TEKS 9B
Cellular Respiration
TAKS Objective 2 – The student will demonstrate an understanding of
living systems and the environment.
TEKS Science Concepts 9 B
The student knows metabolic processes and energy transfers that occur in
organisms. The student is expected to:
(B) compare the energy flow in photosynthesis to the energy flow
in cellular respiration
TAKS Objective 2
page 1
TEKS 7.9 A
For Teacher’s Eyes Only
Teacher Background:
Cellular respiration is a complex concept that must be taught. In these activities,
we will introduce cellular respiration and its components to students. In later
activities, students will be able to compare the energy flow of cellular respiration
to photosynthesis. A brief description of cellular respiration follows:
Cellular Respiration – .
Student Prior Knowledge
Students should be familiar with the components associated with body systems
TEKS 6.10 (C) identify how structure complements function at different levels of
organization including organs, organ systems, organisms, and populations and the
functions of these systems.
TAKS Objective 2
page 2
TEKS 7.9 A
ATP, ENERGY!
5 E’s
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 3
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 A’s data.
6. Partners switch roles, and repeat steps 2-4.
7. Record Partner B’s 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 4
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 5
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.
Stating a problem to investigate
Problem phrased as a research question
If…then hypothesis statement
Develop a procedure to compare baseline heart and
respiration rates to an after exercise heart and
respiration rates.
All steps in sequential order and reproducible
Multiple trials indicated
Materials are appropriate and described
Gathering respiration and heart rate data
Data organized in table or chart
Data has a title
Labels for manipulated & responding variables
Units are stated
Multiple trials, totals and averages are included
Graphing data
Appropriate graph type used
Appropriate scale, range, and interval are used
Graph has a title
Descriptive label for variable on the x-axis and
responding variable for the y-axis
Graphed data matches data collected. Units
indicated for each axis
Data analysis
Results from graph clearly stated
Inferences made about results
Conclusion
Conclusions based on results and inferences
Hypothesis is restated
Hypothesis is accepted or rejected
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 6
TEKS 7.9 A
TAKS Objective 2
page 7
Biology
Cellular Respiration Role Play
Purpose:
To review the "big picture" of metabolism, aiding students in understanding the
relationship among glycolysis, the Kreb's cycle, and the ETC. See Diagram 1 for
the simulation layout.
Materials:
4 tissue boxes , 1 large piece of construction paper, stack of recipe index cards to
be laminated, 1/4 lb. bag of balloons, 1 package of disposable drinking cups,
colored markers, Velcro dots, printed student role cards
Safety Considerations:
Students with latex allergies should be provided with an alternative activity.
Students with asthma should not be assigned to an area that requires them to blow
up balloons.
Procedure:
Teacher's prep before class:
Label the index cards with the desired colors as follows then laminate:






8 index cards "NAD"
2 "FAD"
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
1. Construction Paper Draw 6 "carbon" circles on the side of the paper (3
circles on each half and label under each half “pyruvic acid”). Label
across the 6-C molecule “Glucose”.
GLUCOSE
PYRUVIC ACID
TAKS Objective 2
PYRUVIC ACID
page 8
Biology
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).
Glycolysis Area (Cytoplasm)
(Materials and People Needed)
NAD Runner
Enzyme Person
(NAD, e-, ATP Inflated Balloons, and
Glucose Molecule)
Transition Area
(Materials and People Needed)
Transition Person
(NAD, e -, CO2 and Acetyl CoA)
Kreb’s Cycle Area
(Mitochondrial Matrix)
3 Carbon Compound People
NAD Runner/FAD Runner
(NAD, FAD, e-, CO2, H2 and H)
ETC (Mitochondrial Membrane)
ATP Synthase Person
NAD + H Acceptor Individual
Activity Script:
FAD + H2 Acceptor Individual
1. Assign
Water 13
Person
students
(Stands
an assignment
in opposition
in the
to everyone
first attempt
elseof
and
theuses
rolethe
play.
e-)
Intermembrane Space Person (Builds up the H+ ion concentration)
Synthase
TAKSATP
Objective
2 Person
page 9
Biology
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 Kreb’s 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”
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
TAKS Objective 2
page 10
Biology
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 11
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 12
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 13
Biology
Front of Card
Kreb’s Cycle
NAD Runner
Back of Card
Job:
Your job is to collect NAD and e- from the Kreb’s 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 14
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 15
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 16
Biology
Front of Card
Kreb’s 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
Kreb’s 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 17
Biology
Front of Card
Kreb’s 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 Kreb’s 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 18
Biology
Front of Card
Kreb’s 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 Kreb’s 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 19
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 20
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 21
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 22
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 23
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 24
Biology
Respiration Review Lab
Overview:
We eat food to provide our bodies with energy. However, trying to use
food molecules like glucose to run our bodies is like trying to run a car wash with
a five dollar bill. Your cells can only use the chemical bond energy stored in ATP
molecules to run cellular operations just as the car wash will only run on dollars
or quarters. Therefore, the cell must change food molecules like glucose into
usable form --- ATP. This process is called cellular respiration.
Let’s compare the burning of glucose in the body to the burning of a
candle. Glucose molecules provide energy for the body just like the candle wax
provides energy for the burning flames. The following experiments will provide
some information about processes involved in the burning of a candle that also
apply to the “burning” of glucose in the body.
Materials per Group:

Large candle

500 ml Erlenmeyer Flask

Matches

Aluminum pie plates

Water

Bromothymol Blue
TAKS Objective 2
page 25
Biology
Experiment #1
Materials:

Candle

Matches

500 ml Erlenmeyer Flask

Aluminum Pie Plate
Procedure/Observations:
1. Light the candle and allow it to burn.
a. What provided the spark to start the candle burning?
b. What provides the fuel for the burning candle?
2. Is the burning candle giving off any type of energy?
If so, what kind(s) of energy are being released?
3. Place the beaker or flask over the candle. What happens?
4. What caused the candle to go out?
5. What gas is necessary for the candle to burn efficiently?
6. What provides the “spark” to get cellular respiration started in the cell?
7. Is energy released when glucose is “burned” in the cell?
If so, what kind of energy is released?
8. Why isn’t heat released in large quantities in the cell?
9. Is the same gas necessary to “burn” glucose efficiently in the body as is
needed to burn the candle efficiently?
10. What is the gas that is needed to break down glucose into ATP efficiently?
11. Where in the cell is glucose broken down in the presence of this gas?
12. What is the name for this type of cellular respiration?
13. How many ATP’s (net) can be gained if a glucose molecule is completely
broken down with oxygen?
14. If oxygen was not present, how many ATP’s (net) could be gained from a
glucose molecule being broken down?
TAKS Objective 2
page 26
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 27
Biology
Experiment #2
Materials:

Candle

Matches

500 ml Erlenmeyer Flask

Bromothymol Blue

Aluminum Pie Plate
Procedures/Observations:
1. Light the candle again and allow it to burn.
2. Place the flask over the candle and leave it until the candle goes out.
3. Slide the flask quickly up and over the candle and cover the bottom of the
flask with your hand, trying not to let any of the contents escape. Turn the
flask right side up.
4. Carefully move your hand from the top of the flask just enough to add 2 drops
of Bromothymol Blue then cover the top completely again.
5. What color was the Bromothymol Blue to begin with?
6. What color did the Bromothymol Blue turn when placed in the beaker? (You
may have to swirl the liquid and wait a minute or two for a change.)
7. Do you notice any water vapor on the inside of the flask?
8. Is water also a waste product (by product) of cellular respiration?
9. Bromothymol Blue is a pH indicator. Carbonic acid forms in the presence of
water and high concentrations of what gas?
10. What gas was given off as a waste product of the burning candle?
11. What gas is given off as a waste product of cellular respiration?
TAKS Objective 2
page 28
Biology
Experiment #3
Materials:

Candle

Matches

500 ml Erlenmeyer Flask

Water

Aluminum Pie Plate
Procedures/Observations:
1. Pour enough water in the bottom of the pan to fill the pan at least half-full.
2. Light the candle and let it burn. Set the base of the candle in to the water in
the middle of the pan and let it continue to burn.
3. Place the flask over the candle, submerging it in the water.
4. What happens when the candle goes out?
5. What was removed from the air in the flask to allow space for the water to
come in?
6. Carbon dioxide is released into the air during the burning of the candle.
However, much of this carbon dioxide becomes dissolved in the water to form
carbonic acid. This provides even more space for the water to rush in.
Conclusions:
1. Write the balanced, general formula for cellular respiration.
2. ________________, ___________________ and ___________________ are
the materials necessary for respiration to take place in the cell.
3. _____________________, ___________________, and
____________________ (_______________) are given off during cellular
respiration.
TAKS Objective 2
page 29
Biology
Respiration Review Lab
Key
Overview:
We eat food to provide our bodies with energy. However, trying to use
food molecules like glucose to run our bodies is like trying to run a car wash with
a five dollar bill. Your cells can only use the chemical bond energy stored in ATP
molecules to run cellular operations just as the car wash will only run on dollars
or quarters. Therefore, the cell must change food molecules like glucose into
usable form --- ATP. This process is called cellular respiration.
Let’s compare the burning of glucose in the body to the burning of a
candle. Glucose molecules provide energy for the body just like the candle wax
provides energy for the burning flames. The following experiments will provide
some information about processes involved in the burning of a candle that also
apply to the “burning” of glucose in the body.
Materials per Group:

Large candle

500 ml Erlenmeyer Flask

Matches

Aluminum pie plates

Water

Bromothymol Blue
TAKS Objective 2
page 30
Biology
Experiment #1
Materials:

Candle

Matches

500 ml Erlenmeyer Flask

Aluminum Pie Plate
Procedure/Observations:
1. Light the candle and allow it to burn.
a. What provided the spark to start the candle burning? Match
b. What provides the fuel for the burning candle? Wax and Oxygen
2. Is the burning candle giving off any type of energy? Yes
If so, what kind(s) of energy are being released? Heat & Light
3. Place the beaker or flask over the candle. What happens? Flame goes out.
4. What caused the candle to go out? Uses all of oxygen.
5. What gas is necessary for the candle to burn efficiently? Oxygen
6. What provides the “spark” to get cellular respiration started in the cell?
Enzymes
7. Is energy released when glucose is “burned” in the cell? Yes
If so, what kind of energy is released? ATP or chemical energy
8. Why isn’t heat released in large quantities in the cell? Would kill the cell
(98.6 oF normal)
9. Is the same gas necessary to “burn” glucose efficiently in the body as is
needed to burn the candle efficiently? Yes
10. What is the gas that is needed to break down glucose into ATP efficiently?
Oxygen
11. Where in the cell is glucose broken down in the presence of this gas?
Mitochondria
12. What is the name for this type of cellular respiration? Aerobic Respiration
TAKS Objective 2
page 31
Biology
13. How many ATP’s (net) can be gained if a glucose molecule is completely
broken down with oxygen? 36
14. If oxygen was not present, how many ATP’s (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 ATP’s
18. How long can the candle burn without oxygen? not long (can’t)
19. How long do you think a cell can run without oxygen? not long (few minutes)
Experiment #2
Materials:

Candle

Matches

500 ml Erlenmeyer Flask

Bromothymol Blue

Aluminum Pie Plate
Procedures/Observations:
1. Light the candle again and allow it to burn.
2. Place the flask over the candle and leave it until the candle goes out.
3. Slide the flask quickly up and over the candle and cover the bottom of the
flask with your hand, trying not to let any of the contents escape. Turn the
flask right side up.
4. Carefully move your hand from the top of the flask just enough to add 2 drops
of Bromothymol Blue then cover the top completely again.
5. What color was the Bromothymol Blue to begin with? Blue
6. What color did the Bromothymol Blue turn when placed in the beaker? (You
may have to swirl the liquid and wait a minute or two for a change.) Green
(yellow-green)
7. Do you notice any water vapor on the inside of the flask? Yes
8. Is water also a waste product (by product) of cellular respiration? Yes
TAKS Objective 2
page 32
Biology
9. Bromothymol Blue is a pH indicator. Carbonic acid forms in the presence of
water and high concentrations of what gas? Carbon Dioxide
10. What gas was given off as a waste product of the burning candle? Carbon
Dioxide
11. What gas is given off as a waste product of cellular respiration? Carbon
Dioxide
Experiment #3
Materials:

Candle

Matches

500 ml Erlenmeyer Flask

Water

Aluminum Pie Plate
Procedures/Observations:
1. Pour enough water in the bottom of the pan to fill the pan at least half-full.
2. Light the candle and let it burn. Set the base of the candle in to the water in
the middle of the pan and let it continue to burn.
3. Place the flask over the candle, submerging it in the water.
4. What happens when the candle goes out? Water comes into the flask
5. What was removed from the air in the flask to allow space for the water to
come in? Oxygen
6. Carbon dioxide is released into the air during the burning of the candle.
However, much of this carbon dioxide becomes dissolved in the water to form
carbonic acid. This provides even more space for the water to rush in.
Conclusions:
4. Write the balanced, general formula for cellular respiration.
C6 H12 O6
+ 6O2  6CO2 + 6H2O + energy (ATP’s)
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 33
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 A’s data.
2. Partners switch roles, and repeat steps 2-4.
3. Record Partner B’s data.
Questions:
1. Describe how your hand felt at the end of the activity?
2. What is happening to the muscles in your hand?
3. How do swimmers overcome lactate buildup as they near the end of a
race?
4. Which body systems are interacting together in this learning experience?
5. After participating in the Respiration and Muscle Rumble write a 100-150word summary about oxygen debt and muscular contractions.
TAKS Objective 2
page 34
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 35
Biology