Bio T2, Unit 3: Bioenergetics ​ ​ ​ ​ ​ ​ ​ ​ Biology: Term 2, Unit 3 ​ ​ ​ ​ ​ ​ ​ ​ Topic: Bioenergetics ​ ​​​ ​​ Duration: Traditional (50 minute periods) : 13 - 18 days (adjust to student needs using professional discretion) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Block Schedule (90 minute periods) : 6 - 8 days (adjust to student needs using professional discretion) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Eligible Content ​ ​ This is what the State of Pennsylvania wants your students to know and be able to do by the end of the unit. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 1. Chloroplasts and Mitochondria--BIO.A.3.1.1 Describe the fundamental role of plastids (e.g. chloroplasts) and ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ mitochondria in energy transformations. ​ ​ ​ ​ ​ ​ 2. Energy Transformations in Cellular Respiration and Photosynthesis--BIO.A.3.2.1 Describe the basic ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ transformation of energy during photosynthesis and cellular respiration. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 3. ATP--BIO.A.3.2.2 Describe the role of ATP in biochemical reactions. ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Performance Objectives ​ ​ These are examples, created by SDP teachers, of how you may translate the eligible content into learning goals for your ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ classroom. 1. SWBAT describe the function of chloroplasts and mitochondria IOT explain their roles in energy transfer. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 2. SWBAT identify similarities and differences in photosynthesis and cellular respiration IOT compare types of energy ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​​ ​ ​ ​ ​ ​ ​ transfer. 3. SWBAT describe the role of ATP in biochemical reactions IOT explain how organisms obtain and transform energy ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ for their life processes. ​ ​ ​ ​ ​ ​ Key Terms and Definitions ​ ​ ​ ​ ​ ​ All key terms and definitions come from the document Keystone Exams: Biology Assessment Anchors and Eligible Content ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ with Sample Questions and Glossary, PDE 2011. *Terms are sourced from other documents. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 1. *Aerobic - relating to, involving, or requiring free oxygen; "simple aerobic bacteria" ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 2. *Anaerobic - an absence of free oxygen - "anaerobic bacteria" ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 3. Adenosine Triphosphate (ATP): A molecule that provides energy for cellular reactions and processes. ATP ​ ​ ​ ​ ​ ​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ releases energy when one of its high energy bonds is broken to release a phosphate group. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ - ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 4. Bioenergetics: The study of energy flow (energy transformations) into and within living systems. ​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 5. Cellular Respiration: A complex set of chemical reactions involving an energy transformation where potential ​ ​ ​ ​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ chemical energy in the bonds of "food" molecules is released and partially captured in the bonds of adenosine ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ triphosphate (ATP) molecules. ​ ​ ​ ​ 6. Chloroplast: An organelle found in plant cells and the cells of other eukaryotic photosynthetic organisms where ​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ photosynthesis occurs. ​ ​ 7. Energy transformation: The process of changing one form of energy to another ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 8. Mitochondria: A membrane-bound organelle found in most eukaryotic cells; site of cellular respiration. ​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 9. Photosynthesis: A process in which solar radiation is chemically captured by chlorophyll molecules and through a ​ ​​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ set of controlled chemical reactions resulting in the potential chemical energy in the bonds of carbohydrate ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ molecules. 10. Plastids: A group of membrane bound organelles commonly found in photosynthetic organisms and mainly ​ ​​ ​​ ​ ​ ​ ​ ​ ​ - ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ responsible for the synthesis and storage of food. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Starting Points ​ ​ An overview of how the content and skills of this unit connect to students' prior knowledge. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 1. Chloroplasts and Mitochondria--BIO.A.3.1.1 ​ ​​ ​ ​ ​ ​ ​ Bio T2, Unit 3: Bioenergetics ​ ​ ​ ​ ​ ​ ​ ​ Students should already know that in most animals and plants, oxygen reacts with carbon-containing molecules (sugars) to ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ provide energy and produce carbon dioxide. In this unit, students will learn that the structure of the mitochondria supports ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ the process of aerobic respiration. ​ ​ ​ ​ ​ ​ ​ ​ 2. Energy Transformations in Cellular Respiration and Photosynthesis--BIO.A.3.2.1 ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Students should already know that plants, algae (including phytoplankton), and many microorganisms use the energy from ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ light to make C6H12O6 (food) from carbon dioxide and water through the process of photosynthesis. In this unit, students will ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ learn how the process of photosynthesis converts carbon dioxide and water into sugars plus released oxygen and how that ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ process complements cellular respiration. ​ ​ ​ ​ ​ ​ 3. ATP--BIO.A.3.2.2 ​ ​​ ​ Students should already know that matter and energy are conserved in all biological systems. In this unit, students will ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ consider how it is possible for a chemical reaction to “store energy” or “release energy” and yet for energy to remain ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ conserved. Understanding that a large quantity of energy is released from the organism as heat during exergonic reactions ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ is critical to making sense of this apparent paradox. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Instructional Resources ​ ​ Learning activities and resources targeted to the eligible content of this unit. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ BIO.A.3.1.1 Describe the fundamental role of plastids (e.g. chloroplasts) and mitochondria in energy ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ transformations. 1. SWBAT describe the function of chloroplasts and mitochondria IOT explain their roles in energy transfer. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ a. Marathon Mouse from Nova Online. Student teams analyze pictures of magnified muscle cells from a ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ hypothetical experiment to determine the effects of exercise and performance-enhancing drugs on the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ number of mitochondria in a cell. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ BIO.A.3.2.1 Describe the basic transformation of energy during photosynthesis and cellular respiration. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 1. SWBAT identify similarities and differences in photosynthesis and cellular respiration IOT compare types of energy ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​​ ​ ​ ​ ​ ​ ​ transfer. a. Photosynthesis and Respiration Model from Biology Corner. In this activity, students use a diagram to ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ complete a worksheet based on the Essential Question “What is the relationship between cellular respiration ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ and photosynthesis?” ​ ​ b. Alcoholic Fermentation in Yeast Investigation: from Serendip. (Lab, design challenge). Students learn about ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ the fundamentals of alcoholic fermentation and test for alcoholic fermentation by live yeast cells. In the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ bioengineering design challenge, students work to find the optimum sucrose concentration and temperature ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ to maximize rapid CO2 production. This activity could also be linked to BIO.A.2.3.2 Explain how factors ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ such as pH, temperature, and concentration levels can affect enzyme function. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ c. Using models to understand photosynthesis from Serendip. In this analysis and discussion activity, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​​​ ​​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ students develop their understanding of the basic process of photosynthesis and also analyze the ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ advantages and disadvantages of different types of models of photosynthesis, including chemical equations, ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ a chart and a diagram. In addition, students analyze how photosynthesis and cellular