Bio T2, Unit 3: Bioenergetics

Bio T2, Unit 3: Bioenergetics

Biology: Term 2, Unit 3 Topic: Bioenergetics

Duration: Traditional (50 minute periods) : 13 - 18 days (adjust to student needs using professional discretion) Block Schedule (90 minute periods) : 6 - 8 days (adjust to student needs using professional discretion)

Eligible Content This is what the State of Pennsylvania wants your students to know and be able to do by the end of the unit. 1. Chloroplasts and Mitochondria--BIO.A.3.1.1 Describe the fundamental role of plastids (e.g. chloroplasts) and mitochondria in energy transformations. 2. Energy Transformations in Cellular Respiration and Photosynthesis--BIO.A.3.2.1 Describe the basic transformation of energy during photosynthesis and cellular respiration. 3. ATP--BIO.A.3.2.2 Describe the role of ATP in biochemical reactions.

Performance Objectives These are examples, created by SDP teachers, of how you may translate the eligible content into learning goals for your classroom.

1. SWBAT describe the function of chloroplasts and mitochondria I OT explain their roles in energy transfer. 2. SWBAT identify similarities and differences in photosynthesis and cellular respiration IOT compare types of energy

transfer. 3. SWBAT describe the role of ATP in biochemical reactions IOT explain how organisms obtain and transform energy

for their life processes.

Key Terms and Definitions All key terms and definitions come from the document Keystone Exams: Biology Assessment Anchors and Eligible Content with Sample Questions and Glossary, PDE 2011. *Terms are sourced from other documents.

1. *Aerobic - relating to, involving, or requiring free oxygen; "simple aerobic bacteria" 2. *Anaerobic - an absence of free oxygen - "anaerobic bacteria" 3. Adenosine Triphosphate (ATP): A molecule that provides energy for cellular reactions and processes. ATP

releases energy when one of its high-energy bonds is broken to release a phosphate group. 4. Bioenergetics: The study of energy flow (energy transformations) into and within living systems. 5. Cellular Respiration: A complex set of chemical reactions involving an energy transformation where potential

chemical energy in the bonds of "food" molecules is released and partially captured in the bonds of adenosine triphosphate (ATP) molecules. 6. Chloroplast: An organelle found in plant cells and the cells of other eukaryotic photosynthetic organisms where photosynthesis occurs. 7. Energy transformation: The process of changing one form of energy to another 8. Mitochondria: A membrane-bound organelle found in most eukaryotic cells; site of cellular respiration. 9. Photosynthesis: A process in which solar radiation is chemically captured by chlorophyll molecules and through a set of controlled chemical reactions resulting in the potential chemical energy in the bonds of carbohydrate molecules. 10. Plastids: A group of membrane-bound organelles commonly found in photosynthetic organisms and mainly responsible for the synthesis and storage of food. Starting Points An overview of how the content and skills of this unit connect to students' prior knowledge.

1. Chloroplasts and Mitochondria--BIO.A.3.1.1

Bio T2, Unit 3: Bioenergetics

Students should already know that in most animals and plants, oxygen reacts with carbon-containing molecules (sugars) to provide energy and produce carbon dioxide. In this unit, students will learn that the structure of the mitochondria supports the process of aerobic respiration. 2. Energy Transformations in Cellular Respiration and Photosynthesis--BIO.A.3.2.1 Students should already know that plants, algae (including phytoplankton), and many microorganisms use the energy from light to make C6H12O6 (food) from carbon dioxide and water through the process of photosynthesis. In this unit, students will learn how the process of photosynthesis converts carbon dioxide and water into sugars plus released oxygen and h ow that process complements cellular respiration. 3. ATP--BIO.A.3.2.2 Students should already know that matter and energy are conserved in all biological systems. In this unit, students will consider how it is possible for a chemical reaction to "store energy" or "release energy" and yet for energy to remain conserved. Understanding that a large quantity of energy is released from the organism as heat during exergonic reactions is critical to making sense of this apparent paradox.

Instructional Resources Learning activities and resources targeted to the eligible content of this unit.

BIO.A.3.1.1 Describe the fundamental role of plastids (e.g. chloroplasts) and mitochondria in energy transformations.

1. SWBAT describe the function of chloroplasts and mitochondria I OT explain their roles in energy transfer.

a. Marathon Mouse from Nova Online. Student teams analyze pictures of magnified muscle cells from a hypothetical experiment to determine the effects of exercise and performance-enhancing drugs on the number of mitochondria in a cell.

BIO.A.3.2.1 Describe the basic transformation of energy during photosynthesis and cellular respiration.

1. SWBAT identify similarities and differences in photosynthesis and cellular respiration IOT compare types of energy transfer.

a. Photosynthesis and Respiration Model from Biology Corner. In this activity, students use a diagram to complete a worksheet based on the Essential Question "What is the relationship between cellular respiration and photosynthesis?"

b. Alcoholic Fermentation in Yeast Investigation: from Serendip. (Lab, design challenge). Students learn about the fundamentals of alcoholic fermentation and test for alcoholic fermentation by live yeast cells. In the bioengineering design challenge, students work to find the optimum sucrose concentration and temperature to maximize rapid CO2 production. This activity could also be linked to BIO.A.2.3.2 Explain how factors such as pH, temperature, and concentration levels can affect enzyme function.

c. Using models to understand photosynthesis from Serendip. In this analysis and discussion activity, students develop their understanding of the basic process of photosynthesis and also analyze the advantages and disadvantages of different types of models of photosynthesis, including chemical equations, a chart and a diagram. In addition, students analyze how photosynthesis and cellular respiration work together to provide the ATP that plants need to carry out their molecular and cellular processes.

BIO.A.3.2.2 Describe the role of ATP in biochemical reactions.

1. SWBAT describe the role of ATP in biochemical reactions IOT explain how organisms obtain and transform energy for their life processes. a. ATP POGIL from PDE-SAS. (Worksheet). Students analyze models in order to understand the role of ATP in chemical reactions.

Bio T2, Unit 3: Bioenergetics

Quizlet - Keystone Biology Flashcards 1. Unit 3 Vocabulary Flash Cards 2. Units 1-8 Vocabulary Flash Cards

Holt Biology Textbook References Johnson, G. B., & Raven, P. H. (2004). Biology. Orlando, Fl: Holt Rinehart and Winston.

1. Ch.5 Photosynthesis & Cellular Respiration, p.93 - 115 2. Respiratory System, Gas Exchange in Human Blood, p.885 - 889 3. Digestion, p.900 - 905

Biology Philadelphia Core Curriculum References (Green Spiral Bound Book) 1. Chemical Energy in Food Investigation, pp.182-185 2. Aerobic and Anaerobic Cellular Respiration, pp.194 - 196 3. Photosynthesis, Chromatography, pp. 212 - 217

PDESAS Materials and Resources

PDESAS Assessment Creator Items: Biology 1. Which two organ systems provide materials required for the human body to produce ATP? (1) reproductive and excretory (2) digestive and respiratory* (break down macromolecules, O2 needed for cellular respiration) (3) respiratory and immune (4) digestive and reproductive

2. When organisms break the bonds of organic compounds, the organisms can (1) use the smaller molecules to plug the gaps in the cell membrane to slow diffusion (2) use the energy obtained to digest molecules produced by respiration that uses oxygen (3) obtain energy or reassemble the resulting materials to form different compounds (4) excrete smaller amounts of solid waste materials during vigorous exercise Energy from organic molecules can be stored in

3. ATP molecules as a direct result of the process of (1) cellular respiration (2) cellular reproduction (3) diffusion (4) digestion

4. Which part of a molecule provides energy for life processes? (1) carbon atoms (2) chemical bonds (3) oxygen atoms (4) inorganic nitrogen The diagram below represents events associated with a biochemical process that occurs in some organisms.

Bio T2, Unit 3: Bioenergetics

Which statement concerning this process is correct? (1) The process represented is respiration and the primary source of energy for the process is the Sun. (2) The process represented is photosynthesis and the primary source of energy for the process is the Sun. (3) This process converts energy in organic compounds into solar energy which is released into the atmosphere. (4) This process uses solar energy to convert oxygen into carbon dioxide. Keystone Released Items: see below

ANS: B

Bio T2, Unit 3: Bioenergetics

ANSWERS: B, A

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