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Biology
Chapter 8 – pgs
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8-1 Energy and Life
Photo Credit: ©Stone
Pgs:
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Do Now: 1. What did you have for lunch and dinner Yesterday? 2. Why did you eat those meals?
TEACHER NOTE:
Do Now- I use this to trace back the energy source to the sun. For example- Ham sandwich: ham is a pig which gets its energy from grass which gets its energy from the sun. Cheese comes from a cow which requires energy to produce the milk therefore it gets its energy from the grass which gets its energy from the sun. Hopefully the students answer that they eat those meals for energy and that is when I talk about this is really a unit about energy. You could review the idea about how energy is not created or destroyed which I think is discussed in 9th grade exploring science.
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4. Autotrophs and Heterotrophs
Living things need energy to survive.
This energy comes from food. The energy in most food comes from the sun.
Where do plants get the energy they need to produce food?
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5. Autotrophs and Heterotrophs
Plants get energy from the sun to produce their own food. Where is the food produced? ___________ What is the “food” produced by the plant? _________________
Teacher Note: This is where I review prior content from both cell structure and biochemistry.
Have students answer and fill in chloroplast for the question.
Have students answer glucose. You can help the students by trying to have them remember that cellulose is “plant starch”. Since starch is a large polymer the students should remember that glucose is the monomer for larger molecule.
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6. Autotrophs and Heterotrophs
Organism that produce their own food are called: Producers or Autotrophs Auto means “self” (ex: autopilot) Troph means “feeder” autotroph = self feeder Producers can produce their own food! Producers and autotroph are the same.
Teacher Notes: get students to understand that producers PRODUCE their own food and we can also call producers, autotrophs.
This could also be a fill in slide with the terms “self” and “feeder” as well as the last sentence with “producer” and “autotroph” to help the students make the connection.
STUDENTS SHOULD GIVE AN EXAMPLE OF AN AUTOTROPH
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7. Autotrophs and Heterotrophs
Are you a producer? WHY?
Allow students to answer. Sometimes students think because they can “make” a plate of spaghetti that they technically “make” their own food. Go back to the chloroplast and glucose as the key to being classified as a producer.
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8. Autotrophs and Heterotrophs
Organisms that need to consume their food are called: Consumers or Heterotrophs Hetero means “other” Troph means “feeder” Heterotroph = other feeder (needs “other” sources of food since it can NOT self feed)
Teacher Note: If this slide is too text heavy, it can be split over two slides.
ASK STUDENTS IF MUSHROOMS WOULD BE A AUTOTROPH OR HETEROTROPH?
STUDENTS SHOULD GIVE AN EXAMPLE OF A HETEROTROPH (OTHER THAN THEMSELVES)
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9. Autotrophs and Heterotrophs
Organisms that need to consume their food are called: Consumers or Heterotrophs Consumers need to consume their own food. Consumers and Heterotrophs are the same!!
Teacher Note: If this slide is too text heavy, it can be split over two slides.
ASK STUDENTS IF MUSHROOMS WOULD BE A AUTOTROPH OR HETEROTROPH?
STUDENTS SHOULD GIVE AN EXAMPLE OF A HETEROTROPH (OTHER THAN THEMSELVES)
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10. Autotrophs and Heterotrophs
Plants and some other types of organisms are able to use light energy from the sun to produce food.
What process is this called?
_________________________________
Teacher Notes: Students should know this….have them answer and fill in the term “photosynthesis”
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8-1
Organisms that make their own food are called
autotrophs.
heterotrophs.
decomposers.
consumers.
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8-1
Most autotrophs obtain their energy from
chemicals in the environment.
sunlight.
carbon dioxide in the air.
other producers.
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13. 8-2 Photosynthesis: An Overview
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8-BIG IDEA!!!
The key cellular process for producing energy from the sun is photosynthesis.
Photosynthesis is the process in which green plants use the energy of sunlight to convert water and carbon dioxide into high-energy carbohydrates and oxygen.
Teacher Note: What is the picture showing? Plants HARNESS the suns energy!!
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15. The Photosynthesis Equation
What is the overall equation for photosynthesis?
Teacher Note: Review chemical equations- ask students what they think the reactants and the products of this process are. Share out and write on the board.
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16. The Photosynthesis Equation
The equation for photosynthesis is:
6CO2 + 6H2O C6H12O6 + 6O2
carbon dioxide + water sugar (glucose) + oxygen
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17. The Photosynthesis Equation
Photosynthesis uses the energy of sunlight to convert water and carbon dioxide into high-energy sugars and oxygen.
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8-2
The raw materials (reactants) required for plants to carry out photosynthesis are
A. carbon dioxide and oxygen.
B. oxygen and sugars.
C. carbon dioxide and water.
D. oxygen and water.
See if students mention “Light energy” as a requirement.
I need to check the pre/post test to see if “light” is listed as a reactant or requirement.
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8-2
The products of the photosynthetic reactions are:
A. carbon dioxide and oxygen.
B. oxygen and sugars.
C. carbon dioxide and water.
D. oxygen and water.
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20. 8-3 The Reactions of Photosynthesis
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Inside a Chloroplast
In plants, photosynthesis takes place inside chloroplasts.
Inside a Chloroplast
Plant
Chloroplast
Plant cells
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22. Light- dependent reactions
Inside a Chloroplast
H2O
CO2
Light
NADP+
ADP + P
Light- dependent reactions
Calvin Cycle
Calvin cycle
Teacher Note:
You can mention that there are two different reactions that happen during photosynthesis and that each produces the different products.
The light reaction NEEDS the light and the Calvin Cycle does not but it does need the other products to work. Therefore light energy is essential.
Chloroplast O2
Sugars
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23. Factors Affecting Photosynthesis
Amount of Water
Light Intensity
Temperature
How could we measure the rate of photosynthesis in a laboratory?
Teacher Notes:
Water: Discuss that water is a reactant for photosynthesis- discuss how plants have adapted to various water amount in different environments to ensure that water is conserved to ensure that photosynthesis is happening.
Light Intensity: Light is also required for photosynthesis to take place. The more light available the more the plant can harness to full photosynthesis
Temperature: Ask students to think about why temperature is listed since it is not one of the requirements for photosynthesis. Try to get them to think about enzymes without saying enzymes. Enzymes are denatured at low temperatures.
Ask students what else could be on the list knowing what they now know about photosyntheis- CO2
Question- Can be measured by the products of the chemical reactions- glucose and oxygen levels.
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24. What is happening in this picture?
Teacher Note:
Have students identify that it is the effect of light intensity on the rate of photosynthesis.
Ask the students what the bubbles of gas consist of?
What would happen to the amounts of bubbles if the light source was moved farther away?
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What is happening here?
Teacher Notes:
Explain the lab setup and ask the students why the resulting leaf looks the way it does?- no glucose means no monomers for starch (cellulose)
Relate this back to the biochemistry unit as well as the use of indicators used in the dialysis tubing experiment.
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Actual leaves
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27. Don’t forget to thank a plant today!!!
Teacher Notes:
Ask students why we should thank a plant-
Provide food for us
Provide oxygen for us
Capture energy for us….give them an idea of what is to come next…..cellular respiration
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8-3
In plants, photosynthesis takes place inside the
thylakoids.
chloroplasts.
photosystems.
chlorophyll.
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8-3
Which of the following factors does NOT directly affect photosynthesis?
wind
water supply
temperature
light intensity
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