Running head: BIOLOGY LAB REPORT 1 Last name 7 Biology Lab Report Name of Instructor Name of Student Course Code DateIntroduction The abiotic features of an ecosystem are significant to understand the biological community that comprises the biotic component of the ecosystem. The availability of water is particularly significant in everyone’s life. Freshwater helps the world’s water to make it up to about one percent. Scarcity of freshwater limits the range of many terrestrial species of plants and animals (Rhines et al. 7). Plants like animals have different tolerances to salt their environment. As it is known, that all soils have some salts for water-soluble, and in this form of soil, essential nutrients of plants are absorbed. High salinity in the soil makes it more difficult for plants to extract water from the soil. Freshwater enters an ecosystem in the form of precipitation, a river or lake, or an underground aquifer. With the growth of the human population, intensive practices of agriculture and water demand for urban, water levels in many of the world’s aquifer are dropping. If freshwater is pumped out of an aquifer at a rate exceeding its natural recharge rate saltwater and other pollutants may intrude into the traditional aquifer basin (Martínez-Ballesta, et al. 42). Saltwater encroachment is a growing problem in the aquifers of coastal communities. Salty soil is also an obstacle that can arise in agriculture. As irrigation water is consumed by plants and evaporated by the sun, salts are left behind. Over time, salt may collect such that the soil becomes too salty for many plants to grow. It is believed that the ancient population of Sumeria first flourished with its practice of irrigation, but over many generations began to undergo reduced crop yields due to the expanding salinity of the soil. Extreme soil and water salinity are environmental stress constituents that restrain the growth and yield of glycophytic crop plants in various regions of the world. Plant growth may describe as an irreversible increment in size emerging from cell division and expansion and, in principle, established by rates of water uptake and metabolically interfered cell wall loosening and the uptake of nutrients into the cells (Chhabra 252).Methods In experiment 1, which is named water transport and salinity, several methods or steps are used to obtain the result of the experiment. In this experiment, four cups taken filled with 400 ml of water. Then use the red dye to satin the two cups darkly, and for another two cup strain, blue dye is used. Measure each cup with the same amount of dye and record it. Label the red and blue dye cup with an S. Then add four spoons full of salt in each cup and stir the solutions thoroughly. Obtain two similar stalks of celery, each with some leaves at the top. Cut the stalk in a 1-cm piece off bottom. Then carefully, split the stalks up the middle about half-way. After, performing all the functions of stalks, place both .

1. Running head: BIOLOGY LAB REPORT 1
Last name 7
Biology Lab Report
Name of Instructor
Name of Student
Course Code
DateIntroduction
The abiotic features of an ecosystem are significant to
understand the biological community that comprises the biotic
component of the ecosystem. The availability of water is
particularly significant in everyone’s life. Freshwater helps the
world’s water to make it up to about one percent. Scarcity of
freshwater limits the range of many terrestrial species of plants
and animals (Rhines et al. 7). Plants like animals have different
tolerances to salt their environment. As it is known, that all
soils have some salts for water-soluble, and in this form of soil,
essential nutrients of plants are absorbed. High salinity in the
soil makes it more difficult for plants to extract water from the
soil.
Freshwater enters an ecosystem in the form of precipitation, a
river or lake, or an underground aquifer. With the growth of the
human population, intensive practices of agriculture and water
demand for urban, water levels in many of the world’s aquifer
are dropping. If freshwater is pumped out of an aquifer at a rate
exceeding its natural recharge rate saltwater and other
pollutants may intrude into the traditional aquifer basin
(Martínez-Ballesta, et al. 42). Saltwater encroachment is a
growing problem in the aquifers of coastal communities.
Salty soil is also an obstacle that can arise in agriculture. As
irrigation water is consumed by plants and evaporated by the
sun, salts are left behind. Over time, salt may collect such that
the soil becomes too salty for many plants to grow. It is

2. believed that the ancient population of Sumeria first flourished
with its practice of irrigation, but over many generations began
to undergo reduced crop yields due to the expanding salinity of
the soil.
Extreme soil and water salinity are environmental stress
constituents that restrain the growth and yield of glycophytic
crop plants in various regions of the world. Plant growth may
describe as an irreversible increment in size emerging from cell
division and expansion and, in principle, established by rates of
water uptake and metabolically interfered cell wall loosening
and the uptake of nutrients into the cells (Chhabra
252).Methods
In experiment 1, which is named water transport and salinity,
several methods or steps are used to obtain the result of the
experiment. In this experiment, four cups taken filled with 400
ml of water. Then use the red dye to satin the two cups darkly,
and for another two cup strain, blue dye is used. Measure each
cup with the same amount of dye and record it. Label the red
and blue dye cup with an S. Then add four spoons full of salt in
each cup and stir the solutions thoroughly. Obtain two similar
stalks of celery, each with some leaves at the top. Cut the stalk
in a 1-cm piece off bottom. Then carefully, split the stalks up
the middle about half-way. After, performing all the functions
of stalks, place both the strain in two different S, which means
put one leg of one stalk into red S cup and other legs of the
stock into the blue S cup. With the function of stalks and S
cups, record the time at which place each celery into the pair of
a cup which is the start time. After recording the start time, wait
for the stalks or leaves to get dry, and then record the stop time.
Then examine the top of the celery stalks, and again record the
result, and both as high salt and low salt or S cups or Non-S
cups. After these steps, remove the celery from the cups to
measure the climbing of each red and blue dye. After this tear,
the parts of celery stalk, and notice the feel of vascular tissue,
and lying of food coloring in it.
In experiment 2, which is named as seed germination and

3. environmental conditions, consist of several methods for
implementing the experimenting. For this, need to prepare
solutions for salinity by taking different 6 cups of different
measurement. Then the measuring spoon to add the salt in it
with 50 ml of water in the measuring cups. Then add 1.5
tablespoon sodium chloride in it. In the same way, in different
cups with different amounts of water, add the salt and by
following the steps for procedure pour the required materials in
the cups. From the steps obtained from the procedure, it is
found that different cup contained different materials and get
emptied and filled with another material to measure the
germination of seed. For preparing seed germination, need to
take three paper towels and cut them in half then again fold
each half towel in half. These towels will be the germinating
environment of seed. With the steps followed from the
procedure in point 13 to 17, the proper germination of seed and
environmental conditions will be obtained and measured.Results
Record the time at which you place each celery into the pairs of
cups as start time
Start time
Stop time
S cups 8 AM
2 PM
Non-S cups 9 AM
3 PM
Distance measured for the Different S cup with red and blue
dye.
Distance
Red dye (S) 4 cm
Blue dye (S) 4 cm
Red dye (non-S) 4 cm
Blue dye (non-S) 4 cm
Results for sprouted seeds present in each group per day.
Seed germination
Initial date (day 0): 15 October 2019

4. Record #sprouts, appearance, etc. per day
Saline solution
Day 1:
Day 2:
Day 3:
Day 4:
0% (“0” cup)
Sprouts: None
Sprouts: None
Sprouts: Two seed
Sprouts: Two (continuous sprouting)
3.1% (“1/32” cup)
Sprouts: None
Sprouts: None
Sprouts: One seed
Sprouts: Two; very small though
6.3% (“1/16” cup)
Sprouts: None
Sprouts: None
Sprouts: None
Sprouts: One seed
12.5% (“1/8” cup)
Sprouts: None
Sprouts: None
Sprouts: None
Sprouts: One
25% (“1/4” cup)
Sprouts: None
Sprouts: None
Sprouts: None
Sprouts: None
50% (“1/2” cup)
Sprouts: None
Sprouts: None
Sprouts: None

5. Sprouts: None
Alternative: Aspirin
Sprouts: None
Sprouts: None, Slight red color
Sprouts: one seed, Red color
Sprouts: Two seeds, A more clear colored water
Alternative: Sugar
Sprouts : None, Sugar appears
Sprouts: One seed, Sugar less visible
Sprouts: two seeds, sugar hardly visible
Sprouts: two, Sugar no longer visible
With these experiments, it is obtained that the seed is
germinated and found with the dry cup. With the different dry
cup, the time for start and stop are recorded. Then, after this for
seed germination for different the S cup and Non-S cup, the
distance measured for it. Then the results for sprouted seeds for
each group per day obtained for the germination of seed.
The appearance of salt had an extensive influence on the
germination of seeds. It performs that the more salt that is
present; the slower seeds can develop and developed. Large
amounts of salt present revealed very little growth compared to
the less salty brother/sister seeds. The substitutes that I used, in
this experiment, aspirin, and sugar, appeared to aid in the
germination of the seeds.Discussion and Conclusion
In this lab assignment, two experiments are performed, one is
on water transport and salinity, and the other is seed
germination and environmental condition. In the water transport
and salinity, the start and stop time for the dry and not dry cups.
Then, in the second experiment, the distance for it is calculated,
and then the germination of seed for each group per day is
observed and calculated. By following the methods, the
experiment performed and obtained the results for it.
In this experiment, I studied that numerous natural processes
within plants can easily be prevented by outside stimuli. Salt
injured both the celery and radish seeds, and the more salt that

6. was present, the slower their original processes became. I also
found that, in the second part of the experiment, there were
supplementary elements added such as sugar and aspirin which
appeared to serve the process of the germination. This analysis
shows that the processes of plants can be positively or
negatively influenced by several different types of
environmental stimuli.
Works Cited
Chhabra, Ranbir. Soil salinity and water quality. Routledge,
2017. 250-255.
Martínez-Ballesta, Mª Carmen, et al. "Multiwalled carbon
nanotubes enter broccoli cells enhancing growth and water
uptake of plants exposed to salinity." Journal of
nanobiotechnology 14.1 (2016): 42.
Rhines, P. B., et al. "A Better MOC Index: AMOC-theta/S in
the North Atlantic Ocean: Spatial Circulation, Water-mass
Transformation and Heat Transport on the Temperature/Salinity
Plane." American Geophysical Union, Ocean Sciences Meeting
2016, abstract# PO13E-02. 2016. 5-20
Alternative: Sugar Sprouts: None, Sugar appears Sprouts: One
seed, Sugar less visible Sprouts: two seeds, sugar hardly visible
Sprouts: None, Slight red color 0 3.1% ("1/32" cup)
Sprouts: None, Slight red color 1 12.5% ("1/8" cup)
Sprouts: None, Slight red color 1 50% ("1/2" cup)
Sprouts: None, Slight red color 1
Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)

7. Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas are well developed and
explained. Demonstrates strong writing skills. Student paid
close attention to spelling and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited
outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in
organization, grammar, and style.
Assignment is effectively communicated, but some sections

8. lacking clarity. Student paid some attention to spelling and
punctuation, but there are errors within the writing. Needs
attention to proper writing skills.
Use of APA formatting and citations of outside resources, but
has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not
communicated effectively. Student paid no attention to spelling
and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not
provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus
that is integrated throughout the document
Submissions has an organizational structure and the focus is
clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and
knowledge.

9. Student demonstrates some understanding of course content and
knowledge.
Student does not demonstrate understanding of course content
and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or
ability to apply, of course objectives within a work
environment.
Student demonstrates some practical application, or ability to
apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or
ability to apply, of course objectives within a work
environment.