To Have Or Not To Have Oxygen (Part I - Fermentation)

West, Anna                          DuSable High School
1143 E. 82nd St.                    536-8600
Chicago, Il. 60619
731-9034

Objectives:
  1.  The students will be able to describe the process of glycolysis.
  2.  The students will be able to infer the reactants and products of 
      fermentation.
Materials:
  1 liter bottle            grape juice         sauerkraut       
  7 large styrofoam balls   large balloon       ethyl alcohol     
  28 small "        "       sour milk           bacteria slide
  acetic acid               litmus paper        colored circles
  3 microscopes             yeast               shredded cabbage
  chicken leg               2.5% salt solution  lactic acid
  pipe cleaners             waterbase paint     yeast slide    
  muscle slide              yogurt(optional)    grapes(optional)
Recommended Strategy:
1.  Color:  6 large styrofoam balls light blue on one side and dark 
            blue on the other to represent glucose.                 
            1 large styrofoam ball dark green to represent oxygen.
            4 small styrofoam balls red on one side and pink on the 
            other side to represent adenosine.
            12 small styrofoam balls yellow on one side and brown on 
            the other side to represent phosphate.
            4 small styrofoam balls dark green on one side and light 
            green on the other side to represent NAD. 
            8 small styrofoam balls brown to represent hydrogen.
2.  Connect: the 6 glucose balls with pipe cleaners
              an adenosine ball with 3 phosphate balls to make ATP (2)
              an adenosine ball with 2 phosphate balls to make ADP (2)
3.  Make up student model packages using colored circles that match 
    the styrofoam balls.  This can be done for 6 teams.
4.  Set-up: Students will bring answer sheets to each set-up and work 
            as a team.
Set-up I.  Add a package of yeast to the grape juice in the liter 
 bottle and place the large balloon over the neck of the bottle 3 days 
 ahead.  Place in a dark area. On the day of the lesson place the 
 fermented grape juice with the inflated balloon, the microscope with a 
 yeast slide, and a labelled 50 ml beaker sample of ethyl alcohol. As an 
 added treat you can have two or three grapes in foil for each of the 
 students to sample. 
Direction sheet: Read all directions first!
  1. Test the ethyl alcohol with litmus paper. Is it an acid or base? 
     (Blue to red = acid; red to blue = base).
  2. Use your senses to observe the set-up.  Which senses should you 
     not use? 
  3. Examine the yeast slide under the microscope. Do not move the 
     slide. Use only the fine adjustment knob.           
  4. List your observations of the entire setup.  
  5. Decide which reaction is represented.   
  6. Prepare to move to Set-up II. Remove your waste. You may sample 
     the grapes. 
Set-up II.  Ten days before the lesson add shredded cabbage to a clear 
 quart container and fill the jar with a 2.5% salt solution. Label the 
 container Homemade sauerkraut. Place a jar of commercial sauerkraut 
 some samples of which have been placed on foil for the students to 
 taste, the microscope set up with the bacteria slide, a sample of 
 shredded cabbage, a 50 ml beaker of 2.5% salt solution, a 50 ml beaker 
 of acetic acid. Optional: plain yogurt, cheese, and tofu can be 
 displayed. 
Direction Sheet:  Read all directions first!
  1. Test the acetic acid with the litmus paper.  Is it an acid? (Blue 
     to red  =  acid. Red to blue= base).
  2. Examine the Homemade sauerkraut. You may taste your commercial kraut
     samples.  Use toothpicks to lift your sample from the foil.
  3. Examine the bacteria slide.  Do not move the slide.  Use only the 
     fine adjustment knob.
  4. Note the other examples present. List your observations about the 
     entire setup.
  5. Decide which reaction is represented. 
  6. Prepare to move to Set-up III. Remove your waste. 
Set-up III. 5 days before the lesson, begin souring a pint of milk.  On 
 the day of the lesson, pour the liquid off of the clots into a 50 ml 
 beaker and label. Place the skinned chicken leg (displays muscle 
 tissue) on foil; set up the muscle slide; pour lactic acid in a 50 ml 
 beaker; and place a heavy book at the setup. 
Directions Sheet: Read all directions first!
  1. Test the lactic acid and sour milk with the litmus paper.
     Are they acidic or basic? (Blue to red = acid; red to blue = base).
  2. One member of the team should hold the book with the arm extended 
     as long as possible.  Explain to your classmates how your arm feels.
  3. Examine your chicken sample.  What type of tissue is predominant 
     (seems to be the most abundant)? 
  4. Examine the muscle tissue slide.
  5. List your observations of the entire setup.
  6. Decide which reaction is represented and where this reaction takes 
     place. 
  7. Prepare to move to Set-up I. Remove your waste. 
Lesson Presentation: Request all handouts from writer.
  1. Review the students by using the overhead projector and a review 
     sheet which will prepare the students for the lesson.
  2. Pass out the lesson sheets 1-3.
  3. Sheet 1 will be used to demonstrate the process of glycolysis by 
     using students and the styrofoam balls.  The teacher will 
     represent the enzymes.
  4. Sheet 2 will be used to demonstrate the possible reactions 
     during Fermentation according to the organism, and also give 
     instructions for the phenomenological activities the teams will 
     perform.
  5. Sheet 3 will contain the activity 3 questions 1-5, and homework
     questions.
Team Activities: Teams will start at their number and rotate to the 
next higher number every ten minutes.  Team 6 goes to 1.
  1. Do the vocabulary matching quiz;  2. Use your models and handout 
  sheets to review the process of glycolysis and fermentation; 3. Answer 
  questions 1-5; 4. Set-up I;  5. Set-up II;  6. Set-up III