Project impact of irrigation on seed germination and plant growth. Watering the plants of the orchard in the south of our country In which direction does the stem grow
The effect of water on the plant
Water is an integral part of the organism of fruit and berry plants and the most important factor in their vital activity, growth and development.
Plant life is impossible without water. It is found in all tissues. At
under optimal conditions, the leaves and shoots contain up to 75, in the roots - up to 85,
and in fruits - up to 90% of water, therefore fruit trees, especially in fruit-bearing
age, require a significant amount of water. Water dissolves minerals
nutrients and distributes to all parts of the plant, participates in the synthesis of organic substances in the leaves, regulates the thermal regime of plants, participates in the construction and vital activity of tissues, maintains the necessary turgor (pressure) in cells, regulates the interchange of nutrients between aboveground
and underground parts of plants. Fruit plants of various types and varieties
have different intensity of evaporation of moisture and need for water. More
plum, apple, pear, cherry are demanding on water; less demanding
cherry, apricot, peach, almond. Mature trees use their leaves for water.
more than young people. For my growing I fruit crops consume
a certain amount of moisture. In the US, it has been found that garden irrigation can be
do not produce if more than 600 mm of precipitation falls per year. Useful action
rainfall, especially summer, affects fruit plants only if
if, they fall often and in significant quantities with moisture-intensive soils,
capable of retaining moisture for a long time "When it rains in a small amount, moisture evaporates quickly, bringing very little benefit
plants, Therefore, frequent surface watering with the introduction of a small amount of water does not give positive results. Dense water evaporates more strongly
clay soils, less - sandy, but they do not hold it well. To conserve moisture, it is necessary to destroy and keep the soil in a loose state.
For the normal development of fruit and berry plants in the soil, there must be
a certain amount of moisture 40-70%. The lighter the soil, the more
saturate it with moisture (sandy soils), the heavier the soil, the less, since
with excess moisture on heavy clay soils, access may stop
air to the roots.
In order to preserve soil moisture after watering or heavy rainfall
precipitation is loosened ”Double loosening is equated in its strength of action,
for disposable irrigation
In addition to loosening, it is useful to carry out shading (mulching) of the soil
humus, cut grass, roofing felt. By creating the best conditions for maintaining moisture in the soil, it is possible to do without irrigation in the mountainous zone of the Alma-Ata region
in the garden.
Greetings, dear friends of the blog. In many areas of the south of our country, with the exception of a few locations with high soil and air humidity, watering or so-called irrigation is of primary importance in the life of fruit crops.
Of course, fruit crops can be grown without irrigation, but it is it that accelerates the growth of the crop.
- The abundance of solar heat and light during the growing season,
- strong heating of air and soil during the daytime in summer,
- dry winds,
- frequent dry periods with a sharp deficit of moisture in the soil,
- low relative humidity
all this creates conditions under which regular and timely irrigation is of great and often decisive importance for the normal growth and fruiting of fruit plants. Its effect replenishes, improving its properties and increasing its fertility.
Watering garden crops, as well as fertilizing with fertilizers, is the key to favorable growth, development and fruiting, because soil moisture is the only natural source of water for plants. The amount of water in different types of soil is not the same, so it is necessary to maintain a certain moisture regime, taking into account the ratio of water and air in the soil.
The more water in the soil, the less air (oxygen and carbon dioxide) in it, and in fact they are equally necessary for any plant.
In addition, all fruit plants dry out the soil quite strongly during the growing season, sometimes to the point of wilting, so the lack of moisture in the soil leads to:
- to inhibition of plant growth,
- decrease in their productivity and frost resistance,
- to the inability to apply higher rates of fertilizers, especially mineral ones,
without which it is difficult to increase the productivity of orchards and achieve annual fruiting of late-ripening varieties of pome crops. Therefore, it is necessary to strictly observe the terms and norms of irrigation.
Terms and norms of watering plants
The drying of the soil and the amount of moisture in it are affected by the density of plantings of fruit trees in the aisles of the garden, maintaining a rational consumption of moisture in it, therefore, special attention is paid to the timing and norms of irrigation in the south.
Since the main goal of irrigating fruit plants is to create favorable moistening conditions and prevent a critical decrease in humidity, therefore, the most important indicator of the irrigation period is the condition of the garden soil, or rather its water regime.
That is, it is necessary to water the garden after soil moisture control has been carried out.
It is impossible to plan irrigation dates in advance, therefore they are determined purely practically - visually and approximately, giving an assessment of the amount of moisture contained in the soil.
To do this, take a little soil in your hand and squeeze it into a lump; when it falls to the ground from a small height, it should not crumble into lumps. If the lump crumbles, then this soil needs watering. 
Before you start watering fruit crops, you should analyze such indicators as:
- tree planting density
- their age, productivity and appearance,
- soil conditions - type and content,
- weather or meteorological conditions,
- and many other indicators.
At the same time, the most important thing is not the number of irrigations, but the creation of the most favorable soil moisture regime. Garden irrigation is carried out taking into account the composition and structure of the soil, its water-chemical properties and mechanical composition.
Wilting plants indicate that they need watering, as they experience an acute lack of moisture, indicating that the next watering period has been missed. 
Watering is carried out at the beginning of the growing season of the plant and at the end of its dormant period, therefore they are called vegetative and moisture storage.
Irrigation of plants has a beneficial effect on the quality and size of the fruit. Irrigation must be stopped two to three weeks before harvest, otherwise the quality of the crop will decrease.
Soil moisture affects not only the duration of leaf photosynthesis, but also the active growth and maintenance of the root system in an active state, increasing the frost resistance of fruit crops.
So the first watering must be carried out during the end of shoot growth: the end of June - the beginning of July. However, if snow is collected and piled near tree trunks, then early spring watering can be skipped.
The second watering may be shifted due to the moisture reserves in the soil obtained from rainfall, but it should be carried out 3-4 weeks from the first, this is the beginning of August, when the most favorable conditions are created for pouring juicy fruits and harvesting .
The third irrigation is carried out already in September, it is necessary for the filling of winter fruit varieties and the autumn preparation of trees for winter. Sometimes this watering is not required at all, since at this time the need for plants in water decreases.
Podzimny, or it is also called moisture-charging irrigation, is carried out already in October in a dry autumn, when the soil is very dry. This irrigation:
- improves the watering of the tissues of fruit plants,
- increases the flow of heat to them,
- increases the heat capacity of the soil,
- improves conditions for overwintering of plants.
Irrigation of southern fruit crops is carried out in tree trunks using irrigation equipment that receives water from nearby and artificially created small sources - these are, as a rule, small ponds and lakes. 
Irrigation rate is the amount of water needed to moisten the soil per unit area of the plot, which depends on such factors as:
- physical soil moisture,
- climatic conditions,
- species and varieties of trees,
- age and yield of crops,
- strength of the root system.
Gardens are irrigated with a certain regularity, and not from case to case, alternating abundant watering with drying, which adversely affects the plants.
Many garden plants are better off with no irrigation at all than with occasional waterings. With sudden changes in humidity in plants, physical and biochemical processes are disturbed, therefore, in these cases, irrigation does not bring a sufficient effect.
Under conditions of constant lack of moisture in the soil, plants adapt to these conditions and reduce the consumption of moisture for evaporation. 
Without a well-organized watering regime, the garden, of course, can grow, but intensive gardening requires regular irrigation, as it gives high and stable yields every year.
The role of water and methods of watering garden plants
The plant organism cannot function normally without a certain amount and composition of water in it, where it is contained evenly in all its parts:
- roots and fruits
- branches and leaves
- bark and wood.
The amount of this life-giving moisture in the tissues and organs of the plant is not the same over the years and varies depending on the variety of the fruit crop and meteorological conditions.
If the year is cold and humid, then there will be more water in the plant, and vice versa, if the year is hot and dry, then there will be less water in the plant.
If there is too little water in the cells of a plant, its root and aerial parts, then such irreversible processes occur in them, in which no watering, even increased watering, can save it from death.
The lack of moisture manifests itself both in the root system of the plant and in its aerial part. The high biological adaptability and survival of the plant roots is very important in the conditions of a mountain climate - a sharp and frequent change in soil moisture, which regulates the water regime.
At the same time, trees cannot give a high yield. The growth of roots and shoots stops, the leaves wither and fall, the growth of fruits slows down.
Excess moisture in the soil brings even more harm to fruit crops, since waterlogging creates an unfavorable air regime for fruit plants, which leads to the death of trees. 
Signs of waterlogging, which manifests itself quickly enough, are -
- premature yellowing and dropping of leaves,
- reduction in fruit size and quality.
The main methods of irrigating horticultural crops include:
- surface or sprinkling, where water penetrates the soil by pouring from top to bottom,
- underground or subsoil, where soil moisture goes from bottom to top.
Watering by pouring near-stem bowls, although often used by amateur gardeners, is not entirely perfect, as it is carried out manually with a lack of water supply.
Although this method of watering is convenient because of saving life-giving moisture in the very roots of plants, it is suitable only for young plants with a small root system.
Among other things, this method of irrigation strongly compacts and erodes the soil, where it is difficult for air to penetrate, and this significantly reduces the vital activity of the soil microflora, and with it the mineral nutrition of trees. 
Irrigation by flooding along the furrows is considered the best and correct, since the water here flows slowly, not allowing fast movement, and at the end, adjacent furrows are connected, evenly distributing the amount of moisture received.
The mechanism of moisture absorption by plants
The large branching of the roots of horticultural crops and good soil contact with it contributes to the greatest absorption of moisture by the absorbing root hairs of plants, which are several times greater than the total surface of the deciduous apparatus.
Each root of the plant works as a continuous pump, pumping out moisture droplets from the soil, which move along the trunk in a volume of 10-15 liters of liquid daily to the aerial part of the plant.
Not only the main force of the roots of the plant extracts moisture from the soil, but the evaporating force of the leaves draws it out through the small vessels of the wood from the roots, where the growth rings of the wood have the best water supply.
The pulling out of soil moisture and the growth of the absorbing roots of the plant finally dry out the soil over time, and if it is not sufficiently moistened, then there comes a time when the plant is no longer able to absorb moisture.
The growth of the roots stops, and the evaporation of water from the leaves weakens, due to the lack of moisture, the growth of the shoots also fades, the intensity of photosynthesis decreases, and the yield of the plant decreases. The fruits become smaller, not reaching their standard size, and those that are present crumble, losing their taste and durability.
Gardens of the southern zone of Russia
The most productive orchards in Russia are located in the valleys of the Don and Volga, Kuban and Terek, Koisu and Samur in Dagestan, many rivers in the Crimea, where light alluvial soils and an abundance of water for irrigation at high insolation (illuminance) create optimal conditions for growth, fruiting and longevity of trees. 
Even on the fertile chernozems of the Kuban and the south-west of the Rostov region, without irrigation it is impossible to obtain such results as with irrigation, which has been proven by the experience of the Krasny Sad and Sad-Giant state farms.
It is characteristic that a large annual amount of precipitation, for example, on the Black Sea coast of the Caucasus does not guarantee against a moisture deficit in the soil in summer and autumn.
All this indicates that in the southern zone it is necessary to give preference to land plots that can be immediately or in the future provided with fresh water for irrigation.
Water sources for watering gardens can be nearby:
- Rivers and lakes,
- ponds and wells,
- boreholes and treated wastewater from settlements
provided that they are completely harmless in terms of salt composition. 
However, one should not think that fruit growing without irrigation is impossible in the south. In arid conditions, gardens without irrigation grow and bear fruit, but irregularly and give yields much lower than irrigated ones. In addition, in rainfed conditions, that is, without irrigation, they are less durable.
There are many ways to accumulate and conserve moisture in the soil, they are successfully used in well-organized farms.
But in addition to them, artificial irrigation is certainly useful, especially in combination with mineral fertilizer, which is most effective only when there is sufficient soil moisture. That is why, when selecting plots for a garden, special attention should be paid to the organization of irrigation.
And that's all for today. I hope you liked my article about the importance of irrigating horticultural crops in the south of our country. Maybe you also had to water garden plants, write about it in your comment, it will be interesting for me to read about it. And now let me say goodbye to you and see you again.
I suggest you subscribe to blog updates. And also you can rate the article according to the 10th system, marking it with a certain number of stars. Come visit me and bring your friends, because this site was created especially for you. I am sure that you will definitely find a lot of useful and interesting information here.
The text of the work is placed without images and formulas.
The full version of the work is available in the "Job Files" tab in PDF format
Why do houseplants need to be watered at all? Why does a plant need water? Weird question. Any living organism needs water, it is a universal solvent, it is with water that all substances move, various reactions occur associated with the production and use of energy, both in animals and plants.
Water is essential for the life of any plant. It makes up 70-95% of the plant's wet body weight. In plants, all life processes proceed with the use of water. Metabolism in a plant organism occurs only with a sufficient amount of water. Mineral salts from the soil enter the plant with water. It provides a continuous flow of nutrients through the conductive system. Without water, seeds cannot germinate; there will be no photosynthesis in green leaves. Water in the form of solutions that fill the cells and tissues of the plant, provides it with elasticity, maintaining a certain shape. The absorption of water from the external environment is a prerequisite for the existence of a plant organism.
Objective:
Experimentally test the effect of water from various sources on plant germination.
Tasks:
1. Analyze the literature on this study.
2. Find out how water affects plants.
3.Experimentally find out if all the water is good for plants.
2. What kind of water is best for plants
It's no secret that the successful growth of our flowers is largely due to the composition of the water used for irrigation.
First, we studied the literature, which gave recommendations for the care (in particular, watering) for plants.
Most plants would prefer rainwater. They are accustomed to it, all plants in nature are watered with it. But if we live in a city, it is very problematic to use rainwater or water from melted snow. It may contain elements that our green friends will not like at all.
For every grower, one of the most important issues in caring for plants is the quality of the water used for irrigation. Naturally, the very first rule that every plant lover knows is that the water for irrigation should be settled. , at least during the day. This is necessary so that all the chlorine, which is generously supplied with tap water for disinfection, evaporates from it, and other substances settle down.
However, another problem of water in our plumbing is hardness. . If you constantly water the plants with hard water, then a white crust may form on the surface of the soil. It does not in itself represent any harm, but there are many plants that require exceptionally soft water.
Hardness is the increased content of calcium and magnesium salts in water. They accumulate in water as it passes through rocks: limestone, chalk, dolomite, gypsum. At the same time, as is known from the school chemistry course, rigidity can be temporary and permanent. Temporary hardness is associated with carbonate salts of calcium and magnesium. It is temporary because when boiled, these carbonates very easily decompose into carbon dioxide, which goes into the air, and actually calcium and magnesium, which settle in the form of scale on the walls of teapots. But it is more difficult to deal with constant stiffness, it is caused by sulfate and other salts of calcium and magnesium, and getting rid of it is not so easy.
I would like to note right away that it is better not to use distilled water for irrigation, because. it does not contain any macro- and microelements at all, which is also very harmful for plants.
However, an excess of salt will not benefit home flowers. Some flower growers like to water their flowers with mineral water. However, let's think about whether an excess amount of salt is really useful for plants.
In fact, the constant intake of elevated salt concentrations into the soil, both with water and with fertilizers, significantly worsens the condition of the flowers. It is for all the above reasons that watering plants with soft water is so important, not only for those flowers that prefer “acidic” soils, but also for other plants. One way or another, the basis of the normal state of the plant is still high-quality settled soft water, which is best absorbed by the plant and provides it with optimal growth.
3.Practical part.
3.1 Experimental conditions
In order to see in practice how water affects living organisms - in particular, plants, we decided to conduct an experiment and find out whether it is true that water taken from different sources will affect plant life in different ways. For the experiment, 9 different types of water were taken:
1. Mineral water, 2. Spring water, 3. Snow water, 4. Boiled water,
5. Tap water, 6. Evil water (water that was spoken to with evil words), 7. Good water (water that was spoken to with kind words)
8. Water with potassium permanganate, 9. Settled tap water
3.2 Observations.
See Appendix 1.
For 24 days, once planted marigold seeds gave a different result. The largest and strongest grew marigolds, under No. 1 (mineral water). The marigolds under No. 2 - (spring water) are inferior in size. Smaller in size No. 5- (tap water), but the leaves of these marigolds do not have a natural shape, they are twisted and wrinkled. Marigolds under No. 8 - (water with potassium permanganate) look healthy, but are small in size and not all of them have real leaves. Marigolds under No. 7 - (good water), similar to marigolds under No. 8, are also strong, but small in size. Marigolds under No. 6 - (evil water,) are small in size and real leaves are just beginning to appear. Marigolds under No. 3 (snow water), the same as marigolds under No. 6 (evil water). Marigolds under No. 9 - (settled water), oddly enough, but the plant is weak, there are no real leaves, many of them died. The smallest marigolds are number 4- (boiled water): they have only cotyledon leaves.
3.3.Changed conditions
No. 4, No. 9 began to be watered with mineral water.
See annex 2
4. Some properties of the water used
During the experiment, they became interested in the water that watered the plants. We found out the composition and some properties of the water used. Here's what we learned:
1) Permanganate potassium(lat. Kaliipermanganas) - potassium permanganate, potassium salt of permanganic acid. Chemical formula - .
It is produced in powder (small crystals) with an unlimited shelf life. A fresh solution of potassium permanganate has a strong oxidizing activity. Potassium permanganate is composed of potassium and manganese.
The effect of potassium on plants. Potassium is very important for plants, since it has an important ability to increase the turgor of plant cells and thereby act as a regulator of the plant's water balance. During dry periods, plants well supplied with potassium can restrict transpiration more and make better use of available soil water. In addition, potassium for plants as a nutrient activates numerous enzymes and is indispensable for the formation of aromatic substances and carbohydrates. The high content of potassium in cell vacuoles increases their frost resistance.
The effect of manganese on the plant. Manganese accelerates growth, improves flowering and fruiting of plants. With its shortage, the yield drops sharply. With its acute deficiency, cases of complete absence of fruiting are observed.
2) « Karachi water"- medical table mineral water. Mined in the Chanovsky district of the Novosibirsk region. Type - chloride-hydrocarbonate sodium.
Chemical composition: General mineralization 2.0 - 3.0 g/dm³.
-
Bicarbonates HCO 3 - - 800-1100
Sulphates SO 4 2 - - 150-250
Chlorides Cl - - 300-600
Magnesium Mg 2+ - less than 50
Calcium Ca 2+ - less than 25
Sodium + potassium (Na + + K +) - 500-800
Spring water is groundwater and groundwater that has outlets to the surface. Making its way to the surface, spring water passes through layers of gravel and sand, which provides it with natural natural filtration. With such purification, water does not lose its healing properties, and does not change its structure and hydrochemical composition.
4) Drinking water- this is water suitable for ingestion, meeting established quality standards. In case of non-compliance of water with standards, it is purified and disinfected. Purification and disinfection of water is carried out by various means, filters from a porous substance (charcoal, baked clay) are used; chlorine, etc. Since chlorine is used for disinfection in Tashtagol, we decided to look in the literature for its effect on plants.
5) Chlorine exists as a gas or dissolved in water, such as disinfectants, and is not used in fertilizers. Although chlorine is classified as a trace element, plants can only take chlorine as secondary elements such as sulfur, but chlorine plays a large role in plant growth and is essential to many processes.
5. Conclusion.
After an experiment carried out on marigolds, we found out:
How different types of water affect plant growth.
Thanks to the data found, we learned the real composition of water
The best plants were number 1 (mineral water), they grew very long and strong. The difference with the rest of the colors they have is about 17 cm.
Most likely this happened because Karachinskaya contains a lot of inorganic substances necessary for the full development of the plant.
Plants under number 4 (boiled water) developed the worst. This is due to the fact that there are no useful elements in boiled water, since under the influence of high temperature the useful substances are destroyed.
After the work done, we decided to find out how the plants will behave in the same conditions. After planting the plants on ordinary soil, their size did not change, and the marigolds, which were not large in size, bloomed much later than the others. Thus, we have come to the conclusion that the influence of water, which is watered by plants from the moment of germination, has a significant influence on the further life of plants.
Literature
Alekseev S.V. Ecology: Textbook for students in grades 10-11. St. Petersburg: SMIO Press, 1999.
Alekseev S.V., Gruzdeva N.V., Muravyova A.G., Gushchina E.V. Workshop on ecology: Textbook / ed. S.V. Alekseev. - M.: AO MDS, 1996.
Kudryavtsev D.B., Petrenko N.A. K88 How to pluck flowers: Book. For students.-M.: Education, 1993.-176 p.: Ill.-ISBN 5-09-003983-6
4. Losev K.S. Water .- L.: Gidrometeoizdat, 1989.272 p.
6.App.
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
the size |
0.3-2cm |
0.6-2.5cm |
0.7-2.5cm |
0.5-2cm |
0.5-2cm |
1-2.5cm |
1-2.5cm |
||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
the size |
0.5-2.5cm |
1-2.5cm |
1-2.8cm |
1-2.5cm |
1-2cm. |
1.2-3.3cm |
1.2-2.8cm |
0.7-2.5cm |
0.2-1cm |
||||||||
|
date |
|||||||||||||||||
|
Quantity |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
the size |
0.7-3cm |
1.2-3cm. |
1.3-3cm. |
1.3-2.8cm |
1.2-2.3cm |
1.5-3.5cm |
1.5-3cm. |
1-2.5cm |
0.5-1.2cm |
||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
the size |
1-4cm. |
0.5-4cm. |
0.7-3cm. |
0.5-4.5cm |
1-3cm. |
1-4cm. |
1.5-3cm. |
0.5-3.5cm |
1-2.5cm |
||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
cotyledon leaves |
for everyone |
for everyone |
|||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
the size |
2.5-5cm. |
0.5-4.5cm |
2.3-3cm. |
1-5cm. |
1-3.5cm |
2-4cm. |
2-5cm. |
2.5-4.8cm |
1.5-3cm |
||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
cotyledon leaves |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
the size |
4-8cm. |
1.5-7cm. |
1.6-3.5cm |
2.5-4.5cm |
1.5-4cm. |
1.5-4cm. |
2.5-5cm. |
2-4cm. |
1.5-2.5cm |
||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
cotyledon leaves |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
the size |
4-11cm. |
1.5-7cm. |
2-3cm. |
2-4cm. |
2-4cm. |
2-5cm. |
4-6cm. |
3-5.5cm |
2.5-4cm. |
||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
cotyledon leaves |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
cotyledon leaves |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
the size |
5-12cm. |
2-7.5cm |
2-3.5 cm |
2.3-4.8 cm. |
3-4.5cm |
4.2-6cm |
3.5-6cm |
3-4.5cm |
|||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
cotyledon leaves |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
cotyledon leaves |
|||||||||||||||||
|
the size |
6-12.2 cm |
2.3-7.8cm |
3.5-5cm |
2.7-6.3cm |
4.3-6.3cm |
3.8-6.3cm |
3.4-4.7cm |
||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
cotyledon leaves |
|||||||||||||||||
|
date |
|||||||||||||||||
|
number |
|||||||||||||||||
|
cotyledon leaves |
|||||||||||||||||
|
date |
|||||||||
|
Quantity |
|||||||||
|
The size |
7-16cm |
4-5.5cm |
4-6.5cm |
||||||
|
cotyledon leaves |
|||||||||
|
date |
|||||||||
|
Quantity |
|||||||||
|
The size |
7-11cm |
||||||||
|
cotyledon leaves |
|||||||||
|
date |
|||||||||
|
Quantity |
|||||||||
|
cotyledon leaves |
|||||||||
|
date |
|||||||||
|
Quantity |
|||||||||
|
The size |
10-22cm |
6-10cm |
|||||||
|
cotyledon leaves |
|||||||||
|
date |
|||||||||
|
Quantity |
|||||||||
|
cotyledon leaves |
|||||||||
|
date |
|||||||||
|
Quantity |
|||||||||
|
The size |
12-30cm |
8-12cm |
7-10cm |
7-11cm |
8-11cm |
8-10cm |
|||
|
date |
|||||||||
|
Quantity |
|||||||||
|
cotyledon leaves |
|||||||||
|
date |
|||||||||
|
number |
|||||||||
|
the size |
15-32cm |
10-15cm |
8-10cm |
8-11cm |
8-12cm |
9-13cm |
9-12cm |
10-11cm |
|
Plants were sown.
marigold seeds
First shoots
Observing Plant Differences
Planted in open ground
Size difference
Your attention is offered test tasks with one answer option out of four possible. Choose the correct answers and write their indices in the answer matrix.
1. Biology is a science that studies
a) the structure of objects of animate and inanimate nature
b) the interaction of objects of animate and inanimate nature
c) life in all its manifestations (true)
d) rational ways of using natural resources
2. The area of \u200b\u200bdistribution of life on our planet is the shell of the Earth, which is called
a) atmosphere
b) hydrosphere
c) lithosphere
d) biosphere (correct)
3. The smallest structural and functional unit of the living, outside of which it is impossible to realize the basic life properties, is
b) molecule
c) cell (correct)
d) biosphere
d) kingdom (faithful)
5. Of the listed kingdoms of living organisms, it is customary to refer to
a) bacteria
b) mushrooms
c) plants
d) animals (true)
6. Of the listed vital properties in inanimate nature, there is
a) food
b) breathing
c) growth (correct)
d) reproduction (self-reproduction)
7. The main feature that allows you to distinguish living from non-living
a) metabolism and energy conversion (true)
b) the shape and color of the object
c) destruction of the object under the influence of the environment
d) changes in body size and weight
8. For living objects of nature, in contrast to the bodies of inanimate nature, it is characteristic
a) breathing (correct)
b) weight loss
c) movement in space
d) dissolution of substances in water
9. To study and identify seasonal changes in nature, the following method is used
a) observation (correct)
b) experiment
c) measurement
d) comparison
10. The effect of watering on plant life can be determined using
a) measurements
b) experiment (correct)
c) artificial selection
d) microscope
11. Human environment
a) water
b) ground-air (true)
c) soil
d) the internal environment of another organism
personal result
Biology is the science that studies
2. The area of \u200b\u200bdistribution of life on our planet is the shell of the Earth, which is called
3. The smallest structural and functional unit of the living, outside of which it is impossible to realize the basic life properties, is
4. The largest systematic category (unit) of the organic world
5. Of the listed kingdoms of living organisms, it is customary to refer to
6. Of the listed vital properties in inanimate nature, there is
7. The main feature that allows you to distinguish living from non-living
8. For living objects of nature, in contrast to the bodies of inanimate nature, it is characteristic
9. To study and identify seasonal changes in nature, the following method is used
10. The effect of watering on plant life can be determined using
11. Human environment
Experiments around the world with plants. Let's prove that... We will find out which environment is the most favorable and much more ... I advise you to create an observation diary in which you will record or sketch your observations ...
Target: highlight the environmental factors necessary for the growth and development of plants (water, light, heat).
Equipment: two identical plants (balsam), water.
Experience progress: Find out why plants cannot live without water (the plant will wither, the leaves will dry out, there is water in the leaves); what happens if one plant is watered and the other is not (without watering, the plant will dry out, turn yellow, the leaves and stem will lose their elasticity, etc.)?
You will draw the results of monitoring the state of plants depending on watering within one week. Doing conclusion….. Yes, plants cannot live without water.
In the light and in the dark
Target: to determine the environmental factors necessary for the growth and development of plants.
Equipment: a bow, a box made of durable cardboard, two containers with earth.
Experience progress: Let's find out, by growing onions, whether light is needed for plant life. We close part of the onion with a cap made of thick dark cardboard. We sketch the result of the experiment after 7-10 days (the onion under the cap has become light). We remove the cap. After 7-10 days, we again sketch the result (the onion turned green in the light - which means photosynthesis (nutrition) occurs in it).
In the heat and in the cold
Target: highlight favorable conditions for the growth and development of plants.
Equipment: winter or spring tree branches, coltsfoot rhizome with part of the soil, flowers from a flower bed with part of the soil (in autumn); model of plant dependence on heat.
Experience progress: Why are there no leaves on the branches outside? (It's cold outside, the trees are "sleeping"). I propose to bring branches into the room. We observe the change in the buds (the buds increase in size, burst), the appearance of leaves, their growth, they are compared with the branches on the street (branches without leaves), we sketch.
Conclusion: Plants need warmth to live and grow.
And how soon to see the first spring flowers? (bring them indoors to keep them warm). Dig up the rhizome of the coltsfoot with part of the soil, transfer it indoors, observe the time of the appearance of flowers indoors and out (flowers appear indoors in 4-5 days, outdoors in one to two weeks). Conclusion: cold - plants grow slowly, warm - grow quickly.
How to prolong summer for flowers? (bring flowering plants from the flower bed into the room, digging up the roots of plants with a large clod of earth in order not to damage them). Watch the change of flowers indoors and in the flower bed (flowers withered, froze, died in the flower bed; indoors they continue to bloom).
Who is better?
Target
Equipment: two identical cuttings, a container of water, a pot of soil, plant care items.
Experience progress: Determine if plants can live long without soil? (can not); where do they grow better - in water or in soil?
Place geranium cuttings in different containers - with water, earth. Watch them until the first new leaf appears;
Conclusion: in a plant in the soil, the first leaf appears faster, the plant is gaining strength better; in water the plant is weaker.
How faster?
Target: highlight favorable conditions for the growth and development of plants, justify the dependence of plants on the soil.
Equipment: twigs of birch or poplar (in spring), water with and without mineral fertilizers.
Experience progress: Determine if the plants need fertilizer, and choose different plant care: one - water with plain water, the other - with water with fertilizers.
For convenience, label containers with different symbols. Watch until the first leaves appear, follow the growth (in fertilized soil, the plant is stronger, grows faster).
Conclusion: in rich, fertilized soil, the plant is stronger, grows better.
Where is the best place to grow?
Target: establish the need for soil for plant life, the effect of soil quality on the growth and development of plants, highlight soils that are different in composition.
Equipment: tradescantia cuttings, black soil, clay with sand
Experience progress: Choose the soil for planting plants (chernozem, a mixture of sand and clay). Plant two identical Tradescantia cuttings in different soil. Watch the growth of the cuttings with the same care for 2-3 weeks (the plant does not grow in clay, in the black soil the plant is fine). Transplant the cutting from the sand-clay mixture into the black soil. After two weeks, note the result of the experiment (the plants show good growth).
Why do flowers wither in autumn?
Target: to establish the dependence of plant growth on temperature, the amount of moisture.
Equipment: a pot with an adult plant; a curved glass tube inserted into a rubber tube 3 cm long, corresponding to the diameter of the plant stem; transparent container.
Experience progress: Before watering, measure the temperature of the water (the water is warm), pour the stump remaining from the stem, on which a rubber tube is first put on with a glass tube inserted into it and fixed. Watch the water flow out of the glass tube. Cool the water with snow, measure the temperature (it has become colder), pour it - no water enters the tube.
Conclusion: In autumn, the flowers wither, although there is a lot of water, since the roots do not absorb cold water.
What then?
Target: to systematize knowledge about the development cycles of all plants.
Equipment: seeds of herbs, vegetables, flowers, plant care items.
Experience progress: What do the seeds turn into? Grow plants throughout the summer, recording any changes as they develop. After collecting the fruits, compare your sketches, draw up a general scheme for all plants using symbols, reflecting the main stages of plant development: seed - sprout - adult plant - flower - fruit.
What is in the soil?
Target: to establish the dependence of the factors of inanimate nature on living (soil fertility from rotting plants).
Equipment: a lump of earth, a metal (from a thin plate) plate, a spirit lamp, the remains of dry leaves, a magnifying glass, tweezers.
Experience progress: Consider forest soil and soil from the site. Using a magnifying glass, determine where the soil is (there is a lot of humus in the forest). Find out what soil plants grow best on, why? (there are more plants in the forest, more food for them in the soil).
Together with an adult (!) burn the forest soil in a metal plate, pay attention to the smell when burned. Try burning a dry leaf. Determine what makes the soil rich? (there is a lot of decayed foliage in the soil of the forest). Discuss the composition of the city's soil. How do you know if she's rich? Examine it with a magnifying glass, burn it on a plate.
What is under our feet?
Target: bring children to the understanding that the soil has a different composition.
Equipment: soil, magnifying glass, spirit lamp, metal plate, glass, transparent container (glass), spoon or stirring stick.
Experience progress: Examine the soil, find the remains of plants in it. Have an adult heat the soil in a metal dish over a spirit lamp while holding the glass over the soil. Find out why the glass is fogged up? (there is water in the soil). Continue to heat the soil, try to determine by the smell of smoke what is in the soil? (nutrients: leaves, parts of insects). Then heat the soil until the smoke disappears. Find out what color it is. (light) what disappeared from it? (moisture, organic matter). Pour the soil into a glass of water, mix. After sedimentation of soil particles in water, consider the sediment (sand, clay). Why doesn't anything grow in the forest at the place of fires? (all nutrients burn out, the soil becomes poor).
Where is longer?
Target: find out the reason for the conservation of moisture in the soil.
Equipment: pots with plants.
Experience progress: Water the soil in two equal-sized pots with equal amounts of water, put one pot in the sun, the other in the shade. Explain why the soil is dry in one pot and wet in the other (water has evaporated in the sun, but not in the shade). Solve the problem: it rained over the meadow and the forest; where will the ground stay wet longer and why? (in the forest, the ground will remain wet longer than in the meadow, as there is more shade, less sun).
Is there enough light?
Target: to identify the reason that there are few plants in the water.
Equipment: a flashlight, a transparent container with water.
Experience progress: Pay attention to indoor plants located near the window. Where do plants grow best - near a window or away from it, why? (those plants that are closer to the window - they get more light). Consider plants in an aquarium (pond), determine whether plants will grow at great depths of water bodies? (no, light does not pass well through water). For proof, highlight the water with a flashlight, specify where the plants are better? (closer to the surface of the water).
Where do plants get water faster?
Target: identify the ability of different soils to pass water.
Equipment: funnels, glass rods, transparent container, water, cotton wool, soil from the forest and from the path.
Experience progress: Consider soils: determine where is forest and where is urban. Put cotton wool at the bottom of the funnel, then the soil to be studied, put the funnel on the container. Measure the same amount of water for both soils. Slowly pour water over a glass rod into the center of the funnel until water appears in the container. Compare the amount of liquid. Water passes through the forest soil faster and is better absorbed.
Conclusion: plants get drunk faster in the forest than in the city.
Is water good or bad?
Target: select algae from a variety of plants.
Equipment: aquarium, elodea, duckweed, houseplant leaf.
Experience progress: Consider algae, highlight their features and varieties (grow completely in water, on the surface of the water, in the water column and on land). Try to change the habitat of the plant: lower the begonia leaf into the water, raise the elodea to the surface, lower the duckweed into the water. Watch what happens? (elodea dries, begonia rots, duckweed folds the leaf).
thrifty plants
Target: Find plants that can grow in the desert, savannah.
Equipment: Plants: ficus, sansevera, violet, dieffenbachia, magnifier, plastic bags.
Experience progress: Prove that there are plants that can live in the desert or savannah. Choose plants on your own that, in your opinion, should evaporate little water, have long roots, and accumulate moisture. Perform an experiment: put a plastic bag on a leaf, observe the appearance of moisture inside it, compare the behavior of plants. Conclusion: the leaves of these plants evaporate little moisture.
Why less?
Target: Set the dependence of the amount of evaporated moisture on the size of the leaves.
Equipment
Experience progress: Find out which of the plants can live in the jungle, forest zone, savannah.
Perhaps you think that plants with large leaves that take a lot of water can live in the jungle; in the forest - ordinary plants; in the savanna - plants that accumulate moisture. Ok, let's prove it.
Pour the same amount of water into the flasks, place the plants there, mark the water level; After a day or two, note the change in water level. Conclusion: plants with large leaves absorb more water and evaporate more moisture - they can grow in the jungle, where there is a lot of water in the soil, high humidity and hot.
What are the roots of tundra plants?
Target: understand the relationship between the structure of the roots and the characteristics of the soil in the tundra.
Equipment: sprouted beans, damp cloth, thermometer, cotton wool in a tall transparent container.
Experience progress: What are the features of the soil in the tundra ... Yes, permafrost. Find out what the roots need to be so that the plants can live in the permafrost. Place the sprouted beans on a thick layer of damp cotton wool, cover with a damp cloth, put on a cold windowsill, observe for a week the growth of the roots, their direction. Conclusion: in the tundra, the roots grow sideways, parallel to the ground.
Can a plant breathe?
Target: identify the plant's need for air, respiration; understand how the process of respiration occurs in plants.
Equipment: indoor plant, cocktail tubes, vaseline, magnifying glass.
Experience progress: Do plants breathe, how to prove that they breathe? You know that when breathing, air must enter and exit the plant, the process of breathing is the same as in humans. So let's start the experiment on ourselves. Try breathing through a tube first. Then cover the opening of the tube with Vaseline. Now try to breathe through this tube. Yes, Vaseline is breathable.
We hypothesize that plants have very small holes in their leaves through which they breathe. To check this, lubricate one or both sides of the leaf with Vaseline, observe the leaves daily for a week. Do it in a week conclusion: the leaves “breathe” with their underside, because those leaves that were smeared with Vaseline from the underside died.
How do plants breathe?
Target: determine that all parts of the plant are involved in respiration.
Equipment: a transparent container with water, a leaf on a long petiole or stalk, a cocktail tube, a magnifying glass
Experience progress: Find out if air passes through the leaves into the plant. How can we detect air? consider a cut of the stem through a magnifying glass (there are holes), immerse the stem in water (observe the release of bubbles from the stem). And we will conduct another experiment “Through the leaf” in the following sequence:
- pour water into a bottle, leaving it empty by 2-3 cm;
- insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the opening of the bottle with plasticine, like a cork;
- here, make a hole for the straw and insert it so that the tip does not reach the water, fix the straw with plasticine;
- expel air from the bottle - draw air through the straw.
Air bubbles will begin to emerge from the submerged end of the stem. Conclusion: air passes through the leaf into the stem, as the release of air bubbles into the water is visible.
What gas does a plant give off in the presence of light?
Target: to establish that the plant releases oxygen during photosynthesis.
Equipment: a large glass container with an airtight lid, a plant stem in water or a small pot with a plant, a splinter, matches.
Experience progress: Why is it so easy to breathe in the forest?…. Yes, of course, plants give off the oxygen necessary for human respiration. We will prove the assumption by experience: place a pot with a plant (or a cutting) inside a tall transparent container with a sealed lid. Put in warm bright place. After 1-2 days, answer the question: how to find out if oxygen has accumulated in the jar? (oxygen burns, so you can bring a burning match there). Watch for a bright flash of the flame of a splinter brought into the container immediately after removing the lid. Conclusion: animals and humans need plants for respiration.
Do all leaves carry out photosynthesis?
Target: Prove that photosynthesis occurs in all leaves.
Equipment: boiling water, begonia leaf (the reverse side is painted burgundy), white container.
Experience progress: Let's find out if photosynthesis occurs in leaves that are not colored green (in begonias, the reverse side of the leaf is colored burgundy). Place the sheet in boiling water, after 5-7 minutes examine it, draw the result. (The leaf turns green and the water changes color.) Conclusion: photosynthesis takes place in the leaf.
labyrinth
Target: indicate the presence of phototropism in plants.
Phototropism(from Greek light and turn) - a change in the direction of growth of plant organs, depending on the direction of the incident light.
Equipment: a cardboard box with a lid and partitions inside in the form of a labyrinth: a potato tuber in one corner, a hole in the opposite.
Experience progress: Place the tuber in the box, close it, putting it in a warm, but not hot place, with a hole towards the light source. Open the box after the potato sprouts emerge from the hole. Consider their direction, color (sprouts are pale, white, twisted in search of light in one direction). Leave the box open, continue to observe the change in color and direction of the sprouts for a week (the sprouts are now stretching in different directions, they have turned green).
In pursuit of the light
Target: establish how the plant moves in the direction of the light source.
Equipment: two identical plants (balsam, coleus).
Experience progress: Notice that the leaves of the plants are turned in the same direction. Set the plant to the window. Pay attention to the direction of the surface of the leaves (in all directions). After three days, notice that all the leaves have reached for the light. Turn the plant 180 degrees. Mark the direction of the leaves. Watch for another three days, note the change in the direction of the leaves (they again turned towards the light). Draw the results.
Does photosynthesis take place in the dark?
Target: prove that photosynthesis in plants occurs only in the light.
Equipment: indoor plants with hard leaves (ficus, sansevier), adhesive plaster.
Experience progress: Riddle: what will happen if light does not fall on part of the sheet (part of the sheet will be lighter). Let's change the experience: cover a part of the sheet with a plaster, put the plant to a light source for a week. Remove the patch after a week. Conclusion: Without light, photosynthesis does not occur in plants.
factory supply Target: to determine that the plant can provide itself with food.
Equipment: a plant pot inside a glass jar with a wide mouth, sealed lid.
Experience progress: Inside a transparent large container, place a cutting of a plant in water or a small pot with a plant. Water the soil. Close the container tightly with a lid, put in a warm, bright place. Observe the plant for a month. Find out why it did not die (the plant continues to grow: drops of water periodically appear on the walls of the jar, then disappear). Conclusion: The plant feeds itself.
Evaporation of moisture from plant leaves
Target: check where the water disappears from the leaves.
Equipment: plant, plastic bag, thread.
Experience progress: Consider the plant, how does water move from the soil to the leaves? (from roots to stems, then to leaves); where does it disappear to, why does the plant need to be watered? (water evaporates from the leaves). We will check the assumption by putting a plastic bag on the leaflet and fixing it. Put the plant in a warm bright place. Note that the inside of the bag is “fogged up”. After a few hours, remove the bag in which you will find water. Where did she come from? (evaporated from the surface of the leaf), why is water not visible on the remaining leaves? (the water has evaporated into the surrounding air).
Why less?
Target: establish the dependence of the amount of evaporated water on the size of the leaves.
Equipment: glass flasks, dieffenbachia and coleus cuttings.
Experience progress: Cut cuttings for further planting, place them in flasks. Pour the same amount of water. After a day or two, check the water level in each flask. Why is it not the same? (a plant with large leaves absorbs and evaporates more water).
thrifty plants
Target: to establish the relationship between the structure of the surface of the leaves (density, pubescence) and their need for water.
Equipment: ficus, sansevera, dieffenbachia, violet, balsam, plastic bags, magnifying glass.
Experience progress: Why do ficus, violet and some other plants do not require a lot of water? Let's conduct an experiment: put plastic bags on the leaves of different plants, fasten them tightly, observe the appearance of moisture in them, compare the amount of moisture during evaporation from the leaves of different plants (diffenbachia and ficus, violet and balsam).
Conclusion: Violet often does not need to be watered: pubescent leaves do not give up, retain moisture; dense ficus leaves also evaporate less moisture than leaves of the same size, but loose.
What do you feel?
Target: find out what happens to the plant when water evaporates from the leaves.
Equipment: Sponge moistened with water.
Experience progress: Jump a little... What do you feel when you jump? (hot); when it's hot, what happens? (sweat comes out, then it disappears, evaporates). Imagine that the hand is a leaf from which water evaporates; Soak a sponge in water and run it over the inside of your forearm. What are the feelings? (feel cold). What happens to leaves when water evaporates from them? (they cool down).
What changed?
Target: prove that when water evaporates from the leaves, they cool.
Equipment: thermometers, two pieces of cloth, water.
Experience progress: Examine the thermometer, note the readings. Wrap the thermometer in a damp cloth and put it in a warm place. After 5-10 minutes, check why the temperature has dropped? (when water evaporates from the fabric, cooling occurs).
Many - few
Target: to reveal the dependence of the amount of evaporated liquid on the size of the leaves.
Equipment: three plants: one - with large leaves, the second - with ordinary leaves, the third - a cactus; cellophane bags, threads.
Experience progress: Why do plants with large leaves need to be watered more often than those with small leaves? Choose three plants with different sized leaves. Let's do an experiment. Put the bags on the leaves, fasten, observe the changes during the day; compare the amount of liquid evaporated. Make a conclusion (the larger the leaves, the more they evaporate moisture and the more often they need to be watered).
Do roots need air?
Target: identify the cause of the plant's need for loosening; prove that the plant breathes with all organs.
Equipment: a container with water, the soil is compacted and loose, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.
Experience progress: Why does one plant grow better than another? Consider and determine that in one pot the soil is dense, in the other - loose. Why is dense soil worse? Let's prove it. Immerse identical lumps in water (water passes worse, there is little air, since less air bubbles are released from dense earth). Check if the roots need air: for this, place three identical bean sprouts in transparent containers with water. In one container with a spray gun, pump air to the roots, leave the second unchanged, in the third - pour a thin layer of vegetable oil on the surface of the water, which prevents the passage of air to the roots. Observe the change in seedlings (it grows well in the first container, worse in the second, in the third - the plant dies), we do conclusions about the need for air for the roots, we sketch the result. Plants need loose soil to grow, so that the roots have access to air.
In which direction does the root grow?
Target: find out where the root growth is directed during seed germination.
Equipment: glass, filter paper, pea seeds.
Experience progress: Take a glass, a strip of filter paper and roll a cylinder out of it. Insert the cylinder into the glass so that it rests against the walls of the glass. Using a needle, place a few swollen peas between the wall of the glass and the paper cylinder at the same height. Then pour some water into the bottom of the glass and put it in a warm place. After a while, observe the appearance of roots. Where are the tips of the roots directed? Why is this happening?
Burrowing spine
Target: Prove that roots always grow down.
Equipment: flower pot, sand or sawdust, sunflower seeds.
Experience progress: Place a few sunflower seeds soaked overnight in a flower pot on wet sand or sawdust. Cover them with a piece of gauze or filter paper. Watch the roots appear and grow. Draw your own conclusions.
Why does the root change its direction?
Target: show that the root can change direction of growth.
Equipment: tin can, gauze, pea seeds
Experience progress: In a small sieve or low tin can, with the bottom removed and covered with gauze, put a dozen swollen peas, cover them with a 2-3 cm layer of wet sawdust or earth on top and place them over a bowl of water. As soon as the roots penetrate through the holes in the gauze, place the sieve at an angle to the wall. After a few hours, you will see that the tips of the roots are bent towards the gauze. On day 2-3, all the roots will grow, pressed against the gauze. How do you explain it? (The tip of the root is very sensitive to moisture, therefore, once in dry air, it bends towards the gauze, where there are wet sawdust).
What are roots for?
Target: to prove that the roots of the plant absorb water; clarify the function of plant roots; establish the relationship between the structure and function of the roots.
Equipment: stalk of geranium or balsam with roots, a container of water, closed with a lid with a slot for the stalk.
Experience progress: Consider cuttings of balsam or geranium with roots, find out why the roots are needed for the plant (the roots fix the plant in the ground), whether they absorb water. Let's conduct an experiment: place the plant in a transparent container, mark the water level, tightly close the container with a lid with a slot for the cutting. Determine what happened to the water after a few days? (water is scarce). Yes, after 7-8 days the water became less. Conclusion: roots are taking up water.
How to see the movement of water through the roots?
Target: prove that plant roots absorb water, clarify the function of plant roots, establish the relationship between the structure and function of roots.
Equipment: balsam stalk with roots, water with food coloring.
Experience progress: Consider cuttings of geranium or balsam with roots, specify the functions of the roots (they strengthen the plant in the soil, take moisture from it). And what else can take roots from the earth? Consider food dry dye - "nutrition", add it to water, stir. What should happen if the roots can take in more than just water? (the roots should turn a different color). After a few days, write down the results of the experiment in your observation diary. What will happen to the plant if substances harmful to it are found in the ground? (the plant will die, taking harmful substances with the water).
living piece
Target: establish that the root crops have a supply of nutrients for the plant.
Equipment: flat container, root crops: carrots, radishes, beets, activity algorithm
Experience progress: Do root crops have a supply of nutrients? Take a root crop, determine its name. Then place the root crop in a warm bright place, watch the appearance of greenery, sketch (the root crop provides nutrition for the leaves that appear). Cut the root crop to half the height, place in a flat container with water, put in a warm, bright place. Observe the growth of greenery, draw the result of observation. Continue observing until the greens begin to wither. Now consider the root crop (it has become soft, lethargic, tasteless, there is little liquid in it).
Where do the roots go?
Target: establish a connection between the modifications of plant parts and the functions they perform and environmental factors.
Equipment: two plants in pots with a tray
Experience progress: Water two plants differently: cyperus - in the pan, geranium - under the root. After a while, notice that cyperus roots have appeared in the pan. Then examine the geranium and find out why the geranium did not have roots in the pan? (Roots did not appear, as they are attracted by water; geraniums have moisture in a pot, not in a pan).
unusual roots
Target: to reveal the relationship between increased air humidity and the appearance of aerial roots in plants.
Equipment: Scindapsus, a transparent container with a tight lid with water at the bottom, a lattice.
Experience progress: Why are there plants with aerial roots in the jungle? Examine the scindapsus plant, find the buds - future aerial roots, place the cutting on the wire rack in a container of water, close the lid tightly. Watch for a month for the appearance of "fog", and then drops on the lid inside the container (like in the jungle). Consider the emerging aerial roots, compare with other plants.
In which direction does the stem grow?
Target: find out the characteristics of the growth of stems.
Equipment: bar, needles, glass jar, pea seeds
Experience progress: 2-3 pea seedlings with a stem and the first two leaves attached to a wooden block. After a few hours, you will see that the stalk has curved upwards. Conclusion: the stem, like the root, has a directed growth.
Movement of the growing organs of a plant
Target: find out the dependence of plant growth on light.
Equipment: 2 flower pots, grains of oats, rye, wheat, 2 cardboard boxes.
Experience progress: In two small flower pots filled with wet sawdust, sow two dozen seeds. Cover one pot with a cardboard box, close the other pot with the same box with a round hole on one of the walls. In the next lesson, remove the boxes from the pots. You will notice that the oat sprouts that were covered in the cardboard box with the hole will lean towards the hole; in another pot, the seedlings will not lean.
Is it possible to grow a plant with two stems from one seed?
Target: to introduce students to the artificial production of a two-stem plant.
Equipment: flower pot, pea seeds.
Experience progress: Take a few peas and sow them in a box of earth or in a small flower pot. When seedlings appear, use a sharp razor or scissors to cut off their stems at the very surface of the soil. After a few days, two new stalks will appear, from which two stalks of peas will develop.
New shoots emerge from the axils of the cotyledons. This can be checked by carefully removing the seedlings from the soil. The artificial production of two-stemmed plants also has practical significance. For example, you can get a two-headed cabbage, which will give a larger yield than a single-headed one.
How does the stem grow?
Target: observation of stem growth.
Equipment: brush, ink, pea or bean sprout
Experience progress: Stem growth can be observed using marks. With a brush or a needle, put marks on the stalk of sprouted peas or beans at the same distance from each other. Track after what time, on which part of the stem the marks will move apart.
What part of the stem carries water from the roots to the leaves?
Target: to prove that the water in the stem moves through the wood.
Equipment: stem cut, red ink.
Experience progress: Put a sprig of a houseplant of fuchsia or tradescantia in a jar of water, lightly tint the water with red ink or ordinary blue, or food coloring (paint for Easter eggs). After a few days, you will see that the veins of the leaves turn pink or blue. Then cut along a piece of twig and see which part of it is stained. What conclusion will you draw from this experience?
Like the stems
Target: show the process of water passing through the stems.
Equipment: cocktail tubes, mineral (or boiled) water, water container.
Experience progress: Examine the tube. The tube can conduct water, as it has holes in it, like in stems. Having immersed one end of the tube in water, try to easily draw air into yourself from the other end of the tube; watch the water move up.
thrifty stems
Target: reveal how stems (trunks) can accumulate moisture and retain it for a long time.
Equipment: sponges, unpainted wooden bars, magnifying glass, low water containers, deep water container
Experience progress: Examine the sticks of different types of wood through a magnifying glass, talk about their different degrees of absorption (in some plants, the stem can absorb water in the same way as a sponge). Pour the same amount of water into different containers. Lower the bars in the first, sponges in the second, leave for five minutes. Where will more water be absorbed? (in a sponge - it has more space for water). We observe the release of bubbles. We check the bars and sponges in the container. Why is there no water in the second container (all absorbed into the sponge). Raise the sponge, water drips from it. Explain where the water will last longer? (in a sponge, since there is more water in it). Check the assumptions before the bar dries (1-2 hours).
Do the seeds absorb a lot of water?
Target: find out how much moisture is absorbed by germinating seeds.
Equipment: Measuring cylinder or glass, pea seeds, gauze
Experience progress: Pour 200 ml of water into a 250 ml measuring cylinder, then put the pea seeds in a gauze bag, tie with a thread so that the end of it is 15-20 cm long, and carefully lower the bag into the cylinder with water. To prevent water from evaporating from the cylinder, it is necessary to tie it on top with oiled paper. The next day, you need to remove the paper and remove the bag with swollen peas from the cylinder by the end of the thread. Let the water drain from the bag into the cylinder. How much water is left in the cylinder? How much water did the seeds absorb?
Is the pressure force of the swelling seeds great?
Target
Equipment: fabric bag, flask, pea seeds.
Experience progress: Pour pea seeds into a small bag, tie it tightly and lower it into a glass or jar of water. The next day you will find that the pouch could not withstand the pressure of the seeds - it burst. Why did this happen? …. This suggests that the strength of the swelling seeds is great.
What weight can the swelling seeds lift?
Target: find out the strength of the swelling seeds.
Equipment: tin can, weight, peas.
Experience progress: Pour one third of the pea seeds into a tall tin can with holes in the bottom; put it in a pot of water so that the seeds are in the water. Place a circle of tin on top of the seeds and place a weight or any other weight on top. Watch the weight that swollen pea seeds can lift. Record the results in a diary of observations.
Do germinating seeds breathe?
Target: prove that germinating seeds emit carbon dioxide.
Equipment: glass jar or bottle, pea seeds, splinter, matches.
Experience progress: In a tall bottle with a narrow neck, pour the "pecked" pea seeds and tightly close the cork. Until the next session, guess what gas the seeds could give off and how to prove it? Open the bottle and prove the presence of carbon dioxide in it with a burning torch (the torch will go out, because carbon dioxide suppresses combustion).
Does respiration produce heat?
Target: to prove that the seeds emit heat during respiration.
Equipment: half-liter bottle with cork, pea seeds, thermometer.
Experience progress: Take a half-liter bottle, fill it with slightly pecked rye, wheat or pea seeds and plug it with a cork, insert a chemical thermometer through the cork hole to measure the water temperature. Then wrap the bottle tightly with newsprint and put it in a small box to avoid heat loss. After a while, you will observe an increase in the temperature inside the bottle by several degrees. Explain the reason for the increase in temperature of the seeds ....
Tops-roots
Target: find out which organ comes out of the seed first.
Equipment: beans (peas, beans), wet tissue (paper napkins), transparent containers, a sketch using plant structure symbols, an activity algorithm.
Experience progress: Select any of the proposed seeds, create conditions for germination (warm place). In a transparent container, place a damp paper towel tightly against the walls. Place soaked beans (peas, beans) between the napkin and the walls; Moisten the cloth constantly. Observe the changes taking place daily for 10-12 days: the root will first appear from the bean, then the stems; the roots will grow, the upper shoot will increase.
Such different flowers
Target: to establish the features of pollination of plants with the help of wind, to detect pollen on flowers.
Equipment: catkins of flowering birch, aspen, coltsfoot flowers, dandelion; magnifying glass, cotton ball.
Experience progress: Look at the flowers, describe them. Find out where the flower might have pollen and use a cotton ball to find it. Examine flowering birch catkins (these are also flowers) through a magnifying glass, try to find similarities with meadow flowers (there is pollen). Why do bees fly to flowers, do plants need it? (bees fly for nectar and pollinate the plant).
How do bees carry pollen?
Target: to identify how the process of pollination occurs in plants.
Equipment: cotton balls, two-color dye powder, flower layouts, insect collection, magnifying glass
Experience progress: Examine the structure of the limbs and bodies of insects through a magnifying glass (shaggy, covered as if with hairs). Imagine that cotton balls are insects. Imitating the movement of insects, touch the balls to the flowers. After touching, "pollen" remains on them. So how can insects help plants pollinate? (pollen sticks to the limbs and bodies of insects).
Pollination with wind
Target: to establish the features of the process of pollination of plants with the help of wind.
Equipment: two linen bags with flour, a paper fan or fan, birch catkins.
Experience progress: What are the flowers of a birch, willow, why don't insects fly to them? (they are very small, not attractive to insects; when they bloom, there are few insects). Perform the experiment: shake the bags filled with flour - "pollen". Figure out what it takes to get pollen from one plant to another (plants need to grow close together or have someone transfer the pollen to them). Use a fan or fan for "pollination".
Why do fruits need wings?
Target
Equipment: lionfish, berries; fan or fan.
Experience progress: Consider fruits, berries and lionfish. What helps winged seeds to disperse? Watch the "flight" of lionfish. Now try to remove the "wings" from them. Repeat the experiment using a fan or fan. Why do maple seeds grow far from their native tree (the wind helps the "wings" to carry the seeds over long distances).
Why does a dandelion need "parachutes"?
Target: to reveal the relationship between the structure of fruits and the way they are distributed.
Equipment: dandelion seeds, magnifier, fan or fan.
Experience progress: Why do dandelions have so many seeds? Consider a plant with ripe seeds, compare dandelion seeds with others by weight, watch the flight, the fall of seeds without “parachutes”, draw a conclusion (the seeds are very small, the wind helps the “parachutes” fly far).
Why does the burdock need hooks?
Target: to reveal the relationship between the structure of fruits and the way they are distributed.
Equipment: burdock fruits, pieces of fur, fabrics, magnifying glass, fruit plates.
Experience progress: Who will help the burdock to scatter its seeds? Break the fruits, find the seeds, examine them through a magnifying glass. Ask if the wind can help them? (the fruits are heavy, there are no wings and "parachutes", so the wind will not blow them away). Determine if animals want to eat them? (the fruits are hard, prickly, tasteless, the box is hard). Use pieces of fur and fabric, demonstrate how seeds are distributed (fruits cling to fur, fabric with thorns).
Municipal budgetary educational institution "Secondary School No. 91"
Project
Effect of irrigation on seed germination and plant growth
Performed by: Lobozova Alisa, Konoplina Sophia,
Solopova Daria
Leader: Demeneva G.V., biology teacher
Novokuznetsk, 2017
Content
Introduction………………………………………………………………………….3
Watercress - description ……………………………………………………...3
Watering plants……………………………………………………………….3
Water in the soil……………………………………………………………………..4
Irrigation water………………………………………………………………...4
How and when to water……………………………………………………………5
Experimental part………………………………………………………6
Research results……………………………………………………..6
Conclusion……………………………………………………………………..7
Literature……………………………………………………………….........8
Appendix………………………………………………………………………9
Introduction
Every spring we and our parents plant seedlings. It grows differently for everyone, and many do not even know that watering plays a big role in seed germination and plant growth.
Just imagine, you water the seeds with ordinary water, when for faster growth, you need to water, for example, with water with fertilizers. We decided to investigate what liquids are best for watering seeds and seedlings.
The purpose of the work: to find out how different liquids affect seed germination and growth.
Tasks:
1. Learn information about watercress and watering plants.
2. Determine what liquids are best for watering seeds and plants.
3. Observe the germination of seeds.
Research methods: search, analysis and systematization of information on the effect of irrigation on seed germination on the example of watercress
Subject of research: watercress and watering liquids: tap water, mineral water, carbonated water and water with mineral fertilizers
Watercress - description
Watercress - a representative of the genus Klopovnik, an annual vegetable plant that is widely used in cooking and medicine. Watercress has a thin stem with many green leaves. Lettuce flowers come in white or pale purple hues. Young leaves of watercress are eaten, the stem of the plant should be white.
Watercress reaches a height of 30 to 60 cm. Its root is simple, the stems and leaves are bare, bluish-green. The fruit is a pod. Watercress blooms in June or July. It can be grown not only in open ground, but also in an apartment. Homemade watercress is a non-capricious plant. This is the most convenient and unpretentious green crop for an indoor garden.
Watering plants
The most common mistake isitwater the seeds after planting. It is necessary to water the soil in which the seeds are planted, and sprinkle with dry earth. If there is a need for additional moisture, you can use a spray bottle. If watered from above, then the water draws the seeds into the soil, and they sprout for a long time or do not sprout at all.Better underfill than overfill.
Too much water will cause the roots to rot and the plant to die. After the roots get stronger and braid the container, you can pour a little, as the roots absorb water stronger.It is best to water when the soil is dry but not dry.
Any plant consists mainly of water. Water is also necessary for the plant for the assimilation of other nutrients, as well as for the transport of organic compounds formed in the plant itself.
In the garden, you can not do without an ordinary watering can. The shape of the sprinkler and the size of the holes are important for quality watering.
Since natural water sources are often scarce, and precipitation is distributed unevenly throughout the year, we try to help the soil retain as much moisture as possible. This is done by digging the site in autumn, snow retention and even snow removal in winter, loosening the soil during the growing season of cultivated plants, increasing the humus content in the soil with the help of organic fertilizers, and terracing a garden area lying on too steep slopes.
Water in the soil
One of the most important functions of the soil is its ability to provide the root system of plants with sufficient water available to it.
Various devices should facilitate watering, provide plants with sufficient moisture and improve the microclimate.
Soil permeability is of great importance for plants. If it is small, then precipitation penetrates only into the uppermost layer, impregnates and swamps it. The water then quickly evaporates, causing the surface to harden and crack. And too much water permeability of the soil leads to the fact that moisture quickly goes deep into where the roots of plants no longer reach. Therefore, the task of the gardener is to achieve an average permeability through suitable reclamation, which ensures uniform moistening of the entire root zone.
irrigation water
Water for irrigation should be clean, without turbidity and odor, with a low salt content, neutral or slightly acidic. The quality of irrigation water is largely determined by its source. Depending on this, we can divide such water into four groups: rain, tap, well and spring, river and lake.
Rainwater has always been considered the best for watering plants, and in most cases it remains so today. It is usually soft, has a slightly acidic reaction. Its advantage is also in the high content of dissolved oxygen (approximately ten times greater than in well water). So the collection of rainwater should not be considered a relic, but a very reasonable crop measure.
A jet of finely sprayed water has time to warm up in the air, so that when it hits the plants, it already has an ideal temperature.
Tap water undergoes special treatment, it is cleared of debris, harmful substances and made suitable for drinking. It is also suitable for irrigation, if it does not contain too many minerals. A temporary hindrance to its use may be a higher content of chlorine in it, but it evaporates relatively quickly.
Well water, like spring water, is usually distinguished by a high content of minerals. It is formed mainly from rain and snow water, which, penetrating into the subsoil layers, dissolves the chemical compounds contained in the soil and rocks. If the content of minerals in well water, and mainly raw potassium salts, exceeds the limit of one gram per liter, then such water is already considered mineral. It may be harmless to humans, but unsuitable for watering plants.
Water from rivers and reservoirs, along with the usual mineral salts, may contain various impurities that are dangerous for plants. These are mainly mineral oils, modern cleaning and detergents, refuse and waste from various industrial and agricultural enterprises.
How and when to water
Proper watering of plants is a kind of art. Proper hydration is beneficial to plants, and improper hydration can be harmful, not to mention the fact that in the latter case, water is wasted.
When watering, the rule should apply: it is necessary to moisten the soil so that water reaches the roots of plants, i.e., so that watering is sufficient. Just to wet the surface of the earth does not make any sense. Of course, the irrigation rate depends on the type of plants, on the depth at which their roots are located.
The main mass of the roots of fruit trees is located at a depth of 30-60 cm. Therefore, it is better to water them less often, but plentifully. At least five cans of water should be per tree at full fruiting age. Most of all, a fruit tree needs water during bud break, then after it fades - when new shoots grow, and when flower buds are differentiated. Abundant watering later in August may already have an adverse effect on the continuation of the growing season, and thus on the maturation of the wood, although watering immediately before harvesting the fruits is also beneficial.
A simple and economical way to moisten strawberry plantings, the so-called drip irrigation, which makes it possible to provide relatively large areas with very little water consumption.
Vegetables should be treated differently. Cabbage, rutabaga, kohlrabi on sunny days should be watered daily and best of all by sprinkling. Heat-loving vegetables - cucumbers and tomatoes - also need to be watered every day, but never resort to spraying, but direct the water jet only under the root. It is even better to make a hole or groove next to these plants and pour water there. Bulb crops are watered only during a period of prolonged drought, and the rest of the time they do without additional moisture, just like root crops - carrots and parsley. However, celery loves moisture very much, it can practically be watered all the time. All young plants require regular watering after transplanting them into the ground. All crops also need it.
experimental part
Equipment:
soil boxes
Watercress Seeds
tap water
Sparkling water
Mineral water
Water with fertilizer
The experiment time is 7 days.
First, we took 10 lettuce seeds and planted them in each container.
Research results
Mineralwater
Water with fertilizer
Sparkling water
7/10
3/10
1/10
7/10
5/10
7/10
9/10
5/10
8/10
10/10
0/10
Conclusion: On April 10, 2017, we started observations, planted 10 seeds in four boxes with soil. The project lasted 7 days. On April 17, 2017, we finished watching watercress. Plant seeds were watered once a day. On the 4th day of observing watercress, we found that 7 out of 10 sprouts sprouted in the soil that we watered with fertilizer. On the 5th day of observation, 1 out of 10 sprouts sprouted in the soil that we watered with mineral water, 3 out of 10 sprouts sprouted in the soil that we watered with mineral water, and nothing sprouted in the soil that we watered with Mojito carbonated water. On the 6th day, we found that 9 out of 10 sprouts sprouted in the soil that we watered with water with fertilizer, 7 out of 10 sprouts sprouted in the soil that was watered with mineral water, 5 out of 10 sprouts sprouted in the soil that was watered with ordinary water, and in the soil that was watered Nothing came up with Mojito sparkling water. On the last day of the experiment, 10 out of 10 sprouts sprouted in the soil that we watered with water with fertilizer, 8 out of 10 sprouts sprouted in the soil that was watered with mineral water, 5 out of 10 sprouts sprouted in the soil that was watered with ordinary water, and in the soil that we watered with sparkling water The mojito didn't rise.
After observing watercress, we came to the conclusion that it is better to water seeds and plants with water with fertilizer, you can also water with mineral water and ordinary water. But it is best to water with fertilizer.
Conclusion
Based on the information collected and our research, we came to the conclusion: what is the best way to water seeds and plants:
1. water with fertilizer;
2. mineral water;
3. plain water.
Because these fluids are better for plant growth.
While doing this work, we got a great experience and a lot of emotions! It seemed to us that it was easy to work in a group, but it was not so easy. Of course, there were many disputes, in this project it was necessary to listen to someone else's opinion, and most often, I had to agree with it. And of course, the very topic that we chose was much more difficult than in the 4th grade. Despite all the obstacles, we made, in our opinion, a very good project.V.V.Beekeeper. Moscow, "Drofa" ,2015.
Appendix
Photo 1. seeds
Photo 2. Boxes with soil
