Energy Transformation — Photosynthesis

and Cellular Respiration 4 hours and 6 mins

Introduction/Review 5 mins
0 REMIXES
Review with the class that oxidation-reduction (redox) reaction that involves electrons passing from one
molecule to another. Oxidation (also splitting) is the loss of electrons while reduction is the gain of electrons.
You can show this picture to your students and try to ask questions so that you can generate critical thinking
skills from them. To help them visualize the concept, a diagram of redox reaction is also shown below. Ask
your students which organisms (in the picture below) photosynthesize and which respire (take note that plants
both photosynthesize and respire at the same time). Then show the equation of redox reaction after your
students have given their responses. You may also ask examples of oxidation reaction (e.g., browning of
peeled potato, banana, and eggplant). For redox reactions, examples are rusting of iron, burning of combustible
material (e.g., wood, coal, etc.)

NOTE: Energy transformation (e.g., photosynthesis and cellular respiration) is one of the difficult topics in
biology. To capture the general picture of the topic, students have to be encouraged to read and re-read the key
concept, write and re-write, outline and re-outline, draw and re-draw, and recite orally if they want the ideas to
sink in their minds. Patience and steadfastness are important values that should be included as they study this
concept.
 NOTE TO THE ILLUSTRATOR: For the purpose of localization and contextualization, please draw a
similar picture/diagram above illustrating the Philippine Tamaraw.

Courtesy: Mader, Sylvia S. (2010). Biology 10th Edition. USA: McGraw-Hill (Retrieved July 20, 2015).

Countless chemical reactions are occurring in cells to do essential life functions with the help of ATP as the
energy currency of the cells. Ask your students what are the tasks of ATP. The following are the answers:

1. Chemical work: ATP is used for building macromolecules

2. Transport work: ATP is used for transporting ions membranes
3. Mechanical work: ATP is used for mechanical processes such as muscle contraction, cilia movement

For additional information, tell the class that ATP is also involved in rigor mortis — a temporary stiffness of
the body that happens soon after the death of a person.
TIP
Motivation/Instruction 1 mins
0 REMIXES
Post these two questions on the board. Ask the students to identify the process involved in each question so
that food is manufactured and energy is released.

1. How do plants harness light energy to manufacture food?

2. How do living organisms harness energy from food?

Then show to them the overall equation for each process as follows:

1. Chemical reactions for photosynthesis:

6 CO2 + 6 H20 + sunlight ? C6H12O6 + 6 O2

o Which groups go in?
o Which groups come out?
2. Chemical reactions for cellular respiration:

C6H12O6 + 6 O2 + about 38 molecules of ADP ? 6 CO2 + 6 H20 + about 38 molecules of ATP

o Which groups go in?
o Which groups are released?

TIP

Instruction/Delivery 120 mins

0 REMIXES
Activity 1: Overview of Photosynthesis and Cellular Respiration

Materials needed: Pictures of stages of photosynthesis and cellular respiration, LCD (if available), markers,
Manila paper(s), white cartolina, any updated general biology book(s), Internet (if available).

Procedure:

1. You can re-draw these pictures of photosynthesis and cellular respiration in Manila paper if LCD is
not available. You can also go to computer/printing shop and make these pictures into tarpaulin for
longer use.
 2. Group your students into triad according to their learning skills. Give each member a task to do in
order to promote mutual cooperation among them.
3. Give them questions to answer for discussions. Tell them to prepare and bring out their Manila paper
and markers.
4. Have them report to the class.

Picture 1: Overview of Photosynthesis

Courtesy: Mader, Sylvia S. (2010). Biology 10th Edition. USA: McGraw-Hill (Retrieved July 20, 2015).

Picture 2: Overview of Photosynthesis

Courtesy: Solomon, Eldra P. et al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved July
20, 2015).

Picture 3: Overview of the Stages of the Calvin Cycle in Photosynthesis

Courtesy: Mader, Sylvia S. (2010). Biology 10th Edition. USA: McGraw-Hill (Retrieved July 20, 2015).

Picture 4:Overview of Glucose Breakdown

Courtesy: Mader, Sylvia S. (2010). Biology 10th Edition. USA: McGraw-Hill (Retrieved July 20, 2015).
 Picture 5: Overview of ATP Yield per Glucose Molecule

Courtesy: Mader, Sylvia S. (2010). Biology 10th Edition. USA: McGraw-Hill (Retrieved July 20, 2015).

NOTE: For picture number 5, familiarize your students with the events of cellular respiration. One event of
redox reaction occurs in the cytoplasm. The other two events occur in the mitochondrion with its
corresponding ATP molecules produced and the participation of NADH and FADH2.
Processing Questions:

1. What are the two kinds of reactions in photosynthesis? (Please see pictures 1 and 2.)
2. What are the basic stages of the Calvin cycle? (Please see picture 3.)
3. What are the reactants and products of photosynthesis? (Please see pictures 1 and 2.)
4. In which part of the cell glycolysis happens? What about the citric acid cycle and electron transport
chain? (Please see pictures 4 and 5.)
5. How many metabolic pathways are there in cellular aerobic respiration? In anaerobic respiration?
(Please see pictures 4 and 5.)
6. What are the reactants and products of cellular respiration? (Please see pictures 4 and 5)
7. About how many ATP molecules does a cell obtain from the breakdown of one molecule of glucose in
cellular respiration? (Please see pictures 4 and 5.)
8. Given the glucose, carbon dioxide and water, which one(s) is/are called high-energy molecule and
which one(s) is/are called low-energy molecule?

Suggested answers:

1. Light-dependent reaction and light-independent reaction (also known as Calvin cycle reaction or carbon
fixation reaction).

2. The basic stages of Calvin cycle reaction are: carbon dioxide fixation, carbon dioxide reduction, RuBP
regeneration.

3. Reactants: carbon dioxide and water; products: carbohydrates and oxygen

4. Glycolysis happens in the cytoplasm of the cell; citric acid cycle (Krebs cycle) and ETC are in the
mitochondrion of the eukaryotic cell.

5. In cellular aerobic respiration: three; in anaerobic respiration: one

6. Reactants: carbohydrates, oxygen, and about 38 ADP molecules; products: carbon dioxide, water and about
38 ATP molecules

7. About 36 to 38 ATP molecules (NOTE: This number is just a ratio. Some biology authors say there are 30,
32 or 34 ATP molecules produced depending on the shuttle used to transport the electrons and on the kind of
species.)

8. High-energy molecules: glucose; low-energy molecules: carbon dioxide and water

Activity 2: Major Events and Features of Photosynthesis

 Materials needed: Individual paper and ball pen, any updated biology book(s), Internet (if available).

Procedure:

1. Fill-in the two tables below for the major events and features of photosynthesis and cellular respiration,
respectively.

2. The option tables are given for you to answer the needed materials and end products of photosynthesis and
cellular respiration.
Reaction Series Needed MaterialsEnd Products
 Light-dependent reactions (takes place in the thylakoid membrane.) a. a.
o Photochemical reactions
o Electron transport b. b.
o Chemiosmosis
 Carbon fixation reactions (takes place in stroma.) c. c.

2. 2.

Option Table
Light energy; pigments
Electrons NADPH, O2 ATP
(chlorophyll)
Electrons, NADP+, H2O, Proton gradient, ADP + Carbohydrates, ADP + Ribulose bisphosphate, CO2, ATP,
electron acceptors P, ATP synthase P, NADP+ NADPH, necessary enzymes

Major Events and Features of Cellular Respiration

Stage Starting MaterialsEnd Products
1. Glycolysis (in cytosol)
2. Preparatory reaction
3. Citric acid cycle
4.Electron transport and chemiosmosis

Option Table
NADH, FADH2, O2, Glucose, ATP, NAD+, Pyruvate, Coenzyme A,
Pyruvate, ATP, NADH
ADP Pi ADP Pi NAD+
Acetyl CoA, H2O, NAD+, FAD, Acetyl CoA, CO2, CO2, NADH, FADH2,
ATP, H2O, NAD+, FAD
ADP Pi NADH ATP

Suggested answers:

Major Events and Features of Photosynthesis

Reaction Series Needed Materials End Products
a. Light-energy; pigments (chlorophyll) a. Electrons
1.Light-dependent reactions (takes place in b. Electrons, NADP+, H2O, electron
b. NADPH, O2
the thylakoid membrane.) acceptors
a. Photochemical reactions
b. Electron transport c. Proton gradient, ADP + P, ATP
c. ATP
synthase
d. Chemiosmosis
2.Carbon fixation reactions (takes place in 2. Ribulose bisphosphate, CO2, ATP, 2. Carbohydrates, ADP +
stroma.) NADPH, necessary enzymes P, NADP+

Major Events and Features of Cellular Respiration

Stage Starting Materials End Products
1. Glycolysis (in cytosol) Glucose, ATP, NAD+, ADP Pi Pyruvate, ATP, NADH
2. Preparatory reaction Pyruvate, Coenzyme A, NAD+ Acetyl CoA, CO2, NADH
3. Citric acid cycle Acetyl CoA, H2O, NAD+, FAD, ADP PiCO2, NADH, FADH2, ATP
4. Electron transport and chemiosmosisNADH, FADH2, O2, ADP Pi ATP, H2O, NAD+, FAD

Activity 3: Gaseous Products of Photosynthesis

NOTE: If there is enough time and the materials are available, let the class do this activity.

Materials needed: 1000 mL beaker, 3 grams of sodium bicarbonate, Hydrilla or Elodea, funnel, test tube.

Procedure:

1. Half-fill a 1000 mL beaker with tap water.

2. Add 3 grams of sodium bicarbonate.

3. Place Hydrilla or Elodea in the bottom of the beaker.

4. Put a funnel over the plant.

5. Fill the test tube with water up to the brim. Secure the mouth of the test tube with your thumb. Invert the
tube and place it on top of the funnel.

6. Place the beaker under direct sunlight. Count the bubbles that appear in the test tube after 30, 60, 90, 120,
150, 180, and 210 seconds.

7. After several minutes, slowly remove the test tube from the funnel. Place your thumb over its mouth. Turn
the tube right up and insert a glowing match to test the presence of the oxygen in the tube.

Adapted from: Science and Technology II for the Modern World. (2003). Makati City: Diwa Scholastic Press,
Inc.
TIP
 Enrichment 30 mins
0 REMIXES
Directions: Show the basic similarity and differences between photosynthesis and cellular respiration. The
options are provided for in the other table below.

PART I: Photosynthesis and Cellular Respiration

PhotosynthesisCellular Respiration
 Raw materials
 End products
 Electron transfer compound
 Location of electron transport chain 
 Organelle involved
 ATP production
 Source of electron for ETC
 Type of metabolic reaction
 Terminal electron acceptor for electron transport chain

Option Table
O2 Anabolism
Glucose, oxygen Carbon dioxide, water
NADP+ is turned to NADPH NAD+ is turned to NADH+
Phosphorylation and oxidative phosphorylationMitochondrial inner membrane (cristae)
Chloroplast Mitochondrion
Photophosphorylation Thylakoid membrane
In noncyclic electron transport :H2O Immediate source: NADH and FADH2
Glucose, oxygen Catabolism
In noncyclic electron transport: NADP+ Carbon dioxide, water

Suggested answers:
Photosynthesis Cellular Respiration
1.Raw materials Carbon dioxide, water Glucose, oxygen
2.End products Glucose, oxygen Carbon dioxide, water
 3.Electron transfer
NADP+ is turned to NADPH NAD+ is turned to NADH+
compound
4.Location of electron Mitochondrial inner membrane
Thylakoid membrane
transport chain (cristae)
5.Organelle involved Chloroplast Mitochondrion
Phosphorylation and oxidative
6.ATP production Photophosphorylation
phosphorylation
In noncyclic electron transport :H2O (undergoes
7.Source of electron for Immediate source: NADH and
photolysis to yield electrons, protons, and
ETC FADH2, Ultimate source: glucose
oxygen)
8.Type of metabolic
Anabolism Catabolism
reaction
9.Terminal electron
In noncyclic electron transport: NADP+ (becomes O2 (becomes reduced to form
acceptor for electron
reduced to form NADPH) H2O)
transport chain

Connecting the Concepts with the Biological Systems

 Chloroplasts and mitochondria play a significant role in metabolism and their enzyme-requiring pathways
permit a flow of energy through all living things.
 The energy transformations that take place in these organelles result in a loss of energy in the form of heat.
Therefore, all organisms are in need of a constant supply of energy, which they get from their food.
 Food is ultimately produced by plants, which have the ability to capture solar energy. Photosynthesizing
organisms form the basis of most food chains on Earth.

Adapted from: Mader, Sylvia S. (2011). Biology 11th Edition. USA: McGraw-Hill
TIP

Evaluation 90 mins
0 REMIXES
Directions: Summarize the similarity of the two organelles as they carry out opposite processes.

PART II: Revisit of Energy Organelles

SET A: Revisit of Energy Organelles

Structure ChloroplastMitochondrion
 Use of Membrane 
 Electron Transport Chain
 Enzyme

SET B: Photosynthesis versus Cellular Respiration

 Directions: Using the following descriptions for photosynthesis and cellular respiration below, bring out your
long bond paper or Oslo paper, pencil, ruler, ball pen and coloring materials. Show an illustration/diagram
comparing the structure and function of chloroplasts and mitochondria. Label the parts of the organelles. The
suggested rubric for the drawing is given below.

In Photosynthesis:

 Water is oxidized and oxygen is released.

 Has electron transport chain located within the grana of chloroplasts, where ATP is produced by
chemiosmosis.
 Has enzyme-catalyzed reactions within the semi-fluid interior.
 Carbon dioxide is reduced to a carbohydrate.

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.

Rubric for the Drawing

Standard Excellent (7 points) Good (5 points) Fair (3 points)
Shows exceptional artistic and Shows generally acceptable
Contrast and Shows generally vague color
skillful color contrast; and artistic and skillful color
intensity of contrasts; and indiscernible
meaningful color contrasts; and meaningful color
drawing sense of color concentration.
concentration. concentration.
Color mix is exceptionally
Blending of Color mix is generally creative, Color mix needs
creative, appropriate and
colors appropriate and meaningful. improvement.
meaningful.
Neatness Completely free from mess. Almost free from mess. Messy.

PART III: Construction of a Concept Map

Directions: Group the class into triad. Make each group construct a concept map to help them develop their
understanding of photosynthesis and cellular respiration. Suggested rubric is given below.
 Rubric for the Concept Map
Excellent Good Fair
Standard
(10 points) (7 points) (4 points)
Information is complete and Information is mostly Information is mostly
Content knowledge
accurate. complete and accurate. incomplete and inaccurate.
Originality in Exceptionally well-organized Generally well-organized
Fairly understandable.
organization of ideas and understandable. and understandable.
Neatness Completely free from mess. Almost free from mess. Messy.

PART IV: Sequence in Aerobic Respiration

Directions: Arrange the following to get the right energy flow sequence in aerobic respiration.
NADHElectron Transport ChainGlucoseATP

Suggested answers:

1. Glucose 2. NADH 3. Electron Transport Chain 4. ATP

Directions: Identify the following statements as photosynthesis or cellular respiration.

_______________1. Energy-releasing pathways

_______________2. Energy-acquiring pathways

Suggested answers:

1. Cellular respiration
2. Photosynthesis
Energy Transformation — Cellular
Respiration 8 hours and 20 mins

Introduction 10 mins
0 REMIXES
Communicate to the class the learning competencies. Then go over the lesson on reactants and products of
cellular respiration.

You may ask your students the following questions:

1. How many molecules of ADP as reactant are needed to produce about 38 molecules of ATP for
eukaryotic organisms?
2. Which groups in the cellular respiration equation go in?
3. Which groups are released?

Suggested answers:

1. About 36 to 38 ADP molecules (NOTE: This number is just a ratio. Some biology authors say there are 30,
32 or 34 ADP (or ATP) molecules depending on the shuttle used to transport the electrons and on the kind of
species).

2. Groups that go in: carbohydrate and molecular oxygen.

3. Groups that are released: carbon dioxide, water and energy (ATP).

NOTE: Cellular respiration is one of the difficult topics in biology. To capture the general picture of the topic,
students have to be encouraged to read and re-read the key concepts, write and re-write, outline and re-outline,
draw and re-draw, and to recite orally if they want the ideas to sink in their minds. Patience and steadfastness
are important values that should be included as they study this concept.
TIP
Motivation 20 mins
0 REMIXES
Post a color picture of a group of students eating in the school canteen. To establish healthy academic
atmosphere and camaraderie, ask your students if they know one in the picture who is a friend of them. Then
ask the following questions:

1. If one of the students who ate would pay to the cashier a bill in US dollar, would the cashier accept the
money as a form of payment for the food ordered?
2. If one of the students ate combo meal and the amount of the food eaten is P49.00 and he/she gave out
1000-peso cheque money to the cashier, what do you think the cashier would ask to the student?
(Assuming that the student is the first customer of the day).
3. What should the students do (one with a US dollar bill and one with a 1000-peso cheque money) to
make their money more functional?
4. Just like the US dollar bill and the 1000-peso cheque money, the glucose (carbohydrate) in the food
that we eat is a principal high-energy molecule that has to be digested into smaller molecules in order
to release the high energy molecule that is highly recognized by the cell. What do you call this
molecule that serves as the “energy currency of the cell”?
5. After this group of students ate the food at their school canteen, how do they obtain energy from these
food (protein, carbohydrate, fat) molecules?

TIP

Instruction/Delivery 240 mins

0 REMIXES
 Courtesy: Solomon, Eldra P. et al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved
August 2, 2015).

STAGE 2: ___________________
This is what happens:
Courtesy: Solomon, Eldra P. et al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved
August 2, 2015).
STAGE 3: ____________________
This is what happens:

Courtesy: Solomon, Eldra P. et al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved
August 2, 2015).

Stage 4: ___________________
This is what happens:
 Courtesy: Solomon, Eldra P. et al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved
August, 2015).

Activity 4: Watch Summary Video for Aerobic Respiration (If materials are available.)

Materials needed: Internet, LCD monitor, loudspeaker

Procedure:

1. With the help of your instructional materials (e.g., in tarpaulin form, PowerPoint Presentation or even
simple pictures that are visually attractive and accurate) ask the following processing questions.
Allow the pictures and the boardwalk to speak through your students.
2. Let the whole class watch summary videos for aerobic respiration.

Cellular Respiration Video\www.youtube.comwatchv=00jbG_cfGuQ.mp4 (Retrieved August 3, 2015).

Cellular Respiration Video\www.youtube.comwatchv=-Gb2EzF_XqA.mp4(Retrieved August 3, 2015).

Processing Questions:

1. How many metabolic pathways are present in aerobic respiration?

2. Where in the cell part does glycolysis take place? What about the formation of Acetyl CoA, Krebs
cycle and the electron transport chain and chemiosmosis?
3. How many reduced NADH molecules are produced after the glucose has been completely broken
down to ATP? And at what stage of the aerobic respiration is glucose completely broken down into
carbon dioxide?
4. As glucose is split in the cytosol of the cell, is there a release of carbon dioxide as by-product of the
reaction?
5. What molecule accepts the hydrogen atoms at the end of electron transport chain?
6. What is the major goal of NADH and FADH2 in aerobic respiration?
7. Why do you think the cell needs to digest glucose or any other nutrients such as protein and fats?
8. Among the metabolic pathways of cellular respiration, which phase is the major contributor of ATP?
9. What happens to pyruvate if oxygen is not available in the cell?
10. How many acetyl-CoAs are produced from each glucose molecule?

Suggested answers:
 1. Three metabolic pathways.
2. Glycolysis takes place in the cytoplasm or cytosol; formation of acetyl CoA, Krebs cycle, ETC and
chemiosmosis all take place in the mitochondrion.
3. 10 NADH molecules; glucose is completely broken down to carbon dioxide at the Krebs cycle.
4. No.
5. Oxygen molecule
6. The goal of NADH and FADH2 is to transport the electrons coming from the hydrogen atoms (in
glucose) to the electron transport chain.
7. The cell has to digest glucose, fat, and protein in order to convert them into usable form of energy
molecule called adenosine triphosphate. This ATP is the only molecule that is recognized by the cell
for all of its cellular activities.
8. Among the metabolic pathways in aerobic respiration, the electron transport chain (or oxidative
phosphorylation) makes about 90 per cent of ATP per glucose molecule.
9. The pyruvate will not proceed to the formation of acetyl CoA. The pyruvate will become lactic acid in
animal and alcohol in plant.
10. Two.

TIP

Enrichment 170 mins

0 REMIXES
Directions: Read the procedures below on how the jigsaw activity and expert groups are formed.

PART I: Doing the Jigsaw Activity

Activity: Jigsaw

Materials needed: Handouts with text and pictures/diagrams related to the phases of cellular respiration,
markers, Manila papers.

Procedure:

1. Form a group having four members. Assign each student-member to a certain phase of cellular
respiration (1. glycolysis, 2. preparatory reaction, 3. citric acid cycle, 4. electron transport chain).
Each group will be called “jigsaw group”.
2. Give handouts for each group (with texts and pictures/diagrams — samples of these pictures are
shown below) with the help of its group leaders and distribute them to his/her group mates. The
handouts contain information about cellular respiration. Other helpful tools such as biology textbook
and Internet can be used to facilitate their learning of the topic.
3. All the members in each group will be given enough time to read over their assigned topic for them to
become familiar with it.
4. From the “jigsaw group” previously formed, form the so-called “expert group”. Group as “expert
group” those assigned in glycolysis. The same procedure should be followed for preparatory reaction,
citric acid cycle and electron transport chain — “expert groups” will be formed from these remaining
topics.
5. These “expert groups” will be given enough time to discuss the main points of their assigned topic and
to rehearse for the presentation.
6. After a certain amount of time, each student from the “expert group” should go back to his/her “jigsaw
group”.
7. Each member from the “jigsaw group” should, this time, begin to present his/her topic to the whole
class.

Courtesy: Mader, Sylvia S. (2010). Biology 10th Edition. USA: McGraw-Hill (Retrieved July 20, 2015).
Courtesy: Solomon, Eldra P. et al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved July
20, 2015).
Courtesy: Solomon, Eldra P. et al., (2008). Biology 8th Edition. China: Thomson Brooks/Cole (Retrieved July
20, 2015).

Rubric for the Report

Standard Excellent (10 points) Good (7 points) Fair (4 points)
Content Information is complete and Information is mostly Information is mostly
knowledge accurate. complete and accurate. incomplete and inaccurate.
Originality in
Exceptionally well- organized Generally well-organized and
organization of and understandable. Fairly understandable.
understandable.
ideas

PART II: Doing the People Hunt Activity

 Activity: People Hunt

Procedure:

1. Prepare four sets of paper strips.Set A contains the four stages of cellular respiration. Set B contains
the summary for each stage. Set C contains starting materials for each stage. Set D contains the end
products for each stage.
2. Ask 12 students to volunteer for this activity. Randomly, give each of these volunteers strips of paper.
(NOTE: Tell them not to read yet the information written on the strip of paper).
3. Ask student-volunteers to disperse themselves around the room.) After this, instruct them that there
are four stages of cellular respiration (please refer back to the procedure in Number 1). Give the
student-volunteers time to find their group mates correctly for each specific stage based on the paper
strip(s) they are holding.
4. Tell each group to line up for each stage at the four corners of the room (north, south, east, west side
of the room) and check if each member has found his/her group mates correctly.

Summary of Cellular Respiration

Some Some
Stage Summary Starting End
Materials Products

1. Glycolysis Series of reactions in which glucose is degraded to

Glucose, ATP, Pyruvate,
pyruvate; net profit of 2 ATPs; hydrogen atoms are
(in cytosol) NAD+, ADP, Pi ATP, NADH
transferred to carriers; can proceed anaerobically.
Pyruvate is degraded and combined with coenzyme A to Pyruvate,
2. Formation of acetyl Acetyl CoA,
form acetyl CoA; hydrogen atoms are transferred to coenzyme A,
CoA (in mitochondria) CO2, NADH
carriers; CO2 is released. NAD+
Series of reactions in which the acetyl portion of acetyl Acetyl CoA, CO2, NADH,
3. Citric acid cycle (in
CoA is degraded to CO2; hydrogen atoms are transferred H2O, NAD+, FADH2,
mitochondria)
to carriers; ATP is synthesized. FAD, ADP, Pi ATP
Chain of several electron transport molecules; electrons
4. Electron transport
are passed along chain; released energy is used to form a NADH, FADH2, ATP, H2O,
and chemiosmosis (in
proton gradient; ATP is synthesized as protons diffuse O2, ADP, Pi NAD+, FAD
mitochondria)
down the gradient; oxygen is final electron acceptor.

Applying Knowledge of Biochemical Pathways

As scientists have developed a better understanding of the processes of aerobic cellular respiration and
anaerobic cellular respiration, several practical applications of this knowledge have been developed:
 Although for centuries, people have fermented beverages such as beer and wine, they have often been beset by
sour products that were undrinkable. Once, people understood that there were yeasts that produce alcohol
under anaerobic conditions, and that there were also bacteria that converted alcohol to acetic acid under
aerobic conditions, it was a simple task to prevent acetic acid production by preventing oxygen from getting to
the fermenting mixture.
 When it was discovered that the bacterium that causes gas gangrene is anaerobic, and is, in fact, poisoned by
the presence of oxygen, various oxygen therapies were developed to help cure patients with gangrene. Some
persons with gangrene are placed in hyperbaric chambers, with high oxygen levels under high pressure. In
other patients, only the affected part of the body is enclosed. Under such conditions, the gangrene-causing
bacteria die or are inhibited.
 Spoilage, or putrefaction, is the anaerobic respiration of proteins with the release of nitrogen and sulfur-
containing organic compounds as products. Protein fermentation by the bacterium Clostridium produces foul-
smelling chemicals such as putrescine, cadavarine, hydrogen sulfide, and methyl mercaptan. Clostridium
perfringens and C. sporogenes are the two anaerobic bacteria associated with the disease gas gangrene. A
gangrenous wound is a foul-smelling infection resulting from the fermentation activities of those two bacteria.
 Because many disease-causing organisms are prokaryotic and have somewhat different pathways and enzymes
than do eukaryotic organisms, it is possible to develop molecules and antibiotics that selectively interfere with
the enzymes of prokaryotes without affecting eukaryotes, such as us humans.
 When physicians recognized that the breakdown of fats released ketone bodies, they were able to diagnose
diseases such as diabetes and anorexia more easily, because people with these illnesses have bad breath.
 In starvation and severe diabetes mellitus, the body does not metabolize sugars properly, and it shifts to using
fats as its main source of energy. When this occurs, the Krebs cycle is unable to perform efficiently and the
acetyl CoA does not move into the mitochondria. It accumulates in the blood. To handle this problem, the liver
converts acetyl CoA to ketone bodies (e.g., acetoacetic acid). As ketone bodies accumulate in the blood, the
pH decreases and the person experiences ketosis, or ketoacidosis, with symptoms such as an increased
breathing rate; in untreated cases, it can lead to depression of the central nervous system, coma, and death.

Adapted from: Enger, Eldon D. et al., Concepts in Biology 14th edition. USA: McGraw-Hill.
TIP

Evaluation 60 mins
0 REMIXES
Directions: Complete the tables below by filling in the necessary information for aerobic respiration.

Table 1: Inputs and Outputs of Glycolysis

Glycolysis
 Inputs Outputs
 Glucose
 2 NAD+
 2 ATP 1.
 4 ADP + 4 P
 Total:

2.
3.
4.

Table 2: Inputs and Outputs of Citric Acid Cycle

Citric Acid Cycle
InputsOutputs
1. 1. 4 CO2
2. 2. 6 NADH
3. 3. 2 FADH2
4. 4. 2 ATP

Table 3: ATP Harvest from Aerobic Respiration

Phases in
Aerobic ATP produced by Substrate High-energy ATP produced by Oxidative Sub-
Level Phosphorylation Electron Acceptors Phosphorylation total
Respiration
Glycolysis
Preparatory
--
Reaction
Krebs cycle
Total --

Table 4: Starting Materials and End Products of Aerobic Respiration

Stage Starting Materials End Products
Glycolysis (in cytosol)
Formation of Acetyl CoA (in mitochondria)
Krebs cycle (in mitochondria)
Electron Transport Chain and Chemiosmosis (in mitochondria

Directions: As part of performance assessment, let the students do the 3-2-1 Closing. On their ½ crosswise
paper, they should write and answer the following:
 3 things/concepts/key ideas they have learned in the lesson(s);
 2 things/concepts/key ideas they have questions about the lesson(s); and
 1 thing/concept/key idea they want the teacher to know about in connection with the lesson(s) discussed.