1 / 56

Cycle 3

Cycle 3 . Initial Ideas. Is soil food for plants?. Suppose a child was given a plate with 5 pounds of food to eat as quickly as he or she could. Predict what would happen to the weight of that child as he or she ate the food. .

neil
Télécharger la présentation

Cycle 3

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Cycle 3

  2. Initial Ideas. Is soil food for plants? Suppose a child was given a plate with 5 pounds of food to eat as quickly as he or she could. Predict what would happen to the weight of that child as he or she ate the food. Now think about a young tree planted in a bucket of soil. Over time, what would happen to the weight of the tree and of the soil.

  3. Famous Plant Studies Jigsaw • Read your study & take notes. • Get with your study group, share & create a visual on a white board to take back to your table group. • Share your information with your table group

  4. Results of Study Sunlight Food Molecule? CO2 What’s Happening? What is this process called? H2O O2 Minerals like Nitrogen

  5. Where do plants get building blocks for growth? • AT THE BELL; YOU NEED:1) Your Packetopen to pg. 11 2) Your warm-up 3) Your exit slip…put in the folder on your table.

  6. Warm-up 11/15/13 • Think about the evidence from the “FAMOUS PLANT STUDIES” lesson: • What molecule makes up the majority of a plant’s mass? • Where does the molecule come from (ie. What is the source)? • Where does this molecule enter the plant? • What atoms are needed to build a carbohydrate (glucose)? • What monomer makes up starch?

  7. LESSON 5 • Where do you think plants get energy and building blocks (monomers, polymers) for growth? • Answer on your own & then: • Discuss your ideas with your partner. • Complete 1 sticky note per pair with your ideas. • Trade sticky notes with the other table pair. Either make a comment or ask a question. • Return the note.

  8. What molecules are plants made of? *What two complex carbohydrates are found only in plants ? (ex. celery & potatoes)

  9. Table 3-6

  10. According to the table… • Next to each food item on the table, notice whether it is a leaf, a stem, or root. • What carbohydrate makes a large proportion of plant roots that we eat for food? • What about the stems? • The leaves?

  11. A new indicator  …. • Put a paper towel on your desk. • Place a small amount of Corn Starch on the paper towel • Put a few drops of Lugol’s solution on the Corn Starch. • What happens?

  12. Let’s testIodine Test for Starch • Food Presence of Starch yes no potato yam carrot celery

  13. So, a potato has a lot of starch…… • But, the potato grows underground. • ON pg. 13: Write your idea about how starch is made in a potato. Where do the atoms originate and how do they become part of the potato?

  14. Plant Molecule Time Mats • Summarize what happened to the carbohydrate molecules from time 0-5. * Note the NAME of the molecule & the LOCATION. 2) Complete the Matter diagram & your NEW explanation of how plants get the building blocks to make starch.

  15. Matter Diagram Glucose Sucrose Starch Sucrose Starch Starch Glucose Sucrose Sucrose Glucose Sucrose

  16. Warm-up 11/18/13 • If a plant was going to build cellulose or starch, what building blocks (monomer) would the plant need? • Also recall Cycle 2 in which you explored the breakdown of glucose by animal cells. What was the formula for the chemical reaction in which glucose was broken down (cell respiration)? • Use this formula to predict what you would need if you wanted to build a glucose molecule. • Why do seeds need starch?

  17. Glucose, Fructose & Sucrose

  18. Your predictions:

  19. Pictures of the same leaf were taken after removing pigment with ethanol and after staining with iodine to show the presence of starch: After pigment removed with ethanol After stained with iodine to show starch Original leaf

  20. RESULTS:

  21. What carbon source is needed for starch to be present in plants? • Hypothesis: • Glucose and starch in leaves are built using a form of carbon taken from the environment. Prediction: Vaseline leaf (no carbon dioxide) Control leaf ( access to carbon dioxide) Control leaf (open to atmosphere) Limited CO2 leaf (covered with Vaseline)

  22. Warm-up 11/19/13 • Are soil, water and minerals food for plants? • Where do plants get the matter (atoms) for food? • How do seeds have food for growth even though they are underground ( no sun)? • What is the chemical equation for photosynthesis? • What is the purpose of photosynthesis? • What do plants do with GLUCOSE after they make it?

  23. Homework 11/19/13 • 1) Take a photosynthesis – cell respiration worksheet from the front of your table. • 2) Compare Photosynthesis to Cell Respiration. • 3) Complete “HOW did THAT PLANT GET HERE?” conclusion.

  24. Warm-up 11/20/13 • Write evidence, from your own experience, do you have that light can provide energy? • What function do chloroplasts perform for plants? • Can plants perform photosynthesis in the dark? • What process do think plants perform in the dark?

  25. Make some predictions…. • What do you predict plants will use and produce in the light? • What do you predict plants will use and produce in the dark? • Color the test tubes the appropriate color.

  26. Experiment • What does BTB indicate? • If you want to determine if a plant uses CO2 what color should the BTB start ? • Design an experiment to determine if plants use CO2.

  27. Design an experiment • On your white boards; design an experiment that tests for Senebier’s assumption that plants change the air around them. • Supplies: BTB, Straws , test tubes, aquatic plants (algae).

  28. Experiment Assignments: Label! • Table 1) High CO2 & Light • Table 2) HighCO2 & Light • Table 3) LowCO2 & Dark • Table 4) Low CO2 & Dark • Table 5) High CO2& Light • Table 6) HighCO2& Light • Table 7) LowCO2& Dark • Table 8) Low CO2& Dark

  29. What are the building blocks of glucose & how do they get into a leaf? • Paint a small section of leaf with clear fingernail polish. • Let it dry 5 minutes. • Place a piece of tape onto the painted portion of leaf & pull up. • Place the tape on a slide. • View the cast under a microscope. • Observe the STOMATA & count the number.

  30. Warm-up 10/26/09 • What molecule is essential for plants but is not a food?

  31. Warm-up 10/27/09 • At the bell: Get 2 white boards per table. • From yesterday’s homework answer; • What was the claim? Give evidence to support your claim.

  32. Radish plants • We need to block the carbon dioxide going into a plant. How?

  33. Radish plants • 1) Re plant 2 radish plants in dixi cups. • 2) Water both. • 3) Use a Q-tip to put Vaseline on the leaves of 1 plant. • 4) Label your plants.

  34. Nov. 12, 2013 • You need: • Your Packet • Open to PAGE 4 “My Ideas About Plant Growth” • Complete the page

  35. Plant Ideas Sharing • Get with your experimental group • Come to a consensus about your study • CLAIM EVIDENCE REASON • Choose 3 people to present your findings.

  36. Light/no light

  37. Hydroponics

  38. No Fertilizer & Fertilizer

  39. Summarizing questions • From the variables we chose… • What is required for plant growth? • What has no effect on plant growth? • What improves plant growth?

  40. STOMATA • Get 2 books per table. • Turn to page 119. Look at figure 6-9

  41. STOMATA • What do STOMATA do? • Why is their function important.

  42. Matter & Energy Diagrams • Use the paper pieces and make a flow chart on your desk before putting it onto paper.

  43. Warm-up 11/03/09 • Why do plants change color in the fall? • What organelle makes a plant green? What else does this organelle do?

  44. Observing Chloroplasts • 1) Prepare a slide of elodea : Put a very small piece of the plant on a slide with a drop of water. 2) Use your microscope instructions to focus the slide and find the chloroplasts. 3) Use this time to check your plants (light & dark).

  45. Warm-up 11/06/09 • When a radish leaf was left in the light for 4 days it contained starch. When in the dark for 4 days it had no starch. • Draw an energy diagram and put an X through the arrow that shows where the energy or matter stopped being transformed.

  46. What do plants need for building blocks? • 1) Look at times 1-4 • 2) What molecules are in each part of the plant? • 3) What is the subunit of each molecule?

  47. What & How Driving question: How does a tree grow and live? • What does the tree need in order to grow and live? • How tree use them to grow and live?

  48. Warm-up 11/14/11On Your White Boards • 1) Write the equation for cell respiration. • 2) What is produced? • 3)Write the equation for photosynthesis. • 4) What is used?

  49. Transformation of materials at macroscopic scale Large scale water sugar (From roots to leaves) (From leaves to all parts of tree) scales scales scales Macroscopic carbon dioxide oxygen Photosynthesis Microscopic (From leaves to air) (From air to leaves) Atomic molecular Atomic molecular Matter Process Material identity Matter Movement Analyzing photosynthesis Biosynthesis All Energy Cellular respiration Energy transformation Blank

More Related