Slide 1 / 26 New Jersey Center for Teaching and Learning Progressive Science Initiative This material is made freely available at www.njctl.org and is intended for the non-commercial use of students and teachers. These materials may not be used for any commercial purpose without the written permission of the owners. NJCTL maintains its website for the convenience of teachers who wish to make their work available to other teachers, participate in a virtual professional learning community, and/or provide access to course materials to parents, students and others. Click to go to website: www.njctl.org Slide 2 / 26 AP BIOLOGY Investigation #10 Energy Dynamics Summer 2014 www.njctl.org Slide 3 / 26 Investigation #12: Fruit Fly Behavior Click on the topic to go to that section · Pacing/Teacher's Notes · Pre-Lab · Guided Investigation · Independent Inquiry
Slide 4 / 26 Pacing/Teacher's Notes Return to Table of Contents Slide 5 / 26 Teacher's Notes Lab procedure adapted from College Board AP Biology Investigative Labs: An Inquiry Approach Teacher's Manual Click here for CB AP Biology Teacher Manual Note: This investigation will be assessed in the Ecology Unit (lab quiz located with Ecology assessments). This investigation takes approximately 3-4 weeks to complete, thus it is planned to begin during the Evolution & Classification unit. However, organisms used require careful attention so please plan accordingly, keeping in mind school holidays/breaks. Slide 6 / 26 Pacing General Reference Day (time) Activity to Unit Plan Notes Description Day 1 (HW) Pre-Lab EC Day 16 Pre-lab questions HW Guided Getting Started, Day 2 (40) EC Day 17 Practice NPP Step 1 Grow for 7 days. Have students Guided NPP Step 2, think about independent inquiry and Day 3 (40) EC Day 18 Practice Planting approve designs prior to next lab day; new plants must be started. NPP - mass young plants; Guided Plant new Day 4 (40) EC Day 23 Grow an additional 7 days Practice seeds for Independent study NPP - mass older plants/ young Guided Mass fecal matter every day for next Day 5 (80) independent Eco Day 3 Practice 3 days. study plants; Analysis and EF Steps 1-2 Guided EF Steps 3-4, Day 6 (40) Eco Day 7 Practice Analysis Begin new Mass fecal matter every day for 3 Independent larvae for Day 8 (40) Eco Day 8 days (or as directed by independent Investigation Independent investigation design) Study Analyze Independent independent Day 9 (80) EP Day 12 Invesigation data Independent Prepare Day 10 (40) EP Day 13 Investigation presentation Presentations Peer review Day 11 (40) EP Day 14 presentations Day 12 (20) Assessment Lab Quiz EP Day 15
Slide 7 / 26 Pre-Lab Return to Table of Contents Slide 8 / 26 Question/Objectives What factors govern energy capture, allocation, storage, and transfer between producers and consumers in a terrestrial ecosystem? In this lab we will: · Design and conduct an experiment to investigate a question about energy capture and flow in an ecosystem. · Explain community/ecosystem dynamics, including energy flow, NPP, and primary and secondary producers/consumers. · Predict interspecific ecological interactions and their effects. · Use mathematical analyses in energy accounting and community modeling. · Make the explicit connect between biological content and the investigative experience. Slide 9 / 26 Pre-Lab Questions Read the background information and answer the following questions in your lab notebook. 1. Explain how energy flows through an ecosystem. 2. Contrast net and gross productivity. 3. What type of ecosystem/biome would have the greatest net primary productivity? The least? Explain your reasoning.
Slide 10 / 26 Safety Cabbage white butterflies ( Pieris rapae ) are listed as a pest species by the USDA. Therefore, no butterflies or larvae raised in the laboratory should be released to the wild. Euthanize the butterflies or larvae by freezing them when your investigation is complete. The plants and soil can simply be discarded. Disease outbreaks are common in cultured populations of organisms. Although the diseases associated with the organisms in this investigation are not dangerous to humans, it is important to maintain cleanliness in the laboratory and of your experimental equipment to minimize possible impacts on the study caused by disease. Be sure to clean all culturing chambers and wipe down with dilute bleach and dry completely before starting another generation of plants or butterflies. Use new materials if you have any doubts. Cultures involve artificial light sources and liquids; caution should be exercised to keep the two separate. Slide 11 / 26 Guided Investigation Return to Table of Contents Slide 12 / 26 Materials · Food dehydrator or drying oven · Electron balance · Digital camera · Growing system · Soil mix · Soluble fertilizer · Wicking cord · Fast Plant seeds · Butterfly eggs · Brussel sprouts, broccoli, and/or cabbage · Honey · 10% bleach solution · Bee sticks · Laboratory notebook
Slide 13 / 26 Estimating Net Primary Productivity (NPP) Step 1 In your lab notebook, design and construct a systems diagram to model the energy capture and flow through a plant. Use annotations to help explain your reasoning. Step 2 Your energy diagram will help you and your lab team design a data collection procedure that helps you measure energy capture and flow in a plant. As a team, design your investigation to sample the biomass of of an adequate number of plants early in the life cycle and then again later in the life cycle. Remember, biomass is only the mass of the DRY plant material, not of the water in the plant. Make sure your procedure accounts for this. Slide 14 / 26 Analyzing Results In your notebook, graphically present a comparison of the biomass/energy of plants early in their life cycle versus early plants. · Determine the average (mean) grams of biomass added per plant over the period of growth. Each gram of plant biomass represents about 4.35 kcal of energy. Convert grams of biomass/day to NPP (kcal/day). · Explain why this is net primary productivity and not gross productivity. · Explain why the mass of dry plants is a better measure of primary productivity and biomass than is the mass of living plants. What percentage of the living plants is biomass? · Reconstruct your energy flow diagram with actual data that you have collected. Be sure to include an explanation, supported by evidence, as to why you feel your diagram represents energy flow in Fast Plants. Slide 15 / 26 Estimating Energy Flow Step 1 Cabbage white butterfly larvae eat plants from the cabbage family. As with Fast Plants, accounting for energy flow into and out of these butterflies can be inferred from biomass gained and lost. In your lab notebook, develop a system diagram to model energy flow from Fast Plants to cabbage butterfly larvae.
Slide 16 / 26 Estimating Energy Flow Step 2 As butterfly larvae grow toward maturity, they pass through different developmental stages called instars. You will use larvae that are already well along their developmental path through the larval stages (4th or 5th instar). These larvae first grew on young Fast Plants, and they were later transferred to brussels sprouts (another member of the cabbage family) in a Brassica Barn. For this part of the investigation, you and your lab team need to develop a procedure that will quantify the growth of butterfly larvae over three days. Started with freshely massed brussels sprouts in the Brassica Barn. Slide 17 / 26 Estimating Energy Flow Step 3 Create a table in your lab notebook to organize the data collected, including estimates of energy/biomass flow from plants to butterfly larvae. Develop your procedure keeping in mind your end goal - to measure the biomass consumed by the larvae, the biomass gained by the larvae, and the biomass lost by the larvae. Likely, you'll need to estimate some factors using data from a large sample. Don't forget about the energy in the frass (wastes). Step 4 Transfer the larvae to another Brassica Barn to finish out their life cycle. Slide 18 / 26 Analyzing Results Convert biomass measurements (grams) to energy units in kilocalories. · You were investigating living butterfly larvae, so you could not dry them or their food supply. Assume that the biomass of 4th instar larvae is 40% of the wet mass. (This estimate may be inaccurate, so you should actually measure this quantity using extra butterfly larvae, if possible. · To convert butterfly biomass to kilocalories, use an average value of 5.5 kcal/g of biomass. · To determine the energy content of the larval frass, use 4.76 kcal/g of frass. Calculate the frass lost per individual larva. · To determine the energy content of the brussels sprouts eaten by each larva, convert the wet mass of the sprout to dry mass (using NPP results) and multiply by 4.35 kcal/g. This estimate was determined by burning similar plant material in a bomb calorimeter.
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