experiment 1 scientific investigations in plants
DESCRIPTION
Scientific investigation in plantsTRANSCRIPT
SCIENTIFIC INVESTIGATIONS IN PLANTS‘Kuya Placido’ \m/
Patrick Go
Guia Rañola
Jordan Santos
Jane Christine Tancio
INTRODUCTION
Plant Physiology study of how plant life exists requires observation, asking questions and
proposing explanationsScientific Investigations -way of testing explanation about plant
phenomena - similar to scientific methodPlant Physiologists - ask questions, make observations, develop
explanatory hypotheses and test those hypotheses
ASKING QUESTIONS
Why ask? Requires well-defined and measurable
phenomenon Elements must be measurable and
controllable
ASKING QUESTIONS
Does exposure to ultraviolet radiation cause increased risk of skin cancer?
Will eating cassava cause poisoning by demons?
Does good nutrition lead to increased intelligence
Why do cacti have spines? Was the malignant tumor found in the lungs
of a 70-year-old man caused by his 45-year habit of smoking cigarettes?
Is it true that Plant Physiology students are all pretty and handsome?
Does overwatering plants cause death of plants?
ASKING QUESTIONS
Do plants have feelings too? Will I get a grade of 1.00 in Plant Physiology? Are all plants photosynthetic?
DEVELOPING HYPOTHESES
Hypothesis A tentative answer to some question An explanation on trial An educated guess (Campbell, 2004)
HYPOTHESIS
Testable Falsifiable
HYPOTHESIS
Experiments are designed to falsify the hypothesis by producing evidence to disprove it.
If the evidence that is gathered does support the hypothesis, the hypothesis is accepted but only on a trial basis.
It is never accepted as absolute truth because future investigations may still falsify the hypothesis.
HYPOTHESIS
Must be stated in a way that is can be easily measured and must be constructed in a way that will help in answering the question
B. DEVELOPING HYPOTHESIS
B1. Write a hypothesis for the following questions:
1. Why are there so many trees in the tropical rainforests of the Philippines?-> There are many trees due to sufficient sunlight and abundant rainfall.
2. What is the function of the tendril of ampalaya?-> The tendril functions as a support for the plant as it climbs along the substrate.
3. What is the effect of fertilizer on a lettuce patch?-> Fertilizer improves the growth and the productiveness on a lettuce patch.
4. How does lahar soil affect plant growth?-> Lahar soil increases plant growth.
5. Why is organic fertilizer better for plants?-> Organic fertilizer provides less toxic chemicals than inorganic fertilizers.
DEVELOPING HYPOTHESIS
B2. Which of the following would be useful as a scientific hypothesis? If yes, give the reason by stating whether it could possibly be falsified and what factors are measurable and controllable.
1. Garlic can be used against snake bites.-> Yes. Garlic has been used through ages and is also known as remedy for snake bites. -> The biochemical composition of garlic may be studied in order to know the efficacy of the remedy on snake bites.-> The control variable would be the amount of remedy to be applied on the affected area of the body.
2. Tetanus is caused by stepping on rusty nails.-> Yes. It can be falsified by hospital records whether tetanus is only caused by rusty nails.
3. Parasitic plants are evolutionarily more advanced than non-parasitic plants.-> Yes. It can be verified and better understood through plant systematics.
4. Drinking beer can improve one’s memory.-> Yes. A standard test can be given to two groups – one which will be given beer to drink and another group without beer. This set-up can be used to support or falsify the hypothesis.
5. Bio 121 students are better gardeners than non-Bio 121 students.-> No. The definition of “better gardeners” is vague. Again, the hypothesis is subjective.
DESIGNING EXPERIMENTS TO TEST HYPOTHESIS
A. DETERMINING THE VARIABLES
DETERMINING THE VARIABLES
Scientific experiment composed of variables, and a procedure to test
them. Defining variables
greatly dependent on the question and hypotheses formulated at the start of a scientific investigation.
the goal of an experiment is to provide clear evidence to falsify or support a particular explanation.
TYPES OF VARIABLES
Independent Variable one assumed to cause a particular phenomenon
Dependent Variable is the effect of the said phenomenon
Controlled Variable is regulated to determine if the independent
variable is the true cause of a phenomenon
METHODOLOGY
Identify the variables in preceding investigation.
Classify whether it is independent, dependent or controlled variable. Only 1 independent variable is usually chosen
Consider alternative independent variable
INVESTIGATION OF THE EFFECT OF SULFUR DIOXIDE ON SOYBEAN PRODUCTION
Agricultural scientists were concerned about the effect of air pollution, sulfur dioxide in particular, on soybean production in fields adjacent to coal-powered power plants. Based on initial investigations, they proposed the sulfur dioxide in high concentrations would reduce reproduction in soybeans. They designed an experiment to test this hypothesis. In this experiment, 48 soybean plants, just beginning to produce flowers, were divided into two groups of 6. One group of 6 treated plants were placed in a fumigation chamber and exposed to 0.6 ppm of sulfur dioxide for 4 hours to stimulate sulfur dioxide emissions from a power plant. The experiment was repeated on the remaining three treated groups. The no treatment plants were placed similarly in groups of 6 in a second fumigation chamber and simultaneous exposed to filtered air for 4 hours. Following the experiment all plants were returned to the greenhouse. When the plants matured, the number of bean pods, number of seeds per pod and the weight of the pods were determined for each plant.
Agricultural scientists were concerned about the effect of air pollution, sulfur dioxide in particular, on soybean production in fields adjacent to coal-powered power plants. Based on initial investigations, they proposed the sulfur dioxide in high concentrations would reduce reproduction in soybeans. They designed an experiment to test this hypothesis. In this experiment, 48 soybean plants, just beginning to produce flowers, were divided into two groups of 6. One group of 6 treated plants were placed in a fumigation chamber and exposed to 0.6ppm of sulfur dioxide for 4 hours to stimulate sulfur dioxide emissions from a power plant. The experiment was repeated on the remaining three treated groups. The no treatment plants were placed similarly in groups of 6 in a second fumigation chamber and simultaneous exposed to filtered air for 4 hours. Following the experiment all plants were returned to the greenhouse. When the plants matured, the number of bean pods, number of seeds per pod and the weight of the pods were determined for each plant.
VARIABLES
Duration of exposure Selected age of soybeans Kind of gas exposed Number of seeds per pod Weight of the pods
DEPENDENT VARIABLES
The number of seeds per pod
The weight of the pods
INDEPENDENT VARIABLE
Different gases exposed to the set-ups. It is important to have only one independent
variable in order to have consistency when testing for only one possible predicted result.
Duration of gas exposure Age of the soybeans
CONTROLLED VARIABLE
Duration of gas exposure
Same age of all soybeans
Same kind of fumigation chamber
B. CHOOSING OR DESIGNING THE PROCEDURE
CHOOSING OR DESIGNING THE PROCEDURE Once the variables have been decided upon
designing of the procedure takes place.
The procedure should be written in such a way as to make the experiment repeatable.
Proper designing of procedures is crucial to the credibility of your work in order to perform the experiment and obtain the results
consistently for the conclusions to be considered a worthy contribution to the body of knowledge that is science.
Procedure must contain all the steps that have undertaken in the experimentation, including any modifications to the original procedure, control treatments, levels of treatments and number of replications (Evangelista, 2009)
METHODOLOGY
Enumerate the step by step activities of the experiment in soybean production.
Select 48 soybeans with approx. same age
Divide into 2 groups of 24
Divide into 4 groups of 6
Place one group in SO2 chamber for 4 hoursRepeat with 3 other
groupsCount the number of seeds and total weight
of pods
Divide into 4 groups of 6
Place one group in filtered air chamber for 4 hours
Repeat with 3 other groupsCount the
number of seeds and total weight
of pods
There are two main components of the procedure:
two manipulated variables (SO2 and natural air) and each component having 4 replicates.
C. MAKING PREDICTIONS
MAKING PREDICTIONS
Predictions on the phenomenon is formed in question
EXAMPLE We can predict that, after the results of the
soybean experiment if ever the SO2 concentration was doubled, the
decrease in the overall yield could be doubled as well. One may choose to perform another experiment based
on these predictions, in order to form better conclusions about a particular phenomenon.
Thus predictions are important as they bring us closer to a better understanding of the natural world (Made Simple, Inc., n.d.).
MAKING PREDICTIONS
If the hypothesis is true, the result would be the high SO2 concentrations do reduce reproduction of soybeans.
PRESENTING AND ANALYZING RESULTS
Tables
Graphs or Figures
TABLES
Tabulation
A compact and orderly manner of presenting information
Can readily point out trends, comparisons or interrelationships
TABLES
Guiding principles in table construction: Simplicity clean and uncluttered Directness only necessary
information Clarity jive with textual discussion
TABLES
Essential parts of a table: Table number Title Column headings Row headings or stubs Body with data Footnotes (if applicable) Sources of data (if applicable)
GRAPHS OR FIGURES
Provide visual summary of the results
GRAPHS OR FIGURES
1. Bar graph qualitative or
quantitative discrete for comparisons of absolute or relative
counts, rates or proportions between
categories of a qualitative or
a quantitative discrete variable
GRAPHS OR FIGURES
2. Pie chart qualitative shows the breakdown of a group or total
where the number of categories is
not too many
GRAPHS OR FIGURES
3. Component bar diagram qualitative same as pie chart except that it can
be used to compare the breakdown
of categories of more than one group
GRAPHS OR FIGURES
4. Histogram quantitative continuous graphic representation of the
frequency distribution of
a continuous variable
or measurement including
age groups
GRAPHS OR FIGURES
5. Frequency polygon quantitative same function as histogram
GRAPHS OR FIGURES
6. Line diagram time series shows trend data or changes with
time or age (x-axis) with respect
to some other variable
GRAPHS OR FIGURES
7. Scatterpoint/scatterplot quantitative shows correlations between two
quantitative variables
(whether directly or inversely related)
GRAPHS OR FIGURES
In making the graph, remember the following:
a. Use graph paper and ruler to plot the values accurately
GRAPHS OR FIGURES
In making the graph, remember the following:
b. The independent variable is graphed on the x axis and the dependent variable on the y axis
GRAPHS OR FIGURES
In making the graph, remember the following:
c. The numerical range for each axis should be appropriate for the data being plotted
GRAPHS OR FIGURES
In making the graph, remember the following:
d. Label the axes to indicate the variable and the units of measurement.
GRAPHS OR FIGURES
In making the graph, remember the following:
e. Choose the type of graph that best represents your data.
QUESTIONS
1. Given the following data from the soybean experiment, how do you arrange the following data (in the manual) from the experiment in a table?
2. What kind of graph are you going to construct?
TABLE 1. SOYBEAN REPRODUCTION EXPERIMENTPlant No. Control Plant Treatment with SO2
No. of seeds per pod
Ave. weight of seed (g)
No. of seeds per pod
Ave. weight of seed (g)
1 5 0.42 2 0.21
2 6 0.37 4 0.33
3 4 0.41 4 0.23
4 5 0.36 3 0.35
5 5 0.48 3 0.25
6 6 0.33 3 0.34
7 7 0.44 1 0.21
8 6 0.23 4 0.32
9 5 0.51 5 0.21
10 7 0.47 3 0.38
11 4 0.46 4 0.27
TABLE 1. SOYBEAN REPRODUCTION EXPERIMENTPlant No. Control Plant Treatment with SO2
No. of seeds per pod
Ave. weight of seed (g)
No. of seeds per pod
Ave. weight of seed (g)
12 5 0.37 3 0.3513 7 0.53 4 0.2214 6 0.42 4 0.3415 5 0.51 4 0.2316 6 0.39 5 0.3517 5 0.48 5 0.1218 5 0.47 5 0.3419 7 0.52 5 0.2220 7 0.50 6 0.3021 6 0.28 2 0.2022 6 0.39 2 0.3023 7 0.21 4 0.2124 7 0.41 3 0.13
TABLE 2. NUMBER OF SEEDS PER PODNo. of Plants
No. of seeds per pod Control Treatment
1 - 1
2 - 3
3 - 6
4 2 8
5 8 5
6 7 1
7 7 -
TABLE 3. AVERAGE WEIGHT OF SEEDS IN DIFFERENT RANGES OF WEIGHTS
No. of Plants
Weight (g) Control Treatment
0.10 - 0.14 - 2
0.15 – 0.19 - 0
0.20 – 0.24 2 9
0.25 – 0.29 1 2
0.30 – 0.34 1 7
0.35 – 0.39 5 4
0.40 – 0.44 5 -
0.45 – 0.49 5 -
0.50 – 0.54 5 -
Figure 1. Comparison on the average number of seeds per pod between plants under control and treatment with SO2
Control Treatment with SO20
1
2
3
4
5
6
7
Treatment
Ave
. se
ed
s p
er
pod
Control Treatment with SO20
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
Treatment
Ave
. w
eig
ht
of
se
ed
(in
gra
ms)
Figure 2. Comparison on the average weight of seed between plants in the control and treatment with SO2
DISCUSSING AND COMMUNICATING RESULTS
DISCUSSING AND COMMUNICATING RESULTS
Provide interpretation to the results. State the interpretation’s implications in light
of the hypothesis and its supporting literature.
DISCUSSING AND COMMUNICATING RESULTS
Investigators study the given tables and graphs and determines if the hypothesis is supported or falsified.
DISCUSSING AND COMMUNICATING RESULTS
IF FALSIFIED: Investigators must suggest other possible alternate hypotheses.
IF SUPPORTED: Investigators must suggest other experiments and studies that will strengthen the current hypothesis.
DISCUSSING AND COMMUNICATING RESULTS
The results must be communicated to other scientists.
May be in the form of a laboratory class presentation or during scientific gatherings.
DISCUSSING AND COMMUNICATING RESULTS
Most important: The study is to be presented in the form of a scientific paper or a journal after subjecting it to review by different scientists in the same field of study.
DISCUSSING AND COMMUNICATING RESULTS
E1. Using your graphs and tables, analyze your results and discuss your conclusions with your group.
-> 1. According to the graph of the number of seeds per pod, there is higher number of results in the controlled set-up, while the number of seeds with SO2 treatment has lower yield. As to the weight of the seeds, higher values were gathered in the control as well as lower values were gathered in the set-up with SO2 treatment. It is therefore concluded that SO2 decreased the productivity and development of the seed.
DISCUSSING AND COMMUNICATING RESULTS
E2. Critique your experiment. What weaknesses do you see in the experiment? Suggest improvements.
-> 2. The number of replicates is somehow too much, but still it gave a meaningful result. The results somewhat gave overlapping information and lacks some data. The range of the measurements is somehow inconsistent.
DISCUSSING AND COMMUNICATING RESULTS
E3. Write a summary statement for your experiment. Use your results to support or falsify your hypothesis.
-> When the plants were treated with SO2, the number of seeds per pod decreased as well as the average weights of the plants. These results supported the hypothesis which states that SO2 in high concentrations would reduce reproduction in soybeans.
DISCUSSING AND COMMUNICATING RESULTS
E4. Suggest additional and modified hypotheses that might be tested.
-> High concentrations of SO2 sometimes do not decrease the reproduction in soybeans; high concentrations of SO2 decrease usually the reproduction in soybeans.
CONCLUSION
CONCLUSION The essential feature of science that makes it
difficult from other ways of understanding the natural world is the scientific method.
The scientific method provides a step by step process of finding explanations behind the different phenomena observed in the natural world.
It begins by asking a question that is well defined and testable.
Also, its elements are measurable and controllable.
CONCLUSION After forming a scientific question, one can develop
a hypothesis which is a possible explanation to answer the scientific question.
For a hypothesis to be scientifically useful, it must be testable and falsifiable.
In order to test the hypothesis, a scientific experiment must be designed.
Its components are determining variables, designing procedure and making predictions.
CONCLUSION
Results from the experiment must be summarized and presented in tables or figures.
Also, these must be interpreted, discussed and communicated to other scientists.
Hence, this step by step procedure makes certain that the knowledge obtained cannot be fabricated because a lot of processes must be undertaken before conclusion can be done.