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LAB 7 – Photosynthesis
Introduction
In order to survive, organisms require a source of energy and molecular building blocks to construct all of their biological molecules. The ultimate source of energy for almost all of life on Earth is the light that comes from the sun ( see the box on the next page for an example of organisms that do not depend on light as the ultimate source of energy ).
Photosynthesis and cellular respiration are two of the most important biochemical processes of life on Earth. Both are a series of reactions that are catalyzed by unique enzymes at each step. Although it is somewhat of an oversimplification to describe them as “opposite” sets of reactions, for introductory purposes we can think of them as such.
Photosynthetic (“light” “forming”) organisms are those that can take simple molecules from the environment such as carbon dioxide (CO 2 ) and water (H 2 O), and using the energy of the sun, create their own biological macromolecules such as carbohydrates, proteins, lipids and nucleic acids. You will note that the reactions of photosynthesis are both endothermic and anabolic , in that they require energy and use small molecules to make larger ones. These reactions take place in the chloroplasts of plant cells.
We generally summarize the series of reactions of photosynthesis in terms of the initial reactants and the final products - leaving out details of all the reactions in between. In introductory biology, we simplify what is happening by showing only the monosaccharide glucose as the ultimate organic molecule that is produced.
Simplified
sunlight 6 CO 2 + 6 H 2 O C 6 H 12 O 6 + 6 O 2 carbon water glucose oxygen dioxide
In reality, the products of photosynthesis include the formation of all of the biological macromolecules the organism requires. In addition, photosynthetic organisms must have a source of nitrogen (e.g. fertilizer) to make its proteins and nucleic acids. In this lab, we will use the simplified equation above for our discussion.
Actual
sunlight 6 CO 2 + 6 H 2 O + (N source) carbohydrates , proteins , + 6 O 2 carbon water lipids , nucleic acids oxygen dioxide
You will note that one of the products of photosynthesis is oxygen. Essentially all of the oxygen in our atmosphere comes from the process of photosynthesis.
Part 1: Photosynthesis & CO 2 Consumption
You have learned that photosynthesis involves the conversion of carbon dioxide and water into organic molecules such as glucose. In doing so, oxygen is a product while carbon dioxide is a reactant that is used up during photosynthesis.
In the first experiment, we will be using the same plant you examined in Lab 3 called Elodea. The experimental set-up involves a qualitative measurement of the CO 2 concentration in the vials. The variables to be examined in relation to carbon dioxide use are the amount of light exposure and amount of dissolved CO 2.
The pH indicator phenol red is used to estimate the amount of CO 2 present in the vials. When CO 2 concentrations increase in aqueous solution, it causes an increase in the concentration of H+^ ions, thus decreasing the pH value. This occurs through the formation of an intermediary compound called carbonic acid , which forms by the combination of CO 2 and H 2 O as shown here:
CO 2 + H 2 O < ===== > H 2 CO 3 < ====== > H+^ + HCO 3 - carbonic acid bicarbonate
Phenol red is yellow/orange under acidic conditions, that is when the pH of the solution is less than 7 (e.g. pH = 6). This occurs when the concentration of CO 2 is high.
Lower pH Neutral pH Higher pH Higher CO 2 Level -------------- Lower CO 2 Level
YELLOW/ORANGE RED PINK
With little or no CO 2 in solution, the pH should be ~7.6 and the phenol red will actually be red. The relationship between dissolved CO 2 and pH can be summarized as “higher CO 2 concentrations result in higher H+^ concentrations and thus lower pH values”. Conversely, “lower CO 2 concentrations result in lower H+^ concentrations and thus higher pH values”.
Deep sea organisms thrive in the absence of any light source
In 1984, scientists made one of the most amazing discoveries in the history of science – organisms that have evolved next to deep ocean volcanic vents that use chemical energy rather than sunlight as the basis of life. These organisms are known as chemoautotrophs (“chemical” “self” “feeding”). This discovery led to the hypothesis that such forms of life may be present on other planetary bodies in our solar system or other parts of the universe!
Part 2: Isolation of Plant Pigments
A pigment is a molecule that absorbs light. White light contains all of the different colors of the visual spectrum. This can be observed in a simple rainbow during a rain storm or by using a prism that splits white light into its various colors.
Why does a shirt appear red? The red shirt has a pigment molecule that we call a dye that absorbs all of the other colors of the visible spectrum (blue, green, yellow, etc,), but reflects back the red waves of light.
In plants, there are two categories of pigments used for photosynthesis: primary pigments and accessory pigments. The chlorophylls are the primary pigments of photosynthesis, with two types called chlorophyll a and chlorophyll b. The chlorophylls are green pigment molecules. What does this mean? Chlorophyll absorbs blue, red, orange, yellow, etc.…...light, but reflects green light. On the other hand, accessory pigments collectively called carotenoids are red, yellow or orange – they absorb all of the other colors. You can see these colors on trees in the northern states, and locally as well, in the fall before they drop their leaves. They serve to broaden the spectrum of light absorption in plants and they protect the plant from harmful or excessive rays of sun.
Chromatograhy (“color” “measure”) is a technique that allows us to separate different molecules from a mixture based on differences in solubility. Some compounds do not like to dissolve in water. These are called hydrophobic (“water” “fearing”) compounds. On the other hand, some molecules are hydrophilic (“water” “loving”), meaning they like to dissolve in water. You should note that these properties are not absolute. For example, it is possible for one compound to be slightly hydrophobic and a different compound to be extremely hydrophilic.
The golden rule for solubility is: “Like dissolves in like.” In other words, a hydrophilic compound will be more soluble in a liquid that is also hydrophilic. Likewise, a hydrophobic compound will be more soluble in a liquid that is hydrophobic.
Chromatography is a method of separating and isolating molecules based on their level of hydrophobic or hydrophilic properties. In paper chromatography , we create a “molecular race track” in which molecules move through a piece of filter paper, carried along by a wave of liquid solvent. Those pigment molecules that have the highest solubility in the liquid solvent used will be “carried along” through the paper the fastest. Those pigments that are least soluble in the solvent will move more slowly or not at all.
The various plant pigments have differing degrees of hydrophobicity. Therefore, if we use a liquid solvent that is hydrophobic, different plant pigments will move at differing rates through the piece of paper as the liquid solvent is absorbed upward. In this way, individual pigments can be separated into bands on the filter paper.
In this experiment, you will use paper chromatography to separate the plant pigments from a plant with a green leaf (spinach) or one with a red leaf ( Coleus ) using a hydrophobic ether-based solvent.
Exercise 2 – Separation of Leaf Pigments Using Paper Chromatography
- Obtain a mortar and pestle and a spinach leaf.
- Tear up the spinach leaf and place a small number of spinach leaf fragments in the mortar, then add 2 ml of the solvent (60% isopropanol and 40% acetone) to the mortar.
- Use the pestle to grind the leaves in the solvent. You should observe the formation of a liquid in the bottom of the mortar that contains the leaf pigments.
- Acquire a 9 cm strip of chromatography paper. Use a pencil to very lightly draw a line 0.5 cm above one end of the chromatography paper.
- Dip a small glass capillary tube into the pigment extraction solution at the bottom of the mortar to collect some of the solution.
- Repeatedly “dab” the capillary tube with pigment solution gently across the filter paper just above the pencil line. The intention is to form a thin line or band of pigment solution that spans the width of the paper. Allow the first line to dry and then repeat this procedure three more times to concentrate the pigments along the paper.
- Wash the mortar and pestle and repeat steps 2-6 using Coleus leaf fragments.
- Label one of the flat-bottom test tubes at your bench “S” for spinach and the other “C” for Coleus , and add 0.5 ml of the chromatography solvent (ether:acetone 95:1) to each tube. Note that this solvent is volatile (will evaporate quickly) and can be caustic to the eyes and nose.
- Carefully set each chromatography paper strip, with the line of pigments at the bottom, into the solvent at the bottom of the appropriate tube (“S” tube for spinach strip, “C” tube for Coleus strip). Make sure that the paper sits flatly on the tube bottom and that the solvent is below the pigment line.
- Cover each tube with plastic wrap and move them to the ventilation hood so that the vapors can be isolated from the rest of the room.
- Allow the tubes to sit in the hood until the highest band of pigments rises to within ~1 cm of the top of the paper which should take about 15 – 30 minutes.
- On your worksheet, draw the lines of pigments you observe on each filter paper and label the color of each line. Alternatively, you can take a picture of the filter papers which you can print and paste on your worksheet.
- Answer the corresponding questions on your worksheet.
Setting up the experiment:
- Label the three glass petri dishes (the base, not the lid!) A , B and C.
- Fill the base of each petri dish ~2/3 full with 0.2% NaCHO 3.
- Use tweezers to transfer 10 completely submerged (i.e., on the bottom of the bowl) spinach discs to each petri dish. Each disc should be completely flat on the bottom of the petri dish before beginning the experiment.
- Place a lid on each petri dish and put them in the following locations:
A – in a closed drawer at your work bench (this is your “no light” control) B – leave on your bench top far from the lamp C – position directly under the lamp and turn the light on
- Leave each dish of spinach discs in their respective locations for 20 minutes.
- Count the number of discs that are floating or on edge (i.e., more buoyant due to O 2 production).
- Record the results on your worksheet, graph the data (% floating vs source of light), and answer any associated questions on the worksheet.
Exercise 3B – Design an experiment
In this exercise you and your group will design a new experiment based on the previous one. In this experiment you will test the effect of different colors (i.e., different wavelengths of visible light) on photosynthetic activity as assessed in the previous experiment.
- As a group, come up with a hypothesis regarding the effect of the different color filters at your lab bench (red, green and blue) on photosynthetic activity. Write the hypothesis on your worksheet.
- Design an experiment to test this hypothesis. On your worksheet, briefly describe your experimental plan, and identify the independent variable, dependent variable and control.
- Carry out your experiment, record and graph the results on your worksheet, and write your conclusion.
Exercise 2 – Separation of leaf pigments by paper chromatography
Use a ruler to measure the distance the pigment lines moved from the starting line. Draw a picture of your chromatography paper in the box below
SPINACH COLEUS
of different pigments _____ # of different pigments _____
What plant pigment molecules might account for the different color pigments you observed? ( If necessary, refer to your lecture notes or textbook )
Exercise 3A – Photosynthesis & O 2 production
State your hypothesis below and identify the indicated components of this experiment:
Hypothesis:
Independent variable:
Dependent variable:
Control:
Results:
light source
total # of discs
# of floating discs
% floating discs no light (dark) room light lamp
Graph your results on the grid below:
Did these results support your hypothesis? Explain.
Exercise 3B – Design an experiment
Briefly describe or outline the design of your experiment below:
State your hypothesis :
