McMahon 1 Norris McMahon 1st Period Biology 10/30/09 Title: The Loss of Oxygen by Cellular Respiration

Introduction: Cellular respiration is one process that eukaryotic cells use to make energy in the form of ATP (adenine triphosphate) from organic compounds. There are two types of cellular respiration, aerobic and anaerobic. Aerobic respiration requires the use of oxygen to function properly and goes through glycolysis, the Krebs cycle, and the electron transport chain. On the other hand anaerobic respiration works with the absence of oxygen or without consuming any oxygen. Also anaerobic respiration, like fermentation, involves only glycolysis. In anaerobic pathways, respiration tends to take place in the form of fermentation. Fermentation produces ATP by substrate-level phosphorylation that derives from a steady supply of NAD. There are two types of fermentation, which are alcohol fermentation and lactic acid fermentation. In alcohol fermentation pyruvate is converted into ethanol and in lactic acid fermentation, pyruvate is reduced to make lactate from NADH. Alcoholic fermentation is useful in brewing and winemaking when it reacts with yeast. An example of lactic acid fermentation is in human muscle cells. It helps yield ATP when oxygen is limited. Glycolysis is the beginning of cellular respiration, which takes place in the cytosol of a cell. The total pathways of glycolysis consist in 10 steps. The first five steps are considered the energy investment phases where 2 ATP are being consumed. The last five are the payoff phases, which yield 4 ATP and 2 NADH. In glycolysis, two ATP are used to phosphorylate the molecules. A net gain of 2 ATP is produced at the end of glycolysis by substrate- level phosphorylation as well as 2NADH converted from NAD+ by the oxidation of food. Glycolysis yields a total net gain of 2 ATP, 2 NADH, 2 H20, and 2 pyruvate. Once Glycolysis is done, cellular respiration continues into the mitochondrial matrix where the Krebs cycle begins. The Krebs cycle uses the pyruvate left over from glycolysis, which contains most of the chemical energy. Each pyruvate that enters the mitochondrial matrix yields one molecule of Acetyl CoA. Acetyl CoA is formed through a process when a multienzyme decarboxylizes, pyruvate oxidizes by the transfer of electrons to NAD+, and coenzyme A is attached. In the eight steps of the Krebs cycle the acetyl CoA gives off carbon dioxide and later joins with oxaloacete, forming citrate. Each time the Krebs cycle spins 3 NADH, 1 FADH2, and 1 ATP are produced. Being that for every glucose molecule, 2 acetyl CoA are produced, the Krebs cycle produces a total of 6 NADH, 2 FADH2, 2 ATP, and 4 CO2. The electron transport chain (ETC) is the final ATP producer of cellular respiration. Although the previous stages have produced some ATP through substratelevel phosphorylation, a majority is produced in the ETC through oxidative phosphorylation. Electrons are transferred to the ETC by NADH and FADH from glycolysis and the Krebs cycle. The NADH in the ETC provides a majority of ATP from cellular respiration while FADH in the ETC produces two ATP. Adding the two ATP

McMahon 2 from glycolysis, and the two from the Krebs cycle, the total number of ATP produced from cellular respiration is 36-38, depending on the amount made in the ETC. In this experiment cellular respiration will be used to see how much carbon dioxide is produced in the test tube of each variable. Hypothesis: I predict that as more time allots, the amount of carbon dioxide will increase in the test tubes containing germinating peas. The independent variable, temperature ( Celsius) affected the dependent variables. The dependent variables are the germinating vs. non germinating peas and the beads are the control. Materials: Six Large trays Ice Water Safety equipment Six Vials Six steel washers Marker 100 ml graduated cylinder Twenty germinating peas Twenty nongerminating peas Dry peas Plastic beads Paper towels Cotton balls Six Pipettes Six ml of potassium hydroxide Non-absorbent rayon Six stoppers Petroleum jelly Thermometer Timer Food coloring Method: See Attached. Data: Initial/ Raw Readings Contents in Test Tube Initial Reading of Water(ml) Peas #1 50 Peas # 2 50 Beads #1 50 Beads # 2 50 Peas & Beads #1 50

Final Reading of Volume(ml) 54.5 55.0 54.5 55.0 54.5

McMahon 3 Peas & Beads #2 Uncertainty: + .01 Data Processing: Contents in Test Tube Manipulated Date(ml) Peas #1 4.5 Peas #2 5.0 Beads #1 4.5 Beads #2 5.0 Peas & Beads #1 4.5 Peas & Beads #2 5.0 Uncertainty: + .01 Final Reading Initial Reading = Manipulated Data Manipulated Readings # 2 Beads Germinating Peas Temp(C) Time(m) Reading Differenc R D Corrected e 25 0 .87 N/A .83 N/A N/A 0-5 .88 .01 .79 -.04 -.05 0-10 .88 .00 .76 -.07 -.07 0-15 .88 .00 .73 -.10 -.10 10 0 0-5 0-10 0-15 .80 .84 .86 .86 N/A .04 .06 .06 .85 .79 .77 .74 N/A -.06 -.08 -.11 N/A -.10 -.14 -.17 50 55.0

Peas and Beads R D C .89 .91 .90 .91 .84 .87 .89 .91 N/A .02 .01 .02 N/A .03 .05 .07 N/A .01 .01 .02 N/A -.01 -.01 .01

Uncertainty: + .01 Difference (D): Reading at time interval initial at 0 minutes Corrected (C): Difference of (contents in test tube) Difference of (original contents in tube) Conclusion: The group I was in for this lab was unable to finish all of the vials at each interval. Due to the fact that my group had blended results from another group, I am unsure as to whether my hypothesis was supported or not. In part of my results I was able to see my hypothesis supported and other parts, was unrelated. One example of this disunity would be if one group maintained a constant temperature and the other groups temperature wasnt close to the original/set temperature.

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Evaluation: In this lab there were several possible occurrences of error. One error was the food coloring. If the food coloring was not applied correctly it would spill out of the pipette. A second error that possibly affected the results was the ice bath. It is hard to maintain the ice bath at the same constant temperature, so the data could be affected by that. Another source of error would be a simple misreading of the measurements and misinterpreting the directions. Being that there was only a certain amount of time, our group was hurried and tried to finish. Improvements to this lab could significantly change your results. If more time was allowed to do this lab or if the vials were set up precursor to our arrival to class, my group would not have been rushed and would have been able to get better readings. If the ice bath used had an easier way of maintaining a constant temperature, it would provide more accurate results. The final enhancement to this lab would be the clarification of the instructions. At first, it took a while for my group to get started because we were a bit baffled. However if the directions were more clear, it would have taken us less time and wouldve given us more time.