BIO/351 v4

Electron Transport Chain Lab Reporting

Worksheet
In science, reporting what has been done in a laboratory setting is incredibly important for communicating,
replicating, and validating findings. However, writing scientific reports can be a little overwhelming. There
are a set of agreed upon components that the scientific community requires when reporting scientific
research. Answer the following questions to describe what occurred during the lab you conducted in
Labster. Be sure to use complete sentences and descriptions that fully represent what you experienced.
Writing a lab report is less about being correct or incorrect, than it is accurately reporting what happened
and why. So, do not worry about reporting data that might seem counterintuitive or unexpected. Focus on
clearly communicating what you did and what you observed.
Write your answers on a new line.
 What was the title of the lab you completed?
The title of the lab experience was “Electron Transport Chain”.

1. Topic
 What was the subject you were trying to understand better in the lab?
The purpose of this lab was to investigate the importance and uses of photosynthesis by
looking at photolysis of water and the electron transport chain and attempt to apply the
knowledge gained to figure out if a mysterious dark algae can use green light to perform
photosynthesis. In the lab experience, the hill reaction and a spectrophotometer were
used to measure electron flow of the samples of algae to solve the mystery.

2. Background Information
 What information from the textbook and classroom is relevant for the subject you were trying to gain a
better understanding of in the lab? Identify the concepts and explain how they are related to the lab
topic.
This week’s coursework included diversity of plant species and the unique physiology
that makes plants different than other species, like animals. One unique feature of a plant
is its leaves which are the main sites for photosynthesis. Photosynthesis is the process
by which plants synthesize food (Clark et al., 2020). Plant leaves are usually green in
color, due to the presence of chlorophyll within the cells of the leaf. There are some
leaves, however, that may have other colors caused by different pigments that mask the
green chlorophyll. Characteristics of leaves, such as size, shape, and thickness, adapt
depending on their environment as each plant species tries to maximize its chances of
survival. For example, plant species in deserts are likely to have smaller leaves to
minimize water loss than those plant species growing in rainforests that have larger
leaves.
 During the lab, what information from the theory section provided additional background information
about the subject? (To review the theory section, launch the lab and click the Theory tab on the top of
the data pad). Identify the concepts and explain how they are related to the lab topic.
The theory section of the lab experience gives a clear picture of what the process of
photosynthesis involves, how light reaction converts sunlight into chemical energy in
the form of ATP and the reducing agent NADPH, and how the measure of electron flow

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can be measured in the electron transport chain. Located in the chloroplasts,

photosynthesis takes place in the thylakoid membrane. There are two separate
photosynthesizing complexes within this area: Photosystem I and II. Each one contains
different pigment molecules that absorb specific wavelengths of light. The pigments
absorb sunlight and transfer the excitation energy down to the reaction center that
consists of molecules that convert the energy into an electron flow. Electrons are then
propelled out and quickly absorbed by nearby molecules. The electrons produced in
photosystem II are transferred to a plastoquinone, a carrier molecule, which shuttles the
electrons on the electron transport chain. Energy created by the electrons pumps
protons into the thylakoid lumen and low energy electrons are transferred to
photosystem I. Photosystem I re-energize those electrons with light energy to reduce
NADP+ to NADPH. We know, as Robert Hill discovered in 1937, that isolated chloroplasts
can produce oxygen even if carbon dioxide is not present by converting water to
molecular oxygen with an electron acceptor and light. Using a redox dye, like DCPIP, the
electron flow in the electron transport chain can be measured. In its oxidized state, it
absorbs light in the red spectrum and appears dark blue, but in its reduced state, to does
not absorb light and is colorless. Using this background information and comparing
pigment samples manipulated in the lab, we should be able to figure out if the dark algae
are able to perform photosynthesis using green light or not.

3. Phenomenon
 Most scientific observation involves examining phenomena or processes. What phenomenon or
process were you observing in the lab? What were you able to change and explore? What did the
simulation not allow to change?
During this lab, we observed a plant cell up close to see how photosynthesis occurs in
the thylakoid membrane and how the process of electron transport goes from water to
photosystem II to photosynthesis I to NADPH. The electrons originate from the water and
move along the electron transport chain with the help of the energy from the reaction
center chlorophylis. The electrons continue to be energized by both photosystem II and I
traveling along the membrane until 2 of them are used to reduce NADP+ to NADPH. We
also used the chloroplast sample from the dark algae to measure the amount of
photosystem II activity within it. Photosystem II converts energy of photons to chemical
energy to build up a redox potential. Using a redox dye, we were able to intercept the
redox potential and measure it. We used 3 samples that were kept in the dark, so their
redox potential of the electron transport chain started out as zero. We observed that
chlorophyll pigments exposed to the whole light spectrum will be active and will result in
the highest reduction of DCPIP, while pigments kept in the dark will have the lowest
reduction.
The lab simulation was pre-set so there was not a great number of chances to change the
direction of the lab.
The simulation did not allow the samples to change since it specified the exact steps one
at a time to do. This aided in the accuracy of the lab experience.
Using the information gathered from the lab, I hypothesize that the dark algae can
perform photosynthesis using green light.

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4. Method
Describing what you did during a lab supports other scientists in replicating your work. It is through this
consistent replication that scientists are able to see repeating patterns and develop ideas that help move
science forward. When you discuss your observations, in a later section, you will have to describe, in
detail, what you did. You may also have to describe what choices you made, why you made them, and
any concerns about things that occurred that were unexpected. To have enough information to do this,
you need to keep very detailed notes. What doesn’t seem important in the moment may end up being
something that explains your findings later. A benefit of conducting virtual labs when learning science is
that many potential errors are controlled for you. The virtual lab environment often will alert you if
something is not going the way it should. This does not occur in non-virtual settings. The virtual lab setting
can be very helpful to learners for this reason. However, we still need to practice documenting so those
skills are practiced for the lab experiences when technology will not be there as a coach.
 You have already described the phenomenon or process you studied in the lab in the previous
section. Now, take some time to fully describe the steps you took during the lab. Do not include the
process of you logging into the lab in your description. For this virtual lab, a short, high-level summary
will suffice.
First, I was introduced to Roxy’s 3-D model of the proposal for building large pools
covered with a greenhouse to grow algae for biofuel production. In the proposal heat and
carbon dioxide from the coal power plant could be pumped into the greenhouse and
wastewater from the nearby fish farm could provide nutrients. With carbon dioxide, warm
air, and nutrients available, the only missing factor for biofuel production is the amount
of sunlight.
A sample of a dark algae found deep in the surrounding waters was transported back to
the lab in hopes that the algae could be more efficient in using the energy from sunlight
and will be tested if they use green light for photosynthesis.
After putting on protective covering of a lab coat and gloves, I watched a photosynthesis
animation with the whole process explained starting with the structure of a plant cell and
ending with ATP synthase. Moving to workbench 1, I selected a sample of the chloroplast
solution from the algae that was in ice to work with and transported it to workbench 2
placing it back on ice. Using a pipette and a fresh 15 mL tube, I transferred some of the
chloroplast solution into it and added DCPIP to it. Then I pipetted the mixture into 3 fresh
cuvettes. I placed one of the sample cuvettes in a dark box to be the negative control. I
placed one of the sample cuvettes in the rack (positive control) and one in the
spectrophotometer to illuminate the sample. After taking the sample out of the
spectrophotometer, I added DCMU to all the samples. Then I prepared a blank with the
pure chloroplast solution in a fresh cuvette. Having set the current absorbance value to
zero, I then measured the negative control, the positive control and the sample that was
illuminated with green light with the spectrophotometer.

 Describe some of the observations you made. What did you write down or keep track of? What did
each of your senses observe during the lab process? What did you see (e.g., changes in colors,
movement, shapes, sizes, patterns)? What, if anything, did you measure? What did you hear (e.g.,
sounds from reactions, collisions, error messages)? What did your lab character touch? Did you
notice anything that seemed unexpected? Did you notice anything that you did not expect to
observe?
I observed that there are clear differences between the 3 samples regarding absorption
spectra.

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Sample Name Wavelength Absorbance

Negative control 610 0.91
Positive control 610 0.34
Green-illuminated sample 610 0.57

Water extract curve shows which wavelength should be used to illuminate the treatment
sample which is 580 nm. This is the absorption peak of the unknown pigment and
chlorophyll absorbs almost no light of this wavelength. The wavelength of 610 nm should
be used to measure the reduction of DCPIP through the change in blue color.
I took notes on the steps of the electron transfer chain, as well as the wavelengths of
light in respect to relative absorption.
There did not seem to be anything unexpected in this lab experience. The questions that
came to mind during the completion of the lab were answered either by the simulations
or through the information given in the theory.
 Which parts of the lab required you to think more than others and required more time? Which parts
were simple and completed easily?
The lab simulation was set up in a way that was easy to proceed through. I easily
manipulated the simulations, prepared the samples, and used the spectrophotometer.
The use of the theory tab on the lab tablet was extremely beneficial as a refresher of
material that was covered by the textbook readings and prior knowledge that I already
had. It also helped in my understanding new concepts pertaining to photosynthesis. I
spent most of my time on preparing the samples to use in the spectrophotometer. There
were several steps and I wanted to make sure that I understood what and why I was
doing each step.

5. Observations
Many lessons learned from scientific research come from the reporting and analysis of data and
observations. This part of scientific reporting requires detailed descriptions of technical information and
observations, as well as high-level synthesis of information. High-level synthesis requires a mastery of
foundational content in the related scientific field and a complementary mastery in some field of
quantitative and/or qualitative analysis. For this report, let’s focus on big picture patterns.
 What did you notice about the phenomenon or process you explored?
I noticed that adding DCMU can interfere with DCPIP reduction by stopping the binding
to plastoquinone and thereby disabling the electron transport chain from photosystem II.
Looking at the spectrophotometer results, I realize that the red pigment can transfer the
excited electrons to photosystem II and that the dark algae are able to perform
photosynthesis using green light.
 Describe any information about the phenomenon or process that you learned.
As most plants are green, they can reflect this color and absorb other wavelengths in the
process of photosynthesis. Since green is a big component of the visible light spectrum,
combining algae that use green light with algae that uses other wavelengths will
maximize the potential use of sunlight.

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Upon completion of this lab experience, I better understand the importance of variables
and controls to an experiment. By adjusting an independent variable and then having a
control group (a group without the adjustment), you can compare the two to see what
effects the adjustment made. This lab experiment used two control groups, a positive
control and a negative control.

6. Discussion
The discussion section is used to explain why things might have happened the way that they did in your
research. Here, scientists describe any potential anomalies or mistakes and why they think they may
have occurred.
 During your lab, what happened that might have had an impact on the accuracy of your
observations? Did the simulation alert you that an error was occurring? If so, how did you resolve it?
The lab exercise was easy to follow and set up in a way that did not allow much room for
mistakes. I this had been a real-time lab, there is always a chance of inaccuracies to
occur when prepping samples or slides. However, I did not encounter any errors in the
simulation. I did find that if I got stuck on something that the theory tab was very helpful.
In addition, one time my screen froze, and I was able to refresh, and the lab went back to
the last saved part of the experience. I was grateful that I did not have to start the lab all
over again.
 The discussion section is also used to summarize big ideas from the lab. What were the important
learnings about the phenomenon or process from the lab?
The big ideas include:
The electron transport chain is necessary for photosynthesis to occur.
My findings showed that the red pigment can transfer the excited electrons to
photosystem II and that the dark algae can use green light for photosynthesis.
However, using algae that has a mixture of pigments that can absorb the whole light
spectrum will maximize the use of the sunlight to produce energy.

7. Conclusion
The conclusion section of a lab report describes how the learnings from the lab research fit in to prior
scientific knowledge. This is done by comparing new information to previously known information that was
identified in the section of your report that discusses background information.
 Review the background information section of your report from above and describe how the results of
your lab compare to the information you discussed before.
The results of the lab helped blend all the background information together to assist with
the overall understanding of photosynthesis and how the electron transport chain works.
The lab allowed me to apply the knowledge that I had previously gained in the textbook
readings and prior knowledge along with the information gained in the theory tabs to
formalize and test a hypothesis proving that the dark algae can perform photosynthesis
using green light.
 After scientists have identified how the new knowledge fits into the old knowledge, they discuss the
implications of the new information for moving forward. In this class, the purpose of study is to learn
some foundational science ideas represented by the course learning outcomes. Review the course
learning outcome aligned to this lab in the assignment directions in Blackboard. How is the
information from this lab related to the course learning outcome? What knowledge has the lab
supported you with learning that is related to this course learning outcome?

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The focus of BIO 351 course is the principles and application of biology. The materials
selected for this week provide a vast amount of information on the plant kingdom and
how uniquely diverse it is from other species. This lab focuses on how plants have the
physiology to conduct photosynthesis transforming light energy into chemical energy. It
is a good activity to solidify the knowledge that I have gained throughout the week.
 Following scientific research, scientists usually come up with new questions that result from what they
learned. These new questions often end up leading to new research in the future. What additional
scientific things do you wonder about after completing and writing about your lab experience?
We know that plants, algae and many species of bacteria make their own sustenance by
harnessing sunlight to drive chemical reactions in their bodies to produce sugars. Is this
something that humans could ever do? Could our bodies be altered to feed off the Sun’s
energy in a similar way to a plant?

References:
Clark, M.A., Douglas, M., & Choi, J. (2020) Biology 2e. Openstax.

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