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IQ3: How does the composition of the transport medium change as it moves around an organism?
IQ3: How does the composition of the transport medium change as it moves around an organism?
3. Transport
3. Transport
Inquiry question: How does the composition of the transport medium change as it moves around an organism?
Students:
3.1 investigate transport systems in animals and plants by comparing structures and components using physical and digital models, including but not limited to: (ACSBL032, ACSBL058, ACSBL059, ACSBL060)
a) macroscopic structures in plants and animals
b) microscopic samples of blood, the cardiovascular system and plant vascular systems
3.2 investigate the exchange of gases between the internal and external environments of plants and animals
3.3 compare the structures and function of transport systems in animals and plants, including but not limited to: (ACSBL033)
a) vascular systems in plants and animals
b) open and closed transport systems in animals
3.4 compare the changes in the composition of the transport medium as it moves around an organism
3.1 investigate transport systems in animals and plants by comparing structures and components using physical and digital models, including but not limited to:
a) MACROSCOPIC structures in plants and animals
PLANTS
PLANTS
View simulation: Transport of water and sugar in plants
( https://www.youtube.com/watch?v=LQ03xIkLLQU [3.59 mins] )
Practical 3.1a.1: Transpiration in Plants
Practical 3.1a.1: Transpiration in Plants
Transpiration https://www.youtube.com/watch?v=gQG8UCPaF_I [16.49 mins]
Aim: To investigate transpiration in plants
Materials:
glass capillary tubing, small section silicon tubing to fit over one end
tray to fit tubing, half-filled with water
small branch of long, thin-stemmed plant (eg eucalypt) see diagram, stem needs to form a tight fit with silicon tubing
scissors
Vaseline
retort stand with clamp
beaker, wide-bottomed, half-filled with water
plastic syringe
red food colouring
Method:
attach silicon tubing to capillary tubing
submerge tubing in water in tray
fill syringe with water and push water through the end of the tubing with the silicon (keeping opposite end under water) to remove all air bubbles, gently squeeze silicon tubing if that helps (1-2 small left behind is okay)
snip off end of plant under water to remove air bubbles from stem end
carefully insert plant into silicon tubing
spread a little Vaseline arond the join between plant and tubing to ensure no air gets in
place base of stem into the beaker half-filled with water
hold tubing vertically and clamp near the join with the plant (see Diagram 1 below)
add a few drops of food colouring to the water in the beaker (see Diagram 2 below)
observe for red line of water moving up (white paper behind might help)
Troubleshooting: air bubbles at join - need to remove, check seal and reset.
video: Transpiration https://www.youtube.com/watch?v=gQG8UCPaF_I [16.49 mins]
Alternative to Practical 3.1a.1
Alternative to Practical 3.1a.1
View video: Transpiration https://www.youtube.com/watch?v=gQG8UCPaF_I [16.49 mins]
Demonstrates Ganongs Potometer, also includes demonstration of practical above.
Alternative to Practical - Virtual Lab: Factors affecting transpiration rate in plants
Alternative to Practical - Virtual Lab: Factors affecting transpiration rate in plants
Visit http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/labs/BL_12/index.html
Requires Flash. If you need to unblock Flash on a computer, visit https://windowsreport.com/adobe-flash-content-was-blocked/1. Open the Virtual Lab entitled “Plant Transpiration” from the link above.
2. The left side of the page contains background information and instructions in the “Question” area. On the bottom of the page are the following icons for your use: “Journal” (these are questions that may be answered/submitted to your instructor), “Calculator” (working calculator function), “Table” (where you may be submitting your collected data from the exercise), “Audio” (turns sound on/off) and “Print” (prints the screen).
3. Read the background information found under the “Question” area first, and then continue on to reading the procedure information posted there as well.
4. At this point, you are ready to begin the lab exercise. You will need to first open and/or print the “Post-Lab Quiz and Lab Report”, which can be found below. Click on the “Information” button in the laboratory area and read through the information presented. When you are ready, please click on one of the plant specimens and drag it to the potometer as directed in order to begin the activity. Remember to follow the directions given to you in the “Question” as well as in the “Post-Lab Quiz and Lab Report” areas, and refer back to your notes in the “Information” area if necessary.
5. Complete the exercise as directed, recording any data or information needed in your “Table” (icon on the bottom of the page) and/or your “Lab Report”.
6. When you are finished, please answer all of the questions found at the end of the “Post-Lab Quiz and Lab Report”.
11B2 Virtual Lab Transpiration WS.doc
ANIMALS
ANIMALS
View videos:
Flow through the heart https://www.khanacademy.org/science/health-and-medicine/circulatory-system/circulatory-system-introduction/v/flow-through-the-heart [7.50mins]
The Circulatory System https://thekidshouldseethis.com/post/19182445034
Blood Flow Path Body Systemic Circulation (Note this detail is not at all needed, but it is interesting for us to know what is inside us!) https://www.youtube.com/watch?v=8-gDyjxRA5o [7.11 mins]
Dissection, to be true to the meaning of the word, is dis-section, not di-ssection. Dissection means to take sections apart (as in dis-assemble), di-section would mean to cut into two pieces.
SOP Performing a lung dissection-ver 2.0 Sept 2016.docxSOP Performing a heart dissection.docxAlternative to Practical 3.1a.2
Alternative to Practical 3.1a.2
View video: Cow lung and heart dissection https://www.youtube.com/watch?v=-rX-oz4FRt4 [3.58 mins]
TASK 3.1a.1
TASK 3.1a.1
Using the information you have gained in this section, construct a table to compare the MACROSCOPIC structures and components of the plant transport system with those of the human circulatory system.
NOTE: You will be adding to this table from work in the next four sections, so set it out with room to expand.
3.1 b) investigate transport systems in animals and plants by comparing structures and components using physical and digital models, including but not limited to:
MICROSCOPIC samples of blood, the cardiovascular system and plant vascular systems
PLANTS
PLANTS
View animation: Transport of water and sugar in plants
https://www.youtube.com/watch?v=LQ03xIkLLQU [3.59 mins])
SAPS - Animations - Transport of water and sugar in plants - student notes.docPRACTICAL 3.1B.1 Plant vascular tissue
PRACTICAL 3.1B.1 Plant vascular tissue
View prepared slides of various plant roots and stems using a microscope and identify vascular bundles.
ANIMALS
ANIMALS
PRACTICAL 3.1b.2
PRACTICAL 3.1b.2
View prepared slides of red blood cells using a microscope
Alternative to Practical 3.1b2
Alternative to Practical 3.1b2
View video: Red blood cells under microscope https://www.youtube.com/watch?v=A8cI6FkcG4c [3.47 mins]
TASK 3.1b.1
TASK 3.1b.1
Using the information you have gained in this section, add to your Task 3.1a.1 table to compare the MICROSCOPIC structures and components of the plant transport system with the human circulatory system.
Note: You will be adding to this in the next three sections, so plan ahead.
3.2 investigate the EXCHANGE OF GASES between the internal and external environments of
a) plants
b) animals
GAS EXCHANGE IN PLANTS
GAS EXCHANGE IN PLANTS
View video:
Gas exchange in plants https://www.youtube.com/watch?v=PpHlfLjILG4 [6.56]
View and interact with model:
Respiration and Photosynthesis
Observe the movement of the CO2 and O2 molecules in light and dark. https://www.youtube.com/watch?v=ICus6jH9HXY&feature=youtu.be [4.38 mins]
SAPS - Animations - Respiration and photosynthesis - student notes.docGAS EXCHANGE IN ANIMALS
GAS EXCHANGE IN ANIMALS
PRACTICAL 3.2b.1 Be the Circulatory System (an outdoor activity)
PRACTICAL 3.2b.1 Be the Circulatory System (an outdoor activity)
Aim: To investigate gas exchange in the human circulatory and respiratory systems
Materials:
permission to draw on playground/court surface with chalk
if yes: pink and blue large chalks (about 4 of each)
if no: red and blue tape, several rolls of each
red and blue sports tags (borrow from PDHPE Dept) take class number then divide by 2 to get the number of each needed.
Method:
using diagram below, demonstrate circulatory and respiratory systems:
○ on concrete surface, draw with coloured chalk (can adapt to not cross blood vessels by mirroring the placement of vessels in the Right Atrium - left as you look at it, of the heart in the diagram), size dependent on numbers in class and amount of chalk - as big as you can fit to half a court is great, can use centre circle as lungs and goal circle as body
○ form groups: one group of 4-6, two equal groups of the rest of the class
- Group 1 start as oxygenated blood - red tags, spread out from leaving lungs to red side of heart to the body - along red line
- Group 2 start as deoxygenated blood - blue tags, spread out from body to blue side of heart to entering lungs - along blue line
- Group 3 4-6 students, depending on size of diagram, half behind body facing toward heart, half behind lungs facing toward heart
○ Move slowly in single file forward along the path, dropping off blue tag and picking up red when you reach the lungs; dropping off red tag and picking up blue when you reach the body
○ Group 3 run tags back to swap dropped-off tags in the lungs and body
○ Extension: jump between heart chambers, take one step along blood vessels with someone calling "beat" or loudly clapping to simulate heart beat
Rules:
Cannot overtake
Hand the tag to the runner, don't throw or drop
Be preapred for your teacher to ask you where you are, where you have come from/are going to, what type of blood you are carrying (oxygenated/deoxygenated)
Discussion:
What would happen in a real body if the red blood vessels bunched up and couldn't get through the blood vessels?
How could the activity be adapted to show the action of breathing? (what else could be drawn, how could the runners move?)
How effective is this in modelling the circulatory system? for example, is all the oxygen dropped off at one point in the body - if not, what happens?
Alternative to Practical 3.2b.1
Alternative to Practical 3.2b.1
Copy the diagram and trace the path of the red blood cell, thinking of what happens with each chamber of the heart, and in the lungs and body.
TASK 3.2.1
TASK 3.2.1
Using the information you have gained in this section, add to your Task 3.1a.1 and 3.1b.1 table to compare how plant transport system and the human circulatory system EXCHANGE GASES between their respective internal and external environments.
Note: You will be adding to this in the next two sections, so plan ahead.
3.3 a) compare the structures and function of transport systems in animals and plants, including but not limited to:
VASCULAR SYSTEMS in plants and animals
The Plant Vascular System
The Plant Vascular System
Transport in plants – plants have an autotrophic mode of nutrition. By taking in carbon dioxide from the air, minerals, and water from the soil, plants make their own food. After that, they release oxygen and water vapor. This process is Photosynthesis.
By this process, plants synthesize their food in the leaves. For trees, leaves are considered to be food factories. For the process of photosynthesis, raw materials should be transported to the leaves. For transport in plants, they need a transport system to move food, water, and minerals around because for them no heart, no blood, and since these plants do not have a circulatory system, transportation makes up for it.
Why is Transportation An Essential Process?
Why is Transportation An Essential Process?
To circulate water, essential nutrients, excretory products and gases within the plants for various purposes, transportation in plants is necessary. In vascular tissues, this transportation in plant takes place. By a suction force, water and minerals are transported to various parts of the plant.
Vascular tissues are normally conducting tissues. Formation of these tissues can be done by xylem and phloem of a plant. Without the use of pump how water moves up the plant against gravity in tubes made of dead xylem cells can be explained by only transportation process.
The Process of Transportation
The Process of Transportation
In plants, there are pipe-like vessels through which water and minerals can enter the plants. These vessels are made up of elongated cells and thick walls. A group of cells forms a tissue which performs a specialized function within the organisms. These are conducting tissues. These conducting tissues are divided into two types which are xylem and phloem.
Xylem: It is a vascular tissue that spreads from the top to bottom of the plant. For the transport of water molecules, it helps a lot. It also plays a vital role in case of dissolved substances from the root hairs to aerial parts of the plant. It transfers water in one direction. Commonly, xylem occupies the central part of the vascular bundle. It mainly includes different types of cells such as tracheid, vessels, and xylem parenchyma and xylem fibres.
Phloem: It is also a vascular tissue. In a plant where the necessity of food molecules is there, by the use of phloem transportation process will take place. Some elements are there in the phloem such as sieve elements, phloem parenchyma, fibres and companion cells.
The transportation process in this tissue is bidirectional. In association with xylem, it forms vascular bundles. The edges of vascular bundles are occupied by phloem.
Aapted from https://www.toppr.com/guides/science/transportation-in-animals-and-plants/transportation-in-plants/
Animal Vascular System
Animal Vascular System
VIEW Video:
Transportation in Human Beings https://www.youtube.com/watch?v=ML2WX84gsGE [3.04 mins]
TASK 3.3a.1
TASK 3.3a.1
Using the information you have gained in this section, add to your Task 3.1a.1, 3.1b.1 , 3.2.1 table to compare the VASCULAR SYSTEM structures and components of the plant transport system with the human circulatory system.
Note: You will be adding to this in the next section, so plan ahead.
3.3 b) compare the structures and function of transport systems in animals and plants, including but not limited to:
open and closed transport systems in animals
Open and Closed Transport Systems in Animals
Open and Closed Transport Systems in Animals
Task 3.3b
Task 3.3b
(not part of the ongoing table)
View the PPTs: Chapter 23 Circulation and Open vs Closed Circulatory System
You do not need to recall the detail in the PPTs. The detail is there for explanatory purposes only.
Observe the images of the systems of the different animals.
Define open transport system and give an animal example.
Define closed transport system and give an animal example.
(The Cardiovascular System PPT below is for the interest of those who are thinking of medical or veterenarian careers.)
1.
2. https://slideplayer.com/slide/8429845/
3.
3.4 compare the changes in the COMPOSITION of the transport medium as it moves around an organism
TRANSPORT MEDIUM IN PLANTS
TRANSPORT MEDIUM IN PLANTS
Let's remind ourselves about the nutrition and transport in plants.
View video: Plant nutrition and transport https://www.youtube.com/watch?v=bsY8j8f54I0 [14.06]
TRANSPORT MEDIUM IN ANIMALS
TRANSPORT MEDIUM IN ANIMALS
View videos:
Arteries and veins what's the difference https://www.khanacademy.org/science/health-and-medicine/circulatory-system-diseases/blood-vessel-diseases/v/arteries-vs-veins-what-s-the-difference [7.44]
Oxygen's Surprisingly Complex Journey https://www.youtube.com/watch?v=GVU_zANtroE [5.09 mins]
TASK 3.4.1
TASK 3.4.1
Using the information you have gained in this section, add to your Task 3.1a.1, 3.1b.1 , 3.2.1 and 3.3a.1 table to compare the Transport Medium structures and components of the plant transport system with the human circulatory system.
The following link has a table that may be of some assistance, but it is not in any way complete. https://www.s-cool.co.uk/a-level/biology/transport/revise-it/comparison-of-transport-in-mammals-and-plants
PRACTICAL (SIMULATION) SUMMARY
FACTORS AFFECTING PHOTOSYNTHESIS
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