Bioenergetics

flat =Cellular respiration notes= Notes: What is the equation for cellular respiration? What is the purpose of cellular respiration?

Class notes: @https://docs.google.com/document/d/1Dj9TO3lbxukMWXIhkTOL0NMgneN-v1IW-4hYVej-wSc/edit

Use the following link in class as we take notes on this process: @http://www.phschool.com/science/biology_place/biocoach/cellresp/intro.html = = =Vocabulary= Calorie Cellular respiration Aerobic Anaerobic Glycolysis NAD+ Krebs cycle Matrix Fermentation
 * Make three columns. One for the term, another for the definition, and the third with a drawing /illustration of the word.**

=Podcast= Listen to the cellular respiration podcast found here: http://c2.punxsy.k12.pa.us/Page/948

Take notes on the podcast.

=What is cellular respiration?= ==

=Aerobic and anaerobic respiration= == =Glucose metabolism= Use the links below to answer the questions in the document:

@http://www.phschool.com/science/biology_place/biocoach/cellresp/intro.html @http://www.uic.edu/classes/bios/bios100/summer2002/lect10.htm @http://library.thinkquest.org/C004535/respiration_overview.html @http://staff.jccc.net/pdecell/cellresp/respoverview.html

=Food Issues=



**Thinking about food issues...**
[]

**About Genetically modified organisms**
[]

Also found here with other videos from Katie Couric: []  media type="custom" key="11855762" =Issues= What are some of the health concerns expressed from the Food Inc. video (or others that you have heard about?) Discuss big vs. small farms, use of various substances for food safety, food safety problems, organic foods, pesticides, genetically modified foods, high fructose corn syrup, good vs. bad foods....

=The assignment= Choose one concern that you would like to research. It could be a specific pesticide or hormone, specific food, genetically altered food, artificial flavors or colors, processed and not real food (velveeta, twinkies, etc. that have shelf lives of years,) animal mistreatment (animals that become our food), or any other food issue. You can also discuss why brown rice is better than white, why we should be avoiding the use of white flour, contamination of food, etc. Make a statement for or against. **Either way, you should represent both sides and find articles or evidence supporting those sides - ask why that substance or practice is being used - what are those benefits and are they worth it?**


 * What you must create:**

Create an Infographic about your Food Issue. Have visuals that support what you have to say. Be sure to show statistics, information for others to understand, and connect it with what you have learned in class (either biomolecules or cellular respiration.)

=Suggestions:=
 * You need an idea first. Find one issue and research information about it. Become knowledgeable about it. Why do they put that additive into the food (advantage), what problems does it cause (disadvantage), what alternatives are there (solution), what are your thoughts on it? Find something you are passionate about as it becomes easier to write about it.
 * Begin with the end in mind. You need to know where you are going before you can effectively choose the right path there. Any writing is really telling a story. You need to know the big picture of what it is before actually writing. Identify what the clear point is.
 * Persuasion is an art. Identify the fundamentally most compelling element of the topic. In order to communicate the element effectively, you must connect with the raw emotions of the audience (this could be passion, fear, or even anger.) You need to strike a nerve in them not in you. Make it very personal. **How to do this: Identify what is compelling, connect at that emotional level, then back it up with logic.**
 * **Create an Infographic about your Food Issue. Have visuals that support what you have to say. Be sure to show statistics, information for others to understand, and connect it with what you have learned in class (either biomolecules or cellular respiration.)**

=**Fuel - examples of Infographics**= http://awesome.good.is/transparency/013/transparency013burningfuel.html

media type="custom" key="10950626" Taken from an article here. =Food issues rubric=

=Respiration venn diagram=

Construct a Venn Diagram to identify the terms used to describe anaerobic and aerobic respiration. Use the following terms:
 * oxygen
 * carbon dioxide
 * water
 * glucose
 * PGAL
 * pyruvic acid
 * lactic acid
 * ethyl alcohol
 * yeast
 * bacteria
 * animals
 * NADH
 * enzymes
 * ATP
 * ADP
 * mitochondria
 * cytoplasm
 * Kreb's Cycle
 * chemical oxidation
 * electron transport
 * high energy hydrogen
 * FADH2

=Respiration review=

=Yeast Respiration lab= All organisms need to carry out the process of respiration to obtain energy to complete their life processes and activities. Various factors also affect how efficient an organism is at carrying out respiration. In this investigation, you will try to determine how yeast carries out respiration. Discuss as a group the factors that could effect respiration in yeast. Add the factors your group discussed to your team wiki page. We will test one factor: amount of sugar (sugar concentration). What is the dependent variable? What is the independent variable?

Part I Making bread (each person does this): Mix 6-8 Tbs. flour with 2 Tbs. of warm water, 20 ml of sugar solution (fill small tube to the top), and 1 g. of yeast. (Suggestion: Put flour on plate, make a well in the center, add yeast, and then pour warm water on top of the yeast. Add the sugar solution.) I will come around and add oil and salt. Mix the contents on a paper plate and knead in extra flour to remove stickiness. Form into a ball and place in a muffin tin (make sure your name is on the bottom - of the tin, of course.) Cover with a warm towel. Let rise for an hour and then we will bake at 360 until brown. **Be sure to take pictures.**

Part II Measuring yeast activity (make one set up for your group): Use the same sugar solution you used in making the bread. Add 20 ml of sugar solution, 1/2 tube warm water, and 1.0 g. yeast to a test tube. Shake the tube until the yeast is dissolved. Place a balloon over the top of the tube. Make an observation after 10 minutes and again after 20 minutes. Note the depth of the bubbles created as well as the expansion of the balloon. **Be sure to take pictures.**

Calculations:

Radius: r = C/2π Volume : V = 4/3 2πr3 (r3 is radius cubed)

Graphing: Think about how you want to graph the data. You will need to include all of the group/class data in the graph(s). Use an online graphing program such as: [] or google docs or excel.

Analysis: 1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class. 2. What was the dependent and independent variables in the experiment? Explain. 3. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain. 4. How did the amount of rising change with the different types of sugar solutions used? 5. What kind of respiration did the yeast carry out in the experiment? Explain.

=Photosynthesis vocabulary= Create a start of an Infographic using pictures (copyright free or your own) and the definitions in your own words. Be sure to group related words together and and, if possible, attempt to show how they are related to one another. As we discuss these words and how they relate to photosynthesis, you will be moving these around and changing the size of the words in proportion to their importance. You will also be adding to the infographic as you learn new information. CITE YOUR SOURCES FOR YOUR PICTURES.
 * Assessment:**

Photosynthesis Chlorophylll Chloroplasts Light reaction Dark reaction (Calvin cycle) Carbon fixation Light intensity Wavelength (of light) Autotroph Heterotroph Mesophyll Stomata NADP+ photosystems Thylakoids Transpiration Guard cells

=Photosynthesis notes= media type="custom" key="12014527" =Photosynthesis webquest= Photosynthesis is considered by many to be the most important process to occur on earth. To learn about photosynthesis, complete the "Photosynthesis Webquest". Visit [|www.ftexploring.com] then use the photosynthesis links to answer the following questions.

1. What is photosynthesis?

2. What types of organisms carry out photosynthesis? List 3 groups.

3. What is the chemical equation for photosynthesis? What is the translation for the chemical equation?

4. Look at your equation in number 3 and answer the following questions: a. What are the raw materials or reactants needed to carry out photosynthesis? b. What are the products of photosynthesis? c. What energy source is needed in the reaction?

5. Consider a plant as the photosynthetic organism. a. In what part of the plant does photosynthesis occur? b. What specific cells are involved? c. What specific organelle is involved?

6. How does the plant get the raw materials needed for photosynthesis to the plant part where photosynthesis occurs?

7. What is a stoma and of what value is the stoma to the plant in its efforts to carry out photosynthesis?

8. Explore the organelle that is responsible for the process of photosynthesis. What are found inside the organelle and how do these parts aid in the process of photosynthesis?

9. What is the first part of photosynthesis called and where does it occur?

10. What exactly happens in the first part of photosynthesis?

11. What is the second part of photosynthesis called and where does it happen?

12. What happens in the second part of photosynthesis?

13. Are the two parts of photosynthesis connected? If so, explain the connection.

14. Does the chemical equation that you listed in number 3 tell the entire story of the process of photosynthesis? Why or why not?

=Germinating seeds= =Discoveries of Photosynthesis= What were the important discoveries for photosynthesis contributed by these scientists: 1. van Helmont 2. Priestley 3. Ingenhousz 4. Calvin

=Light Intensity Activity= Light intensity activity

Use the above link (you may need to use safari) for the following:

Click Skip Intro and notice the controls that you can adjust.

Note: you can only manipulate one variable at a time. Your team will adjust levels in order to provide the maximum ATP.

Answer the following question as a group: What are the best possible conditions for making the maximum of ATP?

Hypothesize what values you believe are the best conditions (what wavelength and light intensity creates the most ATP.)

Use the simulation to carry out your experiment. Share the results of each person in your group.


 * On your team page:** Create a data table that outlines % maximal ATP, ATP created in your time frame used, light intensity, and wavelength. You can also take screen shots while it is in action and display your data in a graph or other ways if desired.

Research background information about
 * Homework:**
 * light intensity
 * wavelength and energy
 * pigment colors

Explain the following:
 * how wavelength and light intensity is important for photosynthesis. Be certain to completely relate these to the light reaction and what you observed in the simulation.
 * A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well).
 * This will not be due for several days and we will discuss related information in class and in activities that will help you understand the material.

Discussion of wavelength and light amount needed to create maximum ATP through pictures, paragraphs, or data table (team) (5) Discusses relationship of light intensity to the process of photosynthesis (HW) (5) Discusses relationship of wavelength to the process of photosynthesis (HW) (5) Discussion of how pigment colors are related to photosynthesis and wavelength (HW) (5)
 * Light Intensity Rubric**

=Chromatography lab=

To understand the process of chromatography visit the following link :[]
 * Complete exercise 4-1 to learn proper technique to complete a chromatography lab.

Using the information that you learned in the lab bench, you and your partner will compare the pigments from your result with that of two different plants (find two other groups to compare with.) Use the results to describe the methods you used and the results you obtained. Discuss what is similar between the chromatograms of all three and what is different. Be sure to answer the following: why were the chromatograms different for each? Include a picture of your chromatography strip **with title and caption**. Also, include a mathematical analysis of the data (determine the Rf of each pigment.) A variety of plant leaves will be available in lab to chose from.

Procedure: Chromatography 1. Leaf Grinding: a. Rip your leaf into small pieces ( HINT: The smaller, the better .) b. Add several grains of sand. c. Add a dropper full of acetone. d. Start grinding. ( HINT: If the mixture becomes too dry, you may need to add more acetone .) e. There should be concentrated liquid pigment in the mortar to add to the filter paper. 2. Preparation of Filter Paper a. Prepare a piece of filter paper 12 cm X 2 cm. Measure 2 cm from the end and draw a line across the paper. You will apply several drops of pigment to the center of the line. ( HINT: Apply small drops, wait for the drop to dry, then apply another drop. Repeat this procedure several times, then dry completely. ) b. Taper the 2 cm end that has the pigment to a point. c. Practice placing the filter paper strip into the glass vial. NOTE: Several cm of paper need to extend out the top of the vial to hold the paper in place when the lid is attached. 3. Chromatography a. Add 2 cm of ethyl alcohol to the glass vial. b. Carefully lower the filter paper strip into the glass vial until the tip of the paper enters the ethyl alcohol. The pigment SHOULD NOT be placed in the alcohol. c. Attach the lid making sure the excess paper is outside the vial. Filter paper should be in a fixed position. d. Allow the alcohol to rise up the paper. After the alcohol stops rising up the paper, remove the paper strip and allow to dry on a paper towel. 4. Rf Factor a. Draw a second line across your paper were the alcohol reached its highest point. This is the solvent front. b. Find the end point that each pigment reaches. Where the pigment stops is called the pigment front. If you have two colors showing you will have two different pigment fronts. b. Determining Rf factor: For each pigment, take the pigment front divided by the solvent front. If the pigment follows the solvent all the way to the end, then the value Rf value is 1. 5. Lab Report Use your data as well as the data from a few other groups to create a conclusion statement about the results of the lab. Be sure to discuss whether all leaves have the same kind of chlorophyll or other pigments and EVIDENCE that supports your statement. Be sure to discuss the Rf values and the colors of the pigments. Put this on your team wiki page. Put the color, Rf value, and how many pigments found in that leaf.

=CAM vs. C4 Photosynthesis= HW: Use your book or other materials to explain the difference in photosynthesis between C4 plants and CAM (Crassulacean Acid Metabolism) plants.

=Cell respiration vs. Photosynthesis=

=Photosynthesis study guide= http://quizlet.com/3273345/biology-photosynthesis-vocabulary-flash-cards/ =Primary and Secondary Productivity= Activity 1: Look at the following image and notice the numbers. What trends or statements can you make about the numbers and the places that are in the image? What questions do you have? Put these observations on your team page. Activity 2: Complete the following information using the links given. Each person completes this activity.

=Biogeochemical cycles=

Links for nitrogen cycle (2nd link): http://www.cst.cmich.edu/IGLR/MWRC/laboratory_services/nutrient_measurements.shtml

=Energy transfer through organisms= =Biogeochemical Review=