Unit Two Review Sheet One



Unit Three Packet: The Cell and Its Reactions

Unit Outline:

10-10: Prokaryotic and Eukaryotic Cells

HW: Cell Drawings

10-11: Cell Organelles (Day One)

HW: What is THAT?

10-12: Cell Organelles (Day Two)

Vocab Quiz

HW: Cell Organelle Crossword

10-13: Plants Vs. Animal Cells

HW: Unit Three Review Sheet One

10-14: Results (Lab Report Expectations)

Weekly Quiz

Results Section Lab

HW: Lab Write-up (R)

10-17: Passive Transport

Passive Transport Demos

HW: Carrot and Balloon Demo Conclusion Questions

10-18: Active Transport

HW: Transport Essay

Egg Demo Conclusion Questions

10-19: Photosynthesis (Day One)

Vocab Quiz

HW: RAFT Energy Letter

10-20: Photosynthesis (Day Two)

HW: Unit Three Review Sheet Two

10-21: Photosynthesis Lab

Weekly Quiz

HW: Lab Write-up (R)

10-24: Aerobic Respiration (Day One)

Yeast Lab

HW: Lab Conclusion Questions

10-25: Aerobic Respiration (Day Two)

HW: Respiration and Photosynthesis Comparison Essay

10-26: CELL PROJECT PRESENTATIONS

Vocab Quiz

10-27: Aerobic Vs. Anaerobic Respiration

HW: Unit Three Review Sheet Three

10-28: Lactic Acid Fermentation Lab

Weekly quiz

HW: Lab Write-up (R)

10-31: Use of Anaerobic Fermentation in Food

HW: Fermentation RAFT letter

11-1: Connecting Photosynthesis & Respiration

HW: Unit Three Review Sheet Four

11-2: Materials/Methods/Results Review Lab

Vocab Quiz

HW: Lab Write-up (R)

11-3: Unit Three Review

11-4: Unit Three Test

Unit Three Vocabulary

Week One Vocab (Latin Prefixes)

Cyto- Cell ex) Cytoskeleton

Endo- Inside ex) Endocytosis

Eu- True ex) Eukaryotic

Exo- Outside ex) Exoskeleton

Photo- Light ex) Photosynthesis

Pro- Before ex) Prokaryotic

Week Two Vocab:

Diffusion- The movement of particles from high to low concentrations to reach equilibrium.

Equilibrium-a stable state where particles move in both directions at the same speed.

Hypotonic- More concentrated particles on the inside, water moves in to the cell.

Hypertonic- More concentrated particles on the outside, water moves out of the cell.

Isotonic- When particles are equal inside and out resulting in no net movement of water.

Osmosis- The diffusion of water to allow for equal concentrations of particles

Week Three Vocab (Latin Prefixes):

Auto- Self ex) Automatic

Dis- Apart, out ex) Disperse

Hetero- Different, other ex) Heterosexual

Homo- Same ex) Homosexual

Pre- Before ex) Prerequisite

Re- Again, back ex) Repeat

Week Four Vocab (Latin Prefixes):

Aero- Air ex) Aerosol

Geo- Earth, Land ex) Geology

Hydro- Water ex) Hydraulic

Phag- Eat ex) Phagocytosis

Pino- Drink ex) Pinocytosis

Pyr- Fire ex) Pyre

Prokaryotic and Eukaryotic Cells

Prokaryotic Cells: Bacteria and Archea Cells. Prokaryotic cells have no nucleus or membrane enclosed organelles and are usually smaller in size that eukaryotic cells. They usually have flagella (whip-like structure used for movement) and a cell wall. They are so simple because they are small, are single-celled organisms, and have simple life processes.

Eukaryotic Cells: Larger, have membrane enclosed organelles, have a nucleus/nuclear membrane. Found in fungi, protists, plants, and animals. All have a cell membrane and some have a cell wall. Their complexity is due to their larger size and their more complex life processes. They also are what build multi-cellular organisms.

Cell Organelles

Nucleus: control center of the cell. Contains the DNA of the cell. Surrounded by a nuclear membrane.

Cell membrane: phospholipid bilayer. It is selectively permeable (some things can get through and some cannot); Water can get through very easily.

Endoplasmic Reticulum: transport proteins to other parts of the cell.

Smooth does not have ribosomes while rough has ribosomes on it.

Golgi Bodies: package proteins and ship them off so they can go out of the cell

Ribosomes: Assemble proteins by joining amino acids with peptide bonds

Cytoplasm: Cell Jelly: fills the space between the cell membrane and nucleus

Mitochondria: powerhouse; produce energy for the cell in the form of ATP (2 membranes)

Vacuole: Large in plants, small in animals: Stores water and waste

Cytoskeleton: thin protein fibers that give the cell its shape. Only in animals.

Lysosomes: Clean up trash in the cell. Digests the waste-like the cells stomach. Only in animals.

Cell wall: Rigid, protective barrier around the outside of the cell. Made of cellulose. Only in plants.

Chloroplasts: Produce sugars from sunlight (2 membranes), site of photosynthesis. Only in plants.

Plant vs. Animal Cells

| |Plant Cells |Animal Cells |

|Cell Membrane |Yes |Yes |

|Cell Wall |Yes |No |

|Nucleus |Yes |Yes |

|Lysosomes |No |Yes |

|Vacuoles |Large |Small |

|Chloroplast |Yes |No |

Cellular Transport

Concentration: the number of particles you have

Concentration gradient: High end and low end

Equilibrium: when the forward and backwards reactions equal out (no net movement)

[pic]

Passive Transport: does not require energy (ATP), goes with diffusion

Diffusion: Movement of particles from high concentration to low concentration

Facilitated Diffusion: Movement of particles from high concentration to low concentration with the use of transport proteins

Osmosis: Movement of water from high concentration of water to low concentration of water

Hypotonic: More concentrated particles on the inside, water moves in to the party. The cell swells

Hypertonic: More concentrated particles on the outside, water moves out. The cell shrinks

Isotonic: Same concentration of particles on both sides; no change

[pic]

Active Transport: requires (ATP) energy, go against diffusion

The energy powers transport proteins: channel proteins, carrier proteins, gate proteins

Endocytosis: materials move inside the cell (Endo means inside)

Pinocytosis: Cell drinking Phagocytosis: Cell eating

Exocytosis: materials move out of the cell (Exo mean outside)

Photosynthesis

Photo (light) + Synthesis (put things together) = use light to put sugar together

Autotrophs: can produce their own food Equation for photosynthesis:

6CO2 + 6H2O + light energy ( C6H12O6 + 6O2

Light Dependent Reactions:

~ must have light for the reaction to occur.

~ Takes place at the thylakoid membrane in the chloroplast.

~ Chlorophyll (green pigment) in the thylakoid membrane absorbs light energy and uses that to excite electrons that it gets from splitting water into oxygen (released into the air) and hydrogen ions.

~ The movement of electrons down the electron transport chain is used to actively transport even more hydrogen ions into the thylakoid. The hydrogen ions leave through ATP synthase by diffusion which uses the energy to make ATP from ADP. The hydrogen ions are then attached to the carrier NADP to make NADPH to be used later.

Light Independent Reactions/ Calvin Cycle/ Dark Reactions:

~ Light is not needed.

~ Takes place in the stroma (liquid filling the middle) of the chloroplast.

~ CO2 from the atmosphere and Hydrogen ions that were stored on the NADPH are combined to form glucose (C6H12O6) using the energy from the ATP that was made during the light-dependent stage.

~ If too much sugar is produced, it is stored as polysaccharides (Cellulose & Starch)

Photosynthesis and Respiration Song

(To the tune of Baby by Beiber)

You take the glucose, swallow it down

C 6 H 12 O 6 is in town

You need some O 2, that’s oxygen

So the respiration party can begin

Now do the flip side--girl just switch it

Take some water, and then you mix it

With some CO2 and see to your surprise

That this photosynthesis thing ain’t no lie

And I was like H-2-H-2-H-2 O

Just C O 2 and H 2 O

Will make some oxygen-that’s O

And all the glucose is mine, mine

  (Repeat chorus)

Aerobic Respiration

General Equation:

C6H12O6 + 602( 6H2O + 6C02

Three Main steps:

Glycolysis- 2 ATP

Krebs cycle- 2 ATP

Electron transport chain (ETC) – 32 ATP

Respiration: The process of breaking down sugars to release energy.

Glycolysis: Takes place in the cytoplasm of the cell. This step always takes place with or without oxygen. The glucose (6-carbon) is split in pyruvate (3-carbon) to make 2 ATP.

Krebs cycle: Takes place in the matrix of the mitochondria (the space in the middle). The pyruvate is turned into CO2 (which we exhale) and in the process we strip away High-Energy electrons which go to NAD and FAD to make NADH and FADH2. This step only creates 2 ATP-its main job it to steal all the electrons for the ETC. This step only takes place when there is oxygen.

ETC: Takes place in the cristae of the mitochondria. The electrons are removed from the NADH and FADH2 and move down a series of complexes. As the electrons move, the complexes use the energy to push H+ ions into the inner membrane space. This creates a gradient (lots on one side, few on the other) and the force of diffusion moves the H+ ions back into the matrix through ATP synthase which uses the movement to turn ADP into ATP. The H+ ion and electron are received by O2 which turns into H2O.

Aerobic Vs. Anaerobic Respiration

Aerobic respiration: Involves oxygen. Creates 36 ATP. Goes through glycolysis, Krebs cycle and ETC. Ends with water and carbon dioxide. Occurs in the cytoplasm and mitochondria.

Anaerobic respiration: No oxygen. Create 2 ATP. Goes through glycolysis and fermentation. Ends with either ethanol and carbon dioxide or lactic acid. All occurs in the cytoplasm.

Two Types of Fermentation:

Lactic acid fermentation: used by bacteria and our body. Turns the pyruvate into lactic acid. Does not produce new energy. Used to make yogurt and cheese (has a sour taste). Is the reason our muscles get tired-our muscle cells make lactic acid when they run out of oxygen and the lactic acid makes our muscles sore. They only way to get rid of it is by using oxygen which is why we breath so deeply after exercising.

Ethanol Fermentation: used by yeast. Turns pyruvate into ethanol and carbon dioxide. Does not produce new energy. Used in making beer, wine, bread. The ethanol is the alcohol in beer and wine. The carbon dioxide is what causes bread to rise when we add yeast to it.

Connecting Respiration and Photosynthesis

Equation for respiration: C6H12O6 + 602( 6H2O + 6C02

Carried out by all cells (plants and animals). A way of releasing energy.

Catabolic-a way of breaking things down.

Equation for photosynthesis: 6H2O + 6C02( C6H12O6 + 602

Carried out only by plant cells. A way of storing energy.

Anabolic-a way of building things up.

Photosynthesis and respiration are two sides to the same coin. The products of one and the reactants of the other. Each allows the other to continue. The entire process allows for energy from the sun to be captured, stored in glucose, and then used through respiration.

In the space provided below, draw a picture of a prokaryotic and eukaryotic cell. Once you have drawn the pictures, go back and make sure you label the important diagnostic characteristics (things that help you identify) of both cells: where the DNA is located, if there are organelles or not, size.

Prokaryotic:

Eukaryotic:

Now briefly explain WHY we see the differences in the complexity between prokaryotes and eukaryotes:

In the following picture, please label the organelles using the word bank that follows. Right below the organelle, write a ONE OR TWO WORD description that summarizes the job of that organelle (for example: Nucleus-control center).

Nucleus, Cell membrane, Rough ER, Smooth ER, Golgi Body, Ribosomes, Cytoplasm, Mitochondria, Vacuole, Cell wall, Chloroplasts

[pic]

|ACROSS |DOWN |

|1. The fluid filling a cell |1. The bouncer |

|4. The cell stomach/destroyer |2. A cell where the DNA floats free in the cytoplasm |

|5. The powerhouse |3. A cell that has a true nucleus and membrane-bound |

|7. The road with ribosomes |organelles |

|9. The control center |6. The support system for animal cells |

|11. The packaging center |8. Where photosynthesis takes place |

|12. Protection and structure for plant and bacterial |10. The road without ribosomes |

|cells, on the outside | |

|13. The storage system (especially water) | |

14. Builds proteins

Prokaryotic and Eukaryotic:

Look at the following pictures and label them as prokaryotic or eukaryotic and ONE REASON that you can tell for each picture (you must have a different reason for EACH picture):

[pic][pic][pic][pic]

Why do we see the difference in complexity between prokaryotic and eukaryotic cells?

Cell Organelles:

For each of the following jobs, list the organelle that accomplishes it in the cell:

Powerhouse:

Protein Production:

Packaging:

Storage:

Road with ribosomes:

Control center:

Photosynthesis:

Controls what enters the cell:

Road without ribosomes:

Fluid inside the cell:

Animal and Plant Cells

For the following cells, label which is a plant and which is an animal and then list THREE THINGS that help you to identify which cell is which!

[pic]

Purpose:

Procedure:

To make a slide of Elodea cells:

1. Rip off a small, thin piece of the Elodea and place on a slide.

2. Add 1-2 drops of water on top of the Elodea.

3. Place a coverslip onto the slide, starting at the edge of the water at an angle and slowly lowering the slip to prevent air bubbles.

4. Switch to the microscope to 10x objective lens, place the slide on the stage, and focus the image to see Elodea cells. Sketch the cells in space below.

5. Once you think you have located cells, switch to 40x (or 43x) objective lens and refocus. (Remember, do NOT use the coarse adjustment knob at this point, only fine tune) Sketch the cells in the space below.

Draw your cells to scale. Label the nucleus, cell wall, cell membrane, cytoplasm, and chloroplasts (hint: chloroplasts are along the border of the cell)

100x 400x (or 430x)

To make a stained slide of human cheek cells:

1. Gently scrape the inside of your cheek with the flat side of a toothpick. Scrape lightly.

2. Spread the toothpick onto the slide.

3. Put 1-2 drops of methylene blue on a slide over the place you spread your cheek cells. Caution: methylene blue will stain clothes and skin.

4. Place a coverslip onto the slide and allow the stain to set for a minute. If there is too much dye (seeping out the sides), hold a small piece of paper towel along the side of the coverslip.

5. Switch to the microscope to 10x objective and place the slide on the stage. Cells should be visible, but they will be small and look like nearly clear purplish blobs. If you are looking at something dark, dark purple, it is probably not a cell. Sketch the cells in space below.

6. Once you think you have located a cell, switch to 40x (or 43x) objective and refocus. (Remember, do NOT use the coarse adjustment knob at this point, only fine tune) Sketch the cells in space below.

Label the nucleus, cytoplasm, and cell membrane. Draw your cells to scale.

100x 400x (or 430x)

Lab Report: On Monday, you will turn in a lab report with the following sections. This lab report needs to be on a separate paper that you can TURN IN TO ME.

Results: You will need to write a formal results section for this lab. In the results section, you should include your four drawings that you made (cleaner versions than on your sheet, and make sure all the important parts are labeled). You should mention all of the differences you noted between the two organisms, but make sure you DO NOT draw any conclusion-just NOTE the differences.

___ Paragraph summarizes the big trends or averages that were found

___ Paragraph does not draw conclusions or mention is this helps accept or reject hypothesis

___ Paragraph mentions the charts or graphs in this section

___ Chart or graph is present with a title and axes labeled

Conclusion:

Answer the following questions in a numbered list.

1. Why is methylene blue necessary?

 

2. Why did we not need to stain the Elodea cells?

3. What differences did you see between the Elodea plant cells and the Human cheek cells?

4. The light microscope used in the lab is not powerful enough to view all organelles in the cheek cell. What parts of the cell were visible?

5. Is the cheek cell a eukaryote or prokaryote? How do you know?

6. List 2 organelles that were NOT visible but should have been in the cheek cell.

7. The mouth is the first site of chemical digestion in a human. Your saliva starts the process of breaking down the food you eat. Keeping this in mind, what organelle do you think would be numerous inside the cells of your mouth?

Carrot Demo:

Procedure: Half fill two beakers with water. Use a balance to measure 15 g salt and add it to one of the beakers. Mark this beaker “salt.” Cut a carrot in half. Tightly tie a piece of threat 2 cm below the cut end of both parts. Place one carrot half in the beaker of salt water with the cut end down. Place the other half with the cut end down into the beaker of fresh water. Mark this beaker “fresh.” Allow the beakers to remain undisturbed for 24 hours. Remove the carrots and observe the tightness of the threads. Record your observations in the data table.

Data and observations:

|Condition |Fresh Water |Salt Water |

|Loose or tight thread? | | |

|Firm or soft Texture? | | |

|Decrease or increase in cell size? | | |

|Gained or lost water? | | |

Questions and conclusions:

1. What was the purpose of tying the thread on each carrot?

2. In which kind of water did the carrot cells lose water? How can you tell?

Explain WHY they lost water using diffusion and concentrations:

3. In which kind of water did the carrot cells gain water? How can you tell?

Explain WHY they gained water using diffusion and concentrations:

4. What might happen to human blood cells if placed in a beaker of salt water? Explain.

Balloon Demo:

Vanilla extract was added to the inside of one of these balloons this morning. The other balloon had nothing done to it. When you smell each balloon, you will notice that the vanilla extract balloon smells like vanilla while the other balloon smells like nothing. At first, this may seem an obvious observation, but how did the smell from the vanilla extract that was added INSIDE the balloon come to be on the OUTSIDE of the balloon so you could smell it?

Explain why you were able to smell the vanilla on the outside of the vanilla balloon using diffusion and concentrations:

Egg Demo

Procedure

Day One: Obtain two eggs and two plastic cups or beakers. Using the balance, enter data into the Data Table for the initial mass of your two eggs. Place each egg in a cup or beaker. Using a graduated cylinder, measure 150 mL of vinegar (acetic acid) into each cup so as to completely submerge each egg. You only need enough to cover the egg.

Day Two: Before removing the eggs, write 2-3 observations about the two eggs in the cups. Obtain a plastic spoon and carefully remove your eggs from the cup. Carefully rinse your egg in the sink. Use caution to not break the eggs’ membranes. Using the balance, enter data into the Data Table for the mass of your eggs after vinegar. Rinse out each of your cups and relabel one cup as “Water” and the other cup as “Syrup.” Place “Egg 1” in the cup labelled “Water” and “Egg 2” in the cup labelled “Syrup.” Carefully pour enough water into your “Water” cup so as to completely submerge your egg. Carefully pour enough syrup into your “Syrup” cup so as to completely submerge your egg. Calculate the change in weight for each egg.

Day Three: Before removing the eggs, write 2-3 observations about the two eggs. Obtain a plastic spoon and carefully remove your egg from the “Water” cup. Carefully rinse your egg in the sink. Using the balance, enter data into the Data Table for the final mass of your egg. Repeat these steps for the egg in your “Syrup” cup.

Data Table

| |Egg 1 (Water) |Egg 2 (Syrup) |

|Initial weight of egg (Day One) | | |

|Weight of egg after vinegar (Day Two) | | |

|Change in weight due to vinegar (Day Two-Day One) | | |

|Weight of egg after water/syrup (Day Three) | | |

|Change in weight due to water/syrup (Day Three-Day Two) | | |

Observations:

Day Two:

Day Three:

Analysis and Conclusion

1. Using the terms isotonic, hypotonic, and hypertonic, explain the changes in mass of the two eggs.

2. Explain the changes you observed in the appearance of the syrup.

3. What might you infer if the syrup’s color became darker as time progressed?

Remember to make an outline for your paragraph before writing it and double check that you have answered all the questions in the prompt: The body uses two types of transport to stay alive. Compare active and passive transport in terms of energy use and if they go with or against diffusion. For active transport, explain the difference between exocytosis and endocytosis and the difference between pinocyotsis and phagocytosis. For passive transport, explain the difference between diffusion, facilitated diffusion, and osmosis.

Outline:

Paragraph:

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Role: You are energy that has been sent from the sun and traveled to Earth

Audience: You are writing back home to your parents about your journey

Format: You are writing a letter

Topic: You have traveled to Earth and run into a plant where you were trapped by the chloroplast and have been converted into the bonds holding a glucose molecule together. You are writing about the journey you have taken starting at the sun, traveling through space, hitting the plant, and being turned into the bonds of glucose. You need to mention the places in the plant that you travelled, what happened to you at each place, how you have been trapped, and where you have ended up. It might help to make a list of the steps energy travels through during photosynthesis to help you organize your story before writing.

Places the energy travels in the plant and what happens to the energy at each location:

1.

2.

3.

Now write your letter:

Transport

What is the difference between active and passive transport in terms of energy use and diffusion?

In diffusion, what directions do the particles move in relation to concentration?

What is the difference between diffusion, facilitated diffusion and osmosis?

Label the following diagrams with their type of transport: Phagocytosis, exocytosis, osmosis, facilitated diffusion

Label the three diagrams below as hypertonic, hypotonic or isotonic:

Photosynthesis:

What is the formula for photosynthesis?

Photosynthesis is the process where plants can trap energy from the sun for later use as glucose. In what part of the glucose are they storing that energy?

Where does photosynthesis take place in the plant? What substance allows the plant to perform it?

What substance do plants produce during photosynthesis that animals need to survive?

Go to:

Gizmo Warm-up

In the Photosynthesis Lab Gizmo™, you can monitor the rate of photosynthesis by measuring oxygen production.

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

Select the BAR CHART tab. On the graph, notice the Oxygen production bar. Move the Light intensity slider back and forth. How does light intensity affect oxygen production?

Experiment with the vertical Temperature slider (upper left) and the horizontal CO2 slider.

• How does temperature affect oxygen production?

• How does CO2 level affect oxygen production?

• How does oxygen production relate to the rate of photosynthesis?

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

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

|Ideal conditions |Turn on Show numerical values. | |

Question: In the Gizmo, what are the ideal conditions for photosynthesis?

Experiment: Use the Gizmo to find the ideal conditions for photosynthesis. Use any method you like. When you think you have the answer, list the conditions below.

|Temperature |Light intensity |CO2 level |Oxygen production |

| | | | |

| | | | |

Briefly explain HOW you figured out these values:

Select the TABLE tab. You will now use the table to record data on oxygen production at different intensities of light.

Set the Light intensity to 0%. Click on the Record Data button to record this information in the table.

Record the oxygen production when the light intensity is 10%, 20%, 30%, and so on up to 100%. Be sure to click on Record Data each time so all of the data is recorded your table. Does your data agree with your findings in step 2? Explain.

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

Draw a sketch of the graph. Label it: “Oxygen Production vs. Light Intensity.”

Lab Report: On Monday, you will turn in a lab report with the following sections. This lab report needs to be on a separate paper that you can TURN IN TO ME.

Results: You will need to write a formal results section for this lab. In the results section, you should include your graph from above complete with a title and axes labels. You should mention the effects of light intensity on oxygen production and the light intensity that was the ideal conditions, but DO NOT comment on WHY you would see this trend (save that for the conclusion).

___ Paragraph summarizes the big trends or averages that were found

___ Paragraph does not draw conclusions or mention is this helps accept or reject hypothesis

___ Paragraph mentions the charts or graphs in this section

___ Chart or graph is present with a title and axes labeled

Conclusion:

Answer the following questions:

• Why does light intensity have an impact on the amount of oxygen produced (Hint: Remember what the amount of oxygen produced is an indicator, or signal, for)?

• What other product is produced during photosynthesis and how could this impact the life of the plant?

• Why might it be hard to find the ideal light intensity if the temperature was very hot or cold?

• Why might it be hard to find the ideal temperature if the light intensity was very low?

• What is one real-world application of this lab?

Materials:

Dry yeast, balloon, warm water, soda bottle, sugar, masking tape

Procedure:

1. Put 1 spoonful of yeast and 2 spoonfuls of sugar in the soda bottle.

2. Fill the bottle ¾ full of warm water.

3. QUICKLY stretch the balloon over the opening of the bottle.

4. Seal with masking tape.

5. Shake the bottle to speed up the reaction.

6. Measure the diameter of the balloon every 2 minutes.

Data:

|Diameter of Balloon over time |

|Time (minutes) |Diameter of Balloon (cm) |

|2 | |

|4 | |

|6 | |

|8 | |

|10 | |

Data Analysis:

Make Line Graphs of your data, remember title & axes labels:

Conclusions:

1. What is the gas that filled the balloon? What process did the yeast go through to make it?

2. What is the purpose of that process? What molecule does it use to do this?

3. Where is the energy stored in that molecule? How is the energy released?

4. What two substances must be in the container for the yeast to go through the process?

5. Using your graph, what was the diameter of the balloon at 7 minutes?

6. Using your graph, what do you think the diameter of the balloon would be at 12 minutes?

Explain HOW you got your above answer:

7. What type of cells also goes through this process?

8. In what organelle is this process taking place?

9. How much energy is released in this process (in terms of ATP)?

Remember to make an outline for your paragraph before writing it and double check that you have answered all the questions in the prompt: Photosynthesis and Respiration are the two most important processes for life. What is the big idea in terms of energy for each of these processes (storing/releasing)? How are these two processes connected (think about reactant and products)? In what types of cells do photosynthesis and respiration take place and in what organelles? What would happen to animals if there was no photosynthesis? What would happen to plants if animals were not around?

Outline:

Paragraph:

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Respiration:

What is the formula for respiration?

How much energy is released during respiration, what molecule is it released from, and how is it released?

List the three steps of aerobic respiration and describe what happens during each step in one sentence:

In what type of cells and in which organelle does respiration take place?

Aerobic vs. Anaerobic Respiration

What is the deciding factor on if an organism will go through aerobic or anaerobic respiration?

Which process would it rather go through and WHY?

List what type of anaerobic respiration is used in each of the following processes:

Making yogurt:

Making beer and wine:

Your muscles getting tired after working out:

Making bread:

Making cheese:

Review

How can you tell is something is a prokaryotic or eukaryotic cell?

What organelle is responsible for digesting and removing waste from the cell?

What is the difference between active and passive transport in terms of energy use and diffusion?

Hypothesis: Your group needs to make a prediction. Please write down a hypothesis about how you think exercise will change your body’s production of carbon dioxide. [Remember, a change in how much carbon dioxide is produced means that the rate of cellular respiration has changed!]

PROCEDURE: Please carefully read all instructions and follow the procedure as written.

1) Get into groups of three. Label two test tubes – one should be labeled “A”, one should be labeled “B”.

2) Put 10-mL of water and a few drops of bromthymol blue solution in each test tube. (You must bring your labeled, filled test tubes to Mr. Driscoll to get the bromthymol blue solution!)

[NOTE: Carbon dioxide causes bromthymol blue to turn yellow or green… Watch for this in your lab reaction!]

3) Assign lab jobs: 1 person needs to keep time, 1 person needs to record data, and 1 person is going to be the “breather”.

4) The time keeper will time this portion of the lab. When the time keeper says, “Go” they will start timing as the breather slowly blows air through a straw into the bottom of test tube “A”. Be careful to not bubble the solution and to not ingest any of the chemicals! Do not inhale through the straw!

5) When the solution changes color, the data recorder/lab assistant should say “Stop” and the time keeper should record the amount of time it took for the solution to change color in the data table below.

6) The breather will now jog in place or do push-ups for 1 minute. The time keeper should time this exercise to make sure 1 minute of exercise is completed.

7) Immediately following the exercise, the breather will exhale through the straw into test tube “B”. Steps 4 and 5 should be repeated. The time keeper should record how long it took for the solution to change color in the data table on the back of this worksheet.

8) All three students should switch jobs and go through steps 1-7 so that each student has each job one time.

DATA:

Person 1:

|Test Tube Letter |Start Time |Stop Time |Time it took to change color (Stop – Start) |

|A | | | |

|B | | | |

Person 2:

|Test Tube Letter |Start Time |Stop Time |Time it took to change color (Stop – Start) |

|A | | | |

|B | | | |

Person 3:

|Test Tube Letter |Start Time |Stop Time |Time it took to change color (Stop – Start) |

|A | | | |

|B | | | |

AVERAGES for the time it took to change color:

|Test Tube Letter |Person A |Person B |Person C |Average Time it took for the color to |

| | | | |change |

|A | | | | |

|B | | | | |

Lab Report: On Monday, you will turn in a lab report with the following sections. This lab report needs to be on a separate paper that you can TURN IN TO ME.

Results: You will need to write a formal results section for this lab. In the results section, you should include a graph of the average times it took for color changes before and after exercise. You should mention any differences you noticed, but DO NOT explain WHY we see these differences (save that for the conclusion).

___ Paragraph summarizes the big trends or averages that were found

___ Paragraph does not draw conclusions or mention is this helps accept or reject hypothesis

___ Paragraph mentions the charts or graphs in this section

___ Chart or graph is present with a title and axes labeled

Conclusion:

Answer the following questions:

1) What was the original color of the solution? What color was the solution after exhaling into the test tubes? Why did the solution change color?

2) How did exercise affect the time for the solution to change color?

3) What process in your body produces carbon dioxide? How does exercise affect this process?

4) Was your hypothesis correct? Explain.

5) After your store of oxygen is gone, what process does your body switch to? What is the product of this process? What does this do to your muscles?

6) What is one way that the results of this lab apply to your life?

Role: You are a yeast cell that has been placed into dough that is meant to become bread

Audience: You are making journal entries in your diary

Format: You are writing entries into your diary

Topic: You have been placed into some dough by a baker making bread. You are making notes as time goes on and conditions change about how you are surviving (what type of respiration you are going through, what products you are making) and what is happening around you during these times. You must make four entries and use reference the information given in the entry title and how that impacts your types of respiration.

Entry One: Just being place in the dough, still lots of oxygen around you.

Dear Diary,

Entry Two: The dough no longer has enough oxygen around for you to use.

Dear Diary,

Entry Three: You have not had oxygen for quite some time now-what impact has the products of your respiration had on your environment (the dough)?

Dear Diary,

Entry Four: Being placed in the oven-Have fun, but be appropriate!

Dear Diary,

Photosynthesis and Respiration:

What is the equation for photosynthesis?

What is the equation for respiration?

How are these two equations related?

How are these two processes opposite in terms of energy?

Looking at this diagram, what is product 1? How do you know this?

What is product 2? How do you know this?

What types of cells go through each process and in which organelles?

Photosynthesis:

Respiration:

Do plants need animals to go through respiration? Why or why not?

Background:

Yeast is known as a facultative anaerobe meaning that it can survive (get energy to live) by using either aerobic or anaerobic respiration. If there is oxygen around, it will use aerobic respiration (since it creates more energy), but it can switch to using lactic acid fermentation (an anaerobic process) if the oxygen in the environment runs out.

In this lab we will investigate the effect of several variables on the process of fermentation. We will investigate the effect of temperature, the amount of yeast, and different carbohydrates on the rate of fermentation. We will measure fermentation by figuring the amount of CO2 produced by the change in circumference of the balloon.

Materials-make a list as you go:

Before you begin, you must blow up the balloons once and then deflate them before you begin. Each group will be assigned ONE PART of the lab to complete during class, but all groups are responsible for writing down the final data and writing their lab report on all three parts.

Part 1: Amount of Yeast

Place ½ teaspoon of yeast, ¼ teaspoon yeast, and 1 tsp of yeast each into one of the 3 balloons using a funnel. Add 10 mL of apple cider to each balloon using a graduated cylinder and then tie up balloon leaving no air inside. Measure initial circumference using string and a ruler.

Part 2: Temperature of Reaction

Place ¼ teaspoon of yeast in each of the 3 balloons using the funnel. Add 10 mL of warm apple cider to one, 10 ml of cold apple cider to one, and 10 ml of normal temperature apple cider to the last balloon. Measure initial circumference using string and a ruler.

Part 3: Type of Carbohydrates

Place ¼ teaspoon of yeast into each of the 3 balloons using a funnel. To Balloon 1, add 10 mL of apple cider. To Balloon 2 add 10 mL of diet pop. To Balloon 3 add 10 mL of Mountain Dew. Measure initial circumference using string and a ruler.

Data Table 1: The Effect of Varied Conditions on Circumference of Balloon

| |Initial Circumference |Final Circumference |Change in Circumference (Final – |

| | | |initial) |

|Part 1: ½ tsp + cider | | | |

| ¼ tsp + cider | | | |

| 1 tsp + cider | | | |

|Part 2: ¼ tsp + cider room | | | |

| ¼ tsp + cider cooled | | | |

| ¼ tsp + cider heated | | | |

|Part 3: ¼ tsp +Cider | | | |

| ¼ tsp + diet pop | | | |

| ¼ tsp + mountain dew | | | |

Lab Report: On Monday, you will turn in a lab report with the following sections. This lab report needs to be on a separate paper that you can TURN IN TO ME.

Methods and Materials: Write step-by-step directions and a list of materials for ALL THREE PARTS of the lab. Make sure the directions are clear enough that you could give them to a 5th grader and they could follow them.

Materials

___ Lists everything used during the lab (equipment/chemicals)

___ Labels the size, number, or quantity of everything used in lab

Methods

___ Step-by-Step directions

___ Written in language a 5th grader could use

___ Methods are described so someone who has never done them could repeat them

Results: You will need to write a formal results section for this lab. In the results section, you should include three graphs (one for each part of the lab). In each graph, you should show the changes in circumference for each group and include a title and axes labels. You should also mention the trends you see in the data for each part (what happened when you changed concentration of yeast, temperature and type of carbohydrate), but DO NOT try to explain WHY in the results section (save that for the conclusion).

___ Paragraph summarizes the big trends or averages that were found

___ Paragraph does not draw conclusions or mention is this helps accept or reject hypothesis

___ Paragraph mentions the charts or graphs in this section

___ Chart or graph is present with a title and axes labeled

Conclusion:

Answer the following questions:

• In part 1, what are the IV, DV and control?

• What gas is filling the balloon? Since there is no air, what process is the yeast going through to produce it?

• What effect did concentration of yeast have on the above mentioned process?

• In part 2, what are the IV, DV and control?

• What effect did temperature have on the above mentioned process? Attempt to explain WHY you would see this effect?

• In part 3, what are the IV, DV and control?

• What effect did carbohydrates have on the above mentioned process?

• If the balloon had not had all of the air removed from it, what process would the yeast have stared out using to produce the gas? Why would they start with that process?

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