Cellular Metabolism
Unit 2 Objectives
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Draw a lock and key model of an enzyme and describe what enzyme specificity means
State how enzymes function
List the four ways in which the speed of enzyme catalyzed reactions can be altered (how can
they be sped up or slowed down?)
Differentiate between catabolic, hydrolysis reactions and anabolic, dehydration synthesis
reactions
Define cellular respiration and state why it takes place in all living organisms
Explain the structure and function of ATP
Model the process of cellular respiration in the form of a game
List the main steps of cellular respiration
Describe the “big idea” of glycolysis
Explain how the 2 pyruvate molecules are modified before the Kreb’s cycle takes place
Describe the “big idea” of the Kreb’s cycle
State what happens to all the original carbons in the glucose molecule
In detail, draw and explain what happens in the electron transport chain (how is ATP created,
what molecules play a role in the cycle, what is the concentration gradient?)
o Specifically explain how the concentration gradient in the ETC creates ATP
State how cyanide can interrupt the ETC and kill cells very quickly (less than 5 minutes!)
Describe the structure of DNA
Label the parts of a nucleotide and describe how they interact with a whole DNA molecule
Read and provide an opinion on a “Creepy or Cool” article regarding DNA being used for art
Describe the importance of DNA replication
Explain the steps of DNA replication, including the necessary enzymes in the process
State what the complementary base pairing rule is and how it relates to DNA
Describe the structure of RNA
Model the process or transcription and translation, describing the steps and enzymes in the
process
Explain how environmental factors can cause mutations in cellular processes or to DNA itself
Recognize the various types of mutations that can happen to DNA and RNA
Practice scientific argumentation while building science literacy skills when researching relevant
topics regarding genetic modification
NGSS:
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HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and
oxygen from sugar molecules may combine with other elements to form amino acids and/or
other large carbon based molecules
HS-LS1-7 Use a model to illustrate the cellular respiration is a chemical process whereby the
bonds of food molecules and oxygen molecules are broken and the bonds in new compounds
are formed resulting in a net transfer of energy
HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines
the structure of proteins which carry out essential functions of life through systems of
specialized cells
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HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in
coding the instructions for characteristics passed from parents to offspring
o Students should have had this in Biology 1, thus review will be brief
HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may
result from: 1) new genetic combinations through meiosis, 2) viable errors occurring during
replication, and/or 3) mutations caused by environmental factors
o Students should have had this in Biology 1, thus focus will be on mutations during
cellular processes or caused by the environment
Common Core:
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RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or inconsistencies in the
account.
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts,
processes, or information presented in a text by paraphrasing them in simpler but still accurate
terms.
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results based on
explanations in the text
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 11-12
texts and topics.
RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure,
or discussing an experiment in a text, identifying important issues that remain unresolved.
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a
problem.
RST.11-12.9 Synthesize information from a range of sources into a coherent understanding of a
process, phenomenon, or concept, resolving conflicting information when possible
RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in grades 1112 text complexity band independently and proficiently.
WHST.11-12.1A Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims, reasons, and evidence.
WHST.11-12.1D Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new arguments
or information.
*Not every part of the standards listed above will be completed within this unit. Many of these
standards will be addressed multiple times in multiple lessons throughout the year.