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 Know understand how the structure of a leaf contributes to the process of photosynthesis.
 Be able to draw the structure of the chloroplast and the mitochondria.
 Explain energetics with respect to bond building and bond breaking.
 Understand the relationship between the light reactions and the light independent reactions of photosynthesis.
 Locate where, in the chloroplast, the light and light independent reactions take place.
 Identify the three stages of cellular respiration and its respective locations within the mitochondria.
 Explain the relationship between all three stages of cellular respiration.
 Quantify the number of ATP and energy carrier molecules made at each of the stages of cellular respiration and photosynthesis.
 Explain the roles of carbon dioxide gas and oxygen gas in photosynthesis and cellular respiration.
 Identify purpose of anaerobic respiration.
 Employ the scientific method during a laboratory investigation
 Prefixes: chloro-, mito-, aerobe-, photo-, meso-, glyco-
 Suffixes: -plast, -ose, -synthesis, -lysis
 Mitochondria: inner membrane, outer membrane, matrix, intermembrane space, cristae, glycolysis, citric acid cycle, electron transport chain, ATP, oxygen, carbon dioxide
 Chloroplast: inner membrane, outer membrane, thylakoid, stroma, grana, Krebs Cycle, light independent reactions, dark reactions, light dependent reactions, oxygen, carbon dioxide, glucose
 Scientific Method: Problem, hypothesis, independent variable, dependent variable, constant, control group, experimental group, results, conclusion.
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 Common Core Practice: Cell Energetics
 Structure of the Chlorplast and Photosynthesis Notes
 Leaf Cross Section
 Photosynthesis: The Big Picture
 Photosynthesis Song
 Photosynthesis Storyboard
 Photosynthesis Warm-up
 Cellular Respiration Notes
 Cellular Respiration Graphic Organizer
 Scientific Method Acrostic Poem
 Old Wives’ Tale
 Cellular Respiration in Seeds Lab
 Cell Energetics Concept Cards
 Cell Energetics Study Guide
 Cell Energetics Parent Page
 Cell Energetics Concept Map
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Page | 104

True or False:
Only consumers such as animals
“breathe” or use oxygen gas to perform cellular respiration while producers only
“breathe” or use carbon dioxide gas for photosynthesis.
Support your response with evidence.
Page | 105

1
4
3
2
8
7
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5
6
8

Label the structures to the left side of your intNB that correspond to the structures on the Cornell
Notes below.
In which cells do photosynthesis occur?
1. A cross section of a leaf reveals stacked layers of cells called
____________________________ cells. This is the layer of cells that
What are stomata? contain ___________________________ and perform most of the plant’s photosynthesis.
2. Stomata are openings under the leaves that allow for
_______________________________ to occur.
_____________________ ________________________ (________) passes in, and
__________________________________ (_________) passes out.
In what organelle does photosynthesis take place?
What is the basic structure of a chloroplast?
3. Chloroplasts are the site of ________________________________. They are a double bound membrane organelle, with a
(4)_________________________ ____________________________ and an
(5)_________________________ ____________________________ .
The (6) _________________________ is a dense fluid between the inner membrane and the contents of the chloroplast. The (7)
____________________________ stacks are sometimes tacked in columns called (8) ______________________________.
(9)______________________________________ reside in these thylakoid membranes.
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






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1. What does the word "mesophyll" mean?
2. What two layers of the plant contain chloroplasts?
3. The outermost layer of cells: _________________________
4. The waxy covering of the leaf: _______________________
5. These cells function to open and close stomata: _________________
6. What is the purpose of stomata?
8. Column like cells that lie just under the epidermis: ________________
9. Openings that allow for gas exchange are called ________________
10. The equation for photosynthesis.
11. Where the pigment chlorophyll is located: _____________________
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According to the graph of chlorophyll’s absorption below, explain why plants appear green.
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Photosynthesis occurs in ________ Steps:
What are the two steps of photosynthesis?  ______________ __________________ in the thylakoid
 ______________ __________________ in the stroma.
Calvin Cycle is also referred to as the
________________ _________________ or
________________ _________________________reactions.
What happens during the light reactions of photosynthesis?
• sun.
are chemical factories powered by the
• The particles of sunlight are called _________
• Their thylakoids have the pigment _______________________.
• _________________________ act like solar panels that transform light energy into energy carriers called and
.
What are the NADPH and ATP used for?
• To make and , the thylakoid uses
and makes gas.
• ATP & NADPH energy are used to
___________________________________________________________________
• This is done during the ______________________ __________________ in the _______________________.
What is the general formula for photosynthesis?
Below the equation, identify when the reactants and products of photosynthesis are used and produced.
Photosynthesis is responsible for the majority of the
_______________________ in our biosphere.
This biomass supports the __________________ ________________
____________________, but only __________% of their energy can be transferred up the ________________ _______________.
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Page | 112

Fill in the spaces below with the chemical formula for Photosynthesis.
The numbers link to clues listed below:
1.
+
2.
3.
4.
+
5.
This reactant is a critical part of the Carbon Cycle. It is released by heterotrophs (and autotrophs!) during respiration, and taken up by plants and algae during
Photosynthesis.
This reactant is the fundamental component of the Water Cycle. Plants need this molecule for photosynthesis, while this is given off during respiration, it is also released by plants during a process called transpiration.
This is the catalyst that drives the entire reaction of photosynthesis. This is a form of energy that supports almost all life forms on Earth. This is the “photo” part of photosynthesis.
This product is the “synthesis” part of photosynthesis. This product is chemical energy that may go on to be consumed by a heterotroph. This is an organic compound, as it contains which element? __________________
This product is often considered to be a waste product of photosynthesis, but we couldn’t be here without it.
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(sung to I’m a Little Teapot)
I’m a little plant that grows and grows
Photosynthesis is what I know
Photons, 6 waters, 6 CO
2
Help me make glucose and 6 O
2
Chorus
Photosynthesis; let’s get into this
Discussion of sunlight, and transfer of energy.
Photosynthesis, let’s get into this
Within the chloroplast lies the action
The thylakoid membrane is where it happens
ATP and NADPH
Are products of light, water, air, and space
Process of chemical reactions and synergy.
Verse I
Chorus
Verse III
Plants take water, sun, and CO2, The Calvin cycle, or dark reaction to make glucose: the sugar that they use for food
They also put oxygen into the air
So we can share, because oxygen is everywhere
The energy transforms from solar to chemical
All the time, everywhere, the process is identical
In every plant, and every tree
Enabling all living things to be
Chorus
Verse II
Let’s take a look at the light reaction
Making chemical energy when light is captured electrons flow through the photosystems
Flowing so fast you might have missed‘em
Doesn’t need direct sunlight for it to run right.
CO2 from the air enters the chloroplast
Mixing with organic molecules for the last time
With the help of the enzyme Rubisco
Carbon Fixation—I thought you knew this yo!
It forms a carbohydrate known as G3P
It’s created, recreated, and recycled you see
Chorus
Bridge
Leaves on trees and even weeds meet needs
Making oxygen we need to breathe
You want to learn it with ease? You want to master the keys?
It’s photosynthesis, listen to this please
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The diagram below will illustrate photosynthesis. Write each of the following terms on the correct numbered line. Then answer the questions that follow.
Carbon dioxide Glucose Oxygen Water
1. a. In photosynthesis, what three things come in from outside the plant? b. What are products of photosynthesis?__________________________________ c. In what organelle does photosynthesis occur? _____________________
2. How does life on earth depend on the process of photosynthesis?
______________________________________________________________________________________________________________ ____
__________________________
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Page | 116
Slide title:
Magnification:
Slide title:
Magnification:

Procedure:
Obtain a pre-mounted slide of a leaf cross section.
Use proper microscope technique to view the slide at low, medium, and high power.
Draw the leaf cross section on the previous page, following the guidelines for lab drawings.
In your drawing, indicate the following:
A.
With a RED arrow, show how oxygen travels in or out of the leaf.
B.
With a BLUE arrow, show how carbon dioxide travels in or out of the leaf.
C.
Use YELLOW to illustrate where sunlight travels and is captured.
D.
If a vein is present, use BLUE to show where water comes from.
E.
Label as many of the following structures as possible: cuticle, epidermis, guard cells, stomata, air space, palisade mesophyll, spongy mesophyll, vein.
Use evidence from your drawings to explain (in detail) how the structure of a leaf is related to its function. How is the structure of each part of the leaf related to its role in photosynthesis?
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Caption
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In groups, you will begin the brainstorming process of creating a storyboard or cartoon of photosynthesis. Make sure your teacher approves of your sample storyboard (on the white-erase board or on the iPAD minis) prior to creating the final product in your notebook. Your storyboard can be a literal explanation of photosynthesis, or it can be an analogy of photosynthesis. The guidelines are as follows:
1.
There must be at least six “slides” or “squares.” a.
Three of your slides must be dedicated to the light reaction, and use the following terms: (If your storyboard is an analogy of photosynthesis, the following parts must be represented and explained in your analogy). i.
Chloroplast ii.
Photons iii.
Thylakoid iv.
Grana v.
NADPH vi.
ATP vii.
Oxygen Gas b.
Three of your slides must be dedicated to the Calvin Cycle, and use the following terms. (If your storyboard is an analogy of photosynthesis, the following parts must be represented and explained in your analogy). i.
Chloroplast ii.
Stroma iii.
Carbon Dioxide Gas iv.
NADP v.
ADP vi.
Glucose
2.
The following guidelines will be used when grading your Storyboard, so use the following as a checklist to make sure that your storyboard does the following:
 Underline the terms listed above, as they are mentioned in the caption. (If you recording your storyboard on your iPAD, you do not need to do this)
 Label structures in your slides
 4 or more colors must be used
 It must be neat.
 There must be at least six slides.
Option: If you and your group are willing to do the entire storyboard on the iPAD minis, you may use an application, such as doceri, to create your storyboard. You can “record” your story after drawing each of the six slides. Chances are you will not finish during class time, so plan on taking some time during FIRE to finish drawing and recording your storyboard.
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What is cellular respiration? • When organisms release the ______________ stored in the
What is aerobic respiration?
____________________ ____________________ of food molecules such as _________________ and other sugars made in photosynthesis.
• The type of energy released is ___ ___ ___ .
• ATP _____________________________________________________________.
• Requires _________________________
• Many ___ ___ ___ molecules are made by the
_______________________ from the glucose.
Describe the 3 Steps to Cellular
Respiration.
Glycolysis:
Breaking the First Bond of
________________________: Glycolysis
Breaking the ___________________of ____________________ for ___ ___ ___.
1.
_______________________:
• Occurs in the _________________________
• No ____________ required
• 2___ ___ ___ made
2.
____________________ or Citric Acid Cycle:
• Occurs in the ______________________________
• ___________ gas is released here
• 2 ___ ___ ___ made
3.
Electron Transport Chain
• Occurs in the folds of the ____________ membrane
(___________________)
• Uses ______ and about 32 ___ ___ ___ and water is made.
“Glyco” “lysis” literally means “_______________” “__________________.”
Anytime bonds break , energy carriers ___________________________
________________________________________________________________________.
When bonds break, ___ ___ ___ can be made from that energy.
Energy carrier ___ ___ ___ ___ was also made.
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Use the diagram of Cellular Respiration below to identify which process is responsible for the following, by writing
“Glycolysis,” “Krebs Cycle,” or “Electron Transport Chain” next to each description.
Fill in the “star” shapes with “ATP.”
H
2
O
O
2
1.
Breaks up glucose into pyruvate (or pyruvic acid):
2.
This is responsible for the release of CO
2
:
3.
According to the images, which one of these do you think produces the most ATP?
and
4.
This step uses Oxygen:
5.
What do Glycolysis and the Citric Acid (Krebs) Cycle contribute to the Electron Transport Chain?
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What products are made from glycolysis?
These smaller sugar molecules made from glycolysis are called
___________________________.
The ______________________ Cycle takes place in the ________________of
Explain the Krebs Cycle based on your observation of the cycle.
What is gained per glucose molecule during the Krebs Cycle?
What are the energy carriers
NADH and FADH
2
for? the Mitochondrion, where more __________________ are broken.
 During this stage, ___________ gas is made and is exhaled.
 Sugars are combined to form _________________
___________________.
 Two of the following electron carriers are made.
1.
2.
Finally, a bit of ___ ___ ___ are made.
Energy Carriers:
 NADH =
 FADH
2
=
ATP =
They power the __________________ __________________ ______________ that make a lot of ATP!
Electron Transport Chain.
The electron transport chain make a LOT of ___ ___ ___.
It is located inside the ____________________________ in the folds of the ____________________ membrane called _________________________.
During this process, _________________ gas is used, LOTS of
ATP___ ___ ___ is made, and _________________ is created.
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Make an “Acrostic Poem” for the steps of the Scientific Method, using the acronym “PHERC” above.
The purpose of an acrostic poem is to help you remember something that has to follow a specific order.
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Circle all key terms and vocabulary. Highlight definitions to the vocabulary as well as the answers to the question on the “cue” column of your Cornell notes.
What is the Scientific Method, and what are the overall steps?
The scientific method is a method of answering scientific
questions by formulating a hypothesis, setting up controlled experiments, carefully observing and data collecting, and proposing an explanation for the data.
1. State a Problem:
 Form a question that tests a relationship between two
What is a “problem” statement, and what makes this statement good or bad?
What is the difference between the independent and dependent variable?
What is a hypothesis?
How do you write a hypothesis?
variables, or a cause and effect.
For example, “Why do plants need to perform photosynthesis?” is not a good investigative question, because it is too broad to be tested.
A better question might be, “What is the effect of humidity on the photosynthetic rates of the lima bean?” because it specifically tests humidity on one type of plant.
 When formulating a question to investigate, the cause is referred to as the independent variable (IV), in this case the amount of humidity.
 Scientists manipulate the independent variable to test its effects on the dependent variable (DV), in this case, the photosynthetic rates of the lima bean.
2. Formulate a Hypothesis:
 A hypothesis is a possible answer to the proposed question. The hypothesis must be based on prior knowledge or research, so there is a contextual basis for this educated guess.
 It is often written in the “if…then” format. The independent variable follows the “if” statement, and the dependent variable follows the “then” statement.
For example, “If humidity in the environment decreased (IV), then photosynthetic rates will also decrease (DV). In low humidity conditions, stomata in leaves will remain closed more often to conserve water. With the stomata closed, plants will not be able to take in the carbon dioxide gas necessary to produce glucose, thus decreasing photosynthesis.
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People often tell us things and ask us to believe they're true. Some of these "helpful hints" are true.
Some aren't. People have realized for a long time that some of these hints aren't true and call them
"Old Wives' Tales." An old wives' tale is an everyday statement that some people believe is true, but it really isn't. But how can you tell them apart? You can't just ask a grownup, some of them are wrong. The only way anyone knows the truth for sure is to use the scientific method.
Design an experiment to test the validity of the following old wives’ tale. We’ll do the first one together.
 Eating chocolate causes zits.
Problem: __
Hypothesis:
Experiment:
Independent variable:
Dependent variable:
Control:
Constants:
Variables beyond our control:
Design an experiment to test the validity of this old wives’ tale:
 An Apple A Day Keeps the Doctor Away.
Problem:
Hypothesis:
Experiment:
Independent variable:
Dependent variable:
Control:
Constants:
Variables beyond our control:
__
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3. Set up an Experiment:
 The independent variable and ONLY the independent
How do you set up a controlled experiment?
What is the difference between a control and experimental group?
What is the difference between a negative and positive control?
What is the purpose of a control?
What are constants?
Can all variables be controlled? variable (humidity) must be manipulated by the scientist.
For example, humidity can be set at different levels by the investigator.
100% humidity
-
75% humidity
50% humidity,
Experimental group
-
25% humidity
0% humidity Negative
Control Group
 There must be a control group in your experimental set-up. The control is often “negative” in nature, or it is purposely set-up so that it is missing the variable and acts as the placebo. On occasion, a “positive” control can be set up instead, with an expected phenomenon.
 The remainder of the experimental set-up is called the
experimental group.
 The control group establishes a baseline in which to
compare the results of the experimental group. Without it, there is no way to tell the effectiveness of the independent variable.
 All other variables must remain constant so that only the effect of one isolated variable is tested at a time. The
ONLY variable being manipulated is humidity, while all other factors must be kept the same in both the control and experimental group.
Possible constants for the experiment we are following may be:
the type of plants (all lima beans)
the number of leaves it has (3 leaves)
the height of the plants (6 cm tall)
the container that the plants are grown in (3 inch ceramic pot)
the amount of water they receive (20 mm of water daily)
the amount of light they receive (8 hrs)
 Although we carefully try to control experiments as much as possible, some variables are beyond the control of the investigator. For example, the inherent. differences between each individual bean plant.
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



Effect of Temperature on Photosynthetic Rates





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[Type a quote from the document or the summary of an interesting point.
You can position the text box anywhere in the document. Use the
Drawing Tools tab to change the formatting of the pull quote text box.]

What are results? 5.
Record Results. Results or data is information collected
What are the ways data is organized?
Which graph is used the most during scientific inquiry?
What elements must be in each line graph?
How do you label the x-axis?
How do you label the y-axis?
What is the exception to this rule?
Each conclusion must address what aspects of the investigation? during an experiment, recorded in an organized fashion.
 Organization of data must be carefully chosen.
Pie graphs show percents.
Bar graphs show quantified numbers.
Scatter and line graphs show the relationship between independent and dependent variables.
Pictures (qualitative data)
 Most quantitative data gathered through scientific inquiry will utilize a line graph in an attempt to explain the cause and effect.
 Line graphs must be set-up properly with the following elements.
Title: In line graphs, this usually includes the IV and DV.
The Effect of (IV) on (DV).
For example, “The Effect of Humidity on
Axes: Label the x- and y- axes, including units.
The x- axis is labeled with the IV and the y-axis is labeled with the DV.
Exception to the rule: Time Trumps All.
Spacing:
Graphical Spacing: use graph paper to
Numerical Spacing: use patterns on the
Accuracy:
Use rulers, protractors, colors, and create
6.
Form a Conclusion: Conclusions use data to help answer the investigative question. The conclusion must address at least three parts:
Photosynthetic Rates of Lima Beans.”
If an experiment is tracked over time, graph time with units on the x-axis and the DV on the y-axis. spatially mark the graph evenly. number lines (2, 4, 6, etc.) a legend if necessary.
 Analyzing results involve using concrete data to either support or reject the hypothesis and proposing an explanation for the relationship between the independent and dependent variables.
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_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
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Each conclusion must address what aspects of the investigation?
(cont…)
 Possible errors should also be clearly addressed in the conclusion, particularly unavoidable errors that are out of the investigator’s control.
 Finally, to the conclusion should propose an improvement upon the experiment to further knowledge in the topic.
Why is it important to be able to duplicate experimental data?
What is a theory?
Data from experiments need to be reliable. Replication of the experimental results is necessary to demonstrate that:
 observations and conclusions made are reliable with a
concrete outcome.
 If the experiment yields different results, then the conclusions are flawed.
A theory is a unifying explanation agreed upon by most scientists developed by:
 repetition and consistency of results over a period of time.
 analyzing data collected by a variety of experiments
It is NOT a hypothesis, a guess, or a hunch.
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Tube 1 Tube 2 Tube 3
Soda lime powder
Cotton plug
Air space within tube
Cotton plug
Seeds
Ruler
Rubber band
Test Tube
Beaker with 1.5 cm of water
Page | 132

In cellular respiration, the glucose produced during photosynthesis must be broken down so that the energy trapped in the glucose molecule can be changed into ATP, a form of energy that can be used by the cell. In this laboratory investigation, you will be examining cellular respiration in peas with the following three set-ups: a) germinating seeds (seeds that are sprouting) b) dry seeds (seeds that are not sprouting but are dormant or “asleep”) c) glass beads.
To test cellular respiration, a chemical called soda lime will be used. Remember that oxygen is used by the seeds during cellular respiration, and carbon dioxide is released. Soda lime absorbs the carbon dioxide gas that is released by the seeds. The more cellular respiration occurs, the more carbon dioxide gas is absorbed by the soda lime. When a test tube with the seeds and soda-lime are placed upside down in a beaker of water, water will move into the test tube when there is more respiration going on.
Procedure: Refer to the diagram on the opposite page.
1.
Fill three test tubes with approximately 1 cm of soda lime.
2.
Place a small cotton plug into each of the test tubes (Soda lime is corrosive. The cotton plug prevents direct contact between the soda lime and the seeds.)
3.
Place 10 germinating seeds in one test tube, 10 dry, dormant seeds in another test tube, then 10 glass beads in the last test tube.
4.
Place another cotton plug on top of the seeds. (This cotton plug prevents the seeds from falling out when the tube is inverted.
5.
Use a rubber band to tie the four test-tubes together. Make sure the test-tubes are level.
6.
Fill a beaker with 1.5 centimeters of water.
7.
Add a drop of food coloring and gently mix, so that it is easier to see the water.
8.
Invert the test tubes into the beaker of water.
9.
Wait 24 hours and record how much water entered each test tube in millimeters.
Pre-lab Questions: (Answer these questions in the space provided)
1.
What is the equation for cellular respiration?
According to the equation, what materials are being used during cellular respiration?
(In other words, what are the reactants?)
2.
According to the equation, what materials are being made during cellular respiration?
(In other words, what are the products?) _____________________ ___ _
3.
What chemical is used in this lab to absorb the carbon dioxide released by the seeds during cellular respiration? _____________________ ___
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Pre-lab Questions: (cont.)
5.
What is the independent variable in this experiment?
6.
What is the dependent variable in this experiment?
7.
What is the control group?
8.
Is this a positive or negative control?
Why?
9.
What are the experimental groups?
10.
List at least four constants. Be specific with the amounts, size, type, etc.
______________________
______________________
_____________________
_____________________
11.
What are at least two variables that are beyond the experimenter’s control.
_____________________
______________________
Page | 134

Hypothesis: If the test tube contains _____________________ respiration will be the _______________________ .
Explain the reason for the hypothesis:
, then cellular
Page | 135

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1
2
3
4
5
6
7
8
AVG
Page | 137

Answer the following questions using complete sentences. Do not use any personal pronouns. Use objective, formal language at all times, keeping the experiment the subject of your sentences. You may choose to type and print your responses, if you prefer.
1.
Restate the problem and the original hypothesis.
2.
Was this hypothesis rejected or supported?
3.
What evidence did you have that rejected or supported this hypothesis? (Use numerical, concrete data here in the discussion!)
4.
Propose an explanation for the data, as it relates to cellular respiration.
What are some possible errors that were encountered during experimentation that were unavoidable?
Explain.
Page | 138

How would you revise the procedure to try to avoid the errors that you may have encountered?
How could you further knowledge in this field of study? (Consider other variables that could be isolated. Be sure to clearly explain this new experiment)
Page | 139

Page | 140

Ultimately, where does most of the energy come from for life on Earth? __________
Green plants and other autotrophs (producers) capture the energy in sunlight and use it to convert ______________________ ____________________ and _________ _ into chemical energy called _____________________ product.
. ____________________ gas is released as a waste
What is this process called? _________________________
In what cell organelle does this process occur? ______________________
Draw and label this organelle in the space below:
The light reactions take place in the stacks of membrane called __________________. These membranes contain a pigment called _________________ that absorb packets of light energy from the sun called ______________________. Water is needed during the light reactions, and
_________________ gas is made as a bi-product. The purpose of the light reaction is to produce energy carriers __________________ and ________________. These energy carriers power the lightindependent reaction that make ____________________. The light-independent reaction takes place in the ___________________ _, and is also referred to as the ______________________ cycle. To make
_____________________ _, the __________________ cycle needs _______________________ ____________________ gas.
Write the chemical equation of photosynthesis in the space below. Identify which cycle each reactant is used or product is made.
Page | 141

8.
The image below shows a cross section of a leaf. Create neat leader lines with a straight edge to label the following structures: cuticle, epidermis, palisade mesophyll, spongy mesophyll,
air space, chloroplast, vein, stomata (or 2 guard cells).
9.
Common Core Practice: Consider the cross section of a leaf in the image above. Explain how the structure of the leaf contributes to its photosynthetic function. (Write at least one paragraph, with as much detail possible. For example, you might state that the vein is used to bring in water that the leaf needs during the light reactions of photosynthesis. You must explain at least five structures and its corresponding function from the above image)
10.
Cells can then use the process of ______________________ ______________________ to breakdown carbohydrates such as glucose into the chemical energy ___ ___ ___. This molecule powers all of the cell’s work. To do respiration, they need to use _____________________ gas to break down the glucose and produce _____________________ _________________________ gas and water as waste.
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11.
Use the terms below to fill in the graphic organizer. Hint: Energy is moving in this, and energy is represented with arrows.
Photosynthesis
Photon (Sun Energy)
Sun
ATP (Usable Energy)
Glucose (Stored Energy)
Cellular Respiration
12.
Fill in the Venn diagram comparing and contrasting Photosynthesis with Respiration. Fill in the diagram with at least four differences and two commonalities.
Photosynthesis Cellular Respiration
Briefly explain why plants appear green.
Cellular Respiration
1. The chemical bonds in glucose contain stored energy. The purpose of cellular respiration is to convert the energy in the chemical bonds of glucose into molecules of _________ that power the cells.
2. Write the formula for cellular respiration in the space below.
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3. The concept map below illustrates cellular respiration. Color the boxes in the concept map as directed:
Use red for the boxes that show glycolysis.
Use blue for the boxes that show the path taken during anaerobic respiration.
Use green for the boxes that show the path taken during Krebs Cycle.
Use orange for the boxes that show the path taken during Electron Transport Chain
Place a star in each of the boxes that show stored energy.
4. a. In the process of cellular respiration, where does the oxygen come from?
_____________________ __ b. If respiration is happening in consumers (heterotrophs,) where does the glucose come from? ____________________ c. If this process is occurring in producers (autotrophs,) where does the glucose come from?
_____________________ d. In the process of cellular respiration, when is Carbon Dioxide made? e. In the process of cellular respiration, when is water made?____________ f. Cellular respiration starts in the cytoplasm of the cell. What part of cellular respiration begins in the cytoplasm? _______________________ g. In what organelle is cellular respiration completed? _____________________ h. Draw and label that organelle in the space below.
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5. Compare the equation for cellular respiration with the equation for photosynthesis.
____________________________________________________
____________________________________________________
____________________________________________________
6. Organize the information about cellular respiration.
Where in the cell does it occur?
Does it require oxygen?
“Beginning” materials
(Include
Quantities)
Results/Outcome or
Products Made
(Include Quantities)
Glycolysis
Krebs Cycle
Electron
Transport
Chain
7. How many ATP molecules are made during glycolysis? _______NADH?_____
How many ATP molecules are made during Krebs Cycle? _______NADH?_____ FADH
How many ATP molecules are made during Electron Transport Chain? ______
2
? _____
8. Which process makes the most ATP? ____________________
9. What is the purpose of anaerobic respiration?
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Scientific Method: Read about the following experiment and identify all of the elements of experimental design.
Sarah designed an experiment to find out which mouthwash was most effective against some bacteria. She cut out four different circles from a paper towel and soaked three of the circles in a different type of mouthwash. She soaked circle D in distilled water. She put the circles on a nutrient agar-coated Petri dish that was covered with bacteria commonly found in the mouth. She then incubated the plate for 24 hours. The picture shows the results of this test. The “halo” around the circles shows areas where bacteria did not grow.
1.
For this experiment: a)
State the problem. b)
Identify the independent variable. c)
Identify the dependent variable. d)
Identify the control group, and determine if it’s a positive or negative control. e)
Why is it necessary to have a control group? f)
What are the experimental groups? g)
Based on the results (picture), what can you conclude? h)
If you were to create a graph, the _____________ variable goes on the ___ axis and the
_______________ variable goes on the ___ axis.
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Student Portion
Name
Unit Summary (write a summary of the past unit using 5-7 sentences):
Explain your favorite assignment in this unit:
Period
Adult Portion
Dear Parent/ Significant Adult:
This Interactive Notebook represents your student’s learning to date and should contain the work your student has completed. Please take some time to look at the unit your student just completed, read his/ her reflection and respond to the following
Ask your child to explain the difference between cellular respiration and photosynthesis.
What was the most difficult concept for your child to grasp? Please explain why.
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email.
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(see directions on page 27)
Summary of Concept Map:
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