Photosynthesis Spinach Lab

Objectives: Students understand the relationship between carbon dioxide, respiration, and photosynthesis in plants.
During this investigation students determine:
♦ The change in carbon dioxide concentration in a closed system when a plant is carrying out photosynthesis.
♦ The change in carbon dioxide concentration in a closed system when a plant is carrying out cellular respiration.

Procedural Overview
Students gain experience conducting the following procedures:
♦ Using a carbon dioxide gas sensor to monitor the carbon dioxide concentration when a plant is carrying out photosynthesis.
♦ Monitoring the change in carbon dioxide concentration when a plant is carrying out cellular respiration.
♦ Relating the changes in carbon dioxide concentration under each condition to the cell's photosynthesis and cellular respiration
activities.

Materials
 CO2 sensor and closed system bottle
 Spinach Leaves
 Aluminum foil and Light Source
Background
Carbon dioxide is a reactant in the process of photosynthesis and a product of cellular respiration. Plants take in carbon
dioxide from the atmosphere and use it as a source of carbon for the sugars they produce, such as glucose (C6H12O6).
Sunlight captured by the plant during photosynthesis is stored as chemical potential energy within the glucose
molecules (and other organic compounds) made by the plant. Although photosynthesis consists of a number of
biochemical pathways within chloroplasts, a chemical equation can be used to summarize the overall process:

6CO2 + 6H2O + light energy → C6H12O6 + 6O2

All organisms use food molecules, like glucose, to produce adenosine triphosphate (ATP). Made during cellular
respiration, ATP provides cells with the energy needed for cell activities. Some organisms are autotrophs, like plants, and
make their own food; others are heterotrophs and consume other organisms as food. In either case, to release the
stored energy contained within the food molecules, the organism carries out respiration. Cellular respiration occurs
within mitochondria, and like photosynthesis, the process consists of multiple biochemical pathways. The overall
process is summarized as:
C6H12O6 + 6O2 → 6CO2 + 6H2O + ATP

Photosynthesis and cellular respiration are important components of the carbon cycle. As a result of these processes,
carbon is exchanged between living things and the nonliving environment.

Bromothymol blue (BTB) is a pH indicator often used in examining cellular energy. When CO2 is dissolved in an aqueous
solution, the solution changes from neutral (blue) to slightly acidic (yellow). This works very well when examining the
rate of photosynthesis in aquatic plants. Humans can blow through a straw and see the color change as well. We will
NOT be blowing into this solution during this lab, but rather will be using air and CO2 sensors.

Joseph Priestly (1733-1804) hypothesized that plants clean the air. Priestly thought that air became polluted by the
exhalation of animals, and that plants could “repair” the air. He performed a number of experiments related to this
hypothesis, just as you will be doing today.

Pre-Lab Questions

1. What does a person’s breath contain that causes the bromothymol blue (BTB) to change from blue to yellow?
2. What color would you expect a solution of BTB to be after a day of containing aquatic animals? Explain.
3. What color would you expect a solution of BTB to be after a day of containing plants? Explain.
 4. Draw and label the parts of a leaf.
5. Draw and label the parts of a plant cell.
6. Draw and label the parts of the organelle that performs photosynthesis. (chloroplast)
7. Explain the role of CO2 in photosynthesis and in cellular respiration.

Inquiry Lab Design (Part of Pre-Lab Questions)

For this lab, your lab group will have the freedom determining what settings your leaves will be in while you collect your
CO2 data. Choose ONE of the following options. Coordinate with the other groups so that everything is covered.

 Fluorescent classroom ceiling lights

 Dark (inside cabinet or box)
 Under light lamp on outer lab desk
 Outside in the Courtyard
 In the shady part of the courtyard under the Bus Ramp
 By a window (in the hallway by the courtyard)
 Screen light (in a box with a phone or tablet screen on)
 Different colored lights **only if you want to bring your own lamp and colored lightbulbs or paper to filter it
through**
8. My group determined the following item to test: _______Outside in the ___________________________
9. We chose this because…… We chose this because the temperature outside is getting colder, and there is supposed to
be a lot of sunlight this week. So we wanted to see if these variables could change the leaves.

Our Group- Outside in the sunny courtyard

10. Write a hypothesis regarding the item you chose.

11. State your IV, DV and your control(s) (for this, you can include the other groups’ data)

Procedure
1. Grab approximately 5 fresh looking spinach leaves. Remove all the stems.
2. Lay your closed-system bottle flat on the table surface and line the bottom with a single layer of spinach leaves.
a. You will want to mass the spinach leaves first. The mass of the leaves is 0.6 grams.
3. Set up your CO2 sensor and place in the desired light source setting. (Sunny in the courtyard) Start collecting
your CO2 data and let the system sit for 10 minutes to collect the data.
a. Collect a final mass of the spinach leaves at the end. ) 0.5 Grams
4. Share data with the other groups in the class to collect a full table of data.

Using the CO2 Sensor

This will require the use of a device with the SparkVue app downloaded. You will be using this program in multiple
science classes (bio, chem, physics) and it will be a good one to have on your device. This connects via Bluetooth or to a
personal laptop with a USB plug-in. Please have this downloaded/available PRIOR to coming to class on at least 1 group
member’s device. I will show you the next steps in class.

Data
In either or both chart and graphical format record the data collected from your 10-minute collection, as well as the rest
of the classes. You should also have documented the initial and final masses, as well as any visual observations you were
able to make.
Results for C02 censor – Our Group

Minute 0- 1042 C02 concentration

Minute 1- 1106
Minute 2- 1134
Minute 3- 1154
Minute 4- 1172
Minute 5- 1188
Minute 6- 1198
Minute 7- 1202
Minute 8- 1204
Minute 9- 1198
Minute 10- 1198

In one clear and neat graph, combine your data and state the trends that are seen in the graph using complete
sentences.

Conclusion
At this point you should know all the steps that belong here. If not, refer back to conclusions from previous labs.