Cellular and Whole-Animal Respiration GK-12 Workshop II Ashley Vorhees and Sarah Park Cesar E. Chavez High School

Cricket Respiration Lab Water level Pipette Students will measure oxygen consumption in crickets at different temperatures using simple respirometers.

Why teach this?  Integrates into cell bio curriculum

Why teach this?  Integrates into cell bio curriculum  Cell curriculum can be abstract and difficult to relate to

Why teach this?  Integrates into cell bio curriculum  Cell curriculum can be abstract and difficult to relate to  Students learn about cell functions in the context of whole-animal function

Why teach this?

Overview of Module I. Pre-Lab Lecture Notes  Cellular respiration II. Pre-Lab Worksheet  Effects of temperature on metabolism III. Lab Experiment  Measuring oxygen consumption in crickets IV. Follow-up Questions  Reinforce understanding of lab V. Extension Activity  Extrapolating human MR from cricket MR

I. Pre-Lab Notes

II. Pre-Lab Activity

III. Cricket Respiration Lab KOH O2O2 O2O2 O2O2 O2O2 O2O2 Water level Pipette As cricket consumes O 2, pressure inside chamber decreases

III. Cricket Respiration Lab KOH O2O2 O2O2 O2O2 O2O2 Water level Pipette CO 2 As cricket consumes O 2, pressure inside chamber decreases

III. Cricket Respiration Lab KOH O2O2 O2O2 O2O2 Water level Pipette CO 2 As cricket consumes O 2, pressure inside chamber decreases

III. Cricket Respiration Lab KOH O2O2 O2O2 Water level Pipette CO 2 As cricket consumes O 2, pressure inside chamber decreases

III. Cricket Respiration Lab KOH O2O2 Water level Pipette CO 2 As cricket consumes O 2, pressure inside chamber decreases

III. Cricket Respiration Lab KOH O2O2 Water level Pipette CO 2 Amount of water that enters pipette is directly proportional to amount of O 2 consumed by the cricket Measure volume difference and divide by minutes MR = mL O 2 per minute

IV. Data Collection

 Graph the results  Should show linear increase in metabolic rate with temperature

V. Extension Activity

California Content Standards (7-8 th ) Grade LevelSubjectStandards Addressed 7 th Grade Life Science Cell Biology 1.a. Students know cells function similarly in all living organisms. 1.d. Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. Structure and Function in Living Systems 5.a. Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. 5b. Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system. Investigation & Experimentation 7.a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. 7.c. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.

California Content Standards (9-12 th ) Grade LevelSubjectStandards Addressed High School Biology Cell Biology 1.b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings. 1.g. Students know the role of the mitochondria in making stored chemical- bond energy available to cells by completing the breakdown of glucose to carbon dioxide. 1.i. Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. Physiology 9.a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. Investigation & Experimentation 1.a. Select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data. 1.c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. 1.d. Formulate explanations by using logic and evidence. 1.j. Recognize the issues of statistical variability and the need for controlled tests. 1.l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science.

Prior Knowledge

Materials Timeline  Live crickets (large)  Small vials  Rubber stoppers  Graduated pipettes (≤2mL)  Cotton balls  15% KOH solution  Water baths  Thermometers  Ice DayActivity 1 Pre-Lab Lecture Pre-lab Worksheet 2 Cricket Respiration Lab* Comprehension Questions 3 Graph data and discuss results Extension Activity *Needs to be completed in 1 day

Assessment  Fill-in Notes  Pre-Lab Worksheet  Data Table  Comprehension Questions  Extension Activity

Today…  Work in your RS/CT pairs  11:00-11:45 Set up and perform the cricket respiration experiment (Stations 1-4)  11:45-12:00 Walk-through of Extension Activity

Extension Activity  Purpose  Help students see connection between module content and their own physiology  How  Estimate human metabolic rate based on cricket metabolic rate  Reinforces concepts:  Your cells use same cellular processes to make ATP as a cricket  Body size (# of cells) determines how quickly you use energy

What factors determine metabolic rate? 1. Temperature 2. Phylogeny 3. Body Mass Metabolic rate scales with body mass according to: MR = aM 0.75 MR – metabolic rate M – body mass a – constant that depends on the animal in question

Scaling of metabolic rate Mass = 10 gMass = 20 g MR = 10 mL O2/minMR = 16.8 L O2/min MR = aM 0.75

How can we use this equation?

, TemperatureBody Mass

Thank you!