The judges committee has awarded this submission

EXCELLENCE IN SCIENTIFIC MODELING

PROJECT SUMMARY

My main inquiry for the whole project was: "What is the biggest group of the plant kingdom, and how can we categorize them?" So, I researched several things based on it, and I got to know about angiosperms and monocots and dicots, which are some ways we can categorize the group.

WHY?

I had some basic knowledge of plants that I previously learned in school, but I always wanted to learn more complex topics about them. This is the reason why I wanted to research on a topic related to how plants can be categorized.

HOW?

I organized all the research on a presentation and also made two 3D models of monocot and dicot stems to show how vascular bundles in the stems of the two categories are arranged in different ways. I made the 3D models by taking my time and learning how to 3D model on a free 3D modeling website named 'Tinkercad' and made the 3D models for the project.

WHAT?

I found out about what angiosperms are, and that monocotyledons and dicotyledons are some categories they can be sorted into. I then used a 3D modeling program to make a model of the stems of monocots and dicots. I used 3D models because I could make it seem more realistic and clear on how they are formed than a plain 2D photo.

3D design Dicot stem

3D design Monocot stem

Steam Expo- Science .mp4

SO WHAT?

I got to know that the biggest group of the plant kingdom is 'Angiosperms' which means 'enclosed ovules'. I learned that angiosperms can be sorted into two categories, monocotyledons or dicotyledons according to the number of cotyledons an angiosperm contains in their seed.

WHAT'S NEXT?

I think I could've done some experiments related to dicots and monocots, such as proving how we can see that the vascular bundles are formed differently in these two types of categories. I would put both types of plants in water which is dyed another color, such as red, and leave them for 1 to 2 days to let them absorb the water. Then, I'd cut the stem and show how the vascular bundles of the two plants are arranged.

REFERENCES/ACKNOWLEDGMENTS

I got to work on this project from my Biology class at school with Mrs. Barnett, and she helped a lot. Also, I worked on this project with M.H. and M.S. who were in my group for the project. I used several resources for this project, which were:

The Editors of Encyclopaedia Britannica. “Vascular Cambium.” Encyclopædia Britannica, Encyclopædia Britannica, Inc.,

www.britannica.com/science/vascular-cambium.

“Monocots versus Dicots.” Monocots vs. Dicots, UCMP Berkeley, 25 Nov. 95AD,

ucmp.berkeley.edu/glossary/gloss8/monocotdicot.html.

“Monocots.” Biology Reference, Advameg, Inc., 2020,

www.biologyreference.com/Mo-Nu/Monocots.html.

Online, Biology. “Vascular Bundles.” BiologyOnline,

www.biologyonline.com/dictionary/vascular-bundle.

Osborn, Rae. “Difference between Taproot and Fibrous Root.” Difference Between Similar Terms and Objects, 14 Feb. 2020,

www.differencebetween.net/science/nature/difference-between-taproot-and-fibrous-root/.

“Taproot.” Merriam-Webster.com Dictionary, Merriam-Webster,

https://www.merriam-webster.com/dictionary/taproot.

Tips, Science Filmmaking. “Monocots vs Dicots Explained.” YouTube, 23 Sept. 2012,

youtu.be/gI2RxzAT-ww.

JUDGES FEEDBACK

A fantastic example of breaking a complex larger problem down into smaller components to carefully categorize, explain, and give clear examples of each. What takes this project above and beyond the standard level of scientific inquiry is the choice to create a more visual representation of the concept and to 3D model monocotyledons and dicotyledons. Your own recommendations to do experiments related to dicots and monocots is a fantastic way to deepen your inquiry, and I would also recommend that you could take your STL files from TinkerCad and use the school's 3D printer to physically produce them. Well done!

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