1. Biology Corner (n.d). Do Plants Consume or Release CO2? Retrieved March 9th from http://www.biologycorner.com/worksheets/photosynthesis_BTB.html
This is an inquiry lab where students study the products of photosynthesis. It could be used to start the unit on photosynthesis
2. Boyle, R. (2010) Inventor of Photosynthesis- Based Solar Cells Wins Millennium Tech Prize. Popsci. Retrieved March 10th from http://www.popsci.com/technology/article/2010-06/inventor-photosynthesis-based-solar-cells-wins-millennium-tech-prize
This article outlines some of the societal implications of photosynthesis such as production of solar cells
3. Gust, D. (1996) Why Study photosynthesis? Arizona State University retrieved March 10th from http://bioenergy.asu.edu/photosyn/study.html
Devens Gust outlines the importance of studying photosynthesis and offers many different applications of photosynthesis that teachers could use to teach about the societal implications
4. Hershey, D (2004) Avoiding Misconceptions when Teaching About Plants. American Institute of Biological Sciences. Retrieved February 4th from http://www.actionbioscience.org/education/hershey.html
Henry’s explanation of many misconceptions about plants can help teachers identify their own misconceptions along with their students.
5. Hershey, D (2003) Misconceptions about Van Helmont's Willow Experiment. Plant Science Bulletin49: 78 Adapted into Analyzing Van Helmont’s Experiment by Plants and Human Affairs Biol106
This worksheet can be done by students in pairs and helps teachers uncover student’s misconceptions about where a plant’s mass comes from. It also outlines some of the important points about Van Helmont’s experiments and it would go well after a video on Van Helmont’s experiment.
6. Kose, S. (2008) Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Sciences Journal 3 (2): 283-293
This study looks at surfacing student’s misconceptions in science. It talks about photosynthesis particularly but the techniques to help uncover misconceptions could be applied to other science concepts
7. McGraw-Hill-Ryerson (2012) Seeing Green in Biology 12. Toronto, ON.
This quick activity is a great hook to get students thinking about chlorophyll in plants. The textbook can also be used for other information on the photosynthesis reactions.
8. Society of Biology (2011) Investigating Photosynthesis using immobilized algae. Retrieved March 10th from http://www.nuffieldfoundation.org/practical-biology/investigating-photosynthesis-using-immobilised-algae
This is another inquiry that students can use to explore the products, reactants and rates of photosynthesis similar to A.
9. Waldron, I. (2011) Where does a plant’s mass come from? Serendip. Retrieved March 10th from http://serendip.brynmawr.edu/exchange/bioactivities/plantmass
This is another version of the activity by Hershey above where students study Van Helmont’s experiments
This is an inquiry lab where students study the products of photosynthesis. It could be used to start the unit on photosynthesis
2. Boyle, R. (2010) Inventor of Photosynthesis- Based Solar Cells Wins Millennium Tech Prize. Popsci. Retrieved March 10th from http://www.popsci.com/technology/article/2010-06/inventor-photosynthesis-based-solar-cells-wins-millennium-tech-prize
This article outlines some of the societal implications of photosynthesis such as production of solar cells
3. Gust, D. (1996) Why Study photosynthesis? Arizona State University retrieved March 10th from http://bioenergy.asu.edu/photosyn/study.html
Devens Gust outlines the importance of studying photosynthesis and offers many different applications of photosynthesis that teachers could use to teach about the societal implications
4. Hershey, D (2004) Avoiding Misconceptions when Teaching About Plants. American Institute of Biological Sciences. Retrieved February 4th from http://www.actionbioscience.org/education/hershey.html
Henry’s explanation of many misconceptions about plants can help teachers identify their own misconceptions along with their students.
5. Hershey, D (2003) Misconceptions about Van Helmont's Willow Experiment. Plant Science Bulletin49: 78 Adapted into Analyzing Van Helmont’s Experiment by Plants and Human Affairs Biol106
This worksheet can be done by students in pairs and helps teachers uncover student’s misconceptions about where a plant’s mass comes from. It also outlines some of the important points about Van Helmont’s experiments and it would go well after a video on Van Helmont’s experiment.
6. Kose, S. (2008) Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Sciences Journal 3 (2): 283-293
This study looks at surfacing student’s misconceptions in science. It talks about photosynthesis particularly but the techniques to help uncover misconceptions could be applied to other science concepts
7. McGraw-Hill-Ryerson (2012) Seeing Green in Biology 12. Toronto, ON.
This quick activity is a great hook to get students thinking about chlorophyll in plants. The textbook can also be used for other information on the photosynthesis reactions.
8. Society of Biology (2011) Investigating Photosynthesis using immobilized algae. Retrieved March 10th from http://www.nuffieldfoundation.org/practical-biology/investigating-photosynthesis-using-immobilised-algae
This is another inquiry that students can use to explore the products, reactants and rates of photosynthesis similar to A.
9. Waldron, I. (2011) Where does a plant’s mass come from? Serendip. Retrieved March 10th from http://serendip.brynmawr.edu/exchange/bioactivities/plantmass
This is another version of the activity by Hershey above where students study Van Helmont’s experiments