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Cell Energetics Unit Cover
(see guidelines on page 27)
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Cell Energetics Unit Page
At the end of this unit, I will:
 Know understand how the structure of a leaf
contributes to the process of photosynthesis.
 Be able to draw the structure of the chloroplast and the mitochondria.
 Explain energetics with respect to bond building and bond breaking.
 Understand the relationship between the light reactions and the light independent reactions of
photosynthesis.
 Locate where, in the chloroplast, the light and light independent reactions take place.
 Identify the three stages of cellular respiration and their locations within the mitochondria.
 Explain the relationship between all three stages of cellular respiration.
 Quantify the number of ATP and energy carrier molecules made at each of the stages of cellular
respiration and photosynthesis.
 Explain the roles of carbon dioxide gas and oxygen gas in photosynthesis and cellular
respiration.
 Identify purpose of anaerobic respiration.
 Employ the scientific method during a laboratory investigation
Roots, Prefixes and Suffixes I will understand are:
 Prefixes: chloro-, mito-, aerobe-, photo-, meso-, glyco Suffixes: -plast, -ose, -synthesis, -lysis
The terms I can clearly define are:
 Mitochondria: inner membrane, outer membrane, matrix, intermembrane space, cristae,
glycolysis, citric acid cycle, electron transport chain, ATP, oxygen, carbon dioxide
 Chloroplast: inner membrane, outer membrane, thylakoid, stroma, grana, Krebs Cycle, light
independent reactions, dark reactions, light dependent reactions, oxygen, carbon dioxide,
glucose
 Scientific Method: Problem, hypothesis, independent variable, dependent variable, constant,
control group, experimental group, results, conclusion.
The assignments I will have completed by the end of this unit are:
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Common Core Practice: Cell Energetics
Structure of the Chlorplast and Photosynthesis Notes
Leaf Cross Section
Photosynthesis: The Big Picture
Photosynthesis Song
Photosynthesis Storyboard
Photosynthesis Warm-up
Cellular Respiration Notes
Cellular Respiration Graphic Organizer
Scientific Method Acrostic Poem
Old Wives’ Tale
Cellular Respiration in Seeds Lab
Cell Energetics Concept Cards
Cell Energetics Study Guide
Cell Energetics Parent Page
Cell Energetics Concept Map
Page | 102
Common Core Practice: Cell Energetics
True or False:
Only consumers such as animals
“breathe” or use oxygen gas to perform
cellular respiration while producers only
“breathe” or use carbon dioxide gas for
photosynthesis.
Support your response with evidence.
Page | 103
Page | 104
After completing the reading, create a Venn diagram in the space below
comparing and contrasting mitochondria and chloroplasts.
Page | 105
1
2
3
4
8
5
7
6
8
Page | 106
Structure of the Chloroplast:
Label the structures to the left side of your intNB that correspond to the structures on the Cornell
Notes below.
In which cells do
photosynthesis occur?
1. A cross section of a leaf reveals stacked layers of cells called
____________________________ cells. This is the layer of cells that
contain ___________________________ and perform most of the plant’s
photosynthesis.
What are stomata?
2. Stomata are openings under the leaves that allow for
_______________________________ to occur.
_____________________ ________________________ (________) passes in, and
__________________________________ (_________) passes out.
In what organelle does
photosynthesis take place?
What is the basic structure of a
chloroplast?
3. Chloroplasts are the site of ________________________________. They
are a double bound membrane organelle, with a
(4)_________________________ ____________________________ and an
(5)_________________________ ____________________________ .
The (6) _________________________ is a dense fluid between the inner
membrane and the contents of the chloroplast. The (7)
____________________________ stacks are sometimes tacked in columns
called (8) ______________________________.
(9)______________________________________ reside in these thylakoid
membranes.
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Leaf Cross Section
Create a key to color the cross section of the leaf anatomy.
 Cuticle
 Epidermis
 Guard cells (2 guard cells create the opening for
stomata)
 Air space
 Palisade Mesophyll (dark green)
 vein
 Spongy Mesophyll (light green)
Page | 108
Leaf Cross Section Questions:
1. What does the word "mesophyll" mean?
2. What two layers of the plant contain chloroplasts?
3. The outermost layer of cells: _________________________
4. The waxy covering of the leaf: _______________________
5. These cells function to open and close stomata: _________________
6. What is the purpose of stomata?
8. Column like cells that lie just under the epidermis: ________________
9. Openings that allow for gas exchange are called ________________
10. The equation for photosynthesis.
11. Where the pigment chlorophyll is located: _____________________
Page | 109
Chlorophyll: The Photosynthetic Pigment
According to the graph of chlorophyll’s absorption below, explain why plants appear green.
Summary of Photosynthesis
As you follow along with the powerpoint, label the image below to summarize photosynthesis.
Calvin Cycle (Light
Independent or
Dark Reactions)
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Photosynthesis Notes
What are the two steps of
photosynthesis?
Photosynthesis occurs in ________ Steps:

______________ __________________ in the thylakoid

______________ __________________ in the stroma.
Calvin Cycle is also referred to as the
________________ _________________ or
________________ _________________________reactions.
are chemical factories powered by the
•
What happens during the light
reactions of photosynthesis?
sun.
•
The particles of sunlight are called _________
•
Their thylakoids have the pigment _______________________.
•
_________________________ act like solar panels that transform
light energy into energy carriers called
and
.
•
To make
and
, the thylakoid uses
and makes
•
What are the NADPH and ATP
used for?
gas.
ATP & NADPH energy are used to
___________________________________________________________________
•
This is done during the ______________________ __________________
in the _______________________.
What is the general formula for
photosynthesis?
Below the equation, identify when
the reactants and products of
photosynthesis are used and
produced.
Photosynthesis is responsible for the majority of the
_______________________ in our biosphere.
This biomass supports the __________________ ________________
____________________, but only __________% of their energy can be
transferred up the ________________ _______________.
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Photosynthesis: The Big Picture
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Photosynthesis: The Big Picture
Fill in the spaces below with the chemical formula for Photosynthesis.
The numbers link to clues listed below:
1.
2.
+
3.
4.
5.
+
1. This reactant is a critical part of the Carbon Cycle. It is released by heterotrophs (and
autotrophs!) during respiration, and taken up by plants and algae during
Photosynthesis.
2. This reactant is the fundamental component of the Water Cycle. Plants need this
molecule for photosynthesis, while this is given off during respiration, it is also released
by plants during a process called transpiration.
3. This is the catalyst that drives the entire reaction of photosynthesis. This is a form of
energy that supports almost all life forms on Earth. This is the “photo” part of
photosynthesis.
4. This product is the “synthesis” part of photosynthesis. This product is chemical energy
that may go on to be consumed by a heterotroph. This is an organic compound, as it
contains which
element? __________________
This product is often considered to be a waste product of photosynthesis, but we couldn’t be here
without it.
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Photosynthesis Song
(sung to I’m a Little Teapot)
I’m a little plant that grows and grows
Photosynthesis is what I know
Photons, 6 waters, 6 CO2
Help me make glucose and 6 O2
Photosynthesis Let’s Get Into This
Chorus
Photosynthesis; let’s get into this
Discussion of sunlight, and transfer of energy.
Photosynthesis, let’s get into this
Process of chemical reactions and synergy.
Within the chloroplast lies the action
The thylakoid membrane is where it happens
ATP and NADPH
Are products of light, water, air, and space
Verse I
Chorus
Verse III
Plants take water, sun, and CO2,
The Calvin cycle, or dark reaction
to make glucose: the sugar that they use for
Doesn’t need direct sunlight for it to run right.
food
CO2 from the air enters the chloroplast
They also put oxygen into the air
Mixing with organic molecules for the last time
So we can share, because oxygen is everywhere
With the help of the enzyme Rubisco
The energy transforms from solar to chemical
Carbon Fixation—I thought you knew this yo!
All the time, everywhere, the process is identical
It forms a carbohydrate known as G3P
In every plant, and every tree
It’s created, recreated, and recycled you see
Enabling all living things to be
Chorus
Verse II
Chorus
Bridge
Leaves on trees and even weeds meet needs
Let’s take a look at the light reaction
Making oxygen we need to breathe
Making chemical energy when light is captured
You want to learn it with ease? You want to
electrons flow through the photosystems
master the keys?
Flowing so fast you might have missed‘em
It’s photosynthesis, listen to this please
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Warm-up:
The diagram below will illustrate photosynthesis. Write each of the following
terms on the correct numbered line. Then answer the questions that follow.
Carbon dioxide Glucose
Oxygen Water
1. a. In photosynthesis, what three things come in from outside the plant?
b. What are products of photosynthesis?__________________________________
c. In what organelle does photosynthesis occur? _____________________
2. How does life on earth depend on the process of photosynthesis?
______________________________________________________________________________________________________________ ____
__________________________
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Photosynthesis Storyboard
Caption
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Photosynthesis Storyboard Activity
In groups, you will begin the brainstorming process of creating a storyboard or cartoon of
photosynthesis. Make sure your teacher approves of your sample storyboard (on the white-erase
board or on the iPAD minis) prior to creating the final product in your notebook. Your storyboard
can be a literal explanation of photosynthesis, or it can be an analogy of photosynthesis. The
guidelines are as follows:
1. There must be at least six “slides” or “squares.”
a. Three of your slides must be dedicated to the light reaction, and use the following
terms: (If your storyboard is an analogy of photosynthesis, the following parts must
be represented and explained in your analogy).
i. Chloroplast
ii. Photons
iii. Thylakoid
iv. Grana
v. NADPH
vi. ATP
vii. Oxygen Gas
b. Three of your slides must be dedicated to the Calvin Cycle, and use the following
terms. (If your storyboard is an analogy of photosynthesis, the following parts must
be represented and explained in your analogy).
i. Chloroplast
ii. Stroma
iii. Carbon Dioxide Gas
iv. NADP
v. ADP
vi. Glucose
2. The following guidelines will be used when grading your Storyboard, so use the following as
a checklist to make sure that your storyboard does the following:
 Underline the terms listed above, as they are mentioned in the caption. (If
you recording your storyboard on your iPAD, you do not need to do this)
 Label structures in your slides
 4 or more colors must be used
 It must be neat.
 There must be at least six slides.
Option: If you and your group are willing to do the entire storyboard on the iPAD minis, you may
use an application, such as doceri, to create your storyboard. You can “record” your story after
drawing each of the six slides. Chances are you will not finish during class time, so plan on taking
some time during FIRE to finish drawing and recording your storyboard.
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Parts of the Mitochondrion
Intermembrane space
Page | 116
Cellular Respiration
What is cellular respiration?
•
When organisms release the ______________ stored in the
____________________ ____________________ of food molecules such
as _________________ and other sugars made in photosynthesis.
What is aerobic respiration?
•
The type of energy released is ___ ___ ___ .
•
ATP _____________________________________________________________.
•
Requires _________________________
•
Many ___ ___ ___ molecules are made by the
_______________________ from the glucose.
Breaking the ___________________of ____________________ for ___ ___ ___.
1. _______________________:
Describe the 3 Steps to Cellular
Respiration.
•
Occurs in the _________________________
•
No ____________ required
•
2___ ___ ___ made
2. ____________________ or Citric Acid Cycle:
•
Occurs in the ______________________________
•
___________ gas is released here
•
2 ___ ___ ___ made
3. Electron Transport Chain
•
Occurs in the folds of the ____________ membrane
(___________________)
•
Uses ______ and about 32 ___ ___ ___ and water is
made.
Glycolysis:
Breaking the First Bond of
________________________: Glycolysis
“Glyco” “lysis” literally means “_______________” “__________________.”
Anytime bonds break , energy carriers ___________________________
________________________________________________________________________.
When bonds break, ___ ___ ___ can be made from that energy.
Energy carrier ___ ___ ___ ___ was also made.
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Cell Respiration Graphic Organizer
Use the diagram of Cellular Respiration below to identify which process is responsible for the following, by writing
“Glycolysis,” “Krebs Cycle,” or “Electron Transport Chain” next to each description.
Fill in the “star” shapes with “ATP.”
KREBS
CYCLE
H2O
O2
1.
Breaks up glucose into pyruvate (or pyruvic acid):
2.
This is responsible for the release of CO2:
3.
According to the images, which one of these do you think produces the most ATP?
4.
This step uses Oxygen:
5.
What do Glycolysis and the Krebs Cycle contribute to the Electron Transport Chain?
and
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Cellular Respiration
What products are made from
glycolysis?
These smaller sugar molecules made from glycolysis are called
___________________________.
The ______________________ Cycle takes place in the ________________of
the Mitochondrion, where more __________________ are broken.
Explain the Krebs Cycle based on
your observation of the cycle.

During this stage, ___________ gas is made and is exhaled.

Sugars are combined to form _________________
___________________.

Two of the following electron carriers are made.
1.
2.
Finally, a bit of ___ ___ ___ are made.
What is gained per glucose
molecule during the Krebs Cycle?
Energy Carriers:

NADH =

FADH2 =
ATP =
What are the energy carriers
NADH and FADH2 for?
Electron Transport Chain.
They power the __________________ __________________ ______________
that make a lot of ATP!
The electron transport chain make a LOT of ___ ___ ___.
It is located inside the ____________________________ in the folds of
the ____________________ membrane called _________________________.
During this process, _________________ gas is used, LOTS of
ATP___ ___ ___ is made, and _________________ is created.
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Scientific Method Acrostic Poem
Make an “Acrostic Poem” for the steps of the Scientific Method, using the acronym “PHERC” above.
The purpose of an acrostic poem is to help you remember something that has to follow a specific
order.
Problem
P
Hypothesis
H
Experiment E
Results
R
Conclusion
C
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Scientific Method Notes
Circle all key terms and vocabulary. Highlight definitions to the vocabulary as well as the answers
to the question on the “cue” column of your Cornell notes.
What is the Scientific Method,
and what are the overall steps?
What is a “problem” statement,
and what makes this statement
good or bad?
What is the difference between
the independent and dependent
variable?
What is a hypothesis?
How do you write a hypothesis?
The scientific method is a method of answering scientific
questions by formulating a hypothesis, setting up controlled
experiments, carefully observing and data collecting, and
proposing an explanation for the data.
1. State a Problem:
 Form a question that tests a relationship between two
variables, or a cause and effect.
For example, “Why do plants need to perform
photosynthesis?” is not a good investigative
question, because it is too broad to be tested.
A better question might be, “What is the effect of
humidity on the photosynthetic rates of the lima
bean?” because it specifically tests humidity on
one type of plant.
 When formulating a question to investigate, the cause is
referred to as the independent variable (IV), in this
case the amount of humidity.
 Scientists manipulate the independent variable to test
its effects on the dependent variable (DV), in this case,
the photosynthetic rates of the lima bean.
2. Formulate a Hypothesis:
 A hypothesis is a possible answer to the proposed
question. The hypothesis must be based on prior
knowledge or research, so there is a contextual basis for
this educated guess.
 It is often written in the “if…then” format. The
independent variable follows the “if” statement, and the
dependent variable follows the “then” statement.
For example, “If humidity in the environment
decreased (IV), then photosynthetic rates will
also decrease (DV). In low humidity conditions,
stomata in leaves will remain closed more often
to conserve water. With the stomata closed,
plants will not be able to take in the carbon
dioxide gas necessary to produce glucose, thus
decreasing photosynthesis.
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Old Wives’ Tale or Helpful Hint?
People often tell us things and ask us to believe they're true. Some of these "helpful hints" are true.
Some aren't. People have realized for a long time that some of these hints aren't true and call them
"Old Wives' Tales." An old wives' tale is an everyday statement that some people believe is true, but
it really isn't. But how can you tell them apart? You can't just ask a grownup, some of them are
wrong. The only way anyone knows the truth for sure is to use the scientific method.
Design an experiment to test the validity of the following old wives’ tale. We’ll do the first one
together.

Eating chocolate causes zits.
Problem:
__
Hypothesis:
Experiment:
Independent variable:
Dependent variable:
Control:
Constants:
Variables beyond our control:
Design an experiment to test the validity of this old wives’ tale:

An Apple A Day Keeps the Doctor Away.
Problem:
Hypothesis:
Experiment:
Independent variable:
Dependent variable:
Control:
Constants:
Variables beyond our control:
Page | 122
__
Scientific Method Notes
How do you set up a controlled
experiment?
3. Set up an Experiment:
 The independent variable and ONLY the independent
variable (humidity) must be manipulated by the
scientist.
For example, humidity can be set at different
levels by the investigator.
- 100% humidity
- 75% humidity
Experimental
- 50% humidity,
group
- 25% humidity
- 0% humidity
Negative
Control Group

What is the difference between a
control and experimental group?
What is the difference between a
negative and positive control?


What is the purpose of a control?

What are constants?
Can all variables be controlled?

There must be a control group in your experimental
set-up. The control is often “negative” in nature, or it is
purposely set-up so that it is missing the variable and
acts as the placebo. On occasion, a “positive” control can
be set up instead, with an expected phenomenon.
The remainder of the experimental set-up is called the
experimental group.
The control group establishes a baseline in which to
compare the results of the experimental group. Without
it, there is no way to tell the effectiveness of the
independent variable.
All other variables must remain constant so that only
the effect of one isolated variable is tested at a time. The
ONLY variable being manipulated is humidity, while all
other factors must be kept the same in both the control
and experimental group.
Possible constants for the experiment we are
following may be:
- the type of plants (all lima beans)
- the number of leaves it has (3 leaves)
- the height of the plants (6 cm tall)
- the container that the plants are grown
in (3 inch ceramic pot)
- the amount of water they receive (20
mm of water daily)
- the amount of light they receive (8 hrs)
Although we carefully try to control experiments as
much as possible, some variables are beyond the control
of the investigator. For example, the inherent.
differences between each individual bean plant.
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Sample Graphs
Pie Charts:
 Title
 Labeled Percents
 Labeled Pie Pieces
 Color
Bar and Line Graphs:
 Title
 Labeled x-axis (IV)
and y-axis (DV)
 Units
 Numerical and
Graphical Spacing
 Color
Page | 124
Effect of Temperature on Photosynthetic Rates
Scientific Method Notes
What are results?
What are the ways data is
organized?
Which graph is used the most
during scientific inquiry?
What elements must be in each
line graph?
How do you label the x-axis?
How do you label the y-axis?
What is the exception to this
rule?
Each conclusion must address
what aspects of the
investigation?
5. Record Results. Results or data is information collected
during an experiment, recorded in an organized fashion.
 Organization of data must be carefully chosen.
Pie graphs show percents.
Bar graphs show quantified numbers.
Scatter and line graphs show the relationship
between independent and dependent variables.
Pictures (qualitative data)
 Most quantitative data gathered through scientific
inquiry will utilize a line graph in an attempt to
explain the cause and effect.
 Line graphs must be set-up properly with the
following elements.
Title: In line graphs, this usually includes the IV
and DV.
- The Effect of (IV) on (DV).
- For example, “The Effect of Humidity on
Photosynthetic Rates of Lima Beans.”
Axes: Label the x- and y- axes, including units.
The x- axis is labeled with the IV and the y-axis is
labeled with the DV.
- Exception to the rule: Time Trumps All.
If an experiment is tracked over time,
graph time with units on the x-axis and
the DV on the y-axis.
Spacing:
- Graphical Spacing: use graph paper to
spatially mark the graph evenly.
- Numerical Spacing: use patterns on the
number lines (2, 4, 6, etc.)
Accuracy:
- Use rulers, protractors, colors, and create
a legend if necessary.
6. Form a Conclusion: Conclusions use data to help answer
the investigative question. The conclusion must address at
least three parts:
 Analyzing results involve using concrete data to
either support or reject the hypothesis and
proposing an explanation for the relationship
between the independent and dependent variables.
Page | 125
Cellular Respiration in Seeds Lab
ABSTRACT:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Page | 126
Scientific Method Notes
Each conclusion must address
what aspects of the investigation?
(cont…)


Why is it important to be able to
duplicate experimental data?
Possible errors should also be clearly addressed in
the conclusion, particularly unavoidable errors that
are out of the investigator’s control.
Finally, to the conclusion should propose an
improvement upon the experiment to further
knowledge in the topic.
Data from experiments need to be reliable. Replication of the
experimental results is necessary to demonstrate that:
 observations and conclusions made are reliable with a
concrete outcome.
 If the experiment yields different results, then the
conclusions are flawed.
What is a theory?
A theory is a unifying explanation agreed upon by most
scientists developed by:
 repetition and consistency of results over a period of
time.
 analyzing data collected by a variety of experiments
It is NOT a hypothesis, a guess, or a hunch.
Page | 127
Cellular Respiration in Seeds
Diagram: The set-up below will guide you as you set-up your experiment.
Tube 1
Tube 2
Tube 3
Soda lime powder
Cotton plug
Air space within tube
Cotton plug
Ruler
Seeds
Rubber band
Test Tube
Beaker with 1.5 cm of
water
Page | 128
Cellular Respiration in Seeds
In cellular respiration, the glucose produced during photosynthesis must be broken down so that
the energy trapped in the glucose molecule can be changed into ATP, a form of energy that can be
used by the cell. In this laboratory investigation, you will be examining cellular respiration in peas
with the following three set-ups:
a) germinating seeds (seeds that are sprouting)
b) dry seeds (seeds that are not sprouting but are dormant or “asleep”)
c) glass beads.
To test cellular respiration, a chemical called soda lime will be used. Remember that oxygen is used
by the seeds during cellular respiration, and carbon dioxide is released. Soda lime absorbs the
carbon dioxide gas that is released by the seeds. The more cellular respiration occurs, the more
carbon dioxide gas is absorbed by the soda lime. When a test tube with the seeds and soda-lime are
placed upside down in a beaker of water, water will move into the test tube when there is more
respiration going on.
Procedure: Refer to the diagram on the opposite page.
1. Fill three test tubes with approximately 1 cm of soda lime.
2. Place a small cotton plug into each of the test tubes (Soda lime is corrosive. The cotton plug
prevents direct contact between the soda lime and the seeds.)
3. Place 10 germinating seeds in one test tube, 10 dry, dormant seeds in another test tube,
then 10 glass beads in the last test tube.
4. Place another cotton plug on top of the seeds. (This cotton plug prevents the seeds from
falling out when the tube is inverted.
5. Use a rubber band to tie the four test-tubes together. Make sure the test-tubes are level.
6. Fill a beaker with 1.5 centimeters of water.
7. Add a drop of food coloring and gently mix, so that it is easier to see the water.
8. Invert the test tubes into the beaker of water.
9. Wait 24 hours and record how much water entered each test tube in millimeters.
Pre-lab Questions: (Answer these questions in the space provided)
1.
What is the equation for cellular respiration?
According to the equation, what materials are being used during cellular respiration?
(In other words, what are the reactants?)
2.
According to the equation, what materials are being made during cellular respiration?
(In other words, what are the products?) _____________________
3.
___
_
What chemical is used in this lab to absorb the carbon dioxide released by the seeds during
cellular respiration? _____________________
___
Page | 129
Cellular Respiration in Seeds
Pre-lab Questions: (cont.)
5. What is the independent variable in this experiment?
6. What is the dependent variable in this experiment?
7. What is the control group?
8. Is this a positive or negative control?
Why?
9. What are the experimental groups?
10. List at least four constants. Be specific with the amounts, size, type, etc.
______________________
______________________
_____________________
_____________________
11. What are at least two variables that are beyond the experimenter’s control.
_____________________
______________________
Page | 130
Cellular Respiration in Seeds
Problem:
Hypothesis: If the test tube contains _____________________
respiration will be the _______________________
, then cellular
.
Explain the reason for the hypothesis:
Group Results:
Height of Water in Test Tube due to Cellular Respiration
Experimental Set-up
Height of water inside test
Height of Water
tube in mm
(Corrected
Difference)
Germinating Seeds
Dry, dormant Seeds
Glass Beads
Note Mistakes, if any
Page | 131
Cellular Respiration in Seeds
Class Results: Choose the most appropriate type of graph to represent your data. Graph
only the corrected difference. Consider outliers due to errors before averaging and
graphing the data.
y = __________________________________________ (DV)
Title:
x = ______________________________________________ (IV)
Page | 132
Cellular Respiration in Seeds
Class Results:
Height of Water in Test Tube due to Cellular Respiration (corrected difference)
Groups
Germinating Seeds
Dry Dormant Seeds
1
2
3
4
5
6
7
8
AVG
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Cellular Respiration in Seeds
Conclusion Questions: Answer the following questions using complete sentences. Do not use any
personal pronouns. Use objective, formal language at all times, keeping the experiment the subject
of your sentences. You may choose to type and print your responses, if you prefer.
1. Restate the problem and the original hypothesis.
2. Was this hypothesis rejected or supported?
3. What evidence did you have that rejected or supported this hypothesis? (Use numerical, concrete data
here in the discussion!)
4. Propose an explanation for the data, as it relates to cellular respiration.
5. What are some possible errors that were encountered during experimentation that were unavoidable?
Explain.
Page | 134
6. How would you revise the procedure to try to avoid the errors that you may have encountered?
7. How could you further knowledge in this field of study? (Consider other variables that could be
isolated. Be sure to clearly explain this new experiment)
Page | 135
Cell Energetics Concept Cards
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Cell Energetics Unit Study Guide
1. Ultimately, where does most of the energy come from for life on Earth? __________
2. Green plants and other autotrophs (producers) capture the energy in sunlight and use it to
convert ______________________
____________________
energy called _____________________
and _________
. ____________________
_ into chemical
gas is released as a waste
product.
3. What is this process called? _________________________
4. In what cell organelle does this process occur? ______________________
5. Draw and label this organelle in the space below:
6. The light reactions take place in the stacks of membrane called __________________. These
membranes contain a pigment called _________________ that absorb packets of light energy from
the sun called ______________________. Water is needed during the light reactions, and
_________________ gas is made as a bi-product. The purpose of the light reaction is to produce
energy carriers __________________ and ________________. These energy carriers power the lightindependent reaction that make ____________________. The light-independent reaction takes place
in the ___________________
_, and is also referred to as the ______________________ cycle. To make
_____________________ _, the __________________ cycle needs _______________________ ____________________ gas.
7. Write the chemical equation of photosynthesis in the space below. Identify which cycle each
reactant is used or product is made.
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8. The image below shows a cross section of a leaf. Create neat leader lines with a straight edge to
label the following structures: cuticle, epidermis, palisade mesophyll, spongy mesophyll,
air space, chloroplast, vein, stomata (or 2 guard cells).
9. Common Core Practice: Consider the cross section of a leaf in the image above. Explain how
the structure of the leaf contributes to its photosynthetic function. (Write at least one
paragraph, with as much detail possible. For example, you might state that the vein is used to
bring in water that the leaf needs during the light reactions of photosynthesis. You must explain
at least five structures and its corresponding function from the above image)
10. Cells can then use the process of ______________________ ______________________ to breakdown
carbohydrates such as glucose into the chemical energy ___ ___ ___. This molecule powers all of
the cell’s work. To do respiration, they need to use _____________________ gas to break down the
glucose and produce _____________________
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_________________________ gas and water as waste.
11. Use the terms below to fill in the graphic organizer. Hint: Energy is moving in this, and energy
is represented with arrows.
Photosynthesis
Photon (Sun Energy)
Sun
ATP (Usable Energy)
Glucose (Stored Energy)
Cellular Respiration
12. Fill in the Venn diagram comparing and contrasting Photosynthesis with Respiration. Fill in the
diagram with at least four differences and two commonalities.
Photosynthesis
Cellular Respiration
13. Briefly explain why plants appear green.
Cellular Respiration
1. The chemical bonds in glucose contain stored energy. The purpose of cellular respiration is to
convert the energy in the chemical bonds of glucose into molecules of _________ that power the cells.
2. Write the formula for cellular respiration in the space below.
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3. The concept map below illustrates cellular respiration. Color the boxes in the concept map as
directed:
Use red for the boxes that show glycolysis.
Use blue for the boxes that show the path taken during anaerobic respiration.
Use green for the boxes that show the path taken during Krebs Cycle.
Use orange for the boxes that show the path taken during Electron Transport Chain
Place a star in each of the boxes that show stored energy.
4. a. In the process of cellular respiration, where does the oxygen come from?
_____________________
__
b. If respiration is happening in consumers (heterotrophs,) where does the glucose come
from? ____________________
c. If this process is occurring in producers (autotrophs,) where does the glucose come from?
_____________________
d. In the process of cellular respiration, when is Carbon Dioxide made?
e. In the process of cellular respiration, when is water made?____________
f. Cellular respiration starts in the cytoplasm of the cell. What part of cellular respiration
begins in the cytoplasm? _______________________
g. In what organelle is cellular respiration completed? _____________________
h. Draw and label that organelle in the space below.
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5. Compare the equation for cellular respiration with the equation for photosynthesis.
____________________________________________________
____________________________________________________
____________________________________________________
6. Organize the information about cellular respiration.
Where in the
cell does it
occur?
Does it
require
oxygen?
“Beginning”
materials
(Include
Quantities)
Results/Outcome or
Products Made
(Include Quantities)
Glycolysis
Krebs Cycle
Electron
Transport
Chain
7.
How many ATP molecules are made during glycolysis? _______NADH?_____
How many ATP molecules are made during Krebs Cycle? _______NADH?_____ FADH2? _____
How many ATP molecules are made during Electron Transport Chain? ______
8.
Which process makes the most ATP? ____________________
9.
What is the purpose of anaerobic respiration?
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Scientific Method: Read about the following experiment and identify all of the elements of
experimental design.
Sarah designed an experiment to find out which mouthwash was most effective against some
bacteria. She cut out four different circles from a paper towel and soaked three of the circles in a
different type of mouthwash. She soaked circle D in distilled water. She put the circles on a nutrient
agar-coated Petri dish that was covered with bacteria commonly found in the mouth. She then
incubated the plate for 24 hours. The picture shows the results of this test. The “halo” around the
circles shows areas where bacteria did not grow.
1.
For this experiment:
a) State the problem.
b) Identify the independent variable.
c) Identify the dependent variable.
d) Identify the control group, and determine if it’s a positive or negative control.
e) Why is it necessary to have a control group?
f) What are the experimental groups?
g) Based on the results (picture), what can you conclude?
h) If you were to create a graph, the _____________ variable goes on the ___ axis and the
_______________ variable goes on the ___ axis.
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Cell Energetics Unit Parent/ Adult Review Page
Student Portion
Name
Period
Unit Summary (write a summary of the past unit using 5-7 sentences):
Explain your favorite assignment in this unit:
Adult Portion
Dear Parent/ Significant Adult:
This Interactive Notebook represents your student’s learning to date and should contain the work
your student has completed. Please take some time to look at the unit your student just completed,
read his/ her reflection and respond to the following
Ask your child to explain the difference between cellular respiration and photosynthesis.
What was the most difficult concept for your child to grasp? Please explain why.
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email.
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Cell Energetics Unit Concept Map
(see directions on page 27)
Summary of Concept Map:
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