Cellular resiration
Curriculum Expectations
c2. investigate the products of metabolic processes such as cellular respiration and photosynthesis;
c2.1 use appropriate terminology related to metabolism, including, but not limited to: energy carriers, glycolysis, Krebs cycle, electron transport chain, ATP synthase, oxidative phosphorylation, chemiosmosis, proton pump, photolysis, Calvin cycle, light and dark reactions, and cyclic and noncyclic phosphorylation c2.2 conduct a laboratory investigation into the process of cellular respiration to identify the products of the process, interpret the qualitative observations, and display them in an appropriate format c2.3 conduct a laboratory investigation of the process of photosynthesis to identify the products of the process, interpret the qualitative observations, and display them in an appropriate format |
Misconceptions
When going through glycolysis teachers tend to forget to stress that the second half of glycolysis occurs twice. Yes the diagram show that part of the pathway side by side but this is just to show that pyruvate is made twice not to misunderstand as those two pathways occurring simultaneously.
Some of you may have learned to write NADH2 instead of NADH, this is wrong. NAD+ does becomes reduced to NADH and it does take two hydrogens but only one bonds with the NAD+ which is why it is wrong to write NADH2.
TAKE NOT GIVE. This is vital. Nothing gives away what it is bonded to, it just so happens something else is just more attracted to it. So when NAD+ oxidizes a molecule and takes a hydrogen it just so happens that it was more attracted to the hydrogen.
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How to overcome the misconception
To make sure this does not occur stress the importance of understanding the diagram in the textbook and create your own diagram step by step on a whiteboard, smart board etc while teaching so student can understand that the bottom half occurs twice.
When teaching this make sure to explain that NAD+ has only room for one hydrogen to bond to it and it brings along the proton of another hydrogen with it.
The best way to make sure this misconception does not occur is to do the hands on activity ‘The Pantomime’. When students are acting as NAD+ make sure to emphasize that they are to take the hydrogen and that the other molecule does not give the hydrogen away.
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final assignment
This final assignment asks student to creatively represent the whole cellular respiration process. But remember that the actual content is more important than the creativity so when showing examples teachers recommend not showing the really creative ones, this way students don’t get carried away with the artistic aspect.
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Received from L.Philips
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