Cellular+Respiration


 * Cellular Respiration Unit Plan**

3/19 ||  ||  ||   || ATP || After exam please listen to Kahn: [|ATP: Adenosine Triphosphate] then begin Study Guide || Kahn: [|Introduction to Cellular Respiration] || 3/25 ||= Components of Respiration || Kahn: [|Glycolysis] ||  || 3/27 ||= Respiration Lab ||  ||   || 4/1 || Krebs Cycle || Kahn: [|Krebs / Citric Acid Cycle]  || Kahn:  [|Electron Transport Chain]  || 4/3 ||= ETC & Oxidative Phosphorylation || Kahn: [|Oxidative Phosphorylation and Chemiosmosis]  ||   || 4/5 || Respiration Exam || Begin Work on @Photosynthesis ||  ||
 * **Date** ||= **Daily Topic** || **Materials** || **Homework** ||
 * 3/18
 * 3/203/21 ||= DNA Unit Exam
 * 3/22
 * 3/26
 * 3/28
 * 4/2
 * 4/4

Cellular Respiration Lab Overview (video)

View Introduction to Respiration Lab

__ **Assessment Statements:** __

Glycolysis 3.7.2 State that, in cell respiration, glucose in the cytoplasm is broken down by glycolysis into pyruvate, with a small yield of ATP. 8.1.2 Outline the process of glycolysis, including phosphorylation, lysis, oxidation and ATP formation.

Aerobic Respiration 3.7.1 Define cell respiration. 3.7.4 Explain that, during aerobic cell respiration, pyruvate can be broken down in the mitochondrion into carbon dioxide and water with a large yield of ATP. 8.1.1 State that oxidation involves the loss of electrons from an element, whereas reduction involves a gain of electrons; and that oxidation frequently involves gaining oxygen or losing hydrogen, whereas reduction frequently involves losing oxygen or gaining hydrogen. 8.1.3 Draw and label a diagram showing the structure of a mitochondrion as seen in electron micrographs. 8.1.4 Explain aerobic respiration, including the link reaction, the Krebs cycle, the role of NADH + H+, the electron transport chain and the role of oxygen. 8.1.5 Explain oxidative phosphorylation in terms of chemiosmosis. 8.1.6 Explain the relationship between the structure of the mitochondrion and its function.

Fermentation 3.7.3 Explain that, during anaerobic cell respiration, pyruvate can be converted in the cytoplasm into lactate, or ethanol and carbon dioxide, with no further yield of ATP.


 * What You Need to Know:**

Explain the purpose served by molecules of ATP reacting first with glucose and then with fructose-6-phosphate in the early part of glycolysis.

Explain how four ATP molecules are made for every two used during glycolysis.

State the events that happen during acetyl-coenzyme A formation and explain how the process of acetyl-CoA formation relates to glycolysis and the Krebs Cycle.

State what happens to the CO2 produced during acetyl-CoA formation and the Krebs Cycle.

Explain what happens to the NADH produced during acetyl-CoA formation and the Krebs Cycle.

Calculate the number of ATP moleculesproduced during the Krebs cycle for each glucose molecule that enters gylcolysis.

Summarize the basic ideas of the chemiosmotic theory.

Describe the process of electron transport phosphorylation.

Account for the next yield of 36 ATP molecules produced through aerobic respiration.


 * [|Curriculum Summary Link] (see section on Cellular Respiration)**

//**Unit Activities List:**// > [|Energy for life diagram] (doc) > [|Energy for life diagram answers] (doc) > [|Living takes works notes template] (doc) > [|Living takes works notes master] (doc) > [|Overview of cell respiration notes] (doc) > [|Overview of cell respiration master] (pdf) > Glycolysis notes ( [|template doc] and [|ppt] ) > [|Glycolysis puzzle] (doc) > Krebs cycle notes ( [|blanks doc], [|master doc] , [|ppt] ) > Electron transport chain ( [|blanks doc], [|master doc] , [|ppt] ) > [|Cell respiration song lyrics] (docx) and videos  [|Respiration rap], [|Krebs Cycle rap] , [|Respiration song] ) >  [|Respiration worksheet] (pdf) >  [|Doing biology reading questions] (docx) >  [|Krebs and cellular respiration reading]  >  [|Mitchell and how cells make ATP reading]  >  [|Fermentation notes] (ppt) > [|Fermentation worksheet] (pdf) > [|Respiration in meal worms lab] (doc) > [|Mitochondria gone bad reading] (doc)

> ** Whole Process ** > [|Virtual Cell's Educational Animations] > [|Cellular Respiration]Cellular Respiration > [|Inquiry into Biology - Metabolism] > ** Glycolysis ** > [|Glycolysis] > [|Glycolysis] ** Glycolysis - the Universal Process ** > [|Anaerobic Respiration-Glycolysis and Fermentation] > [|Glycolysis Animation] > ** Krebs Cycle ** > [|TCA (Citric Acid) Cycle] > [|Citric Acid Cycle] > [|Fatty Acid Respiration] > [|The Pruvate Dehydrogenase Complex] > [|Acetyl CoA and Krebs Cycle] > ** Electron Transport Chain ** > [|ATP Synthase Gradient: The Movie] > [|ATP Synthesis(ATPase) Flash Animation] > [|Production of ATP by Oxidative Phosphorylation] > [|Electron Transport] > [|Oxidative Phosphorylation] > [|Electron Transport] > [|Oxidative Phosphorlyation (advanced)] > [|Electron Transport] > [|Oxidative Phosphorylation] > **Fermentation** Cellular Respiration and Fermentation > Photosynthesis >>
 * Helpful Links:**

Videos
> Kahn: [|ATP: Adenosine Triphosphate] > Kahn: [|Introduction to Cellular Respiration] > > Kahn: [|Oxidation and Reduction Review From Biological Point-of-View] > Kahn: [|Oxidation and Reduction in Cellular Respiration] > Kahn: [|Glycolysis] > Kahn: [|Krebs / Citric Acid Cycle] > Kahn: [|Electron Transport Chain] > Kahn: [|Oxidative Phosphorylation and Chemiosmosis]


 * 5.1 Communities and ecosystems **

Habitat: the environment in which a species normally lives or the location of a living organism. Population: a group of organisms of the same species who live in the same area at the same time. Community: a group of populations living and interacting with each other in an area. Ecosystem: a community and its abiotic environment. Ecology: the study of relationships between living organisms and between organisms and their environment. || Heterotroph: an organism that obtains organic molecules from other organisms. || Detritivore: an organism that ingests non-living organic matter. Saprotroph: an organism that lives on or in nonliving organic matter, secreting digestive enzymes into it and absorbing the products of digestion. || by B (that is, the arrow indicates the direction of energy flow). Each food chain should include a producer and consumers, but not decomposers. Named organisms at either species or genus level should be used. Common species names can be used instead of binomial names. General names such as “tree” or “fish” should not be used. || consumer, and so on, as the terms herbivore and carnivore are not always applicable. || never 100% efficient. || 1 || Reference to the second law of thermodynamics is not expected. || units of pyramids of energy are, therefore, energy per unit area per unit time, for example, kJ m–2 yr–1. || recycled. || 3 ||  || nutrients. || 1 ||  ||
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.1.1 || Define species, habitat, population, community, ecosystem and ecology. || 1 || Species: a group of organisms that can interbreed and produce fertile offspring.
 * 5.1.2 || Distinguish between autotroph and heterotroph. || 2 || Autotroph: an organism that synthesizes its organic molecules from simple inorganic substances.
 * 5.1.3 || Distinguish between consumers, detritivores and saprotrophs. || 2 || Consumer: an organism that ingests other organic matter that is living or recently killed.
 * 5.1.4 || Describe what is meant by a food chain, giving three examples, each with at least three linkages (four organisms). || 2 || Only real examples should be used from natural ecosystems. A → B indicates that A is being “eaten”
 * 5.1.5 || Describe what is meant by a food web. || 2 ||  ||
 * 5.1.6 || Define trophic level. || 1 ||  ||
 * 5.1.7 || Deduce the trophic level of organisms in a food chain and a food web. || 3 || Students should be able to place an organism at the level of producer, primary consumer, secondary
 * 5.1.8 || Construct a food web containing up to 10 organisms, using appropriate information. || 3 ||  ||
 * 5.1. || State that light is the initial energy source for almost all communities. || 1 || No reference to communities where food chains start with chemical energy is required. ||
 * 5.1.10 || Explain the energy flow in a food chain. || 3 || Energy losses between trophic levels include material not consumed or material not assimilated, and heat loss through cell respiration. ||
 * 5.1.11 || State that energy transformations are
 * 5.1.12 || Explain reasons for the shape of pyramids of energy. || 3 || A pyramid of energy shows the flow of energy from one trophic level to the next in a community. The
 * 5.1.13 || Explain that energy enters and leaves ecosystems, but nutrients must be
 * 5.1.14 || State that saprotrophic bacteria and fungi (decomposers) recycle

involved. || 1 || The details of the carbon cycle should include the interaction of living organisms and the biosphere through the processes of photosynthesis, cell respiration, fossilization and combustion. Recall of specific quantitative data is not required. TOK: What difference might it make to scientific work if nature were to be regarded as a machine, for example, as a clockwork mechanism, or as an organism, that is, the Gaia hypothesis? How useful are these metaphors? || be made to transmission of incoming shorter-wave radiation and re-radiated longer-wave radiation. Knowledge that other gases, including methane and oxides of nitrogen, are greenhouse gases is expected. || large, perhaps catastrophic, those responsible for the change must prove that it will not do harm before proceeding. This is the reverse of the normal situation, where those who are concerned about the change would have to prove that it will do harm in order to prevent such changes going ahead. TOK: Parallels could be drawn here between success in deterring crime by increasing the severity of the punishment or by increasing the chance of detection. If the possible consequences of rapid global warming are devastating enough, preventive measures are justified even if it is far from certain that rapid global warming will result from current human activities. || it is right to knowingly damage the habitat of, and possibly drive to extinction, species other than humans. The environmental angle here is that the issue of global warming is, by definition, a genuinely global one in terms of causes, consequences and remedies. Only through international cooperation will a solution be found. There is an inequality between those in the world who are contributing most to the problem and those who will be most harmed. ||
 * 5.2 The greenhouse effect **
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.2.1 || Draw and label a diagram of the carbon cycle to show the processes
 * 5.2.2 || Analyse the changes in concentration of atmospheric carbon dioxide using historical records. || 3 || Data from the Mauna Loa, Hawaii, or Cape Grim, Tasmania, monitoring stations may be used. ||
 * 5.2.3 || Explain the relationship between rises in concentrations of atmospheric carbon dioxide, methane and oxides of nitrogen and the enhanced greenhouse effect. || 3 || Students should be aware that the greenhouse effect is a natural phenomenon. Reference should
 * 5.2.4 || Outline the precautionary principle. || 2 || The precautionary principle holds that, if the effects of a human-induced change would be very
 * 5.2.5 || Evaluate the precautionary principle as a justification for strong action in response to the threats posed by the enhanced greenhouse effect. || 3 || Aim 8: Consider whether the economic harm of measures taken now to limit global warming could be balanced against the potentially much greater harm for future generations of taking no action now. There are also ethical questions about whether the health and wealth of future human generations should be jeopardized, and whether
 * 5.2.6 || Outline the consequences of a global temperature rise on arctic ecosystems. || 2 || Effects include increased rates of decomposition of detritus previously trapped in permafrost, expansion of the range of habitats available to temperate species, loss of ice habitat, changes in distribution of prey species affecting higher trophic levels, and increased success of pest species, including pathogens. ||

exponential growth phase, the plateau phase and the transitional phase between these two phases. || 3 ||  ||
 * 5.3 Populations **
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.3.1 || Outline how population size is affected by natality, immigration, mortality and emigration. || 2 || Aim 7: Simulation exercises can be performed. ||
 * 5.3.2 || Draw and label a graph showing a sigmoid (S-shaped) population growth curve. || 1 ||  ||
 * 5.3.3 || Explain the reasons for the
 * 5.3.4 || List three factors that set limits to population increase. || 1 ||  ||

**5.4 Evolution** If we accept not only that species can evolve, but also that new species arise by evolution from preexisting ones, then the whole of life can be seen as unified by its common origins. Variation within our species is the result of different selection pressures operating in different parts of the world, yet this variation is not so vast to justify a construct such as race having a biological or scientific basis. || evolution. || 3 || Greater survival and reproductive success of individuals with favourable heritable variations can lead to change in the characteristics of a population. Aim 7: Computer simulations can be performed. || pesticide resistance, industrial melanism or heavy metal tolerance in plants. ||
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.4.1 || Define evolution. || 1 || Evolution is the cumulative change in the heritable characteristics of a population.
 * 5.4.2 || Outline the evidence for evolution provided by the fossil record, selective breeding of domesticated animals and homologous structures. || 2 ||  ||
 * 5.4.3 || State that populations tend to produce more offspring than the environment can support. || 1 ||  ||
 * 5.4.4 || Explain that the consequence of the potential overproduction of offspring is a struggle for survival. || 3 ||  ||
 * 5.4.5 || State that the members of a species show variation. || 1 ||  ||
 * 5.4.6 || Explain how sexual reproduction promotes variation in a species. || 3 ||  ||
 * 5.4.7 || Explain how natural selection leads to
 * 5.4.8 || Explain two examples of evolution in response to environmental change; one must be antibiotic resistance incbacteria. || 3 || Other examples could include: the changes in size and shape of the beaks of Galapagos finches;

aspects of knowledge claims? ||
 * 5.5 Classification **
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.5.1 || Outline the binomial system of nomenclature. || 2 || TOK: The adoption of a system of binomial nomenclature is largely due to Swedish botanist and physician Carolus Linnaeus (1707–1778). Linnaeus also defined four groups of humans, and the divisions were based on both physical and social traits. By 21st-century standards, his descriptions can be regarded as racist. How does the social context of scientific work affect the methods and findings of research? Is it necessary to consider the social context when evaluating ethical
 * 5.5.2 || List seven levels in the hierarchy of taxa—kingdom, phylum, class, order, family, genus and species—using an example from two different kingdoms for each level. || 1 ||  ||
 * 5.5.3 || Distinguish between the following phyla of plants, using simple external recognition features: bryophyta, filicinophyta, coniferophyta and angiospermophyta. || 2 ||  ||
 * 5.5.4 || Distinguish between the following phyla of animals, using simple external recognition features: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda. || 2 ||  ||
 * 5.5.5 || Apply and design a key for a group of up to eight organisms. || 3 || A dichotomous key should be used. ||