GERMINATION
A STUDY OF SEED ANATOMY AND GERMINATION
A TECHMATH MODULE
CHARLOTTE MAXWELL, TEACHER
NAME, STUDENT
NAME HIGH SCHOOL
CHERRY SEED FARMS, BUSINESS PARTNERS
COLUMBIA, NC
Table of Contents
I.
Module Preface
II.
Lesson One: Monocot and Dicot Seeds
III.
Rubric for Lesson One
IV.
Lesson Two: Abiotic and Biotic Factors and Their Effect on
Germination
V.
Rubric for Lesson Two
VI.
Lesson Three: Quality of Soybeans and Their Effect on Germination
VII. Rubric for Lesson Three
VIII. Lesson Four: The Results of Abiotic and Biotic Factors on Soybean
Seed Germination
IX.
Rubric for Lesson Four
X.
Lesson Five: Assessment of Unit on Seeds and Germination
XI.
Rubric for Lesson Five
XII. Appendix A
XIII. Appendix B
XIV. Appendix C
XV. Appendix D
XVI. Appendix E
Germination Module Preface
In this module, we will be studying how biotic and abiotic factors affect soybean seed
production, and the germination rate. The two main objectives that will be taught in this
unit are: 4.02: analyze the processes by which angiosperms accomplish reproduction,
growth and development and 5.01: investigate and analyze the interrelationships among
organisms, populations, communities, and ecosystems and the effects of abiotic and
biotic factors as found in the North Carolina Standard Course Of Study for Biology. In
this instruction, students will be able to explain the physiology and anatomy of the seed
including both monocots and dicots; compare and contrast the two types of seed; state the
abiotic and biotic factors that affect the germination rate on soybeans and determine to
what extent these factors affect the germination rate by calculating and comparing the
germination rates.
This course has been designed for Biology, which is normally taught the 10th grade year.
This module is designed for five days of instruction with the class period being 90
minutes long. It will be taught after the microbiology and classification portions of the
class. Usually a section on plants is done before animals are discussed and this module
will be placed between the discussion of the flower and fertilization and other regulatory
systems such as hormones.
I had the pleasure of working with Cherry Seed Farms, a 5,500 acre farm located in
Columbia, NC. This farm grows seed wheat and seed soybeans for the seed market along
with cotton and corn. To get their product to market, they clean and germ test the seeds.
They carefully screen and have a high quality program to assure their customers of a high
quality product with high germination rates. We were warmly welcomed at the farm, and
Mr. Cherry took us on a tour of the plant where they were processing the soybeans. He
showed all the machines from the gravity shakers to get rid of the waste and size the
beans, to going through a UV light that literally got rid of the soybeans with the purple
stain. Mr. Cherry introduced us to his quality control person, Mrs. Betty who checks the
lots of soybeans to make sure they are up to standard. She showed my students the steps
she goes through to check each lot and does an average of three to five checks per lot.
Besides counting the seed to get a consistent amount, she checks seed size and defective
seed.
In this module, we will be using some of these techniques to see how quality of the seed
can affect the germination. Students will first learn the parts and function of the seeds;
next they will learn about the factors that affect germination and how standards have been
set up to measure these factors; they will then practice the techniques of quality control to
pick out the defective seeds and calculate the amount of defective seeds to clean seeds;
and lastly the students will perform germination tests based on these factors, calculate the
germination rate and compare these results to the clean seed.
Lesson One: Monocot and Dicot Seeds
Objective:
North Carolina Standard Course of Study for Biology:
Competency Goal 4: The learner will develop an understanding of the unity and diversity
of life.
4.02 Analyze the processes by which organisms representative of the following groups
accomplish essential life functions including:
* Reproduction, and growth and development.
4.03 Assess, describe and explain adaptations affecting survival and reproductive
success.
* Structural adaptations in plants and animals (form to function).
Essential Questions: What are the parts and functions of the monocot and dicot
seeds? How can we compare and contrast monocot and dicot seeds?
Supplies needed:
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Enough monocot (ex. Corn, wheat, rice, or millet) and dicot seeds (ex.
Soybeans, pea, lentils, or garden beans) for a class soaked for at least four
hours)
Razor blade or scalpel to split some of the monocot and dicot seeds
(suggestion: split ahead of time)
Lab both student and teacher (see Appendix A- 4)
Diagram of reproduction cycle (see Appendix A- 1) (Can be used as an
overhead or given to each student as a reminder of where seeds come from)
Diagram of corn and soybean parts (see Appendix A- 2)
List of definitions and student outline (see Appendix A- 3a and A- 3b)
(Teachers can make a choice to give the words and the definitions or just give
the words and have the students find the definitions)
Two containers to soak seeds, one for monocot and one for dicot
Paper towels
Venn diagram (see Appendix A- 5)
Cornell notes or they may take notes on regular notebook paper (see Appendix
A- 6)
Biology book
Overhead, power point or board to write upon.
Content/Activities
 Class room objective:
 The student will be able to identify the parts and state the functions of the
dicot and monocot seed.
 The student will be able to compare and contrast the monocot and dicot
seed using a Venn diagram
 Engagement: Students will be given two different types of seeds per group of
two or three with some seeds of each seed split while others are whole.
 Exploration:
 Review the total reproduction cycle of the plant after giving out the
worksheet
 Students should be given the worksheet entitled views of corn and bean
seeds. They will be given about 15 minutes to compare the worksheet
with their seeds, allowing them time to find the parts on the actual seeds.
They may also use their biology books.
 Explanation:
 Hand out definitions and go over with them (note: I give the words and
have them write the definitions that I call out and put on the overhead)
 Hand out the seed lab. Have students again look at the whole seed and
have them find the hilum, micropyle and seed coat and have them label the
parts.
 Have them take the split seed and label these parts as well. In addition,
give them the functions of the parts
 Repeat the above instructions using the monocots (corn) and again have
them label the parts. (Note: monocots do not have a true seed coat as part
of the ovary is attached to the seed coat so it is called a pericarp. That is
why the seed coat does not peel off the seed as it does with the dicot.)
 Using Cornell notes (see Appendix 5) or plain notebook paper, students
are to list the parts of the seed, function of each and adaptations the seeds
may have which will affect their germination as given by the teacher or by
studying the lab and book . In addition, they should list biotic and abiotic
factors that may affect germination and growth as found in the book, or
other handouts the teacher has given.
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Extension: Students will take the Venn diagram and compare and contrast
monocot and dicot seeds.
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Evaluation:
 Students will complete the lab conclusions. (see Appendix A- 4)
Students will get the answers to the lab based on what they have done
during the lab and any notes they have taken during class.
 Students will write three questions in a multiple choice format with
answers and a summary of what we learned today on Cornell notes or
notebook paper.
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Homework: Review notes and lab for quiz tomorrow.
Rubric for Lesson One
Description
Either write or paste the Title, Objective, and Procedure in
the Lab Notebook.
Analysis: All parts are identified with part names and
functions. You may make incomplete labs divided equally
into 50 points for example there are about 10 blanks so its 5
per blank
Conclusion: Questions are answered with complete
sentences. That would be 10 points per questions
Points
20
50
30
Lesson Two: Abiotic and Biotic Factors and Their Effect on
Germination
Objectives:
North Carolina Standard Course of Study for Biology:
Competency Goal 5: The learner will develop an understanding of the ecological
relationships among organisms.
5.01 Investigate and analyze the interrelationships among organisms, populations,
communities, and ecosystems.
* Abiotic and biotic factors.
Essential questions: What are some biotic and abiotic factors that affect the
germination of soybeans and how do these factors affect the germination of the
soybeans?
Supplies needed:
 Two worksheets for quizzes (see Appendix B- 1)
 One handout on the germination of bean and corn seeds (see Appendix B- 2)
 Vocabulary list for lesson two (see Appendix B- 3a and B- 3b)
 Lab for lesson two (see Appendix B- 4)
 Five pounds or 2,270 g of soybean (enough for each group of 3 – 4 students
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to have 113.5 g of soybeans)
Several containers to place defective seeds; one for each defect
Balance or scale to measure mass
Timers or stopwatches
Saran wrap
Water to moisten paper towels
Zip lock bag to place seeds
Paper towels
Screens with 5/64th round holes (see Appendix B- 5 for information as to
where to locate these)
Context/Activities
 Class Objectives:
 Student will be able to discuss quality assurance of soybeans and
explain the process of cleaning soybeans and distinguish the different
types of defect.
 Student will be able to design and conduct experiments to test various
abiotic and biotic factors on the germination of soybean seeds.
 Engagement: Quiz over parts and functions of monocot and dicot seeds.
(see appendix B-1)
 Exploration: Students, in groups of 3 – 4, will be given a bag of soybeans.
On Cornell notes or notebook paper, students will note differences in the bag
of soybeans. After 15 minutes, a class discussion will ensue over what was
found
 Explanation:
 Students will be given a list of definitions for this lesson. (I give the
words and then write on the overhead, say and have them write the
definitions on their paper)(see appendix B-3a and B-3b. You can use
either the list with the words already defined or you can make them
define the words. They will need to use the information in Appendix
B-5 to find the definitions)
 Students will be given a list of physical properties, both abiotic and
biotic that affect germination. (See appendix B-5 for web sites that
give these physical properties.)
 Students will be given a lab on how to process a small lot of soybeans
using the US Standards for soybeans:
 Students will identify the possible defects by doing a grab test
of 113.5 g. (Students will measure 113.5 g of soybeans and
make an overall observation)
 Students will count the total number of seeds in 113.5 g of
soybeans. The mass and number will be recorded in Table I.
 Students will separate the trash by screening the beans and
pulling out the trash. The trash such as insect parts, leaves, dirt,
rocks, will be weighed and put in a container marked trash.
 Students will put the soybeans on the screen and shake for one
minute to remove the smaller sized and weed seed. These will
be counted, weighed and placed in a second container marked
small and weed seed. The mass and number of seed will be
recorded in table I.
 Students will remove all the purple stained seed for one minute.
These seeds will be counted, weighed and the number of seed
and mass will be recorded in Table I. The purple stained seed
will go in the container marked purple stained seed.
 Students will remove all the heat damaged and insect damaged
seed for one minute. These seeds will be counted, weighed and
the number of seeds and the mass will be recorded in Table I.
The heat damaged and insect damaged seeds will be placed in
the container marked heat damaged and insect damaged seeds.
 Students will remove the splits and broken seed coats for one
minute. These seeds will be counted, weighed and the number
of seeds and the mass of the seeds will be recorded in Table I.
 Students will then count and weigh the clean seed and record
these numbers in Table I.
 Students will then take their numbers and calculate the
percentage of each type of seed by taking the number of seed
for each treatment divided by the total number of seed times
100. These percentages will be recorded in Table II.
 Students will also take the mass of each type of seed found by
taking the mass of each type of seed divided by the total mass
of the seeds times 100. These percentages will be recorded in
Table II.
 Students will now take 10 seeds from the clean seed and place
them on a paper towel. The paper towel will be folded so that
seeds cannot fall out. The students will mark the paper towel
with their names and Clean Seed, moisten so the seeds will be
wet and wrap the paper towel in saran wrap and place it in the
zip lock bag.
 Students will then take one of the other treatments, and do the
above instructions and place the seeds in the zip lock bag.
 Teachers will explain the process of germination and ask
students to hypothesize what will happen in experiment.
 Extension: Students will set up germination experiments using the
information given and the use of clean seeds and one other factor that could
affect the seed as found in steps 12 and 13 of the lab.
 Evaluation: Students will, on Cornell notes or notebook paper, write three
questions in multiple choice format and a summary over the major topics
discussed in class.
 Homework: Finish setting up experiment.
Rubric for Lesson Two
Description
Write or paste the Title, Objective and Procedure in the
Lab Notebook.
Points
20
Analysis: complete charts and do calculations. Partial
50
credit can be given depending on how much of the lab is
completed.
Conclusion: answer questions in complete sentences, 10 30
points per question.
Lesson Three: Quality of Soybeans and Their Effect on
Germination
Objectives:
North Carolina Standard Course of Study for Biology:
Competency Goal 4: The learner will develop an understanding of the unity and diversity
of life.
4.02 Analyze the processes by which organisms representative of the following groups
accomplish essential life functions including:
* Reproduction, and growth and development.
Competency Goal 5: The learner will develop an understanding of the ecological
relationships among organisms.
5.01 Investigate and analyze the interrelationships among organisms, populations,
communities, and ecosystems.
* Abiotic and biotic factors.
Essential Questions: Why are soybean seeds cleaned and how does this effect the
environment both positively and negatively.
Supplies needed:
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Processing plant or video (see Appendix C)
Bus to processing plant
Cornell notes (see Appendix A- 6)
Permission slips
Content/Activities
 Class Objective: Student will be able to explain why soybean seeds or
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other seeds are cleaned and what effect this action has on the environment
both positively and negatively.
Engagement: Trip to processing plant (Cherry Farms Seed Co. Inc)
Exploration: Students will visit the seed cleaning and processing portions
of the plant and write questions on their Cornell notes or notebook paper.
Explanation: Students will have the process explained to them and their
questions will be answered. Answers will be written on Cornell notes or on
notebook paper.
Extension: Students will be able to relate the seed processing and
laboratory quality control to their experiments that are already in progress on
Cornell notes or notebook paper
 Evaluation: Students will write a five paragraph essay on the process and
quality control aspects of the plant and relate how these apply to their
experiments.
 Homework: Students will finish essays.
Rubric for Lesson Three
Description
Title
Points
10
Introduction: three or four sentences
20
Content: five paragraph essay on the process and quality
control and its application to their experiment.
50
Spelling and grammar: the paper is coherent and has few
spelling mistakes.
20
Lesson four: The Results of Abiotic and Biotic Factors on
Soybean Seed Germination
Objective:
North Carolina Standard Course of Study for Biology:
Competency Goal 5: The learner will develop an understanding of the ecological
relationships among organisms.
5.01 Investigate and analyze the interrelationships among organisms, populations,
communities, and ecosystems.
* Abiotic and biotic factors.
Essential Questions: How do the abiotic and biotic factors affect the germination of
soybean seed?
Supplies needed:
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Calculators or excel spreadsheet to calculate germination percentages
Overhead projector, or a writing surface to record germination percentages
Worksheet (see Appendix D)
Content/Activities
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Engagement: Seed that have been germinated.
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Exploration: Students will count the number of seeds that have germinated and
calculate the percentage that have germinated by taking the number that
germinated and dividing by the total number and then multiplying by 100, then
record in Table 1 for both sets of seeds.
 Explanation:
 Students will record their data on the overhead or the surface provided.
 They will then record all the data
 A group discussion will ensue to explain the results
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Extension: Students will complete the lab by comparing and contrasting the
results for each defect, and explaining why they got the results they did and what
this means to the soybean industry.
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Evaluation: Students will review their notes, and write three upper level
questions in a multiple choice format with answers and summarize what they have
learned today on Cornell notes or on notebook paper.
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Homework: Students will study for test.
Rubric for Lesson Four
Description
Write Title, Objective, and Procedure or tape in the
lab notebook
Points
20
Analysis: Calculating percentages and completing
tables
50
Conclusion: Answering questions
30
Lesson Five: Assessment of Unit on Seeds and Germination
Objectives:
North Carolina Standard Course of Study for Biology:
Competency Goal 4: The learner will develop an understanding of the unity and diversity
of life.
4.02 Analyze the processes by which organisms representative of the following groups
accomplish essential life functions including:
* Reproduction, and growth and development.
Competency Goal 5: The learner will develop an understanding of the ecological
relationships among organisms.
5.01 Investigate and analyze the interrelationships among organisms, populations,
communities, and ecosystems.
* Abiotic and biotic factors.
Essential Question: How do we compare and contrast monocot and dicot seeds both
anatomically and physiologically? How do abiotic and biotic factors affect the
germination of seeds specifically soybean seeds?
Supplies Needed:
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Assessment (see Appendix E- 1 and E- 2)
Vocabulary Sheet (see Appendix E- 3a and E- 3b)
Content/Activities
 Class objective: The student will be able to identify and state the function of
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each part of the seed, compare and contrast monocot and dicot seeds both
anatomically and physiologically. They will also be able to describe and
elaborate how abiotic and biotic factors affect the germination of seeds
specifically soybean seed.
Engagement: Venn diagrams, experiments, Cornell notes and vocabulary lists.
Exploration: Students in groups of 2 – 3 will be able to review for 10 minutes
quietly for the test.
Explanation: Students will take an assessment in a multiple choice and short
answer format over North Carolina Standard Course of Study objectives 4.02 and
5.01
Extension: Students will be given vocabulary worksheet on the hormone
system of plants and how it affects them. (see Appendix E-3a and E-3b)
Evaluation: Students will design ways to learn vocabulary on Cornell notes,
flash cards or other methods, which they will share on Monday.
Homework: Students will study ways to learn the vocabulary words to share on
Monday
Rubric for Lesson Five
Description
Multiple Choice Questions
Points
5 points each
Short Answer Questions
5 points each
Note: Partial credit can be given to the short answers.
Appendix A- 2
Appendix A- 5
Appendix A- 1
Appendix A- 4
Appendix A- 4
Conclusion:
1) Explain what each of the following parts is or does: hilum scar, micropyle,
cotyledon, embryo and endosperm.
2) Explain what becomes of each of the following seed parts as the seed sprouts:
hypocotyls, epicotyl, and radicle.
3) Name two similarities and two differences between a monocot and a dicot.
Appendix A- 3a
Definitions used in Lesson One
1. Seed: A ripened ovule
2. Viability: ability of a seed to be able to germinate
3. Propagation: the controlled reproduction of plants
4. Cotyledon: seed leaves of the embryo
5. Dicotyledonous plants (dicot): plants with two seed leaves
6. Monocotyledonous plants (monocot): plants with one seed leaf
7. Embryo: small, dormant plant inside a seed coat
8. Endosperm: special food storage area for monocots
9. Plumule: the growth bud located at the apex where new growth begins
10. Seed coat: covering which encloses the internal parts of a seed
11. Dormant condition: a time during which no growth occurs because of
unfavorable conditions
12. Seed germination: process where the embryo resumes growth.
13. Radicle: embryo root
14. Pericarp: seed coat of a monocot
15. Hypocotyl: portion of the embryo between the root and the shoot
16. Epicotyl: portion of the embryo that becomes the stem
17. Hilum: portion of the seed that attaches to the pod
18. Micropyle: hole in the seed where the pollen grain and water enter
Appendix A- 3b
Definitions used in Lesson One
1) Seed
2) Viability
3) Propagation
4) Cotyledon
5) Dicotyledonous plants (dicot)
6) Monocotyledonous plants (monocot)
7) Embryo
8) Endosperm
9) Plumule
10) Seed Coat
11) Dormant conditions
12) Seed germination
13) Radicle
14) Pericarp
15) Hypocotyle
16) Epicotyle
17) Hilum
18) Micropyle
Appendix A- 6
Appendix B- 1
Quiz over the naming and function of the seed
Name____________________________
You may choose to create a quiz similar to the one I have
above. I have used two different quizzes: the one above
with a dicot and the one with a monocot seed.
Appendix B- 2
Worksheet over germination of bean and corn seeds
Appendix B- 4
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Title: Effects of abiotic and biotic factors on soybeans
Objective: To determine how processing soybeans results a better quality product
Procedure:
1. Identify possible defects by examining a bag of raw soybeans.
2. Weigh 113.5 g of soybeans and count the number of soybeans. Record this
number in Table I.
3. Separate the trash such as insect parts, leaves, stones and dirt. This trash will be
weighed and recorded in Table I. The trash will be put in the container labeled
trash
4. Take the soybeans minus the trash and place it in a container with round screens
of 8/64th inches. Shake it for 1 minute and remove the smaller seeds and weed
seed, weigh the mass, count the number of seeds and place it in the container
marked small seed and splits. Record the mass and number of seeds in Table I.
5. For one minute, Try and remove as many purple stained or off color soybeans as
you can. These colored soybeans will be counted and weighed and placed in the
container that says purple stained soybeans, and again the mass and number of
seeds will be recorded in Table I.
6. Remove all the heat damaged and insect damaged seeds in one minute. These
seeds will be counted, weighed and the number of seeds and mass recorded in
Table I. The seeds will be placed in the container marked heat and insect
damaged seeds.
7. Remove all the splits and broken seed coated seeds for one minute. These seeds
will be counted, weighed and the number of seeds and the mass of the seeds will
be recorded in Table I.
8. Count and weigh the clean seed and record these numbers in Table I. The clean
seed will be placed in the container labeled clean.
9. Take the number of seeds for each factor and divide by the total number of seeds
and then multiply by 100 to determine the percent of each factor. These
percentages will be recorded in Table II.
10. Take the masses of each factor and divide by the total mass and multiply by 100
to determine the percentage by mass of each factor. These percentages will also
be recorded in Table II.
11. Determine the grade of seed they have analyzed
12. Take 10 seeds from the clean container, and place them on a paper towel. The
paper towel will be folded so no seeds can fall out. The paper towel will be
labeled with the students’ names and clean seed then wrapped in saran wrap,
moisten and placed in the zip lock bag.
13. Repeat the above directions, but use seeds from another container. Make sure all
seeds are labeled.
Appendix B- 4
Analysis:
Table I
Number of
soybeans
Description
Trash
Mass of
soybeans (g)
Total number Total
of soybeans mass(g)
Small seed and
weeds
Purple stained
Heat damaged and
Insect damaged
Splits and broken
seed coats
Clean seeds
Calculations for Table II:
Number of seeds with a certain factor
Total number of seeds
Mass of seeds with a certain factor
Total mass of seeds
X 100 = %
X 100 = %
Table II
Description
Trash
Small seed and weeds
Purple stained seeds
Heat damaged and Insect
damaged
Splits and broken seed
coats
Clean seeds
Percent by number
Percent by mass
Appendix B- 4
Conclusion:
1) What was your grade of soybeans?
2) What in the environment or about the year for weather and conditions could
have caused this effect?
3) In what ways could you, as a producer, have done a better job to prevent this
situation?
Appendix B- 5
Note: To find how soybeans are graded and specific factors used in this example refer to
one of two websites: www.ussoyexports.org and www.gipsa.usda.gov . The first web
site has two articles on exporting soybeans and their standards: Ch. 2 Quality and
Grading Factors of IP Soybeans by Thomas J. Brumm of Iowa State University.
www.ussoyexports.org/buying_u.s._soy/IP_book/ch.2_qulaity_grading_factors_IP_soybe
ans.pdf, and Domestic quality standards and trading rules and recommended export
contract specifications for U.S. soybeans and products by James M. Guinn.
http://66.201.71.185/buying_u.s._soy/Guinn_quality_standards_trading
At gipsa, the article that is of help is
http://archive.gipsa.usda.gov/reference_library/standards/810soybeans
Using both these sites will give you definitions, pictures, and information to make the
grading of the soybeans much easier. You can have your students go online and find the
information, or you can do it yourself and download the information and make copies for
your students.
To find the screens, go to www.seedburo.com and www.clipperseparation.com
Both will try to help you find what you are looking for.
Appendix B- 3a
Definitions used in Lesson Two
1. Damaged kernels: soybeans that are weather-damaged, diseased, frostdamaged, germ-damaged, heat-damaged, insect-damaged, mold-damaged,
sprouted, or otherwise materially damaged.
2. Foreign material: All matter that passes thorough an 8/64 round-hole sieve and
all matter other than soybeans remaining in the sieved sample after sieving
according to procedures.
3. Heat-damaged kernels: soybeans that are materially discolored and damaged by
heat
4. Purple-stained: soybeans that are discolored by the growth of a fungus or by
dirt.
5. Sieve: a metal sieve 0.032 inch thick perforated with round holes 0.125 inch in
diameter.
6. Splits: soybeans with more than one-fourth of the bean removed and that are
not damaged.
7. Germination: The ability of a seed to grow into a plant.
Appendix B- 3b
Vocabulary used in Lesson Two
1) Damaged kernals
2) Foreign material
3) Heat-damaged kernals
4) Purple-stained soybeans
5) Sieve
6) Splits
7) Germination
Appendix C
If you do not have access to a seed processing plant, you have the written
and verbal agreement to use the video from Northland Organic Farms Inc.
Their website is www.northlandorganic.com. Once you are there, go to
videos, and then download cleaning and post harvest. You may use any of
the others that you see, but get permission from the company. They are
extremely happy to help you.
If you are looking for a processing plant, NCSU has a site that tells you all
the certified processing plants in North Carolina.
Appendix D
Seed germination lab
Title: Seed germination lab
Objective: To determine the effects of biotic and abiotic factors on seed germination
Procedure:
Step 1) Using the seeds you began germinating on Day 2, take the “clean seeds” from
the zip lock bag.
Step 2) Count the number of germinated soybeans (those that have a radicle or root
emerging), divide by 10 and multiply by 100 to determine the percentage that have
germinated. Record in Table I.
Step 3) Repeat steps 1 and 2 except take the “defected seeds” from what you chose on
Day 2 lab and determine the germination percentage. Record in Table I.
Step 4) Record your results on the board provided that says class germination rates for
the “defected seed”
Step 5) Complete Table I by recording the germination percentages for all “defective
seeds”.
Step 6) Answer the three conclusion questions.
Analysis:
Table I
Description
Small seed and weeds
Purple stained seed
Heat damaged and insect
damaged
Splits and broken seed coats
Clean seed
Number of seeds
germinated
Percentage of seeds
germinated
Appendix D
Formula to determine percentage germination
Number of seeds for that treatment germinated X 100 = percent of seed that germinated
Number of seeds for that treatment tested
Conclusion: Answer the following question.
1. What was the percentage of germination for the two sets of seeds that you
germinated?
2. What effect did the abiotic and biotic factors play on the germination of the seed?
3. Compare and contrast the effects of all the abiotic and biotic factors that we tested on
the germination of the soybean seed.
Appendix E- 1
Assessment for Biology NCSCOS 4.2 and 5.1
Name_________________________ Date____________
seed germination and quality
1. _________
Which is an abiotic factor that would affect the ability of a species of tree to survive in a
particular habitat?
A.
B.
C.
D.
availability of minerals in the soil
type and number of tree parasites present
climax vegetation of the area
type and number of herbivores present
2. _________
The function of the cotyledon in a seed is to
A.
B.
C.
D.
form the upper portion of the plant
form the lower portion of the plant
protect the ovary from drying out
provide nutrients for the germinating plant
3. _________
An iguana that eats all the flowers of a cactus will limit the ability of the cactus to
A.
B.
C.
D.
reproduce
grow
store food
transport nutrients
4. _________
Scientists have been able to produce mutations in plants by irradiating their seeds with
gamma rays. The result of one of the mutations was a plant that could not produce
flowers. Because of this lack of flowers, the plant would not be able to
A.
B.
C.
D.
carry out photosynthesis
transport water
reproduce sexually
grow more than a few inches tall
5. _________
A student placed some seeds on a moist paper towel in a petri dish. Another petri dish
was filled with water and seeds. The petri dishes were covered and exposed to identical
experimental conditions. After several days, the student noticed that the seeds
submerged in water did not germinate, but those on the paper towel did. The best
explanation for these results is that the seeds
A.
B.
C.
D.
on the towel were warmer tham those under water
on the towel were able to receive more light
submerged in water built up carbon dioxide
submerged in water did not receive enough oxygen
6. _________
The spotted touch-me-not, a flowering plant, has seed pods that burst open when
touched and forcefully eject their seeds. Such an adaptation is favorable because it
A.
B.
C.
D.
aids in the dispersal of the species
attracts insects that aid in pollination
prevents germination within the seed pod
can cause genetic changes to occur
7. _________
In the diagram of a dissected seed, which letter indicates the epicotyl?
A.
B.
C.
D.
A
B
C
D
8. _________
After a flower on a cherry tree is fertilized, what part of the flower will develop into the
fruit?
A.
B.
C.
D.
stamen
anther
ovary
ovule
9. _________
The diagram represents some parts of a flower. Both meiosis and fertilization occur
within
A.
B.
C.
D.
A and F
B
C
D and E
10. _________
Many fruits contain specialized structures that are adaptions for
A.
B.
C.
D.
synthesizing minerals
aiding in seed dispersal
attracting pollinating insects
promoting germination of pollen grains
11. _________
Which letter indicates the structure within which fertilization takes place?
A.
B.
C.
D.
A
B
C
D
Answer the following questions in complete sentences
1. Name one function of each of the following seed parts
A. Seed Coat
B. Radicle
C. Cotyledon
D. Hilum
2. Name two abiotic or biotic factors that affect the germination of soybeans
and how they affect the seed?
3. If 5 seeds are germinated out of 10 seeds, what percentage of the seeds has
germinated?
4. State two differences between a dicot and a monocot seed.
5. Why does a swelled seed not necessarily mean a viable seed?
6. Name two adaptations seeds have that enable them to compete in the
world and how these adaptations help the plants survive.
Appendix E- 2
1. A
7. D
2. D
8. C
3. A
9. C
4. C
10. B
5. D
11. D
6. A
Possible written answers
1 A. It protects the embryo
B. It absorbs water in the young embryo
C. It stores food for the young embryo
D. It absorbs water for germination.
2. Two abiotic or biotic factors that affect seed quality are splits and heat and insect
damage. The splits will damage the embryo by exposing it to the elements and
therefore can not grow. The heat damage kills the embryo so it can not germinate.
3. 5/10 X 100 = 50%
4. Two differences between a monocot and a dicot are: monocots have one seed leaf
and dicots have two seed leaves, and monocots do not have a true seed coat and
dicots do have a true seed coat.
5. All seeds will absorb water through the hilum, so they will swell but not all seeds
because of abiotic and biotic factors have living embryos.
6. Some seeds have stickers on them so they are easily picked up by animals and
carried from one place to another. Some seeds have a tough seed coat which
allows them to stay dormant until conditions are idea for germination.
Multiple choice questions taken from www.castlelearning .com and from the Washington
State Horticulture I lesson guide.
Appendix E- 3a
Vocabulary for plant growth regulators or hormones of plants
a. Auxin: a plant hormone that causes cell elongation
b. Embryo: the first stage of a plant within the seed
c. Pruning: removal of plant parts
d. Environment; sum of all the external factors that influence plant growth
e. Subapical meristem: the living tissue in which new cells are formed,
located below the growing point
f. Gibberellins: a plant hormone that affects cell enlargement and cell
division in the subapical meristem
g. Cytokinins (kinins): A group of chemical substances that have a decisive
influence in the stimulation of cell division.
h. Abscicic acid: A class of inhibitory compounds that affect bud and seed
dormancy and leaf abscission
i. Photoperiod: Length of light period
j. Microclimate: Climate of a “small area” that is different than the
surrounding climate
k. Abscission: The shedding of parts of a plant
l. Apex: Top
m. Inhibitory: stops or slows down growth
Appendix E- 3b
Vocabulary for Plant Growth Regulators
1) Auxin
2) Embryo
3) Pruning
4) Environment
5) Subapical meristem
6) Gibberellins
7) Cytokinins (kinins)
8) Abscicic acid
9) Photoperiod
10) Microclimate
11) Abscission
12) Apex
13) Inhibitory