Download An Inquiry into Alcoholic Fermentation

An Inquiry into Alcoholic Fermentation
A Lesson on Reproduction, Replication, &
Respiration
Joseph Moss
D.H. Conley High School
Greenville, NC
Lesson # 8
Edited by Melvin Limson, Margaret Shain, and Marsha Lakes Matyas
Frontiers in Physiology is sponsored by the American Physiological Society (APS) and the
National Center for Research Resources Science Education Partnership Award (NCRR
SEPA, R25 RR025127) at the National Institutes of Health (NIH).
Note: The activities that follow are DRAFT activities and have not yet been peer reviewed for content
accuracy or pedagogy. The lesson plans and opinions in this report are those of the authors and do not
necessarily reflect the opinions of any of the supporting institutions or the editors.
The American Physiological Society
2011 Works in Progress
© 2011 The American Physiological Society, Bethesda, MD
Permission granted for workshop/classroom use with appropriate citation.
ABOUT THE AMERICAN PHYSIOLOGICAL SOCIETY
The American Physiological Society (APS) is a nonprofit organization devoted to
fostering education, scientific research, and dissemination of information in the
physiological sciences. The Society was founded in 1887 with 27 members. APS now has
over 10,500 members. Most members have doctoral degrees in physiology and/or
medicine (or other health professions).
The APS supports a variety of educational activities, including programs and fellowships
to encourage the development of young scientists at the undergraduate and
graduate levels, with a particular focus on women and underrepresented minorities.
ABOUT APS EDUCATION PROGRAMS
The American Physiological Society (APS) has activities addressing educational and
career issues at the K-12, undergraduate, and graduate/professional levels as well as
continuing education for physiologists. At the K-12 level, the APS programs focus on
providing resources and professional development for excellence in science
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Copyright © 2011 The American Physiological Society, 9650 Rockville Pike, Bethesda,
MD 20814. All rights reserved.
Recommended citation (book): Limson M, Shain M, and Matyas ML (Eds.). 2011 Works in
Progress. Bethesda, MD: American Physiological Society, 2011.
Recommended citation (lesson example): Reynolds, J. Did I Observe it or Infer it? A
Lesson on Observations and Inferences. In Limson M, Shain M and Matyas ML (Eds.),
2011 Works in Progress. Bethesda, MD: American Physiological Society, 2011.
Manufactured in the United States of America. This publication is protected by Copyright and permission
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request to Director of Education Programs, American Physiological Society, [email protected], or call
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_____________________
References
National Research Council (NRC). (1996). National Science Education Standards.
Washington, DC: National Academy Press.
Alignment and references to state science education standards as of 2010 are cited by the authors.
The American Physiological Society
APS 2011 Works in Progress
© 2011 The American Physiological Society, Bethesda, MD
Permission granted for workshop/classroom use with appropriate citation.
An Inquiry into Alcoholic Fermentation
A Lesson on Reproduction, Replication & Respiration
Teacher Section
PURPOSE
In this lab, students will explore the process of alcoholic fermentation by
using yeast.
OBJECTIVES
Upon completion of this activity, students will be able to:
 describe yeast as a living organism.
 describe the difference between aerobic and anaerobic process.
 understand the process of asexual reproduction.
 describe how macro-organisms and microorganisms are useful in many
applications.
 better understand the application of the scientific method.
 properly develop an experimental protocol.
GRADE LEVEL
High school grades 9-12
PRIOR
KNOWLEDGE
Students should have knowledge of cells and a basic understanding of
biochemistry. This topic was introduced in 7th grade curriculum for North
Carolina.
TIME REQUIRED  20 minutes: Introduction for laboratory activity and purpose, about 3-5
days before class activity.
 1-2 hours, depending on student: Research at home for homework.
 45 minutes: Writing experimental design in class and submitting for
teacher and peer review.
 90 minutes: Experiment and collection of data, and organizing
presentation.
INCLUDING
ALL
STUDENTS
This activity will address different learning styles in the following manners:
 Visual learners will be able to maintain interest by observing the
growth of the yeast in the flasks and through research on the Internet.
 Auditory learners will be able to learn best through group discussion
and collaboration when developing the presentation for the class.
 Kinesthetic learners will be able to learn best through physical
manipulation and placement of the of the materials during the laboratory
procedure and when arranging the information for the presentation.
Other activities to include all students:
 randomized and homogeneous groups
 group discussion
 internet research performed on own time
 group presentation
QUESTIONS
TO ASK
ALONG THE
WAY
 Is yeast a living thing? Students should be able to identify all of the
characteristics of life through the manipulation of yeast.
 Multicellular or unicellular? Students should be able to distinguish
between unicellular and multicellular organisms through this laboratory
activity (further exploration of one of the major characteristics of life).
Joseph Moss
Greenville, NC
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
An Inquiry into Alcoholic Fermentation
A Lesson on Reproduction, Replication & Respiration
Teacher Section
QUESTIONS
TO ASK
ALONG THE
WAY
 How do you think that yeast acquires its energy? Through the
processing of the information gathered during the lab, students should
gather a better understanding of the respiration processes—both aerobic
and anaerobic.
 How is yeast useful in today’s society? Based on research and
information gathered from the laboratory activity, students should be able
to express in detail how yeast is useful in the processes of brewing and
baking.
 What is the mode of reproduction of yeast? Students should better
understand the process of asexual reproduction versus sexual
reproduction based on their observations during the laboratory exercise.
NATIONAL
SCIENCE
EDUCATION
STANDARDS
K-12 Unifying Concepts and Processes:
Systems, order, and organization
Evidence, models, and explanation
Grades 9-12
Science as Inquiry:
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
Life Science:
The cell
Matter, energy, and organization in living systems
Behavior of organisms
STATE
SCIENCE
EDUCATION
STANDARDS
Competency Goal 2: The learner will develop an understanding of the
physical, chemical and cellular basis of life.
MATERIALS
Students will work in groups of 3-4 to develop their experimental design
They will design their own experiments using any of the following materials.
Note: Because of the inquiry based purpose of the activity, a classroom set
of all equipment and supplies will be available so as not to limit student
creativity.
 paper
 hose
 yeast
 beakers, flasks, or  bromothymol blue (BTB)  pens
test tubes
 color pencils
 water
 balloons
 computers
 sugar
 apple juice
 LCD projector
 poster board
 glass tubing
 markers
Objectives:
2.03 Investigate and analyze the cell as a living system including:
 Maintenance of homeostasis.
 Movement of materials into and out of cells
 Energy use and release in biochemical reactions.
2.05 Investigate and analyze the bioenergetic reactions:
 Aerobic Respiration.
 Anaerobic Respiration.
 Photosynthesis.
Joseph Moss
Greenville, NC
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
An Inquiry into Alcoholic Fermentation
A Lesson on Reproduction, Replication & Respiration
Teacher Section
SAFETY
 Wear safety goggles, gloves, and lab apron.
 Do not seal the containers: there has to be a slight air break to allow the
CO2 to release.
 Wash hands after lab.
PREPARATION
AND
PROCEDURE
Brewers and bakers learning early that microorganisms and fungi often
produce many useful byproducts. One such organisms is yeast—a fungus.
Yeast thrives in an anaerobic environment as long as there is a constant food
source present. Yeast is able to produce the necessary energy for survival
through the process of alcoholic fermentation. During this energy producing
reaction, ethanol and carbon dioxide are produced as by-products. Both of
these components are useful in the process of baking and brewing/bottling
alcohol.
Examples of experiments: If students are lost during their
brainstorming time (after the internet research is completed) the
following can be used as examples of experimental design protocols:
1. Erlenmeyer flasks with balloons atop the flask to collect CO2
discharge.
2. 2 flasks connected by a piece of glass tugging, or rubber hose, to
discharge the CO2 from one container to the next
Note: These can be used as apparatus examples, then the students
MUST design a proper experiment that can be quantitatively, or
qualitatively, measured.
I.
Initial Lecture/Introduction
A. Introduce Energy Cycling within an Earth System (2 days)
1. Photosynthesis
2. Respiration
B. Introduce Yeast to students (20 minutes on day 2)
1. Assign internet research (1-2 hours…homework that night)
- Types of yeast
- Anaerobic experiments
- Baking and yeast
- Wine/beer making and yeast
2. Have students turn in internet research for teacher/peer review
C. Talk about Individual Cell Energy needs
1. Allow students to meet in small groups to discuss game plan for
research in class (30 mins)
2. Write experimental desgn and submit for teacher/
3. Discuss Cellular Respiration
- Aerobic
- Anaerobic
II. Perform Experiments (1 day/90 mins)
Students will perform whichever experiment their group chooses to
develop regarding the examination of alcoholic fermentation of yeast.
III. Present Data to class (45 mins)
The data that their group chooses to collect based on the design of their
individual experiment.
Joseph Moss
Greenville, NC
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
An Inquiry into Alcoholic Fermentation
A Lesson on Reproduction, Replication & Respiration
Teacher Section
WHERE TO GO
FROM HERE
 Revisit the lab during review week prior to the state End-of-Course exam
 Have a student continue the experiment as a basis for the physics project
portion of their Senior Research Project; continue to develop a new
protocol that may develop into a science fair project; or use data collected
to write a science research paper for submission into competition
 Allow students to revise and rework for extra credit in the class
SUGGESTIONS
FOR
ASSESSMENT
 Group presentation
 They will be graded on their ability to follow through with the experimental
design.
 Formal lab report
 Discussion questions included on next test
 Class discussion
REFERENCES
AND
RESOURCES
1. Anaerobic Respiration (Fermentation)
http://www.the-aps.org/education/k12curric/activities/pdfs/sullivan.pdf
Sullivan, S. American Physiological Society, Frontiers in Physiology 1999
2. Cell Respiration
http://www.phschool.com/science/biology_place/labbench/lab5/intro.html
A LabBench Activity from Pearson Education/Prentice Hall SciLinks.
Accessed April 1, 2011.
3. Cellular Respiration in Yeast
http://facstaff.gpc.edu/~pgore/ISCI/cellular_respiration.html
Classroom lab activity on cellular respiration from Georgia Perimeter
College. Accessed April 1, 2011.
4. McGraw Hill Education. Biology: Dynamics of Life. 2000.
5. Photosynthesis and Respiration
http://www.nclark.net/PhotoRespiration
From the National Science Teacher s Association SciLinks. Accessed April
1, 2011.
6. Serendip
http://serendip.brynmawr.edu/sci_edu/waldron/
Hands-on Activities for Teaching Biology to High School or Middle School
Students. Accessed April 1, 2011.
7. Yeast Fermentation
www.mrcroft.com/notes/resp/Fermentation%20Lab.pdf
From the Mr. Croft’s Website for courses taught at Somerset High School,
Massachusetts. Accessed April 1, 2011.
Joseph Moss
Greenville, NC
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
An Inquiry into Alcoholic Fermentation
A Lesson on Reproduction, Replication & Respiration
Student Section
Research on your own and write your findings into a brief summarized paper to be turned
in after three days for your teacher for review.
Questions to guide research are as follows:
Main Question: How do you think that yeast acquires its energy?
 Is yeast a living thing?
 Is yeast multicellular or unicellular?
 How is yeast useful in today’s society?
 What is the mode of reproduction of yeast?
No data tables are provided. You will design your own experiments to test anaerobic
respiration using supplies within the room.
Supplies that may be used by student groups:
 yeast
 sugar
 beakers, flasks, or test
tubes
 poster board
 balloons
 apple juice
 glass tubing
 hose
 bromothymol blue (BTB)
 water
 markers
 paper
 pens
 color pencils
 computers
 LCD projector
Present your findings to the class based on the information gathered from your
experiments designed by your group.
First and Last Name
City, ST
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
An Inquiry into Alcoholic Fermentation
A Lesson on Reproduction, Replication & Respiration
Rubric
Student Section
200 Total Points possible to be earned
Item
Points
Grade Type
1. Submission of Internet research.
0
25
50
2. Creativity of Experimental Procedure.
0
12
25
3. Ability to follow-through with experiment.
0
12
25
4. Proper identification of a problem in the
experimental design.
0
5
10
5. Well developed Hypothesis
0
5
10
6. Time management practices.
0
5
10
7. Presentation of research data to class (3-5 minutes
timed).
0
5
10
8. Organized poster for presentation.
0
5
10
9. Individual statements about how the group dynamic
worked:
 Did everyone participate?
 Was everyone’s opinion valued equally?
 Did everyone help during all phases of the
experimental procedure?
 What problems arose that had to be addressed
within the group?
0
25
50
First and Last Name
City, ST
© 2011 The American Physiological Society, Bethesda, MD
Individual
Group
Individual
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.