| How To Construct a Line Graph On Paper | ||
| Step | What To Do | How To Do It |
| 1 | Identify the variables |
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| 2 | Determine the variable range. |
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| 3 | Determine the scale of the graph. |
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| 4 | Number and label each axis. |
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| 5 | Plot the data points. |
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| 6 | Draw the graph. |
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| 7 | Title the graph. |
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Little Rock School District
Sophomore Biology
| Month/SLEs | Content/Skills | Essential Questions | Assessments | Lab Activities | Strategies/Resources |
| August
Student Learning Expectations:
Nature of Science
Standard 10: Students shall demonstrate an understanding that science is a way of knowing.
Explain why science is limited to natural explanations of how the world works
NS.10. B.1 Explain why science is limited to natural explanations of how the world works
NS.10. B.2 Compare and contrast hypotheses, theories, and laws
NS.10. B.3 Distinguish between a scientific theory and the term “theory” used in general conversation
NS.10. B.4 Summarize the guidelines of science: A. Explanations are based on observations, evidence, and testing B. Hypotheses must be testable C. Understandings and/or conclusions may change with additional empirical data D. Scientific knowledge must have peer review and verification before acceptance Standard 11: Students shall design and safely conduct scientific inquiry
NS.11. B.1 Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation
NS.11. B.2 Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations
NS.11. B.3 Identify sources of bias that could affect experimental outcome
NS.11. B.4 Gather and analyze data using appropriate summary statistics
NS.11. B.5 Formulate valid conclusions without bias
NS.11. B.6 Communicate experimental results using appropriate reports, figures, and tables
Standard 12: Students shall demonstrate an understanding of current life science theories.
NS.12.B.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review
NS.12.B.2 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review
Standard 13: Students shall use mathematics, science equipment, and technology as tools to communicate and solve life science problems NS.13.B.1. Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables
NS.13.B.2 Use appropriate equipment and technology as tools for solving problems (e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware)
NS.13.B.3 Utilize technology to communicate research findings
Standard 14: Students shall describe the connections between pure and applied science.
NS.14.B.1 Compare and contrast biological concepts in pure science and applied science NS.14.B.2 Discuss why scientists should work within ethical parameters
Standard 15: Students shall describe various life science careers and the training required for the selected career
NS.15.B.1 Research and evaluate science careers using the following criteria:
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The major content themes of biology Ø Matter and Energy Ø Cells Ø Interdependence Ø Reproduction and Inheritance Ø Evolution Ø Homeostasis and Stability
What science is and is not Ø Deals only with natural world Ø Explanations can be tested Ø Explanations are used to make predictions Ø Is revised to account for new evidence Ø Also refers to a body of knowledge that has accumulated after repeated attempts to verify/refute
Process of science Ø Starts with observation Ø Form inferences Ø Develop hypotheses Ø Test hypotheses Ø Form Theories
Hypotheses vs. theories vs. laws Ø What if statements Ø Researched, hypothesized and tested Ø Statements of occurrences in natural world Ø Peer collaboration Ø Peer verification
Designing an Experiment
Ø Stating the problem Ø Forming hypotheses Ø Setting up controlled experiment Ø Recording and analyzing results Ø Drawing conclusions Ø *Science Fair Proposals
Graphing Ø How raw data must be organized to reveal patterns Ø How to take data and create charts Ø Using charts to create graphs Ø Interpret results by what is seen and not what it is thought to be Analyzing data includes Ø Understanding slope and rates of change Ø Extrapolating information from graphs Ø Recognizing patterns in data plots Ø The role of dependent and independent variables
A theory is more than a guess Ø It involves research Ø Tested hypothesis Ø Peer review Ø Must be repeatable Ø May combine several ideas Ø Ex. Plate Tectonic Theory and how it developed
The tools of science are
Ø Mathematics Ø The metric system Ø Various lab equipment Ø Data collecting equipment Ø Rulers Ø Calculators Ø Computers
The role of science in society
Ø Science leads to changes in technology Ø the goal of science is to improve human condition Ø Life has value and should be respected even during research Ø Pure science is research that leads to the research being applied or used for the good of humankind
Careers in science
Ø What are some of the various life science careers? Ø What kind of training does it take to be a life scientist? Ø What are the working conditions and compensation for being a life scientist?
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How can you use the same skills and strategies as a scientist to learn about your world?
Guiding Questions 1. What is the importance of the major themes of biology? 2. What is the role of experimental design in biology? 3. What systematic procedures are necessary to investigate biological problems? 4. What are important tools used in the study of biology? 5. What are useful data types and how are they analyzed? 6. What important mathematical manipulations should be performed on qualitative data? 7. Why is the scientific method a logical process for observing the natural world 8. What is the difference between a hypothesis and a theory? 9. Why it is important to acknowledge that science is a human endeavor, not separate from society but a part of society? 10. In what ways do scientists make accommodations for differences in racial, social, and ethnic backgrounds among scientists?
Essential Question What are some of the various roles that science plays in society, especially in the workforce?
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Anchor Assessments:
Scientific Method Lab (Vitruvian Man) Lab Report
Anchor Assessment Careers in Life Science Term Paper and Presentation
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Equipment Survey
Liquid Volume Lab OR Volume Lab Mystery Canisters OR Length Lab Scientific Method: Vitruvian Man
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August Vocabulary
Resources
Literacy Items ( found in LRSD Biology Literacy Notebook) “Owls use dung to “Fish” for Beetles” “Distinguishing Science and Pseudoscience” “Scientific Laws, Hypotheses, and Theories” “Wrong! Wrong! Wrong!” “Designing an Experiment” “The effects of steroids on athletes” “Experimental Design/Presentation Rubric” “ Experimental Design Reference” “Natural plant defenses-fight or flight?” “Suicide grasshoppers” “Brainwashed by Parasite Worms” “Toads that Go Pop in the night” “Weapons of Mouse Destruction?” “A Weed, a Fly, a Mouse and a Chain of Unintended Consequences” “Future Tech, Spare Parts” “Device Uses Sewage Bacteria to Produce Electricity” “Locus Inspire Technology That May Prevent Car Crashes” “Scientists sticking it to nature by replicating tiny gecko feet”
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| September
Ecological and Biological Relationships
Standard 8: Students shall demonstrate an understanding of ecological and behavioral relationships among organisms.
EBR.8. B.1 Cite examples of abiotic and biotic factors of ecosystems. Compare and contrast the characteristics of biomes. Diagram the carbon, nitrogen, phosphate, and water cycles in an ecosystem. Analyze an ecosystem’s energy flow through food chains, food webs, and energy pyramids. Identify and predict the factors that control population, including predation, competition, crowding, water, nutrients, and shelter. Summarize the symbiotic ways in which individuals within a community interact with each other: commensalisms, parasitism and mutualism EBR.8. B.7 Compare and contrast primary succession with secondary succession. Identify the properties of each of the five levels of ecology: organism, population ,community ,ecosystem and biosphere MC 2.B.6 Compare and contrast the functions of autotrophs and heterotrophs
Standard 9: Students shall demonstrate an understanding of ecological impact of global issues.
EBR.9. B.1
Analyze the effects of human population growth and technology on the Environment/biosphere. EBR.9. B.2 Evaluate long range plans concerning resource use and by-product disposal in terms of their environmental, economic, and political impact. EBR.9. B.3 Assess current world issues applying scientific themes (e.g., global changes in climate, epidemics, pandemics, ozone depletion, UV radiation, natural resources, use of technology, and public policy).
Molecules and Cells
Standard 1: Students shall demonstrate an understanding of the role of chemistry in life processes.
MC.1.B.1
Describe the structure and function of the major organic molecules found in living systems: Carbohydrates Proteins Lipids Nucleic Acids MC.1.B.2 Investigate the properties and importance of water and its significance for life: · surface tension · adhesion · cohesion · polarity · pH MC. 1.B.3 Describe the relationship between an enzyme and its substrate molecule(s) MC. 1.B.4 Explain the role of energy in chemical reactions of living systems:
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Ecology
Levels of Organization Ø biosphere àBiomeà ecosystem à community à population à species à organism
Energy flow Ø Autotroph vs. Heterotroph Ø Producers: photosynthesis and chemosynthesis Ø Consumers: herbivore, carnivore, detritivore, omnivore, decomposer Ø Feeding relationships: food chain vs. food web Ø Energy conversion and transfer by trophic levels
Biosphere recycling Ø Water cycle Ø Nutrient cycles: Carbon, Nitrogen, Phosphorous Ecosystem productivity and biomass
Factors shaping ecosystems: Ø Climate zones and Greenhouse phenomenon Ø Biotic and Abiotic factors Ø Niche concept Ø Community interactions: competition, predation, symbiotic interactions (commensalisms, mutualism, parasitism)
Succession Ø Primary succession and pioneer species Ø Secondary succession
Biomes Ø Identify defining characteristics of each Ø Terrestrial biomes: tropical rain and dry forests, savanna, desert, grassland, temperate woodland and shrubland, temperate forests, coniferous forests, boreal (taiga) forests, tundra Ø Aquatic ecosystems: Ø Freshwater – flowing, standing, Ø Wetland Ø Estuary Ø Marine – photic vs. aphotic Ø Zones, intertidal, coastal, coral Ø Reef, open ocean, benthic zone
Population growth Ø Factors affecting and limiting growth Ø Density-dependent and density independent factors Ø Carrying capacity vs. exponential growth Ø Describe human population growth, analyze age structures, describe how humans growth has affected other species
Human impact on the environment: Ø Biodiversity threat Ø 6th mass extinction Ø pollution, acid rain, ozone depletion, and greenhouse affect Ø global warming Ø exotic (introduced) species Ø conservation efforts and how individuals can affect change
Review basic chemistry concepts: Ø atomic structure Ø bonding Ø covalent, ionic, hydrogen Ø elements and isotopes
Carbon Ø chemistry of carbon Ø macromolecules of life – identify and describe structure (monomers) and examples of polymers Ø lipids, carbohydrates, proteins, Ø nucleic acids
Chemistry of water: Ø polarity Ø hydrogen bonding Ø water properties Ø solutions and suspensions Ø pH – acids and bases and buffers
Enzymes Ø reactions and activation energy Ø enzymes as catalysts Ø 3-D structure of enzymes Ø examples of enzymes Ø how enzymes work Ø regulation of enzymes
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How are all living things connected to one another and to the universe?
1. How are the biotic factors of an ecosystem different from the abiotic factors? 2. What are the biotic and abiotic factors present in a temperate deciduous forest? 3. What is the general climate in each of the 7 major biomes? 4. What role does the climate play in determining the types of organisms that can live in specific biomes? 5. How does carbon enter the living part of the carbon cycle? 6. How does carbon re-enter the environment from living things? 7. How does nitrogen cycle from the environment into living things? 8. How does water enter and exit the biotic part of the water cycle? 9. How does energy cycle through an ecosystem? 10. What are some specific factors that limit growth of animal populations? 11. What are three types of symbiotic relationships between organisms? Give an example of each type or relationship. 12. How does primary succession differ from secondary succession? 13. How do humans impact the carbon cycle and what are the global consequences? 14. What factors should be taken into consideration when deciding the location for a new landfill? 15. What human activities have impacted the ozone layer? 16. Why is sustainable use of natural resources important?
Biochemistry How do molecules sustain living things? 1. What are the major groups of organic compounds and how do they function in living things? 2. What is an enzyme and how does it function in cells? 3. Why is water essential to life? 4. What are the distinguishing chemical and physical properties of water?
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Anchor Assessment:
And Models from Carbohydrate Modeling Lab OR
Models from Amino Acid Modeling Lab
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Ecology Labs
Population Ecology (Goldfish) OR Random Sampling Food Web construction and manipulation Loss of Vegetation (trophic interaction)
Biochemistry Labs
Chemistry of Carbohydrates (models)
Chemistry of Amino Acids and Proteins (models) Pineapple Enzyme Lab OR Lactase Enzyme Lab
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September Vocabulary
HOLT INTERACTIVE “Ecosystem Dynamics” Literacy Materials (Ecology) “Soil Fertility in Agricultural Systems” “Power or Plants?” “What’s the big Deal About dirt?” “ A Diverse Ecosystem Offers Little or No Protection Against Invading Species” “Earth’s Uncanned Crusaders: Will Sardines Save Our Skin?” “A melting Glacier in Tibet serves as an Example and a Warning” “Overfishing is Emptying World’s Rivers, Lakes, Experts Warn” “Global Warming is Spurring Evolution, Study Says” “Is Global Warming Harmful to Health?”
Literacy Materials-Biochemistry “Enzymes may help brain clean the slates” “Enzyme may aid people with Celiac Disease” “Tiny Invader” “Lactic acid is not muscles’ foe, it’s fuel” |
| October( thru end of 1st 9 weeks)
Nature of Sci.
Standard 12 Students shall demonstrate an understanding of current life science theories. NS.12.B.4. Relate the development of the cell theory to current trends in cellular biology.
Molecules and Cells
Standard 2: Students shall demonstrate an understanding of the structure and function of cells. MC 2.B.1 Compare and contrast prokaryotes and eukaryotes. Describe the role of sub-cellular structures (organelles, ribosomes, & cytoskeleton) in the life of a cell. MC.2.B.5 Compare and contrast the structures of an animal cell to a plant cell.
October (thru remainder of month during 2nd 9 weeks) MC 2.B.4 Relate the function of the plasma (cell) membrane to its structure. MC. 2.B.11 Discuss homeostasis using thermoregulation as an example. Compare and contrast active transport and passive transport mechanisms:
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Cell structure and function Ø History: Hooke, van Leeuwenhoek Ø History: cell theory (Schleiden, Schwann, Virchow) Ø Symbiotic theory: Margulis
Ø Levels of Organization Atoms -> Molecules->Cells-> Tissue->Organ->Organ System->Organism->Species->Population-> Community->Ecosystem->Biome->Biosphere
Ø Eukaryotes vs. Prokaryotes o Be able to compare and contrast
Eukaryotic cell structure o Organelles o Cytoplasm o Nucleus o Compare plant vs animal cell Ø Levels of organization Microscope use: Ø Identify parts of a microscope Ø Make specimen slides Ø Identify parts of cell
Ø Cell membrane structure and function Ø Lipid bilayer Ø Cell wall Ø Diffusion through Ø Osmosis Ø Active transport Ø Homeostasis
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Cells Essential question
What are the activities cells carry out that are necessary to sustain life? Guiding Questions 1. The invention of what important tools led to the formation of the cell theory? 2. What is the cell theory? What evidence supports the cell theory? 3. What are prokaryotic cells? 4. What are eukaryotic cells? 5. How do prokaryotic and eukaryotic cells compare? 6. What organelles are found in eukaryotic cells? 7. What is the function of each organelle? 8. What is the difference between animal and plant cells?
Plasma Membrane Essential Question: How does the Plasma membrane function as the gateway of a cell? 1. How do the responsibilities of cells in multi cellular organisms compare to the cells that comprise single-celled organisms? 2. What is the composition of the cell (plasma) membrane? 3. What are the processes that allow materials to enter and exit the cell? 4. What is homeostasis? 5. How do cells maintain homeostasis? |
Anchor Assessment:
Anchor Assessment:
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Use of Microscope & Techniques For Better Use
osmosis/diffusion from AP lab book OR
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October Vocabulary
HOLT INTERACTIVE “Cell Transport and Homeostasis”
Literacy Materials (Cell) “How Human Cells Get Their Marching Orders” “ Stressed to Death” “Stem Cell Surprise” “ Cells that Read Minds”
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| November
Cellular Respiration and Photosynthesis Standard 3: Students shall demonstrate an understanding of how cells obtain and use energy. (Energetics) Compare and contrast the structure and function of mitochondria and chloroplasts. Describe and model the conversion of light energy to chemical energy by photosynthetic organisms (light dependent & independent reactions). Compare and contrast cellular respiration and photosynthesis as energy conversion pathways. MC.3.B.2 Describe and model the conversion of stored energy (glycolysis, citric acid cycle, electron transport chain) in organic molecules into usable cellular energy (ATP). Standard 2: Students shall demonstrate an understanding of the structure and function of cells. MC.3.B.3 Compare and contrast aerobic and anaerobic respiration (lactic acid and alcoholic fermentation). MC.3.B.4 Describe and model the conversion of light energy to chemical energy by photosynthetic organisms:
The Cell Cycle Describe the main events in the cell cycle (mitosis, interphase, & cytokinesis), including the differences in plant and animal cell division. List in order and describe the stages of mitosis (prophase, metaphase, anaphase, & telophase). Analyze the meiotic maintenance of a constant chromosome number from one generation to the next. |
Photosynthesis
Ø Explain where plants get energy to produce food Ø Describe the role of ATP in cellular activities
Photosynthesis overview: Ø Experiments of van Helmont, Priestley, Ingenhousz Ø Photosynthesis equation Ø Describe role of light and chlorophyll
Photosynthesis reactions Ø Describe structure and function of chloroplast Ø Light-dependent reactions – describe what happens Ø Light-independent reactions – describe Calvin cycle Ø Identify factors that affect the rate of photosynthesis
Cellular respiration Ø Chemical pathways o Explain what cellular respiration is o Describe what happens during glycolysis and products produced o Name and describe two main types of fermentation Ø Krebs cycle and Electron transport o Describe what happens during Krebs cycle and products produced o Explain how high-energy electrons are used in transport chain o Identify pathways the body uses to release energy during exercise
Compare photosynthesis and cellular respiration
Cell cycle and Growth/Division Ø Describe and identify typical stages in cell’s life cycle Ø Somatic cell reproduction o Mitotic stages, identify and describe Ø Gamete production o Meiosis, identify and describe stages o Spermatogenesis vs. Oogenesis Ø Compare mitosis and meiosis Ø Regulation of cell cycle Ø How do cancer cells differ from other cells
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Cellular Energetics”
Why do living things make or eat food? Guiding Questions 1. How is the sun the ultimate source of energy for all living things? 2. How do organisms produce and use energy?
3. What is cellular fuel?
4. What are the reactants and products of respiration?
5. What is the difference between aerobic and anaerobic respiration?
6. What is the role of ATP in photosynthesis and respiration?
Mitosis & Meiosis: How do cells grow, divide, and make new cells?
Guiding Questions
1. What are mitosis and meiosis and which cells perform each process? 2. How does the chromosome number in parent cell and daughter cells differ with regards to mitosis and meiosis? 3. What is the difference in the way plant and animals undergo cell division? 4. How does crossing over act as the genetic mechanism for diversity? |
Anchor Assessments:
Cellular Energetics Open Response item “How do certain living things use sunlight to make food and why are they eaten?” Compare and Contrast Respiration vs. Photosynthesis. Be sure to include the cell structures involved in each and how energy flows from the sun through living things.
Compare/Contrast Essay on Mitosis vs. Meiosis OR
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Respiration & Photos Labs
Chromatography/ Photosynthesis lab from AP book Respiration of Germinating Seeds Lab
Mitosis & Meiosis Labs |
November Vocabulary
HOLT INTERACTIVE” Cellular Respiration” HOLT INTERACTIVE “Photosynthesis” HOLT INTERACTIVE “Cell Reproduction” Literacy Materials “Lactic Acid Is Not Muscles’ Foe, It’s Fuel” “Breakthroughs/Immunology” “Modified Mice Stay Super-fit” “In the Genes” “Grow in The Dark” “Source of Half Earth’s Oxygen Gets Little Credit”
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| December
Heredity and Evolution
Standard 4: Students shall demonstrate an understanding of heredity.
HE.4.B.1
Differentiate among the laws and principles of inheritance (dominance, segregation, independent assortment). Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios. · sex linkage
HE.4.B.5 Analyze the historically significant work of prominent geneticists. Evaluate karyotypes for abnormalities such as monosomy & trisomy.
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Genetics
The work of Gregor Mendel Ø Describe Mendel’s work and summarize his conclusions Ø Explain principle of dominance Ø Law of segregation and independent assortment
Probability Ø Describe what probability is Ø Explain how probability is used in genetics Ø Construct and read Punnett Squares
Patterns of inheritance Ø Simple dominance Ø Co-dominance Ø Incomplete dominance Ø X-linked Ø Pedigree and karyotypes o Mutations/diseases
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Genetics:
Why do living things not look the same? Guiding Questions 1. What are Mendel’s laws of heredity? 2. What are genotype and phenotype? 3. How do the terms heterozygous, homozygous, dominant and recessive relate to Mendelian genetics 4. What are the potential effects of genetic recombination and mutation on organisms? |
Anchor Assessment:
Performance Assessment: Correctly Created and Diagnosed |
Karyotyping
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December Vocabulary
Literacy Materials “ Gene that led to man found” “ Gene Study Identifies 5 Main Human Populations, Linking Them to Geography” “Still Evolving , Human Genes Tell New Story” “Without Gene, timid Mice Turn into Daredevils” “Study Offers New Insight Into Why Learning Disorders Are Genetic” “Early Risers have Mutated Gene, Study Says” “A Gene for Romance? So It seems( Ask the Vole)
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| January
Standard 5: Students shall investigate the molecular basis of genetics. HE.5.B.1 Model the components of a DNA nucleotide and an RNA nucleotide. Describe the Watson-Crick double helix model of DNA, using the base-pairing rule (adenine-thymine, cytosine-guanine). Compare and contrast the structure and function of DNA and RNA. Describe and model the processes of replication, transcription, and translation. Compare and contrast the different types of mutation events, including point mutation, frameshift mutation, deletion, and inversion. Identify effects of changes brought about by mutations (beneficial, harmful, & neutral). Molecules and Cells Standard 1 MC.1.B.1 Describe the structure and function of nucleic acids found in living systems. Standard 12 NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP, chromosome therapy). NS.12.B.7 Research current events and topics in Biology
Standard 6: Students shall examine the development of the theory of biological evolution. Compare & contrast Lamarck’s explanation of evolution with HE.6.B.2 Darwin’s theory of evolution by natural selection. Recognize that evolution involves a change in allele frequencies in a population across successive generations. Analyze the effects of mutations and the resulting variations within a population in terms of natural selection. Illustrate mass extinction events using a time line. Evaluate evolution in terms of evidence as found in the following:
Nature of Science Standard 12 NS.12.B.2 Compare the processes of relative and radioactive dating to determine the age of fossils. NS.12.B.3
Understand that scientific theories may be modified or expanded based on empirical data, verification, & peer review. Heredity and Evolution Standard 6 HE.6.B.7 Interpret a Cladogram |
Molecular biology Ø History of DNA – Griffith, Avery, Pauling, Franklin, Watson/Crick Ø Summarize relationship between genes and DNA Ø Describe structure of DNA Ø Summarize events of DNA replication Ø RNA and protein synthesis o Compare DNA and RNA o Describe types of RNA o Stages in protein synthesis § Transcription § Translation o Contrast gene and chromosomal mutations Ø Gene regulation Ø Genetic engineering
Evolution
What is evolution? Ø Fact and theory Ø Review what a theory is
History of evolutionary thought Ø Lamarck Ø Darwin and Wallace Ø Voyage of the Beagle
Darwin’s theory Ø Four postulates Ø Influences on his theory: Hutton, Lyell, Malthus, Wallace Ø Support for natural selection
Other mechanisms of evolutionary change Ø Genetic drift
Speciation and Extinction
Evidence for evolution Ø Fossil record Ø Geographic distribution Ø Comparative morphology Ø Comparative embryology Ø Artificial selection Ø Observational examples (resistant bacteria)
Genetic equilibrium Ø Hardy-Weinberg conditions
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How does DNA function as the basic set of instructions for all living things?
Guiding Questions
1. How can the structure and function of DNA and RNA be characterized? 2. How are the structures of DNA and RNA similar and different? How do DNA and RNA molecules replicate themselves? What was the nature of the quest for discovering the source of heredity in living things? 3. What types of methodology were used to conclude that DNA is the genetic material? 4. How can the structure of DNA be described? Who are notable contributors to our knowledge of DNA? What are the roles of DNA and RNA in the construction of proteins? 5. What is involved in the processes of transcription and translation? 6. What are some of the new DNA techniques molecular biologists have created to allow them to identify, study, and modify genetic information? 7. What is the Human Genome Project? 8. What are some issues that have arisen as a result of new DNA technologies? 9. How does DNA function as the basic set of instructions for all living things?
Evolution How do species change over time? Guiding Questions 1. What were some early models for how life formed on Earth? 2. What types of evidence support the theory of evolution? 3. How do environmental pressures cause variations in populations? 4. How does natural selection explain the idea of change over time? |
Anchor Assessment
Performance Assessment: Correctly Constructed DNA models
Anchor Assessment Graphing Data from Gene frequency (Beans) Lab OR Evolution (Peppered moth) Lab
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DNA Labs
1. Isolating DNA (strawberries) Or And
2. DNA models Or DNA models with protein Synthesis Lab And 3. Who ate the Cheese-Electrophoresis Lab Base Pairs of Crime Scene DNA for Who ate the Cheese
Evolution Labs
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January Vocabulary
HOLT INTERACTIVE “Gene Expression” Literacy Materials “Molecular Structure of nucleic Acids” “Chemical Achievers: Watson, Crick, Wilkins, and Franklin” “Human, Chimp Ancestors may Have Mated, DNA suggests
Literacy Materials-Evolution Global warming is spurring evolution, study says Still evolving, human genes tell new story New study supports idea that primates, dinosaurs coexisted Twenty species we may lose in the next twenty years Hobbit-like human ancestor found in Asia Fear of snakes, spiders rooted in evolution Sex speeds up evolution Rodent has long lineage Fins to limbs: New fossil gives evolution insight Spike seen in drug-resistant germ Fins to limbs: New fossil gives evolution insight Hard-wired for prejudice
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| Classification and the Diversity of life
Standard 7: Students shall demonstrate an understanding that organisms are diverse. Differentiate among the different domains (Bacteria, Archaea, & Eukarya). Differentiate the characteristics of the six kingdoms:
CDL.7.B.3 Identify the seven major taxonomic categories:
CDL.7.B.4 Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys.
Bacteria, Protists and Fungi CDL.7.B.6 Compare and contrast the structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things. Evaluate the medical and economic importance of viruses.
CDL.7.B.9 Classify bacteria according to their characteristics and adaptations. Evaluate the medical and economic importance of bacteria.
Describe the characteristics used to classify protists:
CDL.7.B.12 Evaluate the medical and economic importance of protists . Compare and contrast fungi with other eukaryotic organisms. Evaluate the medical and economic importance of fungi.
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Classification
Ø What is taxonomy? Ø Explain how living things are organized Ø Describe binomial nomenclature Ø Explain Linnaeus’s hierarchical system Ø Modern evolutionary classification o Cladistics and acquired characteristics o Explain evolutionary relationships Ø Kingdoms and Domains o Name the six kingdoms and explain characteristics of each o Describe domain system of classification
Microbiology Ø Viruses and Bacteria Ø Protists
Multicellular organisms – structure and function Ø Fungi
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How do scientists organize all the known living things on Earth?
Guiding Questions 1. What do taxonomists use to determine similarity between organisms? 2. How does taxonomy lend insight into the process of evolution 3. What are the major divisions in the modern classification system?
Why are bacteria, protists and fungi so abundant, diverse and successful? Guiding Questions 1. How do microscopic organisms affect our lives? 2. How do viruses compare to organisms? What are the components of a typical virus? 3. How do viruses replicate? 4. How are viruses specific to particular host cells? 5. How does the virus that causes AIDS reproduce? 6. How can the spread of AIDS be prevented 7. What are the distinguishing characteristics of monerans, protists, and fungi in terms of anatomic features, food getting and reproductive methods; metabolic activities, and environmental responses? |
Anchor Assessment:
Cladogram
Anchor Assessment
Project Based Assessment: Wanted Poster Students construct a wanted poster on any disease causing bacteria or virus. At minimum it must include a picture, a description of the microorganism and the symptoms it causes |
Classification Labs
Dichotomous Key Lab (Mythological Creatures &/or Sharks)
Virology Lab Or Communicable Disease Lab (LRSD Lab Handbook) And Bread Mold Lab(LRSD Lab Handbook)
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February Vocabulary
Literacy Materials (classification) Creating order out of chaos It’s alive Stinging fire ants have good points Group revamps world of taxonomy Linnean naming system faces challenges Team races to catalog every species on earth
Literacy Items (Microorganisms) The mighty worm Device uses sewage bacteria to produce electricity |
| Plants CDL.7.B.15 Differentiate between vascular and nonvascular plants. Differentiate among cycads, gymnosperms, and angiosperms. Describe the structure and function of the major parts of a plant:
CDL.7.B.18 Relate the structure of plant tissues (epidermal, ground, and vascular) to their functions. Evaluate the medical and economic importance of plants. Investigate Arkansas’ biodiversity using appropriate tools and technology. |
Ø Plants
o Vascular vs. non-vascular plants o Tissue types
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What is the importance of plants in our lives?
Guiding Questions 1. What are distinguishing differences between nonvascular and vascular plants? 2. What specific roles do dermal, vascular, and ground tissues play in plants? |
Anchor Assessment:
Lab Report on Seed germination inquiry lab
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Seed germination inquiry lab | March Vocabulary
Literacy Materials(Botany) Natural plant defenses- fight or flight? Soil fertility in agricultural systems Power or plants |
| April
CDL.7.B.2 Differentiate the characteristics of the kingdom Animalia CDL.7.B.20 Identify the symmetry of organisms:
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Ø Animals o Animal characteristics: symmetry, anatomy, physiology
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What are the similarities and differences among animals?
Guiding Questions 1. What are the basic body plans of all animals? 2. Why are body plans useful in classifying animals? |
Anchor Assessment:
Animal Phyla Lab-Correct Phyla Descriptions |
Animal Phyla Lab
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| May
Differentiate the characteristics of the kingdom Animalia . Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems Differentiate the characteristics of the kingdom Animalia.
Compare and contrast the major vertebrate classes according to their nervous, respiratory, excretory, circulatory, digestive, reproductive and integumentary systems. Compare and contrast life cycles of familiar organisms
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Invertebrates
Dissection and comparative anatomy
Vertebrates Dissection and comparative anatomy
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Why are invertebrates so diverse, successful and abundant?
Guiding Questions 1. How are the body plans of invertebrates different from those of vertebrates? 2. What are the eight major invertebrate phyla and the major characteristics of each in terms of anatomical features; food getting and reproductive methods; metabolic activities; and environmental responses? How does the spinal cord allow diversity in the form and function of vertebrates? Guiding Questions 1. What distinguishes chordates from other animals? 2. What are the major structural and functional adaptations found in fish, amphibians, reptiles, birds, and mammals? What are the major vertebrate systems that can be studied and compared? 3. How did the evolution of the spinal cord allow for diversity in the form and function of vertebrates? |
Labeled/colored diagram from Earthworm Dry Lab
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Earthworm Dry Lab
Frog dissection on FrogGuts |
(FroGuts Software-link to brochure)
Literacy Materials Suicide grasshoppers brainwashed by parasite worms Toads that go pop in the night Weapons of Mouse destruction? Earth’s uncanned crusaders: Will sardines save our skin? Owls use dung to “fish” for beetles |
| Main Idea Practice Answers | ||||
Main IdeaExercise 11.b; 2.b Exercise 21. Across the country, many states have abolished the policy of “social promotion,” even though there is no hard evidence that making children repeat a grade has a positive effect. 2. In 1932, Wallace H. Carothers developed nylon, the first synthetic fiber, which had a dramatic effect on world events. Exercise 31. No nicknames for soldiers of previous generations have earned the popularity of the term GI. 2. Since her death, Frida Kahlo’s reputation has overtaken her husband’s. Exercise 41. King Leopold of Belgium exploited the Congo for personal gain and all but ruined the country. 2. The invention of the CAT scan was as important a discovery as the development of X-Rays. Inference ExercisesExercise 1
Exercise 2Answers may vary. 1. Inference: The puppy may well have been abused by its former owners. 2. Inference: The students are going to take advantage of the substitute teacher. Exercise 31. b; 2. a Exercise 41. a; 2. bExercise 5Answers will vary. 1. Richard the Lionhearted was not so pure of heart as some movies suggest. 2. Her romantic attachment to Clyde Barrow led Bonnie Parker into a life of crime. |
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| AP Lab 5 Cell Respiration |  |
Introduction:
Cellular respiration is the release of energy from organic compounds by metabolic chemical oxidation in the mitochondria in each cell. Cellular respiration involves a number of enzyme mediated reactions. The equation for the oxidation glucose is C6H12O6 + O2 à CO2 + H2O + 686 kilocalories per mole of glucose oxidized. There are three ways cellular respiration could be measured. The consumption of O2 (how many moles of O2 are consumed in cellular respiration). Production of CO2 (how many moles of CO2 are produced in cellular respiration?) and the release of energy during cellular respiration. In this lab, the volume of O2 consumed by germinating and non-germinating peas at two different temperatures will be measured.
PV=nRT is the inert gas law. P is the pressure of the gas. V is the volume of the gas. n is the number of molecules of gas. R is the gas constant. T is the temperature of the gas in degrees K. This law tells us several important things about gases. If temperature and pressure are kept constant then the volume of the gas is directly proportional to the number of molecules of the gas. If the temperature and volume remain constant, then the pressure of the gas changes in direct proportion to the number of molecules of gas. If the number of gas molecules and the temperature remain constant, then the pressure is inversely proportional to the volume. IF the temperature changes and the number of gas molecules is kept constant, then either pressure or volume or both will change in direct proportion to the temperature.
In this lab, CO2 , made during cellular respiration will be removed by potassium hydroxide (KOH) and will make potassium carbonate (K2CO3). Carbon dioxide is removed so the change in the volume of gas in the respirometer will be directly proportional to the amount of oxygen that is consumed. In the experiment water will move toward the region of lower pressure. During respiration, oxygen will be consumed and its volume will be reduced to a solid. The result is a decrease in gas volume within the tube, and a related decrease in pressure in the tube. The respirometer with just the glass beads will allow changes in volume due to changes in atmospheric pressure or temperature changes.
Hypothesis:
The respirometer with only germinating peas will have a larger consumption of oxygen and will have a larger amount of CO2 that is converted into K2CO3 than the respirometer with beads and dry peas and the respirometer with beads alone.
Materials:
The materials used in the lab are as follows: a thermometer, 2 water baths, tap water, masking tape, germinating peas, non-germinating (dry) peas, 100 mL graduated n cylinder, 6 vials, 6 rubber stoppers, absorbent and non absorbent cotton, KOH, 5 mL syringe, 6 pipettes, ice, and 6 washers.
Methods:
First, set up both a room temperature 25oC and a 10oC water bath. Make sure you allow time to adjust the temperature in each bath. To obtain a temperature of 10oC add ice to of the baths until the temperature in the bath is 10oC. Next, obtain a 100 mL graduated cylinder and fill it with 50 mL of water. Drop in 25 germinating peas and determine the amount of water that is displaced. Record the volume of the 25 germinating peas. Then remove these peas and place them on a paper towel. They will be used in respirometer 1. Next, refill the graduated cylinder with 50 mL of water and drop 25 non-germinating peas into it. Then drop glass beads into the respirometer until the volume is equivalent to that of the expanded germinating peas. Remove the beads and peas. They will be used in respirometer 2. Next, refill the graduated cylinder with 50 mL of water. Determine how many glass beads would be required to attain a volume that is equivalent to that of the germinating peas. Remove the beads. They will be used in respirometer 3. Then repeat the procedures used above to prepare a second set of germinating peas, dry peas + beads, and beads to be used in respirometers 4,5,and 6.
Assemble the six respirometers by obtaining 6 vials, each with an attached stopper and pipette. Then put a small wad of absorbent cotton in the bottom of each vial and, using the syringe, saturate the cotton with 15 % KOH making sure not to get the KOH on the sides of the respirometer. Then place a small wad of dry cotton on top of the KOH-soaked absorbent cotton. Repeat these steps to make the other five respirometers. Make sure to use about the same amount of cotton in each vial.
Next, place the first set of germinating peas, dry peas + beads and beads in vials 1,2, and 3. Place the second set of germinating peas, dry peas + beads, and beads in vials 4,5, and 6. Insert the stoppers in each vial with the proper pipette. Place a washer on each of the pipettes to be used as a weight.
Make a sling using the masking tape and attach it to each side of the water baths to hold the pipettes out of the water during the equilibration period of 10 minutes. Vials 1,2, and 3, should be in the bath containing water of 25o C. Vials 4, 5, and 6 should be in the bath containing water that is 10oC. After the equilibration period completely immerse all six respirometers in the water completely. Water will enter the pipette for a short distance and stop. If it does not stop, there is a leak. Make sure the pipettes are facing so you can read them. The vials should not be shifted during the experiment and your hands should not be placed in the water during the experiment.
Allow the respirometers to equilibrate for three more minutes and then record the initial water in each pipette time 0. Check the temperature in both baths and record in table 5.1. Every five minutes for 20 minutes, take readings of the water’s position in each pipette, and record the data in table 5.1.
Results:
Table 5.1: the Measurement of Oxygen Consumption by Soaked and Dry Pea Seeds at Room Temperature 25o C and 10oC Using Volumetric methods.
| Temp o C | Time (min) | Reading at time X | Diff. | Reading at time X | Diff. | Corrected Diff. | Reading at time X | Diff. | Corrected Diff. |
| 25 | Initial- 0 | 14.4 | 13.9 | 14.2 | |||||
| 25 | 0 to 5 | 14.1 | .3 | 13 | .9 | .6 | 14.1 | .1 | -.2 |
| 25 | 5 to 10 | 14.0 | .4 | 11.1 | 2.8 | 2.4 | 13.9 | .3 | -.1 |
| 25 | 10 to 15 | 13.9 | .5 | 10.3 | 3.6 | 3.1 | 13.7 | .5 | 0 |
| 24 | 15 to 20 | 13.9 | .5 | 8.8 | 5.1 | 4.6 | 13.5 | .7 | .2 |
| 10 | Initial – 0 | 14.2 | 14.2 | 14.7 | |||||
| 10 | 0 to 5 | 14.8 | -.6 | 14.0 | .2 | .8 | 15.2 | -.5 | .1 |
| 10 | 5 to 10 | 14.6 | -.4 | 13.5 | .7 | 1.1 | 15 | -.7 | -.3 |
| 10 | 10 to 15 | 14.8 | -.6 | 13.2 | .9 | 1.5 | 15 | -.7 | -.1 |
| 10 | 15 to 20 | 14.9 | -.7 | 12.6 | 1.6 | 2.3 | 15 | -.7 | 0 |
Graph: Consumption of Oxygen for Germinating Peas and Dry Peas at 10oC and 25o C.
Questions:
1. In this activity, you are investigating both the effect of germination versus non-germination and warm temperature versus cold temperature on respiration rate. Identify the hypothesis being tested in this activity.
The hypothesis being tested in this activity is that the germinating peas in a water bath of 25 o C will have a higher respiration rate than the other vials.
2. This activity uses a number of controls. Identify at least three of the controls, and describe the purpose of each control.
One control is each vial had the same volume. This showed that the volume of the vial did not effect respiration rate. Another control was the vial with beads alone. The beads carried out no respiration. The final control was the 10 minute equilibration period. This allowed the contents of the vials to carry out respiration for a short period of time before they were completely immersed in the water.
3.Graph the results from the corrected difference column for the germinating and dry peas at both room temperature and at 10oC.
4. Explain the relationship between the amount of oxygen consumed and time.
As time increased oxygen consumption increased.
5. From the slope of the four lines on the graph, determine the rate of oxygen consumption of germinating and dry peas during the experiments at room temperature and at 10o C.
| Condition | Show Calculations | Rate in mL O / minute |
| Germinating peas at 10oC | 2.3-1.5=.8/5 | .16mL O2 /minute |
| Germinating peas at room temperature | 4.6-3.1/5 | .3mL O2 /minute |
| Dry peas at 10oC | (.1)/5= | .02 mL O2 /minute |
| Dry peas at room temperature | (.2-0 )/5= | .04 mL O 2 /minute |
6. Why is it necessary to correct the readings from the peas with the readings from the beads?
The beads carried out no cellular respiration. The peas did. Changes in atmospheric pressure could have caused changes in respiration rate and correcting the readings provided the most accurate results under the given conditions.
7. Explain the effect of germination versus non-germination on pea seed respiration.
Germination causes a higher rate of respiration than the non-germinating peas.
8. Graph the predicted results through 45o C. Explain your prediction.
As the temperature increased cellular respiration increased, but after a certain temperature the respiration rate will start to go down. The peak is the optimal temperature.
9. What is the purpose of KOH in this experiment?
KOH removes carbon dioxide formed during cellular respiration.
10. Why did the vial have to be completely sealed around the stopper.
The stopper was completely sealed to prevent water from entering the respirometer.
11. If you used the same experimental design to compare the rates of respiration of a 25g. reptile and a 25 g. mammal at 10oC what results would you expect? Explain your reasoning.
The mammal would carry out a higher rate of cellular respiration. This is because the mammal maintains a constant temperature that is higher than the temperature of the cold blooded reptiles that will have a temperature of 10 C.
12. If respiration in a small mammal were studied at both room temperature 21 o C and 10oC what results would you predict? Explain your reasoning.
The rate of cellular respiration would be higher at 21 degrees C because the 10 degrees C temperature could cause the overall body of the mammal temperature to drop the most.
13. Explain why water moved into the respirometers’ pipettes.
Water moved into the pipettes because oxygen was being consumed and allowed water to move only partially into the pipette.
14. Design an experiment to examine the rates of cellular respiration in peas that have been germinating for 0, 24, 48, and 72 hours. What results would you expect? Why?
I would use the same format using respirometers to measure the cellular respiration rate of the peas. The peas that had been germinating for 72 hours would have a higher respiration rate because they have a higher energy demand.
Error Analysis:
Several factors could have caused inaccurate results in this experiment. First, not maintaining a constant temperature in the water bath could have caused inaccurate results. Also moving the vials in the water after the experiment began could have caused inaccurate results. Putting your hands in the water bath while the vials were in the water could have caused inaccurate results. Allowing the peas to come into contact with the KOH could have also caused inaccurate results. Finally not having the same amount of cotton in each vial could have caused an error in the results.
Conclusion:
In this experiment the vial with just 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. The beads carried out no cellular respiration. 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 caused cellular respiration to occur at a higher rate which in turn caused a greater consumption of oxygen.
| Lab 5 Cell Respiration |  |
Introduction
Cellular respiration is a series of enzyme-mediated reactions that release the energy from carbohydrates. It begins in the cytosol with glycolysis and is completed within the mitochondria. Cellular Respiration can be summarized with the following equation:
C6H12O6 + 6O2 → 6CO2 + 6H2O + 686 kilocalories of energy/mole of glucose oxidized
Cellular respiration could be measured in several different ways, but in this experiment oxygen consumption is used. To do this, it uses a number of the physical laws of gases including the equation, PV = nRT, where P stands for pressure, V for volume, n for the number of molecules, R for the gas constant, and T for temperature. This law shows the many relationships between these factors and how they affect each other.
This experiment compares respiration rates in germinating and non-germinating peas. Germination is the growth processes of a seed. It requires a lot of energy to break the seed coat and as it continues to grow this energy need increases. Respiration is required to access this energy so as the seed germinates its respiration rates increase. Non-germinating seeds, however, are dormant and use very little respiration. Some respiration must occur in order for the seed to live.
Hypothesis
The rate of cellular respiration will be greater in germinating peas than in dry peas, and temperature will have a direct effect on this rate.
Materials
This lab required a room temperature bath and a 10°C bath, ice, a 100-mL graduated cylinder, 50 germinating peas, paper towels, 150 mL of water, dry peas, beads, six vials with attached stoppers and pipettes, absorbent cotton, 5-mL pipette, 15% KOH, non-absorbent cotton, masking tape, and a timer.
Methods
A room temperature bath and a 10°C bath were prepared. A 100-mL graduated cylinder was filled with 50 mL of water. Then, 25 germinating peas were added and the amount of displaced water was determined and recorded. The peas were then removed and placed on a paper towel until needed for Respirometer 1. The graduated cylinder was then refilled with 50 mL of water. 25 dry peas were added and beads were added until the volume equaled that of the germinating peas. The peas and beads were removed and placed on a paper towel for use in Respirometer 2. After refilling the graduated cylinder with 50 mL of water, beads were added until the volume again equaled that of the germinating peas. They were removed and placed in a paper towel for use in Respirometer 3.
The above procedures were repeated to prepare a second set of germinating peas, dry peas and beads, and beads for use in Respirometers 4, 5, and 6. The respirometers were prepared next by first placing a small wad of absorbent cotton in the bottom of each respirometer and saturating it with 15% KOH, being careful not to get any on the sides of the vial. Next, a piece of non-absorbent cotton was placed on top of the KOH-soaked cotton. The first set of germinating peas, peas and beads, and beads were added to Respirometers 1, 2, and 3. Then the second set was added to Respirometers 4, 5, and 6.
A masking tape sling was created for each of the water baths to hold the respirometers out of the water during equilibration. Respirometers 1, 2, and 3 were placed in the room-temperature bath, and Respirometers 4,5,and 6 were placed in the 10°C water bath. The respirometers were allowed to equilibrate for 10 minutes and then were immersed entirely in the water bath. They were checked for leaks and an initial reading was taken. Then additional readings were taken every 5 minutes for 20 minutes.
Results
| Temp
(°C) |
Time
(min) |
Beads Alone | Germinating Peas | Dry Peas and Beads | |||||
| Reading at time X | Diff. | Reading at time X | Diff. | Corrected Diff. | Reading at time X | Diff. | Corrected Diff. | ||
| 10° | Initial – 0 | 14.0 | 13.5 | 14.1 | |||||
| 0 to 5 | 14.1 | -0.1 | 13.4 | 0.1 | 0.2 | 14.4 | -0.3 | -0.2 | |
| 5 to 10 | 14.0 | 0.0 | 13.2 | 0.3 | 0.3 | 14.5 | -0.4 | -0.4 | |
| 10 to 15 | 14.1 | -0.1 | 12.8 | 0.7 | 0.8 | 14.6 | -0.5 | -0.4 | |
| 15 to 20 | 14.4 | -0.4 | 12.2 | 1.3 | 1.7 | 14.9 | -0.8 | -0.4 | |
| 25° | Initial – 0 | 14.8 | 14.0 | 15.0 | |||||
| 0 to 5 | 14.8 | 0.0 | 13.0 | 1.0 | 1.0 | 14.8 | 0.2 | 0.2 | |
| 5 to 10 | 14.7 | 0.1 | 12.2 | 1.8 | 1.7 | 14.6 | 0.4 | 0.3 | |
| 10 to 15 | 14.4 | 0.4 | 10.3 | 3.7 | 3.3 | 14.4 | 0.6 | 0.2 | |
| 15 to 20 | 14.3 | 0.5 | 9.8 | 4.2 | 3.7 | 14.3 | 0.7 | 0.2 | |
Condition |
Show Calculations Here | Rate in mL O2/minute |
| Germinating Peas/ 10°C | (1.0 – 0.2) / (9 – 5) | 0.20 |
| Germinating Peas/ 25°C | (2.4 – 1.0) / (7 – 5) | 0.70 |
| Dry Peas/ 10°C | (0.4 – 0.2) / (26 – 5) | 0.01 |
| Dry Peas/ 25°C | (-0.4 – -0.2) / (26 – 5) | -0.01 |
Questions:
1. In this activity, you are investigating both the effect of germination versus non-germination and warm versus cold temperature on respiration rate. Identify the hypothesis being tested in this activity.
The hypothesis being tested is that respiration in germinating peas occurs at a faster rate than that of non-germinating peas, and that temperature has a direct effect on these rates.
2. This activity uses a number of controls. Identify at least three of the controls and describe the purpose of each control.
One control in this experiment is that the dry peas and beads and the beads alone were made to have the same volume as the germinating peas, to make sure that the same amount of air was in each of the vials and displacement would be comparable. Another control was the respirometer with just beads. No respiration occurred in this respirometer so it could be used to correct any variances occurring in the surroundings. The amount of KOH used in each respirometer was controlled so that all the peas had an equal chance to perform cellular respiration.
4. Describe and explain the relationship between the amount of O2 consumed and time.
6. Why is it necessary to correct the readings from the peas with the readings from the beads?
Uncontrollable aspects of the environment such as barometric pressure could cause a change in the water position without the occurrence of cellular respiration.
7. Explain the effect of germination (versus non-germinating) on pea seed respiration.
Germination increases the rate of respiration in pea seeds.
8. Below is a sample graph of possible data obtained for oxygen consumption by germinating peas up to about 8°C. Draw in predicted results through 45°C. Explain your prediction.
Oxygen Consumption will increase with temperature until the necessary enzymes become denatured.
9. What is the purpose of KOH in this experiment?
KOH combines with the CO2 and creates an insoluble precipitant.
10. Why did the vial have to be completely sealed around the stopper?
The vial had to be sealed so that when the volume of air in the vial decreased it would suction water into the pipette creating an observable change in the water position.
11. If you used the same experimental design to compare the rates of respiration of a 25g reptile and a 25g mammal, at 10°C, what results would you expect? Explain your reasoning.
The rate of respiration in the mammal would be greater than that of the reptile because the mammal keeps a constant body temperature while the body temperature of the reptile would be similar to that of its environment. Lower temperatures decrease the rate of cellular respiration.
12. If respiration in a small mammal were studied at both room temperature (21°C) and 10°C, what results would you predict? Explain your reasoning.
Respiration would be greater at 10°C because the animal would need more energy to sustain its normal body temperature.
13. Explain why water moved into the respirometers’ pipettes.
The volume of air in the vial was reduced when KOH combined with CO2 and water was then pulled in by the suction.
14. Design an experiment to examine the rates of cellular respiration in peas that have been germinating for 0, 24,48, and 72 hours. What results would you expect? Why?
Set up 5 respirometers containing beads, non-germinating peas, peas that have been germinating for 1 day, peas that have been germinating 2 days, and peas that have been germinating 4 days and measure the water displacement over 20 minutes. The peas that have been germinating the longest will have the highest rate of respiration and the lowest in the non-germinating peas.
Error Analysis:
Several errors could have occurred during this experiment. Some factors involved could have included inaccurate measurements of the water positions, variations in the water bath temperatures, possible leaks in the respirometers, and mathematical errors.
Discussion and Conclusion
This lab showed that cellular respiration rates are greater in germinating peas than in non-germinating peas. It also showed that respiration rates increase as temperature increases. The non-germinating peas showed very little oxygen consumption while the germinating peas had a high rate of oxygen consumption.
