BIO #: ______ Name: ___________________________________ Date: _____________

BIO Unit 3: Bioenergetics

Unit 3.1: Energy 11/20/17
Do-Now:
On the front table I have placed a cracker, a piece of butter, a penny, sugar, and a tissue. Observe these
objects and answer the three following questions:
1. What do you think each of these things made of?
a. Cracker

b. Butter

c. Penny

d. Sugar

e. Tissue

2. If you were able to burn each object with a match or lighter, how would each object react to being burned?
a. Cracker

b. Butter

c. Penny

d. Sugar

e. Tissue

3. What object do you think would burn the most? Why do you think this object would burn the most?
 4. Now that we have made inferences as to what would happen if each object was burned, write down
your observations of how each material reacts when it is burned.

Object Observations

Cracker

Butter

Penny

Sugar

Tissue

Now, answer the remaining questions based on your observations in number 4.

5. Where did you see evidence of energy in each of these reactions?

6. Where did the energy come from with each reaction?

7. Where was the energy before the reaction?

8. What was the role of the lighter in these reactions? Is the role the lighter fills in this chemical reaction similar to
a certain macromolecule we have talked about? If so, which one and why?
 Homework (due 11/21/17):
On Google Classroom, there is a video posted of corn growing over a period of 58 days. Observe the video
and as you answer the questions below, think about the body structures plants have that you can see and
the body structures you cant see:
What body structures are getting bigger as the corn plants grow?

Unit 3.2: The Composition of Plants 11/21/17

Do-Now:
1. Like you did in last nights homework, observe the following pictures of plant growth and as you answer
the questions below, think about the body structures that plants have that you can see and the body
structures you cant see:

a. What body structures are getting bigger as the pumpkin grows?

b. What body structures are getting bigger as the kudzu vines grow?

c. What body structures are getting bigger as the giant sequoia trees grow?

d. What body structures are being rebuilt as the tree heals a wound after on of its branches was pruned
(chopped off)?
 Activity 1
2. You have just observed that various plant body structures get bigger as plants grow, but how do we know
that plants are actually adding new matter to their bodies? To answer this question, we will observe what
happens to the mass of growing plants. Examine the data in Table 1 and answer the questions that follow:

Table 1: Typical Change in Mass (in grams) of Selected Growing Plants, Over Different Time Periods

Plant Initial Weight (age) Final Weight (age) Change in Weight? Increase or
Decrease (+/-)?
Mung Plants 24.6 g 28.1 g
(1 week old) (3 weeks old)
Bean Plants 47 g 262 g
(3 weeks old) (10 weeks)
Corn Plants 0.7 g 896 g
(1 week old) (13 weeks old)
Grass 2g 13 g
(60 days old) (140 days old)
a. Using the data in Table 1, calculate the change in weight for each plant (you can use a calculator). Put a plus
sign (+) next to any change in mass that was an increase. Put a minus (-) sign next to any change in mass that
was a decrease.

b. Based on these data, what happens over time to the mass of a plant when it grows?

3. Now use the data from Table 1, and your responses from question 2 to answer the following questions:

a. You may have noticed that each plant is increasing in mass as it is growing. What is happening to the
amount of matter that makes up each plant as it grows?

b. What is happening to the number of atoms that make up the plants body structures?

c. Where do you think these atoms came from?

 Activity 2
1. Examine Table 2 with your group and answer the questions that follow:

Carbohydrates Lipids Proteins

(per 100 g) (per 100 g) (per 100 g)
Structure Plant
Root Carrot 8.24 0.13 0.64
Potato 17.00 0.10 2.00
Stem Bamboo shoot 5.20 0.30 2.60
Celery 2.97 0.17 0.69
Leaf Spinach 3.63 0.39 2.86
Lettuce 2.87 0.15 1.36
Flower Broccoli 5.24 0.35 2.98
Cauliflower 4.97 0.28 1.92
Fruit Strawberry 7.68 0.30 0.67
Tomato 3.89 0.20 0.88
Snap beans 6.97 0.22 1.83
Seed Kidney beans 4.10 0.50 4.20
a. In Table 2, circle the macromolecule that is present in the largest amount in most of the plants body
structures.

b. Are there any plant structures for which the macromolecule you circled is not present in the largest
amount? If so, which one(s)?

c. Based on the data in Table 2, what type of macromolecule do you think plants will need the most of in
order to make their bodies? Why do you think so?

d. Based on the data in Table 2 and your knowledge of molecules, what elements make up these
macromolecules?

e. Where do you think the atoms for plant growth come from? List all the places you think plants might get
atoms from:
 Unit 3.2: The Composition of Plants 11/22/17
Do Now:

1. How do you think a plant obtains the necessary atoms needed to construct the carbohydrates that make up their
body structures? Where do plants obtain these atoms?

Activity 1
2. Examine the information in Table 3 and answer the questions that follow:

Atomic Composition Location in Environment Plant Structure That

Substance Takes It In
Water (H2O) H, O Ground Roots
Carbon dioxide (CO2) C, O Air Tiny holes in the leaves
Minerals (in various Mainly Ground Roots
molecular forms) N, K, Ca, P, Mg, S
a. Based on what you know about the molecular composition of glucose, which of the substances in the
table could supply the needed atoms (a molecule of glucose is shown on the board)?

b. Will any of the minerals plants take in from the environment become a part of glucose? Why or why
not?
 Activity 2
3. How do scientists use isotopes to track atoms traveling throughout an organism?

4. Experiment 1: In the first experiment, scientists used carbon dioxide made with labeled carbon atoms so
that they would be able to see where the carbon atoms ended up after the carbon dioxide and water
molecules reacted. Table 4 summarizes their data:
Table 4: Location of Labeled Atoms (highlighted) at the Beginning and End of Experiment 1

Reactants Products

Experiment 1 CO2 H2O C6H12O6 O2

a. What can scientists conclude from Experiment 1 about the carbon atoms? What piece of data can they
cite as evidence for their conclusion?

b. Does the data provide evidence for a conclusion about where the oxygen atoms from carbon dioxide
end up? Why or why not?

5. Experiment 2: In the second experiment, scientists used water made with labeled oxygen atoms and
looked to see where the oxygen atoms ended up after water and carbon dioxide reacted. Table 5
summarizes their data:
Table 5: Location of Labeled Atoms (highlighted) at the Beginning and End of Experiment 2

Reactants Products

Experiment 2 CO2 H2O C6H12O6 O2

a. What can scientists conclude from Experiment 2? What piece of data can they cite as evidence for their
conclusion?

b. What can scientists conclude about where the O atoms that make up glucose come from?
c. What evidence can they cite for this conclusion?
6. Write the word equation for the chemical reaction that plants use to make glucose:

7. Write the chemical formulas for each starting and ending substance:

Starting Substances Ending Substances

8. Draw a diagram to illustrate the reaction in Experiments 1 and 2. Based on data from the experiments, use arrows to
show where the C and O atoms are located in the reactants and where they end up in the products of the reaction: