Photosynthesis+and+Respiration

flat =Photosynthesis vocabulary= Write definitions in your own words.

Photosynthesis Chlorophylll Chloroplasts Light reaction Dark reaction (Calvin cycle) Carbon fixation Light intensity Wavelength (of light) Autotroph Heterotroph Mesophyll Stomata NADP+ photosystems Thylakoids Transpiration Guard cells

=Discoveries of Photosynthesis= What were the important discoveries for photosynthesis contributed by these scientists: 1. van Helmont 2. Priestley 3. Ingenhousz 4. Calvin

=Photosynthesis resources= These notes are a resource for you to use.

=Photosynthesis notes= Take notes on the following powerpoint: media type="custom" key="24634076"

=Photosynthesis webquest= = = =Light Intensity Activity= Light intensity activity


 * 1) Use the above link (you may need to use safari) for the following:
 * 2) Click Skip Intro and notice the controls that you can adjust.
 * 3) Note: you can only manipulate one variable at a time. Your team will adjust levels in order to provide the maximum ATP.
 * 4) Answer the following question as a group: What are the best possible conditions for making the maximum of ATP?
 * 5) Use the simulation to carry out your experiment. Share the results of each person in your group.


 * On your team page:** Create a data table that outlines % maximal ATP/ATP created in your time frame used, light intensity, and wavelength. You can also take screen shots while it is in action and display your data in a graph or other ways if desired.

Explain:
 * Homework: (to be handed in individually)**
 * light intensity
 * wavelength and energy
 * pigment colors

Explain the following:
 * how is wavelength and light intensity important for photosynthesis? Be certain to completely relate these to what you observed in the simulation.
 * A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well).

Discussion of wavelength and light amount needed to create maximum ATP through pictures, paragraphs, or data table (team) (5) Discusses relationship of wavelength AND light intensity to the process of photosynthesis (HW) (5) Discussion of how pigment colors are related to photosynthesis and wavelength (HW) (5)
 * Light Intensity Rubric**

=Chromatography lab=

To understand the process of chromatography visit the following link :[]
 * Complete exercise 4-1 to learn proper technique to complete a chromatography lab.

Using the information that you learned in the lab bench, you and your partner will compare the pigments from your result with that of the rest of the class. Discuss what is similar between the chromatograms of all three and what is different. Be sure to answer the following: 1. why were the chromatograms different for each? Include a picture of your chromatography strip **with title and caption**. Also, include a mathematical analysis of the data (determine the Rf of each pigment.)

Procedure: Chromatography 1. Leaf Grinding: a. Rip your leaf into small pieces ( HINT: The smaller, the better .) b. Add several grains of sand. c. Add a dropper full of acetone. d. Start grinding. ( HINT: If the mixture becomes too dry, you may need to add more acetone .) e. There should be concentrated liquid pigment in the mortar to add to the filter paper. 2. Preparation of Filter Paper a. Prepare a piece of filter paper 12 cm X 2 cm. Measure 2 cm from one end and draw a line across the paper. You will apply several drops of pigment to the center of the line. ( HINT: Apply small drops, wait for the drop to dry, then apply another drop. Repeat this procedure several times, then dry completely. ) b. Taper the 2 cm end that has the pigment to a point. c. Practice placing the filter paper strip into the glass vial. NOTE: Several cm of paper need to extend out the top of the vial to hold the paper in place when the lid is attached. 3. Chromatography a. Add 2 cm of ethyl alcohol to the glass vial. b. Carefully lower the filter paper strip into the glass vial until the tip of the paper enters the ethyl alcohol. The pigment SHOULD NOT be placed in the alcohol. c. Attach the lid making sure the excess paper is outside the vial. Filter paper should be in a fixed position. d. Allow the alcohol to rise up the paper. After the alcohol stops rising up the paper, remove the paper strip and allow to dry on a paper towel. 4. Rf Factor a. **Draw a second line in pencil across your paper were the alcohol reached its highest point.** This is the solvent front. b. Find the end point that each pigment reaches. Draw a line in pencil and write the name of the color near it. Where the pigment stops is called the pigment front. If you have two colors showing you will have two different pigment fronts. b. Determining Rf factor: For each pigment, take the pigment front divided by the solvent front. If the pigment follows the solvent all the way to the end, then the Rf value is 1. 5. Lab Report Use your data as well as the data from a few other groups to create a conclusion statement about the results of the lab. Be sure to discuss whether all leaves have the same kind of chlorophyll or other pigments and EVIDENCE that supports your statement. Be sure to discuss the Rf values and the colors of the pigments. Put this on your class page. Put the color, Rf value, and how many pigments found in that leaf.

HW: Discuss the different colors found in your leaf. Is your color pigment (ex. dark green) the same in your leaf as another group's with the same pigment? How would you know?

=Autumn Leaves and Fall Colors=

=CAM vs. C4 Photosynthesis= HW: Use your book or other materials to explain the difference in photosynthesis between C4 plants and CAM (Crassulacean Acid Metabolism) plants.

=Photosynthesis study guide=

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=Primary and Secondary Productivity= Activity 1: Look at the following image and notice the numbers. What trends or statements can you make about the numbers and the places that are in the image? What questions do you have? Put these observations on your team page.



Activity 2: Complete the following information using the links given. Each person completes this activity.

=Biogeochemical cycles= =Energy transfer through organisms=

=Biogeochemical cycle notes for annotation=

=Biogeochemical Review= (click launch to start the animation)
 * Water cycle:** http://www.nbclearn.com/water (click on water cycle)
 * Nitrogen cycle:** http://www.pbslearningmedia.org/resource/lsps07.sci.life.eco.nitrogen/the-nitrogen-cycle/ (click launch to start the animation)
 * Carbon cycle:** http://www.pbslearningmedia.org/resource/d7d6711f-47ef-4099-bb3f-e7ff6927515d/d7d6711f-47ef-4099-bb3f-e7ff6927515d/

=Cellular respiration notes=

=Cellular respiration vocabulary= Calorie Cellular respiration Aerobic Anaerobic Glycolysis NAD+ Krebs cycle Matrix Fermentation

= Podcast =

Listen to the cellular respiration podcast found here (YOU WILL NEED TO USE SAFARI). Add the information to your annotations. media type="file" key="Respiration podcast.m4a" width="300" height="300"

=What is cellular respiration?=

=Aerobic and anaerobic respiration=

=Glucose metabolism=

= Respiration venn diagram =

Construct a Venn Diagram to identify the terms used to describe anaerobic and aerobic respiration. Use the following terms:
 * oxygen
 * carbon dioxide
 * water
 * glucose
 * PGAL
 * pyruvic acid
 * lactic acid
 * ethyl alcohol
 * yeast
 * bacteria
 * animals
 * NADH
 * enzymes
 * ATP
 * ADP
 * mitochondria
 * cytoplasm
 * Kreb's Cycle
 * chemical oxidation
 * electron transport
 * high energy hydrogen
 * FADH2

=Cellular respiration review=

= Yeast Respiration lab = All organisms need to carry out the process of respiration to obtain energy to complete their life processes and activities. Various factors also affect how efficient an organism is at carrying out respiration. In this investigation, you will try to determine how yeast carries out respiration. Discuss as a group the factors that could effect respiration in yeast. Add the factors your group discussed to your team wiki page. We will test one factor: amount of sugar (sugar concentration). What is the dependent variable? What is the independent variable?

Measuring yeast activity (make one set up for your group): Make a sugar solution to match the percentage labeled on your table. You will need 40 ml of warm sugar solution, and 1.0 g. yeast to a test tube. Shake the tube until the yeast is dissolved. Place a balloon over the top of the tube. Make an observation after 10 minutes and again after 20 minutes. __ Note the depth of the bubbles created as well as the expansion of the balloon. **Be sure to take pictures.** __
 * Procedure: **

Calculating the volume of the gas from the expansion of the balloon: Radius: r = C/2π Volume : V = 4/3 2πr3 (r3 is radius cubed)


 * Analysis: **

Team page:

1. Pictures from before, 10 minutes, 20 minutes.

2. State 2 clear, concise conclusions derived from the analysis of the results.

3. What was the dependent and independent variables in the experiment? Explain.

4. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain.

5. How did the size of the balloon change with the different types of sugar solutions used?

Individual page:

1. Place the graph you created using the class data.

2. What kind of respiration did the yeast carry out in the experiment? Explain.

3. Write a one or two sentence conclusion about the results of the lab.


 * Assessment **

Team page: 5 points for each answer (total 25)

Individual page: 5 points for each answer (total 15)

= Cell respiration vs. Photosynthesis =

=A shorter food chain= media type="custom" key="24892736"

= Review = []