Here is the first among a number of activities that will allow you to supply a proposal for winning conditions for the ForeST greenhouse company.

Transcription

1 Name: Activity 1 Here is the first among a number of activities that will allow you to supply a proposal for winning conditions for the ForeST greenhouse company. Carefully observe the photos at your disposal. Most of them contain more than one element. In teams, classify each of these elements in the following table. This exercise will allow you to correctly outline the difference between living and non living organisms. Living organisms Animal kingdom Non Living organisms Plant kingdom Following the class discussion, list the principal characteristics of living organisms. We will pay particular attention to the plant group. -1-

2 Activity 1 - continued Take notes. After your reading Research information Identify the principal parts of the plant. A B E C D Indicate a possible function for each of the identified parts. A) B) C) D) E) -2-

3 Activity 2 Photosynthesis Photosynthesis is the capacity of plants to produce their own food. We could compare photosynthesis to making a cake. Ingredients Energy Result Cast off (What goes in) (What comes out) + + Milk + flour + eggs Oven Cake Odour (vapour) Look and listen carefully to the animations about photosynthesis. Complete the following drawing. Research information Organise the information Using the drawing, complete the formula about photosynthesis, which happens only during the day. Ingredients (What goes in) + Energy Result Cast off (What comes out) + -3-

4 Activity 2 - continued Respiration Plants feed themselves by photosynthesis only during the day. humans, however, they breathe continuously, day and night. Just like Use this space to take notes while your teacher explains. Research information Using your notes, complete the formula about respiration. Organise the information Ingredients (What goes in) In order to obtain Result Cast off (What comes out) + + Explain the difference between the two formulae (about photosynthesis and respiration). -4-

5 Activity 3 Here are other activities which will help you to prepare your proposal. If a plant is placed upside down, will the stem grow downwards? Ask yourself a question My hypothesis Yes No I think that because Imagine an explanation CD1: Elaboration of pertinent explanations or realistic solutions When we plan an experimental process, we must take into account the factors that we want to keep identical and those that we want to vary in order to draw a conclusion. Using the photos in Annex 6, complete the following table by ticking the appropriate box. Table of factors to be controlled Identical Different Factor Amount of soil Dimension of pot Type of plant Position in the pot Position of the pot Amount of light During the manipulation, two plants were used. One plant served as a "control" and the other was placed upside down. Photographs were taken before and after (annex 6a). Refer to the photos when noting your observations. -5-

6 Activity 3 - continued What do you notice between the "control" plant and the upside down one? Hypothesis confirmed: yes no Analyse and interpret the results The upside down plant reacted to a stimulus. This stimulus is called geotropism. Look for the meaning of this word in the dictionary. Write a definition in your own words. Geotropism is With the notions you possess, what would happen if the wind made a plant fall sideways? Make a drawing. CD1: Elaboration of pertinent explanations or realistic solutions Do plants seek out light? Ask yourself a question My hypothesis Yes No I think that because Imagine an explanation CD1: Elaboration of pertinent explanations or realistic solutions -6-

7 Activity 3 - continued Observe the assemblies shown in the photos (annex 6). Identify the identical factors and those that are different, by ticking the appropriate box. During the experiment, the different ones are targeted. Table of factors to be controlled Identical Different Factor Amount of soil Dimension of pot Type of plant Position in the pot Position of the pot Point of origin of the light For the manipulation, two plants were used. The "control" plant received vertical lighting (from above). The other received horizontal lighting (from the side). Photos were taken before and after (annex 6a). Refer to these photos when noting your observations. What do you notice between the "control" plant and the one lit horizontally? Analyse and interpret the results Hypothesis confirmed: yes no The plant lit horizontally reacted to a stimulus. This stimulus is called phototropism. Look for the meaning of this word in the dictionary. Write a definition in your own words. Phototropism is -7-

8 Activity 3 - continued With the notions that you possess, what would happen if we placed a plant beside a window? Make a drawing. CD1: Elaboration of pertinent explanations or realistic solutions Ask yourself a question Are the roots of a plant attracted to water? My hypothesis Yes No I think that because Imagine an explanation CD1: Elaboration of pertinent explanations or realistic solutions During this experimental process, we chose the factors that stayed identical and those that differed for the two plants. Observe the photos (annex 6). Identify the identical factors and those that are different, by ticking the appropriate box in the table. Table of factors to be controlled Identical Different Factor Amount of soil Dimension of pot Type of plant Watering location Position of the pot -8-

9 Activity 3 - continued For this manipulation, two plants were used. One plant served as the "control" plant, being watering directly at the stem. The second plant was watered at the opposite end of the container. Photos were taken before and after (annex 6a). Refer to these photos when noting your observations. Analyse and interpret the results What do you notice in relation to the roots of the "control" plant as opposed to the one watered at the end of the container? Hypothesis confirmed: yes no The roots of the plant watered at the extremity of the container reacted to a stimulus. This stimulus is called hydrotropism. Look for the meaning of this word in the dictionary. Write a definition in your own words. Hydrotropism is With what you now know, can you explain how a plant would react to being watered only in one spot in the pot? Make a drawing. CD1: Elaboration of pertinent explanations or realistic solutions -9-

10 Activity 4 Directed laboratory You saw that the green colour of plants is produced by a mixture of pigments called "chlorophyll". By carrying out an experiment and using a separation technique, it is possible to extract the colour of the leaves. Observe the leaves made available to you. What colours do you think you will obtain by extracting their pigments? I think that Ask yourself a question I think it because Imagine an explanation CD1: Elaboration of pertinent explanations or realistic solutions Using the experiment on the next page, you will be able to check your hypothesis. To extract the chlorophyll, you will have to use a separation technique called filtration. Before starting, you have to make a list of materials you will need to carry out your experiment. Make this list by reading the protocol submitted to you on the next page. -10-

11 Activity 4 - continued Materials Read the protocol and make the list of materials you will have. to use. Planning your process Protocol Here are the steps to follow to carry out your experiment. Carry out the process 1. Put safety glasses on. 2. Take grams (g) of plants; 3. Cut the leaves into small pieces and place them in the mortar; 4. Add a pinch of sand to the mortar; 5. Measure precisely 10 millilitres (ml) of alcohol; 6. Pour the alcohol into the mortar; 7. Crush the mixture using the pestle in order to obtain a paste; 8. Prepare the filtration assembly (*see technique: filter paper and funnel); 9. Ensure that the funnel is placed in the test tube; 10. Filter the mixture using the funnel and the filter paper; 11. Pour the contents of the test tube into the petri dish; 12. Take chromotographic paper and fold it into two equal parts; 13. Place the chromotographic paper vertically in the petri dish for about 15 minutes; 14. During this time, draw a sketch of the filtration technique on the following page; 15. Withdraw the chromotagraphic paper and let it dry for 5 minutes; 16. Clean and put away all the materials; 17. Tidy up the work space. CD2 : Association of instruments, tools and techniques to appropriate uses CD2 : Appropriate use of instruments, tools or techniques -11-

12 Activity 4 - continued Draw the assembly from your experiment and identify the laboratory materials that you used. Extraction of the chlorophyll by filtration CD3: Correct transmission of information of a technological or scientific nature. -12-

13 Activity 4 continued Cut out and glue the chromatographic paper according to the type of plant. Plant A Plant B What do you notice? Analyse and interpret the results Hypothesis confirmed: yes no Difficulties encountered: -13-

14 SUMMARY OF WHAT I LEARNED Here is what I remember Organise the information Activity 1: Living organisms Activity 2: Photosynthesis and respiration Activity 3: Tropisms Activity 4: Chlorophyll extraction CD3: Understanding information of a technological or scientific nature -14-

15 Activity 5 Ste-Thérèse, December 2010 Subject: Proposal for the establishment of a greenhouse in relation to the essential needs of a plant. The essential function of a greenhouse is to create a climate favourable the needs of plants. In addition to the temperature, your plants require certain favourable conditions to accelerate their growth or to allow for their year round production. Your mandate consists in completing the essential needs list of plants while explaining why these elements are necessary to the plants. In addition, for each of the needs, you must mention what must be foreseen in the establishment of the greenhouse in order to attain the best possible productivity. To fulfill your mandate, refer to the various activities you experienced as well as the documents you consulted: Living organisms (photos and explanatory text); photosynthesis and respiration; tropisms; the presence of chlorophyll in plants; as well as the "summary of what I learned" page. -15-

16 Activity 5 - continued Needs Why are these elements necessary to plants? What should be foreseen in the establishment of the greenhouse. Light Water Mineral salts Carbon dioxide -16-