Teachable Tidbit: Photosynthesis for Non-Majors
Synopsis:
In this activity, a visual model of the reactions of photosynthesis (and to a lesser extent, respiration) is provided to students. Students evaluate the model in groups, and subsequently use it to answer questions about the model as presented, as well as the results of perturbations to the pathways indicated in the model. These “perturbation” questions require students to step back and analyze the entire process, as opposed to individual components. This activity is intended for non-majors, but could easily be modified to effectively challenge majors-level students, and is amenable to use in both small and large classes.
Scientific Teaching at a Glance...
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Active Learning |
Backward Design |
Assessment |
Diversity |
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Clicker questions on photosynthesis are used throughout the activity. |
The learning goal for this activity is for students to be able to predict outcomes due to perturbations in a photosynthetic model. A learning outcome associated with this goal is to track origins of biomass and energy for a given entity. Progress toward the leaning goal is assessed through clicker questions throughout the activity, with a specific part of the activity focusing on where biomass and energy comes from. |
Clicker questions are used after every scenario the assess if the students understand how the perturbations effect photosynthesis. |
This lesson utilizes group work, which allows the questions to be tackled from multiple different perspectives. |
Files associated with this Teachable Tidbit can be downloaded directly using these links:
Outline for Photosynthesis Tidbit
Photosynthesis Tidbit Presentation
Photosynthesis Tidbit Description
Activity Details:
Authors:
- Kristin Smock (smock.18@osu.edu)
- Suma Robinson (robinson.1876@osu.edu)
- Erica Szeyller (szeyller.1@osu.edu)
- Adam Andrews (andrews.171@osu.edu)
- Amy Stottlemyer (stottlemyer.17@osu.edu)
Learning Goal(s):
Students will be able to predict outcomes of perturbations to a model of photosynthesis.
Learning Outcomes:
Students should be able to…
- Explain the role of reactants and products.
- Track origins of biomass and energy for a given item.
- Explain/describe where O2 comes from
- Describe roles of the light reactions and Calvin Cycle
How Diversity is Specifically Addressed:
- This activity is developed to be done primarily in a group. This will give students the opportunity to use the diverse
group members to your advantage to come up with many ideas.
-May not be the best for some people with certain disabilities (blind).
-Thought about wording to make sure that it doesn’t ostracize any groups.
Activity Timeline:
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1 min |
Hook question (Q1)
Method: Use clickers to answer this question. Ask the group to tell you why they would choose or not choose each answer.
As the acorn grows into the tree, from where does the majority of the biomass come?
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5 min |
Hand out model Explain model backwards and refer back to the acorn. |
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3 min |
Model use questions (Q2-Q5)
Method: Have the groups discuss for 2 min and poll using fingers.
Using the model to determine which of the following statements is/are true?
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3 min |
Perturbation question (Q6)
Method: Present question and thought prompts then have groups discuss. When bring it back to full group ask groups to say what they thought. Use as jumping off point to ask students to come up with other possible effects. Can lead into more of the process of science (predictions, experimental methods, etc)
You own a cattle farm that feeds on a single grass species. You apply a new insecticide treatment to the grass population that has the side effect of shutting down the Calvin cycle. List the possible consequences. ***note we ended up adding questions to prompt discussion (see ppt file) Possible outcomes: -Decrease glucose (shut down production) – link into -macromolecules ***-Decrease biomass (where does biomass come from?) -Disrupt food web -Shut downs NADPH à NADP+ |
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3 min |
Perturbation question (Q7)
Method: Show the plant picture then state the question stem. Have students present hypotheses. You can have students choose a hypothesis to move through with the process of science.
When you return from one week in Cancun, you notice that your plant is drooping so you water it but it does not revive. Use the model to develop a hypothesis to explain this observation.
Possible outcomes: -If water is removed, then there are no electrons to replace the used ones. -Also O2 is removed. This has far reaching implications (everything dies).
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