Effect of Temperature on Cold-Blooded Organisms Becky Zemple Kara Moser Lou Nichas Lea Cully

Objective B I O M A T H Students will: explain the way temperature affects cold-blooded organisms, explore and examine the differences between various temperature changes on crickets and their environment, discuss how the findings in the experiment directly correlate to their outside biological environment. examine the slopes of the graphs created from the data collected, learn to see slope as a rate of change, explain and examine the results of the experiment using steepness to describe the change in CO2 concentration as the temperature of the water bath changes. B I O M A T H

Safety Students must adhere to proper safety measures according to NSTA’s standards for the equipment being used in the experiment.   Includes: Safety goggles Closed-toe shoes No loose clothing Long hair tied back Use of hot pads and caution when handling hot glassware and hot plates Ethical treatment of animals (crickets)

Biology SOLs BIO.1: The student will demonstrate and understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which: b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; d) graphing and arithmetic calculations are used as tools in data analysis; e) conclusions are formed based on recorded quantitative and qualitative data; f) sources of error inherent in experimental design are identified and discussed; h) chemicals and equipment are used in a safe manner; i) appropriate technology including computers, graphing calculators, and probeware, is used for gathering and analyzing data, communicating results, modeling concepts, and simulating experimental conditions; m) current applications of biological concepts are used.

Biology SOLs BIO.8: The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems.  Key  concepts include: d) the effects of natural events and human activities on ecosystems; e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems.

Math SOLs A.6: The student will graph linear equations and inequalities in two variables, including a) determining the slope of a line when given the equation of the line, the graph of the line, or two points on the line. Slope will be described as rate of change and will be positive, negative, zero, or undefined; and b) writing the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line. A.7: The student will investigate and analyze function (linear and quadratic) families and their characteristics both algebraically and graphically, including d) x and y intercepts e) finding values of a function for elements in its domain; and f) making connections between and among multiple representations of functions including concrete, verbal, numeric, graphic, and algebraic.

Math SOLs A.11: The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve real-world problems, using mathematical models.  Mathematical models will include linear and quadratic functions.

Materials - computer -printer - Vernier computer interface - LoggerPro - Vernier CO2 gas sensor - 10-20 adult crickets - balance - 250 mL respiration chamber - 3 - 600 mL beakers - thermometer - ice - hot plate - hot pads - safety goggles - water - pencil or pen - graph paper - “Cricket Respiration” Activity Sheet

Procedures for Teaching DAY 1 Engage: Students will begin class by discussing what happens to their bodies as the temperature around them changes. Possible situations to discuss with students include going outside when it is cold, getting into a pool during the summer time, and taking a very hot bath. (5-10 minutes)

Procedures for Teaching (cont.) Explore: Students will explore the effect of hot, cold, and warm temperatures of a water bath on the CO2 concentration of a container of ten crickets. Students will print the graphs and data tables created by the Probeware software during the experiment.  (40-45 minutes)

Procedures for Teaching (cont.) DAY 2 Engage: Students will revisit their lab the previous day by making the following prediction as a focus question: “what you think would happen to the crickets in a water bath of 60 degrees Celsius?” (5 minutes)

Procedures for Teaching (cont.) Explain: Using the graphs and data tables they printed from the Probeware software students will calculate the slope of the lines created by the data sets and complete their “Cricket Respiration” activity sheets. Students will then analyze the data they have organized on their activity sheets. Students will also answer the questions provided on their activity sheets at this time. (30 minutes)

Procedures for Teaching (cont.) Elaborate: Using the analyzed data in lab groups, students will compare the effects of environmental temperature on cold and warm blooded animals.  Students should observe and discuss that cold blooded animals are directly affected by environmental temperature as they are unable to regulate their body temperature.  Class, as a whole, will discuss findings from the experiment and the differences between cold and warm blooded organisms. (15 minutes)

Procedures for Teaching (cont.) Evaluate: The teacher will evaluate the students based on their completion of the “Cricket Respiration” activity sheet (graded separately), and participation during the lab experiment and whole-class discussion using the following rubric.   1 2 3 4 Score Safety Did not follow safety guidelines Followed some safety guidelines Followed most safety guidelines Followed all safety guidelines correctly Lab Participation Did not participate in lab experiment Participated minimally in lab experiment Participated in few parts of lab experiment Participated fully in lab experiment Discussion Did not participate in group or whole-class discussion Participated minimally in group and whole-class discussions Participated some in group and whole-class discussions Full participation and engagement in group and whole-class discussions “Cricket Respiration” Activity Sheet ---

Questions??