Grade 11: General Biology I

Republic of the Philippines
Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
DAANG AMAYA II, TANZA, CAVITE
Grade 11
General Biology I
Learner’s Packet
First Semester
2nd Quarter, 2021-2022
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL

Address: Daang Amaya II, Tanza, Cavite 4108
Telephone No.: (046) 450-0253 / (046) 454-5532 (Senior High School)
E-mail: tnchstanza@gmail.com / tnchsshs@gmail.com
Learner’s Packet GENERAL BIOLOGY I Grade 11 First Semester 2nd
Quarter
Note to the Learners

This learner packet is designed for you to have a meaningful learning
opportunities and experiences for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource while being an
active learner. The packet has the following parts and icon:
Introduction This part, the new lesson will be introduced to you in

various ways such as a story, a song, a poem, a
problem opener, an activity or a situation
Development This section provides a brief discussion of the lesson.

This aims to help you discover and understand new
concepts and skills.
Engagement This comprises activities for independent practice to

solidify your understanding and skills of the topic.
Assimilation This section provides an activity which will help you

transfer your new knowledge or skill into real life
situations or concerns.
Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.
The following are some reminders in using this learning packet:
1. Use the learning packet with care. Do not put unnecessary mark/s on any part of the
learning packet. Use a separate sheet of short bond paper in answering the exercises,
activities including the assimilation and assessment.
2. Do not forget to answer each part before moving on to the other activities included in
the learning packet.
3. Read the instructions carefully before doing each task.
4. Finish the task at hand before proceeding to the next
5. Observe honesty and integrity in doing the tasks and checking your answers.
6. Use the answer keys provided at the back of the learning packet in checking your
activities and exercises.
7. Return the answer sheet of exercises, activities, assimilation and assessment on the
submission date.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your subject teacher or adviser. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
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Quarter
WEEK 1: ATP/ADP CYCLE
Here are the following learning competencies expected to be covered at the end of the unit:
The learners demonstrate understanding of:

Content Standards
1. ATP- ADP Cycle
The learners shall be able to explain the process of ATP –
Performance Standards
ADP cycle.
Explain coupled reaction processes and describe the role of

Most Essential Learning
ATP in energy coupling and transfer.
Competencies (MELC’s)
Explain the importance of chlorophyll and other pigments.
The learners
1. Identify the meaning of ADP and ATP
Specific Learning 2. Distinguish the difference between ADP and ATP
Outcomes 3. Explain the cycle using diagrams and ;
4. Explain the meaning and importance of chlorophyll
and other pigments.
ATP- ADP Cycle
Content
Chlorophyll and other pigments
Learner’s Materials
Pages
Textbook Pages
Learning Resources
INTRODUCTION
A cell can be thought of as a small, bustling town. Carrier proteins move substances
into and out of the cell, motor proteins carry cargoes along microtubule tracks, and metabolic
enzymes busily break down and build up macromolecules.
Even if they would not be energetically favorable (energy-releasing, or exergonic) in
isolation, these processes will continue merrily along if there is energy available to power them
(much as business will continue to be done in a town as long as there is money flowing in).
However, if the energy runs out, the reactions will grind to a halt, and the cell will begin to
die.
Energetically unfavorable reactions are “paid for” by linked, energetically favorable
reactions that release energy. Often, the "payment" reaction involves one particular small
molecule: adenosine triphosphate, or ATP.
DEVELOPMENT
What is ATP and ADP?

ATP (Adenosine triphosphate) is an important molecule found in all living things.
Think of it as the “energy currency” of the cell. If a cell needs to spend energy to accomplish
a task, the ATP molecule splits off one of its three phosphates, becoming ADP (Adenosine di-
phosphate) + phosphate. The energy holding that phosphate molecule is now released and
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available to do work for the cell. When the cell has extra energy (gained from breaking down
food that has been consumed or, in the case of plants, made via photosynthesis), it stores that
energy by reattaching a free phosphate molecule to ADP, turning it back into ATP. The ATP
molecule is just like a rechargeable battery. When it’s fully charged, it’s ATP. When it’s run
down, it’s ADP. However, the battery doesn’t get thrown away when it’s run down–it just gets
charged up again.
ATP → ADP + P + energy

Here’s what it looks like chemically. Each phosphate is a PO4 (oxygen has a charge of -2 and
there are 4 of them, for a total of -8, and P has a charge of +5, so the net charge on the
phosphate group is -3. If free H atoms, which are +1, get added to the O atoms that aren’t
bonded to two things, then the net charge is zero.
ATP is one of the most important compounds inside a cell because it is the energy transport
molecule. ATP (Adenosine Tri Phosphate) is considered a transporter of energy because
when one of the phosphate groups is broken off, turning it into Adenosine Di Phosphate (the
Tri means 3 phosphate groups, the Di means 2 phosphate groups). When a phosphate breaks
off, through chemical reactions in a cell, energy is released which the plant uses for cellular
processes.
The lower energy Adenosine Di Phosphate (ADP) is then re-energized during photosynthesis
as the phosphate group is re-attached, thus completing the cycle of ATP to ADP to ATP.
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Reaction coupling
How is the energy released by ATP hydrolysis used to power other reactions in a cell?
In most cases, cells use a strategy called reaction coupling, in which an energetically
favorable reaction (like ATP hydrolysis) is directly linked with an energetically unfavorable
(endergonic) reaction. The linking often happens through a shared intermediate, meaning
that a product of one reaction is “picked up” and used as a reactant in the second reaction.
Exactly how much free energy (ΔG) is released with the hydrolysis of ATP, and how is that
free energy used to do cellular work? The calculated ΔG for the hydrolysis of one mole of ATP
into ADP and Pi is −7.3 kcal/mole (−30.5 kJ/mol). However, this is only true under standard
conditions, and the ΔG for the hydrolysis of one mole of ATP in a living cell is almost double
the value at standard conditions: 14 kcal/mol (−57 kJ/mol). ATP is a highly unstable molecule.
Unless quickly used to perform work, ATP spontaneously dissociates into ADP + Pi, and the
free energy released during this process is lost as heat. To harness the energy within the
boy0075nds of ATP, cells use a strategy called energy coupling.
Energy Coupling in Sodium-Potassium Pumps
Cells couple the exergonic reaction of ATP hydrolysis with the endergonic reactions of
cellular processes. For example, transmembrane ion pumps in nerve cells use the energy
from ATP to pump ions across the cell membrane and generate an action potential. The
sodium-potassium pump (Na+/K+ pump) drives sodium out of the cell and potassium into the
cell. When ATP is hydrolyzed, it transfers its gamma phosphate to the pump protein in a
process called phosphorylation. The Na+/K+ pump gains the free energy and undergoes a
conformational change, allowing it to release three Na+ to the outside of the cell. Two
extracellular K+ ions bind to the protein, causing the protein to change shape again and
discharge the phosphate. By donating free energy to the Na+/K+ pump, phosphorylation drives
the endergonic reaction.
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Energy Coupling in Metabolism

During cellular metabolic reactions, or the synthesis and breakdown of nutrients,
certain molecules must be altered slightly in their conformation to become substrates for the
next step in the reaction series. In the very first steps of cellular respiration, glucose is broken
down through the process of glycolysis. ATP is required for the phosphorylation of glucose,
creating a high-energy but unstable intermediate. This phosphorylation reaction causes a
conformational change that allows enzymes to convert the phosphorylated glucose molecule
to the phosphorylated sugar fructose. Fructose is a necessary intermediate for glycolysis to
move forward. In this example, the exergonic reaction of ATP hydrolysis is coupled with the
endergonic reaction of converting glucose for use in the metabolic pathway.
Leaf Pigments
Plants make an amazing variety of pigment molecules, far more than animals. After
all, plants are creatures of light. They sense light to control their growth and rapid responses
to the environment, and they use light as their source of energy. Plants produce pigments to
advertise rewards for animals which pollinate flowers and disperse seeds. Thus, pigments
may have physiological and/or biological functions. There are three types of pigments present
in the leaves of plants, and their retention or production determines the colors of leaves before
they fall from, molecules, beyond the simple chemical formulas that describe the numbers of
atoms of different elements making up the molecule. The example shown here is the common
sugar glucose. Glucose can be purchased as a sweetener, most commonly is one half of the
common table sugar (sucrose), which is a disaccharide. More complicated diagrams will be
displayed to illustrate the structures of the three types of pigments that are present during the
aging of leaves: chlorophylls, carotenoids, and anthocyanins.
Carotenoids
Carotenoids are very long-chain water-repelling pigments that are synthesized in the
plastids of plant cells. In the sunflower, a common carotenoid, ß-carotene, is produced in the
chromoplasts of the ray flowers to produce bright yellow-orange colors. These pigments
primarily absorb in the blue wavelengths, allowing the longer wavelengths to be scattered and
producing the yellow color. In autumn foliage, the carotenoids are left over in the chloroplasts
and revealed from the loss of chlorophyll.
Chlorophylls
The chlorophylls, a and b, are the pigments of photosynthesis. They are produced in
chloroplasts in the photosynthetic tissues of the leaf. The chlorophyll molecules are very water
repelling, partly because of the long phytol tail in the molecule. The closed ring of the molecule
is similar to the hemoglobin of our blood but holds a magnesium ion rather than iron. It is a
large and expensive molecule to make, partly because each ring contains four nitrogen atoms.
Chlorophyll is normally broken down towards the end of the leaf life span,
and much of the nitrogen is absorbed by the plant.
Anthocyanins
Anthocyanins are water-soluble pigments produced via the flavonoid pathway in the
cytoplasm of the colored plant cell. The attachment of the sugar molecule makes them
particularly soluble in the sap of the vacuole, where these molecules are stored once they are
launched. These are responsible for the pink-red colors of most flower petals, of most red
fruits (like apples) and almost all red leaves during the autumn. Anthocyanins absorb light in
the blue-green wavelengths, allowing the red wavelengths to be scattered by the plant tissues
to make these organs visible to us as red.
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ENGAGEMENT
It’s time to check your understanding! Answer the following activities in a separate
sheet of paper.
ACTIVITY 1
Define Me!
Determine the acronym of two cycles and provide brief explanation about its process and
importance of each cycle.
ATP stands for ________________________________________________________

What is it? ___________________________________________________________
Importance: ___________________________________________________________
ADP stands for ________________________________________________________

What is it? ____________________________________________________________
Importance: ___________________________________________________________
ASSIMILATION
Based on the figure below, construct a brief explanation about ATP/ADP Cycle.
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ASSESSMENT
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. What are the parts of the ATP molecule?

a. adenine, thylakoids, stroma
b. adenine, ribose, phosphate groups
c. stroma, grana, chlorophyll
d. NADPH, NAHPH, FADH
2. Energy is released from ATP when _______________.
a. a phosphate group is added
b. ATP is exposed to sunlight
c. adenine bonds to ribose
d. a phosphate group is removed
3. Which structures shown in the Figure make up the ATP molecule?
a. A and B c. A, B, and C
b. A, B, C, and D d. C and D
4. Using the figure above, which parts of the molecule must the bonds be broken to
form an ADP molecule?
a. A and B c. B and C
c. C and D d. all of the above
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5. Which of the following can be compared to a battery in need of recharging?

a. ADP c. ATP
b. Ribose d. Adenosine
6. Which of the following is NOT a component of ATP?
a. Glucose c. Adenosine
b. Phosphate d. Ribose
7. Which pigments primarily absorb in the blue wavelengths, allowing the longer
wavelengths to be scattered and producing the yellow color.
a. Chlorophylls c. Anthocyanins
b. Carotenoids d. Leucoplast
8. What do we call the process whereby water is taken in when ATP is made?
a. dehydration synthesis c. hydrolysis synthesis
b. the ATP- ADP cycle d. photosynthesis
9. What do we call the process whereby water is released in when ATP is made?
a. dehydration synthesis c. hydrolysis synthesis
b. the ATP- ADP cycle d. photosynthesis
10. What do all cells use for energy?
a. Carbs c. Protein
b. Fat d. ATP
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Quarter
WEEK 2: PHOTOSYNTHESIS
Here are the following learning competencies expected to be covered at the end of
the unit:
The learners demonstrate an understanding of the process of

Content Standards
Photosynthesis
The learners shall be able to understand the process and
Performance Standards
importance of Photosynthesis.
Describe the patterns of electron flow through light reaction

events.
Describe the significant events of the Calvin cycle
1. Explain what photosynthesis is
2. Determine the two types of photosynthesis process
Specific Learning
3. Describe the electron flow patterns through light
Outcomes
reactions and;
4. Explain the importance of Calvin Cycle
Content Photosynthesis and Calvin Cycle
Learner’s Materials Teaching Guide for Senior High School General Biology I pp. 86-
Pages 98
Textbook Pages
Learning Resources N/A
INTRODUCTION
Not all of the light from the Sun makes it to the surface of the Earth. Even the
light that does make it here is reflected and spread out. The little light that does make it here
is enough for the plants of the world to survive and go through the process of photosynthesis.
Light is actually energy, electromagnetic energy to be exact. When that energy gets to a
green plant, all sorts of reactions can take place to store energy in the form of sugar
molecules.
Remember we said that not all the energy from the Sun makes it to plants? Even when
light gets to a plant, the plant doesn't use all of it. It actually uses only certain colors to make
photosynthesis happen. Plants mostly absorb red and blue wavelengths. When you see a
color, it is a color that the object does NOT absorb. In the case of green plants, they do not
absorb light from the green range.
DEVELOPMENT
What is Photosynthesis?
Photosynthesis is a process used by plants and other organisms to convert light energy
into chemical energy that can later be released to fuel the organisms' activities. This chemical
energy is stored in carbohydrate molecules, such as sugars, which are synthesized from
carbon dioxide and water – hence the name photosynthesis, comes from the Greek phōs
(φῶς), "light", and sunthesis (σύνθεσι), "putting together". In most cases, oxygen is also
released as a waste product. Most plants, most algae, and cyanobacteria perform
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photosynthesis; such organisms are called photo autotrophs. Photosynthesis is largely

responsible for producing and maintaining the oxygen content of the Earth's atmosphere and
supplies most of the energy necessary for life on Earth.
The photosynthetic process

The reactions of plant photosynthesis are divided into those that require the presence
of sunlight and those that do not. Both types of reactions take place in chloroplasts: light
dependent reactions in the thylakoid and light-independent reactions in the stroma.
Light-dependent reactions (also called light reactions): When a photon of light hits the
reaction center, a pigment molecule such as chlorophyll releases an electron. The released
electron manages to escape by traveling through an electron transport chain, which generates
the energy needed to produce ATP (adenosine triphosphate, a source of chemical energy for
cells) and NADPH. The "electron hole" in the original chlorophyll pigment is filled by taking an
electron from water. As a result, oxygen is released into the atmosphere.
Light-independent reactions (also called dark reactions and known as the Calvin cycle):
Light reactions produce ATP and NADPH, which are the rich energy sources that drive dark
reactions. Three chemical reaction steps make up the Calvin cycle: carbon fixation, reduction
and regeneration. These reactions use water and catalysts. The carbon atoms from carbon
dioxide are “fixed,” when they are built into organic molecules that ultimately form three-carbon
sugars. These sugars are then used to make glucose or are recycled to initiate the Calvin
cycle again.
Electron Flow through Photosystems I and II

Sunlight is absorbed by photosynthetic pigments, the most abundant of which in plants are
the chlorophylls. Absorption of light excites an electron to a higher energy state, thus
converting the energy of sunlight to potential chemical energy. The photosynthetic pigments
are organized into photocenters in the thylakoid membrane, each of which contains hundreds
of pigment molecules (Figure 10.20). The many pigment molecules in each photocenter act
as antennae to absorb light and transfer the energy of their excited electrons to a chlorophyll
molecule that serves as a reaction center. The reaction center chlorophyll then transfers its
high-energy electron to an acceptor molecule in an electron transport chain. High-energy
electrons are then transferred through a series of membrane carriers, coupled to the synthesis
of ATP and NADPH.
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Each photocenter consists of hundreds of antenna pigment molecules, which absorb

photons and transfer energy to a reaction center chlorophyll. The reaction center chlorophyll
then transfers its excited electron to an acceptor in the electron transport chain. The reaction
center illustrated is that of photosystem II, in which electrons are transferred from the reaction
center chlorophyll to pheophytin and then to quinones (QA, QB, and QH2).
Calvin Cycle
The Calvin cycle is the cycle of chemical reactions performed by plants to “fix” carbon
from CO2 into three-carbon sugars. Later, plants and animals can turn these three-carbon
compounds into amino acids, nucleotides, and more complex sugars such as starches. This
process of “carbon fixation” is how most new organic matter is created. The sugars created in
the Calvin cycle are also used by plants for long-term energy storage, unlike ATP which is
used up quickly after it is created. These plant sugars can also become a source of energy for
animals who eat the plants, and predators who eat those herbivores.
The Calvin cycle is also sometimes referred to as the “light independent” reactions of
photosynthesis, since it is not powered directly by photons from the Sun. Instead, the Calvin
cycle is powered by ATP and NADPH, which are created by harnessing the energy from
photons in the light-dependent reactions.
Importance of Calvin Cycle

The function of the Calvin cycle is to create three-carbon sugars, which can then be
used to build other sugars such as glucose, starch, and cellulose that is used by plants as a
structural building material. The Calvin cycle takes molecules of carbon straight out of the air
and turns them into plant matter.
This makes the Calvin cycle vital for the existence of most ecosystems, where plants
form the base of the energy pyramid. Without the Calvin cycle, plants would be unable to store
energy in a form that herbivores could digest. Carnivores would subsequently not have access
to energy stored in the bodies of herbivores!
The carbon backbones created in the Calvin cycle are also used by plants and animals
to make proteins, nucleic acids, lipids, and all the other building blocks of life.
The Calvin cycle also regulates the levels of carbon dioxide, a greenhouse gas, in the
Earth’s atmosphere. Scientists have raised concerns because, in addition to putting huge
amounts of CO2 back into the air by burning coal, oil, and gasoline, humans have also cut
down about half of all Earth’s forests, which play an important role in removing CO2 from the
air.
The light-independent reactions of the Calvin cycle can be organized into three basic
stages: fixation, reduction, and regeneration.
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Figure: The Calvin Cycle: The Calvin cycle has three stages. In stage 1, the enzyme
RuBisCO incorporates carbon dioxide into an organic molecule, 3-PGA. In stage 2, the organic
molecule is reduced using electrons supplied by NADPH. In stage 3, RuBP, the molecule that
starts the cycle, is regenerated so that the cycle can continue. Only one carbon dioxide
molecule is incorporated at a time, so the cycle must be completed three times to produce a
single three-carbon GA3P molecule, and six times to produce a six carbon glucose molecule.
Stage 1: Fixation
In the stroma, in addition to CO2, two other components are present to initiate the light
independent reactions: an enzyme called ribulose bisphosphate carboxylase (RuBisCO) and
three molecules of ribulose bisphosphate (RuBP). RuBP has five atoms of carbon, flanked by
two phosphates. RuBisCO catalyzes a reaction between CO2 and RuBP. For each CO2
molecule that reacts with one RuBP, two molecules of 3-phosphoglyceric acid (3-PGA) form.
3-PGA has three carbons and one phosphate. Each turn of the cycle involves only one RuBP
and one carbon dioxide and forms two molecules of 3-PGA. The number of carbon atoms
remains the same, as the atoms move to form new bonds during the reactions (3 atoms from
3CO2 + 15 atoms from 3RuBP = 18 atoms in 3 atoms of 3-PGA). This process is called carbon
fixation because CO2 is “fixed” from an inorganic form into organic molecules.
Stage 2: Reduction
ATP and NADPH are used to convert the six molecules of 3-PGA into six molecules of
a chemical called glyceraldehyde 3-phosphate (G3P). This is a reduction reaction because it
involves the gain of electrons by 3-PGA. Recall that a reduction is the gain of an electron by
an atom or molecule. Six molecules of both ATP and NADPH are used. For ATP, energy is
released with the loss of the terminal phosphate atom, converting it to ADP; for NADPH, both
energy and a hydrogen atom are lost, converting it into NADP+. Both molecules return to the
nearby light-dependent reactions to be reused and reenergized.
Stage 3: Regeneration
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At this point, only one of the G3P molecules leaves the Calvin cycle and is sent to the
cytoplasm to contribute to the formation of other compounds needed by the plant. Because
the G3P exported from the chloroplast has three carbon atoms, it takes three “turns” of the
Calvin cycle to fix enough net carbon to export one G3P. But each turn makes two G3Ps, thus
three turns make six G3Ps. One is exported while the remaining five G3P molecules remain
in the cycle and are used to regenerate RuBP, which enables the system to prepare for more
CO2 to be fixed. Three more molecules of ATP are used in these regeneration reactions.
ENGAGEMENT
sheet of paper.
ACTIVITY 1
Direction: Answer the following question:

Q1: What is photosynthesis?
Q2: What are the two types of photosynthesis reaction? Briefly explain.
Q3: What are the three stages of Calvin Cycle?
Q4: What are the importance of Calvin Cycle?
ASSIMILATION
Direction: Draw the cycle of photosynthesis. Make an brief explanation about the process.
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ASSESSMENT
Direction: Read each question and choose the correct answer. Write your
answers on separate sheet of paper.
1. What are the products of photosynthesis?

a. Carbon dioxide and water
b. Glucose and oxygen
c. Lactic acid
d. Carbohydrates
2. The light reactions of photosynthesis supply the Calvin cycle with

a. ATP and NADPH
b. light energy
c. sugar and oxygen
d. carbon dioxide and ATP
3. Which of the following sequences correctly represents the flow of the electrons
during photosynthesis?
a. NADPH chlorophyll Calvin cycle
b. NADPH O2 CO2
c. NADPH electron transport chain O2
d. H2O NADPH Calvin cycle
4. Which of the following does NOT happen during the light dependent reactions of
photosynthesis?
a. ATP is produced
b. Oxygen is produced
c. Glucose is produced
d. NADPH is produced
5. An organic compound formed is the dark reaction of photosynthesis is
a. glucose
b. chlorophyll
c. oxygen
d. water
6. Which of the following is the source of the oxygen released during photosynthesis?
a. CO2
b. H2O
c. ATP
7. Three chemical reaction steps make up the Calvin Cycle. Which of the following is not
included?
a. carbon fixation c. reduction
b. oxidation d. regeneration
8. The light reactions of photosynthesis occur in the __________, and the dark reactions
occur in the __________ of the chloroplast.
a. cytochromes, stroma
b. thylakoid membranes, stroma
c. reaction centers, cytochromes
d. stroma, cytochromes
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9. During photosynthesis, carbon dioxide (CO2), and water (H2O) combines to yield glucose
(C6H12O6) and oxygen (O2). What is the balanced chemical equation for this reaction?
10. An overall result of photosynthesis in plants is the use of sunlight to create ATP &
NADPH that powers the conversion of _______________ to glucose.
a. glucose b. carbon dioxide c. oxygen d. NADPH
WEEK 3: CELLULAR RESPIRATION

Here are the following learning competencies expected to be covered at the end
of the unit:
The learners demonstrate an understanding of the cellular

Content Standards
respiration.
The learners shall be able to Prepare simple fermentation
Performance Standards setup using common fruits to produce wine or vinegar via
microorganisms
The learners
Most Essential Learning ✓ Differentiate aerobic from anaerobic respiration
Competencies (MELC’s) ✓ Explain the major features and sequence the chemical
events of cellular respiration
1. Define cellular respiration.
2. Differentiate aerobic from anaerobic respiration.
Specific Learning
3. identify and describe the major features and sequence the
Outcomes
chemical events of cellular respiration.
Content Cellular Respiration

Learner’s Materials Teaching Guide for Senior High School General Biology I pp. 150-
Pages 168
Textbook Pages
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Quarter
INTRODUCTION
Background
Cellular Respiration
In cellular respiration, glucose is converted to pyruvic acid which can enter either
through aerobic respiration or anaerobic respiration.
In aerobic respiration, pyruvic acid molecules enter the mitochondria and through a
series of chemical reactions known as the citric acid cycle (Kreb’s cycle) via electron transport
chain. In the Kreb’s cycle, the pyruvic acid is converted to carbon dioxide. The electron
transport chain accepts the electron from the breakdown products of the Kreb’s cycle and
glycolysis via the NADH and FADH2. At the end of the chain, the electrons are combined with
hydrogen ions and molecular oxygen to form water. This process can produce ATP. During
this process, the glucose molecule is broken down and the carbon atoms released from
glucose are combined with oxygen to produce carbon dioxide.
In anaerobic respiration, pyruvic acid is converted to lactic acid. There is a production

of two ATP molecules for each glucose molecule.
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DEVELOPMENT
In Cellular respiration:
• Oxygen is reduced to water
• Has electron transport chain located within the cristae of the mitochondria,
where ATP is produced by chemiosmosis
• Has enzyme-catalyzed reactions within the semi-fluid interior
• A carbohydrate is oxidized to carbon dioxide
Glycolysis-means “sugar-splitting” that occurs in the cytosol of the cell. It does not
require oxygen to breakdown glucose into pyruvate.
Krebs cycle-completes the metabolic breakdown of glucose to carbon dioxide and

produces 2 ATP.
Oxidative phosphorylation-a process occurring in mitochondria and accounts for

majority of the ATP production.
Electron Transport Chain-contains the chain members (carrier and protein

complexes, ATP synthase complex and ATP channel protein. These membrane
proteins shuttle electrons during the redox reactions. The electrons will be used to
produce ATP by chemiosmosis.
NADH and FADH2-these are electron acceptor molecules that contain high-energy
electrons. They transport the electrons to ETC to produce many more ATPs by
oxidative phosphorylation.
ATP synthase-is an enzyme that is responsible for the great production of ATPs.
This happens when it uses the energy coming from H+ ions to bind ADP and
phosphate group together to produce ATP.
Fig. 3.b. The diagram below shows the total energy produced from the complete
breakdown of glucose by aerobic respiration.
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Summary of Cellular Respiration
Differences and Similarities of Aerobic, Anaerobic and Fermenting Organisms
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ENGAGEMENT
sheet of paper.
Procedure: Refine your knowledge on cellular respiration by doing the sample graphic
organizer below. Fill-out the table and distinguish how the two types of respiration are alike
and different. Then write your conclusion based on the similarities and differences you have
listed.
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ASSIMILATION
Let’s Apply It!
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ASSESSMENT
Directions. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
__1. Majority of the CO2 is released during

A. Glycolysis
B. Citric acid cycle
C. Electron transport chain
D. Oxidative phosphorylation
__2. Cellular respiration processes that do not use O2 are called
A. Heterotrophic organism
B. Anaerobic organism
C. Aerobic organism
D. Anabolic
__3. The positively charged hydrogen ions that are released from the glucose
during cellular respiration eventually combine with _________ ion to
form_____________.
A. another hydrogen, a gas
B. a carbon, carbon dioxide
C. an oxygen, water
D. a pyruvic acid, lactic acid
__4. The Krebs cycle (also known as citric acid cycle or tricarboxylic acid) and
ETC are biochemical pathways performed in which eukaryotic organelle?
A. Nucleus
B. Ribosome
C. Chloroplast
D. Mitochondrion
__5. Anaerobic pathways that oxidize glucose to generate ATP energy by
using an organic molecule as the ultimate hydrogen acceptor are called
A. Fermentation
B. Reduction
C. Krebs cycle
D. Electron pumps
__6. When skeletal muscle cells function anaerobically, they accumulate the
compound _________, which causes muscle soreness.
A. Pyruvic acid
B. Malic acid
C. Carbon dioxide
D. Lactic acid
__7. Each molecule of fat can release _______ of ATP, compared with a
molecule of glucose.
A. smaller amounts
B. the same amount
C. larger amount
D. only twice the amount
__8. In complete accounting of all ATPs produced in aerobic respiration, a
total of ____ATPs: _____from the ETC, _____from glycolysis, and _____ from
the Krebs cycle.
A. 36, 32, 2, 2
B. 38, 34, 2, 2
C. 36, 30, 2, 4
D. 38, 30, 4, 4
23
Quarter
__9. The chemical activities that remove electrons from glucose result in the
glucose being
A. reduced
B. oxidized
C. phosphorylated
D. hydrolyzed
__10. Which of the following is NOT true of the citric acid cycle? The citric acid
cycle
A. includes the preparatory reaction
B. produces ATP by substrate-level ATP synthesis
C. occurs in the mitochondria
D. is a metabolic pathway, as is glycolysis
WEEK 4: Major Features of Glycolysis, Krebs Cycle, Electron Transport

System
Here are the following learning competencies expected to be covered at the
end of the unit:
Content Standards The learners demonstrate an understanding respiration.

microorganisms
Distinguish major features of glycolysis, Krebs cycle, electron

Most Essential Learning transport system, and chemiosmosis
Competencies (MELC’s) Describe reactions that produce and consume ATP
1. Enumerate and describe the major features of cellular
Specific Learning
respiration.
Outcomes
2. Describe reactions that produce and consume ATP
Major Features of Glycolysis, Krebs Cycle, Electron
Content
Transport System
Learner’s Materials Teaching Guide for Senior High School General Biology I pp.
Pages
Textbook Pages
INTRODUCTION
Cells respire. Cellular respiration involves major events to generate the
energy needed to sustain life.
Directions: Select the letter of the word that fits in each of the following energy
generating processes (glycolysis, Krebs cycle, electron transport system, and
chemiosmosis).
A. Breaks a glucose molecule
B. Makes use of ATP synthase
C. Uses a chain of electron acceptors and carriers
D. Has CO2 as by-product
24
Quarter
DEVELOPMENT
The Krebs cycle is the first pathway of oxygenic respiration. Evolution of this respiration
and the chemical bridge from glycolysis to the Krebs cycle, no doubt occurred a few reactions
at a time, perhaps at first as a means of protecting anaerobic cells from the ‘poisonous’ effects
of oxygen. Later, natural selection fleshed out the aerobic Krebs cycle, electron transport and
oxidative phosphorylation pathways we see today.
Whatever its initial utility, these reactions were an adaptive response to the increase
in oxygen in the earth’s atmosphere. As a pathway forgetting energy out of nutrients,
respiration is much more efficient than glycolysis. Animals rely on it, but even plants and
photosynthetic algae use the respiratory pathway when sunlight is not available! Here we
focus on oxidative reactions in mitochondria, beginning with pyruvate oxidation and continuing
to the redox reactions of the Krebs cycle.
After entering the mitochondria, pyruvate dehydrogenase catalyzes pyruvate oxidation

to Acetyl-S-Coenzyme A (Ac-S-CoA). Then the Krebs cycle completely oxidizes the Ac-S-
CoA. These mitochondrial redox reactions generate CO2 and lot of reduced electron carriers
(NADH, FADH2). The free energy released in these redox reactions is coupled to the synthesis
of only one ATP per pyruvate oxidized (i.e., two per the glucose we started with!). It is the
NADH and FADH2 molecules have captured most of the free energy in the original glucose
molecules. These entry of pyruvate into the mitochondrion and its oxidation are
summarized below.
Pyruvate oxidation converts a 3C carbohydrate into acetate, a 2C molecule, releasing

a molecule of CO2. In this highly exergonic reaction, CoA-SH forms a high-energy thioester
linkage with the acetate in Ac-S-CoA. The oxidation of pyruvic acid results in the reduction of
NAD+, production of Ac-S-CoA and a molecule of CO2, as shown below.
25
Quarter
The Krebs cycle functions during respiration to oxidize Ac-S-CoA and to reduce NAD+
and FAD to NADH and FADH2 (respectively). Intermediates of the Krebs cycle also function
in amino acid metabolism and interconversions. All aerobic organisms alive today share the
Krebs cycle we see in humans. This is consistent with its spread early in the evolution of our
oxygen environment. Because of the central role of Krebs cycle intermediates in other
biochemical pathways, parts of the pathway may even have pre- dated the complete
respiratory pathway. The Krebs cycle takes place in mitochondria of eukaryotic cells.
After the oxidation of pyruvate, the Ac-SCoA

enters the Krebs cycle, condensing
with oxaloacetate in the cycle to
form citrate. There are four redox
reactions in the Krebs cycle. As we
discuss the Krebs cycle, look for the
accumulation of reduced electron carriers
(FADH2, NADH) and a small amount of
ATP synthesis by substrate-level
phosphorylation. Also, follow the carbons
in pyruvate into CO2. The Krebs Cycle as
it occurs in animals is summarized below.
To help you understand the events of the cycle,

1. find the two molecules of CO2 produced in the Krebs cycle itself.
2. find GTP (which quickly transfers its phosphate to ADP to make ATP). Note that in
bacteria, ATP is made directly at this step.
3. count all of the reduced electron carriers (NADH, FADH2). Both of these electron
carriers carry a pair of electrons. If you include the electrons on each of the NADH
molecules made in glycolysis, how many electrons have been removed from glucose
during its complete oxidation?
Remember that glycolysis produces two pyruvates per glucose, and thus two
molecules of Ac-S-CoA. Thus, the Krebs cycle turns twice for each glucose entering the
glycolytic pathway. The high-energy thioester bonds formed in the Krebs cycle fuel ATP
synthesis as well as the condensation of oxaloacetate and acetate to form citrate in the first
reaction. Each NADH carries about 50 Kcal of the 687 Kcal of free energy originally available
in a mole of glucose, each FADH2 carries about 45 Kcal of this free energy. This energy will
fuel ATP production during electron transport and oxidative phosphorylation.
26
Quarter
ENGAGEMENT
sheet of paper.
ACTIVITY: Complete the diagram below
ASSIMILATION
MIND-MAPPING
Procedure: Create a concise summary of Krebs Cycle by making a Concept Map.
27
Quarter
ASSESSMENT
Directions: Read carefully each item and select the correct answer from the
given choices. Use separate sheet for your answers. Write only the letter of
the best answer for each test item.
1. Which process uses glucose to produce pyruvic acid?
A. chemiosmosis C. glycolysis
B. electron transport system D. Krebs cycle
2. Which of the following processes does not take place in the mitochondria of the
cell?
3. Which set of processes occurs when there is a supply of oxygen?
A. glycolysis, chemiosmosis, Krebs cycle
B. electron transport system, Krebs cycle, glycolysis
C. chemiosmosis, glycolysis, electron transport chain
D. glycolysis, electron transport chain, Krebs cycle
4. Which process uses NADH and FADH2 to generate ATP?
5. Which of the following processes is described as the movement of ions across a
semipermeable membrane bound structure, down their electrochemical gradient?
6-10. Supply the correct term to complete the analogy.
6. glycolysis: pyruvic acid ;__________:NADH and FADH2

7. electron transport system:H2O ; __________:CO2
8. glucose-6-phosphate :isomerase; ________________: phosphofructokinase
A. fructose-6-phosphate C. dihydroacetone-phosphate
B. fructose-1,6-bisphosphate D. glyceraldehyde-3-phosphate
9. After glycolysis, what happens to the pyruvic acid? Pyruvic acid is transformed into
A. acetyl C. FADH2
B. acetyl coenzyme A D. NADH
10. Which part of the cell is associated with the Krebs cycle?
A. cell membrane C. nucleus
B. mitochondria D. vacuole
28
Quarter
WEEK 5: ADVANTAGES AND DISADVANTAGES OF FERMENTATION

AND AEROBIC RESPIRATION
end of the unit:
Content Standards The learners demonstrate an understanding respiration.

The learners shall be able to prepare simple fermentation
microorganisms
Explain the advantages and disadvantages of fermentation

Most Essential Learning and aerobic respiration
1. Differentiate aerobic respiration from anaerobic

Specific Learning respiration.
Outcomes 2. Enumerate and describe the advantages and
disadvantages of fermentation and aerobic respiration
Advantages and disadvantages of fermentation and aerobic
Content
respiration
Pages
Textbook Pages
INTRODUCTION
Aerobic respiration is the process by which organisms use _____ to turn fuel, such as
fats and sugars, into _____ energy. In contrast, _____ respiration does not use oxygen.
Respiration is used by all cells to turn fuel into energy that can be used to _____ cellular
processes. The product of respiration is a molecule called g triphosphate bh .c (nbbACB ATP),
which uses the _____ stored in its phosphate bonds to power chemical reactions. It is often
referred to as the “currency” of the cell. Aerobic respiration is much more efficient, and
produces ATP much more quickly, than anaerobic respiration. This is because oxygen is an
excellent _____ acceptor for the chemical reactions involved in generating _____.
29
Quarter
DEVELOPMENT
What Is Fermentation?
Fermentation is any metabolic process in which microorganisms’ activity creates a

desirable change in food and beverages, whether it’s increasing flavor, preserving foodstuffs,
providing health benefits, or more. The word “ferment” comes from the Latin verb “fervere,”
which means “to boil.” Ironically, fermentation is possible without heat. How Does
Fermentation Work? To master fermentation, you need to understand the science behind the
chemical process.
a) Microorganisms survive using carbohydrates (sugars, such as glucose) for energy

and fuel.
b) Organic chemicals like adenosine triphosphate (ATP) deliver that energy to every
part of a cell when needed.
c) Microbes generate ATP using respiration. Aerobic respiration, which requires
oxygen, is the most efficient way to do that. Aerobic respiration begins with glycolysis,
where glucose is converted into pyruvic acid. When there’s enough oxygen present,
aerobic respiration occurs.
d) Fermentation is similar to anaerobic respiration—the kind that takes place when
there isn’t enough oxygen present. However, fermentation leads to the production of
different organic molecules like lactic acid, which also leads to ATP, unlike respiration,
which uses pyruvic acid.
e) Depending upon environmental conditions, individual cells and microbes have the
ability to switch between the two different modes of energy production.
f) Organisms commonly obtain energy anaerobically through fermentation, but some
systems use sulfate as the final electron acceptor in the electron transport chain.
What Are the Advantages of Fermentation?
Fermented foods are rich in probiotics, beneficial microorganisms that help maintain a healthy
gut so it can extract nutrients from food.
1) Probiotics aid the immune system because the gut produces antibiotic, antitumor,
anti-viral, and antifungal substances, and pathogens don’t do well in the acidic
environment fermented foods create.
2) Fermentation neutralizes anti-nutrients like phytic acid, which occurs in grains, nuts,
seeds, and legumes and can cause mineral deficiencies. Phytates also make starches,
proteins, and fats less digestible, so neutralizing them is extremely beneficial.
3) Fermentation increases the vitamins and minerals in food and make them more
available for absorption. Fermentation also increases B and C vitamins and enhances
folic acid, riboflavin, niacin, thiamin, and biotin. The probiotics, enzymes, and lactic
acid in fermented foods facilitate the absorption of these vitamins and minerals into the
body.
30
Quarter
List of Cons of Fermentation

1) It increases the risk of developing gastric cancer. An article published in Cancer
Science in January 2011 looked into the effect of consuming fermented and non-
fermented soy foods in developing gastric cancer. The study was a meta-analysis of
reports and it showed that a high intake of fermented soy foods increased the risk of
gastric cancer. The research also showed that a diet rich in non-fermented soy foods
helps reduce the risk of gastric cancer.
2) It is vulnerable to contamination. The fermentation process requires high man
power as well as constant monitoring. It’s also a slow process compared to the
chemical process. In 2001, a botulism outbreak in a village in Alaska was traced to the
consumption of fermented beaver tail and paw, which is a local delicacy. Another case
of botulism outbreak handled by Orange County Health Care Company was caused
by home-prepared fermented tofu.
List of Advantages of Aerobic Respiration
1) It is good for the heart. Exercises for aerobic respiration are regarded as one of
the best forms of workout to strengthen the cardiovascular system, which means they
keep the heart, lungs and arteries clean and healthy. But to enjoy their optimum
benefits, you need to calculate your individual training heart rate zone with the use of
recommended formulas to make sure that you are performing them at the right
intensity.
2) It improves cognition. Aerobic exercises require you to memorize a number of
steps as they progress, which creates a mental training that can improve your cognitive
skills. And if you are using a fast pace, you will be coerced to quickly adapt to the
changes in sequence, which will keep you on your toes not only physically, but also
mentally.
3) It boosts endurance. Basically a high-energy workout, aerobic respiration can
Improve your endurance by optimizing the amount of calories you burn, while keeping
your heart rate high throughout a session. Thus, it is ideal if you are trying to tone your
muscles and lose weight.
List of Disadvantages of Aerobic Respiration
1) High-impact exercises could be bad for the body. The repetitive and highimpact
steps in aerobics c have ligament or bone problems. As you can see, this type of
workout would use steps that can be difficult for you to keep up, if you have joint
problems. Basically, most movements performed in aerobics are high-impact, which
are not suitable for someone with weak bones.
2) It can result to a body shape you did not desire. Too much of aerobic respiration
can result to a body shape that you did not want, where you can begin to look straight
without curves or any undesirable body shape. You could end up having an emaciated,
hungry look, though you should have the powerful look of a sprinter.
3) It comes with issues on social environment. Aerobics are usually held in a class
setting, which makes the experience enjoyable if you love working out with other
people. But if you are not the social type, then this regimen would not work for you,
especially if you are intimidated easily. 4) For aerobic respiration to work for you, you
should make sure its advantages weigh out the disadvantages on your end. It is also
important to combine it with other forms of workout to get the best results.
31
Quarter
ENGAGEMENT
sheet of paper.
ASSIMILATION
32
Quarter
ASSESSMENT
Directions: Read and understand each question. Choose the letter of you best
answer. Use a separate sheet of paper for your answers.
1. What type of cellular respiration produces alcohol and lactic acid as by-product?
A. Aerobic respiration C. Both
B. Anaerobic respiration D. None of these
2. Which of the following is NOT considered as advantage for aerobic respiration?
A. It has greater ATP production C. Slow breakdown of glucose
B. Complete breakdown of glucose D. Fast consumption of ATP
3. Which of the following is NOT a result of fermentation?
A. Production of wine C. Soy sauce and vinegar
B. Yogurt and cheese D. sugar and salt
4. Which of the following is likely to happen when there is a formation of lactic acid
after vigorous physical activity?
A. Muscle pain C. increasing heart rate
B. Irregular breathing D. All of these
5. Why anaerobic respiration is NOT an advantage to humans?
A. Absence of oxygen is lethal to humans
B. Oxygen deficiency gives a burning sensation to muscles
C. Humans need a lot of energy to perform their everyday work
D. All of the above
6. What will happen if microorganisms do not undergo anaerobic respiration?
A. Wine making is not possible C. Spoilage of food
B. No production of yogurt D. All of these
7. What is/are the disadvantages of aerobic respiration to humans?
A. Human brain cells cannot perform lactic acid fermentation
B. Can breathe heavily to refill the cells with oxygen
C. Human muscle cells can perform lactic acid fermentation
D. All of the above
8. What is/are the disadvantage/s of anaerobic respiration/fermentation?
A. Glucose is partially oxidized C. Food preservation
B. Production of alcohol D. Complete breakdown of glucose
9. What is/are the by-product/s of fermentation?
A. ATP B. lactate C. Ethanol D. All of these
33
Quarter
10. What kind of microorganisms undergo cellular respiration causing the bread
dough to rise?
A. Fungi B. bacteria C. both D. None of these
WEEK 6-8: Summarizing Different Biological Reactions

end of the unit:
The learners demonstrate understanding of:
1. ATP- ADP Cycle
Content Standards
2. Photosynthesis
3. Respiration prepare
microorganisms

1. ATP- ADP Cycle

Specific Learning
2. Photosynthesis
Outcomes
3. Respiration prepare
Content Summarizing Different Biological Reactions
Pages
Textbook Pages
NOTE: The Activities included in this module are based on the Concepts discussed
from Weeks 1-5. You may use the previous modules for review of the topics included
in these activities
INTRODUCTION
Energy production within a cell involves many coordinated chemical pathways.
Most of these pathways are combinations of oxidation and reduction in a compound. An
oxidation strips an electron from an atom in a compound, and the addition of this electron to
another compound is a reduction reaction or the so-called redox reactions because they
usually occur together. Examples of coupled reactions are shown below.
A. Endergonic and Exergonic reactions

Endergonic reactions require an input of energy. An example of endergonic reaction
in the living system is photosynthesis. On the other hand, an exergonic reactions releases
energy. An example of exergonic reaction is cellular respiration. An illustration of these
coupled reactions are shown below.
34
Quarter
B. Exergonic hydrolysis of ATP and Endergonic dehydration process

Hydrolysis of ATP – It is the process of breaking complex macromolecules.
The hydrolysis of ATP produces ADP, together with an inorganic phosphate ion , and
the release of free energy.
DEVELOPMENT
WEEK 6
Direction: Translate the Illustrations given into words. Discuss each process given.
35
Quarter
ENGAGEMENT
Direction: For each of the Biological Processes stated below, List down the
Advantages, Disadvantages, and Importance of each Processes to the different Life Forms.
A. ATP- ADP Cycle
B. Photosynthesis
C. Cellular Respiration
36
Quarter
ASSIMILATION
At this point, you are now ready to create a story of how glucose is converted
into different molecules inside the cell with ATP as the main product. Be sure to
include the features of the process.
37
Quarter
ASSESSMENT
WEEK 6
Directions: Read and understand each question. Choose the letter of your
best answer. Use a separate sheet of paper for your answers.
1. What happened when ATP is broken down?
A. Energy is released C. energy is lost
B. Energy is absorbed D. None of these
2. Which of the three phosphate groups bond in ATP contains most of

energy?
A. First-second C. Both
B. Second-third D. None of these
3. When ATP release energy, the molecule that is left after the bond break off
is called _________.
A. ATP B. ADP C. AMP D. All of these
4. Hydrolysis is the addition of water to ATP breaking the bonds of its

phosphate group. What type of chemical reaction is hydrolysis?
A. Endergonic reaction C. Metabolic reaction
B. Exergonic reaction D. None of these
5. What kind of photosynthetic pigment is found in plants and algae that

absorbs blue-violet and red spectrum of the visible light?
A. Chlorophyll C. Lycopene
B. Zeaxanthin D. carotene
6. Which of the following does not happen during photosynthesis?

A. Carbon dioxide enters the leaf through holes called pistil.
B. CO2 combines with the stored energy in the chloroplasts through
chemical reaction to make glucose.
C. The sugar is moved through tubes in the leaf to the roots, stems
and fruits of the plants.
D. Some of the sugar is used right away by the plant for energy; some
is stored as starch; and some is built into plant tissue.
7. Which describes carbon fixation?

A. The conversion process of inorganic carbon to organic compounds
by living organisms.
B. The conversion process of organic carbon to inorganic compounds
by living organisms.
C. It forms a 6-carbon compound immediately converted into 2 three-
carbon compounds.
D. It forms 5-carbon compound immediately converted into 3 two-
carbon compounds
8. Which equation describes the chemical reaction of photosynthesis?

A. 6 CO2 + 6 H20 C6H12O6 + 6 O2
B. CHO + 02 CO2 + H20
C. CO + HO CHO + O
D. CO2 + H20 C6H12O6 + 6 O2
38
Quarter
9. Which equation describes the chemical reaction of respiration?

A. CO2 + H20 CHO + 02
B. C6H12O6 + 6 O2 6 CO2 + 6 H20
C. CO + HO CHO + O
D. C6H12O6 + 6 O2 CO2 + H20
10. Which is true about the photosynthetic pigments?
A. There is only one kind of chlorophyll.
B. Chlorophyll absorb mostly green light.
C. Chlorophyll is required in the Calvin cycle.
D. Chlorophyll is formed in the membrane of thylakoids
WEEK 7- 8
39

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Republic of the Philippines

TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL

Note to the Learners

Introduction This part, the new lesson will be introduced to you in

Development This section provides a brief discussion of the lesson.

Engagement This comprises activities for independent practice to

Assimilation This section provides an activity which will help you

Assessment This is a task which aims to evaluate your level of

3. Read the instructions carefully before doing each task.

4. Finish the task at hand before proceeding to the next

WEEK 1: ATP/ADP CYCLE

The learners demonstrate understanding of:

Explain coupled reaction processes and describe the role of

What is ATP and ADP?

ATP → ADP + P + energy

Energy Coupling in Sodium-Potassium Pumps

Energy Coupling in Metabolism

ATP stands for ________________________________________________________

ADP stands for ________________________________________________________

1. What are the parts of the ATP molecule?

5. Which of the following can be compared to a battery in need of recharging?

The learners demonstrate an understanding of the process of

Describe the patterns of electron flow through light reaction

photosynthesis; such organisms are called photo autotrophs. Photosynthesis is largely

The photosynthetic process

Electron Flow through Photosystems I and II

Each photocenter consists of hundreds of antenna pigment molecules, which absorb

Importance of Calvin Cycle

Direction: Answer the following question:

1. What are the products of photosynthesis?

2. The light reactions of photosynthesis supply the Calvin cycle with

WEEK 3: CELLULAR RESPIRATION

The learners demonstrate an understanding of the cellular

Content Cellular Respiration

In anaerobic respiration, pyruvic acid is converted to lactic acid. There is a production

Krebs cycle-completes the metabolic breakdown of glucose to carbon dioxide and

Oxidative phosphorylation-a process occurring in mitochondria and accounts for

Electron Transport Chain-contains the chain members (carrier and protein

Summary of Cellular Respiration

Differences and Similarities of Aerobic, Anaerobic and Fermenting Organisms

__1. Majority of the CO2 is released during

WEEK 4: Major Features of Glycolysis, Krebs Cycle, Electron Transport

Content Standards The learners demonstrate an understanding respiration.

Distinguish major features of glycolysis, Krebs cycle, electron

After entering the mitochondria, pyruvate dehydrogenase catalyzes pyruvate oxidation

Pyruvate oxidation converts a 3C carbohydrate into acetate, a 2C molecule, releasing

After the oxidation of pyruvate, the Ac-SCoA

To help you understand the events of the cycle,

6-10. Supply the correct term to complete the analogy.

6. glycolysis: pyruvic acid ;__________:NADH and FADH2

WEEK 5: ADVANTAGES AND DISADVANTAGES OF FERMENTATION

Content Standards The learners demonstrate an understanding respiration.

Explain the advantages and disadvantages of fermentation

1. Differentiate aerobic respiration from anaerobic

Fermentation is any metabolic process in which microorganisms’ activity creates a

a) Microorganisms survive using carbohydrates (sugars, such as glucose) for energy

List of Cons of Fermentation

WEEK 6-8: Summarizing Different Biological Reactions

Most Essential Learning

1. ATP- ADP Cycle

A. Endergonic and Exergonic reactions

B. Exergonic hydrolysis of ATP and Endergonic dehydration process

2. Which of the three phosphate groups bond in ATP contains most of