Problem statement, Standards, Data and Technology DEAP...STEM Energy Lesson Plan Elements Inclusion Purdue University 2017 Duke Energy Academy 2 bonds of food molecules and oxygen

STEM Energy Lesson Plan Elements Inclusion

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2017 Duke Energy Academy 1

Lesson Plan Title: Cellular Energy Transfer

Teacher Name: Leigh-Ann Cruz School: Cardinal Ritter High School

Subject: Biology Grade Level: 8th through 10th

Problem statement, Standards, Data and Technology

Asking questions and defining problems Establish driving question for the lesson plan or define problem students will be solving. Attach any documents used to establish the driving question or define the problem.

Where do plants get their energy and how do they use it? - Solar Energy Photosynthesis Cellular Respiration

Incorporating Next Generation Science Standards, Common Core, or State Standards State the standards that will be covered during this lesson plan. Include all standards which may apply (NGSS, Common Core, or State Standards).

NGSS Life Sciences: Matter and Energy in Organisms and Ecosystems Students who can demonstrate understanding can: HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.] HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the


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bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.] Disciplinary Core Ideas: LS1.C: Organization for Matter and Energy Flow in Organisms

- The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5)

- The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6)

- As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. (HS-LS1-6),(HS-LS1-7)

- As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy

Obtaining and evaluating information How will students be obtaining and/or collecting the information?

Student pairs will observe algae specimens via microscope Student groups will observe gaseous CO2 levels in Bio-Rad algae beads via indicator solution pH

color change caused by gaseous CO2 dissolving in water to form carbonic acid:

(CO2 + H2O ↔ H2CO3 ↔ HCO3− + H+) o When the CO2 levels are high (Cellular Respiration), the CO2 indicator will turn yellow, and

when CO2 levels decrease (Photosynthesis), it turns purple


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Student groups will observe gaseous CO2 levels in Bio-Rad algae beads via spectrophotometer analysis of absorbance.


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Analyzing and interpreting data How will students be analyzing and interpreting the collected data?

Student groups will collect data related to pH and absorbance.

Use of technology and software Indicate the type of technology and software students will be using in order to implement this lesson plan.

Students will use a microscope and spectrophotometer to read absorbance.

Collaboration, critical thinking and communication

Collaboration Indicate how students will be collaborating during the implementation of the lesson plan

Group collaboration for lab execution, collecting data, analysis, and answering of lab worksheet questions.

Critical Thinking How will the students evaluate the question or defined problem to reach an objective conclusion? How will the students being using the learned content and collected data to be able to critically think about the established question and/or problem on this lesson plan?

Based on prior lessons on photosynthesis and cellular respiration, students will evaluate the presence of both reactions in Bio-Rad algae beads via CO2 production and subsequent pH change in different conditions (light and dark (via aluminum foil)) and how this relates to light energy from the sun and how this energy (stored in glucose) is used to make ATP.

- pH analysis - A550 absorbance


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Communication How will the students communicate their findings and conclusion regarding the established question and/or problem?

Students will complete accompanying lab worksheet.

References

Teacher’s References Include all references used to develop and implement this lesson plan.

Bio-Rad Explorer Photosynthesis and Cellular Respiration Kit Planning Guide PDF – http://www.bio-rad.com/webroot/web/pdf/lse/literature/Bulletin_6856.pdf Please see end of plan for permission to use the Planning Guide and to publish it to the DEAP website.

Student’s References Include all references students will need to complete this lesson plan.

Bio-Rad Explorer Photosynthesis and Cellular Respiration Kit Student Manual PDF – http://www.bio-rad.com/webroot/web/pdf/lse/literature/10000066050.pdf Please see the end of plan for permission to use the Student Manual and to publish it to the DEAP website.

Assessment Plan Assessment Plan How will the students be assessed during and/or at the end of the lesson plan? Include resources that will be used to assess the students for the lesson plan.

Students will be assessed with a 10-Point Lab Quiz the following class period – used to review for Unit Test on Cellular Energy Transfer

http://www.bio-rad.com/webroot/web/pdf/lse/literature/Bulletin_6856.pdf

http://www.bio-rad.com/webroot/web/pdf/lse/literature/10000066050.pdf


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Resources and Costs

Resources Needed List all the resources needed (equipment, facilities, materials or any other resources).

Purdue Science Express Resources: Genesys Spectrophotometer, cuvettes

Microscopes

Bio-Rad Explorer: Photosynthesis and Cellular Respiration (Algae Beads) Kit

Costs List the estimated cost of implementing this lesson plan. Include all costs related to equipment, materials and any resource critical to the implementation of the lesson plan.

School Subscription to Purdue Science Express for Genesys Spectrophotometer use Bio-Rad Explorer Photosynthesis and Cellular Respiration (Algae Beads) Kit Catalog #17001238EDU: $145.00 (8 groups of 2-4 students) Aluminum Foil: $10.00 Drinking Straws (used as transfer pipets): $4.00 Paper Cups (waste): $8.00 Flashlights (personal, $20 for 4 LED)

Implementation Plan Implementation Plan Timeline Establish the timeline to implement the lesson plan. Provide an estimate of time and days in order to complete the lesson plan.

2 Days, 2 85-minute Periods Day 1: Algae Microscopy and Algae Bead Pre-Lab **Ensure that algae bead has already been placed in debeading solution over 20 minutes to depolymerize bead and free algae cells into solution** Objectives:

- Know the summary equation for photosynthesis and cellular respiration. - Explain why photosynthesis and cellular respiration are related and why they are

important for life. - Describe the role of chloroplasts in photosynthesis and mitochondria in cellular


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respiration. - Describe pH measurement and how it is assessed. - Describe how a spectrophotometer works

10 min - [Lab Warm-Up Worksheet (WS) and Discussion] 5 min – [Focus and Prayer] 10 min – [Intro Video to Algae Beads] link – https://youtu.be/_Z3wui6zFrQ Prep students by explaining algae beads and agenda for both days:

- Period 1 – (Today) Microscope observation of Algae Beads; pH and Absorbance Pre-Lab - Period 2 – pH and Absorbance Lab

25 min – [Observe Scenedesmus obliquus under microscope] Pairs will make their algae slide from pre-dissolved algae beads, make their observations, and fill out Microscope Lab WS (adapted from p. 8-9 of the Student Manual) with their observations of the algae cells. 5 min – [Experiment Review Video to Algae Beads] link – https://youtu.be/h4tykRjFMHo 15 min – [Pre-Lab Review: pH and Absorbance] pH – Review acids and bases; indicator solution pH color change is caused by gaseous CO2 dissolving in water to form carbonic acid:

(CO2 + H2O ↔ H2CO3 ↔ HCO3− + H+)

What conditions will we investigate and what will happen to the indicator solution in those conditions?

o Light: CO2 levels are high (Cellular Respiration), indicator will turn yellow because turning acidic

o Dark: CO2 levels decrease (Photosynthesis), indicator will turn purple because turning basic

Absorbance – Review colors in light (ROYGBIV); visible light is measured at wavelength 550 nm and use chart to show how reads will differ based on indicator solution color 10 min - [Exit Ticket WS (Homework if not complete)]

https://youtu.be/_Z3wui6zFrQ

https://youtu.be/h4tykRjFMHo


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Day 2: Algae Bead pH and Absorbance Lab 5 min - [Warm-Up and Discussion] Name 3 important things to know for lab today. 5 min – [Focus and Prayer] 10 min – [Lab Preview] Review protocol and locations of equipment, supplies, and reagents; assign groups and responsibilities 65 min – [Photosynthesis and Cellular Respiration Algae Bead pH and Absorbance Lab]

- Protocol on p. 11-12 of Student Manual - Lab Worksheet (adapted from Data #s 1-2 on p. 13 and Analysis #1 on p. 14, #2.4, 2.5, and

2.8 on p. 15) [Homework] Complete Lab Packet; Study for 10-Point Lab Quiz next class; Review for Cellular Energy Transfer Unit Test


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Name: _________________________________________________________ Date: ________________________ Period: _________

A+ Biology Lab Algae Bead Investigation of Photosynthesis and Cellular Respiration

Investigation #2: Exit Ticket – Focus Questions

Photosynthesis and Cellular Respiration Core Lab

1. Under the light, which process(es) will take place in the algae beads, photosynthesis, cellular

respiration, or both? Explain why.

2. As the algae photosynthesize, how will the pH of the CO2 indicator solution change? Explain why.


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Name: _________________________________________________________ Date: ________________________ Period: _________

Investigation #1:

Examining algae species Scenedesmus obliquus via microscope

Background: Scenedesmus obliquus is a eukaryotic microalgae. In these investigations, you

will observe its physiology and monitor the overall rates of photosynthesis and cellular respiration under light and dark conditions.

Focus Questions: Scientific investigations begin with an observation about the natural world and

the formulation of questions about those observations. Below are a few questions to ponder as you observe photosynthesis and cellular respiration.

1. In your own words (or using chemical reactions), describe how photosynthesis and cellular

respiration are interdependent.

2. What kind of organism would you need to use to be able to monitor both photosynthesis and cellular respiration?

3. Why are the eukaryotic algal cells in the Photosynthesis and Cellular Respiration lab a good

choice?


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4. Which process (photosynthesis, cellular respiration, or both) do the algae perform when

incubated in the light? In the dark?

5. Examining the data below, how do you expect the rate of cellular respiration to affect the rate of photosynthesis that you can measure in the light and the dark?


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Name: _________________________________________________________ Date: ________________________ Period: _________

Investigation #2

Photosynthesis and Cellular Respiration Core Lab DATA: 1. Enter your data in the table below –

2. Make some general observations about your experimental setup (type of light bulb, light bulb

color, brightness of the light bulb, distance of your cuvettes from the light, temperature of the room, location of your experimental setup relative to other light sources, etc.). It might be useful to sketch your experimental setup. Why might these general observations be important?


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Name: _________________________________________________________ Date: ________________________ Period: _________ ANALYSIS OF RESULTS: The goal of this analysis is to determine the rates of photosynthesis and

cellular respiration in the light and in the dark. 3. Graph your results. Label the y-axis with pH or absorbance (A550) value intervals that are

appropriate to your data. Plot the color change versus time for both your light and dark samples on the same graph, as below. (Hint: use different colors to plot your light and dark results, or use solid and dashed lines.)

4. Under which condition did the CO2 indicator solution turn more basic (alkaline)? Explain why.

5. Under which condition did the solution start to change color more quickly (light or dark)? Explain why.


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Name: _________________________________________________________ Date: ________________________ Period: _________

A+ Biology Lab Quiz – 10 Points Algae Bead Investigation of Photosynthesis and Cellular Respiration

1. What does the intensity of the color of S. obliquus cells tell you about the algae? (1 point)

2. Under the light, which process(es) took place in the algae beads, photosynthesis, cellular respiration, or both? Explain why. (3 points)

3. Explain what occurs when the algae beads turn the indicator solution yellow; be as thorough as possible. (3 points)

4. Explain what occurs when the algae beads turn the indicator solution purple; be as thorough as

possible. (3 points)


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Appendix: Approval from Bio-Rad From: Tamica Stubbs <[email protected]> Date: Tue, Jun 20, 2017 at 3:28 PM Subject: Re: Photosynthesis and Cellular Respiration Algae Beads Kit To: Leigh-Ann Cruz <[email protected]>

Hi Leigh-Ann. This is just fine. Thanks for asking. I would love to see your lesson plan when it is all said and done. I used to do a lot of things like this when I was teaching. I am really excited for you. Let me know how it goes. :) On Mon, Jun 19, 2017 at 7:39 PM, Leigh-Ann Cruz <[email protected]> wrote: Hi Tamica, I hope this email finds you well. I am a participant of the Duke Energy Academy at Purdue this year and we are creating energy-centric lesson plans that will be published on the program's website. I am planning to use the Photosynthesis and Cellular Respiration Algae Beads Kit for my lesson plan for the program and for next year in my Biology class (I hope it'll be a fun lab!) I was wondering if it is possible to use the link to the student manual PDF in my published lesson plan or if you can direct me to the proper person whom to ask? Thank you so much, please reply at your earliest convenience, Leigh-Ann Cruz

mailto:[email protected]



Documents

Problem statement, Standards, Data and Technology DEAP...STEM Energy Lesson Plan Elements Inclusion Purdue University 2017 Duke Energy Academy 2 bonds of food molecules and oxygen