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SCIENCE 8 WEEK 8 & 9 POWERPOINT PRESENTATION.pptx

SCIENCE 8 WEEK 8 & 9 POWERPOINT PRESENTATION.

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PHOTOSYNTHES IS Cycles in Nature -
1. The student will explain the role of plants and animals in the cycles of nature, such as the carbon, oxygen, and water cycles using flow charts and labeled diagrams. 2. The student will describe the process of photosynthesis and respiration, and identify the raw materials needed and products. 3. The student will identify the different parts of the cell where photosynthesis and respiration occur using information from LEARNING COMPETENCIES
Learning Objectives Understand the resultant product of each consecutive stage in the process of photosynthesis. Identify and categorize the steps involved in the process of photosynthesis. Identify the factors affecting photosynthesi s and respiration
Learning Objectives Understand the role of carbon dioxide in photosynthesis and respiration, and how it is produced and utilized by living organisms. Understand the process of cellular respiration by engaging in an activity that involves labeling a diagram. Explain the key components and processes involved in this essential biological process.
ACTIVITY
ACTIVITY IV. Instructions: 1. Begin by filling out the “K” section with what you already know about the topic. This could include any prior knowledge, personal experiences, or observations related to the subject. 2. Move on to the “W” section and write down any questions or curiosities you have about the topic. These questions should reflect what you want to learn or understand
ACTIVITY 4. Finally, as you gather information and explore the topic further, record your new learning and insights in the “L” section of the chart. 5. Continuously revisit and update the KWHL chart as you progress through your exploration of the topic. Add new knowledge gained, refine your questions, and adjust your strategies for finding information.
ACTIVITY WHAT YOU ALREADY KNOW WHAT YOU WANT TO LEARN HOW WILL YOU LEARN IT WHAT YOU LEARNED
CELLULAR RESPIRATION? WHAT IS is a series of chemical reactions that break down glucose to produce ATP, which may be used as energy to power many reactions throughout the body. There are three main steps of cellular
PHOTOSYNTHE SIS? WHAT IS It is the process by which green plants and some other organisms use sunlight to synthesize foods from carbon dioxide and water. Photosynthesis in plants generally involves the green pigment chlorophyll and generates oxygen as a by product.
Carbon dioxide from the air passes through small pores in the leaves. These pores are called stomata. Carbon Dioxide Carbon dioxide is a chemical compound with the chemical formula CO₂. It is made up of molecules that each have one carbon atom covalently double bonded to two oxygen atoms. It is found in a gas state at room
ACTIVITY
ACTIVITY IV. Instructions: 1. Insert the end part of the funnel into the opening of the rubber balloon. 2. Pour the sugar and the baker’s yeast into the balloon through the funnel. 3. Fill the measuring cup with 20 ml of warm water. Pour the water into the balloon. 4. Remove the funnel from the balloon. Tie the “neck” of the balloon into a tight knot. Then measure the balloon’s circumference (midpart) with a tape measure. Record measurements in
ACTIVITY Guide questions: 1. How does the addition of sugar and baker’s yeast to warm water in the balloon relate to cellular respiration? Explain the role of each component in the process. 2.How does the measurement of the balloon’s circumference over time relate to the concept of cellular respiration? Discuss how changes in the circumference of the balloon reflect the production of gas as a byproduct of cellular respiration.
Carbon Dioxide Carbon dioxide is one of the end products of cellular respiration. This gas will allow the balloon to be blown up with the help of baker’s yeast (Saccharomyces
Guide Questions: 1.What do you observe from the activity? 2.What is the role of baker’s yeast to the inflation of the balloon? 3. What kind of gas does yeast produce as a byproduct? 4. How will you relate this activity to
ACTIVITY
Autotrop hs ATP Bacteria Six Mitochondria Heterotrophs Oxygen
WHAT DO PLANTS NEED FOR PHOTOSYNTHE SIS?
Mitochondria are membrane- bound cell organelles (mitochondrion, singular) that generate most of the chemical energy needed to power the cell's biochemical reactions. Chemical energy produced by the mitochondria is stored in a small molecule called adenosine triphosphate (ATP). Mitochond ria
A heterotroph is an organism that cannot produce its own food, instead taking nutrition from other sources of organic carbon, mainly plant or animal matter. In the food chain, heterotrophs are primary, secondary and tertiary consumers, but not producers. Heterotrop h
An autotroph is an organism that can convert abiotic sources of energy into energy stored in organic compounds, which can be used by other organisms. Autotroph
Bacteria are ubiquitous, mostly free-living organisms often consisting of one biological cell. They constitute a large domain of prokaryotic microorganisms. Typically a few micrometres in length, bacteria were among the first life forms to appear on Earth, and are present in most of its habitats. Bacteria
Adenosine triphosphate (ATP) is the source of energy for use and storage at the cellular level. The structure of ATP is a nucleoside triphosphate, consisting of a nitrogenous base (adenine), a ribose sugar, and three serially bonded phosphate groups. ATP
Oxygen is a chemical element; it has symbol O and atomic number 8. It is a member of the chalcogen group in the periodic table, a highly reactive nonmetal, and a potent oxidizing agent that readily forms oxides with most elements as well as with other compounds. Oxygen
c a r b o n d i o x i d e w a t e r g l u c o s e CELLULAR RESPIRATION: HOW DO CELL GET ENERGY? sunli ght o x y g e n
Guide Questions: 1. What is cellular respiration? 2. What are the two types of respiration? 3. What are the stages of cellular respiration? 4. What are the roles of glucose and oxygen in cellular respiration, and how they are broken down and utilized to produce ATP? 5. What is the importance of ATP as an energy source for cellular activities, including muscle contraction, active transport and biosynthesis? 6. What is the significance of cellular
Cellular respiration is the process by which cells break down organic molecules, such as glucose, to produce ATP (adenosine triphosphate), the primary energy currency of cells. It primarily occurs within mitochondria of eukaryotic cells. CELLULAR RESPIRATION
Aerobic respiration is the process by which cells convert glucose and oxygen into ATP (energy), carbon dioxide, and water. It occurs in three stages: Glycolysis (in the cell's cytoplasm), where glucose is broken down into pyruvate, NADH and 2 ATP; The Krebs cycle. AEROBIC RESPIRATION
Anaerobic respiration is respiration using electron acceptors other than molecular oxygen (O 2 ). Although oxygen is not the final electron acceptor. ANAEROBIC RESPIRATION
During cellular respiration, glucose and oxygen are utilized to generate ATP through a series of biochemical reactions. The process occurs in multiple stages including glycolysis, the citric acid cycle (Krebs cycle) and oxidative phosphorylation (electron transport chain). Through cellular respiration, cells extract energy stored in glucose molecules and convert it into a form that can be readily used to power various cellular activities. Additionally, carbon dioxide and water are produced as a byproduct of
+AT P
Glycolysis literally means "sugar-splitting." In glycolysis, the six-carbon sugar glucose is split into two molecules of pyruvate, also called pyruvic acid. This process produces a net gain of two ATP molecules. The resulting molecules of pyruvate each have three carbon atoms. Glycolysis takes GLYCOLYSIS
The Krebs Cycle takes place in the fluid-filled area inside the inner membrane of the mitochondria known as the matrix. Some ATP and other energy-carrying molecules are produced here. The gas carbon dioxide is a byproduct of THE KREBS CYCLE
The Electron Transport Chain. Most of the ATP is produced in this last step of cellular respiration. Electron transport takes place in the infoldings of the inner membrane of the mitochondria. These infoldings are called cristae. At the end of electron transport, oxygen combines with hydrogen ions and electrons (e⁻) to form water. ELECTRON TRANSPORT CHAIN
Overall Process glucose + oxygen carbon dioxide + → water + 38 ATP OVERALL PROCESS
Fermentation. In the absence of oxygen, the cell resorts to anaerobic metabolism. In animal cells, pyruvate is converted to lactic acid. In yeast and bacteria, the pyruvate is often converted to alcohol. In both cases, no new ATP is produced, so the net FERMENTATION
CELLULAR RESPIRATIO N DIAGRAM
Water is absorbed by the roots and passes through vessels in the stem on its way to the leaves. Carbon dioxide from the air passes through small pores in the leaves. These pores are called stomata. Sunlight is absorbed by a green chemical called chlorophyll. Sun’s energy is used to split water molecules into hydrogen and oxygen. Hydrogen and carbon dioxide are used to form glucose or food for plants. THE PROCESS OF PHOTOSYNTHESIS
Oxyge n The products of photosynthesis are glucose and oxygen. Glucose is a type of sugar that plants use for energy, and oxygen is released into the air as a waste product. Glucose
Photosynthesis is also responsible for balancing oxygen and carbon dioxide levels in the atmosphere. Plants absorb carbon dioxide from the air and release oxygen during the process of photosynthesis.
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING 1-7 Label the Diagram
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING 8.Where does most of the cellular respiration take place in eukaryotic cells? a.Mitochondria b.Nucleus c.Cytoplasm d.Endoplasmic reticulum
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING 9.What is the primary purpose of cellular respiration? a.To produce oxygen for the cell b.To convert carbon dioxide into glucose c.To generate ATP for cellular energy d.To synthesize proteins
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING 10. What molecule is typically used as the initial substrate for cellular respiration? a.Glucose b.Carbon dioxide c.Water d. Oxygen
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING 11.Which stage of cellular respiration produces the most ATP? a.glycolysis b.Citric acid cycle c.Electron transport chain d.Fermentation
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING 12.Which of the following is a key difference between photosynthesis and cellular respiration? a.Photosynthesis occurs in chloroplasts, while cellular respiration occurs in mitochondria. b.Photosynthesis produces glucose, while cellular respiration produces oxygen c.Photosynthesis requires oxygen, while cellular respiration requires carbon dioxide d.Photosynthesis releases energy while cellular respiration consumes energy.
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING 13.Which molecule is used as a raw material in photosynthesis but produced as a byproduct in cellular respiration? a.Glucose b.Oxygen c.Carbon Dioxide d.Water
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING 14.Which statement accurately describes the relationship between photosynthesis and cellular respiration? a.Photosynthesis produces the oxygen needed for cellular respiration and cellular respiration produces the carbon dioxide needed for photosynthesis. b.Photosynthesis and cellular respiration are completely independent processes and do not influence each other? c. Photosynthesis and cellular respiration both occur simultaneously in the same organelle d.Photosynthesis and cellular respiration are identical processes with no differences.
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING 15.Which stage of cellular respiration is like the light- dependent reactions of photosynthesis? a. Glycolysis b. Citric acid cycle c. Electron transport chain d.Fermentation
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING Answe r
ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) ITEMS RESPONSE 3 THINGS I LEARN 2 THINGS I LIKE ABOUT THE LESSON 1 QUESTION I HAVE LESSON TAKEAWAYS: 3-2-1 EXIT TAKEAWAYS ON THE LESSON ABOUT DIGESTIVE SYSTEM (Make a graph on a Clean Bondpaper) E. EVALUATING LEARNING E. EVALUATING LEARNING ANSWERS: 8. A 9.C 10.A 11.C 12.A 13.C 14. A 15. C
PLAN A SCIENTIFIC INVESTIGATION Verifying the raw materials needed for photosynthesis Grade 9 Science MATATAG - Photosynthesis, Respiration, and Cycles in Nature Carbon dioxide (CO2) Water (H2O) Light + chlorophyll Glucose + Oxygen
Learning Target By the end of the activity, learners can: Identify carbon dioxide and water as raw materials of photosynthesis. Write testable questions and hypotheses. Choose variables, controls, and a fair test. Use a timeline, flow chart, and data table to organize an investigation. Science idea to verify Raw materials: CO2 and H2O Required condition: light Plant part involved: chloroplasts with chlorophyll Product tested: starch, a stored form of glucose
Step 1: Ask a Testable Question Investigation question: Are carbon dioxide and water necessary for a plant leaf to make food during photosynthesis? Hypothesis A If carbon dioxide is removed, then less starch will form in the leaf. Hypothesis B If water is not available, then less starch will form in the leaf. Part of Plan Example Independent variable CO2 present/absent; water present/absent Dependent variable Amount of starch indicated by iodine color Controlled variables Same plant type, light, time, leaf size, temperature
Step 2: Prepare Materials and Safety Rules Materials Healthy potted plants or leaf samples Transparent jars or plastic bags Soda lime / KOH or NaOH to absorb CO2 Water and measuring cup Foil or dark cabinet for destarching Iodine solution and dropper Beaker with warm water and alcohol bath (teacher-assisted) Labels, timer, worksheet, pencil Safety reminders Wear goggles and gloves when handling iodine or CO2 absorber. Do not taste or smell chemicals. Keep alcohol away from open flame; use a warm-water bath. Wash hands and clean the work area after the investigation. Teacher note: If KOH/NaOH is not available, the class may plan the test and use demonstration data.
Step 3A: Design a Test for Carbon Dioxide Fair test: Keep light, plant type, and time the same. Change only the amount of carbon dioxide. Control setup Normal air Test setup CO2 absorber inside jar Expected evidence: Leaf in the control turns blue-black with iodine. Leaf without CO2 stays brown/yellow or shows much less blue-black color.
Step 3B: Design a Test for Water Fair test: Use similar plants. Keep light, carbon dioxide, and time the same. Change only water availability. Plant A: watered regularly Plant B: no water for a short period Expose both to sunlight Test leaves for starch Water available H2O Water limited No H2O Expected evidence: Watered leaves show more starch after light exposure. Water-limited leaves show little or no starch.
Step 4: Make a Timeline 1 Destarch plant overnight Place plant in darkness to use stored starch. 2 Set up treatments Prepare control, no CO2, watered, and water-limited setups. 3 Expose to light Keep all setups under the same light for 3-4 hours. 4 Test for starch Use iodine test on treated leaves. 5 Record and explain Compare color changes and write a conclusion. Timeline tip: A timeline helps the group finish the investigation in the correct order and at the correct time.
Step 5: Create a Flow Chart of the Investigation Start with a testable question State hypothesis Identify variables Conduct fair test Collect data Interpret results Write conclusion Use this chart in your output to show how scientific planning leads to reliable evidence.
Step 6: Record Data in a Table Setup Raw material tested What was changed? Iodine color after test Inference Control None Normal air + water Blue-black Starch formed No CO2 Carbon dioxide CO2 absorbed by chemical Brown/yellow Little or no starch Watered Water Water supplied Blue-black Starch formed Water-limited Water No water for short period Brown/yellow Little or no starch Observation reminder: Blue-black iodine color means starch is present. Starch is evidence that glucose was made during photosynthesis.
Step 7: Present Results Using a Chart Control No CO2 Watered Water-limited 0 1 2 3 Starch evidence (0-3) How to read the chart High bar means strong blue-black iodine color. Low bar means little or no starch was detected. Compare the control with the test setup to identify the effect of each raw material. Conclusion sentence frame: The investigation shows that ______ and ______ are raw materials needed for photosynthesis because ______.
Group Task: Submit an Investigation Plan Checklist item Yes / No Testable question is clear Hypothesis uses If...then... format Independent and dependent variables are identified Controlled variables are listed Materials and safety rules are included Timeline or flow chart is complete Data table is ready before testing Performance task directions 1. Work in groups of 4-5. 2. Complete the plan before doing the experiment. 3. Use a timeline, flow chart, and table. 4. Be ready to explain how your plan verifies CO2 and H2O as raw materials. Output: Investigation Plan + Data Table + Chart + Conclusion
Thank You!