Amanda McCulloch

Day M 3.03 OBJECTIVES

9th Grade Biology Week of 03.03.14

MATERIALS SNOW DAY HW Due

Periods 1, 3, 4, 7
NOTES TO SELF

T 3.04

Energy - define what a wavelength of light is - explain the relationship between wavelength and energy - infer why chlorophyll predominantly absorbs BIV light and reflects green - discuss ideas about why plants have so many types of chlorophyll (secondary pigments protect plant from UV?) Warm up pop-quiz on energy Waterweed Inquiry - Apply knowledge of light absorption to determine best conditions for plant growth Light dependent reaction inquiry - Identify the forms that energy can take in photosynthesis - Identify the products and reactants of the light dependent reaction - Outline the steps of the light dependent reaction - Explain the relationship between light energy, ATP, NADPH, and glucose - Explain how the light dependent reaction fuels the Calvin Cycle Explain the Calvin Cycle - Sketch the Calvin Cycle - Explain the importance of energy products of light reaction (ATP, NADPH) - Identify the reactant molecule (CO2) that enters the Calvin Cycle from outside - Explain how CO2 gets incorporated into glucose - Observe that every time the carbon molecule is rearranged, energy is used - Explain how glucose composes most of the mass of a plant as starch and cellulose

Worksheets, Lab Worksheets, Presentation, Study Guide print outs of chromatography (for 8.2 1st & 3rd)

W 3.05

Laptops, Waterweed Simulation Worksheets, Energy pop-quiz

SA 8.1 and SA 8.2

R 3.06

Laptops, Light dependent reaction inquiry worksheet

Waterweed Simulation (Background Info)

F 3.07

Study Guide 8.3

Next Week:

Objective Review Due Monday Review Day - Monday Exam Tuesday Wednesday Start cellular respiration

Resources for Chapter 8: http://www.mhhe.com/biosci/bio_animations/02_MH_Photosynthesis_Web/index.html http://www.mhhe.com/biosci/genbio/biolink/j_explorations/ch09expl.htm http://www.cooltheworld.com/kidscarboncalculator.php http://www.meetthegreens.org/features/carbon-calculator.html

Amanda McCulloch Light Energy & pigments

9th Grade Biology TUESDAY, MARCH 5, 2014

Periods 1, 3, 4, 7 50 minutes

OVERVIEW/ RATIONALE An understanding of photosynthesis explains how autotrophs support the food chains of which we are a part; scientists are also modeling new energy technologies after processes in leaves. ENDURING UNDERSTANDINGS Plants require light energy to grow; plants harness light energy through pigments (chlorophyll) GOALS/OBJECTIVES Students will be able to - Define what a wavelength of light is - Explain the relationship between wavelength and energy (shorter wavelength higher energy) - Infer why chlorophyll predominantly absorbs BIV light and reflects green - Discuss ideas about why plants have so many types of pigments STANDARDS MATERIALS Worksheets, Lab Worksheets, Presentation, Print outs of chromatography (for 1st & 3rd) PROCEDURES OPENER - 8 minutes REVIEW Take out worksheets from lab. Finish Models 3 & 4 BODY OF THE LESSON Lecture 15 minutes Photosynthetic organisms use small portion of EMS Light: form of energy; moves through space as photon wave particles (wave and particle nature) What is a wavelength of light? Way that light travels through space; length from one peak to the next What is the relationship between wavelength and energy? Shorter wavelength = more energy Think about being in the ocean when is it easiest to stand? When water is calm and there is a lot of time between waves hitting you; gets increasingly difficult as waves come at you faster Remind students of R O Y G B I V why is UV light bad? Useful way to remember which color has shortest wavelength and thus most energy Plants need to absorb sunlight (visible light) to do photosynthesis and make sugar On the spectrum of visible light, from where do you think plants absorb the most light? Absorbs BIV light because this light transfers the most energy; reflects green and yellow This is why plants look green

Amanda McCulloch Light Energy & pigments

9th Grade Biology TUESDAY, MARCH 5, 2014

Periods 1, 3, 4, 7 50 minutes

What would happen if plants absorbed ALL light? They would look black! Too much energy/plants and organisms might overheat What would happen if plants reflected ALL light? They would look white! Lab 15 minutes Discussion 10 minutes Why do plants have so many types of pigments? Principle pigments: Chlorophyll - primary pigment in plants - serves as the primary means to intercept light to fuel photosynthesis Carotenoids - red, orange, or yellow tetraterpenoids - function as accessory pigments in plants (help to fuel photosynthesis by gathering wavelengths of light not readily absorbed by chlorophyll) - examples: carotene (an orange pigment found in carrots), lutein (a yellow pigment found in fruits and vegetables), and lycopene (the red pigment responsible for the color of tomatoes) - shown to act as antioxidants and to promote healthy eyesight in humans Anthocyanins:- appear red to blue, according to pH - occur in all tissues of higher plants, providing color in leaves, plant stem, roots, flowers, and fruits, (not always enough to be noticeable) - protect the leaves from excess sunlight - enable the trees to recover any last remaining nutrients - lots of sunlight + dry weather increases sugar concentration in sap - triggers the release more anthocyanins in a last-ditch effort to gather up energy to get through the winter - near-freezing weather, low nutrient levels and other plant stressors seem to trigger increased levels of anthocyanins - provide color to most flowers and fruits; can help attract pollinating animals to flowers and animals that will help disperse seeds. - thought help protect leaves from ultraviolet radiation - deter herbivores in some species.

Betalains - red or yellow pigments CLOSURE - 2 minutes HW reminder Study Guide 8.2 (if not done already) ACCOMODATIONS Group work ASSESSMENT/EVALUATION Exit Ticket

Amanda McCulloch Light Energy & pigments

9th Grade Biology TUESDAY, MARCH 5, 2014 Personal reflections / notes

Periods 1, 3, 4, 7 50 minutes

Amanda McCulloch 9th Grade Biology Factors Affecting Photosynthesis WEDNESDAY, MARCH 5, 2014 Intro to Light Dep/Indep Rxns OVERVIEW/ RATIONALE

Periods 1, 3, 4, 7 50 minutes

An understanding of photosynthesis explains how autotrophs support the food chains of which we are a part; scientists are also modeling new energy technologies after processes in leaves. ENDURING UNDERSTANDINGS Rate of photosynthesis is affected by intensity of light, amount of CO2, and color of light. GOALS/OBJECTIVES Students will be able to - Apply knowledge of light absorption to determine best conditions for plant growth - Identify the forms that energy can take in photosynthesis - Explain the relationship between light energy, ATP, NADPH, and glucose STANDARDS MATERIALS Pop quiz, Laptops, Waterweed Simulation Worksheet PROCEDURES OPENER - 8 minutes REVIEW Pop quiz BODY OF THE LESSON Lecture 20 minutes Chlorophyll is like a solar panel uses the sun when its around but when sun goes away, what happens? What does the plant use for the next few hours to store energy? ATP & NADPH Plant has to have ways to harness energy in the presence and absence of sunlight DRAW AND LABEL ON BOARD (students copy into notebooks)

Light-dependent reaction

Calvin Cycle

Amanda McCulloch 9th Grade Biology Periods 1, 3, 4, 7 Factors Affecting Photosynthesis WEDNESDAY, MARCH 5, 2014 50 minutes Intro to Light Dep/Indep Rxns Structure & Function of the Chloroplast - Outer and inner membranes (review endosymbiosis) - Discs called thylakoid (site of light reaction) - Thylakoids arranged in granum (stacks) - Surrounded by fluid called stroma (sight of Calvin cycle)

Begin Light Dependent Guided Inquiry - 20 minutes CLOSURE - 2 minutes Exit ticket, HW reminder (SA 8-1 and 8-2) ACCOMODATIONS Group work, use of technology (animations, simulation) ASSESSMENT/EVALUATION Exit ticket Identify the 2 reactions of photosynthesis and chloroplast location where they happen Personal reflections / notes

Names: ______________________________________________ Date: __________ Period: _______ Light Dependent Reaction Inquiry Open up this webpage: http://www.mhhe.com/biosci/genbio/biolink/j_explorations/ch09expl.htm Part I: Background Circle the chlorophyll molecule in the diagram. What is chlorophyll? What is the job of chlorophyll? Identify the following protein molecules. Draw a line from the name of the molecule to the diagram. Photosystem II Proton Pump Photosystem I NADPH reductase ATP synthase

Identify the six molecules that float around the thylakoid during the light dependent reaction. Inside: 1) _____________________ 2) _____________________ 4) _____________________ 5) ___________________ 6) ___________________

Outside: 3) _____________________

Identify the ion that plays an important role in the light dependent reaction: __________________________ Part II: Light Dependent Reactions Now you are ready to begin the simulation. Click Skip Intro (gray box in the bottom right corner). What do you observe happening at the chlorophyll molecule soon after you click Start? ____________________________________________________________________________________________________________________

Names: ______________________________________________

Date: __________ Period: _______

What happens at PS II and the carrier protein (first pink blob) when the light strikes the chlorophyll? _____________________________________________________________________________________________________________________ Where do the two electrons that are moving through PS II and the carrier protein come from? (You may need to pause the animation as the light strikes to really see whats going on..) _____________________________________________________________________________________________________________________ When the electrons arrive at the proton pump, what happens? _____________________________________________________________________________________________________________________ Is this an example of active or passive transport? ____________________________________________________________ What happens next at the chlorophyll at PS I? ____________________________________________________________

What happens at PS I and the carrier protein (first pink blob) when the light strikes the chlorophyll? _____________________________________________________________________________________________________________________ Where do the electrons go after PS I? ________________________________________________________________________ What do you notice happening here? ________________________________________________________________________ _____________________________________________________________________________________________________________________ Look at the lonely molecule of ATP synthase at the bottom of the membrane. Explain what happens here during one cycle. _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Conclusion: Identify the final products of the light dependent reaction: ________________________________________________ Outline the steps of the light dependent reaction:

Extension (extra credit): Can you figure out the best combination of Light Intensity and Wavelength to make the maximal (100%) amount of ATP?

Amanda McCulloch Light Dependent Reaction

9th Grade Biology THURSDAY, MARCH 6, 2014 OVERVIEW/ RATIONALE

Periods 1, 3, 4, 7 50 minutes

An understanding of photosynthesis explains how autotrophs support the food chains of which we are a part; scientists are also modeling new energy technologies after processes in leaves. ENDURING UNDERSTANDINGS Two reactions (light dependent and light independent) occur in the thylakoid of a chloroplast. Energy from the light dependent reaction fuels glucose production in the chloroplast. GOALS/OBJECTIVES Students will be able to - Identify the products and reactants of the light dependent reaction - Outline the steps of the light dependent reaction - Explain how the light dependent reaction fuels the Calvin Cycle STANDARDS MATERIALS Laptops, Light Dependent Reaction Inquiry Worksheet PROCEDURES OPENER REVIEW Finish light dependent inquiry BODY OF THE LESSON Finish Light dependent reaction guided inquiry 20 minutes Waterweed Inquiry Simulation 20 minutes Discussion 10 minutes Review light dependent reaction using simulation worksheet, formal notes if needed Discuss experimental findings CLOSURE - 2 minutes Exit ticket, HW reminder (finish light dependent reaction inquiry, Study Guide 8.3) ACCOMODATIONS Group work, use of technology (animation, simulation) ASSESSMENT/EVALUATION Exit ticket Personal reflections / notes

Names: ______________________________________________ Waterweed Experiment Background Information:

Date: __________ Period: _______

1) Write the equation for photosynthesis. Label the reactants and the products.

2) You have been challenged to determine the best conditions for growth of the aquarium plant waterweed (Elodea). You have the following materials and set up: petri dish with water (isotonic solution) sample of waterweed grow light stop watch colored cellophane

a) How can you tell if an under water plant is doing photosynthesis? (What could you measure? Look back at question #1)

b) Develop an experiment to show how you could determine the best conditions for growth for waterweed, using the materials given. Complete the following: State the problem:

Write your hypothesis: State the alternate hypothesis: State the null hypothesis: List IV, DV and CVs: IV: DV: CVs: Write a detailed procedure.

Names: ______________________________________________ Date: __________ Period: _______ Photosynthesis Inquiry: Light and Oxygen Production http://www.saddleworth.oldham.sch.uk/science/simulations/waterweed.htm For this lab, you will be using an online simulation to perform your experiment. Use the slidebars to set the simulator to Light Level: 6.0 and CO2 Level: 6.0. Adjust colors to complete the table. Record data in Data Table 1: Independent Variable ___________ Dependent Variable Based on the data, what color of light results in the fastest rate of photosynthesis? Propose an explanation for these results

_____________________ Trial 1 Trial 2

Data Analysis: Did you observe a difference in the data between trial 1 and trial 2? Would you expect to see a difference between trials if you do the actual experiment? Why or why not?

Extension: What settings can you manipulate on the simulator to get the MAXIMUM rate of photosynthesis? List the settings and the maximum rate in bubbles/min. Explain why those settings worked.

Conclusion: 1. Based on your interactions with the simulation, what 3 factors affect the rate of photosynthesis in a plant? Explain each of them.

Names: ______________________________________________ Date: __________ Period: _______ 2. What do you think are the two most predominant pigments in elodea? What evidence supports your claim?

3. What wavelengths of light do the two most predominant pigments capture?

4. Write the balanced equation for photosynthesis. Use it to complete the following parts of the question:

a. Circle the main product of photosynthesis. b. What do plant cells use this product for? 1.

2.

c. During which reaction in the chloroplast is this product made? _____________________________ d. Put a square around the by-product (waste) of photosynthesis. e. During which reaction in the chloroplast is by-product made? f. What reactant is the source molecule for the by-product? _____________________________ _____________________________

5. What two molecules are recycled during the process of photosynthesis (they are not included in the equation for photosynthesis)? What are these recycled molecules important for?