Vocabulary:

  • cellular respiration - review from unit 1
  • mitochondria - review from unit 6
  • matrix
  • cristae
  • eukaryote - review from unit 1
  • cell - review from unit 1
  • cytoplasm - review from unit 6
  • organelle - review from unit 1
  • cytosol - review from unit 6
  • aerobic
  • anaerobic
  • calorie - review from unit 4, 5, 7

  • glycolysis
  • ATP/ADP - review from units 1 and 7
  • substrate level phosphorylation
  • NAD+/NADH
  • pyruvate/pyruvic acid
  • carboxyl group - review from unit 5
  • carbonyl group - review from unit 5
  • methyl group - review from unit 5

  • Acetyl CoA
  • Krebs cycle (also called Citric Acid cycle)
  • FAD/FADH

  • electron transport chain - review from unit 7
  • redox reactions - review from unit 7
  • protein channels - review from unit 6
  • chemiosmosis - review from unit 7
  • facilitate - review from unit 6
  • facilitated diffusion - review from unit 6
  • active transport - review from unit 6
  • oxidative phosphorylation
  • ATP Synthase - review from unit 7
  • fermentation
  • lactic acid fermentation
  • alcohol fermentation

Online Resources:

 

Labs to try....

 Learning Targets: 

  • Demonstrate organizational skills such as keeping a daily calendar of assignments and activities and maintaining a notebook of class work.
    • Keep your binder organized and updated. 
  • Apply strategies before, during, and after reading to increase fluency and comprehension (e.g., adjusting purpose, previewing, scanning, making predictions, comparing, inferring, summarizing, using graphic organizers) with increasingly challenging texts. 
    • Use graphic organizers to better understand the biochemical pathways discussed in class.
    • Improve understanding of material by outlining material presented in class. 
  • Use a variety of appropriate sources (e.g. Internet, scientific journals) to retrieve relevant information; cite references properly. 
  • Apply active reading, listening, and viewing techniques by taking notes on classroom discussions, lectures, oral and/or video presentations, or assigned at-home reading, and by underlining key passages and writing comments in journals or in margins of texts, where permitted.  
    • Stay on task during class, annotate provided PowerPoint notes and take additional notes during board discussions. 
    • Outline provided materials and assimilate this information into material presented in class. 
  • Apply knowledge of Greek, Latin, and Anglo-Saxon affixes, inflections, and roots to understand unfamiliar words and new subject area vocabulary in increasingly challenging texts.
    •  Be able to define and correctly spell all vocabulary words.
  • Actively participate in small-group and large-group discussions, assuming various roles. 
    • Participate in class discussions  and ask questions when needed on a daily basis. 
  • Show how chemical reactions (e.g., photosynthesis, fermentation, cellular respiration) can be represented by chemical formulas. 
    • State the chemical equation for photosynthesis
    • State the chemical equation for cellular respiration
    • State the chemical equation for fermentation
  • Identify the cellular sites of and follow through the major pathways of anaerobic and aerobic respiration; compare reactants and products for each process, and account for how aerobic respiration produces more ATP per monosaccharide. 
    • Where does cellular respiration occur?  Identify the site(s) of cellular respiration specifically?
    • What type of organisms (domain and kingdom level) undergo cellular respiration?
    • Contrast aerobic and anaerobic
    • Is cellular respiration aerobic?  Explain.
    • What are the 3 main parts of cellular respiration?  Define, explain and diagram the biochemical pathway for each part.  Know where each of these phases occurs. 
    • Draw a diagram of a mitochondrion within a cell and label all major structures, label sites of all major activities/parts of the biochemical pathway, label reactants and where they are used, and label products and where they are produced and used (if applicable). 
    • Explain glycolysis.
      • What happens during the process of glycolysis?
      • Where does glycolysis occur?
      • Is glycolysis aerobic or anaerobic?  What does this mean?
      • What are the products of glycolysis and where are they used (where do they go)? 
      • What is meant by the phrase "net production of 2 ATP" in regards to glycolysis? 
    • Explain the Krebs cycle.
      • What happens during the Krebs Cycle?
      • Where does the Krebs Cycle occur?
      • Is the Krebs Cycle considered aerobic or anaerobic?  What does this mean?
      • What are the products of the Krebs Cycle and where are they used (where do they go)? Per pyruvate and per glucose molecule.  
      • How many ATP are produced during the Krebs Cycle? 
    • Explain the Electron Transport Chain and chemiosmosis in oxidative phosphorylation.
      • What happens during the Electron Transport Chain?
      • Where does the Electron Transport Chain occur?
      • Is the Electron Transport Chain considered aerobic or anaerobic?  What does this mean?
      • What happens during chemiosmosis?
      • Where does chemiosmosis occur during cellular respiration?
      • What are the products of the Electron Transport Chain and Chemiosmosis (oxidative phosphorylation) and where are they used (where do they go)? 
      • How many ATP are produced during the Electron Transport Chain and Chemiosmosis (oxidative phosphorylation)? 
    • Compare and contrast photosynthesis and cellular respiration

    • Explain fermentation and the conditions under which it will occur.

    • Differentiate between the two types of fermentation; explain the reactants and products; list organisms that complete this process; describe metabolic and economic benefits of these biochemical pathways.

  • Explain how photosynthetic organisms use the processes of photosynthesis and respiration. 
    • Compare and contrast photosynthesis and cellular respiration
  • Revise, refine, and proofread own and others writing, using appropriate tools to find strengths and weaknesses and to seek strategies for improvement (using good writing methods). 
    • State, elaborate, use an example and draw a connection when answering open - ended questions.  
  • Safely use laboratory equipment and techniques when conducting scientific investigations. 
  • Manipulate variables in experiments using appropriate procedures (e.g. controls, multiple trials). 
  • Collect, organize, and analyze data accurately and precisely (e.g. using scientific techniques and mathematics in experiments)
  • Interpret results and draw conclusions, revising hypothesis as necessary and/or formulating additional questions or explanations.
  • Use mathematics to enhance the scientific inquiry process (e.g., choosing appropriate units of measurement, graphing and manipulating experimental data)
  • Write and speak effectively to present and explain scientific results, using appropriate terminology and graphics. 
  • Use appropriate essay-test taking and timed-writing strategies that address and analyze the questions.  
  • Demonstrate familiarity with test formats and test administration procedures to increase speed and accuracy. 
    • Complete tests within permitted time limits. 
CrashCourse:  ATP & Cellular Respiration
In which Hank does some push ups for science and describes the "economy" of cellular respiration and the various processes whereby our bodies create energy in the form of ATP.

Table of Contents:
1) Cellular Respiration 01:00
2) Adenosine Triphosphate 01:29
3) Glycolysis 4:13
A) Pyruvate Molecules 5:00
B) Anaerobic Respiration/Fermentation 5:33
C) Aerobic Respiration 6:45
4) Krebs Cycle 7:06
A) Acetyl COA 7:38
B) Oxaloacetic Acid 8:21
C) Biolography: Hans Krebs 8:37
D) NAD/FAD 9:48
5) Electron Transport Chain 10:55
6) Check the Math 12:33
Bozeman ScienceCellular Respiration
Paul Andersen covers the processes of aerobic and anaerobic cellular respiration. He starts with a brief description of the two processes. He then describes the important parts of the mitochondria. He explains how energy is transferred to ATP through the processes of glycolysis, the Kreb cycle and the Electron Transport Chain. He also explains how organisms use both lactic acid and alcoholic fermentation.

Bozeman Science: The Importance of Oxygen

In this video Paul Andersen explains the importance of oxygen in accepting electrons. He begins with a brief description of combustion. He then explains the role of oxygen in aerobic cellular respiration.

Bozeman Science:  Photosynthesis and Cellular Respiration

Paul Andersen details the processes of photosynthesis and respiration in this video on free energy capture and storage. Autotrophs use the light reactions and the Calvin cycle to convert energy from the Sun into sugars. Autotrophs and heterotrophs use cellular respiration to convert this sugar into ATP. Both chemosynthesis and fermentation are discussed. The evolution of photosynthesis is also discussed.

Bozeman Science:  Anaerobic Respiration
Paul Andersen explains the process of anaerobic respiration. This process involves glycolysis and fermentation and allows organisms to survive without oxygen. Lactic acid fermentation is used in animals and bacteria and uses lactate as an electron acceptor. Alcoholic fermentation used ethyl alcohol as an electron acceptor.