Cycles in Nature

A Lesson Plan on Photosynthesis, Cellular Respiration, and Fermentation

Stage 1 – Desired Results

Content Standard(s):
S7L2. Students will describe the structure and function of cells, tissues, organs, and
organ systems.
a. Explain that cells take in nutrients in order to grow and divide and to make needed materials.
b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell
functions.

S7L4. Students will examine the dependence of organisms on one another and their
environments.
a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle
between organisms and their environments.
b. Explain in a food web that sunlight is the source of energy and that this energy moves from
organism to organism.

Understanding (s)/goals Essential Question(s):

Students will understand that:
• Every organism on Earth relies
on cellular processes to get
needed materials and energy.
• Cells have specific organelles
that underlie their functions.
• Cellular processes like
photosynthesis, cellular
respiration, and fermentation,
are integral processes in the
transfer of energy and matter
along the food chain.
• Every organism on Earth is an
important part of the food
chain/web.
• The sun is the ultimate source
of energy on Earth.
• What if the sun was no longer able to
shine?
• What would happen if all of the plants
on Earth became extinct?
• What is the relationship between plants
and animals in the same ecosystem?
• What is meant by the phrase “cycles in
nature”?
• How do cycles in nature relate to me?
• What might happen if energy and
matter stopped flowing in the
environment?
• How do cell structures relate to the
flow of matter and energy in the
environment?
• How are the processes of
photosynthesis and cellular respiration
related?
• How does the process of
photosynthesis affect me?
• What would happen to me if my cells
quit producing ATP?
• How does photosynthesis compare with
cellular respiration?
Student objectives (outcomes):
Students will be able to:

• Describe photosynthesis.
• List the reactants and products of photosynthesis.
• Explain where photosynthesis takes place within the cell.
• Explain why pigments are important in the process of photosynthesis.
• Separate pigments in leaves.
• Compare cellular respiration with photosynthesis.
• Describe the products and reactants of both processes.
• State where each process takes place within the cell.
• Compare cellular respiration with fermentation.
• Describe the products and reactants of each process.
• State where each process takes place within the cell.
• Describe the flow of matter and energy in a food chain/web.
• Explain why photosynthesis, cellular respiration, and fermentation are integral to the flow of matter and
energy within a food chain/web.
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
• Elodea Experiment – students will • Cellular Energy Quiz – students will complete a
prepare an experiment that demonstrates multiple choice quiz over the processes of
how plants take in carbon dioxide and photosynthesis, cellular respiration, and
release oxygen during the process of fermentation.
photosynthesis. Students will be able to • Photosynthesis – Card Game – individual
relate the results of the experiment to students will be provided with photosynthesis
photosynthesis. This lab was found at: equation cards. Each card will have one symbol
http://www.biologycorner.com/worksheets from the photosynthesis equation. Students will
/photosynthesis_BTB.html . have to put the cards in order to demonstrate that
• Paper Chromatography Lab – students they know the products and reactants of
will be able to separate the pigments photosynthesis.
found in leaves to observe the various • Cellular Respiration – Card Game – individual
pigments that are involved in students will be provided with cellular respiration
photosynthesis. Students will relate what equation cards. Each card will have one symbol
they observe to the process of from the cellular respiration equation. Students
photosynthesis. This lab was found at: will have to put the cards in order to demonstrate
http://www.nclark.net/PhotoRespiration that they know the products and reactants of
• Fermentation Lab – students will cellular respiration.
conduct an experiment with yeast cells • Diagram the Relationship between Cellular
that demonstrates how cells can convert Respiration and Photosynthesis – students will
glucose into ATP and carbon dioxide diagram the cellular relationship between
without the use of oxygen. Students will photosynthesis and cellular respiration
relate the results of the experiment to the • Class discussion - the class will participate in
process of fermentation. This lab was frequent discussions of the processes that cells
found at: use to get the energy that they need.
http://www.nclark.net/PhotoRespiration
• Final Exam – students will complete the Cellular
Energy Final Exam
 Stage 3 – Learning Plan
Learning Activities:
• Brain Pop Video on Photosynthesis – this is a 3 minute video that provides students with a detailed
over view of the process of photosynthesis. It explains the products and reactants of photosynthesis. It
also describes why the process of photosynthesis is important in the food chain/web.
• Photosynthesis Podcast with guided note page - the teacher will provide students with a
discussion of the process of photosynthesis. Discussion will include the importance of producers
because they are the base of the food chain. Discussion will also include a detailed description of
photosynthesis and where it takes place within the cell.
• Brain Pop Video on Cellular Respiration – this is a 3 minute video that provides students with a
detailed description of cellular respiration. It explains the products and reactants of cellular respiration.
• Cellular Respiration Podcast with guided note page - the teacher will provide students with a
discussion of the process of cellular respiration. Discussion will include the importance of cellular
respiration in the transfer of energy along the food chain. Discussion will also include a detailed
description of cellular respiration and where it takes place within the cell. A detailed comparison of
photosynthesis and cellular respiration will also be provided.
• Fermentation Podcast with guided note page - the teacher will provide students with a discussion
of the process of fermentation. Discussion will include the importance of fermentation in the transfer of
energy along the food chain. Discussion will also include a detailed description of fermentation and
where it takes place within the cell. A detailed comparison of photosynthesis, cellular respiration, and
fermentation will also be provided.
• Guided reading Chapter 2.2 – All Cells Need Energy – students will use their textbooks to fill in a
guided reading page that summarizes the processes of fermentation, cellular respiration, and
photosynthesis.
• T-Chart comparison of photosynthesis, respiration, and fermentation. – students will complete a
T-chart comparison of the three processes.
• Biology: The Science of Life: The Flow of Matter and Energy in the Living World:
Photosynthesis and Cellular Respiration – U.S Video: 15 minutes – students will watch the
preceding video and complete a video guide that summarizes the processes cells use to obtain
energy. Video can be found at: http://streaming.discoveryeducation.com/
• Photosynthesis – Card Game – students in pairs of two will be provided with photosynthesis
equation cards. Each card will have one symbol from the photosynthesis equation. Students will have
to put the cards in order to demonstrate that they know the products and reactants of photosynthesis.
• Cellular Respiration – Card Game – students in pairs of two will be provided with cellular
respiration equation cards. Each card will have one symbol from the cellular respiration equation.
Students will have to put the cards in order to demonstrate that they know the products and reactants
of cellular respiration.
• Energy in Cells – students will complete a handout in which they will answer questions about the
processes of photosynthesis, cellular respiration, and fermentation. This worksheet can be found at:
http://colgurchemistry.com/Sc10/Sc10BIOLOGY/PDFS/Microsoft%20Word%20-
%20Act7WorksheetPhotosynCellResp_doc.pdf

Lesson Sequence:

Day 1: Day 2: Day 3:

1. Brain Pop: Photosynthesis
2. Photosynthesis Podcast
3. Chromatography Lab
Day 4:
1. Cellular Respiration Card
Game - groups
2. Fermentation Podcast
3. T-Chart Comparison of
photosynthesis, cellular
respiration, and
1. Photosynthesis Card Game -
groups
2. Set Up Elodea Lab
Day5:
1. Finish Elodea Lab
2. Set Up Fermentation Lab
3. Guided Reading Chapter 2.2
4. Photosynthesis Card Game:
Individual
1. Brain Pop: Cellular Respiration
2. Cellular Respiration Podcast
3. Diagram Relationship between
photosynthesis and cellular
respiration
Day 6:
1. Cellular Energy Quiz
2. Finish Fermentation Lab
3. Biology the Science of Life: The
Flow of Matter and Energy in the
Living World – Video
4. Cellular Respiration Card Game:
 fermentation. Individual
4. H/W – Energy in Cells
Day 7:
1. Final Exam

Photosynthesis – notes
I. The ______________________is the ultimate source of all energy needed to fuel the
chemical activities of cells. Most food chains begin with the process of photosynthesis

II.______________________________ – plants and algae are producers (or autotrophs)

which means they use energy from the sun to create food

A. All cells use ________________ energy. Chemical energy is the energy stored
in the bonds between atoms of every molecule
B. Plants convert light energy from the sun into chemical energy by creating
molecules of glucose.
C. Plants use some of the chemical energy (glucose) they create to make
____________ (energy) for their own cells
D. The rest of the chemical energy (glucose) is stored in the plant’s tissues and
is eaten by consumers
E. The cells of organisms must be able to ___________________ the chemical
energy that is stored in the bonds of glucose

In the space provided, explain in your own words why the sun is the ultimate source of all energy
on earth.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

1. All food chains begin with

A. Decomposers
B. Consumers
C. Producers
D. Herbivores

III. How does this process begin?

A.________________________ - organelle that performs photosynthesis

B. ________________________- molecules in the chloroplast that absorb sunlight

1. ______________________ – green; main pigment

2. Carotenoids- yellow to orange; extra pigments that are responsible
fall colors

C. photosynthesis reaction –
6CO + 6H2O + light  C6H12O6 + 6O2
(Carbondioxide + water + light  Glucose + Oxygen)
 Chloroplast

2. What do plants and algae take in to carry out photosynthesis?

3. What do plants and algae produce during the process of photosynthesis?

4. In which organelle does the process of photosynthesis occur in?

Cellular Respiration - notes

A Review of Photosynthesis:
A Review of Photosynthesis in your own
words:

• Cells use cellular respiration to release the energy stored in the glucose
(occurs in the mitochondria)

• Like photosynthesis, cellular respiration is a process that changes starting

materials into new products.

I. ______________ __________________ – process that allows organisms to get energy

for their cells from glucose.

A. ___________________________ – organelle that performs cellular respiration. Plant and

animal cells have mitochondria.

B. Cellular respiration reaction =

C6H12O6 + 6O2  6CO2 + 6H2O + ATP

Glucose + oxygen  carbondioxide + water + energy

Mitochondria
1. What do cells take in during the process of cellular respiration?

2. What do cells produce during the process of cellular respiration?

3. In which organelle does the process of cellular respiration occur in?

A Comparison of Photosynthesis and Cellular Respiration

Chloroplast

Mitochondria

In your own words, describe how cellular respiration and photosynthesis are similar.
How are the different?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
________________
Fermentation - notes

I. ___________________________– getting energy from food without oxygen – occurs in

the cytoplasm of the cell

A. Two types- Lactic Acid fermentation and alcoholic fermentation

1. _______________________________________- produces alcohol; Bacteria

and yeast eat sugar and release alcohol as waste. Used to make
bread, yogurt, cheese, pickles, beer, and wine. Fermentation is
what gives some foods their unique flavor.

2. ____________________________________________ - Produce lactic acid;

Runners Burn  muscle cells that don’t get enough oxygen switch
to fermentation in order to get energy; lactic acid builds up and
causes burning sensation

1. Why do human cells switch from cellular respiration to fermentation?

2. Describe a situation that has caused your cells to switch from cellular respiration
to fermentation.

3. Where does fermentation occur within the cell?

Euk
 Comparison of Photosynthesis, Cellular Respiration, and
Fermentation

Photosynthesis Cellular Respiration Fermentation

Function

What
does it
use?

What
does it
Produce?

Where
does it
take
place in
the cell?
Which
type of
organis
ms use
this
process?
 Elodea Lab
Do Plants Consume or Release CO2? Or Both?
1. Background

In this lab, you will use phenol red as an indicator to show whether CO2 is being
consumed or produced in a reaction.

It is well known that in the presence of light plants perform photosynthesis. It is less well
understood that at the same time plants are also performing cell respiration. To
demonstrate this we will determine whether CO2 is consumed or produced as Elodea is
placed in either a light or dark environment. The change in CO2 will be detected by the
pH indicator phenol red.

Think about the chemical equations for respiration and photosynthesis. Which one
releases CO2 causing an increase and which one uses up CO2 which will cause a
decrease?

Phenol red is yellow under acidic conditions (high H ion concentration), pink under basic
or alkaline conditions (low H ion concentration) and orange under neutral conditions. A
change in CO2 will cause a directly proportional change in H ion.

If the CO2 concentration decreases, the H ion concentration will also decrease and the solution will change
to pink, becoming basic.

If the CO2 concentration increases, the H ion concentration will also increase and the solution will change
to yellow, becoming acidic.

Neutral solutions of phenol red will be orange.

2. Preparation

Create a solution of phenol red by adding concentrated phenol red to about 100 ml of
water. The phenol red may change color as a result of adding water (depending on how
acidic your tap water is). Your goal is to make your solution a neutral orange color. You
can do this by gently blowing into the solution with a straw. Once you have the solution at
an orange color, transfer it to 4 test tubes (they should be filled about 2/3 full with your
orange solution).

Place a cut piece of elodea (cut end up) into two of the four tubes. The other two test
tubes will not have elodea and will serve as controls. One set will be placed in the light,
and one set in the dark (see data table).

Aluminum foil can be used to seal the test tubes to be set in the dark. All test tubes
should be stoppered or covered with parafilm to minimize reactions with the air.
3. Data - Record the colors of the solutions in the testtubes after 1-2 days.

Elodea + PR/ dark Elodea + PR / light PR / dark (control) PR / light (control)

4. Analysis: Describe what happened. Explain what happened.

Reader: _________________________________
Recorder: _________________________________
Experimenter
BIOLOGY LAB_________________________________
1:
PAPER CHROMATOGRAPHY Experimenter 2: _________________________________
Date: _________________________ Period/Block:____
OF LEAF PIGMENTS

Question
Do green leaves also contain other pigments?

Hypothesis
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________

Materials

Isopropyl alcohol
Green leaf
Coffee filter or chromatography
paper
Coin
Beaker
Ruler
Scissors
Pencil
Tape
Colored pencils or crayons
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan

Procedure

*Paper chromatography is a process that uses special filter paper

to separate and identify the different substances in a mixture.
Chromatography means “to write with color.” The substances in
the mixture dissolve in the alcohol and move up the paper. The
heavier substances move up the paper more slowly. The lighter
substances move up the paper more quickly. So heavy and light
substances get separated from one another on the paper.
*Plants contain chlorophyll, a green pigment, as well as
carotenoid, a pigment that ranges in color from red to orange to
yellow.

1. Obtain a strip of chromatography paper or cut a 2 ½ cm

strip from a coffee filter.
2. Use a ruler to measure and draw a light pencil line 2 cm
above the bottom of the paper strip.
3. Wrap a leaf around a coin with the waxy side of the leaf
facing outward. Now rub the leaf along the light pencil line
on the paper strip until you make a dark green line. DO NOT
RUB THE LEAF ABOVE OR BELOW THE LINE. RUB THE LEAF
ON THE LINE ONLY.
4. Tape the top of the paper strip to a pencil so that the end of
the strip with the green line hangs down. The pencil should
be able to sit across the top of the beaker with the bottom
of the paper strip just touching the bottom of the beaker.
Cut off any excess paper from the top of the strip if it is too
long. DO NOT CUT THE BOTTOM OF THE STRIP WITH THE
GREEN LINE.
5. Remove the pencil/paper strip from the beaker for now.
6. Carefully add isopropyl alcohol to the beaker until it reaches
a depth of 1 cm in the beaker.
7. Lay the pencil across the top of the beaker with the paper
strip extending into the alcohol. MAKE SURE THAT THE
LEVEL OF THE ALCOHOL IS BELOW THE GREEN LINE ON
YOUR PAPER STRIP. IF THE ALCOHOL IS GOING TO COVER
THE GREEN LINE, POUR OUT SOME ALCOHOL BEFORE YOU
GET THE GREEN LINE WET.
8. Observe as the alcohol gets absorbed and travels up the
paper. This may take up to 20 minutes. Do not touch your
experiment during this time.
9. Using colored pencils or crayons, draw your results.
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan

Results

Filter paper Use colored pencils or crayons to draw your observations

Before paper
chromatography

After paper
chromatography

Conclusions

1. Why is paper chromatography an appropriate technique to

use to determine if different pigments are present in a leaf?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________
2. How does paper chromatography work?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________

3. Did the leaf you tested contain different pigments? Use

your results to support your answer.
_______________________________________________________________
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________

4. Based on what you have learned, explain why leaves tend to

change color in the fall.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________

5. Leaves in New England change color in the fall. However,

leaves in Florida do not change color in the fall. Why is this
so? (Hint: Think of a difference between the two locations that
might act as a trigger for leaves to change color in the fall.)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________

6. Was your hypothesis correct? If not, rewrite your hypothesis

here so that it is correct.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________________
_______________________________________________________________
_____________________________________________________
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
Photosynthesis Card Game: (Cards will be pre-cut for students)

6H2O
6CO2

+
Energy
+

=
C6H12O6

6O2
+

Cellular Respiration Card Game: (Cards will be pre-cut for

 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
students)

6H2O
6CO2

+
Energy
+

=
C6H12O6

6O2
+

Guided Reading Chapter 2-2

 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan

All Cells 1. To stay alive, all cells must be able to release the _________________
Need energy in bonds between _______________.
Energy 2. A major energy source for most cells is stored in a sugar molecule
page 47 called ________________________.
3. Where do cells like muscle cells get the energy they need?

4. How do plants get glucose?

Some cells 1. The source of energy for almost all organisms ultimately comes from
capture the __________________.
light energy 2. Plants change the energy from the sun into _______________________.
page 47 3. Animals either eat plants, or they eat other animals that have eaten
________________________.
4. The process that plant cells use to change the energy in sunlight to
chemical energy is called ________________________________.
5. Photosynthesis takes place in plant cells that have
_________________________.

6. Chloroplasts contain a pigment called __________________________ that

traps the energy in sunlight.
In the diagram below, label the starting materials and the products of photosynthesis

Write a brief description of photosynthesis:

________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

All cells 1. Glucose and other sugars are cell _____________________ - they are the
release power source for cell activities in almost all living things.
energy 2. When a sugar molecule is broken down, a _____________________ form of
page 50 energy is released for the cell’s life functions.
3. Cells can release energy in two basic processes: cellular respiration
and ______________________________.
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
4. Cellular respiration requires _______________________, but fermentation
does not.
Cellular 1. Cellular respiration takes place in organelles called
Respiration ________________________.
page 50 2. Mitochondria are in both plant and animal ______________________.
In the diagram below label the starting materials and the products of cellular
respiration.

Write a brief description of cellular respiration:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Fermentati 1. Where does fermentation occur?

on page
52-53 & 2. What are the two types of fermentation?
Energy and
Exercise 3. What types of foods are made by the process of fermentation?
page 54
4. When do muscle cells use fermentation to produce energy instead of
cellular respiration?

5. What causes the burning sensation in your legs after prolonged periods
of exercise?

Biology: The Science of Life: The Flow of Matter and Energy in the Living World:
Photosynthesis and Cellular Respiration – Prediction Guide
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
Part 1 Directions: Under the column labeled “Before Video”, circle true or false beside each
statement – then as you watch the video – and HEAR the correct answer – circle true or false
under the “During Video” column. Your answers in the 2nd column will be graded – so circle an
answer – even if your answer stays the same!

BEFORE VIDEO DURING

VIDEO

1. The two basic ingredients of the universe are True False True False
matter and energy.

2. Air is matter because it has weight and takes up space True False True False

3. Energy has no weight and does not occupy space True False True False

4. Most chemical energy used by living things was once True False True False
sunlight.

5. The smallest particle of an element is a molecule. True False True False

6. The hydrogen and oxygen that forms water are both True False True False
gases at room temperature.

7. DNA molecules in living things are the simplest of all True False True False
molecules.

8. Chemical reactions almost never occur inside of living True False True False
organisms like humans.

9. Photosynthesis is the most important chemical reaction True False True False
that takes place on Earth.

10 . Chlorophyll is the pigment that plants use to absorb True False True False
the energy in sunlight.

11. Photosynthesis only takes place in plants and plant like True False True False
organisms.

12. The first link in any food chain is a consumer. True False True False

13. Tertiary consumers are organisms like deer and rabbits True False True False
that feed on plants.

14. Decomposers like fungi and bacteria obtain energy by True False True False
carrying out photosynthesis.

15. Organisms that live in the ocean need oxygen to carry True False True False
out cellular respiration.

16. Photosynthesis and cellular respiration are complimentary True False True False
processes.

Part 2 Directions: On the back of this paper, reword the statements that you marked as false so that they are
true statements.

Cellular Energy Quiz

Multiple Choice
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
Identify the letter of the choice that best completes the statement or answers
the question.

1. An organism with chloroplasts is a

a. consumer. c. producer.
b. prokaryote. d. centromere.

2. Before the energy in food can be used by a cell, it must first be transferred
to molecules of
a. proteins. c. DNA.
b. carbohydrates. d. ATP.

3. Oxygen is used to break down food molecules and release energy in a

process called
a. photosynthesis. c. cellular respiration.
b. cytokinesis. d. fermentation.

4. Which of the following is a product of photosynthesis?

a. glucose c. carbon monoxide
b. carbon dioxide d. heat energy

5. Which of the following is NOT used to make glucose in photosynthesis?

a. H2O c. CO2
b. O2 d. light energy

6. The molecules in the cells of plants that absorb the energy of light are
called
a. glucose. c. pigments.
b. carbohydrates. d. carbon dioxide.

7. ___ is what gives plants their green color.

a. Water c. Carbon dioxide
b. Chlorophyll d. Glucose

8. Photosynthesis takes place in

a. chloroplasts. c. carbohydrates.
b. chlorophyll. d. chromatids.

9. The equation: 6CO2 + 6H2O + light energy → C6H12O6 + 6O2 is the equation
for which of the following processes?
a. photosynthesis c. fermentation
b. cellular respiration d. exocytosis

10. The equation: C6H12O6 + 6O2 → 6CO2 + 6H2O + energy (ATP) is the
equation for which of the following processes?
a. photosynthesis c. fermentation
b. cellular respiration d. exocytosis

11. A product of cellular respiration is

a. oxygen. c. carbon dioxide.
b. water. d. Both (b) and (c)
12. Cellular respiration takes place in a eukaryotic cell's
a. nucleus. c. endoplasmic reticulum.
b. mitochondria. d. Golgi complex.
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan

13. A product of photosynthesis is

a. oxygen. c. carbon dioxide.
b. lactic acid. d. light energy.

14. How are photosynthesis and cellular respiration dependent upon one
another?
a. Photosynthesis requires the oxygen produced during cellular
respiration, which requires the carbon dioxide produced during
photosynthesis.
b. Photosynthesis requires the carbon dioxide produced during
cellular respiration, which requires the oxygen produced during
photosynthesis.
c. Photosynthesis requires the glucose produced during cellular
respiration, which requires the thermal energy produced during
photosynthesis.
d. Photosynthesis requires the ATP produced during cellular
respiration, which requires the thermal energy produced during
photosynthesis.

15. Lactic acid fermentation occurs in

a. bread dough.
b. any environment containing oxygen.
c. muscle cells.
d. mitochondria.

16. The two main types of fermentation are called

a. alcoholic and aerobic.
b. aerobic and anaerobic.
c. alcoholic and lactic acid.
d. lactic acid and anaerobic.

17. Milk is converted to yogurt under certain conditions when the

microorganisms in the milk produce acid. Which of these processes would
you expect to be key in the production of yogurt?
a. the Krebs cycle
b. photosynthesis
c. alcoholic fermentation
d. lactic acid fermentation

18. Photosynthesis is to chloroplasts as fermentation is to

a. chloroplasts.
b. cytoplasm.
c. mitochondria.
d. nuclei.
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
Discussion Question Examples:

1. Where does photosynthesis take place within the cell?

2. What are the products of photosynthesis?

3. What are the reactants of photosynthesis?

4. Why is the process of photosynthesis important to life on earth?

5. Why are pigments important in the process of photosynthesis?

6. What would happen to life on earth if all plants became extinct?

7. What is the ultimate source of all energy on earth?

8. Where does cellular respiration take place within the cell?

9. What are the products of cellular respiration?

10.What are the reactants of photosynthesis?

11.Why is the process of cellular respiration important to life on earth?

12.How are cellular respiration and photosynthesis related?

13.How do the equations of photosynthesis and cellular respiration

compare?

14.Describe how oxygen and carbon dioxide are cycled through

photosynthesis and cellular respiration.

15.Why is the process of cellular respiration important to you?

16.What would happen if you stopped producing ATP?

17.How does cellular respiration compare with fermentation?

18.Why do cells use the process of fermentation?

19.Where does the process of fermentation take place within the cell?

20.What are some products that are made using the process of
fermentation?

21.What are the two types of fermentation?

22.How are the two types of fermentation similar? Different?

23.How are photosynthesis, cellular respiration, and fermentation integral

to the flow of matter and energy within a food chain/web?
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
Cellular Energy Exam

Modified True/False
Indicate whether the sentence or statement is true or false. If false, change the identified word or
phrase to make the sentence or statement true.

1. The energy in most food comes from sunlight. _________________________

2. Heterotrophs require oxygen. _________________________

3. Cellular respiration releases energy by breaking down glucose in the presence of carbon
dioxide. _________________________

4. If you swim aerobically for 30 minutes, your body has probably started to break down stored
molecules, such as fats, for energy. _________________________

4. During the course of a long race, a person’s muscle cells will use both cellular respiration and
lactic acid fermentation to produce ATP. _________________________

Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.

6. Organisms that cannot make their own food and must obtain energy from the foods they eat are
called
a. autotrophs.
b. heterotrophs.
c. thylakoids.
d. plants.

7. Which of the following is an autotroph?

a. mushroom
b. impala
c. leopard
d. tree

8. A student is collecting the gas given off from a plant in bright sunlight at a temperature of
27°C. The gas being collected is probably
a. oxygen.
b. carbon dioxide.
c. ATP.
d. vaporized water.

9. Photosynthesis uses sunlight to convert water and carbon dioxide into

a. oxygen.
b. high-energy sugars.
c. ATP and oxygen.
d. oxygen and high-energy sugars.

10. Plants take in the sun’s energy by absorbing

a. high-energy sugars.
b. chlorophyll a.
c. chlorophyll b.
d. sunlight.
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
11. Most plants appear green because chlorophyll
a. does not absorb green light.
b. reflects violet light.
c. absorbs green light.
d. none of the above

12. If carbon dioxide is removed from a plant’s environment, what would you expect to happen to
the plant’s production of high-energy sugars?
a. More sugars will be produced.
b. Fewer sugars will be produced.
c. The same number of sugars will be produced but without carbon dioxide.
d. Carbon dioxide does not affect the production of high-energy sugars in plants.

13. Which of the following affects the rate of photosynthesis?

a. water
b. temperature
c. light intensity
d. all of the above

14. If you continue to increase the intensity of light that a plant receives, what happens?
a. The rate of photosynthesis increases with light intensity.
b. The rate of photosynthesis decreases with light intensity.
c. The rate of photosynthesis increases and then levels off.
d. The rate of photosynthesis does not change.

15. What would you expect to happen to plants at temperatures greater than 45°C?
a. They will have a very high rate of photosynthesis.
b. They will have a less than optimal rate of photosynthesis.
c. They will have a high rate of photosynthesis if light intensity is also great.

d. They will have an optimal rate of photosynthesis if water is available.

Figure 8-2
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
16. Which of the graphs in Figure 8-2 represents the effect of temperature on the rate of
photosynthesis?
a. A
b. B
c. C
d. D

17. Which of the following is released during cellular respiration?

a. oxygen
b. air
c. energy
d. lactic acid

18. What is the correct equation for cellular respiration?

a. 6O2 + C6H12O6 → 6CO2 + 6H2O + Energy
b. 6O2 + C6H12O6 + Energy → 6CO2 + 6H2O
c. 6CO2 + 6H2O → 6O2 + C6H12O6 + Energy
d. 6CO2 + 6H2O + Energy → 6O2 + C6H12O6

19. Cellular respiration releases energy by breaking down

a. food molecules.
b. ATP.
c. carbon dioxide.
d. water.

20. Which of these processes takes place in the cytoplasm of a cell?

a. glycolysis
b. electron transport
c. Krebs cycle
d. all of the above

21. Lactic acid fermentation occurs in

a. bread dough.
b. any environment containing oxygen.
c. muscle cells.
d. mitochondria.

22. The two main types of fermentation are called

a. alcoholic and aerobic.
b. aerobic and anaerobic.
c. alcoholic and lactic acid.
d. lactic acid and anaerobic.

23. Cellular respiration is called an aerobic process because it requires

a. light.
b. exercise.
c. oxygen.
d. glucose.

24. All of the following are sources of energy during exercise EXCEPT
a. stored ATP.
b. alcoholic fermentation.
c. lactic acid fermentation.
d. cellular respiration.
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
25. How are cellular respiration and photosynthesis almost opposite processes?
a. Photosynthesis releases energy, and cellular respiration stores energy.
b. Photosynthesis removes carbon dioxide from the atmosphere, and cellular
respiration puts it back.
c. Photosynthesis removes oxygen from the atmosphere, and cellular respiration
puts it back.
d. all of the above

26. Unlike photosynthesis, cellular respiration occurs in

a. animal cells only.
b. plant cells only.
c. all but plant cells.
d. all eukaryotic cells.

Short Answer

27. Explain how heterotrophs like you get their energy from the sun even though they cannot
make their own food.

28. Write the overall equation for photosynthesis in both symbols and words.

29. What is cellular respiration?

30. Cellular respiration is able to extract about 38 percent of the potential energy from glucose.

31. What happens to the rest of the energy? Give an example.

32. What roles does oxygen play in photosynthesis and in cellular respiration?

USING SCIENCE SKILLS

A student prepared two beakers with identical sprigs of a water plant as shown below. She placed
one beaker in the shade and the other beaker beside a fluorescent lamp. She then systematically
changed the distance of the beaker from the lamp. She counted the bubbles given off by each
sprig of the water plant. Shown here is the graph of the data for the beaker she placed in the light.

Figure 8-4
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan
33. Controlling Variables Which beaker is the student’s control?

34. Applying Concepts Look at Figure 8-4. If the student later tested the air bubbles collected in
the test tube, what would she find they are made of? How do you know?

35. Using Tables and Graphs Look at the graph in Figure 8-4. At what distance from the light
source was the greatest number of bubbles produced?

36. Analyzing Data Look at the graph in Figure 8-4. What do the student’s data show?

37. Predicting If the lamp were placed closer than 5 centimeters from the water plant, would the
plant give off many more bubbles? Why or why not?

USING SCIENCE SKILLS

A student poured a solution of bromthymol blue indicator into three test tubes. Then, he placed an
aquatic plant in two of the test tubes, as shown below. He placed a stopper on each test tube and
placed them all in the dark for 24 hours. Bromthymol blue turns from blue to yellow in the
presence of CO2.

Figure 9-4

38. Applying Concepts Look at Figure 9-4. Which process or processes would you expect the
organisms in the test tubes to carry out—cellular respiration, photosynthesis, or both? When
would you expect each process to occur?

39. Inferring What is the purpose of the bromthymol blue in Figure 9-4? How can the student
use this indicator to draw conclusions about the processes that the aquatic plants are carrying out?
Explain your answer.

40. Predicting Predict what will happen to the test tubes in Figure 9-3 after 24 hours in the dark.

41. Predicting Assume that after 24 hours in the dark, the bromthymol blue in test tubes 2 and 3
in Figure 9-3 had turned yellow. The student then placed test tube 3 in a sunny window. He left
test tube 2 in the dark. Predict what color the solution in each test tube will be after the next 24
hours.

42. Applying Concepts Explain your prediction in question 14 in terms of cellular respiration
and/or photosynthesis.

Diagramming Relationships
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan

Directions: In the box below, draw and label the relationship between
photosynthesis and cellular respiration. Include in your drawing: a
mitochondria, a chloroplast, and the products and reactants of each process.
Your diagram should show the relationship that exists between each process.

Web Resources:
http://techteacher.acs.ac/Curriculum_Maps/TLG/Bio_I.pdf
 Christie Edwards Durden
ITEC 8530
Podcast Lesson Plan

http://www.nclark.net/PhotoRespiration

http://colgurchemistry.com/Sc10/Sc10BIOLOGY/PDFS/Microsoft%20Word%20-
%20Act7WorksheetPhotosynCellResp_doc.pdf

www.flikr.com

Print Resources:

Miller, K.R. and Levine, J. (2004). Biology. New York: Prentice Hall.

Life Science. (2001). Austin: Holt, Rinehart, and Winston.