6 Examine the top of the celery stalks. Are there differences between the celery in the high salt and low salt water conditions? Record your observations.
6 Record the distance (cm) traveled by the red dye in high salt conditions (S), the blue dye in high salt conditions (S), the red dye in low salt conditions (non-S) and the blue dye in low salt conditions (non-S).
Red dye (S)
Blue dye (S)
Red dye (non-S)
Blue dye (non-S)
6 From Question 2 above, did the dyes travel at the same rate? What can you conclude about the effect of salinity on water transport in celery from this experiment? Propose a biological or physical explanation for your conclusion.
6 Observe the radish seed and sprout. Are radishes monocots or dicots? How can you tell?
6 Describe the results of your experiment in Table 6.2. How many sprouted seeds were present in each group per day? Include any other relevant observations, such as appearance, color, etc. Include any alternative treatments or conditions.
|Table 6.2. Seed germination.|
|Initial date (Day 0): ________________|
|Record # sprouts, appearance, etc. per day.|
|Saline solution||Day 1:||Day 2:||Day 3:||Day 4:|
|0% (“0” cup)|
|3.1% (“1/32” cup)|
|6.3% (“1/16 cup)|
|12.5% (“1/8” cup)|
|25% (“1/4” cup)|
|50% (“1/2” cup)|
6 From your results in Table 6.2, draw a conclusion about the effect of salinity on sprouting success. Include conclusions drawn from alternative treatments or conditions.
1. List four ways that Fungi are similar to plants.
2. List four differences between Fungi and plants.
3. List four differences between Fungi and animals.
4. List four ways that Fungi are similar to animals.
5. Which two groups are most closely related evolutionarily (explain your answer):
6. List four facts that you learned about Fungi, but did not know before.