Experiment: Acid and Litmus Paper
1ST SIX WEEKS PERIOD
Unit A Chapter 1 Lesson 2 Classifying Plants
Modeling Water Transport
Material:
* small sponge, * pie tin, * water, * glass, * red food coloring, * celery stalk.
Procedure
1. Pour a cup of water into the pie tin and the glass. Add food coloring to the glass. 2. Have a student place the sponge in the pie tin and the celery stalk in the glass. 3. After 24 hours, ask students how the sponge and celery model water transport systems in plants.
1ST SIX WEEKS PERIOD
Unit A Chapter 1 Lesson 2 Classifying Plants
Modeling Water Transport
Material:
* small sponge, * pie tin, * water, * glass, * red food coloring, * celery stalk.
Procedure
4. Pour a cup of water into the pie tin and the glass. Add food coloring to the glass. 5. Have a student place the sponge in the pie tin and the celery stalk in the glass. 6. After 24 hours, ask students how the sponge and celery model water transport systems in plants.
2ND SIX WEEKS PERIOD
Unit A Chapter 2 Lesson 3 Cells and Diseases
How Does Diseases Affect Cell
Material:
* 1 measuring cup (250 mL) * Hot water * 1 chiken bouillon cube * 3 small clear cups * 1 measuring spoon (5mL) * White vinegar * Masking tape * Marking pen * Table salt
Procedure
1. Fill the measuring cup with hot water from the faucet. Add the bouillon cube and wait for it to dissolve. Divide the solution equally among the three cups. 2. Add one spoonful of vinegar to the first cup. Using masking tape and pen, mark the cup “vinegar”. Add one spoonful of salt to the second cup. Mark that cup “Salt”. DO not add anything to the third cup. Mark that cup “Control.” Cover the three cups and store them in a warm place. 3. Observe the cups after two, three, and four days. Compare how clear the liquid is in different cups. 4. Which cup has the clearest liquid? Which cup has the cloudiest liquid? Record
Unit A Chapter 1 Lesson 2 Classifying Plants
Modeling Water Transport
Material:
* small sponge, * pie tin, * water, * glass, * red food coloring, * celery stalk.
Procedure
1. Pour a cup of water into the pie tin and the glass. Add food coloring to the glass. 2. Have a student place the sponge in the pie tin and the celery stalk in the glass. 3. After 24 hours, ask students how the sponge and celery model water transport systems in plants.
1ST SIX WEEKS PERIOD
Unit A Chapter 1 Lesson 2 Classifying Plants
Modeling Water Transport
Material:
* small sponge, * pie tin, * water, * glass, * red food coloring, * celery stalk.
Procedure
4. Pour a cup of water into the pie tin and the glass. Add food coloring to the glass. 5. Have a student place the sponge in the pie tin and the celery stalk in the glass. 6. After 24 hours, ask students how the sponge and celery model water transport systems in plants.
2ND SIX WEEKS PERIOD
Unit A Chapter 2 Lesson 3 Cells and Diseases
How Does Diseases Affect Cell
Material:
* 1 measuring cup (250 mL) * Hot water * 1 chiken bouillon cube * 3 small clear cups * 1 measuring spoon (5mL) * White vinegar * Masking tape * Marking pen * Table salt
Procedure
1. Fill the measuring cup with hot water from the faucet. Add the bouillon cube and wait for it to dissolve. Divide the solution equally among the three cups. 2. Add one spoonful of vinegar to the first cup. Using masking tape and pen, mark the cup “vinegar”. Add one spoonful of salt to the second cup. Mark that cup “Salt”. DO not add anything to the third cup. Mark that cup “Control.” Cover the three cups and store them in a warm place. 3. Observe the cups after two, three, and four days. Compare how clear the liquid is in different cups. 4. Which cup has the clearest liquid? Which cup has the cloudiest liquid? Record