Lab 6. Cellular Respiration: How Does the Type of Food Source Affect the Rate of Cellular Respiration in Yeast? From Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9-12

Contributor
National Science Teachers Association
Type Category
Instructional Materials
Types
Experiment/Lab Activity , Lesson/Lesson Plan
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

Reviews

Description

“Lab 6. Cellular Respiration: How Does the Type of Food Source Affect the Rate of Cellular Respiration in Yeast?” is one of 27 lab investigations for the high school student from the book, Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9-12.  This application lab assumes a basic understanding of cellular respiration and can be used as part of a learning sequence in which students work to make sense of a real-world phenomenon related to the role that cellular respiration plays in extracting energy from food.  The lab asks students to design experiments, construct arguments, and develop explanations to answer the guiding question.  “Checkout Questions” are provided to facilitate student reflection on what was learned, and these questions target specific aspects of the nature of science and three-dimensional learning.  Students are assigned a short investigation report to finish processing their experience.  Significant background information is provided for teachers and to a lesser degree in the student hand-out in the introduction. The standards addressed in the lesson are also included in the teacher’s notes.  Teachers are encouraged to refer to the introductory chapters and appendices of the book for important background on the practice of argumentation and resources for classroom implementation.  Student handouts are provided in the book, but a separate student laboratory manual is also available: https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681400143.  Additional supporting resources are also available at http://www.argumentdriveninquiry.com/.

Intended Audience

Educator and learner
Educational Level
  • High School
Language
English
Access Restrictions

Available for purchase - The right to view, keep, and/or download material upon payment of a one-time fee.

Performance Expectations

HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models

Assessment Boundary: Assessment does not include specific biochemical steps.

This resource is explicitly designed to build towards this performance expectation.

Comments about Including the Performance Expectation
Although the authors did not cite specific performance expectations, they did cite the lab’s direct alignment to the dimensions of this performance expectation. Students use the overall chemical equation for cellular respiration as a model to guide their investigations, but the modeling practice is not emphasized. The connection to modeling could be strengthened by using this lab within a sequence of learning experiences in which student develop, revise, and use a model to explain a natural phenomenon related to the role that cellular respiration plays in extracting energy from food.

Science and Engineering Practices

This resource is explicitly designed to build towards this science and engineering practice.

Comments about Including the Science and Engineering Practice
Although the lab addresses many aspects of the argumentation practice, the round-robin argumentation session is a key feature of argument-driven inquiry and focuses heavily on students ability to provide and receive constructive critiques on their arguments. A simplified graphic organizer, “Argumentation Presentation on a Whiteboard” scaffolds students through the argumentation process. Students are given the chance to choose and develop their argument. Several questions are provided for the students to assess whether their argument is convincing, and students share their work with others in a round-robin format. During this process, one member of the group stays with the group’s work and explains it to others, as they visit. The remaining group members go to other groups and listen and critique their arguments, resulting in a process during which every team evaluates each other’s work. This round-robin argumentation session can be modified as a "gallery walk" to include additional peer critiquing and final modifications per team.

This resource is explicitly designed to build towards this science and engineering practice.

Comments about Including the Science and Engineering Practice
After students analyze their data and think about the patterns they see, they are asked to write a scientific explanation on the evidence. Students identify the guiding question, their claim, their evidence and their justification of the evidence. This is written on a whiteboard and used in the argumentation session of the activity. The protocol for writing an explanation is included in every activity in the book and is an excellent way to have students understand the process of how scientists report their findings after analyzing their data. The justification aspect, explaining how their evidence relates to the claim, is important for students to articulate their thinking.

This resource is explicitly designed to build towards this science and engineering practice.

Comments about Including the Science and Engineering Practice
The lab is written as a guided inquiry lab, where the guiding question is provided but students are responsible for designing experiments. Students have some choice in their independent variables based on the materials provided, but a more open approach would be appropriate for students with strong lab experience and strong background knowledge on cellular respiration. For example, students could be asked to design their own experimental setup without a model or to investigate the effects of other food sources on the rate of cellular respiration.

Disciplinary Core Ideas

This resource is explicitly designed to build towards this disciplinary core idea.

Comments about Including the Disciplinary Core Idea
With its focus on yeast as a model organism, this lab does not directly address the role of cellular respiration in the human body, However, selecting an anchoring phenomenon related to humans (e.g., food provides students the energy they need to play sports) could provide the context needed to address this full disciplinary core idea. The lab does directly address the role of cellular respiration in releasing energy from various food molecules.

This resource is explicitly designed to build towards this disciplinary core idea.

Comments about Including the Disciplinary Core Idea
Understanding the matter and energy inputs and outputs of cellular respiration is key to students’ ability to interpret evidence collected during this lab. As the teacher notes suggest, it is important that teachers support students in developing their understanding of this core idea during small-group and whole-group discussions. The comparison of different food sources offers an excellent context for discussing how elements are recombined in preparation for and during cellular respiration.

Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.

Comments about Including the Crosscutting Concept
The lab hinges on the the guiding question, “How Does the Type of Food Source Affect the Rate of Cellular Respiration in Yeast?” To answer this question fully, students need to develop and apply an understanding of the role enzymes play in converting energy from food molecules into usable energy for the cell. This will likely require additional learning experiences that leverage models to help students explain how enzymes interact with molecules based on shape.

This resource is explicitly designed to build towards this crosscutting concept.

Comments about Including the Crosscutting Concept
By comparing the effect of different food sources on the rate of cellular respiration, this lab provides a good context in which students can develop and use the crosscutting concept of energy and matter. One misconception that could emerge is that carbohydrates lead to a higher rate of cellular respiration because they contain more energy than proteins or lipids. Teachers could provide data about the energy content per gram of the various food molecules to help students work through this misconception. One of the checkout questions is focused on this crosscutting concept, but teachers can further emphasize this crosscutting concept during small-group and whole-class discussions.

Resource Quality

  • Alignment to the Dimensions of the NGSS: This lab would be strongest when used as part of an instructional sequence focused on an authentic anchoring phenomenon, such as how food provides the energy students need to play sports. As it stands though, the lab does engage students in developing and using specific elements of the three dimensions to explain how different food molecules affect the process of cellular respiration in yeast. The Teacher Notes include a table that shows alignment to the standards for each of the 27 lab investigations in this book. To support lesson planning, each investigation has been aligned with A Framework for K-12 Science Education; CCSS ELA, and CCSS Mathematics. The tables also outline specific concepts, which are described as supporting ideas, that are addressed in each activity. The book provides extensive instructional strategies to support the implementation process, but the teachers need to model and provide instructional activities to support the disciplinary core ideas.

  • Instructional Supports: By using student-collected data, this activity provides an excellent, scientifically accurate context in which students can engage in three-dimensional learning. Several guiding questions are provided to facilitate students through the experimental design process as well as the argumentation session. Students have opportunities to build on feedback from other students as to whether their answer to the research question is the most valid and acceptable, and there is scaffolding in the form of a graphic organizer to support students. The Teacher Notes for each investigation include information about the purpose of the lab, background and new content, the time needed to implement each state of the model for the lab, the materials needed, and hints for implementation. The book provides suggestions on how to engage students to reflect on the strengths and weaknesses of their investigations and ways to improve the way they design future investigations to solve problems. Differentiation is not addressed.

  • Monitoring Student Progress: Each lab investigation includes a set of checkout questions. The questions target the key ideas, crosscutting concepts, and the nature of science concepts for each of the 27 lab activities. Teachers must act as facilitators and resources for the students. They should rotate among the groups asking probing questions and listen to students’ questions and answers. Students should be encouraged to answer their own questions and should be allowed to fail in order to develop new solutions. Student responses, whiteboard presentations, and scientific reports provide evidence of three-dimensional learning that can be used to adjust instruction. A “Checkout Questions” page is provided for a more immediate summative assessment (6 questions total). Students are also assigned a two-page “Investigative Report”. The report is divided into three sections and three major questions are provided for students to address in the report, which includes the results of their argumentation session. There are no rubric or sample answers provided.

  • Quality of Technological Interactivity: Although the lab incorporates probe technology, the lesson does not feature interactive technology.