There is a chemical reaction that takes place in this lab, O2 + C6H12O6 –> H2O + CO2 + ATP. This represents cellular respiration, the reaction. The reactants are Oxygen and Glucose. The products are water, carbon dioxide, and ATP. This reaction is split into 3 stages, the Glycolysis stage, the Krebs cycle, and the Electron Transport Chain stage. The first stage happens in the cytoplasm, the last two stages are different they take place in the mitochondrion. Although all 3 stages produce a little ATP, there is one stage that makes more than the other and that is the Electron Transport Chain stage. The cells get the oxygen for cellular respiration from the circulatory and respiratory systems. First oxygen is breathed in from the air by the respiratory system. When breathing in oxygen goes through the mouth and nose, the epiglottis, the trachea and then to the lungs after traveling through the bronchi. Air then travels through the bronchioles and the alveoli. Oxygen is transferred from the alveoli to the blood stream. Oxygen in red blood cells goes around the body. When blood gets to the cell, it gives oxygen and other nutrients to the cell while receiving CO2, something the cell doesn’t want. The CO2 in the blood goes to the alveoli, and then is transferred to the lungs, and is pushed up the trachea, then the epiglottis and finally goes out the mouth. The respiratory system, the circulatory system, and cellular respiration is related to the lab because the lab tests if more CO2 is exhaled when pulse rate is higher and if males or females have a higher pulse rates after exercising. My hypothesis for the first of two experiments was, if pulse rate increases with exercise, then the level of CO2 in the scientist’s breaths will increase because the scientist will take heavier breaths to get more oxygen, thus creating more CO2 to expel. My hypothesis for the second part of the lab was, if males and females exercise, then they will have the same pulse rate because they will do the same amount of exercise, thus needing the same amount of oxygen. (Me and Harry have the same hypothesis because we did them in class as a group.)
First the groups received a rack with eight test tubes containing Bromothymol Blue. Also one timer, four safety goggles (for the people in the group) and four straws. The safety goggles were given to each member of the group to wear. Second, a student in the group measured their pulse rate for 15 seconds. The numbers of pulses were then multiplied by four to get the beats per minute. That number was then taken and put into the data table. Third, that same student placed a straw in one of the test tubes filled with Bromothymol Blue (BTB) then blew through the straw into the test tube filled with the BTB until it turned yellow while another student used the timer, that was given to the groups, to time how long it took to change color. Forth, the same student who just did steps two and three then did 50 jumping jacks and then repeated the steps two and three but will blow into a different test tube. The other three students then repeated the steps that was testing their pulse rates and blowing into the BTB before and after they exercised. Every student that did the lab used different straws and test tubes filled with BTB for their tests. Fifth, all of the test tubes were rinsed out in the sink and then placed upside-down in the rack. And last, the other materials were returned to the front lab bench and one student from each group put the data into the chart on the smart board.
This graph shows that the beats per minute was raised after exercise for both genders.
This graph shows that the pulse rates for both genders were about the same before exercise, but after exercise the...