Piant Project_DH
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The document summarizes a student experiment testing whether seeds planted horizontally or vertically would germinate differently. The experiment involved planting bean seeds horizontally and vertically in cups filled with paper towels. Over 14 days, the students observed and took pictures of the seeds as they germinated. Their results showed that the seeds germinated at the same rate regardless of planting orientation. They concluded that seeds can be planted either horizontally or vertically to successfully germinate.
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The document discusses seeds and how they grow. It describes how seeds come in different sizes, shapes, and colors, and how some germinate easily while others need certain conditions. It also explains how seeds can travel by wind, water, gravity, or air. The document outlines an experiment to test if vertical or horizontal planting affects germination rate, finding the rate is the same.
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The students planted bean seeds both horizontally and vertically to test their hypothesis that seeds would germinate either way and receive the same nutrients. They observed the seeds over 14 days. Their results showed that the vertically planted seed germinated faster, developed more roots faster, and grew its stem faster than the horizontally planted seed, disproving their hypothesis that orientation did not matter.
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The document discusses several methods of seed dispersal, including dispersal by animals, explosion, water, and wind. Seeds can be carried long distances by the digestive systems of animals who eat fruit containing the seeds or by catching on the fur of passing animals. Some seeds explode on ripening, shooting them far from the parent plant. Seeds may also be dispersed through water transport by floating rivers or oceans to distant shores. Finally, seeds with wing-like structures can be blown significant distances by wind currents. These various dispersal methods help seeds spread and establish new plants away from the parent source.
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Plants are born from seeds in soil that receive sunlight, air, and water. They grow using these resources until they reproduce by producing fruits containing new seeds. Eventually all plants die and decompose in the soil.
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Plants make seeds that can grow into new plants, but if the seeds just fall to the ground under the parent plant, they might not get enough sun, water or nutrients from the soil. Because plants cannot walk around and take their seeds to other places, they have developed other methods to disperse (move) their seeds. The most common methods are wind, water, animals, explosion and fire.
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The document describes the typical life cycle of plants in 5 stages: 1) Seed, 2) Germination and Seedling, 3) Growing to Maturity, 4) Flowering, Pollinating, and Seeding, and 5) Seed Dispersion. It provides details about each stage, from seeds containing the embryo and being dispersed, to germination starting growth of roots and leaves, maturation developing stronger structures, flowering enabling pollination and seed production, and dispersion spreading seeds to new locations. The document also briefly defines a garden weed as an undesirable plant in a human-controlled setting like a farm, garden, lawn, or park.
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Flowering plants have evolved various adaptations for seed dispersal to spread seeds far from the parent plant. The main methods of seed dispersal are by wind, by animals, by water, and by explosion. Seeds dispersed by wind are light with structures like hairs that aid wind transport. Seeds dispersed by animals pass through digestive tracts unharmed and are deposited far from the parent in feces. Seeds dispersed by water may survive ocean currents, while explosive plant pods forcibly eject seeds from the parent.
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The document discusses seeds and how they grow. It describes how seeds come in different sizes, shapes, and colors, and how some germinate easily while others need certain conditions. It also explains how seeds can travel by wind, water, gravity, or air. The document outlines an experiment to test if vertical or horizontal planting affects germination rate, finding the rate is the same.
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The students planted bean seeds both horizontally and vertically to test their hypothesis that seeds would germinate either way and receive the same nutrients. They observed the seeds over 14 days. Their results showed that the vertically planted seed germinated faster, developed more roots faster, and grew its stem faster than the horizontally planted seed, disproving their hypothesis that orientation did not matter.
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The document discusses several methods of seed dispersal, including dispersal by animals, explosion, water, and wind. Seeds can be carried long distances by the digestive systems of animals who eat fruit containing the seeds or by catching on the fur of passing animals. Some seeds explode on ripening, shooting them far from the parent plant. Seeds may also be dispersed through water transport by floating rivers or oceans to distant shores. Finally, seeds with wing-like structures can be blown significant distances by wind currents. These various dispersal methods help seeds spread and establish new plants away from the parent source.
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Plants are born from seeds in soil that receive sunlight, air, and water. They grow using these resources until they reproduce by producing fruits containing new seeds. Eventually all plants die and decompose in the soil.
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Plants make seeds that can grow into new plants, but if the seeds just fall to the ground under the parent plant, they might not get enough sun, water or nutrients from the soil. Because plants cannot walk around and take their seeds to other places, they have developed other methods to disperse (move) their seeds. The most common methods are wind, water, animals, explosion and fire.
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The document describes the typical life cycle of plants in 5 stages: 1) Seed, 2) Germination and Seedling, 3) Growing to Maturity, 4) Flowering, Pollinating, and Seeding, and 5) Seed Dispersion. It provides details about each stage, from seeds containing the embryo and being dispersed, to germination starting growth of roots and leaves, maturation developing stronger structures, flowering enabling pollination and seed production, and dispersion spreading seeds to new locations. The document also briefly defines a garden weed as an undesirable plant in a human-controlled setting like a farm, garden, lawn, or park.
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Flowering plants have evolved various adaptations for seed dispersal to spread seeds far from the parent plant. The main methods of seed dispersal are by wind, by animals, by water, and by explosion. Seeds dispersed by wind are light with structures like hairs that aid wind transport. Seeds dispersed by animals pass through digestive tracts unharmed and are deposited far from the parent in feces. Seeds dispersed by water may survive ocean currents, while explosive plant pods forcibly eject seeds from the parent.
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This document discusses how to identify and measure trees through their various life stages. It explains that trees go through a life cycle of birth, growth, aging, and death. Key stages are seedling, sapling, and mature tree. The document provides details on identifying characteristics of trees like leaves, seeds, bark, and crown measurement. Proper measurement techniques like measuring diameter at breast height are emphasized for accurate identification and monitoring of tree health over time.
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The document discusses several methods of seed dispersal used by plants, including acorns sprouting after falling from trees, plants using hooked fruits to attach to fur and feathers and be carried by animals, hard nuts sometimes being buried and forgotten by squirrels, fleshy fruits passing through animal digestive systems, seeds acting like parachutes to be blown by wind, plantlets sending out stems to root elsewhere, maple pods spinning like helicopters to disperse by wind, and coconuts floating long distances in water.
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This presentation outlines the basic life cycle of a plant in 3 stages:
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3) Plants reproduce by dropping seeds or using pollen carried by wind, animals, or insects to fertilize other plants.
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This document discusses asexual reproduction in plants, which is the formation of new individuals from a single parent's cells and does not allow for genetic variation. It describes several methods of asexual reproduction including vegetative reproduction through bulbs, underground stems, runners, and leaves. It also discusses artificial propagation techniques like stem cuttings, grafting, layering, and plant tissue culture which can be used to reproduce plants without seeds.
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The plant life cycle begins with seeds that contain a seed coat, seed leaf, and stored food. Seeds are scattered by various methods and germinate into seedlings when conditions are right. The seedling uses stored food from the seed to grow leaves and roots until it can produce its own food through photosynthesis, forming a new plant that will produce more seeds to repeat the cycle.
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1) Plants rely on animals for pollination and seed dispersal. Most plants (about 90%) use animals like insects, birds, and other animals to transfer pollen between flowers and disperse seeds.
2) Seed dispersal is important for plants to prevent overcrowding and allow for new plant colonies to form. Seeds are dispersed through fruits that enable transport by various vectors.
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2) As the sprout develops it will grow roots, a stem, leaves, and flowers which will form more seeds. This marks the beginning of the next cycle.
3) The seedling will grow into a plant that looks like the one it came from, completing the cycle as new seeds are produced to start new plants.
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The document discusses the life cycle of plants from seed to young plant. It explains that seeds need certain conditions like water, warmth and air to germinate and sprout roots and a shoot. While sunlight is not required for germination, it is needed after leaves begin to grow on the young plant to produce food through photosynthesis. Some seeds may not grow into plants if conditions are unsuitable, like being too hot, cold, or dry.
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Seed dispersal is necessary for plant propagation and survival. Seeds can be dispersed either by the plant itself through explosive mechanisms, or by external agencies like wind, water, and animals. Some plants have adapted wings, hairs or hooks to aid dispersal by wind or animal transport, while others produce light, buoyant fruits that can spread via water. Common methods of dispersal include explosive seed pods that fling seeds distances, floating seeds carried by water, or berries eaten and dispersed through animal feces.
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Pollination occurs when bees carry pollen from flower to flower, fertilizing them. Fertilization happens when the pollen and seed meet, causing the flower to die and the fruit to form. Seed dispersal then spreads seeds away from the parent plant via animals, wind, or splitting fruits. Germination begins as seeds receive water, sunlight, and oxygen in soil to grow into plants.
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The students planted bean seeds both horizontally and vertically to test their hypothesis that seeds would germinate either way and receive the same nutrients. They observed the seeds over 14 days. Their results showed that the vertically planted seed germinated faster, developed more roots faster, and grew its stem faster than the horizontally planted seed, disproving their hypothesis that orientation did not matter.
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The document discusses several methods of seed dispersal used by plants, including acorns sprouting after falling from trees, plants using hooked fruits to attach to fur and feathers and be carried by animals, hard nuts sometimes being buried and forgotten by squirrels, fleshy fruits passing through animal digestive systems, seeds acting like parachutes to be blown by wind, plantlets sending out stems to root elsewhere, maple pods spinning like helicopters to disperse by wind, and coconuts floating long distances in water.
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1) Seeds germinate and grow into seedlings when provided the proper conditions.
2) Seedlings develop into full grown plants with roots, stems, leaves, and flowers.
3) Plants reproduce by dropping seeds or using pollen carried by wind, animals, or insects to fertilize other plants.
Asexual reproduction in plants
This document discusses asexual reproduction in plants, which is the formation of new individuals from a single parent's cells and does not allow for genetic variation. It describes several methods of asexual reproduction including vegetative reproduction through bulbs, underground stems, runners, and leaves. It also discusses artificial propagation techniques like stem cuttings, grafting, layering, and plant tissue culture which can be used to reproduce plants without seeds.
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The plant life cycle begins with seeds that contain a seed coat, seed leaf, and stored food. Seeds are scattered by various methods and germinate into seedlings when conditions are right. The seedling uses stored food from the seed to grow leaves and roots until it can produce its own food through photosynthesis, forming a new plant that will produce more seeds to repeat the cycle.
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1) Plants rely on animals for pollination and seed dispersal. Most plants (about 90%) use animals like insects, birds, and other animals to transfer pollen between flowers and disperse seeds.
2) Seed dispersal is important for plants to prevent overcrowding and allow for new plant colonies to form. Seeds are dispersed through fruits that enable transport by various vectors.
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1) A plant's life cycle begins with a seed that contains a tiny new plant. When the seed receives water, warmth, and air, it will sprout.
2) As the sprout develops it will grow roots, a stem, leaves, and flowers which will form more seeds. This marks the beginning of the next cycle.
3) The seedling will grow into a plant that looks like the one it came from, completing the cycle as new seeds are produced to start new plants.
Revision- Life Cycle of Plants 2nd March
The document discusses the life cycle of plants from seed to young plant. It explains that seeds need certain conditions like water, warmth and air to germinate and sprout roots and a shoot. While sunlight is not required for germination, it is needed after leaves begin to grow on the young plant to produce food through photosynthesis. Some seeds may not grow into plants if conditions are unsuitable, like being too hot, cold, or dry.
Seed Dispersal
Seed dispersal is necessary for plant propagation and survival. Seeds can be dispersed either by the plant itself through explosive mechanisms, or by external agencies like wind, water, and animals. Some plants have adapted wings, hairs or hooks to aid dispersal by wind or animal transport, while others produce light, buoyant fruits that can spread via water. Common methods of dispersal include explosive seed pods that fling seeds distances, floating seeds carried by water, or berries eaten and dispersed through animal feces.
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Seed is an important part of a flowering plant. They give rise to a new plant. They may be of different shapes, colours and sizes. They may be round, wrinkled, winged or hairy. They are in a dormant condition until they receive adequate sunlight, water, and soil. The growth of the plant from a seed is known as germination.
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Pollination occurs when bees carry pollen from flower to flower, fertilizing them. Fertilization happens when the pollen and seed meet, causing the flower to die and the fruit to form. Seed dispersal then spreads seeds away from the parent plant via animals, wind, or splitting fruits. Germination begins as seeds receive water, sunlight, and oxygen in soil to grow into plants.
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QUESTION ANSWER
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DRAG AND DROP
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Vegeative propagation and sexual repro. in flowers
Vegetative propagation is a form of asexual reproduction where the offspring is genetically identical to the parent plant. It can occur naturally through structural modifications like buds detaching from the parent, or artificially through methods like grafting, layering, and micropropagation. Fertilization is a double process where one sperm fuses with the egg to form the embryo while the other fuses with polar nuclei to form endosperm. Pollination involves the transfer of pollen, which can be wind or animal mediated, leading to fertilization and seed production.
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Similar to Piant Project_DH
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This document summarizes a student science experiment testing whether seeds germinate differently when planted vertically or horizontally. The experiment involved planting bean seeds vertically and horizontally in paper towels and observing their growth over 14 days. Both seeds germinated successfully, supporting the hypothesis that seeds germinate the same in both orientations due to receiving the same nutrients. Pictures documented the seed germination process from initial cracking to full root and plant growth.
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The students planted bean seeds both horizontally and vertically to test their hypothesis that seeds would germinate either way and receive the same nutrients. They observed the seeds over 14 days. The vertically planted seed germinated faster, developed more roots faster, and grew its stem faster than the horizontally planted seed, disproving their hypothesis that orientation did not matter. The experiment showed that seeds germinate better when planted vertically.
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The students planted bean seeds both horizontally and vertically to test their hypothesis that seeds would germinate either way and receive the same nutrients. They observed the seeds over 14 days. The vertically planted seed germinated faster, developed more roots faster, and grew its stem faster than the horizontally planted seed, disproving their hypothesis that orientation did not matter. The experiment showed that seeds germinate better when planted vertically.
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The student conducted an experiment to test which growing medium - soil, sand, gravel, or newspaper - allows plant seeds to germinate best. Seeds were planted in cups filled with each material and given sunlight, water, and two weeks to grow. Observations found that seeds grew fastest and best in soil, followed by sand, then newspaper, and seeds did not grow at all in gravel. The conclusion is that soil provides the necessary nutrients for seeds to germinate and grow.
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The student conducted an experiment to test which growing medium - soil, sand, gravel, or newspaper - allows plant seeds to germinate best. Seeds were planted in cups filled with each material and given sunlight, water, and two weeks to grow. Observations found that seeds grew fastest and best in soil, followed by sand, then newspaper, and seeds did not grow at all in gravel. The conclusion is that soil provides the necessary nutrients for seeds to germinate and grow.
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This document summarizes an experiment on plant tropisms conducted by Irbin Victorino and Rudy Grijalva. They hypothesized that bean seeds planted horizontally and vertically would grow in different directions due to water and light stimuli. Their independent variable was the orientation of the bean seeds, and the dependent variable was the direction of plant growth. They observed that the plants grew towards light and that the roots grew downward in search of water, supporting the hypothesis that plants exhibit tropisms in response to environmental stimuli.
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This document discusses plant tropisms, specifically phototropism and gravitropism. It defines these terms and describes an experiment where bean seeds were planted both horizontally and vertically in clear cups to test if the roots would grow down (gravitropism) and the stems would grow towards light (phototropism), which supported the hypothesis. Photos from the 2-week experiment showed the bean seeds swelling after 4 days and the plants germinating and receiving nutrients from sunlight as predicted.
Soil Julio
This document discusses plant tropisms, specifically phototropism and gravitropism. It defines these terms and describes an experiment where bean seeds were planted both horizontally and vertically in clear cups to test if the roots would grow down (gravitropism) and the stems would grow towards light (phototropism), which supported the hypothesis. Photos from the 2-week experiment showed the bean seeds swelling after 4 days and the plants germinating and growing towards the sunlight to obtain nutrients.
Soil Julio
This document discusses plant tropisms, specifically phototropism and gravitropism. It defines these terms and describes an experiment where bean seeds were planted both horizontally and vertically in clear cups to test if the roots would grow down (gravitropism) and the stems would grow towards light (phototropism), which supported the hypothesis. Photos from the 2-week experiment showed the bean seeds swelling after 4 days and the plants germinating and receiving nutrients from sunlight as predicted.
Stem 2015 cw
Applying the Scientific Method to Gardening
From a 2015 presentation at Cal Tech's Early Childhood STEM Conference. By Cynthia Wylie and Maggie Smith
UoI Plants and mealworms 12-13
This document summarizes experiments conducted by children to understand the requirements of living things, specifically plants. [1] The children explored various items to discover the central idea that living things require special conditions to grow and be healthy. [2] They conducted experiments with plants and colored water which showed that water is absorbed by the roots and travels up the inside of plants. [3] The children planned and wrote up their experiments, concluding that plants generally need soil, water, air, and light to remain healthy.
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The document discusses various topics related to botany and pharmacognosy including fruit and seed formation and dispersal. It describes how a fruit develops from the ovary after fertilization and contains seeds. Seeds contain an embryo and food reserves. The document outlines different types of fruits and various mechanisms of seed dispersal including wind, water, and animal dispersal. It also discusses seed dormancy, conditions required for germination, and types of germination.
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The Stripes Team welcomes students and parents to Student Led Conferences to discuss student progress and goals for the academic year. Students will show examples of their class work and have the opportunity to share their accomplishments and areas for improvement.
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The nucleus is a cell organelle that contains the cell's genetic material. It is located in the cell and houses the DNA. The nucleus reminds the author of a library as both contain important information.
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Costa Rica is a country in Central America with a population of about 4.5 million people, most of whom are Roman Catholic. The official language is Spanish. Kids in Costa Rica have a different lifestyle than in most Latin American countries, often living in the countryside and attending school from ages 5 to 18. The economy is based in agriculture and tourism.
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The document is a teacher evaluation form for Lexington Middle School. It contains sections to evaluate a teacher's personal qualities, instructional skills, classroom management, professional preparation and commitment, effort toward improvement, handling of student discipline, interest in teaching pupils, knowledge of subject matter, teacher-staff relationships, and community-school relations. For each section, the teacher lists criteria they excel at and areas they want to improve, and provides artifacts as evidence.
Teacher evaluation
This document contains a teacher evaluation report for a teacher at Lexington Middle School. It includes sections to evaluate the teacher's personal qualities, instructional skills, classroom management, professional preparation and commitment, effort toward improvement, handling of student discipline, interest in teaching pupils, knowledge of subject matter, teacher-staff relationships, and community-school relations. For each section, the teacher lists criteria they exhibit and areas they are improving. Suggested artifacts are provided as evidence for each section.
Taxonomy webquest
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The document summarizes the contributions of four important Jewish religious leaders: Abraham, Moses, David, and Solomon. It describes how Abraham introduced monotheism and Judaism, Moses led the Hebrews out of slavery in Egypt and received the Ten Commandments, David united Israel and made Jerusalem its capital, and Solomon built the first Jewish temple in Jerusalem.
The Four Great Hebrew Leaders
Abraham was the first patriarch of Judaism who was willing to sacrifice his son Isaac at God's command, establishing his faith and God's covenant to make his descendants numerous. Moses led the Hebrews out of slavery in Egypt through the ten plagues and parting of the Red Sea. David united Israelite tribes and made Jerusalem the capital. Solomon built the first Jewish temple there to house the Ark of the Covenant. Together these four leaders were foundational to Jewish faith and society.
Hebrew Leaders
Abraham was considered the founder of Judaism and the "Father of the Hebrews". Moses was a Hebrew baby who was set adrift in the Nile River but was found and raised by the daughter of the Pharaoh. As an adult, Moses led the Hebrews out of slavery in Egypt after God commanded him to tell Pharaoh to free them. David was a young boy who killed the giant Goliath, allowing the Hebrews to retake their promised land. He later became king and established Jerusalem as their holy city. Solomon built the first Jewish temple there to house the Ark of the Covenant after succeeding his father, King David.
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The document discusses several types of trees:
- The Blue Spruce, which the authors observed near their school at 1128 N. Grant St. and is also found in Colorado.
- The Sugar Maple, which they observed and can grow over 100 feet tall.
- The Honey Locust, which has a scientific name of Gleditsia triacanthos and pods/seeds eaten by wildlife.
- The Silver Maple, a fast growing tree up to 80 feet tall native to eastern North America.
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Trees Gloria & Elena
The document describes several tree species, including spruce, black walnut, black cherry, white oak, and northern white cedar. It provides details about their physical characteristics such as height, leaf and fruit features, habitat, and uses of their wood. The concluding section expresses gratitude to science teachers.
Tree project christina and ifrah
The document summarizes information about several tree species:
- The ash tree can grow very large and has green leaves that turn yellow or purple in the fall. Butternut trees are being killed off by canker and are susceptible to fire damage and shade.
- Sugar maple trees can grow very tall and have leaves that are yellow, red, and crimson in the fall.
- The Ohio Buckeye gets its name from where early botanists found it along the Ohio River to distinguish it from the Yellow Buckeye.
- Serviceberry trees have white flowers in early spring and are usually shrub-like.
trees Elena & Gloria
The document describes several tree species, including spruce, black walnut, black cherry, white oak, and northern white cedar. It provides details about their physical characteristics such as height, leaf and fruit features, habitat preferences, and uses of their wood. The final section expresses gratitude to science teachers.
Tree
This document discusses the differences between broadleaf and needle-bearing trees. It provides examples of the European Larch, which resembles a Christmas tree, and has old cones that remain grey-black on the tree. Ash trees are mentioned as being pretty for many reasons, and their identification is important due to the emerald ash borer in Michigan. Needles can occur singly, in bundles, or tufts, while broadleaves are wide and showy.
Tree project christina and ifrah
The document summarizes information about several tree species:
- The ash tree can grow very large and has green leaves that turn yellow or purple in the fall. Butternut trees are being killed off by canker and are susceptible to fire damage and shade.
- Sugar maple trees can grow very tall and have leaves that turn bright yellow, red, and crimson in the fall.
- Ohio buckeye gets its name from where early botanists found it along the Ohio River in order to distinguish it from the yellow buckeye.
- Serviceberry trees have white flowers in early spring and are usually shrub-like.
Classification project kevin gomez
This document summarizes the key details about 5 different types of trees:
1. European Larch is a tree that grows up to 15-50m tall, has needles that turn yellow and fall in autumn, and cones that are 1-9cm long ripening brown after 5-8 months.
2. Osage Orange is a shrub that grows up to 60 feet tall and 4-7 feet around, has a lifespan of around 75 years, and produces fruit after 8-12 years with hard, strong wood and bark.
3. Oak trees are native to several continents and distinguished by their size, leaves, and growth rate and produce acorns.
4. Honey Locust trees
Classification project
This document summarizes the key characteristics of several tree species:
European Larch grows up to 50m tall, drops its needles in winter, and has small cones that take 5-8 months to ripen. Osage Orange grows to 40-60 feet tall, has thick bark up to 7 feet around, lives up to 75 years, and fruits after 8-12 years with hard, strong wood. Oaks are native worldwide, come in many species distinguished by size, leaves, and growth rate, and produce acorns.
Tree
The document summarizes information about 6 tree species: White Pine, Ohio Buckeye, Common Juniper, Black Oak, Shagbark Hickory, and White Pine. For each tree, it provides details about their leaves or needles, height, lifespan, uses, and other distinguishing features. The document concludes by stating "THE END" in a box.
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The document summarizes information about 6 tree species: White Pine, Ohio Buckeye, Common Juniper, Black Oak, Shagbark Hickory, and White Pine. For each tree, it provides details about their leaves or needles, height, lifespan, uses, and other distinguishing features. The document concludes by stating "THE END".
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The document summarizes information about 6 tree species: White Pine, Ohio Buckeye, Common Juniper, Black Oak, Shagbark Hickory, and White Pine. For each tree, it provides details about their leaves or needles, height, lifespan, uses, and other distinguishing features. The document concludes by stating "THE END".
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
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Piant Project_DH
- 1. Seed 5th period 7th Science Dulce Garcia and Mario Barraza
- 2. Seeds The Great Plant Escape (http:// urbanext.illinois.edu/gpe) • Seeds come in different sizes, shapes, and colors. • Some plants you can eat but not all of them. • Plant might move by the wind water, animals, • The outer covering of the seed is called seed coat. • Plants might move by wind, water, animals, and gravity. • Some germinate better in light than dark.
- 3. Hypothesis • If we plant seeds horizontal and vertical then the seed would germinate both ways because both vertical and horizontal have the same nutrients.
- 4. Variables • Independent Variable (doesn’t change in experiment) • Bean seed, water, Same Environment (light/ temperature),and same paper towels • Dependent Variable (result that changes in experiment, usually what we are testing) • Germination of the seed
- 5. Experiment • To test our hypothesis we planted two seeds in a cup. We planted one horizontal seed at the edge of the cup so we can see which one will germinate, and the other one we planted vertical, and we watched it grow for 14 days and observed them germinating.
- 6. Data • Picture 1 on the top left side is the first stage of the seed cycle. • Picture 2 on the right side is when the seed coat starts to break. • Picture 3 on the left bottom is when the root starts germinating down. • Picture 4 on the right bottom side is the final stage when the plant germinates.
- 7. Results from Data • The seed grew faster in soil because it was smaller so the water got in easier. The second one was the sand it was just a little bit slower than the soil. The third one was newspaper, the paper was big so it was hard for the seed to get water. The last one was gravel it didn’t really grow, because it had huge rocks.
- 8. Conclusion • In our experiment we learned that it doesn’t matter what way you plant the seeds, because we tested it, and the vertical and horizontal germinated the same length.