Unit 3: Energize Me! - Wikispaces PowerPoint Notes.pdf... · Simple, single-celled organisms Earliest & most primitive forms of life on earth Lack a nucleus, DNA floats in cytoplasm

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H O W D O O R G A N I S M S G E T A N D U S E T H E M A T T E R A N D E N E R G Y N E E D E D T O L I V E A N D G R O W ?

Unit 3: Energize Me!1

Unit Map2

Energize Me!How do organisms

get the energy needed to survive

and grow?

Chemosynthesis:Energy source is chemicals,

not sunlight.

Photosynthesis:

Cellular Respiration:Carbon Cycle:CO2 is cycled through the

biosphere by many processes.

CO2 + H2O C6H12O6 + O2

Light DependentLight Independent

C6H12O6 + O2 CO2 + H2O

Glycolysis

Krebs Cycle

Electron Transport

Chain

Fermentation

Drill 1: 11/1 (A Day)11/2 (B Day)

Outcome: Develop understanding of cellular structures by completing a gizmo.

Write down at least 5 things you know about plant and animal cells.

Plant cells have a cell wall

Both have a nucleus that stores DNA

Both have cytoplasm

Both have cell membrane to regulate what enters/ exits the cell

Both have mitochondria (powerhouse of the cell)

3 CW 1: Cell Structure Gizmo4

Go to www.explorelearning.com

Username: leffelbio

Password: leffelbio

Complete the prior knowledge questions while waiting for the gizmo to load

You are responsible for knowing the parts of the cell and what they each do

CW 2: NOTES: Prokaryotes vs. Eukaryotes5

Prokaryotes

Simple, single-celled organisms

Earliest & most primitive forms of life on earth

Lack a nucleus, DNA floats in cytoplasm.

Includes bacteria and archaea.


Eukaryotes

More recently evolved than prokaryotes

DNA housed in nucleus

Membrane bound organelles with unique functions

Includes animals, plants, fungi, and protists

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Structure Function ProkaryoteEukaryote

Animal Plant

CellularControl Center

Nucleus


Contains DNA

DNA is stored in

the cytoplasm


Animal Plant

Organellesthat Store, Clean Up,

and Support

Vacuoles and Vesicles

Lysosomes

Cyto-skeleton

Centrioles


Store materials

Break down & recycle macro-molecules

Maintains cell shape; moves cell parts,

helps cells to move

Organize cell division

Protein filaments act as

cytoskeleton

rare



Animal Plant

Organelles that Build Proteins

Ribosomes

Endoplasmic Reticulum

GolgiApparatus

Synthesize Proteins

Assembles proteins and lipids

Modifies, sorts, and packages proteins

for storage and transport out of cell



Animal Plant

Organelles that Capture and Release

Energy

Chloroplasts

Mitochondria

Convert chemical energy stored in food into usable

energy

Convert solar energy to

chemical energy to store as sugar

Photosynthesis occurs in

“membranes”

These rxns occur in the cytoplasm



Animal Plant

CellularBoundaries

Cell Wall

Cell Membrane

Shapes, supports, and protects the

cell

Regulate materials

entering and exiting the cell;

support and protect

Unit 3 Project: Extreme Habitat12

We will design a man made habitat in an extreme environment which can support human life.Project Requirements:

Create either a 3D scale model or floor plan of your man made habitat. Mine craft video?

Develop a flow map which shows the flow of carbon through your habitat.

Needs to be addressed:

Protection from the environment

Photosynthesis

Cellular Respiration

Waste Removal

Human Needs (Sleeping, Food, Water, Comfort, any other needs, specific to your environment, that humans may have)

http://www.sciencealert.com/scientists-discovered-a-lake-under-the-sea-and-those-who-swim-there-never-come-back-alive

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Unit 3 Project: Extreme Habitat13

Possible Environments to Choose From:

Antarctica

Mariana Trench

Atacama Desert

Mars

Cueva de los Cristales

Mono Lake

1A: Extreme Habitat Groups14

1. Antarctica: Joseph, Kyle C., Eddie

2. Antarctica: Joey, Ian, Asa

3. Mariana Trench: Katie, Jenna, Max, Molly Me.

4. Atacama Desert: Taylor, Kevin, Molly Mc., Jackson

5. Mars: Aidan, Jason, Sam, Sarah, Ashlee

6. Cueva de los Cristales: Cayla, Sophia, Jamison, Sean

7. Mono Lake: Kyle S., Anya, Chris, Lauren


1. Antarctica: Darby, Jamoni, Caroline, Jenna

2. Antarctica: Ryan, Mason, Eric

3. Mariana Trench: Will, Megan, Rebekah

4. Atacama Desert: Bailey, Camryn, Ashley

5. Mars: Jessica, Paige, Liz

6. Mars: Andrew, Amanda, Joab

7. Cueva de los Cristales: Tommi, Dominic, Jayden, Charlotte

1B: Extreme Habitat Groups16

1. Antarctica: Aaron, Sophia, Ben N.

2. Antarctica: Spencer, Ben M., Noah

3. Mariana Trench: Karlee, Brennan, Faydra, Aisha

4. Atacama Desert: Riley, TaMaya, Faith, Heidi, Mollie

5. Mars: Bethan, Zack, Daniel, Ryan

6. Cueva de los Cristales: Keaton, Jocelyn, Cora

7. Mono Lake: Ethan, Alyssa, Valeria

Summary 1: 11/1 (A Day)11/2 (B Day)

Outcome: Develop understanding of cellular structures by completing a gizmo.

HW 1: READ TEXT Section 8.1, Pages 226-228; Complete 8.1 Assessment, Page 228, #1-3.

5 Final Procedure due on Edmodo by 10/28 @ 11:45 PM

6 Obtain Approval due on Edmodo by 11/2 @ 11:45 PM

Need 3 group leaders for activity next class

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Drill 2:11/3 (A Day)11/4 (B Day)

Outcome: Summarize the structure of a cell by creating 3 gigantic cell models.

What organelle is needed for photosynthesis to take place?

Chloroplast

What type of cell is this found in?

Plant

What are some other unique structures found in this cell type?

Cell wall, plastid, large central vacuole

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HW 1: Section 8.1 Assessment19

Living things use ATP like a battery. ATP can power needed reactions by losing one of its phosphates to form ADP - food energy in the mitochondria is used to convert the

ADP back to ATP so that the energy is again available.

CW 3: Gigantic Cell Model20

Each group will consist of 7 to 8 students; you will have to work together with your group to create each required component.

Each component should be about the size of a half sheet of paper. You may use any of the provided materials.

You will be graded on your completion of the organelle, the accuracy of the organelle function, as well as the effort and time put into its creation.

Additionally, an overall grade will be assigned to the entire group based on the completed cell model.

Each group leader will have the opportunity for extra credit; but only if they are instrumental in the creation of the cell and the leadership of the group.

CW 3: Gigantic Cell Model Groups21

Check point 1: All students are working on their organelle/ component that the group leader has assigned them.

Check point 2: Components are all individually assembled

Check point 3: Description is going on the back (use pencil!)

Check point 4: Cell is being assembled on the large paper

CW 3: Gigantic Cell Model 1A Groups22

Animal

Lead: Molly Mc.

Molly Me.

Sarah

Cayla

Joey

Ian

Lauren

Jackson

Eddie

Plant

Lead: Jason

Jenna

Sophia

Anya

Max

Jamison

Katie

Ashlee

Aidan

Bacteria

Lead: Kevin

Sam

Kyle

Other Kyle

Joseph

Taylor

Dean

Chris

Asa

CW 3: Gigantic Cell Model 2A Groups23

Animal

Lead: Jayden

Liz

Ashley

Charlotte

Darby

Mason

Will

Ryan

Plant

Lead: Rebekah

Caroline

Camryn

Amanda

Bailey

Eric

Dominic

Joab

Bacteria

Lead: Tommi

Jessica

Jamoni

Jenna

Paige

Andrew

Megan

CW 3: Gigantic Cell Model 1B Groups24

Animal

Lead: Faith

TaMaya

Heidi

Riley

Ben M.

Aaron

Ben N.

Zachary

Plant

Lead: Mollie

Faydra

Jocelyn

Karlee

Keaton

Alyssa

Ethan

Bethan

Brennan

Bacteria

Lead: Spencer

Valeria

Sophia

Cora

Aisha

Daniel

Noah

Ryan

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Summary 2:11/3 (A Day)11/4 (B Day)

Outcome: Summarize the structure of a cell by creating 3 gigantic cell models.

HW 2: READ TEXT Section 8.2, Pages 230-234; Complete 8.2 Assessment, Page 334, #1-4.

6 Obtain Approval due on Edmodo by 11/2 @ 11:45 PM.

You will have a cell structure and function quiz soon.

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Outcome: Explain the process of photosynthesis in by taking notes and analyzing data.

If an untreated corn plant grew 10 cm, how many cm would it have grown on average with 225 ppm of gibberellic acid?

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CW 4: NOTES: Photosynthesis29

Why are plants green?

Organelle: Chloroplast

Pigment: Chlorophyll A & Chlorophyll B

Light = form of energy

Chlorophyll A & B absorb well in the violet, blue, and red regions of visible light, but reflect green


How does chlorophyll collect energy?

Pigment absorbs light energy; energy transferred to electrons, raises energy level of electrons

High energy electrons must release extra energy (unstable); used to make photosynthesis work

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How do electrons carry energy?

NADP+ (carrier molecule) accepts and holds 2 high energy electrons and a hydrogen atom

Traps energy from sun in chemical form to be used by cell


Light Dependent Reactions

Light

O2

H2OATP

NADPH

Organic Compounds

(sugars)

CO2

CalvinCycle

Light Independent Reactions

ADP

NADP

H2O + CO2 C6H12O6 + O2


Light Dependent Reactions

1. H2O is “spilt” by enzyme, O2 given off as by-product.

2H2O 4H+ + O2 + 4 electrons

2. Chlorophyll is energized by light; energy used to make ATP and NADPH from ingredients produced in step 1.


Light Independent (Dark) Reactions

1. ATP & NADPH (energy rich, unstable) enter Calvin cycle w/ CO2.

2. Energy of ATP & NADPH powers enzymes, converts CO2

into stable high energy sugars.

3. ATP & NADPH used up; become ADP & NADP; reenergized during light reactions.

CW 5: Photosynthesis Graphs 1A

Joseph, Kyle C., Eddie

Joey, Ian, Asa

Katie, Jenna

Max, Molly Me.

Taylor, Kevin

Molly Mc., Jackson

Aidan, Jason

Sam, Sarah, Ashlee

Cayla, Sophia

Jamison, Sean

Kyle S., Chris

Anya, Lauren

• Complete first graph questions• Check in with Ms. L• Complete second graph questions

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CW 5: Photosynthesis Graphs 2A

Darby, Jamoni

Caroline, Jenna

Ryan, Mason, Eric

Will, Megan, Rebekah

Bailey, Camryn, Ashley

Jessica, Paige, Liz

Andrew, Amanda, Joab

Tommi, Jayden

Dominic, Charlotte


CW 5: Photosynthesis Graphs 1B

Aaron, Sophia, Ben N.

Spencer, Ben M., Noah

Karlee, Aisha

Brennan, Faydra

Riley, TaMaya, Faith

Heidi, Mollie

Bethan, Zack

Daniel, Ryan

Keaton, Jocelyn, Cora

Ethan, Alyssa, Valeria


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1. Antarctica: Joseph, Kyle C., Eddie

2. Antarctica: Joey, Ian, Asa

3. Mariana Trench: Katie, Jenna, Max, Molly Me.

4. Atacama Desert: Taylor, Kevin, Molly Mc., Jackson

5. Mars: Aidan, Jason, Sam, Sarah, Ashlee

6. Cueva de los Cristales: Cayla, Sophia, Jamison, Sean

7. Mono Lake: Kyle S., Anya, Chris, Lauren


1. Antarctica: Darby, Jamoni, Caroline, Jenna

2. Antarctica: Ryan, Mason, Eric

3. Mariana Trench: Will, Megan, Rebekah

4. Atacama Desert: Bailey, Camryn, Ashley

5. Mars: Jessica, Paige, Liz

6. Mars: Andrew, Amanda, Joab

7. Cueva de los Cristales: Tommi, Dominic, Jayden, Charlotte

1B: Extreme Habitat Groups42

1. Antarctica: Aaron, Sophia, Ben N.

2. Antarctica: Spencer, Ben M., Noah

3. Mariana Trench: Karlee, Brennan, Faydra, Aisha

4. Atacama Desert: Riley, TaMaya, Faith, Heidi, Mollie

5. Mars: Bethan, Zack, Daniel, Ryan

6. Cueva de los Cristales: Keaton, Jocelyn, Cora

7. Mono Lake: Ethan, Alyssa, Valeria

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Outcome: Explain the process of photosynthesis in by taking notes and analyzing data.

Complete the first six LINCs words.

Work in our groups on the Extreme Habitat project.

Exchange contact information

Work on your science research projects.

Completed forms are due next class.

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Drill 4:11/10 (A Day)11/11 (B Day)

Outcome: Evaluate the effect of an abiotic factor on the rate of photosynthesis by completing the leaf disk lab.

Write the chemical equation for photosynthesis.

Draw the picture and label: O2, chloroplast, sun, sugar, H2O, light energy, CO2.

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H2O + CO2 C6H12O6 + O2

CW 6: Photosynthesis in Leaf Disks45

Why do the leaf disks float?


How do we get them to sink?

Place them into a syringe with water, then pull back on the plunger

Creates a vacuum that sucks the air out of the air spaces, replacing the air with water.


We want the leaf disks to photosynthesize. They need CO2.

But we just removed the air, and the water has very little dissolved CO2.

What can we add to the water to make lots of CO2?

NaHCO3 Na+(aq) + HCO3-(aq)

HCO3-(aq) + H3O+

H2CO3 + H2O

H2CO3H2O + CO2


Now shine some light.

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CW 6: Photosynthesis in Leaf Disks Dummy Data

Time Group 1 Group 2 Group 3 Group 4 TOTAL Calculation %

1 min 0 0 0 0 00

40× 100% 0

2 min 0 0 1 1 22

40× 100% 5

3 min 0 1 1 2 44

40× 100% 10

4 min 0 1 1 2 44

40× 100% 10

5 min 0 1 1 2 44

40× 100% 10

6 min 1 2 2 4 99

40× 100% 22.5

7 min 2 2 3 6 1313

40× 100% 32.5

8 min 3 2 3 7 1515

40× 100% 37.5

9 min 4 3 3 7 1717

40× 100% 42.5

10 min 6 4 4 8 2222

40× 100% 55


Finding the ET50

0

10

20

30

40

50

60

70

80

90

0 1 2 3 4 5 6 7 8 9 10 11 12

% o

f L

eaf

Dis

ks

Flo

ati

ng

Time (Minutes)

% of Leaf Disks Floating vs. Time

CO2

DI


Nonliving parts of the environment (abiotic factors) influence living parts of the environment (biotic factors), often by affecting the processes of life (for example, photosynthesis).

What are some abiotic factors which may affect photosynthesis?


Making the Leaf Disks Sink

In your assigned Extreme Habitat groups:Read the procedure (page 23) and write a summary of what you

will be doing.

Answer the prelab questions (page 22).

Once you have finished both, have Ms. L look over your summary and prelab answers. Then you may begin the lab.

Rubric – page 42

While you are working, begin to think about what abiotic factor you would like to test for your lab report – you will complete a lab design HW on this.

Complete the group agreement for the Extreme Habitat Project

CW 6: Photosynthesis in Leaf Disks Dummy Data

You will need to find the % of leaf disks floating for each minute for the DI water and the average for the CO2 water – each group has 10 leaf disks: a total of 40 disks for each type of water.

Time Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8

1 min 0 0 0 0 1 0 0 0

2 min 0 0 1 1 3 0 0 0

3 min 0 1 1 2 5 1 2 1

4 min 0 1 1 2 7 7 4 1

5 min 0 1 1 2 10 8 10 1

6 min 1 2 2 4 10 8 10 1

7 min 2 2 3 6 10 9 10 1

8 min 3 2 3 7 10 9 10 2

9 min 4 3 3 7 10 10 10 2

10 min 6 4 4 8 10 10 10 2

DI Water

% =𝑡𝑜𝑡𝑎𝑙 # 𝑜𝑓 𝑓𝑙𝑜𝑎𝑡𝑖𝑛𝑔 𝑑𝑖𝑠𝑘𝑠 𝑓𝑜𝑟 𝑒𝑎𝑐ℎ 𝑚𝑖𝑛𝑢𝑡𝑒

40× 100


Outcome: Evaluate the effect of an abiotic factor on the rate of photosynthesis by completing the leaf disk lab.

HW 3: Photosynthesis Experimental Design

Complete CW 6

Work in our groups on the Extreme Habitat project.

Work on your science research projects.

Completed forms are due NOW.

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https://www.youtube.com/watch?v=ceHxpu2NSOE

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Drill 5:11/14 (A Day)11/15 (B Day)

Outcome: Develop a self sustaining energy source for the extreme habitat project by completing readings.

Copy down outcome; take out HW 3

Sit with your lab group from last class and discuss the experiment you designed

Democratically choose which experiment you will run next class; put a star on that HW

Write up a materials list; staple it to the starred homework

After I’ve stamped your HW 3, hand in all HW 3 (everyone) to the bin

55 HW 3: Photosynthesis Experimental Design56

Work in your groups to go over HW 3.

CW 7: NOTES: Chemosynthesis57

What role do primary producers play in an ecosystem?

Convert solar or chemical energy into energy rich compounds (sugars)

Autotrophs: make their own food


Photoautotrophs

Use sunlight to make their own food

Photosynthesis

Chemoautotrophs

Use energy stored in chemical bonds to make their own food

Chemosynthesis

How do primary producers obtain energy?



How do consumers obtain energy?

Ingesting other organisms or the remains of organisms in some way

Heterotrophs: must eat other organisms

How do decomposers complete the energy cycle?

Break down organic matter; returning nutrients and matter to ecosystem

Allows producers to grow

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Alternative Energy Readings61

Chemosynthesis Article and Algae Bio Fuel ArticleRead the first paragraph or section

Read the last paragraph or section

Write a sentence about what you think the reading is about

Read the rest of the reading:

Circle any words you do not know

Highlighters!

Write down a sentence after each paragraph to summarize it

Once all group members have read the article (or section of the article), take turns explaining/ summarizing your article to your group.

Create a group thinking map to answer the following: How can the information in the articles be applied to the extreme habitat project? Hand in to the bin.


Outcome: Develop a self sustaining energy source for the extreme habitat project by completing readings.

HW 4: Photosynthesis Graphs

Unit packets should be complete through CW 7

Work in our groups on the Extreme Habitat project

Work on your science research projects

Complete next LINCs word

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Drill 6:11/16 (A Day)11/17 (B Day)

Outcome: Determine the effect of an abiotic factor on photosynthesis by designing a leaf disk lab.

For your experiment:

What is the independent variable?

What you intentionally vary

Dependent variable?

What you are going to measure/ observe

How will you collect data?

Count # of disks floating each minute (disks are making O2 = causes float)

How do you find the % of disks floating each minute?

𝑡𝑜𝑡𝑎𝑙 # 𝑑𝑖𝑠𝑘𝑠 𝑓𝑙𝑜𝑎𝑡𝑖𝑛𝑔

𝑡𝑜𝑡𝑎𝑙 # 𝑑𝑖𝑠𝑘𝑠× 100%

63 HW 4: Photosynthesis Graphs64

Check answers posted around the room.

Photosynthesis Leaf Disk Lab65

All groups: Divide procedure into two parts: part 1: sinking the disks; part 2: your

experiment. Include both in procedure.

Materials list must be inclusive; if the procedure isn’t repeatable EXACTLY as written, you will not get any credit for it.

Use the solution you will expose to light to infiltrate the air pockets in the leaves.

pH groups: pH 4, 7, 10. Double check pH using pH paper. Include in procedure.

Color of light: red, blue, green, white. All groups will need to share 3 lamps. Boxes to cover for darkness, check each minute.

Temperature: Ice, room, warm. Warm water holds less CO2. Need to measure temperature. Include in procedure.

Intensity of light: 2680 lumens, 400 lumens, and ambient.

Type of leaf: Spinach, kale.


COVER SHEET

Title, Your name, partner names, due date (11/22), class period.

RESEARCH QUESTION: What is the relationship you are trying find/ what are you trying to do?

Should include the independent and dependent variables.

PROCEDURE: A step by step procedure for setting up the experiment and collecting data over the course of the experiment. Directions should be numbered; and read something like a recipe. Underline any materials you will need once you have written the procedure.

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DATA: Organize ALL data into a neat data table. This means you will need in depth observations. Include:

Data needed to draw conclusions

Observations specific to your experiment

ANALYSIS: Create a graph that illustrates your data in a meaningful way. Explain what the graph is showing you. Find the ET50, the time required for 50% of the leaf disks to float for each trial.


CONCLUSION: Answer the following questions using complete sentences. You should use at least 5 sentences for each question.

Summarize the purpose and results from the experiment. Include:

What you did: Briefly explain your procedures.

What you found: Restate any results and calculations.

What you think: What do the results mean?

Errors: Comment on possible sources of error and how they affect the data.

Answer your research question. Use specific evidence from the experiment to do this.

Explain the overall process of photosynthesis. Section 8.2 (page 230 to 233) in your text may be helpful in doing this. Include the overall chemical reaction of photosynthesis


Outcome: Determine the effect of an abiotic factor on photosynthesis by designing a leaf disk lab.

Lab report due 11/22 on Edmodo @ 11:45 PM


Work in our groups on the Extreme Habitat project

Work on your science research projects

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Drill 7:11/18 (A Day)11/21 (B Day)

Outcome: Explain the carbon cycle between living organisms by completing a gizmo.

Copy down the outcome.

Complete ET50 worksheet from by the door.

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CW 8: NOTES: The Carbon Cycle

Geological activity

releases CO2.

CO2 dissolves in rain water.

CO2 dissolves in oceans and

returns to atmosphere.

Burning of fossil fuels

releases CO2.

Geological activity turns marine

sediments into rock.

CO2 is taken up

by photosynthesis;

released by

cellular respiration,

both on land &

in ocean.

Decomposition, heat, and

pressure turn organic matter into fossil fuels.

CW 9: Plants and Snails Gizmo72

Go to www.explorelearning.com

Username: leffelbio

Password: leffelbio

Complete the prior knowledge questions while waiting for the gizmo to load

Not finished = more HW

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Landfill Reading73

Landfills ArticleRead the first paragraph or section

Read the last paragraph or section

Write a sentence about what you think the reading is about

Read the rest of the reading:

Circle any words you do not know

Highlighters!

Write down a sentence after each paragraph to summarize it

Once all group members have read the article (or section of the article), take turns explaining/ summarizing your article to your group.

Add to your group thinking map to answer the following: How can the information in the articles be applied to the extreme habitat project? Hand in to the bin.


Outcome: Explain the carbon cycle between living organisms by completing a gizmo.

HW 5: Section 9.1 Assessment

Lab report due 11/22 on Edmodo @ 11:45 PM


Work in our groups on the Extreme Habitat project – due 12/6

Work on your science research projects – data analysis and conclusion due 12/1

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11/22 (A Day)11/28 (B Day)

Agenda – Ms. Leffel was absent.

Check answers for HW 5

Complete CW 9 (gizmo) if you have not. Username and password are both leffelbio.

Work on extreme habitat projects in your groups – due 12/6.

Work on HW 7: Review for unit test (due day of the unit test).

Complete anything from this list that you have not for HW.

75 HW 5: Section 9.1 Assessment76

Drill 8:11/29 (A Day)11/30 (B Day)

Outcome: Describe photosynthesis and cellular respiration by completing flow maps.

77

Compare biological and human based ways that carbon enters the ecosystem. What is the major difference between the two?

Biological: cycle (Plants take in CO2 and release O2, animals take in O2 and release CO2)

Humans: not a cycle (humans release more CO2 from burning fossil fuels)

CW 10: NOTES: Cellular Respiration78

How is ATP created and used by the cell?

ATP: Energy source for all cells

ADP: Uncharged ATP; contains SOME energy, less than ATP; rechargeable battery

Store Energy: add a phosphate

Release Energy: break off a phosphate

Cells regenerate ATP from ADP and phosphate ions using the energy stored in food (sugars) OR sunlight

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1. Glycolysis

2. Krebs Cycle

3. Electron Transport Chain

INS

IDE

MIT

OC

HO

ND

RIA

!

6O2 + C6H12O6 6CO2 + 6H2O + ATPcarbon dioxidesugaroxygen water energy

1. Glycolysis

1. Glucose (6 C) is broken down into 2 pyruvic acid (3 C) using 2 ATP

2. 4 ATP are created, giving the cell a net of 2 ATP made

3. NADH is made, goes to electron transport chain (pt. 3)


Glucose+ 2 ATP

2 Pyruvic Acids

4 ATP(2 net ATP)NADH


2. Krebs Cycle

1. Pyruvic acid broken down to make: 3 CO2 molecules and 2 ATP

2. More NADH, and FADH2 produced, goes to electron transport chain (pt. 3)

FADH2

3 CO2

2 ATP

NADH


1. Energy of NADH and FADH2 powers an enzyme in the electron transport chain to make 32 ATP

2. At the end of the electron transport chain, H+ ions and oxygen make water

4H+ + O2 + 4e- 2 H2O


O2

32 ATP

H2O


1. Glycolysis

2. Alcoholic Fermentation OR Lactic Acid Fermentation

2. Krebs Cycle

3. Electron Transport

Chain

Aerobic: With O2 Anaerobic: No O2

NADH is used to break pyruvate down

into ethyl alcohol, releasing CO2.

NADH is used to break pyruvate down into lactic

acid.

Cellular respiration: process that releases energy from sugars (food)


2. Alcoholic Fermentation OR Lactic Acid Fermentation

NADH is used to break pyruvate down into ethyl

alcohol, releasing CO2.

NADH is used to break pyruvate down into

lactic acid.

Organisms (such as yeast) eat sugars in their

environment (grapes) and alcohol is their waste product. This

makes wine.

Occurs in your muscle cells when they are

running low on oxygen. The lactic acid produced leads to cramps when it

builds up on the muscles.

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CW 11: Cellular Energy Cycles85

Use the prompts to fill in the correct numbered spaces for both flow maps

Separate sheet of paper has the prompts: so you don’t need to flip

HW 6: Writing a summary of each process (photosynthesis and cellular respiration) using all “fill in the blank” words from this classwork.

Individual: copying = zero

HIGHLIGHT THE WORDS WITH A COLOR!

Typed or written very neatly in black ink.

Extreme Habitat Carbon Cycle86

Let’s complete a simple example together.

1. Identify the sources

2. Identify the sinks

3. Connect sources and sinks

4. Label lines with the process that connects them

Remember, this carbon cycle flow map will count as an assessment (test) and should actually reflect your habitat design


Outcome: Describe photosynthesis and cellular respiration by completing flow maps.

87


HW 6: Cellular Energy Cycles Paragraphs

Data Analysis and Conclusion due on Edmodo 12/1 @ 11:45 PM

Extension requests: on Edmodo.

Projects due 12/6 (next Tuesday)

B Day: you can give it to me in class the day before or come at NEST during the 1st

block on Tuesday.

Unit test on 12/6 (A Day) and 12/7 (B Day).


Outcome: Compare aerobic and anaerobic respiration by completing the clothes pin lab.

What are the steps of cellular respiration? 1. Glycolysis

2. Krebs Cycle


How much net ATP is made during each step of aerobic respiration?2, 2, 32

Which step of aerobic respiration requires oxygen?Electron transport chain

If there was no oxygen, how much ATP could the cell make?2 ATP

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CW 12: Clothes Pin Lab89

Muscles require ATP to contract.

While at rest, your ATP needs are lower.

While exercising, your muscles cells need more ATP to contract.

This speeds up the process of cellular respiration, which produces ATP using glucose and O2. ATP, CO2, and H2O are products of this reaction.

More activity = more ATP needed = more cellular respiration = more CO2 is produced and exhaled.

Muscle cells that are used often will have more mitochondria then those that are rarely used.


When CO2 is added to water, the pH drops as carbonic acid is formed.

BTB is a pH indicator…

Blue: in basic pH solutions

Yellow: in acidic pH solutions

More CO2 = more carbonic acid = yellow color change.

We are going to time the color change before and after exercise.

CO2 + H2O H2CO3

12/2/2016

16


Mason Tommi Amanda

Time to change before

exercise

Time to change

after exercise


exercise

Time to change

after exercise


exercise

Time to change

after exercise

59 sec 9 sec 51 sec 13 sec 63 sec 24 sec

CW 12: Clothes Pin Lab

Lots of squeezes really fast = using up all the O2 in your muscle cells

At the beginning – you have lots of O2

As you make more squeezes, you use up the O2, aerobic respiration cannot occur

Your cells still need energy… they resort to anaerobic respiration, causing lactic acid to build up.

Fermentation: Lactic Acid:

C6H12O6 (glucose) 2 CH3CHOHCOOH (lactic acid)

Fermentation: Alcohol:

C6H12O6 (glucose) 2 C2H5OH (ethanol) + 2 CO2 (carbon dioxide)


Outcome: Compare aerobic and anaerobic respiration by completing the clothes pin lab.


HW 7: Review for Unit Test

Data Analysis and Conclusion due on Edmodo 12/1 @ 11:45 PM

Extension requests: on Edmodo.

Projects due 12/6 (next Tuesday)

B Day: you can give it to me in class the day before or come at NEST during the 1st

block on Tuesday.

Unit test on 12/6 (A Day) and 12/7 (B Day).

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Documents

Unit 3: Energize Me! - Wikispaces PowerPoint Notes.pdf... · Simple, single-celled organisms Earliest & most primitive forms of life on earth Lack a nucleus, DNA floats in cytoplasm