Analysis paper Essay Example | Topics and Well Written Essays - 750 words - 3

Analysis paper - Essay Example reations inspired by phenomenal aspects related to human emotions and cognition to serve its function, and developed from one or multiple of art elements. Production of art utilises different components. Artists produce different effects using elements such as colour, textures, shapes, lines, dimension and space. The ability to use lines of diverse lengths and thicknesses and taking a particular direction tend to signal an action that perhaps other elements cannot produce. Colour has got critical purpose in producing effects whether used alone or in structures produced using other elements as shapes. It benefits the art through the hue, its intensity in brightness or dullness and value in terms of lightness or darkness. By joining lines together, flat shapes, either geometric or irregular forms can be created to express drawings. Art can arise from use of 3-dimentional objects that allow the artists to control their appearance. Such structures are expressed through length, width and height. Texture gives the feel of an art (e.g. rough or smooth) and allows viewers to relate with it as they do in reality. Art can also be produced under the illusion of space. Art productions grow with time and are inspired by certain happenings in particular moments. Some art pieces were created several centuries ago, but have been recreated severally which all show certain divergence in appearance, finishing and aesthetic quality. Art has proved not to be limited by time. Hence an art piece can best be described in the time it was developed. It has transformed from the stone-age art when expressions were mere carvings and sculpts on the walls and stones. Then came the clay works, but today they have expanded to the computer aided graphics. It’s not merely about a tangible piece, but more of feel as in choreography and music. Art has come to encompass great dynamism and complexities through use of advanced technology to incorporate motions and different visual impressions that

Business and The Law - Promisory Estoppel(case of Central London Essay

Business and The Law - Promisory Estoppel(case of Central London Property Trust Ltd v High Trees House Ltd - AND -Golfing Case - - Essay Example However, Lord Denning went on to state that the promise could nevertheless be enforced with respect to the war period because the: Promise to accept a smaller sum in discharge of a larger sum, if acted upon, is binding notwithstanding the absence of consideration: and if the fusion of law and equity leads to this result, so much the better. 5 Thus, the ruling in the High Trees case not only provided an exception to the Foakes v Beer case, but also to Pinnel’s Case which was affirmed by Foakes v Beer. ... Lord Denning then defined the parameters for the High Trees doctrine: The principle stated in the High Trees case...does not create a new cause of action where none existed before. It only prevents a party from insisting upon his strict legal rights, when it would be unjust to allow him to enforce them.7 What can be gleaned from the ruling in High Trees and Lord Denning’s explanation of the ruling in Combes, is that promissory estoppels permits a defence of detrimental reliance in the UK for the purpose of suspending a previous commitment. However, it will not be available as a defence in respect of a new action where consideration does not exist. Put another way, the High Trees significance is that it accommodates a detrimental reliance defence for suspending previous contractual commitments. The ruling in High Trees was adopted by the Supreme Court of South Australia in Je Maintiendrai Pty. Ltd. v Quaglia [1980] 26 SASR 101. In this case, the court held that in order for the doctrine of promissory estoppel to succeed it must be shown that the promise could or would â€Å"result in some detriment and therefore some injustice† to the complainant.8 Clearly, the High Trees case opened up a method by which the doctrine of promissory estoppel could be used to prevent unconscionable avoidance of commitments. In Waltons Stores (interstate) Ltd v Maher (1988), another Australian case, the court took the High Trees doctrine a step further. In this case, the limitations to the use of the doctrine of promissory estoppel established by the High Trees case were both removed on the grounds of injustice. High Trees established that in order for a promissory estoppel defence to be successful there must be a pre-existing legal relationship between

Managing The Learning Environment Education Essay

Managing The Learning Environment Education Essay In terming behaviour as above one could imply that there is a wide variation in how learners conduct themselves in lessons; behaviour may be positive towards achieving learning goals, or as many teachers might fear behaviours negative towards the outcomes the teacher wants to achieve, (Cowley, 2010). Behaviour itself can be indicative of the environment that the learners are in. This can be interpreted as the physical classroom in which the learners are in, so one should consider the layout as an importance: a seating plan can ensure that the more talkative learners are spread out away from one another but may alienate others who need friendship groups to gain the confidence to speak out in lesson. Having plenty of light, preferably natural light through the windows, and colour, possibly in the form of posters, can create a feeling of positivity in the classroom and thus motivate learners to work, (Wallace, 2007). The learning environment can also be the culture of behaviour within the classroom. A classroom of talkative learners can be a noisy environment whereas a silent classroom may be an oppressive environment. Positive behaviours are at the root of a positive environment. Effective strategies for positive behaviours can be negotiated ground rules; getting the learners to agree on what is a reasonable rule means that they are much more likely to adhere to them Positive behaviours within the classroom such as participation in discussions, arriving on time or listening attentively all stem from the learners motivation to learn. Different learners are motivated in differing ways; however, one may draw parallel of a learner basic motivation to the first levels of Maslows hierarchy of needs. Learners will value their security so that they might survive in the classroom situation, (Petty, 2004). Therefore to encourage positive behaviours in the classroom these initial stages of motivation need to be catered for. Simple things such as having access to bottled water, being able to open the windows if too hot can easily meet the physiological needs of learners whilst knowing all the fire exit routes can meet the lower security needs. In considering what might be thought of as misbehaviour, McLean suggests that most are a function of poor or inappropriately directed motivation and that most problems result from self-determination, not self-esteem. He further suggests that in approach to misbehaviour one should recognise learners actively seek control and responsibility and that it is best to offer them an opportunity to achieve this, (McLean, 2009). Common forms of misbehaviour reported include: off-topic discussions during activities; talking when the instructor is talking; aggression such as responding to the teacher by cursing or learners may act out making jokes or trying to get the teacher off-task by asking leading questions, (Steward, 2008). It is suggested by strategists such as Wallace that these behaviours are rooted in underlying factors which vary from learner to learner but all link into the learners need for security, (Wallace, 2007). Wallace states that there are four big demotivators which can lead to disruption within the classroom, (Wallace, p11-16, 2007). She suggests that the first, fear, can be the root of behaviours such as refusal to participate in group discussion or in fact acting out as a class clown so as to move off-topic and away from what they could believe they are not clever enough to do. With these learners it is proposed that we should be approachable, and challenge the idea that smart isnt cool. These learners might feel that they could be set up to fail; we should avoid this and start where the learners are, (Wallace, p11-16, 2007). Fear may link to a further demotivator, previous negative experience. Here learners see the teacher as the enemy and find that winding up that teacher is easier than doing some work. To tackle this, an instructor might want to discourage passive learning and make the experience enjoyable. It is better to break down the tasks into attainable goals and aim to get th e learners thinking that they can be successful at learning, (Wallace, p11-16, 2007). Other learners can experience boredom as a demotivator causing them to move into off-topic discussions, often when the teacher is trying to hold a group discussion or give an explanation. Often this can be because the work is too easy for the learner or the lesson lack activity. With so many learners to cater for in a class, differentiation and strategies such as individual learning plans can be used to tackle boredom. Surprising the learners with frequent change in focus or activity can keep them engaged, whilst discovering their interests and building them into the sessions can further reduce the possibility of disruption, (Wallace, p11-16, 2007). Finally in the four demotivators discussed by Wallace learners may experience a loss of hope. These learners commonly will not want to participate in the lesson as they do not receive praise for their efforts or feel that the teacher has no interest in them; therefore a teacher may decide to praise the learner where ever possible in an attempt to demonstrate that they enjoy teaching the learner so that the learners confidence is boosted and lead them to participate more in the classroom, (Wallace, p11-16, 2007). It is often said that a noisy teacher has a noisy classroom; when one does not manage the behaviours of a class effectively misbehaviour can spread and positive behaviours can become extinct. It is a responsibility of the teacher to model the behaviours that they expect from their learners; it is in fact the teachers behaviours that can impact most on the resulting environment that they teach in, (Steward, 2008). Cowley suggests that behaviour management is about the building and sustaining of relationships with learners even when a learner has no interest in relating to you in return, (Cowley, 2010). One might imply that this is a humanist approach following Mayos (1933) theory of management; being aware of social needs and catering for them to ensure that learners collaborate with the class rules rather than work against them. Using the names of learners is much more likely to focus their attentions on what they are doing and understand you are aware of their misbehaviours. It has also been suggested that a behaviourist approach by teachers, such as methods promoted by Skinner in operant conditioning, can cause a greater impact on the learning environment. When one reinforces positive behaviours by using praise or rewards you demonstrate what is acceptable. Reinforcement can simply be the teacher giving a nod of the head in agreement. Frequent reinforcement in the early stages of learning, then at random or fixed intervals can aid the learning process significantly, (Reece and Walker, 2006). When approaching the management of behaviour certain guidelines are in place to help teachers make appropriate decisions. These range from legislation laid out by governing bodies to policies of the individual organisations. Legislation to consider in the management of behaviour within the learning environment, in relation to punishment of behaviours includes acts such as the Equality Act (2006). The Equality Act (2006), which has 9 areas protected by law, (age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation), requires one to eliminate unlawful discrimination and harassment as well as promote inclusivity, (Ashmore et al., 2010). This means that should a teacher choose to use punishments in managing behaviour it must be done on an equal ground for every learner. Further to this the Department for Education states: In determining whether a punishment is reasonable, section 91 of the Education and Inspections Act 2006 says the penalty must be reasonable in all the circumstances and that account must be taken of à ¢Ã¢â€š ¬Ã‚ ¦ requirements affecting them. (Department for Education, p5, 2012). Whilst one needs to manage behaviours in the classroom it is important to consider that issues are addressed to all learners which display the behaviour in the same manner. One rule for one, one rule for another will only re-enforce insecurity of a learner in your classroom. Learners can attribute punishment of their behaviour as discrimination in these areas; they may see challenges as a negative attitude towards them being an external, stable factor outside of their control and thus not change the behaviour but continue them as a manner of keeping their control of the situation and in their mind stay secure, (Steward, 2008). It is therefore apt to ensure one maintains discipline of smaller misbehaviours rather than letting them escalate to larger ones requiring further sanctions. Organisations will often layout their own guidelines for teachers in dealing with misbehaviour. Blackpool and the Fylde College requires learners to abide by a Code of Conduct which covers areas of behaviour such as respecting their fellow leaners and those working in the college environment to being committed to their choice of course and taking responsibility for their own learning, (Blackpool and the Fylde College, 2012). The college literature defines misconduct as: inappropriate and unacceptable behaviour which breaches the code of conduct whilst being a student attending this College (Blackpool and the Fylde College, p2, 2012) This may include minor breaches of the Code of Conduct such as lateness to sessions or failure to meet deadlines which are written on a Cause for Concern form and incorporated by the learners tutor into an action plan. Further breaches are escalated to a senior tutor who works in a second action plan and inform the learner further breaches will result in a formal procedure being implemented. The policy states that it is the responsibility of a learners tutor to meet with them should they breach the Code of Conduct and to agree a way forward. They are to create together an Action Plan to list the specific behaviours to be introduced/avoided. The policy encourages staff to support and encourage any student in changing their behaviour pattern towards one which co-operates with the Code of Conduct, (Blackpool and the Fylde College, 2012). The policy also states: Where a teacher feels that a students behaviour is detrimental to the work being carried out by the class, the teacher may exclude the student from the duration of the class. The teacher will report this action to the Head of School and record the decision on an appropriate form (SMP1). This temporary exclusion is meant to deal with minor student behaviour problems which require an immediate response (Blackpool and the Fylde College, 2012) Whilst one can appreciate that in an extreme circumstance you may feel that you have to ask a learner to leave, one should remember that there is the responsibility of safeguarding learners. If you ask them to leave, you cannot be sure where they will go to and with FE learners, a majority being between 16-19 years, there is a responsibility of being in loco parentis. The management of behaviour is key skill for any effective teacher so that their learners can get on with learning. A teacher is in the environment to teach but unless the behaviours that occur are dealt with effectively on cannot fulfil this role, (Cowley, 2010). One should remember that whilst behaviour management is something that teachers do have to deal with it is not what the entire focus of their practice should be.

evilmac womenmac Evil In Women and Its Effect on Macbeth :: Free Macbeth Essays

Evil In Women and Its Effect on Macbeth "...My thought, whose murder yet is but fantastical, Shakes so my single state of man that function Is smother'd in surmise, and nothing is But what is not." (1.3.140-143). Throughout Shakespeare's play, we see that Macbeth is the victim of evil seduction by women. In the above quote the evil is perpetrated by the witches. Lady Macbeth also plays a strong role in his moral corruption. "... the influence of Lady Macbeth (though she too has an inarticulate angel struggling against her own evil), and the instigation of a supernatural power all combine to crush his better nature." (Boyce 391). Macbeth would not have even thought of killing Duncan, if it were not for the influence of the witches and his wife. Historically, man has been corrupted by woman. Going back to the story of Adam and Eve, we see such an example. ".. she took of the fruit thereof, and she did eat it; and she gave it unto her husband..." (Genesis 3.6). Eve, out of fear, beguiled Adam. In Macbeth, Lady Macbeth and the witches, succumbing to greed, corrupted Macbeth. Lady Macbeth's actions parallel those of the witches. The witches planted the idea that Macbeth should become king. Lady Macbeth followed through with this idea by pushing Macbeth to kill Duncan. "... a very definition of the weird sisters - calling on them to unsex her to cram her with cruelty from top to toe..." (Bloom 29). This quote illustrates the connection between Lady Macbeth and the witches, showing us that they both participated in Macbeth's moral decline. Shakespeare, it seems, utilizes the symbol of the witches to portray the basic evil inherent in Lady Macbeth. One could not have worked without the other. If it were only the witches' prophecies, then Macbeth would surely not have murdered Duncan. It was because Lady Macbeth constantly harassed her husband, that he was driven to commit all this evil. "... her blood thickened, her milk changed to gaul - into the inhuman, the distortion of nature..." (Ludwyk 233). This illustrates the complete metamorphosis of Lady Macbeth from a loving, beautiful, caring, kind wife to a ruthless, nasty, shrew of a woman. The women in this play distort Macbeth's intuition so much that he thinks he is doing the right thing. "... his liberty of free choice is determined more and more by evil inclination and that he can not choose the better course..." (Bloom 55). Even after the deed is done, Lady Macbeth greets her husband and "... her greeting recalls the weird sisters.

Is Eco-tourism the way forward for countries such as Ecuador?

The Republic of Ecuador is located on the Western Hemisphere, on the northeastern corner of South America. The neighbouring countries are: Colombia in the North and Peru in the South. Ecuador is one of the smallest countries in Latin America (roughly same size as Britain). Despite its size, Ecuador offers great variety of places to visit, many different cultures, and many activities to enjoy such as nature tours, mountain climbing above 6000 meters, paragliding, white water rafting, or scuba diving. Ecuador overall has a population of 11 million people, with an annual population growth rate of 3%. Ecuador formerly is a developing nation, evidence that can be used to establish this is for starters the GNP level is depleted being $3,000 (2001), when compared to a country such as USA $36,300 (2001) or UK $24,700 (2001) it shows that Ecuador is a developing country. The diagram on the next page shows the GNP level through the years passed for Ecuador. Other aspects that show that Ecuador is a developing are the birth rate and the infant mortality rate. The infant mortality rate of Ecuador reaches up to 30.69% in comparison to United Kingdom's infant mortality rate, which is 5.78%. This already shows that there are much more babies dieing per 1000 live births in Ecuador than UK, which then leads to showing that there are more diseases and unhygienic living conditions. The life expectance of Ecuador initially is 69.54 for males and 74.90 for females, saying that, the life expectance in UK a developed country is 74.73 for males and 80.15 for females. There are over 50 % of Ecuadorians living in poor conditions. All these factors prove that Ecuador is still a developing country. Being a LEDC, Ecuador has many concerns for convalescing living conditions and improving the economy. Therefore Ecuador's main concern is money. The most comfortable way is TOURISM, there are however other ways for getting money such as labour work, but since Ecuador has beautiful sceneries and plenty of attractions tourism will be the fastest and the easiest way of bringing in money into the country. Earning more money would help the country improve the economy which then can improve and create jobs for the unemployed, it will also help build more schools and hospitals which would help the country on the whole and generally improve amenities. Commercial Tourism Many LEDC's promote tourism for money. Tourism is a huge industry that can support many different types of jobs. This would be beneficial for the people who are unemployed, they can take up jobs such as shopkeepers in fairs in order for tourists to buy souvenirs, and other jobs can include cleaners. Tourism generates â€Å"easy money† as tourists will be coming to see your culture and your traditions and also enjoy the many facilities such as sight seeing or enjoying themselves on beaches. It basically does not include much hard work for the indigenous people. Since tourism is one of the fastest growing industries in the world, more and more people are spending more money on tourism each year, travelling abroad etc. Many countries such as Jamaica, Kenya or India are all starting to invest and become familiar with tourism. Most of the LEDC's are becoming increasingly popular with tourists coming to see different cultures or to relax and enjoy the wildlife, which are only to be found in LEDC's. Ecuador is the perfect place for tourists interested in the outdoors and nature activities. Fine colonial architecture, rain forest trips, Inca treasures and the Andes are among Ecuador's top attractions. The main reason people will go to Ecuador for a holiday is that it is â€Å"a land of contrasts you will never forget, Ecuador is divided by nature, yet solidly held together by a common cultural heritage. It is a four-in-one deal offering an awesome wealth of cultural and natural diversity; trek through the Andes, swim along a tropical coast, and explore the mysteries of the jungle and the Galapagos Islands, all in one trip!† Tourism not only provides many different jobs, but it also helps areas that are particularly spoilt to start to improve and develop. Money is invested into the local areas; services are improved such as hospitals and schools. From tourism the local transport system improves tremendously, which would benefit the local indigenous people and also tourists. As you can see, this (commercial) type of tourism can help a country economically and also help the indigenous people. While â€Å"Commercial tourism† looks to be perfect in all ways, it also has many disadvantages, some of which discourage LEDC's to take on commercial tourism. These disadvantages include social problems, for instance when western tourists offend local people or various religious groups within the society because of their style of dress or even when their behaviour seems different it discourages these local people to stop working with tourism. There can also be environmental problems, when natural environments and landscapes are damaged; from tourists for example coastal areas and seaside resorts are completely altered from rubbish from the tourists. Rivers and seas are increasingly polluted from the tourists throwing things such as wrappers and rubbish, which again effects the environment negatively. Mainly the government would be in favour for this type of tourism but only to an extent. Other wise the indigenous and the more environmental friendly people would be against this type of tourism. The main risks commercial tourism and also any other type of tourism is that a country may not be as â€Å"popular† as time passes, it will become less interesting to holiday makers and with the same leisure activities each year, it would start to become boring to people. From all the disadvantages LEDC's are being discouraged constantly from the fear of their natural environment being destroyed by tourists. Therefore more and more LEDC's have started to familiarise them selves with another type of tourism, ECO-TOURISM. Eco-Tourism Eco-tourism comes from a concern about the natural ecosystems of places and from a concern that the local ways of life and the environment or wildlife can be damaged or destroyed by commercial tourism. As commercial tourism has extensive negative effects on the beaches, local cultures and the environment, the idea of developing eco-tourism is to encourage smaller scale developments with visitor coming and staying with the indigenous people and learning about the environment. This type of tourism also supports the idea that holidaymakers will spend time learning about the wildlife and the environment. It can also include bird watching and sight seeing. The main scheme of eco-tourism is to make tourism less damaging and more in tune with the environment. The main obvious advantage of eco-tourism is that it helps the environment enormously and also the wildlife. The other advantage of eco-tourism is that the money made would go straight to the actual indigenous population by small groups performing in front of tourists or acting like guides. The Quicha people are able to use their expert knowledge of the plants and animals of the forest as the basis of tours, which again will bring money straight to the people them selves. It is also an advantage as it would make the indigenous people more self-dependent and this would mean they would work for themselves. In contrast to commercial tourism where the local people have to take up jobs such as cleaners in order to get money and sometimes they are not being paid fairly. The profits that are earned from the eco-tourism are invested to improve the community and public issues such as schools and hospitals or health centres. This type o tourism also makes the people feel they are in the commun ity and they are working together, â€Å"it makes the community stronger† There would also be less crime because most of the crime came from children stealing things of the tourists in commercial tourism, but since the indigenous people are more intact with the eco-tourists there would be less crime. While being many advantages, there are also a few disadvantages. But none of which include environmental or social issues but instead include economical issues. These economical issues would include the lack of tourists interested actually in eco-tourism. Again most people would rather spend their money to go abroad to places where they can relax on beaches, enjoy parades and basically leave their troubles behind, there would not be that many people interested in learning about the environment and the wildlife, and because of the lack of tourists going to the eco-tourism countries there would be a lack of jobs and more people unemployed since most of the indigenous people will be depending on the tourists so they could give tours. The other main disadvantage apart from the lack of tourists is that the country will just be depending on the tourism and when that starts to decrease, the country as a whole will start to be more and more less developed. Views of the local people Different people in the village would be thinking different things. The main thing on there minds will be to be in favour of eco-tourism as they will not be up for commercial tourism as that can damage the rainforest, some people even believe that commercial tourism could not bring enough jobs and if it does it would be jobs such as cutting down tree's which is against the culture and traditions. The village leader wants the village to stay together and prosper. However he is completely against commercial tourism. This is because the last time that tourist had come into the village they had paid the villagers little money and also they did not respect the villagers in a proper manner. The village leader is also not sure about the eco-tourism scheme, as he is worried it would have the same effect as commercial tourism, which was poor. Local development worker in contrast to the village leader believes that eco-tourism is the right way forward. The local development worker has helped villages around the area and has seen it work; therefore she believes that eco-tourism will work in this village. As you can see we can understand why different people will differ in their views for or against eco-tourism, for instance the village only wants the village to grow and develop through, he does not understand the facts of what eco-tourism can do because of the fear of what he had suffered when the tourist exploited their village and did not respect any of the villagers. On the other hand the local development worker believe that the village can develop very easily if they allow eco-tourism, her main argument against the village leader could be that she has seen other villages develop through eco-tourism and it can happen to this village as well. Evaluation After analysing both commercial and eco-tourism, I have found many advantages and disadvantages of both. Commercial tourism will destroy the land and the wildlife will get hurt and the indigenous people are sometimes not respected. On the other hand commercial tourism does bring more money into the country not necessarily straight to the local people and also more people are interested in commercial tourism. However the eco-tourism protects the wildlife and keeps the land clean and unpolluted. It also helps the indigenous people feel they are dependent and part of a strong community, but eco-tourism having the environmental and social advantages, it has a flaw, there is an economical disadvantage which is, it brings in less money and in most cases most tourists would go to a commercial tourism country as it would be more pleasurable. The final question really is â€Å"Is eco-tourism the way forward for countries such as Ecuador?† After going through all the advantages and disadvantages and what the indigenous people think, my answer would be, yes eco-tourism is the way forward for countries such as Ecuador. I have decided this because, it helps the environment without destroying it, it does not hurt the wildlife in anyway, and it also brings in a reasonable amount of money straight to the indigenous people. However these all are very important factors on why I have chosen eco-tourism, but there is one more imperative factor which I think is vital, it is that the Quichua tribe are happy with it, they believe eco-tourism is the way forward, it does not destroy their environment and the wildlife are safe and the Quichua people are satisfied in occupying jobs such as tour guides. The main argument I would believe which is against eco-tourism is the economical problem; people believe that eco-tourism will bring in less money than commercial tourism. However the way I see it, I believe that every industry when it starts of in the beginning has less people, in spite of this there are small groups going to countries that follow the eco-tourism scheme and slowly that group will be expanding as people will be telling others about their holiday and slowly the eco-tourism industry will begin to rise.

Biology Investigation

Biology Investigation Aim: to investigate the effects of light and gravity on the growth of sunflower seeds. Background Info: Tropism is directional movement in response to a directional stimulus eg light or gravity. Plants are not able to relocate if they happen to start growing where conditions are nor perfect but they can alter their growth towards more favorable conditions. Plants respond to light (phototropism) where the stems grow towards the light and the roots grow away from the light. They also respond to gravity (geotropism) where the stems grow away from the ground and the roots grow towards the ground.Tropisms are controlled by auxins – a family of hormones that promote (and sometimes inhibit) growth. Sunflower seeds need regular watering in order to provide sufficient nutrients and ensure healthy and efficient growth. Hypothesis: I hypothesise that whatever orientation the seed is placed in, the shoot will always be positively phototropic and the root will always be positively geotropic, due to the basic laws of tropism. Risk Assessment: Hazard| Risk| Precautions/Disposal| Test tube breakage| Glass may cause injury to eyes or skin. | Be cautious when handling test tube; wear safety equipment such as safety glasses and gloves.Place in glass bin. | Puncturing boxes with scissors| Scissors may injure someone if there is an accident. | Assign somebody to hold the box steadily while they are being punctured. | Using forceps| May injure skin. | Hold forceps steady and try to avoid contact with skin. | Equipment: Geotropism * 4x large test tube * 4x filter paper * 4x sunflower seed * 1x test tube rack Phototropism * 1x cardboard box * 4x sunflower seed * 1x pair of scissors * 1x forceps * 4x test tube * 4x filter paper * 1x test tube rack Variables: Geotropism * Independent variable: orientation of sunflower seed Dependant variable: direction of growth of sunflower seed shoot and root * Constant variables: the test tube in which the seeds are kept, the place the test tube rack sits, the orientation of each seed Phototropism * Independent variable: orientation of sunflower seed, place of light source * Dependant variable: direction of growth of sunflower seed shoot and root * Constant variables: the box in which the seeds are kept, the place the box sits, the orientation of each seed, the materials used (filter paper, large test tube, test tube rack) Experimental Control: GeotropismOne of the test tubes was set up with a sunflower seed and the shoot facing up, the natural orientation. Phototropism A cardboard box was set up with hole punctures in the top and sides to allow light to get to the plants from all directions. Method: Geotropism * Collect equipment * Set up 4 large test tubes in a test tube rack and label them A, B, C and D. * Soak the 4 filter papers under water * Roll up one filter paper and place in test tube A, along with the sunflower seed shoot facing up to be the control. * Repeat step 4 but with test tube B, with the sunflower seed shoot facing down. Repeat step 4 but with test tube C, with the sunflower seed shoot facing right. * Repeat step 4 but with test tube D, with the sunflower seed shoot facing left. 1. Place in an area with adequate natural light 2. Water every day for 5 days, taking observations on the direction and length of growth on the seeds. Phototropism 1. Collect equipment 1. Set up 4 large test tubes in a test tube rack 1. Soak the 4 filter papers in water 1. Roll up filter paper and place in test tubes, along with the sunflower seeds with all shoots facing upward. 1. Label 3 cardboard boxes as 1. control, 2. eft, 3. right 1. Puncture 10 holes in both sides and the top of box 1 2. Puncture 10 holes in the left side of box 2 3. Puncture 10 holes in the right side of box3 4. Place a test tube rack in each box 5. Place in an area with adequate natural light 6. Water every day for 5 days, taking observations on the direction and length of growth on the seeds. Discussion Du ring the experiment, it was observed that sunflower seed shoots, regardless of their orientation, will almost always grow towards the light. Likewise, the root of the seeds will almost always grow towards the ground.This trend is due to the auxins in the plant, hormones that promote growth. When a seed is placed sideways, unnaturally, the auxins in the plant stimulate growth in the shoot to still curve upward towards the light, and in the root to curve downward towards the ground. The accuracy of this experiment was sound. The equipment used was the same for all groups and was reasonably suitable to the experiment as it allowed easily observable results, for example the glass test tubes allowed us to watch our seeds grow each day. However, watering the plants was not undertaken every day, affecting the overall accuracy.Having a specific required amount of water to water the plants each day would have been beneficial to the accuracy of the experiment. The reliability of this experime nt was poor. Most observations were not consistent. In many geotropism experiments, there were shoots that did not curve all the way down to the ground. This could have been due to the limited space they had between the glass of the test tube and the filter paper. The validity of this experiment was also poor. The constant variables were not very well controlled; the place in which the apparatus was set up changed, which meant different environmental conditions for the plants.The weather also changed every day, especially on Saturday when it was 41 degrees. This would have had an impact on the growth of the plants, and a burnt filter paper was observed, which could have been a result of the hot weather. The significant rise in temperature should have been predicted prior to the end of the school week so a more controlled environment could be created for the plants to have a consistent area to thrive in. To improve the accuracy and reliability of this experiment, a clearer and more s pecific method should be undertaken and a better set up of apparatus should be hought up to give the seeds more room to grow. However, the aim of investigating the effects of light and gravity on the growth of sunflower seeds was answered. This experiment is beneficial to society as it may assist gardeners, florists, other biologists etc in growing plants efficiently. Conclusion: Based on observations, our hypothesis of the shoot always being positively phototropic and the root being positively geotropic was supported, bringing us to the conclusion that light and gravity have a major impact on the growth of sunflower seeds no matter what the orientation.This is controlled by the auxins that respond to the light and gravity, promoting growth in the shoot of the seed to grow toward the light, and the root of the seed to grow toward the ground. Bibliography: Kimball, J W 2011,  Tropisms, viewed 27 November, 2012,  . Unknown, 2001,  Plant Hormones, viewed 27 November, 2012,  Ã‚  >.