Lab Manual_SM2023 (1)

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Arizona Western College *

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Feb 20, 2024

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PLS 100 Plant Science
LAB MANUAL Fall/Spring 2023
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W1 Plant Cells Pre-Lab Name: Tupokiwe Kyumba Pre-Lab Procedure 1: Utilize the compound microscope. 1. Label the parts of the compound microscope. 2. How do you calculate the power of magnification? ________________________________ 3. Calculate the powers of magnification for each objective lens. Band Color Objective Power Eyepiece Lens Power Power of Magnification X 10 X10 X10 X10 4. What happens to our view of an image as you increase the power of magnification? 5. Why can’t you use the largest objective for some slides? 6. What are the steps to creating a wet mount slide? Page 1 of 39
W1 Plant Cells Lab Name: Lab Procedure 1: Identifying the cell wall PROCEDURE: 1. View the prepared slide of a plant cell and draw what you see at the x10 objective. 2. Using the x4 objective, draw 10 neighboring cells. 3. Using the x10 objective, draw a single cell and label the following parts: cell wall and cell membrane . What is the function of the cell wall? What is the function of the cell membrane? Lab Procedure 2: Identifying the nucleus. PROCEDURE: Utilize the onion slide. 1. Using the x4 objective, draw 10 neighboring cells. 2. Using the x10 objective, draw a single cell and label the following parts: nucleolus and the nucleus . Page 2 of 39 Prepared cell slide at x10 Onion slide at x4 Onion slide at x10
What is the function of the nucleus? What is the function of the nucleoli? Lab Procedure 3A: Identifying plastids. PROCEDURE: 1. Utilize the prepared slide of Spirogyra. It is an alga with one continuous chloroplast. 2. Using the x10 objective, draw and label the chloroplast . What is the function of the chloroplast? Page 3 of 39 Onion slide at x4 Onion slide at x10
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Lab Procedure 3B: Identify specialized organelles - Chromoplasts PROCEDURE: 1. Using the microscope image of tomato tissue. What is the function of the chromoplast? 2. Draw and label chromoplast . Lab Procedure 3C: Identify specialized organelles and tissue- Amyloplasts PROCEDURE: 1. Using the microscope image of potato tissue. What is the function of the amyloplast? Page 4 of 39 2. Draw and label the amyloplast .
W2 Photosynthesis & Respiration Pre-Lab Name: PROCEDURE: Answer the following questions. 1. What do we call the process utilized by organisms to release energy which has been stored in molecules like sugar? 2. What is the equation for this energy-releasing process? 3. Why can’t seeds just utilize photosynthesis to supply their energy needs? What is the selective advantage of seeds utilizing respiration? Comparison of Photosynthesis & Respiration (fill in the chart with the following “actions”) Oxygen is released Water is produced Energy is released Occurs in dark and light Requires light Photosynthesis Respiration Produces sugars from energy Burns sugars for energy Energy is stored Occurs only in cells with chloroplasts Occurs in most cells Oxygen is used Water is used Page 5 of 39 4. What organelle does respiration take place in?
Carbon dioxide is used Carbon dioxide produced Respiration and Photosynthesis – why wrong is wrong! The table contains some wrong ideas about respiration. Read the incorrect statements below and then explain why the idea is wrong in the third column. Wrong scientific idea Why is this wrong? e.g. Blood leaves the heart through veins under low pressure. Blood leaves the heart through arteries under high pressure. 1 The purpose of respiration is to provide organisms with oxygen and carbon dioxide. 2 Respiration is a gas exchange process when oxygen is taken in and carbon dioxide is given off. 3 Animals respire through their lungs. 4 Plants respire through stomata (small holes) on their leaves. 5 Respiration in plants only takes place at night. 6 Photosynthesis is the process that provides plants with the energy they need for life processes. 7 Digestion is the process that provides animals with energy for growth and movement. 8 Oxygen is essential for the life processes of all living organisms. 9 The equation for respiration is: O 2 + glucose = CO 2 + H 2 O Page 6 of 39
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W2 Photosynthesis & Respiration Lab Name: Lab Procedure 1: Effects of Carbon Dioxide on Bromomethyl Blue Solution 1. Watch the following video: https://www.youtube.com/watch?v=SldWCgRasN M 2. What happens when air is exhaled into the bromothymol blue solution? Why? Lab Procedure 2: Photosynthesis and Respiration in Elodea 1. Watch the following video https://www.youtube.com/watch?v=qVXoBfcjGPs This experiment set up different experimental conditions to demonstrate photosynthesis and cellular respiration in Elodea, a water plant, and aquatic snails. Using test tubes, corks, tape, bromothymol blue, aluminum foil, light source, Elodea, and aquatic snails as needed to set up the assigned experiment. 1. Using the images from the experiment, fill in the Data Table with your observations and your explanations for the color changes. Data Table. Elodea Experiment Test tube S-1 D-1 S-2 D-2 S-3 D-3 S-4 D-4 Light treatment light dark light dark light dark light dark Test tube treatment no plant , BTB only no plant, BTB only Elodea, BTB Elodea, BTB Snail, BTB Snail, BTB Elodea, Snail, BTB Elodea, Snail, BTB Color of bromothymol blue at the start Color of bromothymol blue after 48 hours Page 7 of 39
An explanation for the color changes Analysis: 2. Regarding photosynthesis and cellular respiration , a. Which process(es) occur(s) only in the presence of light? b. Which process(es) occur(s) both in the light and dark? 3. What are three " ingredients " that a plant must obtain in order to do photosynthesis? c. How was carbon dioxide supplied to the plant in this experiment? 4. How did you observe that carbon dioxide was present in the solution? 5. From the results of your investigation, which process is occurring more in a plant that is being supplied with sunlight: photosynthesis or cellular respiration? d. What evidence have you used to come to this conclusion? Page 8 of 39
W3 Genetics Pre-Lab Name:_____________________________________________________________________________ PROCEDURE: Answer the following question entirely. 1. How do we denote a dominant trait? What about a recessive? 2. Give an example of each of the following using the traits R and r: a. Homogenous Dominate: b. Homogenous Recessive: c. Heterogenous: 3. What benefits to the agricultural industry may there be in the future from advanced knowledge of genetics? 4. Explain why crops such as bananas and seedless watermelons are mutants. Why are their genomes so unusual? Explain why these mutant plants are desirable. 5. The majority of crops grown are hybrid. Every career in the agricultural industry could benefit from the understanding of hybrids and the difference between genotype and phenotype. Pick one agriculture career other than plant breeding and explain the importance of genetics to that career. 6. If you plant a seed from fruit bought at the store, it may not produce the same characteristics of the original. Explain why this is. Page 9 of 39
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W3 Genetics Lab Name:________________________________________________________________________________ Lab Procedure 1: Heterozygous Cross PROCEDURE: 1. Draw a Punnett square to represent crossings between two heterozygous pea plant varieties. These have the characters for blue (B) and white (b) flowers, and smooth (T) and wrinkled (t) peas. 2. Calculate the ratio of each genotype that is formed. 3. List the possible phenotypes present. Genotypes: BBTT BbTT bbTT BBTt BBtt BbTt bbTt Bbtt bbtt # Present Ratio: Phenotypes: # Present 10 of 39
Page Lab Procedure 2: Genetics of Assigned Crop from Field PROCEDURE: 1. Draw a Punnett square to represent crossings between a homozygous dominant parent and a homozygous recessive parent. (This means that each parent displays either all recessive or all dominant traits) 2. Determine the two characteristics you will be evaluating; flower color, fruit color, size, preferred season, etc. 3. Calculate the ratio of each genotype that is formed. 4. Calculate the ratio of each phenotype that is formed. Example: Characteristic ___ Height ____ Dominant ___ Tall _____Symbol _ T _ Recessive __ Short _____Symbol _ t _ Characteristic #1 _______________ Dominant ___________Symbol ___ Recessive ___________Symbol ___ Characteristic #2 _______________ Dominant ___________Symbol ___ Recessive ___________Symbol ___ Parent 1:_________ Alleles Combinations:___________ Parent 2:_________ Alleles Combinations:___________ Genotypes: # Present Ratio: Phenotypes: # Present Page 11 of 39
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W4 Fruit and Flower Pre-Lab Name:________________________________________________________________________________ Label the following diagrams: Complete the missing information in the chart: Fruit Type Example Main Characteristic Pome Orange Hard Pit Pepo Page 12 of 39 Complete the phylogenetic tree.
Tomato Achene W4 Fruit and Flower Lab Name:________________________________________________________________________________ Lab Procedure 1: Plant Diversity Compare and Contrast Plants PROCEDURE: Complete the chart and answer the questions. Adaptations Mosses Ferns Gymnosperms Angiosperms Cuticle (present or absent) Vascular tissue (present or absent) Dominant Generation (sporophyte or gametophyte) Male gamete (swimming sperm or pollen grain) Seed (present or absent) Flower/fruit (present or absent) REVIEW QUESTIONS: 1. How are the life cycles of mosses and ferns similar? How are they different? 2. In some respects, mosses can be seen as not fully terrestrial. Explain. 3. How are seeds different from other plant dispersal structures? 4. Moving evolutionarily through plant groups, from the nonvascular plants to the flowering plants, the gametophyte generation becomes more reduced. Explain how this pattern coincides with early plants' move from aquatic, or at least moist, to terrestrial habitats. Page 13 of 39
Lab Procedure 2: Flower Part Identification PROCEDURE: Answer the questions, draw and label the flowers provided. (Labels should include stigma, style, ovary, anther, and filament .) Flower (whole) Pistil Stamen Flower #1 Name: __________ ______ How many petals are present? How many pistils are present? How many stamens are present? Flower (whole) Pistil Stamen Flower #2 Name: _______________________ How many petals are present? How many pistils are present? How many stamens are present? Page 14 of 39
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Lab Procedure 3: Fruit Identification Hespiridium PROCEDURE: 1. Select a hesperidium fruit. 2. Draw and label the parts. 3. Using the internet, identify the flower associated with the selected fruit. 4. Draw and label the flower. 1. Approx. how many pistils are present? Fruit Section Flower Structures 2. Approx. how many stamens are present? 3. What defining characteristic do all hesperidium fruit possess? Lab Procedure 4: Fruit Identification Legume (Bean) PROCEDURE: 1. Select a legume fruit. 2. Draw and label the parts. 3. Using the internet, identify the flower associated with the selected fruit. 4. Draw and label the flower. 5. With a dissecting needle, carefully open the fruit. 6. Note each seed is attached by a short stalk (funiculus). The inner edge of the pod to which the funiculus is attached is the placenta. Fruit Section Flower Structures 1. Approx. how many pistils are present? Page 15 of 39
2. Approx. how many stamens are present? 3. From what flower part does the seed originate? 4. From what flower part does the seed pod originate? Lab Procedure 5: Fruit Identification Berry PROCEDURE: 1. Select a berry fruit. 2. Draw and label the parts. 3. Using the internet, identify the flower associated with the selected fruit. 4. Draw and label the flower. 5. Study a tomato or pepper . 6. Note the exocarp (outer skin), mesocarp (middle areas), and endocarp (inner edge). There is no distinct line separating these areas. 7. Notice the vacant areas (pepper) or water-filled spaces (tomato). These are locules. 8. Note the arrangement of seeds and their method of attachment to the placenta, which is often lobed. Fruit Section Flower Structures 1. Approx. how many pistils are present? 2. Approx. how many stamens are present? 3. What is the function of the locules? Lab Procedure 6: Fruit Identification Pome PROCEDURE: 1. Select a pome fruit. 2. Draw and label the parts. 3. Using the internet, identify the flower associated with the selected fruit. Page 16 of 39 9. 10. 11.
4. Draw and label the flower. 1. Approx. how many pistils are present? Fruit Section Flower Structures 2. Approx. how many stamens are present? 3. What flower part are you eating when enjoying an apple? Page 17 of 39 5. 6. 7.
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W5 Seeds, Seedling and Tissues Pre-Lab Name:________________________________________________________________________________ Procedure 1: Identify these leaves as belonging to a monocot or dicot Procedure 2: Determine a monocot characteristic from a dicot Utilize an M for monocot and D for dicot Characteristic Monocot or Dicot?? Leaf Venation (organization of veins in leaves) ng branchi Root type taproot fibrous Number of flower parts (petals) often 4 or 5 multiples of 3 Page 17 of 39 parallel
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Veins in the stem scatter ed throughout circle around outside Procedure 3: Critical Thinking – Germination/Seedlings 1. What are the steps in germination? 2. What is the function of the cotyledon? 3. What is the function of the coleoptile? 4. What form and function does the endosperm serve in a monocot seed? What about in a dicot? 5. How are cotyledons or coleoptiles and true leaves differentiated? 6. From what tissue do the root hairs originate? 7. Explain the significance of the radicle. 8. Explain the difference between epigeous and hypogeous germination. Procedure 4: Recognize Plant tissues Complete the table using the information from the link above. Tissue Type Drawing Description Where Page 18 of 39
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found Meristematic Protective (epidermal) Parenchyma Sclerenchyma Collenchyma Xylem Phloem W5 Seeds, Seedling and Tissues Lab Name:________________________________________________________________________________ Lab Procedure 1A: Calculating Seed Germination Percentage PROCEDURE: Page 19 of 39
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1. Place germination paper in the bottom of a petri dish that will serve as a germination tray. 2. Determine the seed variety, the expected germination percentage, and the last year that the provided seed was tested. 3. Count the lettuce seeds of the variety provided. 4. Mist with water (Be generous, there should be enough water so that a puddle forms when you tilt the tray.) 5. Add the seeds, spacing them as much as possible. 6. Cover with lid. Lettuce Seed Variety: Tested Germination Percentage: Year of Germination test: Lab Procedure 1B: Calculating Seed Germination Percentage PROCEDURE: Answer the following questions regarding your germination percentage trial 5 days after initiation. 1. What is the germination percentage? 2. How many seeds cracked? 3. How many seeds have radicles? 4. How many seeds have hypocotyls? 5. Are the results what you expected? CRITICAL THINKING: 1. Explain the difference between germination percentage and germination rate. 2. Why is germination percentage important? 3. Why is the germination rate important? 4. Do you think that germination percentages increase or decrease as the seed ages in dormancy? Why? Lab Procedure 2A: Identify the structure of a monocot seed and seedling PROCEDURE: 1. Label the monocot seed including the seed coat, endosperm, plumule, radicle, hypocotyl, true leaf, and cotyledon. Page 20 of 39
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2. Draw and label the monocot seedling picture provided; include any of the following that is present the seed coat, endosperm, plumule, radicle, hypocotyl, true leaf, cotyledon, coleoptile, coleorhiza, epicotyl, lateral roots, primary root, axil, and petiole. MONOCOT SEEDLING 3. Which parts of the monocot are present in both the seed and seedling? (seed coat, endosperm, plumule, radical, hypocotyl, true leaf, cotyledon, coleoptile, coleorhiza, epicotyl, lateral roots, primary root, axil, and petiole) 4. Which parts of the monocot are found only in the seed? (seed coat, micropyle, hilum, endosperm, plumule, radical, hypocotyl, true leaf, cotyledon, coleoptile, coleorhiza, epicotyl, lateral roots, primary root, axil, and petiole) 5. Which parts of the monocot are found only in the seedling? (seed coat, endosperm, plumule, radical, hypocotyl, true leaf, cotyledon, coleoptile, coleorhiza, epicotyl, lateral roots, primary root, axil, and petiole) Lab Procedure 2B: Identify the structure of a dicot seed and a seedling PROCEDURE: 1. Label the dicot seed including the seed coat, micropyle, hilum, endosperm, plumule, radicle, hypocotyl, true leaf, and cotyledon. Page 21 of 39 MONOCOT SEED
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2. Draw and label the dicot seedling picture provided; include any of the following that is present the seed coat, endosperm, plumule, radical, hypocotyl, true leaf, cotyledon, epicotyl, lateral roots, tap root, axil, and petiole. DICOT SEEDLING 3. Which parts of the dicot are present in both the seed and seedling? (seed coat, endosperm, plumule, radicle, hypocotyl, true leaf, cotyledon, epicotyl, lateral roots, tap root, axil, and petiole) 4. Which parts of the dicot are found only in the seed? (seed coat, endosperm, plumule, radical, hypocotyl, true leaf, cotyledon, epicotyl, lateral roots, tap root, axil, and petiole) 5. Which parts of the dicot are found only in the seedling? (seed coat, endosperm, plumule, radical, hypocotyl, true leaf, cotyledon, epicotyl, lateral roots, tap root, axil, and petiole) Lab Procedure 2C: Identify the seedling radical PROCEDURE: Page 22 of 39 DICOT SEED
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1. Draw the root system of each type of seedling. 2. Use the microscope images to draw and label the root system of the chosen seedling. Be sure to indicate the root hairs. Monocot Root Dicot Root Lab Procedure 3A: Identify the non-meristematic tissue in the cross-section of the stem PROCEDURE: 1. Examine the prepared slide images of the cross-section of the monocot stem. 2. Draw and label the dermal tissue, the ground tissue, and the vascular bundle. 3. Examine the prepared slide images of the cross-section of the dicot stem. 4. Draw and label the dermal tissue, the ground tissue, and the vascular bundle. 5. Draw and label specialized tissue cortex and pith. 6. Draw and label any other specialized tissue or cells that can be seen in the stem section. Monocot Dicot Corn Stem Sunflower Stem Lab Procedure 3B: Identify the non-meristematic tissue in the cross-section of the root. PROCEDURE: 1. Examine the prepared slide images of the cross-section of the monocot root. 2. Draw and label the dermal tissue, the ground tissue, and the vascular bundle. 3. Draw and label specialized tissue cortex. 4. Examine the cross-section of the dicot root. Page 23 of 39
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5. Draw and label the dermal tissue, the ground tissue, and the vascular bundle. 6. Draw and label specialized tissue cortex and pith. 7. Draw and label any other specialized tissue or cells that can be seen in the root section. Monocot Dicot Carrion Flower Root Typical Dicot Root Lab Procedure 3C: Identify the root hair. PROCEDURE: 1. Examine the prepared slide images of the root hair. 2. Draw what you can see. 1. What is the significance of the root hairs? 2. From what tissue do the root hairs form? Lab Procedure 3D: Identify the non-meristematic tissue in the cross-section of the leaf. PROCEDURE: 3. Examine the prepared slide images of the cross-section of the leaf. 4. Draw and label the dermal tissue, the ground tissue, and the vascular bundle. 5. Draw and label any other specialized tissue or cells that can be seen in the leaf section. Page 24 of 39
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1. What is the difference between non-meristematic tissue and meristematic tissue? 2. Do all organisms (plants/animals) possess both meristematic and non-meristematic tissues? Why or why not? Lab Procedure 4A: Identify the meristematic tissue PROCEDURE: 1. Examine the prepared slide images of the tip of the root and shoot. 2. Draw and label the protoderm, the ground meristem, and the procambium. 3. Draw and label any other specialized tissue or cells that can be seen in the stem or root tip. Stem Root Coleus stem Onion root Lab Procedure 4B: Identify the secondary meristematic tissue PROCEDURE: 1. Examine the image of the cross-section of the wood. 2. Draw and Label. Page 25 of 39 Monocot Corn Leaf Dicot Privet Leaf
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Lab Procedure 5: Identify the cross-section of a carrot root PROCEDURE: 1. Examine the image of the cross-section of the carrot root. 2. Draw and Label. W6 Root Pre-Lab Name:________________________________________________________________________________ Lab Procedure 1: Root Morphology PROCEDURE: Answer the questions. 1. What is the major function of the root system in plants? 2. What types of root growth patterns are generally found in monocots? In dicots? 3. What are root hairs? Do all plants have root hairs? What are the functions of root hairs? 4. What are the types of meristem tissue found in the roots? 5. List 5 specialized roots. Page 26 of 39
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6. Define the following terms: Region of Cell Division Lateral Root Meristem Region of Maturation Root Cap Region of Elongation 7. Draw and label the morphology of a dicot Root. W6 Roots Lab Name:________________________________________________________________________________ Lab Procedure 1: Root Nodules of a Legume PROCEDURE: 1. Identify and separate 5 nodules found on the plant root. 2. Using the scalpel carefully cut open the root nodules. 3. Examine the inside of the root nodule carefully using the hand lens. a. If the infecting strain of Rhizobium can fix Nitrogen in this species of legume, the inside will be pink. The color pink represents the protein necessary to fix Nitrogen. b. If the nodule is not active the inside will be green. 4. Complete this activity with all 5 of the nodules. Questions and analysis: Nodule Color Active or Inactive Nodule #1 Nodule #2 Nodule #3 Nodule #4 Nodule #5 1. What does the nodule if active do for the plant? 2. What determines if the nodule is active or not? 3. What is a legume? Lab Procedure 3: Tap Root Dissection PROCEDURE: 1. Look at the root vegetable with its top and draw and identify key morphological (external) features. (Shoot connection, secondary roots, root hairs.) Page 27 of 39
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2. Cut a slice off of the top of the root vegetable. Draw and identify the anatomy. ( Vascular bundle, ground tissue, epidermis/dermal tissue, etc. ) 3. Cut a cross-section (from the tip of the shoot to the tip of the tap root) of the root vegetable. Draw and identify the anatomy. ( Vascular bundle, ground tissue, epidermis/dermal tissue, etc. ) W7 Shoots, Leaf, and Hormone Pre-Lab Name:________________________________________________________________________________ Procedure 1: Use the chart to label the monocot and dicot leaf section Monocot Dicot Cuticle Cuticle Upper epidermis Upper Epidermis Bundle Sheath Bundle Sheath Xylem Xylem Phloem Phloem Lower Epidermis Lower Epidermis Stomata Stomata Mesophyll Tissue Palisade Parenchyma Spongy Parenchyma Guard Cell Page 28 of 39
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Procedure 2: Read the background information and answer the questions BACKGROUND: Asexual propagation is used to reproduce or multiply many horticultural plants. Plants that are propagated asexually are genetically the same as the mother plant. This is also called cloning. Although cloning is being talked about a lot today, it is not a recent development. Farmers have been cloning crop plants since before recorded history. One of the oldest clones in existence is Thompson seedless grapes. The plant with the largest number of daughter plants is the navel orange. All clones originate from a single plant and all of the plants that are propagated from it, asexually, are genetically the same. Some asexually propagated crops that are grown extensively are tree fruits, cane fruits, strawberries, sugar cane, potatoes, sweet potatoes, cassava, cranberries, and most herbaceous and woody ornamental plants. Almost all the flower crops and green plants grown as greenhouse crops are also propagated asexually. Plants are propagated asexually for the following reasons: 1. to preserve the genetic characteristics of a particular plant; 2. to propagate plants that do not produce viable seeds (bananas, pineapple, seedless grape,etc.); 3. to propagate plants that produce seed that is difficult to germinate or has a very short storagelife (cotoneaster, willow); 4. to bypass the juvenile stage of plant growth when the plants will not flower and bare fruit(apple). By far the most important of these is the first. This is the main reason that many horticulture plants are propagated asexually 1. Define asexual propagation. How does it differ from sexual propagation? Page 29 of 39
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2. What are three reasons plants are propagated asexually? 3. What is the purpose of applying growth regulators to plants? 4. List 4 environmental factors which are important in helping cuttings to develop roots. 5. What are three key plant hormones and what is their function? 6. What hormones are present in the rooting hormone? What is the function of the hormone(s)? 7. Research another growth regulator used in production agriculture. Explain how it works and why it is used. W7 Shoots, Leaf, and Hormone Lab Name:________________________________________________________________________________ Lab procedure 1: Plants transpire Purpose: In this investigation, you will compare the rates of transpiration for several plant species under varying environmental conditions. You will investigate the effect of environmental factors (heat, light, and wind) on the transpiration rate. Objectives: • Describe the process of transpiration in vascular plants • Investigate the effects of various environmental factors on the transpiration rate in plants Key Vocabulary: • Transpiration: the process by which moisture is carried through plants from roots to small pores on the underside of leaves, where it changes to vapor and is released into the atmosphere. Transpiration is essentially the evaporation of water from plant leaves. • Potometer: a device used to measure the water uptake rate of a leafy plant shoot. The main reason for water uptake by a cut shoot is transpiration (evaporation in plants) and is affected by the transpiration stream • Formula for transpiration: Total water loss/Time= Rate of Transpiration PROCEDURE 1) Given the data table below, calculate the rate of transpiration. Data Table: Amount of Water Transpired in 30 min (mL) Treatment Time (minutes) Page 30 of 39
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0 3 6 9 12 15 18 21 24 27 30 Total Loss Room Temp. 0 0 .1 .1 .1 .2 .2 .2 .3 .3 .3 Light 0 .12 .22 .36 .43 .54 .64 .75 .83 .91 .97 Fan 0 .13 .24 .38 .45 .58 .67 .77 .89 .97 1.2 Mist 0 0 0 0 .1 .1 .1 .1 .2 .2 .2 2) What is the rate of transpiration for each treatment? Treatment Rate of Transpiration (ml/min) Room Temp Light Fan Mist 3) Graph the Results. Graph a line for each column on the chart. ANALYSIS : Answer the questions below using complete sentences. 1) Describe the process of transpiration in vascular plants. 2) What environmental factors that you tested increased the rate of transpiration? Was the rate of transpiration increased for all plants tested? 3) Suppose you coated the leaves of a plant with petroleum jelly. How would the plant's rate of transpiration be affected? 4) Of what value to a plant is the ability to lose water through transpiration? Lab procedure 2: Plants have hormones BACKGROUND In general, plant tissues communicate using classes of compounds called hormones. These hormones are defined as substances produced in one location that has an effect on target cells in a non-adjacent location. In plants, germination, growth, development, reproduction, and environmental response are all Page 31 of 39 Mist Fan Light Temperature 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2
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coordinated through hormones. Although most of the main plant hormones are transported in the vascular system of the plant, one class of hormones is transferred in the gaseous phase. This class includes the plant hormone ethylene. Ethylene is manufactured and released by rapidly growing tissues (i.e., meristems) in roots, senescing flowers, and ripening fruit. For example, the darkened spots on a ripe banana release great amounts of ethylene. Ethylene has many effects on plants including being responsible for the stunting of plants in high winds or when repeatedly touched. In addition, ethylene promotes fruit ripening. Like many hormones, it does so at very low concentrations. Apple growers take advantage of this by picking fruit when it is not ripe, holding it in enclosed conditions without ethylene, and exposing it to ethylene right before taking it to market. This process is why we have newly ripened apples grown in temperate North America even in the spring and summer (apples ripen in the fall). During the process of ripening, apples convert stored starch into sugar. In apples and many other commercial fruits, the sweet portion of the fruit evolved as a reward for animal seed dispersers. When seeds are ripe and ready for dispersal, the fruit converts stored starch, which does not taste sweet, into sugar. The hormone ethylene initiates the metabolic pathways that lead to this conversion. MATERIALS • Iodine stain solution • 8- Sealable plastic bags large enough to hold an apple and a banana • 4- Ripe bananas • 8- Unripe pears or unripe apples • Shallow glass or plastic tray at least 5 cm (approx. 2") deep • knife and cutting board for cutting apples/pears PROCEDURE 1. Label the bags: a. Bags #1–4: Control, b. Bags #5–8: Test 2. In each of the Control bags, place one unripe pear (or apple) and seal the bag. 3. In each of the Test bags, place one ripe banana and one unripe pear (or apple) and seal the bag. 4. Place the bags together, and observe changes to fruit each day for 3 days 5. After 3 days, pour the iodine stain solution into the glass or plastic tray to a depth of 0.5 cm. 6. Cut the pear (apple) in half (in cross-section). Place the cut face of the fruit into the stain. 7. Let the fruit soak in the stain for one minute. 8. Take the fruit out and rinse the face with water. (Rinse away from the staining tray so that the rinse water does not dilute the stain.) 9. Determine a numeric ripeness score by comparing your apples with the Ripeness Chart 10. Record the data Sample # UNTREATED 1 2 3 4 Page 32 of 39
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Average Sample # TREATED 5 6 7 8 Average ANALYSIS 1. How was the banana able to affect the unripened fruit? 2. How can this be used in commercial agriculture? Page 33 of 39 BAR GRAPH 8 7 6 5 4 3 2 1 Sample 1 Sample 2 Sample 3 Sample 4 Sample 5 Sample 6 Sample 7 Sample 8
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W8 Soils and Nutrients Pre-Lab Name:________________________________________________________________________________ Using the Soil Textural Triangle Determine the appropriate soil textural class using the soil textural triangle. 1. 40 % Sand 50% Silt 10% Clay Texture__________________ 2. 70 % Sand 15% Silt 15% Clay Texture__________________ 3. 35 % Sand 4. 20 % Sand 5. 30% Sand 15% Silt 60% Silt 40% Silt 50% Clay 20% Clay 30% Clay Texture______________ Texture________________ Texture_______________ 6. % Sand % Silt % Clay Texture 5 50 27 35 31 33 22 23 10 7 52 27 7.Which soil textural class do you believe is best for growing plants? Why? W8 Soils and Nutrients Lab Name:________________________________________________________________________________ Lab Procedure 1A: Soil Texture by Sedimentation PROCEDURE: Page 34 of 39
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1. Label 8oz jars; A, B, and C. 2. Pour ¼ cup of soil A, B, and C into each of the jars. 3. Fill jars with water so that water stands on top of the sample. 4. Add 1 tbsp. of Borax detergent to each jar. 5. Cover tightly and shake hard for approximately 3 minutes. 6. Place jars where they will not be disturbed for 24 hours. ****DO NOT MOVE OR SHAKE THE JARS**** 7. After 24 hours of settling, use a ruler to measure the thickness of each layer. A Total Soil in Jar %Clay=(Top/Total)x100 %Silt=(Middle/Total)x100 %Sand=(Bottom/Total)x100 Soil Texture B Total Soil in Jar %Clay=(Top/Total)x100 %Silt=(Middle/Total)x100 %Sand=(Bottom/Total)x100 Soil Texture C Total Soil in Jar %Clay=(Top/Total)x100 %Silt=(Middle/Total)x100 %Sand=(Bottom/Total)x100 Soil Texture Lab Procedure 1B: Soil Texture by Feel PROCEDURE: 1. Place a tablespoon of soil A in your hand. 2. Moisten the soil. 3. Follow the dichotomous key handout and try to classify the soils by feel. 4. Repeat steps 1-3 for soil B and soil C. 5. Record the soil classes below. Soil A- Soil B- Soil C- Lab Procedure 1C: Soil Texture PROCEDURE: Answer the questions below. 1. Compare and contrast the results of the two soil texture procedures. 2. Which test do you feel is more accurate and why? 3. What is the most correct texture for samples A, B, and C? Lab Procedure 2: Make Predictions Page 35 of 39
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PROCEDURE: Utilizing the information learned from the previous activities, predict the qualities that should be present in each of the 3 soil samples. Qualities would be water-holding capacity, nutrientholding capacity, porosity, compaction, buffering, etc. Soil A- Soil B- Soil C- Lab Procedure 3: Nutrient Availability and pH PROCEDURE: Page 36 of 39
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1. Watch the videos provided in the lab PowerPoint. Answer the questions and complete the chart. QUESTIONS: 1. In video part one what two steps had to be completed for the soil to be ready for testing? 2. In video part one, what part soil to water was used to create the soil solution for testing? 3. In video part one, the soil mixture must sit for at least an hour. Why is that? 4. In video part two, what is a reagent? 5. In video part two, what is being measured when determining the pH? 6. In video part three, what did the colors of the capsules represent? 7. In video part three, why is waiting as long as possible for the soil to settle beneficial? OBSERVATIONS SOIL TEST Soil A Soil B Soil C pH Nitrogen Phosphorous Potassium ANALYSIS How do the results from the soil texture test relate to the results from the nutrient test? Explain how the qualities of the three soil textures may or may not affect the results of a nutrient test. Page 37 of 39
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