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Block Day- Nov 3

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  1. Block Day- Nov 3 Take out your LogBook -open to Cellular Respiration Intro questions- HW Water and measure plants - Write down homework in your planner- Planner: “Your Turn” HW corrections due Friday All Makeup work must be completed by Wed,Nov.9

  2. Cellular Respiration Intro Questions: • 1) What evidence did you find that cellular respiration is taking place in animal cells? The O2 concentration decreased and the CO2 concentration increased in the cricket container. The crickets also had food that contained glucose

  3. 2) Given that the above equation is an accurate representation of cellular respiration, are any atoms destroyed in the process of cellular respiration? What is your evidence? • 3) What do you think would be the benefit of the process of cellular respiration to living cells? No matter is destroyed—the same number of atoms exist before and after the reaction. The chemical energy contained in glucose is being released to power cells.

  4. B 4) Of the three graphs, which one represents the oxygen levels during cellular respiration? 5) Of the three graphs, which one represents the CO2 levels during cellular respiration? 6) Which represents the change in sugar molecules? A B- Sugar (glucose) is being broken apart which releases energy. The atoms are recombined and form CO2 and H2O. Therefore glucose is being “used up”.

  5. Which graph… shows number of water molecules in the water solution around the cells? A- water is produced in the process of cellular respiration. 8) Where are the glucose molecules broken apart and formed into new molecules? In the cells

  6. 9) Where does the sugar come from that is broken apart during cellular respiration? It is eaten. Starch is digested into glucose in the stomach and small intestine and travels to the cells through the blood. • Where do you think the cell gets the O2 that is consumed in cellular respiration? It is inhaled by the organism- travels to cells by the blood.

  7. 11) What do you think happens to the carbon dioxide produced during cellular respiration? travels from the cells- through the blood- to the lungs- exhaled

  8. GLUCOSE ENERGY CHEMICAL ENERGY CO2 OXYGEN (O2) H2O

  9. Make a new entry titled What is Cellular Respiration? • Begin reading the information in each paragraph and answer the questions that follow each section • Yes, you may write on the paper.

  10. OXYGEN (O2) • What do we take in from the air that we need? 2) What do we get from the food we eat? 3) What happens to the food we eat once it gets into the body? (2 things) CARBS, FATS, PROTEINS- energy BROKEN INTO SUBUNITS AND TAKEN TO CELLS BY THE BLOOD

  11. CHEMICAL ENERGY 4) What kind of energy is contained in food? 5) What “part” of a food molecule contains the energy? 6) What happens to the chemical energy in the food once it is released? 7) What waste products/leftover materials are produced when food molecules are reacted with oxygen? THE BONDS (NOT THE ATOMS) CHANGED INTO TO OTHER TYPES OF ENERGY CARBON DIOXIDE AND WATER (CO2) (H20)

  12. 8) How does the CO2 leave our cells and then body? How does the water (H2O) leave our cells/body? CO2-- BLOOD—THEN LUNGS (EXHALED). H20—BLOOD—LUNGS, BLOOD-URINE, SWEAT 9) What evidence do we have that we/other animals perform CELLULAR RESPIRATION? SENSOR DATA FOR O2 AND CO2. INHALE CO2, GLUCOSE IN FOOD, EXHALE CO2 AND H20

  13. BOTH PRODUCE THE SAME AMOUNT OF HEAT ENERGY 10) What is similar in terms of energy between CELLULAR RESPIRATION and burning sugar? 11) In addition to heat energy being released, the chemical energy in food is also converted in what other kind of energy that we use? KINETIC ENERGY

  14. MAKE A NEW ENTRY TITLED Mealworm Wrap Up

  15. Look back at the first mealworm entry- Mealworm Investigation continued-10/24 • We made some predictions about the mass of the food and mealworms • If the mealworms use the food for growth---what do you predict about the mass of mealworms-and the mass of food • If the mealworms use the food for energy—what do you predict about the mass of mealworms-and the mass of food • Which prediction do our results more closely match?

  16. 1) If the mealworms had used the food just for growth—what would’ve happened to the mass of the mealworms? What would’ve happened to the mass of the food? 2) If the mealworms had used the food just for energy—what would’ve happened to the mass of the mealworms? What would’ve happened to the mass of the food? MEALWORMS WILL INCREASE IN MASS, THE FOOD WILL DECREASE IN MASS MEALWORMS MASS WILL STAY THE SAME-MAYBE DECREASE, THE FOOD WILL DECREASE IN MASS

  17. 3) How much mass did the food lose? (class average) 4) How much (in grams) did the mealworms change? (class average) 5) Does the change in mealworms account for the change in food? How much matter is “missing”?

  18. 6) Some groups had only 4 mealworms at the end—one had been eaten by the other mealworms. If one mealworm had been eaten by the others—where would the mass of that eaten mealworm be (so we can keep track of it)? 7) Some groups had a mealworm die. If the body/pieces of the body of the dead mealworm were still in the cup—how might that affect the mass of the mealworms?

  19. 8) A question I asked you at the beginning of this investigation was—will the mass of the cup INCREASE, DECREASE or STAY THE SAME. Most people thought it would STAY THE SAME because the food would be in the mealworms—or back in the food as waste. Based on what we know now—why is this an incorrect prediction?

  20. 9) Look back at what we have learned the last few days—what we learned about using food, what is required to be able to use/”burn” sugar, and what is produced when we use sugar. • What is the most LIKELY explanation for where the “missing” matter went? (This is a CLAIM—where you believe the food went)

  21. 10) What are at least 3 pieces of EVIDENCE that you can use to back up your CLAIM in #9?

  22. 11) Explain WHY you believe the results turned out the way they did.

  23. 12) If we were going to do this experiment again--and we wanted to be as careful as possible-and keep track of ALL inputs and outputs in the cup with the food and mealworms—and be able to know EXACTLY where the missing matter went—explain how you would set up the cup/container—what equipment you would need, etc.

  24. 13) There is chemical energy in food. How is the chemical energy used by the mealworms and to what type of energy is it changed?

  25. 14) We have two main ideas we are learning about how our cells/body use(s) food— A)How we use food for growth and B) How we get energy from our food. Which question does this data help us answer? Some of both? Explain your reasoning.

  26. Make a new entry titled Matter Diagrams • One ENVELOPE per group

  27. THE ENVELOPE HAS 8 CARDS THAT SHOW HOW CARBON IS CHANGED/TRASNFORMED IN OUR BODY • WE KNOW THAT MOLECULES CAN BE CHANGED—STARCH—GLUCOSE—GLYCOGEN OR GLUCOSE—CARBON DIOXIDE • BUT, THE NUMBER OF CARBON ATOMS DON’T CHANGE—EVEN WHEN THE MOLECULES ARE BROKEN APART TO RELEASE THE ENERGY C6H12O6 + 6O2 6CO2 + 6H20 (+ ENERGY)

  28. ARRANGE THE CARDS TO SHOW HOW CARBON IS CHANGED/TRANSFORMED WHEN WE USE FOOD TO GROW (YOU WON’T NEED ALL THE CARDS)

  29. ARRANGE THE CARDS TO SHOW HOW CARBON IS CHANGED/TRANSFORMED WHEN WE USE FOOD FOR ENERGY (REMEMBER THE MATTER DOESN’T TURN INTO ENERGY—IT RELEASES ENERGY WHEN THE BONDS ARE BROKEN)

  30. DIGESTION REASSEMBLY/GROWTH EXHALE CELLULAR RESPIRATION IDENTIFY THE FOLLOWING STEPS: DIGESTION REASSEMBLY/GROWTH PUT A BOX AROUND CELLULAR RESPIRATION EXHALING CO2