Biology - HOT Science Lab

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Teacher Cellular Respiration (Adapted from: State Adopted – Prentice Hall Laboratory Manual B) NGSSS: SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration. (AA) SC.912.L.14.7 Relate the structure of the major plant organs and tissues to physiological processes. (AA) Purpose of Lab/Activity: To understand how photosynthesis and cellular respiration work hand-in-hand. To observe how cellular respiration occurs under aerobic conditions. Prerequisites: Prior to doing this lab, students should have been taught about cellular respiration including lactic acid fermentation, alcoholic fermentation, glycolysis, the Krebs cycle, and the electron transport chain. Students should also be aware of how photosynthesis and cellular respiration go hand-in-hand. The products of one process are the reactions of the other and vice versa. Materials (per group): Distilled water Straw Heat-resistant gloves Hot Plate Cotton ball Beakers 500-mL (two) Test tubes (4) Purple cabbage leaves or Bromothymol blue Test tube rack Slotted spoon (large) Stoppers Radish seedlings (10) Forceps Aluminum foil Procedure: Day of Activity: Before activity: What the teacher will do: a. Prep work: Germinate radish seedlings at least one week before lab. Use 1 part Bromothymol blue to 10 parts of water as a substitution of the cabbage indicator. b. Essential question (or problem statement): ―How do organisms release energy from food‖ c. Procedures: Students should read the entire investigation. Then, work with a partner to answer the ―engagement‖ questions. These questions should be in the student‘s hand-out. d. Once the students have completed the questions, initiate a class discussion asking different students to share their answers. Continue the discussion by asking the following questions. 1. What is cellular respiration 2. How are the processes of photosynthesis and cellular respiration related 3. What are the reactants and products of cellular respiration 4. In this investigation, how are we going to find out if plants carry on cellular respiration Biology HSL Page 128 Curriculum and Instruction
Student During activity: After activity: What the teacher will do: a. Questions to engage student thinking during activity: 1. What do you think is the reason for the color change when you used a straw to blow into the uncovered test tube 2. What is the purpose for covering one of the test tubes with aluminum foil 3. What do you think will happen to the test tube that contains the radish seeds Why b. Make sure that students are recording their results in the Data Table. What the teacher will do: a. Use the following questions to engage student thinking after the activity and to connect concepts of this activity to the NGSSS. 1. Did the color of the cabbage indicator change when you exhaled into the test tube Explain why. 2. Did the color of the cabbage indicator change in the test tube that contained the radish seedlings Explain the reason 3. Compare the reaction that occurred in the test tube that contained the radish seedlings with one that occurred in the test tube into which you exhaled. How are they similar 4. Did cellular respiration occur in this experiment Explain. 5. Was your hypothesis correct or incorrect Explain your answer in detail. 6. Why is the process of cellular respiration common to all forms of life 7. Why do most living things take in oxygen 8. Where in the cell does cellular respiration take place 9. What is the interrelated nature of photosynthesis and cellular respiration b. The students should complete a formal laboratory report. Extension: Gizmo: Cell Energy Cycle Biology HSL Page 129 Curriculum and Instruction
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Curriculum and Instruction Division
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Table of Contents Introduction ....
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Introduction The purpose of this do
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7. SC.912.L.15.1: Explain how the s
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16. SC.912.L.17.5: Analyze how popu
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to the norms and conventions of the
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Materials Hands-on Activities 1. Pe
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15. Cellular Respiration Distilled
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30. Enzyme Catalyst Lab Yeast solut
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Laboratory Safety Rules: Know the p
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Writing in Science A report is a re
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Hands-on Activities
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Teacher During activity: After acti
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Student Materials: Procedures: Usin
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Student Data: Name Actual Height Fe
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Teacher them also describe importan
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Student Materials (per group): 4 st
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Student Data Analysis: Create a ske
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Teacher After activity: d. Remind s
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Student Limiting Factors (Adapted f
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Student Data Analysis: Graph the re
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Teacher After activity: b. Assist g
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Student Designing Food Chains and F
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Student Shoreline Organisms Plants
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Student Human Impact - Effects of A
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Student Effects of pH on the Germin
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Teacher During activity: from the f
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Student Evidence for the Theory of
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Student Deinonychus Fossil Evidence
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Student Figure 1 Table 1 Characteri
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Student Animal Table 2 Function of
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Student Conclusions: Explain in par
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Teacher d. Student misconceptions s
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Student Examining the Fossil Record
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Student period should be place towa
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Teacher Natural Selection (Adapted
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Teacher Additional instructions/Han
Page 77 and 78: Student Natural Selection (Adapted
Page 79 and 80: Student Data Table 2 Beak Variation
Page 81 and 82: Teacher After activity: What the te
Page 83 and 84: Student Materials (per group): Inve
Page 85 and 86: Student Taxonomic Key to the Major
Page 87 and 88: Teacher 3. Is there more than one w
Page 89 and 90: Teacher Strawberry Cucumber Banana
Page 91 and 92: Teacher Strawberry Cucumber Banana
Page 93 and 94: Student Classification of Fruits NG
Page 95 and 96: Student Classifications of Fruit Gr
Page 97 and 98: Teacher ii. What does it mean when
Page 99 and 100: Teacher Organism Cards Name: Date P
Page 101 and 102: Teacher The De-riving Force of Clad
Page 103 and 104: Student 7. Select the next most sim
Page 105 and 106: Teacher Plant Structure and Functio
Page 107 and 108: Student Plant Structure and Functio
Page 109 and 110: Student Answer the following questi
Page 111 and 112: Student Part B: Roots Materials: Pl
Page 113 and 114: Student Root Systems Using Figure 5
Page 115 and 116: Student Tilia Stem (Woody growth):
Page 117 and 118: Teacher Exploring Flower Structure
Page 119 and 120: Student Exploring Flower Structure
Page 121 and 122: Student 10. On which part of the fl
Page 123 and 124: Teacher Investigating the Effect of
Page 125 and 126: Student Investigating the Effect of
Page 127: Student 6. Put the beaker in a plac
Page 131 and 132: Student Procedures: 1. Write a hypo
Page 133 and 134: Teacher Animal-Vertebrate Fish "Per
Page 135 and 136: Student 10. To expose the internal
Page 137 and 138: Teacher Circulation Lab (Adapted fr
Page 139 and 140: Student Circulation Lab (Adapted fr
Page 141 and 142: Teacher Take a Heart Hike (Adapted
Page 143 and 144: Teacher Cardiovascular Model Biolog
Page 145 and 146: Student Results and Conclusions: 1.
Page 147 and 148: Teacher b. An asterisk (*) is place
Page 149 and 150: Student Procedures: Before testing
Page 151 and 152: Teacher Cell Model Project NGSSS: S
Page 153 and 154: Teacher Extension: Gizmo: Cell Stru
Page 155 and 156: Student You must be able to locate
Page 157 and 158: Student Name: _____________________
Page 159 and 160: Teacher After activity: 3. Fill a t
Page 161 and 162: Student Diffusion and Osmosis NGSSS
Page 163 and 164: Student Table 2 - Physical Changes
Page 165 and 166: Teacher Investigating Inherited Tra
Page 167 and 168: Teacher During activity: After acti
Page 169 and 170: Student Investigating Inherited Tra
Page 171 and 172: Student Observations/Data: Biology
Page 173 and 174: Student Data Analysis: Sex of offsp
Page 175 and 176: Teacher Differences in Similar Phen
Page 177 and 178: Student Differences in Similar Phen
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Student Measurement of Hand Length
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Student Graph Title: ______________
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Teacher Making Karyotypes (Adapted
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Teacher Extension: Gizmo: Human Kar
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Student 3. Identify the centromere
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Student 4. Use scissors to cut out
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Student 2. Comparing and Contrastin
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Teacher During activity: deoxyribos
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Student Building a DNA Model Projec
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Student Observations/Data: Construc
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Teacher DNA Extraction Lab NGSSS: S
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Student DNA Extraction Lab NGSSS: S
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Teacher Candy DNA Replication (Adap
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Student Candy DNA Replication (Adap
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Teacher Protein Synthesis: Transcri
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Teacher Extension: Gizmo: RNA and P
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Student Protein Synthesis: Transcri
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Student Protein Synthesis: Transcri
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Teacher Building Macromolecules NGS
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Student Building Macromolecules NGS
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Student Construct Glycine A. Draw a
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Student Construct Cytosine A. Cytos
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Student Try to determine some ways
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Student 3. Using the forceps, dip a
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Student Properties of Water NGSSS:
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Student Results: 1. From the data c
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Teacher differences 2. Did the data
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Student Observations/Data: Surface
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Student Genetic Disorder: _________
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Modified Hands-on Activities
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Teacher 11. Have different students
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Teacher TURTLE GRASS TURTLE GRASS T
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Teacher DINOFLAGELLATES DINOFLAGELL
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Teacher SCALLOP SCALLOP TROPHIC LEV
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Teacher FISH LARVA FISH LARVA TROPH
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Teacher OCTOPUS OCTOPUS TROPHIC LEV
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Teacher SEA STAR SEA STAR TROPHIC L
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Teacher SEA URCHINS SEA URCHINS TRO
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Additional Hands-on Activities
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Student Fun with Bubbles NGSSS: SC.
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Student Observations/Data: Diameter
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Teacher Stimuli Effects on Heart Ra
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Student Stimuli Effects on Heart Ra
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Student Procedures: 1. Select a sta
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Student Figure 4 Figure 5 Coughing:
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Student 4. The parasympathetic and
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Student Stimuli Effects on Heart Ra
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Student a. Depending upon your size
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Student a. Tap the data point that
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Teacher Investigating Bacterial Gro
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Student Investigating Bacterial Gro
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Student 3. To inoculate your agar p
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Student Data Analysis/Results: Answ
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Teacher After activity: 2. Why do y
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Student Procedures: 1. The class is
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Teacher Identifying Organic Compoun
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Student Identifying Organic Compoun
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Student 7. In each section, place a
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Student a microscope, patches of re
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Biology - HOT Science Lab

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