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Photosynthesis and Cellular Respiration Rates in Plants Using Vernier Probes
Time: 55 minutes
Grade level: 9-12
Objectives:
 Students will be able to use CO2 Gas Sensors to measure the amount of carbon dioxide
consumed or produced by a plant during respiration and photosynthesis.
 Students will be able to determine the rate of respiration and photosynthesis of a plant.
Idaho Achievement Standards:

 649.01c Use technology and mathematics to improve investigations (data collection and
analysis) and communication.
 652.02a Know that atoms and molecules cycle among the living and nonliving components
of the biosphere.
 652.02b Trace energy flows through ecosystems in one direction, from photosynthetic
organisms to herbivores to carnivores and decomposers.
 653.01b Know that living systems require a continuous input of energy to maintain their
chemical and physical organization.
 653.01c Know that the energy for life is primarily derived from the sun through
photosynthesis.
 653.01d Understand cellular respiration and the synthesis of macromolecules.
 653.01e Know that chemical bonds of food molecules contain food energy, which is released
when the bonds are broken.
 653.01h Trace how matter cycles and energy flows through different levels of organization of
living systems – cells, organs, organisms, communities – and between living systems and the
physical environment.
Materials:
 Living leaf samples  Vernier CO2 Gas  Forceps
from different types of Sensors  Tape
plants  250-mL conical flasks  Scissors
 Computers loaded with  Lamps  Paper towels
Logger Pro software  Colored cellophane  Colored chalk
 Vernier computer  Ice bath  500 mL beaker with
interface  Aluminum foil water
Procedure:
 I will engage the students through quickly explaining that they will be conducting
experiments on plant leaves to determine the rate of consumption or production of CO2 using
gas sensors. (Time 3 min.)
 I will have the students get into groups of 2-3, come to the materials table and pick up the
“Procedures Paper”, “Data Collection/Answer Sheet”, their “Take Home Assignment”, leaf
sample (of choice), and 250 mL flask. and let them choose the plant material they wish to
work with. (Time 2-3 min.)
 I will demonstrate for the students how to set up experiment; (putting leaf into flask, sensor
into flask, and starting data collection with computer) and have them get started. (Time 1-2
min.)
 As students start their experiments I will ask them questions concerning photosynthesis and
respiration allowing them to answer and then explain the chemical equation to the students of
what happens during photosynthesis and respiration. (Time 3-5 min.)
 During the experiments I will move from group to group asking them questions and
answering their questions about their experiments, what they notice happening with the data
collection, and their predictions. (Time 25-30 min.)
 When both experiments are over each group (one group at a time), will graph their results
from the data they collected on a chalkboard graph prepared for their data. Students may start
another experiment if time allows. (Time 3-5 min.)
 I will have students present their findings to the rest of the class by discussing their
predictions and results. (Time 3-5 min.)
 As a class we will discuss the chalkboard graph by comparing data from each experiment to
other data sets. We will look for similarities and differences and discuss possible reasons for
their existence. (Time 3-5 min.)
Assessment:
 I will conduct an oral assessment to determine what the students know about photosynthesis
and cellular respiration.
 I will hand out a data collection sheet that will allow students to make predictions and
complete information pertinent to graphing and data comparisons.
 During the lab I will move from group to group asking questions and discussing what the
students are observing.
 At the end of the experiments I will have students explain their findings and I will have an
open discussion with the class about similarities and differences among the experiments.
 Students will complete a formal assessment and turn it in the following week with their data
collection sheets.

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Photosynthesis and Cellular Respiration Rates in Plants Using Vernier Probes

Idaho Achievement Standards:

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