Practical 4 [52]

Responses of Plants to Environmental Stress

Adapted from http://www.microscope.edu.au/environmental_issues/documents/cactus.pdf

Learning Outcome:
After you have completed this investigation you should be able to explain the effect of changing
conditions in a cactus and a fern.

At the end of the practical you should be able to demonstrate the following assessment criteria:

Observe the effect of excess light and chilling on plants.

Discuss the response of a plant to optimum light compared to excessive light and the
response of a plant to optimum temperature compared to chilling.
Assess the impact of stressful conditions on the physiology, development and survival of
plants.

Instructions
This experiment will be conducted over three weeks.
1.
2.
3.
4.
5.
6.
7.

Label each plant.

Put one cactus in the fridge.
Leave the control cactus on a sunny window sill.
Put one fern in full sun.
Leave the control fern in a semi shaded place, preferably a greenhouse.
Water all four plants equally.
Photograph each plant every twice a week, making sure the label is visible.

Exercise 1
Write down the heading RESULTS, followed by printed photographs correctly arranged to depict the
results obtained over the three weeks. Remember illustrations must always be accompanied by
written statements in full sentences, using scientific language. Observe the results using the sequence
of photographs and identify the trends/patterns that are visible. Make sure to follow the correct
scientific conventions and to consult the applicable rubric.
(20)
Exercise 2
Write a DISCUSSION section for this investigation by comparing the results obtained from the control
plants with the experimental plants. Make sure to follow the correct scientific conventions and to
consult the applicable rubric. You have to include at least two peer-reviewed references.
(20)
Exercise 3

Write a CONCLUSION section for this investigation by referring to the effect excessive light and
chilling can have on plants. Make sure to follow the correct scientific conventions and to consult the
Criteria &
Facilitator
Distinction
Achieved
Needs work
Marks
Comments
Flow
Easy to read as concepts
Concepts flow, but No flow of
flow from one to the next.
needs more work. concepts or train
of thought
displayed.
(3)
Correct
spelling and
grammar

(2 3)
Correct spelling and
grammar used throughout
with minimal mistakes.

(2)
Data
represented

(2)
Correct and appropriate
data recorded.
All calculations (e.g.
averages) correctly worked
out.
Appropriate units used in
data representation.

(5)
Summary of
trends

(5)
Graphics

(5)

(1 1.5)
Mostly correct
spelling and
grammar used
throughout.
(1)
One/two of the
points under
distinction were
not followed
correctly.

(0 0.5)
No attempt to
correct spelling
and grammar.

(4 5)
Important trends identified
and summarised.
Past tense.
Paragraph format.

(3)
One/two of the
points under
distinction were
not followed
correctly.

(0 2)
Most of the points
under distinction
were not followed
correctly.

(4 5)
Important trends visually
represented.
Appropriate use of
graphics.
Correct formatting of
graphics.
No duplication of visual
graphics.
No analysis of trends.

(3)
One/two of the
points under
distinction were
not followed
correctly.

(0 2)
Most of the points
under distinction
were not followed
correctly.

(3)

(0 2)

(4 5)
applicable rubric.

(0 0.5)
Most of the points
under distinction
were not followed
correctly.

(12)

Rubric 1: Assessment for Results in scientific writing. [20]

Criteria &
Marks
Flow

Distinction

Achieved

Needs work

Easy to read as concepts

flow from one to the next.

Concepts flow, but

needs more work.

(2)
Correct
spelling and
grammar

(2)
Correct spelling and
grammar used throughout
with minimal mistakes.

(2)
Analysis of
trends

(2)
Brief summary.
Main trends in results
explained in a coherent,
logical explanation of
significance in results and
implications.
Other research referenced
for validity of analysis of
trends.
Links back to
aim/hypothesis.

(1)
Mostly correct
spelling and
grammar used
throughout.
(1)
One/two of the
points under
distinction were
not followed
correctly.

No flow of
concepts or train of
thought displayed.
(0 - 0.5)
No attempt to
correct spelling
and grammar.

(6)
References
cited in text

(5 - 6)
All references cited, correct
system used throughout.

(5)
Reference
list

(4 - 5)
Alphabetically listed all
references, all cited in text,
correct format throughout.

(5)

(4 - 5)
Additional comments:

(0 - 0.5)
Most of the points
under distinction
were not followed
correctly.

(3 - 4)
Some references,
but not all used
correctly.
(2 - 3)
Some references
listed
alphabetically, but
not all cited in the
text, mostly correct
format.

(1 - 2)
No references
cited in the text = 0

(2 - 3)

(0 - 1)

Rubric 2: Assessment for Discussion in scientific writing. [20]

(0 - 1)
Very few or no
references listed,
not alphabetically
listed, not cited in
the text, partly
correct format.

Facilitator
Comments

Additional comments:
Criteria &
Marks
Flow

Distinction

Achieved

Needs work

Easy to read as concepts

flow from one to the next.

Concepts flow, but

needs more work.

(3)
Correct
spelling and
grammar

(2 - 3)
Correct spelling and
grammar used throughout
with minimal mistakes.

(3)
Evaluation
of trends

(2 - 3)
A statement of whether the
hypothesis was supported
or not is included.
If the hypothesis was not
accepted, reasons were
given to explain why.
The investigation was
evaluated and
recommendations were
made for future studies.
Other research, if included,
was referenced
accordingly.

(1)
Mostly correct
spelling and
grammar used
throughout.
(1)
One/two of the
points under
distinction were
not followed
correctly.

No flow of
concepts or train of
thought displayed.
(0 - 0.5)
No attempt to
correct spelling
and grammar.

(6)

(5 - 6)

(3 - 4)

Rubric 3: Assessment for Conclusion in scientific writing. [12]

Additional comments:

(0 - 0.5)
Most of the points
under distinction
were not followed
correctly.

(0 - 2)