Teacher Preparation Notes for

Alcoholic Fermentation in Yeast – A Bioengineering Design Challenge1

This multi-part minds-on, hands-on activity helps students to understand both alcoholic
fermentation and the engineering design process. Students begin by learning about yeast and
alcoholic fermentation. To test whether grains of yeast can carry out alcoholic fermentation,
students compare CO2 production by grains of yeast in sugar water vs. two controls. The third
part of this activity presents the bioengineering design challenge where students work to find the
optimum sucrose concentration and temperature to maximize rapid CO2 production. Structured
questions guide the students through the basic engineering steps of specifying the design criteria,
applying the relevant scientific background to the design problem, and then developing and
systematically testing proposed design solutions.
Table of Contents
Learning Goals – pages 1-2
Equipment and Supplies – pages 2-3
Instructional Suggestions and Background Information
General – page 3
I. Introduction – pages 3-7
II. Do the dry grains of yeast contain living cells that can carry out alcoholic fermentation?
– pages 7-8
III. Bioengineering Design Challenge – pages 8-11
Related Activities – pages 11-12
Possible Substitute for page 3 of the Student Handout – page 13
Learning Goals
In accord with the Next Generation Science Standards2, this activity:
 helps students to learn the Disciplinary Core Ideas:
o LS2.B, "Photosynthesis and cellular respiration (including anaerobic processes) provide
most of the energy for life processes."
o LS1.A, "proteins… carry out most of the work of cells" (with regard to protein enzymes)
 engages students in recommended Scientific and Engineering Practices, including:
o “Constructing Explanations and Designing Solutions: Apply scientific ideas, principles,
and/or evidence to provide an explanation of phenomena and solve design problems,
taking into account possible unanticipated effects.”
o “Planning and Carrying out Investigations: Make directional hypotheses that specify what
happens to a deepening variable when an independent variable is manipulated.
Manipulate variables and collect data about a complex model of a proposed process or
system to identify failure points or improved performance relative to criteria for success
or other variables.”
o “Analyzing and Interpreting Data: Analyze data to identify design features or
characteristics of the components of a proposed process or system to optimize it relative
to criteria for success.”
 helps students to understand the Crosscutting Concept, "Cause and Effect: Mechanism and
Prediction: changes in systems may have various causes that may not have equal effects."
 may help students to prepare for Performance Expectation HS-LS2-3, "Construct and revise
an explanation based on evidence for the cycling of matter and flow of energy in aerobic and
anaerobic conditions."
1
By Dr. Ingrid Waldron and Dr. Jennifer Doherty, Department of Biology, University of Pennsylvania, 2018. These Teacher Preparation Notes
and the related Student Handout are available at http://serendipstudio.org/sci_edu/waldron/#fermentation
2
Quotations are from http://www.nextgenscience.org/sites/default/files/HS%20LS%20topics%20combined%206.13.13.pdf
1
Specific Learning Goals
 In alcoholic fermentation, a cell produces ATP using energy from reactions that require
glucose, but do not require oxygen. The breakdown of glucose produces alcohol and CO2.
 The chemical reactions in alcoholic fermentation are catalyzed by enzymes. As is typical of
enzyme reactions, these reactions can be speeded up by increasing the concentration of
substrate and/or by increasing temperature to an optimum level; both of these changes
increase the rate at which substrate molecules collide with the active sites of the enzymes.
Increases in temperature above the optimum result in changed shape of the active site which
slows the rate of reaction.
 To meet an engineering design challenge, you should specify the design criteria, use relevant
scientific information to propose design solutions, and systematically test proposed design
solutions.

Equipment and Supplies – II. Testing for Alcoholic Fermentation in Yeast Cells
Equipment3 (number needed for each group of four students in your largest class)
 Graduated cylinder to measure 80 mL (1)
 Ruler to measure millimeters (3)
 Timer or some other way of keeping track of minutes and seconds (1)
 Scale, accurate to 0.1 g (preferably at least one for each two or three student groups)4
 Thermometer for the range of 20-60°C (should be some way to prop this in the dishpan for
the duration of the experiment or should be rapid response cooking thermometer) (1)
 Dishpan or other container that can be used as a warm water bath for the cups (1)
 Marker or other method for labeling cups (1)
Supplies (amount needed for each group of four students)
 10 oz. clear plastic cups (or another clear, relatively narrow and tall container of similar size
with thin walls that readily conduct heat) (3)5
 Plastic spoons for stirring (6)
 12 g of yeast plus some grains of yeast for students to examine to answer question 2 (fast-
rising highly active baker’s yeast or breadmaker yeast. Make sure that the yeast has not
reached its expiration date. Also, you will probably want to check that the yeast is active
before you begin this learning activity with your students. There are 21 grams of yeast in
each triple package of yeast) (Each student group will use 8 g of live yeast + 80 mL of
suspension of dead yeast cells; for the suspension, use the proportions of 4 g of yeast in 80
mL of water; boil for 5 minutes to kill the yeast cells; before distributing 80 mL to each
student group, adjust temperature to ~35°C and be sure to stir the suspension thoroughly.)

3
If you do not have enough time for the bioengineering design challenge in part III, you will probably want to
streamline the procedure on page 3 of the Student Handout by omitting the warm water bath (which is needed to
equalize the temperature in different cups in Part III). Also, if you are omitting the bioengineering challenge and you
don't have thermometers, students can just use water and killed yeast solution that is warm to the touch. Since timing
is not so crucial for Part I, the students do not need to time seconds and you can use just one ruler per student group
to measure the depth of the foam layer. If you use this approach, we recommend that you have three students in each
student group. Your students can use the streamlined procedures for Part II shown in the substitute page 3 for the
Student Handout provided on the last page of these Teacher Preparation Notes.
4
Scales are desirable since it is easier to accurately measure 4 g of yeast and 0.5 g of sucrose, but if you do not have
scales, you can substitute 1.5 teaspoons of yeast (4.3 g) and 1/8 teaspoon of sucrose (0.5 g) in the instructions on
page 3 of the Student Handout and purchase readily available cooking measuring spoon sets. You will also want to
supply something like plastic knives, so students can use the back of a knife to level off each volume measure.
5
For the cups used in pilot testing, we found that the foam layer produced by 100 mL of water with 5 g of yeast
tended to overflow the cups, which is why is we recommend using 80 mL of water with 4 g of yeast.
2
 1.5 g of sucrose
 Warm water (~35°C; the water needs to be warm to ensure that the yeast metabolism will be
rapid enough to produce good results in the 10 minute observation period)
 We recommend that you use the instructions on page 3 of the Student Handout to prepare
several cups of living yeast in sugar water either before or near the beginning of the
laboratory period, allow 10 minutes for alcoholic fermentation and pass these cups around so
students can see what the layer of foam produced by the CO2 bubbles looks like.
Equipment and Supplies – III. Bioengineering Design Challenge
 The same equipment and supplies as for part I, but you will need 12 g of live yeast per
student group (no dead yeast needed) and the quantity of sucrose needed will vary,
depending on students’ proposed design solutions and the resulting Class Investigation Plans
for testing the proposed design solutions.
 Some way to vary the temperature of the water in the cups and bath
Instructional Suggestions and Background Information
If your students are not familiar with ATP, we recommend that you precede this alcoholic
fermentation activity with our analysis and discussion activity "How do organisms use energy?"
(http://serendipstudio.org/exchange/bioactivities/energy).6
You may want to complete the questions on pages 1-2 of the Student Handout on the day before
the lab period for the experiment. This should ensure that your students will have enough time to
complete the experiment (page 3 of the Student Handout) and the interpretation of results (page 4)
during a 50-minute lab period.
The Bioengineering Design Challenge will probably require roughly two 50-minute class periods.
This is in line with previous research which indicates that significant class time is required for
students to develop a meaningful understanding of the engineering process.
If you do not have enough time for the bioengineering design challenge and plan to just use part I,
Introduction, and part II, Testing for Alcoholic Fermentation in Yeast Cells, we recommend that
you simplify the procedures on page 3 in accord with the suggestions in footnote 2 on page 2 and
the proposed simplified substitute for page 3 of the Student Handout which is available on the
last page of these Teacher Preparation Notes.
In the Student Handout, numbers in bold indicate questions for the students to answer and
 indicates a step in the experimental procedure for the students to do.
The PDF of the Student Handout shows the correct format; please check this if you use the Word
document to make revisions.
A key is available upon request to Ingrid Waldron ([email protected]). The following
paragraphs provide instructional suggestions and additional background information, some for
inclusion in your class discussions and some for your understanding and/or responding to student
questions.
I. Introduction
Yeast are single cell fungi which absorb nutrients from their environment (e.g. bread dough,
grapes, tree bark). The yeast which is used to make bread is Saccharomyces cerevisiae. These

6
If you want to provide your students with additional background for understanding energy metabolism, including
cellular respiration and photosynthesis, please see "Cellular Respiration and Photosynthesis – Important Concepts,
Common Misconceptions and Learning Activities" (http://serendipstudio.org/exchange/bioactivities/cellrespiration).
3
yeast carry out alcoholic fermentation as the dough rises and during the early part of bread
baking; bubbles of CO2 are trapped by the elastic dough (https://www.thespruceeats.com/main-
types-of-leavening-agents-and-how-they-work-4125705).7 As the bread bakes, the ethanol
produced by alcoholic fermentation evaporates. S. cerevisiae and other members of the same
genus are used to make wine and beer where, obviously, the production of alcohol is the major
goal.

Yeast is often sold as packets of little dry grains of yeast cells. As discussed in the Student
Handout, one way to test whether these little dry grains of yeast are alive is to test whether they
can carry out alcoholic fermentation.8

In alcoholic fermentation a cell produces ATP using energy from reactions that require glucose,
but do not require oxygen. This figure provides an overview of ATP structure, synthesis and
utilization.

(Figure from Krogh, Biology – A Guide to the Natural World, Fifth Edition)

7
Some types of bread are made with baking powder or baking soda which produce CO 2 through a simple chemical
reaction.
8
Your students can further explore whether yeast grains are alive by trying to grow yeast on nutrient agar plates
(https://serendipstudio.org/sci_edu/waldron/#yeast). It is estimated that there are more than 50 billion yeast cells in 1
g of dry yeast.
4
Alcoholic fermentation is the
primary process used by
Saccharomyces cerevisiae to
produce ATP. This figure shows
additional information about the
process of alcoholic fermentation
(also called alcohol fermentation).
The last step in alcoholic
Glucose
fermentation restores NAD to its
original form, which is needed so
the fermentation process can
continue. 9

You may want to contrast alcoholic fermentation with aerobic respiration (also called cellular
respiration) which uses oxygen as an electron acceptor. Both fermentation and aerobic
respiration begin with glycolysis, but aerobic respiration includes the citric acid cycle and
electron transport chain, so much more ATP is produced per glucose molecule.

(From "Biological Science" by Scott Freeman, Benjamin Cummings, 2011)

Notice that aerobic respiration generates ~29 molecules of ATP for each glucose molecule; this
number is less than previously believed (and still often erroneously stated in many textbooks).
This revised estimate is based on newly discovered complexities and inefficiencies in the
function of the electron transport chain and ATP synthase enzyme. The number of ATP
produced per molecule of glucose is variable because of variability in the efficiency of the
electron transport chain proton pumps and the ATP synthase.10 These recent findings are
interesting as an example of how science progresses by a series of successively more accurate
approximations to the truth.

9
The figure is from http://test.classconnection.s3.amazonaws.com/529/flashcards/475529/jpg/lactic-acid-
fermentation.jpg. For information about lactic acid fermentation during physical activity, see our analysis and
discussion activity, "How do muscles get the energy they need for athletic activity?"
(http://serendipstudio.org/exchange/bioactivities/energyathlete).
10
"Approximate Yield of ATP from Glucose, Designed by Donald Nicholson" by Brand, 2003, Biochemistry and
Molecular Biology Education 31:2-4 (available at http://www.bambed.org).
5
Since anaerobic fermentation results in the production of much less ATP per glucose molecule
than aerobic respiration, it may seem puzzling that Saccharomyces cerevisiae often use
anaerobic fermentation even when oxygen is available. However, the production of ethanol
which spills over into the environment appears to give S. cerevisiae a competitive advantage,
since S. cerevisiae is more tolerant of ethanol than many other microorganisms. Also,
S. cerevisiae is able to adopt a make-
accumulate-consume ethanol strategy in
which S. cerevisiae use alcoholic fermentation
to rapidly metabolize glucose and produce
ethanol during an initial growth phase and
then switch to metabolizing ethanol when the
glucose supply has been depleted. The
oxidation of ethanol can supply energy for the
production of additional ATP.

This figure shows evidence for the make-

accumulate-consume ethanol strategy in a
laboratory setting. The same phenomenon (diamonds = glucose; triangles = biomass of
appears to occur in fruits in nature. Saccharomyces cerevisiae; squares = ethanol;
Piskur et al., 2006, Trends in Genetics)

You may want to point out to your students that the ethanol which is added to gasoline is
produced by alcoholic fermentation. (Background information is available at
http://en.wikipedia.org/wiki/Ethanol_fuel and classroom activities are available at
https://www.glbrc.org/education/classroom-materials/cb2e-converting-cellulosic-biomass-
ethanol.)

Question 4 on page 1 of the Student Handout is designed for students who already have a basic
understanding of enzymes and question 12 on page 5 is designed for students who understand the
effects of substrate concentration and temperature on the rate of reaction. If your students are not
already familiar with enzymes, you may want to precede this alcoholic fermentation activity with
an introduction to enzymes (e.g. the activity, "Enzymes Help Us Digest Food",
http://serendipstudio.org/sci_edu/waldron/#enzymes) and/or you may want to introduce basic
concepts during a class discussion of questions 4 and 12. For question 12 in the bioengineering
design challenge, you may want to have your students mimic the activity of professional
engineers who research the scientific literature for relevant information to assist their design
process. Resources that may be helpful include:
 a helpful discussion of enzymes (available at
http://www.rsc.org/Education/Teachers/Resources/cfb/enzymes.htm); this source can be
useful for students who may have a basic understanding of enzymes but are having difficulty
answering questions 4 and 12
 The figure below, which illustrates the concept of activation energy and can be used to

6
 reinforce student understanding that enzymes
speed up reactions by reducing the activation
energy required. As a result of the reduced
activation energy, many more of the substrate
molecules have enough kinetic energy to
provide the needed activation energy to reach
the transition state.

(http://plantphys.info/plant_physiology/images/enzenergy.gif )

The figure below shows the enzymes that are needed for the last two steps in alcoholic
fermentation. Notice how the product of the first reaction shown is the substrate for the next
reaction. Ten additional enzymes are needed for the earlier steps in alcoholic fermentation
(collectively called glycolysis).

(http://chemwiki.ucdavis.edu/@api/deki/files/19458/ferm_01.jpg?size=bestfit&width=482&height=119&revision=1 )

II. Do the dry grains of yeast contain living cells that can carry out alcoholic fermentation?
If your students are not familiar with the effects of adding baking soda to vinegar, you may want
to include a classroom demonstration of this reaction.
NaHCO3 + HC2H3O2 – > NaC2H3O2 + H2CO3 – > NaC2H3O2 + H2O + CO2
This demonstration may help your students understand why we cannot assume that bubbles
produced by yeast in sugar water are produced by alcoholic fermentation. It should be
acknowledged that we are still making assumptions in interpreting the results (e.g. that the
bubbles produced are CO2).

In discussing question 5, you may want to relate the failure of dead yeast to produce CO2 to the
failure of bread to rise if an inexperienced baker prepares bread dough with very hot water
(which can kill the yeast cells).

The instructions for the experimental procedure (on page 3 of the Student Handout) are more
detailed and specific than would be needed for demonstrating that only the living yeast cells in
sugar water produce CO2. However, these instructions will be very useful for students as they
move into part II, the Bioengineering Design Challenge, which requires careful control of
variables and quantitative assessment of the amount of CO2 produced.11 To ensure that your
students follow these rather detailed procedures, you may want to supplement the written

11
If your students will not be doing part II, you will probably want to use the simplified procedure shown on the last
page of these Teacher Preparation Notes (and see also footnote 2).
7
instructions with a demonstration and/or have your students check off each step of the procedure
as they complete it.

During the experiment, your students may notice a few bubbles on the surface of the cup with
yeast in plain water; these are the aftereffects of stirring and not due to alcoholic fermentation, as
indicated by the fact that the bubbles are present immediately after stirring and the amount of
these bubbles does not increase over time. Careful observation of the cup with yeast in sugar
water during the first few minutes reveals bubbles rising to the surface; these bubbles are coated
with yeast suspension and generally do not pop, so this looks like bubbling lava.

We suggest that you post the following table for student groups to report the results of their
experiments (see the bottom of page 3 in the Student Handout). This table will provide the
information students need to answer question 9.
Group ID
Depth of foam layer (mm):
Living yeast in plain water (1)
Living yeast in sugar water (2)

Dead yeast in sugar water (3)

Starting temperature (°C)

Ending temperature (°C)

The class discussion of questions 9b and 10 can help your students to develop better
experimental procedure, which will be important for success in the Bioengineering Design
Challenge of Part III.

III. Bioengineering Design Challenge

This Bioengineering Design Challenge includes several key features of engineering design:
 the need for clear criteria for a successful Design Solution
 the need to consider scientific principles and previous research results in planning your
Design Solution
 the need to systematically test proposed Design Solutions.
As discussed in question 15, engineering design is not the same as trial-and-error "gadgeteering".
The questions and class discussions presented on pages 5-9 of the Student Handout provide the
scaffolding to guide your class through the steps of a relatively rigorous engineering design
process. This extended approach is in accord with previous research which indicates that
significant class time is required for students to develop a meaningful understanding of the
engineering process.12

12
It will be desirable for students to have additional engineering design experiences in the broader curriculum,
including additional components of the engineering design process (e.g. multiple rounds of developing proposals
and testing them in order to develop the best Design Solutions). Descriptions of a more complete engineering design
process are available at http://www.sedl.org/pubs are you/classroom-compass/cc_v2n3.pdf and
http://www.nap.edu/catalog.php?record_id=12635 (especially the summary and chapter 5).

8
Scientific Background (page 5 of the Student Handout)
When the concentration of substrate increases, this increases the rate at which substrate
molecules collide with the active sites of enzyme molecules and thus increases the rate of
reaction. Once the concentration of substrate is high enough to saturate the active sites of the
enzyme molecules, the reaction rate reaches a maximum and the curve of rate of reaction vs.
substrate concentration plateaus. High sucrose levels (>2%, which would be 1.6 g of sucrose in
80 g of water) can result in decreased CO2 production, due to osmotic stress on the yeast cells
(http://www.classofoods.com/page2_2.html).
The rate of reaction reaches a maximum at an optimum temperature for each enzyme. Initially,
as temperature increases, the rate of reaction tends to increase due to increased rate of motion of
the substrate molecules, which results in more collisions of substrate molecules with enzyme
active sites. Also, more of the substrate molecules have sufficient kinetic energy to provide the
needed activation energy and the greater flexibility of the enzyme molecules facilitates induced
fit. As temperature increases above the optimum level, the increase in vibrational energy of the
atoms in the enzyme molecules puts strain on the bonds that are responsible for the secondary
and tertiary structure of the enzyme molecules, so the active site changes shape and is less able to
catalyze the reaction. With sufficient increases in temperature, the enzyme becomes denatured
and no longer functions as a catalyst.13
Proposing and Testing Your Design Solution (pages 5-9 in the Student Handout)
The overall sequence of this section is as follows:
 Students summarize the criteria for a good Design Solution and propose an initial Design
Solution and experiments to evaluate their proposed Design Solution (questions 12-15).
 You lead a class discussion and develop a Class Investigation Plan to evaluate the proposed
Design Solutions.
 Students carry out the experiments (using the basic procedure shown on page 6 of the
Student Handout).
 You compile the data from question 16 for all the student groups and display the compiled
data in the table from question 17.
 Students analyze these data to evaluate the effects of different amounts of sucrose and
different temperatures (questions 18-21). Students propose a Design Solution based on these
experimental results and consider future directions for improving the Design Solution
(question 22-23).
Student proposals for a Design Solution (questions 13-14) should be based on the scientific
background (question 11) and the criteria for a good Design Solution (question 12). Therefore,
you may want to have a class discussion of student answers to questions 11-12 before students
answer questions 13-15.

Class discussion of student answers to questions 13-15 should be used to develop a Class
Investigation Plan for the first round of testing of your students' proposed Design Solutions.
Question 15 will provide the opportunity to discuss the importance of evaluating the effects of
each independent variable separately by testing different levels of each independent variable
while holding the other independent variable constant. Many students are inclined to change

13
An additional effect of temperature has been observed for dry yeast. If dry yeast is suspended in cold water, cell
membranes are initially leaky to small molecules; this results in a reduced rate of metabolism for the yeast cells.
Complications due to this effect of initial temperature may be one reason for the variation in reported optimum
temperatures for yeast activity (often given in the 40- 45°C range).
9
several independent variables simultaneously which makes it impossible to identify the specific
variable or variables responsible for any observed effects.

During your discussion of the Class Investigation Plan, you will probably want to display the
table from question 17. This will help students to visualize that collectively they will test the
amount of CO2 production for three different sucrose amounts at each of three different
temperatures. As you decide on the values for these variables, you can write the sucrose amounts
in the first column of the table and the assigned temperatures in the top row. For practical
reasons, we recommend that each student group test the three different sucrose amounts at a
single temperature. Different student groups will test at the different temperatures. These tests
will allow your class to evaluate the effects of sucrose concentration, the effects of temperature,
and whether the effects of each independent variable are consistent at different levels of the other
independent variable. We recommend that your students only test three sucrose concentrations at
three temperatures, so you can have replicate tests for each condition in order to evaluate the
consistency of results.

As you develop your Class Investigation Plan, you will have to make choices based on:
 the range of sucrose amounts and temperatures your students want to assess (Remember
that this round of testing is meant to explore their initial hypotheses. In the Improving
Your Design Solution section there will be a second round of testing where the results of
this round of initial testing can be used to focus on a likely optimum range of sucrose
amounts and temperatures.)
 the desirability of including the amount of sucrose and temperature used in part I to
provide comparison data for a range where increased amount of sucrose and increased
temperature are reliably associated with increased CO2 production
 the desirability of having replication for greater reliability of results (This is particularly
important since results with this method are not entirely consistent.)
 the number of student groups in your class (If you have fewer than 36 students, you will
probably have to reduce the number of replicates.)

Students will need to be as careful as possible to follow exactly the procedures described in order
to get relatively consistent and reliable results. It is important that all of the conditions except for
the amount of sucrose be the same for different cups in the same student group; for example the
water bath equalizes the temperature in the three cups for each student group. Students should
distinguish between the depth of the foam layer and any coating of yeast suspension on the side
of the cup. Even with careful experimental technique, results may be inconsistent and it may not
be possible to identify exactly the optimum amount of sucrose or temperature. However, the
results should be sufficiently accurate for students to observe increased CO2 production with
initial increases from 0.5 g of sucrose and a temperature of 35°C, followed by leveling off or
decrease in CO2 production with further increases in sucrose concentration and temperature (see
explanations on page 9 of these Teacher Preparation Notes).

The graphs in questions 18 and 20 will be helpful for several reasons:

 These graphs can help students to evaluate the relationship between the rate of CO2
production and different levels of the independent variables. Students may not have
anticipated the nonlinear relationships of CO2 production to sucrose concentration and
temperature. (See page 9 of these Teacher Preparation Notes for background information
for discussing questions 19d and 21c).
 These graphs will probably show variation in different replicates of the same conditions
which will help students understand the importance of replication before drawing firm
10
 conclusions. In a class discussion of question 19b, you could ask students if they are
aware of any differences in methods that could have caused results that deviate from
general trends; this may help students realize the importance of precision in experimental
methods to achieve accurate results.
 These graphs can help students to identify optimum Design Solutions (question 22).

In discussing question 22, you may want to ask students to compare their proposed Design
Solution(s) with their initial proposals in questions 13-14 and think about how any differences
resulted from what they learned in the bioengineering design process. Also, you may want to
mention the general principle in engineering design that there may be multiple possible
satisfactory design solutions.

Students should use the results of their analyses in questions 18-22 to think about how to answer
question 23a. To get the data they would need to improve their Design Solution, they might need
to:
 extend the range of their investigations for either or both of the independent variables
(amount of sucrose and temperature)
 get more detailed data within the range they have already investigated for either or both
of the independent variables
 replicate results that were inconclusive due to inconsistent findings or limited data.
In the discussion of this question, you may want to point out that the need for repeated rounds of
testing and experiments is typical of engineering design and scientific investigation generally.
The results of each round of experiments provide the basis for planning the next round of
experiments.

For question 23b, your students should consider how the yeast and sucrose may interact
differently in bread dough vs. an experimental cup (see e.g. discussion of interactions of various
bread ingredients with gluten at
http://busycooks.about.com/od/bakingscience/a/yeastbreadingredients.htm). Also, testing with
bread dough will allow evaluation of taste and texture. In contrast, testing in cups is faster and
cheaper.

If you have the class time, I recommend that you follow up question 23 by having your students
do further testing with the goal of improving their Design Solution. This will help your students
to understand the iterative nature of the engineering design process.

Related Activities
 "Anaerobic Metabolism in Yeast"
(http://www.bio.miami.edu/dana/151/gofigure/151F11_anaerobic_respiration.pdf) analyzes
yeast's ability to ferment different kinds of sugar.
 "Using Yeast to Understand Cellular Processes" (http://www.carolina.com/teacher-
resources/Interactive/using-yeast-to-understand-cellular-
processes/tr10888.tr?question=cell%20transport%20with%20Baker%27s%20yeast) includes
experiments with boiled and unboiled yeast in which students observe molecular transport,
reproduction and metabolism.
 Chapter 10 of Gourmet Lab – the Scientific Principles behind Your Favorite Foods
(http://www.nsta.org/docs/BookBeat201312CinnamonRolls.pdf?utm_source=enewsletter&ut
m_medium=email&utm_campaign=BookBeatDec2013) presents an investigation of the
effects of changes in ingredients on the volume and density of cinnamon rolls.

11
 "How do muscles get the energy they need for athletic activity?"
(http://serendipstudio.org/exchange/bioactivities/energyathlete) is an analysis and discussion
activity in which students learn how aerobic cellular respiration, anaerobic fermentation, and
creatine phosphate contribute to ATP production in muscle cells during different types of
athletic activity. Students also learn how multiple body systems work together to supply
glucose and oxygen for aerobic cellular respiration.

12
Substitute page 3 for the Student Handout if you have insufficient time or minimal equipment
and will not be doing the Bioengineering Design Challenge14

To test for alcoholic fermentation in yeast cells, in each student group:

 Experimenter 1 will test for CO2 production by possibly living yeast cells in plain water.
 Experimenter 2 will test for CO2 production by possibly living yeast cells in sugar water.
 Experimenter 3 will test for CO2 production by definitely dead yeast cells in sugar water.

 Use the following procedure for your experiment:

Experimenter 1 Experimenter 2 Experimenter 3

- Label your cup.
- Label your cups.
- Add 80 mL of warm killed
- Add 80 mL of water that is warm to your touch.
yeast suspension.

- Tear a piece of scrap paper into quarters. Each of you should take a quarter-piece of paper for
the next step.

- Weigh 4 g of yeast and - Weigh 4 g of yeast and 0.5 g of - Weigh 0.5 g of sucrose and
put this on your piece of sucrose and put these on your put this on your piece of
paper. piece of paper. paper.

- Bend your paper and pour the yeast and/or sucrose into your cup.
- Stir vigorously with a plastic spoon for one minute; smash any clumps of yeast and, if
necessary, use your second spoon to scrape off any yeast that is stuck to the first spoon.

- Make observations and record what you observe in the second and third columns of the table
in question 7. Do not bump the cups!

- At the end of 10 minutes, measure the depth of the foam layer at the edge of the cup and
record your results in the last column in the table in question 7. If the foam layer is not even,
measure the depth at the thinnest and thickest points and record both measurements and the
average.

- Report the depth of the foam layer in each cup to your teacher.
- Clean up.

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Notice that the proposed procedure is designed for groups with three students each, instead of four students. If you
use this approach you will also need to modify question 7 in the Student Handout to omit temperature
measurements.
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