410 Plant Growth Group Paper

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American River College *

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410

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Jan 9, 2024

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Plant Growth and Development Group Lab Paper Due: Friday, December 8, 11:59 p.m. Worth: 25 points Turn in: ● One lab paper per group; ● Your group’s answers to the questions on the following pages; ● Photographs of your plants that help to support your discussion; ● Two line-graphs (one each for beans and marigolds) summarizing the effects of time and light intensity on plant height using your group’s data—include trend lines; ● A summary of your weekly comments on plant appearance; what were the major events and observations, and when did they occur. This summary should be included at the end of this document. Do well on this lab paper by going beyond the minimums! After taking final data, what else could you do with your plants? What can you learn by watching fruits develop? What could you learn by taking a plant home and planting it in the ground or transplanting it into a bigger container? Your group’s paper must be submitted electronically on Canvas. Please submit the file as a PDF. Immediately after submitting a file to Canvas, each person in a group should: * Verify that the file was successfully uploaded; * Verify that it is the correct and complete file for grading; Once the folder closes, the last file submitted will be the file graded. 1 BIOL 410

Answer the following questions. Include the questions in your lab paper, and add your answer after each question. This document is available on Canvas in Microsoft Word and pdf so that you can more easily provide your answers after each question. 1. What are the names of your group members (four maximum) who participated in the experiment and helped to prepare this lab paper? Explain how any group members did not participate equally in all aspects (or most since there were many data collection times) of this experiment and lab paper preparation. If all group members participated equally, state that they did. This question must be answered to receive any points. 2. Abstract: Define the purpose of this experiment in your own words. Then, in a few sentences, describe what you did to set up the experiment, and what data was collected. Finally, outline what your findings of the experiment were after analyzing the data, and why these results are important. You will be exploring and explaining these findings (including which results were or were not expected and why) in the later sections of the report, the abstract is only meant to sum up the key points of the entire paper. You will want to do this last, after you finish the rest of the paper. Otherwise how can you sum up something that isn’t completed! Click here , and here , for some more information on how to write an abstract! 3. What is each of the following scientific names (from hierarchical classification) for your two plants? Provide the scientific classification terminology used in the Lab Manual for domain, kingdom, phylum, and class (See last page of the Taxonomy and Systematics Lab). You will need to research family names. ● Common name French marigold ● Genus, species, cultivar names = Tagetes patula ‘Janie Flame’ ● Family name ● Class name ● Phylum name ● Kingdom name ● Domain name ● Common name Velour French bean ● Genus, species, cultivar names = Phaseolus vulgaris ‘Velour’ ● Family name ● Class name ● Phylum name ● Kingdom name ● Domain name 4. Why would the plants probably not grow well if the bottom of each container did not have holes? Be specific in your explanation, and use concepts from this course—especially on roots. 2 BIOL 410

5. Describe the difference in shape and size of the cotyledons compared to the true leaves for each plant species. Are the true leaves similar to the cotyledons, or are they different? Are all of the true leaves similar, or are later leaves different in shape? Use appropriate botanical terminology to describe the leaf shapes. Include at least two photographs (one of your bean plants and one of your marigold plants) to support your answers. 6. Complete the following tables that summarize your Student’s t-test analyses of the class data. See “Statistical Tests for BIOL 410” at the end of the Lab Manual .” Indicate which probabilities are significant by using “**”. Table Student’s t-test analyses of the effects of three light intensities on time to flowering for beans and marigolds using the class data. Group Time (days) from seed sowing to flowering with three light intensities (Low, Medium, or High) Bean Marigold L M H L M H 1 2 3 4 5 6 7 8 Mean time to flowering (days) t-value probability* (P) * t-values calculated by using the medium light intensity and one of the other light intensities. ** Statistically different (P< 0.05). NOTE: Low, Medium, and High are for light intensity (not distance from lights). (continued) 3 BIOL 410

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Table Student’s t-test analyses of the effects of three light intensities on plant height at flowering for beans and marigolds using the class data. Group Plant height (cm) at flowering with three light intensities (Low, Medium, or High) Bean Marigold L M H L M H 1 2 3 4 5 6 7 8 Mean plant height at flowering (cm) t-value probability* (P) * t-values calculated by using the medium light intensity and one of the other light intensities. ** Statistically different (P< 0.05). NOTE: Low, Medium, and High are for light intensity (not distance from lights). 7. What were the statistically significant effects of light intensity on each of the two plant species using the class data? Explain how the statistically significant effects of light intensity are or are not as expected. Use concepts from the course, including plant hormones. 8. Summarize the statistically insignificant effects of light intensity on seed germination of the two plant species using the class data? Explain how the statistically insignificant effects of light intensity are or are not as expected. Use concepts from the course, including plant hormones. 9. Summarize the major differences in the growth of the two species; growth includes rate of change in height, final height, time to flowering, rate of production of new leaves, and other related characteristics. ( NOTE : You cannot use Student’s t-tests to answer this question. 10. Did anything surprise you during the project? What did you learn by doing this project? Describe any additional experiments you conducted with your plants, and what you learned. 11. Add below two line graphs (one each for beans and marigolds) summarizing the effects of time and light intensity on plant height using your group’s data—make sure to correctly place each variable on the x- and y-axes, and include trend lines. 12. Provide a summary of your weekly comments/observations. 4 BIOL 410

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