Name: _______________________________________
Date: ________________
Period: _____
Turgor Pressure Stations
Rationale: Students will visit stations to make observations or read information about turgor pressure. At
the end of the lab, students will generate an explanation/definition of turgor pressure, based solely on their
observations.
Pre-Lab Vocabulary:
vacuole
wilted
upright
turgor pressure
Station: Turgor Pressure Model
Observation 1: Your teacher will model a plant cell that has no turgor pressure. Describe your observations:
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Observation 2: Your teacher will model a plant cell that exhibits turgor pressure. Describe your
observations:
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Label the Diagram: Label the parts of the diagram that are missing. Use the word bank below:
Low
high
cell membrane
vacuole
water
Station: Turgor Pressure Observation
Observation 1: Describe the celery in cup #1, showing turgor pressure.________________________
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Observation 2: Describe the celery in cup #2, showing LACK OF turgor pressure._________________
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Label the diagrams below: High turgor Pressure: turgid or Lack of Turgor Pressure: wilted
Station: Janice Van Cleave Video Clips
Watch: On the ACTIVBoard, watch the video by clicking the play button.
Describe:
What happens to the leaves of the mimosa plant when touched?
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Explain:
Using this example, what is turgor pressure?
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Station: Read to Learn
Read the information on page 228 of the 8th grade Gateways book.
Using the diagram below to help you, answer the following question:
Explain how a sufficient amount of water helps a plant
support itself in an upright position.
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Conclusion – Using your collected data as evidence, write a paragraph explaining turgor pressure and why
this internal pressure is important to plants.
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