ࡱ> @ dUbjbjצצ 4IFFFF   . ---8..$R.. |:/:t/"///SSS6|8|8|8|8|8|8|$~R\| VS|S"VV\|FF//#q|6YYYVF/ /6|YV6|YYnu  x/./ 0?gdH-Vw y|<|"ẃẂ@x. . FFFF́ x(STY&U|U)SSS\|\|. . D#r-}Y. . r-What Makes a Seed Breathe Faster? Teachers Guide by Lynn Vaccaro, CSIP Graduate Student Fellow, Cornell University Overview This two-day experiment allows students to detect cellular respiration from a surprising source, a seed. The activity requires and reinforces a basic understanding of cellular respiration, seed dormancy and germination, and experimental design. Depending on the course goals, each of these topics could become the primary focus of class discussions surrounding the experiment. During the activity, students are presented with an overarching goal: to determine how various factors influence the respiration rate of a seed. In small groups or pairs they decide on one factor to test, such as seed size, seed type, or moisture, light, or temperature conditions. Students all use a standardized protocol for detecting and qualitatively measuring respiration rates. On day two, students take their final measurements and interpret their results. The data from the class can be combined within a single data sheet on a computer or on the board to identify broad patterns. The procedure does not quantify a respiration rate, but it does produce an indicator of respiration rate that can be compared across different treatments. Although students should see several patterns in the combined results, the clearest pattern will be that seeds emerging from dormancy have higher respiration rates. Because all seeds require water for germination, seeds soaked over night or for a few hours before class typically have higher respiration rates. Pea and bean seeds may even begin germinating during the experiment. Main Concepts All cells (plants and animals) perform cellular respiration to maintain homeostasis and grow. The unique dormancy and germination cues of a seed are adaptations for a seasonal or variable environment. Experiments can produce valuable insights if a hypothesis is clearly formulated and variables are carefully controlled across treatments. Subject Biology, Environmental Science, Botany or Ecology Audience: 9-12 grade Time required: 2-3 periods Background In some respects, plants are not that different from people. Although plants can make sugars using the suns energy, when plants need energy they have to metabolize their stored sugars through cellular respiration, just like we do. Plants need energy to maintain homeostasis, to perform certain functions like transporting sugars, and to grow. Like us, a plants respiration rate is not consistent and depends on many factors. Think about when and why we breathe faster. Do all people respire at the same rate when doing the same activity? After a seed drops from a plant it usually goes into a resting period called dormancy when it metabolizes stored energy reserves very slowly. Dormancy is defined as a state during which the seed is not able to germinate. Very specific cues are needed to break dormancy in some species. Seeds adapted to fire prone habitats may require high heat or smoke to break dormancy. Deterioration of the seed coat, elevated soil nutrients, diurnal fluctuations in soil temperature, prolonged rain, or a change in the quality of light could break seed dormancy. After emerging from dormancy a seed is able to germinate and will respond to more familiar growth stimulating factors such as moisture, light and soil nutrients. The timing of seed germination will strongly influence the success of a seedling. If a seed emerges too early in the spring it could die of frost. Wildflowers native to deciduous forests often take advantage of the high light period before trees put out new leaves or after trees lose their leaves; if these seeds wait too long to germinate they could miss their window of opportunity. As a result, seeds have evolved complex ways of detecting that window of opportunity. For example, many seeds can detect the quality or spectral composition of light. Sunlight that passes through a canopy of leaves is depleted in red light relative to the amount of far red light (longer wavelength). Thus, the proportion of light of different colors will trigger germination of wildflower seeds, allowing these seeds to avoid being shaded by trees. Some seeds have to wait for years before they are able to germinate. During this time, seeds cannot make their own food because they lack leaves! Therefore, in order for a seed to stay alive or to grow it needs to use stored energy reserves and undergo cellular respiration. Have you ever wondered why seeds and nuts have so many calories? The seed will use those calories to survive during dormancy and to germinate. To fulfill the high-energy needs of a germinating seedling, cellular respiration increases as a seed emerges from dormancy and begins germinating. However, seeds respire at a lower rate throughout dormancy. In fact, seed suppliers measure seed respiration using a highly sensitive method to determine if dormant seeds are still viable and suitable for cultivation. When plants use sugars stored in their leaves or seeds they undergo cellular respiration Sugar + Oxygen ( Carbon dioxide + Water + Energy (ATP) In this experiment you will use a substance called calcium hydroxide that absorbs any carbon dioxide in the air and converts it to solid calcium carbonate. We will put seeds in test tubes that contain calcium hydroxide, and then invert the tubes in a beaker of water. The calcium hydroxide will react with any carbon dioxide that is produced and remove the gas from the test tube air space. As the seeds respire, they are taking in oxygen and respiring out carbon dioxide, but the carbon dioxide is absorbed by the calcium hydroxide. As a result, the amount of air in the sealed test tube actually decreases and water rises in the test tube. This provides a visible indication that respiration is actually occurring.  Figure 1. Diagram of the protocol for measuring respiration The reaction As the seeds respire they take in oxygen and release carbon dioxide at roughly the same rate. If left alone in a sealed test tube, the carbon dioxide would replace any oxygen utilized by the seeds and the air pressure would remain relatively constant. In this experiment, any carbon dioxide released in the test tube reacts with the calcium hydroxide to form solid calcium carbonate, also known as calcite or limestone. This process essentially removes all gaseous carbon dioxide from the air space in the test tube and converts it to a solid. As more carbon dioxide is produced, more carbon dioxide is removed from the air and the air pressure in the test tube declines, essentially sucking water up into the test tube. If atmospheric pressure is higher outside the test tube than inside the test tube, water will rise in the test tube. Theoretically, the difference in air pressure should equal the weight of the water that rose in the test tube (P1- P2 = weight of water). Thus, the height of the water in the test tube is an indicator of the amount of respiration that occurred. It is theoretically possible to calculate a respiration rate from the change in the volume of air in the test tube, but changes in humidity and barometric pressure could complicate the calculations.  Figure 2. Explaining the forces that cause water to rise in the test tube. Learning and Behavioral Objectives Students will develop their own hypothesis related to seed respiration. Students will design a controlled experiment that tests a single variable. Students will observe a tangible indication of cellular respiration. Students will use their results to construct an explanation about how seed characteristics and environmental factors influence seed respiration. National Science Education Standards Depending on the focus of the course, respiration, plant adaptations, or experimental design could be emphasized in order to teach some of the following standards. Matter, Energy, and Organization in Living Systems Living systems require a continuous input of energy to maintain their chemical and physical organizations. With death, and the cessation of energy input, living systems rapidly disintegrate. The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes. The chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Cells usually store this energy temporarily in phosphate bonds of a small high-energy compound called ATP. Biological Evolution Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring. The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms. Abilities Necessary to do Scientific Inquiry Identify questions and concepts that guide investigations. Formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. Develop and revise scientific explanations using logic and evidence. Assessment strategy Students can be assessed using the provided project worksheet. Their ability to form relevant hypotheses, to design a controlled experiment, and to generate and interpret their results can all be assessed via the worksheet. In addition, students could engage in a peer review process whereby groups present their results to the class while other students evaluate their work based on pre-determined criteria. Teaching tips Materials Test tubes: Medium sized test tubes, 25- 50mL work well, but other sizes could be used depending on the size of the seeds. If your test tubes are larger you may want to use 5-6 seeds in each test tube. Run a pilot test with your materials in advance. Seeds: Any type of seed could be used for this experiment, but only viable (living) seeds will respire, and small seeds that are still dormant may not respire enough to detect the process. Students could collect a variety of seeds; however some may not be ready to break dormancy and respiration will be low; test a variety of seeds with the students or test a few in advance. Seeds purchased at a garden store are more likely to be viable, and enough water and light should initiate germination, yielding good respiration measurements. If a seed requires additional cues in order to break dormancy, such as a period of cold temperatures, or physical damage to a seed coat, seed suppliers will simulate these conditions before packaging the seeds. This ensures better germination success for gardeners and for you! Ensure that wet seeds are available for students by soaking half (or more) of the seeds for a few hours or overnight before Day One. The moist seeds should begin breaking dormancy and will have higher respiration rates than their dry counterparts. Encourage students to use the pre-soaked seeds, even if they are testing other factors (e.g., seed type or environmental conditions) because respiration rates should be higher, allowing them to better detect differences between their treatments. The Millennium Seed Bank Project run by the Royal Botanical Gardens provides additional information about seed collection and storage and includes links to relevant educational resources.  HYPERLINK "http://www.rbgkew.org.uk/msbp/index.html" http://www.rbgkew.org.uk/msbp/index.html The backyard gardener website includes information about seed germination conditions for a variety of plants used in horticulture.  HYPERLINK "http://www.backyardgardener.com/tm.html" http://www.backyardgardener.com/tm.html CO2 absorbent: Calcium hydroxide (also called hydrated lime) or soda lime (a mixture of calcium hydroxide and sodium hydroxide) can be used to absorb CO2 in this experiment. The calcium in either substance will react with and absorb any carbon dioxide produced by the seeds during respiration. Both are available from most chemical suppliers. Be sure to carefully read the proper handling and disposal procedures included with the agent. Calcium hydroxide is a strong base and will cause irritation and burns upon contact with skin. Gloves and eye protection should be worn and contact with skin and clothing should be avoided. Because inhalation of airborne particles will irritate lungs, using a fume hood when transferring the calcium hydroxide is advised. There are no carcinogenic or toxic byproducts of calcium hydroxide. It should be stored in an airtight container, as exposure to air will degrade its ability to absorb CO2. Excess calcium hydroxide should be mixed with water, neutralized with vinegar or other acid, and poured down the drain. Supporting student inquiry This guide suggests several factors that might influence seed respiration; however, students will generate some unanticipated research questions. Inevitably some students will want to test the effect of putting seeds in Kool-Aid, or in the microwave before measuring their respiration rate. Encourage students to take their experiment seriously and frame such questions within a realistic context. For example, students could ask, how does microwave radiation affect the activity of a seed, and consider the similarities between solar and microwave radiation. Students might wonder how different contaminants, such as spilled soda, affect seed activity. They could investigate how dissolved carbohydrates, like the sugar in Kool-Aid, affect seed respiration. If improved inquiry skills are an important outcome of the lesson, then unanticipated research questions should be encouraged but framed within the context of science. Talk with students to make sure they can articulate which variable they are testing. Ensure that students are testing only one variable (e.g., seed moisture content) and all other factors are held constant (e.g., seed type, temperature) in their experiment. If students are putting seeds in different conditions (e.g., in front of a window and in a cabinet) they will need two different blanks to ensure that water isnt rising in the test tube due to abiotic processes such as heating and cooling. Below is an example of a completed data table for an experiment testing the effect seed moisture content. Seed Respiration Experimental Treatments and ResultsDescription of each treatmentMeasurementTreatment name (wet seeds or dry seeds)Seed Type (bean, pea)Seed size (large, small)Seed condition (soaked or dry)Environmental conditions (light, temperature) Seed Weight (g)Final height of water in tube (cm)Difference between blank and treatment (cm)Blank NoneNoneNoneSunny, room temperature. Placed near window --1cm--2. Soaked seeds BeanaveragesoakedSame as above 2.5g2.6cm1.6cm3. Dry seeds BeanaveragedrySame as above1.0g1.4cm0.4cm This protocol does not refer to an explicit control. All groups will isolate the effect of one variable (e.g., seed size) by controlling for other the effect of other variables (e.g., seed type). A true control group becomes important in experiments in which a treatment is being applied; the control is usually the baseline condition without the treatment. Observational studies often do not have a control. Because students will design a variety of comparisons to test their own question, the control group will differ among groups and some projects will not include a control. For example, a group testing seed moisture could consider the dry seed a type of control, but a group comparing different seed types or different seed sizes is not applying an experimental treatment, and thus a control is unnecessary. Some seed respiration studies use boiled seeds as a control. Boiled seeds would allow students to see that any observed respiration is due to the metabolic process occurring in a living seed. Boiled seeds could be easily included in this protocol if the concept of a control group is an important learning objective. Encourage students to really think about their data. What does this experiment tell us about seed dormancy and seed respiration? If students were unable to detect any respiration, encourage them to use part of the classs data to answer the final questions in the project worksheets. Discussion of results could be completed within a single period, or if time is available students could present their results and interpretations to the class. Compiling and comparing results Results from one or more classes could be compiled on a few datasheets similar to the one below. Students should only record the difference in water height between the treatment and the blank test tubes. This will account for changes in humidity or temperature that could also cause water to rise in the test tube. Encourage students to think about interesting comparisons: which seed type exhibited the highest respiration under similar conditions? What conditions caused the beans to respire the most; did this factor have the same effect on the pea seeds? Comparing Seed Respiration RatesSeed Type OneSeed Type TwoLightDarkWarmColdSoakedDryLightDarkWarmColdSoakedDryRise in water (cm) Potential problems This procedure will not detect really low rates of respiration. The respiration rate of some small, dormant seeds or of seeds under certain conditions (like a cold treatment) may be below detection limits. If you want to ensure positive results, encourage students to use pre-soaked seeds for comparisons of light, temperature or seed type. Peas and beans work particularly well. This material was developed through the Cornell Science Inquiry Partnership program ( HYPERLINK "http://csip.cornell.edu" http://csip.cornell.edu), with support from the National Science Foundations Graduate Teaching Fellows in K-12 Education (GK-12) program (DGE # 0231913 and # 9979516) and Cornell University. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NSF. Peas Cornell Science Inquiry Partnerships Cornell University http://csip.cornell.edu PAGE  PAGE 2 Cornell Science Inquiry Partnerships Cornell University http://csip.cornell.edu Air space within tube Treatment 2 Treatment 1 Blank Cotton plug Rubber band Ruler  Beaker with water Cotton plug Seeds This material was developed through the Cornell Science Inquiry Partnership program (http://csip.cornell.edu), with support from the National Science Foundations Graduate Teaching Fellows in K-12 Education (GK-12) program (DUE # 0231913 and # 9979516) and Cornell University. Any options, findings, and conclusions or recommendations expressed in this material are those of the author (s) and do not necessarily reflect the views of the NSF. 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DJ>(*նIC"h  ,1Z{bb~֠J4                                     vo}:::;;;C;Y;r;;;;;< <'<,<1<6<d<g<k<n<o<<<<<<<<<<<<<<<<<<<<<<<<<<<=[CEEEEEEEEEEEEEEEEFFFFF'F(F)F*F+F,F-F.F/F0F1F2F3F4FGJJJJKK$K4KHMaMeM@%%De %%dM@UnknownMarianne KrasnyGz Times New Roman5Symbol3& z Arial;WingdingsI& ??Arial Unicode MS3Times5& zaTahoma?5 : Courier New"h{f{f { >% >%!24dII 3qH(?)Cellular Respiration in Germinating Seeds Lynn VaccaroNancy Trautmann@         Oh+'0$ <H d p | *Cellular Respiration in Germinating SeedsWoell Lynn Vaccaroiraynnynn Normal.dotoNancy Trautmann3ncMicrosoft Word 10.0@F#@l*@UdH@FydH >՜.+,D՜.+,d  hp  Cornell University%IO *Cellular Respiration in Germinating Seeds Title 8@ _PID_HLINKSAxhttp://csip.cornell.edu/f2(http://www.backyardgardener.com/tm.html_)http://www.rbgkew.org.uk/msbp/index.html  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F"~dHData Lj1Table WordDocument4SummaryInformation(DocumentSummaryInformation8CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q