P H A S E 4 CHECKLIST
4
Student Name: _____________________ Group: _______
Your portfolio must include, the student agreement (signed) and the portfolio checklist
Act
1
2
Description
Generic
Competences/
Attributes and
Disciplinary
Competences
Activity
Points
Earned Points
Sign Agreement
Diagnostic Activity
CG 4.1, 6.2
CG 4.1
10
3
Knowledge Acquisition
CD 4
CG 4.1
10
4
Organization Activity
CD 4
CG 4.1, 4.5
25
5
Application Activity
CD 1, 4
CG 4
25
6
Metacognition
CD 3, 6
CG 4.1, 4.5
25
7
Integrative Activity 1
CD 4, 5
CG 8.1
5
8
Lab.
CD 14
Total
100
STUDENT’S REFLECTIONS ABOUT HIS/HER WORK:
Presentation/Content/Activities
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Feedback to Teacher:___________________________________________________________
Students’ Signature____________________________________ Date:____________
1
BIOLOGY COMPETENCES
General skills and attributes
4. Listen, interprets and delivers relevant messages in different contexts through the use of media, tools codes and
appropriate tools.
• Expresses ideas and concepts through linguistic representations, mathematics or graphics.
• Applies different communicative strategies depending who is the speaker, the context they are using and the
objective they are looking for.
• Identify the key ideas in a text or oral speech and infer conclusions from them.
• Manages information technology and communication to obtain information and express ideas.
6. Supports a personal stand on issues of interest and general relevance, considering other points of view critically
and reflectively.
• Choose information resources for a specific prototype and discriminates between them by relevance and reliability.
• Evaluates arguments and opinions and identifies prejudices and fallacies.
• Recognizes its own prejudices, modifies its point of view by discovering new evidence and finds new knowledge.
• Structures ideas and argument in a clear, coherent and synthetic.
8. Participates and collaborates effectively in diverse teams.
• Suggests ways of solving a problem or develop a team project, defining a course of action with specific steps.
• Provides its point of view with an open mind and consider what others think in a reflexive manner.
• Assumes a building activity with knowledge and abilities that can take upon different teams.
Disciplinary competencies
3. Identifies problems, ask questions about science, and poses hypotheses to answer them.
4. Obtains registers and systematizes the information to answer questions on scientific issues.
6. Values the common preconceptions about various natural phenomena on the basis of scientific evidence.
14. Applies safety standards in the handling of chemicals, instruments and equipment in carrying out their daily life
activities.
Elements of competence:
 Defines the concepts of calories, cellular respiration, aerobic, anaerobic, mitochondria, glycolsis and
fermentation to relate them to the process of photo cellular respiration.
 Relates the mitochondria with the process of cellular respiration and identifies the importance of glucose in the
process of cellular respiration.
 Identifies the principal events of cellular respiration that occur in the cytoplasm and mitochondria.
 Values the importance of industrial fermentation.
PHASE 4 AGREEMENT
I ______________________________________________________ understand that my portfolio is a collection of my school work
and related achievements. The contents exhibit my effort and progress as these elements relate to the goals represented in my
instructional program.
I agree to accept the responsibility for creating and managing my portfolio as I complete each requirement. I will submit its
content for periodic review to my instructor. In doing so, I understand that the contents of my portfolio, as well as the way in
which I have presented the contents, will be evaluated for the purpose of judging my performance in school.
Student Signature: _______________________________ Date: _________________
Parent Signature:
I have read and understand the above portfolio agreement and have reviewed my child’s portfolio requirements.
________________________________ Date: _____________________
2
Stage 4: Cellular Respiration
Learning Method
Kind of Evaluation
Teaching Strategy
Teaching Resources
Due Date
Possible Points
Diagnostic Activity
Individually
Self assessment
Questionnaire
Prior Knowledge
0
1- Answer the following questions.
1- Do you know how energy is taken out of the food?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2- How do you explain this: Do you breathe through your nose or through your cells?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3- Can you recognize the difference between cellular respiration and pulmonary
respiration?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2- Comment with your classmates.
3
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
Knowledge Acquisition Activity
Individually
Peer- Assessment
Questionnaire
Biology, Miller and Levine
10
Answer the following questions.
1. a. Review Why do all organisms need food?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Relate Cause and Effect Why do macromolecules differ in the amount of energy
they contain?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. a. Review Write the overall reaction for cellular respiration.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Apply Concepts How does the process of cellular respiration maintain homeostasis
at the cellular level?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. a. Review In what ways are cellular respiration and photosynthesis considered
opposite processes?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Use Analogies How is the chemical energy in glucose similar to money in a savings
account?
_______________________________________________________________________
_______________________________________________________________________
4
_______________________________________________________________________
_______________________________________________________________________
4. a. Review What are the products of glycolysis?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Compare and Contrast How is the function of NAD+ similar to that of NADP+?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. a. Review What happens to pyruvic acid in the Krebs cycle?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Interpret Visuals Look at Figure 9–5 and list the products of the Krebs cycle. What
happens to each of these products?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
6. a. Review How does the electron transport chain use the highenergy electrons from
glycolysis and the Krebs cycle?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Relate Cause and Effect How does the cell use the charge differences that build up
across the inner mitochondrial membrane during cellular respiration?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5
7. a. Review How many molecules of ATP are produced in the entire breakdown of
glucose?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Use Analogies How is the cell like a furnace?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
8. a. Review Name the two main types of fermentation.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Compare and Contrast How are alcoholic fermentation and lactic acid fermentation
similar? How are they different?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
9. a. Review Why do runners breathe heavily after a sprint race?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. Sequence List the body’s sources of energy in the order in which they are used
during a long-distance race.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
10. You have opened a bakery, selling bread made according to your family’s secret
recipe. Unfortunately, most customers fi nd the bread too heavy. Review what you
have learned about chemical reactions in Chapter 2 and make a list of factors such as
temperature that might affect the enzyme-catalyzed fermentation reaction involved in
baking bread. Predict how each factor will affect the rate of fermentation and propose
6
a solution for making the bread lighter by adding more bubbles to your family bread
recipe.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
RUBRIC FOR KNOWLEDGE ACQUISITION ACTIVITY STAGE 4
Criteria
Answers
0
FAIR
4 questions
unanswered or
incorrect
2.5
GOOD
3 questions (or less)
unanswered or
incorrect
5
EXCELLENT
All questions
answered and correct
Organization Activity
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
Individually
By teacher with rubric
Foldable
Biology, Miller and Levine
10
1. - Make a foldable on the stages of photosynthesis and cellular respiration.
Take 2 pieces of paper (the example bellow uses 3 pieces of paper) and arrange them with 5
cm of difference. Fold the papers in half making sure all of the front pieces are like a stair.
Staple at the top. Cut through the top three layers, at the middle of the book
7
.
2- The top layer gets a title. One for photosynthesis and the other for cellular respiration. Every
layer gets a specific name as the following example.
Photosynthesis
Where
Ingredients
Products
Cellular Respi
Where
Ingredien
Product
8
3- Fill in every layer with the following information: Functions, Location, Reactants, Products,
Equation and Importance. Include a colored drawing for photosynthesis and cellular
respiration.
Criteria
Foldable
Labels
All parts of each
process must
be labeled
Process
Understanding
Student must
show an
understanding
of
photosynthesis
and cellular
respiration
Images
Neatness
Make sure
there are no
smudges. All
organelles are
neatly done.
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
RUBRIC FOR ORGANIZATION ACTIVITY STAGE 4
0
1
2
FAIR
GOOD
EXCELLENT
Is not organized or
****
Made using different
unclean, pages of the
color pages its clean
same color
and organized
Little or no labels.
Missing steps or labels
All steps are labeled
Numerous errors in
are incorrect. More
accurately with correct
labeling.
than two spelling errors spellings in labels steps.
in labels.
Lack of understanding Missing one of these
Excellent understanding
of the two processes.
requirements or not
of both processes. Able
Not able to describe
enough description.
to describe each
each process and its
process and its
purpose.
Missing one component purpose, in depth, and
Missing three or more or used incorrectly
using appropriate
components or
vocabulary.
mentioned incorrectly Parts of one cycle are
The three reactants and
incorrect.
two products are
Cycles not mentioned
included correctly.
or are totally wrong.
Brief explanations are
given of both cycles,
including where they
take place and
reactants and products
of both.
Images were not
There is an image per
There is an image per
complete.
stage but colors are not stage and colors were
used.
used for every
molecule.
Very messy.
Somewhat neat. Some
Extremely neat and
Numerous smudges
effort in presentation
labeled. Much effort
on project. Labels are
and labels, but still
and pride in
messy and difficult to
some areas that are
presentation. Above
read.
smudged. Labels are
and beyond
fairly neatly written.
expectations.
Application Activity
In teams
By teacher with rubrics
Presentation
Online information
9
Possible Points
20
1- In teams on 5 make the following research.
2- Topics will be assign by teacher:
a. Yogurt
b. Beer
c. Wine
d. Bread
e. Cottage cheese
f. Sauerkraut
3- Make a PPT presentation that includes the following:
a. Front page with the names of all team members (1 slide)
b. Introduction. What is fermentation?(1 slide)
c. How is this product produced in the industry? (4 or more slides)
d. Diagram of the process. (1 slide)
e. Find the chemical formula of this product. (1 slide)
f. Are there different methods or products from the same fermentation? (2 or
more slides)
g. Distinguish between the different products for example: In bread: white bread,
oat bread, black bread; in wine: red, white, pink, etc. (2 or more slides)
h. Conclusion (1 slide)
i. Bibliography. At least use 1 book from the library and at least 5 different
internet pages. Please quote them correctly APA. (1 slide)
4- Present different pictures and process in the presentations.
5- You must explain NO READING PLEASE!!!!
6- It will be presented in plenary.
RUBRIC FOR APPLICATION ACTIVITY STAGE 3
CRITERIA
0
FAIR
2.5
GOOD
SUBJECT
KNOWLEDGE
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
Student is at ease
with expected
answers to all
questions, without
elaboration.
ORGANIZATION
Audience cannot
understand
presentation because
there is no sequence
Audience has
difficulty following
presentation because
student jumps
5
EXCELLENT
Student
demonstrates full
knowledge by
answering all class
questions with
explanations and
elaboration
Student presents
information in
logical, interesting
sequence which
10
TEACHERS
QUESTION
Source Selection
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
of information.
A student from the
team answers the
questions.
around
A random student
answers
incompletely.
audience can follow.
A random student
from the team
answers the
questions from the
teacher.
• Little or no
background
information is used.
• Information is
copied from the
source
• At least 2 sources
of information
were used. Citation
of source are
poorly written.
• Information
somewhat related
to the topic and
written in the
student’s own
words.
• Information
comes from at least
3 different sources
(Internet, books,
journals)
• Information is
cited properly and
written in the
student’s own
words.
Metacognition Activity
In teams of 5
Peer- Evaluation
Questionnaire
Biology, Miller and Levine. On line research
25
Answer correctly all of the Chapter 9 Assessment.
9.1
Understand Key Concepts
1. Cells use the energy available in food to make a fi nal energy-rich compound called
a. water.
c. ATP.
b. glucose.
d. ADP.
2. Each gram of glucose contains approximatelyhow much energy?
a. 1 calorie
c. 4 calories
b. 1 Calorie
d. 4 Calories
3. The process that releases energy from food in thepresence of oxygen is
a. synthesis.
c. ATP synthase.
b. cellular respiration.
d. photosynthesis.
4. The first step in releasing the energy of glucose in the cell is known as
a. fermentation.
c. the Krebs cycle.
b. glycolysis.
d. electron transport.
11
5. Which of the following organisms perform cellular respiration?
a. only C
b. only A and C
c. only B and D
d. all of the above
6. What is a calorie? Briefl y explain how cells use a high-calorie molecule such as
glucose.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
7. Write a chemical equation for cellular respiration. Label the molecules involved.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
8. What percentage of the energy contained in a molecule of glucose is captured in the
bonds of ATP at the end of glycolysis?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
9. What does it mean if a process is “anaerobic”? Which part of cellular respiration is
anaerobic?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Think Critically
10. Use Analogies Why is comparing cellular respiration to a burning fire a poor
analogy?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
12
11. Compare and Contrast Why are cellular respiration and photosynthesis considered
opposite reactions?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
9.2
Understand Key Concepts
12. The net gain of energy from glycolysis is
a. 4 ATP molecules.
b. 2 ATP molecules.
c. 8 ADP molecules.
d. 3 pyruvic acid molecules.
13. The Krebs cycle takes place within the
a. chloroplast.
c. mitochondrion.
b. nucleus.
d. cytoplasm.
14. The electron transport chain uses the high-energy electrons from the Krebs cycle to
a. produce glucose.
b. move H+ ions across the inner mitochondrial membrane.
c. convert acetyl-CoA to citric acid.
d. convert glucose to pyruvic acid.
15. How is glucose changed during glycolysis?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
16. What is NAD+? Why is it important?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
17. Summarize what happens during the Krebs cycle. What happens to high-energy
electrons generated during the Krebs cycle?
_______________________________________________________________________
_______________________________________________________________________
13
_______________________________________________________________________
_______________________________________________________________________
18. How is ATP synthase involved in making energy available to the cell?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Think Critically
19. Compare and Contrast How is the function of NAD+ in cellular respiration similar
to that of NADP+ in photosynthesis?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
20. Compare and Contrast Where is the electron transport chain found in a eukaryotic
cell? Where is it found in a prokaryotic cell?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
21. Sequence Explain how the products of glycolysis and the Krebs cycle are related to
the electron transport chain. Draw a fl owchart that shows the relationships between
these products and the electron transport chain.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
22. Use Models Draw and label a mitochondrion surrounded by cytoplasm. Indicate
where glycolysis, the Krebs cycle, and the electron transport chain occur in a
eukaryotic cell.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
9.3
14
Understand Key Concepts
23. Because fermentation takes place in the absence of oxygen, it is said to be
a. aerobic.
c. cyclic.
b. anaerobic.
d. oxygen-rich.
24. The process carried out by yeast that causes bread dough to rise is
a. alcoholic fermentation.
b. lactic acid fermentation.
c. cellular respiration.
d. yeast mitosis.
25. During heavy exercise, the buildup of lactic acid in muscle cells results in
a. cellular respiration.
c. fermentation.
b. oxygen debt.
d. the Krebs cycle.
26. How are fermentation and cellular respiration similar?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
27. Write equations to show how lactic acid fermentation compares with alcoholic
fermentation. Which reactant(s) do they have in common?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Think Critically
28. Infer Certain types of bacteria thrive in conditions that lack oxygen. What does that
fact indicate about the way they obtain energy?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
29. Infer To function properly, heart muscle cells require a steady supply of oxygen.
After a heart attack, small amounts of lactic acid are present. What does this evidence
suggest about the nature of a heart attack?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
15
30. Predict In certain cases, regular exercise causes an increase in the number of
mitochondria in muscle cells. How might that situation improve an individual’s ability
to perform energy requiring activities?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
31. Formulate Hypotheses Yeast cells can carry out both fermentation and cellular
respiration, depend ing on whether oxygen is present. In which case would you expect
yeast cells to grow more rapidly? Explain.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
32. Apply Concepts Carbon monoxide (CO) molecules bring the electron transport
chain in a mitochondrion to a stop by binding to an electron carrier. Use this
information to explain why carbon monoxide gas kills organisms.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
RUBRIC FOR METACOGNITION ACTIVITY STAGE 4
Criteria
Answers
0
FAIR
4 questions
unanswered or
incorrect
2.5
GOOD
3 questions (or less)
unanswered or
incorrect
5
EXCELLENT
All questions
answered and correct
16
Integrative Activity
In teams of 5
By teacher
Biosong
Biology, Miller and Levine
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
30
In teams of 5 write, sing and perform a biosong video where you apply the following sections
of cellular respiration:
A- Aerobic Respiration
1- Glycolysis
2- Krebs Cycle
3- Electron Transport Chain = Electrons being passes along it, losing energy. This
energy helps pump H+ across from the matrix, and then they flow through the ATP
synthase to make lots of ATP.
B- Anaerobic Respiration
1- Lactic Acid Cycle and Alcoholic Fermentation
It MUST have the following:
- Front Page with name of all team members, school logos and name and group
number.
- Original Writing of the lyrics.
- Every team member sings.
- A video comes along the song to illustrate what you are teaching.
- Music must be played or taken from a soundtrack.
- Lyrics must appear like karaoke.
Rubrics
Criteria
Focus on Topic
Cellular
Respiration
Song
Video
Creativity
Lyrics
0
FAIR
2.5
GOOD
5
EXCELLENT
The main idea is not
clear. There is a
seemingly random
collection of information.
Main idea is somewhat
clear but there is a need
for more supporting
information.
Only one section of
cellular respiration was
included.
not original
Three or less sections
were included.
There is one clear, wellfocused topic. Main idea
stands out and is
supported by detailed
information
All (4) sections of
cellular respiration were
included in the song.
original; longer than 3
minutes; not like any
other song; catchy
original; includes
pictures and video;
images fit song
Pictures were out of
topic or not
necessary.
original; similar to
another song, not
catchy
original; includes
pictures only; images
don't always fit song;
no creativity used OR
copied from something
online.
unique, similar to
another classmate's
project
unique; like no other
No lyrics.
Lyrics appear off
time.
Lyrics appear on time
to be singed
17
Lab Session: Fermentation
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
In teams of 4
Individually
Hands on
Biology, Miller and Levine.
5
Blow Up a Balloon with Cellular Respiration
Introduction: Yeasts are unicellular microorganisms of the fungi kingdom. They are facultative
anaerobe, which means that they can respire or ferment depending upon environmental
conditions. In the presence of oxygen, respiration takes place (aerobic respiration). Without
oxygen present, fermentation occurs (anaerobic respiration). Both processes require sugar to
produce cellular energy. Here is the chemical reaction of fermentation, which produces
ethanol and carbon dioxide as metabolic waste products.
Objective: In this lab, students will use the respiration powers of yeast to blow balloons. This
activity will reinforce the basic principles of respiration as a fundamental metabolic process for
living organisms using yeast as a model. It will also explore how humans use this biological
knowledge in everyday life.
Material:








balloons
narrow funnel
1 tablespoon (15mL) active dry yeast
1 teaspoon (5 mL) sugar
measuring spoons
measuring cup
warm water
ruler
Safety:
Remind students there is NO eating or drinking in the lab.
Students must not attempt to inflate the balloons with their mouths, especially after it is filled
with the reacting agents.
18
Procedure:
1. Place the bottom of a funnel into the opening of the balloon. You may need to stretch the
opening of the balloon a little bit so that it fits.
2. Have a carefully supervised student pour the yeast and the sugar into the balloon through
the funnel. Then fill the measuring cup with warm water from the sink and carefully pour the
water into the balloon.
3. Remove the funnel from the opening of the balloon. Tie a knot in the balloon to keep the
water-and-yeast mixture inside. Measure your balloon.
4. Place the balloon in a warm place and wait. Measure your balloon again.
5. Now sit back and wait as the balloon gets bigger and bigger.
Discussion:
1. What are the reactants in the observed reaction?
2. What are the products?
3. What is the purpose of warm water?
4. Why is respiration important for living organisms?
5. How do people use the respiration powers of yeast? Or more specifically, what things can
you make with yeast?
The yeast uses the sugar and warm water to grow. Warm water provides heat to the yeast
reaction and accelerates it. As yeast grows it expands and gets bubbly. By being “bubbly” the
yeast gives off carbon dioxide, the same gas that your body produces when you breathe, and
the gas inflates the balloon. The yeast also produces ethanol. Respiration provides organisms
with the energy to do cellular work that helps them grow, function, and live. People use yeast
to bake because during fermentation carbon dioxide forms bubbles in the dough and expand
it. Since baking is done at high temperatures, yeast ultimately dies and nearly all the ethanol
evaporates. Ethanol fermentation is used to produce alcoholic beverages. People also use
yeast fermentation to make ethanol for fuel.
19