Science Grade: 10th SCI.III.2.3 Strand III: Using Scientific Knowledge in Life Science Standard 2: Organization of Living Things - All students will use classification systems to describe groups of living things, investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. Benchmark 3: Explain the process of food storage and food use in organisms. Constructing and Reflecting: SCI.I.1.1 – Ask questions that can be answered empirically. SCI.I.1.2 – Design and construct scientific investigations. SCI.I.1.3 – Recognize and explain the limitations of measuring devices. SCI.II.1.1 – Justify plans or explanations on a theoretical or empirical basis. SCI.II.1.2 – Describe some general limitations of scientific knowledge. SCI.II.1.3 – Show how common themes of science, mathematics and technology apply in real world contexts. Vocabulary Context • • • • • • • • • • Food storage: • maple tree− maple sap • potato− starch • honey bee− honey • cow− beef & milk Cellular respiration Photosynthesis Oxygen Sunlight Carbon dioxide Carbohydrate Fat Protein Minerals Water Weight gain and weight loss Change in respiration rates with exercise Resources Knowledge and Skills Students will: • Identify food as consumables containing usable organic compounds needed to support life. • Trace food energy from the sun, by direct or indirect paths, to all organisms. • Describe how food produced by photosynthesis is distributed to cells as a form of stored energy and then converted to a useful form of energy in a chemical reaction involving oxygen (respiration). • Describe how the energy in food can be stored for future energy use by organisms. See Photosynthesis (SCI.III.2.MS.3). Coloma Resources: www.bdol.glenco.com Glenco Biology – CH 6 Section 3 Portions of CH 9 Other Resources: • SCoPE unit – Important Life Processes - photosynthesis and cellular respiration and energy flow and nutrient cycling • Michigan Teachers Network Resources • Access Excellence – Natl. Health Museum Calories See How organisms grow (SCI.III.1.HS.1). See How plants store food (SCI.III.2.MS.3). See How food and oxygen are distributed to cells (SCI.III.2.MS.4). See The Sun as the ultimate source of energy for organisms (SCI.III.5.MS.2). See Energy transformations (SCI.IV.2.MS.3). Videoconferences Available For more information, see www.remc11.k12.mi.us/dl or call Janine Lim 4717725x101 or email jlim@remc11.k12.mi.us III.2.HS.3 • Fill'er Up: Nutritional Chemistry to Fuel Your Bodies from COSI Toledo • Sports Nutrition from Healthspace Cleveland Instruction • Use a simple calorimeter to measure the amount of heat energy contained in a variety of nuts. (i.e. pecans, peanuts, walnuts, etc.) • Calories = ( volume of water heated ) x (change in temperature) ÷ (mass of the nut) • Compare the values calculated for the different nut samples. Evaluate which type of nuts store the most energy. Discuss how this nut energy is used by the plant itself, or other organisms. Corresponds to standard I.1.3 • An extension would be to measure the calories contained in other common food sources in the same way. Assessment Optional Assessment • Given 10 or more labels from prepared foods, evaluate which food has the most stored energy (note: students should look at calories only). Support your answer by ranking the foods in order of stored energy. Criteria Apprentice Basic Meets Exceeds Correctness of evaluation Ranks correctly seven or fewer labels. Ranks correctly ten labels. Ranks correctly more than ten labels. Ranks correctly eight to nine labels. Teacher Notes: Focus Question: How much energy is stored in food molecules for future use by organisms? Investigate and explain how living things obtain and use energy. The relationship between life and energy is complex. While the generalization that living things need energy to survive is satisfactory at one level of understanding, it fails to convey the crucial role energy plays in all aspects of life, from the molecular to the population level. At the elementary level students can compare and contrast food, energy and environmental needs of selected organisms, such as beans, corn or aquarium life. In the middle and high school, the focus is more specific on the concept that plants make and store food. Scientists speak of the flow of energy through the environment. Almost all life on the earth is sustained by energy from the sun. This energy is transformed and moved from location to location, but doesn't disappear. Plants capture the sun's energy and use it to produce energy rich organic molecules that we call food. The food molecules then serve as energy sources for plants and ultimately animals. In animals, organic food molecules are chemically broken down and carried through the circulatory system to cells, cytoplasm, and eventually to mitochondria. This is, most often the site of final energy release through the process known as cellular respiration. The chemical process of photosynthesis occurs at the cellular level and is capable of converting light energy into molecular energy. Animals are dependent on plants for this first important step in the flow of energy. In plants, light energy is captured by chloroplasts or chlorophyll and is converted to chemical energy through the making of organic food molecules when water and carbon dioxide are chemically combined to make sugar and oxygen. These sugars (organic compounds) formed in photosynthesis are used for the plant's metabolic processes and maybe ultimately be used as food for animals. The chemical process of respiration is also cellular. Cellular respiration releases stored molecular energy so the energy can be used for other life processes. Both plants and animals respire. The acquisition and use of energy by living things is a very abstract idea for students at all levels. Students tend to develop a vague and very broad definition of energy that is inconsistent with the scientific definition. This imprecise definition interferes with the acquisitions of the biological understanding of energy and its importance in a living system.