FlinnPREP™ Inquiry Labs for AP® Biology: Rate of Transpiration
By: The Flinn Staff
Item #: FB2038
In the Rate of Transpiration Inquiry Lab Solution for AP® Biology, students study how transpiration is regulated by observing, counting and quantifying the stomata in plant leaves.
Includes access to exclusive FlinnPREP™ digital content to combine the benefits of classroom, laboratory and digital learning. Each blended learning lab solution includes prelab videos about concepts, techniques and procedures, summary videos that relate the experiment to the AP® exam, and standards-based, tested inquiry labs with real sample data. FlinnPREP™ Inquiry Lab Solutions are adaptable to you and how you teach with multiple ways to access and run your AP® labs.
Big Idea 4, Investigation 11, Science Practices 1, 2, 4, 5, 6
Plants absorb nutrients, ions and water from surrounding soil and air by osmosis, diffusion and active transport. Transpiration is the main method for pulling water from the roots to the leaves. Study how transpiration is regulated by observing, counting and quantifying the stomata in plant leaves.
This Flinn Inquiry Lab Kit begins with a Baseline Activity that instructs students to determine the approximate leaf area and therefore the approximate number of stomata for each plant. This study of stomata and leaf area serves as a foundation for the Opportunities for Inquiry portion of the lab when students are guided to develop their own testable hypothesis and open-inquiry experiment.
Questions such as the following help to guide and inspire students as they plan, discuss, evaluate, execute and finally justify their experiment and results to their peers.
• How does the weather and environment affect transpiration? • Are there ways to increase transpiration rate? • How does the number of stomata per square meter of leaf area affect the transpiration rate? • How does coating the leaves or otherwise compromising the plant affect transpiration rate?
Includes detailed teacher notes, reproducible student handouts and enough materials for eight groups of students to complete the Baseline Activity and to prepare for the inquiry activity. A 0.001-g precision balance and greenhouse with grow lights are required and available separately. A refill kit for the Rate of Transpiration Inquiry Lab Kit is also available (FB2089).
Additional Materials Required: 0.001-g precision balance, metric ruler, calculator, pans for water, test tube or thermometer clamps, paper towels, compact greenhouse with grow lights, scalpels, dissecting needle or small paper clip, scissors, fan support stands, light source with 150-W bulb, tap water.
*AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, these products.
Correlation to Next Generation Science Standards (NGSS)†
Science & Engineering Practices
Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluation, and communicating information
Disciplinary Core Ideas
HS-PS1.B: Chemical Reactions HS-LS1.A: Structure and Function HS-LS1.B: Growth and Development of Organisms HS-LS1.C: Organization for Matter and Energy Flow in Organisms HS-LS2.B: Cycle of Matter and Energy Transfer in Ecosystems
Patterns Cause and effect Scale, proportion, and quantity Systems and system models Structure and function Stability and change
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.