Blake Noyes Science 4 11/14/13 PHOTOSYNTHESIS SUMMATIVE PROJECT PROBLEM: How does doubling the amount of carbon dioxide

from .5g of bisodium carbonate dissolved in 100mL of water to 1g. dissolved in 100mL of water affect the rate of photosynthesis in elodea? HYPOTHESIS: I hypothesized that if the amount of baking soda is increased by double, then the amount of O2 produced will double by 50%. Theory: Photosynthesis is the method of which plants create energy and food for themselves. Photosynthesis needs an organelle called the chloroplast. The chloroplast is the organelle that creates the chlorophyll, which is used to capture the suns rays. The suns rays are taken into the plant from the chlorophyll, and are broken up and combined with CO2, which is harvested from the stomata. After the molecules are broken down and combined, the molecules create O2, energy and food, which we need to live today. I believe that my hypothesis is correct, because if there is more Baking Soda (CO2) in the water with the plant, then the amount of oxygen that can be produced will increase. The data from the 2012 classes showed me that the amount of oxygen was increased when the amount of carbon dioxide was doubled.

PROCEDURE FOR CARBON DIOXIDE (BAKING SODA) 1. Measure and cut at an angle elodea 7 to 9 cm. 2. Remove a few leaves from end of stem and slightly crush end of stem. 3. Measure mass in grams and record. 4. Put elodea stem side up in a test tube. 5. Fill test tube with water and baking soda solution (1 gram to 100 mL of water). 6. Put tube in rack and adjust lamp 5 cm from top of test tube. 7. Turn on lamp and wait 1 minute. 8. After 1 minute, begin counting small, medium and large bubbles for 3 minutes. Record data. 9. Repeat with .5 grams and 100mL of water. 10. Repeat for Trial 2

2013 AVERAGE DATA IN 3 MINUTES FROM 5 DIFFERENT CLASSES Baking Soda

.5g CLASS PERIOD AVERAGES 1 2 3 4 6 7 TOTAL/5 AVERAGE 1g % Oxygen Decrease/Increase

108 69 33.7 23.7 26.3 3.8 264.5/6 44.1

139 47 26.5 14.3 36.3 72.8 335.9/6 56

22.3% Increase 31.8% Decrease 21.3% Decrease 39.6% Decrease 27.5% Increase 94.7% Increase 21.2% Increase 21.2% Increase

PROCEDURE FOR CARBON DIOXIDE (BAKING SODA) 11. Measure and cut at an angle elodea 7 to 9 cm. 12. Remove a few leaves from end of stem and slightly crush end of stem. 13. Measure mass in grams and record. 14. Put elodea stem side up in a test tube. 15. Fill test tube with water and baking soda solution (1 gram to 100 mL of water). 16. Put tube in rack and adjust lamp 5 cm from top of test tube. 17. Turn on lamp and wait 1 minute. 18. After 1 minute, begin counting small, medium and large bubbles for 3 minutes. Record data. 19. Repeat with .5 grams and 100mL of water. 10. Repeat for Trial 2 DATA/OBSERVATIONS:
Trial 1 ___grams Oxygen Produced in 3 minutes with .5 g and 1 g baking soda
Small x 1 CO2 1 gram ` 5g 16x1=16 1x1=1 Medium x 2 1x2=2 0x2=0 Large x 3 0x1=0 0x3=0 Total 18 1

Notes:

Trial 2 _____grams Oxygen Produced in 3 minutes with .5 g and 1 g baking soda

Small x 1 CO2 1 gram .5 gram 2x1=2 35x1=35 Medium x 2 1x2=2 0x2=0 Large x 3 1x3=3 0x3=0 Total 7 35

Notes: Average For 2 Trials

TRIALS 1 2 TOTAL AVERAGE .5g 1 35 36/2 18 1g 18 7 25/2 12.5

Conclusion: In this lab, we tested that if the amount of carbon dioxide, in 100mL of water, is increased then will the amount of photosynthesis increase. I hypothesized that if the amount of baking soda is increased by double, then the amount of O2 produced will double by 50%. My groups data ended up as being that the amount of photosynthesis produced at .5g was 18 O2 bubble, but the 1g ended up being only 12.5 O2 bubbles. My classs data ended up having around a 40% decrease in their data from .5-1g, but my group also had a decrease. My groups data was around a 30% decrease and my whole grade was around a 20% increase. My hypothesis was correct 50% of the time.

Analysis: In this lab, there are many discrepancies in this data. There are many outliers in this data. For example, class 1 had very hi number sets, while most others had very low number sets. Class 7 really stands out because of its data starts with a very low number in the .5g of CO2 and a very high number in the 1g of CO2. This class also had a 94.7% increase in their data. Half of the class has a decrease in their data, while the other half of the class has an increase. There are many ways to solve these problems. To solve the problem of having classes 1 and 7s weird data sets, we could make a assigned bubble counter, who knows the size of the bubbles and what they are categorized as. To solve the problem of having the classes cut in half with decreases and increases, we could make a procedure that will work for everybody, so that it is easy for people to get around the same amount of data. We could change this project to make it easier for everybody. We could make it so that only the teacher makes the procedure so that everybody has the same thing that they need to do. We could also make a paper that states the size of the bubble and what it is categorized as.

BIBLIOGRAPHY Coolidge-Stolz M.D., Elizabeth, et al. Focus On Life Science. Boston, Mass: Prentice Hall, 2008. Young, Paul. The Botany Coloring Book. Cambridge, New York: Harper and Row, 1982.