Key: Yellow highlight =
required component
Human Body Systems
Subject Area(s) NS/Cells/ Human Body (homeostasis)
Associated Unit
Lesson Title
Biology/ Chemistry
Cellular respiration and Exercise
http://www.fuelsvnnanaimo.com/the-importance-of-energy-on-growth/
1. Synthesis reactions– reactions occur in the body by taking two atoms or molecules and form a
larger more complex molecule. A good example of this is when an amino acids synthesize to
form a protein molecule.
2. Decomposition reactions– reactions occur in the body that take a larger molecule and break it
down into smaller molecules or atoms. A good example is the breakdown of glycogen into
glucose.
Grade Level
6-12
Lesson #
1 of 1
Time Required 2 hours
Summary
Throughout the lesson and its activity students are introduced to concepts. These concepts will assist
students in investigating the process of respiration. Students will be able to answer the question “How
does exercise affect the amount of carbon dioxide exhaled?”
All parts of the body require energy so that work can be put in. Muscles need energy to contract
and your body may need it to synthesize molecules. Your body receives its energy by combining
oxygen and food molecules which is also known as cellular respiration. Sugar glucose in added
with oxygen and releases carbon dioxide, CO2, water, H2O, and ATP. ATP is the energy your
body can use.
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http://gallery4share.com/c/cellular-respiration-reactants-and-products.html
Engineering Connection
When toxic materials are spilled into the environment, engineers can use microorganisms, fungi or plants
to clean up the spill through a process called bioremediation. The engineers choose an organism that can
"eat" the target contamination. One way that engineers can tell if the bioremediation is working is by
measuring how much the bacteria are "breathing." Engineers measure how much organisms are breathing
by changes in pH of the soil or water in which they are growing. Measuring the results of cell activity is
usually easier than trying to keep track of the actual amount of toxic material in the environment.
Engineering Category =
1. Relating science and/or math concept(s) to engineering
2. Engineering analysis or partial design
Keywords cellular respirations, fermentation, oxygen, anaerobic, aerobic respiration, CO2, O2,
lactic acid
Educational Standards (List 2-4)
State STEM Standard (required)
SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular
respiration.
SC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide energy and
releases carbon dioxide.
SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration.
Power is the rate at which energy is converted from one form to another or transferred from one place to
another, or the rate at which work is done. (6-8)
Pre-Requisite Knowledge
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Learning Objectives
After this lesson, students should be able to:
 Know why people exercise

What happens when you exercise

Benefits and consequences of exercise
Students will explain the role of the electron transport chain in cellular respiration.
Explain why ATP is required for the preparatory steps of glycolysis.
State the basic function of fermentation.
Compare the fate of pyruvate in alcohol fermentation and in lactic acid fermentation.
Compare the processes of fermentation and cellular respiration.
Introduction / Motivation
Have you ever thought about how your body uses your muscles to exercise?
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Aerobic and anaerobic can be simply clarified as the presence and absence of oxygen. Exercise
over a long period of time that the oxygen from the lungs is giving it to the muscles. The
difference for anaerobic exercise and aerobic exercise is that for an aerobic has to be created
from a different source of energy.
When engaging in aerobic exercise, muscles contract consecutively without getting tired.
However, for anaerobic exercise, muscles cells depend on chemical reactions that do not
necessarily need oxygen for muscle contraction. Anaerobic metabolism in cells make waste that
can result in damage for muscle contractions. This cause destruction can be recognized as
fatigue.
However, when exercising one can manage to have a buildup of harmful acids. Lactic acid
comes from the lack of oxygen and pyruvic acid. There are three pathways this organism can
take; lactic acid fermentation, alcohol fermentation or cellular (anaerobic) respiration.
Lesson Background & Concepts for Teachers
A glucose is broken down, CO2, is made. If too much CO2 is produced, it can lead up to
mutilation to muscles or various body parts. To rid of the CO2, you take in the fresh air and
exhale to clear out the stale, CO2 air out of your lungs. A fire needs fuel and oxygen from the air
to keep burning. Similarly, your muscles and other parts of your body need a continuous amount
of glucose and oxygen to create ATP.
Lesson
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Materials: 3mL Phenolphthalein solution, straws, 2 plastic pipettes, 2 small beakers, 8mL sodium
hydroxide solution, 2 flasks, paper towels, 2 graduated cylinder, timer, 200mL water
Lab Preparation
1. Label each plastic pipette – one with a “P” for the phenolphthalein, and one with an “S” for
Sodium hydroxide.
2. Label each small beaker – one with a “P” for the phenolphthalein, and one with an “S” for
Sodium hydroxide.
3. Label each graduated cylinder - one with a “P” for the phenolphthalein, and one with an “S”
for
Sodium hydroxide.
4. Label each flask – one as the control, and the other as the variable.
5. Measure out and pour 100 mL of water into each flask.
6. Using the “P” graduated cylinder, measure out 3 mL of phenolphthalein solution into your
small beaker labeled “P”.
7. Using the “S” graduated cylinder, measure out 8 mL of sodium hydroxide solution into the
small beaker labeled “S”.
8. Using the “P” plastic pipette add 5 drops of phenolphthalein solution to each flask.
9. Using the “S” plastic pipette add 10 drops of sodium hydroxide solution to each flask. Put the
rubber stopper on the control flask.
Part A – Carbon Dioxide Production Before Exercise
1. Take your resting pulse rate (see “The Pulse” in the Background section).
2. Record your resting pulse rate (before exercise) in Data Table 1.
3. Using the straw, breathe into the variable flask for 30 seconds. MAKE SURE TO REMOVE
YOUR MOUTH FROM THE STRAW WHEN YOU NEED TO TAKE A BREATH!!!
4. Notice that the color changes from pink to clear.
5. Using the “S” plastic pipette, add sodium hydroxide solution one drop at a time to the variable
flask. COUNT each drop. Continue to add sodium hydroxide solution until the pink color of the
variable flask matches the color of the control flask. Record the number of drops it took in
Data Table 1 for “Before Exercise”.
Part B – Carbon Dioxide Production after Aerobic Exercise
1. Run in place or complete step-ups on a stable chair for 3 minutes.
2. After 3 minutes, take your pulse rate (see “The Pulse” in the Background Section).
3. Record your pulse rate for “Aerobic Exercise” in Data Table 1.
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4. Within 30 seconds of stopping exercise, breathe into the variable flask using the straw for 30
seconds. MAKE SURE TO REMOVE YOUR MOUTH FROM THE STRAW WHEN YOU
NEED TO TAKE A BREATH!!! If you did not breathe into the straw within 30 seconds of
stopping exercise, repeat the 3 minutes of exercise.
5. Using the “S” plastic pipette add sodium hydroxide solution one drop at a time to the variable
flask. COUNT each drop. Continue to add sodium hydroxide solution until the pink color of the
variable flask matches the color of the control flask. Record the number of drops it took in
Data Table 1 for “Aerobic Exercise”.
Part C – Carbon Dioxide Production after Anaerobic Exercise
1. Place a textbook in each hand. Hold each textbook out to the sides of your body for one
minute or as long as you can.
2. Immediately take your pulse rate (see “The Pulse” in the Background Section).
3. Record your pulse rate for “Anaerobic Exercise” in Data Table 1.
4. Within 30 seconds of stopping exercise, breathe into the variable flask using the straw for 30
seconds. MAKE SURE TO REMOVE YOUR MOUTH FROM THE STRAW WHEN YOU
NEED TO TAKE A BREATH!!! If you did not breathe into the straw within 30 seconds of
stopping exercise, repeat the exercise.
5. Using the “S” plastic pipette add sodium hydroxide solution one drop at a time to the variable
flask. COUNT each drop. Continue to add sodium hydroxide solution until the pink color of the
variable flask matches the color of the control flask. Record the number of drops it took in
Data Table 1 for “Anaerobic Exercise”. If you have time and your teacher instructs you to do so,
repeat Parts A-C for each member of your group. Return any of your extra phenolphthalein
solution and sodium hydroxide solution to the original bottle you obtained them from.
Data Table 1
Drops of NaOH
Pulse Rate
Before Exercise
Aerobic Exercise
Anaerobic Exercise
Vocabulary / Definitions
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Word
Definition
Cellular respiration
The process of oxidizing food molecules, like glucose, to carbon dioxide and
water. The energy released is trapped in the form of ATP for use by all the
energy-consuming activities of the cell. The process occurs in two phases:
glycolysis, the breakdown of glucose to pyruvic acid.
Glucose
A sugar with the molecular formula C6H12O6. The name "glucose" means
"sweet wine, must.” The suffix "-ose" is a chemical classifier, denoting
a carbohydrate.
Oxygen
A chemical element with symbol O and atomic number 8. It is a member of
the chalcogen group on the periodic table and is a highly reactive nonmetallic
element and oxidizing agent that readily forms compounds (notably oxides)
with most elements.
Carbon dioxide
A colorless, odorless gas vital to life on Earth. This naturally occurring
chemical compound is composed of a carbon atom covalently double bonded
to two oxygen atoms.
Water
A transparent fluid which forms the world's streams, lakes, oceans and rain,
and is the major constituent of the fluids of living things.
ATP
A nucleoside triphosphate used in cells as a coenzyme often called the
"molecular unit of currency" of intracellular energy transfer.
Anaerobic Exercise
An exercise intense enough to trigger lactate formation. It is used by athletes
in non-endurance sports to promote strength, speed and power and by body
builders to build muscle mass.
Aerobic Exercise
Physical exercise of low to high intensity that depends primarily on the aerobic
energy-generating process.
Fermentation
A metabolic process that converts sugar to acids, gases or alcohol. It occurs in
yeast and bacteria, but also in oxygen-starved muscle cells
Lactic Acid
An organic compound with the formula CH₃CHCO₂H. It is a white, water-soluble
solid or liquid that is produced both naturally and synthetically
Associated Activities
Have students take theirs and another students’ pulse.
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The Pulse: Your pulse is your heart rate, or the number of times your heart beats in one minute.
Pulse rates vary from person to person.
Lesson Closure
Have students reflect back on the lesson, Write a paragraph starting with….
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-
I learned….
I wonder how….
This is important because….
This is related to my life…..
Assessment
Pre-Lesson Assessment Develop a hypothesis or make predictions
Scientific Process amd Variables: IV, DV, Control, Constant, Hypothesis
IV- different exercise
DV- pulse rate, time of solution color change
Constant- Rest time, amount of solution mixed
Hypothesis- If your___________________, then________________________________.
Post-Introduction Assessment
Lactic Acid build up in muscles:
The build-up of lactic acid comes from when the body breaks down carbohydrates for energy but the
oxygen levels are too low. There are a couple ways your body’s oxygen level may drop
-During intense exercise
-If you have an existing disease or infection
A blood test most be performed to measure your lactic acid levels.
Have students give examples of intense workouts that can possibly lead to lactic acid build up and preexisting conditions that lead to lactic acid build up.
Lesson Summary Assessment
Students will answer the following questions to see if the assignment was understood:
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a. How do different types of aerobic exercise impact CO2 production?
b. How do different types of anaerobic exercise impact CO2 production?
c. How do different everyday functions (resting, taking a test, eating, etc.) impact CO2 production?
Homework
Graph and Analyze Data
>Read an exercise and energy summary
> Research con(s) of exercising
>Research the Disease of Loche wheel
> Research lactic acid effects
Lesson Extension Activities
Review Questions
What is cellular respiration?
What is fatigue?
Give examples of aerobic and anaerobic exercises.
What is your resting heart rate?
Why does lactic acid build up in muscles?
Redirect URL
Cellular Respiration and Exercise. (n.d.). Retrieved July 14, 2015, from
http://www.haspi.org/curriculum-library/Med-Bio-Core-Labs/Med Bio Labs 2011 - 2013/03 Cellular
Respiration & Exercise/03 Cellular Respiration & Exercise - Student.pdf
Roth, S. (2006, January 23). Why does lactic acid build up in muscles? And why does it cause
soreness? Retrieved July 14, 2015. http://www.scientificamerican.com/article/why-does-lactic-acid-buil/
Contributors
Terri Burns-Davis
Supporting Program
Research Experience for Teachers (RET), Florida International University Engineering Center
Acknowledgements
Thank you to Dr. Milani Masoud, Stephanie Strange, Lavenette Merus, Brianna Davis
Dr. Nezih Pala, and Kerlyn Prada
Classroom Testing Information
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