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Senior High School N OT

General Biology 1 Quarter 2 - Module 1 Energy Transformation

Department of Education ● Republic of the Philippines

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General Biology 1- Grade 11 Alternative Delivery Mode Quarter 2 - Module 1: Energy Transformation First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Division of Cagayan de Oro Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V Development Team of the Module Author: Romer T. Aguirre Reviewers: Jean S. Macasero, Shirley Merida, Duque Caguindangan, Eleanor Rollan, Rosemarie Dullente, Marife Ramos, January Gay Valenzona, Mary Sieras, Arnold Langam, Amelito Bucod Illustrators and Layout Artists: Jessica Bunani Cuňado, Kyla Mae L. Duliano Management Team Chairperson:

Cherry Mae L. Limbaco, Ph.D., CESO V Schools Division Superintendent

Co-Chairperson:

Alicia E. Anghay, Ph.D., CESE Assistant Schools Division Superintendent

Members

Lorebina C. Carrasco, OIC-CID Chief Jean S. Macasero, EPS- Science Joel D. Potane, LRMDS Manager Lanie O. Signo, Librarian II Gemma Pajayon, PDO II Evelyn Q. Sumanda, School Head Cely B. Labadan, School Head

Printed in the Philippines by Department of Education – Division of Cagayan de Oro City Office Address: Fr. William F. Masterson Ave Upper Balulang, Cagayan de Oro Telefax: (08822)855-0048 E-mail Address: [email protected]

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Senior High School

General Biology 1 Quarter 2 - Module 1: Energy Transformation

This instructional material was collaboratively developed and reviewed by educators from public schools. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@ deped.gov.ph. We value your feedback and recommendations.

Department of Education ● Republic of the Philippines 3

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Table of Contents What This Module is About ....................................................................................................................... i What I Need to Know.................................................................................................................................. ii How to Learn from this Module .............................................................................................................. ii Icons of this Module ...................................................................................................................................iii What I Know ................................................................................................................................................iii

Second Quarter Lesson 1: ATP-ADP Cycle What I Need to Know.....................................................................................................12 What I know .....................................................................................................................13 What’s In............................................................................................................................14 What’s New .......................................................................................................................19 What Is It: Learning Concepts ................................................................................... .19 What’s More: Synthesizing Information .................................................................. .20 What I Have Learned…………………………………………………………………...20 What I Can Do: Performance Task…………………………………………………..20

Lesson 2: Photosynthesis What I Need to Know.....................................................................................................21 What I know......................................................................................................................22 What’s In: Learning Concepts..................................................................................... 22 What’s New .....................................................................................................................26 What Is It………………………………………………………………………………….27 What’s More………………………………………………………………………………28 What I Have Learned: .................................................................................................. 28 What I Can Do ……………………………………..........................................28

Lesson 3: Cellular Respiration What I Need to Know.....................................................................................................29 What I know......................................................................................................................30 What’s In ………………………………………………………………………….30

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What’s New…………………………………………………………………34 What Is It: Learning Concepts ................................................................... 35 What’s More: ........................................................................................... 37 What I Have Learned: .............................................................................. 38 What I Can Do……………………………………........................................40

Summary…………………………………………………………………………………. 40 Assessment: (Post-Test) ................................................................................................. 40 Key to Answers .............................................................................................................. 42 References ..................................................................................................................... 45

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Module 1 Energy Transformation What This Module is About This module focuses on respiration and photosynthetic process as reactions that complements each other to enable life to survive. It will enhance your understanding of major features and events involved such as important steps in Calvin cycle, glycolysis, and Krebs cycle. At the end of this module, you will be able to have a deeper understanding on the importance of photosynthesis and cellular respiration to all forms of living things. In this module, you will study the important process of energy transformation that occurs at the cellular level of plants, animals, and microbial cells. This reaction is intervened by the energy known as adenosine triphosphate (ATP) using the mitochondria and the chloroplasts as the main cell organelles for the majority of cell types. This module has three (3) lessons:   

Lesson 1- ATP-ADP Cycle Lesson 2- Photosynthesis Lesson 3- Cellular Respiration

What I Need to Know After going through this module, you are expected to: 1. Explain coupled reaction processes and describe the role of ATP in energy coupling and transfer (STEM_BIO11/12-IIa-j-1). 2. Explain the importance of chlorophyll and other pigments (STEM_BIO11/12-IIa-j-3). 3. Describe the patterns (STEM_BIO11/12-IIa-j-4).

of

electron flow through light

reaction events

4. Describe the significant events of the Calvin Cycle (STEM_BIO11/12-IIa-j-5). 5. Differentiate aerobic from anaerobic respiration (STEM_BIO11/12-IIa-j-6). 6. Explain the major features and sequence the chemical events of cellular respiration (STEM_BIO11/12-IIa-j-7). 7. Distinguish major features of glycolysis, Krebs cycle, electron transport system, and chemiosmosis (STEM_BIO11/12-IIa-j-8). 8. Describe reactions that produce and consume ATP (STEM_BIO11/12-IIa-j-9). 9. Describe the role of oxygen in respiration and describe pathways of electron flow in the absence of oxygen (STEM_BIO11/12-IIa-j-10). 10. Explain the advantages and disadvantages of fermentation and aerobic respiration (STEM_BIO11/12-IIa-j-12). 8

How to Learn from this Module To achieve the learning competencies cited above, you are to do the following: •

Take your time reading the lessons carefully.

•

Follow the directions and/or instructions in the activities and exercises diligently.

•

Answer all the given tests and exercises.

Icons of this Module What I Need to

This part contains learning objectives that

Know

are set for you to learn as you go along the module.

What I know

This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related knowledge

What’s In

This part connects previous lesson with that of the current one.

What’s New

An introduction of the new lesson through various activities, before it will be presented to you

What is It

These are discussions of the activities as a way to deepen your discovery and understanding of the concept.

What’s More

These are follow-up activities that are intended for you to practice further in order to master the competencies.

What I Have Learned

Activities designed to process what you have learned from the lesson

What I can do

These are tasks that are designed to showcase your skills and knowledge gained, and applied into real-life concerns and situations.

II

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What I Know

PRE-ASSESSMENT MULTIPLE CHOICE: Directions: Read and understand each item and choose the letter of the correct answer. Write your answers 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

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C. 36, 30, 2, 4 D. 38, 30, 4, 4 __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

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Lesson

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ATP-ADP Cycle

What I Need to Know



Performance Standards: Prepare simple fermentation setup using common fruits to produce wine or vinegar via microorganisms.



Introduction: Adenosine triphosphate (ATP) is the energy currency used throughout the cell. ATP provides energy for the cell to do work, such as mechanical work, transport substances across the membrane, and perform various chemical reactions. ATP is composed of phosphate groups, a ribose and adenine. In the structure of ATP, there are three phosphate groups attached to adenosine. The last two bonds on the phosphate groups contain especially high energy and are therefore very useful for doing work within living cells. The bonds that hold phosphate groups are easily broken by hydrolysis which results in the release of energy.

Fig. 1a. Adenosine triphosphate (ATP) to adenosine diphosphate (ADP) transformation

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What I Know Directions: Write the letter of the best answer on a separate sheet of paper. _____1. A structure that composed of sugar ribose, nitrogen base adenine and a chain of 3-phosphate groups. a. ADP b. ATP c. NADH+ d. Nucleus _____2. The process of breaking down bonds between the phosphate groups; this happens when a water molecule breaks the terminal phosphate bond a. Hydrolysis of ATP b. Phosphorylation c. Oxidation d. Reduction _____3. A separation technique used to identify various components of mixtures based on the differences in their structure and/or composition. a. Phosphorylation b. Dephosphorylation c. Hydrolysis d. Chromatography _____4. Are substances that absorb visible light; different pigments absorb light of different wavelengths. a. Chlorophyll b. Photon c. Pigments d. Light energy _____5. The greenish pigment found in the thylakoid membrane inside the chloroplast of a plant cell. a. Light energy b. Chlorophyll c. Photon d. Pigments

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What’s In Adenosine Triphosphate (ATP) • Structure composed of: sugar ribose, nitrogen base adenine and a chain of 3-

phosphate groups • Mediates most energy coupling in cells • Powers cellular work • 3 main kinds of work of a cell: chemical work, transport work and mechanical work. These are possible through energy coupling, where the cells use and exergonic process to drive an endergonic reaction. • chemical work: synthesis of polymers from monomers (pushing of endergonic reactions) • transport work: pumping of substances across membranes (against the direction of spontaneous movement) • mechanical work: beating of cilia, contraction of muscles • also used to make RNA (since ATP is used as one of the nucleoside triphosphate Hydrolysis of ATP • process of breaking down bonds between the phosphate groups • this happens when a water molecule breaks the terminal phosphate bond • HOPO32-, abbreviated P I leaves ATP • Forming Adenosine diphosphate (ADP) • Energy is released. This comes from the chemical change of the system state of lower free energy and NOT from the phosphate bonds. • Hydrolysis releases so much energy because of the negative charges of the phosphate groups. These charges are crowded together and their mutual repulsion contributes to the instability of that region of the ATP. The energy equivalent of the triphosphate tail of ATP is compared to a compressed spring. Fig. 1.b. The Hydrolysis of ATP

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How the Hydrolysis of ATP Perform Work • Proof that ATP releases heat: in a test set up, the hydrolysis of ATP releases energy in the form of heat in the surrounding water. • Most of the time when an animal is exposed in a cold environment, the reaction of the body is through shivering. In this reaction of the organism, shivering uses ATP during muscle contraction to warm the body. Since it will also be a disadvantage for organisms to generate heat during ATP hydrolysis, in order to maintain the living conditions inside the cell, the energy released during ATP hydrolysis is used by proteins to perform work: chemical, transport and mechanical • Hydrolysis of ATP leads to change in the shape of protein and in its ability to bind to another molecule. Phosphorylation (ADP to ATP) and dephosphorylating (ATP to ADP) promote crucial protein shape changes during important cellular process Fig. 1.c. Phosphorylation (ADP to ATP) and dephosphorylation (ATP to ADP)

The Regeneration of ATP • ATP is a renewable it can be regenerated by the addition of phosphate to ADP • Catabolism (exergonic) provides the free energy to phosphorylate ADP.

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• ATP formation is not spontaneous, so there is a need to use free energy for the process to work. • ATP cycle is the shuttling of inorganic phosphate and energy. • It couples the cell’s energy yielding processes (exergonic) to energy consuming process (endergonic) • ATP regeneration happens very fast (10M molecules of ATP used ad regenerated per second) • If ATP could not be regenerated by phosphorylation of ADP, HUMANS would use nearly their body weight in ATP each day.

Fig. 1.d. The ATP cycle

The Importance of Chlorophyll and Other Pigments Terminology: Chromatography  is a separation technique used to identify various components of mixtures based on the differences in their structure and/or composition. Pigments  are substances that absorb visible light. Different pigments absorb light of different wavelengths.

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Light, as it encounters an object, is either reflected, transmitted, or absorbed. Visible light, with a wavelength of 380–750nm, is the segment in the entire range of electromagnetic spectrum that is most important to life on earth. It is detected as various colors by the human eye. The color that is not absorbed by pigments of objects is transmitted or reflected and that is the color of the object that we see. Fig. 1.e. The Electromagnetic Spectrum

Pigments are the means by which plants capture sun’s energy to be used in photosynthesis. However, since each pigment absorbs only a narrow range of wavelength, there is usually a need to produce several kinds of pigments of different colors to capture more of sun’s energy. Chlorophyll  is the greenish pigment found in the thylakoid membrane inside the chloroplast of a plant cell. Chlorophyll absorbs blue and red light while it transmits and reflects green light. This is why leaves appear green. There are several kinds of chlorophyll. Among these, chlorophyll a plays the most important role in photosynthesis. It directly participates in converting solar energy to chemical energy. Other pigments in the chloroplast play the part of accessory pigments. These pigments can absorb light and transfer the energy to chlorophyll a. One of these accessory pigments is chlorophyll b. Some carotenoids also contribute energy to chlorophyll a. Other carotenoids, however, serve as protection for chlorophyll by dissipating excessive energy that will otherwise be destructive to chlorophyll.

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Structure of chlorophyll • Head—a flat hydrophilic head called porphyrin ring. It has a magnesium atom at its center. Different chlorophylls differ on the side groups attached to the porphyrin. • Tail—a lipid-soluble hydrocarbon tail. How does photoexcitation of chlorophyll happen? 1. A chlorophyll molecule absorbs photon or light energy. 2. An electron of the molecule in its normal orbital, said to be in its ground state, will be elevated to an orbital of a higher energy. The molecule is now in an excited state. The molecule only absorbs photon that has the energy that is equal to the energy needed for it to be able to elevate from the ground state to the excited state. 3. The excited state is unstable. Hence, excited electron...