1. Go HERE for the Bozeman walkthrough video that explains the procedure.
2. Go HERE for the Lab Handout
Monday, December 9, 2019
Wednesday, December 4, 2019
8.3: The Calvin Cycle Uses the Chemical Energy of ATP and NADPH to Reduce CO2 to Sugar
8.3: The Calvin Cycle Uses the Chemical Energy of ATP and NADPH to Reduce CO₂ to Sugar
Key Terms: Glyceraldehyde 3-phosphate (G3P), Rubisco, C₃ Plants, Photorespiration, C₄ Plants, Crassulacean Acid Metabolism (CAM), CAM Plants
BELLWORK: Watch and take your own notes on the Photosynthesis: Calvin Cycle Khan Academy video
IN CLASS READING of Concept 8.3: Pages 173-177 in your text.
From page 173:
1. Explain how the Calvin cycle is similar to the citric acid cycle.
2. Describe how the Calvin cycle is different from the citric acid cycle.
3. State how carbon enters and leaves the Calvin cycle.
4. List the 2 energy molecules consumed during the Calvin cycle.
5. State the name of the carbohydrate produced directly from the Calvin cycle (hint: it's not glucose)
6. State how many times the Calvin cycle must take place for the synthesis of one of these molecules.
From page 174
7. Explain how CO₂ gets incorporated in the Calvin cycle.
8. State the name of the enzyme that catalyzes the first step in the Calvin cycle.
9. Hypothesize as to why this enzyme is thought to be the most abundant on Earth.
10. List how many ATPs and NADPHs are consumed by the Calvin cycle to produce 1 G3P molecule, and state where this ATP and NADPH come from.
11. Explain what happens to the G3P created by the Calvin cycle.
12. Determine if the light reactions alone or the Calvin cycle alone can make sugar from CO₂.
From page 175
13. Describe how plants must balance photosynthesis (and the need for CO₂) with the prevention of excessive water loss. Be sure to mention stomata in your answer.
14. Explain why C₃ plants are aptly named.
15. List 3 important agricultural C₃ plants.
16. Explain 2 things that cause C₃ plants to produce less sugar,
17. List 2 alternate modes of carbon fixation that have evolved to minimize photorespiration and optimize the Calvin cycle -- even in hot, arid climates.
18. Explain why C₄ plants are aptly named.
19. Explain how a C₄ plant continues to make sugar even when it closes its stomata in order to conserve water.
20. List 2 agriculturally important C₄ plants.
21. Explain why C₄ plants can be said to have a "spatial separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18).
22. List 3 CAM plants.
From page 176
23. State when CAM plants open and close their stomata.
24. Explain why CAM plants can be said to have a "temporal separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18 on page 175).
25. State how CAM, C₄, and C₃ plants all make sugar from CO₂, even though they have different adaptations to deal with evaporative water loss.
26. Explain how a poison that inhibits an enzyme of the Calvin cycle will also inhibit the light reactions.
27. Describe how photorespiration lowers photosynthetic output.
From page 177
28. State the percentage of organic material made from photosynthesis that is used as fuel for cellular respiration in the plant cell mitochondria.
29. State the polysaccharide (the most abundant organic molecule on the planet!) that plants create from glucose.
2. Describe how the Calvin cycle is different from the citric acid cycle.
3. State how carbon enters and leaves the Calvin cycle.
4. List the 2 energy molecules consumed during the Calvin cycle.
5. State the name of the carbohydrate produced directly from the Calvin cycle (hint: it's not glucose)
6. State how many times the Calvin cycle must take place for the synthesis of one of these molecules.
From page 174
7. Explain how CO₂ gets incorporated in the Calvin cycle.
8. State the name of the enzyme that catalyzes the first step in the Calvin cycle.
9. Hypothesize as to why this enzyme is thought to be the most abundant on Earth.
10. List how many ATPs and NADPHs are consumed by the Calvin cycle to produce 1 G3P molecule, and state where this ATP and NADPH come from.
11. Explain what happens to the G3P created by the Calvin cycle.
12. Determine if the light reactions alone or the Calvin cycle alone can make sugar from CO₂.
From page 175
13. Describe how plants must balance photosynthesis (and the need for CO₂) with the prevention of excessive water loss. Be sure to mention stomata in your answer.
14. Explain why C₃ plants are aptly named.
15. List 3 important agricultural C₃ plants.
16. Explain 2 things that cause C₃ plants to produce less sugar,
17. List 2 alternate modes of carbon fixation that have evolved to minimize photorespiration and optimize the Calvin cycle -- even in hot, arid climates.
18. Explain why C₄ plants are aptly named.
19. Explain how a C₄ plant continues to make sugar even when it closes its stomata in order to conserve water.
20. List 2 agriculturally important C₄ plants.
21. Explain why C₄ plants can be said to have a "spatial separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18).
22. List 3 CAM plants.
From page 176
23. State when CAM plants open and close their stomata.
24. Explain why CAM plants can be said to have a "temporal separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18 on page 175).
25. State how CAM, C₄, and C₃ plants all make sugar from CO₂, even though they have different adaptations to deal with evaporative water loss.
26. Explain how a poison that inhibits an enzyme of the Calvin cycle will also inhibit the light reactions.
27. Describe how photorespiration lowers photosynthetic output.
From page 177
28. State the percentage of organic material made from photosynthesis that is used as fuel for cellular respiration in the plant cell mitochondria.
29. State the polysaccharide (the most abundant organic molecule on the planet!) that plants create from glucose.
Monday, December 2, 2019
8.2: The Light Reactions Convert Solar Energy to the Chemical Energy of ATP and NADPH
8.2: The Light Reactions Convert Solar Energy to the Chemical Energy of ATP and NADPH
Key Terms: Wavelength, Electromagnetic Spectrum, Visible Light, Photons, Spectrophotometer, Absorption Spectrum, Chlorophyll A, Chlorophyll B, Action Spectrum, Carotenoids, Photosystem, Reaction-Center Complex, Light-Harvestin Complex, Primary Electron Acceptor, Photosystem II, Photosystem I, Linear Electron Flow,
BELLWORK: Watch and take your own notes on the Conceptual Overview of Light Dependent Reactions Khan Academy video
IN CLASS READING of Concept 8.2: Pages 165-172 in your text.
From page 166:
1. Compare the amount of energy in violet light to red light.
2. List 3 things that can happen to light when it meets matter.
3. State whether pigments absorb, reflect, or transmit light.
4. Explain why we see green when we look at a leaf.
5. Draw the Absorption spectra of Chlorophyll a, Chlorophyll b, and Carotenoids (see fig 8.9 on page 167)
6. Explain what the absorption spectrum of chlorophyll a suggests about which color light works best for photosynthesis.
7. Explain how the action spectrum for photosynthesis confirms what you explained in objective 6.
8. Predict what color of light would be least effective for driving photosynthesis.
From page 167 and 168
9. Explain why the action spectrum for photosynthesis is broader than the absorption spectrum of chlorophyll a by itself.
From page 168
10. Describe another role for carotenoids in both plants and humans.
11. Using the terms 'ground state' and 'excited state', explain what happens when a molecule absorbs a photon of light.
12. Explain why electrons can't stay in the excited state.
From page 169
13. Describe what some pigments, including chlorophyll, do after absorbing photons.
14. Create a flow chart that summarizes how a photosystem harvests light. (see fig 8.12a)
15. Compare what happens to the potential energy represented by an excited electron when a primary electron acceptor is present to what happens in isolated chlorophyll when a primary electron acceptor is not present.
From page 170
16. List the 2 photosystems found in the thylakoid membrane, circling the one that functions first in the light reactions.
From page 171
17. Draw an analogy for linear electron flow during the light reactions. (see fig 8.14)
18. Restate the "big picture" purpose of the light reactions.
19. State what chloroplasts and mitochondria have in common when it comes to ATP production.
20. Compare the source of high energy electrons in chloroplasts to the source of high energy electrons in mitochondria.
From page 172
21. Summarize how mitochondria and chloroplasts use chemiosmosis differently.
22. Explain how simply measuring the pH in the thylakoid space and the stroma when lights are on or off provides strong evidence in support of chemiosmosis.
23. Summarize the light reactions.
24. State the initial electron donor in the light reactions, and state the location of those electrons at the end of the light reactions.
25. In an experiment, isolated chloroplasts placed in an illuminated solution with the appropriate chemicals can carry out ATP synthesis. Predict what would happen to the rate of synthesis if a compound is added to the solution that makes membranes freely permeable to hydrogen ions.
2. List 3 things that can happen to light when it meets matter.
3. State whether pigments absorb, reflect, or transmit light.
4. Explain why we see green when we look at a leaf.
5. Draw the Absorption spectra of Chlorophyll a, Chlorophyll b, and Carotenoids (see fig 8.9 on page 167)
6. Explain what the absorption spectrum of chlorophyll a suggests about which color light works best for photosynthesis.
7. Explain how the action spectrum for photosynthesis confirms what you explained in objective 6.
8. Predict what color of light would be least effective for driving photosynthesis.
From page 167 and 168
9. Explain why the action spectrum for photosynthesis is broader than the absorption spectrum of chlorophyll a by itself.
From page 168
10. Describe another role for carotenoids in both plants and humans.
11. Using the terms 'ground state' and 'excited state', explain what happens when a molecule absorbs a photon of light.
12. Explain why electrons can't stay in the excited state.
From page 169
13. Describe what some pigments, including chlorophyll, do after absorbing photons.
14. Create a flow chart that summarizes how a photosystem harvests light. (see fig 8.12a)
15. Compare what happens to the potential energy represented by an excited electron when a primary electron acceptor is present to what happens in isolated chlorophyll when a primary electron acceptor is not present.
From page 170
16. List the 2 photosystems found in the thylakoid membrane, circling the one that functions first in the light reactions.
From page 171
17. Draw an analogy for linear electron flow during the light reactions. (see fig 8.14)
18. Restate the "big picture" purpose of the light reactions.
19. State what chloroplasts and mitochondria have in common when it comes to ATP production.
20. Compare the source of high energy electrons in chloroplasts to the source of high energy electrons in mitochondria.
From page 172
21. Summarize how mitochondria and chloroplasts use chemiosmosis differently.
22. Explain how simply measuring the pH in the thylakoid space and the stroma when lights are on or off provides strong evidence in support of chemiosmosis.
23. Summarize the light reactions.
24. State the initial electron donor in the light reactions, and state the location of those electrons at the end of the light reactions.
25. In an experiment, isolated chloroplasts placed in an illuminated solution with the appropriate chemicals can carry out ATP synthesis. Predict what would happen to the rate of synthesis if a compound is added to the solution that makes membranes freely permeable to hydrogen ions.
Wednesday, November 20, 2019
Monday, November 18, 2019
8.1: Photosynthesis Converts Light Energy to the Chemical Energy of Food
8.1: Photosynthesis Converts Light Energy to the Chemical Energy of Food
Key Terms: Autotrophs, Heterotrophs, Mesophyll, Stomata, Stroma, Thylakoids, Chlorophyll, Light Reactions, Calvin Cycle, NADP⁺, NADPH, Photophosphorylation, Carbon Fixation
BELLWORK: Watch and take your own notes on the Photosynthesis and Cellular Respiration Bozeman video
IN CLASS READING of Concept 8.1: Pages 161-165 in your text.
From page 161
1. Compare and Contrast Autotrophs with Heterotrophs.
From page 162
2. List and briefly describe the 2 stages of photosynthesis.
3. Explain how the structural organization of the cell allows for photosynthesis to be efficient.
4. Describe how photosynthetic bacteria are structurally similar to the chloroplast found in plant cells.
5. Summarize how the endosymbiont theory explains the evolution of the chloroplast.
6. State the layer of a leaf in which chloroplasts are mainly found.
7. Explain how CO₂ enters and O₂ exits the plant cell.
8. Draw a chloroplast and label the following: Stroma, Granum, Thylakoid, Thylakoid space, Inner membrane, Outer membrane, Innermembrane space
9. State where in the chloroplast you will find chlorophyll.
From page 163
10. Write the chemical equation for photosynthesis. Circle the reactants and put a rectangle around the products.
11. Explain the relationship between photosynthesis and cellular respiration.
From page 164
12. Explain where the O₂ given off a plant comes from.
13. Describe how oxygen-18 (¹⁸O) was used as a chemical tracer to provide evidence that the oxygen given off by a plant comes from water.
14. Compare the electron flow in photosynthesis to that in cellular respiration.
15. Decide whether photosynthesis is exergonic or endergonic.
16. State the energy source for photosynthesis.
17. Summarize the light reactions of photosynthesis.
From page 165
18. Summarize the Calvin cycle.
19. State where the Calvin cycle occurs in the chloroplast.
20. Draw a diagram that demonstrates how the light reactions and the Calvin cycle cooperate to make sugar.
21. Using a Venn diagram, categorize the following statements as pertaining to the light reactions, the Calvin cycle, or both: 1. Occurs in the stroma 2. Includes carbon fixation 3. Reduces NADP⁺ to NADPH 4. Occurs during daylight 5. The photo part of photosynthesis 6. The synthesis part of photosynthesis 7. Occurs in the thylakoid membranes 8. Requires ATP (makes ADP) 9. Makes ATP (requires ADP) 10. Input = water : output = oxygen 11. Input = CO₂ : output = [CH₂O] (sugar)
From page 162
2. List and briefly describe the 2 stages of photosynthesis.
3. Explain how the structural organization of the cell allows for photosynthesis to be efficient.
4. Describe how photosynthetic bacteria are structurally similar to the chloroplast found in plant cells.
5. Summarize how the endosymbiont theory explains the evolution of the chloroplast.
6. State the layer of a leaf in which chloroplasts are mainly found.
7. Explain how CO₂ enters and O₂ exits the plant cell.
8. Draw a chloroplast and label the following: Stroma, Granum, Thylakoid, Thylakoid space, Inner membrane, Outer membrane, Innermembrane space
9. State where in the chloroplast you will find chlorophyll.
From page 163
10. Write the chemical equation for photosynthesis. Circle the reactants and put a rectangle around the products.
11. Explain the relationship between photosynthesis and cellular respiration.
From page 164
12. Explain where the O₂ given off a plant comes from.
13. Describe how oxygen-18 (¹⁸O) was used as a chemical tracer to provide evidence that the oxygen given off by a plant comes from water.
14. Compare the electron flow in photosynthesis to that in cellular respiration.
15. Decide whether photosynthesis is exergonic or endergonic.
16. State the energy source for photosynthesis.
17. Summarize the light reactions of photosynthesis.
From page 165
18. Summarize the Calvin cycle.
19. State where the Calvin cycle occurs in the chloroplast.
20. Draw a diagram that demonstrates how the light reactions and the Calvin cycle cooperate to make sugar.
21. Using a Venn diagram, categorize the following statements as pertaining to the light reactions, the Calvin cycle, or both: 1. Occurs in the stroma 2. Includes carbon fixation 3. Reduces NADP⁺ to NADPH 4. Occurs during daylight 5. The photo part of photosynthesis 6. The synthesis part of photosynthesis 7. Occurs in the thylakoid membranes 8. Requires ATP (makes ADP) 9. Makes ATP (requires ADP) 10. Input = water : output = oxygen 11. Input = CO₂ : output = [CH₂O] (sugar)
Thursday, November 14, 2019
Friday, November 8, 2019
Mitochondria Lab Video Preview
Article for CER
Go HERE to read the article for your CER paragraph.
Due TUESDAY, Nov 12
Due TUESDAY, Nov 12
Claim
- A claim is a statement that answers the question. It will usually only be one sentence in length. The claim does not include any explanation, reasoning, or evidence so it should not include any transition words such as “because.”
Evidence
- The evidence is the data used to support the claim. It can be either quantitative or qualitive depending on the question and/or lab. The evidence could even be a data table the student creates. Students should only use data within their evidence that directly supports the claim.
Reasoning
- The reasoning is the explanation of “why and how” the evidence supports the claim. It should include an explanation of the underlying science concept that produced the evidence or data.
Thursday, November 7, 2019
7.5 & 7.6: Fermentation & Anaerobic Respiration Enable Cells to Produce ATP Without the Use of Oxygen
7.5 & 7.6: Fermentation & Anaerobic Respiration Enable Cells to Produce ATP Without the Use of Oxygen
Key Terms: Alcohol Fermentation, Lactic Acid Fermentation, Obligate Anaerobes, Facultative Anaerobes, Beta Oxidation
BELLWORK: Watch and take your own notes on the Alcohol Fermentation Khan Academy video, and the Lactic Acid Fermentation Khan Academy video.
IN CLASS READING of Concept 7.5 and 7.6: Pages 154-158 in your text.
From page 154
1. List the 2 mechanisms by which certain cells can oxidize organic fuel and generate ATP without the use of oxygen.
2. State the distinction between those 2 ways.
From page 155
3. Describe an example of an organism that uses SO₄²⁻ as the final electron acceptor instead of oxygen.
4. Hypothesize why ground water used to water lawns here in Bradenton smells like rotten eggs.
5. State the oxidizing agent of glycolysis.
6. Explain how fermentation keeps ATP production going.
From page 156
7. Describe how alcohol fermentation keeps glycolysis going.
8. Name 2 organisms that can carry out alcohol fermentation.
9. Evaluate the purpose of putting freshly made bread dough somewhere warm for a few hours.
10. Describe how lactic acid fermentation keeps glycolysis going.
11. List 2 foods made from lactic acid fermentation.
12. Research how your favorite type of cheese is made.
13. Explain when human muscle cells use lactic acid fermentation.
14. State the likely reason for muscle soreness after a strenuous workout.
15. Compare and Contrast fermentation with anaerobic and aerobic respiration.
From page 157
16. Determine what yields more ATP (aerobic respiration or fermentation). State how much more.
17. Summarize the evolutionary significance of glycolysis.
18. Predict what would happen to its rate of glucose consumption if a glucose-fed yeast cell were moved from an aerobic environment to an anaerobic one. Assume that ATP production has to stay the same.
From page 158
19. Summarize how glycolysis can accept a wide range of carbohydrates for catabolism.
20. Explain what must first happen to proteins before they can be used as fuel.
21. Explain what must happen to amino acids before they can feed into glycolysis or the citric acid cycle.
22. State where most of the energy of a fat is stored.
23. Explain why fats make excellent fuels.
24. Compare the ATP production from the oxidation of a gram of fat to that of a gram of carbohydrate.
25. Describe an example of biosynthesis.
26. Decide whether these anabolic, or biosynthetic, pathways consume or generate ATP.
2. State the distinction between those 2 ways.
From page 155
3. Describe an example of an organism that uses SO₄²⁻ as the final electron acceptor instead of oxygen.
4. Hypothesize why ground water used to water lawns here in Bradenton smells like rotten eggs.
5. State the oxidizing agent of glycolysis.
6. Explain how fermentation keeps ATP production going.
From page 156
7. Describe how alcohol fermentation keeps glycolysis going.
8. Name 2 organisms that can carry out alcohol fermentation.
9. Evaluate the purpose of putting freshly made bread dough somewhere warm for a few hours.
10. Describe how lactic acid fermentation keeps glycolysis going.
11. List 2 foods made from lactic acid fermentation.
12. Research how your favorite type of cheese is made.
13. Explain when human muscle cells use lactic acid fermentation.
14. State the likely reason for muscle soreness after a strenuous workout.
15. Compare and Contrast fermentation with anaerobic and aerobic respiration.
From page 157
16. Determine what yields more ATP (aerobic respiration or fermentation). State how much more.
17. Summarize the evolutionary significance of glycolysis.
18. Predict what would happen to its rate of glucose consumption if a glucose-fed yeast cell were moved from an aerobic environment to an anaerobic one. Assume that ATP production has to stay the same.
From page 158
19. Summarize how glycolysis can accept a wide range of carbohydrates for catabolism.
20. Explain what must first happen to proteins before they can be used as fuel.
21. Explain what must happen to amino acids before they can feed into glycolysis or the citric acid cycle.
22. State where most of the energy of a fat is stored.
23. Explain why fats make excellent fuels.
24. Compare the ATP production from the oxidation of a gram of fat to that of a gram of carbohydrate.
25. Describe an example of biosynthesis.
26. Decide whether these anabolic, or biosynthetic, pathways consume or generate ATP.
Friday, November 1, 2019
7.4: During Oxidative Phosphorylation, Chemiosmosis Couples Electron Transport to ATP Synthesis
7.4: During Oxidative Phosphorylation, Chemiosmosis Couples Electron Transport to ATP Synthesis
Key Terms: Cytochromes, ATP Synthase, Chemiosmosis, Proton-Motive Force,
BELLWORK: Watch and take your own notes on the Oxidative Phosphorylation and Chemiosmosis Khan Academy video
IN CLASS READING of Concept 7.4: Pages 149-154 in your text.
From page 149
1. State the main objective of this chapter.
2. Summarize the net ATP production so far (Glycolysis + Citric Acid Cycle)
3. Explain where most of the energy extracted from glucose is at this point.
From page 150
4. State (once again) where the electron transport chain is in eukaryotes.
5. Describe how the folding of the inner mitochondrial membrane benefits the cell.
6. Describe what happens to electron carriers during electron transport.
7. State the final electron acceptor of the electron transport chain.
8. List the 2 sources of electrons for the electron transport chain. When were these made?
From page 151
9. Determine if the electron transport chain makes ATP directly.
10. State where ATP Synthase is found in eukaryotes.
11. State where ATP Synthase is found in prokaryotes.
12. State the power source for ATP Synthase.
13. Draw a cell membrane with an ATP synthase embedded in it. Add H⁺ in correct amounts on either side to show a difference in H⁺ concentration.
From page 152
14. Describe how the cell generates and maintains the H⁺ gradient that drives ATP synthesis.
15. State the only way H⁺ can cross back into the mitochondrial matrix from the intermembrane space.
From page 153
16. Decide whether or not chemiosmosis only occurs in mitochondria.
17. Describe how chloroplasts make use of chemiosmosis.
18. Describe how prokaryotes utilize the proton-motive force.
19. Justify the awarding of the Nobel Prize to Peter Mitchell in 1978.
20. Sequence the flow of most energy during respiration.
From page 154
21. State the percentage of potential energy in glucose that gets transferred to ATP.
22. Compare that percentage to the efficiency of an automobile converting the energy in gasoline to energy that moves the car.
23. Explain what happens to the rest of the energy that was in glucose.
24. Describe an example of an organism actually reducing the efficiency of cellular respiration on purpose.
25. Predict what would happen if there were no O₂ in figure 7.14
26. In the absence of O₂, as in the previous objective, explain what would happen if you decreased the pH of the intermembrane space of the mitochondrion.
2. Summarize the net ATP production so far (Glycolysis + Citric Acid Cycle)
3. Explain where most of the energy extracted from glucose is at this point.
From page 150
4. State (once again) where the electron transport chain is in eukaryotes.
5. Describe how the folding of the inner mitochondrial membrane benefits the cell.
6. Describe what happens to electron carriers during electron transport.
7. State the final electron acceptor of the electron transport chain.
8. List the 2 sources of electrons for the electron transport chain. When were these made?
From page 151
9. Determine if the electron transport chain makes ATP directly.
10. State where ATP Synthase is found in eukaryotes.
11. State where ATP Synthase is found in prokaryotes.
12. State the power source for ATP Synthase.
13. Draw a cell membrane with an ATP synthase embedded in it. Add H⁺ in correct amounts on either side to show a difference in H⁺ concentration.
From page 152
14. Describe how the cell generates and maintains the H⁺ gradient that drives ATP synthesis.
15. State the only way H⁺ can cross back into the mitochondrial matrix from the intermembrane space.
From page 153
16. Decide whether or not chemiosmosis only occurs in mitochondria.
17. Describe how chloroplasts make use of chemiosmosis.
18. Describe how prokaryotes utilize the proton-motive force.
19. Justify the awarding of the Nobel Prize to Peter Mitchell in 1978.
20. Sequence the flow of most energy during respiration.
From page 154
21. State the percentage of potential energy in glucose that gets transferred to ATP.
22. Compare that percentage to the efficiency of an automobile converting the energy in gasoline to energy that moves the car.
23. Explain what happens to the rest of the energy that was in glucose.
24. Describe an example of an organism actually reducing the efficiency of cellular respiration on purpose.
25. Predict what would happen if there were no O₂ in figure 7.14
26. In the absence of O₂, as in the previous objective, explain what would happen if you decreased the pH of the intermembrane space of the mitochondrion.
Thursday, October 31, 2019
M&M Trick and Treat
Tuesday, October 29, 2019
7.3 After Pyruvate is Oxidized, the Citric Acid Cycle Completes the Energy-Yielding Oxidation of Organic Molecules
7.3 After Pyruvate is Oxidized, the Citric Acid Cycle Completes the Energy-Yielding Oxidation of Organic Molecules
Key Terms: Acetyl CoA
BELLWORK: Watch and take your own notes on the Citric Acid Cycle Khan Academy video
IN CLASS READING of Concept 7.3: Pages 148 in your text.
1. Explain the energy production limitations of glycolysis, indicating where most of the energy remains stockpiled.
2. State what must be present for the oxidation of glucose to be completed.
3. Compare where this oxidation happens in eukaryotes and prokaryotes.
4. Describe what happens to pyruvate before entering the citric acid cycle.
5. State another name for the citric acid cycle.
6. List how many CO₂ molecules are created from 1 pyruvate getting oxidized and going through the citric acid cycle.
7. State how many ATPs are created by 1 Acetyl CoA completing the citric acid cycle.
8. Explain where most of the chemical energy is transferred (what are the 2 electron carriers)
9. State what will happen to these 2 electron carriers.
10. Calculate the total number of ATP, NADH, and FADH₂ created by 1 molecule of glucose undergoing glycolysis, pyruvate oxidation, and the citric acid cycle.
2. State what must be present for the oxidation of glucose to be completed.
3. Compare where this oxidation happens in eukaryotes and prokaryotes.
4. Describe what happens to pyruvate before entering the citric acid cycle.
5. State another name for the citric acid cycle.
6. List how many CO₂ molecules are created from 1 pyruvate getting oxidized and going through the citric acid cycle.
7. State how many ATPs are created by 1 Acetyl CoA completing the citric acid cycle.
8. Explain where most of the chemical energy is transferred (what are the 2 electron carriers)
9. State what will happen to these 2 electron carriers.
10. Calculate the total number of ATP, NADH, and FADH₂ created by 1 molecule of glucose undergoing glycolysis, pyruvate oxidation, and the citric acid cycle.
Friday, October 25, 2019
Thursday, October 24, 2019
7.2: Glycolysis harvests chemical energy by oxidizing glucose to pyruvate
7.2: Glycolysis harvests chemical energy by oxidizing glucose to pyruvate
Key Terms: Glycolysis, Citric Acid Cycle, Oxidative Phosphorylation, Substrate-Level Phosphorylation,
BELLWORK: Watch and take your own notes on the Coupled Reactions Bozeman Video
IN CLASS READING of Concept 7.2: Pages 145-147 in your text.
From page 145 (The Stages of Cellular Respiration: A Preview):
1. List the 3 metabolic stages of cellular respiration.
2. State where in the cell glycolysis takes place.
3. Describe what happens in glycolysis .
4. State where pyruvate goes in eukaryotic cells.
5. Explain what happens to pyruvate when it gets there.
6. State the part of cellular respiration that produces the CO₂ you're breathing out right now.
From page 146 (The Stages of Cellular Respiration: A Preview):
7. State where in the mitochondrion oxidative phosphorylation happens.
8. State the percentage of ATP production that comes from oxidative phosphorylation.
9. Explain how substrate-level phosphorylation is different from oxidative phosphorylation.
10. State the number of ATP molecules created by each molecule of glucose degraded by respiration.
From page 147:
11. State the literal meaning of the word glycolysis.
12. Summarize what happens during the 2 phases of glycolysis (the energy investment phase, and the energy payoff phase).
13. List the net yield of glycolysis (how many ATP and NADH?)
14. List the 3 domains of life that utilize glycolysis for their energy needs.
15. Determine whether or not CO₂ is released during glycolysis .
16. Determine whether glycolysis happens if oxygen is present or not.
1. List the 3 metabolic stages of cellular respiration.
2. State where in the cell glycolysis takes place.
3. Describe what happens in glycolysis .
4. State where pyruvate goes in eukaryotic cells.
5. Explain what happens to pyruvate when it gets there.
6. State the part of cellular respiration that produces the CO₂ you're breathing out right now.
From page 146 (The Stages of Cellular Respiration: A Preview):
7. State where in the mitochondrion oxidative phosphorylation happens.
8. State the percentage of ATP production that comes from oxidative phosphorylation.
9. Explain how substrate-level phosphorylation is different from oxidative phosphorylation.
10. State the number of ATP molecules created by each molecule of glucose degraded by respiration.
From page 147:
11. State the literal meaning of the word glycolysis.
12. Summarize what happens during the 2 phases of glycolysis (the energy investment phase, and the energy payoff phase).
13. List the net yield of glycolysis (how many ATP and NADH?)
14. List the 3 domains of life that utilize glycolysis for their energy needs.
15. Determine whether or not CO₂ is released during glycolysis .
16. Determine whether glycolysis happens if oxygen is present or not.
Tuesday, October 22, 2019
7.1 Catabolic Pathways Yield Energy by Oxidizing Organic Fuels
7.1: Catabolic Pathways Yield Energy by Oxidizing Organic Fuels
Key Terms: Fermentation, Aerobic Respiration, Anaerobic Respiration, Cellular Respiration, Redox Reactions, Oxidation, Reduction, Reducing Agent, Oxidizing Agent, NAD⁺, Electron Transport Chain,
BELLWORK: Watch and take your own notes on 1.) the The Importance of Oxygen Bozeman Video AND 2.) the first 3 minutes of Redox Reactions
IN CLASS READING of Concept 7.1: Pages 141-145 in your text.
From page 141:
1. Draw a diagram that shows energy flow and chemical recycling in ecosystems.
2. Explain how energy flows through ecosystems, while chemicals are recycled.
3. Describe how photosynthesis and cellular respiration can be seen as opposites.
From page 142:
4. Describe what a catabolic pathway is.
5. Explain why organic compounds possess potential energy.
6. List 2 fates of the energy taken out of chemical storage.
7. State the most efficient catabolic pathway for your cells.
8. Explain how anaerobic respiration is different than aerobic respiration.
9. List 3 types of biomolecules that can be processed and consumed as fuel.
10. Write down the chemical equation for cellular respiration. Include ΔG!
11. Explain what it means when ΔG is negative.
12. Explain what a cell must do to keep working.
13. Use a Venn Diagram to compare and contrast oxidation with reduction.
From page 143:
14. Explain why oxygen is one of the most powerful of all oxidizing agents.
15. Summarize how a redox reaction (like the burning of methane) releases chemical energy that can be put to work.
16. State what the common "fuel" is for cellular respiration.
17. Explain why organic molecules that have an abundance of hydrogen are excellent fuels.
18. Explain what prevents the spontaneous combustion of glucose under normal conditions.
19. Explain how a cell slows the process of breaking down glucose.
20. Describe what gets stripped from glucose during this process.
21. Summarize the role of NAD⁺during respiration.
From page 144:
22. Explain how NAD⁺ becomes reduced to become NADH.
23. Describe what each NADH molecule formed during respiration represents.
24. List 2 ways that cellular respiration differs from the explosive combustion of liquid H₂ and O₂ seen in rocket engines.
From page 145:
25. Describe the electron transport chain. Include where in the eukaryotic cell it happens, and where in a prokaryotic cell it happens.
26. Create an analogy for oxygen "pulling" electrons down the chain.
27. Sequence the "downhill" route that most electrons travel during cellular respiration.
1. Draw a diagram that shows energy flow and chemical recycling in ecosystems.
2. Explain how energy flows through ecosystems, while chemicals are recycled.
3. Describe how photosynthesis and cellular respiration can be seen as opposites.
From page 142:
4. Describe what a catabolic pathway is.
5. Explain why organic compounds possess potential energy.
6. List 2 fates of the energy taken out of chemical storage.
7. State the most efficient catabolic pathway for your cells.
8. Explain how anaerobic respiration is different than aerobic respiration.
9. List 3 types of biomolecules that can be processed and consumed as fuel.
10. Write down the chemical equation for cellular respiration. Include ΔG!
11. Explain what it means when ΔG is negative.
12. Explain what a cell must do to keep working.
13. Use a Venn Diagram to compare and contrast oxidation with reduction.
From page 143:
14. Explain why oxygen is one of the most powerful of all oxidizing agents.
15. Summarize how a redox reaction (like the burning of methane) releases chemical energy that can be put to work.
16. State what the common "fuel" is for cellular respiration.
17. Explain why organic molecules that have an abundance of hydrogen are excellent fuels.
18. Explain what prevents the spontaneous combustion of glucose under normal conditions.
19. Explain how a cell slows the process of breaking down glucose.
20. Describe what gets stripped from glucose during this process.
21. Summarize the role of NAD⁺during respiration.
From page 144:
22. Explain how NAD⁺ becomes reduced to become NADH.
23. Describe what each NADH molecule formed during respiration represents.
24. List 2 ways that cellular respiration differs from the explosive combustion of liquid H₂ and O₂ seen in rocket engines.
From page 145:
25. Describe the electron transport chain. Include where in the eukaryotic cell it happens, and where in a prokaryotic cell it happens.
26. Create an analogy for oxygen "pulling" electrons down the chain.
27. Sequence the "downhill" route that most electrons travel during cellular respiration.
Monday, October 21, 2019
6.3: ATP Powers Cellular Work
6.3: ATP Powers Cellular Work by Coupling Exergonic Reactions to Endergonic Reactions
Key Terms: Endergonic Reaction, Exergonic Reaction, Energy Coupling, Phosphorylated Intermediate
BELLWORK: Watch and take your own notes on the ATP Adenosine Triphosphate Bozeman Video
IN CLASS READING of Concept 6.3: Pages 128-130 in your text.
1. List 3 main types of work a cell does, including an example for each.
2. State the special energy molecule responsible for most energy coupling in cells.
3. State the type of chemical reaction that can break the bonds between the phosphate groups of ATP.
4. Draw a picture that shows ATP undergoing hydrolysis.
5. Write the chemical equation for the hydrolysis of ATP. Include 𝚫G!
6. Explain why ATP is useful to the cell.
7. Create an analogy for the energy contained in the triphosphate tail of ATP.
8. Summarize how energy coupling using ATP hydrolysis can help a cell synthesize glutamine from glutamic acid and ammonia (a normally endergonic reaction).
9. Explain the key to coupling exergonic reactions and endergonic reactions.
10. Explain how ATP drives transport work across the cell membrane. Is this passive or active transport?
11. Explain how ATP drives mechanical work in the cell.
12. Summarize how ATP is a renewable resource for the cell.
13. Predict how much ATP humans would use up in a day if it did not get recycled.
14. Write the chemical equation for the formation of ATP from ADP and phosphate.
14. Write the chemical equation for the formation of ATP from ADP and phosphate.
15. Explain why ATP formation is not spontaneous.
16. Explain what provides the energy for ATP formation for most all organisms.
Monday, October 7, 2019
Unit 2 Progress Check
Please log on to the AP Central Class site and complete the Unit 2 Progress Check MCQ by Thursday, Oct 10th beginning of class.
Also, the Osmosis Lab is due Wednesday, October 9th.
Also, the Osmosis Lab is due Wednesday, October 9th.
Tuesday, October 1, 2019
Monday, September 30, 2019
Osmosis videos
Friday, September 27, 2019
Thursday, September 26, 2019
Tuesday, September 24, 2019
Monday, September 23, 2019
Endosymbiosis videos
Which video better presents the concept of Endosymbiosis?
Video 1: "How Two Microbes Changed History"
Video 2: "Endosymbiosis"
Go HERE for the organelle quizlet study set. This will help you on the quiz tomorrow, but you should also have read sections 4.3 - 4.7 in the book and taken notes (pages 80-97)
Video 1: "How Two Microbes Changed History"
Video 2: "Endosymbiosis"
Go HERE for the organelle quizlet study set. This will help you on the quiz tomorrow, but you should also have read sections 4.3 - 4.7 in the book and taken notes (pages 80-97)
Friday, September 20, 2019
Assignment for Friday, Sept 20
Work on the test corrections - they are due on Tuesday, Sept 24th.
Please follow the link at the right for instructions.
Please follow the link at the right for instructions.
Friday, September 13, 2019
4.4 Endomembrane System
4.4: The Endomembrane System Regulates Protein Traffic and Performs Metabolic Functions in the Cell
You Must Know:
- How internal membranes and organelles contribute to cell functions.
- How internal membranes and organelles contribute to cell functions.
Key Terms: Endomembrane system, Vesicles, Endoplasmic Reticulum, Smooth ER, Rough ER, Glycoproteins, Transport Vesicles, Golgi Apparatus, Lysosome, Phagocytosis, Food Vacuoles, Contractile Vacuoles, Central Vacuoles
IN CLASS READING of Concepts 4.4: Pages 82-87
- Define the Key Terms above.
- Decide which type of ER is continuous with the nuclear membrane.
- Explain what is meant by the phrase, "The Rough ER compartmentalizes the cell."
- Determine which feature of the rough ER shows that it is involved in making proteins.
- List several functions of Smooth ER.
- State the main component of cell membranes that are made in smooth ER.
- Explain why the cells in the testes and ovaries are rich in smooth ER.
- Predict what happens to the amount to smooth ER in the liver cells of an alcoholic or chronic drug user.
- Determine where proteins produced by the rough ER are destined to go.
- State the destination for proteins produced by free ribosomes.
- Summarize the function of the Golgi Apparatus.
- Create an analogy for the function of Lysosomes.
- Explain what hydrolytic enzymes are.
- Predict whether or not lysosomal enzymes will function in the near-neutral pH of the cytosol.
- Research the role of the lysosomes in Apoptosis (programmed cell death).
- Find a good video of a contractile vacuole and explain why unicellular, freshwater cells must have one of these structures.
- Explain how the beauty of a flower is related to vacuoles.
- Research an example of a plant toxin being stored in vacuoles.
- Explain the role of a large, central vacuole in a plant cell maintaining turgor pressure (you'll have to find out what turgor pressure is first!).
- Create a visual summary of the endomembrane system that shows what happens to proteins as they are produced (see figure 4.15).
Wednesday, September 11, 2019
4.2: Eukaryotic Cells Have Internal Membranes That Compartmentalize Their Function & 4.3: The Eukaryotic Cell's Genetic Instructions Are Housed in the Nucleus and Carried Out by the Ribosomes
4.2: Eukaryotic Cells Have Internal Membranes That Compartmentalize Their Function & 4.3: The Eukaryotic Cell's Genetic Instructions Are Housed in the Nucleus and Carried Out by the Ribosomes
You Must Know:
- Three differences between prokaryotic and eukaryotic cells.
- The structure and function of organelles common to plant and animal cells.
- The structure and function of organelles found only in plant cells or only in animal cells.
- How different cell types show differences in subcellular components
- How cell size and shape affect the overall rate of nutrient intake and waste elimination
- Three differences between prokaryotic and eukaryotic cells.
- The structure and function of organelles common to plant and animal cells.
- The structure and function of organelles found only in plant cells or only in animal cells.
- How different cell types show differences in subcellular components
- How cell size and shape affect the overall rate of nutrient intake and waste elimination
Key Terms: Plasma Membrane, Nucleus, Nuclear Envelope, Chromatin, Nucleolus, Ribosomes
IN CLASS READING of Concepts 4.2 - 4.3: Pages 75-82
- Define the Key Terms above.
- Create a 3 column table that identifies which of the following characteristics are found in Prokaryotic Cells and/or Eukaryotic Cells
- Plasma Membrane
- Ribosomes
- Membrane-bound organelles in cytosol
- Nucleus
- Size 1µm - 10µm
- Size 10µm - 100µm
- Decide whether the following subcellular components belong to a plant OR an animal cell: Lysosomes, Chloroplasts, Central Vacuoles, Centrioles, Cell Wall, Flagella, Plasmodesmata
- Explain why cells must be small using the concept of surface area to volume ratio.
- Determine why the book says that MOST of a eukaryotic cell's DNA is located in the nucleus.
- Name 3 things that may exit the nucleus through pores.
- Propose an argument for which one of those things is the most important for the cell.
- State what ribosomes make for the cell.
- List the 2 parts of a ribosome.
- Compare and contrast free ribosomes with bound ribosomes.
- State the nucleic acid that is "read' by the ribosome during translation.
- Explain how the fact that ribosomes are found in all forms of life on our planet supports the idea of common ancestry of all known life.
Thursday, August 29, 2019
Thursday, August 22, 2019
Topic 1.2 Elements of Life
Topic 1.2. Elements of Life
As you read, complete the following objectives in your notebook.
EQ: How do chemical interactions contribute to the structure and function of living things?
From Chapter 3.1, page 43-48
- Define Organic Compound.
- Explain why carbon can form so many large and complex molecules.
- State the kind of chemical bonds carbon forms with other atoms.
- Draw a carbon atom, showing the electron configuration.
- Create a chart (or better yet, flashcards!) that summarizes the 7 main functional groups found in organic molecules. For each, draw the functional group and state the chemical importance.
From Chapter 3.2, page 48-49
- Explain the relationship between polymers and monomers.
- Create a visual summary of a dehydration reaction. Be sure to include the purpose.
- Create a visual summary of a hydrolysis reaction. Be sure to include the purpose.
Wednesday, August 21, 2019
Topic 1.1 Structure of Water and Hydrogen Bonding
Topic 1.1 Structure of Water and Hydrogen Bonding
As you read, complete the following objectives in your notebook.
EQ: How do the properties of water contribute to life on Earth?
From Chapter 2.3, page 30
- Define Hydrogen Bond.
- List 2 common electronegative atoms that often form hydrogen bonds.
From Chapter 2.5, pages 32-40
- Draw a water molecule, labelling the atoms and the charges.
- Explain what makes water a polar molecule.
- Create a full page chart that summarizes the 4 emergent properties of water. Be sure to include the following components:
- Cohesive behavior: cohesion, adhesion, and surface tension
- Ability to moderate temperature: definition of calorie. specific heat. heat of vaporization. evaporative cooling.
- Expansion upon freezing: ability of ice to float. importance to life
- Versatility as a solvent: definition of solution, solvent, solute. example of a hydration shell. Hydrophobic vs hydrophilic substances.
- Describe how the properties of water contribute to the upward movement of water in a tree.
- Draw a pH scale with some common examples.
- Explain the importance of buffers to living things.
- Describe an example of a buffer found in humans.
- Predict how the properties of water would change if oxygen and hydrogen had equal electronegativity.
Friday, August 16, 2019
Wednesday, August 14, 2019
Topic 7.13: Origin of Life
Topic 7.13: Origin of Life
EQ: What evidence supports the scientific explanations for the origin of life on the planet?
OBJECTIVES:
- Describe the scientific evidence that provides support for models of the origin of life on Earth.
- Explain that a scientific theory is the culmination of many scientific investigations
- drawing together all the current evidence concerning a substantial range of phenomena; thus, a
- scientific theory represents the most powerful explanation scientists have to offer.
In class reading. Section 24.1 on pages 474-478
1. Working with your partner, create a 4 column chart that summarizes the work of Miller and Urey. The 4 column headings should be Name(s), The Experiment, The Results, and The Conclusion.
2. Go HERE to see if you can replicate the necessary conditions in the Miller-Urey experiment and make organic molecules. Write down the correct combination of gases and the procedure you followed in order to create organic molecules.
3. For this next part, you will roll a die to be randomly assigned to become an expert on one the the 3 prevailing theories on the Origin of Life. As an expert, you will need to research your topic thoroughly and write a short summary of the theory. Your summary should include the scientific evidence that exists that supports the theory.
If you rolled a...
1 or 2 : You will become an expert on RNA World
3 or 4: You will become an expert on Abiogenesis
5 or 6: You will become an expert on Panspermia
Do your research and become an expert! Be sure to include lots of evidence that supports your topic. Write a summary of your theory and the evidence that supports it. You'll share this in class with other experts.
4. Visit at least 2 experts on each field that you did not research. Have them read their expert summary to you and then decide which one is better. After you decide which summary you prefer, write their summary in your notes and be sure to credit your source!!! At the end, you should have in your notes 3 summaries about the origin of life, yours, and 2 others.
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