Evidence of Photosynthesis Laboratory Objectives: The student will: 1. Observe evidence of photosynthesis in a water plant. 2.

Assemble the equipment needed to measure the rate of photosynthesis in elodea (water plant). 3. Count bubbles of oxygen gas given off by elodea to determine the rate of photosynthesis. 4. Change the conditions of photosynthesis by altering light intensity and carbon dioxide amount, and determine the effects on the photosynthesis rate. 5. Prepare a graph of the collected data and analyze it. Materials Needed: (For each group of 3 or four students) elodea (water plant) lamp (40 watt) test tube razor blade (single-edge) dechlorinated water (room temperature) tape sodium bicarbonate powder (baking soda) clock or timer metal stand with rod or test tube rack metric ruler Strategy: PART A. Setting Up the Experiment 1. Obtain a sprig of elodea. Remove several leaves from around the cut end of the stem. Slice off a portion of the stem at an angle and lightly crush the cut end of the stem. 2. Place the plant into the test tube, stem end up, filled with water. 3. Secure the test tube to a metal stand with tape or place the test tube in a test tube rack. PART B. Running the Experiment 1. Place a 40 watt lamp 5 cm from the plant. After one minute, count and record the number of oxygen bubbles rising from the cut end of the stem. Count bubbles for five minutes. If bubbles fail to appear, cut off more of the stem and recrush. 2. Run a second five-minute trial. Record and average your results. 3. Move the lamp so it is 20 cm from the plant. After one minute count and record bubbles for two five-minutes trials. Again, average and record your results. 4. Add a pinch of sodium bicarbonate powder to the test tube. Place the lamp 5 cm from the test tube. After one minute, record bubbles for two fiveminute trials. Average and record your results. 5. Prepare a graph of your results. Use the average number of bubbles for the vertical axis. Use the type of environmental condition for the horizontal axis.

Performance Assessment: The students will answer these questions using specific values from the investigation. Diagrams may be included. 1. How does this investigation demonstrate that plants give off oxygen during photosynthesis? Explain your answer based on your observations. 2. How does the rate of photosynthesis change when the light source is moved from a distance of 5 cm to 20 cm? 3. How does the rate of photosynthesis change when sodium bicarbonate is added to the water? Conclusions: Plants use green pigments called chlorophylls to trap light energy. The chlorophylls give a plant its green color. Inside the cells that have chloroplasts, the light energy is used to make a simple sugar called glucose. The process by which plants use light energy to make glucose is called photosynthesis. During this process of sugar production, carbon dioxide combines with water to form glucose and oxygen is released. Oxygen that is produced in photosynthesis is given off as a gas. If a lot of oxygen is being given off, photosynthesis is occurring rapidly. If little oxygen is being given off, photosynthesis is occurring slowly. The amount of trapped light energy and the amount of carbon dioxide available affects the rate of photosynthesis. The purpose of adding sodium bicarbonate powder to the water increases the amount of carbon dioxide in the water. This investigation can be performed with water plants grown in many parts of the world, except regions that have permanent ice.

PRE-CONFERENCE Learning Activity being Observed : Elodea/Photosynthesis Lab Alignment of Activities to Curriculum Standards:
Standard: 7Sa: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving. The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity. (Life Science) Summarize the structures and functions of the major Indicators of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and vacuoles). Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism.

Standard:

7Sb:

Indicators:

7Sb.1:

7Sb.4:

Lesson Plans, to include any Content Specific Best Practices in the Lesson : y y flexible grouping hands on problem solving/data collection/manipulation

Use of Data to Assess Individual Student Needs y formative data (dipstick during vocabulary warm up)

Modifications and Accommodations for Special Education Students in the Class (Red Folder) n/a

POST-CONFERENCE Observation Feedback / Discussion Samples of Student Work (Big Six & Reading Activities) in Support of School Improvement Goals Grading Policy and Grades/Assignments Posted in GradeSpeed Substitute Folder with All Required Elements