Honors Biology Quarterly Portfolio 100 points A portfolio is a way for you to show your understanding of the core ideas in biology with written explanations and artifacts. It also gives you the opportunity to assess your own understanding and to reflect on class activities. The portfolio will be graded for each unit, but may be checked periodically throughout the term. The portfolio is a great study tool and self­assessment if you work on it regularly throughout the unit. 1.​ ​Completion/Inclusion of Required Components (8 points)​ – all required components are present and complete. 4 Student has all labs/activities complete and all other components completed 3 2 1 Student is missing 1 lab data, or 1 of the other 4 components Student is missing 2 lab data, or 2 of the other 4 components Student is missing 2 lab data, and 2 or more of the other 4 components 2.​ ​Conventions (8 points)​ – Spelling, grammar, punctuation, sentence completion and presentation count! 4 3 1 or fewer errors in spelling, punctuation & grammar, sentence completion 2 ­3 errors in spelling, punctuation & grammar, sentence completion 2 1 4­5 spelling, punctuation, &/or grammar errors, sentence completion Inclusions are sloppy: cross­outs, tears, &/or creases or >4 errors in spelling punctuation &/or grammar, sentence completion 3. Labs/Activities (24 points) ​–​ ​Choose 3 or 4 labs/activities from the unit that you wish to be graded on correctness. While you will complete all of the labs in the unit, only the 3 or 4 that you choose plus the required lab report will be graded on correctness. 1. All labs done in class will be checked for completion and generally 1­2 days upon finishing the lab/activity in class. At that time you will have the opportunity to reflect on your errors and make corrections. 2. Labs you wish to have graded for correctness when you submit your portfolio at the end of the unit must be marked with an asterisk (*); failure to do so will result in the first 4 labs being graded for correctness. 4 All data/calculations/analysis questions for labs are complete & correct 3 1­2 Missing/Incorrect data/calculations/Analysis questions 2 3­4 Missing/Incorrect data/calculations/Analysis questions 1 >4 Missing/Incorrect data/calculations/Analysis questions 4.​ ​Unit Reflection (20 points)​ – How did these labs/activities help you learn the material in the unit? Give thorough, complete answers to the following guiding questions which will be included in the unit reflection section following the chosen 3­4 labs/activities. The reflection should really show me what you learned from each of the labs/activities and how they connect to the objectives for the unit. a.​ ​How does each lab/activity you selected exemplify the learning objectives for that unit? b.​ ​What were you able to learn by completing the labs you selected? c.​ ​How did the labs you selected compare/contrast to each other? d.​ ​In which labs you selected did you experience trouble? Explain. e.​ ​How does this unit of lab work relate to real life situations (the ones you selected and you may include the others)? Explain using specifics! 4 3 Reflection answers all 5 guiding questions and thoroughly shows areas of increased knowledge Reflection answers all 5 guiding questions and shows areas of increased knowledge 2 Reflection answers all 3­4 guiding questions and thoroughly shows areas of increased knowledge 1 Reflection answers less than 3 guiding questions and shows little gained knowledge 1 5. Reading and Understanding Science Article with Reflection (20 points) ​—Demonstrate that you can read and understand ​science in the news​ – do not simply find an informative website and print from it. Select ​one​ article from a newspaper, magazine, or journal. ​Include the article clipping or a copy​. Good places to find articles are sciencemag.org, sciencedaily.com, sciencenews.org, or even the national news pages such as cnn.com or msnbc.com. Write a reflection that includes the following: a.​ ​Article Title b.​ ​Author(s) c.​ ​Source (cited properly) d.​ ​Summary: Summarize the main points of the article in 4­6 sentences. e.​ ​Rationale for Inclusion in this unit: How does the material in the article relate to what was learned/studied in this unit and how does the article help to further your knowledge/understanding of the topics within the unit? Make at least 3 connections to the unit for full credit. 4 Article chosen relates to unit, is summarized, & rationale includes several examples of connections 3 2 1 Article chosen relates to unit, is summarized, & rationale includes 1­2 examples of connections Article chosen relates to unit, is summarized, & rationale includes only one example of a connection Article chosen barely relates to unit (is summarized) and no or weak connections shown in rationale 6.​ ​ ​Personal Choice Item (20 points)​ – Your choice of one of the following to show mastery of a concept(s) chosen. Mastery means that you not only include the original artifact of your choice, but also provide explanation of the concept chosen and rationale for inclusion to the portfolio. ● Unit concept map ● Word Connect ● Venn Diagram (compare & contrast to other units) ● Original drawing (w/explanation or caption) ● Cartoon strip depicting concept(s) of the unit ● Interview w/scientist relating to unit ● Letter written to a non­biology student or parent explaining concept(s) you have learned in the unit (Do not simply list out what you learned in the unit… choose a key concept or two to emphasize and showcase your learning.)* this option is available once per semester! 4 Item is complete with a complete explanation of concept included. Item/explanation illustrates an accurate and thorough understanding of every key idea within the concept(s) chosen. 3 Item is complete with a mostly complete explanation of concept included. Item/explanation illustrates an accurate understanding of most key ideas within the concept(s) chosen. 2 Item is complete with some explanation of concept included. Item/explanation illustrates an accurate understanding of a few to no key ideas within the concept(s) chosen. 1 Item is sloppy or incomplete. No explanation of the concept/key ideas is included or item/explanation of concept/key ideas is inaccurate. 2 Honors Biology Portfolio – Dos & Don’ts Congratulations on your placement in honors biology! To help you build maximize your success, please use this guide to help further improve your lab portfolios. 1.
Completion a. DO:
i.
2.
Conventions a. DO… i.
Make sure all parts of the portfolio are included (ex: an actual copy of your article and the rationale for personal choice) Follow OEHS non­negotiables for writing (see your planner) 1. Especially make sure you are using complete sentences! Proofread your writing! ii.
DON’T… i. Violate the non­negotiables for writing Labs/Activities a. DO… i. Pay attention during completion checks! We go over all answers to the labs! ii. Correct answers that you got wrong iii. Review your corrections to make sure you know why you got them wrong (tests are based on application of knowledge, which is what labs are) iv. Ask questions if you still don’t understand v. Mark with (*) the 3­4 activities/labs in the lab manual that you want graded for accuracy b. DON’T… i. Forget to check over every detail of the 3­4 labs you chose – make sure all questions are answered, answered correctly, all parts of questions are answered, graphs have titles and labels, data is complete, and complete sentences (and all non­negotiables) are used ii. Forget to mark the labs you want graded, otherwise the first 3 labs in the manual will be graded Unit Reflection b.
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Part A Part B DO… DON’T… For each lab you selected to be graded for accuracy (see #3 above), connect it to the objective(s) that it covers and how. ● Ex: The “Mitosis Lab” exemplifies objective 3 because the lab demonstrates why cells divide and describes the phases of the cell cycle. This was accomplished by reviewing the phases on a website and what happens in each phase. The lab also shows objective 3 by identifying the phases using microscope slides of onion root tips and modeling the phases using pop beads… ● If the lab meets multiple objectives, connect them too! This includes objectives with multiple parts (such as 3a, 3b, 3c, etc.) For each lab you selected to be graded for accuracy (see #3 above), specifically discuss what YOU learned. ● Ex: By completing the “Mitosis Lab,” I learned about that interphase has 3 stages: G1 (where the cell grows and functions), S (where DNA is replicated), and G2 (where the cell makes final preparations for division. The remaining phases, prophase, metaphase, anaphase, telophase and cytokinesis were review from junior high but the lab helped to reinforce what I already knew about mitosis. The lab helped me learn this, in particular, during the online activity where the cell cycle was reviewed and cells were to be classified. This is consistent with objective 3e as I was better able to describe the phases of the cell cycle. ● Discuss what you LEARNED, not what the lab had you do. Don’t elaborate on what you learned (save that for Part B); simply connect each lab to the objectives. Connect only the 3­4 labs you selected for grading, NOT all labs from the unit. Don’t just list what you learned. Be SPECIFIC! What did you learn, how did the lab help you to learn that? 3 Part C Part D Part E DO… DON’T… Give details on how the labs compare or contrast to each other. Again, use the 3­4 labs that you selected to be graded. ● Ex: The “Mitosis Lab” and the “Modeling Meiosis Lab” were similar because both involved modeling the phases of cell division, with focus on how chromosomes move during each. The labs involved the use of materials that represented the genetic material (pop­beads for mitosis, clay for meiosis) and had students model through the cell cycle phases. Both labs compare because they meet objective 3d. ● Ex: The “Mitosis Lab” and the “DNA and Mutations Webquest” are different because they teach different objectives. The “Mitosis Lab” focuses on objective 3, whereas the “DNA and Mutations Webquest” focuses primarily on objective 1. While these 2 labs might seem very different, with the “Mitosis Lab” focusing on cell cycle and “DNA and Mutations Webquest” focusing on the structure of DNA and what mutations are with examples, they are similar in that they both cover objective 6. Objective 6 asks to explain how inheritable genetic variations may result. In mitosis, those variations can come from DNA replication errors, which are understood by doing the webquest. Do be honest if you struggled. It’s okay! If you did struggle, explain how you struggled and how it ultimately helped you learn. Don’t state the obvious! ● Ex: The “Mitosis Lab” and the “Modeling Meiosis Lab” were similar because they both taught cell division but were different because mitosis and meiosis are different processes. ● Ex: The labs in the unit relate because they all taught the objectives. They were different because they did it in different ways, such as modeling with clay or using websites. Do be specific about how the unit relates to real life. You can use all labs here, not just the 3­4 you have discussed to this point. ● Ex: The cell division we learned in this unit relates to real life because we have all grown (and are still growing), which happens as a result of mitosis. We would not be here if not for the formation of gametes in meiosis. After fertilization, we all went through mitosis and cell differentiation as stem cells divided and became the tissues and cell types that make us up today. The variation between all life is due to mutations and the sequences of DNA; although DNA mutations are thought to be negative, they have allowed for evolution to occur and have led to the life on earth today. Don’t be general or overly obvious in your connections to “real life” ● Ex: This unit relates to real life because these processes are happening in our bodies every day. ● Ex: This unit relates to real life because we are made of cells and have DNA. Don’t feel like I expect that you did not struggle with anything. You are human and learning. 5.
6.
Reading & Understanding Science Article a. DO… i. Use a news or current events article. See your portfolio handout or my website for helpful links. ii. Choose an article that is within the last 2­3 years iii. Connect to 3 DIFFERENT, SPECIFIC concepts we covered in class iv. Discuss ​in detail how those concepts connect b. DON’T… i. Select an informative article (ex: one that explains the concept of homeostasis) ii. Choose an article that is older than 3 years ago iii. Just list 3 concepts that the article connects to (ex: The article mentions diabetes, which we covered in the unit, or which meets objective 2.) Personal Choice a. DO… i. Be original, creative and think outside the box! b. DON’T… i. Simply re­draw a figure from the notes or from a Google image search ii. Forget to include your rationale and be sure it really connects to the concept you selected (ex: if it covers homeostasis, discuss the type of feedback mechanism(s) and vocab associated with homeostasis, don’t just say it covers homeostasis) Above all else… seek help if you do not understand! Your teacher is more than happy to help you and wants you to be successful! 4 Honors Biology Lab Manual Unit 1: Matter & Energy Name: _______________________________________________ Teacher: _________________________ Period: ________ 5 Unit 1 Portfolio: Grading Rubric (100 points) Item(s) Labs/Activities, Unit Reflection, Article & Reflection, Personal Choice Item Format/ Completion Conventions Labs/Activities ** (first 3 will be graded if none marked) Unit Reflection Content Article & Reflection Personal Choice 4 3 2 1 Score Student has all labs/activities complete and all other components completed. Student is missing 1 lab data, or 1 of the other 4 components Student is missing 2 lab data, or 2 of the other 4 components Student is missing 2 lab data, and 2 or more of the other 4 components 1 or fewer errors in spelling, punctuation & grammar, complete sentences 2 ­3 errors in spelling, punctuation & grammar, complete sentences 4­5 spelling, punctuation, &/or grammar errors, complete sentences Inclusions are sloppy: cross­outs, tears, &/or creases or >4 errors in spelling punctuation &/or grammar, complete sentences All data/calculatio
ns/analysis questions for labs are complete & correct 1­2 Missing/Incor
rect data/calculati
ons/Analysis questions 3­4 Missing/Incor
rect data/calculati
ons/Analysis questions >4 Missing/Incorrec
t data/calculation
s/Analysis questions Reflection answers all 5 guiding questions and thoroughly shows areas of increased knowledge Reflection answers all 5 guiding questions and shows areas of increased knowledge Reflection answers all 3­4 guiding questions and thoroughly shows areas of increased knowledge Reflection answers less than 3 guiding questions and shows little gained knowledge Article chosen relates to unit, is summarized, & rationale includes 3 examples of connections Article chosen relates to unit, is summarized & rationale includes 1­2 examples of connections Article chosen relates to unit, is summarized & rationale includes only 1 example of a connection Article chosen barely relates to unit (is summarized) and no or weak connections shown in rationale Item is complete with a complete explanation of concept included. Item/explanati
on illustrates an accurate and thorough understanding of every key idea within the concept(s) chosen. Item is complete with a mostly complete explanation of concept included. Item/explana
tion illustrates an accurate understandin
g of most key ideas within the concept(s) chosen. Item is complete with some explanation of concept included. Item/explanat
ion illustrates an accurate understandin
g of a few to no key ideas within the concept(s) chosen. Item is sloppy or incomplete. No explanation of the concept/key ideas is included or item/explanation of concept/key ideas is inaccurate. Weight Total Points 2 /8 2 /8 6 /24 5 /20 5 /20 5 /20 6 Unit 1: Matter & Energy Learning Targets 1. Analyze the hierarchical organization of life from molecules to organisms: (molecules, macromolecules, organelles, cells, tissues, organs, organ systems and organisms). 2. Develop and use a model to illustrate the hierarchy of interacting systems to provide specific functions within an organism. 3. Explain the structure and biological function of the following: a. Subatomic particles b. Elements: Carbon, Hydrogen, Oxygen, Phosphorous (CHOP) c. Macromolecules d. Cellular organelles (chloroplasts, mitochondria) 4. Mathematically model biogeochemical cycles conserving: Carbon, Nitrogen, Water, and Phosphorus in each of the following Earth systems: a. Biosphere b. Hydrosphere c. Geosphere d. Atmosphere 5. Explain how energy flows into and out of an organism (metabolism): a. Illustrate light energy to stored/potential chemical energy (glucose) (photosynthesis) b. Illustrate stored/potential chemical energy (glucose) to usable chemical energy (ATP) (cellular respiration) c. Illustrate conversion of usable chemical energy (ATP) to used energy and thermal energy 6. Explain how matter cycles in the biosphere: a. Illustrate photosynthesis within an organism: i.
Identify molecular inputs and outputs ii.
Apply the goals of this process to experimental results. b. Illustrate aerobic cellular respiration within an organism: i.
Identify molecular inputs and outputs. ii.
Apply the goals of this process to experimental results. c. Illustrate anaerobic cellular respiration within an organism: i.
Identify molecular inputs and outputs. ii.
Differentiate between alcoholic fermentation and lactic acid fermentation. iii.
Apply the goals of this process to experimental results. 7. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon in the biosphere, atmosphere, hydrosphere and geosphere. 8. Solve mathematical story problems showing flow of energy through an ecosystem: a. Biomass b. Energy Pyramids (kcal) c. Food webs 7 Levels of Organization (cells ­> organism) Mini­Project Presentation Checklist o Create Google slides presentation of an organism in your assigned animal group o (mammal, fish, reptile, or bird) o Name the presentation with your name and class period o Share presentation with your teacher (email: ) o Slides should include the following: o Organism ▪ Common name ▪ Scientific name (written properly) ▪ Habitat ● Why? Protection from predators, food source? ▪ Key physical traits (what features make it unique for where it lives?) ▪ Human Impact o Cells of your organism ▪ single or multicellular ▪ prokaryotic or eukaryotic ▪ Energy source (sun, chemicals, food…) o Tissues, Organs, & Organ Systems ● List and describe 3 organ systems found in your organism ● Explain how those organ systems interact with each other ● Function of one organ in each system ● Function of one type of tissue in each chosen organ ● Identify the type of cells that make up the tissues your have described o Works Cited (MLA) o PRINT YOUR FINAL PRESENTATION AND INCLUDE IT IN YOUR PORTFOLIO IN THE FOLLOWING PAGES! 8 Levels of Organization (organism ­ > biosphere) Mini­Project Presentation Checklist o
o
o
o
Create Google slides presentation of an organism in your chosen biome (​http://www.ucmp.berkeley.edu/glossary/gloss5/biome/​ ) Name the presentation with your name and class period Share presentation with y​ our teacher (email: ) Slides should include the following: o Biosphere ▪ approximately what percentage of the biosphere is made up by your biome? ▪ what are 2­3 human impacts that are affecting your biome? o Biome ▪ describe the climate of your biome (annual precipitation cm), average temperature (Celsius) ▪ does your biome have seasons? If so, describe what changes it undergoes. o Ecosystem ▪ Describe the abiotic (nonliving) factors of your ecosystem ● ex: soil, sunlight, temperature, water ▪ Describe the biotic (living) factors of your ecosystem ● Identify 3 producers (plants) found in your biome ● Identify 3 consumers (animals) found in your biome o Community ▪ Provide an example of a food web found within your ecosystem ▪ Describe one symbiotic relationship (competition, mutualism, parasitism, or predator­prey) that exists within your ecosystem o Population ▪ Identify a behavior that one population of animals in your biome uses to enhance their chances of survival (Ex: wolves hunt in packs) o Organism/Individual ▪ Choose your favorite organism found in your biome and why it’s your favorite o Works Cited (MLA) o PRINT YOUR FINAL PRESENTATION AND INCLUDE IT IN YOUR PORTFOLIO IN THE FOLLOWING PAGES! 9 Mighty Molecule Building Most atoms are unstable by themselves, so they bond with other atoms in certain patterns to become stable. Of the 92 natural elements, only about 25% are important to living things and only four elements make up about 95% of living things. If you can understand how these fabulous four elements bond in order to get stable, then you can comprehend a great deal about the chemistry of all living things. Element Symbol Color Bonds to Get Stable Hydrogen H White 1 Oxygen O Red 2 Nitrogen N Blue 3 Carbon C Black 4 For each molecule, you will be given its common name and the number and type of each atom in the molecule. Your job as a group is to put the atoms together in a way that will form a stable molecule. When you think you have constructed a stable molecule, predict what you think the formula of the molecule should be, and draw a sketch of the molecule. The formula should include the symbol of each element and the number of atoms of each element in your molecule. You are now ready to build some of the most important molecules on our planet. Remember, for the molecule to be stable, it must form the proper number of bonds. When you build the molecules, use sticks or springs to represent the bonds. You can form one bond (single) between two atoms or two bonds (double) and sometimes even three bonds (triple). Remember that when atoms are held together by chemical bonds they make ​molecules​ (for example, the same stick that comes from a carbon also goes into hydrogen, thus holding the two atoms together). If a molecule is made of only one type of atom, it is called an ​element​. If a molecule is made up of two or more different kinds of atoms it is called a ​compound. 10 Procedure:​ Build the following molecules using the ball­and­stick models. For the molecule, draw a sketch and determine if it is a compound or element. Molecular Formula Name Structural Formula Element or Compound? Teacher Initials NH​3 H​2O ​
CH​4 H​2 CH​4O ​
O​2 11 Molecular Formula Name Structural Formula Element or Compound? Teacher Initials CO​2 C​2​H​4 N​2 C​2H​
​ 4O​
​ 2 C​3​H​8 Questions: 1. Do all the molecules contain only single bonds? Why do you think this is the case? 2. Do all the molecules have the same shape? Why do you think this is the case? 3. Because carbon is the only element that can form long chains by bonding to itself over and over, it is the backbone element of all living things. What is unique about carbon that allows it to form these big chains? 4. Two of the molecules (methane and propane) that you made are used by people as a fuel for energy. What do each of these molecules have in common? 12 Building Molecules Virtual Activity Introduction: Scientists use a system to classify matter based on its chemical structure. Elements are substances in which all the atoms are alike. Compounds are made up of two or more elements that are chemically combined. Many common materials are compounds. For instance, water is a compound that is made up of hydrogen and oxygen atoms. Many compounds are made up of molecules. A molecule is two or more atoms chemically bonded to each other. It is the smallest particle of a substance that has all the properties of that substance. A molecule of water contains 2 hydrogen atoms chemically bonded to 1 oxygen atom. The chemical makeup of water can be expressed in a chemical formula: H2O. The number 2 placed to the lower right of the chemical symbol H (for hydrogen) is called a subscript. It indicates that there are two atoms of hydrogen in a molecule of water. When a chemical symbol has no subscript, it means there is only one atom of that element in the molecule. There is no number to the right of the chemical symbol O (for oxygen); therefore, a molecule of water contains 1 atom of oxygen. Many of the physical and chemical properties of a molecule are determined by its shape. The 3­dimensional shapes of molecules can be pictured by using molecular models. To make a model of a molecule, you need to know two things: its chemical formula and how its atoms fit together. In chemistry, different types of atoms bond with other atoms in specific ways. For instance, hydrogen will tend to form one bond with another atom, and oxygen will tend to form two bonds. In some cases, multiple bonds form between atoms. A double bond counts as the same as two bonds, and a triple bond counts the same as three bonds. In this virtual lab, you will build molecular models of various elements and compounds, given their chemical formulas. For some molecules, there is more than one way to build a model. Objectives: ∙​ ​Explain what a molecule is. ∙​ ​Explain what a compound is. ∙​ ​Construct a model of a molecule based on its chemical formula. Procedure: 1.​ ​Go to the website:​ ​http://www.glencoe.com/sites/common_assets/science/virtual_labs/E02/E02.swf​ or Google “Glencoe Virtual Molecule Lab” and click on the first link. 2.​ ​Click the Information button to learn about the structure of molecules. 3.​ ​Choose a molecule from the Molecule pull­down menu. 4.​ ​Drag atoms and bonds from the Atoms and Bonds clone pads to build a structural model of the molecule you chose. 5.​ ​Click the Check button to check your model. 6.​ ​If your model is correct, click the 3­D Model Button to see a three­dimensional model of the molecule. 7.​ ​Record your findings in the table. 13 Results: Molecule Name Chemical Formula Drawing of Correct Molecule Model Number of Hydrogen Atoms Number of Oxygen Atoms Number of Nitrogen Atoms Number of Carbon Atoms Ammonia Carbon dioxide Ethyne Hydrogen Hydrogen peroxide Methane Nitrogen Oxygen Propane Water 14 Analysis Questions: 1.​ ​What is an element? 2.​ ​What is a compound? 3.​ ​What is a molecule? 4.​ ​What is the difference between a molecular formula and a molecular model? 5.​ ​Describe the process you used to build a model. What did you do first? Second? 6.​ ​Did you create a model that looked different from the model shown when you clicked the 3­D Model? If so, how was it different? 15 Cycles of Matter in Ecosystems: Water, Carbon, Nitrogen, & Phosphorus Cycles Directions: As you read about each cycle, answer the following questions. Next, color and make a key for each biogeochemical cycle. 1. Name three important needs for water. 2. How is water distributed through the biosphere? 16 3. What draws water back to the Earth? 4. What is transpiration? 5. What determines which plants grow where? 17 Carbon Cycle 1.​ ​What are macronutrients? Micronutrients? 18 2.​ ​Complete the table below. Type of Organism Role in the Carbon Cycle Example Producer Consumer Decomposer 3.​ ​Where is most of the Earth’s carbon located and in what form? 4.​ ​How does carbon enter the biotic part of the ecosystem? 5.​ ​How is carbon dioxide returned to the atmosphere? 6.​ ​What happens when the consumers die? 7.​ ​What do detritus feeders contribute to the carbon cycle? 8.​ ​What is a fossil fuel? 9.​ ​How does carbon get into the oceans? 19 20 Nitrogen Cycle 1.​ ​Why is nitrogen essential to life? 2.​ ​How do plants and animals get nitrogen if not from the atmosphere? 3.​ ​What are nitrogen fixing bacteria? 4.​ ​Why do herbivores need nitrogen? 5.​ ​What is denitrification? 21 22 Phosphorus Cycle 1.​ ​Why is phosphorus an important biological molecule? 2.​ ​How are phosphates incorporated into the organic molecules in plants and animals? 3.​ ​What happens to the phosphates when plants and animals die? 4.​ ​How are the phosphates incorporated into the organic molecules in aquatic plants and animals? 5.​ ​What is different about the phosphorus cycle as compared to the water, carbon and the nitrogen cycles? 23 24 The Carbon Cycle Game (Adapted by Jennifer Ceven from “The Incredible Journey,” ​Project Wet) Summary: By rolling a die, students will simulate a molecule of carbon’s movement throughout various locations within the carbon cycle. Objective: ○ Students will describe the movement of carbon within the carbon cycle. ○ Students will evaluate the relative timing of movement through various locations in the carbon cycle. Materials: ○ 7 Dice ○ 7 Station Signs ○ 7 Station Movement Directions ○ Data record sheets for each student Background​: The movement of carbon through various aspects of the natural environment is the focus of much scientific research. Global warming and climate change can be attributed to the increased amount of heat­trapping gases, such as carbon dioxide. Developing an understanding of how carbon moves through the environment is essential in order to appreciate the complexity of developing solutions to address problems associated with climate change. In addition, since human influences impact how much carbon is reintroduced to the active carbon cycle, you should recognize that human actions negatively affect the environment. The Activity: 1. Each of you is going to be a carbon atom moving through the carbon cycle. 2. Lab stations have been labeled according to places that carbon can be found: Atmosphere, Plants, Animals, Soil, Ocean, Deep Ocean, and Fossil Fuels. Each station and contains the directions for movement from that station. 3. You will be assigned to a beginning station randomly and evenly. Roll the die individually and follow the directions for movement from (or retention at) each station. Remember that you represent atoms of carbon moving through the carbon cycle and that you should record your movements on the data sheet. 4. Once you, the carbon atoms, have had a chance to roll the die ten times, you will create a bar graph using the class data you collected. The bar graph should represent the number of times the carbon atoms (every member of the class) was at each station. 5. Using graph paper, create a large bar graph representing class data for the number of carbon atoms (students) at each destination. 25 INDIVIDUAL DATA RECORD TABLE # Rolled Station Beginning What Happens Destination 1 2 3 4 5 6 7 8 9 10 CLASS DATA TABLE Destination Number of Carbon Atoms (students) Atmosphere Plants Animals Soil Ocean Deep Oceans Fossil Fuels 26 Title: _________________________________________________________________________ Wrap­Up 1. Did the total number of carbon molecules in the simulation change at any time? Why is this the case (think about what we know about matter)? 2. Using the bar graph you created, explain where the most/least amount of carbon was in the cycle. Why do you think this happened? 27 3. What are the potential consequences if the distribution of carbon atoms in the biosphere were to change? For example, if more carbon was present in the atmosphere than in the oceans. 4. How does human activity impact the amount of carbon molecules at each location/destination? 5. Compare the class values of carbon molecules you collected to the actual values shown in the figure below. Were they similar or different? Why? 28 29 30 31 32 33 34 35 Investigating Photosynthesis Using a Floating Leaf Disks Introduction: Photosynthesis is a metabolic process used by all autotrophs to capture light energy and convert it into the chemical energy of carbohydrates. Although numerous reactions are involved, the overall photosynthesis reaction is simple: carbon dioxide combines with hydrogen from water yielding a carbohydrate (glucose) and oxygen gas. Normally, leaf disks float. This is because oxygen formed by photosynthesis fills tiny spaces between the cells of the leaf. But, if we remove the oxygen from the air spaces and replace it with water, the overall density of the leaf disk increases and the disk sinks. As photosynthesis proceeds, oxygen is released into the interior of the leaf which changes the buoyancy­­causing the disks to rise. Materials: ·​ ​Water ·​ ​Plastic syringe (10 cc) ·​ ​Fresh spinach leaves ·​ ​Thick plastic straw ·​ ​Timer ·​ ​Light source 36 ​Procedure 1. Using a punch made from a straw, cut 10 leaf disks from fresh spinach leaves by supporting the leaf with your index finger while pressing and using a twisting motion of the straw as shown in part A of the diagram at right. ​Do not cut into the vein of the leaf. 2. Remove the plunger from a clean 10­mL syringe. Blow the 10 disks into the body of the syringe. Be sure the leaf disks are near the tip of the syringe as you re­insert the plunger so as not to damage the disks as shown in part B. 3. Insert the tip of the syringe into a beaker of water and draw about 8 mL of water into the syringe. The leaf disks should be floating at this time. 4. Hold the syringe tip upward and expel the air by depressing the plunger carefully. Don’t squash the disks! 5. Seal the tip of the syringe using the index finger of your left hand. Pull back on the plunger, creating a partial vacuum within the syringe. If you have a good seal, it should be hard to pull the plunger and you should see bubbles coming from the edge of the leaf disks. This is how you will fill the air spaces of the leaf disks so that they will sink (not float). See diagram D. 6. Simultaneously, release your index finger and the plunger. Some of the leaf disks should start to sink. Tap the side of the tube to dislodge bubbles on the edges of the disks. See diagram E. 7. Repeat steps 5 and 6 until all disks sink. Do not overdo these steps!! You have been successful if the disks sink to the bottom. Don’t repeat “just to be sure” as it is possible to damage the cells of the leaves. 8. For a ​control group​, repeat steps 1­7; this set up will be placed under a bucket away from light. 9. Set the first syringe in front of the light source; the other syringe (control) group should be placed under a bucket. Start the timer. At the end of each minute, record the number of floating disks in each syringe. Continue for 15 minutes or until all disks are floating. 37 Spinach Disc Lab Answer Sheet PRE­LAB – use complete sentences! 1. Purpose: ​What are you attempting to find out? 2. Independent variable: ​What experimental factor will you change to produce an outcome? 3. Dependent variable: ​What will you measure? Will you collect quantitative data or qualitative data? 4. Control group: ​What kind of control group will you establish as a standard for comparison? 5. Constants: ​What conditions will you keep constant? Name at least 3. 38 Results: Number of Spinach Disks Floating Time (minutes) Your Group ­ Dark Your Group ­ Light Class Avg. ­ Dark Class Avg. ­ Light POST­LAB: ​graph your group’s data and the class average ​for the disks in the light and dark (4 lines total)​. Graph: ​________________________________________________________________________ 39 Conclusion: ​Answer in complete sentences! 1. What gas is being consumed in photosynthesis? What gas is being produced in photosynthesis? 2. How do the gasses consumed and produced in photosynthesis affect the buoyancy of the leaf? 3. What possible errors may have affected the results? (Identify at least one.) How would the results be different had these errors not occurred (be specific)? 4. Think about other variables that may affect the rate of photosynthesis. Choose ONE variable and describe how you would set up an experiment to test it. 40 ​Peas Breathe? A lab investigating Cellular Respiration in Germinating Seeds Introduction: In the last section you learned about photosynthesis. You learned that during photosynthesis chloroplasts take in light energy, water, and carbon dioxide and turn it into glucose and oxygen. During this lab you will explore cellular respiration. During this process mitochondria take in glucose and oxygen and produce carbon dioxide, water along with ATP. So it’s easy to see how these two processes are so closely tied together. They are like peas and carrots! Purpose: ​To investigate cellular respiration in germinating seeds. Pre Lab Questions: 1. Write the equation for cellular respiration. 2. What is ATP? Briefly describe its function. Why is it an important molecule? In this lab you will use Peas to observe cellular respiration happening. You will be using a small amount of calcium oxide (CaO) in this experiment. What calcium oxide does is absorb CO​2​ as it is produced. What you will be doing in this experiment is taking some peas that have been soaked in water. Soaking them in water ‘wakes them up’ and they start to germinate…or grow. In order for growth to take place they need energy. They will get that energy from cellular respiration. The peas that have not been soaked in water are still dormant – or asleep. They will wait and wait until the conditions are right to grow. 3. Which peas should be performing cellular respiration? Which ones will not be performing cellular respiration? 4. While in their test tubes, the germinating seeds should be producing carbon dioxide. Why? What is the name of the stuff that is going to suck up the carbon dioxide like a vacuum? 5. Knowing the formula for cellular respiration, what gas is going to be used up by the germinating seed during the experiment? 41 Variables: ¨​ ​Independent Variable: ____________________________________ ¨​ ​Dependent Variable: _____________________________________ ¨​ ​Control Group: _________________________________________ Hypothesis:​ The __________________ (what type of peas) will undergo cellular respiration by using oxygen and stored energy to produce carbon dioxide and water because ___________________________________. Materials: ●
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5 pre­soaked Peas 5 dry Peas 3 test tubes of the same size calcium oxide (CaO) – get from your teacher 250 OR 400 ml beaker ~150 ml colored water ruler cotton balls rubber band Procedure: Day 1: 1. Layer the materials in the test tubes as described below. The materials should not be packed in too tightly, but should be snug enough that they do not fall out when inverted. 1. 5 pre­soaked Peas, 1/3 cotton ball, 0.5 g CaO, 1/3 cotton ball 2. 5 dry Peas, 1/3 cotton ball, 0.5 g CaO, 1/3 cotton ball 3. No Peas, 1/3 cotton ball, 0.5 g CaO, 1/3 cotton ball 2. Rubber band the three test tubes together so the “lip” of each tube is even with the others. 3. Pour 150 ml of colored water (only need 1­2 drops of food coloring) into the 400 ml beaker. 4. Place the test tubes upside down in the beaker of colored water. 5. Measure the height the liquid raises into each test tube and record it. 6. Store the laboratory set up at room temperature and wait 24 hours. DIAGRAM:​ Below, draw a picture of the Day 1 Experiment. ​Include all of the parts and label everything. Tube A Tube B Tube C Final Set Up ​D​ay 2: 1. Do not remove the test tubes from the beaker! 2. Measure the height of the liquid in each of the test tubes and record. 3. Calculate the difference in the heights, if any, and record. 42 Data: Height (mm), DAY 1 Height (mm), DAY 2 Difference (+/­ mm) Tube A Tube B Tube C Analysis: 1. What is the equation for cellular respiration? 2. CaO absorbs carbon dioxide gas. Given this information, explain how cellular respiration could be responsible for the water rising in the test tubes. Hint: look at the formula you just wrote! 3. What part(s) of the lab was experiencing cellular respiration? 4. What is the purpose of Tube C? What does it show us? 5. Compare the results of Tube A and Tube B. Why is there a difference? 6. The Peas in Tube A were pre­soaked. How did this affect the rates of cellular respiration? Why? Hint: think about what a seed needs to grow into a plant. 7. If Tube A contained 10 pre­soaked Peas and Tube B contained 10 dry Peas, how do you think this would have affected the results? Why? 8. If your test tube set­up had been placed in the refrigerator for 24 hours instead of being left at room temperature, how do you think this would have affected the results? Why? 43 Alcoholic Fermentation in Yeast Introduction All living cells, including the cells in your body and the cells in yeast, need energy for cellular processes such as pumping molecules into or out of the cell or synthesizing needed molecules. ​ATP ​is a special molecule which provides energy in a form that cells can use for cellular processes. Each cell in our body and each yeast cell can use the energy stored in organic molecules in food to make ATP. When O​2 is available
​, cells use ​aerobic​ ​cellular respiration ​to transfer energy from the organic molecules in food to ​
ATP. As shown in the figure, aerobic cellular respiration is a complex process that begins with ​glycolysis​, followed by the ​Krebs cycle​ and the ​electron transport chain​. Aerobic cellular respiration can make up to 38 molecules of ATP per molecule of glucose. Most of this ATP is produced by the electron transport chain which can only function if O​2 is ​
available. When O​2 is not available
​, cells can make ATP using glycolysis followed by ​fermentation​. Glycolysis produces 2 ATP ​
and fermentation restores molecules needed for glycolysis to continue. Glycolysis followed by fermentation produces much less ATP than aerobic cellular respiration, but fermentation is very useful when O2​ ​ is not available. In the figure, fermentation is referred to as ​anaerobic​ processes. The "an" in front of aerobic means "not aerobic". There are two types of anaerobic fermentation: ● lactate​ ​fermentation​ (e.g. in muscles when an animal exercises hard) ● alcoholic fermentation​ (e.g. in yeast, which can be used to make wine or beer) ★ Use the terms carbon dioxide and oxygen to complete the following equation to describe aerobic respiration. Glucose + _________________________ ­> __________________ + ____________________ + Water Experiment I ­ Effects of Sucrose Concentration on the Rate of Alcoholic Fermentation in Yeast 1. Humans use ​yeast ​every day to make bread, wine and beer. What is yeast? If you want to make your own bread, you can buy yeast in the grocery store. This yeast consists of little brown grains. The little brown grains of yeast may not seem to be alive, but if you put them in water with sugar, the yeast will take up the sugar and use the energy stored in the sugar molecules to make ATP and carry out the processes of life. 2. What is ​sucrose​? 44 Yeast can convert sucrose into glucose and use the glucose to provide the energy to make ATP. Purpose 3. In your experiment, you will grow yeast in a test tube filled with water and sealed with a balloon. Do you think these growth conditions are aerobic or anaerobic? 4. Under anaerobic conditions, yeast carries out glycolysis to produce ATP, followed by alcoholic fermentation which produces _________________ and ____________________. To measure the rate of alcoholic fermentation in yeast, you can measure the amount of CO​2 gas the yeast produces. ​
CO​2 production can be measured by measuring the depth of the layer of bubbles trapped in foam on top of the yeast ​
solution and also by observing the balloons, which get bigger as they catch the CO​2 produced by the yeast. ​
Hypothesis To test whether the concentration of sucrose affects the rate of alcoholic fermentation in yeast, you will measure the rate of CO​2 production for 4 different concentrations of sucrose. Complete the table to predict how much CO
​2 ​
production you expect in each case. Predicted Amount of CO​2 Production ​
Sucrose Concentration (e.g. a little, none, the most, less than..., more than..., the same as...) 0% (plain water) 1% sucrose 5% sucrose 10% sucrose 5. What will be the independent variable in your experiment? 6. What will be the dependent variable in your experiment? 7. What will be the control treatment in your experiment? 8. What is the purpose of this control treatment? 45 Procedure 1) Label each test tube, 0%, 1%, 5%, or 10%. 2) Add 10 mL of the appropriate water or sucrose solution to each tube. 3) For each tube, add 0.5 mL or 1/8 tsp of yeast and put a balloon firmly over the top. 4) With your thumb sealing the top, shake each tube until the yeast is dissolved. 5) Measure the depth of bubbles produced and observe the balloons as soon as the test tubes are prepared. 6) Place the tubes in a water bath that is heated to 50°C. 7) Measure the depth of bubbles produced and observe the balloons after 10 minutes and again at 20 minutes. 8) ​While you're waiting​ for the 10 minute and 20 minute data collections, work on setting up your graph and answering the analysis questions. Data Group Data: Depth (mm) of CO​2 Bubbles ​
Sucrose Concentration Depth (mm) of CO​2 Bubbles at​
: ​
0 minutes 10 minutes 20 minutes 0% (plain water) 1% sucrose 5% sucrose 10% sucrose Class Data: Average Depth (mm) of CO​2 Bubbles ​
Sucrose Concentration Depth (mm) of CO​2​ Bubbles at​: 0 minutes 10 minutes 20 minutes 0% (plain water) 1% sucrose 5% sucrose 10% sucrose 46 Group Data: Qualitative Observations of Yeast Activity Sucrose Concentration Balloon Description 0 minutes 10 minutes 20 minutes 0% (plain water) 1% sucrose 5% sucrose 10% sucrose Graph Create a graph to show the change in CO​2 bubble depth over time for each solution (use group or class data at ​
your discretion). Title: __________________________________________________________________________________ 47 ​Analysis/Conclusion 1. Use the information from the first page of this lab to complete the figures below. Fill in the ovals with the appropriate molecule. On the blank lines write the name of the appropriate process. In the boxes at the bottom of the figure write how much ATP is made in each pathway. 2. What is the main advantage of aerobic respiration (why would an organism use this process)? 3. What is the main advantage of anaerobic fermentation (why would an organism use this process)? 4. Compare your results with your predictions. Did the amounts of CO​2​ produced at different sucrose concentrations match your predictions? If not, how did the results differ from your expectations? 5. Discuss your results with your group. What conclusions concerning the relationship between sucrose concentration and the rate of alcoholic fermentation are supported by your results? 6. Compare your results with the class results or with the results of the group next to you. Are your results generally similar? If there are any significant differences in results, what could be the reason for these differences? 48 ​Unit 5 Reflection A. How does each lab/activity exemplify the learning targets for the unit? Be specific about each learning target and use the dos and don’ts suggestions! 49 B. What were you able to learn by completing the labs/activities? Again, be specific about each learning target and use the dos and don’ts suggestions! 50 C. How did the labs/activities compare and contrast to each other? Again, be specific about each learning target and use the dos and don’ts suggestions! 51 D. In which labs did you experience trouble? Again, be specific and use the dos and don’ts suggestions! 52 E. How does this unit of work relate to real life situations? Again, be specific and use the dos and don’ts suggestions! 53 Article Rationale & Summary Article Title: ​____________________________________________________________________________ Author(s): ​_____________________________________________________________________________ Source: ​________________________________________________________________________________ Summary: ​Summarize the main points of the article in 4­6 sentences. Rationale for inclusion in this unit: ​How does the material in the article relate to what was learned/studied in this unit? Include a detailed description of at least 3 different specific examples. Again, be specific about each connection and use the dos and don’ts suggestions! 54 (Copy of Article) 55 Personal Choice 56 Rationale for Personal Choice 57