Distilled Water - pH 3
Bean Plants - April 29 Distilled Water - pH 5 | Bean Plants - April 29 Distilled Water - pH 5.7 | Bean Plants - April 29 Distilled Water - pH 6.5 |
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Figure 9. Signs of two plants growing | Figure 10. Signs of three plants growing | Figure11. Signs of two plants growing |
Bean Plants - May 2 Distilled Water - pH 3 | Bean Plants - May 2 Distilled Water - pH 4 | Bean Plants - May 2 Distilled Water - pH 5 |
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Figure 12. No Growth | Figure 13. Four Plants showed Growth | Figure 14. Four Plants showed Growth |
Bean Plants - May 2 Distilled Water - pH 5.7 Germinated Seeds | Bean Plants - May 2 Tap Water - pH 6.5 Germinated Seeds | Bean Plants - May 2 Tap Water - pH 6.5 New Seeds |
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Figure 15. Four Plants showed Growth | Figure 16. Four Plants showed Growth | Figure 17. No Measurable Growth |
Seeds Germinating With pH3 Water | Seeds Germinating With pH4 Water | Seeds Germinating With pH5 Water |
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Table 1. Data showing growth of seedling. | Table 2. Data showing growth of seedling. | Table 3. Data showing growth of seedling. |
Seeds Germinating With pH5.7 Water | Seeds Germinating With pH6.5 Water | Watering seedlings wrapped in paper towels. |
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Table 4. Data showing Growth of seedling. | Table 5. Data showing Growth of seedling. | Figure 18. Extreme care was taken to not break roots. |
pH 3 Plant Growth Data | pH 4 Plant Growth Data | pH 5 Plant Growth Data |
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Table 6. Growth from April 26- May 17 | Table 7. Growth from April 26- May 17 | Table 8. Growth from April 26- May 17 |
pH5.7 Plant Growth Data | pH6.5-Plant Growth Data | pH6.5 Plant Growth Data with New Seeds |
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Table 9. Growth from April 26- May 17 | Table 10. Growth from April 26- May 17 | Table 11. Growth from April 26- May 17 |
Bean Germination Average Growth |
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Table 12. This table shows the average growth of bean seeds germinating in moist paper towels at different pH levels. |
Bean Germination Average Growth Graph |
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Figure 19. This line graph shows the average growth of bean seeds germinating in moist paper towels at different pH levels. |
AVERAGE Plant Growth |
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Table13. Data reflects the average Plant Growth of bean Plants watered with different pH concentrations. |
AVERAGE Plant Growth |
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Figure 20. This graph shows the average Plant Growth of bean Plants watered with different pH concentrations. |
CONCLUSION:
The purpose of our investigation was to determine the effect of acid rain on the germination and growth of green bean seeds. We hypothesized that some of the bean seeds would be able to germinate with water at a pH level of 5, but would germinate at a slower rate and would grow at a slower rate. We believe bean seeds watered with anything under pH 4 concentration would not germinate or grow.
Future Investigations:
If we were to do this investigation again we would make it into two separate experiments: Experiment 1 : Effects of Acid Rain on Seed Germination and, Experiment 2 : Effects of Acid Rain on Plant Growth.
We were curious to see how well the germinated seeds would grow in soil…but we should have been more careful in choosing the seeds because, as Matthew mentioned we ended up removing some of the best growing individuals from the germination groups (see table 4) which may have influenced our results.
GREAT RESOURCES Acid Rain – National Geographic This is a great resource. Both Matt and Evergreen7 gives it two thumbs up! Acid Rain: Chemistry for all. The Fuse School-Youtube Learn the basics about Acid Rain by watching this Youtube video.
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Introduction: (initial observation).
Many damages to the plants, buildings and other structures are contributed to the acid rain. Acid rain is relatively a new phenomena because it is caused by gases from burning coal and natural oil. You may have noticed that the air is cleaner and fresher after a rain. Have you wondered what happens to the fumes and gases and particles in the air during a rain. They are all washed by the rain. The highest amount of such pollutants are absorbed by the rain drops in the first few minutes of a heavy rain.
When gases such as sulfur dioxide (SO2) and Nitrogen oxide (NO and NO2) are absorbed by the rain, they are converted to sulfurous acid and nitrous and nitric acids. That is what we call acid rain.
In this project we will study the effect of acid rain on plants..
This project guide contains information that you need in order to start your project. If you have any questions or need more support about this project, click on the “Ask Question” button on the top of this page to send me a message.
If you are new in doing science project, click on “How to Start” in the main page. There you will find helpful links that describe different types of science projects, scientific method, variables, hypothesis, graph, abstract and all other general basics that you need to know.
Project advisor
Find out about acid rains and their effect on the environment. Read books, magazines or ask professionals who might know in order to learn about the effect of acid rain on plants. Keep track of where you got your information from.
Following are samples of information you may find:
As the name suggests, acid rain is just rain which is acidic. The rain becomes acidic because of gases which dissolve in the rain water to form various acids.
About 70 percent of acid rain comes from sulfur dioxide (SO2), which dissolves into the water to form sulfurous acid with formula H2SO3.
Source: http://www.maltaweather.info/pollution.html
Acid rain is rain or any other form of precipitation that is unusually acidic . It has harmful effects on plants, aquatic animals, and infastructure. Acid rain is mostly caused by human emissions of sulfur and nitrogen compounds which react in the atmosphere to produce acids. In recent years, many governments have introduced laws to reduce these emissions.
Source: http://en.wikipedia.org/wiki/Acid_rain
What is acid rain?
The term “acid rain” is commonly used to mean the deposition of acidic components in rain, snow, fog, dew, or dry particles. The more accurate term is “acid precipitation.” Distilled water, which contains no carbon dioxide, has a neutral pH of 7. Liquids with a pH less than 7 are acid, and those with a pH greater than 7 are alkaline (or basic). “Clean” or unpolluted rain has a slightly acidic pH of 5.6, because carbon dioxide and water in the air react together to form carbonic acid, a weak acid. Around Washington, D.C., however, the average rain pH is between 4.2 and 4.4.
Source: http://pubs.usgs.gov/gip/acidrain/2.html
Acid Precipitation
Rain is naturally acidic as a result of the reaction of water vapor, carbon dioxide and nitrogen in the atmosphere. The acidity can increase through the introduction of sulfur dioxide and nitrogen oxides into the atmosphere. This can occur naturally from vegetation decay, volcanic eruptions, or even sea spray. The primary human contributions stem from fossil fuel combustion, particularly from electric power plants and automobile exhaust.
The term “acid rain” is used most often, but “acid precipitation” is more accurate since it can also reach the ground as dry particles in dust and smoke.
Source: http://www.enviroliteracy.org/article.php/2.html
Beans and other legumes are a good choice of seeds for this experiment. They are widely available and you may already have them at home. Bellow is a list:
•Adzuki Beans •Black Beans •Black-eyed peas •Broad Beans (Fava Beans) •Butter Beans •Calico Beans •Cannellini Beans •Chickpeas (Garbanzo Beans) •Edamame •Great Northern Beans •Italian Beans •Kidney Beans •Lentils •Lima Beans •Mung Beans •Navy Beans •Pinto Beans •Soy Beans, including black soy beans •Split Peas •White Beans
Do not touch the seeds by bare hand.
Doing this may contaminate the seeds and affect their germination and growth.
What do you want to find out? Write a statement that describes what you want to do. Use your observations and questions to write the statement.
The purpose of this project is to see how acid rain affects the growth of certain plants.
I became interested in this idea while looking for a project in the environmental science. I noticed that EPA (Environmental Protection Agency) has lots of introductory information in their website that can help me start.
The information gained from this project may be used as a warning to prevent acid rains or prevent its harmful effects.
When you think you know what variables may be involved, think about ways to change one at a time. If you change more than one at a time, you will not know what variable is causing your observation. Sometimes variables are linked and work together to cause something. At first, try to choose variables that you think act independently of each other.
This is a sample of how you may define the variables:
The independent variable (also known as manipulated variable) is the frequency of acid rain. Possible values are: 33% of the times, 66% of the times, 100% of the times.
The dependent variable (also known as responding variable) is the growth of each plant. Also observe and record other conditions of plant including to color of leaves and visual health of the plant). Use a centimeter ruler to measure the plant growth (responding variable), which is the height of the plant.
Control variables are temperature and light. Make sure all plants are grown under the same environmental conditions.
The constants in this study are:
*The type of plant tested. *The amount of water 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.
Based on your gathered information, make an educated guess about what types of things affect the system you are working with. Identifying variables is necessary before you can make a hypothesis.
My hypothesis is that plants watered with acid solution grow slower than plants watered with regular water.
I base my hypothesis on pictures [See Pictures] of plants claimed to be damaged by acid rain.
Design an experiment to test each hypothesis. Make a step-by-step list of what you will do to answer each question. This list is called an experimental procedure. For an experiment to give answers you can trust, it must have a “control.” A control is an additional experimental trial or run. It is a separate experiment, done exactly like the others. The only difference is that no experimental variables are changed. A control is a neutral “reference point” for comparison that allows you to see what changing a variable does by comparing it to not changing anything. Dependable controls are sometimes very hard to develop. They can be the hardest part of a project. Without a control you cannot be sure that changing the variable causes your observations. A series of experiments that includes a control is called a “controlled experiment.”
Introduction: For this project we spray the plants with our home made acid rain and regular rain. For acid rain you may use vinegar. Vinegar is easily accessible to most students.
If you do have access to the sulfuric acid * and pH paper * , you may make a more realistic acid rain. To do that fill up a plastic container with about half gallon tap water. Then use a dropper to add sulfuric acid one drop at a time to the water and mix by swirling until the pH of acid is about 3.
* Sulfuric acid is also known as battery acid for cars and is available trough auto part stores. Both sulfuric acid and pH paper are also available from ChemicalStore.com.
Watering Schedule after growing two leaves in all pots:
1 | Pure water | Acid Rain | Acid Rain | Acid Rain |
2 | Pure water | Pure water | Acid Rain | Acid Rain |
3 | Pure water | Pure water | Pure water | Acid Rain |
4 | Pure water | Acid Rain | Acid Rain | Acid Rain |
5 | Pure water | Pure water | Acid Rain | Acid Rain |
6 | Pure water | Pure water | Pure water | Acid Rain |
7 | Pure water | Acid Rain | Acid Rain | Acid Rain |
8 | Pure water | Pure water | Acid Rain | Acid Rain |
9 | Pure water | Pure water | Pure water | Acid Rain |
10 | Pure water | Acid Rain | Acid Rain | Acid Rain |
11 | Pure water | Pure water | Acid Rain | Acid Rain |
12 | Pure water | Pure water | Pure water | Acid Rain |
13 | Pure water | Acid Rain | Acid Rain | Acid Rain |
14 | Pure water | Pure water | Acid Rain | Acid Rain |
15 | Pure water | Pure water | Pure water | Acid Rain |
16 | Pure water | Acid Rain | Acid Rain | Acid Rain |
17 | Pure water | Pure water | Acid Rain | Acid Rain |
18 | Pure water | Pure water | Pure water | Acid Rain |
19 | Pure water | Acid Rain | Acid Rain | Acid Rain |
20 | Pure water | Pure water | Acid Rain | Acid Rain |
21 | Pure water | Pure water | Pure water | Acid Rain |
15. In each daily observation record the plant height, record the visible health condition of the plant and possibly take a picture to show the negative effects of acid rain. 16. Every day calculate the average plant height of each group and write them in your results table like this:
1 | 11.2 cm | 11.7 cm | 11.5 cm | 11.6 cm |
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This is a sample list of materials. Your final list of materials may be different. 12 Plastic pots 4 Spray bottles 1 pH metercfr or pH paper 2 Eye droppers 4 Liters of distilled water 1 Marking pen 8 Marking pen 1 Source of light 1 Bag of Potting soil 1 Bottle of lemon Juice 24 Seeds (Beans and other legumes)
Experiments are often done in series. A series of experiments can be done by changing one variable a different amount each time. A series of experiments is made up of separate experimental “runs.” During each run you make a measurement of how much the variable affected the system under study. For each run, a different amount of change in the variable is used. This produces a different amount of response in the system. You measure this response, or record data, in a table for this purpose. This is considered “raw data” since it has not been processed or interpreted yet. When raw data gets processed mathematically, for example, it becomes results.
In your results write what happened to the plants watered with regular water and what happened to the plants watered with acidic water. You can also use your results table to draw a graph. The following sample graph is for a similar experiment in which one group only received clean water the other group only received acidic water. (The accuracy of this graph has not been verified. Your results may be different).
If you do any calculations, write your calculations in this section of your report.
Summarize what happened. This can be in the form of a table of processed numerical data, or graphs. It could also be a written statement of what occurred during experiments.
It is from calculations using recorded data that tables and graphs are made. Studying tables and graphs, we can see trends that tell us how different variables cause our observations. Based on these trends, we can draw conclusions about the system under study. These conclusions help us confirm or deny our original hypothesis. Often, mathematical equations can be made from graphs. These equations allow us to predict how a change will affect the system without the need to do additional experiments. Advanced levels of experimental science rely heavily on graphical and mathematical analysis of data. At this level, science becomes even more interesting and powerful.
Using the trends in your experimental data and your experimental observations, try to answer your original questions. Is your hypothesis correct? Now is the time to pull together what happened, and assess the experiments you did.
What you have learned may allow you to answer other questions. Many questions are related. Several new questions may have occurred to you while doing experiments. You may now be able to understand or verify things that you discovered when gathering information for the project. Questions lead to more questions, which lead to additional hypothesis that need to be tested.
This is a sample:
If I were to conduct this project again I would probably add less acid to that solution and I would also test more plants.
If you did not observe anything different than what happened with your control, the variable you changed may not affect the system you are investigating. If you did not observe a consistent, reproducible trend in your series of experimental runs there may be experimental errors affecting your results. The first thing to check is how you are making your measurements. Is the measurement method questionable or unreliable? Maybe you are reading a scale incorrectly, or maybe the measuring instrument is working erratically.
If you determine that experimental errors are influencing your results, carefully rethink the design of your experiments. Review each step of the procedure to find sources of potential errors. If possible, have a scientist review the procedure with you. Sometimes the designer of an experiment can miss the obvious.
List your References in this part of your report.
http://www.epa.gov/acidrain/effects/index.html , US EPA, Last updated on Friday, June 8th, 2007
http://www.maltaweather.info/pollution.html , Malta Weather Services 2003
http://www.epa.gov/acidrain/education/site_kids/index.htm , US EPA
“Acid Rain,” Compton’s Interactive Encyclopedia, 1995
“Acid Rain,” Compton’s Interactive Encyclopedia, 2000
Brooks, John “Acid Rain” Chicago, Illinois, 1997 pp. 2-37
Likens, Gene E. “Acid Rain,” World Book Encyclopedia, 1991 Vol. 1 p. 27
Sample Research Report, by Eric D. 11 years old, 1999-2000
This report has not been verified for accuracy and validity of its content. It is provided as is. Students must make their own reports.
Introduction Acid Rain is the common name for acid deposition, such as rain, snow, sleet, hail, and other forms of polluted precipitation. Acid deposition is a worldwide problem for all natural things including bodies of water, forests, and other things. Pollution is the cause of all acid deposition.
Cause There are many types of pollution that cause acid precipitation. A big one is cars and their exhaust. The usage and burning of fuel and oil creates a lot of exhaust. Another big pollution problem is factories and refineries that burn fuel, oil, and coal. Then certain chemical compounds, including sulfur dioxide and nitrogen oxides, from fossil fuels, rise and mix with water vapor, and falls in a form of precipitation. As factories have been getting more and taller smokestacks, Acid precipitation has been moving more around the world. Acid precipitation is worst in eastern North America, Northwestern and Central Europe, throughout Asia, and other scattered places around the World. As more factories and refineries are built, and the smokestacks get taller, the wind blows the polluted air to other countries, sometimes hundreds of miles away.
The pH Level Acid rain’s acid level is measured by the pH level. The scale is measured on a 1-14 number scale, 1 being the most acidic and 14 being the most alkaline. A 7 is not either acidic nor alkaline, being known as distilled water. To measure the pH level of acid precipitation, scientists use a pH meter or a pH paper. On average, a normal pH level for acid precipitation is around 5.6. The more pollution in the atmosphere, the more acidic the acid precipitation is going to be. Depending on the pH level, acid precipitation can do a lot of damage.
Effects The effects of Acid precipitation are getting worse as more cars are manufactured and sold to the public and as more factories are built and opened for people to work in. Acid precipitation harms thousands of lakes, ponds, rivers, and streams worldwide. Depending on the pH level, acid precipitation could kill and damage almost all of the aquatic life, including the animals, plants, and all of the other living things in that body of water. The acid rain also kills everything around that body of water, including the trees, bushes and the grass around the surface of the water. Some scientists also believe that Acid Rain does damage to stone buildings and stone statues. They believe it erodes away the stone. Acid shock is a very interesting form of the acidifying of a body of water. It happens during the spring. The acid snow melts and flows into a body of water. Its called acid shock because it turns a normal lake or other body of water into a very acidic body of water in a very short amount of time.
Prevention There are not very many ways to prevent acid rain and other acid precipitation. Scientists are trying to think of more ways to prevent acid precipitation. There are already a few methods of cleaning up the atmosphere, including cutting back on fuel, oil, and coal burning. Some factories throughout the world have coal washers. That prevents air pollution, but the water from the coal gets dumped into a sewer and creates more sewage problems. There have been several attempts to stop local factories by people in the past, but then realized they couldn’t live because the factories provided warmth and electricity, so they couldn’t shut them down. After people got taller smokestacks, the pollution was getting better there, but worse in other countries. The reason is the wind blew the clouds hundreds of miles away. Also, some people have tried to stop driving as much, but at the end, everybody was driving again, doing just as much of it as they were before if not more. The pollution would be less in that area, but worse in other areas, so the people in that area would drive more, thinking its okay.
Summary Acid Rain and all other acid precipitation are a world wide problem. Even in areas with out the factories and vehicles have acid precipitation because the wind blows the pollution to other parts of the world. The main causes of acid precipitation are cars and their exhaust and the other is factories and the burning of fossil fuels. Certain chemical compounds such as nitrogen oxides and sulfur dioxide mix with the moisture in the air and are formed into clouds and then produce acid precipitation. To measure the acid level of acid precipitation, scientists use either a pH meter or a pH paper. The scale is on a 1-14 scale, 1 being the most acidic and 14 being the most alkaline. The average acid level is around 5.6. Depending on the pH level acid precipitation can do a lot of damage. The effects of acid precipitation are getting worse as more cars and factories are made. Acid precipitation is damaging thousands of lakes, ponds, rivers, and streams worldwide. There aren’t many forms of prevention, but the best form of stopping air pollution is washing the coal before it is burned. The con to that is the remains of dirty water from the coal is dumped and it causes more sewage problems.
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Acid rain and seed germination.
In this lab, students will use pH sensors to determine the effect of acid rain on the germination of bean seeds.
Grade Level: Middle School
Subject: Life Science
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Here’s the best tool for measuring pH since litmus paper. The Wireless pH Sensor connects via Bluetooth® to monitor the pH of solutions.
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Try this lesson plan for 11–14 year olds to investigate the effects of acid rain on metals and carbonate rocks through field work and an experiment
Source: © Shutterstock
Acid rain damage to the limestone walls of a church in Italy.
Students work in a small team to explore the effects of acid rain. There is an experimental investigation followed up with a short field work task to identify and record evidence of the effects of acid rain in their local environment. These tasks provide a focus for students’ thinking, discussion and action that will develop investigation and group work skills. The tasks will take a number of weeks to complete.
Students will:
Introduction.
Support students while they:
Questions are given on the ‘Activity sheet’ to help these discussions.
For each group:
Ask questions that focus thinking on ideas such as fair testing, change over time, recording observations effectively, sharing observations within the group, an appropriate risk assessment.
Arrange for laboratory time for the three week period for the tests and for storage of equipment between observations. Support and monitor the tests over the three week period.
Circulate and support students while they:
Ask questions such as ’Which local buildings are very old?’, ’Do we have any statues in our neighbourhood?’ and ‘Where might metal be exposed to rain?’.
Check at the end of this session that all groups have some ideas that are likely to result in them finding useful evidence.
Discuss the availability of digital cameras from home and/or school to help record evidence.
Set clear deadlines for collecting evidence.
Support groups as they:
Graphic examples of acid rain effects will illuminate the learning objectives.
The evaluation of ideas, through working in a team, stimulates students to think about their ideas more thoroughly. Collaboration skills are also developed, not only by the group work but by students specifically reviewing their input.
Comments on the final presentations lead students to recognise the standards they are aiming for.
For the experimental investigation:.
Headings should include: ‘Substance’, ‘Behaviour when first added to acid rain’, ’Changes at end of first week’, ‘Changes at end of second week’, and ‘Changes at end of third week’.
If you teach primary science, see the headings below to find out how to use this resource:
Children will develop their working scientifically skills by:
Children will:
Children will learn:
The activity could be carried out as a whole class investigation, with the children working in small groups to carry out each task. The investigation could take up to 3 weeks to complete.
Children may need to recap prior knowledge of the types of rocks, as well as how the process of weathering affects them differently.
You will need to identify local buildings and landmarks that show signs of weathering before the investigation. It may also be useful to provide children with images of these buildings and landmarks.
The investigation will take 3 weeks to complete, as children will need to make careful observations of their samples over this period of time.
Sulfuric acid can be difficult for primary schools to source, and may not pass a risk assessment for use in a primary environment. An alternative such as white vinegar may need to be sourced.
Finally, different rocks and metal samples will be needed for the acid rain test.
Additional information.
This lesson plan was originally part of the Assessment for Learning website, published in 2008.
Assessment for Learning is an effective way of actively involving students in their learning. Each session plan comes with suggestions about how to organise activities and worksheets that may be used with students
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Experiment #22 from Chemistry with Vernier
In this experiment, you will observe the formation of four acids that occur in acid rain:
Carbonic acid occurs when carbon dioxide gas dissolves in rain droplets of unpolluted air:
Nitrous acid and nitric acid result from a common air pollutant, nitrogen dioxide (NO 2 ). Most nitrogen dioxide in our atmosphere is produced from automobile exhaust. Nitrogen dioxide gas dissolves in rain drops and forms nitrous and nitric acid:
Sulfurous acid is produced from another air pollutant, sulfur dioxide (SO 2 ). Most sulfur dioxide gas in the atmosphere results from burning coal containing sulfur impurities. Sulfur dioxide dissolves in rain drops and forms sulfurous acid:
In the procedure outlined below, you will first produce these three gases. You will then bubble the gases through water, producing the acids found in acid rain. The acidity of the water will be monitored with a pH Sensor.
In this experiment, you will
This experiment features the following sensors and equipment. Additional equipment may be required.
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This experiment is #22 of Chemistry with Vernier . The experiment in the book includes student instructions as well as instructor information for set up, helpful hints, and sample graphs and data.
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Contribution of plant growth-promoting bacteria to plant gene function, regulation, and modulation may open a new window of hope to improve plant performance in harsh environments. In a preliminary study, Azospirillum brasilense strain Sp7 has been studied for its regulatory role in molecular, biochemical, and physiological processes in wheat exposed to terminal severe drought stress. Moreover, two field experiments were conducted to elucidate the effectiveness of A. brasilense inoculation, salicylic acid, and zinc foliar application on wheat performance under dryland (rain–fed) conditions. In the preliminary experiment, wheat seedlings that were foliarly inoculated with and without A. brasilense were grown under well-watered conditions for four weeks and then exposed to two water regimes: well-watered and drought-stressed conditions. The preliminary experiment aimed to elucidate the changes in proline accumulation, chlorophyll contents, leaf relative water levels, malondialdehyde contents, electrolyte leakage rate, and also quantified the genes associated with proline biosynthesis and the psbA gene (encoding photosystem II protein D1) under drought stress conditions mediated by A. brasilense inoculation. The field experiment was conducted under two contrasting field conditions to elucidate the efficacy of A. brasilense inoculation via foliar application in combination with exogenous application of salicylic acid (SA) and foliar application of Zn on two winter wheat cultivars, Sardari ( Triticum aestivum L.) and Saji ( Triticum durum L.). Two weeks after drought imposition, foliar Azospirillum -inoculated plants exhibited lower levels of psbA gene expression than uninoculated plants. As the drought progressed, inoculated plants significantly exhibited a higher amount of psbA mRNA accumulation than uninoculated plants. Drought-stressed conditions caused the induction of delta-1-pyrroline-5-carboxylate ( P5C ) synthase and P5C reductase expression along with proline accumulation. Foliar inoculation with Azospirillum caused a substantial increase in P5C synthase and P5C reductase expression. Results further showed that foliar inoculation alleviated the enhancement of malondialdehyde and electrolyte leakage. The field experiments showed that the application of Zn and/or Azospirillum was more effective on wheat performance than the exogenous application of SA. The best yield was obtained when a combined foliar application of Zn plus Azospirillum was used. Azospirillum inoculation could elevate the adaptability of wheat plants through inducing the transcription level of the related psbA gene, P5CS , and P5CR genes and enhancing proline, thereby ameliorating the adverse effects of drought stress. The present findings provide more insights into the regulatory mechanism of drought stress resistance in wheat by foliar inoculation of Azospirillum and may lay a fundamental basis for future functional studies and open a new era to improve plant tolerance to drought stress.
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Abdel Latef AAH, Omer AM, Badawy AA, Osman MS, Ragaey MM (2021) Strategy of salt tolerance and interactive impact of Azotobacter chroococcum and/or Alcaligenes faecalis inoculation on canola ( Brassica napus L.) plants grown in saline soil. Plants 10:110. https://doi.org/10.3390/plants10010110
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This work was supported by Ilam University (grant number 04-IRILU-Ag-000214-23)
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Zarea, M.J. Foliar application of Azospirillum brasilense, salicylic acid and zinc on wheat Performance under rain–fed condition. CEREAL RESEARCH COMMUNICATIONS (2024). https://doi.org/10.1007/s42976-024-00570-y
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Acid rain is a major environmental concern across the planet. The impact of acid rain on the environment and various ecosystems is well documented, but it may be difficult for students to see. As part of our environmental sciences studies, we have developed a special science experiment exploring the impact of acid rain on plants.
Easy acid rain science project with flowers in vinegar acid rain experiment. Explore what causes acid rain and what can be done about it. ... What does acid rain do to plants? Acid rain may damage the leaves of trees and plants, making it harder for them to photosynthesis. It also changes the pH of the soil, dissolving essential minerals that ...
In this science project, you will test the effects of acid rain on a simple aquatic environment, consisting of small aquatic organisms, specifically some plants and snails. The effect of possibly toxic chemicals on organisms is called environmental toxicity. You will use household vinegar to create different solutions of various acidities.
Spray the potted plant with the sulfuric acid solution. Add your acidic water (or vinegar/lemon juice) solution to a spray bottle and spray 1 of the plants with the "acid rain." Spray the second plant with plain distilled water. Repeat this process once a day for a week and observe the results.
2. You only need one plant per pot, so if additional seeds have sprouted, you should remove them. Measure the initial height of each plant and record it in your data table under Day 1. 3. Next ...
Acid Rain Experiment. This acid rain experiment allows children to abserve the impact acid rain has on the growth, foliage, and health of plants. This simple water pollution experiment for kids is a quick and easy way to observe the impact acid rain has on the enviroment around it. Use this flower experiment as part of a unit of environment, pollution for kids, earth day science, plant ...
Learn about acid rain with this simple, but powerful science experiment demonstrating the devastating effects of acid rain on plants.Learn more about acid ra...
Cup #1 "Rainwater:" Fill cup or container with 2 cups of plain water (tap water would be fine). Cup #2 "Mild Acid Rain:" Fill cup or container with ½ cup vinegar and 1 ½ cups of water. Cup #3 "Strong Acid Rain:" Fill cup or container 2 cups of vinegar. Soak a paper towel in each of the cups. Label each Ziploc bag as 1, 2, or 3.
Every 2-3 days, water the plant with its corresponding solution e.g. spray the acid rain solution on the plant labeled "acid rain" and the "clean rain"water on the other plant. Make sure to give both plants the same amount of liquid. *Note: the amount of water needed will depend on the type and size of your plants. The important thing ...
In this fun and easy ecology science experiment, we're going to explore and investigate acid rain. Materials: Glass Water Straw Phenol red (this can be purchased at a pool store) Instructions: Fill the glass about three quarters of the way full with water. Put about fifteen drop of phenol red into the water. Put the straw in the water…Read More
Carbon dioxide (CO2) is a gas found naturally in the air. When CO2 dissolves into rain droplets, it produces a weak acid called carbonic acid, H2CO3. This makes rain slightly acidic naturally. Rain of pH 5 to 6 is common and does not generally cause any problems. When fossil fuels are burned, however, gases such as sulfur dioxide (SO2) are ...
Students conduct a simple experiment to model and explore the harmful effects of acid rain (vinegar) on living (green leaf and eggshell) and non-living (pape...
Observe the effects of acid rain on living plants. Water a control plant with distilled water and the other with vinegar water (1 tablespoon vinegar per 1 cup distilled water). ... Discuss/explore materials that could be added to the soil to counteract the effects of the acid rain. Try the vinegar experiment with a whole, raw egg, or a piece of ...
Introduction. Acid rain is a topic of much concern in today's world. As carbon dioxide gas, CO 2, dissolves in water droplets of unpolluted air, the following reaction occurs: H 2 CO 3 is a weak acid that causes the rain from unpolluted air to be slightly acidic. This source of "acid rain" is not usually considered to be a pollutant ...
Experiment 1: Effects of Acid Rain on Seed Germination and, Experiment 2: Effects of Acid Rain on Plant Growth. We were curious to see how well the germinated seeds would grow in soil…but we should have been more careful in choosing the seeds because, as Matthew mentioned we ended up removing some of the best growing individuals from the ...
The inhibitions of acid rain on plant growth were estimated. ... (TS) from titles, abstracts, and keywords. Because seedlings and saplings are commonly used test materials in acid rain experiments (Dong et al., 2017), the following strategy was used: (TS = "acid* deposition" OR TS = "S deposition" OR TS = "acid* rain" OR TS = "acid ...
High School - Grades 10-12. P =Project E =Experiment. Examine the acidity of snow samples [ P] Determine whether acid rain deters the antibacterial component of garlic. [ E] The effects of acid rain on diatoms [ E] The Effects of Acid Rain on Different Materials [ E] Investigate the factors which affect the reaction of acid rain on limestone.
Introduction: (Initial Observation) Many damages to the plants, buildings and other structures are contributed to the acid rain. Acid rain is relatively a new phenomena because it is caused by gases from burning coal and natural oil. You may have noticed that the air is cleaner and fresher after a rain.
Introduction. Acid rain is a topic of much concern in today's world. As carbon dioxide gas, CO 2, dissolves in water droplets of unpolluted air, the following reaction happens. H 2 CO 3 is a weak acid that causes the rain from unpolluted air to be slightly acidic. Oxides of sulfur dissolve in water droplets to cause more serious problems.
Many lab activities can be conducted with our Wireless, PASPORT, or even ScienceWorkshop sensors and equipment. For assistance with substituting compatible instruments, contact PASCO Technical Support. We're here to help. Use a pH sensor to determine the effect of acid rain on the germination of bean seeds.
Try this lesson plan for 11-14 year olds to investigate the effects of acid rain on metals and carbonate rocks through field work and an experiment. Acid rain damage to the limestone walls of a church in Italy. Students work in a small team to explore the effects of acid rain. There is an experimental investigation followed up with a short ...
Desjardins is part of a team attempting to close the loop on an acid rain experiment that began in the 1970s. ... The squabble was over a small coal-burning power plant in Atikokan, Ontario, that ...
In this experiment, you will observe the formation of four acids that occur in acid rain: carbonic acid, H 2 CO 3. nitrous acid, HNO 2. nitric acid, HNO 3. sulfurous acid, H 2 SO 3. Carbonic acid occurs when carbon dioxide gas dissolves in rain droplets of unpolluted air: Nitrous acid and nitric acid result from a common air pollutant, nitrogen ...
Salicylic acid is a plant phenolic compound with various functional roles in plants. ... Additionally, field experiments were conducted under rain-fed conditions (dryland farming) to investigate the wheat yield response to foliar inoculation with A. brasilense, foliar application of Zn, and exogenous application of SA at the flowering stage ...