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10.12.10 – Turgor Pressure Lab Day 1 • OBJ: The students will prepare potatoes for our lab tomorrow to observe turgor pressure. • TEK 7.7c • Warm up: Explain in your own words or draw someone or something using forces from not doing work to doing work. • For example, a car not moving to moving to being hit by another car to coming to a stop.
QUESTION: • How will a salt solution affect the potato slices? Materials: • Salt solution • Raw potato fries • Distilled water • 100mL beakers
Research –Turgor Pressure • Turgor pressure is the pressure exerted against the cell wall by contents of the cell. • Turgor pressure is important for plant support and maintaining shape • Seeds sprout because the force of water pressure inflates the emerging shoot. The force of the shoot straightening pulls the seed leaves above ground.
Procedure • Day 1: • Cut a raw potato into French fries. • Soak one class set of fries in salt water and another in fresh water. • Day 2: • Distribute one of each fry to lab groups. Make observations. • Bend each fry to the breaking point and record the differences between the two.
Recall: Salt solution will shrink; distilled water solution will become turgid • Summary: Turgor Pressure is ____________ . • Out: Test on Friday!!!
10/13/10 – Turgor Pressure Lab DAY 2 • IN: • Objective: The students will demonstrate the effect of turgor pressure on potatoes using a laboratory aid. • TEKS: 7.7C • Warmup: Reflect on yesterday’s research and explain and draw turgor pressure.
Research - Equilibrium • When net forces equal zero, or there is no movement in a system, a state of equilibrium has been reached.
Forces in Living Systems • The teeth apply force in breaking food into smaller pieces • Muscles in the esophagus exert a force in pushing food down the digestive tract through peristalsis • Muscles contract and relax, creating a enough force to move bones to walk, run, jump or engage in other life processes • The heart supplies the force that causes blood to flow through blood vessels.
Day 1 Reflection • Question: How will a salt solution affect a potato? • Procedure: • Cut a raw potato into French fries. • Soak one class set of fries in salt water and another in fresh water.
Day 2 Procedure • Day 2: • Distribute one of each fry to lab groups. Make observations. • Bend each fry to the breaking point and record the differences between the two.
Hypothesis: • If we put the potato slice in… then… because… Experiment:
Analysis: • What did you notice about the potato in the salt water? • How did this happen? Conclusion: summary Tell me if your hypothesis was valid or invalid. Explain why!
Recall: Equilibrium is ___________. • Summary: conclusion • OUT: Think about what the salt water did to the potato… what do you think happens to your body when you eat too much salt?
10.14.10 REVIEW • IN • OBJECTIVE: The student will review the last three weeks material using informative stations. • TEKS: 7.7A,B,C • Warmup: Define force. Define work. Define power. How are the three related?
REVIEW STATIONS • Classroom is organized into groups. Stay within your groups • Have 6 minutes with each informative paragraph • Answer questions on study guide related to the paragraph you have. • When music stops and time is up, you will switch your cards with another group.
RECALL: Chemical energy is transformed into thermal energy in digestion. • SUMMARY: Tell Fred how you will study for the test. • OUT: Describe in two sentences a force seen within living things.
10.15.10 TEST • IN: • OBJECTIVE: The students will assess their knowledge of the last three weeks by taking a test. • TEKS: 7.7 A, B,C • Warmup – Study briefly.