Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 5: Cellular Respiration

Chapter 9: Cellular Respiration: Harvesting Chemical Energy

College Board Performance Objectives:

• Describe the role of ATP in coupling the cell's anabolic and catabolic processes.
• Explain how chemiosmosis functions in bioenergetics.
• How are organic molecules broken down by the catabolic pathways of cellular respiration?
• Explain the role of oxygen in energy-yielding pathways of cellular respiration.
• Explain how cells generate ATP in the absence of oxygen.

College Board Lab Objectives:

• AP* Lab 5 on cellular respiration is done when studying the respiratory body system.
• Describe how spectrophotometry can be used to measure aerobic respiration.
• Perform tests that analyze the effects of temperature on the rate of cell respiration and calculate the rate of cell respiration from experimental data.
• Relate gas production to respiration rate.

Suggested Laboratory Experiments:

Resources:

• Chapter 9: Cellular Respiration: Harvesting Chemical Energy, pp. 147–167
• Instructor's Guide, pp. 103–124
• Student Study Guide, pp. 58–66
• Test Bank, pp. 92–107
• Lab Manual, pp. 111–133
• CD-ROM: Chapter 9 includes narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 9: Cellular Respiration—3.5 days
  1. Have students do the Lactic Acid Sit-Out Challenge. Find a long wall. Have the students line up against the wall and place their backs against the wall. They then slide down the wall into a sitting position, with their thighs parallel to the floor and their shins parallel to the wall. The objective of the game is to see who can maintain that position for the longest time. Soon after being in the position, the students feel the burn of the lactic acid accumulation.
  2. Analyze the results of who had the longest wall time, and analyze what the burning feeling is and why a burning feeling became a problem. The winners get a candy bar, and then there is more discussion about what will happen upon eating the candy bar.
• Extended activities—1.5 days
  The extended activities allow for another analysis of respiration, but with a different approach.
• Block Scheduling
  Respiration can be done in two blocks and extended activities can be done in one block.

Key Words:

Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.

1. Challenge Questions, p.167 #1
2. Science, Technology, and Society, p. 167 #1
3. Do Lab Topic 5: Cellular Respiration and Fermentation as a large group project or as a demonstration. Set up the labs on pressure produced from the production of carbon dioxide produced in alcoholic fermentation, and the changes in color of DPIP during cellular respiration. Collect data and discuss the set-up and results by filling in data and answering the questions in the lab. The Applying Your Knowledge questions on pp. 129–130 are interesting questions that apply the knowledge of respiration to everyday life.
4. In groups, have students create a pamphlet or poster that is an advertisement for the electron transport chain, mitochondria glycolysis, and Krebs. Their goal is to sell their concept. They must include life-threatening reasons to have maximum efficiency with each and how to get maximum performance from each.

Troubleshooting Tips/Error Traps:

• Respiration is a concept that needs to be taught at least two or three times for understanding. It is best to teach respiration by going through a simple outline of respiration events, and the basic location of each event. Get to the final products of ATP, carbon dioxide, and water. Then return to each component of respiration (glycolysis, Krebs cycle, electron transport, and associated chemiosmosis) and deal with the details of each component of respiration. There are so many abstract concepts that visualizations and student participation is very important. There must a balance between the understanding of details and overall generalities of respiration. Be sure that students can explain why anaerobic cells must do fermentation. When students understand that anaerobic cells must recycle NADH to NAD+, they have usually reached a point of readiness to understand how each component of respiration fits together. If students understand respiration, then photosynthesis is understandable and they can see the similarities of each of the processes.
• The respiration lab can be done when the respiratory body system is studied. There is not enough time to do both the cellular respiration and the photosynthesis labs at this time. Conducting the respiration lab later in the course allows for a review of the details of cellular respiration and an understanding of how cellular respiration fits into the study of the respiratory system.