1. TOPIC XII – CELLULAR RESPIRATION Standard 18 Matter and Energy Transformations
ITEM SPEC FOR BENCHMARK SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration.
Also assesses:
SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SC.912.L Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
Benchmark Clarifications
Students will explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa.
- Students will explain how photosynthesis stores energy in organic compounds and cellular respiration releases energy from organic compounds.
- Students will identify the reactants, products, and/or the basic function of photosynthesis.
- Students will identify the reactants, products, and/or the basic functions of aerobic and anaerobic cellular respiration.
- Students will connect the role of adenosine triphosphate (ATP) to energy transfers within the cell.
Content Limits
- Items will not require the memorization of the stages, specific events, or intermediate molecules produced during these processes.
- Items will not require the balancing of equations.
Items will not assess plant structures.
Stimulus Attributes
- Scenarios may include chemical equations.
- Scenarios referring to adenosine triphosphate should use the abbreviation ATP rather than the words adenosine triphosphate.
Here is something to make your life as a teacher easier. This is the main information contained in the Item Specification for this benchmark. I hope it is useful.

2. JUST DO IT NOW
CO2
H2O
Write the chemical equations for photosynthesis and cellular respiration one on top of the other one.
Then use a Venn diagram to compare and contrast them. You must come up with at least two similarities (compare) and three differences (contrast).
Students might need the book to write down the chemical equation for cellular respiration as they have not covered this material yet. The goal is for the students to start comparing and becoming aware of the relationship between the two processes. Answer: The reactants of one are the products of the other one and vice versa + Photosynthesis uses light E while cellular respiration produces ATP.
C6H12O2 O2

3. Benchmark
SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration. AA. Also assesses SC.912.L.18.7; SC.912.L.18.8; SC.912.L

4. Electron Transport Chain
Cellular Respiration Mr. Victor M. Galdo Science Dpt. BTW
Electrons carried in NADH
Electrons carried in NADH and FADH2
Pyruvic acid
Glucose
Krebs Cycle
Electron Transport Chain
Glycolysis
Cytoplasm
Mitochondrion

5. Essential Question
Explain, why the statement: “Photosynthesis and cellular respiration are the fuel for the circle of life, and how it supports the Law of Conservation of Energy”. Hint: Use their chemical equations to support your answer.
The goal is for the student to understand that the energy that fuel all of the life processes is the same energy that the plants used to produce glucose during photosynthesis. Please feel free to develop an essential question of your own and trash mine 

6. Cellular Respiration Videoclip
Cellular Respiration--Releasing stored energy by breaking down glucose
Click on the link: then scroll down to Cellular Respiration and click on Cellular Respiration--Releasing stored energy by breaking down glucose (Video Clip). It is a short video (1 ½ minutes). It is a good introduction to the lesson.

7. The Overall Equation for Cellular Respiration
Glucose is a common fuel molecule for cellular respiration.
This is the overall equation for what happens to glucose during cellular respiration
Have the students name the different molecules before you click to make them appear.
3.Carbon
dioxide
1.Glucose
2.Oxygen
4.Water
5.Energy
Unnumbered Figure 6.1

8. REACTANTS PRODUCTS Now, which are the reactants and
which are the products
in the cellular Respiration
equation?
This slide is for reinforcement of their understanding of the parts of a chemical reaction. You might mention that some bacteria use Sulfur instead of O to perform cellular respiration, and connect it with the concept of evolution.
REACTANTS
PRODUCTS

9. Perform the lab Cellular respiration at this moment!!!
Provide each student with a handout of the lab (it is at the end of the power point).
Go over the instructions.
Set up the lab today.
After the lab have been set up, continuo with the lecture.
Enjoy it 
Make sure that you have prepared all the materials in advance. Using bromothymol blue will make the whole procedure easier as you will not have to boil water and prepare the indicator. If you are using cabbage leaves, prepare the indicator in advance, do not do it as part of the lab. Safety – tell the students to exhale everytime that they are putting their moths to the straw!

10. But, what is cellular respiration?
Cellular respiration is the process that releases E by breaking down glucose and other food molecules in the presence of O2.
Cells take the glucose made during photosynthesis and break it down to provide energy for the cell in the form of ATP.
All living things perform some type of cellular respiration.
Breathing
Lungs
Make sure to reinforce the concept that cellular respiration happens in the cell, and it is differetn from breathing (process of inhaling a gas).
Cells

11. Check Point! Check Point!
In which organelle does photosynthesis occur?
In which organelle does cellular respiration occur?
Chloroplast
Ask the students both questions, then wait, wait, wait, and wait for the answer  (allow the students to think for a while). Teacher makes sure to emphasize that plants do both: photosynthesis & cellular respiration. That is why both cells shown are plant cells.
Mitochondrion

12. Where does cellular respiration occur?
THE MITOCHONDRIA
Teacher explains that cellular respiration starts in the cytoplasm or cytosol = glycolysis,and continuous inside the mitochondrion. The goal of both is to produce ATP.

13. Cellular Respiration
Glycolysis is the first step of cellular respiration. It takes place in the cytoplasm and does not require oxygen
Reinforce that glycolysis occurs in the cytoplasm.

14. Glycolysis is the 1st step in both Cellular Respiration
There are 2 types of respiration that can occur: aerobic respiration and anaerobic respiration.
Glycolysis is the 1st step in both
Cellular Respiration
Ask the students what the words aerobic and anaerobic might mean.

15. If there is oxygen it is aerobic cellular respiration and happens inside the mitochondria with the Krebs cycle and the electron transport chain
If there is no oxygen it is anaerobic cellular respiration, it takes place in the cytoplasm, and FERMENTATION occurs
Cellular Respiration
ANAEROBIC
AEROBIC
Make emphasis that anaerobic = no oxygen and occurs in the cytoplasm, aerobic = oxygen and occurs in the mitochondrion.
Fermentation

16. Anaerobic Respiration
No oxygen
Occurs in cytoplasm
Less ATP produced (b/c no electron transport chain)
Anaerobic Respiration
This is a summary

17. 2 Types of Anaerobic respiration:
Alcoholic Fermentation
Pyruvates converted to alcohol
Occurs in Yeast
Glucose  Alcohol + CO2
Lactic Acid Fermentation
Pyruvates converted to lactic acid (pain after exercise)
Occurs in muscle cells
Glucose  Lactic Acid+ CO2
Anaerobic Respiration
Explain that the pain they feel after exercising is due to the accumulation of lactic acid in the muscles.

18. Cellular Respiration Aerobic Respiration
6 O2 + C6H12O6 → 6 CO H2O + ATP
Requires oxygen.
produces a lot of energy
Occurs in mitochondria (eukaryotes) or cell membranes (prokaryotes)
All organisms except some bacteria perform aerobic respiration
This is a summary

19. Cellular Respiration & Production of Energy (ATP)
The goal of both is to make ATP
ADENOSINE TRIPHOSPHATE
ATP is the ENERGY currency of the cell.

20. Cellular respiration (in mitochondria)
Sunlight energy
Ecosystem
Photosynthesis
(in chloroplasts)
Glucose
Carbon dioxide
Oxygen
Water
CLOSURE: This slides summarizes the whole benchmark and the conservation of energy principle. Have the students explain it step by step then click for the answers to appear. This is a good slide for closing the lecture.
Cellular respiration (in mitochondria)
for cellular work
Figure 6.3
Heat energy

21. NOTEBOOK: OUTPUT
1) Copy and complete the table that compares aerobic and anaerobic respiration.
This is an idea for a closing activity. The table is on the next slide. Again, feel free to trash it and use one of your own 

22. Closing Activity : Copy and complete the table Title: ??????????????
Aerobic respiration
Anaerobic Respiration
in animals
in plants and yeast
Oxygen required?
Occurs in (part of the cell)
Glycolysis occurs
ATP yield
Glucose completely broke down?
End products
This is an idea for a closing activity. Again, feel free to trash it and use one of your own 

23. Anaerobic Respiration in animals in plants and yeast
EXIT SLIP: NAME_________________________________ Period _____ Date _________ POINTS EACH RIGHT ANSWER (5 points of Extra Credit) 1) The starting molecule for cellular respiration is ______________________ (Hint: it is produced during photosynthesis) ) Write the chemical equation for cellular respiration and label the reactants and the products. 3) Explain the relationship between photosynthesis and cellular respiration ) Complete the table : TITLE: _________________________________________________________________________
Aerobic respiration
Anaerobic Respiration
in animals
in plants and yeast
Is oxygen required for it?
Where on the cell does it take place? (name the part of the cell)
Does it start with glycolysis?
ATP yield or produced
Is the glucose molecule broken down completely?
End products

24. Comparison of aerobic and anaerobic respiration
in animals
in plants and yeast
Oxygen required?
yes no
Occurs in (part of the cell)
mitochondria
cytoplasm
Glycolysis occurs
ATP yield
38ATP/36NET
4ATP/2NET
Glucose completely broke down?
End products
CO2 and H2O
Lactic acid
Ethanol and CO2
Answer for the table.

25. Figure 9–2 Cellular Respiration: An Overview
Section 9-1
From food to ATP (Video Clip – Show 1st)
Glycolysis and Cellular Respiration (Video Clip - Show 2nd)
RESOURCES SITE (GENERAL SITE FOR ABOVE VIDEO CLIPS)
Other resources in case that you want to do some changes.

26. SUMMARY FOR CELLULAR RESPIRATION
More resources.

27. Cellular Respiration
(Adapted from: State Adopted – Prentice Hall Laboratory Manual B)
NGSSS:
SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration. (AA)
SC.912.L.14.7 Relate the structure of the major plant organs and tissues to physiological processes. (AA)
Background:
All living things undergo respiration. During this process, food molecules are broken down. As part of this process, animals take in oxygen and release carbon dioxide by breathing, which is easily observable. Plants do not “breathe” as animals do, so respiration in plants is not as easily observable. How do we know that plants respire?
In this investigation, you will observe the release of carbon dioxide by humans. You also will perform an experiment to determine whether plants release carbon dioxide as a product of cellular respiration.
Problem Statement: How do organisms release energy from food?
Safety: Wear goggles at all times in the science laboratory. To avoid burns, exercise caution when working with the hot plate and heated materials. Be careful not to inhale any of the cabbage indicator.
Vocabulary: aerobic respiration, alcoholic fermentation, anaerobic respiration, cellular respiration, electron transport chain, glycolysis, Krebs Cycle, lactic acid fermentation
Materials (per group):
Distilled water
Straw
Heat-resistant gloves
Hot Plate
Cotton ball
Beakers 500-mL (two)
Test tubes (4)
Purple cabbage leaves or Bromothymol blue
Test tube rack
Slotted spoon (large)
Stoppers
Radish seedlings (10)
Forceps
Aluminum foil
Pre-Lab Questions:
Read the entire investigation. Then, work with a partner to answer the following questions.
What hypothesis is Part A of this experiment testing?
What is an acid indicator?
When the cabbage is mixed with the boiling water, what color do you expect the water to turn?
In Part B, why is nothing added to one of the test tubes containing cabbage indicator?
What special safety note should you observe when you blow through the straw.
This is a copy of the hot lab for this portion of the lecture. Again, I included it here for your convenience. The lab is called: Cellular Respiration (page 230 of the HOT Lab document)

28. Procedures:
1. Write a hypothesis to the problem statement above.
2. Tear the purple cabbage into small pieces. Place the cabbage pieces into one of the beakers.
3. Pour about 300 mL of distilled water into the other beaker. Using the hot plate, heat the water until it boils.
CAUTION: Put on safety goggles. Be careful when working with the hot plate.
4. Put on heat-resistant gloves. Pour the hot distilled water into the bowl that contains the cabbage. CAUTION: Be careful when working with heated materials to avoid burns. Allow the water to cool. Remove the heat-resistant gloves. The water will turn purplish-blue in color when mixed with the cabbage.
5. Using the slotted spoon, remove the cabbage pieces and discard them according to your teacher’s directions. Save the liquid to use as an acid indicator. Its color will change from purplish-blue to reddish-blue when it is mixed with an acid. When carbon dioxide combines with water, it forms a weak acid called carbonic acid.
6. Pour some of the cabbage indicator into 2 test tubes so that each is half full. Cover one test tube completely with aluminum foil.
7. Use a straw to blow a few times into the uncovered test tube, as shown in Figure 1. CAUTION: Be sure not to inhale any of the cabbage indicator. Observe any changes in the color of the cabbage indicator in both test tubes. Record your observations in the Data Table.
8. Pour some of the cabbage indicator into 2 test tubes so that they are one-quarter full.
9. Place a cotton ball and 10 radish seedlings in one test tube. See Figure 2. Place a stopper in both test tubes. Place the test tubes in a test-tube rack and set them aside for 24 hours.
This is a copy of the hot lab for this portion of the lecture. Again, I included it here for your convenience. The lab is called: Cellular Respiration (page 230 of the HOT Lab document)
10. After 24 hours, observe the test tubes. Record your observations in the Data Table.

29. Color of Cabbage Indicator
Data Analysis:
1. Observing: Did the color of the cabbage indicator (or bromothymol blue) change when you exhaled into the test tube? Explain why.
2. Observing: Did the color of the cabbage indicator (or bromothymol blue) change in the test tube that contained the radish seedlings? Explain the reason.
3. Comparing and Contrasting: Compare the reaction that occurred in the test tube that contained the radish seedlings with the one that occurred in the test
tube into which you exhaled. How are they similar?
4. Inferring: Did respiration occur in this experiment? Explain your answer.
Results/Conclusions:
Was your hypothesis correct or incorrect? Explain your answer in detail.
Why is the process of cellular respiration common to all forms of life?
Why do most living things take in oxygen?
Each student will complete a formal lab report following the guidelines on the Parts of a Lab Report: A Step-by-Step Checklist
Observations/Data:
Test Tube
Description
Color of Cabbage Indicator
This is a copy of the hot lab for this portion of the lecture. Again, I included it here for your convenience. The lab is called: Cellular Respiration (page 230 of the HOT Lab document)