Chapter 9 Student Edition Full

CHAPTER 9
Connect to the Big Idea

Use the micrograph of the mitochondria to
Cellular Respiration
help students start thinking about the con-
cepts of cellular respiration and fermenta-
tion. First, activate prior knowledge by asking them if
and Fermentation
they know what mitochondria are and what their
function is. (cellular organelles that convert the
Cellular Basis of Life
chemical energy stored in food into chemical com- Q: How do organisms obtain energy?
pounds that cells can use)
Now ask students what links the cereal they had for
breakfast with the mitochondria in the micrograph.
(energy) Point out that food, like this morning’s
cereal, contains molecules that the mitochondria can
use to make energy available to cells. Then, ask why
cells need energy. (to carry out cell activities) Ask stu-
dents to anticipate the answer to the question, How
do organisms obtain energy?
Have students read over the
Chapter Mystery and predict how
sperm whales can stay active for
so long on only one breath. To make their predic-
tions, suggest students think about how cells obtain
and release the energy whales need to dive. Use
their predictions to help them start connecting the
Chapter Mystery to the Big Idea of the Cellular Basis
of Life.
Have students preview the chapter

vocabulary terms using the Flash Cards.
NATIONAL SCIENCE EDUCATION STANDARDS Chapter 9 • Flash Cards
248
UNIFYING CONCEPTS AND PROCESSES
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CONTENT Understanding by Design

B.3, C.1.a, C.1.b, C.5.a, C.5.b, C.5.c, C.5.d, F.1, G.1
A cell is the basic unit of life; the processes that occur at the cellular level provide the
energy and basic structure organisms need to survive. Students explore this Enduring
INQUIRY
Understanding in Chapter 9 by examining the processes of cellular respiration and
A.1.b, A.1.c, A.1.f, A.2.a, A.2.d fermentation. As shown in the graphic organizer at the right, the Big Idea, Essential
Question, and lesson-level Guiding Questions help frame their exploration.
PERFORMANCE GOALS
In Chapter 9, students will learn how cellular respiration and fermentation provide
organisms with the energy they need to survive. Students will show this understand-
ing by interpreting multiple, detailed figures. They will also practice their data analysis
skills by collecting and interpreting data on the byproducts of cellular respiration. At
the end of the chapter, students will transfer their knowledge by keeping an exercise
journal and relating the entries to cellular respiration and fermentation.
248 Chapter 9
CHAPTER 9
What’s Online
INSIDE: DIVING WITHOUT
A BREATH Extend your reach by using
• 9.1 Cellular Respiration: An Overview
Everyone is familiar with the sensation these and other digital assets offered at
• 9.2 The Process of Cellular Respiration of being “out of breath.” Just a few Biology.com.
• 9.3 Fermentation minutes of vigorous exercise can have
humans huffing and puffing for air. But CHAPTER MYSTERY
what if you couldn’t get air? What if Discover how the processes of cellular respiration
you were asked to hold your breath and and fermentation can affect the behavior and func-
exercise? Before too long, you’d pass tion of an entire organism—in this case, how often
out due to a lack of oxygen. This may whales need to breathe.
seem like a silly thought experiment,
but there are animals that exercise UNTAMED SCIENCE
Mitochondria (red) and smooth
endoplasmic reticulum (yellow) without breathing and without passing Dive below the ocean surface to explore how marine
in an ovarian cell (SEM 75,000×). out all the time—whales. Unlike most mammals can survive on a single breath for as long
animals that live their entire lives in as they do.
water, whales still rely on oxygen
obtained from air when they surface.
Amazingly, sperm whales routinely
stay underwater for 45 minutes or
more when diving. Some scientists
suspect that they can stay underwater
for 90 minutes! How is that possible?
Diving takes a lot of energy. How do
whales stay active for so long on only
one breath? As you read this chapter,
look for clues. Then, solve the mystery.
Never Stop Exploring Your World.

Learning about whales and their
extraordinary ability to hold their ART IN MOTION
breaths is just the beginning. Take a An animated diagram highlights the relationship
video field trip with the ecogeeks of between photosynthesis and cellular respiration.
Untamed Science to see where this
mystery leads. INTERACTIVE ART
In this short animation, students watch how glucose
is broken down and energy is transferred during the
process of cellular respiration.
ART REVIEW
• Untamed Science Video • Chapter Mystery
Students explore the details of electron transport and
Cellular Respiration and Fermentation 249 ATP synthesis.
TUTOR TUBE
This short, online tutorial provides extra help on the
0001_Bio10_se_Ch09_CO.indd 249 6/9/09 1:36:31 PM
electron transport chain and ATP production.
Chapter 9
Big Idea: DATA ANALYSIS
Cellular Basis of Life 9.1 GQ: Why do most organisms undergo the Students analyze data to learn more about lactic acid
process of cellular respiration? and exercise.
Chapter 9 EQ: 9.2 GQ: How do cells release energy from

How do organisms food in the presence of oxygen?
obtain energy?
9.3 GQ: How do cells release energy from
food without oxygen?
Cellular Respiration and Fermentation 249

LESSON 9.1
Getting Started Cellular Respiration:
Objectives
An Overview
9.1.1 Explain where organisms get the energy they
need for life processes.
9.1.2 Define cellular respiration. Key Questions THINK ABOUT IT When you are hungry, how do you feel? If you
9.1.3 Compare photosynthesis and cellular Where do organisms get are like most people, you might feel sluggish, a little dizzy, and—above
respiration. energy? all—weak. Weakness is a feeling triggered by a lack of energy. You feel
What is cellular respiration? weak when you are hungry because food serves as a source of energy.
Weakness is your body’s way of telling you that your energy supplies
What is the relationship
between photosynthesis and
are low. But how does food get converted into a usable form of energy?
Student Resources cellular respiration? Car engines have to burn gasoline in order to release its energy. Do our
bodies burn food the way a car burns gasoline, or is there something
Study Workbooks A and B, 9.1 Worksheets Vocabulary more to it?
Spanish Study Workbook, 9.1 Worksheets calorie • cellular respiration •
Lab Manual B, 9.1 Data Analysis Worksheet

aerobic • anaerobic
Chemical Energy and Food
Taking Notes Where do organisms get energy?
Lesson Overview • Lesson Notes Preview Visuals Before you Food provides living things with the chemical building blocks they need
read, study Figure 9–2 on
• Activity: Art in Motion • Assessment: Self- page 252. Make a list of ques-
to grow and reproduce. Recall that some organisms, such as plants, are
Test, Lesson Assessment autotrophs, meaning that they make their own food through photo-
tions that you have about the dia-
gram. As you read, write down
synthesis. Other organisms are heterotrophs, meaning that they rely on
the answers to the questions. other organisms for food. For all organisms, food molecules contain
For corresponding lesson in the chemical energy that is released when their chemical bonds are broken.
Foundation Edition, see pages 212–215. Organisms get the energy they need from food.
How much energy is actually present in food? Quite a lot, although
it varies with the type of food. Energy stored in food is expressed in
units of calories. A calorie is the amount of energy needed to raise the
Activate Prior Knowledge BUILD Vocabulary temperature of 1 gram of water 1 degree Celsius. The Calorie (capital
PREFIXES The prefix macro- C) that is used on food labels is a kilocalorie, or 1000 calories. Cells can
Write the term cellular respiration on the board. means “large” or “elongated.” use all sorts of molecules for food, including fats, proteins, and carbo-
Then, make a T-Chart below it. Label one column Macromolecules are made hydrates. The energy stored in each of these macromolecules varies
up of many smaller molecular because their chemical structures, and therefore their energy-storing
Facts and the other Questions. Have each student subunits. Carbohydrates,
come up to the board and write either a fact they proteins, and lipids are
bonds, differ. For example, 1 gram of the sugar glucose releases 3811
important macromolecules calories of heat energy when it is burned. By contrast, 1 gram of the tri-
know or a question they have about cellular respira- found in living things. glyceride fats found in beef releases 8893 calories of heat energy when
tion. Discuss the T-Chart as a class. Answer any ques- its bonds are broken. In general, carbohydrates and proteins contain
tions that students will need to know before reading approximately 4000 calories (4 Calories) of energy per gram, while fats
the lesson. contain approximately 9000 calories (9 Calories) per gram.
Cells, of course, don’t simply burn food and release energy as heat.
Study Wkbks A/B, Appendix S30, T-Chart. Instead, they break down food molecules gradually, capturing a little
Transparencies, GO15. bit of chemical energy at key steps. This enables cells to use the energy
stored in the chemical bonds of foods like glucose to produce com-
pounds such as ATP that directly power the activities of the cell.
NATIONAL SCIENCE EDUCATION STANDARDS

250 Lesson 9.1 • Lesson Overview • Lesson Notes
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CONTENT Teach for Understanding

B.3, C.1.a, C.1.b, C.5.a, C.5.c, C.5.d
ENDURING UNDERSTANDING A cell is the basic unit of life; the processes that occur
INQUIRY at the cellular level provide the energy and basic structure organisms need to survive.
A.1.c, A.2.a, A.2.d GUIDING QUESTION Why do most organisms undergo the process of cellular
respiration?
EVIDENCE OF UNDERSTANDING At the end of the lesson, have students complete
this assessment to show they understand the importance of cellular respiration for
life on Earth. Have students make a case for cellular respiration. Ask them to write
a short persuasive argument that explains why cellular respiration is an important
process on an individual organism level as well as on a global scale.
250 Chapter 9 • Lesson 1

LESSON 9.1
Teach
Composition of Some Common Foods
You Are What You Eat Food Protein (g) Carbohydrate (g) Fat (g)
Organisms get energy from the Apple, 1 medium 0 22 0 Lead a Discussion
food they eat, but the energy con- Bacon, 2 slices 5 0 6
tained in foods varies greatly. Most
Make sure students understand the overall chemical
Chocolate, 1 bar 3 23 13
foods contain a combination of Eggs, 2 whole 12 0 9
summary for cellular respiration. Reinforce that the
proteins, carbohydrates, and fats. 2% milk, 1 cup 8 12 5 bolded reactions shown are simplifications, or sum-
One gram of protein or a carbo- Potato chips, 15 chips 2 14 10 mations, of many sub-reactions. Have students verify
hydrate such as glucose contains Skinless roasted turkey, 11 3 1 that the reaction shown is balanced by counting the
roughly 4 Calories. One gram of fat, 3 slices
however, contains about 9 Calories.
molecules of each element on the right and left sides
The accompanying table shows the 2. Calculate Approximately how many more Calories of the reaction.
approximate composition of one are there in 2 slices of bacon than there are in 3 slices
serving of some common foods. of roasted turkey? Why is there a difference?
DIFFERENTIATED INSTRUCTION
1. Interpret Data Per serving, which 3. Calculate Walking at a moderate pace consumes
of the foods included in the table around 300 Calories per hour. At that rate, how many L1 Struggling Students Write the word form of
has the most protein? Which has minutes would you have to walk to burn the Calories the cellular respiration summary on the board. Then,
the most carbohydrates? Which in one chocolate bar? (Hint: Start by calculating the read it aloud, pointing to each word and reaction
has the most fat? number of Calories consumed per minute by walking.)
symbol as you read. For example, you might say,
“oxygen and glucose are converted into carbon diox-
ide and water and energy.” As you say oxygen, point
Overview of Cellular Respiration to the word; as you say and, point to the plus sign.
What is cellular respiration? Then, write the symbol form of the summary below
If oxygen is available, organisms can obtain energy from food by a it. Draw lines from each chemical formula to its cor-
process called cellular respiration. Cellular respiration is the responding name in the word form of the summary.
process that releases energy from food in the presence of oxygen.
Although cellular respiration involves dozens of separate reactions,
an overall chemical summary of the process is remarkably simple:
ELL Focus on ELL:
In Symbols: Build Background
6O2 + C6H12O6 6CO2 + 6H2O + Energy
BEGINNING AND INTERMEDIATE SPEAKERS
In Words:
Oxygen + Glucose Carbon dioxide + Water + Energy Distribute copies of a BKWL Chart to your
students. Then, show students a short animation,
As you can see, cellular respiration requires oxygen and a food molecule video, or several drawings of the process of
such as glucose, and it gives off carbon dioxide, water, and energy. Do cellular respiration. Have them take notes on the
not be misled, however, by the simplicity of this equation. If cellular
respiration took place in just one step, all of the energy from glucose
FIGURE 9 –1 A Controlled Release visuals in the build background column. Write
Cellular respiration involves a series
would be released at once, and most of it would be lost in the form of controlled reactions that slowly the words obtain, release, extract, respiration,
of light and heat. Clearly, a living cell has to control that energy. It release the energy stored in food. If and energy on the board. Have them copy the
can’t simply start a fire—the cell has to release the explosive chemical the energy were to be released too
suddenly, most of it would be lost in
words and define each in the build background
energy in food molecules a little bit at a time. The cell needs to find a the forms of light and heat—just as it column. Then, have students fill out the K and
way to trap those little bits of energy by using them to make ATP. is when a marshmallow catches fire.
W columns of the chart. As students read the
In Your Notebook Do plants undergo cellular respiration? What lesson, have them fill in the L column.
organelle(s) do they have that helps you determine the answer?
Study Wkbks A/B, Appendix S27, BKWL Chart.
Cellular Respiration and Fermentation 251 Transparencies, GO12.
0001_Bio10_se_Ch09_S1.indd 2 6/2/09 6:46:33 PM
PURPOSE Students will examine and ANSWERS

interpret data to find how the energy 1. Eggs have the most protein; chocolate
content in foods varies. has the most carbohydrates; choco-
PLANNING Have a few of the foods late has the most fat.
listed in the table on hand, and display 2. There are approximately 9 more
them for students before they do the Calories in 2 slices of bacon than in
activity. Ask students to predict which 3 slices of roast turkey. The primary
of the foods contain the most Calories, difference is that the bacon contains
and have them explain their reasoning. so much more fat than the turkey. Answers
3. a little over 44 minutes IN YOUR NOTEBOOK Yes; they contain mitochondria.

LESSON 9.1 Glucose Glycolysis Stages of Cellular Respiration Cellular respiration captures the
energy from food in three main stages—glycolysis, the Krebs cycle,
Teach continued Energy
and the electron transport chain. Although cells can use just about
any food molecule for energy, we will concentrate on just one as an
example—the simple sugar glucose. Glucose first enters a chemical
Use Visuals pathway known as glycolysis (gly kahl ih sis). Only a small amount
Krebs Cycle of energy is captured to produce ATP during this stage. In fact, at
Use Figure 9–2 to talk about the overall process of the end of glycolysis, about 90 percent of the chemical energy that
cellular respiration. Start by helping students make was available in glucose is still unused, locked in chemical bonds of a
Energy
the connection between this visual and the chemical molecule called pyruvic (py roo vik) acid.
CO2
How does the cell extract the rest of that energy? First, pyruvic
summary equations from the previous page. Point acid enters the second stage of cellular respiration, the Krebs cycle,
out where and how glucose and oxygen are used Electron Transport where a little more energy is generated. The bulk of the energy,
during the process and that water, carbon dioxide, however, comes from the final stage of cellular respiration, the elec-
and energy are released. Make sure students under- tron transport chain. This stage requires reactants from the other
Energy
stand that cellular respiration can be divided into two stages of the process, as shown by dashed lines in Figure 9–2.
How does the electron transport chain extract so much energy from
three basic stages. Tell them that they will learn more O2 H 2O these reactants? It uses one of the world’s most powerful electron
detailed information about each of these stages in acceptors—oxygen.
later lessons. FIGURE 9 –2 The Stages of Cellular
Respiration There are three stages Oxygen and Energy Oxygen is required at the very end of
to cellular respiration: glycolysis, the electron transport chain. Any time a cell’s demand for energy
DIFFERENTIATED INSTRUCTION the Krebs cycle, and the electron
transport chain. Interpret Visuals
increases, its use of oxygen increases, too. As you know, the word
Which stage(s) of cellular respiration respiration is often used as a synonym for breathing. This is why we
L1 Struggling Students Have students read the
occur in the mitochondrion? have used the term cellular respiration to refer to energy-releasing
section, Stages of Cellular Respiration, in the text pathways within the cell. The double meaning of respiration points
and look carefully at Figure 9–2. As a class, discuss out a crucial connection between cells and organisms: Most of the
the first pictured stage, glycolysis. Then, have stu- energy-releasing pathways within cells require oxygen, and that is the
dents write a one-sentence summary of the discus- reason we need to breathe, to respire.
Pathways of cellular respiration that require oxygen are said to
sion. For example, students might write, “During be aerobic (“in air”). The Krebs cycle and electron transport chain
glycolysis, glucose is broken down into pyruvic acid are both aerobic processes. Even though the Krebs cycle does not
and energy is released.” Then, discuss and summa- directly require oxygen, it is classified as an aerobic process because
rize each of the next two stages. it cannot run without the oxygen-requiring electron transport
chain. Glycolysis, however, does not directly require oxygen, nor
does it rely on an oxygen-requiring process to run. Glycolysis is
therefore said to be anaerobic (“without air”). Even though glycoly-
To help students answer the question, sis is anaerobic, it is considered part of cellular respiration because
remind them that whales need to sur- its final products are key reactants for the aerobic stages.
If whales remain Recall that mitochondria are structures in the cell that convert
face to breathe air. Make the connec- underwater for chemical energy stored in food to usable energy for the cell.
tion between aerobic pathways and the whale’s 45 minutes or more,
Glycolysis actually occurs in the cytoplasm of a cell, but the Krebs
do you think they
breathing. Ask them to speculate on how long the rely primarily on cycle and electron transport chain, which generate the majority of
breath might last and how the whale might obtain aerobic or anaerobic ATP during cellular respiration, take place inside the mitochondria.
pathways? If oxygen is not present, another anaerobic pathway, known
energy once that air runs out. Students can go online
as fermentation, makes it possible for the cell to keep glycolysis run-
to Biology.com to gather their evidence. ning, generating ATP to power cellular activity. You will learn more
about fermentation later in this chapter.
In Your Notebook Make a flowchart that shows the different

Address Misconceptions steps of cellular respiration.
Cellular Respiration v. Respiration Some of your stu-

dents may have difficulty distinguishing between 252 Chapter 9 • Lesson 1
the concepts of cellular respiration and respiration
as breathing. Have students read the first paragraph
of the Oxygen and Energy section, research the 0001_Bio10_se_Ch09_S1.indd 3 6/2/09 6:46:38 PM
connection between the two processes, and make Check for Understanding
a poster for the classroom wall that graphically
shows the relationship. INDEX CARD SUMMARIES
Give students each an index card, and ask them to write one important idea about
cellular respiration that they understand on the front of the card. Then, have them
write something about cellular respiration that they don’t understand on the back of
the card in the form of a question.
Answers
ADJUST INSTRUCTION
FIGURE 9–2 the Krebs cycle and the electron
transport chain Read over students’ cards to get a sense of which concepts they understand and
which they are struggling with. If a question will be answered by reading the rest
IN YOUR NOTEBOOK Flowcharts should accurately of the chapter, use that card when the time comes to emphasize a concept. If the
show the connections between glycolysis, the Krebs answer to a question is necessary to move forward, review the topic as a class to
cycle, and the electron transport chain. allow students to hear the concept discussed in different ways.

LESSON 9.1
Comparing Photosynthesis
Light energy
and Cellular Respiration To better understand the relationship
What is the relationship between
photosynthesis and cellular respiration?
between photosynthesis and cellular respira-
If nearly all organisms break down food by the PHOTOSYNTHESIS tion, students can watch the animation,
process of cellular respiration, why doesn’t Earth Art in Motion: Opposite Processes.
run out of oxygen? Where does all of the carbon
dioxide waste product go? How does the chemical
energy stored in food get replaced? As it happens,
cellular respiration is balanced by another process: Assess and Remediate
photosynthesis. The energy in photosynthesis and
cellular respiration flows in opposite directions. EVALUATE UNDERSTANDING
Look at Figure 9–3 and think of the chemical
energy in carbohydrates as money in the Earth’s Have pairs of students use Figure 9–3 to help them
C6H12O6 + 6O2 6H2O + 6CO2
savings account. Photosynthesis is the process ATP, Heat energy summarize the content of the lesson. For example,
that “deposits” energy. Cellular respiration is the ask them to explain why both the rabbit and the
process that “withdraws” energy. As you might
plant are producing ATP and heat. Listen to their
expect, the equations for photosynthesis and
cellular respiration are the reverse of each other. discussions to help you evaluate their grasp of
On a global level, photosynthesis and cellular lesson concepts. Then, have them complete the
respiration are also opposites. Photosynthesis 9.1 Assessment.
removes carbon dioxide from the atmosphere, and
cellular respiration puts it back. Photosynthesis REMEDIATION SUGGESTION
releases oxygen into the atmosphere, and cellular CELLULAR RESPIRATION
LPR Less Proficient Readers If students have
respiration uses that oxygen to release energy
from food. The release of energy by cellular respi- FIGURE 9 –3 Opposite Processes Photosynthesis trouble understanding Question 2b, suggest they
ration takes place in nearly all life: plants, animals, and cellular respiration can be thought of as use the Glossary at the back of this text to review the
fungi, protists, and most bacteria. Energy capture opposite processes. Compare and Contrast Exactly
how is the equation for photosynthesis different meaning of the term homeostasis.
by photosynthesis, however, occurs only in plants, from the equation for cellular respiration?
algae, and some bacteria.
Students can check their under-

standing of lesson concepts with the Self-
Test assessment. They can then take an online
Review Key Concepts 3. a. Review In what ways are cellular respiration version of the Lesson Assessment.
1. a. Review Why do all organisms and photosynthesis considered opposite processes?
need food? b. Use Analogies How is the chemical energy in
b. Relate Cause and Effect Why do glucose similar to money in a savings account?
macromolecules differ in the amount
of energy they contain?
2. a. Review Write the overall reaction 4. The Greek word glukus means “sweet,” and the
Latin word lysis refers to a process of loosening or
Answers
for cellular respiration.
b. Apply Concepts How does the decomposing. Based on this information, write a FIGURE 9–3 The products of photosynthesis are the
process of cellular respiration main- definition for the word glycolysis. reactants of cellular respiration, and the reactants of
tain homeostasis at the cellular level? cellular respiration are the products of photosynthesis.
Lesson 9.1 • Lesson Assessment • Self-Test • Art in Motion
0001_Bio10_se_Ch09_S1.indd 4 6/2/09 6:46:44 PM
Assessment Answers
1a. Food provides organisms with the energy 2b. The process of cellular respiration pro- 3b. Chemical energy is stored in the chemical
they need to carry out life processes such vides the energy a cell needs to carry out bonds of glucose, just as money is stored
as growth and reproduction. basic cell processes, which, in turn, control in a savings account.
1b. The amount of energy stored in macro- the cell’s internal conditions.
molecules varies because their chemical 3a. Photosynthesis “deposits” energy,
structures, and therefore the energy con- uses carbon dioxide and water, and pro- 4. Sample answer: a process that involves the
tained in their chemical bonds, differ. duces oxygen and glucose. By contrast, breaking down of a sweet substance
2a. 6O2 + C6H12O6 → 6CO2 + 6H2O + Energy cellular respiration “withdraws” energy,
uses oxygen and glucose, and produces
carbon dioxide and water.

LESSON 9.2 The Process of
Getting Started
Objectives
Cellular Respiration
9.2.1 Describe what happens during glycolysis.
9.2.2 Describe what happens during the Krebs
cycle. Key Questions THINK ABOUT IT
9.2.3 Explain how high-energy electrons are used What happens during the Food burns! It’s true,
by the electron transport chain. process of glycolysis? of course, that many
What happens during the common foods (think
9.2.4 Identify how much ATP cellular respiration Krebs cycle? of apples, bananas, and
generates. How does the electron
ground beef) have too
transport chain use high-energy much water in them
electrons from glycolysis and the to actually light with a
Krebs cycle? match. However, foods
Student Resources with little water, includ-
How much ATP does
cellular respiration generate? ing sugar and cooking oil, will indeed burn. In fact, flour, which con-
Study Workbooks A and B, 9.2 Worksheets
tains both carbohydrates and protein, is so flammable that it has caused
Spanish Study Workbook, 9.2 Worksheets Vocabulary several explosions, including the one seen here at London’s City Flour
glycolysis • NAD+ • Mills in 1872 (which is why you’re not supposed to store flour above a
Lesson Overview • Lesson Notes Krebs cycle • matrix stove). So, plenty of energy is available in food, but how does a living
cell extract that energy without setting a fire or blowing things up?
• Activities: InterActive Art, Art Review, Taking Notes
Tutor Tube • Assessment: Self-Test, Lesson
Assessment
Compare/Contrast Table As you
read, make a compare/contrast Glycolysis
table showing the location, start- What happens during the process of glycolysis?
ing reactants, and end products
of glycolysis, the Krebs cycle,
The first set of reactions in cellular respiration is known as glycolysis,
For corresponding lesson in the a word that literally means “sugar-breaking.” Glycolysis involves many
and the electron transport chain.
Foundation Edition, see pages 216–222. Also include how many mol- chemical steps that transform glucose. The end result is 2 molecules
ecules of ATP are produced in of a 3-carbon molecule called pyruvic acid. During glycolysis,
each step of the process. 1 molecule of glucose, a 6-carbon compound, is transformed into
2 molecules of pyruvic acid, a 3-carbon compound. As the bonds in
Activate Prior Knowledge glucose are broken and rearranged, energy is released. The process of
Ask students to think about how they get to school glycolysis can be seen in Figure 9–4.
every day. Have them break this process into several ATP Production Even though glycolysis is an energy-releasing
stages. For example, they might describe getting process, the cell needs to put in a little energy to get things going.
ready to leave home, taking the bus, and walking At the pathway’s beginning, 2 ATP molecules are used up. Earlier in
into school. Then, have them describe some of the this chapter, photosynthesis and respiration were compared, respec-
tively, to a deposit to and a withdrawal from a savings account.
smaller steps they make to accomplish these three Similarly, the 2 ATP molecules used at the onset of glycolysis are like
stages. Discuss how this analogy relates to the proc- an investment that pays back interest. In order to earn interest from a
ess of cellular respiration. bank, first you have to put money into an account. Although the cell
puts 2 ATP molecules into its “account” to get glycolysis going, glycoly-
sis produces 4 ATP molecules. This gives the cell a net gain of 2 ATP
molecules for each molecule of glucose that enters glycolysis.
254 Lesson 9.2 • Lesson Overview • Lesson Notes • InterActive Art
I, V
0001_Bio10_se_Ch09_S2.indd 1 6/2/09 6:47:10 PM

B.3, C.1.a, C.1.b, C.5.c, C.5.d
at the cellular level provide the energy and basic structure organisms need to survive.
INQUIRY
GUIDING QUESTION How do cells release energy from food in the presence
A.1.c, A.2.a
of oxygen?
EVIDENCE OF UNDERSTANDING At the end of this lesson, give students the
following assessment to show they understand how cellular respiration provides
organisms with a way to efficiently release energy from food. Have students make a
sketch of the overall process of cellular respiration. Ask them to make it as detailed
as they can. Then, have them discuss with a partner why it makes sense that cellular
respiration is a complex process involving many steps.

LESSON 9.2
Glucose Glycolysis
Energy
Teach
Glucose
Krebs Cycle
Energy 2 ATP
CO2
CYTOPLASM Suggest students look carefully at Figure 9–4. Then,
Elec
ectro
ectronn Transport
o ATP Production use the figure to start a discussion on glycolysis. Call
2 ADP Two ATP molecules are
Energy “invested” to get the process on students at random to answer questions about
of glycolysis going. Overall, what they observe.
O2 H2O 4 ATP molecules are produced,
for a net gain of 2 ATP per
NADH Production 2 NAD + 4 ADP molecule of glucose.
Ask What do the six dark balls at the top of the fig-
Four high-energy electrons are ure represent? ( the six carbon atoms in a molecule
passed to the carrier NAD+ to
produce NADH. NADH
of glucose)
carries these electrons to the 2 NADH 4 ATP
Ask What does it mean to “invest” a molecule of
electron transport chain.
ATP? ( The energy stored in ATP is released and used
to help start the process of glycolysis.)
2 Pyruvic Acid
GLYCOLYSIS Ask What are the products of glycolysis? (2 NADH
To Electron
To Krebs Cycle
FIGURE 9–4 Glycolysis is the first molecules, 2 pyruvic acid molecules, and 4 ATP
Transport Chain stage of cellular respiration. During
glycolysis, glucose is broken down molecules)
into 2 molecules of pyruvic acid. ATP Ask Where do these products go? ( The NADH goes
and NADH are produced as part of
the process. Interpret Visuals How to the electron transport chain, the pyruvic acid goes
NADH Production One of the reactions of glycolysis removes many carbon atoms are there in to the Krebs cycle, and the ATP gets used by cells.)
glucose? How many carbon atoms
4 electrons, now in a high-energy state, and passes them to an electron
are in each molecule of pyruvic acid?
carrier called NAD+, or nicotinamide adenine dinucleotide. Like
NADP+ in photosynthesis, each NAD+ molecule accepts a pair of DIFFERENTIATED INSTRUCTION
high-energy electrons. This molecule, now known as NADH, holds L1 Special Needs Have students work in pairs
the electrons until they can be transferred to other molecules. As you
will see, in the presence of oxygen, these high-energy electrons can be
to make a model of glycolysis. Have them use pop
used to produce even more ATP molecules. beads to represent carbon molecules, and different-
BUILD Vocabulary size paper clips to model ATP/ADP and NAD+/NADH.
The Advantages of Glycolysis In the process of glycolysis, 4 ATP ACADEMIC WORDS The verb Have pairs discuss the process as they model it.
molecules are synthesized from 4 ADP molecules. Given that 2 ATP synthesize means “to bring together
molecules are used to start the process, there is a net gain of just as a whole.” Therefore, a molecule
of ATP is synthesized when a
2 ATP molecules. Although the energy yield from glycolysis is small, phosphate group combines with
the process is so fast that cells can produce thousands of ATP mol- the molecule ADP, forming a high-
ecules in just a few milliseconds. The speed of glycolysis can be a big energy bond.
For an overview of the processes
advantage when the energy demands of a cell suddenly increase. covered in this chapter, suggest students
Besides speed, another advantage of glycolysis is that the process watch InterActive Art: Cellular Respiration
itself does not require oxygen. This means that glycolysis can quickly and Fermentation.
supply chemical energy to cells when oxygen is not available. When
oxygen is available, however, the pyruvic acid and NADH “outputs”
generated during glycolysis become the “inputs” for the other proc-
esses of cellular respiration. Address Misconceptions
In Your Notebook In your own words, describe the advantages of Energy Some students may think that energy is
glycolysis to the cell in terms of energy production.
somehow created during glycolysis and the other
stages of cellular respiration. Remind students that
energy cannot be created or destroyed. Reinforce the
fact that the energy used in glycolysis to make ATP
is stored in the chemical bonds of glucose. Suggest
0001_Bio10_se_Ch09_S2.indd 2 6/2/09 6:47:25 PM
students investigate how energy is stored as poten-
Quick Facts tial energy in chemical bonds and make a presenta-
tion to the class of what they learn.
BEGINNING WITH GLUCOSE
Why do biologists pay so much attention to glucose? It’s because most other food
molecules are broken down to release energy in much the same way. Proteins are
broken down into individual amino acids, which are converted to compounds that
can enter either glycolysis or the Krebs cycle. Carbohydrates are generally broken into Answers
simple sugars and then converted into glucose. Lipids are broken down into fatty FIGURE 9–4 6 carbon atoms in glucose; 3 carbon
acids and glycerol. These compounds enter the mitochondria where special enzymes atoms in each molecule of pyruvic acid
cut them up, two carbon atoms at a time, to produce acetyl-CoA, which then enters
IN YOUR NOTEBOOK Students’ descriptions should
the Krebs cycle. This means that literally any food can provide the chemical energy for
mention that there is a net gain of 2 ATP molecules,
cellular respiration—the body is a furnace that can run on any fuel.
that the process is fast, and that it can supply energy
to the cell when oxygen is not available.

LESSON 9.2 The Krebs Cycle
Teach continued What happens during the Krebs cycle?
In the presence of oxygen, pyruvic acid produced in glycolysis passes to
the second stage of cellular respiration, the Krebs cycle. The Krebs cycle
Connect to Chemistry The urge to is named after Hans Krebs, the British biochemist who demonstrated its
surface and gasp existence in 1937. During the Krebs cycle, pyruvic acid is broken
An understanding of the three stages of cellular res- for breath when down into carbon dioxide in a series of energy-extracting reactions.
piration depends on some knowledge of basic chem- underwater is a Because citric acid is the first compound formed in this series of reac-
response to CO2 tions, the Krebs cycle is also known as the citric acid cycle.
istry. Before students study the Krebs cycle, point buildup in the blood.
out that the cycle is a series of chemical reactions The average human can hold Citric Acid Production The Krebs cycle begins when pyruvic acid
his or her breath for only
mainly involving carbon compounds. Explain that about a minute. Whales stay
produced by glycolysis passes through the two membranes of the mito-
the element carbon has a remarkable ability to easily underwater for much longer. chondrion and into the matrix. The matrix is the innermost compart-
What does this suggest about ment of the mitochondrion and the site of the Krebs cycle reactions.
combine with both itself and other atoms, and the Once inside the matrix, 1 carbon atom from pyruvic acid becomes part
a whale’s tolerance of CO2?
result is a tremendous number of carbon compounds of a molecule of carbon dioxide, which is eventually released into the air.
in living things. Point out that following the chang- The other 2 carbon atoms from pyruvic acid rearrange and form acetic
ing carbon compounds is key to understanding the FPO P0750 acid, which is joined to a compound called coenzyme A. The resulting
Krebs cycle. molecule is called acetyl-CoA. (The acetyl part of acetyl-CoA is made up
of 2 carbon atoms, 1 oxygen atom, and 3 hydrogen atoms.) As the Krebs
cycle begins, acetyl-CoA adds the 2-carbon acetyl group to a 4-carbon
DIFFERENTIATED INSTRUCTION molecule already present in the cycle, producing a 6-carbon molecule
called citric acid.
L1 Struggling Students Some students may
have a difficult time understanding how ATP stores Energy Extraction As the cycle continues, citric acid is broken down
energy. Tell students that a common analogy used into a 4-carbon molecule, more carbon dioxide is released, and electrons
are transferred to energy carriers. Follow the reactions in Figure 9–5
for ATP is that its three phosphates are like a loaded
and you will see how this happens. First, look at the 6 carbon atoms in
spring. Losing one of the phosphates—the source of citric acid. One is removed, and then another, releasing 2 molecules of
energy for a cell—is like relaxing the spring. Adding carbon dioxide and leaving a 4-carbon molecule. Why is the Krebs cycle
a phosphate to a molecule of ADP is like loading, or a “cycle”? Because the 4-carbon molecule produced in the last step is the
compressing, the spring again. same molecule that accepts the acetyl-CoA in the first step. The molecule
needed to start the reactions of the cycle is remade with every “turn.”
LPR Less Proficient Readers Struggling readers Next, look for ATP. For each turn of the cycle, a molecule of ADP is
may stumble on the names of the compounds pyru- converted to a molecule of ATP. Recall that glycolysis produces 2 mol-
ecules of pyruvic acid from 1 molecule of glucose. So, each starting
vic acid, acetyl-CoA, and citric acid. Before students
molecule of glucose results in two complete turns of the Krebs cycle
read, preview these terms by writing the names on and, therefore, 2 ATP molecules. Finally, look at the electron carriers,
the board and saying each name aloud. Have stu- NAD+ and FAD (flavine adenine dinucleotide). At five places, electron
dents repeat the words so they become comfortable carriers accept a pair of high-energy electrons, changing NAD+ to
reading and pronouncing them. NADH and FAD to FADH2. FAD and FADH2 are molecules similar to
NAD+ and NADH, respectively.
What happens to each of these Krebs cycle products—carbon
dioxide, ATP, and electron carriers? Carbon dioxide is not useful to the
To help students answer the question, cell and is expelled every time you exhale. The ATP molecules are very
useful and become immediately available to power cellular activities.
explain that tolerance means “able to As for the carrier molecules like NADH, in the presence of oxygen, the
withstand the effects of something electrons they hold are used to generate huge amounts of ATP.
without showing the usual unfavorable effects.”
Point out that some people, for example, are able to In Your Notebook List the electron carriers involved in the Krebs
cycle. Include their names before and after they accept the electrons.
tolerate colder temperatures than others. Students
can go online to Biology.com to gather their 256 Chapter 9 • Lesson 2
evidence.
0001_Bio10_se_Ch09_S2.indd 3 6/2/09 6:47:35 PM
Check for Understanding

ORAL QUESTIONING
Use the following prompts to gauge student understanding of the Krebs cycle:
• Why does glycolysis have to occur before the Krebs cycle can occur?
• For each turn of the Krebs cycle, what is produced that can immediately be used to
power cell activities?
Answers • How does the cell use the NADH and FADH2 produced in the Krebs cycle?
IN YOUR NOTEBOOK The electron carriers involved ADJUST INSTRUCTION

+
in the Krebs cycle are NAD and FAD. After they Evaluate students’ answers to get a sense of which concepts they understand and
accept electrons, NAD+ becomes NADH and FAD which concepts they are having trouble with. Because understanding the Krebs cycle
becomes FADH2. is essential to understanding the whole process of cellular respiration, review difficult
concepts as a class so students can hear events described in different ways.
LESSON 9.2
CYTOPLASM
Glucose Glycolysis
Energy
Outer Pyruvic Acid THE KREBS CYCLE
mitochondrial
FIGURE 9–5 During the Krebs cycle, pyruvic
membrane
acid from glycolysis is used to make carbon
Krebs Cycle dioxide, NADH, ATP, and FADH2. Because Divide the class into small groups, and ask students
glycolysis produces 2 molecules of pyruvic acid to study the illustration of the Krebs cycle. Have each
Energy
from each glucose molecule, the Krebs cycle
CO2 “turns” twice for each glucose molecule that group write five questions about the Krebs cycle,
enters glycolysis. Interpret Diagrams What each on a separate note card. Questions should
Elec
lectro
ro
on Transport
o happens to the NADH and FADH2 molecules
Inner generated in the Krebs cycle? focus on information students think is essential to
Energy
mitochondrial understanding what occurs in the Krebs cycle and
membrane
O2 H2O why it is important to the cell. Then, have groups
NAD + trade cards and write the answers to the questions
on the back of each card. Call on each group to read
NADH the question that was most difficult to answer and
CO2 Citric Acid Production
Pyruvic acid from glycolysis discuss it as a class.
M AT RIX reacts to form acetyl-CoA, which
then enters the Krebs cycle. In
Co A the process, a molecule of CO2 DIFFERENTIATED INSTRUCTION
is produced and 2 high-energy
Acetyl-CoA Co A electrons are passed to NAD+ to L1 Special Needs Have students model the Krebs
produce NADH. Acetyl-CoA
combines with a 4-carbon cycle using clay balls to represent carbon molecules
compound in the Krebs cycle to and toothpicks. Start with a three-carbon chain to
produce citric acid.
NADH Citric represent pyruvic acid. As they work through the
Acid
cycle, have them add or subtract carbons as needed
NAD + and discuss what occurs at each step.
Energy Extraction
Through a series of many
reactions, citric acid is broken
ELL Focus on ELL:
down into a 5-carbon compound, Access Content
and then a 4-carbon compound CO2
(releasing 2 CO2 molecules along ALL SPEAKERS Pair beginning and intermediate
the way). This 4-carbon compound
can then start the cycle over again NAD + speakers with advanced or advanced high
by combining with acetyl-CoA. speakers. Have them use Figure 9–5 to help
Energy released by the breaking
and rearranging of carbon bonds NADH them complete a Think-Pair-Share exercise.
is captured in the forms of ATP, Write the questions below on the board. Have
NADH, and FADH2.
each student write or draw a short response.
Then, ask students to discuss the answers as
CO2
FADH 2 NAD +
pairs. Encourage advanced and advanced high
speakers to help their partners as necessary.
FAD NADH
• What does the Krebs cycle produce?
ATP ADP
• Why is the conversion of FAD to FADH2 and
NAD+ to NADH important?
To Electron Transport Chain To Electron Transport Chain • What happens to the carbon dioxide that
is produced?
Study Wkbks A/B, Appendix S14,
Think-Pair-Share.
0001_Bio10_se_Ch09_S2.indd 257 6/9/09 1:37:49 PM
Biology In-Depth Answers

FIGURE 9–5 Both the NADH and FADH2 molecules
ATP—OR GTP?
feed into the last step of cellular respiration, the elec-
In the description and illustration of the Krebs cycle above, each turn of the cycle is tron transport chain.
said to produce 1 molecule of ATP. Designating ATP as a product of the Krebs cycle
is done for the sake of simplicity. The triphosphate compound actually produced in
the Krebs cycle is GTP (guanosine triphosphate) from GDP—not ATP from ADP. The
amount of energy trapped in GTP is identical to that in ATP. When pools of ATP are
low in the cell, the third phosphate of GTP is efficiently transferred, with the help of
an enzyme, to ADP to produce ATP. This process provides more ATP for the cell to
use and also leaves behind GDP, which can then accept another phosphate in the
Krebs cycle.

LESSON 9.2 Electron Transport and ATP Synthesis
Teach continued How does the electron transport chain use high-energy
electrons from glycolysis and the Krebs cycle?
Products from both the Krebs cycle and glycolysis feed into the last
Build Reading Skills step of cellular respiration, the electron transport chain, as seen in
Figure 9–6. Recall that glycolysis generates high-energy electrons that
Explain that one way to organize information in a are passed to NAD+, forming NADH. Those NADH molecules can
long reading passage is to create a graphic represen- enter the mitochondrion, where they join the NADH and FADH2 gen-
tation of the information. In this case, the reading erated by the Krebs cycle. The electrons are then passed from all those
carriers to the electron transport chain. The electron transport
describes a process—electron transport and ATP syn- chain uses the high-energy electrons from glycolysis and the Krebs
thesis—that can be well represented by a flowchart. cycle to convert ADP into ATP.
Ask students to help you construct a Flowchart of
the process on the board. Begin with this first step: Electron Transport NADH and FADH2 pass their high-energy elec-
trons to the electron transport chain. In eukaryotes, the electron trans-
NADH and FADH2 from glycolysis and the Krebs cycle port chain is composed of a series of electron carriers located in the
enter the electron transport chain. Ask students to inner membrane of the mitochondrion. In prokaryotes, the same chain
suggest the next step as well as further steps in the is in the cell membrane. High-energy electrons are passed from one
process. The last step should be production of ATP as carrier to the next. At the end of the electron transport chain is an
enzyme that combines these electrons with hydrogen ions and oxygen
hydrogen ions pass through ATP synthase.
to form water. Oxygen serves as the final electron acceptor of the elec-
Study Wkbks A/B, Appendix S25, Flowchart. tron transport chain. Thus, oxygen is essential for getting rid of low-
energy electrons and hydrogen ions, the wastes of cellular respiration.
Transparencies, GO8.
Without oxygen, the electron transport chain cannot function.
Every time 2 high-energy electrons pass down the electron transport
DIFFERENTIATED INSTRUCTION chain, their energy is used to transport hydrogen ions (H+) across the
membrane. During electron transport, H+ ions build up in the intermem-
LPR Less Proficient Readers In simplified lan-
brane space, making it positively charged relative to the matrix. Similarly,
guage, paraphrase the most important concepts the matrix side of the membrane, from which those H+ ions have been
about Electron Transport and ATP Production. For taken, is now negatively charged compared to the intermembrane space.
example, write on the board: ATP Production How does the cell use the potential energy from
charge differences built up as a result of electron transport? As in
Electron Transport:
photosynthesis, the cell uses a process known as chemiosmosis to
• NADH and FADH2 pass electrons to the electron produce ATP. The inner mitochondrial membrane contains enzymes
known as ATP synthases. The charge difference across the membrane
transport chain.
forces H+ ions through channels in these enzymes, actually causing the
• Electrons are then passed from one carrier to ATP synthases to spin. With each rotation, the enzyme grabs an ADP
the next. molecule and attaches a phosphate group, producing ATP.
The beauty of this system is the way in which it couples the move-
• Each time electrons are passed, hydrogen moves ment of high-energy electrons with the production of ATP. Every
across the membrane. time a pair of high-energy electrons moves down the electron trans-
• Hydrogen ions build up in the intermembrane port chain, the energy is used to move H+ ions across the membrane.
These ions then rush back across the membrane with enough force
space. This space becomes positively charged. to spin the ATP synthase and generate enormous amounts of ATP.
• Oxygen is the final electron acceptor. On average, each pair of high-energy electrons that moves down the
full length of the electron transport chain provides enough energy to
Create a similar bulleted list for ATP production. produce 3 molecules of ATP.
Keep these lists on the board for students to refer to
as they work through Figure 9–6. In Your Notebook Relate the importance of oxygen in cellular
respiration to the reason you breathe faster during intense exercise.
258 Lesson 9.2 • Art Review • Tutor Tube
0001_Bio10_se_Ch09_S2.indd 5 6/2/09 6:48:24 PM
Quick Facts
ATP PRODUCTION IN THE ELECTRON TRANSPORT CHAIN
Answers To produce 3 molecules of ATP, each pair of high-energy electrons must move down
the full length of the electron transport chain. NADH molecules “drop off” their elec-
IN YOUR NOTEBOOK Oxygen serves as the final
trons at the start of the chain, and therefore these electrons power the production of
electron acceptor of the electron transport chain.
about 3 molecules of ATP each. The electron carrier FADH2, however, enters lower on
Without oxygen, the electron transport chain
the chain, and its electrons have a bit less energy. As a result, the electrons of each
(and the Krebs cycle which depends on it) cannot
FADH2 molecule provide only enough energy for the production of about 2 molecules
function. During intense exercise, ATP is produced
of ATP.
in great quantities by electron transport and ATP
synthesis. Extra oxygen is needed to keep these
processes going—no oxygen, no ATP by these
processes.

LESSON 9.2
Glucose Glycolysis
Energy
ELECTRON TRANSPORT AND
ATP SYNTHESIS
Krebs Cycle FIGURE 9–6 The electron transport chain uses
high-energy electrons transported by the carrier Help orient students as they interpret Figure 9–6.
Energy molecules NADH from both the Krebs cycle and Start by pointing out the electron carriers NADH
CO2 glycolysis, and FADH2 from the Krebs cycle,
to convert ADP into ATP. Interpret Visuals On from glycolysis and the Krebs cycle and FADH2 from
Electron Transport which side of the inner mitochondrial the Krebs cycle. Have students trace how these car-
membrane is the concentration of H+ higher?
Energy riers move through the matrix to the first protein in
O2 H2O
H+ the electron transport chain. Then, have them follow
From
F
the electrons through the chain to oxygen.
Krebs Cycle
M AT R IX Ask How do electron carriers use the energy gener-
NADH FADH 2 ATP Production ated by passing the electrons down the electron
H+ ions pass back across the transport chain? ( to transport hydrogen ions across
From mitochondrial membrane
Glycolysis Electron Transport through ATP synthase causing the inner mitochondrial membrane)
High-energy electrons from NADH the base of the synthase
NADH and FADH2 are passed from molecule to rotate. With each Then, direct students’ attention to the ATP synthase
carrier to carrier, down the rotation, driven by the move- molecule shown at the lower right of the figure.
electron transport chain. Water is ment of an H+ ion, ATP synthase
formed when oxygen accepts the generates ATP from ADP. Ask What causes the production of ATP from ADP?
electrons in combination with (As H+ ions rush through ATP synthase, the base of
hydrogen ions. Energy generated
by the electron transport chain is H+
ATP
ATP
the synthase rotates, generating ATP from ADP.)
used to move H+ ions across the
inner mitochondrial membrane Ask What causes the H+ ions to rush through the
and into the intermembrane space. ADP ATP synthase? ( the concentration gradient of H+
across the inner mitochondrial membrane, which it
+ + cannot directly cross)
NAD +
NADH 4H+ O2 4e- 2 H2O
Inner
mitochondrial H+ DIFFERENTIATED INSTRUCTION
membrane FAD
FADH 2 H+
H+ L1 Struggling Students Many students may find
Electron carriers interpreting the figure difficult. To help these stu-
dents, redraw the figure on the board in a simpli-
fied form. Start by sketching the electron transport
chain. Draw a line to represent the membrane and
five circles to represent the electron carrier proteins
in the membrane. Then, draw an NADH molecule
H+ H+ H+
approaching the chain. Have students direct you
as you draw the electrons from NADH entering the
INT E R M E M B R AN E
SPAC E
chain. Show how electrons move down the chain,
Outer continuing until they reach oxygen. Also, show how
mitochondrial hydrogen ions move through the carrier proteins
membrane
from the matrix into the intermembrane space.
Ask Which contains more hydrogen ions than it did
C Y T OP L ASM before the process started, the intermembrane space
or the matrix? (the intermembrane space)
Ask Which side has less? (the matrix)
Then, extend the line for the membrane and sketch
0001_Bio10_se_Ch09_S2.indd 259 6/9/09 1:38:22 PM an ATP synthase. Show an ion moving back through
Check for Understanding the synthase, producing ATP.
DEPTH OF UNDERSTANDING
Ask students why each of the three stages of cellular respiration are necessary and For more on the electron transport
integral parts of the process. (Students with a superficial understanding of cellular res- chain, have students view Art Review: Elec-
piration might simply say that each stage helps produce energy. They may also have tron Transport and ATP Synthesis. Suggest
difficulty connecting the stages in an overall process. Students with a sophisticated they watch Tutor Tube: Oxygen as the
understanding of cellular respiration will be able to identify the relationships between Acceptor of Cellular Respiration Waste
each stage—how one stage produces molecules needed for the next step. They may for extra help with electron transport and ATP
also mention where in the cell each stage occurs and why location is important to synthesis.
each step in the process.)
ADJUST INSTRUCTION
Answers
Have students create a simplified drawing of cellular respiration that just shows the FIGURE 9–6 on the intermembrane space side
reactants and products of each stage and how they relate to one another.
LESSON 9.2 Glucose Glycolysis The Totals
Teach continued
2 ATP
How much ATP does cellular respiration generate?
Although glycolysis nets just 2 ATP molecules per molecule
of glucose, in the presence of oxygen, everything changes.
Lead a Discussion Together, glycolysis, the Krebs cycle, and the electron
transport chain release about 36 molecules of ATP per
Explain to students that the number of ATP mol- Krebs Cycle molecule of glucose. Notice in Figure 9–7 that under aerobic
ecules produced by a molecule of glucose is variable conditions these pathways enable the cell to produce 18 times as
and difficult to determine exactly. Point out that the 2 ATP much energy as can be generated by anaerobic glycolysis alone
(roughly 36 ATP molecules per glucose molecule versus just
actual number is likely in the range of 30–42 ATPs 2 ATP molecules in glycolysis).
CO2
per glucose. Mention that a total of 36 ATPs, though, Our diets contain much more than just glucose, of course,
is reasonable since it assumes 2 ATPs per FADH2 and Electron Transport but that’s no problem for the cell. Complex carbohydrates are
3 ATPs per NADH (with approximately 2 ATPs lost due broken down to simple sugars like glucose. Lipids and proteins
to the cost of transporting NADH produced in the can be broken down into molecules that enter the Krebs cycle
32 ATP
or glycolysis at one of several places. Like a furnace that can
cytoplasm into the mitochondria for oxidation). burn oil, gas, or wood, the cell can generate chemical energy in
O2 H2 O the form of ATP from just about any source.
How efficient is cellular respiration? The 36 ATP molecules
Assess and Remediate FIGURE 9–7 Energy Totals The complete

breakdown of glucose through cellular
generated represent about 36 percent of the total energy of
glucose. That might not seem like much, but it means that the
respiration results in the production of cell is actually more efficient at using food than the engine of a
EVALUATE UNDERSTANDING 36 molecules of ATP. Calculate How many typical automobile is at burning gasoline. What happens to the
times more energy is produced by all three
Call on students at random to describe the main stages of cellular respiration than by glycolysis
remaining 64 percent? It is released as heat, which is one of the
events in each stage of cellular respiration. Then, alone? reasons your body feels warmer after vigorous exercise, and why
your body temperature remains 37˚C day and night.
have students complete the 9.2 Assessment.
REMEDIATION SUGGESTION
L1 Struggling Students If students cannot identify
the function of NADP+ in Question 1b, advise them

Review Key Concepts
to look back to Lesson 8.3, where they learned about
1. a. Review What are the products of glycolysis? Cellular Basis of Life
the electron carriers involved in photosynthesis.
b. Compare and Contrast How is the function of NAD+ similar 5. As you have learned, cellu-
to that of NADP+? lar respiration is a process
2. a. Review What happens to pyruvic acid in the Krebs cycle? by which cells transform
b. Interpret Visuals Look at Figure 9–5 and list the products of
energy stored in the bonds
Students can check their under- of food molecules into the
the Krebs cycle. What happens to each of these products?
standing of lesson concepts with the Self- bonds of ATP. What does
3. a. Review How does the electron transport chain use the high- the body do with all of the
Test assessment. They can then take an online energy electrons from glycolysis and the Krebs cycle? ATP this process generates?
version of the Lesson Assessment. b. Relate Cause and Effect How does the cell use the charge Review the characteristics
differences that build up across the inner mitochondrial mem- of life in Chapter 1 and
brane during cellular respiration? explain why ATP is neces-
4. a. Review How many molecules of ATP are produced in the sary for each life process.
Answers entire breakdown of glucose?
b. Use Analogies How is the cell like a furnace?
FIGURE 9–7 18 times more energy
Lesson 9.2 • Self-Test • Lesson Assessment

Assessment Answers
1a. 2 molecules of pyruvic acid, 2 molecules of
NADH, and a net gain of 2 ATP molecules 0001_Bio10_se_Ch09_S2.indd 260 6/9/09 1:38:52 PM
3a. to power the “pumping” of H+ ions 4b. It can “burn” many different types of
1b. Both molecules are electron carriers. fuels, not just glucose. Also, a cell releases
against a concentration gradient from the
2a. Pyruvic acid is broken down into car- matrix to the intermembrane space heat energy through the breakdown of
bon dioxide through a series of energy- glucose that heats the organism, just as a
3b. The charge differences force protons
extracting reactions collectively called the furnace releases energy to heat a building.
through ATP synthase, which powers the
Krebs cycle. 5.
conversion of ADP to ATP. The body uses the ATP gener-
2b. The products are ATP, NADH, FADH2, and ated by cellular respiration to
4a. about 36 molecules of ATP per molecule
CO2. CO2 is expelled in exhalation. The ATP of glucose carry out basic life processes
molecules are used to power cellular activi- such as reproduction, growth, and
ties. The NADH and FADH2 molecules are development.
used in the electron transport chain to gen-
erate ATP.

CHAPTER FEATURE
Teach
Biology
&
Should Creatine Supplements Be Regulated?
Society Lead a Discussion
After students have read the feature, begin a discus-
sion of creatine supplements. Divide the class in half
and assign a viewpoint to each group. Tell students
that even if they don’t agree with the viewpoint
ATP is the chemical compound that gives muscles they’ve been assigned, understanding the other
the energy to contract, but the amount of ATP in
most muscle cells is only enough for a few seconds
side of the argument will help them more fully form
of activity. Muscle cells have a chemical trick, their opinions. Then, have students debate the
however, that enables them to sustain maximum issue. Insist that any opinions given be backed up by
effort for several more seconds. They attach phos- logical arguments.
phate groups to a compound called creatine. As
they contract, the cells quickly transfer phosphate
from creatine to ADP, producing enough ATP to
keep working. The creatine phosphate in skeletal
muscles effectively doubles or triples the amount
of ATP available for intense exercise.
If a little creatine is good, then more creatine
would be even better, right? That’s what many
athletes think and that’s why they take creatine
supplements. Some studies do suggest that creatine Creatine Supplements Should Be Regulated
may increase the body’s capacity for strong, short- Scientists know that creatine can cause severe
term muscle contractions. As a reason to regulate health problems when abused. But even when used
the use of creatine, however, critics point to poten- properly, creatine is known to cause some problems,
tially serious side effects—such as liver and kidney such as dehydration and stomach upset. There have
damage—when creatine is overused. been no adequate studies on creatine use by people
Because creatine occurs naturally in the body younger than 18, and there are no good studies of
and in foods, testing for creatine use is nearly its long-term effects. For these reasons, creatine
impossible; so, creatine is not banned in major supplements should be regulated like cigarettes and
sports leagues. However, due to a lack of long-term alcohol—no one under the age of 18 should be
studies, the NCAA prohibits coaches from giving allowed to buy them, and schools should have the
creatine to college athletes. Some schools argue that right to regulate or prohibit their use by athletes.
creatine should be banned altogether.
The Viewpoints Research and Decide
Creatine Supplements Should Not Be 1. Analyze the Viewpoints Learn more
Regulated Taken in recommended doses, creatine about this issue by consulting library or Internet
helps build muscle strength and performance. resources. Then, list the key arguments of the
Creatine supplements may help athletes train proponents and critics of creatine use.
longer and build strength. No serious side effects 2. Form an Opinion Should creatine be
have been reported in people who follow the regulated? Research examples of high schools
instructions on container labels. Of course, any- or colleges that have banned creatine use by
thing can be harmful when abused, but creatine athletes. What were the reasons for these deci-
should not be treated any differently from other sions? Do you agree with them?
substances such as caffeine or sugar.
261 Answers
1. Answers may vary. Students should list the argu-
ments included on this page as well as any they
0001_Bio10_se_Ch09_BS.indd 1 6/2/09 6:44:00 PM
find through research. Sources should be cited.
Quick Facts 2. Opinions may vary about the regulation of cre-
atine. Students should cite specific instances of
CREATINE
banning the use of creatine in high schools or col-
Creatine is an interesting compound. It is naturally produced in the body, primarily leges. The reasons for agreeing or not agreeing on
in the kidneys and liver, and then transported through the blood to muscles. Other such a ban should be logical and demonstrate an
interesting facts about creatine include: understanding of the issue.
• Creatine supplements are sold in several forms, including powder, tablets, energy
bars, and drinks. NATIONAL SCIENCE EDUCATION STANDARDS
• Creatine supplements are not considered to be medicines, and therefore they are
not regulated by the Federal Drug Administration (FDA). UCP V
• Creatine supplements first became widely popular among athletes in the 1990s. CONTENT B.3, C.1.b, F.1, G.1
• Researchers are investigating whether creatine might be helpful in treating such INQUIRY A.1.f
health conditions as heart failure, Huntington’s disease, and muscular dystrophy.
Chapter Feature 261
LESSON 9.3
Getting Started
Objectives
Fermentation
9.3.1 Explain how organisms get energy in the
absence of oxygen.
9.3.2 Identify the pathways the body uses to Key Questions THINK ABOUT IT We are air-breathing organisms, and we use
release energy during exercise. How do organisms
oxygen to release chemical energy from the food we eat. But what if
generate energy when oxygen oxygen is not around? What happens when you hold your breath and
is not available? dive under water, or use up oxygen so quickly that you cannot replace
it fast enough? Do your cells simply stop working? And, what about
Student Resources How does the body
produce ATP during different microorganisms that live in places where oxygen is not available? Is
stages of exercise? there a pathway that allows cells to extract energy from food in the
Study Workbooks A and B, 9.3 Worksheets absence of oxygen?
Spanish Study Workbook, 9.3 Worksheets Vocabulary
Lab Manual B, 9.3 Hands-On Activity Worksheet fermentation
Fermentation
Taking Notes How do organisms generate energy when oxygen is
Lesson Overview • Lesson Notes Outline Before you read, make not available?
• Activities: Data Analysis • Assessment: an outline using the green and Recall from earlier in this chapter that two benefits of glycolysis are
blue headings in the text. As you that it can produce ATP quickly and that it does not require oxygen.
Self-Test, Lesson Assessment read, fill in notes under each
heading.
However, when a cell generates large amounts of ATP from glycolysis,
it runs into a problem. In just a few seconds, all of the cell’s available
For corresponding lesson in the NAD+ molecules are filled up with electrons. Without oxygen, the elec-
Foundation Edition, see pages 223–225. tron transport chain does not run, so there is nowhere for the NADH
molecules to deposit their electrons. Thus, NADH does not get con-
verted back to NAD+. Without NAD+, the cell cannot keep glycolysis
going, and ATP production stops. That’s where a process called fermen-
Activate Prior Knowledge tation comes in.
BUILD Vocabulary When oxygen is not present, glycolysis is followed by a pathway that
Have students examine a piece of bread from a leav- makes it possible to continue to produce ATP without oxygen. The
RELATED WORD FORMS The
ened loaf and an unleavened loaf. Point out that noun fermentation and the verb combined process of this pathway and glycolysis is called fermentation.
yeast is added to dough to make it rise. Ask students ferment are related word forms. In the absence of oxygen, fermentation releases energy from
Dough that is beginning to
what process they think yeast cells carry out to cause food molecules by producing ATP.
ferment is just starting to undergo
the characteristics of leavened bread. the process of fermentation. During fermentation, cells convert NADH to NAD+ by passing high-
energy electrons back to pyruvic acid. This action converts NADH back
into the electron carrier NAD+, allowing glycolysis to produce a steady
Answers supply of ATP. Fermentation is an anaerobic process that occurs in the
cytoplasm of cells. Sometimes, glycolysis and fermentation are together
IN YOUR NOTEBOOK Students’ table should include referred to as anaerobic respiration. There are two slightly different
that both processes are anaerobic ways to produce forms of the process—alcoholic fermentation and lactic acid fermenta-
NAD+ using pyruvic acid and NADH. Alcoholic tion, as seen in Figure 9–8.
fermentation produces alcohol and CO2; lactic acid In Your Notebook Make a compare/contrast table in which you
fermentation produces lactic acid. compare alcoholic fermentation to lactic acid fermentation.

262 Lesson 9.3 • Lesson Overview • Lesson Notes
I
0001_Bio10_se_Ch09_S3.indd 1 6/2/09 6:49:21 PM

B.3, C.1.a, C.1.b, C.5.c, C.5.d
at the cellular level provide the energy and basic structure organisms need to survive.
INQUIRY
GUIDING QUESTION How do cells release energy from food without oxygen?
A.1.b, A.2.a
EVIDENCE OF UNDERSTANDING Give students this assessment at the end of the
lesson to show they understand how cells react when they need to release energy
from food without oxygen. Ask each student to write a fictional account of a person
running twice around the school’s track at full speed (assume this takes at least
2 minutes). The story should describe how the runner’s body reacts to this strenuous
activity, including the runner’s breathing and what happens within the body’s cells as
they react to the great demand for energy.

LESSON 9.3
Alcoholic Fermentation Yeasts and a few other microorganisms
use alcoholic fermentation, which produces ethyl alcohol and carbon
dioxide. A summary of alcoholic fermentation after glycolysis is Teach
+
Pyruvic acid + NADH Alcohol + CO2 + NAD
Alcoholic fermentation is used to produce alcoholic beverages. Use Visuals

It is also the process that causes bread dough to rise. When yeast cells Point out to students that, while the figure shows
in the dough run out of oxygen, the dough begins to ferment, giving
off tiny bubbles of carbon dioxide. These bubbles form the air spaces
both alcoholic and lactic acid fermentation, these
you see in a slice of bread. The small amount of alcohol produced in processes do not normally occur at the same time in
the dough evaporates when the bread is baked. an organism. Most organisms carry out either one or
the other. Explain that the figure shows pyruvic acid
Lactic Acid Fermentation Most organisms carry out fermentation
using a chemical reaction that converts pyruvic acid to lactic acid. from glycolysis entering either alcoholic or lactic acid
Unlike alcoholic fermentation, lactic acid fermentation does not give fermentation, not both at once.
off carbon dioxide. However, like alcoholic fermentation, lactic acid
fermentation also regenerates NAD+ so that glycolysis can continue. Ask Why does a cell need NAD+ to keep glycolysis
Lactic acid fermentation after glycolysis can be summarized as going? (The cell needs NAD+ to accept electrons
when glucose is broken down into pyruvic acid.)
Pyruvic acid + NADH Lactic acid + NAD+
Ask What is missing from the illustration of fermen-
Certain bacteria that produce lactic acid as a waste product during tation that makes the process anaerobic? (oxygen)
fermentation are important to industry. For example, prokaryotes are
used in the production of a wide variety of foods and beverages— Ask Which form of fermentation is carried out by
such as cheese, yogurt, buttermilk, and sour cream—to which the acid FIGURE 9–8 Fermentation In your body? (lactic acid fermentation)
contributes the familiar sour taste. Pickles, sauerkraut, and kimchi are alcoholic fermentation, pyruvic acid
also produced using lactic acid fermentation. produced by glycolysis is converted
into alcohol and carbon dioxide. DIFFERENTIATED INSTRUCTION
Humans are lactic acid fermenters. During brief periods without Lactic acid fermentation converts the
oxygen, many of the cells in our bodies are capable of producing ATP pyruvic acid to lactic acid. L3 Advanced Students Ask interested students to
by lactic acid fermentation. The cells best adapted to doing that, how- Compare and Contrast What
reactants and products do the
investigate one of the processes in which fermenta-
ever, are muscle cells, which often need very large supplies of ATP for
rapid bursts of activity. two types of fermentation have tion is used in the production of a food or a bever-
in common? age. Students may use the library or online resources
in their research. Ask each student to prepare a writ-
Glycolysis Glucose ten report on the food or beverage chosen and to
CYT OPL ASM
share the report with the class.
2 NAD + 2 ADP
+
NAD NAD+
cycles cycles
back 2 NADH 2 ATP back
ELL Focus on ELL:
Extend Language
2 Pyruvic Acid
BEGINNING SPEAKERS Explain that the word
2 2
fermentation is derived from a Latin word for
NADH NADH
“yeast.” Point out that this process, then, was
named after a microorganism that carries it out.
2 NAD + 2 NAD + Also, explain that an organism that carries out
2 CO2
Alcoholic Lactic Acid fermentation is called a fermenter. For example,
Fermentation Fermentation the text calls humans “lactic acid fermenters.”
2 Ethyl Alcohol 2 Lactic Acid Divide the word fermentation into word parts.
Have students pronounce each part separately
and then pronounce the complete word.
0001_Bio10_se_Ch09_S3.indd 2 6/2/09 6:49:33 PM
Check for Understanding

ONE-MINUTE RESPONSE
Give students about a minute to respond to the following question.
• Explain why human cells’ ability to carry out fermentation is important. (Responses
should mention that lactic acid fermentation helps us make energy quickly, and
continue obtaining energy for activity when oxygen intake is inadequate.)
ADJUST INSTRUCTION Answers
If students’ responses are incorrect, lead a short class discussion on the importance of
FIGURE 9–8 Both alcoholic fermentation and lactic
fermentation. Point out that being able to carry out both cellular respiration and fer-
acid fermentation have the same two reactants,
mentation makes humans better adapted for intense activity. Cellular respiration pro-
pyruvic acid and NADH. Both also have one product
duces more energy, but fermentation allows humans to continue producing energy
in common, NAD+.
even when oxygen is not present in adequate amounts.
LESSON 9.3
Teach continued
Connect to the Real World How Does Exercise Affect Disposal

of Wastes From Cellular Respiration?
Ask What do you think the effects of lactic acid 1 Label two test tubes A and B. Put 10 mL 4 Jog in place for 2 minutes. CAUTION: Do
buildup in an athlete’s muscles might be? (Sample of water and a few drops of bromthymol blue not do this if you have a medical condition that
answers: muscle cramping, soreness, and fatigue) solution in each test tube. Carbon dioxide causes interferes with exercise. If you feel faint or dizzy, stop
bromthymol blue to turn yellow or green. immediately and sit down.
Tell students that, until recently, many people
2 Your partner will time you during this step. 5 Repeat steps 2–4 using test tube B.
thought that lactic acid buildup was responsible for
When your partner says “go,” slowly blow air 6 Trade roles with your partner. Repeat steps 1
muscle fatigue and soreness. Point out that research- through a straw into the bottom of test tube A.
ers have since found that lactic acid can actually be through 5.
CAUTION: Do not inhale through the straw.
used as a fuel by mitochondria to make energy. Analyze and Conclude
3 When the solution changes color, your 1. Analyze Data How did exercise affect the time it
partner should say “stop” and then record how took the solution to change color?
DIFFERENTIATED INSTRUCTION long the color change took.
2. Infer What process in your body produces carbon
L3 Advanced Students Have advanced students dioxide? How does exercise affect this process?
write a story about a mountain climber who tries to
reach the peak of a mountain in just a few hours.
Ask students to include descriptions of the cellular
processes used by the mountain climber for the Energy and Exercise
energy needed to reach the peak. How does the body produce ATP during different
stages of exercise?
Ask How might changes in altitude affect the Bang! The starter’s pistol goes off, and the runners push off their
energy-producing processes in the climber’s body? FIGURE 9–9 Exercise and Energy starting blocks and sprint down the track, as seen in Figure 9–9.
During a race, runners rely on the
energy supplied by ATP to make it to
The initial burst of energy soon fades, and the runners settle
the finish line. Apply Concepts down to a steady pace. After the runners hit the finish line, they
Have students use the Data walk around slowly and breathe deeply to catch their breath.
At the beginning of a race, what is
Analysis: Lactic Acid and Athletes to find the principal source of energy for Let’s look at what happens at each stage of the race
out more about lactic acid and exercise. the runners’ muscles? in terms of the pathways the body uses to release energy.
Humans have three main sources of ATP: ATP already in
muscles, ATP made by lactic acid fermentation, and ATP
produced by cellular respiration. At the beginning of a race,
the body uses all three ATP sources, but stored ATP and lactic
acid fermentation can supply energy only for a limited time.
Quick Energy What happens when your body needs lots
of energy in a hurry? In response to sudden danger, quick
actions might make the difference between life and death. To
an athlete, a sudden burst of speed might win a race.
Answers Cells normally contain small amounts of ATP produced
during cellular respiration. When the starting gun goes off in
FIGURE 9–9 ATP that is already in the cell, then ATP a footrace, the muscles of the runners contain only enough of
produced by lactic acid fermentation this ATP for a few seconds of intense activity. Before most of
the runners have passed the 50-meter mark, that store of ATP is
nearly gone.
0001_Bio10_se_Ch09_S3.indd 3 6/2/09 6:49:42 PM
PURPOSE Students investigate the relationship and lab apron when performing the lab. Read model the lab in front of the class. Have
between exercise and the production of and reinforce the cautionary notes before start- them perform the role of your partner as you
carbon dioxide, a byproduct of cellular ing the lab. Have students wash their hands exercise and blow through the straw.
respiration. after completing the lab. ANALYZE AND CONCLUDE
MATERIALS 2 small test tubes, glass-marking PLANNING Read the safety information for 1. Students should find that the solution
pencil, 10-mL graduated cylinder, bromthymol bromthymol blue before the lab, and warn changed color more rapidly after exercise
blue solution, straws, clock or watch with students not to inhale or swallow the solution. than before exercise.
second indicator If desired, have students slowly blow through
2. Cellular respiration produces carbon diox-
SAFETY Caution students to handle glassware a straw into a test tube that contains just
water in order to practice the technique before ide. Exercise increases the rate of cellular
with care. Advise students to wear goggles
starting the lab. For special needs students, respiration.

LESSON 9.3
At this point, the runners’ muscle cells are producing most of
their ATP by lactic acid fermentation, which can usually supply
enough ATP to last about 90 seconds. In a 200- or 300-meter sprint, Point out to students that whale cells
this may be just enough to reach the finish line. Whales rely on carry out lactic acid fermentation when
Fermentation produces lactic acid as a byproduct. When the lactic acid fer-
mentation for much
oxygen isn’t available, just as human
race is over, the only way to get rid of lactic acid is in a chemical
of their energy cells do. Explain that the lactic acid that builds up in
pathway that requires extra oxygen. For that reason, you can think requirements during
of a quick sprint as building up an oxygen debt that a runner has human cells stays there until enough oxygen is avail-
a deep dive. If they
to repay with plenty of heavy breathing after the race. An intense can’t inhale to repay their able to clear the lactic acid away. Students can go
effort that lasts just 10 or 20 seconds may produce an oxygen oxygen debt, what are they online to Biology.com to gather their evidence.
debt that requires several minutes of huffing and puffing to clear. doing with all of the lactic acid
For short, quick bursts of energy, the body uses ATP already produced by fermentation?
in muscles as well as ATP made by lactic acid fermentation.
Long-Term Energy What happens if a race is longer? Assess and Remediate
How does your body generate the ATP it needs to run EVALUATE UNDERSTANDING
2 kilometers or more, or to play in a soccer game that lasts
more than an hour? For exercise longer than about Ask students to write the chemical summaries for
90 seconds, cellular respiration is the only way to continue alcoholic fermentation and lactic acid fermentation.
generating a supply of ATP. Cellular respiration releases Then, have them complete the 9.3 Assessment.
energy more slowly than fermentation does, which is why
even well-conditioned athletes have to pace themselves
REMEDIATION SUGGESTION
during a long race or over the course of a game. Your body
stores energy in muscle and other tissues in the form of the L1 Struggling Students If your students have
carbohydrate glycogen. These stores of glycogen are usually FFPO
FP
PO P1081
P10
P108
81 trouble with the sequence called for in Question 2b,
enough to last for 15 or 20 minutes of activity. After that, have pairs reread the subsections, Quick Energy and
your body begins to break down other stored molecules,
including fats, for energy. This is one reason why aerobic Long-Term Energy. Then, have them create a Flow-
forms of exercise such as running, dancing, and swimming chart that shows the body’s sources of energy in the
are so beneficial for weight control. Some organisms, like FIGURE 9–10 Energy Storage Hibernating order that they are used.
animals like this brown bear in Alaska rely on
the bear in Figure 9–10, count on energy stored in fat to get
stored fat for energy when they sleep through the
them through long periods without food. winter. Predict How will this bear look different
Study Wkbks A/B, Appendix S25, Flowchart.
when it wakes up from hibernation? Transparencies, GO8.
Students can check their

Review Key Concepts understanding of lesson concepts with the
3. You have opened a bakery, selling bread made accord-
1. a. Review Name the two main types ing to your family’s secret recipe. Unfortunately, most Self-Test assessment. They can then take an
of fermentation. customers find the bread too heavy. Review what you online version of the Lesson Assessment.
b. Compare and Contrast How are have learned about chemical reactions in Chapter 2
alcoholic fermentation and lactic acid and make a list of factors such as temperature that
fermentation similar? How are they might affect the enzyme-catalyzed fermentation reac-
different? tion involved in baking bread. Predict how each factor Answers
2. a. Review Why do runners breathe will affect the rate of fermentation and propose a
heavily after a sprint race? solution for making the bread lighter by adding more FIGURE 9–10 Sample answer: The bear will probably
b. Sequence List the body’s sources bubbles to your family bread recipe. be thinner, because it will have used its stored fat for
of energy in the order in which they energy during hibernation.
are used during a long-distance race.
Lesson 9.3 • Self-Test • Lesson Assessment • Data Analysis

Cellular Respiration and Fermen
Fermentation 265
0001_Bio10_se_Ch09_S3.indd 4 6/2/09 6:49:45 PM
Assessment Answers
1a. alcoholic fermentation and lactic acid 2b. ATP already in muscles, ATP made by lactic be. Factors that could affect the enzyme-
fermentation acid fermentation, and ATP produced by catalyzed fermentation include tempera-
1b. Both forms provide energy to the cell in cellular respiration ture, amount of yeast added to the dough,
the absence of oxygen, and both produce the amount of sugar (yeast food) added
NAD+. They are different in that alcoholic to the dough, and the pH of the dough.
fermentation produces alcohol and carbon 3. Answers may vary. Students should dem- Students should predict how each of these
dioxide, while lactic acid fermentation pro- onstrate an understanding that the more factors would affect the rate of fermenta-
duces lactic acid. alcoholic fermentation that occurs in tion and then propose a solution based on
baking the bread, the more CO2 will be a prediction.
2a. When the race is over, the only way to
get rid of lactic acid is through a chemical produced, the more bubbles will occur in
pathway that requires extra oxygen. the bread, and the lighter the bread will

CHAPTER LAB GUIDED
GUIDEDINQUIRY
INQUIRY
Pre-Lab
Introduce students to the concepts they will explore
in the chapter lab by assigning the Pre-Lab questions. Pre-Lab: Comparing Fermentation Rates of Sugars
Problem How does the type of sugar affect the rate Pre-Lab Questions
Lab of fermentation?
Materials computer, probe interface, gas pressure
Preview the procedure in the lab manual.
1. Infer Why do you think you will add a layer of
Tell students they will perform the chapter lab Com- probe, hot plate, 400-mL beaker, thermometer, ring vegetable oil above the sugar and yeast mixture?
stand, test-tube clamp, medium test tube, test-tube
paring Fermentation Rates of Sugars described in 2. Relate Cause and Effect Explain why it is possible
rack, sugar solution, yeast suspension, pipettes,
Lab Manual A. to compare the rates of fermentation by measuring
vegetable oil, 1-hole rubber stopper, plastic tubing
gas pressure in the test tubes.
with lock fitting
L1 Struggling Students A simpler version of the 3. Predict Which of the sugars do you think will have
chapter lab is provided in Lab Manual B. the highest rate of fermentation, and why?
Lab Manual Chapter 9 Lab

SAFETY Chapter 9
Skills Focus Predict, Measure, Analyze Data, Infer
Students should wear goggles and a lab apron while
Visit Chapter 9 online to test yourself on chapter
performing the lab. They should use care when work- Connect to the In most cells, the content as well as find activities to help you learn.
ing with the hot plate. When finished with the activ- pathways that release energy from food start with the
conversion of glucose to pyruvic acid. This process does Untamed Science Video Go underwater with the
ity, students should wash their hands thoroughly. Untamed Science crew to discover why marine mam-
not require oxygen. When oxygen is present, however,
mals can stay submerged for such a long time.
pyruvic acid can react to form acetyl-CoA, which is
Look online for Editable Lab used in the second stage of cellular respiration. When Data Analysis Analyze the role of lactic acid in
oxygen is not present, the pyruvic acid can be used in exercise and learn about its effects on athletic
Worksheets. an anaerobic pathway. This alternate pathway from performance.
glucose to ATP is called fermentation. In this lab, you
Tutor Tube Improve your understanding of respiration
For corresponding pre-lab in the will use yeast to ferment sugars and compare the rates by working “backward” from a breath of oxygen.
of fermentation.
Foundation Edition, see page 226. Art Review Review the components of electron trans-
Background Questions port and ATP synthesis.
a. Review What is the importance of the NAD+ that is
InterActive Art See glycolysis and the Krebs cycle
produced during the fermentation of pyruvic acid? in action.
b. Review What other products are produced besides
NAD+ when yeast ferment sugar? Art in Motion See how matter and energy cycle
between photosynthesis and respiration.
c. Compare and Contrast How are simple sugars
different from disaccharides? (If needed, review
NATIONAL SCIENCE EDUCATION STANDARDS Lesson 2.3 in your textbook.)
d. Use Analogies What do fermentation and a detour
that drivers must use when roads are closed have in
UCP III common?
CONTENT C.1.b, C.5.b
INQUIRY A.1.c, A.2.c
Pre-Lab Answers 266 Chapter 9 • Pre-Lab
BACKGROUND QUESTIONS
0001_Bio10_se_Ch09_LAB.indd 1 6/2/09 6:45:28 PM
a. Without NAD+, glycolysis will not be able to
keep going and the production of ATP will
stop. PRE-LAB QUESTIONS 3. Students are likely to choose glucose
b. Alcohol and carbon dioxide are produced. 1. Sample answer: The layer of vegetable because they know that the first step
c. Sample answer: Simple sugars are the oil will prevent oxygen from reaching in fermentation is the conversion of
smallest possible carbohydrate molecules. the sugar and yeast mixture. In the glucose to pyruvic acid.
Disaccharides form when two simple sugar presence of oxygen, fermentation will
molecules join together and form one larger not take place.
molecule. 2. One of the products of fermentation
d. Sample answer: Fermentation and a detour is carbon dioxide, which is a gas. The
are both alternate routes, in one case to the faster the reaction, the greater the
release of energy and in the other case to amount of gas in the tube and the
a destination. (In both cases, the alternate greater the pressure will be.
route is less efficient.)
266 Chapter 9 • Pre-Lab

STUDY GUIDE
9 Study Guide Study Online
Cellular Basis of Life
9.3 Fermentation
REVIEW AND ASSESSMENT
In the absence of oxygen, fermentation releases
Organisms obtain the energy they need from the RESOURCES
breakdown of food molecules by cellular respiration energy from food molecules by producing ATP.
and fermentation. For short, quick bursts of energy, the body Editable Worksheets Pages of Study Workbooks
uses ATP already in muscles as well as ATP made by A and B, Lab Manuals A and B, and the Assess-
9.1 Cellular Respiration: An Overview lactic acid fermentation. ment Resources Book are available online. These
Organisms get the energy they need from food.
For exercise longer than about 90 seconds, documents can be easily edited using a word-
cellular respiration is the only way to continue processing program.
Cellular respiration is the process that releases generating a supply of ATP.
energy from food in the presence of oxygen. Lesson Overview Have students reread the Lesson
fermentation (262)
Photosynthesis removes carbon dioxide from Overviews to help them study chapter concepts.
the atmosphere, and cellular respiration puts it Think Visually Using the information in this
back. Photosynthesis releases oxygen into the atmos- chapter, complete the following compare/contrast Vocabulary Review The Flash Cards and Match
phere, and cellular respiration uses that oxygen to table about cellular respiration and fermentation: It provide an interactive way to review chapter
release energy from food.
vocabulary.
calorie (250) Comparing Cellular Respiration and Fermentation
cellular respiration (251) Characteristic Cellular Respiration Fermentation Chapter Assessments Have students take online
aerobic (252) versions of the Chapter 9 Assessment.
Starting reactants 1 2
anaerobic (252)
Pathways involved 3 4
Standardized Test Prep Students can take an
9.2 The Process of Cellular Respiration End products
Number of ATP
5
7
6
8
online version of the Standardized Test Prep. You will
During glycolysis, 1 molecule of glucose,
molecules produced receive their scores along with ideas for remediation.
a 6-carbon compound, is transformed into Diagnostic and Benchmark Tests Use these tests
2 molecules of pyruvic acid, a 3-carbon compound.
to monitor your students’ progress and supply
During the Krebs cycle, pyruvic acid is broken
remediation.
down into carbon dioxide in a series of energy-
extracting reactions.
The electron transport chain uses the high-
energy electrons from glycolysis and the Krebs cycle
to convert ADP into ATP.
Together, glycolysis, the Krebs cycle,
and the electron transport chain release about
36 molecules of ATP per molecule of glucose.
glycolysis (254)
NAD+ (255)
Krebs cycle (256)
matrix (256)
Chapter 9 • Match It • Chapter Assessment 267
0001_Bio10_se_Ch09_SCA.indd 1 6/2/09 6:50:50 PM

Answers
Performance Tasks THINK VISUALLY
SUMMATIVE TASK Have small groups of students write a screenplay that shows how 1. glucose and oxygen
energy is produced in a cell. For example, students might write about a miniature 2. pyruvic acid and NADH
explorer observing the processes of fermentation and cellular respiration, or they
3. glycolysis, Krebs cycle, electron transport chain
might create the screenplay as a first-person account by a carbon atom.
4. glycolysis and either lactic acid or alcoholic fer-
TRANSFER TASK Have students keep an exercise journal for a week. Each time they
exercise, have them write down the following: mentation
5. carbon dioxide, water, and energy
• what type of exercise they performed
6. either carbon dioxide, alcohol, and NAD+ or lactic
• how long they exercised
acid and NAD+
• how they felt after
7. 36
Also have them note any changes in appetite on days when they exercised more than
8. 2
usual. Once the journals are complete, have them write a short essay describing how
their entries relate to the content of this chapter.
ASSESSMENT
Lesson 9.1 9 Assessment
UNDERSTAND KEY CONCEPTS 9.1 Cellular Respiration: An Overview 9.2 The Process of Cellular Respiration
1. c 2. d 3. b
Understand Key Concepts Understand Key Concepts
4. b 5. d
1. Cells use the energy available in food to make a 12. The net gain of energy from glycolysis is
6. A calorie is the amount of energy needed final energy-rich compound called a. 4 ATP molecules.
to raise the temperature of 1 gram of water a. water. c. ATP. b. 2 ATP molecules.
1 degree Celsius. High-calorie molecules are an b. glucose. d. ADP. c. 8 ADP molecules.
d. 3 pyruvic acid molecules.
energy source for cells. 2. Each gram of glucose contains approximately
how much energy? 13. The Krebs cycle takes place within the
7. 6O2 + C6H12O6 → 6CO2 + 6 H2O + Energy, or
a. 1 calorie c. 4 calories a. chloroplast. c. mitochondrion.
Oxygen + Glucose → Carbon dioxide + Water + b. 1 Calorie d. 4 Calories b. nucleus. d. cytoplasm.
Energy
3. The process that releases energy from food in the 14. The electron transport chain uses the high-energy
8. about 10 percent presence of oxygen is electrons from the Krebs cycle to
a. synthesis. c. ATP synthase. a. produce glucose.
9. A process is anaerobic if it does not directly
b. cellular respiration. d. photosynthesis. b. move H+ ions across the inner mitochondrial
require oxygen. Glycolysis is anaerobic. membrane.
4. The first step in releasing the energy of glucose in
c. convert acetyl-CoA to citric acid.
THINK CRITICALLY the cell is known as
d. convert glucose to pyruvic acid.
a. fermentation. c. the Krebs cycle.
10. Cellular respiration slowly releases energy b. glycolysis. d. electron transport. 15. How is glucose changed during glycolysis?
through a series of controlled reactions. A fire
5. Which of the following organisms perform cel- 16. What is NAD+? Why is it important?
releases energy more quickly. lular respiration? 17. Summarize what happens during the Krebs cycle.
11. Photosynthesis removes carbon dioxide from the A B C D What happens to high-energy electrons generated
atmosphere, and cellular respiration puts it back. during the Krebs cycle?
Photosynthesis releases oxygen into the atmo- 18. How is ATP synthase involved in making energy
sphere, and cellular respiration uses that oxygen available to the cell?
a. only C c. only B and D
to release energy from food. b. only A and C d. all of the above Think Critically
6. What is a calorie? Briefly explain how cells use a 19. Compare and Contrast How is the function of
high-calorie molecule such as glucose. NAD+ in cellular respiration similar to that of
Lesson 9.2 7. Write a chemical equation for cellular respiration.
NADP+ in photosynthesis?
Label the molecules involved. 20. Compare and Contrast Where is the electron
UNDERSTAND KEY CONCEPTS transport chain found in a eukaryotic cell? Where
8. What percentage of the energy contained in a
is it found in a prokaryotic cell?
12. b 13. c 14. b molecule of glucose is captured in the bonds of
ATP at the end of glycolysis? 21. Sequence Explain how the products of glycoly-
15. During glycolysis, 1 molecule of glucose is trans- sis and the Krebs cycle are related to the electron
9. What does it mean if a process is “anaerobic”? Which
formed into 2 molecules of pyruvic acid. part of cellular respiration is anaerobic?
transport chain. Draw a flowchart that shows
the relationships between these products and the
16. NAD+ is an electron carrier. It provides high- electron transport chain.
energy electrons needed to produce ATP. Think Critically
22. Use Models Draw and label a mitochondrion
10. Use Analogies Why is comparing cellular respi-
17. Pyruvic acid is broken down into carbon dioxide surrounded by cytoplasm. Indicate where gly-
ration to a burning fire a poor analogy?
colysis, the Krebs cycle, and the electron transport
in a series of energy-extracting reactions. ATP is 11. Compare and Contrast Why are cellular respi- chain occur in a eukaryotic cell.
produced. In addition, high-energy electrons are ration and photosynthesis considered opposite
carried to the electron transport chain by NADH reactions?
and FADH2.
268 Chapter 9 • Assessment
18. H+ ions pass across the mitochondrial membrane
through ATP synthase, causing the base of the
ATP synthase to spin. With each rotation, the
enzyme grabs an ADP molecule and attaches a electrons to the electron transport 26. Both processes begin with glycolysis
phosphate, producing ATP. chain, which uses these electrons to and produce ATP.
THINK CRITICALLY produce ATP. 27. Alcoholic fermentation: Pyruvic acid +
19. Both are electron carriers that hold high-energy 22. Students should show that glycolysis NADH → Alcohol + CO2 + NAD+; lactic
electrons until they can be transferred to other occurs in the cytoplasm, the Krebs cycle acid fermentation: Pyruvic acid + NADH
molecules. in the mitochondrial matrix, and the → Lactic acid + NAD+. Common reac-
electron transport chain in the inner tants: pyruvic acid, NADH
20. It is found in the inner membrane of the mito-
mitochondrial membrane.
chondrion in eukaryotes and in the cell mem-
brane of prokaryotes.
21. Students’ flowcharts should show that NADH Lesson 9.3
produced in glycolysis and NADH and FADH2
produced in the Krebs cycle carry high-energy UNDERSTAND KEY CONCEPTS
23. b 24. a 25. b

ASSESSMENT
9.3 Fermentation
Understand Key Concepts After students have read through
23. Because fermentation takes place in the absence
the Chapter Mystery, discuss the
of oxygen, it is said to be topics of energy production and
a. aerobic. c. cyclic. DIVING WITHOUTT oxygen consumption.
b. anaerobic. d. oxygen-rich.
A BREATH Ask How does your body respond when it is low on
24. The process carried out by yeast that causes bread To be able to sustainn
dough to rise is
oxygen? (I breathe harder and my cells make energy
regular 45-minute
a. alcoholic fermentation. intervals under- without oxygen.)
b. lactic acid fermentation. water, whales Ask Why does it make sense that whales have dif-
c. cellular respiration. employ a number
d. yeast mitosis.
ferent adaptations that help them respond to low-
of special mechanisms.
For example, whale blood is oxygen conditions? (Whales live in the ocean. They
25. During heavy exercise, the buildup of lactic acid
very tolerant of CO2 buildup that results from would have to surface each time they needed to
in muscle cells results in
the Krebs cycle. This allows whales to stay under- “breathe harder” when they are low on oxygen. That
a. cellular respiration. c. fermentation.
water for an extended period without triggering
b. oxygen debt. d. the Krebs cycle. would limit how active they can be underwater and
the reflex to surface. The Krebs cycle and electron
26. How are fermentation and cellular respiration transport rely on oxygen, of course. And once the how long they can stay underwater.)
similar? oxygen is used—and it’s used quickly!—whale Ask Are whales the only ocean organisms that use
muscles must rely on lactic acid fermentation to
27. Write equations to show how lactic acid fermenta-
generate energy. In humans, lactic acid causes
oxygen to make energy? (no)
tion compares with alcoholic fermentation. Which
reactant(s) do they have in common? the pH of the blood to drop. If the blood gets too Ask Do you think all ocean organisms have the same
acidic, a dangerous condition called acidosis can adaptations for obtaining oxygen and producing
Think Critically occur. Whale muscles are extremely tolerant of
lactic acid. The lactic acid remains in the muscles
energy as whales? Explain. (Accept all reasonable
28. Infer Certain types of bacteria thrive in condi- without causing acidosis. When whales resurface responses. Sample answer: No, other organisms,
tions that lack oxygen. What does that fact indi- after a long dive, they inhale oxygen that clears like tuna, use gills to obtain oxygen directly from the
cate about the way they obtain energy? away the lactic acid buildup. water rather than the air.)
29. Infer To function properly, heart muscle cells
require a steady supply of oxygen. After a heart 1. Relate Cause and Effect Why must whales
CHAPTER MYSTERY ANSWERS
attack, small amounts of lactic acid are present. have blood that is tolerant of CO2?
What does this evidence suggest about the nature 2. Predict Myoglobin, a molecule very similar 1. Carbon dioxide is one of the products of the
of a heart attack? to hemoglobin, stores oxygen in muscles. Krebs cycle. In humans, a buildup of CO2 trig-
30. Predict In certain cases, regular exercise causes Would you expect to find more or less gers breathing (this is what makes you gasp
an increase in the number of mitochondria in myoglobin than average in the muscle tissue if you hold your breath). If this happened in
muscle cells. How might that situation improve of whales if you were to examine it under the
microscope? whales, they would need to surface or they
an individual’s ability to perform energy-
requiring activities? would drown.
3. Infer How might being able to dive into very
31. Formulate Hypotheses Yeast cells can carry out deep water be an advantage for whales such as 2. Students should predict that muscle tissue in
both fermentation and cellular respiration, the sperm whale? whales would have more than the average
depending on whether oxygen is present. In which
4. Connect to the When swim- amount of myoglobin, because whales need as
case would you expect yeast cells to grow more
ming near the surface, whales breathe every much stored oxygen as possible in order to carry
rapidly? Explain.
time their heads break out of the water. How
32. Apply Concepts Carbon monoxide (CO) mol- out cellular respiration during the long periods
do you think the energy pathways used dur-
ecules bring the electron transport chain in a ing this type of swimming differ from the they are underwater. (In fact, 41 percent of the
mitochondrion to a stop by binding to an elec- ones used during long dives? oxygen stored in the body during a dive is in the
tron carrier. Use this information to explain why muscles of whales as compared to just 13 per-
carbon monoxide gas kills organisms.
cent for humans.)
3. Answers may vary. Being able to dive into deep
Chapter 9 • Untamed Science Video • Chapter Mystery 269 water is beneficial to whales, because they
are able to hunt for food in a larger area of
the ocean.
0001_Bio10_se_Ch09_SCA.indd 269 6/3/09 3:28:36 PM 4. When swimming near the surface, the cells of
THINK CRITICALLY 31. Yeast cells would grow more rapidly whales can carry out cellular respiration, because
28. These organisms likely obtain energy when oxygen is present because the the supply of oxygen is available for that proc-
through the anaerobic process aerobic process of cellular respiration ess. During long dives, however, when oxygen
of fermentation. produces more ATP than the anaero- is not available, cells must carry out lactic acid
bic process of fermentation. fermentation to produce ATP for energy.
29. During a heart attack, lactic acid
fermentation must occur. Thus, a 32. If CO binds to a cell’s electron car-
heart attack must somehow prevent riers, no high-energy electrons could
oxygen from reaching cardiac cells be passed down the electron trans- For more on marine mammals
which would in turn prevent the port chain. The result is reduced and cellular respiration suggest
heart from functioning properly. production of ATP, the energy source students watch Untamed Sci-
for cells—cells and organisms cannot ence: Take a Deep Breath.
30. More mitochondria would mean
live without energy.
more places for cellular respiration
to occur, which would result in more
production of ATP to be used in
energy-requiring activities.
ASSESSMENT Connecting Concepts 35. Calculate Look at the percent daily value column
on the food label. The percent daily value repre-
Connecting Concepts Use Science Graphics sents the proportion of a typical day’s Calories
that, on average, should be contributed from
USE SCIENCE GRAPHICS Use the nutritional information below to answer the category listed. For example, 31 g of carbo-
questions 33–35. hydrates is approximately 10 percent of a daily
33. On average, there are 9 Calories in 1 gram of
value. So, a typical person’s daily diet should
a lipid, 4 Calories in 1 gram of a carbohydrate, contain about 310 g of carbohydrates. How many
and 4 Calories in 1 gram of a protein. The differ- Calories does this represent? What percentage of a
ences are a result of differences in their chemical typical 2000-Calories-per-day diet should there-
fore come from carbohydrates?
structures.
34. 4.5 grams of protein Write About Science
35. 1240 Calories; 62 percent 36. Explanation Expand the analogy of deposits and
withdrawals of money that was used in the chapter
WRITE ABOUT SCIENCE to write a short paragraph that explains cellular
respiration. (Hint: Think about what “inputs”
36. Answers may vary. For each of the three stages or deposits are required and what “outputs” or
of cellular respiration, the reactants used in the returns are produced at each step.)
chemical reactions of the stage should be analo- 33. Apply Concepts On average, how many Calories
37. Assess the Draw a sketch that
gized as “deposits” and the products should be are there in 1 gram of a lipid, carbohydrate, and
shows respiration (breathing) at the organismal,
analogized as “returns.” The net return for the protein? Why the differences?
or whole animal, level. Draw another sketch that
whole process of cellular respiration is 36 ATP 34. Calculate How many grams of protein must shows the overall process of cellular respiration.
there be in order to account for the number of How do your sketches show breathing and cel-
molecules per deposit of 1 glucose molecule. Calories per serving indicated? lular respiration as related processes?
37. Sketches may vary, though they
should accurately show the processes
involved in breathing and cellular res-
piration. The two processes are related in that
breathing brings into the body the oxygen 38. Interpret Graphs Based on the graph, at
The volume of oxygen uptake was measured in liters per
needed to carry out cellular respiration and minute (L/min). The scientist collecting the data was what level of exercise difficulty did oxygen
expels from the body carbon dioxide, a product interested in how the volume of oxygen breathed in was uptake reach 3 L/min?
of cellular respiration. affected as the difficulty level of the exercise (measured a. approximately 100 watts
in watts) increased. The data are summarized in the b. approximately 200 watts
accompanying graph. c. between 200 and 300 watts
d. between 300 and 400 watts
39. Formulate Hypotheses Which of the fol-
Oxygen Uptake and Exercise Difficulty lowing is a valid hypothesis that explains
5 the trend shown on the graph?
Oxygen Uptake
4 a. As exercise becomes more difficult, the

(L/min)
3
body relies more and more on lactic
acid fermentation.
2
b. Exercise below a level of 100 watts does
1 not require increased oxygen uptake.
0 c. Difficult exercise requires additional
0 100 200 300 400
oxygen intake in order to generate extra
Exercise (watts) ATP for muscle cells.
d. The human body cannot maintain exer-
cise levels above 500 watts.
PURPOSE Students will analyze data to understand the effect ANSWERS

that exercise has on the body’s oxygen uptake. 38. c
PLANNING Review with students the different parts of a 39. c
graph, such as the horizontal and vertical axes and the labels.
Elicit from students the observation that the line begins at
0 watts on the horizontal axis and about 0.2 L/min on the
vertical axis. Point out that this is an indication of low oxygen
uptake before exercise, when the body is at rest.

ASSESSMENT
Standardized Test Prep Answers
Multiple Choice 8. Which of the following is an aerobic process? 1. B
1. What raw materials are needed for cellular A the Krebs cycle C alcoholic fermentation
B glycolysis D lactic acid fermentation 2. D
respiration?
A glucose and carbon dioxide 3. A
B glucose and oxygen Questions 9 and 10
C carbon dioxide and oxygen 4. C
The graph below shows the rate of alcoholic fermenta-
D oxygen and lactic acid tion for yeast at different temperatures. 5. C
2. During the Krebs cycle
Rate of Fermentation Versus Temperature 6. D
A hydrogen ions and oxygen form water.
B the cell releases a small amount of energy 7. D
100
Fermentation
through fermentation. 8. A
75
Rate of
C each glucose molecule is broken down into
50 9. C
2 molecules of pyruvic acid.
D pyruvic acid is broken down into carbon 25
10. C
dioxide in a series of reactions. 0
0 10 20 30 40
Temperature (˚C) 11. Sample answer: During a 30-second race, a run-
3. Which substance is needed to begin the process of
glycolysis? ner gets energy from the small amounts of ATP
A ATP C pyruvic acid 9. According to the graph, what is the relationship already in the muscles and from ATP produced
B NADP D carbon dioxide between the rate of fermentation and temperature? by lactic acid fermentation. This process does not
A The rate of fermentation continually increases
4. In eukaryotic cells, MOST of cellular respiration as temperature increases.
depend on oxygen, and, therefore, is anaerobic.
takes place in the B The rate of fermentation continually decreases During a 5-kilometer race, the only way for the
A nuclei. C mitochondria. as temperature increases. runner to continue generating a supply of ATP is
B cytoplasm. D cell walls. C The rate of fermentation increases with tem- through cellular respiration. Because cellular res-
perature at first, and then it rapidly decreases.
5. Which substance is broken down during the pro-
D The rate of fermentation decreases with tem-
piration occurs only in the presence of oxygen,
cess of glycolysis? this process is aerobic.
A carbon C glucose perature at first, and then it rapidly increases.
B NAD+ D pyruvic acid 10. Which statement could explain the data shown in
6. The human body can use all of the following as
the graph?
energy sources EXCEPT A The molecules that regulate fermentation per-
A ATP in muscles. form optimally at temperatures above 30˚C.
B glycolysis. B The yeast begins releasing carbon dioxide at 30˚C.
C lactic acid fermentation. C The yeast cannot survive above 30˚C.
D alcoholic fermentation. D The molecules that regulate fermentation per-
form optimally at temperatures below 10˚C.
7. During cellular respiration, which of the
following are released as byproducts? Open-Ended Response
A CO2 and O2
B H2O and O2 11. Explain how a sprinter gets energy during a
C O2 and H2O 30-second race. Is the process aerobic or anaerobic?
D CO2 and H2O How does it compare to a long-distance runner
getting energy during a 5-kilometer race?
If You Have Trouble With . . .

Question 1 2 3 4 5 6 7 8 9 10 11
See Lesson 9.1 9.2 9.2 9.1 9.2 9.3 9.1 9.1 9.3 9.3 9.3
0001_Bio10_se_Ch09_STP.indd 271 6/12/09 10:51:59 AM
Test-Taking Tip
INTERPRET GRAPHS
When answering questions about a line graph, suggest students first take the time
to analyze the graph before reading the questions. Begin by looking at the shape of
the line. Then, identify the variables labeled on each of the graph’s axes. Try to deter-
mine how the variables are related. That is, determine how one variable changes in
response to changes in the other variable. Finally, look again at the line. After analyz-
ing the graph, read and answer the questions that relate to the graph.

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How do organisms obtain energy?

How do organisms obtain energy?

What are the steps of cellular respiration?

What are the steps of cellular respiration?

CHAPTER 9

Connect to the Big Idea

Have students preview the chapter

NATIONAL SCIENCE EDUCATION STANDARDS Chapter 9 • Flash Cards

CONTENT Understanding by Design

Never Stop Exploring Your World.

Chapter 9 EQ: 9.2 GQ: How do cells release energy from

Cellular Respiration and Fermentation 249

Lab Manual B, 9.1 Data Analysis Worksheet

NATIONAL SCIENCE EDUCATION STANDARDS

CONTENT Teach for Understanding

250 Chapter 9 • Lesson 1

0001_Bio10_se_Ch09_S1.indd 2 6/2/09 6:46:33 PM

PURPOSE Students will examine and ANSWERS

Cellular Respiration and Fermentation 251

In Your Notebook Make a ﬂowchart that shows the different

Cellular Respiration v. Respiration Some of your stu-

252 Chapter 9 • Lesson 1

Students can check their under-

Lesson 9.1 • Lesson Assessment • Self-Test • Art in Motion

Cellular Respiration and Fermentation 253

0001_Bio10_se_Ch09_S1.indd 4 6/2/09 6:46:44 PM

Cellular Respiration and Fermentation 253

CONTENT Teach for Understanding

254 Chapter 9 • Lesson 2

Cellular Respiration and Fermentation 255

0001_Bio10_se_Ch09_S2.indd 3 6/2/09 6:47:35 PM

Check for Understanding

IN YOUR NOTEBOOK The electron carriers involved ADJUST INSTRUCTION

0001_Bio10_se_Ch09_S2.indd 257 6/9/09 1:37:49 PM

Biology In-Depth Answers

Cellular Respiration and Fermentation 257

258 Lesson 9.2 • Art Review • Tutor Tube

0001_Bio10_se_Ch09_S2.indd 5 6/2/09 6:48:24 PM

258 Chapter 9 • Lesson 2

Assess and Remediate FIGURE 9–7 Energy Totals The complete

the function of NADP+ in Question 1b, advise them

Lesson 9.2 • Self-Test • Lesson Assessment

260 Chapter 9 • Lesson 2

260 Chapter 9 • Lesson 2

NATIONAL SCIENCE EDUCATION STANDARDS

CONTENT Teach for Understanding

262 Chapter 9 • Lesson 3

Alcoholic fermentation is used to produce alcoholic beverages. Use Visuals

0001_Bio10_se_Ch09_S3.indd 2 6/2/09 6:49:33 PM

Check for Understanding

Connect to the Real World How Does Exercise Affect Disposal

264 Chapter 9 • Lesson 3

0001_Bio10_se_Ch09_S3.indd 3 6/2/09 6:49:42 PM

264 Chapter 9 • Lesson 3

Students can check their

Lesson 9.3 • Self-Test • Lesson Assessment • Data Analysis

0001_Bio10_se_Ch09_S3.indd 4 6/2/09 6:49:45 PM

Cellular Respiration and Fermentation 265

Lab Manual Chapter 9 Lab