Lesson Planning Assignment

Metabolic Processes

CIA-Biology

Submitted by: Joel Reyes and

Devina Notowibowo

Submitted to: Cheryl Madeira

Date: December 1st, 2011

Table of Contents

Cover page and rationale………………………………………………………………………………………………………………..page 3

Unit plan…………………………………………………………………………………………………………………………………………page 3

Lesson plan outline……………………………………………………………………………………………………………..……….…page 4

Appendix

A1. Case Study Handout and Answers………………………………………………………………………………..……….page 8

A2. Group Investigation Handout…………………………………………………………………………………………….……page 9

A3. Group Investigation: Sequencing the ETC…………………………………………………………………………..…page 10

A4. Teacher Notes……………………………………………………………………………………………………………………...page 11

A5. Board Notes………………………………………………………………………………………………………….………………page 12

A6. Student Handout………………………………………………………………………………………………………………….page 15

A7. Student Handout Answers……………………………………………………………………………………….…………..page 17

A8. YouTube Video Handout………………………………………………………………………………………….…………..page 18

A9. YouTube Video Answers……………………………………………………………………………………………………….page 19

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COVER PAGE AND RATIONALE

Unit or Strand: Metabolic Processes Grade: SBI4ULesson Sequence Lesson Plan Title (Concept) NamesDay 6 Cellular Respiration: The Electron

Transport ChainJoel Reyes and Devina Notowibowo

Day 9 Photosynthesis: Stucture and Function of Plant organelles

Doug Coutts and Adam Hurley

Rationale: The lesson on the electron transport chain helps to describe the chemical processes that occur during the final stages cellular respiration in order to harvest energy in the form of ATP from nutrient sources such as glucose. It occurs on day 6 after the lessons on glycolysis, pyruvate oxidation and Krebs cycle have been taught. This way the students learn about the processes of cellular respiration chronologically in the order that they occur. The second lesson on the structure and function of the plant organelles are part of the second fundamental topic of metabolic processes which is photosynthesis. Here the lesson is on day 9 and is more focused on the structures involves and how they support photosynthesis compared to the process of the electron transport chain in the first lesson. This gives students a different perspective when learning essentially the reverse of cellular respiration. Both lessons support the learning goals because they teach students how, where, and why the metabolic processes of cellular respiration and photosynthesis occur within plant and animal cells.

UNIT PLAN

Day Topic1 Review of Macromolecules2 Introduction to cellular respiration (general equation)3 Glycolysis4 Anaerobic vs. aerobic, alcohol fermentation, pyruvate oxidation5 Krebs cycle6 ETC and oxidative phosphorylation7 Recap of cellular respiration and thermodynamic8 Quiz on cellular respiration, introduction of photosynthesis9 Structures of plant organelles

10 Light reactions11 Review of light properties and its importance in photosystems and photosynthesis12 Dark reactions (Calvin cycle)13 Cyclic and noncyclic phosphorylation14 Comparison between photosynthesis and cellular respiration15 In class assignment 16 STSE17 STSE18 Unit Test

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LESSON PLAN OUTLINE

Unit: Metabolic ProcessesTitle of Lesson: Cellular Respiration— The Electron Transport Chain

Big Ideas: All metabolic processes involve chemical changes and energy conversions

Materials Projector Screen Internet Connectivity to access Youtube

http://www.youtube.com/watch?v=3rO26W1xG9U Paper Models and Cutouts

Ministry ExpectationsA1 demonstrate scientific investigation skillsA1.1 Formulate relevant scientific questions about observed relationships, ideas, problems, make informed predictions and formulate educated hypothesesA1.12 use appropriate numeric, symbolic and graphic modes of representationC2 Investigate the products of metabolic processes such as cellular respiration and photosynthesisC1.2 Assess the relevance to their personal lives and to the community, of an understanding of cell biology and related technologiesC2.1 Use appropriate terminology related to metabolism including electron transport chain, ATP synthase, oxidative phosphorylation, chemiosmosis, proton pumpC3.1 Explain the chemical changes and energy conversions associated with the processes of aerobic and anaerobic cellular respirationC3.4 Describe, compare and illustrate (eg. using flow charts) the matter and energy transformations that occur during the process of cellular respiration

Appendix A1. Case Study Handout and Answers A2. Group Investigation Handout A3. Group Investigation: Sequencing the ETC A4. Teacher Notes A5. Board Notes A6. Student Handout A7. Student Handout Answers A8. YouTube Video Handout A9. YouTube Video Answers

Student Learning Goals Understand the structure and function of the various

protein complexes within the ETC Understand how electrons from NADH and FADH2

travel down the chain Explain the importance of creating an electrochemical

gradient for the purpose synthesizing ATP via ATP synthase

Understand the properties of Oxygen that make it the terminal electron acceptor within the chain

Quantify the number of ATP that is created for one molecule of glucose and identify where all of the ATP come from within the different parts of cellular respiration

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Prior KnowledgeGrade 8 Science3.2 Identify structures and organelles including the nucleus, mitochondria, vacuole, chloroplast

SNC1DB3.2 Describe the complementary processes of cellular respiration and photosynthesis with respect to the

flow of energy and the cycling of matter within ecosystems

SNC2DC3.2 explain, using the law of conservation of mass and atomic theory, the rationale for balancing chemical

equationsC3.4 Write word equations and balanced chemical equations for simple chemical reactions

SBI3UB3.2 Compare and contrast the structure and function of different types of prokaryotes (metabolism,

organelles)E3.2 Explain the anatomy of the digestive system and the importance of digestion in providing nutrients

needed for energy and growthF3.4 Describe the various factors that affect plant growth (sunlight, water, minerals)

T/L Strategies Rationale Assessment

Befo

re: M

inds

On

(20

min

s)

Students will be given a case study handout and will do a Think Pair Share activity with respect to the case study questions

5 minutes time is allotted to read and analyze the case study questions

5 minutes to give students time to share a small selection of their answers with the class

10 minutes will then be given for the class to summarize the reactants and the products of cellular respiration thus far on the board (including glycolysis, pyruvate oxidation and the Krebs cycle)

The case study will be used to assess understanding of the Krebs Cycle by predicting what would occur to the cell if something went wrong with the Krebs Cycle

Students will have time to collect their thoughts and discuss with their partners before discussing their ideas to the class

Gives context for social awareness with regards to potentially toxic chemical compounds

The summary of the energetic products will help to reinforce the chemical quantities involved and bring the class to the same level in preparation for understanding the electron transport chain

The verbal responses for the case study will serve as informal assessment of understanding for the processes occurring during the Krebs Cycle

The summary chart will provide on the spot assessment for knowledge of the amounts of chemical products formed

5

Durin

g: A

ction

(40

min

s) Students will perform an

investigation type activity in small groups (assigned on ability and needs to ensure an even mix)

Each group will be given 2 plastic bags that contain little sheets of paper

One bag will contain small concept blurbs regarding the ETC

The other bag will contain a list of steps of the ETC which the groups will be asked to sequence in correct order

The teacher will walk around the class facilitating learning, asking probing questions, helping to clarify misconceptions, and to keep students focused and on track

After all groups have completed the arranging task correctly or after 20 minutes, the teacher will collect the sequenced sheets for assessment and then use paper models and cut outs to illustrate the ETC in full on the board

Students will be encouraged to help place the paper models in the correct arrangement

Teacher will emphasize the quantity of ATP produced per NADH, FADH2

The investigation activity will give a chance for students to actively explore the topic of ETC without having any previous knowledge

The concept blurbs will contain broad definitions and the appropriate vocabulary relating to the ETC

Small group settings allow for collaboration and to give more perspectives from different students

The paper models will provide visual, kinesthetic and auditory modes of learning for students

Allow teacher time to interact with students, differentiate and assess for learning

Allow teacher to identify and challenge student misconceptions

The teacher will review the collected sheets of paper for a preliminary diagnostic of the ETC and go into greater detail for any apparent areas of immediate difficulty

The teacher will ask students “why” they are organizing their steps in that specific order

After

: Con

solid

ation

(15

min

s)

Teacher will play the Youtube video (more than once if necessary) regarding the ETC as well as giving the students the handout to fill out while it is being watched

Teacher will then ask the students to brainstorm a comparison chart on the board regarding the differences prokaryotes and eukaryotes, leading to an emphasis on the lack of mitochondria and how that affects their metabolism

The video will provide another perspective of the ETC in a visually impressive way to engage students

The comparison chart will be used to emphasize the evolutionary impact of eukaryotes and prokaryotes comparing the magnitude of energy absorption from nutrients

The brainstorming activity will allow the teacher to gauge how much students recall about pro/eukaryotes and the importance of mitochondria with respect to cellular respiration

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Nex

t Ste

ps Students will be asked to draw a flowchart on a single 8.5 x 11’ piece of paper illustrating all of

the chemical transformations starting from glucose ending in ATP and the specific quantities in each of those transformations during glycolysis, Krebs cycle and ETC to be handed in as their ticket in to class.

The flowchart will give an overall summary of cellular respiration, reinforcing the topics covered from earlier lessons and consolidating the new information from the ETC into a handy review sheet for the test

Announcement of the next day’s topic - Reminders of labs, quizzes, tests

- Concept Practice (e.g., homework)

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A1. Minds On—Compound 1080: “The poison that keeps on killing”

Compound 1080 is a notoriously effective compound used to kill rodents. The poison comes from the fluoroacetate that it contains. The name is derived from the catalogue number of the poison from which has become its brand name. When ingested and metabolized by the body, fluoroacetate is modified into fluorocitric acid which is known to inhibit the activity of one of the enzyme catalyzed reactions within the Krebs cycle resulting in an accumulation of citrate within the cell. It is known to be highly toxic to both mammals and insects while having little impact on amphibians and fish. Fortunately, compound 1080 does not last very long in the environment because it is highly water soluble and will be diluted by rain or stream water to non lethal concentrations very quickly. The production of Compound 1080 has declined throughout the years as more countries have begun to ban its use. There are currently very few effective antidotes for severe poisoning due to fluoroacetate.

1) If compound 1080 was so effective at killing rodents, why was it banned from commercial use?

2) Why is an accumulation of citrate dangerous for the cell?

3) Which metabolic compounds would see a decrease in production within the Krebs Cycle?

4) Does cellular respiration stop completely when compound 1080 is ingested?

Answers:

1) It was found to be just as dangerous towards rodents as it was for other mammals such as humans as well as many insect species.

2) If the cell were not able to metabolize citrate into isocitrate, the Krebs cycle would no longer be able to continue and not enough energy would be harvested for the cell to survive.

3) Without the Krebs cycle, ATP, FADH2 and NADH would see a decrease in production.4) Glycolysis will continue to occur however both the Kreb’s cycle (the point where compound

1080 acts on) and the last part of cellular respiration which is the electron transport chain will no longer be functioning.

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A2. Introductory Group Investigation on Electron Transportation

Instructions for teachers: In this activity, students will use the given information regarding the ETC to sequence the events of the process. Students should work in groups (4-6 students) in order to complete the activity. Teachers should facilitate learning and point out misconceptions to guide the students in the activity. The general information can be given as a handout and the sequencing activity should be cut out (note that the numbers should be removed in the sequencing activity). This activity should take 20 minutes to complete.

General information:

Summary—The purpose the ETC is to transfer high energy electrons from NADH and FADH2 through different protein complexes. During this process, some of the energy of the electrons is used to pump protons out into the inter mitochondrial membrane space

Electrochemical gradients—Protons or H+ are pumped out into the intermembrane space to create a gradient that is both chemical due to the concentration difference and electrical due to the charge difference. This produces an energy difference that can be used to do work

Oxidative phosphorylation—ATP synthase uses the energy from the proton gradient to catalyze the synthesis of ATP from ADP and inorganic phosphate.

Oxygen is highly electronegative so it wants to accept electrons making it a very good oxidizing agent. This is why oxygen is the terminal electron acceptor and is reduced along with 2 protons to produce a molecule of water

Mobile electron carriers—ubiquinone and Cytochrome C act as electron carriers. They can move and transport electrons to and from the protein complexes

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A3. Sequencing activity to be cut out by teacher

1 NADH donates 2 electrons to NADH dehydrogenase aka complex 1. Complex 1 pumps protons out into the inner mitochondrial space.

2 Complex 1 transfers its electrons to ubiquinone (Q) which transports the electrons to complex 3

3 FADH2 donates 2 electrons to succinate dehydrogenase aka complex 2.4 Complex 2 also transfers its electrons to Q which transports the electrons to

complex 35 Complex 3 accepts the electrons from Q and pumps protons across into the

inner membrane space6 Cytochrome C transports these electrons one by one to complex 47 Complex 4 receives these electrons and pumps protons into the

innermembrane space8 Complex 4 donates these electrons to oxygen which combine with 2 protons

to produce water9 ATP synthase pumps protons down its concentration gradient back into the

mitochondrial matrix 10 This energy is used to catalyze the reaction between ADP and inorganic

phosphate (Pi) to produce ATP

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A4. The Electron Transport Chain—Teacher Notes

The electron transport chain puts the electrons released by the oxidation of glucose to work driving proton-pumping channels. The final acceptor of the electrons released from pyruvate is oxygen, which is reduced to form water.

The molecules of NADH and FADH2 formed during glycolysis and the citric acid cycle each contain a pair of electrons gained when NAD+ was reduced to NADH, and FAD+ was reduced to FADH2. The NADH molecules take their electrons to the membrane, where they are transferred to an intrinsic protein complex called NADH dehydrogenase. FADH2 is attached to the inner mitochondrial membrane. The electrons from NADH are passed from NADH dehydrogenase to a series of intrinsic proteins called cytochromes and other carrier molecules, where their energy is used to drive three transmembrane proton pumps. This series of electron carriers is the electron transport chain. The electrons from FADH2 enter the electron transport chain after those from NADH, and only activate two proton pumps. Thus, oxidation of one molecule of NADH yields three ATP, while oxidation of one molecule of FADH2 yields only two ATP.

The final step of the electron transport chain, the cytochrome c oxidase complex, uses four electrons to reduce a molecule of oxygen gas to water. The reaction is:

O2+4H++4 e−→2H2O

Since oxygen is the final acceptor of electrons in the electron transport chain, a lack of oxygen halts the entire process. When this occurs, each acceptor molecule in the chain is stuck with its electrons until there is more oxygen available. Since most aerobic organisms cannot survive on the ATP produced by the preceding steps alone, lack of oxygen causes death. Some poisons, such as cyanide, also halt the electron transport chain, by binding to a cytochrome, inhibiting it from passing its electrons on to oxygen.

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A5. Board Notes

Minds On: (can be done as a handout)

Glycolysis Pyruvate Oxidation Krebs CycleLocation Cytoplasm Mitochondrial matrix Mitochondrial matrix

and inner membraneReactants Glucose

2 ATP2 NAD+

4 ADP2 Pi

2 pyruvate2 NAD+

2 CoA

2 acetyl-CoA2 oxaloacetate6 NAD+

2 ADP2 Pi

2 FADProducts 2 pyruvate

4 ATP2 NADH2 H+

2 ADP

2 acetyl-CoA2 NADH2 H+

2 CO2

2 CoA4 CO2

2 oxaloacetate6 NADH6 H+

2 FADH2

2 ATPATP required 2 None NoneATP produced 4 None 2Net ATP produced 2 None 2

Action:

Instructions: Teacher will guide the students through the process of ETC using the model provided (the model can be remade, laminated, and placed on the board). The model visually shows the movement of electrons through the chain and the proton gradient that is created.

Consolidation:

After the video, brainstorm differences between prokaryotes and eukaryotes with respect to cellular respiration. One possible solution for the differences is shown below:

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Prokaryotes Eukaryotes

No Mitochondria Mitochondria Present

Glycolysis Occurs: 2 Net ATP Glycolysis Occurs: 2 net ATP

No Krebs Cycle Krebs Cycle: 2 Net ATP

No ETC ETC: 32 Net ATP

Total: 2 ATP produced Total: 36 ATP produced

Home Fun:

Complete the summary table to track the energy and quantity of energy throughout cellular respiration.

Glycolysis Pyruvate Oxidation

Krebs Cycle Electron transport and chemiosmosis

Location Cytoplasm Mitochondrial matrix

Mitochondrial matrix and inner membrane

Inner mitochondrial membrane and intermembrane space

Reactants Glucose2 ATP2 NAD+

4 ADP2 Pi

2 pyruvate2 NAD+

2 CoA

2 acetyl-CoA2 oxaloacetate6 NAD+

2 ADP2 Pi

2 FAD

6 NADH (Krebs cycle)2 NADH (pyruvate oxidation)2 FADH2 (Krebs)2 FADH2 (from 2 cytosolic NADH)32 ADP32 Pi

6 O2

12 H+

Products 2 pyruvate4 ATP2 NADH2 H+

2 ADP

2 acetyl-CoA2 NADH2 H+

2 CO2

2 CoA4 CO2

2 oxaloacetate6 NADH6 H+

2 FADH2

2 ATP

8 NAD+

4 FAD+

24 H+

32 ATP6 H2O

ATP required 2 None None NoneATP produced

4 None 2 32

Net ATP produced

2 None 2 32

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Possible Answer of Flowchart:

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A6. Stage 4: The Electron Transport Chain and Chemiosmosis—Student Handout

Location: Membrane proteins between the matrix and intermembrane space. Purpose: To release the energy stored in NADH and FADH2 and use it to make ATP. Major Reactants:

1) NADH2) FADH2

3) O2

Major Products: 1) ATP2) H2O

The ETC produces the most ATP of the 4 stages. Each NADH is oxidized and the energy from its electrons is used to pump _______ions from the

matrix to the intermembrane space. Each FADH2 is oxidized and the energy from its electrons is used to pump ________ions from

the matrix to the intermembrane space. The electrons from NADH and FADH2 are passed from protein to protein until they arrive at the

final electron acceptor ____________, this final acceptor then combines with 2 H+ ions to make ______________.

As H+ is pumped into the intermembrane space a charge separation across the inner membrane and the matrix occurs. The energy generated by this charge separation is called a _____________ ______________ __________________. This energy is used to drive the enzyme ATP synthase. The __________diffuse through this enzyme and for each H+ that diffuses back into the matrix 1 _________is produced.

The process of ________________ is responsible for the protons diffusing back into the matrix. This is the driving force for oxidative phosphorylation.

NOTE: the mitochondrial membrane is permeable to H+, therefore some protons leak out of the intermembrane space and back into the matrix without going through the ATP synthase enzyme…thus…there is not a direct relationship between the number of H+ pumped across the membrane and the number of ATP produced.

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How many ATP are produced from FADH2 and NADH?

Each NADH is responsible for the production of 3 ATP Each FADH2 is responsible for the production of 2 ATP since it bypasses the first complex. However, NADH from glycolysis is first converted to FADH2 thus only producing 2 ATP.

Theoretically, in total, each glucose molecule is responsible for the production of 36 ATP. However, since the process is not perfect, only 32 ATP are produced.

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A7. Stage 4: The Electron Transport Chain and Chemiosmosis—Answer Key

Location: Membrane proteins between the matrix and intermembrane space. Purpose: To release the energy stored in NADH and FADH2 and use it to make ATP. Major Reactants:

4) NADH5) FADH2

6) O2

Major Products: 3) ATP4) H2O

The ETC produces the most ATP of the 4 stages. Each NADH is oxidized and the energy from its electrons is used to pump hydrogen ions from

the matrix to the intermembrane space. Each FADH2 is oxidized and the energy from its electrons is used to pump hydrogen ions from

the matrix to the intermembrane space. The electrons from NADH and FADH2 are passed from protein to protein until they arrive at the

final electron acceptor oxygen gas, this final acceptor then combines with 2 H+ ions to make water.

As H+ is pumped into the intermembrane space a charge separation across the inner membrane and the matrix occurs. The energy generated by this charge separation is called a electrochemical gradient. This energy is used to drive the enzyme ATP synthase. The hydrogen diffuse through this enzyme and for each H+ that diffuses back into the matrix 1 ATP is produced.

The process of chemiosmosis is responsible for the protons diffusing back into the matrix. This is the driving force for oxidative phosphorylation.

NOTE: the mitochondrial membrane is permeable to H+, therefore some protons leak out of the intermembrane space and back into the matrix without going through the ATP synthase enzyme…thus…there is not a direct relationship between the number of H+ pumped across the membrane and the number of ATP produced.

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A8. Electron Transport Chain Consolidation Youtube Video

This process occurs across the ___________ and ____________. _____ and ____ have

been reduced in the previous reactions in the citric acid cycle. This is the last step

producing ______ and ____. NADH reduces complex I with 2 ______ and 2 electrons.

Two protons are shuttled from the matrix to the intermembrane space.

______________ carries protons and electrons to the next complex. _____ reduces

complex II. The four electrons are transferred to complex IV by _____________ one by

one. For every electron received by complex IV, ______ proton is shuttled to the

intermembrane space. The four electrons then combine to help form two ______

molecules. The proton gradient that is set is used to help make ______. For every

______ protons pumped back into the matrix, one ATP is produced from _____ and

____________________. The rotation of the ATP synthase protein drives this

_________ reaction.

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A9. Electron Transport Chain Consolidation Youtube Video—Answers

This process occurs across the inner membrane and mitochondria. NADH and FADH have been

reduced in the previous reactions in the citric acid cycle. This is the last step producing water

and ATP. NADH reduces complex I with 2 protons and 2 electrons. Two protons are shuttled

from the matrix to the intermembrane space. Ubiquinone carries protons and electrons to the

next complex. FADH reduces complex II. The four electrons are transferred to complex IV by

cytochrome C one by one. For every electron received by complex IV, one proton is shuttled to

the intermembrane space. The four electrons then combine to help form two water molecules.

The proton gradient that is set is used to help make ATP. For every three protons pumped back

into the matrix, one ATP is produced from ADP and inorganic phosphate. The rotation of the

ATP synthase protein drives this catalytic reaction.

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