Packet #7 – Energy Summer 2014

This Activity Packet belongs to: __________________________

At the end of the unit you will turn in this packet). Record the completion due dates in the chart below. You should expect a variety of quizzes: announced, unannounced, open-notes and closed-notes.

If this packet is LOST, please:

drop it off at the BHS Science Dept. (rm 365) OR drop it off in Ms. Brunson’s classroom (rm 351) OR

call the Science Dept. at (617) 713-5365.

Packet page Activity Points

Earned Avail. Photosynthesis Notes Outline --- ---

Photosynthesis in Elodea 8

Releasing Energy 5

The Cell’s Powerhouse 5

Cellular Respiration Notes Outline --- ---

Lab #7: Clothespin Olympics 19

Lab #8: Root Beer Fermentation 11

Photosynthesis and Respiration 10

Energy Review (for quiz/test) 20

Total 73

 

Photosynthesis Notes Photosynthesis Light Energy Equation: Chloroplast CO2  +  H2O                                        Sugars  +  O2  Where does photosynthesis occur? Other helpers: Stomates – Veins – Why is photosynthesis important? When a plant grows, where to the atoms that make up the new mass come from? (circle correct and cross out incorrect) a) Soil b) Water c) Carbon dioxide gas d) Oxygen gas Light and pigments

What are the 3 things that are happening in photosynthesis? 1. 2. 3. What do plants do with the glucose?

 

Photosynthesis in Elodea Introduction: Green plants use sunlight to make glucose. To do so, the plant must use carbon dioxide and water in a process called photosynthesis. The glucose made by plants is used by both plants and animals as a source of energy. Part A: Online Simulation 1. Go to the website below to begin. When asked to login, type the user name: msdulko and the

password: bhs. You may need to retype the website after logging in. http://www.assessnet.org.uk/e-learning/file.php/55/html/elodea.html

2. Test the effect of light color on the rate of photosynthesis. Prediction: Which color do you think will give the best results? ______________ (0.5 pt) Set the simulator to 6.0 Light Level, and 6.0 CO2 Level. Adjust the colors to complete the table. Do at least 2 trials for each. If you get really different numbers for the two trials, you may do more trials to get a better average. (1.5 pt)

Light Color   Number of Bubbles  (Light = 6.0 | CO2 = 6.0)  

Average Based on the data, what color of light results in the fastest rate of photosynthesis?

______________________  

Red        

Blue        

Green        

Colorless        

3. Test the effect of CO2 level on the rate of photosynthesis. Prediction: Which CO2 level do you think will give the best results? ______________ (0.5 pt) Do at least 2 trials for each. If you get really different numbers for the two trials, you may do more trials to get a better average. (1.5 pt)

CO2 Level   Number of Bubbles  (Color = colorless | Light = 6.0)  

Average Based on the data, what CO2 level results in the fastest rate of photosynthesis?

______________  

1.0        

2.0        

3.0        

4.0        

5.0        

6.0        

7.0        

8.0        

9.0        

 

Analysis Questions: Part A: (4) 1. Write the equation for photosynthesis (use your notes or online resources if you need to, but you

should know it for the test!). (0.5) 2. What are the bubbles made of – what do they measure? Why do more bubbles indicate a faster rate of

photosynthesis? (1) 3. Based on the simulation experiments, what factors can affect the rate of photosynthesis in a plant? (1) 4. Why is it important that you keep two variables constant (such as light level and color) while you're

testing how a third variable (CO2 Level) affects photosynthesis? Be specific and thorough. (1.5)

 

Releasing Energy Introduction: A runner in a marathon is pushing hard several miles before the finish line. But then she suddenly slows to a walk, clutches her side, and sways dizzily, about to fall. This athlete is said to have “hit the wall.” She did not actually slam into a brick barrier, but she may feel as if she has done so. In this case, “hitting the wall” means that the runner has exhausted the energy supplies necessary to keep running. After eating food and resting, those energy supplies will be replenished. Yet, how does this additional food become the energy needed for physical activity? In this activity, you will begin to examine the relationship between matter and energy. In this example, the matter is grain (see Figure 8.1 on next page). What is the energy? Process and Procedures: 1. Read the story “A Matter of Explosions” on the next page. Record answers to the questions below as

you are reading. The answers to these questions are NOT directly in the story. Think about your chemistry knowledge while reading this story.

a. Where did the energy for the grain explosion come from? (Hint - think about your knowledge of biochemistry)

b. How (and where) is energy stored in grain?

c. What triggered the explosion that released the energy?

d. How do you explain the fact that you do not explode when you eat grain products such as

cereal or bread?

e. What would you do to decrease the danger of explosion and better protect a grain storage facility and its employees?

2. Participate in the demonstrations in class. Below, take notes on these demonstrations, then compare the class demonstration to both the grain elevator story and the process that living organisms use to get energy. (http://www.youtube.com/watch?v=CnqPZhX-­‐jtI)

 

 

The Cell’s Powerhouse Purpose Watching this video will give you a better sense of the role of mitochondria in the cell. You will also learn how an athlete’s capabilities and performance are affected by the mitochondria in his or her muscle cells. Finding the video:

• Go to brunsonbio.weebly.com and locate the link for “Powerhouse of the Cell” from PBS OR

• Search Google for “Powerhouse of the Cell PBS” and the first two links should both be the correct video. The opening shot is of runners.

Questions to answer while watching the movie (pause if you need to!) 1. What organelle helps produce energy the body can use? 2. What are the differences in the muscles of a sprinter and a marathon runner? Include in your answer the difference in the amount of mitochondria and why this is significant. 3. What are the three pathways that transfer the energy in glucose into ATP? Put a star next to the pathway(s) that require oxygen to run. 1. 2. 3. 4. When you do strength training, how are you changing your muscle cells? 5. What happens to mitochondrial DNA as we age? Why does this happen?

 

Cellular Respiration Notes ATP (Adenosine Triphosphate) Cellular Respiration Mitochondria Photosynthesis vs. Cellular Respiration Aerobic Energy Conversion

 

Where does the oxygen come from? What happens when the oxygen is used up? Anaerobic Energy Conversion (lactic acid fermentation) Muscle fatigue

 

Ethanol Fermentation  

 

Lab #7: The Clothespin Olympics (19 pt) Introduction: The process of cellular respiration is broken into three stages: glycolysis, Krebs cycle, and the electron transport chain. Both the Krebs cycle and the electron transport chain require oxygen in order to function, glycolysis does not require oxygen. The mitochondria in your muscle cells carry out the conversion of glucose to ATP through the process of cellular respiration. When your muscle cells have an adequate amount of oxygen to perform this process, we call it aerobic. When oxygen is depleted in the muscle cells, the process is called anaerobic or fermentation. Anaerobic conversion of glucose to ATP leads to muscle fatigue. Today we will be looking at the role of oxygen in exercise and muscle fatigue. Pre-lab questions: (1 pt each)

1. What is ATP and what is its role in cells?

2. In muscle cells, the proteins responsible for contraction are myosin and actin. The movement of these proteins requires an energy source. What is that energy source? Would an aerobic or anaerobic process produce more ATP?

Materials (per pair): Clothespin, Elastic band, graph paper, stopwatch Procedure:

1. Working in pairs, choose one person to be the trainer and the other to be the athlete. The athlete will participate in all the physical activity of this lab, so make sure that if you decide to be the athlete, you are up to the challenge!!!!

2. The athlete will repeatedly open and close the clothespin for thirty-second “bouts” and count the number of squeezes in that time period.

3. The trainer will tell the athlete when to begin and end the thirty-second “bout” and will record the number of squeezes reported by the athlete in the data table.

4. The trainer will also record any other observations made by the athlete in a data table. 5. Carry out the following protocols:

a. Squeeze for 6 thirty-second bouts, with no rest between bouts. b. Squeeze for 6 thirty-second bouts, with a thirty-second rest between each bout. c. Squeeze for 6 thirty-second bouts, with no rest between bouts, with an elastic band

wrapped around the end of the clothespin. d. Squeeze for 6 thirty-second bouts, with no rest between bouts, with an elastic band

wrapped around the end of the clothespin, with the athlete holding his/her arm straight up in the air, over his/her head.

6. Graph your results. Title the graph, label the x-axis and y-axis, use a different color for each protocol and include a key.

 

Data: Predictions: (1 pt each)

1. What would be evidence that an athlete is fatigued during a certain protocol?

2. In which protocol do you expect to see the most consistent results from trial to trial (showing little to no fatigue)? Why? (In your explanation, consider aerobic vs. anaerobic respiration and which produces more ATP.)

3. In which protocol do you expect to see the most fatigue from trial to trial? Why? (In your explanation consider aerobic vs. anaerobic respiration.) (2 pt)

Tip for filling out the table: You may restart counting at the start of each thirty-second trial or you may just continue to count and calculate the number of “squeezes per trial” later. Graph – Create a bar graph that shows the results of the protocols. You probably want to do this sideways and put the trial numbers on the X-axis and the # of squeezes on the Y-axis. For each trial, include all 4 protocols – each one a different color/texture. (4)

Protocol # squeezes per “trial”

(each column is one trial) Observations 1 2 3 4 5 6

A No rest

B 30s rest

C Elastic

(no rest)

D Arm up

& Elastic (no rest)

 

Analysis questions: (8 pt) Make sure you incorporate what you learned about aerobic and anaerobic respiration in your answers! 1. In which protocol were the “trial” results most consistent (showing the least fatigue)? (0.5)

A B C D

2. In which test did the athlete experience the greatest fatigue? (0.5) A B C D

3. Write a general, overall equation for aerobic cellular respiration. (1) 4. What reactants are needed to produce ATP under aerobic conditions? (1) 5. How does each of these reactants get to the muscles used for this experiment? (think about how

materials, like oxygen get transported around the body) (1) 6. Did the athlete show fatigue during Protocol D when their arm was raised? (0.5) Yes No 7. Why would we expect the athlete to give fewer squeezes in Protocol D than, say, in Protocol C?

(1) 8. In which protocol do you think the muscles get the most O2? Argue your point. (1)

9. In which protocol do you think the muscles get the least O2? Argue your point. (1)

10. What side effect(s) of anaerobic respiration did the athlete experience in this lab? (1)    

 

Lab #8 – Root Beer Fermentation Lab

1. Why were the yeast cells necessary in this experiment?

_______________________________________________________________________________ _______________________________________________________________________________

_______________________________________________________________________________ 2. Why was the sucrose necessary in this experiment?

_______________________________________________________________________________

_______________________________________________________________________________ _______________________________________________________________________________

3. What is the yeast trying to do with the sugar?

_______________________________________________________________________________ _______________________________________________________________________________

_______________________________________________________________________________ 4. What is the CO2 to the yeast? _______________________________________________________

5. Why do we have to leave the bottle for a few weeks before we drink it?

_______________________________________________________________________________ _______________________________________________________________________________

_______________________________________________________________________________ 6. What is the alcohol to the yeast? _____________________________________________________

_______________________________________________________________________________

7. Write the formula for aerobic respiration.

_______________________________________________________________________________ 8. Why do we make sure the bottle is completely sealed? ___________________________________

_______________________________________________________________________________

9. What process are the yeast using to make energy?

_______________________________________________________________________________

_______________________________________________________________________________ 10. Could we survive using this same process? If not, why not?

_______________________________________________________________________________

_______________________________________________________________________________ _______________________________________________________________________________

11. Write the formula for the version of anaerobic respiration called alcohol fermentation.

_______________________________________________________________________________

 

Photosynthesis  and  Respiration  What  is  the  relationship  between  photosynthesis  and  cellular  respiration?  

Why?  Photosynthesis  and  cellular  respiration  are  important  cell  energy  processes.  They  are  connected  in  waysthat  are  vital  for  the  survival  of  almost  all  forms  of  life  on  earth.  In  this  activity  you  will  look  at  these  twoprocesses  at  the  cellular  level  and  explore  their  interdependence.    

1. Refer to Model 1:  

a. In what cell organelle does photosynthesis occur?  

b. What are the three reactants needed for photosynthesis?  

c. What are the two products of photosynthesis?  

     

 

2. Refer to Model 1:  a. In what cell organelle does cellular respiration occur?

 b. What two reactants are needed for cellular respiration?

 c. What are three products of cellular respiration?

 3. What four substances are recycled during photosynthesis and respiration?

 

4. What is the one component of photosynthesis that is not recycled and must be constantly available?  

5. Are  chloroplasts  found  in  most  plant  cells?  Explain.        

6. Are  mitochondria  found  in  most  plant  cells?  Explain.        

7. Are  chloroplasts  found  in  animal  cells?  Explain.      

8. Are  mitochondria  found  in  animal  cells?  Explain.        

9. Write  a  grammatically  correct  sentence  that  compares  the  reactants  and  products  of  photosynthesis  with  the  reactants  and  products  of  respiration.  Be  ready  to  share  your  sentence  with  the  class.            

10. As  a  group  carefully  consider  and  discuss  the  following  statement:  “Plants  can  survive  on  their  own,  because  they  make  their  own  food.  Animals  can’t  survive  on  their  own  but  need  plants  for  survival.”  Do  you  agree  with  this  statement?  Why  or  why  not?  Can  you  come  to  a  consensus  as  a  group?  Be  ready  to  discuss  your  group’s  response  to  this  statement.  

   

 

11. In  the  Model  2  diagram,  place  a  green  star  by  each  process  (A,  B,  C,  or  D)  that  represents  photosynthesis,  and  a  red  star  by  each  process  (A,  B,  C,  or  D)  that  represents  cellular  respiration.  

12. Write  and  label  equations  for  cellular  respiration  and  photosynthesis  below.  Circle  the  carbon  dioxide  in  each.  If  you  need  help,  see  Model  1.        

13. List  any  chemical  processes  other  than  photosynthesis  and  respiration  that  are  taking  place  in  Model  2.      

14. Are  any  of  your  answers  from  Question  16  due  to  human  activity?  Which?              

 

15. Ignoring  the  human  actions  of  auto  and  factory  emissions,  what  generalization  can  you  make  about  the  balance  of  carbon  dioxide  in  Model  2  over  a  long  period  of  time?              

16. How  would  the  burning  of  fossil  fuels  upset  the  balance  of  the  carbon  dioxide  cycle?              

17. Deforestation  is  another  example  of  human  activities  that  affects  the  carbon  dioxide  cycle.    Explain  how  the  cutting  down  and  burning  of  trees  would  affect  this  cycle.  

 

Energy Unit Review Questions The answers to these questions can be found in the readings, in your notes and answers to questions from labs and activities. Write the question into your answer. To earn full credit, you must answer these and turn them in the day of the exam. Don’t forget to make your index card!! The index card is a requirement!

Photosynthesis Diagrams and Notes 1. What kinds of cells/organisms perform photosynthesis? 2. What kinds of organisms ultimately rely on photosynthesis for their food? (What would happen to

life on earth if the sun were permanently covered?) 3. What is the equation for photosynthesis? 4. What is the ultimate source of energy for all living organisms? 5. What are pigments and in which part of photosynthesis are they important? Lab 2-3: Elodea Lab

6. What factors affect the rate of photosynthesis?

Releasing Energy

7. Where did the energy come from for the grain elevator explosion (the biochemical energy, not the shovel created a spark)?

8. Why don’t organisms like animals experience this same sort of internal combustion even though they use the same source of energy as you listed in questions 1 and 2?

The Cell’s Powerhouse 9. What is the difference between slow twitch and fast twitch muscle fibers in terms of their structure

and function? Cellular Respiration Notes and Diagrams

10. What molecules store energy for long-term use? Short-term use? 11. What kinds of cells perform cellular respiration? 12. What is the equation for cellular respiration? (in words and chemical formulas) 13. How many ATP are formed total from cellular respiration? 14. What is the difference between aerobic and anaerobic respiration? 15. When does fermentation occur? 16. What is lactic acid fermentation? Give examples of organisms that use it. 17. What is alcohol/ethanol fermentation? Give examples of organisms that use it.

Lab: Clothespin Olympics 18. Under what circumstances might your cells not get enough oxygen? 19. What causes fatigue in an animal?

Photosynthesis and Respiration 20. How do photosynthesis and cellular respiration contribute to the carbon cycle? 21. How can human activity mess up the balance of the carbon cycle?