11

General Biology 1
Quarter 2 – Module 7:
Energy Transformation - Cellular
Respiration

Author:
MARIO ANTONIO P. SEPE
Pagudpud National High School
Introductory Message
For the facilitator:

Welcome to the General Biology 1 Alternative Delivery Mode (ADM) Module

on Energy Transformation - Cellular Respiration!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Note to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to the General Biology 1 Alternative Delivery Mode (ADM): Energy

Transformation - Cellular Respiration.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities 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.
This module has the following parts with their corresponding icons:

This will give you an idea of the skills or

What I Need to competencies you are expected to learn
Know in the module.
This part includes an activity that aims
to check what you already know about
What I Know
the lesson to take. If you get all the
answers correctly, you may decide to
skip this module.
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link the current lesson with the previous
What’s In
one.
In this portion, the new lesson will be
introduced to you in various ways such
What’s New
as a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion
of the lesson. This aims to help you
What is It
discover and understand new concepts
and skills.
This comprises activities for
independent practice to strengthen your
What’s More
understanding and skills of the topic.
You may check the answers in the
exercises using the Answer Key at the
end of the module.
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Learned you learned from the lesson.
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will help you transfer your new
What I Can Do
knowledge or skill into real life
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Assessment
learning competency.
In this portion, another activity will be
Additional given to you to enrich your knowledge or
Activities skill of the lesson learned. This also
develops retention of learned concepts.
This contains answers to all activities in
the module.
Answer Key
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!

iii
 What I Need to Know

This module was specifically developed and designed to provide you a fun
and meaningful learning experience, with your own time and pace.

The topic of this module is to distinguish major features of glycolysis, Krebs

Cycle, Electron Transport System and Chemiosmosis.

After going through this module, you are expected to:

1. identify the major stages of cellular respiration;
2. identify the organelles involved for each stage of cellular respiration;
3. describe the following for each stage of cellular respiration; and
process, starting materials, and end products of aerobic respiration.
 Distinguish major features
Lesson
of glycolysis, Krebs cycle,
4 electron transport system,
and chemiosmosis
What’s In
Direction: Answer the following questions in your activity notebook.

Go over the reactants and products of cellular respiration.

C6H12O6 + 6 O2 -----> 6CO2 + 6H2O + energy

Answer the following questions:

1. How many molecules of ADP as reactant are needed to produce about 38
molecules of ATP for eukaryotic organisms?
2. Which groups in the cellular respiration equation go in?
3. Which groups are released?

What’s New
To establish a healthy academic atmosphere and camaraderie, ask the learner
if they know one who is a friend of theirs. Then ask the following questions:

1. If one of the students who ate would pay the cashier a bill in US dollars,
would the cashier accept the money as a form of payment for the food
ordered?
2. If one of the students ate a combo meal and the amount of the food eaten
is P49.00 and he gave out a 1000-peso money cheque to the cashier, what
do you think the cashier would ask the student? (Assuming that the
student is the first customer of the day).
3. What should the students do (one with a US dollar bill and one with a 1000-
peso money cheque) to make their money more functional?
4. Just like the US dollar bill and the 1000-peso money cheque, the glucose
(carbohydrate) in the food that we eat is a principal high-energy molecule
that has to be digested into smaller molecules in order to release the high
energy molecule that is highly recognized by the cell. What do you call this
molecule that serves as the “energy currency of the cell”?
5. After this group of students ate the food at their school canteen, how do
they obtain energy from these food (protein, carbohydrate, fat) molecules?
What is It
Let’s know more about Glycolysis,
Krebs Cycle, Electron transport
System and Chemiosmosis

Glycolysis
Glycolysis can be defined simply as the lysis, or splitting of sugar. More
particularly, it is the controlled breakdown of glucose, 6-carbon carbohydrate,
into pyruvate, a 3-carbon carbohydrate.

Two features of glycolysis suggest that it has an ancient evolutionary origin.

First, the same series of reactions occur in virtually all cells, including bacteria,
plants, fungi, and animals. Second, glycolysis does not require oxygen, making it
appropriate for primeval cells which had to live in a world with very little
atmospheric oxygen.
Glycolysis has several important features:
1. It breaks down one molecule of glucose, a 6-carbon molecule, into two
molecules of pyruvate, a 3-carbon molecule, in a controlled manner by ten
or more enzymatic reactions. The oxidation of glucose is controlled so that
the energy in this molecule can be used to manufacture other high energy
compounds
2. It makes a small amount of ATP, a process known as substrate-level
phosphorylation. For each glucose molecule that is broken down by
glycolysis, there is a net gain of two molecules of ATP
3. It makes NADH (reduced nicotinamide adenine dinucleotide), a high energy
molecule which can be used to make ATP in the electron transfer chain. For
each glucose molecule that is broken down by glycolysis, there is a net gain
of two molecules of NADH.
4. It makes compounds which can be used to synthesize fatty acids. In
particular, some of the carbohydrates intermediates of glycolysis are used
by other enzymatic reactions to synthesize fatty acids, the major
constituent of lipids, important energy storage molecules.

Krebs Cycle
Citric Acid Cycle, also known as Krebs cycle or the tricarboxylic acid cycle,
is at the center of cellular metabolism, playing a starring role in both the process
of energy production and biosynthesis. It finishes the sugar breaking job started
in glycolysis and fuels the production of ATP in the process. It is also a central
hub in biosynthetic reactions, providing intermediates that are used to build
amino acids and other molecules. The citric acid cycle enzymes are found in the
cells that use oxygen, and even in some cells that don’t.
 The eight reactions of the citric acid cycle use a small molecule—
oxaloacetate—as a catalyst. The cycle starts by addition of an acetyl group to
oxaloacetate, then, in eight steps, the acetyl group is completely broken apart,
restoring the oxaloacetate molecule for another round. In a typically biological
twist, it’s not quite this simple. You might imagine that the enzymes could just
pop off the two carbon atoms of the acetyl group, using oxaloacetate as a
convenient carrier. However, by carefully labeling particular carbon atoms in
these molecules, scientists have found out that things get shuffled around a bit,
and two carbon atoms in the original oxaloacetate are the parts that are actually
released as carbon dioxide. Then, at the end of the cycle, the original acetate
atoms are shuffled around to recreate the oxaloacetate.

Electron Transport Chain

The electron transport chain is the portion of aerobic respiration that uses
free oxygen as the final electron acceptor of the electrons removed from the
intermediate compounds in glucose catabolism. The electron transport is
composed of four large, multiprotein complexes embedded in the inner
mitochondrial membrane and to small diffusible electron carriers shuttling
electrons between them. The electrons are passed through a series of redox
reactions, with a small amount of free energy used at three points to transport
hydrogen ions across a membrane. This process contributes to the gradient used
in chemiosmosis. The electrons passing through the electron transport chain
gradually lose energy, high-energy electrons donated to the chain by either NADH
or FADH2 complete the chain, as low-energy electrons reduce oxygen molecules
and form water. The level of free energy of the electrons drops from about 60
kcal/mol in NADH or 45 kcal/mol in FADH2 to about 0 kcal/mol in water. The
end products of the electrons transport chain are water and ATP. A number of
intermediate compounds of the citric acid cycle can be diverted into the anabolism
of other biochemical molecules, such as non-essential amino acids, sugars, and
lipids. These same molecules can serve as energy sources for the glucose
pathways.

Chemiosmosis
Chemiosmosis is used to generate 90% of the ATP made during aerobic
glucose catabolism; it is also the method used in the light reactions of
photosynthesis to harness the energy of sunlight in the process of
photophosphorylation. Recall that the production of ATP using the process of
chemiosmosis in mitochondria is called oxidative phosphorylation. The overall
result of these reactions is the production of ATP from the energy of the electrons
removed from hydrogen atoms. These atoms were originally part of a glucose
molecule. At the end of the pathway, the electrons are used to reduce an oxygen
molecule to oxygen ions. The extra electrons on the oxygen attract hydrogen ions
(protons) from the surrounding medium, and water is formed.

What’s More
Direction: Complete the tables below by filling-in the necessary information for
aerobic respiration.
Table 1: Inputs and Outputs of Glycosis
GLYCOSIS
Inputs Outputs
1. Glucose 1.
2. 2 NAD+ 2.
3. 2 ATP 3.
4. 4 ADP + 4 P 4.
Total:

Table 2. Inputs and Outputs of Citric Acid Cycle

Citric Acid Cycle
Inputs Outputs
1. 1. 4 CO2
2. 2. 6 NADH
3. 3. 2 FADH2
4. 4. 2 ATP

Table 3: ATP Harvest from Aerobic Respiration

Phases in ATP produced High- ATP produced Sub-total
Aerobic by Substrate- energy by Oxidative
Respiration Level Electron Phosphorylation
Phosphorylation Acceptors
Glycolysis
Preparatory ----
Reaction
Krebs cycle
Total -----

Table 4: Starting Materials and End Products of Aerobic Respiration

Stage Starting Materials End Products
Glycolysis (in cytosol)
Formation of Acetyl CoA -----
(in mitochondria)
Krebs cycle (in
mitochondria)
Electron Transport ------
Chain and
Chemiosmosis (in
mitochondria
 What I have learned

Direction: Narrate major events of cellular respiration. Write your answer in your
activity notebook.
Stage 1: Glycolysis Stage 2: Formation of Acetyl coenzyme A

Stage 3: Citric Acid Cycle Stage 4: ETC and Chemiosmosis

What I can do
Directions: Write a brief essay using the following questions in your activity notebook.

1. How can you relate cellular respiration into real life situations specifically
at the present situation/condition?

2. What happens in our life if one of the stages in cellular respiration will not
function?