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By Naomi L.
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Abstract
The purpose
of the experiment was to determine the level of nitrogen, phosphorus, potash,
and the pH level in orchard soils.
If the concentration
of these elements is too high or too low, the plant isn’t able to grow
to its full potential. This area of science is important to Central
Washington because there are many orchards, which provide many jobs for
our community.
The hypothesis
of this experiment was that the soil near the road would have fewer amounts
of nutrients in the soil, because there is more run-off near the road because
of rainfall.
The experiment
involved collecting samples from different orchards. The scope of
the experiment was two samples from three different orchards and three
different trials for each. The main steps taken to increase validity
was keeping the soils at a constant temperature and using distilled water.
The limitations were the amount of fertilizers couldn’t be controlled and
the type of testing wasn’t very accurate.
The hypothesis
was rejected. The results showed that three out of four nutrients were
at high levels in samples taken .5 meters from the road. The other
nutrient shows that both orchard samples .5 meters and 6 meters from the
road were the same.
Discussion
included the possibility that the oil or gasoline from the cars passing
on the road might contain nutrients, like phosphorus, potash, pH, and nitrogen.
Purpose
The purpose of my experiment
was to determine if the level of nitrogen, phosphorus, potash, and the
pH level in orchard soils were at a balanced amount for orchard growth.
I wanted to solve this problem because
I was concerned about the amount of nutrients found in the orchards.
The reason why is because if there is too little or too much, the plant
isn’t able to grow to its full potential. This area of science is
really important to the area where I live because there are many orchards,
which provide many jobs for our community. If the orchard isn’t growing
particularly well, then that could mean unemployment to many people who
depend on working in the orchards.
This experiment
could help farmers or orchardists to find out where the most or the least
nitrogen, phosphorus, potash, or pH is. They can use this information
to grow their products more efficiently and economically.
Hypothesis
The hypothesis of this experiment was
that the soil near the road would have fewer amounts of nutrients in the
soil, because there is more run-off near the road because of rainfall.
The hypothesis was based on the
website http://esa.sdsc.edu/tilman.htm.; stating that, “As these nitrates
seep away they carry with them positively charged alkaline minerals such
as calcium, magnesium and potassium.”
Experiment
Design
The constants in this study were:
-the temperature of soil
-the temperature of water
-distilled water
-amount of trials
-type of orchard
-amount of soil
-amount of water
-amount of capsules
-amount of time allowed to settle
The manipulated variable was the
location the soil sample was collected from. This included three
different orchards and two different locations from each orchard.
The responding variables were the
levels (surplus, sufficient, adequate, deficient, or depleted) of pH, nitrogen,
phosphorus, and potash in the different locations in the different orchards.
To measure the responding variables
I used a kit to measure the levels of pH, nitrogen, phosphorus, and potash.
The kit uses a soil sample and a capsule, which changes the color of the
solution; you then use the color and compare it to the color chart, which
shows the level.
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Procedures
1. Select three apple orchards.
2. Label orchards, orchards A .5 meters,
A 6 meters, B .5 meters, B 6 meters, C .5 meters, and C 6 meters (to keep
track of them).
3. From orchard A take a sample by digging
and filling a ziplock bag full (at least 1000ml); fill with soil
half a meter away from the road.
4. Fill another bag (from orchard A) with
soil 6m from the road
5. Repeat steps 3-4 for gathering soil
samples from orchards B and C.
6. Use a clean location to perform the
tests.
7. For testing for pH, nitrogen, phosphate,
and potash, use each soil sample and conduct three trials for
each. Keep soil samples separate.
8. Use the following instructions for
testing for the pH level in orchards A .5 meters, A 6 meters, B .5 meters,
B 6 meters, C .5 meters, and C 6 meters:
a) Using the green color chart fill the
chamber with a soil sample until it reaches the soil line.
b) Take one green capsule and empty
it into the chamber.
c) Then use a dropper to fill the
chamber with water until it reaches the water line.
d) Put the cap back onto the container
and shake thoroughly.
e) Let the soil settle until the
color develops.
f) Compare the color of the combination
to the chart
g) Wash the container thoroughly, with
soap and water before using it with different samples and trials.
9. Record results.
10. To find the level of nitrogen use
the following instructions:
a) Take a container.
b) Add 5 cups of water to the container.
c) Stir the soil and water for about
a minute.
d) Let the solution stand for 24
hours, or until settled.
e) Set out the testing containers,
except the pH one.
f) Use the dropper to take the mixture;
make sure its not from the bottom and not from the top or anywhere there
is residue.
g) Fill with the water until it
reaches the water line.
h) Take the appropriate capsule from each
bag and empty into its container.
i) Place the cap back on and shake
each one thoroughly.
j) Let the color develop for 10
minutes.
k) Compare the final color to the
chart.
11. Record results.
12. Wash the containers.
13. Repeat steps a-k when testing for
both phosphorus, potash and nitrogen in orchards A .5 meters, A 6 meters,
B .5 meters, B 6 meters, C .5 meters, and C 6 meters.
14. Do three trials for each location.
Research
Report
INTRODUCTION
The research
report tells about the different nutrients that I’ll be testing for.
It also tells about the related topics, like what are the uses for the
nutrients, and how they’re made.
NITROGEN
Nitrogen is
needed for green, leafy, vegetative growth of plants. When a plant
is lacking nitrogen it shows signs of deficiency. Nitrogen is very
mobile in plants, it moves from older growth to newer growth; it depends
of where it’s needed.
Nitrogen moves
easily through soil in soil water. However it’s easily washed downward
by rain or irrigation water. If its washed below the root zone of
plants it will not be available for plant use. Nitrogen is the most
often lacking element needed by plants. Because of complex bacterial
interaction nitrogen is not usually available for plants until the soil
has been warmed up.
Too much nitrogen
or a nitrogen imbalance can delay flowering, fruiting and seed set.
The result can be that the plant is too soft, or succulent, and may be
more vulnerable to fungal and bacterial infection. Nitrogen can also
desiccate or burn roots of plants if it is placed too close to the seed.
Some nitrogen
is vital to life as part of amino acids, which are building blocks of proteins.
All living things are made up of these compounds, nitrogen, oxygen, hydrogen,
and carbon. These compounds come from the air and water around us.
Nitrogen in the air can’t be used directly, so plants get nitrogen from
soluble nitrogen compounds in soil.
Molecules
of nitrogen are made up of two nitrogen atoms, which are linked together
very strongly. Energy is needed to convert nitrogen molecules in
air into nitrogen containing compounds.
The process
of converting nitrogen is called fixing. Nature makes two fixing
processes; when lightening flashes and heats air or through the work of
bacteria that live in nodules of some plant roots.
To use nitrogen
as a fertilizer people have to dig rocks with nitrogen compounds or grow
legumes with plants. Energy is released when compounds with nitrogen
atoms change and form nitrogen gas.
Nitrogen is
responsible for producing leaf growth and green leaves. Deficiency
in nitrogen causes yellow leaves and stunts the plant’s growth. Too
much nitrogen causes too much foliage and postponement of flowering.
It also becomes vulnerable to disease and its fruit becomes of poor quality.
NITROGEN IN THE ATMOSPHERE
In the atmosphere
nitrogen is 79% volume and 76% mass. Nitrogen is bonded so tightly
it is unharmed by ultraviolet light. Nitrogen is one of the first gases
formed in the early atmosphere, about four billion years ago. The
most likely source of this nitrogen was ammonia gas from volcanoes and
hot springs. Light broke it down to produce nitrogen and hydrogen.
Over time other gases of the atmosphere combined with the earth’s rocks
and oceans. As a result inert nitrogen was left in the atmosphere.
Nitrogen rarely
reacts with other gases in the atmosphere except in high temperatures.
At 30000? C nitrogen and oxygen combine to make nitrogen dioxide, when
dissolved in water makes dilute nitric acid. Nitric acid is a natural
source of acid rain, but at the same time makes nitrogen available to plants.
The equation for
the formation of nitrogen dioxide available to plants:
Stage I: Nitrogen?oxygen?nitric
oxide
Stage II: Nitric
oxide?oxygen?nitrogen dioxide
The equation for
formation of natural acid raindrops after lightening:
Nitrogen dioxide?water?
nitric acid?nitric oxide.
AMMONIA
Three fourths
of ammonia is used for fertilizers. It can be sprayed on crops, on
the ground or injected as a gas into the soil. If its not used directly
as a fertilizer it is mainly converted to ammonium nitrate; and used as
TNT and dynamite. Ammonium chloride is used as a cleaning agent and
in paste inside all zinc-carbon dry cell batteries.
NATURALLY FIXED NITROGEN
Nitrogen made
in chemical plants is used for fertilizers. The natural process of
fixing nitrogen is more efficient than the man made way. Species
of bacteria, fungi, and blue-green algae can fix nitrogen; and convert
nitrogen to ammonia, a soluble material absorbed by plants.
The most common
nitrogen-fixing group is the bacteria Rhizobiurn. Rhizobium makes
nodules or galls on roots of legumes. Bacteria and plants benefit
this. Bacteria need plants for food; the waste products from nitrogen
are used for plant growth. Nitrogen fixing bacteria are used to improve
water plants, like rice. In rice-paddy fields nitrogen is fixed by
blue-green algae, that live with species of water fern. By planting
ferns, nitrogen is fixed and absorbed by roots. Bacteria in legume
nodules give off 55 kilos of nitrogen per hectare from soil and air.
NITROGEN-BASED FERTILIZERS
Manure is
the natural way of adding nitrogen to soil, along with rainfall, or made
by legumes, and soil bacteria. Using manure as fertilizer recycles
waste products and manure also has many other nutrients that benefit plants.
Manure acts slowly; having slow bacteria break down the waste. As
the bacteria breaks down, nitrogen is released as ammonia and soluble nitrates.
For faster results and more convenience, use fertilizers with nitrate rocks
or produced from ammonia, and add to soil.
APPLYING NITRATE
BASED FERTELIZER
On highly
mechanized farms nitrogen can be applied by injecting an ammonia solution
fifteen centimeters under the soil’s surface; to keep it from evaporating.
A more common way of adding nitrogen is spraying ammonia onto the fields.
For a less laborous system of fertilizing, many farmers use pellet form.
The pellets dissolve and nitrogen sinks into the soil. Inorganic
fertilizers can have their downfalls. They can pollute rivers and
lakes, and defect the crop. The crop can grow watery and taste undesirable.
This is why researchers are trying to find a better way to fertilize plants.
HOW FERTILIZERS WORK
In order for
a plant to grow and thrive, it needs a number of different chemical elements.
The most important are:
Carbon, hydrogen,
and oxygen available from air and water. Nitrogen, phosphorus, and
potassium are three macronutrients and the three elements found in most
packaged fertilizers. Sulfur, calcium, and magnesium are secondary
nutrients. Boron, cobalt, copper, iron, magnesia, molybdenum and
zinc are micronutrients.
The ones that
are needed in big amounts are nitrogen, phosphorus, and potassium.
Nitrogen, phosphorus, and potassium are necessary for the building blocks
of amino acids, cell membranes, and ATP. Every amino acid contains
nitrogen. Every molecule making up every cell’s membrane contains
phosphorus; so do every molecule of ATP. Without nitrogen, phosphorus,
and potassium the plant can’t grow because it can’t make the necessary
pieces.
If any micronutrients
are not there or hard to get from the soil, it will limit the growth rate
of the plant. In nature the plants get their nutrients from the decay
of other plants that have died. Sometimes the only nitrogen in the
soil is from the decaying plants.
The goal of
fertilizers is to make plants grow faster. The fertilizers do that
by supplying the elements. Most fertilizers only contain nitrogen,
phosphorus, and potassium because the other elements are needed in such
small amounts.
The numbers
on the back of fertilizer packages show the percent of nitrogen,
phosphorus, and potassium in it.
PHOSPHORUS
Phosphorus
is a solid and is made from dried urine. Unlike nitrogen, phosphorus
is very reactive and doesn’t exist on its own in nature. White phosphorus
exposed to air burns spontaneously. Phosphorus is essential to life;
compounds help in the process of transferring energy in the body.
Phosphorus is said
to promote root growth, root branching, stem growth, flowering, fruiting,
seed formation, and maturation. When phosphorus is lacking in plants,
stems and foliage often have a red or purplish tinge; particularly noticeable
on corn and tomatoes.
Phosphorus
is very stable and non-mobile in soil; it’s not easily leached by soil
water. When used moderately it may be placed close to seeds and seedlings
and won’t desiccate them.
Phosphorus
can be characterized in white, red, or black. White means that it’s
a highly active waxy solid that catches fire spontaneously when exposed
to air. The red type doesn’t catch fire unless exposed to an open
flame. The melting point of phosphorus is 44? C, the freezing point
is -280? C. Phosphorus is the 11th most plentiful element in the
Earth’s crust.
Phosphorus
can be in the form of phosphate, which is made up of phosphorus, oxygen,
and one other element. The most plentiful source of phosphorus found
in the earth is the mineral apatites. Apatites contain phosphorus,
oxygen, calcium, and halogen. Florida produces the most phosphorus
in the world.
It can be
found in bones, teeth, and horn. In different forms phosphorus can
be found in cells. It is cycled through the environment; but happens
only in the solid and liquid of the Earth’s crust. 95? of phosphorus
is used in industry for production of phosphorus compounds, and a minor
use for safety matches.
Phosphorus
is needed by growing plants, because it is in charge of plant genetics
and seed development. Deficiency causes stunted growth and seed sterility.
Phosphorus aids the plant’s maturity, increases seed production, increases
food development, increases vitamin content, and helps plant’s resistance
to disease and winter.
PHOSPHORIC ACID
Phosphoric
acid ranks number 7 of the production of chemicals in U.S. It is
manufactured for fertilizers, soaps, detergents, water treatment, and rust
proofing of metals, gasoline additives, and production of animal feeds.
Phosphoric acid was once converted to tripolyphosphate and used for synthetic
detergents. However when it released into the environment it’s a
nutrient for algae. It is now banned from content in detergents.
POTASH
Potash strengthens
plants and helps form carbohydrates. It also promotes protein synthesis,
improves color and flavor in fruit. It facilitates early growth,
stem strength, and cold hardiness. Plants that are deficient in potash
usually are stunted and have poorly developed root systems. The leaves
spot, curl and appear dried when there is potash deficiency.
POTASSIUM
Potassium
enables plants to more readily withstand stress-like drought, cold, heat,
and disease. It also stimulates flower color and promotes tuber formation
and a strong root system. When a plant is lacking potassium the leaves
appear dry and scorched at the edges. They also have irregular yellowing,
which appears on older leaves first.
SOIL
Soil makes up the
outermost layer of our planet. Topsoil is the most productive soil
layer. Soil has varying amounts of organic matter (living and dead
organisms), minerals, and nutrients. Five tons of topsoil spread
over an acre is only as thick as a dime. Natural processes can take
more than 500 years to form one inch of topsoil. Soil scientists
have identified over 70,000 kinds of soil in the United States. Soil
is formed from rocks and decaying plants and animals. An average
soil sample is 45 percent minerals, 25 percent water, 25 percent air, and
five- percent organic matter. Different-sized mineral particles,
such as sand, silt, and clay, give soil its texture. Fungi and bacteria
help break down organic matter in the soil. Plant roots and lichens
break up rocks, which become part of new soil. Roots loosen the soil,
allowing oxygen to penetrate. This benefits animals living in the soil.
Roots hold soil together and help prevent erosion. Five to 10 tons
of animal life can live in an acre of soil. Earthworms digest organic
matter, recycle nutrients, and make the surface soil richer. Mice
take seeds and other plant materials into underground burrows, where this
material eventually decays and becomes part of the soil. Mice, moles,
and shrews dig burrows, which help aerate the soil.
CONCLUSION
Hopefully
this information was useful and gave you a better understanding of the
experiment.
Results
The reason for this experiment was
to find the levels of nutrients in different orchard soils.
The level of potash in Orchard A.5
meters and in Orchard 6 meters was at the point 4, or sufficient.
The level of potash in Orchards B .5 meters, B 6 meters, C .5 meters, and
C 6 meters was at point 1, or depleted.
The level of pH in Orchards A .5 meters,
A 6 meters, B .5 meters, and B 6 meters was at point 7, or neutral.
The level of pH in Orchard C .5 meters and Orchard C 6 meters was at point
6.5, or slightly acid.
The level of nitrogen in Orchard B 6 meters
was at point 2, or deficient. The level of nitrogen in Orchards A
.5 meters, A 6 meters, C .5 meters, and C 6 meters was at point 3, adequate.
The level of nitrogen in Orchard B .5 meters was at point 5, or surplus.
The level of phosphorus in Orchards A
.5 meters, A 6 meters, and B .5 meters was at point 5, or surplus.
The level of phosphorus in Orchards B 6 meters, C .5 meters, and C 6 meters
was at point 3, or adequate.
Conclusion
and Analysis
When testing for potash in all orchards,
the levels of potash in the locations were the same, but not in the orchards.
For example in Orchard A .5 meters, the level was 4, for Orchard A 6 meters
the level was also 4.
When testing for pH the levels in the locations were the same, but not the different orchards.
When testing for nitrogen Orchards A and Orchard C in both locations, had the same level; but not the orchards. However in Orchard B the .5 meter sample, the level was higher than 6 meters.
When testing for phosphorus Orchard A and Orchard C had the same levels in both locations; but not the orchards. However once again in orchard B the levels in different locations were different. Orchard B .5 meters’ level was higher than Orchard B 6 meters’ level.
The hypothesis was that the soil near the road would have fewer amounts of nutrients in the soil, because there is more run-off near the road because of rainfall. Because of the results, the hypothesis should be rejected. Out of the nutrients tested for, the results show that the levels of nutrients in the orchards were consistent in both locations .5 meters from the road, and 6 meters from the road, except for Orchard B. In Orchard B the location closest to the road (.5 meters) the levels of nitrogen and phosphorus was higher.
After seeing the results it could be concluded that there was compost near the road and the compost contained some nutrients and the nutrients seeped into the soil near the road, while the inside orchard didn’t get any. It might also be said that the different amounts of traffic going by the roads was different and could have affected the results.
Because of the crude way of testing for the levels, it could also be said that the color didn’t match up to the chart, which showed the levels, therefore the results were altered. The amount of fertilizers added to the different orchards probably had a major affect on the final result. After taking samples from different locations it wasn’t considered what different altitudes there were. When collecting the samples it was discovered that the soil at a lower altitude was warmer than the soil at a higher altitude, which was colder and more frozen.
If this experiment were conducted again the amount of fertilizer and additives would have been considered and controlled. The way of testing for the levels of nutrients would have been different, the testing would be more accurate, easier to read, and dependable.
Bibliography
Author unknown, Soil, http://pelican.gmpo.gov/edresources/soil.html
David E. Newton, Rob Nages, Bridget Travers, pH, U?X?L Encyclopedia, 1995
David E. Newton, Rob Nages, Bridget Travers, Phosphorus, U?X?L Encyclopedia, 1995
“Sodium and Potassium”, Grolier’s, 1996
Luster Leaf Products, Techcourt, Woodstock, IL, 1999
“Nitrogen and Phosphorus”, Elements, 1996
Peter M. Vitousek, et al, “Human Alteration of the Global Nitrogen Cycle: Causes and Consequences”, http://esa.sdsc.edu/tilman.htm 11/30/00
“Nitrogen”, http://ipm.iastate.edu/ipm/icm/1997/nitfert.html, 1997
“Science Fair” http://members.aol.com/ScienzFair/zoology.htm, 1996
“Nitrogen”, http://www.washington.edu/admin/hr, 1998
“E-mail”, http://www.washington.edu/student/crscat/ecosci.html, 1998
Marianna A. Busch, “Phosphorus”, World Book, 1991
Kenneth Schug, “pH”, World Book, 1991
Duward F. Shriver, “Potassium”, World Book, 1991
Emily Jane Rose, “Nitrogen”, World Book, 1991
William A. Reiners, “Nitrogen Cycle”, World Book, 1991
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