Biology Commonwealth of Virginia
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Snail Elodea Snail and Elodea Have students predict whether the closed environments illustrated at right contain the necessary materials to support the life, and have them explain their predictions. a) The snail will use up all of the oxygen; this environment cannot support the snail. b) The plant will use up all of the carbon dioxide; the environment cannot support the plant. c) Carbon dioxide and oxygen will circulate between the plant and the snail; this environment is able to support the living things in it, at least for a period of time until wastes build up that cannot be recycled. Follow-up/extension1. Have the students design another experiment similar to the one above that tests what happens to plants when they are placed in a dark environment, like a drawer or closet. Have them formulate a hypothesis, predict the results, and do the experiment. 2. Have students use the following Web site to research leaf structure and adaptations: http://mathinscience.info/teach/612_science/biolife_envisci/LEAVES/Leaves_Lesson.html. 3. Have students research adenosine triphosphate (ATP). What is it? How do we use it? How much is produced in respiration? Who needs more ATP, children or adults? 4. Have students research enzymes. What is an enzyme? How do enzymes work? How do they turn on? How do they turn off? ResourcesSuggested Web sites for information on photosynthesis and respiration: Cell Energy. http://www.hsv.k12.al.us/schools/middle/wtms/student/cell_energy/cell_energy.html. Indicators and Stains. http://regentsprep.org/Regents/biology/units/laboratory/indicators.cfm. Interactive Java Tutorial: Photosynthesis. http://www.mic-d.com/java/photosynthesis/. Leaves: Adaptations for Food Making. http://mathinscience.info/teach/612_science/biolife_envisci/LEAVES/Leaves_Lesson.html. Linhares, James. A Constructivist Version of the Snail & Elodea Lab. http://www.accessexcellence.org/AE/AEC/AEF/1996/linhares_lab.html. Moulinos, Spiridoula. Lesson Plans for The Living Environment. http://www.scienceteacherprogram.org/biology/Moulinos02.html. Plant and Animal — Mini Ecosystem. http://www.biologycorner.com/worksheets/ecosystem.html. Raise-A-Snail Kit: Instruction Manual. http://www.carolina.com/manuals/manuals5/Raise-A-Sail%20Kit%20Instruction%20Manual.pdf. Respiration versus Photosynthesis. http://www.flinnsci.com/Documents/demoPDFs/Biology/BF0141.00.pdf. Suggested Web site for information on glycolysis and ATP: Glycolysis: A Step-by-Step Look at Respiration. http://programs.northlandcollege.edu/biology/Biology1111/animations/glycolysis.html. Suggested Web site for information on enzymes: Animations. http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter8/animations.html#. Photosynthesis and Respiration Student Activity Sheet Name: Date:Pre-Lab Questions and Experimental Design1. What would happen to an aquarium plant (Elodea) if we moved the aquarium from its sunny window location to a dark closet? 2. What would happen to an aquarium snail if we put it into a container of aquarium water and sealed the container? 3. What would happen to an aquarium plant (Elodea) if we put it into a container of aquarium water and sealed the container? 4. What would happen to an aquarium plant (Elodea) and a snail if we put them into a container of aquarium water and sealed the container? Develop a hypothesis for each of these questions, using the following Developing a Hypothesis chart.
4. Place the containers near a light source. 5. Have students predict the color the water in the containers will turn in a few hours. Have them explain their predictions. 6. Have students fill in the Experimental Design table on the student activity sheet. A sample filled-in table is shown below: I  Low------------pH------------High CO2--------------------------no CO2 n order to test your hypotheses and get quick, accurate results, a solution called an “indicator,” can be used. Bromthymol blue (BTB) is an indicator used to show the presence of either carbon dioxide in solution or an acidic solution. Low levels of carbon dioxide or acid will result in the bromthymol blue solution remaining blue, while higher levels of carbon dioxide or acid will result in the bromthymol solution taking on a yellow tint. Frequently this indicator is used to indicate photosynthetic activity (solution turns blue because CO2 is used up) or respiratory activity (solution turns yellow because CO2 is added to the solution). Many labs use one set of test tubes without bromthymol blue and one set with bromthymol blue added. Why? How might your hypotheses change if you plan on using the indicator?
Directory: testing -> sol -> scope sequence scope sequence -> History and Social Science Standards of Learning Enhanced Scope and Sequence sol -> Strand Earth Patterns, Cycles, and Change Topic Investigating fossils in sedimentary rock Primary sol testing -> Prairie State Achievement Exam testing -> Testing and Assessment updated Tentative schedules testing -> Local unit tests Located at module-name sol -> P. O. Box 2120 Richmond, Virginia 23218-2120 sol -> Strand Interrelationships in Earth/Space Systems Topic Investigating ocean currents Primary sol sol -> History and Social Science Standards of Learning for Virginia Public Schools Wo Board of Education Commonwealth of Virginia March 2015 History and Social Science Standards of Learning for Virginia Public Schools Adopted in March 2015 by the Board of Download 3.95 Mb. Share with your friends:
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