Download What is food

Biology Unit 3 – From Molecules to
Organisms: Structures and Processes
11/30/15
• Entry Task
• How you get energy to live, move and grow?
• COMP BOOKS – must be turned in…
• Unit 2 tests – must be completed today…
Today’s Agenda
•
•
•
•
•
•
Return comp books and discuss
Assign Food and Exercise log due Friday
In groups of 3-4 design a paper model
Conduct gallery walk of models
Discuss
Revise models
Day
MONDAY
TUESDAY
WEDNES
DAY
Breakfast
Lunch
Dinner
Snacks
Exercise
Each person gets a color –
write down ALL your ideas!
Make a paper model:
How do you get energy to live, move,
and grow?
Be as specific and as detailed as you know. Show
structures, processes, inputs and outputs
11/30/15
• Exit task
• What components of your model were
effective and correct?
• What components of your model did you
need to revise?
12/1/15
• Entry Task
• Calculate and write down your test
percentage:
• red handwritten number on scantron/ 50 =
_____ x 100 = ______%
• Will you be completing a reflection? 60% or
below are REQUIRED to reflect…Anyone may
reflect for a better score.
Today’s Agenda
• HOMEWORK DUE FRIDAY: Read pages 868883. Answer #1-3 on p. 873 and #1-4 on page
881.
• Test reflections: complete by end of class
• If you have not finished your reflection,
schedule with Mr Kolln for Wednesday
morning activity time 7:50 to 8:30 am.
• Not reflecting? Begin your homework…
12/1/15
• Exit Task
• Describe what you accomplished today and
what you will need to finish by Friday.
• NOTE: REFLECTIONS DUE FRIDAY.
HOMEWORK DUE FRIDAY.
12/2/15
• Entry Task
• What is food “made of?” Give
specific examples.
• Hint: consider page 869 regarding nutrients.
Today’s Agenda
• Reread pages 45-49.
• Notes on Macromolecules.
• Fill in blanks on Macromolecules chart using
red cards.
• Copy the new information into your chart.
KEY - Types of Macromolecules
12/2/15
• Exit Task
• For each of the following macromolecules,
give a food it is found in.
• Carbohydrates:
• Lipids:
• Proteins:
12/3/15 - Biology
• Entry Task
• Considering what you learned yesterday about
macromolecules, what will you be adding to
your models when you have a chance to
revise?
• REMINDER: Your 3-day FOOD AND EXERCISE
LOG is due tomorrow!
Today’s Agenda - Biology
• We will resume tomorrow with our human system models
and understanding breakdown of macromolecules during
digestion.
• For today you can complete 2 book assignments.
• The first was assigned on Tuesday and is due Friday:
Read pages 868-883. Answer #1-3 on p. 873 and #1-4
on page 881.
• You should give careful attention to the READING of these
pages – it is complex.
• The second assignment will be due Monday:
• Read pages 188-205. Answer #1-3 on page194 and #16 on page 205.
• Cell structures should be a review from middle school.
Please ask the students how many learned this in middle
school.
12/3/15 - Biology
• Exit Task
• Why is it important to consume enough
proteins, especially the “essential amino
acids”? You may reread page 870 to answer
this question.
Today’s Agenda
• Revise your models.
• Remember to add structures/locations.
• Remember to add processes occurring at those
locations.
• Remember to add inputs and outputs. In other
words, what goes in that structure and what is
the product of the process?
• Include the following words and answer the
following questions in your model.
• DRAW YOUR FULLY REVISED MODEL INTO YOUR
COMP BOOKS>
Modelling the Human System –
energy to live, grow, move
USE THE VOCABULARY
• Ingestion, digestion, excretion
• Carbohydrates, Lipids, Proteins,
Nucleic Acids
• Enzymes
• Mechanical digestion
(chew/swallow)
• Chemical digestion
• Mechanical digestion
(mixing/propulsion)
• Peptides, Amino Acids, glucose,
fructose, lipids, water minerals,
vitamins
• Absorption (ions, water, minerals,
small organic molecules)
ANSWER THE QUESTIONS
• What are the
macromolecules in the
food?
• Where is the food broken
down mechanically?
• Where is the food broken
down chemically?
• Where is the food
absorbed?
• How does the food get to
your cells?
Modelling the Human System –
energy to live, grow, move
USE THE VOCABULARY
• Ingestion, digestion, excretion
• Carbohydrates, Lipids, Proteins,
Nucleic Acids
• Enzymes
• Mechanical digestion
(chew/swallow)
• Chemical digestion
• Mechanical digestion
(mixing/propulsion)
• Peptides, Amino Acids, glucose,
fructose, lipids, water minerals,
vitamins
• Absorption (ions, water, minerals,
small organic molecules)
ANSWER THE QUESTIONS
• What are the
macromolecules in the
food?
• Where is the food broken
down mechanically?
• Where is the food broken
down chemically?
• Where is the food
absorbed?
• How does the food get to
your cells?
Modelling the Human System –
energy to live, grow, move
USE THE VOCABULARY
• Ingestion, digestion, excretion
• Carbohydrates, Lipids, Proteins,
Nucleic Acids
• Enzymes
• Mechanical digestion
(chew/swallow)
• Chemical digestion
• Mechanical digestion
(mixing/propulsion)
• Peptides, Amino Acids, glucose,
fructose, lipids, water minerals,
vitamins
• Absorption (ions, water, minerals,
small organic molecules)
ANSWER THE QUESTIONS
• What are the
macromolecules in the
food?
• Where is the food broken
down mechanically?
• Where is the food broken
down chemically?
• Where is the food
absorbed?
• How does the food get to
your cells?
Modelling the Human System –
energy to live, grow, move
USE THE VOCABULARY
• Ingestion, digestion, excretion
• Carbohydrates, Lipids, Proteins,
Nucleic Acids
• Enzymes
• Mechanical digestion
(chew/swallow)
• Chemical digestion
• Mechanical digestion
(mixing/propulsion)
• Peptides, Amino Acids, glucose,
fructose, lipids, water minerals,
vitamins
• Absorption (ions, water, minerals,
small organic molecules)
ANSWER THE QUESTIONS
• What are the
macromolecules in the
food?
• Where is the food broken
down mechanically?
• Where is the food broken
down chemically?
• Where is the food
absorbed?
• How does the food get to
your cells?
Modelling the Human System –
energy to live, grow, move
USE THE VOCABULARY
• Ingestion, digestion, excretion
• Carbohydrates, Lipids, Proteins,
Nucleic Acids
• Enzymes
• Mechanical digestion
(chew/swallow)
• Chemical digestion
• Mechanical digestion
(mixing/propulsion)
• Peptides, Amino Acids, glucose,
fructose, lipids, water minerals,
vitamins
• Absorption (ions, water, minerals,
small organic molecules)
ANSWER THE QUESTIONS
• What are the
macromolecules in the
food?
• Where is the food broken
down mechanically?
• Where is the food broken
down chemically?
• Where is the food
absorbed?
• How does the food get to
your cells?
Modelling the Human System –
energy to live, grow, move
USE THE VOCABULARY
• Ingestion, digestion, excretion
• Carbohydrates, Lipids, Proteins,
Nucleic Acids
• Enzymes
• Mechanical digestion
(chew/swallow)
• Chemical digestion
• Mechanical digestion
(mixing/propulsion)
• Peptides, Amino Acids, glucose,
fructose, lipids, water minerals,
vitamins
• Absorption (ions, water, minerals,
small organic molecules)
ANSWER THE QUESTIONS
• What are the
macromolecules in the
food?
• Where is the food broken
down mechanically?
• Where is the food broken
down chemically?
• Where is the food
absorbed?
• How does the food get to
your cells?
Enzymes

Are made of proteins

Can build or break apart molecules

Are reusable

Can be turned ON or OFF by regulatory molecules

Have an ideal pH & temperature to work at
 Can be denatured (fall apart) due to changes in
temperature & pH
Digestion Table
Digestion Diagram
12/4/15
• Entry Task
• Say Something Nice
• REVIEW HOMEWORK p. 873, 881 – correct your
mistakes and mark final # correct.
Today’s Agenda
• Review work for week:
• Reflections – Extended to next Wednesday
morning activity time – do you have questions?
• Macromolecules Chart
• Macromolecules Notes
• NEXT We will revise our models. And draw a
complete human system in our comp books.
• Food and exercise log – analyze using USDA on
MONDAY
https://www.supertracker.usda.gov




Click on FOOD TRACKER
Enter food for ONE day
Create a graph of your DAILY FOOD GROUP
TARGET results in your notebook
Record Daily Limits of Calories, Oils, & Fats
12/4/15
• Exit Task
• Review what you should have for entry/exit.
• Trade and Grade
• Please turn in your sheets.
12/7/15
• Entry Task
• What Large molecules from food are broken
down in your digestive system?
• Where?
• Last week’s homework due Wednesday: Read
pages 188-205. Answer #1-3 on page194 and
#1-6 on page 205.
Analyze ONE DAY of Food and Exercise Logs
• http://ndb.nal.usda.gov
/ndb/foods
• Enter each food item
you consumed.
• Be sure to look at the
amount you consumed
(approx)
•
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•
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•
•
•
•
•
RECORD:
Energy in kcal
Protein in g
Total Lipids in g
Carbohydrates in g
Fiber in g
And 3 HIGHEST:
Minerals in mg
Vitamins in mg or µg
Sum it all up! What was your TOTAL kcal, protein (g), lipid (g), carbohydrate (g), fiber (g), mineral
and vitamin consumption for that day?
COMPARE YOURS to the chart
http://iom.nationalacademies.org/~/media/Files/Activity%20Files/Nutrition/DRIs/DRI_Macronutr
ents.pdf for your age and gender. Were you deficient or excessive in any area?
Analyze ONE DAY of Food and Exercise Logs
• http://ndb.nal.usda.gov
/ndb/foods
• Enter each food item
you consumed.
• Be sure to look at the
amount you consumed
(approx)
•
•
•
•
•
•
•
•
•
RECORD:
Energy in kcal
Protein in g
Total Lipids in g
Carbohydrates in g
Fiber in g
And 3 HIGHEST:
Minerals in mg
Vitamins in mg or µg
Sum it all up! What was your TOTAL kcal, protein (g), lipid (g), carbohydrate (g), fiber (g), mineral
and vitamin consumption for that day?
COMPARE YOURS to the chart
http://iom.nationalacademies.org/~/media/Files/Activity%20Files/Nutrition/DRIs/DRI_Macronutr
ents.pdf for your age and gender. Were you deficient or excessive in any area?
12/7/15
• Exit Task
• Do you expect that you are meeting the
recommended daily allowances? Why or why
not?
12/8/15
• Entry Task
• What was your TOTAL kcal, protein (g), lipid
(g), carbohydrate (g), fiber (g), mineral and
vitamin consumption for that day?
• COMPARE TO CHART: Were you deficient or
excessive in any area?
12/8/15
• Entry Task
• How do the smaller molecules get to all the
cells in your body?
• NOTE: your human digestion system diagrams
are due WEDNESDAY (along with homework
and Unit 2 test reflections)
Today’s Agenda
• Compare TOTALS from 1 day to chart.
• Enzyme Notes
• Final Revisions/Additions to YOUR HUMAN DIGESTION
DIAGRAMS
• Read and Teach about Macromolecules.
• Teams 1,2,3 – carbohydrate
• Teams 4,5,6– lipids
• Teams 7 and 8– proteins
• EACH PERSON make a NOTECARD:
– FRONT 4 key ideas
– BACK 4 “quiz” questions

Are made of proteins

Can build or break apart molecules

Are reusable

Can be turned ON or OFF by regulatory
molecules

Have an ideal pH & temperature to work
Can be denatured (fall apart) due to
changes in temperature & pH
Some Enzymes BREAK complex molecules
COMPLETE your Human System Diagram–
energy to live, grow, move
USE THE VOCABULARY
• Ingestion, digestion, excretion
• Carbohydrates, Lipids, Proteins,
Nucleic Acids
• Enzymes
• Mechanical digestion
(chew/swallow)
• Chemical digestion
• Mechanical digestion
(mixing/propulsion)
• Peptides, Amino Acids, glucose,
fructose, lipids, water minerals,
vitamins
• Absorption (ions, water, minerals,
small organic molecules)
ANSWER THE QUESTIONS
• What are the
macromolecules in the
food?
• Where is the food broken
down mechanically?
• Where is the food broken
down chemically?
• Where is the food
absorbed?
• How does the food get to
your cells?
12/8/15
• Exit Task
• Give the name of an enzyme, where it works,
the substrate it works on, and the product
made during this chemical reaction.
12/9/15
• Entry Task
• Describe in detail, one aspect of the human
digestive system that you understand better now.
• Trade and grade HW
• Trade and Grade Human System Diagrams
• TURN IN YOUR UNIT 2 TEST REFLECTIONS
Today’s Agenda
•
•
•
•
•
Read and Teach about Macromolecules.
Teams 1,2,3 – carbohydrate
Teams 4,5,6– lipids
Teams 7 and 8– proteins
EACH PERSON make a NOTECARD:
– FRONT 4 key ideas
– BACK 4 “quiz” questions
• Teach and quiz – for both of the molecules you
did not learn!
How to read molecular structure
diagrams…
•
•
•
•
•
•
•
BUILD MOLECULES – same teams.
LIPIDS – don’t build the whole chain!!
CARBON – 4 holes/bonds
HYDROGEN – 1 hole/bond
OXYGEN – 2 holes/bonds
NITROGEN – 3 holes/bonds
Use the grey bars to connect = bonds
12/9/15
• Exit Task
• What did you learn today about
carbohydrates? Proteins? Lipids?
12/10/15
• Entry Task
• Think of a food.
• If you know that…
–
–
–
–
Benedict’s indicator will change color for carbs
Lugol’s solution (iodine) will change color for starch
Sudan IV will change color for lipids
Biuret’s indicator will change color for proteins
• Predict which indicator will change color with the
food you thought of. Explain.
Today’s Agenda
• Part 1 – molecular models
• Part 2 – prep for lab
How to read molecular structure
diagrams…
•
•
•
•
•
•
•
BUILD MOLECULES – same teams.
LIPIDS – don’t build the whole chain!!
CARBON – 4 holes/bonds
HYDROGEN – 1 hole/bond
OXYGEN – 2 holes/bonds
NITROGEN – 3 holes/bonds
Use the grey bars to connect = bonds
Macromolecules in Food Lab
• Read through the procedure together.
• Complete Table 1 – hypothesis for indicators with foods A-I
• Watch as I demonstrate procedure using Biuret’s indicator
for proteins.
• The basics:
–
–
–
–
–
10 tubes for the ten substances (label A-I and W)
10 drops in each tube FOOD
10 drops water to each tube
10 drops indicator to each tub
Record results in Table 2
• DON’T GET IT ON YOUR HANDS! You are made of
macromolecules too
• Only use SUDAN IV at the fume hood.
12/10/15
• Exit Task
• What are your predictions?
• Which substances have carbohydrates?
Proteins? Lipids? Starch?
12/11/15
• Entry Task
• Say Something Nice
Today’s Agenda
• Watch demonstration and record data for
Biuret’s
• Conduct Sudan IV (fume hood)
• Conduct Benedict’s
• Conduct Lugol’s
• Finish Macromolecules in Food Lab.
12/11/15
• Exit Task
• Trade and Grade the entry/exit task sheets.
• Please turn them in
12/14/15
• Entry Task
• Were any of your results from the
“Macromolecules in Food” lab surprising or
confusing? Explain.
Today’s Agenda
• Complete lipid test using brown paper bag
test as a demonstration
• Complete Benedict’s testing – 3 test tubes at a
time! I set up three stations.
• COMPILE OUR DATA!
• Answer lab analysis questions
Analysis Q – macromolecules in food
1) Which foods contained the following molecules:
a) Lipids
b) Proteins
c) Carbohydrate- complex sugars/ starch
d) Carbohydrate- simple sugar/ glucose
2) How many of the foods were you able to correctly identify
their macromolecule(s) contained? (compare your hypothesis
table with your actual- DO THE MATH and answer with a
percent)
3) Were there any foods that surprised you by their contents?
Which ones?
4) Some foods had positive reactions to more than one
indicator. What does that tell you about those foods?
5) Were there any foods that did not react to any indicator?
What were they? What does it tell you about those foods?
12/14/15
• Exit Task
• Explain how you know from the lab that the
diet soda contains “empty calories”?
12/15/15
• Entry Task
• If a person ate a peanut butter and jelly
sandwich, what macromolecules would you
expect to see in their stomach?
Today’s Agenda
• Write down “Murder in a Meal” information and
hypotheses (3 for the 3 different restaurants)
• Write procedure.
• Your procedure must be initialed as complete by
tomorrow! Follow green sheet. Model
Macromolecules lab.
• Note: this lab will be typed and turned in online.
We will use laptops Thursday and Friday.
Murder and a Meal
• The Case
•
• A murder has occurred right here in our peaceful little town
of Olympia, WA. As top-notch biology students at Capital
High School, you have been asked to assist in the
investigation of this most unfortunate incident. Central to
identifying the individual who committed this crime is
establishing where the victim was the day of the crime so
that detectives can question the individuals with whom the
victim came into contact. An autopsy performed on the
victim has revealed that the victim ate just prior to the time
of death. Upon questioning the victim’s friends and family,
detectives working the case have learned that the victim
enjoyed eating at the following establishments.
Write 3 hypotheses:
Vic’s Pizza
The victim would never eat thin crust pizza from anywhere else! The victim would
typically order a pizza with sausage, pepperoni, and bacon.
What macromolecules would you expect to find in the stomach contents of the
victim if the victim’s final “pie” was eaten here before they said “bye”?
Buffalo Wild Wings
The victim would hang out here to watch sporting events while feasting on Blazin’
wings and celery.
What macromolecules would you expect to find in the stomach contents of the
victim if the victim had their last cluck here before their clock ran out?
Mercato Restorante
The victim loved to go here for a night of bread, olive oil, and pasta.
What macromolecules would you expect to find in the stomach contents of the
victim if the victim
had their final chow here before they said “ciao”?
Data Table: Results for the Presence of
Organic Macromolecules
Macromolecule
Positive or
Negative Test
Result/Color
Change
Chemical Test
Lipids (brown paper
bag)
(brown paper bag)
Proteins (Biurets
Ms. M
demonstration)
(Biurets Ms. M
demonstration)
Simple
Carbohydrates
(Benedict’s glucose)
Complex
Carbohydrates
(Lugol’s iodine
starch)
(Benedict’s
glucose)
(Lugol’s iodine
starch)
Observations
12/15/15
• Exit Task
• Give one hypothesis for one restaurant.
• Remember: bring your procedure ready for tomorrow!
You will conduct the lab tomorrow with your group.
12/16/15
• Entry Task
• How will you conclude which restaurant? In
other words, is there data that could help you
eliminate or conclusively determine where the
victim ate?
Today’s Agenda
• Have your procedure signed by Ms. M or Ms. A
• Conduct “Murder and a Meal” Lab
– Ms. M demo Biuret’s
– Your teams 3 stations:
• Lugol’s Iodine (3 trials)
• Brown Paper Bag (3 trials)
• Benedict’s (3 trials)
– CLEAN-UP!!! Allow 5-6 minutes.
– Sit down and start conclusion.
• You will have 10 min of lab time tomorrow.
12/16/15
• Exit Task
• What is your claim? What can you conclude?
• NOTE: If you did not do your homework, and
thus ran out of time to collect data…YOU CAN
COME AFTER SCHOOL TODAY or IN THE
MORNING THURSDAY.
12/17/15
• Entry Task
• What is your claim? What can you conclude?
• Which prior activities or labs could you use to
help explain your conclusion?
Today’s Agenda
•
•
•
•
•
Log in to student google account
Go to “my student dashboard” (search in google)
Say YES for permission to connect to google docs.
Then you will see green line “Murder in a Meal”
Open and edit document under column heading
“Add Evidence”
• WHEN FINISHED hit SUBMIT!
• Due tomorrow end of class…
12/17/15
• Exit Task
• Which sections of the lab report did you
finish?
• What will you need to finish tomorrow?
• Will you need to work tonight to be sure you
can get it done tomorrow?
12/18/15
• Entry Task
• Say Something Nice
Today’s Agenda
•
•
•
•
•
Log in to student google account
Go to “my student dashboard” (search in google)
Say YES for permission to connect to google docs.
Then you will see green line “Murder in a Meal”
Open and edit document under column heading
“Add Evidence”
• WHEN FINISHED hit SUBMIT!
• Due TODAY end of class…
• TURN IN RUBRIC WITH NAME ON TOP SO THAT I
CAN GRADE YOUR LAB!!!
12/18/15
• Exit Task
• Please turn in your entry/exit task sheet for
the week.
• TURN IN RUBRIC WITH NAME ON TOP SO
THAT I CAN GRADE YOUR LAB!!!
1/4/16 – Happy New Year!
• Entry Task
• What do you know about the structure and
function of the cell membrane?
• Where are cell membranes found in your body?
• HOMEWORK: Read pages 204-205 and answer
#5 on p. 205; Read pages 208-213 and answer #12 on p. 213. Due 1/7/16 Thursday.
Today’s Agenda
• FYI – I’m grading Murder and a Meal…is yours
turned in?
• Notes on cell membrane
• Color diagram
CELL MEMBRANE
CELL MEMBRANE
Phospholipid-bilayer
 Around outside of cell’s cytoplasm
 Semi permeable

Regulates what enters and leaves the cell.
 Maintains Homeostasis


Protects and supports the cell.
DIFFUSION
 movement
of
molecules from
high to low [ ]
(concentration)
 spreads
out
evenly until
equilibrium is
reached
WHICH MOLECULES WILL DIFFUSE IN
EACH OF THE FIGURES BELOW?
1
2
5
3
6
4
ANSWERS
1
2
3
4
No Movement
5
6
No Movement
CELL MEMBRANE (VIDEO)
PASSIVE TRANSPORT
movement of substances
across the cell membrane
without any input of energy
(ATP) by the cell
HIGH [ ] to low [ ]

SIMPLE DIFFUSION
Lipids
Ion Channels &
Facilitated Diffusion
move molecules across the cell
membrane through
carrier/transport proteins
 are specific for the type of
molecule they help diffuse
ION CHANNELS
FACILITATED DIFFUSION
(PROTEINS CHANGE SHAPE)
ACTIVE TRANSPORT
substances can cross the cell
membrane with an input of energy
(ATP) from the cell
 Low [ ] to HIGH [ ]

PROTEIN PUMP
ENDOCYTOSIS
 the
process by
which cells ingest
“stuff” using
vesicles
Exocytosis
the
process by
which cells release
“stuff” (reverse of
endocytosis)
NOTEBOOK PAGE
ENDOCYTOSIS AND EXOCYTOSIS (BULK
TRANSPORT)
http://www.youtube.com/watch?v=DuDmvlbpj
HQ
 Exocytosis by paramecium
http://www.youtube.com/watch?v=U9pvm_
4-bHg
 Endocytosis by amoeba

 http://www.youtube.com/watch?v=W6rnhiMxtKU&l
ist=PL_JrQv0cdUS_Pn4zUe2THWfMS1YHxyxL8
1/4/16
• Exit task
• If a molecule crossed the cell membrane from
[HIGH] to [LOW] concentration, would it be
passive or active transport for the cell? In
other words, would it take energy for this
transport?
1/5/16
• Entry Task
• Consider pages 204-205.
• Explain the structure of the double layer of
the cell membrane– include hydrophobic and
hydrophilic parts.
• Why is the cell membrane like a fluid mosaic?
Today’s Agenda
• Complete coloring of diagram and notes.
1/5/16
• Exit Task
• Explain the difference between active and
passive transport across the cell membrane.
• Give an example of each.
1/6/16
• Entry Task
• Consider p. 212 regarding active transport.
• What are the 3 kinds described?
• When is active transport necessary?
Concept Map –
Create one for Cellular Transport
EXAMPLE: Make a concept map
•
•
•
•
•
•
•
•
•
•
Ice cream
Chocolate
Mint
Vanilla
Sauce
Melting
Frozen
Soft serve
Pint
quart
Cell Membrane Concept Map
• Concept Maps
– Show a hierarchy of ideas: big
ideas at the top and details
down lower.
– Each line connecting concepts
has a phrase to explain the
relationship between the
words.
• Work in teams to arrange the
words in a concept map.
• Make sure your hierarchy is
correct before connecting with
lines and phrases.
• Please include a diagram to add
more information to your map.
• See Example. Also use pages
204-205 and 208-213 in your
textbook.
•Cell membrane
•Homeostasis
•Phospholipid
bilayer
•Polar heads
•Non-polar tails
•Glucose
•Oxygen
•Carbon dioxide
•ATP
•Mitochondria
•Passive transport
•Diffusion
•Active transport
•Active transport
pump
•Endocytosis
•Exocytosis
•Ion channel
•Facilitated
Diffusion
1/6/16
• Exit Task
• How is facilitated diffusion different than simple
diffusion?
• Be sure your group members names are on the
back of your concept map! AND all cards back in
the plastic.
• REMINDER: Homework due tomorrow!
1/7/16
• Entry task
• How is homeostasis related to the cell
membrane and the cytoplasm? (You might
need to look it up…)
• What is the “power house” of the cell? It
generates the ENERGY of the cell…what is the
energy molecule called? What is this process
called?
Today’s Agenda
• HOMEWORK QUIZ! If you did your
homework, you can use it…and whatever
notes you have in your comp books.
• Complete concept maps
• Copy the finished map into your comp book.
Brief tutorial on cellular respiration…
• Mitochondria makes ATP from GLUCOSE and
OXYGEN.
• This process is called cellular respiration!
• This is how you get energy from your food!
Homework Quiz p. 205, 213
1.
Diffusion is..
a.
b.
Molecules moving from low to
high
Molecules moving from high
to low.
2. Facilitated diffusion…
a.
b.
Uses proteins
Just move across the
membrane
3. Fluid mosaic means…
a.
b.
c.
The membrane is in many
molecules in motion
The membrane is artistically
colorful
The membrane is connected
to liquid and proteins
Define: phospholipid bilayer
AND selectively permeable
4.
Active transport…
a.
b.
Requires ATP
Does not require ATP
5. Bulk transport is also known
as
a.
b.
c.
Endocytosis
Facilitated diffusion
Passive transport
6. Exocytosis
a.
b.
Means moving things into the
cell
Means moving things out of
the cell
7. Phosphate heads are
a.
b.
Hydrophobic
hydrophilic
1/7/16
• Exit task
• Explain why “gatekeeper” is a good analogy
for the cell membrane.
1/8/16
• Entry Task
• Say Something Nice
Today’s Agenda
• 10 minutes CONCEPT MAPS: divide and conquer the
arrows.
• Explore membranes using bubbles.
• Station 1 and 2: Cell concept 1
• Station 3 and 4: Cell Concept 2
• Station 5 and 6: Cell Concept 3
• Station 7 and 8: Cell Concept 4
• SKIP CELL CONCEPTS 5 and 6!!
• IN YOUR COMP BOOKS: Describe the cell concept for that
station and how the bubbles modeled that
• (Extra Time: Model endocytosis/exocytosis using baggies,
tokens and string.)
1/8/16
• Exit Task
• Trade and Grade – quizzes/homework
1/11/16
• Entry Task
• This is the equation for cellular respiration:
• Consider reactants and products. What is the result of this
process? When might ATP be needed inside the cell? Where
does this process take place?
• NOTE: Except for your final (Unit 3 test 1/27 or 1/28) the last
day to turn in work this semester is FRIDAY JANUARY 22.
• HOMEWORK: Read pages 250-260 . #1-3 p. 253. And #1a, 2a,
3a, 4a, 4b. P. 260. Due Thurs 1/14/16.
Today’s Agenda
• Watch animation of cellular respiration: (2 min
total).
• Introduce “ATP and Cellular Respiration” with
Khan Academy video:
• https://www.youtube.com/watch?v=2f7YwCt
Hcgk Take notes!
• Lecture notes from power point + diagram (or
tomorrow if out of time).
1/11/16
• Exit Task
• What are the inputs for cellular respiration?
What are the outputs or result of cellular
respiration?
1/12/16
• Entry Task
• What is the primary function of cellular
respiration? Which structure inside the cell is
the site of this?
• Why is this of interest to YOUR body and your
ability to move, live and grow?
Today’s Agenda
• Class worktime for homework:
• HOMEWORK: Read pages 250-260 . #1-3 p. 253.
And #1a, 2a, 3a, 4a, 4b. P. 260. Due Thurs
1/14/16.
• Also, color code your diagram according to the
next slide.
• TOMORROW: Lecture notes from power point.
You may begin from the photocopies if you wish
(blue biology tray on front counter. These must
be returned at end of class).
DIAGRAM DIRECTIONS
Color
 Red- Carbohydrate
 Orange- Proteins
 Yellow- Lipid
 Blue- Water
 Purple- phosphate
 Gray- Cytoplasm
 Dark Green – pyruvate
 Light Green- O 2
 Pink- CO 2
Draw in directional arrows
for the molecules:
 simple diffusion across
membranes for gases O 2 ,
CO 2
 Osmosis for water
 facilitated diffusion for
glucose
Label the three steps of
Cellular RSP & write the #
of ATP each produce
1/12/16
• Exit Task
• What are the 3 stages of cellular respiration?
Cellular Respiration
Harvesting Chemical Energy
Cellular respiration (rsp)
THE EQUATION:
C6H12O6 + 6 O2
6 CO2 + 6 H20
Happens in the cell’s Mitochondria
Mitochondria are in
animal cells
plant cells
Cellular Respiration:
Harvesting Energy from Food
• The “Furnace” for making energy
– mitochondria
• Fuel
– food: carbohydrates, fats, proteins
• Helpers
– Oxygen
– enzymes
carbs
enzymes
• Product
– ATP
• Waste products
– carbon dioxide
– water
O2
ATP
CO2
H2O
ATP
Energy Storage
ATP:
Adenosine Triphosphate
Adenine
3 Phosphate Groups
Ribose
high energy bonds
• energy-carrying molecule
• Used for short term storage & releasing of energy
Adenosine diphosphate
ADP
Adenosine triphosphate
ATP
Energy from
RSP of food
Energy
Partially
charged
battery
Fully ATP
charged
battery
ADP is like a partially-charged battery,
while ATP is said to be fully-charged.
CELLULAR RESPIRATION
ATP
Carbs
O2
ATP + CO2 + H2O (+ heat)
Aerobic Respiration
• requires oxygen
• makes ATP by burning macromolecules in
many small steps
•“controlled burn” – happens slowly
Stage 1:
Glycolysis
•Happens in cytoplasm
•NO O2 needed
•Break a sugar into 2 pyruvic acids
•Small 3 Carbon chunks easier to use
• yields 2 ATP
Stage 2:
Krebs Cycle
•Happens in mitochondria
•O2 needed
•Breaks pyruvic acid
•Yields CO2 & 2ATP
Stage 3:
Electron Transport Chain
•Happens in mitochondria’s membrane
•O2 needed
•Uses electrons from Stage 1 & 2 to charge
ADP to ATP
•Yields 32 ATP
Total ENERGY
Glycolysis
in cell cytoplasm, no O2
Krebs Cycle
in mitochondria, with O2
Electron transport chain
In mitochondria membrane, with O2
2 ATP
2 ATP
32 ATP
36 ATP per 1 Molecule Glucose
Using ATP to do work – use it or store
energy in Macromolecules
Can’t store ATP for long
too unstable
only used in cell
that produces it
only short term
energy storage
carbohydrates & fats
are long term
energy storage
ATP
Adenosine TriPhosphate
work
Adenosine DiPhosphate
ADP
A working muscle recycles over
10 million ATPs per second
No matter what you eat, it will
ultimately end up in cellular
respiration to make ATP
DIAGRAM DIRECTIONS
Color
 Red- Carbohydrate
 Orange- Proteins
 Yellow- Lipid
 Blue- Water
 Purple- phosphate
 Gray- Cytoplasm
 Dark Green – pyruvate
 Light Green- O 2
 Pink- CO 2
Draw in directional arrows
for the molecules:
 simple diffusion across
membranes for gases O 2 ,
CO 2
 Osmosis for water
 facilitated diffusion for
glucose
Label the three steps of
Cellular RSP & write the #
of ATP each produce
1/13/16
• Entry Task
• Log in to chrome books/gmail. Take a moment to
check skyward. Are you happy with your grade?
Do you have missing assignments from Unit 3.
Explain.
• Go to “student dashboard” and review my
comments on your murder and a meal lab.
• These comments will be FYI for improving on the
Yeast Lab we are doing tomorrow.
• Log off and replace chrome books.
Today’s Agenda
• 20 min - Complete notes – color diagram.
• PRE-LAB:
– I have written the question and procedure for you.
– 15 min - Your job today: Complete the empty
steps of the investigation. The rest is HOMEWORK
and required to start lab tomorrow!
•
•
•
•
Hypothesis
Identify variables
Materials list
Data Table
1/13/16
• Exit Task
• CANCELLED - What are the independent and
dependent variables in the lab “Cellular
Respiration using Yeast”?
1/14/16
• Entry Task
• Read the intro to the lab “Cellular Respiration with
Yeast.”
• What is your hypothesis? Which solution of sugar (low,
med or high) will result in the most CO2 bubbles. Why?
• Share your DATA TABLE 1 - Group
Example Data Table 1 – Group #
Minute
1
2
3
4
5
6
7
8
9
10
Concent Trial 1
ration
Student:
(low,
med or
high, no
glucose)
Trial 2
Student:
Trial 3
Student:
AVERAGE
Today’s Agenda
•
•
•
•
Edit procedure where necessary (7, add 7a, 8)
Conduct Lab
Ms M will show the ECC at the front.
Compile data so that all teams have data for
all conditions.
• Handout graph paper.
• Line graph with 4 lines (low, med, high and
none)
1/14/16
• Exit Task
• In which organelle does cellular respiration
normally occur?
Bio 1/15/16
• Entry Task
• Say Something Nice
Today’s Agenda
• Complete notes (started Wednesday)
• Review sheets – fill-in-the-blank concept map and Q/A
http://www.biologycorner.com/worksheets/conceptmap_c
ellresp.html
• And
file:///C:/Users/kmaring/Documents/Capital%20HS%20201
516/Biology/Unit%203%20BIO%20Mlc%20to%20Organisms/
worksheet%20cellular%20respiration.pdf
• Use your textbook to help you
• Extra time? Watch Mr Anderson Bozeman Science: cellular
respiration
• https://www.youtube.com/watch?v=Gh2P5CmCC0M&list=
PL7A750281106CD067&index=40&feature=plpp_video
1/15/16
• Exit Task
• None – turn in your sheets.
Today’s Agenda
• Complete ALL portions of lab in comp book while
consulting rubric.
•
•
•
•
•
Trade with a peer and grade (in pencil) .
Graders – circle whatever is incorrect or missing.
Take comp books back…correct or revise.
Call me over when you are ready for my grading!
COMPLETE Lab due END OF CLASS!