Professional Documents
Culture Documents
Biology 1 9C
26 May 2015
Rahman-Szczesniak 2
Table of Contents
Introduction 1
Problem Statement 5
Experimental Design 6
Conclusion 20
Works Cited 23
Rahman-Szczesniak 3
Introduction
Human technological advancements have shown to increase exponentially; from one new
example of this phenomenon would be the invention of the wheel enabling future technological
advancements such as the horse-and-buggy, eventually leading to automobiles. This has been
especially so since the Industrial Revolution: the introduction of modern industry to the world.
As factories permeated global societies, the Earth itself bore the brunt of the negative
consequences. Acid rain is the most prevalent negative effect of industry, especially due to the
burning of fossil fuels and vehicular emission of smog. Acid rain is as sounds: precipitation in
the form of liquid that is exceedingly acidic, or has a pH level below 7.0 (What Causes Acid
Rain?). Upon further investigation of the effect the Industrial Revolution had on the biosphere
particular are often used in instances of technology such as motion detectors, radars, and wireless
connection/wifi. Microwaves tend to traverse through the air, which is known as radiation
(Lucas).
The general perception of acid rain, as it pertains to water pH, is that it begets negative
consequences for plant life, but how so? All radiation yields effects to the surrounding
environment, but what does it mean for the biosphere and specifically: plant life? It was decided
Rahman-Szczesniak 4
an experiment was necessary to answer such questions of water pH and the effect of microwave
radiation on living things and if an effect existed between the two factors and what the optimal
amount of each factor is, as pertains to life. Said experiment was designed as a two-factor
design of experiment, dubbed DOE which involved water with pH levels of 5.6, 7.6, and 9.6
and durations of exposure to microwaves for 1, 2, and 3 seconds for various groups of Phaseolus
lunatus (lima bean) seeds in order to find which two factors yielded the highest germination rate.
In total there were 75 seeds to be manipulated, in which there were five groups of fifteen seeds
each consisting of differing microwave exposure times and pH of water (used to water seeds),
except for the standard values which were 2 seconds and 7.6 pH; the standards were only tested
The experiment was performed by altering the pH of two 500 mL containers of water by
using sodium bicarbonate to raise the pH and citric acid to lower the pH. Multiple packets of
seeds were used and seeds were pooled together and chosen at random as to avoid bias. The
water of altered pH was used to water seeds as needed and a microwave oven was used to expose
the seeds to microwave radiation. The seeds were sandwiched between two paper towels and
then sealed inside a Ziploc bag to avoid evaporation. The seeds were removed from Ziploc bags
and microwaved daily, and in the presence of dry seeds, they were watered. After one week of
careful observations, it was recorded how many seeds per subgroup of 5 in each group of 15 had
germinated.
Rahman-Szczesniak 5
The first respective factor was the duration of exposure to microwave radiation.
Microwaves themselves transmit, or carry, thermal energy (Lucas). In relation to the experiment,
microwave ovens agitate water molecules on food, or in the instance of this experiment: seeds, at
set frequencies and due to increasing agitation the water molecules begin to vibrate at the atomic
level, generating heat due to water molecules being reoriented from microwave irradiation,
causing friction between the tightly-packed molecules, as can be seen in Figure 1 (Wolpert). The
heat from the friction of the vibrations essentially manipulate the temperature within the seeds
vicinity, causing variations for the seeds maturation. In the presence of temperatures too intense
for a specific seed, the seed may have trouble germinating or even die due to the heat possibly
evaporating water (What is Germination?). In relation to the seeds in this experiment the effect is
more powerful, as the seeds are soaked thoroughly in water which will not only vibrate at a
molecular level, but the water itself will also heat due to similar friction (Wolpert).
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The second factor that will alter the response variable in the experiment was the pH of the
water used to nourish the seeds. Levels of pH of water, as pertains to plants, affects the soil the
seed is planted in than the actual seed itself. Water pH is found to affect seeds at elemental levels
and alters (possible) nutrient intake (Lovejoy). To be specific, when pH of soil and water is in the
optimal range (for the specific plant/seed), minerals tend to be more soluble through the
phospholipid bilayer. This is due to differing pH levels being able to break down and dissolve
molecules which have too great of sizes to enter the cell, allowing more nutrient intake.
The response variable itself, or the manipulated result yielded from the effect of the
factors, is germination rate. Germination rate tends to be measured per centum, or one per every
hundred. Germination is the process of a seed sprouting into and growing (as a) plant. The
essential bases for a seed to germinate are the presences of oxygen and adequate temperatures
Problem Statement
Problem:
Hypothesis:
If a group of Phaseolus lunatus plants are exposed to microwaves for 1 second and are
watered with water that has a pH of 9.6, then it will have the greatest germination rate.
Data Measured:
The first independent variable, as this experiment will be set up as a two-factor DOE, is
the amount of time the seeds are exposed to microwaves. Inside of a microwave, 75 seeds will be
categorized into groups accordingly: two group of 15 will be exposed to microwaves for a total
of 1 second, one group of 15 will be exposed to microwaves for 2 seconds, and two more group
of 15 will be exposed to microwaves for 3 seconds. Each group will be microwaved daily. The
exposure time and the difference between each groups allotted amount was determined to be 1,
2, and 3 seconds because the microwaves radiated inside of a microwave oven are very great and
as hypothesized, even such short exposure times should affect the seeds greatly. The second
independent variable is the pH level of the water that is used to water the seeds. This variable
will be measured in pH units on the pH scale. The low for this variable is 5.6, the standard is 7.6,
and the high is 9.6. The difference between each amount that caused it to be judged as low,
standard, or high is that lower pH levels are more acidic, which increasingly becomes harmful to
the plant as the pH gets lower. Following this basis, it can be hypothesized the higher the pH
level, the less harmful and more effective the watering of the plant is. The waters pH will be
Materials:
(75) Phaseolus lunatus seeds (3) 3.78 L Milk jugs
(14) 28x15 cm Paper towel sheet (1) 800 W Microwave oven
(5) 27x29 cm Ziploc bags (2) 500 mL beakers
(1) Scoopula (1) Plastic teaspoon
(1) Sharpie marker (1) 150 mL Cup
(1) Plate (1) 1 mL Pipette
Nitri-Chem gloves Sartorius Analytic Scale
1 g of Citric acid 1500 mL Water
5 g Sodium bicarbonate AquaChek Pool & Spa test strips
Procedure:
1. Use the Sartorius Analytic Scale to measure approximately 1 g of citric acid and 5 g of
Sodium bicarbonate.
3. Add citric acid using the scoopula to one beaker less than half of a gram at a time and
stir with a spoon. Use pH test strips to judge pH until the waters pH is lowered to 5.6.
4. Add sodium bicarbonate using the scoopula to the other beaker with less than a quarter of
a gram at a time and stir with a spoon. Use pH test strips to judge pH until the waters
pH is increased to 9.6.
5. Pour 5.6 pH water into one milk jug and pour 9.6 pH water into another milk jug. Fill
a third milk jug with 7.6 pH water procured from a sink (tampering with pH level using
citric acid to lower pH or sodium bicarbonate to raise pH may be necessary if the water
isnt 7.6 exact). Label the 5.6, 7.6, and 9.6 pH level milk jugs as -, s, and +, respectively
with a Sharpie marker.
6. Take a random selection of (15) Phaseolus Lunatus seeds for each factor pair to avoid
experimental bias.
8. Place the plate of 15 seeds in the microwave. Power the microwave for one second,
remove the group of seeds from the microwave and place the seeds in a 3x5 plot on a
paper towel, and place another paper towel sheet on top of the seeds.
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9. Use the pipette to measure 15 mL of water from the milk jug that has a pH level of 5.6,
and squeeze water into a cup. Water the seeds sandwiched between the paper towel with
the cup and distribute water evenly throughout paper towel. Place the paper towel into a
Ziploc bag, and label the Ziploc bag as (-,-) with a Sharpie marker.
10. Repeat steps 6-8 with the remaining groups accordingly: one group for one second and
water with 15 mL of water with 5.6 pH level water; three groups for two seconds each
and water with 15 mL of water with 7.6 pH level water for each group; two groups for
three seconds each and water with 15 mL of with 9.6 pH level water for each group.
11. Microwave each group of seeds for their respective times daily for one week by carefully
moving P. lunatus seeds on to the plate and putting the plate into the microwave. Place P.
lunatus seeds back in a 3x5 plot on the paper towel and place paper towel in Ziploc bag.
13. Record observations for one week and after one week, record how many seeds
germinated in each group.
Diagram:
Figure 2 shows how the varying groups of seeds were microwaved. Here a group of 15
seeds were placed on a plate in the microwave oven, set at three seconds, which was the (+)
respective to their groups (amount of time exposed to microwaves and pH of water levels). The
top leftmost group is the (s,s)1 group and progressing right (in order) are the rest of the standard
groups, which are (s,s)2 and (s,s)3. The bottom leftmost group is the (-,-) group and going right
Table 1
Design of Experiment Variable Values
Time in Microwave (seconds) Water pH (pH unit)
- Standard + - Standard +
1 2 3 5.6 7.6 9.6
Table 1, above, is a tabular representation of the -, s, and + of both variables, the time the
seeds are in a microwave oven and the pH of the water used to water the seeds. The values for
the time in a microwave oven, the first factor, were determined by concluding from research that
even small exposure to microwaves can affect seeds in multiple ways, so small exposure duration
were used. The values for the pH level of the water used to nourish the seeds were determined by
using the common pH scale with having 7.6 as the standard for water and since there would be
only one trial, due to research the conclusion was reached that in the presence of soil, which was
not present throughout the experiment, pH takes on an effect such as that higher acidic levels are
more harmful than higher alkaline levels. The conclusion to research was reached regarding soil
due to lack of information pertaining pH levels to actual seeds at any level other than elemental.
Table 2
Daily Germination of Seeds in All Three Runs
Seeds Germinated
Run Day Date (-,-) (-,+) (s,s)1 (s,s)2 (s,s)3 (+,-) (+,+)
0 3/30/2015 Planted
1 3/31/2015 0 0 0 0 0 0 0
2 4/1/2015 0 0 0 0 0 0 0
3 4/2/2015 0 0 0 1 0 1 0
1
4 4/3/2015 1 0 1 2 2 2 0
5 4/4/2015 4 0 7 2 4 2 0
6 4/5/2015 5 0 4 2 5 4 0
7 4/6/2015 5 0 5 2 5 5 0
Table 2
Daily Germination of Seeds in All Three Runs
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Run Day Date (-,-) (-,+) (s,s)1 (s,s)2 (s,s)3 (+,-) (+,+)
0 3/30/2015 Planted
1 3/31/2015 0 0 0 0 0 0 0
2 4/1/2015 0 0 0 0 0 0 0
3 4/2/2015 0 0 0 1 0 0 0
2
4 4/3/2015 0 0 1 3 2 2 0
5 4/4/2015 1 0 7 3 3 2 0
6 4/5/2015 2 0 3 3 5 2 0
7 4/6/2015 5 0 5 3 5 2 0
0 3/30/2015 Planted
1 3/31/2015 0 0 0 0 0 0 0
2 4/1/2015 0 0 0 0 0 0 0
3 4/2/2015 0 0 0 1 0 0 0
3
4 4/3/2015 0 0 2 2 1 1 0
5 4/4/2015 2 0 3 3 3 3 0
6 4/5/2015 3 0 4 4 5 3 0
7 4/6/2015 4 0 5 4 5 3 0
lunatus seeds in each of the three runs. Viewing the germination over each day can help lead to a
more thorough conclusion. It should be noted that each trial was run at the same time on the
Table 3
Germination Rate
Germination Rate (%)
DOE (Time in Microwave, Water pH)
(-,-) (-,+) (s,s)1 (s,s)2 (s,s)3 (+,-) (+,+)
1 100.0 0 100 40 100 40.0 0
2 100.0 0 100 60 100 60.0 0
3 80.0 0 100 80 100 100.0 0
Average 93.3 0 100 60 100 66.7 0
Table 3, above, is a tabular representation of the germination rate percent of each of the
Observations:
Table 4
Rahman-Szczesniak 13
Observations during Experiment
Date Observations
Seeds had various sizes and prior conditions could affect germination rate, one
3/30/2015
group of standards had some of the biggest seeds.
Seeds were wrinkled and very damp because too much water was applied,
lowered quantity of water used, replaced paper towel so they do not rot/mold,
3/31/2015
smell of lima beans came from a few groups, most strong in (s,s)2, water
quantity was changed to 15 mL of water per group.
Several seeds had their seed coat shed in (s,s)2 and same strong smell came
from (s,s)2, appeared wrinkled again, paper towels were sufficiently damp so
4/1/2015
no water was applied, using a plate to place the seeds on for daily microwaving
because paper towels are too damp to place in microwave oven.
Seeds and paper towel were more dry than the previous day and many were
smooth, seeds were sticky especially in (s,s)2 especially the ones that shed their
4/2/2015
seed coat, and seeds in that group had the strongest smell of lima beans, some
seeds already germinated.
Sufficiently damp seeds so no need for watering, several seeds from multiple
4/3/2015 groups shed seed coats and those are particularly sticky and slimy, seeds in all
groups had a smell of lima beans, many more seeds germinated.
Strong scent of lima beans, still somewhat moist from two days ago but still
4/4/2015 watered anyways with only 10 mL of water, several seeds from various groups
germinated.
No watering needed, paper towel were very moist, (-,+) and (+,+) germinated
no seeds, both groups had very wet, slippery seeds with smooth surfaces, smell
4/5/2015
of wet lima beans was very strong, accidentally overwatered a couple seeds in
(s,s)2.
No watering or microwaving today, as this is the last day, many seeds in (s,s)2
4/6/2015 were too soft and start coming apart, 2 seeds in (+,-) totally came apart, seeds
in (s,s)2 may have suffered losses from overwatering.
Diagram:
Rahman-Szczesniak 14
Figure 4. Results
Figure 4, above, shows the results of the germinated seeds in the experiment. The upper
leftmost group is the (s,s) group and continuing to the right are the rest of the standards, which
are (in order) (s,s)2 and (s,s)3. The bottom leftmost group is the (-.-) group and going right (in
It was noticed that the (-,+) and the (+,+) groups germinated no seeds. It can be inferred
using this data that the pH of the water had a significant effect on the germination rate of the
seeds. It was also observed that the (s,s) and the (s,s)3 groups had 100% germination rates but
(s,s)2, had a lower germination rate.
Rahman-Szczesniak 15
Table 5
Predictor Variables used Experiment
Variables
Time in Microwave (seconds) Water pH (pH unit)
- Standard + - Standard +
1 2 3 5.6 7.6 9.6
Table 5, above, is a tabular representation of the two predictor variables used in the
experiment and their values which were the duration of exposure to microwaves in seconds and
pH of the water. The response variable of the experiment was the germination rate of the groups
of seeds, measured in a percent form, and the hypothesis was that a group of Phaseolus lunatus
seeds would have the greatest germination rate if exposed to microwave radiation for one second
Table 6
Average Germination Rate
Germination Rate (%)
DOE (Time in Microwave, Water pH)
(-,-) (-,+) (+,-) (+,+)
1 100.0 0 40.0 0
2 100.0 0 60.0 0
3 80.0 0 100.0 0
Average 93.3 0 66.7 0
Table 6, above, is a tabular representation of the result (germination rate) of each group of
differing combinations of the two factors. The grand average was found to be 40%, meaning
40% of the total seeds germinated in the experiment.
Rahman-Szczesniak 16
Table 7
Effect of Microwave Time
Effect of Microwave Time (%)
- +
1 second 3 seconds
93.3 66.7
0.0 0.0
Avg =46.65 Avg =33.35
Table 7 and Figure 5, above, show the effect the exposure to microwaves factor had on
the seeds germination. The effect value was found to be -13.3%. The exposure to microwaves
inside of a microwave oven had affected the results by a margin, though not as much as the effect
of water pH. Since the effect value was -13.3%, therefore, it can be concluded too much
Table 8
Effect of Water pH
Effect of Water pH (%)
- +
5.6 pH 9.6 pH
93.3 0
66.7 0
Avg =80.0 Avg =0
Rahman-Szczesniak 17
Table 8 and Figure 6, above, show the effect that the pH of the water used to water the
seeds had on the experiment. The effect value was found to be -80%, or an 80% decrease in
germination rate when going from a 5.6 pH to a 9.6 pH. This factor played the largest role in the
experiment, as the positive value (9.6 pH of water) had nulled the germination rate. The pH level
was too high and stopped the seeds from germinating within 7 days.
Table 9
Interaction Effect
Water pH
(-) (+)
5.6 9.6
Solid (+)
Microwave 66.7 0.0
Segment 1
Time
(seconds) Dotted (-)
93.3 0.0
Segment 3
Table 9 and Figure 7, above, show the interaction effect of the two factors. Viewing the
slopes of the two segments in Figure 7, labeled in Table 9, it is apparent there is an interaction
Rahman-Szczesniak 18
between the pH of the water and the microwave time on the germination rate, as the slopes are
not parallel and they intersect. The interaction effect value was found to be 13.3%.
Effect Interpretations:
Indisputable trends of data were present in both the effect values and the interaction
effect value. Prior to observing one specific factors effect, it is blatantly apparent that one of the
factors throws off the data, specifically when the pH of the water is held high at a level of 9.6.
Scientifically, this means the water used to water the seeds was more basic, and the seeds did not
germinate within the allotted seven days. Beyond that, observing the first factor and its effect
value it is apparent the amount of time in the microwave had affected the germination rate. In
Figure 5 and Table 7, it is apparent that the longer in the microwave the lesser the germination
rate, meaning the first factor had a negative effect value (-13.3% to be precise). In Figure 6 and
Table 8, as mentioned prior, the more basic the water used to water the seeds, the less
germination rate is yielded. There is indeed an interaction effect, which happens to be 13.3%.
Table 10
Data of Standards
Standards (Germination Rate in %)
(s,s)1 (s,s)3
100 100 100 100 100 100
standards was 0%, since all the standard groups had a 100% germination rate. The (s,s)2 was not
used due to being affected by overwatering, which altered the result and resulted in inaccurate
data.
Rahman-Szczesniak 19
Figure 8, above, is a scatter plot of the range of standards, or the germination rate of each
standard group. The standards, as they all germinated, were a perfect basis of comparison. The
germination of every seed also shows that microwave exposure of two seconds, as two seconds
was the standard for the first factor, did not have a negative impact on the germination rate.
From Figure 9, above, it can be seen that the effect for both variables and the interaction
effect fall within the range of twice the standards. It should be noted that double the range of
standards was 0%, as the original range of standards was also 0%. The fences overlap at 0% and
all the effects and the interaction effect fell outside of the range of double the standards, so
Rahman-Szczesniak 20
everything was deemed significant in the experiment, which include the effect of the water pH,
The grand average in the parsimonious prediction equation in Figure 10, above, was 40%,
therefore 40 was used. It should be noted that the values used in the parsimonious prediction
equation are per centum, or for every hundred. For example, 40 = 40% or .4. Since both effects
and the interaction effect were deemed significant in the statistical test of significance, each
effect was divided by two and multiplied by their respective variables, and the interaction effect
was divided by two and multiplied by both variables. The variables in the equation are stand-ins
for values which will be plugged in for those variables to determine the expected outcome if the
quantities for the variables in the original experiment were to be altered. At the end of the
equation is noise which is added to the equation in the case that human error alters the results.
During the case of the interpolation, 0.5 would be a microwave exposure time of 1.5
seconds and 0.5 for pH would be 8.6. If the experiment were to be re-ran using the given
interpolated values for each factor, 0.5 for the microwave exposure time and 0.5 for the water pH
level, the germination rate would be 15.0125%, which is roughly 15%. The trends noticed
earlier, that increasing microwave exposure time and increasing water pH both have negative
effects on the germination rate, were present here, and should continue to be present in the case
Rahman-Szczesniak 21
of both factors being interpolated with higher values. However, with values interpolated in the
experiment itself and not the equation, new trends may be found, as water pH too low may also
negatively affect plants and with miniscule microwave times, there may be no effect on
Overall Interpretation:
Viewing each factor more critically it is apparent that both factors did have effects on the
end result, the germination rate of the Phaseolus lunatus seeds. As mentioned prior in the first
interpretation, it is apparent that the first factor, the amount of time the seed groups are exposed
to microwaves, does indeed have an effect on the germination rate. The specific effect that
microwaves has on germination of seeds cannot be concluded from the limited experiment, but it
is apparent that too much exposure is bad for the seed, as evident when microwave exposure
time was held at a high, the germination rate was lower for the groups.
Viewing the second factor, the pH level of the water used to water the seeds, allows a
more apparent view of significance. When the factor was held at its high value, water with a pH
level of 9.6 being used, the germination rate within seven days was 0%, despite the differing
values of the first factor, amount of exposure to microwaves. The values of pH of the water (5.6,
7.6, and 9.6 respectively) were chosen and separated by a 2.0 pH level to show drastic effects on
The interaction effect, or the alteration of one of the independent factors results based on
the other (or another) independent factor, in this experiment is 13.3%. To paraphrase more
simply, the effect that each factor, the microwave exposure time and pH level of water, had on
the others average germination rate at each value (- and +) was 13.3%. It was apparent that
Rahman-Szczesniak 22
water pH played a much larger and significant role than the microwave time or the interaction
effect, both practically and statistically, between the two factors, as there was an 80% decrease in
germination from a 5.6 pH to a 9.6 pH, as opposed to a mere 13.3% decrease from one second of
yielded for an entire factors results, the experiment can be deemed a success, as much was
learned.
Rahman-Szczesniak 23
Conclusion
The original hypothesis that a group of Phaseolus lunatus seeds would have the greatest
germination rate if exposed to microwave radiation for one second and nourished with water of
pH 9.6 did not stand and was rejected. The estimated optimal duration of exposure to microwave
radiation, one second, did stand, however the estimated optimal pH level of the water being 9.6
did not stand. This was so because prior knowledge of pH and its effect on seeds had only
applied to the pH of soil, and had been inferred the effect would be similar without the presence
The idea of the experiment and research itself was reached upon investigation, and later;
confrontation, of issues in the botanical portion of the biosphere. Microwave radiation and
differing pH levels of rainwater are known to affect flora, so it was investigated how specifically
so. The experiment was conducted in a manner that allowed very apparent results to be yielded.
The results themselves were that both too acidic and too alkaline water negatively affected the
When the DNA of the seeds were irradiated by microwaves, it was denatured so the
effects of the irradiation build over time (Schaefer, Stroop). Breakage of DNA covalent bonds,
which would hinder DNA synthesis due to foreign nucleotide sequencing and essentially
germination, had occurred in the presence of oxygen atoms on the DNA phosphate-sugar
backbone, though in the earliest moments in relation to the entirety of the exposure/irradiation
and power of the irradiation no effect was yielded, as observed when comparing the results in
this experiment to the DNA and Microwave Effect experiment performed by electrical engineers
at Pennsylvania State University, which observed the effects of microwaves on covalent bonds
(Beavers). When comparing this experiment to Investigating the Effect of Soil pH on the
Rahman-Szczesniak 24
Germination of Avicennia alba seedlings, similar conclusions were drawn relating to the effect of
pH on germination: too high and too low pH hindered germination rate of flora. Though the pH
was differing in soil, effects still occurred at elemental concentration level and intake of certain
nutrients, such as calcium and magnesium intake deficiency (Kai, Peng, Min, Ken).
The design of the experiment had suffered flaws that negatively affected the outcome of
the research. The method of measuring water pH was crude, as test strips compare colors to a
chart and color to the naked eye relies on inference, resulting in an overwhelming possibility of
non-exact values for pH levels. When pH was held high at 9.6, the level was too alkaline for the
seeds and had not allowed them to germinate within the allotted seven day period, disallowing
more specific conclusions to be drawn. Multiple issues with microwave radiation were present as
well. The seeds in their respective bags were stored in a room in an everyday house that had
radio waves traversing the air, which may have thrown off results, although each bag would have
been exposed to the same amount. Also in a microwave oven, the microwave radiation does not
immediately reach its peak of power; the strength of the radiation builds with time, causing
inevitable, though miniscule, alteration of data unrelated to microwave exposure time itself.
There were multiple instances of procedural flaws as well. The watering process did not
allow for the water to be spread evenly amongst each individual seeds due to soaking of water
into paper towel. The plates on which the groups of seeds were placed upon in the microwave
oven were also left in the microwave oven for seconds at most, resulting in exposure to lingering
microwaves.
While conclusions were reached thus far from the experiment, as pertains to the effect the
two factors had on the response variable, further understanding of the reasoning behind the
conclusions would require more specific experiments that differed based on the results of each
Rahman-Szczesniak 25
other. The most prevalent portion of the experiment that would require manipulation and
tampering with would be the levels of pH water used. It was apparent the levels used were too
drastic, as viewable when observing the effect of 9.6 pH on the germination rate. Different
strengths of microwave radiation could also be used and compared to the effect of exposure
On a large scale, with due further and more practical research, the conclusions reached
could benefit society. The experiment was, at its core, an endeavor to draw botanical
water have on crops can be very beneficial. Knowing too much exposure to microwave radiation
is harmful to plants, farmers could limit said radiation around the plot of agriculture, as to not
harm the crops or affect it negatively at any level. Understanding that pH levels too acidic or
alkaline are harmful to flora would aid farmers in the sense of knowing to avoid highly
industrialized areas (due to acid rain) and when manually watering flora, if ever, to know what
Over the course of conducting the research, there were both insights and revelations as
pertain to the process of conducting the research and what was researched. It was learned what
effects pH levels and microwave exposure have on (the botanical portion of) the biosphere. It is
obvious that radiation of any form and examples of differing water pH, such as acidic rain, yield
effects on flora, though the researchers did not know how so specifically. The researchers also
learned how to better conduct research experiments, specifically to have patience with
procedures and to think about possible issues prior.
Rahman-Szczesniak 26
Works Cited
Beavers, Roy. "DNA and the Microwave Effect." DNA and the Microwave Effect. EMF Guru,
"Chemical Paradigms." Chemical Paradigms. N.p., 1 Feb. 2013. Web. 26 May 2015.
Kai, L. Z.., Peng, G. N. H. Min, G. M., & Ken, L. T. Y. Investigating the Effect of Soil pH on
the Germination of Avicennia alba Seedlings. National Space Society. 7 Feb. 2013.
Lovejoy, Rachel. "How Does PH Affect Plants?" Home Guides. SFGATE, n.d. Web. 14 May
2015. <http://homeguides.sfgate.com/ph-affect-plants-49986.html>.
Lucas, Jim. "What Are Microwaves?" LiveScience. TechMedia Network, 26 Mar. 2015. Web.
Schaefer D.C., & Stroop, W. G. "Comparative effect of microwaves and boiling on the
"What Causes Acid Rain?" EPA. Environmental Protection Agency, n.d. Web. 14 May 2015.
<http://www.epa.gov/acidrain/education/site_students/whatcauses.html>.
Wolpert, Mathilde. "How Does the Microwave Oven Work?" SCI-TECH. SCI-TECH, n.d.
Rahman-Szczesniak 27
Web. 14 May 2015. <http://scitech.web.cern.ch/scitech/TopTech/01/MicroWaveOven/
microwave_ 2.shtml>.