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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 Note: The activities that follow are DRAFT activities and have not yet been peer reviewed for content accuracy or pedagogy.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 education. At the undergraduate level, APS programs and fellowships encourage excellence in physiology education and the development of young scientists. Programs and activities are available for students and faculty and resources for undergraduate education and career exploration are provided. At the graduate level, APS programs and fellowships provide opportunities for student study, travel, and interaction with experienced physiologists. Educational materials offer tools to improve teaching and learning at both the graduate and professional levels. APS also provides awards, refresher courses, mentoring resources, and educational materials to promote continuing professional development for its members and excellence in physiology education for their students. 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 should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. Permission is granted to duplicate for classroom or workshop use with appropriate citation. To obtain permission(s) to use material from this work outside of classroom or workshop use, please submit a written request to Director of Education Programs, American Physiological Society, [email protected], or call 301.634.7132. _____________________ 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.