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Cellular Respiration
TAKS Objective 2 The student will demonstrate an understanding of
living systems and the environment.
TAKS Objective 2
page 1
TEKS 7.9 A
ATP, ENERGY!
5 Es
ENGAGE
Obtain small Nerf Toys that shoot soft darts. As students are waiting to begin
class, shoot the soft darts around the room. This toy is a great representation of
the molecule ATP. Tell students that our body obtains energy by making a
molecule called ATP from the foods we eat. Show students the picture of the
molecule and describe which parts represent Adenine (handle), Ribose (barrel)
and Phosphates (dart). Later on during the lesson, students will see that when
ATP looses a phosphate it give off energy, which is represented in the shooting of
the dart.
EXPLORE
Exploration 1
Cellular Respiration Simulation Activity
Activity Overview: This is a role-playing simulation where the students act as the
enzymes of cellular respiration to break down a glucose "molecule." The purpose
of the activity is to review the "big picture" of metabolism, aiding students in
understanding the relationship among glycolysis, the Kreb's cycle, and the ETC.
See Blackline Masters for the simulation layout and detailed directions.
TAKS Objective 2
page 2
TEKS 7.9 A
Exploration 2
Muscle Fatigue
Students work in pairs to complete the following experiment to investigate the
relationship between oxygen and muscle fatigue. Use the following procedure to
explore lactic acid buildup in muscles.
1. Each pair of students is given a tennis ball.
2. Partner A holds the ball in his or her hand. Either hand is OK.
3. Partner B monitors the time for two minutes.
4. When Partner A says begin, Partner B squeezes the tennis ball with his or
her hand as many times as possible until time is called at the end of two
minutes. Simultaneously, Partner A will count aloud the number of times
the tennis ball is squeezed.
5. Create a data table and record Partner As data.
6. Partners switch roles, and repeat steps 2-4.
7. Record Partner Bs data.
Provide a debriefing for the activity using the following questions:
1. Describe how your hand felt at the end of the activity? Answers will vary
but should include responses related to discomfort or pain.
2. What is happening to the muscles in your hand? The muscles are
requiring more oxygen than the blood can deliver (oxygen debt). As
oxygen levels decrease, the muscle cells form lactate, which causes
discomfort or pain.
3. How do swimmers overcome lactate buildup as they near the end of a
race? Initially, creatine phosphate powers the muscles during the race.
However, near the end of the race, the swimmer uses rapid breathing to
restore the oxygen supply to the muscles. The lactate diffuses out of the
muscles and into blood where it be carried to the liver for conversion to
glucose. The glucose is transported back to the muscle cells for cellular
respiration to synthesize ATP which is used to regenerate creatine
phosphate.
4. Which body systems are interacting together in this learning experience?
Answers will vary, but might include the following: circulatory,
respiratory, nervous, muscular. Students should be able to describe how
these systems interact directly or indirectly.
TAKS Objective 2
page 3
TEKS 7.9 A
EXPLAIN
ELABORATE
Elaboration 1
Respiration Labs (Blackline Masters)
Students will perform three different laboratory experiments that review and
further explain the process of cellular respiration
TAKS Objective 2
page 4
TEKS 7.9 A
EVALUATE
1. Working in a group and given 40 minutes, the student will design and
implement an experiment to demonstrate the relationship between heart,
respiration rates, and lactic acid build up in muscles. A minimum score of 70% on
the Check Sheet for Independent Investigations is required.
Check Sheet for Independent Investigations
I.
II.
III.
IV.
V.
VI.
i)
5
15
15
20
20
25
2. Using notes and text, students must correctly map 10 of 14 terms on the
completed Cellular Respiration Concept Map (Blackline Masters).
TAKS Objective 2
page 5
TEKS 7.9 A
TAKS Objective 2
page 6
Biology
Leave enough room after the "NAD" and "FAD" that an "H" could be
inserted using a Velcro dot.
6 "CO2"
2 "Acetyl CoA".
Cut 5 index cards into thirds Label 8 pieces with an "H" 2 pieces with
"H2", and 4 with "e-". Laminate
GLUCOSE
TAKS Objective 2
page 7
Biology
PYRUVIC ACID
PYRUVIC ACID
2. Label tissue box #1 CO2 Waste, tissue box #2 NADH, tissue box #3
FADH2, and tissue box #4 e-
3. Inflate 2 balloons and label ATP.
4. Fill 2 cups of water
Classroom Set Up
1. The classroom should be set up with a glycolysis area, transition station, Kreb's
cycle area, and ETC area (see Diagram 1).
Transition Area
(Materials and People Needed)
Transition Person
(NAD, e -, CO2 and Acetyl CoA)
Biology
TAKS Objective 2 page 8
Water Person (Stands in opposition to everyone else and uses the e-)
Intermembrane Space Person (Builds up the H+ ion concentration)
Activity Script:
1. Assign 13 students an assignment in the first attempt of the role play.
2. Have all the students read their job assignment through one time before
beginning the role play activity.
3. The first student in the glycolysis pathway receives the 6 carbon glucose
molecule. The student states "I'm an enzyme that converts the 6 carbon
glucose molecule into two three carbon molecules. I require ATP to do
this." The student receives 2 ATP balloons and pops them and then rips
the glucose molecule into two equal halves. This student will give a NAD
to a NAD Runner.
4. The student then passes two equal halves of the construction paper to the
next person in the transition area.
5. The student at the transition area will convert the 3-C molecule to Acetyl
Co-A by attaching the Acetyl-Co-A card to both of the 3 carbon molecules
(Halves of the construction paper) and then take an NAD+ index card and
give it the runner who will attach an "H" to make an NADH molecule. The
runner should take the NADH molecule to the NAD+H collector at the
ETC.
6. Now the transition student will pass one of the Acetyl Co-A molecules into
the Krebs cycle.
Person 1 ---- I am now citric acid a 6-Carbon Molecule While handing
off the box to person two, I give off CO2 losing a carbon while
transforming NAD to NADH
Person 2 ---- I am now a 5 Carbon Molecule While handing off the box
to person three, I give off CO2 losing another carbon while transforming
NAD to NADH and make an ATP molecule (Blows up a balloon)
Person 3---- I am now a 4 Carbon Molecule, I transform NAD to NADH
and FAD to FADH2 Place the first box aside.
Repeat with second half of construction paper.
Person 1 ---- I am now citric acid a 6-Carbon Molecule While handing
off the paper to person two, I give off CO2 losing a carbon while
transforming NAD to NADH
TAKS Objective 2
page 9
Biology
Person 2 ---- I am now a 5 Carbon Molecule While handing off the box
to person three, I give off CO2 losing another carbon while transforming
NAD to NADH and make an ATP molecule (Blows up a balloon)
Person 3---- I am now a 4 Carbon Molecule, I transform NAD to NADH
and FAD to FADH2 Place the second box aside.
7. NAD+H Acceptor removes the H and the gives it to the intermembrane
space. Pass an e- to the next person
8. FAD+H2 Acceptor removes the H2 and gives it to the intermembrane
space. Place the e- in the electron box.
9. Intermembrane space collects at least 4 H molecules and passes them one
at a time to the ATP Synthase.
10. ATP Synthase person blow up a balloon (ATP) for every H+ received from
intermembraneous space. I convert ADP to ATP
11. ATP Synthase passes the H+ to the Water Person to the left who produces
two H2O molecules with every 4 H+ received. After receiving 4 H+ the
Water Person takes an e- from the electron box and places the e- with 4 H+
into the water box and pours a cup of water.
When the first role play is complete, have students change roles and repeat the
role play activity.
TAKS Objective 2
page 10
Biology
Front of Card
Glycolysis
NAD Runner
Back of Card
Job:
Your job is to collect NAD and e- from the Glycolysis
area and attach a H ion. Transport the NADH to the NAD
+ H Acceptor in the Electron Transport Chain.
Say:
I collect H ions and electrons and transport them to the
Electron Transport Chain
TAKS Objective 2
page 11
Biology
Front of Card
Transition Area
NAD Runner
Back of Card
Job:
Your job is to collect NAD and e- from the Transition
area and attach a H ion. Transport the NADH to the NAD
+ H Acceptor in the Electron Transport Chain.
Say:
I collect H ions and transport them to the
Electron Transport Chain
TAKS Objective 2
page 12
Biology
Front of Card
Krebs Cycle
NAD Runner
Back of Card
Job:
Your job is to collect NAD and e- from the Krebs cycle
area and attach a H ion. Transport the NADH to the NAD
+ H Acceptor in the Electron Transport Chain.
Say:
I collect H ions and transport them to the
Electron Transport Chain
TAKS Objective 2
page 13
Biology
Front of Card
Enzyme
Back of Card
Job:
Your job is to lower the activation energy that allows
glucose to be split into 2, 3 Carbon molecules.
Say:
"I'm an enzyme that converts the 6 carbon glucose
molecule into two three carbon molecules. I require
ATP to do this." Pick up and pop 2 ATP Balloons then
rip the glucose molecule in half. Then take an NAD+
index card and give it the NAD Runner and then blow
up 4 ATP Balloons.
TAKS Objective 2
page 14
Biology
Front of Card
Transition
Back of Card
Job:
You will convert the 3-C molecule to Acetyl Co-A by
attaching the Acetyl-Co-A card to both of the 3 carbon
molecules and then take an NAD+ index card and give
it the runner who will attach an "H" to make an NAD +
H Acceptor. Also, place a CO2 in the CO2 Waste.
Say:
Glucose must go through some transitions before it can
proceed through other stages of cellular respiration.
Here the 3-C molecule becomes Acetyle Co-A. Attach
the Acetyl Co-A molecule to both of the 3-C molecules.
Give an NAD to the NAD Runner and get rid of CO2.
TAKS Objective 2
page 15
Biology
Front of Card
Krebs Cycle
6-C Molecule
Citric Acid
Back of Card
Job:
You are one of the intermediate carbon molecules that
will eventually regenerate the starting molecule for the
Krebs cycle.
Say:
I am now citric acid a 6-Carbon Molecule. While
handing off the box to person two, I give off CO2
losing a carbon while transforming NAD to NADH
Toss a CO2 molecule in the Waste box and hand an
NAD to the NAD Runner.
TAKS Objective 2
page 16
Biology
Front of Card
Krebs Cycle
5-C Molecule
Back of Card
Job:
You are the second of the intermediate carbon
molecules that will eventually regenerate the starting
molecule for the Krebs cycle. You also produce a
molecule of ATP.
Say:
I am now a 5 Carbon Molecule While handing off
the box to person three, I give off CO2 losing another
carbon while transforming NAD to NADH and make
an ATP molecule (Blow up a balloon) Toss a CO2
molecule in the Waste box and hand an NAD to the
NAD Runner.
TAKS Objective 2
page 17
Biology
Front of Card
Krebs Cycle
4-C Molecule
Back of Card
Job:
You are the last of the intermediate carbon molecules
that will eventually regenerate the starting molecule for
the Krebs cycle.
Say:
I am now a 4 Carbon Molecule, I transform NAD to
NADH and FAD to FADH2 Toss a CO2 molecule in
the Waste box and hand an NAD to the NAD Runner.
Place the first box aside and repeat with the second
box .
TAKS Objective 2
page 18
Biology
Front of Card
NAD + H
Acceptor
Back of Card
Job:
You will remove the H ion and give it to the
intermembranous space to assist in the H build up.
You will also pass an e- to the next person
Say:
I assist with the build-up of H ions in the
intermembrane space and pass e- down the ETC.
TAKS Objective 2
page 19
Biology
Front of Card
ETC
FAD + H2
Acceptor
Back of Card
Job:
You will remove the H ion and give it to the
intermembrane space to assist in the H build up. You
will also pass an e- to the next person
Say:
I assist with the build-up of H ions in the
intermembrane space and pass e- down the ETC.
TAKS Objective 2
page 20
Biology
Front of Card
Intermembrane
Space
H+ Build Up
Back of Card
Job:
This is an area of the mitochondria that allows the excessive
build-up of H ions.
Say:
I collect an over abundance of H ions.
TAKS Objective 2
page 21
Biology
Front of Card
ATP Synthase
Back of Card
Job:
You make the most ATP in cellular respiration process.
You take all the built up H ions and use their energy to
change ADP to ATP.
Say:
I convert ADP to ATP. Blow up a balloon (ATP) for
every H+ received from intermembrane space
TAKS Objective 2
page 22
Biology
Front of Card
E- Acceptor
Water Producer
Back of Card
Job:
You produce water by combining O2 and H ions that
are used by ATP Synthase. You also contribute to the H
ion concentration in the intermembrane space.
Say:
I produce water as a waste product of cellular
respiration.
TAKS Objective 2
page 23
Biology
Large candle
Matches
Water
Bromothymol Blue
TAKS Objective 2
page 24
Biology
Experiment #1
Materials:
Candle
Matches
TAKS Objective 2
page 25
Biology
15. What is the term for the breakdown of glucose into ATP without oxygen?
16. Where in the cell does the process described in #15 take place?
17. Explain why it is so important that oxygen be present to breakdown glucose.
18. How long can the candle burn without oxygen?
19. How long do you think a cell can run without oxygen?
TAKS Objective 2
page 26
Biology
Experiment #2
Materials:
Candle
Matches
Bromothymol Blue
TAKS Objective 2
page 27
Biology
Experiment #3
Materials:
Candle
Matches
Water
TAKS Objective 2
page 28
Biology
Large candle
Matches
Water
Bromothymol Blue
TAKS Objective 2
page 29
Biology
Experiment #1
Materials:
Candle
Matches
TAKS Objective 2
page 30
Biology
13. How many ATPs (net) can be gained if a glucose molecule is completely
broken down with oxygen? 36
14. If oxygen was not present, how many ATPs (net) could be gained from a
glucose molecule being broken down? 2
15. What is the term for the breakdown of glucose into ATP without oxygen?
Anaerobic respiration (glycolysis/fermentation)
16. Where in the cell does the process described in #15 take place? Cytoplasm
17. Explain why it is so important that oxygen be present to breakdown glucose.
More efficient and make more ATPs
18. How long can the candle burn without oxygen? not long (cant)
19. How long do you think a cell can run without oxygen? not long (few minutes)
Experiment #2
Materials:
Candle
Matches
Bromothymol Blue
page 31
Biology
Experiment #3
Materials:
Candle
Matches
Water
5. Enzymes, glucose and oxygen are the materials necessary for respiration to
take place in the cell.
6. Carbon dioxide, water and ATP (energy) are given off during cellular
respiration.
TAKS Objective 2
page 32
Biology
Muscle Fatigue
Working in pairs, complete the following experiment to investigate the
relationship between oxygen and muscle fatigue. Use the following procedure to
explore lactic acid buildup in muscles.
1. Each pair of students should receive a tennis ball.
2. Partner A holds the ball in his or her hand. Either hand is OK.
3. Partner B monitors the time for two minutes.
4. When Partner A says begin, Partner B squeezes the tennis ball with his or
her hand as many times as possible until time is called at the end of two
minutes. Simultaneously, Partner A will count aloud the number of times
the tennis ball is squeezed.
1. Create a data table and record Partner As data.
2. Partners switch roles, and repeat steps 2-4.
3. Record Partner Bs data.
Questions:
1. Describe how your hand felt at the end of the activity?
5. After participating in the Respiration and Muscle Rumble write a 100-150word summary about oxygen debt and muscular contractions.
TAKS Objective 2
page 33
Biology
WORD BANK
1 ATP
2 ATP
36 ATP
4 NADH
1 FADH
Electron transport
chain
Mitochondrion
Cytoplasm
Fermentation
Glycolysis
Glucose
Pyruvate
Lactic acid
Kreb's Cycle
TAKS Objective 2
page 34
Biology