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Photosynthesis & Cellular Respiration Cover Page
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Photosynthesis & Cellular Respiration
At the end of this unit, I will be progressing towards mastering the following NGSS
standards:
Engineering Practices
ETS 1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
ETS 1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.
ETS 1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and
trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as
well as possible social, cultural, and environmental impacts.
ETS 1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-
world problem with numerous criteria and constraints on interactions within and between systems
relevant to the problem.
At the end of this unit, I will
LS 1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy by converting carbon dioxide and water into sugars plus release oxygen.
LS 1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules (such as proteins or DNA), and used to form new cells.
LS 1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
LS 2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.
LS 2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
ESS 2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
Cross Cutting Concepts
Patterns: Observed patterns of forms and events guide organization and classification, and they
prompt questions about relationships and the factors that influence them.
Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes
multifaceted. A major activity of science is investigating and explaining causal relationships and the
mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts
and used to predict and explain events in new contexts.
Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy and to recognize how changes in scale,
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Systems and system models: Defining the system under study—specifying its boundaries and
making explicit a model of that system—provides tools for understanding and testing ideas that are
applicable throughout science and engineering.
Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out
of, and within systems helps one understand the systems’ possibilities and limitations.
Structure and function: The way in which an object or living thing is shaped and its substructure
determine many of its properties and functions.
Stability and change: For natural and built systems alike, conditions of stability and determinants of
rates of change or evolution of a system are critical elements of study.
Roots, Prefixes and Suffixes I will be able to understand when I see them in words are:
Prefixes: photo-, chloro-, mito-, aerobe-, meso-, glyco-, gluco- . epi-, endo
Suffixes: -plast, -ose, -phyll, -synthesis, - lysis
The terms I can clearly define are:
Photosynthesis: chloroplast, inner membrane, outer membrane, thylakoid, stroma, grana, Kreb’s cycle, light independent reactions, dark reactions, light dependent reactions, oxygen, carbon dioxide, glucose, epidermis, stomata, guard cell, mesophyll, photon, chlorophyll, NADPH, NADP+
Cellular Energetics: Adenosine triphosphate (ATP), ADP, energy carrier, kinetic energy, potential energy, chemical energy, conservation of energy, energy efficiency, products, reactants
Macromolecules: Nucleotide, RNA, DNA, Amino Acids, Protein, Fatty Acids, Lipids
Cellular Respiration: mitochondrion, inner membrane, cristae, outer membrane, intermembrane
space, matrix, pyruvic acid, NADH, FADH2, ATP, NAD+, FAD+, gradient, glycolysis, Calvin Cycle,
electron transport chain
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Review:
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Review Plant Cells
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Review Cell Organelles
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Discovering Energy
Directions: There are two types of energy. Kinetic energy is the energy of motion, or the energy contained
in the movement of the object or movement inside of an object. Kinetic energy is the form of energy when
work is being done. Potential energy is stored energy, or energy that can be kept for use at a later time. In
this activity, you and your classmates will attempt to discover and “group” types, sources, or words that seem
to refer to the same type of energy. You can do this using colored pencils, highlighters, or by making lists of
each set of words that seem to be the same type of energy. Classify the following list into Kinetic or Potential
Energy.
Nuclear Chemical Gasoline Electricity Batteries Fusion Oil Mechanical Pistons in a car engine Kinetic Potential Natural Gas Steam Ball held above ground Food Light Microwaves Hydro Fission Spring Thermal Sound X-rays Heat Uranium Magnetic Wind Planetary Poles Hot Water Gun Powder Wound up Spring Toy Static Cling Ball in Motion Heavy Water Hydro Solar Ultraviolet Rays Turning Drill Bit Lightning Wood Stretched Bungee Cord Star light Heat lamp Stretched rubber band Charcoal Heavy water Compass
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Laws of Thermodynamics
First Law: Energy can be neither created nor destroyed; it can only be converted from one form to another. This is often referred to as the “conservation of energy”.
Second Law: When energy changes from one form to another, the “usefulness” of energy decreases. During transformations, energy often escapes the system as heat.
To scientists, conservation of energy does not mean saving energy. Instead, the law of conservation of energy says that energy is neither created nor destroyed. When we use energy, it doesn't disappear. We change it from one form of energy into another form of energy. A car engine burns gasoline, converting the chemical energy in gasoline into mechanical energy. Solar cells change radiant energy into electrical energy. Energy changes form, but the total amount of energy in the universe stays the same. Scientists at the U.S. Department of Energy think they have discovered a mysterious new form of energy called "dark energy" that is actually causing the universe to grow! Converting one form of energy into another Energy efficiency is the amount of useful energy you get from any type of system. A perfectly energy-efficient machine would convert all the energy put into the machine to useful work. In reality, converting one form of energy into another form of energy always involves a loss of useable energy. Most energy transformations are not very efficient. The human body is a good example. Your body is like a machine, and the fuel it requires is food. Food gives you energy to move, breathe, and think. But your body isn't very efficient at converting food into useful work. Your body is less than 5% efficient most of the time. The rest of the energy leaves the system as heat. You can really feel that heat when you exercise!
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Energy Conversions in Photosynthesis
What two forms of energy do you think are involved in photosynthesis?
Draw a model of how you think energy is converted from one form to another in photosynthesis. Use the
image or drawing of the sun and a plant of your choice in your model. Think about all of the
“ingredients” that plants may need to perform photosynthesis. This is your initial model, so don’t be
afraid to make mistakes.
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Forms of Energy
What is energy? Energy makes change possible. It moves cars along the road and boats through the water. It bakes a cake in the oven, keeps ice frozen in the freezer, and lights our homes. Scientists define energy as the ability to do work. Modern civilization is possible because we have learned how to change energy from one form to another and then use it to do work for us.
There are many forms of energy, but they can all be put into two categories:
Potential energy Potential energy is stored energy and the
energy of position. There are several forms of potential energy.
Kinetic energy Kinetic energy is the motion of waves,
electrons, atoms, molecules, substances, and objects.
Chemical energy is energy stored in the bonds of atoms and molecules. Batteries, biomass, petroleum, natural gas, and coal are examples of stored chemical energy. Chemical energy is converted to thermal energy when we burn wood in a fireplace or burn gasoline in a car's engine. Mechanical energy is energy stored in objects by tension. Compressed springs and stretched rubber bands are examples of stored mechanical energy. Nuclear energy is energy stored in the nucleus of an atom—the energy that holds the nucleus together. Large amounts of energy can be released when the nuclei are combined or split apart. Nuclear power plants split the nuclei of uranium atoms in a process called fission. The sun combines the nuclei of hydrogen atoms in a process called fusion. Gravitational energy is energy stored in an object's height. The higher and heavier the object, the more gravitational energy is stored. When you ride a bicycle down a steep hill and pick up speed, the gravitational energy is being converted to motion energy. Hydropower is another example of gravitational energy, where the dam piles up water from a river into a reservoir.
Radiant energy is electromagnetic energy that travels in transverse waves. Radiant energy includes visible light, x-rays, gamma rays and radio waves. Light is one type of radiant energy. Sunshine is radiant energy, which provides the fuel and warmth that make life on earth possible. Thermal energy, or heat, is the vibration and movement of the atoms and molecules within substances. As an object is heated up, its atoms and molecules move and collide faster. Geothermal energy is the thermal energy in the earth. Motion energy is energy stored in the movement of objects. The faster they move, the more energy is stored. It takes energy to get an object moving, and energy is released when an object slows down. Wind is an example of motion energy. A dramatic example of motion is a car crash, when the car comes to a total stop and releases all its motion energy at once in an uncontrolled instant. Sound is the movement of energy through substances in longitudinal (compression/rarefaction) waves. Sound is produced when a force causes an object or substance to vibrate. The energy is transferred through the substance in a wave. Typically, the energy in sound is far less than other forms of energy. Electrical energy is delivered by tiny charged particles called electrons, typically moving through a wire. Lightning is an example of electrical energy in nature.
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Photosynthesis Equation Brainstorm
Chemical equations are written with the reactants (starting materials) on the left side, and
the products (end materials) on the right side. An arrow points from the reactants to the
products, indicating that a reaction has taken place to yield the products.
Reactants (In) Products (Out)
Peanut Butter + Chocolate Reese’s Peanut Butter Cups
Think about what you already know about energy and photosynthesis. Brainstorm with
your group and come up with a chemical formula for photosynthesis. Your formula does
not have to include chemical symbols. Instead, think about the “big picture” of
photosynthesis and write down the things that go “in” to the process and the things that
come “out”.
Record the results of your brainstorm below:
Study the equation that your group came up with. Where does each component come from?
How does each reactant enter the plant, and where do the products go? Label your formula
to include this information.
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Photosynthesis Equation Reflection:
On the following pages, you will learn about the specific balanced equation for
photosynthesis. In the space below, write a reflection that compares and contrasts the
equation you came up with on page 264 with the diagram on page 266. Consider the
following guiding questions as you compare and contrast the two diagrams:
What about your initial equation for photosynthesis correct?
If you had any errors in your initial equation, what were some of your
misconceptions? What does it mean for an equation to be balanced?
Explain the process of photosynthesis (inputs and outputs) from a large scale
model (similar to the one you drew on page 262) to a small scale, molecular
model (at the level of a chloroplast).
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Photosynthesis: The Big Picture
Fill in the spaces below with the chemical formula for Photosynthesis.
The numbers link to clues listed below:
1. This reactant is a critical part of the Carbon Cycle. It is released by heterotrophs (and autotrophs!) during respiration, and taken up by plants and algae during Photosynthesis.
2. This reactant is the fundamental component of the Water Cycle. Plants need this molecule for photosynthesis, while this is given off during respiration, it is also released by plants during a process called transpiration.
3. This is the catalyst that drives the entire reaction of photosynthesis. This is a form of energy that supports almost all life forms on Earth. This is the “photo” part of photosynthesis.
4. This product is the “synthesis” part of photosynthesis. This product is chemical energy that may go on to be consumed by a heterotroph. This is an organic compound, as it contains which element? _________________
5. This product is often considered to be a waste product of photosynthesis, but we couldn’t be here without it.
+ +
1. 2. 3.
4. 5.
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Warm-up: The diagram below will illustrate photosynthesis. Write each of the following
terms on the correct numbered line. Then answer the questions that follow.
Carbon dioxide Glucose Oxygen Water
1. In photosynthesis, what three things come in from outside the plant?
2. What are the products of photosynthesis?
3. In what organelle does photosynthesis occur?
4. How does life on earth depend on the process of photosynthesis? (Explain in at least
one paragraph)
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Reading/Using Diagrams: Aquatic Photosynthesis
Study the diagram above, then write a paragraph answering the following:
Make a hypothesis of what you think phytoplankton might be. Explain in your own words, and use
evidence from the diagram to support your answer. Be sure to refer to the diagram in your
explanation!
Now look up phytoplankton using mobile technology. Was your hypothesis correct? Explain.
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Directions: Number each paragraph. As you read, circle essential vocabulary and
author’s claims. Highlight definitions, explanations, evidence to support author’s claims,
facts, and implications. It is often helpful to read the entire article first to get the general
gist of the article, then go back and mark the text.
Source of Half Earth's Oxygen Gets Little Credit John Roach for National Geographic News June 7, 2004
Fish, whales, dolphins, crabs, seabirds, and just about everything else that makes a living in or off of the oceans owe their existence to phytoplankton, one-celled plants that live at the ocean surface. Phytoplankton are at the base of what scientists refer to as oceanic biological productivity, the ability of a water body to support life such as plants, fish, and wildlife. "A measure of productivity is the net amount of carbon dioxide taken up by phytoplankton," said Jorge Sarmiento, a professor of atmospheric and ocean sciences at Princeton University in New Jersey. The one-celled plants use energy from the sun to convert carbon dioxide and nutrients into complex organic compounds, which form new plant material. This process, known as photosynthesis, is how phytoplankton grow. Herbivorous marine creatures eat the phytoplankton. Carnivores, in turn, eat the herbivores, and so on up the food chain to the top predators like killer whales and sharks. But how does the ocean supply the nutrients that phytoplankton need to survive and to support everything else that makes a living in or off the ocean? Details surrounding that answer are precisely what Sarmiento hopes to learn. Robert Frouin, a research meteorologist with the Scripps Institution of Oceanography in La Jolla, California, said understanding the process by which phytoplankton obtains ocean nutrients is important to understanding the link between the ocean and global climate. "Marine biogeochemical processes both respond to and influence climate," Frouin said. "A change in phytoplankton abundance and species may result from changes in the physical processes controlling the supply of nutrients and sunlight availability." Oxygen Supply Phytoplankton need two things for photosynthesis and thus their survival: energy from the sun and nutrients from the water. Phytoplankton absorb both across their cell walls.
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In the process of photosynthesis, phytoplankton release oxygen into the water. Half of the world's oxygen is produced via phytoplankton photosynthesis. The other half is produced via photosynthesis on land by trees, shrubs, grasses, and other plants. As green plants die and fall to the ground or sink to the ocean floor, a small fraction of their organic carbon is buried. It remains there for millions of years after taking the form of substances like oil, coal, and shale. "The oxygen released to the atmosphere when this buried carbon was photosynthesized hundreds of millions of years ago is why we have so much oxygen in the atmosphere today," Sarmiento said. Today phytoplankton and terrestrial green plants maintain a steady balance in the amount of the Earth's atmospheric oxygen, which comprises about 20 percent of the mix of gasses, according to Frouin. A mature forest, for example, takes in carbon dioxide from the atmosphere during photosynthesis and converts it to oxygen to support new growth. But that same forest gives off comparable levels of carbon dioxide when old trees die. "On average, then, this mature forest has no net flux of carbon dioxide or oxygen to or from the atmosphere, unless we cut it all down for logging," Sarmiento said. "The ocean works the same way. Most of the photosynthesis is counterbalanced by an equal and opposite amount of respiration." Carbon Sink The forests and oceans are not taking in more carbon dioxide or letting off more oxygen. But human activities such as burning oil and coal to drive our cars and heat our homes are increasing the amount of carbon dioxide released into the atmosphere. Most of the world's scientists agree that these increasing concentrations of carbon dioxide in the atmosphere are causing the Earth to warm. Many researchers believe that this phenomenon could lead to potentially catastrophic consequences. Some researchers argue that enriching the oceans with iron would stimulate phytoplankton growth, which in turn would capture excess carbon from the Earth's atmosphere. But many ocean and atmospheric scientists debate whether this would indeed provide a quick fix to the problem of global warming. Research by Frouin and his Scripps Institution of Oceanography colleague Sam Iacobellis suggests an increase in phytoplankton may actually cause the Earth to grow warmer, due to increased solar absorption. "Our simulations show that by increasing the phytoplankton abundance in the upper oceanic layer, sea surface temperature is increased, as well as air temperature," Frouin said. As Sarmiento notes, phytoplankton obtains most of its carbon dioxide from the oceans, not the atmosphere. "Pretty much all of the carbon dioxide taken up by phytoplankton comes from deep down in the ocean, just like nutrients, where bacteria and other organisms have produced it by respiring the organic matter that sank from the surface," Sarmiento said.
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Answer the following questions, according to the National Geographic Article about Phytoplankton.
1. What does the article reveal about the oxygen cycle?
2. What is the author’s claim about the ability of phytoplankton to sequester carbon dioxide from the atmosphere? Explain.
3. Class Brainstorm: Explain why atmospheric carbon dioxide is not typically used in the aquatic system for photosynthesis. (Hint: What factors may prevent atmospheric carbon from terrestrial systems from easily dissolving into the aquatic system?)
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Photosynthesis Song (sung to I’m a Little Teapot)
I’m a little plant that grows and grows Photosynthesis is what I know
Photons, 6 waters, 6 CO2 Help me make glucose and 6 O2
Photosynthesis Let’s Get Into This
Chorus
Photosynthesis; let’s get into this
Discussion of sunlight, and transfer of energy.
Photosynthesis, let’s get into this
Process of chemical reactions and synergy.
Verse I
Plants take water, sun, and CO2,
to make glucose: the sugar that they use for food
They also put oxygen into the air
So we can share, because oxygen is everywhere
The energy transforms from solar to chemical
All the time, everywhere, the process is identical
In every plant, and every tree
Enabling all living things to be
Chorus
Verse II
Let’s take a look at the light reaction
Making chemical energy when light is captured
electrons flow through the photosystems
Flowing so fast you might have missed‘em
Within the chloroplast lies the action
The thylakoid membrane is where it happens
ATP and NADPH
Are products of light, water, air, and space
Chorus
Verse III
The Calvin cycle, or dark reaction
Doesn’t need direct sunlight for it to run right.
CO2 from the air enters the chloroplast
Mixing with organic molecules for the last time
With the help of the enzyme Rubisco
Carbon Fixation—I thought you knew this yo!
It forms a carbohydrate known as G3P
It’s created, recreated, and recycled you see
Chorus
Bridge
Leaves on trees and even weeds meet needs
Making oxygen we need to breathe
You want to learn it with ease? You want to master the keys?
It’s photosynthesis, listen to this please.
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Leaf Cross Section Foldable
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Reading/Using Diagrams: Vascular Tissue
Brainstorm what you think “vascular” tissue in plants might mean. If you are stuck, think
about your own body and the “cardiovascular” tissue. Using this as a contextual clue, what
do you think “vascular” tissue in plants might be for?
According to the image above, what specific vascular tissue is responsible for transporting
water? In what direction is water being transported?
Which one is responsible for transporting sugars such as glucose made from
photosynthesis? In what directions are sugars from photosynthesis being transported?
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1
2
3
4
8
7
5
6
8
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Structure of the Chloroplast:
Label the structures to the left side of your intNB that correspond to the structures on the Cornell
Notes below.
In which cells do photosynthesis occur?
1. A cross section of a leaf reveals stacked layers of cells called
__________________________cells. This is the layer of cells that contain
___________________________ and perform most of the plant’s
photosynthesis.
What are stomata?
2. Stomata are openings under the leaves that allow for
_______________________________ to occur.
_____________________ ________________________ (________) passes in, and
__________________________________ (_________) passes out.
In what organelle does photosynthesis take place? What is the basic structure of a chloroplast?
3. Chloroplasts are the site of ________________________________. They
are a double bound membrane organelle, with a
(4)_________________________ ____________________________ and an
(5)_________________________ ____________________________ .
The (6) _________________________ is a dense fluid between the inner
membrane and the contents of the chloroplast. The (7)
____________________________ stacks are sometimes tacked in columns
called (8) ______________________________.
(9)______________________________________ reside in these thylakoid
membranes.
Why do leaves appear green?
Chlorophyll absorbs ________________ and _____________ light,
reflecting ________________________.
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Leaf Cross Section
Create a key to color the cross section of the leaf anatomy.
Cuticle Epidermis Guard cells (2 guard cells create the opening for
stomata) Air space Palisade Mesophyll (dark green) xylem phloem Spongy Mesophyll (light green)
vein
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Leaf Cross Section Questions:
1. What does the word "mesophyll" mean?
2. What two layers of the plant contain chloroplasts?
3. The outermost layer of cells: _________________________
4. The waxy covering of the leaf: _______________________
5. These cells function to open and close stomata: _________________
6. What is the purpose of stomata?
8. Column like cells that lie just under the epidermis: ________________
9. Openings that allow for gas exchange are called ________________
10. The equation for photosynthesis.
11. Where the pigment chlorophyll is located: _____________________
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Cross Section of a Leaf Lab
Slide title:
Magnification:
Slide title:
Magnification:
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Cross Section of a Leaf Lab
Procedure:
1. Obtain a pre-mounted slide of a leaf cross section.
2. Use proper microscope technique to view the slide at low, medium, and high power. 3. Draw the leaf cross section on the previous page, following the guidelines for lab
drawings. 4. In your drawing, indicate the following:
A. With a RED arrow, show how oxygen travels in or out of the leaf. B. With a BLUE arrow, show how carbon dioxide travels in or out of the leaf. C. Use YELLOW to illustrate where sunlight travels and is captured. D. If a vein is present, use BLUE to show where water comes from. E. Label as many of the following structures as possible: cuticle, epidermis, guard cells,
stomata, air space, palisade mesophyll, spongy mesophyll, vein.
Use evidence from your drawings to explain (in detail) how the structure of a leaf is related to its
function. How is the structure of each part of the leaf related to its role in photosynthesis?
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ATP Energy
The energy holding atoms together is in the form of chemical energy. This stored chemical energy is not immediately available to cells. Living cells need energy to be in a special chemical form that they can use directly. In cells, potential energy is temporarily stored in a special molecule called ____ ____ ____ or Adenosine _______ - phosphate. ATP is energy in a form that the cell can use to carry out necessary chemical reactions and cell work. When cells need energy to perform life-sustaining processes, enzymes release the energy stored in the chemical bonds of ATP into kinetic energy for cell work.
The following is a diagram of an ATP molecule. Use the diagram to answer the next four questions.
1. What does the “A” in ATP stand for?
2. What two molecules are used to build adenosine?
3. Adenine is a nitrogenous base and ribose is a 5-carbon sugar. What does the “T” in ATP stand for?
4. What does the “P” in ATP stand for? ________________ How many are there? ___
It is in the special chemical bonds between the phosphate groups of ATP that energy is stored for the cell to use. If the chemical bond between the last two phosphate groups is broken, ATP becomes ADP, or adenosine di-phosphate, and kinetic energy becomes available for the cell to use.
Likewise, ADP can be used to store potential energy again. Chemical energy from food can be converted and stored in the bonds between the phosphate groups, such that ADP converts back to ATP, or a form of potential energy.
These processes can be seen in the diagram to your right.
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Energy Carriers (NADH, NADPH, FAD)
Energy in organic compounds such as carbohydrates, fats, and proteins usually cannot be used directly by cells. The energy in these food molecules is stored in the chemical bonds between atoms, thus they are all forms of potential energy. Glucose is an example of a simple sugar (carbohydrate), a form of potential energy, produced by a plant in photosynthesis.
When the carbon bonds of glucose or other organic compounds are broken by enzymes, the energy is first released from these organic compounds and then temporarily converted and further stored in energy carriers such as NAD+, NADP+, or FAD+ to minimize the loss of this energy as heat. NAD+, NADP+, or FAD+ are the chemical compounds and are “empty” forms of the carriers. When these compounds trap energy, they take on the form of NADH, NADPH, or FADH2, respectively. These energy carriers can then go onto be converted to ATP for the cells to use, depending on the cell’s energy demands. An example of this can be represented by the image below.
H+
Enzymes
break glucose
bonds,
releasing
energy
P +
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Energy Review
1. Where is the stored energy in food molecules such as glucose?
2. Is this energy readily available for cells to use? Explain.
3. In what form does energy need to be for cells to use it immediately?
4. What is the purpose of the energy carriers?
5. Would living cells want a lot of energy released in the form of heat? ______ Why or why not?
6. A diagram was given showing how NADH was chemically converted to ATP. Draw a similar diagram of how FADH2 can be also be converted to ATP for cells.
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Photosynthesis: The Big Picture
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Chlorophyll: The Photosynthetic Pigment
According to the graph of chlorophyll’s absorption below, explain why plants appear green.
Summary of Photosynthesis
As you follow along with the PowerPoint, label the image below to summarize photosynthesis.
Calvin Cycle (Light Independent or Dark Reactions)
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Photosynthesis Notes
What are the two
steps of
photosynthesis?
Photosynthesis occurs in ________ Steps:
______________ __________________ in the thylakoid
______________ __________________ in the stroma.
Calvin Cycle is also referred to as the ________________ _________________ or
________________ _________________________reactions.
What happens
during the light
reactions of
photosynthesis?
• are chemical factories powered by the sun.
• The particles of sunlight are called _________
• Their thylakoids have the pigment _______________________.
• _________________________ act like solar panels that transform light energy into
energy carriers called and .
• To make and , the thylakoid uses
and makes gas.
What are the
NADPH and ATP
used for?
• ATP & NADPH energy are used to
___________________________________________________________________
• This is done during the ______________________ __________________ in the
_______________________.
What is the
general formula
for
photosynthesis?
Below the
equation, identify
when the reactants
and products of
photosynthesis are
used and
produced.
Photosynthesis is responsible for the majority of the _______________________ in
our biosphere.
This biomass supports the __________________ ________________ ____________________,
but only __________% of their energy can be transferred up the ________________
_______________.
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Photosynthesis Storyboard
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Photosynthesis Storyboard Activity
In groups, you will begin the brainstorming process of creating a storyboard or cartoon of photosynthesis. Make sure your teacher approves of the draft of a sample storyboard (on the white-erase board or on scratch paper) prior to creating the final product in your notebook. Your storyboard can be a literal explanation of photosynthesis, or it can be an analogy of photosynthesis. The guidelines are as follows:
1. There must be at least six “slides” or “squares.” a. Three of your slides must be dedicated to the light reaction, and use the following
terms: (If your storyboard is an analogy of photosynthesis, the following parts must be represented and explained in your analogy).
Chloroplast Photons Thylakoid Grana NADPH ATP Oxygen Gas
b. Three of your slides must be dedicated to the Calvin Cycle, and use the following terms. (If your storyboard is an analogy of photosynthesis, the following parts must be represented and explained in your analogy).
Chloroplast Stroma Carbon Dioxide Gas NADP ADP Glucose
2. The following guidelines will be used when grading your Storyboard, so use the following as a checklist to make sure that your storyboard does the following:
Create a caption for each slide, as part of your “story” Underline the terms listed above, as they are mentioned in the caption. (If
you recording your storyboard on your iPAD or on Mural.ly, you do not need to do this)
Label structures in your slides. 4 or more colors must be used It must be neat. There must be at least six slides.
Option: If you and your group are willing to do the entire storyboard using technology, you may use an application, such as Explain Everything, to create your storyboard or a web-based program such as Mural.ly. You can “record” your story after creating each of the six slides. Chances are you will not finish during class time, so plan on taking some time during FIRE to finish drawing and recording your storyboard.
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Common Core Practice: Cell Energetics
True or False:
Only consumers such as animals
“breathe” or use oxygen gas to
perform cellular respiration
while producers only “breathe”
or use carbon dioxide gas for
photosynthesis.
Claim:
Support your claim with evidence from the diagram:
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Photosynthesis & Cellular Respiration Reactions
Purpose: In this activity, you will
discover how photosynthesis converts carbon dioxide and water into sugars plus
release oxygen.
demonstrate the role of photosynthesis and cellular respiration in the cycling of
carbon among the biosphere and atmosphere.
be able to show how matter is conserved before and after a chemical reaction.
Procedure: For this activity you will need 36 atoms; 6 carbons, 12 hydrogens, and 18 oxygens.
Obtain 36 paper hole punches circles.
Write the symbol of each element in the center of the circle.
The carbon atoms are blue, the hydrogen atoms are yellow, and the oxygen atoms are red.
Part I: Photosynthesis Reaction
1. Write the equation for photosynthesis in the space below. Make sure to include coefficients and subscripts.
2. Using your 36 atoms position them in the diagram below to represent the reactants of photosynthesis. The eraser on your pencil works well as a tool for moving the atoms around.
3. Give each group of molecules (on the reactants side) the name of the substance they represent.
4. Now move the atoms to the other side of the equation and position them to
represent the products of photosynthesis. Using a glue stick, paste the 36 atoms into place as the products of photosynthesis.
5. Give each group of molecules (on the products side) the name of the substance
they represent.
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Part II: Respiration Reaction
6. Write the equation for cellular respiration in the space below. Make sure to include coefficients and subscripts.
7. Using the same 36 atoms position them in the diagram below to represent the reactants of respiration.
8. Give each group of molecules (on the reactants side) the name of the substance they represent.
9. Now move the atoms to the other side of the equation and position them to represent the
products of respiration. Using a glue stick, paste the 36 atoms into place as the products of respiration.
10. Give each group of molecules (on the reactants side) the name of the substance they
represent.
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Analysis Questions:
1. Compare the products of photosynthesis to the reactants of respiration. What do you notice?
2. Compare the products of respiration to the reactants of photosynthesis. What do you notice?
3. In your own words what happens to the 36 atoms of C, H, & 0 during the reactions of photosynthesis and respiration?
4. How many molecules of carbon dioxide and how many molecules of water are needed for plants to photosynthesize one molecule of glucose and six molecules of oxygen?
5. What type of nutrient is glucose? (carbohydrate, protein, nucleic acid, or lipid)
6. Besides animals exhaling, what are other sources of carbon dioxide?
7. Fill in the table below based on your paper dot model of photosynthesis:
Reactants Products
Number of Carbons
Number of Hydrogens Number of Oxygens Total numbers (add up first 3 columns)
8. Based on the table above, explain in what way chemical reactions such as photosynthesis and
respiration demonstrate the law of conservation of matter?
9. What do you think is more important to the biosphere, photosynthesis or respiration? (no right
answer here, just give reasons to support your answer)
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Photosynthesis and Cell Connection
1. Examine the image of a eukaryotic cell above. Based on this image, what are
important macro-molecules that make up the structural and functional components
of cells?
2. One product of photosynthesis is glucose. What type of macro-molecule is glucose
and what parts of the cell does this macro-molecule build?
3. In addition to carbon, hydrogen, and oxygen from sugars created in photosynthesis,
what other elements must combine to form proteins? Lipids? Nucleic Acids?
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Common Core Photosynthesis and Cell Connection
(Put it all together)
Use the image and guiding questions on the opposite page to explain how carbon,
hydrogen, and oxygen from sugar molecules created in photosynthesis may combine with
other elements to form amino acids or other large carbon-based molecules (such as
proteins or DNA) and used to form new cells. In your explanation, be sure to elaborate on
the specific structures in cells that can be built from these large carbon-based molecules.
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Molecular Structure of a Nucleotide
RNA (Single Stranded)
DNA (Double Stranded)
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Structure of Nucleic Acids
DNA and RNA are important molecules that carry genetic information. The genetic
information stored in DNA instructs the cell on how to make essential proteins to carry out
life functions. Nucleotides are the building blocks of DNA and RNA. One can think of a
nucleotide as 3-piece Legos, that in repeated patterns, can fit together to form double-
stranded DNA or a single-stranded RNA molecule. Study the images of nucleotides on the
previous page.
1. What are the three parts of the nucleotide?
2. In a plant cell, what process created the sugar (called “ribose” in RNA and
“deoxyribose” in DNA) in a nucleotide?
3. Sugar, is made up of carbon, hydrogen, and oxygen. What other elements must be
added to this sugar molecule to make a complete nucleotide? Hint: examine the
other two parts of the nucleotide carefully for the other elements.
4. How do plant cells acquire these other necessary elements?
5. What are the names of four different nitrogenous bases you see in the images, and
infer what these nitrogenous bases might be for.
6. What pattern do you notice about the pairing of the nitrogenous bases on the double
strand of DNA?
7. Check for understanding: Explain, using a few sentences, why DNA would cease to
exist, without the process of photosynthesis.
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Glucose: A Multi-Purpose Molecule
1. In the previous pages, you learned how glucose is a precursor for nucleic acids.
According to the diagram above, glucose is also a precursor for which other
macromolecules?
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2. Amino acids are the building blocks of proteins. One can think of amino acids as
Legos that in repeated patterns can fit together to form proteins. There are 20
different kinds of amino acids. Do some research and find a picture of an amino acid.
Draw an example of the molecular structure of an amino acid in the space below.
Then, highlight the elements that must have originally come from glucose.
3. According to the diagram on the opposite page, the chemical energy in glucose can
be converted into chemical energy in a molecule called ATP. What natural process
do you think is responsible for this energy conversion? What organelle might be
involved in this process?
4. How can glucose be stored in autotrophs such as plants? Under what circumstances
would plants need to store glucose?
5. How can glucose be stored (on a short term and long term basis) in consumers, such
as people? (Hint… you may want to go back to your physiology unit at the start of
the year and review glucose homeostasis!)
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Energy Transformation in Living Systems
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Cellular Processes Fueled by ATP
What are examples of cellular processes that are dependent upon the kinetic energy
released from ATP? Use the diagram above to brainstorm possibilities.
1.
2.
3.
4.
5.
6.
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Processes in Cells
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Passive Transport:
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Active Transport:
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Intentionally Left Blank for Notes and Additional Brainstorming
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Parts of the Mitochondrion
Intermembrane space
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Cellular Respiration
What is cellular respiration? • When organisms capture the ______________ stored in the
____________________ ____________________ of food molecules such
as _________________ and other sugars made in photosynthesis.
• The type of energy released is ___ ___ ___ .
• Cellular respiration builds a molecule called ATP, which
_____________________________________________________________.
Why do cells use ATP?
ATP is ________________________.
ATP is _____________________ but not _________________________.
The _________________ between the 2nd and 3rd phosphates
in ATP holds ____________________________________ .
What is aerobic respiration?
• Requires _________________________
• Many ___ ___ ___ molecules are made by the
_______________________ from the glucose.
Describe the 3 Steps to Cellular
Respiration.
Breaking the ___________________of ____________________ for ___ ___ ___.
1. _____________________________:
• Occurs in the _________________________
• No ____________ required
• 2___ ___ ___ made
2. ____________________ or Citric Acid Cycle:
• Occurs in the ______________________________
• ___________ gas is released here
• 2 ___ ___ ___ made
3. Electron Transport Chain
• Occurs in the folds of the ____________ membrane
(___________________)
• Uses ______ and about 32 ___ ___ ___ and water is
made.
Glycolysis:
Breaking the First Bond of
________________________: Glycolysis
“Glyco” “lysis” literally means “_______________” “__________________.”
Anytime bonds break , energy is ______________________.
Energy carriers can __________________________________________________
_________________________________________________________________________
The remainder is released as _____________________.
When bonds break, ___ ___ ___ can be made from that energy.
Energy carrier ___ ___ ___ ___ was also made.
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Cell Respiration Graphic Organizer
Use the diagram of Cellular Respiration below to identify which process is responsible for the following, by
writing “Glycolysis,” “Krebs Cycle,” or “Electron Transport Chain” next to each description.
Fill in the “star” shapes with “ATP.”
1. Breaks up glucose into pyruvate (or pyruvic acid):
2. This is responsible for the release of CO2:
3. According to the images, which one of these do you think produces the most ATP?
4. This step uses Oxygen:
5. What do Glycolysis and the Citric Acid (Krebs) Cycle contribute to the Electron Transport Chain?
and
O2
H2O
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Cellular Respiration
What products are made from
glycolysis?
These smaller sugar molecules made from glycolysis are called
___________________________.
Explain the Krebs Cycle based on
your observation of the cycle.
What is gained per glucose
molecule during the Krebs Cycle?
What are the energy carriers
NADH and FADH2 for?
The ______________________ Cycle takes place in the ________________of
the Mitochondrion, where more __________________ are broken.
During this stage, ___________ gas is made and is exhaled.
Sugars are combined to form _________________
___________________.
Two of the following electron carriers are made.
1.
2.
Finally, a bit of ___ ___ ___ are made.
Energy Carriers:
NADH =
FADH2 =
ATP =
They power the __________________ __________________ ______________
that make a lot of ATP!
Electron Transport Chain.
The electron transport chain make a LOT of ___ ___ ___.
It is located inside the ____________________________ in the folds of
the ____________________ membrane called _________________________.
During this process, _________________ gas is used, LOTS of
ATP___ ___ ___ is made, and _________________ is created.
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Anaerobic Respiration
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Photosynthesis vs. Respiration
Photosynthesis and Cellular
Respiration Cycle
What is Anaerobic
Respiration?
1. Occurs when there is not enough __________________to sustain an activity, so ATP ________________ be made in the mitochondria.
2. Two basic types: a. ____________________________________(in animals)
b. _________________________ _______________________ (in micro-
organisms such as yeast)
c. Fermentation_________________________________
____________________________, so at least 2 ATPs can still be
made, until oxygen levels are restored.
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Cellular Respiration in Seeds Lab
ABSTRACT:
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Air space within tube
Cellular Respiration in Seeds
Diagram: The set-up below will guide you as you set-up your experiment.
Soda lime powder
Seeds
Cotton plug
Beaker with 1.5 cm of
water
Ruler
Cotton plug
Tube 1 Tube 2 Tube 3
Rubber band
Test Tube
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Cellular Respiration in Seeds
In cellular respiration, the glucose produced during photosynthesis must be broken down so that
the energy trapped in the glucose molecule can be converted into ATP, a form of energy that can be
used by the cell. In this laboratory investigation, you will be examining cellular respiration in peas
with the following three set-ups:
a) germinating seeds (seeds that are sprouting) b) dry seeds (seeds that are not sprouting but are dormant or “asleep”) c) glass beads.
WARM UP: Why do you think we are testing glass beads?
To test cellular respiration, a chemical called soda lime will be used. Remember that oxygen is used
by the seeds during cellular respiration, and carbon dioxide is released. Soda lime absorbs the
carbon dioxide gas that is released by the seeds. The more cellular respiration occurs, the more
carbon dioxide gas is absorbed by the soda lime. When a test tube with the seeds and soda-lime are
placed upside down in a beaker of water, water will move into the test tube when there is more
respiration going on.
Procedure: Refer to the diagram on the previous page.
1. Fill three test tubes with approximately 1 cm of soda lime. 2. Place a small cotton plug into each of the test tubes (Soda lime is corrosive. The cotton plug
prevents direct contact between the soda lime and the seeds.) 3. Place 10 germinating seeds in one test tube, 10 dry, dormant seeds in another test tube,
then 10 glass beads in the last test tube. 4. Place another cotton plug on top of the seeds. (This cotton plug prevents the seeds from
falling out when the tube is inverted. 5. Use a rubber band to tie the four test-tubes together. Make sure the test-tubes are level. 6. Fill a beaker with 1.5 centimeters of water. 7. Add a drop of food coloring and gently mix, so that it is easier to see the water. 8. Invert the test tubes into the beaker of water. 9. Wait 24 hours and record how much water entered each test tube in millimeters.
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Pre-lab Questions: (Answer these questions in the space provided)
1. What is the equation for cellular respiration?
According to the equation, what materials are being used during cellular respiration?
(In other words, what are the reactants?)
2. According to the equation, what materials are being made during cellular respiration?
(In other words, what are the products?)
3. What chemical is used in this lab to absorb the carbon dioxide released by the seeds during
cellular respiration?
5. What is the independent variable in this experiment?
6. What is the dependent variable in this experiment?
7. What is the control group?
8. Is this a positive or negative control?
Why?
9. What are the experimental groups?
10. List at least four constants. Be specific with the amounts, size, type, etc.
11. What are at least two variables that are beyond the experimenter’s control.
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Cellular Respiration in Seeds Problem:
Hypothesis: If the test tube contains , then cellular
respiration will be .
Explain the reason for the hypothesis:
Group Results: Height of Water in Test Tube due to Cellular Respiration
Experimental Set-up Height of water inside test
tube in mm
Height of Water
(Corrected
Difference)
Germinating Seeds
Dry, dormant Seeds
Glass Beads
Note Mistakes, if any
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y =
____
____
___
____
___
___
____
___
____
____
___
___
(DV
)
Cellular Respiration in Seeds Class Results: Choose the most appropriate type of graph to represent your data. Graph only the corrected difference. Consider outliers due to errors before averaging and graphing the data. Title:
x = ______________________________________________ (IV)
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Cellular Respiration in Seeds Class Results:
Height of Water in Test Tube due to Cellular Respiration (corrected difference)
Groups Germinating Seeds Dry Dormant Seeds
1
2
3
4
5
6
7
8
AVG
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Cellular Respiration in Seeds
Conclusion Questions: Answer the following questions using complete sentences. Do not use any
personal pronouns. Use objective, formal language at all times, keeping the experiment the subject
of your sentences. You may choose to type and print your responses, if you prefer.
1. Restate the problem and the original hypothesis.
2. Was this hypothesis rejected or supported?
3. What evidence did you have that rejected or supported this hypothesis? (Use numerical, concrete data
here in the discussion!)
4. Propose an explanation for the data, as it relates to cellular respiration.
5. What are some possible errors that were encountered during experimentation that were unavoidable?
Explain.
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6. How would you revise the procedure to try to avoid the errors that you may have encountered?
7. How could you further knowledge in this field of study? (Consider other variables that could be
isolated. Be sure to clearly explain this new experiment)
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What do you Already Know About our Energy Consumption?
1. Discuss the following questions with your group/table. You will share out
your ideas with your teacher.
What do you believe are the main sources of energy for human use?
What things in your daily life are dependent upon energy? Give
examples and be specific?
What are some disadvantages of using such high amounts of energy?
Do you and your peers believe that our world is in the midst of an
energy crisis? Why or why not?
2. After the discussion, your class will take a quiz together on your knowledge
of energy.
http://needtoknow.nas.edu/energy/quiz/
3. Take a look at the world-o-meters that your teacher will show you. What
are some concerns? http://www.worldometers.info/
What is the inherent problem that our society will face with regards to
energy? Brainstorm some ideas in the space below.
4. Watch the public service announcement produced by Andrew Hexton
about state of our world energy.
https://www.youtube.com/watch?v=J6lKYgdN8NQ
We will address the issues of creating that “changed world,” as we move
forward throughout the year.
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Video: What is Cellulose and how is it Used to Make Ethanol? Watch the video, using the following link and answer the questions, as it relates to the video. https://vimeo.com/10378252
1. What are the different forms of carbohydrates stored inside each plant?
2. Which type of carbohydrate is part of plant cell walls?
3. What smaller sugars make up cellulose?
4. What is a biofuel that can be made from cellulose?
5. In plants, in what way is the cellulose “tangled”, making it difficult to convert it into ethanol?
6. How do scientists solve the problem of converting cellulose into ethanol?
1.
5. Then, in pretreatment, ______________ and
________________________ are used to expose the cellulose by
________________________________________________________________
________________________________________________________________
6. Enzymes are used to ________________________________________
________________________________________________________________
7. Glucose is _____________________ in large tanks by micro-
organisms like _______________________ or E. coli bacteria.
8. Ethanol is recovered for use as a biofuel.
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Application of System Models to the Production of Biofuels Fill in the following system models, as it relates to photosynthesis, cellular respiration, fermentation, and the production of biofuels.
Energy Input
Matter Input
\
Energy Input
Matter Input
\
Energy Input
Matter Input
\
Energy Input
Matter Input
\
Energy Input
Matter Input
\
Energy Input
Matter Input
\
Energy Input
Matter Input
\
Energy Input
Matter Input
\
Where:
Process:
Where:
Process:
Where:
Process:
Where:
Process:
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Background on Biofuels
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y =
____
____
___
____
___
___
____
___
____
____
___
___
(DV
)
Directions: Construct a graph that would compare the three different types of feedstock.
Compare the biomass energy, percent of biomass converted to ethanol, and the net energy gain
per hectare.
Title:
x = ______________________________________________ (IV)
Legend:
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Quantitative Model of Biofuels
1. Fill in the table below with your class
Feed stock Fuel (MJ) Liters of fuel per ha
Biomass energy (MJ)
Percent to fuel
Net Energy Gain per
ha (MJ/ha)
% to fuel + coproduct
Diverse prairie
Switchgrass
Corn Stover
2. Identify the most energy intensive process associated with crop
production.
Diverse prairie Switchgrass Corn Stover
3. Identify the most energy intensive process associated with fuel production.
Diverse prairie Switchgrass Corn Stover
4. Using the table in question 1, identify the feedstock that:
a. Produces the most biomass energy
b. Has the greatest percent of biomass converted to ethanol (with
and without coproduct)
c. Has the largest net energy gain per hectare
d. Graph the above data for the biomass energy, the biomass
converted to ethanol, and the net energy gain per hectare on the
graph found on the left-page for each of the foodstock.
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136
5. How is net energy gain determined? Explain in your own words.
6. Identify the most efficient feedstock at producing ethanol according to the
model. Provide data to support your answer.
7. What assumptions were made in this model? Is this realistic year after
year? Explain.
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Quantitative Model of Biofuels – Extensions
1. What are some limiting factors (biotic or abiotic) that may influence the
yield of various feedstock year after year?
2. What are the advantages of converting feedstock into biofuels?
3. Predict at least one financial, environmental, and ethical problem our
society might face in using this method to meet our energy needs.
4. Are Biofuels a renewable or non-renewable source of energy? Explain.
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Intentionally Left Blank for Additional Notes or Brainstorming
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ATP and NADPH Concept Cards
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Photosynthesis & Cellular Respiration Unit Study Guide
Part 1. The two basic types of energy
Directions: Determine the best match between basic types of energy and the description provided.
Put the correct letter in the blank.
______1. A skier at the top of the mountain (a) Kinetic Energy
______2. Gasoline in a storage tank (b) Potential Energy
______3. A race-care traveling at its maximum speed (c) Both forms of Energy
______4. Water flowing from a waterfall before it hits the pond below
______5. A spring in a pinball machine before it is released
______6. Burning a match
______7. A running refrigerator motor
Part 2. Forms of Energy Continued
Directions: Match the energy form(s) to the description provided. A few questions may have more
than one answer.
_____________1. Falling rocks from the top of a mountain (a) Mechanical/Tension
_____________2. Release of energy from the Sun (b) Electrical
_____________3. Energy released from food after it is eaten (c) Heat/Thermal
_____________4. Batteries (d) Radiant
_____________5. The energy that runs a refrigerator (e) Chemical
_____________6. Nuclear fission reactors (f) Nuclear
_____________7. The rumble of thunder from a storm (g) Sound
_____________8. Rubbing your hands together (h) Gravitational
_____________9. Gasoline (i) Mechanical/Motion
_____________10. Food before it is eaten
_____________11. Lightening
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Part 3. Transformation of Energy
Directions: Use the following forms of energy to fill in the table below and show how energy can be
transformed from one form to another: mechanical, electrical, heat, radiant, chemical, nuclear,
and sound.
ORIGINAL ENERGY
FORM
FINAL ENERGY
FORM
1. Electric motor electrical mechanical
2. A battery that runs a moving toy
3. Cellular Respiration
4. A person lifting a chair
5. A nuclear power plant
6. A toaster
7. A church bell
8. Gasoline powering a car
9. A light bulb
10. Photosynthesis
1. What is the difference between the first and second law of thermodynamics?
2. Ultimately, where does most of the energy come from for life on Earth? __________
3. Green plants and other autotrophs (producers) capture the radiant energy in sunlight and use it
to convert ______________________ ____________________and ___________________ into chemical energy
called _____________________. ____________________ gas is released as a waste product.
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4. What is this process called? _________________________
5. In what cell organelle does this process occur? ______________________
6. Draw and label this organelle in the space below:
7. The light reactions take place in the stacks of membrane called __________________. These
membranes contain a pigment called _________________ that absorb packets of light energy from
the sun called ______________________. Water is needed during the light reactions, and
_________________ gas is made as a bi-product. The purpose of the light reaction is to produce
energy carriers __________________ and ________________. These energy carriers power the light-
independent reactions that make ____________________. The light-independent reaction takes place
in the ___________________, and is also referred to as the ______________________ cycle. To make
_____________________, the __________________ cycle needs _______________________ ____________________ gas.
8. Write the chemical equation of photosynthesis in the space below. Identify which cycle each
reactant is used or product is made.
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9. The image below shows a cross section of a leaf. Create neat leader lines with a straight edge to
label the following structures: cuticle, epidermis, palisade mesophyll, spongy mesophyll,
air space, chloroplast, xylem, phloem, stomata (or 2 guard cells).
10. Explain the structural and functional difference between the palisade mesophyll layer and the
spongy mesophyll layer, as it relates to photosynthetic activity.
11. Cells can then use the process of ______________________ ______________________ to breakdown
carbohydrates such as glucose and convert the energy trapped in the bonds of glucose into the
chemical energy stored in ___ ___ ___. This molecule powers all of the cell’s work. To do
respiration, they need to use _____________________ gas to break down the glucose and produce
_____________________ _________________________ gas and water as waste.
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12. Use the terms below to fill in the graphic organizer. Hint: Energy is moving in this, and energy is represented with arrows.
Cell Processes Photosynthesis Sun Glucose
Photon ATP Cellular Respiration
13. Create a chart or some form of graphic organizer of your choice to show how glucose created during photosynthesis can be used to build the four different groups of macromolecules, and therefore, the different parts of a cell.
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Cellular Respiration
1. The chemical bonds in glucose contain stored energy. The purpose of cellular respiration is to
convert the energy in the chemical bonds of glucose into molecules of _________ that power the cells.
2. Write the formula for cellular respiration in the space below.
3. The concept map below illustrates cellular respiration. Color the boxes in the concept map as
directed:
Use red for the boxes that show glycolysis.
Use blue for the boxes that show the path taken during anaerobic respiration.
Use green for the boxes that show the path taken during Krebs Cycle.
Use orange for the boxes that show the path taken during Electron Transport Chain
Place a star in each of the boxes that show stored energy.
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4. a. In the process of cellular respiration, where does the oxygen come from?
b. If respiration is happening in consumers (heterotrophs,) where does the glucose come
from?
c. If this process is occurring in producers (autotrophs,) where does the glucose come from?
d. In the process of cellular respiration, when is Carbon Dioxide made?
e. In the process of cellular respiration, when is water made?
f. Cellular respiration starts in the cytoplasm of the cell. What part of cellular respiration
begins in the cytoplasm?
g. In what organelle is cellular respiration completed?
h. Draw and label that organelle in the space below.
5. Compare the equation for cellular respiration with the equation for photosynthesis.
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6. Organize the information about cellular respiration.
Where in the
cell does it
occur?
Does it
require
oxygen?
“Beginning”
materials
(Include
Quantities)
Results/Outcome or
Products Made
(Include Quantities)
Glycolysis
Krebs Cycle
Electron
Transport
Chain
7. How many ATP molecules are made during glycolysis? _______NADH?_____
How many ATP molecules are made during Krebs Cycle? _______NADH?_____ FADH2? _____
How many ATP molecules are made during Electron Transport Chain? ______
8. Which process makes the most ATP? ____________________
9. What is the purpose of anaerobic respiration?
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Photosynthesis and Cellular Respiration Unit Concept Map
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149
Photosynthesis & Cellular Respiration Unit Parent/ Adult Review Page
Student Portion Name Period
Unit Summary: Write a summary of the past unit using 5-10 sentences. Use your concept map to
guide your writing. Your summary should explain concepts you learned in an integrated manner.
A summary is not a simple list of topics covered in this unit. See Reference Page 22, for an example
of a well-written summary.
What is your favorite assignment in this unit and why:
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Adult Portion Dear Parent/ Significant Adult: This Interactive Notebook represents your student’s learning to date and should contain the work your student has completed. Please take some time to look at the unit your student just completed, read his/ her reflection and respond to the following Ask your child to explain why plants need both chloroplast for photosynthesis and mitochondria for cellular respiration. Record his/her thoughts below. What was the most difficult assignment or concept for your child to grasp in this unit? Please explain why.
Parent/ Significant Adult Signature:
