COURSE: Biology
I.
Grade Level/Unit Number:
II:
Unit Title:
III.
Unit Length:
IV.
Major Learning Outcomes:











V.
9 - 12
Unit 4
Energy in Living Systems
3 weeks (on a 90 min per day block schedule)
The student will gain an understanding of
how homeostasis can be maintained within a living system
the movement of molecules into and out of a living system (cellular transport)
how changes in osmotic pressure can affect cells
ATP as a source of energy
the structure of enzymes as it relates to enzymes’ ability to function
how enzymes influence biochemical reaction
the reactants and products associated with aerobic respiration, anaerobic respiration
(lactic acid and alcoholic fermentation) and photosynthesis
investigations associated with bioenergetic reactions with emphasis on factors that affect
the rate of reactions
the carbon cycle as it relates to photosynthesis and respiration
the energy efficiency comparison of aerobic and anaerobic respiration
the flow of energy as well as the efficiency of energy transfer within ecosystems
Content Objectives Included (with RBT Tags):
Objective
Number
2.03
Objective
2.04
Investigate and describe the structure and function of enzymes and explain
their importance in biological systems.
B2
2.05
Investigate and analyze the bioenergetic reactions:
B4
5.02
 Aerobic respiration
 Anaerobic respiration
 Photosynthesis
Analyze the flow of energy and the cycling of matter in the ecosystem.
B4
Investigate and analyze the cell as a living system including:
 Maintenance of homeostasis.
 Movement of materials into and out of cells.
 Energy use and release in biochemical reactions.


1.00
RBT
Tag
B4
Relationship of the carbon cycle to photosynthesis and respiration
Trophic levels- direction and efficiency of energy transfer
Learner will develop abilities necessary to do and understand scientific
inquiry. Goal 1 addresses scientific investigation. These objectives are an
integral part of each of the other goals. Students must be given the
Biology- Unit 4
DRAFT
1
1.01
1.02
1.03
1.04
1.05
opportunity to design and conduct their own investigations in a safe
laboratory. The students should use questions and models to formulate the
relationship identified in their investigations and then report and share those
findings with others.
Identify biological problems and questions that can be answered through
scientific investigations.
B1
Design and conduct scientific investigations to answer biological questions.
 Create testable hypotheses.
 Identify variables.
 Use a control or comparison group when appropriate.
 Select and use appropriate measurement tools.
 Collect and record data.
 Organize data into charts and graphs.
 Analyze and interpret data.
 Communicate findings
Formulate and revise scientific explanations and models of biological
phenomena using logic and evidence to:
 Explain observations.
 Make inferences and predictions.
 Explain the relationship between evidence and explanation.
B6
Apply safety procedures in the laboratory and in field studies:
 Recognize and avoid potential hazards.
 Safely manipulate materials and equipment needed for scientific
investigations.
Analyze reports of scientific investigations from an informed scientifically
literate viewpoint including considerations of:
 Appropriate sample.
 Adequacy of experimental controls.
 Replication of findings. Alternative interpretations of the data.
C3
B6
B4
VI.
English Language Development Objectives (ELD) Included:
NC English Language Proficiency (ELP) Standard 4 (2008) for Limited English
Proficiency Students (LEP)- English Language learners communicate information,
ideas, and concepts necessary for academic success in the content area of science.
Suggestions for modified instruction and scaffolding for LEP students and/or students
who need additional support are embedded in the unit plan and/or are added at the end
of the corresponding section of the lessons. The amount of scaffolding needed will
depend on the level of English proficiency of each LEP student. Therefore, novice level
students will need more support with the language needed to understand and
demonstrate the acquisition of concepts than intermediate or advanced students.
Biology- Unit 4
DRAFT
2
VII.
Materials/Equipment Needed:
Activity
Osmosis and Diffusion
Materials
Eggs (decalcified with vinegar)
Vinegar
Sugar solution (50%)
Carrot sticks
Cups for eggs
Balance
Dialysis tubing
Starch solution
Iodine solution
600 mL beakers
Beet slices
10% salt water
Culture dishes
Cell Transport Webquest
Computer Lab or
Teacher computer with projection device
Paper
Post-it notes
Markers
Concept Map
Why Won’t My Jello Gel
11 test tubes of jello
Test tube rack
Droppers
Meat tenderizer (two brands – French’s and Adolph’s for
example)
Fruit juices (from fresh fruit or frozen fruit juice concentrate –
fruits such as pineapple, kiwi, orange, papaya, apple, etc.
make good choices
2 brands of lens cleaner (Bausch and Lomb and Unizyme –
Ciba Vision, for example)
Metric ruler
Paperase – The Little Enzyme
that Could
Paperose Strips
Scissors
1000 L beaker or other small container of similar size
Graph paper
Calculator
Clock/Timer
Enzyme Lab
homogenate (chicken liver, beef liver, mushroom, potato, and
celery)
chunks of beef liver and potato
iced and boiled homogenates
3% H2O2 (hydrogen peroxide—available at drug stores)
distilled H2O
Biology- Unit 4
DRAFT
3
acetic acid
(vinegar)
carbonic acid
3 M HCl
3 M NaOH
droppers
thermometers
stirring rod
beakers
clock with second hand, or stop watches
8 test tubes per group
mortar and pestle
small amount of sand
pure catalase (optional)
Park Bench Model of Enzyme
Action
Enzyme Cards Activity
Enzyme and Substrate cards (3 x 5)
Scotch tape
Scissors
Bioenergetic Reaction
Demonstrations
water plants (such as Elodea)
4 test tubes (that fit stoppers)
4 rubber stoppers
2 test-tube racks
Bottled water
1 light source
Package of dry yeast
6 Test tubes
Table sugar
distilled water
6 Small balloons
test tube racks
6 Test tubes
bromthymol blue (BTB)
6 Stoppers
Several Pond snails
test tube racks
Cell Respiration
Photosynthesis Activity
Photosynthesis Lab
Copies of diagrams in plastic sleeves
Biology- Unit 4
400 mL Beaker
sodium bicarbonate (1% solution)
razor blade
25 mL Graduated cylinder
Cabomba sprig
Hydrochloric acid
light bulbs 40W
Gooseneck lamp
0.1 M acid (HCl)
Dechlorinated water
cellophane
DRAFT
4
0.1 M base (NaOH)
Aerobic Cellular Respiration
Lab
straws (several per group)
250 mL Erlenmeyer flasks (1 per student)
dropper bottles for NaOH
Foil or parafilm to cover flask while blowing
graph paper
NaOH (1 L) 0.4%
Bromthymol Blue
graduated cylinder
50 Germinating Pea Seeds
2 250 mL Erlenmeyer flasks with stoppers or jars with lids
Test Tubes (to fit in flask)
paper towels
50 Dry Pea Seeds
Bromthymol Blue
beaker to soak seeds
Fermentation Lab
Goggles
metric rule
6 test tubes (18 mm x 150 mm)
6 squares of aluminum foil (3 cm x 3 cm
6 test tubes (10 mm x 75 mm)
40 mL of molasses solution (25% solution)
50 mL graduated cylinder
15 mL of yeast suspension
400 mL beaker
Marking pen
Test tube rack
Dropper
Masking tape
Energy Processes
ATP Cartooning
Paper
markers
Concept Map
Paper
Post-its
Markers
Carbon Cycle Games
Food Webs – the Eaters and
the Eaten
The Great Pyramids
Computer lab or Teacher computer with projection device
Computer lab or Teacher computer with projection device
Paper and markers for diagrams
VIII.
Detailed Content Description:
Please see the detailed content description for each objective in the biology support document.
The link to this downloadable document is in the Biology Standard Course of Study at:
http://www.ncpublicschools.org/curriculum/science/scos/2004/23biology
Biology- Unit 4
DRAFT
5
IX.
Unit Notes
This unit focuses on energy on the cellular level as well as its movement through living systems.
In particular, this unit focuses on the uses of energy and the reactions associated with its
conversion. Specifically, students will gain an understanding of:











how homeostasis can be maintained within a living system
the movement of molecules into and out of a living system (cellular transport)
how changes in osmotic pressure can affect cells
ATP as a source of energy
the structure of enzymes as it relates to enzymes’ ability to function
how enzymes influence biochemical reaction
the reactants and products associated with aerobic respiration, anaerobic respiration
(lactic acid and alcoholic fermentation) and photosynthesis
investigations associated with bioenergetic reactions with emphasis on factors that affect
the rate of reactions
the carbon cycle as it relates to photosynthesis and respiration
the energy efficiency comparison of aerobic and anaerobic respiration
the flow of energy as well as the efficiency of energy transfer within ecosystems
In each unit, Goal 1 objectives which relate to the process of scientific investigation are
included. In each of the units, students will be practicing the processes of science: observing,
hypothesizing, collecting data, analyzing, and concluding.
The unit guide gives an overview of the activities that are suggested to meet the Standard
Course of Study Goals for Unit Four. The guide includes activities, teacher notes on how to
weave the activities into the content, and supplementary notes related to other issues such as
preparation time and time to complete the activity. If a teacher follows this unit (s)he will have
addressed the goals and objectives of the SCOS. However, teachers may want to substitute
other activities that teach the same concept.
Teachers should also refer to the support document for Biology at
http://www.ncpublicschools.org/curriculum/science/scos/2004/23biology for the detailed content
description for each objective to be sure they are emphasizing the specified concepts for each
objective.
Essential Questions for Unit Four:
Following are the essential questions for this unit. Essential questions are those questions that
lead to enduring understanding. These are the questions that students should be able to
answer at some level years after the course. These questions are designed to incorporate
multiple concepts. Students will work on answering these questions throughout the unit.
Teachers are advised to put these questions up in a prominent place in the classroom and refer
to them during the teaching of the unit.
1)
2)
3)
4)
How is energy used to maintain homeostasis in living system?
Why are enzymes important to biochemical reactions?
What factors can affect the rate of cellular respiration and photosynthesis?
How do energy and matter move differently through an ecosystem?
Biology- Unit 4
DRAFT
6
Modified Activities for LEP Students:
Those activities marked with a  have a modified version or notes designed to assist teachers
in supporting students who are English language learners. Teachers should also consult the
Department of Public Instruction website for English as a Second Language at:
http://www.ncpublicschools.org/curriculum/esl/ to find additional resources.
Computer Based Activities
Several of the recommended activities are computer based and require students to visit various
internet sites and view animations of various biological processes. These animations require
various players and plug-ins which may or may not already be installed on your computers.
Additionally some districts have firewalls that block downloading these types of files. Before
assigning these activities to students it is essential for the teacher to try them on the computers
that the students will use and to consult with the technology or media specialist if there are
issues. These animations also have sound. Teachers may wish to provide headphones if
possible.
X.
Global Content: Aligned with 21st Skills:
One of the goals of the unit plans is to provide strategies that will enable educators to develop
the 21st Century skills for their students. As much as students need to master the NCSOS goals
and objectives, they need to master the skills that develop problem solving strategies, as well as
the creativity and innovative thinking skills that have become critical in today’s increasingly
interconnected workforce and society. The Partnership for 21st Century Skills website is
provided below for more information about the skills and resources related to the 21st Century
classroom.
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=27&Itemid=120
NC SCS Biology
21st Century Skills
2.03, 2.04, 2.05
Communication Skills
Conveying thought or opinions
effectively
When presenting information,
distinguishing between relevant and
irrelevant information
Explaining a concept to others
1.02, 1.04, 2.03,
Interviewing others or being
interviewed
Computer Knowledge
Using word-processing and
database programs
Developing visual aides for
presentations
Using a computer for
communication
Learning new software programs
Employability Skills
Assuming responsibility for own
2.05
2.03, 2.04, 2.05
Biology- Unit 4
DRAFT
Activity

ATP Cartooning


Concept Map
ATP Cartooning


Concept Map
ATP Cartooning
All activities
7
2.04, 2.04, 5.02
1.02, 1.04, 2.03,
2.04, 2.04, 5.02
1.01-1.03, 2.03,
2.05. 5.02
1.01 & 1.05, 2.03,
5.02
1.01,1.02,1.03,
1.04 2.03,
2.04, 2.05,
5.02
1.01, 1.02, 1.03,
1.04, 2.03, 2.04,
2.05, 5.02
learning
Persisting until job is completed
Working independently
Developing career interest/goals
Responding to criticism or questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
Identifying cause and effect
relationships
All activities






Cell Transport Webquest
Cell Respiration
Photosynthesis Activity
Energy Processes
ATP Cartooning
The Great Pyramids
Food Webs


Cell Transport Webquest
Food Webs
Most of the activities can be
presented as opportunities for
students to follow written directions.
The teacher will have to work with
most students to develop this skill
over time. The following activities
are well suited to developing skills
in following directions:
 Osmosis and Diffusion
 Why Won’t My Jello Gel
 Paperase – the Little
Enzyme that Could
 Enzyme Cards
 Photosynthesis
 Aerobic Cellular Respiration
 Fermentation
 ATP Cartooning
 Carbon Cycle Games
 Food Webs
 The Great Pyramids







Biology- Unit 4
DRAFT
Osmosis and Diffusion
Cell Transport Webquest
Concept Map
Why Won’t My Jello Gel
Paperase – The Little
Enzyme that Could
Enzyme Analogy
Enzyme Cards
8



2.03, 2.04, 2.05
Summarizing main points after
reading















1.02, 1.03, 2.03,
2.04, 2.05, 5.02
1.02, 2.03, 2.04,
2.05, 5.02
2.03, 2.04, 2.05
Locating and choosing appropriate
reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas when
writing
Proofing and Editing
Synthesizing information from
several sources
All the activities
All the activities




1.01, 1.02,1.03,
1.04, 2.03, 2.04,
2.05
Biology- Unit 4
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
forms of correspondence
Teamwork
Taking initiative
Working on a team
DRAFT
Bioenergetic Reaction
Demonstrations
Cell Respiration
Photosynthesis
Activity
Photosynthesis
Aerobic Cellular Respiration
Fermentation
Energy Processes
ATP Cartooning
Carbon Cycle Games
The Great Pyramids
Cell Transport Webquest
Concept Map
Paperase – The Little
Enzyme that Could
Enzyme Analogy
Cell Respiration
Photosynthesis
Activity
Energy Processes
Cell Transport Webquest
Concept Map
Cell Respiration
Photosynthesis Activity
Energy Processes
Most of the activities are designed
to be done and discussed in teams.
The following activities are well
suited to developing team
interdependence skills:
 Osmosis and Diffusion
 Concept Map
9


2.03, 2.04, 2.05
1.01, 1.02,1.03,
1.04, 2.03, 2.04,
2.05
Thinking/Problem-Solving Skills
Identifying key problems or
questions
Evaluating results




Why Won’t My Jello Gel
Paperase – The Little
Enzyme that Could
Enzyme Cards
Photosynthesis
Aerobic Cellular Respiration
Fermentation




Why Won’t My Jello Gel
Photosynthesis
Aerobic Cellular Respiration
Fermentation



Osmosis and Diffusion
Why Won’t My Jello Gel
Paperase – The Little
Enzyme that Could
Enzyme Analogy
Enzyme Cards
Bioenergetic Reaction
Demonstrations
Photosynthesis
Aerobic Cellular Respiration
Fermentation







Developing strategies to address
problems
Developing an action plan or
timeline
Biology- Unit 4
DRAFT
10
XI. Unit Guide
Energy in Living Systems
Total: 14 - 90 min days
ENGAGE:
Spray some air freshener from one particular location in the room. Ask students to raise their
hands (or demonstrate “thumbs-up”) when they first smell the scent. (Those closest to where
the air freshner was sprayed should smell the scent first). Also, ask students to imagine a
pound cake being baked in the oven. Ask them if there is ever a time when they can smell the
“fresh-baked” cake although it is contained in a confined space (the oven). Allow students to
respond.
Explain to the students that diffusion has just been demonstrated--- that the particles of air
freshener moved from an area of high concentration (where it was first sprayed) to an area of
low concentration (farthest from where it was first sprayed--- throughout the room)--- that
particles of pound cake (scent) moved from an area of high concentration (inside the oven) to
an area of low concentration (outside the oven).
After discussing students’ responses, show the students a beaker of water and food coloring
(Red and blue work well). Tell them that you are going to squeeze 2 drops of food coloring into
the beaker of water. Ask them to hypothesize what will happen to the drops of food coloring
once it is dropped into the beaker of water. Instruct students to write their hypothesis on a piece
of paper. Allow the beaker of water containing the food coloring to remain undisturbed for the
remainder of the period. Before the end of the class period, bring the student’s attention back to
the beaker of water. (The drops of food coloring should diffuse throughout the beaker without
having to be stirred).
 For LEP students:

Have students draw BEFORE and AFTER diagrams of the air freshener and food
coloring demos.
Refer to the diagrams as you discuss diffusion.
Encourage students to add information/terms to the diagrams as you cover them.


EXPLORE:
This lab (Osmosis and Diffusion) demonstration activity serves both as an engagement and an
opportunity for students to collect data and analyze the results. Students will use eggs that
have been soaked in vinegar to remove their shells. They will put the eggs in a water solution
and in various sugar solutions. The eggs will be weighed before and after. The results will be
discussed and analyzed. There are other activities in this lab that help students understand
diffusion and osmosis at more depth.
 For LEP students:



Use Demonstration Lab-Osmosis and Diffusion: Activity that follows. It has been
modified for LEP students.
Plan to complete all sections over 2 days.
Allow sufficient time for questions and discussion.
Biology- Unit 4
DRAFT
11
Guiding Question:
concentration?
How does water move into and out of a system based on the solute
Before Activity: Teacher should discuss the concept of homeostasis and its importance to living
systems. The activity should be presented as an example of how a living system moves
materials to maintain homeostasis.
Osmosis and Diffusion: Background Information
Targeted Standard Course of Study Goals and Objectives:
Goal 1: The learner will develop abilities necessary to do and understand scientific
inquiry.
Goal 2: Learner will develop an understanding of the physical, chemical and cellular
basis of life.
2.03 Investigate and analyze the cell as a living system including:
 Maintenance of homeostasis.
 Movement of materials into and out of cells.
Essential Question(s):
 What is the significance of scientific investigation?
 How do organisms maintain homeostasis in changing conditions?
Introduction to teacher:
This lab is designed as a series of demonstrations. In the course of their observations,
students will take data and form conclusions about the processes that are occurring (or
have occurred). Setting this lab up as demonstrations allows the students to spend more
time on analysis, since they are not spending as much time on set up.
Before beginning the activity, it is important to introduce the students to the terms
hypotonic, hypertonic, isotonic, solute, and solvent.
You can modify this lab by having the students set up the materials (thus making it more
of a “lab” and less of a demonstration). It also could include using Elodea and the effects
of salt water on this aquatic plant, since this is a plant that is frequently used in biology
studies.
Differentiation from Standard-level:
Honors level students should be expected to understand and use the more
technical terms associated with osmosis, diffusion and solutions. This lab requires
more in depth analysis than is typical in standard level courses.
Biology- Unit 4
DRAFT
12
Safety/Special Considerations:
Some of the demonstrations need to be set up in advance. The eggs need to have
their shells removed (by soaking them in vinegar for a day), and then be soaked in
0% and 50% sugar solutions for another 24 hours. The “Osmosis in Carrots” also
needs to be set up 24 hours in advance.
Students should wear goggles and aprons and avoid contact with iodine.
References:
Stockdale, Maureen (Wakefield High School, Raleigh, NC)
Biology- Unit 4
DRAFT
13
Demonstration Lab- Osmosis and Diffusion: Activity
Targeted Standard Course of Study Goals and Objectives:
Goal 1: The learner will develop abilities necessary to do and understand scientific
inquiry.
Goal 2: Learner will develop an understanding of the physical, chemical and cellular
basis of life.
2.03 Investigate and analyze the cell as a living system including:
 Maintenance of homeostasis.

Movement of materials into and out of cells.
Essential Question(s):


What is the significance of scientific investigation?
How do organisms maintain homeostasis in changing conditions?
Introduction:
Terms to Know:
 Solute – material or particles that are dissolved in a liquid (i.e. sugar).
 Solvent – the liquid that the above material is dissolved in (i.e. water).
 Solution – the combination of the solute and the solvent (i.e. sugar water).
Optional Terms to Know:
 Hypotonic – an area of lesser solute concentration.
 Hypertonic – an area of higher solute concentration.
 Isotonic – an area of equal solute concentration.
 Osmometer – a meter used to measure the process of osmosis.
The molecules that make up solids, liquids, and gases are in constant motion. They move
from areas of higher concentration to areas of lower concentration by the process of
diffusion. Some molecules are also able to diffuse into and out of living cells, providing a
source of nutrients and allowing for the export of cell products or wastes.
A cell is surrounded by a cell membrane made mostly of lipids and proteins. The
membrane is selectively permeable because it allows some materials, but not others to
move across the membrane. Small ions and molecules of oxygen (O2), carbon dioxide (CO2),
water (H2O) can move across freely. Other molecules, especially those that do not mix
well with lipids (oily or fatty substances) and large macromolecules, must move through
special pores or channels in the cell membrane made up of proteins.
Biology- Unit 4
DRAFT
14
The movement of water through a selectively permeable membrane is a special type of
diffusion called osmosis. Water moves from an area of lesser solute concentration
(hypotonic) to an area of greater solute concentration (hypertonic).
Solute
Hypotonic
Solution
Solution
Hypotonic
Solvent
Solution
Hypertonic
Hypertonic
Membrane

Generally animal cells are adapted to an isotonic environment. If placed in pure
water, the water will move into the cell and the cell will expand until in bursts
(cytolysis). The cell membrane is very elastic (like a balloon). Special adaptations allow
some animal cells to live in hyper and hypotonic solutions.

Plants generally depend on a hypotonic environment for water uptake. When
placed in water, the water will move into the plant cell, but the cell wall surrounding
the cell membrane is not very expandable. Pressure builds up within the cell from the
influx of water. The pressure or force directed against the cell wall is called turgor
pressure. If you put limp celery or a wilted flower into water, the cells will take up
water and become turgid.
Water molecules, in the process of osmosis never stop moving. Even when the
concentration of solute is equal on both sides (isotonic), the water molecules move in and
out of a cell at an equal rate. The same number of water molecules move in and out, so the
system remains in equilibrium.
Part I: Egg Osmosis
In the lab, we will explore the movement of water into and out of a cell, by using an egg as
an osmometer (a meter to measure the process of osmosis). Remember that an egg is a
single cell, a very large single cell. Using our egg osmometers, we will measure the effects
of hypertonic and hypotonic solutions on animal cells.
Use the information you just read to answer the following questions.
1. If more water moves into an egg than moves out, you would expect the egg to have a
__________________ mass than before it was placed in a solution. Would the
Biology- Unit 4
DRAFT
15
solution surrounding the egg be hypertonic or hypotonic compared to the solution
(cytoplasm) inside the egg? ___________________________________
2. If more water were to move out of the egg than in, you would expect the egg to have a
_________________ mass than before it was placed in a solution. Would the solution
surrounding the egg be hypertonic or hypotonic compared to the solution (cytoplasm)
inside the egg? ___________________________________
Purpose:
What will happen to eggs when we put them in a high concentration of sugar solution?
 The sugar that we are using is sucrose. Its molecules are too large to pass though the
egg (cell) membrane.

If sugar can't move across the cell membrane, then what molecule moves across the
cell membrane to change the concentration inside or outside of the cell?
3. Make observations of the eggs. Other than not having their shell anymore, does it look
like it has changed in anyway? If so, how?
4. Use your observations to fill in the table below. Determine which solution was
hypertonic and which was hypotonic
Lab Data
Record the mass (in grams) of each of the following:
 Cup with group label
 Decalcified egg + cup (after being in vinegar)
 Decalcified egg alone
 Prediction of mass of egg (after being in water)
 Actual mass of egg after 24 hours in water
 Prediction of egg mass after 24 hours in pancake syrup
 Actual mass of egg after being in syrup 24 hours
% Sugar
Concentration
Egg 1
0% SUGAR
Egg 2
50% SUGAR
Biology- Unit 4
Apparent Change of Mass
(gained or lost)
DRAFT
Hypotonic or Hypertonic
(solution surrounding the
egg)
16
Part II: Iodine and Starch
A dialysis tube is similar to a cell membrane in that it allows certain molecules to pass
through, but keeps other molecules out. A starch solution is placed inside the dialysis
tubing and then sealed. The tube is then placed in an iodine solution. I2KI (iodine), a
yellow-brown liquid, turns bluish-black when mixed with starch.
Examine the iodine and starch set up. Answer the questions below.
5. Observe the water in the jar. At the beginning of the setup, the water was an orange
color. What color is it now?
6. Observe the dialysis tube. At the beginning of the setup, the inside of the bag was a
cloudy white color. What color is it now?
7. Why do you think that the inside of the tube is this color?
8. Why is the jar not a bluish-black color?
1. What two molecules were small enough to pass through the membrane?
Part III: Osmosis in Beets
Recall the information given in the introduction about hypotonic, hypertonic and isotonic
solutions and osmosis of water. Observe the beet slices placed in the culture dishes in the
demonstration. In one of the dishes the beet was placed in tap water; in the other, the
beet was placed in 10% salt water.
2. Notice the difference in the colors of the water and the beets in the two culture
dishes. Describe these differences:
Biology- Unit 4
DRAFT
17
Beet: Tap Water Observations
Beet: Salt Water Observations
3. Explain the difference in terms of osmosis.
Part IV: Osmosis in Carrots
When the vegetables in your salad wither, they do so because of osmosis. In this
part, you will determine how osmosis affects plants.
Examine the two beakers labeled “Salt Water” and “Fresh Water.” The two
carrots sticks placed in solution were of the same relative size, and have sat
undisturbed for 24 hours. Examine the carrot sticks for the tightness of the
threads and squeeze the carrot stick to determine its texture.
(DO NOT BREAK THE CARROT STICK!)
Use your observations to answer yes or no to each of the questions in the
table.
Condition of Carrot Stick

Was the thread loose

Did the cells gain water

Did it have a soft
texture

Was the thread tight

Did it have a firm
texture

Did the cells lose water
… in salt water?
… in fresh water?
12. Did water move into or out of the carrot in the salt water?
13. Did water move into or out of the carrot in the fresh water?
Biology- Unit 4
DRAFT
18
14. One way to prevent salad and vegetables from wilting is to cover them with
plastic wrap. Why is this? (Explain in terms of osmosis.)
15. Supermarket workers spray fruits and vegetables with water to make them
more desirable to consumers. Why does spraying vegetables with water prevent
them from drying out?
Safety:
Be sure to wear goggles and an apron as you are making observations in the lab and do not
come in contact with the raw egg or the iodine.
Review Questions:
1. Why is it important for the cell membrane to be selectively permeable?
2. Why do animal cells need to be surrounded by isotonic solutions?
3. Why do plant cells need to be surrounded by hypotonic solutions?
4. What would happen to a cell if it were placed into a solution that was hypertonic to its
cytoplasm? Why? (drawing the diagram may help you answer the question)
5. Why do plant cells not burst when placed in pure water?
6. Does osmosis ever “stop”? Explain your answer.
7. What is turgor pressure?
8. Solution A has 5% (95% water) solute. Solution B has 20% solute (80% water). If
these two solutions are placed on opposite sides of a semi-permeable membrane, which
Biology- Unit 4
DRAFT
19
side is hypertonic? Which side is Hypotonic? Use the picture below to shows this
scenario. Draw in the solute (dots).
Semi-permeable Membrane
Solution A (5%)
Solution B (20%)
9. Draw an arrow on your diagram to show which way the water (solvent) will move. Be
sure to label the arrow with the word ‘water’.
10. If we assume that the solute was able to pass through the membrane, draw a
second arrow on your diagram to show direction the solute would move. Be sure
to label the arrow with the word ‘solute’.
Questions to Guide Analysis:
1. What was the purpose of this lab activity? Explain.
2. Why can’t fresh water fish live in salt water?
3. Why do submarines have to decompress?
4. Why do divers have to adjust levels?
Biology- Unit 4
DRAFT
20
5. Why do airlplanes have cabins that maintain pressure and what would happen if
there were holes?
Grading Guide
Data
Analysis/Conclusion
Review and Analysis Questions
20 points
40 points
40 points
Demonstration Lab- Osmosis and Diffusion: Activity
Targeted Standard Course of Study Goals and Objectives:
Goal 1: The learner will develop abilities necessary to do and understand scientific
inquiry.
Goal 2: Learner will develop an understanding of the physical, chemical and
cellular basis of life.
2.03 Investigate and analyze the cell as a living system including:
 Maintenance of homeostasis.

Movement of materials into and out of cells.
Essential Question(s):
 What is the significance of scientific investigation?
 How do organisms maintain homeostasis in changing conditions?
Introduction:
Terms to Know:






Diffusion – movement of molecules from areas of greater concentration to lesser
concentration
Osmosis – movement of water molecules from areas of greater concentration to
lesser concentration
Concentration gradient – condition in which there are varying concentration levels
of molecules across space
Solute – material or particles that are dissolved in a liquid (i.e. sugar).
Solvent – the liquid that the above material is dissolved in (i.e. water).
Solution – the combination of the solute and the solvent (i.e. sugar water).
The molecules that make up solids, liquids, and gases are in constant motion. They move
from areas of higher concentration to areas of lower concentration by the process of
Biology- Unit 4
DRAFT
21
diffusion. Some molecules are also able to diffuse into and out of living cells, providing a
source of nutrients and allowing for the export of cell products or wastes.
A cell is surrounded by a cell membrane made mostly of lipids and proteins. The
membrane is selectively permeable because it allows some materials, but not others to
move across the membrane. Small ions and molecules of oxygen (O2), carbon dioxide (CO2),
water (H2O) can move across freely. Other molecules, especially those that do not mix
well with lipids (oily or fatty substances) and large macromolecules, must move through
special pores or channels in the cell membrane made up of proteins.
The movement of water through a selectively permeable membrane is a special type of
diffusion called osmosis. Water moves from an area of lesser solute concentration to an
area of greater solute concentration.
Label the parts of the diagram below: solution, solute molecules, membrane, more
concentrated, less concentrated.
Draw an arrow the show the direction of the net movement of the solute molecules.

Animal cells and water: If placed in pure water, the water will move into the cell
and the cell will expand until in bursts (cytolysis). The cell membrane is very elastic
(like a balloon). Special adaptations allow some animal cells to live in environments
with higher water concentrations while others can survive in environments with
lower water concentrations .
Draw a diagram below to show what happens to an animal cell when it gains too
much water.
Biology- Unit 4
DRAFT
22

Plant cells and water: When placed in water, the water will move into the plant
cell, but the cell wall surrounding the cell membrane is not very expandable.
Pressure builds up within the cell from the influx of water. The pressure or force
directed against the cell wall is called turgor pressure. If you put limp celery or a
wilted flower into water, the cells will take up water and become turgid.
Draw a diagram below to show what happens to a plant cell when it loses too
much water.

Water NEVER stops!: Water molecules, in the process of osmosis never stop
moving. Even when the concentration of solute is equal on both sides (isotonic), the
water molecules move in and out of a cell at an equal rate. The same number of
water molecules move in and out, so the system remains in equilibrium.
Draw a diagram below to show what happens to an animal cell when the water
concentrations inside and outside the cell are equal.
Part I: Egg Osmosis
In the lab, we will explore the movement of water into and out of a cell. Remember that an
egg is a single cell, a very large single cell.
Use the information you just read to answer the following questions.
3. If more water moves into an egg than moves out, you would expect the egg to have a
( higher , lower ) mass than before it was placed in a solution.
4. If more water were to move out of the egg than in, you would expect the egg to have a
( higher , lower ) mass than before it was placed in a solution.
Purpose:
What will happen to eggs when we put them in a high concentration of sugar solution?
 The sugar that we are using is sucrose. Its molecules are too large to pass though the
egg (cell) membrane.
Biology- Unit 4
DRAFT
23

If sugar can't move across the cell membrane, then what molecule moves across the
cell membrane to change the concentration inside or outside of the cell?
5. Make observations of the eggs. Other than not having their shell anymore, does it look
like it has changed in any way? If so, how?
6. Use your observations to fill in the table below. Determine which solution had a higher
concentration of water than the egg and which had a lower concentration of water than
the egg.
Lab Data
Record the mass (in grams) of each of the following:
 Cup with group label _________
 Decalcified egg + cup (after being in vinegar) _________
 Decalcified egg alone _________
 Prediction of mass of egg (after being in water) ________
 Actual mass of egg after 24 hours in water ________
 Prediction of egg mass after 24 hours in pancake syrup ________
 Actual mass of egg after being in syrup 24 hours ________
In which solution did the egg gain mass? Why did it gain mass?
In which solution did the egg lose mass? Why did it lose mass?
% Sugar
Concentration
Egg 1
0% SUGAR
Egg 2
50% SUGAR
Biology- Unit 4
Apparent Change of Mass
(gained or lost)
DRAFT
Hypotonic or Hypertonic
(solution surrounding the
egg)
24
Part II: Iodine and Starch
A sandwich baggie is similar to a cell membrane in that it allows certain molecules to pass
through, but keeps other molecules out. A starch solution is placed inside the baggie and
then sealed. The baggie is then placed in an iodine solution. Iodine is a yellow-brown liquid
that turns bluish-black when mixed with starch.
Examine the iodine and starch set up. Answer the questions below.
9. Observe the water in the jar. At the beginning of the setup, the water was an orange
color. What color is it now?
10. Observe the baggie. At the beginning of the setup, the inside of the bag was a cloudy
white color. What color is it now?
11. Why do you think that the inside of the baggie is this color?
12. Why is the jar not a bluish-black color?
13. What passed through the membrane? How/Why?
14. What did not pass through the membrane? Why not?
Biology- Unit 4
DRAFT
25
Part III: Osmosis in Beets
Observe the beet slices placed in the culture dishes in the demonstration. In one of the
dishes the beet was placed in tap water; in the other, the beet was placed in 10% salt
water.
4. Notice the difference in the colors of the water and the beets in the two culture
dishes. Describe these differences:
Beet: Tap Water Observations
Beet: Salt Water Observations
5. Explain the difference in terms of osmosis.
Part IV: Osmosis in Carrots
When the vegetables in your salad wither, they do so because of osmosis. In this
part, you will determine how osmosis affects plants.
Examine the two beakers labeled “Salt Water” and “Fresh Water.” The two
carrots sticks placed in solution were of the same relative size, and have sat
undisturbed for 24 hours. Examine the carrot sticks for the tightness of the
threads and squeeze the carrot stick to determine its texture.
(DO NOT BREAK THE CARROT STICK!)
Use your observations to answer yes or no to each of the questions in the
table.
Condition of Carrot Stick

Was the thread loose

Did the cells gain water
Biology- Unit 4
… in salt water?
DRAFT
… in fresh water?
26

Did it have a soft
texture

Was the thread tight

Did it have a firm
texture

Did the cells lose water
16. Did water move into or out of the carrot in the salt water?
17. Did water move into or out of the carrot in the fresh water?
18. One way to prevent salad and vegetables from wilting is to cover them with
plastic wrap. Why is this? (Explain in terms of osmosis.)
19. Supermarket workers spray fruits and vegetables with water to make them
more desirable to consumers. Why does spraying vegetables with water
prevent them from drying out?
Safety:
Be sure to wear goggles and an apron as you are making observations in the lab and do not
come in contact with the raw egg or the iodine.
Review Questions:
11. Why is it important for the cell membrane to be selectively permeable?
12. How does a plant get water from the soil?
13. Why do plant cells not burst when placed in pure water?
Biology- Unit 4
DRAFT
27
Focus Objectives: 2.03, 1.03
Activity Time: 90 minutes
Preparation Time: Teacher should put eggs in a container of vinegar (to cover eggs) for at least
24-36 hours to decalcify them. The eggs can be washed before they are put in corn syrup – be
sure not to break the egg! It is advisable to copy the lab as a class set and have students each
record their own data. Teachers will also need to prepare the other materials and have them
ready for students. Some preparation needs to be done 1-2 days in advance. See lab sheet
for instructions.
Note: As an extension, have the students note the difference in viscosity between the syrup
surrounding the egg and pure syrup. You can have them pour each solution at the same time
into a waste container. Then, have students compare this to the mucus in the lungs of someone
with cystic fibrosis and normal lungs. In cystic fibrosis, because the chloride channel in the cell
membrane is not working, there is no chloride ion passing out of the cell and therefore very little
water leaves the cell; the mucus lining the lungs becomes very thick (similar to the pure corn
syrup).
Note: Teachers could put the eggs in a variety of %sugar solutions to compare results.
Safety: Be alert to any students who have egg allergies. Do not let the students eat the eggs
or corn syrup.
Consult MSDS for safety issues surrounding testing solutions.
Make sure students use goggles.
Alternatives:
A cleaner (!) version of this activity involves the use of gummy bears instead of sugary eggs.
This activity can be found at the following website. It is advisable to practice with the gummy
bears ahead of time to make sure that a specific brand of bears will work. Some brands do not
produce as dramatic results. Students should avoid using light colored bears – they are hard to
see after soaking – almost transparent.
http://www.pslc.ws/macrog/kidsmac/activity/bear.htm
After Activity: The teacher should lead the students in a discussion of the amount of water as
compared to the solute in each of the systems and look at how the water moves within each
model. The questions to guide analysis from SCOS provide a good guideline for class
discussion. This activity can be referred to as the learning guide for transport and osmosis
after it is completed and reviewed.
EXPLORE:
This webquest will help students visualize osmosis and diffusion through using web based
animations. Students will also access websites that teach about facilitated transport, active
transport, exocytosis and endocytosis. The questions are designed to help students process
their understanding.
Biology- Unit 4
DRAFT
28
 For LEP students:




Project the webquest and complete all activities as a class. You will need to paraphrase
much of the content and provide substantial support.
Allow time for questions/discussions.
Be sure students record information on their sheets.
You may omit questions 25-67, however, there are some useful animations that
accompany these questions.
Guiding Question:
How does the structure of the cell membrane relate to the active and passive processes of
transporting materials?
Before Activity: Teachers should briefly review results from the previous lab-based activity.
Webquest – Cell Transport
NAME_____________________________
CELL TRANSPORT: First, read the explanation of cell transport on this webpage
http://www.starsandseas.com/SAS%20Cells/SAS%20cellphysiol/celltranspor.htm
Then, answer the questions for the following websites. These websites involve animations.
DIFFUSION, OSMOSIS, PASSIVE and ACTIVE TRANSPORT:
Go to:
http://www.wiley.com/legacy/college/boyer/0470003790/animations/membrane_transport/membr
ane_transport.htm
Read the first page (OVERVIEW):
1. State two reasons why cell transport is so important.
A.
B.
2. Explain the reasons above in terms of both oxygen and glucose.
Click the arrow at the bottom of the webpage that says: “continue.”
You will be on a page that entitled: MEMBRANES.
3. What two macromolecules are the main components of the cell membrane?
A.
B.
4. What are the two main characteristics that determine whether a molecule can pass through
the cell membrane or not?
A.
Biology- Unit 4
B.
DRAFT
29
5. Polar molecules are molecule that have a positive or negative charge; they are attracted to
either the positive (H+) end of the water molecule or the negative (O2-) end of the water
molecule. Why don’t polar molecules pass easily through the cell membrane?
6. Why do large molecules have such a hard time getting through the cell membrane?
Click the “continue” arrow.
7. Why are water molecules able to pass through the cell membrane?
8. Why does glucose pass through the cell membrane less easily than water?
Click the “continue” arrow. You will be on a page entitled: DIFFUSION/OSMOSIS
9. Describe the movement of small solutes across the cell membrane in terms of their
concentration.
10. If the high concentration of solutes is outside the cell and the low concentration of solutes
is inside the cell, in what direction will the solutes tend to flow.
11. Do some molecules still go the opposite way (click the rewind button so you can observe
carefully.)
12. When is the flow of molecules in equal to the flow of molecules out?
Click the “continue” arrow to learn about the diffusion of water across a membrane (OSMOSIS).
13. In the model with the two balloons, can the water get across the membrane?
14. Can the sugar (glucose) get across the membrane?
15. If there is a high sugar concentration in one solution, what is the relative concentration of
water (high or low)?
16. If there is a low sugar concentration in the other solution, what is the relative
concentration of water (high or low)?
17. Which way will the water tend to move (in terms of sugar concentration)?
18. Which way will the water tend to move (in terms of water concentration)?
19. What happens to a real cell when it is placed in distilled water?
Biology- Unit 4
DRAFT
30
20. Describe the reason for your answer to number 17.
Click the “continue” arrow.
21. What happened to the two balloons?
22. Why are the two balloons different sizes?
23. What is the “aim” of osmosis?
24. What do you think would happen if you placed a cell in a solution that had a high
concentration of solutes that the cell?
Click the “continue” arrow.
25. What is your answer to the first question? Click on that answer.
26. Explain the reason for the correct answer to the first question.
27. What is your answer to the second question? Click on that answer.
28. Explain the reason for the correct answer to the second question.
Click the “continue” arrow. You will be on the PASSIVE TRANSPORT page.
29. What are the three steps in passive transport?
30. What does “conformational change” mean?
31. What type of macromolecules are membrane transporters?
32. How are passive transporters different from active transporters?
Click the “continue” arrow.
33. Which molecule in the diagram represents the transporter (the orange or the green)?
Click the “continue” arrow.
34. Describe “binding” in terms of the green and red molecules.
Click the “continue” arrow.
35. Describe “conformational change” in terms of the green molecule.
Biology- Unit 4
DRAFT
31
Click the “continue” arrow.
36. Describe the release process.
Click the “continue” arrow.
37. What does it means to say that the function of glucose permease is “reversible”?
Click the “continue” arrow.
38. What do you think is going to happen in the balloon model? Remember that the water can
pass through very easily and quickly. The passage of the sugar is much slower, but it can
pass through.
Click the “continue” arrow.
39. Describe what you observe (in terms of balloon volume, glucose flow, and water flow).
Use the rewind button to observe multiple times.
Click the “continue” arrow.
40. In this model, the transported glucose permease helps to move the glucose through the
membrane more quickly. Think carefully about what you expect to happen and then click
on the answer. Which answer is correct?
Click the “continue” arrow. You will be on the ACTIVE TRANSPORT page.
41. How are active transporters different from passive transporters – give two ways.
A.
B.
42. Which “pump” will you be looking at in this model?
Click the “continue” arrow.
43. Why does the exterior of the cell become positively charged compared to the interior of
the cell in this model?
44. How many Na+ ions are pumped out of the cell?
45. How many K+ ions are pumped into the cell?
46. Why do the pumps have to act continuously?
Click the “continue” arrow.
47. Describe how the pump works? Include the Na+, K+, and ATP, ADP and P in your
explanation.
Biology- Unit 4
DRAFT
32
Click the “continue” arrow to see how this pump works in a nerve cell.
49. Notice that during the “resting potential”, the outside of the membrane has a positive
charge. What does this resting potential allow for in nerve cells?
Click the “continue” arrow.
50. What happens when the stimulus triggers the nerve cell?
51.
What do the Na+-K+ ATPase pumps do after the stimulus is triggered?
Click the “continue” arrow.
52. The synapse is the space between two nerve cells (neurons). This is where the electrical
impulse is transferred from one nerve cell to the next via a chemical called a
neurotransmitter. What neurotransmitter is used in this model?
Click the “continue” arrow.
53. What do the Na+-K+ ATPase pumps do after the neurotransmitter is released?
Click the “continue” arrow.
54. What happens in the second neuron (nerve cell)?
Click the “continue” arrow to see the process in more detail.
55. In what cell structures is the neurotransmitter found?
56. What does the neurotransmitter cause to happen in the second neuron?
57. What is this an example of?
Click the “continue” arrow.
58. What do the vesicles full of neurotransmitter fuse with?
Click the “continue” arrow.
59. What channels open on the second neuron?
Click the “continue” arrow.
60. What allows the impulse to continue traveling down the second neuron?
Click the “continue” arrow THREE times.
61. Describe the difference in speed between the electrical impulse that travels down the
neurons and the transfer of the impulse by neurotransmitters across the synapse.
Biology- Unit 4
DRAFT
33
EXO and ENDOCYTOSIS
Go to: http://highered.mcgraw-hill.com/olc/dl/120068/bio02.swf
62. What type of substances are often taken in by cells?
63. What does hydrophobic mean?
64. What part of the cell membrane is hydrophobic?
Make sure the TEXT is showing at the bottom of your screen. If not, click “text” on the bottom
right. Then click: PLAY
65. Describe how a single-celled organism might take in food.
66. Describe the differences between the three type of endocytosis
A. Phagocytosis
B. Pinocytosis
C. Receptor mediated endocytosis
67. What is exocytosis?
Use the following websites to REVIEW what you have learned.
http://bcs.whfreeman.com/thelifewire/content/chp05/0502001.html
The upper right hand corner has the numbers 1, 2 and 3. This will take you to different areas
(diffusion, passive transport and active transport). Be sure to view the animations. The
conclusions and quizzes are also useful.
http://www.northland.cc.mn.us/biology/Biology1111/animations/passive1.swf
Be sure to wait for each animation to end before you click “NEXT”.
 Language (ELP) Objectives for LEP students:





Discuss content area-related vocabulary/concepts as a class with teacher support.
Write answers to web-quest questions.
Discuss words and their relationships with classmates and teacher.
Listen to teacher’s explanations of concepts and animations.
Ask questions about concepts and/or animations.
Focus Objective: 2:03
Activity Time: 90 minutes
Preparation Time: Teachers will need to arrange for a computer lab and make copies of the
Webquest instructions and questions.
Biology- Unit 4
DRAFT
34
Note: As an alternative, teachers could use one computer and do the Webquest as a whole
class activity.
After Activity: Teachers should go over some of the questions – particularly those that target
key concepts – to make sure that students have competently learned what is expected.
EXPLAIN:
In groups, ask students to illustrate the terms below. Ask each group to present the various
illustrations to the class and explain their reasoning.
Osmosis
Diffusion
High concentration
Low concentration
Active Transport
Water
Ions
Concentration
Solute
Cell Membrane
Polar
Non-polar
Facilitated Transport
Exocytosis
Endocytosis
Homeostasis
Tonicity
Solvent
 For LEP students:






Delete the terms ions, tonicity, polar, non-polar, endocytosis, exocytosis.
Allow students to work in pairs. Assign each team one of the terms from the list.
Students should make a poster that shows the following:
-word
-definition
-diagram
Students should present their posters to the class.
Leave the posters around the room as you complete the unit.
For review, make a scavenger hunt type question sheet from the students’ posters.
Allow students to circulate around the room and look for the answers on the posters.
EVALUATE:
Students will construct a concept map using terms that relate to cell transport.
Guiding Question:
What are the connections among the various transport processes and their functions?
Before the Activity: Explain to students that they will be constructing a concept map.
Instructions for completing concept maps can be found in Unit One.
Focus Objective: 2.03
Biology- Unit 4
DRAFT
35
 For LEP students:




Lead a class discussion to define the concept map terms PRIOR to asking students to
complete the map.
Have the students write the definitions in their notebooks and allow them to refer to the
definitions as they work.
Circulate among the groups as they work on their maps. Guide their work with
questions like: “Why did you choose to connect those two terms?”, “Are the links you
made the only way these words/concepts relate?”
Allow students to verbally explain their maps to you and to other groups.
Extension: Students use their concept maps to write a paragraph about cell transport.
Activity Time: 60 minutes
Preparation Time: The teacher should gather the paper, post-it notes and other materials for
students to create their concept maps.
Possible words for concept map. Teachers may give these words to the students or let
students decide on their own words:
Osmosis
Cell Membrane
Diffusion
Polar
High concentration
Non-polar
Low concentration
Facilitated Transport
Active Transport
Exocytosis
Water
Endocytosis
Ions
Homeostasis
Concentration
Tonicity
Solute
Solvent
 Language (ELP) Objectives for LEP students:






Discuss content area-related vocabulary/concepts as a class with teacher support.
Write definitions of words for concept map.
Discuss words and their relationships with a partner.
Listen to teacher’s explanation of how to complete a concept map.
Explain concept map links to teacher and other students.
Use completed concept map to write a paragraph about cell transport.
After the Activity: Help students summarize their understanding of cell transport.
ENGAGE:
Background: Many students may have seen the statement on Jello packages warning that
pineapple or kiwi added to the jello may prevent gelling. Another phenomenon that students
may be aware of is that meat tenderizer is sometimes used to soften meat and to make it more
tender for eating.
This engagement activity (Why Won’t My Jello Gel?) involves students putting various enzyme
solutions on test tubes of jello and then measuring how much digestion occurred by observing
how the level of solid jello has decreased over time.
Biology- Unit 4
DRAFT
36
Note to Teachers: The reason that the jello won’t gel is that certain fruits contain protein
digesting enzymes that will attach the protein molecules in the gelatin. The two most common
enzymes used in meat tenderizer come from pineapple (Bromelain) and papaya (Papain).
Similar enzymes are used in contact lens cleaners. These proteases are extracted from
bacteria (Subtilisin A) and sometimes from pig pancreases (Pancreatin).
Guiding Question:
Why do enzyme solutions cause jello to liquefy?
Before Activity: Don’t tell the students too much about enzymes. This is intended to be a
discovery lab. At the end of the lab students should be developing an idea about enzymes and
their function. Mainly the teacher should explain the procedure.
For LEP students:




Explain the everyday uses of meat tenderizer and contact lens cleaner.
Make cultural connections when discussing the juices. If possible, have
examples/pictures of the whole fruit from which the juice came.
Have students read procedures BEFORE completing lab. Model what they are to do for
each step.
Be sure students understand data table and what information should be included in
each cell.
Why Won’t my Jello Gel (and What’s Up with Meat Tenderizers and
Contact Lens Cleaners)?
Materials:

11 test tubes of jello in test tube rack. Tubes should be about half full.

droppers

two brands of meat tenderizer (French’s and Adolph’s, for example) 12 g of tenderizer to
250 mL warm water (stir well)

Fruit juices (made from fresh fruit or frozen fruit juice concentrate) – fruits such as
pineapple, kiwi, orange, papaya, apple, etc. make good choices.

Two brands of lens cleaner (Bausch and Lomb and Unizyme – Ciba Vision, for example)

Metric ruler
Procedure:
1.
Prepare test tubes of colorful gelatin (cranberry, cherry, or some other red color works
well).
Biology- Unit 4
DRAFT
37
2.
3.
4.
5.
Place the test tubes in the refrigerator so that they will gel.
Label test tubes 1-11, with #1 being the control (no solution gets added).
Measure the height of the jello column in each tube and record.
Place 20 drops of each of the various juices, tenderizers and lens cleaners in the labeled
test tubes. Be sure to note on your data chart the solutions for each tube. Also be sure
to wash the dropper between solutions or use a different dropper.
6. At the end of the period (or the next day), pour off the liquid from each test tube and
remeasure the height of the solid jello column. Record your data.
Data Table:
TEST TUBE
1
2
3
4
5
6
7
8
9
10
11
Contents
Control
Initial Jello Level
Final Jello Level
Analysis:
1.
What did you observe happening to the jello when you added the various
substances?
2. How do you explain what is happening?
3. The substances you used contain molecules called ENZYMES. What is your general
conclusion about what enzymes do when added to jello?
4. Why did some enzymes work better than others?
5. Why would enzymes be important in our digestive systems?
Biology- Unit 4
DRAFT
38
6. What is the function of enzymes in biological systems?
Focus Objective: 2.04, 1.01, 1.02, 1.04
 Language (ELP) Objectives for LEP students:







Read laboratory procedures to complete activity.
Discuss procedures with a partner and correctly execute them.
Listen to teacher’s instructions and ask questions if necessary.
Read labels of substances and use them appropriately.
Write data in appropriate cells of data table.
Discuss data and concepts with a partner and with teacher.
Write complete sentences to answer analysis questions.
Activity Time: 45 minutes
Preparation Time: The teacher will have to prepare many test tubes of jello in advance. The
teacher will also need to prepare the enzyme solutions – see the attached activity for more
instructions. Other materials will need to be placed at lab stations.
Note: If the teacher wants to extend this activity, students could explore the effect of different
concentrations of enzymes or how temperature or pH extremes affect the functioning of the
enzymes.
Safety: Students should wear goggles. Students should never eat any of the lab materials!
After Activity: The teacher can help students summarize the function of enzymes in
relationship to the observations. It is important that students understand that enzymes don’t
always decompose molecules but sometimes build them. The analogy later in this section will
help with this.
EXPLORE:
This lab (Paperase- The Enzyme that Could) involves students in hypothesizing and
experimenting. Students will examine some of the factors that affect enzyme (catalase) function
– temperature, pH, surface area. They will also investigate enzyme features such as specificity,
reusability, and commonality in various species. After carrying out the lab work, each group will
present their results so that every student will have a complete lab summary to study from.
Guiding Question: What types of variable affect the rate of enzyme action?
Before Activity: The teacher needs to explain the instructions very clearly and organize
students into six groups. Each group will explore a different question about enzymes.
PAPERASE – The Enzyme that Could
Biology- Unit 4
DRAFT
39
Purpose:
With this activity you will learn about the rate of reactions that are catalyzed by enzymes.
Introduction:
You will be using an imaginary enzyme called paperase and an imaginary disaccharide
(paperose). Your hands will represent the enzyme, paperase. The disaccharide will be represented
by paper. The function of this enzyme is to split the paperose into two pieces (or products) as
quickly as possible. You will simulate this process by tearing the paper strip down the middle as
fast as you can.
You will work in pairs. One member of the pair will represent a molecule of paperase. The
other member will be the timer.
Materials
Paperose Strips
Scissors
1000 L beaker or other small container of similar size
Graph paper
Calculator
Clock/Timer
Procedure
1.
2.
3.
4.
Form groups of 2 students.
First, cut out your strips of paperose.
You will form 5 piles of 50 paperose molecules each.
The paperase person will do the following:
a. When the start signal is given, take one paperose molecule and tear it in half.
b. Put the two pieces back into the container and grab another paperose molecule.
c. Repeat the first two steps AS FAST AS POSSIBLE for 10 seconds, only ripping
one paperose molecule each time.
d. At the end, count how many paperose molecules you have left. Record this
number in table A.
5. The same person will repeat steps a-d for 30, 60, 120, and 180 seconds, using a new
stack of 50 paperose molecules each time.
6. Be sure to record all data – the remaining paperose molecules in each stack.
7. Graph your results – time on X axis, number of molecules digested on the Y axis.
Collect class data and graph the average rates on the same graph in a different color.
Table A:
Time
Paperose
remaining
Paperose digested
Rate of digestion
(# per second)
10 seconds
30 seconds
60 seconds
120seconds
180 seconds
Biology- Unit 4
DRAFT
40
8. Now determine your rate of reaction for the time intervals in Table B
Table B:
Time Interval
# of paperose
digested
in interval**
Rate per interval – number
of paperose digested over
interval
Class Average – rate per
interval
0-10 seconds
10-30
30-60
60-120
120-180
** For example, from table A, take the number of paperose digested in the first 10 seconds and
subtract from the number digested in 30 seconds. You will have the number that would have been
digested in the interval of 10-30 seconds.
8. Graph your rate per interval and then calculate the class rate of reaction per interval
and graph those results in a different color.
Analysis Questions:
1.
What is the dependent variable in this activity?
2. What is the independent variable in this activity?
3. Describe how human hands represented an enzyme? What characteristics of enzymes did
your hand represent well? What characteristics of enzymes did you hand represent less
well?
4. What is the substrate in this activity?
5. What is the product in this activity?
6. What is the catalyst in this activity?
7. What is the limiting factor for how fast this activity can be done?
8. If we handcuffed the person acting as paperase, what characteristic of enzyme function
would that illustrate?
Biology- Unit 4
DRAFT
41
9. What happened to the rate of reaction as time increased?
results.
Explain why you got these
10. How could we have speeded up the reaction?
Tables for Collecting Class Averages:
Table C:
Class Average for Rate of Reaction Results
Time intervals
Pair 1
10
30
60
120
180
Pair 2
Pair 3
Pair 4
Pair 5
Pair 6
Pair 7
Pair8
Pair 9
Pair 10
Pair 11
Pair 12
Pair 13
Pair 14
Pair 15
Class Average
Biology- Unit 4
DRAFT
42
Table D:
Class Average for Time Trial Results
Time intervals
Pair 1
0 - 10
10 - 30
30 - 60
60 - 120
120 - 180
Pair 2
Pair 3
Pair 4
Pair 5
Pair 6
Pair 7
Pair 8
Pair 9
Pair 10
Pair 11
Pair 12
Pair 13
Pair 14
Pair 15
Class Average
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
Biology- Unit 4
DRAFT
43
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
Biology- Unit 4
DRAFT
44
For LEP students:





Use modified version that follows.
Allow time for discussing and defining key terms.
Have students read procedures BEFORE completing lab. Model what they are to do for
each step.
Make transparencies of class data charts and allow one student to be the recorder for all
groups.
Be sure students understand data table and what information should be included in
each cell.
PAPERASE – The Enzyme that Could
Before you begin, look at all the BOLD print words. You and your partner
should discuss each of these words and try to write your own definitions on a
sheet of notebook paper. If you cannot define any, place a * beside them
and be sure to write definitions as we discuss them as a class. You may also
need to change your definitions and/or add information.
Purpose:
With this activity you will learn about the rate of reactions that are catalyzed by enzymes.
Introduction:
You will be using an imaginary enzyme called paperase and an imaginary disaccharide called
paperose. Your hands will represent the enzyme, paperase. And the disaccharide will be
represented by paper. The function of this enzyme is to split the paperose into two pieces (or
products) as quickly as possible. You will simulate this process by tearing the paper strip down the
middle as fast as you can.
You will work in pairs. One member of the pair will represent a molecule of paperase. The
other member will be the timer.
Materials
paperose Strips
scissors
small container or cup
graph paper
calculator
clock/timer
Procedure
1.
2.
3.
4.
Form groups of 2 students.
First, cut out your strips of paperose.
You will form 5 piles of 50 paperose molecules each.
The paperase person will do the following:
a. When the start signal is given, take one paperose molecule and tear it in half.
b. Put the two pieces back into the container and grab another paperose molecule.
c. Repeat the first two steps AS FAST AS POSSIBLE for 10 seconds, only ripping
one paperose molecule each time.
Biology- Unit 4
DRAFT
45
d. At the end, count how many paperose molecules you have left. Record this
number in table A.
9. The same person will repeat steps a-d for 30, 60, 120, and 180 seconds, using a new
stack of 50 paperose molecules each time.
10. Be sure to record all data – the remaining paperose molecules in each stack.
11. Graph your results – time on X axis, number of molecules digested on the Y axis.
Collect class data and graph the average rates on the same graph in a different color.
Table A:
Time
Paperose
remaining
Paperose
digested
Rate of digestion
(# per second)
10 seconds
30 seconds
60 seconds
120seconds
180 seconds
8. Now determine your rate of reaction for the time intervals in Table B
Table B:
Time
Interval
# of paperose
digested
in interval**
Rate per interval – number
of paperose digested over
interval
Class Average – rate per
interval
0-10 seconds
10-30
30-60
60-120
120-180
** For example, from table A, take the number of paperose digested in the first 10 seconds and
subtract from the number digested in 30 seconds. You will have the number that would have been
digested in the interval of 10-30 seconds.
12. Graph your rate per interval and then calculate the class rate of reaction per interval
and graph those results in a different color.
Analysis Questions:
11. What is the dependent variable in this activity?
12. What is the independent variable in this activity?
Biology- Unit 4
DRAFT
46
13. Describe how human hands represented an enzyme? What characteristics of enzymes did
your hand represent well? What characteristics of enzymes did you hand represent less
well?
14. What is the substrate in this activity?
15. What is the product in this activity?
16. What is the catalyst in this activity?
17. What is the limiting factor for how fast this activity can be done?
18. If we handcuffed the person acting as paperase, what characteristic of enzyme function
would that illustrate?
19. What happened to the rate of reaction as time increased?
results.
Explain why you got these
20. How could we speed up the reaction?
Tables for Collecting Class Averages:
Table C:
Class Average for Rate of Reaction Results
Time intervals
Pair 1
10
30
60
120
180
Pair 2
Pair 3
Pair 4
Pair 5
Pair 6
Pair 7
Pair8
Pair 9
Biology- Unit 4
DRAFT
47
Pair 10
Pair 11
Pair 12
Pair 13
Pair 14
Pair 15
Class Average
Table D:
Class Average for Time Trial Results
Time intervals
Pair 1
0 - 10
10 - 30
30 - 60
60 - 120
120 - 180
Pair 2
Pair 3
Pair 4
Pair 5
Pair 6
Pair 7
Pair 8
Pair 9
Pair 10
Pair 11
Pair 12
Pair 13
Biology- Unit 4
DRAFT
48
Pair 14
Pair 15
Class Average
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
Biology- Unit 4
DRAFT
49
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
PAPEROSE
Focus Objective: 2.04
 Language (ELP) Objectives for LEP students:









Read entire lab and look for BOLD print terms. Discuss the words with partner and write
definitions.
Discuss the key terms with classmates and with teacher. Write/modify definitions as
necessary.
Read laboratory procedures to complete activity.
Discuss procedures with a partner and correctly execute them.
Listen to teacher’s instructions and ask questions if necessary.
Write data in appropriate cells of data table.
Record class data, calculate averages, and record them in data table.
Discuss data and concepts with a partner and with teacher.
Write complete sentences to answer analysis questions.
Activity Time: 45 minutes
Preparation Time: The teacher will need to copy the activity instructions and questions. The
paperose molecules will also need to be copied so that each pair of students will have 250
molecules. The teacher should make transparencies of the class data sheets for students to
record their group data.
After Activity: The teacher should go over all the characteristics of enzymes explored in this lab
to make sure that all students understand these characteristics.
EXPLAIN:
Biology- Unit 4
DRAFT
50
Allow students the opportunity to explain the characteristics of enzymes to each other. This can
be accomplished through a Think-Pair-Share activity.
ELABORATE:
This (Park Bench Model of Enzyme Action) is an analogy that the teacher describes to students.
The teachers asks inquiry questions which students answer - about the analogy and enzymes.
Guiding Question: How does the enzyme analogy illustrate the way that enzymes work and the
variables that affect enzyme action?
 For LEP students:







If possible, provide a bench in the classroom.
Have students role play the events in the analogy.
Students should draw pictures of the park and label the parts: substrates, enzyme,
products, active site.
Encourage whole-class discussion as you discuss reaction rate and effects of damaging
the bench.
Be sure to compare this activity to real enzyme function.
Have students write a paragraph summarizing the activity and comparing the parts of
the analogy to real enzyme function.
Refer to this activity frequently as you discuss enzymes prepare for tests.
Before the Activity: The teacher should explain that students will be presented with an analogy
and the teacher should explain the value of analogies to the students.
Park Bench Model of Enzyme Action:
The following analogy can be very helpful to students in remembering the
characteristics of enzymes.
Have the students imagine a city park with 100 people randomly walking around in a
grassy area. In this section of the park is one magical park bench built for two.
Occasionally, two people bump into the bench simultaneously. This causes them to
sit down. When they stand up, they are holding hands and have become a couple.
(So far in this analogy, we have the people, who are the substrate molecules; the
bench, which is the enzyme; and the couple, which is the product.) Now, have the
students imagine that this process continues until all 100 people have formed
couples. You can ask many questions at this point.
How could we speed up this reaction? We could provide more benches
(enzymes)? The enzyme in this case is the limiting factor.
Was the bench (enzyme) changed by the reaction? Enzymes are reusable
and are not changed by the reaction that they catalyze.
What happens to the speed of the reaction as it continues? It slows
Biology- Unit 4
DRAFT
51
because as the concentration of people (substrate) goes down, there is less
probability of them bumping simultaneously into the bench (enzyme).
Would this bench work on ants or elephants? The answer is probably not.
Enzymes work by shape and are specific to a particular substrate. (You could have
the students create a “bench” for the ants and the elephants – something that is
the right shape.)
What if we burned the bench? It would not work – the shape has been
changed.
What if we froze the bench? It might work but very slowly. The substrate
molecules move more slowly and the frozen bench would slow down the reaction.
(Temperature affects enzyme function. High temperature can permanently
denature enzymes; very cold temperature can slow enzyme function considerably.)
Would 12 M H2SO4 (sulfuric acid) destroy the bench? Would lye (a base)
destroy the bench? Yes, these substances could burn holes in the bench. So acids
and bases can definitely affect enzyme function.
Focus Objective: 2.04
 Language (ELP) Objectives for LEP students:




Listen to teacher’s instructions and ask questions if necessary.
Draw a sketch of the activity in your notebook. Label the important parts: enzyme,
products, substrate, active site.
Discuss effects of damaging the bench and factors affecting reaction rate.
Write a paragraph summarizing the activity. Explain how this is an analogy for real enzyme
functioning.
Activity Time: 20 minutes
Preparation Time: None
Note: This analogy and others can be found in the following article.
http://teachersnetwork.org/ntol/howto/science/analogies.htm
EXPLAIN:
After the Activity: Ask students to summarize what they have learned from the analogy.
Instruct students to explain what they have learned to others (possibly through a Think-PairShare activity)
EVALUATE:
In this activity (Enzyme Cards Activity), students will use cards to carry out a simulation of
enzyme function. Each student will either have a card that is an enzyme or a card that is a
substrate molecule. Circulate the room to check for accuracy. Reteach if necessary.
Biology- Unit 4
DRAFT
52
Guiding Question:
enzyme function?
How do enzymes function at a molecular level and what variables affect
Before the Activity: Explain to students that they will be involved in an activity that will help
them summarize what they have learned about enzymes.
 For LEP students:







Do this activity in parts—do one trial with decomposition enzymes and discuss; do one
trial with synthesis enzymes and discuss; do one trial with enzymes and substrates that
do not match and discuss.
If you do all parts at once, consider color coding the notecards to make it easier for
students to find their partners.
When discussing effects of damaging enzymes, actually crumple one up so it will not
“work”. Go outside and light one of the enzyme cards on fire (blow it out quickly) to
simulate how temperature changes the enzyme.
Stress to students the importance of SHAPE to enzyme functioning. Enzymes are
specific because they have to physically have the right shape to fit their substrate(s).
Have students keep one set of the used note cards in their notebooks. Have them label
the enzyme, active site, products. In addition, have them label cut sides decomposition
and tape pieces synthesis respectively.
Be sure to compare this activity to real enzyme function.
If lack of time is a concern, assign 1-2 questions from Analysis sheet to each group.
The members of the group should discuss their question(s) and write complete answers
on a transparency. Have each group present their answer to the class and display the
transparency for other students to copy. Be sure to check their answers and guide them
to make corrections/additions as necessary.
ENZYME CARDS Activity
(Thanks to Molly Poston for the original idea.)
Purpose: In this activity, students will play the parts of enzymes or substrates. They will try to
match enzyme to substrate and carry out the indicated reaction. Some substrates require taping
together (synthesis); other substrates require cutting apart (decomposition). One enzyme has no
substrate and one type of substrate has no enzyme.
Materials:
Enzyme and Substrate cards
Scotch tape
Scissors
Handout with questions.
Instructions to teacher:
1.
Cut out the cards – cut on the solid lines only. Do not cut on the dotted lines.
Biology- Unit 4
DRAFT
53
2.
3.
Explain to students that you will be handing out pieces of cards to them. Some of them will
be enzymes and others will be substrates. When you say “start”, the substrates need to
find their enzymes and the enzymes need to find their substrates. Once the substrates
and enzymes pair up, students need to either tape their substrate pieces together or cut
the substrate on the dotted line. Tell them that there may be an enzyme that does not fit
a substrate or a substrate that does not have an enzyme.
Then hand out the cards – randomly.
2 students get decomposer enzymes
3-5 students get the substrate pieces that fit the first enzyme and
3-5 students get the substrate pieces that fit the second enzyme.
2 students get synthesizer enzymes
2-3 students get the first piece and 2-3 students get the second piece for the first
enzyme
2-3 students get the first piece and 2-3 students get the second piece for the second
enzyme
1 student gets the enzyme that does not match a substrate.
1-3 students get the substrates that do not match an enzyme.
4.
After students finish the simulation, you should lead them in a discussion of what they have
learned and then have them answer the analysis questions.
Analysis Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
What is the function of enzymes?
Were the enzymes changed in this simulation?
How were the substrates changed in this simulation?
How did we simulate decomposition?
How did we simulate synthesis?
What was necessary for the synthesis reaction to work?
How could you make the synthesis and decomposition reactions go faster?
Would adding more substrate make the reaction go faster?
If you had an abundance of enzymes, would adding more substrate make the reaction go
faster?
What happens to the speed of the reaction when just a little bit of substrate is left?
What if we crumpled up the enzyme? Would it still work? What does this tell you about
enzyme function?
What variables denature real enzymes?
What does it mean to say that enzymes are specific? How did we simulate that idea?
If a particular substrate is glucose, would you expect to find an enzyme to denature glucose
in many different organisms? Would this enzyme be identical from organism to organism?
Write a one paragraph summary about enzymes – their function, their characteristics, and
the variables that affect their functioning.
Biology- Unit 4
DRAFT
54
Decomposer Enzymes
Cut out five substrate pieces and 1 enzyme (6 students)
Cut out five substrate pieces and 1 enzyme (6 students)
Synthesizer Enzymes
Cut out 1 enzyme and three substrates (each cut in two parts) – 7 students.
Biology- Unit 4
DRAFT
55
Cut out 1 enzyme and three substrates (each cut in two parts) – 7 students.
Biology- Unit 4
DRAFT
56
Substrate with no enzyme
Cut out three substrates – discard the other piece – 3 students.
Enzyme with no substrate
Cut out 1 enzyme – only – discard other piece – one student.
Biology- Unit 4
DRAFT
57
Focus Objective: 2.04
Activity Time: 60 minutes
Preparation Time: The teacher needs to copy the enzyme/substrate shapes and put them on 3
x 5 cards.
After the Activity: Help students summarize their understanding of enzymes and factors that
affect enzyme functions and rate of reaction.
ENGAGE:
In this activity (Bioenergetic Reaction Demonstrations),
students will observe several different test tubes whose contents illustrate the processes of
photosynthesis, cellular respiration, and fermentation.
Guiding Question: What is the evidence for bioenergetic processes in living things?
 For LEP students:







Allow students to see you set up the demos. Provide thorough explanations of what you
are doing for each. Perhaps, allow students to be your “assistant” for different parts.
Have students sketch the set-ups on the day they are set up. Label the diagrams
BEFORE. On the day you observe them, have students sketch AFTER diagrams.
Students should label all important parts on diagrams.
Have them write 1 or 2 sentences describing the major differences between the
BEFORE and AFTER pictures.
Allow students to discuss their hypotheses explaining the changes they observe.
You may need to provide significant guidance as students develop hypotheses. Ask
questions like: What gas do you think is in the bubbles? Why do you think the solution
changed color? Do you think it mattered that the setup was in the dark?
Accept all reasonable hypotheses.
Before the Activity: Teachers should explain to students that they will be observing a variety of
test tubes. Students should be asking themselves what happened (or is happening) in each of
the test tubes. Teachers can explain to students that these test tubes illustrate three of the
major energetic reactions that take place in living things.
BIOENERGETIC REACTION OBSERVATIONS – Instructions for
Teacher
To the Teacher:
The teacher should set up the following demonstrations 1-3 days ahead of the in-class activity.
On the day of the activity, the tubes can be set out for the students to observe. The teacher
should explain to the students how each of the demonstrations were prepared. The handout may
be used for students to hypothesize their explanations.
Biology- Unit 4
DRAFT
58
Photosynthesis:
Materials:
water plants (such as Elodea)
4 rubber stoppers
Bottled water
4 test tubes (that fit stoppers)
2 test-tube racks
1 light source
Procedure:
1. Fill all 4 test tube(s) with bottled water.
2. Place water plants in 2 test tube(s) and close tubes with a rubber stopper so that no water can
leak out.
3. Simply stopper the other two tubes. They will have water only.
4. Invert the tubes and place in racks – each rack with have one tube with a plant and one tube
with no plant.
5. Place one rack directly in front of the light and the other in a dark place. Leave for 1-3 days.
6. After about 1-3 days, students will observe.
Fermentation:
Materials:
Package of dry yeast
Table sugar
6 Small balloons
6 Test tubes
distilled water
test tube racks
Procedure:
1. Fill 6 test tubes with distilled water.
2. Add a pinch of yeast and a pinch of sugar to two tubes. Add yeast only to two tubes.
3. Add a balloon to the opening of each test tube. Use relatively small balloons.
4. Place tubes in test tube racks. (Each rack will have one tube with yeast/sugar and one with
yeast only and one with only water.)
5. Place one rack in the dark and one rack in the light.
6. Leave for 1-3 days.
7. After 1-3 days, students will observe.
Cell Respiration:
Materials:
6 Test tubes
6 Stoppers
Several Pond snails
bromthymol blue (BTB)
test tube racks
Procedure:
1.
2.
3.
Set up 6 test tubes with BTB solution – see below.
Put 1-2 pond snails in two of the tubes.
Put 1-2 pond snails and 1 sprig elodea in two of the tubes.
Biology- Unit 4
DRAFT
59
4.
5.
6.
Blow through a straw into two of the tubes (gently!) until the BTB turns yellow. Add a sprig of
Elodea to each tube.
Put 3 tubes in a test tube rack in the dark (1 of each type). Put the other 3 tubes in direct
light.
After 1-3 days students will observe.
NOTE: BTB turns yellow in the presence of carbon dioxide because carbon dioxide increases
carbonic acid in the solution and BTB turns yellow in an acidic environment. When carbon dioxide
disappears the BTB will turn blue again.
NOTE: If you have a bottle of BTB solution, you should dilute it. Mix 120 mL 0.04% BTB with
1800 mL water. You can then use this solution directly in the test tubes.
Bioenergetic Reactions – Student
For each of the test tubes, record you proposed explanation for what you are observing.
Demonstration One
Test Tube Contents
#1 – water, plant, light
Observation
Proposed Explanation
Observation
Proposed Explanation
#2 – water, light
#3 – water, plant,
dark
#4 – water, dark
Demonstration Two
Test Tube Contents
#1 – water, sugar,
yeast, light
#2 – water, yeast,
Biology- Unit 4
DRAFT
60
light
#3 – water, sugar,
yeast, dark
#4 – water, yeast,
dark
#5 – water, dark
Demonstration Three
Test Tube Contents
#1 – BTB water,
snails, plant, light
Observation
Proposed Explanation
#2 – BTB water,
snails, plant, dark
#3 – BTB water,
snails, light
#4 – BTB water,
snails, dark
#5– yellow BTB water,
plants, light
#6– yellow BTB water,
plants, dark
Focus Objective: 5.05, 1.01, 1.03
Biology- Unit 4
DRAFT
61
 Language (ELP) Objectives for LEP students:








Listen to teacher’s explanation of each demonstration set-up.
Read steps of demo set-up as teacher performs them.
Sketch and label BEFORE and AFTER diagrams.
Discuss observations with a partner.
Write sentences describing changes observed.
Write hypotheses to explain changes observed.
Write sentences to
Listen to teacher’s instructions and ask questions if necessary.
Activity Time:
60 minutes
Preparation Time: The teacher needs to set up all the demonstrations. This activity will take
about 2 hours to set up if all the materials are available.
Safety: Because the test tubes are stoppered or ballooned, the students will not need to wear
goggles.
After the Activity: Have a discussion with students about some of their explanations. (This is
a great opportunity to find out how much they know already and where their misconceptions
are.) Then explain to them that they will be doing some flow charts on the bioenergetic
processes.
EXPLORE:
In this activity (Cell Respiration Photosynthesis Activity), students will be given two different
charts – one of the steps of cellular respiration and fermentation and the other of
photosynthesis. They will fill in the charts with the correct terms and then they will create a
concept map that merges the two processes.
For LEP students:





Project a copy of the charts and fill them in as you go. Allow time for students to copy
your answers.
Allow time for discussing and defining key terms.
Do the Respiration portion on one day and the Photosynthesis portion on another day.
Have each student write 5 true/false questions and 5 fill-in-the-blank questions for each
part. Have partners exchange papers and answer questions. Return papers to
question writer for checking.
As an alternative, write your own short quiz for each part. Consider allowing students to
use their completed sheets during the quiz.
Guiding Question: What are the relationships between Cellular Respiration and
Photosynthesis?
Before the Activity: The teacher should make sure that students are clear about the
instructions. Explain that they will be finishing charts based on the reactions that they
observed in the previous activity.
Biology- Unit 4
DRAFT
62
Teacher Notes: The answers to the chart are below in red. A blank template has been
provided for students to complete.
Cellular Respiration, defined as…the breakdown of glucose to
produce usable chemical energy, ATP
- occurs in what type of organism? autotrophs & heterotrophs
Glycolysis
-
occurs in the cytoplasm
anaerobic process (means no oxygen)
begins with glucose and ends with pyruvic acid, NADH (electron/hyrdrogen
carrier) and ATP
Aerobic Phase means uses oxygen
Location: mitochondria
- pyruvic acid is converted to acetyl
coA
Citric Acid Cycle (Kreb’s Cycle)
- produces ATP, carbon dioxide and
NADH, which carries energized
electrons and hydrogens
Anaerobic Phase (aka: Fermentation)
Location: cytoplasm
Alcoholic
- occurs in yeast cells (bread)
Lactic Acid
- occurs in skeletal muscle
- a build up causes muscle fatigue
Electron Transport Chain (a series of
proteins used to make ATP)
- NADH gives up its electrons and
hydrogens to make ATP
- Oxygen waits at the end of the
chain for used electrons and
hydrogen to form water
** The aerobic phase is a more efficient process for ATP production
because…glucose is completely broken down during the aerobic phase and as a
result produces a greater amount of ATP whereas during the anaerobic phase
glucose is incompletely broken down to produce a smaller amount of ATP.
Remember that chemical energy is stored within the chemical bonds of the glucose
molecule and during cellular respiration is converted to ATP.
Biology- Unit 4
DRAFT
63
Photosynthesis, defined as… conversion of light energy into the
chemical energy of carbohydrates
- occurs in what type of organisms? autotrophs
Light Reaction
-occurs in the thylakoids of the l
chloroplast
Dark Reaction
- occurs in the stroma of the
chloroplast and takes place in
darkness or light.
-chlorophyll traps light energy and
splits water into oxygen and hydrogen
provides light energy which gets
converted to chemical energy by the
chlorophyll molecule.
-
hydrogen from the light reaction
combines with carbon dioxide to
produce glucose.
When the hydrogen from the light reaction
combines with carbon dioxide, the light
energy is stored as chemical energy in the
bonds of the glucose molecule.
This energy is used to split the
water molecule into hydrogen and
oxygen.
Biology- Unit 4
DRAFT
64
Cellular Respiration, defined as…
- occurs in what type of organism?
Glycolysis
-
occurs in the __________________
anaerobic process (means ______)
begins with ________________ and ends with __________, ____________ and
____________
OR
Aerobic Phase means ______________
location:
-
Anaerobic Phase (aka
location:
pyruvic acid is converted to
________________________
__________ Acid Cycle
Alcoholic
-
- occurs in ______
produces _________, ___________
and _____________, which carries
energized _________ and __________
_________ Acid
- occurs in
________
- a build up
causes
_________
Electron Transport Chain (a series of _______
used to make ____________)
- NADH gives up its ________ and ________
to make ATP
-______________ waits at the end of the chain
Biology- Unit 4
DRAFT
Picture taken from
http://www.biology4kids.com/files/cell_mito.html
65
for used electrons an hydrogen to
form ________________
** The aerobic phase is a more efficient process for ATP production because…
Photosynthesis, defined as…
- occurs in what type of organisms?
Light Reaction
-
occurs in the __________________ of the ___________________________
-
______________ traps_________________ and splits ______________ into
______________ and __________________
Dark Reaction
-
occurs in the ________________ of the ___________________ and takes place
in _______________ or _____________________.
-
_______________ from the light reaction combines with ______________ to
produce ________________.
Light Reaction
Dark Reaction)
When the ______________, from the
Light reaction combines with
________________, the light energy
is stored as ______________ energy in
the bonds of the _______________
Molecule.
provides _________________ energy which
gets converted to _______________
Biology- Unit 4
DRAFT
66
energy by the _________________
molecule. This energy is used to
_____________ the _____________
molecule into ________________ and
_____________________.
http://www.biology4kids.com/files/cell_chloroplast.html
http://www.biology4kids.com/files/cell_chloroplast.html
Focus Objective: 2.05
 Language (ELP) Objectives for LEP students:






Listen to teacher’s explanations and ask questions if necessary.
Write answers to all sections of worksheets.
Reread all sections of worksheets when studying.
Write 5 true/false questions and 5 fill-in-the-blank questions for each section.
Read another student’s questions and correctly answer them.
Read another student’s answers to the questions you wrote and provide written corrections
if needed.
Activity Time: 90 minutes - 30 minutes to fill in the charts and 60 minutes to create the
concept map.
Preparation Time: The teacher needs to copy the handouts. In addition, the teacher could
copy the Cellular Respiration and Photosynthesis diagrams (below). These diagrams can be
used to help students with their charts and concept maps. The diagrams are best copied in
color and then placed in plastic sleeves so that they can be used over again.
Cellular Respiration
Biology- Unit 4
DRAFT
67
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/energpath1.gif
http://www.biologycorner.com/resources/photosynthesis.jpg
Biology- Unit 4
DRAFT
68
EXPLORE:
In this lab (Photosynthesis Lab) students will vary the amount of light that an aquatic plant
(Cabomba) receives and measure the amount of oxygen gas produced.
 For LEP students:
Use  IT AIN’T EASY











BEIN’ GREEN!! modified version that follows.
Give students the lab sheets on the day before the lab. Have them read procedures and
make a list of questions they have. Discuss their questions before doing the activity.
In class, have students read background information out loud. Take time to discuss
each of the bulleted items.
Have students answer pre-lab questions and be sure to go over them before proceeding.
Explain all procedures and model all steps of the basic set-up BEFORE students do it
themselves.
Divide students into small groups. Assign each group one of the variables to test.
As an alternative, choose 2-3 variables you will have all groups test. You will need to
change the directions on the lab sheet if you do it this way.
Provide substantial support as groups develop their experiments. Be sure they are
discussing with partners and writing all information down.
When checking their proposals, be sure students understand why they are doing what
they are doing. Point out any safety concerns and be sure students follow proper
procedures.
If time permits, have students make posters of their experimental setups and data tables.
Allow groups to orally explain their experiments and share their data with class.
Discuss analysis questions as a class. Students should write answers in complete
sentences.
Guiding Question: What are the variables that affect the rate of photosynthesis?
Before the Activity: The teacher should go over the lab instructions carefully.
Lesson Title: Photosynthesis Lab (or “It’s Not Easy Bein’ Green”)
Submitted by: Judy Jones, East Chapel Hill High School
Biology- Unit 4
DRAFT
69
Background Information:
Photosynthesis is the process that some organisms use to get the food that will be their energy
source and the source of building materials for their structural parts. Organisms that
photosynthesize, store radiant energy (from the sun) as chemical energy in the C-C bonds of
carbohydrates. Life on our entire planet depends upon these organisms and their chlorophyll
molecules that trap the radiant energy and store it in chemical bonds. Without autotrophs, life
could not exist on earth. There would be no way to produce an energy source for ATP formation.
Some of the fastest chemical reactions occur in photosynthesis (some in trillionths of a second),
which makes studying them a little tough! But with new technologies, there is still a lot of
interesting work that is being done to try and understand this complex process. Some very
interesting research is going on including that at Arizona State University
(http://photoscience.la.asu.edu/photosyn/default.html).
Photosynthesis is thought by some scientists to date back 3.5 billion years ago. These early
photosynthesizers were probably very similar to today’s prokaryotic cyanobacteria (blue-green
algae). Most photosynthetic organisms are eukaryotes. Cyanobacteria use their cell membrane
for photosynthesis much the same way as plants use the thylakoid membrane. Eukaryotic plants
are probably only about a billion years old. This coincided with the probable incorporation of a
cyanobacteria-like organism into a bacteria-like cell (endosymbiosis). The old cyanobacterium
became the chloroplast of today.
Targeted Standard Course of Study Goals and Objectives
2.05 Investigate and analyze the bioenergetic reactions:



Aerobic respiration
Anaerobic respiration
Photosynthesis
Essential Question(s):
1. What is the importance of photosynthesis to all organisms on the planet?
2. What is the flow of energy in photosynthesis and in ecosystems?
3. What is the relationship between the processes of photosynthesis and cellular respiration?
Introduction to teacher:
One of the difficulties with photosynthesis labs is getting them to work! Cabomba caroliniana is
an easily acquired aquarium plant that produces rather decent results and grows very rapidly. (This
explains the fact that it is considered a “weed” and care must be taking not to get it into natural
ecosystems.) You should make sure that you purchase a fresh supply. Cabomba does best when it
gets a little infusion of CO2 – a small pinch of baking soda can provide this. It needs very clean
water and a lot of light. The water should be a little warm also – not below 72o F. If you keep your
Cabomba healthy, it should work well for your photosynthesis lab.
To make your 1% solution of sodium bicarbonate, mix 1 gram of NaHCO3 with 99 grams of distilled
water.
Biology- Unit 4
DRAFT
70
Teachers could have each lab group investigate a different variable and then combine the results so
that the whole class discusses all of the variables and their effect on the rate of photosynthesis.
Teachers might have the students prepare complete lab reports for this investigation.
Safety/Special Considerations:
As always care should be taken when handling acids and bases. Students should flush the affected
area with water if they are exposed to acids or bases. Goggles and aprons should be worn.
Otherwise, there are no particular hazards with this lab.
References:
This lab is an adaptation of an activity found at:
http://www-saps.plantsci.cam.ac.uk/articles/cabomba/cabomba.htm
Activity (Student)
Introduction to student:
Photosynthesis is the process that autotrophs use to convert radiant energy into the chemical
energy of glucose (carbohydrates). All living things depend on this process. (A few organisms
depend upon an alternative process - chemosynthesis - occurring in deep sea vents.) The
autotrophs, themselves, use the carbohydrates as an energy source. They carry out cellular
respiration to produce usable ATP. Heterotrophs either eat the autotrophs or other heterotrophs
that are part of the food web in order to get the food source for ATP production through cellular
respiration. Without the autotrophs, there would be no ultimate source of energy for ecosystems.
The basic equation for photosynthesis is:
6H2O + 6CO2 ----------> C6H12O6+ 6O2
In addition to requiring water and carbon dioxide, however, photosynthesis also requires
chlorophyll, radiant energy, and specific enzymes. There are many variables that can affect the
process of photosynthesis. Before you continue, brainstorm some of the variables that you think
would have an effect on the rate of photosynthesis.
VARIABLES:
Purpose:
Purpose: This lab activity is designed to help you learn about some of the variables that affect the
rate of photosynthesis. You will be using a common aquarium plant – Cabomba – and you will
measure the volume of oxygen gas that is produced when the plant is subjected to various
conditions.
Materials:
400 mL Beaker
25 mL Graduated cylinder
Biology- Unit 4
sodium bicarbonate (1% solution)
Cabomba sprig
DRAFT
razor blade
light bulbs 40W
71
Gooseneck lamp
Dechlorinated water
goggles and aprons
cellophane
0.1 M acid (HCl)
0.1 M base (NaOH)
Basic Procedure:
1. Fill your beaker with water.
2. Fill the graduated cylinder to the top with NaHCO3 solution.
3. Take a sprig of Cabamba and under the water, cut the bottom end at an angle. Keep the
plant in the water.
4. Then, holding the fronds flat, place the sprig of Cabamba in the cylinder so that the cut end
is toward the bottom of the cylinder.
5. Turn the cylinder containing the plant upside down in the beaker of water so that the
cylinder is completely full of solution (and plant!).
6. You can measure the oxygen that is produced by reading the cylinder upside down.
Notes:
1. You can place a beaker of water between the experimental set-up and the light. This will
act as a heat sink and keep temperature from confusing the light variable.
2. You could count the bubbles of O2 formed in a set period of time as an alternative to
reading O2 volume from the graduated cylinder.
Specific Procedures
1. Using the basic procedure above, design experiments to measure the rate of photosynthesis
relative to some of the following variables.
a. amount of light
b. color of light
c. pH of water
Biology- Unit 4
DRAFT
72
d. presence of carbon dioxide (you can increase or decrease the amount of dissolved
CO2)
e. Temperature of water
Lab Data:
Set up a data table something like the one shown. For example the Condition might be the distance
of the light (10 cm, 20, cm, 30 cm, 40 cm, 50cm) or the pH (3, 5, 7, 9, 11), etc.
Trial
Amount of O2
Condition 1
Amount of O2
Condition 2
Amount of O2
Condition 3
Amount of O2
Condition 4
Amount of O2
Condition 5
1
2
Questions to Guide Analysis:
1. What gas is contained in the bubbles that are produced?
2. Why was sodium bicarbonate solution used in the graduated cylinder?
3. Under what conditions was photosynthesis most productive?
4. Which variables seemed to have the greatest effect on the rate of photosynthesis?
5. Try to explain the reasons for your answer to #2.
6. Explain why each variable is important to photosynthesis. Use the chemical reaction for
photosynthesis in your answer.
7. What is the importance of photosynthesis in the biosphere?
Extensions
There might be other variables that students would be interested in testing. For example, they
could try other aquarium plants. They might also want to try introducing various pollutants in
different concentrations into the water.
References for further research
http://faq.thekrib.com/plant-list.html
This is a rather nice list of aquarium plants put up by an
aquarium enthusiast with the help of some of his friends. A lot of helpful information is provided.
Rubrics as required for lesson expectations
The following rubric can be used to assess formal lab reports.
Criteria
1
2
3
4
5
Background/Statement of Problem
Hypothesis
Materials
Biology- Unit 4
DRAFT
73
Procedure
Data
Analysis
Sources of Error
1 = present but inadequate
2 = present but has major inaccuracies
3 = present but has several inaccuracies
4 = present but has a few inaccuracies
5 = present and is sound with no inaccuracies
 IT AIN’T EASY BEIN’ GREEN!!
Introduction:
- Photosynthesis is the process that autotrophs use to convert light energy into the
chemical energy of glucose (carbohydrates).
- All living things depend on this process.
- The autotrophs, themselves, use the carbohydrates as an energy source. They carry out
cellular respiration to produce usable ATP.
- Heterotrophs either eat the autotrophs or other heterotrophs that are part of the food
web in order to get the food source for ATP production through cellular respiration.
- Without the autotrophs, there would be no ultimate source of energy for ecosystems.
- The basic equation for photosynthesis is:
H2O + CO2 + light----------> C6H12O6+ O2
Pre-Lab Questions:
For questions 1-4, circle the correct term in each set of parentheses ( ).
1. Photosynthesis converts ( light / chemical ) energy into ( light / chemical ) energy.
2. Organisms that make their own food are called ( autotrophs / heterotrophs ).
3. Organisms that cannot make their own food are called ( autotrophs / heterotrophs ).
4. Organisms get ATP energy from their food in ( photosynthesis / cellular respiration ).
5. List the reactants for photosynthesis:
Biology- Unit 4
DRAFT
74
6. List the products of photosynthesis:
7. Which is more important in a forest food chain----plants or birds? Why?
There are many variables that can affect the process of photosynthesis. Brainstorm some of the
variables that you think would have an effect on the rate of photosynthesis. Write your ideas
below.
VARIABLES:
Purpose:
This lab activity is designed to help you learn about some of the variables that affect the rate of
photosynthesis. You will be using a common aquarium plant – Cabomba – and you will measure the
volume of oxygen gas that is produced when the plant is subjected to various conditions.
Materials:
400 mL beaker
25 mL graduated cylinder
light source
distilled water
baking soda
Cabomba sprig
goggles and aprons
cellophane
razor blade
light bulbs 40W
hydrochloric acid
sodium hydroxide
Basic Procedure:
7. Fill your beaker with distilled water.
8. Fill the graduated cylinder to the top with baking soda (NaHCO3) solution.
9. Take a piece of Cabamba and,under the water, cut the bottom end at an angle. Keep the
plant in the water!
10. Place the sprig of Cabamba in the cylinder so that the cut end is toward the bottom of the
cylinder.
11. Turn the cylinder containing the plant upside down in the beaker of water so that the
cylinder is completely full of solution (and plant!).
12. You can measure the oxygen that is produced by reading the cylinder upside down.
Biology- Unit 4
DRAFT
75
Specific Procedures
We are going to design experiments to measure the rates of photosynthesis relative to some of the
following variables. Your group is responsible for ONE of these experiments. Circle the VARIABLE
your teacher assigns to your group.
amount of light
color of light
pH of water
temperature of water
amount of carbon dioxide
You and your group members must design an experiment using the variable assigned.
Steps you should take:
_____discuss ideas with group members
_____write your ideas on a separate sheet of paper
_____make a list of materials you will need
_____sketch how you would like to set up your experiment
_____design a data table you will use
_____explain your experiment to your teacher
_____get written approval from your teacher
YOU MAY NOT PROCEED UNTIL THE TEACHER HAS HEARD YOUR PROPOSAL AND APPROVED
IT!!!!!
Biology- Unit 4
DRAFT
76
EXAMPLE DATA TABLE:
Set up a data table something like the one shown. For example the Condition might be the distance
of the light (10 cm, 20, cm, 30 cm, 40 cm, 50cm) or the pH (3, 5, 7, 9, 11), etc.
Trial
Amount of O2
Condition 1
Amount of O2
Condition 2
Amount of O2
Condition 3
Amount of O2
Condition 4
Amount of O2
Condition 5
1
2
After all groups have completed their experiments, results will be shared with the class.
Questions to Guide Analysis for All Groups:
1. What gas is contained in the bubbles that are produced?
2. Why was sodium bicarbonate solution used in the graduated cylinder?
3. Under what conditions was photosynthesis most productive?
4. Which variables seemed to have the greatest effect on the rate of photosynthesis?
5. Try to explain the reasons for your answer to #2.
6. Explain why each variable is important to photosynthesis. Use the chemical reaction for
photosynthesis in your answer.
7. What is the importance of photosynthesis in the biosphere?
Focus Objective: 2.05, 1.01, 1.02, 1.03, 1.04
 Language (ELP) Objectives for LEP students:











Read lab procedures for homework and write questions for class discussion.
Read lab procedures in class and participate in oral discussion.
Listen to teacher’s explanations and ask questions if necessary.
Write answers to all sections of worksheets.
Discuss experimental setup with group members.
Write ideas for group experiment and orally explain them to teacher.
Draw setup and label. Orally explain to teacher.
Design and complete a data table for lab designed by group.
Orally explain group’s work to class. Share data with other groups.
Listen to presentations from other groups and ask questions if necessary.
Participate in oral group/class discussion about conclusion questions. Write answers in
complete sentences.
Biology- Unit 4
DRAFT
77
Activity Time: 90 minutes
Preparation Time: Teachers will need to make sure all lab materials are available including the
copies of the lab handout. The Cabomba should be purchased. Elodea can be substituted or
perhaps some other aquarium plant.
Extension: Generally, the students will only collect 0.5 - 1.0 mL of oxygen which they find
relatively unimpressive. A fun extension is to ask them if they know how many molecules of
oxygen gas that is. When they don’t know, you can tell them that under normal (Standard
Temperature and Pressure) conditions, 22.4 L of any gas has 6.02 x 1023 molecules. Then
have them calculate how many molecules of gas are in 1 mL. (Note that we are disregarding
other variables such as water vapor in order to simplify this extension. After they figure out the
molecules of oxygen, ask them to figure out how many new glucose molecules were produced
just while they were watching their plant.
Safety: Goggles are required.
After the Activity: The teacher should help the students analyze their data and help them with
their conclusions.
EXPLORE:
In this lab (Aerobic Cellular Respiration) students will compare cellular respiration in humans
and in plants. They will use themselves (exercise and blowing into bromothymol blue solution)
and germinating peas in bromothymol blue solution.
 For LEP students:






Give students the lab sheets on the day before the lab. Have them read procedures and
make a list of questions they have. Discuss their questions before doing the activity.
In class, have students read background information out loud. Take time to discuss as a
whole class.
Explain all procedures and model all steps of the basic set-up BEFORE students do it
themselves.
Complete both sections as a class. Choose one student to be the person who
blows/exercises/blows while others observe and discuss what is going on and the
results. Set up one set of the pea flasks and allow students to make daily observations
from that set.
Allow students to plant the peas after you complete the lab. They love to see “their”
peas growing on the windowsill!! You can refer to this lab and to the actual plants later
on when it is time to review.
Discuss analysis questions as a class. Students should write answers in complete
sentences.
Guiding Question:
What kinds of organisms carry out aerobic cellular respiration?
Before the Activity: Be sure to go over the instructions so that students understand the
procedure.
Biology- Unit 4
DRAFT
78
Lesson Title:
Aerobic Cellular Respiration (or “What do Peas and
People Have in Common?”)
Sumbitted by: Judy Jones, East Chapel Hill High School
Background Information:
One of the misconceptions that students often bring into high school biology is the notion that
heterotrophs (animals, to them) are the only organisms that carry out cellular respiration. They
think that photosynthesis is done by plants and cellular respiration by animals. The following
activity is designed to help correct this misconception. Students will measure their own production
of CO2 during low and high activity. They will observe that this is one of the waste products of
cellular respiration. And then they will observe that plants can produce the same CO 2. In this
second activity, seeds are used. Germinating seeds are not yet photosynthesizing. They are
getting energy for germination through aerobic cellular respiration by using the food stored in the
cotyledons. Dry seeds are inactive and should produce little or no CO 2.
The reaction for aerobic cellular respiration is:
C6H12O6 + 6O2 → 6CO2 + 6H2O
(Energy released: 36 ATP - 2830 kJ mol−1)
Targeted Standard Course of Study Goals and Objectives
2.05 Investigate and analyze the bioenergetic reactions:



Aerobic respiration
Anaerobic respiration
Photosynthesis
Essential Question(s)
1.
Why is cellular respiration so important for organisms?
2.
What types of organisms carry out cellular respiration?
3.
Why would the level of CO2 production vary with level of activity?
Introduction to teacher
In this set of two lab activities, students will first conduct an experiment to show that level of
physical activity can affect CO2 production levels. Then students will carry out a procedure to
show that plants also use cellular respiration to get energy from their food.
Biology- Unit 4
DRAFT
79
Before this activity, the teacher should demonstrate blowing into a flask of water containing
bromthymol blue. Help students interpret the color changes.
Explain that when a person blows CO2 into water, carbonic acid is formed and it is the acidic
condition that changes the color of the bromthymol blue. Demonstrate that you can use titration
with NaOH to determine quantitatively approximately how much CO2 was in the solution. You add
drops of NaOH until you bring the bromthymol blue back to its original color. Remind them that
they will want to keep a test tube of bromthymol blue solution as a color standard.
The picture on the left shows bromthymol blue in a very acidic
solution.
The picture in the middle shows bromthymol blue in a slightly acidic
solution.
The picture on the right shows bromthymol blue in the least acidic
solution.
bmp
http://regentsprep.org/Regents/biology/units/laboratory/graphics/bromothymolblue.
Part I: To prepare the 0.4% NaOH solution, you should mix 0.4 grams of NaOH with 99.6 mL of
distilled water. If you have several classes you can make more of this solution just multiplying each
number by the same factor. For example you could use 0.8 grams of NaOH and 199.2 mL of water.
Although you might want to limit how many students are actually blowing into the flasks, the
activity is very enjoyable to students and ideally, each of them should carry out the experiment.
Part II: This part will take at least 5 days, so have the students set up the experiment 5 days
before you want them to process the data. For example you might want the results to be final on
the day that they carry out Part I. A variation of this lab is to place the bromthymol blue directly
over the peas in the flask. Then at the end of the time period, the peas can be removed so the
liquid can be observed better.
NOTE: You might want to use the soaked pea seeds for other activities such as observing the
structure of a seed or you might want to plant the pea seeds and do some experiments with
seedlings and plant growth.
Safety/Special Considerations
Student should wear goggles and aprons. They should use care with the NaOH and bromthymol
blue. If they get either on their hands, they should flush them with water. And of course they
should take care to avoid ingesting either substance.
References
Part 1 is an adaptation of a lab from BSCS Yellow Version (“Human Respiration”) and part 2 is a very
simple adaptation of the AP seed germination lab.
Biology- Unit 4
DRAFT
80
Activity for Student
Introduction to student
You will be doing two different activities in order to better understand aerobic cellular respiration.
In Part 1, you will be the experimental subjects. In Part 2, germinating and non-germinating pea
seeds will be the experimental subjects. Answer the following questions before you begin.
1. Why is cellular respiration so important for organisms?
2. What is cellular respiration?
Give the reactants and the products.
3. What is the role of “breathing” in cellular respiration?
4. What types of organisms carry out cellular respiration?
5. Why would level of CO2 production vary with level of activity?
Purpose

To learn that one of the products of cellular respiration is CO2

To learn that plants as well as animals carry out cellular respiration.

To observe that CO2 production varies with level of activity.

To learn how to use titration as a method of determining quantity of a substance.
Part I:
You will try to answer the question: How does the amount of CO2 production change with different
levels of muscular activity?
Materials
straws (several per group)
aprons/lab coats
dropper bottles for NaOH
graph paper
Bromthymol Blue
250 mL Erlenmeyer flasks (1 per student)
Goggles
Foil or parafilm to cover flask while blowing
NaOH (1 L) 0.4%
graduated cylinder
Procedure
1. Decide what activity you will use for “low” activity and what activity you will use for “high”
activity. Which activity would be best to perform first? Why?
2. Determine the independent variable and the dependent variable.
3. Decide how long will you perform each activity?
4. Decide which of you will do the blowing and activities and which of you will do the timing and
recording, (unless your teacher has each of you conduct the experiment).
Biology- Unit 4
DRAFT
81
5. For your tests, measure 100 mL of bromthymol Blue Solution (BTB) and pour it into the flask.
Place the straw into the solution so that the bottom is in the BTB.
6. Cover the flask with aluminum foil or parafilm (with a small hole for the straw).
7. For one minute, blow into the solution. IF YOU NEED TO TAKE A BREATH, BE SURE TO
REMOVE YOUR MOUTH FROM THE STRAW. Do NOT swallow any of the solution.
8. When you are finished blowing, add NaOH solution to the flask (counting each drop) until the
solution turns blue again. Record the number of drops that are required to return the BTB to its
original color.
9. Repeat the procedure after you have been exercising vigorously.
10. Record your data and record data from 5 other students in your class.
Lab Data
Individual
Drops of NaOH
(RESTING)
Drops of NaOH
(ACTIVE)
Description of
Activity
You
Classmate 1
Classmate 2
Classmate 3
Classmate 4
Classmate 5
Questions to Guide Analysis
1. What is the relationship between levels of activity and the amount of CO2 produced?
2. Explain the reason for your answer to #1.
3. Where does the exhaled CO2 come from in the body? What chemical process is producing
the CO2?
4. Explain why there would be differences in your results and the results of other groups.
How could you improve your accuracy?
5. How might athletic training change the results that you got?
6. What would happen if an organism did not get rid of the waste CO2?
Biology- Unit 4
DRAFT
82
7. If a single brain cell uses 100,000,000 ATP molecules every second. How many glucose
molecules would be needed to produce this much ATP? How many CO 2 molecules would be
produced?
Part II:
In this activity, you will answer the question: Do plants carry out cellular respiration?
Materials
50 Germinating Pea Seeds
aprons/lab coats
Test Tubes (to fit in flask)
50 Dry Pea Seeds
beaker to soak seeds
2- 250 mL Erlenmeyer flasks with stoppers or jars
with lids
Goggles
paper towels
Bromthymol Blue
Procedure
1.
Soak 50 pea seeds for 24 hours before you do the lab.
2. Put several layers of moist paper towel in the bottom of each flask
or jar.
3. In jar 1 place the 50 presoaked peas. In the second jar, place the
50 dry seeds and in jar 3, do not place any peas.
4. In each jar stand up a test tube that contains bromthymol blue
solution. Fill the test tube at least half way.
5. Stopper the flasks or put the lids on tightly. Then place the flasks
in a place where they won’t be disturbed.
6. Observe each day. Record color changes in the bromthymol blue on your data chart.
Lab Data
In the following table note the color changes in the Bromthymol Blue in each flask over the five day
period.
Trial
Day 1
Day 2
Day 3
Day 4
Day 5
Germinating Peas
Dry Peas
No Peas
Biology- Unit 4
DRAFT
83
Questions to Guide Analysis
1.
In which flasks did the bromthymol blue change color?
2. What would cause the color change?
3. What happened in the control flask? Explain these results.
4. What is the purpose of the control in this experiment?
5. Why do plants need to carry out cellular respiration?
6. How do plants get the food that is used in cellular respiration?
7. How to heterotrophic organisms get food that is used in cellular respiration?
8. What is the purpose of cellular respiration?
9. Write the equation for aerobic cellular respiration.
Extensions
Each of these activities could be extended in many ways. In Part I, students could use the same
method to examine CO2 production levels for a variety of other activities. They could have all the
students in the class conduct the same level of exercise and then compare results. They could
examine the reasons for variation from person to person.
In Part II, other variables could be introduced. Temperature, light, pH, other types of seeds, and
seeds in different stages of germination could produce interesting results. Students might also
compare photosynthesizing plants to the germinating peas.
References for further research
http://www.troy.k12.ny.us/thsbiology/skinny/skinny_respiration.html (This is a nice little webpage
created for Troy High School – highly respected California high school.)
Rubrics as required for lesson expectations
Focus Objective: 2.05, 1.01, 1.03, 1.04
Biology- Unit 4
DRAFT
84
 Language (ELP) Objectives for LEP students:







Read lab procedures for homework and write questions for class discussion.
Read lab procedures in class and participate in oral discussion.
Ask questions if necessary.
Read and follow procedures to complete activities safely.
Listen to teacher’s explanations and ask questions if necessary.
Write answers to all sections of worksheets.
Participate in oral group/class discussion about conclusion questions. Write answers in
complete sentences.
Activity Time:
60 minutes
Preparation Time: The teacher needs to copy the handout and set up the lab stations.
Note: The germinating peas part of the lab can be set up as a demonstration to eliminate using
so many materials.
Safety: Goggles are required. Students should be careful blowing into the bromothymol blue
(BTB solution). They should not suck up accidentally.
After Activity: Help students analyze their results so that they understand clearly that the
change in color of bromothymol blue indicates that both germinating seeds and human beings
are carrying out cellular respiration.
EXPLORE:
In this lab (Fermentation Lab) students will grow yeast in various concentrations of molasses
and measure the carbon dioxide production.
 For LEP students:
 Use the  Molasses Lab – or “Let the Yeast Begin!” version that follows.










It has been
modified for LEP students.
Give students the lab sheets on the day before the lab. Have them read procedures and
make a list of questions they have. Discuss their questions before doing the activity.
In class, have students read background information out loud. Take time to discuss as a
whole class.
Go over key vocabulary as a class. Hold up examples when possible. Have students
write definitions on a separate sheet of paper.
Allow students to taste molasses. Explain how people eat molasses.
Explain all procedures and model all peocedures BEFORE students do it themselves.
Encourage students to focus on bold and bold/underlined terms in procedures. Have
them check off the steps as they complete them.
ow students to make daily observations from that set.
Decide whether you want line or bar graphs. Check graphs for accuracy as students
draw them. If time permits, allow students to use colored pencils on their graphs.
Discuss analysis questions as a class. Students should write answers in complete
sentences.
Relate the CO2 production of yeast to the making of bread, beer, and wine.
Biology- Unit 4
DRAFT
85
Guiding Question:
What are the reactants and products of fermentation?
Before the Activity: The teacher should review the procedure and show students how to invert
the small test tube into the large test tube full of solution. The teacher should also show
students how to remove air bubbles that might get trapped in the small tube.
Molasses Lab – or “Let the Yeast Begin!”
(Adapted from BSCS Biology)
PURPOSE:
In this lab, you will
use yeast microscopic
organisms that will
become active and
begin fermentation
when they are
introduced to a food
solution. We will be
looking at the
relationship between
the amount of food
(% molasses) that the yeast are given and the level of their activity as measured by the amount of
CO2 that they give off during fermentation. Active yeast give off more CO 2.
MATERIALS:
Goggles
6 test tubes (18 mm x 150 mm)
6 test tubes (10 mm x 75 mm)
50 mL graduated cylinder
400 mL beaker
Test tube rack
Masking tape
metric rule
6 squares of aluminum foil (3 cm x 3 cm
40 mL of molasses solution (25% solution)
15 mL of yeast suspension
Marking pen
Dropper
PROCEDURE:
1. Number the 6 large test tubes (1-6). Put your team name on some masking tape and place the
tape on your test tube rack.
2. Measure 15 mL of molasses solution and pour it into test tube 1.
3. Measure 25 mL of molasses solution in the graduated cylinder. Add 25 mL of water and mix
thoroughly. You can just hold your palm over the top of the graduated cylinder and invert several
times.
4. Pour 15 mL of the solution from #3 in test tube 2.
Biology- Unit 4
DRAFT
86
5. Pour off some of the solution into the beaker until you have exactly 25 mL of your mixture left
in the graduated cylinder.
6. Add 25 mL of water to this mixture and mix thoroughly.
7. Pour 15 mL of the new mixture into test tube 3.
8. Continue steps 5-7 until you have filled test tubes 1-5 with molasses solutions in a serial dilution.
9. Put 15 mL of water in test tube 6.
10. Shake the yeast suspension thoroughly and then add 10 drops of yeast to each of the 6 test
tubes. Shake the yeast between each addition.
12. Mix the yeast and molasses solutions in each test tube by holding your thumb over the mouth
and inverting.
13. Into each test tube place one of the small test tubes – upside down. This step is tricky AND
sticky! Carefully fill the small tube with some of the solution from the large tube. Then quickly
invert the small tube into the large tube. Remove bubbles of air from the small tube by tilting the
large tubes and slowly returning them to the upright position.
14. Cover each test tube with a piece of aluminum foil and place the tubes in the test tube rack.
Put the rack in a warm place.
15. The next day, measure the length of the column of gas in each small test tube and record the
amounts.
DATA and CONCLUSIONS:
1.
HYPOTHESIS: State your hypothesis based on the introduction to this lab.
The “independent variable” in an experiment is the factor that you control, while the “dependent
variable” changes depending on the conditions of the experiment.
2. What is the dependent variable in this lab?
3. What is the independent variable?
4. How is the activity (rate of metabolism) of the yeast measured?
Biology- Unit 4
DRAFT
87
5. The molasses solution used in test tube #1 is 25%. Based on the method you used to produce
your diluted solutions, what are the percentages of molasses in each of the other test tubes? Put
your answer in the chart below. Also record your data in this chart.
TUBE
% molasses
1
2
3
4
5
6
Length of
gas (mm)
Class
Average
6. Graph your data on a piece of graph paper. Put the independent variable on the “X” axis and the
dependent variable on the “Y” axis. Graph the class data on the same graph paper. Label clearly.
7. What was the purpose of test tube 6?
8. Why was it important to shake the yeast suspension just before adding drops to the test tubes?
9. Millimeters are units of length, but the gas occupies volume. Why are millimeters acceptable in
this case for measuring amounts of gas?
10. Why is it important to look at data from the whole class?
11. Does your data support your hypothesis? EXPLAIN.
12. How could you verify your data?
Biology- Unit 4
DRAFT
88
13. What were some of the factors (that you kept constant) that could affect the activity of the
yeast?
 Molasses Lab – or “Let the Yeast Begin!”
(Adapted from BSCS Biology)
KEY VOCABULARY:
Yeast
Fermentation
Hypothesis
Graduated cylinder
molasses
dependent variable
aerobic
solution
test tube
independent variable
anaerobic
suspension
dilution
constants
CO2
invert
PURPOSE:
In this lab, you will use yeast - microscopic organisms that will become active and begin
fermentation when they are introduced to a food solution. We will be looking at the relationship
between the amount of food (% molasses) that the yeast cells are given and the level of their
activity as measured by the amount of CO2 that they give off during fermentation. Active yeast
cells give off more CO2.
ANSWER THESE QUESTIONS IN COMPLETE SENTENCES:
What are yeast cells?
How do they get energy from food? Is this an aerobic or anaerobic process?
What is the food we will give our yeast cells?
What are the products they will produce?
Biology- Unit 4
DRAFT
89
MATERIALS:
goggles
6 test tubes (18 mm x 150 mm)
6 test tubes (10 mm x 75 mm)
50 mL graduated cylinder
400 mL beaker
test tube rack
masking tape
metric rule
6 squares of aluminum foil (3 cm x 3 cm
40 mL of molasses solution (25% solution)
15 mL of yeast suspension
marking pen
dropper
PROCEDURE:
1. Number the 6 large test tubes (1-6). Put your team name on masking tape and place the tape
on your test tube rack.
2. Measure 15 mL of molasses solution and pour it into test tube 1.
3. Measure 25 mL of molasses solution in the graduated cylinder. Add 25 mL of water and mix
thoroughly. You can just hold your palm over the top of the graduated cylinder and invert several
times.
4. Pour 15 mL of the solution from the graduated cylinder into test tube 2.
5. Pour off some of the solution into the beaker until you have exactly 25 mL of your mixture left
in the graduated cylinder.
6. Add 25 mL of water to this mixture and mix thoroughly.
7. Pour 15 mL of the new mixture into test tube 3.
8. Continue steps 5-7 until you have filled test tubes 1-5 with molasses solutions in a serial
dilution.
9. Put 15 mL of water in test tube 6.
10. Shake the yeast suspension thoroughly and then add 10 drops of yeast to each of the 6 test
tubes. Shake the yeast between each addition.
12. Mix the yeast and molasses solutions in each test tube by holding your thumb over the mouth
and inverting.
13. Into each test tube place one of the small test tubes – upside down. This step is tricky AND
sticky! Carefully fill the small tube with some of the solution from the large tube. Then quickly
invert the small tube into the large tube. Remove bubbles of air from the small tube by tilting
the large tubes and slowly returning them to the upright position.
Biology- Unit 4
DRAFT
90
14. Cover each test tube with a piece of aluminum foil and place the tubes in the test tube rack.
Put the rack in a warm place.
15. The next day, measure the length of the column of gas in each small test tube and record the
amounts.
DATA and CONCLUSIONS:
1.
HYPOTHESIS: State your hypothesis based on the introduction to this lab. HINT: Which
test tube will have the most gas produced and why?
The independent variable in an experiment is the factor that you control, while the dependent
variable changes depending on the conditions of the experiment.
2. What is the dependent variable in this lab?
3. What is the independent variable?
4. How is the activity (rate of metabolism) of the yeast measured?
5. The molasses solution used in test tube #1 is 25%. Based on the method you used to produce
your diluted solutions, what are the percentages of molasses in each of the other test tubes?
Put your answer in the chart below. Also record your data in this chart.
TUBE
% molasses
1
2
3
4
5
6
Length of
gas (mm)
Class
Average
Biology- Unit 4
DRAFT
91
Analysis and Conclusions
1. Graph your data on a piece of graph paper. Put the independent variable on the “X” axis
and the dependent variable on the “Y” axis. Graph the class data on the same graph paper.
Label clearly.
2. What was the purpose of test tube 6?
3. Why was it important to shake the yeast suspension just before adding drops to the test
tubes?
4. Why is it important to look at data from the whole class?
5. Does your data support your hypothesis? EXPLAIN.
6. How could you verify your data?
7. What were some of the factors (that you kept constant) that could affect the activity of
the yeast?
Focus Objective: 2.05, 1.01, 1.03, 1.04
 Language (ELP) Objectives for LEP students:











Read lab procedures for homework and write questions for class discussion.
Read lab procedures in class and participate in oral discussion.
Listen to class discussion and teacher’s explanations.
Write definitions of key terms. Draw diagrams if appropriate.
Ask questions if necessary.
Read, discuss, and execute procedures with partners to complete activities safely.
Collect and record data.
Draw and label a graph showing group results and class results.
Listen to teacher’s explanations and ask questions if necessary.
Write answers to all sections of worksheets.
Participate in oral group/class discussion about conclusion questions. Write answers in
complete
Activity Time:
45sentences.
minutes the first day and 30 minutes the second day.
Preparation Time: The teacher needs to prepare the molasses and yeast solutions, set up the
lab stations and copy the lab handout.
Biology- Unit 4
DRAFT
92
After the Activity: The teacher should help students collect class data and analyze the lab.
ELABORATE:
This is a worksheet guide that students will use to help them understand energy relationships.
 For LEP students:
 Use  Energy Process Relationships worksheet that follows.








It has been modified for
LEP students.
Allow students to work in pairs to complete worksheet.
Allow students to refer to notes/text as they work.
As an alternative, project the diagram on the top of the worksheet. Cut apart the
questions and give one to each student. Go around the room asking each student to
read his/her question aloud and provide the answer. When appropriate, have the
student come up to the projection screen and point to the section of the diagram that
provides their answer.
For review, make several enlarged copies of the diagram. For each group, cut the
components apart and place them in an envelope. Give each student/group one
complete set in an envelope. Have them reconstruct the original diagram and glue to a
piece of construction paper. Hang the posters around the room.
Project a transparency of the entire sheet and write in answers as you go over/discuss
the material.
If possible, make bread dough in class. Provide examples of bread with large holes
formed by CO2.
Ask students why soda is fizzy. Compare the CO2 bubbles in soda to those in beer and
champagne. Be sure students know the bubbles come from different processes.
Discuss lactic acid fermentation in terms of vigorous exercise. Explain why you “feel the
burn”, get cramps, need hydration, and feel sore afterward.
Guiding Question: What are the reactants, products, energy production, and requirements of
the bioenergetic reactions?
Before Activity: Explain to students that this worksheet will help them summarize the energy
processes that are found in living things.
Biology- Unit 4
DRAFT
93
ENERGY PROCESSES
Name____________________________ Date ___________________ Per _________
Here are four reactions that involve Energy in cells. Fill in the names of the molecules involved and
identify the process. Also put in the correct number of ADP, P, and ATP molecules for each
reaction.
A.
C6H12O6
+
________
____ ADP
+
____________
____ P ------------> 2C2H5OH
______
_______
+
2CO2
+ ____ ATP
_______ ____________
Process:______________________________________
B.
C6H12O6
+
____ ADP
________
+
____________
____ P ------------> 2C3H6O3
______
+ ____ ATP
_______
____________
Process:______________________________________
C.
C6H12O6
+
________
6O2
+
______
6H2O +
___ ADP
+ ___ P -------> 6CO2
_______ _______
______
+ 12H2O + ___ ATP
_______ ________ ______
Process:______________________________________
D.
6CO2
+
Biology- Unit 4
12H2O
----------- C6H12O6
DRAFT
+
6O2
+
6H2O
94
_______
________
________
______
________
Process:______________________________________
List the Processes below and indicate whether it is an AEROBIC or ANAEROBIC reaction.
Process
Anaerobic or Aerobic?
Amount of ATP Produced?
A.
B.
C.
D.
For each reaction below, check the box next to the term if it is used in the reaction.
Cellular
Respiration
Fermentation
Muscle glycolysis
Photosynthesis
Enzymes
Light
Chlorophyll
ADP + P
Oxygen
Place the letter of the process next to the term that it is associated with.
A.
B.
C.
D.
Photosynthesis
Fermentation
Cellular Respiration
Muscle Glycolysis (Lactic Acid Fermentation)
Most Energy Produced __________
Helps bread to rise ______________
Beer, Wine, etc. _______________
Only 2 ATPs formed _______________
Biology- Unit 4
DRAFT
95
Muscle Fatigue ___________
Stores energy ___________________
Yeast Cells ______________
Releases energy __________________
Temporary process _____________
36 ATPs formed __________________
No ATP formed _______________
Occurs in plants and algae ___________
 ENERGY PROCESS RELATIONSHIPS
Name____________________________ Date ___________________ Per _________
Study the diagram below. Answer the questions that follow.
1.
What are the reactants for photosynthesis?
2.
What are the products of photosynthesis?
3. What kind of energy powers photosynthesis?
4. What kinds of organisms carry out photosynthesis?
5. In what organelles does photosynthesis occur?
6. What happens to the sugars produced by photosynthesis?
7. What are the reactants for respiration?
8. What are the products of respiration?
Biology- Unit 4
DRAFT
96
9. What kind of energy is produced by respiration?
10. What kinds of organisms carry out respiration?
11. In what organelle does respiration occur?
12. What happens to the energy produced by respiration?
List the Processes below and indicate whether it is an AEROBIC or ANAEROBIC reaction.
Process
A. photosynthesis
Anaerobic or Aerobic?
Amount of ATP Produced?
B. cellular respiration
C. fermentation
D. muscle glycolysis
REACTANTS
For each reaction below, check the box next to the term if it is used in the reaction.
Cellular
Respiration
Fermentation
Muscle glycolysis
Photosynthesis
carbon dioxide
light
water
ADP + P
(ATP)
oxygen
Biology- Unit 4
DRAFT
97
PRODUCTS
For each reaction below, check the box next to the term if it is produced in the reaction.
Cellular
Respiration
Fermentation
Muscle glycolysis
Photosynthesis
carbon dioxide
light
water
ADP + P
(ATP)
oxygen
Read each description. On the line, write the letter(s) of the process(es) that it describes.
A. photosynthesis
B. fermentation
C. cellular respiration
D. muscle glycolysis (Lactic Acid Fermentation)
most energy produced __________
helps bread to rise ______________
beer, wine, etc. _______________
only 2 ATPs formed _______________
muscle fatigue ___________
stores energy ___________________
yeast cells ______________
releases energy __________________
temporary process _____________
36 ATPs formed __________________
anaerobic process _____________
muscle soreness _______________
aerobic process _______________
occurs in plants and algae ___________
uses up CO2 _______________
produces CO2 _________________________
Biology- Unit 4
DRAFT
98
Focus Objectives: 2.05
 Language (ELP) Objectives for LEP students:





Read scientific diagram.
Read and answer questions related to diagram.
Complete charts showing reactants and products of energy processes.
Read about energy processes and match names of processes to descriptions.
Listen to class discussion and ask questions if necessary.
For alternate activities:
 Read questions related to diagram aloud. Give oral answer to question. Explain how the
diagram provides answer.
 Discuss energy processes with partner(s).
 Read diagram components and discuss them with partner(s) to arrange them correctly.
Activity Time:
30 minutes
Preparation Time: Teacher will need to make copies of the handout for their students.
Teacher will also need to make one transparency of the two page handout.
Note: Teachers can have students work in groups to finish this worksheet and then go over the
answers as a class or teachers could simply do the whole activity with the class from the
beginning.
After Activity: Explain to students that the most readily available energy for cells is in ATP. This
will help them move into the next activity.
EXPLAIN
Students will create cartoon panels of the ATP-ADP cycle and present them to the class.
 For LEP students:





Print out the background information for each student.
Have students take turns reading aloud in class. Stop frequently and ask students to
paraphrase what they have read. Provide highlighters/colored pencils and allow
students to mark on their sheets.
Discuss and answer questions before proceeding.
Make a quiz or review game to reinforce reading and discussion.
Alternative to cartoon: Have students produce a skit with all characters and a script.
They should perform for the class.
Guiding Question:
reactions?
Biology- Unit 4
In what form is the energy that is used and released by bioenergetic
DRAFT
99
Before Activity: Teachers should go over the basic details of the ATP-ADP cycle and stress the
importance of this being the most available energy for cell processes – for example active
transport, which they have just studied.
ATP – ADP Cartooning Activity
(Thanks to Lynne Gronback at Cedar Ridge High School for this idea.)
Background:
ATP is the energy currency of living organisms. It
provides the quick energy that is needed by many
reactions in order for them to occur. It also
provides the energy to move muscles or to allow a leaf
to turn toward the sun. Some reactions (cellular
respiration and fermentation) release energy that is
stored in ATP; other reactions use the energy stored
in ATP. These include reactions that build molecules
through synthesis.
Starch (plants) and glycogen (animals) are molecules
that are composed of hundreds of glucose molecules
bonded together. These are comparable to money
that you keep in a savings account. This money is stored safely but is not very useful for spending,
just as starch and glycogen are a way of storing glucose but don’t provide easily usable energy.
Glucose molecules, which are formed by hydrolyzing starch or glycogen, are like $100 bills. They
are not very useful for most of the purchases that we need to make quickly. We need to break the
$100 down into smaller bills just as glucose is oxidized in cellular respiration.
And ATP molecules are like $1 bills. They can be used in snack machines and provide easy money
for most purchases just as ATP provides quick energy for chemical reactions. Of course ATP
molecules are not composed of the atoms from glucose; they just store the energy that is released
from the C-C bonds in glucose during cellular respiration. And ATP can release that energy very
quickly to any reaction that requires it.
In summary
Starch, glycogen
Glucose
ATP
= savings account
= $100
= $1
The energy carrying part of ATP is the third phosphate (the tail). Energy from cellular
respiration is used to attach a phosphate to ADP creating a high energy bond. When that third
phosphate is taken off, the energy is released to a reaction that needs it. There are 30.6 kJ of
energy released from one mole of ATP molecules (or 30.6 kJ/mole stored).
Biology- Unit 4
DRAFT
100
http://www.nismat.org/physcor/atp.gif
ADP + P + Energy  ATP
ATP  ADP + P + Energy
(Energy stored in ATP)
(Energy released from ATP)
Fun Facts: At any one time a single human cell may contain 1,000,000,000 (1 billion) ATP
molecules and this is only enough energy from just a few minutes of functioning. Since each adult
human may have up to 100 trillion cells, this means there are a lot of ATP molecules in existence at
one time! Every minute the ATP cycle takes place about 3 times. (Kornberg, 1989)
ATP Graphic at beginning: http://www.brooklyn.cuny.edu/bc/ahp/LAD/C7/graphics/C7_atp_2.GIF
Directions
You will create a 4 panel cartoon, showing how ADP and ATP work in a cell. First, create cartoon
characters for the following:
ATP molecule
ADP molecule
P (phosphate)
ATP Synthase – enzyme needed to attach the P to ADP)
Enzyme to break P off of ATP
Energy
Then design your little cartoon story. Your cartoon should show the production of ATP by forming
a high energy third phosphate bond and the breakdown of ATP to release energy. You should also
show where the energy for ATP formation comes from and what the energy released from ATP is
used for.
Questions
1.
Where does the ATP cycle take place?
2. What is the purpose of the ATP cycle?
Biology- Unit 4
DRAFT
101
3. How many ATP molecules might be in an adult human at any one time?
4. If 36 ATP molecules are produced during the cellular respiration of 1 glucose molecule, how
many glucose molecules must be oxidized to produce the approximately 1,000,000,000 ATP
molecules that are in each cell at any one time. (Remember, you answer is PER CELL.)
Further Research
1.
Can organisms produce ATP from the breakdown of lipids and proteins?
Focus Objective: 2.05
 Language (ELP) Objectives for LEP students:






Read about ATP formation and highlight/underline key information.
Discuss reading with teacher and classmates.
Listen to explanations.
Discuss ATP formation with group members. Create a skit showing ATP formation.
Write a script for each role in skit. Use content vocabulary.
Present skit in front of class.
Activity Time:
90 minutes
Preparation Time: Teachers will need to make copies of the instructions and gather plain white
paper and illustrating materials for the students.
Note: Teachers could assign this activity for homework or have students work in groups rather
than do the activity individually.
After Activity: Teachers should review the basic steps in the cycle.
EVALUATE:
Students will construct a concept map using terms that relate to cell transport, enzyme function,
and bioenergetic reactions. Teacher should check for accuracy and student understanding.
 For LEP students:

Lead a class discussion to define the concept map terms PRIOR to asking students to
complete the map.
 Have the students write the definitions in their notebooks and allow them to refer to the
definitions as they work.
 Circulate among the groups as they work on their maps. Guide their work with questions
like: “Why did you choose to connect those two terms?”, “Are the links you made the
Guiding only
Question:
What
are the relationships
way these
words/concepts
relate?”among all of the bioenergetic reactions?
 Allow students to verbally explain their maps to you and to other groups.
Extension: Students use their concept maps to write a paragraph about energy processes.
Biology- Unit 4
DRAFT
102
Before the Activity: Explain to students that they will be constructing a concept map.
Instructions for completing concept maps can be found in Unit One.
Focus Objective: 2.05
 Language (ELP) Objectives for LEP students:






Discuss content area-related vocabulary/concepts as a class with teacher support.
Write definitions of words for concept map.
Discuss words and their relationships with a partner.
Listen to teacher’s explanation of how to complete a concept map.
Explain concept map links to teacher and other students.
Use completed concept map to write a paragraph about energy processes.
Activity Time: 60 minutes
Preparation Time: The teacher should gather the paper, post-it notes and other materials for
students to create their concept maps.
Below is a word list that teachers can give to students. Teachers may choose to have students
generate their own word list.
Photosynthesis
Cellular Respiration
Fermentation
Enzymes
Chlorophyll
Light
Water
Active Transport
Diffusion
Homeostasis
Reactants
Products
Carbon Dioxide
Oxygen Gas
Glucose
Ethyl Alcohol
ATP
Facilitated Diffusion
Osmosis
After the Activity: Help students summarize their understanding all factors related to cell
transport, enzyme function, and bioenergetic reactions.
Biology- Unit 4
DRAFT
103
ENGAGE:
Student will conduct a webquest involving three sites to engage students in the carbon cycle.
The sites have carbon cycle games and animations.
 For LEP students:







Have students pre-read all questions. They may read to a partner or you may call on
students to read questions to whole class.
For each question, ask students what the key words are. Students should underline key
parts of each sentence.
Have students paraphrase questions.
Discuss/Define unfamiliar words/phrases.
Project the webquest and complete all activities as a class. You will need to paraphrase
much of the content and provide substantial support.
Allow time for questions/discussions.
Be sure students write answers to questions on their sheets.
Guiding Question:
environment?
Before the Activity:
What are the main processes involved in the cycling of carbon in the
Explain a few of the features of these games to the students.
Carbon Cycle Games
Go to the following website and click return to read the conversation that is presented. Be sure to
try the quiz and do all parts – it is a clever and knowledge packed animation.
http://epa.gov/climatechange/kids/carbon_cycle_version2.html
Go to the following website and follow the instructions. Answer the questions below as you play the
game. Be sure you go to all of the stars with questions.
http://www.windows.ucar.edu/earth/climate/carbon_cycle.html
Questions:
1.
How many megatons of carbon are produced each year by burning of fossil fuels?
2. What greenhouse gas contains carbon?
3. How much of the atmosphere contains the gas referred to in question #2?
4. How much has this gas increased in the last 150 years?
5. What is the effect on the planet of this increase in the gas referred to in question #2?
6. What process takes carbon dioxide out of the atmosphere?
Biology- Unit 4
DRAFT
104
7. Do plants ever release carbon back to the atmosphere? If so what process in plants,
releases carbon?
8. How much carbon is stored in the soil? In what form?
9. Does soil release carbon dioxide into the atmosphere?
10. What are the ways that carbon dioxide gets into the surface ocean?
11. How much carbon does the surface ocean take in each year?
12. How does the deep ocean get carbon?
13. What happens to carbon when it gets to the deep ocean?
14. How much of the earth’s carbon is in the deep ocean?
15. What do phytoplankton do with carbon?
16. Do marine organisms need carbon?
17. What happens to marine organisms if there is too much carbon?
18. List the processes that put carbon into the atmosphere.
19. List the processes that take carbon out of the atmosphere.
Now go to the following website:
http://www.open2.net/science/element/html/
You will open the screen with the picture of the ocean and the coast. Then you will drag the
carbon atom (upper left hand corner) to various parts of the pictured environment and answer
the given questions.
Summarize what you learn about the movement of carbon from this website.
Focus Objective: 5.02
 Language (ELP) Objectives for LEP students:







Read questions out loud. Underline key words.
Paraphrase questions.
Discuss content area-related vocabulary/concepts as a class with teacher support.
Write answers to web-quest questions.
Discuss words and their relationships with classmates and teacher.
Listen to teacher’s explanations of concepts and animations.
Ask questions about concepts and/or animations.
Biology- Unit 4
DRAFT
105
Activity Time: 90 minutes
Preparation Time: The teacher will need to copy the handout and arrange for students to have
a computer lab. Alternatively, the teacher could use one computer and a projection device and
do the activity in front of the whole class. The teacher should try all activities before the
students so that instructions can be given.
 For LEP students:




Prior to doing activity define the following terms for students: food web, food chain,
trophic level, meaning of arrows, primary consumer, secondary consumer, tertiary
consumer, producer, decomposer.
Project the activities and complete all activities as a class.
Allow time for questions/discussions.
Be sure students complete their diagrams.
After the Activity: The teacher should help students summarize the processes that put carbon
into the atmosphere and the processes that take carbon out of the atmosphere.
EXPLORE:
Students will go to two different websites that allow them to discover food webs by moving
organisms around. Students will then diagram those food webs and identify the various levels
of the ecosystems.
Guiding Question: What are the feeding relationships found in a food web?
Before the Activity: The teacher should explain how to manipulate the food webs in each of the
sites. The teachers should also explain the goal of the activity – to learn about food webs and
the various roles within each ecosystem.
FOOD WEBS – The Eaters and the Eaten
1. Go to the following website:
http://www.gould.edu.au/foodwebs/kids_web.htm
2. Do each food web and then diagram the food webs for each of the following ecosystem/biomes.
You may use words; you do NOT need to draw pictures of the organisms.
Australian Grassland
Biology- Unit 4
DRAFT
106
African Grassland
Antarctic
Marine
3. List producers, primary consumers, secondary consumers, tertiary consumers, and decomposers
when you are done.
4. Go to the following website:
http://www.gould.edu.au/foodwebs/kids_web.htm
5. Click on the Start button for the Mexican ecosystem.
Complete the food web by dragging arrows to the organisms that they eat or that eat them. The
arrows will change position to indicate the eaten and the eater.
6.
Diagram the food web that you complete.
7. List producers, primary consumers, secondary consumers, tertiary consumers, and decomposers
when you are done.
Focus Objective: 5.02
Biology- Unit 4
DRAFT
107
 Language (ELP) Objectives for LEP students:





Discuss content area-related vocabulary/concepts as a class with teacher support.
Write definitions of key terms.
Listen to teacher’s explanations of concepts and animations.
Ask questions about concepts and/or animations.
Sketch food webs and make lists corresponding to content vocabulary.
Activity Time: 90 minutes
Preparation Time: The teacher will need to copy the handout and arrange for computer time.
Alternatively, this activity could be done with one computer and a projection device in front of
the whole class.
After the Activity: The teacher should explain the different ways that energy and matter move
through a food web – energy being a one-way path eventually lost as heat and matter recycling.
ELABORATE:
Students will do an activity involving a simple food chain and energy pyramids/mass pyramids/
and numbers pyramids. This activity is a chance for the teacher connect the various topics
covered in this unit
 For LEP students:





Prior to doing activity review the following terms with students: food web, food chain,
trophic level, meaning of arrows, primary consumer, secondary consumer, tertiary
consumer, producer, decomposer.
Define new terms: pyramid; biomass; 1st, 2nd,3rd order consumers; 10% rule
Project the activities and complete all activities as a class.
Allow time for questions/discussions.
Be sure students complete their diagrams.
Guiding Question: What happens to matter as it cycles in a food web and what happens to
energy as it flows through a food web?
Before the Activity: The teacher should explain the 10% rule for movement of energy from
producer to the next levels of the energy pyramid.
THE GREAT PYRAMIDS
NAME_______________________
There are three types of pyramids that are used to compare the
different trophic (energy) levels in a food web.
Biology- Unit 4
DRAFT
108
A. an energy pyramid shows the amount of energy available at each trophic level if you start with a
certain amount of sunlight.
B. a biomass pyramid shows the total dry weight of the organisms at each trophic level. (The dry
weight represents the stored energy
in the tissues of the
organisms.)
C. a pyramid of numbers shows the number of individual organisms
at each trophic level.
Usually, pyramids show all the producers and consumers in a food web but for the purposes of
illustration, we are going to use a simple food chain.
You will assume that 1,000,000 kcal of energy from the sun fuels this food chain. Only 1% of this
energy gets stored in the producers. Only 10% of the energy at one trophic level is available to
the next level. Since biomass is directly related to stored energy, the 10% rule applies to biomass.
dry weight of one organism
Organism
30 kg
5 kg
1 kg
0.01 kg
Energy
3rd order
consumer
___________
puma
coyote
rabbit
grass
Mass
Mass of 1
organism
Number of
organisms
30 kg
2nd order
consumer
___________
1st order
consumer
___________
Producer
___________
Sun’s Energy
Biology- Unit 4
1,000,000 kcal
DRAFT
109
Energy Pyramids
page two
Hints: To get the kcals of energy for each level: take 1% of the sun’s energy to get the energy in
the producers; take 10% of the producer's energy to get the energy in the first order consumers;
take 10% of the first order consumer's energy to get the energy in the second order consumers,
etc.
To get biomass, take the biomass of the third order consumer and multiply it by 10 to get the
biomass of the second order consumer. Continue for each of the next trophic levels. To get
numbers of organisms, divide the biomass of each trophic level by the biomass of an individual
organism (given next to the food chain).
On the pyramid below correctly label each trophic level and write down how much energy is available
at each level. This is an energy pyramid.
QUESTIONS:
1.
Describe how a biomass pyramid would compare to an energy pyramid.
2. Describe how a numbers pyramid would compare to an energy pyramid.
3. Why is there less and less energy available to each trophic level as you move up the pyramid?
4. What happens to all the sun's energy that does not get stored in the producers?
Biology- Unit 4
DRAFT
110
5. Describe in detail why it is better for us to eat "low on the food chain."
Focus Objective: 5.02
 Language (ELP) Objectives for LEP students:





Discuss content area-related vocabulary/concepts as a class with teacher support.
Write definitions of key terms.
Listen to teacher’s explanations of concepts and calculations.
Ask questions about concepts and/or calculations.
Read questions and write answers on sheet.
Activity Time: 45 minutes
Preparation Time: The teacher will need to copy the handout.
Note: This activity makes a nice whole class presentation, if the teacher makes overheads of
the pages and conducts the lesson in an inquiry fashion.
EXPLAIN:
Allow students the opportunity to present their answers to the analysis questions from the lab.
After the Activity: The teacher should review the different roles in a food chain/web and the
difference between energy, mass, and numbers pyramids and the difference is how matter and
energy move through ecosystems.
EVALUATE:
Students can make a foldable to summarize the bioenergetic reactions involved in cycling of
matter, energy transfers, and food webs.
XII.
Sample Assessment Questions
Goal 5.02
1. Which of the following is a producer-consumer relationship?
a. flies are eaten by frogs
b. grass is eaten by rabbits
c. mushrooms are eaten by people
d. rabbits are eaten by foxes
Goal 2.04
1. Chemical reactions go faster with heat, but organisms are damaged by high heat. Organisms
make chemical reactions go faster at lower temperatures using
a. enzymes
b. hormones
Biology- Unit 4
DRAFT
111
c. stimulants
d. buffers
Goal 2.05
1. Energy is most quickly available for biological activity when it is in the form of
a. ADP
b. ATP
c. Glucose
d. DNA
Goal 5.02
1.
Which statement best describes some organisms in the food web shown below?
a.
b.
c.
d.
Bass and Small fish are primary consumers.
Algae and water plants are decomposers.
Crayfish are omnivores.
Raccoons and ducks are secondary consumers
2. An ecosystem, such as an aquarium, is self-sustaining if it involves the interaction between
organisms, a flow of energy, and the presence of
a.
b.
c.
d.
equal numbers of plants and animals
more animals than plants
cycling of materials such as carbon and nitrogen
pioneer organisms such as lichen
Goal 2.03
Biology- Unit 4
DRAFT
112
1. The diagram below shows the same type of molecule on side A and side B. Over time, what
is likely to happen?
a. Molecules will diffuse from Side A to Side B until Side B has most of the
molecules.
b. Molecules will diffuse from Side A to Side B until both sides have about the
same number of molecules.
c. Molecules from Side A will be moved by active transport to side B until both sides
have about the same number of molecules.
d. Molecules from Side B will be moved by active transport to side A until both sides
have about the same number of molecules.
Goal 2.05
1. The aerobic respiration of a molecule of glucose releases more energy than the
anaerobic respiration of a molecule of glucose because, in aerobic respiration,
a. carbon dioxide is used
b. more chemical bonds are broken
c. oxygen is released
d. lactic acid is formed
2. Within a plant cell, the glucose formed as a result of photosynthesis may be used directly
as
a. an energy source during cellular respiration
b. an enzyme for intracellular digestion
c. an absorber of radiant energy
d. a source of molecular oxygen
3.
a.
b.
c.
d.
The main result of aerobic respiration is the
conversion of radiant energy into chemical energy
production of lactic acid as an end product
storage of energy in a polysaccharide
production of ATP from the breakdown of glucose
Biology- Unit 4
DRAFT
113
4.
a.
b.
c.
d.
Most cellular respiration in plants takes place in organelles known as
chloroplasts
stomates
ribosomes
mitochondria
Goal 2.04
1. The rate of action of an enzyme is affected by
a. Temperature, particle size, and oxygen concentration
b. Temperature, pH, and substrate concentration
c. pH, particle size, and oxygen concentration
d. pH, temperature, and particle size
2. A certain enzyme will hydrolyze egg white but not starch. Which statement best
explains this observation?
a. Enzymes are specific in their actions.
b. Starch molecules are too large to be hydrolyzed.
c. Starch is composed of amino acids.
d. Egg white acts as a coenzyme for hydrolysis.
XIII.  Sample Assessment Questions
Goal 5.02
Which of the following is a producer-consumer relationship?
A. flies are eaten by frogs
B. grass is eaten by rabbits
C. mushrooms are eaten by people
D. rabbits are eaten by foxes
Goal 2.04
1. Organisms make chemical reactions go faster at lower temperatures by using
A. enzymes
B. hormones
C. stimulants
D. buffers
Goal 2.05
1. Energy is most quickly available for biological activity when it is in the form of
A. ADP
B. ATP
C. Glucose
D. DNA
Goal 5.02
1.
Based on this food web, which statement is true?
Biology- Unit 4
DRAFT
114
A.
B.
C.
D.
2.
Bass and Small fish are primary consumers.
Algae and water plants are decomposers.
Crayfish are omnivores.
Raccoons and ducks are secondary consumers
An ecosystem, such as an aquarium, is self-sustaining if it involves the interaction
between organisms, a flow of energy, and the presence of
A.
B.
C.
D.
equal numbers of plants and animals
more animals than plants
cycling of materials such as carbon and nitrogen
pioneer organisms such as lichen
Goal 2.03
1. The diagram below shows the same type of molecule on side A and side B. Over time, what
is likely to happen?
Biology- Unit 4
DRAFT
115
a. Molecules will diffuse from Side A to Side B until Side B has most of the
molecules.
b. Molecules will diffuse from Side A to Side B until both sides have about the
same number of molecules.
c. Molecules from Side A will be moved by active transport to side B until both sides
have about the same number of molecules.
d. Molecules from Side B will be moved by active transport to side A until both sides
have about the same number of molecules.
Goal 2.05
1. The aerobic respiration of a molecule of glucose releases more energy than the
anaerobic respiration of a molecule of glucose because, in aerobic respiration,
A. carbon dioxide is used
B. more chemical bonds are broken
C. oxygen is released
D. lactic acid is formed
2. Within a plant cell, the glucose formed as a result of photosynthesis may be used
directly as
A. an energy source during cellular respiration
B. an enzyme for intracellular digestion
C. an absorber of radiant energy
D. a source of molecular oxygen
3.
The main result of aerobic respiration is the
a. conversion of light energy into chemical energy
b. production of lactic acid as an end product
c. storage of energy in a polysaccharide
d. production of ATP from the breakdown of glucose
Biology- Unit 4
DRAFT
116
4.
Most cellular respiration in plants takes place in organelles known as
a. chloroplasts
b. stomates
c. ribosomes
d. mitochondria
Goal 2.04
1. The rate of action of an enzyme is affected by
A. temperature, particle size, and oxygen concentration
B. temperature, pH, and substrate concentration
C. pH, particle size, and oxygen concentration
D. pH, temperature, and particle size
2. A certain enzyme will react with egg white but not with starch. Which statement
best explains this observation?
A. Enzymes are specific in their actions.
B. Starch molecules are too large to be hydrolyzed.
C. Starch is composed of amino acids.
D. Egg white acts as a coenzyme for hydrolysis.
Biology- Unit 4
DRAFT
117