The document outlines a lesson plan on enzymes that includes a laboratory demonstration of the catalase enzyme. The demonstration uses hydrogen peroxide, soap, and yeast to produce "elephant toothpaste." Students make predictions, observe three trials of the experiment, and explain their observations. The first trial uses just hydrogen peroxide to show the reaction is slow without the enzyme. The second adds catalase from yeast to produce gas and bubbles. The third trial uses boiled yeast to show the enzyme is deactivated by heat. The lesson teaches how enzymes work as catalysts and how environmental factors affect their function.
Lesson on respiration, including some slides from Boardworks and Framework.
Full instructions for the growing yeast experiment here: http://www.sciencebob.com/experiments/yeast.php
The document contains a 10 question quiz about photosynthesis and cellular respiration. The questions cover the key topics of:
- The relationship between photosynthesis and respiration, and how they exchange materials.
- The main difference between aerobic and anaerobic respiration, which is the use of oxygen.
- The products of photosynthesis, which are oxygen and glucose.
- How aerobic respiration occurs with oxygen and makes more ATP than anaerobic respiration, which occurs without oxygen.
- The cycle of photosynthesis and respiration, and how glucose and oxygen are exchanged between the processes.
The document discusses cellular respiration, which is how cells break down sugars to obtain energy. It defines aerobic cellular respiration as the reaction of glucose and oxygen producing carbon dioxide, water, and ATP energy. Anaerobic respiration is discussed as respiration that occurs without oxygen, producing alcohol instead of water. Different organisms are described as using respiration, gills, lungs, skin, spiracles or stomata for gas exchange depending on whether they are human, fish, earthworm, insect, or plant.
The respiratory system consists of the nostrils, nasal cavity, pharynx, larynx, trachea, bronchi, and lungs. It allows for the transport of oxygen from the outside air into the body's cells and the transport of carbon dioxide out of the cells and back out of the body. Air is brought into the lungs through breathing via the nose and mouth and the movement of the diaphragm during inhalation and exhalation. Oxygen then diffuses into the blood in the lungs and binds to hemoglobin, while carbon dioxide diffuses out of the blood and into the lungs to be exhaled.
1. Respiration is the process by which living cells produce energy from food sources like glucose.
2. Aerobic respiration uses oxygen to fully break down glucose into carbon dioxide and water, producing more energy. Anaerobic respiration breaks down glucose without oxygen, producing less energy.
3. In humans, muscles use anaerobic respiration during intense exercise when oxygen delivery is insufficient, producing lactic acid as a byproduct which must later be broken down.
Two types of respiration occur in organisms: internal/cellular respiration and external/ventilation. Internal respiration includes aerobic respiration which breaks down glucose completely with oxygen to release carbon dioxide, water, and energy. It occurs in mitochondria. Anaerobic respiration breaks down glucose partially without oxygen to release ethanol, carbon dioxide, or lactic acid, and less energy. It occurs in the cytoplasm. External respiration is breathing and gaseous exchange. Respiration supplies energy for many cellular processes through ATP. Aerobic respiration is more efficient than anaerobic as it releases more energy.
The document discusses how cells obtain and use energy through aerobic respiration. It asks a series of questions about why cells need energy, how they get it from food, and what they release. Cells need energy for processes like cell division, movement, and maintaining body temperature. They get this energy through respiration, which is the chemical reaction of glucose and oxygen that releases carbon dioxide, water, and energy. This reaction takes place in the mitochondria of cells.
This document provides information about respiration and the effects of tobacco smoke on health. It begins by stating the learning objectives which are to describe the effect of lactic acid in muscles during exercise and the effects of tobacco smoke and its components (nicotine, tar, carbon monoxide) on health. It then discusses the differences between aerobic and anaerobic respiration, where they occur in the body, and what happens when muscles carry out anaerobic respiration due to not receiving enough oxygen during vigorous exercise. The document also describes how the body removes lactic acid and the harmful effects of tobacco smoke, such as chronic bronchitis, emphysema, and chronic obstructive pulmonary disease.
Lesson on respiration, including some slides from Boardworks and Framework.
Full instructions for the growing yeast experiment here: http://www.sciencebob.com/experiments/yeast.php
The document contains a 10 question quiz about photosynthesis and cellular respiration. The questions cover the key topics of:
- The relationship between photosynthesis and respiration, and how they exchange materials.
- The main difference between aerobic and anaerobic respiration, which is the use of oxygen.
- The products of photosynthesis, which are oxygen and glucose.
- How aerobic respiration occurs with oxygen and makes more ATP than anaerobic respiration, which occurs without oxygen.
- The cycle of photosynthesis and respiration, and how glucose and oxygen are exchanged between the processes.
The document discusses cellular respiration, which is how cells break down sugars to obtain energy. It defines aerobic cellular respiration as the reaction of glucose and oxygen producing carbon dioxide, water, and ATP energy. Anaerobic respiration is discussed as respiration that occurs without oxygen, producing alcohol instead of water. Different organisms are described as using respiration, gills, lungs, skin, spiracles or stomata for gas exchange depending on whether they are human, fish, earthworm, insect, or plant.
The respiratory system consists of the nostrils, nasal cavity, pharynx, larynx, trachea, bronchi, and lungs. It allows for the transport of oxygen from the outside air into the body's cells and the transport of carbon dioxide out of the cells and back out of the body. Air is brought into the lungs through breathing via the nose and mouth and the movement of the diaphragm during inhalation and exhalation. Oxygen then diffuses into the blood in the lungs and binds to hemoglobin, while carbon dioxide diffuses out of the blood and into the lungs to be exhaled.
1. Respiration is the process by which living cells produce energy from food sources like glucose.
2. Aerobic respiration uses oxygen to fully break down glucose into carbon dioxide and water, producing more energy. Anaerobic respiration breaks down glucose without oxygen, producing less energy.
3. In humans, muscles use anaerobic respiration during intense exercise when oxygen delivery is insufficient, producing lactic acid as a byproduct which must later be broken down.
Two types of respiration occur in organisms: internal/cellular respiration and external/ventilation. Internal respiration includes aerobic respiration which breaks down glucose completely with oxygen to release carbon dioxide, water, and energy. It occurs in mitochondria. Anaerobic respiration breaks down glucose partially without oxygen to release ethanol, carbon dioxide, or lactic acid, and less energy. It occurs in the cytoplasm. External respiration is breathing and gaseous exchange. Respiration supplies energy for many cellular processes through ATP. Aerobic respiration is more efficient than anaerobic as it releases more energy.
The document discusses how cells obtain and use energy through aerobic respiration. It asks a series of questions about why cells need energy, how they get it from food, and what they release. Cells need energy for processes like cell division, movement, and maintaining body temperature. They get this energy through respiration, which is the chemical reaction of glucose and oxygen that releases carbon dioxide, water, and energy. This reaction takes place in the mitochondria of cells.
This document provides information about respiration and the effects of tobacco smoke on health. It begins by stating the learning objectives which are to describe the effect of lactic acid in muscles during exercise and the effects of tobacco smoke and its components (nicotine, tar, carbon monoxide) on health. It then discusses the differences between aerobic and anaerobic respiration, where they occur in the body, and what happens when muscles carry out anaerobic respiration due to not receiving enough oxygen during vigorous exercise. The document also describes how the body removes lactic acid and the harmful effects of tobacco smoke, such as chronic bronchitis, emphysema, and chronic obstructive pulmonary disease.
Respiration in Organisms
- Respiration is defined as the transport of oxygen from the air into tissues and the transport of carbon dioxide out of tissues. All organisms use cellular respiration to extract energy from organic molecules.
- Cellular respiration is the set of metabolic reactions that convert nutrients into ATP and release waste through breakdown of carbohydrates, fats, and proteins. Aerobic respiration uses oxygen to fully oxidize nutrients and generate more ATP. Anaerobic respiration occurs without oxygen and is less efficient.
- Muscle cramps are uncontrollable, painful muscle spasms that can affect any muscle but most commonly the calf and foot muscles. Cramps may be caused by poor physical fitness, mineral imbalances,
The document discusses respiration in organisms. It explains that respiration includes both breathing and cellular respiration. Breathing involves intake of oxygen through lungs, while cellular respiration involves the oxidation of foods like glucose in mitochondria to release energy. There are two types of respiration - aerobic respiration, which uses oxygen to fully break down glucose, and anaerobic respiration used by microbes which breaks down glucose without oxygen. The document also provides details about human respiration and the respiratory system.
1. All living organisms respire to obtain energy from food through cellular respiration. During respiration, oxygen is used to break down glucose and release energy, carbon dioxide and water.
2. Humans and other organisms breathe to take in oxygen which is transported to cells where it is used in cellular respiration. We breathe out carbon dioxide which is a waste product of respiration.
3. The rate of breathing, or breathing rate, increases during exercise or physical activity to supply more oxygen to cells when energy demands are higher. Holding one's breath for too long causes discomfort due to lack of oxygen.
The document discusses respiration, which is an essential process that provides energy for living cells and organisms. Respiration involves reactions between oxygen and carbon-containing substances, such as sugars, which release energy. There are two types of respiration - aerobic respiration uses oxygen to fully break down glucose and produce carbon dioxide and water, while anaerobic respiration does not require oxygen and incompletely breaks down glucose to produce carbon dioxide, water and alcohol or organic acids. Anaerobic respiration is used by microorganisms and muscles when oxygen is limited.
Fermentation allows cells to produce ATP without oxygen through substrate-level phosphorylation. Glycolysis proceeds normally to generate pyruvate and NADH, but in the absence of oxygen, NADH donates its electrons to pyruvate instead of entering the electron transport chain. This regenerates NAD+ so glycolysis can continue repeatedly. There are two main types of fermentation: alcohol fermentation produces ethanol, and lactic acid fermentation produces lactic acid. Both recycle NAD+ so glycolysis and ATP production can continue anaerobically.
This document discusses different types of respiration in living organisms. It describes aerobic respiration, which occurs in the presence of oxygen and releases more energy, and anaerobic respiration, which occurs without oxygen and releases less energy. It then provides examples of respiration in different types of organisms, including unicellular organisms like amoeba, annelids through cutaneous respiration in their skin, insects through tracheal tubes, and aquatic animals through gills. The document aims to explain how respiration occurs differently across diverse organisms to facilitate gas exchange and energy release from food.
This document contains review questions about cellular respiration. It asks the student to define terms like aerobic respiration and anaerobic respiration. It also asks the student to label diagrams of aerobic and anaerobic respiration pathways. Finally, it asks the student to compare the key differences between aerobic and anaerobic respiration such as their reactants, products, and location in the cell.
Sample Paper of NTS for FMDC Test (2016)Atiqa khan
The document is a sample paper for the NTS Test 2016 for entry into the Federal Medical and Dental College (FMDC) in Islamabad, Pakistan. It contains 16 multiple choice questions testing English, Chemistry, Physics, and Biology knowledge. The questions cover topics like sensory cells, the first steam engine, word meanings, passages, chemical reactions, physics concepts like momentum and kinetic energy, how enzymes work, the pathway of cell signal transmission, and the steps in photosynthesis. An answer key is provided at the end to check responses.
Respiration is defined as the transport of oxygen from the outside air to the cells within tissues, and the transport of carbon dioxide in the opposite direction.
The physiological definition of respiration should not be confused with the biochemical definition of respiration, which refers to cellular respiration: the metabolic process by which an organism obtains energy by reacting oxygen with glucose to give water, carbon dioxide and ATP (energy). Although physiologic respiration is necessary to sustain cellular respiration and thus life in animals, the processes are distinct: cellular respiration takes place in individual cells of the organism, while physiologic respiration concerns the bulk flow and transport of metabolites between the organism and the external environment.
1. Respiration is a chemical process involving the intake of oxygen, oxidation of food, release of energy, and elimination of carbon dioxide.
2. Breathing is the mechanical process of pumping air in and out of the lungs, while respiration is the chemical exchange of gases between the air and cells.
3. During inhalation, the diaphragm and ribs expand the thoracic cavity, lowering air pressure and allowing air to rush in. During exhalation, they return to their original position, increasing air pressure and pushing air out.
Photosynthesis and respiration are closely related processes. Photosynthesis produces energy through chloroplasts in plants, while respiration uses this energy in mitochondria of cells. There are two types of respiration - aerobic respiration uses oxygen to break down food for energy in mitochondria, while anaerobic respiration occurs without oxygen through fermentation processes like lactic acid and alcohol fermentation.
The document outlines the content to be covered in the third trimester of a senior biology class taught by Professor Ma. Magdalena Ravagnan. The content includes sections on respiration, gas exchange, and kidneys. Specific topics to be addressed are aerobic vs anaerobic respiration, the process of breathing and gas exchange in the lungs, and the roles and functions of the kidneys.
This document provides a chapter summary and 10 multiple choice test questions about cellular respiration. The questions cover topics like the purpose of respiration, the equations for aerobic and anaerobic respiration, the organisms that respire, the gas exchange surface in humans, the effect of carbon dioxide on an indicator solution, and processes that do and do not require energy from respiration. The document is designed to test understanding of key concepts about respiration.
Metabolism involves the chemical processes that take place in organisms. There are catabolic pathways that break down molecules and release energy, and anabolic pathways that use energy to build molecules. Energy exists in various forms like kinetic, potential, and activation energy, and it can be transferred and transformed according to the laws of thermodynamics. Cellular respiration uses energy from molecules to make ATP through glycolysis, the Krebs cycle, and the electron transport chain, but anaerobic respiration occurs without oxygen through fermentation pathways.
The document discusses cellular respiration, which is the process that produces energy by breaking down glucose and other food molecules in the presence of oxygen. It occurs mainly in the mitochondria of cells. There are three main steps: glycolysis, the Krebs cycle, and the electron transport chain. Glycolysis produces a small amount of ATP and occurs in the cytoplasm. The Krebs cycle produces more ATP and occurs in the mitochondria. The electron transport chain produces the most ATP and also occurs in the mitochondria. Cellular respiration requires oxygen. In its absence, fermentation occurs, which still uses glycolysis but produces less ATP. Photosynthesis and cellular respiration have opposing reactions but work together to sustain life.
The document discusses cellular respiration, which is the process that produces energy by breaking down glucose and other food molecules in the presence of oxygen. It occurs mainly in the mitochondria of cells. There are three main steps: glycolysis, the Krebs cycle, and the electron transport chain. Glycolysis produces a small amount of ATP and occurs in the cytoplasm. The Krebs cycle produces more ATP and occurs in the mitochondria. The electron transport chain produces the most ATP of the three steps and also occurs in the mitochondria. Cellular respiration requires oxygen. In its absence, fermentation occurs, which still uses glycolysis but produces less ATP. Photosynthesis and cellular respiration are opposite but complementary processes.
Cellular respiration breaks down sugar into energy that cells can use. There are two types of respiration: aerobic respiration, which requires oxygen, and anaerobic respiration, which occurs without oxygen. Aerobic respiration uses glucose and oxygen to produce energy, carbon dioxide, and water. Anaerobic respiration takes place in some yeasts, bacteria, and muscle tissue without oxygen and can produce ethanol through alcoholic fermentation. Plants respire through their leaves, which take in oxygen and release carbon dioxide through stomata, while roots take in air from soil.
Cellular Respiration is a metabolic process that releases energy from food through oxidation to produce ATP, which provides energy for cells' activities. It involves three main stages: 1) Glycolysis produces some ATP. 2) The Krebs cycle further breaks down molecules and produces more ATP and electron carriers. 3) The electron transport chain uses the electron carriers to produce the most ATP through an energy-releasing process that uses oxygen. Overall, cellular respiration yields 36 ATP through these three stages of breaking down glucose with oxygen.
The document provides a lesson plan for teaching students about the carbon cycle using a bottle ecosystem model. The plan involves students observing a bottle ecosystem and candle demonstration. They then learn key terms and create a diagram of the carbon and oxygen flows within the ecosystem. Finally, students predict how altering different ecosystem components would affect the system, applying their understanding of gases. The goal is for students to understand how living and non-living parts of an ecosystem interact to form the carbon cycle through observation and modeling.
This two-day lesson introduces 7th grade students to photosynthesis and cellular respiration through hands-on modeling and diagram activities. On day one, students will construct models of the chemical reactants and products of photosynthesis and cellular respiration using marshmallows and toothpicks. They will explain the exchange of oxygen and carbon dioxide between plants and their environment. On day two, students will diagram and explain in more depth how these gases are exchanged through photosynthesis and cellular respiration in living things and their surroundings. The lesson aims to help students understand and compare the key chemical processes and compounds involved in these critical biological functions.
This 5E lesson plan is for a 9th grade biology class experiment to show that oxygen is released during photosynthesis. Students will be divided into groups that use a hydrilla plant, beaker, funnel, test tube, and pond water to set up the experiment. They will observe and record the number of oxygen bubbles released every 3 minutes. After explaining their observations, the teacher will ask questions to expand their understanding of why the materials were chosen and how the results could change with different conditions. Student learning will be evaluated based on their data collection, discussion, and oral responses.
Respiration in Organisms
- Respiration is defined as the transport of oxygen from the air into tissues and the transport of carbon dioxide out of tissues. All organisms use cellular respiration to extract energy from organic molecules.
- Cellular respiration is the set of metabolic reactions that convert nutrients into ATP and release waste through breakdown of carbohydrates, fats, and proteins. Aerobic respiration uses oxygen to fully oxidize nutrients and generate more ATP. Anaerobic respiration occurs without oxygen and is less efficient.
- Muscle cramps are uncontrollable, painful muscle spasms that can affect any muscle but most commonly the calf and foot muscles. Cramps may be caused by poor physical fitness, mineral imbalances,
The document discusses respiration in organisms. It explains that respiration includes both breathing and cellular respiration. Breathing involves intake of oxygen through lungs, while cellular respiration involves the oxidation of foods like glucose in mitochondria to release energy. There are two types of respiration - aerobic respiration, which uses oxygen to fully break down glucose, and anaerobic respiration used by microbes which breaks down glucose without oxygen. The document also provides details about human respiration and the respiratory system.
1. All living organisms respire to obtain energy from food through cellular respiration. During respiration, oxygen is used to break down glucose and release energy, carbon dioxide and water.
2. Humans and other organisms breathe to take in oxygen which is transported to cells where it is used in cellular respiration. We breathe out carbon dioxide which is a waste product of respiration.
3. The rate of breathing, or breathing rate, increases during exercise or physical activity to supply more oxygen to cells when energy demands are higher. Holding one's breath for too long causes discomfort due to lack of oxygen.
The document discusses respiration, which is an essential process that provides energy for living cells and organisms. Respiration involves reactions between oxygen and carbon-containing substances, such as sugars, which release energy. There are two types of respiration - aerobic respiration uses oxygen to fully break down glucose and produce carbon dioxide and water, while anaerobic respiration does not require oxygen and incompletely breaks down glucose to produce carbon dioxide, water and alcohol or organic acids. Anaerobic respiration is used by microorganisms and muscles when oxygen is limited.
Fermentation allows cells to produce ATP without oxygen through substrate-level phosphorylation. Glycolysis proceeds normally to generate pyruvate and NADH, but in the absence of oxygen, NADH donates its electrons to pyruvate instead of entering the electron transport chain. This regenerates NAD+ so glycolysis can continue repeatedly. There are two main types of fermentation: alcohol fermentation produces ethanol, and lactic acid fermentation produces lactic acid. Both recycle NAD+ so glycolysis and ATP production can continue anaerobically.
This document discusses different types of respiration in living organisms. It describes aerobic respiration, which occurs in the presence of oxygen and releases more energy, and anaerobic respiration, which occurs without oxygen and releases less energy. It then provides examples of respiration in different types of organisms, including unicellular organisms like amoeba, annelids through cutaneous respiration in their skin, insects through tracheal tubes, and aquatic animals through gills. The document aims to explain how respiration occurs differently across diverse organisms to facilitate gas exchange and energy release from food.
This document contains review questions about cellular respiration. It asks the student to define terms like aerobic respiration and anaerobic respiration. It also asks the student to label diagrams of aerobic and anaerobic respiration pathways. Finally, it asks the student to compare the key differences between aerobic and anaerobic respiration such as their reactants, products, and location in the cell.
Sample Paper of NTS for FMDC Test (2016)Atiqa khan
The document is a sample paper for the NTS Test 2016 for entry into the Federal Medical and Dental College (FMDC) in Islamabad, Pakistan. It contains 16 multiple choice questions testing English, Chemistry, Physics, and Biology knowledge. The questions cover topics like sensory cells, the first steam engine, word meanings, passages, chemical reactions, physics concepts like momentum and kinetic energy, how enzymes work, the pathway of cell signal transmission, and the steps in photosynthesis. An answer key is provided at the end to check responses.
Respiration is defined as the transport of oxygen from the outside air to the cells within tissues, and the transport of carbon dioxide in the opposite direction.
The physiological definition of respiration should not be confused with the biochemical definition of respiration, which refers to cellular respiration: the metabolic process by which an organism obtains energy by reacting oxygen with glucose to give water, carbon dioxide and ATP (energy). Although physiologic respiration is necessary to sustain cellular respiration and thus life in animals, the processes are distinct: cellular respiration takes place in individual cells of the organism, while physiologic respiration concerns the bulk flow and transport of metabolites between the organism and the external environment.
1. Respiration is a chemical process involving the intake of oxygen, oxidation of food, release of energy, and elimination of carbon dioxide.
2. Breathing is the mechanical process of pumping air in and out of the lungs, while respiration is the chemical exchange of gases between the air and cells.
3. During inhalation, the diaphragm and ribs expand the thoracic cavity, lowering air pressure and allowing air to rush in. During exhalation, they return to their original position, increasing air pressure and pushing air out.
Photosynthesis and respiration are closely related processes. Photosynthesis produces energy through chloroplasts in plants, while respiration uses this energy in mitochondria of cells. There are two types of respiration - aerobic respiration uses oxygen to break down food for energy in mitochondria, while anaerobic respiration occurs without oxygen through fermentation processes like lactic acid and alcohol fermentation.
The document outlines the content to be covered in the third trimester of a senior biology class taught by Professor Ma. Magdalena Ravagnan. The content includes sections on respiration, gas exchange, and kidneys. Specific topics to be addressed are aerobic vs anaerobic respiration, the process of breathing and gas exchange in the lungs, and the roles and functions of the kidneys.
This document provides a chapter summary and 10 multiple choice test questions about cellular respiration. The questions cover topics like the purpose of respiration, the equations for aerobic and anaerobic respiration, the organisms that respire, the gas exchange surface in humans, the effect of carbon dioxide on an indicator solution, and processes that do and do not require energy from respiration. The document is designed to test understanding of key concepts about respiration.
Metabolism involves the chemical processes that take place in organisms. There are catabolic pathways that break down molecules and release energy, and anabolic pathways that use energy to build molecules. Energy exists in various forms like kinetic, potential, and activation energy, and it can be transferred and transformed according to the laws of thermodynamics. Cellular respiration uses energy from molecules to make ATP through glycolysis, the Krebs cycle, and the electron transport chain, but anaerobic respiration occurs without oxygen through fermentation pathways.
The document discusses cellular respiration, which is the process that produces energy by breaking down glucose and other food molecules in the presence of oxygen. It occurs mainly in the mitochondria of cells. There are three main steps: glycolysis, the Krebs cycle, and the electron transport chain. Glycolysis produces a small amount of ATP and occurs in the cytoplasm. The Krebs cycle produces more ATP and occurs in the mitochondria. The electron transport chain produces the most ATP and also occurs in the mitochondria. Cellular respiration requires oxygen. In its absence, fermentation occurs, which still uses glycolysis but produces less ATP. Photosynthesis and cellular respiration have opposing reactions but work together to sustain life.
The document discusses cellular respiration, which is the process that produces energy by breaking down glucose and other food molecules in the presence of oxygen. It occurs mainly in the mitochondria of cells. There are three main steps: glycolysis, the Krebs cycle, and the electron transport chain. Glycolysis produces a small amount of ATP and occurs in the cytoplasm. The Krebs cycle produces more ATP and occurs in the mitochondria. The electron transport chain produces the most ATP of the three steps and also occurs in the mitochondria. Cellular respiration requires oxygen. In its absence, fermentation occurs, which still uses glycolysis but produces less ATP. Photosynthesis and cellular respiration are opposite but complementary processes.
Cellular respiration breaks down sugar into energy that cells can use. There are two types of respiration: aerobic respiration, which requires oxygen, and anaerobic respiration, which occurs without oxygen. Aerobic respiration uses glucose and oxygen to produce energy, carbon dioxide, and water. Anaerobic respiration takes place in some yeasts, bacteria, and muscle tissue without oxygen and can produce ethanol through alcoholic fermentation. Plants respire through their leaves, which take in oxygen and release carbon dioxide through stomata, while roots take in air from soil.
Cellular Respiration is a metabolic process that releases energy from food through oxidation to produce ATP, which provides energy for cells' activities. It involves three main stages: 1) Glycolysis produces some ATP. 2) The Krebs cycle further breaks down molecules and produces more ATP and electron carriers. 3) The electron transport chain uses the electron carriers to produce the most ATP through an energy-releasing process that uses oxygen. Overall, cellular respiration yields 36 ATP through these three stages of breaking down glucose with oxygen.
The document provides a lesson plan for teaching students about the carbon cycle using a bottle ecosystem model. The plan involves students observing a bottle ecosystem and candle demonstration. They then learn key terms and create a diagram of the carbon and oxygen flows within the ecosystem. Finally, students predict how altering different ecosystem components would affect the system, applying their understanding of gases. The goal is for students to understand how living and non-living parts of an ecosystem interact to form the carbon cycle through observation and modeling.
This two-day lesson introduces 7th grade students to photosynthesis and cellular respiration through hands-on modeling and diagram activities. On day one, students will construct models of the chemical reactants and products of photosynthesis and cellular respiration using marshmallows and toothpicks. They will explain the exchange of oxygen and carbon dioxide between plants and their environment. On day two, students will diagram and explain in more depth how these gases are exchanged through photosynthesis and cellular respiration in living things and their surroundings. The lesson aims to help students understand and compare the key chemical processes and compounds involved in these critical biological functions.
This 5E lesson plan is for a 9th grade biology class experiment to show that oxygen is released during photosynthesis. Students will be divided into groups that use a hydrilla plant, beaker, funnel, test tube, and pond water to set up the experiment. They will observe and record the number of oxygen bubbles released every 3 minutes. After explaining their observations, the teacher will ask questions to expand their understanding of why the materials were chosen and how the results could change with different conditions. Student learning will be evaluated based on their data collection, discussion, and oral responses.
5 E Model lesson plan in biology- Photosynthesismahindravada
5 E model is a widely used method of teaching using the constructivist approach. A lesson plan is presented here for a
5 E model has been presented here taking the example of photosynthesis. The activities in each stage of the 5 stages have been explained.
The document discusses a group project on data logging. The group members are listed. It also discusses using an oxygen gas sensor and data logger to monitor the rate of reaction between hydrogen peroxide and different concentrations of the enzyme catalase. As the concentration of enzyme catalase increases, the rate of oxygen production and the slope of the graphs increase.
Discuss the role of stomata in gas
exchange.
GAS EXCHANGE IN LEAVES
Introduce the terms:
- Stomata
- Guard cells
- Mesophyll cells
Explain the role of each in gas exchange in
leaves.
Use Animation IB4.5.5 Gas exchange in leaves
to illustrate the process.
Students complete Activity AB4.5.3 Gas
exchange in leaves.
GAS EXCHANGE IN HUMANS
Introduce the process of gas exchange in
humans:
- Alveoli
- Pulmonary capillaries
- Diaphragm and rib cage movement
Use Animation IB4.
The document outlines the objectives and activities of a science session. The objectives are for participants to be able to: identify process skills in developing science ideas like experimenting; perform experimental activities using different variables; and explain the effect of controlled variables, independent variables, and dependent variables in experiments. The document then provides an example experimental design on determining what makes an egg float in water. It includes the problem, hypothesis, materials, procedure, observation, and conclusion.
This document outlines an experiment to test for the presence of the enzyme catalase in different tissues. It describes the independent, dependent, and controlled variables. Samples of potato, apple, chicken, and yeast were tested in three experiments. The first experiment found yeast produced the most bubbles, indicating the highest catalase activity. The second experiment exposed samples to heat before testing, finding no reaction as expected. The third experiment exposed samples to sodium hydroxide before testing, also finding no reaction as predicted, except in some samples for unknown reasons. The hypothesis that yeast would react fastest due to its unicellular structure was confirmed.
The lesson plans cover a week of 7th grade science instruction focusing on cell processes. On Monday, students will learn about diffusion, photosynthesis, and respiration by sketching cell structures and writing chemical reactions. Tuesday through Thursday focus on cell division, with students learning about mitosis, meiosis, and comparing asexual and sexual reproduction. Friday reviews the key concepts from earlier in the week, including diffusion, photosynthesis, and the exchange of gases between organisms and the environment. Formative and summative assessments are built into each day to check student understanding of the material.
This document outlines a lesson plan for a 10th grade honors biology class of 30 students with diverse learning styles. The objective is for students to explore photosynthesis through a lab where they analyze inputs and outputs, properly conduct the experiment, and demonstrate understanding in their science notebook blog. Methods include a YouTube review, a photosynthesis lab, an online blog, and a Twitter homework assignment where students share what they've learned. Student participation will be ensured through questioning during the video, hands-on participation in the lab, blogging about results and conclusions, and tweeting about what they learned. The lesson will be evaluated and revised if needed based on lab results, blog quality, and respectful Twitter use.
The document outlines the steps of the scientific method which are: 1) making observations and asking questions, 2) developing a hypothesis, 3) conducting an experiment to test the hypothesis, 4) recording results, and 5) drawing a conclusion. It then discusses the key variables in an experiment - the independent variable which is deliberately changed, the dependent variable which is measured as a result, and controlled variables which are kept the same. Examples are provided to illustrate each type of variable.
The document outlines the steps of the scientific method which are: 1) making observations and asking questions, 2) developing a hypothesis, 3) conducting an experiment to test the hypothesis, 4) recording results, and 5) drawing a conclusion. It then discusses the key variables in an experiment - the independent variable which is deliberately changed, the dependent variable which is measured as a result, and controlled variables which are kept the same. Examples are provided to illustrate each type of variable.
The scientific method involves 6 key steps: 1) making observations and recording them, 2) asking a question and developing a testable hypothesis, 3) conducting research, 4) performing an experiment, 5) recording results, and 6) drawing a conclusion about whether the hypothesis was confirmed or not. The document then discusses the concept of variables in an experiment, defining the independent variable as the factor that is deliberately changed, the dependent variable as the factor that is measured, and controlled variables as other factors kept the same.
This document describes an experiment investigating factors that influence the rate of a chemical reaction catalyzed by the enzyme catalase. Students tested the effect of grinding liver tissue, as well as heating liver tissue to boiling, on the rate of hydrogen peroxide breakdown. Grinding liver tissue increased the rate of reaction compared to using intact tissue. Boiling liver tissue decreased its catalytic activity, likely by denaturing the catalase enzyme.
1. The document describes an experiment investigating factors that influence the rate of a chemical reaction catalyzed by the enzyme catalase. Liver tissue and hydrogen peroxide were used to test the effects of grinding, temperature, and controls.
2. Grinding the liver tissue increased the rate of reaction compared to using intact tissue, likely by increasing the surface area exposed to hydrogen peroxide.
3. Exposing liver tissue to heat reduced catalase activity, probably by denaturing the enzyme's structure.
This document describes an experiment investigating factors that influence the rate of a chemical reaction catalyzed by the enzyme catalase. Students tested the effect of grinding liver tissue, as well as heating liver tissue to boiling, on the rate of breakdown of hydrogen peroxide into water and oxygen catalyzed by catalase. Grinding liver tissue increased the rate of the reaction compared to using intact liver tissue. Boiling liver tissue decreased the rate of the reaction, likely by denaturing the catalase enzyme.
1. The experiment investigated factors that influence the rate of a chemical reaction catalyzed by the enzyme catalase. Liver tissue and hydrogen peroxide were used to test the effects of grinding, temperature, and controls.
2. Grinding the liver tissue increased the rate of reaction compared to whole tissue, likely by increasing the surface area exposed to hydrogen peroxide.
3. Boiling the liver tissue reduced its catalytic activity, probably by denaturing the catalase enzyme.
The document provides an overview of key concepts in biology including the scientific method, branches of science, traits of living things, and needs of living things. It defines science as a process used to understand the world through observation and experimentation. It describes the main branches of science and lists examples. It then explains the traits that distinguish living things, including response, movement, organization, reproduction, growth and development. Finally, it discusses the basic energy and material needs of living things like food, water, and sunlight.
This document provides instructions for a student to create an analogy poster comparing a cell to a man-made structure. The student must sketch, color, and label the parts of the structure and their analogous cell organelles. The poster will be graded on criteria such as neatness, creativity, comprehensibility of the analogy, labeling accuracy, and inclusion of all required organelles. The student is encouraged to plan thoroughly and strive for excellence in completing the assignment.
This document provides information about cell structures and their functions. It defines key terms like organelles, plasma membrane, cytoplasm, nucleus, ribosomes, endoplasmic reticulum, Golgi bodies, lysosomes, mitochondria, chloroplasts, and vacuoles. For each structure, it describes their shape, components, and main roles within the cell. The document also compares and contrasts the processes of photosynthesis within chloroplasts and respiration within mitochondria.
Defining life lesson plan with graphic organizerMichael Robbins
This document provides details for a two-part biology lesson on defining life. The lesson will involve students brainstorming and refining rules that characterize living things. To start, the teacher will propose that anything able to hula hoop defines life. Students will then sort example cards into this rule or not. Next, students will improve upon the rule by proposing their own, which will be tested in the same way. The goal is to collaboratively develop a rule that classifies all examples as living or not. Key concepts, essential questions, vocabulary, and detailed activities are outlined.
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This document provides an overview of the major organelles found within an animal cell, including the nucleus, endoplasmic reticulum, Golgi apparatus, mitochondria, lysosomes, and cell membrane. It lists each organelle and provides a link to a cell organelle quiz to test understanding of their various functions in maintaining cellular processes and structure.
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3. The questions describe the main cell parts - the cell membrane, cytoplasm, mitochondria, chloroplasts, vacuoles, nucleus, and chromosomes - and explains their functions in maintaining and regulating the cell, analogous to how different areas of a shopping mall function.
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Scientific research method graphic organizersMichael Robbins
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3) Testing the hypothesis - The alien conducted an experiment with two groups: one where the hammer struck near the edge (experimental) and one where it struck near the center (control).
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
1. Michael Robbins
2/5/2014
Lesson: Enzymes
1) Major concept: Function of enzymes
2) Lesson essential question:
BIO.A.2.3.1: How do enzymes work a catalyst to regulate a specific biochemical reaction?
BIO.A.2.3.2: How do factors such as pH, temperature, and concentration levels can affect
enzyme function?
3) Key Vocabulary: Enzyme, Catalyst, Activation energy, Substrate, Enzyme substrate
complex (ES complex), Denaturation, pH, Inhibition, Allosteric enzyme, Competitive
inhibition, Allosteric site, Noncompetitive inhibition
4) Graphic Organizers Used
Worksheets to record predictions/observations
5) Activities
1. Activating Strategy: Funny Enzyme Cartoon
2. Enzymes Power Point
3. Enzymes Teacher Demonstration: Using Predict, observe and explain format.
4. Enzymes Song (YouTube)
Laboratory Demonstration (by Michael Robbins)
(Based on the elephant toothpaste reaction caused by the catalase enzyme.)
Materials, Equipment, and Set-Up:
8 250 mL Flasks
Rubber stopper
2 beakers for yeast and water mixture
3% Hydrogen peroxide
Dishwashing soap
Dry yeast
Distilled water
Food coloring
Paper towels
2.
Balloons
Overview:
In this lesson, we will be demonstrating the breakdown of hydrogen peroxide to water and oxygen gas
known as elephant toothpaste. First, hydrogen peroxide, dish soap, and food dye are added to a flask.
Next, dry yeast is mixed in warm water for 30 seconds and then added to the flask. The hydration of
the yeast is necessary for the catalase enzyme to function. The catalase enzyme catalyzes the
breakdown of hydrogen peroxide to water and oxygen gas (2H2O2 2H2O + O2) and the dish soap
captures the oxygen molecules and foams up causing what looks like toothpaste being squeezed from
the top of the flask. The flask will heat up and the students will be able to touch the flask to feel this
effect. A deflated balloon will also be placed on top of another flask without the soap to show that
oxygen gas is being released (the balloon will inflate). We will run the experiment three times: once
with only hydrogen peroxide to show that the reaction by itself is very slow, again with the yeast added
where the reaction can be seen with soap (elephant toothpaste) and without (blowing up the balloon),
and a third time with boiled yeast (denatured enzyme) where the reaction will be too slow to be seen.
Students will be asked to make predictions before each experiment. The will use their knowledge of
the ingredients used in previous reactions and their previous observations to make educated
predictions.
Body of Lab: There will be three trials run in this lesson. Each trial will consist of predicting a specific
outcome, observing the experiment, and explaining why they saw what they saw for each trial.
Relevant Background Information
A) Student will be asked if they have ever out Hydrogen peroxide on a cut and what hydrogen
peroxide might be doing in this case.
B) Students will be told that hydrogen peroxide is a harmful product that is produced in their bodies
because of metabolism and that it must be converted to something less harmful.
C) The chemical equation for the catalase reaction will be given: (2H2O2 2H2O + O2). The students
will be told that the function of the catalase enzyme is to covert hydrogen peroxide in to harmless
water and oxygen gas.
D) I will then tell them that catalase is so important that many organisms need it including yeast
fungus.
E) I will tell students that the worksheet (placed on desks in front of them) will be used to write
prediction and explanations down for each experiment. I will perform the experiments in front of
them describing what I am going to do to allow the students to predict.
Prediction (1): I will show students two flask and tell them that hydrogen peroxide is in both flasks. I will
ask students to very briefly write down what they think will happen when balloons are placed on top of
one of the flasks. To make this activity more interesting, I will cover the flasks with rubber stoppers, to
make it appear that it is stopping the oxygen gas from escaping. Students should be asked to write down
3. and then share their predictions. Some might predict that the oxygen gas will cause the balloon to
expand, but some might predict that the balloon will not expand. The balloon will not expand because
the reaction that produces oxygen gas is very slow (No enzyme).
Observation (1): I will place a balloon over the flask. After a few seconds, I will ask the students what is
happening. They will reply that the balloon did not expand. Students should be asked to feel the flask. It
should feel normal as nothing special has taken place. In Observation 2 it will feel hot.
Explanation (1): After they observe this, I should ask: “Do you think the reaction by which H2O2 yields
water and oxygen gas is a very fast or a very slow reaction?” After student see that the balloon did not
inflate, most would correctly explain that the reaction to produce oxygen gas from H2O2 is very slow.
Relevant Background Information (2): I will add about a half a packet dry yeast to about 40 mL of water
and stir it for twenty seconds. While stirring they will tell students that mixing is done to activate an
enzyme contained inside the yeast. They will remind the students that the name of the enzyme is
catalase.
Prediction (2): I will ask students two questions:
A) “What do you think would happen to the balloon if the catalase enzyme is added to the first
flask from Prediction 1?”
B) “What do you think would happen if the catalse enzyme and a little soap are added to the
second flask from Prediction 1?”
Students should be asked write down their predictions. Students should be asked to share what they
think will happen. Given the clues some may correctly think that the catalase enyzme may detoxify the
hydrogen peroxide by converting it to water and oxygen gas. They may correctly predict that this will
cause the balloon to expand and the soap to make bubbles. They may alternatively incorrectly predict
that the hydrogen peroxide or soap will inhibit the enzyme and that nothing will happen. Both are
sensible predictions. (Optional: The prediction observation and explanation for experiment A above may
be completed before starting the predictions for experiment B.)
Observation (2): I will prepare the reactions of enzyme solution by mixing half a packet of yeast with
around 40 mL water. I will then pour the enzyme solution into the flasks containing 100 mL of 3%
hydrogen peroxide or 3% hydrogen peroxide with a little (~4 mL) dish washing soap and food coloring.
The students will observe the balloon inflating and the bubbles being formed from the soap. They
should be asked to touch the balloon and the flasks. Both should feel hot. The students can again feel
the cold flask from Observation #1 that does not have the enzyme and this will help students be sure
that the enzyme indeed caused a difference in temperature.
Explain (2): I should ask the students to explain and write their answers to the following:
A) “Why did the balloon inflate?”
B) “Why did the soap make bubbles?”
In this discussion we will talk about what the catalase enzyme accomplished?
The students should correctly infer that oxygen gas produced made the balloon inflate and the soap
bubble. Have a student that predicts correctly explain this to others that may not have come to this
4. conclusion. They should also be able to reason that, based on the first experiment, enzymes are needed
to speed up reactions otherwise they would move too slow and harmful substances will build up in cells.
Next, I will tell students that hydrogen peroxide carries a lot of chemical potential energy and is less
stable than water and oxygen gas and that’s why it ultimately is converted. I should then ask students if
anyone can guess: “Why were the flask and balloon hot?” (answer energy in the bonds of H202 was
released as heat)
Predict (3): Students will be shown two more flasks with hydrogen peroxide with and without the soap
added and will be told that the experiment will be repeated. This time the experiment will be done with
pre-boiled yeast. Tell the students that the flask was boiled and is still hot to touch. Some students may
predict that the heat will speed up the chemical reaction, however the key is that it was boiled so the
enzyme will not function.
Observe (3): Students will observe what seems like no reaction taking place. This is due to the enzyme
catalase in the yeast being denatured from boiling. This enzyme is the actual catalyst for the reaction.
Can anybody guess what boiling does to the enzyme solution?”
Explain (3): Students will be asked to write their explanations on the worksheet. Students will likely say
one of two things. 1. The enzyme is destroyed by boiling. This is correct. 2. The enzyme was killed. This is
incorrect. If this happens, ask the students if they think enzymes are alive or if they are type of chemical
found in living organisms. This leading question will help at least one student amongst the group to
come to the conclusion that enzymes are not alive and thus cannot be killed. Acceptable words to
describe the inactivity could be denatured, destroyed, or degraded.
Extension (3) (1 minute plus remainder of available time). Ask the students: “Why it is bad to have a
really high fever?” If needed rephrase the question and ask them: “What might happen to your enzymes
if your fever is too high?” Students should understand that human enzymes are sensitive to temperature
just like the yeast enzyme catalase was and if the temperature became too high enzymes would be
inhibited and people could get sick or die.