"Federated learning: out of reach no matter how close",Oleksandr Lapshyn
Operation Salsa Student Report
1. Gardening Without Soil
A Problem-Based Learning Initiative in High School Biology
by
5th Hour Biology Students of Mr. Abud
June 2010
Macomb, MI
2. Operation Salsa 2
TABLE OF CONTENTS
List of Appendices ..........................................................................................................4
I. Introduction .................................................................................................................6
Means of Traditional Growing ...........................................................................6
Hydroponic Growing Method.............................................................................8
Related Biology Topics ......................................................................................8
Experimental Design...............................................................................8
Nutrient Cycles .......................................................................................9
Cellular Respiration and Photosynthesis ..............................................12
Mitosis, Meiosis, and Reproduction .....................................................13
Genetics ................................................................................................13
Evolution & Natural Selection..............................................................14
Nutrition................................................................................................14
Energy Costs of Hydroponics ...............................................................14
Statement of the Purpose ..................................................................................15
II. Methods....................................................................................................................16
Design of Solution ............................................................................................16
Materials ...........................................................................................................16
Data Collection .................................................................................................17
Procedure ..........................................................................................................17
List of Student Project Groups..........................................................................17
III. Results.....................................................................................................................18
Qualitative Results ............................................................................................18
Quantitative Results ..........................................................................................19
Calendar ............................................................................................................20
Noteworthy Additional Results ........................................................................22
IV. Discussion...............................................................................................................24
Connection Between Biology Topics and Plant Development.........................24
Nutrient Cycles .....................................................................................24
Cellular Respiration and Photosynthesis ..............................................24
Mitosis, Meiosis, and Reproduction .....................................................25
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Genetics ................................................................................................25
Evolution & Natural Selection..............................................................26
Qualitative Observations...................................................................................26
Discussion of Noteworthy Additional Results .................................................27
V. Conclusions: Is Hydroponic Growing the Solution? ...............................................28
Conclusions.......................................................................................................28
Reflections and Recommendations...................................................................29
VI. References ..............................................................................................................30
VII. Appendices ............................................................................................................31
Appendix A.......................................................................................................31
Appendix B .......................................................................................................32
Appendix C .......................................................................................................33
Appendix D.......................................................................................................36
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LIST OF APPENDICES
APPENDIX A: Garden Observation Log
APPENDIX B: Student Project Groups
APPENDIX C: Daily Observations and Actions
APPENDIX D: Graphic Representations of Plant Data
6. Operation Salsa 6
INTRODUCTION
Means of Traditional Growing
In order for plants to grow traditionally they need soil, nutrients, water, and
sunlight. Without the correct amount of any of these things the plants may not
successfully grow. Plants need the sunlight, because it powers the food making process
called photosynthesis. Without sunlight, they will basically starve. Plants need three main
nutrients: nitrogen, phosphorus, and potassium. Plants use large amounts of these
nutrients for growth and survival. Without nitrogen, they turn yellow and die. Nitrogen
promotes above ground growth of shoots that we call leaves and stems. Plants need
nitrogen but can only use nitrogen that is combined with other atoms like nitrates to make
proteins. Some plants can get their Nitrogen from the air by hosting bacteria in their roots
that turn atmospheric nitrogen into nitrates.
When plants do not have phosphorus they simply do not grow. Phosphorus is one
of the three main nutrients that give plants a good start on life. Phosphorus promotes
below ground growth of roots. Potassium promotes strong stems and well-developed
flowers. Without potassium plants become weak. They’re growth could possibly be
stunted. Water is used to transport the metabolic products from one part to the other
where they are needed. So it acts as a vehicle for the transportation. Without water,
metabolic products could not get to where they needed to be. Water is a major part in
photosynthesis as well, so without it, the plant couldn’t make food.
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Plants require many things to survive. The cost all depends, on the area being
cultivated, and the types of flowers or plants being planted. The cost also depends on the
brands of topsoil, seeds, mulch, and fertilizer being used. The on average a yard of
topsoil cost about fifteen dollars. When it comes to seeds and plants the price, really
depends. A bag of seeds might cost two dollars, but a tree might cost one hundred dollars.
A yard of mulch cost about twice as much as a yard of topsoil, so for one yard it might
cost about thirty-five dollars. Fertilizer costs a little more, it’s about twenty dollars a bag.
It goes along way though. The price basically depends on the garden’s area. To grow a
plant the traditional way, starting with a seed takes anywhere from two weeks to about
six weeks. It all depends on the plant, and where it’s being grown.
Many things factor into a plant’s growth rate. Troubles with growing plants by
traditional means could be sunlight. Plants require a lot of sunlight. Planting a plant in the
wrong area could mean it’s not getting enough sunlight or not enough. Planting plants in
the wrong soil could result in trouble. Planting plants in clay can be difficult for roots to
push through. Also, because clay does not drain well once saturated, it can cause roots to
rot from excess water exposure and denial of oxygen to the roots. Very porous will allow
nutrients to be leached more easily which can make less nutrients available to plants.
Pruning plants is very important. It’s important because it promotes growth. Pruning
plants will keep them from leaning, or getting too heavy on one side. Pruning is very
important so that new fruit or flowers grow in place of old ones. Pruning is very essential
when it comes to growing a healthy plant.
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Hydroponic Growing Method
Hydroponics is the growing of plants without soil. Not to be confused with
aeroponics, though. Hydroponics uses water instead of soil. The water is enriched with all
the nutrients that the plant would need, through artificial means. The water is pumped and
filtered throughout the system. Hydroponics systems can either use artificial light, or can
use natural light. The plants thrive on the nutrient rich water, and light. The plants grow
quick because there is no hard soil for the plants to grow through.
Hydroponic plant systems typically do better than conventional “plants in soil.”
Since there is nothing restricting the growth of the roots, and nutrients are readily
available, the plants thrive. Hydroponics does have a high cost though. Construction of
systems, power costs, and cost for nutrients tend to build up. Compared to normal
gardening, or farming, hydroponics is far more expensive. The necessary operating
equipment, and energy required, increases the cost.
Related Biology Topics
Experimental Design
In an experiment, we deliberately change one or more process variables (or
factors) in order to observe the effect the changes have on one or more response
variables. The (statistical) design of experiments (DOE) is an efficient procedure for
planning experiments so that the data obtained can be analyzed to yield valid and
objective conclusions.
DOE begins with determining the objectives of an experiment and selecting the
process factors for the study. An Experimental Design is the laying out of a detailed
experimental plan in advance of doing the experiment. Well-chosen experimental designs
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maximize the amount of "information" that can be obtained for a given amount of
experimental effort.
Nutrient Cycles
Water Cycle
If you live in the United States, there are 40 trillion gallons of water above your
head on an average day. Each day, about four trillion gallons of this water fall to Earth as
precipitation. Some of the water that falls to Earth soaks into the ground and provides
runoff to rivers, lakes, and oceans. The remainder—more than 2.5 trillion gallons—
returns to the atmosphere through evaporation, and the process begins again. This
continuous process of precipitation and evaporation is called the water cycle, or
hydrologic cycle. It's been going on ever since oceans were formed on this planet 3.8
billion years ago. Water is transferred from the surface to the atmosphere through
evaporation, the process by which water changes from a liquid to a gas.
The sun’s heat provides energy to evaporate water from the earth’s surface. Land,
lakes, rivers and oceans send up a steady stream of water vapor and plants also lose water
to the air (transpiration). The movement of water through the atmosphere, specifically
from over the oceans to over land, is called transport. Some of the earth’s moisture
transport is visible as clouds, which themselves consist of ice crystals and/or tiny water
droplets. Most water is transported in the form of water vapor, which is actually the third
most abundant gas in the atmosphere. The primary mechanism for transporting water
from the atmosphere to the surface of the earth is precipitation. When the clouds meet
cool air over land, precipitation, in the form of rain, sleet or snow, is triggered and water
returns to the land (or sea). A proportion of atmospheric precipitation evaporates. Some
10. Operation Salsa 10
of the precipitation soaks into the ground and this is the main source of the formation of
the waters found on land - rivers, lakes, groundwater and glaciers. Some of the
underground water is trapped between rock or clay layers - this is called groundwater.
Water that infiltrates the soil flows downward until it encounters impermeable
rock and then travels laterally. The locations where water moves laterally are called
‘aquifers’. Most of the water, which returns to land, flows downhill as run-off. Some of it
penetrates and charges groundwater while the rest, as river flow, returns to the oceans
where it evaporates. As the amount of groundwater increases or decreases, the water table
rises or falls accordingly. Without this process plants living in the environment wouldn’t
receive the water that they need, Thanks to the water cycle and its constant recycling of
water to create precipitation, the plants would not get the water they needed, or at least
not as much. Meaning some of the plants water is received due to aquifers in the ground.
However this water as well wouldn’t be renewed without the water cycle.
Phosphorus Cycle
Phosphorus can be found on earth in water, soil and sediments. Unlike the
compounds of other matter cycles phosphorus cannot be found in air in the gaseous state.
This is because phosphorus is usually liquid at normal temperatures and pressures. It is
mainly cycling through water, soil and sediments. In the atmosphere phosphorus can
mainly be found as very small particles. Phosphorus moves slowly from deposits on land
and in sediments, to living organisms, and then much more slowly back into the soil and
water sediment. The phosphorus cycle is the slowest one of the matter cycles. Phosphorus
is most commonly found in rock formations and ocean sediments as phosphate salts.
Phosphate salts that are released from rocks through weathering usually dissolve in soil
11. Operation Salsa 11
water and will be absorbed by plants. Because the quantities of phosphorus in soil are
generally small, it is often the limiting factor for plant growth. That is why humans often
apply phosphate fertilizers on farmland. Phosphates are also limiting factors for plant-
growth in marine ecosystems, because they are not very water-soluble. Animals absorb
phosphates by eating plants or plant-eating animals.
Phosphorus cycles through plants and animals much faster than it does through
rocks and sediments. When animals and plants die, phosphates will return to the soils or
oceans again during decay. After that, phosphorus will end up in sediments or rock
formations again, remaining there for millions of years. Eventually, phosphorus is
released again through weathering and the cycle starts over.
Nitrogen Cycle
The main component of the nitrogen cycle starts with the element nitrogen in the
air. Two nitrogen oxides are found in the air as a result of interactions with oxygen.
Nitrogen will only react with oxygen in the presence of high temperatures and pressures
found near lightning bolts and in combustion reactions in power plants or internal
combustion engines. Nitric oxide, NO, and nitrogen dioxide, NO2, are formed under these
conditions. Eventually nitrogen dioxide may react with water in rain to form nitric acid,
HNO3.
Plants may utilize the nitrates thus formed as a nutrient. Nitrogen in the air
becomes a part of biological matter mostly through the actions of bacteria and algae in a
process known as nitrogen fixation. Legume plants such as clover, alfalfa, and soybeans
form nodules on the roots where nitrogen-fixing bacteria take nitrogen from the air and
convert it into ammonia, NH3. The ammonia is further converted by other bacteria first
12. Operation Salsa 12
into nitrite ions, NO2-, and then into nitrate ions, NO3-. Plants utilize the nitrate ions as a
nutrient or fertilizer for growth. Nitrogen is incorporate in many amino acids, which are
further reacted to make proteins.
Cellular Respiration and Photosynthesis
Cellular Respiration
Cellular respiration is carried out by every cell in both plants and animals and is
essential for daily living. It does not occur at any set time, and, at the same point in time,
neighboring cells may be involved in different stages of cellular respiration. Cellular
respiration is an exergonic reaction, which means it produces energy. It is also a catabolic
process - it breaks down polymers into smaller, more manageable pieces. The ultimate
goal of cellular respiration is to take carbohydrates, disassemble them into glucose
molecules, and then use this glucose to produce energy-rich ATP molecules. The general
equation for cellular respiration is: one glucose molecule plus six oxygen molecules
produces six carbon dioxide molecules, six water molecules, and approximately 36-38
molecules of ATP.
Photosynthesis
Sunlight plays a much larger role in our sustenance than we may expect: all the
food we eat and all the fossil fuel we use is a product of photosynthesis, which is the
process that converts energy in sunlight to chemical forms of energy that can be used by
biological systems. Many different organisms, ranging from plants to bacteria, carry out
photosynthesis. The best-known form of photosynthesis is the one carried out by higher
plants and algae, as well as by cyanobacteria and their relatives, which are responsible for
a major part of photosynthesis in oceans. All these organisms convert CO2 (carbon
13. Operation Salsa 13
dioxide) to organic material by reducing this gas to carbohydrates in a rather complex set
of reactions. Electrons for this reduction reaction ultimately come from water, which is
then converted to oxygen and protons. Energy for this process is provided by light, which
is absorbed by pigments (primarily chlorophylls and carotenoids). Chlorophylls absorb
blue and red light and carotenoids absorb blue-green light, but photosynthetic pigments in
plants do not effectively absorb green and yellow light; therefore, light of these colors is
either reflected by leaves or passes through the leaves. This is why plants are green.
Mitosis, Meiosis, and Reproduction
Mitosis is the reproduction of Autosomal cells through asexual reproduction. In
this process, one cell becomes two. Mitosis works through plants growing in a traditional
garden by using a spindle apparatus due to no centrioles. The vesicles in plants through
mitosis allow the plant cells to assemble a cell wall. Meiosis is reproduction through Sex
cells. In this, there are 4 daughter cells produced. Through the growing of plants in a
regular garden, gametes are not produced directly. Spores are instead created so that
during mitosis gametes may be produced. Plants reproduce through Meiosis using
pollination.
Genetics
Genetics is the heredity through organisms passed on to their offspring. In plants
grown traditionally, genes get passed on for those plants that survive long enough to
pollinate. The genes of cherry tomatoes, jalapeno peppers, and chilis to be passed on
depend greatly on which genes allow the plants to survive. Through a traditional garden,
certain added nutrients contained in the soil may cause different genes to be passed on
that would not be necessary if grown in the Aero Garden.
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Evolution and Natural Selection
The idea of evolution reflects ‘survival of the fittest’, whereas the organisms
evolve to survive and produce the most fertile offspring. Plants in a traditional garden
that survive will pass on genes. Natural selection is a part of evolution, through the idea
that organisms that adapt best to their environment will survive and pass on their genes. If
a trait in one plant allows for that plant to die off without producing any offspring, that
specific trait will then soon die off and the more fit traits will get passed on.
Nutrition
Why is nutrition important to the human body? Nutrition is important to the body
for several reasons. First of all, what is nutrition? It is the action of providing your body
with nutrients. Nutrients such as healthy food and exercise are important. It is important
because, without these nutrients the body cannot function to the best of its ability. With
the proper amount of these nutrients, the body will not only function better, but you will
feel better. It is important for all the body systems to work at their best. With the proper
balance of all these factors, your body will function normally.
Energy Costs
How much electricity does a hydroponics garden use? A hydroponics garden
takes very minimal amounts of electricity. Depending on what you grow in the garden,
determines the exact amount of electricity that it uses. It can be plugged into any outlet.
Most of the gardens should not spike your electricity bill. In conclusion, hydroponics
gardens use very little amounts of electricity.
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PURPOSE
This project was done to solve the problem of growing a garden without soil.
Traditionally gardens are grown using soil filled with nutrients; the problem, as explained
above, is growing the garden without soil. This can be done as long as the garden
receives the nutrients, water and light it normally requires. Delivered to the plant in small
packets is a solution of nutrients, which the plant requires to grow at a normal rate. Light
is delivered to the plant using special lamps designed to give off the same wavelengths of
light as the sun.
Statement of the Purpose
The purpose of this project was to grow a garden without soil using the process of
hydroponics.
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METHODS
In order to make the tomato and pepper plants grow in such unconventional
conditions one would need to simulate a traditional growing situation. To grow, plants
essentially need sunlight, nutrients and water. In a natural garden, plants would get their
sunlight from the sun. However in the hydroponic garden, the plants received their light
rays from a special light bulb like that of reptile tanks and such. Plants can only complete
the photosynthetic cycle with a specific wavelength of light, that being ultraviolet light.
Regular light bulbs would not work. Secondly, plants need nutrients to survive. Basic
nutrients found in soil include nitrogen, phosphorous and potassium. Occasionally, liquid
nutrient packets had to be added to the water in order for the plants to obtain the vital
elements they needed. Perhaps most importantly of all, plants need water to survive.
Obviously water was the last concern. In the hydroponic garden, our plants were
basically just sitting in water, however we did have to add water on a daily basis to
replenish the supply.
• Hydroponic garden base
• Plenty of water
• Nutrient packets
• Seeds
• Ultra violet light bulbs
• Camera
• Daily log
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Data Collection
Our class used the scientific method for our experiment. We made a hypothesis;
that it was possible to grow plants without soil, and decided to measure the height of the
plant, check for fruit and changes in color each day. Each week a designated group was to
take measurements and note any changes in the plants and record them in our logbook. In
addition each group was responsible for keeping the water tank filled in the garden, and
for adding any nutrients when necessary. (See Appendix C)
Procedure
During this project, the following tasks were performed daily as part of the
procedure:
1. Check water levels (add water if needed)
2. Check nutrient levels (add nutrients if needed)
3. Measure longest leaf on plants
4. Measure stem of plants
5. Raise lights if needed
6. Take picture of progress
7. Prune plants if needed
8. Note any changes in log book
Student Groups
There were eight student groups. Each group was responsible for duties and tasks
associated with two weeks of the project. (See Appendix B)
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RESULTS
While using the AeroGarden, we have seen good growth progress while growing
tomato and jalapeno plants. Although many parts of Operation Salsa were not recorded,
there have been changes in data. In days 1 through 10, the plants started out showing no
signs of plant life. Then on day 4, they began to sprout, roots became visible on the day
after. The growth continued and on day 9, the plants required trimming and changed to a
darker green. On days 11 through 20, the plants continued to grow taller and their roots
continued to grow. On day 18, the plants showed lots of foliage. Also on day 18, the
plants finally sprout flowers. Unfortunately, after day 18 we went on spring break and the
plants did not receive the necessary water. So on day 35 when we returned, the plants
were shriveled and weak. The roots were dry and malnourished and the fruits were small
and still green. After day 35, unfortunately the signs of plant life continued to decrease.
On day 37, the last day of recorded data, the plants showed to signs of reviving and the
fruits were just hanging on.
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April 2010
Sun Mon Tue Wed Thu Fri Sat
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
*complete *4 pictures *END
Water refill *Pruned *pruned all
*3 pictures dead leaves “dead” leaves
(return from and branches
break)
18 19 20 21 22 23 24
25 26 27 28 29 30
Noteworthy Additional Results
On day 3, it was recorded that condensation on the domes of the plants had began
to occur. On day four, the students working with the plants removed the bio-domes so
that the plants can continue to grow in the proper way. On day 5 the plants seemed to
grow extra stems and began to tip so some students helped prune the un-needed stems.
During day 12 the Jalapeño plants began to wilt. On day 14 the plants had gotten to the
point where they needed to the light to rise for them to grow even larger.
On day 20, when our class had returned from spring break, some students had
forgotten to water the plants and add the appropriate nutrients, making the plants die.
Together, the class tried to see if the plants could be revived before pruning them. On day
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21 the students working on the plants pruned off the dead leaves. There was not much
progress showing that the plants will come back to life. On day 22 our class had given up
on the plants reviving, but there was still a little hope left so a few students trimmed off a
few more dead leaves and branches.
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DISCUSSION
Connections to Biology Concepts
Nutrient Cycles
Nutrient cycles consist of the water cycle, phosphorous cycle, nitrogen cycle, and
the carbon cycle. All of these cycles work together to help a plant live and reproduce.
All of these cycles start in the same way by the substances in the ground that are sucked
up in to the plants roots and up thtte steam. The water cycle then continues by the water
exiting of means of evaporation and rises to the sky then forms a cloud, then the cloud
condenses and falls to the ground and absorbed by the plant once more. The phosphorous
continues by an animal eating the plant, which is then, is discarded into the ground. The
nitrogen cycle could happen like either the water or phosphorous cycles. The carbon
cycle continues the same as the others but this element is the most important of all
because all living organisms are built upon this element.
Cellular Respiration and Photosynthesis
Cellular respiration is what replaces carbon with oxygen by this process. This
process is like breathing for an animal but instead of inhaling oxygen and exhaling
carbon dioxide they do the opposite. This works by the plant taking the carbon from the
air with water and other nutrients from the ground and using the sun forms oxygen and
sugar, this process is called photosynthesis. This process occurs in the chloroplasts inside
the cell. This process is essential for the plant to live.
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Mitosis, Meiosis, and Reproduction
Reproduction of plants is a very simple process that involves a parent plant and
cross-pollination. First in the reproduction cycle of plants, a parent drops the seed, which
is in the fruit of the plant. Then the seed, which receives its nutrients and water, sprouts
and when it reaches the light it begins to grow leaf to perform photosynthesis. When the
plant reaches its adult stage it begins to grow its flower. This is the pollination stage in
which an outside force such as the wind or a bee takes the pollen from the flowers and
exchange with other flowers. This is essential to grow the fruit. When this is finished the
flowers fall off then the fruit begins to grow which stars the process again. Notice that
soil is never mentioned in this process, this is because soil is not needed, it simply holds
the nutrients and water it needs!
Genetics
Plants genetics is different from animals in a few ways that make the study of
plant genetics interesting. DNA is a big part of genetics, often compared to a set of
blueprints or a recipe, or a code, since it contains the instructions needed to build other
parts of cells, such as proteins and RNA molecules. In DNA there are segments that are
called genes, which are the part of the DNA that carry information, but other DNA has
structural purposes. There are scientists that use this to engineer plants to change genes
to help grow more successful plants in the future, these scientists are called a geneticist.
One also one of these people was Gregor Mendel. He was one of the first people to notice
gene phenotypes (visible difference in genes). He also mixed different genes to find the
cross-breeds using his pea garden.
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Evolution and Natural Selection
Evolution is the theory that organisms (over time) can change and that all life is
related and from a common ancestor. Complex creatures, is thought, evolve from more
simple ancestors naturally over time. To shorten it all up, as random genetic mutations
occur within an organism's genetic code, the valuable mutations are saved because they
help survival; a process known as Natural Selection. The mutations are passed on to the
next generation. Over time, the mutations accumulate and the result is an entirely
different organism (not just a variation of the original, but an entirely different
organism). Natural selection is the process of eliminating the animals not fit to its
environment by the stronger animals living and reproducing also called “survival of the
fittest”.
Discussion of Qualitative Results – (See Appendix D)
The plant started growing fruit because we gave it the water and nutrients when it
needed it. Changes in the plants growth pattern was caused by giving it more nutrients
and/or water on some days. This affected the plants growth because the plant has a
routine of receiving the proper nutrients and water, but sometimes it would get more or
less than it needed, which accounted for the growth patterns.
The pepper plant grew almost the same as the tomato plant over time. Later, both
plants died because they didn’t get any water or nutrients for a period of 2 weeks. The
color changes occurred when the leaves first appeared because they were given the most
water and nutrients. At first, the leaves became very green because they were healthy, but
then they lost color since they lacked sufficient water or nutrients for the two-week time
period.
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Discussion of Noteworthy Additional Results
The first week Operation Salsa began, nothing really happened, but then our
project plants began to sprout and take shape. Little flowers appeared as the plants began
grow and take form. Slowly the flowers disappeared though and small green vegetables
began to grow in front of our eyes. Then spring break came, due to the insufficient
amount of water the plants were able to obtain during this time, the plants became
dehydrated. After spring break, it was observed that the once healthy, strong, green
plants, had now taken on entirely different form. The plants had very little leaves left on
them that appeared to be living. A large percentage of leaves, were wilted and edged with
yellowish brown color. The once strong stems reaching for the light now seemed to be
bowing down in shame. Everyone waited a week to see if they would revive and they
didn’t so, they were pruned. Nothing started happening. They were pronounced dead the
next week.
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CONCLUSIONS: IS HYDROPONIC GROWING THE SOLUTION?
The purpose of our project was how to grow a plant, or in our case a tama toe tree,
without soil. Our class solved that question by answering to the use of the Aero Garden.
An Aero Garden requires a timer to tell when the light should go on and off. The light is
one of the most important parts because in order for the plant to survive, it needs carbon
dioxide, water, and sunlight. So as you can see soil is nota necessity and isn’t required for
photosynthesis.
The final outcome of the plant was that it died. In the beginning the aero garden
worked successfully. The plant was growing healthy and even started producing
tomatoes. The experiment reached its peak when it was time to prune the trees, and not
only where the dead branches trimmed, but access leaves were sacrificed. In response to
cutting of more leaves than needed, the plant slowly died.
Not only was our tree pruned incorrectly but over our Spring Break, the plant
wasn’t able to obtain one of the most important necessities: water. When the tree begins
to produce fruit it requires more watering than initially needed. The problem was solved
partially. The problem was answered incorrectly in theory, but lacked experience in
practice. The project wasn’t as successful as was hoped when the project was actually put
to the test.
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Reflections and Recommendations
Some information that could have been useful to know at the beginning of the
project is that the more fruit grown on the plant, the more water the plant needs. Since the
fruit is taking up water as well as the plant, the water goes twice as fast. We didn’t think
about this when leaving for Spring Break, and our plant and fruit didn’t get enough water.
If we could do it over again, some things we may have done different would be to keep
the water amount up, so our plant would have enough everyday. Another thing we would
have done differently would be to make sure we put in the right amount of nutrients each
day. It is recommended to anyone else trying this project, to make sure you clip some of
the leaves on each side to make sure the plant is not heavier on one side, due to more
leaves on one side. Another suggestion would be to keep the water level up, and the
nutrient level high enough so your plant would be able to produce fruit.
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APPENDICES
APPENDIX A
Garden Observation Log
• Sensory Observations (colors, shape, texture, smell, position, etc.)
o Plants
o Roots
o Fruits
• MEASUREMENTS:
o Height of plant (cm)
o Nutrient Levels
o Number of fruits present
o Time exposed to light (hrs)
o Gerth/Width of stem
o Temperature (qualitative: was it warmer/cooler in the room?)
o Number of branches
o Number of leaves
o Size of largest leaf
o Size of largest branch
• Any actions taken (added water, added nutrient, changed amount of light, pruned
branches, picked fruit, etc.)
• Additional Information/Comments:
• Gardeners’ Names for today:
32. Operation Salsa 32
APPENDIX B
Student Project Groups
5th
Hour
Dates
Sarah
Christine
Week
1
Week
9
Group
1
Taryn
02/08/10
-‐
02/12/10
04/05/10
-‐
04/09/10
Ariel
Korey
Amber
Week
2
Week
10
Group
2
Alex
02/15/10
-‐
02/19/10
04/12/10
-‐
04/16/10
Tyler
Adi
Week
3
Week
11
Group
3
02/22/10
-‐
02/26/10
04/19/10
-‐
04/23/10
Brandon
W.
Charles
Week
4
Week
12
Group
4
03/01/10
-‐
03/05/10
04/26/10
-‐
04/30/10
Oscar
Week
5
Week
13
Group
5
03/08/10
-‐
03/12/10
05/03/10
-‐
05/07/10
Katrina
Joules
Week
6
Week
14
Group
6
03/15/10
-‐
03/19/10
05/10/10
-‐
05/14/10
Cody
Emily
Week
7
Week
15
Group
7
Brandon
B.
03/22/10
-‐
03/26/10
05/17/10
-‐
05/21/10
Ian
Matt
Week
8
Week
16
Group
8
03/29/10
-‐
04/02/10
05/24/10
-‐
05/28/10
33. Operation Salsa 33
APPENDIX C
Daily Observations and Actions
2/8/10 – set up plants
2/9/10 – condensation on dome
2/11/10 – no visible growth, picture taken, condensation on dome
2/16/10 – visible growth, green, no visible roots
• height: 3cm
• no fruit
• 2cm width of stem
• 2 leaves on each sprout
• 1.25 cm largest leaf
2/17/10 – visible roots
1. 3 cm plant height
2. 0 branches
3. 2 leaves
4. 1 cm largest leaf
1/18/10 – taller, more visible roots, no fruit
2/19/10 – 4 stems (need to cut)
1. 5 roots
2. no fruit
2/22/10 – longer sprouts, taller, reaching water almost
2/23/10 - needs to be trimmed, deep green, reaching water
• no action taken
2/24/10 – (trim them!) jalapeño slightly leaning
• roots in water
2/25/10 – jalapeño beginning to droop, long roots
• trimming done
2/26/10 – plant Is larger, roots are larger, no fruit
• height: 5cm
• .5 cm stem width
• 5 tomato branches, 9 jalapeño branches
• largest leaf: “big”
• largest branch “big”
34. Operation Salsa 34
3/8/10 – tall plants, long stringy roots
• no fruit
• 10-10.5 cm
• 3 light hours
• about 8 branches
• 10 + leaves
• largest leaf: 7cm x 4 xm
3/8/10 – no visible difference
• looks like more roots
• height: 11cm
• 1-2 cm stem width
• 8 branches
• 15 + leaves
• 10 cm x 4 cm largest leaf
• 7cm largest branch
added water and nutrients, and raised lights.
3/12/10 – no difference
• 15.5 height
• 2cm width of stem
• 10 branches
• 8 leaves
• 11cm x 7 cm largest leaf
• 6 cm largest branch
3/15/10 – tall plant, long roots, no fruit.
• 16 cm height
• 3 cm stem width
• 15 branches
• 20 leaves
• 13 cm x 8 cm largest leaf
• 7 cm largest branch
3/16/10 – tall plant, long roots, no fruit
• 16 cm height
• 3 cm width
• 15 branches
• 20 leaves
• 13 cm x 5 cm largest leaf
• 7 cm largest branch
3/22/10 – lots of foliage, long roots, no fruit
• 7 inch height
35. Operation Salsa 35
• # of leaves = half inch?
• Largest leaf 4 inches
3/25/10 – flowers, tall, lots of leaves
• Long roots
• 8 inch height
• a lot of leaves
4/12/10 – shriveled and weak, dry roots, small and green but destined for failure.
• 21 cm height
• low nutrients
• 10 fruit
• 1.5 cm stem
• few leaves
• no largest leaf
4/12/10 – weak and limp, possible life
• dry but better
• some still green
• 10 fruits
• 1.5 cm stem
• few leaves
• short branches
4/14/10 – no hints of reviving, shriveled hanging fruits
• no use measuring
• no leaves
36. Operation Salsa 36
APPENDIX D
Graphic Representations of Plant Data
