botany practical experiments

23 Plant Experiment Ideas

ThoughtCo / Hilary Allison

• Cell Biology
• Weather & Climate
• B.A., Biology, Emory University
• A.S., Nursing, Chattahoochee Technical College

Plants are tremendously crucial to life on Earth. They are the foundation of food chains in almost every ecosystem. Plants also play a significant role in the environment by influencing climate and producing life-giving oxygen.

Plant experiments and studies allow us to learn about plant biology and its potential usage for plants in other fields such as medicine , agriculture , and biotechnology . The following plant experiment ideas provide suggestions for topics to be explored.

Plant Experiment Ideas

• Do magnetic fields affect plant growth?
• Do different colors of light affect the direction of plant growth?
• Do sounds (music, noise, etc.) affect plant growth?
• Do different colors of light affect the rate of photosynthesis ?
• What are the effects of acid rain on plant growth?
• Do household detergents affect plant growth?
• Can plants conduct electricity ?
• Does cigarette smoke affect plant growth?
• Does soil temperature affect root growth?
• Does caffeine affect plant growth?
• Does water salinity affect plant growth?
• Does artificial gravity affect seed germination?
• Does freezing affect seed germination?
• Does burned soil affect seed germination?
• Does seed size affect plant height?
• Does fruit size affect the number of seeds in the fruit?
• Do vitamins or fertilizers promote plant growth?
• Do fertilizers extend plant life during a drought ?
• Does leaf size affect plant transpiration rates?
• Can plant spices inhibit bacterial growth ?
• Do different types of artificial light affect plant growth?
• Does soil pH affect plant growth?
• Do carnivorous plants prefer certain insects?
• Guide to the 6 Kingdoms of Life
• Phases of the Bacterial Growth Curve
• Gram Positive vs. Gram Negative Bacteria
• Animal Studies and School Project Ideas
• Angiosperms
• 10 Facts About Pollen
• Nematoda: Roundworms
• Is Spontaneous Generation Real?
• Parts of a Flowering Plant
• 5 Tricks Plants Use to Lure Pollinators
• Carnivorous Plants
• Mutualism: Symbiotic Relationships
• The Photosynthesis Formula: Turning Sunlight into Energy
• All About Photosynthetic Organisms
• Protista Kingdom of Life
• Common Animal Questions and Answers

Science Fun

Botany And Biology Science Experiments

Botany  and Biology science experiments you can do at home! Click on the experiment image or the view experiment link below for each experiment on this page to see the materials needed and procedure. Have fun trying these experiments at home or use them for SCIENCE FAIR PROJECT IDEAS.

Super Seed Jar:

Examine What Seeds Do Underground

Making Oxygen:

Watch Plants Make The Air You Breath

Plant Trap:

Sprouting Seeds:

Bowl Of Life:

You May Not Expect What These Grow Into

Sprout A Lemon Seed:

Become A Budding Botanist

Grow A Colony Of Mold:

Check Your Pulse:

Bean In A Bag:

Grow Real Beans In A Plastic Bag

Blossoming Beans:

Germinate a Pinto Bean

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Acid Rain Lab- Katherine Betrus Derrico

2012 cibt alumni workshop, high school, inquiry/scientific method, middle school.

Students will design and conduct an experiment to test the effect of acid rain on the germination of seeds. They will utilize the data from their experiment to explain their conclusions, and also read a passage on acid rain. Downloads Acid Rain Lab Rubric (Katherine Betrus Derrico) Acid Rain Lab… read more of the article entitled “Acid Rain Lab- Katherine Betrus Derrico”

Becoming a Plant

Students will plant seeds at various depths in the soil and make observations after seedlings emerge. Based on their observations, students will decide what measurements could be made. They will make these measurements and look for an explanation for differences in their measurements. They will write a hypothesis that describes… read more of the article entitled “Becoming a Plant”

Bottle Ecosystem- Tim Downs

Physical sciences.

The objective of this lab is to put together a suitable habitat (ecosystem) that will allow one or two guppies to survive to the end of the school year and beyond. Students will make observations of their ecosystems for the three weeks. The ecosystem in this experiment will be closed,… read more of the article entitled “Bottle Ecosystem- Tim Downs”

Bouquet of Flowers

Recently updated.

This series of four different lab activities all relate to flower reproduction. They have been designed to relate to each other and to stand alone. Name that Pollinator focuses on adaptations for successful pollination. Both pollen and pollen vectors are examined. Observing, data gathering, making measurements through the microscope, and… read more of the article entitled “Bouquet of Flowers”

Comparing Aquatic Communities

Microbiology.

Teams of students measure physical and chemical characteristics of different sites in streams and/or ponds and collect benthic invertebrate organisms. They interpret patterns in the structure of the biological community at each site in light of the abiotic (physical  and chemical) and biotic nature of the environment. Downloads Comparing Aquatic… read more of the article entitled “Comparing Aquatic Communities”

This lab involves the qualitative measurement of the changes in carbon dioxide concentration associated with respiration and photosynthesis in the freshwater plant Elodea. Bromthymol blue is used as an indicator for the presence of CO2 in solution. When CO2 dissolves in water, carbonic acid is formed. A bromthymol blue solution, acidified… read more of the article entitled “Elodea”

Floating Leaf Disk- Brad Williamson

This lab tangibly demonstrates the abstract concept of photosynthesis to students. Normally, disks punched out of leaves (with a hole punch) would float. When the air spaces are infiltrated with a sodium bicarbonate solution, the overall density of the leaf disks increase and they sink. Bicarbonate ion serves as the… read more of the article entitled “Floating Leaf Disk- Brad Williamson”

Goldenrod Galls

This investigation examines natural selection and coevolution using goldenrod (Solidago canadensis), its stem gall insect (Eurosta solidaginis), and associated parasites, parasitoids, and predators that feed upon the stem gall insect (i.e., Eurytoma obtusiventris, Eurytoma gigantea, Mordellistena unicolor, and birds). Through measurements of gall size and an investigation of events occurring… read more of the article entitled “Goldenrod Galls”

Lichens on Tree Trunks- Scott LaGreca

Students will learn to recognize moss and lichens, identify various trees, record observations using a mapping technique, use a compass, and think about the conditions mosses and lichens need to grow. They will identify and mark trees with mosses and lichens growing on their trunks, and try to figure out… read more of the article entitled “Lichens on Tree Trunks- Scott LaGreca”

Medical Importance of Biodiversity- Mary Keymel

Human health.

Students assume the role of an ethnobotanist for a start-up pharmaceutical company, who is about to journey to the rainforest, coral reef, or another natural source of medicine in the world. Their mission is to catalog 1 plant or animal species that may be useful to medical research. They will… read more of the article entitled “Medical Importance of Biodiversity- Mary Keymel”

Microscopy and Cell Biology

Elementary school, molecular biology.

Students will identify the parts of a microscope. Students will observe, manipulate, write and memorize. Students will also compute total magnification of the objective lenses. The lab can be modified to suit higher grade levels using the attached handouts for various observation stations. Downloads Pollen Station Red Onion Cell Station… read more of the article entitled “Microscopy and Cell Biology”

Oil Spills Lab- Kristen Pizarro

This activity, used as a 7th grade science laboratory final exam, comes in three sections. Students will first model an oil spill and test materials for cleaning it up. This experiment will help them understand why it is such a difficult task. Next they will examine data about the effects… read more of the article entitled “Oil Spills Lab- Kristen Pizarro”

This exercise helps students think about how plants grow in a fun and enticing manner. Teams of students “grow a plant” composed of “leaves,” “roots,” and “flowers.” The goal of the game is to produce a maximum number of flowers, which is possible only if the students have a good strategy to… read more of the article entitled “Plant Game”

Primary Productivity Lab- modified by Sean McGlynn

Students will use LaMotte Test Kits to determine the concentration of dissolved oxygen (DO) in various water samples. The process involves adding some chemicals to the water to “fix” the free oxygen (O2). Once the O2 is fixed, they will add an acid powder, some starch, and titrate to determine… read more of the article entitled “Primary Productivity Lab- modified by Sean McGlynn”

12 inquiry-based labs to explore the 12 principles of plant biology

The 12 Principles of Plant Biology are a framework to support understanding of the critical roles of plants to create, improve and sustain life.

These 12 inquiry-based activities were by Jane Ellis, Mary Williams, and Jeffrey Coker with support from the ASPB Education Foundation. They were developed to support the teaching of plant biology, and are developed for use by students in middle school (approximately 11 – 13 years old). Click on the images below to open each activity as a PDF.

Each lab contains:

• a concept summary relevant to a middle school audience
• engaging photos to enhance understanding
• tips for setting up and conducting student-driven investigations
• specific teacher guidelines for sourcing materials, streamlining the process, and using additional research

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High School Science Experiments With Plants

Why Do Plants Need Water in Photosynthesis?

High school science experiments can be designed to inform students about the different aspects of plant life. Experiments that promote critical thinking and reflection allow students to develop theories about different areas of biology and botany. Students can study the structural parts of the plant, functional aspects and reproductive factors of plants.

How Does Temperature Affect the Xylem in Tomato Plants?

This experiment involves testing the size of the xylem in Roma tomato plants when exposed to different temperatures. Students need six Roma tomato plants, six pots, planting soil, a small and large beaker, blue dye, water, ice, heat lamp, microscope and thermometer. Add soil to the pots and put the plants into the pots, burying the roots. Place the six pots in six different locations--under a heat lamp, in the shade, in the sun, in the fridge, in the freezer and in ice. Give each plant 300 ml of water containing 25 ml of blue dye each day. Observe the plants over three weeks and record observations. After three weeks, cut off a piece of each plant 2 inches from the root and examine the xylem under a microscope. Students note the size of the xylem of the six plants and draw conclusions about temperature effects on xylem.

Can a Plant Grow From the Top of a Carrot?

The carrot-top experiment involves students researching whether a plant can grow and get the nutrients needed from a carrot top. Students need four carrots and a shallow container. First, cut off the top of the carrot about a half-inch away from the leaves. Carefully cut the leaves off the top, keeping it close to the base. Place the carrots in the container with the cut side facing downward and add water to cover half the carrot top. Put the container into a well-lit windowsill and observe the carrot tops daily for any changes. Use a ruler to measure the growth of leaves or roots out of the tops and record the data in a table. Continue the experiment for a week and draw conclusions based on reasons for the growth of leaves from the tops.

How Do Some Plants Grow by Themselves?

This experiment allows students to study asexual reproduction by vegetative propagation. Students learn about the different asexual organs and their functions in specific plants. Students need two 1-liter jars, scissors, distilled water and a geranium plant. First, fill the jars to three-quarters with distilled water. Cut four healthy stems with leaves from the geranium plant. Place two stems with the cut ends facing down into each jar. Put the jars into direct sunlight on a windowsill. Make observations about the cut ends of the stems every day for two to three weeks. Students see roots growing from the ends of the stem, which can later be planted and will grow into a new geranium plant. This experiment allows students to investigate the concept of asexual reproduction, and they later can observe the new plant become identical to the parent plant.

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About the Author

Amanda Wehner is a primary teacher with a Master of Teaching degree. Her dissertation focused on researching the current crisis amongst boys and literacy skills. Before completing her research, Wehner had received an undergraduate degree with a double major in psychology and biology.

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Plants image by Degitail Imaging from Fotolia.com

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Open Education Resources

BIOL 1411- Botany Laboratory Manual

Yolander R. Youngblood , Prairie View A&M University Follow

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Description

Botany Laboratory Manual By – Yolander R.Youngblood, PhD.

This manual was reviewed by student editors, Ayanna Montegut and Ineceia Carter.

Table of Contents

1. The Plant Cell Lab

2. Mitosis Lab

3. Plant Growth and Development Lab

4. Simple Tissue Lab

5. Leaf Lab

6. Stem Lab

7. Root Lab

8. Evolution of Land Plants Lab

9. Bryophyte Lab

10. Fern Lab

11. Gymnosperm Lab

12. Angiosperm Lab

13. Appendix

a. Writing in the Scientific Notebook

b. How to use the Microscope

c. Plants and Their Structure

d. Additional Video, Lecture, and Lab Resources

Publication Date

College of Arts and Science

Prairie View A&M University

• Disciplines

Biology | Botany | Plant Biology

© 2021, Yolander R. Youngblood

Recommended Citation

Youngblood, Y. R. (2021). BIOL 1411- Botany Laboratory Manual. Retrieved from https://digitalcommons.pvamu.edu/pv-open-education-resources/9

Date of Digitization

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John B Coleman Library

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Prairie View

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Since December 07, 2021

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Experiments on Transpiration in Plants | Botany

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List of top nine experiments on transpiration in plants:- 1. Measurement of Leaf Area 2. Demonstration of Transpirational Water Loss by Potometers 3. Determination of the Rate of Transpiration by Simple Method (Conical Flask Method) 4 . Determination of the Rates of Stomatal and Cuticular Transpiration and a few others.

Experiment # 1. Measurement of Leaf Area :

The loss of water in the form of vapour from the aerial parts — particularly through leaves — is termed “transpiration”. On absorption from the soil by roots, the water is trans-located via the xylem tissue to the mesophyll cells of the leaves.

The excess water is lost through stomatal opening or through the diffusion process from leaf surface. For determination of the rate of transpiration, measurement of leaf area, i.e. transpiring surface, is highly essential. The leaf area can be measured by different methods.

Method I: By Graph Paper Method:

Requirements :

1. Graph paper (mm); 2. Scale, pencil, leaf, etc.

Procedure :

1. Place leaf on a millimeter graph paper and draw its outline with a pencil (Fig. 3.11).

2. Then count the total area covered by the leaf from the marked outline of the leaf and express it as square centimeter.

Observation :

The leaf area measurement procedure is shown in Fig. 3.11.

Method II: By Weighing Method:

1. Card-board

2. Leaf, pencil, rubber, blade, balance with weight box.

1. Place a leaf on a cardboard and draw its outline. Then cut the board along the line-mark of drawing and take its weight.

2. Now cut one square centimeter area from the board and take the weight. Observation

The weight of the board cut to the size of leaf area is x gms. The weight of one square centimeter area of the board is y gms. Then the area of leaf is x/y sq. cm (Fig. 3.12).

Method III: By Planimeter Method:

1. Planimeter — a simple instrument, having two major parts — a tracer arm having a tracing point and a carriage with a measuring wheel and also the pole arm attached to the pole, around which the instrument revolves (Fig. 3.13).

2. A platform, leaf, pencil etc.

1. Place the leaf on a platform in a fixed position and draw the outline of the leaf by a pencil.

2. Place the pole weight close to the outline of the leaf and move the tracer point along the margin of the leaf.

3. Record the initial reading from the scale and final reading after the tracing of leaf.

4. Compute the total leaf area by denoting the data from the main scale and also from vernier scale.

5. Record the vernier scale reading in the following ways before final computation:

First coincide the zero of the measuring wheel with zero of the vernier scale. Find out the number of divisions of the vernier scale that coincides with that of the measuring wheel.

Suppose 10 vernier divisions = 9 divisions of measuring wheel. So, 1 vernier division = 9/10 or 0.9 division of the measuring wheel. Vernier unit = 1 – 0.9 = 0.1 sq. cm small division of the measuring wheel = 1 sq. cm and 1 div. of the counter dial = 100 sq. cm.

Thus total reading = (Counter dial reading × 100) + (Measuring wheel reading × 10) + (vernier reading × 0.10) sq. cm.

Experiment # 2. Demonstration of Transpirational Water Loss by Potometers:

The water loss by the process of transpiration can be demonstrated by several types of glass apparatus, called Potometers. In most of the potometers, the rate of transpiration can be measured directly and expressed in gms per hour per sq. cm of leaf area.

But these methods are not accurate because of the fact that the amount of water absorbed by the twig (which is measured by the apparatus) is not actually transpired at the same time.

The description and working of some potometers are given below:

(A) Ganong’s Proto-Meter (Fig. 3.14):

This is a glass apparatus fitted with a wooden stand. It is one of the most suitable potometers used for the demonstration or determination of the rate of transpiration.

It consists of a narrow graduated horizon­tal limb which holds two vertical wide-mounted tubes — one of which is fitted with a rubber cork through which passes a leafy twig while the other acts as a reservoir of water which is fitted with a stopcock in the connecting tube to control water supply. The other ends of horizontal limbs bend at right angle and at the opposite side of the vertical wide mouthed tube.

Materials Required :

1. Ganong’s potometer

2. Water, beaker, leafy twig, knife, etc.

3. Graph paper, pencil, etc.

1. Fill the apparatus with water and insert a leafy twig (cut under water) through the cork of the vertical tube. The twig should always be cut under water to prevent air-clogging.

2. Keep some water in the reservoir funnel and close the stopcock and make all the connections air-tight by proper sealing.

3. Introduce a drop of air bubble in the horizontal limits of the apparatus.

4. Allow the twig to transpire for 1-2 hrs. under bright sunshine.

As water is lost by transpiration, the bubble will move in the horizontal graduated tube towards the transpiring twig. The rate of movement of the bubble in the horizontal tube is proportional to transpira­tion rate (assuming that the rates of absorption and transpiration are the same).

The rate of transpiration can be determined in the following ways:

Initial position of the bubble on the scale — X cm

Final position of the bubble after a given time — Y cm

Therefore, the distance traversed by the bubble in time t is equal to (Y – X) cm.

Now the volume of water transpired in a given time (t) is equal to tit 2 (Y – X) ml where ‘r’ is the radius of the bore of the horizontal tube.

So, the amount of water transpired by per unit area of the leaves of the twig per unit time is equal to

(Y – X)/ t x total leaf area * ml/min/sq. cm.

[* The leaf area can be measured by graph paper method.]

(B) Farmer’s Potometer (Fig. 3.15):

The apparatus consists of a wide-mouthed bottle fitted with a rubber stopper having three holes. The bottle is filled with water up to the neck. In one hole leafy twig can be introduced while in another a water reservoir having a stopcock is fitted. The third hole is fitted with a narrow bent tube which has a horizontal graduated tube with a centimeter scale.

1. Farmer’s potometer

3. Water, leafy twig, pencil, graph paper etc.

1. Fill the apparatus with water and keep some water in the reservoir.

2. Introduce a freshly cut (cut under water) twig within the bottle and make all connections air-tight by proper sealing.

3. The bent end of the narrow tube is to be immersed in a beaker containing water.

4. Keep the whole set-up under bright sunshine for transpiration at a steady state.

Observe the movement of the air-bubble within the hori­zontal tube towards the twig. The rate of movement of air-bubble is proportional to the rate of transpiration (assuming that the rates of absorption and transpiration are equal).

Same as in Ganong’s potometer.

(C) Darwin’s Potometer (Fig. 3.16):

The apparatus consists of a short glass tube from which a side tube bends upward ending in an open mouth into which a plant twig is inserted through a hole in a rubber cork.

The upper open mouth of the main tube is also closed by a cork. The lower end of the tube too is fitted with a cork through which passes a long graduated capillary tube, fitted with the help of a rubber tubing. The end of the capillary tube dip in a beaker containing.

1. Darwin’s potometer

2. Beaker, leafy twig, water, graph paper, pencil etc.

1. At the beginning of the experiment, fill up the apparatus with water.

2. Insert a fresh leafy twig (cut under water) through the cork of the side tube.

3. Make all joints air-tight.

4. Introduce an air-bubble within the water column of the capillary tube.

5. Allow the whole set to transpire under bright light after fixing it with stand and clamp.

As transpiration occurs from leaves of the twig water is absorbed by the twig from the side tube and this produces a suction force which sucks up water from the capillary tube. As a result, the air-bubble within the capillary tube gradually moves upward.

The rate of upward movement of air bubble is recorded from the initial and final readings of the position of the air-bubble in the capillary tube. The rate of transpiration is then expressed as in case of Ganong’s Potometer (ml of water transpired per minute per unit area of the leaf).

(D) By Garreau’s Potometer (Fig. 3.17):

It consists of two small bell jars placed one above an­other in-between which a leaf is placed while still attached to a potted plant. At the narrow end of the two bell jars, weighed amounts of anhydrous CaCl 2 are placed in two very small tubes. At the two ends of the bell jars, are attached two oil manometers which ensure the maintenance of con­stant vapour pressure within the bell jars.

Materials and Equipment’s :

1. Garreau’s Potometer

2. Vaseline, Anhydrous CaCl 2 salt

3. Potted plant, stand with clamps

4. Balance with weight box

1. Place a leaf of a potted plant inside two bell jars and make it airtight by vase-line.

2. Clamp the whole arrangement of the apparatus in vertical position and place it in sunlight.

3. Before the onset of the experiment place measured quantities of anhydrous CaCl 2 salt in the tubes and take the final weight after a considerable period of transpiration (at least two hours).

The difference between the two weighing’s is a measure of the amount of water lost from the upper and lower leaf surfaces.

Hence transpiration by both the surface of a leaf can be directly measured sepa­rately and simultaneously by Garreau’s potometer:

Initial weight of CaCl 2 in the upper tube — W 1 gms

Initial weight of CaCl 2 in the lower tube — W 2 gms

Final weight of CaCl 2 in the upper tube — W 3 gms

Final weight of CaCl 2 in the lower tube — W 4 gms

Amount of transpired water by upper leaf surface — (W 3 – W 1 ) gm.

Amount of transpired water by lower leaf surface — (W 4 – W 2 )

Rate of upper leaf surface transpiration i.e. cuticular transpiration (in case of dorsiventral leaf) = (W 3 – W 1 ) gm. total leaf area (sq m) and time (min)

Rate of lower leaf surface transpiration i.e. stomatal transpiration = (W 4 – W 2 ) gm. total leaf are (sq m) time (min)

Experiment # 3. Determination of the Rate of Transpiration by Simple Method (Conical Flask Method) :

The loss of water from the leaf surface of terrestrial plants is a normal physiological process. It is either transpirational loss, i.e., in the form of water vapour, or guttation i.e., in the form of water droplets.

Transpiration normally takes place through stomatal openings of leaves or through particular openings of stem surface or through the cuticu­lar surface, or a combination of paths mentioned above. This transpirational water loss is a necessary evil for plant life.

Transpirational water loss can be determined by the conical flask method — a very simple method.

Materials and Equipments :

1. A fresh leafy twig

2. Beaker, conical flask, knife, glass rod, thread etc.

3. Water, oil, balance with weight box

4. Graph paper, pencil, stop-watch etc.

1. Take a 100 ml conical flask and fill it with water up to the neck.

2. Insert a freshly cut petiolate leaf (leaf cut under water within a breaker) and tie the cut end of the petiole with a glass rod by thread so that the leaf cannot be displaced from the conical flask by wind.

3. Then put some oil over the water of conical flask so that the exposed water surface will be covered.

4. Weigh the experimental set (conical flask – water-oil-leaf) in a chemical balance and record the initial weight.

5. Place the experimental set under bright sunshine for 1 hour and weight finally in a chemical balance.

6. Record the final weight and calculate the water loss by transpiration.

7. Record the total transpiring area of the leaf by Graph paper method.

8. Determine the rate of transpiration in the following way:

Stomatal Index (S.I.) = No. of stomata in a given area (S)/Total no. of cells of the area (epidermal) + S × 100

6. Determine the total area of the leaf by graph paper method and then calculate the total number of stomata of the said leaf.

7. Determine the area covered by each stomata with the help of ocular micrometer (value of each division is standardized before by the stage micrometer by the formula):

1 ocular division value = Stage div./Ocular div. × 10µ.

Then calculate the total stomatal area of the given leaf.

8. Determine the transpiration index by recording the time (in sec) required for standard change of the dry cobalt chloride paper over the evaporating surface (S) and transpiring surface (E) by using the formula:

Transpiration index = S/E × 100

In this process, take two equal pieces (2 × 2 cm) of dry cobalt chloride paper and then place one of them under the lower surface of dorsiventral leaf of a twig by cello tape. Place the other over a wire net which is kept over a petridish containing water. Record the time (in sec) for a standard colour change of the cobalt chloride papers in both the cases (the paper turns pink when it absorbs water vapour moisture).

Area of the field of vision = x sq cm (calculate it by the formula πr 2 , where ‘r’ is the radius of the field)

Number of stomata per field = a

Total leaf area (from graph paper) = y sq cm

Stomatal frequency = a/x

Total number of stomata of the leaf = a/x × y

Stomatal index = No. of stomata in a given area(S)/Total no. of epidermal cell (E) + S = S/E + S x 100

Area of a stomata = π/4 (b x c) sq cm

Where ‘b’ and ‘c’ represent the length and the breadth of the pore.

Total stomatal area of leaf = π/4(b x c) x (a/x × y) sq cm

[S = Time taken to change the colour of cobalt chloride paper from a free evaporating surface; E = Time taken to change the colour of cobalt chloride paper from a free transpiring surface.]

Experiment # 6 . Determination of the Amount of Water Absorbed and Transpired by a Plant:

Absorption of water and subsequent loss of it in the form of vapour by the aerial parts of plants are two essential interlinked physiological processes. There is positive correlation between the two processes.

In normal situation the amount of water absorbed is much higher than the amount of water tran­spired. But under stressed conditions the amount of water transpired may be higher than the amount of water absorbed.

The relationship between the two processes mentioned above can be determined by two experimen­tal procedures:

(a) Direct determination with the help of glass apparatus.

(b) By conical flask-water-oil-leaf experimental sets.

(a) Direct Measurement Method:

Materials and Equipment’s:

1. Glass apparatus:

This is a simple apparatus consisting of a wide-mouthed bottle with a graduated side tube (in ml) attached to its base through a cork. The mouth of the bottle is fitted with a cork through which a small plant can be introduced (Fig. 3.19).

2. A small rooted plant or a fresh twig

3. Oil, water, sealing wax, etc.

1. Fill the apparatus completely with water.

2. Introduce a rooted plant or a fresh twig (cut under water) in the wide-mouthed bottle through the cork).

3. Seal the cork to make air-tight.

4. Put a few drops of oil on the surface of water of the graduated side tube to check surface evaporation.

5. Record the initial weight and initial water level on the side tube.

6. Keep the whole set under sunshine for 2 hours.

7. Record the final weight and the level of water in the side tube.

8. Calculate the amount of water transpired (in gms). (Initial weight – final weight) and the amount of water absorbed (in ml) (initial reading – final reading of the side tube).

The volume of water absorbed may be converted to gm. by multiplying the density of water at that temperature from a standard temperature density table.

Initial weight of the experimental set — W 1 gms

Final weight of the experimental set — W 2 gms

Thus the amount of water transpired = (W 1 – W 2 ) gm. = x gm.

Initial reading of side tube = 0 ml

Final reading of side tube = p ml

Thus the amount of water absorbed = (o – p) ml = Q ml

If the density of water is d, so Q ml of water = Q × d gm. = y gms

So the ratio of water transpired and water absorbed is x: y.

(b) By Conical Flask-Water-Oil-Leaf Method (Fig. 3.18) :

Materials and Equipment’s Required :

1. Conical flask, glass rod, thread etc.

2. Water, oil, leafy twig etc.

3. Balance with weight box

1. Take a conical flask (100 ml), fill it up to the neck with water.

2. Put a very little amount of oil over the water surface and take the initial weight (W 1 ) gms.

3. Slowly incline the flask and insert a fresh petiolate leaf (cut under water) tied to a short glass rod with a thread. Care must be taken that oil does not stick to the cut surface of the leaf.

4. Take the second weight (W 2 gms) of the set (conical flask – water-oil-leaf).

5. Place the experimental set under sunshine for 1 hour for transpiration and then take the final weight of the set with leaf – (W 3 gms) and without leaf – (W 4 gms).

6. Now calculate the amount of water transpired and amount of water absorbed.

Amount of water absorbed = (W 1 – W 4 ) gms

Amount of water transpired = (W 2 – W 3 ) gms

The difference between the two values gives the amount of water retained by the leaf or the excess water transpired — as the case may be.

Experiment # 7 . Compare the Rate of Transpiration With the Rate of Evaporation :

The process of vaporization of water from the exposed surface of water and that from the leaf surface are called evaporation and transpiration, respectively. The former is a physical while the latter is a physiological process.

The rate of evaporation is dependent on environmental factors like temperature, humidity, wind velocity, etc. while the rate of transpiration is dependent on both environmental and plant factors, particularly the water retention capacity of the plant concerned.

1. Conical flask, petridish, balance with weight box, glass rod, thread, etc.

2. A leafy twig

3. Water, oils, graph paper, pencil, etc.

1. Prepare a transpirational experimental set (conical flask-water-oil-leaf) in the usual way.

2. Take a petridish and fill it with water up to 2/3 of its volume. This is the evaporation experi­mental set.

3. Take the initial weight of the sets.

4. Both the sets are placed under sunshine for 1 hour.

5. Take the final weight of the sets and measure the area of transpiration surface and evaporation surface.

6. Calculate the rate of transpiration per min per sq cm of leaf area, and also the rate of evapora­tion per min per sq cm.

(a) Transpiration set:

Initial weight — W 1 gm.

Final weight — W 2 gms

Amount of water transpired = (W 1 – W 2 ) gm. = x gm.

Total transpiring surface (from graph paper) = y sq cm

Time — 1 hour

Rate of transpiration = x/y × 60 gm. per min per sq cm

(b) Evaporation set:

Initial weight — W 3 gms

Final weight — W 4 gms

Amount of water evaporated = (W 3 – W 4 ) = p gm.

Total evaporating surface (from graph paper) = Q sq cm

(Apply the formula Hr 2 to find out the total evaporating surface)

Time — 1 hour.

Rate of Evaporation = P/Q × 60 gms per min per sq cm

Ratio of Transpiration and Evaporation = X/60Y: P/60Q.

Experiment # 8 . Determination of the Effect of Antitranspirant Chemical on Transpiration :

The term “antitranspirant” is used to designate any material applied to plants for the purpose of retarding transpiration. There are different groups of antitranspirant chemicals — some of them simply act as permeability barrier, some may act as metabolic inhibitors, while some may also act through permeability changes of the guard cells.

Phenyl mercuric acetate is one of the potent antitranspirant chemicals that causes the partial closure of stomatal pores and, thereby, regulates the transpiration process.

1. Healthy leafy twig

2. Phenyl mercuric acetate solution (10 2 M Stock solution)

3. Quick-fix.

4. Conical flasks, beakers etc.

5. Oil, water, graph paper etc.

6. Balance with weight box

1. Prepare 4 sets of transpiration apparatus (conical flask-water-oil-leaf) using fresh petiolate leaves (leaves are cut under water).

2. Treat each set separately by spraying water (as control) or different concentrations of phenyl mercuric acetate solution (10 -3 M, 10 -4 M, 10 -5 M) on both surfaces of leaf.

3. Place the experimental sets under sunshine for 2 hrs.

4. Record the initial and final weights before and after transpiration in each set to determine the amount of water transpired by the leaf of each set.

5. Calculate the rate of transpiration for each set separately.

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Find vascular bundles easily

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ARLIS Researchers Participate in 2023 ArtIAMAS Field Experiment

ARLIS researchers participated for the second time in the Artificial Intelligence and Autonomy for Multi-Agent Systems (ArtIAMAS) Field Experiment , held Aug. 2 at the Army Research Laboratory Robotics Research Collaboration Campus at Grace’s Quarters in Middle River, Md.

Researchers Jacob Bunker and Steven Howell demonstrated migrating existing robotic simulation capabilities from desktop computers to the cloud.  Though in the early stages, once the capabilities are operational, they will enhance testing and evaluation, speed up research, and provide engineers with better performance expectations before live field tests. Bunker and Howell were supported by an undergraduate University of Maryland student, Candace Sun, and two Research for Intelligence and Security Challenges interns, Scottie Tran and Tomer Atzili.

The second team included Susan Campbell, Victoria Chang, and Melissa Carraway. They provided a situational awareness display in support of the University of Maryland Baltimore College’s (UMBC) work on automated screening, in which Boston Dynamics Spot robots provided information to a command post about potential concealed threats. Part of that work involved a sub-team from UMBC conducting research and development on guiding robots using voice and gestures.  The ARLIS team is in the process of developing models, tools, and experiments for human-machine teaming, especially focused on instantiating goals and determining when and how autonomous systems should interrupt humans who are engaged in team goals. Carraway was the lead author of recent conference paper, Navigating Team Cognition: Goal Terrain as Living Map to Situation Awareness (researchgate.net) , which has additional detail.

ArtIAMAS is a cooperative agreement between the Army Research Laboratory and UMD. UMBC is a major participant, along with other universities including Morgan State University, Howard University, and George Mason University. The UMD activities are led by Derek Paley of the Maryland Robotics Center and involve faculty from ARLIS along with other units across campus including Computer Science and Engineering.

Held for the first time in 2022, the field experiment provides visitors from the military, government, and academia, an opportunity to engage with researchers conducting experiments that are organized around an ArtIAMAS operational vignette, which simulates the state and actions of a robotic scouting platoon in 2040. Last year, Howell, Campbell and Craig Lawrence, now ARLIS interim executive director, adapted state-of-the-art simulation capabilities for testing of autonomous road vehicles to the ArtIAMAS off-road domain. 

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