Subject Standards/Content and OST Alignment. Teacher to Teacher. Plan Pacing Materials

Transcription

1 Subject Standards/Content and OST Alignment Key Vocabulary: Teacher to Teacher Plan Pacing Materials Cells: Unit 4 Overview Cells A living cell is composed of a small number of elements, mainly carbon, hydrogen, nitrogen, oxygen, phosphorous and sulfur. Carbon, because of its small size and four available bonding electrons, can join to other carbon atoms in chains and rings to form large and complex molecules. The essential functions of cells involve chemical reactions that involve water and carbohydrates, proteins, lipids and nucleic acids. A special group of proteins, enzymes, enables chemical reactions to occur within living systems. ATP, ADP, Chemosynthesis, Photosynthesis, Chlorophyll, Light Dependent and Light Independent Reaction, Cellular Respiration, Aerobic, Anaerobic, Fermentation, Reactant, Product, Lactic Acid. Note: The concept of the cell and its parts as a functioning system is more important than memorizing parts of the cell. Unit Lessons Extended Activity- may be completed in a minute period minutes LCD Projector and Screen (optional to go over answers together on white board) Class set of Modeling Photosynthesis & Respiration Activity (adapted from sciencetakeoutkits) Copy of Released OST Questions pertaining to the photosynthesis & respiration Pens, pencils and coloring supplies Scissors Sciencetakeoutkits, molecule modeling kits, or multi-colored gummy candies and toothpicks. Role playing activity requires ping pong balls and egg cartons, but can be accomplished using other materials.

2 Activity/Teach Activitities to Support Content Learning Have students work in groups of 4 - each of them makes, sketches, and explains their assigned molecule to their other group members (Oxygen, Carbon Dioxide, Water, and Glucose following directions from part 1 of the modeling photosynthesis and respiration minutes (Day 1) Have students continue in groups of four and complete part 2 of the modeling photosynthesis and respiration activity. Discuss how the model is depicting photosynthesis as a class after groups complete their activities. Have students answer and discuss questions from the Factors Affecting Photosynthesis handout minutes (Day 2) Have students continue in groups of four and complete part 3 of the modeling photosynthesis and respiration activity. Discuss how the model is depicting respiration as a class after groups complete their activities. Have students answer and discuss questions from the Factors Affecting Cellular Respiration handout minutes (Day 3) Have students continue in groups of four and complete part 4 of the modeling photosynthesis and respiration activity from. Discuss part 4 as a class after groups complete their activities minutes (Day 4) Have students working as individuals create and complete the Photosynthesis and Cellular Respiration Foldable minutes (Day 5) Have students answer the two Released OST Questions pertaining to photosynthesis and respiration. Collect and go over the answers. 1. POGIL-Photosynthesis and Respiration 2. Factors Affecting Photosynthesis Handout 3. Factors Affecting Respiration Handout 4. Photosynthesis and Respiration Foldable 5. Photosynthesis Lab-Geraniums 6. Modeling Photosynthesis- Candy Lab 7. Photosynthesis and Respiration Role Play Activity- good for active or struggling students 8. McGraw-Hill Glencoe Biology Digital resource- Unit 2: Chapter 8 9. Gale Cengage: Science in Context and Student Resources in Context

3 Assessment/Evidence of Activity Differentiation for ELL and other struggling learners Outcomes and Assessments Each day the modeling photosynthesis and respiration activity will be checked and used as formative assessment. The two released OST questions that are one individually will be used as summative assessment. Part 5 of the modeling photosynthesis and respiration activity can be used as either formative or summative assessment based on your discretion. Differentiation ELL learners can use previously mentioned four square or Frayer model to define words including a square for the word or definition in their own language. It may benefit ELL learners to start with the hands on Photosynthesis lab and then introduce the factor assignments. Review the prefixes: chemo-, photo-, an-, a- and their meanings POGIL must be broken into smaller chunks of information given over several days as to not overwhelm ELL learners and other struggling students. Students may complete a Venn diagram comparing and contrasting photosynthesis and respiration, or a T-chart comparing photosynthesis and respiration. (See McGraw-Hill Digital resource for Venn diagram template.) Students may complete a Venn diagram comparing and contrasting the mitochondria and chloroplasts and the reactions that occur in each organelle or a T-chart comparing the two. Remember that academic vocabulary is a first priority. ELL and struggling learners may benefit by completing the foldable in two stages: one day to complete photosynthesis, and one day to complete respiration, and only AFTER the hands-on lab has been completed. Provide a completed example of the foldable so students know what is expected and can check their work. Struggling students may benefit from a glossary of terms that they can refer to. Divide up the text heavy pages using highlighters or color pencils to allow students to quickly find and refer back to information. (See tools in McGraw Hill Digital Resources or LearnSmart and Gale Cengage Resources.) The NMSI Laying the Foundation lab "Up, Up and Away" in module 3 is a good supplement to this section to show transpiration and movement of water through a plant (or use celery/ carnations and food dye).

4 Subject Standards/Content and OST Alignment Key Vocabulary: Teacher to Teacher Plan Pacing Materials Cells: Unit 4 Overview Cells A living cell is composed of a small number of elements, mainly carbon, hydrogen, nitrogen, oxygen, phosphorous and sulfur. Carbon, because of its small size and four available bonding electrons, can join to other carbon atoms in chains and rings to form large and complex molecules. The essential functions of cells involve chemical reactions that involve water and carbohydrates, proteins, lipids and nucleic acids. A special group of proteins, enzymes, enables chemical reactions to occur within living systems. ATP, ADP, Chemosynthesis, Photosynthesis, Chlorophyll, Light Dependent and Light Independent Reaction, Cellular Respiration, Aerobic, Anaerobic, Fermentation, Reactant, Product, Lactic Acid. Note: The concept of the cell and its parts as a functioning system is more important than memorizing parts of the cell. Unit Lessons Extended Activity- may be completed in a minute period minutes LCD Projector and Screen (optional to go over answers together on white board) Class set of Modeling Photosynthesis & Respiration Activity (adapted from sciencetakeoutkits) Copy of Released OST Questions pertaining to the photosynthesis & respiration Pens, pencils and coloring supplies Scissors Sciencetakeoutkits, molecule modeling kits, or multi-colored gummy candies and toothpicks. Role playing activity requires ping pong balls and egg cartons, but can be accomplished using other materials.

5 Activity/Teach Activitities to Support Content Learning Have students work in groups of 4 - each of them makes, sketches, and explains their assigned molecule to their other group members (Oxygen, Carbon Dioxide, Water, and Glucose following directions from part 1 of the modeling photosynthesis and respiration minutes (Day 1) Have students continue in groups of four and complete part 2 of the modeling photosynthesis and respiration activity. Discuss how the model is depicting photosynthesis as a class after groups complete their activities. Have students answer and discuss questions from the Factors Affecting Photosynthesis handout minutes (Day 2) Have students continue in groups of four and complete part 3 of the modeling photosynthesis and respiration activity. Discuss how the model is depicting respiration as a class after groups complete their activities. Have students answer and discuss questions from the Factors Affecting Cellular Respiration handout minutes (Day 3) Have students continue in groups of four and complete part 4 of the modeling photosynthesis and respiration activity from. Discuss part 4 as a class after groups complete their activities minutes (Day 4) Have students working as individuals create and complete the Photosynthesis and Cellular Respiration Foldable minutes (Day 5) Have students answer the two Released OST Questions pertaining to photosynthesis and respiration. Collect and go over the answers. 1. POGIL-Photosynthesis and Respiration 2. Factors Affecting Photosynthesis Handout 3. Factors Affecting Respiration Handout 4. Photosynthesis and Respiration Foldable 5. Photosynthesis Lab-Geraniums 6. Modeling Photosynthesis- Candy Lab 7. Photosynthesis and Respiration Role Play Activity- good for active or struggling students 8. McGraw-Hill Glencoe Biology Digital resource- Unit 2: Chapter 8 9. Gale Cengage: Science in Context and Student Resources in Context Outcomes and Assessments

6 Assessment/Evidence of Activity Differentiation for ELL and other struggling learners Each day the modeling photosynthesis and respiration activity will be checked and used as formative assessment. The two released OST questions that are one individually will be used as summative assessment. Part 5 of the modeling photosynthesis and respiration activity can be used as either formative or summative assessment based on your discretion. Differentiation ELL learners can use previously mentioned four square or Frayer model to define words including a square for the word or definition in their own language. It may benefit ELL learners to start with the hands on Photosynthesis lab and then introduce the factor assignments. Review the prefixes: chemo-, photo-, an-, a- and their meanings POGIL must be broken into smaller chunks of information given over several days as to not overwhelm ELL learners and other struggling students. Students may complete a Venn diagram comparing and contrasting photosynthesis and respiration, or a T-chart comparing photosynthesis and respiration. (See McGraw-Hill Digital resource for Venn diagram template.) Students may complete a Venn diagram comparing and contrasting the mitochondria and chloroplasts and the reactions that occur in each organelle or a T-chart comparing the two. Remember that academic vocabulary is a first priority. ELL and struggling learners may benefit by completing the foldable in two stages: one day to complete photosynthesis, and one day to complete respiration, and only AFTER the hands-on lab has been completed. Provide a completed example of the foldable so students know what is expected and can check their work. Struggling students may benefit from a glossary of terms that they can refer to. Divide up the text heavy pages using highlighters or color pencils to allow students to quickly find and refer back to information. (See tools in McGraw Hill Digital Resources or LearnSmart and Gale Cengage Resources.) The NMSI Laying the Foundation lab "Up, Up and Away" in module 3 is a good supplement to this section to show transpiration and movement of water through a plant (or use celery/ carnations and food dye).

7 Why? Photosynthesis and Respiration What is the relationship between photosynthesis and cellular respiration? Photosynthesis and cellular respiration are important cell energy processes. They are connected in ways that are vital for the survival of almost all forms of life on earth. In this activity you will look at these two processes at the cellular level and explore their interdependence. Model 1 Comparison of Photosynthesis and Respiration Photosynthesis: 6CO 2 + 6H 2 O + energy C 6 H 12 O 6 + 6O 2 Sunlight energy Chloroplast O 2 CO 2 + H 2 O Mitochondrion Glucose energy (ATP) 1. Refer to Model 1. Respiration: C 6 H 12 O 6 + 6O 2 6CO 2 + 6H 2 O + energy O 2 a. In what cell organelle does photosynthesis occur? b. What are three reactants needed for photosynthesis? c. What are two products of photosynthesis? Photosynthesis and Respiration 1

8 2. Refer to Model 1. a. In what cell organelle does cellular respiration occur? b. What are two reactants needed for cellular respiration? c. What are three products of cellular respiration? 3. What four substances are recycled during photosynthesis and respiration? 4. What is the one component in photosynthesis that is not recycled and must be constantly available? 5. Are chloroplasts found in most plant cells? Explain. 6. Are mitochondria found in most plant cells? Explain. 7. Are chloroplasts found in animal cells? Explain. 8. Are mitochondria found in animal cells? Explain. 9. Write a grammatically correct sentence that compares the reactants and products of photosynthesis with the reactants and products of respiration. Be ready to share your sentence with the class. 10. As a group carefully consider and discuss the following statement: Plants can survive on their own, because they make their own food. Animals can t survive on their own but need plants for survival. Do you agree with this statement? Why or why not? Can you come to a consensus as a group? Be ready to discuss your group s response to this statement. 2 POGIL Activities for High School Biology

9 11. As a group, make a quick list of the foods that you ate during your last meal. Hypothesize what would happen to the supply of those foods if the sun s energy was no longer available. 12. Explain how the energy used by an athlete during a football game comes from the energy of sunlight. Photosynthesis and Respiration 3

10 Model 2 The Carbon Cycle Atmospheric CO 2 B C D Combustion Respiration A Wastes Death Feeding Auto and factory emissions Decay (by decomposing fungi, bacteria, and worms) Fossil Fuel Formation Carbon Stores (coal, oil, natural gas) 13. In the Model 2 diagram, place a green star by each process (A, B, C, or D) that represents photosynthesis, and a red star by each process (A, B, C, or D) that represents cellular respiration. 14. Write and label equations for cellular respiration and photosynthesis below. Circle the carbon dioxide in each. If you need help, see Model When matter from plants and animals decay (rot), microorganisms responsible for the decomposition process respire. Knowing this information, do you need to add any red stars to Model 2? Explain and add the stars if needed. 4 POGIL Activities for High School Biology

11 16. List any chemical processes other than photosynthesis and respiration that are taking place in Model Are any of your answers from Question 16 due to human activity? Explain. 18. Ignoring the human actions of auto and factory emissions, what generalization can you make about the balance of carbon dioxide in Model 2 over a long period of time? 19. How would the burning of fossil fuels upset the balance of the carbon dioxide cycle? 20. Deforestation is another example of human activities that affects the carbon dioxide cycle. Explain how the cutting down and burning of trees would affect this cycle. Photosynthesis and Respiration 5

12 Extension Questions 21. Ethanol is one example of alternative fuels for powering our cars and trucks. Ethanol can be produced in different ways, but most often by microorganisms acting on plant materials such as corn. Advocates argue that burning ethanol would not alter the net emission of CO 2 even though when ethanol is involved in combustion it produces CO 2. What are the pros and cons of producing and burning ethanol? 22. Electricity consumption is a huge producer of atmospheric carbon dioxide because much of the USA s electricity is produced in coal burning power plants. What are three other ways that electricity can be produced that would NOT increase atmospheric carbon dioxide? Which of these does your group think holds the most promise for the future? 6 POGIL Activities for High School Biology

13 Cells OST Released Question Practice Photosynthesis & Respiration Name Period Date 1. 2.

14 MODELING PHOTOSYNTHESIS NAME PERIOD THE FORMULA: WRITE THE FORMAULA THAT REPRESENTS PHOTOSYNTHESIS IN THE SPACE BELOW (LABEL THE REACTANTS AND PRODUCTS) THE BONDING RULES: 6 carbons, each atom must have four (4) bonds 18 oxygen, each atom must have two (2) bonds 12 hydrogen, each atom must have one (1) bond 36 chemical bonds, each toothpick represents a bond. A double bond is represented by two toothpicks. THE TASK: CANDY AND TOOTHPICKS WILL BE USED TO MODEL THE PROCESSES OF PHOTOSYNTHESIS & CELLULAR RESPIRATION 1) Open your bag and identify which color will represent which element. a) Record in the Color Key Color Key 2) Create a 6 Water (H20) and 6 Carbon Dioxide (CO2) Molecules. a) Draw the molecules in the table on page 2. Hydrogen 3) Create a Glucose (C6H1206) molecule. a) Draw the molecules in the table on page 2 4) Are there any remaining atoms? (yes or no) a) If yes, what are they? b) Draw the molecule in the table on page 2 Oxygen Carbon Remember: Some molecules may be bent, some molecules may be linear, some will have single bonds, some will have double bonds and other molecules may be a combination of bonds. 1

15 Molecule Formula Drawings Carbon Dioxide Glucose Oxygen Water 2

16 ANALYSIS QUESTIONS: PHOTOSYNTHESIS QUESTIONS: 1. After you made glucose from carbon dioxide and water, did you have atoms left over? a. If so, which atoms were they? 2. Are these atoms useful to any other living things? If so, what? 3. Write the formula for photosynthesis. 4. Where does the energy come in photosynthesis? 5. What is the purpose of the glucose that the plants make? 6. We know plants need carbon dioxide and water. What else do plants need and how do they get it? 7. What is the connection between plants and global climate change? Right now you are using the potential chemical energy stored in your cells to read this question. The process through which organic molecules are broken down to release their potential energy is called cellular respiration. CELLULAR RESPIRATION QUESTIONS: 8. Write the formula for cellular respiration 9. Compare the formula for cell respiration with the formula for photosynthesis. a. How are the two reactions related? 10. What are the waste products of cell respiration and are they useful? 11. Why do you think that we use the term of burning energy when we talk about food? 12. Which types of the macromolecules do you think provide the most available energy? 3

17 MODELING PHOTOSYNTHESIS NAME PERIOD THE FORMULA: WRITE THE FORMAULA THAT REPRESENTS PHOTOSYNTHESIS IN THE SPACE BELOW (LABEL THE REACTANTS AND PRODUCTS) THE BONDING RULES: 6 carbons, each atom must have four (4) bonds 18 oxygen, each atom must have two (2) bonds 12 hydrogen, each atom must have one (1) bond 36 chemical bonds, each toothpick represents a bond. A double bond is represented by two toothpicks. THE TASK: CANDY AND TOOTHPICKS WILL BE USED TO MODEL THE PROCESSES OF PHOTOSYNTHESIS & CELLULAR RESPIRATION 1) Open your bag and identify which color will represent which element. a) Record in the Color Key Color Key 2) Create a 6 Water (H20) and 6 Carbon Dioxide (CO2) Molecules. a) Draw the molecules in the table on page 2. Hydrogen 3) Create a Glucose (C6H1206) molecule. a) Draw the molecules in the table on page 2 4) Are there any remaining atoms? (yes or no) a) If yes, what are they? b) Draw the molecule in the table on page 2 Oxygen Carbon Remember: Some molecules may be bent, some molecules may be linear, some will have single bonds, some will have double bonds and other molecules may be a combination of bonds. 1

18 Molecule Formula Drawings Carbon Dioxide Glucose Oxygen Water 2

19 ANALYSIS QUESTIONS: PHOTOSYNTHESIS QUESTIONS: 1. After you made glucose from carbon dioxide and water, did you have atoms left over? a. If so, which atoms were they? 2. Are these atoms useful to any other living things? If so, what? 3. Write the formula for photosynthesis. 4. Where does the energy come in photosynthesis? 5. What is the purpose of the glucose that the plants make? 6. We know plants need carbon dioxide and water. What else do plants need and how do they get it? 7. What is the connection between plants and global climate change? Right now you are using the potential chemical energy stored in your cells to read this question. The process through which organic molecules are broken down to release their potential energy is called cellular respiration. CELLULAR RESPIRATION QUESTIONS: 8. Write the formula for cellular respiration 9. Compare the formula for cell respiration with the formula for photosynthesis. a. How are the two reactions related? 10. What are the waste products of cell respiration and are they useful? 11. Why do you think that we use the term of burning energy when we talk about food? 12. Which types of the macromolecules do you think provide the most available energy? 3

20 Name: HR: Modeling Photosynthesis and Cellular Respiration Lab Introduction: Photosynthesis is the process by which green plants capture energy from sunlight and use it to make food molecules like glucose. Cellular respiration is the process used by plants and most animals, to convert the energy stored in food molecules into energy of adenosine triphosphate (ATP). ATP has high energy bonds that store energy in a form that is directly usable by plants and animals for conducting life processes such as growth, maintenance, and reproduction. Photosynthesis and cellular respiration are the fundamental processes in the flow of energy and the cycling of matter. Energy cannot be recycled because it is used. Matter, in the forms of carbon, oxygen, and hydrogen, is continually recycled. Photosynthesis: Photosynthesis is the process by which plants convert carbon dioxide into their food, by using the energy derived from the Sun. The essential materials for this process are sunlight, water, carbon dioxide, and chlorophyll. The leaves and stem of a plant have microscopic holes, known as stomata, through which the carbon dioxide enters the plant. While carbon dioxide is absorbed by leaves, water enters the plant through its roots. After being absorbed by the roots, water travels all the way through the stem to reach the leaves where photosynthesis takes place. Water is combined with carbon dioxide and used by the plant to produce oxygen and the energy-rich molecule, glucose. Oxygen is released into the atmosphere through the stomata. The chemical reaction for photosynthesis is: Cellular Respiration: Energy is defined as the ability to do work. The cells of both plants and animals require a continuous supply of energy for the performance of their life activities. Carbohydrates, especially glucose, generally provide this energy through the process of cellular respiration. The chemical reaction for cellular respiration is:

21 In this activity, you will (a) learn to interpret the molecular and structural formulas of water, carbon dioxide, glucose and oxygen. (b) construct molecular models to illustrate the processes of photosynthesis and cellular respiration. Materials: The Molecular Model Set for Photosynthesis and Cellular Respiration (in baggie provided) Sets include: 6 black (beads) = carbon (C) atoms 12 white (beads) = hydrogen (H) atoms 18 red (beads) = oxygen (O) atoms 24 regular (small) paper clips = single covalent bond 24 large (jumbo) paper clips = double covalent bonds You will need to get from the back lab table: 1 diagram of a plant cell 1 diagram of an animal/plant cell 1 ATP Part I Modeling Molecules: A molecule is a group of atoms held together by chemical bonds. The atoms important for photosynthesis and cellular respiration are carbon, hydrogen, and oxygen. 1. Using the molecular models, build a single molecule of water. The molecular formula for water is H2O. The structural formula for water is You need: hydrogen atoms oxygen atoms single bonds 2. Carbon dioxide, CO2, has two double covalent bonds as shown in the structural formula, O = C = O. Build a single molecule of carbon dioxide. You need: carbon atoms oxygen atoms double bonds

22 Part II Modeling Photosynthesis The process of photosynthesis uses light energy, carbon dioxide and water and produces glucose and oxygen. During the process of photosynthesis, light energy is converted into energy stored in the chemical bonds of glucose molecules. Chloroplasts, found in the cells of green plants and algae, are the sites for photosynthesis. 3. Place Diagram 1 (plant cell with chloroplast) in front of you on the desktop. a. What is the name of the green organelles in the cell? b. What is their function? 4. Assemble and place 6 water molecules and 6 carbon dioxide molecules on the chloroplast. a. What types of organisms have cells that contain chloroplasts? b. Without the beginning materials (reactants) for photosynthesis, plants could not survive. What is needed for the plants to survive? 5. Complete Column 1 of Table 1 by counting the number of atom (beads) models for the reactants in photosynthesis. Table 1 Column 1 Column 2 Atoms black carbon atoms white hydrogen atoms red oxygen atoms Number of Atoms in the Reactants Number of Atoms in the Products

23 6. In photosynthesis light energy is converted into chemical energy in a series of reactions that produce glucose and oxygen molecules. Break the bonds in the 6 carbon dioxide molecules and 6 water molecules. Using only these atoms, reassemble the atoms to make one glucose molecule. To build the glucose molecule, you need: carbon atoms, hydrogen atoms, and oxygen atoms 7. An oxygen molecule, O2, is made of two oxygen atoms bonded together with a double bond. The structural formula for the oxygen molecule is O = O. With the materials you have leftover, how many oxygen molecules can you build? Now build them! 8. Complete Column 2 of Table 1 above by counting the number of atom models for the products in photosynthesis. 9. Which product of photosynthesis remains in the green plant for use as a building material or as a source of energy? 10. Which product of photosynthesis is released as a gas into the atmosphere by green plants?

24 Part III Modeling Cellular Respiration: Both plant and animal cells contain organelles called mitochondria that are the principal site for cellular respiration. In cellular respiration 1 glucose molecule combines with 6 oxygen molecules to produce 6 water molecules, 6 carbon dioxide molecules, and energy stored in ATP molecules. 11. Place Diagram 2 (animal/plant cell with mitochondria) in front of you on the desktop. a. The organelle that is the principal site of cellular respiration is magnified. What is the name of this organelle? b. What types of organisms have cells with this organelle? 12. Place the glucose molecule and 6 oxygen molecules that you made during Part II, Modeling Photosynthesis, on the diagram of the mitochondria. Without the beginning materials (reactants) for cellular respiration, plants and animals cells could not convert the energy stored in food molecules into energy of ATP and they would die. What reactants are required for cellular respiration? 13. Complete Column 1 of Table 2 by counting the number of atom models for the reactants in cellular respiration. Table 2 Column 1 Column 2 Atoms black carbon atoms white hydrogen atoms red oxygen atoms Number of Atoms in the Reactants Number of Atoms in the Products 14. In cellular respiration, food molecules like glucose are converted through a series of chemical reactions into carbon dioxide, water, and chemical energy that is stored in ATP. Break the bonds in the glucose molecule and the 6 oxygen molecules. Using only these atoms, reassemble the atoms to make carbon dioxide and water molecules. a. Which reactant contains the energy released during the process of cellular respiration? b. How many carbon dioxide molecules can you make? c. How many water molecules can you make? 15. Complete Column 2 of Table 2 above by counting the number of atom models for the products in cellular respiration.

25 16. The energy released during cellular respiration is stored in the high-energy bonds of ATP. To model this, place ATP on the mitochondria diagram. The energy stored in ATP is used to power the plant or animal s activities such as growth, repair, digestion, excretion, and movement. To model the use of the energy stored in ATP, tear the ATP into small pieces. When the ATP is torn, the energy is used and cannot be recycled. Name two activities that you do which required energy stored in ATP. and 17. Carbon monoxide, CO, is a colorless, odorless gas that interferes with cellular respiration by significantly reducing the amount of oxygen molecules in the mitochondria. Carbon monoxide poisoning can cause brain damage and death because the process of cellular respiration is limited. When cellular respiration is limited, the organism does not make enough ATP and does not have enough for its activities. 18. Which products of cellular respiration could be released into the atmosphere and used as the reactants of photosynthesis. and 19. Is the energy obtained from sunlight during photosynthesis recycled? Explain your answer. A: Breathing: the act of breathing (inhaling and exhaling) air in order to obtain oxygen and excrete carbon dioxide. B. Cellular Respiration: the cellular metabolic process by which cells use oxygen and food to produce ATP energy that powers life activities. 20. Based on the two definitions for respiration shown in the box above, what is the relationship between breathing and cellular respiration?

26 Part IV Comparing Photosynthesis and Cellular Respiration: 21. When would green plants carry out photosynthesis only during the day, only at night, continuously, or never? (Support your answer with information from your textbook!--give page number) 22. When would green plants carry out cellular respiration only during the day, only at night, continuously, or never? (Support your answer with information from your textbook!--give page number) 23. Are the atoms used in photosynthesis and cellular respiration recycled? Explain how the models you made illustrate your answer. 24. During photosynthesis, light energy is converted into energy stored in molecules. 25. During cellular respiration, the energy stored in these molecules is transferred to molecules. The energy in these molecules is then used to power such as movement and chemical reactions. 26. Is the energy used in photosynthesis and cellular respiration recycled? Explain how the models illustrate your answer. 27. The number of carbon, hydrogen, and oxygen atoms on Earth remains constant. Explain how this is possible.

27 28. You don t carry out photosynthesis. How do you get the atoms that you need to make your body? (Hint: Look at the Food Web shown in the diagram on the right.) How do you get the energy you need for your life activities? Adapted from: Mega Molecules, LLC and Science Takeout

28 PHOTOSYNTHESIS & CELLULAR RESPIRATION FOLDABLE FOLD DIRECTIONS: 1. Fold a sheet of paper in half horizontally (hamburger) so that one side is one inch longer than the other side. 2. Cut the shorter side in half, up towards the fold (mountain top) to create two flaps. LABEL FRONT OF FLAPS 1. Label the LEFT flap, PHOTOSYNTHESIS, and sketch and color the CHLOROPLAST. 2. Label the RIGHT flap, CELLULAR RESPIRATION, and color and sketch the MITOCHONDRIA. 3. Label the BOTTOM flap, METABOLISM ENERGY TRANSFORMATIONS. LABEL BACK OF FLAPS 1. On the LEFT BACK flap include the following: a. Equation for photosynthesis? b. What occurs in the light-dependent reactions? c. What occurs in the light-independent reactions? 2. On the RIGHT BACK flap include the following: a. Equation for cellular respiration? b. What is glycolysis & where in the cell does it occur? c. What s the Kreb s cycle and where does it take place in the cell? CENTER UN-CUT SECTION 1. Sketch and color the photorespiration diagram below. Explain how these two processes are related.

29 Photosynthesis: A Controlled Experiment Objective: To measure the amount of starch left in a leaf of a geranium plant under the following conditions; carbon dioxide increased, decreased and neither increased or decreased. To prove increased starch increases the process of photosynthesis in the green plant. Apparatus Needed 3 Geranium Plants (same size, shape and color) 3 2 gallon plastic bags with twist to close 2 250ml Beakers 1 500ml Beaker 1 Hot Plate 1 Pair of Plastic Tongs 4 Petri Dishes 1 1pt. 91% Isopropyl Alcohol 1 Package of Alka-Seltzer 1 50mL of Soda Lime 1 Bottle of Potassium Iodide 3 Pieces of Cardboard 1 Pitcher of Water Recommended Strategies 1. Mark plants A, B and C. 2. Put cardboard pieces at the bottom of each bag. 3. Put plant A in one bag with one 250mL beaker half filled with water. Place Alka-Seltzer in water, twist close. 4. Put plant B in one bag. Put 50mL of Soda Lime in a Petri dish and place in bag with plant B, twist close. 5. Put plant C in one bag. Twist close. (This is the "control" plant.) 6. Find a sunny place in your classroom to place all three plants. (The plants must have same amount of sunlight and water.) The plants are to set for one day. 7. After one day, remove plants from bags. Break off one leaf from each plant put in Petri dishes marked A, B, and C. 8. Half fill the 500mL beaker with water. 9. Fill the 250mL beaker with alcohol. 10. Place beaker with alcohol into beaker with water, on to the hot plate. 11. Take leaves one at a time and put in beaker with hot alcohol. Leave in for ten minutes. 12. Remove leaf with plastic tongues. 13. Place leaf on paper towel to dry, then place in Petri dish. 14. Place several drops of potassium iodide on each leaf. 15. Observe color change of the three leaves. (The darker the color (purple) the more starch. The lighter the color, the less starch.) Conclusion: To determine how much starch is left under three conditions. 1. Carbon Dioxide increased. 2. Carbon Dioxide decreased. 3. Carbon Dioxide neither increased nor decreased. Discussion 1. What were the results of plant A, with Alka-Seltzer? Was the carbon dioxide increased, decreased, or remained the same? 2. What were the results of plant B, with the soda lime? Was the carbon dioxide increased, decreased, or remained the same? 3. What were the results of plant C, the "control" plant? Was the carbon dioxide increased, decreased, or remained the same?

30 Modelling Photosynthesis and Cellular Respiration Objectives Through this kinesthetic model, students will learn: 1. that plants need carbon dioxide, water, and sunlight to carry out photosynthesis. 2. that photosynthesis produces sugar molecules that store energy. 3. that plants and animals can use that energy after breaking apart the sugar molecules through cellular respiration. 4. that plants exchange gasses through the stomata and land vertebrates exchange gasses through the lungs. Materials GRADE LEVELS SUBJECTS DURATION SETTING egg cartons (6 per group) ping pong balls (36 per group) energy tokens (24 per group) three signs, one that says stomata, one that says stem, and one that says lungs Teacher Background 5 th 10 th Life Sciences; Physical Sciences Preparation: 1 hour; Activity: 1 hour Classroom Photosynthesis is an essential process in plants. Through this process, energy from light is converted into a form that can be used by the plant. The energy is stored in sugar molecules. Animals (including humans) are not able to make this conversion, so we depend on plants to provide energy in a form that our bodies can use. Plants take in water through the roots and carbon dioxide (CO 2 ) through the stomata. A pigment called chlorophyll, found in green parts of the plant such as leaves and green stems, captures energy from the sun. All three of these components water, CO 2, and light are required in order for photosynthesis to occur. Oxygen is produced as a waste product. Cellular respiration is also an essential process, and takes place in all living things. Through this process, large molecules, such as the sugar molecules produced by photosynthesis, are broken down so that the energy stored within them can be used by the organism. Oxygen is required in order for this to occur, and CO 2 and water are produced as waste products. Since both plants and animals do cellular respiration, they both need to take in oxygen from the air and release CO 2 and water into the air. In plants, this occurs through the stomata. In land vertebrates (like humans) this happens through the lungs. (Other animals have other methods, like gills, tracheoles, etc.) Teacher and Student Services, 2010; updated

31 Modelling Photosynthesis and Cellular Respiration In this activity, students will act out both processes (photosynthesis and cellular respiration), providing a tangible illustration of what components are needed for each process, as well as what the waste products are. Preparation Teacher Tip: Gathering and preparing these materials will be time consuming the first time you do the activity. However, all of the materials can easily be stored and reused year after year. See page 7 for pictures of the complete set up! 1. Determine how many groups you will have. Each group will need 4 6 students. (If you are short on supplies, groups as large as 8 students could work.) You will need 36 ping pong balls, 24 energy tokens, and 6 egg cartons for each group. 2. Prepare ping pong balls. These will represent carbon, hydrogen, and oxygen atoms. Use a sharpie to label the ping pong balls. For each group of students, you will need 6 balls labeled C, 12 balls labeled H, and 18 balls labeled O. 3. Collect egg cartons. These will be used to structure the molecules that students will be constructing. (Ask students to bring in egg cartons from home for a few weeks before the activity to help collect enough.) You will need 6 egg cartons for each group. 4. Prepare the egg cartons. Cut the egg cartons apart into the shapes shown. These shapes will frame the molecules that students will assemble. Label the inside of each compartment to show what atom should be placed in it. Note that the shapes of the O 2, CO 2 and H 2 O frames are roughly accurate; however, the shape of the sugar molecule is greatly simplified. Teacher and Student Services, 2010; updated

32 Each group needs 6 CO 2 frames: Modelling Photosynthesis and Cellular Respiration Oxygen in the atmosphere is normally found in the form of O 2 (two oxygen atoms bonded together). Each group needs 6 O 2 frames: Each group needs 6 H 2 O frames: Teacher and Student Services, 2010; updated

33 Modelling Photosynthesis and Cellular Respiration The sugar (glucose) produced by photosynthesis is made of 6 carbons, 12 hydrogens, and 6 oxygens. Each group needs one sugar frame: 5. Prepare energy tokens. These should be small squares of paper or cardstock (about 2 inches by 2 inches is ideal). Each group of students will need at least 24 energy tokens. Prepare them for the simulation start by folding in half to represent light energy. 6. Post signs in the classroom. These label areas for the simulation. The door will be the STOMATA and the sink (or a place of your choice) will be the STEM. 7. Prepare filled H 2 0 and C0 2 molecules. As you describe the simulation to your students, you ll place the water near the sink, the carbon dioxide in the hallway, and the empty oxygen frames in the hallway, too. Teacher and Student Services, 2010; updated

34 Modelling Photosynthesis and Cellular Respiration Part One: Photosynthesis Your Task: Build a sugar molecule in a leaf cell! Review (or introduce) some necessary prior knowledge: 1. Review (or introduce) the term photosynthesis. This is the process that plants use to get energy (whereas humans and other animals get energy by eating food). Through photosynthesis, plants create sugar molecules that store energy for them to use later. Some of the sugar molecules become part of the structure of the plant in the form of cellulose. 2. Have students discuss with a partner what they think plants need in order to do photosynthesis. Let them brainstorm ideas, then tell them they will discover this through the activity. 3. Review (or introduce) the concept of stomata, which are small openings on the underside of the leaf. When the stomata are open, air can move in and out of the leaf. When they are closed, the inside of the leaf is sealed off from the outside air. 4. If appropriate for your students, review the difference between atoms and molecules. An atom is the smallest possible piece of a pure substance, like carbon or hydrogen. A molecule is made of two or more atoms bonded together. Set the stage: Explain that the classroom will represent a leaf, and that each table within the classroom will represent a cell within the leaf. Students will be working in groups to build a sugar molecule in their cell. Explain the materials and room layout: 1. Give each group an empty sugar frame. Look at labels in the frame. Review what atom each letter represents. (C = carbon. H = hydrogen. O = oxygen.) 2. Tell students the carbon atoms will be coming from carbon dioxide molecules (CO 2 ). Where is CO 2 found? (In the air.) How does CO 2 gets into the leaf? (CO 2 in the air enters the leaf through the stomata.) Tell students that the classroom represents the leaf and the area outside the room represents the air surrounding the leaf. Open the door and place filled CO 2 molecules just outside. 3. The hydrogen atoms will be coming from water molecules (H 2 O). How does water get into the leaf? (It is drawn from the soil into the roots, up the stem, and into the leaf.) Place the filled H 2 O molecules under the sign. 4. Some of the oxygen atoms will come from CO 2 molecules and some from H 2 O molecules. 5. Show students the energy tokens. Explain that sugar molecules store energy. To represent this, students will have to pack an energy token under each atom in the sugar frame. Ask students where the leaves get this energy. (From sunlight.) However, the energy in light is not in a form that can be used by a plant. Show students the folded energy tokens. Folded in a rectangle, they represent light energy from the sun. Folded in a triangle, they represent chemical energy that they plant can use. (See photo on page 7 to clarify.) Teacher and Student Services, 2010; updated

35 Modelling Photosynthesis and Cellular Respiration Explain that plants convert energy from one form to another so that it can be stored in sugar molecules. Act as the sun and will sprinkle the light energy tokens around the room. Explain roles and rules: 1. Students will have to work together within their groups to gather the things they need and put the sugar molecule together. Teacher Tip: You can decide whether to assign a role to each student or to let the groups work out the process on their own. 2. Actions: Sugar molecule must be completed. As the materials are gathered, take atoms from the CO 2 and H 2 O molecules and place them in the appropriate places in the sugar frame. Carbon dioxide molecules must be carried to the cell. Bring CO 2 molecules from the outside area to the table. Water must also be carried to the cell. Bring these molecules from the sink to the table. You have to get rid of empty frames. Put them where they belong! Energy must be collected and converted into a usable form. Gather energy tokens to the table and convert them from light energy into chemical energy. Pack an energy token under each atom in the sugar molecule. This represents the energy stored in the bonds within a sugar molecule. Atoms cannot be wasted. When you take apart a molecule, take all the atoms out of the frame. For example, you can t take the hydrogen out of the water frame and leave the oxygens in. Without the hydrogen, it s not a water molecule anymore. Leftover atoms go from the cell to the air. At the end of the activity, the only thing students should have on their table is the completed sugar molecules. Any leftover materials need to be taken out of the leaf and expelled into the air. Only fetch one thing at a time. You can split up the tasks, but STILL only one thing at a time! Procedure Once students are clear on what to do and where to find the materials, have them start building sugar molecules. Teacher Tip: Now is a good time to put the empty 0 2 molecule containers in the hallway. Discussion After the simulation, discuss some of these questions: What did the plant need to do photosynthesis? (Carbon dioxide, water, and light energy) Where did it get those things? (Carbon dioxide from the air outside the leaf, water taken up from the soil, and light energy from the sun) Where did the oxygen come from? Where do it go? (Oxygen was leftover after the carbon and hydrogen had been used from the CO 2 and water; the oxygen went out through the stomata into the air) Is the air outside the cell any different than it was before? (After photosynthesis, the air contains less CO 2 and more oxygen) Teacher and Student Services, 2010; updated

36 Modelling Photosynthesis and Cellular Respiration Converting energy tokens: This token represents light energy. To convert it, unfold......and refold. Now it represents chemical energy. The energy tokens (showing the L.E. side) should be scattered around the classroom. The water molecules should be located below a sign reading stem. The carbon dioxide molecules should be located outside of the door labeled stomata. Summary of materials before photosynthesis: Empty oxygen frames should be located in the hallway, outside of the door labeled stomata. Each group of students should have an empty sugar frame at their table. Storing energy in the sugar molecule: Pack an energy token under each atom of the sugar molecule by placing the token in the spot......and then placing the appropriate ping pong ball atom on top of it. Repeat until the tray is full. Teacher and Student Services, 2010; updated

37 Modelling Photosynthesis and Cellular Respiration Extension If desired, you can emphasize the ingredients that are needed for photosynthesis by repeating the activity with limited access to the different components. This also highlights some ways that plants can be affected by the environment. In each scenario, start by putting all materials back in their original starting places. Tell students the scenario, remove access to one resource, and let them try to produce a sugar molecule. They will soon realize they can t do it without light/ CO 2 / H 2 O. Ask students why this is so. Round 2: Take away all the energy tokens. Tell the students the sun has gone down and no light is available. They must try to produce a sugar molecule without light, while still following all the rules. Do they think it s possible? [Try fail discuss!] Round 3: Close the door. Tell students the stomata have closed and no air is able to enter or exit the leaf. They must try to produce a sugar molecule with no air. [Try fail discuss!] Round 4: Remove all the water molecules from the stem area. Tell students there is a drought and there is no water for the plant to take up from the soil. They must try to produce a sugar molecule without water. [Try fail discuss!] Part Two: Cellular Respiration Your Task: Find something cells need to break down sugar, so we can use energy from our sugar molecule! Introduction 1. Let s use some of the energy that they stored in their sugar molecules. 2. Tell students that when cells break down sugar to access energy, they release CO 2 and water. However, there is a piece missing they need to get something in addition to sugar to make this happen. Their task is to discover what that is and how to get it. 3. Give groups empty CO 2 and H 2 O frames. Tell them success is achieved when these molecules are complete and released in to the air as byproducts. Procedure Round 1: plants Give them time to break apart the sugar molecule, remove the energy tokens, and try to make the CO 2 and H 2 O molecules. Leave the door (stomata) open and the oxygen atoms from earlier outside. Students will find that they need oxygen in order to complete the molecules, and should figure out that they can get it from the air outside the leaf. The CO 2 and H 2 O molecules should then be taken out the stomata (released into the air.) Teacher and Student Services, 2010; updated

38 Modelling Photosynthesis and Cellular Respiration Round 2: animals Reassemble the sugar molecules for this round and put all materials back in their starting places. Explain that animal cells need energy, and also get it by breaking apart sugar molecules. BUT animal cells can t make their own sugars the way plant cells can. So where do animals get the sugar they need? (By eating plants.) Tell students that the leaf they are a part of is about to be swallowed by a hungry herbivore. The leaf is getting chewed up and digested. Then the sugar molecules that were contained within the leaf are passed to cells in the body. Take down the stomata sign and the stem sign. Tell students that the classroom now represents the animal s body. Each table is a cell within the animal. The cells need to break apart the sugars to release energy so the animal has can use it to keep moving around. Just like in plants, the process will release CO 2 and water. What are they missing to make this happen? (Oxygen.) Where will the animal get that oxygen? (By breathing it in.) Put a new sign over the door that says lungs. Now go through the respiration process again. This will be the very same process as it was for plants the only difference is that oxygen enters through the lungs instead of the stomata. Students should bring oxygen in through the lungs (door) and release the CO 2 and H 2 O produced in the process out through the lungs. Optional: Discuss vocabulary If desired, discuss the terms respiration and cellular respiration. This can be confusing since they refer to different but related processes. The task students were doing at the tables breaking apart sugar to release energy is called cellular respiration. It s a metabolic process essentially a chemical reaction. The task of bringing O 2, CO 2, and H 2 O molecules to and from the cell is called respiration. It s not a chemical reaction, it s simply the exchange of gasses (CO 2, H 2 O, O 2, etc.) between cells and the environment. The process of cellular respiration is exactly the same in plants and in animals. The process of respiration differs between plants and animals. In plants, gas is exchanged passively through the stomata. In land dwelling vertebrates (like humans), gas is exchanged actively through the lungs. (Other animals have other methods, like gills, tracheoles, etc.) Next Generation Science Standards Disciplinary Core Ideas Grade Five LS1.C: Organization for Matter and Energy Flow in Organisms Plants acquire their material for growth chiefly from air and water. PS3.D: Energy in Chemical Processes and Everyday Life The energy released from food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). Teacher and Student Services, 2010; updated

39 Modelling Photosynthesis and Cellular Respiration Middle School LS1.C: Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. PS3.D: Energy in Chemical Processes and Everyday Life The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon based organic molecules and release oxygen. Cellular respiration in plants and animals involves chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. High School LS1.C: Organization for Matter and Energy Flow in Organisms The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Science and Engineering Practices Using Models Crosscutting Concepts Systems and System Models Energy and Matter Performance Expectations Remember, performance expectations are not a set of instructional or assessment tasks. They are statements of what students should be able to do after instruction. This activity or unit is just one of many that could help prepare your students to perform the following hypothetical tasks that demonstrate their understanding: 5 PS3 1. Use models to describe that energy in animals food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. MS LS1 6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. HS LS1 5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Teacher and Student Services, 2010; updated

40 Biology Up, Up and Away! Investigating Transpiration in Monocot and Dicot Plants MATERIALS AND RESOURCES EACH GROUP aprons balance beaker, 250 ml goggles graduated cylinder, 10 ml paper towels razor blade, new food color, red pipette, thin stem ruler, clear metric celery stalk oil, mineral plant specimen TEACHER plants, dicot plants, monocot ABOUT THIS LESSON This lesson ties a very familiar demonstration of the uptake of food coloring by celery with the process of transpiration. Additionally, this lab provides students the opportunity to practice calculating rate. Students use these rates to compare and contrast the transpiration rates between monocots and dicots. OBJECTIVES Students will: Investigate the process of transpiration by observing the movement of water through xylem tissues Measure the rate of transpiration Compare transpiration rates in monocots and dicots Design an experiment to test an environmental factor affecting transpiration rate T E A C H E R P A G E S LEVEL Biology Copyright 2014 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at i

41 Biology Up, Up and Away! NEXT GENERATION SCIENCE STANDARDS ANALYZING AND INTERPRETING DATA ASSESSMENTS The following types of formative assessments are embedded in this lesson: Visual assessment of measuring techniques used within the lesson Sharing class data PATTERNS STRUCTURE AND FUNCTION The following assessments are located on our website: Short Lesson Assessment: Transpiration Plants Assessment 2006 Biology Posttest, Free Response Question 1 LS1: STRUCTURES AND PROCESSES T E A C H E R P A G E S Copyright 2014 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at ii

42 Biology Up, Up and Away! COMMON CORE STATE STANDARDS CONNECTIONS TO AP* (LITERACY) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (LITERACY) RST Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (MATH) A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm s law V = IR to highlight resistance R. (MATH) F-IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. (MATH) S-ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. AP BIOLOGY 2 A.3 Organisms must exchange matter with the environment to grow, reproduce and maintain organization. D.1 All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy. AP BIOLOGY 4 A.4 Organisms exhibit complex properties due to interactions between their constituent parts. B.2 Cooperative interactions within organisms promote efficiency in the use of energy and matter. *Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this product. T E A C H E R P A G E S Copyright 2014 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at iii

43 Biology Up, Up and Away! TEACHING SUGGESTIONS The celery must be fresh for this demonstration to proceed properly. The coloration of the xylem tissue is easily missed by the untrained eye, so caution students to look closely for the pinkish-red pigment. To avoid unnecessary stains, mix the food coloring and water ahead of time. The colored water can be reused by subsequent classes. A variety of plants can be used for Part II, which measures the rate of transpiration. You can grow your own specimen from bean and corn seeds provided you have an adequate source of lighting in your classroom. Cucumber plants and tomato plants can be purchased at a local garden center in season; these garden specimens work well for this activity. The results included in the answer section were obtained using pansies. Lawn, garden, and houseplants that require frequent watering make good specimens for this activity. Airplane plants can be used as the monocot specimen. The amount of transpiration from an airplane plant leaf will be very small (typically less than 0.2 ml/ 24 hrs). One airplane plant can provide enough leaves for several classes and can be maintained in the classroom. Bamboo plants have notably large rates of transpiration and are nice specimens for this activity if you find them locally accessible. If you are using one large plant and having students remove sections, monitor their cutting to conserve the specimen. This protocol uses 10 ml graduated cylinders. Alternately, you could use the barrels of 10 ml disposable syringes placed in test tube racks. You should seal the ends of the syringes shut by heating the end and pinching it with pliers, or sealing the tip with hot glue. Disposable syringe barrels are used because they are inexpensive and have 1 ml graduations. Graduated cuvettes will also work well for this activity. Another choice would be to use regular test tubes by marking the initial and final levels with a waterproof pen. Students should not remove their plant specimen once they have applied the mineral oil. If it becomes necessary to remove the plant the apparatus should be emptied, washed, and refilled with water before inserting the plant. This precaution will prevent the open end of the stem from being coated with oil, which would inhibit transpiration. Display Table 3 for the students to record their group s data, and for this data to be shared with the class. By the time students finish setting up both Part I and then Part II, it will be time to take readings on Part I. Students will get the final reading for Part II on the second day. If you need to raise the rigor for students who can be pushed further than the parameters of this lab, you might try the following suggestions: Have them find any differences (if any) between monocots and dicots in their transpiration response to certain environmental factors. Have them investigate how much variability exists among different monocots in response to environmental factors affecting transpiration rates. Have them investigate how much variability exists among different dicots in response to environmental factors affecting transpiration rates. Have them take weekly measurements of a certain plant over a period of year to look at how transpiration rates vary throughout the year. They could use the protocol from Part II on a leaf from this plant every week. T E A C H E R P A G E S Copyright 2014 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at iv

44 Biology Up, Up and Away! DATA AND OBSERVATIONS PART I: THE ROLE OF XYLEM VESSELS IN TRANSPIRATION Table 1. The Role of Xylem Vessels in Transpiration Initial observations of cut end of celery Final observations of cut end of celery Length before cutting sections (cm) Green tissue, occasional darker green circles Tissue is still green, occasional circles appear pale red 27 cm Length after cutting sections (cm) 24 cm Rate of water movement (cm/min) 0.15 cm/min PART II: TRANSPIRATION RATES IN MONOCOT AND DICOT LEAVES Table 2. Transpiration Rates in Monocot and Dicot Leaves Type of plant Initial water level (ml) Final water level (ml) Volume of water consumed (ml) Dicot 10 ml 5.6 ml 4.4 ml A N S W E R K E Y Mass of leaves without stems (g) 3.7 g Transpiration rate (ml/g/hr) 0.05 ml/g/hr Table 3. Comparing Transpiration Rates (ml/g/hr) Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Average Monocot Dicot PART III: INQUIRY EXPERIMENT Answers will vary depending on variable chosen. Copyright 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at v

45 Biology Up, Up and Away! CONCLUSION QUESTIONS 1. Xylem cells are dead at maturity. Explain how water is still able to travel from the roots to the leaves. In your answer, include the vocabulary terms capillary action, adhesion, and cohesion. The polar water molecules form hydrogen bonds with each other (cohesion) and with the sides of the xylem walls (adhesion). Transpiration occurs at the stomata, and due to capillary action water moves up the xylem. 2. If you left the celery in the colored water for another 20 minutes, how much farther would the colored water travel? If the colored water traveled 3 cm in 20 minutes (0.15 cm/min), in another 20 minutes it would travel another 3 cm for a total of 6 cm. 3. Based upon the characteristics of monocots and dicots, were the results of Part II what you expected? Why or why not? Dicot plants have a greater transpiration rate. The dicot transpiration rate in this activity was ml/g/hr whereas the monocot transpiration rate was ml/g/hr. 4. Tamara lives in Arkansas and her cousin, Derrick, lives in New Mexico. They both perform the transpiration experiment on the same day, using the same plant, at their schools. Use the information in Table 4 to compare and contrast the results that you would predict for both students when the students are observing the role of xylem in celery. The temperature is the same but the relative humidity is much less in New Mexico than in Arkansas. Therefore, Derrick should find greater transpiration rates on his plants than Tamara s plants in Arkansas due to the drier air. 5. One hundred each of three different types of trees are placed in a desert biome. Species A has the highest transpiration rate, Species B has a moderate transpiration rate, and Species C has a very slow transpiration rate. If the total amount of trees stays at 300 over a period of 10 years, predict what will happen to the species diversity over that time? Be sure to address each species in your answer. Over time, Species A would slowly die off due to excessive water loss, which would cause its population size to become very low or they might all die off completely. Species B would slowly start to die off as well but not to the extent that species A did. Their population size would decrease over time and end up very low. The habitat would be dominated by Species C due to its low transpiration rate, allowing it to conserve water. Their population numbers would be very large due to their specialized adaptation for the desert biome. 6. Which type of plant used in Part II had the greatest rate of transpiration? Support your answer with data from this activity. Answers will vary based on data. 7. Based on the data collected in this activity, what would happen to the rate of transpiration if the underside of the leaf had been covered with a thin coat of petroleum jelly? Explain your answer. This would greatly decrease or eliminate transpiration from occurring due to the stomata being covered. There would still be transpiration on the top of the leaf, if that plant had stomata on the top. A N S W E R K E Y Copyright 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at vi

46 Up, Up and Away! Biology Up, Up and Biology Away! Investigating Transpiration in Monocot and Dicot Plants MATERIALS aprons balance beaker, 250 ml goggles graduated cylinder, 10 ml paper towels razor blade, new food color, red pipette, thin stem ruler, clear metric celery stalk oil, mineral plant specimen Transpiration is a necessary plant process in which water evaporates from the leaves of plants. The process of transpiration uses approximately 90% of the water that enters a plant s roots. During transpiration, water moves from the tissues inside the leaf to the external environment by passing through the stoma. As water evaporates from the leaves of a plant, replacement water is drawn up by osmosis in the roots and capillary action from the tissues below. Capillary action is the tendency of water to rise within a thin, narrow tube and is the result of the hydrogen bonding of water molecules. The hydrogen atoms of a water molecule are slightly positive whereas the oxygen atom is slightly negative. In the property of cohesion, water molecules cling to one another as the positive hydrogen of one water molecule forms a hydrogen bond with the negatively charged oxygen of a second water molecule. When enclosed in a narrow tube such as the transport vessels, or xylem vessels, of a plant water molecules will adhere to the walls of the tube. This property of water is called adhesion. Collectively, hydrogen bonding, adhesion, and cohesion produce the capillary action of water that allows it to move up the narrow xylem cells to replace the water evaporated at the surface of the leaf. Transpiration plays important roles in plant processes. One role transpiration serves in the plant is to cool the leaf tissues through the process of evaporation. This evaporative cooling can reduce heat damage to leaf tissues. A second role of transpiration is to aid in the uptake of nutrients from the soil. Transpiration of water at the leaves helps establish a concentration gradient that drives the movement of water from the soil into the roots. As the water moves into the root system, nutrients will be carried into the roots. From the roots, water will continue in an upward movement through the xylem tissues of the stem, eventually reaching the leaf tissues. Copyright 2014 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at 1