Turgor pressure lab
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This lab explores turgor pressure in plants through experiments with potato and celery. Turgor pressure is created by water in plant cell vacuoles pushing on cell membranes and walls, giving plants support and rigidity. Students hypothesized that soaking potato in salt water would increase turgor pressure compared to tap water, causing less bending. They observed less bending in salt water potato as water moved from its cells into the hypertonic solution. Soaking wilted celery in fresh water similarly caused it to regain rigidity in a few minutes as water reentered its cells, increasing turgor pressure.
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3. Environmental factors like temperature, humidity and light intensity affect transpiration rates, which can be measured using a potometer.
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Water is a homogenous medium for animals.
As a medium, it is heavy in concentration than air.
Stable gaseous and osmotic concentration in a specific region.
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An aquatic animal should have the ability to swim to overcome the resistance of the surrounding medium.
Therefore, it should have a streamlined body with an organ or ability to float.
The animal should also have to overcome the problem of osmoregulation.
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After completing this exercise, the student will be able to:
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2. The next step is to formulate a question about the observation.
Example: Does a weekly dose of 1 cup of Hydro-T plant food really enhance my yield of tomatoes and stimulate the plant’s growth?
3. Next, a hypothesis is needed. This is just merely an educated guess to answer the question you proposed in #2 above. Or put another way, a tentative explanation of the observed phenomenon. The hypothesis MUST be testable! Before stating your hypothesis, you should gather as much data from as many sources as possible. Also, please note: Hypotheses are NOT always correct, and often times you must formulate alternative hypotheses.
Example: Under normal conditions, supplementing my tomato plants weekly with 1 cup of Hydro-T plant food will make them grow bigger and faster.
4. A prediction is made next based upon your hypothesis. The prediction is a way to put your hypothesis to a test. It is usually phrased in an “If…then….” manner. If the prediction is found out to be.
The movement of substances in the plasma membrane - Osmosis
1. The document discusses concepts related to osmosis including concentration, solutes, solvents, and solutions. It defines key terms and provides examples of osmosis in red blood cells and plant cells.
2. The document explains that osmosis is the movement of water molecules from an area of higher concentration to lower concentration through a partially permeable membrane without requiring energy.
3. An experiment is described where the level of solution inside a visking tubing rises when placed in a more dilute external solution due to water entering the tubing through osmosis.
Scientific Investigation ppt.pptx
The document outlines the basic steps of the scientific method, which are:
1) Make observations and come up with a question; 2) Develop a hypothesis or prediction about what will happen; 3) Conduct an experiment to test the hypothesis, making sure to only vary one variable at a time. It provides an example of an experiment where a student tests if ice melts faster in different liquids like water and juice. The scientific method helps acquire knowledge and solve problems in a systematic way.
investigations Diffusion and Osmosis
Investigation
1. Diffusion and Osmosis
How does water move into and out of a cell?
Water passes into and out of the cell by osmosis. Osmosis is the diffusion of water
across a membrane from an area of higher water concentration to an area of lower water concentration. In this investigation, you will use an egg membrane as a model system and observe the effects of water movement when the egg is placed in different solutions.
Materials
• 600 mL beakers/clear plastic cups (2)
• Wax pencil/permanent marker
• Balance
• Vinegar
• Tablespoon
• Fresh eggs (2)
• 50 mL beakers/plastic cups
• Paper plates
• Distilled water
• Corn syrup
Dissolving the eggshell
Stop and think
Placing the eggs into different solutions
Thinking about what you observed
Exploring on your own
2, Photosynthesis and Color
Does the color of light affect photosynthesis?
Living organisms, both plant and animal, contain chemicals known as pigments. A
pigment’s color is determined by the wavelengths of light that the pigment reflects. Plant leaves contain chlorophyll, a pigment that is vital to photosynthesis. In this investigation we will find out which colors of light are needed by chlorophyll to sustain photosynthesis
Materials
• Four small potted plants
• Plant grow light (75 W)
• Red light (75 W)
• Blue light (75 W)
• Green light (75 W)
• Four light fixtures
• Water
• Thermometer
Setting up
Stop and think
Doing the experiment
Thinking about what you observed
3. Photosynthesis and Color
Does the color of light affect photosynthesis?
2014 november focus for science fair
The document provides guidance on developing the key components of a science fair project, using an example experiment on the relationship between air temperature and cricket chirping. It discusses writing a title page, purpose statement, hypothesis, materials list, procedures, and identifying variables. For the cricket experiment, it models these elements, such as posing the question "What is the effect of air temperature on the number of chirps a cricket makes?", predicting the hypothesis "If crickets are placed in a 30 degree Celsius environment, then their chirping rate will increase by 25%", and identifying the independent variable as air temperature and dependent variable as number of cricket chirps.
Module 1.1-experiment-based-teaching.-english-june-3-2021-eesdp-bvg
The document discusses experiment-based teaching strategies for learner-centered learning. It explains the steps of observation, hypothesis formation, experiment design, experiment conduction, data analysis, and conclusion. An example experiment on investigating the effect of temperature on solubility is used to demonstrate these steps. The benefits of experiment-based teaching in developing students' scientific thinking skills are also highlighted.
9. day 9
This document summarizes an academic class that covered several topics:
1) There was a test on a previous lecture and presentation examples.
2) A video about presentation tips and techniques was shown and discussed.
3) A TED talk on cloning was presented and the class had a discussion about cloning endangered species.
4) The class covered biology topics like pollination and penguins and built vocabulary around reproduction.
Scientific Method
The document discusses the scientific method, which is a set of procedures scientists follow to solve problems. It involves 7 key steps: 1) defining the problem, 2) collecting data, 3) drawing a hypothesis, 4) planning and performing an experiment, 5) collecting and recording observations, 6) drawing a conclusion, and 7) communicating findings. The document provides examples and explanations of each step, including defining variables, designing valid experiments, and types of measurements and data.
W1-SCI7-Scientific Investigation.pptx
Here are the steps in scientific method that Andrew followed to solve the problem of making lumpy pandesal:
a1. Observe and define the problem or ask questions
a2. Make a hypothesis (educated guess
a3. Test the hypothesis
a4. Make a conclusion or generalization
Andrew first observed that his pandesal was lumpy (B). This led him to ask himself what could be causing the problem (B). From this, he hypothesized that the lumpiness meant it needed more water (C). To test his hypothesis, he added more water and baked the pandesal (A). His conclusion was that adding more water resulted in pandesal that was no longer lumpy,
W1-SCI7-Scientific Investigation.pptx
The story introduces Anton, a boy from a poor family who works hard to earn money for school by selling items. For a class science project, he struggles to come up with an idea to help his neighborhood since he lacks funds. While staring at his dark house, he gets an idea to create lighting from recyclable materials after seeing plastic bottles, inspiring him to invent a bottle lamp.
Scientific inquiry
1. The document outlines the key steps of the scientific inquiry process: asking a question, developing a hypothesis, designing an experiment, collecting and interpreting data, and drawing a conclusion.
2. It provides examples for each step, such as developing the hypothesis "If I add salt to fresh water, then the water will take longer to freeze."
3. The document also discusses important experimental design concepts like identifying the controlled, manipulated, and responding variables in an experiment.
Osmosis Paper
This document describes an experiment to investigate osmosis in potato chips submerged in sodium chloride solutions of varying concentrations and distilled water. The experiment aims to observe the change in mass of potato chips before and after osmosis. Osmosis is defined as the movement of water through a semi-permeable membrane from a region of lower solute concentration to higher solute concentration. The prediction is that potato chips submerged in higher concentration solutions will lose more mass due to more water exiting the cells. Methods, variables, and further details of the experiment are provided.
Scientific method(am.)
The document outlines the steps of the scientific method which are: 1) making observations and asking questions, 2) developing a hypothesis, 3) conducting an experiment to test the hypothesis, 4) recording results, and 5) drawing a conclusion. It then discusses the key variables in an experiment - the independent variable which is deliberately changed, the dependent variable which is measured as a result, and controlled variables which are kept the same. Examples are provided to illustrate each type of variable.
Scientific method
The document outlines the steps of the scientific method which are: 1) making observations and asking questions, 2) developing a hypothesis, 3) conducting an experiment to test the hypothesis, 4) recording results, and 5) drawing a conclusion. It then discusses the key variables in an experiment - the independent variable which is deliberately changed, the dependent variable which is measured as a result, and controlled variables which are kept the same. Examples are provided to illustrate each type of variable.
Scientific enquiry
The scientific method involves 6 key steps: 1) making observations and recording them, 2) asking a question and developing a testable hypothesis, 3) conducting research, 4) performing an experiment, 5) recording results, and 6) drawing a conclusion about whether the hypothesis was confirmed or not. The document then discusses the concept of variables in an experiment, defining the independent variable as the factor that is deliberately changed, the dependent variable as the factor that is measured, and controlled variables as other factors kept the same.
Standard 3.6.5
This document describes three chemical reactions with different rates of change and discusses how some changes occur too quickly or slowly to observe and measure. Students are instructed to measure the reaction times of a cold medicine tablet dissolving in water, baking soda mixed with vinegar, and a penny left in water over several days. They are to draw and describe the changes, note whether each reaction is fast or slow, compare their observations with other students, and write an essay answering questions about measuring very quick or slow changes.
Scientific Inquiry Review for Final Exam
Kevin designed an experiment to test if people in small towns get more sleep than those in large towns. He surveyed four towns of different populations and found that residents of smaller towns reported higher average hours of sleep. Nexus conducted an experiment to see if different ice cream flavors melt at different rates when starting at the same temperature. She found that some flavors, like chocolate, melted faster than others like pistachio. The third experiment tested which color of light plants grow best under by covering plants in boxes with different colored cellophane and measuring their growth.
hyothesis.pptx
The document provides instructions for an activity to teach students about formulating hypotheses. It involves using a paper boat in a glass of water and adding paper clips to test how many it takes to sink the boat. Students are asked to make hypotheses predicting how many clips it will take based on observations. The document also discusses the scientific method steps and defines a hypothesis as a testable statement about the relationship between two or more variables. It identifies the three major types of hypotheses and provides examples to help students distinguish between null, alternative, and causal hypotheses.
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Here are the steps for the reaction time lab activity:
1. The stimulus is the dropping of the meter stick.
2. The response is catching the meter stick.
3. The variable being measured is reaction time, as determined by the distance the meter stick falls before being caught.
4. The right and left hand reaction times may differ due to handedness - most people tend to be faster with their dominant hand due to more practice with fine motor skills.
5. Record the data from each trial in a table and calculate the average distance for each hand to determine which hand has the faster overall reaction time.
Let me know if you need any clarification or have additional questions!
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The document provides instructions for setting up a lab notebook. It outlines 11 steps for filling in identifying information on the cover, creating a title page and table of contents, numbering pages starting with page 5, and gluing reference materials such as the scientific method and measurement guides to the back of the notebook. The reference section takes up pages 87-96 and the table of contents is used to track the location of these materials.
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The document provides instructions for properly setting up a science lab notebook. It outlines 7 steps: 1) Include name, teacher, and class on the front cover. 2) Glue lab guidelines to the inside cover. 3) Create a title page with title and name. 4) Devote the next 2 pages to a table of contents with 3 columns for date, assignment, and page number. 5) The next page is a reference table of contents. 6) Beginning with page 5, number every page in the upper right corner up to page 96 for a 100 page notebook. 7) Title page 87 is for reference materials.
2014 Final Exam Review Slides
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2014 Genes and Heredity
This document summarizes key concepts in genetics and heredity. It discusses Gregor Mendel's experiments with pea plants that revealed the laws of inheritance. Mendel discovered that traits are passed from parents to offspring through discrete units called genes located on chromosomes. Genes come in different forms called alleles that can be dominant or recessive. A Punnett square can be used to predict the possible combinations of alleles and the traits that may be expressed. Sexual reproduction involves two parents and produces offspring with a mix of parental traits, while asexual reproduction requires only one parent and produces identical offspring. Charles Darwin's theory of natural selection explains how organisms with traits better suited to their environment are more likely to survive and reproduce, passing on
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This document lists and defines common human traits such as earlobe type, handedness, hair texture, and eye color that are passed down from parents and make each individual unique, even as some traits are more common in populations than others. It then provides a table to inventory the traits of students in a class.
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This document provides an anatomical diagram of the external features and internal organs of an animal. The diagram labels various external structures of the head like the eyes, nares, tympanic membrane, teeth, and tongue. Internally, it identifies the heart, lungs, stomach, pancreas, spleen, intestines, liver, bladder, and other digestive system organs.
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This document provides a review of various human body systems, including the integumentary, respiratory, circulatory, muscular, skeletal, digestive, endocrine, nervous, and excretory systems. It lists the key parts and functions of each system and explains how some systems work together, such as the respiratory and circulatory systems in gas exchange and the circulatory and excretory systems in waste removal. Key terms related to anatomy and physiology are also defined.
The Digestive System 2014
The document summarizes the key stages and components of human digestion. It describes the digestive system as beginning with ingestion in the mouth, followed by digestion in the stomach aided by gastric juices. Nutrients are further broken down by enzymes from the pancreas, liver and gallbladder in the small intestine where most absorption occurs. Undigested material then passes to the large intestine where water is reabsorbed before waste is excreted.
Organic Compounds
This document provides information about organic compounds and their components. It defines organic compounds as those containing carbon bonded to itself, hydrogen, and other elements like oxygen, nitrogen, phosphorus or sulfur. Examples of organic compounds that make up living things are described, including carbohydrates, lipids, proteins, and nucleic acids. These compounds are composed of combinations of the elements carbon, hydrogen, oxygen, nitrogen, phosphorus and sometimes sulfur. The document emphasizes carbon's unique ability to form many diverse molecules by bonding to itself and other elements.
The Digestive System
The document summarizes key aspects of human digestion. It begins with an overview of nutrition and the two main parts - ingestion and digestion. It then describes the major components of the human digestive system from mouth to anus. Key functions and processes at each stage are highlighted, including mechanical and chemical breakdown of food. Absorption of nutrients primarily occurs in the small intestine. Undigested material then passes to the large intestine where water is absorbed before waste is excreted.
Exp design water notes 2014
Scientific research and discoveries have significantly improved modern life. Key scientists like Copernicus, Newton, Curie, and Pasteur made contributions that changed our understanding of physics, chemistry, and medicine. Without scientific advances, we would lack many modern technologies and medical treatments. Proper water filtration is also important, as unsafe water can spread disease. Filters work by using porous materials to remove particles from water through permeability and percolation. Understanding water's physical properties helps design effective filtration systems.
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The document provides information about the sheep eye dissection lab, including:
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Turgor pressure lab
- 1. Turgor Pressure Lab Objectives: •To explore how force affects turgor pressure in plants. •Identify how pressure provides plants with support
- 2. Introduction Plants have water in their cell vacuoles, the water pushes (like a force) on the cell membrane and cell wall creating a type of pressure which makes the cell kind of stiff or rigid. This type of pressure is called turgor pressure, enabling the plant (or stem) to stand upright. Lack of water will cause a drop in turgor pressure, causing the plant to wilt and die.
- 3. Pre-Lab Analysis Questions: 1. Write a definition for turgor pressure. https://www.youtube.com/watch?v=J_jw60Is06g
- 4. Pre-Lab Analysis Questions: 2. What happens when a plant wilts? https://www.youtube.com/watch?v=fNyYuVarTIQ
- 6. Pre-Lab Analysis Questions: 3. How do you think a piece of uncooked potato (French fry) will change when it is soaked in salt water?
- 7. Hypothesis: Write a hypothesis using the If-Then format. If____________________________________, then _________________________________ .
- 8. Observations: On your T-Chart, observe the piece of potato soaked in water and the piece soaked in saltwater. Compare them. (How are they alike? How are they different? Think color, texture, firmness, etc.) Potato soaked in saltwater Potato soaked in tap water 1. 2. 3. 4. 5.
- 9. Video Questions: 1. Describe the celery before the fresh water was added. https://www.youtube.com/watch?v=fhsurzE_-J0
- 10. Video Questions: 2. Describe the celery at the end of the video. 3. Approximately how long did it take the celery to change? It took approximately _______________ to become rigid again.
- 11. Post-Lab Analysis Questions: 1.What does the amount of bend tell you about the turgor pressure inside the potato cell? 2.What effect did the salt solution have on the potato? 3.Which one caused greater turgor pressure inside the cell, the tap water or the salt water solution?
- 12. Conclusion: You will need to write your conclusion on a separate sheet of notebook paper. Write your conclusion in paragraph form. Please remember to: • State the purpose or objective of the lab • Rephrase your hypothesis • Briefly summarize the experiment. What did you do? • What were the results? (Include the data. What direction did the water move. Why?) Ex: In the turgor pressure lab, a potato was used to demonstrate how ____________