Assignment # 85 Virtual lab on “Which colors of the light spectrum are most important

for plant growth?” to Practice for Summative Assessment

Go to this link for the virtual lab page:
https://nt7-mhe-complex-assets.mheducation.com/nt7-mhe-complex-assets/Upload-20190715/InspireScie
nce6-8CA/LS12/index.html

Plant Growth
Which colors of the light spectrum are most important for plant growth?
Photosynthesis is the process in which plants use light energy, water, and carbon dioxide to produce food. Plants use the food
they make for growth and for carrying out other life processes.

Sunlight is the natural energy source for photosynthesis. White light from the Sun is a mixture of all colors of the light
spectrum: red, orange, yellow, green, blue, and violet. Light can be either absorbed or reflected by substances called pigments.
Most plants are green because the pigment chlorophyll reflects green and yellow light and absorbs the other colors of the
spectrum.

In this Virtual Lab you will perform an experiment to investigate what colors of the light spectrum cause the most plant growth.
You will calculate the plant growth by measuring the height of each plant under different colors of light. You will compare these
measurements and interpret a graph to determine which colors of the spectrum cause the most plant growth.

Objectives:
●​ Carry out an experiment to determine which colors of the light spectrum are used in photosynthesis as evidenced by plant
growth.
●​ Measure plant growth under lights of different colors of the spectrum.

Hypothesis

Write a hypothesis to predict the effect of color of light on plant growth. Use the If, then, because format. This
means you make your prediction and use the background information to explain why your prediction makes sense.

If the plants do not absorb green and yellow light, then red and violet will be the best for plants because they are farthest
for green and yellow on the color spectrum.

Procedure:
1. Click the Video button. Watch the animation to learn how light is made up of many wavelengths.
2. Make a hypothesis about which part of the light spectrum causes the most plant growth and which part of the light
spectrum causes the least plant growth. Assume that all conditions (soil content, moisture availability, and seed viability) are the
same for each seed as it grows. The only variable is the color of the light.
3. Test your hypothesis by choosing different plant seeds and observing how the plants grow under different colors of light.
4. Choose the type of seed(spinach,radish or lettuce) that you want to test and click its seed packet.
5. Click the arrows on the color display to select a color light filter for each set of three plants.
6. Start the experiment by clicking the light switch to the On position.
7. Make observations about the growth of the plant.
A. Click the ruler and drag it to each plant to measure the height.
B. Use the calculator to determine the average heights of the three plants under each color light filter.
8. Record your calculations in the Table below.
Data Table-record your observations in the data table.
Filter Color Spinach Average Height Radish Average Height Lettuce Average Height
(cm) (cm) (cm)
Red 18.6666666666 13 11
Orange 15 8 6
Green 2 12.66666666666 12
Blue 19 1 3
Violet 16 10 8

9. Click the Reset button. Repeat the experiment using a different color light filter and the same type of seed.
10. After all color filters have been tested on one type of seed, conduct the experiment again with another type of seed to
verify your conclusions.
11. Copy and paste your data table into google sheets and prepare your graph of your results. Insert your graph in the
box below.
Graph

Prepare a graph of your results in google sheets[copy and paste your data table into google sheets] Insert the google
sheet graph below, remember to use the correct type of graph and label the axes.:

Conclusion
Follow the 5 steps to write the conclusion paragraph for your investigation
A conclusion paragraph contains a description of the purpose of the experiment, a discussion of your major findings, an
 explanation of your findings, and recommendations for further study.

Address the following points in paragraph form (don’t just number off and answer each question)
1. Restate the overall purpose of the experiment (include IV and DV in this sentence.) or state the hypothesis
Example: The purpose of the experiment was to investigate the effect of stress on the growth of bean plants by
comparing the growth of bean plants subjected to the stress of being replanted with the control/non-stressed plants that
were not replanted.

2. What were the major findings, how confident are you in your results and do the results make sense scientifically?
(Summarize your data and graph results)
Example: No significant difference existed between the height of stressed plants and non-stressed plants. As the graph
shows above, the average height of all the stressed plants was 10.2 cm and the average height of all the non-stressed plants
was 10.4 cm. However, only 2 plants were grown for each group, so this is not very reliable. In fact the average height of
the two stressed plants was calculated from one plant of height 15.3 cm and the other 5.1cm in height. So while the average
height is close to the non-stressed height, the 2 plants had very different responses.
The results also do not make sense scientifically. The plants being replanted would probably have had some root loss from
being dug up which should have resulted in less growth.

3. Was the hypothesis supported by the data? (Use the terms supported, partially supported, or not supported when
responding to this question. Do not use the word “prove” – we do NOT prove a hypothesis true in science. )
Example: The hypothesis that stressed plants would have a dramatically lower average height was not supported.

4. How could this experiment be improved?(suggest at least one way to improve the experiment so that the data would be
more reliable,) Be specific about the changes that could be made.
Example: This experiment relied on an artificial source of stress – just digging out the plants at one time and replanting
them. Perhaps this experiment could be improved by simulating real-life stressors, including drought and lack of nutrients
in soil.
NOT acceptable: This experiment would have been better if we had done it correctly or if the simulation was better.

5. What could be studied next after this experiment? What new experiment could continue study of this topic? (Identify at
least one)
Example: Additional investigations using various sources of stress at more frequent intervals would be a good additional
experiment. Also, other crops could be subjected to the same experiment, such as corn and squash. Perhaps scientists could
find a chemical that the plants release during stress.

Write conclusion here:

I did this experiment to find out which color of light (IV) will make spinach, radish, and lettuce (DV) grow the most.
The red color light was by far the best for all of the plants. It had the highest height for radishes and lettuce, and
the second highest height in spinach. The worst light to plant in is green light. This is because the plant reflects
green and will not absorb most of the light. The hypothesis I made was supported by the data, because in the
hypothesis it was stated that violet and red would be the best light colors, and that was supported. To make this
experiment better, I would plant more plants to further increase the reliability of the data. Additional experiments
can be done with more different types of plants.

RUBRIC For Assignment #84

Self-assess you work before you turn it in, using the rubric below.
Make any necessary changes before you submit your work.
Check of the boxes for what you think you have successfully completed.
ALT 1 - Science Practices
Uses the practices of science inquiry to design, investigate, model, and explain phenomena using appropriate tools,
techniques, and variables.

Highly Proficient = 4

AST 1.1 Asks testable questions that arise ​ writes a. hypothesis that predicts the relationship between
Asks Questions from observations of phenomena, the independent and dependent variable
models, or unexpected results.

AST 1.4 Analyzes and interprets data, ​ - Constructs accurately labeled spreadsheets, data tables,
Analyzes and using graphical displays, to provide charts, and/or graphs and uses more than one of these
Interprets Data evidence for phenomena. methods to accurately summarize and display data to examine
relationships between variables.
Accurately labeled includes title, ​ - Accurately analyzes data using appropriate and systematic
column titles, description of units, methods to identify patterns AND explain limitations of the
proper intervals. data analysis (measurement error).

AST 1.5 Uses mathematical and ​ - Creates and uses spreadsheets to analyze very large data
Mathematical and computational thinking to identify sets for patterns and trends.
Computational patterns and trends in data sets in ​ - Uses and applies mathematical concepts and/or processes
Thinking order to evaluate and support (such as average, ratio, rate, percent, basic operations, and
scientific conclusions. simple algebra) to scientific and engineering questions and
problems.

AST 1.6 Constructs explanations based on ​ - Formulates an accurate claim based on experimental data
Constructs valid and reliable evidence and and patterns.
Explanations applies scientific ideas and ​ - Uses specific quantitative and qualitative evidence from the
principles to explain the lab to support the claim.
phenomena. ​ - Justifies the reason for the results based on relevant
science concepts and examples.
​ - Describes more than one experimental design limitations.