Student Exploration Sheet: Growing Plants



Name: ________________________Per.______________ Date: ______________Code__________

Biology Gizmo Exploration



Directions:

1. Browse the following Gizmos and perform the virtual experiments for each:

a. Cell Energy Cycle

b. Photosynthesis Lab

c. Plants and Snails

2. Answer the questions for each activity using complete sentences.

Student Exploration: Cell Energy Cycle

|Activity A: |Get the Gizmo ready: |[pic] |

| |If necessary, click Reset. | |

|Photosynthesis |Check that the PHOTOSYNTHESIS tab is selected. | |

Introduction: Photosynthesis occurs in the chloroplast, an organelle found in plant and algae cells. Within the chloroplast, a green pigment called chlorophyll converts the energy of light into a chemical form that the plant can use.

1. Predict: Of the molecules shown on the CHEMICALS pane, which do you think are reactants (ingredients) in photosynthesis? Which do you think are products?

Reactants: ___________________________ Products: ___________________________

2. Explore: Drag each molecule from the CHEMICALS pane to the chloroplast on the PHOTOSYNTHESIS pane. If a molecule is a reactant, it will stay in the chloroplast.

Which molecules are reactants in photosynthesis? _________________________________

3. Observe: Click Add light and look at the Output. What are the products of photosynthesis?

_________________________________________________________________________

4. Summarize: A chemical equation shows reactants on the left side of an arrow, and products on the right, like this: reactant + reactant ( product + product.

Based on your observations, what is the chemical equation for photosynthesis?

_________________________________________________________________________

Turn on Show formula of chemical equation to check. Were you correct? _____________

5. Challenge: A chemical equation is balanced when each side of the equation includes the same number of each type of atom.

A. Is the equation balanced as written? Why or why not? ________________________

___________________________________________________________________

B. Try to balance the photosynthesis equation below, and then check your work by clicking Balance.

___________________________________________________________________

|Activity B: |Get the Gizmo ready: |[pic] |

| |Click Reset. | |

|Cellular respiration |Select the RESPIRATION tab. | |

Introduction: Cellular respiration occurs in the cytoplasm of the cell and in mitochondria, organelles found in all complex cells. (Bacteria and other simple organisms do not contain mitochondria.) The Gizmo shows a green mitochondrion surrounded by blue cytoplasm.

1. Predict: Of the molecules shown on the CHEMICALS pane, which do you think are reactants (ingredients) in cellular respiration? Which do you think are products?

Reactants: ___________________________ Products: ___________________________

2. Explore: Drag each molecule from the CHEMICALS pane to the RESPIRATION pane.

Which molecules are reactants in cellular respiration? ______________________________

3. Observe: Click Next. What happens in the cytoplasm to the glucose? (“E” represents energy)

_________________________________________________________________________

This process is called glycolysis. The word Pyruvic is short for pyruvic acid, a product of glycolysis. Glycolysis produces energy, which is stored in the form of ATP (adenosine triphosphate) molecules. Two ATPs are produced per glucose molecule via glycolysis.

4. Observe: Click Next. What happens to the pyruvic acids? ___________________________

5. Observe: Click Next. What molecules are produced by aerobic respiration in the mitochondrion?

_________________________________________________________________________

Energy from the mitochondrion is also stored in the form of ATP.

6. Analyze: Cellular respiration involves two phases. Anaerobic respiration does not involve oxygen, while aerobic respiration does. Where does each phase take place?

Anaerobic respiration: _______________________________________________________

Aerobic respiration: _________________________________________________________

7. Summarize: Based on what you have seen, what is the overall chemical equation for cellular respiration? _______________________________________________________________

Turn on Show formula of chemical equation to check. Were you correct? _____________

8. Challenge: A chemical equation is balanced when each side of the equation includes the same number of each type of atom.

A. Is the equation balanced as written? Why or why not? ________________________

___________________________________________________________________

B. Try to balance the cellular respiration equation below, and then check your work by clicking Balance.

___________________________________________________________________

Assessment Questions (5):

1. Which of the following is the best description of the process shown in the image below?

[pic]

o [pic]A. Water and oxygen plus light produce carbon dioxide and glucose.

o [pic]B. Water, oxygen and carbon dioxide plus light produce glucose.

o [pic]C. Water and carbon dioxide plus light produce oxygen and glucose.

o [pic]D. Glucose and oxygen plus light produce carbon dioxide and water.

o

2. Which of the following is NOT a necessary input for the process of photosynthesis?

o [pic]A. CO2 (carbon dioxide)

o [pic]B. Sunlight

o [pic]C. H2O (water)

o [pic]D. O2 (oxygen)

3. Where within the cell does photosynthesis take place?

o [pic]A. the cytoplasm

o [pic]B. the chloroplasts

o [pic]C. the mitochondria

o [pic]D. the nucleus

4. Which item listed is NOT produced in the process of cellular respiration?

o [pic]A. CO2 (carbon dioxide)

o [pic]B. C6H12O6 (glucose)

o [pic]C. H2O (water)

o [pic]D. Energy in the form of ATP

5. Where within the cell does the process of respiration take place?

o [pic]A. inside of the mitochondria

o [pic]B. outside of the mitochondria

o [pic]C. both inside and outside of the mitochondria

o [pic]D. in the chloroplasts

Student Exploration: Photosynthesis Lab

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

• To survive, what gas do we need to breathe in? ___________________________________

• Where is this gas produced? __________________________________________________

Gizmo Warm-up

During photosynthesis, plants use the energy of light to produce glucose (C6H12O6) from carbon dioxide (CO2), and water (H2O). Glucose is a simple sugar that plants use for energy and as a building block for larger molecules.

A by-product of photosynthesis is oxygen. Plants use some of the oxygen they produce, but most of it is released. In the Photosynthesis Lab Gizmo™, you can monitor the rate of photosynthesis by measuring oxygen production.

1. Observe the left pane closely. What do you think the bubbles are? ____________________

|Activity A: |Get the Gizmo ready: |[pic] |

| |Be sure that the BAR CHART tab is selected. | |

|Light, CO2 level, Temperature |Turn on Show numerical values. | |

In this activity, you will measure the rate of photosynthesis at different light intensities.

2. Observe the aquatic plant. Set the Light intensity to 0%. Check that the Temperature slider is set to 30° C and the CO2 level is set to 500ppm.

3. Select the Table Tab. You will now use the table to record data on oxygen production at different intensities of light.

4. Click on the Record Data button to record this information in the table. Continue to record the oxygen production when the light intensity is 10%, 20%, 30%, and so on up to 100%. Be sure to click on the Record Data each time so all of the data is recorded in your table.

5. To view a graph of your data, select the GRAPH tab. Be sure that Intensity is selected from the option below the graph.

6. What happens to the rate of oxygen production as the light intensity increases?

______________________________________________________________

7. Does increasing light intensity always have the same effect on oxygen production? In other words, are there certain light intensity changes that have no effect at all? Describe what you see.

______________________________________________________________________

______________________________________________________________________

In this activity, you will measure the rate of photosynthesis at different CO2 levels.

1. Click on the BAR CHART tab. The CO2 level indicates the amount of dissolved CO2. Set the Light intensity slider to 90% and the Temperature to 30° C. Set the CO2 level slider to 0ppm. Observe the rate of oxygen production when there is no carbon dioxide.

2. Select the Table Tab. Clear the data. You will now use the table to record data on oxygen production at different levels of CO2.

3. Click on the Record Data button to record this information in the table. Continue to record the oxygen production when the CO2 level is 100ppm, 200ppm, 300ppm and so on up to 1000ppm. Be sure to click on the Record Data each time so all of the data is recorded in your table.

4. Select the GRAPH tab and select CO2 from the options below the graph. Compare the CO2 level graph to the light intensity graph.

5. What happens to the rate of oxygen production as the CO2 level increases?

____________________________________________________________

6. What happens when CO2 exceeds 300ppm?

______________________________________________________________

7. How is the CO2 level graph similar to the light intensity graph?

_______________________________________________________________

In this activity, you will measure the rate of photosynthesis at different temperatures.

1. Click on the BAR CHART tab. Set the Light intensity to 90% and the CO2 level to 100ppm. Set the Temperature to 0° C. Check the amount of the oxygen production when the water temperature is 0° C.

2. Select the Table Tab. Clear the data. You will now use the table to record data on oxygen production at different temperatures.

3. Click on the Record Data button to record this information in the table. Continue to record the oxygen production when the temperature is 5° C, 10° C, 15° C, and so on up to 50° C. Be sure to click on the Record Data each time so all of the data is recorded in your table.

4. Select the GRAPH tab and select Temp from the options below the graph.

5. What happens to the rate of oxygen production as temperature is increased?

______________________________________________________________________

6. What happens to the rate of oxygen production when the temperature exceeds 30° C.

______________________________________________________________________

7. How is this temperature graph different from the CO2 level and light intensity graphs?

______________________________________________________________________

Assessment Questions (3):

1. Which of the following can be used to measure the rate of photosynthesis?

o [pic]A. light intensity (%)

o [pic]B. oxygen production (mL/hr)

o [pic]C. temperature

o [pic]D. CO2 level

2. According to the graph below, what temperature will result in the highest rate of photosynthesis?

[pic]

o [pic]A. 5°C

o [pic]B. 40°C Next page for option C and D

o [pic]C. 30°C

o [pic]D. 25°C

3. Based on what you have observed in the Gizmo, which of the following chemical equations represents photosynthesis?

o [pic]A. Carbon dioxide plus water yields glucose (sugar) and oxygen.

o [pic]B. Oxygen plus carbon dioxide yields water and glucose.

o [pic]C. Glucose plus oxygen yields carbon dioxide and water.

o [pic]D. Water plus glucose yields oxygen and carbon dioxide.

Student Exploration: Plants and Snails

Gizmo Warm-up

In the Plants and Snails Gizmo™, each of the test tubes contains water and a small amount of bromthymol blue (BTB). BTB is a chemical indicator. An indicator changes color when the chemicals in the water change.

1. With the lights set to on, drag a snail into one test tube and a plant into another. Press Play ([pic]). After 24 hours, what is the color of each tube?

___________________________________________

___________________________________________

2. Select Show oxygen and CO2 values. Place the O2/CO2 probe in each tube. The probe will show you the levels of two gases, oxygen (O2) and carbon dioxide (CO2), in the tubes. We call these amounts the gas levels.

A. When the water turns blue, which gas is most common? ______________________

B. When the water turns yellow, which gas is most common? _____________________

C. What does it tell you when the water is green? ______________________________

___________________________________________________________________

|Activity A: |Get the Gizmo ready: |[pic] |

| | | |

|Gases in and gases out |Click Reset ([pic]). | |

| |Clear all of the test tubes. | |

| |Turn on Show oxygen and CO2 values. | |

1. Collect data: Use the Gizmo to learn what gases plants and animals take in and give off. Try it in both light and dark. Record your results below. If you do more than five experiments, write your extra results in your notebook or on separate sheets of paper. Do not put plant and snail in same test tube.

|What is in the tube |Lights: on/off |Results |

| | | |

| | | |

| | | |

| | | |

| | | |

2. Analyze: Study your data on gases given off by plants.

A. What gas do plants give off in the light? ___________________________________

B. How about in the dark? ________________________________________________

3. Analyze: Study your data on gases given off by animals.

A. What gas do animals give off in the light? __________________________________

B. How about in the dark? ________________________________________________

C. How do these results compare to your plant results? _________________________

___________________________________________________________________

4. Extend your thinking: What do you think would happen if plants and animals were put in the same test tube? Explain your thinking. Then test your prediction in the Gizmo.

_________________________________________________________________________

_________________________________________________________________________

|Activity B: |Get the Gizmo ready: |[pic] |

| | | |

|Interdependence |Click Reset. | |

| |Clear all of the test tubes. | |

| |Turn the light switch to on. | |

| |Check Show oxygen and CO2 values. | |

1. Observe: Put one sprig of Elodea and one snail in a test tube with the lights on. Click Play.

A. Does the color of the water in the tube change? _____________________________

B. What happens to the O2 and CO2 levels? __________________________________

___________________________________________________________________

2. Predict: Without using the Gizmo, predict what you think will happen to the gas levels in each case listed below. (Leave the Actual result column blank for now.)

|Tube |Prediction |Actual result |

|2 snails, 2 sprigs, | | |

|lights on | | |

|1 snail, 2 sprigs, | | |

|lights on | | |

|1 snail, 2 sprigs, | | |

|lights off | | |

3. Run Gizmo: Now run the Gizmo to test your predictions. Record your findings in the table.

4. Generalize: Describe how plants and animals each contribute to the survival of the other. (This type of cooperative relationship is called interdependence.)

_________________________________________________________________________

_________________________________________________________________________

|Activity C: |Get the Gizmo ready: |[pic] |

| | | |

|Linking O2 and CO2 |Click Reset. | |

| |Clear all of the test tubes. | |

| |Turn the light switch to on. | |

| |Check Show oxygen and CO2 values. | |

1. Observe: Put two Elodea sprigs into a test tube. Put the O2/CO2 probe into the tube with the Elodea. Click Play. As the Gizmo runs, Pause ([pic]) it a few times.

A. How do the oxygen (O2) and carbon dioxide (CO2) levels change over time?

___________________________________________________________________

B. What is always true about the total amount of O2 and CO2 in the test tube?

___________________________________________________________________

C. What happens when the CO2 reaches zero? _______________________________

___________________________________________________________________

2. Revise and repeat: Click Reset and run the experiment again, this time with the lights off.

A. How do the gas levels change? O2 _________________ CO2 _________________

B. What is the total of O2 and CO2? _________________________________________

3. Revise and repeat: Click Reset. Remove the plants. Repeat the experiment with two snails.

A. How do the gas levels change? O2 _________________ CO2 _________________

B. What is the total of O2 and CO2? _________________________________________

Assessment Questions (5):[pic]

Top of Form

1. The two tubes contain bromthymol blue. After 24 hours, what will the color of the water be in tube B?

[pic]

o [pic]A. Green (it won't change)

o [pic]B. Yellow

o [pic]C. Blue

o [pic]D. Colorless (clear)

2. The two tubes contain bromthymol blue. The lights are off. After 24 hours, what will the color of the water be in tube C?

[pic]

o [pic]A. Green (it won't change) Next page for options B, C, D

o [pic]B. Yellow

o [pic]C. Blue

o [pic]D. Colorless (clear)

3. The two tubes contain bromthymol blue. The lights are on. After 24 hours, what will the color of the water be in tube D?

[pic]

o [pic]A. Green (it won't change)

o [pic]B. Yellow

o [pic]C. Blue

o [pic]D. Colorless (clear)

4. Two snails and two Elodea sprigs are placed together in a tube containing a bromthymol blue solution. The tubes are put into a dark closet. After 24 hours, what will the color of the water be in tube A?

[pic]

o [pic]A. Green (it won't change)

o [pic]B. Yellow

o [pic]C. Blue

o [pic]D. Colorless (clear)

5. You have an Elodea sprig in a test tube containing bromthymol blue. Then you watch it for several days. At what time of day will the oxygen level in the tube be the lowest?

o [pic]A. Just before sunset

o [pic]B. Midnight

o [pic]C. Just before sunrise

o [pic]D. Mid-afternoon

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