Teoría de las Relaciones Humanas de Elton Mayo

Competency Level 2.4.1 : Analyses the energy relationships in metabolic

processes

Number of Periods : 02

Learning Outcomes :

The student should be able to:

• highlight the need of energy for living systems

• explain catabolic and anabolic reactions with examples

• discuss the structure and the importance of ATP as an energy currency unit • list the cellular processes involving energy

Suggested learning- teaching process:

• Provide students with relevant sources (print and electronic) on energy relations in cells • Facilitate students to extract important points and make a summary

• Encourage students to make a presentation on their findings • Make an elaboration to highlight important points

Guidelines:

• Explain the need of energy for living systems. Constant supply of energy is required to maintain all life functions in different forms (mechanical, chemical, transport and illumination).

• Metabolism – sum of all chemical reactions carried out by a cell. Explain anabolic and catabolic processes with suitable examples

• Emphasize the need of energy for living systems, endergonic(energy absorbing) reactions and exogonic(energy liberating) reactions.

Cells use energy of catabolic reactions to carry out anabolic reactions. • ATP acts as a carrier of energy between reactions.

Discuss the structure of ATP with examples on how it acts as an energy carrier. Hydrolysis reaction of ATP to ADP releases 30.6 KJ

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Competency 2.4.0 : Investigates energy relationships in metabolic processes of organisms

Competency Level 2.4.2 : Investigates the role of enzymes in regulating metabolic reactions

Number of Periods : 08

Learning Outcomes :

The student should be able to :

• explain the general characteristics of enzymes and their role • describe major features of enzymes

• describe the importance of co-factors for enzymatic activities

• describe the mechanism of enzyme activity by using suitable diagrams

• explain how pH, temperature, substrate concentration, enzyme concentration and inhibitors affect the rate of enzyme activity

• conduct laboratory experiments to show how temperature affects the rate of enzyme reaction using starch – amylase system

Suggested learning- teaching process:

• Conduct simple experiments to demonstrate the role of enzymes.

• Provide the students with relevant sources (print and electronic) on enzymes together with material and equipment needed to determine the factors affecting enzyme activity • Advice the students to present their findings.

• Make an elaboration highlighting the relevant points to cover the content

Guidelines :

• Explain the general characteristics of enzymes, protein structure, specificity • Describe that the enzymes are capable of reducing activation energy of a particular reaction.

• Explain the mechanisms of an enzyme reaction with the aid of diagrams 1. Lock and key mechanism

2. Induced fit mechanism

• Explain that some enzymes require non protein components called cofactors for their efficient activity

• There are three types of cofactors 1. Co-enzymes

2. Prosthetic groups 3. Inorganic ions

• Explain above three types of cofactors with suitable examples.

• Explain how activators and inhibitors affect enzyme activity. Inhibitors can be competitive or noncompetitive

• Explain the factors affecting the rate of enzymatic reactions

• pH, temperature, substrate concentration, enzyme concentration, inhibitors.

• Conduct laboratory experiments to demonstrate enzyme activity and to determine the rate of enzymatic reactions (starch – Amylase)

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Competency 2.4.0 : Investigates energy relationships in metabolic processes of organisms

Competency Level 2.4.3 : Examines photosynthesis as an energy fixing

mechanism

Number of Periods : 08

Learning Outcomes :

The student should be able to :

• discuss the importance of the process of photosynthesis • describe the light reaction of photosynthesis

• describe the dark reaction of photosynthesis • describe the C4 pathway of photosynthesis

• conduct experiments to determine the factors affecting photosynthesis • describe the principle of limiting factors

• carryout experiments to determine the rate of photosynthesis by amount of oxygen released.

Suggested learning- teaching process:

• Provide students with relevant sources (print and electronic) on photosynthesis • Facilitate students to extract important points and make a summary

• Encourage students to make a presentation on their findings • Make an elaboration to highlight important points

Guidelines

• Global and biological importance of photosynthesis

• Define the process of photosynthesis in terms of reactions and the end products with reference to the carbon and energy fixing mechanism.

• Choloroplasts as the site of photosynthesis, its fine structure, thylakoids, grana and stroma.

• Pigments associated with absorption of light energy. Absorption spectrum of a pigment. Compare with action spectrum of photosynthesis.

• Mechanism of photosynthesis highlighting following points • Light reactions

• Dark reactions

• Light reactions

• Explain with following details which takes place in thylakoid membranes.

• Photosystems I and II. Antenna complex, excitation of pigment molecules, resonance transfer of energy between pigment molecules. Reaction center molecules, electron transport, photolysis of water, noncyclic and cyclic photophosphorylation, synthesis of NADPH and ATP.

• Dark reactions

• Explain with following details which takes place in stroma. • Calvin cycle of reactions has three stages.

• Carboxylation -CO2 fixation- RuBP as CO2 acceptor. RuBP carboxylase enzyme. Formation of PGA.

• Reduction of PGA, with the use of ATP and NADPH produced in light reaction. Formation of PGAL. Part of PGAL formed is used in synthesis of organic food.

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• Regeneration of RuBP. Part of PGAL formed is used to produce RuBP, using ATP.

• Photorespiration ,Combining of RuBP with oxygen to produce 1 PGAL (C3) and

Phospho Glycolic Acid (C2).Thereby reducing the efficiency of photosynthesis

• Explain the C4 mechanism of CO2 fixation. It takes place in two stages in two different types of cells. Mesophyll cells and bundle sheath cells. PEP as a more efficient CO2 acceptor, formation of oxaloacetate, malate, its transport through plasmodesmata, release of CO2 in bundle sheath cells. Formation of pyruvate and return to mesophyll cells. Calvin cycle in bundle sheath cells in a higher concentration of CO2.

• Explain the significance of C4 photosynthesis.

• Distinguish between C3 photosynthesis and C4 photosynthesis.

• Explain the factors affecting the rate of photosynthesis and the principle of limiting factors.

• Experiments to determine the rate of photosynthesis by amount of O2 released

• Effect of CO2 concentration, light, water and temperature on the rate of photosynthesis.

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Competency 2.4.0 : Investigates energy relationships in metabolic processes of organisms

Competency Level 2.4.4 : Examines cellular respiration as a process of

obtaining energy

Number of Periods : 08

Learning Outcomes :

The student should be able to:

• highlight cellular respiration as the process of supplying energy for all cellular activities.

• describe the location, major events and end products of aerobic respiration.

• describe the location, major events and end products of anaerobic respiration in plants and animals.

• list out the significance of cellular respiration.

Suggested learning- teaching process:

•Provide students with relevant sources (print and electronic) on photosynthesis •Facilitate students to extract important points and make a summary

•Encourage students to make a presentation on their findings •Make an elaboration to highlight important points

Guidelines :

• Importance of cellular respiration

•Aerobic respiration and anaerobic respiration

•Steps of aerobic respiration of glucose

• Glycolysis- Break down of glucose to two molecules of pyruvate. Takes place in cytoplasm. Explain what substrate phosphorylation is and how NADH and ATP are formed in the process.

• Conversion of pyruvate to acetyl co-enzyme A. in matrix of a mitochondrion with release of CO2.

• Krebs Cycle- oxidation of acetyl co-enzyme A to CO2 in a cycle of reactions taking place in mitochondrial matrix.

• Explain how reduced coenzymes (NADH, FADH) and ATP are formed in glycolysis, pyruvate oxidation and in Krebs cycle.

• Electron transport chain, oxidative phosphorylation–oxidation of reduced coenzymes in inner membrane of mitochondria.

• Calculate energy generating efficiency of aerobic oxidation of glucose. • Anaerobic respiration

• Explain ethanol fermentation and lactic acid fermentation and their significance. • Energy generating efficiency of anaerobic respiration.

• Use of substrates other than glucose in respiration-lipids and proteins.

• Significance of krebs cycle as a center for metabolic intermediates, for the synthesis of amino acids

• Respiratory quotient – Explain what is respiratory quotient and how it can be calculated.

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Unit 3 – Diversity of organisms