...Table 1: Rate of Photosynthesis Measured by the Number of Oxygen Bubbles |Light Bulb |Trial 1 |Trial 2 |Trial 3 |Average | |0 watts |2 |1 |3 |2 | |25 watts |7 |4 |4 |5 | |50 watts |11 |11 |11 |11 | |100 watts |12 |13 |12 |12 | Purpose The purpose of this lab was to investigate the relationship of light intensity and the rate of photosynthesis. Introduction This lab was conducted to examine the two biological processes of photosynthesis and cellular respiration. Photosynthesis is a process that uses carbon dioxide, water and energy to produce glucose and oxygen. Cellular Respiration is the reverse process of photosynthesis. Cellular Respiration uses the glucose and oxygen to produce carbon dioxide, water and energy. These become the main source of food and energy for the plants and animals. The basis of the relationship between plants and animals is that they have a co-dependency upon each other because they are both making something the other needs. Hypothesis or Predicted Outcome I hypothesize that...
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...ENERGY IN A CELL Lab Name: Tigist Badeg Data Table. Step | Tile | 1. | Energy | 2. | H2O, CO2, Chlorophyll | 3. | Electron Transfer | 4. | ATP + NADPH | 5. | Calvin cycle | 6. | Glucose and O2 | 7. | Glycolysis | 8. | Pyruvic acid | 9. | Krebs cycle | 10. | ATP, H2O and CO2 | 1.What is the importance of the light and dark reactions in photosynthesis? In light reactions, light is absorbed by chlorophyll in the thylakoid membrane and energizes the electrons. ATP is created from ADP and P. NADP accepts electrons and turns in to NADPH, which is energy. Once the light reactions have taken place, the light-independent, or ‘dark’ reaction occurs in the stroma, where CO2 is converted to sugar. The dark reaction entails the Calvin Cycle, where CO2 and energy from ATP is utilized to create sugar. (Mader, 2009) 2. What happens to food energy during photosynthesis? During cellular respiration? During photosynthesis, plants are actually making food for themselves by reducing the carbon dioxide in the air to carbohydrates after converting energy from sunlight (solar energy) into chemical energy. Living cells need to go through the process of cellular respiration to get energy from the food they eat in order to move, reproduce and function. Respiration releases the chemical energy stored in glucose, which is used by the cells to carry out their life activities (growing, moving, etc.). The process of cellular respiration is completed within...
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...1st Hour 12-4-15 Cellular Respiration and Photosynthesis In my Photosynthesis Lab my group changed the amount of light intensity by increasing the amount of Light Bulbs used (2 per cup), making it Qualitative. By increasing the amount of light bulbs we noticed that the leaf disks floated to the top of the water 2 times as fast. The leaf disks floated to the top because the water put little pockets of CO2 and Oxygen and us putting more light bulbs the Oxygen and CO2 were being ¨put into” the leaf disks faster. In our Cellular Respiration Lab we first had to fill a plastic cup with water and put a thermometer in the water. Then we prepared the respirometers by putting ½ a cotton ball in each and push them down with a glass tube. Then we put in .5 mL of 15% of potassium hydroxide. Then we put 10 germinating mung beans in one respirometer and then 10 ¨controlled¨ corn kernels in the other. Then the respirometers were put into the water and we waited for it to ¨equalize¨. Then we added red manometer fluid to the tip of each tube. Then we waited to check how far the fluid traveled every 10 minutes until it entered the chamber. The initial temperature reading was 25 degrees C. If I could have changed something in this lab I would have increased the amount of corn and mung beans to see if it would increase the speed of the red manometer fluid. From these 2 labs I learned that water during the Photosynthesis process can add Oxygen and CO2 into a leaf. I also learned that...
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...NAME: Bobby Morris How do photosynthesis and cellular respiration compare? Follow the directions in the virtual lab to complete the photosynthesis and respiration puzzle. Make sure to read the virtual “book” (or use your textbook) to correctly order the processes. When complete check your results. Copy and paste your Screen Shot here. JOURNAL QUESTIONS 1. What is the importance of the light and dark reactions in photosynthesis? Light Dependent Reaction is the initial stage of Photosynthesis Where solar energy is converted into potential energy ,the light Dependent Reaction produces oxygen Dark Reaction takes place in Stroma of the chloroplasts in photosynthetic plants, Energy from light are stored has ATP and NADPH .in Calvin cycle this stored energy is used to make sugar molecule, the Calvin cycle is a complex theory of chemical reactions carried out in stroma. 2. Why is photosynthesis important to you? it’s the basis of life... the only way for plants and animals to exist is for plants to be alive because we are consumers- heteroautotrophs.. They are producers and photoautotrophs (they feed of themselves by the sun) they release O2 and produce sugars. Without photosynthesis life wouldn't really exist. 3. Why are photosynthesis and cellular respiration viewed as complementary processes? Because they both create ATP (Energy) they function as a circle one creating CO2 and using O2, and the other Using O2 and creating CO2 4. Describe...
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...Student Sheet Name: AMALISE CUBERO Instructor’s Name: Assignment: SCIE207 Phase 1 Lab Report Title: Understanding the Scientific Method: Photosynthesis and Cellular Respiration Instructions: Based on the virtual experiment, you will answer some questions and write a 1-page lab report using the scientific method. When your lab report is complete, submit this document to your instructor in your assignment box. Using what you learned on the lab animation, answer the following questions: • Define a hypothesis that is suggested by the data that are collected in the lab. It was predicted that the intensity of light exposure that was given to the Pacific Ocean’s Seaweed, will increase the rate of photosynthesis however none the less but at a specific moment of exposure it will not yield to a quicker process. The goal is to figure out what moment in time this would be and if this is a repeatable conducive. • What effect does the intensity of light have on the rate of photosynthesis (measured as the number of oxygen bubbles)? • The Hypotheses given in the lab shows the increase in light concentration, an accelerated photosynthesis process went on with the 0-watts to 100-watts. The average number of bubbles in the 0 watt study was 2 bubbles in 1 hour. After the increase of a 25 watts had went up to 5 bubbles in the 1hour. With the increase of another 25 watts equaling to 50 watts now the number of bubbles increased once again to 11 bubbles...
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...GENERAL BIOLOGY I FOR NON-SCI. MAJORS 1308/1108 CALENDAR – SPRING 2015 Week of: Lecture Chapters Lab Exercises Jan 19 Martin Luther King’s Day – No classes 21 Introduction #2 Metric Measure Jan 26 Ch. 1 Biology, Study of Life #2 Microscopy 28 Ch. 2 Basic Chemistry #3 Chem. Comp. of Cells Feb 2 Ch. 2 Properties of Water #3 Chem. Comp. of Cells/Unknown Quiz 4 Ch. 3 Organic Molecules #4 The Cells Feb 9 Lecture Exam 1 (Chs 1-3) #4 pH and Cells 11 Ch. 4 Structure and Function of Cells #4 Diffusion and Osmosis Feb 16 Ch. 5 Dynamic Activities of Cells Review 18 Ch. 5 Dynamic Activities of Cells Lab Practical 1 Feb 23 Ch. 6 Photosynthesis #5 Enzymes 25 Ch. 6 Photosynthesis #6 Photosynthesis Mar 2 Lecture Exam 2 (Chs 4-6) #7 Cellular Respiration 4 Ch. 7 Cellular Respiration Group Project Case Study Mar 9 Ch. 8 Cellular Reproduction #8 Mitosis 11 Ch. 9 Sexual Reproduction #8 Meiosis Mar 16-19 Spring Break! Mar 23 Ch. 10 Genetic Inheritance #9 Mendelian Genetics 25 Ch. 10 Genetic Inheritance #9 Mendelian Genetics Mar 30 Lecture Exam 3 (Chs 7-9) Review Apr 1 Ch. 11 Molecular Biology of Inheritance Lab Practical 2 Apr 6 Ch. 11 Molecular Biology of Inheritance #10 Human Genetics 8 Ch. 12 Regulation of Gene Activity #11 DNA Biology Apr 13 Ch. 13 Biotechnology ...
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...Introduction: In this lab a series of experiments were done to gain a greater understanding of photosynthesis, plant pigments and light absorption and transmittance by/through plant chlorophyll and accessory pigments. Photosynthesis is the process by which plants use energy from light (i.e. the sun, photons, electromagenetic energy), water, and carbon dioxide to produce ‘food’ for themselves, or some for of sugar, like glucose. Photosynthesis has two stages which take place within the chloroplasts of a plant cell, where the photosynthetic pigments, chlorophyll reside. The first stage occurs in the thylakoid of the chloroplasts and is called ‘the light reactions’. During this stage water is split, the oxygen changes (or is evolved) and energy is harvested through photophosphorylation. Photophosphorylation transforms the light energy into the chemical energy of ATP and NADPH, which aid in the next stage, the Calvin Cycle or light independent reactions. During the Calvin Cycle, carbon dioxide is reduced to glucose and oxygen is released as a by product, at which time the ADP and the NADP+ are returned to the light reactions to start the cycle over again, or regenerate. A simplified equation for photosynthesis is as follows: 6CO2 + 6H20 + Light Energy → C6H12O6 (glucose) + 6O2 Photosynthesis is basically a plants version of cellular respiration and is essential for their survival. During the first stage, light energy or electromagnetic energy/radiation...
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...Rate of Photosynthesis Tyler Marshall AIU Biology Lab (SCIE2017 -1602A-16) * Purpose * The purpose of this lab is to find out the rate of photosynthesis. By measuring the number of oxygen bubbles using different light bulb watts. * Introduction * Photosynthesis and respiration are reactions that complement each other in the environment this much me we know. Even though they are the same thing the difference is that they happen in reverse. What happens is during photosynthesis; carbon dioxide and water yield glucose and oxygen. Also during respiration, glucose and oxygen yield carbon dioxide and water. As of a result of these two things the plants will give off oxygen. Which when in water you will be able to see the process happening through the release of bubbles. * Hypothesis or Predicted Outcome * The more light the plant is exposed to the higher the rate of photosynthesis. * Methods * In the lab we measure the rate of photosynthesis by exposing seaweed in a bowl of water to different light bulb watts. The watts where 0,25,50,100. The seaweed was exposed to each what for 1 hour, three different times. This was done in order to get an average of number of bubbles released to measure the rate of photosynthesis. Also in order to keep the experiment controlled for accrete results. * Results or Outcome * The experiment started out with exposing the seaweed to a light bulb with 0 watts. And after all three 1 hour trails...
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...Biology 111 Article Review 1 Sea Slug Steals Photosynthesis Genes From Algae. Janet Fang in IFL Science; February 2015 Richard Johnson Friday, February 25, 2015 Instructor: Professor Seth Kraner The first multicellular animal that is now able to produce Chlorophyll and undergo photosynthesis is a slug! The slug’s actual name is Elysia chlorotica this slug is only found deep in the deep salt waters of New England and Canada. The article talks about various ways the slug is able to eat and survive. Scientists think that the slug adapted to its environment in order to survive. Some scientist thought the only reason the slugs are able to produce chlorophyll is because of all the algae the slugs eat. The scientists thought after they ate the algae they steal the made substance from the algae: This is not the case. After studies with a radioactive tracer scientists found astounding the slugs are actually producing the chlorophyll by themselves not by the stealing the algae that is already made. Elysia Chlorotica is using the algae’s plastid which does not completely contain the materials that are needed to undergo photosynthesis. Instead, the photosynthesized material are only found in the algae, only a few of the materials are found in the plastid. This slug can photosynthesize several months only using the plastid material; this includes when the animals is unable to find any algae. This is one most confusing findings that the researchers still cannot understand. Scientists found...
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...Kitch 1 Tristan Kitch Mrs. Hayden IB Biology HL 2 8 September 2014 An Investigation of the Effect of Wavelength on Photosynthesis DESIGN: Research Question: The purpose of this lab is to determine how the wavelength of light that alfalfa sprouts are exposed to affects the rate of photosynthesis in those plants. Hypothesis: Photosynthesis will occur at the highest frequency when the alfalfa plants are exposed to blue light (475 nm) ("What Wavelength Goes With a Color?"). The second highest amount of photosynthesis will occur when the alfalfa plants are exposed to red light (650 nm) ("What Wavelength Goes With a Color?"), and the lowest amount of photosynthesis will occur when the alfalfa plants are exposed to green light (510 nm) ("What Wavelength Goes With a Color?"). This is because the pigments in the plants’ chloroplasts, such as chlorophyll a, chlorophyll b, and carotenoids, absorb the most light in the blue color range, the second most light (of the selected colors) in the red range, and the least amount of light in the green range (see Figure 1). Kitch 2 Figure 1: Amount of Light Absorbed by Chloroplast Pigments Chlorophyll a absorbs the most light in the blue to indigo and red to orange ranges, chlorophyll b absorbs the most light in the blue and orange ranges, and carotenoids absorb the most light in the blue to blue-green range (“Absorption Spectrum”). Background: Originally, an experiment was run using chloroplast solutions rather than alfalfa...
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...Cell Processes: Photosynthesis Part 1: Pigments in Plant Leaves Purpose: The purpose of this experiment is to visualize the pigments present in plant leaves by using paper chromatography. Materials Used: Chromatography vial with cap, wax pencil, disposable transfer pipet, chromatography solvent, chromatography paper strip, sharp pencil, ruler, pair of scissors, piece of fresh pre-soaked spinach, coin, pair of forceps. Observations and Data: Distance of Pigments From Original Pencil Line | | Pigment | Color | Migration Distance (mm) | Rf Value | | Carotene | Orange | 59 mm | .94 | | Xanthophyll | Yellow | 56 mm | .89 | | Chlorophyll a | Light Green | 29 mm | .46 | | Chlorophyll b | Dark Green | 14 mm | .22 | Solvent | | 63 mm | | Analysis and Results: 1. Which pigment migrated the farthest on the chromatogram? Explain how this migration occurred. According to the data Carotene travel furthest, this is because it was the most soluble and it didn't form bonds with the paper. 2. What does the Rf value represent? If you were to perform your experiment on a chromatography paper twice the length of the one used, would your Rf values still be the same? Rf value represent the distance traveled by the pigments divided by distance traveled by solvent. The Rf value would stay the same because if the pigments travel further so will the solvent. 3. How do plant pigments and the absorption spectrum relate to photosynthesis? In a plant there are...
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...Week Seven Lab Discussion Each team member completed an oxidation-reduction lab during week six. The team members then shared their findings with each other for comparison and discussion. The purpose of this lab was to determine relative oxidizing and reducing strengths of a series of metals and corresponding ions. Oxidation and reduction reactions occur simultaneously. In oxidation, electrons are given, and in reduction, electrons are gained. An oxidizing agent is a chemical substance, which has a large tendency to gain electrons, while a reducing agent is an element, which loses electrons to another chemical species and is therefore oxidized. This lab used metals and provided substances to determine reactions. These results were recorded in a data table and the results were analyzed based on these observations. These results were used to help the team gain a better understanding of the reactions between the metals and the solutions. Discuss and Compare End-of-Lab Questions Data Table Results: Magnesium (Mg) in sodium sulfate (Na2SO4): three team members observed bubbling, two stated that they observed no reaction, and one observed only a slight reaction. Zinc (Zn) in magnesium sulfate (MgSO4): no team members observed a reaction. Lead (Pb) in zinc nitrate (Zn(NO3)2: five members did not observe a reaction, while one member noted and removed a layer of tarnish, and last member stated that it formed a clear coating on the lead. Lead (Pb) in iron (III) chloride...
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...6 Cellular Respiration: Obtaining Energy from Food Muscles in action. Sprinters, like all athletes, depend on cellular respiration to power their muscles. CHAPTER CONTENTS Energy Flow and Chemical Cycling in the Biosphere 92 Cellular Respiration: Aerobic Harvest of Food Energy 94 Fermentation: Anaerobic Harvest of Food Energy 101 CHAPTER THREAD Aerobic versus Anaerobic Lifestyles BIOLOGY AND SOCIETY Marathoners versus Sprinters THE PROCESS OF SCIENCE What Causes Muscle Burn? EVOLUTION CONNECTION Life before and after Oxygen 91 102 103 Aerobic versus Anaerobic Lifestyles BIOLOGY AND SOCIETY Marathoners versus Sprinters Track-and-field athletes usually have a favorite event in which they excel. Some runners specialize in sprints of 100 or 200 meters. Others excel at longer races of 1,500, 5,000, or even 10,000 m. It is unusual to find a runner who competes equally well in both 100-m and 10,000-m races; most runners are more comfortable running races of particular lengths. It turns out that there is a biological basis for such preferences. The muscles that move our legs contain two main types of muscle fibers: slow-twitch and fast-twitch. Slow-twitch muscle fibers can contract many times over a longer period but don’t generate a lot of quick power for the body. They perform better in endurance exercises requiring slow, steady muscle activity, such as marathons. Fast-twitch muscle fibers can contract more quickly and powerfully than slow-twitch fibers but also...
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...AP® Investigation #5 Cell Processes: Photosynthesis –STUDENT GUIDE Kit # 36W7405 Table of Contents Background. . . . . . . . . . . . . . . . . . . . . . . . . . 1 SAFETY PRECAUTIONS. . . . . . . . . . . . . . . . . . . . . . 3 Part 1: plant pigments and chromatography (Structured inquiry). . . . . . . . . . . . . . . . . . . . . 4 Part 2: floating disc assay (Guided Inquiry) . . . . . . . . . 6 Part 3: design an experiment (OPEN inQUIRY) . . . . . . . . . 9 MATERIAL SAFETY DATA SHEETS . . . . . . . . . . . . . . . . . 11 **AP® and the Advanced Placement Program are registered trademarks of the College Entrance Examination Board. The activity and materials in this kit were developed and prepared by Ward’s Natural Science Establishment, which bears sole responsibility for their contents. Copymaster. Permission granted to make unlimited copies for use in any one school building. For educational use only. Not for commercial use or resale. US: www.wardsci.com Canada: www.wardsci.ca ©2012, Ward’s Natural Science All Rights Reserved 250-7455 v.7/12 AP® Investigation #5: Cell Processes: Photosynthesis –STUDENT GUIDE Kit # 36W7405 Background OBJEcTIVES ‹ Design a plan for collecting data to show that all biological systems are affected by complex biotic and abiotic interactions. ‹ Use models to predict and justify that changes in the subcomponents of a biological polymer affect...
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...AP Biology Exam Review: Lab Essays At least one essay (FRQ) on the exam will be based on an AP laboratory. To prepare for this question, review the objectives for all twelve laboratory exercises. The College Board does not necessarily expect that you have completed that lab, but rather that you have investigated the objectives of the lab. You may be asked to “design an experiment to determine….” You don’t necessarily need to create a new lab; if you have done an activity that would answer the question, simply describe it. For a good response, you should include the following. 1. State a hypothesis [as an “if…..(conditions), then….(results)” statement] Be sure your hypothesis is testable. 2. Identify the variable factor. 3. Identify the control. Be certain to explain the control for the experiment. 4. Hold all other variables constant. 5. Manipulate the variable. 6. State how you would measure the results. 7. Discuss the expected results. Relate the results to your hypothesis. 8. Include steps to replicate or verify. You may be asked to graph data. Be sure to use a graph that is appropriate for you data. Bar graphs are used when data points are discrete (not related to one another), while line graphs are used with the data are continuous. If there is a data point at zero, be certain to extend your line to 0, but do not extend the line to 0 if there is no data point at zero. Other points to keep in mind: ...
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