Brassica Rapa Lab Report

Transcription

1 Name Hr. Date Brassica Rapa Lab Report Requirements and Timeline Use this packet to complete your WI Fast Plant (Brassica Rapa) final report. All directions and requirements are included in the following pages. Below you will find a checklist of what you need to include and in what order. *The final due date is Cover page Hypothesis Procedures o Planting o Thinning/Transplanting o Threshing o Gathering Data o Pollinating Bee Diagram (with paragraph) or Flower Diagram (with paragraph) Comparing Weekly Results (six weeks) o Week 1 (3/28 4/1) o Week 2 (4/4 4/8) o Week 3 (4/11 4/15) o Week 4 (4/18 4/22) o Week 5 (4/25 4/29) o Week 6 (5/2 5/6) Graph Analysis Reflection Data Gathering Sheets *Keep in mind that the entire lab report must be typed. You will be provided a few work days in the computer lab. However, you will need to complete most of your work outside of science class. Do not wait until last minute to complete your report. Plan ahead and be sure to meet all short term due dates to avoid unwanted stress!

2 Mar 2011 ~ April 2011 ~ May 2011 Sun Mon Tue Wed Thu Fri Sat Apr 2011 ~ May 2011 ~ Jun 2011 Sun Mon Tue Wed Thu Fri Sat Notes:

3 Cover Page The cover should have the following information: your name, the date, class hour, and a title. Be creative with your title and be sure that it relates to the WI Fast Plant lab. The cover should also include a drawing, graphic, clip art, or photo that relates to the lab. Think about organization and spacing. Is your cover page visually appealing? Or does it seem that you randomly placed the requirements on the page? Neatness counts! Hypothesis Simply include your hypothesis worksheet.

4 Procedures Include headings to separate each of the procedural paragraphs in your report. Tell what you did during each procedure in a complete paragraph. o NOTE: A complete paragraph must have a topic sentence, supporting details, and a concluding sentence. Be sure to use necessary scientific terms. Include each of the following topics in order as listed. o Planting (Explain how you planted your seeds. Use the proper terms when describing the procedure. State the names of students that are controls and variables.) o Thinning and Transplanting (Explain the steps in this process. If you did not thin or transplant, explain what other students did or what you would have done. Also, include why it is important to thin and transplant.) o Pollinating (Explain how you pollinated. Make sure you mention the scientific parts of the flower and the correct anatomical parts of the bee to explain the pollination process.) o Threshing (Explain how you performed this process. If you did not have any seed pods, explain what you would have done.) o Gathering Data (Explain how you gathered data each day in class.)

5 Choose ONE of the following diagrams to complete. You DO NOT have to submit a bee diagram AND a flower diagram. Bee Diagram (with paragraph) Include a neatly colored drawing of one of the three kinds of bees. (worker, drone, or queen) The drawing must have labels for the following parts: head, thorax, abdomen, antenna, eyes, legs, and wings. Write a paragraph describing the life span, job(s), physical features, and details significant to your chosen bee. Flower Diagram (with paragraph) Include a neatly colored drawing of a flower. The drawing must have labels for the following parts: anther, filament, leaves, ovary, petals, pistil, roots, sepal, stamen, stem, stigma, and style. Write a paragraph describing the functions of each of the flower parts that are listed in the bullet point above.

6 Comparing Weekly Results You have been asked to summarize and compare the week s growth between the variable and control plants within your team for six weeks. Use that information and put it into the form shown below. I am looking for specific data and use of the scientific words that you have learned. o NOTE: Stating that your plant is green and growing a lot is not what I m looking for. At some point, you should include the following important terms/details: germination, radical/primary root, height, number of leaves, buds, flowers, pods, seeds, day the cotyledons emerged, first true leaves developed, first buds appeared, first flower opened, first petals fell, first pods appeared, and the color of plant. Be sure to label each week with the proper heading. (shown below) Example: Week 1 (3/16 3/19) This week we planted. Germination took place below the ground. The seed coats moistened and the radicles or embryonic roots broke through the soil. Taproots with root hairs formed. On days 2 and 3 the hypocotyls began to grow upward pulling the cotyledons (seed leaves) above the soil. Because we were testing for space, we added eight more seeds at planting time. Our variable plants have not started to grow. The control plants have emerged. The variable plants may not be growing yet because the seeds are competing for soil, water, and nutrients.

7 Graph Direct instruction on how to complete this portion of the lab report will be given during class. You will have to share data amongst your group members. Control students will need the average plant height from the variable students. The same goes for the variable students. You will receive directions on how to input your data (height of plants in centimeters) into a spreadsheet and then transfer that information into a graph. Graphs need to be labeled. The following are examples of appropriate labels. o Title Brassica Rapa Growth Comparison o Y axis ( o X axis ( ) Height in Centimeters ) Days of Growth o The key should be included. Example: Brassica Rapa Growth Comparison Height in cm variable control Days of Observations

8 Analysis In your analysis, use complete sentences to formulate a well thought out paragraph that answers the following questions: o Explain how your group s experimental factor varies from the other groups in the class. o Refer to your hypothesis. Explain whether your hypothesis was correct or incorrect and give supporting details to tell why. o On average, which plants (control or variable) grew taller? Use the specific measurements and make an inference as to why you think one grew taller than the other. o Which plants, control or variable, produced the most seeds? Why do you think one was more productive than the other? o At the beginning of this unit, you made predictions about which group of plants (in the class) would be most productive. Were any of your predictions accurate? In your class, which group produced the most seeds? Which group produced the fewest number of seeds? Why do you think the final results (seed counts) turned out the way they did? o What final conclusions can be made about the lab and the Brassica Rapa regarding ideal conditions for growth?

9 Reflection In one or more well written paragraphs state what you learned from the WI Fast Plant (Brassica Rapa) experiment. Also, explain what you liked and any suggestions to make the experiment better. Data Gathering Choose your two best weeks of data gathering from the weekly colored charts you have been using. Staple the data sheets to the back of your lab report. I will be looking for details, consistent measurements, and neat diagrams! Self Evaluation Time and instructions will be provided for you to complete your selfevaluation in class. Remember, this lab report needs to be typed. Neatness counts! Follow short term due dates and avoid waiting until the last minute to finish!

10 Name: Hr: Date: Rate yourself on a scale of 1 (low) to 10 (high) on how well you did each of the following activities. Planning Did you meet the short-term due dates without having to rush to complete your work? Recordkeeping / Data Gathering Were your daily observations detailed, organized, and complete? Final Report What score do you think you deserve on your lab report? Overall Use of Time When class time was provided for independent work, did you stay on task and use it appropriately? Things I did well: Things I could improve: Next time, I would like to: