Experiment: Observing the Effect of Pollutants on Plant Growth
These abiotic factors are tested in the following controlled experiment which employs the Scientific Method. Allow two 45-minute periods to plan and set up the experiment. On Day One, select a variable and seeds. Students read section I of the Pre-Lab Plan. Read seed planting requirements on packets to confirm procedures. Each student labels their planters: their initials on one side of both planters; on one, they label "V" for Variable, "C" for Control on the second. On Day Two group students at stations in which one type of variable is present. For example, at one station provide the two types of polluted water and spring (or distilled) water. At another station provide sand, acidic soil and fertilizer. Students plant their seeds and complete the preliminary lab report. (We used cardboard 2" X 2" planters; You can use cardboard egg carton sections.) All plants, except those deprived of light, are placed together in shallow plastic containers to prevent water spills; polluted water plants are grouped in the same plastic dishes. Plan to start observing and recording growth in two weeks. Discuss results and complete Post-Lab Discussion in two- to three weeks.
____
**note: You may use one type of seed and test up to 12 variables presented: three types of water, three types of soil, no light, colored light, cool temperature environment, hot environment, space restricted, air pollution. You may need grow lights, colored light bulbs, a cooler growing location and a thermometer. If you test air pollution you will need a "Hands-In-Bag". (UCAIR Environmental Kit, Hubbard Scientific, Chippewa Falls, WI, 54729; (715) 723-4427) When I did this experiment, students selected their own plants and we tested more than 10 different species because I wanted to demonstrate plants have different needs and respond differently to pollutants. Furthermore, our school is in an urban area with heavy traffic and toxins. Plants which grew in polluted or undernourished soils were best candidates for transplanting to an outdoor school garden. Plants/seeds which responded quickly with obvious results: Coriander, Beans (White, Green Bush), Leaf Lettuce, Cucumber, Marigold, and Aster. Pollutants which produced dramatic results: sand, water with used car oil, light (lack of), nitrogen-enriched soil, "acid rain".
____
Maintain a spreadsheet throughout the experiment which organizes plant types: herb, vegetable, or flower; and pollutant. (r)INVALID_FIELD: Object
Name______________________________________ Class____ Date_______________