Unit Title: What a Gas! Grade Level: Date Developed/Last ... Forms/STEM... · 8/30/2012 · Page 1 Template last revised 8.28.12 Unit Title: What a Gas! Date Developed/Last Revised:

Page 1 Template last revised 8.28.12

Unit Title: What a Gas! Date Developed/Last Revised: September 2012/July 2013 Unit Author(s): Lillian Yanagawa, Jeanine Nakakura

Grade Level: 9-12 Time Frame: 10 hours Primary Content Area: Biology, Chemistry

UNIT DESCRIPTION: After studying photosynthesis, students will learn about cell respiration. Students will initially investigate the process of cell respiration with yeast to produce carbon dioxide captured in a balloon. Students will then be challenged to engineer an improved design of the respirometer. A Review Committee will then vote on the best respirometer design to use in their final challenge—to re-investigate their yeast respiration experiment to maximize the amount of carbon dioxide produced. Students will write a report about the results of their experiment to their Bakery’s Executive Board. In the report, students will give a brief explanation and history of bread making to show how technology has improved to produce better bread. Students will then justify why their process is the best to produce fluffier bread. Big Ideas (Student Insights that Will Be Developed Over the Course of the Unit):

• Photosynthesis and cellular respiration complement one another • The most efficient way for cells to harvest energy stored in food is through cellular respiration • Technology and engineering design processes can be used to improve products/procedures

Essential Questions (Questions that Will Prompt Students to Connect to the Big Ideas):

• How do the processes of photosynthesis and cellular respiration relate to each other? • What factors affect cellular respiration in organisms such as yeast? • How can an engineering design process be used to improve products/procedures?


BENCHMARKS/STANDARDS/LEARNING GOALS

Science

SC.BS.1.2 Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data SC.BS.1.3 Defend and support conclusions, explanations, and arguments based on logic, scientific knowledge, and evidence from data SC.BS.1.5 Communicate the components of a scientific investigation, using appropriate techniques SC.BS.3.2 Explain the chemical reactions that occur in photosynthesis and cellular respiration that result in the flow of energy

Technology SC.BS.2.1 Explain how scientific advancements and emerging technology have influenced society

Engineering CTE Standard 1: Technological Design--Design, modify, and apply technology to efficiently solve problems

Mathematics CCSS.Math.Content.HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

English Language Arts and Literacy

CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

STEM Competencies

Indicator 2.2: Collaborates with, helps and encourages others in group situations Indicator 3.3: Generates new and creative ideas and approaches to developing solutions


LESSON SEQUENCE Lesson Title/Description Learning Goals

(What Students Will Know and Be Able to Do) Assessments Time Frame

1 What’s the difference? • Students will compare and contrast photosynthesis and cellular respiration.

• Students will understand these ideas:

o Organisms evolved to use the cellular respiration process to release usable energy stored in nutrients to free energy used for cellular functions

o Cellular respiration can be measured through the products that result from this process

o The rate of cellular respiration in plants is affected by temperature and light intensity

o Devices such as respirometers measure oxygen consumption or carbon dioxide production

• Students will use graphic organizers to organize information.

Formative • Pre- and Post-Test (see LiveBinder for

sample tests/questions) • Daily Bell Work—Teacher shows a live

potted plant and a living insect in a jar. Ask students, “Which organisms are going through photosynthesis? Which organisms are going through cell respiration? Explain your answer.”

• Computer Simulation of Respiration • Matching activity: Print out phrases on

notecards for Photosynthesis and Cellular Respiration (one set per group). Have students sort terms (Photosynthesis or Cell Respiration). Go over answers with class and fill out graphic organizer.

• Cellular Respiration Worksheet

1 hour


2 Investigating Cellular Respiration

• Students will investigate the process of cellular respiration with yeast.

• Students choose a level of accuracy

appropriate to limitations on measurement when reporting quantities.

Formative • Daily Bell Work—“What is yeast? What

does yeast need to survive?”

• Student notes/data from lab investigation

Summative • Yeast Scientific Inquiry Lab Report

1 hour

3 Design a Respirometer • Students will design a respirometer to measure the amount of gas given off by yeast during cellular respiration.

• As a class, students will develop criteria for

the best respirometer design, which will be used by the Review Committee.

• Students will present their designs to a review committee online, and justify why their design is the best. The committee will select the best design, which will be used in the following lesson.

Formative • Daily Bell Work—“Describe 3 things you

know about engineers/engineering” • Engineering Design Journal

Summative • Student presentation

5 hours


4 Make More Gas • Students will investigate how to maximize gas production during cellular respiration with yeast.

• Students will construct a respirometer, chosen by the review committee, to measure the amount of gas released.

• Students will write a report about the

results of their experiment to the Bakery’s Executive Board. In the report, students will give a brief explanation and history of bread making to show how technology has improved to produce better bread. Students will then justify why their process is the best to produce fluffier bread.

Formative • Daily Bell Work—“Brainstorm three

possible ways to increase the amount of gas given off by yeast.”

• Engineering Design Journal

Summative • Student group report

3 hours

5 Possible Extensions • Apply knowledge of cell respiration to practical and real-world contexts such as baking bread, making soda, or other food processes involving cell respiration and yeast.

• Application of technology--use probes

(such as Vernier) to investigate cellular respiration.

• Investigate cellular respiration in other

organisms such as seeds, insects, plants.

Varies

STEM Lesson Seven-Step Implementation Model

Page 1 of 3 Template last revised 8.30.12

Unit Title: What a Gas! Lesson Title: What’s the Difference? Date Developed/Last Revised: July 2012, June 2013 Unit Author(s): Lilian Yanagawa, J. Nakakura

Lesson #: 1 Grade Level: 9-12 Primary Content Area: Biology Time Frame: 1 hour

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson:

• SC.BS.3.2 Explain the chemical reactions that occur in photosynthesis and cellular respiration that result in the flow of energy

2A. Criteria- What Students Should Know and Be Able to Do:

• Students will compare and contrast photosynthesis and cellular respiration • Students will understand these ideas:

o Organisms evolved to use the cellular respiration process to release usable energy stored in nutrients to free energy used for cellular functions

o Cellular respiration can be measured through the products that result from this process o The rate of cellular respiration in plants is affected by temperature and light intensity o Devices such as respirometers measure oxygen consumption or carbon dioxide

production • Students will use graphic organizers to organize information

2B. Assessment Tools/Evidence: Formative: see LiveBinder for resources: http://www.livebinders.com/edit/index/912608

• Cell Respiration Pre-/Post-Test (see Lesson 1 LiveBinder tab) • Daily Bell Work (see procedure below) • Cell Respiration Sorting Activity (see Lesson 1 LiveBinder tab) • Cell Respiration Graphic Organizer (see Lesson 1 LiveBinder tab) • Cellular Respiration Worksheet (see Lesson 1 LiveBinder tab)

3. Learning Experiences (Lesson Plan) Materials:

• Live potted plant and insect for bell work demo • Computers • Internet access • Comparison Between Photosynthesis and Respiration cards for sorting activity (see

procedure below)

Handouts/Other Resources: • LiveBinder: http://www.livebinders.com/edit/index/912608 • Cell Respiration Pre/Post-Test • Cellular Respiration Worksheet (see Lesson 1 LiveBinder tab)

http://www.livebinders.com/edit/index/912608




Procedure: (Prior Knowledge: Students should have learned about photosynthesis.) Give students pre-test before starting unit. Daily Bell Work—Teacher shows a live potted plant and a living insect in a jar. Ask students, “Which organisms are going through photosynthesis? Which organisms are going through cell respiration? Explain your answer.”

• Discuss these ideas: • Organisms evolved to use the cellular respiration process to release usable energy stored in

nutrients to free energy used for cellular functions • Cellular respiration can be measured through the products that result from this process • The rate of cellular respiration in plants is affected by temperature and light intensity • Devices such as respirometers measure oxygen consumption or carbon dioxide production

Card Sorting activity—Use “Comparison Between Photosynthesis & Respiration” chart in LiveBinder: http://www.livebinders.com/edit/index/912608

• Print out phrases from the chart above and cut out phrases for groups of 2-3 students to share. Have students work in groups to fill out the graphic organizer (worksheet 1a) using the cut-out phrases. Discuss answers with class.

Computer simulation of respiration.

• Have students log onto the internet and enter the url: http://www.phschool.com/science/biology_place/labbench/lab5/features.html

• Once they are logged on, project the same website onto your screen. • Explain to students that this is an AP standard experiment on measuring the gas

consumption of living organisms. • Go through the first two slides of the tutorial with your students.

o Be sure to explain what respiration is so that they understand the purpose behind the experiment and how a respirometer works.

• Answer any questions and address any concerns that arise as you take them through the tutorial.

• Distribute copies of the assignment entitled, “Cellular Respiration Worksheet” (file 1b). • Give students post-test. If student scores show no gain, re-teach parts of lesson that

students do not understand. Homework Activity (Optional):

• Complete “Cellular Respiration Worksheet” TEACHING & ASSESSMENT (Steps 4, 5, 6, & 7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes:


http://www.phschool.com/science/biology_place/labbench/lab5/features.html



5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

Comparison Between Photosynthesis and Respiration

Photosynthesis Respiration

Equation

Location

Occurs

Input Reactants Output Products

Energy Source Result

Reaction

Metabolism

Energy Formation

Comparison Between Photosynthesis and Respiration

(Answer Key) Photosynthesis Respiration

Equation

6CO2 + 6H2O →C6H12O6 + 6O2

C6H12O6 + 6O2 →6CO2 + 6H2O

Location

Chloroplast

Mitochondria

Occurs

In light

All the time

Input Reactants Output Products

CO2 & H2O

C6H12O6 & O2

C6H12O6 & O2

CO2 & H2O

Energy Source Result

Visible light (sunlight)

Chemical bonds (in food)

Storage of energy

Release of energy

Reaction

Reduction (reduction of CO2 to glucose)

Oxidation (oxidation of glucose to CO2)

Metabolism

Anabolic: produces sugars Endergonic → requires energy (light energy - sunlight)

Catabolic: breaks sugars Exergonic → produces energy (products less energy than reactants)

Energy Formation

ATP & NADPH (inner thylakoid membrane)

ATP, NADH & FADH2 (All NADH & FADH2 converted to ATP in the inner mitochondrial membrane; some ATP produced by substrate-level phosphorylation

Name: ________________________________________ Period: ________ Date: _______________

Cellular Respiration Worksheet

Instructions--Utilize the Internet as well as text references to answer the following questions:

1. Define the following terms:

a. Cellular respiration

b. Aerobic respiration

c. Anaerobic respiration

d. Respirometer

2. What is the purpose of cellular respiration?

3. Under what conditions does aerobic respiration occur?

4. Under what conditions does anaerobic respiration occur?

5. What is the balanced chemical equation for photosynthesis?

6. What is the balanced chemical equation for cellular respiration?

7. Describe the parts of a respirometer

8. Explain how a respirometer works

Cell Respiration Pre/Post-Test

1) How are cellular respiration and photosynthesis almost opposite processes?

a) Photosynthesis releases energy and cellular respiration stores energy b) Photosynthesis captures energy and respiration releases energy c) Photosynthesis removes oxygen and respiration produces oxygen d) All of the above e) None are correct

2) The products of photosynthesis are the:

a) products of cellular respiration b) reactants of cellular respiration c) products of glycolysis d) reactants of fermentation e) products of the light reaction

3) The following is released during cellular respiration:

a) oxygen b) air c) energy d) lactic acid

4) What is the correct equation for cellular respiration?

a) 6O2 + C6H12O6 → 6CO2 + 6H2O + Energy b) 6O2 + C6H12O6 + Energy → 6CO2 + 6H2O c) 6CO2 + 6H2O → 6O2 + C6H12O6 + Energy d) 6CO2 + 6H2O + Energy → 6O2 +C6H12O6

5) Cellular respiration releases energy by breaking down:

a) food molecules b) ATP c) carbon dioxide d) water

6) Cellular respiration gives us energy by creating an energy molecule called:

a) food molecules b) ATP c) carbon dioxide d) water e) NADP+

7) Cellular respiration is the name given to a series of biochemical reactions that:

a) makes glucose from carbon dioxide and water b) uses glucose to make ATP c) uses glucose to make oxygen d) uses ATP to make oxygen

8) Cellular respiration occurs in which cell type?

a) plant cells only b) animal cells only c) both plant and animal cells d) all but plant cells

9) The most efficient way for cells to harvest energy stored in food is through:

a) photosynthesis b) cell respiration c) digestion d) osmosis

10) Cell respiration in eukaryotic cells occurs in the:

a) chloroplasts b) golgi apparatus c) nuclei d) mitochondria

Cell Respiration Pre/Post-Test (Answer Key)

1) How are cellular respiration and photosynthesis almost opposite processes?

a) Photosynthesis releases energy and cellular respiration stores energy b) Photosynthesis captures energy and respiration releases energy c) Photosynthesis removes oxygen and respiration produces oxygen d) All of the above e) None are correct

2) The products of photosynthesis are the:

a) products of cellular respiration b) reactants of cellular respiration c) products of glycolysis d) reactants of fermentation e) products of the light reaction

3) The following is released during cellular respiration:

a) oxygen b) air c) energy d) lactic acid

4) What is the correct equation for cellular respiration?

a) 6O2 + C6H12O6 → 6CO2 + 6H2O + Energy b) 6O2 + C6H12O6 + Energy → 6CO2 + 6H2O c) 6CO2 + 6H2O → 6O2 + C6H12O6 + Energy d) 6CO2 + 6H2O + Energy → 6O2 +C6H12O6

5) Cellular respiration releases energy by breaking down:

a) food molecules b) ATP c) carbon dioxide d) water

6) Cellular respiration gives us energy by creating an energy molecule called:

a) food molecules b) ATP c) carbon dioxide d) water e) NADP+

7) Cellular respiration is the name given to a series of biochemical reactions that:

a) makes glucose from carbon dioxide and water b) uses glucose to make ATP c) uses glucose to make oxygen d) uses ATP to make oxygen

8) Cellular respiration occurs in which cell type?

a) plant cells only b) animal cells only c) both plant and animal cells d) all but plant cells

9) The most efficient way for cells to harvest energy stored in food is through:

a) photosynthesis b) cell respiration c) digestion d) osmosis

10) Cell respiration in eukaryotic cells occurs in the:

a) chloroplasts b) golgi apparatus c) nuclei d) mitochondria



Unit Title: What a Gas! Lesson Title: Investigating Cellular Respiration Date Developed/Last Revised: July 2012, July 2013 Unit Author(s): Lilian Yanagawa, J. Nakakura

Lesson #: 2 Grade Level: 9-12 Primary Content Area: Biology Time Frame: 1 hour


• SC.BS.1.5 Communicate the components of a scientific investigation, using appropriate techniques

• CCSS.Math.Content.HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities

• STEM Competency Indicator 2.2: Collaborates with, helps and encourages others in group situations

2A. Criteria- What Students Should Know and Be Able to Do: • Students will investigate the process of cellular respiration with yeast • Students choose a level of accuracy appropriate to limitations on measurement when

reporting quantities

2B. Assessment Tools/Evidence: Formative:

• Daily Bell Work (see procedure below) Summative:

• Yeast Scientific Inquiry Lab Report (In LiveBinder Lesson 2 tab)


• Active dry yeast—15 ml (1 Tablespoon) • Balloons • Funnels • Warm water • Thermometer • Sugar—5 ml (1 teaspoon) • Ruler

Handouts/Other Resources:

• LiveBinder: http://www.livebinders.com/edit/index/912608 • “Blow Up a Balloon with Cellular Respiration” Lab Directions at:

http://www.chem.ufl.edu/~saacs/outreach/Blow%20Up%20a%20Balloon%20with%20Cellular%20Respiration.pdf

• Scientific Inquiry Lab Report Form (In LiveBinder Lesson 2 tab)






Procedure: 1) Daily Bellwork--Post/Write learning goals (see sections 1 and 2A above) on the board/document camera/computer. 2) Students will follow the directions for this lab: http://www.chem.ufl.edu/~saacs/outreach/Blow%20Up%20a%20Balloon%20with%20Cellular%20Respiration.pdf 3) Have students fill out the Scientific Inquiry Lab Report Form (2a) for this lab using the directions above. (Students should be familiar with this form from previous lab investigations.) Homework Activity (Optional):

• Finish lab report

TEACHING & ASSESSMENT (Steps 4, 5, 6, & 7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:



Scientific Inquiry Lab Report Form Title:

Learning Goals (Standards/Benchmarks/GLOs/Competencies/Targets): Background Information/Research: Purpose/Problem/Question: Hypothesis:

Procedure/Experimental Design (List the steps of your experiment and include a diagram or picture): 1) 2) 3) etc. . . Data/Observations/Results (What happened/What did you notice? Tables/Charts/Graphs): Data Analysis (Explain what happened, why, patterns/trends/sources of error. Answer discussion questions here.):

Summary/Conclusion: My hypothesis was supported/not supported because . . . (Summary/Conclusion) Explain/give an example of how you met each Learning Goal for this lab.



Unit Title: What a Gas! Lesson Title: Design a Respirometer Date Developed/Last Revised: July 2012, July 2013 Unit Author(s): Lilian Yanagawa, J. Nakakura

Lesson #: 3 Grade Level: 9-12 Primary Content Area: Biology Time Frame: 5 hours


• SC.BS.1.2 Design and safely implement an experiment, including the appropriate use of tools and techniques to organize, analyze, and validate data

• CTE Standard 1: Technological Design--Design, modify, and apply technology to efficiently

solve problems

• STEM Competency Indicator 3.3: Generates new and creative ideas and approaches to developing solutions

• CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

2A. Criteria- What Students Should Know and Be Able to Do:

• Students will design a respirometer to measure the amount of gas given off by yeast during cellular respiration.

• As a class, students will develop criteria for the best respirometer design, which will be used by the Review Committee.

• Students will present their designs to a Review Committee, and justify why their design is

the best. The committee will select the best design, which will be used in the following lesson.




• Daily Bell Work—“Describe 3 things you know about engineers/engineering” • Engineering Design Journal (LiveBinder Lesson 3 tab)

Summative: • Student presentation to Review Committee


• Active Dry Yeast—15 ml (1 Tablespoon) • Balloons • Funnels • Warm water • Thermometer • Sugar—5 ml (1 teaspoon) • Ruler • Other materials—depends on student designs (Tell students that the teacher will need at

least 1 day notice to gather materials; otherwise they are responsible for finding their own materials.)

Handouts/Other Resources: • LiveBinder: http://www.livebinders.com/edit/index/912608 • Engineering Design Journal (LiveBinder Lesson 3 tab) • Engineering Design Challenge: Design a Respirometer (LiveBinder Lesson 3 tab)

Procedure:

• Hour 1—Go over Engineering Design Challenge with students. Pass out Engineering Design Journals and have groups of students (ideally, 3 or less per group) fill out “Ask”, “Imagine”, and “Plan” sections of the Journal. Engineering Design Challenge: Design a Respirator Respirometers can be tedious to set up because of the many separate parts that have to be put together to create the system that measures oxygen use and carbon dioxide production. Imagine that you are an engineer who has been given the task of making the process easier. Use the Engineering Design Journal to document you ideas and work. You will present your idea to a Review Committee that will select the best design to be used in the next Engineering Design Challenge.

• Hour 2—Build and test prototype. Fill out “Create”, “Implement”, and “Improve” sections of Engineering Design Journal.

• Hour 3—Reiterate (repeat) steps of Engineering Design Process again and fill out Journal.




• Hour 4—Work on presentation to Review Committee. (Note to teacher—Review

Committee can consist of students in class, students from other classes, teachers, other adults on campus, and/or community members.) --Teacher will lead a class discussion to develop criteria for selection of the best respirometer design to be used by the Review Committee.

• Hour 5—Student presentations to Review Committee. Committee selects the best

respirometer design. Teacher makes a copy of the best respirometer design for the class to use in the next lesson.

Homework Activity (Optional):

• Complete Engineering Design Journal. Work on presentation to Review Committee. TEACHING & ASSESSMENT (Steps 4, 5, 6, & 7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

Name __________________________________________ Period _____ Date __________________________

Engineering Design Journal: Design a Respirometer ASK: What questions do you have to clarify the criteria or constraints of the project? What prior knowledge can you tap?

IMAGINE: Brainstorm possible solutions. (You may list, describe, draw…)

PLAN: Choose one idea and draw a prototype. Include a description/explanation, if desired.

CREATE: Follow your plan. Modify as necessary to make it work. Explain any modifications here.

EXPERIMENT: Test your prototype. Collect data and record it here.

IMPROVE: Analyze data. Repeat the Engineering Design Process to optimize the product.

ASK: What questions do you have to clarify the criteria or constraints of the project? What prior knowledge can you tap?





IMPROVE: Analyze data. Repeat the Engineering Design Process to optimize the product (as needed).

What a Gas! Engineering Design Journal Rubric

Advanced Proficient Beginning Engineering Journal

• All steps of the Engineering Design Process are completed and documented in the journal

• Information is clear,

accurate, and complete • A reasonable rationale

is provided for re-design decisions


• Information is mostly

clear, accurate, and complete

• A rationale is provided

for re-design decisions

• Some steps of the Engineering Design Process are completed and documented in the journal

• Much of the

information is not clear, has errors, and/or is incomplete

• A rationale may not

be provided for re-design decisions

Engineering Design Challenge

Design a Respirometer

Respirometers can be tedious to set up because of the many separate parts that have to be put together to create the system that measures oxygen use and carbon dioxide production. Imagine that you are an engineer who has been given the task of making the process easier. Use the Engineering Design Journal to document your ideas and work. You will present your idea to a Review Committee that will select the best design to be used in the next Engineering Design Challenge.

Specifications

Team Size = 2-3 members or fewer

Task = Build a portable respirometer that can be used in the field and produce accurate results

Required Products =

• Engineering Design Journal completed

• Working model of a portable respirometer that fits the following specifications: o Size = must fit inside a standard sized shoebox o Materials =

any material that is not edible by vermin (mice, rats, cockroaches, ants, etc.) all parts must be durable and reusable

o # of Trials = must be capable of conducting at least 4 trials simultaneously

• In-class presentation to Review Committee



Unit Title: What a Gas! Lesson Title: Make More Gas Date Developed/Last Revised: July 2012, July 2013 Unit Author(s): Lilian Yanagawa, J. Nakakura

Lesson #: 4 Grade Level: 9-12 Primary Content Area: Biology Time Frame: 3 hours


• SC.BS.1.3 Defend and support conclusions, explanations, and arguments based on logic, scientific knowledge, and evidence from data

• SC.BS.2.1 Explain how scientific advancements and emerging technology have influenced

society

2A. Criteria- What Students Should Know and Be Able to Do: • Students will investigate how to maximize gas production during cellular respiration with

yeast. • Students will construct a respirometer, chosen by the review committee, to measure the

amount of gas released. • Students will write a report about the results of their experiment to the Bakery’s Executive

Board. In the report, students will give a brief explanation and history of bread making to show how technology has improved to produce better bread. Students will then justify why their process is the best to produce fluffier bread.


• Daily Bell Work—“Brainstorm three possible ways to increase the amount of gas given off by yeast.”

• Engineering Design Journal (See LiveBinder Lesson 4 tab)

Summative: • Student group report


• Various types of yeast (champagne, rapid, etc.)—15 ml (1 Tablespoon) • Balloons • Funnels • Warm water (various temperatures) • Thermometer • Various types of sugars (brown, white, honey, agave, stevia, Splenda, etc.)—5 ml (1

teaspoon) • Ruler



• Other materials—depends on student designs (Tell students that the teacher will need at least 1 day notice to gather materials; otherwise they are responsible for finding their own materials.)

Handouts/Other Resources:

• LiveBinder: http://www.livebinders.com/edit/index/912608 • Engineering Design Journal: Make More Gas (LiveBinder Lesson 4 tab 4a) • Engineering Design Challenge: Make More Gas (LiveBinder Lesson 4 tab 4b) • Lesson 4 Rubric (LiveBinder Lesson 4 tab 4c) • GLO 5 Rubric (LiveBinder Lesson 4 tab 4d)

Procedure:

• Hour 1—Build respirometer, conduct experiment to make more gas with yeast, fill out Engineering Design Journal.

Engineering Design Challenge: Make More Gas You are a biological engineer at Beasty Yeasty, a bakery that specializes in breads for children. Marketing surveys show that your customers prefer a lighter, fluffier bread. Your job is to modify the current bread-making process so that your bread will be lighter and fluffier.

• Hour 2—Reiterate steps of Engineering Design Process and continue to fill out Journal. • Hour 3—Work on report to Bakery’s Executive Committee.

Homework Activity (Optional):

• Complete Engineering Design Journal. Work on report to Bakery’s Executive Committee.

TEACHING & ASSESSMENT (Steps 4, 5, 6, & 7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:


Name __________________________________________ Period _____ Date __________________________

Engineering Design Journal: Make More Gas ASK: What questions do you have to clarify the criteria or constraints of the project? What prior knowledge can you tap?





IMPROVE: Analyze data. Repeat the Engineering Design Process to optimize the product.

ASK: What questions do you have to clarify the criteria or constraints of the project? What prior knowledge can you tap?





IMPROVE: Analyze data. Repeat the Engineering Design Process to optimize the product (as needed).

What a Gas! Engineering Design Journal Rubric

Advanced Proficient Beginning Engineering Journal


• Information is clear, accurate, and complete

• A reasonable rationale is provided for re-design decisions


• Information is mostly clear, accurate, and complete

• A rationale is provided

for re-design decisions

• Some steps of the Engineering Design Process are completed and documented in the journal

• Much of the

information is not clear, has errors, and/or is incomplete

• A rationale may not be

provided for re-design decisions

Engineering Design Challenge

Make More Gas

You are a biological engineer at Beasty Yeasty, a bakery that specializes in breads for children. Marketing surveys show that your customers prefer a lighter, fluffier bread. Your job is to modify the current bread-making process so that your bread will be lighter and fluffier.

Specifications

Team Size = 2-3 members or fewer

Task = Your task is to create conditions that will produce the greatest amount of carbon dioxide from a yeast suspension to produce the fluffiest bread.

Required Products =

• Engineering Design Journal • A written procedure documented with technology (website, video, PowerPoint, etc.)

Students will write a report about the results of their experiment to the Bakery’s Executive Board. In the report, students will give a brief explanation and history of bread making to show how technology has improved to produce better bread. Students will then justify why their process is the best to produce fluffier bread.

Name___________________________________ Date___________________ Period_______

Lesson 4 Rubric Topic Scientific Inquiry

Benchmark SC.BS.1.3 Defend and support conclusions, explanations, and arguments based on logic, scientific knowledge, and evidence from data

Sample Performance Assessment (SPA)

The student: Prepares a biological science lab report that draws logical conclusions and formulates explanations and arguments from the results of investigations.

Rubric Advanced Proficient Partially Proficient Novice Defend conclusions, explanations, and arguments that are supported by logic, scientific knowledge, and evidence from data and suggest implications

Defend conclusions, explanations, and arguments that are supported by logic, scientific knowledge, and evidence from data

Present conclusions, explanations, and arguments that are partially supported by logic, scientific knowledge, or evidence from data

Present unsupported conclusions, explanations, and arguments

Topic Science, Technology, and Society

Benchmark SC.BS.2.1 Explain how scientific advancements and emerging technology have influenced society

Sample Performance Assessment (SPA)

The student: Describes a current scientific advancement or emerging technology, lists its key features and uses, and possible impact on society (e.g., applications of DNA technology, microscopy, stem cell research).

Rubric Advanced Proficient Partially Proficient Novice Evaluate a current scientific advancement or emerging technology and predict its influence on society

Explain how scientific advancements and emerging technology have influenced society

Provide examples of the ways scientific advancements and emerging technology have influenced society

Recognize that science and technology have influenced society

Effective Communicator The ability to communicate effectively

Revised as of October 16, 2012

GLO

Indicators STEM Competency Statements

Indicator 5: The ability to communicate effectively

An effective communicator who is STEM-literate • uses technical drawings, graphic images, models, symbols, and/or language. • gathers and organizes (synthesizes and analyzes) data/information. • conveys ideas/innovations to an audience and interacts with others.

Masterful 5

Skilled 4

Able 3

Developing 2

Beginning 1

• Fluently and efficiently uses well- developed technical drawings, graphic images, models, symbols, and/or language to gather, organize, and communicate information

• Efficiently synthesizes and

analyzes data and information • Effectively interacts to convey

ideas and innovations to audience and/or others

• Uses technical drawings, graphic images, models, symbols, and/or language to gather, organize, and communicate information

• Synthesizes and analyzes data and

information • Communicates and interacts with

audience and/or others

• With coaching, uses simple technical drawings, graphic images, models, symbols, and/or language to gather, organize, and communicate information

• With coaching, attempts to

synthesize and analyze data • With coaching, conveys ideas

and innovations to audience and/or others

Documents

Unit Title: What a Gas! Grade Level: Date Developed/Last ... Forms/STEM... · 8/30/2012 · Page 1 Template last revised 8.28.12 Unit Title: What a Gas! Date Developed/Last Revised: