Block Day- Nov 3
Take out your LogBook
-open to Cellular Respiration Intro questions- HW
Water and measure plants
- Write down homework in your plannerPlanner: “Your Turn” HW corrections due Friday
All Makeup work must be completed by Wed,Nov.9
Cellular Respiration Intro Questions:
• 1) What evidence did you find that cellular
respiration is taking place in animal cells?
The O2 concentration decreased and the CO2
concentration increased in the cricket container.
The crickets also had food that contained glucose
• 2) Given that the above equation is an accurate
representation of cellular respiration, are any
atoms destroyed in the process of cellular
respiration? What is your evidence?
No matter is destroyed—the same number of atoms
exist before and after the reaction.
• 3) What do you think would be the benefit of the
process of cellular respiration to living cells?
The chemical energy contained in glucose is being
released to power cells.
4) Of the three graphs, which one represents the
oxygen levels during cellular respiration? B
5) Of the three graphs, which one represents the
CO2 levels during cellular respiration?
A
6) Which represents the change in sugar
molecules? B- Sugar (glucose) is being
broken apart which releases energy. The
atoms are recombined and form CO2 and
H2O. Therefore glucose is being “used up”.
7) Which graph… shows number of water
molecules in the water solution around the
cells?
A- water is produced in the process of cellular
respiration.
8) Where are the glucose molecules broken
apart and formed into new molecules?
In the cells
9) Where does the sugar come from that is
broken apart during cellular respiration?
It is eaten. Starch is digested into glucose in
the stomach and small intestine and travels to
the cells through the blood.
10)Where do you think the cell gets the O2 that
is consumed in cellular respiration?
It is inhaled by the organism- travels to cells by
the blood.
11) What do you think happens to the carbon
dioxide produced during cellular respiration?
travels from the cellsthrough the bloodto the lungsexhaled
GLUCOSE
CHEMICAL
ENERGY
ENERGY
CO2
OXYGEN
(O2)
H2O
• Make a new entry titled
What is Cellular Respiration?
• Begin reading the information in each
paragraph and answer the questions that
follow each section
• Yes, you may write on the paper.
1) What do we take in from the air that we
need?
OXYGEN (O2)
2) What do we get from the food we eat?
CARBS, FATS, PROTEINSenergy
3) What happens to the food we eat once it
gets into the body? (2 things)
BROKEN INTO SUBUNITS AND
TAKEN TO CELLS BY THE BLOOD
4) What kind of energy is contained in food?
CHEMICAL ENERGY
5) What “part” of a food molecule contains the
energy? THE BONDS (NOT THE ATOMS)
6) What happens to the chemical energy in the food
once it is released?
CHANGED INTO TO OTHER TYPES OF ENERGY
7) What waste products/leftover materials are
produced when food molecules are reacted with
oxygen? CARBON DIOXIDE AND WATER
(CO2)
(H20)
MATTER: Glucose(C6H12O6) + 6Oxygen(O2) → 6Carbon Dioxide(CO2) + 6Water (H2O)
ENERGY:
chemical energy → kinetic energy + heat
8) How does the CO2 leave our cells and then body? How
does the water (H2O) leave our cells/body?
CO2-- BLOOD—THEN LUNGS (EXHALED).
H20—BLOOD—LUNGS, BLOOD-URINE, SWEAT
9) What evidence do we have that we/other animals
perform CELLULAR RESPIRATION?
SENSOR DATA FOR O2 AND CO2.
INHALE CO2, GLUCOSE IN FOOD, EXHALE CO2 AND H20
10) What is similar in terms of energy between
CELLULAR RESPIRATION and burning sugar?
BOTH PRODUCE THE SAME AMOUNT OF HEAT
ENERGY
11) In addition to heat energy being released, the
chemical energy in food is also converted in what
other kind of energy that we use?
KINETIC ENERGY
• MAKE A NEW ENTRY TITLED
Mealworm Wrap Up
• Look back at the first mealworm entryMealworm Investigation continued-10/24
• We made some predictions about the mass of the
food and mealworms
• If the mealworms use the food for growth---what
do you predict about the mass of mealworms-and
the mass of food
• If the mealworms use the food for energy—what
do you predict about the mass of mealworms-and
the mass of food
• Which prediction do our results more closely
match?
1) If the mealworms had used the food just for
growth—what would’ve happened to the mass of
the mealworms? What would’ve happened to the
mass of the food?
MEALWORMS WILL INCREASE IN MASS, THE
FOOD WILL DECREASE IN MASS
2) If the mealworms had used the food just for
energy—what would’ve happened to the mass of
the mealworms? What would’ve happened to the
mass of the food?
MEALWORMS MASS WILL STAY THE SAME-MAYBE
DECREASE, THE FOOD WILL DECREASE IN MASS
3) How much mass did the food lose? (class average)
4) How much (in grams) did the mealworms change?
(class average)
5) Does the change in mealworms account for the
change in food? How much matter is “missing”?
6) Some groups had only 4 mealworms at the end—
one had been eaten by the other mealworms. If one
mealworm had been eaten by the others—where
would the mass of that eaten mealworm be (so we
can keep track of it)?
7) Some groups had a mealworm die. If the
body/pieces of the body of the dead mealworm
were still in the cup—how might that affect the mass
of the mealworms?
8) A question I asked you at the beginning of this
investigation was—will the mass of the cup
INCREASE, DECREASE or STAY THE SAME. Most
people thought it would STAY THE SAME because
the food would be in the mealworms—or back in
the food as waste. Based on what we know now—
why is this an incorrect prediction?
9) Look back at what we have learned the last few
days—what we learned about using food, what is
required to be able to use/”burn” sugar, and what
is produced when we use sugar.
• What is the most LIKELY explanation for where
the “missing” matter went? (This is a CLAIM—
where you believe the food went)
10) What are at least 3 pieces of EVIDENCE that
you can use to back up your CLAIM in #9?
11) Explain WHY you believe the results turned
out the way they did.
12) If we were going to do this experiment again--and we
wanted to be as careful as possible-and keep track of ALL
inputs and outputs in the cup with the food and
mealworms—and be able to know EXACTLY where the
missing matter went—explain how you would set up the
cup/container—what equipment you would need, etc.
13) There is chemical energy in food. How is the
chemical energy used by the mealworms and to
what type of energy is it changed?
14) We have two main ideas we are learning about
how our cells/body use(s) food—
A)How we use food for growth and
B) How we get energy from our food. Which
question does this data help us answer? Some of
both? Explain your reasoning.
• Make a new entry titled
Matter Diagrams
• One ENVELOPE per group
• THE ENVELOPE HAS 8 CARDS THAT SHOW HOW
CARBON IS CHANGED/TRASNFORMED IN OUR
BODY
• WE KNOW THAT MOLECULES CAN BE CHANGED—
STARCH—GLUCOSE—GLYCOGEN OR GLUCOSE—
CARBON DIOXIDE
• BUT, THE NUMBER OF CARBON ATOMS DON’T
CHANGE—EVEN WHEN THE MOLECULES ARE
BROKEN APART TO RELEASE THE ENERGY
C6H12O6 + 6O2
6CO2 + 6H20 (+ ENERGY)
• ARRANGE THE CARDS TO SHOW HOW CARBON IS
CHANGED/TRANSFORMED WHEN WE USE FOOD
TO GROW (YOU WON’T NEED ALL THE CARDS)
• ARRANGE THE CARDS TO SHOW HOW CARBON IS
CHANGED/TRANSFORMED WHEN WE USE FOOD
FOR ENERGY (REMEMBER THE MATTER DOESN’T
TURN INTO ENERGY—IT RELEASES ENERGY WHEN
THE BONDS ARE BROKEN)
REASSEMBLY/
GROWTH
EXHALE
DIGESTION
CARBON SOURCE
food
carbon transfer
carbon
transformation
stomach/
small intestine
carbon transfer
blood
carbon transfer
cells
DECREASE
starch
FORM OF
CARBON
CARBON RECEIVER
CELLULAR RESPIRATION
mouth
starch
FORM OF
CARBON
glucose
FORM OF
CARBON
glucose
FORM OF
CARBON
glucose
FORM OF
CARBON
carbon
transformation
cells
carbon transfer
lungs
carbon transfer
environment
INCREASE
carbon
dioxide (CO2)
carbon
dioxide (CO2)
carbon
dioxide (CO2)
carbon
dioxide (CO2)
FORM OF
CARBON
FORM OF
CARBON
FORM OF
CARBON
FORM OF
CARBON
CELLULAR
RESPIRATION
IDENTIFY THE FOLLOWING STEPS:
DIGESTION
REASSEMBLY/GROWTH
PUT A BOX AROUND CELLULAR RESPIRATION
EXHALING CO2
carbon transfer
blood