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Highland Park Biology Science Curriculum Biology I Semester I Unit V

Components Biology I Biology I Pre AP Extensions Biology I Pre AP TAG Extensions

Unit Overview Autotrophy and Heterotrophy Generalizations/Enduring

Understandings An important interaction between plants and animals is the exchange of gases that can occur through the processes of photosynthesis and respiration. All living organisms employ some form of respiration to fill energy needs.

Concepts Photosynthesis Fermentation Aerobic Respiration

Guiding/Essential Questions *Where do plants get the energy they need to produce food? *What is the role of ATP in cellular activities? *What did the experiments of van Helmont, Priestley, and Ingenhous reveal about how plants grow? *What is the overall equation for photosynthesis? *What is the role of light and chlorophyll in photosynthesis? *In which process of photosynthesis is oxygen generated? *In which process of photosynthesis is glucose generated? *What is the Calvin cycle? *What is cellular respiration? *What happens during the process of glycolysis? *What are the two main types of fermentation? *What the initial reactants and final products of the Krebs Cycle? *How are high-energy electrons used by the electron transport chain?

What are the reactants, products, and processes of the Krebs Cycle? What are the specific roles of coenzymes? What is the path of electron flow in the light reactions?

What are the reactants, products, and processes of the Krebs Cycle? What is the specific role of coenzymes? What is the path of electron flow in the light reactions?

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Learning Targets Students will understand how plants

obtain energy and produce their own food. Students will be able to describe the structure of a chloroplast and relate the function of each of the parts in the reactions of photosynthesis. Students will evaluate the effects of various environmental factors on the rate of photosynthesis. Students will understand the importance of ATP as the energy molecule and realize that both plant and animal cells utilize this molecule. Students will be able to define cellular respiration and distinguish the two main types: aerobic and anaerobic.

Formative Assessment Summative Assessment

TEKS 5B Examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscles, and epithelium Supporting 9B compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter; Supporting 10B describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants, Readiness 11B investigate and analyze how organisms, populations, and communities respond to external factors Supporting 12A interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms Readiness 12B compare variations and

Scientific Process Skills: (1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations; and (B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. (2) Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to: (A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; (B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; (C) know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; (D) distinguish between scientific hypotheses and scientific theories; (E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology; (F) collect and organize qualitative and quantitative data and make measurements

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adaptations of organisms in different ecosystems Supporting 12C analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids; Readiness 12D recognize that long‐term survival of species is dependent on changing resource bases that are limited; Supporting 12E describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles Supporting 12F describe how environmental change can impact ecosystem stability Readiness

with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures; (G) analyze, evaluate, make inferences, and predict trends from data; and (H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, August 2009 Update Page 9 §112.C. High School including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; (C) draw inferences based on data related to promotional materials for products and services; (D) evaluate the impact of scientific research on society and the environment; (E) evaluate models according to their limitations in representing biological objects or events; and (F) research and describe the history of biology and contributions of scientists. (4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to: (A) compare and contrast prokaryotic and eukaryotic cells; Supporting (B) investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; Readiness (C) compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza. Readiness

EOC Connections Objective 1: The student will demonstrate an understanding of the nature of science. Objective 2: The student will demonstrate an understanding of the organization of living systems.

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Processes and Skills Gathering data, graphing data,

interpreting data, distinguishing observations from inferences, using laboratory equipment properly. Diagramming the pathway of sunlight to chemical energy. Describing the function of chloroplasts and mitochondria. Explaining autotrophy and heterotrophy. Stating the overall formula for photosynthesis and cellular respiration. Evaluating the different effects intensity and amount of light play on plant growth. Distinguishing between anaerobic and aerobic cellular respiration.

Topics Plants convert the sun’s energy into chemical energy through photosynthesis. This energy is then used by cells to perform work in a process called respiration.

Essential Facts Plants and some other types of organisms are able to use light energy from the sun to produce food. The characteristics of ATP make it exceptionally useful as the basic energy source of all cells. Photosynthesis uses the energy of sunlight to convert water and carbon dioxide into high-energy sugars and oxygen. In addition to water and carbon dioxide, photosynthesis requires light and chlorophyll, a molecule found in chloroplasts. The process of photosynthesis includes the light-dependent reactions as well as the Calvin cycle. The light-dependent reactions produce oxygen gas and convert ADP and NADP+ into ATP and NADPH. The light-dependent reactions occur in the thylakoid. The Calvin cycle uses ATP and NADPH

The distinction between photosystem I and photosytem II are the types of chlorophyll and the wavelengths they absorb.

The distinction between photosystem I and photosytem II are the types of chlorophyll and the wavelengths they absorb.

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from the light-dependent reactions to produce high-energy sugars. The Calvin cycle is also known as the light-independent pathway. Cellular respiration is the process that releases energy by breaking down glucose and other food molecules in the presence of oxygen. Glycolysis is the process in which one molecule of glucose is broken in half, producing two molecules of pyruvic acid, a 3-carbon compound. Glycolysis captures two pairs of high-energy electrons with the carrier NAD+. Because glycolysis does not require oxygen, it supplies chemical energy to cells when oxygen is not available. The two main types of fermentation are alcoholic fermentation and lactic acid fermentation. In the absence of oxygen, yeast and a few other microorganisms use alcoholic fermentation, forming ethyl alcohol and carbon dioxide as wastes. Animals cannot perform alcoholic fermentation, but some cells, such as human muscle cells, can convert glucose into lactic acid. This is called lactic acid fermentation. During the Krebs cycle, pyruvic acid is broken down into carbon dioxide in a series of energy-extracting reactions. The electron transport chain uses the high-energy electrons from the Krebs cycle to convert ADP into ATP. The products of photosynthesis are similar to the reactants of cellular respiration. The products of cellular respiration are the reactants of photosynthesis.

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Language of Instruction Autotrophy, heterotroph, adenosine

triphosphate, photosynthesis, pigment, chlorophyll, thylakoid, photosystem, stroma, NADP+, light-dependent reactions, ATP synthase, Calvin cycle, calorie, glycolysis, cellular reparation, NAD+, fermentation, anaerobic, aerobic, Krebs cycle, electron transport chain

State Assessment Connections

National Assessment Connections

RESOURCES Student

Investigations/Student Products

Suggested Laboratory Investigations

Yeast Respiration, Photosynthesis

Yeast Respiration (aerobic respiration) Investigating Fermentation (anaerobic respiration model) Dry Lab – Effect of Oxygen on Bacterial Growth Respiration Balloon Lab Rate of Respiration in Pea Seedlings Leaf Cross Section Nail Polish and Stomata

Yeast Respiration (aerobic respiration) Investigating Fermentation (anaerobic respiration model) Dry Lab – Effect of Oxygen on Bacterial Growth Rate of Respiration in Pea Seedlings Leaf Cross Section Nail Polish and Stomata

Textbook Correlation Prentice Hall Chapters 8 & 9 BSCS Molecules to Man Chapters 4 & 5

In-depth Study/Research Opportunity

Challenge/Extension Research role of fermentation in the production of foods, such as: yogurt, cheese, sauerkraut