General Biology Grade 11 Module 1 PDF

General Biology I Quarter 1  Module General Biology Grade 11 1 PIVOT IV-A Learner’s Material Quarter 1 Module 1...

General Biology I Quarter 1  Module General Biology Grade 11 1 PIVOT IV-A Learner’s Material Quarter 1 Module 1 WEEK First Edition, 2020 1 GRADE 11 General Biology I Cell Theory Cell: Structure and Function Development Team of the Module Author: Caselyn C. Tambongco , Marilita Q. Rivera, Marites B. Gerpacio Editor: Reviewer: Illustrator: Layout Artist: Management Team: 1  I What I need to know? Before you start doing the activity in this module, please read the learning competencies below to be knowledgeable of what is expected for you to accomplish after completing this module. Learning Competencies 1. Explain the postulates of the cell theory. (STEM_BIO11/12 -Ia-c-1) Specific Learning Outcomes At the end of this lesson you should be able to: 1. Discuss the cell theory; 2. Identify the person involved in the discovery of the cell and formula tion of cell theory; and 3. Explain the importance of the discovery of the cell.. 2 I What is new? Activity 1: What do you think? A. Read each statement. If you agree with the statement, circle C in the Before Learning column on your handout. If you disagree with the statement, circle T in the Before Learning column. Before Statements C or T The cell exhibits the basic characteristics of life C or T All cells come from pre-existing cells C or T Cell is the fundamental living unit of organism C or T Cells were first identified in the early 1300s. C or T Cells are considered as the building blocks of life B. On the lines provided. Write the correct terms. The first level of organization is the _____________. Examples of living things that have only the first level of organization are bacteria. __________________ are the second level of organization. A (an) _________________ is a group of cells that are similar in structure and func- tion. The cells that from your bones are one type of _____________________. So are the cells that make up your blood. The third level of organization is the ________________. A (an) _____________ is a grouped of tissue that work together. Your heart, for ex- ample, as a (an) _____________ made up of muscle ________________, blood _______________, and nerve ________________. The fourth level of organization is the __________________. A (an) _________________ is a group of organs that works together to perform a spe- cific function for the organism. In people, the brain, spinal cord and all nerves are make up the nervous system. The fifth level of organization is the ____________________. A complex ___________________ is a combination or organ system working together to keep the organism alive. 3 D What I know? Pretest Read each of the items carefully. Encircle the letter of your choice. 1. Which level of organization is the basic unit of life? a. Cell c. Tissue b. Organ d. Organ System 2. Who coined the term cell for the box like structure he ob- served when viewing cork tissue? a. Matthias Schleiden c. Rodolf Virchow b. Theodor Schwann d. Robert Hooke 3. Which of the following is NOT a component of the endomem- brane system? a. Mitochondrion c. Endoplasmic reticulum b. Golgi apparatus d. Phospholipid 4. Cell membranes are constructed mainly of ____________. a. Lipid bilayers c. Carbohydrate gates b. Protein pumps d. Free-moving proteins 5. The organelle that makes energy available for the cell is the ____________. a. Nucleolus c. Mitochondrion b. Chromosome d. Chloroplast 4 D What I know? 6. In many cells, the structure that controls the cells activities is the ____________. a. Cell membrane c. Nucleolus b. Organelle d. Nucleus 7. Control the passage of molecules in and out of the nucleus a. Nuclear pores c. Chloroplasts b. Nucleolus d. Ribosomes 8. Produce energy when food is broken down a. Endoplasmic reticulum c. Mitochondria b. Lysosomes d. Golgi Apparatus 9. Secretes and stores secretions for transport out of the cell a. Golgi apparatus (bodies) c. Cytoplasm b. Ribosomes d. Nucleus 10. Organisms made up of only one cell are called a. Organelles c. Homeostasis b. Unicellular d. Multicellular 5  D What is in? Activity 2: Circle all the words that are listed below. After all these words have been found and circled, write down all the letters in the puzzle that are not circled. Start from the top of the puzzle and work across from left to right, row by row, and finish at the bottom. These letters when combine will form a hidden message about the cell theory. ROBERTHOOKE SCIENTIST ANTONVANLEEUWENHOEK DUTCH INVENTORS LIVINGTHINGS BIOCHEMICAL ROBERTBROWN NUCLEUS ORSERVED CORK RUDOLFVIRCHOW COMPARTMENTS THEODORSCHAWNN REACTION ZOOLOGIST BOX CELLTHEORY SCIENCE 1183 1185 GERMAN ALIVE DISCOVERY PHYSICIAN BOTANIST ENGLISH SCOTTISH BRICKS ALIVE R O B E R T H O O K E S C I E N T I S T C A N T O N V A N L E E U W E N H O E K D U T C H E L L I N V E N T O R S S A R E L I V I N G T H I N G S T H E B A C S B R I N B R I C K S C C O R K U N R O I I O T U S O B S E R V E D O F T S U M T O B R C U A C G T U R E A N S D E D P N C E F L U L N E C 1 8 8 3 I D T N O A N H R I E O I N R I N L I N V I I G L R A E T N U G V T M H I N A G S S Y L F T W M B O S U E A A R E T A 1 A C Y I V M H I R L S O L E N A O R N 8 L O R S I E C C O I N G T H A B T A L 8 I V O H R N S A W L P H Y S I C I A N 5 V E E L C T R L N I V I N G T H I N G S E R H A H S O R E S C O T T I S H C O M P Y T O O S D E D O F C E L L S C I E N C E L A W N O R E A C T I O N D A L L C E L L L S C E O M Z O O L O G I S T E F R O E M P R H E E X I S T I N X O B G C E L C L S X T The hidden message is: ________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 6 D What is in? Activity 3: Identify the name of the pictures given below.Write how each biologist contributed to the study of cells. Hi. I’m _______________________ England's Leonardo Hi. I’m _______________________ Father of Microbiology Hi. I’m _______________________ German botanist 7 D What is in? Hi. I’m _______________________ German Biologist Hi. I’m _______________________ German pathologist Complete the following passage by filing in the correct missing words or phrases. A cell is defined as ______________________________________ Cells were first describe by the English Scientist __________________ who thought they as- sembled the tiny rooms, or cells, where monks live. (Actually, ________________ did not see living cells-just the ___________of dead cork cells.) Cells contained structures called _____________. This terms means tiny ______________. The discovery of cells and their internal part was made possible by the invention of the _____________ by the scientist named ________________. During the next two hundred years, the work of many scientist including __________________, ______________________, and _____________________ lead to the development of the ______________ theory. 1. How did the earlier scientists and their contributions directly affect the dis- coveries of later scientists? For example what had to come first? 2. Which 3 scientists directly contributed evidence for the cell theory? Explain. 8 D What is it? The word cell was used to refer as the basic units of life. We owe the word “cell” to the work of a British scientist named Robert Hooke. He was one of the earliest scientists to study living things under a micro- scope. In 1665, he examined a thin slice of cork bark of an oak tree under his microscope and found it to be composed of many arranged rectangular compartments. He called this empty compartments “cell”. In the late 1600s, Dutch businessman Anton van Leeuwenhoek be- came one of the first people o use a microscope to study nature. Using on- ly a single powerful lens, van Leeuwenhoek crafted instruments that could produce magnified images of very small objects. His simple microscope enabled him to see things no one had ever seen before. He was the first person to see tiny living organisms in a drop of water. Another significant findings about cells was made in 1838 by the German botanist Matthias Schleiden, he examined various plant structure and observed that they were composed of cells. In 1839, Theodore Schwann, a German zoologist, examined different parts of an animal and he made the same observation. They established the idea which was de- veloped into the Cell Theory that the bodies of all plants and animals are composed of cells. In 1858 the cell theory was developed further by Rudolf Virchow of Germany. He maintained that living cells come from pre- existing living cells by cell division The cell theory may be summarized as follows: 1. All living things are composed of one or more cells; 2. Cells are the basic unit structure and function in living things; 3. All cells arise only from pre-existing cells. 9 E What is more? Activity 4 : What do you think 2.0 Revisit your answer in Activity 1: "What Do You Think? Reread each statement. In the After Learning column of your handout, cir- cle C if you agree with the statement or T if you disagree with the statement. Compare your answers with those in the Before Learning column. Then, check your answers with the answer key located in Related Items. After Statements Learning C or T The cell exhibits the basic characteristics of life C or T All cells come from pre-existing cells C or T Cell is the fundamental living unit of organism C or T Cells were first identified in the early 1300s. C or T Cells are considered as the building blocks of life 1. What did you learn about the cell theory? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. What contribution did A. Hooke B. Schleiden C. Schwann and D. Vir chow made, to the development of the cell concept? A. Hooke____________________________________________________________ B. Schleiden________________________________________________________ C. Schwann_________________________________________________________ D. Virchow__________________________________________________________ 3. Cell theory explains that__________________________________________ _____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ 10  A What I have learned? Activity 5: Historical Timeline Create a timeline showing the chronological order of Cell Theory scientists and their contributions. You will first put your information on Inventor Cards and then create your timeline. Here is what should be on the Timeline Label the timeline with dates of the above Scientists discoveries (on the inventor card) The earliest date should be on the left of the timeline and the most re- cent date should be on the right Label each date with corresponding scientist's name & contribution(s) in an organized and legible manner Be sure your spacing shows a reasonable approximation of the amount of time that elapsed between dates Below is an example of Cell Theory Timeline. Write your answer in the space provided Cell Theory Timeline 11  I What I need to know? Before you start doing the activity in this module, please read the learning competencies below to be knowledgeable of what is expected for you to accomplish after completing this module. Learning Competencies 1. Describe the structure and function of major and subcellular orga nelles. (STEM_BIO11/12 -Ia-c-2 ) Specific Learning Outcomes At the end of this lesson you should be able to: 1. Identify the different structure and function of major and subcellular organelles; 2. Illustrate the structures of a typical cell 3. Construct a 3d model of cell using recycled materials. 12  I What is new? Activity 1: What do you think? A. Draw a large Venn diagram on the sheet of paper. Label the sec- tions: Prokaryote, Both, Eukaryote. Place the organelle name given below into one of the three sections of the Venn diagram. Cell Structures Cell Wall Cell membrane (plasma) DNA Nucleus Cytoplasm Vacuoles Endoplasmic Reticulum Chloroplast Golgi apparatus Mitochondrion Ribosomes Lysosomes PROKARYOTIC CELL EUKARYOTIC CELL 13  D What is in? Activity 2.: Vocab Challenge Match column A to column B and column A to column C. The corresponding let- ters will solve the mystery trivia, write your answer in the space below. Let’s start. A PARTS OF THE B DESCRIPTION C FUNCTION CELL 1 Cell/Plasma Membrane MSurrounds a plant cell. T Jelly-like substance within the cell that holds up the other Parts in the cells. 2 Nucleus R Green, similar in shape to a mitochondria. T It's the "warehouse" in a cell that stores food and waste products. 3 Cytoplasm E Semi-fluid between the cell membrane and the nucle- E It supports and creates the shape of a plant cell. us. 4 Vacuole Mem- brane/ Vacu- E Shaped like a football or a peanut in the cell. E It is the spot of photosynthe- sis where energy is made for ole plant cells. 5 Cell Wall WStacks of saucer-like T Cell brain or the "computer" of the cell. Contains infor- Membranes or a pancake mation to make the cell work. like structure 6 Mitochondria L Semi-permeable membrane surrounding the cell. L Called the "powerhouse of the cell" because it creates ener- gy for the cell. 7. Chloroplast O White, maze-like cell part surrounding the nucleus H It creates protein that has ribosome attached sometimes doesn’t have. 8 Endoplasmic Reticulum A often in the center of the cell, bounded by a mem- R "Traffic-cop". It selects what enters the cell brane. 9 Ribosomes N Large organelle-bound sack in the plant cell. M Works with the Endoplasmic Reticulum to transport mate- rials across the cell. 10 Golgi Appa- ratus (Body) T Tiny, round organelles that float around in the E It is used to transport food or other materials from one part of the cell to another. cytoplasm or attaches to the Endoplasmic Reticu- 14  D What is in? For column A to column B Trivia There was a green house. Inside the green house there was a white house. Inside the white house there was a red house. Inside the red house there were lots of babies. What is it? Answer _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ 10 2 9 3 7 5 6 1 8 4 For column A to column C Trivia What occurs once in every minute, twice in every moment, yet never in a thousand years? Answer _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ 2 9 5 6 7 3 4 8 1 10 15 D What is it? The cell, the structural and functional unit of all living things, is very complex. Differences in size, shape and internal makeup of the cells of the human body reflect their specific roles in the body. Nonetheless, cells do have common features and functions. Plasma Membrane The plasma membrane forms a barrier between the cytoplasm in- side the cell and the environment outside the cell. It protects and sup- ports the cell and also controls everything that enters and leaves the cell. It allows only certain substances to pass through while keeping others in or out. The ability to allow only certain molecules in or out of the cell is referred to as selective permeability or semipermeability. To understand how the plasma membrane controls what crosses into or out of the cell, you need to know its composition. Phospholipid Bilayer The plasma membrane is com- posed mainly of phospholipids, which consist of fatty acids and alcohol. The phospholipids in the plasma membrane Figure 1: Image courtesy of CK-12 Foundation and under the Creative Commons license CC-BY-NC-SA 3.0.) are arranged in two layers, called a phospholipid bilayer. As shown in the figure 1, each phospholipid mole- cule has a head and two tails. The head “loves” water (hydrophilic) and the tails “hate” water (hydrophobic). The water-hating tails are on the inte- rior of the membrane, whereas the water-loving heads point outwards, to- ward either the cytoplasm or the fluid that surrounds the cell. Molecules that are hydrophobic can easily pass through the plasma membrane, if they are small enough because they are water-hating like the interior of the membrane. Hydrophilic molecules, on the other hand, cannot pass through the plasma membrane — at least not without help — because they are water-loving like the exterior of the membrane. 16 D What is it? Other Molecules in the Plasma Membrane The plasma membrane also contains other molecules, primarily other lipids and proteins. The green molecules in the figure above, for ex- ample, are the lipid cholesterol. Molecules of cholesterol help the plasma membrane keep its shape. Many of the proteins in the plasma membrane assist other substances in crossing the membrane. The plasma membrane may have extensions, such as whip-like flagella or brush-like cilia. In sin- gle-celled organisms, the membrane extensions may help the organisms move. In multicellular organisms, the extensions have other functions. For example, the cilia on human lung cells sweep foreign particles and mucus toward the mouth and nose Cytoplasm It is the fluid which lies between the plasma membrane and nucle- us. Living cytoplasm is constantly moving. Cellular chemical reactions take place in the cytoplasm. The part of cytoplasm other than organelles is called cytosol. It stores amino acid, glucose, vitamins etc. Nucleus Nucleus is a large spherical body lying at the center of cell. It con- trols all the cell activities and play an important part in cell division. It is covered by double membrane. Nucleoplasm contains nucleoli and chro- matin fibres, composed of DNA. The functional unit of DNA is gene. Endoplasmic Reticulum Endoplasmic Reticulum focus on intracellular transport system of the cell. It is large network of membrane bound fluid filled tubules and sheets. There are two types of endoplasmic reticulum 1.Rough E R and 2.Smooth E R. Rough Endoplasmic Reticulum has ribosomes attached to it.Ribosome is the site where protein is synthesized. Smooth Endoplasmic Reticulum is without ribosomes and meant for manufacturing of fat and lipid molecule. 17 D What is it? Ribosomes Ribosome is the sites where protein is synthesized. Found attached to Rough Endoplasmic Reticulum. Ribosomes are tiny, round, dark bodies made of proteins and one variety of RNA call ribosomal RNA produced in nu- cleolus which is apart of the nucleus. Golgi Apparatus The golgi apparatus is a stack of flattened membranous sacs as cister- nae in which lipids and proteins are modified. It is the secretory organ of the cell. It modifies, sorts, and packs materials (enzymes, proteins, lipids pig- ment etc. synthesized in the cell.) Plays a role in formation of cell wall, plas- ma me brane, and lysosomes. Lysosome Is a simple one membrane-bound sac filled with digestive enzyme. They digest the waste produced in the cell. They removed worn-out cellular organelles hence called as demolition squad. When cells get old or damaged, lysosomes burst open and enzyme digests their own cell. Therefore lysosome is also called a “suicide bag”. Mitochondria Mitochondria are commonly called as power house of cell. It is a dou- ble membrane structure. The inner membrane fold to form cristae. Inner cav- ity contains phosphates, DNA and Ribosomes. They can make their own pro- tein. Here oxidation of fats and carbohydrates takes place. Mitochondria pro- duce energy-rich compound ATP. Plastids Plastid is a double-membrane structure present in plants only. There are of two types. 1 Chromoplasts (coloured plastids) 2 Lecoplasts (white/ colourless) plastids. Chloroplast are a type of chromoplast, contains green pigment chlorophyll. They are important for photosynthesis, called as facto- ries of cells. Chromoplast gives colour to flowers and fruits eg. Leucoplast is involved in the synthesis and storage of food e.g starch, oils eg. 18 D What is it? Cell Structure and Function STRUCTURE DESCRIPTION FUNCTION Cell Nucleus Nucleus Large structure surrounded Storage of genetic Infor- by double membrane mation Nucleolus Granular body within nucle- Site for ribosomal RNA us; consist of RNA and pro- Synthesis; ribosome subu- tein nit assembly Chromosomes Composed of a complex of Contain genes (unit of he- DNA and protein known as reditary information) the chromatin; condense during govern structure and activ- cell division, becoming visi- ity of cell ble as rod like chromosomes Cytoplasmic Organelles Cell wall Contains cellulose fibrils Protection, maintain cell (found in plants, prokary- shape, prevent excessive otes, fungi and some pro- uptake of water tists Plasma Mem- Membrane boundary of the Encloses cellular contents; brane cell regulates movement of ma- terials in and out of the cell; help maintain cell shapes ; communicate with other cells Endoplasmic Network of internal mem- Synthesize lipids and Reticulum branes extending through modifies many proteins; cytoplasm origin of intracellular transport vesicles that car- ry proteins Smooth ER Lacks ribosomes on outer Lipid biosynthesis surface Rough ER Ribosome stud outer surface Manufacture proteins 19 D What is it? Cell Structure and Function STRUCTURE DESCRIPTION FUNCTION Ribosomes Granules composed of RNA Manufactured of many pro- and proteins ; some attached teins destined for secretion to ER; some free to cytosol for secretion or for incorpo- ration into membranes Synthesize polypeptides into both prokaryotes and eukar- yotes Golgi Complex Stacks of flattened mem- Modifies proteins; package brane sacs secreted proteins; sorts oth- er proteins to vacuoles and other organelles Lysosomes Membranous sacs (in ani- Contain an enzymes to mals) breakdown ingested materi- als, secretion and wastes. Vacuoles Membranous sacs (mostly in Store materials, waste, wa- plants, fungi and algae) ter, maintain hydrostatic pressure Peroxisomes Membranous sacs containing Site of many diverse meta- a variety of enzymes bolic reactions Mitochondria Sacs consisting of two mem- Site of most reactions of cel- branes; inner membrane is lular respiration; transfor- folded to forms cristae and mation of energy originating encloses matrix from glucose or lipids into ATP energy Plastid (e.g. Double-membrane d struc- Site of photosynthesis; chlo- chloroplast) tured enclosing internal rophyll captures light ener- thylakoid membranes chloro- gy ; ATP and other energy plast contain chlorophyll in rich compounds are formed thylakoid membranes and then used to convert CO2 to glucose. 20 D What is it? Cell Structure and Function STRUCTURE DESCRIPTION FUNCTION Cytoskeleton Microtubules Hollow tubes made of subu- Provide structural support; nits of tubulin protein have role in cell and orga- nelle movement and cell di- visions; component of cilia, flagella, centrioles, basal bodies. Microfilaments Solid, rod-like structures Provide structural support; consisting of actin protein play role in cell and orga- nelle movement and cell di- vision. 21 E What I can do? Activity 3 : What I am? Read each description and then identify the cell structure, according to the video you watched. Write your answer on the space provided. 1. I’m real “powerhouse” 6. I’m a series of tubes That’s plain to see. What I am? Found throughout the cell What I am? I break down food I transport proteins To release energy And other things as well 2. I’m strong and stiff 7. I’m full of holes, Getting through me is tough What I Flexible, and thin What I am? I’m found only in plants am? I control what gets out But I guess that’s enough As well as what comes in. 3. My name means colored bodies 8. Proteins are made here And I contain DNA Even though I’m quite small What I am? What I I pass on traits to new cells am? You can find me in the In a systematic way cytoplasm Or attached to E.R’s wall. 4. I’m the brain of the cell 9. I’ve been called storage tank Or so they say By those with little taste What I am? What I am? I regulate activities I’m a sac filled with water, From day to day Food, enzymes or waste. 5. Found only in plant cells 10. Since I contain many enzymes I’m green as can be What I am? I can digest an injured cells What I am? I make food for plant And can break down a large Using the sun’s energy molecule Into smaller one as well 22  E What else can I do? Activity 4 : Recycle organelles In order to check your understanding with organelles of the cell. You need to create a 3d cell with the use of recycling materials that is available at your home. You will also have to consider which recycle materials or item best fits the type of organelle. For example, what type of material would best repre- sent the cytoplasm? Or a ribosome? After your done with your recycle orga- nelles output, take a picture and post it to your social media account. Your output will be graded based on the following rubrics. Excellent Satisfactory Needs Unacceptable 100-92 91-80 Improvement 74 and below 79-75 Appearance The output stands Appearance is neat, Labels are hard to Appears hastily built, out from the rest, labels are typed or 20-5pts. read, the project is lack of effort is shows evidence of neatly written, pro- not considerable effort. ject is organized, and evident. Labels are typed or shows evidence of neatly done, more neatly written, pro- good effort w orga- effort needed ject is organized, and nelle chart/table that organelle chart/ table is neat and complete. is attractive and com- Creativity Cell model uses recy- Good, creative use of Minimal creativity is Lacks creativity, cled materials that recycled materials used; the project is a copied from diagram 10-0pts. reflects thought and that are often used by poster or other 2-D in book. Doesn’t use clearly represents other students model. Use less recy- recycle materials effort. Project con- cle materials Details All organelles & cell Most organelles & More detail needed Parts of cell are gen- parts are accurately cell parts are accu- to recognize cell eralized “blobs” of 30-5pts. detailed and clearly rately detailed and parts. Some are not color. represented. Actual clearly recognizable. recognizable. Numbers of orga- numbers of orga- Numbers of orga- nelles are NOT rep- nelles are represent- nelles are somewhat resentative of an ed. representative of an actual cell. Labeled All listed organelles Most organelles are Cell Model orga- Required organelles are correctly located correctly located and nelles are lacking or are missing, incor- Organelles and referenced on labeled on the model. incorrectly labeled or rectly label, or incor- 20-5pts. legend or labeled on positioned. rectly identified. the model. Functions of Functions of all orga- Functions of all orga- Functions of some Functions are not nelles are correctly nelles are correctly organelles are sum- clearly explained or Organelles (on described in detail. summarized. marized with minor contain errors. accompanying errors. table or chart) 23 A What I have learned? Activity 5: Cell as a Home A cell is like our home. Each part of the cell (and your house has responsibilities that must be done and certain organelles (people or places) to do them. Identify the function of the following parts of the cell. Then, identify which person does the same job (or a place like it) in the you home. The first one is done for you as an example to follow. Organelle Function People or Places in our home that has the same function Nucleus Control center of the cell Father Mitochondrion Lysosome Ribosome Rough ER Smooth ER Cell Membrane Golgi Bodies Centrioles Nucleolus Vacuoles Peroxisome Microtubules 24  What I can achieve? A Post test Read each of the items carefully. Encircle the letter of your choice. 1. Which of the following is NOT a component of the endomem- brane system? a. Mitochondrion c. Endoplasmic reticulum b. Golgi apparatus d. Phospholipid 2. Which level of organization is the basic unit of life? a. Cell c. Tissue b. Organ d. Organ System 3. Cell membranes are constructed mainly of ____________. a. Lipid bilayers c. Carbohydrate gates b. Protein pumps d. Free-moving proteins 4. The organelle that makes energy available for the cell is the ____________. a. Nucleolus c. Mitochondrion b. Chromosome d. Chloroplast 5. Who coined the term cell for the box like structure he ob- served when viewing cork tissue? a. Matthias Schleiden c. Rodolf Virchow b. Theodor Schwann d. Robert Hooke 25  What I can achieve? A 6. Organisms made up of only one cell are called a. Organelles c. Homeostasis b. Unicellular d. Multicellular 7. In many cells, the structure that controls the cells activities is the ____________. a. Cell membrane c. Nucleolus b. Organelle d. Nucleus 8. Secretes and stores secretions for transport out of the cell a. Golgi apparatus (bodies) c. Cytoplasm b. Ribosomes d. Nucleus 9. Control the passage of molecules in and out of the nucleus a. Nuclear pores c. Chloroplasts b. Nucleolus d. Ribosomes 10. Produce energy when food is broken down a. Endoplasmic reticulum c. Mitochondria b. Lysosomes d. Lysosome 26  Answer Pretest Answer Key 1. A 6. D 2. D 7. A 3. A 8. C 4. A 9. A 5. C 10. B Posttest Answer Key 1. A 6. B 2. A 7. D 3. A 8. A 4. C 9. A 5. D 10. C 27  Reference 1. Alberts B et al. (2002) in “The Molecular biology of the cell”, 4th edi- tion. Garland Science, New York. 2. Fricke H.The electrical capacity of suspensions with special refer- ence to blood. Journal of General Physiology 1925. 9:137-152. 3. Futerman AH, Hannun YA. The complex life of simple sphingolipids. EMBO Rep. 2004. 5(8):777-82. 4. Henderson R. et al. 1990. Model for the structure of bacteriorhodop- sin based on high-resolution electron cryo-microscopy. J. Mol. Biol. 213:899. 5. Hertwig O, Campbell M, Campbell H J. The Cell: Outlines of General Anatomy and Physiology. 1895. New York: Macmillan and Co. 6. Janes P W, Ley S C, Magee A I. 1999. Aggregation of lipid rafts ac- companies signaling via the T cell antigen receptor.J. Cell Biol. 147, 447–461. 7. Laux, T. et al. 2000.GAP43, MARCKS, and CAP23 modulate PI(4,5) P2 at plasmalemmal rafts, and regulate cell cortex actin dynamics through a common mechanism. J. Cell Biol. 149, 1455–1472. 8. Lingwood D, et al. 2009. Lipid Rafts As a Membrane-Organizing Principle Science 327:46. 28  General Biology 1 LESSON 2 Photosynthesis What I Need to Know In this lesson, you will study the process and importance of photosynthesis to plants, animals and microbial cells. It was designed and written to help you learn and master the concept of Photosynthesis. The module focuses on the lesson: Lesson 2 – Photosynthesis After going through this module, you are expected to: 1. Explain the importance of chlorophyll and other pigments 2. Describe the patterns of electron flow through light reaction evets. 3. Describe the significance events of the Calvin Cycle What I Know 1. Photosynthesis is __________________. A.the green material in plants that traps energy from sunlight and uses it to break down water molecules into atoms of hydrogen and oxygen. B.the growth tissue that produces the xylem and phloem. C.the process by which green plants use chemicals from the environment and energy from the Sun to make their own food. D.the process of turning glucose into usable energy. 2. Photosynthesis is an instance of A.homeostasis. C.metabolism. B.reproduction. D.growth and development. 3. The first step in photosynthesis is the A.absorption of light energy. C.production of oxygen. B.synthesis of water. D.formation of ATP. 4. In a typical plant, which factor is NOT necessary for photosynthesis? A. Chlorophyll C. Oxygen B. Light D. Carbon dioxide 5. Where does photosynthesis occur? A. Mitochondria C. Stroma B. Chloroplast D. Organelle 6. In photosynthesis, water undergoes___________, while carbon dioxide undergoes __________. A. oxidation; reduction C. no change; oxidation B. reduction; oxidation D. none of the above 7. Oxygen made during photosynthesis results from the A. absorption of light. B. splitting of water molecules. C. mitochondrial membranes. D. splitting of carbon dioxide molecules. 8. Many plants are excellent at photosynthesis because they A. have few mesophyll cells in their leaves. B. are equipped with many leaves that have many mesophyll cells, which in turn have many chloroplasts. C. are able to transform light energy into heat energy for cellular work. D. can carry out photosynthesis in their roots, stems, flowers as well as their leaves. 9. What word will complete the formula for photosynthesis? sunlight+CO2+H2O---> __________+O2+energy A. Water C. Glucose B. Oxygen D. Carbon Dioxide 10. What three things are used to make glucose in photosynthesis? A. Carbon Dioxide, water and sunlight B. Oxygen, water and sunlight C. Carbon Dioxide, water and oxygen D. Carbon Dioxide, oxygen and sunlight LESSON 2: Photosynthesis Life on Earth is solar powered. The chloroplasts in plants and other photosynthetic organisms capture light energy that has traveled 150 million kilometers from the sun and convert it to chemical energy that is stored in sugar and other organic molecules. This conversion process is called photosynthesis. What’s In Photosynthesis is the process of converting light energy (kinetic) into energy stored in the covalent bonds of glucose molecules (potential) httpwww.esalq.usp.brlepseimgsconteudo_thumbPhotosynthesis-by-Campbell.pdf Autotrophic organisms use the pigment chlorophyll to harvest solar energy to produce the stored energy as chemical bonds of ATP and carbohydrates. In eukaryotes, chlorophyll is associated with thylakoid membranes of the chloroplast. Photosynthesis in eukaryotes involves three essential processes: 1. Energy absorption from sunlight via pigments during light-dependent reaction 2. Reactivation of reaction center 3. Carbohydrates production by carbon fixation during dark reaction. What is Chlorophyll Chlorophyll is the greenish pigment found in the thylakoid membrane inside the chloroplast of a plant cell. Chlorophyll absorbs blue and red light while it transmits and reflects green light. This is why leaves appear green. Photosynthesis occurs in Chloroplasts. Chloroplasts are organelles that conduct photosynthesis, where the photosynthetic pigment chlorophyll captures the energy from sunlight, converts it, and stores it in the energy-storage molecules ATP and NADPH while freeing oxygen from water in plant and algal cells. httpwww.esalq.usp.brlepseimgsconteudo_thumbPhotosynthesis-by-Campbell.pdf  httpwww.lamission.edulifesciencesStevenBio3%20Chapter%207.pdf Photosynthesis consists of two sets of Reactions. 1. The light-dependent or “Light” Reactions: convert sunlight energy into chemical energy (stored in ATP &NADPH) takes place in the thylakoids of the chloroplast 2. The light-independent or “Dark” Reactions (Calvin cycle): use chemical energy from light reactions to make glucose The light-dependent or “Light” Reactions “Dark” Reactions (Calvin cycle): httpwww.lamission.edulifesciencesStevenBio3%20Chapter%207.pdf Light Reactions occur in Thylakoids httpwww.lamission.edulifesciencesStevenBio3%20Chapter%207.pdf The Pigments absorb “Visible” Light Light is a form of energy known as electromagnetic energy, also called electromagnetic radiation. Although the sun radiates the full spectrum of electromagnetic energy, the atmosphere acts like a selective window, allowing visible light to pass through while screening out a substantial fraction of other radiation. The part of the spectrum we can see—visible light—is also the radiation that drives photosynthesis. a. Visible light (“rainbow colors”) httpwww.lamission.edulifesciencesStevenBio3%20Chapter%207.pdf When light meets matter, it may be reflected, transmitted, or absorbed. Substances that absorb visible light are known as pigments. Different pigments absorb light of different wavelengths, and the wavelengths that are absorbed disappear. If a pigment is illuminated with white light, the color we see is the color most reflected or transmitted by the pigment. (If a pigment absorbs all wavelengths, it appears black). ) We see green when we look at a leaf because chlorophyll absorbs violet-blue and red light while transmitting and reflecting green light. Absorption Range for each Pigment a. Absorbance of photosynthetic pigments httpwww.lamission.edulifesciencesStevenBio3%20Chapter%207.pdf  Why leaves are green: interaction of light with chloroplasts. The chlorophyll molecules of chloroplasts absorb violet-blue and red light (the colors most effective in driving photosynthesis) and reflect or transmit green light. This is why leaves are green. httpwww.esalq.usp.brlepseimgsco nteudo_thumbPhotosynthesis-by- Campbell.pdf The absorption spectra of chloroplast pigments provide clues to the relative effectiveness of different wavelengths for driving photosynthesis, since light can perform work in chloroplasts only if it is absorbed. The absorption spectra of three types of pigments in chloroplasts: chlorophyll a, the key light-capturing pigment that participates directly in the light reactions; the accessory pigment chlorophyll b; and a separate group of accessory pigments called carotenoids. Chlorophyl II a and b are the major pigments (absorb re, blue..., reflect green) Carotenoids (example β-carotene) are accessory pigments that absorb green, blue, reflect red and yellow. Light Energy absorbed by Pigments Fuels 4 General Steps of the “Light Reactions”: 1. 𝐻2 𝑂 split toO, 2𝐻 + and 2high energy electron 𝑒 − (∗ 𝑒 −) in PS II 2. Energy released by a series of ∗ 𝑒 − transfers is uded to generate 𝐻 + gradient 3. 𝐻 + gradient used to make ATP (chemiosmosis) 4. ∗ 𝑒 − "re-energized" in PS I,passed on to 𝑁𝐴𝐷𝑃+  httpwww.lamission.edulifesciencesStevenBio3%20Chapter%207.pdf The Calvin Cycle Important points to know: The sugar that is produced in the Calvin Cycle is not the six-carbon glucose that we are familiar with. This is formed later on. What is produced in the Calvin Cycle is a three-carbon sugar known as G3P or glyceraldehyde-3-phosphate. The Calvin Cycle needs to ‘spin’ three times to make one molecule of G3P from three molecules of CO2. Htts://pwww.esalq.usp.brlepseimgsconteudo_thumbPhotosynthesis-by-Campbell.pdf Three Phases of Calvin Cycle: 1. Carbon Fixation Carbon fixation is a process of incorporating an inorganic carbon molecule, CO2, into an organic material. In this phase, the CO2 molecule is attached to a five-carbon sugar molecule named ribulose biphosphate (RuBP) aided by an enzyme named rubisco or RuBP carboxylase. Rubisco is believed to be the most abundant protein in the chloroplast and maybe on Earth. The resulting product, a six-carbon sugar, is extremely unstable and immediately splits in half. The split forms two molecules of a 3- phosphoglycerate (3-carbon). 2. Reduction A phosphate group (from ATP) is then attached to each 3-phosphoglycerate by an enzyme, forming 1,3-phosphoglycerate. NADPH swoops in and reduces 1,3-biphosphogycerate to G3P. For every six G3Ps produced by the Calvin Cycle, five are recycled to regenerate three molecules of RuBP. Only one G3P leaves the cycle to be packaged for use by the cell. It will take two molecules of G3P to make one molecule of glucose. The ADP and NADP+ that is formed during the Calvin Cycle will be transported back to the thylakoid membrane and will enter the light reactions. Here, they will be ‘recharged’ with energy and become ATP and NADPH. 3. Regeneration of RuBP Five molecules of G3P undergo a series of complex enzymatic reactions to form three molecules of RuBP. This costs the cell another three molecules of AT, but also provides another set of RuBP to continue the cycle. What happens to G3P after its release from the cycle? Two G3Ps can combine together to form either glucose or fructose which are both are six-carbon sugar. Glucose and fructose can be combined to form sucrose. Glucose can be connected in chains to form starch. G3Ps can also be used in lipid and protein synthesis.  The cost of making carbohydrate: To make one molecule of G3P, the chloroplast needs: 3 molecules of CO2 9 molecules of ATP 6 molecules of NADPH What’s New Activity 1: Fill-in the blanks with the correct word/concept. Write your answer on your answer sheet. 1. Photosynthesis is a process in which sunlight is converted into _________. 2. Photosynthesis occurs in the ___________. 3. ___________ is an organelle found in the leaves of green plants. 4. The two functions of a chloroplast are to produce glucose and _____________. 5. The pigment _____________ absorbs red and blue wavelengths of light and reflects back green and yellow wavelengths of light. 6. ______________is the primary pigment found in chloroplasts. What Is It Activity 2: Q and A Portion Answer the questions briefly. Write your answers on your answer sheet. 1. What are the two kinds of reactions in photosynthesis? 2. What are the basic stages of the Calvin cycle? 3. What are the reactants and products of photosynthesis?  What’s More Activity 3: Directions: Fill-in the table below for the major events and features of photosynthesis. The option table is given for you to answer the needed materials and end products of photosynthesis. Major Events and Features of Photosynthesis REACTION NEEDED MATERIALS END PRODUCTS SERIES 1. Light-dependent reactions (take place in the a. a. thylakoid membrane) a. Photochemical b. b. reactions b. Electron transport c. Chemiosmosis c. c. 2. Carbon fixation reactions (take 2 2 place in stroma) Available Choices a. Electrons b. NADPH, O2 c. Light energy; d. ATP pigments (chlorophyll) e. Electrons, f. Proton gradient, g. Carbohydrates, h. Ribulose NADP+, H2O, ADP + P, ATP ADP + P, NADP+ bisphosphate, electron acceptors synthase CO2, ATP, NADPH, necessary enzymes  What I Have Learned Activity 4: Let’s Apply In the following questions, explain your answer by citing references and evidence. 1. At present, a significant increase in greenhouse gases and atmospheric temperature is being felt. How will this affect the activities of plants, animals, microorganisms, etc. in terms of photosynthesis? 2. If energy is never destroyed, why do we “run out of energy” at the end of a race? What I Can Do Performance Task: For this activity, you have to gather materials that will help build a three-dimensional model that represents the events or phases of the Calvin cycle. You may use clay, Styrofoam balls, beads, or recyclable materials. You will take a picture of your output and will send it to your teacher in the online platform you have agreed. For modular students you can take a picture then print or draw it in an intermediate paper or bond paper and submit it to the designated pick up points of the outputs. Assessment : Answer the questions correctly and write your answer on your answer sheet. 1. Photosynthesis is __________________. A. the green material in plants that traps energy from sunlight and uses it to break down water molecules into atoms of hydrogen and oxygen. B. the growth tissue that produces the xylem and phloem. C. the process by which green plants use chemicals from the environment and energy from the Sun to make their own food. D. the process of turning glucose into usable energy. 2. Photosynthesis is an instance of A.homeostasis. B.reproduction. C.metabolism. D.growth and development. 3. The first step in photosynthesis is the A.absorption of light energy. B.synthesis of water. C.production of oxygen. D.formation of ATP. 4. In a typical plant, which factor is NOT necessary for photosynthesis? A. Chlorophyll B. Light C. Oxygen D. Carbon dioxide 5. Where does photosynthesis occur? A. Mitochondria C. Stroma B. Chloroplast D. Organelle 6. In photosynthesis, water undergoes___________, while carbon dioxide undergoes __________. A. oxidation; reduction C. no change; oxidation B. reduction; oxidation D. none of the above 7. Oxygen made during photosynthesis results from the A. absorption of light. C. mitochondrial membranes. B. splitting of water molecules. D. splitting of carbon dioxide molecules. 8. Many plants are excellent at photosynthesis because they A. have few mesophyll cells in their leaves. B. are equipped with many leaves that have many mesophyll cells, which in turn have many chloroplasts. C. are able to transform light energy into heat energy for cellular work. D. can carry out photosynthesis in their roots, stems, flowers as well as their leaves. 9. What word will complete the formula for photosynthesis? sunlight+CO2+H2O---> __________+O2+energy A. Water C. Glucose B. Oxygen D. Carbon Dioxide 10. What three things are used to make glucose in photosynthesis? A. Carbon Dioxide, water and sunlight B. Oxygen, water and sunlight C. Carbon Dioxide, water and oxygen D. Carbon Dioxide, oxygen and sunlight References General Biology 1, Authors: Maria Angelica D. Rea, Mary Zugar M. Dequillo, Jenny Lyn C. Chua ADM of Department of Education – Division of Cagayan de Oro City httpwww.esalq.usp.brlepseimgsconteudo_thumbPhotosynthesis-by- Campbell.pdf httpwww.lamission.edulifesciencesStevenBio3%20Chapter%207.pdf Answer key What I know 1. C 2. C 3. A. 4. C 5. B 6. A. 7. B 8. B 9. C 10.A What’s New Activity 1 Activity 1: Fill-in the blanks 1. glucose 2. chloroplast. 3. chloroplast 4. store food energy. 5. Chlorophyll 6. Chlorophyll What’s is it Activity 2 Answers may vary What’s More (Suggested Answers) a Light-energy; pigment (chlorophyll) a Electrons b Electrons, NADP+, H2O, electron acceptors b NADPH, O2 c Proton gradient, ADP+ P, ATP synthase c ATP 2 Ribulose bisphosphate, CO2, ATP, NADPH, Necessary enzymes 2 Carbohydrates, ADP+ P, NADP+ What I Have Learned Answers may vary GENERAL BIOLOGY 1 Quarter 2- Module 3- Cellular Respiration What This Module is About This module focuses on respiration process as reactions that complements with photosynthetic process to enable life to continue. It will enhance your understanding and have a deeper appreciation on the importance of cellular respiration in all forms of living things. In this module, you will study the important process of energy transformation that occurs at the cellular level of plants, animals and microbial cells. This reaction is intervened by the energy known as adenosine triphosphate (ATP) using the mitochondria and the chloroplasts as the main organelles for the majority of cell types. What I Need to Know After going through this module, you are expected to: 1. Differentiate aerobic from anaerobic respiration (STEM_ BIO11/12-IIa-j-6). 2. Explain the major features and sequence the chemical events of cellular respiration (STEM_BIO 11/12-II1-j-7) 3. Distinguish major features of glycolysis, Kreb’s cycle, electron transport system and chemiosmosis (STEM_BIO 11/12-IIa-j-8) 4. Describe the reactions that produce and consume ATP (STEM_BIO 1112-IIa-j-9). 5. Describe the role of oxygen in respiration and describe pathways of electron flow in the absence of oxygen (STEM_ BIO 11/12- IIa-j-10). 6. Explain the advantages and dis advantages of fermentation and aerobic respiration (STEM_BIO 11/12-IIa-j-12). Lesson 3 Cellular Respiration In cellular respiration, glucose is converted to pyruvic acid which can enter either through aerobic respiration or anaerobic respiration. In aerobic respiration, pyruvic acid molecules enter the mitochondria and through a series of chemical reactions known as the citric acid cycle (Kreb’s cycle) via electron transport chain. In the Kreb’s cycle, the pyruvic acid is converted to carbon dioxide. The electron transport chain accepts the electron from the breakdown products of the Kreb’s cycle and glycolysis via the NADH and FADH2. At the end of the chain, the electrons are combined with hydrogen ions and molecular oxygen to form water. This process can produce ATP. During this process, the glucose molecule is broken down and the carbon atoms released from glucose are combined with oxygen to produce carbon dioxide. In anaerobic respiration, pyruvic acid is converted to lactic acid. There is a production of two ATP molecules for each glucose molecule. 1 Figure 1.a Courtesy: Enger, EldonD. Et.Al., (2012). Concepts of Biology 14 th Edition. USA: McGraw- Hill (Retrieved August 13, 2015) What I Know Chemical reactions for cellular respiration: Which groups in the cellular respiration equation go in? Which groups are released? C6H12O6 + 6 O2 🡪 6 CO2 + 6 H2O + energy PRIOR KNOWLEDGE: Definition of Terms 1. Aerobic respiration 2. Anaerobic respiration 3. Pyruvic acid 4. Fermentation 5. Glycolysis 6. Krebs cycle 7. Electron transport chain 2 What’s In In Cellular respiration: Oxygen is reduced to water Has electron transport chain located within the cristae of the mitochondria, where ATP is produced by chemiosmosis Has enzyme-catalyzed reactions within the semi-fluid interior A carbohydrate is oxidized to carbon dioxide Glycolysis-means “sugar-splitting” that occurs in the cytosol of the cell. It does not require oxygen to breakdown glucose into pyruvate. Krebs cycle-completes the metabolic breakdown of glucose to carbon dioxide and produces 2 ATP. Oxidative phosphorylation-a process occurring in mitochondria and accounts for majority of the ATP production. Electron Transport Chain-contains the chain members (carrier and protein complexes, ATP synthase complex and ATP channel protein. These membrane proteins shuttle electrons during the redox reactions. The electrons will be used to produce ATP by chemiosmosis. NADH and FADH2-these are electron acceptor molecules that contain high-energy electrons. They transport the electrons to ETC to produce many more ATPs by oxidative phosphorylation. ATP synthase-is an enzyme that is responsible for the great production of ATPs. This happens when it uses the energy coming from H+ ions to bind ADP and phosphate group together to produce ATP. Figure 1.b shows the total energy produced from the complete breakdown of glucose by aerobic respiration. 3 Summary of Cellular Respiration SOME SOME END STAGE SUMMARY STARTING PRODUCTS MATERIALS Series of reactions in which glucose Pyruvate, is degraded to pyruvate; net profit of Glucose, ATP, NADH 1. Glycolysis (in 2 ATPs; hydrogen atoms are ATP, NAD+, cytosol) transferred to carriers; can proceed Pi anaerobically Pyruvate is degraded and combined Acetyl CoA, 2. Formation of with coenzyme A to form acetyl Pyruvate, CO2, NADH acetyl CoA (in CoA; hydrogen atoms are coenzyme A, mitochondria) transferred to carriers; CO2 is NAD+ released Series of reactions in which the CO2, NADH, acetyl portion of acetyl CoA is Acetyl CoA, FADH2, ATP 3. Citric acid cycle degraded to CO2; hydrogen atoms H2O, NAD+, (in mitochondria) are transferred to carriers; ATP is FAD, ADP, Pi synthesized ATP, H2O, NAD+, FAD Chain of several electron transport molecules; electrons are passed 4. Electron along chain; released energy is transport and NADH, FADH2, used to form a proton gradient; ATP chemiosmosis (in O2, ADP, Pi is synthesized as protons diffuse mitochondria) down the gradient; oxygen is final electron acceptor 4 Differences and Similarities of Aerobic, Anaerobic and Fermenting Organisms Differences Similarity Aerobic, Aerobic Anaerobic Anaerobic and Fermenting Organisms Organisms Organisms Fermenting Organisms ATP is produced Do not use Use oxygen Do not use oxygen oxygen H2O and CO2 is the waste Lactate (lactate fermentation) or product H2O is the by- potassium nitrite ethyl alcohol (alcoholic product are the by- fermentation) is the by-product) products Final acceptors of electrons are Electrons are Electron acceptor is With electron pyruvate reduced to lactate, and transferred from O2 and is reduced glucose to NADH transport chain acetaldehyde reduced to ethyl to water alcohol With electron Electron acceptor No electron transport chain transport chain is nitrate or sulfate Occur in Occur in Occur in prokaryotes and prokaryotes and prokaryotes eukaryotes eukaryotes Requires no Simple and faster alternative special organelles to cellular respiration Requires no special organelles Glycolysis and waste product formation are two sets of reactions that occur 5 What’s New Task: Refine your knowledge on cellular respiration by doing the sample graphic organizer below. Fill out the table and distinguish how the two types of respiration are alike and different. Then write your conclusion based on the similarities and differences you have learned. What Is It Directions: Accomplish the table below by comparing aerobic and anaerobic respiration. Factors Aerobic Respiration Anaerobic Respiration Main function Site of Reaction Production of ATP Sustainability Production of lactic acid Oxygen requirement Recycling of NADH Participating cells Directions: Compare aerobic and anaerobic respiration by accomplishing the Venn diagram below. 6 What’s More Directions: Compare fermentation with anaerobic and aerobic respiration by analyzing the diagram below. Guide Questions: 1. What are the three kinds of enzyme-controlled reactions so that the chemical-bond energy from a certain nutrient is released to the cell in the form of ATP? 2. What are the hydrogen electron acceptors for aerobic and anaerobic respiration as well as in fermentation? 3. These are the by-products of aerobic respiration that are considered low-energy molecules. 4. What are the outputs produced by anaerobic respiration? What about in fermentation? 5. What are two general metabolic mechanisms by which certain cells can oxidize organic fuel and generate ATP without the use of oxygen? 7 Directions: Fill-in the table below for the major events and features of cellular respiration. The option table is given for you to answer the needed materials and end products of cellular respiration. Major Events and Features of Cellular Respiration STAGE STARTING MATERIALS END PRODUCTS 1. Glycolysis (in cytosol) 2. Preparatory reaction 3. Citric acid cycle 4. Electron transport and chemiosmosis Available Choices a. Pyruvate, ATP, NADH b. NADH, FADH2, c. Glucose, ATP, d. Pyruvate, O2, ADP Pi NAD+, ADP Pi Coenzyme A, NAD+ e. Acetyl CoA, H2O, f. Acetyl CoA, g. CO2, NADH, h. ATP, H2O, NAD+, NAD+, FAD, ADP Pi CO2, NADH FADH2, ATP FAD 8 What I Have Learned A. Learning Process Activity: Directions: This is a modified TRUE or FALSE activity. Write the word TRUE if the underlined word/phrase being referred to is correct. If it is FALSE, change the word/phrase to make the whole statement correct based on the concept of cellular respiration. Write your answer on a separate sheet of paper. _____1. Fermentation and anaerobic respiration enable the cells to produce ATP without the use of oxygen. _____2. The term cellular respiration includes both aerobic and anaerobic processes. _____3. Fermentation is a complete degradation of sugars or other fuel that occurs without the use of oxygen. _____4. An electron transport system consists of a number of molecules, majority are proteins, located in the matrix of the mitochondria of eukaryotic cells and the plasma membrane of aerobic prokaryotes. _____5. Pyruvate oxidation and the citric acid cycle, oxidative phosphorylation: electron transport chain and chemiosmosis are the metabolic stages reserved for cellular respiration. _____6. The breakdown of glucose to carbon dioxide is completed in the electron transport chain. _____7. ATP synthase is the enzyme that makes the bulk of the ATP from ADP and Pi by chemiosmosis. _____8. ATP synthase uses the energy of an existing hydrogen ion gradient to power ATP synthesis. _____9. Phosphorylation of ADP to form ATP stores at least 14.6 kcal per molecule of ATP. _____10. Citric acid cycle generates 2 ATP whether oxygen is present or not, whether the conditions are aerobic or anaerobic. B. Learning Process Activity: Directions: Arrange the following to get the right energy flow sequence in aerobic respiration.  9 C. Learning Process Activity: Directions: Identify the following statements as photosynthesis or cellular respiration. ____________1. Energy-releasing pathways ____________2. Energy-acquiring pathways D. Learning Process Activity: Directions: Identify the following statements as photosynthesis or cellular respiration. ____________1. Energy-releasing pathways ____________2. Energy-acquiring pathways What I Can Do 10 Key Concepts ✔ Over all equation for cellular respiration: C 6H12O6 + 6O2 6CO2+ 6H2O ✔ While this equation is symmetrical with the equation with photosynthesis, photosynthesis is not “backwards cellular respiration.” The two energy- related processes take place in different parts of cell, and involve different chemical processes. ✔ The primary “goal” of cellular respiration is to harvest energy from glucose and other energy- rich carbon – based molecules and use it to make ATP, which is the universal energy molecule. Some energy is lost as heat in this conversion. ✔ Glycolysis is the first step in the breakdown of sugar, and takes place outside mitochondria. - Glycolysis requires the input of two ATP molecules and produces 4 ATP molecules , for a net gain of 2ATPs - In addition, 2 electron carries, called NADH, are formed. These will be used later in cellular respiration - The sugar molecules breaks into two 3- carbon chains called pyruvate - In anaerobic conditions (such as fermenting yeast, or muscle cells working in oxygen debt), fermentation may convert pyruvate into ethanol (yeast or lactic acid (human muscle cells). This does not produce anymore ATP - Sugar that is not needed by the cells maybe synthesized into fat for storage ✔ Cellular respiration is a series of reaction inside the mitochondria which the products of glycolysis are further broken down and more ATP is manufactured. Oxygen is required. - Pyruvate that has been made by glycolysis is picked up by CoenzymeA and transported into the mitochondrion. One carbon is broken off in the process, and one NADH is made. - The two carbon acetyl group detaches from CoenzymeA and is picked up by the Krebs Cycle. - The Krebs Cycle( also called citric acid cycle) is a cyclic series of reactions. The 2- carbon acetyl group is picked up by 4- carbon molecule (oxaloacetate) to form a 6- carbon molecule (citrate). An enzyme- driven series of chemical transformation then takes place. NADH, FADH, and a small amount of ATP are produced, and two carbons of the molecule are peeled off and expelled as carbon dioxide. The molecule is then transformed back to 4-carbon oxaloacetate, and is ready to pick up another acetyl group. - The final phase of cellular respiration involves the electron transport chain and chemiosmosis through a proton pump. The last H from NADH and FADH, is removed, and H stripped of its electron. This highly charged electron is passed down a row of enzymes and coenzymes. This generate energy to pump the hydrogen ions (bare protons) across a membrane. The energy released as the ions drift back through ion channels drives ATP production. - At the end of the electron transport chain, oxygen picks up used electrons and hydrogen ions (protons), forming water. This is why we must breathe oxygen- to gather up the electrons and hydrogen ions (protons), of cellular respiration. If we lack oxygen, the whole system backs up. ✔ All Eukaryotic organisms carry out cellular respiration. 11 Assessment Directions: Read and understand each item and choose the letter of the correct answer. Write your answers on a separate sheet of paper. __1. Majority of the CO2 is released during A. Glycolysis B. Citric acid cycle C. Electron transport chain D. Oxidative phosphorylation __2. Cellular respiration processes that do not use O2 are called A. Heterotrophic organism B. Anaerobic organism C. Aerobic organism D. Anabolic __3. The positively charged hydrogen ions that are released from the glucose during cellular respiration eventually combine with _________ ion to form _____________. A. another hydrogen, a gas B. a carbon, carbon dioxide C. an oxygen, water D. a pyruvic acid, lactic acid __4. The Krebs cycle (also known as citric acid cycle or tricarboxylic acid) and ETC are biochemical pathways performed in which eukaryotic organelle? A. Nucleus B. Ribosome C. Chloroplast D. Mitochondrion 11 __5. Anaerobic pathways that oxidize glucose to generate ATP energy by using an organic molecule as the ultimate hydrogen acceptor are called A. Fermentation B. Reduction C. Krebs cycle D. Electron pumps __6. When skeletal muscle cells function anaerobically, they accumulate the compound ________, which causes muscle soreness. A. Pyruvic acid B. Malic acid C. Carbon dioxide D. Lactic acid __7. Each molecule of fat can release _______ of ATP, compared with a molecule of glucose. A. smaller amounts B. the same amount C. larger amount D. only twice the amount 12 __8. In complete accounting of all ATPs produced in aerobic respiration, a total of ____ATPs: _____from the ETC, _____from glycolysis, and _____ from the Krebs cycle. A. 36, 32, 2, 2 B. 38, 34, 2, 2 C. 36, 30, 2, 4 D. 38, 30, 4, 4 __9. The chemical activities that remove electrons from glucose result in the glucose being A. reduced B. oxidized C. phosphorylated D. hydrolyzed __10. Which of the following is NOT true of the citric acid cycle? The citric acid cycle A. includes the preparatory reaction B. produces ATP by substrate-level ATP synthesis C. occurs in the mitochondria D. is a metabolic pathway, as is glycolysis 13 What I Know? Carbohydrates (glucose) & molecular oxygen Carbon dioxide & water Answer Key References: General Biology 1 Specialized Subject/ academic -STEM, The Commission on Higher Education, Philippine Normal University (2016) https://bit.ly/2DCe9kz (Restrictions are imposed) DEPED Learning modules Grade 7-10 General Biology 1, Authors: Maria Angelica D. Rea, Mary Zugar M. Dequillo, Jenny Lyn C. Chua 16 Introduction In this module, the concept will focus on energy transformation, photosynthetic process, respiration and the reactions that complement each other for life survival on earth. It will enhance understanding of major features and events involved such as important steps in Calvin cycle, glycolysis, and Krebs cycle. At the end of this module, you will be able to have a deeper understanding on the importance of photosynthesis and cellular respiration to all forms of living things. In this module, you will study the important process of energy transformation that occurs at the cellular level of plants, animals, and microbial cells. This reaction is intervened by the energy known as adenosine triphosphate (ATP) using the mitochondria and the chloroplasts as the main cell organelles for the majority of cell types.  Lesson 1 ATP-ADP Cycle What I Need to Know LEARNING COMPETENCY: Thus, after going through this module, you are expected to: 1. Explain coupled reaction processes and describe the role of ATP in energy coupling and transfer (STEM_BIO11/12-IIa-j-1). Specifically, you will; Define coupled reaction. Differentiate endergonic and exergonic reactions. Explain the coupled reaction processes and the role of ATP in energy coupling and transfer. PERFORMANCE STANDARDS: After going through this module, you are expected to prepare simple fermentation setup using common fruits to produce wine or vinegar via microorganism What I Know Directions: Write the letter of the best answer on a separate sheet of paper. ___1. It is an RNA nucleotide that bears a chain of three phosphates A. ADP B. ATP C. NADH+ D. NADPH ___2. This occurs when the energy produced by one reaction or system is used to drive another reaction or system. A. Photolysis B. Energy Bonding C. Energy Coupling D. Energy Transportation __3. It describes a reaction that absorbs (heat) energy from its environment A. Endergonic. B. Exergonic C. Exothermal D. Endothermal __4. It accelerates chemical reactions without affecting the direction. A. Catalyst  B. Glycogen C. Phosphorus D. Water __5 A chemical process of decomposition involving the splitting of a bond by the addition n of water. A. Hydrolysis B. Glycolysis C. Photolysis D. Phosphorylation What’s In All living things require energy to function while different energy organisms acquire energy in different ways. In many vital processes of plants and animals, phosphorus (P) is an important constituent in either inorganic or organic combination. The central role in the energy cycle of all organism is played by an organic molecule called Adenosine triphosphate (ATP), the energy of life. All energy released by respiratory oxidation which is to be made for use is stored in this molecule or the closely related ADP (Adenosine Di-phosphate). Adenosine Triphosphate (ATP) Structure composed of: sugar ribose, nitrogen base adenine and a chain of 3-phosphate groups Mediates most energy coupling in cells Powers cellular work  3 main kinds of work of a cell: chemical work, transport work and mechanical work. These are possible through energy coupling, where the cells use and exergonic process to drive an endergonic reaction. Chemical work: synthesis of polymers from monomers (pushing of endergonic reactions) Transport work: pumping of substances across membranes (against the direction of spontaneous movement) Mechanical work: beating of cilia, contraction of muscles Also used to make RNA (since ATP is used as one of the nucleoside triphosphate energy coupling: Energy coupling occurs when the energy produced by one reaction or system is used to drive another reaction or system. endergonic: Describing a reaction that absorbs (heat) energy from its environment. exergonic: Describing a reaction that releases energy (heat) into its environment. free energy: Gibbs free energy is a thermodynamic potential that measures the useful or process-initiating work obtainable from a thermodynamic system at a constant temperature and pressure (isothermal, isobaric). hydrolysis: A chemical process of decomposition involving the splitting of a bond by the addition of water. Molecular Structure Adenosine triphosphate (ATP) It is comprised of the molecule adenosine bound to three phosphate groups. Adenosine is a nucleoside consisting of the nitrogenous base adenine and the five-carbon sugar ribose. The three phosphate groups, in order of closest to furthest from the ribose sugar, are labeled alpha, beta, and gamma. Together, these chemical groups constitute an energy powerhouse. The two bonds between the phosphates are equal high-energy bonds (phosphoanhydride bonds) that, when broken, release sufficient energy to power a variety of cellular reactions and processes. The bond between the beta and gamma phosphate is considered “high-energy” because when the bond breaks, the products [adenosine diphosphate (ADP) and one inorganic phosphate group (P i)] have a lower free energy than the reactants (ATP and a water molecule). ATP breakdown into ADP and P i is called hydrolysis because it consumes a water molecule (hydro-, meaning “water”, and lysis, meaning “separation”). Figure 1: Adenosine Triphosphate (ATP): ATP is the primary energy currency.  It has anAdenosine backbone with three phosphate groups attached. ATP Hydrolysis and Synthesis ATP is hydrolyzed into ADP in the following reaction: ATP+H 2O→ADP+Pi+free energy. Like most chemical reactions, the hydrolysis of ATP to ADP is reversible. The reverse reaction combines ADP + P i to regenerate ATP from ADP. Since ATP hydrolysis releases energy, ATP synthesis must require an input of free energy. ADP is combined with a phosphate to form ATP in the following reaction: ADP+Pi+free energy→ATP+H2O Hydrolysis of ATP Process of breaking down bonds between the phosphate groups This happens when a water molecule breaks the terminal phosphate bond HOPO32-, abbreviated P I leaves ATP Forming Adenosine diphosphate (ADP) Energy is released. This comes from the chemical change of the system state of lower free energy and NOT from the phosphate bonds. Hydrolysis releases so much energy because of the negative charges of the phosphate groups. These charges are crowded together and their mutual repulsion contributes to the instability of that region of the ATP. The energy equivalent of the triphosphate tail of ATP is compared to a compressed spring. Figure 2: The Hydrolysis of ATP. The reaction of water yields inorganic phosphate and ADP and releases energy. How the Hydrolysis of ATP Perform Work Proof that ATP releases heat: in a test set up, the hydrolysis of ATP releases energy in the form of heat in the surrounding water.  Most of the time when an animal is exposed in a cold environment, the reaction of the body is through shivering. In this reaction of the organism, shivering uses ATP during muscle contraction to warm the body. Since it will also be a disadvantage for organisms to generate heat during ATP hydrolysis, in order to maintain the living conditions inside the cell, the energy released during ATP hydrolysis is used by proteins to perform work: chemical, transport and mechanical Hydrolysis of ATP leads to change in the shape of protein and in its ability to bind to another molecule. Phosphorylation (ADP to ATP) and dephosphorylating (ATP to ADP) promote crucial protein shape changes during important cellular process Figure 3: Phosphorylation (ADP to ATP) and dephosphorylating (ATP to ADP) Exactly how much free energy (∆G) is released with the hydrolysis of ATP, and how is that free energy used to do cellular work? The calculated ∆G for the hydrolysis of one mole of ATP into ADP and P i is −7.3 kcal/mole (−30.5 kJ/mol). However, this is only true under standard conditions, and the ∆G for the hydrolysis of one mole of ATP in a living cell is almost double the value at standard conditions: 14 kcal/mol (−57 kJ/mol). ATP is a highly unstable molecule. Unless quickly used to perform work, ATP spontaneously dissociates into ADP + P i, and the free energy released during this process is lost as heat. To harness the energy within the bond of ATP, cells use a strategy called energy coupling. The Regeneration of ATP ATP is a renewable it can be regenerated by the addition of phosphate to ADP Catabolism (exergonic) provides the free energy to phosphorylate ADP. ATP formation is not spontaneous, so there is a need to use free energy for the process to work. ATP cycle is the shuttling of inorganic phosphate and energy.  It couples the cell’s energy yielding processes (exergonic) to energy consuming process (endergonic) ATP regeneration happens very fast (10M molecules of ATP used ad regenerated per second) If ATP could not be regenerated by phosphorylation of ADP, HUMANS would use nearly their body weight in ATP each day. Figure 4: The ATP Cycle Coupled Chemical reactions Cells must obey the laws of chemistry and thermodynamics. When two molecules react with each other inside a cell, their atoms are rearranged, forming different molecules as reaction products and releasing or consuming energy in the process. Overall, chemical reactions occur only in one direction; that is, the final reaction product molecules cannot spontaneously react, in a reversal of the original process, to reform the original molecules. This directionality of chemical reactions is explained by the fact that molecules only change from states of higher free energy to states of lower free energy. Free energy is the ability to perform work (in this case, the “work” is the rearrangement of atoms in the chemical reaction). When work is performed, some free energy is used and lost, with the result that the processes ends at lower free energy. To use a familiar mechanical analogy, water at the top of a hill has the ability to perform the “work” of flowing downhill (i.e., it has high free energy), but, once it has flowed downhill, it cannot flow back up (i.e., it is in a state of low free energy). However, through another work process—that of a pump, for example—the water can be returned to the top of the hill, thereby recovering its ability to flow downhill. In thermodynamic terms, the free energy of the water has been increased by energy from an outside source (i.e., the pump). In the same way, the product molecules of a chemical reaction in a cell cannot reverse the reaction and return to their original state unless energy is supplied by coupling the process to another chemical reaction. All catalysts, including enzymes, accelerate chemical reactions without affecting their direction. To return to the mechanical analogy, enzymes cannot make water flow uphill, although they can provide specific pathways for a downhill flow. Yet most of the chemical reactions that the cell needs to synthesize new molecules necessary for its growth require an uphill flow. In other words, the reactions require more energy than their starting molecules can provide. Cells use a single strategy over and over again in order to get around the limitations of chemistry: they use the energy from an energy-releasing chemical reaction to drive an energy-absorbing reaction that would otherwise not occur. A useful mechanical analogy might be a mill wheel driven by the water in a stream. The water, in order to flow downhill, is forced to flow past the blades of the wheel, causing the wheel to turn. In this way, part of the energy from the moving stream is harnessed to move a mill wheel, which may be linked to a winch. As the winch turns, it can be used to pull a heavy load uphill. Thus, the energy-absorbing (but useful) uphill movement of a load can be driven by coupling it directly to the energy-releasing flow of water. In cells, enzymes play the role of mill wheels by coupling energy-releasing reactions with energy-absorbing reactions. As discussed below, in cells the most important energy-releasing reaction serving a role similar to that of the flowing stream is the hydrolysis of adenosine triphosphate (ATP). In turn, the production of ATP molecules in the cells is an energy-absorbing reaction that is driven by being coupled to the energy-releasing breakdown of sugar molecules. In retracing this chain of reactions, it is necessary first to understand the source of the sugar molecules. Figure 5: Energy Coupling-Sodium potassium pumps use the energy delivered from exergonic ATP hydrolysisto pump sodium and potassium across the cell membrane. Cells couple the exergonic reaction of ATP hydrolysis with the endergonic reactions of cellular processes. For example, trans membrane ion pumps in nerve cells use the energy from ATP to pump ions across the cell membrane and generate an action potential. The sodium-potassium pump (Na+/K+ pump) drives sodium out of the cell and potassium into the cell. When ATP is hydrolyzed, it transfers its gamma phosphate to the pump protein in a process called phosphorylation. The Na +/K+ pump gains the free energy and undergoes a conformational change, allowing it to release three Na + to the outside of the cell. Two extracellular K+ ions bind to the protein, causing the protein to change shape again and discharge the phosphate. By donating free energy to the Na+/K+ pump, phosphorylation drives the endergonic reaction. Energy Coupling in Metabolism During cellular metabolic reactions, or the synthesis and breakdown of nutrients, certain molecules must be altered slightly in their conformation to become substrates for the next step in the reaction series. In the very first steps of cellular respiration, glucose is broken down through the process of glycolysis. ATP is required for the phosphorylation of glucose, creating a high-energy but unstable intermediate. This phosphorylation reaction causes a conformational change that allows enzymes to convert the phosphorylated glucose molecule to the phosphorylated sugar fructose. Fructose is a necessary intermediate for glycolysis to move forward. In this example, the exergonic reaction of ATP hydrolysis is coupled with the endergonic reaction of converting glucose for use in the metabolic pathway. What’s More Answer the following: 1. What is Coupled Reaction? _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ ______________________________________________________________________________________________________. 2. Differentiate Exergonic and Endergonic Reactions. _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ ______________________________________________________________________________________________________ 3. Explain the role of ATP in energy coupling and transfer? _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ ______________________________________________________________________________________________________. What I Have Learned REFLECTIONS: Direction: Accomplish this part honestly. 1. I learned that ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________ 2. 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