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S7L4. Students will examine the dependence of organisms on one another and their
environments.
a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle
between organisms and their environments.
b. Explain in a food web that sunlight is the source of energy and that this energy moves from
organism to organism.
• Describe photosynthesis.
• List the reactants and products of photosynthesis.
• Explain where photosynthesis takes place within the cell.
• Explain why pigments are important in the process of photosynthesis.
• Separate pigments in leaves.
• Compare cellular respiration with photosynthesis.
• Describe the products and reactants of both processes.
• State where each process takes place within the cell.
• Compare cellular respiration with fermentation.
• Describe the products and reactants of each process.
• State where each process takes place within the cell.
• Describe the flow of matter and energy in a food chain/web.
• Explain why photosynthesis, cellular respiration, and fermentation are integral to the flow of matter and
energy within a food chain/web.
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
• Elodea Experiment – students will • Cellular Energy Quiz – students will complete a
prepare an experiment that demonstrates multiple choice quiz over the processes of
how plants take in carbon dioxide and photosynthesis, cellular respiration, and
release oxygen during the process of fermentation.
photosynthesis. Students will be able to • Photosynthesis – Card Game – individual
relate the results of the experiment to students will be provided with photosynthesis
photosynthesis. This lab was found at: equation cards. Each card will have one symbol
http://www.biologycorner.com/worksheets from the photosynthesis equation. Students will
/photosynthesis_BTB.html . have to put the cards in order to demonstrate that
• Paper Chromatography Lab – students they know the products and reactants of
will be able to separate the pigments photosynthesis.
found in leaves to observe the various • Cellular Respiration – Card Game – individual
pigments that are involved in students will be provided with cellular respiration
photosynthesis. Students will relate what equation cards. Each card will have one symbol
they observe to the process of from the cellular respiration equation. Students
photosynthesis. This lab was found at: will have to put the cards in order to demonstrate
http://www.nclark.net/PhotoRespiration that they know the products and reactants of
• Fermentation Lab – students will cellular respiration.
conduct an experiment with yeast cells • Diagram the Relationship between Cellular
that demonstrates how cells can convert Respiration and Photosynthesis – students will
glucose into ATP and carbon dioxide diagram the cellular relationship between
without the use of oxygen. Students will photosynthesis and cellular respiration
relate the results of the experiment to the • Class discussion - the class will participate in
process of fermentation. This lab was frequent discussions of the processes that cells
found at: use to get the energy that they need.
http://www.nclark.net/PhotoRespiration
• Final Exam – students will complete the Cellular
Energy Final Exam
Stage 3 – Learning Plan
Learning Activities:
• Brain Pop Video on Photosynthesis – this is a 3 minute video that provides students with a detailed
over view of the process of photosynthesis. It explains the products and reactants of photosynthesis. It
also describes why the process of photosynthesis is important in the food chain/web.
• Photosynthesis Podcast with guided note page - the teacher will provide students with a
discussion of the process of photosynthesis. Discussion will include the importance of producers
because they are the base of the food chain. Discussion will also include a detailed description of
photosynthesis and where it takes place within the cell.
• Brain Pop Video on Cellular Respiration – this is a 3 minute video that provides students with a
detailed description of cellular respiration. It explains the products and reactants of cellular respiration.
• Cellular Respiration Podcast with guided note page - the teacher will provide students with a
discussion of the process of cellular respiration. Discussion will include the importance of cellular
respiration in the transfer of energy along the food chain. Discussion will also include a detailed
description of cellular respiration and where it takes place within the cell. A detailed comparison of
photosynthesis and cellular respiration will also be provided.
• Fermentation Podcast with guided note page - the teacher will provide students with a discussion
of the process of fermentation. Discussion will include the importance of fermentation in the transfer of
energy along the food chain. Discussion will also include a detailed description of fermentation and
where it takes place within the cell. A detailed comparison of photosynthesis, cellular respiration, and
fermentation will also be provided.
• Guided reading Chapter 2.2 – All Cells Need Energy – students will use their textbooks to fill in a
guided reading page that summarizes the processes of fermentation, cellular respiration, and
photosynthesis.
• T-Chart comparison of photosynthesis, respiration, and fermentation. – students will complete a
T-chart comparison of the three processes.
• Biology: The Science of Life: The Flow of Matter and Energy in the Living World:
Photosynthesis and Cellular Respiration – U.S Video: 15 minutes – students will watch the
preceding video and complete a video guide that summarizes the processes cells use to obtain
energy. Video can be found at: http://streaming.discoveryeducation.com/
• Photosynthesis – Card Game – students in pairs of two will be provided with photosynthesis
equation cards. Each card will have one symbol from the photosynthesis equation. Students will have
to put the cards in order to demonstrate that they know the products and reactants of photosynthesis.
• Cellular Respiration – Card Game – students in pairs of two will be provided with cellular
respiration equation cards. Each card will have one symbol from the cellular respiration equation.
Students will have to put the cards in order to demonstrate that they know the products and reactants
of cellular respiration.
• Energy in Cells – students will complete a handout in which they will answer questions about the
processes of photosynthesis, cellular respiration, and fermentation. This worksheet can be found at:
http://colgurchemistry.com/Sc10/Sc10BIOLOGY/PDFS/Microsoft%20Word%20-
%20Act7WorksheetPhotosynCellResp_doc.pdf
Lesson Sequence:
Photosynthesis – notes
I. The ______________________is the ultimate source of all energy needed to fuel the
chemical activities of cells. Most food chains begin with the process of photosynthesis
A. All cells use ________________ energy. Chemical energy is the energy stored
in the bonds between atoms of every molecule
B. Plants convert light energy from the sun into chemical energy by creating
molecules of glucose.
C. Plants use some of the chemical energy (glucose) they create to make
____________ (energy) for their own cells
D. The rest of the chemical energy (glucose) is stored in the plant’s tissues and
is eaten by consumers
E. The cells of organisms must be able to ___________________ the chemical
energy that is stored in the bonds of glucose
In the space provided, explain in your own words why the sun is the ultimate source of all energy
on earth.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
C. photosynthesis reaction –
6CO + 6H2O + light C6H12O6 + 6O2
(Carbondioxide + water + light Glucose + Oxygen)
Chloroplast
A Review of Photosynthesis:
A Review of Photosynthesis in your own
words:
• Cells use cellular respiration to release the energy stored in the glucose
(occurs in the mitochondria)
Mitochondria
1. What do cells take in during the process of cellular respiration?
Chloroplast
Mitochondria
In your own words, describe how cellular respiration and photosynthesis are similar.
How are the different?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
________________
Fermentation - notes
2. Describe a situation that has caused your cells to switch from cellular respiration
to fermentation.
Euk
Comparison of Photosynthesis, Cellular Respiration, and
Fermentation
What
does it
use?
What
does it
Produce?
Where
does it
take
place in
the cell?
Which
type of
organis
ms use
this
process?
Elodea Lab
Do Plants Consume or Release CO2? Or Both?
1. Background
In this lab, you will use phenol red as an indicator to show whether CO2 is being
consumed or produced in a reaction.
It is well known that in the presence of light plants perform photosynthesis. It is less well
understood that at the same time plants are also performing cell respiration. To
demonstrate this we will determine whether CO2 is consumed or produced as Elodea is
placed in either a light or dark environment. The change in CO2 will be detected by the
pH indicator phenol red.
Think about the chemical equations for respiration and photosynthesis. Which one
releases CO2 causing an increase and which one uses up CO2 which will cause a
decrease?
Phenol red is yellow under acidic conditions (high H ion concentration), pink under basic
or alkaline conditions (low H ion concentration) and orange under neutral conditions. A
change in CO2 will cause a directly proportional change in H ion.
If the CO2 concentration decreases, the H ion concentration will also decrease and the solution will change
to pink, becoming basic.
If the CO2 concentration increases, the H ion concentration will also increase and the solution will change
to yellow, becoming acidic.
2. Preparation
Create a solution of phenol red by adding concentrated phenol red to about 100 ml of
water. The phenol red may change color as a result of adding water (depending on how
acidic your tap water is). Your goal is to make your solution a neutral orange color. You
can do this by gently blowing into the solution with a straw. Once you have the solution at
an orange color, transfer it to 4 test tubes (they should be filled about 2/3 full with your
orange solution).
Place a cut piece of elodea (cut end up) into two of the four tubes. The other two test
tubes will not have elodea and will serve as controls. One set will be placed in the light,
and one set in the dark (see data table).
Aluminum foil can be used to seal the test tubes to be set in the dark. All test tubes
should be stoppered or covered with parafilm to minimize reactions with the air.
3. Data - Record the colors of the solutions in the testtubes after 1-2 days.
Reader: _________________________________
Recorder: _________________________________
Experimenter
BIOLOGY LAB_________________________________
1:
PAPER CHROMATOGRAPHY Experimenter 2: _________________________________
Date: _________________________ Period/Block:____
OF LEAF PIGMENTS
Question
Do green leaves also contain other pigments?
Hypothesis
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
Materials
Isopropyl alcohol
Green leaf
Coffee filter or chromatography
paper
Coin
Beaker
Ruler
Scissors
Pencil
Tape
Colored pencils or crayons
Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
Procedure
Results
After paper
chromatography
Conclusions
6H2O
6CO2
+
Energy
+
=
C6H12O6
6O2
+
6H2O
6CO2
+
Energy
+
=
C6H12O6
6O2
+
All Cells 1. To stay alive, all cells must be able to release the _________________
Need energy in bonds between _______________.
Energy 2. A major energy source for most cells is stored in a sugar molecule
page 47 called ________________________.
3. Where do cells like muscle cells get the energy they need?
Some cells 1. The source of energy for almost all organisms ultimately comes from
capture the __________________.
light energy 2. Plants change the energy from the sun into _______________________.
page 47 3. Animals either eat plants, or they eat other animals that have eaten
________________________.
4. The process that plant cells use to change the energy in sunlight to
chemical energy is called ________________________________.
5. Photosynthesis takes place in plant cells that have
_________________________.
All cells 1. Glucose and other sugars are cell _____________________ - they are the
release power source for cell activities in almost all living things.
energy 2. When a sugar molecule is broken down, a _____________________ form of
page 50 energy is released for the cell’s life functions.
3. Cells can release energy in two basic processes: cellular respiration
and ______________________________.
Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
4. Cellular respiration requires _______________________, but fermentation
does not.
Cellular 1. Cellular respiration takes place in organelles called
Respiration ________________________.
page 50 2. Mitochondria are in both plant and animal ______________________.
In the diagram below label the starting materials and the products of cellular
respiration.
5. What causes the burning sensation in your legs after prolonged periods
of exercise?
Biology: The Science of Life: The Flow of Matter and Energy in the Living World:
Photosynthesis and Cellular Respiration – Prediction Guide
Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
Part 1 Directions: Under the column labeled “Before Video”, circle true or false beside each
statement – then as you watch the video – and HEAR the correct answer – circle true or false
under the “During Video” column. Your answers in the 2nd column will be graded – so circle an
answer – even if your answer stays the same!
1. The two basic ingredients of the universe are True False True False
matter and energy.
2. Air is matter because it has weight and takes up space True False True False
3. Energy has no weight and does not occupy space True False True False
4. Most chemical energy used by living things was once True False True False
sunlight.
6. The hydrogen and oxygen that forms water are both True False True False
gases at room temperature.
7. DNA molecules in living things are the simplest of all True False True False
molecules.
8. Chemical reactions almost never occur inside of living True False True False
organisms like humans.
9. Photosynthesis is the most important chemical reaction True False True False
that takes place on Earth.
10 . Chlorophyll is the pigment that plants use to absorb True False True False
the energy in sunlight.
11. Photosynthesis only takes place in plants and plant like True False True False
organisms.
12. The first link in any food chain is a consumer. True False True False
13. Tertiary consumers are organisms like deer and rabbits True False True False
that feed on plants.
14. Decomposers like fungi and bacteria obtain energy by True False True False
carrying out photosynthesis.
15. Organisms that live in the ocean need oxygen to carry True False True False
out cellular respiration.
16. Photosynthesis and cellular respiration are complimentary True False True False
processes.
Part 2 Directions: On the back of this paper, reword the statements that you marked as false so that they are
true statements.
Multiple Choice
Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
Identify the letter of the choice that best completes the statement or answers
the question.
2. Before the energy in food can be used by a cell, it must first be transferred
to molecules of
a. proteins. c. DNA.
b. carbohydrates. d. ATP.
6. The molecules in the cells of plants that absorb the energy of light are
called
a. glucose. c. pigments.
b. carbohydrates. d. carbon dioxide.
9. The equation: 6CO2 + 6H2O + light energy → C6H12O6 + 6O2 is the equation
for which of the following processes?
a. photosynthesis c. fermentation
b. cellular respiration d. exocytosis
10. The equation: C6H12O6 + 6O2 → 6CO2 + 6H2O + energy (ATP) is the
equation for which of the following processes?
a. photosynthesis c. fermentation
b. cellular respiration d. exocytosis
14. How are photosynthesis and cellular respiration dependent upon one
another?
a. Photosynthesis requires the oxygen produced during cellular
respiration, which requires the carbon dioxide produced during
photosynthesis.
b. Photosynthesis requires the carbon dioxide produced during
cellular respiration, which requires the oxygen produced during
photosynthesis.
c. Photosynthesis requires the glucose produced during cellular
respiration, which requires the thermal energy produced during
photosynthesis.
d. Photosynthesis requires the ATP produced during cellular
respiration, which requires the thermal energy produced during
photosynthesis.
19.Where does the process of fermentation take place within the cell?
20.What are some products that are made using the process of
fermentation?
Modified True/False
Indicate whether the sentence or statement is true or false. If false, change the identified word or
phrase to make the sentence or statement true.
3. Cellular respiration releases energy by breaking down glucose in the presence of carbon
dioxide. _________________________
4. If you swim aerobically for 30 minutes, your body has probably started to break down stored
molecules, such as fats, for energy. _________________________
4. During the course of a long race, a person’s muscle cells will use both cellular respiration and
lactic acid fermentation to produce ATP. _________________________
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
6. Organisms that cannot make their own food and must obtain energy from the foods they eat are
called
a. autotrophs.
b. heterotrophs.
c. thylakoids.
d. plants.
8. A student is collecting the gas given off from a plant in bright sunlight at a temperature of
27°C. The gas being collected is probably
a. oxygen.
b. carbon dioxide.
c. ATP.
d. vaporized water.
12. If carbon dioxide is removed from a plant’s environment, what would you expect to happen to
the plant’s production of high-energy sugars?
a. More sugars will be produced.
b. Fewer sugars will be produced.
c. The same number of sugars will be produced but without carbon dioxide.
d. Carbon dioxide does not affect the production of high-energy sugars in plants.
14. If you continue to increase the intensity of light that a plant receives, what happens?
a. The rate of photosynthesis increases with light intensity.
b. The rate of photosynthesis decreases with light intensity.
c. The rate of photosynthesis increases and then levels off.
d. The rate of photosynthesis does not change.
15. What would you expect to happen to plants at temperatures greater than 45°C?
a. They will have a very high rate of photosynthesis.
b. They will have a less than optimal rate of photosynthesis.
c. They will have a high rate of photosynthesis if light intensity is also great.
Figure 8-2
Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
16. Which of the graphs in Figure 8-2 represents the effect of temperature on the rate of
photosynthesis?
a. A
b. B
c. C
d. D
24. All of the following are sources of energy during exercise EXCEPT
a. stored ATP.
b. alcoholic fermentation.
c. lactic acid fermentation.
d. cellular respiration.
Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
25. How are cellular respiration and photosynthesis almost opposite processes?
a. Photosynthesis releases energy, and cellular respiration stores energy.
b. Photosynthesis removes carbon dioxide from the atmosphere, and cellular
respiration puts it back.
c. Photosynthesis removes oxygen from the atmosphere, and cellular respiration
puts it back.
d. all of the above
Short Answer
27. Explain how heterotrophs like you get their energy from the sun even though they cannot
make their own food.
28. Write the overall equation for photosynthesis in both symbols and words.
30. Cellular respiration is able to extract about 38 percent of the potential energy from glucose.
32. What roles does oxygen play in photosynthesis and in cellular respiration?
Figure 8-4
Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
33. Controlling Variables Which beaker is the student’s control?
34. Applying Concepts Look at Figure 8-4. If the student later tested the air bubbles collected in
the test tube, what would she find they are made of? How do you know?
35. Using Tables and Graphs Look at the graph in Figure 8-4. At what distance from the light
source was the greatest number of bubbles produced?
36. Analyzing Data Look at the graph in Figure 8-4. What do the student’s data show?
37. Predicting If the lamp were placed closer than 5 centimeters from the water plant, would the
plant give off many more bubbles? Why or why not?
Figure 9-4
38. Applying Concepts Look at Figure 9-4. Which process or processes would you expect the
organisms in the test tubes to carry out—cellular respiration, photosynthesis, or both? When
would you expect each process to occur?
39. Inferring What is the purpose of the bromthymol blue in Figure 9-4? How can the student
use this indicator to draw conclusions about the processes that the aquatic plants are carrying out?
Explain your answer.
40. Predicting Predict what will happen to the test tubes in Figure 9-3 after 24 hours in the dark.
41. Predicting Assume that after 24 hours in the dark, the bromthymol blue in test tubes 2 and 3
in Figure 9-3 had turned yellow. The student then placed test tube 3 in a sunny window. He left
test tube 2 in the dark. Predict what color the solution in each test tube will be after the next 24
hours.
42. Applying Concepts Explain your prediction in question 14 in terms of cellular respiration
and/or photosynthesis.
Diagramming Relationships
Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
Directions: In the box below, draw and label the relationship between
photosynthesis and cellular respiration. Include in your drawing: a
mitochondria, a chloroplast, and the products and reactants of each process.
Your diagram should show the relationship that exists between each process.
Web Resources:
http://techteacher.acs.ac/Curriculum_Maps/TLG/Bio_I.pdf
Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
http://www.nclark.net/PhotoRespiration
http://colgurchemistry.com/Sc10/Sc10BIOLOGY/PDFS/Microsoft%20Word%20-
%20Act7WorksheetPhotosynCellResp_doc.pdf
www.flikr.com
Print Resources:
Miller, K.R. and Levine, J. (2004). Biology. New York: Prentice Hall.