Cellular Processes, Exercises of Biology

Download Cellular Processes and more Exercises Biology in PDF only on Docsity! o @ a resource from The Charles A. Dana Center at The University of Texas at Austin The Charles A. Dana Center at The University of Texas at Austin 25Teacher Pages Formative Assessment Activities for High School Biology Cellular Processes Cell Structure and Function CELLULAR PROCESSES Teacher Pages Purpose The purpose of this station is to have students compare the reactants and products of photosynthesis with the reactants and products of cellular respiration to reinforce their understanding of the cellular processes that result in energy conversions and the synthesis of new molecules. Essential Understandings • The products and reactants for photosynthesis are reversed in cellular respiration: The reactants of photosynthesis are carbon dioxide and water, which are the products of cellular respiration. The reactants of cellular respiration are oxygen and sugar, which are the products of photosynthesis. • Cellular respiration occurs in plant and animal cells. • Plants use sunlight during photosynthesis to convert energy from the sun in order to manufacture sugar and the chemical energy ATP and to release oxygen. • ATP is used by plant and animal cells. • As cellular respiration occurs, ATP is converted to ADP. • When plants are placed in darkness, cellular respiration continues, using ATP to convert sugar into ADP and releasing carbon dioxide. Photosynthesis stops in the absence of light energy. • The chemical formula for photosynthesis is 6H2O + 6CO2 è C6H12O6 + 6O2 + ATP • The chemical formula for cellular respiration is C6H12O6 + 6O2 è 6H2O + 6CO2 + ADP Materials • Test tubes, 20 mm x 150 mm, and stoppers (8 each) • Test tube racks (2) • Distilled water (1 liter) • Food coloring (blue and yellow) • Plastic aquatic plant (4 sprigs) • Aquatic snail shells (4) • Envelope, standard size or larger (1) Teacher Pages The Charles A. Dana Center at The University of Texas at Austin26 Formative Assessment Activities for High School Biology Formative Assessment Activities for High School BiologyCellular Processes The following materials are included in the blackline masters for this station, which are available in color on the enclosed DVD. • Station Information sheet (1 per station) • Cellular Respiration and Photosynthesis sheet (1 per station) • Comparing Photosynthesis and Cellular Respiration Venn diagram (1 per station) • Cellular Respiration and Photosynthesis Cards (1 set per station) • Comparing Photosynthesis to Cellular Respiration Cards (1 set per station) • Student Pages (1 copy per student) Supplementary Resources Cellular Respiration. Retrieved on February 11, 2011 from the Biology page on About.com: http://biology.about.com/od/cellularprocesses/a/cellrespiration.htm Farabee, M. J. Photosynthesis. Retrieved on February 11, 2011 from the website of Maricopa Community College: www.emc.maricopa.edu/faculty/farabee/ BIOBK/BioBookPS.html. Advance Preparation 1. Print one copy of all the blackline masters for this station from the enclosed DVD using a color printer. Color is essential to the station activities. Make one copy of the Student Pages (including the glossary) for each student. 2. Laminate the Station Information sheet, the sheet of Cellular Respiration and Photosynthesis Cards, and the sheet of Comparing Photosynthesis to Cellular Respiration Cards. Cut out the cards. 3. Label one of the envelopes “Cellular Respiration and Photosynthesis,” and label the other one “Comparing Photosynthesis to Cellular Respiration.” Put the cut-out cards in the appropriate envelopes. 4. Part of this station activity has students observe the results of an experiment in which the processes of cellular respiration and photosynthesis caused liquids to change color. The experiment will not actually be conducted; instead, you will create a model of the results, and students will observe those results and answer questions about what led to them. 5. You will use the eight test tubes to create the model of the experiment’s results. Four test tubes will be used to create “Exposed to Sunlight for 48 Hours,” and the remaining four will be used to create “Placed in the Dark for 48 Hours.” The Charles A. Dana Center at The University of Texas at Austin 27Teacher Pages Formative Assessment Activities for High School Biology Cellular Processes Place four test tubes in one of the racks and mark the rack, “Exposed to Sunlight for 48 Hours,” then: • Fill three of the test tubes approximately 3/4 full with distilled water. Add two drops of blue food coloring to each test tube. Place a stopper in one of the test tubes. The blue food coloring simulates the Bromothymol blue indicator. • Put one sprig of a plastic aquatic plant into each of the other two test tubes that have blue food coloring. Put a stopper in one of the test tubes. Add a snail shell to the other test tube and then stopper it. • Fill the remaining test tube approximately 3/4 full with distilled water. Add three or four drops of yellow food coloring. Place a snail shell in the test tube and seal with a stopper. The yellow food coloring simulates the color change Bromothymol blue undergoes in an acidic solution. This set should look like the model below. Exposed to SUNLIGHT for 48 hours water and Bromothymol blue S-1 water, Bromothymol blue, and plant S-2 water, Bromothymol blue, and snail S-3 water, Bromothymol blue, plant, and snail S-4 Teacher Pages The Charles A. Dana Center at The University of Texas at Austin30 Formative Assessment Activities for High School Biology Formative Assessment Activities for High School BiologyCellular Processes 1. Select the cards that show the reactant and product parts of the formulas for photosynthesis and cellular respiration. Place the appropriate card over the correct box on the sheet. Continue until you have covered all of the boxes. A correctly completed sheet is shown below. Cellular Respiration and Photosynthesis MitochondrionChloroplast GlucoseOxygen + WaterCarbon dioxide + Chemical Equation for Photosynthesis + + Reactants Products + Chemical Equation for Cellular Respiration ++ + energy energy 6H2O 6CO2 C6H12O6 6O2 light energy ATP6H2O 6CO2C6H12O6 6O2 sun 2. Write the formulas for photosynthesis and cellular respiration in the space below. Photosynthesis: water + carbon dioxide + light energy (yields) sugar + oxygen Cellular Respiration: sugar + oxygen (yields) carbon dioxide + water + ATP 3. What cellular process took place to cause the color change in Tube S-3, which contains water, Bromothymol blue, and snail? The process that caused the color change is called cellular respiration. The Bromothymol blue indicator changes from blue to yellow in the presence of an acid. In this case, the acid resulted from the snail’s cellular respiration process. During this process, the snail exhales carbon dioxide, which combines with water to form a weak carbonic acid, which in turn changes the color of the water from blue to yellow. H2O + CO2 g H2CO3 Activities and Questions The Charles A. Dana Center at The University of Texas at Austin 31Teacher Pages Formative Assessment Activities for High School Biology Cellular Processes 4. Why did the other test tubes containing water, Bromothymol blue, and plants not change color? The plants were going through the process of photosynthesis, which uses up carbon dioxide in the water. If carbon dioxide is not present, the weak carbonic acid cannot form, and the solution does not turn acidic. Therefore, the Bromothymol blue indicator remains blue. 5. What process caused the liquids to change from blue to yellow? The process is called cellular respiration. 6. What product in the formula was responsible for the color change? The product responsible for the change is CO2. 7. Explain the cellular processes illustrated by these two test tubes, including energy conversions and any new molecules that result. water, Bromothymol blue, plant, and snail Sunlight 48 hours S-4 Darkness 48 hours water, Bromothymol blue, plant, and snail D-4 The two cellular processes illustrated by the test tubes are cellular respiration and photosynthesis. During cellular respiration, the reactants—glucose (sugar) and oxygen—combine together to form new products: carbon dioxide molecules and water molecules. Adenosine triphosphate (ATP) is produced as the form of energy that can be used for other cellular processes. During photosynthesis, light energy (sunlight) combines with the reactants—water and carbon dioxide—to form new products: glucose (sugar) and oxygen. Teacher Pages The Charles A. Dana Center at The University of Texas at Austin32 Formative Assessment Activities for High School Biology Formative Assessment Activities for High School BiologyCellular Processes 8. Place the cards in the correct area of the Venn diagram and record your placements below. The Processes of Photosynthesis and Cellular Respiration r s of Photosynthesis and Cellular Respiration New molecules include C6H12O6 Reactants include O2 Reactants include C6H12O6 Adenosine triphosphate (ATP) is produced during glycolysis ATP provides energy for cellular functions New molecules include O2 Reactants include H2O Reactants include CO2 Process occurs in plant and animal cells New molecules include CO2 and H2O Process occurs only in plant cells Photosynthesis Cellular Respiration Common to Both Process occurs in a mitochondrion Process occurs in a chloroplast Process occurs only during daylight Process occurs during daylight or dark 9. Now that you have completed these questions, return to the essential question. Would you like to modify or change your answer? Write any modifications to your answer below. Answers will vary. The Charles A. Dana Center at The University of Texas at Austin 35Blackline Masters Formative Assessment Activities for High School Biology Cellular Processes Cell Structure and Function CELLULAR PROCESSES Blackline Masters Contents • Station Information sheet • Cellular Respiration and Photosynthesis sheet • Comparing Photosynthesis and Cellular Respiration Venn diagram • Cellular Respiration and Photosynthesis Cards • Comparing Photosynthesis to Cellular Respiration Cards • Student Pages Blackline Masters The Charles A. Dana Center at The University of Texas at Austin36 Formative Assessment Activities for High School Biology Formative Assessment Activities for High School BiologyCellular Processes Station Information: Cellular Processes Comparing Cellular Respiration to Photosynthesis Photosynthesis Cellular Respiration Common to Both New molecules include C6H12O6 Reactants include O2 Reactants include C6H12O6 Ne w m ole cu les in clu de O 2 Re ac ta nt s in cl ud e H 2O Reactants include CO 2 Ne w m ole cu les in clu de H 2 OProcess occurs in a chloroplast Pr oc es s oc cu rs du rin g da y lig ht Comparing Photosynthesis to Cellular Respiration Cards Results after being placed in SUNLIGHT for 48 hours Results after being placed in DARKNESS for 48 hours 6H2O 6CO 2 C 6H 12 O 6 6O 2 light energy ATP 6H2O 6CO 2 C6H12O6 6O 2 Cellular Respiration and Photosynthesis Cards Cellular Respiration and Photosynthesis MitochondrionChloroplast GlucoseOxygen + WaterCarbon dioxide + Chemical Equation for Photosynthesis + + Reactants Products + energy source Chemical Equation for Cellular Respiration ++ + energy energy sun energy receiver The Charles A. Dana Center at The University of Texas at Austin 37Blackline Masters Formative Assessment Activities for High School Biology Cellular Processes C el lu la r R es pi ra ti on a nd P ho to sy nt he si s M ito ch on dr io n Ch lo ro pl as t G lu co se O xy ge n + W at er Ca rb on D io xi de + C he m ic al E qu at io n fo r P ho to sy nt he si s + + Re ac ta nt s Pr od uc ts + en er gy so ur ce C he m ic al E qu at io n fo r C el lu la r R es pi ra ti on + + + en erg y en er gy su n en er gy re ce iv er Formative Assessment Activities for High School Biology Blackline Masters The Charles A. Dana Center at The University of Texas at Austin40 Formative Assessment Activities for High School BiologyCellular Processes The Charles A. Dana Center at The University of Texas at Austin 41Student Pages Formative Assessment Activities for High School Biology Cellular Processes Cell Structure and Function CELLULAR PROCESSES Student Pages Purpose The purpose of this station is to compare the reactants and products of photosynthesis with the reactants and products of cellular respiration to reinforce your understanding of the cellular processes that result in energy conversions and the synthesis of new molecules. Before You Begin… Check to see that all the items are present and organized according to the Station Information sheet. If you notice a problem, notify the teacher immediately. Materials • Station Information sheet • Two test tube racks with four test tubes each • Cellular Respiration and Photosynthesis sheet • Comparing Photosynthesis and Cellular Respiration Venn diagram • Envelope containing Cellular Respiration and Photosynthesis Cards • Envelope containing Comparing Photosynthesis and Cellular Respiration Cards Activities and Questions Essential Question How can the processes of photosynthesis and cellular respiration be used to explain energy conversion? Discuss the essential question with your teammate(s) and record your answer below. Student Pages The Charles A. Dana Center at The University of Texas at Austin42 Formative Assessment Activities for High School Biology Formative Assessment Activities for High School BiologyCellular Processes Locate the Photosynthesis and Cellular Respiration sheet and the envelope with the Photosynthesis and Cellular Respiration Cards. 1. Select the cards that show the reactant and product parts of the formulas for photosynthesis and cellular respiration. Place the appropriate card over the correct box on the sheet. Continue until you have covered all the boxes. 2. Write the formulas for photosynthesis and cellular respiration in the space below. Bromothymol blue is an indicator that changes from blue to yellow in the presence of an acid. When you exhale through a straw into a test tube of Bromothymol blue and water, the water will turn yellow because the carbon dioxide being exhaled combines with the water to form a weak carbonic acid. H2O + CO2 g H2CO3 (carbonic acid) Bromothymol blue and water Bromothymol blue with CO2 bubbled into the water blue color yellow color The Charles A. Dana Center at The University of Texas at Austin 45Student Pages Formative Assessment Activities for High School Biology Cellular Processes Four more test tubes were set up the same as the original four. These test tubes were placed in a dark room for 48 hours. At the end of the 48 hours, the following changes were observed. Results after being placed in DARKNESS for 48 hours water and Bromothymol blue D-1 water, Bromothymol blue, and plant D-2 water, Bromothymol blue, and snail D-3 water, Bromothymol blue, plant, and snail D-4 The water in three of the test tubes (D-2, D-3, and D-4) turned yellow, as shown above. 5. What process caused the liquids to change from blue to yellow? 6. What product in the formula was responsible for the color change? Student Pages The Charles A. Dana Center at The University of Texas at Austin46 Formative Assessment Activities for High School Biology Formative Assessment Activities for High School BiologyCellular Processes Examine the two test tubes below. water, Bromothymol blue, plant, and snail Sunlight 48 hours S-4 Darkness 48 hours water, Bromothymol blue, plant, and snail D-4 7. Explain the cellular processes illustrated by these two test tubes, including energy conversions and any new molecules that result. Locate the Comparing Photosynthesis and Cellular Respiration Venn diagram and the envelope with the Photosynthesis and Cellular Respiration Cards. Determine which cards represent facts about cellular respiration and which represent facts about photosynthesis. Some cards may represent facts common to both processes. The Charles A. Dana Center at The University of Texas at Austin 47Student Pages Formative Assessment Activities for High School Biology Cellular Processes 8. Place the cards in the correct area of the Venn diagram and record your placements below. C o m p a ri n g C e ll u la r R e sp ir a ti o n t o P h o to sy n th e si s P h o to sy n th e si s C e ll u la r R e sp ir a ti o n Co m m on t o Bo th Formative Assessment Activities for High School Biology Student Pages The Charles A. Dana Center at The University of Texas at Austin50 Formative Assessment Activities for High School Biology Glossary for Cellular Processes Adenosine triphosphate (ATP) A chemical compound that living organisms use to store energy. Bromothymol blue indicator Bromothymol blue indicator is used to determine whether a solution is acidic: The blue color changes to yellow in the presence of an acid. Cellular Respiration The cellular process that releases energy when food molecules are broken down in the presence of oxygen. Photosynthesis The cellular process through which plants and other organisms use energy from light (such as sunlight) to convert water and carbon dioxide into oxygen, sugars, and starches. Products Products, represented on the right side of the arrow in a chemical equation, are the ending substances in a reaction. Reactants Reactants, represented on the left side of the arrow in a chemical equation, are the starting substances in a reaction. Cellular Processes Formative Assessment Activities for High School Biology Activities designed to reinforce student knowledge of essential biology concepts. Available as a full-color electronic file on a DVD or coil-bound book, this item provides 18 hands-on, interactive activities designed to reinforce students’ knowledge of essential biology concepts in five categories: cell structure and function, mechanisms of genetics, biological evolution and classification, biological processes and systems, and interdependence within environmental systems. A DVD containing the full-color book is included. DVD with teacher and student resources: $30.00 Full Color Printed Book: $110.00