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CENTRO DE INVESTIGACIÓN YCENTRO DE INVESTIGACIÓN Y DESARROLLO DE EDUCACIÓN BILINGÜEDESARROLLO DE EDUCACIÓN BILINGÜE

PORTFOLIO 3 CHECKLISTSTUDENT NAME:

Your portfolio must include, the student agreement (signed) and the portfolio checklist

Act Description Activity Points

Earned Points

1 Diagnostic Activity 02 Knowledge Acquisition 103 Organization Activity 104 Application Activity 205 Metacognition 256 Integrative Activity 1 307 Lab. 5

Total

STUDENT’S REFLECTIONS ABOUT HIS/HER WORK:Presentation/Content/Activities_________________________________________________________________________________________________________________________________________________________________________________________________________________________________Feedback to Teacher:_________________________________________________________Students’ Signature__________________________________________ Date:____________

INTRODUCTION TO PORTFOLIOSEvery student must complete portfolio requirements each semester in order to be promoted to the next semester.Four (4) portfolios will be completed throughout this course. Detailed portfolio 1 requirements are listed on pages 5 and 6 in this handbook*, as well as an agreement that most be signed to ensure the understanding of the requirements for the present portfolio.The portfolio will be considered as a part of each student’s semiannual evaluation representing 40 % of its final grade (10% of each portfolio).For this course (), students will be using three (3) ring binders* to present paper portfolios.For this course the student may develop electronic activities for any of the portfolios using NEXUS.Rubrics and guides for portfolio contents are included in this handbook and should be used to ensure a high quality portfolio.

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BIOLOGY COMPETENCESGeneral skills and attributes 4. Listen, interprets and delivers relevant messages in different contexts through the use of media, tools codes and appropriate tools. • Expresses ideas and concepts through linguistic representations, mathematics or graphics.• Applies different communicative strategies depending who is the speaker, the context they are using and the objective they are looking for.• Identify the key ideas in a text or oral speech and infer conclusions from them. • Manages information technology and communication to obtain information and express ideas.6. Supports a personal stand on issues of interest and general relevance, considering other points of view critically and reflectively.• Choose information resources for a specific prototype and discriminates between them by relevance and reliability.• Evaluates arguments and opinions and identifies prejudices and fallacies.• Recognizes its own prejudices, modifies its point of view by discovering new evidence and finds new knowledge.• Structures ideas and argument in a clear, coherent and synthetic.

8. Participates and collaborates effectively in diverse teams. • Suggests ways of solving a problem or develop a team project, defining a course of action with specific steps.

Disciplinary competencies6. Values the common preconceptions about various natural phenomena on the basis of scientific

evidence.7- Explains the concepts underlying scientific notion that support the processes to solve everyday

problems.12.Applies safety standards in the handling of chemicals, instruments and equipment in carrying out their

daily life activities.Elements of competence:

Defines the concepts of photosynthesis, energy, ATP, autotrophs, heterotrophs, to relate them to the process of photosynthesis.

Relates the chloroplasts with chlorophyll and identifies the importance of pigments in the process of photosynthesis.

Identifies the principal events that occur in the light dependent reactions and the light independent reaction and their final results in both process.

P H A S E 3 A G R E E M E N TI ______________________________________________________ understand that my portfolio is a collection of my school work and related achievements. The contents exhibit my effort and progress as these elements relate to the goals represented in my instructional program.

I agree to accept the responsibility for creating and managing my portfolio as I complete each requirement. I will submit its content for periodic review to my instructor. In doing so, I understand that the contents of my portfolio, as well as the way in which I have presented the contents, will be evaluated for the purpose of judging my performance in school.

Student Signature: ________________________________ Date: ______________________

Parent Signature:I have read and understand the above portfolio agreement and have reviewed my child’s portfolio requirements.

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________________________________ Date: ______________________

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Stage 3: Photosynthesis

A.

Answer the following questions.

1- What is photosynthesis?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2- Can you mention three examples that use photosynthesis?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3- Why is photosynthesis so important for living organisms?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4- What do you know about how cells obtain energy in order to survive?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B- Comment with your classmates.

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Diagnostic ActivityLearning Method IndividuallyKind of Evaluation Self assessmentTeaching Strategy QuestionnaireTeaching Resources Prior KnowledgeDue DatePossible Points 0


Knowledge Acquisition ActivityLearning Method IndividuallyKind of Evaluation Peer- AssessmentTeaching strategy QuestionnaireTeaching Resources Biology, Miller and LevineDue DatePossible Points 10

Answer the following questions.1. a. Review What is ATP and what is its role in the cell?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Explain How does the structure of ATP make it an ideal source of energy for the cell?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. Use Analogies Explain how ADP and ATP are each like a battery. Which one is “partially charged” and which one is “fully charged?” Why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. a. Review What is the ultimate source of energy for plants?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Explain How do heterotrophs obtain energy? How is this different from how autotrophs obtain energy?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. Infer Why are decomposers, such as mushrooms, considered heterotrophs and not autotrophs?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. a. Review Why are pigments such as chlorophyll needed for photosynthesis?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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b. Predict How well would a plant grow under pure yellow light? Explain your answer.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. a. Review What is the function of NADPH?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Explain How is light energy converted into chemical energy during photosynthesis?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. Infer How would photosynthesis be affected if there were a shortage of NADP+ in the cells of plants?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. a. Review Describe the overall process of photosynthesis, including the reactants and products.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Interpret Visuals Look at Figure 8–7. Into which set of reactions—light-dependent or light-independent—does each reactant of photosynthesis enter? From which set of reactions is each product of photosynthesis generated?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Draw two leaves—one green and one orange. Using colored pencils, markers, or pens, show which colors of visible light are absorbed and reflected by each leaf.

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7. a. Review Summarize what happens during the light-dependent reactions of photosynthesis.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Sequence Put the events of the lightdependent reactions in the order in which they occur and describe how each step is dependent on the step that comes before it.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. a. Review What is the Calvin cycle?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Compare and Contrast List at least three differences between the light-dependent and light-independent reactions of photosynthesis.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. a. Review What are the three primary factors that affect the rate of photosynthesis?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Interpret Graphs Look at the graph on page 240. What are the independent and dependent variables being tested?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

RUBRIC FOR KNOWLEDGE ACQUISITION ACTIVITY STAGE 1

Criteria 0FAIR

2.5GOOD

5EXCELLENT

Answers

4 questions unanswered or incorrect

3 questions (or less) unanswered or incorrect

All questions answered and correct

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Organization ActivityLearning Method IndividuallyKind of Evaluation By teacherTeaching strategy FoldableTeaching Resources Biology, Miller and LevineDue DatePossible Points 10

1. - Make a foldable on the stages of photosynthesis.Include the light dependent and light independent reaction. It must have a drawing representing each step and include the molecules and proteins involved. Write down the amount of ATP used or produced during the process. Use colors to represent every molecule (ATP, ATP synthase, NADPH, H2O, Light, etc).Write an explanation on each step of the cycle. Take 3 pieces of paper and arrange them with 5 cm of difference. Fold the papers in half making sure all of the front pieces are like a stair. Staple and get ready to work.

2.- Share your answers with the rest of your class. Make sure to write notes about what is said. Follow the rubric to elaborate this foldable..

RUBRIC FOR ORGANIZATION ACTIVITY STAGE 3Criteria 0

FAIR1.5

GOOD3

EXCELLENTFoldable Is not organized or

unclean, pages of the same color

**** Made using different color pages its clean and organized

Stages Almost every stage is explained or not completed.

Every stage is explained but not complete.

Every stage is complete and correctly explained.

Information Missing 3 or more requirements or barely

Missing one of these requirements or not

Presentation contains relevant material

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mentioned.

Missing three or more components or mentioned incorrectly

Cycles not mentioned or are totally wrong.

enough description.

Missing one component or used incorrectly

Parts of one cycle are incorrect.

describing that sunlight is needed and it occurs in the chlorophyll of chloroplast and plants

The three reactants and two products are included correctly.

Brief explanations are given of both cycles, including where they take place and reactants and products of both.

Images Images were not complete.

There is an image per stage but colors are not used.

There is an image per stage and colors were used for every molecule.

Labels Labels are too small, are messy, OR no important items were labeled.

Most items of importance on the foldable are clearly labeled.

All items of importance on the foldable are clearly labeled.

Application ActivityLearning Method In teamsKind of Evaluation By teacher with rubricsTeaching strategy PresentationTeaching Resources Online informationDue DatePossible Points 20

1- In teams of 52- Research in different books and in internet on the scientific advance in the production of plants and

crops. Your teacher will assign you one of the following topics for you to research: Growing plants in mars Hydroponics Aquaponics Greenhouses Organic farming Crop rotation farming

3- Make a PPT presentation that includes the following:

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a. Front page with the names of all team membersb. Introductionc. Why is photosynthesis so important? Why is this so important for humans? Justify.d. Explain what is the topic you where assign. e. What are the requirements the system needs in order to properly function? What is the

importance of this method?f. Include a graph of Mexico’s and world using this kinds of farming.g. What are the needs that this system needs in order to produce plants or crops?h. How is photosynthesis used in this system?i. Conclusion. j. Reflection. Why should this method be applied in our country as a source of food?k. Bibliography

4- It will be presented in plenary, the same day of your Integrative Application activity.

RUBRIC FOR APPLICATION ACTIVITY STAGE 3CRITERIA 0

FAIR2.5

GOOD5

EXCELLENTSUBJECT KNOWLEDGE

Student does not have grasp of information; student cannot answer questions about subject.

Student is at ease with expected answers to all questions, without elaboration.

Student demonstrates full knowledge by answering all class questions with explanations and elaboration

ORGANIZATION Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around

Student presents information in logical, interesting sequence which audience can follow.

TEACHERS QUESTION

A student from the team answers the questions.

A random student answers incompletely.

A random student from the team answers the questions from the teacher.

Source Selection • Little or no background information is used. • Information is copied from the

• At least 2 sources of information were used. Citation of source are poorly written.

• Information comes from at least 3 different sources (Internet, books, journals)

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source • Information somewhat related to the topic and written in the student’s own words.

• Information is cited properly and written in the student’s own words.

Metacognition ActivityLearning Method In teams of 5Kind of Evaluation Peer- EvaluationTeaching strategy QuestionnaireTeaching Resources Biology, Miller and Levine. On line researchDue DatePossible Points 25

Answer correctly all of the Chapter 8 Assessment.

8-1Understand Key Concepts1. Which of the following are autotrophs?

a. deer c. leopardsb. plants d. mushrooms

2. The principal chemical compound that living things use to store energy isa. DNA. c. H2O.b. ATP. d. CO2.

3. The amount of energy stored in a molecule of ATP compared to the amount stored in a molecule of glucose is

a. greater.b. less.c. the same.d. variable, depending on conditions.

4. When a candle burns, energy is released in the form ofa. carbon dioxide and water.b. the chemical substance ATP.c. light and heat.d. electricity and motion.

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5. How do heterotrophs and autotrophs differ in the way they obtain energy?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Describe the three parts of an ATP molecule.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Compare the amounts of energy stored by ATP and glucose. Which compound is used by the cell as an immediate source of energy?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Think Critically8. Use Analogies Develop an analogy to explain ATP and energy transfer to a classmate who does not understand the concept.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Infer Examine the photograph of the Indian pipe plant shown here. What can you conclude about the ability of the Indian pipe plant to make its own food? Explain your answer.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8.2Understand Key Concepts10. In addition to light and chlorophyll, photosynthesis requires

a. water and oxygen.b. water and sugars.c. oxygen and carbon dioxide.d. water and carbon dioxide.

11. The leaves of a plant appear green because chlorophyll

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a. reflects blue light. c. reflects green light.b. absorbs blue light. d. absorbs green light.

12. Write the basic equation for photosynthesis using the names of the starting and final substances of the process.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. What role do plant pigments play in the process of photosynthesis?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. Identify the chloroplast structures labeled A, B, and C. In which structure(s) do the light-dependent reactions occur? In which structure(s) do the light-independent reactions take place?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Think Critically15. Form a Hypothesis Although they appear green, some plant leaves contain yellow and red pigments as well as chlorophyll. In the fall, those leaves may become red or yellow. Suggest an explanation for these color changes.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

16. Design an Experiment Design an experiment that uses pond water and algae to demonstrate the importance of light energy to pond life. Be sure to identify the variables you will control and the variable you will change.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17. Predict Suppose you water a potted plant and place it by a window in a transparent, airtight jar. Predict how the rate of photosynthesis might be affected over the next few days. What might happen if the plant were left there for several weeks? Explain.

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8-3Understand Key Concepts18. The first process in the light-dependent reactions of photosynthesis is

a. light absorption. c. oxygen production.b. electron transport. d. ATP formation.

19. Which substance from the light-dependent reactions of photosynthesis is a source of energy for the Calvin cycle?

a. ADP c. H2Ob. NADPH d. pyruvicacid

20. The light-independent reactions of photosynthesis are also known as thea. Calvin cycle. c. carbon cycle.b. sugar cycle. d. ATP cycle.

21. ATP synthase in the chloroplast membrane makes ATP, utilizing the energy of highly concentrated a. chlorophyll. c. hydrogen ions.b. electrons. d. NADPH.

22. CAM plants are specialized to survive under what conditions that would harm most other kinds of plants?

a. low temperatures c. hot, dry conditionsb. excess water d. long day lengths

23. Explain the role of NADP+ as an energy carrier in photosynthesis.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

24. Describe the role of ATP synthase and explain how it works. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

25. Summarize the events of the Calvin cycle.

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

26. Discuss three factors that affect the rate at which photosynthesis occurs.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Think Critically27. Interpret Graphs Study Figure 8–11 on page 238 and give evidence to support the idea that the Calvin cycle does not depend on light.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

28. Apply Concepts How do the events in the Calvin cycle depend on the light-dependent reactions of photosynthesis?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

29. Form a Hypothesis Many of the sun’s rays may be blocked by dust or clouds formed by volcanic eruptions or pollution. What are some possible short-term and long-term effects of this on photosynthesis? On other forms of life?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

RUBRIC FOR METACOGNITION ACTIVITY STAGE 3

Criteria 0FAIR

2.5GOOD

5EXCELLENT

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Answers 4 questions unanswered or incorrect

3 questions (or less) unanswered or incorrect

All questions answered and correct

Integrative ActivityLearning Method In teams of 5Kind of Evaluation By teacherTeaching strategy Real laboratory experimentTeaching Resources Biology, Miller and LevineDue DatePossible Points 30

1- In teams of 5 classmates make an experiment using photosynthesis. All of the experiments need at least 15 days in research.

2- From the following topics choose one to do a controlled experiment. Remember a controlled experiment MUST have a hypothesis, procedure, results and conclusion.

a. Light vs Darkb. Amount of waterc. Color light --- which color does plant like the mostd. Difference between a shade plant and a sunny plant.e. Light intensity and the effect in plant growthf. Amount of carbon dioxide affecting the growth.

3- Your PPT presentation MUST have the following:a. Fist page – School logos, name of the experiment, name of all teammates, teacher’s name.b. Investigate on the topic you decide. (1 page long)c. Include a variable dependent, independent and a control. d. Establish a control and experimental groups. e. A hypothesis and objectives MUST be properly written.f. Write step by step the procedure you will developg. A record of the results of the experiment. You must prove your results taking pictures

that show the progress of the experiment as well as your final result.h. A conclusion that accepts or rejects the hypothesis.

4- Presentation must have the following:

a. Include in every slide background color combination. Letter size good for clear reading. Make sure the letters can be read clearly even if you have a background.

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b. Include no errors, grammar or spelling.c. Not have lots of words in a slide. Just basic key words that help the speaker expand the

content. d. Include the step of the scientific method mentioned in every slide.e. Include full student names and correctly spelled.

BRING IN the plants, leafs to prove you did the experiment. IF you forget or miss having the evidence of your experiment you will ONLY receive half of the point you get in the presentation.

RUBRICS FOR INTEGRATIVE ACTIVITY STAGE 3CRITERIA 0

FAIR2.5

GOOD5

EXCELLENTPresentation Presentation is

clearly thrown together at the last minute

Presentation has mistakes, but some effort is made.

Presentation has mistakes, but some effort is made.

Hypothesis was clear and specific

• Hypotheses is missing

• Hypothesis does not include "if", "then" or "because"• Hypothesis may not be testable.• Hypothesis is not based on observation or research.

• Hypothesis is clearly stated using the “If ... then... because format.• Hypothesis is testable.• Hypothesis is based on observation and research.

Design/Procedure

• Procedure design has no relevancy to the the hypothesis.• Variables and list of materials are incomplete or missing. • Safety concerns are not specified or inappropriate to the experiment.

• Variables are stated but not properly identified.• List of materials is missing one or more important items.• The design has a general relevance to the hypothesis, but may not be replicated.

• A detailed description of the variables in the investigation is identified.• An experimental control is present. 1• All materials used in the investigation are listed clearly. Specific amount and size of materials are stated in metric form. • The procedure is

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detailed, clear and stated in a step by step process and can be replicated by others.

Analysis • No mention of the relationships and patterns in the data

• The data lacks detail, patterns and relationships are based on misconceptions.

• Important relationships, patterns and changes are stated based on observation through the investigation.• Calculations are clearly laid out and when appropriate, data are correctly graphed and labeled.

Results There are no pictures that support results or there is no description, in writing, of the results

There is a description of results, but it is not clear or does not correspond to the pictures

It clearly describes the results and shows pictures of the experiment that support them

Source Selection

• Little or no background information is used. • Information is copied from the source

• At least 2 sources of information were used. Citation of source are poorly written. • Information somewhat related to the topic and written in the student’s own words.

• Information comes from at least 3 different sources (Internet, books, journals)• Information is cited properly and written in the student’s own words.

Lab Session: PigmentsLearning Method In teams of 4Kind of Evaluation IndividuallyTeaching strategy Hands onTeaching Resources Biology, Miller and Levine.Due DatePossible Points 5

ProblemDo red leaves have the same pigments as green leaves?

IntroductionThrough the process of photosynthesis, plants convert energy from the sun into energy that is stored in food. The molecules in plants that absorb light are called pigments. Chlorophyll is the primary

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pigment in most plants. Light energy is converted to chemical energy within chlorophyll molecules. Chlorophyll also gives green plants their color. What about plants that do not have green leaves? What pigments are found in these plants?

Scientists can use paper chromatography to determine which pigments are found in a plant. A mixture of pigments is deposited on a piece of paper. A solvent, such as alcohol, is used to carry the pigments along the paper. Because each pigment moves at a different rate, the pigments become separated. The paper with the separated bands of pigments is called a chromatogram. The prefix chroma- comes from a Greek word meaning “color.”

In this lab, you will use chromatography to find out whether a red-leafed plant has the same pigments as a green-leafed plant.

Skills FocusPredict, Analyze Data, Draw Conclusions

Build Vocabulary

Term DefinitionConvert To change from one form to anotherPrimary The main or most important item in a group of similar itemsSolvent A substance that can dissolve other substances and form a solutionControl The setup used to test the results of a managed, or controlled, experiment.

Materials• 2 paper clips • 2 one-hole rubber stoppers• 2 chromatography paper strips • sheet of clean paper• green and red leaves • metric ruler• quarter • 2 large test tubes• test-tube rack • glass-marking pencil• 10-mL graduated cylinder • isopropyl alcohol• colored pencils

SafetyBecause alcohol evaporates easily, you should work in a well-ventilated area. If you use glass test tubes or cylinders, check for cracks or chips. Alert your teacher immediately if you break a glass object. Do not pick up broken glass. Wash your hands thoroughly with soap and warm water when you have completed the lab.

Pre-Lab Questions

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1. Design an Experiment What is the purpose of this lab?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Control Variables What is the control in this lab?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Design an Experiment Why must the pigment line be at least 2 cm from the bottom of the paper?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Predict Will red leaves contain the same amount of chlorophyll as green leaves? Why or why not?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Procedure

1. Straighten both paper clips. Bend each into a hook shape.2. Push the straight end of each bent clip through the hole in a rubber stopper.

Get Ready! When you transfer pigments from a leaf to a paper strip, the line you produce must be straight.

3. Lay one strip of chromatography paper flat on a sheet of clean paper. Place the green leaf at one end of the strip, as shown in Figure 1. Rock the edge of a quarter back and forth over the leaf at a location about 2 cm from the end of the strip. This motion will transfer leaf pigments to the paper.

Figure 1 How to transfer pigment

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4. Punch the hook end of a paper clip through the strip near the end without the pigments.

5. Repeat Steps 3 and 4 with the red leaf and the second strip of chromatography paper.

Get Ready! As you do Steps 6–9, try not to let the paper strip touch the inside of the tube.

6. Place two test tubes in the test-tube rack. Insert the stopper and strip with the pigments from the green leaf into one test tube. Make a mark on the test tube about 1 cm below the pigment line. Use the glass-marking pencil to label the test tube Green.

7. Repeat Step 6 with the second test tube. Use the stopper and strip that has pigments from the red leaf. Label the test tube Red.

8.Remove each stopper and strip from its test tube. Add alcohol to each tube until the surface of the alcohol reaches the mark you made on the tube.

9. Reinsert each stopper and strip into its test tube. The alcohol should cover the bottom of the paper but not touch the pigment, as shown in Figure 2.

Figure 2Completed setup

10. Leave the test tubes undisturbed for 15–30 minutes. Check them every 5 minutes to see how far up the paper strip the alcohol has moved. When the alcohol reaches the bottom of the paper clip, remove the stopper and strip from the test tube.

11.Allow the papers to dry.12.Use colored pencils to draw what you observe on each strip in the space below. Label the drawings

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Green Leaf and Red Leaf.

Analyze and Conclude1.Compare and Contrast How are the two chromatograms similar? How are they different?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.Analyze DataYour teacher will provide a chart that matches the color bands to pigments. Use the chart to identify the pigments that are visible on your chromatograms.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.Apply Concepts Based on your results, does photosynthesis take place in a red-leafed plant? Explain your answer.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.Predict During the fall, the chlorophyll in the leaves of many plants starts to break down. The colors of other pigments present in the leaf are revealed. How do you think a chromatogram of a leaf that just turns red in the fall would compare with your chromatogram of a leaf that is red all year?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5.Apply Concepts What advantage could there be for a leaf to have pigments other than chlorophyll? Hint: Do all pigments absorb the same wavelengths of light?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Build Science SkillsIf possible, repeat the experiment using a leaf that turns red only in the fall. Compare the chromatogram from that leaf with the chromatogram from the leaf that is red all year. Record your results.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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