This assignment is to look and compare with plants with and without fertilizers (high and low nitrogen plants).
We only need to look at 4 species: wheat, rice, canola, and sorghum.
The hypothesis of this practical is : Leaf Area Ratio of the four crops grown at high and low levels of nutrients (this will require only data from harvest 2) only look at the harvest 2 on the three excel data sheets (week2, 5, 6)
the assignment is about 2000 to 3000 words but 2750 words will do.
The minimum reference list is 5 and you can only use from year 2010 to 2020
Reference style: Australian Journal of Botany
I have attached a bunch of excel sheets and some information for this assignment
You need to make at least 2 new figures and 1 table. example: one on growth, one on physiology, and a table with other measurement (biomass, leaf number).
Need to have number of Mean, SD or SE. T-test might be useful but not requred.
BIO2030 Assignment 1 -graphing Some hints on presenting data: (1) Making Effective Visuals • Use visuals only for important information. In scientific papers, it is generally the key results of a project that are graphed. Quantitative information about methods, for example, is generally described in words, as are simple results of secondary importance. • Make visuals self-sufficient. Although visuals are always described fully in the Results and sometimes the Discussion sections of a paper, they must stand alone—i.e. they must be able to be understood without relying on the main text for explanation. In scientific papers, each visual is given a number, a title, and often several sentences of information. • Place visuals next to where they are discussed. Visuals should be inserted in a report on the same page that first refers to them. Reference to a visual is made either parenthetically or as part of the sentence. (see examples) • Identify visuals completely. For graphs, label all axes and include all units. Number each figure and table sequentially. Tables are columns and rows of information; everything else is a figure. After the number, provide a full title for the table or figure. This is usually followed by one or more sentences of information—the figure legend. • Graphs do not have titles, only the caption which sites underneath the figure. • A legend to interpret the shading or colours should be located in a suitable place. (2) Some points to consider • Does your graph say something about the results? • What do you want to show? Does your graph show that? • Is a scatter or bar graph, etc. the best way to present the results? • Are the axes labelled, including units? • Is the font size san serif (e.g. Arial)? Is the point size appropriate (e.g. 12)? • Are the shapes of the points discernible? (delete the shadows) • Are the lines a suitable thickness (e.g. 0.25 or 0.5) • Are their error bars? Do you want them above and below the means? • Have you used the appropriate number of significance figures? • Do you really need those ugly lines across the graph? • Don’t put a box around the whole figure and the caption. • Remember a graph is a piece of art. (2) Examples of figures Below you will find some examples of figures that you may find helpful when you are considering how to present your data. Figure 1. Cyanogenic status of Eucalyptus nobilis seedlings raised from mixed seed from three different areas of the northern tablelands on NSW. Values were ordered according to concentration. The box plot shows the median (solid line) and mean (dashed line) cyanide concentration of all cyanogenic individuals (i.e. >10 µg CN g-1 dw). The boundaries above and below the box mark the 25th and 75th percentiles, respectively. Error bars indicate the 90th and 10th percentiles, respectively. (Gleadow et al. 2003) Figure 2. Relationship between measured leaf area (A), shoot biomass (B), plant height (C) and height to the ligule of the youngest fully expanded leaf (D) with projected measurements calculated from image analysis. Projected leaf area provides a strong indication of overall plant growth with a significant, positive correlation observed between projected and measured leaf area (R2 = 0.97; y = 0.94x + 68.23) and above ground biomass (R2 = 0.91; y = 138.69x + 91.92). Projected height measurements positively correlated with plant height (R2 = 0.98; y = 0.98x – 0.73) and height to ligule of youngest fully expanded leaf (R2 = 0.94; y = 0.79x + 2.24). (Neilson et al. 2015) Figure 3. Total cyanide concentrations of four cassava cultivars sampled at two locations, Nampula and Liupo, in (a) tubers and (b) leaves. Values are mean (±SE). Cultivar means followed by the same letter are not significantly different at the p < 0.05="" level;="" see="" text="" for="" full="" details="" of="" data="" analysis.="" *="" indicates="" significant="" differences="" between="" sites,="" determined="" using="" targeted="" t="" tests.="" (burns="" et="" al.="" 2012)="" !="" !="" figure="" 2:="" growth="" indices="" a)="" relative="" growth="" rate="" and="" b)="" specific="" leaf="" area="" of="" 8-week-old="" s.="" bicolor="" (bic),="" s.="" amplum="" (amp),="" s.="" brachypodum="" (bra),="" s.="" bulbosum="" (bul),="" s.="" ecarinatum="" (eca),="" s.="" intrans="" (int),="" s.="" macrospermum="" (mac)="" and="" s.="" matarankense="" (mat)="" plants="" under="" well-watered="" and="" drought-stressed="" conditions.="" well-watered="" plants="" are="" in="" grey="" and="" drought-stressed="" plants="" in="" white.="" graphs="" show="" mean="" ±="" standard="" error="" (n="10)," with="" statistically="" significant="" differences="" indicated.="" *p="">< 0.05;="" **p="">< 0.01;="" ***p="">< 0.001. (cowan et al. 2020) b ic a m p bra bu l e c a in t m a c m a t 0 .0 0 0 .0 2 0 .0 4 0 .0 6 0 .0 8 0 .1 0 r g r ( g g -1 d a y- 1 d w ) a ) r e la t iv e g ro w th ra te b ic a m p bra bu l e c a in t m a c m a t 0 1 0 0 2 0 0 3 0 0 4 0 0 5 0 0 s l a ( cm 2 g -1 d w ) b ) s p e c if ic le a f a re a assignment 3: project report (30%) confirm dates and assignment submission details in the assignment section · length: between 2000 - 3000 words (excluding figures, tables and references). penalties only apply for word count above 3000. · where: submit as pdf. note turnitin will be used to check similarity · criteria: see below aim of the assignment: the overarching aim of the project report to compare the growth and development of crop plants over time to assess the impact on the environment on production. learning outcomes: after completing the practical work and writing this assignment students should be able to: · interrogate a data set using an hypothesis or question; · working in groups, make measurements using a variety of equipment; · describe difference between different species and environmental conditions on plant growth · create figures and tables from raw data · discuss the implications of research results in the context of other scholarly literature · prepare a scientific report writing the report this practical report uses the data collected over the semester. you do not have to use all the data. you do need to present an interesting story. you can develop your ideas and approaches, and data selection and analysis in groups. the final report is individual, including individually produced figures and tables (although the information in them could be generated in groups). you should include some growth, growth indices, morphological and physiological data. · hypothesis = leaf area ratio of the four crops grown at high and low levels of nutrients (this will require only data from harvest 2) only look at the harvest 2 4 crops including rice, wheat, sorghum, canola keep it simple - better to deal with a simple question well than spread yourself over all the species and all topics. overall structure and style the report is similar to a scientific paper with an introduction, methods, results and discussion. the general formatting and referencing can be in any style so long as it is internally consistent. place your figure(s) and any tables either within the body of the text or at the end. structure of the report the report should be structured as follows. title: up to 70 characters (no specific marks) no abstract required. introduction: 5 marks (~400-500 words, guide) the aim of this section is to justify why you did the study and set the reader up for what to expect. the introduction is the ‘once upon a time’ lead into your story. start with the big picture (e.g. what is the problem/context? why is this important?). then, give a more focussed picture with your question and finally, outline what the study is about including choice of species and type of analysis. cite several references to support your statements (about 3-4 references). give enough detail so that someone not familiar with the area will know what you are talking about. this would usually be 2-3 paragraphs (~500 words) methods: 3 marks (~300-400 words, guide) the aim of this section is to tell the reader what you did in enough detail so they could repeat it. every method needs a lot of detail. you can refer to a paper that describes more details. outline the growing conditions, how often plants were measured, the methods used to measure the plants and the statistical methods you have used. you can include works like, “in order to test x, we measured y using a xxxx’. have a look at some published papers for examples. do not refer to the prac manual. here is the summary of what they did in the lab · there is a greenhouse that stored all the plants, the greenhouse is actually let the uv in to stimulate the temperature and the temperature inside the greenhouse is 25oc (tropical). · so they have 4 different types of plant such as rice, wheat, canola, sorghum. each species has two different type (high nitrogen plant, and low nitrogen plant) so they looked at how they grow at different period of time. · some sorghum have been fertilized with extra fertilizer · plants with extra fertilizer have more nitrogen and without extra fertilizer have less nitrogen · plants with tags are (extra fertilizer) and plants without the tags are without extra fertilizer · they prepare data sheet and some paper bags to collect the leaves of the plants · they first started off by selected 2 plants (with and without fertilizer) · without fertilizer plants were more yellow and smaller than the extra fertilizer plants · so, we needed to write something on the bag; eg sorghum 1 – high nitrogen plant, sorghum 2- low nitrogen and wrote the date on each time we collect the leaf of the plants · then, we needed to measure the height of each plant from the bottom to the top leaf · then, we needed to count the number of the leaf of each plant. plants with extra fertilizer have more leaves · then, we cut the plant and put on the container and bring them to the laboratory · 0.001.="" (cowan="" et="" al.="" 2020)="" b="" ic="" a="" m="" p="" bra="" bu="" l="" e="" c="" a="" in="" t="" m="" a="" c="" m="" a="" t="" 0="" .0="" 0="" 0="" .0="" 2="" 0="" .0="" 4="" 0="" .0="" 6="" 0="" .0="" 8="" 0="" .1="" 0="" r="" g="" r="" (="" g="" g="" -1="" d="" a="" y-="" 1="" d="" w="" )="" a="" )="" r="" e="" la="" t="" iv="" e="" g="" ro="" w="" th="" ra="" te="" b="" ic="" a="" m="" p="" bra="" bu="" l="" e="" c="" a="" in="" t="" m="" a="" c="" m="" a="" t="" 0="" 1="" 0="" 0="" 2="" 0="" 0="" 3="" 0="" 0="" 4="" 0="" 0="" 5="" 0="" 0="" s="" l="" a="" (="" cm="" 2="" g="" -1="" d="" w="" )="" b="" )="" s="" p="" e="" c="" if="" ic="" le="" a="" f="" a="" re="" a="" assignment="" 3:="" project="" report="" (30%)="" confirm="" dates="" and="" assignment="" submission="" details="" in="" the="" assignment="" section="" ·="" length: between="" 2000="" -="" 3000="" words="" (excluding="" figures,="" tables="" and="" references).="" penalties="" only="" apply="" for="" word="" count="" above="" 3000.="" ·="" where:="" submit="" as="" pdf.="" note="" turnitin="" will="" be="" used="" to="" check="" similarity="" ·="" criteria:="" see="" below="" aim="" of="" the="" assignment:="" the="" overarching="" aim="" of="" the="" project="" report="" to="" compare="" the="" growth="" and="" development="" of="" crop="" plants="" over="" time="" to="" assess="" the="" impact="" on="" the="" environment="" on="" production.="" learning="" outcomes:="" after="" completing="" the="" practical="" work="" and="" writing="" this="" assignment="" students="" should="" be="" able="" to:="" ·="" interrogate="" a="" data="" set="" using="" an="" hypothesis="" or="" question;="" ·="" working="" in="" groups,="" make="" measurements="" using="" a="" variety="" of="" equipment;="" ·="" describe="" difference="" between="" different="" species="" and="" environmental="" conditions="" on="" plant="" growth="" ·="" create="" figures="" and="" tables="" from="" raw="" data="" ·="" discuss="" the="" implications="" of="" research="" results="" in="" the="" context="" of="" other="" scholarly="" literature="" ·="" prepare="" a="" scientific="" report="" writing="" the="" report="" this="" practical="" report="" uses="" the="" data="" collected="" over="" the="" semester.="" you="" do="" not="" have="" to="" use="" all="" the="" data.="" you="" do="" need="" to="" present="" an="" interesting="" story.="" you="" can="" develop="" your="" ideas="" and="" approaches,="" and="" data="" selection="" and="" analysis="" in="" groups.="" the="" final="" report="" is="" individual,="" including="" individually="" produced="" figures="" and="" tables="" (although="" the="" information="" in="" them="" could="" be="" generated="" in="" groups).="" you="" should="" include="" some="" growth,="" growth="" indices,="" morphological="" and="" physiological="" data.="" ·="" hypothesis="Leaf" area="" ratio="" of="" the="" four="" crops="" grown="" at="" high="" and="" low="" levels="" of="" nutrients="" (this="" will="" require="" only="" data="" from="" harvest="" 2)="" only="" look="" at="" the="" harvest="" 2="" 4="" crops="" including="" rice,="" wheat,="" sorghum,="" canola="" keep="" it="" simple="" -="" better="" to="" deal="" with="" a="" simple="" question="" well="" than="" spread="" yourself="" over="" all="" the="" species="" and="" all="" topics.="" overall="" structure="" and="" style="" the="" report="" is="" similar="" to="" a="" scientific="" paper="" with="" an="" introduction,="" methods,="" results="" and="" discussion.="" the="" general="" formatting="" and="" referencing="" can="" be="" in="" any="" style="" so="" long="" as="" it="" is="" internally="" consistent.="" place="" your="" figure(s)="" and="" any="" tables="" either="" within="" the="" body="" of="" the="" text="" or="" at="" the="" end.="" structure="" of="" the="" report="" the="" report="" should="" be="" structured="" as="" follows. ="" title: up="" to="" 70="" characters="" (no="" specific="" marks)="" no="" abstract="" required.="" introduction:="" 5="" marks (~400-500="" words,="" guide)="" the="" aim="" of="" this="" section="" is="" to="" justify="" why="" you="" did="" the="" study="" and="" set="" the="" reader="" up="" for="" what="" to="" expect.="" the="" introduction="" is="" the="" ‘once="" upon="" a="" time’="" lead="" into="" your="" story.="" start="" with="" the="" big="" picture="" (e.g.="" what="" is="" the="" problem/context?="" why="" is="" this="" important?).="" then,="" give="" a="" more="" focussed="" picture="" with="" your="" question="" and="" finally,="" outline="" what="" the="" study="" is="" about="" including="" choice="" of="" species="" and="" type="" of="" analysis.="" cite="" several="" references="" to="" support="" your="" statements="" (about="" 3-4="" references).="" give="" enough="" detail="" so="" that="" someone="" not="" familiar="" with="" the="" area="" will="" know="" what="" you="" are="" talking="" about.="" this="" would="" usually="" be="" 2-3="" paragraphs (~500="" words)="" methods:="" 3="" marks (~300-400="" words,="" guide)="" the="" aim="" of="" this="" section="" is="" to="" tell="" the="" reader="" what="" you="" did="" in="" enough="" detail="" so="" they="" could="" repeat="" it.="" every="" method="" needs="" a="" lot="" of="" detail.="" you="" can="" refer="" to="" a="" paper="" that="" describes="" more="" details.="" outline="" the="" growing="" conditions,="" how="" often="" plants="" were="" measured,="" the="" methods="" used="" to="" measure="" the="" plants="" and="" the="" statistical="" methods="" you="" have="" used.="" you="" can="" include="" works="" like,="" “in="" order="" to="" test="" x,="" we="" measured="" y="" using="" a="" xxxx’.="" have="" a="" look="" at="" some="" published="" papers="" for="" examples.="" do="" not="" refer="" to="" the="" prac="" manual.="" here="" is="" the="" summary="" of="" what="" they="" did="" in="" the="" lab="" ·="" there="" is="" a="" greenhouse="" that="" stored="" all="" the="" plants,="" the="" greenhouse="" is="" actually="" let="" the="" uv="" in="" to="" stimulate="" the="" temperature="" and="" the="" temperature="" inside="" the="" greenhouse="" is="" 25oc="" (tropical).="" ·="" so="" they="" have="" 4="" different="" types="" of="" plant="" such="" as="" rice,="" wheat,="" canola,="" sorghum.="" each="" species="" has="" two="" different="" type="" (high="" nitrogen="" plant,="" and="" low="" nitrogen="" plant)="" so="" they="" looked="" at="" how="" they="" grow="" at="" different="" period="" of="" time.="" ·="" some="" sorghum="" have="" been="" fertilized="" with="" extra="" fertilizer="" ·="" plants="" with="" extra="" fertilizer="" have="" more="" nitrogen="" and="" without="" extra="" fertilizer="" have="" less="" nitrogen="" ·="" plants="" with="" tags="" are="" (extra="" fertilizer)="" and="" plants="" without="" the="" tags="" are="" without="" extra="" fertilizer="" ·="" they="" prepare="" data="" sheet="" and="" some="" paper="" bags="" to="" collect="" the="" leaves="" of="" the="" plants="" ·="" they="" first="" started="" off="" by="" selected="" 2="" plants="" (with="" and="" without="" fertilizer)="" ·="" without="" fertilizer="" plants="" were="" more="" yellow="" and="" smaller="" than="" the="" extra="" fertilizer="" plants="" ·="" so,="" we="" needed="" to="" write="" something="" on="" the="" bag;="" eg="" sorghum="" 1="" –="" high="" nitrogen="" plant,="" sorghum="" 2-="" low="" nitrogen="" and="" wrote="" the="" date="" on="" each="" time="" we="" collect="" the="" leaf="" of="" the="" plants="" ·="" then,="" we="" needed="" to="" measure="" the="" height="" of="" each="" plant="" from="" the="" bottom="" to="" the="" top="" leaf="" ·="" then,="" we="" needed="" to="" count="" the="" number="" of="" the="" leaf="" of="" each="" plant.="" plants="" with="" extra="" fertilizer="" have="" more="" leaves="" ·="" then,="" we="" cut="" the="" plant="" and="" put="" on="" the="" container="" and="" bring="" them="" to="" the="" laboratory="">