Name: ___________________________Period: _______Biology Weeks #7-8Week of: September 29 – October 8

Day Root Words In-Class Homework

9/29: Monday

Word:Definition:As in:-

Picture: -Grade Graph-Goal Setting-Research Plant Experiment

9/30: Tuesda

y

Word:Definition:As in:-

Picture: -Write out Plant Experiment

10/1: Wednes

day

Word:Definition:As in:-

Picture:-Set-up Plant Experiment

10/2: Thursda

y

Word:Definition:As in:-

Picture:

-Plant Experiment

10/3: Friday

Word:Definition:As in:-

Picture:-Quiz on Scientific Method-Plant Experiment

10/6: Monday

Word:Definition:As in:-

Picture:-Get Results and Finish Plant Experiment

10/7: Tuesda

y

-FIELD TRIP TO OAK PARK CONSERVATORY!

10/8: Wednes

day

Word:Definition:As in:-

Picture: -Late Arrival-Present Plant Experiments to Class

Need Help? Need Help? I prefer if you make an appointment. You can call me (708) 434-3616 or email clundgren@oprfhs.org or

mrlscience.weebly.com What Influences Plant Growth

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Name: ___________________________Period: _______Use the chromebooks to research the following questions.

What are things that influence or change the growth of grass?

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On average how much water per day does grass need to grow? ________________________

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What could we add to grass to speed up the growth of grass?

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What could we add to grass to slow down the growth of grass?

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Pick one item from the following list (tell a teacher which item your group has chosen), how will that item influence the growth of grass over a week?

Items: Lemonade, Coke, Coffee, Orange Juice, Energy Drink, Gatorade, Salt Water, Milk

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Growing Plants Under Various Conditions Lab

Step #1: Make observations.

What are three qualitative observations you can make about grass?

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Name: ___________________________Period: ________________________________________________________________

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What are three quantitative observations you can make about grass?

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What is one inference you can make about grass?

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Step #2: Come up with a question to test.

What question could we ask about growing grass?

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Step #3: Make a hypothesis.

What is our hypothesis about growing grass?

IF _______________________________________________________

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THEN ____________________________________________________

BECAUSE _________________________________________________

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Step #4: Design a controlled experiment.

What is the independent variable? ____________________________________

What is the dependent variable? _____________________________________

What is your control group? _________________________________________

What is your experimental group? ____________________________________

Write out your procedure below; make sure that the directions are easy enough to follow that ANYONE could follow them.

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Name: ___________________________Period: _______

Step #5: Gather data during experiment.

Create a data table in the space below that you will use to gather information about your plants as they grow. Make sure the table is easy to follow and detailed.

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Name: ___________________________Period: _______

Step #6: Organize and analyze data.

Plan out in the space below what type of graph you should create to best display your data and why that type of graph will work. What is the title? How will you label each axis?

Step #7: Make conclusions.

1. Describe what you did in the lab? (3 things)

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2. My hypothesis was (SUPPORTED / REJECTED) because: I predicted that __________________________________________________ and what actually happened was ___________________________________________________________________________________________________________________________________________________________________

3. Did adding your substance to the grass help it grow (use exact data from the lab)?

4. In general, based on your experiment, how can we help grass grow?

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Name: ___________________________Period: _______

5. What are some things that could have caused some experimental errors?

Conclusion: Overall in 3-5 complete sentences tell me what you learned about growing grass.

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___________________________________________________________________Plant That Doesn’t Need Water To

Grow!Any wannabe gardener would appreciate a plant that waters itself. Now research

shows how one plant does this: The desert rhubarb plant captures 16 times more liquid

from its bone-dry surroundings than neighboring plants. In a place that receives an

average of just 3 inches (75 mm) of rainfall a year (the desert rhubarb grows in the

mountains of Israel's Negev desert), every drop of water counts. And so

desert plants have evolved ways to stay hydrated, including sporting tiny leaves to

reduce the surface area exposed to the sun's water-zapping rays. 

How much more liquid does the desert rhubarb capture than other plants?

_______________

______________________________________________________________________

Based on the reading, what does the word “sporting” mean in this paragraph?

_____________

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Name: ___________________________Period: _____________________________________________________________________________

The rhubarb plant (Rheum palaestinum), however, takes an entirely different approach:

Its huge leaves funnel water to its single root.  With one to four leaves arranged in a

rosette, from a distance, the plant looks a bit like a piece of kale. But up close, it can be

seen that each leaf, which can measure up to about 28 inches (70 cm), is etched with

deep depressions and ridges.  As a whole, the leaves function like the mountainous

topography of the region, albeit on a smaller scale. Like the mountains and valleys that

might route water into a river, the plant's leaves channel rainwater toward the ground

surrounding the rhubarb plant's root. 

How does the plant get water to its roots? ______________________________________

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The leaves are also coated with wax, which helps to quicken the water flow toward the

sunken parts of the leaves and from there to the root. Most neighboring plants simply

survive on the rain droplets that directly penetrate the ground around them.

Simcha Lev-Yadun and colleagues from the University of Haifa-Oranim in Israel

discovered this phenomenon in the field, where they noticed the leaves' odd-looking

surfaces. After running lab experiments and analyzing the rhubarb plant's growth, the

researchers found the plant could harvest quantities of water similar to that of

Mediterranean plants, where annual rainfall can reach 17 inches (426 mm). 

What is another strategy that the plant uses in order to quicken water flow to the roots?

_________________________________________________________________________________________

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Name: ___________________________Period: ________________________________________________________________________________________________

________________________________

Based on the reading, can a desert rhubarb harvest a small amount of water or a large

amount of water, why? ___________________________________________________________

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___________________________________________________

When the team watered the rhubarb plant artificially, they found that water flowed

along the course of the leaves' depressed veins to the ground surrounding the root and

then quenched the ground to a depth of 4 inches (10 cm) or more.

"We were surprised because [the phenomenon] was not known, because it is so

beautiful, and because very good scientists that were our teachers and mentors knew

the plant and missed the principle," Lev-Yadun told LiveScience.

What does it mean to water the plant artificially? _________________________________

______________________________________________________________________

Based on the reading, what does the world “quenched’ mean? _________________________

______________________________________________________________________

Where else in the world do you think that this plant could grow? Why? _________________

_________________________________________________________________________________________

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Do you think this plant would easily survive in Oak Park and River Forest? Why?

___________

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Name: ___________________________Period: ________________________________________________________________________________________________

_________________________________________________________________________________________

________________________________

Scientific Method ReviewElodea (seaweed) is a plant that lives in water. Like all plants, elodea can make its own food through a process called photosynthesis. Oxygen gas is also produced during photosynthesis. Photosynthesis can only happen in the presence of light. To measure the rate of photosynthesis, a piece of elodea can be placed in an upside down test tube filled with a sodium bicarbonate solution. Oxygen gas produced by photosynthesis will collect at the top of the test tube.

A student has designed an experiment using elodea plants. The experimental setup is shown.

Figure 1–41. What is the purpose of part A in the experiment?

____________________________________________________________

2. What is the independent variable in the experiment? __________________________

3. What is one easy way that the student can measure the rate of photosynthesis in the experiment above?

________________________________________________________________

4. How can the student reduce error in the above experiment?

_________________________________________________________________

5. At the end of the experiment the student collected the results in the table below. Her conclusion should be the _______ light source led to the highest amount of photosynthesis.

Test Tube A B C DOxygen 0 bubbles 15 bubbles 10 bubbles 23 bubbles

a. A

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Name: ___________________________Period: _______b. Bc. Cd. DAnalyzing Graphing Practice

The graphs below show the size of four different populations over a period of time. Use the graphs to answer the following questions.

1. Write a sentence summarizing what each graph shows.

1.___________________________________________________________

2.__________________________________________________________

3.__________________________________________________________4._____________

_____________________________________________

2. What information is missing from the graphs? _________________________

____________________________________________________________

3. Graphs of completely different events can look alike. Select one of the graphs and explain how the shape of the graph could apply to a different set of events.

____________________________________________________________

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Name: ___________________________Period: _______Conservatory Background Information

A conservatory is a room having glass roof and walls, typically attached to a house on only one side, used as a greenhouse or a sunroom. Conservatories originated in the 16th century when wealthy landowners wanted to cultivate (grow) citrus fruits such as lemons and oranges that began to appear on their dinner tables brought by traders from warmer regions of the Mediterranean.

Many cities, especially those in cold climates and with large European populations, have built municipal (local) conservatories to display tropical plants and hold flower displays. This type of conservatory was popular in the early nineteenth century, and by the end of the century people were also giving them a social use (e.g., tea parties). Conservatory architecture varies from typical Victorian glasshouses to modern styles, such as geodesic domes.

What is a conservatory? ____________________________________________________

______________________________________________________________________

What were conservatories originally designed for? ________________________________

______________________________________________________________________

What do people use conservatories for? ________________________________________

______________________________________________________________________

In the UK the legal definition of a conservatory is a building that has at least 50% of its side wall area glazed and at least 75% of its roof glazed with translucent (see through) materials, either polycarbonate sheeting or glass. Today, the terms sunroom, solarium and conservatory are used interchangeably by the public, but in general the term conservatory and particularly English conservatory evoke (bring up) the image of an ornate structure, echoing the traditions of that Victorian era of conservatory building.

These beautiful structures have been designed and built around the world, in private gardens, parks, and botanical institutions. Smaller garden conservatories have become popular as places which are part-greenhouses, for conserving plants, and part-

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Name: ___________________________Period: _______recreational, as a solarium or sunroom. They are often used as an extra room rather than for horticulture (growing plants).

What are some other names for conservatories? __________________________________

______________________________________________________________________

What are conservatories used for besides horticulture or growing plants? _______________

______________________________________________________________________

The 19th century was the golden age of conservatory building, primarily in England. English conservatories were the product of English love of gardening and new technology in glass and heating technology. Many of the magnificent public conservatories, built of iron and glass, are the result of this era. Kew Gardens in London is an example of a large greenhouse used for growing tender and rare plants, or, less often, for birds and rare animals – sometimes with the plants and animals living together.

The widespread construction of UK conservatories came to a halt with the onset of World War II. While the advent of insulated glass in the 1950s and 1960s saw the development of simple sunroom structures, it was not until the 1970s that creative architects and builders began to recreate the Victorian styling of 19th century English conservatories in smaller domestic versions using insulated glass.

What else lives in a conservatory besides plants? __________________________________

______________________________________________________________________

Why did the building of conservatories in the UK come to a halt? ______________________

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Oak Park Conservatory History:In the early 1970s, the Oak Park Conservatory had fallen into disrepair and was slated for demolition. A group of concerned citizens successfully banded together to raise funds to save it. This informal support group inspired community leaders to form and incorporate the Friends of the Oak Park Conservatory in 1986.

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Name: ___________________________Period: _______In the years since, FOPCON has continued to raise funds for Conservatory improvements, including the Conservatory Center addition built in 2000, lead abatement projects and more. To date FOPCON has given the Conservatory more than $500,000. In addition, the Friends provide a wide variety of educational programs for children and adults.

What was going to happen to our conservatory? ___________________________________

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What is our conservatory used for today? _______________________________________

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Conclusion: What is a conservatory and why are they important in today’s world. (WRITE AT LEAST THREE COMPLETE SENTENCES!!!!)

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FIELD TRIP GROUP: Oak Park Conservatory

What are ten things you learned about plants or our community based on the field trip.

1. __________________________________________________________________________________

________________________________________________

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Name: ___________________________Period: _______2. __________________________________________________________________________________

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3. __________________________________________________________________________________

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4. __________________________________________________________________________________

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5. __________________________________________________________________________________

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6. __________________________________________________________________________________

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7. __________________________________________________________________________________

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8. __________________________________________________________________________________

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9. __________________________________________________________________________________

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10.__________________________________________________________________________________

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DID NOT GO ON FIELD TRIP GROUP!!!If you did go on the field trip please complete the following pages. ANNOTATE ALL PAGES AND THE PUZZLES ARE EXTRA CREDIT!!!!!

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Name: ___________________________Period: _______

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Name: ___________________________Period: _______

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Name: ___________________________Period: _______

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Name: ___________________________Period: _______

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Name: ___________________________Period: _______

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Name: ___________________________Period: _______

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