The Story of the Seed

Overall, this project had many ups and downs for Gabby and her group. I had the privilege to interview Gabby and get to know all about her experience in this project. Gabby learned that plants need certain things to survive, and that they are able to thrive and grow better in different environments. One thing that surprised her was how many different aspects there are in the topic of biology alone. Her group was a very entertaining group and was able to brighten her up each and every day. One moment that Gabby was slowed down and had to think a bit deeper was when she was examining cells, and learning about the various parts of cells. Gabby described her plant's growth as that the leaves grew very large and her plant grew taller and wider than most of the other plants.

This project was very enjoyable, and I personally feel like I learned a lot about ecology. I was surprised that I enjoyed this project, as gardening has never been a strong trait of mine. However, I think this project was definitely a fun learning experience, and my teammates also agree.  I was given to opportunity to interview one of my classmates, Kyle Booker, to see what he learned from his own personal Story of the Seed project.  Kyle's experiment consisted of hanging plants upside down to test how directional orientation affected his plant's growth.  For him, he learned that directional orientation does effect plants, how to care for plants and what they require to grow, as well as the life cycle of his own brassica olercea plant, kale.  I then asked him what surprised him throughout the process, and he said he was amazed by how large his plants would grow throughout the timespan of a couple days. He then elaborates this by explaining that he'd have tiny sprouts one

Our Story of The Seed Project was full of stories to tell now I was given the opportunity to interview Ella Blecher who is in Team 5. She enjoyed this project and had many funny moments such as when she found a bug floating in their water cup. " It made me laugh when there was a small brown bug floating in our plant's water cup." I then asked her what amazed her the most about this project. She answers with , " I was surprised how quickly our plant grew. I expected the brussel sprout plant to grow, but it surprised me how quickly the plant reached the size it is now. " I then asked what made her think a little deeper, she responded with , " I had to stop and think a little deeper when we were moving our plant to the garden. We needed to find a spot where our plant would thrive , while not stopping other plants from doing so. " She then further explained to me how she found a spot in the back where their plant would receive a lot of sunlight yet not blo

Our group overall had a positive experience with the Story of the Seed project. Now, let's see what Mallory Byers thought of the project and the effect that it had on her.           What have you learned? Mallory explained how she learned about the relationship between plants and other organisms along with the effects of that relationship as she observed her plant throughout the whole project.            What surprised or amazed you? What surprised her was how she learned about the good things plants do for the Earth and when she learned about all of the different processes and stages that plants go through, l ike photosynthesis.             What made you laugh? She laughed with her group when they were trying to grow their brussel sprouts in different materials and they went to check on the plants and they found that a was a bug swimming in the water, which made them laugh.               What made you pause and think a little deeper. She paused and thought a

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Question How do abiotic or biotic factors influence the rates of enzymatic reactions (chemical reactions that are assisted by enzymes)? Some abiotic factors that influence the rates of enzymatic reactions are pH levels that alter the strength of hydrogen bonds’ polarity, temperature that changes the speed of the enzyme and substrate and enzyme concentration which gives more possibilities to have a reaction. Background Enzymes speed up chemical reactions by lowering activation energy (that is, the energy needed for a reaction to begin). In every chemical reaction, the starting materials (the substrate(s) in the case of enzymes) can take many different paths to forming products. For each path, there is an intermediate or transitional product between reactants and final products. The energy needed to start a reaction is the energy required to form that transitional product. Enzymes make it easier for substrates to reach that transitional state. The easier it is to r