1. The Good, the Bad, and the Ugly

2.  Score from your pre-lab quiz counts in lab report score  Read your lab in advance and come in familiar with purpose, background, variables and procedures!

3.  Should be concise and explain the purpose of the experiment  Use “The Effect of ____ on _____” format

4. A. Pea Respiration Lab B. Cellular Respiration Lab C. AP Lab 6 D. The Effect of Temperature and Germination or Non-Germination on Cell Respiration

5.  …back to this later…  Will typically be the last thing you write for your report

6.  Provide known, PERTINANT information about the experiment, should include information about variables (even if not stated directly)  Helps reader understand the experiment that you have conducted. Important terms should be defined in the section

7.  Beans contain a carbohydrate known as oligosaccharides and when broken down in the intestines, it produces gas. Enzymes work under normal conditions but can denature when PH levels fluctuate. The independent variable in this lab was the PH level of the liquids added to the Beano and bean solutions. The dependent variable was the enzyme activity if there was any at all. A test tube with no solution is kept as the constant and it helps determine if the Beano was working properly.

8. For the body to perform its daily functions and to continue to run, it requires energy. The preferred energy choice, in this case, is glucose. The body is able to convert the complex molecule into ATP (adenosine triphosphate), the common carrier of chemical energy in the cell. In order for the conversion to occur, the body cells will split glucose molecules to transfer the energy to ATP through cellular respiration. Cellular respiration occurs in two basic stages: glycolysis and aerobic respiration. During glycolysis, a small amount of ATP is produced when the glucose is broken down into pyruvate. The pyruvate then passes through aerobic respiration, producing a large amount of ATP, or anaerobic fermentation, producing a significantly smaller amount of ATP. When oxygen is present, the ATP will be produced and excess hydrogen will bind to make water molecules. If oxygen is not present, either lactate of ethanol and carbon dioxide are produced. The overall equation for the breakdown of glucose is as follows: Glucose+ Oxygen → Carbon Dioxide + Water+ Energy (ATP). The complete oxidation of glucose by cellular respiration yields to a total of 36 ATP, allowing the cell to have more energy sources. The physical laws of gases are represented in the equation of PV= nRT. The components are as follows: pressure (P), volume (V), number of molecules (n), gas constant (R), and temperature (T). This general gas law has specific characteristics that it can be identified with. Given a constant temperature and pressure, the volume and pressure of the gas is directionally proportional to the number of molecules of gas present. Considering this, a constant number of gas molecules and volume inversely creates a pressure proportional to the volume. If the temperature is changed, while the gas molecules remain constant, the pressure and/or the volume will change in direct relation to the temperature. Gases also flow from high-pressure areas to those of low pressure. Experimenters chose to manipulate the waterbath’s temperature as the independent variable by using a hot and a room temperature waterbath. The peas’ amount of cellular respiration rates change in correspondence to this variable change, allowing these values to be the dependent variable. Throughout the experiment, there is a respirometer of only glass beads, considering they are beads they will not consume oxygen, allowing for the experimenter to have a control to compare the respiring peas. The temperature of the waterbaths also always remained constant to avoid any data malfunctions or inconsistencies. All respirometers also had the same volume of peas; nongerminating peas had the help of glass beads to match the volume of the larger germinating peas.

9.  What is the specific purpose of the lab?  Question or statement

10. A. The purpose of this lab is to test how temperature effects the rate of cellular respiration in germinating and non- germinating peas. B. How does a change in temperature effect how fast cellular respiration occurs?

11.  If, then, reason format  TESTABLE

12. A. If pre-soaked and dry peas are exposed to higher temperatures, then they will experience a decrease in the rate of cellular respiration because increased temperatures denature the enzymes involved in cellular respiration and render them non-functional. B. If dry peas and wet peas are in a hot water bath, they will not have cellular respiration.

13.  Materials – 1 point  Should include EVERYTHING you used and amounts  Procedures – 4 points  Okay to cite lab handout if that procedure was followed  Should be clear, concise, and reproducible if it is a student designed experiment  Statistical tests – 1 point (MOST FORGOTTEN PART!)  Ex:  Average = (sum of all data points)/(number of data points)  Difference = (Initial reading at time 0) – (reading at time X)  Corrected difference = (Initial pea reading at time – pea seed reading at time X) – (initial bead reading at time 0 – bead reading at time X)

14. A: B: 20 Germinating peas 20 dry peas 225 Glass beads (approx.) 6mL Potassium Hydroxide, 15% 2 Aluminum trays 2 Water baths 6 Respirometers (glass vials, graduate pipets, one-hole rubber stoppers, washers) 6 Absorbent cotton balls Non-absorbent cotton balls 1 Graduate cylinder, 100mL 1 Thermometer 1 Pipet 1 Glass marking pen 1 Stopwatch 1 roll of masking tape 1 jar of Vaseline Food coloring Paper Towels 1 Roll of tin foil 1 hot plate 3 250mL beakers Goggles Peas (wet and dry) Beads Potassium hydroxide Water Thermometer Graduated cylinder Pen Watch Trays 6 respirometers Cotton Tape Beakers

15. Data table(s) – 6 points  Don’t forget a title (should mimic lab title format)  Include all units and labels

16. Germinating PeasNongerminating PeasGlass Beads Vials Time (min) Reading (ml) Diff. Corr. Diff. Readin g (ml) Diff. Corr. Diff. Reading (ml) Diff. Vials 1-3 1500.34---- 0.15---- 0.15---- 1550.23-0.110.080.01-0.140.110.12-0.03 15100.24-0.100.020.01-0.140.060.07-0.08 15 0.24-0.100.0 -0.150.05 -0.10 15200.23-0.110.010.0-0.150.05 -0.10 15250.23-0.110.040.0-0.150.05 -0.15 15300.23-0.110.040.0-0.150.050.0-0.15 Vials 4-6 3500.73---- 0.70---- 0.80---- 3250.920.190.390.850.150.351.0-0.20 32101.00.270.470.950.250.451.0-0.20 32151.00.27 1.00.30.80.0 32201.00.270.471.00.300.501.0-0.20 32251.00.270.471.00.300.501.0-0.20 32301.00.270.471.00.300.501.0-0.20 Table 1: The Effect of Temperature Change on Germinating and Non-germinating Peas’ Oxygen Consumption

17. TypeMonday TuesdayWednesdayThursdayFriday Control82.39Mass64.4657.3258.6062.23 Cum∆(g)17.73g25.0723.79g20.16g % Change (cum) -21.8%-30.4%-28.9%-24.5% Light87.3gMass63.9951.7234.8624.44 Cum∆(g)23.3135.5852.4463.16 % Change (cum) -26.7%-40.8%-60.1%-72.3% High Humidity87.9Mass57.4355.5574.35105.23 Cum∆(g)30.4732.3513.55-17.33 % Change (cum) -34.7%-36.8%-15.4%19.7% Fan87.7Mass59.0956.75g73.8868.44 Cum∆(g)28.6731.0113.8819.32 % Change (cum) -32.7%-35.3%-15.8%-22% Dark94.07Mass60.9457.3672.2394.88 Cum∆(g)33.1336.7121.84-0.81 % Change (cum) -35.2%39%-23.2%0.9% Gravity76.7Mass62.5360.558.8558.33 Cum∆(g)14.1716.217.8518.37 % Change (cum) Transpiration Data

18.  Graph(s) – 6 points  Almost ALWAYS line graphs  Don’t forget a title (should mimic lab title format)  Include all units and labels, keyed when appropriate  Watch how it is formatted - IV on x-axis, DV on y-axis

21.  Conclusion – 4 points  Results summarized and compared to hypothesis  No interpretation here, just data and comparison to hypothesis  REFERENCE SPECIFIC DATA!!!!!  This is a most missed point

22.  The data that was collected confirmed the hypothesis by showing the greatest overall percent change in the mass of the plant belonging to the plant whose variable tested was light. The plant kept in the light saw a percent change of -72.3% the drop in weight was a lot steeper compared to other plants with different variables. The plant with the second highest percent change was the plant that was the control. At the end of Friday the percent change in mass was -24.5%. The plant that saw the smallest drop in mass was the plant with the independent variable of darkness.

23.  The hypothesis was confirmed; the plant that experienced the greatest amount of water loss. The plant that had the least water loss was the plant in the high humidity environment. This means that there is a relationship between transpiration and the environment.

24.  Errors – 2 points  Include how these impacted results!  Suggestions for improvement – 2 points  Should reference the errors you named!

25.  During the experiment the dye that was used to allow students to visually observe the flow of water into the respirometer had instead dissipated out, causing accurate readings to become more difficult. A student had lifted the vial and respirometer from the bath to fix the problem by re-inserting dye, however this only caused the readings to change due to the presence of oxygen into the resiprometer, again generating miscalculated readings. Prior to submerging the vials and the resiprometer in the water bath, students should make sure that a sufficient amount of dye is inserted into the tip of the respirometer. In the case of excessive dissipation of the dye, there will still be an adequate supply that will remain in the respirometer to ensure accurate and visible readings of the flow of water into the respirometer.

26.  It is entirely possible for some of the KOH to have gotten on the sides of the vials or that the milliliters of water were not exactly 50ml when measured. This can be fixed by absolute concentration on the experiment and its procedure.

27.  Interpretation of results – 5 points  This is where you discuss the meaning of your data!  This is the most thought provoking part… this is where I will see that you really “get” it

28.  Oxygen consumption in the respirometers with germinating peas was greater than that in respirometers with non-germinating peas. Respiration rate was also affected by temperature. Respiration occurred at a faster rate in the respirometers in the warm water bath.

29.  In this experiment the vial with germinating peas had the greatest consumption of oxygen. This is because germinating peas carried out a more rapid process of cellular respiration than the non-germinating peas. This is due to their need for energy to continue growing. The beads served as a control and carried out no cellular respiration, confirming that cellular respiration is a process only performed by living organisms. The non-germinating peas require less energy than the germinating peas so the dry peas carry out a slower process of cellular respiration. This in turn caused less oxygen to be consumed in the vials with non-germinating peas than the vials with germinating peas. The higher temperature an increase in kinetic energy of the molecules involved in cellular respiration. This resulted in a higher rate of cellular respiration which in turn caused a greater consumption of oxygen.

30.  Various points  Determined by instructor  Question and answer included in lab!

31. A. 1. According to your graph, what happens to the rate of oxygen consumed by germinating peas over time? What does this indicate to you? The germinating peas consume more and more oxygen over time meaning that they are able to go through more cellular respiration than the non- germinating peas. B. 1. The structures utilized during this process are the xylem, stomata, and the roots of the plant.

32.  Minimum of 2 sources should be cited  Can include the lab handout itself, websites used, textbook, etc.  In text citations should be included where appropriate (usually in background info)  Use proper MLA or APA format!!!!

33. A. “Cellular Respiration Lab Activity”. Ward’s. Handout. N.d. Print. B. AP Lab Sheet C. "Understanding What Factors Affect Plant Transpiration." Bright Hub. The Encyclopedia of Earth, 7 Feb. 2010. Web. 22 Sept. 2014.

34.  Proper spelling, grammar, etc.  PASSIVE VOICE (third person)!!!!!!  Past tense

35. A. An error during the experiment was that the timer was not checked at precise intervals. To avoid this error in future experiments, experimenters need to pay close attention to the time and record data at the correct intervals. B. I think that one error in the experiment was because we forgot to check the timer at precise intervals. In future experiments, I would make sure that I checked the timer when I was supposed to.

36.  A BRIEF summary of the purpose, methods, and results of your experiment  Reader would see what they are about to read in your report  3 sentences: purpose, methods, results  100 words or less

37.  Students will demonstrate and observe the effects temperature and germination has on a pea’s cellular respiration. Respirometers with either germinating, non-germinating or water beads are placed into either a hot or room temperature waterbath and are observed to see cellular respiration rates. The germinated peas in the warm waterbath consumed the most oxygen.

38.  In this lab, students will apply their background knowledge of cellular respiration and its several components: glycolsis, pyruvate oxidation, oxidative phosphorylation, substrate-level phosphorylation, the citric acid cycle (Krebs Cycle), the electron transport system, and physical gas laws related to the understanding of a respirometer. Students will investigate the effect of temperature and germination or non-germination on cell respiration, and the relationship between dependent and independent variables. The lab will mandate that students place vials containing germinating peas, non-germinating peas, and glass beads with a respirometer in a heated and room temperature water bath to demonstrate the relationship of gas laws to the function of a respirometer as well as to calculate the rate of cell respiration using the derived data from the experiment. Students will determine that temperature does directly correspond to the rate of cellular respiration since higher temperatures yield increases in enzyme and metabolic activity of an organism, therefore increasing the rate of cellular respiration.