This document provides an overview of cellular respiration by discussing its three main stages: glycolysis, the Krebs cycle, and the electron transport chain. It explains that cellular respiration occurs in the mitochondria and releases energy from glucose and other food molecules to produce ATP, the energy currency of cells. The document also compares aerobic and anaerobic respiration, and contrasts how photosynthetic and non-photosynthetic cells generate ATP through these metabolic pathways.
Chapter 15
The basic unit of life
Characteristics of Life
Macromolecules Needed for Life
Cell Types: Prokaryotic and Eukaryotic
The Microscope
Tour of a Eukaryotic Cell
The Cell Membrane
Transport into and out of Cells
Cell Communication
How Cells Reproduce
How Cells Use Energy
ATP and Chemical Reactions in Cells
Photosynthesis
Cellular Respiration and Fermentation
Chapter 15
The basic unit of life
Characteristics of Life
Macromolecules Needed for Life
Cell Types: Prokaryotic and Eukaryotic
The Microscope
Tour of a Eukaryotic Cell
The Cell Membrane
Transport into and out of Cells
Cell Communication
How Cells Reproduce
How Cells Use Energy
ATP and Chemical Reactions in Cells
Photosynthesis
Cellular Respiration and Fermentation
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
9. How does this organism get energy
to do biological work?
10. Plants capture energy from the sun and
store it in carbohydrates
Done through photosynthesis
Consumers acquire energy by either:
Eating producers directly.
Eating consumers that eat producers.
All consumers depend on producers!
To Review:
11. What does a cell need energy for?
Movement
Digestion
Reproduction
Cellular transport
Production of proteins
Repair
Growth
12. Matter, Energy, & Organization
All living things are highly organized
require an input of matter and energy to
maintain their organization.
Cells (organisms) obtain energy by:
breaking down carbohydrates
other macromolecules may be used
chemical pathways transfer energy from one
molecule to another.
13. Remember from Part 1:
Plants convert energy from light (the sun)
into the form chemical energy:
Primary product = Glucose
Further stored as other, larger carbohydrates:
Starch
Cellulose
Most organisms use glucose as their
primary source of energy.
Remember: Plants make their own!
14. Fo cus o f the rest o f this presentatio n:
The process by which organisms convert
energy in carbohydrates into a form they
can use to drive cellular activities.
This process is called…
…CELLULAR RESPIRATION
15. Cellular Respiration
Takes place at the cellular level.
When you eat, your food has to be broken
down small enough to be used by your
cells!
Then your cells break down molecules into
even smaller pieces!
Cells then build new materials with all of the
pieces.
16. The stored energy of glucose (carbs) is
therefore:
released bit by bit and:
used to form another type of chemical energy:
ATP!
The energy currency of cells!
17. So…
the GOAL of cellular respiration…
…to make ATP for the cell.
The food you eat provides the energy
needed for ATP production!
18. ATP = High-energy molecule
Adenosine triphosphate
Recall:
ATP contains phosphate
(PO4
-
) groups that are
held together by high-
energy covalent bonds
Remember: energy is
stored in …
…BONDS!!
19. ATP, continued
When bonds between
phosphates in ATP are
broken:
energy is released.
This energy is used by
the cell to drive all of the
chemical reactions that
allow the cell/organism
to function.
(Remember: why do
organisms need energy?)
22. Metabolic Pathway
Cellular respiration is part of metabolism.
Remember: metabolism is the general term
for ALL the chemical processes that occur in
cells.
Metabolic pathway = biochemical pathway
More than 2 dozen chemical reactions
comprise cellular respiration.
A specific enzymes catalyze each reaction.
23. Metabolic Pathway, con’t.
All the chemical reactions of cellular
respiration can be grouped into three
main metabolic stages
1. Glycolysis
2. Krebs cycle
3. Electron transport chain
24.
25. A look inside a
Mitochondrion
• Mitochondrion = The POWERHOUSE of the cell!
26. Cellular Respiration: Stage 1
The first step of
respiration is always:
Glycolysis
Glyco = sugar/carb
Lysis = split
occurs in cytosol of
cells
Cytosol = aqueous
solution of cytoplasm
28. Cellular Respiration: Stage 2Cellular Respiration: Stage 2
Called the Krebs CycleCalled the Krebs Cycle
Completes the breakdown of sugar all theCompletes the breakdown of sugar all the
way to COway to CO22, a waste product of cellular, a waste product of cellular
respiration.respiration.
Enzymes for the Krebs cycle are dissolvedEnzymes for the Krebs cycle are dissolved
in the fluid within the mitochondriain the fluid within the mitochondria
mitochondrial matrixmitochondrial matrix
29. Cellular Respiration: Stage 3Cellular Respiration: Stage 3
Called the Electron Transport ChainCalled the Electron Transport Chain
In an electron transport chain, electrons areIn an electron transport chain, electrons are
passed from one molecule to the next, to thepassed from one molecule to the next, to the
next, to the next, and so on.next, to the next, and so on.
Electron transport in cellular respirationElectron transport in cellular respiration
occurs across the inneroccurs across the inner
membrane of mitochondria:membrane of mitochondria:
cristaecristae
31. Electron transport proteins are embedded withinElectron transport proteins are embedded within
the inner mitochondrial membrane (the inner mitochondrial membrane (cristaecristae).).
32. Oxygen is the terminal electron acceptor, combining
with electrons and H+
ions to produce water
34. Protons (+) enter back into the mitochondrial matrix
through channels in ATP synthase.
This entry is coupled to ATP synthesis from ADP and
phosphate (Pi
)
36. How Much ATP is Produced
Per Glucose Molecule?
Glycolysis 2 ATP
Krebs Cycle 2 ATP
Electron transport chain 34 ATP
TOTAL 38 ATP
37. How efficient is cellular respiration?
In other words, how well do cells do at
“burning” glucose to get the energy?
Let’s think back…
38. Think back to the ecological pyramid
concept…
…What was the rule to describe the
amount of energy and matter transferred
from one level up to the next?
39. 10% Rule
The 10% Rule means
that out of all the
energy available in an
ecological level, only
10% is passed on to
the next level.
Is 10% efficient?
What happens to the
other 90%??
It is LOST!
HEAT is generated
Some organisms don’t
get eaten
Every bit of an
organism might not get
eaten
Energy is used for life
functions
40. Glucose as a cellular fuel
When cellular respiration occurs, this
means your cells are “burning” glucose…
Cellular respiration is a special type of
combustion…
…combustion of the fuel GLUCOSE
41. An analogy can be drawn between our cells and a car. The mitochondria
are the engines of our cells where sugar is burned for fuel and the
exhaust is CO2
and H2
O. In a car that burns fuel perfectly, the only
exhaust should theoretically be CO2
and H2
O. Is this 100% efficient?
Glucose as a cellular fuel
42. How efficient is cellular
respiration?
• In other words, how well do
cells do at “burning” glucose to
get the energy?
• Calculating Energy…
43. Respiration can be:
Aerobic = occurs in the presence of O2
Anaerobic = occurs in the absence of O2
44. The versatility of cellular respirationThe versatility of cellular respiration
Most of the time, we concentrate onMost of the time, we concentrate on
glucoseglucose as the fuel that is broken down inas the fuel that is broken down in
cellular respiration.cellular respiration.
But, respiration is a versatile metabolicBut, respiration is a versatile metabolic
“furnace” that can “burn” many other kinds“furnace” that can “burn” many other kinds
of food molecules.of food molecules.
Cellular respiration is calledCellular respiration is called intermediaryintermediary
metabolism.metabolism.
45.
46. Here’s an Analogy:
Think of cellular respiration like
exchanging money.
You would have different kinds of currency
depending on what country you are in.
(ex: dollars, pounds, yen, lira, etc.)
But, any of those can be exchanged to a
worldwide currency of gold!
47. Analogy, continued…
So, no matter what type of food (money)
your cells take in,
Energy containing food molecules are all
converted to a common energy currency:
ATP! (GOLD!)
48. Anaerobic Respiration
• Produce ATP in the absence of O2
• Ex: Used regularly by skeletal muscle
fibers and Red Blood Cells (RBC)
• Only two steps (in cytosol ONLY):
– Glycolysis
– Fermentation
• Lactic Acid Fermentation
• Alcoholic Fermentation
49. What happens when there is no oxygen?What happens when there is no oxygen?
Only the process of glycolysis is carried out and lactic
acid is produced in the muscles. The body cannot
tolerate much lactic acid and it must eventually be
converted in the liver to pyruvate.
results in muscle soreness
• Also essential to the
production of many
dairy products.
(cultured dairy
products)
• Microorganisms are
added to cause
50. Alcoholic FermentationAlcoholic Fermentation
• Some organisms carry out alcoholic fermentation.
• This was discovered by Louis Pasteur in his study of the
chemistry of wines.
• Yeasts break down the sugars in the juice by glycolysis,
then the byproducts are dismantled to yield:
CO2 and ETHANOL
the alcohol in
alcoholic beverage
51. Summary and OverviewSummary and Overview
Photosynthesis and CellularPhotosynthesis and Cellular
RespirationRespiration
52. Overview of photosynthesisOverview of photosynthesis
and respirationand respiration
PHOTOSYNTHESISPHOTOSYNTHESIS CELLCELL
ACTIVITIESACTIVITIES
CELLULARCELLULAR
RESPIRATIONRESPIRATION
SUNSUN
RADIANTRADIANT
ENERGYENERGY
GLUCOSEGLUCOSE ATPATP
(chemical energy)(chemical energy) (chemical energy)(chemical energy)
57. How does a photosynthetic cell
make ATP?
Glycolysis
Glucose from photosynthesis
Krebs Cycle,
Electron transport chainFermentation
No oxygen present
(anaerobic)
Oxygen present
(aerobic)
58. How does a non-photosynthetic cell
make ATP?
Glycolysis
Glucose from food
Krebs Cycle,
Electron transport chainFermentation
No oxygen present
(anaerobic)
Oxygen present
(aerobic)
Editor's Notes
Protons are translocated across the membrane.Electrons are transported along the membrane, through a series of protein carriers Oxygen is the terminal electron acceptor, combining with electrons and H+ ions to produce water The proton gradient increases, with H+ building up.
in·ter·me·di·ar·y me·tab·o·lism
the sum of all metabolic reactions between uptake of foodstuffs and formation of excretory products.
If the fermentation continues
until all the sugar is used, a dry wine is produced. If
fermentation is stopped before all the sugar is used, then
a sweet wine is produced.
When making bread products with yeast, the CO2 makes the dough rise by forming bubbles inside the dough, and the ethyl alcohol evaporates during baking.