Lab Biology Unit 2: The Cell Topic: Photosynthesis: Technology Laboratory Grade Level: 9-12 Time: 90 minute block Instructional objectives: Students will: Identify reactants and products in the light and dark cycles of photosynthesis Apply photosynthesis to real world problem solving Use technology to create photosynthesis study and application guides Recreate photosynthesis laboratory experiments using technology Restate key concepts of the light and dark reactions Identify pigments required for photosynthesis Explain how environmental changes affect photosynthesis Pa. Content Standards: 3.1.10.A2: Explain cell processes in terms of chemical reactions and energy changes 3.1.B.A2: Identify the initial reactants, final products, and general purposes of photosynthesis and cellular respiration; Describe the relationship between photosynthesis and cellular respiration in photosynthetic organism 3.1.12.A2: Evaluate how organisms must derive energy from their environment or their food in order to survive 3.1.10.A5: Relate life processes to sub-cellular and cellular structures to their functions 3.1.B.A5: Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal, protein synthesis, movement, etc.), Explain the role of water in cell metabolism 3.1.12.B6: Science as Inquiry: Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution 3.4.12.A3: Demonstrate how technological progress promotes the advancement of science, technology, engineering and mathematics (STEM) 3.4.12.B2: Illustrate how, with the aid of technology, various aspects of the environment can be monitored to provide information for decision making. Concepts:
Chloroplast, photosynthesis, chlorophyll, pigments, ATP, NADPH, photosystem, electron transport chain, light and dark reactions, podcasting, The Greenhouse Effect, Chromatography, virtual experimentation Materials needed: Computers one per student Internet ipad with application: Video science Spinach Coffee filters (white) Mortar/pestle Pencils Isopropyl alcohol Class wiki page: tass.wikispaces.com Virtual lab site: http://www.explorelearning.com/index.cfm?method=cresource.dspdetail& ResourceID=641 Virtual Lab resource sheet Directions for podcast station Assignment for tutorial station Activity: Inquiry based technology based lesson design. The class will work on a series of activities designed to restate and reinforce important concepts as well as apply these concepts to real world application and laboratory experiments using the assistance of technology. Catalyst/Warm-up: (5 minutes) Store all personal belongings in back work room. Carry only a pen/pencil and your notebook with you to an open seat. Procedure: This lesson will be taught with a co-teacher in order to ensure that the students have enough assistance during any part of the lesson. The students will be shown the location of each station and instructed that instructions for the completion of the lesson are located at the station in a folder. In addition, there is a folder to hand in the completed assignment for all lessons. The teacher will ask the students to follow a three point question system: if you have a question 1) look at all the material at the station for the answer 2) ask a peer and 3) ask the teacher after completing 1 and 2. This is to ensure that teacher interference isn t altering the value of a self guided lesson. The
students will be told to work individually on the assignments, using each other only as a resource if there is a question. The students will then be dismissed to their stations. The teachers will circulate to ensure that students are on task and offer assistance only when needed. Wrap up: The teacher will lead a quick discussion with the students to end the class about which station was their favorite and why. Homework: Write a paragraph summary about what you learned today. State at which activity you learned the most, which activity was the most enjoyable and which activity you would like to redesign and repeat. Extensions: No extension today, the class is an inquiry activity and self paced. Students that would possibly need more work would repeat or extend work at a station. Assessments: Student feedback during lab activity Station assessment assignments (questions or completed work)
ipad Chromatography 1. Open the ipad app Video Science/Science House 2. Open the video titled Chromatography with Leaves watch video, with headphones if you can 3. Make notes during the video on the lab experiment: create your procedure. Also make notes about what chromatography is, what is does and how it does it (hint: this is all in the first minute!) 4. When you finish watching the video, use your notes and recreate his lab HAND IN: The lab procedure you created be sure to make note about what MATERIALS you used Your chromatogram, it will still be wet at the end of class so place it on a paper towel with your name or initials on it. A list of what color bands you see on your chromatogram.
Photosynthesis and The Greenhouse Effect Visit the class wiki space: tass.wikispaces.com, a new page has been created for this station. Follow the directions on the wiki page, answering the questions as you move through the process. Hand in: Your questions and relationship questions listed on the wiki page.
Wiki page PHOTOSYNTHESIS and THE GREENHOUSE EFFECT In this activity, you will extend your knowledge about photosynthesis and apply it to a real world problem, the greenhouse effect and global warming. Work through the steps, answering the questions on a sheet of paper as you proceed. READ all the information, do not just try to answer the questions. First, you will need to learn about the greenhouse effect. 1) On this page you will navigate through 3 pages about the greenhouse effect. At the final page click on "More about the causes of global warming" and read this information. What is the Greenhouse Effect? Question 1) What is the most abundant "greenhouse gas" in our atmosphere? Question 2) Why do we need to be concerned about the greenhouse effect (how does more greenhouse gas in the atmosphere affect us?) Question 3) How are human activities contributing to the greenhouse effect? Now, let's think about photosynthesis... Read this page to review photosynthesis and begin to see how it adds into the issue of the greenhouse effect: Photosynthesis Question 4) The term deforestation is used to describe cutting down forests at incredible rates. What are the main causes for deforestation? Question 5) What are some of the solutions this author provides to help slow down the rate of deforestation? Putting it together:
Write 1-2 sentences explaining the relationship between photosynthesis and the greenhouse effect. Explore solutions: Look thourgh these websites to explore author's suggestions for using photosynthesis to combat the greenhouse effect and global warming. ReLeaf Greenhouse Gases artificial photosynthesis Phytoplankton Question 6) What is something you can do in your community to fight the greenhouse effect?
Plants and Snails Visit the website: http://www.explorelearning.com/index.cfm?metho d=cresource.dspdetail&resourceid=641. This can also be linked off the wiki site if needed. This is a TIMED experiment, the website will only allow you 5 minutes to complete your lab so use your time wisely. Read the directions FIRST then complete the lab exercise. Your directions and answer sheet are in the folder. HAND IN: Your answer sheet.
NAME Gizmo Warm-up In the Plants and Snails Gizmo, each of the test tubes contains water and a small amount of bromthymol blue (BTB). BTB is a chemical indicator. An indicator changes color when the chemicals in the water change. 1. With the lights set to on, drag a snail into one test tube and a plant into another. Press Play ( ). After 24 hours, what is the color of each tube? 2. Select Show oxygen and CO 2 values. Place the O 2 /CO 2 probe in each tube. The probe will show you the levels of two gases, oxygen (O 2 ) and carbon dioxide (CO 2 ), in the tubes. We call these amounts the gas levels. A. When the water turns blue, which gas is most common? B. When the water turns yellow, which gas is most common? C. What does it tell you when the water is green?
Activity A: Gases in and gases out Get the Gizmo ready: Click Reset ( ). Clear all of the test tubes. Turn on Show oxygen and CO 2 values. 1. Collect data: What do you think would happen if plants and animals were put in the same test tube? Explain your thinking. Then test your prediction in the Gizmo Record your results below. If you do more than five experiments, write your extra results in your notebook or on separate sheets of paper. Remember to use a control tube if you are placing plants and animals together. You need something to compare that result to for any conclusion. What is in the tube Lights: on/off Results Write a brief analysis of what you saw. (Take your data table and write it in sentence form describing any trends you see).
Trace the pathway of CO 2 Tutorial Visit this site and work through the tutorial: http://bcs.whfreeman.com/thelifewire/content/chp08/0 802003.html This is also available on the wiki as a link if you need it. Hand in: Your answers to the quiz at the end of the tutorial. Make a mark next to any you answered incorrectly. Be honest so we can review it in class later.
Photosynthesis Podcasting Create a podcast about one of the topics 1 to 2 minutes long. This is to be an explanation to other students used as a review or study aide. When you are complete, post it on the class wiki so that everyone can benefit. Use your OWN words when explaining the topic. Hand in: Your post on the wiki will be your assignment. There is no paper to hand in at this station.