Cellular and Chemical Basis of Life Section Two: Matter in Living Systems Lesson 6: Matter Matters Lesson 7: What Does It Take? Lesson 8: What Goes Around Comes Around Lesson 9: You are What You Eat Lesson 10: You are What You Eat (Part Duex)

Cellular and Chemical Basis of Life Investigation 2 Lesson 6: Matter Matters

BIO SCAN: If you placed some seeds on a moist paper towel in an air tight container and sealed it, what do you think would happen to the total mass of the sealed container as the seeds sprouted and grew?

Essential Question(s): Does the mass of a closed system change if plants inside the system begin to grow?

You will be able to: Develop and execute a scientific investigation that will provide evidence toward answering a question.

Investigation Purpose: To determine the mass of a closed system before and after plant growth.

Investigation DESIGN OF EXPERIMENT A. Question: B. Hypothesis: C. Variables: D. Controls: E. Data to Be Collected: F. Data Table: G. Materials List: H. Numbered List of Steps:

Wrap-Up Discussion What materials were in the container from the very beginning? What materials are necessary for plant growth? Where did the plant get the material it needed to grow larger?

Exit Assessment There is no exit assessment for this lesson.

Cellular and Chemical Basis of Life Lesson 7: What Does It Take? Section 2 Lesson 7: What Does It Take?

BIO SCAN: How does a seed gain the mass necessary to develop into a sapling and then into a tree?

Essential Question: Where does additional mass within a plant come from as the plant grows?

You will be able to: Identify the reactants and products in a chemical equation. Recognize the role of carbon, hydrogen, and oxygen in the production of glucose molecules. Recognize the general role (introductory level) of enzymes in performing chemical reactions within living systems.

Investigation Purpose: To illustrate the material inventories involved in the overall photosynthesis and cellular respiration processes.

Johann Baptist van Helmont’s Experiment Drawing From: http://www.lmpc.edu.au/resources/science/livingthings/lesson7.htm

AEROBIC CELLULAR RESPIRATION Investigation PHOTOSYNTHESIS (WITH THE ADDITION OF LIGHT ENERGY) AEROBIC CELLULAR RESPIRATION

Wrap-Up Discussion What was necessary for the atoms to come apart and reorganize? Did this reorganization happen spontaneously? What can be said about the number of atoms in the beginning of the reaction and the atoms at the end of the reaction?

This is not the last that you will hear about these Proteins!!! Notes: Enzymes: proteins that help drive chemical reactions in living things. This is not the last that you will hear about these Proteins!!!

Glucose is written as C6H12O6 Exit Assessment If the following ingredients were provided for a plant to perform photosynthesis, how many carbon, oxygen and hydrogen atoms would be available for the production of glucose? 36 CO2 and 36 H2O Glucose is written as C6H12O6 How many carbon, hydrogen and oxygen atoms are needed to build one glucose molecule? How many glucose molecules can be built from the carbon dioxide and water provided for this plant?

Cellular and Chemical Basis of Life Section 2 Lesson 8: What Goes Around Comes Around

BIO SCAN: This is a picture of a closed ecosystem containing some plant material and small shrimp. There are no air holes or air pumps and there is no water exchange. This system is COMPLETELY closed to the movement of matter (in OR out). How do the living organisms in this ecosystem survive if there is no air, food or clean water added to the system? Picture from: www.giftsunusual.biz/html/eco-spheres.html

Essential Question: How are photosynthesis and cellular respiration involved in the cycling of matter and energy in ecosystems?

You will be able to: Conduct a scientific investigation to test a specific hypothesis. Collect accurate data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, graphs and other organizers. Construct logical scientific explanations based on evidence. Describe the complementary relationship between photosynthesis and cellular respiration.

Investigation Purpose: To investigate the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.

Investigation What happens to CO2 levels in the presence of leaves only? What happens to CO2 levels in the presence of mealworms only? What happens to CO2 levels in the presence of both mealworms AND leaves?

Wrap-Up Discussion Photosynthesis: Driven by sunlight energy Water + Carbon Dioxide  Glucose + Oxygen H2O + CO2  C6H12O6 + O2 H=2 O=1 C=1 O=2 C=6 H=12 O=6 O=2 Reactants (ingredients)  Products How many of each atom are on either side of this reaction?

Wrap-Up Discussion (notes) Cellular Respiration: Glucose + Oxygen  Water + Carbon Dioxide (energy release) C6H12O6 + O2  H2O + CO2 C=6 H=12 O=6 O=2 C=1 O=2 H=2 O=1 Reactants (ingredients)  Products How many of each atom are on either side of this reaction?

Exit Assessment A philodendron (green plant) was placed in a sealed container along with a probe measuring carbon dioxide levels. The container was placed in the dark. The following readings were collected. Interpret the data and give a possible reason for the results. (Data collection courtesy of Edward McGrath: Red Clay Consolidated School District)

Cellular and Chemical Basis of Life Section 2 Lesson 9: You Are What You Eat

BIO SCAN: When a person is trying to build muscle for sports or “looks” they are often told to adjust their diet to eat more protein. How does eating more protein products affect muscle development?

Essential Question: Does corn have the same type of molecules and atoms as cow’s milk?

You will be able to: Conduct a scientific investigation to test a specific hypothesis. Collect accurate data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, graphs and other organizers. Construct logical scientific explanations based on evidence. Describe the relationship between the food cow’s eat and the products they make.

Investigation Purpose: To determine the constituent parts of soybeans and cow’s milk.

Investigation

Investigation

Wrap-Up Discussion Were the same organic molecules found in both the corn and the milk? Explain. When a cow eats a plant, does the cow use the plant proteins as they are, or are the plant proteins changed? Explain your answer. Where do your cells get the carbohydrates, lipids, and proteins that they need?

Exit Assessment There is no exit assessment for this lesson.

Cellular and Chemical Basis of Life Section 2 Lesson 10: You Are What You Eat (Part Duex)

BIO SCAN: 6 CO2 + 6 H2O Light Energy Input C6H12O6 + 6 O2 Look at the following equation and use it to answer the following questions. 6 CO2 + 6 H2O Light Energy Input C6H12O6 + 6 O2 C6H12O6 is the chemical formula for glucose. It means that there are 6 carbon atoms, 12 hydrogen atoms and 6 oxygen atoms in the glucose molecule. Where did the plant get the carbon, hydrogen and oxygen it needed to build the glucose molecule?

Essential Question: How do the macromolecules found in plants get into a cow’s milk?

You will be able to: Recognize that enzymes play a key role in biological reactions. Recognize that nutrients are both a source of energy AND a source of material for growth and development.

Investigation Purpose: To model the processes that break apart and rebuild molecules in a biological system.

Investigation

Cow digests the plant protein Enzyme 1 Amino acids Enzyme 2

??? Biosynthesis of cow protein Biosynthesis of human protein Enzymes 3 and 4 ??? Biosynthesis of human protein

Wrap-Up Discussion (Enzymes) Biological catalysts (speed up reactions) Only work on specific substrates (reactants)

Exit Assessment