Start by describing exactly what you want to find out.  Your design should include three main parts.

1. Problem
2. Hypothesis
3. Procedure

Keep it simple.  Don’t try to design one experiment that answers every possible question.

When designing an experiment, be sure to describe exactly what you want to find out.  Most children will have one question that describes what they want to find out.  For example “Do small pieces of ice take the same time to melt as an ice cube if they are at room temperature?”

When you are designing the experiment, be sure to describe all the constant variables.  In this experiment, room temperature is a constant variable.

Next you need to describe how you will conduct the experiment.

“I will take two ice cubes the same size out of the freezer.  One will be put in a bowl on the counter.  One will be broken into smaller pieces and put in a matching bowl.  I will time how long it takes them to melt”

PURPOSE

The purpose of this experiment is to determine whether magnets have an effect on the growth of radish seedlings.

I became interested in the study of the effect magnets, when I discovered that magnets could make you heal faster. Later I decided that that it would be a better idea to study the effect of magnets on plants to keep it a safe experiment.

The information gained from this experiment may be used to help gardeners growing radishes or other plants.

HYPOTHESIS

My hypothesis is that the stem of each plant will be attracted to the magnet. I think that the magnet will pull the plant’s root causing it to grow away from the magnet.

I base my hypothesis on my research that states that plants have different kinds of tropisms that attract to different things and cause the plant’s roots to grow downward. I also based it on the fact that magnets attract to some things and repel to other things.

EXPERIMENT DESIGN

The constants in this study are:

How much water the plant receives

How much soil is in the pot

How much light the plant receives

What the growing temperature is

When the seed is planted

How many seeds are planted in each pot

Where each seed is planted

How deep each seed is planted

How big the pot is

How far from the light the pot is

The temperature of the water

What time the light is turned off and on

The manipulated variable is whether a magnet is being used and where the magnet is placed.

The responding variable is whether the plant’s stem and root grow toward the magnet, or away from the magnet.

To measure the responding variable I measure how far the plant grows away from vertical.

MATERIALS

QUANTITY ITEM DESCRIPTION

3 clay pots

1 light reflector

2 permanent magnets

1 bag of potting soil

18 radish seeds

1 grow light

1 carpenters level

1 measuring cup

PROCEDURES

1. Gather three of the same size clay pots and label them A, B, and C.

2. In pot A place a permanent magnet in the center of the bottom of the pot.

3. In all three of the pots, pour one liter of potting soil.

4. In all three of the pots poke six, three-centimeter holes in a circular shape around the middle of the pot spaced four centimeters apart.

5. Place one radish seed in each hole.

6. Cover the holes with soil.

7. In pot B place a permanent magnet on top of the potting soil in the middle of the pot.

8. Place no magnets in pot C.

9. Place the three pots in a triangular shape.

10. Place a light reflector 0.7 meters over the plants with a grow lamp in it.

11. Water the plants 100-ml each day.

12. Turn the light off at 8 p.m. on at 7 a.m. each day.

13. Wait until the plant sprouts reach the height of 8 cm.

14. Carefully using a carpenter’s level measure how far from vertical the plant stem has grown.

15. Gently remove the plants from the soil.

16. Determine whether or not the magnet has any effect on the plant’s roots by measuring how far they are curved away from the stem.

RESEARCH REPORT

INTRODUCTION

My project examines the effect of magnets have on radish seedlings. In this experiment I hope to find out how a plant reacts to a magnet. I’m going to determine this by measuring the distance the plant grows away from vertical.

I’m going to plant the seeds and wait for them to sprout radishes. When they have, I am going to gently remove the plants from the soil and measure how far away from vertical they have grown, using a carpenters level to detect vertical. I hope to find out if the magnet that I put in the pots affected the way the plants grew. I will determine this by comparing them with the plants in the pot with no magnet.

Plants

There are more than 285,000 different species of plants. Plants unlike other living things make their own food. All seed plants have roots, a stem, and leaves.

Roots

Roots anchor the plant into the ground. Without the root the plant would blow away. Roots help feed the plant by sucking up water and minerals from the soil.

Stems

Stems support the leaves and connect other parts of the plant to the root. Food, water and minerals move through the stem.

There are two types of plant stems, herbaceous and woody. Herbaceous stems are soft, green and flexible. Woody stems are usually not green; trees and shrubs have woody stems.

Most stems grow above the ground but some, called rhizomes, grow underground.

Leaves

Leaves produce food for the plant. In the leaves are tiny openings called stomata. There are about 9,000 to 72,000 stomata per square centimeter of surface area.

Photosynthesis happens when the sunlight hits the leaves. This makes the leaves a very important part of making food for the plant.

Food and energy

Plants make their own food because they have chlorophyll. Photosynthesis is the chemical change that produces food for the plant. In photosynthesis, carbon dioxide, gas and water are mixed to make sugar and oxygen. Sunlight is the energy it needs for the chemical reaction.

Plant Behavior

Because of the earth’s gravity, the roots grow down and the stem grows up. The gravity is a stimulus. Geotropism is the plant’s way of responding. The roots going downward are positive because they are going toward the stimuli. The stem is negative because it is moving away from the stimulus. Plants grow at a slow rate toward their stimuli. When the plant grows toward the sun its called phototropism. The stem is what grows toward the sunlight. Chemical compounds called auxins control tropisms. One kind of auxins make growth cells. If one side of the plant is lighted then the auxins move away from that side. That makes the plant grow more on the shaded side and the unequal mass makes the plant bend toward the sun.

Soil

The first layer of soil is called topsoil. It contains tiny rocks and many kinds of microbes. There are millions of microbes in loam soil, a mixture of clay and sand. About 15 percent of loam is fertile. Fertile soils have a lot of humus and minerals that plants need. Fertilizers are substances added to enrich soil making it better for the plant. Organic fertilizers have plant and animal items, like decayed leaves and manure. Ingredients like these are put in to hold the minerals.

Magnets

A magnet is a metal that attracts metals such as iron and other materials. A magnet has a north pole and a south pole. A north side will attract to a south side but a north and north or south and south side will push away from each other.

A magnet creates a magnetic field: the area around a magnet where magnetic forces can be found. Some things become magnetized when they are in a magnetic field.

There are two different types of magnets, permanent magnets and electromagnets. Permanent magnets hold their magnetic force for a long time. Bar magnets and horseshoe magnets are an example of permanent magnets.

Electric currents flowing through wire can also cause magnetic fields.

This is called electromagnets. If the battery isn’t plugged in then the flow stops. Electromagnets also have north and south poles. The force of the electromagnet depends on the number of turns in the coil and force of current. When an iron rod is placed inside the coil of an electromagnet the force becomes more powerful.

SUMMARY OF PLANTS

There are more than 285,000 different kinds of plants. One part of the plant is the stem. Water and minerals travel through the stem to get to the leaves and other parts of the plant. The leaves produce food for the plant during photosynthesis.

Plants respond to the earth’s gravity by growing up or down. The plant’s way of responding is called geotropism. The stem growing up is a negative response because it’s growing against the earth’s gravity and the roots growing down are a positive response because they are going with the earth’s gravity which is the stimulus.

SUMMARY OF MAGNETS

A magnet is a piece of metal that attracts iron and certain other materials. It has a north and a south pole. A north pole attracts to a south pole but a north pole repels to a north pole and a south pole repels to a south pole.

A magnet creates a magnetic field around it. When some things are placed inside a magnetic field they become magnetized.

There are two kinds of magnets, permanent magnets and electromagnets.

RESULTS

The original purpose of this experiment was to determine whether or not magnets have an effect on the growth of radish seedlings.

The results of the experiment were: Magnets do have an effect on the growth of radish seedlings, but I can’t show this in my graphs because of the method I used to measure them. When I pulled the plants I could see that the magnet had affected the plants because they were all facing the middle where the magnet was placed. But since I measured how far away from vertical the plants had grown I couldn’t show the accurate results in my graph. All the plants grew away from vertical about the same amount. Even though the plants were facing the middle in the pot in which the magnet was placed at the top, my method of measuring the responding variable didn’t show this. Instead, it showed that the plants had moved away from vertical not that they were bent toward the magnet. So really, yes, the magnet did have an effect on the plants but I just couldn’t show this due to my measuring procedure.

The magnets did have an effect on the stems of the plants but not so much the roots. The roots didn’t change significantly from pot A and B to pot C.

Plant Deflection Measured in Millimeters

CONCLUSION

My hypothesis was that the plant would be attracted to the magnet. I thought that the magnet would pull the plant’s root causing it to grow away from vertical. I thought that both the stem and the roots would show tropism toward the magnet.

The results of this experiment show that The plants did attract to the magnet but because of my method of measuring the responding variable it was difficult to show the effect on the plants. I know that the magnet had an effect on the plants because I could see that the plants were bending toward the middle of the pot.

I made a conclusion that the plants in pot C would grow straight up but instead they grew in all directions. So when I measured how far away from vertical I wasn’t determining whether or not it grew toward the magnet just away from vertical.

By looking at the results of my experiment I would have to say my hypothesis is rejected because I’m not sure if it was the tropisms that attracted to the magnet or something else. Although the stems did attract to the magnet in pot A, the roots did not as I stated in my hypothesis.

Because of the results of this experiment, I wonder why a radish plant attracts to a magnet and if it attracts to other kinds of plants.

If I were to conduct this project again I would probably choose to use larger pots, because I feel that the plants could have been stronger if they were in a bigger pot. I also would have used a method that involved measuring how far toward the middle they grew instead of away from vertical because they all were away from vertical in some direction or another. But in the pots in which there were magnets, the roots or stem tended to grow toward the magnet. But since my method did not involve a way of measuring in which direction the plant grew, I don’t have a way of determining that. I just feel that if I would have used different method of measuring the responding variable then maybe I would have more accurate results.

The purpose of this experiment was to determine the effect of a certain species of algae when they are growing at different temperatures.

I became interested in this idea when I saw that more algae was on the beach in Oregon then there was on the Washington shore.

The information gained from this experiment can help people who grow and use algae to know how warm or cold the algae should be growing in.

I base my hypothesis on the fact that algae grows pretty well in Washington water where the water is not very warm, but grows better in Oregon where the water is a few degree’s warmer.

The manipulated variable was he temperature of the water that the alga was growing in.

The responding variable was the growth of the algae after one week.

To measure the responding variable I used a colorimeter to see how much color there was in the different plant samples.

The results were that the plants growing in water at about 35 degree’s had the most color in them.  The plants that were growing in water at about 25 degree’s had the least color in them.

CONCLUSIONS

My hypothesis was that the plants growing at 20 degree’s would have a higher amount of color.

The results indicated that this hypothesis should be rejected because the plants grew best at 35 degree’s Celsius.

Because of the results of the experiment, I wonder if all algae plants grow best in water around 35 degree’s.

These findings could be useful to the people because farmers who grow algae will know what temperature the water should be for the plants.  Also people who want to prevent algae growth could use water at about 25 degree’s.

If I were to conduct this experiment again I would use distilled water instead of tap. I would also try harder to keep the water temperature the same.

The purpose of this experiment was to compare the kinds of soil in Pierce County versus Yakima County.

My family likes to garden and when we dig we find different kinds of soil. I chose to make a science project to help my family and others who garden.

The information gained from this experiment will help people who farm to choose what type of soil to look for when buying property. It couild also help gardeners decide which part of their property to use growing crops.

My hypothesis is that the soil in Yakima County will have a higher liklihood of being loam soil than in Pierce County.

I base my hypothesis on my observations that a lot of crops grow better in Yakima County than in Pierce County and the crops in Yakima County produce higher levels than in Pierce County.

The constants in this study were:
1. The amount of soil collected in each sample
2. The number of areas sampled in each county
3. The sampling technique

The manipulated variable was the place I got the soil.

The responding variable was the type of soil.

To measure the responding variable I need to get a quart sized jar to get the same measurements on any other jars.

1. Plan a trip to the Pierce County with your parents
2. When you get to the county, find a city that is in the county
3. Find a place that you can easily find soil to sample, like a park where the soil is fairly undisturbed
4. Take a quart jar (4 cups) and fill it with soil from the city
5. As soon as you are done, put a label on it saying “Pierce County, (the city)
6. Put the jar in a safe place where you can find it when you need it
7. Repeat 2,3,4,5, and 6 until four cities are sampled from that county
8. On the computer or in a notebook, make a log of the soil
9. Before you write anything in the log, examine the soil in the quart jars
10. In the log, write the city of where you sampled the soil and then write what type of soil that is in the jar
11. Repeat #10 until all the jars are in the log
12. To make sure that your samples are correct, test the sample again.
13. Make sure you write in your log that you resampled a city
14. Repeat #1-13 for sampling Yakima County
15. Instead of labeling the jars “Pierce County,” label the jars “Yakima County, (the city)”

The results of the experiment were that Yakima County’s sampled cities were all loam. Pierce County’s cities were mostly sandy loam and sandy soil. Since loam soil helps crops to grow the best, Yakima County has the best soil to grow crops in.
See graph below.

My hypothesis was that Yakima County would have the best soil to grow crops in.

The results indicate that this hypothesis should be accepted because in the experiment samples from Yakima County had all loam soil. Loam soil is the best soil to use to grow crops in. Yakima County had the best soil to grow crops in.

Because of the results of this experiment, I wonder if all of eastern Washington has loam soil. I wonder if Idaho has loam soil. I wonder if Pierce County has any city that has loam soil in it. I wonder if all of western Washington has sandy soil like Pierce County.

If I were to conduct this project again I would make sure that I had a standardized known soil sample with me to really determine if that city had that kind of soil. I would like to sample more cities in the county. I would like to try to have several samples from each city. If I were to conduct this project again I would make sure to try to have more counties from eastern and western Washington to sample.

The purpose of my experiment was to determine the effects of water solutions that contain different levels of nitrogen on bean growth.

I became interested in this idea when I noticed my dad putting lawn clippings on our vegetable garden and I wondered if it would help the garden to be healthier and produce more vegetables.  I wondered if adding different fertilizer solutions would make a more productive garden.

The information gained from my experiment will help gardeners and farmers grow healthier gardens and more abundant crops.

My hypothesis is that the plants receiving a 4% nitrogen solution will be affected the most by growing the tallest.

I base my hypothesis on information that I gathered from Doug Anyan, an employee at G.S. Long.  He told me, “A plant receiving a 4% nitrogen solution would grow better than plants receiving levels of nitrogen other then 4%.”

The constants in this study were:
* the amount of water
* the amount of light
* the temperature
* the kind of bean
* the size of the  bean
* the size and type of container
* the location of the plants

The manipulated variable was the amount of nitrogen in the solution.

The responding variable was the bean height in centimeters and the weight of the green matter in grams.

To measure the responding variable I took a ruler and measured the plants in centimeters after two weeks of growth.  I then found the average of the two plant’s growth and the weight in grams of the green matter on a scale.

1. Gather materials
2. Fill 20 clear containers about 2/3 full of Pearl Light
3. Plant one bean seed in each container about half way down
4. Using a distilled water jug (make sure there are holes in the cap) water the beans in each container so the top is moist, but there’s no water visible on the bottom
5. Water the beans each day until 14 seeds germinate.  The other 6 are back ups
6. After 14 seeds have germinated, separate them into seven groups  of 2 each
7. Label 2 containers 1/2% nitrogen
8. Repeat step #7 with the other containers, except label each group of two 1%, 2%, 4%, 6%, and 10%
9. Pour 200 ml of distilled water into each of the seven beakers
10. Us a balance scale to weigh the nitrogen from the bag.  Add the nitrogen to the scale until it balances at 0.  Set the scale to 1 gram for 1/2%, 2 grams for 1%, 4 grams for 2%, 8 grams for 4%, 12 grams for 6%, and 20 grams for 10%.
11. Pour the nitrogen into the beaker labeled 1/2% nitrogen.
12. Repeat steps 10 and 11 five more times, except set the scale so that it will balance for the different levels of nitrogen.
13. Shake each container vigorously until the nitrogen dissolves
14. Using a 1 ounce measuring cup, fill it with the 1/2% nitrogen solution about 2/3 of an ounce full
15. Pour the solution into one of the containers labeled 1/2%
16. Repeat step #15 with the other solutions.  Have one beaker contain just distilled water.  That is the water for the “Control Group.”
17. Let the containers sit on a windowsill or under a grow light.
18. Water the beans every other day during a two-week growing period.  If you need to make more of one of the nitrogen solutions, follow steps #9-#13
19.  After the two weeks are up, carefully remove the plants from the Pearl Light but measure the plants before taking them out.
20. Record the height (in centimeters) and the weight (in grams) of the plants and find the average for each group.

The original purpose of this experiment was to determine if the level of nitrogen would affect a plants growth.

The results of the experiment were the control group grew the best (20cm), the .5% and the 1% grew the second best (1.5cm), and the 2%, 4%, 6%, and the 10% died.  The control group also weighed the most (3.5g), the 1% was the second heaviest (3g), the 2%, 6%, and the 10% weighed 2g, and the .5% and the 4% weighed 1.5g.

My hypothesis was that the plants receiving a 4% nitrogen solution would grow the best.

The results indicate that this hypothesis should be rejected.  My results indicate that the plants that weren’t given any nitrogen (the control group) grew the best.

Because of the results of this experiment, I wonder if a plant receiving an amount of nitrogen larger then 2% will die and if I would get the same results if I used different plants?

The usefulness of my findings will benefit farmers so they know not to overdose their bean plants with nitrogen.

If I were to conduct this project again I would try harder to find more info before writing my procedures, I would start growing my plants in early November for better results, I would use more plants in each of my groups, and I would try to get better pictures to document by experiment.

The purpose of this experiment was to determine to what degree acid rain affects the growth of certain plants.

I became interested in this idea because I’m worried about our environmental conditions and it sounded very interesting to me.

The information gained from this experiment may be used to as a warning to stop air pollution.

My hypothesis is that the plant watered with the acid solution will grow more slowly than plant’s watered with regular rainwater.

I base my hypothesis on a book that has a picture of a tree that acid rain has fallen on compared to a regular tree.

The constants in this study were:

*The temperature where the plants were grown.
*The type of plant tested.
*The amount of water each day.
*The amount of sunlight each day.
*The amount of soil in each pot.
*The type of soil in each plant.
*The size of the pot.
*The shape of the pot.

The manipulated variable was the amount of acid in each watering solution.

The responding variable was the growth of each plant.

I will use a centimeter ruler to measure the responding variable, which is the height of the plant.

1. Fill each pot to the top with the potting soil.
2. Label one pot “acid” and the other “normal”.
3. Place a seed into slightly moisted soil in each pot.
4. Water the seeds and soil.
5. Place both pots under a source of light.
6. Every two days, water with distilled water and place in the light.
7. Repeat step 6 until each plant has fully expanded a pair of leaves.
8. Pour 1 liter of distilled water into one of the empty spray bottles.
9. Mix 1 liter of distilled water with 5 drops of lemon juice and pour into the other spray bottle.
10. Measure the acid solution with a pH meter or a pH paper. It needs to be around 3.
11. If too much acid, pour in more distilled water.
12. If not enough acid, keep adding until it reads about 3.
13. Mix by swirling water around.
14. Label the bottle with distilled water normal and the acid solution bottle acid.
15. Mist the leaves of the normal pot with its matching spray bottle.
16. Let leaves dry, then place in original growth spot.
17. Mist the leaves of the acid pot with its matching spray bottle.
18. Let leaves dry, then place in original growth spot.
19. Repeat steps 15-18 until obvious results.

The original purpose of this experiment was to determine whether the plants would be affected by an acid solution.

The results of the experiment were that the plants tested with an acid solution died and the other plants tested with distilled water lived.

My hypothesis was that the plant tested with an acid solution would not live and the plant tested with distilled water would live.

The results indicate that this hypothesis should be accepted.

Because of the results of this experiment, I wonder if I had put in a smaller amount of acid in the solution if it would still affect the growth.
Another thing I wonder about is if I would’ve used different plants if the results would be the same.
I also wonder if I would have used a different type of acid if it would effect the results of this experiment.

If I were to conduct this project again I would probably add less acid to that solution and I would also test more plants.

The purpose of this experiment was to see in which soil temperature (32°c, 18°c or 5°c) more seeds will sprout.

I became interested in this idea when I was reading through a science book on topics.

The information gained from this experiment could be used to help farmers or people who grow plants to determine if soil temperature affects the growth of plants.

My hypothesis is that the plant with the soil temperature normal will sprout faster then the plant with the soil temperature higher and lower.

I base my hypothesis on Encarta 2000, which says extreme cold, or heat will make the plant not be able to germinate.  I also based it on my mom as a plant grower she said that when she put plants next to a heater they needed more water more often then the other plants in the house and if the plant did not have the extra water the would start to die.

The constants in this study were:
The same kind of plant.
The same sizes and shape of the pots.
The same amount of dirt in each pot.
The same amount of water given to each plant.
The same amount of water given to each plant every two days.
The same amount of sunlight given to each plant.
The same amount of seeds.

The manipulated variable was the temperature of the soil.

The responding variable was which plant sprouts first.

To measure the responding variable I counted each seed that sprouted though the soil.

1. Gather Materials.
2. Take Scissors and cut open bag of potting soil.
3. Put 3/4 cup of potting soil in pots
4. Put seeds in pot.
5. Put 1/4cup of potting soil over seeds
6. Label one pot A.
7. Label one pot B.
8. Label one pot C.
9. Label one pot D.
10. Label one pot E
11. Label one pot F
12. Place pot A over heating source.
13. Place pot B over heating source.
14. Place pot C over no heating source.
15. Place pot D over no heating source.
16. Place pot E in cold source
17. Place pot F on cold source.
18. Check plant growth A-F every morning at 6:45 a.m. or around there.
19. Check plant growth A-F every night at 6:45 p.m. or around there and take temperature.
20. Water plants every two days.
21. When plants sprout record data.
22.  Experimentation’s done.

The original purpose of this experiment was to see in which soil temperature (32°c, 18°c or 5°c) more seeds will sprout.

The results of the experiment were that A and B sprouted faster then the other four by one day.

My hypothesis was that the plant with the soil temperature normal would sprout faster then the plant with the soil temperature higher and lower.

The results indicate that this hypothesis should be rejected.   Do to seeds A & B sprouting faster then my hypothesis which was plants C and D.

Because of the results of this experiment, I wonder if more heat was to be added to plant A and B if they would still sprout faster then the others.

If I were to conduct this project again I would have used many more plants than just two in each category.  Also I would have waited tell the plant reach a growth of five inches.  So I could see if some plants died off after sprouting.

The purpose of this experiment was to determine the effect of soil moisture on the growth of beans.  In addition, I determined the effect of earthworms in the soil on bean growth.

I became interested in this idea when my family’s corn did not grow very well in our garden in Colorado almost every year.

The information gained from this experiment can be used to help farmers living in areas of low rainfall, to learn how to keep their plants alive.

HYPOTHESIS

My first hypothesis is that the bean plants with the earthworms will grow taller.    My second hypothesis is the group with the 100 mL of water will grow higher.

I base my hypotheses on information collected from textbooks, the Internet, and some CD-ROM’s.

EXPERIMENT DESIGN

The constants in this study were:

• amount of soil in each pot
• size of the earthworms
• how many seeds are planted in each pot
• the type of pot
• size of the pot
• how much water is used in each pot every time
• the amount of light
• the depth the seeds are planted
• the amount of compost
• number of worms
• soil compactness

The manipulated variables are the amount of water and whether earthworms were in the soil added to each pot.

The responding variable was the growth of the bean plants.

To measure the responding variable I held the plant outstretched in the pot and measured the plant in centimeters.

MATERIALS

PROCEDURES

1. Place 220 g of potting soil in each of the six pots.
2. Label the first three pots as follows: Dry with worms, Wet with worms, and
ì Wettest with worms.
3. Label the others as follows: Dry, Wet, and Wettest.
4. Place four earthworms in the Dry with worms pot, four earthworms in Moist with worms, and four worms in Wet with worms.
5. Then poke three two centimeter, in length, width , and depth, holes in a triangle , in the middle of the container , with either your finger or pencil in all six pots.
6. Drop one lima bean in the holes in the pots.
7. Cover the seeds with the soil dug out from the holes.
8.Pat the soil down with your hand three times.
9.Get a bucket that holds 1,000 mL.( This is what you’ll use when watering the plants.)
10. Pour about1,000 mL into the bucket.
11. Add 7 drops of Schlutz Plant Food.
12. Water the Dry pots with  50  mL .
13. Water the Moist pots with 100   mL
14.  Water the Very Wet pots with 150  mL.
After seeds are planted:
15. Water the plants the exact same amount of water, you did the first time you watered the plants, every day.
16. Make notes of how much the controlled plants grew, and how much the plants with the earthworms grew, right after you watered the plants.
17. After at least three sprouts are up, start rotating the pots one quarter turn.

RESULTS

The original purpose of this experiment was to find out if earthworms added to the soil would make the bean plants grow higher and stronger.

The results of the experiment were that the average height of the plants of the “Moist”(100 mL) groups was greater than any of the other groups. The groups with the least amount of growth were the “Very Wet” groups.

According to the data collected from my experiment, the worms must have helped because the plants in “Dry with worms” (50 mL) grew rather high even though it had a lack of water. The other groups with worms also grew higher even if the pots had too much water or just the right amount of water in the pot.

The results indicate that this hypothesis should be accepted, because the plants in the pots with worms seemed to grow stronger and better.

Because of the results of this experiment, I wonder if the season, even if they were inside a house, would affect how the plants grew.

If I were to conduct this project again I would have written more detailed notes to give the reader a better picture in his/her mind. I also would have taken more pictures of the root systems after we took them out of the pot. The last difference I would make would be to make sure that the plants all got the equal amount of light.

The purpose of this experiment was to determine what substances, like salt and sugar, when dissolved in water, will affect the growth of alfalfa seeds. I hope to see which substances have the greatest effect.

I became interested in this idea because I am concerned about pollution and how it affects plants. I know salt is used to melt ice on winter roads. I was concerned it might create an environmental problem.

The information gained from this experiment will help people make better decisions about substances that are safe or dangerous to use near plants. Farmers and homeowners would be especially interested in my results.

HYPOTHESIS

My hypothesis is that plain water will sprout seeds better than either salt or sugar solutions. The mass of the sprouts in plain water will be greater than the mass of the sprouts, in the salt or sugar solution.

I base my hypothesis on the information that I have collected from a book from which I have used during this experiment. Focus on Life Science said, “Plants do not grow when other substances are absorbed in the plant.”

EXPERIMENT DESIGN

The constants in this study are:

Amount of water.

Amount sunlight.

The temperature of the seeds and sprouting areas.

The size and type of paper towel.

The amount of sugar or salt dissolved in the units.

The manipulated variable was the substance dissolved in each treatment.

The responding variable was the mass of the sprouts.

The responding variable was measured by weighing the dry sprouts on a spring scale capable of measuring in grams.

MATERIALS

	QUANTITY	ITEM DESCRIPTION
	45 grams	alfalfa seeds
	6	11×11 paper towels
	3	identical glasses
	750 ml.	of water
	15 grams	of salt
	15 grams	of sugar
	1	scale (capable of measuring to 1 gram)
	1	roll of tape

PROCEDURES

1. Get the following supplies:- 45 grams of alfalfa seeds.- 6, 11×11 paper towels.- 3 identical glasses. (Capable of holding 250 ml. or more.)

   - 750 ml. of water.

   - 15 grams of salt.

   - 15 grams of sugar.

2. Take one glass and put 250 ml. of water and mix in 15 grams of salt.
3. Take another glass and add 250 ml. of water and mix in 15 grams of sugar in.
4. Take another glass and pour 250 ml. of water in.
5. Now take one paper towel and evenly spread 15 grams of alfalfa seeds in a line across the center from left to right. Put another paper towel on top of the first one. Roll the towels tightly, so the seeds are sandwiched between them halfway between the top and bottom. Tape them together.
6. Repeat step five two more times using identical methods.
7. Now take one of the rolled up towels and stand it in the salt water, so the seeds are above the liquid. Label it salt. Let the liquid wick up into the towel and seeds.
8. Using the same method as number seven, put the next towel in the sugar water. Label it sugar.
9. Using the same method as number seven, put the last rolled towel in the plain water. Label it controlled.
10. Donít disturb the alfalfa seeds for a week, but replace the appropriate liquid if a glass starts to run dry.
11. After the week remove all seeds and sprouts from one group. Squeeze the paper towel and drain out the excess liquid. Weigh the alfalfa seeds and sprouts and record their mass in grams.
12. Repeat step eleven for each of the three groups being careful to label the data to show what group it was from.

POCEDURES
1. First gather all materials to begin experiment
2. Then place soil in 5 cups about 5cm high with potting soil
3. place white purified sand in 5 other cups about cm high
4. next  place 5 radish seeds in one of the soil cups and 5 seeds In one of the sand cups, label them “radishes”
5. place 5 cucumber seeds in another cup filled with soil and 5 seeds in one of the sand-filled cups and label those two cups “cucumbers”
6. place 5 snapdragon seeds in one of the soil filled cups and 5 seeds in one of the soil-filled cups and label them “snapdragons”
7. place 50 grass seeds in one of the sand-filled cups and 5 seeds in one of the soil-filled cups label both of them “grass”
8. place 5 batchler’s bottens in the last soil-filled cup and 5more seeds in the last sand cup label them “batchler’s bottens”
9. after that carefully pour 200ml of water in the sand-filled cups trying not to stir up the seeds and sand
10. water  everyday the soil-filled plants  with 50ml a day
11. make sure that the hydroponics have 200ml of water all the time
12. record the plant growth for 5 weeks and record the data
13. on the 35th day pull the plants and get all the dirt off so it will be a more constant mass
14. measure the mass and length of the plants by a millimeter ruler, and the  mass with a triple beam balance