Download Energy Transformation — Cellular Respiration

Energy Transformation — Cellular Respiration
by CHED on June 17, 2017
lesson duration of 20 minutes
under General Biology 1
generated on June 17, 2017 at 04:25 pm
Tags: Energy , Cellular Respiration
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Generated: Jun 18,2017 12:25 AM
Energy Transformation — Cellular Respiration
( 8 hours and 20 mins )
Written By: CHED on July 11, 2016
Subjects: General Biology 1
Tags: Energy , Cellular Respiration
Resources
Biology 8th Edition.
Solomon, Eldra P. et al.,
al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole.
Campbell Biology 9th Edition
Reece, Jane B. et al.,
al., (2011). Campbell Biology 9th Edition. San Francisco USA: Pearson Education,
Inc.
Biology 10th Edition
Mader, Sylvia S. (2010). Biology 10th Edition. USA: McGraw-Hill.
Photosynthesis
http://highered.mheducation.com/sites/0073525502/student_view0/chapter7/index.html
Concepts in Biology, Enger 14e
http://highered.mheducation.com/sites/0073403466/student_view0/chapter7/image_powerpoint.html
Biology Corner
https://www.biologycorner.com/
Mastering Biology
http://www.pearsonmylabandmastering.com/northamerica/masteringbiology/
Mader Biology
http://highered.mheducation.com/sites/0073525502/information_center_view0/index.html
Content Standard
The learners demonstrate an understanding of:
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1. ATP- ADP Cycle
2. Photosynthesis
3. Respiration
Performance Standard
Prepare simple fermentation setup using common fruits to produce wine or vinegar via microorganisms
Learning Competencies
The learners distinguish major features of glycolysis, Krebs cycle, electron transport system, and chemiosmosis
The learners explain the major features and sequence the chemical events of cellular respiration
Introduction 10 mins
Communicate to the class the learning competencies. Then go over the lesson on reactants and products of cellular
respiration.
You may ask your students the following questions:
1. How many molecules of ADP as reactant are needed to produce about 38 molecules of ATP for eukaryotic
organisms?
2. Which groups in the cellular respiration equation go in?
3. Which groups are released?
Suggested answers:
answers:
1. About 36 to 38 ADP molecules (NOTE
(NOTE:: This number is just a ratio. Some biology authors say there are 30, 32 or 34
ADP (or ATP) molecules depending on the shuttle used to transport the electrons and on the kind of species).
2. Groups that go in: carbohydrate and molecular oxygen.
3. Groups that are released: carbon dioxide, water and energy (ATP).
NOTE:
NOTE: Cellular respiration is one of the difficult topics in biology. To capture the general picture of the topic, students
have to be encouraged to read and re-read the key concepts, write and re-write, outline and re-outline, draw and redraw, and to recite orally if they want the ideas to sink in their minds. Patience and steadfastness are important values
that should be included as they study this concept.
Motivation 20 mins
Post a color picture of a group of students eating in the school canteen. To establish healthy academic atmosphere
and camaraderie, ask your students if they know one in the picture who is a friend of them. Then ask the following
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questions:
1. If one of the students who ate would pay to the cashier a bill in US dollar, would the cashier accept the
money as a form of payment for the food ordered?
2. If one of the students ate combo meal and the amount of the food eaten is P49.00 and he/she gave out
1000-peso cheque money to the cashier, what do you think the cashier would ask to the student? (Assuming
that the student is the first customer of the day).
3. What should the students do (one with a US dollar bill and one with a 1000-peso cheque money) to make
their money more functional?
4. Just like the US dollar bill and the 1000-peso cheque money, the glucose (carbohydrate) in the food that we
eat is a principal high-energy molecule that has to be digested into smaller molecules in order to release the
high energy molecule that is highly recognized by the cell. What do you call this molecule that serves as the
“energy currency of the cell”?
5. After this group of students ate the food at their school canteen, how do they obtain energy from these food
(protein, carbohydrate, fat) molecules?
Instruction/Delivery 240 mins
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Courtesy: Solomon, Eldra P. et al.,
al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved August 2,
2015).
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Courtesy: Solomon, Eldra P. et al.,
al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved August 2,
2015).
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Courtesy: Solomon, Eldra P. et al.,
al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved August 2,
2015).
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Courtesy: Solomon, Eldra P. et al.,
al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved August,
2015).
Activity 4: Watch Summary Video for Aerobic Respiration (If materials are available.)
Materials needed:
needed: Internet, LCD monitor, loudspeaker
Procedure:
Procedure:
1. With the help of your instructional materials (e.g.,
(e.g., in tarpaulin form, PowerPoint Presentation or even simple
pictures that are visually attractive and accurate) ask the following processing questions. Allow the pictures
and the boardwalk to speak through your students.
2. Let the whole class watch summary videos for aerobic respiration.
Cellular Respiration Video\www.youtube.comwatchv=00jbG_cfGuQ.mp4 (Retrieved August 3, 2015).
Cellular Respiration Video\www.youtube.comwatchv=-Gb2EzF_XqA.mp4(Retrieved
Video\www.youtube.comwatchv=-Gb2EzF_XqA.mp4(Retrieved August 3, 2015).
Processing Questions:
Questions:
1. How many metabolic pathways are present in aerobic respiration?
2. Where in the cell part does glycolysis take place? What about the formation of Acetyl CoA, Krebs cycle and
the electron transport chain and chemiosmosis?
3. How many reduced NADH molecules are produced after the glucose has been completely broken down to
ATP? And at what stage of the aerobic respiration is glucose completely broken down into carbon dioxide?
4. As glucose is split in the cytosol of the cell, is there a release of carbon dioxide as by-product of the reaction?
5. What molecule accepts the hydrogen atoms at the end of electron transport chain?
6. What is the major goal of NADH and FADH2 in aerobic respiration?
7. Why do you think the cell needs to digest glucose or any other nutrients such as protein and fats?
8. Among the metabolic pathways of cellular respiration, which phase is the major contributor of ATP?
9. What happens to pyruvate if oxygen is not available in the cell?
10. How many acetyl-CoAs are produced from each glucose molecule?
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Suggested answers:
answers:
1. Three metabolic pathways.
2. Glycolysis takes place in the cytoplasm or cytosol; formation of acetyl CoA, Krebs cycle, ETC and
chemiosmosis all take place in the mitochondrion.
3. 10 NADH molecules; glucose is completely broken down to carbon dioxide at the Krebs cycle.
4. No.
5. Oxygen molecule
6. The goal of NADH and FADH2 is to transport the electrons coming from the hydrogen atoms (in glucose) to
the electron transport chain.
7. The cell has to digest glucose, fat, and protein in order to convert them into usable form of energy molecule
called adenosine triphosphate. This ATP is the only molecule that is recognized by the cell for all of its
cellular activities.
8. Among the metabolic pathways in aerobic respiration, the electron transport chain (or oxidative
phosphorylation) makes about 90 per cent of ATP per glucose molecule.
9. The pyruvate will not proceed to the formation of acetyl CoA. The pyruvate will become lactic acid in animal
and alcohol in plant.
10. Two.
Enrichment 170 mins
Directions:
Directions: Read the procedures below on how the jigsaw activity and expert groups are formed.
PART I:
I: Doing the Jigsaw Activity
Activity: Jigsaw
Materials needed:
needed: Handouts with text and pictures/diagrams related to the phases of cellular respiration, markers,
Manila papers.
Procedure:
1. Form a group having four members. Assign each student-member to a certain phase of cellular respiration
(1. glycolysis, 2. preparatory reaction, 3. citric acid cycle, 4. electron transport chain). Each group will be
called “jigsaw group”.
2. Give handouts for each group (with texts and pictures/diagrams — samples of these pictures are shown
below) with the help of its group leaders and distribute them to his/her group mates. The handouts contain
information about cellular respiration. Other helpful tools such as biology textbook and Internet can be used
to facilitate their learning of the topic.
3. All the members in each group will be given enough time to read over their assigned topic for them to
become familiar with it.
4. From the “jigsaw group” previously formed, form the so-called “expert group”. Group as “expert group”
those assigned in glycolysis. The same procedure should be followed for preparatory reaction, citric acid
cycle and electron transport chain — “expert groups” will be formed from these remaining topics.
5. These “expert groups” will be given enough time to discuss the main points of their assigned topic and to
rehearse for the presentation.
6. After a certain amount of time, each student from the “expert group” should go back to his/her “jigsaw
group”.
7. Each member from the “jigsaw group” should, this time, begin to present his/her topic to the whole class.
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Courtesy: Mader, Sylvia S. (2010). Biology 10th Edition. USA: McGraw-Hill (Retrieved July 20, 2015).
Courtesy: Solomon, Eldra P. et al.,
al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved July 20,
2015).
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Courtesy: Solomon, Eldra P. et al.,
al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved July 20,
2015).
Rubric for the Report
Standard
Content knowledge
Originality in
Excellent (10 points)
Good (7 points)
Fair (4 points)
Information is complete and Information is mostly
Information is mostly
accurate.
complete and accurate.
incomplete and inaccurate.
Exceptionally well- organized Generally well-organized and Fairly understandable.
and understandable.
understandable.
organization of ideas
PART II:
II: Doing the People Hunt Activity
Activity: People Hunt
Procedure:
Procedure:
1. Prepare four sets of paper strips.Set
strips.Set A contains the four stages of cellular respiration. Set B contains the
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summary for each stage. Set C contains starting materials for each stage. Set D contains the end products
for each stage.
2. Ask 12 students to volunteer for this activity. Randomly, give each of these volunteers strips of paper.
(NOTE: Tell them not to read yet the information written on the strip of paper).
3. Ask student-volunteers to disperse themselves around the room.) After this, instruct them that there are four
stages of cellular respiration (please refer back to the procedure in Number 1). Give the student-volunteers
time to find their group mates correctly for each specific stage based on the paper strip(s) they are holding.
4. Tell each group to line up for each stage at the four corners of the room (north, south, east, west side of the
room) and check if each member has found his/her group mates correctly.
Summary of Cellular Respiration
Some
Stage
1. Glycolysis
(in cytosol)
2. Formation of acetyl CoA
(in mitochondria)
3. Citric acid cycle (in
mitochondria)
4. Electron transport and
chemiosmosis (in
mitochondria)
Some
Summary
Starting Materials
End Products
Series of reactions in which Glucose, ATP, NAD+, ADP, Pyruvate, ATP, NADH
glucose is degraded to
Pi
pyruvate; net profit of 2
ATPs; hydrogen atoms are
transferred to carriers; can
proceed anaerobically.
Pyruvate is degraded and
Pyruvate, coenzyme A, NAD+ Acetyl CoA, CO2, NADH
combined with coenzyme A
to form acetyl CoA; hydrogen
atoms are transferred to
carriers; CO2 is released.
Series of reactions in which Acetyl CoA, H2O, NAD+,
CO2, NADH, FADH2, ATP
the acetyl portion of acetyl
FAD, ADP, Pi
CoA is degraded to CO2;
hydrogen atoms are
transferred to carriers; ATP is
synthesized.
Chain of several electron
NADH, FADH2, O2, ADP, Pi ATP, H2O, NAD+, FAD
transport molecules;
electrons are passed along
chain; released energy is
used to form a proton
gradient; ATP is synthesized
as protons diffuse down the
gradient; oxygen is final
electron acceptor.
Applying Knowledge of Biochemical Pathways
As scientists have developed a better understanding of the processes of aerobic cellular respiration and anaerobic
cellular respiration, several practical applications of this knowledge have been developed:
Although for centuries, people have fermented beverages such as beer and wine, they have often been beset
by sour products that were undrinkable. Once, people understood that there were yeasts that produce
alcohol under anaerobic conditions, and that there were also bacteria that converted alcohol to acetic acid
under aerobic conditions, it was a simple task to prevent acetic acid production by preventing oxygen from
getting to the fermenting mixture.
When it was discovered that the bacterium that causes gas gangrene is anaerobic, and is, in fact, poisoned
by the presence of oxygen, various oxygen therapies were developed to help cure patients with gangrene.
Some persons with gangrene are placed in hyperbaric chambers, with high oxygen levels under high
pressure. In other patients, only the affected part of the body is enclosed. Under such conditions, the
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gangrene-causing bacteria die or are inhibited.
Spoilage, or putrefaction, is the anaerobic respiration of proteins with the release of nitrogen and sulfurcontaining organic compounds as products. Protein fermentation by the bacterium Clostridium produces foulsmelling chemicals such as putrescine, cadavarine, hydrogen sulfide,
sulfide, and methyl mercaptan.
mercaptan. Clostridium
perfringens and C. sporogenes are the two anaerobic bacteria associated with the disease gas gangrene. A
gangrenous wound is a foul-smelling infection resulting from the fermentation activities of those two bacteria.
Because many disease-causing organisms are prokaryotic and have somewhat different pathways and
enzymes than do eukaryotic organisms, it is possible to develop molecules and antibiotics that selectively
interfere with the enzymes of prokaryotes without affecting eukaryotes, such as us humans.
When physicians recognized that the breakdown of fats released ketone bodies, they were able to diagnose
diseases such as diabetes and anorexia more easily, because people with these illnesses have bad breath.
In starvation and severe diabetes mellitus, the body does not metabolize sugars properly, and it shifts to
using fats as its main source of energy. When this occurs, the Krebs cycle is unable to perform efficiently and
the acetyl CoA does not move into the mitochondria. It accumulates in the blood. To handle this problem, the
liver converts acetyl CoA to ketone bodies (e.g
., acetoacetic acid). As ketone bodies accumulate in the blood,
(e.g.,
the pH decreases and the person experiences ketosis, or ketoacidosis, with symptoms such as an increased
breathing rate; in untreated cases, it can lead to depression of the central nervous system, coma, and death.
Adapted from: Enger, Eldon D. et al., Concepts in Biology 14th edition. USA: McGraw-Hill.
Evaluation 60 mins
Directions:
Directions: Complete the tables below by filling in the necessary information for aerobic respiration.
Table 1: Inputs and Outputs of Glycolysis
Glycolysis
Inputs
Glucose
2 NAD+
2 ATP
4 ADP + 4 P
Total:
Total:
Outputs
1.
2.
3.
4.
Table 2: Inputs and Outputs of Citric Acid Cycle
Citric Acid Cycle
Inputs
1.
2.
3.
4.
Outputs
1. 4 CO2
2. 6 NADH
3. 2 FADH2
4. 2 ATP
Table 3: ATP Harvest from Aerobic Respiration
Phases in Aerobic
ATP produced by
Substrate Level
Phosphorylation
High-energy Electron ATP produced by
Acceptors
Oxidative
Phosphorylation
Sub-total
Respiration
Glycolysis
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Preparatory Reaction
Krebs cycle
Total
---
Table 4: Starting Materials and End Products of Aerobic Respiration
Stage
Glycolysis (in cytosol)
Formation of Acetyl CoA (in
mitochondria)
Krebs cycle (in mitochondria)
Electron Transport Chain and
Chemiosmosis (in mitochondria
Starting Materials
End Products
Directions:
Directions: As part of performance assessment, let the students do the 3-2-1 Closing.
Closing. On their ½ crosswise paper,
they should write and answer the following:
3 things/concepts/key ideas they have learned in the lesson(s);
2 things/concepts/key ideas they have questions about the lesson(s); and
1 thing/concept/key idea they want the teacher to know about in connection with the lesson(s) discussed.
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