Katha 2014: Science Track-Plants and Photosynthesis

Minutes of the Workshop transcribed. Speaker Dr. Lourdes Cardenas

KATHA 2014 Batch 2: Day 8

Science Track:

Dr. Lourdes Cardenas

MNH Curator

University of the Philippines Los Baños

September 13, 2014

Minutes of the Workshop

1. Introduction. The speaker first divided the teacher-participants into groups of six and gave them one type of plant for them to discuss and identify. She also distributed test sheets and the copy of her Powerpoint to the participants before starting the lecture. She first introduced the use of plants in the Philippines entitled Medicinal Plants.

2. Medicinal Plants. The speaker said that the Philippines is very rich in plants. She showed the participants different medicinal plants and asked them if they could identify one. She introduced the outline of her lecture which revolved around medicinal plants. She showed more photos of medicinal plants and asked the participants to identify them. She explained how they culture plants in UP Los Baños and identified some of the medicinal plants they use and cultivate. She said that these plants are often utilized in different countries like Japan, Singapore and China, but seldom in the Philippines. She also introduced the traditional plants that are often used in provinces. She identified some plants like the Tuba-tuba (Jatropha curcas), and asked one of the participants how it is used as a medicinal plant and also asked why it has boomed in the national and international news. She discussed the disadvantages of such plant because it is poisonous despite its being a medicinal plant. She also pointed out the kamoteng kahoy which has poisonous cyanide content that’s why it may also be dangerous to one’s health. She mentioned the significance of how teachers would teach this kind of medicinal plant to the students. She showed another medicinal plant lagundi and discussed its species. The pansit-pansitan plant has also become a popular medicinal plant in the Philippines and asked the participants how it is used. She also asked the participants on who have eaten this type of medicinal plant and how it is used in salads. She gave the participants a homework assignment on identifying more different types of medicinal plants. She showed more different medicinal and ornamental plants and their uses. She identified one plant pototpod, where one participant shared its proper dosage especially to children. She said that in Baguio that it is used for diabetic patients. Some of her students have studied more about the plant, she shared.

3. The Correct Plant. The speaker conducted a short quiz for the participants on identifying different types of medicinal plants. She showed photos like the lagundi and oregano. She said that such types of plants may also be used as spices. She also discussed a plant named tsaang gubat with medicinal properties. She also discussed its plant morphology and how the small medicinal plant differs from the mature one. She said that the teachers should be careful in teaching and using such medicinal plants. She also discussed its uses and anti-microbial properties using their extracts. She also illustrated root crops and their respective plant morphology and medicinal uses. Questions were raised on the plant morphology and size of such medicinal plant because the students may take it as a mistake without the proper illustration of the plant. She also discussed the research behind the medicine aspirin which also came from a medicinal plant. She discussed its use back in history during Alexander the Great. She said that the medicinal property possessed by aspirin is the salicilic acid where it is sold internationally a hundred years ago. However she shared that it was not yet popular in the Philippines at that time. Mostly nuns and priests would hide these medicinal plants which also possess wine-making properties. She next introduced periwinkle which is not endemic in the Philippines and is also used as anti-cancer. She discussed the complexity of the plant morphology, molecular figure and anti-cancer properties, which is why the medicine is difficult to harvest.

4. Plant Biodiversity. She then discussed the different plants found in the different parts of the Philippines like Mount Pulag and her field work experiences in finding medicinal plants. She discussed its properties which, contrary to literature, do not have anti-depressant properties. She emphasized the diversity of medicinal plants because of the different habitats found in the Philippines. She showed more photos of endemic medicinal plants like pandan fruit, pinecones, sarsabilla, tiger lily and apaton and also discussed their respective habitats—whether in the beach or in the mountains. She also asked the participants their respective medicinal properties based on their respective places. Some of the participants shared their personal experiences with the plants that were discussed. She discussed the plants’ uses and extraction processes.

5. Floral Kingdoms and Hotspots of the World. The speaker illustrated a map where the medicinal plants are rich and where there are less species in other parts of the world, like in the Philippines despite its biological diversity. She shared a quote about revisiting the past which led to pharmaceutical and therapeutic medicines that have boomed long after the popularity of herbal medicinal plants. She discussed their different uses and medicinal properties, like ginseng. She also discussed the Functional Foods that are beyond nutrition but health-wise very significant as well. She also mentioned about nutraceuticals and pharmaceuticals and showed more photos of medicinal plants that are responsible for these modified plant supplements. She asked one participant how such plant is used medicinally, which may also be used in salads. She also identified the plant Brassica spp. which has anti-cancer and anti-microbial properties, which also serves the way garlic is used for such medications. One participant shared her knowledge on the medicinal properties and uses of garlic. More participants shared their insights on these medicinal plants. She introduced new books that were released about different types of medicinal plants for further research. She also shared a quote from the bible “...the leaves of the tree were used for healing.”

6. Identifying Plants. The speaker proceeded with the activity for the teachers to identify the different medicinal plants given to each group and identify and determine their respective names, plant morphology, vitamin content, family group and medicinal uses. She also asked whether the plants were ornamental or medicinal plants. They identified different plants like gumamela, oregano, margarita, santan, kangkong, lagundi, fern, banana shrub, lubguban, papua, charitas and alugbati.

7. Photosynthesis. The speaker first asked the participants about photosynthesis and emphasized that the teachers as well as the students must be able to appreciate the lesson despite its complicated process and explanation. She simplified the explanation of the formula for photosynthesis and also asked the relevance of its process in the ecosystem. She proceeded to discuss about the parts of the plant and its cell structure that undergoes photosynthesis including the pigments, the anthocyanin, vacuole, and plasmid. She pointed out the easy way on how to identify the parts of the plant and its cell structure including the glucose and its pigments. She also discussed about monosaccharides, disaccharides and oligosaccharides in the leaves of the plant, which produces the starch in the plant. She further explained the significant carbons that the plants produce. She also described amylose proteins that branches out into amino-peptin that makes up the cellulose of the plant. This is one of the special properties of plants that make it distinct with humans and animals. She also emphasized the materialization of different starches depending on the protein build-up of the plant. She also discussed the different components that need to be utilized like the chlorophyll and enzymes for photosynthesis to take place. She went deep into the parts of the cell of the plant, where each part does its part for the process of photosynthesis.

7.1. Light Reaction or Kreb Cycle. She said that the lower layer and the stomata of the leaves of the plant for light to come into the plant. She gave an overview of the visible spectrum, electron, NADP and photon—pockets of energy in a simple way. She explained the excitement of electrons in the cell of the plant as the excitement of one person being passed on to another person. She then proceeded with the concepts of reduction and oxidation. She also simplified the formula for the chlorophyll and showed illustrations of its protein build-up. She focused on the membrane of the chlorophyll of the plant, where light from the sun is captured. She also illustrated the morphology of the grana or thylakoids. She summarized that light reaction requires enough light compared to the light-independent reaction. She also illustrated the color spectrum of the plant compared to the light rays and frequency of other appliances like radio. She simplified the capturing and absorbing of light by the chlorophyll using everyday experiences and teacher participation and unity. She also discussed photolysis and electron passing in the NADP. She also discussed the significance of ATP syntase protein.  A question was raised on if the lecture on hand is the Krebs Cycle and Electron Transport Chain. The speaker confirmed the lecture but said she explained it in a simpler way. She also discussed about the significance of mitochondria and its role in food making in photosynthesis. She said that chloroplast is an essential part of the plant for light reaction.

7.2. Light-Independent Reaction or Calvin Cycle. This is the counterpart of the light reaction, where the plant does not need light to be able to produce food. She emphasized the significance of ribulose and biphosphate in the cycle. The by-product, she said would be carbon molecule and glyceraldehyde phosphate. The speaker said that this lecture is indeed a challenge to teach to the students but pointed out that they should be explained as simple as possible in the language known to the student. Enzymes, such as carbo-oxilate is also significant in the process. The speaker said that photo-respiration is basically at work in this process compared to the food-making process of photosynthesis. She challenged the participants with an activity on devising a plan to present photosynthesis in the simplest way possible that the students will understand.

8. Activity on Photosynthesis. Each group was able to illustrate the process of photosynthesis in a simpler way and was able to describe and discuss it the way students would be able to understand it better. The speaker emphasized that the target audience are the students, and so they should be able to simplify the illustration as much as possible. Some of the groups were able to illustrate the process of photosynthesis that the children would be able to understand. The speaker evaluated the presentations and commented that the teachers should be very careful with the use of their technical terms. She further discussed the misconceptions of the process of photosynthesis to the teacher-participants so that the students would not be confused with the process and technical terms. She also said that transformation of energy that occurs in the chlorophyll may be paralleled with the solar panels that the students already know. Observations were shared on how the teachers would be able to make the parts of the process of photosynthesis tangible for the students to better understand the concept. Other questions were raised on the difference between protein and starch, chloroplasts, and cellular respiration.