LCF

LIFE IN A CUBIC FOOT

INTRO

Former congressmen, William Kettner, played a key role in establishing navy bases and training centers around San Diego. The Naval Training Center (NTC), in Point Loma, was founded in 1923 and used primarily during World War II, the Korean War, and the Vietnam War. The NTC was officially closed as a naval base in 1997 at the end of the Cold War.

Designed by Frank Walter Stevenson, the NTC includes approximately 300 buildings with almost 3 million square feet. Once the NTC was closed, it became what is now known as Liberty Station. Liberty Station contains two grocery stores, a variety of eateries, and numerous local shops and boutiques. Liberty Station closely neighbors with three High Tech schools and The Rock Church.

High Tech High Media Arts came into possession of The Garden in 2009; the garden is located on Dewey Road at the end of Woodworth Way. HTHMA class of 2012 tends to and cultivates the garden, where they study the vegetation, insect hierarchy and anatomy, the plant life cycle, photosynthesis, soil analysis, and much more.

When you walk up to the garden, you can see the seniors’ tool shed on your left. As you move across the plateau towards the golf course, go to your left, and up the staircase, past our mysterious but friendly statue Pan.

The statue of Pan appeared quite inexplicably and unexplained in the center staircase but has since remained for aesthetic as well as sentry purposes. Pan is the Greek god of the wild, shepherds, flocks, nature, and hunting. Pan’s name literally means, “to pasture”; he is depicted as half goat, half man. Pan is an appropriate attribute to the gardens attire.

Once past Pan, you enter the garden; to the left, we have the flowerbed where a wide variety of small insects and organisms scurry about. In the center of the garden is a shallow fountain, which contains many small mosquito-eating fish and a lone goldfish that hide underneath the duckweed and rocks. To your far right are the seniors’ assigned garden plots.

In late August, the senior class of 2012 was introduced to the garden. They first had to grasp the lingo used while in the garden, such as lopping shears, spading fork, trowel, hand cultivator, drip line, and other technical agricultural terms. Once the class mastered their vocabulary, they got to work. First, they planted starter packs of seeds, which would later be transplanted into larger pots, or into the ground. While the starter packs baked in the sun and started to sprout, the seniors were hard at work clearing the overgrown shrubbery that summer vacation had bequeathed. The seniors cleared the path to the garden and weeded. Once they were finished, they were assigned a garden plot.

The seniors first cleared their plot of invasive plants and bugs, such as weeds and grubs, and collected seeds from last season’s crops, like sunflower and cosmo seeds; they then cultivated the soil with organic mulch and compost. Later, the class selected seeds from an organic online seed website, and planted a variety of fall and winter crops, such as carrots, garlic, radishes, onions, peas, beans, cabbage, broccoli, and cauliflower, as well as different types of herbs.

Learning the different aspects of agriculture and cultivation were important, but that was only half of the environmental science class… The students were alloted a “cubic foot”. The seniors were randomly matched with a partner; the class then went out to the garden, where they choose a one-foot-by-one-foot territory to dig up and study. First, they took pictures of different plants and organisms they discovered in their square foot. They then investigated the soil contents and many earth worms. Lastly, they uprooted an assortment of plants, such as weeds, grasses, and algae that they then brought back to the classroom to press and study the roots, leaves, and seeds.

After collecting inside the cubic foot was finished, the seniors began to research and identify the plants, fungi, and insects they found. Once the research was finished, they compiled the pictures and data into a field guide specially formulated for the NTC HTHMA Garden, which will be presented at Senior Exhibition.

 

Organisms Found in Cubic Foot

DESCRIPTIONS

Lolium perenne

Perennial Ryegrass

The perennial ryegrass is not native to California. Perennial ryegrass can be easily confused with plants, such as Italian ryegrass or the various cupgrasses, because ryegrass is able to hybridize with other types of ryegrass. Ryegrasses thrive in disturbed areas, agricultural lands, and open areas. Something distinct about the perennial ryegrass are their seedling leaves, which are shiny. Perennial ryegrass grow to be about 3’ tall, with flat glossy leaves that are approximately 2-10” long, and have a width of about 2-5 mm.

Eriochloa acuminate

Southwestern Cupgrass

The southwestern cupgrass is native to California, and prospers in moist, disturbed areas. Cupgrass can grow to be 4 feet tall with multiple stems at the base. The leaves are flat and smooth, and about 1-10” long and approximately ½ to 1 cm wide. Southwestern cupgrass is distinct in that it is practically hairless.

Conyza Canadensis

Horseweed Horseweed

Horseweed is native to California and grows in a wet coastal climate and in disturbed areas. The seeds are hairless and a round oval shape and approximately 3 mm long. A mature plant can grow 6 ½’ to 10’ tall, with seed heads resembling that of a dandelion.

Conyza Bonariensis

Hairy Fleabane

Hairy Fleabane can be easily confused with horseweed. A distinguisher between the two is that the hairy fleabanes seedling leaves are a grayish green in color, tapered, and also wrinkled, as oppose to that of the horseweeds. It is a native to California and grows in disturbed and agricultural environments. The fleabane can grow to be about 4’ tall and covered with a variety of length and textured hairs. The hairy fleabane has more branches (typically near the base), and lots of leaves close to the base of the plant. The flower heads are also similar to that of a dandelion.

Sonchus sp.

Sowthistles

Sowthistles are native to California and are commonly found in gardens and farms. The sowthistles stem is hollow round pointed leaves. It has a yellow flower head, which later matures into a white and fluffy seed head.

Questions and Comments about Agriculture

1) Thoughts on: genetically modified foods and genetically modified organisms (GMOs); Monsanto.

2) Pesticides vs. organic; what exactly do pesticides do to our food?

3) Soil nutrients and fertility..best places to grow?

4) Thoughts on biofuel and if it's possible?

5) What advances have we made in agriculture?

Soil Lab Analysis

ABSTRACT:

The soil lab is important in finding the nutrients, pH, and layers of the soil. The data below describes the soil found in Pacific Beach. These results are significant because we want to know the soils in different areas of San Diego.

INTRODUCTION:

Objectives: In this lab, you will investigate and analyze the differing layers of soil, determine the pH level of your soil, and determine the primary soil nutrients of your sample soil.

Procedure:

Texture: 1) collect approximately 275mL of soil from your neighborhood 2) add your soil sample to a jar, add water about 1cm below jar lid, shake well, and wait for layers to separate 3) measure and record the separated layers appropriately: sand, silt, and clay

pH: 1) take your soil sample from the drying bin and add 2 pH dissolvable tablets; wait for color change and record your pH level

Nutrients: 1) determine the nitrogen, potassium, and phosphorous contents of your soil sample

Expected Results: you should expect your soils pH to be slightly acidic  because when raindrops fall through the troposphere and become acidic (carbonic acid)

RESULTS AND ANALYSIS:

CLAY	1mm
SILT	1cm
SAND	1.5cm

NITROGEN	L
PHOSPHOROUS	L/M
POTASSIUM	H

REFLECTION/CONCLUSION:

In this lab, we learned the different nutrients found in soil from differing neighborhoods in San Diego. I learned the different layers of the soil, and how each layer has a different weight. I learned how to measure the different soil nutrients and what makes a “good soil”. Ways to improve the lab would be possibly more test tubes and jars for the groups.

SHORT ANSWER QUESTIONS:

1)   The 3 different soil layers are sand, silt, and clay. Sand has the greatest weight and largest surface area; clay has the least weight and sits on top of the sand and silt, and is a very thin layer.

2)   Refer to soil triangle

3)   Soil type clay has the greatest water retention ability; soil type sand has the greatest water percolation rate.

4)   The humus is important to soil fertility because it is a top layer to the soil, somewhat like a protection barrier.

5)   The pH level is important because soil that is too acidic will not be very fertile for plant vegetation.

6)   Natural sources of: 1) nitrogen: feather meal, soybean meal, grass hay, various types of manure, etc. 2) potassium: salts and minerals 3) phosphorous: grains, nuts, crab shells, banana peels

7)   Plants need lots of nutrients for prosperous growth of the plant(s)

8)   The nitrogen cycle, where plants uptake nitrogen through their roots, is essential. The hairs on the plants roots are able to absorb the nitrogen, which is crucial to the chlorophyll when they are applying photosynthesis. The plant converts it into a usable organic molecule essential for food production.

9)   Possible errors? Measuring of the soil.. Dropping the correct amount when testing for nitrogen, potassium, and phosphorous

10)                   The soil fertility found in pacific beach is pretty standard when compared to the results of my peers

11)                   My soil results best support vegetation for a tree or plants. Not especially growing fruits and vegetables though

Responses to Questions

1) After Thanksgiving break you return to the HTHMA garden to find that your crops have not been watered in over two weeks. Most of your plants are dead and those that are alive are barely hanging on.  In relation to the process of photosynthesis, describe what has happened to your plants. 

Our plants will not be recieving water over Thanksgiving break, thus breaking the necesary formula for photosynthesis to occur: H2O + CO2 ----in the presence of light----> O2 + glucose. Our plants then had to start breaking down nutrients in the chlorophyll and the roots in order to survive

2) Upon microscopic inspection of the underside of your plant’s leaves, you notice that in an attempt to conserve water the stomata (aka stomates) are closed. Explain in detail how this impacts the light independent reactions of photosynthesis.

If the stomata are closed, then the plant has haulted the process of photosynthesis and is no longer uptaking CO2. The calvin cycle has been haulted at this point in photosynthesis.

SEED BANK

With recent global warming and climactic change, it is scientifically predicted that temperatures will dramatically increase within the next few decades. Seed banks have been attempted, but failed due to temperature inaccuracy or human error. Recently, a new seed bank was created; “The Norwegian government paid to build the vault in a mountainside near Longyearbyen, in the remote Svalbard islands between Norway and the North Pole. Building began last year” (CNN). Some of the other seed banks were not successful because they did not keep the seeds at a constant temperature; but in the Svalbard Seed Bank, the seeds will be kept at a constant freezing temperature of minus 20 degrees Celsius, and the seeds will be able to last up to a thousand years! (Reuters).

“A third of the planet's plants are categorized as threatened with extinction, which could have dramatic effects on human life, trade and the environment” (Reuters); it is critical to have a mass storage of all seeds in case of a catastrophic disaster. The vault is built 130 meters inside a frozen mountain (427 feet) and is able to withstand a variety of threats such as “ war, natural disasters, lack of funding or simply poor agricultural management” (CNN).

With the current economic situation that our generation is faced with, the Svaldbard Seed Bank is a good location in case of insufficient funding. “Each seed costs about 2,000 pounds to collect and store” (Reuters); the Seed Bank contains approximately 400,000 seeds, and is able to hold an estimated “4.5 million distinct samples of seeds—encompassing almost every variety of most important food crops in the world” (CNN).

With the recent terrorist attack on 9/11, and natural disasters such as Hurricane Katrina, tsunamis in Haiti, or a major earthquake, the vault in Norway is a global imperative to keeping our earth’s seeds safe. An interesting fact about the Svalbard Seed Bank is that no one person has all the codes for the entrance of the Global Vault (NYT). The Global Seed Vault is the most high tech and secure seed bank we’ve seen yet and is our best bet for human survival in case of a disaster.

Garden Plot

Fingerling carrots: When planting your carrots, make sure the soil is in good condition and fine, not too wet! Space your carrots about 20 to 30 centimetres apart and about a centimetre or so deep; once sown, top the soil off with some sand. Try to keep carrots weed-free for best results.
Sparkler Radishes: Sparkler radishes are very small when they mature. Sparkler radishes grow well in moist soil; deeper containers such as pots seem to work very well. Space the sparkler radishes about 2 inches apart.
California late white garlic: Plant your california late white garlic about an inch or so deep and about 4 inches apart. Make sure your soil is fertile and well drained!!

LIFE IN A CUBIC FOOT

 rose bush

 Small white larvae

soldier bug

http://www.google.com/imgres?um=1&hl=en&sa=N&rls=com.microsoft:en-us:IE-SearchBox&biw=1280&bih=868&tbm=isch&tbnid=WkA8YQSRcUgS-M:&imgrefurl=http://www.ent.iastate.edu/soybeaninsects/node/144&docid=EaQa_oYvUO3cmM&imgurl=http://www.ent.iastate.edu/soybeaninsects/files/images/stinkbugs.jpg&w=600&h=148&ei=L1OoTtKcL6WuiQKI19W3DQ&zoom=1&iact=hc&vpx=585&vpy=229&dur=1109&hovh=111&hovw=453&tx=212&ty=77&sig=104116669480858287274&page=2&tbnh=50&tbnw=204&start=22&ndsp=22&ved=1t:429,r:14,s:22

roly poly / pill bug : http://en.wikipedia.org/wiki/Armadillidiidae

geophilomorph / centipede : http://www.flickr.com/photos/11403562@N07/5448496347
http://flickrhivemind.net/Tags/geophilomorph/Recent

 Earth Worm

Initial Plant Rx - Part I

1. Chives
Chives are an herb, and the smallest species of the edible onion. Chives need to be germinated in 60 to 70 degrees F temperature, and kept moist. After 4 weeks, the shoots will be ready to be planted out. Chives are perennials, and will grow, harvest, die back, and then return the next year. When growing chives, you want to start in a pot, and then later transplant the herbs outside. When the flowers start to die back,  cut the chives 2 to 3 inches down, and they will grow back. Chives like a pH level of about 6 to 7. Once in the ground, chives do not require feed, unless the soil is especially poor. Keep the chives weed-free and well watered. Due to their sulfur compounds, chives repel insects; chive flowers attract bees.

2. Dill
Dill is another perennial herb, and grows well in direct sunlight for a minimum of 6 hours a day, preferably with some moisture in the air. Plant the seeds in loose soil near the surface; in about 2 weeks, the dill will start to emerge. It prefers rich, well-drained soil. If the air is not moist, then mist your dill. Dill makes a good companion plant for cucumbers.

3. Garlic Chives / Chines Chives/Leeks
Garlic chives are an herb, and like full sun with damp soil. It takes one to three weeks to germinate, and six to seven weeks to harvest. Garlic chive seeds like to be six to nine inches apart from one another. They prefer a pH level of about 6.2 to 6.8.

Where do plants conduct photosynthesis?

1. Leaf.

2. Place leaf in boiling water, and remove after two minutes.

3. Place limp leaf in hot alcohol (not boiling).

4. Drop iodine or iodide solution on the leaf.

Lab - Carbon Fixation in Elodea

1. Why does the phenol red change color when we blow bubbles into the tube? Phenol red is an indicator in this experiment. What did it indicate?
The phenol red changes to a yellow color in the presence of CO2. The color change indicated whether or not the plant absorbed the CO2.

2. How long did it take to observe a color change in the phenol red? What does the color change indicate in terms of the Elodea plant?
It took about 30 minutes to see a color change, from yellow to red. This means the elodea plant absorbed the CO2.

3. If carbon fixation occurs during the light independent stage of photosynthesis, why did the procedure call for placement of the test tubes under grow lights?
CO2 + H2O -----light-----> glucose + O2
The plant needs light in order to absorb the CO2, and convert it to glucose and oxygen.

4. Did you see a change in color of the phenol red test tube with no elodea added? Why or why not?
No, because there was no plant absorbing the CO2 

5. Does carbon fixation occur in humans? Can you think of any other organisms that fix carbon?
No, carbon fixation occurs primarily in plants. 

6. How is does a plant use carbon? What is meant by the term “carbon fixation”? 
A plant uses carbon during photosynthesis. The plant uses carbon dioxide and water, in the presence of light, to make glucose and oxygen. Plants make there own food. Carbon fixation means that some living things, like plants, are able to break down carbon from CO2 to the carbon in organic compounds.

7. Identify and explain the control in this experiment. What is the purpose in having a control?
The tube without the plant was the control. Having a control is important to show change.

Before light..

Invasive Species

GIANT AFRICAN SNAIL

The Giant African Snail is native to Africa
It was introduced in to the US in 1966, and was introduced for educational purposes.
The Giant African Snail damages crops and native plants. It is considered to be one of the most damaging snails in the world, and is known to eat at least 500 different species of plants.