In the first part of this activity, students learn how to use the floating leaf disk method to measure the rate of net photosynthesis (i.e. the rate of photosynthesis minus the rate of cellular respiration). They use this method to show that net photosynthesis occurs in leaf disks in a solution of sodium bicarbonate, but not in water. Questions guide students in reviewing the relevant biology and analyzing and interpreting their results. In the second part of this activity, student groups develop hypotheses about factors that influence the rate of net photosynthesis, and then each student group designs and carries out an investigation to test the effects of one of these factors. (NGSS)
This analysis and discussion activity helps students to understand the relationships between food, cellular respiration, energy, physical activity, and changes in body weight. At the end of the activity, each student asks and researches an additional question using recommended reliable internet sources. (NGSS)
These Teacher Notes summarize basic concepts and information related to energy, ATP, cellular respiration, and photosynthesis. These Teacher Notes also review common misconceptions and suggest a sequence of learning activities designed to develop student understanding of important concepts and overcome any misconceptions.
The protons then move down the concentration gradient from the space between the inner and outer membranes back into the matrix. However, they can only move back across via an enzyme embedded in the inner membrane. This enzyme is called ATP synthase. The protons are transported back into the matrix through the channels of ATP synthase and as they do so they release energy. This energy is then used by ATP synthase to convert ADP into ATP. Since the electrons come from previous oxidation reactions of cell respiration and the ATP synthase catalyses the phosphorylation of ADP into ATP, this process is called oxidative phosphorylation. Chemiosmosis is necessary for oxidative phosphorylation to work.
This analysis and discussion activity introduces students to the basic principles of how biological organisms use energy. The focus is on understanding the roles of ATP and cellular respiration. In addition, students apply the principles of conservation of energy and conservation of matter to avoid common errors and correct common misconceptions. (NGSS)
Oxygen is important for cell respiration as at the end of the electron transport chain, the electrons are donated to oxygen. This occurs in the matrix at the surface of the inner membrane. At the same time oxygen binds with hydrogen ions and forms water.
If there is no oxygen then electrons can no longer pass through the electron transport chain and NADH + H+ can no longer be reconverted into NAD+. Eventually NAD+ in the mitochondrion runs out and therefore the link reaction and Krebs cycle no longer take place.
Theprocesses of photosynthesis and respiration take in and release the gasses CO2and O2.Duringphotosynthesis, cells take in release .During respiration, cells take in and release
In this minds-on activity, students analyze the relationships between photosynthesis, cellular respiration, and the production and use of ATP. Students learn that sugar molecules produced by photosynthesis are used for cellular respiration and for the synthesis of other organic molecules. Thus, photosynthesis contributes to plant metabolism and growth. The optional final section challenges students to explain observed changes in biomass for plants growing in the light vs. dark. (NGSS)
Glycolysis can take place without oxygen. This forms the anaerobic part of cell respiration and therefore is called anaerobic cell respiration. However, the pyruvate produced from glycolysis cannot be oxidised further without the presence of oxygen. The oxidisation of the pyruvate forms part of the aerobic respiration and therefore is called aerobic cell respiration. Aerobic respiration occurs in the mitochondria of cells. The first reaction to take place is the link reaction.
Students learn how organic molecules move and are transformed in ecosystems as a result of the trophic relationships in food webs, photosynthesis, cellular respiration, and biosynthesis. This provides the basis for understanding carbon cycles and energy flow through ecosystems. In the final section, students use these concepts and quantitative reasoning to understand trophic pyramids. (NGSS)
The questions in this activity help students to understand the effects of consuming sports drinks and when and how the consumption of sports drinks can be beneficial or harmful. This activity provides the opportunity to review some basic concepts related to osmosis, cellular respiration, mammalian temperature regulation, and how our different body systems cooperate to maintain homeostasis.
Thanks for the great resources. I didn't realize before I started to use the photosynthesis and respiration minds-on activities that these lessons were designed for classrooms with limited internet access, and I wanted to add my two-cents about that. I do have regular internet access in a computer lab or with a laptop cart, and most students now have a mobile device that they can share with others. Web activities and quests are great, but I find that with these minds-on activities (I like that term a lot), my students are more likely to read carefully, study diagrams, refer to previous lessons, and are overall more engaged than if they were using screen time to accomplish similar learning tasks. I use these activities using a POGIL style approach, and my students have a much deeper understanding of these difficult topics - and they enjoy the opportunity to work on them together. I would encourage more teachers who are concerned about students obtaining a deep understanding of biological topics to steer clear of flashier web based applications and make some of these resources work for their classrooms (thank you for publishing the resources in Word so it is easier to do this). I wish I had found them years ago!