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Celery Model of Water Transport Background Information Just like other living things, plants are dependent upon water for survival. For example, water is a necessary reactant for photosynthesis and it acts as a solvent in which gases, minerals, and other solutes enter plant cells and move from cell to cell and organ to organ. Plants obtain water from the soil through their roots. Water is transported throughout the plant via the xylem, a type of vascular tissue, from the roots through the stems to the leaves--where the water is utilized as a reactant for photosynthesis. Plants only use about 1% of the water they obtain from the soil for photosynthesis. The other 99% is evaporated from the leaf surface into the atmosphere in a process known as transpiration. Similar to humans sweating, plants use transpiration to cool down as well as assist the flow of water and nutrients from the soil to their leaves. As the plant loses water from its leaves via transpiration, it causes a pressure difference, which effectively pumps more water from the soil through the plant. Within the xylem, a process known as capillary action assists in moving water from the roots through the stems to the leaves. Capillary action is defined: Capillary action is the ability of a liquid to flow in narrow spaces (like the xylem of plants) without the assistance of, and in opposition to, external forces like gravity. It occurs because of intermolecular forces (hydrogen bonds) between the water and the surrounding solid surface (xylem). If the diameter of tube (xylem) is sufficiently small, then the combination of surface tension (which is caused by cohesion within the water) and adhesive forces between the water and its container (xylem) act to lift the liquid. In short, capillary action is due to the pressure of cohesion and adhesion, which cause the liquid to work against gravity. Capillary action works because water molecules are attracted to each other (cohesion) and to other materials (adhesion). These two processes work together so that effectively the molecules of water “climb” up the stem of a plant. Capillary action is driven by transpiration as it uses a pressure change, which allows the water to overcome gravity and be drawn up through the xylem to provide water and nutrients for the entire plant. Materials Celery stalk with leaves Food coloring 1000 mL beaker Vegetable peeler Cutting board Scalpel Microscope slide Compound microscope Methods Day 1 (or prepared in advance by teacher) 1. Fill a1000 mL beaker with water and color it with your choice of food coloring. 2. Obtain a celery stalk and carefully cut off the base of the stalk (the non-leafy end) with a scalpel and place it in the beaker of colored water. 3. Leave the celery stalk in the water overnight. Day 2 4. Carefully use the vegetable peeler to peel back the flesh on the rounded side of the celery stalk. 5. Observe how far the colored water has traveled up the celery stalk. 6. Prepare a microscope slide with the longitudinal peeling and observe under the compound light microscope. 7. Sketch the longitudinal section of your celery stalk as visible to the naked eye and as viewed with the microscope. Label the vascular bundle, including the xylem and phloem. 8. Carefully use the scalpel to cut a thin, sagittal section (cross-section) of your celery stalk. 9. Prepare a microscope slide with the sagittal peeling and observe under the compound light microscope. 10. Sketch the sagittal section of your celery stalk as visible to the naked eye and as viewed with the microscope. Label the vascular bundle, including the xylem and phloem. Longitudinal Section Sketch Sagittal Section Sketch Naked Eye Naked Eye Compound Light Microscope Compound Light Microscope Making Connections with Everyday Objects Observing Adhesion and Cohesion 1. Obtain a clean, dry penny. 2. Using the appropriate (labeled) water pipette, count how many drops of water will fit on the penny before spilling over. Sketch and record below. 3. Clean and dry the penny. 4. Using the appropriate (labeled) rubbing alcohol pipette, count how many drops of rubbing alcohol will fit on the penny before spilling over. Sketch and record below. Penny & Water Penny & Rubbing Alcohol # drops _____ # drops _____ 5. Explain any differences between your observations of the penny with water and the penny with rubbing alcohol. 6. Explain how adhesion and cohesion relate to this example. Observing Capillary Action 1. Fill a petri dish with water. 2. Carefully place a straw or capillary tube in the petri dish. 3. Sketch what you observe in the box below and fill in the text box with the appropriate terms. The water molecules are attracted to the straw by __________. When one water molecule moves closer to the straw molecules, the other water molecules are pulled along because of ___________. The celery to the left is undergoing transpiration. How does transpiration relate to the flow of water through the celery’s xylem? How do the properties of water assist in its flow through the xylem? Phloem Transport Sugars, which are formed by the plant during photosynthesis, are an essential component of plant nutrition. Like water, sugar (usually in the form of sucrose, though glucose is the original photosynthetic product) is carried throughout the parts of the plant by the vascular system. Phloem, the vascular tissue responsible for transporting organic nutrients around the plant body, carries dissolved sugars from the leaves (their site of production) or storage sites to other parts of the plant that require nutrients. Within the phloem, sugars travel from areas of high osmotic concentration and high water pressure, called sources, to regions of low osmotic concentration and low water pressure, called sinks. (Osmotic concentration refers the concentration of solutes, or sugars in this case; where the concentration of solutes is highest, so is the osmotic concentration). The nutrient-rich regions that supply sugars for the rest of the plant are called the sources. Sources include the leaves, where sugar is generated through photosynthesis. When they are high in supplies, the nutrient storage areas, such as the roots and stems, can also function as sources. In the sources, sugar is moved into the phloem by active transport, in which the movement of substances across cell membranes requires energy expenditure on the part of the cell. Sinks Sinks are areas in need of nutrients, such as growing tissues. When they are low in supply, storage areas such as the roots and stems cane function as sinks. The contents of the phloem tubes flow from the sources to these sinks, where the sugar molecules are taken out of the phloem by active transport. Pressure Flow The mechanism by which sugars are transported through the phloem, from sources to sinks, is called pressure flow. At the sources (usually the leaves), sugar molecules are moved into the sieve elements (phloem cells) through active transport. Water follows the sugar molecules into the sieve elements through osmosis (since water passively diffuses into regions of higher solute concentration). This water creates turgor pressure in the sieve elements, which forces the sugars and fluids down the phloem tubes toward the sinks. At the sinks, the sugars are actively removed from the phloem and water follows osmotically, so that conditions of high water potential and low turgor pressure are created, driving the pressure flow process. Water is known as a “universal solvent.” Describe why this property is important to plants. Active and Passive Transport The article on the previous page refers to active and passive transport (osmosis)-processes that move materials into and out of cells. Highlight examples of active transport in pink. Highlight examples of passive transport (osmosis) in green. Active and passive transport are described below: Active transport: A kind of transport wherein ions or molecules move against a concentration gradient, which means movement in the direction opposite that of diffusion (or osmosis), hence the movement from an area of lower concentration to an area of higher concentration. Thus, this process will require expenditure of ATP energy, and the assistance of a type of protein called a carrier protein. Passive transport (Osmosis) Net movement of water molecules through a semipermeable membrane from an area of higher water potential to an area of lower water potential; the tendency of water to flow from a hypotonic solution (low concentration of dissolved substances) to hypertonic solution (higher concentration of dissolved substances) across a semipermeable membrane CEJ Extension Activity Design an experiment to determine if adding a solute to the water (such as salt or sucrose) affects the rate water is transported by osmosis through the xylem of the celery (rate of transpiration)? Procedure 1. Work in groups of four. Your teacher will tell you whether you will be working with salt or sucrose. Two group members should start filling 6 cups with 100 mL of each of the following 6 concentrations of your assigned solute: 0.0, 0.1, 0.2, 0.3, 0.4, and 0.5M. Label each cup with its concentration. 2. The other two group members should obtain several stalks of celery. 3. Find the mass of each celery stalk. 4. Add a celery stalk to each cup with varied concentrations of solute. 5. Soak the celery in the solutions overnight. 6. Harvest the celery. Lightly roll each in a paper towel to dry the surface, and then find and record their final mass. 5. Compute the percent change in mass by the formula: % Change = (Final Mass– Initial Mass)/Initial Mass x 100 6. Complete a CEJ template to discuss the question, “Does adding a solute affect the rate water is transported through the xylem?”