Download 7.7C Forces in Everyday Life

Scopes
Standards
TOPIC Texas Science - TEKS Force, Motion, and Energy
Student
Management
GRADE 7th
Assessments
STANDARDS
test
: Preview Elementary
7.7C
⋆ Favorite
7.7C Forces in Everyday Life
Essentials
Engage
Explore
Explain
Elaborate
Evaluate
Intervention
Explore Teacher Guide
Acceleration
Standards:
Description
All
7.4A(xli) 7.4A(lv) 7.7C(i) 7.7C(ii)
Contents
In Part I of this Explore activity, students compare the turgor pressures of potato slices in water
and two salt solutions through an investigation.
Description
Materials List
Preparation
In Part II of this Explore activity, students plant seeds in wet plaster of Paris to demonstrate and
illustrate how forces affect motion in everyday life, such as the emergence of seedlings.
Background
Part I: Turgor Pressure
Part II: Emergence of
Seedlings
STEMcoach ↗
Reflections and Conclusions
It looks like your students will be comparing the turgor pressures of potato slices in water and salt solutions.
This investigation provides a great platform for students to extend their understanding. To learn more about sustained inquiry, visit this
STEMcoach section.
Materials List
Printed Materials:
Teacher Printout: none
Student Reference Sheet: none
2 Student Guide per group
View As Student
1 Student Journal per student
Reusable
3 250mL beakers per group
1 Forceps per group
1 Digital camera per group
1 Computer per group
1 Timing device/stopwatch per group
1 Metric ruler per group
1 Permanent marker per group
1 9 oz plastic cup per group
Feedback
Speech
a
A
1 Heavy duty, plastic knife per group
1 Sharp knife per teacher
Consumable
2 Beans of any kind per group
1 Craft stick per group
1 Sliced potato 5 mm thick per group
1 Paper towel per group
480 g of salt per class
3 oz plastic cup per group
30 g of Plaster of Paris per group
200mL of water per group
3 L of water per class
15mL of water per group
Collect and Analyze Data with a Metric Ruler
A metric ruler is used to collect data whenever it is used to measure the length of an object. In this activity, the metric ruler is used to
collect data on the original length of the potato sticks as well as the amount the potato bend after being removed from the different
solutions.
A metric ruler is used to analyze information when the metric ruler is the object being observed to gather information. In this activity,
students will analyze the amount the potato bends after being in different levels of salt solutions.
Make sure students understand how to use a metric ruler properly in the classroom laboratory and refer to the Process Skills Primer in the
Teacher Toolbox for more information on all Science Tools.
Collect and Analyze data with a Digital Camera
A digital camera is used to collect data when it is used to capture a visual image to record the object of study at a specific point in an
investigation.
A digital camera is used to analyze information when images are captured to compare objects of study under different conditions or as a
series of images that show possible change over time. In this activity, students will use the digital camera to help them analyze forces in
plants' turgor pressure and the emergence of seeds. The turgor pressure will be analyzed with the photographs of the potato during
different stages of the experiment. The digital camera will be used to document the germination of the seed planted in the plaster of Paris.
Make sure students understand how to use a digital camera properly in the classroom laboratory, and refer to the Process Skills Primer in
the Teacher Toolbox for more information on all Science Tools.
Preparation
Print one Student Guide for each group in your class. Print one Student Journal for each group in your class.
Part I: A single 10-pound bag of potatoes is enough for multiple groups and classes to use throughout the day. Slice the
potatoes to 5 mm thickness. Store covered in water prior to distributing one slice to each group in your class. When a group
receives a potato slice, they should cut it into 3 equal-sized potato sticks. (The potato sticks resemble french fries.)
Prepare a 4% Salt Solution by adding 40 g of salt to 1 L water. (40 g is 2 tbsp of salt.) Prepare quantities so that each group in
the class receives 200 mL of 4% Salt Solution. Prepare a 20% Salt Solution by adding 200 g of salt to 1 L water. (200 g is 2/3
cup of salt.) Prepare quantities so that each group in the class receives 200 mL of 20% Salt Solution. Be sure each group also
receives a beaker of 200 mL of water.
Label three beakers for each group as follows: Water, 4% Salt Solution and 20% Salt Solution. Plan to distribute the beakers
with 200 mL of the corresponding liquid to each group.
Part II: Pre-measure 30 grams of dry Plaster of Paris in small disposable cups for each group in your class. 30 grams is
approximately equal to 2 tablespoons. Students will add water to the mixture. Test this out prior to the activity. The mixture
should be thin and resemble liquid glue. The ratio is usually 2 parts plaster to 1 part water. Determine the amount of water
needed in mL and direct students to measure and add that amount in Part II of the activity. (Note: the materials list directs 15
mL per group.)
Background
STUDENT GUIDE
A force is a push or a pull that can change the motion of an object. Forces are everywhere. Forces, including gravity, are
constantly acting upon plants and cause them to be in motion. Plants can be in motion just like we are in motion. Plants move
when they grow or respond to their environment.
Turgor Pressure
Water within a plant cell exerts a force, called turgor pressure, which pushes outward on the cell wall. The ability a plant has to
maintain a strong upright position and return to the upright position when blown by the wind is the result of force from turgor
pressure. When plants do not have enough water in their cells or the water has been removed from the cells, the cells begin to
shrivel. They shrivel and collapse because of the reduced turgor force pushing outward on the cell wall. If enough cells collapse,
the plant wilts because the force of gravity is greater than the force from turgor pressure. Work is done when a force causes an
object to move a distance, such as when water in a plant cell forces a wilted plant to return to its upright position.
High and Low Turgor Pressure graphics
STEMcoach ↗
Your students will need to work in cooperative groups in order to complete this activity. Try giving them each a well-defined job during the
group task. This will encourage them to work together and will eliminate the problem of one student doing all of the work while the others sit
and watch. Also, see the Supporting Documents for more great ideas. In addition, check out the video related to this!
Emergence of Seedlings
Imagine yourself trapped under a bookshelf. To stand up, you must exert a force on the bookshelf greater than the force pushing
down from the bookshelf. Seedlings work the same way. Seedlings can only emerge from the soil when they push upward,
exerting a force on the soil greater than the downward force of gravity. The turgor pressure inside of the plant cells must be high
in order to have enough force to push up on the soil. If the turgor pressure is low, the seedling will not have enough force to
emerge and overcome the force of gravity.
STUDENT JOURNAL
1. Define force:
A force is a push or a pull that can change the motion of an object.
2. How does gravity affect objects?
Gravity is a force that pulls.
3. What forces act on or within plants?
Some of the forces that act on plants would include gravity and wind. Turgor pressure is a force within the plant.
4. What is turgor pressure?
Force due to water in the cell pushing outward on the cell wall, allowing plants to stand up straight.
5. What happens to a plant with low turgor pressure?
The decreased force from within the cell causes it to collapse and shrivel. When enough cells shrivel, the plant wilts.
6. What must a seedling do in order to emerge through the soil?
The force due to the seedling’s turgor pressure must be greater than the force of gravity.
Part I: Turgor Pressure
STUDENT GUIDE
Procedure:
1. Obtain a potato slice from your teacher. Cut the slice into three potato sticks that are equal in length, width, and height.
They will resemble French fries.
2. Before placing the potato sticks in the beakers, measure the length of the potato sticks (figure 1). Record the initial length
of all three potatoes in the 0 (Initial) row in Data Table 1: Potatoes in the Student Journal.
Measuring length of potato sticks
3. Place 1 potato stick in a beaker labeled: Water.
4. Place 1 potato stick in a beaker labeled: 4% Salt Solution.
5. Place 1 potato stick in a beaker labeled: 20% Salt Solution.
6. Start timing and wait 10 minutes. Use a pencil to divide a paper plate into thirds, and label one third - water, one third - 4%
salt solution, and one third - 20% salt solution. Set the plate aside. Complete question 2 in the Student Journal while
waiting.
7. At 10 minutes, use the forceps to take the potato sticks out of the water and salt solutions, and place them on the labeled
paper plate. Do not mix up your potato sticks as they will go back into the same beakers.
8. For each stick, hold the potato piece by the top edge. The bottom edge of the potato will be on the table so that it stands
lengthwise. Pull the top edge down toward the bottom edge as far as you can bend it without breaking the potato. Use
teamwork to measure the distance from the top edge to the bottom edge of the potatoes (as shown in figure 2), and
measure the distance that shows how it will bend without breaking.
Measuring potatoes
9. Record your results for the 10 minutes in the 10 minutes row on Data Table 1: Potatoes in the Student Journal.
10. Return the sticks to the beakers. They go back into the same beaker that they came out of. Do not mix them up.
11. Start timing and wait another 10 minutes. While waiting, continue adding detail and labels to the diagrams of the initial set
up of each beaker for question #2 in the Student Journal.
12. After an additional 10 minutes, use the forceps to take the potato sticks out of the water and salt solutions and place them
back on the labeled paper plate. Measure the distance, like before, to determine how much the slice will bend without
breaking.
13. Record your results for the 20 minutes in the 20 minute row on Data Table 1: Potatoes in the Student Journal.
This should be enough time for the salt solutions to show results. However, depending upon the type and age of the
potatoes used, you may need to instruct your student to continue obtaining data for additional 10-minute time intervals.
14. Sketch the bend of each potato in the small box to the right of each set up in question 2 of the Student Journal.
15. Clean up as directed by your teacher.
16. Complete the remaining questions for Part I in the Student Journal.
STUDENT JOURNAL
Potato Slices and Turgor Pressure. Record your observations in the table below.
Data Table 1: Potatoes
Time (min)
Measurement (mm) Distance Between the Top and Bottom of the Potato Stick.
Water
4% Salt
20% Salt
0 (Initial)
Will be the length of the potato Will be the length of the potato Will be the length of the potato
10
varies
varies
varies
20
varies
varies
varies
Data will vary, however, students will see that the distance between the top and bottom of the potato slice will decrease as
time increases in both salt solutions. The results of the potato in the 20% solution will be the most dramatic.
2. Draw and label a diagram that show the parts of the initial set up of the potato sticks in each beaker in the large space to
the left in each of the boxes below.
Diagram of potato slices in different solutions
3. Sketch the “bend” of each potato stick in the right side of the boxes after your final measurement.
4. Which potato had the greatest amount of turgor pressure? Explain.
The potato in water had the greatest amount of turgor pressure because it was the most rigid.
5. Which potato had the least amount of turgor pressure? Explain.
The potato in 20% salt solution had the least amount of turgor pressure because it was more pliable.
6. Draw a picture of what you believe a potato cell would look like under a microscope after being in water and another picture
of what it would look like after being in a 20% salt solution.
water and 20% salt
Part II: Emergence of Seedlings
STUDENT GUIDE
Procedure:
1. Mix 2 tablespoons of Plaster of Paris with 1 tablespoon of water in a plastic cup.
2. Stir the mixture with a craft stick. More water may be needed to reach a consistency similar to thin, liquid glue.
3. Write your group members’ initials on the side of the cup.
4. Place 2 seeds in the mixture, and set aside per your teacher’s instructions.
5. Throw the craft stick in the trash, and clean up any mess that may have been made.
6. Observe your cups daily for any changes.
7. Keep the top of the dried plaster wet by slightly dampening a piece of paper towel. Fold the damp paper towel twice so that
you have a double layer, and set it on top of the dried plaster. Repeat as needed.
8. Record your observations in the Student Journal.
STUDENT JOURNAL
1. Describe what happened to the plaster when the seeds began to grow.
The seed pushed through the plaster, breaking it apart.
2. How does a seedling emerge through the soil?
The turgor pressure in the sprouting seed has to have enough force to be greater than the force of gravity as it pushes up.
3. Why is it important for the seeds to be watered? Explain in terms of force and turgor pressure.
The seeds soak up the water and their cells increase their turgor pressure. When the seeds have enough turgor pressure,
they will break out of their seed coat and push up through the soil. They have to have more force pushing up than the
gravity that is pushing down on the seed.
4. If the 2 cm seedling was pushing upward with a net force of 12 N, how much work was done?
Work = Force x Distance.
12 N x 2 cm = 24 Joules of work
5. If a seed did not have enough force to push through the plaster and did not grow, how much work was done? Explain.
No work would be done because in order to have work, the object must move. If the seedling does not grow, no work was
done
Reflections and Conclusions
1. How does force affect the motion of plants?
There are many forces acting upon plants. When turgor pressure changes, it affects the motion of the plants. When turgor
pressure is high, it keeps the plant upright or pulls the plant upright after it has wilted or been blown in the wind. When
turgor pressure is low, gravity is a greater force and it pulls the plant down. When seedlings are pushing upward, it has to
have a great enough force to push up against gravity which allows it to grow (move) upward.
2. Why do grocery stores have water misters in the produce department? Explain.
They spray water on the plants to keep the turgor pressure high in the produce. Plants with higher turgor pressure are
crunchy. Wilted vegetables will not sell.
3. If flowers begin to wilt, is there anything that can be done to save them?
Plants are not necessarily dead when they are wilted. They have low turgor pressure and will need water. If plants can
increase their turgor pressure, they can recover.
4. Predict what would happen to a plant cell if their turgor pressure was too high.
The plant cells would get too big and burst.
5. Create a scenario that demonstrates a situation that also explains how a seedling emerges from the soil.
Answers will vary but may include being buried in the sand and pushing their way out, pushing a boulder uphill, etc
6. Compare the turgor pressure of a cell to a water balloon.
When the turgor pressure in a cell is high, it will be swollen and firm from the water inside. It is just like a water balloon. If
bent, plants with high turgor pressure will snap like fresh celery; when a water balloon is filled with water, it will break open
when bent or broken.
ELPS Strategy
Graphic Organizer
After the students have had time to explore the lesson, provide them with a sheet of construction paper. Have the students fold the paper
in half “hamburger style” and draw a line in the middle to create two sections labeled Example 1 of Forces in Everyday Life – “Insert
example here” and Example 2 of Forces in Everyday Life – “Insert example here.” Ask them to draw a diagram under each tab that best
represents the example, and use the provided sentence stems to explain their diagrams. Ask them to share their graphic organizer with
the class, and encourage them to read their sentences out loud.
Sentence Stems
1. Stem: My diagram represents ___ (Insert example 1 here), because…
2. Stem: My diagram represents ___ (Insert example 2 here), because…
© 2014 by Rice University. All rights reserved. While every attempt is made to ensure student-friendly educational website visits, Rice University is not
responsible for the content of third-party websites.
For more information, visit STEMscopes.com
Scopes
Standards
TOPIC Texas Science - TEKS Force, Motion, and Energy
Student
Management
GRADE 7th
Assessments
STANDARDS
test
: Preview Elementary
7.7C
⋆ Favorite
7.7C Forces in Everyday Life
Essentials
Engage
Explore
Explain
Elaborate
Evaluate
Intervention
Acceleration
All
Question Prompts
Remember-Recall
Contents
Remember-Recall
What is turgor pressure?
Understand-Skill/Concept
Turgor pressure is the force of water molecules against the cell wall which allows plants to stand
up straight.
Apply-Skill/Concept
Analyze-Strategic Thinking
Evaluate-Extended Thinking
Understand-Skill/Concept
Create-Extended Thinking
How does a plant with high turgor pressure differ from a plant with low turgor pressure?
In a plant with high turgor pressure, the cell walls are firm and straight, and the plant is able to stand up straight. In a plant with
low turgor pressure, the cells lose their shape and shrink, causing the plant to wilt.
Apply-Skill/Concept
How would you explain the effects of turgor pressure in a seed on the seedlings roots and stems?
View As Student
Feedback
Speech
a
A
Example illustrations
Analyze-Strategic Thinking
What is the relationship between the direction of the gravitational force acting on a seedling to the direction that the stems and
roots grow?
The roots grow in the same direction as the force of gravity. The stem grows in the opposite direction as the force of gravity.
Evaluate-Extended Thinking
Should you be worried about the direction that the plant stems will grow if you planted the seeds on their sides? Why or why not?
I should not be worried because the stem will grow against the force of gravity and push through the surface of the soil and
receive light. In the Explore activity, we observed that all of the seedlings began growing the same way. The stems grew up
against gravity, and the roots grew down toward the force of gravity. In the activity, we randomly placed the seeds into the
plaster. Some were pointing up, some were pointing down, and some were on their sides, but all the seedlings still grew with the
stems up and the roots down.
Create-Extended Thinking
How would you design an experiment to determine the effect of turgor pressure on a seeds ability to break through plaster?
Hypothesis: If a seed’s turgor pressure is high, then it will break through the plaster more quickly than a seed with low turgor
pressure. A seed with a high turgor pressure has more force to exert against the plaster in order to break it apart faster than a
seed with low turgor pressure. To test this hypothesis, I would soak three beans in fresh water, three beans in a 4% salt
solution, three beans in a 20% salt solution, and leave three dried beans unchanged overnight. The beans soaked in water
should have the highest turgor pressure, and I would expect them to break through the plaster first. The next day, I would
prepare 12 separate, labeled cups containing plaster of Paris, and place one seed in each cup. I would monitor the seeds
periodically over the next several days to observe how long it takes each seed to break through the plaster.
© 2014 by Rice University. All rights reserved. While every attempt is made to ensure student-friendly educational website visits, Rice University is not
responsible for the content of third-party websites.
For more information, visit STEMscopes.com
7.7C: Situations of Force
Force, Motion, and Energy
Background
A force is a push or a pull that can change the motion of an object. Forces are everywhere.
Forces, including gravity, are constantly acting upon plants and can cause them to be in motion.
Plants can be in motion just like we are in motion. Plants move when they grow or respond to
their environment.
Turgor Pressure
Water within a plant cell exerts a force, called turgor pressure, which pushes outward on the
cell wall. The ability a plant has to maintain a strong upright position and return to the upright
position when blown by the wind is the result of force from turgor pressure. When plants do not
have enough water in their cells or the water has been removed from the cells, the cells begin
to shrivel. They shrivel and collapse because of the reduced turgor force pushing outward on
the cell wall. If enough cells collapse, the plant wilts because the force of gravity is greater than
the force from turgor pressure. Work is done when a force causes an object to move a
distance, such as when water in a plant cell forces a wilted plant to return to its upright position.
Low Turgor
Pressure
High Turgor
Pressure
Emergence of Seedlings
Imagine yourself trapped under a bookshelf. To stand up, you must
exert a force on the bookshelf greater than the force pushing down
from the bookshelf. Seedlings work the same way. Seedlings can only
emerge from the soil when they push upward, exerting a force on the
soil that is greater than the downward force of gravity. The turgor
pressure inside of the plant cells must be high in order to have enough
force to push up on the soil. If the turgor pressure is low, the seedling
will not have enough force to emerge and overcome the force of
gravity.
Answer the background questions in the Student Journal.
1
Gravity
Seedling
7.7C: Situations of Force
Force, Motion, and Energy
Part I: Turgor Pressure
Procedure:
1.  Obtain a potato slice from your teacher. Cut the slice into three potato sticks
that are equal in length, width, and height. They will resemble French fries.
2.  Before placing the potato sticks in the beakers, measure the length of the
potato sticks (figure 1). Record the initial length of all three potatoes in the 0
(Initial) row in Data Table 1: Potatoes in your Student Journal.
3.  Place 1 potato stick in a beaker labeled Water.
4.  Place 1 potato stick in a beaker labeled 4% Salt Solution.
Figure:1
5.  Place 1 potato stick in a beaker labeled 20% Salt Solution.
6.  Start timing and wait 10 minutes. Use a pencil to divide a paper plate into
thirds, and label one third - water, one third - 4% salt solution, and one third 20% salt solution. Set the plate aside. Complete question 2 in the Student
Journal while waiting.
7.  At 10 minutes, use the forceps to take the potato sticks out of the water and
salt solutions, and place them on the labeled paper plate. Do not mix up your
potato sticks. They will go back into the same beakers.
Figure 2
8.  For each stick, hold the potato piece by the top edge. The bottom edge of the
potato will be on the table so that it stands lengthwise. Pull the top edge
down toward the bottom edge as far as you can bend it without
breaking the potato. Use teamwork to measure the distance from the top edge to the bottom
edge of the potatoes (as shown in figure 2), and measure the distance that shows how it will
bend without breaking.
9.  Record your results for 10 minutes in the 10 min. row on Data Table 1: Potatoes in your
Student Journal
10. Return the sticks to the beakers. They go back into the same beaker that they came out of.
Do NOT mix them up.
11. Start timing and wait another 10 minutes. While waiting, continue adding detail and labels to
the diagrams of the initial set up of each beaker for question #2 in the Student Journal.
12. After an additional 10 minutes, use the forceps to take the potato sticks out of the water and
salt solutions and place them back on the labeled paper plate. Measure the distance, like
before, to determine how much the slice will bend without breaking.
13. Record your results for 20 minutes in the 20 min. row on Data Table 1: Potatoes in the
Student Journal.
14. Sketch the bend of each potato in the small box to the right of each set up in question 2 of
the Student Journal.
Please continue on the next page.
2
7.7C: Situations of Force
Force, Motion, and Energy
Part I: Turgor Pressure, continued
15. Clean up as directed by your teacher.
16. Complete the remaining questions for Part I in the Student Journal.
Part II: Emergence of Seedlings
Procedure:
1.  Mix 2 tablespoons of Plaster of Paris with 1 tablespoon of water in a plastic cup.
2.  Stir the mixture with a craft stick. More water may be needed to reach a consistency similar
to a thin liquid glue.
3.  Write your group members’ initials on the side of the cup.
4.  Place 2 seeds in the mixture, and set aside per your teacher’s instructions.
5.  Throw the craft stick in the trash and clean up any mess that may have been made.
6.  Observe your cups daily for any changes.
7.  Keep the top of the dried plaster wet by slightly dampening a piece of paper towel. Fold the
paper towel twice so that you have a double layer and set it on top of the dried plaster.
Repeat as needed.
8.  Record your observations in your Student Journal.
Answer all remaining questions in the Student Journal.
3
7.7C: Situations of Force
Force, Motion, and Energy
Background
1.  Define force:
_________________________________________________________________________
_________________________________________________________________________
2.  How does gravity affect objects?
_________________________________________________________________________
_________________________________________________________________________
3.  What forces act on or within plants?
_________________________________________________________________________
_________________________________________________________________________
4.  What is turgor pressure?
_________________________________________________________________________
_________________________________________________________________________
5.  What happens to a plant with low turgor pressure?
_________________________________________________________________________
_________________________________________________________________________
6.  What must a seedling do in order to emerge through the soil?
_________________________________________________________________________
_________________________________________________________________________
Part I: Turgor Pressure
1.  Potato Slices and Turgor Pressure. Record your observations in the table below.
Data Table 1: Potatoes
Time (min)
Measurement (mm) Distance Between the Top and
Bottom of the Potato Stick.
Water
4% Salt
0 (Initial)
10
20
1
20% Salt
7.7C: Situations of Force
Force, Motion, and Energy
Part I: Turgor Pressure, continued
2.  Draw and label a diagram in the large space of each box below that shows the parts of the
initial set up of the potato sticks in each beaker.
Water
4% Salt
20% Salt
3.  Sketch the “bend” of each potato stick in the right side of the boxes above after your final
measurement.
4.  Which potato had the greatest amount of turgor pressure? Explain.
_________________________________________________________________________
_________________________________________________________________________
5.  Which potato had the least amount of turgor pressure? Explain
_________________________________________________________________________
_________________________________________________________________________
6.  Draw a picture of what you believe a potato cell would look like under a microscope after
being in water and another picture of what it would look like after being in a 20% salt
solution.
Water
20% Salt
2
7.7C: Situations of Force
Force, Motion, and Energy
Part II: Emergence of Seedlings
1.  Describe what happened to the plaster when the seeds began to grow.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2.  How does a seedling emerge through the soil?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3.  Why is it important for the seeds to be watered. Explain in terms of force and turgor
pressure.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4.  If the 2 cm seedling was pushing upward with a net force of 12 N, how much work was
done?
_________________________________________________________________________
_________________________________________________________________________
5.  If a seed did not have enough force to push through the plaster and did not grow, how much
work was done? Explain.
_________________________________________________________________________
_________________________________________________________________________
3
7.7C: Situations of Force
Force, Motion, and Energy
Reflections and Conclusions
1.  How does force affect the motion of plants?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2.  Why do grocery stores have water misters in the produce department? Explain.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3.  If flowers begin to wilt, is there anything that can be done to save them?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4.  Predict what would happen to plant cells if their turgor pressure was too high.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5.  Create a scenario that demonstrates a situation which explains how a seedling emerges
from the soil.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6.  Compare the turgor pressure of a cell to a water balloon.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4