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THE EFFECT OF LABORATORY EXPERIMENTATION
ALONG WITH GRAPHICAL AND DATA ANALYSIS ON THE
LEARNING OF PHOTOSYNTHESIS AND CELLULAR
RESPIRATION IN A HIGH SCHOOL BIOLOGY CLASSROOM

presented by

Marie Lynn Jasper

has been accepted towards fulfillment
of the requirements for the

Masters of degree in Interdepartmental Biological
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THE EFFECT OF LABORATORY EXPERIMENTATION ALONG WITH
GRAPHICAL AND DATA ANALYSIS ON THE LEARNING OF
PHOTOSYNTHESIS AND CELLULAR RESPIRATION IN A HIGH SCHOOL
BIOLOGY CLASSROOM

B y

Marie Lynn Jasper

A THESIS

Submitted to
Michigan State University
In partial fulfillment of the requirements
for the degree of

MASTERS IN SCIENCE
Interdepartmental Biological Science

2007

ABSTRACT
THE EFFECT OF LABORATORY EXPERIMENTATION ALONG WITH
GRAPHICAL AND DATA ANALYSIS ON THE LEARNING OF
PHOTOSYNTHESIS AND CELLULAR RESPIRATION IN A HIGH SCHOOL
BIOLOGY CLASSROOM
By
Marie Lynn Jasper
This research project studied the effectiveness of using laboratory

experimentation along with graphical and data analysis on the learning of photosynthesis
and cellular respiration in a high school biology classroom. The goals were to address
students’ misconceptions and increase their retention and understanding of the concepts.‘
Graphical and data analysis skills were emphasized to promote student achievement in
other academic areas, personal situations, and the work force. The data collected and
graphed during the laboratory experiments were also used to reinforce key concepts. The
associated lecture material, demos, laboratory activities, assignments, quizzes, and tests
were developed to complement the goals stated above. The effectiveness of this unit was
determined using embedded assignments, lab write-ups, surveys, quizzes, subjective data,
and pre/post test comparative analysis. The results from these assessments signify the

unit was effective. This document also examines and critiques the day-to-day flow of the

unit and the related lesson materials.

To my students past, present, and future, who have instilled in me a desire to always
work towards becoming a better teacher.

iii

ACKNOWLEDGMENTS

Dr. Merle Heidemann for her content knowledge, insight and guidance.
Dr. Ken Nadler for his content knowledge and advice on lab development.
Dr. Chuck Elzinga and Dr. Jerry Urquhart for their content knowledge and ability

to instill in me a greater appreciation for the outdoors.

My fellow classmates who have showed unlimited support and shared valuable

insights with me throughout this entire process.

iv

TABLE OF CONTENTS

LIST OF TABLES ................................................................................... vii
LIST OF FIGURES ................................................................................ viii
INTRODUCTION ........ 1
STATEMENT OF PROBLEM AND RATIONALE FOR THE STUDY ........... 1
CELLULAR RESPIRATION AND PHOTOSYNTHESIS EDUCATION
IN THE LITERATURE ............................................................ 4
REVIEW OF PEDAGOGICAL LITERATURE ........................................ 7
REVIEW OF SCIENTIFIC PRINCIPLES .............................................. 10
DEMOGRAPHICS OF THE CLASSROOM .......................................... 12
IMPLEMENTATION .............................................................................. 13
WEEK 1 ..................................................................................... 15
WEEK 2 ..................................................................................... 19
WEEK 3 ..................................................................................... 24
WEEK 4 ..................................................................................... 3o
ASSESSMENTS ........................................................................... 32
RESULTS/EVALUATION ........................................................................ 34
SUBJECTIVE ASSESSMENT PRE-UNIT SURVEY ............................... 34
OBJECTIVE ASSESSMENT ANALYSIS OF PRE/POST WRITING
ASSIGNMENTS .................................................................. 37
OBJECTIVE ASSESSMENT ANALYSIS OF PRE-TEST AND POST-TEST
SCORES ........................................................................... 41
SUBJECTIVE ASSESSMENT POST-UNIT SURVEY .............................. 45
DISCUSSION AND CONCLUSION ............................................................ 48
GOALS WERE MET ...................................................................... 48
PROBLEMS THAT WERE ENCOUNTERED ....................................... 51
APPENDICES ....................................................................................... 53
A: OBJECTIVES .......................................................................... 54
B: GRADED MATERIALS ............................................................. 57
1. CELLULAR RESPIRATION WORKSHEET ........................... 58
2. CELLULAR RESPIRATION WRITING ASSIGNMENT ............. 61
3. PHOTOSYNTHESIS WORKSHEET ..................................... 63
4. PHOTOSYNTHESIS WRrrING ASSIGNMENT ....................... 66
C: DEMOS ................................................................................. 68
1. C02 PRODUCTION BALLOON DEMO ................................. 69
D: LABORATORY ACTIVITIES ...................................................... 72
1. LAB 1: ATP VS ADP ........................................................ 73

2. LAB 2: CELLULAR RESPIRATION: MEASURING C02

PRODUCTION .............................................................. 76
3. LAB 3: CELLULAR RESPIRATION: ANAEROBIC RESPIRATION
IN YEAST .................................................................... 81

4. LAB 4: PHOTOSYNTHESIS: PAPER CHROMATOGRAPHY LAB
& THE ABSORPTION SPECTRUM OF SPINACH

CHLOROPLASTS .......................................................... 86
5. LAB 5: PHOTOSYNTHESIS: A STUDY OF THE RATE OF
PHOTOSYNTHESIS ....................................................... 92
6. LAB 6: OBSERVING THE RELATIONSHIP BETWEEN
PHOTOSYNTHESIS AND CELLULAR RESPIRATION ........... 98
E: QUIZZES .............................................................................. 103
1. CELLULAR RESPIRATION QUIZ ..................................... 104
2. PHOTOSYNTHESIS QUIZ ............................................... 108
3. CELLULAR RESPIRATION VS PHOTOSYNTHESIS QUIZ. . ....1 12
F: TESTS ................................................................................. 115
1. PRE-TEST ..................................................................... 116
2. POST-TEST .................................................................. 122
G: STUDENT SURVEY ................................................................ 138
1. PRE-SURVEY ............................................................... 139
2. POST-SURVEY ............................................................. 142
H: STUDENT CONSENT FORM .................................................... 145
REFERENCES .................................................................................... 148
GENERAL REFERENCES ............................................................. 149
SITED REFERENCES .................................................................. 150

vi

LIST OF TABLES

. Cellular Respiration and Photosynthesis Unit Outline ................................ 13
. Students Future Academic Plans ......................................................... 34
. Paired t-Test Results ....................................................................... 43
. Student Confidence Regarding Unit Objectives ........................................ 45
. Student Confidence Regarding Data Manipulation .................................... 46
. How Well Students Thought Labs Reinforced Unit Objectives ..................... 47

vii

10.

11.

12.

13.

14.

LIST OF FIGURES

. Students Plotting the Balloon’s Volume Over Time in the Computer Lab. . . . . ....17

Titration of Remaining 0.25M Ba(OH)2 with 0.01 M HCI ........................... 19
Measuring C02 Production in the Lab ................................................... 20
Studying Fermentation in Yeast .......................................................... 23
Plotting the Absorption Spectrum of Spinach Leaves ................................. 25
Measuring Photosynthetic Rates in the Lab ............................................. 26
Oxygen Production Due to Different Colors of Light ................................. 28
Observing the Relationship Between Photosynthesis and Cellular Respiration in
the Lab ........................................................................................ 31
Students Letter Grade in Math and Science Class During the 2005-06 School
Year .......................................................................................... 35
Student Responses to Most Helpful Part of Science Class ........................... 36
Writing Results on Cellular Respiration ................................................. 37
Writing Results on Photosynthesis ....................................................... 39

Students’ Pre-Test and Post—Test Scores41

Percent Achievement for each Student on Multiple Choice Questions ............. 43

viii

INTRODUCTION
Statement of Problem and Rationale for the Study

Multiple classroom observations over my first five years as a high school biology
teacher pointed me in the direction of this investigation on photosynthesis and cellular
respiration. Certain problems surfaced over time in regards to the content of these two
complex topics. Additional problems related to the nature of science as a method of
inquiry also emerged throughout my high school biology curriculum. These
observations, in conjunction with my students’ need to capture the quantitative nature of
science, directed my research.

My high school biology students lack a complete understanding of how energy is
transferred through an ecosystem. Their misconceptions center on the role of plants in
food production for themselves, as well as for all heterotrophs within the community.
During assessments, most students can describe a typical food chain, identifying
producers and consumers. They can also state that producers “make” food for consumers
through photosynthesis. Problems arise when students are asked where the plants get
their food. The most common answer is the soil. Students fail to realize that producers
make glucose for themselves and that the carbon to produce this glucose comes from the
atmosphere and not the soil. Many students also claim that only plants perform
photosynthesis and only animals perform cellular respiration. They lack an
understanding of the connection between these two processes. They miss the relationship
piece of the puzzle connecting the energy from the sun used to power photosynthesis to

the energy stored in a molecule of glucose later released through cellular respiration to do

cellular work. Lastly, students think that matter is created and destroyed rather than
converted into different forms as it is transferred through an ecosystem.

The amount of scientific detail taught in my classroom in regards to these two
complex processes was also overwhelming to students. From my first year teaching at
Thomapple-Kellogg to the present, our philosophy as a science department has been to
teach fewer concepts with more detail and better understanding rather then more concepts
with little detail and moderate understanding. With the introduction of this unit, my goal
was to incorporate the best of both philosophies while still covering all the Michigan
Benchmarks. I wanted students to gain an appreciation for the complex nature of these
processes without memorizing every step. I also wanted students to come away with a
deeper understanding of the big ideas and how they set the foundation for so many other
biological concepts. Sheldon Anderson once wrote in the Journal of Research in Science
Teaching (1990),

“We chose to focus on the related processes of respiration and

photosynthesis because of their curricular significance. For example, our
digestive systems, circulatory systems, and respiratory systems all function as
they do largely because of the needs of our body cells to engage in respiration.
Similarly, the demands of photosynthesis dictate many characteristics of plant
structure and function. Even more important an understanding of
photosynthesis and cellular respiration is a prerequisite for any systematic
understanding of ecology.”

Another concern was my students’ ability to learn through inquiry and
investigation. A good science education program provides all students with the
opportunity to construct the important ideas involved in biology. Although I have spent
amble class time teaching students how to design and conduct a good scientific

investigation, I have fallen short of incorporating the scientific method into every unit I

teach. Students need to practice science.

My goals for this unit on photosynthesis and cellular respiration are threefold.
First, I would like to instill within my students a more accurate understanding of how
energy flows through the ecosystem as a result of these two processes. I also want my
students to develop an appreciation for the complexity of photosynthesis and cellular
respiration and realize they set the stage for so many other biological concepts. Second, I
want to provide opportunities for my students to construct the important ideas involved
with these concepts through inquiry and investigation. Third, I want my students to
recapture the quantitative approach to science by becoming proficient at designing,

constructing, and analyzing data tables and graphs.

While conducting my research at MSU during the summer of 2006, I had five
goals in mind as I developed new labs to foster Student understanding of photosynthesis
and cellular respiration. The five goals were, 1) to involve students in the process Of
scientific investigations, 2) implement a quantitative approach to most activities, and 3)
keep the cost of supplies and preparation time to a minimum. By implementing new labs,
I also allowed students to 4) critically evaluate and reflect on their conclusions. Also,
biologists at all levels use mathematical tools to further their understanding of the natural
world. Thus, my students need a 5) basic skill set that includes how to organize and
analyze sets of numerical data. These are Skills that students must master in order to
facilitate their success at the next level Of education and in their work, leisure, and

fulfilling their responsibilities within the global community.

Cellular Respiration and Photosynthesis Education in the Literature

Plants are a Vital component to life on earth. They are the link between the sun
and the energy that flows through all ecosystems. Because of these facts, students
interact with plants on a daily basis and should know a great deal about them from what
they learn in school and experience in their everyday lives. However, misconceptions
about them seem to arise early and understanding these misconceptions is the key to
addressing them in the classroom.

A number of researchers (Batzli & Heidemann 2002; Weise 2006; Barman, Stein,
& McNair 2006) have found that students’ understandings of photosynthesis and cellular
respiration are often limited. For example, Batzli and Heidemann (2002) found that
when asked about photosynthesis students could tell them something about the capture of
light and transformation to biochemical energy during the light reactions, but they were
very unclear about the gain of biomass via the dark reactions. Similarly, Barman, Stein &
McNair (2006) found that students understood that plants have basic needs that include
water, nutrients and light, but had a harder time with the idea that plants need air to grow.
Students who did consider air important for plant growth indicated that oxygen was the
substance most utilized and showed no apparent link between carbon dioxide in the
atmosphere and photosynthesis. Another common student misconception is that the
“dark reactions” Of photosynthesis only happen in the dark and therefore plants only fix
carbon at night (Hershey 2004).

Batzli & Heidemann (2002) also found that many students do not readily accept
the idea that plants undergo the process of cellular respiration at all. Or, they believe that

plants photosynthesize during the day and conduct cellular respiration only at night.

(Hershey 2004) Many students also attributed anthropomorphic characteristics to plants,
such as breathing, drinking, and eating based on their own experiences (Osborne &
Freyberg 1985). These students failed to recognize the difference between cellular
respiration at the cellular level and the process Of taking in and releasing atmospheric
gases at the organism level.

Weise (2006) observed that at the end of a unit on photosynthesis and cellular
respiration students who could easily define glycolysis and fermentation many times had
trouble describing the overall purpose of cellular respiration. Other students who
memorized numerous facts about the Kreb’s cycle and electron transport chain insisted
all together that plants do not need cellular respiration.

These same researchers had many useful ideas on how to counteract the numerous
misconceptions held by high school biology students. Batzli and Heidemann (2002)
recommended showing that C02 gas is “real”, has mass, and is measurable. This led me
to develop the lab entitled Anaerobic Respiration in Yeast (Appendix D-3) and integrate
the Van Helmont story into my lecture and assessment tools. Weise (2006) suggested
helping students develop a working knowledge that all living things, including plants,
transform food into usable energy during cellular respiration by performing multiple labs
in the classroom that make use of only plants to observe the process. This moved me to
create a lab that utilized the fruits of many different plants to study cellular respiration
(Appendix D-2). Nelson (2001) recommended that instead of bombarding students with
the details of the reactions of photosynthesis and cellular respiration, students should
learn the bigger picture. Weise (2006) echoed this statement by reiterating how

important it is to concentrate on the big ideas. She suggested providing lab opportunities

so students are able to trace the transformations Of matter and energy as they cycle
through the ecosystem without memorizing every detail of each process. This was the
motivation behind the lab entitled Observing the Relationship between Photosynthesis
and Cellular Respiration (Appendix D-6) and the writing pieces (Appendix B-2 & B-4)
that required students to explain the two processes using a given set of vocabulary terms
in their own words.

Ultimately, one Of the major obstacles facing educators is getting students to see
photosynthesis and cellular respiration as dynamic, “not static”, processes. Instead of
passively presenting the material, it is imperative that students have opportunities to
actively discover it (Clements & Jackson 1998). This practice of actively learning
photosynthesis and cellular respiration has been encouraged by the National Science
Foundation as an improvement of pedagogy over Standard didactic lecture (NSF 96-139).
The activities, labs, and objectives for this unit have therefore been designed to enable all

students to master these two processes.

Review of Pedagogical Literature

Piaget’s theory of cognitive development emphasizes the development of
conceptual knowledge as a result of self-regulation, physical interaction, and social
dialogue. During the process of self-regulation, the learner is actively involved in
mentally forming concepts through assimilation and accommodation. This process is
intensified through physical manipulation of materials and Objects involving the concept
and through social interaction that occurs between individuals discussing the concept
(Piaget, 1970). Therefore, it is believed that appropriate hands-on labs can lead to
increased student achievement in science because they occur in an authentic context,
involve a deeper processing of ideas, and confront misconceptions (Wilke & Straits
2005). Pedagogical research also implies that active learning in science greatly enhances
a students’ ability to conceptualize abstract ideas and increases the students’ level of
retention (Rehorek 2004). The same applies to laboratory activities that are relevant to
students’ everyday lives and link real-world experiences with the classroom (Rutledge
2005).

An understanding of the nature of science as a method of inquiry is a fundamental
component of scientific literacy (Rutledge 2005). According to Wilke & Straits (2005)
many students who enter college lack any of the skills necessary to conduct scientific
inquiry. These students are only as strong as their weakest link. For instance, even if a
student has mastered the skills necessary to analyze data, if his/her experimental design is
flawed, the data gathered will also be flawed and yield inaccurate results. Therefore, the
development of science process skills is important at the high school level. The National

Research Council (1996) recommends providing ample opportunities for students to

manipulate and analyze data and to question those that are anomalous. By doing this,
they can understand that science is a process of discovery (Chan 1996). This means that
students need numerous Opportunities to Observe, classify, design, predict, infer, analyze,
summarize, communicate, evaluate, and problem-solve. They also need practice asking
questions, proposing hypotheses, making predictions, designing experiments with
appropriate variables, collecting/analyzing data, drawing conclusions, and identifying
sources of error. Involving Students this deeply in the scientific process allows them tO
experience the joys and disappointments common to scientists as they conduct
experimental work (Crandall 1997). Only after these skills are mastered has scientific
literacy been achieved.

The hands-on laboratory approach to science education is a wonderful way for
students to collect data and “do” science. But what good is this experience, if students
cannot successfully interpret their data and correlate it to the science standards being
taught? Developing methods to help students organize and analyze sets of numerical data
is therefore of the utmost importance in science education (Christensen & Christian
1997). The national standards for science state that as part of the laboratory experience it
is crucial that students learn to use data analysis tools to organize data and formulate
hypothesizes for further testing (NRC, 1996). Similarly, the Science Education and
Quantitative Literacy (SEAQL) project is a curriculum initiative that stresses the
importance of having students’ laboratory experience enhanced by allowing them to
cooperatively develop data collection protocols, apply data analysis techniques, and
critically evaluate results (Christensen & Christian 1997). These skills are especially

important because they prepare students for a data focused future and are the cornerstone

for success on standardized tests such as the ACT and SAT and MEAP (Michigan
Educational Assessment Program).

According to Drummond (1999), high school teachers Who incorporate
quantitative reasoning skills into their science classes provide students with a toolkit that
will facilitate their success at the secondary and collegiate levels. This ability to be
successful at the next level is critical in today’s changing world because most jobs now
require advanced schooling and many require competence in technology and information
systems. Drummond suggests four primary areas of focus. First, students should be able
to manipulate and comprehend mathematical relationships between variables. Second,
they should know how to use appropriate units of measure in the metric system so they
can appreciate the magnitudes of numbers preceding them. Third, they should develop
strong mathematical skills. Fourth, students must be comfortable in plotting graphical
expressions. Graphing is important because it allows students the ability to assimilate
and communicate large amounts of information. In addition, the ability to take a set of
data, lay out the axes, and plot the points correctly represents a major advance in student
understanding (Drummond, 1999). Unfortunately, many college students lack the ability
to design and construct graphs especially utilizing computer programs such as Microsoft
and Excel. In conclusion, these objectives should be integrated into the classroom and

laboratory experiences.

Review of the Scientific Principles

The following summary of relative science objectives are categorized into two
main sections: Photosynthesis and Cellular Respiration. These Objectives were derived
from the Kent Intermediate School District’s Kent County Collaborative Core
Curriculum (KC4). The KC4 is tightly aligned to the standards and benchmarks of the
Michigan Curriculum Framework for Science and was developed by local teachers in
Kent and Barry counties along with the Kent Intermediate School District’s staff. The
KC4 curriculum also meets all Of Michigan’s grade level content expectations. These
summaries describe outcomes that all students should be able to Obtain by the end of the
unit.

Photosynthesis is a chemical process that takes place in green plants. These
plants are capable of absorbing CO2 and releasing O2 to the atmosphere in the presence of
light. Photosynthesis allows plants to use the carbon found in carbon dioxide, along with
water and light, to grow and create food for itself, which directly or indirectly supplies
energy to most living things. The process of photosynthesis can be broken down into two
reactions that take place in the chloroplasts of green plants. The first, known as the light
reactions, utilizes chlorophyll to absorb solar energy and convert it to chemical energy.
During this process water is split into oxygen and hydrogen and NADPH and ATP are
produced. The second reaction, known as the dark reactions, or Calvin cycle, convert
carbon dioxide plus the hydrogen ions and high-energy electrons carried by NADPH into
glucose. Overall, photosynthesis transfers solar energy into chemical energy in plants by
converting energy-poor molecules like carbon dioxide and water into energy-rich

molecules like glucose and oxygen. This is the only way most plants get food.

10

Cellular respiration is a chemical process that takes place in many living things.
The energy generated during this process is ATP, which is used by living cells to perform
their many life sustaining tasks. Most of the energy that enters the ecosystem is as solar
energy and most of it leaves as heat when ATP is utilized by cells to do work. During
cellular respiration energy is transferred from the bonds in simple food molecules
utilizing oxygen. This takes place in the mitochondria of all living cells and the outputs
are carbon dioxide and water. The process of aerobic respiration can be broken down
into three sets of reactions. The first set, known as glycolysis, takes a six carbon sugar
molecule and breaks it down into two-three carbon molecules known as pyruvic acid.
The energy management molecules ATP and NADH are produced. The second set pf
reactions, known as the Kreb’s cycle or citric acid cycle, finishes the breakdown of
pyruvic acid molecules to carbon dioxide, energy is transferred to ATP, NADH, and
FADH2. The final series of reactions is known as the electron transport chain, which
utilizes the reducing power of NADH and FADH2 to drive the production of additional
ATP molecules via ATP synthase.

Fermentation is the process of creating ATP without using oxygen in an anaerobic
environment. All types of fermentation make ATP entirely from glycolysis, the same
process that is the first reaction of aerobic respiration. Some cells go through a process
known as lactic acid fermentation where lactic acid is the waste product. Other cells
undergo alcoholic fermentation were carbon dioxide and alcohol are released as waste
products. The purpose of fermentation is to create ATP, albeit Small amounts, to sustain

life in oxygen deprived environments.

11

Demographics of the Classroom

Thornapple-Kellogg High School is a rural school serving approximately 1,000
students located in Middleville, Michigan. This village suburb lies on the southern most
edge of Grand Rapids and is the largest district in terms Of land mass in Kent and Barry
counties. The average household income is approximately $53,000 and 14% of students
qualify for either free or reduced lunch. Thornapple—Kellogg lacks diversity within its
student population with 96% white, 2% Hispanic, 1% Asian, and 1% Black. The
graduation rate is 96% with 66% of those students being college bound.

Thornapple-Kellogg High School runs a trimester schedule with Biology
spanning two of the three trimesters. Students must currently complete four trimesters of
science in order to meet graduation requirements. The Biology curriculum is taught at a
: level appropriate for Students seeking further education after high school and is divided
into Tri A and Tri B. Students have the option of taking the consecutive trimesters back-
to-back or taking a trimester Off in between. Each class period is 70 minutes in duration
and meets everyday for 12 weeks.

I chose my 5th block Biology class as subjects for this thesis research project.
From a class of thirty-one, nineteen freshman and seven sophomores consented to the
study, for a total of twenty-six student participants. Every student who returned a consent

form said they planned to pursue some form of higher education after high school.

12

IMPLENIENTATION

This unit on cellular respiration and photosynthesis fits into my high school

biology curriculum after units on the scientific method, ecology, and cells. Table 1 is a

summary of the unit. The table is followed by a day—by-day description and analysis of

each activity. The entire unit required four weeks.

Table 1: Cellular Respiration and Photosynthesis Unit Outline

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 1: 10-23-06 Pre Unit Survey and Test Administered
Lab Group Roles Identified
10-24-06 Balloon Demo with Worksheet
Cellular Respiration Notes
10-25-06 Potassium Chlorate Demo
ATP Notes
Lab #1 ATP vs. ADP Lab
10-26-06 Lab #1 Presentations and Wrap-up
Continuation of Cellular Respiration Notes
Cellular Respiration Role Play
10-27-06 NO School
Week 2: 10-30-06 Lab #2 Cellular Respiration
Measuring CO2 Production
10-31-06 Lab #2 Classroom Calculations and Wrap—up
Worksheet on Cellular Respiration
11-1-06 Notes on Fermentation
Collin’s Type II Writing Assignment on CR
11-2-06 Lab #3 Cellular Respiration
Anaerobic Respiration in Yeast
11-3-06 Cellular Respiration Quiz
Lab #3 Computer Lab Data and Graphical Analysis
Week 3: 11-6-06 Lab #3 Wrap—up
Photosynthesis Notes
11-7-06 Continuation of Photosynthesis Notes
Lab #4 Photosynthesis Part 2: The Absorption Spectrum
Computer Work and Wrap-up
Absorption Spectrum Worksheet
11-8-06 Lab #5 Photosynthesis

 

 

A Study of the Rate of Photosynthesis

 

l3

 

Table 1 (cont’d).

 

1 1-9-06

Lab #5 Computer Lab Data and Graphical Analysis
Worksheet on Photosynthesis

 

11-10-06

Lab #5 Wrap-up
Photosynthesis Quiz
Collin’s Type 11 Writing Assignment on Photosynthesis

 

Week 4:

ll-13-06

Cellular Respiration/Photosynthesis Notes

Lab #6 Observing the Relationship Between
Photosynthesis and Cellular Respiration Set-up
Worksheet on Cellular Respiration and Photosynthesis

 

11-14-06

Lab #6 Wrap-up
Comparison Drawing of Cellular Respiration and
Photosynthesis

 

ll-15-06

Cellular Respiration and Photosynthesis Test Review

 

 

 

ll-l6-06

 

Cellular Respiration and Photosynthesis TEST

 

14

 

Week 1:

The first week of the unit began by getting the students excited about what would
be happening in class over the next several weeks. Time was spent discussing lab groups
and individual roles within those groups (facilitator, communicator, materials manager,
recorder, etc). We discussed how the format of this unit would be hands-on, with
multiple labs and activities (role plays, demos, etc.) incorporated. We also talked about
the quantitative theme of the unit and the focus on data collection, graph development.
and analysis of results. Afterwards, students were excited to spend time in both the
science and computer labs.

During this week, the pre-unit survey (Appendix G-1) and pre-test (Appendix F-
l) were also administered. These instruments were used as benchmarks to assess student
achievement at the end of the unit. Students were asked to only place their names on the
pre-test and not the survey. This was to permit truthful responses and gave the students a
sense of autonomy in answering how they learn best and their plans for the future.

The first demo required students to observe a 2002. soda bottle filled with 10%
sugar solution and 3% yeast solution (Appendix 01). A balloon was placed over the
apparatus and 40 minutes were allowed to expire. Every five minutes a student volunteer
made their way to the front of the room to take a circumference measurement. In the
meantime, lecture notes were taken reviewing the following topics: conservation of
matter, chemical equations, and coefficients/subscripts. After 40 minutes, each student
calculated the radius and volume of the balloon at each five minute interval. Students
were also required to answer thought provoking questions identifying the gas content of

the newly inflated balloon, the process that produced this gas, and the reasons behind

15

adding the sugar and yeast solutions. When finished, we briefly discussed the students’
responses. Common hypothesis as to the content of the balloon included, CO2, 02 and
water vapor. Most students were not familiar with the process that created the gas and
they we only able to say that they thought the yeast was in some way “eating” the sugar.
To help students identify the true identity of the gas, I dropped the CO2 produced
into to a small flask and had it extinguish a lit match that was placed inside. I also asked
a student volunteer to demonstrate to the class how a flask of Bromthymol Blue (BB)
could be turned green as the student exhaled CO2 through a straw. Then I did the same
by inverting another balloon filled with CO2 and a flask of BB. By this point students
unanimously agreed that the content of the balloon was indeed carbon dioxide. The
demo ended with a trip to the computer lab to graph the balloon’s volume over time
(Figure 1). Students were asked to identify the independent and dependent variables and

place each on the appropriate axis with units.

16

 

Figure 1: Students Plotting the Balloon’s Volume over Time in the Computer Lab

Next, I introduced the role of ATP and ADP in metabolism. Students did not
know exactly how the stored energy of ATP was put to use in an organism. To show
how much energy can be released from glucose, I began with a demo. Four grams of
potassium chlorate were heated up in a test tube supported by a clamp and stand. A
gummy bear was then added to the boiling mixture and a raging inferno was produced.
Students were awed by the power and energy stored in such a small sample of food.

The class then discussed and recorded the structure and function of the ATP and
ADP molecules. Then, students completed Lab #1: ATP vs. ADP (Appendix D-l).

Overall, this lab was successful and drove home the big ideas of stored up and

released energy in the forms of ATP and ADP. The students had no problems

constructing the models Of ATP and ADP and answering questions about the molecules
as a form of embedded assessment. Students successfully developed analogies after
given an example. For instance, one group wrote that ATP is like a stretched out rubber
band because it is full of potential energy and that ADP is like a stretched rubber band
that has been released because it lost its energy in the form of kinetic motion.

Some possible improvements for next year include finding more diverse objects
to use during the analogy portion of the lab. Students suggested a yo-yo, jack—in-the-box,
and wind up airplane. Informal interviews revealed that students enjoyed the lab and felt
it was easier to connect with an abstract idea after listening to each group’s presentation.

The week ended with the big ideas surrounding cellular respiration and the few
details that were essential to student understanding. In previous years a large percentage
of time was spent getting students to memorize details involved with this process.
Unfortunately, this came at the expense of students being able to grasp the overall
importance. This year the instructional goals were changed to focus more on the why and
less on the how (Appendix A). With this in mind, a simple role play utilizing rubber
balls, colored balloons, and name tags was introduced to help students visualize the basic
processes of glycolysis, Kreb’s Cycle, and the Electron Transport Chain. This role play
required multiple volunteers and left students less overwhelmed and more confident in

their knowledge of the topic.

18

Week 2:
Week two started off with a lab designed to quantify the amount of CO2 produced
via cellular respiration by different types of fi'uit during a set period of time (Appendix

D-2), (Figures 2-3). This was to help show that cellular respiration is a process that is

occurring in all living things not just consumers.

 

Figure 2: Titration of Remaining 0.25M Ba(OH)2 with 0.01 M HCI

Bach lab group was responsible for a different type of fruit and a control. Results were
compiled on the board. Averages were calculated for each type of fruit and the milliliters
of HCl used to titrate per gram of tissue was determined. Using the inverse relationship
between the amount of HCI used and the amount of CO2 produced, students ranked the

various fruits from the fastest to slowest in terms of respiration rate.

 

Figure 3: Measuring C02 Production in the Lab

Students were able to observe the process of cellular respiration firsthand and use
basic math and data analysis skills. Students were able to observe how numerous sets of
data can lead to more accurate results and how rates can be calculated without the use of
a graph. Most biology students have not had the opportunity to titrate and it was a nice
preface for what they will be asked to do in the chemistry lab someday. One of the most
useful conclusion questions asked students to draw a piece of fruit on the back of their lab
and show what goes into and out of the {run during the process of cellular respiration. I
checked this portion of the lab before anyone was allowed to turn in their report and it
gave me a quick and effective way to address misconceptions and make sure students’

were grasping the big idea. Again, students were also asked to identify the independent,

20

dependent, and standardized variables to stress the importance of a good experimental
design.

The biggest drawback to the lab was students being able to understand the inverse
relationship between the amount of HCI used in the titration and the amount of CO2 given
off by the fruit. The data collected were also in very small numbers (to the hundredths
and thousandths positions). In the future it will be helpful to talk about what an inverse
relationship reveals and how small numbers can be compared. More thought also needs
to be given on how to run the experiment for longer than 30 minutes so the values are
larger and more recognizable. Overall, the lab went very well and students enjoyed the
hands-on approach to data collection and examination. An additional review assignment
(Appendix 3-1) was given at the conclusion of the lab to help reinforce the overall
process of cellular respiration.

Now the process of fermentation was introduced. Most students seemed very
interested in the topic because Of the relevance to their personal lives. To help students
compare and contrast fermentation with aerobic respiration a writing assignment
(Appendix B-2) was used. This assignment allowed me to assess student understanding
by having them explain the concepts in the form of a letter written to a classmate who
had just entered the class and knew nothing of cellular respiration.

The objective of Lab #3: Fermentation in Yeast (Appendix F-3) was to measure
the amount of CO2 produced by yeast during fermentation. Students were then to use this
data to determine if there was a statistical difference in the production of CO2 by yeast in
warm water compared to cold water. This lab was very effective in a 70 minutes time

slot. Students were genuinely interested in what was going to happen once the idea of

21

CO2 production in warm water vs. cold water was introduced. Most students agreed that
the rate of cellular respiration would be faster in the warm water. One student
hypothesized that the warm water environment will allow the yeast to produce more CO2
bubbles because bread rises faster on a warm, humid day. Another student hypothesized
that the glucose molecules would be moving faster in the warm water and thus the yeast
would come into contact with them more often and be able to conduct more fermentation.
Both ideas were very insightful.

Plastic pipettes filled with a sugar and yeast solution were inverted into a warm
water bottle and a cold water bottle. Thirty minutes were allowed to expire and the
number of bubbles released by each pipette was recorded (Figures 4). As expected, the
warm bottles were especially efficient at releasing CO2. Students then compiled and
graphed, using Excel, a classroom set of data. The students utilized their math skills to
calculate the average number of bubbles released in the warm water bottle and cold water
bottle per minute and converted the bubble totals into milliliters of gas released. They
also identified on their graphs the time intervals where the rate of CO2 production was the
greatest for both temperatures. The scientific method was highlighted in this lab by
requiring students to identify the independent, dependent and standardized variables
along with an appropriate control. They also selected a new variable and designed an
experiment that would test it as a factor in yeast fermentation. Most students chose to
increase or decrease either the sugar content or yeast content of the pipette. All students

did a nice job of describing what they would do to carry out the new experiment.

22

.i:.-.s=umsr

“I

 

Figure 4: Studying Fermentation in Yeast
The students then took a quiz on the basic details of the respiration/fermentation.

(Appendix E-l). Students performed well with a class average of 78%.

23

Week 3:

Week three began with notes on photosynthesis and a review of the carbon
dioxide/oxygen cycle and its’ importance to the survival of living things on earth. Lab
#4: The Absorption Spectrum of Spinach (Appendix D-4) was then performed. Each
student hypothesized about wavelengths of light spinach leaves used the most and least
by drawing an absorption spectrum. The graph plotted percent absorption on the y-axis
and wavelength on the x-axis. Many students plotted a very high percent absorbance for
the color green compared to the other colors. This was one of the misconceptions to be
corrected by the end Of the lab. Once students finished their preliminary graphs, we
proceeded to the computer lab to plot the data I obtained through my work during the
summer of 2006 at MSU (Figure 5). The lab worked extremely well with students
excitedly anticipating what their final graph would look like after completion on Excel.
As with all the labs, students were required to reconstruct a data table along with their
graph as further practice in data organization. They compared and contrasted their
expected results with the actual results as seen on their final graph. From this they were
able to deduce the required information regarding wavelengths of light. They could also
accurately determine why the most photosynthetic parts of the plant are green.
Additional practice on graph reading was given as homework in preparation for Lab #5

(Appendix D-5).

24

 

Figure 5: Plotting the Absorption Spectrum of Spinach Leaves

Lab #5: A Study of the Rate of Photosynthesis (Appendix D-5) was a student
favorite (Table 7). The objective was to measure and compare the rates of photosynthesis
in spinach leaf disks that were subjected to different colors of light (red, green, and
white). This was accomplished by placing different colored pieces of cellophane (to act
as filters) around three separate 6000 syringes. A bicarbonate/detergent solution was then
placed in each syringe along with 15 spinach leaf disks. The suspended leaf disks were
subjected to a vacuum and slowly sunk to the bottom of the inverted syringes as air was
removed from their air spaces. Once the lab began, the syringes were exposed to a light

source for a total of 30 minutes. Students were then required to measure how quickly the

25

leaf disks floated upward (Figure 6). Generated oxygen sticks to the surface of the leaf

disks and forces liquid out of their air spaces, thus making them buoyant.

 

Figure 6: Measuring Photosynthetic Rates in the Lab

Before the lab began, students ranked the colored syringes from the fastest to the
slowest in terms of photosynthetic rate and record their answers in the pro-lab. The
majority of students responded with white, then red, then green. I also asked my students
to explain what was meant by the term “rate”. Students struggled with an appropriate
definition and example. Therefore, we spent several minutes at the beginning of the lab
discussing what rate reveals in a scientific experiment and how it can be measured.
Overall, this time of pro-lab questioning worked well for getting students curious, quiet,

and on-task.

26

A couple of challenges emerged as the lab was being performed. First, the lamps
used to illuminate the syringes differed among groups because I did not have access to
ten or more identical lamps. Students brought them in for extra credit. The second
challenge had to do with the water-filled beakers used as heat sinks in front of the
syringes. Because 1,000 mL beakers were the largest I had on hand, the two syringes on
the outside of the experimental set-up were receiving bent light whereas the syringe in the
middle was not (Figure 7).

Students calculated the cumulative classroom totals for each color, finding that
the greatest rate of photosynthesis took place in the color white, followed by red, then
green. Students also graphed class results in Excel. This was a challenge for some
students as it required a multi-lined graph (three separate colors/symbols) with time on
the x-axis and the number of disks that floated upward on the y-axis. In the end, students
were excited by the results and impressed that they could quantitatively support their

original hypotheses with “hard” data.

27

 

Figure 7: Oxygen Production Due to Different Colors of Light

This lab was also beneficial because the follow-up required students to analyze
sources of error, identify the parts of the scientific method, and apply their knowledge of
light and photosynthesis to hypothetical situations involving blue and yellow cellophane.
The lab also incorporated numerous mathematical calculations and the determination of
rate into a quantitative study of photosynthetic activity.

In the future, I plan on supplying each lamp brought in by a student with a new
incandescent light bulb of the same wattage. I may also purchase a class set of
inexpensive chicken lamps (these seemed to work very well) to have on hand for this lab.
I would also require my students to rotate the syringes every two or three minutes so they

receive equal time at each position on the table.

28

The week ended with a review assignment (Appendix B-3) and the photosynthesis
quiz (Appendix E—2). Students performed well on this quiz with a class average of 79%.
After the quiz, students demonstrated their understanding of photosynthesis by
completing a writing assignment (Appendix 34) that required them to explain the big
ideas back to me in the form of a letter written to a classmate who had just entered the

class and knew nothing of photosynthesis

29

Week 4:

Week four focused on the relationship between photosynthesis and cellular
respiration. Visual illustrations were drawn by each student to show the flow of matter
and energy through an ecosystem. Labels and arrows were included to facilitate
understanding. Justification as to the rate of each reaction in terms of sustaining life on
earth was also discussed.

Lab #6: Observing the Relationship between Photosynthesis and Cellular
Respiration (Appendix D-6) began with students filling two large test tubes three-fourths
of the way full with bromthyrnol blue solution. They then turned the solution in the tubes
green by blowing in CO2 gas. Each test tube received a sprig of Elodea and was corked.
One flask was placed in a dark cupboard and the other in a sunny windowsill for the same
amount of time.

Each student recorded the color of the BB solution in each test tube after 24
hours. The test tube in the light turned back to blue and the test tube in the dark turned a
lighter shade of greenish/yellow (Figure 8). Because a plant was used for this experiment
it really helped address the misconception that plants do not go through cellular
respiration. It also revealed the extent of each reaction and whether it can proceed in the
light, dark, or both. The conclusion questions challenged students to apply their
knowledge of photosynthesis and cellular respiration to additional scenarios. Student
responses to these questions were superb and revealed a deep understanding of the two
processes. AS always, the different parts of the scientific method were also addressed and

explained in terms of their relevance to the experiment.

30

 

Figure 8: Observing the Relationship between Photosynthesis and Cellular
Respiration in the Lab

The unit concluded with the unit test (Appendix F -2). Students were given 70
minutes and many had to rush toward the end of the period. In the future, the test will

need to be given in two parts.

3]

Assessments:

Numerous assessment tools were utilized throughout this unit. They included
writing tools, quizzes, pre/post surveys, and pre/post tests. Each was customized to
assess specific objectives of the unit.

The writing tools required students to explain the important concepts of the unit in
a manner that made sense to them and was hopefully scientifically accurate. They had
the opportunity to respond to both short answer type questions and essays. Therefore,
some questions asked about one particular idea, while other required the synthesis of
many different ideas.

The quizzes covered basic scientific principles along with incorporating critical
thinking skills. For the cellular respiration quiz, students were required to apply their
knowledge to a hypothetical scenario involving a mouse, phenolphthalein indicator, and
an experimental apparatus that was open to the surrounding environment. For the
photosynthesis quiz, students were required to apply their knowledge of photosynthesis to
explain the classic Van Helmont experiment and describe what would happen to a
geranium plant placed in two different experimental set-ups.

The pre—unit and post-unit surveys were used to gain insight into the likes and
dislikes of each student. Students were asked to reveal information regarding future
educational plans and what type of teaching techniques they find most useful. They were
also asked to rate each laboratory exercise in terms of effectiveness in teaching the
principles of cellular respiration and photosynthesis.

Finally, the pre—test and post-test were used to gauge student improvement over

the course of the unit. The pre-test consisted of ten multiple choice questions, three short

32

answer questions, and two essays, each relating to a key concept of the unit. The post-
test consisted of 51 multiple choice questions and 11 critical thinking short/answer essay
questions (some with numerous parts). Statistical analysis was done comparing the ten
identical multiple choice questions and the two identical essay questions from the
pre/post tests. The overall percentages earned on both the pre-test and post—test were also
analyzed. Throughout both assessments, students were repeatedly asked to apply their
knowledge of cellular respiration and photosynthesis to new experimental designs by
explaining what was happening or what would happen and why. On the post-test they
were also asked to analyze large sets of data and explain what it revealed and how it
related to the key concepts of the unit. Finally, students were required to develop a graph
based on a given set of data and determine the independent, dependent, and standardized

variables.

33

RESULTS AND EVALUATION
Subjective Assessment Pre-Unit Survey

The pre-unit survey (Appendix G-l) included fifteen statements that the students
were asked to answer truthfully and anonymously. These self-response data revealed
student goals, skills, and learning styles and helped frame the unit. The results are
presented in Table 3 and Figures 9 and 10.

Table 2: Students Future Academic Plans

 

Yes No Not Sure

 

1. Do you plan to
continue your
education after 24 0 2
graduating from
TK?

 

2. Will you take
another life science 9 5 12
course either in high
school or beyond?

 

 

3. Do you plan to
have a career that is 8 7 11
related to science?

 

 

 

 

Students who answered “yes” to question one (Table 3) indicated that they would
like to continue their education at a college or university, cosmetology school, or trade
school. Students who answered “yes” to question two (Table 3) indicated that they
would like to pursue the following careers: veterinarian, marine biologist, DNR park
ranger, zoologist, chiropractor, or pediatrician. According to the survey, 62% of all
students listed math or science as their favorite class at Thornapple-Kellogg, while only
19% listed math and science as their least favorite classes. This information showed that
the majority of students involved with this research were academically motivated and

planned to continue their education after high school. It also revealed that most students

34

 

were at least moderately interested in the content of the unit, but less than half planned to
pursue a career related to the field. This information was therefore used to meet the
needs, knowledge, and experience of the students and maintain their interest and
curiosity.

Figure 9 shows that the majority of the students involved with this project are
academically successful in the areas of math and science. These students are not
representative of all biology students at Thornapple-Kellogg in that they are above
average in the areas of math and science. This was encouraging considering the
complexity of a unit on cellular respiration and photosynthesis. Figure 10 depicts what
aspects of science class students find the most helpful. More than 50% responded with

labs, which fit in nicely with the goals of this unit.

 

18

I Math Class 1

i. Science Clas l

_J

Letter Grade

 

A B C D F
Number of Students

 

 

 

Figure 9: Students Letter Grade in Math and Science Class during the 2005-06
School Year

35

 

Student Responses to Most Helpful Part of
Science Class

Lecture/Class
Discussion
23%

Labs
53%

Homework
12%

  

i Quizzes/Tests
l 0%
l

iln-Class Work
12%

 

 

 

Figure 10: Student Responses to Most Helpful Part of Science Class

36

Objective Assessment Analysis of Pre/Post Writing Assignments

Figure 11 displays the results for the cellular respiration writing piece (Appendix
B2). The class average for the number of vocabulary words used correctly on the pre-
test was 2.1 words. The class average for the number of vocabulary words used correctly
on the final writing assignment was 19.5 words. The number of students using all 21

words correctly on the final writing assignment was 15 out of 26 students.

 

Total Number of Vocabulary Words Used Correctly
When Explaining Cellular Respiration (Maximum of 21)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

% 25
.. 3 3 20 +124
0 3 8
g 2‘ '5 15 —~ —~ —— L- E: lPre-Test
g 5:! o 10 _. - .. L- ._ [JPost-Test

.n .m
2 8 3 5 -... ..... as _. .-

o D

> O T r r I “TI

1 3 5 7 9 11 13 15 17 19 21 23 25

Student Number

 

 

 

Figure 11: Writing Results on Cellular Respiration

A paired student’s t-test was used to determine if the results of this assessment
were statistically significant. The null hypothesis is that the cellular respiration portion of
this unit will have no effect on student understanding. The T value for this test is 24.7.
When matched with the degrees of freedom (23) the probability of this result, assuming
the null hypothesis, is 0.000. Thus, the results are highly statistically significant and
allow rejection of the null hypothesis.

Based on these results, most students achieved a strong understanding of cellular
respiration by the end of the unit. The following is just an example of an excellent

student response from the final writing assignment.

37

“One form of cellular respiration is entitled aerobic respiration because

it requires oxygen. The first Step is glycolysis. It splits a molecule of

glucose in half and releases carbon dioxide and 2 ATP. It happens in the

cytoplasm. The second step is the Kreb’s Cycle. It continues to break

down the glucose. As this happens the energy is captured in NADH and

FADH2. Carbon dioxide and 2 ATP are released. It takes place in the

mitochondria.”

Most students who struggled to use all 21 vocabulary words correctly at the end
of the unit misunderstood fermentation. This was an area that we covered in less than a
day and as a result students were confusing lactic acid fermentation and alcoholic
fermentation. Many students were able to state that this process happened in the absence
of oxygen, but struggled with the inputs and outputs Of each individual type.

Figure 12 shows the results for the photosynthesis writing piece (Appendix B-4).
In general, the data shows that students entered Biology with more background
knowledge on photosynthesis than on cellular respiration (Figure 11-12). The class
average for the number of vocabulary words used correctly on the pre-test was 6.7 words.
The class average for the number of vocabulary words used correctly on the final writing
assignment was 19.4 words. The number of students using all 21 words correctly on the
final writing assignment was 8 out of 26 students.

A paired student’s t-test was used to determine if the results of this assessment
were statistically significant. The null hypothesis is that the photosynthesis portion of
this unit will have no effect on student understanding. The T value for this test is 23.8.
When matched with the degrees of freedom (23) the probability of this result, assuming

the null hypothesis, is 0.000. Thus, the results are highly statistically Significant and

allow rejection of the null hypothesis.

38

Total Number of Vocabulary Words Used
Correctly When Explaining j
Photosynthesis (Maximum of 21) 1

 
 
 
 
   

1 --
11 11 1 111 11 11:23:11;
1111 1111111 111111 11 1
111111111111111111111 11.

14 7101316192225
Student Number

1111 1111 ii
i i i 1111 ii
1 iii

Used Correctly

i i
I i
I I

Number of
Vocabulary Words

52"
O 111
5
0

 

rig]; ITZFWTI-itinig {1811.115 01.111313581112571: ’ W W 7 " T

Based on these results, more students entered this unit with a more advanced
understanding of photosynthesis compared to cellular respiration. At the beginning,
many students were able to write knowledgably about sunlight, water, carbon dioxide,
oxygen, and glucose as they loosely related them to the process of photosynthesis. For
example, one student wrote the following, “Photosynthesis is a process that happens in
plants where they use the suns energy, along with water and carbon dioxide, to make
food. We use the oxygen that is given off to breath.” However, by the end of the unit,
fewer students were able to use all 21 photosynthesis vocabulary words correctly
compared to the cellular respiration vocabulary words.

For most students, the problematic areas of photosynthesis were the basic details
of the light reactions and Calvin Cycle. For example, one student wrote the following
explanation. “During the light reactions water is split by light energy and oxygen is
released. ATP and NADPH are made. The dark reactions happen in the dark. Energy

from ATP and NADPH is used to split CO2.” This is unfortunately the end of this

39

student’s explanation and it already yields two misconceptions. The dark reactions can
happen in light or dark conditions and C02 is split. I believe my students’ limited
experience retaining detail oriented information is responsible for this type of result.
Although I cutback tremendously on the amount Of information my students were
required to memorize this year, I still think perfecting this skill is essential to their

success at the next level.

40

 

Objective Assessment Analysis of Pre-test and Post-test Scores

Figure 13 shows the student’s pre—test and post-test scores on ten specific multiple
choice questions. A paired student’s t-test was used to determine if the results of this
assessment were statistically significant. The null hypothesis is that the cellular
respiration and photosynthesis unit will have no effect on student understanding. The T
value for this test is 3.9. When matched with the degrees of freedom (9) the probability
of this result, assuming the null hypothesis. is 0.004. Thus, the results are statistically

Significant and allow rejection of the null hypothesis.

Number of Students Answering Multiple Choice
Questions Correctly
(Pre-Test vs. Post-Test)

  
 

 

Ia Pre-tesi 1

L. Po_st-test1

Number of
Students

1

l

1

l

—1

l

. . _. ‘ l
1 2 3 4 5 6 7 8 9 10 E
Question Number 1

l

FTgTIFIiI3:A Students’ Pre-Test and POSt- Tesfscdr; VF T W T“ W T T T
These ten questions were chosen for analysis because they represented ten
different concepts related to cellular respiration and photosynthesis. In nine out of ten
questions, more students answered correctly on the post-test compared to the pre-test.
Four of the selected multiple choice questions struck me as interesting in their
outcomes. First, number four is the only question that showed students performing worse
on the post-test compared to the pre-test and specifically asked students to relate the

processes of cellular respiration and photosynthesis. The outcome of this question was

41

especially disappointing because grasping the relationship between these two processes
was a major objective. The majority of students who answered this question incorrectly

did so by answering “all of the above”. This leads me to conclude that many students

 

may have been overwhelmed by the amount of information in the question and therefore
probably selected what they hoped was an all inclusive answer.

The second question of interest was question number six. It asked students to
identify the misleading portion of the following statement, “producers carry out
photosynthesis and consumers carry out cellular respiration”. All but two students
selected the correct answer in that both producers and consumers carry out cellular
respiration. This question showed that the misconception that only consumers carry out
cellular respiration was no longer widely accepted among the participants in this study.

Third, was question number nine. It simply asked which of the following
molecules is not involved in fermentation. Although 15 out of 26 chose the correct
answer, which was oxygen, 11 out Of 26 chose ethanol. This, along with the errors made
on the writing assignment, showed that fermentation was not well understood by my
students. The most likely explanation for this outcome was the limited time devoted to
the topic.

The last question of interest was question number ten which all students answered
correctly. It required them to identify transformations of energy as they relate to cellular
respiration and photosynthesis. This question demonstrated that the unit successfully
addressed my students’ lack of complete understanding of how energy is transferred

through a community.

42

Figure 14 shows the 26 students percent scores 011 both the pre—test and post-test.

The average pre-test grade was 23.7% and average post-test grade was 79.9%. Each of

the 26 participants showed improvement from pre-test to post-test.

 

Student Scores Given as Percentages
(Pre-Test vs. Post-Test)

Percent (%)

13 5 7 91113151719212325
Student Number

 

  
 

1
I Post-Test)

1___

 

Figure 14: Percent Achievement for each Student on Multiple Choice Questions

A paired student’s t-test was used to determine if the results of this assessment

were statistically significant. The null hypothesis is that the cellular respiration and

photosynthesis unit will have no effect on student understanding. Table 3 displays the

results.

Table 3: Paired t-Test Results

 

 

 

 

 

 

 

 

 

 

 

T: 30.8 Group A Data Group B Data
Degrees of Freedom = 25 Pre-Test Scores Post—Test Scores
Number of items 26 26
Mean 23.7 79.7
95% Confidence Interval 19.78-27.60 74.29—85.02
for Mean
Standard Deviation 9.67 13.3
Hi Score 45 100
Low Score 5 43
Median 24 81.2
Average Absolute 7.69 10
Deviation from Median

 

 

 

43

 

The T value for this test is 30.8. When matched with the degrees of freedom (25)
and the p value Of .01 (for highly statistically significant) on the student’s t—distribution

table, the t-value of 2.48511. This allows rejection of the null hypothesis.

Subjective Assessment Post-Unit Survey

The post-unit survey, used as a subjective assessment following the
implementation of the unit (Appendix G-2), included three sections. The first required
students to evaluate their confidence in responding to sixteen objectives directly related
to cellular respiration and photosynthesis (Table 4). For clarity, the answer receiving the
highest percentage of votes is bolded. Of the 16 categories, only one received the highest
percentage in the “Sometimes” column. This objective asked if students felt comfortable
explaining what chemical energy is and how cells release it from food through cellular
respiration. All others received the highest percentage in the “Always” column or
“Usually” column. This indicated that students felt very comfortable with the
information presented in this unit.

Table 4: Student Confidence Regarding Unit Objectives
Always Usually Sometimes Never

 

 

 

 

I can describe the functions (jobs) of 27% 50% 23% 0%
the chlortmlast and mitochondria

I can explain the relationship between 58% 35% 8% 0%
photosynthesis and cellular respiration

I can distinguish between kinetic and 42% 38% 19% 0%
potential energy

I can explain what chemical energy is 23% 31% 42% 4%

and how cells release it from food
through cellular respiration

 

 

 

 

 

I can describe the structure of ATP 38% 46% 15% 0%
and how it Stores energy

I can give examples of work that cells 46% 38% 15% 0%
perform

I can relate breathing and cellular 54% 35% 12% 0%
respiration

I can identify the overall reactants and 54% 42% 4% 0%
products of cellular respiration

I can summarize glycolysis, the 50% 38% 12% 0%

Kreb’s Cycle and the Electron
Transport Chain and identify where
ATP is made

 

 

 

 

 

 

 

45

Table 4 (cont’d).

 

I can explain how fermentation in 54% 42% 4% 0%
muscle cells is different from
fermentation in yeast cells

I can summarize the overall reactants 58% 38% 4% 0%
and products of photosynthesis
I can explain how white light is 54% 35% 12% 0%
erytured in plant cells

 

 

 

I can identify the chemical reactants 31% 46% 23% 0%
and products of the light reactions

 

I can explain how the Calvin Cycle 31% 54% 15% 0%
makes a simple sugar

 

I can summarize the light reactions 42% 38% 19% 0%
and the Calvin Cycle

 

I can describe the types of organisms 73% 23% 4% 0%
that carry out photosynthesis and
cellular respiration

 

 

 

 

 

 

 

The second section of the post-unit survey required students to evaluate their
ability to organize, display, and analysis data (Table 5). Again, for clarity, the answer
receiving the highest percentage of votes is bolded. All seven categories received ratings
Of “Always” or “Usually”, indicating that the unit was successful in increasing student
confidence in working with numerous types of data.

Table 5: Student Confidence Regarding Data Manipulation
Always Usually Sometimes Never

 

 

 

 

 

 

 

 

 

 

 

If given a graph I can identify the 54% 35% 12% 0%
dependent and independent variables

in an experiment.

I can organize data into a data table. 77% 23% 0% 0%
If given a data set, I can make a graph 77 % 19% 4% 0%
using paper andJIencil.

If given a data set, I can make a graph 77 % 23% 0% 0%
using Excel.

1 can draw conclusions about an 38% 54% 8% 0%
experiment by analyzing the data table

I can analyze a graph and determining 54% 38% 8% 0%
what it is trying to tell me.

 

 

46

Table 5 (cont’d).

 

I can apply previously learned
knowledge to help me understand new
labs, diagrams and story problems,
even if I may never have seen them
before.

 

50%

 

 

27%

 

23%

 

0%

 

The third section asked students to reveal how well they thought the labs

reinforced the unit objectives (Table 6). The answer receiving the highest percentage of

votes is bolded. Students ranked four out of six labs as “very helpful” and two out of six

labs as “somewhat helpful”. The lab receiving the lowest rating was the one that was not

completed fully. Students only performed Lab #4: Part 2: Graphing the Absorption

Spectrum of Spinach Chloroplast (Appendix D-4) Overall, the data reveals that students

thought the labs were extremely helpful in reinforcing the unit objectives.

Table 6: How Well Students Thought Labs Reinforced Unit Objectives

 

 

 

 

 

 

Very Helpful Somewhat Helpful Not Helpful
Lab 1: ATP 54% 42% 4%
Lab 2: CO2 Production 54% 42% 4%
Lab 3: Yeast Fermentation 65% 31% 4%
Lab 4: Part 2: 35% 58% 4%
Absorption Spectrum
Lab 5: Rates of 62% 35% 4%
Photosynthesis
Lab 6: Photosynthesis vs. 46% 50% 4%
Cellular Respiration

 

 

 

 

 

47

 

 

DISCUSSION AND CONCLUSION
Goals Were Met

This unit, laboratory experimentation along with graphical and data analysis on
the learning of photosynthesis and cellular respiration in a high school biology classroom,
met the goals I had, the goals of my district, and the Michigan Benchmarks. It
successfully incorporate laboratory activities of a quantitative nature and was a pleasure
to teach and reflect upon.

To begin, I wanted my students to be able to describe how energy flows through
the ecosystem and gain an appreciation for the complexity of photosynthesis and cellular
respiration. This was successfully accomplished as shown in Figure 13. Questions six
and ten from the multiple choice section of the pre/post test Specifically address energy
flow through an ecosystem and students performed remarkably well on both during the
post-test. Similarly, the students overall understanding of photosynthesis and cellular
respiration as complex processes was evident as shown in their writing samples. Looking
at the significant differences in the pre-test and post-test scores in Figures 11-12 validates
this finding.

I also wanted to provide opportunities for my students to construct the important
ideas involved with these concepts through inquiry and investigation. This was
accomplished by implementing six newly developed labs, all of which utilized the
scientific method. These labs required students to be scientists and they enjoyed the
challenge. In fact, 53% of students stated in the pre-survey that labs were the most useful
part of science class (Figure 10) and they echoed this statistic in the post-survey. When

asked “what was your favorite part of this unit”, 18 of 26 students replied “labs”.

48

According to the students, the implementation of numerous labs helped make the
information presented more meaningful. They also said it helped with their
comprehension of the concepts and their ability to retain the information.

Throughout the unit, students had opportunities to experience the quantitative
approach to science by becoming proficient at designing, constructing, and analyzing
data tables and graphs. Four of the six labs developed and implemented required students
to practice these skills. This type of proficiency will be needed as they try and make
sense of the vast amounts of information that will confront them in years to come.

Students also walked away with a more complete understanding of cellular
respiration and photosynthesis. This goal was met as indicated by the comparison of pre-
test scores and post-test scores in Figures 11-14 and the statistical significance of the
student’s paired t-tests.

By accomplishing the goals mentioned above, I successful met the goals of my
district in teaching cellular respiration and photosynthesis and practicing data analysis
skills. As a result of implementing this unit, I also successfully met many of the
Michigan Benchmarks. By the end of the unit, students were able to compare and
contrast ways in which selected cells are specialized to carry out particular life functions
and explain how cells use food as a source of energy to grow and develop. Students were
also able to compare the transformations of matter and energy during photosynthesis and

cellular respiration. This was evident in their scores on the pre/post tests.

49

Overall, this unit on cellular respiration and photosynthesis was a pleasure to
teach. My students were genuinely interested and eagerly receptive to all the fresh labs,
innovative teaching strategies, and new techniques I integrated. This unit allowed me to
focus extraordinary amounts of time on the success of my students by providing them
with excellent teaching. Compared to previous years, my students seemed less
overwhelmed with the material presented and took away a more thorough understanding
of photosynthesis and cellular respiration as indicated by the statistical analysis of the
data. In the future, I will surely continue to utilize all of the labs and demos involved
with this unit. I will also allow for more time to be spent on the unit so those few items
that were left out this year can be reinstated. Someday, I would like to transform one or
more additional units within my curriculum so that they too can more successfully meet

the needs of my students.

50

Problems that were Encountered

A few problems were encountered in implementing this unit. The most
overwhelming Obstacle to overcome was the lack of time to complete the unit. This was
the last unit before the end of the first trimester and the beginning of exams dictated when
the unit needed to be finished. This left only four and a half weeks to complete a unit that
could have easily spanned five and a half weeks. In the future, I would like to spend one
additional day on fermentation. Students performed poorly on this concept as indicated
by Figure 13, question nine. 1 would also like to spend an additional day completing Lab
#4: Part 1: Paper Chromatography (Appendix D-4). Additional time could also be spent
exploring leaf structure and function because while implementing this unit I did not have
time to talk about the air spaces, mesophyll, stomata, or guard cells. I believe covering
these topics would really help with Lab #5: A Study of the Rate of Photosynthesis
(Appendix D-5). 1 would also like to implement a microscope lab to look at these
structures in a prepared leaf cross-section slide. Another additional day could be spent
administering the quiz that covered both cellular respiration and photosynthesis. Finally,
I would spend some extra time reviewing with students for the unit test and another day
on the test itself. I believe a little extra review time after a unit that spans more than five
weeks (70 minutes a day) will help to refresh the students’ minds and help them make
connections. As for the test, it was extremely long and overwhelming for many students
with more than 75% of them still working with only ten minutes left in the 70 minutes.
Instead of shortening the test, in the future, I would like to conduct it in two segments.

This would still allow me to assess all the objectives, but decrease student anxiety.

51

The second problem surfaced when looking at the post-unit survey. When
analyzing a few objectives 1 saw a discrepancy in what the students thought they knew
and what was indicated on the pro/post test comparison. For instance, 93% of students
indicated that they “always” or “usually” felt confident explaining the relationship
between photosynthesis and cellular respiration. But, according to multiple choice
question four on the pre/post test comparison, only 62% of students could answer how
these two processes were related. This was also the only question on the multiple choice
section of the pre/post test comparison that showed students performing worse on the
post-test compared to the pre-test. Having students fail to grasp this major objective was
disappointing. In the future, more time will need to be spent going over the answers to
the conclusion questions Of Lab #6: Observing the Relationship between Photosynthesis
and Cellular Respiration (Appendix D-6).

Secondly, 96% of students said they could explain how fermentation in muscle
cells is different from fermentation in yeast cells. But, according to question nine in the
pre/post test comparison, only 58% of students were capable of answering this question
correctly. As mentioned before, next time this unit is taught, additional time and
activities will need to be incorporated to address this concept.

Finally, 46% of students indicated on the post-unit survey that they could
“sometimes” or “never” explain what chemical energy is and how cells release it from
food through cellular respiration. Contrary to what they believed, 81% of students scored
a 90% or higher on the post writing assignment for cellular respiration.

Overall, this unit was a success. It met the goals I set forth to accomplish in a way

that improved student learning on the topics of cellular respiration and photosynthesis.

52

APPENDICIES

53

APPENDIX A

OBJECTIVES

54

Chapter 6: A Tour of the Cell
(6.5) pages 128-129

Objectives:

Compare and contrast the functions of chloroplast and mitochondria

New Key Terms:

Chloroplast
Mitochondria
ATP

Chapter 7: The Working Cell: Energy from Food
(7.1-7.6) pages 134-155

Objectives:

Compare and contrast how autotrophs and heterotrophs obtain food

Explain the relationship between photosynthesis and cellular respiration
Distinguish between kinetic and potential energy

Explain what chemical energy is and how cells release it from food

Describe the structure of ATP and how it stores energy

Give examples of work that cells perform

Summarize the ATP cycle

Relate breathing and cellular respiration

Identify the overall reactants and products of cellular respiration

Summarize Glycolysis, the Kreb’s Cycle and the Electron Transport Chain and
identify where ATP is made

Identify the types of organisms that carry out cellular respiration

Explain how fermentation in muscle cells is different from fermentation in yeast
cells

Give examples of products that depend on fermentation in microorganisms

New Key Terms:

Autotroph
Heterotroph
Producer
Consumer
Photosynthesis
Cellular respiration
Enzyme

Kinetic energy
Potential energy
Thermal energy
Chemical energy
ATP

Aerobic

Electron transport chain

55

Metabolism
Glycolysis

Kreb’s Cycle

ATP synthase
Fermentation
Anaerobic respiration

Chapter 8: The Working Cell: Energy From Sunlight
(8.1-8.4) pages 158-173

Objectives:

Identify the overall reactants and products of photosynthesis.

Explain how White light is captured in plant cells

Identify the chemical reactants and products of the light reactions

Explain how the Calvin Cycle makes sugar

Summarize the overall processes of the light reactions and the Calvin Cycle
Describe variables that affect the rate of photosynthesis

Identify the types of organisms that carry out photosynthesis

New Key Terms:

Chloroplast

Chlorophyll

Light reactions

Calvin Cycle

Wavelength
Electromagnetic spectrum
Pigments

paper chromatography

56

APPENDIX B

GRADED MATERIALS

57

APPENDIX B-l

CELLULAR RESPIRATION WORKSHEET

58

Questions on Cellular Respiration

l.

2.

7.

How many steps are involved with the process of cellular respiration?
Where do autotrophs get the glucose needed to start CR?
How about heterotrophs?

What does the term “aerobic” stand for? How does this apply to aerobic exercise
and aerobic respiration?

Why is aerobic respiration unable to occur without oxygen?

Some ATP is produced at the end of glycolysis. What is the advantage of
continuing cellular respiration through the Kreb’s Cycle and Electron Transport
Chain?

State the reactants and products of each of the following processes...
a. Glycolysis Reactants Products

b. Kreb’s Cycle

c. ETC

In what part of the cell does each of the following take place?
a. Glycolysis
b. Kreb’s Cycle

c. ETC

59

8. In what cells of the body might you find the most mitochondria? Why?

9. What would be considered the 2 “waste products” of Cellular Respiration?

10. What is the advantage Of the inner membrane of the mitochondria having many
flaps and folds?

11. Does glycolysis require oxygen?

12. How many molecules of ATP are generated by “aerobic respiration”?

13. What two things are needed to regenerate ATP from ADP? Where does each
come from?

60

APPENDIX B-2

CELLULAR RESPIRATION WRITING ASSIGNMENT

61

Name

 

Cellular Respiration

 

 

Purpose: To Show that the writer knows something about the topic or has thought about
it. This type of writing has content that can be right or wrong.
Basic Guidelines:
Always skip a line
Always label the type of writing
Has maximum time limit
Avoid numbering
Write in paragraph form

 

Part I:
Directions: On a separate piece of paper, write about the following... When finished,
staple your paper to the back Of this sheet before you turn it in.

Your teacher has asked you to help some new students your age learn about cellular
respiration. Below he/she has given you a list of words that correspond to the concepts
you will most likely want to teach. Using what you have learned about cellular
respiration in school, outside of school, from TV, games, books, etc. write these students
an essay using ALL Of the words correctly as they pertain to respiration. Feel free to
include drawings, organize your ideas on a separate piece of paper, and cross off each
word as it is used.

 

 

Mitochondria Autotrophs Heterotrophs
ATP ADP Oxygen
Carbon Dioxide Glucose Water
Fermentation Lactic acid Ethanol
Kreb’s Cycle Electron Transport Chain Glycolysis
Anaerobic Aerobic Yeast
Human muscle cells Energy Phosphate

 

62

 

 

 

APPENDIX B-3

PHOTOSYNTHESIS WORKSHEET

63

Name

 

Questions on Photosynthesis

1.

List the complete, balanced equation for photosynthesis. Circle the reactants and
underline the products.

Where does the energy for this chemical reaction come from?

. In what organelle does photosynthesis take place in?

What is the name of the pigment stored in this organelle that absorbs the
sunlight’s energy. What wavelengths of color does this pigment absorb and
reflect?

What types of organisms go through PTS?

Why might it be important to talk to your plants even though they have no ears?

List the products and reactants for each step of photosynthesis...
Reactants Products

Step 1
Light Reactions

Step 2
Dark Reactions/
“Calvin Cycle”

Why must NADPH & ATP be made during the light reactions?

What is the waste product Of the light reactions? Where did it come from?

64

10. What is the glucose produced during PTS used for?

11. What do you think is one of the things happening as a green banana ripens?
(Hint: Think back to why leaves change colors in the fall.)

12. Where do autotrophs obtain the majority of the atoms needed to make glucose?

Answer the following in the space provided at the bottom of the page.

65

APPENDIX B-4

PHOTOSYNTHESIS WRITING ASSIGNMENT

66

Name

 

Photosynthesis

 

 

Purpose: To show that the writer knows something about the topic or has thought about
it. This type of writing has content that can be right or wrong.
Basic Guidelines:
Always skip a line
Always label the type of writing
Has maximum time limit
Avoid numbering
Write in paragraph form

 

Part I:
Directions: On a separate piece of paper, write about the following... When finished,
staple your paper to the back of this sheet before you turn it in.

Your teacher has asked you to help some new students your age learn about
photosynthesis. Below he/she has given you a list of words that correspond to the
concepts you will most likely want to teach. Using what you have learned about
photosynthesis in school, outside of school, from TV, games, books, etc. write these
students an essayusing ALL of the words correctly as they pertain to photosynthesis.
Feel free to include drawings, organize your ideas on a separate piece of paper, and cross
off each word as it is used.

 

 

 

Chlorophyll Photosynthesis Absorbs
Chloroplasts All colors but green Reflects
Sunlight Green Stomata
Water Mesophyll Guard Cells
Carbon dioxide Roots Energy
Oxygen Light Dependent Reactions Calvin Cycle
Glucose Autotrophs Heterotrophs
Part II:

Directions: The new students have a few questions for you. Write your explanations in
the space provided below.

1. In what ways is photosynthesis important to animals?

2. How does chlorophyll make plants look green?

3. How do plants that lose their leaves in the winter have the energy they need to
stay alive?
What process releases this energy?

67

 

 

APPENDIX C

DEMOS

68

APPENDIX C-l

CO2 PRODUCTION BALLOON DEMO

69

 

C02 Production Balloon Demo
Teacher Notes & Student Materials

Materials Needed:

1- 20 oz. soda bottle (600mL)
400 mL warm water
12 grams baker yeast

1- large balloon

2- Pieces of string

1-

Metric Ruler
40 grams sugar

Preparation of Solutions:

Minimum of 15 minutes to activate yeast
3% yeast solution

10% sugar solution

Procedure:

1. Mix sugar solution and yeast solution in a 600mL soda bottle.

2. Attach a deflated large balloon over the top of the soda bottle to catch the released
gas.

3. Set the demo up on the front lab table for easy visibility and explain set-up.

4. Have students answer all questions on the student questionnaire once the balloon
has begun to inflate.

5. For the next 40 minutes have one student measure the circumference of the
balloon in 5 minute intervals using the string and metric ruler

6. Have all students record the data in their notebooks during the course of the
lecture time.

7. After 40 minutes facilitate a classroom discussion revolving around the students
observations over the last 40 minutes.

8. Once numerous ideas have been generated, drop CO2 into a small flask and show
how it puts out a lit match. Ask students what they think the gas is!

9. Alternative - have a student blow into a flask of BB to show color change with

CO2. Then place balloon over a flask of BB to show what color change it creates.

10. 2nd Altemative- Use phenolphthalein to Show CO2 production.
11. You can also ask students to practice mathematical skills by calculating the

volume of the balloon at each interval. (Sphere V=4Hr3/3) (c=2IIr)

12. They may then graph the balloon volume over time.
13. Also ask students to determine the dependent and independent variables

70

Name

 

Thought Questions

What is in the balloon?

Where did it come from? (Name of the process?)

What is the purpose of the yeast?

What is the purpose of the sugar?

What other products are produced?

What do you think would happen to the volume of the balloon over time if the % of yeast
was decreased?

Increased?

What do you think would happen to the volume of the balloon overtime if the % of sugar
was increased?

Decreased?

71

APPENDIX D

LABORATORY ACTIVITIES

72

APPENDLX D-l

LAB 1: ATP VS ADP

73

Name

 

Hour

Lab 1: ATP vs. ADP

Introduction: ATP stands for adenosine triphosphate and is the source of energy used
for all cellular work. The “adenosine” part consists of a nitrogen-containing compound
called adenine and a five-carbon s_t_1ga_r called ribgsg. The triphosphate “tail” consists of
Lh_r_e_§ phosphate groups. When one or more of the bonds between the phosphate groups is
broken, potential energy is released. If only one phosphate group is removed and two
phosphate groups are left the resulting structure is called ADP.

Objective: To model the changes in structure of ATP and ADP using an analogy.
Materials: (per group of 2)

I 1 Rubber band, wind-up toy, Clothespin, spring, or mouse trap
I 1/2 sheet of poster board

I 2-3 different colored markers

I 1 baggie of ATP/ADP parts

I sheet Of plain white paper

Procedure:

1. Using the materials present in your baggie and a sheet of plain white paper as the
background, build a model of ATP and ADP using Velcro between the phosphate
molecules.

2. Show these structures to you teacher before continuing to step 3.

Using the unique Object assigned to your group, come up with an analogy
modeling the energy transition from ATP to ADP and from ADP to ATP. Make
sure you could “show” what the object would look like if it were to represent each
of these different structures.

5”

Conclusion Questions:
1. What do the bonds in-between the phosphate groups represent in both ATP and
ADP?

2. What is the only difference between the structures of ATP and ADP?

3. What is the difference between kinetic energy and potential energy?

74

4. What type Of energy is represented by ATP?

5. What type of “work” does this energy eventually end up doing in your cells? Be
specific and give at least three examples.

6. What must you give ADP to “reset” ATP (2 things)? Where does this come
from?

7. What is meant by the term “cycle?” How do ATP and ADP represent a cycle?

8. Using the model analogy you have created answer the following in detail:
a. ATP is like a...

because. . .

b. ADP is like a...

because. . .

F ollow-up: Using your poster board and markers, draw and explain how your model
represents the ATP/ADP cycle. Make sure to include your answer to Question #7 on
your poster.

On the back of your poster explain one misconception that your analogy may show.

75

APPENDIX D-2

LAB 2: CELLULAR RESPIRATION: MEASURING CO2 PRODUCTION

76

Name

 

Hour

Lab 2: Cellular Respiration
Measuring C02 Production

Introduction:

The respiration rate of non-photosynthetic material, particularly that of fruits and
vegetables, can be quantified by determining the conversion of Ba(OH)2 to BaCO3 and
water in the presence of CO2. As plant material respires in a closed experimental system
(fruit or veggies in an inverted large plastic container with a dish of Ba(OH)2 stored
glucose is converted (via cellular respiration) to ATP, CO2, and water. Because CO2 is
heavier than the surrounding atmosphere, it sinks into the dish of Ba(OH)2, and reacts to
form BaCO3 according to the following equation:

Ba(OH)2 + C02 '9 BaCO; + H20

After 30 minutes, the remaining Ba(OH)2 can be titrated with hydrochloric acid to
determine the extent of the reaction and thus the quantity of CO2 produced during
respiration. The amount of HCI used in the titration inversely reflects the Amount of C02
produced by the respiring fruit tissue. Therefore, the more HCI required the less
cellular respiration and the less HCI required the more cellular respiration. A
control will also be set-up to factor out the amount of CO2 that reacts with the barium
hydroxide due to the air that is present under the apparatus set-up.

Objectives:
I To quantify the amount of CO2 produced via cellular respiration by different types
of fruit during a set time period.

Materials: (per group of 3)
I 0.025 M Ba(OH)2
0.1 M HCI
1% phenolphthalein indicator solution
1- 60 cc syringe
1- 250 mL beaker
1 - graduated cylinder
2- Petri dishes
2- plastic storage containers
200-300 grams of fruit

Procedure:

1. Obtain two similar, large, plastic containers. One jar will serve as the
experimental set-up and the other will be the control.

2. Record in the data section the type of fruit available to your lab group and the
mass of the fruit as indicated at your lab station.

77

9°

10.

Data:

Measure out exactly 25mL of .025 M Ba(OH)2 in a graduated cylinder and place
it all in one of the two Petri dishes. Repeat for the second Petri dish.

Position the fruit and the Ba(OH)2 solution under one of the plastic containers and
cover tightly. If you feel that any air may be leaking in the sides of your
container, place a biology book on top of the apparatus set-up as extra weight.
Repeat with the other container minus the fruit — this is the control!

Record the start time in the data section. Leave the air tight containers
undisturbed for 30 minutes.

After 30 minutes you will see the formation Of a white precipitate in the Petri
dishes- this is BaCO3. Remove the Petri dish from the experimental container and
empty only the underlying liquid into a 250mL beaker. Next, add 3 drops of
phenolphthalein. The solution should turn a bright pink.

Fill up your 60 cc syringe with .01 M HCI to the 50 mL point.

Titrate the left over Ba(OH)2 in the beaker until the pink color just disappears. If
you need to refill your 60 cc syringe remember to keep track of the total volume
of HCI used. Record this volume in the data section below.

Repeat for the control container.

 

 

. Type Of Fruit =
Mass of Fruit = grams
Start time End time (30 minutes later)

 

 

Volume of HCI used to titrate the left over Ba(OH)2 in the fruit
container: mL

Volume of HCI used to titrate the left over Ba(OH)2 in the control container:
mL

Calculations: Please show all work and include units.

1.

Calculate the mL of HCI used to titrate the CO2 that was released by ONLY the
respiring fruit in the space provided.

(mL of HCI used to titrate the control) — (mL of HCI used to titrate the fruit)

~ this alleviates the CO2 that came from the atmosphere

78

2. Calculate the mL of HCI (use your answer from #1) per gram of fruit tissue

below.

3. Record your answer to #2 in the correct location on the board.

4. When all lab groups have finished, record the classes information in the following
data table.

Average each of the columns and record.

Rank the fruit according to their rate of cellular respiration.
fastest/most CO2 produced, 6: slowest/least amount of CO2 produced

** Remember that the mL of HCI used inversely reflects the amount of CO2
produced. The most HCI = the least amount of cellular respiration and vice

VCI'Sfl.

1:

 

Milliliters of HCI Used to Titrate Per Gram of Tissue (mL/g)

 

Blueberries

Bananas

Green
Peppers

Other

Other

Other

 

Group
1

 

Group
2

 

Group
3

 

Group
4

 

Average
(mL/g)

 

 

Rank

 

 

 

 

 

 

 

Conclusion Questions:
1. Draw a picture of a piece of fruit in the space provided and show what goes into
and out of the fruit during the process of cellular respiration.

79

 

What would make a mass of fruit tissue respire more?

Less?

What does a high cellular respiration rate mean?

What does a low cellular respiration rate mean?

What is the dependent variable in your experiment?

What is the independent variable in your experiment?

What is the purpose of the control in your experiment?

80

APPENDD( D-3

LAB 3: CELLULAR RESPIRATION: ANAEROBIC RESPIRATION IN YEAST

81

Name

 

Hour

Lab 3: Cellular Respiration
Anaerobic Respiration in Yeast

Introduction:

All living things go through cellular respiration. Yeast (unicellular fungi) obtain energy
through aerobic respiration or fermentation. During this process, food, usually in the
form of “glucose” is “burned” and energy in the form of ATP along with CO2 is released.
The rate at which carbon dioxide is released during cellular respiration indicates the rate
at which ATP is being synthesized. In this investigation you will compare the respiration
rates of yeast at two different temperatures.

Problem: What will happen to the number of CO2 bubbles that are released from yeast
that are exposed to a warm environment compared to yeast that are exposed to a cold

environment?

Hypothesis:

I believe this will happen because:

Objectives:
1. TO measure yeast’s production of carbon dioxide as a result of anaerobic
respiration.

2. To determine if there is a statistical difference in the production of carbon dioxide
by yeast in warm water compared to cold water.

Materials: (per group of 2)
I 2- 20 oz. pop bottles
I 4- hardware nuts
I 2- plastic pipettes
I 2 mL 3% yeast solution

2 mL 10% sugar solution
Stopwatch

Warm water (40-45 °C)
Cold water (20-25 °C)

Procedure:
1. Obtain two 50 mL beakers and measure out 2 mL of 3% yeast solution
into each using the syringe provided.
2. Add 2 mL of the 10% sugar solution to each of the 50 mL beakers using
the syringe provided.
3. Swirl the contents and return them to your lab station.
4. Obtain 2 plastic pipettes and fill each separately with the yeast/sugar

solution you’ve just created. (One beaker full of solution into each
pipette.) Make sure to tap the end of the pipette on the lab table several

82

times to make sure ALL of the solution is out of the tip. This is tricky and
may take you several attempts.

5. Each set of partners will also need two 20 oz. pop bottles. Fill one bottle
up with room temperature water and the other with warm water. Use two
thermometers to obtain the temperatures of each in degrees Celcius.
Record your results in the data table below.

6. Place two hardware nuts over the top of each pipette and simultaneously
place one into the warm water bottle and the other into the cold water
bottle.

7. Immediately begin the stop watch and begin counting the number of
bubbles that escape from the tip of the pipette each minute.

8. Continue taking readings for 30 minutes and record your data in the table
below.

Data:

DATA TABLE 1: Temperature of warm water = °C
T cold water = °C
Time Number C02
(minutes) CO2 Bubbles Number of Bubbles Bubbles Number of
Warm Water Warm Water Cold Water Bubbles Cold
Water

         

OO\IO\(JI-I>-UJN'—O

83

24
25
26
27

28
29
30

 

Graph:

Directions: Using EXCEL, reconstruct the table above with the following exception.
When entering your data for the number of bubbles, ONLY record the cumulative totals.
Next, graph the data by placing the independent variable on the x-axis and the dependent
variable on the y-axis. Place an appropriate title on the top of the graph and include units
when needed. Remember to select the XY scatter graph and choose the middle left
option so EXCEL will connect your data points. When finished, print the data table and
graph on the same sheet and Show your instructor. Save all your work in case you have
to go back and correct any mistakes.

Calculations: (Make sure to Show all your work in the space provided)
1. Calculate the average number of bubbles released in the warm water bottle per
minute.

2. Calculate the average number of bubbles released in the cold water bottle per

minute.

3. Looking at the slope of each line on your graph, between which time intervals is
the rate of C02 production in the warm water bottle the greatest?

The least?

4. Looking at the slope of each line on your graph, between which time intervals is
the rate of C02 production in the cold water bottle the greatest?

The least?

5. If 20 gas bubbles equal 1 mL, how many milliliters of gas were released in the
warm water bottle?

6. How many milliliters of gas were released in the cold water bottle?

84

Conclusion Questions:

1.

2.

3.

Identify the dependent variable:

 

Identify the independent variable:

 

 

State the appropriate control:

 

List at least 3 standardized variables:

 

 

 

What is the name of the gas being released from the yeast? Why can the
production of this gas be used as a means of measuring the rate at which ATP is
produced in yeast?

What other products are being produced by the yeast?

What is the purpose of sugar in this experiment?

How does this same process relate to making home-made bread?

Make a statement concerning the effect of temperature on yeast fermentation.
Why do you think this happened?

Follow-up:

1.

Select another variable and design an experiment that would test it as a factor in
yeast fermentation.
a. Dependent Variable
b. Independent Variable
c. Standardized Variables

 

 

 

 

 

 

 

(1. Control

 

 

 

e. Set-up

85

APPENDIX D-4

LAB 4: PHOTOSYNTHESIS: PAPER CHROMATOGRAPHY LAB & THE
ABSORPTION SPECTRUM OF SPINACH CHLOROPLASTS

86

Name

 

Hour

 

Lab 4: Photosynthesis
Part 1: Paper Chromatography Lab

Introduction: The existence of life is totally dependent upon photosynthetic organisms.
Photosynthetic organisms include bacteria and other autotrophs which manufacture their
own food by transforming light energy into chemical energy.

The light energy used by photosynthetic organisms is provided by the sun. Sunlight is
considered “white” in color, but what colors truly make up this “white” light?

An autotroph’s ability to photosynthesis is determined by its ability to absorb certain
colors (wavelengths) of white light. This absorption is performed by pigments found in
the chloroplasts of their cells.

Paper chromatography is a useful technique for separating and identifying pigments that
are found in the cells of photosynthetic organisms. The solvent (in our case isopropyl)
moves up the paper by capillary action, which occurs as a result of the attraction of
solvent molecules to the paper and the attraction of the solvent molecules to one another.
As the solvent moves up the paper, it carries along any substances dissolved in it (i.e. the
pigments). The pigments are carried along at different rates because they are not equally
soluble in the solvent and because they are attracted, to different degrees, to the fibers of
the paper through the formation of intermolecular bonds, such as hydrogen bonds.

Objectives:
1. Extract and identify the various photosynthetic pigments from spinach leaves.
2. Determine the absorption spectrum of these spinach chloroplast pigments.

Materials: (per group of 2)

I Filter paper
Scissors
Pencil
Metric Ruler
Quarter
Small piece of spinach
Graduated cylinder
10 mL isopropyl
300 mL beaker
Petri dish

87

Procedures:

1. Make a chromatogram strip by cutting a strip of circular filter paper 5.5 inches
long and 1/2 inch wide. Taper the bottom end to a long point as shown in Figure
1. The tapered part (the point) should be 1 inch long.

2. Draw a light pencil mark in the center of the strip where the tapering ends (one
inch above the point, see Figure 1). Load the chromatogram (filter paper) with
chlorophyll by placing a small piece of spinach face down on top of the pencil
mark and rubbing a quarter across it lengthwise. You may want to repeat this
process 2 or more times over the same spot to increase the amount of pigment
on the filter paper.

3. Measure out 10 mL of isopropyl into a graduated cylinder and add to the bottom
of a 300 mL beaker. Cut a second piece of filter paper (see Figure 2) so that it
fits nicely around the inside edges of the beaker. Carefully saturate the filter
paper inside the beaker by slowly tipping the beaker to the side and rotating it in
your hand.

4. Place your chromatogram strip, point downward, into the isopropyl solution. Be
careful not to let the bottom portion touch the sides of the beaker AND make
sure that the line of chlorophyll pigment is ABOVE the solvent level. If the spot
falls below, the line will rinse off. Fold the top of the chromatogram strip over
the side of the beaker so that it will stay in place even after you let go.

5. Place the Petri dish upside down on the top of the beaker and run the reaction at
room temperature for 30 minutes.

6. After 30 minutes remove the paper from the test tube. Use your pencil to mark
how far up the solvent front moved. Use a pencil to also mark the top edge of
the colored bands (you will usually see 2—3 different colors).

 

 

 

 

 

 

 

 

 

Data:
DATA TABLE 1: Distance Moved by Pigment Band (mm)
Band Number Band Length (mm) Color
1
2
3
Distance Solvent Front Moved in 30 minutes mm
Calculations:

Distance pigment migrated (mm)

 

Rf =
Distance solvent front migrated (mm)

** Show your calculation in the Space provided below.

88

 

CALCULATION TABLE 1:

 

= Rf for carotene and xanthophylls
(orange/yellow)

 

= Rf for chlorophyll a (bright green to blue
green)

 

 

= Rf for chlorophyll b (yellow green to olive
green)

 

 

Conclusion Questions:

 

 

 

 

 

 

1. According to your results in Calculation Table 1, which pigment is the most
soluble?

2. Which was the least soluble?

3. How did you reach your conclusions for Questions 1 & 2?

4. Would you expect the Rf value of a pigment to be the same if a different solvent
were used? Explain.

5. If the chlorophyll a & b pigments are both green in color, what wavelengths of
light are being absorbed?

Reflected?

6. If the carotene & xanthophylls pigments are orange and yellow in color, what
wavelengths of light are being absorbed?
Reflected?

7. Anthocyanin is an additional pigment found in many plants. If it displays the
colors red and purple, what wavelengths of light are being absorbed?
Reflected?

8. Which of the above pigments is the most abundant in photosynthetic organisms
throughout the summer months?

9. How did you come to your conclusion for #8?

Follow-up:

10. Thinking back on all you know about plants and plant pigments... why do the

leaves of deciduous trees change colors in the fall?

What might be some environmental triggers of this change?

89

 

11. What do you think is one Of the things happening as a green banana ripens?

12. How would you design an experiment that would determine the pigments found in
a plant or algae species of your choice?

Part 2: The Absorption Spectrum of Spinach Chloroplasts

The absorption of different wavelengths of light by a pigment is represented by an
absorption spectrum. This spectrum spans the entire visible spectrum extending from
380 nanometers (violet) all the way to 700 nanometers (far red). In-between you will
find all the wavelengths for ROY G BIV. In the space provided below, sketch a graph
that would show what you think is the absorption spectrum for the spinach leaf pigments
you just investigated. Remember, spinach has 3 main pigments (carotene, xanthophylls,
and chlorophyll). If you think the spinach is absorbing a lot of a particular wavelength
than you should draw a peak for that wavelength on the graph. On the other hand, if you
drink the spinach is reflecting most of a particular wavelength than you should draw a
valley for that wavelength on the graph.

Absorption Spectrum of Spinach Leaves

 

Violet Indigo Blue Green Yellow OrangeRed

WAVELENGTH

90

The following is the actual absorption data for spinach leaf pigments obtained through
the use of a spectrophotometer. A spectrophotometer works by shining white light
through a prism that breaks it into its individual colored wavelengths. These different
wavelengths are then passed through a sample solution of spinach pigments and the
absorption for each color is recorded.

Directions: Using EXCEL, reconstruct the table below and graph the data by placing the
independent variable on the x-axis and the dependent variable on the y-axis. Place an
appropriate title on the top of the graph and include units when needed. Remember to
select the XY scatter graph and choose the middle left option so EXCEL will connect
your data points. When finished, print the data table and graph on the same sheet and
show your instructor. Save all your work in case you have to go back and correct any
mistakes.

 

 

 

 

 

 

 

 

 

 

 

 

DATA TABLE 2:
Wavelength Absorption Wavelength Absorption Wavelength
(um) (um) (um)
Violet-3 80 .734 490 .1 89 600
390 .708 500 .105 610
Indigo—400 .724 510 .067 620
410 .764 Green-520 .054 Orange-630
420 .808 530 .057 640
Blue-430 .825 540 .054 650
440 .756 550 .056 Red-660
450 .654 560 .063 670
460 .574 Yellow-570 .077 680
470 .490 580 .086 690
480 .348 590 .096 700

 

 

 

 

 

 

 

Conclusion Questions:

1. What differences can you locate between the graph you sketched at the beginning
and the graph you just finished drawing?

2. Which wavelengths of light does spinach utilize the most?

3. Which wavelengths of light does Spinach utilize the least?

91

APPENDIX D-5

LAB 5: PHOTOSYNTHESIS: A STUDY OF THE RATE OF PHOTOSYNTHESIS

92

Name

 

Hour

Lab 5: Photosynthesis
A Study of the Rate of Photosynthesis

Introduction:

In this lab, you will compare the rates of photosynthesis in spinach leaf disks that
are subjected to different colors of light. This will be accomplished by measuring the
length of time it takes the disks to generate enough gas to float upward in a solution-filled
synnge.

You may recall that chloroplasts are located in the cells of the mesophyll, the
green tissue in the center of a leaf. The cells of the mesophyll have air spaces around
them used for gas exchange. You will use these characteristics of leaf structure and
function to measure and compare the rates of photosynthesis of leaves placed under
different color filters.

Rates describe how measurable quantities change over time. As oxygen gas is
produced during photosynthesis, the rate of photosynthesis in a leaf can be determined by
measuring the amount of oxygen the leaf produces in a certain period of time. In this lab,
you will measure oxygen production indirectly. You will suspend leaf disks in a solution
and apply a vacuum. The air spaces inside each leaf disk will become filled with liquid
and the leaf disks will sink downward. You will then measure how quickly the leaf disks
float upward. When the light reactions of photosynthesis produce oxygen as a waste
product, liquid is forced out of the air spaces and the leaf disks become more buoyant. In
general, the more quickly the leaf disks become buoyant enough to float, the faster they
are photosynthesizing.

Objectives:
I To measure and compare the rates of photosynthesis in spinach leaf disks that are
subjected to different colors of light.

A Photosynthesis Race:

The race will take place in three solution-filled syringes. You will suspend 15
spinach leaf disks in each syringe, pull back on the plungers to apply a vacuum, and let
the air inside the leaf disks flow out. As the air is replaced by liquid, the leaf disks will
sink downwards to the “starting line”, which is the bottom of the syringe. When you
place all three syringes near the light source to start photosynthesis, the race begins. As
the leaf disks produce oxygen gas and become more buoyant, they will “race” to their
own finish line, which is the top of the syringe.

Winning the Photosynthesis Race:
The winning syringe will be the one that has the most spinach leaf disks cross the finish
line (float to the top) within 25-30 minutes.

93

Pre-lab Questions:

1. During this lab the three syringes will be subjected to white, red and green
light. Which syringe do you predict will photosynthesize the fastest and
win the race? Explain the reasoning behind your prediction. (This is your
hypothesis.)

2. Rank the three colors listed above from the best wavelength for
photosynthesis to the worst wavelength for photosynthesis.

3. A rate measures how a quantity changes over time. Give an example of
something you could measure the rate of. What would the units of your
measurement be (for example, meters/sec)?

Materials: (per group of two or three)

45- spinach leaf disks (from young, fresh spinach leaves) Placed in 200mL
beakers.

3- 60cc syringes with plungers

Red cellophane wrap

Green cellophane wrap

Lamp with incandescence bulb

Bicarbonate/detergent solution in a plastic cup (4g bicarbonate in 400mL distilled
water)

Stopwatch

1000 mL beaker filled with water

Procedure:

1. Obtain 45 spinach leaf disks and carefully drop 15 into each of your three
60cc syringes.

2. After all three syringes are loaded, put in the plungers, pushing down until
the plunger is touching the leaf disks. Take care not to squish them.

3. Measure out 150 mL of bicarbonate/detergent solution into a plastic cup.

4. Draw up about 40 mL of the bicarbonate/detergent solution into each

syringe.

Invert each syringe (turn it upside down) and tap it to release air bubbles.

6. Push in the plungers to move all the air out of the tips of the syringes.

S"

94

7. Place your finger over the tip of one syringe while pulling the plunger
back to 50mL. Be careful not to pull back too far or you will pull the
plunger out. This creates a vacuum, allowing air to flow out of the air
Spaces in the leaf disks.

8. Hold the vacuum by keeping your finger on the tip and shake the syringe
several times to release the bubbles.

9. With the tip of the syringe pointing up, quickly let go with your finger and
push out the excess air while watching to see if the leaf disks sink. If they
do, stand the syringe up in front of the light source (which is turned off).
If some of the leaf disks are still floating, repeat steps 69 until they all
Sink. This may take several tries. If there are one or two stubborn disks
after several tries, ask for help from your instructor.

10. Check to make sure all three syringes have 35 cc of solution in them. Add
more solution or squirt some out to obtain this value in all three.

11. Obtain one piece of red cellophane and one piece of green cellophane.
Wrap these carefully around two of the three syringes (the third will be
left clear/white to act as a control). Secure the cellophane with a small
piece of scotch (clear) tape. These cellophane pieces will act as a filter
and only let through that wavelength of light.

12. Place all three syringes in their “starting blocks” near the light source, turn
on the light and start timing. The race has begun! After each minute has
elapsed record the TOTAL number of disks that have floated to the top
for each individual color. Carefully invert each syringe every two minutes
to loosen the disk from the bottom and each other. Then, quickly return
them to their upright position as soon as possible. Run experiment for 30
consecutive minutes.

Hint: We will record the cumulative totals for class when everyone is

finished.

Data: Data Table 1: Time it Takes Each Disk to Float
Time Red Class Green Class Clear/White Class
(min) Cellophane Totals for Cellophane Totals (control) Totals for
Red for white
Green

 

l
2
3
4
5
6
7
8
9
10
11
12

95

13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

 

Graph:
1. Dependent Variable =

 

2. Independent Variable =

 

Using EXCEL, reconstruct the table above. When entering your data for the number Of
bubbles, ONLY record the cumulative totals. Next, graph the data by placing the
independent variable on the x-axis and the dependent variable on the y-axis. Place an
appropriate title on the top of the graph and include units when needed. Remember to
select the XY scatter graph and choose the middle left option so EXCEL will connect
your data points. When finished, print the data table and graph on the same sheet and
Show your instructor. Save all your work in case you have to go back and correct any
mistakes.

Calculations:
Calculate each colors rate of photosynthesis y completing the calculations below:

1. Red — number of disks total/ 30 minutes = disks/min.
2. Green — number of disks total/ 30 minutes = disks/min.
3. White - number of disks total/ 30 minutes = disks/min.

96

Conclusion Questions:

 

1. Did you predict the winner?

2. Based upon the results of your experiment, rank the three colors in order of best to
worst in terms of photosynthesis.

3. Why do you think the “winner” was the best color for photosynthesis?

4. What allowed the disks to float to the top?

5. If the chemical formula for sodium bicarbonate is NaHCOg, why do you think it is
needed for the experiment to work?

6. Draw a picture of a spinach leaf disk in the space below that shows what goes into
and out of the leaf during the process of photosynthesis.

Follow-up:

1. What other factors (besides color) may affect the spinach leaf’ 8 ability to
photosynthesize? Give at least 3 examples.

2. Based on your knowledge of photosynthesis, what would you predict would
happen in a syringe covered in blue cellophane?

3. What about yellow cellophane?

97

APPENDIX D-6

LAB 6: OBSERVING THE RELATIONSHIP BETWEEN PHOTOSYNTHESIS AND
CELLULAR RESPIRATION

98

Name

 

Hour

 

Lab 6: Observing the Relationship Between
Photosynthesis and Cellular Respiration

Introduction: Green plants bask in sunlight. They use the energy in the sun’s rays to
make food. The production of food also requires raw materials. When plants synthesize
food, more precisely sugars, they use carbon dioxide and water. The process of
synthesizing sugar with the aid of energy in light is known as photosynthesis. The sugars
that plants make are used by plants and animals alike as a source of energy. To release
the energy contained in the bonds of sugar molecules, the chemical reactions of
photosynthesis must be revered. The process in which energy is released from food is
called cellular respiration. Cellular respiration also produces waste products, carbon
dioxide and water, which are the same substances that serve as the raw materials for
photosynthesis.

In water, carbon dioxide dissolves to form a weak acid. As a result, an acid-base
indicator such as bromthymol blue can be used to indicate the presence of carbon
dioxide. In this lab, you will use bromthymol blue to explore the relationship between
photosynthesis and cellular respiration.

Carbon Dioxide (CO2) Indicator Chart for Bromthymol Blue

 

 

 

 

 

 

 

 

Amount of Carbon Dioxide in Water Color of Bromthymol Blue
Solution
NO Carbon Dioxide Shade of blue
Low Amount of Carbon Dioxide Shade of green
High Amount of Carbon Dioxide Shade of yellow
Objectives:

I Determine the relationship between photosynthesis and cellular respiration in
organisms that are kept in the dark and in the light.

Materials: (per group of two)
I 2 large test tubes
2 rubber stoppers
Bromthymol blue solution
2 small Elodea sprigs (in fresh tap water with a bit of sodium thiosulfate)
Drinking straw
Small funnel

Procedure:
1. Using a small funnel, fill both large test tubes 3%: full of bromthymol blue solution.
CAUTION: Bromthymol blue is a dye and can stain your hands and
clothing.

99

2. Insert one end of a drinking straw into the bromthymol blue solution in one of the

flasks. Gently blow through the straw. Keep blowing until there is a change in

the appearance of the bromthymol blue solution. Repeat this procedure with the

other flask. Record your observations in the data table.

Place a small sprig of Elodea into each flask. Stopper the flasks.

4. Place one flask in the dark for 24 hours. Place the other flask on a sunny
windowsill for the same amount of time. Artificial light may be used to
supplement sunlight if needed.

5”

 

 

 

 

 

 

 

 

 

Data:
Data Table I
Color of Bromthymol Blue Color of Bromthymol Blue
(Before) (After)
Breath
Elodea (Light)
Elodea (Dark)
Observations:
1. What was the color of the bromthymol blue solution before and after you exhaled
into it?

2. What was the color of the bromthymol blue solution in the flask placed in the
dark for 24 hours? In the flask on the windowsill?

Dark = Light =
Conclusion Questions:

1. How was the carbon dioxide you exhaled into the bromthymol blue solution
produced in your body?

2. Explain why the color of the bromthymol blue solution changed after you exhaled
into it.

3. Why was an Elodea sprig placed in both flasks?

4. What is the dependent variable?

 

5. What is the independent variable?

 

6. Describe the control?

100

7. Why are the results for the two flasks different? What process(es) were each test
tube going through?

8. How are photosynthesis and cellular respiration related?

9. Why is the process of cellular respiration common to all forms Of life?

Follow-up:

10. Carbon dioxide was bubbled through two flasks of bromthymol blue until they
became acidic. Then a sprig of Elodea was placed in each flask. One flask was
left in green light for 24 hours, while the other flask was left in red light. No
change occurred in the flask left in green light. The bromthymol blue in the flask
that was left in the red light turned back to blue. Explain these results.

11. Looking at your results for the Elodea that was kept in the light, what proof do
you have that photosynthesis is faster than cellular respiration?

12. What would happen IF plants carried out photosynthesis and cellular respiration
at the same rate?

101

13. Based on your understanding of the chemistry of photosynthesis, why do plants
need animals in order to survive?

14. On a separate piece of white paper, DRAW and COLOR a picture of a plant and
an animal of your choice. Use arrows to represent how they are connected.
Make sure to label each of the following on your drawing.

02

CO2

Glucose

ATP

Sunlight

H2O
Photosynthesis
Cellular Respiration
Autotroph
Heterotroph
Producer
Consumer

102

APPENDIX E

QUIZZES

103

APPENDIX E—l

CELLULAR RESPIRATION QUIZ

104

Name

 

Hour

 

Cellular Respiration Quiz
Glycolysis, Aerobic Respiration, Fermentation

1. Write the complete, balanced equation for cellular respiration. Circle the
reactants and underline the products.

2. Which type of organisms carry out cellular respiration?

3. When does cellular respiration occur in living things?

4. What is the energy produced during cellular respiration used for?

2 5. In what organelle does the last 2 steps of cellular respiration take place?

A scientist set up a respiration chamber as shown below. She placed a mouse in flask B.
Into flasks A, C, and D, she poured distilled water mixed with the acid-base indicator
phenolphthalein. In the presence of CO2, phenolphthalein turns from pink to clear. She
allowed the mouse to stay in the chamber for about an hour.

 

 

 

To air pump 31:93?
r r: <— 4— <— 4— <— ‘_
A B C D
Figure 7-1

105

10.

11.

Based on the complete balanced equation for cellular respiration and the setup
shown in Figure 7-1, what substance(s) would you expect the mouse in flask B to
give Off?

What will the mouse require to carry out cellular respiration?

Will the mouse receive fresh air so that it can survive?

Based on Figure 7-1, how will the scientist be able to detect whether the mouse is
carrying out respiration?

Assume that the scientist set up an identical respiration chamber, except that in
this setup she placed a cricket in Flask B instead of a mouse. At the end of one
hour, she measured the amount of CO2 given off by the cricket (total mass 5
grams) and the mouse (total mass 200 grams). A small amount of CO2 had been
given off by the mouse, but little to no CO2 had been given off by the cricket.
Was the cricket undergoing cellular respiration? Explain these results.

Assume that the scientist set up an identical respiration chamber, except that in
this setup she placed a mouse that had been exercising on a hamster wheel. Then,
the scientist measured the amount of CO2 given off by both mice at the end of 15
minutes. Predict which setup produced the most CO2. Explain your answer.

106

12.

13.

14.

15.

16.

17.

18.

Assume that the scientist set up an identical respiration chamber, except that in

this setup she left flask B empty as a control. What should she expect to see in

flask A?

What does glycolysis mean?

What is the net gain of ATP molecules by the end of glycolysis?

 

In the presence of oxygen, glycolysis is followed by the Kreb’s Cycle and the
Electron Transport Chain. What is the name of the two “waste” products that are
given off during these stages?

How many additional ATP molecules can be produced during the Kreb’s Cycle
and ETC? . This makes for a grand total (including glycolysis) of
produced for every one molecule of glucose!

What molecule accepts all the “waste” from the end of the ETC, making water?

What are two differences between lactic acid fermentation and alcoholic
fermentation?

107

APPENDIX E-2

PHOTOSYNTHESIS QUIZ

108

Name

 

Hour

 

Photosynthesis Quiz

. In the space below write the complete, balanced equation to photosynthesis.

. What is the name of the organelle that allows plants to perform photosynthesis?

. What is the energy source for the light reactions?

. What pigment do plants use to capture this energy source?

. What two individual wavelengths (colors) of light do plants use the most?

. What are the three products of the light reactions (one will be a waste product; the

other two will be used in the next step)?

. What is another name for the Calvin cycle?

. What are the three reactants for the Calvin cycle? Circle the two that are the

energy source.

. What is the product of the dark reactions?

109

10. In the early 1600’s Jan Van Helmont did a classic experiment with soil and plants.
Read his observations, then answer the questions that follow:

I put 200 pounds of dried earth in a plant pot. I moistened the
pot with rain water. Next, I planted a stem of a willow tree that
weighted 5 pounds. When the experiment was complete the plant
weighted 169 pounds and 3 ounces. The plant was watered regularly
for 4 falls. I weighted only the tree without the leaves that fell every
autumn. At the end of 4 years, I dried the earth in the pot and the
earth weighted 200 pounds minus 2 ounces. Therefore, 164 pounds of
wood and bark arose out of water only.

a. What was Van Helmont’s hypothesis?

b. How much weight did the willow gain? (Make sure to include
units.)

c. How did Van Helmont explain the weight gain?

(I. What would he have found if he included the leaves?

e. What kind of experiment would you suggest to find out if new
plant tissue grows from water only?

f. What major discovery happened after Van Helmont’s time that led
us to knowing that water is not the only compound that leads to an
increase in plant mass?

g. What besides water led to the majority of the weight gain in the
plant tissue? Where does this compound come from?

110

 

11. A student put together two different experimental setups as shown below.

Geranlum I
plant

 

 

 

 

 

Flgure 8-3

a. Looking at Figure 8-3, assume that the student tested the oxygen
content of Jar B, quickly watered the geranium and then placed it
in direct sunlight for two days. After this time, the student tested
the air in the bell jar again for oxygen content. What would you
expect the results to be and why?

b. Looking at Figure 8-3, assume that the student placed Jar A in
direct sunlight for two days. After this time, the student tested one
leaf from the plant for starch content. (Remember that plants make
starch from sugar.) What would you expect the results to be ad
why? How would the starch content of this plant compare with the
starch content of the leaves of the plant in Jar B?

111

APPENDIX E—3

CELLULAR RESPIRATION VS PHOTOSYNTHESIS QUIZ

112

Name

 

Hour

Photosynthesis and Cellular Respiration QUIZ

1. Explain the relationship between photosynthesis and cellular respiration in detail.

2. Carbon dioxide was bubbled through a flask of Bromthymol blue until it turned
green. A second flask was filled with Bromthymol blue, but NO carbon dioxide
was bubbled through it. An Elodea sprig was placed in each flask. The flask that
was blue was placed in the dark; the green flask was left in the light. Twenty-four
hours later the flask in the dark was greenish-yellow. The flask in the light was
blue.

Thoroughly explain why the color changed in the flask left in the dark.

Thoroughly explain why the color changed in the flask left in the light.

3. What is the dependent variable in this experiment?

4. What is the independent variable in this experiment?

113

5. Perbuterol is a yellow substance that turns red in the presence of oxygen. Two
flasks were filled with perbuterol and an Elodea sprig was placed in each. Flask
number one was then turned red by adding oxygen, and it was placed in the dark.
Flask number 2, which was left yellow, was placed in the light. The flasks were
left alone for 24 hours. Predict what changes, if any, occurred in the 2 flasks and
thoroughly explain why these changes would occur.

Flask 1:

Flask 2:

6. Why must photosynthesis occur at a faster rate than cellular respiration?

114

APPENDIX F

TESTS

115

APPENDIX F-l

PRE-TEST

116

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Hour
Photosynthesis and Cellular Respiration Pre-Test

PART I:
Directions: Please place the letter of the BEST answer in the space provided at the left
of each question.

1. One bean plant is illuminated with green light and another bean plant of similar
size and leaf area is illuminated with blue light. If all other conditions are identical, how
will the photosynthetic rates of the plants most probably compare:

a) Neither plant will carry on photosynthesis.

b) The plant under the blue light will carry on photosynthesis at a greater rate
than the one under the green light.

c) Photosynthesis will occur at the same rate in both plants.

d) The plant under the green light will carry on photosynthesis at a greater
rate than the one under the blue light.

2. At optimum (perfect) light conditions, which atmospheric gas most directly
influences the rate (speed) of photosynthesis:

a) Carbon dioxide
b) Nitrogen

c) Oxygen

d) Hydrogen

3. Plants gather the sun’s energy with light-absorbing molecules called:

a) Pigments
b) Mitochondria
c) Chloroplasts
(1) glucose

4. How are cellular respiration and photosynthesis almost Opposite processes:
a) Photosynthesis releases energy, and cellular respiration stores energy
b) Photosynthesis uses carbon dioxide, and cellular respiration produces it

c) Photosynthesis uses oxygen, and cellular respiration produces it
(I) All of the above

117

 

5. Energy is released when:
3) AMP becomes ADP
b) ATP becomes ADP
c) ADP becomes ATP
(1) GTP becomes ATP

6. What is misleading about this statement: Producers carry out photosynthesis
and consumers carry out cellular respiration.

a) Both producers and consumers carry out photosynthesis

b) Consumers carry out photosynthesis and producers carry out cellular
respiration.

c) Both producers and consumers carry out cellular respiration.

(1) Neither producers nor consumers carry out photosynthesis and cellular
respiration.

7. Which term is least closely related to the others?
a) Anaerobic

b) Aerobic

c) Lactic acid fermentation
d) Alcoholic fermentation

8. What metabolic stage begins both aerobic respiration and fermentation:
a) Glycolysis

b) Kreb’s Cycle
c) Calvin Cycle
(1) Dark Reactions

9. Which of the following molecules in not involved in fermentation:

a) Glucose
b) Lactic Acid
c) Ethanol
(1) Oxygen

10. What happens to the chemical energy in food that is not converted to useful
cellular work:

 

a) It is destroyed

b) It is ALL converted to useful cellular work
c) It is lost as light energy

(I) It is lost as heat energy

118

 

PART II:

Directions: Answer the following short answer questions to the best of your ability.

1. If you were to race the process of photosynthesis against the process of cellular
respiration, which would be faster? Explain two reasons why this is important?

2. What are the inputs and outputs of photosynthesis and cellular respiration?

 

INPUTS

OUTPUTS

 

PHOTOSYNTHESIS

 

 

CELLULAR
RESPIRATION

 

 

 

3. How do plants that lose their leaves in the winter have the energy they need to

stay alive? How is this energy released?

119

 

 

PART III:
Directions: In the space provided, write about the following.

Your teacher has asked you to help some new students your age learn about
photosynthesis by sharing everything you know about the topic. Below he/she has given
you a list of words to help spark your memory. Using what you have learned about
photosynthesis in school, outside of school, from TV, games, books, etc., write these
students an essay using A; of the words below. Even if you’re not sure exactly what a
word means or how it relates to photosynthesis, include it in your essay to the best of
your ability. Feel free to include drawings, organize your ideas on a separate piece of
paper, and cross off each word as it is used.

 

 

 

Chlorophyll Photosynthesis Absorbs
Chloroplasts All colors but green Reflects
Sunlight Green Stomata
Water Mesophyll Guard Cells
Carbon dioxide Roots Energy
Oxygen Light Dependent Reactions Calvin Cycle
Glucose Autotrophs Heterotrophs
120

 

 

 

Directions: Attempt to do the same as above, but now change over to the topic of

cellular respiration.

 

 

Mitochondria

ATP

Carbon Dioxide
Fermentation
Kreb’s Cycle
Anaerobic

Human muscle cells

Autotrophs

ADP

Glucose

Lactic acid

Electron Transport Chain
Aerobic

Energy

Heterotrophs
Oxygen
Water
Ethanol
Glycolysis
Yeast
Phosphate

 

121

 

 

APPENDIX F-2

POST-TEST

122

TEST #

 

Photosynthesis and Cellular Respiration

 

 

Please write your TEST NUMBER on your answer sheet and record all your answers on
your answer sheet. Please DO NOT write anywhere on this test. You may use scrap
paper or the answer sheet to help you figure out problems if needed.

 

Multiple Choice: Choose the BEST answer to each of the following questions.

1. One bean plant is illuminated with green light and another bean plant of similar
size and leaf area is illuminated with blue light. If all other conditions are
identical, how will the photosynthetic rates of the plants most probably compare:

a. Neither plant will carry on photosynthesis.

b. The plant under the blue light will carry on photosynthesis at a greater rate
than the one under the green light.

c. Photosynthesis will occur at the same rate in both plants.

d. The plant under the green light will carry on photosynthesis at a greater
rate than the one under the blue light.

2. At optimum (perfect) light conditions, which atmospheric gas most directly
influences the rate (speed) of photosynthesis:

a. Carbon dioxide
b. Nitrogen
c. Oxygen
(1. Hydrogen
3. Photosynthesis requires each Of the following except:
a. Light
b. Oxygen
c. Chlorophyll
(1. Water
4. Which organisms carry out photosynthesis:
Heterotrophs
Autotrophs

Organisms that do not contain chlorophyll
All living organisms

P-PP‘P

5. Leaves of a plant appear green because chlorophyll:
a. Reflects blue light
b. Absorbs blue light
c. Reflects green light
(I. Absorbs green light

123

 

6. When all wavelengths of light are absorbed, we see which color?
a. White
b. Green
c. Black
d. Blue

Use the diagram below to answer questions 7 & 8:

Absorbance

 

 

 

Wavelength (nm)

7. Beta-carotene is an additional pigment besides chlorophyll that is usually found in
green plants. Looking at the absorption spectrum above, what color of white light
is MOST utilized by this pigment:

Red

Orange/Yellow

Green

Blue

Indigo/violet

99-91711

8. What color does beta-carotene appear to the human eye? HINT: If this is the
second most abundant pigment inside a plant leaf, when chlorophyll is destroyed
in the fall, the leaves of the plant will appear this color:

Red

Orange/Yellow

Green

Blue

Indigo/violet

69.ng

9. The reactants for photosynthesis are:
H20 and C6H1206

02 and C6H1206

02

Energy and C6Hi2O6

H20 and CO2 and sunlight

{DP-PP”?

124

Use the diagram below for questions 10 & 11:

Leaf Cross Section

Mesophyll

Air space

 

10. In the diagram above, the part of the leaf that allows CO2 to enter from the
atmosphere is the:

a. Vein
b. Stomata
c. Air space
d. Mesophyll
11. In the diagram above, the part of the leaf where most photosynthesis occurs is the:
a. Vein
b. Stomata
c. Air space

d. Mesophyll

12. The “waste” product of the light reaction in photosynthesis is:
a. Glucose
b. H2O
C. 02
(1. ATP

13. The Calvin Cycle converts carbon dioxide and hydrogen to:
a. ADP
b. ATP
0. glucose
d. water

14. Plants take in energy by absorbing:
a. Sugars
b. Chlorophyll a
c. Chlorophyll b
d. Sunlight

125

15. The role of ATP and NADPH in the Dark Reactions is to:
a. Donate carbon atoms to make glucose
b. Split CO2 molecules to combine with Hydrogen to build glucose
c. Capture the sunlight’s energy
(I. Keep the plant hydrated

16. The stage Of photosynthesis that uses the most ATP molecules is:
a. Light reactions
b. Glycolysis
c. Calvin Cycle
(1. Kreb’s Cycle

17. The function(s) of the light reactions of photosynthesis is to:
Convert chemical energy to light energy

Split water molecules to yield hydrogens and 02
Form glucose

Convert light energy to chemical energy

A and C

B and D

rhea-9:791

18. Which material produced during the light reactions are necessary for the Calvin
Cycle because they provide the energy needed:
a. ATP molecules
b. Oxygen atoms
c. Hydrogen atoms
(1. Electrons

19. The oxygen produced by photosynthesis comes from:
a. The breakdown of carbon dioxide
b. The breakdown of both carbon dioxide and water
c. The breakdown of water
d. The breakdown of glucose

20. The Calvin Cycle of photosynthesis is also known as the:
a. Dark Reactions
b. Krebs Cycle
c. Citric Acid Cycle
d. Carbon Cycle

21. Photosynthesis occurs in the:

a. Cytoplasm
b. Chloroplast
c. Mitochondria
d. Ribosome

126

22.

23.

24.

25.

26.

27.

28.

Plants gather the sun’s energy with light—absorbing molecules called:
a. Pigments
b. Mitochondria
c. Chloroplasts
d. Glucose

How are cellular respiration and photosynthesis almost opposite processes:
Photosynthesis releases energy, and cellular respiration stores energy
Photosynthesis uses carbon dioxide, and cellular respiration produces it
Photosynthesis uses oxygen, and cellular respiration produces it

All of the above

P-PP‘?’

Energy is released when:
a. AMP becomes ADP
b. ATP becomes ADP
c. ADP becomes ATP
(1. GTP becomes ATP

What are the three parts of an ATP molecule:
a. Adenine, guanine, ribose
b. Chlorophyll, adenine, monophosphate tail
c. Adenine, ribose, triphosphate tail
(1. Ribose, chlorophyll, diphosphate tail

The process that involves oxygen and breaks down food molecules to release
energy in the form of ATP is:

a. Aerobic Respiration

b. Lactic acid fermentation

c. Alcoholic fermentation

d. Glycolysis

What is misleading about this statement: Producers carry out photosynthesis and
consumers carry out cellular respiration.
a. Both producers and consumers carry out photosynthesis
b. Consumers carry out photosynthesis and producers carry out cellular
respiration.
c. Both producers and consumers carry out cellular respiration.
(1. Neither producers nor consumers carry out photosynthesis and cellular
respiration.

When your muscle cells run out of oxygen, the following happens:
a. Alcoholic fermentation
b. Aerobic respiration
c. Lactic acid fermentation
(1. Cellular respiration

127

29. Anaerobic means:
a Without carbon dioxide

b. With oxygen
C. With carbon dioxide
(1. Without oxygen

30. Which term is least closely related to the others (Doesn’t fit in)?
a. Anaerobic
b. Aerobic
c. Lactic acid fermentation
d. Alcoholic fermentation

31. Bread rises as a result Of:

a. Glycolysis
b. Lactic acid fermentation
c. Pyruvic acid production
(1. Alcoholic fermentation

32. A total of 38 ATP are produced from 1 molecule of glucose as a result of:
Glycolysis and aerobic respiration

Glycolysis and lactic acid fermentation

Glycolysis and alcoholic fermentation

Lactic acid and alcoholic fermentation

P—P 9‘1»

33. What happens to the chemical energy in food that is not converted to useful
cellular work:
a. It is destroyed
b. It is ALL converted to useful cellular work
c. It is lost as light energy
d. It is lost as heat energy

34. During the Krebs cycle, the carbon atoms that were originally part Of glucose
become part of which “waste” product:
a. Citric acid
b. ATP
c. Pyruvate
d. Carbon dioxide

35. The Kreb’s Cycle and ETC of aerobic respiration occurs in the:

a. Cytoplasm
b. Chloroplast
c. Mitochondria
d. Ribosome

128

36. What metabolic stage begins both aerobic respiration and fermentation:
a. Glycolysis
b. Kreb’s Cycle
c. Calvin Cycle
d. Dark Reactions

37. What is the n_et gain of ATP molecules produced directly by glycolysis:

a. 2

b. 4

c. 34

d. 38

38. Which of the following molecules is not involved in fermentation:

a. Glucose

b. Lactic Acid

c. Ethanol

(1. Oxygen

39. What are the “waste” products of cellular respiration:

a. Glucose and energy
D. H20 and C02

c. Energy

(1. O2 and energy

e. Both B and C

40. The reactant of glycolysis is:
a. Citric acid

b. Pyruvate
c. Glucose
d. Water

41. Which organisms carry out cellular respiration:
a. Heterotrophs
b. Autotrophs
c. Organisms that do not contain chlorophyll
d. All living things

42. Below is the equation for which process:
glucose -) ethanol + CO2 + ATP
Photosynthesis
Lactic acid fermentation
Alcoholic fermentation
Cellular respiration

9.0.7!”

129

43. What molecule is used to collect the “waste” at the end Of the electron transport
chain so the assembly line does not get backed up. Hint: When this substance
combines with the waste it makes H 20.

a. 02

b. CO2

C. C6H|206
d. CHI

44. Which process(es) produce the M energy:
Glycolysis

Aerobic respiration

Glycolysis and lactic acid fermentation
Glycolysis and alcoholic fermentation

9.0.61»

45. Which process(es) m the r_no_st glucose to produce 100 ATP:
a. Aerobic respiration
b. Glycolysis and lactic acid fermentation
c. Glycolysis and aerobic respiration

46. The reactants for aerobic respiration are:

a. H20 and C6H1206
b. 02 and C6H1206
C. 02
d. Energy and C6H1206
6. H20 and CO2
47. What is the ultimate goal of cellular respiration:
a. Create H2O
b. Create 02
c. Create C02
(1. Create ATP

A student wanted to investigate the relationship between two pond organisms
(organisms A and B). The student placed the organisms in a series of test tubes and
added bromthymol blue to each. Bromthymol blue is a chemical indicator known to
respond to the presence of carbon dioxide by changing from blue to green or yellow
depending on the concentration.

Carbon Dioxide (CO2) Indicator Chart for Bromthymol Blue

 

 

 

 

 

 

 

Amount of Carbon Dioxide in Pond Color of Bromthymol Blue
Water
NO Carbon Dioxide Shade of blue
Low Amount of Carbon Dioxide Shade Of green
High Amount of Carbon Dioxide Shade of yellow

 

130

 

 

 

 

 

 

 

 

 

 

 

Test Tube Organism in Starting Light Observations 24
Number Test Tube Color Conditions Hours Later
1 A only Blue Light Yellow
2 B only Yellow Ligt Blue
3 B only Blue Dark Yellow
4 A and B Blue Light Blue
5 A and B Yellow Light Yellow
6 None Blue Light Blue
7 None Yellow Light Yellow
8 None Blue Dark Blue
9 None Yellow Dark Yellow

 

 

 

 

 

 

Using the information above, choose the BEST answer for questions 48-51.

48. Which test tube(s) would provide the data needed to determine if organism A
gives off carbon dioxide in light:

119-99‘s»

Test tube 1 only

Test tube 1 & 4 only
Test tube 1 & 6 only
Test tube 1 & 7 only
Test tube 1 & 8 only

49. 'Which of the following hypotheses is supported by the results observed in test
tube 3 and 8:

rue-99:1»

Organism B produced carbon dioxide in the light
Organism B uses carbon dioxide in the light

Organism B uses carbon dioxide in the dark

Organism B does not produce carbon dioxide in the dark
Organism B produces carbon dioxide in the dark

50. Based on the results obtained in this experiment and general knowledge about
plant and animals, which organism is a plant and which is an animal:

119-99‘s»

A is an animal and B is a plant

A is a plant and B is an animal

Both A and B are animals

Both A and B are plants

Neither A nor B is an animal or plant

51. To determine if organism B needs light in order to use carbon dioxide, the
experimenter would need to set up which of the following vials along with vials 1

through 9:
a. Organism A in yellow bromthymol blue, in the dark
b. Organism B in blue bromthymol blue, in the dark
c. Organism B in yellow bromthymol blue, in the dark
(I. Organism A in blue bromthymol blue, in the dark
e. Organisms A & B in yellow bromthymol blue, in the dark.

131

 

Name

 

Hour

Photosynthesis and Cellular Respiration

Short Answer/Essay

1. Write the complete, balanced equation of photosynthesis and cellular respiration.

Photosynthesis

 

 

Cellular Respiration

2. Suppose an experiment is performed in which plant I is supplied with normal
carbon dioxide, but with water that contains radioactive oxygen atoms.
Radioactive means that the oxygen can be traced as it moves throughout the plant.
Plant 11 is supplied with normal water, but with carbon dioxide that contains
radioactive oxygen atoms. Each plant is allowed to perform photosynthesis and
the oxygen gas and glucose produced are tested for radioactivity. Using all you
knowledge, which plant would you expect to produce radioactive glucose and
which plant would you expect to produce radioactive oxygen gas? Why?

3. If you were to race the process of photosynthesis against the process of cellular
respiration, which would be faster? Explain two reasons why this is important?

132

4. Three students are investigating the effect of light intensity on photosynthesis by
the aquatic plant Elodea. They varied the light intensity by placing a lamp at five
different distances from the aquarium. The students left the room lights on and the
window shades up. Then they measured how much oxygen gas the plant produced
per hour at the different lamp distances. Below is their data.

Rate of Photosynthesis in Elodea
Lamp 5 10 15 20 25 30 35 40 45
Distance
(cm)
Oxygen 10.31 8.98 7.25 6.78 6.44 6.25 5.00 4.50 4.50
Gas
Produced
(mL/hr)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Identify the dependent variable:

 

Identify the independent variable:

 

Use the data to create a graph on the chart below.

At which lamp distance(s) is photosynthesis occurring at the fastest rate?

133

At which lamp distance(s) is photosynthesis occurring at the slowest rate?

The students designed the experiment to test this hypothesis: the closer the lamp, the
faster photosynthesis will occur. Do their results support their hypothesis? Why or why
not?

5. The following experiment was done more than 200 years ago by a scientist.

In a large covered glass box, the scientist put a young mouse, and a large amount of
food and water. The scientist closed the box completely so that nothing could get in or
out of the box. He put the box outside where it would get some sun light. Soon the mouse
died. Most of the water and food was still in the box.

 

   

 

 

Later the scientist tried the experiment again. This time, however, the scientist put
some living green plants in the glass box along with the food, water, and another young
mouse. The plants were in small pots with soil and some water. The scientist closed up
the box again and put it outside in the same place. The mouse did not die. It lived a long
time and continued to grow larger. The plants in the box also lived and grew. Think
about what you have learned in this class to answer the following.

 

 

 

 

 

Why did the young mouse die in the first experiment?

Why did the mouse not die in the second experiment?

In the second experiment, the mouse had food and water. The green plants were in soil
and only had water. How were the plants able to live?

How were the plants able to increase in mass? Explain in detail

Predict and explain What would happen if the mouse ate all the leaves Off the plant one
day.

Describe an experiment you could do to investigate what effect, if any, air temperature
might have on what happens to the mouse and the plant in the box.

135

Lab/Demo Set-up:

In the front of the room is an apparatus set-up consisting of three parts; a large,
clear, plastic bottle, single—hole black stopper, and s-shaped gas bubbler. Inside the
plastic bottle is a solution of 3% yeast, water, and 10% sugar. Inside the s-shaped gas
bubbler is a solution of phenolphthalein and water. Remember that phenolphthalein is
pink in a basic solution and clear in a acidic solution. Using this information, answer the
following.

6. How do you explain the color change in the phenolphthalein over the last 55
minutes?

7. What life process do you think was involved in the color change?

8. What is the purpose of the yeast?

9. What is the purpose of the sugar?

10. What do you think would happen to the rate of the reaction if the % of yeast was
decreased? Why?

136

11. What do you think would happen to the rate of the reaction if the % Of sugar was
increased? Why?

137

 

APPENDIX G

STUDENT SURVEY

138

APPENDIX G-l

PRE—SURVEY

139

 

Pre-Unit Survey

Circle the answer that fits you best. You are not required to put your name on this
assignment.

1) Do you plan to continue your education after graduating from Thornapple-
Kellogg?
Yes No Not Sure

2) If you answered yes to the previous question, please indicate where you will

continue your education:

3) If you plan to continue your education, will you need to take another life science
course either in high school or beyond?
Yes No Not Sure

4) Do you plan to have a career that is related to science?
Yes No Not Sure

5) If you answered yes to the previous question, please list what career you are
considering.

6) My favorite class is:

 

Math Science English Foreign Language
History/Social Studies Other (please list which one)

7) My least favorite class is:
Math Science English Foreign Language
History/Social Studies Other (please list which one)

 

8) My usual grade in math class is:
B C D F

>

9) My usual grade in science class is:
B C D F

>

10) When you have trouble in class, what do you do? Please number your choices
with 1 being the first thing you do and 6 being the last thing you would try.

 

__ Read the textbook _ Talk to the teacher

_ Talk to a friend who had the class _ Go back through the class notes
_ Ask questions in class

_ Other (please describe)

140

 

11) When you study, which of the following do you do? Please number your
choices with 1 being the thing you are most likely to do and 6 being the thing you
are least likely to do.

_ Listen to music __ Turn on the TV for background
noise

__ GO to a friend’s house _ Go to the public or school
library

Find a room in the house that is quiet

Other (please describe)

 

12) When you are assigned a story problem, do you do any of the following? Circle
all that apply.
Draw pictures
Summarize the important information
Write formulas/equations that might be needed
Discuss the problem with someone else in the class

 

 

 

Ask the teacher for help
Other (please describe)

13) What do you feel is the most helpful part of science class?
Lecture/Class discussion In-class work
Homework Labs
Quizzes/Tests
Other (please describe)

14) What do you feel is the least helpful part of science class?
Lecture/Class discussion In-class work
Homework Labs
Quizzes/Tests
Other (please describe)

15) What is you favorite part of science class?

Lecture/Class discussion In-class work
Homework Labs
Quizzes/Tests

Other (please describe)

 

141

APPENDIX G-2

POST—SURVEY

142

Post-Unit Survey

Answer each of the following questions. You are not required to put your name on this

assignment.

1) Please shade the box that most fits how you feel.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I can describe the functions (jobs) of the Always Usually Sometimes Never
chloroplast and mitochondria
I can explain the relationship between Always Usually Sometimes Never
photosgtthesis and cellular respiration
I can distinguish between kinetic and Always Usually Sometimes Never
potential energy
I can explain what chemical energy is Always Usually Sometimes Never
and how cells release it from food
through cellular respiration
I can describe the structure of ATP and Always Usually Sometimes Never
how it stores energy
I can give examples of work that cells Always Usually Sometimes Never
perform
I can relate breathing and cellular Always Usually Sometimes Never
respiration
I can identify the overall reactants and Always Usually Sometimes Never
products of cellular respiration
I can summarize glycolysis, the Kreb’s Always Usually Sometimes Never
Cycle and the Electron Transport Chain
and identify where ATP is made
I can explain how fermentation in Always Usually Sometimes Never
muscle cells is different from
fermentation in yeast cells
I can summarize the overall reactants Always Usually Sometimes Never
and products of photosynthesis
I can explain how white light is captured Always Usually Sometimes Never
in plant cells
I can identify the chemical reactants and Always Usually Sometimes Never
products of the light reactions
I can explain how the Calvin Cycle Always Usually Sometimes Never
makes a simple sugar
I can summarize the light reactions and Always Usually Sometimes Never
the Calvin Cycle
1 can describe the types of organisms Always Usually Sometimes Never
that carry out photosynthesis and
cellular respiration

2) Please shade the box that most fits how you feel.
If given a graph I can identify the Always Usually Sometimes Never
dependent and independent variables in
an experiment.
I can organize data into a data table. Always Usually Sometimes Never

 

 

 

 

 

 

143

 

 

 

If given a data set, I can make a graph Always Usually Sometimes Never
using paper and pencil.

 

 

 

 

 

If given a data set, I can make a graph Always Usually Sometimes Never
using Excel.

1 can draw conclusions about an Always Usually Sometimes Never
experiment by analyzing the data table

I can analyze a graph and determining Always Usually Sometimes Never
what it is trying to tell me.

I can apply previously learned Always Usually Sometimes Never

knowledge to help me understand new
labs, diagrams and story problems, even
if I may never have seen them before.

 

 

 

 

 

3) Rate the activities and labs from this unit by shading the box that most fits how

 

 

 

 

 

 

 

you feel.
Lab 1: ATP Very Helpful Somewhat Helpful Not Helpful
Lab 2: C02 Production Very Helpful Somewhat Helpful Not Helpful
Lab 3: Yeast Fermentation Very Helpful Somewhat Helpful Not Helpful
Lab 4: Paper Very Helpful Somewhat Helpful Not Helpful
Chromatography
Lab 5: Rates of Very Helpful Somewhat Helpful Not Helpful
Photosynthesis
Lab 6: Photosynthesis vs. Very Helpful Somewhat Helpful Not Helpful

Cellular Respiration

 

 

 

 

4) What did you like BEST about this unit?

5) What could be improved?

144

 

 

APPENDIX H

STUDENT CONSENT FORM

145

Improving Student Comprehension of Photosynthesis and Cellular Respiration through
Hands-on Activities and Laboratory Experiments

Parental Consent and Student Assent
Dear Parents/Guardians and Students:

During the past six weeks, I implemented a unit on photosynthesis and cellular
respiration in my Biology I classes. I developed this unit for my Master’s thesis project
through Michigan State University’s Department of Science and Mathematics Education
(DSME). During these six weeks, students actively learned the science concepts
involved in photosynthesis and cellular respiration through participation in multiple
laboratory experiments and hands-on activities.

To evaluate the effectiveness of this unit, data was collected from students through
standard assessment tools such as pre and post tests, quizzes, lab questions and surveys.
With your permission, I would like to include your child’s data in my thesis. Your
child’s privacy will be a foremost concern and will be protected to the maximum extent
allowable by law. All data generated has and will continue to remain confidential and
secure. At no time will your child’s identity be associated with the data nor will they be
identified in any images that are used in the thesis presentation.

Participation in the study is voluntary. Your child will receive no penalty in regard to
their grade should you deny permission for the use of their data. You may request that
your child’s information not be included in this study at any time and your request will be
honored.

There are no risks associated with participation in this study. Your child’s participation
in this study may contribute to the understanding of how hands-on activities and
laboratory experiments enhance the learning process. In addition, it may help determine
a way to teach students how to obtain, organize, and interpret experimental data.

If you will allow your child’s data to be included in this study, please complete the
attached form and return it to me by November 21, 2006. If you have any questions,
please feel free to contact me at Thornapple-Kellogg High School (269) 795-5400 ext.
4459 or by e-mail at mjasper@tk.k12.mi.us. Questions regarding the thesis project can
also be directed to Dr. Merle Heidemann at DSME, 118 N. Kedzie, Michigan State
University, East Lansing, MI 48824, by phone at (517) 432-2152 or by e-mail at
heidema2@msu.edu. If you have any questions or concerns regarding your rights as a

146

study participant, or are dissatisfied at any time with any aspect of this study, you may
contact- anonymously, if you wish - Peter Vasilenko, Ph.D., Director of the Human
Subject Protections, by phone (517) 355-2180, fax (517) 432-4503, e-mail irb@msu.edu,
or regular mail 202 Olds Hall, Michigan State University, East Lansing, MI 48824-1047.

Sincerely,

Marie Jasper
Biology Teacher
Thornapple—Kellogg High School

Please fill out the following consent information.
I voluntarily agree to have participate
in the study.
(print student name)
Please check all that apply.
Data:
I give Mrs. Jasper permission to use data generated from my child’s work in this
class for this thesis project. All data from my child shall remain confidential and secure.
I do not wish to have my child’s work used in this thesis project.
Images:
I give Mrs. Jasper permission to use images of my child during her work on this

thesis project. My child will not be identified in any image.

I do not wish to have my child’s image used at any time during this thesis project.

 

(Parent/Guardian Signature) (Date)

I voluntarily agree to participate in this thesis project.

 

(Student Signature) (Date)

147

REFERENCES

148

GENERAL REFERENCES

Amir, R., Tamir, P. (1994). In-depth analysis of misconceptions as a basis for developing
research-based remedial instruction: The case of photosynthesis. The American
Biology Teacher, 57(2), 94-100.

Case S. (2006). Leaf Stomata as Bioindicators Stimulating Student Research. The
American Biology Teacher, 68(2), Educational Module, 88-91.

Oakes, J. (1997). Discovery Through Graphing. The Science Teacher, 64(1), 33-35.

Pemezny, K., Pemezny, B., Lentini, R. (1996). Recapturing Quantitative Biology. The
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