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energy

Using Models to Understand Cellular Respiration

In both versions of the Student Handout, students analyze two models of cellular respiration. The first model shows chemical equations that summarize the inputs and outputs of cellular respiration. The second model is a figure that shows the three major stages of cellular respiration and the role of mitochondria.

After students analyze these models, they use what they have learned to develop their own more complete model of cellular respiration.

Then, in the advanced version of the Student Handout, students analyze how the extensive, folded inner membrane of a mitochondrion contributes to ATP production. This analysis illustrates the general principle that structure is related to function.

The simpler version of the Student Handout is available in the first two attached files and in a Google Doc. The advanced version of the Student Handout is available in the third and fourth attached files and in a Google Doc. The Teacher Notes, available in the last two attached files, provide background information and instructional suggestions and explain how this activity is aligned with the Next Generation Science Standards.

Food and Climate Change – How can we feed a growing world population without increasing global warming?

In this analysis and discussion activity, students learn how food production results in the release of three greenhouse gases – carbon dioxide (CO2), nitrous oxide (N2O), and methane (CH4). Students analyze carbon and nitrogen cycles to understand how agriculture results in increased CO2 and N2O in the atmosphere.

Students interpret data concerning the very different amounts of greenhouse gases released during the production of various types of food; they apply concepts related to trophic pyramids and learn about CH4 release by ruminants.

Finally, students propose, research, and evaluate strategies to reduce the amount of greenhouse gases that will be released during future production of food for the world’s growing population.

The Student Handout is available in the first two attached files and as a Google doc designed for use in online instruction and distance learning. The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.

Food Webs, Energy Flow, Carbon Cycle, and Trophic Pyramids

Food web with plants and animals

To begin this hands-on, minds-on activity, students view a video about ecosystem changes that resulted when wolves were eliminated from Yellowstone National Park and later returned to Yellowstone. Then, students learn about food chains and food webs, and they construct and analyze a food web for Yellowstone. Students use what they have learned to understand a trophic cascade caused by the elimination of wolves from Yellowstone.

Next, students learn that the biosphere requires a continuous inflow of energy, but does not need an inflow of carbon atoms. To understand why, students apply fundamental principles of physics to photosynthesis, biosynthesis, and cellular respiration, the processes which result in carbon cycles and energy flow through ecosystems.  

In the final section, students use the concepts they have learned to understand trophic pyramids and phenomena such as the relative population sizes for wolves vs. elk in Yellowstone. Thus, students learn how ecological phenomena result from processes at the molecular, cellular, and organismal levels.

How do muscles get the energy they need for athletic activity?

ATP in muscle cells

In this analysis and discussion activity, students learn how muscle cells produce ATP by aerobic cellular respiration, anaerobic fermentation, and hydrolysis of creatine phosphate. They analyze the varying contributions of these three processes to ATP production during athletic activities of varying intensity and duration.

Students learn how multiple body systems work together to supply the oxygen and glucose needed for aerobic cellular respiration.

Finally, students use what they have learned to analyze how athletic performance is improved by the body changes that result from regular aerobic exercise.

The Student Handout is available in the first two attached files and as a Google doc designed for use in distance learning and online instruction. The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.


Using Models to Understand Photosynthesis

chloroplast modelIn this analysis and discussion activity, students develop their understanding of photosynthesis by answering questions about three different models of photosynthesis.

These models are a chemical equation, a flowchart that shows changes in energy and matter, and a diagram that shows the basic processes in a chloroplast. Students use a drawing of a plant to create another model of photosynthesis.

Finally, students evaluate the advantages of each type of model for understanding photosynthesis; this helps them to appreciate the role of scientific models.

The Student Handout is available in the first two attached files and as a Google doc designed for use in distance learning and online instruction. (For additional information, see https://serendipstudio.org/exchange/bioactivities/Googledocs, especially item 7.) The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.

How do organisms use energy?

Enzymes convert substrates to product

This analysis and discussion activity introduces students to the basic principles of how organisms use energy.

Students learn that, in cellular respiration, glucose is one input for reactions that provide the energy to make ATP. The hydrolysis of ATP provides the energy for many cellular processes.

Students apply the principles of conservation of energy and conservation of matter to avoid common errors and correct common misconceptions.

The Student Handout is available in the first two attached files and as a Google doc designed for use in distance learning and online instruction. The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.

Photosynthesis & Cellular Respiration – Understanding the Basics of Bioenergetics and Biosynthesis

Photosynthesis and cellular respiration cycle with the hydrolysis of ATP

In this minds-on activity, students analyze how photosynthesis, cellular respiration, and the hydrolysis of ATP provide energy for biological processes in plant cells.

Students learn that the glucose produced by photosynthesis are used for cellular respiration and for the synthesis of other organic molecules.

The final section challenges students to use their understanding of photosynthesis and cellular respiration to explain observed changes in biomass for plants growing in the light vs. dark.

The Teacher Notes suggest three possible additions to this learning activity. (NGSS)

Alcoholic Fermentation in Yeast – A Bioengineering Design Challenge

Glycolysis

This multi-part minds-on, hands-on activity helps students to understand both alcoholic fermentation and the engineering design process. Students begin by learning about yeast and alcoholic fermentation. To test whether grains of yeast can carry out alcoholic fermentation, students compare CO2 production by grains of yeast in sugar water vs. two controls.

The last part of this activity presents the bioengineering design challenge where students work to find the optimum sucrose concentration and temperature to maximize rapid CO2 production. Structured questions guide the students through the basic engineering steps of specifying the design criteria, applying the relevant scientific background to the design problem, and then developing and systematically testing proposed design solutions.

Download Student Handout: PDF format or Word format

Download Teacher Preparation Notes: PDF format or Word format

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