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Classroom Techniques to Illustrate Water Transport in Plants

Author(s): Mohamed Lakrim


Source: The American Biology Teacher, 75(8):566-570.
Published By: National Association of Biology Teachers
URL: http://www.bioone.org/doi/full/10.1525/abt.2013.75.8.8

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HOW TO DO IT Classroom Techniques to
Illustrate Water Transport
in Plants

MOHAMED LAKRIM

ABSTRACT This brief description seems simple, but the mechanism of plant
The transport of water in plants is among the most difficult and challengingwater transport involves complex biophysical and chemical concepts.
The most classical explanations for the transport of water and min-
concepts to explain to students. It is even more difficult for students enrolled in
an introductory general biology course. An easy approach is needed to demon-erals found in textbooks (Raven et al., 2005) are based on cohesion
strate this complex concept. I describe visual and pedagogical examples that can
tension theory of water molecules. Following root pressure, capillary
be performed quickly and easily during class to assist students in their under-
action involving adhesion to the tiny cells of xylem adds to the move-
standing of transport in plants. ment of water. The water tension, and negative pressure created by
evaporation at the surface of the leaf, generates a transpiration pull
Key Words: Water transport; plant; visual learning; practical examples. and forms a continuous column of water. The water movement con-
tinues in two ways: apoplastic, along the cell wall, and symplastic,
Water is not only a component of living organisms, but plays a through the cytoplasm.
tremendous role in many metabolic processes within and outside the The results of exams, quizzes, and reports have shown that stu-
cell. Plants use water to transport nutrients and to maintain structure dents find the concepts related to water movement in plants trouble-
through turgidity, and water supplies the elec- some. The difficulty in understanding seems
trons and protons needed for the light reaction to be associated with the lack of connection
during photosynthesis. However, most of the Plants use water to to more evident life experiences. Lectures and
water that travels through plants will evaporate. laboratory experiences are currently improved
It is estimated that more than 99% of water just transport nutrients and by introducing new technologies such as ani-
travels through plants and is lost as vapor in a mations and video clips (Reece et al., 2009).
process called transpiration (the loss of water
to maintain structure The efficiency of these classroom enhance-
by conversion from liquid to a gaseous state); through turgidity. ments depends on the instructor’s ability to
the remaining 1% is used for other purposes, use them appropriately in order to develop
such as photosynthesis (Raven et al., 2005). student learning. The visuals are very useful in
Water is absorbed through the root hairs, travels through attracting and motivating students, provided that the instructor fol-
the cortex, and crosses the endodermis (Casparian strip) before lows some basic rules, such as Cook’s (2012) seven suggestions for
reaching the xylem, where it generates root pressure, pushing helping students get the most out of visuals.
xylem sap, water, and dissolved minerals. The xylem conducts There are always ways to demonstrate difficult concepts so
water through its cells, mainly the tracheid and vessel elements, to that students are able to better comprehend biological concepts.
the various compartments of the plant, and most of it will eventu- Visualization and the use of practical, real-life examples add meaning
ally escape through the stomata, openings regulated by guard cells so that students are better able to conceptualize principles. Here, I
through transpiration. This process has been widely investigated introduce a pedagogical approach using practical, visual examples
(Schrock, 1982; Ford, 1998; Evert et al., 2005; Hodson & Acuff, designed to help students understand the complex topic of water
2006). Water also moves through phloem to the developing parts of transport in plants. These examples are easy to use, inexpensive,
the plant and circulates from the phloem back to the xylem (Raven fast, and effective, and some of them can be conducted in the lecture
et al., 2005). room.

The American Biology Teacher, Vol. 75, No. 8, pages 566–570. ISSN 0002-7685, electronic ISSN 1938-4211. ©2013 by National Association of Biology Teachers. All rights reserved.
Request permission to photocopy or reproduce article content at the University of California Press’s Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.
DOI: 10.1525/abt.2013.75.8.8

566 THE AMERICAN BIOLOGY TEACHER VOLUME 75, NO. 8, OCTOBER 2013
Demonstration 1: Cohesion Theory
J Because paper is made of cellulose, it mimics the cell wall, which also
contains cellulose. Water attaches by adsorption and moves through
of Water Molecules and up the paper as shown in Figure 2.
By passing a sharp object such as a knife or key through water, stu-
dents are able to see that the water can be dragged and stay attached
because of the constant forming and reforming of hydrogen bonds Demonstration 3: The Contribution of
J
between water molecules (Figure 1). Adhesion & Cohesion to the Formation
of a Water Column
Demonstration 2: Adhesion of Water
J
Adhesion–cohesion can be demonstrated by dipping a strip of paper
to the Cell Wall & Apoplastic Movement (that is cellulose) into a container, such as a small beaker, containing
water or a solution of methylene blue. Water will attach by adhesion
of Water to the cellulose, and other molecules of water will follow by cohesion.
The apoplastic movement of water can be observed by using a piece The movement of water will be ascending, additionally carrying other
of paper and a small amount of water dropped on a hard surface. molecules of water with dissolved substances or minerals (Figure 3).

Figure 1. A small quantity of water is dropped on a solid surface, such as a tabletop. (A) An office key is passed through the drop.
(B) The water cannot be cut because the bonds between the water molecules are reformed as soon as the instrument is passed.

Figure 2. (A) A piece of paper towel is dipped in the small quantity of water. (B) Within a few seconds, one can see the rapid
movement of water through the cellulose to which water molecules stick.

THE AMERICAN BIOLOGY TEACHER WATER TRANSPORT IN PLANTS 567


Figure 3. A piece of paper is placed in (A) water or (B) methylene blue solution. The water column forms within seconds. The
methylene blue dye represents dissolved nutrients.

Figure 4. (A) The movement of water depends on the diameter of the capillary and the force of the gravity. (B) As soon as the
two capillary tubes are placed in the dye solution, the tube with the smaller diameter will conduct water more quickly and the
dye level in the capillary tube will be higher.

J Demonstration 4: Capillary Action made in the celery branch to break the water column, and the stalk
is placed in a methylene blue solution. The xylem will become dis-
After a brief explanation of capillary action on the board, the dem- tinctly stained from other tissue by the methylene blue, and the water
onstration is conducted using two capillarity tubes of different sizes column can now be observed (Figure 5A). This continuum cannot be
to demonstrate capillary action. The smaller the diameter, the higher broken naturally and is demonstrated by the continuous movement
the movement will be through the capillary tubes that simulate the of water through the xylem (Figure 5B).
tiny xylem vessels (Figure 4). As mentioned above, capillary action
explains in part the movement of water through the plant.
Demonstration 6: Tension & Negative
J

Pressure Created by Transpiration Pull


Demonstration 5: Adhesion–Cohesion
J
Tension and negative pressure can be demonstrated using a straw to
Principle & Importance in the Formation draw water into the mouth in the same way one would use a straw to
drink any beverage (Figure 6; a pipette with a bulb could substitute
of a Water Column for straw and beverage). The negative pressure caused by transpira-
The adhesion–cohesion principle can be demonstrated through the tion is analagous to that created when consuming liquid through a
transport of water inside the xylem in a celery stalk. An incision is straw.

568 THE AMERICAN BIOLOGY TEACHER VOLUME 75, NO. 8, OCTOBER 2013
Figure 5. (A) When a celery stalk is dipped in the methylene blue solution, the dye will obviously not cross the portion with the
incision, while on the other side it will keep moving up through the stalk. (B) This shows that the water column is a continuous
pipeline in celery, a petiole with xylem in channels with collenchyma cells to one side (beneath epidermis) and sclerenchyma cells
in the vascular bundle.

Demonstration 7: Water
J

Regulation by Stomata
The movement of the guard cells of stomata can
be shown on the board or through the move-
ment of one’s fingers as shown in Figure 7.
The guard cells, which are modified epidermal
cells, can be located either on the model (in the
lab) or on a diagram (in the lecture). The water
pressure and availability, along the hormone
abscisic acid (ABA), control the opening and
closing of the stomatal pore.
Figure 6. Pulling a liquid with a straw, simulating the negative pressure caused
by transpiration.

Figure 7. (A) The thumb and the index finger of the hands form a round circle, simulating the two individual guard cells. When
turgid, the two hands are put side to side, the space in the middle simulating the stoma. (B) The stoma collapses and closes when
the guard cells are flaccid because of the lack of water.

THE AMERICAN BIOLOGY TEACHER WATER TRANSPORT IN PLANTS 569


J Conclusions Evert, R.F., Eichhorn, S.E. & Russin, W.A. (2005). Laboratory Topics in Botany.
New York, NY: W.H. Freeman.
These demonstrations are conducted during the lesson and require Ford, R.H. (1998). A transpiration experiment requiring critical thinking skills.
little time and space. They can be performed in a lecture room as well American Biology Teacher, 60, 46–49.
as in a laboratory to support the explanations of these difficult con- Hodson, R.C. & Acuff, J. (2006). Water transport in plants: anatomy and
physiology. In M.A. O’Donnell (Ed.), Tested Studies for Laboratory
cepts. They have allowed students to more readily reach the learning
Teaching, Vol. 27 (pp. 163–183). Proceedings of the 27th Workshop/
objectives on water transport through plants. Students show better Conference of the Association for Biology Laboratory Education.
retention as well as comprehension and relate to these demonstra-
Raven, P.H., Evert, R.F. & Eichhorn, S.E. (2005). Biology of Plants, 7th Ed.
tions as a strong way to understand the concepts. On the basis of New York, NY: W.H. Freeman.
demonstrations presented here, instructors can develop additional Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Jackson, R.B.
visual examples for other concepts using endless creativity to improve (2009). Campbell Biology, 9th Ed. San Francisco, CA: Benjamin Cummings.
their ways of teaching. Schrock, G.F. (1982). A laboratory exercise to assess transpiration. American
Biology Teacher, 44, 242–245, 255.

References MOHAMED LAKRIM is Associate Professor of Biological Sciences at


Cook, M. (2012). Teaching with visuals in the science classroom. Science Kingsborough Community College, 2001 Oriental Blvd., Brooklyn, NY 11235.
Scope, 35, 64–67. E-mail: mlakrim@kbcc.cuny.edu.

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570 THE AMERICAN BIOLOGY TEACHER VOLUME 75, NO. 8, OCTOBER 2013

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