Photosynthesis

An Introduction

Subject / grade level: AP Biology 10th/11th grade

Materials:
Presentation
Worksheets
Lab 1 (Chromatography)
Chromatography paper
Chromatography solvent
Spinach leaves
Paperclips
Pencils
Rulers
Worksheets
Lab 2 (Photosynthesis)
Beakers
Syringes
Spinach
Straws
Dish soap
Baking soda
Worksheets
Lights
Material for open inquiry variables: ice, colored wax paper, aluminum foil, etc.
AP Biology Standards
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow to reproduce
and to maintain dynamic homeostasis
2.A: Growth, reproduction and maintenance of the organization of living systems require free energy and
matter.
2.A.1: All living systems require constant input of free energy.
2.A.2: Organisms capture and store free energy for use in $biological processes.
2.A.3: Organisms must exchange matter with the environment to grow, reproduce and maintain
organization.
2.B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal
environments that are different from their external environments.
2.B.1: Cell membranes are selectively permeable due to their structure.
2.B.2: Growth and dynamic homeostasis are maintained $by the constant movement of molecules across
membranes.
2.B.: Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
2.C: Organisms use feedback mechanisms to regulate growth and reproduction and to maintain dynamic
1

Photosynthesis
An Introduction

homeostasis.
2.C.1: Organisms use feedback mechanisms to maintain their internal environments and respond to external
environmental changes.
2.C.2: Organisms respond to changes in their external environments
Science practice 2: The student can use mathematics appropriately.
2.1 The student can justify the selection of a mathematical routine to solve problems.
2.2 The student can apply mathematical routines to quantities that describe natural
phenomena.
2.3 The student can estimate numerically quantities that describe natural phenomena.
Science practice 3: The student can engage in scientific questioning to extend thinking or to guide
investigations within the context of the course.
3.1 The student can pose scientific questions
3.2 The student can refine scientific questions
3.3 The student can evaluate scientific questions.
Science practice 4: The student can plan and implement data collection strategies appropriate to a
particular scientific question.
4.1 The student can justify the selection of the kind of data needed to answer a particular
scientific question.
4.2 The student can design a plan for collecting data to answer a particular scientific
question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific question
Arkansas Curriculum Standards
SStrand: Molecules and Cells
Standard 1: Students shall demonstrate an understanding of the role of chemistry in life processes.
MC.1.B.1 Describe the structure and function of the major organic molecules found in living
systems:
carbohydrates
proteins
enzymes
lipids
nucleic acids
MC.2.B.6 Compare and contrast the functions of autotrophs and heterotrophs
MC.3.B.4 Describe and model the conversion of light energy to chemical energy by
photosynthetic organisms: light dependent reactions, light independent reactions
Strand: Nature of Science
Standard 11: Students shall design and safely conduct scientific inquiry
NS.11.B.1 Develop and explain the appropriate procedure, controls, and variables
(dependent and independent) in scientific experimentation
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Photosynthesis
An Introduction

NS.11.B.2 Research and apply appropriate safety precautions (refer to ADE Guidelines)
when designing and/or conducting scientific investigations
NS.11.B.3 Identify sources of bias that could affect experimental outcome
NS.11.B.4 Gather and analyze data using appropriate summary statistics
NS.11.B.5 Formulate valid conclusions without bias
NS.11.B.6 Communicate experimental results using appropriate reports, figures, and tables
Standard 13: Students shall use mathematics, science equipment, and technology as tools to
communicate and solve life science problems.
NS.13.B.1 Collect and analyze scientific data using appropriate mathematical calculations,
figures, and tables
NS.13.B.2 Use appropriate equipment and technology as tools for solving problems (e.g.,
microscopes, centrifuges, flexible arm cameras, computer software and hardware)
Lesson objective(s): In this lesson students will use given materials to understand and explore
photosynthesis.
Differentiation strategies to meet diverse learner needs:
Have worksheets on movie already filled out, allow student to watch and listen to video on a device with
headphones, allow extra time for lab work
ENGAGEMENT
Watch Crash Course video on Photosynthesis, fill out worksheet on the video as watching
https://www.youtube.com/watch?v=sQK3Yr4Sc_k
EXPLORATION
Chromatography lab - students will take chromatography paper and rub spinach leaves on the bottom. They
will then place the paper into the solvent and watch as the solvent rises and pigments are separated. Once
solvent reaches near the top of the paper students will take the paper out of the solvent and let dry. Once
dry students will use a ruler to measure the solvent front and the pigment fronts. Using these measurements
they will then calculate the Rf factor for each pigment and answer questions on their worksheets.
EXPLANATION
Digital presentation on photosynthesis, giving basic information and background that will be built on in
later lessons. Presentation will contain anatomy of plants that help with photosynthesis, more in depth
anatomy of a chloroplast, PSII and PSI, and the Calvin cycle. Explanation of next lab.
ELABORATION
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Photosynthesis
An Introduction

Photosynthesis lab - students will use a straw to punch out 20 disks from spinach leaves. They will use the
lab manual to create a solution of water and soap, and another solution of water, soap, and baking soda.
Students will then place spinach disks and a small amount of soap/water mixture in syringe. They will
create a vacuum and suck the air out of the leaves - when all leaves sink they are done. Then 10 disks will
be put in each beaker. Students will place both beakers in front of a light source and out a timer on for 15
minutes. At one minutes intervals the students will count how many disks are floating. After time is up
students will create graphs and answer questions. Then the students will do an open inquiry where they
need to change a variable in this experiment. They will set up and run the experiment and analyze their
results.
EVALUATION
Students have the option to write a long lab report (if they have not done one previously) or an abstract (if
they have chosen a different lab to write the long report on). Abstracts are due next class period, long
reports are due in one week.