I can walk you through each question and prepare a completed draft for class, but I don’t see the Bio 2 lab handout or experiment attached here.

Upload the lab PDF/photos plus any data, observations, or measurements you collected. I’ll explain the reasoning and create an editable study-page draft you can review before class.

I read both versions thoroughly: the pasted text and all 8 pages of the PDF.

The PDF adds several specific details: use a terminal cutting >10 cm, trim it to exactly 10 cm, remove lower leaves, leave at least 2 cm of pot space, use one cutting per pot, and label each pot with treatment, class, date, initials, and a team symbol. The experiment has four treatments—normal light/shade × fertilizer/no fertilizer—and requires repeated measurements of height, leaf count, largest leaf length, greenness on a 1–5 scale, and observations.

I also read the blank data tables and final report requirements: calculate treatment means ± SD, graph the results with error bars, report the light effect, fertilizer effect, and light × fertilizer interaction using F- and p-values with degrees of freedom, then write the discussion, conclusion, literature support, APA citations, and terminology definitions.

The only things not included are your actual plant measurements and class data, so I will not invent those results. Send the class data when you’re ready, and I can help calculate the statistics and build the report.

What this lab is doing

Tomorrow you will start a 2 × 2 factorial experiment using Coleus plant cuttings. The class is testing two independent factors:

1. Light: normal light vs. shade
2. Fertilizer: no fertilizer vs. fertilizer

That creates four treatment groups:

Treatment	Light	Fertilizer
1	Normal light	No fertilizer
2	Normal light	Fertilizer
3	Shade	No fertilizer
4	Shade	Fertilizer

The purpose is to see whether light, fertilizer, or the combination of both changes Coleus growth. This is also asexual propagation because you are growing new plants from cuttings rather than seeds.

What the important terms mean

• Independent variables: light and fertilizer—the factors you intentionally change.
• Dependent variables: plant height, leaf count, maximum leaf length, greenness score, and other observations.
• Replication: using multiple plants in each treatment so one unusual plant does not determine the result.
• Control: a comparison group used to judge whether the treatments changed growth.
• Main effect of light: the overall effect of normal light versus shade, averaging across fertilizer conditions.
• Main effect of fertilizer: the overall effect of fertilizer versus no fertilizer, averaging across light conditions.
• Interaction: whether fertilizer works differently depending on the amount of light. For example, fertilizer might help a lot in normal light but very little in shade.
• Experimental error: natural differences among cuttings or small differences in handling, watering, placement, or measurement.

For the control question, the most defensible expected answers are Treatment 2 as the positive control because it has the conditions expected to promote growth—normal light and fertilizer—and Treatment 3 as the negative control because shade without fertilizer is expected to produce the least growth. Your instructor may discuss controls slightly differently, so listen for their preferred explanation.

Your expected hypotheses

These are predictions, not results:

• Light: Coleus in normal light will grow more than Coleus in shade because light supplies energy for photosynthesis.
• Fertilizer: Coleus receiving fertilizer will grow more than Coleus without fertilizer because fertilizer supplies mineral nutrients.
• Interaction: Fertilizer may have its greatest effect under normal light, because the plant needs adequate light to use those nutrients effectively.

A complete null hypothesis would say that light has no effect, fertilizer has no effect, and light and fertilizer do not interact. The alternative hypotheses would say that one or more of those effects exists.

What you will do tomorrow

1. Make a Coleus cutting from the same plant type used by the class.
2. Cut a stem longer than 10 cm, then trim it to exactly 10 cm.
3. Remove the lower leaves that would be below the growing medium.
4. Put the cutting into a pot, leaving about 2 cm of space at the top.
5. Label the pot with its treatment number, class, date, initials, and team symbol.
6. Make sure each cutting is assigned to the correct treatment group.

The plants will be kept in the assigned conditions, and the class will collect data at multiple points during the experiment—not just once. You will record plant height, number of leaves, largest leaf length, greenness from 1–5, and observations such as wilting, new growth, yellowing, or disease.

What happens after data collection

For each treatment, the class will calculate averages and standard deviations. The main growth measurement will be height difference in centimeters, along with mean leaf count, maximum leaf length, and mean greenness score. The results will be displayed in a bar graph with error bars.

A two-way ANOVA will test three questions:

• Does light affect growth?
• Does fertilizer affect growth?
• Does the effect of fertilizer depend on light?

You will eventually report an F-value and p-value for each of those three tests, but you cannot calculate them until the class has collected the plant data.

The main idea to remember

The experiment is not simply asking, “Which plant grew the most?” It is asking:

How do light, fertilizer, and the combination of light and fertilizer affect Coleus growth?

Before class, write down the four treatment combinations and your three predictions: normal light should promote more growth, fertilizer should promote more growth, and the fertilizer effect may be strongest in normal light.

Yes—but your lab combines three skills, so no single video covers every part perfectly.

1. How to make Coleus cuttings: Can You Propagate Coleus? Water vs. Soil
   Shows cutting below a leaf node, removing lower leaves, and rooting the cutting. This matches your lab’s setup.

2. How the 2 \times 2 experiment works: Factorial Design: Interpreting Tables and Graphs
   Focus on the explanation of main effects and interactions—especially how nonparallel or crossing lines indicate an interaction.

3. How to run the statistics in Excel: Doing ANOVA in Excel
   This is useful for the final section where you report the F-values and p-values.

Watch them in that order: plant cuttings → factorial design → Excel ANOVA.

The screenshot is a Chapter 23 evolution quiz, not the Coleus lab. The five answers currently selected appear correct:

1. Microevolution — 3
2. Population — 2
3. Bottleneck effect — 5
4. Gene pool — 1
5. Genetic variation — 4

Send the next question or screenshot you’re unsure about.

For Question 2, change your answer to individuals.

Natural selection changes allele frequencies because some individuals survive and reproduce more successfully than others. The three matches in Question 1 also appear correct:

• Chance changes in a small population → genetic drift
• Birds favor lighter beetles → natural selection
• Beetles arriving from another population → gene flow

Choose these answers:

• Question 4: The specific location of a gene or DNA sequence on a chromosome — a locus is a gene’s “address.”
• Question 5: The reshuffling of alleles in sexual reproduction — this creates new genetic combinations among offspring.
• Question 6: To check if evolution is happening at a particular locus — compare observed allele frequencies with Hardy–Weinberg expectations.

For Question 4, change the currently selected “entire species” answer to the second option. Send Question 7 when you can see it.

Make these changes:

• Question 6: Change your answer to “This demonstrates that evolution is occurring for that locus in the population.” Violating Hardy–Weinberg conditions means allele frequencies are changing.
• Question 7: Your selected answer is correct: “To check if evolution is happening at a particular locus.”
• Question 8: Change species to individuals. Natural selection favors some individuals’ survival and reproduction over others.

For the three questions shown:

1. Question 1: Choose the third option—the Scala Naturae was the ladder-like view associated with philosophers such as Aristotle, where organisms were seen as permanently fixed and arranged by complexity. Your selected answer is correct.
2. Question 2: Choose the first option—Lamarck proposed use and disuse plus inheritance of acquired characteristics.
3. Question 3: Choose the third option—these are different cultivars of the same species, Brassica oleracea, produced through artificial selection by humans.

Choose the first option:

“Process by which species, at the population level, accumulate genetic differences from their ancestors as they adapt to different environments over time.”

Evolution occurs in populations across generations, not within individual organisms during their lifetimes.