! Name! !!Section ! Unit%3:%Energy% Reading:)BSCS)Text .
!Name! !!Section position!reactions!in!metabolism.!(2.7)!10. ds!in!reactions.!(2.7)!11. rrency”!of!the!cell.!(2.7)!12. ation!energy!!!! SimpleOrganicMolecules(e.g. PGA)DegradatiorCatabolismOxidationExergonic PiATP
chapterEnergy Flow in2-8:The total amount of energy that exists in the universe remains,constant, but energy can change from one form to another. Forexample, the chemical energy in gasoline can be released andtransformed into heat energy and the energy of motion.This type of transformation of energy occurs in many of theprocesses that fake place in living things. In this plate, we willexamine the flow of energy through living things and identify themolecule that serves as the main energy source in all xists!in!' This plate shows how energy exists in different at different times in living things. As you !the!the terms, color the appropriate structures in the diaappropriate!structures!in!the!diagram.!!sAll of the energy on the Earth comes from the sun (A); the sun'senergy (A,) is what drives chemical reactions and the processesof life. This solar energy is trapped in a photosynthesizingorganelle of the plant called the chloroplast (B); we discuss thisorganelle in detail later in the book.A number of chemical reactions take place in the chloroplastto transform solar energy into chemical energy. Carbon dioxide(C) and water (D) are necessary for the process of photosynthesis (E), and the products of photosynthesis include carbohydrates(F), which are represented by a candy bar, and molecular oxygen (G). The bonds of the carbohydrates now contain some of thesun's energy; photosynthesis has transformed fhe sun's energyinto the chemical energy of the carbohydrate. Oxygen is givenoff as a waste product of photosynthesis, and it is expelled fromthe plant cell into the y!is!Having explained how the sun's energy is convertedconverted!to!chemical!energy!found!in!to the chemical energy found in carbohydrates, wecarbohydrates,!we!will!now!discuss!another!\vill jVow, discuss another, transformation of tinue your readjhg belofy and focus on the side of the diagram as we continue to study low in living thingsflow!in!living!things.!!!!!2!!L i v i n g ThingsPlants, humans, and many other living things use carbohydrates as their essential source of energy. Carbohydrates aretransported to an organelle called the mitochondrion (H), wherethey are combined with oxygen molecules in the process of respiration (I), illustrated by the arrow. During chemical reactions inthe mitochondrion, the energy from carbohydrates is releasedand used to form the energy-rich molecule adenosine triphosphate (J). (Adenosine triphosphate is commonly abbreviated asATP.) Carbon dioxide and water are byproducts of respiration;notice that they are both essential for photosynthesis. To summarize, the energy of the sun is first transformed into the energy ofcarbohydrates and then into the energy in the ATP !of!We will conclude with a brief examination of the !molecule Recall that the energy ,of the ATP omes from the sun. As you read, color the appro read,!color!the!appropriate!structures!in!the!, priate structures in the diagram.diagram.!!!The adenosine triphosphate (ATP) molecule (J) is shown at thebottom of the plate. You should use a light shade to color the interior of the box, and darker colors should be used for thecomponents of ATP. These components include an adenine molecule (J,) and a ribose molecule (J ). Adenine is one of the fournitrogenous bases found in DNA and RNA, and ribose is a fivecarbon carbohydrate. Attached to the ribose molecule are threephosphate groups (J ).Living things use energy in the form of ATP, breaking it downinto adenosine diphosphate (K) and an inorganic phosphategroup. Adenosine diphosphate (ADP) contains adenine (J,) anda ribose molecule (J ), but only two phosphate groups (J ).During this breakdown, seven kilocalories of energy are given offfor use by the cell.In the following plates, we will study the processes by whichATP is created, such as glycolysis, the Krebs cycle, electron transport, and chemiosmosis.2323
mEnergy Flow:CD 5CQO — i . 5CQZ3CQ007KcalEnergyEnergy Flow i n L i v i n g ThingsOSun-.'O PhotosynthesisAEO AdenosineO Sun's EnergyAO CarbohydratesFTriphosphateO ChloroplastBO OxygenGO AdenineJCO M i t o c h o n d r i onHO RiboseJ2DO RespirationO Phosphate Groups . . J3O Carbon D i o x i d e0-Water,,dIO AdenosineDiphosphateJ:K!3!
!!!!!!!!!!!!!!!!The!Assignment:!!! ��What!Do!I!Eat?”!chart.!!! the!aquatic!ecosystem.!! This!food!web!does!not!display!any!decomposers !add!them!in!!! omplete.!!!Analysis!Questions:!!1. n!died!out!because!of!water!pollution?!!2. sea!turtles!were!removed?!!3. !web.!4. t!do!they!represent?!!!4!!
Marine Organisms163512119210478It’s a Plankton Eat Plankton World Worksheet http://askabiologist.asu.edu/experiments/plankton Ask A Biologist4
# NameWhat do I eat?1 PhytoplanktonI use energy from sunlight to turn carbon dioxide gas into sugars.2 ZooplanktonI eat phytoplankton.3 Small fishI eat zooplankton.4 ShellfishI eat zooplankton.5 JellyfishI eat small fish and zooplankton.6 Sea turtleI eat jellyfish and small fish.7 Large fishI eat small fish.8 Sea LionI eat small fish.9 Sea BirdI eat small fish, jellyfish, and shellfish.10 SharkI eat small fish, large fish, and sea lions.11 Toothed whaleI eat small fish, large fish, and sea lions12 Baleen whaleI eat zooplankton.It’s a Plankton Eat Plankton World Worksheet http://askabiologist.asu.edu/experiments/plankton Ask A Biologist5
ACC0RPIN6 TOTHEFIRST UW OfTHGRMOPyNAMI ,PESTROYEP.ENERGY 15 NEITHERCREATED? NORNONE OF THESE PEVOURIN6S CAW CREATE AMy MEWWHERE 15 THAT? IFENER6Y: THEY JUST PAS5 UM.ALL LIFEFOOP CHAIN FAR ENOUGH, YOU'LL COME TOALON6 ENERGY THAT CAME FROM SOMEWHERE ELSE- ANPLINKS OF ANYWHICH 6 0 T ITS ENERGY STRAIGHT FROM THEYOU TRACE BACK THEPEPENPS ULTIMATELY ON THE SUN."A PLAMT,UNTIL HUMANITY CAMEALON6, THERE WERE ONLYLIVINGBEIN6S TO 6-ET ENERGY--TWO WAYS FOREAT SOMETHING!SIT IN A WARM PLACE, ORVH0MOVESW»-7ERAROOIJ O F T H E T O T A L SUNLI&HT FALLIN6 ON EARTH, 3 % ISR E F L E C T E D NEARLY15 CONVERTEP T O HEAT, AMPA L M O S T A L L T H E R E S T P O W E R * THE WATER C Y C L E EVAPORATION, RAIN. WlNP, E T C . LESS THAN1% ISUSEP BY LIVIN6 PLANTS.PHOTOSYNTHESIS CONVERTSSOLAR ENERGYINTOSTOREDCHSMiCALENER6YIN THE C E L L S O F &REENPLANTS, CARBON PIOXIPE FROMTHE AIR. WATER FROM THEEARTH, ANP LI6HT FROM THESUN REACT T O PROPUCESU&AR, A COMPLEX OR6ANICCOMPOUNP THAT S T O R E SCHEMICAL ENERfry FOR LATERUSE. OXYfrEN 15 RELEASEP AS ABY-PROPUCT.T H I S S T O R E P CHEMICAL ENER&YPRIVES A L L T H E BIO&EOCHEMICALC y C L E S O F T H E EARTH.BUT THAT T I N / FRACTIONALL O FOFTHROU6HLIFE'SO F 50LAR ENER&y P R O -VIPESNEEPS,PROCESSFOOPTHEEWEPT: AT UHPERSEA VOUAHICVENTS,SULFUR-L0VIN6 BACTERIA CAN CONVERT T H EEARTH'S HEAT INTO CHEMICAL ENERfi-y. APROCESS CALLEP CHEMOSYNTHESIS.THESEBACTERIA SUPPORT A COMMUNITY OF WORMS,CRABS, ANP CLAMS IN T H E TOTAL PARKNESS-VOLCANIC HEAT COMES FROM THE ENERGY OFRAPIOA TIVEDECAY O F ELEMENTS IN THEEARTH.695!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
W « THAT ENERGYCONVERSIONS ARE NEVER1CV% EFFICIENT: WHENEVER ENERGY /S TRANSFORMEP INTO WORK, SOMEI? ALWAYS PI5SIPATEP, ORWASTEP, AS HEAT.HEATUS FDLFOR EXAMPLE, WHEN A CAR CONVERTS THE CHEMICAL ENERGY OF GASOLINEINTO MOTION, MOST OF THE ENERGY TURNS TO HEAT: THE ENGINE AMP EXHAUST GASES GET HOT, FRICTION HEATS THE WHEEL BEARINGS, ETC. ONLYENERGfA N P O T H E R WAlTet ABOUT 19% OF THE ORIGINAL CHEMICAL ENERGY ACTUALLY MOVES THE CAR.' oOR FOOP CHAIN EFFICIENCY. 15CAPTUREP AT EACH LEVEL OF CON-THE PERCENTAGE OF USABLE ENERGYRANGE IN EFFICIENCY BETWEEN1%SUMPTION. FOR EXAMPLE, PLANTSAMP 3% PEPENPING ON THE PLANT:ONLY 1-3% OF THE SOLAR ENERGYABSORBEP BY THE PLANT 15ACTUALLY CONVERTEP TO BIOMAS5.A TYPICAL HERBIVORE U S E S SOME10% O F T H E T O T A L PLANT ENER&YCONSUME?, WITH THE R E S T L O S TT O HEAT OR RESPIRATION.THE TOTAL EFFICIENCY AT ANY LEVELOF CONSUMPTION 15 THE PROPUCTOF THE EFFICIENCIES OF ALL THECONVENORS UP TO THAT LEVEL. INTHIS CASE (TAKING THE PLANTEFFICIENCY AS 1%), THE CARNIVORE'STOTAL EFFICIENCY 15BETTER TKAtJNOTHING, BUT WHATJ10 T I M E S AS W C«A W 1 W& A CARNIVORE'S EFFICIENCY IS A L S OABOUT 10%, MEANIN6 T H E CARNIVORE6 C T S ONLY 1/1C O FO F THEORI6INAL PLANT ENER6Y.rOF0.02*0.1 * 0.1 0.0002.THE CARNIVORE USES ONLY 0.02%THE GRAS5 THAT WENT INTO THE COW716!THE SOLAR ENERGY THAT WENT INTOTHAT WENT INTO THE CARNIVORE!!
er!of!broken!(seconds)%toothpicks!at:!0! 10!seconds! 30!seconds!10!! 60!seconds! #%of%broken%toothpicks%0!Class%average%0!!!!!!!!!
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! !Substrate(s)!!!EnzymeWSubstrate!Complex!!!Enzyme! ! ed!up!the!rate!of!an!enzymatic!reaction.!!! O! ll!be!determined.!!10!
died!in!a!number!of!ways,!including!A. in!this!example!H2O2.!B. is!example!O2,!which!is!given!off!as!a!gas.!!C. e?!!NamePeriod!Materials%Ms. Foglia AP BiologyDateAll!groups:!! ! al!materials:! reaction!chamber! hot!plate!General Lab Procedure: 10mL!graduated!cylinder! ice! 100!mL!graduated!cylinder! thermometer!1. Work as a lab group of 3-4 members.Each lab group will complete Part A and Part B of thlab. Your teacher will assign onadditional activity to each group form Parts C, D, E & F. 3%!hydrogen!peroxide!(H2O2)! anbuffers!of!varying!pH:!4,!7,!10! water!bath!!2. At your lab bench you will find a balance!square bottle with a medicine dropper top. This is called th transfer!pipette!reaction chamber. You will alsoNaCl!(salt)!find a 100mL graduated cylinder, ring stand and clamand a plastic pan which ! will be used as a water bath. All of this equipment needs to b timer!assembled into our experimental apparatus, as described and illustrated below.!Lab%Overview%3. Fill the pan 3/4 full of tap water. Allow the water to come to room temperature.1. Alternatively,!your!teacher!may!do!Part!A!as!a!4. Submerge the 100mL graduated cylinder to fill it with water. Turn the graduated !D,!E!&!F.!upside down, keeping the open end under water, so as to keep it filled with water. Suspen2. tion!it upside down in the clamp on the ring stand. Adjust the height of the clamp on the hich!will!stand so the open end of the graduated cylinder is about 3cm above the bottom of the us,!as!See diagram below.described!and!illustrated!below.!3. r!to!come!to!room!temperature.!5. Place a thermometer in the pan and record the temperature4. ,!of the water, during Part A of the lab. clamp!on!6. When all sections of the lab are complete, share the data with the class from your duated!cylinder!is!section. Each person must plot the data for all parts of the lab on his/her own graph iagram!below.!5. erature!of!the!water,!during!Part!A!of!the!lab.! C!6. .!!!!!Day%1:%%Part%A.%Measuring%Enzyme%Activity!1. !2. nd!described!above.!11!Catalase Extraction & Filter Paper Disk Instructions1. Ground fresh liver has been provided for each lab group. It has been ground with water in
3. Obtain!a!reaction!chamber.!4. ution!and!a!10mLWgraduated!cylinder.!5. !6. e!inverted!graduated!cylinder.!7. vels!in!a!data!table!of!your!own!design.!8. 1.!!Create a graph of the class data. Make sure your axes are labeled and include a descriptive title. Remember the independent variable goes on the X-axis and the dependent variable goes on the Y-axis.2. Sketch a prediction for each condition that will be tested tomorrow (Procedures B – begin:)Brainstorm outside factors that might affect your results regarding the amount of bubbles produced.These factors are known as confounding factors. Explain how each of those factors is controlled in the currentprocedure or change the procedure so that it is controlled. The first one was done for you as an example.)VariableHow the procedure minimizes or eliminates this variableThe amount ofcatalase on the diskHold every disk in the solution for only 4 seconds, and then use the “touch and hold”procedure 2 times per disk side to drain excess solution.Continue in yournotebook with asmany rows ion%on%Enzyme%Activity%1. !do!this!by!using!the!following!procedures:!a. n!chamber,!instead!of!1.0mL.!b. n!chamber,!instead!of!1.0mL.!c. n!chamber,!instead!of!1.0mL.!2. Repeat.!Conduct!a!total!of!3!trials.!3. .!4. zyme%Activity%1. eratures:!5 C,!37 C,!and!100 ng!the!following!procedures:!a. 5 !5 p!adding!ice!to!keep!the!temperature!at!5 C!or!colder.!b. 37 !heated!water!so!that!it!is!warmed!to!37 C!for!5!12!
!hot!water!to!keep!the!temperature!at!37 C.!100 boiled!catalase).!!!2. Repeat.!Conduct!a!total!of!3!trials.!3. .!4. ity%1. sing!the!following!procedures!a. g!5mL!of!H2O2!to!5mL!of!pH!4!buffer.!b. g!5mL!of!H2O2!to!5mL!of!pH!7!buffer.!c. owing!procedures!a. 0%:!Use!10mL!distilled!water!only.!b. !distilled!water.!c. !distilled!water.!d. entration%on%Enzyme%Activity%1. edures:!a. !then!add!5mL!of!this!solution!to!5mL!of!H2O2.!b. hen!add!5mL!of!this!solution!to!5mL!of!H2O2.!c. tion!section.)!!1. What are enzymes and what do they do? How do they work? (be specific) (1 pt)2. What is catalase? Where is it normally found? What reaction does it affect? What is its substrate? (1 pt)c.13!
3. We measured the rate of enzyme activity through the amount of gas exiting the reaction chamber. Why wasthis a good measure of catalase activity? In other words, what do bubbles have to do with enzyme speed? (1pt)4. Examine Graph A.a) !the!first!10!seconds?!(Show!calculations.)!b) ns.)!c) !initial!rate?!For Every Experiment (B – F):5. a. Look back at the original predictions you made. Make a conclusion – were your predictions correct or not?NEVER use the word “prove” you didn’t prove anything from one experiment Also, to say that yourresults are “inconclusive” is OK. Do not exaggerate the clarity of your findings. (1 pt)b. Support your conclusion by analyzing data. Refer to specific data in this answer. (2 pt)6. Provide possible BIOCHEMICAL explanations as to why you observed the trends you did. Yourexplanations should reveal your knowledge of biochemistry, tertiary structure, hydrogen bonding, enzymestructure, etc.7. !why!you!would!see!this!trend!in!data.!8. ain!your!answer.!!For!Any!ONE!Experiment:!!9. Error analysis:a) Look at your tables and pick one trial that is different from the other trials of the same treatment.This is called an outlier. Explain what makes that one trial an outlier. Refer to specific numbers inyour data. (1 pt)b) Identify two sources of error that alone or separately could explain why that trial turned out sodifferently. There should be one complete paragraph per error. Use the following guidelines: (3 pt)" “Contamination” is not a good error; neither is dust or being more careful. Your errorsshould reveal your understanding of the process and the apparatus." You must identify problems with the procedure – things that you tried to control, but couldn’tor things you didn’t think to control, but should have." When you identify your two errors, you must connect each error directly back to your outlier.Don’t just say “it would have affected the data.” You must explain why it increased ordecreased the oxygen production in that one trial (and only that one trial).c) Why did we do 3 trials for every treatment? (1 pt)14!
ATP—The Free Energy CarrierHow does the ATP molecule capture, store, and release energy?Why?A sporting goods store might accept a 100 bill for the purchase of a bicycle, but the corner store will nottake a 100 bill when you buy a package of gum. That is why people often carry smaller denominations intheir wallet—it makes everyday transactions easier. The same concept is true for the energy transactions incells. Cells need energy (their “currency”) to take care of everyday functions, and they need it in manydenominations. As humans we eat food for energy, but food molecules provide too much energy for ourcells to use all at once. For quick cellular transactions, your cells store energy in the small molecule of ATP.This is analogous to a 1 bill for your cells’ daily activities.Model 1 – Adenosine Triphosphate (ATP)NH 2NNNNO–OCH 2OPOOOPO–OOP–O–OOH OH1. The diagram of ATP in Model 1 has three parts. Use your knowledge of biomolecules to labelthe molecule with an “adenine” section, a “ribose sugar” section, and a “phosphate groups”section.2. Refer to Model 1.a. What is meant by the “tri-” in the name adenosine triphosphate?b. Discuss with your group what the structure of adenosine diphosphate (ADP) might look like.Draw or describe your conclusions.%15!ATP— The Free Energy Carrier1
Model 2 – Hydrolysis of ATPH2
carbohydrates and then into the energy in the ATP molecule. We will conclude with a brief examination of the ATP molecule Recall that the energy ,of the ATP molecule comes from the sun. As you read, color the appro , priate structures in the diagram. Th adenosin triphosphat (ATP
At Your Name Name above All Names Your Name Namesake Blessed Be the Name I Will Change Your Name Hymns Something about That Name His Name Is Wonderful Precious Name He Knows My Name I Have Called You by Name Blessed Be the Name Glorify Thy Name All Hail the Power of Jesus’ Name Jesus Is the Sweetest Name I Know Take the Name of Jesus
Trigonometry Unit 4 Unit 4 WB Unit 4 Unit 4 5 Free Particle Interactions: Weight and Friction Unit 5 Unit 5 ZA-Chapter 3 pp. 39-57 pp. 103-106 WB Unit 5 Unit 5 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and ZA-Chapter 3 pp. 57-72 WB Unit 6 Parts C&B 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and WB Unit 6 Unit 6
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on work, power and energy]. (iv)Different types of energy (e.g., chemical energy, Mechanical energy, heat energy, electrical energy, nuclear energy, sound energy, light energy). Mechanical energy: potential energy U mgh (derivation included ) gravitational PE, examples; kinetic energy
CAPE Management of Business Specimen Papers: Unit 1 Paper 01 60 Unit 1 Paper 02 68 Unit 1 Paper 03/2 74 Unit 2 Paper 01 78 Unit 2 Paper 02 86 Unit 2 Paper 03/2 90 CAPE Management of Business Mark Schemes: Unit 1 Paper 01 93 Unit 1 Paper 02 95 Unit 1 Paper 03/2 110 Unit 2 Paper 01 117 Unit 2 Paper 02 119 Unit 2 Paper 03/2 134
BASIC WIRING TABLE OF CONTENTS Unit I: Occupational Introduction 1 Unit II: General Safety 15 Unit III: Electrical Safety 71 Unit IV: Hand Tools 101 Unit V: Specialty Tools and Equipment 195 Unit VI: Using Trade Information 307 Unit VII: Basic Equipment 343 Unit VIII: Basic Theory 415 Unit IX: DC Circuits 469 Unit X: AC Circuits 533 Unit XI: Wiring Methods 641 Unit XII: Conductors 685
An energy conversion is a change from one form of energy to another. Any form of energy can change into . energy for the guitar 14. light energy 15. In nuclear fusion, nuclei join; in fission, nuclei split apart. . SECTION 2 ENERGY CONVERSIONS 1. 1) potential energy 2) kinetic energy 2. by stretching it 3. Food has chemical energy.
Forms of energy include radiant energy from the sun, chemical energy from the food you eat, and electrical energy from the outlets in your home. All these forms of energy may be used or stored. Energy that is stored is called potential energy. Energy that is being used for motion is called kinetic energy. All types of energy are measured in joules.
