Download ILS Unit 6 Semester 2 Name Teacher

Cellular
Respiration
ILS
Unit 6
Semester 2
Name ____________________________
Teacher _______________Hour _____
ATP—LIKE A RECHARGEABLE BATTERY
103
THE EVOLUION OF OBTAINING ENERGY
Imagine the earth 4.6 billion years ago. Its
atmosphere contained no oxygen at all. The
atmosphere was made of carbon dioxide, nitrogen,
water vapor, and hydrogen dioxide, but no
oxygen. Nevertheless, organisms eventually
evolved to live in this unpleasant environment.
The first organisms were single celled organisms,
much like the prokaryotes of today. These
bacteria got their energy from the sun. They
made glucose that they would eventually change
and use for fuel.
The early atmosphere was lacking in what
important gas? _________________
Glucose
Recall that we cannot immediately use the energy from the food that we eat. It
needs to be broken down into monomers by your digestive system. In the case of
carbohydrates, they are broken down into monomers such as glucose. The glucose
then cruises through your blood stream and is eventually taken up by your cells
through facilitated diffusion. However, just like the early bacteria, the glucose is
still not in a form the cell can use directly for energy.
What is the carbohydrate monomer that a cell can change into fuel?
________________
ATP is the molecule that a cell can actually use for energy to do work.
So, it is not surprising that the early bacteria evolved a way to convert
the energy in glucose to ATP. For every glucose molecule it had, the
bacteria were able to produce 2 ATP molecules. Because there was no
oxygen in the atmosphere, they were going through a process called
anaerobic respiration.
What is the molecule called that cells can actually use as fuel?
_________
The process of changing glucose into ATP without oxygen is called:
___________________ _________________.
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For over a billion years these early bacteria were the dominant life form. So,
where did the oxygen that is so important to us today come from? Strangely
enough, it was a waste product that the bacteria produced. When they initially
made their glucose from sunlight, oxygen was made as a waste product. Plants
and some bacteria still do this today during photosynthesis.
What process produces oxygen in the atmosphere? ________________
Eventually, the oxygen built up so much that a different way of
changing glucose into ATP evolved. Cells began using oxygen in a
process called aerobic respiration to change glucose into ATP.
Amazingly, this process produced 36 ATP instead of the measly 2 ATP
produced during anaerobic respiration. Because of this surplus of
energy cells were able to grow larger and more complex.
The process of changing glucose into ATP using oxygen is called:
___________________ _________________.
These complex cells, called eukaryotic cells, appeared about 2 billion
years ago. They are the ancestors of most algae, fungi, plants, and
animals. These are complex organisms with energy needs that only
aerobic respiration provides. Without the marvelous process of aerobic
respiration, early bacteria might still be Earth’s dominant life form.
Eukaryotic
cell
No matter which way you do it, this whole process of producing ATP from glucose is called CELLULAR
RESPIRATION.
In the space below, write a summary statement about this reading.
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ILS—Laboratory—Cellular Respiration of Yeast
Purpose: To observe how added sugar (a food source)
affects the cellular respiration of yeast.
Materials: Yeast, eudiometer tube, ring stand, spatula, water bath,
sugar, electronic balance (one that goes to 0.00), 100 ml
cylinders, 250 ml flasks with stopper and hose,
thermometers
Procedure: (Draw the apparatus in the space provided)
graduated
Microscopic
Yeast Cells
1. Set up the eudiometer tube as demonstrated by your teacher.
2. Measure out 25 ml of warm tap water (35 ºC) in a graduated cylinder.
3. Add the water to your flask and then measure out your specified amount of sugar.
4. Add the sugar to the flask and gently mix for about 1 minute until sugar is fully dissolved.
5. Weigh 1g of yeast. Add the yeast to the flask and swirl gently until the yeast is fully dissolved.
6. Make sure the hose on the stopper is inserted into the eudiometer tube and then place the stopper in
the flask.
7. Start timing and record the CO2 output from the yeast every 3 minutes for up to 12 minutes.
8. Record your data on the class data table on the board and graph the amount of sugar vs. CO2
output at a particular time (such as 10 minutes).
NOTE: You may want to set up 0 grams of sugar as a control for the whole class and not assign
this amount to a student group.
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Data Table:
Sugar in grams
3 minutes
6 minutes
9 minutes
12 minutes
0g
0.1 g
0.2 g
0.3 g
0.4 g
If there is more than one group recording data for the same sugar amount, average their results and record them in the table above.
Analysis/Discussion:
1)
Explain (in terms of cellular respiration) why you think the results of the lab look the way they
do.
2)
Why does sugar affect the cellular respiration of yeast?
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Title:
108
Using Graphs and Tables to Interpret Data – Cellular Respiration
Since spring is upon us, it’s time to start thinking about green plants starting to grow…yippee!
You know that growing, whether a human or a plant, takes a great deal of energy. You also know (from
our introductory reading) that the process of changing glucose into usable energy (for things like growth)
requires the use of oxygen.
Ms. Frontier, Mr. Olsen, and Mr Sharpe, being the crazy science teachers that they are, decide to do an
experiment. They want to know how temperature affects the amount of oxygen that is consumed by a
specific type of corn plant to use in cellular respiration.
O2 Consumption at Various Times and Temperatures in One Variety of Corn
Use the graph to answer the following questions.
1. What is the independent and dependent variables for this experiment?
A. Independent Variable(s): __________________________________________
B. Dependent Variable(s): ___________________________________________
2. In this experiment, oxygen consumption is measured in __(units)__? ___________________________
3. Oxygen consumption is measured in ________ minute intervals?
4. Oxygen consumption in corn was measured at two different temperatures. These temperatures were:
__________ and __________ degrees Celsius.
5. Approximately how many milliliters of O2 were consumed by the germinating corn seed (22°C) at 15 minutes?
6. Approximately how many milliliters of O2 were consumed by the non-germinating corn seed (22°C) at 15
minutes?
http://www.biologycorner.com/bio3/images/corn_resp_graph.gif
The graph below shows a comparison between four corn plants of the same species. Two plants are germinating,
meaning that the corn plant is beginning to sprout from its seed and grow out of the ground. The other two plants are not
germinating, and thus, have not broken from the seed.
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_____ 7. Which concluding statement BEST describes the overall trend in the data?
A. These corn plants consume more oxygen in colder temperatures than in warmer temperatures.
B. Every five minutes, corn plants consume two times more oxygen than they did in the five minutes
prior.
C. Germinating and Non-germinating corn plants at 22°C consume two-times as much oxygen as their
counterparts consume at 12°C.
D. Corn likes warmer temperatures.
8. Why did you choose that answer for the previous question? Explain your reasoning. YOU MUST REFER TO DATA
FROM THE GRAPH IN YOUR EXPLANATION!
_____ 9. Four different students were asked to make a statement about the data in the table. Choose the CORRECT
statement or statements.
A. All corn plants at 12°C consume less oxygen than their counterpart plant at 22°C.
B. Germinating corn at 22°C consumes six-times as much oxygen as non-germinating corn at 22°C.
C. Non-germinating corn at 22°C consumes more oxygen than germinating corn at 12°C.
D. Overall, germinating corn at 22°C consumes more oxygen than non-germinating corn at 12°C.
_____ 10. Which combination of variables (temperature and germination/non-germination) will result in greatest amount of
oxygen consumption in corn plants?
A. 12°C / non-germinating
B. 22°C / non-germinating
C. 12°C / germinating
D. 22°C / germinating
_____ 11. If you had to predict approximately how much oxygen would be consumed by a germinating corn plant (12°C)
at 25 minutes, you would say:
A. approximately 2.0 ml
B. approximately 1.2 ml
C. approximately 1.0 ml
D. approximately 0.5 ml
12. Ms. Frontier, Mr. Olsen, and Mr. Sharpe are so excited about their findings that they decide to do another experiment.
They will use two corn plants at two different temperatures (12°C and 22°C) to answer the question:
Does the amount of oxygen consumption (of a corn plant) at two different temperatures affect the amount of CO2
produced during cellular respiration?
Please write a hypothesis for this test:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What is your reasoning for your hypothesis? (Do not say that you ‘just guessed’…there is a reason!)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Cellular Respiration Notes
110
Directions: Turn to p. 360 in the BSCS Biology: A Human Approach textbook. Begin reading the
section titled “Energy for Cellular Activity”. As you read, fill in the guided notes below.
A.
ATP– A
T
P
1.
Purpose:
2.
Function:
3.
Energy in ATP comes from __________________________________________.
4.
Drawings:
a) Structure of ATP:
b) Conversion of ATP to ADP in a reaction that releases energy:
5.
Law of Conservation of Energy:
You may now skip ahead to page 362, and begin reading the section titled “Controlling the Release
of Energy from Matter: An Overview of Cellular Respiration.”
B.
Cellular Respiration Overview:
1.
Definition:
2.
Overall equation for cellular respiration:
C6H1206 +
6O2
Glucose
3.
3 Stages:
a. Glycolysis
b.
c.
⇒
6CO2
+
6H20
+
ATP
W
Location in cell
Cytoplasm
How much ATP?
Some
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C.
Cellular Respiration: A Closer Look
1.
1st stage: Glycolysis
a. What is used in this stage?
b. What is produced in this stage?
i.
ii.
c.
NET ATP PRODUCED FROM GLYCOLYSIS = ____
d.
Drawing of glycolysis:
http://www.anselm.edu/homepage/jpitocch/genbio/glycolysis.JPG
e. Other (to be filled in during teacher-led discussion tomorrow)
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2.
nd
2 Stage: The Kreb’s Cycle:
a. Because the Kreb’s Cycle requires ___________ , it is called aerobic respiration.
b. What goes into the Kreb’s Cycle?
c. What is produced in the Kreb’s Cycle?
i.
______, which is exhaled through the lungs
ii.
iii.
d.
NET ATP PRODUCED FROM KREB’S CYCLE = _____
*** Keep in mind that glycolysis produces 2 pyruvate molecules, which each
go through the Kreb’s Cycle
d. Drawing of the Kreb’s cycle:
http://www.sp.uconn.edu/~bi107vc/images/mol/krebs_cycle.gif
e. Other (to be filled in during teacher-led discussion tomorrow)
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3.
3rd Stage: The Electron Transport System:
a. The Electron Transport System is (anaerobic / aerobic) (circle one)
b. What molecule, produced in glycolysis and the Kreb’s Cycle, goes into the Electron
Transport system?
c. List of the major steps of the electron transport system: (summarize the steps described in the
textbook below as best as you can… your teacher will help you with these tomorrow)
*NET ATP
d. PRODUCED FROM ELECTRON TRANSPORT SYSTEM = 32!!!
*TOTAL ATP PRODUCED IN ALL 3 STAGES OF CELLULAR RESPIRATION = _______
.
d. Drawing of electron transport system:
Electron Transport System
H
H
+
H
+
+
H+
H+
H
eeH+
H
+
+
H+
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D.
Regulation and Energy Production: Read pages 367 – 369 in the text.
1.
Drawing:
http://www.nicerweb.com/doc/class/bio1151/Locked/media/ch09/09_19Catabolism.jpg
2.
What by-products form when no oxygen is available?
a. In animals:
b. In yeast/bacteria:
http://fig.cox.miami.edu/~cmallery/150/phts/atpase.jpg
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E. Overview of the three processes:
http://faculty.clintoncc.suny.edu/faculty/Michael.Gregory/files/Bio%20101/Bio%20101%20Lectures/cellular%20respiration/cellul15.gif
Aerobic Cellular Respiration Rap
C6H12O6 and 6O2 will fix the mix
Then 6 CO2 from out of the blue
And 6 H2O there ain’t much mo(re)
Just the ATP, that’s the energy for you and me
Word…
Full equation for aerobic cellular respiration:
C6H12O6 + 6 O2
6 CO2 + 6 H2O + 36 ATP
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is utilized by
Cellular Respiration
begins with
that occurs in the
Literally
means
produces a net of
Breaks down
which produces 2
Into 2
can be
used in
Anaerobic
respiration
That are used in
that produces
that requires
Aerobic
respiration
that transports
starting with
produces
occurs in the
produces
that
transports
produces a net of
to the
Across the
membrane of
occurs in the
series of
that pump
down the
through
that produces
to maintain the
that releases
combines with
WORD BANK
all living things
ATP
ATP synthase
CO2
concentration gradient
cytoplasm
Electron Transport Chain (ETC)
glucose
glycolysis
H+ ions
Kreb’s Cycle
lactic acid
mitochondria
NADH
O2
protein channels
pyruvate
split glucose
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Cellular Respiration
Glycolysis
Where? ____________________________________
In:
Out:
C C C
& C C C
A) __________________________
Goes to the Kreb’s Cycle
B) ___________________(Net)___
C C C C C C
1)_______________________
2)_______________________
C) __________________________
Goes to the Electron Transport System
Anaerobic
Kreb’s Cycle
Where? ____________________________________
In:
Out:
C C C
1) ______________________
A) ________________________
B) ________________________
Exhaled
C) ________________________
Goes to the Electron Transport System
A) ________________________
C C C
2) ______________________
3) ______________________
B) ________________________
Exhaled
C) ________________________
Goes to the Electron Transport System
Electron Transport System
In:
Where? ____________________________________
Out/Process:
Between the inner and outer membrane of the
1) _____________
________
2) _____________
ILS
Review—Cellular Respiration
Define cellular respiration: _______ _______
___ + ___ + ___
= A)______ & B)______
______ ______
ILS Review—Cellular Respiration
Aerobic
116
ADP
+P
Inside of the mitochondria
Cellular Respiration Review
103
118
1. Define cellular respiration:
2. Write the overall chemical equation for cellular respiration.
3. Our cells use the chemical energy in glucose to assemble ATP molecules that are then used as a direct
energy source for cellular functions. Why make ATP molecules instead of directly using glucose?
4.
The process of anaerobic respiration releases far less / more (circle one) energy than does aerobic
respiration. Why is this so when both reactions start with one molecule of glucose?
5. Complete the chart as a review of cellular respiration:
Glycolysis
Where it occurs
What happens
(what goes in what
comes out)
# of ATP
produced
Is O2 Needed?
If no O2 is present,
what is produced?
Kreb’s Cycle
Electron Transport
System
119104
6. Although the Kreb’s cycle only produces a few ATP molecules, it is crucial to cellular respiration. Why?
7. In terms of concentration, why do H+ ions move through the ATP synthase channels in the mitochondrial
membranes?
8. What is the end result of the movement of those H+ ions?
9. In terms of cellular respiration, explain why it is that we breathe.
The following are the two essay questions that will be on the quiz. You should prepare an answer to these ahead of time to be ready for
the quiz. You will only need to answer one of the two questions. Bulleted terms/concepts need to be covered in your explanations for
full credit.
1. Explain the first 2 stages of cellular respiration in as much detail as possible.
• Glycolysis & Kreb’s Cycle
• Inputs/Reactants for each stage
• Outputs/Products for each stage
• Anaerobic or Aerobic AND WHY!
• Where they each take place in the cell
2. Explain the specific role that oxygen plays in the electron transport system.
• H+ Concentration Gradient
• Oxygen and its role with electrons
• Origin of water
• ATP Synthase
• Mitochondria