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Published by , 2017-03-16 00:20:59

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Biology

PORTFOLIO

Seyed Shahin
Soltani
MD, PhD

Cellular Respiration
PORTFOLIO
Lee College
Baytown
March 2017

Table of Contents

1) Student Prep
Strategy

2) BOPPPS Lesson Plan
3) Biology Showcase

Portfolio
4) Powerpoint Lesson

5) Good Questions

Students Prep Strategy

In order to engage my students in studying more, I encourage them by
considering a bit of participation grade for them if they do.

- Summarize the next chapter by team working in the study groups I have already
assigned by their help for them. (All chapter slides have been already posted in d2l
by me) in one or two pages and bring to class the week after by considering a bit of
extra credit for them.

- Some groups draw eukaryotic cell and demonstrate the different stages of
glucose catabolism in different part of the cell.

- Some groups summarize Glycolysis, Others Krebs cycle and the rest
Electron Transport chain reactions.

And in my hybrid classes we have online discussion groups that I discuss the main
question in the beginning of the week, each student should post to high quality post
at least 3 times a week and I will post a wrap-up at the end of that week. So the
students would be involved when I come to the class to lecture them. During the
lecture class we will also have lots of activity by students beside traditional
lecturing.

BOPPPS LESSON PLAN

COURSE:
Lesson Title: Celluar Respiration
Bridge: How will you gain learner interest and set the stage for the lesson?

Estimated time: 5 minutes.
I write these two general provocative questions on the board in the beginning to grab their attention by giving them time encourage them to think and
then answer, so I ask who is volunteer to answer first:
1-Have you ever thought that Why do we need to breathe?
2- What is the importance of oxygen to cells?
And by reviewing their answers I gradually enter into this complicated but interesting biochemistry topic.
Course Student Learning Outcome:
Describe how the reactions of eukaryotic cellular respiration release chemical energy in different stages.

Learning Objectives: By the end of this lesson, students will be able to:
1. Name the four stages of cellular respiration and state the region of the eukaryotic cell where each stage occurs. State the net amount of ATP generated by

each stage. (Bloom: Knowledge )
2. Be able to label or illustrate a representation of any stages of cellular respiration in a eukaryotic cell. (Bloom: Comprehension )
Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the student preparation strategy you developed.

Estimated time: 3 - 5 minutes
This topic is naturally new to students however some cell biology background is required for understanding it, So I start
assessing my students by asking them to review the main different parts (organelles) of a eukaryotic cells and ask each of them

to name one important organelles of these cells and then in few words tell the physiologic functions of the organelles especially
mitochondria as a “power house “ of the cells where the cellular energy is generated via glucose catabolism (sometimes in a
brain storming manner, I ask them to write down quickly whatever they remind about the cellular organelles and their related
functions) and also ask some chemistry questions like what is the formula of glucose or what kind of molecule the glucose or
carbon dioxide are or for instance what atoms they are composed of.

Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified:

1. Name the different four stages of glucose catabolism? (Knowledge)

2. Can you explain the mechanism of Electron Transport Chain? (Comrehension)

3. Can you make a distinction between aerobic and anaerobic reactions in cellular respiration? (Analysis)

4. Can you predict the impact of hypoxia over cellular respiration in the affected patients? (Synthesis)

 New instructional technology you are trying: Engaging students interactively in a game (Apple game)
 At least one classroom assessment technique (CAT): Showing Videos, animations, quizzes from the websites/ Links in the following table

Time Instructor Activities Learner Activities Lesson Materials

30 lecture about Answer to my Slides – Power points
minutes glucose short questions
oxidation and every 2-3 minutes
its different in a Socratic way
staps (-Step 1:
Glycolysis, -
Step 2: Acetyl
Co-A
formation,-Step

3 : Krebs cycle,
Step 4: Electron
Transport
Chain): from
Powerpoint
slides.

5 I show this Watching the http://www.youtube.com/watch?v=3aZrkdzrd04
minutes video to my video that
students that demonstrate each
will be suitable stage of cellular
for both visual respiration
or audio-visual separately.
learners since it
is in the form of
a song and
music:

10 Then I show this Second round of http://highered.mcgraw-
minutes website since it is both short videos and hill.com/sites/0072507470/student_view0/chapter25/animation__how_glycolysis_works.html
video about different Participation in
20 that demonstrates some short Large poster paper, markers, apples, knives.
minutes different separate quizzes.
stages of glucose
catabolism Actively
participation in
The last step of the apple game
with lots of fun
the class will be and activity, while
I am observing
the 15-25 them and walking
between the
minutes game groups encourage
them to proceed
that completely

engages my

students

actively and will

provides lots of

fun for them this game.
for this boring
topic.

Post-assessment: By some of the quizzes of this website http://highered.mcgraw-
hill.com/sites/0072507470/student_view0/chapter25/animation__electron_transport_system_and_formation_of_atp__quiz_1_.html

Estimated time: 7-8 minutes

Summary: Fortunately this topic till this stage has already been reviewed at-least 2-3 times , however I wrap up in a way similar to “minute paper” by

asking them “What is the most important part of each stage of cellular respiration?”

Or sometimes I just draw the summarized diagram of glucose respiration in 3-5 minutes on the board (or show slide 19 ) and then ask my students one by
one to name the different biochemical reactions very briefly for another 2-3 minutes and the chapter will be summarized for the last time.
Estimated time: 7-8 minutes

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Seyed Shahin Soltani
Biol. 1406
Date: 3/27/2017

 Summarization of the different part of the chapter by team
working in the study groups.

 Some groups draw eukaryotic cell and demonstrate the
different stages of glucose catabolism in different part of the
cell.

 Some groups summarize Glycolysis, Others Krebs cycle or
Acetyl-Co A formation and the rest Electron Transport chain
reactions.

Provocative questions

 1-Have you ever thought that Why do we need to breathe?

 2- What is the importance of oxygen to cells?

 By the end of this lesson, students will be able to:
Name the four stages of cellular respiration and state the
region of the eukaryotic cell where each stage occurs.
(Bloom: Knowledge )

 Be able to label or illustrate a representation of any stages of
cellular respiration in a eukaryotic cell. (Bloom:
Comprehension )

Linked to my Student prep strategy:
 Name different parts (organelles) of a eukaryotic cells

 Focus on mitochondria as a “power house “ organelles of the
cell.

 Name the different four stages of glucose catabolism? (Knowledge)
 Can you explain the mechanism of Electron Transport Chain? (Comrehension)
 Can you make a distinction between aerobic and anaerobic reactions in cellular

respiration? (Analysis)
 Can you predict the impact of hypoxia over cellular respiration in the affected

patients? (Synthesis)
 Engaging students interactively in a game (Apple game)
 The classroom assessment technique (CAT): Showing Videos, animations, quizzes

from the websites/ Links in the next slide

BRIEF EXPLANATION

 Lecture 30 min.

 A musical Video / youtube 5 min.
http://www.youtube.com/watch?v=3aZrkdzrd04

 Link 10 minutes
http://highered.mcgraw-

hill.com/sites/0072507470/student_view0/chapter25/animation__how_g
lycolysis_works.html

 Engaging students interactively in a game (Apple game) 20-25 minutes
apples & knives.

 Short Quizzes from the links:

 http://highered.mcgraw-
hill.com/sites/0072507470/student_view0/chapter25/animat
ion__electron_transport_system_and_formation_of_atp__qui
z_1_.html

 Minute paper: “What is the most important reactions of each
stage of cellular respiration?”

Carbohydrate Metabolism

Seyed Shahin Soltani
MD, PhD

Contents

• 1- Glucose metabolism

• 2-Glycolysis

• 3- Citric acid cycle

• 4- Electron transport chain

• 5- Summary

Carbohydrates Metabolism

• Polyhydroxylated compounds consisting of a large
number of monosaccharides linked glycosidically by O-
glycosidic covalent bonds.

• Polysaccharides made of carbon,
hydrogen and oxygen.

• The central molecule is glucose
(C6H12O6), the body’s preferred source of fuel of energy.

• Cellular Respiration is degradation (Catabolism) of
biomolecules.

Cellular respiration

• Mainly we will consider cellular
respiration as glucose catabolism in the
way of oxidation of glucose by “burning
it” in cells through a series of electron
transfers to ultimately yield water,
carbon dioxide, and ATP.
-The released energy from glucose is
stored in the chemical bonds of the
high energy molecules of ATP.

Carbohydrate metabolism

(Cellular respiration)

• Oxidation of glucose to form ATP...

• Glucose (C6H12O6) + 6O2 → 6CO2 +6H2O + 36-38 ATP

... is known as “Cellular Respiration” and occurs
in 4 steps

The 4 steps of Cellular respiration

• 1-Glycolysis (Embden–Meyerhof–Parnas ) (EMP pathway)

Oxidation of 1 Glu. into 2 pyruvate, The reactions also produce 2 ATP and
two energy-containing NADH+H./aneorobic cellular resipration/cytosol.

• 2- Formation of Acetyl-Coenzyme A from pyruvate

This transition step also produces 2 energy-containing NADH +H plus
2 carbon dioxide (CO2)/ matrix of mitochondria .

• 3- Krebs Cycle (TCA or Citric Acid cycle)

Oxidization of acetyl coenzyme A and production of 2 CO2, 2 ATP, 6 NADH
+ H, and 2 FADH2/ matrix of mitochondria.

• 4- ETC (Electron Transport Chain)

Oxidization of NADH+H and FADH2 and transfer their electrons through a
series of electron carrier protein/ inner membrane of mitochondria.

The Krebs cycle and the electron transport chain both require oxygen to
produce 32 or 34 ATP and are collectively known as aerobic cellular
respiration.

Glycolysis( EM pathway)

• The first reaction in the series of steps of
glycolysis, is once glucose is transported into
the cell via facilitated diffusion (in the
presence of insulin), it is combined with a
phosphate molecule of ATP (phosphorylation)
by hexokinase enzyme / with the aid of Mg2+
and becomes glucose-6-phosphate (activated
GLU .
later it will change into fructose 6-phosphate.
A second ATP is used to add a second
phosphate group to fructose 6-phosphate
to form fructose 1,6-bisphosphate with the
help of phosphofructokinase.

Glycolysis

• Next, some energy is
recouped as the 6-carbon
glucose 1,6, diphosphate
is broken down to 2
Pyruvate (producing 2 net
ATP and 2 reduced
molecules of NAD (NADH).

Figure 25-3 Glycolysis

Glucose INTERSTITIAL
FLUID

Steps in Glycolysis CYTOSOL
Glucose-6-phosphate
As soon as a glucose molecule
enters the cytosol, a phosphate Glyceraldehyde Fructose-1,6-bisphosphate
group is attached to the 3-phosphate
molecule. Dihydroxyacetone
phosphate
A second phosphate group is
attached. Together, steps 1 and
2 cost the cell 2 ATP.

The six-carbon chain is split
into two three-carbon
molecules, each of which then
follows the rest of this pathway.

Figure 25-3 Glycolysis From mitochondria
To mitochondria
Steps in Glycolysis
Another phosphate group is 1,3-Bisphosphoglycerate Energy Summary
attached to each molecule, and 3-Phosphoglycerate Steps 1 & 2: 2
NADH is generated from NAD.
Step 5: 2
One ATP molecule is formed Step 7: 2
for each molecule processed. NET GAIN: 2

The atoms in each molecule Phosphoenolpyruvate
are rearranged, releasing a
molecule of water.

A second ATP molecule is
formed for each molecule
processed. Step 7 produces 2
ATP molecules

Pyruvate
To mitochondria

Glycolysis

The 2nd step in cellular respiration
Formation of acetyl-Co-A

occurs as the result of a choice – the choice is

depends on the availability of enough oxygen!

– If sufficient oxygen is not Pyruvic Acid Either

present in the cell lactic acid is

formed and if oxygen is present Or

acetyl-CoA will be formed and

cellular respiration continues.

Carl Cori and Gerty Cori jointly won the 1947
Nobel Prize in Physiology or Medicine

Formation of acetyl-Co-A

(Transitional stage) Mitochondrial ATP Production
NAD+ oxidize pyruvate

(mito- =thread; -chondria granules; singular is
mitochondrion)

(Bag in bag/ inner &outer membranes)

– If oxygen supplies are adequate, with the help of a

special transporter protein, mitochondria absorb

,break down ,oxidize and decarboxylase pyruvic

acid molecules.
• Pyruvic acid reacts with NAD and coenzyme A

(CoA) Producing 1 CO2, 1 NADH, 1 acetyl-CoA.

Also known as tricarboxylic acid cycle
(TCA cycle).
The reactions occur in the matrix of
mitochondria and consist of a series of Redox
(oxidation–reduction)reactions and decarboxylation
reactions that release CO2.

The function of the citric acid cycle is:
To remove hydrogen atoms from organic
molecules and transfer them to coenzymes

((Each of the 2 acetyl co A gets completely oxidized into 2 CO2 by the))
((TCA cycle and 1 ATP will be produced in each of the 2 krebs cycles.))

Citric Acid Cycle

• Pyruvate formed after Glycolysis undergoes
oxidative decarboxylation to from acetyl
coenzyme A

• The acetyl co A gets completely oxidized into
CO2 by the TCA cycle.

CH3CO  CoA + 3 NAD + FAD + GDP + Pi + 2 H2O 
CoA + 2 CO2 + 3 NADH + FADH2 + 2 H+ + GTP

Electron transport chain

• A series of electron protein carriers, (integral
membrane proteins) in the inner mitochondrial
membrane.

• This membrane is folded into cristae that increase its
surface area, accommodating thousands of copies of
the transport chain in each mitochondrion.

• The final electron acceptor of the chain is oxygen
that will mix with oxygen and produce metabolic
water.

Electron transport chain

• NADH and FADH2 produced during the Glycolysis and
TCA cycle are oxidized in the presence of oxygen.
Transferred electrons are passed like a hot potato, from
a high energy level to a lower energy level
– Each electron carrier is first
reduced (picks up electrons),
before giving up electrons
and becoming re-oxidized.

Chemiosmosis

(chemi-=chemical;
-osmosis=pushing)
• Because this mechanism of ATP generation in ETC
links chemical reactions (the passage of electrons
along the transport chain is exergonic) with the
pumping of hydrogen ions, it is called

chemiosmosis

• 1- Energy from NADH+H passes along the
electron transport chain and is used to pump H
from the matrix of the mitochondrion into the
space between the inner and outer mitochondrial
membranes. This mechanism is called a proton
pump (H ions consist of a single proton).

Chemiosmosis

( chemi-=chemical;
-osmosis = pushing)

• 2- A high concentration of H accumulates
between the inner and outer mitochondrial
membranes (proton motive force).

• 3- ATP synthesis then occurs as hydrogen ions/
protons flow back into the mitochondrial
matrix through a special type of H channel in
ATP synthase of the phospholipid bilayer of
inner membrane.

Figure 25-5a Oxidative Phosphorylation

Steps in Oxidative Phosphorylation Substrate-H2 Substrate-H2

A coenzyme strips 2 hydrogen Cytochrome b
atoms from a substrate molecule. Cytochrome c
Cytochrome a
NADH and FADH2 deliver Cytochrome a3
hydrogen atoms to coenzymes
embedded in the inner The sequence of
membrane of a mitochondrion. oxidation-reduction
reactions involved in
Coenzyme Q releases oxidative phosphorylation.
hydrogen ions and passes
electrons to cytochrome b.

Electrons are passed along
the Electron Transport System,
losing energy in a series of
small steps.

Oxygen accepts the low-
energy electrons, and with
hydrogen ions, forms water.

ETC

Summary of Cellular Respiration

In the total oxidation of 1 molecule of glucose,

36-38 molecules of ATPs are generated,

depending on the tissue

– Only 4 ATP are generated by substrate level
phosphorylation (directly transferring a high energy
phosphate from one organic molecule to another)
in glycolysis and the Krebs cycle

– Most of the ATP (either 32 or 34) is made by
oxidative phosphorylation using the cytochromes
of the electron transport chain and O2 as the final
electron acceptor.

Figure 25-6 A Summary of the Energy Yield of Aerobic Metabolism

Glucose CYTOSOL Energy Summary
(6-carbon) Glycolysis (Anaerobic):

GLYCOLYSIS produced during enzymatic
reactions in the cytosol
Coenzyme A Pyruvate
Acetyl CoA (3-carbon) used to initiate glycolysis

Citric Acid Via intermediates net gain to cell
Cycle
ELECTRON The Electron Transport System
(2 turns) TRANSPORT and Citric Acid Cycle (Aerobic):

SYSTEM from NADH produced
in glycolysis
MITOCHONDRIA
from NADH generated
in citric acid cycle

from FADH2 generated
in citric acid cycle

via GTP produced during
enzymatic reactions

net gain to cell from
complete catabolism
of one glucose molecule

1 Glucose C6H12O6 + 6O2 →
6CO2 +6H2O + 36-38
1 GLYCOLYSIS
ATP
2 Pyruvic acid
2 ATP
2 FORMATION
OF ACETYL 2 NADH + 2 H+
COENZYME A
2 CO2 4 ELECTRON
2 Acetyl 2 NADH + 2 H+ TRANSPORT
coenzyme A CHAIN

2 ATP Electrons e– 32 or 34 ATP
4 CO2 e– 6 H2O
3 6 NADH + 6 H+ e–
2 FADH2
KREBS 6 O2
CYCLE

Thank You

 Writing Good Questions

Course Student Learning Outcome:

Describe how the reactions of eukaryotic cellular respiration release chemical energy in different
stages.

Learning Objectives: By the end of this lesson, students will be able to:

1. Name the four stages of cellular respiration and state the region of the eukaryotic cell where each
stage occurs. State the net amount of ATP generated by each stage. (Bloom: Knowledge )

2. Be able to label or illustrate a representation of any stages of cellular respiration in a eukaryotic cell.
(Bloom: Comprehension )

1. Name the different four stages of glucose catabolism? (Knowledge)
2. Can you explain the mechanism of Electron Transport Chain? (Comrehension)

3. Can you make a distinction between aerobic and anaerobic reactions in cellular respiration?
(Analysis)

4. Can you predict the impact of hypoxia over cellular respiration in the affected (asthmatic or
Bronchitis ) patients ? (Synthesis)


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