warm-up: 1.what is energy? 2.what kinds of things have lots of energy? what has little? unit 4 test...

Warm-UP:

1.What is energy?

2.What kinds of things have lots of energy? What has little? Unit 4 Test

Make-UP: Due Tomorrow: see my website for study guide

Final Exam: Jan 22/23

See my website for study guide

no 10% test fix option!

Homework: 10 Key Ideas, Concept 5.2

Unit 5: Photosynthesis and Cell Respiration

Big Idea: Organisms must use matter and energy from the environment or other organisms. Potential energy is stored in the bonds of chemicals, primarily glucose, a type of carbohydrate. Photosynthesis transforms light energy to chemical energy in order to rearrange CO2 and H20 into glucose. Cell Respiration then transfers the chemical energy in glucose to ATP.

Potential energy is stored in the bonds of chemicals, primarily glucose, a type of carbohydrate.

Monosaccharide• simplest sugar• glucose

Disaccharide• less simple• 2 monosaccharides bonded by

dehydration (a polymerization reaction)

• sucrose (table sugar)• glucose + fructose

Polysaccharide• complex• also bonded by dehydration• starch (plants)• glycogen (animals)

Monosaccharide• simplest sugar• glucose

Disaccharide• less simple• 2 monosaccharides bonded by

dehydration (a polymerization reaction)

• sucrose (table sugar)• glucose + fructose

Polysaccharide• complex• also bonded by dehydration• starch (plants)• glycogen (animals)


Building Carbohydrates

1. Build a glucose molecule.

2. POLYMERIZE!: Build a disaccharide: Start with a 2nd glucose. Then put them together. Include leftover parts!

3. POLYMERIZE!: Build a polysaccharide: See classmates. Include leftover parts!

4. DIGEST!: Time to run! What do you need if you’re to digest your polysaccharide?

Warm-UP: Compare the molecules. Similarities? Differences?

Due in Bin: Test Make-UP

Due for a Stamp: 10 Key Ideas 5.2

Homework: Energy “In” Matter

• the amount of energy in molecules is a function of how close e- are to protons

• e- differ in their amounts of potential energy

• the closer an e- is to a proton, the less potential energy

• Therefore: the higher the ratio of highly electronegative atoms in a molecule, the less potential energy


Read p. 35

Teams:

A. H20 vs O2

B. CH4 vs CO2

C. CO2 vs C6H12O6

Whiteboard:1. Draw a structural diagram.2. Draw the e-’s that are being shared.

Discussion Questions1. How does electronegativity

affect the positions of the e-s in a molecule?

2. How do the e-s in a molecule affect the PE of the molecule?

3. Compare your 2 molecules. Which has more PE? Explain.

Warm-UP: Take out yesterday’s homework (Energy “In” Matter). Discuss with your table team. Write down one thing you learned OR one thing you taught your table team.

Homework: Finish ATP POGIL

• C6H12O6

vs glycogen

The potential energy is stored in the bonds of chemicals, primarily glucose, a type of carbohydrate.

Saturated

vs

Unsaturated Fat


Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Phosphate groupsRibose

Adenine

Adenosine TriPhosphate• cell’s energy transfer molecule (“shuttle”)• 3 parts:

– ribose (a sugar)– adenine (a nitrogenous base)– three phosphate groups


ATP

vs

ADP


The Regeneration of ATP


P iADP +

Energy fromcatabolism (exergonic,energy-releasingprocesses)

Energy for cellularwork (endergonic,energy-consumingprocesses)

ATP + H2O

• ATP is a renewable resource that is regenerated by addition of a phosphate group to adenosine diphosphate (ADP)

• The energy to phosphorylate ADP comes from catabolic reactions in the cell

• The chemical potential energy temporarily stored in ATP drives most cellular work


6 CO2 + 6 H2O C6H12O6 + 6 O2

Warm-UP: Photosynthesis is a reaction that transfers potential energy. What form is the energy at the start of the reaction? And at the end?

Due Now: ATP POGIL

Due Monday: Photosynthesis Poster

Summary Photosynthesis Equation:

6 CO2 + 6 H2O C6H12O6 + 6 O2

photon

Photosynthesis transforms light energy to chemical energy in order to rearrange CO2 and H20 into glucose.

• oxidized: lost e- OR “partially” lost e- has been excited to an

outer shell• reduced:

gained e-


2 Steps:1. Photo: Light Reactions

• 2H2O O2 + 4H+ + 4e-• transferring light energy to chemical

energy• Energy first excites chlorophyll’s e-,

then transfers the excited electrons to NADP+

• Reduce (give electrons to) NADP+ to NADPH

• Chlorophyll’s lost e- must be regained; gets it from H2O (waste product is O2)

• Generate ATP from ADP2. Synthesis: Calvin Cycle

• 6CO2 + 12e- + 12H+ C6H12O6

• Adding high PE e- to CO2 to make sugar (G3P 1st, then glucose)

• Enzyme mediated: RuBisCo


• oxidized: lost e- OR “partially” lost e- has been excited to an

outer shell• reduced:

gained e-

2 Steps:1. Photo: Light Reactions

• 2H2O O2 + 4H+ + 4e-• transferring light energy to chemical

energy• Energy first excites chlorophyll’s e-,

then transfers the excited electrons to NADP+

• Reduce (give electrons to) NADP+ to NADPH

• Chlorophyll’s lost e- must be regained; gets it from H2O (waste product is O2)

• Generate ATP from ADP2. Synthesis: Calvin Cycle

• 6CO2 + 12e- + 12H+ C6H12O6

• Adding high PE e- to CO2 to make sugar (G3P 1st, then glucose)

• Enzyme mediated: RuBisCo

Electron Transport Chain

1. oxidized chlorophyll has ↑PE because photon has pushed its e- far from protons

2. e- is transferred to 1st integral proteins b.c. it is more electronegative than the oxidized

chlorophyll: PE of e- ↓ AND energy is transferred to pumping protons (active transport) against their concentration gradient

3. membrane potential created

4. repeat steps #2 and #3: each integral protein is more electronegative than the previous. PE of

e- ↓ goes down more AND energy is transferred to pumping protons against their concentration gradient

5. protons passively diffuse (facilitated diffusion) through ATP synthase: ATP generated

6. e- pushed far from protons AGAIN, but this time transferred to NADP+




1. oxidized chlorophyll has ↑PE because photon has pushed its e- far from protons

2. e- is transferred to 1st integral proteins b.c. it is more electronegative than the oxidized

chlorophyll: PE of e- ↓ AND energy is transferred to pumping protons (active transport) against their concentration gradient

3. membrane potential created

4. repeat steps #2 and #3: each integral protein is more electronegative than the previous. PE of

e- ↓ goes down more AND energy is transferred to pumping protons against their concentration gradient

5. protons passively diffuse (facilitated diffusion) through ATP synthase: ATP generated

6. e- pushed far from protons AGAIN, but this time transferred to NADP+

A Photosystem: A Reaction-Center Complex Associated with Light-Harvesting Complexes


Pigmentmolecules

Light

P680

e–2

1

Fig. 10-13-1

Photosystem II(PS II)

Primaryacceptor



Pigmentmolecules

Light

P680

e–

Primaryacceptor

2

1

e–

e–

2 H+

O2

+3

H2O

1/2

Fig. 10-13-2




Pigmentmolecules

Light

P680

e–

Primaryacceptor

2

1

e–

e–

2 H+

O2

+3

H2O

1/2

4

Pq

Pc

Cytochromecomplex

Electron transport chain

5

ATP

Fig. 10-13-3




Pigmentmolecules

Light

P680

e–

Primaryacceptor

2

1

e–

e–

2 H+

O2

+3

H2O

1/2

4

Pq

Pc

Cytochromecomplex

Electron transport chain

5

ATP

Photosystem I(PS I)

Light

Primaryacceptor

e–

P700

6

Fig. 10-13-4




Draw a diagram using the terms. EXPLAIN how photosynthesis works!

Photosynthesis Poster

photonchloroplastthylakoidreduced chlorophylloxidized chlorophyllstromathylakoid spacemesophyll celllightphospholipid bilayerATPADPPfacilitated diffusionproton pump

ATP synthaseactive transport

most electronegative integral protein

least electronegative integral protein

H+high PE e-low PE e-O2

H2ONADP+

NADPHelectron transport chain

plantrootleafstomata

Guiding Question: How does the energy from light get to sugar?

Warm-UP: Describe how energy is transferred in the light reactions. Use the model in your explanation.

Lab: Investigating PhotosynthesisProcedure: With vs Without CO21. Pour the bicarbonate solution into a clear plastic cup to a depth of about 3 cm. Label this cup “With CO2”. Fill a 2nd cup with only water to be

used as a control group. Label this cup “Without CO2”.

2. Add 1 drop of a dilute liquid soap solution to the solution in each cup. It is critical to avoid suds. If either solution generates suds, then dilute it with more bicarbonate or water solution. The soap acts as a surfactant or “wetting agent” — it wets the hydrophobic surface of the leaf allowing the solution to be drawn into the leaf and enabling the leaf disks to sink in the fluid.

3. Using a hole punch, cut 10 or more uniform leaf disks for each cup. Avoid major leaf veins. (The choice of plant material is perhaps the most critical aspect of this procedure. The leaf surface should be smooth and not too thick, therefore, leaves with hairy surfaces must be avoided).

4. You must now draw the gases out of the spongy mesophyll tissue and infiltrate the leaves with the sodium bicarbonate solution. To do this:a. Remove the piston or plunger from both syringes. Place the 10 leaf disks into each syringe barrel.b. Replace the plunger but be careful not to crush the leaf disks. Push in the plunger until only a small volume of air and leaf disk remain

in the barrel (<10%).c. Pull a small volume (5 cc’s) of sodium bicarbonate solution into one syringe and a small volume of water into the other syringe. Tap

the syringe to suspend the leaf disks in the solution.d. You now want to create a vacuum in the plunger to draw the air out of the leaf tissue. Create the vacuum by holding a finger over the

narrow syringe opening while drawing back the plunger. Hold this vacuum for about 10 seconds. While holding the vacuum, swirl the leaf disks to suspend them in the solution. Now release the vacuum by letting the plunger spring back. The solution will infiltrate the air spaces in the leaf disk, causing the leaf disks to sink in the syringe. If the plunger does not spring back, you did not have a good vacuum, and you may need a different syringe. You will probably have to repeat this procedure 2-3 times in order to get the disks to sink. (If you have any difficulty getting your disks to sink after about 3 evacuations, it is usually because there is not enough soap in the solution. Try adding a few more drops of soap.) Placing the disks under vacuum more than three times can damage the disks.

5. Pour the disks and the solution from the syringe into the appropriate clear plastic cup. Disks infiltrated with the bicarbonate solution go in the “With CO2” cup, and disks infiltrated with the water go in the “Without CO2” cup.

6. Place both cups under the light source and start the timer. At the end of each minute, record the number of floating disks. Then swirl the disks to dislodge any that stuck against the side of the cups. Continue until all of the disks are floating in the cup with the bicarbonate solution.

7. Repeated testing of this procedure has shown that the point at which 50% of the leaf disks are floating (the median) should be used as the point of reference for this assay when comparing different experimental treatments. The 50% point, or ET 50, provides

a greater degree of reliability and repeatability for this procedure. Extrapolate this point from the graph you construct from your data.

Lab: Investigating Photosynthesis

Warm-UP• What should have happened yesterday?

WHY?• Ideas for your experiment? What could

have been affecting the rate of photosynthesis?

• Take turns reading your 1st draft experimental design

Materials:

300mL water1/8th of a tsp baking soda1 drop Liquid Soap Plastic syringe SpinachHole punch Plastic cups Timer Light source

Video: Bozeman: Showing Processhttps://www.youtube.com/watch?v=ZnY9_wMZZWI


https://www.youtube.com/watch?v=ZnY9_wMZZWI




Whiteboard

YOUR EXPERIMENTAL DESIGN (decide on one)1. Investigative Question2. Alternative Hypothesis:

– What do you know about photosynthesis that makes you think so?

3. Procedure: sketch is enough4. Data table: show IV and DV

Gallery Walk• Clarifying Questions:

– Do you understand their set-up?– Do you understand their question?

• Probing Questions: Press your classmates1. Do they have a valid experiment? Does their set-

up answer their investigative question?2. Will their experiment be reliable? controls?3. Photosynthesis? Does the experiment help us

understand factors that influence photosynthesis?

2nd Draft Experimental Design• Talk to your teammates. Refine your set-up based on feedback.• In your notebook:

– Question– Hypotheses: alternative MUST HAVE A REASON THAT ADDRESSES

PHOTOSYNTHESIS– Procedure: what will you control– Data Table: WILL YOU BE ABLE TO DO STATS? (you must have numbers and

multiple trials!)• Be sure you address:

1. validity: Does your set-up answer your investigative question?2. reliability: controls?3. Photosynthesis? Does the experiment help us understand factors that

influence photosynthesis?• light reactions• Calvin Cycle• chlorophyll• enzymes

Present Tomorrow: Printed off from a word document

40

Graph– Use Excel: paste into Word

Conclusion– Answer your investigative question.

Reject or fail to reject the null– Include supporting data (high,

medium, low)– Explain how the data supports your

conclusion.– Why does this data make sense (or

not)? Explain how the data fits into the big idea. What do you know about photosynthesis that helps you make sense of the data?

Example Graph

Warm-UP:

1. Why do living things need energy?

2. How do living things get energy?

http://mw2.concord.org/public/part2/photosynthesis/page5.cml

1. photoexcitation: chlorophyll absorbs a photon (an e- is excited)2. e- moves faster, and so jumps from a lower energy state to a

higher energy state3. The NADP+ has more electronegativity for the excited e- than

the chlorophyll• reduced chlorophyll (with e-) + NADP+ (oxidized)

oxidized chlorophyll + NADPH (with e-) 5. oxidized chlorophyll has more electronegativity for the e- in

water than the water• oxidized chlorophyll + H2O reduced chlorophyll + O2

oxidized: lost e-reduced: gained e-

How does chlorophyll absorb PE from light and transfer PE to NADP+?


http://mw2.concord.org/public/part2/photosynthesis/page5.cml

Why does chlorophyll work better than other molecules?

• The energy levels of a molecule are determined by its chemical composition and the arrangement of its atoms.

• Therefore, each type of molecule has its own unique distribution of energy levels.

• If a photon's energy is not equal to the energy difference between any two energy levels in the molecule, then the photon cannot be absorbed. Instead, it will bounce back or pass through.

• Chlorophyll a can absorb all colors EXCEPT green.



Today was practice: do you understand the process? If yes, all went perfectly well.

Tonight: 1st draft lab design:• Question: What other questions could we ask? What

else about photosynthesis could we change?• Hypothesis: alternative AND null• Procedure: a SKETCH is enough

Tomorrow: We will work as team’s deciding on what we will change

Light

Fig. 10-5-4

H2O

Chloroplast

LightReactions

NADP+

P

ADP

i+

ATP

NADPH

O2

CalvinCycle

CO2

[CH2O]

(sugar)

What would happen if? WHITEBOARDinclude affects on concentration of H+, ATP, G3P, water, oxygen, CO2, and pH

Drawing Description

a. closed Stomatab. darknessc. mutated proton pump: no active sites for protonsd. droughte. mutated chlorophyll a: higher electronegativity than primary e-

acceptor, no matter PE of e-f. In the rainforest: competition for CO2 with neighboring plantsg. mutated ATP synthase: no active site for ADP and Ph. no Calvin Cycle enzymesi. NADP+ mutated: less electronegative than excited chlorophyllj. no photosystem 2, but a function photosystem 1

What would happen if? WHITEBOARDinclude affects on concentration of H+, ATP, G3P, water, oxygen, CO2, and pH

Essential Questions:

1. DETAILS: Do you understand the steps involved in making a sugar?

2. BIG IDEA: What would happen if ________________? Think about different factors (environmental or genetic) that could affect rates of sugar production.

– leaf

– xylem

– phloem

– thylakoid

– stomata

– guard cell

– chloroplast

– sunlight

– thylakoid lumen

– grana

– inner membrane

– outer membrane

– intermembrane space

– chlorophyll a

– chlorophyll b

– carotenoids

– plastoquinone

– rubisco

– G3P

– CO2

– H2O

Chloroplast Parts Drawing: Terms: labeled, with descriptions:

Warm-UP: This tree is one of the largest organisms ever to live. Where did most of the matter that makes up the wood and leaves of this huge tree originally come from?Where does the mass of a plant come from?

Giant Sequoia Tree

Warm-UP: Proton pumps:

Proton pump in sucrose/H+ cotransporter

Proton pump in Photosystem 2

Different

Similar

1. Draw a sketch of the sucrose/H+ cotransporter at work.

2. Fill in the table.

Comparing Proton Pumps

Sucrose/H+ CotransporterLight Reactions

Where do these ideas fit?

Sucrose/H+ CotransporterLight Reactions

use a proton pump

energy from photons

energy from ATP

take in hydrogen ions

• creates a proton gradient• use ATP as energy source• use high PE e- as energy source• produces ATP as product• moves sucrose into a cell

• uses facilitated diffusion

• ATP synthase is an integral protein• has a phospholipid bilayer• pumps protons

Warm-UP: Compare ETC in photosynthesis to cell respiration

Photosynthesis

Cell Respiration

Ideas: inputs, outputs, energy source, location in the cell

Warm-UP: Proton pumps:

Proton pump AND sucrose/H+ cotransporter

Proton pump AND ATP Synthase in Photosystem 2

Different

Similar

Where do these ideas fit in the table?

• creates a proton gradient• use ATP as energy source• use high PE e- as energy source• produces ATP as product

• moves sucrose into a cell• uses facilitated diffusion• ATP synthase is an integral protein• has a phospholipid bilayer• pumps protons

Copyright © 2002 Pearson Education, Inc., publishing as Benjamin Cummings

Fig. 10.14

Chloroplasts and mitochondria generate ATP by Chemiosmosis 1. electron transport chain2. proton gradient (a.k.a electrochemical gradient)3. ATP synthase

Difference:Photophosphorylation vs. oxidative phosphorylation

• Some redox reactions do not transfer electrons but change the electron sharing in covalent bonds

• In the combustion of methane to form water and carbon dioxide, the nonpolar covalent bonds of methane (C-H) and oxygen (O=O) are converted to polar covalent bonds (C=O and O-H).

• The reduced molecule is the molecule that has the atom which “steals” the e- the most.


Fig. 9.3

Identify:Electron donorElectron acceptorReducing agentOxidizing agentOxidationReduction

Which molecules have the most potential energy? the least?

• Oxygen is one of the most potent oxidizing agents.• An electron loses energy as it shifts from a less electronegative

atom to a more electronegative one.• A redox reaction that relocates electrons closer to oxygen

releases chemical energy that can do work.


Fig. 9.3

Identify:Electron donorElectron acceptorReducing agentOxidizing agentOxidationReduction

Which molecules have the most potential energy? the least?

Glucose

http://en.wikipedia.org/wiki/File:D-glucose-2D-skeletal-hexagon.png

Test Review

On separate paper:

1 sentence what you did wrong

1 sentence explaining the right answer

Staple to your test (scantron and free response) and turn in to the basket

Cell Respiration transfers the chemical energy in glucose to ATP.

Warm-Up: 1. Compare eating a

marshmallow with burning the marshmallow? Same/different?

2. What is the best way to transfer the potential energy from the stored water to producing electricity? All at once or slowly? Explain

3. Compare the 2 reactions. What is the same? What is different?

cell respiration combustion

http://upload.wikimedia.org/wikipedia/commons/5/57/Hydroelectric_dam.svg

Cell Respiration Key Points:

• an energy transfer• controlled by enzymes in a

series of reactions• maximizes transfer of

energy to ATP• minimizes transfer of

energy to heat• PE transferred:

• from glucose• to ATP

• carbon transferred:• from glucose• to CO2

• e- transferred:• from glucose• to O2 (water is made)


"3" metabolic pathways: 1. glycolysis2. the Krebs cycle3. the electron

transport chain and oxidativephosphorylation.

Copyright © 2002 Pearson Education, Inc., publishing as Benjamin CummingsFig. 9.6

Cell Respiration then transfers the chemical energy in glucose to ATP.

3 metabolic pathways

Start Molecule

End Product Location ATPs made

Glycolysis glucose

Krebs CO2, 2 ATP, NADH, FADH



Glycolysis • “lyses” glucose• produces 2 pyruvate• in the cytoplasm• costs 2 ATP• gains 4 ATP• e- transferred to

NAD+ (makes NADH)• No O2 required:

anaerobic





anaerobic


Fig. 9.9a


Fig. 9.9b




anaerobic

Anaerobic Respiration• What happens when cells

have no oxygen?– Bacteria in anaerobic

conditions– Humans (have you heard of

lactate?)• Glycolysis is the only method

of energy production for some single celled organisms

• Why not for humans?

No Name Step• moved from ______ to

_______in the cell?• pyruvate -->

• carbon went?• energy transferred?


No Name Step• moved from cytoplasm in to

mitochondria in the cell?• pyruvate (3 carbon molecule)

• carbons• Acetyl CoA (2

carbons)• CO2 (1 carbon)

• energy transferred• high PE e- to NAD+


KrebsInputs:• Acetyl CoA• NAD+• FAD+• ADP + POutputs:• 2 CO2

• NADH• FADH2

• ATP



Electron Transport Chain• most PE transferred to creating a

membrane potential• generates no ATP directly• O2 needed (water is produced)• "set-up" by glycolysis and Krebs• e-

– from NADH– to proton pumps (integral proteins)– to O2

Oxidative phosphorylation: Making ATP• facilitated diffusion• protons diffuse passively from high

(intermembrane space) to low (mitochondrial matrix)

• ATP synthase:– an enzyme– the proton integral protein


Electron Transport Chain• most PE transferred to creating a

membrane potential• generates no ATP directly• O2 needed (water is produced)• "set-up" by glycolysis and Krebs• e-

– from NADH– to proton pumps (integral proteins)– to O2

Oxidative phosphorylation: Making ATP• facilitated diffusion• protons diffuse passively from high

(intermembrane space) to low (mitochondrial matrix)

• ATP synthase:– an enzyme– an integral protein


BioChamber Demo: O2 vs CO2 levels in a chamberPredict Actual Explain

Plant in Light

Plant in Dark

Animal

Plant and Animal

Investigating Cell Respiration

Warm-UP:

Using your graph, determine the rate of cell respiration for germinating and non-germinating peas.

Come to a conclusion: Based on your judgment, reject or fail to reject your null.

Investigating Cell Respiration

As a team: Brainstorm: • What should have happened yesterday?

WHY?• Ideas for your experiment? What could

have been affecting the rate of cell respiration?

• Take turns reading your 1st draft experimental design

Whiteboard

YOUR EXPERIMENTAL DESIGN (decide on one)1. Investigative Question2. Alternative Hypothesis:

– What do you know about cell respiration that makes you think so?» evolution (selection in different species)?» Krebs, Glycolysis, ETC?» enzymes?

3. Procedure: sketch is enough4. Data table: show IV and DV

Gallery Walk• Clarifying Questions:

– Do you understand their set-up?– Do you understand their question?

• Probing Questions: Press your classmates1. Do they have a valid experiment? Does their set-

up answer their investigative question?2. Will their experiment be reliable? controls?3. Cell Respiration? Does the experiment help us

understand factors that influence cell respiration?

2nd Draft Experimental DesignTalk to your teammates. Refine your set-up based on feedback.

In your notebook:• Question• Hypotheses: alternative MUST HAVE A REASON THAT ADDRESSES

CELL RESPIRATION» evolution (selection in different species)?» Krebs, Glycolysis, ETC?» enzymes?

• Procedure: » what will you control (reliability)» validity: Does your set-up answer your investigative question?

• Data Table: WILL YOU BE ABLE TO DO STATS? (you are expected to compare the slope of Condition 1 (multiple trials) to the slope of Condition 2 (multiple trials))

Molecular Workbench

• Google: Molecular Workbench Cellular Respiration

• Do: Steps 1,6,7,8,9• Print (or email) Report


Fig. 9.15

Several chain molecules can use the exergonic flow of electrons to pump H+ from the matrix to the intermembrane space. This concentration of H+ is the proton-motive force.

Warm-UP: MATH is USEFUL

1. If there is 7.3kcal of potential energy per ATP molecule, then how much potential energy does a single glucose molecule produce in cell respiration?

2. One glucose actually contains 686kcal of potential energy. Where does the remaining energy go when glucose is oxidized?

3. What is the net efficiency of cell respiration?

Metabolism Drawings

• Draw AND label a Plant Cell: cell wall, cell membrane, nucleus, chloroplast, mitochondria, glycolysis

• Inside the chloroplast: thylakoid membrane, stroma, thylakoid space, Calvin Cycle, O2, CO2, G3P, P1, P2, proton pumps, ATP synthase, proton, e-, H20, chlorophyll

• Inside the mitochondria: intermembrane space, inner mitochondrial membrane, outer mitochondrial membrane, Krebs Cycle, O2, CO2, G3P, P1, P2, proton pumps, ATP synthase, proton, e-, H20

Rubric Score• All PARTS accurately drawn and shown doing their

correct job in the cell.• PROBLEM chosen is ela borately explained and is due

to a real world scenario. Problem shows the student has a complete understanding of the importance of maintaining functioning metabolic pathways.

• The PATHWAY of 5 molecules demonstrates a complete understanding of the role of each molecule in maintaining homeostasis in the cell.

4

• All PARTS accurately drawn and shown doing their correct job in the cell.

• PROBLEM chosen is explained and is due to a real world scenario. Problem shows the student has a partial understanding of the importance of maintaining functioning metabolic pathways.

• The PATHWAY of 5 molecules demonstrates a partial understanding of the role of each molecule in maintaining homeostasis in the cell.

3

• Most PARTS accurately drawn and shown doing their correct job in the cell. Minor mistakes.

• PROBLEM chosen is explained and is due to a real world scenario.

• The PATHWAY of 3-4 molecules demonstrates a partial understanding of the role of each molecule in maintaining homeostasis in the cell.

2

• Some PARTS accurately drawn and shown doing their correct job in the cell. Significant mistakes.

• PROBLEM chosen is partially explained . Scenario is not real world.

• The PATHWAY of 3-4 molecules demonstrates an incomplete understanding of the role of each molecule.

1

Cell Metabolism Model Drawing: As a way of reviewing cell metabolism, you will show how a cell works to maintain homeostasis by having its parts work together.

Parts: cell wall, cell membrane, nucleus, chloroplast, mitochondria, glycolysis, thylakoid membrane, stroma, thylakoid space, Calvin Cycle, O2, CO2, G3P, P1, P2, proton pumps, ATP synthase, proton, e-, H20, chlorophyll, NADPH, intermembrane space, inner mitochondrial membrane, outer mitochondrial membrane, Krebs Cycle, O2, CO2, glucose, proton pumps, ATP synthase, proton, e-, H20, NADH, pyruvate, Acetyl CoA, mitochondrial matrix

Problem: Your cell has some mutation/environmental problem.

• Choose a problem.• Explain some real-world scenario

that could cause the problem.• Show how this will affect your

cell.

Pathway: Trace the path of the following molecules as they travel throughout your cell in an effort to maintain homeostasis.

• sugar• water• CO2

• ATP• O2

warm-up: 1.what is energy? 2.what kinds of things have lots of energy? what has little? unit 4 test...

Documents

glucose molecule

chemical energy

amounts of potential

light energy

bonds of chemicals

type of carbohydrate

matter slide

close e