Homework 1. For each of the following scenarios, would you expect transpiration to occur faster or slower rate than happened in your own experiments in your own classroom? In each case, explain WHY? a. If the shoots were placed in a very windy spot. b. If the shoots were placed in a very humid environment. c. If the shoots were placed in a classroom that was much warmer than the one in your school. Sequence Instruction Day 2: 1. Retrieve the terrariums that you made in your previous class. 2. Measure the volume of water remaining in the lower cup of each terrarium as accurately as possible (use volumetric flasks, measuring beakers or similar lab equipment if possible). 3. Fill in the results in the table used to record the initial volumes 4. Calculate the volume of water lost in each case and write this number in the appropriate column in the table provided. 5. Have students compare results of similar treatments. Do all of the replicates from similar treatments show the same results? If not, what might account for the variability that you see between replicates? 6. How do the results from the different treatments compare? Which lost the most water? Which lost the least? 7. Review the hypothesis that you made at the end of your last class. Do your results support your predictions? Why or why not? 8. If the extension activities were carried out, what can be concluded about which surface of the leaf is the source of the majority of the water loss through transpiration? How does this relate to the distribution of stomatal pores on the leaf surface? Assessment: Use a rubric such as the one at to assess student's participation in the activity and their subsequent write up of the experiment and its results.
Homework 1. For each of the following scenarios, would you expect transpiration to occur faster or slower rate than happened in your own experiments in your own classroom? In each case, explain WHY? a. If the shoots were placed in a very windy spot. b. If the shoots were placed in a very humid environment. c. If the shoots were placed in a classroom that was much warmer than the one in your school. Sequence Instruction Day 2: 1. Retrieve the terrariums that you made in your previous class. 2. Measure the volume of water remaining in the lower cup of each terrarium as accurately as possible (use volumetric flasks, measuring beakers or similar lab equipment if possible). 3. Fill in the results in the table used to record the initial volumes 4. Calculate the volume of water lost in each case and write this number in the appropriate column in the table provided. 5. Have students compare results of similar treatments. Do all of the replicates from similar treatments show the same results? If not, what might account for the variability that you see between replicates? 6. How do the results from the different treatments compare? Which lost the most water? Which lost the least? 7. Review the hypothesis that you made at the end of your last class. Do your results support your predictions? Why or why not? 8. If the extension activities were carried out, what can be concluded about which surface of the leaf is the source of the majority of the water loss through transpiration? How does this relate to the distribution of stomatal pores on the leaf surface? Assessment: Use a rubric such as the one at to assess student's participation in the activity and their subsequent write up of the experiment and its results.
_Transpiration%20Lab%20Activity.docx