Cells perform exergonic reactions like aerobic respiration to obtain energy in the form of ATP, which powers endergonic processes like biosynthesis. During aerobic respiration, glucose and other molecules like fats are broken down through glycolysis, the Krebs cycle, and the electron transport chain to generate large amounts of ATP via chemiosmosis. Aerobic respiration occurs in the mitochondria and produces approximately 36 ATP per glucose molecule.
The document discusses energy and metabolism. It covers topics like exergonic and endergonic reactions, biosynthetic and degradative pathways, sources of energy for organisms, the ATP/ADP cycle, and the three main pathways of aerobic respiration - glycolysis, the Krebs cycle, and the electron transport system. Aerobic respiration occurs in the mitochondria and produces approximately 36 ATP molecules per glucose molecule.
Cómo sobrevivir a los mocos y no morir en el intentoAmalia Arce Casas
La presencia de mucosidad es un problema frecuente entre la población infantil, especialmente en menores de 3 años. ¿Por qué los niños tienen más mocos que los adultos? ¿Cómo combatirlos de forma efectiva?
The document outlines the five themes of geography that were developed by the Joint Committee on Geographic Education and the American Association of Geographers to focus student thinking when studying geography. The five themes are: location, place, human-environment interaction, movement, and regions. Each theme is briefly defined.
The document provides teaching materials about the digestive system for grades 9-12, including standards, related links, discussion questions, activities, and reproducible materials. It aims to educate students about how their digestive systems work to power their bodies and the importance of making good nutrition and exercise decisions. Key points covered include the roles of different organs like the stomach, small intestine, and liver in breaking down food and absorbing nutrients into the bloodstream. Common minor digestive issues are also discussed.
The document provides information about a biology lesson on cells. It includes objectives, agendas, and instructions for assignments on organelles and their functions. Students are tasked with explaining how at least 5 organelles work together to make and use proteins. They will view cells under a microscope and identify various cell components by making wet mount slides from different organisms. The document outlines safety protocols for the lab and requirements for completing the assignments.
Cvd definitions and statistics jan 2012nahomyitbarek
This document discusses cardiovascular disease (CVD) epidemiology and concepts. It defines key terms like coronary artery disease, cardiovascular disease, and surrogate measures. It provides statistics on CVD prevalence, mortality trends, and costs in the United States. Graphs show trends in CVD procedures, prevalence by age and sex, deaths by disease, and more. Risk factors discussed include age, smoking, cholesterol levels, blood pressure, diabetes, and family history. The document also discusses lifetime and 10-year CVD risk according to the Framingham Heart Study.
Concept presentation on chemical bonding (iris lo)nahomyitbarek
This document outlines a 4-day lesson plan for teaching ionic and covalent bonding to grade 11 chemistry students according to Ontario curriculum expectations. The lesson plan includes an overview of key concepts, common student misconceptions, and activities to address them. Day 1 involves classifying compounds and demonstrations. Day 2 introduces bonding concepts. Day 3 focuses on ionic and covalent bonding through models and videos. Day 4 examines polar covalent bonding through a demonstration and building molecular models. Assessment strategies are provided for each day.
The main difference between an interpreter and a compiler is that a compiler translates the entire program into machine code all at once, whereas an interpreter translates and executes code line-by-line. Compiled programs typically run faster since the machine code has been optimized, while interpreted programs identify errors faster since they are translated and executed incrementally. Compiled programs produce standalone executable files while interpreted programs require the interpreter each time they are run.
The document discusses energy and metabolism. It covers topics like exergonic and endergonic reactions, biosynthetic and degradative pathways, sources of energy for organisms, the ATP/ADP cycle, and the three main pathways of aerobic respiration - glycolysis, the Krebs cycle, and the electron transport system. Aerobic respiration occurs in the mitochondria and produces approximately 36 ATP molecules per glucose molecule.
Cómo sobrevivir a los mocos y no morir en el intentoAmalia Arce Casas
La presencia de mucosidad es un problema frecuente entre la población infantil, especialmente en menores de 3 años. ¿Por qué los niños tienen más mocos que los adultos? ¿Cómo combatirlos de forma efectiva?
The document outlines the five themes of geography that were developed by the Joint Committee on Geographic Education and the American Association of Geographers to focus student thinking when studying geography. The five themes are: location, place, human-environment interaction, movement, and regions. Each theme is briefly defined.
The document provides teaching materials about the digestive system for grades 9-12, including standards, related links, discussion questions, activities, and reproducible materials. It aims to educate students about how their digestive systems work to power their bodies and the importance of making good nutrition and exercise decisions. Key points covered include the roles of different organs like the stomach, small intestine, and liver in breaking down food and absorbing nutrients into the bloodstream. Common minor digestive issues are also discussed.
The document provides information about a biology lesson on cells. It includes objectives, agendas, and instructions for assignments on organelles and their functions. Students are tasked with explaining how at least 5 organelles work together to make and use proteins. They will view cells under a microscope and identify various cell components by making wet mount slides from different organisms. The document outlines safety protocols for the lab and requirements for completing the assignments.
Cvd definitions and statistics jan 2012nahomyitbarek
This document discusses cardiovascular disease (CVD) epidemiology and concepts. It defines key terms like coronary artery disease, cardiovascular disease, and surrogate measures. It provides statistics on CVD prevalence, mortality trends, and costs in the United States. Graphs show trends in CVD procedures, prevalence by age and sex, deaths by disease, and more. Risk factors discussed include age, smoking, cholesterol levels, blood pressure, diabetes, and family history. The document also discusses lifetime and 10-year CVD risk according to the Framingham Heart Study.
Concept presentation on chemical bonding (iris lo)nahomyitbarek
This document outlines a 4-day lesson plan for teaching ionic and covalent bonding to grade 11 chemistry students according to Ontario curriculum expectations. The lesson plan includes an overview of key concepts, common student misconceptions, and activities to address them. Day 1 involves classifying compounds and demonstrations. Day 2 introduces bonding concepts. Day 3 focuses on ionic and covalent bonding through models and videos. Day 4 examines polar covalent bonding through a demonstration and building molecular models. Assessment strategies are provided for each day.
The main difference between an interpreter and a compiler is that a compiler translates the entire program into machine code all at once, whereas an interpreter translates and executes code line-by-line. Compiled programs typically run faster since the machine code has been optimized, while interpreted programs identify errors faster since they are translated and executed incrementally. Compiled programs produce standalone executable files while interpreted programs require the interpreter each time they are run.
The document discusses the structure of atoms and how electrons are arranged in shells, with the first shell holding up to 2 electrons and subsequent shells holding up to 8 electrons. It explains how atoms gain, lose, or share electrons to achieve stable electron configurations, forming ionic bonds between metals and nonmetals or covalent bonds between nonmetals by sharing electron pairs. Metallic bonds are also discussed, which involve delocalized electrons binding metal atoms.
1) The document discusses EDTA (ethylenediaminetetraacetic acid) titrations for determining metal concentrations. EDTA can form strong complexes with most metal ions and is used as an analytical tool.
2) Key concepts covered include the chelate effect whereby multidentate ligands like EDTA form very strong complexes with metal ions. The document also discusses factors that affect EDTA titrations like pH and conditional formation constants.
3) Methods of EDTA titrations described briefly include direct titrations, back titrations, displacement titrations, indirect titrations and the use of masking agents.
1) The document provides a lesson on cellular respiration that uses simulations to explore the pathways of glycolysis, the Krebs cycle, and the electron transport chain.
2) Students will learn about the key molecules and enzymes involved in each pathway, how they extract energy from glucose, and the relative energetic content of molecules like ATP.
3) The lesson assesses student understanding with embedded questions and is designed to be used with TI-Nspire technology for interactive simulations and monitoring of student progress.
1. Glucose is broken down into pyruvate through glycolysis, which yields 2 ATP and 2 NADH per glucose molecule.
2. In the mitochondria, pyruvate is broken down into acetyl CoA, producing CO2 and NADH. Acetyl CoA then enters the Krebs cycle.
3. The Krebs cycle further oxidizes acetyl CoA, producing CO2 and loading electron carriers NADH and FADH2. One ATP is also generated per acetyl CoA in the Krebs cycle. The electron carriers are used to power ATP production through oxidative phosphorylation.
Here are the key points from the review:
- Breathing rate increases during exercise to supply more oxygen to working muscles and remove more carbon dioxide from working muscles.
- Heart rate increases during exercise to pump more blood to deliver oxygen and nutrients to working muscles and remove waste products like carbon dioxide.
- Yes, the amount of cell respiration increases during exercise because working muscles require more ATP to power muscle contractions, so cells must undergo respiration at a higher rate to produce more ATP.
The document outlines a class on cellular respiration, with objectives to write the chemical equation for cell respiration and identify its reactants and products. The class agenda includes notes on cell respiration, reviewing how the body converts energy through ATP production in mitochondria, and a discussion of the chemical formula for cell respiration.
This document is a laboratory manual for a microbiology course at the University of Lethbridge. It provides details on the course schedule, grading breakdown, safety guidelines, and 10 laboratory exercises covering topics like microscopy, bacterial morphology, nitrogen fixation, the Ames test, biochemical tests, yeast fermentation and virology. Appendices provide additional instructions on microscope use, aseptic technique, media preparation and laboratory notebook expectations. The manual aims to guide students through hands-on learning of key microbiology principles and techniques over the course of the semester.
This document outlines the biology syllabus for grades 9 and 10 in Ethiopia. It covers 6 units for grade 9 and 5 units for grade 10. The syllabus was revised based on a needs assessment to address issues like content overload, difficulty, and relevance. Key changes included simplifying content, integrating subjects like technology and agriculture, and focusing on competencies in knowledge, skills, and values. The approach is based on constructivism, emphasizing that learners actively acquire and construct their own understanding through social and language-based learning activities.
This course syllabus outlines the topics, schedule, and requirements for a graduate level Molecular and Cellular Bioengineering course. Over 50 contact hours, the course will cover topics such as DNA engineering, gene regulation, molecular and cellular techniques, cellular functions, cell-environment interactions, tissue engineering, and advanced topics including stem cell biology and fluorescence proteins/biosensors. Students will be evaluated based on five quizzes, a class presentation, and a final exam. Recommended textbooks and research papers are provided as additional references for each major topic.
This document discusses different methods for allocating joint costs among joint products. It begins by defining key terms like joint costs, joint products, byproducts, and splitoff point. It then explains four different approaches to allocating joint costs: 1) market-based methods including sales value at splitoff, estimated net realizable value, and constant gross margin percentage; and 2) physical measure methods. Examples are provided to illustrate how to allocate joint costs using the sales value at splitoff and estimated net realizable value methods.
Students discussed personal responsibilities when recovering from sickness, such as telling parents when feeling unwell, staying in bed, drinking fluids, avoiding others until no longer contagious, seeing a medical professional, exercising lightly once feeling better, and taking any prescribed medicine. They learned it is important to take care of oneself and follow instructions from adults to recover from illness.
1. The document proposes a new approach called Network Inference with Pooling Data (NIPD) to learn condition-specific networks that identify both shared and unique patterns across conditions.
2. NIPD learns networks by pooling data from multiple conditions simultaneously, unlike previous approaches that learn networks independently per condition.
3. The authors apply NIPD to microarray data from yeast under different starvation conditions, finding both shared responses like respiration as well as condition-specific interactions, validating the approach.
This document discusses linear and quadratic functions. It begins by defining linear functions as having a constant slope and providing examples of linear relationships involving student grades and beer demand. It then discusses inverse linear functions and using linear functions to model tax rates. The document next discusses quadratic functions as having a u-shaped or hill-shaped graph depending on the coefficient of the x^2 term. It provides an example of solving a quadratic equation graphically and discusses how a quadratic equation can have 0, 1, or 2 solutions. The summary concludes by noting a special case where a quadratic function reduces to y=x^2.
The document summarizes key concepts about functions and lines. It defines a function as a rule that assigns unique output values to inputs. Functions can be represented graphically by plotting the points (x, f(x)). Lines on a plane can be defined by two points and have a slope that represents the rise over run. The slope formula is used to find the equation of a line in y=mx+b form, where m is the slope and b is the y-intercept. Perpendicular and parallel lines have specific relationships between their slopes.
This document introduces complex numbers. It defines a complex number as a number of the form a + bi, where a and b are real numbers and i is the imaginary unit satisfying i^2 = -1. The document outlines the arithmetic operations of addition, subtraction, and multiplication of complex numbers. It also introduces the complex plane, where complex numbers a + bi are represented as points (a, b) in a plane with real and imaginary axes, allowing geometric representation of complex number operations.
This document summarizes an elementary mathematics chapter that introduces fundamental counting techniques:
1) It explains the fundamental principle of counting - that if event 1 can occur in n1 ways and event 2 in n2 ways, then the total number of ways for the events to occur together is n1 × n2.
2) It defines permutation as the number of arrangements of k objects from n objects, which is equal to n!/(n-k)!. Examples show counting license plate and word arrangements.
3) It defines combination as the number of choices of k unordered objects from n objects, which is equal to n!/k!(n-k)!. Examples show counting letter and exam question
1. This document provides examples and definitions related to arithmetic and geometric progressions. It defines arithmetic and geometric progressions and gives formulas for finding individual terms and summing the total terms.
2. Key examples show how to pair terms in an arithmetic progression to simplify summing the total. It also illustrates summing fractions in a geometric progression as areas in a rectangle.
3. Formulas are provided for finding the k-th term and summing the total terms of an arithmetic or geometric progression, depending on whether the difference or ratio is constant between terms.
1) The document discusses inequalities involving real numbers. It introduces basic rules for how inequalities are affected by addition, multiplication, taking squares, and taking reciprocals.
2) Several examples are provided to demonstrate how to solve various inequalities by applying these rules. For instance, it is shown that the inequality 4x + 7 < 3 is equivalent to x < -1.
3) Graphs are used to confirm the solutions obtained from manipulating the inequalities. The key results are that addition preserves inequalities while multiplication preserves or reverses them depending on whether the number being multiplied is positive or negative.
The document provides examples and explanations for solving various types of polynomial equations, beginning with linear equations and then simultaneous linear equations. It then introduces quadratic equations.
Key steps for solving linear equations include isolating the variable, usually by subtracting or dividing both sides by a constant. For simultaneous linear equations, common techniques are elimination (subtracting equations to remove a variable) and substitution.
Several examples demonstrate solving systems of two and three linear equations graphically or algebraically. The document emphasizes setting up equivalent equations to efficiently eliminate variables. Finally, quadratic equations are introduced but no examples are provided.
The document discusses the structure of atoms and how electrons are arranged in shells, with the first shell holding up to 2 electrons and subsequent shells holding up to 8 electrons. It explains how atoms gain, lose, or share electrons to achieve stable electron configurations, forming ionic bonds between metals and nonmetals or covalent bonds between nonmetals by sharing electron pairs. Metallic bonds are also discussed, which involve delocalized electrons binding metal atoms.
1) The document discusses EDTA (ethylenediaminetetraacetic acid) titrations for determining metal concentrations. EDTA can form strong complexes with most metal ions and is used as an analytical tool.
2) Key concepts covered include the chelate effect whereby multidentate ligands like EDTA form very strong complexes with metal ions. The document also discusses factors that affect EDTA titrations like pH and conditional formation constants.
3) Methods of EDTA titrations described briefly include direct titrations, back titrations, displacement titrations, indirect titrations and the use of masking agents.
1) The document provides a lesson on cellular respiration that uses simulations to explore the pathways of glycolysis, the Krebs cycle, and the electron transport chain.
2) Students will learn about the key molecules and enzymes involved in each pathway, how they extract energy from glucose, and the relative energetic content of molecules like ATP.
3) The lesson assesses student understanding with embedded questions and is designed to be used with TI-Nspire technology for interactive simulations and monitoring of student progress.
1. Glucose is broken down into pyruvate through glycolysis, which yields 2 ATP and 2 NADH per glucose molecule.
2. In the mitochondria, pyruvate is broken down into acetyl CoA, producing CO2 and NADH. Acetyl CoA then enters the Krebs cycle.
3. The Krebs cycle further oxidizes acetyl CoA, producing CO2 and loading electron carriers NADH and FADH2. One ATP is also generated per acetyl CoA in the Krebs cycle. The electron carriers are used to power ATP production through oxidative phosphorylation.
Here are the key points from the review:
- Breathing rate increases during exercise to supply more oxygen to working muscles and remove more carbon dioxide from working muscles.
- Heart rate increases during exercise to pump more blood to deliver oxygen and nutrients to working muscles and remove waste products like carbon dioxide.
- Yes, the amount of cell respiration increases during exercise because working muscles require more ATP to power muscle contractions, so cells must undergo respiration at a higher rate to produce more ATP.
The document outlines a class on cellular respiration, with objectives to write the chemical equation for cell respiration and identify its reactants and products. The class agenda includes notes on cell respiration, reviewing how the body converts energy through ATP production in mitochondria, and a discussion of the chemical formula for cell respiration.
This document is a laboratory manual for a microbiology course at the University of Lethbridge. It provides details on the course schedule, grading breakdown, safety guidelines, and 10 laboratory exercises covering topics like microscopy, bacterial morphology, nitrogen fixation, the Ames test, biochemical tests, yeast fermentation and virology. Appendices provide additional instructions on microscope use, aseptic technique, media preparation and laboratory notebook expectations. The manual aims to guide students through hands-on learning of key microbiology principles and techniques over the course of the semester.
This document outlines the biology syllabus for grades 9 and 10 in Ethiopia. It covers 6 units for grade 9 and 5 units for grade 10. The syllabus was revised based on a needs assessment to address issues like content overload, difficulty, and relevance. Key changes included simplifying content, integrating subjects like technology and agriculture, and focusing on competencies in knowledge, skills, and values. The approach is based on constructivism, emphasizing that learners actively acquire and construct their own understanding through social and language-based learning activities.
This course syllabus outlines the topics, schedule, and requirements for a graduate level Molecular and Cellular Bioengineering course. Over 50 contact hours, the course will cover topics such as DNA engineering, gene regulation, molecular and cellular techniques, cellular functions, cell-environment interactions, tissue engineering, and advanced topics including stem cell biology and fluorescence proteins/biosensors. Students will be evaluated based on five quizzes, a class presentation, and a final exam. Recommended textbooks and research papers are provided as additional references for each major topic.
This document discusses different methods for allocating joint costs among joint products. It begins by defining key terms like joint costs, joint products, byproducts, and splitoff point. It then explains four different approaches to allocating joint costs: 1) market-based methods including sales value at splitoff, estimated net realizable value, and constant gross margin percentage; and 2) physical measure methods. Examples are provided to illustrate how to allocate joint costs using the sales value at splitoff and estimated net realizable value methods.
Students discussed personal responsibilities when recovering from sickness, such as telling parents when feeling unwell, staying in bed, drinking fluids, avoiding others until no longer contagious, seeing a medical professional, exercising lightly once feeling better, and taking any prescribed medicine. They learned it is important to take care of oneself and follow instructions from adults to recover from illness.
1. The document proposes a new approach called Network Inference with Pooling Data (NIPD) to learn condition-specific networks that identify both shared and unique patterns across conditions.
2. NIPD learns networks by pooling data from multiple conditions simultaneously, unlike previous approaches that learn networks independently per condition.
3. The authors apply NIPD to microarray data from yeast under different starvation conditions, finding both shared responses like respiration as well as condition-specific interactions, validating the approach.
This document discusses linear and quadratic functions. It begins by defining linear functions as having a constant slope and providing examples of linear relationships involving student grades and beer demand. It then discusses inverse linear functions and using linear functions to model tax rates. The document next discusses quadratic functions as having a u-shaped or hill-shaped graph depending on the coefficient of the x^2 term. It provides an example of solving a quadratic equation graphically and discusses how a quadratic equation can have 0, 1, or 2 solutions. The summary concludes by noting a special case where a quadratic function reduces to y=x^2.
The document summarizes key concepts about functions and lines. It defines a function as a rule that assigns unique output values to inputs. Functions can be represented graphically by plotting the points (x, f(x)). Lines on a plane can be defined by two points and have a slope that represents the rise over run. The slope formula is used to find the equation of a line in y=mx+b form, where m is the slope and b is the y-intercept. Perpendicular and parallel lines have specific relationships between their slopes.
This document introduces complex numbers. It defines a complex number as a number of the form a + bi, where a and b are real numbers and i is the imaginary unit satisfying i^2 = -1. The document outlines the arithmetic operations of addition, subtraction, and multiplication of complex numbers. It also introduces the complex plane, where complex numbers a + bi are represented as points (a, b) in a plane with real and imaginary axes, allowing geometric representation of complex number operations.
This document summarizes an elementary mathematics chapter that introduces fundamental counting techniques:
1) It explains the fundamental principle of counting - that if event 1 can occur in n1 ways and event 2 in n2 ways, then the total number of ways for the events to occur together is n1 × n2.
2) It defines permutation as the number of arrangements of k objects from n objects, which is equal to n!/(n-k)!. Examples show counting license plate and word arrangements.
3) It defines combination as the number of choices of k unordered objects from n objects, which is equal to n!/k!(n-k)!. Examples show counting letter and exam question
1. This document provides examples and definitions related to arithmetic and geometric progressions. It defines arithmetic and geometric progressions and gives formulas for finding individual terms and summing the total terms.
2. Key examples show how to pair terms in an arithmetic progression to simplify summing the total. It also illustrates summing fractions in a geometric progression as areas in a rectangle.
3. Formulas are provided for finding the k-th term and summing the total terms of an arithmetic or geometric progression, depending on whether the difference or ratio is constant between terms.
1) The document discusses inequalities involving real numbers. It introduces basic rules for how inequalities are affected by addition, multiplication, taking squares, and taking reciprocals.
2) Several examples are provided to demonstrate how to solve various inequalities by applying these rules. For instance, it is shown that the inequality 4x + 7 < 3 is equivalent to x < -1.
3) Graphs are used to confirm the solutions obtained from manipulating the inequalities. The key results are that addition preserves inequalities while multiplication preserves or reverses them depending on whether the number being multiplied is positive or negative.
The document provides examples and explanations for solving various types of polynomial equations, beginning with linear equations and then simultaneous linear equations. It then introduces quadratic equations.
Key steps for solving linear equations include isolating the variable, usually by subtracting or dividing both sides by a constant. For simultaneous linear equations, common techniques are elimination (subtracting equations to remove a variable) and substitution.
Several examples demonstrate solving systems of two and three linear equations graphically or algebraically. The document emphasizes setting up equivalent equations to efficiently eliminate variables. Finally, quadratic equations are introduced but no examples are provided.
4. Energy and Metabolism
Endergonic and Exergonic Reactions
• When do our cells
perform exergonic
reactions?
• When do our cell
perform endergonic
reactions?
5. Our cells perform exergonic
reactions when …
25% 25% 25% 25%
2
nd
1. They make new hair
s
fat
in
ir
1a
ha
sk
rn
w
w
bu
ne
ne
ey
2. They make new skin
e
e
ak
Th
ak
m
m
ey
ey
Th
Th
3. They burn fats
4. 1 and 2
6. Our cells perform endergonic
reactions when …
25% 25% 25% 25%
1. They make new hair
2. They make new skin
3. They burn fats
2
nd
s
fat
in
ir
4. 1 and 2
1a
ha
sk
rn
w
w
bu
ne
ne
ey
e
e
ak
Th
ak
m
m
ey
ey
Th
Th
7. Energy and Metabolism
Biosynthetic and Degradative Pathways
• Biosynthetic Pathway:
Anabolism
• Degradative Pathway:
Catabolism
9. The Flow of Energy or How
Organisms Relate
Consumers or Heterotrophs
Producers or Autotrophs (Photoautotrophs)
Decomposers
10. The Flow of Energy or How
Organisms Relate
• Photoautotrophs
synthesize high energy
organic molecules during
photosynthesis
• Both photoautotrophs and
heterotrophs use such
organic molecules to
obtain energy (ATP)
through cellular
respiration for fueling
cellular work
11. Participants in Metabolic Pathways
• Substrate:
• Intermediate Product(s):
• End Product(s):
• Enzymes:
• Energy Carriers:
12. Photosynthetic bacteria are autotrophs because
they have the ability to produce their own high
energy organic compounds (food). Do you agree?
50% 50%
1. Yes
2. No s
No
Ye
14. What part of the molecule is the
most electronegative?
33% 33% 33%
1. ribose
2. phosphate groups
e
e
3. adenine
os
in
ps
en
rib
ou
ad
gr
ate
ph
os
ph
15. Hydrolysis of ATP into ADP
Energy and inorganic phosphate are released.
What for?
19. Energy Releasing Pathways
Anaerobic Respiration
• Anaerobic Respiration: 2 ATP’s
produced.
• Commonly known diseases caused by
anaerobic bacteria include gas
gangrene, tetanus, and botulism.
Nearly all dental infections are caused
by anaerobic bacteria.
• Anaerobic bacteria can cause an
infection when a normal barrier (such
as skin, gums, or intestinal wall) is
damaged due to surgery, injury, or
disease. Body sites that have tissue
destruction (necrosis) or a poor blood
supply are low in oxygen and favor the
growth of anaerobic bacteria.
• Anaerobic organisms perform
anaerobic respiration
20. Energy Releasing Pathways
Aerobic Respiration
• Aerobic Respiration:
approximately 36 ATP
molecules produced
• Aerobic organisms
perform aerobic
respiration
21. Which one of the following is the most
effective pathway for producing ATP?
33% 33% 33%
1. fermentation
2. anaerobic respiration
3. aerobic respiration
ion
n
n
tio
tio
tat
ra
ira
en
pi
m
sp
es
fer
re
cr
bic
bi
ro
ro
ae
ae
an
22. Depending on their oxygen needs,
organisms are
• Strictly Aerobic: require oxygen
• Facultative Aerobic
• Strictly Anaerobic: do not tolerate oxygen
• Facultative Anaerobic
23. Humans and plants are ___
1. strictly anaerobic 25% 25% 25% 25%
2. facultative
anaerobic
3. strictly aerobic
4. facultative aerobic
c
ic
bic
bi
bic
ob
ro
ro
ro
er
ae
ae
ae
ea
tly
an
an
tiv
ric
ly
ve
lta
ict
st
ati
cu
str
ult
fa
fac
26. Steps of Aerobic Respiration:
Glycolysis
• All organisms (anaerobic and
anaerobic) break down
glucose trough the process of
glycolysis, which occurs in the
cell’s cytoplasm
• Only aerobic organism process
the products of glycolysis to
obtain further amounts of ATP
• Glucose is actively transported
into the cell and
phosphorylated (step 1),
process that turns on
glycolysis
27. Steps of Aerobic Respiration:
Glycolysis
• 2 molecules of
pyruvate are
produced per
molecule of glucose
• A net of 2 ATP per
molecule of glucose
are produced in
glycolysis
28. Steps of Aerobic Respiration:
Krebs Cycle
• The Krebs cycle
accomplishes two
important functions:
the production of
multiple intermediate
products, and of
electron donors
(NADH, FADH2)
29. Steps of Aerobic Respiration:
Krebs Cycle
• The Krebs Cycle occurs in the
mitochondrial matrix
• It is initiated when one
molecule of pyruvate is
transported into the
mitochondrion by an oxygen
dependent transport protein
• Upon entering the
mitochondrion, pyruvate is
turned into acetyl CoA, which
initiates the cycle
• CO2 is produced and will
eventually leave the
mitochondrial matrix and
collect in blood vessels
30. Where is the pyruvate coming
from?
25% 25% 25% 25%
1. Lactic fermentation
2. Alcoholic fermentation
3. Aerobic respiration
4. All of the above
ve
n
ion
ion
tio
bo
tat
ra
ea
tat
pi
en
en
f th
es
m
m
cr
lo
er
fer
cf
bi
Al
lic
ro
cti
ho
Ae
La
co
Al
31. Steps of Aerobic Respiration:
Krebs Cycle
• Per molecule of
pyruvate, 1 ATP, 1
FADH2, 3 CO2, and 4
NADH are produced
• NADH and FADH2 will
initiate the last step of
aerobic respiration,
the electron transport
phosphorylation
system (ETPS).
32. Steps of Aerobic Respiration:
ETPS
• ETPS consists of a series of
proteins located in the inner
mitochondrial membrane
• NADH and FADH2 link
glycolysis and the Krebs cycle
to the machinery that produces
large amounts of ATP
• NADH and FADH2 turn on the
ETPS. Electrons cascade
down the chain from one
protein to the next until they
finally reach the molecule of
oxygen, the final acceptor
• As electrons cascade down,
protons are released
33. Steps of Aerobic Respiration:
ETPS
• As proteins release H+ in
the intermembrane
space, they produce a
gradient of H+, which
activates ATP synthase,
the enzyme that produces
about 32-34 ATP
molecules.
Chemiosmosis refers to
the activation of ATP
synthase by a H+
gradient.
34. Where am I?
25% 25% 25% 25%
st
sm
lo
..
.
d.
pla
e..
ely
on
th
to
et
ch
to
cy
pl
t in
m
ito
ll’s
Co
m
ge
Ce
1. Cell’s cytoplasm
he
t to
et
ou
sid
Ab
In
2. About to get into the
mitochondrion
3. Inside the mitochondrion
4. Completely lost