Teacher Notes for “Photosynthesis and Cellular Respiration – Understanding the Basics of Bioenergetics and Biosynthesis” 1 In this minds-on activity, students analyze how photosynthesis, cellular respiration, and the hydrolysis of ATP provide energy for biological processes. Students learn that sugar molecules produced by photosynthesis are used for cellular respiration and for the synthesis of other organic molecules. Thus, photosynthesis contributes to plant energy metabolism and plant growth. The optional final section challenges students to explain observed changes in biomass for plants growing in the light vs. dark. Before your students begin this activity, they should have a basic understanding of photosynthesis and cellular respiration. For this purpose I recommend the analysis and discussion activities: • How do biological organisms use energy? (http://serendipstudio.org/exchange/bioactivities/energy) • Using Models to Understand Cellular Respiration (https://serendipstudio.org/exchange/bioactivities/modelCR) • Using Models to Understand Photosynthesis (http://serendipstudio.org/exchange/bioactivities/modelphoto) A possible alternative activity that covers much of the same material is “Photosynthesis, Cellular Respiration and Plant Growth” (https://serendipstudio.org/sci_edu/waldron/#photobiomass). This hands-on, minds-on activity begins with the question of how a tiny seed grows into a giant Sequoia tree. Students analyze data from research studies on plant mass and biomass, and they conduct a hands-on experiment to evaluate changes in CO2 concentration in the air around plants in the light vs. dark. Students interpret the data to understand how photosynthesis makes an essential contribution to increases in plant biomass, and cellular respiration can result in decreases in biomass. This activity counteracts several common misconceptions about plant growth, photosynthesis, and cellular respiration. Table of Contents Learning Goals – pages 1-2 Supplies – page 2 Instructional Suggestions and Background Information General – pages 2-3 First Three Pages of Student Handout – pages 3-6 Plant Growth Puzzle – pages 6-8 Additional Resources – pages 8-12 Learning Goals In accord with the Next Generation Science Standards 2 : • This activity helps students to prepare for Performance Expectations: o HS-LS1-5, "Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy." o HS-LS1-7, "Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in 1 By Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, 2019. These Teacher Notes and the related Student Handout are available at http://serendipstudio.org/exchange/bioactivities/photocellrespir. I thank Brianna Chang for suggesting the use of puzzle pieces for this activity. 2 Quotations are from http://www.nextgenscience.org/sites/default/files/HS%20LS%20topics%20combined%206.13.13.pdf
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Teacher Notes for “Photosynthesis and Cellular Respiration
– Understanding the Basics of Bioenergetics and Biosynthesis”1
In this minds-on activity, students analyze how photosynthesis, cellular respiration, and the
hydrolysis of ATP provide energy for biological processes. Students learn that sugar molecules
produced by photosynthesis are used for cellular respiration and for the synthesis of other
organic molecules. Thus, photosynthesis contributes to plant energy metabolism and plant
growth. The optional final section challenges students to explain observed changes in biomass
for plants growing in the light vs. dark.
Before your students begin this activity, they should have a basic understanding of
photosynthesis and cellular respiration. For this purpose I recommend the analysis and
A possible alternative activity that covers much of the same material is “Photosynthesis, Cellular
Respiration and Plant Growth” (https://serendipstudio.org/sci_edu/waldron/#photobiomass). This
hands-on, minds-on activity begins with the question of how a tiny seed grows into a giant
Sequoia tree. Students analyze data from research studies on plant mass and biomass, and they
conduct a hands-on experiment to evaluate changes in CO2 concentration in the air around plants
in the light vs. dark. Students interpret the data to understand how photosynthesis makes an
essential contribution to increases in plant biomass, and cellular respiration can result in
decreases in biomass. This activity counteracts several common misconceptions about plant
growth, photosynthesis, and cellular respiration.
Table of Contents
Learning Goals – pages 1-2
Supplies – page 2
Instructional Suggestions and Background Information
General – pages 2-3
First Three Pages of Student Handout – pages 3-6
Plant Growth Puzzle – pages 6-8
Additional Resources – pages 8-12
Learning Goals
In accord with the Next Generation Science Standards2:
• This activity helps students to prepare for Performance Expectations:
o HS-LS1-5, "Use a model to illustrate how photosynthesis transforms light energy into
stored chemical energy."
o HS-LS1-7, "Use a model to illustrate that cellular respiration is a chemical process
whereby the bonds of food molecules and oxygen molecules are broken and the bonds in
1 By Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, 2019. These Teacher Notes and the related Student
Handout are available at http://serendipstudio.org/exchange/bioactivities/photocellrespir. I thank Brianna Chang for suggesting
the use of puzzle pieces for this activity. 2 Quotations are from http://www.nextgenscience.org/sites/default/files/HS%20LS%20topics%20combined%206.13.13.pdf
Introductory Photosynthesis and Cellular Respiration Storyboard Name ___________________
1. Draw lines to connect each molecule that is the same in the upper and lower figures in the left- hand column. 2. For each figure on the left, write the name of the process in the rectangle. 3. Describe what is happening in each of the four figures shown. Use terms such as:
cellular respiration, photosynthesis, hydrolysis of ATP, carbon dioxide, glucose, oxygen, water, provides energy for many biological processes.
4. Note any questions you have.
ADP + P ATP + H2O
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Follow-up Photosynthesis and Cellular Respiration Storyboard Name _________________ 1. Fill in the blanks to show an overview of photosynthesis.
____________ ____________ ___________ ______________ 2. Add to your diagram to show cellular respiration and how cellular respiration is related to photosynthesis.
3. Add to your diagram to show how ATP provides energy for many biological processes. Show how this reaction is related to cellular respiration.
4. Sometimes the rate of photosynthesis exceeds the rate of cellular respiration, so some of the glucose molecules produced by photosynthesis are not used for cellular respiration. Add to your diagram to show what happens to the glucose molecules that are produced by photosynthesis and are not used for cellular respiration.
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Optional Questions (You may want to insert these questions after question 8 in the Student
Handout or you may want to use these questions for summative assessment.)
When photosynthesis produces more glucose than the plant needs, the excess glucose is stored in starch molecules. Starch molecules can be broken down to provide glucose when glucose is needed for cellular respiration.
9a. A plant needs to carry out cellular respiration throughout the day and night in order to produce the ATP which provides energy for the processes of life. In the reversible reaction below, write “night” to label the arrow which shows how the plant gets the glucose needed for cellular respiration at night.
multiple glucose molecules starch molecule
9b. Do you think that leaves have more starch molecules at the end of daylight or at the end of the night? Explain your reasoning.
10a. In the light, a growing plant takes in more CO2 than it produces. Explain why. Where do the carbon atoms from the CO2 go?
10b. In the dark, a plant produces more CO2 than it takes in. Explain why.
Teacher Notes for these Optional Questions
The figure below shows the diurnal fluctuation of starch levels in leaves of coleus. During
daylight hours, photosynthesis produces glucose, and some of the glucose is used to produce
starch. During the night, starch is broken down to provide the glucose needed for cellular
respiration. Therefore, starch levels in leaves tend to be highest at the end of daylight and lowest
at the end of the night.
(Source: “Carbohydrate metabolism in photosynthetic and non-photosynthetic tissues a variegated leaves of Coleus blumei Benth.”
Plant Physiology (1990) 93:617-622.)
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Pieces for Three Students or Pairs of Students for Page 2 of the Student Handout