1. 10.12.10 – Turgor Pressure Lab Day 1
OBJ: The students will prepare potatoes for our lab tomorrow to observe turgor pressure.
TEK 7.7c
Warm up: Explain in your own words or draw someone or something using forces from not doing work to doing work.
For example, a car not moving  to moving  to being hit by another car  to coming to a stop.

2. QUESTION:
How will a salt solution affect the potato slices?
Materials:
Salt solution
Raw potato fries
Distilled water
100mL beakers

3. Research – Turgor Pressure

4. Research –Turgor Pressure
Turgor pressure is the pressure exerted against the cell wall by contents of the cell.
Turgor pressure is important for plant support and maintaining shape
Seeds sprout because the force of water pressure inflates the emerging shoot. The force of the shoot straightening pulls the seed leaves above ground.

5. Procedure Day 1: Day 2: Cut a raw potato into French fries.
Soak one class set of fries in salt water and another in fresh water.
Day 2:
Distribute one of each fry to lab groups. Make observations.
Bend each fry to the breaking point and record the differences between the two.

6. Recall: Salt solution will shrink; distilled water solution will become turgid
Summary: Turgor Pressure is ____________ .
Out: Test on Friday!!!

7. 10/13/10 – Turgor Pressure Lab DAY 2
IN:
Objective: The students will demonstrate the effect of turgor pressure on potatoes using a laboratory aid.
TEKS: 7.7C
Warmup: Reflect on yesterday’s research and explain and draw turgor pressure.

8. Research - Equilibrium
When net forces equal zero, or there is no movement in a system, a state of equilibrium has been reached.

9. Forces in Living Systems
The teeth apply force in breaking food into smaller pieces
Muscles in the esophagus exert a force in pushing food down the digestive tract through peristalsis
Muscles contract and relax, creating a enough force to move bones to walk, run, jump or engage in other life processes
The heart supplies the force that causes blood to flow through blood vessels.

10. Day 1 Reflection Question: How will a salt solution affect a potato?
Procedure:
Cut a raw potato into French fries.
Soak one class set of fries in salt water and another in fresh water.

11. Day 2 Procedure
Day 2:
Distribute one of each fry to lab groups. Make observations.
Bend each fry to the breaking point and record the differences between the two.

12. Hypothesis: Experiment: If we put the potato slice in… then… because…
Potato type:
Observations:
Potato is salt water
Potato in regular water

13. Analysis: Conclusion: summary
What did you notice about the potato in the salt water?
How did this happen?
Conclusion: summary
Tell me if your hypothesis was valid or invalid. Explain why!

14. Recall: Equilibrium is ___________.
Summary: conclusion
OUT: Think about what the salt water did to the potato… what do you think happens to your body when you eat too much salt?

15. REVIEW IN
OBJECTIVE: The student will review the last three weeks material using informative stations.
TEKS: 7.7A,B,C
Warmup: Define force. Define work. Define power. How are the three related?

16. REVIEW STATIONS
Classroom is organized into groups. Stay within your groups
Have 6 minutes with each informative paragraph
Answer questions on study guide related to the paragraph you have.
When music stops and time is up, you will switch your cards with another group.

17. RECALL: Chemical energy is transformed into thermal energy in digestion.
SUMMARY: Tell Fred how you will study for the test.
OUT: Describe in two sentences a force seen within living things.

18. TEST
IN:
OBJECTIVE: The students will assess their knowledge of the last three weeks by taking a test.
TEKS: 7.7 A, B,C
Warmup – Study briefly.