HYDROPONICS PROJECT
HYDROPONICS PROJECT
Using the “Alphabet Squares” below, list as many words that you can think of that are related to the main topic of “Plants”.
Main Topic: Plants
|A-B |C-D |E-F |G-H |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|I-J |K-L |M-N |O-P |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Q-R |S-T |U-V |W-X-Y-Z |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
HYDROPONICS PRE-TEST
“Hydroponics, the science of growing plants without soil, is far from being a new concept. The hanging gardens of Babylon, the floating gardens of the Aztecs of Mexico and those of the Chinese are early examples of ‘Hydroponic’ culture. The growing of plants in water is described in Egyptian writings dating back to several hundred years before Christ.”
Pre-Test for Hydroponics
|# |True/False Statements |T or F |
|1 |Hydroponic plants are more insect resistant than field-grown plants. | |
|2 |Hydroponic farming can be done year round. | |
|3 |Hydroponic vegetables grow up to 10 times faster than vegetables grown in soil. | |
|4 |Hydroponically grown vegetable crops must be planted much further apart than those grown in outdoor fields of traditional farms. | |
|5 |It is possible to grow food plants hydroponically in submarines. | |
|6 |Foods can be grown hydroponically in the deserts of the world. | |
|7 |Hydroponic growth of food plants can only be done indoors | |
|8 |Hydroponics cannot use artificial lights in place of sunlight. | |
|9 |Plants need to take in oxygen from their roots. | |
|10 |Food plants grown hydroponically have a lower vitamin and mineral content compared to field grown food plants | |
|11 |Food grown hydroponically must use artificial chemicals to ripen the fruit. | |
|12 |The United States in the number one in using hydroponics to grow food plants. | |
|13 |All types of plants that are grown hydroponically are all watered with the same nutrient formula. | |
|14 |Hydroponics can be done in greenhouses. | |
|15 |. Hydroponic farming produces less pollution than traditional outdoor farming. | |
|16 |Plants growing in soil cannot be transplanted into a hydroponic system. | |
|17 |Seeds can be germinated in hydroponic systems. | |
|18 |Hydroponic farms have greater problems with weeds than traditional field farms. | |
|19 |A fish tank can be used to grow plants hydroponically. | |
|20 |House plants can be grown hydroponically. | |
|21 |The nutrient solution must be cycled by a pump in a hydroponic system. | |
|22 |Growing media (such as gravel or peat) must be used in hydroponic systems to anchor the roots and give support to the plant. | |
|23 |NASA is currently experimenting with hydropnics in space. | |
|24 |Plants grown in soil require more watering than plants grown hydroponically. | |
|25 |Cuttings taken from plants cannot be grown hydroponically since they have no root system. | |
Pre-Test Key
1. (T) 6. (T) 11. (F) 16. (F) 21. (F)
2. (T) 7. (F) 12. (F) 17. (T) 22. (T)
3. (T) 8. (F) 13. (F) 18. (F) 23. (T)
4. (F) 9. (T) 14. (T) 19. (T) 24. (T)
5. (T) 10. (F) 15 (T) 20. (T) 25. (F)
THE FLOATING GARDENS OF THE AZTECS
Today, hydroponics is the term used to describe the several ways in which plants can be raised without soil. These methods, also known generally as soilless gardening, include raising plants in containers filled with water and any one of a number of non-soil mediums - including gravel, sand, vermiculite and other more exotic mediums, such as crushed rocks or bricks, shards of cinder blocks, and even styrofoam. Although many of us think of hydroponics as a relatively new method in agriculture, growing and cultivating plants without soil, has been in existence since ancient civilization. The Egyptians, Inca Indian tribes, the Aztecs, and the Babylonians are examples of ancient civilizations which practiced hydroponic gardening without even realizing it, way before the word "hydroponics" was ever thought of.
The Aztecs of Central America were a nomadic tribe, that was driven onto the marshy shores of Lake Tenochtitlan, located in the great central valley of what is now Mexico. Roughly treated by their more powerful neighbors, denied any land capable of growing plants, the Aztecs survived by exercising remarkable powers of invention. Since they had no land on which to grow crops, they determined to manufacture it from the materials at hand.
In what must have been a long process of trial and error, they learned how to build rafts of rushes and reeds, lashing the stalks together with tough roots. Then they dredged up soil from the shallow bottom of the lake, piling it on the rafts. Because the soil came from the lake bottom, it was rich in a variety of organic debris, decomposing material that released large amounts of nutrients. These rafts, called Chinampas, had abundant crops of vegetables, flowers, and even trees planted on them. The roots of these plants, pushing down towards a source of water, would grow though the floor of the raft and down into the water.
These rafts, which never sank, were sometimes joined together to form floating islands as much as two hundred feet long. Some Chinampas even had a hut for a resident gardener. On market days, the gardener might pole his raft close to a market place, picking and handing over vegetables or flowers as shoppers purchased them.
By force of arms, the Aztecs defeated and conquered the peoples who had once oppressed them. Despite their great size their empire finally assumed, they never abandoned the site on the lake. Their once crude village became a huge, magnificent city and the rafts, invented in a gamble to stave off poverty, proliferated to keep pace with the demands of the capital city of Central Mexico.
Upon arriving to the New World in search of gold, the sight of these islands astonished the conquering Spainards. Indeed, the spectacle of an entire grove of trees seemingly suspended on the water must have been perplexing, even frightening in those 16th century days of the Spanish conquest.
William Prescott, the historian who chronicled the destruction of the Aztec empire by the Spaniards, described the Chinampas as "Wondering Islands of Verdure, teeming with flowers and vegetables and moving like rafts over the water". Chinampas continued in use on the lake well into the nineteenth century, though in greatly diminished numbers. So, as you can see, hydroponics is not a new concept.
Task:
Suppose you were commissioned to create a documentary about “Chinampas” of the Aztecs.
1. Make a list of questions that you would expect the documentary to answer about Chinampas.
2. For each question asked, provide the information you would expect to appear in each answer.
3. Then indicate the sequence (order) that you would want the questions to addressed in the documentary,
and state why.
Copyright 1967, 71, 75, 79, 83, 87, 91, 95, 96, 98 Gary V. Deutschmann, Sr.
Document Revision Date 2/26/98 Applicable To This Page Only
Documentary Title: The Chinampas of the Aztecs
| | |Sequence | |
|Question |Information to Answer the Question |Number |Reason for Sequence |
| | | | |
| | | | |
| | | | |
| | | | |
Using a General Encyclopedia to find Information and References
1. Student should use a general encyclopedia (ie. Encyclopedia Brittanica) to find as much possible information about “HYDROPONICS” as possible.
General Encyclopedia Search: HYDROPONICS
Name of General Encyclopedia: ___________________________________________________________
|Topic |Information Provided |
| | |
| | |
| | |
| | |
| | |
Check another general encyclopedia and find additional information you can add to your table
Name of Encyclopedia: _____________________________________________________________
Name of Encyclopedia: _____________________________________________________________
Using a Science Encyclopedia to find Information and References
1. Student should use a general encyclopedia (ie. McGraw Hill Science & Technology Encyclopedia) to find as much possible information about “HYDROPONICS” as possible.
Science Encyclopedia Search: HYDROPONICS
Name of Science Encyclopedia: ___________________________________________________________
|Topic |Information Provided |
| | |
| | |
| | |
| | |
| | |
Check another Science encyclopedia and find additional information you can add to your table
Name of Encyclopedia: _____________________________________________________________
Name of Encyclopedia: _____________________________________________________________
Writing a Bibliography for an Encyclopedia
Encyclopedia and Other Reference Books:
Last Name*, First Name. “Article Title.” Name of Encyclopedia. Volume #. City: Publisher, Year.
*An encyclopedia article may or may not have an author. The author’s name can be found at the end of the article. An article that has an author is called a “signed article.”
Signed articles:
Sutherland, Zena. “Literature for Children.” World Book Encyclopedia. Volume 12. Chicago:
World Book, 1997.
The name of the encyclopedia article is placed after the author’s name and put in quotation marks.
Unsigned articles:
“Motion.” Encyclopedia Americana. Volume 19. Danbury, Connecticut: Groliers, 1994.
Write a bibliography for each encyclopedia used:
General Encyclopedias Used:
| |
| |
Specific EncyclopediasUsed:
| |
| |
Bottle Gardens: Growing a Herb
By definition, terraria and bottle gardens are completely or partially enclosed miniature environments, similar to small greenhouses. Varying the soil mix, types of plants, and amounts of heat and light will let you recreate a bit of the tropics, a moist woodland, or even a tiny bog. The environment inside a bottle garden is a self sustaining system that needs a minimum of care. Water is taken up by the plant roots and transpired as vapor through the leaves into the air. The water vapor creates a humid atmosphere (80% humidity as opposed to 20-30% in a centrally-heated room). and condenses on the side of bottle, eventually returning into the soil where it can be taken up by the plant roots. Air is “recycled” by photosynthesis and respiration. In photosynthesis, plants use water and carbon dioxide to form carbohydrates and oxygen is released. In respiration, plants use oxygen to “burn food” to produce energy and carbon dioxide is released. In this way, photosynthesis and respiration are interdependent, for respiration uses the oxygen produced in photosynthesis and in turn provides the carbon dioxide necessary for the continuation of photosynthesis. However, it is important to realize that the amounts of oxygen released far surpasses the amount of carbon dioxide released. Thus, few people completely seal bottle gardens or terraria - occasionally opening them to adjust proper gas levels.
Select a Herb to Grow in a 2-liter Bottle
1. Select a herb to grow in your bottle, and obtain 5-6 seeds from your teacher.
Cleaning Your Bottle Garden
2. Immerse the bottle in mild bleach solution to “sterilize” the bottle for several minutes. Then stand the bottle upside down and allow to air dry.
Adding Drainage Layer
3. Using a funnel (or rolled paper) add enough drainage material (gravel, perlite, vermiculite) to cover 1.5”-2” of the bottom of the bottle. This will provide your bottle garden with drainage - so that surplus water can drain through your soil and accumulate in the drainage layer, from which plants can safely draw water as they need it.
4. Add 2-3 spoonfuls of charcoal over the perlite, just enough to cover the drainage material thinly. The charcoal acts as a filter as the water circulates in the bottle.
Adding Growing Mix and Planting
5. Put growing mix in a tray and add enough water to make the mix damp but not “wet”. Then add enough of the moistened growing mix to 2”-3” of the bottom of the bottle.
6. Use a long stick to press a few holes into the growing mix. Then drop a few of your seeds into the bottle, and use the stick to guide the seeds into the holes - and then cover with soil.
7. Finally, give the growing mix a light spray of water from a spray bottle. Place the nozzle right inside the neck of the bottle and spray directly on the plants and onto the sides of the bottle (As this will also clean the soil from the inside of the bottle). Lightly place cap back on the bottle, and make a cross on top of the cap (to help later in the turning your plants - see Maintaining Your Bottle Garden).
AFTER PLANTS GERMINATE:
Balancing Your Bottle Garden
The only time consuming part of making a bottle garden is getting the moisture balance right. Too little moisture and the plants will die; too much and there will be so much condensation inside the bottle that you cannot see the plants. The most important factor in trying to balance a garden is to put the bottle where you expect it to stay. Just keep in mind, it is always easier to add moisture to a bottle garden then to get rid of it. The best way to add water to a bottle garden is to spray the plants inside of the bottle until they are covered with a fine film of water, then stopper, wait and watch for the amount of condensation that forms on the inside of the bottle. If there is too much condensation, condensation will form little droplets that will run down the sides of the bottle, while if there is too little moisture there will hardly be any condensation at all. In a well-balanced bottle garden there will be a fine mist of condensation over the upper third of the bottle. If you add too much water, leave the bottle opened until the amount of condensation is right, then replace the stopper. If you need to add water, add just a little on alternate days, until the balance is right.
Maintaining Your Bottle Garden
The most important thing you can do to maintain your bottle garden, is to remember to turn it. A quarter turn, in a clockwise direction, once a week is generally sufficient. The easiest way to judge the amount of your turn, is to make a cross (+) on the stopper. Each point on the cross would represent a quarter turn. Then pick a convenient day of the week and your all set. Other maintenance will include: pruning fast growing plants, removing any dead or fallen leaves and removal of weeds.
Obtaining Basic Information on Growing Your Plant
1. Go to the library and obtain a book on “HERBS” or “GROWING HERBS” and locate and record the following information:
Plant Name
Type of Plant Variety
Scientific Name
A General Description of the Mature Plant
Type of Plant: Annual, Biannual, or Perennial
Maximum Plant Height
When Should Seeds be Planted?
Depth that the Seeds Must be Planted
What Type of Location is Best?
What Type of Soil is Best?
How Far Apart the Seeds Must be Planted
How Tall Should the Plants be Before They are Thinned
What Spacing Should the Thinned Plants Have?
How Many Days Do the Seeds Require to Germinate?
How Can Plants be Started Indoors?
How is the Plant/Fruit Harvested?
Additional Information or Remarks?
2. How was the plant named?
3. Describe any historical information concerning the plant you selected.
4. Describe the culinary uses of the plant you selected.
5. Copy three recipes that use the plant you selected.
6. Describe any other uses of the plant you selected (decorative, medicinal, etc.)
7. Describe any literature references or folklore concerning the plant you selected.
8. Photocopy, draw or trace of picture of the plant you selected.
WRITING A BIBLIOGRAPHY FOR A BOOK
Book Citations:
Bibliographic citations for books vary. These examples can help you write your bibliography for many types of book citations.
Last Name, First Name. Title. City: Publisher, Year.
Book with one author:
Lavender, David. Snowbound: The Tragic Story of the Donner Party. New
York: Holiday House, 1996.
The author is listed, last name first. The title is underlined. The city where the book is published is listed followed by a colon and the name of the publisher followed by a comma. The year the book is published is then listed followed by a period.
Book with two authors:
Lurie, Jon and Jimmy Clarke. Fundamental Snowboarding. New York:
Lerner, 1996.
A book that has an editor:
Ehrlich, Amy, ed. When I was Your Age: Original Stories About Growing Up.
Cambridge, Mass.: Candlewick Press, 1996.
If the city of publication is unfamiliar, the name of the state or country is listed as well.
A book without an author:
Mobil Travel Guide, Southeast. New York: Fodor’s Travel Publication, 1997.
An article in a book without an author:
“Fiji.” The World Fact Book. Central Intelligence Agency: Washington, 1997.
The title of the article is listed before the title of the book.
BOOKS USED TO OBTAIN INFORMATION FOR GROWING YOUR HERB:
| |
| |
| |
| |
What Do You Know About Sweet Potatoes?
Put the students into groups of 3-4, and ask them to list everything they know about sweet potatoes, any direct experiences with sweet potatoes, and what questions they would like to ask about sweet potatoes.
|Everything you know about sweet potatoes |Direct experiences with sweet potatoes |Questions you would like to ask about sweet potatoes |
| | | |
The Sweet Potato Myth
Most Americans will tell you the sweet potato is that long yellow potato with the points at each end. When asked about the difference between a yam and a sweet potato, they will usually answer, "The yam is that orange or deep red potato we bake or roast for Thanksgiving." Unfortunately, they have eaten both kinds of sweet potatoes while swallowing the myth. There are no yams on the American dinner table. What we call yams are really just a variety of sweet potato.
Sweet potatoes in their many varieties are a highly nutritious food, easy to prepare, heavenly tasting, and extremely versatile on any menu. Yet, they are undervalued, ignored, and underappreciated. Some people enjoy the wonderful flavor and health benefits of sweet potatoes year round, but for many families sweet potatoes appear on the table at Thanksgiving and only then. We know of some folks who have never even eaten a sweet potato.
Sweet potatoes were actually born in Mexico, Central, and South America, as well as the West Indies. Their botanical name, Ipomoca batata, was derived from the American Indians of Louisiana who were growing them in native gardens as early as 1540. The Indians referred to sweet potatoes as batatas.
In his first voyage to the West Indies Columbus discovered many new foods which he brought back to Spain. Sweet potatoes were among his ship's treasures. The Spanish relished them and began cultivating them immediately. Soon they were profitably exporting them to England where they were included in spice pies to be devoured at the court of Henry VIII.
The French, not to be outdone, planted them at the request of Louis XV. They were favored in France only until his death and then lost popularity for thirty years until the Empress Josephine, who was from Martinique, craved them. It was then that sweet potatoes again became trendy in Paris restaurants for a time, but once more fell into obscurity. It was the Portuguese who carried sweet potatoes to Asia and Africa where they have become an important staple of the diet even today.
There are two major varieties of sweet potatoes, the yellow, drier, more mealy kind with lighter beige colored skins, and the orange, more moist, sweeter ones with reddish skins that are usually called "yams." True yams, however, are nothing like the sweet potato, but are a tuber native to Africa, very starchy, not very sweet, and grow as large as 100 pounds.
It was the Southerners, mainly from North Carolina, Georgia, and Louisiana, who adopted the name yams for the darker-skinned orange variety and made them an important part of their cuisine. "Yams" were so important in the South that during the American Revolution and the Civil War, they were said to have sustained the fighting soldiers.
The sweet potato deserves to be on the highest perch because it is a nutritional powerhouse with 4 ounces of cooked pulp supplying 2 grams of protein, 3.4 grams of fiber, 24.6 mg of vitamin C, 28 mg of calcium, 22.6 mcg of folic acid, 20 mg of magnesium, 348 mg of potassium, and a whopping 21822 I.U. of vitamin A. That's mighty impressive for only a half cup serving. The skins, which are completely edible, add even more fiber.
Task:
1. Read the article, “The Sweet Potato Myth”, and answer the following questions:
a. Was the information you listed in the “what you know column” all correct, why and why not?
b. What additional experiences with sweet potatoes did the article bring to mind?
c. What information from the article could be used to answer your questions about sweet potatoes?
Problem: To Hydroponically Grow a Sweet Potato Home
Task #1: Make a list of questions that you would need to know to be successful in hydroponically growing a sweet potato at home.
| |Questions you would need to know to hydroponically grow a sweet potato at home |
|1. | |
|2. | |
|3. | |
|4. | |
|5. | |
|6. | |
|7. | |
|8. | |
|9. | |
|10. | |
|11. | |
|12. | |
|13. | |
|14. | |
|15. | |
GROW A KITCHEN JUNGLE
A windowsill can be a science classroom
by Leslie Garisto Pfaff
FINE VINES
Chances are you’ve seen a sweet potato that has been sprouted in a glass of water. That's because—in theory at least—they're fast-growing and not hard to get started. We had to wait a month for our first sweet potatoes to sprout, but our patience was finally rewarded with two vividly moldering tubers. A friend offered an explanation: sweet potatoes are routinely sprayed with a chemical that inhibits sprouting—a boon to shippers and grocers but a nuisance to kitchen gardeners. We began again, this time with tubers that had already started to sprout, and we had no trouble producing lush, vine-like plants in a matter of weeks.
Look for a sweet potato that has already started to sprout, even if the sprouts are no longer fresh. This signals that the tuber has either escaped the spraying process or possesses the right genetic stuff to circumvent it. You'll also need a glass jar and several wooden toothpicks, plus potting mix and a terra-cotta flowerpot for eventual transplanting (choose a size that accommodates your tuber with a little room left over). Pierce the middle of the sweet potato with two toothpicks, one on each side, and suspend it over the jar. Fill the jar almost to the top with lukewarm water and set it on a bright windowsill. Make sure that the pointier, root end of the potato faces downward. We inadvertently planted one of our sweet potatoes upside down, and although it eventually sprouted, it seemed a little befuddled, taking several weeks longer than its companions to send out roots.
It takes about seven to fourteen days for a sweet potato to sprout. The first thing you'll notice are little whiskery rootlets growing under the water. Be patient: in a week or two you should see some tiny red sprouts at the top, which will soon open into small red-veined green leaves. Then watch out! Your sweet potato will turn into a growing machine, churning out masses of ivy-like foliage at a prodigious rate. When growth is about six to eight inches high, it's time to transplant to a more permanent container. Fill the flowerpot about a third of the way up with potting mix, then place the tuber on top of the mix and fill in around it. If at all possible, cover the tuber completely with mix to discourage rotting. Water often enough to keep the mix lightly moist.
Task #2: Read the article and record the information from the article that answers your questions.
| |Information Given in Article for Each Question |
|1. | |
|2. | |
|3. | |
|4. | |
|5. | |
|6. | |
|7. | |
|8. | |
|9. | |
|10. | |
|11. | |
|12. | |
|13. | |
|14. | |
|15. | |
Task #3: Evaluate the Completeness of Information found in the article for each question.
0 = was not addressed
1 = partially addressed (“poor” – lack of depth, explanation, etc.)
2 = mostly addressed (“good”)
3 = Completely addressed (“excellent”)
*****Support your evaluation of each question by providing reasons*****
|# |Rating |Reason for Rating |
|1 | | |
|2 | | |
|3 | | |
|4 | | |
|5 | | |
|6 | | |
|7 | | |
|8 | | |
|9 | | |
|10 | | |
|11 | | |
|12 | | |
|13 | | |
|14 | | |
|15 | | |
Writing a Procedure
Task #1: Make a list of all the materials you will need to hydroponically grow your sweet potato, and state their function.
|Materials |Function/Use |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
Task #2: Draw and label a picture of the set-up that you will use to hydroponically grow your sweet potato at home.
Task #3: Make a list of all the steps required to set-up your sweet potato for hydroponic growth.
|Step |Description of Steps Required to Set-up Sweet Potato for Hydroponic Growth |
|1 | |
|2 | |
|3 | |
|4 | |
|5 | |
|6 | |
|7 | |
|8 | |
|9 | |
|10 | |
Task #4: Make a list of all the variables that could affect the growth of your sweet potato.
|# |Variables that Could Affect the Growth of the Sweet Potato |
|1 | |
|2 | |
|3 | |
|4 | |
|5 | |
|6 | |
|7 | |
|8 | |
|9 | |
|10 | |
Task #5: Make a list of all the quantifiable (count and measure) observations you could make while growing your sweet potato plant
Task #6: Select four quantifiable observations, place them in the table below and record their values over time.
| |Observation #1 |Observation #2 |Observation #3 |Observation #4 |
|Day | | | | |
|Number | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
SAMPLE TABLE RESPONSES
Task 1
|Materials |Function/Use |
|Sweet Potato |Plant material to be grown |
|Cup |Hold the water/hydroponic solution and the sweet potato |
|Toothpicks |Inserted into sweet potato to partially suspend it in the water/hydroponic solution |
|Gravel |Growing medium to support roots/sweet potato (if toothpicks are not used) |
|Water |Required by plant for survival/growth |
|Fertilizer |Provides essential nutrients for growth and development |
|Black Paper |To cover the cup to help prevent algae growth in the water/hydroponic solution |
|Ruler |To measure the quantifiable observations |
Task 4
|# |Variables that Could Affect the Growth of the Sweet Potato |
|1 |Size/Mass/Shape/Age/Type of the sweet potato |
|2 |Temperature/Amount/Type/pH of water used |
|3 |Type/Amount/Frequency of fertilizer used |
|4 |Amount/Intensity/Type of light(s) provided |
|5 |Size/Color/Type of cup/container used |
|6 |Amount (%) of sweet potato in and out of the water/hydroponic solution |
|7 |Room (air)Temperature of the room the sweet potato is grown in |
|8 |Whether toothpicks/growing media is used (type/amount/location) |
|9 |Whether black paper is used to cover the container (type/amount) |
|10 |Amount of additional water/fertilized added over time |
Task 6
Count: Root Number
Stem Number
Leaf Number
Number of Leaves per/Stem
Number of Colors Observed In the Leaves
Measure: Root Length
Leaf Length,
Leaf Width (at widest part)
Stem Length
Stem Diameter
Leaf Position on Stem
Amount of Water Used per Day
Leaf Surface Area
Number of Veins per Mature Leaf
Distance Between Colors Bands in Leaf
Is Hydroponics Organic?
"An atom of nitrogen is an atom of nitrogen, no matter whether it came from a pile of compost or a sack of chemical fertilizer. This is a basic fact of botany, and therefore, there is no nutritional difference between a plant raised 'organically' and a plant that is grown 'chemically'. I'm right here with you 'organic' gardeners when it comes to farming in soil, but hydroponics is a different breed of cat entirely. So please don't criticize hydroponics on strictly emotional grounds". (Mother Earth News, Nov-Dec 1977, p.97)
The minerals that a plant requires for growth are absorbed by a plant's root system after they have been broken down into their elements and dissolved by the water. In soil, this breakdown process includes weathering, leaching, and bacterial decay of dead animals. Animal waste, and dead plant material. By the time the plant ingests these mineral elements, they are no different from prepared "chemical" elements.
Many organic gardeners are put off hydroponics because of the necessity for using "chemical", "non-organic" nutrients. This misconception.has unfortunately kept many people away from hydroponics.
So why the controversy? The widespread and negative overuse of chemical fertilizers for soil agriculture has destroyed essential bacteria and other organisms in the soil, as well as contributed to the pollution of rivers and excessive runoff. Too many nitrates can destroy the bacterial balance in soil and prevent it from being able to continue its normal regenerative process of creating minerals. It's thus "dead" soil, and will only support decent plant growth if further huge doses of fertilizers are added.
When there's no soil, there's no problem.
List reasons why you believe hydroponics is or is not organic:
|Hydroponics is Organic |Hydroponics is Not Organic |
| | |
SUPERMARKET PRODUCE INVENTORY
Main Topic: Produce in the Supermarket
|A-B |C-D |E-F |G-H |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|I-J |K-L |M-N |O-P |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Q-R |S-T |U-V |W-X-Y-Z |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
PRODUCE VARIETIES
|Produce Name |Specific Variety |Description |
| | | |
|+++++++++++ | | |
|+++++++++++ | | |
|+++++++++++ | | |
|+++++++++++ | | |
|Produce Name |Specific Variety |Description |
| | | |
|+++++++++++ | | |
|+++++++++++ | | |
|+++++++++++ | | |
|+++++++++++ | | |
|Produce Name |Specific Variety |Description |
| | | |
|+++++++++++ | | |
|+++++++++++ | | |
|+++++++++++ | | |
|+++++++++++ | | |
|Produce Name |Specific Variety |Description |
| | | |
|+++++++++++ | | |
|+++++++++++ | | |
|+++++++++++ | | |
|+++++++++++ | | |
Growing Tomatoes in Soilless Culture
For many growers, tomatoes are the ideal crop to produce due to their tremendous demand and high market value. Since tomatoes are a universal item in the American diet, they are very easily marketed, even in outlying rural areas away from major markets. This ease of marketing all that a grower can produce is an important point to consider when choosing a crop. Also, with a ten-day shelf life, tomatoes need no refrigeration or special treatment prior to delivery to market.
Consumer acceptance of hydroponically grown tomatoes has also contributed to their appeal to the commercial grower. Most of the year consumers must depend on field grown tomatoes, usually from Mexico, Florida, or California. These green-picked, gas ripened tomatoes are usually of questionable quality and their taste and texture leave much to be desired. Transportation costs, unionized labor, and climactic conditions are increasing the cost to produce field vegetables, and are causing a shift of vegetable production closer to the markets, making controlled environment tomato production a profitable alternative for the farmer who is looking to diversify.
Quality of the hydroponically grown tomato is unsurpassed, with a beautiful appearance, smooth skin, little or no blemishes, a deep red color when fully ripe, a real tomato aroma, a meaty texture, and an excellent taste, much like garden tomatoes. A comment often heard from people tasting a hydroponic tomato for the first time is: "This tomato really tastes like a tomato!" Produce buyers are anxious to find suppliers for this quality of tomato and a ready market and profitable price are virtually assured.
Most hydroponic growers prefer to grow a single tomato crop for the entire year, with northern growers usually planting seeds in early January, and southern growers planting in August. Some growers plant two crops per year, a spring and a fall crop, thereby eliminating the lower price received during the summer months and allowing a reduction in labor at those times. In the north, while the price is lower for a month or so in the summer time, hydroponic tomatoes bring a premium price, right through the home grown season.
To make a full time business, to generate sufficient wages for the owner/operator, and to earn a reasonable profit, a quarter acre, four-bay greenhouse is the minimum recommended size to begin with. Some growers wishing to start out on a smaller scale choose either our 30' x 128' free-standing unit, or a two-bay gutter connect unit, which can be added on to in the future. We can help you decide the best choice for your particular situation.
Hydroponic tomatoes can be grown in several types of soilless systems, with perlite bags being one of the most popular. Rockwool, peat bags, and NFT (Nutrient Film Technique), are also used by some growers. The perlite bag system, developed by growers in Scotland, is becoming the most popular system due to the lower capital costs and ease of installation and management. Although perlite is included in its packages, CropKing is able to offer other systems, depending on the grower's needs and desires.
CropKing Inc.
5050 Greenwich Road, Seville, OH 44273-9413 USA
phone: (330) 769-2002 fax: (330) 769-2616
TASK: (for groups of 3 students)
Write and perform a two minute Television Commercial for consumers to buy hydroponic tomatoes at the supermarket – even if they cost “slightly” more money than traditional farm grown tomatoes.
HYDROPONIC TOMATO COMMERCIAL
|Describe the scene(s) in which the commercial will take | |
|place: | |
| | |
| | |
| | |
| | |
|Identify all the characters in the commercial: | |
| | |
| | |
| | |
| | |
|Describe the “costumes” of each character: | |
| | |
|Describe the dialog of the characters: | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Identify all the props that will be used in the | |
|commercial: | |
| | |
|What is the most important information that you want the | |
|consumer to remember from your commercial? | |
|What is your “catch phrase”? | |
| | |
How Can the Computer Help Us Find Information about Hydroponic Tomatoes?
1. Use a search engine to find information about hydroponic tomatoes
Examples might include:
Additional Search Sites Used:
|Site Name |Site Address |
| | |
| | |
| | |
| | |
| | |
2. Search each of the following phrases:
a. “Hydroponic Plants”
b. “Hydroponic Tomatoes”
c. “Hydroponic Tomato Plants”
d. “Growing Tomato Plants Hydroponically”
Additional Phrases:
For phrase (a-d) pick one web site that you feel may be helpful in finding information about hydroponics. Go to the web site to find information about hydroponics and record in the “Computer Search Results” sheet.
Computer Search Results
|Search Topic |Results |
|Hydroponic | |
|Plants | |
| | |
| | |
|Name of Site | |
|Hydroponic | |
|Tomatoes | |
| | |
| | |
|Name of Site | |
|Hydroponic | |
|Tomato Plants | |
| | |
| | |
|Name of Site | |
|Growing Tomato | |
|Plants Hydroponically | |
| | |
| | |
|Name of Site | |
Evaluating a Computer Website
1. Reasons why sites need to be evaluated
Not everything on the world wide web is accurate and worthy of being “published” on the web. In addition, quantity and quality of information varies greatly on individual sites. And search engines do not differentiate between the “good and bad sites”. Therefore, it is important to carefully evaluate an “unknown site/site author” before accepting its information as being reliable. Many well known institutions post web sites and they are generally considered to be “reputable sites” and their links are usually also to “reputable sites”. And in some cases, the site may be considered reliable, but the there is little or no information on the topic you are searching.
2. Make a list of all the information would expect to see in a site named:
Hydroponic Tomatoes
Rank the list in order of importance (1= most important, 10 = least important)
And state your reason for each ranking
Hint: Information is NOT just text!
3. Draw a picture of how you would arrange the “HOMEPAGE” for the “HydroponicTomatoes” Website
| |
HYDROPONIC TOMATO WEBSITE
|Rank # |“Expected Information on Web Site” |Reason for Ranking |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Evaluating a Website for Information on Hydroponic Tomatoes
1. Find a Web Site that has Information on Hydroponic Tomatoes
How did you get from the home page to the specific information about the quality of
hydroponic tomatoes?
Was the homepage layout easy to follow?
Print out information that relates to quality of hydroponic tomatoes.
2. Evaluation Criteria that Need to be Evaluated:
Provide Site Biographical Information and then evaluate the following:
Quantity of information
Quality of Information
Use of Graphics
Number of Links
Grade Level
Best Feature(s) of the site
Comparison to other sites
Using the “Evaluating a Website Form”, record the information requested above.
Evaluating a Specific Website
Date of Web Site Visit: ______________________
Name of Web Site: ________________________________________________________________
URL Address: . __________________________________________________________
Who Posted the Site: _______________________________________________________________
Purpose/Goal/Reason for Site: _______________________________________________________
Last Updated: _______________________ Grade Level(s): ___________________
Major Topics Addressed in Website:
Quality of Information provided for each topic:
Poor: Insufficient for understanding of topic
Good: Sufficient for understanding of topic
Excellent: Thorough and comprehensive coverage of the topic
|Topic Name |Quality/Reason |
| | |
| | |
| | |
| | |
| | |
Use of Graphics to Support Text for Each Topic:
Poor: Unclear and Does not Support Text
Good: Diagram Matches Text and Aids in Understanding of Concept
Excellent: Diagram Thoroughly Explains Concepts and Could Stand Alone Without Text
|Topic Name |Description of Graphic |Quality |
| | | |
| | | |
| | | |
| | | |
| | | |
Best Feature(s) of the Site:
How many links were provided for the site/topics?:
Identify specific links that were helpful and/or relevant to the topic(s):
|Name of Link |Summary of Content |Reason it was Helpful |
| | | |
| | | |
| | | |
| | | |
Overall Ratings: On a scale of 1-5 (1 is the lowest and 5 is the best), rate the following:
Visual Appearance of Site ________
Content of Text ________
Use of Graphics ________
Ease of Use ________
Links ________
Helpfulness to your task ________
Overall Rating of Site ________
What is your “bottom line” about this sight? (1-2 sentences):
How can we write a bibliography for computer web sites?
Bibliographies for CD-ROM and the World Wide Web:
When using non-book materials, include the publication medium (CD-ROM or World Wide Web, etc.), the vendor’s and publisher’s names (if known), and the date of database publication.
“Maya Angelou.” UXL Biographies. Version 2.0. CD-ROM. Farmington
Hills, MI: UXL, 1999.
“Belize.” UXL Worldmark. Version 1.0. CD-ROM. Farmington Hills, MI:
UXL, 1997.
Burke, Ronald. “Vatican City.” World Book Multimedia Encyclopedia.
CD-ROM. Chicago: World Book, Inc., 1999.
World Wide Web/Internet:
Ashmawy, Alaa. Seven Wonders of the Ancient World. 26 August 1997.
Welcome to the White House. U.S. Government. 3 September 1999.
< >
|COMPUTER WEB-SITE BIBLIOGRAPHY |
| |
| |
| |
| |
| |
| |
| |
| |
TOMATO QUALITY TEST
1. Make a list of characteristics by which you would “judge the quality” of a tomato
|# |Characteristics |Rank |
|1 | | |
|2 | | |
|3 | | |
|4 | | |
|5 | | |
|6 | | |
|7 | | |
|8 | | |
|9 | | |
|10 | | |
Rating Scale for Each Characteristics
0 – “Unacceptable” 1 – “Poor” 2 – “Good” 3 – “Excellent”
| | Hydroponic Tomato | Non-Hydroponic Tomato |
| |Score Reason: |Score Reason: |
|1 | | |
|2 | | |
|3 | | |
|4 | | |
|5 | | |
|6 | | |
|7 | | |
|8 | | |
|9 | | |
|10 | | |
| |TOTAL = |TOTAL = |
Reflection: Why would you pay more or not pay more for a hydroponically grown tomato?
What Food Crops could be Grown Hydroponically?
You can grow just about anything hydroponically that you can when using traditional techniques. Chances are, your favorite plants will thrive in their new conditions. Basil, beans, broccoli, Brussels sprouts, cabbage, cantaloupe, carrots, cauliflower, chard, chilies, chives, cucumbers, eggplant, flowers of all types, herbs of all types (ie. mint), lettuce (and various other salad greens), peppers, radishes, snow peas, spinach, squash, strawberries, tomatoes, and watermelon are all common hydroponic crops. Certain growing systems and conditions work better together with some crops. It is a good idea to do some research to find out what will work best for your situation.
Hydroponic plants can be started just like traditional plants. They can be grown from seed in germinating medium and then transplanted. Remember that the plant's roots need to be cleaned before transplanting to a hydroponic system. This is especially important if a plant is ever going from a soil-based situation to hydroponics.
Characteristics of a “Good Hydroponic Food Plant” that can be Grown at Home
|# |Characteristics |
|1 | |
|2 | |
|3 | |
|4 | |
|5 | |
|6 | |
|7 | |
Plant selected to hydroponically grow at home: ______________________________________
State your reasons for selecting your plant:
Task: Write a report on how to hydroponically grow the food plant
you selected at home
SCORING GUIDE FOR A HYDROPONICS REPORT
1. Report Content (70%)
a. Neat and well-organized appearance to the report 4 pts
b. Introduction for report topic/question that describes the
rationale(s) for the food plant selection 4 pts
c. Statement of students ideas and beliefs concerning the report
topic/question before research 6 pts
d. Logical/sequential presentation of relevant information
representing all sources 6 pts
e. Well balanced presentation of topic information/ideas 10 pts
f. Report written in the students own words 12 pts
g. Expression of student opinions/ideas/conjectures on
researched information 12 pts
h. Conclusion that expresses what the students now
believes to be true (and why) after completing the report 12 pts
i. Statement of how the research topic/question relates to the
central problem 4 pts
2. Drawings/Illustrations (20%)
a. Report Cover Illustration 5 pts
b. Drawings/Illustrations with Report Text 12 pts
c. Additional report artwork/decorations 3 pts
3. Bibliography (10%)
a. Properly Referenced Sources (see handout on referencing sources) 4 pts
b. Multiple Sources cited (newspapers, magazines, books, textbooks, online) 6 pts
TOTAL = 100 pts
DETERMINING POINTS VALUE FROM THE SCORING GUIDE
1. Report Content (70%)
a. Neat and well-organized appearance to the report 4 pts
0 - lacking any clear organization
1 - poor organization
2 - basic organization
3 - mostly well organized
4 - excellent organization that is logical/sequential
b. Introduction for report topic/question that describes the rationale(s) for the topic selection 4 pts
0 - no introduction or rationale given
1 - vague, unclear introduction or rationale
2 - Average introduction and a minimal rationale
3 - Good introduction with a fair/good rational(s)
4 - excellent introduction with strong, specific, multiple rationales
c. Statement of students ideas and beliefs concerning the report topic/question before research 6 pts
0 - No statement of student ideas or beliefs
2 - Vague and unsupported statement of student ideas and beliefs, no examples
4 - Good description of ideas and beliefs, using a few supporting examples
6 - Clear, well thought out description (using many examples) of ideas/beliefs
d. Logical/sequential presentation of relevant information representing all sources 6 pts
0 - No logical/sequential presentation of information
2 - Poor presentation in terms of being logical and sequential
4 - Mostly a logical/sequential presentation of info from all sources
6 - Very clear and logical/sequential presentation of info from all sources
e. Well balanced presentation of topic information/ideas 10 pts
0 - No balance in a poorly written confusion of ideas
2 - Only one long drawn out idea presented
4 - One long drawn out idea with several very short, poorly developed ideas presented
6 - At least two well developed ideas presented with additional poorly developed ideas
8 - At least three well developed ideas presented with additional poorly developed ideas
10 - An appropriate number, and extremely well balanced presentation of
ideas/subtopics/examples presented to support the major topic
f. Report written in the students own words 12 pts
0 - No attempt made to write in students own words
2 - Small fragments written students own words, well over quoted
6 - No less than 50% of report written in students own words, over quoted at times
10 - Most of the report (90%+) is written in students own words
12 - Entire report is written in students own words at an appropriate level, with best selected quotes
use intermediate values as needed to reflect quality
g. Expression of student opinions/ideas/conjectures on researched information 12 pts
0 - No opinions/ideas/conjectures stated
2 - A few poorly stated opinions/ideas/conjectures
4 - A small mixture of poor and fair opinions/ideas/conjectures quickly stated
6 - Three well stated and supported opinions/ideas/conjectures
8 - Four or more well stated and supported opinions/ideas/conjectures
10 - A mixture of well stated opinions, ideas, and conjectures - adequate to support the topic
12 - Many well stated, supported opinions, ideas, and conjectures relevant to the topic/subtopics
h. Conclusion that expresses what the students now believes to be true (and why)
after completing the report 12 pts
0 - No conclusion stated
2 - A poorly stated conclusion that is mostly unsupported
4 - A fair conclusion that has some support
6 - A good conclusion with minimal support
8 - A good conclusion with good support
10 - A very good conclusion that is very well supported
12 - Student provides a well thought out conclusion that accurately reflects researched info and
provides excellent example(s) of possible extensions
i. Statement of how the research topic/question relates to the central problem 4 pts
0 - No attempt to relate research topic to central problem
1 - Vague and unclear statement of how the topic relates to the central problem
2 - A reasonable statement that attempts to relate the topic to the central problem
3 - A good attempt to relate the topic to the central problem - using at least one example
4 - Very clear and extended statement that demonstrates understanding of how the
research topic is related to the central problem -with specific examples cited
2. Drawings/Illustrations (20%)
a. Report Cover Illustration 5 pts
0 - No report cover illustration
1 - Poor, meaningless cover illustration
2 - Minimally acceptable illustration - very basic, no special relevance to topic
3 - Average illustration that has a some relevance to the topic
4 - Good illustration that is clearly relevant to the topic
5 - Creative and original report cover that clearly reflects the research topic/question
b. Drawings/Illustrations with Report Text 12 pts
0 - No drawings/illustrations in report text
4 - One relevant drawing/illustration that supports the text
8 - Two relevant drawing/illustrations that support the text
12 -Three relevant drawing/illustrations that support the text
use intermediate values as needed to reflect quality
c. Additional report artwork/decorations 3 pts
0 - No additional artwork/decorations
1 - Some minor additional artwork/decoration
2 - Good artwork/decoration on each page of the report
3 - Artwork/decorations that greatly improve the quality of the work
3. Bibliography (10%)
a. Properly Referenced Sources (see handout on referencing sources) 4 pts
0 - No sources cited
1 - All sources not properly cited
2 - One type of source properly cited
3 - Most sources properly cited
4 - All sources properly cited
b. Multiple Sources cited (newspapers, magazines, books, textbooks, online) 6 pts
0 - No sources cited
1 - Only one type of source cited
2 - Two types of sources cited
3 - Three types of sources cited
4 - Four types of sources cited
5 - Five types of sources cited
6 - Five types of sources cited with more than one for each
TOTAL = 100 pts
Determining Relative Light Intensities In Your Home
Light is critically important to plants, and each plant has its preference for the intensity and number of hours of light received each day. Yet, few people realize what vast differences in light intensity exist within the home. Not only from room to room, but within the same room, the light can be many times brighter in one location than than another. In an apartment, the windowsill of a south-facing room is the brightest spot in the home and is ideal for cacti and other succulents, geraniums, amaryllis, and flowering plants from temperate zones. However for other plants this can be too much light which causes leaves to curl downward, and lose their green color. This is especially evident in the plants young leaves, which are affected first, turning pale then yellow. And for inexperienced indoor gardeners, this is often mistaken as evidence of lack of food and water.
Most house plants like some direct sun, usually no more than an hour or two a day. These plants will do well in either an east or west window, and can thrive in a south-facing room, if they receive some protection from the sun. As plants are moved back from a windowsill, the intensity of the light falls off dramatically, so that in the middle of the room, the light intensity will have decreased 50% or more. Plants in the back corner of a a south room, where no direct sun falls, may receive only 5% of the light that strikes plants on the windowsill. Generally, after a south facing window the next brightest is an east facing one, followed by those facing west and north. Low light plants often favor the steady, cool light of a north window. A southwest window in the summer is often treacherous, particularly in the afternoon when the combination of heat and light intensity may be too much for tropical plants to handle.
SUNNY
A sunny position is one that gets direct, unobstructed sunlight for all, or part of the day. South-facing windows will receive sunlight for most of the day, east-facing windows receive sunlight for several hours in the morning, and west facing windows ones for several hours in the afternoon. The strength of the sunlight will depend on the latitude and on the orientation of the room. South-facing rooms receive more intense light, but in summer it reaches less far into the room than in east- or west-facing rooms.
Plants: cacti, succulents, hard-leaves bromeliads, certain sunny loving flowering plants
FILTERED SUN
A room receiving filtered sun may face south, east or west (or SE or SW) but direct sun is baffled by translucent blinds or curtains, a tall building or leafy trees outside a window. This level of light is also found between 3 and 5 ft from a window which receives sun for all, or part of the day. Although no direct sun falls here, the general level of brightness is high. Filtered sun is about half to three-quarters as intense as direct sunlight.
Plants: Palms, dracaenas, ti plants, false aralias, soft-leaved bromalids (scarlet stars), flaming swords.
SHADY
A shady position receives no direct or filtered sunlight, but does not have ³poor light² (which is too low for plant growth). This level of light is found in, or just a little distance from, a well-lit north facing window. It is also found in shaded areas within sunny rooms - for instance along side walls - where the plant is well out of reach of the direct sunlight, yet no more than 5-6 ft. from a sunny window. Shady positions receive about a quarter as much light as a sunny ones.
Plants: tropical plants from low-down in the jungle canopy (Bird¹s nest fern), however no flowering plants or foliage plants with variegated leaves.
PROCEDURE:
1. From a reference book find the latitude of New York City ________________
(In lower latitudes the light in a room would be brighter, but would extend far less into the room.)
2. Count the number of windows in each room and measure their size (length x width in inches) and the presence or absence of blinds and/or curtains. (If curtains are present , measure the amount of window they cover.)
Number Size (in.) Blinds or Curtains
kitchen ________ ________ ________________
living room ________ ________ ________________
bedroom ________ ________ ________________
bathroom ________ ________ ________________
other ________ ________ ________________
3. Using graph paper (1 box = 1”x1”) draw the layout of all the rooms of your apartment.
Indicate the following on your layout drawing:
-a compass orientation of north, south, east, and west
-location of windows for each room
-position of existing plants (names if possible)
-large furniture of each room
-indicate areas of each room that are sunny, filtered sun, and shady
SOIL ANALYSIS
1. General Observations about Soil
Spread a small amount of soils onto a piece of white paper and record the following information:
Soil Color:
Texture: Rub a small amount in the palm of your hand
How does the soil feel?
Odor:
General Moisture Level (circle one)
dry - low/medium - moist/high – wet
Other characteristics:
Presence or absence of plant materials (roots, leaf pieces, seeds) - describe:
Presence or absence of animal life (worms/insects/ect.) - describe:
2. Relative Proportions of Soil Constituents
Put1 teaspoon of sample in palm of hand, moisten the sample slightly with with water. If sample:
a. maintains ball shape - high clay %
b. breaks apart slightly - high % silt
c. breaks apart - high sand %
3. Quantativie Measurements of Soil: Separation by Water
large test tube (20x150mm), test tube rack, water, soil sample
1. Fill the test tube 1/4 to 1/3 full of the soil sample.
2 Add water to the test tube until the level in the tube is 2-3 cm from the top.
3. Stopper the test tube and thoroughly shake it for several minutes.
4. Place the test tube in the test tube rack and record your observations of the settling process over the next 16 minutes. in the table below.
Soil Separation by Water
|min |Description |
|1 | |
|2 | |
|4 | |
|8 | |
|16 | |
5. After 16 munutes, measure the size of each distinct layer in the test tube and determine the percentage of each layer compared to the total amount of settled material.
Layer One cm. ________ % of Total
Layer Two cm. ________ % of Total
Layer Three cm. ________ % of Total
Total Soil Layers cm.
4. Chemical and Physical Properties of Soil
Magnetic-permanent bar magnet, dry soil sample 50g, plastic bag
1. Weigh out 50 grams of a dry soil sample
2. Spread sample on a piece of white paper.
3. Wrap the magnet in the plastic bag, then gently rub the magnet into the soil sample.
4. Carefully remove the bag from the magnet over another piece of white paper to collect the magnetic portion of your sample.
5. Weigh the magnetic and nonmagnetic portion of your sample and determine the % of each.
Mass of magnetic portion of soil _________grams ________ % of total
Mass of nonmagnetic portion of soil ______grams ________ % of total
5. Testing for Carbonates
Carbonates are quite common in soil, and since they are not very soluable they tend to remain for a long period of time in the soil. Two common forms of calcium carbonate are Marble and Limestone. To test for carbonates is quite simple; and only requires an acid.
1. Place a teaspoon of soil into a watch glass, then add 5 drops of dilute
Hydrochloric acid to the soil. If bubbles (carbon dioxide gas) form this is considered a positive indication of carbonates in the soil.
______Soil bubbles - positive for carbonates or
______Soil does not bubble - negative for carbonates
6. Ability to hold water (permeability and retention)
Retentivity uses the ratio of water to dry soil to determine what fraction of its own mass of water the soil can hold.
cylinder (open at both ends), cloth, rubber band, 100 ml grad cyl,
a balance, 250 ml beaker, a stand, dried soil sample
1. Place the cloth over one end of the cylinder and secure with a rubber band and weigh it.
2. Fill the cylinder with 100 grams (about three quarters full ) of dried soil sample and pack it slightly by tapping the cylinder gently on a book.
3. Using a ring stand and an adjustable clamp, mount the cylinder so that it is above the 250-ml beaker.
4. Pour 100 ml of water into the open top of the cylinder and begin timing until the water first wets the cloth at the bottom of the cylinder.
5. After the cloth first appears wet, allow the cylinder to remain in place
for 5 more minutes (allowing water to drip out).
6. Using the graduated cylinder measure the amount of water that passed through the cylinder, and substract this from 100 ml to determine the amount of water that was retained.
______ml water retained
7. Divide the mass of the water (1 ml of water = 1 gram) retained by the soil by the mass of the dry soil sample.
7. Soil pH Testing
Acids influence the soluability of of minerals in the soil. The simplest and most abundant acid in the soil is formed when carbon dioxide from the atmosphere and decaying organic matter combines with water from rain or in the soil to form carbonic acid. Carbonic acid has been found to increase the soluability of soil minerals.
1 Using litmus paper determine if the filtrate is acidic or basic.
Red litmus paper color after tested with soil filtrate - __________ (red or blue)
Blue litmus paper color after tested with soil filtrate - __________ (red or blue)
Soil is ________ (acid, base, or neutral)
2. Using pH paper (pHydrion Paper) determine the pH value of the filtrate.
pH paper color after tested with soil filtrate - __________ , pH= __________
8. Measure Pore Space
100 ml grad cyl, a beaker, air dried soil (clusters broken up) water
1. Weigh a small beaker (ie. 125 ml)
Mass of beaker = _________ g.
2. Fill the small beaker (just below the top of the beaker) with (air-dried) soil and weigh again.
Mass of beaker + soil = ________ g.
Determine the mass of the soil only.
Mass of soil = ________ g.
Pack the soil by tapping the beaker gently on a book.
3. Fill a 100-ml graduated cylinder with water. Add water from graduated cylinder to the beaker of soil until it comes exactly to the top of the soil.
4. Record the volume of water you used to fill the beaker of soil. This is the total volume of the pore space that was filled by water
Volume of water = _______ ml
Pore Space = water (ml)/mass of soil (g)
IF TIME PERMITS:
9. Spacing Between Soil Particles
open cylinder (2x20 cm), cloth, rubber band, 150 ml beaker, soil sample, a stand with a clamp, ruler
1. Fill the cylinder 3/4 full with soil sample (no clumps), tap tube with pencil to compact soil; and using an adjustable clamp secure the tube to the ring stand so that covered end is at the bottom.
2. Lower the cylinder into a 150-ml beaker (filled with water) just below surface of water. Every 2 minutes (time can be adjusted if necessary) measure the distance the water has traveled upward in the cylinder, until it appears not to go any higher.
The height that the water rises to in the cylinder is a direct indication of the size of the pores in the soil. The higher the water travels upward, the smaller the pores are in the soil.
The rate that the water rises in the cylinder is another measure of soil permeability. Try timing different soils for a specific period of time to see how far the water travels upward, or time the maximum water height for each soil sample
SUMMARY QUESTIONS
1. What is soil?
2. How is the type of soil determined in a region?
3. Draw a vertical profile and describe the five distinct regions.
4. What are the mineral components of soil, and what are there sizes?
5. Why are pore spaces important in the soil?
6. Decribe the four types of soil: Sand, Sandy Loam. Silt Loam, and Clay.
7. What nutrients are found in the soil?
8. How can the pH of the soil be modified?
9. How can soil be improved?
10. Why are fertilizers added to the soil?
11. Why do farmers till the soil?
12. What do the numbers on fertilizer stand for?
13. What is organic farming?
14. What is hydroponics?
15. Describe gravitational, capillary, and hygroscopic soil water.
Communicating Your Results
Making a Poster about your Hydroponic Plant
1. Make a list of all the information and materials that should appear on your poster
Examples might include:
Timeline of hydroponics history
List of plants grown hydroponically (food/nonfood plants)
Pictures of different hydroponic systems
Tables that compare different hydroponic systems
Tables that compare hydroponics to traditional farming systems
Tables of different nutrient solutions
A list of “high-quality” web sites that have information about hydroponic plants/your plant
Pictures of different/your plant growing hydroponically
The results of your hydroponic/nonhydroponic taste test comparison
The common, additional, and scientific names of the your plant
A list of food products/recipes that are made from your
A picture of the your plant and its fruits/seeds
Anecdotal statements about the quality of hydroponic food plants/your plant
2. The Project Title
GROWING HYDROPONIC “YOUR PLANT NAME” AT HOME
Reminder: the title should be a large enough font size so that it stands out on the poster
3. Collect all of the information and materials
Reminder: A poster is a visual representation of information, keep the text to a minimum
Information can be mounted on color paper to provide contrast against the white board
Use glue sticks so as not to wrinkle the paper!
4. Make a plan of how the information will be presented on the board
Plan how you will organize your information on an 8.5 x 11” paper first
How several different “layouts” in mind so you can modify as necessary
5. Try to arrange the information on the board according to your plan
Before permanently attaching any thing to your poster board – lay it all out first
6. Make modifications as necessary
See how it looks and rearrange, reduce/enlarge the size and eliminate/add items as needed
Using a Scoring Guide to Evaluate Your Hydroponic Plant Poster
1. Appearance of Poster (12%)
a. Clean and Neat 3 pts
b. Information Well Organized on Poster 5 pts
c. All (most) Information is an Appropriate Size 2 pts
d. Artistic Creativity 2 pts
2. Required Information on Poster (30%)
a. A Title (appropriate size, neat, correct spelling, full wording) 2 pts
b. Description of the Basics of Hydroponics 3 pts
c. General Description of selected plant (all parts-table format) 5 pts
d. Description/Comparison of traditional growing method and home 15 pts
hydroponic growing system used
e. Survey Questions and Results for taste comparison 5 pts
3. Use of Graphics on Poster (30%)
a. Pictures/Diagrams of Selected Plant (all parts) 5 pts
b. Pictures/Diagrams of Hydroponics/Hydroponic Systems 12 pts
c. Tables, Graphs, and Charts 10 pts
d. Decoration and Artistic Additions 3 pts
4. Evidence that Student has Processed Researched Information (28%)
a. Information has been written in student’s own words 5 pts
b. "Information tables" are of student origin 5 pts
c. Diagrams are student made, or have are significantly
modified from original format 5 pts
d. Poster represents work from "multiple sources" 5 pts
e. Extensive list of references (books, www, etc.) 4 pts
f. Evidence of creativity in the poster layout and the
display materials selected 4 pts
TOTAL = 100 pts
TASK: Use the scoring guide to score your poster
Provide a rationale (reason) for each score value selected
Giving an Oral Presentation About Hydroponics to the Class
Introduction
• Start with some "interesting or unusual facts" about hydroponics
• Historical aspects of hydroponic growing
• Identify equipment and materials used in hydroponics and their function
• Describe different types of hydroponic systems with their advantages/disadvantages
• Describe the characteristics of the“best types of plant” for hydroponic growing
• Compare/Contrast traditional farming methods to hydroponic growing methods
Your Selected Plant
• Describe your selected plant: structure (anatomy), history, uses, symbolism, etc.
• Describe the plant you selected and give rationales for its selection
• Explain why your plant is suited to growing hydroponically in the home
• Describe the specific hydroponic system you selected to grow your plant and give rationales for its selection
• Identify/Describe the specific nutrient solution you selected/used for growing your plant
• Identify/Describe any previous experimental results that have been reported about your selected plant
• Identify any plant products, foods, interesting recipes regarding your selected plant
Survey and its Results
• Statement of Survey Question (ie. Does hydroponic “X” taste better than traditionally grown “X”)
• Results of the survey (raw data)
• Description of how test was conducted/evaluated
• Survey results in tables and graphs
• Conclusions from survey results
Research Regarding Your Selected Plant
• Identification of your best literary resources
• Commercial companies and organizations that had information regarding your selected plant
• Identification of resources in science-rich centers
• Description of how the computer helped in obtaining information and communication
• Description of how your poster creates interest and can help communicate information about
hydroponically growing your selected plant
TASK:
1. Write an outline for your oral presentation
2. Write information for each topic on an index card
3. Practice your presentations with family and friends
4. Make a list of anticipated questions that people will ask after hearing your presentation
Evaluating Your Oral Presentation
Introduction (35%)
a. The introduction was interesting and well delivered 4 pts
b. A variety of specific facts regarding the basics of hydroponics were presented 6 pts
c. Hydroponics was compared and contrasted to traditional growing methods 10 pts
d. Different hydroponics systems were compared and contrasted 10 pts
e. A general description of best-suited plants for hydroponics was addressed 5 pts
Your Selected Plant (30%)
a. A complete and thorough description of the selected planted was provided 5 pts
b. A well-balanced presentation of background information (history, lore, food use, etc)
of the selected plant was presented in logical and sequential order 4 pts
c. A complete and thorough description of the selected hydroponic system was presented 4 pts
d. A strong case was made for the selection of both the plant and the hydroponic system 8 pts
e. Traditional and Hydroponic methods of growth for the selected plant were presented 6 pts
f. References were made to specific hydroponic studies found in the project “searches” 3 pts
Survey and its Results (15%)
a. Discussion of how survey was conducted and result were recorded 10 pts
b. Results of survey stated in terms of total numbers/percentages 3 pts
c. Discussion of the how the results of the survey can be used by various groups/people 2 pts
Research Regarding Your Selected Plant (20%)
a. Discussion of sources used to collect information regarding your plant 4 pts
b. Identification of organizations, experts, or science-rich centers that have
Information regarding your plant 4 pts
c. Description of the best methods/sources used to collect information with
the computer 6 pts
d. Description of how you set up your poster to communicate information about
your plant in a interesting and creative way 6 pts
TOTAL = 100 pts
Reflections on the Hydroponics Project
1. In your own words write a one-page summary of what you learned from this project in terms of finding and collecting information and then communicating that information.
TASK: Write a reflective essay for #1
2. In your own words write a one to two page description of how you felt about the project. In discussing your feelings you might address questions such as:
a. Was the project interesting and fun?
b. Which parts of the project did you enjoy the most/least?
c. How would you improve the project?
d. Which parts of the project were hardest/easiest?
e. If you had more time, how would you improve your project?
f. How well did you work in groups?
g. How well did you understand what was expected of you?
h. How did the scoring guides help you?
i. How well did the teacher present the information?
j. How did you feel assessing your own project?
k. What was the hardest part of assessing your work?
l. How well did you plan and organize your time?
m. In comparison to the other project boards, how would you rate your project board?
n. In comparison to other oral presentations, how would you rate your oral presentation?
TASK: Write a reflective essay for #2
Class Display of Projects: Peer Review of Poster Projects
Scoring Guide to Evaluate Hydroponics Poster
Project Name: _________________________________________________________________________
Date: ________________ Period: __________ Class: __________________________
1. Appearance of Poster (12%)
a. Clean and Neat 3 pts ________ pts
Comments:
b. Information Well Organized on Poster 5 pts ________ pts
Comments:
c. All (most) Information is an Appropriate Size 2 pts ________ pts
Comments:
d. Artistic Creativity 2 pts ________ pts
Comments:
2. Required Information on Poster (30%)
a. A Title (appropriate size, neat, correct spelling, full wording) 2 pts ________ pts
Comments:
b. Introduction/Description of the Basics of Hydroponics 3 pts ________ pts
Comments:
c. General Description of selected plant (all parts-table format) 5 pts ________ pts
Comments:
d. Description/Comparison of traditional growing method and home 15 pts ________ pts
hydroponic growing system used
Comments:
e. Survey Questions and Results for taste comparison 5 pts ________ pts
Comments:
3. Use of Graphics on Poster (30%)
a. Pictures/Diagrams of Selected Plant (all parts) 5 pts ________ pts
Comments:
b. Pictures/Diagrams of Hydroponics/Hydroponic Systems 12 pts ________ pts
Comments:
c. Tables, Graphs, and Charts 10 pts ________ pts
Comments:
d. Decoration and Artistic Additions 3 pts ________ pts
Comments:
4. Evidence that Student has Processed Researched Information (28%)
a. Information has been written in student’s own words 5 pts ________ pts
Comments:
b. "Information tables" are of student origin 5 pts ________ pts
Comments:
c. Diagrams are student made, or have are significantly
modified from original format 5 pts ________ pts
Comments:
d. Poster represents work from "multiple sources" 5 pts ________ pts
Comments:
e. Extensive list of references (books, www, etc.) 4 pts ________ pts
Comments:
f. Evidence of creativity in the poster layout and the
display materials selected 4 pts ________ pts
Comments:
TOTAL = 100 pts ________ pts
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- world history project ideas
- project monitoring and evaluation tools
- good history project topics
- project topics for students
- financial statement analysis project example
- project management customer service
- microbe life hydroponics photosynthesis plus
- project in project management definition
- project goal and project requirement
- microbe life hydroponics photosynthesis
- project and project management
- project specialist vs project manager