• 1A2: Natural selection acts on phenotypic variations in populations.
• 2A3: Organisms must exchange matter with the environment to grow, reproduce, and
• 2B1: Cell membranes are selectively permeable due to their structure.
• 2B2: Growth and dynamic homeostasis are maintained by the constant movement of
molecules across membranes.
• 2D1: All biological systems from cells and organisms to populations, communities, and ecosystems are affected by complex biotic and abiotic interactions involving the exchange of matter and free energy.
• 4A4: Organisms exhibit complex properties due to interactions between their
• 4A6: Interactions among living systems and with their environment result in the movement of matter and energy.
• I will be able to connect evolutionary changes in a population over time to a
change in the environment (1A2 & SP 7.1).
• I will be able to use calculated surface area-to-volume ratios to predict which
cell(s) might eliminate wastes or procure nutrients faster by diffusion (2A3 & SP 2.2).
• I will be able to justify the selection of data regarding the type of molecules that an animal, plant, or bacterium will take up as necessary building blocks and excrete as
waste products (2A3 & SP 4.1).
• I will be able to represent graphically or model quantitatively the exchange of
molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth, and reproduction (2A3 & SP 1.1, SP 1.4).
•I will be able to predict the effects of change in a component(s) of a biological
system on the functionality of an organism(s) (4A4 & SP 6.4).
• I will be able to apply mathematical routines to quantities that describe
interactions among living systems and their environment that result in the movement of matter and energy (4A6 & SP 2.2).
• I will be able to use visual representation to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy (4A6 & SP
Students will develop the following skills:
• Preparing a stomatal peel using nail polish
• Making a wet mount of leaf epidermal tissue for microscopy
• Calculating leaf surface area and number of stomata/surface area
• Assembling a potometer
• Calculating transpiration rates
Check your SCSD e-mail for request for your Google Doc for the ECP.
Ch. 6 Review
O-Macromolecules- concept map due Friday-
Overview of transport in plants
Getting started (pg. 137): 1-4
Complete Step 1 (pg. 138) A-H
Step 2- stomata imprint: work in two teams of three- investigate the stomata density on the top and bottom surface of a leaf. (make two counts and then switch with the other team for two more counts). Compare density for the following plants:
Fig - (Ficus)
Gery Oak (Quercus)
Calculating field of view-
Enter average into Excel spreadsheet. Discuss question
Design and conduct your investigation - page 140
- Go over experimental design
- PLF- Transpiration lab-
- Go over investigation design-
- Go over potometer setup
- collect class data
- use leaf trace method to find transpiration rate
- enter values into class spreadsheet
- graph and write up a results and conclusion
- Complete Analyzing Results page 143- (1-7)
- Complete Evaluating Results - page 144 - (1-3)
Where can you Go from here?-page 144 - modified
- part 1 - write 1 paragraph explanation of how stomates work- be ready to explain to class
- part 2 : make a PLF for the investigation design you would vonduct- for procedure refer to potometer and leaf trace method.
- part 3: write down how this investigation could have been improved.
- part 4: identify three or more questions that could be invested as a follow up-