Shasta daisy and dye

Shasta daisy and dye

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about conducting an investigation, and making and explaining observations.

How to do this task:

  1. The flower you have been given is a shasta daisy.
  2. Split the bottom third of the stem lengthwise into three sections.
  3. Place one section of the stem in a 100 mL beaker half full of water.
  4. Place another section of the stem in a 100 mL beaker half full of water plus 2 drops of red food colouring.
  5. Place the third section of the stem in a 100 mL beaker half full of water plus 2 drops of blue food colouring.
  6. Leave this set-up for 24 hours. (See diagram below.)
shasta daisy experiment
Plant Notes
Xylem:
These plant cells transport water from the roots to the rest of the plant.
 
Transpiration:
Transpiration is a process where water is lost from the plant through leaves and flowers etc.

Question 2Change answer

a)  Write down all your observations.

Question 2Change answer

transpiration         xylem         diffusion         water movement
 
b)  Explain your results in a scientific manner, the words above might help you.
Task administration: 
This task can be completed with pencil and paper or online.
 
Equipment:
3 × 100 mL beakers; a white flower from a shasta daisy (needs to have at least 24-30 cm of stem); red and blue coloured food dye; scissors or razor blade for splitting stem.
Level:
5
Curriculum info: 
Science, Investigating in science, Living World
Keywords: 
Life processes, plants, transpiration, xylem, observation
Description of task: 
For this practical task students investigate water (and dye) movement in a plant when the stem of a daisy is cut lengthwise into three sections. Students record their observations and then explain their results in a scientific way. Key words have been provided.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Gather and interpret data
This resource provides opportunities to discuss:
  • the importance of precise observations and measurement when gathering information.
  • describing being about what you see, and explaining being about what your observations make you think.
  • how our science understandings help us explain what we observe.
 
Science capabilities: 
Gather and interpret data
Answers/responses: 

a)

Any 3 of: 

  • The petals/flower became dyed red and blue.
  • The tips of the petals were dyed the strongest colour.
  • The flower petals were coloured in sections.
  • One third (approximately)/a section of the petals were not dyed.
  • The petals had coloured/dyed stripes on them.
  • Other observations are possible.

NOTE: Not necessarily will all observations be valid for any given flower.

b)

Any 3 of: 

  • The liquid/water/dye is absorbed into the plant stem.
  • Water moves up the stem to the flower.
  • Plants/flowers lose water (by transpiration), this helps water move up the stem.
  • Each section of the stem takes water to a particular section of the flower.