeds. The difference between
means was significant (P= 0.003690 > 0.05) as seen in the t-test
below. These results indicate that the P. rigida has allelopathic
traits towards the R. sativus seeds. The lack of growth could
indeed be from P. rigida, as the plants in close proximity of R.
sativus were companion plants, but it is also possible that it
may have been from not having enough moisture in the soil or
the shade that the P. rigida was casting over R. sativus as they
need plenty of sun and moist, but not overly moist soil to grow.
Further testing could be done to rule out these possibilities.
These results also support the hypothesis.
LITERATURE CITED
Pine. (1). New York: Facts On File. Retrieved November
14, 2015, from
http://online.infobase.com/HRC/Search/Details/282938?q=pitch
pine
Pine. (1). New York: Facts On File. Retrieved November 14,
2015, from
http://online.infobase.com/HRC/Search/Details/282938?q=pitch
pine
Allelopathy. (2007). In Dictionary of Environmental Science,
Third Edition. New York: Facts On File. Retrieved November
14, 2015, from
http://online.infobase.com/HRC/Search/Details/278611?q=allelo
pathy
Allelopathy. (2007). In Dictionary of Environmental Science,
Third Edition. New York: Facts On File. Retrieved November
14, 2015, from
http://online.infobase.com/HRC/Search/Details/278611?q=allelo
pathy
Nektarios, P. A., Economou, G., & Avgoulas, C. (2005).
Allelopathic effects of Pinus halepensis needles on turfgrasses
and biosensor plants. Hortscience, 40(1), 246-250.
Journey North International Plant Study. Teacher Professional
Development and Teacher Resources by Annenberg. N. p., n.d.
Web. 28 November 2015.
"Plants & Fungi: Raphanus Sativus (radish) - Species Profile
from Kew." Royal Botanic Gardens, Kew - Home Page. N.p.,
n.d. Web. Feb. 27, 2016. http://www.kew.org/science-
conservation/plants-fungi/raphanus-sativus-radish
Growth of R. sativus seeds
Control Seed 1 Seed 2 Seed 3 Seed 4 Seed 5 7
15 16 14 13 Experimental Seed 1 Seed 2
Seed 3 Seed 4 Seed 5 0 9 0 6 0
Growth (cm)
t-test
Enter tails:2Enter 1 for a 1-tailed test. Enter 2 for a 2-tailed
test.
Enter type:21 = paired test; 2 = equal variances; 3 = unequal
variances
Enter data in yellow area below.
Enter only numbers. Values for time must be converted to either
minutes or seconds.
ControlExperimentalP =0.003690
70t =4.04888
159Degrees of Freedom =8.000000
160
146Mean (Group 1) =13
130Std. Deviation (Group 1) =3.53553
Mean Group 2) =3
Std. Deviation (Group 2) =4.24264
Once you complete the lab activity you will then complete the
lab report following the rubric below. This should be written
and saved as a word document and then uploaded under the
correct lab assignment.
Lab Report Grading Rubric
CATEGORY
WHAT IS REQUIRED (Each section worth a total of 5 points
for a total of 40 points)
Cover Page
This should include the title of the lab, your name, due date,
and course title. This should be centered on the page.
Introduction/
Abstract
This section should include any background information. What
is being investigated, the purpose, and general information
about the process along with any expected results.
Methods/
Materials
The area should include what materials were utilized to perform
the lab. Be thorough in description of all items used without
being overly detailed. This is not a set of instructions, however,
the description you provide here should be able to be followed
and conducted by the reader.
Results
This should be the most thorough and abundant part of your lab
report. Here you will explain the observations you made during
your lab. This can come from notes gathered and additional
resources utilized during the lab. This is the area where you will
include graphs and tables to support your results. Be sure to
explain any graphs and tables that you include as well. You will
want to be sure to organize and explain everything as you go so
that the reader can follow you successfully.
Discussion/
Conclusion
This area should be utilized to discuss any data in detail. You
should explain any abnormalities may arise and also predict
additional outcomes under varied conditions. You could also
propose other ways the lab could have been carried out. Finally,
you will use this area to wrap up the report.
Literature Cited
The lab itself along with any external sites utilized to complete
this report should be referenced here. There is not a set number
of citations required, however you want to be sure to avoid
plagiarism of any material you use in your report. See the link
below for proper citation methods.
Appearance/
Organization
The lab should be organized with the aforementioned sections.
It should also be typed in 12 point font with 1 inch margins,
double spaced and in Times New Roman format.
Spelling, Punctuation, & Grammar
You want the reader to be able to clearly understand what you
are explaining. To do you want to reduce your grammar errors.
You want to maintain two or fewer errors in spelling,
punctuation, and grammar. Please be sure to also properly
format any scientific names.
TOTAL POINTS
The above lab report should be written, formatted and cited
using APA format. To better understand and do so successfully,
you can utilize the following link:
https://owl.english.purdue.edu/owl/section/2/10/
Lab Inquiry Report Checklist
Bio 123/ General Guidelines for the Written Report
Read the “How to Write A Lab Report” document. Then, after
completing your experiment, Use this document to guide you in
writing the report. Once you are done, use the following to
doublecheck that you have included everything.
Introduction: this section is an overview of the background
information needed to understand the question you will pose for
your experiment. You should include enough facts and
explanation so that the question is understandable. You will
then provide a possible answer to this question in the form of a
hypothesis. Be sure to refer to the “How to Write a Hypothesis”
document. The following points should be addressed in this
section:
What is the main topic?
What do we know about it? Explain at least four main
facts underlying this topic.
What is the main question?
What is a possible answer to the question? Write this as a
hypothesis.
Methods: this section should ONLY describe the materials you
use and the experiment you perform. It should be written in
first person and be thorough enough that someone else could
exactly replicate your experiment.
Describe the experiment/research possibility
What materials will you need for this experiment?
What are the variables you will be looking at?
1. independent variables
2. dependent variables
How are you going to evaluate your data? Refer to the Lab 1.2:
Graphing and Statistics Information for guidance
Additional: Upload a “selfie” of you with your experimental
setup.
Results: in this section you only include the data and data
analysis. Your raw data should be displayed in a table. The
data should then be put into (at least) one graph to provide the
reader with a visual of how the data are to be viewed as a whole
with the different variables in relation to one another. If
necessary, provide mathematical applications and/or statistics to
better explain the data and support their validity. Be sure to
answer the following in your report:
What did you find out?
1. Table of data
2. Statistics (if applicable)
3. Graph
Are the data valid? Why or why not?
Additional: Upload a “selfie” of you with the results of the
experiment.
Discussion: This is the most important portion of your paper,
and usually the one people put the least effort into. This is
where you let the reader know what you found out, and what
was the point of it all. Things to keep in mind as you write this
section are:
What do the results mean?
Hypothesis supported or rejected? Why?
Were there any problems with the methods? What were they?
How did these problems/issues affect the overall study?
If you had to do this again, what would you differently?
How do these results reveal answers to the initial question?
How does this affect the bigger picture?
Works Cited: In general, you need to give credit to the source
of your information. Any source you use needs to be listed
here, in proper format.

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Bio 211A. Student The allelopathic effects of the .docx

  • 1. Bio 211 A. Student The allelopathic effects of the Pinus Rigada on Raphanus Sativus A. Student October 22, 2015 Georgia Military College Introduction In a garden, Raphanus sativus were planted near other vegetables that were considered “companion plants”, but the R. sativus plantwas not exhibiting any real growth. Overhead Eastern pitch pine trees (Pinus Rigida) were growing and knowing that pine trees typically exhibit allelopathic tendencies, determining whether P. rigida was to blame or whether there was another contributing factor was important in getting to the root of the problem. To discover if the P. rigida were possibly inhibiting the growth, a study was done to determine if there was any connection between the stunted
  • 2. growth of the R. sativusand the P.rigida. The primary goal of this study was to gather and analyze data on the effects of the P. rigida on the growth of R. sativus. This was done to determine whether P. rigida exhibited allelopathic traits towards the seeds of R. sativus. The R. sativus is a cultigen, meaning it has been altered by humans and is the result of artificial selection. They belong to the Brassicaceae family, which includes turnips (Brassica rapa), cabbage and relatives (Brassica oleracea) and horseradish (Armoracia rusticana). The name Raphanus refers to the radishes ability to rapidly germinate and is derived from the greek language: ra, meaning quickly and phainomai, meaning to appear. (Plants & Fungi) Allelopathy is the secretion of chemical substances by plants that inhibit the growth of a competing species. (Allelopathy) A study was done on Pinus halepinsus and the possible allelopathic effects of its needles. In growth chambers, plastic pots consisting of 6(g), 8(g), and 12(g) of pine needle tissue and screened perlite were used to perform this study. Three different physiological stages of pine needles were collected from the P. halepinsus; fresh, senesced, and decaying. The pots containing the pine needle tissue were then seeded with tall fescue, Bermuda grass, or oat at 20, 20, and 3 seeds per pot. The needles tissue of the P. halepinsus in the perlite substrate reduced growth and development of the tall fescue and Bermuda grass. This suggests that toxic chemicals were excreted through the pine needle tissue. Growth inhibition was dependent on the type of pine and the amount incorporated into the pot. From the results, it was concluded that inhibitory compounds were within the pine needle tissue and were more apparent in fresh needles than senesced and decaying needles. (Nektarios, 2005) The Eastern P. rigidia is from the same family of trees as P. halepinsus called Pinaceae. Being from the same family, it is possible that they exhibit the same allelopathic traits. The inhibited growth of the R. sativus may be caused from possible allelopathic effects of the pine needles from the P. rigidia. If
  • 3. radish (R. sativus) seeds are exposed to extracts from the pitch pine tree (P. rigidia), then they will have less growth than the seeds that are not exposed to extracts from the pitch pine tree (P. rigidia). Methods Fresh pine needles from a Pinus rigida were collected and rinsed with a 3% hydrogen peroxide solution to prevent any microbial growth. They were then rinsed with water, cut into small pieces (about ½ inch), and placed into a mason jar containing water. More pine needle matter was placed into the mason jar than water. The jar was labeled with the type of pine needle, the name of the tree the needles came from, and the date they were placed into the mason jar. The lid was placed on the mason jar and the needles were stirred with a spoon several times a day for three days, at the same time each day. Raphanus sativus seeds were used to test for possible allelopathic traits of the P. rigida needles. Five R. sativus seeds were first rinsed with a 3% hydrogen peroxide solution to prevent any microbial growth. They were then rinsed with water, folded up into separate, plain paper towels, free of ink printed designs, along with 1 tablespoon of the pine needles matter, and 1 tablespoon of water mixture from each mason jar. An equal amount of control seeds were folded up into separate paper towels, also free of ink printed designs, with only water. Each paper towel that enclosed a single seed with either pine needle matter or water only, were then placed into separate plastic bags and labeled control seed 1-5 or experimental seed 1-5 and then placed into in a dark room for 10 days. After the 10 days had passed, the bags and paper towels containing the seeds were opened and the growth of the seeds were analyzed. Results The seed with the most growth was not exposed to the needles of P. rigida. The other three of the five seeds exposed to the needles had no growth at all, whereas all of the control seeds had a significant amount of growth. These results indicate that the pine tree, P. rigida, is allelopathic towards the R. sativus
  • 4. seed. Table 1: The amount of growth (cm) of each R. sativus seed after 10 days Seed number Control growth (cm) Experimental growth (cm) 1 7 0 2 15 9 3 16 0 4 14 6 5 13 0 Fig. 1: The growth (cm) of each R. sativus seed after ten days. T-test: The mean growth of the control seeds was higher than the growth of the experimental seeds. The difference between means was significant (P= 0.003690 > 0.05) as seen in the t-test below. Discussion S. sativus was used to determine whether or not P. rigida exhibited allelopathic traits. All control seeds had more growth than the experimental seeds, with the exception of control seed number one as seen in table 1 & fig. 1 above. Although seed one had the least amount of growth, it still had more growth than
  • 5. four of the five experimental seeds, the exception being experimental seed two as seen in table 1 & figure 1. Three of the five experimental seeds experienced no growth as seen in table 1 & figure 1. The average growth of the control seeds was 13 cm and the average growth of the experimental seeds was 10.2 cm. The mean growth of the control seeds was higher than the growth of the experimental seeds. The difference between means was significant (P= 0.003690 > 0.05) as seen in the t-test below. These results indicate that the P. rigida has allelopathic traits towards the R. sativus seeds. The lack of growth could indeed be from P. rigida, as the plants in close proximity of R. sativus were companion plants, but it is also possible that it may have been from not having enough moisture in the soil or the shade that the P. rigida was casting over R. sativus as they need plenty of sun and moist, but not overly moist soil to grow. Further testing could be done to rule out these possibilities. These results also support the hypothesis. LITERATURE CITED Pine. (1). New York: Facts On File. Retrieved November 14, 2015, from http://online.infobase.com/HRC/Search/Details/282938?q=pitch pine Pine. (1). New York: Facts On File. Retrieved November 14, 2015, from http://online.infobase.com/HRC/Search/Details/282938?q=pitch pine Allelopathy. (2007). In Dictionary of Environmental Science, Third Edition. New York: Facts On File. Retrieved November 14, 2015, from http://online.infobase.com/HRC/Search/Details/278611?q=allelo pathy Allelopathy. (2007). In Dictionary of Environmental Science,
  • 6. Third Edition. New York: Facts On File. Retrieved November 14, 2015, from http://online.infobase.com/HRC/Search/Details/278611?q=allelo pathy Nektarios, P. A., Economou, G., & Avgoulas, C. (2005). Allelopathic effects of Pinus halepensis needles on turfgrasses and biosensor plants. Hortscience, 40(1), 246-250. Journey North International Plant Study. Teacher Professional Development and Teacher Resources by Annenberg. N. p., n.d. Web. 28 November 2015. "Plants & Fungi: Raphanus Sativus (radish) - Species Profile from Kew." Royal Botanic Gardens, Kew - Home Page. N.p., n.d. Web. Feb. 27, 2016. http://www.kew.org/science- conservation/plants-fungi/raphanus-sativus-radish Growth of R. sativus seeds Control Seed 1 Seed 2 Seed 3 Seed 4 Seed 5 7 15 16 14 13 Experimental Seed 1 Seed 2 Seed 3 Seed 4 Seed 5 0 9 0 6 0 Growth (cm) t-test Enter tails:2Enter 1 for a 1-tailed test. Enter 2 for a 2-tailed test.
  • 7. Enter type:21 = paired test; 2 = equal variances; 3 = unequal variances Enter data in yellow area below. Enter only numbers. Values for time must be converted to either minutes or seconds. ControlExperimentalP =0.003690 70t =4.04888 159Degrees of Freedom =8.000000 160 146Mean (Group 1) =13 130Std. Deviation (Group 1) =3.53553 Mean Group 2) =3 Std. Deviation (Group 2) =4.24264 Once you complete the lab activity you will then complete the lab report following the rubric below. This should be written and saved as a word document and then uploaded under the correct lab assignment. Lab Report Grading Rubric CATEGORY WHAT IS REQUIRED (Each section worth a total of 5 points for a total of 40 points) Cover Page This should include the title of the lab, your name, due date, and course title. This should be centered on the page. Introduction/ Abstract This section should include any background information. What is being investigated, the purpose, and general information about the process along with any expected results. Methods/
  • 8. Materials The area should include what materials were utilized to perform the lab. Be thorough in description of all items used without being overly detailed. This is not a set of instructions, however, the description you provide here should be able to be followed and conducted by the reader. Results This should be the most thorough and abundant part of your lab report. Here you will explain the observations you made during your lab. This can come from notes gathered and additional resources utilized during the lab. This is the area where you will include graphs and tables to support your results. Be sure to explain any graphs and tables that you include as well. You will want to be sure to organize and explain everything as you go so that the reader can follow you successfully. Discussion/ Conclusion This area should be utilized to discuss any data in detail. You should explain any abnormalities may arise and also predict additional outcomes under varied conditions. You could also propose other ways the lab could have been carried out. Finally, you will use this area to wrap up the report. Literature Cited The lab itself along with any external sites utilized to complete this report should be referenced here. There is not a set number of citations required, however you want to be sure to avoid plagiarism of any material you use in your report. See the link below for proper citation methods. Appearance/
  • 9. Organization The lab should be organized with the aforementioned sections. It should also be typed in 12 point font with 1 inch margins, double spaced and in Times New Roman format. Spelling, Punctuation, & Grammar You want the reader to be able to clearly understand what you are explaining. To do you want to reduce your grammar errors. You want to maintain two or fewer errors in spelling, punctuation, and grammar. Please be sure to also properly format any scientific names. TOTAL POINTS The above lab report should be written, formatted and cited using APA format. To better understand and do so successfully, you can utilize the following link: https://owl.english.purdue.edu/owl/section/2/10/ Lab Inquiry Report Checklist Bio 123/ General Guidelines for the Written Report Read the “How to Write A Lab Report” document. Then, after completing your experiment, Use this document to guide you in writing the report. Once you are done, use the following to doublecheck that you have included everything. Introduction: this section is an overview of the background information needed to understand the question you will pose for your experiment. You should include enough facts and explanation so that the question is understandable. You will then provide a possible answer to this question in the form of a
  • 10. hypothesis. Be sure to refer to the “How to Write a Hypothesis” document. The following points should be addressed in this section: What is the main topic? What do we know about it? Explain at least four main facts underlying this topic. What is the main question? What is a possible answer to the question? Write this as a hypothesis. Methods: this section should ONLY describe the materials you use and the experiment you perform. It should be written in first person and be thorough enough that someone else could exactly replicate your experiment. Describe the experiment/research possibility What materials will you need for this experiment? What are the variables you will be looking at? 1. independent variables 2. dependent variables How are you going to evaluate your data? Refer to the Lab 1.2: Graphing and Statistics Information for guidance Additional: Upload a “selfie” of you with your experimental setup. Results: in this section you only include the data and data analysis. Your raw data should be displayed in a table. The data should then be put into (at least) one graph to provide the reader with a visual of how the data are to be viewed as a whole with the different variables in relation to one another. If necessary, provide mathematical applications and/or statistics to better explain the data and support their validity. Be sure to answer the following in your report: What did you find out?
  • 11. 1. Table of data 2. Statistics (if applicable) 3. Graph Are the data valid? Why or why not? Additional: Upload a “selfie” of you with the results of the experiment. Discussion: This is the most important portion of your paper, and usually the one people put the least effort into. This is where you let the reader know what you found out, and what was the point of it all. Things to keep in mind as you write this section are: What do the results mean? Hypothesis supported or rejected? Why? Were there any problems with the methods? What were they? How did these problems/issues affect the overall study? If you had to do this again, what would you differently? How do these results reveal answers to the initial question? How does this affect the bigger picture? Works Cited: In general, you need to give credit to the source of your information. Any source you use needs to be listed here, in proper format.