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Photosynthesis and Cellular Respiration

Photosynthesis and Cellular Respiration – Understanding the Basics of Bioenergetics and Biosynthesis (revised 5/2017)

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Quia - Photosynthesis and Respiration Rags to Riches Game

The Core program builds on concepts of matter acquired in junior high or basic chemistry, covering organic chemistry, the structure and components of prokaryotic and eukaryotic cells, cellular respiration and photosynthesis, genetics and heredity, evolution and speciation, comparative anatomy with an emphasis on human anatomy and physiology, plant structure, growth, and reproduction, and ecology at the high school level.

Covering the details of each step of cellular respiration through a board game in great detail

These Teacher Notes summarize basic concepts and information related to energy, ATP, cellular respiration, and photosynthesis. These Teacher Notes also review common misconceptions and suggest a sequence of learning activities designed to develop student understanding of important concepts and overcome any misconceptions.

Board Game: Photosynthesis & Cellular Respiration

Extrapolate concepts of cellular respiration and photosynthesis tomovement of energy and nutrients in living systems.

In this minds-on activity, students analyze the relationships between photosynthesis, cellular respiration, and the production and use of ATP. Students learn that sugar molecules produced by photosynthesis are used for cellular respiration and for the synthesis of other organic molecules. Thus, photosynthesis contributes to plant metabolism and growth. The optional final section challenges students to explain observed changes in biomass for plants growing in the light vs. dark. (NGSS)

In the first part of this activity, students learn how to use the floating leaf disk method to measure the rate of net photosynthesis (i.e. the rate of photosynthesis minus the rate of cellular respiration). They use this method to show that net photosynthesis occurs in leaf disks in a solution of sodium bicarbonate, but not in water. Questions guide students in reviewing the relevant biology and analyzing and interpreting their results. In the second part of this activity, student groups develop hypotheses about factors that influence the rate of net photosynthesis, and then each student group designs and carries out an investigation to test the effects of one of these factors. (NGSS)

Quia - Cellular Respiration Review Game

Photosynthesis and Cellular Respiration Review Game

This course will cover approximately 30% of the AP Biology curriculum, with the remaining 70% covered during the academic year. Topics will include biochemistry, cell structure and function, membranes, enzymes, cellular respiration, photosynthesis, cellular communication, and ecology. Students will complete several of the required college-level labs including studies of diffusion and osmosis, enzyme activity, cellular respiration, photosynthesis, and ecosystem productivity. Successful completion of the course (83% or better) and instructor approval are required to continue in AP Biology as a junior during the academic year. The AP Biology exam will be taken in May of the junior year.

Students learn how organic molecules move and are transformed in ecosystems as a result of the trophic relationships in food webs, photosynthesis, cellular respiration, and biosynthesis. This provides the basis for understanding carbon cycles and energy flow through ecosystems. In the final section, students use these concepts and quantitative reasoning to understand trophic pyramids. (NGSS)

Photosynthesis and Cellular Respiration Jeopardy Style Review Game
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  • Board Game Photosynthesis Cellular Respiration - …

    One other activity that I like is this game board for photosynthesis and cellular respiration

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  • Play "Photosynthesis and Cellular Respiration" | FlipQuiz

    Compare the equations of cellular respiration and photosynthesis

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$200 Scores Photosynthesis Game Board

Size is important, at the cellular level as well as the organism level. Below is a diagram of a typical plant cell. (Source: Wikimedia Commons)The primary advantage that mitochondria provided was not only increased surface area for reactions, but unlike other organelles that began as bacteria (such as ), mitochondria retained some of their DNA. That DNA was probably retained by mitochondria that could make key proteins vital to their functioning on the spot, instead of waiting for the nucleus to send DNA “instructions.” Essentially, mitochondria provided flexible power generation, like a field commander empowered to make decisions far from headquarters and quickly responding to conditions on the ground. Mitochondria move around inside the cells and provide energy where it is needed. That flexibility of decentralized power generation may be the mitochondrion’s chief contribution to making complex life possible, and that in turn led to many changes that are characteristic of complex life, some of which follow. Perhaps a few hundred million years after the first mitochondrion appeared, as the oceanic oxygen content, at least on the surface, increased as a result of oxygenic photosynthesis, those complex cells learned to use oxygen instead of hydrogen. It is difficult to overstate the importance of learning to use oxygen in respiration, called . Before the appearance of aerobic respiration, life generated energy via and .

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Hello,
Thanks for the great resources. I didn't realize before I started to use the photosynthesis and respiration minds-on activities that these lessons were designed for classrooms with limited internet access, and I wanted to add my two-cents about that. I do have regular internet access in a computer lab or with a laptop cart, and most students now have a mobile device that they can share with others. Web activities and quests are great, but I find that with these minds-on activities (I like that term a lot), my students are more likely to read carefully, study diagrams, refer to previous lessons, and are overall more engaged than if they were using screen time to accomplish similar learning tasks. I use these activities using a POGIL style approach, and my students have a much deeper understanding of these difficult topics - and they enjoy the opportunity to work on them together. I would encourage more teachers who are concerned about students obtaining a deep understanding of biological topics to steer clear of flashier web based applications and make some of these resources work for their classrooms (thank you for publishing the resources in Word so it is easier to do this). I wish I had found them years ago!
Ben

Cellular Respiration Word Game Review ..

The position of Antarctica at the South Pole and the landlocked Arctic Ocean have been key variables in initiating the current ice age, and another continental configuration that could contribute to initiating an ice age is , which and . A hypothesis is that can accompany supercontinents, so warm water is not pushed to the poles as vigorously. A supercontinent near the equator would not normally have ice sheets, which means that would be enhanced and remove more carbon dioxide than usual. Those conditions could initiate an ice age, beginning at the poles. It would start out as sea ice, floating atop the oceans. Around when Harland first proposed a global ice age, a climate model developed by Russian climatologist concluded that if a Snowball Earth really happened, the runaway positive feedbacks would ensure that the planet would never thaw and become a permanent block of ice. For the next generation, that climate model made a Snowball Earth scenario seem impossible. In 1992, a professor, , that coined the term Snowball Earth. Kirschvink sketched a scenario in which the supercontinent near the equator reflected sunlight, as compared to tropical oceans that absorb it. Once the global temperature decline due to reflected sunlight began to grow polar ice, the ice would reflect even more sunlight and Earth’s surface would become even cooler. This could produce a runaway effect in which the ice sheets grew into the tropics and buried the supercontinent in ice. Kirschvink also proposed that the situation could become unstable. As the sea ice crept toward the equator, it would kill off all photosynthetic life and a buried supercontinent would no longer engage in . Those were two key ways that carbon was removed from the atmosphere in the day's , especially before the rise of land plants. Volcanism would have been the main way that carbon dioxide was introduced to the atmosphere (animal respiration also releases carbon dioxide, but this was before the eon of animals), and with two key dynamics for removing it suppressed by the ice, carbon dioxide would have increased in the atmosphere. The resultant greenhouse effect would have eventually melted the ice and runaway effects would have quickly turned Earth from an icehouse into a greenhouse. Kirschvink proposed the idea that Earth could vacillate between states. Kirschvink noted that reappeared in the geological record during the possible Snowball Earth times, after vanishing about a billion years earlier. Kirschvink noted that iron cannot increase to levels where they would create BIFs if the global ocean was oxygenated. Kirschvink proposed that the sea ice not only killed the photosynthesizers, but it also separated the ocean from the atmosphere so that the global ocean became anoxic. Iron from volcanoes on the ocean floor would build up in solution during the , and during the greenhouse phase the oceans would become oxygenated and the iron would fall out in BIFs. Other geological evidence for the vacillating icehouse and greenhouse conditions was the formation of cap carbonates over the glacial till. It was a global phenomenon; wherever the Snowball Earth till was, cap carbonates were atop them. In geological circles, deposited during the past 100 million years are considered to be of tropical origin, so scientists think that the cap carbonates reflected a tropical environment. The fact of cap carbonates atop glacial till is one of the strongest pieces of evidence for the Snowball Earth hypothesis. Kirschvink finished his paper by noting that the eon of complex life came on the heels of the Snowball Earth, and scouring the oceans of life would have presented virgin oceans for the rapid spread of life in the greenhouse periods, and this could have initiated the evolutionary novelty that led to complex life.Kirschvink is a , was soon pursuing other interests, and left his Snowball Earth musings behind. Canadian geologist had been an ardent Arctic researcher, but a dispute with a bureaucrat saw him exiled from the Arctic. He landed at Harvard and soon picked Precambrian rocks in to study, as it was largely unexplored geological territory. The Namibian strata were 600-700 million years old, instead of the two billion years that Hoffman was familiar with. In the Namibian desert, he soon found evidence of glacial till among what were considered tropical strata when created.Glacial till is composed of “foreign” stones that had been transported there by ice.

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