Portfolio

4/23/2019

Table of  What is ACP‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐3
Contents Syllabus Snapshot‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐4
Student Preparation Strategy‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐6
BOPPPS Lesson Plan‐ Cellular Respiration‐‐‐8
PowerPoint‐ Cellular Respiration ‐‐‐‐‐‐‐‐‐‐‐‐‐12
Student Fill In Notes‐ Cellular Respiration ‐‐16
Exam Questions‐ Cellular Respiration‐‐‐‐‐‐‐‐18
Rubric‐ Disease Case Study Presentation ‐‐‐20
Reflective Esssay‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐22

2

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

BIOLOGY 1406 SYLLABUS SNAPSHOT

COMPLETE SYLLABUS LOCATED IN D2L

Professor Tiffany Martin

Required Materials: Best Contact: Email through D2l or
Tiffany. [email protected]
-Campbell Biology 11th ed.
Emails returned within 48 hours
-Mastering Biology access
Class Days & Times:
www.pearsonmastering.com Lecture: MWF 10:45AM-11:40AM
-Laboratory Manual for Biology
1406/1408 10th ed. – Class Room Location: HSC1-215
Lab: MWF 11:50AM-12:45PM
Lone Star College – CyFair
Lab Room Location: HSC1-241

Class Guidelines

Communication: Check D2L first and then email me any questions.

Attendance: Come to class, prepared and on time! It’s good for you!

Electronic devices: Be respectful! During lecture and lab, you may use your laptops or
other devices for class purposes only. It is distracting to me and classmates when you
are doing other things. You may audio record but no video or photos without
permission. Otherwise, cell phones are disruptive and should be silenced and placed out
of view before class begins. Texting/conversing on cell phones is not allowed during
class. If your phone rings you have to bring everyone cookies!
Not really... but we like cookies!

Your grade will be determined by Details Points Percent of
the following 100 points each Final Grade
Exams (4 plus Final) (if applicable) 50%
500
Mastering Assignments (20)
10 points each 200 20%
First Lab practical
Second Lab Practical 50 points 50 5%
Lab Report 100 Points 100 10%
Lab worksheets 50 Points 50 5%
(12 and take highest 10) 10 points each 100 10%
Extra Credit
varies
Total:
1000 100%

Assignments:

Read before coming to class for vocabulary and big concepts.

Read after class to fill in notes and ensure understanding.

Mastering Biology: Yes, you need to buy the access code. Assignments here count as 20%
of your grade. You will sign up for Mastering Biology by entering D2L first and following
the instructions under Content>Mastering Biology>How to Enroll. NO LATE SUBMISSIONS.

Exams: There will be both lab exams and lecture exams in a multiple-choice, short answer
and /or essay format. I know ‘life” happens and you may make-up ONE exam with my
permission. Exams will be graded within a week of taking the exam and you will have the
opportunity to go over your exam.

Lab Worksheets and Reports: Lab worksheets are due either Friday or Monday as noted
on the syllabus. There are 12 worksheets and the top 10 grades are counted. There will be
two lab reports due during the semester. The first report is part of your Unit 1 worksheet
grade and the second report is worth 50 points.

Week Lecture Laboratory Exercises
Number
Syllabus Safety Agreement
1 Lab Worksheet (p11)

JAN 14 Unit 1 – Scientific Investigation
Ex. 1 and 2
JAN 16 Chapter 1 – Evolution, the Themes of Biology and
Scientific Inquiry

JAN 18 Chapter 1 – Evolution, the Themes of Biology and Unit 1 – Scientific Investigation
Scientific Inquiry Ex. 3 and 4
Appendix 1 -Writing a Lab Report

2 (FOR FULL SYLLABUS CHECK D2L)

Jan 21 MLK Holiday – No Class J No Class

JAN 23 Chapter 2 - The Chemical Context of Life Unit 1 – Scientific Investigation-
JAN 25 Lab Manual Unit 3 (practice problems) Measurements and Practice Prob-
lems
Mastering Ch1 Due Jan 24
All About Me Extra Credit Due Jan 24

Chapter 2 - The Chemical Context of Life Unit 1 – Scientific Investigation
Lab Manual Unit 3 (practice problems)
Lab Worksheet 1 (p15) Due
Lab Report Unit 1 Due

SUCCESS

I want you to succeed in this class! Come talk to me! The full
syllabus in D2L discusses campus resources such as the Academic
Success Center, Empowerment Center, Counseling Center, ADA

accommodations, Financial Aid, Academic Advising and more.

Student Preparation Strategy

Before Class

• Discuss benefits of reading on first day of course.
• Provide students an Objectives and Reading Guide for each chapter that outlines reading assignments,

course objectives, vocabulary terms and practice problems from the chapter.
• Instructions on how to get the most from reading in advance.
• Assign graded Reading Prep assignments due before class.

During Class

• Content of the class will reference the reading assignment.
• Students will use an active learning strategy to assess preparedness.
• During class ask questions about the reading assignment.
• At the end of class, direct them to the textbook within 48 hours to read, recite, review, rehash, rethink

and reevaluate specifically the sections covered in class.
• Preview the next lesson to encourage preparation for the next class period.

After Class

• Students will complete Dynamic Study Modules online in the course learning platform to assess their
learning. These modules are designed so that when a question is answered incorrectly, the student is
automatically linked to the section of the text that covers that content.

• Exams will include questions similar to homework problems from the textbook and the online learning
platform.

4/24/2019

Cellular 
Respiration 
Lesson

BOPPPs Lesson Plan 
Part One and Part Two

Class Powerpoint
Student Fill In Notes

1

KWWW^ > ^^KE W> EͲ ĞůůƵůĂƌ ZĞƐƉŝƌĂƚŝŽŶ WĂƌƚ KŶĞ

KhZ^ ͗ /K> ϭϰϬϲ 'ĞŶĞƌĂů ŝŽůŽŐLJ

>ĞƐƐŽŶ dŝƚůĞ͗ ĞůůƵůĂƌ ZĞƐƉŝƌĂƚŝŽŶ
dŝĨĨĂŶLJ DĂƌƚŝŶ



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ƚŚĞLJ ĂƌĞ ĂƐŬŝŶŐ ƚŚĞŝƌ ŚĞĂƌƚ ƚŽ ƉƵŵƉ ďůŽŽĚ ĂŶĚ ƚŚĞŝƌ ůƵŶŐƐ ƚŽ ďƌĞĂƚŚĞ͍ ^ŚŽǁ ƐůŝĚĞ ǁŝƚŚ ƌƵŶŶĞƌ ĂŶĚ ĨŽŽĚ͘ ŝƐĐƵƐƐ ƚŚĞ ƌĞůĂƚŝŽŶƐŚŝƉ ďĞƚǁĞĞŶ ĨŽŽĚ ĂŶĚ ƚŚĞ ĞŶĞƌŐLJ

ǁĞ ŶĞĞĚ ƚŽ ŵĂŬĞ ŽƵƌ ďŽĚŝĞƐ ǁŽƌŬ͘ ůŽŽŵƐ YƵĞƐƚŝŽŶ ; ŶĂůLJnjĞͿ͗ tŚĂƚ ǁŽƵůĚ ŚĂƉƉĞŶ ŝĨ ǁĞ ĐĂŶ͛ƚ ĐŽŶƐƵŵĞ ĨŽŽĚ ĂŶĚ ŵĂŬĞ ĞŶĞƌŐLJ͍ /Ĩ ǁĞ ĐĂŶ͛ƚ ŵĂŬĞ ĞŶĞƌŐLJ͕ ǁĞ

ǁŝůů ĚŝĞ͘ ^ƚĂƚĞ ŽďũĞĐƚŝǀĞƐ͘


ƐƚŝŵĂƚĞĚ ƚŝŵĞ͗ ϱ ŵŝŶƵƚĞƐ

ŽƵƌƐĞ ^ƚƵĚĞŶƚ >ĞĂƌŶŝŶŐ KƵƚĐŽŵĞ͗ /ĚĞŶƚŝĨLJ ƚŚĞ ƐƵďƐƚƌĂƚĞƐ͕ ƉƌŽĚƵĐƚƐ͕ ĂŶĚ ŝŵƉŽƌƚĂŶƚ ĐŚĞŵŝĐĂů ƉĂƚŚǁĂLJƐ ŝŶ ŵĞƚĂďŽůŝƐŵ͘



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([SODLQ KRZ JOXFRVH LV R[LGL]HG GXULQJ JO\FRO\VLV DQG WKH .UHE¶V F\FOH %ORRPV 8QGHUVWDQG


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$QDO\]H WKH UROH RI R[\JHQ LQ WKH SURFHVV RI FHOOXODU UHVSLUDWLRQ %ORRPV $QDO\]H



WƌĞͲ ƐƐĞƐƐŵĞŶƚ͗ ĞĨŽƌĞ ĐůĂƐƐ ƚŚĞ ƐƚƵĚĞŶƚ ǁŝůů ŚĂǀĞ ĐŽŵƉůĞƚĞĚ Ă WƌĞƉ ŚŽŵĞǁŽƌŬ ĂƐƐŝŐŶŵĞŶƚ ŝŶ DĂƐƚĞƌŝŶŐ ŝŽůŽŐLJ ƚŚĂƚ ĐŽǀĞƌƐ ŵĂƚĞƌŝĂů ĨƌŽŵ ƚŚĞ ĐŚĂƉƚĞƌ ƚŚĂƚ

ŝƐ ĞŝƚŚĞƌ ŝŶĨŽƌŵĂƚŝŽŶ ƚŚĞLJ ƐŚŽƵůĚ ŚĂǀĞ ƉƌĞǀŝŽƵƐ ĨĂŵŝůŝĂƌŝƚLJ͕ ŝŵƉŽƌƚĂŶƚ ǀŽĐĂďƵůĂƌLJ Žƌ ďƌŽĂĚ ĐŽŶĐĞƉƚƐ ƚŚĞLJ ŶĞĞĚ ƚŽ ŬŶŽǁ͘ / ǁŝůů ƌĞǀŝĞǁ ƚŚĞ ŚŽŵĞǁŽƌŬ ďĞĨŽƌĞ

ĐůĂƐƐ ƚŽ ƐĞĞ ŝĨ ƚŚĞƌĞ ǁĞƌĞ ĨƌĞƋƵĞŶƚůLJ ŵŝƐƐĞĚ ƋƵĞƐƚŝŽŶƐ ĂŶĚ ĞŵƉŚĂƐŝnjĞ ƚŚŽƐĞ ĐŽŶĐĞƉƚƐ ĚƵƌŝŶŐ ĐůĂƐƐ͘
ƐƚŝŵĂƚĞĚ ƚŝŵĞ͗

WĂƌƚŝĐŝƉĂƚŽƌLJ >ĞĂƌŶŝŶŐ͗

,/',>/',d E > > d, &K>>Kt/E'͗
x ϰ ƋƵĞƐƚŝŽŶƐ ǁŝƚŚ ůŽŽŵ͛Ɛ ůĞǀĞů ŝĚĞŶƚŝĨŝĞĚ
x EĞǁ ŝŶƐƚƌƵĐƚŝŽŶĂů ƚĞĐŚŶŽůŽŐLJ LJŽƵ ĂƌĞ ƚƌLJŝŶŐ
x ƚ ůĞĂƐƚ ŽŶĞ ĐůĂƐƐƌŽŽŵ ĂƐƐĞƐƐŵĞŶƚ ƚĞĐŚŶŝƋƵĞ ; dͿ



dŝŵĞ /ŶƐƚƌƵĐƚŽƌ ĐƚŝǀŝƚŝĞƐ >ĞĂƌŶĞƌ ĐƚŝǀŝƚŝĞƐ >ĞƐƐŽŶ DĂƚĞƌŝĂůƐ



ϱ ŵŝŶ KǀĞƌǀŝĞǁ ŽĨ ĞůůƵůĂƌ ZĞƐƉŝƌĂƚŝŽŶ &ŝůů ŝŶ ďůĂŶŬƐ ŝŶ ŶŽƚĞƐ ; ŵƉƚLJ KƵƚůŝŶĞ dͿ WŽǁĞƌƉŽŝŶƚ ĂŶĚ &ŝůů /Ŷ EŽƚĞƐ

ŝƐĐƵƐƐ dW ĂƐ ƐƉĞŶĚĂďůĞ ĞŶĞƌŐLJ͘ >ŝƐƚ ϰ ƐƚĂŐĞƐ ŽĨ

ĐĞůůƵůĂƌ ƌĞƐƉŝƌĂƚŝŽŶ ŽŶ ǁŚŝƚĞ ďŽĂƌĚ ĨŽƌ ƌĞĨĞƌĞŶĐĞ͘

ϭϱ ŵŝŶ ŚĞŵŝŽƐŵŽƐŝƐͲ >ĂƐƚ ^ƚĞƉ ,ĂǀĞ ƐƚƵĚĞŶƚƐ ƐŚĂƌĞ ŽďƐĞƌǀĂƚŝŽŶƐ ŽĨ d ƐůŝĚĞ ĂŶĚ ƵƐĞ WŽǁĞƌƉŽŝŶƚ ĂŶĚ &ŝůů /Ŷ EŽƚĞƐ

ĂŶƐǁĞƌƐ ƚŽ ĞdžƉůĂŝŶ ůĞƐƐŽŶ͘

ŽŵƉĂƌĞ ůĂƐƚ ƐƚĞƉ ƚŽ ŵLJƐƚĞƌLJ ƐŚŽǁƐ ǁŚĞƌĞ ƚŚĞLJ ƐŚŽǁ ůŽŽŵƐ YƵĞƐƚŝŽŶ ; ŶĂůLJnjĞͿ͗ tŚĂƚ ĐŝƌĐƵŵƐƚĂŶĐĞƐ ǁŽƵůĚ

LJŽƵ ƚŚĞ ĚĞĂĚ ďŽĚLJ ĨŝƌƐƚ ĂŶĚ ƚŚĞŶ LJŽƵ ĨŝŐƵƌĞ ŽƵƚ ŚŽǁ ĚŝƐƌƵƉƚ ĐŚĞŵŝŽƐŵŽƐŝƐ ; dW ƉƌŽĚƵĐƚŝŽŶͿ Ăƚ ƚŚĞ ĞůĞĐƚƌŽŶ

ƚŚĞLJ ŐŽƚ ƚŚĞƌĞ͘ ƚƌĂŶƐƉŽƌƚ ĐŚĂŝŶ ĚƵƌŝŶŐ ĐĞůůƵůĂƌ ƌĞƐƉŝƌĂƚŝŽŶ͍

ƐŬ ƐƚƵĚĞŶƚƐ ƚŽ ŵĂŬĞ ŽďƐĞƌǀĂƚŝŽŶƐ ŽĨ d ƐůŝĚĞ͘ ^ƵŵŵĂƌLJ ^ůŝĚĞ͗ &ŝůů ŝŶ ďůĂŶŬƐ ŝŶ ŶŽƚĞƐ ; ŵƉƚLJ KƵƚůŝŶĞ dͿ

,ŝŐŚůŝŐŚƚ ŚLJĚƌŽŐĞŶ ŝŽŶƐ͕ ĐŽŶĐĞŶƚƌĂƚŝŽŶ ŐƌĂĚŝĞŶƚ͕

ĂĐƚŝǀĞ ƚƌĂŶƐƉŽƌƚ ĂŶĚ ĨĂĐŝůŝƚĂƚĞĚ ĚŝĨĨƵƐŝŽŶ͘ džƉůĂŝŶ

ĐŚĞŵŝŽƐŵŽƐŝƐ ďLJ dW ƐLJŶƚŚĂƐĞ͘

;KďũĞĐƚŝǀĞ ηϮͿ



ϭϬ ŵŝŶ 'ůLJĐŽůLJƐŝƐͲ &ŝƌƐƚ ƐƚĞƉ ^ƚƵĚĞŶƚƐ ǁŝůů ĂůƐŽ ĚƌĂǁ ƐƚĞƉƐ ŝŶ ŐůLJĐŽůLJƐŝƐ tŚŝƚĞ ŽĂƌĚ͕ WŽǁĞƌƉŽŝŶƚ

hƐĞ ǁŚŝƚĞďŽĂƌĚ ƚŽ ĐƌĞĂƚĞ ĚƌĂǁŝŶŐ ŽĨ ŐůLJĐŽůLJƐŝƐ͘ ůŽŽŵƐ YƵĞƐƚŝŽŶ ;ZĞŵĞŵďĞƌͿ͗ tŚĂƚ ŵŽůĞĐƵůĞ ŝƐ ďĞŝŶŐ ĂŶĚ &ŝůů /Ŷ EŽƚĞƐ

,ŝŐŚůŝŐŚƚ ĞŶĞƌŐLJ ŝŶƉƵƚ ĂŶĚ ŶĞƚ dW͘ >ĂďĞů ƉƌĞĐƵƌƐŽƌ ŽdžŝĚŝnjĞĚ͍ ZĞĚƵĐĞĚ͍

ĂŶĚ ĞŶĚͲƉƌŽĚƵĐƚƐ͘ ,ŝŐŚůŝŐŚƚ ƌĞĚŽdž ƌĞĂĐƚŝŽŶƐ͘

;KďũĞĐƚŝǀĞ ηϭͿ ůŽŽŵƐ YƵĞƐƚŝŽŶ ; ƉƉůLJͿ͗ tŚĂƚ ŚĂƉƉĞŶƐ ƚŽ ƚŚĞ E ,

ƉƌŽĚƵĐĞĚ ĚƵƌŝŶŐ ŐůLJĐŽůLJƐŝƐ͍

^ƵŵŵĂƌLJ͗ &ŝůů /Ŷ EŽƚĞƐ ; ŵƉƚLJ KƵƚůŝŶĞ dͿ



ϱ ŵŝŶ WLJƌƵǀĂƚĞ KdžŝĚĂƚŝŽŶͲ ͞ƉƌĞƉ ƐƚĞƉƐ ůŽŽŵƐ YƵĞƐƚŝŽŶ ; ƉƉůLJͿ͗ tŚĂƚ ŚĂƉƉĞŶƐ ƚŽ ƚŚĞ E , tŚŝƚĞ ŽĂƌĚ͕ WŽǁĞƌƉŽŝŶƚ

džƉůĂŝŶ ŚŽǁ ƉLJƌƵǀĂƚĞ ŝƐ ŵŽĚŝĨŝĞĚ ƚŽ ŐĞƚ ƌĞĂĚLJ ƚŽ ƉƌŽĚƵĐĞĚ ĚƵƌŝŶŐ ƉLJƌƵǀĂƚĞ ŽdžŝĚĂƚŝŽŶ͍ ĂŶĚ &ŝůů /Ŷ EŽƚĞƐ

ĞŶƚĞƌ <ƌĞďƐ LJĐůĞ ^ƵŵŵĂƌLJ͗ &ŝůů /Ŷ EŽƚĞƐ ; ŵƉƚLJ KƵƚůŝŶĞ dͿ

WŽƐƚͲ/ƚ EŽƚĞƐ



WŽƐƚͲ ƐƐĞƐƐŵĞŶƚ͗ dŚŝƐ ŝƐ ĂĐĐŽŵƉůŝƐŚĞĚ Ăƚ ƐĞǀĞƌĂů ƉŽŝŶƚƐ ĚƵƌŝŶŐ ƚŚĞ ůĞĐƚƵƌĞ ďLJ ƚŚĞ ^ƵŵŵĂƌLJ͗ &ŝůů /Ŷ EŽƚĞƐ ; ŵƉƚLJ KƵƚůŝŶĞ dͿ



ƐƚŝŵĂƚĞĚ ƚŝŵĞ͗ ǁŝƚŚŝŶ ƉĂƌƚŝĐŝƉĂƚŽƌLJ ůĞĂƌŶŝŶŐ

^ƵŵŵĂƌLJ͗ DƵĚĚŝĞƐƚ WŽŝŶƚ dͲ ^ŚŽǁ DƵĚĚŝĞƐƚ WŽŝŶƚ ^ůŝĚĞ͘ ƐŬ ƐƚƵĚĞŶƚƐ ƚŽ ǁƌŝƚĞ ŽŶ Ă ƉŽƐƚͲŝƚ ƚŚĞ ƉŽŝŶƚ ƚŚĂƚ ǁĂƐ ƚŚĞ ͞ŵƵĚĚŝĞƐƚ͟ Žƌ ǁŚĂƚ ƉĂƌƚ ƚŚĞLJ ĚŝĚ ŶŽƚ

ƵŶĚĞƌƐƚĂŶĚ͘ ,ĂǀĞ ƚŚĞŵ ƚĂŬĞ Ă ƉŝĐƚƵƌĞ ŽĨ ƚŚĞ ĐĂƌĚ ĂŶĚ ĐŚĂůůĞŶŐĞ ƚŚĞŵ ƚŽ ƌĞǀŝĞǁ ƚŚŝƐ ĂŶĚ ĐŽŵĞ ďĂĐŬ ŶĞdžƚ ĐůĂƐƐ ǁŝƚŚ ƚǁŽ ƋƵĞƐƚŝŽŶƐ͘ ,ĂŶĚ ƉŽƐƚͲŝƚ ŶŽƚĞƐ ŝŶ ƚŽ

ŝŶƐƚƌƵĐƚŽƌ ĂƐ ĞdžŝƚŝŶŐ ĐůĂƐƐ͘



ƐƚŝŵĂƚĞĚ ƚŝŵĞ͗ ϱ ŵŝŶ

^ĞĞ ƉŽǁĞƌƉŽŝŶƚ ƐůŝĚĞƐ ĂŶĚ &ŝůů /Ŷ EŽƚĞƐ

KWWW^ > ^^KE W> E ĞůůƵůĂƌ ZĞƐƉŝƌĂƚŝŽŶ WĂƌƚ dǁŽ

KhZ^ ͗ /K> ϭϰϬϲ 'ĞŶĞƌĂů ŝŽůŽŐLJ

>ĞƐƐŽŶ dŝƚůĞ͗ ĞůůƵůĂƌ ZĞƐƉŝƌĂƚŝŽŶ



ƌŝĚŐĞ͗ ƐŬ ƐƚƵĚĞŶƚƐ ǀĞƌďĂůůLJ ǁŚĂƚ ƚŚĞLJ ĂƚĞ ĨŽƌ ďƌĞĂŬĨĂƐƚ ũƵƐƚ ƚŽ ƌĞŵŝŶĚ ƚŚĞŵ ǁĞ ĂƌĞ Ɛƚŝůů ƚĂůŬŝŶŐ ĂďŽƵƚ ďƌĞĂŬŝŶŐ ĚŽǁŶ ĨŽŽĚ ƚŽ ĐƌĞĂƚĞ ĞŶĞƌŐLJ͘ KƌŐĂŶŝnjĞ ƉŽƐƚͲŝƚ
ŶŽƚĞƐ ĨƌŽŵ ƉƌĞǀŝŽƵƐ ůĞĐƚƵƌĞ ŝŶƚŽ ĐĂƚĞŐŽƌŝĞƐ ŽŶ ǁŚŝƚĞ ďŽĂƌĚ͘ WƵůů ƉŽƐƚ ŝƚ ŶŽƚĞ ĂŶĚ ĂƐŬ ƋƵĞƐƚŝŽŶƐ ďĂĐŬ ĂŶĚ ĨŽƌƚŚ ǁŝƚŚ ƐƚƵĚĞŶƚƐ ƵŶƚŝů ƉŽŝŶƚƐ ĂƌĞ ĐůĞĂƌ͘



ƐƚŝŵĂƚĞĚ ƚŝŵĞ͗ ϭϬ ŵŝŶƵƚĞƐ

ŽƵƌƐĞ ^ƚƵĚĞŶƚ >ĞĂƌŶŝŶŐ KƵƚĐŽŵĞ͗ /ĚĞŶƚŝĨLJ ƚŚĞ ƐƵďƐƚƌĂƚĞƐ͕ ƉƌŽĚƵĐƚƐ͕ ĂŶĚ ŝŵƉŽƌƚĂŶƚ ĐŚĞŵŝĐĂů ƉĂƚŚǁĂLJƐ ŝŶ ŵĞƚĂďŽůŝƐŵ͘



>ĞĂƌŶŝŶŐ KďũĞĐƚŝǀĞƐ͗ LJ ƚŚĞ ĞŶĚ ŽĨ ƚŚŝƐ ůĞƐƐŽŶ͕ ƐƚƵĚĞŶƚƐ ǁŝůů ďĞ ĂďůĞ ƚŽ
([SODLQ KRZ JOXFRVH LV R[LGL]HG GXULQJ JO\FRO\VLV DQG WKH .UHE¶V F\FOH %ORRPV 8QGHUVWDQG


'HVFULEH KRZ SURWRQV IURP 1$'+ DQG )$'+ DUH SXPSHG DFURVV WKH LQQHU PLWRFKRQGULDO PHPEUDQH WR FUHDWH D JUDGLHQW DQG KRZ WKLV JUDGLHQW

JHQHUDWHV WKH HQHUJ\ QHHGHG WR SURGXFH $73 %ORRPV 8QGHUVWDQG


ϰ͘ ŶĂůLJnjĞ ƚŚĞ ƌŽůĞ ŽĨ ŽdžLJŐĞŶ ŝŶ ƚŚĞ ƉƌŽĐĞƐƐ ŽĨ ĐĞůůƵůĂƌ ƌĞƐƉŝƌĂƚŝŽŶ ; ůŽŽŵƐ͗ ŶĂůLJnjĞͿ



WƌĞͲ ƐƐĞƐƐŵĞŶƚ͗ ^ĞĞ ƌŝĚŐĞͲ KƌŐĂŶŝnjĞ ƉŽƐƚͲŝƚ ŶŽƚĞƐ ŝŶƚŽ ĐĂƚĞŐŽƌŝĞƐ ŽŶ ǁŚŝƚĞ ďŽĂƌĚ͘ WƵůů ƉŽƐƚ ŝƚ ŶŽƚĞ ĂŶĚ ĂƐŬ ƋƵĞƐƚŝŽŶƐ ǁŝƚŚ ƐƚƵĚĞŶƚƐ ƵŶƚŝů ƉŽŝŶƚƐ ĂƌĞ ĐůĞĂƌ͘

WĂƌƚŝĐŝƉĂƚŽƌLJ >ĞĂƌŶŝŶŐ͗

,/',>/',d E > > d, &K>>Kt/E'͗
x ϰ ƋƵĞƐƚŝŽŶƐ ǁŝƚŚ ůŽŽŵ͛Ɛ ůĞǀĞů ŝĚĞŶƚŝĨŝĞĚ
x EĞǁ ŝŶƐƚƌƵĐƚŝŽŶĂů ƚĞĐŚŶŽůŽŐLJ LJŽƵ ĂƌĞ ƚƌLJŝŶŐ
x ƚ ůĞĂƐƚ ŽŶĞ ĐůĂƐƐƌŽŽŵ ĂƐƐĞƐƐŵĞŶƚ ƚĞĐŚŶŝƋƵĞ ; dͿ



dŝŵĞ /ŶƐƚƌƵĐƚŽƌ ĐƚŝǀŝƚŝĞƐ >ĞĂƌŶĞƌ ĐƚŝǀŝƚŝĞƐ >ĞƐƐŽŶ DĂƚĞƌŝĂůƐ



ϭϬ ŝŶ <ƌĞďƐ LJĐůĞ ƌĂǁ <ƌĞďƐ LJĐůĞ tŚŝƚĞ ŽĂƌĚ͕ WŽǁĞƌƉŽŝŶƚ ĂŶĚ &ŝůů /Ŷ EŽƚĞƐ

ŝƐĐƵƐƐ ĚŝĨĨĞƌĞŶĐĞ ďĞƚǁĞĞŶ ƉĂƚŚǁĂLJ ĂŶĚ ^ƵŵŵĂƌLJ͗ &ŝůů /Ŷ EŽƚĞƐ ; ŵƉƚLJ KƵƚůŝŶĞ dͿ

ĐLJĐůĞ͘ džƉůĂŝŶ ƐƚĞƉƐ ŝŶĐůƵĚŝŶŐ ƌĞĚŽdž

ƌĞĂĐƚŝŽŶƐ͕ ĚĞĐĂƌďŽdžLJůĂƚŝŽŶ͕ dW ůŽŽŵƐ YƵĞƐƚŝŽŶ ; ƉƉůLJͿ͗ tŚĂƚ ŚĂƉƉĞŶƐ ƚŽ ƚŚĞ

ƉƌŽĚƵĐƚŝŽŶ͘ ŽŵƉůĞƚĞ ŽdžŝĚĂƚŝŽŶ ŽĨ ŐůƵĐŽƐĞ͘ E , ƉƌŽĚƵĐĞĚ ĚƵƌŝŶŐ <ƌĞďƐ LJĐůĞ͍

;KďũĞĐƚŝǀĞ ηϭͿ

ůŽŽŵƐ YƵĞƐƚŝŽŶ ; ŶĂůLJnjĞͿ͗ ,Žǁ ŵĂŶLJ ĐĂƌďŽŶƐ

ĂƌĞ ůĞĨƚ ĨƌŽŵ ƚŚĞ ŽƌŝŐŝŶĂů ŐůƵĐŽƐĞ ŵŽůĞĐƵůĞ͍

ŝƐĐƵƐƐ ŝŶ ƐŵĂůů ŐƌŽƵƉƐ͘

ůŽŽŵƐ YƵĞƐƚŝŽŶ ; ƉƉůLJͿ͗ ,Žǁ ŵĂŶLJ ŽdžŝĚĂƚŝŽŶ

ƌĞĂĐƚŝŽŶƐ ŽĐĐƵƌ ƉĞƌ ŵŽůĞĐƵůĞ ŽĨ ŐůƵĐŽƐĞ͍



͞ϭͲϯͲϱ͟ d





ϭϬ ŵŝŶ ůĞĐƚƌŽŶ dƌĂŶƐƉŽƌƚ ŚĂŝŶ ǁŝƚŚ KdžLJŐĞŶͲ ĚĚ ĞůĞĐƚƌŽŶƐ ŝŶƚŽ d ĚƌĂǁŝŶŐ tŚŝƚĞ ŽĂƌĚ͕ WŽǁĞƌƉŽŝŶƚ ĂŶĚ &ŝůů /Ŷ EŽƚĞƐ

ZĞŵŝŶĚ ŚŽǁ ŵLJƐƚĞƌLJ ƐŚŽǁƐ ĂůǁĂLJƐ ůĞĂǀĞ ^ƵŵŵĂƌLJ͗ &ŝůů /Ŷ EŽƚĞƐ ; ŵƉƚLJ KƵƚůŝŶĞ dͿ

ŽƵƚ ĐƌƵĐŝĂů ƉŝĞĐĞ ŽĨ ŝŶĨŽƌŵĂƚŝŽŶͲ KdžLJŐĞŶ ůŽŽŵƐ YƵĞƐƚŝŽŶ ; ŶĂůLJnjĞͿ͗ tŚĂƚ ŚĂƉƉĞŶƐ ŝĨ

ŵƉŚĂƐŝnjĞ E , ďƌŝŶŐŝŶŐ ,LJĚƌŽŐĞŶ ƚŽ ƚŚĞƌĞ ŝƐ ŶŽ ŽdžLJŐĞŶ ƚŽ ƐĞƌǀĞ ĂƐ ĨŝŶĂů ĞůĞĐƚƌŽŶ

d ͘ ŝƐĐƵƐƐ ŚŽǁ ĞůĞĐƚƌŽŶƐ ĂƌĞ ƵƐĞĚ ƚŽ ĂĐĐĞƉƚŽƌ͍ ůůŽǁ ƐƚƵĚĞŶƚƐ ƚŽ ƚŚŝŶŬ ĂďŽƵƚ ŝƚ

ƉƌŽǀŝĚĞ ĞŶĞƌŐLJ ƚŽ ƉƵŵƉ ,н ŽƵƚ͘ ůĞĐƚƌŽŶƐ

ĂƌĞ ƉĂƐƐĞĚ ĚŽǁŶ ĐŚĂŝŶ͘ &ŝŶĂů ĞůĞĐƚƌŽŶ

ĂĐĐĞƉƚŽƌ ŝƐ ŽdžLJŐĞŶ͘

;KďũĞĐƚŝǀĞ ηϯͿ



ϭϬ ŵŝŶ LJĂŶŝĚĞ ĂƐĞ ^ƚƵĚLJͲ/ŶƚƌŽ ǀŝĚĞŽ ĂŶĚ tĂƚĐŚ ǀŝĚĞŽ ĂŶĚ ǁŽƌŬ ŝŶ ŐƌŽƵƉƐ ƚŽ ĚŝƐĐƵƐƐ ĂŶĚ KWWSV ZZZ YLEE\ FRP ZDWFK"YLE - 8Y3RP3

ĂƵƚŽƉƐLJ ƌĞƉŽƌƚ ĂŶƐǁĞƌ ĐĂƐĞ ƐƚƵĚLJ ƋƵĞƐƚŝŽŶƐ &ŝůů /Ŷ EŽƚĞƐ ǁŝƚŚ ĂƐĞ ^ƚƵĚLJ YƵĞƐƚŝŽŶƐ ĨŽƌ WŽƐƚͲ

ƐƐĞƐƐŵĞŶƚ

ϱ ŵŝŶ LJĂŶŝĚĞ ĂƐĞ ^ƚƵĚLJ ZĞƐŽůƵƚŝŽŶ tĂƚĐŚ ǀŝĚĞŽ ĂŶĚ ĨŝŶŝƐŚ ĂŶƐǁĞƌŝŶŐ ƋƵĞƐƚŝŽŶƐ ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǀŝďďLJ͘ĐŽŵͬǁĂƚĐŚ͍ǀŝďсϳLJKnjƉWŽYǀ

KƉƚŝŽŶĂů͗ ƐƐŝŐŶ ĂƐ ŚŽŵĞǁŽƌŬ KƉƚŝŽŶĂů͗ ǁĂƚĐŚ ǀŝĚĞŽ ĂŶĚ ĐŽŵŵĞŶƚ ŝŶ ǀŝĚĞŽ &ŝůů /Ŷ EŽƚĞƐ ǁŝƚŚ ĂƐĞ ^ƚƵĚLJ YƵĞƐƚŝŽŶƐ



WŽƐƚͲ ƐƐĞƐƐŵĞŶƚ͗ dŚŝƐ ŝƐ ĂĐĐŽŵƉůŝƐŚĞĚ Ăƚ ƐĞǀĞƌĂů ƉŽŝŶƚƐ ĚƵƌŝŶŐ ƚŚĞ ůĞĐƚƵƌĞ ďLJ ƚŚĞ ^ƵŵŵĂƌLJ͗ &ŝůů /Ŷ EŽƚĞƐ ; ŵƉƚLJ KƵƚůŝŶĞ dͿ

ŽŵƉůĞƚĞ ƚŚĞ ĂƐĞ ^ƚƵĚLJ ƋƵĞƐƚŝŽŶƐ ƚŽ ĚĞŵŽŶƐƚƌĂƚĞ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ƚŚĞ ƌŽůĞ ŽĨ ŽdžLJŐĞŶ ŝŶ ĐĞůůƵůĂƌ ƌĞƐƉŝƌĂƚŝŽŶ͘ ;dŚŝŶŬͲWĂŝƌͲ^ŚĂƌĞ dͿ

ƐƚŝŵĂƚĞĚ ƚŝŵĞ͗ ŝŶĐůƵĚĞĚ ŝŶ ůĂƐƚ ƐĞĐƚŝŽŶ ŽĨ ƉĂƌƚŝĐŝƉĂƚŽƌLJ ůĞĂƌŶŝŶŐ



^ƵŵŵĂƌLJ͗ tŚĂƚ ŚĂǀĞ ǁĞ ůĞĂƌŶĞĚ͍ tƌŝƚĞ ŽŶĞ ƉĂƌĂŐƌĂƉŚ ƐƵŵŵĂƌŝnjŝŶŐ ĐĞůůƵůĂƌ ƌĞƐƉŝƌĂƚŝŽŶ ĐŽŶĐĞŶƚƌĂƚŝŶŐ ŽŶ ƚŚĞ ďŝŐ ƉŝĐƚƵƌĞ͘ ;KŶĞ WĂƌĂŐƌĂƉŚ ^ƵŵŵĂƌLJͲ dͿ



ƐƚŝŵĂƚĞĚ ƚŝŵĞ͗ ϱ ŵŝŶ

^ĞĞ ƉŽǁĞƌƉŽŝŶƚ ƐůŝĚĞƐ ĂŶĚ &ŝůů /Ŷ EŽƚĞƐ

4/23/2019

Catabolic pathways yield energy by oxidizing organic fuels

• Catabolic pathways release stored energy by breaking down complex molecules 
• Electron transfer plays a major role in these pathways
• These processes are central to cellular respiration

becomes oxidized
becomes reduced

https://www.mentimeter.com/s/c3e79167d45df6e17712c88f0952c79e/c700b7bbf12b

By the end of  Explain Explain how glucose is oxidized during glycolysis and  Overview of Cellular Respiration
this lesson,  the Kreb’s cycle.  C6H12O6 + 6____   6_____ + 6 H2O + Energy (____)
you will be 
able to: Describe how protons from NADH and FADH2 are  Each ___g_l_u_c_o_s_e______ represents large denominations of energy while each 
__A_T__P____ represents small units of spendable energy for cell processes.
Describe pumped across the inner mitochondrial membrane 
to create a gradient and how this gradient generates  6CO2 and 12H2O are simply ___B_y_‐‐_p_r_o_d_u_c__ts____ of the reactions.
the energy needed to produce ATP.
There are several stages of cellular respiration:
Analyze Analyze the role of oxygen in the process of cellular 
respiration. a. ___G_l_y_c_o_l_y_s_is_________________ (small amount of ATP made)
b. ___P_y_r_u_v_a_t_e_ _O _x_i_d_a_t_io__n_______ (NO ATP made)
c. ___K_r_e_b__s   C_y_c_l_e____ (small amount of ATP made)
d. ___E_le__c_t_ro__n   T_r_a_n__s_p_o_r_t  _C_h_a__in_

where LOTS of ATP is made by the process of 

_____C_h_e__m__io_s_m__o__si_s_____________

ATP Production‐ Where are we going?? Where do the Stages of Cellular Respiration Occur

__C_h_e_m_i_o_s_m_o_s_i_s___ = most common ATP making process Electrons Electrons
via NADH via NADH
and FADH2

Proton pump Proton channel GLYCOLYSIS PYRUVATE CITRIC OXIDATIVE
ATP synthase Glucose Pyruvate OXIDATION ACID PHOSPHORYLATION
Acetyl CoA CYCLE (Electron transport
and chemiosmosis)
CYTOSOL MITOCHONDRIAL
MATRIX MITOCHONDRIAL
CRISTAE

Chemiosmosis occurs across three (3) membranes ATP ATP ATP
a. __P_r_o_k_a_ry_o_t_ic_ cell membrane Substrate-level Substrate-level Oxidative
b. inner membrane of m__i_to_c_h_o_n_d_r_ia  (_c_r_is_t_a_e)
c. inner membrane of _c_h_lo_r_o_p_l_a_st_s (_t_h_yl_a_k_o_id_)

© 2017 Pearson Education, Inc.

1

4/23/2019

GLYCOLYSIS PYRUVATE CITRIC OXIDATIVE Glycolysis (“splitting” sugar) oxidizes glucose into two molecules of pyruvate
OXIDATION ACID PHOSPHORYL-
CYCLE Glycolysis is the metabolic pathway that occurs first and  then leads into any of the 
ATION following:

ATP a. __A_e_r_o_b_ic_respiration
b. _A_n_a_e_r_o_b_ic_respiration
c. __F_e_rm__e_n_t_a_ti_o_n

Glycolysis itself is an _a_n_a_e_r_o_b_ic_ process  (No O2 required)

Glycolysis involves 10 __st_e_p_s_ with 10 __e_n_zy_m__e_s_.
C6H12O6 (glucose) = _p_r_e_c_u_rs_o_r_

Figure 9.UN06 © 2017 Pearson Education, Inc.

Input of _2__ ATP In the presence of O2, pyruvate enters a mitochondrion (in eukaryotic 
cells), where the oxidation of glucose is completed in the matix

2 Hydrogens are removed and join with  GLYCOLYSIS PYRUVATE CITRIC OXIDATIVE
2NAD+ to form 2NADH  OXIDATION ACID PHOSPHORYL-
(= o_x_i_d_a_t_io_n__ of the food) CYCLE
ATION
+ _4__ATP are made during 
glycolysis (but only __2_ net
because we used 2 ATP to get started)

2C3H4O3 (pyruvic acids) = __E_n_d_     _  _p_r_o_d_u_c_t_s___ © 2017 Pearson Education, Inc.
A__e_r_o_b_ic_ respiration,    _A_n_a_e_r_o_b_i_c respiration,    __F_e_r_m_e_n__ta_tion

Figure 9.10 Summary: Pyruvate Oxidation (steps between glycolysis and Kreb’s Cycle)

CYTOSOL MITOCHONDRION 2C3H4O3 (two pyruvate from _g_l_yc_o__ly_s_is__)
Coenzyme A
CO2 CO2 2 ___C_O__2__ (1 from each pyruvate) (= _d_e_c_a_r_b_o_x_y_la_t_io__n_)
1 3
2NAD+ 2NADH 2 _h_y_d_r_o_g_e_n_s___ (1 from each pyruvate) join with 2NAD+
to form 2NADH  ( ___r_e_d_o_x_____)

2 Acetyl CoA 2 C2H2O (2___a_c_e_ty_l_ groups)  
NAD+ NADH + H+ are the “remains” from the partial dismantling of the pyruvate

Pyruvate join with 2 Coenzyme A molecules (“_c_a_rr_i_e_rs_” for the acetyl groups)
Transport protein to form 2 __A__c_e_ty_l_ C_o__ A__ (combination of acetyl groups and

Coenzyme A carriers)

© 2017 Pearson Education, Inc.

2

4/23/2019

Muddiest Point???

GLYCOLYSIS PYRUVATE CITRIC OXIDATIVE
OXIDATION ACID PHOSPHORYL-
CYCLE
ATION

ATP

Location: Matrix of Mitochondria

© 2017 Pearson Education, Inc.

The Citric Acid Cycle (Krebs cycle) completes the breakdown of pyruvate to CO2 Acetyl CoA
CoA

Figure 9.11b

The citric acid cycle has eight steps,  CoA-SH NADH CoA
each catalyzed by a specific enzyme + H+
1 Acetyl CoA
NAD+
Co‐A

The acetyl group of acetyl CoA joins  Oxaloacetate FADH2 CITRIC 2 CO2
the cycle by combining with  FAD ACID
oxaloacetate, forming citrate Citrate CYCLE 2 NAD+
© 2017 Pearson Education, Inc.
The next seven steps decompose  CITRIC ADP + Pi 2 NADH
the citrate back to oxaloacetate,  ACID ATP + 2 H+
making the process a cycle CYCLE

Figure 9.12_1 © 2017 Pearson Education, Inc.

Protein H+ H+ ATP
complex Cyt c synthase
of electron H+
carriers H+

GLYCOLYSIS PYRUVATE CITRIC OXIDATIVE Q IV
OXIDATION ACID PHOSPHORYL- I III
CYCLE
ATION

II 2 H+ + ½ O2 H2O
FADH2 FAD

NADH NAD+ ADP + P i ATP

(carrying electrons

from food) H+

ATP 1 Electron transport chain 2 Chemiosmosis

Location: Cristae of Mitochondria Oxidative phosphorylation

© 2017 Pearson Education, Inc. Figure 9.15 © 2017 Pearson Education, Inc.

3

4/23/2019

Electron shuttles 2 NADH MITOCHONDRION Chicago Tylenol Murders
span membrane or
CYTOSOL 6 NADH 2 FADH2 https://www.vibby.com/watch?vib=7J2UvPomP
2 FADH2 HTTPS://WWW.VIBBY.COM/WA
2 NADH CITRIC OXIDATIVE TCH?VIB=7J2UVPOMP
2 NADH ACID PHOSPHORYLATION
GLYCOLYSIS CYCLE
PYRUVATE (Electron transport
Glucose 2 Pyruvate OXIDATION and chemiosmosis)
2 Acetyl CoA

+ 2 ATP + 2 ATP + about 26 or 28 ATP
Maximum per glucose:
About
30 or 32 ATP

Figure 9.16 © 2017 Pearson Education, Inc.

Medical  weakness, dizziness, sleepiness Autopsy report
reports  flushed, bright red, skin tone
described  headache Cause of Death: Hypoxia (lack of oxygen)
symptoms  shortness of breath and rapid breathing
exhibited by  vomiting Unusual Findings: Tissue samples from the heart, lungs, and 
each of the  confusion and disorientation liver showed massive cell death from major mitochondrial 
victims  damage.

Blood Oxygen Levels were about 110 mm Hg
Normal range is 75‐100 mm Hg

Hmmmmm…..

Questions: Why Do We Need Oxygen?  Electrons Electrons
via NADH via NADH
1. Analyze the blood oxygen levels of the victims. Were the levels higher or lower than  and FADH2
normal?
GLYCOLYSIS PYRUVATE CITRIC OXIDATIVE
2. Recall your knowledge of the function of mitochondria. What function of the cells was  Glucose Pyruvate OXIDATION ACID PHOSPHORYLATION
interrupted in these patients? Acetyl CoA CYCLE (Electron transport
and chemiosmosis)
https://www.mentimeter.com/s/780e782d84a69b8d066acf8557226c17/f75cdb55e4f6 CYTOSOL MITOCHONDRIAL
MATRIX MITOCHONDRIAL
We need to breathe oxygen to live.  CRISTAE
Why? 
ATP ATP ATP
Substrate-level Substrate-level Oxidative

4

Cellular Respiration  Summary of Electron Transport Chain and the Process of Chemiosmosis
1. _____________________ (from foods like glucose or sunlight) powers a (H+) ______________
Overview of Cellular Respiration ______________. The pump is an integral protein, extending completely through the
 C6H12O6 + 6______  6_____ + 6H2O + Energy (_______) membrane, forming a ____________________________________.
2. The proton (H+) pump pumps protons (H+) across the membrane from where they are less
Each ____________________ represents large denominations of energy while each _________ concentrated to where they are already more concentrated. This energy-requiring process is
represents small units of spendable energy for cell processes. called ______________________ _________________________________.
3. The result is an __________________________________________ gradient of H+ across the
6 CO2 and 6 H2O are simply_______-____________________ of the reactions. membrane, with __________ H+ on one side and ___________ H+ on the other side.
 There are several stages of cellular respiration: 4. This H+ gradient represents ______________________________ energy.
5. The concentrated protons tend to spread out, but the membrane is impermeable to H+ except at
a. ____________________________ (small amount of ATP made) certain locations where other integral proteins form passageways called ________________ (H+)
b. ____________ _______________ (NO ATP made) _________________________.
c. _________________ _________________ (small amount of ATP made) 6. The protons (H+) that were actively pumped to one side can only ____________________ back
d. __________________ _________________________ _______________ to the other side, down the concentration gradient, by going ___________________ the proton
where LOTS of ATP is made by the process of _______________________________ (H+) channels. This is an example of ______________________ _______________________.
7. The flowing movement of H+ through the proton channels represents _____________________
Chemiosmosis (ATP Production): Where are we going? energy, much like water released from a dam.
8. At the end of the proton channels is an enzyme called __________ ______________________.
________________________________________________ = most common ATP making process 9. As the H+ diffuse through the channel, the kinetic energy of their movement provides the energy
Chemiosmosis occurs across three (3) membranes depending on the type of cell for ATP synthase to add a __________ to _____________, forming _________.
a. ___________________________________ cell membrane
b. inner membrane of _________________________________ (_____________________)
c. inner membrane of ______________________________ (_________________________)

Glycolysis- “splitting” sugar (also called the Embden-Meyerhoff-Parnas or EMP Pathway) Drawing of Glycolysis

1. Glycolysis is the metabolic pathway that occurs first and then leads into any of the following:
a. __________________________ respiration
b. __________________________ respiration
c. _______________________________

2. Glycolysis itself is an __________________________ process (No O2 required).
3. Glycolysis involves 10 ________________ with 10 __________________________.

C6H12O6 (glucose) = _________________________________
Input of ____ ATP

2 Hydrogens are removed and join with 2NAD+
to form 2NADH and2H+

(= ___________________________ of the food)

+ ______ATP are made during glycolysis (but only _____ net
because we used 2 ATP to get started)

2 C3H4O3 (pyruvic acids) = ___________ ______________________

__________________ respiration _____________________ respiration _______________________

SUMMARY OF GLYCOLYSIS:
1. Glucose is the _______________________ molecule for glycolysis.
2. During glycolysis, 2H2 are removed from glucose, so we can say glucose is _________________________.
3. Pyruvic acids (3C each) are the ____________ _____________________ of glycolysis. Most of the glucose

energy is still locked up in the pyruvic acids.
4. Pyruvic acids are the _______________________ molecules for aerobic respiration, anaerobic respiration OR

fermentation, depending on the cell and the situation.

Aerobic Respiration (most bacteria, all protests, all fungi, all plants, all animals) Drawing of Krebs Cycle
Pyruvate Oxidation: Intermediate (or “prep”) steps (between glycolysis and the Kreb’s Cycle)
Location: Matrix of Mitochondria
2C3H4O3 (pyruvic acids from ____________________________)
2 _________ (1 from each pyruvic acid) (= ______________________________________)
2 _________ (1 from each pyruvic acid) join with 2NAD+ to form 2NADH + 2H+
(= ________________________________)
2 _________________ groups (molecular formula: __________________)
are the “remains” from the partial dismantling of the pyruvic acids

join with
2 Coenzyme A molecules (“_______________________” for the acetyl groups)
to form 2 ______________ __________ (combination of acetyl groups and Coenzyme A carriers)

Kreb’s (or Citric Acid) Cycle involves 8 ______________ with 8 _____________________
Location: Matrix of Mitochondria

2 2C acetyl groups 2 CoA

2 4C oxaloacetic acids 2 6C citric acids
2H2 (1 from each) join
with 2NAD+ to form 2H2 (1 from each) join
2NADH and 2H+ with 2NAD+ to form
2NADH and 2H+

2 4C molecules 2CO2 (1 from each)
2 5C molecules
2 4C molecules
2H2 (1 from each) join
2H2 (1 from each) with 2NAD+ to form
join with 2FAD to 2NADH + 2H+

form 2FADH2 2CO2 (1 from each)

2 4C molecules

2 ATP

Electron Transport Chain (Where a LOT of ATP is made by ____________________________________) Cyanide Case Study Questions:
1. location: on the prokaryotic ______________ _______________________________ and
on eukaryotic ______________________ (inner membrane folds) of mitochondria 1. Why did the police think the seven deaths might be connected? What additional evidence did
2. Carrier molecules such as NAD+ and FAD carry high-energy electrons from the oxidation of food and bring they find that established a connection?
them to the _____________________ _____________________________ ___________________.
3. E.T.C. = a series of electron (e-) “carrier” proteins in a membrane that pass e- along. Each time e- are 2. If poison is suspected in the deaths, how would you proceed with the investigation?
passed, they lose _____________________. At the beginning, the e- are “______________
________________” e-. However, after being passed along for a while, their energy is eventually used up. 3. Recall your knowledge of the function of mitochondria. What function of the cells was
4. This energy is used by some of the e- carriers that pick-up H+ along with the e-. When they transfer the e- to interrupted in these patients?
the next carrier, they use the energy from the electrons to pump the H+ across the membrane. These
carriers are called “_________________________ (H+) _________________.” 4. While poison is the main suspect in the case, what are other ways a person could die of hypoxia?
6. ____________________ is the final e- acceptor………. That is why this entire process is called
_______________________ respiration. 5. Analyze the oxygen levels of the victims. Were the levels higher or lower than normal?
7. The oxygen not only accepts the energy-poor e- (in pairs), but also joins with 2H+ (2e- + 2H+ = 2H atoms)
to form ___________. Water is a __________-_________________ of aerobic respiration. 6. How can you reconcile this observation with the cause of death being hypoxia?
8. During chemiosmosis, each NADH results in _________ ATP being made while each FADH2 results in
________ ATP being made. 7. Why is cyanide such an effective poison?
9. Production of ATP by chemiosmosis at the electron transport chain of aerobic respiration is called
_________________________ ___________________________________ because the energy to 8. Recall that mitochondria are sometimes called the "powerhouse" of the cell. What does this
phosphorylate the ADP comes from the oxidation of food. mean? Why are mitochondria important?

9. Cyanide is an extremely fast acting poison. In fact, it was developed as a suicide pill (called L-
pill) during World War II so that British and American spies could avoid being captured alive.
Given what you know about ATP and cellular respiration, explain why cyanide is so fast acting.

10. Given what you know about cyanide poisoning, do you think that giving a person oxygen would
be an effective treatment? Why or why not?

4/24/2019

Sample Exam 
Questions

Cellular Respiration

1

SAMPLE EXAM QUESTIONS

BIOL 1406 Student Learning Outcome: Identify the substrates, products, and important chemical
pathways in metabolism.
Objectives

1. Explain how glucose is oxidized during glycolysis and the Kreb’s cycle.

2. Describe how protons from NADH and FADH2 are pumped across the inner mitochondrial
membrane to create a gradient and how this gradient generates the energy needed to produce
ATP.

3. Identify the role of oxygen in the process of cellular respiration.

Exam Questions:
When you follow the carbons from glucose through glycolysis, pyruvate oxidation and the Kreb’s Cycle,
how many oxidation reduction reactions occur? How many carbons are left from the original glucose
molecule? (Blooms: Understand)

How would you estimate the amount of ATP produced during glycolysis, Kreb’s cycle and electron
transport chain? Include ATP made from substrate level phosphorylation and oxidative phosphorylation.
(Blooms: Apply)

Compare and contrast the proton pump with the proton channel of the electron transport chain.
(Blooms: Analyze)

An autopsy was done on a patient that was pronounced dead upon arrival at the ER. The autopsy
showed massive cell death in all organs and the cause of death was determined to be hypoxia (lack of
oxygen) however blood oxygen levels were normal. Tylenol contaminated with Cyanide (a poison that
blocks the transfer of electrons to oxygen in cellular respiration) is suspected. Given your knowledge of
cellular respiration, describe what happened to the patient after consuming cyanide. Had the patient
been given oxygen at the scene would that have saved his life? Why or why not? (Blooms: Evaluate)

4/24/2019

Disease Case Study Presentation

Rubric

1

Disease Case Study Oral Presentation Rubric

Student Name: ________________________________________

CATEGORY 4 Excellent 3 Good 2 Fair 1 Poor

Content The powerpoint Power point The powerpoint The powerpoint

includes all includes all does not include all does not include all

information relevant information information

relevant to the information; relevant to the relevant to the

topic and however, it is not topic and may topic and includes

organized well. well-organized. A contain incorrect incorrect

The text is visually few slides were not information. It is information. It is

appealing and visually appealing poorly organized. unorganized. Most

readable. or readable. Many slides are not slides are not

visually appealing visually appealing

or readable. or readable.

Preparedness The work done The work was Work is done with Work is done with

exceeds all done with good fair effort, but the little effort, quality

expectations and effort that shows quality is still not is not what the

the effort that was what the learner is what the learner is learner is capable

put into this task is capable of. Student capable of. The of. Work is

the best it can be reads verbatim student reads incomplete.

by the learner. The from some slides verbatim from Student reads

presentation flows and might have most slides and verbatim from

easily and has needed a couple notes. Rehearsal slides or notes and

obviously been more rehearsals. was lacking. does not seem at

rehearsed. all prepared to

present.

Verbal Presentation The student was The student was The student was The student was

dressed dressed nicely and too casual in dress not dressed

professionally and USUALLY and SOMETIMES appropriately and

ALWAYS verbally verbally clear, verbally clear, was RARELY

clear, concise, concise, articulate, concise, articulate, verbally clear,

articulate, audible, audible, energetic, audible, energetic, concise, articulate,

energetic, engaged, engaged, and engaged, and audible, energetic,

and knowledgeable knowledgeable knowledgeable engaged, and

throughout the throughout the throughout the knowledgeable

presentation. presentation. presentation. throughout the

presentation.

Comprehension Student accurately Student accurately Student accurately Student is unable

answers almost all answers most answers a few to accurately

questions posed by questions posed by questions posed by answer questions

classmates about classmates about classmates about posed by

the topic. the topic. the topic. classmates about

the topic.

Adjunct Certification Program
Personal Reflection
Tiffany Martin

Nine weeks, five classes, homework….do I have time for this? When I first looked into
participating in the Adjunct Certification Program I knew I would learn some new information. I
consider myself a life long learner and am always open to learning something new, so I was sure
there would be tidbits I could incorporate in my classes. I will also admit I was interested in
expanding my resume with more professional development experiences in preparation for full
time employment opportunities. What I didn’t expect was a change in thinking and a new
perspective on how I approach my classroom. The Adjunct Certification Program taught me the
importance of a framework on which to build a complete lesson, identified some personal
strengths and weaknesses in my teaching style, and gave me some concrete tools to add to my
teaching toolbox. I look forward to fully integrating these new techniques and seeking out more
opportunities to learn and grow in the future.

The most unexpected benefit of this program was a change in thinking about how I
approach a class period. Like many of us, I have been using the textbook to structure my class
and trying to cover as much information as possible in the time allowed. I integrated some active
learning activities, such as games and group work, and used humor to keep students engaged. I
provided PowerPoints and started at the beginning and would stop when the class time ran out.
The ACP class introduced us to the BOPPPS lesson plan model and provided many benefits to
using a system to structure a class period. Students retain more information about a topic when
there is a beginning (Bridge), middle (Participatory lesson) and an end (Summary) to a lesson.
Students benefit when presented with clear Objectives and by using Pre and Post Assessments, I
can ensure these learning objectives have been met. The BOPPPS Model allows time for
students to engage and time to reflect which will facilitate their overall comprehension of the
material.

The course also provided many practical tips that can be incorporated into the classroom.
I was surprised to find that some of the interactions I create in my classroom have names and are
well known Classroom Assessment Techniques. I have supplemented some of my “go to”
classroom methods with Jigsaw, Brain Dump, and Muddiest Point. By utilizing a variety of
assessment methods, I can reach different types of students. In addition to informal assessment
methods, I tried out a different type of formal assessment. I gave a two-part exam where the
students first completed the exam as an individual but then were allowed to work through the
same exam in small groups for additional points added to their individual grades. This allowed
the students to talk through their answers at a time when they were highly motivated to
understand the material. I observed students who had hardly said a word in class actively

engaging with fellow students to come to an understanding of the material. I am eager to
implement this assessment method at the beginning of the semester and see if it makes a
difference in how students prepare for subsequent exams. I was also able to integrate some new
technology in my classroom. I currently use D2L and integrate Pearson Mastering for homework
and prep quizzes and my students love classroom pre-assessments and post-assessments with
Kahoot. I have added D2L surveys, Mentimeter questions, and Vibby edited videos in addition to
lists of other websites to explore in the future with the purpose of enhancing classes and
facilitating student learning.

In the future I would love to continue to participate in opportunities to improve my
teaching methods. I am especially interested in gathering with other instructors to share best
practices. Our beginning of the semester department meeting has been very helpful in
exchanging information with other instructors and I would like to see that continue throughout
the semester. One of the techniques used in the ACP program were discussion boards. I would be
interested in participating in a department faculty/adjunct discussion board where twice a month
a topic was posted with a short video, reading or scenario presented for discussion. Since this
would be an online opportunity, more instructors could participate. I would also prefer the
convenience of more adjunct training sessions offered in an online format. Scheduling is always
a challenge for adjunct faculty who have other time commitments outside of the college. Lastly, I
would highly encourage more adjuncts to participate in this program and would be willing to
help advocate for more participation. The current stipend provided is a good incentive and
demonstrates the value the college places on the program. I also would be motivated to take this
course if my department chair or dean personally contacted me to recommend me for the course.
Identifying and contacting qualified adjuncts would convey the importance of the program to
their individual department.

Prior to this course I was doing a lot of things in the classroom that connected students
with the course material and with each other. My official and unofficial student evaluations
overwhelmingly agreed the subject matter was challenging but the class was fun and informative
and included positive phrases like “best teacher/class ever”. After this class I am looking forward
to taking my classes from good or great to exceptional! Our students are worth the time
commitment needed to be exceptional and I look forward to seeing student learning go from
adequate or good to great and exceptional. It is an honor to be a part of my student’s success
stories.