3.7 & 8.1

Glycolysis

OBJECTIVE:

• Where does "respiration" fit into "biology?"
• what are redox reactions?
• What is glycolysis and how does it fit into aerobic cellular respiration?

TEACH/MODEL/DEMONSTRATE:

1. Two major metabolic processes (ie. processes may have multiple pathways) in organisms are Respiration (making ATP from energy molecules) and Photosynthesis (making organic molecules using sunlight as energy source)
2. Basic reactions:  oxidation & reduction
1. Oxidation
1. lose e- or H
2. gain O
2. Reduction
1. gain e- or H
2. lose O
3. Respiration takes place in stages:  Glycolysis -> Anaerobic OR Aerobic
4. Glycolysis
1. phosphorylation (glucose --> hexose biphosphate)
2. lysis  (hexose biphosphate  -->  triose phosphate x 2)
3. [coupled]
1. oxidation  (triose phosphate oxidized  -->  reduce NAD⁺ to NADH₂⁺)
2. ATP formation (oxodizing ADP + Pi  --> ATP
4. result = 2 pyruvate (C₃H₃O₃) + net 2 ATP (4ATP - 2ATP) 
   

GUIDED PRACTICE/ASSESSMENT (assignment):

1. Please read ch 8 in tiger book, "Respiration."  There is a LOT of detail in here.  Look at glycolysis particularly, but read through the whole section once.
• write 3 questions about the reading on a single sheet of A4 paper.  What are three things that are unclear?  Three things you want to know when you are done this section.
2. On the other side of your A4 paper:
• draw a large circle; this is a cell
• draw a large mitochondria (ignore other organelles) in your cell
• using page 20 in your study guide, transfer that information onto your cell diagram (you should have have 4 arrows diagrams in your cell; one glycolysis, 2 anerobic, 1 aerobic.)
• Check your "assessment statements handed out in class.  Make sure your diagram answers ALL the statements from 3.7

1. Action and purpose of glycolysis
2. Action & purpose of fermentation

TEACH/MODEL/DEMONSTRATE:

• Draw, discuss, explain glycolysis & fermentation & link reaction.
• Taught "glycolysis" in class.
• taught "link reaction" in extra hours.

GUIDED PRACTICE:

• Do "on demand" diagram assessments to see student progress.

ASSESSMENT:

• informal "outline glycolysis"

OBJECTIVE:

1. Kreb's summary

TEACH/MODEL/DEMONSTRATE:

• McGraw-Hill's "electron transport chain;"

GUIDED PRACTICE:

• review glycolysis (again!)
• play "molecule game:"
• students write molecules on cards;
• one per card;
• 10 cards per team/pair;
• Teacher identifies process, like "name a substrate in link reaction" or "which molecule plays a role in glycolysis and fermentation;" try to ask question from different angles to make students look at information in different ways.

ASSESSMENT:

• Quiz at end of period:  "Describe glycolysis" (8 marks) and a diagram/flowchart for naming molecules in respiration taken from question bank.

OTHER:

• Peter Mitchell's "Chemiosmosis hypothesis" 1961; 

Seminar in practical assessment:

1. Distribute IB sample 1 (Piper leaf experiment) to students, emphasize "This is a short one, but length does not affect the grade.  We'll come back to this..."
2. Discuss strengths and weakness
3. Handout 1 sheet rubric (IA rubric for D, DCP, CE); students assess Piper lab using IA rubric)
4. Give students annotated Piper write up 
5. Give students IA moderated score sheet
1. discuss differences; surprises, etc.
6. Hand out Taylor rubric on A3
1. point out that IA rubric is one used to assess, but Taylor rubric is to guide students into good practice. 
2. Students will be assessed on Taylor rubric, but the final outcome is always compared to the IA "skinny" rubric; "is student work complete? partial? etc.
7. hand out Mr. Reimer's  exemplar prac. (focus on DCP & CE)  Students highlight prac - physically on paper - to show how points were gained.
8. Students may modify writeup (the one already submitted) on or before Thursday 11:00 for summative grading.

1. Action and purpose of glycolysis
2. Action & purpose of fermentation

TEACH/MODEL/DEMONSTRATE:

• Draw, discuss, explain glycolysis & fermentation & link reaction.
• Taught "glycolysis" in class.
• taught "link reaction" in extra hours.

GUIDED PRACTICE:

• Do "on demand" diagram assessments to see student progress.

ASSESSMENT:

• informal "outline glycolysis"

1. Kreb's summary

TEACH/MODEL/DEMONSTRATE:

• McGraw-Hill's "electron transport chain;"

GUIDED PRACTICE:

• review glycolysis (again!)
• play "molecule game:"
• students write molecules on cards;
• one per card;
• 10 cards per team/pair;
• Teacher identifies process, like "name a substrate in link reaction" or "which molecule plays a role in glycolysis and fermentation;" try to ask question from different angles to make students look at information in different ways.

ASSESSMENT:

• Quiz at end of period:  "Describe glycolysis" (8 marks) and a diagram/flowchart for naming molecules in respiration taken from question bank.

OTHER:

• Peter Mitchell's "Chemiosmosis hypothesis" 1961;

[Hand back Potato design C block .... when?]

1. ETC (electron transport chain)
1. describe system
2. connect role of ETC substrate - lik eNAD+ - to other parts of respiration (like glycolysis & Kreb's)
3. outline principles involved in ETC:
• diffusion (of H+)
• oxidation/redution
• recycling molecules
• balanced charges (NADH lose e- & H+ etc.

TEACH/MODEL/DEMONSTRATE:

• Draw - draw cell with mitochondria, locating each stage of respiration:
•  

GUIDED PRACTICE:

• Do "on demand" diagram assessments to see student progress.

ASSESSMENT:

• asdf

EXAM:

• respiration (8.1),
• enzymes (3.7)
• ... and all content to date

PRACTICAL

• Respiration lab (using Carolina's AP kit #5
• today construct apparatus and plan experiment.
• data table must be constructed in lab book before end of period

PRACTICAL

-continued-