TISA Science Department

M5 Unit: Feed me now

Name _________________________

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 Science Department

M5 Unit: Feed me now

AOI Unit Question Significant Concept
Environment How do we get the energy to live Photosynthesis converts light energy
to stored chemical that is released for
use in organisms during respiration
In this unit you will study:

 How chemical reactions take place in living things?

 How plants make food?
 How living organisms obtain energy?

You will be assessed using command terms. Command terms are words, generally verbs,
specifically associated with the learning outcomes. Each command term refers to a specific
thinking skill, from low order knowledge to high order evaluation.

Using command terms will help you understand exactly what your strengths and weaknesses are.

High order thinking skills Command terms

Define Draw Label List Recall

Knowledge and Comprehension
Measure State

Annotate Apply Calculate Describe

Application and Analysis
Distinguish Estimate Identify Outline

Analyse Comment Compare Construct

Deduce Derive Design Determine Discuss
Synthesis and Evaluation
Evaluate Explain Predict Show
Solve Sketch Suggest

Low order think skills

The workbook contains TASKS, HOMEWORK and ACTIVITIES. Tasks and homework are usually
questions, either to see what you already know or to see what you have learned. Activities are
mainly experimental work but can also be things like presentations.

As you work your way through the TASKS and Homework highlight all knowledge and
comprehension command terms in yellow. Highlight all application, analysis, synthesis and
evaluation command terms in green

Feed me now

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Homework task – by next lesson read the extract that you have from the Manga Book of
Molecular Biology. Yes this is a real book designed for first year University Students in Japan
and the USA.

Task 1: Review what you know (10 minutes)

Label the diagramme below with what you think are the correct parts. By M5 you should really be
able to do this.

Recall this a plant or an animal cell?

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Explain your answer:

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Now draw and label the other type of cell in the space below.

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Outline which parts are found in which type of cell and describe their role.

Found in Found in
Cell Part plant animal Function
cells cells

Activity 1: Examining Cells in Pondweed and Onion Cells

Objectives:

 to examine organelles in plant cells.

 to draw and label a diagram of the ultrastructure of illium (onion) cells

Materials:

 live pond weed

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  Onion
 distilled water
 scalpel
 dissecting tweezers
 slides and covers
 iodine
 dropper

Part I : Examining Pondweed cells

1. Take the pondweed plant and break off a leaf. Place the leaf on a dry, clean slide, and add
a drop of distilled water. Cover with a cover-slip.
2. Now examine the specimen with your microscope under low-power If your microscope has
a diaphragm, keep it on a low (smaller) setting.
3. Find a good area, and rotate to high-power You should see a pattern of rectangular cells.
Look at the different organelles inside the cell. Occasionally you will see one move across
the cell.
4. Now adjust the diaphragm to the highest setting. This allows the most light in possible.
After a minute or so, you should see green globs rotating around the outer edge of the cell.
These are the chloroplasts; they gather light for the cell. When you expose them to light,
they become excited and move rapidly.

Part II: Preparing a slide of onion tissue

Onions have many layers. The inner surface of each layer has a thin layer of tissue that’s easy
to peel off. Since it is almost transparent, you will need to apply a stain so you can see the
organelles under a microscope. Follow the procedures below to make a slide of onion tissue.

1. Place a drop of iodine stain onto a slide.

2. Using the tweezers, gently peel the thin layer of tissue off the inside of a small piece of
onion.
3. Using the tweezers, gently lower the onion skin onto the slide. Be careful not to crease the
skin.
4. Use the tweezers to place a cover slip over the onion skin.

Observing onion tissue under a microscope

1. Lower the stage on your microscope to its lowest point.

2. Switch to the low power objective lens.
3. Place your slide on the stage and secure it with the clips.
4. Bring the slide into focus with the fine focus.
5. Lower the stage and switch to medium power and repeat steps 4.

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 6. Lower the stage and switch to high power and repeat steps 4.
7. Make a detailed drawing of what you see in the space provided. Record your observations.

Drawing of __________________ Magnification = x _______

magnification = eyepiece x objective

Thinking questions

Why do we need to use iodine and what is its

purpose?

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Task 2:

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Look at the diagramme of a plant cell above. Which structures can you identify in your onion cells?
Label them on your sketches.

Identify which structures could you see in the Elodea leaf that is not present in the onion cell?

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Suggest why do onion bulb cells not have these?

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Visit: http://utahscience.oremjr.alpine.k12.ut.us/sciber00/7th/cells/sciber/orgtable.htm
Then complete the table one the next page to explain the function of each part (organelle) in the
plant cell.

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Organelle Function
Nucleus

Cytoplasm

Rough
endoplasmic
reticulum

Mitochondria

Ribosomes

Vacuole

Chloroplasts

Golgi apparatus

Cell wall

Cell membrane

Task 3: What do plants do?

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Plants are very different from animals, as you may have noticed! They make their own food by
photosynthesis and they do not move their whole bodies about.

Define photosynthesis as:

The conversion of ________________________ into _______________________ in plants

In your own words explain how plants make their own food.

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The reaction that plants use to make food can be thought of as a system that includes: INPUTS,

PROCESS, and OUTPUTS. Use the words below to label the flow diagramme showing this system.

Oxygen Water Chlorophyll

Light Carbon dioxide Glucose

Chloroplasts: Where photosynthesis occurs.

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Inside plant cells photosynthesis takes place in the Chloroplast organelles. Chloroplasts contain
pigments that absorb light. Chlorophyll is the most abundant pigment but it is not the only one.
These pigments are called photosynthetic pigments.

The photosynthetic pigments are attached to proteins and surrounded in the chloroplasts by
enzymes and sugars.

Activity 2: Experiment to examine if chloroplasts are responsible for

photosynthesis

Objectives:

 to examine whether chloroplasts are responsible for photosynthesis in plants

Background:

As you have already observed the cells of green plants contain chloroplasts that become excited
when placed in light. Alternatively the onion bulb cells (an adapted leaf cell) do not contain
chloroplasts and are white.

Prediction:

Therefore if Chloroplasts are responsible for photosynthesis the in the presence of light green
plant cell will photosynthesise but onion cells will not.

Materials:

 2 x 10 ml syringe
 10 x leaf disks
 10 x onion bulb disks
 cork borer
 25 ml, 0.2 mol Sodium hydrogen carbonate solution
 100 watt lamp
 stop watch

Method: (refer to the following diagramme for help)

1. Remove the barrel from a 10 ml plastic syringe and cover the end with a finger. Pour 10ml
of 0.2 mol sodium hydrogen carbonate solution into the barrel of each syringe. This
supplies carbon dioxide.
2. Put ten leaf disks cut from a fresh green leaf into the sodium hydrogen carbonate solution
and replace the plunger.
3. Holding the syringe vertically with the nozzle pointing up, slowly squeeze all the air out of
the syringe.
4. Place a finger on the end of the syringe nozzle and pull the plunger down. This creates
suction, which draws any air out of spaces inside the leaf. Take your finger of the nozzle
and tap the syringe gentle to help bubbles of gas rise to the top of the nozzle.
5. Repeat this step several times, until the leaf disks sink to the bottom of the syringe (as
shown in the diagramme).

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6. Put the syringe to one side under a box cover by
standing the syringe upright balanced on its plunger.
7. Repeat the procedure with ten onion cell disks instead of
leaf disks.
8. When both syringes are ready place then in a vertical
position near bright light or in the illuminated field of an
electric lamp.
9. If photosynthesis is occurring, oxygen will be produced
and the disks will raise to the surface of the solution.
10. Record using the table below how long this takes. Then
draw conclusions from what you have observed.

Results: Time taken for leaf and onion disks to rise to

the surface of sodium hydrogen carbonate solution.

Time taken for 10 disks to r

Disk type hydrogen carbonate solutio
(seconds)

Green Leaf disk

Onion Bulb Disk

Conclusions:

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Use extra paper if required.

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Activity 3: Experiment to outline the effects of temperature on the rate of
photosynthesis.

Objectives:

 to examine the effect of temperature on photosynthesis

Materials:

 4 x 500ml beakers
 4 x 50ml Measuring cylinders
 4 pieces of Elodea cut to equal length
 4 x 5g Sodium hydrogen carbonate
 Stop watch
 4 x Thermometers

Method: (refer to the following diagramme)

1. Four stations are set up as in the following diagramme with Elodea in each.
2. 5g Sodium hydrogen carbonate is added to each station.
3. Each station is placed in a separate water bath of different temperatures: 10˚c, 20˚c,
30˚c and 40˚c
4. Each station is left for 30 minutes to equilise with the temperature of the water bath.
5. The level of water in each measuring cylinder is recorded after the initial 30 minutes and
then recorded again 30 minutes later
6. The volume of water displaced is calculated
7. Results are recorded in a suitable table with an accompanying graph and answer the
following questions

Variable table:

Independent
variable

Dependent
variable

Controlled
conditions

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Label the diagramme of the apparatus used in this experiment.

Record your results in a suitable table in the space below:

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Construct a suitable graph from your results.

Describe the effect of increasing the temperature on the rate of photsynthesis

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Suggest a reason for this response

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Suggest is sodium hydrogen carbonate added to each station

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Deduce what might happen to the rate of photosynthesis at a temperature of 60˚c

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Use extra paper if required.

Task 4: Limiting factors and photosynthesis

Read pages 211- 213: Biology for you. Or visit the following website:
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/plants/plants2.shtml

The answer the following questions

Describe the effect of increasing light intensity on the rate of photosynthesis if temperature and
carbon dioxide levels are kept constant

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Explain why the rate of photosynthesis decreases when CO 2 concentration is reduced

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Using the graph below deduce the most important limiting factor in the rate of photosynthesis in
green plants (% figures for CO2 is the amount in the air that the plant is growing in)

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Explain how you can tell this from the graph

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Activity 4: Experiment to see if glucose is a product of photosynthesis.

Objectives:

 to examine whether glucose is a product of photosynthesis

Materials:

 2 x test tubes
 1 x 250 cm3 beaker
 pestle and mortar
 fine sand
 scissors
 10 cm3 syringe
 graduated pipette
 small funnel
 2 x filter paper
 test tube rack
 1m hydrochloric acid
 benedict’s solution

Method:

1. Take two green onions; one that has been kept in the dark for 4 days (A) and one that
has been kept in sunlight (B).
2. In a 250 cm3 beaker heat 100 cm3 of water till it boils and, using forceps, dip two leaves
from plant A into the boiling water for a second. Cut the leaves into small pieces over a
mortar, add 1 g clean sand and grind until the leaf is finely crushed.
3. Use a graduated pipette or syringe to add 10 cm 3 water to the mortar and grind the
mixture for a few more seconds before filtering it through a fluted filter paper into a test-
tube labelled 'A'. While waiting for filtration, wash the mortar and start preparing leaf B in
the same way.
4. When about 20 mm filtrate has collected in the tube add TWO DROPS only of hydrochloric
acid and place the tube in the boiling water bath for 5 minutes.
5. When tube A has been in the water bath for 5 minutes; use a graduated pipette to add 5
cm3 Benedict's solution and return the tube to the boiling water for another 5 minutes.
Meanwhile, continue the preparation and test with leaf B.
6. In a suitable table in the space below, record the colour in each tube after 5 minutes
heating with Benedict's solution

Results are recorded in a suitable table and then answer the following questions

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Outline why plant A was kept in the dark before this experiment but plant B was kept in sunlight

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Describe any differences between the two test tubes following the experiment

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From http://www.mrothery.co.uk/module1/Mod%201%20techniques.htm read about the test for
reducing sugars – glucose is a reducing sugar. Then distinguish between what you found in each
test tube and what it tells you about the products of photosynthesis.

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Task 5: Chemistry of photosynthesis

Review – in the space below define the general word equation for photosynthesis in the form of
inputs and outputs.

From your word equation state the chemical formula for each part – the hard one has been done
for you

___________________ = __________ ___________________ = __________

___________________ = C6H12O2 ___________________ = __________

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Each time a photosynthetic reaction occurs it makes one molecule of glucose (C6H12O2)

On the next page cut out the tiles and arrange them on an A3 sheet of paper to try and make a
balanced general chemical equation for photosynthesis- there is only one, glucose molecules and
there are more of the other molecules than you need than you need.

Your final equation must have exactly the same number of atoms of each element both sides of
the equation.

When you have solved the equation write your final version below:

The balanced general equation for photosynthesis is:

................................ -->................................+................................ -->...........................

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Activity 5: testing a leaf for starch.

Objectives:

 to examine whether starch is found in photosynthesizing leaves

INSTRUCTION: first read the method, tasks and questions before you start.

Method: Refer to the diagram on the next page

1. A leaf is taken from a plant and dipped in boiling water for 30 seconds. This kills the
cytoplasm and makes the leaf more permeable to iodine
2. The leaf is boiled in ethanol using a water bath until all of the chlorophyll is removed.
3. Ethanol makes the leaf brittle and hard, so using tweezers dip the leaf in hot water for
a few seconds.
4. Spread the leaf out on a white tile
5. Iodine is spread on the leaf. Any part containing starch turns blue.

Tasks and questions.

Describe the appearance of the leaf before you start the experiment

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List all the apparatus need below before you start the experiment:

1.

2.

3.

4.

5.

6.

7.

8.

9.

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22
Respiration

Activity 6: Respiration in seeds. (adapted from Cornell Science Inquiry Partnership program
http://csip.cornell.edu )

Objectives:

 to examine whether seeds use oxygen during respiration

Background:

After a seed drops from a plant it usually has to waits until conditions are just right to begin
germination. Some seeds have to wait for years before they are able to germinate. During this
time, seeds cannot make their own food because they lack leaves! Therefore, in order for a seed
to stay alive or to grow it needs to use stored energy reserves and undergo cellular respiration.

When plants use sugars stored in their leaves or seeds they undergo cellular respiration.

Sugar + Oxygen  Carbon dioxide + Water + Energy (ATP)

Experimental set up:

Treatment 1 Treatment 2 Blank

Calcium hydroxide powder

Cotton plug
Seeds
Cotton plug
Ruler Rubber band
Air space within tube

Beaker with water

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Equipment list:

3 x boiling tubes with calcium hydroxide powder

5 x Pea seed that have been soaked overnight
5 x dry Pea seeds
1 x rubber band
Cotton wool
1 x ruler
1 x 250 ml beaker
ink

Method:

Treatment 1 = dry pea seeds

Treatment 2 = pre-soaked pea seeds
Treatment 3 = No pea seeds

You will use a substance called calcium hydroxide to absorb any carbon dioxide in the air and
converts it to solid calcium carbonate. As the seeds respire, they are taking in oxygen and
respiring out carbon dioxide, but the carbon dioxide is being absorbed by the calcium hydroxide.
As a result, the number of gas molecules in the sealed test tube actually decreases lowering the
air pressure as the seed respires and water is sucked up into the test tube. This provides a visible
indication that respiration is actually occurring.

1. Select the seeds needed for your experiment. Each test tube should contain 3 seeds, except
for the blank.
2. Record the weight of the seeds. Weigh the 5 seeds that will go in one test tube together.
3. Gather the materials:
 The test tubes with calcium hydroxide and a cotton plug have already been prepared. You
will need one test tube for each part of your comparison and one for a blank without
seeds.
 Cotton plugs
 250 ml beaker with 50 ml of coloured water (ad a drop if ink to each beaker).
 Ruler
 Rubber band
4. Label each of your test tubes based on your experimental comparison.. Label the beaker with
your names.
5. Add 5 seeds to each of your comparison test tubes. Remember to leave one test tube without
any seeds- this is your blank.
6. Add a layer of cotton next and make sure it stays in place when flipped upside down.
7. Put a rubber band around the test tubes and the ruler.
8. Turn the test tubes upside down in a beaker with colored water. Be sure the water level in
each test tube is identical at the start of the experiment.

Day Two
9. Measure the height of the water in each test tube. Record the height on the data table.

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 10. Subtract the height of the water in the blank from the height of the water in your treatment
test tubes. Record this number.
11. The difference in water heights indicates the degree to which the seeds were respiring.
12. Add your results to a table with data from the rest of the class. Compare your results.
13. Think about your results and answer the question below.

Seed Respiration Experimental Treatments and Results

Description of each treatment Measurements
Treatment Seed Type Seed condition Seed Final height of Difference
name (soaked or dry) Weight (g) water in test between the
(soaked seeds tube (cm) blank and
or dry seeds) treatment (cm)
1. Blank None None

2. Soaked

3. Dry

Explain your results.

Why did respiration differ among your treatments? Is this what you expected? If you didn’t see
any differences, why didn’t you?

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Use extra paper if needed

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Task 5: Chemistry of respiration

Although plants can make simple carbohydrates during photosynthesis, when plants need energy
for work, they have to metabolise their stored sugars through cellular respiration, just the same
as all organisms.

All other organisms obtain their energy supply by eating other organisms and then digesting the
material to break it down to the simple carbohydrates needed for respiration.

Again we are going to think of the general equation for respiration in the terms of inputs, process,
and outputs.

Use the words below to label the flow diagramme showing this system.

Oxygen Water Respiration

Carbon dioxide Glucose

This can be re-written as a general equation of respiration: (use words)

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+ Energy released.
The energy released is used in the cell to “power” the reactions that make up life.

State where in the cell respiration takes place. (which organelle)

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Using what you already now about photosynthesis recall which molecule is used as an energy
transport mechanism.

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So you can now re-write the word equation to include this molecule as a symbol equation

................................ -->................................+................................ -->...........................

+ ............................... released.
(remember the equation has to balance)

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 Self-Assessment for Photosynthesis

MYP Biology Assessment

Criterion Complete (2) Partially complete (1) Self MrG
Complete and neat. All command terms
Presentation &
Organisation
NA highlighted, tables and diagrams well
presented.
All answers for the following command terms Most answers for the following command
Knowledge and
correct: terms correct:
Comprehension Define Draw Label List Measure State
All answers for the following command terms Most answers for the following command
Application and correct: terms correct:
Analysis Annotate Apply Calculate Describe Distinguish Estimate Identify
Outline
All answers for the following command terms Most answers for the following command
correct: terms correct:
Synthesis and
Analyse Comment Compare Construct Deduce Derive Design Determine
Evaluation Discuss
Evaluate Explain Predict Show Solve Sketch Suggest
Logic, notation, Answers are presented in a logical and concise
manner. SI units used most times, with
mathematical NA correct unit symbols and definitions of terms.
working All mathematical working shown.
Some Evidence is apparent of research and
Extensive Evidence is apparent of research and
reading beyond the textbook, links and
Further reading beyond the textbook, links and
presentations to find correct answers to
research presentations to find correct answers to
challenging questions. If any questions are
challenging questions.
not attempted, this criterion scores zero.
Total (max 10):

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Part two: Respiration
You have looked at the basics of respiration as well as in previous years and as such
should know quite a bit about what happens during respiration. Also now that you know a
lot about photosynthesis you can apply a lot of the ideas directly to respiration.

You will use independent research to help you understand the processes of respiration and
to allow you to complete all of the objectives below.

Criteria

Outline respiration as a series of chemical reactions that release energy by breaking down
large food molecules in all living cells

Explain, using diagrammes, the reactions of aerobic respiration in organisms with

references to:
 Glycolysis
o That glycolysis occurs in the cytoplasm
o Generation of pyruvate and a small amount of ATP from Glucose

 Aerobic stage
o That the aerobic stage occurs in the mitochodria
o Breakdown of pyruvate in CO2 and water with the generation of a large
amount of ATP

Describe, using diagrammes, the reactions of anaerobic respiration in organisms with

references to:

 In the absence oxygen pyruvate can be broken down in the cytoplasm to

o Lactate (in animals)
or
o Ethanol and CO2 (in microorganisms)
o With no further yield of ATP

Assessment:

You will be assessed in this part of the unit for Criteria B – Communicating in
Science

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You will do this by keeping a set of notes from your research and by producing a learning
product that will help an M4/4 student understand the basic processes of respiration
(details over the next page)
Communication in science

M5: Energy and

Respiration:

Background.

As a scientist working for a large

publishing company your role is to
develop learning solutions that
help students aged between 12
and 14 understand complex
scientific ideas.
You have been commissioned to
design and develop an a learning
“product” introduces the ideas and develops
an understanding of the role that respiration plays
all organisms.
The brief includes:

The purpose of respiration Consideration of the links between respiration and

other biological systems
The role of the Cytoplasm in respiration
Comparison of, the different pathways of respiration in different organisms.

As well as providing the required information the learning product must allow the user to interact
with it and check their understanding.

You will complete the assignment brief by personal research.

Alongside your finished learning product you will need to include your documented research notes.

Assessment criteria are on the next page!

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