essential biology: making atp workbook (sl core only)
DESCRIPTION
Includes Respiration, Photosynthesis and the Greenhouse Effect.TRANSCRIPT
- 1. Blog resource: http://tinyurl.com/6cu7yvh
This workbook is printed for the Making ATP unit. As you go through, check off the assessment statements.
ATP
- Draw and annotate a molecule of ATP to show how it stores and releases energy.
- 2. List six cellular process that use ATP as a source of energy.
3.7 Cell Respiration
- Define cell respiration.
3. The ______________________ release of ________________ in the
form of _____________ from _______________________________ in
cells. 4. State the word and symbol equations for the process of
cell respiration. Word:
Symbol:
- Identify organic molecules, other than glucose, which could be used for respiration.
5. Identify the two components of the cell in which respiration
takes place. 6. Distinguish between aerobic and anaerobic in terms
of cell respiration. 7. Label the diagram of aerobic cell
respiration below. 7524751460500
- Label the diagram of anaerobic cell respiration below.
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- Complete the table below, comparing aerobic and anaerobic respiration.
AerobicAnaerobicHexose sugar input in both types of
respirationOxygen in2 ATP producedPyruvate as an intermediate
compound in both types of respirationYeastAnimalsCarbon dioxide
producedWater produced
- Complete the table below summarizing the events of aerobic cell respiration.
ReactionLocationPurposeATP yieldGlycolysis2Matrix of the
mitochondrionConvert pyruvate (3C) to acetyl CoA (2C)0Krebs
CycleInner mitochondrial membraneOxidative
phosphorylation
- Label the diagram below with the correct processes, locations and compounds:
8. Photosynthesis 9. Define photosynthesisThe conversion of
________________________ into _______________________ in
plants.
- Write a word equation and balanced symbol equation for the process of photosynthesis.
10. Word: 11. Symbol 12. Glucose is a product of photosynthesis.
It can be used directly in respiration, stored as starch or
converted to glucose. 13. Distinguish between the functions of
starch and cellulose. 14. Starch: 15. Cellulose: 16. Identify and
outline the process of condensation to form a disaccharide. 17.
Explain why a plant which is left in the dark for a long period of
time will test negative for starch. 18. Light from the Sun is
composed of a range of wavelengths (colours). 19. Outline the
properties of these wavelengths of light: 20. Wavelength
(nm)10-400400-500500-650700-8000.8-1000mNameUltravioletInfra-redPhotosynthesis?NoNoVisible?NoYesYesYesNoEnergyVery
HighLowFrequencyVery HighLow 21. State the name of the
photosynthetic pigment and its location in green plants. 22. Name:
________________________Location: ______________________________
23. Distinguish between action and absorption spectra for
photosynthesis. Action:
Absorption:
- Use the spreadsheet here to produce action spectrum for photosynthesis and absorption spectrum for chlorophyll: https://www.box.net/shared/cs6jvzv8n4
24. In the space below, draw a graph showing the action and
absorption spectra for chlorophyll. Annotate the diagram to show
why leaves appear green. 6381758572500
Leaves appear green because
- Summarise the two main stages of photosynthesis:
InputOutcomeLight-dependent reactionsLight energy is used
toLight independent reactions
- Define rate, with regard to reactions.
25. Explain how the rate of photosynthesis can be measured
directly and indirectly. 26. Direct Measurement
1Product:Explanation: 27. Direct Measurement 2Product:Explanation:
28. Indirect MeasurementOutcome:Explanation: 29. Outline the
effects of the following variables on the rate of photosynthesis.
30. Sketch and annotate a graph for each one. 31. Light
intensityNote: light intensity is not the same as wavelength or
frequency. Light intensity refers to the amount of light of a given
wavelength which is available to the plant. Light intensity is high
at the equator, in the summer or at midday. TemperatureCarbon
dioxide concentration 32. So whats the connection with the
greenhouseeffect?5.2 The Greenhouse Effect
The light dependent reactions of photosynthesis fix CO2 from the
atmosphere into organic molecules which are used for respiration in
plants and animals. Respiration and combustion return CO2 to the
atmosphere, whereas decomposition returns carbon to the atmosphere
as methane.
Note: the enhanced greenhouse effect is NOT the same as the hole in
the ozone layer. Read ahead to G3 Impacts of Humans on Ecosystems
to see the distinction.
- Annotate the diagram to show the carbon cycle and processes involved.
ARespiration CITATION TayGreEff l 1033(1)BCDE
- Outline some of the methods used to measure or estimate atmospheric carbon dioxide.
Recent history:
Geological history:
- The topic of increasing carbon dioxide levels in the atmosphere has been the source of intense debate with regard to climate change in recent years. This graph shows the famous Keeling Curve from Mauna Loa laboratory in Hawaii. Find out more here:
33.
http://earthguide.ucsd.edu/globalchange/keeling_curve/01.html 34.
Describe the overall trend shown in the graph. 35. Explain the
annual fluctuations in CO2 levels. Peaks:
Troughs:
- Suggest one human impact and one natural cause that could have led to the overall trend shown in the graph:
36. Anthropogenic: 37. Natural: 38. Identify three greenhouse
gases other than carbon dioxide. 39. Explain the greenhouse effect
with the aid of a diagram. Include short-wave and long-wave
radiation. 40. Explain how increased atmospheric levels of
greenhouse gases lead to an enhanced greenhouse effect. 41. Outline
some of the possible consequences of a global temperature rise on
arctic ecosystems. 42. Ice coverage: 43. Climate changes: 44.
Niches: 45. Plant distributions: 46. Animal populations: 47.
Outline the precautionary principle. 48. Describe how the
precautionary principle can be applied to anthropogenic climate
destabilisation. 49. Give two other examples of the precautionary
principle in effect in Biology or Medicine. 50. Evaluate the
precautionary principle as a justification for taking strong action
in response to the threats posed by the enhanced greenhouse effect.
What are some of the steps that we could take? This video might
help: http://www.youtube.com/watch?v=mF_anaVcCXg 51. Take
significant actionTake no actionGlobal climate destabilization
isTrueFalse 52. Conclusion:Works Cited BIBLIOGRAPHY 1. Allott,
Andrew. IB Study Guide: Biology for the IB Diploma. s.l.: Oxford
University Press, 2007. 978-0-19-915143-1.2. Mindorff, D and
Allott, A. Biology Course Companion. Oxford: Oxford University
Press, 2007. 978-099151240.3. Clegg, CJ. Biology for the IB
Diploma. London: Hodder Murray, 2007. 978-0340926529.4. Campbell
N., Reece J., Taylor M., Simon. E. Biology Concepts and
Connections. San Fransisco: Pearson Benjamin Cummings, 2006.
0-8053-7160-5.5. Taylor, Stephen. Science Video Resources. [Online]
Wordpress, 2010. http://sciencevideos.wordpress.com.6. Burrell,
John. Click4Biology. [Online] 2010. http://click4biology.info/.7.
IBO. Biology Subject Guide. [Online] 2007.
http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/2/chapter/1.html.
Self Assessment:
Essential BiologyAssessmentCriterionComplete (2)Partially complete
(1)SelfMrTPresentation & OrganisationNAComplete and neat. All
command terms highlighted, tables and diagrams well presented.
Academic HonestyNASources cited using the CSE (ISO 690 numerical)
method, with Works Cited section complete and correct. Objective 1
understandingAll answers for the following command terms
correct:Most answers for the following command terms
correct:DefineDraw LabelListMeasure StateObjective 2
understandingAll answers for the following command terms
correct:Most answers for the following command terms
correct:Annotate Apply CalculateDescribe
DistinguishEstimateIdentifyOutlineObjective3understandingAll
answers for the following command terms correct:Most answers for
the following command terms correct:Analyse Comment
CompareConstructDeduceDeriveDesign Determine DiscussEvaluate
ExplainPredict ShowSolveSketch SuggestLogic, notation, mathematical
workingNAAnswers are presented in a logical and concise manner. SI
units used most times, with correct unit symbols and definitions of
terms. All mathematical working shown.Further researchNAEvidence is
apparent of research and reading beyond the textbook and
presentations to find correct answers to challenging questions. If
any questions are unanswered, this criterion scores zero. Total
(max 10):