doodle sheet unit 3 online cell respiration & feedback loops

Doodle Sheet – Unit 3 Online Cell Respiration & Feedback Loops

Name ___________________________________________

Driving Question: What are the inputs and outputs of burning calories/FOOD? A) Review from Unit 2… What are the Inputs (macromolecules and elements) and Outputs of burning food? Inputs (3 macromolecules)_________ Outputs Inputs (4 most common elements)___ B) Which elements make up the outputs from Box A? Inputs (3 macromolecules)_________ Outputs Inputs (4 most common elements)___ Outputs (4 most common elements)_____ Conservation of Matter: Matter is conserved, neither created nor destroyed, only transformed from one form to another. C) Review from Unit 2: Let’s build a Model that represents Matter. Food is made up of what three __ __ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ macromolecules? What are What are the F _ _ _ _ A _ _ _ ________ & two main monomers that and A _ _ _ _ G _ _ _ _ _ _ _________ outputs make up the G _ _ _ _ _ _ _ A _ _ _ _ that are not macromolecules? already listed? Unused Input

Driving Question: What are the inputs and outputs of burning calories/FOOD? D) Let’s add to our Matter Model. What is another input that is needed so that

__ __ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ food will ‘burn’? F _ _ _ _ A _ _ _ ________ & and A _ _ _ _ G _ _ _ _ _ _ _________ G _ _ _ _ _ _ _ A _ _ _ _ Unused Input What process in our body does this box represent when food is being broken down into its building blocks (monomers)?

Notice: We are not yet talking about the Release of Energy. Energy is NOT matter. Energy is Energy. Listen and read questions carefully. If the question asks for MATTER, do not put Energy as an answer. E) Let’s continue to add to our Matter Model. __ __ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ F _ _ _ _ A _ _ _ ________ & and A _ _ _ _ G _ _ _ _ _ _ _________ G _ _ _ _ _ _ _ A _ _ _ _ Unused Input After we eat and after food is broken down (digested) into smaller molecules (monomers), what happens to the matter that is not released as CO2 & H2O (your waste) or unused input? Where does this matter go?

Driving Question: What are the inputs and outputs of burning calories/FOOD?

This Model shows what happens to Matter that we eat ‘Matter Model’

Matter is conserved, neither created nor destroyed, only transformed from one form to another.

YOUR FOOD Original

Polymers Fat Protein Carbs O2 Digestion and Chemical Reactions Release Energy Monomers Fatty Acid Amino Acids Glucose CO2 and H2O Glycerol YOUR WASTE

Unused Input Poop

New New Fat New Protein New Carbs YOUR POOP Polymers For body for body for body

YOUR BODY

The School Year in Food

Why do we need Food? (Unit 1) To survive and reproduce and pass on favorable traits (Units 8, 9 ,10) What is in Food? (Unit 2) Carbs, Fats, Proteins (C H O N)

How is Food broken down? (Unit 3)

How is Food made? (Unit 4) How is the Energy in Food transferred? (Unit 5) How do living things grow using the Food they eat? (Unit 6)

How is the Protein in food put together? (Unit 7)

Driving Question: What are the inputs and outputs of burning calories/FOOD? F) Success Criteria – Self-Assessment What three macromolecules is food composed of? 1) 2) 3) What are the four major elements that food is composed of? 1) 2) 3) 4) Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding

G) Success Criteria – Self-Assessment What are Fats, Proteins, and Carbohydrates transformed/broken down into (what are the monomers)? 1) 2) 3) Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding

H. Success Criteria – Self-Assessment When food is ‘burned’, it ends up in one of the four major output categories. Please describe each category. (1) Your waste (2) Your body 3) Unused Input (4) Not matter Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding

Driving Question: What are the inputs and outputs of burning calories/FOOD? I) There are other models that have been used to show what happens to Food after it is eaten. Below are three examples. However, these other models are not as complete as our Matter Model. Describe the concepts that are missing in these models when you compare them to our Matter Model. Missing Concepts Missing Concepts Missing Concepts

Driving Question: What are the inputs and outputs of burning calories/FOOD? J) Using markers or colored pencils and paper (or work in a common Google Doc/Slide)… Groups of students (4 to 5) create their own model of what happens to the food we eat. Requirements: Only symbols and pictures should be used – No words or letters can be used 5 pts Show Input (your food = fats, proteins, carbs) 5 pts Show digestion of food (burning of calories) - the breakdown of polymers into monomers 5 pts Show output: your unused input (poop) 5 pts Show output: your waste (CO2 H2O) 5 pts

Show output: your body (new fats, proteins, carbs) 5 pts Show release of energy 5 pts

Must be creative 5 pts All students must equally take part in the creation of the model 5 pts All students must equally take part in the presentation of the model 5 pts Total 50 pts K) Thinking back to Unit 2 and the conversion of grams of food into calories of energy…. Debate the following question – be prepared to support your answer.

From which macromolecule do living things get their main source of energy?

(a) Fats: fatty acids & glycerol (b) Carbohydrates: glucose (c) Proteins: amino acids Follow-up Question: Does your answer depend upon how many Calories we get from each gram?

Driving Question: What are the inputs and outputs of burning calories/FOOD? L) Using our Matter Model, circle only the section of the model that deals with the primary source of energy. Here is the same question, but stated differently… Circle only the section of the model that show the complete burning of our main source of energy to release energy. (think back to the complete burning of Ethanol) M) Write a chemical equation for the part of the Matter Model that was circled above…

▪ Use only the portion of the previous model that was circled. ▪ Write the inputs/reactants and outputs/products in an equation form using arrows. ▪ No longer use the terms… food, carbs, fats, proteins, instead we will use GLUCOSE as the source of fuel.

Inputs/Reactants Outputs/Products

Transition – we will now shift our focus from Food and Matter to Food and Energy.

N) Question: Ethanol burst into flames and kept burning until it was all gone… How does our body handle the breaking down of food so we don’t burst into flames like the Ethanol?

C6H12O6

Driving Question: Where does the ENERGY come from when we burn calories/FOOD?

0) Transition – we will now shift our focus from Food and Matter to Food and Energy. We are now going to build an Energy Model.

Starting with what is in Box M… Draw a new detailed model that visually shows what happens to energy as Food is broken down.

Hints:

• What side of the arrow has the most stored energy in the molecules?

• What side of the arrow has the least amount of stored energy because it was released?

• How can you visually show molecules with LOTS of stored energy and molecules that have little stored energy because the energy was released?

• How can you visually show energy being released (think of the released energy when ethanol was burned in class)?

Key Points to Emphasize at this time: ✓ The foods (carbs fats proteins) we eat do NOT become Energy ✓ The Carbs Fats Proteins we store in our body do NOT become Energy ✓ Energy comes from the chemical reactions that break bonds when we REARRANGE the molecules

*** Matter is conserved – it does not become Energy

P) Quick Research Project (about 5 minutes):

We don’t have little fires occurring in the cells of our body. There must be some other form of energy besides Thermal (heat) energy being released in our bodies. Students should spend about 5 minutes to research the different forms of energy. Typical list… Mechanical Thermal Magnetic Chemical Electrical Gravitational Nuclear etc… (Potential vs Kinetic)

So after all this research… What 2 forms of energy are being released in our cells. Typical list… Thermal and Chemical

Driving Question: Where does the ENERGY come from when we burn calories/FOOD? Q) Let’s re-draw our Energy Model so that it looks neat and includes all corrections that need to be made. R) Question: Using only one or two sentences, give a complete & specific answer… (be prepared to share with class)

What is happening with energy in our Energy Model? Where does the energy come from and where does it end up?

S) Question: Where in the cell is ATP made?

C6H12O6 CO2 H2O Question: Where in the cell is glucose broken down into carbon dioxide and water?

Look at your Energy Model – hopefully you will understand that these two questions are the same question.


• Now is the time to talk about the folds within the Mitochondria call Cristae.

• It is along these folds (cristae) and inside the folds (matrix) that glucose is broken down and the stored energy in glucose is transferred to ATP.

Remember: Glucose does NOT become energy (ATP)


T) Graph of Exergonic Reactions Graph of Endergonic Reactions

U) Question: Where in the cell do these many small steps of breaking down glucose occur?

Question: It what form do we find this energy? (we know it’s not fire) Question: Which type of cells in the human body will have more Mitochondria when compared to other cells?

Why?

V) Success Criteria – Self-Assessment The energy stored in the chemical bonds of ATP comes from where? (The answer is found in the Energy Model.) Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding

Driving Question: Where does the ENERGY come from when we burn calories/FOOD? W) Success Criteria – Self-Assessment 1) When Glucose is broken down, what happens to the Matter found in Glucose? 2) When Glucose is broken down, what happens to the Energy found within the bonds of Glucose? Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding

X) Terms to define… You may use Google to help, BUT… you should write the definition using words and terms that you understand.

Be prepared to share and explain your response in class.

• Cellular Respiration

• ATP

• ADP

• Reactants

• Products

• Exergonic

• Endergonic

Electron Transport Chain H2O Mitochondria

Chemiosmosis 32-34 ATP Cristae

Driving Question: What are the details of burning calories/FOOD/Cellular Respiration? Y) We will now improve upon the Energy Model Using the class website www.sciencemathhelpcenter.weebly.com

Under the Biology tab, Unit 3 tab, Cellular Respiration Presentation (slides 2 thru 5)

o Add into the Energy Model the names of the five steps needed to break down Glucose. o In the proper steps, show when CO2 and H2O are released. o Show when and how much ATP is released in each step.

Cellular Respiration

Energy is C6H12O6 + 6 O2

Stored

Reactants

Exergonic Reaction

Energy was Released

Products

Now the teacher will make two more adjustments to the model…

o Show where each step occurs within the cell (cytoplasm, mitochondria matrix, mitochondria cristae) o The timing of when O2 is used in the model

Z) Success Criteria – Self-Assessment

In cellular respiration (which takes place in the mitochondria and cytoplasm) there are numerous small steps that releases energy from the bonds of ______________________ and stores it in the bonds of ATP.

Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding

AA) Success Criteria – Self-Assessment 1) Is there more energy stored in glucose or stored in carbon dioxide? 2) How is this shown in the Energy Model? Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding

Glycolysis 2 ATP Cytoplasm

Acetyl CoA CO2 Mitochondria

Krebs Cycle 2 ATP CO2 matrix

http://www.sciencemathhelpcenter.weebly.com/

Driving Question: What are the details of burning calories/FOOD/Cellular Respiration? BB) Success Criteria – Self-Assessment What type of reaction is cellular respiration… Exergonic or Endergonic Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding

CC) Success Criteria – Self-Assessment Based upon our Energy Model, what general statement can be made about energy? Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding

DD) Success Criteria – Self-Assessment Mark each statement as True or False

1. Matter does not become energy True or False

2. Matter can have energy – but does not become energy True or False

3. Energy is transferred from one form to another form True or False

4. Energy is conserved True or False

5. Matter is conserved True or False

6. Reactants of Cellular Respiration will be transformed into the Products of Cellular Respiration True or False 7. Glucose is turned into carbon dioxide and water True or False 8. The food we eat is turned into energy to keep us alive True or False


Driving Question: What are the details of burning calories/FOOD/Cellular Respiration? EE) Class Activity:

If muscle cells have more mitochondria, will exercise cause muscle cells to break down additional glucose causing additional energy to be stored into ATP?

And if more energy is being stored in ATP, will you also make more CO2?

Need 3 to 4 volunteers that are willing to perform some exercises for 2 minutes. Need 3 to 4 timers – one for each volunteer.

• 3 to 4 student volunteers will exhale a normal breath into a straw that is inserted into a test tube of BTB while

each helper is counting seconds to see how long it takes to turn the liquid to a red-orange color.

• The 3 to 4 volunteers will then do jumping jacks for 2 minutes.

• While the volunteers are doing jumping jacks, the helpers are getting new clean test tubes and getting more BTB in each test tube.

• After 2 minutes, the volunteers will find their helper and exhale into a straw that is inserted into a test tube of BTB – each helper will count seconds to see how long it takes to turn the liquid to a red-orange color.

o Pulse (heart rate) is a measure of how fast CO2 (and O2) are being moved through the blood stream. o Breathing rate is a measure of how quickly CO2 (and O2) are being exchanged between the blood and air. o Time for BTB color change is a measure of how much CO2 is being produced.

Follow-up Class Discussion…

Did most of the volunteers produced more or less CO2 after exercising for 2 minutes? Did the BTB changed color much quicker or slower?

Question: Where exactly did the extra CO2 come from?

Why was the person breathing harder after exercise? Typical responses… from the air they breathed in (wrong) from the energy they made (wrong) the muscle cells made it (incomplete – what in the muscle cell made the extra CO2) they burned fat (incomplete and wrong – what in fat made the extra CO2) from the mitochondria (incomplete – what in the mitochondria made the extra CO2)

Correct Response… Glucose was changed into CO2 Refer students to the reactants and products on the energy model Key Points…

• The volunteers turned sugar (stored glucose – glycogen in their muscles) into a gas called carbon dioxide and water.

• The glucose (sugar) did not become energy – the glucose released energy when the bonds were broken.

• The C H O atoms from Glucose became part of the Carbon Dioxide and Water molecules.

Driving Question: What are the details of burning calories/FOOD/Cellular Respiration? FF) Success Criteria – Self-Assessment Answer: Rate your level of Understanding: 3 = Mastery/Expert 2 = Good Understanding 1 = Partial Understanding 0 = Very Little/No Understanding


Model Building Step 1: What are the 3 macromolecules that food is broken down into? Step 2: What are the building blocks (monomers) of each macromolecule?

Driving Question: What are the inputs and outputs of burning calories/FOOD? Step 3: What are the products if oxygen is added to glucose? Step 4: Describe what is happening to the person in this model.

Step 5: Describe what is happening to the person in this model.

Driving Question: What are the inputs and outputs of burning calories/FOOD? Step 6: Describe what is happening to the person in this model.



Driving Question: What are the inputs and outputs of burning calories/FOOD? Step 9: Label the model from 1 to 3… with 1 being the easiest to break down and 3 being the most difficult to break down? Step 10: Using the model provided, answer the following question and be prepared to support your answer with facts from the model.

Can someone exercise hard enough to turn fat into muscle? Explain your answer

using this model.

Driving Question: What are the inputs and outputs of burning calories/FOOD? Step 11: Using the model provided, answer the following question and be prepared to support your answer with facts from the model.

How do you build muscle?

Explain your answer using this model.

Driving Question: What are the inputs and outputs of burning calories/FOOD? GG. Assessment: Based upon what we have learned, explain what each Diagram represents as you go from top to bottom. Diagram A

This is the food we eat. What happens to this food??? Diagram B

Response 1: Response 2:

What happens next? Diagram C Response 3: Response 4: Response 5:

What is happening as you go from Diagram C to D Diagram D Response 6:

CO2

CO2 CO2

CO2

CO2

CO2 CO2

CO2 CO2

CO2

CO2 CO2

CO2

H2O H2O

H2O

H2O H2O

H2O H2O

H2O H2O

H2O

H2O H2O

C A

R

B

S

P

R

O

T

I*

E*

N*

S*

F*

A*

T*

S*

M

O

N

O

M

E

R

S

Driving Question: What are the inputs and outputs of burning calories/FOOD? HH) Four Reading from the class website

Reading Summary: Each paragraph should be summarized into a simple sentence. Complete this summary for every paragraph for all four articles found on the website.

o Can Matter be changed into Energy? o How do we get Energy from Food? o What is Water? o What is Poop?

Can Matter be Changed into Energy?

1.________________________________________________________________________________________________

2.________________________________________________________________________________________________

3.________________________________________________________________________________________________

4.________________________________________________________________________________________________

How do we get Energy from Food?

1.________________________________________________________________________________________________

2.________________________________________________________________________________________________

3.________________________________________________________________________________________________

What is Water?

1.________________________________________________________________________________________________

2.________________________________________________________________________________________________

3.________________________________________________________________________________________________

What is Poop?

1.________________________________________________________________________________________________

2.________________________________________________________________________________________________

3.________________________________________________________________________________________________

4.________________________________________________________________________________________________


II) Success Criteria – Self-Assessment:

Use sentences to explain what is happening in the portion of the model that is highlighted with the dotted lines.

Food O2 Fats Carbohydrates Proteins

Fatty Acids Glucose Amino Acids & Glycerol

CO2 + H2O

ATP

Answer:

Driving Question: What are the inputs and outputs of burning calories/FOOD? JJ) Success Criteria – Self-Assessment:

What part of this model represents Cellular Respiration? YOUR FOOD Original Polymers Fats Proteins Carbs O2 Digestion and Chemical Reactions Release Energy Fatty Acids Amino Acids Glucose CO2 and H2O Monomers Glycerol YOUR WASTE

Unused Input Poop

New Polymers New Fats New Proteins New Carbs For body for body for body YOUR POOP YOUR BODY

KK) Success Criteria a 1) During which 3 steps of cellular respiration is stored energy from glucose released and placed in adenosine triphosphate?

________________________________ ___________________________________ _______________________________________

2) During which 3 steps of cellular respiration are waste products being produced? ________________________________ ___________________________________ _______________________________________

3) Which 2 steps of cellular respiration takes place along the cristae membrane of the mitochondria? ________________________________ ___________________________________

4) Which step of cellular respiration takes place in the cytoplasm? ________________________________

5) At which step of cellular respiration is oxygen required for the process to proceed? ________________________________

6) What are the 2 reactants of cellular respiration? ________________________________ ___________________________________

7) What are the 3 products of cellular respiration? ________________________________ ___________________________________ _______________________________________


Driving Question: What are the inputs and outputs of burning calories/FOOD when oxygen is not present?

LL) Question: If an organism does not have mitochondria in their cells, where do they make ATP?.

Where in the cell is the ATP made? What is the name of this process? Hard Question – Big picture type of question: Why is this important?

Class Activity #1 “Having a living organism use sugar (glucose) to produce ATP without the use of mitochondria.”

Muscle Fatigue Lab (Option 1 – simple activity) – arm curls Start the class discussion by having a student volunteer(s) do arm curls with something heavy so that the muscle cells in their arms use up their available oxygen supply.

As the volunteer(s) is(are) doing arm curls… the class should draw this diagram in their Doodle Sheet – step by step, as you discuss Glycolysis.

Glycolysis…. The breakdown of a 6-Carbon molecule (glucose) into two 3-Carbon molecules (pyruvate) in the cytoplasm. A net production of 2 ATP molecules are produced.

Ask the volunteer how their arms feel. They will express symptoms that are consistent with Lactic Acid buildup. The 3-carbon compounds are converted into Lactic Acid. Lactic Acid buildup is a temporary situation where specific cells (usually muscle cells) use up their available oxygen supply and transition from Aerobic Respiration to Anaerobic Respiration. After the person stops their activity, within 20 to 45 minutes, oxygen is re-supplied to the affected cells and the process of Aerobic Respiration continues.

Add to the new model…

Products

Two 3-Carbon 2 ATP Molecules

In Animals Anaerobic & Humans Respiration



Muscle Fatigue Lab (Option 2 – slightly more complex) – squeeze tennis ball

Groups of 2 1) Person to Squeeze tennis ball

2) Person to Count and watch clock

(1) Once the clock starts, the person squeezing the tennis ball will continue to squeeze the tennis ball without stopping using their non-writing hand. The person should squeeze the ball as hard as possible without ever stopping. Only when all the data is collected can the squeezer stop squeezing the tennis ball.

(2) While the person is squeezing the tennis ball, the person counting will gather and record the data. a) Count the number of times your partner will squeeze the tennis ball in 10 seconds. Record the data in table. Caution… the squeezer should not stop…

b) Repeat – count the number of times your partner can squeeze the tennis ball in 10 seconds. Record data. Caution… the squeezer should not stop…

c) Repeat 8 more times. Caution… the squeezer should not stop until all data is collected. (3) Each group should now graph their data. Reminder to label the axes and graph properly.

Bar Graph (include title, labels, evenly spaced bars, and be neat)

Number of Squeezes in 10 seconds

Number of Squeezes in 10 seconds

First 10-second count Sixth 10-second count

Second 10-second count Seventh 10-second count

Third 10-second count Eighth 10-second count

Fourth 10-second count Ninth 10-second count

Fifth 10-second count Tenth10-second count



Yeast Lab (real fun)

The class will now take part in an activity that will be similar to Lactic Acid Fermentation. Instead of a live human, we will use another live organism…. YEAST So instead of Lactic Acid, other substances will be made.

Steps: 1. Groups can range from 2 to 6 students. 2. Each group will get an Erlenmeyer flask or other suitable container, add one or two teaspoons of sugar. 3. Fill up the container about 70% full of warm water. 4. Add teaspoon of yeast. 5. QUICKLY cover with plastic wrap (folded over twice) and use rubber bands to hold plastic wrap in place.

Students should observe the reaction. MM) Class Discussion: What was the living organism in this reaction? What was the input in this reaction? Outputs:

The plastic wrap should form a big bubble and possibly burst open. What caused the big bubble in the plastic wrap? Carbon Dioxide

Does anyone have any ideas what other substance was produced? What else is made with yeast? Alcohol Update the new model above…

Products

Two 3-Carbon 2 ATP Molecules

Yeast Anaerobic Alcohol Respiration Fermentation


NN) Terms to define… You may use Google to help,

BUT… you should write the definition using words and terms that you understand. Be prepared to share and explain your response in class. Glycolysis Aerobic Respiration

Anaerobic Respiration Fermentation Correct Common Misconceptions

• The lack of oxygen in Anaerobic Respiration DOES NOT mean that the person can’t breathe or stops breathing.

• We are not talking about a lack of oxygen in the lungs. This is not Respiration at the Cell Level.

• Anaerobic Respiration means that as the person breathes, not enough oxygen is getting to the cells in time to be used.

• The individual cells in the body have used up the oxygen faster than the blood can carry new oxygen in.

• The lack of oxygen is taking place at the Cellular Level.

Driving Question: How does the brain control our production of Carbon Dioxide?

OO) Go to the Class Website: www.sciencemathhelpcenter.weebly.com Under the Biology Tab, click on Unit 3 Use the Reading on “Control of Heart Rate” Fill in model after reading “Control of Heart Rate”

• As we exercise, our muscles work harder and the level of _(1)____________________________ increases in our blood.

• _(2)_________________________ in our blood vessels will detect a _(3)___________________ in the pH of our blood.

• A nerve impulse is sent to our _(4)______________________.

• The brain will communicate with the heart and diaphragm using two different pathways;

_(5)__________________________________________ and _(6)_______________________________________

• The two messages from the brain will _(7)________________________ the work rate of the heart and diaphragm.

• Excess _(8)_____________________________ will be transported through the blood and to the lungs to be expelled.

• As the level of _(9)______________________ decreases, _(10)____________________ in our blood vessels will detect

an _(11)__________________________ in the pH of our blood and will send a message to the _(12)_______________

which will send two messages _(13)____________________________ and _(14)_______________________________

to our heart and diaphragm which will _(15)_________________________ the work rate of the heart and diaphragm.

PP) Research the feedback loop that is associated with Insulin and Blood sugar levels.

QQ) Research the feedback loop that is associated with Glucagon and Blood sugar levels.

http://www.sciencemathhelpcenter.weebly.com/

Summary Review The following concepts are the main concepts that students should fully understand.

Matter from Food: 1. Matter is conserved, neither created nor destroyed. 2. Matter is rearranged in chemical reactions. 3. Food has matter in the form of protein, carbs and fats- the same things we find our bodies are made of. We also

take in matter as oxygen and water. 4. Some of this matter is used in our body, but we take in much more matter than we need to use to grow or

maintain body structures. 5. Some of this matter (especially much of the water but also some indigestible material) basically passes through us. 6. Some of this matter is really taken in for energy. It is rearranged to obtain energy in a reaction called cellular

respiration. The products are expelled from the body as carbon dioxide and water (CO2 + H2O). 7. Some of the matter we take in is used to build proteins, fats and complex carbs that form cells of body

structures. 8. Excess food not used for energy or building materials is converted to fat and stored.

Energy from Food: 1. Energy is conserved, neither created nor destroyed. 2. Energy is transformed in chemical reactions. 3. When the reactants have more potential energy than the products, energy is released in the reaction

(“downhill” reaction or exergonic). 4. Food has energy in the form of calories. 5. Living things get energy by rearranging food and oxygen molecules. 6. Living things rearrange food (specifically glucose - C6H12O6) and O2 into CO2 and H2O 7. (C6H12O6 + O2) have higher energy than (CO2 + H2O) so this rearrangement releases energy.

o The rearrangements occur in a series of steps rather than all at once. o Collectively the reactions are called cellular respiration. o Usable cellular energy is released in the form of ATP.

8. UNITY AND DIVERSITY: Other reactions (such as fermentation) can produce biologically usable energy, but they are usually less efficient. We see these reactions in some groups of organisms that have evolved under different environmental conditions and in our own bodies during times when oxygen is not readily available.

Feedback Loops 1. Nerve receptors receive stimuli from the environment and send messages through the Central Nervous System

(brain and spinal cord). 2. The brain will use nerve impulses and hormones to send messages to other parts of the body to respond to the

initial stimulus.

Matter is conserved, neither created nor destroyed, only transformed from one form to another.

YOUR FOOD Original

Polymers Fats Proteins Carbs O2 Digestion and Chemical Reactions Release Energy Monomers Fatty Acids Amino Acids Glucose CO2 and H2O Glycerol YOUR WASTE

Unused Input Poop

New New Fats New Proteins New Carbs YOUR POOP Polymers For body for body for body

YOUR BODY

Aerobic Cellular Respiration.

Energy Model (red)

key: red = energy black = matter green = cell parts blue = steps of Cellular Respiration

Energy is conserved, neither created nor destroyed, only transformed from one form to another.

C6H12O6 + 6 O2 → 6 CO2 + 6 H2O Use glucose Make Carbon Dioxide Use oxygen Releases Energy from the rearranging of molecules The primary outputs are CO2 and H2O

Lactic Acid Fermentation

Anaerobic Cellular Respiration.

Alcoholic Fermentation.

Anaerobic Cellular Respiration.

Study Guide Unit 3 – Aerobic & Anaerobic Cellular Respiration and Feedback Loops

1. In which step of Cellular Respiration is water produced? Electron transport 2) In which three steps of Cellular Respiration are ATP released? Glycolysis Krebs Cycle Chemiosmosis 3) In which step of Cellular Respiration is MOST of the ATP released? Chemiosmosis 4) In which two steps of Cellular Respiration are carbon dioxide formed in the mitochondria? Acetyl CoA Krebs Cycle 5) Which step of Cellular Respiration takes place in the cytoplasm? Glycolysis 6) Which two steps of Cellular Respiration takes place along the cristae of the mitochondria? Chemiosmosis Electron Transport 7) What causes fermentation to take place? absence of oxygen 8) During anaerobic respiration in yeast, what two things are produced? Carbon dioxide Alcohol 9) During anaerobic respiration in humans, what substance is produced and temporally stored in muscle tissue? Lactic Acid 10) Refer to your Energy Model in Box Q. Which substance possesses the greatest amount of stored energy? Glucose 11) Describe exergonic reactions. Give some examples that were discussed in class. A reaction in which energy is being released. Aerobic respiration Anaerobic respiration Fermentation 12) What controls our breathing rate? A high level of carbon dioxide gas triggers our brain to send signals to breathe faster

13) Refer to your Energy Model in Box Q. What is the connection between the presence of oxygen and ATP? If oxygen is not present in the cell, only 2 ATP molecules are produced. If oxygen is present in the cell, over 32 more ATP molecules are produced. 14) What is ATP? Why is ATP important? Adenosine Triphosphate is a chemical that holds energy in its bonds. ATP is used in the cells of your body as a source of energy. 15) What is a feedback loop? (don’t give an example) The presence of a substance triggers a series of reactions that reduces the original substance. The absence of a substance triggers a series of reactions that results in more of the original substance. 16) Refer to your Matter Model in your Doodle Sheet. Food consists of what three types of molecules that can supply energy? Carbohydrates Fats Proteins 17) Refer to your Matter Model in your Doodle Sheet. What three things happens to the food you eat after digestion? Becomes waste: carbon dioxide & water Becomes your body: forms new Carb, new Fats, new Proteins that make up your body Some of the food is digested by not used. 18) Muscle can turn into fat. So why can’t fat turn into muscle? Fat can only be converted to waste: carbon dioxide and water 19) Refer to the fermentation activity in your Doodle Sheet.

Label the reactants. Label the products. Which live organism was involved? Describe what happened during the activity.

Reactant: Sugar Live organism: Yeast which is activated by warm water Products: Alcohol and Carbon Dioxide What happened: The yeast was activated (woke up) by the warm water. The yeast converted the sugar to alcohol and carbon dioxide. Plastic wrap was used to keep out the oxygen to anaerobic respiration could occur.

doodle sheet unit 3 online cell respiration & feedback loops

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