CHAPTER I

INTRODUCTION

1.1 Background
Watermelon is one of the fruit that can be planted everytime, any month,
unlike the seasonal fruit such as mangoes, durians, rambutans, and much more. It
is why this fruit is available throughout the year, so the fruit is not really
expensive. This fruit is planted in a dry place. If the place is too wet, the
watermelon will rot.
Watermelon is one of fruits that desired by Indonesian people, especially
Palembang people. Every catering that cooked food for wedding party, celebration
party, and dorm’s food, usually serve rice with some variant side dishes and a
fruit. The fruit they serve usually watermelon. People like watermelon because the
fruit size is big and relatively cheap price with sweet taste in red or yellow.
Watermelon contains high water that can prevent hydratasion. It also contains
some vitamins, such as vitamin C that helps to prevent cell damage by free
radicals. The vitamin A that helps create and repair skin cell. It is good for people
especially children to eat watermelon to make their body healthier.
Unfortunately, people especially children today has less desire to eat fruit.
Eating problem today is how to make children like fruit again. If people do not
like to eat fruit since their childhood, it could affect their health and they can get
sick easily. One thing that can attract people in fruits is their size.
There are many factors that may affect the watermelon growth, one of them is
light intensity. Plants get energy from light through a process
called photosynthesis. Without light, a plant will not be able to produce energy to
grow. This is how light affects the growth of a plant. Eveyday consist of morning,
noon, evening, and night. At noon, plants receive light from the sun, while at
night does not receieve any light. Now, what will happen if the watermelon also
receive light at night. In this experiment, it will study effect of all-day lighting
towards watermelon growth. The light will be used is the LED light from LED
lightbulb.

1
1.2 Problem Formulation
The problems in this experiment are as follows.
1. What is the effect of all-day lighting on growth of watermelon?
2. What is the difference of watermelon’s growth between given all-day
lighting and ungiven all-day lighting?

1.3 Objectives of the Study

The objectives of the study are as follows.
1. To know what the effect of all-day lighting on growth of watermelon is.
2. To know what the difference of size of watermelon’s growth between
given all-day lighting and ungiven all-day lighting?

1.4 Significance of the Study

The significance of the study are as follows.
1. For readers, give them the information about the effect of all-day lighting
towards watermelon’s growth.
2. For society especially the watermelon farmers, to know how to make their
watermelon more attracted by people to buy them. It can also add more
sale value for the farmers so they will get more profit.

2
 CHAPTER II
LITERATURE REVIEW

2.1 Watermelon
Watermelon plant came from Africa and has spreaded around the world,
either subtropical region or tropical region. Watermelon is seasonal, classified as
fast grower because its grow time is only six months. In Indonesia, watermelon
developed by people commercially, such as in Madura, Cirebon, Madiun, Klaten,
Malang, and Lombok. The fruit is sweet fresh, contains much water, and desired
by many people(Sunarjono, 2013:103,104).

2.1.1 Botanical Characteristic

Watermelon is a vine plant. The surface of it’s stem and leaf covered by
smooth sharp hair.
1. Stem and Leaf
Its leaf is wide. The stem is small but long so that it’s capable of
climbing the holder. Holder is a tool for vines to climb.
2. Flower
Its flower is pollinate on one plant or monoecius, but its flower gender
is only one or unisexual. The male flower shaped like trumpet, while
the femlae flower has ovary shaped sphere like marbles. Male flower
usually more than female flower. Its color is yellow.
Flower polination happen takes place by the help of bees and green fly.
Plant usually begin to make flower when its 45-60 days age, after that it
can flowering anytime.
3. Fruit
Watermelon’s size is big, could reach 5 kg. Its inside is in yellow or
red.
4. Root
Watermelon plant has tap root and few side root.

3
2.1.2 Agroecology
Watermelons are good planted either in lowland, or even highland. Region
that has many organic matters with dry weather is better for watermelon. But,
watermelon plant can also grow and produce fruit in region that have wet weather,
except if the region has fog and the soil is difficult to distributed water
(Sunarjono, 2013:103,104).
There are many benefits of eating watermelon, such as.
1. Watermelon good for diets because it contains no fat and contains
limited sugar combination with a big amount of water. It’s also has
characteristic of quick fulling stomach.
2. Watermelon is good for people that have hipertensi because of it’s big
amount of water and high calium that can neutralize blood pressure.
3. Watermelon helps people to pee because it contains big amount of
water, so it can help people that have difficulities to pee.
4. Watermelon can prevent sariawan because it contains much vitamin C.
5. Watermelon contains licopen that could erase cancer cell. Eat many
watermelon, or even everyday is not a problem because it could reduce
ovary cancer risk and pancreas cancer on women.
6. Watermelon could increase the chance of having a child in man. It’s
sitrulin has the same afrosidiak effect like viagra, but does not have side
effect.
7. Watermelon contains vitamin A and C, calium, and phospor that has
used to strengthen our body, slowing aging, prevent intestine cancer,
lowering colesterol risk, as anticancer, and as antioxydant (Hadisaputa,
2012:43-45).

2.2 Photosynthesis
Oxygenic photosynthesis is the sunlight-driven process used by
photoautotrophic organisms to assimilate atmospheric carbon dioxide (CO 2) into
organic molecules. In land plants, the photosynthetic reactions occur within
chloroplasts, organelles that are derived from an endosymbiotic event that was
initiated when a cyanobacterial ancestor was engulfed by a eukaryotic host cell.

4
Photosynthesis can be divided into two major sets of reactions – a strictly light-
driven electron transport process associated with the thylakoid membranes which
generates ATP and NADPH (light reactions), and the Calvin–Benson (CB) cycle
by which CO2 is incorporated into carbohydrates in the chloroplast stroma. From
an electrochemical point of view, H2O serves as the ultimate electron donor and
CO2 as the final electron acceptor in this redox reaction. (Leister, 2017:90)
Plant productivity greatly depends on the speed and efficiency
of photosynthesis, specific environmental conditions and nutrients essential for
plant growth. The best temperature range for almost all plants is 10–35 °С.
The photosyntheticactivity of the leaves out side these boundaries sharply
decreases and is irreversibly lost. As temperature generally affects all
photosynthesis reactions, certainly, it is difficult to precisely determine the impact
of temperature on CO2 assimilation level.
As agricultural crops' annual photosynthetic productivity (on unit area) is
determined by prolonged active state of photosynthesizing cover, it is necessary to
ensure the maximum light absorption by the crops, and to strengthen crops'
photosynthesizing ability. Besides, attention should be focused on the orientation
of plant leaves that to some extent determines the intensity of photosynthesis. For
example, evergreen plants absorb more carbon dioxide, i.e. accumulate more solar
energy than cultured plants throughout the year.
Plant provides itself with oxygen (as a result of photosynthesisin the
daytime), and with carbon dioxide (as a result of breathing in the daytime and at
night). Thus, a plant can exist without any kind of aerobic organisms what is
conditioned by two radically different and independent processes – breathing and
photosynthesis. However, the overall reactions of these processes are
contradictory, inverse processes at the first glance.
Respiration
C6H12O6 + 6O2 ⇄ 6CO2+6H2O
Photosynthesis
It is clear that raising the temperature up to a certain level will enable
plants to produce more energy, to raise their biological potential, to increase

5
vitality, and immune capacity, yield and nutritional value. (Tkemaladze,
2016:121-122)
Photosynthesis is a complex process with two stages. The first stage is a
light-dependent reaction when photons from sunlight hit the plant's leaf, galvanize
the light-absorbing pigment chlorophyll and activate electrons. This divides water
into oxygen and hydrogen ions. The second stage, a light-independent reaction,
uses the energy from the light reaction to convert carbon dioxide into glucose
through a series of chemical reactions that begin with 3-ribulose bisphosphate and
end up with the same molecule, producing glucose in the process. The plant uses
glucose in different ways. It can convert it into chemicals needed to grow plant
cells like cellulose or starch that it can store until the plant needs to convert it back
to glucose. It can break it down during respiration, releasing energy stored in the
glucose molecules. A plant doesn't need energy from the sun for respiration.
If a plant doesn't get enough light from the sun, the photosynthetic process
slows down, even if it has sufficient water and carbon dioxide. Increasing the light
intensity will boost the speed of photosynthesis. Likewise, if a plant doesn't get
enough carbon dioxide, this limits the photosynthetic process even if it gets plenty
of light. Sometimes, farmers use artificial lights to let plants photosynthesize
beyond daylight hours (Claire Gillespie, 2018, https://sciencing.com/why-do-
plants-need-sun-4572051.html, November 29, 2018).

2.3 Light
Light, electromagnetic radiation that can be detected by the human eye.
Electromagnetic radiation occurs over an extremely wide range of wavelengths,
from gamma rays with wavelengths less than about 1 × 10−11 metre to radio
waves measured in metres.
Through the sense of sight, light is a primary tool for perceiving the world
and communicating within it. Light from the Sun warms the Earth, drives global
weather patterns, and initiates the life-sustaining process of photosynthesis. On
the grandest scale, light’s interactions with matter have helped shape the structure
of the universe. Indeed, light provides a window on the universe, from
cosmological to atomic scales. Almost all of the information about the rest of the

6
universe reaches Earth in the form of electromagnetic radiation. By interpreting
that radiation, astronomers can glimpse the earliest epochs of the universe,
measure the general expansion of the universe, and determine the chemical
composition of stars and the interstellar medium. Just as the invention of the
telescope dramatically broadened exploration of the universe, so too the invention
of the microscope opened the intricate world of the cell. The analysis of the
frequencies of light emitted and absorbed by atoms was a principal impetus for
the development of quantum mechanics. Atomic and molecular spectroscopies
continue to be primary tools for probing the structure of matter, providing
ultrasensitive tests of atomic and molecular models and contributing to studies of
fundamental photochemical reactions.
Light transmits spatial and temporal information. This property forms the
basis of the fields of optics and optical communications and a myriad of related
technologies, both mature and emerging. Technological applications based on the
manipulations of light include lasers, holography, and fibre-optic
telecommunications systems.
In most everyday circumstances, the properties of light can be derived from
the theory of classical electromagnetism, in which light is described as coupled
electric and magnetic fields propagating through space as a traveling wave.
However, this wave theory, developed in the mid-19th century, is not sufficient to
explain the properties of light at very low intensities. At that level a quantum
theory is needed to explain the characteristics of light and to explain the
interactions of light with atoms and molecules. In its simplest form, quantum
theory describes light as consisting of discrete packets of energy, called photons.
However, neither a classical wave model nor a classical particle model correctly
describes light; light has a dual nature that is revealed only in quantum mechanics.
This surprising wave-particle duality is shared by all of the primary constituents
of nature (e.g., electrons have both particle-like and wavelike aspects). Since the
mid-20th century, a more comprehensive theory of light, known as quantum
electrodynamics (QED), has been regarded by physicists as complete. QED
combines the ideas of classical electromagnetism, quantum mechanics, and the

7
special theory of relativity (Glenn Stark, 1999,
https://www.britannica.com/science/light. Accessed on November 21, 2018).
2.3.1 LED Light
A light-emitting diode (LED) is a semiconductor device that emits visible
light when an electric current passes through it. The light is not particularly bright,
but in most LEDs it is monochromatic, occurring at a single wavelength. The
output from an LED can range from red (at a wavelength of approximately 700
nanometers) to blue-violet (about 400 nanometers). Some LEDs emit infrared (IR)
energy (830 nanometers or longer); such a device is known as an infrared-emitting
diode (IRED).
An LED or IRED consists of two elements of processed material called P-
type semiconductors and N-type semiconductors. These two elements are placed
in direct contact, forming a region called the P-N junction. In this respect, the
LED or IRED resembles most other diode types, but there are important
differences. The LED or IRED has a transparent package, allowing visible or IR
energy to pass through. Also, the LED or IRED has a large PN-junction area
whose shape is tailored to the application.
Benefits of LEDs and IREDs, compared with incandescent and fluorescent
illuminating devices, include:
1. Low power requirement: Most types can be operated with battery
power supplies.
2. High efficiency: Most of the power supplied to an LED or IRED is
converted into radiation in the desired form, with minimal heat
production.
3. Long life: When properly installed, an LED or IRED can function for
decades.
Typical applications include:
1. Indicator lights: These can be two-state (i.e., on/off), bar-graph, or
alphabetic-numeric readouts.
2. LCD panel backlighting: Specialized white LEDs are used in flat-panel
computer displays.

8
 3. Fiber optic data transmission: Ease of modulation allows wide
communications bandwidth with minimal noise, resulting in high
speed and accuracy.
4. Remote control: Most home-entertainment "remotes" use IREDs to
transmit data to the main unit.
5. Optoisolator: Stages in an electronic system can be connected together
without unwanted interaction (Margaret Rouse, 2005,
https://whatis.techtarget.com/definition/light-emitting-diode-LED,
November 21, 2018).

2.3.2 Sunlight
Sunlight, also called sunshine, solar radiation that is visible at Earth’s
surface. The amount of sunlight is dependent on the extent of the daytime cloud
cover. Some places on Earth receive more than 4,000 hours per year of sunlight
(more than 90 percent of the maximum possible), as in the Sahara; others receive
less than 2,000 hours, as in regions of frequent storminess, such as Scotland and
Iceland. Over much of the middle-latitude region of the world, the amount of
sunlight varies regularly as the day progresses, owing to greater cloud cover in the
early morning and during the late afternoon.
Ordinarily, sunlight is broken down into three major components.
(1) visible light, with wavelengths between 0.4 and 0.8 micrometre,
(2) ultraviolet light, with wavelengths shorter than 0.4 micrometre, and
(3) infrared radiation, with wavelengths longer than 0.8 micrometre.
The visible portion constitutes nearly half of the total radiation received at
the surface of Earth. Although ultraviolet light constitutes only a very small
proportion of the total radiation, this component is extremely important. It
produces vitamin D through the activation of ergosterol. Unfortunately, the
polluted atmosphere over large cities robs solar radiation of a significant portion
of its ultraviolet light. Infrared radiation has its chief merit in its heat-producing
quality. Close to half of total solar radiation received at the surface of Earth is
infrared.

9
 On its path through the atmosphere the solar radiation is absorbed and
weakened by various constituents of the atmosphere. It is also scattered by air
molecules and dust particles. Short wavelengths of light, such as blue, scatter
more easily than do the longer red wavelengths. This phenomenon is responsible
for the varying colour of the sky at different times of day. When the sun is high
overhead, its rays pass through the intervening atmosphere almost vertically. The
light thus encounters less dust and fewer air molecules than it would if the sun
were low on the horizon and its rays had a longer passage through the atmosphere.
During this long passage the dominant blue wavelengths of light are scattered and
blocked, leaving the longer, unobstructed red wavelengths to reach Earth and lend
their tints to the sky at dawn and dusk.
An effective absorber of solar radiation is ozone, which forms by a
photochemical process at heights of 10–50 km (6–30 miles) and filters out most of
the radiation below 0.3 micrometre. Equally important as an absorber in the
longer wavelengths is water vapour. A secondary absorber in the infrared range is
carbon dioxide. These two filter out much of the solar energy with wavelengths
longer than 1 micrometre.
The eppley pyrheliometer measures the length of time that the surface
receives sunlight and the sunshine’s intensity as well. It consists of two concentric
silver rings of equal area, one blackened and the other whitened, connected to a
thermopile. The sun’s rays warm the blackened ring more than they do the
whitened one, and this temperature difference produces an electromotive force
that is nearly proportional to the sunlight’s intensity. The electromotive force is
automatically measured and recorded and yields a continuous record of the
duration and intensity of the periods of sunlight (The Editors of Encyclopedia
Britannica, 1998, https://www.britannica.com/science/sunlight-solar-radiation,
November 21, 2018).

2.4 LED Grow Light

A grow light or plant light is an artificial light source, generally an electric
light designed to stimulate plant growth by emitting a light appropriate for

10
photosynthesis. Grow lights are used in applications where there is either no
naturally occurring light, or where supplemental light is required.
Grow lights either attempt to provide a light spectrum similar to that of the
sun, or to provide a spectrum that is more tailored to the needs of the plants being
cultivated. Outdoor conditions are mimicked with varying colour, temperatures
and spectral outputs from the grow light, as well as varying the lumen output
(intensity) of the lamps. Depending on the type of plant being cultivated, the stage
of cultivation, and the photoperiod required by the plants, specific ranges of
spectrum, luminous efficacy and colour temperature are desirable for use with
specific plants and time periods.
In northern latitudes, the use of electric light sources is a necessity in
greenhouse production in order to provide crops with sufficient energy for
sustainable rates of growth and development in periods with low levels of natural
daylight.
Experiments revealed surprising performance and production of vegetables
and ornamental plants under LED light sources. A large number of plant species
have been assessed in greenhouse trials to make sure that the quality of biomass
and biochemical ingredients of such plants is comparable with, or even higher
than, those grown in field conditions. Plant performance of mint, basil, lentil,
lettuce, cabbage, parsley and carrot was measured by assessing both the health
and vigor of the plants and the success of the LEDs in promoting growth.
As LEDs are cool, plants can be placed as close as possible to light sources
without overheating or scorching. This saves a large amount of space for intense
cultivation.
The LED technology provides a possible solution for a more sustainable
greenhouse production, not only because it reduces the carbon footprint of the
individual light photon, but also because plants are highly responsive to changes
in light quality. If used in the right way, the LED technology can be used to
enhance plant traits related to post-cultivation performance thereby reducing
waste. (Jensen, 2018:38)
Light emitting diodes (LEDs) offer efficient electric lighting in desired
wavelengths (red + blue) which support greenhouse production in minimum time

11
and with high quality and quantity. As LEDs are cool, plants can be placed as
close as possible to light sources without overheating or scorching. This saves a
large amount of space for intense cultivation.
LED grow lights are composed of light-emitting diodes, usually in a casing
with a heat sink and built-in fans. LED grow lights do not usually require a
separate ballast and can be plugged directly into a standard electrical socket.
LED grow lights vary in color depending on the intended use. It is known
from the study of photomorphogenesis that green, red, far-red and blue light
spectra have an effect on root formation, plant growth, and flowering, but there
are not enough scientific studies or field-tested trials using LED grow lights to
recommended specific color ratios for optimal plant growth under LED grow
lights. It has been shown that many plants will grow normally if given both red
and blue light. However, many studies indicate that red and blue light only
provides the most cost efficient method of growth, plant growth is still better
under light supplemented with green.
White LED grow lights provide a full spectrum of light designed to mimic
natural light, providing plants a balanced spectrum of red, blue and green. The
spectrum used varies, however, white LED grow lights are designed to emit
similar amounts of red and blue light with the added green light to appear white.
White LED grow lights are often used for supplemental lighting in home and
office spaces.
In tests conducted by Philips Lighting on LED grow lights to find an
optimal light recipe for growing various vegetables in greenhouses, they found
that the following aspects of light affects both plant growth (photosynthesis) and
plant development (morphology). However it is noted that in tests between
tomatoes, mini cucumbers and bell peppers, the optimal light recipe was not the
same for all plants, and varied depending on both the crop and the region, so
currently they must optimize LED lighting in greenhouses based on trial and
error. They've shown that LED light affects disease resistance, taste and
nutritional levels, but as of 2014 they haven't found a practical way to use that
information (Mitchell, et al,2012:1-9).

12
 CHAPTER III
RESEARCH METHODOLOGY

3.1 Operational Definitions

1. Watermelon
Watermelon or Citrullus lanatus, family Cucurbitaceae, is a large fruit of
of the gourd family, with smooth green skin, red pulp, and watery juice,
found in Africa.
2. Lighting
Lighting is giving of light to plant as their photosynthesis’s energy. From
morning to evening, watermelon plant receieves sunlight, and from
evening to next morning, it receieve LED light.
3. Sunlight
Sunlight is solar radiation that is visible at Earth’s surface that is used by
plant as its photosynthesis energy, to produce glucose. Sunlight affect the
speed of photosynthesis.
4. LED Light
LED light is an electric light that come in vary wavelengths colors such as
red, far-red, blue, green, and white. Its light affect photosynthesis process
because it transmitted light that is simillar to the sun.
5. All-Day
All-day means full day, 24 hours a day.
6. Growth
The process of increasing in size on something. The growth in this study is
the watermelon’s growth.

3.2 Research Variables

1. Independent Variable
Independent variable in this research is amount of lighting on the
watermelon.
2. Dependent Variable
The dependent variable in this research is all-day lighting.

13
 3. Controlled Variable
Controlled variables in this research are initial seeds of watermelon,
amount of water / fertilizer added in the soil where the seeds are planted,
and initial soil to plant the seeds.

3.3 Place and Time of Research

The place of this research is in laboratory of SMA Plus Negeri 17 Palembang.
This research be started in October 2018 and ended in February 2019.

3.4 Research Methode

The methode that are used in writing this scientific work is by Quantitative.
Experiment is research by doing a study and make conclusions from what
happened when or after the research was conducted is experiment uses
comparisons experienced on dependent variable causes by differences activities
by the independent variable.

3.5 Materials, Tools, and Procedure

The materials of this research are as follows.
1. Watermelon hybrid F1 seeds
2. Plant soil
3. Water to watering the watermelons
The tools of this research are as follows.
1. LED lightbulb
2. Stick or wood as watermelon’s vines grab tool
3. Net to prevent pest from disturbing watermelon’s growth
4. Ruler to measure change of watermelon’s size
The steps of this research are as follows.
1. Prepare area to plant two seeds of watermelon hybrid F1. Make sure that
the area can get sunlight directly or in open area.
2. Dig the soil to make two holes deep enough to plant the seeds, about 5-
10 cm.
3. Put one seed on each hole and cover it with soil and flatten it.

14
 4. Water it daily on morning and evening.
5. Turn on LED lightbulb every evening and turn it off every morning.
6. Repeat watering watermelons and turn the LED lightbulb on and off
until watermelons can be harvested.
7. Observe the changes of its size for each watermelon.

3.6 Technique of Collecting Data

The writer collecting the data from experiment, documentation, and
observation sheet. Experiment is research by doing a study. During the
experiment, the writer collected data using documentation. Documentation is
performed by taking photos and making notes about the comparisons between
given all-day lighting watermelon and ungiven all-day lighting watermelon. Such
as noting differences in the number of leaves, the height of the watermelon’s
shaft, diameter of the leaves, and color of the leaves, the height and diameter of
watermelon every week.

3.7 Technique of Analyzing Data

To analyze the data, the writer do the following ways.
1. The writer makes a data collection based on the experiment.
2. The writer makes tabulation and input the data into the table.
3. The writer analyze the data from the table.
4. The writer make a result and conclusion of the data.
Table 3.1
Observation Data
No Sample Treatment Observation
.
1. 1 Put outside under the sun for
8 hours.
2. 2 Put outside under the sun for
8 hours and under the light
for 12 hours.
3. 3 Put under the light for 4
hours.
4. 4 Put under the light for 8
hours.
5. 5 Put under the light for 12
hours.

15
 CHAPTER IV
RESULT FINDINGS AND INTERPRETATION

4.1 Experiment Procedure

The procedures of this research are as follows.
1. Prepare area to plant two seeds of watermelon hybrid F1. Make sure that
the area can get sunlight directly or in open area.
2. Dig the soil to make two holes deep enough to plant the seeds, about 5-
10 cm.
3. Put one seed on each hole and cover it with soil and flatten it.
4. Water it daily on morning and evening.
5. Turn on LED lightbulb every evening and turn it off every morning.
6. Repeat watering watermelons and turn the LED lightbulb on and off
until watermelons can be harvested.
7. Observe the changes of its size for each watermelon.

4.2 The Effect of All-Day Lighting on Growths of Watermelon

Sample 1 and 2 were planted in an open place, while sample 3, 4, and 5 were
planted in a covered place. After three months of observation, there are some
differences found on each sample. Watermelons that only receieve sunlight
(sample 1) have shorter and more green shaft than the other samples.
Watermelons that receieve sunlight and LED light (sample 2) are higher and less
green than the other samples. Sample 1 and 2 also has smooth sharp hair.
Watermelons that only receieve LED light (sample 3,4, and 5) has the highest
shaft but less green than the other samples and they do not have smooth sharp
hair. They also did not live long, they died after 2 weeks. Between sample 3, 4,
and 5, sample 3 has the highest shaft and sample 5 has the shortest shaft.
There are several lack of data on the tables because the researcher forgot to
measure the watermelons. Table 4.1 shows the observation of 5 samples and table
4.2 shows the observation data of three sample 1 and three sample 2.

16
4.3 Difference of Watermelons Growth between Given All-Day Lighting
The samples are planted on January 12, 2019. The experiment observes the
differences in number of leaves, the height of the watermelons shaft, and number
of flowers for each samples every week.

Table 4.1
Observation Data No.1
Observation
No. Sample
Shafts Height Number of Leaves Number of Flowers
1 6 cm 2 0
2 6 cm 4 0
1. 3 18.5 cm 2 0
4 12 cm 2 0
5 10 cm 2 0
1 8 cm 4 0
2 8 cm 6 0
2. 3 Died, replaced with new seeds
4 Died, replaced with new seeds
5 Died, replaced with new seeds
1
2
3. 3 Did not do the measurement
4
5
1
Did not do the measurement
2
4. 3 Died, observation stopped
4 Died, observation stopped
5 Died, observation stopped

17
 Table 4.2
Observation Data No.2
Observation
No. Sample
Shafts Height Number of Leaves Number of Flowers
No.1 10 cm 15 0
1 No.2 Planted a new plant with 5 seeds
No.3 - - -
5.
No.1 9 cm 15 0
2 No.2 Planted a new plant with 5 seeds
No.3 - - -
No.1 Died of an accident
1 No.2 2.5 cm 4 0
No.3 Planted a new plant with 5 seeds
6.
No.1 9.6 cm 7 0
2 No.2 6.9 cm 5 0
No.3 Planted a new plant with 5 seeds
No.1 Died of an accident
1 No.2
No.3
7.
No.1 Did not do the measurement
2 No.2
No.3
No.1 Died of an accident
1 No.2 4.8 cm 13 0
No.3 4.6 cm 14 0
8.
No.1 11 cm 23 0
2 No.2 12.3 cm 22 0
No.3 7 cm 15 0
No.1 Died of an accident
1 No.2 5.2 cm 17 0
No.3 4.6 cm 19 0
9.
No.1 12 cm 26 0
2 No.2 12.7 cm 26 0
No.3 7.1 cm 16 0
No.1 Died of an accident
1 No.2 5.8 cm 18 0
No.3 5.1 cm 22 0
10.
No.1 15.1 cm 21 1
2 No.2 12.9 cm 22 0
No.3 7.5 cm 20 0
11. No.1 Died of an accident
1 No.2 4.8 cm 25 0
No.3 3.7 cm 3 0
2 No.1 17.7 cm 24 0

18
 No.2 14.8 cm 25 2
No.3 7.6 cm 25 0
No.1 Died of an accident
1 No.2
No.3
12.
No.1 Did not do the measurement
2 No.2
No.3
No.1 Died of an accident
1 No.2 4.5 cm 3 0
No.3 3.8 cm 3 0
13.
No.1 21.3 cm 29 0
2 No.2 17.3 cm 33 0
No.3 7.8 cm 28 0
No.1 Died of an accident
1 No.2 5 cm 5 0
No.3 Died
14.
No.1 22.5 cm 26 4
2 No.2 18.6 cm 38 0
No.3 8.5 cm 26 0

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4.4 Observation by Pictures
1st Check

Sample 1 Sample 2

Sample 3 Sample 4 Sample 5

2nd Check

Sample 1 Sample 2

Sample 3 Sample 4 Sample 5

3rd Check

Sample 1 Sample 2

4th Check

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 Sample 1 Sample 2

Sample 3 Sample 4 Sample 5

5th Check

Sample 1 Sample 2

6th Check

Sample 1 No.1 Sample 1 No.2

Sample 2 No.1 Sample 2 No.2

8th Check

Sample 1 No.2 Sample 1 No.3

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 Sample 2 No.1 Sample 2 No.2 Sample 2 No.3
CHAPTER V
CONCLUSION AND SUGGESTIONS

5.1 Conclusion
1. According to the observation data, all day-lighting do affect watermelons
growth. Watermelon that receieve all-day lighting is higher and sprout leaf
faster than watermelon that only receieve sunlight.
2. The differences can be seen on the observation data. On week 13 th,
watermelon that receieve all-day lighting has 17.3 cm height and 33 leaves
while the watermelon that only receieve sunligth has 3.8 cm height and 3
leaves. The differences are big but there are some factors affecting it other
than the amount of light receieved: pest, oxygen competition at night, and
the amount of water receieved.

5.2 Suggestions
There were several mistakes happened in the experiment. A sample fell from
a high place and died, and two sample was found attacked by some pest and didn’t
get enough oxygen to breath at night, they were slowly dying and one of them
died. From these mistakes it is better if the samples are given some fertilizer to
prevent it from pest and planted them in an open area without other plants
surrounding the samples and give some distances for each sample. If you plant
them on second floor, do not put it at the edge of second floor. There could be
some strong rain and wind and the plant could fall off.

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