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Biology Honors 2015 -‐ 2016 Name ___________________________________________________ Block__________ Date___________________________ Unit 3: Energy and Metabolism Reading: BSCS Text Chapter 2.2 – 2.4, 2.7 – 2.11 Objectives: Upon completion of this unit, you should be able to: Topic 1: Energy in Living Things
1. Discuss why organisms need energy and how they obtain it. (2.2)
2. Describe energy flow through an ecosystem. (2.3)
3. Relate the first and second laws of bioenergetics to their implications for living systems. (2.4)
Topic 2: Energy Exchange
4. Explain how every chemical reaction involves either a net absorption or net release of energy. (2.6)
5. Distinguish between synthesis and decomposition reactions in metabolism. (2.7)
6. Explain how chemical reactions affect chemical bonds in reactions. (2.7)
7. Explain why ATP is referred to as “the energy currency” of the cell. (2.7)
8. Summarize the importance of ATP in cellular energy transfer. (2.7)
9. Explain the movement of electrons in oxidation and reduction, and give examples of each
Topic 3: Digestion
10. Label all of the parts of the human digestive system (2.10)
11. Describe the four main stages of food processing. Define and compare mechanical digestion vs. chemical digestion (2.10)
12. Explain why human digestion is extracellular (2.9)
13. Describe how proteins, lipids, and carbohydrates are digested (including where the digestion happens for each, and whether the digestion is mechanical or chemical). (2.10)
14. Complete a table with major enzymes (as bolded in the “Key Terms” below): note the organ that manufactures each, and where they work for the digestion of fats, proteins, and carbohydrates. (2.11)
15. Discuss the negative feedback loop that regulates blood glucose concentration. Explain how this is used to maintain homeostasis.
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Vocabulary Energy Heterotroph Autotroph Photosynthesis Cellular respiration Decomposer
First and second laws of thermodynamics
Food web Ecosystem Keystone species ATP/ADP
Metabolism Endergonic Exergonic Reduction Oxidation
Ingestion Mechanical digestion Chemical digestion Absorption Elimination Mouth Salivary glands Salivary amylase Small intestine Pancreas Gallbladder Liver Bile
Villi Microvilli Epiglottis Pharynx Esophagus Peristalsis Stomach Gastric juice Pepsin HCl Large Intestine/Colon Maltase, Sucrase, Lactase Lipase
Nuclease��� Trypsin ��� Pancreatic amylase Homeostasis Chyme Negative feedback Gastrin Emulsification Rectum Feces Metabolism
LIGHT LIGHT
Simple Organic
Molecules (e.g. PGA)
+ Pi
ATP
Biosynthesis Anabolism Reduction
Endergonic
Degradatior Catabolism Oxidation Exergonic
3
chap te r 2 -8 : Energy Flow in L i v i n g Things The total amount of energy that exists in the universe remains,
constant, but energy can change from one form to another. For example, the chemical energy in gasoline can be released and transformed into heat energy and the energy of motion.
This type of transformation of energy occurs in many of the processes that fake place in living things. In this plate, we will examine the flow of energy through living things and identify the molecule that serves as the main energy source in all life processes.
' sThis plate shows how energy exists in different forms at different times in living things. As you encounter the terms, color the appropriate structures in the dia-
( All of the energy on the Earth comes from the sun (A); the sun's energy (A,) is what drives chemical reactions and the processes of life. This solar energy is trapped in a photosynthesizing organelle of the plant called the chloroplast (B); we discuss this organelle in detail later in the book.
A number of chemical reactions take place in the chloroplast to transform solar energy into chemical energy. Carbon dioxide (C) and water (D) are necessary for the process of photosynthe-sis (E), and the products of photosynthesis include carbohydrates (F), which are represented by a candy bar, and molecular oxy-gen (G). The bonds of the carbohydrates now contain some of the sun's energy; photosynthesis has transformed fhe sun's energy into the chemical energy of the carbohydrate. Oxygen is given off as a waste product of photosynthesis, and it is expelled from the plant cell into the atmosphere.
Having explained how the sun's energy is converted to the chemical energy found in carbohydrates, we \vill jVow, discuss another, transformation of energy Continue your readjhg belofy and focus on the right side of the diagram as we continue to study energy flow in living things
Plants, humans, and many other living things use carbohy-drates as their essential source of energy. Carbohydrates are transported to an organelle called the mitochondrion (H), where they are combined with oxygen molecules in the process of res-piration (I), illustrated by the arrow. During chemical reactions in the mitochondrion,_the energy from carbohydrates is released and used to form the energy-rich molecule adenosine triphos-phate (J). (Adenosine triphosphate is commonly abbreviated as ATP.) Carbon dioxide and water are byproducts of respiration; notice that they are both essential for photosynthesis. To summa-rize, the energy of the sun is first transformed into the energy of carbohydrates and then into the energy in the ATP molecule.
We will conclude with a brief examination of the ATP molecule Recall that the energy ,of the ATP molecule comes from the sun. As you read, color the appro¬
, priate structures in the diagram.
The adenosine triphosphate (ATP) molecule (J) is shown at the bottom of the plate. You should use a light shade to color the inte-rior of the box, and darker colors should be used for the components of ATP. These components include an adenine mole-cule (J,) and a ribose molecule (J2). Adenine is one of the four nitrogenous bases found in DNA and RNA, and ribose is a five-carbon carbohydrate. Attached to the ribose molecule are three phosphate groups (J3).
Living things use energy in the form of ATP, breaking it down into adenosine diphosphate (K) and an inorganic phosphate group. Adenosine diphosphate (ADP) contains adenine (J,) and a ribose molecule (J2), but only two phosphate groups (J3). During this breakdown, seven kilocalories of energy are given off for use by the cell.
In the following plates, we will study the processes by which ATP is created, such as glycolysis, the Krebs cycle, electron trans-port, and chemiosmosis.
The picture below shows how energy exists in different forms at different times in living things. As you encounter the terms, color the appropriate structures in the diagram.
Having explained how the sun’s energy is converted to chemical energy found in carbohydrates, we will now discuss another transformation of energy. Continue your reading below and focus on the right side of the diagram aw we continue to study energy flow in living things.
We will conclude with a brief examination of the ATP molecule. Recall that the energy of the ATP molecule comes from the sun. As you read, color the appropriate structures in the diagram.
4
Energy Flow: m CD ~5
CQ
O
< — i .
=5 CQ
Z3 CQ 00
7Kcal Energy
O Sun -.' A O Sun's Energy Ad
O Ch lo rop las t B O Carbon Dioxide C 0-Water , , D
Energy Flow in L i v ing Things O Photosynthesis E O Carbohydrates F O Oxygen G O Mitochondr ion H O Resp i ra t ion I
O Adenosine Triphosphate J O Adenine J :
O Ribose J2
O Phosphate Groups . .J 3
O Adenosine Diphosphate K
5
The Assignment: • Color and cut out the animals from the next page. Use them to
create an aquatic food web using the “What Do I Eat?” chart. • Create a food web showing energy transfer through the aquatic
ecosystem. • This food web does not display any decomposers… add them in ! • Answer the questions below once your food web is complete.
Analysis Questions: 1. What would happen to your food web if phytoplankton died out
because of water pollution? 2. How would the jellyfish population be affected if sea turtles
were removed? 3. How important are plankton in the marine food web? Explain
your answer using evidence from your food web. 4. Why do we use arrows when creating a food web? What do they
represent?
6
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8
ATP— The Free Energy Carrier 1
ATP—The Free Energy CarrierHow does the ATP molecule capture, store, and release energy?
Why?A sporting goods store might accept a $100 bill for the purchase of a bicycle, but the corner store will not take a $100 bill when you buy a package of gum. That is why people often carry smaller denominations in their wallet—it makes everyday transactions easier. The same concept is true for the energy transactions in cells. Cells need energy (their “currency”) to take care of everyday functions, and they need it in many denominations. As humans we eat food for energy, but food molecules provide too much energy for our cells to use all at once. For quick cellular transactions, your cells store energy in the small molecule of ATP. This is analogous to a $1 bill for your cells’ daily activities.
Model 1 – Adenosine Triphosphate (ATP)
N
NN
N OCH2 O P O–
O–
O
NH2
OH OH
O P
O–
O
O P
O–
O
1. The diagram of ATP in Model 1 has three parts. Use your knowledge of biomolecules to label the molecule with an “adenine” section, a “ribose sugar” section, and a “phosphate groups” section.
2. Refer to Model 1.
a. What is meant by the “tri-” in the name adenosine triphosphate?
b. Discuss with your group what the structure of adenosine diphosphate (ADP) might look like. Draw or describe your conclusions.
9
2 POGIL™ Activities for AP* Biology
Model 2 – Hydrolysis of ATP
N
NN
N OCH2 O P O P O P O–
O O O
NH2
OH OH
H2O
N
NN
N OCH2 O P O P OH
O O
NH2
OH OH
+ HO P O–
O–O–O–O–O–O–
O
3. Model 2 illustrates a chemical reaction. Write the reaction as an equation, using the name or abbreviation of each of the two reactants and each of the three products.
4. Consider the structural formulas of ATP, ADP, and phosphate in Model 2 carefully. What happens to the atoms from the water molecule during the hydrolysis of ATP?
5. The word hydrolysis has two roots, hydro and lysis. Describe how this term relates to the chemi-cal reaction illustrated in Model 2.
6. Refer to Model 2.
a. Does the hydrolysis of ATP result in a net output, or a net input of energy?
b. Which molecule, ATP or ADP, has a higher potential energy? Explain your reasoning.
Energy
InorganicPhosphate
(Pi)
10
ATP— The Free Energy Carrier 3
7. Consider Model 2.
a. Is the process endothermic or exothermic?
b. Recall that all bonds require energy to break, but energy is released when bonds are formed. With this in mind, explain why it is incorrect to say that the phosphoester bond in ATP releases a large amount of energy when ATP turns into ADP.
Read This!The conversion of ATP to ADP is not only exothermic, but there is also an increase in entropy of the system. Therefore, the hydrolysis of ATP is exergonic, and provides free energy for many processes needed to sustain life.
8. The reaction in Model 2 is reversible.
a. Write a reaction for the process that is the reverse of Model 1.
b. This reaction is called phosphorylation. Explain why this name is appropriate for the reac-tion above.
c. Would you expect this reaction to be endergonic or exergonic? Explain your reasoning.
11
4 POGIL™ Activities for AP* Biology
Model 3 – The ATP Cycle
ATP+ water
ADP+ phosphate
Energy Energy Respirationor photosynthesis
Cellular processes such as muscle contraction,
protein synthesis,cell division, etc.
9. Label the two large arrows in Model 3 with “hydrolysis” and “phosphorylation.” 9. Label the two large arrows in Model 3 with “hydrolysis” and “phosphorylation.” 9. Label the two large arrows in Model 3 with “hydrolysis” and “phosphorylation.”
10. When ATP is hydrolyzed, free energy is available.
a. According to Model 3, what does that energy get used for?
b. Name at least two other cellular processes that could be fueled by the hydrolysis of ATP that are not listed in Model 3.
11. After it is used, an ADP molecule is recycled back into ATP. What cellular, exergonic processes supply the energy needed for the phosphorylation of ADP?
12. In the Why? box at the start of this activity, an analogy was made between money and cellular energy.
a. What part(s) of the ATP cycle are analogous to earning money?
b What part(s) of the ATP cycle are analogous to spending money?
c. What would be analogous to saving money in the context of ATP?
12
ATP— The Free Energy Carrier 5
Extension Questions13. Describe or draw a diagram of adenosine monophosphate (AMP).
14. If ADP were to be hydrolyzed in a similar manner to ATP, would you expect the reaction to be endergonic or exergonic? Explain your answer.
Read This!It is estimated that more than 2 × 1026 molecules of ATP are hydrolyzed in the human body daily. If each molecule was used only once you would need approximately 160 kg (350 lbs) of ATP daily. The repeated use of ATP molecules through the ATP cycle saves the body a huge amount of resources and energy.
ATP is synthesized in two ways:
Substrate-level phosphorylation—Energy released during a reaction, such as the breakdown of sugar molecules, is used directly to synthesize ATP. A small amount of energy is generated through this process.
Electron transfer (oxidative phosphorylation)—Energy from the movement of electrons from one molecule to another, via electron carriers, is used to synthesize ATP. Most cellular ATP is synthesized by electron transfer in the mitochondria.
15. Dinitrophenol (DNP) is an “uncoupler,” which means it interferes with the flow of electrons during electron transfer. Fifty years ago, DNP was given as a drug to help patients lose weight.
a. Why would taking DNP make someone lose weight?
b. Why would taking DNP be dangerous?
13
The Digestive System Use the E. O. Wilson iBook “Life On Earth, Volume 4” to fill in the table below. Location in Body
Part of digest tract? (Y/N)
What happens here? Be specific!
Mech. digestion? Chem. digestion? Both/neither?
Mouth
Pharynx and Esophagus
Stomach
Small Intestine
Pancreas
Liver
Gall Bladder
Large Intestine
1. Compare and contrast emulsification and hydrolysis (digestion). Which substances are
emulsified by your digestive system? How does this help your body obtain nutrients?
2. Describe the action and function of the epiglottis.
3. How do villi, microvilli, and transporters speed up absorption of nutrients in the small intestine?
14
Objective 15: Negative Feedback and Homeostasis of Blood Glucose Observe the line graphs and explain the role of insulin and glucagon in regulating blood glucose. 1. The role of insulin is _______________________________________________________________________________________ 2. The role of glucagon is ___________________________________________________________________________________ 3. The line graph is an example of ___________________________________________________________________________ 4. Both glucagon and insulin are hormones that work together to _____________________________________ ________________________________________________________________________________________________________________
15
Fill in the blanks of the following paragraph. Use the words on the list. The same word can be use more than once. Glucose, glucagon, fat, increase, skeletal muscles, decrease, insulin, liver, For those who ate breakfast or lunch today, blood glucose levels _____________after eating.
The pancreas releases ______________.
Insulin stimulates cells throughout the body to take ________ out of the bloodstream.
Glucose taken out of the circulation is stored in __________ and ____________________, or
converted to _______.
Within one or two hours after eating, the
level of blood glucose ______________
Then, pancreas releases
______________.
Glucagon stimulates the cells of the
_________ and skeletal muscles to
break down complex sugar and increase
____________ levels in the blood.
Glucagon also causes fat cells to break
down fats so that they can be used for
the production of ________________.
16
Blood Glucose Level Graph The results of blood tests for two individuals are shown in the data table below. The blood
glucose level before breakfast is normally 80–90 mg/100 mL of blood. A blood glucose
level above 110 mg/100 mL of blood indicates a failure in a feedback mechanism.
Injection of chemical X, a chemical normally produced in the body, may be required to
correct this problem.
Using the information in the data table, construct a line graph on the grid on the next page, following the directions below.
o Label the horizontal axis as “TIME”
o Mark a scale on the horizontal axis.
o Label the vertical axis as “BLOOD GLUCOSE mg/100mL”
o Mark a scale on the vertical axis.
o Plot the data of individual # 1. Surround each data point with a small circle and
connect the points.
o Plot the data of individual # 2. Surround each data point with a small triangle and
connect the points.
17
1. State a title for the graph:
2. Identify chemical X. ______________________________________________________________
3. Which individuals will most likely need injections of chemical X? Explain your answer.
4. State one reason for the change in blood glucose level between 7:00 a.m. and 8:00 a.m.
5. What term refers to the relatively constant level of blood glucose of individual 1 between
9:00 a.m. and 11:00 a.m.?
18
Energy Practice problems Energy Transfer in an Ecosystem Part A – Answer the questions using the diagram to the right. 1. How many food chains make up the food web? 2. Which organism is an herbivore? 3. Which organism is an autotroph? 4. Which organism is an omnivore? 5. Which organism is a tertiary consumer? 6. Finish the web: Draw in arrows showing how the organisms on the diagram relate to the decomposer. Summarize your answer.
Part B – Use the food web below to fill in the table. List all organisms as autotrophs or heterotrophs in the first two columns. In the third columns, state whether each heterotroph is a primary, secondary, or tertiary consumer. (Note: If an organism fits into more than one category, list only the highest order.
19
Energy Exchange
1. The diagram below shows the structure of ATP.
a. Label the high-energy bonds.
b. Circle the portion of the molecule that makes up ADP.
c. ATP is a derivative of which type of monomer? ______________________
2. How does ATP enable the cell to store and transfer energy?
3. In which cellular organelle is ATP produced? _____________________ a. What is the name of the process by which ATP is produced? __________________
Human Digestion 1. In the blanks that precede each description, write in the appropriate place in the human digestive system. You should also be able to identify each of these organs on a diagram. _____________________ stores bile. _____________________ is where the final steps of digestion and absorption of small molecules occurs. _____________________ is where chemical digestion begins. _____________________ is where absorption of water occurs. _____________________ produces bile. _____________________ is where chemical digestion of proteins begins. _____________________ is very acidic. _____________________ produces negatively-‐charged ions to neutralize H+ ions in chime. _____________________ and _____________________ both produce enzymes that are used in the small intestine. _____________________ is where mechanical digestion begins. _____________________ is where peristalsis begins. _____________________ is the tube that connects the mouth and the stomach. _____________________ is the flap of cartilage and connective tissue that keeps food out of the trachea. 2. Bacterial infections causing severe diarrhea and subsequent dehydration are the reason for many, many infant and young child deaths in developing countries. a. Why do you think these infections are so common in these countries? b. What digestive organ do you hypothesize these bacteria are attacking? Why?
20
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Cut-‐out pages: Paste these pictures into your notebook along with your homework objectives. Objective 1:
Objective 2:
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Objective 7:
Objective 8:
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Objective 10: Objective 14:
Biology H 2015-2016 CUT OUT PAGES: These images will help you with your objectives in your notebook. Objective 19: !!!!!!!!!!!!!!!!!!!!!!!!!!!!Objective 26:
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Biology H 2015-2016 Objective 23:
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Macromolecule Mouth Stomach Small Intestine
Carbohydrates
-Teeth mechanically digest carbohydrate molecules !-Salivary amylase chemically digests starch molecules into maltose molecules
Proteins
Lipids
Nucleic Acids
