Foothill Technology High School
Biology Interactive Notebook
Quarter Two
DEPARTMENT STATEMENT:
Students will actively experience science – both the concepts and practices of the
disciplines. Science requires a student to understand facts, processes, interactions and
the methods of discovering these things in an organized, yet creative fashion. Students
will learn to operate various pieces of scientific equipment that serve as tools to
improve the accuracy of measurement and analysis. Foothill Technology High School is
dedicated to integrating concepts and projects across curricula. By integrating several
subjects, we hope that each student gains a deeper understanding and appreciation of
the fact that one subject cannot stand without the other.
Page | 1
Table of Contents
Lab Group Assignments
Page 3
Course Expectations and Guidelines
Pages 4 - 9
Notebook Requirements
Pages 10 – 12
Student Grade Sheets
Pages 13 – 17
Biochemistry Unit
Pages 18 – 66
Cell Membrane and Transport Unit
Pages 67- 98
Cell Structure and Function Unit
Pages 99- 118
Cell Reproduction (Cycle) Unit
Pages 119- 142
Cellular Energy (Energentics) Unit
Pages 143- 222
Appendix A: Deadlines and Contacts
Page
Appendix B: Periodic Table
Page 224
223
Page | 2
Lab Groups
When you are assigned to a new lab group, write down your new lab partner’s names and
e-mail addresses or phone numbers in the space provided. Make sure you write down the
name of your group (i.e., “red group” or “cell group”) and your seat number for that group.
Group:
Lab Partner’s Name
Seat Number:
Phone Number
Group:
Lab Partner’s Name
Seat Number:
Phone Number
Group:
Lab Partner’s Name
E-mail Address
Seat Number:
Phone Number
Group:
Lab Partner’s Name
E-mail Address
E-mail Address
Seat Number:
Phone Number
E-mail Address
Page | 3
COURSE EXPECTATIONS and GUIDELINES
REQUIRED SUPPLIES:
1. Glue sticks (for putting items in Interactive Notebook)
2. Index cards (for concept cards) and at least 8 envelopes for storing these
3. College ruled, loose-leaf paper
4. Pencils, pens (blue or black ink), highlighters, erasers
5. Storage pouch for pencils, pens, glue sticks, unused index cards, etc.
6. Binder with three subject dividers reserved for Biology
(The sections will be: Reference, Study Aides, and Assessments)
7. At least 10 divider to glue into your biology Interactive Notebook to separate units.
8. Calendar/Agenda for recording assignments
9. Suggested: Colored pencil set: 12 set
10. Suggested: Small ruler with metric measurement on one side
UNITS OF STUDY
Unit
Fall Semester
Summary Statement
Scientific
Concepts
Maintaining an Interactive Notebook;
Identifying Greek and Latin Roots to Scientific
Words; Understanding and Applying the
Scientific Method and Experimental Design;
Employing the Metric System
Unit
Spring Semester
Summary Statement
Inheritance
Exploring fundamentals of
inheritance by examining cellular
processes. This unit includes
Meiosis and reproductive Biology.
Ecology
Investigating the interdependence of diverse
living organisms and their interactions with
the components of the biosphere.
Understanding the role that humans play in
the environment.
Applied
Genetics
Exploring Mendelian inheritance,
principles of molecular biology, as
well as implications of applied
genetics on individuals, society
and the environment.
Chemistry
of Life
Investigating the properties of biologically
important compounds through guided and
directed inquiry investigation.
Nucleic
Acids and
Protein
Synthesis
Exploring similarities and
differences between the structure
and function of DNA and RNA.
Understanding protein synthesis.
Cells in
Living
Things
Studying similarities and differences between
prokaryotic and eukaryotic cells, modes of
locomotion and movement, transport, forms
of cellular reproduction, and cellular
energetics.
Evolution
Exploring fundamentals of
biological evolution through
laboratory simulations and
research of historical studies.
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COURSE EXPECTATIONS and GUIDELINES
CLASS EXPECTATIONS
Students are expected to:
1. Be on time. (Refer to Foothill’s Survival Guide for policies on tardiness and
absenteeism)
2. Be prepared with appropriate materials (interactive notebook, pen, etc.)
3. Be involved in class discussions.
4. Be respectful of self, teacher, classmates, guest speakers, and school property.
5. Be aware of safety protocol in the lab and follow it.
MARKING PERIOD GRADES
Grading scale:
A
B
C
D*
F
90 – 100%
80 – 89%
70 – 79%
60 – 69%
50 – 59%
Work not attempted by the deadline date will be recorded as a zero.
* Biology is a pre-requisite for Chemistry. You must earn at least a “C” in both semesters
of Biology in order to go onto Chemistry the following year. All students with goals of
attending a University after high school must consider taking at least Biology and
Chemistry in order to fulfill University eligibility requirements.
EXPECTED WORKLOAD




Quizzes and unit tests – every 2-4 weeks
Lab investigations and activities – 1 per week
Homework (including online assessments) – 1 to 3 times a week
Projects – one big project per quarter
WEIGHTING OF TASKS and
ZANGLE ASSIGNMENT CATEGORIES
Tests and Quizzes
Projects
Daily Homework
Online Quizzes and
Classwork
Semester Final
30%
20%
15%
15%
20%
COURSE EXPECTATIONS and GUIDELINES
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HOMEWORK
Homework will be related to the curriculum and will be assigned to strengthen skills,
reinforce concepts, and/or prepare for a lesson, unit, or activity. Students should expect
some homework on a daily basis.
There are two general categories of homework:
1. Peer evaluated: In cooperative groups, students will evaluate work in Interactive
Notebooks as either following or not following the guidelines. This grade will be
totaled and entered when the IntNB is collected.
2. Instructor evaluated: This includes online assessments, projects, conceptmastery worksheets, and lab conclusions.
LATE WORK AND /OR MISSING WORK:
•
•
•
Each assignment will have a due date. This is the date by which you are expected to
submit the assignment.
Missing work will be recorded in the grade book as a zero.
If a student is absent from class, that student is responsible for making up missed
work.
EXTRA CREDIT
1. Individual Extra Credit: There are select opportunities for a small amount of
individual extra credit to be earned. These will be discussed in class.
2. Group Extra Credit: Large assignments for extra credit will be considered on a
class-level basis, not an individual basis, and will only be offered to students who
have all assignments completed. There will be one group extra credit option each
semester.
RENAISSANCE INCENTIVES
Tickets: Tickets will be awarded on a merit basis. Outstanding behavior can earn a
student and/or an entire class a ticket. Tickets may also be earned for outstanding work
(i.e., quiz and test scores). Students will drop their tickets in a drawing for various
incentives.
Other Incentives Include:
Action
Incentive
A or B on a project
Cheat sheet on a test
1 month of homework
completion
HW late pass
1 month no tardies
5 minute late or
leave early pass
Date Earned
Date Used
Page | 6
Safety Rules in the Laboratory
Notebook Copy
1. During experiments, listen carefully to instructions and follow them as exactly as you
can. In case of confusion or uncertainty, ask questions! Performing unauthorized
experiments will not be tolerated.
2. No horseplay will be tolerated.
3. All students will wear safety goggles/safety glasses in the laboratory whenever
experiments are being performed that warrant eye protection. Notify your
teacher if you are wearing contact lenses. Circumstances when safety goggles will
always be worn are: When anything is heated, when students handle chemicals, or when
there is the potential for chance flying debris.
4. Never eat in lab or drink out of glassware. Never taste or smell anything unless you are
given specific directions to do so.
5. Any injury, major or minor (cut, burn, etc.), must be reported to the teacher at
once. Put cold water on burns first. Chemical spills should be washed off immediately
with water. Know the location of all laboratory safety equipment. Chemicals in the eyes
must be flushed immediately with the eyewash. Hold the eye open, rotate the eyeball,
and continue washing for 10-15 minutes.
6. Do not touch equipment without permission. All unauthorized experimentation is strictly
forbidden. This includes all chemicals, models, or apparatus. Complete all pre-lab work.
Don’t do any lab procedures until approved by instructor.
7. When heating a test tube, always point the open end away from you and others. It
should be at a slant rather than straight up in most cases.
8. If the fire alarm should sound during a lab, turn off all heat sources and proceed quietly
from the classroom to the assembly area outside.
9. If glass is broken, the teacher should be informed immediately. Students should not
handle broken glass; teachers will dispose of broken glass.
10.Be careful not to contaminate the class supply bottle. Use disposable papers with solids.
Use the same supply spoon with the same chemical. Don’t put any excess material back
into the supply bottle.
11.Dispose of all materials as per instruction. Do not assume that all liquids go down the
sink!
12.Dissection equipment can only be used on specimens. Any misuse of dissection tools will
result in disciplinary action.
13.Before class will be dismissed, all equipment and sinks must be clean, and desktops
must be clean and dry.
If the above guidelines are not followed, you may not be allowed to participate in
the lab and may not receive credit for the activity.
I have read the guidelines and understand what is expected of me in the laboratory.
_________________________ __________________________ _________
_____
Print Student’s Name
Student’s Signature
Date
Period
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
The Biology Interactive Notebook contains most of the information that will be explored
during each semester. A few of the activities are listed:




Right-brained activities
Reflections on in-class activities
Usually contain images and in
color
Examples
o Graphic Organizers
o Concept Cards & Maps
o Flow-charts
o Venn Diagrams & Foldables
o Unit Cover and Back Pages



Left-brained activities
In-class activities and notes
Usually recorded in pen or pencil

Examples
o Cornell Notes
o Lab Procedures and Data
o Lab Conclusions
o Worksheets
o Fill in the blank Notes
The following are specific instructions for Left-side Assignments that will be assigned on a
frequent basis in Biology.
CONCEPT CARDS DIRECTIONS
FRONT OF CARD:
Illustration: Draw or paste an illustration of the vocabulary word or concept
Link: Link another word or idea that helps you remember the original vocabulary
word on card
BACK OF CARD:
Students add the following information the back of the concept card where
appropriate:
Word: Write the vocabulary word at the top of the card.
Definitions: Should be in students own words (check with dictionary or text)
Characteristics or features: If appropriate, write down a short list of characteristics
for the words. What prefixes or suffixes make up the word?
Examples from the text and/or personal experiences: If appropriate, students provide
examples of the words on their concept cards. These can be in written or pictorial
form.
Personal sentences: Students writes sentences using the words.
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CONCEPT CARDS EXAMPLE
FRONT OF CARD:
hairy
Link: another
word or idea that
helps you
remember the
original
vocabulary word
Illustration of
vocabulary word
or concept
BACK OF CARD:
Vocabulary Word
CILIA
Definition
1. Small hair-like projections from the surface of cells
2. Noun
Characteristics
3. Cilia, unlike flagella, are shorter.
Sentence from
your textbook that
uses this word
4. Many bacteria use cilia to move around.
Your own Sentence
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
FLOW-CHARTS
Before performing any lab or activity in class, each student must be prepared for
the lab. This preparation is reflected in a flow-chart of the procedure for the day’s
lab. Flow-charts must meet the following requirements:
1. Each step must be included
2. Each step must be represented as a picture depicting the step
3. Each step must also include text, briefly describing that point in the
procedure
4. Arrows must connect each step
The flowchart to the left is an
example of a lab procedure
flowchart from Promega.com.
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
FOLDABLES
Concept Map Book
Instructions:
1. Fold a sheet of paper along the long or short axis, leaving a two-inch tab uncovered.
2. Fold in half or in thirds. (Additional tabs can be created by folding into more parts.)
3. Unfold and cut along the inside fold lines to create tabs.
4. Identify the concept by writing key words or using pictures on the two-inch tab. Draw
arrows from the central idea to the tabs, data will be recorded underneath each tab.
Concept maps demonstrate relationships between ideas. They help you
understand concepts by clarifying ideas and terms, and by dividing complex
concepts or processes into smaller parts. You can use concept maps to relate,
define, brainstorm, and sequence.
Venn Diagram
Instructions:
1. Fold a sheet of paper in half like a hotdog.
2. With the paper horizontal, fold the right edge toward the center, trying to cover one half
of the paper.
3. Fold the left side over the right and crease to form three tabs.
4. Draw two overlapping ovals on the front.
5. Cut up the two valleys on one side only.
Step 1
Step 3
Step 2
Step 4
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
Student Design Unit Cover and Back Pages
At the beginning and end of each unit, students will design a unit cover and back
page, respectively. The guidelines for each follow:
Unit Cover Pages: Cover pages are worth five points, and must follow each
guideline listed below. Each guideline is worth one point.
1. Colorful: It must be in four or more colors
2. Neat: It must be neat (last-minute work will cost you points!)
3. Unit Focused: Each unit cover page must include the name of the unit
4. Unit Relevant: The image on the unit cover page must be unit-related
5. Tabbed: Each unit cover page must include a tab with the name of the unit
on it
Unit Back Page Concept Maps: Unit back pages are worth five points and must
follow each guideline listed below. Each guideline is worth one point.
1. Unit Focused: The central theme of the unit must be the central “bubble” of
the concept map.
2. Include Vocabulary: There must be at least ten concept “bubbles” in the
entire concept map.
3. Unit Relevant: The ideas bubbled in on the concept map must be ideas or
terms from the unit covered.
4. Linked: The ideas must be connected by lines or arrows.
5. Correct: The ideas linked must be correctly drawn together.
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STUDENT GRADE SHEET
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STUDENT GRADE SHEET
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STUDENT GRADE SHEET
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STUDENT GRADE SHEET
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STUDENT GRADE SHEET
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Page | 17
Biochemistry Unit Student Design Cover Page
(see guidelines on page 12)
Page | 18
Biochemistry Unit Front Page
At the end of this unit, I will:





Know the six elements that are commonly found in living things.
Recognize the different types of chemical bonds that are important to
biology.
Know the importance of water to biological systems.
Understand why enzymes are important and how they work in biological
systems.
Know the four categories of organic compounds, what monomers make
them up, and what bonds hold them together.
Roots, Prefixes and Suffixes I will understand are:

Group One:
neu-, iso-, -tope, co-, -valent

Group Two:
-lyst,

Group Four: macro-, poly-, -mer, carbo-, -hydrate
The terms I can clearly define are:




Inorganic Chemistry: atom, nucleus, proton, neutron, electron,
element, isotope, compound, covalent bond, molecule, ion, ionic bond,
van der Waals force
Water: polar molecule, nonpolar molecule, hydrophilic, hydrophobic,
hydrogen bond, acid, base, pH, buffer
Chemical Reactions: chemical reaction, reactant, product, activation
energy, catalyst, enzyme, substrate, active site
Organic Chemistry: macromolecule, polymer, carbohydrate, lipid,
protein, amino acid, nucleic acid, nucleotide, monomer, hydrolysis,
dehydration synthesis
The assignments I will have completed by the end of this unit are:










Unit Cover Page
Completed vocabulary cards for the terms underlined above
Atoms Family Worksheets and Song (sung with class)
Periodic Table Basics Worksheets
Covalent Bonding and Ionic Bonding Worksheets
Balancing Act Worksheet
Bonding with Classmate Worksheet and Activity
Tested for the Presence of Organic Compounds in various foods
Filled out the Lipids section of Organic Compounds table
Completed the Concept Map for the Unit Back Page (this one is started for
you)
Page | 19
Page | 20
Inorganic Chemistry Fill in the Blank Notes
Who named the atom
and when was it named?
_________________________________________________________
_________________________________________________________
_________________________________________________________
What does Dalton’s
Atomic Theory say?
_________________________________________________________
_________________________________________________________
_________________________________________________________
Fill in the blank
Chemical actions happen when ________________________________
_________________________________________________________
_________________________________________________________
What part of Dalton’s
theory has been
rejected?
_________________________________________________________
_________________________________________________________
_________________________________________________________
Who discovered the
electron?
When did he discover
it?
Page | 21
How did he discover it?
_________________________________________________________
_________________________________________________________
_________________________________________________________
What is the mass of an
electron?
Who discovered the
proton?
_________________________________________________________
_________
When was it
discovered?
What is its mass of a
proton?
____________________________
Who discovered the
neutron?
_________________________________________________________
When was it
discovered?
_________
What did Rutherford
propose?
_________________________________________________________
_________________________________________________________
_________________________________________________________
Page | 22
Draw a Bohr model for
Oxygen?
Define atomic number
_________________________________________________________
______________________________________________________
_________________________________________________________
Fill in the blank
Sometimes there are more or less neutrons in a nucleus, these are called
_________
What is chemical
bonding?
_________________________________________________________
_________________________________________________________
_________________________________________________________
What does an atom do
to achieve stability?
_________________________________________________________
_________________________________________________________
What is a covalent
bond?
_________________________________________________________
_________________________________________________________
Page | 23
What is a single bond?
What is a double bond?
What is a triple bond?
What is a chemical
reaction?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Page | 24
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Periodic Table of Biologically Significant Elements
Tape or Glue your Folded Periodic Table below
Acrostic Poem for the six common elements of life
Carbon
C
Hydrogen
H
Oxygen
O
Nitrogen
N
Phosphorus P
Sulfur
S
Page | 29
Building an Atom:
Use your notes to help you fill in the blanks below.
To build an atom you need to know the atomic number, which is the
number of _________________, and the atomic mass, which is the
number of ____________________ and ___________________.
The number of protons equals the number of negatively charged subatomic
particles or __________________.
Using the Periodic Table of Elements you discover that Carbon has an atomic
number of _____ and an atomic mass of (round off) _____.
Since you know that protons and neutrons are located in the
_________________ of the atom and that moving around the nucleus are
the ________________ , you could draw the Carbon atom as shown in the
space below.
6P
6N
or
6P
6N
2
4
Using the above models and your Periodic Table of Elements, draw an
oxygen atom.
or
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Making a Covalent Bond
In a covalent bond, electrons are shared. By sharing electrons, atoms can
become more stable.
A stable atom is one in which the outermost energy level is
_________________.
How many electrons does hydrogen (H) have? _________
How many electrons does helium (He) have? _________
Which atom is stable, hydrogen or helium? __________________
Two hydrogen atoms can become stable by sharing electrons and forming a
covalent bond as shown below.
1P
1P
If carbon bonds with hydrogen, it needs four hydrogen atoms (one electron
each) to fill its outer energy level.
The resulting molecule is called CH4 or methane. Draw a carbon atom in the
space below. Then attach 4 hydrogen atoms to the carbon atom to form a
methane, CH4, molecule.
Page | 34
Making an Ionic Bond
When an atom gains or loses an electron, it becomes an electrically charged
atom and is called
an ____________.
The atom that gains an electron becomes a ( positive / negative ) ion.
The atom that loses an electron becomes a ( positive / negative ) ion.
Oppositely charged ions are attracted to each other and an
_______________ bond is formed.
Draw a potassium (K) atom and a chlorine (Cl) atom below.
To become stable, what could the potassium atom do?
_____________________________________________________________
To become stable, what could the chlorine atom do?
_____________________________________________________________
What kind of bond would join K+ and Cl-- together to form potassium
chloride?
_____________________________________________________________
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Properties of Water
Draw the Bohr Model of Water over the Space-filling
model to the right (Use your teacher’s example as a
guideline.)
What is water’s chemical formula?
Which element has more electrons?
What is the partial charge on the Hydrogens?
on the Oxygen?
How does this charge affect the way water molecules bond with other water
molecules?
Page | 42
Biochemistry: The unique
properties of water
Water molecules are ____________________________________
They are attracted to other water molecules through relatively weak
_____________________________.
________, at a very small rate
(1 out of 500,000,000!)
Can water form ions?
How would you quantify
(count) this ionic
disassociation?
The _________ scale
The “____________ of Hydrogen” scale
Besides water, what
elements and compounds
are essential to life?
Organic compounds
1. Mostly contain Carbon, Hydrogen, Oxygen, Nitrogen,
Phosphorus and Sulfur*
2. Four categories of organic compounds:
1. C
2. L
3. P
4. N
3. All formed and separated in similar ways
1. Formation (Polymerization): Dehydration
Synthesis
2. Separation: Hydrolysis
Page | 43
Polymerization
_________________ _____________________: A bond is formed and a water
molecule is lost.
______________________: A bond is broken when a water molecule is added.
Page | 44
•
Polymerization (definition):
– Forming of large organic_______________________ by
the joining of smaller repeating units called
_____________________
Carbon = The element of
life
•
•
•
Carbon’s Valence has ____ electrons
Can bond with ____ elements
Can form chains, rings, branches, & isomers
Lipids
•
•
Polymerization
A lipid is any molecule that DOES ________ mix with water.
Lipids function in:
– Energy (E) storage,
– forming cell membranes,
– and as chemical messengers
(e.g., hormones)
• ____________________ (hydrophobic)
• Made up mostly of Carbon and Hydrogen (with a few Oxygen)
1. Fats (Triglycerides)
– Glycerol + 3 Fatty Acids
– _______________ = No Double Bonds (solid)
– _______________ = Double Bonds (liquid)
2. Phospholipids
a. Glycerol with Phosphate Head +
2 Fatty Acid Chains
b. ___________________ (“Both” “lover”)
i. Hydrophilic head
ii. Hydrophobic tail
c. Forms 2 layers in water
d. Makes up cell membranes
3. Sterols
a. Lipids whose Carbon Skeleton consists of 4 fused rings
b. Includes:
 ______________________________
 ______________________________
 ______________________________
c. Makes up cell membranes
Page | 45
Organic Compounds
What elements make up Proteins? _____, _____, _____,
_____ and sometimes _____
What are the functions of Proteins?
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
What elements make up Lipids? _____, _____, and
_____
What are the functions of Lipids?
5. ________________________________________
6. ________________________________________
1. ________________________________________
7. ________________________________________
2. ________________________________________
8. ________________________________________
3. ________________________________________
9. ________________________________________
What indicator would one use to test for the presence of
Lipids? _________________________________________
What indicator would one use to test for the presence of
Proteins?
What elements make up Carbohydrates? _____, _____,
and _____
What are the functions of Carbohydrates?
1. ________________________________________
________________________________________
What elements make up Nucleic Acids? _____, _____,
_____, _____ and _____
What is the function of Nucleic Acids?
______________________________________________
2. ________________________________________
__
What indicator would one use to test for the presence of
Simple Sugars?
___________________________________
What indicator would one use to test for the presence of
Starch? _________________________________________
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Testing for the Presence of Organic Compounds
ABSTRACT:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Page | 50
Testing for the Presence of Organic Compounds
BACKGROUND
The foods you eat are made of organic compounds. You can perform chemical tests to learn
what foods contain carbohydrates, lipids, and/or proteins.
HYPOTHESES
There will be several hypotheses written for this lab. You will write one for each type of
organic compound being tested. Use the prediction table to help you form your hypotheses.
Part I Hypothesis: If the food substance contains starch and is tested with the indicator
____________________, then the solution will change colors to _________________.
Part II Hypothesis: If the food substance contains sugar and is tested with the indicator
____________________, then the solution will change colors to _________________.
Part III Hypothesis: If the food substance contains lipid and is tested with the indicator
____________________, then the solution will change colors to _________________.
Part IV Hypothesis: If the food substance contains protein and is tested with the
indicator ____________________, then the solution will change colors to _________.
Prediction Table
FOOD
LIPIDS PROTEINS STARCH SUGAR
APPLE
BUTTER
EGG WHITE
FISH
POTATO
SPINACH
VEGETABLE OIL
WATER
Page | 51
Create a Matrix: How are you going to set up this experiment?
This matrix will help you keep track of which substances have been added to your paper,
well-plate, or test-tube. Be sure to label each substance that is being tested. Fill this in
DURING the experiment.
Apple
Butter
Egg
White
Fish
Potato
Spinach
Vegetable
Oil
Water
Paper
(test for
lipids)
Biuret’s
Solution
(test for
protein)
Lugol’s
Iodine
(test for
starch)
Benedict’s
Solution
(test for
sugar)
Pre-lab Questions:
1. Two of these indicators cannot be used with the plastic well-plate. Which two
are these, and why can’t you use the plastic well-plate for either of these?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Will the data collected during this experiment be qualitative or quantitative?
Explain.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Page | 52
Testing for the Presence of Organic Compounds
(Procedure Flowchart)
Page | 53
Testing for the Presence of Organic Compounds
MATERIALS
8 test tubes
test-tube rack
lab apron
safety goggles
plastic gloves
Pipette
stirring rod
distilled water
test-tube holder
Biuret reagent
Benedict’s solution
Well plate
Lugol's solution
Paper Bag or other paper
water bath and hot plate
Food substances:
apple juice
melted butter
raw egg white
raw fish
raw potato
raw spinach
vegetable oil
PROCEDURE
1. Read all the directions for this activity before you begin your work. Answer the prelab questions on page 231. Draw a flowchart for the entire procedure on page 232.
2. Put on your safety goggles, lab apron, and plastic gloves.
3. Put 8 test tubes in your test-tube rack. Label each test tube by putting masking tape
near the top edge of the test tube. Use a pencil to write one of the seven food
substances on each label. Mark the eighth label water. The water is your control.
4. Collect two well-plates and lay the well plates on a sheet of paper. Trace the wellplate, and label where you will put each of the food substances to be tested. The
matrix on page 200 should serve as a guideline. The only two indicators to be tested
in the well-plates are Lugol’s iodine and Biuret’s solution.
5. Pick up a piece of paper bag, and label the spaces where you will be placing the food
substances. Paper is your indicator, no other indicator needs to be added to the
paper bag test.
PART I: Testing for Carbohydrates (STARCH)
1. Use a medicine dropper to put ~10 drops of each food in the well in the well-plate
with the matching label. Add 3-4 drops of Lugol's solution (iodine) to each well.
2. Starch is one form of carbohydrate. If the substance in your test tube contains
starch, it will turn a blue-black color when it mixes with the iodine solution.
3. Observe the contents of your test tubes and Record the amount of starch present (0,
+, ++, +++, ++++) in your data table. The food which contains the most starch
should be recorded as ++++.
4. Empty and wash each well thoroughly, and return to the stock supply table.
Page | 54
PART II: Testing for Carbohydrates (SUGAR)
1. Use a pipette to put ~10 drops of each food into the test tube with the matching
label. Add 10 drops of Benedict's solution to each test tube. CAUTION: Benedict’s
solution is poisonous. Do not get any in your mouth and do not swallow any!
2. Use a test-tube holder to carefully place the test tubes in the hot water bath your
teacher has prepared. Heat the test tubes for 2 to 3 minutes. CAUTION: Use a testtube holder to handle hot test tubes. Point the open end of a test tube away from
yourself and others.
3. Use a test -tube holder to return the hot test tubes to the test-tube rack. If the
substance in your test tube contains sugar, Benedict's solution will change color. See
Table 1 below:
Table 1: Appearance of Substance after Adding
Benedict's Solution
Amount of
Sugar in
Food
0
none
+
trace
Color
blue
blue/green
++
+++
little sugar some sugar
green
yellow
++++
much sugar
orange/red
4. Observe your test tubes (using white paper as a background). Record the amount of
sugar present, in your data table.
5. Empty your test tubes, clean them thoroughly, and return them to the test tube
rack.
PART III: TESTING FOR LIPIDS
1. Use a pipette to put ~1 drop of each food onto the newsprint.
2. Observe and compare/contrast the translucence of each food substance. Record the
information, in order of translucence (0, +, ++, +++, ++++) in your data chart.
The food which contains the most lipids should be recorded as ++++.
PART IV: TESTING FOR PROTEIN
1. Use a pipette to put ~10 drops of each food into the well of the well-plate with the
matching label. Use a pipette to carefully add 10 drops of Biuret reagent to each test
tube. CAUTION: Biuret reagent can burn your skin. Wash off spills and splashes
immediately with plenty of water while calling to your teacher.
2. Observe the contents of each test tube (using white paper as a background). If the
food contains proteins, it will turn a pinkish purple. Record the amount (0, +, ++,
+++, ++++) of protein for each food substance in your data table. The food which
contains the most protein should be recorded as ++++.
3. Empty the well plate and clean them thoroughly. Before leaving the laboratory, clean
up all materials and wash your hands thoroughly.
Page | 55
Data Table
FOOD
LIPIDS PROTEINS STARCH SUGAR
APPLE
BUTTER
EGG WHITE
FISH
POTATO
SPINACH
VEGETABLE OIL
WATER
ANALYSIS QUESTIONS/CONCLUSION
1. Were you able to accept your entire hypothesis?
_______________________________________
If not, what surprised you?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Which compound is most common in foods that come from plants?
_____________________________________________________________
Which compound is most common in foods that come from animals?
_____________________________________________________________
Does water contain any of the organic compounds you tested? _______
Explain why water was used as the control.
_____________________________________________________________
_____________________________________________________________
Would you call this a positive or negative control? ______________
Page | 56
3. If you wanted to reduce the amount of fat in your diet, what foods would you
avoid?
_____________________________________________________________
_____________________________________________________________
4. Which foods tested would your body use for a quick burst of energy?
_____________________________________________________________
_____________________________________________________________
For energy when no carbohydrates are available?
_____________________________________________________________
_____________________________________________________________
For building body parts?
__________________________________________________________
Page | 57
Lipids
1. Looking at the structure of the _____-glyceride above, do you think this lipid is a big
or a small organic compound?___________________________________________
2. According to the structure above, and what you have learned about bonds. What do
you think one of the major functions of lipids are in terms of living
systems?___________________________________________________________
3. Without gaining or losing any atoms, how could you make this structure take up
more space?_________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Draw what you think that structure would look like below.
Page | 58
Phospholipids
Follow your teacher’s instructions to
draw a “flirtatious” phospholipid and
water droplet in the space provided.
1. Which part “likes” water?
_________________________
What is this “like” for water
called? ___________________
2. Which part doesn’t like water?
_________________________
What is this “dislike” for water
called? ___________________
3. How would a group of phospholipids arrange themselves if placed in
water? Draw this type of arrangement below.
Chemistry Unit Test Study Guide
Page | 59
Chemistry Unit Test Study Guide
What is the difference between an organic and
inorganic compound?
Is NaCl organic or inorganic?
Is C6H12O6 organic or inorganic?
What is dehydration synthesis?
What is hydrolysis?
How are monomers and polymers related?
Is this an example of dehydration synthesis or
hydrolysis?
Is this an example of dehydration synthesis or
hydrolysis?
A lipid called triglyceride has what monomers?
A lipid called phospholipids has what
monomers?
How is a saturated fat different from an
unsaturated fat (in regards to the bonds between
the carbon atoms in the fatty acid structure)?
Page | 60
What particles are found in the nucleus of an
atom?
If an atom has more protons than electrons, it
has a ___ charge. If an atom has more electrons
than protons, it has a ___ charge.
The smallest unit of matter is
The smallest unit of life is
What are ions and how are they formed?
How do you find the number of protons in an
atom? The number of neutrons? Electrons?
How many electrons can the first orbital of an
atom hold? Second? Third?
For atoms to be “stable”, the orbitals must be…
What is a covalent bond?
What is an ionic bond?
Page | 61
Page | 62
Biochemistry Unit Concept Map
(The Concept Map has been started for you, only fill in the information on Lipids at the end of the
Biochemistry Unit. The rest will be filled in by you as the information is covered at a later date.)
Nucleic
Acids
Proteins
Organic
Compounds
Carbohydrates
Composed of the elements:
Lipids
Monomer or Building Blocks:
Monomer Structure:
Polymer or Important Groups:
Functions of Macromolecule:
Page | 63
Biochemistry Unit Concept Cards
Page | 64
Parent/ Significant Adult Review
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 any of the following
 The work we found most interesting was ____________________________
because…
 What does the notebook reveal about your student’s learning habits or talents?

My student’s biggest concern about this class is…
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email:
Mr. Duston at ryan.duston@venturausd.org
Ms. Perez at darcy.perez@venturausd.org
Page | 65
Biochemistry Unit Back Page
The California State Standards I have come to use and understand are:

How to relate the position of an element in the periodic table to its atomic
number and atomic mass.

How to use the periodic table to determine the number of electrons
available for bonding.

The nucleus of the atom is much smaller than the atom yet contains most
of its mass.

Atoms combine to form molecules by sharing electrons to form covalent
bonds or by exchanging electrons to form ionic bonds.

How to draw Lewis dot structures.

How to use the pH scale to characterize acid and base solutions.

The definitions of solute and solvent.

Large molecules (polymers), such as proteins, nucleic acids, and starch,
are formed by repetitive combinations of simple subunits.

The bonding characteristics of carbon that result in the formation of a
large variety of structures ranging from simple hydrocarbons to complex
polymers and biological molecules.

Most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in
cells and organisms are synthesized from a small collection of simple
precursors.
Page | 66
Cell Membrane and Transport Unit Student Design Cover
Page
(see guidelines on page 12)
Page | 67
Cell Membrane and Transport Unit Front Page
At the end of this unit, I will:


Be familiar with different types of cell transport
Work in cooperative groups to identify different methods of cell transport
in different types of cells
Roots, Prefixes and Suffixes I will understand are:

Phospho-, bi-, trans-, -port, lyso-, -some, chloro-, -plast, -um (-a)

Equi-, iso-, -tonic, hypo-, hyper-, macro-, phage
The terms I can clearly define are:



Selective permeability, phospholipid bilayer, transport protein, fluid
mosaic model
mixture, solution, solvent, solute, isotonic solution, hypotonic solution,
hypertonic solution, diffusion, dynamic equilibrium, facilitated diffusion,
osmosis, flaccid, turgid, plasmolysis
Active transport, endocytosis, exocytosis, vesicle, macrophage
The assignments I will have completed by the end of this unit are:








Unit Cover Page
Unit Concept Cards for terms underlined above
Worksheets on Cellular Transport and Different Types of Solutions
The Swell Cell Challenge Lab
Real Life Application Jigsaw Activity
Elodea Plasmolysis Lab
Section Review Worksheet
Unit Back Page
Page | 68
WANTED
The Cell Membrane
(a.k.a., “The Plasma Membrane,”
“Selectively Permeable Membrane”
“Semipermeable Membrane,”
“Phospholipid Bilayer” and
“Fluid Mosaic Model”)
Wanted for aiding and abetting certain molecules across the membrane.
For this, the cell membrane has earned its alias, “’Selectively ‘ or
‘Semi’permeable Membrane.” Only certain molecules are allowed
across the membrane, while others are not.
Height: Between 3 and 10 nanometers. If you are on the lookout, be
warned: You will need an electron microscope to see the membrane.
Known Accomplices: The cell membrane was last seen surrounding
every living cell. It is known to surround bacterial cells, as well as
plant and animal cells. In addition to making up the outer membranes
of cells, phospholipids surround every membrane-bound organelle.
Identifying Features: The cell membrane primarily consists of
Phospholipids, always arranged so that the ___________________________
(water-“fearing”) tails of the phospholipid face another tail from
another phospholipid. The phospholipids are fairly slippery, and do
not stick to neighboring phospholipids. This property gives a
“plasma-like” or “fluid” appearance to the membrane. Embedded
within the membrane (which is mostly made up of phospholipids) are
cholesterols (making the membrane less fluid) and large proteins
that help with many different functions. Carbohydrate side chains
are also often found on the outer surface of the membrane.
Page | 69
Cell Membrane Reading Comprehension
Read the Wanted column on the previous page to answer the questions
below.
How did the cell membrane earn each of the following aliases?
1. Plasma membrane:
2. Selectively permeable membrane:
3. Semipermeable membrane:
4. Phospholipid bilayer:
5. Fluid mosaic model:
Use the features listed below to identify the structures that are found in
cell membranes:
Phospholipid
Carbohydrate side-chain
Glycoprotein
Membrane Protein
Inside of Cell
Outside of Cell
Hydrophobic Region
Hydrophilic Region
Page | 70
Different Types of Cell Membrane Proteins
TRANSPORTERS
RECEPTORS
ENZYMES
SIGNAL/RECOGNITION
Y
1. What are the four general types of proteins found anchored in the cell
membrane?
________________,___________________, ___________________and
___________________
a. The _________________ protein identifies the cell type and to whom the
cell belongs.
b. _________________ found in cell membranes help speed up the rate of
reactions. For instance, converting one substance into another.
c. The _________________ protein receives information from outside the cell
and passes it into the cell.
d. The _________________ protein is a passageway through the cell
membrane.
Page | 71
What types of substances are “permitted” across the semipermeable membrane?
Use the image below the table to help fill in this table. Check your answers
with your teacher’s.
Can Pass through
Membrane
Cannot Pass through
Membrane
Solubility?
Size?
Charge?
Page | 72
Egg-Osmosis Demonstration
In this demonstration, you will observe osmosis, the movement of water across a semipermeable membrane, from an area of higher concentration to an area of lower
concentration. Sketch the set-up that your teacher demonstrates. After a minimum of 24
hours, sketch the results of the experiment, then reflect on why this happened by
answering the follow up questions. Then, write an abstract of this demonstration.
BEFORE
AFTER
1. Is the water in the beaker hypotonic or hypertonic compared to the egg?
2. Is the egg hypertonic or hypotonic compared to the water in the beaker?
3. Did the water enter the egg? ____________ Why or why not?
4. Why is it important to use multiple eggs for this demonstration?
Page | 73
Outline details of this demonstration that you need to write your abstract. Use the
acronym below to assist you with your outline.
I
M
R
a
C
Based on the above outline, write your abstract below.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page | 74
Cellular Transport: Different Types of Solutions
Read the passage and then answer the questions that follow.
Whenever the concentration of a dissolved substance is higher on
one side of a membrane than on the other, there is a
concentration gradient. Movement of water across the
membrane depends on this concentration gradient. In osmosis
water flows into and out of a cell until the concentration of water
molecules is equal on each side of the cell membrane. At this
point the flow of molecules into and out of the cell is in a state of
equilibrium.
In an isotonic solution the concentration of solute outside the
cell is the same as that inside the cell. If a cell is placed in an
isotonic solution, the rate of diffusion of water into the cell is
exactly the same as the rate of diffusion of water out of the cell.
In a hypotonic solution the concentration of solute outside the
cell is lower than that inside the cell. Cells placed in a hypotonic
solution swell up because water moves from the solution into the
cell until the solutions inside and outside the cell are equal in
concentration.
In a hypertonic solution the concentration of the solute outside
the cell is greater than that inside the cell. Cells placed in a
hypertonic solution shrivel up and lose their shape because more
water flows out of the cells than into them.
Page | 75
The diagrams below represent the three types of solutions: isotonic,
hypotonic, and hypertonic.
1. Indicate which type of solution is shown in each of the three diagrams
above.
A. _______________
B. _______________
C. _________________
2. Which diagram, A, B, or C, shows no concentration gradient? ________
3. Which diagram, A, B, or C, represents a situation in which the cell will
decrease in size and lose its shape? _________
4. In each of the diagrams, use an arrow to indicate if there is a net flow of
water into or out of the cell.
Page | 76
Cell Transport: Different Types of Solutions
Use the activity on the previous page and your notes on page 258 – 260 to
label each of the types of solutions in which the cells are submerged in
below.
A. ________________
B.
C.
This is a type of passive transport, but since it specifically is focused on the
transport of water, what type of passive transport is this?
Page | 77
What is an isotonic
solution?
•
[Water] inside cell = [Water] outside cell
•
Cell is at ____________________
– Molecules are equally distributed in end
The amount of water entering the cell = the amount of water
leaving the cell
•
What is a hypotonic
solution?
What is a hypertonic
solution?
What direction does
water flow?
What can and can not
pass through the
membrane?
Define selectively
permeable
•
A solution that has___________ water, and ________ solute
•
The cell can lyse or burst if left in a ______________________
solution
•
A solution that has _________ water and _____________ solute
•
The cell will ____________________
a) Water ________________ flow at all.
b) Water flows from an area of__________ concentration to an area
of _____________ concentration.
c) Water flows from an area of ________ concentration to an area of
_______ concentration.
CAN PASS THROUGH



CAN NOT PASS THROUGH



_____________________________________________________________
_____________________________________________________________
What are the 3 types of
passive transport?



What are 3 examples of
active transport?



Page | 78
What is a protein pump?
_____________________________________________________________
_____________________________________________________________
What is endocytosis?
_____________________________________________________________
_____________________________________________________________
What are the 2 types of
endocytosis?
What is exocytosis?


_____________________________________________________________
_____________________________________________________________
Page | 79
Page | 80
Checking for Understanding
Identify the images on the lines or symbols provided.
The terms to fill in the blanks:
Active Transport
Facilitated Diffusion
Passive Transport
ATP (Cell Energy)
Diffusion
Page | 81
Warm-up: The following image follows the path of particles as they enter and leave the cell. Describe
the image above using the vocabulary words: Endocytosis, exocytosis, plasma membrane and vesicle.
Page | 82
The Swell Cell Challenge
ABSTRACT:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Purpose: To understand the types of solutions that will move across a
semipermeable membrane.
Hypothesis: If a cell is placed in a ____________________ solution, then the
cell’s mass will increase.
Prelab for “Diffusion through a Semipermeable Membrane”
1.
Steps 1 and 2 in the procedure for this lab are instructions for making a dialysis tube
(semi-permeable membrane) filled with glucose/starch. When you are finished
making this tube, will it be flaccid (soft) or turgid (hard)?____________________
Why?____________________________________________________________
2.
In step 2 of the procedure, it tells you to rinse off the outside of the filled tube with
water. Why do you think you are asked to do this?
________________________________________________________________
3.
In step 3 of the procedure, how will you test for the presence of glucose?
___________________________________________________________
4.
Iodine indicates the presence of what compound?_
___________
Page | 83
5.
Make a hypothesis for the 25-minute observations for the glucose/starch tube.
Water (will or will not)___________diffuse into the dialysis tube filled with glucose
and starch.
Glucose (will or will not)_________________ diffuse from the tube into the water.
Large molecules (will or will not) ______________________ diffuse across the
dialysis tube and small molecules (will or will not) ___________ diffuse.
Glucose is a (monosaccharide or disaccharide) _________________________.
Starch (will or will not)_________________ diffuse from the tube into the water.
Iodine (will or will not)___________diffuse into the dialysis tube filled with glucose
and starch.
Starch is a (monosaccharide or polysaccharide) _________________________.
6.
What cell structure does the dialysis tubing represent in this experiment?
_____________________________
7.
What is the function of this cell structure?
________________________________________________________________
Page | 84
The Swell Cell Challenge Flowchart
Page | 85
The Swell Cell Challenge
Materials:
dialysis tubing
I2KI solution
string
100-mL Beaker
15% glucose/1% starch solution
graduated cylinder
Procedure:
1. Obtain a 15 cm piece of 2.5-cm dialysis tubing that has been soaking in water. Tie
off one end of the tubing to form a bag. To open the other end of the bag, rub the
end between your fingers until the edges separate.
2. Test the 15% glucose/1% starch solution in your graduated cylinder with glucose
Testape. Record the results in Table 1.
3. Place 10 mL of the 15% glucose/1% starch solution in the bag. Tie off the other end
of the bag leaving sufficient space for the expansion of the contents in the bag. Rinse
the bag, pat it dry, and record the color of the solution in Table 1. Place the dried
bag onto a balance to record the mass. Record this in Table 2.
4. Fill a 100-mL beaker two-thirds full with I2KI (potassium iodide + iodine) solution
and record the color of the solution in Table 1. Test this solution with glucose
Testape and record the results in Table 1.
5. Immerse the bag in the iodine solution in the beaker and record the time.
6. Allow your setup to stand for 5 minutes, then remove the tube to record the mass.
To do this, rinse the tube and pat it dry. Record the mass in Table 2. Return the
tube to the iodine solution and let it sit in the solution for five minutes.
7. Repeat step 6 five times.
8. Once you have finished recording the final mass of the tube, record the final color of
the solution in the bag and of the solution in the beaker in Table 1.
9. Test the liquid in the beaker and in the bag with glucose Testape. Record the results
in Table 1.
Table 1
Initial Contents
Bag
Testape Results
(Presence of Glucose)
solution color
15% glucose & 1%
starch
Initial
.
Final
.
Initial
Final
.
.
Beaker H2O + IKI
.
.
.
Page | 86
Table 2
First
Mass of bag (g)
Second
.
Third
.
Fourth
Fifth
.
Graph of Data
Graph the data from Table 2 in the space provided below. Make sure to include a title and
label your axes.
Page | 87
Analysis of Results:
1. Which substance(s) are entering the bag and which are leaving the bag. What
experimental evidence supports your answer?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Explain the results you obtained. Include the concentration differences and
membrane pore size in your discussion.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Based on your observations, rank the following by relative size, beginning with the
smallest: glucose molecules, water molecules, IKI molecules, membrane pores,
starch molecules.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page | 88
Real Life Application of Cell Transport
A report in the 23 April 1998 issue of The New England Journal of Medicine tells
of the life-threatening complications that can be caused by an ignorance of
osmosis.






Large volumes of a solution of 5% human albumin (a protein in the blood)
are injected into people undergoing a procedure called plasmapheresis.
The albumin is dissolved in physiological saline (0.9% NaCl) and is therefore
isotonic to human plasma (the large protein molecules of albumin have only
a small osmotic effect).
If 5% solutions are unavailable, pharmacists may substitute a proper dilution
of a 25% albumin solution. Mixing 1 part of the 25% solution with 4 parts of
diluent (a substance that something else is dissolved in) results in the correct
5% solution of albumin.
BUT, in several cases, the diluent used was sterile water, not physiological
saline.
SO, the resulting solution was strongly hypotonic to human plasma.
The Result: Massive, life-threatening hemolysis (releasing blood into the
surrounding body fluids) in the patient.
Draw a picture of what is happening in a patient’s cells in the space provided below,
use arrows to show the net flow of water:
Patient’s red blood cell in physiological
saline
Patient’s red blood cell in sterile water
Based upon this, what do you think the symptoms of hemolysis would be?
Page | 89
UNDERSTANDING DIFFUSION AND PERMEABILITY: PLASMOLYSIS
ABSTRACT:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
OBJECTIVE: To understand how materials move from areas of greater concentration to
areas of lower concentration through diffusion, through a permeable membrane.
MATERIALS:
Microscope
glass slide
2 coverslips
2 Elodea leaves
water
6% salt solution
HYPOTHESIS:
If a freshwater leaf is placed in salt water, then water will flow (into or out of) the leaf cells.
PROCEDURE
1. Prepare a wet mount of two elodea leaves on the same slide. Use 2 drops of tap
water on one leaf, and 2 drops of salt water on the other leaf. Cover each with a
cover slip. Make sure the two liquids on the slide do NOT run together. If they do,
discard the leaves and start over.
2. Wait at least 3 minutes. Observe each under both low and high powers. Carefully
observe the location of the chloroplasts (the small green structures) in relation to the
cell wall of both leaves.
Page | 90
3. Draw a diagram of the normal cell and the plasmolyzed cell in the circles below.
Normal cell
Plasmolyzed cell
ANALYSIS:
Read the following four statements before answering the questions:
a. Elodea cells normally contain 1% salt and 99% water on the inside.
b. Tap water used in this investigation contains 1% salt and 99% water.
c. Salt water used in this investigation contains 6% salt and 94% water.
d. Salt water has a higher concentration of salt than fresh water or Elodea cells.
1. Describe the location of chloroplasts in a normal Elodea cell (in tap water).
_________________________________________________________________________
2. Describe the location of chloroplasts in a plasmolyzed cell (in salt water).
_________________________________________________________________________
Answer the following questions about the cell in tap water:
3. What is the percentage of water outside the cell? ______________
4. What is the percentage of water inside the cell? ____________
Page | 91
Answer the following questions about the cell in salt water:
5. What is the percentage of water outside the cell at the start of this lab? ____________
6. What is the percentage of water inside the cell at the start of this lab? ____________
7. Which way did the water move, from inside the cell to outside, or from outside to inside
the cell?
_________________________________________________________________________
8. Describe how the shape of the cell changed after being put in salt water.
_________________________________________________________________________
9. How would you define plasmolysis?
_________________________________________________________________________
_________________________________________________________________________
Page | 92
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Cell Membrane and Transport Unit Concept Cards
(paste your envelopes for “Cell Transport” cards on this page)
Page | 95
Cell Membrane and Transport Unit Concept Map
(Instructions on page 12)
Page | 96
Parent/ Significant Adult Review
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 any of the following
 The work we found most interesting was ____________________________
because…
 What does the notebook reveal about your student’s learning habits or talents?

My student’s biggest concern about this class is…
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email:
Mr. Duston at ryan.duston@venturausd.org
Ms. Perez at darcy.perez@venturausd.org
Page | 97
Cell Membrane and Transport Unit Back Page
The California State Standards I have come to use and understand are:

Cells are enclosed within semipermeable membranes that regulate their
interaction with their surroundings.
1. The functions of the nervous system and the role of neurons in
transmitting electrochemical impulses.
2. The kidneys are responsible for the removal of nitrogenous wastes and
the liver detoxifies blood maintains glucose balance.
3. Muscle contractions involve actin, myosin, Ca+2 , and ATP.
Page | 98
Cell Structure and Function Unit Student Design Cover
Page
(See guidelines on page 12)
Page | 99
Cell Unit Front Page
At the end of this unit, I will:


Have studied the similarities and differences between prokaryotic and
eukaryotic cells
Be familiar with the modes of cellular locomotion and movement
Roots, Prefixes and Suffixes I will understand are:

Phospho-, bi-, trans-, -port, lyso-, -some, chloro-, -plast, -um (-a)

Equi-, iso-, -tonic, hypo-, hyper-, macro-, phage
The terms I can clearly define are:


Cell, cell theory, plasma membrane, organelle, eukaryotic cell, nucleus,
prokaryotic cell
Cytoplasm, cytoskeleton, ribosome, nucleolus, endoplasmic reticulum,
Golgi apparatus, vacuole, lysosome, centriole, mitochondrion, chloroplast,
cell wall, cilium, flagellum
The assignments I will have completed by the end of this unit are:








Unit Cover Page
Unit Concept Cards for terms underlined above
Complete the table of organelles
TIME Organelle of the Year
When Good Organelles Go Bad
Cell Hyperlink Cooperative Group Project
Cell City Analogy
Cell Unit Back Page
Page | 100
Cell Structure and Function
Who was Robert
Hoooke?
______________________________________________________________
Who coined the term
“nucleus”?
_______________________________________________________________
What is the cell
theory?
What did Rudolph
Virchow discover?
1._______________________________________________________________
2._______________________________________________________________
3._______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What does TEM stand
for?
_______________________________________________________________
_______________________________________________________________
What does SEM stand
for?
_______________________________________________________________
_______________________________________________________________
What are some
differences between
prokaryotic and
eukaryotic cells?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Draw a picture of a
prokaryotic cell and
label it
Draw a picture of a
eukaryotic cell and
label it
Page | 101
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Page | 108
Cell City Analogy
In a far away city called Foothill City, the main export and production product is
the steel widget. Everyone in the town has something to do with steel widget
making and the entire town is designed to build and export widgets. The town hall
has the instructions for widget making, widgets come in all shapes and sizes and
any citizen of Grant can get the instructions and begin making their own widgets.
Widgets are generally produced in small shops around the city, these small shops
can be built by the carpenter's union (whose headquarters are in town hall).
After the widget is constructed, they are placed on special carts which can deliver
the widget anywhere in the city. In order for a widget to be exported, the carts
take the widget to the post office, where the widgets are packaged and labeled
for export. Sometimes widgets don't turn out right, and the "rejects" are sent to
the scrap yard where they are broken down for parts or destroyed altogether. The
town powers the widget shops and carts from a hydraulic dam that is in the city.
The entire city is enclosed by a large wooden fence, only the postal trucks (and
citizens with proper passports) are allowed outside the city.
Match the parts of the city (underlined) with the parts of the cell.
1. Mitochondria
________________________________________
2. Ribosomes
________________________________________
3. Nucleus
________________________________________
4. Endoplasmic
Reticulum
________________________________________
5. Golgi Apparatus
6. Protein
_______________________________________
________________________________________
7. Cell Membrane ________________________________________
8. Lysosomes
___________________________________________________
9. Nucleolus
________________________________________
Page | 109
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Page | 114
Cell Structure and Function Unit Concept Cards
(paste your envelopes for “Cell” cards on this page)
Page | 115
Cell Structure and Function Unit Concept Map
(Instructions on page 12)
Page | 116
Parent/ Significant Adult Review
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 any of the following
 The work we found most interesting was ____________________________
because…
 What does the notebook reveal about your student’s learning habits or talents?

My student’s biggest concern about this class is…
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email:
Mr. Duston at ryan.duston@venturausd.org
Ms. Perez at darcy.perez@venturausd.org
Page | 117
Cell Structure and Function Unit Back Page
The California State Standards I have come to use and understand are:

How prokaryotic cells, eukaryotic cells (including those from plants and
animals), and viruses differ in complexity and general structure.

The role of the endoplasmic reticulum and Golgi apparatus in the
secretion of proteins.

How eukaryotic cells are given shape and internal organization by a
cytoskeleton or cell wall or both.
Page | 118
Cell Reproduction Unit Student Design Cover Page
(see guidelines on page 12)
Page | 119
Cellular Reproduction Unit Front Page
At the end of this unit, I will:

Know that cells go through a life cycle that includes interphase, mitosis,
and cytokinesis.
Roots, Prefixes and Suffixes I will understand are:

Inter-, -phase, -kinesis, chromo- (chroma-), centro-, -mere, telo-,
carcino-, -gen
The terms I can clearly define are:



Cell Cycle, Interphase, Mitosis, Cytokinesis, Chromosome, Chromatin
Prophase, Sister Chromatid, Centromere, Spindle Apparatus, Metaphase,
Anaphase, Telophase
Cyclin, cyclin-dependent kinase, cancer, carcinogen, apoptosis, stem cell
The assignments I will have completed by the end of this unit are:








Unit Cover Page
Unit Concept Cards for terms underlined above
Gelatin Cube Wet Lab and Questions
Mitosis Flip Book
Mitosis Timing Computer Lab
Mitosis Microscope Observation Lab
“Your Body is Younger than You Think,” Article and Reading
Comprehension
Cell Reproduction Unit Back Page
Page | 120
Diffusion and Cell Size
ABSTRACT:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Purpose: To determine why cells are small and what role diffusion has in cell size.
Background: Cells from different or organisms vary greatly in size from one another.
Eukaryotic cells tend to be larger than prokaryotic ones. For example, the largest known
cell is a giraffe nerve cell (see below) and the smallest known cells are bacteria
(prokaryotes).
Page | 121
To give you an even better idea of variations in cell size, look at the “length-line” below:
In this lab, you will investigate how the size of a cell is related to its ability to get molecules
and other substances in and out. Using different sized cubes of special agar (a gelatin-like
substance), you will measure the amount of sodium hydroxide diffusion (NaOH) that occurs
in each cube. The agar has phenolphthalein mixed into it. Phenolphthalein is an indicator
for bases and will turn pinkish purple in the presence of the base NaOH. By looking at the
color change, you will be able to determine how much diffusion has occurred.
Page | 122
Gelatin Cube Wet Lab
Pre-lab questions:
1. Define Surface area in your own words.
2. Define Volume in your own words.
Overview of Activity:
Agar cubes of various sizes have been prepared with NaOH (an acid or base?) and
phenolphthalein (a pH indicator). The cubes were initially a pink color due to the
phenolphthalein. They will soak in a dilute HCl solution for 10 minutes before students
remove the cube from the solution, and slice the cube in half.
Analysis Questions
1. Based on your understanding of random motion, explain or sketch what the clearing line
in the gel actually looks like if we could see the particles at the molecular level.
2. In the graphic to the right of two different size
spheres, approximately how many times larger are
the radii, the surface areas and the volumes?
Connect the graphic to what you have learned from
the experiment.
Page | 123
3. Bryophytes are a phylum of the plant kingdom that lacks a vascular system. They have
no specialized tubes for transporting water and organic products of photosynthesis.
Instead, they rely upon diffusion. Examples of bryophytes are the mosses. Explain why
mosses cannot grow tall.
4. The following image is a representational graphic of an
idealized small intestinal cell. What unusual feature do
you notice about this cell? One of the functions of the
intestinal cell is to allow the passage of digested nutrients
from the interior of the small intestine to the blood
capillaries. One of the principles of biology is:
“Form follows function.” Explain how this is illustrated in
the intestinal cell.
5. What are some other examples of structures within the circulatory, respiratory,
excretory systems, which have extensive branching to increase diffusionary surface
area?
Page | 124
Warm-up:
Designing a Cell with a Large Surface Area to Volume Ratio
Notice how both cells (above) have the same surface area to volume ratio. Cells
have many adaptations that increase the surface area to volume ratio. In the
space provided below, design a cell with a high surface area to volume ratio.
Include the organelles, as it has to be functional!
Page | 125
The Cell Cycle
Page | 126
Mitosis Fill in the Blank Notes
What are the stages
of mitosis?




_______________________________________________________________
What is the problem _______________________________________________________________
with a low surface to _______________________________________________________________
volume ratio?
What are the key
roles of cell division?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Fill in the blank
DNA molecules are packed into _____________________________________.
What are gametes?
_______________________________________________________________
_______________________________________________________________
What are somatic
cells?
What are
chromosomes made
of?
What are histones?
What are
nucleosomes?
What does a
centromere do?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Page | 127
Describe Prophase
_______________________________________________________________
_______________________________________________________________
Describe Metaphase
_______________________________________________________________
_______________________________________________________________
Describe Anaphase
_______________________________________________________________
_______________________________________________________________
Describe Telephase
_______________________________________________________________
_______________________________________________________________
What happens in
cytokinesis?
What is the end
product?
_______________________________________________________________
_______________________________________________________________
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ABSTRACT:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Page | 133
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Observing Mitosis in Onion Root Tips
Rapid cell division occurs in rapidly growing regions of organisms, like plant roots. In this
lab, you will observe and record cells at various stages of mitosis within preserved onion
root tips.
Use the images to help you and your lab partner find the stages of mitosis in your slide.
Record your observations in the space provided. In the space provided, use your notes to
fill in the details of each stage of mitosis.
Image
Observation
What’s Happening during this phase?
Interphase
Prophase
Metaphase
Anaphase
Telophase
Page | 135
Your Body Is Younger Than You
Think
by Nicholas Wade
New York Times, August 2, 2005
Whatever your age, your body is many years
younger. In fact, even if you're middle aged,
most of you may be just 10 years old or less.
This heartening truth, which arises from the
fact that most of the body's tissues are under
constant renewal, has been underlined by a
novel method of estimating the age of
human cells. Its inventor, Jonas Frisen,
believes the average age of all the cells in an
adult's body may turn out to be as young as
7 to 10 years.
But Dr. Frisen, a stem cell biologist at the
Karolinska Institute in Stockholm, has also
discovered a fact that explains why people
behave their birth age, not the physical age
of their cells: a few of the body's cell types
endure from birth to death without renewal,
and this special minority includes some or
all of the cells of the cerebral cortex.
It was a dispute over whether the cortex ever
makes any new cells that got Dr. Frisen
looking for a new way of figuring out how
old human cells really are. Existing
techniques depend on tagging DNA with
chemicals but are far from perfect.
Wondering if some natural tag might already
be in place, Dr. Frisen recalled that the
nuclear weapons tested above ground until
1963 had injected a pulse of radioactive
carbon 14 into the atmosphere.
Breathed in by plants worldwide and eaten
by animals and people, the carbon 14 gets
incorporated into the DNA of cells each
time the cell divides and the DNA is
duplicated.
Most molecules in a cell are constantly
being replaced but the DNA is not. All the
carbon 14 in a cell's DNA is acquired on the
cell's birth date, the day its parent cell
divided. Hence the extent of carbon 14
enrichment could be used to figure out the
cell's age, Dr. Frisen surmised. In practice,
the method has to be performed on tissues,
not individual cells, because not enough
carbon 14 gets into any single cell to signal
its age. Dr. Frisen then worked out a scale
for converting carbon 14 enrichment into
calendar dates by measuring the carbon 14
incorporated into individual tree rings in
Swedish pine trees.
Having validated the method with various
tests, he and his colleagues have reported in
the July 15 issue of Cell the results of their
first tests with a few body tissues. Cells
from the muscles of the ribs, taken from
people in their late 30's, have an average age
of 15.1 years, they say.
The epithelial cells that line the surface of
the gut have a rough life and are known by
other methods to last only five days.
Ignoring these surface cells, the average age
of those in the main body of the gut is 15.9
years, Dr. Frisen found.
The Karolinska team then turned to the
brain, the renewal of whose cells has been a
matter of much contention. Prevailing belief,
by and large, is that the brain does not
generate new neurons after its structure is
complete, except in two specific regions, the
olfactory bulb that mediates the sense of
smell, and the hippocampus, where initial
memories of faces and places are laid down.
This consensus view was challenged a few
years ago by Elizabeth Gould of Princeton,
who reported finding new neurons in the
cerebral cortex, along with the elegant idea
that each day's memories might be recorded
in the neurons generated that day.
Dr. Frisen's method will enable all regions
of the brain to be dated to see if any new
neurons are generated. So far he has tested
only cells from the visual cortex. He finds
these are exactly the same age as the
Page | 136
individual, showing that new neurons are
not generated after birth in this region of the
cerebral cortex, or at least not in significant
numbers. Cells of the cerebellum are slightly
younger than those of the cortex, which fits
with the idea that the cerebellum continues
developing after birth.
Another contentious issue is whether the
heart generates new muscle cells after birth.
The conventional view that it does not has
recently been challenged by Dr. Piero
Anversa of the New York Medical College
in Valhalla. Dr. Frisen has found the heart as
a whole is generating new cells, but he has
not yet measured the turnover rate of the
heart's muscle cells.
Although people may think of their body as
a fairly permanent structure, most of it is in
a state of constant flux as old cells are
discarded and new ones generated in their
place. Each kind of tissue has its own
turnover time, depending in part on the
workload endured by its cells. The cells
lining the stomach, as mentioned, last only
five days. The red blood cells, bruised and
battered after traveling nearly 1,000 miles
through the maze of the body's circulatory
system, last only 120 days or so on average
before being dispatched to their graveyard in
the spleen.
The epidermis, or surface layer of the skin,
is recycled every two weeks or so. The
reason for the quick replacement is that "this
is the body's saran wrap, and it can be easily
damaged by scratching, solvents, wear and
tear," said Elaine Fuchs, an expert on the
skin's stem cells at the Rockefeller
University.
As for the liver, the detoxifier of all the
natural plant poisons and drugs that pass a
person's lips, its life on the chemical-warfare
front is quite short. An adult human liver
probably has a turnover time of 300 to 500
days, said Markus Grompe, an expert on the
liver's stem cells at the Oregon Health &
Science University.
Other tissues have lifetimes measured in
years, not days, but are still far from
permanent. Even the bones endure nonstop
makeover. The entire human skeleton is
thought to be replaced every 10 years or so
in adults, as twin construction crews of
bone-dissolving and bone-rebuilding cells
combine to remodel it.
About the only pieces of the body that last a
lifetime, on present evidence, seem to be the
neurons of the cerebral cortex, the inner lens
cells of the eye and perhaps the muscle cells
of the heart. The inner lens cells form in the
embryo and then lapse into such inertness
for the rest of their owner's lifetime that they
dispense altogether with their nucleus and
other cellular organelles.
But if the body remains so perpetually
youthful and vigorous, and so eminently
capable of renewing its tissues, why doesn't
the regeneration continue forever?
Some experts believe the root cause is that
the DNA accumulates mutations and its
information is gradually degraded. Others
blame the DNA of the mitochondria, which
lack the repair mechanisms available for the
chromosomes. A third theory is that the stem
cells that are the source of new cells in each
tissue eventually grow feeble with age.
"The notion that stem cells themselves age
and become less capable of generating
progeny is gaining increasing support," Dr.
Frisen said. He hopes to see if the rate of a
tissue's regeneration slows as a person ages,
which might point to the stem cells as being
what one unwetted heel was to Achilles, the
single impediment to immortality.
Page | 137
Your Body Is Younger Than You Think
Reading Comprehension
1. Which parts of your body are the “youngest” (they are replaced
more than the other parts)?
2. Which parts of your body are the “oldest” (they are not replaced
often or at all)?
3. What do you think we would be like if the brain divided as
frequently as the liver?
4. This article addresses normal cell division in a human body. How
would you refer to abnormal cell division in an organism?
5. Chemotherapy is treatment that cancer patients undergo. It kills
cells, and prevents cells from dividing, hopefully killing the
cancerous cells in the patient’s body. Why do you think a person’s
hair falls out when they are undergoing chemotherapy to treat
cancer?
Why do you think nausea is another common side effect?
Page | 138
Cellular Reproduction Unit Concept Cards
(paste your envelopes for “Cellular Reproduction” concept cards on this page)
Page | 139
Cellular Reproduction Unit Concept Map
(Instructions on page 12)
Page | 140
Parent/ Significant Adult Review
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 any of the following
 The work we found most interesting was ____________________________
because…
 What does the notebook reveal about your student’s learning habits or talents?

My student’s biggest concern about this class is…
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email:
Mr. Duston at ryan.duston@venturausd.org
Ms. Perez at darcy.perez@venturausd.org
Page | 141
Cellular Reproduction Unit Back Page
The California State Standards I have come to use and understand are:

Cells are enclosed within semipermeable membranes that regulate their
interaction with their surroundings.

Cells divide to increase their numbers through a process of mitosis, which
results in two daughter cells with identical sets of chromosomes.
Page | 142
Cellular Energy Unit Student Design Cover Page
(see page 12 for guidelines)
Page | 143
Cellular Energy Unit Front Page
At the end of this unit, I will:


Understand that Photosynthesis converts the Sun’s energy into chemical
energy
Understand that cellular respiration uses chemical energy to carry out life
functions.
Roots, Prefixes and Suffixes I will understand are:

Thermo-, -dynamics, tri-

an-, aero-, glyco-
The terms I can clearly define are:



Energy, Thermodynamics, Metabolism, Photosynthesis, Cellular
Respiration, Adenosine Triphosphate (ATP)
Thylakoid, Granum, Stroma, Pigment, NADP+, Calvin Cycle, Rubisco
Anaerobic process, Aerobic respiration, Glycolysis, Krebs Cycle,
Fermentation
The assignments I will have completed by the end of this unit are:











Unit Cover Page
Unit Concept Cards for terms underlined above
Tasty Model Activity
Photosynthesis Storyboard Activity
Floating Leaf Disc Assay: Measuring the Rate of Photosynthesis Lab
Are Photons Needed for Photosynthesis? Lab
Cellular Respiration: An Introduction Worksheet
Cellular Respiration in Seeds Lab
A “Swell” Activity Lab
Observed or Performed in the Cellular Respiration Play
Cellular Energetics Unit Back Page
Page | 144
Tasty Models: Carbohydrates
ABSTRACT:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Understanding the arrangement of atoms within nutrient molecules often helps
explain their chemical behavior, health attributes and role in weight balance.
Although atomic representations do not accurately represent electron
configurations, they can be used to show the arrangement of nuclei and bond type.
In the following activities, you'll construct several different molecular models that
represent substances that play an essential role in our nutritional needs.
Carbohydrates
Carbohydrates are a group of nutrients that include sugars and starches. Perhaps,
the most familiar carbohydrate building block is glucose. Glucose is a monosaccharide, which means that it contains one sugar unit. Monosaccharides can be
joined together to produce larger chains of carbohydrates. Starch is an example of
a long chain of sugar molecules that are linked together. In this set of activities,
you'll construct a single sugar (glucose) and observe the effects of a dehydration
synthesis reaction.
Materials
 Marshmallows
 Toothpicks
Page | 145
Glucose Model
1. Examine the assortment of marshmallows that you will be using to
assemble your molecular models. Now, consider the formula of glucose,
C6H12O6. Based on this formula, how should you assign specific colors to
the component atoms?
Which atom will be represented
with the most numerous color?
2. To build the ring version of
glucose, let's construct a closed
ring formed by five carbon
atoms and one oxygen atom.
3. Now, let's add the sixth carbon atom. It is attached to the ring carbon
that is immediately to the left of the oxygen atom.
4. The remaining five oxygen atoms are part of hydroxyl (OH) groups. They
are added as shown here.
5. Finish the model by adding the remaining seven hydrogen atoms so that
each carbon atom forms four bonds.
Page | 146
Modeling Dehydration Synthesis:
Making Polysaccharides
To produce larger carbohydrate molecules, glucose is linked to other sugar
molecules. During this bonding process, two atoms of hydrogen and one atom of
oxygen are removed from the linking sugars. These atoms join together to produce
a molecule of water. Hence, this type of sugar bonding is called dehydration
synthesis.
1. Find another group with a completed glucose model.
2. Place both models side-by-side. Remove the two hydrogen atoms and
one oxygen atom that are associated with dehydration synthesis
(identified by the dashed line).
3. Join the free bond of the ring oxygen atom to the free bond of the carbon
atom. Join the three removed atoms together to form a molecule of
water.
Questions
1. What type of molecule is removed during dehydration synthesis?
________________________________________________________
___________________________________________________________
2. What happens to the "open" bonds that are created as neighboring sugar
molecules lose component atoms?
3. What might happen if you added water to a starch molecule?
4. When your group had just one glucose molecule, the ratio of Carbon to
Hydrogen to Oxygen was 1:2:1. Was this ratio maintained when your
group polymerized with another glucose molecule? What about three or
more? Explain your observation.
Page | 147
Carbohydrates Warm-up:
Refer to the “Tasty Models” Activity to help you fill in the following.
1. Which CHONPS elements are included in Carbohydrates?
______________, ________________, and ___________________.
2. In what ratio are these elements found? ___ : ___: ___
3. What is an example of a Carbohydrate monomer?
4. What is an example of a Carbohydrate polymer?
5. Why do you think Carbohydrates are important in a person’s diet?
Page | 148
Carbohydrates
1. Carbohydrates are:
– an important ________________________________
– Cellular _________________________
2. Carbon, Hydrogen and Oxygen in a ratio of 1:2:1
3. General Formula ____________________
Types of Carbohydrates
Monosaccharides (simple sugars)
– Contain 3-7 Carbons each
• Examples: ___________________________________________
Disaccharides (two sugars)
• Examples: _____________________________________________
– Maltose = Glucose + Glucose
– Lactose = Glucose + Galactose
Page | 149
Page | 150
Energy Warm-up
1. Reflect on Energy Cycles (e.g., Carbon Cycle) from the beginning of the
year. Are there places in these cycles in which energy can be created
from nothing or completely lost in the cycle? Explain why or why not.
2. Refer to page 218 from your textbook to review the Laws of
Thermodynamics. Restate them in your own words below.
1. First Law of Thermodynamics:
2. Second Law of Thermodynamics:
3. Can cells use any form of energy available? ____________
1. What type of cells might use energy from the sun?
2. If a cell can’t use energy from the sun, what form of energy must they
use? Explain.
Page | 151
Page | 152
Page | 153
Photosynthesis Song
I’m a little plant that grows and grows
Photosynthesis is what I know
Energy, 6 waters, & 6 CO2
Help me make glucose and 6 O2
Page | 154
Cell Energy and ATP Review
The following is a diagram of an ATP molecule. Use the diagram to answer the
questions that follow.
1. What does the “A” in ATP stand for? ________________
2. What two molecules are used to build adenosine? ________________ and
__________
3. Adenine is a nitrogenous base and ribose is a 5-carbon sugar.
4. What does the “T” in ATP stand for? ________________
5. What does the “P” in ATP stand for? ________________
6. How many phosphate groups, P , are present in one ATP molecule? _____
7. What is the complete name of ATP?
8. What is released when the chemical bonds between the last two phosphates of
an ATP molecule are broken?
Page | 155
1
2
3
4
8
5
7
6
8
Page | 156
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Page | 159
Chlorophyll: The Photosynthetic Pigment
According to the image of chlorophyll’s absorption below, why are leaves green?
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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.
+
4.
3.
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? __________________
5. 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 Storyboard
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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 to check your sample storyboard (on the
white-erase board) with your teacher prior to creating the final product. The
guidelines are as follows:
1. There must be at least six “boards” or “squares.”
a. Three of which must be dedicated to the light reaction
b. Three must be dedicated to the Calvin Cycle.
2. The following terms must be used either in the image or in the caption of the
storyboard:
a. Photon
b. Electron
c. Water-splitting
d. Oxygen
e. ATP
f. NADPH
g. Light Reaction
h. Calvin Cycle
i. PGAL
j. Glucose
k. CO2 fixation
l. Thylakoid
m. Stroma
3. 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:
a. Underline the terms (a through m, listed above) as they are mentioned
in the caption or in the cartoon.
b. Label structures
c. 4 or more colors must be used
d. It must be neat.
e. There must be at least six slides.
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The Floating Leaf Disk Assay for Investigating Photosynthesis
ABSTRACT:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Flowchart
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The Floating Leaf Disk Assay for Investigating Photosynthesis
The biology behind the procedure:
Leaf disks float, normally. When the air spaces are infiltrated with solution, the
overall density of the leaf disk increases and the disk sinks. The infiltration solution
includes a small amount of Sodium bicarbonate (NaHCO3). In this lab, the
Bicarbonate ion (HCO3-) serves as the carbon source for photosynthesis. As
photosynthesis proceeds, oxygen is released into the interior of the leaf which
changes the buoyancy--causing the disks to rise. Since cellular respiration is taking
place at the same time, consuming oxygen, the rate that the disks rise is an
indirect measurement of the net rate of photosynthesis.
Question: Will the leaf discs sink or rise when exposed to CO2 solution?
Hypothesis: If ___________________________, then leaf discs should
___________because
Materials:








Sodium bicarbonate (Baking soda)
Liquid Soap
Plastic syringe
(10 cc or larger)
Leaf material
Hole punch or straw
Beakers
Timer
Light source
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Procedure:
1. Prepare 150 ml of
bicarbonate solution for each
trial.
o The bicarbonate serves as
an alternate dissolved
source of carbon dioxide for photosynthesis. Prepare a 0.2% solution.
(This is not very much it is only about 1/16 of a teaspoon of baking soda
in 150 ml of water.)
o
Add 0.5 mL of liquid soap to this solution. The soap wets the hydrophobic
surface of the leaf allowing the solution to be drawn into the leaf. It’s
difficult to quantify this since liquid soaps vary in concentration. Avoid
suds. If your solution generates suds then dilute it with more bicarbonate
solution.
2. Cut 10 or more uniform leaf disks for each trial.
o
o
o
Single hole punches work well for this but stout plastic straws will work as
well.
Choice of the leaf material is perhaps the most critical aspect of this
procedure. The leaf surface should be smooth and not too thick. Avoid
plants with hairy leaves. We will use fresh spinach leaves.
Avoid major veins.
3. Infiltrate the leaf disks with sodium
bicarbonate
solution.
o
o
Remove the piston or plunger and place
the leaf disks into the syringe barrel.
Replace the plunger being careful not to
crush the leaf disks.
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o
o
o
o
Push on the plunger until only 1mL of air and leaf disk remain in the
barrel (< 10%).
Pull 9mL of sodium
bicarbonate solution into the
syringe. Tap the syringe to
suspend the leaf disks in the
solution.
Holding a finger over the
syringe-opening, draw back
on the plunger to create a
vacuum. Hold this vacuum
for about 10 seconds.
While holding the vacuum,
swirl the leaf disks to
suspend them in the
solution. Let off the vacuum. The bicarbonate solution will infiltrate the
air spaces in the leaf causing the disks to sink. You will probably have to
repeat this procedure 2-3 times in order to get the disks to sink. If you
have difficulty getting your disks to sink after about 3
evacuations, it is usually because
there is not enough soap in the
solution. Add a few more drops of
soap.
4. Pour the disks and solution into the solution
remaining in the beaker.
5. For a control infiltrate leaf disks with
a solution of only water with a drop
of soap--no bicarbonate.
6. Place under the light source and
start the timer. At the end of each
minute, record the number of floating disks. Then swirl the disks to dislodge any
that are stuck against the sides of the beakers. Continue until all of the disks are
floating.
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Results
Your Lab Group Number will correspond to the group number in the table. Fill in
the Experimental Group Data in the column “E” and your Control Group Data in the
column “C.”
Number of discs floating
Time
(minutes)
Group
1
Group
2
Group
3
Group
4
Group
5
Group
6
Group
7
Group
8
Group
9
Group
Average
E
E
E
E
E
E
E
E
E
E
C
C
C
C
C
C
C
C
C
C
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
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Graph: Title
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Conclusion: Answer in complete sentences
1. Did the results confirm or reject your initial hypothesis? Why or why not?
_________________________________________________________________
_______________________________________________________________
2. What gasses are being consumed and produced in photosynthesis?
_________________________________________________________________
_________________________________________________________________
3. How do the gasses consumed and produced in photosynthesis affect the
buoyancy of the leaf?
_________________________________________________________________
4. Identify the following elements of experimental design in this experiment:
a. Independent variable:
__________________________________________________
___________________________________________________________
b. Dependent variable:
___________________________________________________
___________________________________________________________
c. Control group:
________________________________________________________
___________________________________________________________
d. Experimental group:
___________________________________________________
___________________________________________________________
e. Identify three constants:
_______________________________________________
___________________________________________________________
5. What possible errors may have affected the results? (Identify at least one.)
_________________________________________________________________
_________________________________________________________________
____________________
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6. Briefly explain how this experiment could be changed to test a different variable
that may impact the rate of photosynthesis.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Photosynthesis Review
1. Ultimately, where does most of the energy come from for life on Earth?
__________
2. The energy in sunlight cannot be used directly by most living cells. How
does radiant energy from the sun become ATP in a cell?
3. Green plants and some protists capture the energy in sunlight and use it
to convert ____________ _____________ and _________
chemical energy in ___________________
_ into
__, such as glucose.
a. What is this process called? _________________________
b. In what cell organelle does this process occur?
______________________
4. Cells can then use the process of _______________ _______________
to breakdown carbohydrates, such as glucose, and to convert the
chemical energy into ATP.
Use the terms below to fill in the graphic organizer. Hint: Energy is moving in this,
and is represented with arrows.
Photosynthesis
Sun
Glucose (Stored Energy)
Radiant Energy
ATP (Usable Energy)
Cellular Respiration
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5. What is the relationship between photosynthesis and cellular
respiration?________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
6. What must be consumed by an organism undergoing cellular respiration?
and
7. What is produced by an organism undergoing cellular respiration?
and
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Cellular Respiration Warm-up:
1. Maria and Anthony both accidentally eat something containing a poison that
blocks enzymes in the liver that break down lactic acid. Maria runs for help
and Anthony sits down and starts crying. Who will have the lower blood pH?
Who will experience the effects of the poison first? Explain your answers.
2. A drug that inhibits mitochondrial function would block which steps in cellular
respiration? How would the cell generate ATP? What do you think the sideeffects of such a drug would be?
3. An apparatus was used to collect gases released by the freshwater plant,
Elodea. In darkness, a gas is still collected in the test tube. Would this be
the same gas or a different gas than the one collected under light conditions.
If it is different what is the gas?
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Introduction
One of the characteristics of life that you learned about in the beginning of this class was metabolism. In this
worksheet we will be exploring the details of metabolism, and we will build on our new understanding of biological
chemistry in order to comprehend how the body – and in particular the cell – is able to take complex molecules (like
are in our food), and break them down, and then use them to build new structures, and generate energy to do work.
Many students find it helpful to think of metabolism in a cell as an assembly line in a factory with different
machines having different roles in the process.
Activity B. Match the following. Write down the numbers in the space provided.
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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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Tying things
together
Label this overview of Photosynthesis and Respiration together to see how these metabolic
processes are interrelated.
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Cellular Respiration in Seeds Lab
ABSTRACT:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
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Cellular Respiration in Seeds Lab
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 the following three set-ups:
Use only black beans.
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.
Pre-lab Questions: (Answer these questions in the space provided)
1. What is the equation for cellular respiration?
___________________________________
2. According to the equation, what materials are being used during cellular
respiration? (In other words, what are the reactants?)
________________________________________
3. According to the equation, what materials are being made during cellular
respiration? (In other words, what are the products?)
_________________________________________
4. What chemical is used in this lab to absorb the carbon dioxide released by
the seeds during cellular respiration?
______________________________________________________
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Cellular Respiration in Seeds Lab
Procedure Flowchart
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Problem: In which set-up will cellular respiration be the greatest: the germinating
seeds, the dry dormant seeds, or the glass beads?
Hypothesis: If the test tube contains ___________________________________,
then cellular respiration will be the greatest.
Procedure: (Read these procedures, then create a flow-chart on the left side of
your Interactive Notebook for each of the steps below.)
1. Fill three test tubes with approximately 1 cm of soda lime.
2. Place a small cotton plug into each of the test tubes (the cotton plug serves
to keep the materials in the tube when the tube is inverted.)
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.
5. Use a rubber band to tie the four test-tubes together.
6. Fill a beaker with 1.5 centimeters of water.
7. Invert the test tubes into the beaker of water. Be careful to record the initial
water line.
8. Wait 24 hours and record how much water entered each test tube in
millimeters.
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
Seeds
Cotton plug
Ruler
Rubber band
Air space within tube
Beaker with water
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Results:
Experimental Set-up

Germinating Seeds

Dry, dormant Seeds

Glass Beads
Height of water inside test tube in mm
Post-lab questions:
1. In this lab, what evidence do you look for that proves that cellular respiration
is occurring?
_____________________________________________________________
2. Of the three set-ups, which is the control group? _____________________
Which were the experimental group(s)? _____________________________
_____________________________________________________________
3. What was the independent variable? (Hint…What condition that differed in
the three test-tubes?)
_____________________________________________________________
4. What was the dependent variable? (Hint…What changes are you measuring
as a result of the experiment?)
__________________________________________________________
5. Which set-up demonstrated the most respiration occurring? Why?
_____________________________________________________________
_____________________________________________________________
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ACT I Glycolysis
Participants and their Props:
Narrator:
Reads setting
ATP/ADP 1:
Magnet Board with ADP compound and one phosphate
Glycolysis 1:
Large Magnet Board with Glucose
Glycolysis 2:
Two small magnet boards with phophates, electrons
Glycolysis 3:
Two NAD+ buckets and and 2H stickers
Glycolysis 4:
no props
Glycolysis 5:
Pyruvate Magnet
Krebs Cycle Bouncer:
ACT II: Entering the Mitochondrion
Participants and Their Props
Krebs Cycle Bouncer 1: Acetyl-CoA Magnet
Krebs Cycle Bouncer 2 One orange NAD+ bucket and H sticker
ACT III: The Krebs Cycle
Participants and Their Props:
Krebs Cycle 1: magnet board with a 4 Carbons on it
Krebs Cycle 2: Citric Acid Magnet
Krebs Cycle 3: 2 NAD buckets, and 2 H stickers
Krebs Cycle 4: no props
Krebs Cycle 5: FAD bucket and 2H stickers
Krebs Cycle 6: 1 NAD bucket and H sticker
ATP/ADP:
Magnet board with ADP
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ACT IV: The Electron Transport Chain
Participants and Their Props:
Glycolysis 3:
2 NADH buckets
Krebs Cycle Bouncer 2: NADH bucket
Krebs Cycle 3: NADH bucket
Krebs Cycle 6: NADH bucket
Krebs Cycle 5: FADH2 bucket
Oxygen:
Oxygen bucket with ATP sign and Pipette with water
ETC:
ETC ramp
ATP/ADP 1, 2, 3: ATP magnets
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ACT IV: The Electron Transport Chain
Participants and Their Props:
Glycolysis 3:
2 NADH buckets
Krebs Cycle Bouncer 2: NADH bucket
Krebs Cycle 3: NADH bucket
Krebs Cycle 6: NADH bucket
Krebs Cycle 5: FADH2 bucket
Oxygen:
Oxygen bucket with ATP sign and Pipette with water
ETC:
ETC ramp
ATP/ADP 1, 2, 3: ATP magnets
(Narrator Steps Forward and ATP/ADP 1 – 3 prepare to enter stage. Krebs Cycle-5 continues searching
for Electron Transport Chain while narrator speaks…)
Narrator:
“So far we’ve been successful at making a few ATPs. But there isn’t enough ATP to run
all cellular activity.”
ATP/ADP 1 – 3: (shows off ATP magnet boards and smile)
Narrator:
“The electrons from glucose that are now carried in FADH2 and NADH must be
converted to additional ATP.”
(Glycolysis 3, Krebs Cycle Bouncer 2, Krebs Cycle 3, and Krebs Cycle 6 all bump into Krebs Cycle 5 while
he is searching for the ETC)
Krebs Cycle 5:
“Hey are you guys looking for the ETC?”
Krebs Cycle 6: “Yeah, man! I’ve been carrying this electron around for a while. I’ll be glad to get rid of it.
It’s so full of energy that I can barely contain it!”
Glycolysis-3: “Well at least you haven’t been carrying your electrons around since Glycolysis!”
Krebs Cycle-3: “I heard that the ETC will take the electrons from us. We can definitely lighten our load!”
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Krebs-Cycle Bouncer 2: “Well, I know exactly where to find the ETC. I see the ETC all the time while I’m
watching the Krebs Cycle Club. The ETC hangs out around the perimeter of the club.
C’mon! I’ll show you!” (Krebs-Cycle Bouncer 2 leads entire group to an area designated
as the mitochondrion membrane)
Krebs-Cycle Bouncer 2: (Taps ETC 1 on the shoulder) “Uh…are you part of the ETC?”
ETC: “I thought I’d be waiting forever and that ya’ll would never get here! That must have been a pretty
long cycle you were a part of! If you’re tired, we can take the load off of you, if you give us your
electrons!”
Glycolysis 3: “Well, good! I can’t wait to get rid of these”
ETC:
make a
the ramp.”
“The electrons will fall in energy as they go down the ramp. We can trap this energy to
lot of ATP! But first, we need oxygen to pick up the electrons at the bottom of
Narrator jumps in: “After all, cellular RESPIRATION requires Oxygen. That’s why all animals have gills,
lungs and other organs to breathe oxygen and plants have stomata to let in Oxygen!”
Oxygen:
(Places his oxygen bucket at the bottom of the ramp). “Oh…you need me! I’ll take the
left-over electrons that nobody wants once they have fallen in energy”
Glycolysis 3:
“Okay, here it goes!”
(Glycolysis 3, Krebs Cycle Bouncer 2, Krebs Cycle 3, and Krebs Cycle 6 all give up their electrons and roll
them down the ETC ramp)
Krebs Cycle Bouncer 2: “Oh, I feel so much….lighter…like a weight has been lifted! I’d better get back to
my post, guarding the Krebs Cycle Club” (Returns to original post)
Oxygen:
“Hmmm…a chemical reaction is going on! These electrons are helping to attract a lot of
hydrogen. I have the urge to BOND!”
Narrator:
(creates drumroll and makes a “kaboom” sound, as if a chemical explosion has
occurred).
Oxygen:
“What’s this?” (lifts up cup of water out of his bucket and squirts water from pipette)
“Oxygen, electrons, and hydrogen all bonded to make water!! But that’s not all!” (lifts
giant ATP magnet from bucket) “It looks like we’ve also made a total of 32 ATPs from
these electrons! The cell now has enough energy to do cellular work! Tada!!!”
Class:
(Everyone cheers and whistles)
Narrator:
“So the task is done, we’ve completed our goal. Glucose with the sugar-blues
successfully undergoes his make-over, and in this process called cellular respiration,
glucose helps to create 36 ATPs for the cell to use as an energy source.”
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Photosynthesis Study Guide
Stage 1: Capturing Light Energy
1.
A photon is a tiny packet of light ______________.
2.
True or False
3.
Briefly explain why plants appear green. __________________________________________
All photons carry the same amount of energy.
_________________________________________________________________________
4.
True or False
A particular type of pigment can absorb a photon of any energy level.
5.
The major light absorbing pigment in plants is _________________ which is found inside
the organelle called the __________________.
6.
True or False
Plant and animals cells contain chloroplasts.
7.
What happens when atoms in a pigment absorb light energy? _________________________
________________________________________________
8.
Many reactions in photosynthesis are classified as ________________ - _________________
reactions. These reactions involve the transfer of electrons from one molecule to another.
10.
True or False
In cells, electrons travel alone.
11.
In cells, electrons travel from one molecule to another attached to a ________________.
12.
As review, what is the electrical charge on a proton? _______________
As review, what is the electrical charge on an electron? ______________
As review, what do oppositely charged particles do to each other? ______________________
13.
A proton and an electron together make up a _______________ atom.
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Stage 2: Using Light Energy to Make ATP and NADPH
14.
Look at Figures in your notebook. Identify the location of a chlorophyll
molecule. _____________________________________________
15.
True or False
A thylakoid is a disk-like structure.
16.
What happens to electrons in chlorophyll when photons of light strike the chloroplasts? _____
________________________________________
17.
Each excited electron, traveling as part of a ________________ atom, leaves the chlorophyll
and jumps to a nearby protein in the thylakoid membrane.
18.
What does the proton pump do to the hydrogen that is carrying an “excited” electron?
______ _________________________________________________________________________
19.
What is the role of the energy that is released by the proton pump? _____________________
_________________________________________________________________________
20.
What molecule is produced when the protons diffuse back through a channel protein? ______
21. Review - Study the following steps of photosynthesis to determine the order in which they
take place. Write the number of each step in the blank provided.
____ a. An electron that is attached to a proton becomes excited by the light.
____ b. Protons inside the thylakoid are driven out through a protein channel.
1 c.
Photons strike the chloroplasts.
____ d. The excited electron, with its attached proton, moves to a thylakoid membrane,
where it powers the pumping of the proton across the membrane.
____ e. The force of the protons leaving the thylakoid adds a phosphate to ADP, forming
ATP.
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22.
The second type of chlorophyll releases an excited electron that combines with a hydrogen
atom that is then attached to NADP. What molecule is formed from the hydrogen and
NADP? ____________
23.
What are the ATP and NADPH used for? ________________________________________
_____________________________
Stage 3: Building Carbohydrates
24.
What is the ultimate goal of photosynthesis? _______________________________________
_________________________________________________________________________
25.
The process of capturing carbon atoms and using them to build glucose and other compounds
is called the ____________ cycle.
26.
Is photosynthesis a more complicated process than you thought it was? _______
27.
In the space below, write the chemical equation for the overall process of photosynthesis.
28.
What are the reactants of photosynthesis? _____________________________________
29.
What are the products of photosynthesis? _____________________________________
30.
How do plants store the sugars produced as a result of photosynthesis? __________________
_________________________________________________________
31.
What can plants do with the stored starch molecules? ________________________________
_________________________________________________________
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32.
Multiple Choice - Circle the correct answer.
The ultimate goal of photosynthesis is to
A.
make ATP from carbon dioxide.
B.
construct carbon containing molecules that serve as an energy source.
C.
convert ADP to ATP by using energy from the sun.
D.
use enzymes to speed up chemical reactions.
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Cellular Respiration Study Guide
Glycolysis and Respiration
1.
What is the name of the process by which living organisms release the energy stored in
carbohydrates and other food molecules? _______________ ________________
2.
What is the first result of cellular respiration? _______________________________________
3.
What happens to the energy that is released when the bonds of ATP are broken? ___________
__________________________________________________________________________
4.
The two stages of cellular respiration are ____________________ and __________________
____________________.
5.
True or False
Glycolysis occurs in the cytoplasm of the cell and does not require oxygen.
6.
True or False
Oxidative respiration occurs in the mitochondria of plant and animal cells.
7.
Looking at the name “oxidative respiration”, do you think oxidative respiration requires oxygen?
_____
8.
True or False
Glycolysis is more effective than oxidative respiration at recovering energy
from food molecules.
9.
True or False
Glycolysis is an ancient biological process.
10. True or False
The word “glycolysis” means the “splitting of glycogen”.
11. True or False
The products of glycolysis are two pyruvate molecules.
12. The cell must use some ATP to begin glycolysis. Remembering what you learned in Section 5.1,
what is the ATP used to begin glycolysis called? ____________________ _____________
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13. What happens during glycolysis to convert NAD into the molecule NADH? _______________
__________________________________________________________________________
__________________________________________________________________________
14. What are the two possible processes that follow glycolysis?
______________________ or ___________________ ___________________
15. What are the two possible substances formed when the hydrogen atom of NADH is added to
pyruvate? ___________ _______ or __________ _____________
16. Microorganisms living in the absence of oxygen use the process of _____________________
to produce relatively small amounts of ATP. What does “in the absence of oxygen” mean?
_________________________________________________
17. Fermentation takes place in ___________ cells when they do not receive enough oxygen,
resulting in the formation of a substance called ______________ _________.
18. When the blood cannot remove lactic acid fast enough, what happens in your muscles?
________________________________________________________
19. How did the formation of oxygen in the atmosphere change the way hydrogen was used
during respiration? __________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
20. Why is the production of water a better alternative? _________________________________
_________________________________________________________________________
_________________________________________________________________________
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21. In the space below, write the equation for the breakdown of glucose by glycolysis and
oxidative respiration.
22. Look at the figures in your notes.
How many ATP molecules are released by glycolysis? _______
How many ATP molecules are released by fermentation? _______
How many ATP molecules are released by oxidative respiration? ______
24. After each pyruvate is oxidized, a two-carbon fragment is left. What happens to the oxidized
pyruvate if the cell has enough ATP? _____________________________________________
________________________ If the cell does not have enough ATP, the remaining twocarbon fragment joins with a four carbon sugar to begin the ________ cycle.
25. True or False
The Krebs cycle consists of nine reactions.
26. The high energy electrons in NADH are used to make ATP during the _______________
__________________ __________.
27. True or False
Due to the presence of proton pumps in the membranes of mitochondria,
a living cell is never without a supply of ATP.
28. What happens to the electrons after the proton pumps have used their energy? _____________
__________________________________________________________________________
Where do you think the oxygen gas comes from? ____________________________________
29. True or False
Glycolysis releases more ATP molecules than does oxidative respiration.
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Regulating Cellular Respiration
30. What is feedback inhibition? __________________________________________________
__________________________________________________________________________
__________________________________________________________________________
31. True or False
Excess ATP may bind to the regulatory site on an enzyme early in glycolysis
and the Krebs cycle and shut down the processes the cell uses to make ATP.
Review
Fill in the blanks using the following terms. Write the letter of the term in the blank at the beginning
of the question.
A. glycolysis
B. fermentation
C. oxidative respiration
D. feedback inhibition
E. pyruvate
____ 32.
The slowing or stopping of an early reaction is caused by ?????.
____ 33.
The term ????? is used to refer to the breakdown of sugar when it occurs in the absence
of oxygen.
____ 34.
The process of ????? occurs in the mitochondria and uses oxygen.
____ 35.
Glycolysis breaks down glucose into two molecules of ?????.
____ 36.
The first stage of cellular respiration is ?????, which occurs in the cytoplasm of the cell.
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Photosynthesis Review
After it is labeled, 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
5. 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? _____________________
6. Write the overall equation for photosynthesis.
______________________________________________________________________
7. How does life on earth depend on the process of photosynthesis?
______________________________________________________________________
______________________________________________________________________
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Cellular Respiration Review
Answer the following questions relating to cellular respiration.
1. The chemical bonds in glucose contain stored energy. The purpose of cellular
respiration is to store the energy of chemical bonds of glucose in molecules of
_________.
2. Write the formula that shows the release of energy by a molecule of ATP.
__________________________________________________________
3. The concept map below illustrates cellular respiration.
Place a star under each of the boxes that show stored energy.
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 fermentation.
Use green for the boxes that show the path taken during oxidative respiration.
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4. a. In the process of cellular respiration, what two substances come in from the
outside?__________________________________
b. What are the products of cellular respiration?____________________________
c. Cellular respiration starts in the cytoplasm of the cell. In what organelle is
cellular respiration completed? __________________________
5. Write the overall equation for cellular respiration in the space below.
______________________________________________________________________
6. Compare the equation for cellular respiration with the equation for photosynthesis.
______________________________________________________________________
_____________________________________________________________________
______________________________________________________________________
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Cellular Energy Unit Concept Cards
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Cellular Energy Unit Concept Map Page
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Parent/ Significant Adult Review
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 any of the following
 The work we found most interesting was ____________________________
because…
 What does the notebook reveal about your student’s learning habits or talents?

My student’s biggest concern about this class is…
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email:
Mr. Duston at ryan.duston@venturausd.org
Ms. Perez at darcy.perez@venturausd.org
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Cellular Energy Unit Back Page
The California State Standards I have come to use and understand are:

Usable energy is captured from sunlight by chloroplasts and is stored
through the synthesis of sugar from carbon dioxide.

The role of the mitochondria in making stored chemical-bond energy
available to cells by completing the breakdown of glucose to carbon
dioxide.

How chemiosmotic gradients in the mitochondria and chloroplast store
energy for ATP production.
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Biology Semester One: Deadline and Contact Information
Due Date:
Partner’s Name
E-mail/Phone
Due Date:
Partner’s Name
E-mail/Phone
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