Geoffrey Langhans

Biology C & M

Biology Unit Plan

Unit: Cellular Respiration

Energy from food
Cell structure
ATP
Glycolysis
Aerobic respiration
Anaerobic respiration
Fermentation in industry

Introduction

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Geoffrey Langhans

Biology C & M

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This document outlines teaching of the Cellular Respiration unit at the

SACE Stage 1 level. It is taught over a 4 week block.
The class is comprised of 24 students and the timetable is as followsTuesday Lesson 2 (45 minutes)
Thursday Lessons 3 & 4 (90 minutes)
Friday

Lesson 6 (45 minutes)

The table on the following page outlines the unit structure. Further details
and resources can be found on the subsequent pages. Approximate times
are provided for each section of each lesson. These are a guide only. A few
minutes remain unallocated in each lesson and should be used for roll
marking, catching up late comers etc.

Worksheets can be found in the folder on this USB. Worksheet 4 is an

optional, back up activity for early finishers of any lesson.

Topic

Wee Concepts and key Learning activities/reference

k
ideas

Introduction

What is food?
Realise the purposes of
food for chemical energy,
growth, health
Practical skills - weighing,
measuring liquids,
independent, dependent
variables

Energy
from food

Cell structure and ATP.

Practical skills - microscope
use, slide preparation

Glycolysis,
Aerobic &
Anaerobic
Respiration

Glycolysis and aerobic

respiration.
Getting energy from food
(cellular respiration)
Anaerobic respiration.
Fermentation in food
industries.

L2: Introduction: What do you know about food and

we eat?
A3 brainstorm, pass onto next group and add to
Calculating kJ. Prepare for burning food practica
L3 & 4: Energy from intake and reserves.
Chemical energy in foods - practical (heat
water by
burning food)
L6: Cell structure PPT
Show Bill Nye- Nutrition episode as wrap up. (2
mins)
(www.youtube.com/watch?v=P6iQmIO2_GM)

L2: Continue cell structure PPT (up to slide 18 of PP

Plant and animal cell building online interactive
activity
http://sepuplhs.org/high/sgi/teachers/cell.swf
L3 & 4: Starch in banana cells practical (use
microscope to
observe stained starch in banana cells.
What are mitochondria? Student research.
L6: Introducing ATP batteries for cells! (up to slide
of PPT)
Students research ATP and present their own
explanation of
how why it is said to act like a battery.
L2: Glucose in blood into cells and then what? (slid
to 28 of PPT)
Cellular respiration- glycolysis and citric acid cy
https://www.youtube.com/watch?v=00jbG_cfGu
mins bit
complex in places
L3 & 4: Anaerobic respiration (slides 28 to 31 of PP

Geoffrey Langhans

Biology C & M

Unit re-cap.
Topic test.

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Fermentation practical.
L6: Fermentation in food industries. Students work
small groups
and present to class 3 foods or drinks made usi
fermentation.
PPT slides 31 to 34.
https://www.youtube.com/watch?v=MPToC2_tjx
History of
fermentation (5 mins)
L2: Unit re-cap Why we eat, cell structure, ATP, ce
respiration.
L3 & 4: Unit test
L6: Test review.

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Aims and Essential Learning Outcomes.

Week 1Students understand and can explain

Week 2

Why we eat
What energy is used for
How to calculate kJ
Beginning of basic cell structure
Students understand and can explain

Cell structure
Key differences between animal and plant cells
The purpose of ATP and why cells use it

Week 3Students understand and can explain

Glycolysis
Citric Acid Cycle
Anaerobic respiration
Fermentation in food industries

Digital Tools
Bill Nye Nutrition episode (22 minutes) - (www.youtube.com/watch?
v=P6iQmIO2_GM). Good overview of why we eat.
Students construct animal and plant cells using an online interactive
(http://sepuplhs.org/high/sgi/teachers/cell.swf). Fantastic interactive
that students can work through at their own pace to build different
cells.
ATP video (10 minutes) (https://www.youtube.com/watch?
v=5GMLIMIVUvo). Good summary of ATP, its purpose and function.
Glycolysis and respiration video (14 minutes)
(https://www.youtube.com/watch?v=00jbG_cfGuQ). Good but a bit
complex in places.
Glycolysis Rap (4 minutes) (https://www.youtube.com/watch?
v=EfGlznwfu9U). Light-hearted, yet informative. Good to break up
lesson.
Krebs Cycle Song (5 minutes) (https://www.youtube.com/watch?
v=JPCs5pn7UNI). Light-hearted, yet informative. Good to break up
lesson.
History of Fermentation video (5 minutes)
(https://www.youtube.com/watch?v=MPToC2_tjxo). Fun, quick
history of fermentation.

Geoffrey Langhans

Week 1

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Lesson 2.

Introduction.
Provide students with unit outline (table on previous page).
Brainstorm activity. In groups of 6, students write down on an A3
sheet all they know about food and why we eat in 2 minutes. Groups
then switch papers and add to them for 2 minutes. Repeat twice more
so each group has had the opportunity to contribute on each sheet.
Approx. 10 minutes.
Teacher discusses ideas on sheets and highlights key information
about consumption for energy, growth and health. Approx. 10
minutes.
Calculating kJ worksheet (see folder - Worksheet 1). Remainder of
lesson. Worksheet to be completed for homework in preparation for
practical on Thursday.
Lessons 3 & 4.
Energy Intake and Reserves and Burning Food Practical.
Chalk and talk overview briefly covering

Food as a source of energy

Energy requirements
Excess consumption
Storage of surplus
o Fat
o Muscle
Utilising energy reserves

Approx. 15 minutes.

Check Worksheet 1 completion and understanding. Go over answers.

Approx. 10 minutes.
Burning Food Practical. Many students wouldve completed this
practical in year 8, and the method is as described in Science World 8,
page 55 (Lab textbook set). A worksheet with basic instructions is also
included (see folder Worksheet 2). Practical requirements already
entered to www.riskassess.com.au, see below.
Energy from Food
Items to be prepared by laboratory technician (user code 1)

Variety of foods including tiny teddies, twisties, yoyo biscuits, other similar sized foods.
Food must not contain sesame seeds due to student with severe allergy.
12 groups
Bunsen burner
stand and clamp

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heat proof mat

small test tube
wire holder
measuring cylinder
thermometer
matches

Procedure or reference, including variations

Science World 8 pg 55

Equipment to be used
box of matches

Potential hazards
Box burns violently if ignited.
Standard handling procedures
Keep dry. Used matches should never be returned to the box. Count boxes out and in.

bunsen burner
Potential hazards
Roaring flame is very hot and can cause severe burns. Rapid passage of hand through fully
luminous flame usually does not result in a burn. Roaring bunsen burner may "burn back" at low
gas flow, with flame emerging from air holes in base; this makes the base of the burner hot to
touch and liable to cause burns. Gas from gas tap or from end of rubber tube burns with large
luminous flame, likely to cause burns. Rubber hose is easily melted by flame from burner, e.g. if
burner knocked over, resulting in fire from burn hole in tube. Ensure hair is tied back, so does not
catch alight.
Standard handling procedures
Inspect and clean the jet and base of bunsen burners regularly. Inspect and replace tube whenever
any sign of wear or damage is noticed. Use only hoses of the correct size to ensure a comfortable
fit on both bunsen burner and gas tap.

data logger
Standard handling procedures
Tag and test at regular intervals. Check for electrical safety each time before use.

insulating mat
Potential hazards
Mat can be thrown, ninja-style; possibility of eye injury.
Standard handling procedures
Store only after cooling.

measuring cylinder, plastic

Potential hazards
Organic solvents may affect the plastic, causing leaks. May contain harmful residues, if used for
experiments.
Standard handling procedures
In general, do not put organic solvents in plastic containers.

retort clamp

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retort stand
Potential hazards
Centre of mass of supported object is often high and the stand may topple over.

test tube, small (~75 x 8 mm), soda glass

Potential hazards
Breakage of test tubes. Cuts from chipped test-tube rims. Melts at red heat in roaring bunsen
flame (sodium fusion test) and shatters when dropped into water; use gauze to protect against
flying glass fragments.
Standard handling procedures
Inspect and discard any damaged test tubes. Sweep up broken glass with brush and dustpan; do
not use fingers.

thermometer
Potential hazards
Possibility of breakage when inserting or removing from fittings e.g. rubber bungs.
Standard handling procedures
Inspect and discard if damaged. Sweep up broken glass with brush and dustpan; do not use
fingers.

wire
Potential hazards
Can be flicked and the end may cause eye injuries.

Others
variety of foods - Food must not contain sesame seeds due to student with severe allergy. No
peanuts.
Temperature sensors.

Read through practical instructions with students, ensuring they

understand the risks. Approx. 10 minutes.
Supervise and assist students while they complete the practical.
Remainder of lesson.
Lesson 6.
Cell Structure and Nutrition Consolidation.
Begin cell structure PPT (ideally up to slide 12). Approx. 20 minutes.
Show Bill Nye Nutrition episode (www.youtube.com/watch?
v=P6iQmIO2_GM) to consolidate the first weeks content. Approx. 22
minutes.
Week 2Lesson 2.
Cell structure.
Continue cell structure PPT to slide 18. Approx. 15 minutes.

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Students construct animal and plant cells using an online interactive

(http://sepuplhs.org/high/sgi/teachers/cell.swf). Approx. 20 minutes.
Make students aware of banana starch staining practical on
Thursdays lesson.

Lessons 3 & 4.
Banana Starch Staining Practical and Mitochondria.
Students perform practical as shown below. Approx. 60 minutes
(includes pre-instruction, practical completion and clean up).
Banana starch staining

Classes for which experiment is required

Teacher: Geoffrey Langhans (user code 2) Year Group:11 Biology
Items to be prepared by laboratory technician

8 groups ofMicroscope
Glass slide
Cover slips
Iodine for staining
Toothpicks
Banana (1 for class)

Procedure or reference, including variations

Work in groups of 3.
Collect all required equipment and PPE (apron, disposable gloves, safety glasses).
Set up microscope.
Use a toothpick to smear a very small amount of banana flesh onto a glass slide.
Cover with cover slip and apply 1 drop of staining solution to edge of slip.
Observe slide under microscope and find the stained starch grains.
Show teacher.
Clean up, returning everything to the correct locations.

Equipment to be used
cover slip

Potential hazards

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Cover slips are fragile and edges may be sharp. A broken cover slip is extremely sharp and likely
to cut fingers. Cover slips are easily dropped.

Standard handling procedures

Inspect and discard any chipped or cracked cover slips, no matter how small the damage.

microscope

Potential hazards
Lowering the lens too far can break cover slips, then fingers can be cut removing the broken cover
slips.

Standard handling procedures

Store securely. If mains power is used for illumination, check for electrical safety each time before
use. Test and tag at regular intervals.

microscope slide

Potential hazards
Breakage of glass slide.

Standard handling procedures

Inspect and discard any chipped or cracked slides. Sweep up broken glass with brush and dustpan;
do not use fingers.

toothpick

Potential hazards
May be used to stab another person. Could cause eye injury if poked in eye.

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Chemicals to be used and produced

KI3(aq)
potassium triiodide, solution

Class: nc
PG: none
7-12
Users: 1,2,3,5
CAS: 12298-18-9

GHS data:

WARNING

Harmful if swallowed
Harmful if inhaled
Harmful in contact with skin
Causes skin irritation
Causes serious eye irritation
Very toxic to aquatic life

Potential hazards
Lung-irritant vapour of iodine evolved from the concentrated solution. Toxic. May cause an allergic
reaction on skin. Solution of iodine in potassium iodide solution, containing mostly triiodide ions.
Toxicity depends on the concentrations of iodine and potassium iodide.

Standard handling procedures

Use a fume cupboard or well-ventilated area.

Living organisms to be used

banana

Potential hazards
Do not eat in Science laboratory, due to the possibility of chemical contamination.

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Student research What are mitochondria? Students may work in

groups or individually to find out

What are mitochondria?

Do all cells have them?
Where are they found in cells?
What do they look like?
What do they do?
Do they have DNA?

Each student must draw their own mitochondrion diagram, showing

the below features as a minimum, and be able to answer the above
questions when queried. Remainder of lesson.

Lesson 6.
Introducing ATP.
Continue PPT (up to slide 23), introducing ATP and the terms
glycolysis and citric acid cycle. Approx. 15 minutes.
Show ATP video (10 minutes) (https://www.youtube.com/watch?
v=5GMLIMIVUvo).
Students research ATP and briefly present their own explanation as to
why ATP is said to act like a rechargeable battery. Remainder of
lesson.
Week 3

Lesson 2.
Glycolysis and Aerobic Respiration.

Cover slides 20 to 23 of PPT again, then continue to slide 28.

Approx. 25 minutes.

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Biology C & M

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Show video (14 minutes) (https://www.youtube.com/watch?

v=00jbG_cfGuQ). Note: a bit complex in places.
Ensure students are aware that there will be a summative test
on Cellular Respiration on Thursday next week.
Lesson 3 & 4.
Anaerobic Respiration and Fermentation Practical.
Continue PPT (up to slide 31). Approx. 5 minutes.
Fermentation practical. Risk assessment provided below.
Instructions and worksheet can be found in the folder
Worksheet 3. Practical will run for remainder of lesson however,
once ferments are prepared they can be left and the class
continue with subsequent activities. The group that prepared
the yeast that generate the greatest amount of CO2 (as
measured by the height of the foam in the cylinder) are
declared the winners. Pack up practical in final 10 minutes of
lesson.

CO2 generation by yeast

Written by: G Langhans
Aug 2017

Commenced on: 20 May 2016 Expires: 20

Items to be prepared by laboratory technician

10 groups of:
Microscope
4 x 250mL beaker
500mL measuring cylinder
20g Dried yeast
Thermometer
4 x glass slides
Cover slips
Pipette (only needed to place drops of sample on slides, whichever pipettes are
easiest for you are fine)
100mL Apple juice
2 x Spatulas
Scales (for weighing)
Procedure or reference, including variations

(n/a)

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Equipment to be used
beaker, small (<250 mL)

Standard handling procedures

Potential hazards

Breakage of beaker. Cuts from chipped rims.

Inspect and discard any chipped or cracked

beakers, no matter how small the damage.
Sweep up broken glass with brush and
dustpan; do not use fingers.

cover slip
Standard handling procedures

Potential hazards

Cover slips are fragile and edges may be

sharp. A broken cover slip is extremely
sharp and likely to cut fingers. Cover slips
are easily dropped.

Inspect and discard any chipped or cracked

cover slips, no matter how small the
damage.

electronic balance
Standard handling procedures

Potential hazards

Can be knocked off bench, with potential

injury to feet. Keep back from edge of
bench. Danger of electrocution, especially in
wet areas or if wiring is defective.

Keep clean and tidy; remove spilled

chemicals immediately. Check wiring for
damage each time before use. Test and tag
at regular intervals.

measuring cylinder, glass, medium (100 mL to 500 mL)

Potential hazards

Standard handling procedures

Glass cylinder may break; possibility of cuts from broken Discard any cracked or broken
measuring cylinders. Do glass. not heat any liquid in a measuring cylinder, since not
designed for heating. Sweep up broken glass
with brush and dustpan; do not use fingers.
microscope

Standard handling procedures

Potential hazards

Lowering the lens too far can break cover

slips, then fingers can be cut removing the
broken cover slips.
microscope slide
Potential hazards

Breakage of glass slide.

Store securely. If mains power is used for

illumination, check for electrical safety each
time before use. Test and tag at regular
intervals.
Standard handling procedures

Inspect and discard any chipped or cracked

slides.
Sweep up broken glass with brush and
dustpan; do not
use fingers.

pipette, plastic, disposable

Potential hazards

Standard handling procedures

Organic solvents may dissolve or swell

the plastic.

Do not use with organic

solvents

spatula
thermometer
Potential hazards

Possibility of breakage when inserting or

removing from fittings e.g. rubber bungs.

Standard handling procedures

Inspect and discard if damaged. Sweep up

broken glass with brush and dustpan; do not
use fingers.

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Biology C & M

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Chemicals to be used and produced

carbon dioxide, gas generated during experiment CO2 Class:

Users: 1,2,5

2.2 PG: none 7-12

UN: 1013 CAS: 124-38-9

Not classified as a hazardous chemical.

GHS data:

Potential hazards

Standard handling procedures

Harmless, in quantities generated during experiments.

Magnesium burns in
carbon dioxide to form magnesium Toxic at high concentrations in air due to
absorption oxide and carbon.
ethanol <5 M (<24% wt/wt)

1,2,3,4,5
GHS data:

(ethyl alcohol) CH3CH2OH(aq) Class: nc PG: none 7-12 Users:

UN: 1170 CAS: 64-17-5

Not classified as a hazardous chemical.

Potential hazards

Standard handling procedures

Low toxicity. Not flammable.

Ethanol is a controlled substance, not usually available in

schools. Aqueous methylated spirits is the
usual substitute in schools.

water, liquid (water)

Class: nc
GHS data:

PG: none

H2O

(K-12)

Users: (1,2,3,4,5,6)

CAS: 7732-18-5

Not classified as a hazardous chemical.

Potential hazards

Water in a laboratory should not be drunk,

due to the possibility of chemical
contamination. Water spilled on the floor
may be a slip hazard. Hot water and boiling
water cause burns.

Living organisms to be used

(brewer's yeast, baking yeast, brewery yeast, baker's yeast, brewing yeast, bakers
yeast, brewers yeast)
yeast

Potential hazards

Standard handling procedures

Do not eat in Science laboratory, due to the possibility of Wash

hands after use. chemical contamination. Dust may cause lung
irritation if inhaled.

Others
Apple juice

Once the practical is running, draw up the following diagrams and

ensure students are comfortable with them and the knowledge that
they will be expected to be able to outline the flowcharts themselves
in the test. Approx. 50 minutes.

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Glycolysis.

Aerobic Respiration. Note: this diagram goes into detail beyond that
expected of Stage 1 students. It is important that they know that
approximately 18 ATP are formed per pyruvate molecule (2 pyruvates
per glucose) and that there are many small steps in the citric acid
cycle (Krebs cycle) controlled by enzymes.

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Biology C & M

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Cellular Respiration Overview including Anaerobic Respiration.

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Additional videos that may be useful to break up lesson

Glycolysis Rap (4 minutes) - https://www.youtube.com/watch?
v=EfGlznwfu9U
Krebs Cycle Song (5 minutes) - https://www.youtube.com/watch?
v=JPCs5pn7UNI

Lesson 6.
Fermentation in Food Industry.
Continue PPT (up to slide 33). Explain how wine involves animals
(us), plants (the grapevines), yeast (to ferment the grapes) and
bacteria (malolactic bacteria) all working together. Approx. 5
minutes.
Students work in small groups and present to class 3 foods or drinks
made using fermentation. Approx. 25 minutes.
Show History of Fermentation video (5 minutes) https://www.youtube.com/watch?v=MPToC2_tjxo
PPT slide 34 Key learning outcomes. Students should know these
for test.
Week 4

Lesson 2.
Unit Re-cap.
Go through entire PPT again briefly, checking for student
understanding and answer questions as they arise. Approx. 25
minutes.
Students may use the remainder of lesson to revise for test
before ending with the Kahoot (see appendix).
Lessons 3 & 4.
Test.
Below is the unit test. Students may have the first 30 minutes
to revise and the remainder of the lesson to complete the test.
Answers are shown in bold.

Name:
Biology
Test: Cellular Respiration

Year 11 Nutritional
Total ________ / 34

Multiple choice questions

Circle your choice of answer in each of the first 6 questions.
marks each)
1. What is the first stage cellular respiration?
J.
Fermentation.

(2

Geoffrey Langhans

K.
L.
M.

Biology C & M

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Glycolysis.
Citric Acid Cycle.
The Krebs Cycle.

2. What are the products of aerobic respiration?

J.
Lactic acid, CO2 and H2O.
K.
CO2 and ethanol.
L.
Glucose and O2.
M.
CO2, H2O and energy.
3. Anaerobic respiration in humans:
J.
Produces lactic acid.
K.
Uses up ATP molecules.
L.
Requires a supply of oxygen to the cells.
M.
Involves the breaking of bonds in an ethanol molecule.

Short-answer questions
4. Describe where in a glucose molecule energy is contained and what
type of biological molecule releases this energy.
(2 marks)
Energy is contained within the bonds of a glucose molecule.
Breaking these bonds releases the energy and this is done
by enzymes.

5. ATP (adenosine triphosphate) is a very important molecule for all

living things. Explain what is meant by the statement Energy is repackaged into ATP for use in cells. Include what ATP is formed from
in your answer.
(3 marks)
The energy released when bonds are broken cannot directly
be used by cells. It needs to be captured in a useable form
and this is done so by the formation of ATP. ATP is formed
from ADP and a free phosphate molecule.
6. Write the word equation for aerobic respiration.
(5 marks)

Glucose + Oxygen = Carbon dioxide +

Water + Energy
7. Explain for the following:
b)

a)
Where they occur in the cell.
Whether it is aerobic or anaerobic.

Geoffrey Langhans

Biology C & M

c)
d)
Glycolysis

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What the product molecule(s) are.

How many ATP are formed.

a)

_Cytoplasm________

b)

_Anaerobic________

c)

_Pyruvate_________

d)

_Net 2 ATP________

(4

marks)

Citric Acid Cycle a)

marks)

_Mitochondria_____

b)

_Aerobic

c)

_Carbon dioxide and water_

d)

_Approx 36 ATP____

(4

_________

8. When there is no oxygen available, what process follows glycolysis?

How many ATP are formed by this and what are the end products ina) Animal cells? b) Plant cells, yeast and bacteria?
marks)

(4

Anaerobic respiration. There are no extra ATP formed.

In animals lactic acid is formed. In plants, yeast and
bacteria ethanol and carbon dioxide are formed.

9. Mr Langhans goes for a run. He is very fast and his muscle cells use
all of the available oxygen too quickly for his respiratory system to
keep up. What will build up in his muscles and how many ATP will
he get from each glucose molecule consumed?
(3 marks)
Lactic acid will build up as there is not enough oxygen
available for aerobic respiration. He will get 2 ATP for every
glucose molecule.
10.
Mr Langhans Dad goes for a stroll. He is very fat and slow so
his respiratory system has no trouble supplying enough oxygen. Will
anything build up in his muscles and how many ATP molecules will
he get from each glucose molecule used?
(3 marks)

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Nothing will build up as there is sufficient oxygen available

for aerobic respiration so no lactic acid will be formed. He
will get approximately 38 ATP for every glucose molecule, 2
from glycolysis and ~36 from the citric acid cycle.
Lesson 6.
Test review.
Go through test questions with the class providing full solutions. It is
not necessary to have marked the tests but if you have thats great!

Appendix.

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Biology C & M

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