ASTA Presentation You and Your Group Are to Develop a Professional Development Session

Arizona Science Teachers Association Conference 2008

Integrating Biotechnology Into Your Science Courses

Presenters:

Renee DietherCheryl Dunham

Cactus Shadows High SchoolArcadia High School

Amanda GrimesKelly Tommasino

Mesa High Biotech AcademyPinnacle High School

Lessons showcased incorporate biotechnology concepts and equipment for implementation in general or honors high school biology and/or chemistry courses.

As a participant you will

Learn how to use a spectrophotometer to introduce the process of photosynthesis

Use a spectrophotometer to determine the concentration of a solution

*Each activity above incorporates the essential skill of graphing and the analysis and interpretation of graphs.

Witness the use of electrophoresis equipment to :

Illustrate how a pH indicator can be used to detect the presence of ions generated by the electrolysis of water.

Compare the amount of charge flowing through salt solutions with different ionization constants.

Lessons:

Using the Spectrophotometer to Introduce the Concept of Photosynthesis

Guided Inquiry Lab

National Science Education Standards

Standard A: Scientific Inquiry

Use technology and mathematics to improve investigations and communications

A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and display of data is also a part of this standard.

Standard C: Life Science

Matter, Energy, and Organization in Living Systems

The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes.

Arizona State Science Standards

Strand 1: Inquiry Process

Concept 2: Scientific Testing (Investigating and Modeling)

P.O.1 Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, and organisms)and behavior in all science inquiry.

P.O.3 Design an appropriate protocol (written plan of action) for testing a hypothesis:

P.O.5 Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators).

Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers.

Concept 4: Communication

P.O. 2 Produce graphs that help communicate data.

Strand 4: Life Science

Concept 5: Matter, Energy, and Organization in Living Systems (including human systems)

P.O.1 Compare the processes of photosynthesis and cellular respiration in terms of energy flow, reactants, and products.

Learning Objectives for High School Students:

Colored molecules within a solution interact with light waves and either absorb light energy or reflect it.
The color of a solution is an indication of the wavelengths of light that are transmitted (reflected) by a solution

Prior concepts that should be taught before this lesson:

A teacher may choose to hold a discussion about basic plant anatomy and energy requirements based on student’s prior knowledge, but none are needed other than basic cellular functions

This lab is an introductory activity to the photosynthesis portion of the course.

Post Lab Activities:

After this activity, students will discuss the plant physiology of photosynthesis and the absorbance of light by photosynthetic pigments that allow plants to absorb the energy to drive their photosynthetic reactions

Potential Challenges:

This lab requires spectrophotometers which are an expensive piece of equipment. It is recommended that you check with the other high schools in your area to borrow enough spectrophotometers so that each group of four students have one to use.

Equipment Utilized

Spectrophotometers

5 mL glass test tubes (13x100mm)

1:500 Green, Red and Blue Food Coloring Solutions

Test Tube Racks

Distilled Water

Using the Spectrophotometer to Determine the Concentration of a Solution

Guided Inquiry Lab

National Science Education Standards

Standard A: Scientific Inquiry

Use technology and mathematics to improve investigations and communications

A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and display of data is also a part of this standard.

Strand D: Interactions of Energy and Matter

Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.

Electromagnetic waves result when a charged object is accelerated or decelerated. Electromagnetic waves include radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays. The energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength.

Each kind of atom or molecule can gain or lose energy only in particular discrete amounts and thus can absorb and emit light only at wavelengths corresponding to these amounts. These wavelengths can be used to identify a substance

Arizona State Science Standards

Strand 1: Inquiry Process

Concept 2: Scientific Testing (Investigating and Modeling)

P.O.1 Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, and organisms)and behavior in all science inquiry.

P.O.3 Design an appropriate protocol (written plan of action) for testing a hypothesis:

P.O.5 Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators).

Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers.

Concept 4: Communication

P.O. 2 Produce graphs that help communicate data.

Strand 5: Physical Science

Concept 4: Chemical Reactions

P.O. 1 *Apply the law of conversation of matter to changes in a system.

P.O. 2 *Identify the indicators of chemical change, including formation of a precipitate, evolution of a gas, color change, absorption or release of heat.

Concept 5: Interactions of Energy and Matter

P.O. 1 *Describe various ways in which matter and energy interact (e.g., photosynthesis, phase change).

P.O. 2 Describe the following characteristics of waves: wavelength, frequency, period, amplitude.

P.O. 3 Quantify the relationships among the frequency, wavelength and the speed of light.

P.O. 7 Explain the relationship between the light absorbed or released by an atom or molecule and the transfer of a discrete amount of energy.

Learning Objectives for High School Students:

The absorbance or transmittance of light at a given wavelength is an indication of a molecule’s presence in solution
The concentration of molecules in a solution affects the solutions absorbance

Prior concepts:

The molarity of a solution is defined as the moles of solvent per liter of solution. An increase of molarity will result in an increase of the number of moles (or particles) in the solution. When using a spectrophotometer, we can determine how many particles are in the solution by recording an absorbance value. Since the number of particles is directly proportional to the number of moles, we can determine the molarity of an unknown solution.

The students must also be aware of how to make a standard curve, and how to analyze data by using the standard curve.

Post lab:

After this lab the students can discuss the relevance of being able to find unknown concentrations in a solution. This can also serve as an intro to light energy, quantum mechanics, and the ability for an electron to absorb light energy to move energy levels.