are produced for one mole of sugar synthesized?) or Consumption of CO 2 are consumed for every mole of sugar synthesized?)

Transcription

1 INVESTIGATIO 5 PHOTOSYNTHESIS What factors affect the rate of photosynthesis in living leaves? BACKGROUND Photosynthesis fuels ecosystems and replenishes the Earth's atmosphere with oxygen. Like all enzyme-driven reactions, the rate of photosynthesis can be measured by either the disappearance of substrate or the accumulation of product (or by-products). 1he general summary equation for photosynthesis is What could you measure to determine the rate of photosynthesis? Production of 0 2 (How many moles of 0 2 are produced for one mole of sugar synthesized?) or Consumption of CO 2 (How many moles of CO 2 are consumed for every mole of sugar synthesized?) In this investigation, you will use a system that measures the accumulation of oxygen. Investigation 5 SG 1

2 Palisade layer Air space Stoma Figure 1.leaf Anatomy Because the spongy mesophylllayer ofleaves (shown in Figure I) is normally infused with gases (0 2 and CO), leaves- or disks cut from leaves- normally float in water. \Vhat would you predict about the density of the leaf disk if the gases are drawn from the spongy mesophylllayer by using a vacuum and replaced with water? How will that affect whether or not the leaf floats? If the leaf disk is placed in a solution with an alternate source of carbon dioxide in the form of bicarbonate ions, then photosynthesis can occur in a sunken leaf disk. As photosynthesis proceeds, oxygen accumulates in the air spaces of the spongy mesophyll, and the leaf disk will once again become buoyant and rise in a column of water. Therefore, the rate of photosynthesis can be indirectly measured by the rate of rise of the leaf disks. However, there's more going on in the leaf than that! You must also remember that cellular respiration is taking place at the same time as photosynthesis in plant leaves. (Remember that plant cells have mitochondria, too!) What else could be going on that might affect this process? Aerobic respiration will consume oxygen that has accumulated in spongy mesophyll. Consequently, the two processes counter each other with respect to the accumulation of m.:ygen in the air spaces of the spongy mesophyll. So now you have a more robust measurement tool - the buoyancy of the leaf disks is actually an indirect measurement of the net rate of photosynthesis occurring in the leaf tissue. learning Objectives To design and conduct an experiment to explore the effect of certain factors, including dilferent environmental variables, on the rate of cellular photosynthesis S62 Investigation 5

3 To connect and apply concepts, including the relationship between cell structure and function (chloroplasts); strategies for capture, storage, and use of free energy; diffusion of gases across cell membranes; and the physical laws pertaining to the properties and behaviors of gases General Safety Precautions You must wear safety goggles or glasses, aprons, and gloves because you will be working in close proximity to exposed lightbulbs that can easily shatter. Be careful to keep your solutions away from the electrical cord of your light source. Follow your teacher's instructions. If you investigate temperature as a variable in Designing and Conducting Your Investigation, there is no need to heat any solution beyond C. Most but not all syringes are capable of withstanding the vacuum created in this procedure without failure. However, you should test the syringes beforehand. THE INVESTIGATIONS Getting Started To study photosynthesis, review the properties of light and how it interacts with matter. In addition to your textbook, the Concord Consortium has a Java-based Web activity that will review the properties of light and the ways in which visible light interacts with matter in the process of photosynthesis. This multistep activity uses visualizations, animations, and a molecular modeling engine that does an excellent job of making abstract concepts understandable. To explore this activity, enter these terms in your search engine: "concord consortium molecular workbench photosynthesis:' While going through this activity, record any questions in your laboratory notebook. These questions and others that occur to you while working through the steps in Procedure can serve as a basis for your own investigation in Designing and Conducting Your Investigation. Procedure In this part of the lab, you will learn how the floating leaf disk technique can measure the rate of photosynthesis by testing a variable that you know affects photosynthesis. Later, you will apply this technique (or computer-based probes) to test a variable that you choose. It is important for you to develop a few skills during this part of the investigation in order to carry out your own investigation. For the floating disk technique, the most challenging skill is getting the disks to sink. Don't just watch someone do this; make sure you can get the disks to sink as well. Investigation 5 S63 -

4 Materials Baking soda (sodium bicarbonate) Liquid soap (approximately 5 ml of dishwashing soap in 250 ml of water) 2 plastic syringes without needle (IO ml or larger) Living leaves (spinach, ivy, etc.) Hole punch 2 clear plastic cups Timer Light source Figure 2. Materials When immersed in water, oxygen bubbles are usually trapped in the air spaces of the spongy mesophyll in the plant leaf. By creating a vacuum in this experimental procedure, the air bubbles can be drawn out of the spongy mesophyll, and the space is refilled by the surrounding solution. This allows the leaf disks to sink in the experimental solution. If the solution has bicarbonate ions and enough light, the leaf disk will begin to produce sugars and oxygen through the process of photosynthesis. Oxygen collects in the leaf as photosynthesis progresses, causing the leaf disks to float again. 1be length of time it takes for leaf disks to float again is a measure of the net rate of photosynthesis. This process is shown in Figure 3. - S64 Investigation 5

5 Bubbles of 0 2 forming Solution Figure 3. Photosynthesis at Work Question: If the leaf disks are treated in a way you know increases the net rate of photosynthesis, should they start to float faster or slower? Why? Step 1 Prepare 300 ml of 0.2% bicarbonate solution for each experiment. 1he bicarbonate will serve as a source of carbon dioxide for the leaf disks while they are in the solution. Step 2 Pour the bicarbonate solution into a clear plastic cup to a depth of about 3 em. Label this cup "\Vith C0 2 :' Fill a second cup with only water to be used as a control group. Label this cup "Without C0 2 :' Tinoughout the rest of the procedure you will be preparing material for both cups, so do everything for both cups simultaneously. Step 3 Using a pipette, add one drop of a dilute liquid soap solution to the solution in each cup. It is critical to avoid suds. If either solution generates suds, then dilute it with more bicarbonate or water solution. The soap acts as a surfactant or "wetting agent"- it wets the hydrophobic surface of the I eat~ allowing the solution to be drawn into the leaf and enabling the leaf disks to sink in the fluid. Figure 4. Dilute liquid Soap Solution Added to Cup Step 4 Using a hole punch, cut 10 or more uniform leaf disks for each cup. Avoid major leaf veins. (The choice of plant material is perhaps the most critical aspect of this procedure. TI1e leaf surface should be smooth and not too thick.) lnvestigatioo 5 S65

6 Figure 5. Leaf Disks Step 5 Draw the gases out of the spongy mesophyll tissue and infiltrate the leaves with the sodium bicarbonate solution by performing the following steps: a. Remove the piston or plunger from both syringes. Place the 10 leaf disks into each syringe barrel. b. Replace the plunger, but be careful not to crush the leaf disks. Push in the plunger until only a small volume of air and leaf disk remain in the barrel ( <10%). c. Pull a small volume (5 cc) of sodium bicarbonate plus soap solution from your prepared cup into one syringe and a small volume of water plus soap into the other syringe. Tap each syringe to suspend the leaf disks in the solution. Make sure that, with the plunger inverted, the disks are suspended in the solution. Make sure no air remains. Move the plunger to get rid of air from the plunger before you attempt Step d. d. You now want to create a vacuum in the plunger to draw the air out of the leaf tissue. This is the most difficult step to master. Once you learn to do this, you will be able to complete the entire exercise successfully. Create the vacuum by holding a finger over the narrow syringe opening while drawing back the plunger (see Figure 6a). Hold this vacuum for about 10 seconds. While holding the vacuum, swirl the leaf disks to suspend them in the solution. Now release the vacuum by letting the plunger spring back. The solution will infiltrate the air spaces in the leaf disk, causing the leaf disks to sink in the syringe. If the plunger does not spring back, you did not have a good vacuum, and you may need a different syringe. You may have to repeat this procedure two to three times in order to get the disks to sink. (If you have any difficulty getting your disks to sink after three tries, it is usually because there is not enough soap in the solution. Try adding a few more drops of soap to the cup and replacing the liquid in the syringe.) Placing the disks under vacuum more than three times can damage the disks. - S66 Investigation 5

7 Figure 6a. Creating a Vacuum in the Plunger Figure 6b. Sinking Leaf Disks Step 6 Pour the disks and the solution from the syringe into the appropriate clear plastic cup. Disks infiltrated with the bicarbonate solution go in the "With C0 2 " cup, and disks infiltrated with the water go in the "Without C0 2 " cup. Step 7 Place both cups under the light source and start the timer. At the end of each minute, record the number of floating disks. Then swirl the disks to dislodge any that stuck against the side of the cups. Continue until all of the disks are floating in the cup with the bicarbonate solution. Figure 7a. Cup Under Light Source Figure 7b. Disks Floating in Cup with Bicarbonate Solution Step 8 1b make comparisons between experiments, a standard point of reference is needed. Repeated testing of this procedure has shown that the point at which 50% of the leaf disks are floating (the median or ET 50, the Estimated Time it takes 50% of the disks to float) is a reliable and repeatable point of reference for this procedure. Step 9 Record or report findings. Investigation 5 S67

8 Designing and Conducting Your Investigation What factors affect the rate of photosynthesis in living plants? 1. Once you have mastered the floating disk technique, you will design an experiment to test another variable that might affect the rate of photosynthesis. Some ideas include the following. but don't limit yourself to just these: What environmental variables might affect the net rate of photosynthesis? Why do you think they would affect it? How do you predict they would affect it? What features or variables of the plant leaves might affect the net rate of photosynthesis? How and why? Could the way you perform the procedure affect the outcome? If the outcome changes, does it mean the net rate of photosynthesis has changed? Why do you think that? Note: If you are truly stumped, your instructor can give you some guidance. Keep in mind that leaves with hairy surfaces should be avoided. Ivy and spinach work well, but many others do as well. Differences between plants may be one of the ideas that you want to investigate. 2. Use your results to prepare a lab report/mini-poster for a classroom peer review presentation. See Chapter 2 for guidance on ~his. Additional Guidelines 1. Consider combining variables as a way to describe differences between different plants. For instance, if you investigate how light intensity affects the rate of photosynthesis, you might generate a "photosynthesis light response curve" -the rate of photosynthesis at different light intensities. The shape of this curve may change for different plants or plants in different light environments. The "light response curve" is a form of measurement itself. How do you think a light response curve (the first variable) for a shade-grown leaf compares to that of a sun-grown leaf? In this situation, sun versus shade is the second variable. Comparing light response curves is a standard research technique in plant physiological ecology. 2. When you compare the ET 50 across treatments, you will discover that there is an inverse relationship between ET 50 and the rate of photosynthesis - ET 50 goes down as rate of photosynthesis goes up, v.:hich plots a graph with a negative slope. This creates a seemingly backward graph when plotting your ET 50 data across treatments, as shown in Figure 8a. To correct this representation and!!lake a graph that shows increasing rates of photosynthesis with a positive slope, the ET 50 term can be modified by taking its inverse, or 1/ET 50 This creates a more traditional direct relationship graph, as shown in Figure 8b. S68 Investigation 5

9 Rate of Photosynthesis Figure Sa. Inverse Relationship Rate of Photosynthesis Figure Sb. Direct Relationship 3. Don't forget to include other appropriate data analyses as you prepare and study your discussion and conclusions. In particular for this investigation, you should somehow indicate the variability in your data. The ET 50 measurement is calculated from the median. To indicate the spread of your data, you could use error bars around the ET 50 point that express that variation, or you might consider using "box and whisker" plots. Investigation 5 S69

10 Investigation 5 Photosynthesis Part 2 Plant Pigments and Photosynthesis Lab Activity Background Information: Reference= Campbell & Reese. Figure Page For many centuries, people believed that the increase in the size of plants was caused by the intake of material from the soil. It was not until a Belgian physician, Jan Baptista van Helmont (circa ), performed an experiment that demonstrated conclusively what we accept today: the increase in the size of a plant is not due simply to the plant obtaining a mystery substance from the soil; plants gain what they require through the process of photosynthesis. Photosynthesis uses energy from light captured by photosynthetic pigments. Water molecules are split in the process; the plants fix carbon from carbon dioxide into glucose and fructose chains and oxygen, a byproduct, is released. In many plants the sugars then combine to form long chains known as starches. Many plants store their photosynthetic products this way, in the roots and stems. Most plants produce their own organic molecules and do not need to obtain them from another organism; through photosynthesis these plants are known as autotrophs. However, not all plants are able to carry out photosynthesis. Many parasitic plants, without photosynthetic pigments, rely entirely on other, host species for nourishment; these plants are heterotrophs. Examples of photosynthetic pigments are chlorophyll a, chlorophyll b, and carotene. Green plants usually have high chlorophyll content; in a typical plant, approximately three-quarters of the chlorophyll is chlorophyll a and the rest is chlorophyll b. The presence of other pigments becomes apparent in some plants in the fall when the chlorophyll begins to break down, and no longer masks their presence. Some plants are high in pigments that mask the chlorophylls during the whole growing season (e.g., red cabbage remains red because of the presence of anthocyanin). Each pigment absorbs light from a specific range of wavelengths. Chlorophyll a, the primary pigments used in photosynthesis, absorbs blue and red light. Chlorophyll b absorbs light in the blue-green and orange-red portions of the spectrum. Carotenoids absorb light in the blue and blue-green regions. Remember, the color that is reflected is the color you see. Chlorophyll, which absorbs blue and red light, would reflect from the green spectrum, and thereby appear green in color. When color is absorbed, you do not see it. Plants lose water in two ways: from inside the leaves through transpiration, and from the surface of the leaves or from the soil through evaporation. The total loss of water from both sources is called evapotranspiration. To reduce the water lost through transpiration, leaves can close their pores, or stomata, using special cells called guard cells. However, this also limits the exchange of air and other gases, which enter and exit the leaves through the stomata, so photosynthesis might also be limited. Plants may adapt to this by capturing sunlight's energy during the day, storing the energy until night, and exchanging gases at that time when water loss is loser due to the lower temperatures. This is known as the "light phase" of photosynthesis. The "dark phase" of photosynthesis can occur during the light or the dark, while the light phase can occur only when wavelengths of light that will stimulate photosynthetic pigments are present. The frrst step in the conversion of light to chemical energy is the absorption of light by a pigment system. In all photosynthetic cells, except photosynthetic bacteria, the pigment system includes chlorophyll a. Chlorophyll a occurs in all photosynthetic eukaryotes and in prokaryotic blue-green algae. In vascular plants, bryophytes, green algae, and euglenoid Protistans, chlorophyll b, and accessory pigment, is also found. In the leaves of green plants, chlorophyll b generally constitutes about one-fourth the total chlorophyll content. Chlorophyll b absorbs light wavelengths different from chlorophyll a, extending the range of light that can be used for photosynthesis. It shares with chlorophyll a the ability to absorb light energy and produce an excited state in the molecule. The excited molecule of chlorophyll b transfers its energy to a molecule of chlorophyll a, which then transforms it into chemical energy. Chlorophyll c or chlorophyll d takes the place of chlorophyll b in other groups of plants. Carotenoids are also accessory pigments involved in the capture of light energy in photosynthesis. Carotenoids are red, orange, or yellow fat-soluble pigments found in all chloroplasts and also, in association with chlorophyll a, in the prokaryotic blue-green algae. There are two classes of Carotenoids: those that do not contain oxygen are called carotenes, and those that do contain oxygen are called the xanthophylls. In green leaves, the color of the carotenoids is masked by the much more abundant chlorophylls; in some tissues, such as those of a ripe tomato or the petals of an orange flower, the carotenoids predominate. During autumn, chlorophyll begins to break down as the leaf begins to senesce, allowing the carotenes and xanthophylls to display the brilliant colors we associate with fall. 1

11 Carotenoids, which are not water soluble, are found free in the cytoplasm, but like the chlorophylls are bound to proteins within the plastids. Only certain carotenoids serve as accessory pigments, but these are important for the overall process of photosynthesis in the green plant. To measure the percentage of each wavelength of light absorbed by a pigment (the absorption spectrum), a spectrophotometer is used. A spectrophotometer directs a beam of light of a specific wavelength at the object to be analyzed, and records what percentage of the light of each wavelength is absorbed by the pigment or pigment system. The absorption spectrum is different from the action spectrum, which graphs the efficiency of different wavelengths of light in promoting a given photoresponse, as in photosynthesis or phototropism. A spectrophotometer, or a similar instrument known as a colorimeter, can be employed to measure the rate of photosynthesis. In the dye-reduction technique, the compound DPIP (2,6-dichlorophenol) is substituted for NADP (nicotinamide adenine dinucleotide phosphate), the primary electron-accepting compound of photosynthesis. As DPIP is reduced by chloroplasts in the presence of light, it changes from blue to colorless. The spectrophotometer/colorimeter measures the increase in light transmittance over time, and thus indicates the rate of photosynthesis. Chromatography is a technique for analyzing or separating mixtures of gases, liquids, or dissolved substances such as chlorophyll pigments. There are many types of chromatography, including column, paper, thin-layer, gas-liquid, ion exchange, and gel filtration. In general, all types of chromatography involve two distinct phases: the stationary phase and the mobile phase. The separation depends on competition for molecules of sample between the mobile phase and the stationary phase. Column, paper, and thin-layer chromatography can be used to separate extracted plant and algal pigments. In paper chromatography, the separation takes place through absorption and capillary action. A drop of the mixture to be separated is placed at the bottom of a strip of chromatography paper, which holds the substance by absorption. The chromatography paper and developer (chromatography solvent) are then placed in a chamber. The paper acts as a wick, drawing the developer upward by capillary action and dissolving the mixture as it passes over it. The components of the spotted mixture move upward at differing rates, determined by both the solubility of the pigments in the solvent and their relative attractions to the cellulose of the chromatography paper, resulting in the different pigments in the mixture showing up as colored streaks or bands. The pattern formed on the paper is called a chromatogram. To establish the relative rate of migration for each pigment, the Rr value of each pigment is calculated. The Rr value represents the ratio of the distance a pigment moved on the chromatogram relative to the distance the solvent front moved. It is calculated using the following formula: Rr = Distance Pigments Traveled Distance Solvent Traveled Any molecule in a given solvent matrix has the uniquely consistent Rr. The Rr value is used by scientists to identify molecules. 2

12 Materials and Procedures for Part 2 Subsection A Materials needed per group 1 vial I chromatography paper strip Chromatography solvent, I ml Quarter Spinach, or alternate leaf or flower petal forceps Safety Precautions Protective gloves, goggles, and aprons may be worn throughout this activity. When working with chromatography solvent, a fume hood should be used to ensure proper ventilation. Procedure I. Obtain a chromatography vial from your teacher and label it with your initials using a permanent marker or wax pencil 2. Perform step two under a fume hood, or well ventilated area. Remove the cap from the chromatography vial. Using a disposable pipet, add I ml of chromatography solvent to your vial. The pipets are marked with ml markings to make the measurement easier. Replace the cap and allow the chamber to sit undisturbed until needed in step 7. This will ensure that the atmosphere within the vial is saturated with solvent vapors (equilibration). 3. Obtain a chromatography strip from your instructor. Be sure to handle the chromatography strip by the edges. Do not touch the surface of the strip. The oils from your fmgers can interfere with the chromatogram. 4. Measure 1.5 em from one end of the chromatography strip and draw a pencil line across the width of the strip. 5. Use a pair of scissors to cut two small pieces below the pencil line to form a pointed end. The pointed end will be referred to as the bottom end of the chromatogram. 6. Obtain a fresh piece of spinach and place it over the line on the chromatography strip. Rub the ribbed edge of a coin (dime or quarter) over the spinach leaf (or alternate item) to extract the pigments. Repeat 5 to I 0 times with different portions of the spinach leaf, making sure you are rubbing the coin over the pencil line 7. Remove the cap from your vial and carefully place the chromatography paper strip into the vial so that the pointed end is BARELY immersed in the solvent. Make sure not to immerse the pigments in the solvent. 8. Cap the vial and leave it undisturbed. Observe as the solvent is drawn up the chromatography strip by capillary action. You will be able to see the plant pigments separating along the strip. Notice the different colors that you see during this process. 9. When the solvent reaches approximately I em from the top of the strip, remove the cap from the vial. Using forceps, remove the strip from the vial. This is a chromatogram. 10. Immediately mark the location of the solvent front (place where the solvent reached on the paper) The solvent will evaporate quickly. 11. Design a data table that can contain documentation of the pigment colors that you observe. Once the strip has dried, mark the middle of each pigment band on your chromatography strip with a pencil. 12. Using a metric ruler, measure the distance from the original pencil line with the spinach (or alternate) extract to the solvent front and each mark you have made for each pigment band. Record these distances in millimeters in your data table. 13. Calculate the Rr value for each pigment on your chromatogram using the following formula and record your answers in your data table. Rr= Distance pigment traveled Distance solvent traveled 14. Dispose of your materials in a responsible marmer (dump bucket) 3

13 Plant Pigments and Photosynthesis Lab Part 2 Subsection B: Measuring the Rate of Photosynthesis Materials Lab Quest Vernier colorimeter Disposable pipets Lamp IOOW Beaker Aluminum Foil Para film Masking Tape DPJP/Phosphate buffer solution Boiled Chloroplast Suspension Unboiled chloroplast Suspension Timer Lens Tissue Cuvettes with caps Safety Precautions Protective goggles Protective apron Take care when using electronic equipment Objectives: Measure the color changes brought about through photosynthesis by using a colorimeter Compare the rates of photosynthesis for plants in various light conditions Procedure I. Prepare the computer for data collection by opening the file "Lab 04B Photosynthesis" in the Experiment folder of Advanced Biology with Vernier. A meter window will display the absorbance readings from the colorimeter An area in the back of the lab will be set up with a flood lamp, and a large water filled beaker. The beaker of water will act is a heat sink, and will prevent the samples from warming up too much. There will be three pieces of masking tape placed behind the beaker on the lab bench. Each will be labeled "B" for boiled, "U" for unboiled, and "D" for dark. 3. Obtain three cuvettes with caps and one piece of foil that is approximately 3" x 6". Tear off a small piece of foil and wrap it around a cuvette cap. Wrap one of the cuvettes with the remaining piece of foil so that no light can pass through it. Make sure that this foil can easily slip on and off of the cuvette. Mark the foil cap "D", another cap "B" and the last cap "U". Remember, to correctly use a Colorimeter cuvette: a. All cuvettes should be wiped clean and dry on the outside with lens tissue. b. Handle cuvettes only by the top edge of the ribbed sides. c. All solutions should be free of bubbles. d. Always position the cuvette with a clear, non-ribbed surface facing toward the white reference mark at the right of the cuvette slot on the Colorimeter. 4. Take all of the cuvettes and their caps over to the chloroplast suspension bottles that have been prepared by your instructor. Gently swirl the bottles to re-suspend any chloroplasts that may have settled out. Dispense 0.25 ml of the unboiled chloroplast solution into the foil-covered cuvette and cover it with the foil-covered cap. Dispense another 0.25 ml of this solution into one of the empty cuvettes and cover it with the cap labeled "U". Dispense 0.25mL of the boiled chloroplast solution into one o the empty cuvettes and cover it with the cap labeled "B". 5. Add 2.5 ml of DPIP/Phosphate buffer solution to each of the three cuvettes. At this point each cuvette should be % filled. 6. Take absorbance readings for each cuvette. Invert each cuvette two times to resuspend the chloroplast before taking a reading each time. If any air bubbles form, gently tap in the cuvette lid to knock them loose. a. You may select three LED light colors with the Vernier Software Colorimeter: Blue, green, and red. You can select one of these three nearly monochromatic colors using the wavelength selection knob on the top left of the colorimeter. There are several ways you can decide which of the three wavelengths to use. First, look at the color of the solution. Remember that the color of a solution is the color of light which passes through it. You want to use a different color of light that will be absorbed, rather than transmitted. Since your chloroplast solutions will vary green to blue, choose the red wavelength. 7. Cuvette U: Place the cuvette in the cuvette slot of the Colorimeter and close the lid. Allow 10 seconds for the readings displayed in the Meter window to stabijize, then record the absorbance value in a table of your own design. Remove the cuvette and place it i.t1 its original position in front of the lamp. 4

14 8. Cuvette D: Remove the cuvette from the foil sleeve and place it in the cuvette slot of the Colorimeter. Close the Colorimeter lid and wait I 0 seconds. Record the absorbance value displayed in the Meter window in the table that you designed (see above). Remove the cuvette and place it back into the foil sleeve. Place the cuvette in its original position in front of the lamp. 9. Cuvette B: Place the cuvette in the cuvette slot of the Colorimeter and close the lid. Allow 10 seconds for the readings displayed in the Meter window to stabilize, then record the absorbance value in the table you designed (see above). Remove the cuvette and place it in its original position in front of the lamp. 10. Repeat step 7-9 again when 5, 10, 15, and 20 minutes have elapsed. Record all data in your data table. The table below is a suggestion, however, you may design one of your own. % Transmittance Cuvette 0 min. 5 min. 10 min. 15 min. 20 min. "U" "D" "B" Processing the Data: 1. Prepare the computer for data entry by opening "Page 2". This is done by going to the toolbar, clicking on the "down arrow" to the right of"page I" and selecting "Page 2". 2. Enter the data collected and recorded in your data table into the appropriate column in the Data Set window. To type click on the table cell with the mouse pointer. The table cell will be highlighted and you will see a blinking cursor in the cell. Type your data point and press ENTER. The cursor will move to the next cell. The graph will update after each data point is entered. 3. Calculate the rate of photosynthesis for each of the three cuvettes tested. a. Click the Linear Fit button to perform a linear regression. A dialog box will appear. Select the three data sets you wish to perform a linear regression on and click OK. A floating box will appear with the formula for a best fit line for each data set selected. You can adjust the position of each box by clicking on the box and dragging it to an appropriate location. b. In another table (of your own design), record the slope of the line, m, as the rate of photosynthesis for each data set. You may print your results, however, it is important to select "print data table", and "print graph" separately, so you don't print 50 blank pages! Analysis Questions 1. In part A, which pigment migrated the farthest? Why? 2. During the summer months, leaves are generally bright green. What would you hypothesize that this indicates about the role of green light wavelengths, chlorophyll, and the photosynthetic process? 3. Why do leaves change colors in the autumn? 4. What is the function of chlorophylls in photosynthesis? 5. What are the accessory pigments and what are their functions? 6. What does the Rr value represent? If you were to perform your experiment on a chromatography strip that was twice the length of the one you used, would your Rr values still be the same? Explain. 7. In what way is the colorimeter used to measure the rate of photosynthesis? 8. What do you know now about pigments, and photosynthesis, that you didn't know before? 9. In this experiment, a blue dye (DPIP) was used to replace NADP in light reactions. What did you observe with regard to the intensity of the blue color as the experiment progressed? Why do you think this was the case? 10. What was the reason for using boiled chloroplasts in this experiment? What information was gained from using this solution? 5