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Wednesday, July 7, 2010

Effect of salt solutions on plant

Activity No. ___

Effect of salt solutions on plant

I. Materials

1 pc. big potato

2 pcs. jars / cups

Knife

Salt

II. Procedure

1. Label the jars Setup A and Setup B. Then fill it up with water.

2. Add spoonful of salt in Setup A. Stir until the salt dissolves.

3. Cut three to five slices of potato about 2mm.

4. Put an equal number of potato slices in each jars.

5. Leave the potatoes soaked for 20 minutes.

6. Take out the slices.

III. Observation

Observations

Setup A

Setup B

IV. Analysis

1. Which potatoes have lost water from the cells?

2. Which potatoes have gained water from the cells?

Measuring Osmosis

Activity No. __

Measuring Osmosis

I. Materials

2 pcs. raw eggs

2 pcs. wide-mouthed jars

400 ml. white vinegar

200 ml. distilled water

200 ml. 20% salt solution

Balance

Paper towels

Marking pen

II. Procedure

1. Using the marking pen, label the jars Setup A and Setup B.

2. Place one egg in each of the beakers.

3. Add enough vinegar to each beaker to cover the eggs.

4. After 24 hours, pour off the vinegar. Observe what has happened. Carefully remove the eggs from jars and dry with a paper towel.

5. Find the mass of each dry egg. Record your findings. Rinse the beakers and dry them thoroughly. Return each egg to its original jars.

6. Add 200 ml. distilled water to Setup A. Add 200 ml. salt solution to Setup B.

7. Allow each egg to remain in its jar for 24 hours.

8. After 24 hours, do the following for each egg:

a. Carefully remove the egg and dry it.

b. Record the mass of the egg.

c. Measure and record the remaining liquid.

III. Data and observation

Egg in Solution

Mass

Volume

Original

Final

Original

Final

Setup A – distilled water

Setup B – salt water

IV. Analysis

1. Compare what happened to the mass of the egg in distilled water and in the egg placed in salt water.

2. What happened to the volume of distilled water and or salt water?

V. Application

1. If your put freshwater fish in saltwater or saltwater fish in freshwater, the fish will die. Use your knowledge of osmosis to explain why this happen.

Diffusion, and More of Capillarity

Activity No. __

Diffusion

I. Materials

Atsuete seeds

Glass with tap water

II. Procedure

1. Half fill a glass with tap water.

2. Add squeezed atsuete seeds. Observe.

III. Observation

Draw the glass before and after the activity.

IV. Analysis

1. Describe what happens to the water.

2. What is diffusion?

V. Application

1. Cite three everyday situations where diffusion happens.


Activity No. ___

More of capillarity

I. Materials

Beaker

Red food color

Stalks of celery

Knife

II. Procedure

1. Fill up the beaker with water. Put food color.

2. Cut stalks of celery about 10 centimeters long.

3. Dip the stalks into the beaker. Mark the water level.

4. Set aside the setup for 10 minutes or longer. Observe.

III. Observation

Draw what happened to the stalks of celery

IV. Analysis

1. What happened to the amount of water after the celery stalks have been dipped for 10 minutes?

Do you see part of the celery acquiring color? Describe.

Chemical basis of life

Activity No. ___

Chemical basis of life

I. Materials

Flash cards of the following words:

Manila paper

Marking pen

Tape

II. Procedure

1. Small-Group Discussion

Discuss among each group mates the reading selection on The Chemical Basis of Life. Name the common elements and compounds found in living things. Differentiate between organic and inorganic compounds.

2. Reporting Back

Construct a concept map using the flashcards and Manila paper. Then present it to your classmates.

III. Analysis

Illustrate your group’s concept map then write a brief explanation.

Cheek Cells

Activity No. ___

Cheek Cells

I. Materials

Microscope Medicine dropper

Cover slip Gentian violet

Glass slide Toothpicks

Nail polish Water

II. Procedure

1. Gently scrape the lining of your inner cheek with the flat end of a clean toothpick. Do not hurt yourself by puncturing your cheeks.

2. Stir the cheek material into the glass slide in order to separate the cheek cells.

3. Place a drop of gentian violet into the prepared glass slide to make the colorless protoplasm visible. Let it stand for about 5 seconds.

4. Gently wash the slide with water to remove the excess stain. Do not directly touch the stained cell. Let it totally dry.

5. Apply a drop of nail polish on the specimen then immediately cover it with a cover slip. Let it dry.

6. Examine your cheek cells under the microscope.

7. The dark spot in your cheek cells is the nucleus. Locate and label it on your sketch.

8. Examine the cytoplasm around the nucleus of the cheek cells. Label it on your sketch.

9. Locate the cell membrane surrounding the cytoplasm. Label it.

III. Data and observation

Sketch your own cheek cells then label it.

IV. Analysis

1. How are the animal cell and the plant cell similar?

2. How does the animal cell differ from the plant cell?

V. Application

1. Could one of the animal cells exist in the environment of a plant cell?

2. Trees like the giant redwood trees grow so large and tall. Why?

Making Cell Model

Activity No. ___

Making Cell Model

I. Materials

Bar of white soap

Pins or nail pusher

Knife or any carving tools

Coloring materials (paint, water color, pens)

Picture of plant and animal cell

II. Procedure

1. Observe the picture showing their parts. Differentiate plant from animal cell.

2. Using a knife, start carving the soap by copying the shape of the cell from the picture. Make sure to clearly identify the difference of the two soaps.

3. Carefully etch and carve the different parts of each cell using a pin or a nail pusher.

4. Color your work with the use of different paints or color pens.

III. Observation

Draw the cell model and label the parts of the plant and animal cell

IV. Application

1. How will you relate the parts of the cells and its function with you as a group?

How did you participate to your group?

Early discovery on cell

Activity No. ___

Early discovery on cell

I. Reading Selection

1. Robert Hooke (1635 – 1703) an Englishman, he coined the term “cell” when he examined a thin sliced of cork under the microscope. He observed the tiny compartment which resembles little room with surrounding walls.

2. Anton Van Leeuwenhoek (1632 – 1723) discovered bacteria and other microscopic organisms in rainwater and studied the structure of plant and animal cells.

3. Francesco Redi (1627 – 1997) and Lazzaro Spallanzani (1729 – 1799) Italian physician and biologist, disproved the Theory of Spontaneous Generation.

4. Robert Brown (1773 – 1858) a Scottish botanist, discovered the presence of nuclei within cells in 1831.

5. Felix Dujardin, a Frenchman, noted that all living things contain a thick jelly fluid which he called sarcode at that time.

6. Matthias Schleiden (1804 – 1881) and Theodor Schwann (1810 – 1882) a German botanist and zoologist, introduced the concept that all plants and animals are made up of cells.

7. Johannes Purkinje (1787 – 1869) a Czechoslovakian, coined the term protoplasm to refer to the living matter of the cell.

8. Rudolf Virchow (1821 – 1902) a German physician, found that cells divide to form new cells. He concluded that “omnis cellula e cellula” or cells come from pre-existing cells.

9. Luis Pasteur (1822 – 1895) a French chemist, supplied the proof for Virchow’s Theory of Biogenesis.

II. Guide Questions

1. Who was the first to use the term cell?

2. What did Robert Brown discovered?

3. What is the contribution of Rudolf Virchow?

4. Who discovered the presence of nuclei?

5. Who disproved the Theory of Spontaneous Generation?

6. What did Anton Van Leeuwenhoek discovered?

7. How did Johannes Purkinje describe protoplasm?

8. Who are the scientists who contributed in the formulation of cell theory?

III. Analysis

State the Cell Theory

Your Horroscope