### Workshop Introduction - UCI - School of Biological Sciences

```Cellular and Whole-Animal
Respiration
GK-12 Workshop II
Ashley Vorhees and Sarah Park
Cesar E. Chavez High School
Cricket Respiration Lab
Students will measure oxygen consumption in
crickets at different temperatures using simple
respirometers.
Water level
Pipette
Why teach this?

Integrates into cell bio curriculum
Why teach this?

Integrates into cell bio curriculum

Cell curriculum can be abstract and
difficult to relate to
Why teach this?

Integrates into cell bio curriculum

Cell curriculum can be abstract and
difficult to relate to

Students learn about cell functions in the context of
whole-animal function
Why teach this?
Overview of Module
I.
Pre-Lab Lecture Notes

II.
Pre-Lab Worksheet

III.
Measuring oxygen consumption in crickets
Follow-up Questions

V.
Effects of temperature on metabolism
Lab Experiment

IV.
Cellular respiration
Reinforce understanding of lab
Extension Activity

Extrapolating human MR from cricket MR
I. Pre-Lab Notes
II. Pre-Lab Activity
III. Cricket Respiration Lab
As cricket consumes O2, pressure inside chamber
decreases
O2
Water level
Pipette
O2
O2
O2
O2
KOH
III. Cricket Respiration Lab
As cricket consumes O2, pressure inside chamber
decreases
O2
Water level
O2
Pipette
O2
O2
KOH
CO2
III. Cricket Respiration Lab
As cricket consumes O2, pressure inside chamber
decreases
O2
Water level
O2
Pipette
O2
KOH
CO2
CO2
III. Cricket Respiration Lab
As cricket consumes O2, pressure inside chamber
decreases
O2
Water level
Pipette
O2
CO2
KOH
CO2
CO2
III. Cricket Respiration Lab
As cricket consumes O2, pressure inside chamber
decreases
O2
Water level
Pipette
CO
CO2 2
KOH
CO2
CO2
III. Cricket Respiration Lab
Amount of water that enters pipette is directly
proportional to amount of O2 consumed by the cricket
Measure volume difference and divide by minutes
MR = mL O2 per minute
O2
Water level
Pipette
CO
CO2 2
KOH
CO2
CO2
IV. Data Collection
IV. Data Collection


Graph the results
Should show linear increase in metabolic rate with
temperature
V. Extension Activity
California Content Standards (7-8th)
Subject
Cell Biology
1.a. Students know cells function similarly in all living organisms.
1.d. Students know that mitochondria liberate energy for the work
that cells do and that chloroplasts capture sunlight energy for
photosynthesis.
Structure and Function in Living Systems
5.a. Students know plants and animals have levels of organization
for structure and function, including cells, tissues, organs, organ
systems, and the whole organism.
5b. Students know organ systems function because of the
contributions of individual organs, tissues, and cells. The failure
of any part can affect the entire system.
Investigation & Experimentation
7.a. Select and use appropriate tools and technology (including
calculators, computers, balances, spring scales, microscopes, and
binoculars) to perform tests, collect data, and display data.
7.c. Communicate the logical connection among hypotheses,
science concepts, tests conducted, data collected, and
conclusions drawn from the scientific evidence.
Life Science
California Content Standards (9-12th)
High School
Biology
Subject
Cell Biology
1.b. Students know enzymes are proteins that catalyze biochemical reactions
without altering the reaction equilibrium and the activities of enzymes
depend on the temperature, ionic conditions, and the pH of the
surroundings.
1.g. Students know the role of the mitochondria in making stored chemicalbond energy available to cells by completing the breakdown of glucose to
carbon dioxide.
1.i. Students know how chemiosmotic gradients in the mitochondria and
chloroplast store energy for ATP production.
Physiology
9.a. Students know how the complementary activity of major body systems
provides cells with oxygen and nutrients and removes toxic waste
products such as carbon dioxide.
1.a. Select and use appropriate tools and technology to perform tests, collect
data, analyze relationships, and display data.
1.c. Identify possible reasons for inconsistent results, such as sources of error
or uncontrolled conditions.
Investigation & Experimentation 1.d. Formulate explanations by using logic and evidence.
1.j. Recognize the issues of statistical variability and the need for controlled
tests.
1.l. Analyze situations and solve problems that require combining and applying
concepts from more than one area of science.
Prior Knowledge
Materials









Live crickets (large)
Small vials
Rubber stoppers
(≤2mL)
Cotton balls
15% KOH solution
Water baths
Thermometers
Ice
Timeline
Day
Activity
1
Pre-Lab Lecture
Pre-lab Worksheet
2
Cricket Respiration Lab*
Comprehension Questions
3
Graph data and discuss results
Extension Activity
*Needs to be completed in 1 day
Assessment





Fill-in Notes
Pre-Lab Worksheet
Data Table
Comprehension Questions
Extension Activity
Today…

Work in your RS/CT pairs

11:00-11:45 Set up and perform the cricket respiration
experiment (Stations 1-4)

11:45-12:00 Walk-through of Extension Activity
Extension Activity

Purpose


How


Help students see connection between module content and
their own physiology
Estimate human metabolic rate based on cricket metabolic rate
Reinforces concepts:


Your cells use same cellular processes to make ATP as a cricket
Body size (# of cells) determines how quickly you use energy
What factors determine metabolic rate?
1.
2.
3.
Temperature
Phylogeny
Body Mass
Metabolic rate scales with body mass according to:
MR = aM0.75
MR – metabolic rate
M – body mass
a – constant that depends on the animal in question
Scaling of metabolic rate
Mass = 10 g
MR = 10 mL O2/min
Mass = 20 g
MR = 16.8 L O2/min
MR = aM0.75
How can we use this equation?





Two equations with  and  unknown.
=   0.75
=   0.75
Instead of having students solve both, we combine
into one that uses a relative mass:
=
0.75

200,000
0.02
200,000
9457
189
0.02
0.4
0.0004
Temperature
Body Mass
Thank you!
```