Lesson Planning Assignment
Metabolic Processes
CIA-Biology
Submitted by: Joel Reyes and
Devina Notowibowo
Submitted to: Cheryl Madeira
Date: December 1st, 2011
Table of Contents
Cover page and rationale………………………………………………………………………………………………………………..page 3
Unit plan…………………………………………………………………………………………………………………………………………page 3
Lesson plan outline……………………………………………………………………………………………………………..……….…page 4
Appendix
A1. Case Study Handout and Answers………………………………………………………………………………..……….page 8
A2. Group Investigation Handout…………………………………………………………………………………………….……page 9
A3. Group Investigation: Sequencing the ETC…………………………………………………………………………..…page 10
A4. Teacher Notes……………………………………………………………………………………………………………………...page 11
A5. Board Notes………………………………………………………………………………………………………….………………page 12
A6. Student Handout………………………………………………………………………………………………………………….page 15
A7. Student Handout Answers……………………………………………………………………………………….…………..page 17
A8. YouTube Video Handout………………………………………………………………………………………….…………..page 18
A9. YouTube Video Answers……………………………………………………………………………………………………….page 19
2
COVER PAGE AND RATIONALE
Unit or Strand: Metabolic Processes
Grade: SBI4U
Lesson Sequence
Lesson Plan Title (Concept)
Names
Day 6
Cellular Respiration: The
Joel Reyes and Devina
Electron Transport Chain
Notowibowo
Day 9
Photosynthesis: Stucture and
Doug Coutts and Adam Hurley
Function of Plant organelles
Rationale: The lesson on the electron transport chain helps to describe the chemical processes that
occur during the final stages cellular respiration in order to harvest energy in the form of ATP from
nutrient sources such as glucose. It occurs on day 6 after the lessons on glycolysis, pyruvate oxidation
and Krebs cycle have been taught. This way the students learn about the processes of cellular
respiration chronologically in the order that they occur. The second lesson on the structure and function
of the plant organelles are part of the second fundamental topic of metabolic processes which is
photosynthesis. Here the lesson is on day 9 and is more focused on the structures involves and how they
support photosynthesis compared to the process of the electron transport chain in the first lesson. This
gives students a different perspective when learning essentially the reverse of cellular respiration. Both
lessons support the learning goals because they teach students how, where, and why the metabolic
processes of cellular respiration and photosynthesis occur within plant and animal cells.
UNIT PLAN
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Topic
Review of Macromolecules
Introduction to cellular respiration (general equation)
Glycolysis
Anaerobic vs. aerobic, alcohol fermentation, pyruvate oxidation
Krebs cycle
ETC and oxidative phosphorylation
Recap of cellular respiration and thermodynamic
Quiz on cellular respiration, introduction of photosynthesis
Structures of plant organelles
Light reactions
Review of light properties and its importance in photosystems and photosynthesis
Dark reactions (Calvin cycle)
Cyclic and noncyclic phosphorylation
Comparison between photosynthesis and cellular respiration
In class assignment
STSE
STSE
Unit Test
3
LESSON PLAN OUTLINE
Unit: Metabolic Processes
Title of Lesson: Cellular Respiration— The Electron Transport Chain
Materials
Big Ideas: All metabolic processes involve
chemical changes and energy
conversions
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Ministry Expectations
A1 demonstrate scientific investigation skills
A1.1 Formulate relevant scientific questions
about observed relationships, ideas, problems,
make informed predictions and formulate
educated hypotheses
A1.12 use appropriate numeric, symbolic and
graphic modes of representation
C2 Investigate the products of metabolic
processes such as cellular respiration and
photosynthesis
C1.2 Assess the relevance to their personal lives
and to the community, of an understanding of
cell biology and related technologies
C2.1 Use appropriate terminology related to
metabolism including electron transport chain,
ATP synthase, oxidative phosphorylation,
chemiosmosis, proton pump
C3.1 Explain the chemical changes and energy
conversions associated with the processes of
aerobic and anaerobic cellular respiration
C3.4 Describe, compare and illustrate (eg. using
flow charts) the matter and energy
transformations that occur during the process of
cellular respiration
Projector Screen
Internet Connectivity to access Youtube
http://www.youtube.com/watch?v=3rO26W1xG9U
Paper Models and Cutouts
Appendix
A1. Case Study Handout and Answers
A2. Group Investigation Handout
A3. Group Investigation: Sequencing the ETC
A4. Teacher Notes
A5. Board Notes
A6. Student Handout
A7. Student Handout Answers
A8. YouTube Video Handout
A9. YouTube Video Answers
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Student Learning Goals
Understand the structure and function of the various
protein complexes within the ETC
Understand how electrons from NADH and FADH2
travel down the chain
Explain the importance of creating an electrochemical
gradient for the purpose synthesizing ATP via ATP
synthase
Understand the properties of Oxygen that make it the
terminal electron acceptor within the chain
Quantify the number of ATP that is created for one
molecule of glucose and identify where all of the ATP
come from within the different parts of cellular
respiration
4
Prior Knowledge
Grade 8 Science
3.2 Identify structures and organelles including the nucleus, mitochondria, vacuole, chloroplast
SNC1D
B3.2 Describe the complementary processes of cellular respiration and photosynthesis with respect to the
flow of energy and the cycling of matter within ecosystems
SNC2D
C3.2 explain, using the law of conservation of mass and atomic theory, the rationale for balancing chemical
equations
C3.4 Write word equations and balanced chemical equations for simple chemical reactions
SBI3U
B3.2 Compare and contrast the structure and function of different types of prokaryotes (metabolism,
organelles)
E3.2 Explain the anatomy of the digestive system and the importance of digestion in providing nutrients
needed for energy and growth
F3.4 Describe the various factors that affect plant growth (sunlight, water, minerals)
Before: Minds On (20 mins)
T/L Strategies
 Students will be given a case study
handout and will do a Think Pair
Share activity with respect to the
case study questions
 5 minutes time is allotted to read
and analyze the case study
questions
 5 minutes to give students time to
share a small selection of their
answers with the class
 10 minutes will then be given for
the class to summarize the
reactants and the products of
cellular respiration thus far on the
board (including glycolysis,
pyruvate oxidation and the Krebs
cycle)
Rationale
Assessment
 The case study will be used
to assess understanding of
the Krebs Cycle by
predicting what would occur
to the cell if something went
wrong with the Krebs Cycle
 Students will have time to
collect their thoughts and
discuss with their partners
before discussing their ideas
to the class
 Gives context for social
awareness with regards to
potentially toxic chemical
compounds
 The summary of the
energetic products will help
to reinforce the chemical
quantities involved and
bring the class to the same
level in preparation for
understanding the electron
transport chain
 The verbal
responses for the
case study will serve
as informal
assessment of
understanding for
the processes
occurring during the
Krebs Cycle
 The summary chart
will provide on the
spot assessment for
knowledge of the
amounts of chemical
products formed
5
During: Action (40 mins)
After: Consolidation (15 mins)
 Students will perform an
investigation type activity in small
groups (assigned on ability and
needs to ensure an even mix)
 Each group will be given 2 plastic
bags that contain little sheets of
paper
 One bag will contain small concept
blurbs regarding the ETC
 The other bag will contain a list of
steps of the ETC which the groups
will be asked to sequence in correct
order
 The teacher will walk around the
class facilitating learning, asking
probing questions, helping to clarify
misconceptions, and to keep
students focused and on track
 After all groups have completed the
arranging task correctly or after 20
minutes, the teacher will collect the
sequenced sheets for assessment
and then use paper models and cut
outs to illustrate the ETC in full on
the board
 Students will be encouraged to help
place the paper models in the
correct arrangement
 Teacher will emphasize the quantity
of ATP produced per NADH, FADH2
 Teacher will play the Youtube video
(more than once if necessary)
regarding the ETC as well as giving
the students the handout to fill out
while it is being watched
 Teacher will then ask the students
to brainstorm a comparison chart
on the board regarding the
differences prokaryotes and
eukaryotes, leading to an emphasis
on the lack of mitochondria and
how that affects their metabolism
 The investigation activity
will give a chance for
students to actively explore
the topic of ETC without
having any previous
knowledge
 The concept blurbs will
contain broad definitions
and the appropriate
vocabulary relating to the
ETC
 Small group settings allow
for collaboration and to
give more perspectives
from different students
 The paper models will
provide visual, kinesthetic
and auditory modes of
learning for students
 Allow teacher time to
interact with students,
differentiate and assess for
learning
 Allow teacher to identify
and challenge student
misconceptions
 The teacher will
review the collected
sheets of paper for a
preliminary
diagnostic of the
ETC and go into
greater detail for
any apparent areas
of immediate
difficulty
 The teacher will ask
students “why” they
are organizing their
steps in that specific
order
 The video will provide
another perspective of the
ETC in a visually impressive
way to engage students
 The comparison chart will
be used to emphasize the
evolutionary impact of
eukaryotes and
prokaryotes comparing the
magnitude of energy
absorption from nutrients
 The brainstorming
activity will allow
the teacher to
gauge how much
students recall
about
pro/eukaryotes and
the importance of
mitochondria with
respect to cellular
respiration
6
Next Steps
 Students will be asked to draw a flowchart on a single 8.5 x 11’ piece of paper illustrating all of
the chemical transformations starting from glucose ending in ATP and the specific quantities in
each of those transformations during glycolysis, Krebs cycle and ETC to be handed in as their
ticket in to class.
 The flowchart will give an overall summary of cellular respiration, reinforcing the topics
covered from earlier lessons and consolidating the new information from the ETC into a handy
review sheet for the test
 Announcement of the next day’s topic
- Reminders of labs, quizzes, tests
- Concept Practice (e.g., homework)
7
A1. Minds On—Compound 1080: “The poison that keeps on killing”
Compound 1080 is a notoriously effective compound used to kill rodents. The poison comes from
the fluoroacetate that it contains. The name is derived from the catalogue number of the poison from
which has become its brand name. When ingested and metabolized by the body, fluoroacetate is
modified into fluorocitric acid which is known to inhibit the activity of one of the enzyme catalyzed
reactions within the Krebs cycle resulting in an accumulation of citrate within the cell. It is known to be
highly toxic to both mammals and insects while having little impact on amphibians and fish. Fortunately,
compound 1080 does not last very long in the environment because it is highly water soluble and will be
diluted by rain or stream water to non lethal concentrations very quickly. The production of Compound
1080 has declined throughout the years as more countries have begun to ban its use. There are
currently very few effective antidotes for severe poisoning due to fluoroacetate.
1) If compound 1080 was so effective at killing rodents, why was it banned from commercial use?
2) Why is an accumulation of citrate dangerous for the cell?
3) Which metabolic compounds would see a decrease in production within the Krebs Cycle?
4) Does cellular respiration stop completely when compound 1080 is ingested?
Answers:
1) It was found to be just as dangerous towards rodents as it was for other mammals such as
humans as well as many insect species.
2) If the cell were not able to metabolize citrate into isocitrate, the Krebs cycle would no longer be
able to continue and not enough energy would be harvested for the cell to survive.
3) Without the Krebs cycle, ATP, FADH2 and NADH would see a decrease in production.
4) Glycolysis will continue to occur however both the Kreb’s cycle (the point where compound
1080 acts on) and the last part of cellular respiration which is the electron transport chain will
no longer be functioning.
8
A2. Introductory Group Investigation on Electron Transportation
Instructions for teachers: In this activity, students will use the given information regarding the ETC to
sequence the events of the process. Students should work in groups (4-6 students) in order to complete
the activity. Teachers should facilitate learning and point out misconceptions to guide the students in
the activity. The general information can be given as a handout and the sequencing activity should be
cut out (note that the numbers should be removed in the sequencing activity). This activity should take
20 minutes to complete.
General information:
Summary—The purpose the ETC is to transfer high energy electrons from NADH and FADH2 through
different protein complexes. During this process, some of the energy of the electrons is used to pump
protons out into the inter mitochondrial membrane space
Electrochemical gradients—Protons or H+ are pumped out into the intermembrane space to create a
gradient that is both chemical due to the concentration difference and electrical due to the charge
difference. This produces an energy difference that can be used to do work
Oxidative phosphorylation—ATP synthase uses the energy from the proton gradient to catalyze the
synthesis of ATP from ADP and inorganic phosphate.
Oxygen is highly electronegative so it wants to accept electrons making it a very good oxidizing agent.
This is why oxygen is the terminal electron acceptor and is reduced along with 2 protons to produce a
molecule of water
Mobile electron carriers—ubiquinone and Cytochrome C act as electron carriers. They can move and
transport electrons to and from the protein complexes
9
A3. Sequencing activity to be cut out by teacher
1
NADH donates 2 electrons to NADH dehydrogenase aka complex 1. Complex
1 pumps protons out into the inner mitochondrial space.
2 Complex 1 transfers its electrons to ubiquinone (Q) which transports the
electrons to complex 3
3 FADH2 donates 2 electrons to succinate dehydrogenase aka complex 2.
4 Complex 2 also transfers its electrons to Q which transports the electrons to
complex 3
5 Complex 3 accepts the electrons from Q and pumps protons across into the
inner membrane space
6 Cytochrome C transports these electrons one by one to complex 4
7 Complex 4 receives these electrons and pumps protons into the
innermembrane space
8 Complex 4 donates these electrons to oxygen which combine with 2 protons
to produce water
9 ATP synthase pumps protons down its concentration gradient back into the
mitochondrial matrix
10 This energy is used to catalyze the reaction between ADP and inorganic
phosphate (Pi) to produce ATP
10
A4. The Electron Transport Chain—Teacher Notes
The electron transport chain puts the electrons released by the oxidation of
glucose to work driving proton-pumping channels. The final acceptor of the electrons
released from pyruvate is oxygen, which is reduced to form water.
The molecules of NADH and FADH2 formed during glycolysis and the citric acid
cycle each contain a pair of electrons gained when NAD+ was reduced to NADH, and
FAD+ was reduced to FADH2. The NADH molecules take their electrons to the
membrane, where they are transferred to an intrinsic protein complex called NADH
dehydrogenase. FADH2 is attached to the inner mitochondrial membrane. The
electrons from NADH are passed from NADH dehydrogenase to a series of intrinsic
proteins called cytochromes and other carrier molecules, where their energy is used to
drive three transmembrane proton pumps. This series of electron carriers is the
electron transport chain. The electrons from FADH2 enter the electron transport chain
after those from NADH, and only activate two proton pumps. Thus, oxidation of one
molecule of NADH yields three ATP, while oxidation of one molecule of FADH 2 yields
only two ATP.
The final step of the electron transport chain, the cytochrome c oxidase complex,
uses four electrons to reduce a molecule of oxygen gas to water. The reaction is:
O2  4 H   4e   2 H 2 O
Since oxygen is the final acceptor of electrons in the electron transport chain, a
lack of oxygen halts the entire process. When this occurs, each acceptor molecule in the
chain is stuck with its electrons until there is more oxygen available. Since most aerobic
organisms cannot survive on the ATP produced by the preceding steps alone, lack of
oxygen causes death. Some poisons, such as cyanide, also halt the electron transport
chain, by binding to a cytochrome, inhibiting it from passing its electrons on to oxygen.
11
A5. Board Notes
Minds On: (can be done as a handout)
Glycolysis
Cytoplasm
Pyruvate Oxidation
Mitochondrial matrix
Reactants
Glucose
2 ATP
2 NAD+
4 ADP
2 Pi
2 pyruvate
2 NAD+
2 CoA
Products
2 pyruvate
4 ATP
2 NADH
2 H+
2 ADP
2 acetyl-CoA
2 NADH
2 H+
2 CO2
ATP required
ATP produced
Net ATP produced
2
4
2
None
None
None
Location
Krebs Cycle
Mitochondrial matrix
and inner membrane
2 acetyl-CoA
2 oxaloacetate
6 NAD+
2 ADP
2 Pi
2 FAD
2 CoA
4 CO2
2 oxaloacetate
6 NADH
6 H+
2 FADH2
2 ATP
None
2
2
Action:
Instructions: Teacher will guide the students through the process of ETC using the
model provided (the model can be remade, laminated, and placed on the board).
The model visually shows the movement of electrons through the chain and the
proton gradient that is created.
Consolidation:
After the video, brainstorm differences between prokaryotes and eukaryotes with
respect to cellular respiration. One possible solution for the differences is shown
below:
12
Prokaryotes
Eukaryotes
No Mitochondria
Mitochondria Present
Glycolysis Occurs: 2 Net ATP
Glycolysis Occurs: 2 net ATP
No Krebs Cycle
Krebs Cycle: 2 Net ATP
No ETC
ETC: 32 Net ATP
Total: 2 ATP produced
Total: 36 ATP produced
Home Fun:
Complete the summary table to track the energy and quantity of energy
throughout cellular respiration.
Glycolysis
Location
Cytoplasm
Reactants
Glucose
2 ATP
2 NAD+
4 ADP
2 Pi
Products
2 pyruvate
4 ATP
2 NADH
2 H+
2 ADP
ATP required 2
ATP
4
produced
Net
ATP 2
produced
Pyruvate
Krebs Cycle
Oxidation
Mitochondrial Mitochondrial
matrix
matrix and inner
membrane
2 pyruvate
2 acetyl-CoA
2 NAD+
2 oxaloacetate
2 CoA
6 NAD+
2 ADP
2 Pi
2 FAD
2 acetyl-CoA
2 NADH
2 H+
2 CO2
None
None
2 CoA
4 CO2
2 oxaloacetate
6 NADH
6 H+
2 FADH2
2 ATP
None
2
None
2
13
Electron transport and
chemiosmosis
Inner mitochondrial
membrane and
intermembrane space
6 NADH (Krebs cycle)
2 NADH (pyruvate oxidation)
2 FADH2 (Krebs)
2 FADH2 (from 2 cytosolic
NADH)
32 ADP
32 Pi
6 O2
12 H+
8 NAD+
4 FAD+
24 H+
32 ATP
6 H2O
None
32
32
Possible Answer of Flowchart:
14
A6. Stage 4: The Electron Transport Chain and Chemiosmosis—Student
Handout
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Location: Membrane proteins between the matrix and intermembrane space.
Purpose: To release the energy stored in NADH and FADH2 and use it to make ATP.
Major Reactants:
1) NADH
2) FADH2
3) O2
Major Products:
1) ATP
2) H2O
The ETC produces the most ATP of the 4 stages.
Each NADH is oxidized and the energy from its electrons is used to pump _______ions from the
matrix to the intermembrane space.
Each FADH2 is oxidized and the energy from its electrons is used to pump ________ions from
the matrix to the intermembrane space.
The electrons from NADH and FADH2 are passed from protein to protein until they arrive at the
final electron acceptor ____________, this final acceptor then combines with 2 H+ ions to make
______________.
As H+ is pumped into the intermembrane space a charge separation across the inner membrane
and the matrix occurs. The energy generated by this charge separation is called a
_____________ ______________ __________________. This energy is used to drive the
enzyme ATP synthase. The __________diffuse through this enzyme and for each H+ that
diffuses back into the matrix 1 _________is produced.
The process of ________________ is responsible for the protons diffusing back into the matrix.
This is the driving force for oxidative phosphorylation.
NOTE: the mitochondrial membrane is permeable to H+, therefore some protons leak out of the
intermembrane space and back into the matrix without going through the ATP synthase
enzyme…thus…there is not a direct relationship between the number of H+ pumped across the
membrane and the number of ATP produced.
15
How many ATP are produced from FADH2 and NADH?



Each NADH is responsible for the production of 3 ATP
Each FADH2 is responsible for the production of 2 ATP since it bypasses the first complex.
However, NADH from glycolysis is first converted to FADH2 thus only producing 2 ATP.
Theoretically, in total, each glucose molecule is responsible for the production of 36 ATP. However, since
the process is not perfect, only 32 ATP are produced.
16
A7. Stage 4: The Electron Transport Chain and Chemiosmosis—Answer
Key











Location: Membrane proteins between the matrix and intermembrane space.
Purpose: To release the energy stored in NADH and FADH2 and use it to make ATP.
Major Reactants:
4) NADH
5) FADH2
6) O2
Major Products:
3) ATP
4) H2O
The ETC produces the most ATP of the 4 stages.
Each NADH is oxidized and the energy from its electrons is used to pump hydrogen ions from
the matrix to the intermembrane space.
Each FADH2 is oxidized and the energy from its electrons is used to pump hydrogen ions from
the matrix to the intermembrane space.
The electrons from NADH and FADH2 are passed from protein to protein until they arrive at the
final electron acceptor oxygen gas, this final acceptor then combines with 2 H+ ions to make
water.
As H+ is pumped into the intermembrane space a charge separation across the inner membrane
and the matrix occurs. The energy generated by this charge separation is called a
electrochemical gradient. This energy is used to drive the enzyme ATP synthase. The hydrogen
diffuse through this enzyme and for each H+ that diffuses back into the matrix 1 ATP is
produced.
The process of chemiosmosis is responsible for the protons diffusing back into the matrix. This is
the driving force for oxidative phosphorylation.
NOTE: the mitochondrial membrane is permeable to H+, therefore some protons leak out of the
intermembrane space and back into the matrix without going through the ATP synthase
enzyme…thus…there is not a direct relationship between the number of H+ pumped across the
membrane and the number of ATP produced.
17
A8. Electron Transport Chain Consolidation Youtube Video
This process occurs across the ___________ and ____________. _____ and ____ have
been reduced in the previous reactions in the citric acid cycle. This is the last step
producing ______ and ____. NADH reduces complex I with 2 ______ and 2 electrons.
Two protons are shuttled from the matrix to the intermembrane space.
______________ carries protons and electrons to the next complex. _____ reduces
complex II. The four electrons are transferred to complex IV by _____________ one by
one. For every electron received by complex IV, ______ proton is shuttled to the
intermembrane space. The four electrons then combine to help form two ______
molecules. The proton gradient that is set is used to help make ______. For every
______ protons pumped back into the matrix, one ATP is produced from _____ and
____________________. The rotation of the ATP synthase protein drives this
_________ reaction.
18
A9. Electron Transport Chain Consolidation Youtube Video—Answers
This process occurs across the inner membrane and mitochondria. NADH and FADH have been
reduced in the previous reactions in the citric acid cycle. This is the last step producing water
and ATP. NADH reduces complex I with 2 protons and 2 electrons. Two protons are shuttled
from the matrix to the intermembrane space. Ubiquinone carries protons and electrons to the
next complex. FADH reduces complex II. The four electrons are transferred to complex IV by
cytochrome C one by one. For every electron received by complex IV, one proton is shuttled to
the intermembrane space. The four electrons then combine to help form two water molecules.
The proton gradient that is set is used to help make ATP. For every three protons pumped back
into the matrix, one ATP is produced from ADP and inorganic phosphate. The rotation of the
ATP synthase protein drives this catalytic reaction.
19