Essential Biology: Making ATP Workbook (HL/ SL OpC)

Essential Biology: Making ATP Workbook (HL & SL OpC) Due Date:Student Name: Candidate Number: 002171-

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

1. 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

3. Define cell respiration.

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:

5. Identify two organic molecules, other than glucose, which could be used for respiration.

6. Identify the two components of the cell in which respiration takes place.

Stephen Taylor Bandung International School http://sciencevideos.wordpress.com Page 1 of 23

http://sciencevideos.wordpress.com/

http://tinyurl.com/6cu7yvh


7. Distinguish between aerobic and anaerobic in terms of cell respiration.

8. Label the diagram of aerobic cell respiration below.

9. Label the diagram of anaerobic cell respiration below.

10. Complete the table below, comparing aerobic and anaerobic respiration.

Aerobic AnaerobicHexose sugar input in both types of respiration

Oxygen in

2 ATP produced

Pyruvate as an intermediate compound in both types of respiration

Yeast Animals

Carbon dioxide producedWater produced

11. Complete the table below summarizing the events of aerobic cell respiration.




Reaction Location Purpose ATP yield

Glycolysis 2

Matrix of the mitochondrion

Convert pyruvate (3C) to acetyl CoA (2C) 0

Krebs Cycle

Inner mitochondrial membrane

Oxidative phosphorylation

12. Label the diagram below with the correct processes, locations and compounds:

13. Explain how end-product inhibition controls the rate of ATP production.




8.1/C3 Cell Respiration (AHL/Option content)

14. Many reactions in living things can be classified as either oxidation or reduction reactions.These are particularly important in cell respiration and photosynthesis. Complete the table below to compare oxidation and reduction reactions.

OXIDATION REDUCTION

Electrons are… lost

Oxygen is…

Hydrogen is…

15. Define phosphorylation.

16. List two ways in which phosphorylation is used in cell respiration.

17. In the space below, draw a diagram to show the process of glycolysis. Include phosporylation, lysis, oxidation and ATP formation.




18. Explain the link reaction, including oxidative decarboxylation and conversion of pyruvate to acetyl CoA and CO2.

19. The link reaction produces Acetyl CoA (2C) from the input substrate (usually pyruvate). The extra carbon is released as carbon dioxide. Acetyl CoA can also be produced from fatty acids. When the fatty acid chain contains an even number of carbons, no CO2 is released. How many Acetyl CoA molecules can be produced with the following fatty acids?

a. 23C b. 18C c. 31C

20. Draw and label a diagram showing the structure of the mitochondrion as seen in a TEM image. Include the inner and outer mitochondrial membranes, matrix, christae, mitochondrial DNA and ribosomes and a scale bar.

21. Complete the table below with the functions of the structures of the mitochondrion. How is each structure adapted to help maximize efficiency of respiration?

Structure: Function: Adapted to increase efficiency by:

Outer membrane

Inner membrane(including christae)

Matrix

Mitochondrial DNA and ribosomesInter-membrane space




22. What is an electron carrier?

23. List two electron carriers that are used in cell respiration.

24. State the final destination of electron carriers produced in the Krebs Cycle.

25. In the space below, draw a diagram of the Krebs cycle. Include formation of citrate, oxidation, decarboxylation, substrate-level phosphorylation (ATP formation) and production of electron carriers.

26. Identify compounds in cell respiration that contain:

Six carbons

Four carbons

Three carbons

Two carbons

One carbons

Zero carbons




27. Annotate the diagram below with the stages of the electron transport chain and oxidative phosphorylation. Include generation of a H+ concentration gradient in the inter-membrane space, movement of electrons, oxidative phosphorylation by ATP synthase, use of O2 as the terminal electron acceptor

28. In the space below, using the term ‘chemiosmosis’, describe how ATP synthase works.




29. Name (with reasons) three tissues in the body that contain high numbers of mitochondria.

Tissue Reason

Muscle

30. Explain why high levels of lactic acid might be found in an athlete’s blood test, post-exercise.

31. Explain why ATP yield in aerobic cell respiration is so much higher than in anaerobic respiration. (Long answer question – think about knock-on effects of reduced O2). 8 marks

Link question:

32. Draw and annotate sketch graphs of the effects of the following variables on rate of respiration – temperature, CoA concentration, pH.



L o w AT P co n cen tra tio n

H ig h AT P co n cen tra tio n

E n zy m e ac tiv ity

F ru c to se 6 -p h o sp h a te co n cen tra tio n


Sample exam questions:

Practice these in your own time.

Describe the role of Acetyl CoA in the metabolism of lipids. (2 marks)

Explain chemiosmosis as it occurs in respiration. (2 marks)

Explain the process of aerobic respiration, including oxidative phosphorylation (8 marks)

Compare aerobic and anaerobic respiration, including yield of ATP. (8 marks)

Interesting reading:

Nobel prizewinners: Krebs and Lipmann:

http://nobelprize.org/nobel_prizes/medicine/laureates/1953/

Sample data analysis question (from IB QuestionBank)

At the start of glycolysis, glucose is phosphorylated to produce glucose 6-phosphate, which is converted into fructose 6-phosphate. A second phosphorylation reaction is then carried out, in which fructose 6-phosphate is converted into fructose 1,6-bisphosphate. This reaction is catalyzed by the enzyme phosphofructokinase.

Biochemists measured the enzyme activity of phosphofructokinase (the rate at which it catalyzed the reaction) at different concentrations of fructose 6-phosphate. The enzyme activity was measured with a low concentration of ATP and a high concentration of ATP in the reaction mixture. The graph below shows the results.



http://nobelprize.org/nobel_prizes/medicine/laureates/1953/


(a) (i) Using only the data in the above graph, outline the effect of increasing fructose 6-phosphate concentration on the activity of phosphofructokinase, at a low ATP concentration.

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

(2)

(ii) Explain how increases in fructose 6-phosphate concentration affect the activity of the enzyme.

...............................................................................................................................

........................................................................................................................

...............................................................................................................................

...............................................................................................................................

(2)

(b) (i) Outline the effect of increasing the ATP concentration on the activity of phosphofructokinase.

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

(2)

(ii) Suggest an advantage to living organisms of the effect of ATP on phosphofructokinase.

...............................................................................................................................

...............................................................................................................................

(1)

(Total 7 marks)




3.8 Photosynthesis

33. Define photosynthesis

The conversion of ________________________ into _______________________ in plants.

34. Write a word equation and balanced symbol equation for the process of photosynthesis. Word:

Symbol

35. Glucose is a product of photosynthesis. It can be used directly in respiration, stored as starch or converted to glucose. a. Distinguish between the functions of starch and cellulose.

Starch:

Cellulose:

b. Identify and outline the process of condensation to form a disaccharide.

c. Explain why a plant which is left in the dark for a long period of time will test negative for starch.




36. Light from the Sun is composed of a range of wavelengths (colours). a. Outline the properties of these wavelengths of light:

Wavelength (nm) 10-400 400-500 500-650 700-800 0.8-1000µm

Name Ultraviolet Infra-red

Photosynthesis? No No

Visible? No Yes Yes Yes No

Energy Very High Low

Frequency Very High Low

37. State the name of the photosynthetic pigment and its location in green plants. Name: ________________________ Location: ______________________________

38. Distinguish between action and absorption spectra for photosynthesis.

Action:

Absorption:

39. Use the spreadsheet here to produce action spectrum for photosynthesis and absorption spectrum for chlorophyll: https://www.box.net/shared/cs6jvzv8n4

40. In the space below, draw a graph showing the action and absorption spectra for chlorophyll. Annotate the diagram to show why leaves appear green.

Leaves appear



https://www.box.net/shared/cs6jvzv8n4


41. Summarise the two main stages of photosynthesis:

Input Outcome

Light-dependent reactions

Light energy is used to…

Light independent

reactions

42. Define rate, with regard to reactions.

43. Explain how the rate of photosynthesis can be measured directly and indirectly.

Direct Measurement 1 Product:

Explanation:

Direct Measurement 2 Product:

Explanation:

Indirect Measurement Outcome:




Explanation:

44. Outline the effects of the following variables on the rate of photosynthesis.Sketch and annotate a graph for each one.

Light intensity

Note: 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.

Temperature

Carbon dioxide concentration







8.2/C4 Photosynthesis

45. In the space below, draw and label a diagram of a chloroplast, as seen under a TEM. Include thylakoid membranes and thylakoid spaces, stroma, granum, chloroplast envelope and a scale bar. Annotate the diagram with the function of each component and the way it is adapted to increased efficiency.

46. Photosynthesis consists of two stages: light dependent and light independent reactions.

a. Define photolysis

b. Define photophosphorylation

c. Define carbon fixation

47. Explain what happens to an electron when it is excited by photons of light.




48. Annotate the diagram below to explain the light-dependent reactions of photosynthesis. Include photolysis, photophosphorylation (and chemiosmosis), movement of electrons, generation of a H+ gradient using a proton pump, reduction of NADP+ by ferredoxin.

49. Identify the two products of the light-dependent reactions which are carried through to the light- independent reactions.

o o

50. What is the name of the 5-carbon compound present in the Calvin cycle? o

51. Define carboxylation and decarboxylation.




52. In the space below, draw a diagram to explain the cycle of reactions that occur in the light-independent stages of photosynthesis. Include carboxylation of RuBP to glycerate-3-phosphate by rubisco, reduction to triose phosphate, formation of glucose phosphate and reformation of RuBP.

A limiting factor is the one factor which is in shortest supply or is preventing the rate of a reaction from increasing. If this factor were increased, rate of reaction would increase until another plateau was reached (a different factor is then limiting).

53. Explain how the following factors can limit the rate of photosynthesis of green plants: (give reasons specific to the reactions of photosynthesis)

Factor Which stages of photosynthesis are limited and how?Carbon dioxide concentration Low CO2 means less carbon can be fixed from the atmosphere in the

Calvin cycle. Output of glucose is reduced and RuBP builds up.

Light intensity

Temperature




54. Using the graph below, deduce, with reasons, the most important limiting factor in the rate of photosynthesis of this green plant.

55. Compare photosynthesis and respiration. Take time to think about all the connections – reactions, structures, products and processes.

Cell Respiration Photosynthesis

Similarities

Differences




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.

1. Annotate the diagram to show the carbon cycle and processes involved.

A Respiration (1) B CD E

2. Outline some of the methods used to measure or estimate atmospheric carbon dioxide.

Recent history:

Geological history:




3. 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: http://earthguide.ucsd.edu/globalchange/keeling_curve/01.html

a. Describe the overall trend shown in the graph.

b. Explain the annual fluctuations in CO2 levels.

Peaks:

Troughs:

c. Suggest one human impact and one natural cause that could have led to the overall trend shown in the graph:

Anthropogenic:

Natural:

4. Identify three greenhouse gases other than carbon dioxide.



http://earthguide.ucsd.edu/globalchange/keeling_curve/01.html


5. Explain the greenhouse effect with the aid of a diagram. Include short-wave and long-wave radiation.

6. Explain how increased atmospheric levels of greenhouse gases lead to an enhanced greenhouse effect.

7. Outline some of the possible consequences of a global temperature rise on arctic ecosystems.Ice coverage:

Climate changes:

Niches:

Plant distributions:

Animal populations:




8. Outline the precautionary principle.

9. Describe how the precautionary principle can be applied to anthropogenic climate destabilisation.

10. Give two other examples of the precautionary principle in effect in Biology or Medicine.

11. 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

Take significant action Take no action

Glo

bal c

limat

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stab

iliza

tion

is…

True

Fals

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Conclusion:



http://www.youtube.com/watch?v=mF_anaVcCXg


Works Cited1. 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 Biology Assessment

Criterion Complete (2) Partially complete (1) Self MrTPresentation &

Organisation NA Complete and neat. All command terms highlighted, tables and diagrams well presented.

Academic Honesty NA

Sources cited using the CSE (ISO 690 numerical) method, with Works Cited section complete and correct.

Objective 1 understanding

All answers for the following command terms correct:

Most answers for the following command terms correct:

Define Draw Label List Measure State

Objective 2 understanding

All answers for the following command terms correct: Most answers for the following command terms correct:

Annotate Apply Calculate Describe Distinguish Estimate Identify Outline

Objective3understanding

All answers for the following command terms correct: Most answers for the following command terms correct:

Analyse Comment Compare Construct Deduce Derive Design Determine DiscussEvaluate Explain Predict Show Solve Sketch Suggest

Logic, notation, mathematical

workingNA

Answers 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 research NA

Evidence 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):



Education

Essential Biology: Making ATP Workbook (HL/ SL OpC)