Natalie Williams and Derek Hearley

Israel Cazuela-Garcia, Evan Yatsko, Zach Seitz, Zane Gilbert

AP Environmental Science

Mrs. Norris

September 28th, 2017

Title

Purpose

To determine the effect of differing salt concentrations on the germination and radical root growth of

radish plants.

Hypothesis

If we expose radish seeds to various salt concentrations than half of the seeds population that is exposed to 25%
salt concentration will die.

Data and Analysis

Radicle Root Length (mm)

T=
Differ
# seeds Mean
ence in
Salt % germin Radicl
Radicl
ated 1 2 3 4 5 6 7 8 9 10 e
e
Lengt
Length
h
C-T
(mm)
Control
10 53 50 124 143 83 201 72 53 85 1 87.5 0
0%

6.25% 8 -- -- 52 64 42 46 72 66 44 49 54.5 33
12.5% 9 50 25 65 20 12 59 74 14 12 -- 37 50.4
25% 5 -- -- -- -- -- 35 32 24 23 26 28 59.4
50% 0 -- -- -- -- -- -- -- -- -- -- 0 87.5
100% 0 -- -- -- -- -- -- -- -- -- -- 0 87.5
Table 1: This is the data of the radish seeds that shows their average length and difference in radicle length in
mm.
 Figure 1

Figure 2

Conclusion

Our hypothesis was correct with the hypothesis being that half of the radish seeds will not germinate at

salt concentration 25%. ​There could have been human error when calculating how much distilled water and salt

concentrations there was.​ The LD50 is at 25% salt concentration because half of the seeds did not germinate at

that concentration. The graph shows that the as the salt concentration increases the the mean radical percentage

goes down as well(see graph1). As the salt concentration goes down the percent germinated goes down(see

graph2).
 The results in the lab by variability of radish length by as the salt concentration increases the variability

decreases because the length of the radish seed germination decreases. The threshold dose of toxicity is salt

concentration at 6.25% because that is when the first seeds did not germinate. Due to this threshold the radicle

mean averages start to decrease at the 6.25% and continue on to zero at the 50% and 100% salt concentrations.

In one source, scientists were trying to figure out how much of Monomethylarsonous acid, a metabolite

of inorganic arsenic, was safe for people to use. The scientists were giving the acid to hamsters in order to

calculate the LD50, in order to see how much of a dosage a human could be given without a high chance of

dying. The LD50 was not explicitly provided but this source relates to our lab because we were essentially

doing the same thing​. ​My group, the scientists, were testing how long a radish seed plant could survive in a certain

amount of salt concentration.

In another source, scientists were trying to determine the toxicity of plant extracts by calculating the LD50 in

mice. The thing that provided the toxic plant extracts were a sample group of Artemia Salina, which is a brine shrimp. The

LD50 of the mice that consumed the shrimp was not stated but it is stated that it was calculated. In our case, the salt

represented the brine shrimp, and the radish seeds represented the mice. Our LD50 was 25% of salt concentration in the

water that the radish seeds consumed.

Works Cited

​“Monomethylarsonous Acid (MMAIII) and Arsenite:  LD50 in Hamsters and In Vitro Inhibition of Pyruvate

Dehydrogenase.” ​ACS Publications​, ​pubs.acs.org/doi/abs/10.1021/tx000264z.

“Comparative Study of the Assay of Artemia Salina L. and the Estimate of the Medium Lethal Dose

(LD50 Value) in Mice, to Determine Oral Acute Toxicity of Plant Extracts.”​Phytomedicine​, Urban

& Fischer, 10 Nov. 2004, ​www.sciencedirect.com/science/article/pii/S0944711304700574.

 Do not remove or mark below. This rubric is for grading purposes.
Rubric
1 = Poor
Categories
The report identifies an
overly broad or simplistic
area of investigation and/or
Understand
shows little evidence of
Context
research.
Quantitative data poorly
Experiment
collected and poor or
& Data
incorrect connection to
Collection
theme of paper.
Quantitative data
incorrectly analyzed using
Data Analysis incorrect calculations.
and Inappropriate graphical
Graphing representation of data
chosen or graphical
representation not present.
Student demonstrates an
obvious
misunderstanding of the
utilization of the
appropriate scientific
techniques and
Science as a instruments. Makes
process incorrect conclusions that
are not connected to
collected data or
statistical evidence. Does
not address possible
future investigations or
errors.
A simplistic connection or
Analyze no connections is made of
Context the overall problem
2 = Above Average
The report identifies an
adequately focused area of
investigation based upon
purpose of lab and appropriate
hypothesis
Quantitative data collected
through experimentation with
a loose connection to theme of
paper.
Quantitative data analyzed
using appropriate calculations
with few minor mistakes.
Appropriate graphical
representation of data chosen
but missing key elements of a
graph.
Student identifies the
appropriate scientific
techniques and instruments.
Makes conclusions with weak
connections made to the
statistical evidence. Proposes
generalized concepts for
further studies and errors.
It makes clear the significance
to a larger context ​without
citing specific research
3 = Excellent
The report situates the
student’s investigation of
the complexities of a
problem or issue based
upon purpose of lab and
appropriate hypothesis
Quantitative data collected
through experimentation
with a strong connection to
theme of paper.
Quantitative data analyzed
using appropriate
calculations. Appropriate
graphical representation of
data chosen to highlight
significant details and
support conclusions.
Student discusses the
utilization of the appropriate
scientific techniques and
instruments. Makes
conclusions and evaluates
their quality and validity
based on statistical evidence.
Proposes further questions
for study and gives realistic,
detailed possible errors.
Student makes clear the
significance to a larger
context ​citing​ specific
outside research.
 The report restates or
misstates information ​from
Understand
sources.​ It doesn’t address
and Analyze
reasoning in the sources or
Argument
it does so in a very
from Outside
simplistic way.
Sources
The report identifies
evidence from chosen
sources. It makes very
Evaluate
simplistic, illogical, or no
Outside
reference to the credibility
Sources
of sources and evidence,
and their relevance to the
inquiry
Specific data, graphs,
Evaluate
quantitative data cited but
Evidence
no inferences made
from Outside
regarding the data and its
Sources
connection to main theme.
The report identifies few
Understand
perspectives that are vastly
and Analyze
oversimplified from
Differing
sources.
Perspective
The report includes many
In-text errors in attribution and
Citations in-text citation
Works Cited is incomplete
Works Cited
The report contains many
flaws in grammar that
Grammar often interfere with
communication to the
audience.
The written/technical style
(MLA is not appropriate for an
Format) academic audience
The report summarizes
information in places and
offers effective explanation of
the reasoning with the
sources’​ argument (but does
so inconsistently)
The report in places offers
some effective explanation of
chosen sources and evidence
in terms of their credibility
and relevance to the inquiry
(but does so inconsistently).
Specific data, graphs,
quantitative data cited with
weak inferences to main
theme.
The report identifies multiple
perspectives from sources,
making some general
connections among those
perspectives
The report attributes and
accurately cites the sources
used with few minor mistakes
(in-text)
The Works Cited accurately
references sources using a
consistent style with a few
minor mistakes
The report is generally clear
but contains some flaws in
grammar that occasionally
interferes with communication
to the audience
The written/technical style is
mostly consistently
appropriate for an academic
audience.
Student is able to support
their conclusion through
direct explanation or
through purposeful use of
the reasoning using
statistical data from
sources​ as evidentiary
support.
The report demonstrates
evaluation of credibility of
the sources ​and​ selection of
relevant evidence from the
sources. ​ Both can be
evidenced by direct
explanation or through
purposeful use.
Specific data, graphs,
quantitative data ​cited​ and
logical inferences made
regarding the data and its
connection to main theme.
The report discusses a
range of perspectives ​from
sources​ and draws explicit
and relevant connections
among those perspectives
The report attributes and
accurately ​cites the sources
used. (in-text)
The Works Cited
accurately references
sources using a consistent
style
The report communicates
clearly to the audience
(although may not be free of
errors in grammar and style)
The written/technical style
is consistently appropriate
for an academic audience
32 pts, 82% ​Oct 11-> Graded: 32 pts, 82%
Summary
​Edit!
Evaluate Outside Sources
​ ho were the scientists, the university, organization?
W
In-text Citations
​ issing.
M

Teacher Rubric Settings: t03960fffn knorris2 _

39 pts Points Possible: