This module specifically focuses on Cellular Respiration, both aerobic and anaerobic. The breakdown of nutrient molecules provides energy to the cell. This energy is stored in specific chemicals that are used to carry out the life functions of the cell (BIO.2 e). This module was developed by Teresa Ballou as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

This 13-minute video lesson provides an overview of glycolysis. [Biology playlist: Lesson 24 of 71].

This 14-minute video lesson presents an introduction to cellular respiration, glycolysis, the Kreb's Cycle, and the electron transport chain. [Biology playlist: Lesson 21 of 71].

This 17-minute video lesson looks at oxidation and reduction in cellular respiration. It Reconciles the biology and chemistry definitions of oxidation and reduction. [Biology playlist: Lesson 23 of 71].

Students use a simple pH indicator to measure how much CO2 is produced during respiration, at rest and after exercising. They begin by comparing some common household solutions in order to determine the color change of the indicator. They review the concepts of pH and respiration and extend their knowledge to measuring the effectiveness of bioremediation in the environment.

In this unit, students look at the components of cells and their functions and discover the controversy behind stem cell research. The first lesson focuses on the difference between prokaryotic and eukaryotic cells. In the second lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. The third lesson continues students' education on cells in the human body and how (and why) engineers are involved in the research of stem cell behavior.

In this lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. And, students are introduced to the process of bioremediation and several examples of how bioremediation is used during the cleanup of environmental contaminants.

Two lessons and their associated activities explore cellular respiration and population growth in yeasts. Yeast cells are readily obtained and behave predictably, so they are very appropriate to use in middle school classrooms. In the first lesson, students are introduced to yeast respiration through its role in the production of bread and alcoholic beverages. A discussion of the effects of alcohol on the human body is used both as an attention-getting device, and as a means to convey important information at an impressionable age. In the associated activity, students set up a simple way to indirectly observe and quantify the amount of respiration occurring in yeast-molasses cultures. Based on questions that arise from this activity, in the second lesson students work in small groups as they design and execute their own experiments to determine how environmental factors affect yeast population growth.

Students set up and run the experiments they designed in the Population Growth in Yeasts associated lesson, using simple yeast-molasses cultures in test tubes. Population growth is indicated by the amount of respiration occurring in the cultures, which in turn is indicated by the growth of carbon dioxide bubbles trapped within the culture tubes. Using this method, students test for a variety of environmental influences, such as temperature, food supply and pH.

This lesson covers the process of photosynthesis and the related plant cell functions of transpiration and cellular respiration. Students will learn how engineers can use the natural process of photosynthesis as an exemplary model of a complex yet efficient process for converting solar energy to chemical energy or distributing water throughout a system.

Students learn about the similarities and differences between photosynthesis and cellular respiration through research, the creation of comic strips/videos, and then assess themselves with a google drawing.

Students learn about the similarities and differences between photosynthesis and cellular respiration through research, the creation of a comic strip or story book, and then assess themselves with a google drawing.  REMIX of https://goopenva.org/courseware/lesson/43

Simple diagram illustrating the process of photosynthesis and cellular respiration including an option with the chemical formula to accommodate different learning styles and provide differentiation.

Download this flow chart as a word document and share with students in google classroom or print the paper copies. Please feel free to edit and make any needed changes to make it relevant to your classroom.

A POGIL activity regarding cellular respiration with an additional activity regarding the function of NAD+ in redox reactions.

Students are presented with information that will allow them to recognize that yeasts are unicellular organisms that are useful to humans. In fact, their usefulness is derived from the contrast between the way yeast cells and human cells respire. Specifically, while animal cells derive energy from the combination of oxygen and glucose and produce water and carbon dioxide as by-products, yeasts respire without oxygen. Instead, yeasts break glucose down and produce alcohol and carbon dioxide as their by-products. The lesson is also intended to provoke questions from students about the effects of alcohol on the human body, to which the teacher can provide objective answers.

Students set up a simple way to indirectly observe and quantify the amount of respiration occurring in yeast-molasses cultures. Each student adds a small amount of baking yeast to a test tube filled with diluted molasses. A second, smaller test tube is then placed upside-down inside the solution. As the yeast cells respire, the carbon dioxide they produce is trapped inside the inverted test tube, producing a growing bubble of gas that is easily observed and measured. Students are presented with the procedure for designing an effective experiment; they learn to think critically about experimental results and indirect observations of experimental events.