1. 5.4 Producers Energy Transfer from Food 4/18/2016

2. Bell Work 33 April 18, 2016 * You will need your composition books today.* No bell work today, you need to obtain notebook sheet 17 “Ecoscenario Producers” and look over the questions on the sheet for later. After looking over the questions, make the necessary observations of your milkweed bugs and terrariums and write your observations down. First period, this is your day to write the observations on the log. Remember to write complete sentences when doing your bell work.

3. Objective We will use a model to investigate energy transfer in food. We will burn snack foods to confirm that there is stored potential energy in food. The burning food will heat the water in order to quantify food energy and calculate the calories. You will learn the difference between small calories and kilocalories used to measure the energy in food.

4. 1. Review Energy Living organisms, including humans, need energy to do the things they do and that we know that producers get energy from the Sun. How does your body get energy to do what you want to do? Talk in your groups, be ready to share What are some of the things that you do when you are “out of energy?”

5. 3. Discuss energy source 1.Coal, gas, and wood are energy sources. What kind of energy do we get from these energy sources? 2. How do we get the useful energy from these fuels?

6. 3. Discuss energy source 1.Coal, gas, and wood are energy sources. What kind of energy do we get from these energy sources? Heat 2.How do we get the useful energy from these fuels? Burn them The heat released during fuel “burning” is a form of energy. People get energy by “burning” or metabolizing food. The process of metabolism in the human body is not the same as burning, but the release of energy is similar. Breaking down food in the cells of the body releases energy for humans to use to do what they need to do.

7. 4. Focus Question 5.4 FQ 5.4 Write it down How can we model and measure energy transfer from food? Share some ideas you may have at your table, be ready to share

8. 5. Model for releasing food energy Here is a familiar food. We are going to use it as part of our model to see if we can release energy from food and measure the energy transfer. 1. How can we test this to see if it is an energy source?

9. 5. Model for releasing food energy Here is a familiar food. We are going to use it as part of our model to see if we can release energy from food and measure the energy transfer. 1.How can we test this to see if it is an energy source? Burn it If it contains energy, it might burn. 2. Do you think a snack food will burn? Why or why not? We will try it with a snack holder that will support the snack food. The snack in the wire holder can be safely tested to see if it will release energy.

10. 6. Safety THIS INVESTIGATION INVOLVES FIRE!!!! It is very important that you keep hair, clothing, and papers clear of the flame, and avoid breathing the smoke and fumes given off during burning. I will circulate to each group and use a match to light the snack food. The snack is not like a candle; to light it, I will need to hold the lit match under the snack for a few seconds. You will wear safety glasses and horseplay or inappropriate behavior will have consequences.

11. 7. Materials One person will get the snack holder and a snack. Let me know when you are done and your snacks are secured in the holders, and the holders are positioned in the center of the tables.

12. 9. Clean up After the flames have died down, dispose of the charred snack food in the trash, using a paper towel to remove it. Return the snack holders and match vials to the front counter.

13. 10. Results and the model What evidence did you observe that suggests snack foods release energy? Discuss at your tables

14. 10. Results and the model What evidence did you observe that suggests snack foods release energy? The food burned and gave off energy in the form of heat and light. Organisms’ cells metabolize food and you burned the food in class (the model) Both processes will break bonds in the food molecules and release energy, but there are some limitations to the model.

15. 10. Results and the model Aerobic cellular respiration in organisms breaks down food chemically, not with fire. When we used fire in class to burn a cheese ball, that was another way to extract release from those bonds of the carbohydrate molecules. In both cases, energy is released when the carbohydrate bonds break. The energy from carbohydrates is the energy all living things use to do their work, such as running, jumping, digesting food, breathing, and growing. 1.Why do producers produce carbohydrates?

16. 10. Results and the model 1.Why do producers produce carbohydrates? For their own energy and structural needs.

17. April 19, 2016 5.4 part 2

18. Bell Work 33 April 19, 2016 * You will need your composition books today.* Take out a sheet of paper, put your name and class period in the top right hand corner, put Bell Work 33 in the top margin, skip a line, write Tuesday, and answer the following questions: (Use your composition books and the textbooks). 1.How is biomass created in an ecosystem? 2.What items are necessary for producers to make sugar? 3.Explain why cellular respiration requires photosynthesis. 2 nd Period, this is your day to write observations on the log. Remember to write complete sentences when doing your bell work.

19. Wheat Plants day 7 Observe your plants, you may need to add a little more water. Remember to only leave your dark plant out for no more than 1 minute Compare the sizes and colors of your dark/light plants Discuss, be ready to share

20. Wheat Plants day 7 You should have observed: The average height is about 15 cm in both environments Wheat plants in the clear bags are robust and green. Wheat plants in the black bags are yellow and spindly. Wheat plants in the black bags may be slightly taller.

21. Wheat observation day 7, notebook You should have the following in your notebook: The plants in both light conditions are growing. The plants grown in light are green and more robust. The plants grown in dark are yellow and spindly (weak) Plants in light are carrying out photosynthesis (why not in dark?)

22. 15. Results Do wheat plants continue to grow in light and dark environments? How are plants different in light and dark environments? What does the difference in color suggest? What could we do to confirm that light is necessary for healthy growth?

23. 15. Results Do wheat plants continue to grow in light and dark environments? Yes How are plants different in light and dark environments? Plants growing in the light environment are green; plants growing in the dark environment are very yellow and now appear spindly. What does the difference in color suggest? Plants need more than just water and soil to grow healthy. They must also need light for photosynthesis What could we do to confirm that light is necessary for healthy growth? Switch environments; move dark planters into the light and the light planters into the dark.

24. 15. Results Open your notebooks to a new page and Record your hypotheses in your notebook. 1.What will happen to a plant that is moved from a light environment into a dark environment? 2.What will happen to a plant that is moved from a dark environment into a light environment?. Master O, Investigating Wheat GrowthMaster O, Investigating Wheat Growth

25. 15. Results What will happen to a plant that is moved from a light environment into a dark environment? It might weaken and fade from bright green to yellow. What will happen to a plant that is moved from a dark environment into a light environment? It might grow stronger and turn bright green.

26. 17. Control plants How will we know if there have been any changes to the plants after being in the new light condition?

27. 17. Control plants How will we know if there have been any changes to the plants after being in the new light condition? Compare to the photographs, compare to observations in the notebook, have a control wheat planters that aren’t switched. When we planted the wheat seeds on the first day, Mr. Rooley prepared plants as controls which will remain in their light and dark environments. By staying in the original conditions, we can compare them to your experimental planters which switched environments.

28. 18. Update logs Return to your chart and update the switch between plants and what day.

29. 11. Review the Focus Question FQ 5.4 How can we model and measure energy transfer from food? Discuss in your groups and think of a way to capture the energy released by a burning cheese ball so you can measure it.

30. 11. Review the Focus Question FQ 5.4 How can we model and measure energy transfer from food? 1.What type of materials could we measure the temperature of or with the thermometer?

31. 11. Review the Focus Question 1.What type of materials could we measure the temperature of with the thermometer? Air or liquids, like water Two minutes to talk your groups about a procedure for measuring the energy output and be ready to share you ideas.

32. 12. Review the purpose of the model Parts of the model used to investigate food as energy source. Fire represents cellular respiration, cheese ball represents food. The first burning experience confirmed that food can be burned to release heat. Food molecules store energy. What was the outcome?

33. 12. Review the purpose of the model What was the outcome? The snack burned and the result was heat. Food has stored (potential) energy. How will we find out how much energy can be transferred from a cheese ball?

34. 11. Review the Focus Question FQ 5.4 How can we model and measure energy transfer from food? Take two minutes to talk in your groups about a procedure for measuring the energy output and be ready to share you ideas. Master Q Water heating setup

35. 12-13. Review the purpose of the model How will we find out how much energy can be transferred from a cheese ball? Burn the ball, heat water over the flame, and measure the change in water temperature. What information will you need to record so you will know if the temperature of the water changed? Notebook sheet 18, Measuring Food Energy

36. 11. Review the Focus Question FQ 5.4 How can we model and measure energy transfer from food? Take two minutes to talk in your groups about a procedure for measuring the energy output and be ready to share you ideas. Heating something and measuring the temperature change. Burning snack can be used to heat water. The energy transferred to the water can be measured as a change of temperature. Master Q Water heating setup

37. 14. Assemble the water-heating setupAssemble the water-heating setup a.Make an alumin2um-foil cup by molding a piece of aluminum foil over a vial. Be careful not to poke holes in the foil. If you squeeze the foil too tightly around the vial, small holes will form. Flare the top of the cup a bit and remove the vial. b.Carefully slip the foil cup into the ring. c.Use a syringe to measure 20 mL of water. Pour the water into the foil cup and make sure it doesn’t leak. d.Position the snack holder and snack under the foil cup. e.Adjust the cup holder so the bottom of the foil cup is 1.5-2 cm above the snack food. f.Measure the temperature of the water. (It is OK to leave the thermometer in the foil cup during burning.) g.Burn the snack and measure the temperature of the water again. Calculate the temperature change.

38. 15. Materials Get the following materials: 1 of each Dowel stand (including the ring and binder clip) Aluminum –foil square Vial Snack holder Syringe Water Thermometer

39. 16. Complete the setup When you complete your set up, MAKE SURE YOUR CUP DOES NOT LEAK Once you are sure it does not leak, you may get your snack food

40. 17. Safety Clear all materials except the experimental setup off your desk. Keep hair, clothing, and papers clear of the flame and avoid breathing the smoke and fumes given off during burning. You must wear goggles.

41. 18. Prepare to Burn Record the starting temperature of the water on notebook sheet 18, Measuring Food Energy It is very important while your cheese ball is burning you stay quiet and away from the fire because I need to circulate and light others.

42. 19. Record water temperature When the flames die out, make sure you measure the temperature of the water immediately and record on the notebook sheet. You can calculate the change in temperature.

43. 20. Clean up the burning equipment The aluminum-foil cups can be discarded or thrown away The soot on the aluminum-foil cup is messy so use a paper towel to grab it. Use paper towels to clean up any oily soot on the snack holder or ring. Return the dowel stand and other materials to the front counter

44. April 20, 2016 5.4 part 3

45. Bell work 33 April 20, 2016 * You will need your composition books today.* Take out your bell work paper, skip a line, write Wednesday, and answer the following questions. You can use your composition books and text books to answer the questions. 1.Why does a producer make sugar? 2.Why is aerobic cellular respiration important to organisms? 3.Where does your body get the energy it needs to do things. Remember to write complete sentences when doing your bell work.

46. 21. Calorie Review your data in your notebook sheet 18 to find out the temperature change you observed in the water. Heat energy is measured in units called calories. One calorie is the amount of heat energy needed to raise the temperature of 1 mL of water 1 degrees C. How many calories of heat energy did your burning cheese ball transfer to your water?

47. 22. Calculate calories Teacher master R, Calculating Calories, Calculating Calories What math operations did you use to calculate the calories in each of these examples? Finish all the calculations to approximate your snack food results Work in your groups to figure out the calorizes released when you burned a cheese ball. Enter that number in your notebook. Show your math work. Be ready to share

48. 23. Calories in food What evidence do you have that there is energy in food? Why do people eat food? What do energy drinks and energy bars contain that provide energy to people who consume them? Is water food? Why? Where do people get energy besides food? What units do people use to measure the energy in food? How many calories does a snack have?

49. 23. Calories in food What evidence do you have that there is energy in food? Food transfers heat energy when it burns. Why do people eat food? To get the energy needed for life. What do energy drinks and energy bars contain that provide energy to people who consume them? Food---often in the form of sugar Is water food? Why? No, it has no calories, and therefore no energy. Check this next time you have a bottle. Where do people get energy besides food? Nowhere What units do people use to measure the energy in food? Calories How many calories does a snack have? The 20 mL of water might increase 25-50 degrees C. Making the energy transfer on the order of 500-1,000 calories.

50. 24. Food Calories The suggested daily intake of calories for middle- school students is about 2,000 calories. How many cheese balls a day would you have to eat to get your daily requirement of calories?

51. 24. Food Calories The suggested daily intake of calories for middle- school students is about 2,000 calories. How many cheese balls a day would you have to eat to get your daily requirement of calories? 2 to 4 balls would equal about 2,000 calories Enter that on your notebook sheet Does that make sense?

52. 24. Food Calories Master S, Cheese-Ball Nutrition LabelCheese-Ball Nutrition Label Use the information to determine the calorie content of a serving of cheese balls: 34 balls= 160 Cal and then in a single cheese ball 160/34 = 4.7 Cal The calories you calculated is the scientific calorie, or “small calorie.” Because it takes so many calories to keep the human body operating, health and nutrition scientists describe the energy in food in food kilocalories, or Calories. One food Calorie (kilocalorie) is equal to 1,000 small calories. The symbol for a food calorie, Cal, has a capital C to distinguish it from the small calorie, cal. So you would not eat just 2-4 cheese balls. How many would you eat to get 2,000 calories?

53. 24. Food Calories So you would not eat just 2-4 cheese balls. How many would you eat to get 2,000 calories? Ok, we said: 34 balls= 160 Cal and then in a single cheese ball 160/34 = 4.7 Cal 2,000/ 4.7= 425.5 cheese balls.

54. 25. Experimental error Burning a cheese ball is a very inefficient way to determine the number of calories. Why do you think we didn’t measure as many calories in class as what was listed on the package?

55. 25. Experimental error Why do you think we didn’t measure as many calories in class as what was listed on the package? A lot of energy in the form of heat goes into the air, there are breezes in the room so the flame flickered, some of the cheese balls were bigger or smaller. The activity does, however, demonstrate that stored energy is in food and is released when it is burned. This is a model for how energy is released when food is broken down and metabolized in the cells of the body during aerobic cellular respiration.

56. 26. Record vocabulary 5.4 Record the vocab and make sure that you put it in your index. 1.Calorie: a unit used to measure heat energy. 2.Kilocalorie: a unit equal to 1,000 calories.

57. 27. Revisit the focus question 5.4 How can we model and measure energy transfer from food? Include information about the energy and calories found in food.

58. 28. Notebook entry Make sure that you include: Energy is transferred from food when it is metabolized in the body. The amount of energy transferred can be measured in calories. Burning food is a model of aerobic cellular respiration because both processes release energy from food.

59. 29. Reading “What does water do?”