Arizona Science Teachers Association Conference 2008
Integrating Biotechnology Into Your Science Courses
Presenters:
Renee Diether
Cactus Shadows High School
rdiether@ccusd93.org
Cheryl Dunham
Arcadia High School
cdunham@susd.org
Amanda Grimes
Mesa High Biotech Academy
aacgrime@mpsaz.org
Kelly Tommasino
Pinnacle High School
ktommasino@pvschools.net
Lessons showcased incorporate biotechnology concepts and equipment for implementation in
general or honors high school biology and/or chemistry courses.
As a participant you will
o Learn how to use a spectrophotometer to introduce the process of photosynthesis
o Use a spectrophotometer to determine the concentration of a solution
*Each activity above incorporates the essential skill of graphing and the analysis and
interpretation of graphs.
o Witness the use of electrophoresis equipment to :
Illustrate how a pH indicator can be used to detect the presence of ions generated
by the electrolysis of water.
Compare the amount of charge flowing through salt solutions with different
ionization constants.
Lessons:
Using the Spectrophotometer to Introduce the Concept of Photosynthesis
Guided Inquiry Lab
National Science Education Standards
Standard A: Scientific Inquiry
Use technology and mathematics to improve investigations and communications
 A variety of technologies, such as hand tools, measuring instruments, and
calculators, should be an integral component of scientific investigations. The
use of computers for the collection, analysis, and display of data is also a part
of this standard.
Standard C: Life Science
Matter, Energy, and Organization in Living Systems

The energy for life primarily derives from the sun. Plants capture energy by
absorbing light and using it to form strong (covalent) chemical bonds between
the atoms of carbon-containing (organic) molecules. These molecules can be
used to assemble larger molecules with biological activity (including proteins,
DNA, sugars, and fats). In addition, the energy stored in bonds between the
atoms (chemical energy) can be used as sources of energy for life processes.
Arizona State Science Standards
Strand 1: Inquiry Process
Concept 2: Scientific Testing (Investigating and Modeling)
P.O.1 Demonstrate safe and ethical procedures (e.g., use and care of technology,
materials, and organisms)and behavior in all science inquiry.
P.O.3 Design an appropriate protocol (written plan of action) for testing a
hypothesis:
P.O.5 Determine an appropriate method for recording data (e.g., notes, sketches,
photographs, videos, journals (logs), charts, computers/calculators).
Record observations, notes, sketches, questions, and ideas using tools such as
journals, charts, graphs, and computers.
Concept 4: Communication
P.O. 2 Produce graphs that help communicate data.
Strand 4: Life Science
Concept 5: Matter, Energy, and Organization in Living Systems (including human
systems)
P.O.1 Compare the processes of photosynthesis and cellular respiration in terms
of energy flow, reactants, and products.
Learning Objectives for High School Students:
 Colored molecules within a solution interact with light waves and either absorb light
energy or reflect it.
 The color of a solution is an indication of the wavelengths of light that are transmitted
(reflected) by a solution
Prior concepts that should be taught before this lesson:
A teacher may choose to hold a discussion about basic plant anatomy and energy requirements
based on student’s prior knowledge, but none are needed other than basic cellular functions
This lab is an introductory activity to the photosynthesis portion of the course.
Post Lab Activities:
After this activity, students will discuss the plant physiology of photosynthesis and the
absorbance of light by photosynthetic pigments that allow plants to absorb the energy to drive
their photosynthetic reactions
Potential Challenges:
This lab requires spectrophotometers which are an expensive piece of equipment. It is
recommended that you check with the other high schools in your area to borrow enough
spectrophotometers so that each group of four students have one to use.
Equipment Utilized
Spectrophotometers
5 mL glass test tubes (13x100mm)
1:500 Green, Red and Blue Food Coloring Solutions
Test Tube Racks
Distilled Water
Using the Spectrophotometer to Determine the Concentration of a Solution
Guided Inquiry Lab
National Science Education Standards
Standard A: Scientific Inquiry
Use technology and mathematics to improve investigations and communications
 A variety of technologies, such as hand tools, measuring instruments, and
calculators, should be an integral component of scientific investigations. The
use of computers for the collection, analysis, and display of data is also a part
of this standard.
Strand D: Interactions of Energy and Matter

Waves, including sound and seismic waves, waves on water, and light
waves, have energy and can transfer energy when they interact with
matter.

Electromagnetic waves result when a charged object is accelerated or
decelerated. Electromagnetic waves include radio waves, microwaves,
infrared radiation, visible light, ultraviolet radiation, x-rays, and
gamma rays. The energy of electromagnetic waves is carried in
packets whose magnitude is inversely proportional to the wavelength.

Each kind of atom or molecule can gain or lose energy only in
particular discrete amounts and thus can absorb and emit light only at
wavelengths corresponding to these amounts. These wavelengths can
be used to identify a substance
Arizona State Science Standards
Strand 1: Inquiry Process
Concept 2: Scientific Testing (Investigating and Modeling)
P.O.1 Demonstrate safe and ethical procedures (e.g., use and care of technology,
materials, and organisms)and behavior in all science inquiry.
P.O.3 Design an appropriate protocol (written plan of action) for testing a
hypothesis:
P.O.5 Determine an appropriate method for recording data (e.g., notes, sketches,
photographs, videos, journals (logs), charts, computers/calculators).
Record observations, notes, sketches, questions, and ideas using tools such as
journals, charts, graphs, and computers.
Concept 4: Communication
P.O. 2 Produce graphs that help communicate data.
Strand 5: Physical Science
Concept 4: Chemical Reactions
P.O. 1 *Apply the law of conversation of matter to changes in a system.
P.O. 2 *Identify the indicators of chemical change, including formation of a
precipitate, evolution of a gas, color change, absorption or release of heat.
Concept 5: Interactions of Energy and Matter
P.O. 1 *Describe various ways in which matter and energy interact (e.g.,
photosynthesis, phase change).
P.O. 2 Describe the following characteristics of waves: wavelength, frequency,
period, amplitude.
P.O. 3 Quantify the relationships among the frequency, wavelength and the speed
of light.
P.O. 7 Explain the relationship between the light absorbed or released by an atom
or molecule and the transfer of a discrete amount of energy.
Learning Objectives for High School Students:
 The absorbance or transmittance of light at a given wavelength is an indication of a
molecule’s presence in solution
 The concentration of molecules in a solution affects the solutions absorbance
Prior concepts:
The molarity of a solution is defined as the moles of solvent per liter of solution. An increase of
molarity will result in an increase of the number of moles (or particles) in the solution. When
using a spectrophotometer, we can determine how many particles are in the solution by recording
an absorbance value. Since the number of particles is directly proportional to the number of
moles, we can determine the molarity of an unknown solution.
The students must also be aware of how to make a standard curve, and how to analyze data by
using the standard curve.
Post lab:
After this lab the students can discuss the relevance of being able to find unknown
concentrations in a solution. This can also serve as an intro to light energy, quantum mechanics,
and the ability for an electron to absorb light energy to move energy levels.
Potential Challenges:
This lab requires spectrophotometers which are an expensive piece of equipment. It is
recommended that you check with the other high schools in your area to borrow enough
spectrophotometers so that each group of four students have one to use.
Equipment Utilized
Spectrophotometers
5 mL glass test tubes (13x100mm)
Copper Sulfate Solutions ( 1M, 0.8M, 0.6M, 0.4M, 0.2M)
Test Tube Racks
Distilled Water
Demonstrations
Witness how to use electrophoresis equipment to :
Illustrate how a pH indicator can be used to detect the presence of ions generated
by the electrolysis of water.
 Learning Objectives for High School Students:
 pH indicators can be used to detect the presence of ions generated
during the electrolysis of water
 pH indicators show the end result of ion migration within an
electrophoresis chamber during electrolysis of water
Compare the amount of charge flowing through salt solutions with different
ionization constants.
 Learning Objectives for High School Students:
 Ionic compounds disassociate when put into water
 Conductivity of salt solutions can be measured and compared to
illustrate the concept of ionization constants