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One of the basic necessities of life is the ability to transport materials that are
needed by the cells to perform their function. Plants accomplish this task through
their vascular tissues namely the xylem for water transport, and phloem for
sugar and other mineral transport. There are two types of transport at cellular
level: passive transport, the movement along a concentration gradient and
active transport, the movement of particles across a concentration gradient
which requires ATP expenditure. Equilibrium must be maintained, thus the cell
membranes play their role of regulating the transport processes undertaken by
the cell.
Objectives:
I.
Substance
Test tube 1
Test tube 2
Test tube 3
Test tube 4
Color Intensity
+
+++
++
++++
D. Discussion
Questions:
1.
What is the effect of concentration on the rate of
diffusion?
When concentration is higher, the rate of diffusion is
faster. The greater the difference in concentration
between two areas, the greater the rate of diffusion.
2.
What is the effect of size of diffusing particles on the
rate of diffusion?
When particles are larger, there is a slower rate of
diffusion. Consequently, smaller particles diffuse faster.
3.
Which plant pigment traveled the farthest? Explain
your answer.
The pigment in test tube 4 traveled the farthest. When
vegetable oil was heated, temperature increases the
rate of molecular movement (kinetic energy), making
them travel farther and faster.
II.
Osmosis
A. Introduction
D. Discussion
1.
What is the direction of diffusion of water in a turgid
cell? In a plasmolyzed cell?
When cells(as in the experiment) are placed in water,
water diffuses into the cell causing the protoplast to
III.
Color intensity
+++
Test tube
D(chloroform)
Color intensity
++
B(refrigerator)
C(60o C)
++
+
E(acetone)
F(NaOH)
G(HCl)
+
++
+
D. Discussion
1.
Where does the pigment come from? What do you call
this pigment?
These pigments are called anthocyanins. They are
stored in vacuoles.
2.
In order to reach the outside of a cell, through what
membranes must the pigment diffuse?
The anthocyanin pigment must diffuse out of the
tonoplast (or the vacuolar membrane) and the cell
membrane itself.
EFFECTS OF TEMPERATURE
3.
What temperature stressed and damaged the
membranes the most? Explain.
The highest temperature (60o C) stressed and
damaged the membranes the most as shown by the
great change in color of specimen after being heated.
Specimen A has shown the greatest color intensity, its
color close to the original, showing that in room
temperature there is little to no disruption of
membrane. B follows which shows that when subject to
cold temperature, cell membrane are disrupted but not
as much as when exposed to heat.
When you apply heat, you apply energy which makes
molecules vibrate rapidly. Lipids become more fluid,
proteins untangle and the membrane breaks apart. The
cell membrane is damaged and pigments will leak out
of their compartments which explains the apparent
loss of color.
EFFECTS OF ORGANIC SOLVENT
4.
EFFECTS OF pH
Because cells are usually exposed in normal pH levels,
exposure to very basic pH levels (from NaOH) and very acidic
pH levels (from HCl) causes cell membrane to break and
pigments to leak out.
IV.
Imbibition
A. Introduction
Imbibition is the disruption of water accompanied by swelling.
B. Methodology
1.
Individually weigh 2 pieces of wood and rubber, and 2
sets of 10g of corn seeds.
2.
In the first beaker, immerse one piece of wood,
rubber, and 10g of corn seed in water. In the second beaker
immerse one piece of wood, rubber, and 10g of corn seed in
kerosene.
3.
After 90 minutes, take out the materials and get their
final weight.
C. Results
Medium
Imbibitant
Water
Kerosen
e
Rubber
Wood
Seeds
Rubber
Initial
weight
0.5g
0.8g
10g
0.5g
Final
Weight
0.5g
1g
10.35g
0.8g
% of change in
weight
0%
25%
3.5%
60%
Wood
seeds
0.8g
10g
1.25g
10.75g
56.25%
7.5%
D. Discussion
1.
Which of the materials tested serve as good imbibitant
of water? Kerosene?
Both wood and seeds imbibed water but wood is the
better imbibitant. All materials absorbed kerosene but
wood and rubber are better imbibitants of water.
2.
Describe the nature of the chemical constituents of
water? Kerosene?
Water (H2O) is a polar substance (with partial positive
and partial negative charge) while kerosene is anonpolar.
3.
Are living cells necessary in order for imbibitions to
take place?
No. wood and rubber imbibed kerosene.
4.
Are there any living cells in the veneer?
Yes.
5.
In the seeds, are living cells involved in imbibitions?
Are dead cells involved?
The seed is composed of living cells which undergo
imbibitions. Dead cells are also involved; the see
coat/testa is composed of dead cells which imbibe
water and break apart.
V.
6.
In what way/s is the swelling effect of imibition
important to seed germination?
Imbibition is the initial step in seed germination. It
causes the seed to swell and results in breaking of the
testa.
Movement of water through the stem
A. Introduction
As water is absorbed by roots, it moves through the stem through the
xylem. The xylem transports water to the whole of the plant body. This
experiment will trace the movement of water through the xylem in the
plant.
B. Methodology
1.
Prepare pechay leaves with petiole. Cut off 1 cm from
the base of the petiole.
2.
Immerse the petioles in a beaker containing 10 ml of
1% eosin dye solution.
3.
After 10-15 minutes, remove the leaf and split the stalk
longitudinally to measure the length covered by the dye.
4.
From another leaf, obtain a cross section of the petiole
and examine under the microscope.
C. Results
VI.
Transpiration is the evaporation of water through the stomata of the plant. The
stomatal frequency and size is directly proportional with rate of transpiration
the more stomata and the bigger their size, the faster the rate of transpiration.
Also, the stomata in the abaxial surface contain more stomata which helps in
conservation of water. Stomata in the adaxial surface are considerably fewer. By
applying petroleum jelly on the different surfaces of the four identical leaves, we
can test the resulting dryness of the leaves.
B. Methodology
1.
Prepare four identical leaves and label them A, B, C, D.
2.
Leaf A is the control. On leaf B, apply petroleum jelly
on the upper surface. On leaf C, apply petroleum jelly on the
lower surface. On leaf D, apply petroleum jelly on both sides.
3.
Hang the leaves on a thread where both surfaces are
exposed to air. Keep the set-up until the next lab period.
C. Results
After a few days upon exposing the four identical leaves in the air, specimen A is
the driest, followed by B, C, and D is the least dry.
D. Discussion
Specimen A became the driest because it had no petroleum jelly to cover its
stomata. Rate of transpiration remained the same. Leaf B is less dry than A
because petroleum jelly covered some stomata on the adaxial side but not the
abaxial side which contained more stomata. This decreased the rate of
transpiration. Leaf C is less dry than B because petroleum jelly is applied in the
abaxial side which covered more stoata, thus reducing even more the rate of
transpiration. Leaf D is the least dry because the petroleum jelly covered both
abaxial and adaxial sides, reducing the transpiration the most.
VII.
Guttation
A. Introduction
References:
Botany by Mauseth
http://plantcellbiology.masters.grkraj.org/html/Plant_Cellular_Physiology1Water_And_Water_Dynamics.htm
http://answers.yahoo.com/question/index?qid=20061129041445AAaMGDT
http://www.tutorvista.com/content/biology/biology-iv/plant-waterrelations/imbibition.php#
http://en.wikipedia.org/wiki/Guttation
http://lariceman.wordpress.com/tag/guttation/
Activity 12
Introduction:
Photosynthesis is a complex process by which carbon dioxide is combined with
water to form carbohydrate. It converts light energy into chemical energy. And
during the process, liberation of oxygen occurs. Chlorophyll, an essential
pigment, allows photosynthesis to take place.
Objectives:
At the end of the exercise, the student should be able to:
1. To know the importance of chlorophyll, light, and carbon dioxide in
photosynthesis
2. To observe the release of oxygen in photosynthesis
3. To perform separation of chloroplast pigments; to identify these pigments
I. Hypotheses:
A. If the leaf is positive for starch test (IKI solution turns blue-black) then it is
photosynthetic.
B. If the part of the leaf which was pre-covered with black paper is not
positive to starch test then that particular part has not been
photosynthetic.
C. If the color intensities differ then the CO2 concentration in each of the test
tubes set up also differ.
D. If the lighted match continues to burn when placed in the test tube then
oxygen is present.
E. If the lengths travelled by the pigments differ then they have different
rates of solubility.
II. Methodology:
A. Boil variegated leaf in water. Immerse the leaf in a test tube with 95%
ethyl alcohol. Place the test tube in hot water until pigments are
extracted. Then wash the leaf with water and using IKI solution, test for
the presence of starch.
B. Place a potted plant in the dark for 48 hours. Then select a few leaves and
wrap portions of the leaves with black carbon paper. Expose the whole
plant to light for 5 hours. Detach the covered leaves and test for the
presence of starch.
C. Fill test tubes A, B, & C with previously boiled then cooled water. Place
Hydrilla sprigs in the tubes A & B then add a pinch of NaHCO3 in B & C.
Expose A, B, & C to bright light. Observe if bubble formation occurs.
Remove Hydrilla from A & B. Add five drops of phenol red to each test
tube. Then compare color intensities.
D. Fill a beaker with of a liter of water. Using plastic straw, blow air gently
into the beaker. Cut the ends of Hydrilla under water and insert thistle
funnel over the sprigs (cut ends should face the tube of the funnel). Place
a test tube filled with water upside down over the tube of the funnel
partially dipped in the water of the beaker. Observe for bubbles emerging
out from the cut ends. Determine the nature of the gas by placing a
lighted match in the test tube.
E. Prepare the leaf extract of mature Hibiscus leaves. Prepare the filter paper
strip. Prepare the chromatogram. Place the paper strip on the hook and
insert into the test tube containing solvent mixture of 95 parts petroleum
ether and 5 parts acetone (solvent level must be below the 1cm mark).
Replace cork with the strip and observe flow of solvent until the 2cm mark.
Remove the paper from the tube and let it dry.
III. Results:
A. Upon dropping IKI solution onto the bleached leaf, blue-black color
developed. This denotes the presence of starch which is actually an
indicator that the leaf is photosynthetic.
B. Covered parts of the leaves were negative for starch test while the rest of
the parts were positive.
C. Color intensities:
Test tube A (with Hydrilla but no sodium bicarbonate) - remained red, no
bubbles formed
Test tube B (with Hydrilla and sodium bicarbonate) - became yellow but
returned to red, bubbles were formed
IV. Discussion:
A. Starch is a product synthesized from chlorophyll and is therefore found in
green (photosynthetic) parts of the leaf. Boiling the leaf prior to chlorophyll
extraction removes the cuticle (which may prevent the entry of IKI
solution), damages cell membranes to make starch (in the cytoplasm &
chloroplast) accessible to IKI solution, and arrests all chemical reactions.
Boiling a leaf in alcohol removes its chlorophyll, so the leaf loses its
green color. A leaf positive to starch test indicates that the leaf is
photosynthetic obviously because sugar is a product of photosynthesis
which is stored as starch in almost all parts of the plant.
B. Light is the key to jumpstart photosynthesis. It provides the energy
needed to perform light reactions. Sample A (leaf grown under normal
conditions) contained more starch than sample B (leaf with covered
portions). First is because Sample B was kept in the dark for 48 hours to
make it consume its reserved starch. Second reason is that covered
portions were not permitted to perform photosynthesis due to the absence
of light. Unlike the exposed parts of the leaf, covered ones were really
expected to be more or less negative to starch test.
C. NaHCO3 (Sodium bicarbonate) provided a good source of CO2 for the
Hydrilla in test tube B maximizing its photosynthetic ability. This lowered
the pH of the water and caused phenol red to turn into yellow (since
Phenol red is an indicator of p H). Indirectly, it is an indicator of CO2
concentration because CO2 in water forms carbonic acid which lowers
the pH of water. However, the Hydrilla used up the CO2 in the solution and
gave off oxygen gas (indicated by the bubbles) which caused the solution
to become neutral again (red). Set up A also actually exhibited the use of
CO2 in photosynthesis, but since there was no source present (NaHCO3)
the reaction was limited. In set-up C (Na 2HCO3 only), the solution became
http://www.markedbyteachers.com/gcse/science/testing-starch-in-a-variegatedleaf-lab-report.html
http://breakthelight.wordpress.com/tag/test-tube/
An Introduction to Plant Biology (Fourth Edition) by James Mauseth