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Product Highlights

• Use evidence from collected data to construct and revise a model of the cycling of carbon and flow of energy in aerobic and anaerobic systems.
• High school laboratory investigation with enough materials for 8 lab groups.
• Carolina Kits 3D®—Labs that use phenomena to support NGSS and 3-dimensional instruction.

Product Details
Introduce students to the cycling of carbon from glucose to carbon dioxide in aerobic and anaerobic conditions. Students develop a model based on initial observations in an open system. After measuring the volume of carbon dioxide evolution over time in a closed system, and observing an indicator for the presence of oxygen, they graph the rate of carbon dioxide evolution and revise their models.

Time Requirement
Teacher prep, 1 class period. Pre-lab, investigations, and assessment, 4 class periods.

Digital Resources
Includes 1-year access to digital resources that support 3-dimensional instruction for NGSS. Digital resources may include a teacher manual and student guide, pre-lab activities and setup videos, phenomenon videos, simulations, and post-lab analysis and assessments.

Performance Expectation(s)
HS-LS1-7
HS-LS2-3
HS-LS2-5

Crosscutting Concepts
Energy and Matter

Disciplinary Core Ideas
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS1.C: Organization for Matter and Energy Flow in Organisms

Science and Engineering Practices
Developing and Using Models

Learning Objectives

• Develop and revise a model of cellular respiration in yeast.
• Identify and describe the relevant components, including matter in the form of sugar molecules, the availability of oxygen as a reactant, energy from chemical reactions, and the products of the reaction in different environments.
• Use evidence from collected data to construct and revise a model for the cycling of matter and flow of energy in aerobic and anaerobic systems.
• Make a claim, based on evidence, that cellular respiration (whether aerobic or anaerobic) is the process by which the matter in food (sugars) reacts chemically with other compounds, rearranging the matter to release energy that is used by the cell for essential life processes.
• Graph the relationship between carbon dioxide volume and elapsed time in an experiment, and then mathematically determine the initial rate of yeast cellular respiration using the slope of the line created by collected data points.

Prerequisite Knowledge and Skills
Students should be comfortable with the concept that all organisms require an input of energy to perform metabolic processes essential to survival and reproduction. They should have a basic understanding of the role of ATP as an energy transfer molecule used to drive cellular reactions. Students should be comfortable with the concept that chemical energy is stored in the bonds between atoms in molecules such as glucose. They should also have basic familiarity with the process of photosynthesis.