Respiration in Garden Peas Worksheet Discussion

Respiration in Garden Peas Worksheet Discussion

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Respiration in Garden Peas Worksheet Discussion

Exercise 11: Respiration In this exercise you will be learning more about the process of

aerobic respiration. This metabolic process is central to the metabolism of plants and

animals. As you saw in the pre-lab exercise, changes in these metabolic processes in

humans can have a significant health impact. Although it would be ideal to be able to

learn about the respiration process in humans, it is not practical from an experimental

perspective. We therefore will look at other organisms as our models for understanding

the respiration process. In our case, we will use both a plant and an animal model;

garden peas and mealworms will be used as the experimental organisms. In the first

part of the experiment, you will be using garden peas to answer two questions about

respiration. You will be watch two videos that examine carbon dioxide and oxygen

and their role in respiration. You will propose a hypothesis that would answer your

question and then watch a video that will show you the results of your measurements.

Background Information Aerobic cellular respiration (also known as glucose oxidation) is

the process by which energy stored in the chemical bonds of molecules like glucose is

harvested and transferred into ATP (adenosine triphosphate). The energy in ATP can

then be used to power the metabolism of the cell. All living organisms use ATP to power

their metabolism. The overall reaction for the process isC6H12O6 + 6O2 + ADP +

Pi→ 6CO2 + 6H2O + ATP

this overall reaction greatly simplifies the overall process, showing only the first

reactants and the final products of respiration. The overall process is a sequence of

reactions that are divided into three stages. Glycolysis, which occurs in the cytoplasm of

the cell, takes a glucose molecule and splits it into two parts. The second stage,

the Krebs cycle, takes these the two molecules that are the end products of glycolysis

and dismantles them further, releasing energy from the chemical bonds that are

successively broken. In the third stage, the electron transport chain phosphorylates

ADP to ATP in a process known as oxidative phosphorylation. Both the Krebs cycle and

oxidative phosphorylation occur in the mitochondria of eukaryotic cells.Activity 1:

Respiration in Garden PeasWhat is the question we would like to answer?It is well

known that pea plants carry out the process of cellular respiration. But what about the

pea (the seed at the start of the germination process? Obviously, the seed must be

alive, or it wouldn’t be able to germinate and produce a new plant. So does that mean

that the pea itself is also performing respiration early in germination even before there

are leaves present on the plant?Do peas perform cellular respiration during

germination?How do we answer the question from a scientific standpoint?

Develop a hypothesisBased on the information you have read previously, you should

now know that the way that scientists answer a question is to develop a hypothesis that

is a tentative answer to the question. Remember, it does not matter whether your

hypothesis is “right or wrong,” only that it can be tested experimentally. Now, you should

develop a hypothesis that might answer the question posed at the beginning of

this section; do peas undergo cellular respiration during germination? It does not matter

if your hypothesis is correct or not in the end, just that the hypothesis can be tested. In

either case, whether you accept or reject your hypothesis, if done correctly, you should

have learned something.

Question 1-1: Now, write your hypothesis for answering the question “do peas undergo

cellular respiration during germination?” on the Skill Check work sheet for this

experiment. Make a predictionWhen you start to think about how you would test your

hypothesis, you will need to think about how you would interpret the data that will be

generated from your experiment. It is important that you decide what the results might

mean in advance of doing the experiment. For example, we know that carbon

dioxide (CO2) is produced as an end-product of the reactions that occur in respiration

and that oxygen (O2) is used by the organism during the same reactions. Remember

that you should have a control for what you are doing.

Question 1-2: Write a prediction on your answer sheet that addresses what you would

predict will happen to CO2 levels in the vicinity of the organism if it is performing or not

performing respiration. Remember, predictions tend to be posed as if/then

statements.As it turns out, there is equipment available that can measure amounts of

CO2. There are, however, some limitations to this equipment. Since the amounts of

CO2 that would be produced would be very small compared to the volume of air

surrounding us, it would be best if we could keep this CO2 in a confined space where

changes could be measured more easily. The first video that you will watch will have a

lab-built system that will allow you to determine whether or not two different sets of peas

are able to produce CO2..Now watch the video at the following website. Take careful

notes on what you see as they review the data near the end of the video and fill in the

data in Table 1 of the Skill Check Worksheet. Now, answer the following questions on

the Skill Check Worksheet.Why did one of the pea cultures appear to produce

CO2 while the other did not?From a biochemical standpoint, what does boiling do to the

peas?What conclusions can you draw based on the data that was generated?

Activity 2: Oxygen and Carbon Dioxide in RespirationWhat if you had a piece of

equipment available that would allow you to measure amounts of CO2 or O2 in the air?

What might you predict would happen to the levels of these gases in the vicinity of the

organism if the organism was performing respiration?

In this experiment, two sensors will be used, one that is capable of measuring the

amount of CO2 gas that is present in a closed system (i.e. a bottle containing the

organisms in question, that is sealed and does not let air or CO2 to either enter or

escape. It turns out that we can use the sensor that can measure the CO2 gas to act as

the “cork” for the bottle. The sensor is attached to an input box that connects to

a computer that will collect data and help you to analyze it. The apparatus, when set up,

will look similar to this except that there will be two probes inserted into the respiration

chamber instead of just one.

The second sensor will be used in the side of the same respiration chamber that is

capable of measuring the amount of oxygen in the chamber. Watch the video

at Question 2-1: What did you see happening to the CO2 level in the chamber? Did this

surprise you or not?Question 2-2: What happened to the oxygen level in the chamber?

Explain this result in terms of the process of cellular respiration.

Final Questions:1. Do you have any evidence that cellular respiration occurs in peas?

Explain.2. What is the effect of germination on the rate of cellular respiration in peas?3.

Which of the tests was your control for this series of experiments? What did you learn

from that control?4. Summarize what you learned about cellular respirationCO2 Sensor

Respiration  Chamber To Computer Organisms inside Respiration Chamber

Respiration in Garden Peas Worksheet Discussion

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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