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    3 1 3 2 Activity Guide 3

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    sion 21 Unit 33.1: Energy — 11/20/17 Do-Now: On the front table | have placed a cracker, a pice of butter, a penny, sugar, and a tissue. Observe these objects and answer the three following question! 4. What do you think each of these things made o a cracker- bread and Su lt (hee |, elowry bultecete) Le Carbs, enerary \ acbs, b. putter- hulk Chavey Prod weeks) Saturated bets fn ‘ Le liQrds « Penny Copper y @ sugar- a OMS \ e. tisue- Cloth Jectlon 2. If you were able to burn each object with a match or lighter, how would each object react to being bumed? 3 Cracker yg het ‘euter-) e H « peay- be he bMaybe change colers sugar- Cyeade @ brager Fires te sn brows Se : \ a tesue- It Would bern the class doesn 3. What object do you think would burn the most? Why do you think this object would burn the most? The Suga’ becaase pe Whek& inh (nakare) so : 4. Now that we have made inferences as to what would happen if each object was burned, write down your observations of how each mterial reacts when its burned. Object ‘Obs srvations “Fucned \olack and. \S Soe t brs Cracker Penny hn see Je copper Shekel fo Fede. auey re heer “d ‘bledh. Now, answer the remaining questions based on your observations in number 4. 5, Where did you see evidence of energy in ea:h of these reactions? wher phe Be Ae ‘spread Parougeh aed” He, obyectS and fumed Cer tare wag F Cor 41 colo 6. Where did the energy come from with £ach reaction? Tee energy ¥ Cate! Pron Hae frve 7. Where was the enerey before the eaction? =” ; a rhe wreay das ta the Srenen S00 ney 8. What was the role ofthe lght#rin these reactions? Is the role the lighter fils in this chemical reaction similar to ‘a certain macromolecule we Have talked about? If so, which one and why? Toe lyuber was a. peacter te M0, 1S Velaled $0 achieabeow ard hast emerged 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 can’t see: ‘+ What body structures are getting bigger as the corn plants grow? the stem and the leaves; also, om fevers (5c oF the port tk sakes fle. Clr” Unit 3.2: The Composition of Plants — 11/21/17 Do-Now: 1. Like you did in last night’s 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 can’t see: o3 a. What body structures are getting bigger asthe pumpkin grows? Me i, on fhe y051de and the prokechive Shell. The flel Las do cf bigger $e the f fhe lSides dow: “i FF . b. What body structures are getting bigger as the kudzu vines grow? The leaver and fle fla woe-like ste ms c. What body structures are getting bigger'as the giant sequoia trees grow? The trunk and Me Side Ayers cd. What body structures are being rebuilt as the tree heals a wound after on of its branches was pruned (chopped off)? he trunk, and the insice layers that Structure, a. tec frank; gud Mar -pe DNA. because st wetrenbers be Slrucbare 9 hou the Plants Su pposed to be 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: Hines e woe ier ageralreh "p58 weeks old) 72] Bean Plants 476 262.8 (10 weeks), Com Plants oy vseee Tso SER ES #(33 weeksold) = Grass Bg (60 days old) (140 days old) increase &._ Using the dzta in Table 3, calculate the change in weight for each pled (you can use a calculator). Puta plus sign (#) next to any change in mass that was an increase. Puta 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? The Plaal garns wv hig 6 A) Cae eg pee es 3. Now use the data from Table 2, and your responses from question 2 to answer the following questions: 2. You may have noticed that each plant is increasing in mass as itis growing. What is happening to the amount of matter that makes up each plant as it grows? TAS growing on bean oy bygg ee b. What is happening to the number of atoms that make up the plants’ body structures? Heri, jncren wage ‘c. Where do you think these atoms came from? Ihe Makhey aolecules, orators ya Ps 7 aR Activity2- 1. Examine Table 2 with your group and answer the questions that follow: ‘Carbohydrates: Lipids Proteins {per 100 (per 100 g) (per 100 g) ae wae 17.00 ; 5.20 Broccoli Cauliflower 497 TiS istiawbery Wey | 389) Snap beans 6.97 Kidney beans 4.10 0.50 4.20 In Table 2, circle the macromolecule that is present in the largest amount in most ofthe planks’ body structures, Are there any plant structures for which the macromolecule you circled is not presenti the largest amount? If so, which one(s}? Kid ney beans 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? Carbohydr Ses be cause, Plants ave Made up oF Pagans en Corks bel fe broek dou oa part based on i detain Table? ond fourNoonledge of molecules, what elements ake up these rncrapecles? CArbon Mydrapen, Ad cry, + Where do you think the atoms fr plant growth come oun List all the places you inka might get He Sto 7 liter Unit.B2: The Composition of Plarts—12/22/17 Do Now: 1. How do you think a plant obtains the necessary atomis needed to construct the carbohydrates that make up their body structures? Where do plants obtain these atoms? esun— red sare e Water hydresen « omygen ee Ong ent eee Nido 9 Vdveger, Mdre gen) 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 itIn Water (H20) 4,0 Ground Roots Carbon dioxide (CO2) co Air Tiny holes in the leaves Minerals (in various Mainly Ground | Roots molecular forms) _ N, K, Ca, P, Mg, | 2. 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)? Tbe HAE Ca Hie O« 'b. Will any of the minerals plants take in from the environment become a part of glucose? Why or why not? YS, becasse. thege “5 Seger a Chg Lrvtrien #8 tind Phe Plante event 3. How do scientists use isotopes to track atoms ois ‘throughout an organism? fons . 4 ving Aker en’ pert bers CF free 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 xy g 21> Gleeose Ls Experiment | ARS AB oe a7 L — 3.” What an tes concaa om Expense abo Ts cation ato What Hee oF scan ey cite as evidence for their conclusion? canbe Carbon breil v.Ft C4 holesgen ror cote CcAn : b. Does the data provide evidende for @ conclusion about where the oxygen atoms from carbon dioxide fend up? Why or why not? JO Uh howe haed Ploy

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