Group 5 II - Tiffany

the end of presentation

Light dependent phase and light-independent phase of photosynthesis

Activity No. __

Light dependent phase and light-independent phase of photosynthesis

I. Materials

Diagram of light-dependent and light-independent phase of photosynthesis

II. Procedure

Analyze the given diagram and answer the given questions.

I. Guide Questions

1. What raw material is needed in light-dependent phase?

2. What happened to water (H₂O) molecule?

3. Into what molecule will hydrogen attach?

4. In which part of the chloroplast does light-dependent phase occur?

5. What is the role of chlorophyll in light-dependent phase?

6. What molecule was produced from the energy of flowing electrons?

7. What are the end products of light-dependent phase?

8. What raw material is needed in light-independent phase?

9. In which part of the chloroplast does light-independent phase occur?

10. What is the end product of light-independent phase?

Photosynthesis

Activity NO. ___

Photosynthesis

I. Materials

Diagram of photosynthesis

Marking pen

Paper

II. Procedure

Analyze the given diagram and answer the guide questions.

FOOD MAKING PROCESS

I. Guide Questions

1. What are the raw materials needed by plants?

2. What structure or part of plants will absorb the raw materials?

3. What kind of energy is needed by plants to convert raw materials into food?

4. What is the major source of this energy?

5. What will absorb the energy needed?

6. What are the end-products of food-making process?

7. What will happen to the end products?

8. What is the process of photosynthesis? Explain.

The role of chlorophyll in photosynthesis

Activity No. ___

The role of chlorophyll in photosynthesis

I. Materials

Beaker Iodine

Test tubes Iron stand

Carbon paper wire gauze

Alcohol lamp iron ring

Leaves test tube rack

Ethanol

II. Procedure

1. Get a sample plant with netter venation.

2. Choose two leaves of similar size from the sample plant.

3. Cover one leaf with carbon paper for one day; leave the other leaf uncovered.

4. Light the alcohol lamp and boil each leaf for 20 seconds to kill the cell.

5. Put out the flame. Then, transfer the leaves in a container or test tube. Add enough ethanol to cover the leaf.

6. Return the test tube to the beaker. Boil until the leaf loses its color.

7. When all the chlorophyll has been extracted, remove the leaves using a forceps. Rinse them with water then dry.

8. After drying, dip the leaves in a glass plate with iodine solution.

9. Observe any color change. A blue-violet color indicates the presence of starch produced and stored by plants.

III. Observation

	Color of the leaf when boiled	Color of the leaf when dipped in iodine
Leaf A
Leaf B

IV. Analysis

1. Why did you boil the leaves in water and alcohol?

2. What is the color of the ethanol? What do you think dissolved on it?

3. Which part of the leaf shows the presence of starch?

4. Can plants produce food without chlorophyll? Explain.

5. Will plants exist without the energy of sunlight? Why or why not?

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?