Energy Transformations Biology 9

Monday, Oct. 14 Objective: Students will work with new vocabulary and put into context. Test, Grades, Row Wars S.G. – Word Play (Define, Contextualize, Present) Energy Enzyme Activation Energy Substrate Active Site Photosynthesis Autotroph Heterotroph Cellular Respiration Mitochondria Chloroplasts Chlorophyll Thylakoids Glycolysis Kreb’s Cycle Test: Friday Nov. 1st

Tuesday, Oct. 15 th Objective: Students will how enzymes function. S.G. Finish – Morphing Whip Graphical Analysis of Enzymes Test: Friday Nov. 1st Homework: Energy and Chemical Reactions pgs Class: How Enzymes Work.

Recreate the diagram on your whiteboard Label the following: Enzyme, Substrate, Active Site Complete the following sentence stem by describing what the enzyme does to the substrate (Use the above terms): The enzyme…

Sentence Stems Enzymes 1. Identify the Independent and Dependent Variable in the graphs Graph 1 Red Line = No Enzyme Black Line = Enzyme Present 2. The two lines are the same… energy. 3. The two lines are different… energy 4. Enzyme (speed up / slow down) chemical reactions by… Graph 2 5. As temperature… the rate of reaction … 6. This means that enzymes… Graph 3 7. As pH… the rate of reaction … 8. This means that enzymes…

Wednesday, Oct. 16th Objective: Students will understand how different environmental factors affect enzyme function Review Enzymes Amylase and Starch lab Test: Friday Nov. 1st Class Work: Enzymes Amylase Lab

Recreate the diagram on your whiteboard Label the following: Enzyme, Substrate, Active Site Complete the following sentence stem by describing what the enzyme does to the substrate (Use the above terms): The enzyme…

Amylase and Starch Lab – Task Card 1. Fill the 250-mL beaker about 3 / 4 full of water and place on the hot plate for a boiling water bath. Keep the water JUST AT BOILING. 2. Mark 3 test tubes A, B and C. "Spit" between 1 and 2 mL of saliva into each test tube. 3. Into tube A, add 2 mL of vinegar. Into tubes B and C, add 2 mL of distilled water. Thump the tubes to mix. 4. Place tube B into the boiling water bath for 5 minutes. After the five minutes, remove from the bath, and place back into the test tube rack. 5. Add 5 mL of the starch solution to each tube and thump to mix. Allow the tubes to sit for minutes, occasionally thumping the tubes to mix. 6. Add 5 mL of Benedict's solution to each tube and thump to mix. Place the tubes in the hot water bath. The reaction takes several minutes to begin.

Sentence Stems 1. In test tube A (vinegar pH) the benedicts test indicated… this means that the enzyme… 2. In test tube B (boiling water) the benedicts test indicated… this means that the enzyme… 3. In test tube C (Control) the benedicts test indicated… this means that the enzyme…

Monday, Oct. 21st Objective: Students will understand how different conditions affect how enzymes function. S.G. Sentence Stems and discussion on Enzymes Setup Fish BTB Lab The Heterotroph Autotroph Connection Homework: Energy and Living Things pg Test: Friday Nov. 1st Homework: Photosynthesis pgs

Sentence Stems 1. In test tube A (vinegar pH) the benedicts test indicated… this means that the enzyme… 2. In test tube B (boiling water) the benedicts test indicated… this means that the enzyme… 3. In test tube C (Control) the benedicts test indicated… this means that the enzyme…

1. Identify the Independent and Dependent Variable in the graphs Graph 1 Red Line = No Enzyme Black Line = Enzyme Present 2. The two lines are the same… energy. 3. The two lines are different… energy 4. Enzyme (speed up / slow down) chemical reactions by…

Graph 2 5. As temperature… the rate of reaction … 6. This means that enzymes…

Graph 3 7. As pH… the rate of reaction … 8. This means that enzymes…

Fish, Plant BTB Lab BTB indicates for the presence of Carbon Dioxide Group: 1. Beaker, Water, BTB – LIGHT 2. Beaker, Water, Plant, BTB – LIGHT 3. Beaker, water, Fish, BTB – LIGHT 4. Beaker, Water, Fish, Plant, BTB – LIGHT 5. Beaker, Water, BTB – DARK 6. Beaker, Water, Plant, BTB – DARK 7. Beaker, water, Fish, BTB – DARK 8. Beaker, Water, Fish, Plant, BTB – DARK Sentence Stems (Whiteboard and Notebook) 1. Our beaker is to test… 2. Our hypothesis is…because…

Tuesday, Oct. 22nd Objective: Students will state the heterotroph autotroph connection and understand the chemical equations for photosynthesis and cellular respiration Heterotrophs vs. Autotrophs Photosynthesis Classwork: Heterotrophs vs. Autotrophs; Photosynthesis Test: Friday Nov. 1st

Label the diagram with the following terms: Photosynthesis, Autotroph Heterotroph, Cellular Respiration, Mitochondria, Chloroplasts Water, Oxygen, Carbon Dioxide, Sugars (glucose), Light, Heat Energy. Photosynthesis uses… to produce… Cellular respiration uses… to produce…

The colors absorbed are… the colors reflected are… This means plants use… for photosynthesis and don’t use… Absorbance

Wednesday, Oct. 23rd Objective: Students will understand the process of photosynthesis and develop an experiment to test how environmental factors affect the rate of photosynthesis Discussion: Photosynthesis Experiment Planning : How Environmental factors affect the rate of photosynthesis. Need to be ready by Tomorrow Test: Friday Nov. 1st

Title Introduction: Brief statement of purpose, background knowledge of the concepts, and hypothesis. (Approx.100 words) Materials and Procedures: Brief explanation of what you will do and what you will use. Results/ Data Collection and Analysis: Data Tables, Graph with title, X and Y Labeled. Conclusions and Discussion: Results summarized, Errors identified, compare to hypothesis, conclusions stated, suggestions for improvement Questions: What are questions for further investigation? What new questions arise?

Thursday, Oct. 24th Objective: Students will understand how various environmental factors affect the rate of photosynthesis. Complete Lab

Friday, Oct 24th Students will work in their groups to complete their formal write up. User Name: Hssciencelt Computer Password = 3 Check Notes on Photosynthesis Homework:Cellular Respiration pgs. 104 – 110 Test: Friday Nov. 1st

Monday, Oct. 28th Objective: Students will understand the fundamental differences between photosynthesis and cellular respiration. Review: Photosynthesis Lab on White Board Discussion: Stages of cellular Respiration. Test: Friday Nov. 1st

On white board… Question Experimental Design Results Conclusions

Wednesday, Oct. 30th Objective: Students will understand the processes of cellular respiration and how different factors affect the rates of both cellular respiration and photosynthesis Discussion: Cellular Respiration and Fermentation Analysis of Graphs Test: Friday Nov. 1st

Graphs - Photosynthesis Identify Independent and Dependent Variables As temperature… the rate of photosynthesis…this is because… As light intensity… the rate of photosynthesis…this is because…

Graphs Photosynthesis Photosynthesis… colors of light. The rate of photosynthesis… Photosynthesis… green light

Graphs Photosynthesis – Cellular respiration As CO 2 … the rate of photosynthesis… This means CO 2 … In Cellular respiration as temp… the rate… this is because…

Thursday, Oct. 31st Study Guide

Friday Nov. 1 st Test

Stop

Sentence Stems – Fish BTB Our hypothesis was (Correct/Incorrect) because… This means… Use carbon dioxide and cellular respiration in your stems.

Friday, Oct. 29th Objective: Students will begin to understand factors that affect the rate of photosynthesis and cellular respiration in plants. Lab: Photosynthesis and Respiration Keep data in your notebook – Do Not answer questions! Complete light and dark portion of lab Test a different variable on your own – Testing the rate of photosynthesis Hypothesis Variable tested Rate of photosynthesis Test: Friday Nov. 5th Homework: Cellular Respiration pgs

Thursday, Oct. 29th Objective: Students will understand the process of photosynthesis and the pigments involved in the process. S.G. Check Plants in plant room Setup Chromotography Notes on Photosynthesis Test: Friday Nov. 6th Class work: Photosynthesis Homework:Cellular Respiration pgs. 104 – 110 (Friday)

Friday, Oct. 30 th Objective: Students will begin to understand cellular respiration. S.G. Check plants – Answer analyze and conclude questions 1 – 5 Reading Assignment Preview Lab Homework:Cellular Respiration pgs. 104 – 110 (Friday)

Monday, Nov. 1st Objective: Students will understand how various factors affect the rate of photosynthesis and cellular respiration S.G. – Photosynthesis and Cellular Respiration Graphs Lab Prep Test: Friday Nov. 6th Classwork: Rates of Photosynthesis and Cellular Respiration

Lab on Photosynthesis In the light carbon dioxide… because… In the dark carbon dioxide… because… The initial dip in the gray line indicates… because… CO2 Prod./ min Time Light Dark

Graphs - Photosynthesis Identify Independent and Dependent Variables As temperature… the rate of photosynthesis…this is because… As light intensity… the rate of photosynthesis…this is because…

Graphs Photosynthesis Photosynthesis… colors of light… The … rate of photosynthesis… Photosynthesis… green light

Graphs Photosynthesis – Cellular respiration As CO 2 … the rate of photosynthesis… This means CO 2 … In Cellular respiration as temp… the rate… this is because…

Tuesday, Nov. 2nd Objective: Students will understand the process of Cellular Respiration. S.G. Lab Cellular Respiration Test: Friday Nov. 5th

Yeast –Cellular Respiration Record Data on your Lab Handout Partners: 1. Setup Computer 2. Get Water Bath – 38 – 40 deg. C (mix of hot and cold water) 3. Set up solutions (measure using pipettes) 4. Help out where you can and watch the clock. Incubate for 5 minutes instead of 10 minutes.

Wednesday, Nov. 3rd Objective: Students will understand the steps of Cellular respiration including Glycolysis, Kreb’s Cycle, electron transport Chain and Fermentation S.G. – Sentence Stems From Lab Collect Lab Lecture: Cellular Respiration Compare and Contrast Photosynthesis with Cellular Respiration Test: Friday Nov. 4th

Respiration of Sugars by Yeast Sample Data Sugar TestedTemp. (Deg. C)Respiration Rate (ppm/min) Glucose Sucrose Fructose Lactose Water (control) We measured CO 2 concentration because… 2.The data indicates that… 3.Controlling temperature was important because…(hint: Enzymes) 4.Yeast does not use the sugars equally because… (hypothesis)

Observing Oxygen Production Fill Beaker with 450ml of baking soda water. Place elodea under funnel in beaker Fill test tube with solution Invert test tube over funnel – no air in funnel. Mark water line Place under light – check on wednesday. See diagram on the board.