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GOAL: A great diversity of metabolic and biochemical processes are seen among the Bacteria, Archaea, and Eukarya yet
some common metabolic pathways exist across all domains.
OBJECTIVES
OUTCOMES
FORMATIVE ASSESSMENT
Brainstorm: what do we remember about how
organisms acquire carbon and energy?
PLANT? ANIMAL? FUNGI?
“Where do plants/animals acquire carbon for
synthesis of organic compounds? energy for
metabolic processes?”
Students will be able to identify
the sources of energy used by
different prokaryotes (i.e.
chemotrophs vs. phototrophs)
IN-CLASS ACTIVITES
Clicker questions: ID nutritional type of specific
organisms based on descriptions of metabolism
Students will be able to identify
the sources of carbon used by
different prokaryotes (i.e.
autotrophs vs. heterotrophs)
(A)
(B)
(C)
(D)
POST LECTURE

Clearest /Muddiest Point

Post lecture questions on nutritional
types using examples of specific
organisms, particularly those that can
change their nutritional type
photolithoautotrophs
photoorganoheterotrophs
chemolithoautotrophs
chemoorganoheterotrophs
_____ 2.
The cyanobacteria (and their close relatives the chloroplasts) carry out
oxygenic photosynthesis.
_____ 3.
Thiomicrospira crunogena were discovered in the hydrothermal vents
where they oxidize iron at high temperatures and pressures and use the
energy from that process to produce organic compounds.
_____ 4.
Chloroflexus aurantiacus, a green non-sulfur bacterium, can absorb light
energy for the production of ATP but must still obtain small organic
molecules like acetate from the environment for anabolic processes.
_____ 5.
Organisms that use inorganic compounds like elemental iron, sulfur, or
carbon dioxide as their reduced electron donor are referred to as
(A) organotrophs
(B) lithotrophs
(C) autotrophs
(D) heterotrophs
PRE CLASS ASSIGNMENT
Read text
PRE-TEST REVIEW QUESTIONS

Define auto/heterotroph

Define photo/chemotroph

Compare/contrast aerobic/anaerobic

Compare/contrast
anaerobic/fermentation
Describe the major nutritional
types seen among the
prokaryotes (i.e.
chemoheterotrophs,
chemoautotrophs,
photoheterotrophs,
photoautotrophs)
SUMMATIVE ASSESSMENT
OBJECTIVES
OUTCOMES
FORMATIVE ASSESSMENT
Brainstorm: Generalized diagrams of respiratory
process used to elicit discussion on differences/
similarities of respiration in various organisms.
Students should be able to explain
the difference between aerobic
and anaerobic respiration
PRE CLASS ASSIGNMENT
Read text
PRE-TEST REVIEW QUESTIONS

Identify components of anaerobic
respiration

Define electron transport chain

Identify anabolic and catabolic
processes
Compare and contrast different
respiratory processes in
prokaryotes and eukaryotes
Students should be able to explain
the difference between
fermentation and anaerobic
respiration
IN-CLASS ACTIVITES
Pair/share: given a final electron acceptor for
one unusual microbe, speculate on oxidized
respiratory product
POST LECTURE

Clearest /Muddiest Point

Quiz questions on
respiration/fermentation
Students should be able to
describe how differences in the
electron transport can lead to
differences in net energy
production
SUMMATIVE ASSESSMENT
_____ 1.
Which of the following is the best definition for fermentation?
(A) a process where an energy source is oxidized and degraded with
the use of oxygen as an exogenous electron acceptor
(B) a process where an energy source is oxidized and degraded with
the use of a molecule other than oxygen as an exogenous electron
acceptor
(C) a process where an energy source is oxidized and degraded with
the use of oxygen as an engodenous electron acceptor
(D) a process where an energy source is oxidized and degraded with
the use of a molecule other than oxygen as an endogenous
electron acceptor
_____ 2. The oxidase-negative bacteria Enterobacter aerogenes produces fewer
ATP per NADH than the oxidase-positive Pseudomonas aeruginosa
because
(A) it has a shorter electron transport chain
(B) it has a longer electron transport chain
(C) it has a branched electron transport chain
(D) it lacks an electron transport chain
_____ 3. Bradyrhizobium japonicum possesses the genes for nitrate reductase
which allows it to use nitrate as a final electron acceptor. This process is
best described as
(A) assimilatory nitrate reduction involved with aerobic respiration
(B) assimilatory nitrate reduction involved with anaerobic respiration
(C) dissimilatory nitrate reduction involved with aerobic respiration
(D) dissimilatory nitrate reduction involved with anaerobic respiration
_____ 4. When several electron acceptors are present in the environment,
microorganisms will use these acceptors in succession starting with the
electron acceptor with the most positive reduction potential,
(A) nitrate
(B) oxygen
(C) carbon dioxide
(D) sulfate
_____ 5. Several members of the Clostridium sp. are capable of performing a
unique fermentation called the Strickland reaction which involves the
fermentation of
(A) polysaccharides
(B) amino acids
(C) fatty acids
(D) glycerol
_____ 6. Heterolactic fermentation result in the formation of fermentation products
which include
(A) butanediol, only
(B) lactic acid, only
(C) ethyl alcohol, only
(D) lactic and a mixture of other products
OBJECTIVES
OUTCOMES
Students should be able to explain
how electron transport chains
function not only in catabolic
processes like respiration but also
in autotrophic processes
Compare and contrast different
types of autotrophy seen in
prokaryotes and eukaryotes
Students should be able to
differentiate between the
chemoautotrophy and
photoautotrophy with regard to
the source of electrons used in
each process.
Students should be able to explain
the role of oxygen in oxygenic
photosynthesis and the difference
between oxygenic and anoxygenic
photosynthesis.
Students should be able to
differentiate between various
types of carbon fixation.
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
Brainstorm: Generalized diagrams of
autotrophic processes used to elicit discussion
on differences/ similarities of autotrophy in
various organisms.
PRE CLASS ASSIGNMENT
Read text
PRE-TEST REVIEW QUESTIONS

Compare/contrast light & dark
reactions

Define photosystem I/II

Compare/contrast cyclic/noncyclic
photophosphorylation
IN-CLASS ACTIVITES
Clicker questions: ID type of photosynthesis for
specific organisms based on descriptions of
metabolism, nutrients, light
POST LECTURE

Clearest /Muddiest Point

Quiz question on photosynthesis
1. The energy source which provides the electrons for this electron transport
chain is
(A) the ferrous ion, an exogenous electron donor
(B) NADH, an exogenous electron donor
(C) oxygen, an endogenous electron donor
(D) the ferrous ion, an endogenous electron donor
2. The NADPH generated in this reaction is used
(A) as a carbon source
(B) as a source of protons for carbon fixation
(C) as an energy source
(D) as a cellular waste product
3. The electron transport chain shown here is involved in
(A) chemolithoautotrophy
(B) photolithoautotrophy
(C) chemoorganoheterotrophy
(D) photoorganoheterotrophy
1. Anoxygenic photosynthesizers differ from oxygenic photosynthesizers
because anoxygenic photosynthesizers
(A) always use both photosystems during photosynthesis
(B) split water molecules to obtain the protons needed for carbon fixation
(C) produce oxygen as a byproduct
(D) are likely to use elemental hydrogen or H2S as a proton source
2. Unlike noncyclic photosynthesis, cyclic photosynthesis involves the production
of
(A) NADPH and oxygen
(B) NADPH, oxygen, and ATP
(C) oxygen and ATP
(D) ATP, only
3. Rhodopsin-based phototrophy is different from chlorophyll-based phototrophy
because in rhodopsin-based systems
(A) the same molecule absorbs light energy and serves as an electron
transport chain
(B) the pigment used is bacteriochlorophyll instead of chlorophyll
(C) the same molecule absorbs light energy and produces organic
compounds
(D) none of the above
4. All of the following are carbon fixation pathways found in bacteria EXCEPT
(A) the Ljungdahl-Wood pathway
(B) the Calvin-Benson cycle
(C) the reductive TCA cycle
(D) the Entner-Douderoff Pathway
OBJECTIVES
OUTCOMES
Students will be able to explain the
role of central metabolism and the
difference between central
metabolism and other metabolic
processes
FORMATIVE ASSESSMENT
PRE-TEST REVIEW QUESTIONS

Identify anabolic and catabolic
processes
PRE CLASS ASSIGNMENT
Read text pp.
Explain central metabolism
IN-CLASS ACTIVITES
LEARNING ACTIVITY DISCUSSION: Evolutionary
changes that have resulted in new metabolic
pathways (i.e. how do all of the additional
pathways that we have discussed collect to
central metabolism)
Students should be able to
describe the relationships
between central metabolism and
both catabolic and biosynthetic
pathways
_____ 1. All of the following are considered parts of central metabolism EXCEPT
(A) C, D, and E
(B) D only
(C) E only
(D) D and E
(2) Sometimes the evolution of complex metabolic systems is
accomplished by changes in only one or two enzymes. These
changes create whole new metabolic process from preexisting ones.
Explain how one of the following processes is believed to have
evolved, noting the preexisting pathway it evolved from and the
changes necessary to create the new pathway:
Students will be able to discuss
how central metabolism shows the
evolutionary relationship between
organisms in all three domains of
life.
Understand the role of central
metabolism in anabolic as well as
catabolic processes
SUMMATIVE ASSESSMENT
POST LECTURE
Questions asking students questions about how
various metabolic processes connect to central
metabolism
a)
b)
TCA cycle (also known as the Kreb’s or citric acid cycle)
Calvin-Benson cycle
_____ 1. The chemical reaction shown here is best described as
(A) deamination
(B) transamination
(C) decarboxylation
(D) transcarboxylation
_____ 2. Assimilatory nitrate reduction is essential in many bacteria for
(A) the production of amino acids
(B) anaerobic respiration
(C) chemolithotrophy
(D) the production of fatty acids
_____ 3. Sometimes the reactions of central metabolism are so much more
important for biosynthesis than for catabolism that special pathways
exist to ensure that precursor molecules will always be available. These
special pathways are called
(A) anapleurotic
(B) anabolic
(C) anammoxisomic
(D) endergonic
Apply an overall understanding of
prokaryotic metabolic processes
to current research in the field.
Boyd ES, Schut GJ, Adams MWW, Peters JW. 2014. Hydrogen Metabolism and the
Evolution of Biological Respiration. Microbe 9(9): 361-367.
_____ 1. According to the paper of Boyd, et al., membrane-bound hydrogenases
likely formed complexes with proteins that translocated ions across
membranes. The hydrogenase pathways are believed to be the
ancestors of the modern
(A) electron transport chains
(B) Kreb’s cycle
(C) Calvin-Benson cycle
OBJECTIVES
OUTCOMES
PRE-CLASS ASSIGMENT
Assign article as reading with guided questions
FORMATIVE ASSESSMENT
IN-CLASS ACTIVITES
Groups discuss guided questions before class discussion of article.
Post discussion of article, back in groups to discuss how article demonstrate evolution
of electron transport chains.
SUMMATIVE ASSESSMENT
(D) Emden-Meyerhoff pathway
_____ 2. The Fe-Fe hydrogenases are found in a limited number of strict
anaerobic bacteria and a few unicellular eukaryotes but not the archaea,
while Ni-Fe hydrogenases are widely distributed in the archaeal and
bacterial domains. For this reason, evolutionary biologists believe that
(A) Fe-Fe hydrogenases evolved before the divergence of bacteria and
archaea from LUCA
(B) Ni-Fe hydrogenases evolved before the divergence of bacteria and
archaea from LUCA
(C) both hydrogenases evolved before the divergence of bacteria and
archaea from LUCA
(D) both hydrogenases evolved after the divergence of bacteria and
archaea from LUCA
_____ 3. The reduction of microbial populations to a safe level as determined by
public health standards is known as
(A) antisepsis
(B) disinfection
(C) de-germing
(D) sanitation
Note: This is the metabolism section for a 300-level microbiology course to mainly to second semester, senior biology majors who have had 7 semesters of bio
and 20 credits of chem. I have always tried to build of the knowledge about metabolism that I know was covered in General Biology and that has been
reinforced in several other upper level classes. It has become apparent that not all students remember this information in quite the way I think they do
and that it will be necessary to have them unpack this information in a way that they can effectively move on to a discussion of the far more complicated
and diverse metabolism of microbes.
Summative assessment questions shown here are from exams I rewrote this past semester. While many seemed to line up reasonably well with the
learning objectives and outcomes, it quickly became apparent that I was missing any formative pieces. I now believe that effective formative
assessments will be necessary to get students of effectively review the information they already know about metabolism