Photosynthesis & Cellular Respiration (Athena)

Title: Relationship Between Photosynthesis & Cellular Respiration

Principle(s) Investigated: Investigate the law of conservation of matter, the relationship between photosynthesis & cellular respiration

Standards:

MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many

different numbers and types of cells.

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the

function.

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of

groups of cells.

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and

flow of energy into and out of organisms.

MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that

support growth and/or release energy as this matter moves through an organism.

Cross-Cutting Concepts:

1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.
3. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations

Materials: Skittles Candy (assign as homework, students bring in 1 regular size bag), coloring pencils, 11x14 sheet of white paper per student.

Procedure: See attached worksheet.

Student prior knowledge:

1. Photosynthesis is the process in which plants (also called autotrophs or producers) use water and the radiant energy of the sun to create simple sugar (glucose) as a food source with oxygen as one of the products of the reaction.
2. Cellular respiration is the process that takes place in the cells of organisms in which chemical reactions turn sugar (glucose) that we get from food along with oxygen into adenosine triphosphate (ATP). For the purposes of this lab, we will refer to ATP as “energy”, you can think of it as a kind of chemical battery that allows our body to store energy and rerelease it when needed.
3. CO₂ (carbon dioxide), H₂O (water), C₆H₁₂O₆ (glucose), and O₂ (oxygen).

Explanation: The powerpoint lessons for Cornell Notes as well as the picture of the model and worksheets are very detailed and self explanatory. As of 5/15/18 trying to upload video of me explaining the lesson.

Explanation through video of instructor demonstrating the lab

Link to Instructor Video Taping Lesson (class presentation canceled)

Questions & Answers: Give three thought-provoking questions and provide detailed answers.

Q1. What makes a model an effective model?

A1. One that gives students the opportunity to make sense of what might otherwise be a confusing experience

Q2. Describe 2 patterns you see you in your model.

A2. I see that the number of atoms of carbon, oxygen and hydrogen are the same on both the reactant side and the product side. I notice that the same number of molecules of oxygen and sugar that are produced by photosynthesis is the same as the reactants of cellular respiration

Q3. Predict three things that could happen to Earth as more carbon dioxide is released into the atmosphere

A3. Click on the following for a VERY detailed answer from NASA

Applications to Everyday Life:

1. If humans continue to release too much carbon dioxide into the atmosphere (through cutting down of trees, industry, permafrost thawing, etc) then there will no longer be a balance between carbon dioxide and oxygen in our atmosphere causing global warming to increase and climate change to take into effect.
2. Carbon dioxide is a gas that is known as a “greenhouse gas.” “These gases absorb warmth from their surroundings and re-radiate some of it back toward Earth’s surface, slowing the rate at which the planet loses heat” (Kennedy). This is where the term “greenhouse effect” comes into play. It’s not necessarily an awful effect because the animals and plants of Earth have enjoyed the warm temperatures. Without this effect, “Earth’s average temperature would fall below freezing” (Kennedy).
3. An increase in atmospheric carbon dioxide also influences the oceans acidity which can cause marine life to die. “When the carbon enters the ocean, it dissolves, forming carbonic acid. The carbonic acid then dissociates, and forms bicarbonate ions and hydrogen ions. As the hydrogen ions increase, so does the ocean’s acidity” (Atkin). It’s obviously not a good thing for us, and the plant and animal life in the oceans.

Photographs:

Finished Student Model

Pre-Lab Cornell Notes:

Cornel Notes 1: Presentation on Photosynthesis & Cellular Respiration

Cornell Notes 2: Balancing the Equation Between Photosynthesis & Cell Respiration

Remember:

• Your summary must answer the essential question
• Use academic language (see page 4 of your science notebook for academic language ideas).
• Notes must have 3 main ideas or Blooms/Costa's question starters about the notes in the left margin (see page 5 of your science notebook)

Videos:

Simulation Extension:

CSCS: Balancing Chemical Equations: PhET Simulation and Lab Sheet

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