Photosynthesis & Chemosynthesis Cellular Respiration & Fermentation A bank of inquiry based activities and labs Coastlines 2008

6 6 6 CO 2 o C H O 3 H S 3 H O H SO 2 light energy 2 4 6 12 6 Carbon dioxide Oxygen C H O 3 H S 6 12 6 2 Hydrogen Sulfide Glucose 3 H O H SO light energy 2 2 4 Water Sulfuric Acid

Photosynthesis: Photosynthesis: Chemosynthesis: Chemosynthesis: Directions: Color each letter or number in each box. Each “6” will be the color of your choice-but every “6” will be that same color. Each element of “C” will be a color of your choice-but every C needs to be that same color. Each “O” will be a color of your choice-but every “O” needs to be that same color. (Understand the trend yet?) Then, cut out each item as a box. This means you DO NOT cut out each letter or number, but simply cut the box out. Once all the pieces are cut out arrange the boxes for the equation of photosynthesis. Make sure the equation is balanced, then write the equation in the box below. Once you have written the equation for photosynthesis, re-arrange the boxes to write the equation for chemosynthesis. Once your group is in agreement, you need to write the balanced equation for chemosynthesis in the space provided. How are photosynthesis & chemosynthesis different? How are they similar? Directions: Color each letter or number in each box. Each “6” will be the color of your choice-but every “6” will be that same color. Each element of “C” will be a color of your choice-but every C needs to be that same color. Each “O” will be a color of your choice-but every “O” needs to be that same color. (Understand the trend yet?) Then, cut out each item as a box. This means you DO NOT cut out each letter or number, but simply cut the box out. Once all the pieces are cut out arrange the boxes for the equation of photosynthesis. Make sure the equation is balanced, then write the equation in the box below. Once you have written the equation for photosynthesis, re-arrange the boxes to write the equation for chemosynthesis. Once your group is in agreement, you need to write the balanced equation for chemosynthesis in the space provided. How are photosynthesis & chemosynthesis different? How are they similar? Photosynthesis: Photosynthesis: Chemosynthesis: Chemosynthesis:

Bag-A-Plant Adapted from GA DOE Biology Frameworks Day One Place a small ziploc bag over a section of leaves on a plant. What do you think will happen and why? Day Two Locate your baggie and record what you see BEFORE you take the bag off. What is inside the baggie? Why do you think that? Was your prediction correct? What type of biochemical pathway occurred? Why?

Photosynthesis Demonstration Adapted from GA DOE Biology Frameworks Demo One Fill three small test tubes with phenol red. Explain to the students that phenol red turns yellow in the presence of an acid. If I exhale through this straw that is in the water and phenol red, what do you think will happen? Once the phenol red turns yellow: Why did the indicator turn yellow? The point: The students should make the connection that carbon dioxide is an acid. Then, put an Elodea plant in a test tube that you just had the straw in and with phenol red and ask the students to predict what color change if any will be seen. For the third test tube, add salt (record the amount) to the water before putting the Elodea into the tube. Refer back to manipulative activity for the photosynthesis while the students are waiting for the color change. Have students record details of the demo in journal for a possible lab report.

Plankton Microscope Lab Adapted from GA DOE frameworks Demo or Lab Have the class collect samples from the pond or creek out back (if you don’t have a pond bring some water in before hand) Let the sediment settle in each jar while you review and write on the board some organisms that do photosynthesis and chemosynthesis. Once the water has settled ask students questions like: Is the water darker or lighter and the bottom? What causes the difference in color? Each student could then view a sample under the microscope. It would be helpful to have a fixed sample and a power point slide on the wall showing the difference types of organisms that are likely to be found. I would ask them to use the digital microscopes so we could record movement and take pictures. Then you could compare this stream organisms to organisms that live in a marine environment with pictures on the power point slide. Ask questions like: What is the difference between a stream and an estuary? What is the difference between an estuary and the ocean? What differences would organisms in a marine environment have from organisms in a freshwater environment? Follow up activity: Have the students research organisms that would be found in a river, an estuary, and an ocean. Give students parameters that the research must be done in the context of Georgia. For each organism, the students should include location to be likely found within the ecosystem (for example, at the bottom of the ocean), and how that organisms obtain material for energy.

Photosynthesis vs. Chemosynthesis Why is photosynthesis important to all organisms? Why are there some organisms who can make sugars without sunlight? How can you prove that an organism is photosynthesizing or chemosynthesizing. Be specific.

Cellular Respiration & Fermentation

6 6 6 CO 2 o 2 Carbon dioxide Oxygen C H O 6 12 6 Glucose H O ATP 2 Water C H OH C H O 2 15 3 6 3 Ethanol Lactic Acid

Cellular respiration: Directions: Color each letter or number in each box. Each “6” will be the same color of your choice-but every 6 will be that same color. Each element of C will be a color of your choice-but every C needs to be that same color. Each O will be a color of your choice-but every O needs to be that same color. (Understand the trend yet?) Then cut out each item as a box. This means you DO NOT cut out each letter or number, but simply cut the box out. Once all the pieces are cut out arrange the boxes for the equation of cellular respiration. Make sure the equation is balanced, then write the equation in the box below. Once you have written the equation for cellular respiration, rearrange the boxes to write the equation for fermentation. Once your group is in agreement you need to write the balanced equation for fermentation in the space provided. Answer the following questions on a piece of notebook paper: 1) How are cellular respiration & fermentation similar? How are they different? 2) What are the differences between lactic acid fermentation and alcoholic fermentation? Directions: Color each letter or number in each box. Each “6” will be the same color of your choice-but every 6 will be that same color. Each element of C will be a color of your choice-but every C needs to be that same color. Each O will be a color of your choice-but every O needs to be that same color. (Understand the trend yet?) Then cut out each item as a box. This means you DO NOT cut out each letter or number, but simply cut the box out. Once all the pieces are cut out arrange the boxes for the equation of cellular respiration. Make sure the equation is balanced, then write the equation in the box below. Once you have written the equation for cellular respiration, rearrange the boxes to write the equation for fermentation. Once your group is in agreement you need to write the balanced equation for fermentation in the space provided. Answer the following questions on a piece of notebook paper: 1) How are cellular respiration & fermentation similar? How are they different? 2) What are the differences between lactic acid fermentation and alcoholic fermentation? Cellular respiration: Cellular respiration: Cellular respiration: Fermentation: Fermentation:

Cellular Respiration Demo One (repeat) Fill a small test tube with phenol red. Explain to the students that phenol red turns yellow in the presence of an acid. If I exhale through this straw that is in the water and phenol red, what do you think will happen? Why? Once the phenol red turns yellow ask: Why did the indicator turn yellow? The point: The students should make the connection that carbon dioxide is an acid. Demo or Lab As a class, make dough using yeast (find a recipe that is suitable for you). Discuss first which kingdom yeast are classified in. Ask students what type of cell a yeast is? Then ask: What type of cell are we? What will happen to the dough overnight? What process is occurring? How do you know that to be true? The students should make the connection that yeast are eukaryotic and cellular respiration is occurring due to the presence of oxygen and carbon dioxide bubbles are produced in the dough. Depending on your situation you can bake the pizza there or send students home with dough and directions for pizza.

Cellular Respiration vs. Fermentation Mini-lab: Make groups according to your class size and dynamics. I let the students measure out the amounts in their labs, with just a few cautions like don’t dump 2 lbs of sugar in the flask, etc. The yeast should be activated according to the directions on the package. Put yeast in warm water and sugar and seal with a stopper that has a hose attached. Submerge the hose in another beaker with distilled water and an indicator in it (phenol red for example). Have another group just do warm water and cover it. Maybe several groups would like to do the sugar, the amount just needs to be varied when they weigh it out on the balance. The students should record the time it takes to see the first bubble, as well as the temperature of the water at the beginning of the experiment. The students should be able to count the air bubbles and identify the color change. Then ask the question if yeast are the only organism that can ferment. This is a natural way to talk about beer production or yogurt production. Refer to someone being sore after vigorous exercise. Ask questions: What type of chemical do animals make in their muscles during exercise? Have the students repeat the manipulative exercise for an assessment.

Biochemical Metabolic Pathways Chemosynthesis Cellular Respiration Photosynthesis Fermentation