Category: Cellular Respiration

INTRODUCTTION

Cellular respiration is the food molecules or organic molecules are broken down to harvest chemical energy which is them stored in the chemical bonds of adenosine triphosphate (ATP) and all organism need energy to survive and continue their live .There are also occurs in three stages which are glycolysis, Krebs cycle and electron transport. Glycolysis is breakdown of 1 glucose(6C)molecule in a series enzyme catalyzed reactions into 2 molecules of pyruvate (3C).Krebs Cycle is complete the breakdown of pyruvate to Electron transport chain is electrons are transferred by NADH and through 4 major protein series to combine with oxygen producing water.Cellular respiration is the controlled breakdown organic molecules when the carbon hydrogen bonds of glucose broken and electron are be transferred to oxygen and transfer of electrons during chemical reaction releases energy stored in organic molecules. This released energy is ultimately used to synthesize ATP. Cellular respiration can be divide in two which is aerobic respiration and anerobic respiration. Aerobic respiration is the process occurs in the presence oxygen and acts a final acceptor. An anaerobic respiration also known as fermentation process, occurs when oxygen is not present and on this part when divided more in alcoholic fermentation or lactic fermentation without no oxygen presence. The difference that two process is alcoholic fermentation produce three product which is ethanol, carbon dioxide and ATP while lactic acid fermentation produce only two product which is lactic acid and ATP energy).Fermentation is the process in the substances breaks down into a simpler substances. In this experiment the methylene blue is one of material as a redox indicator because that material(chemical),can lose or gain electrons from other substances The result what can get and see when methylene blue turned in blue is show that substance is oxidized and when turn colorless ,that show substances is reduce.This process when in the yeast cell will produces 2ATP,ethanol,product and carbon dioxide.

DISCUSSION

In this experiment , there were two test tubes which A and B. Test tube A was not placed into boiling water(in the video),so enzyme in this tube still reactive while test tube B was placed into boiling water, so the enzyme in this test tube already denatured. First step in this experiment,10 of fresh yeast was poured into the test tubes.Test tubes B was placed in a beaker of boiling water and after 5 minutes the result was show that the fresh yeast bec ome decolorized light blue because enzyme in the yeast cell start to denatured, but test tube A not insert to the boling water, so the test tube not show any colour. Then, 10 drops of blue methylene were dropped into each of the test tube and was well shaken. The result for test tube A and test tube B were same when drops of methylene blue.The colour on the test tube A was change from blue colour to light blue, when the fresh yeast and methylene blue were mixed together. This is because test tube B remain unchanged whether drops of methylene blue because the yeast cells denatured already, and the yeast dead in the high temperature. After that, test tubes were placed in water bath(38-42) for fifteen minutes ,the colour become decolorized because enzyme in the fresh yeast already reach 40 optimum temperature, that temperature effect heat activities the enzyme molecules to move faster and yeast will produce more carbon dioxide.Test tube B remain unchanged because the yeast was denatured.Last, a rubber stopper was inserted into each tube and test tube was shaken. The function of rubber stopper is to avoid gas or liquid form escaping test tube during this experiment. Test tube A show the colour was change from decolorized to light blue because when shaking, the abundance of oxgen is oxidized the methylene blue and when the rubber stopper was removed from test tube, yeast undergo aerobic respiration, so the colour show light blue.Test tube B remain unchanged when vigorous shaking because the cell in the fresh yeast already denatured,and not longer function or active, the high temperature also effect yeast to denatured.

Yeast in the experiment aerobic respiration is excess oxygen,with give reaction in the test tube.Procedure number 2 very important because methylene blue in this experiment acts as dehydrogenase enzyme are removing from substrate and it will pass to NAD or FADH and be reduced coenzyme because methylene blue used as a redox indicator, which chemical solutions,that can donate and receive electrons from other substances.The colour in test tube will changed when solution contain methylene are blue colour when this substance is oxidized(loss of electrons) and turn colorless when reduce(acceptance of electrons),it is NAD substitute. NAD accepts electrons in glycolysis/link reaction/Krebs cycle and these get passed to oxidative phosphorylation/electron transfer chain when oxygen is the final electron acceptor.

Temperature when low (-),fresh yeast will not grow or die. Temperature-,yeast will grow and and grow fast with -,which is optimum temperature Fresh yeast when in the higher temperature or temperature boiling water will make the cells damaged and not longer function. Temperature of yeast solution increases so the velocity increases, kinetic energy of the particles increases ,number of collisions increases, this will make number of collisions increases ,number of enzyme-substrate complex formed will increases also. When temperature increases, the rate of respiration will increases, this two things are directly propotional.

In this experiment was happened error when the water not really boiled yet, this error can avoid with the temperature of the water readings should be taken using the thermometer, the thermometer will show ,when using the thermometer but this error don’t give big impact the result because the colour in test tube still same with theory. When taking a thermometer reading, the eye position should be exactly in front of the scale to avoid parallax error or take one paper to make the scale clearly when see. Second,thing can improve is change the apparatus syringe to pipet to get the correct measurement when poured fresh yeast in the test tubes.Third,wear the gloves and wear personal protective equipment(PPE)., in the case the chemical was used which methylene blue

CONCLUSION

In conclusion, this experiment was achieved the hypothesis and accept when the fresh yeast reacts with aerobic respiration(consume organic molecules and and anerobic respiration(does not require but consume compounds other than ) ,this show when the last procedure , which is a rubber stopper was inserted into each test tube was shaken. Aerobic respiration requires oxygen as the final electron acceptor. Fermentation not produced oxygen. Temperature also very important to yeast growth. Methylene blue very suitable to recognize the cell respiration in the yeast by using the methylene blue as artificial hydrogen redox indicator when accept the hydrogen atoms and the colour in test tube change because already reduced.

REFRENCES

1. Sixth Form Biology. (2019, February 15). Yeast and methylene blue experiment [Video]. YouTube. https://www.youtube.com/watch?v=kobjT8hOqZ0&t=426s
2. Fermentation and anaerobic respiration | Cellular respiration (article) | Khan Academy. (n.d.). Khan Academy. https://www.khanacademy.org/science/biology/cellular-respiration-and-fermentation/variations-on-cellular-respiration/a/fermentation-and-anaerobic-respiration
3. Regulation of cellular respiration | Boundless biology. (n.d.). Lumen Learning – Simple Book Production. https://courses.lumenlearning.com/boundless-biology/chapter/regulation-of-cellular-respiration/
4. McGraw-Hill Animations. (2017, June 4). Cellular Respiration Glycolysis, Krebs cycle, Electron Transport 3D Animation [Video]. YouTube. https://www.youtube.com/watch?v=7J4LXs-oDCU&t=81s

ABSTRACT

This experiment examined how much O2 was consumed by germinated pea seeds and Zophobus morio Larvae under different temperature conditions. Four different temperature conditions were tested. Those temperature conditions were at 10 degrees Celsius, 20 degrees Celsius, 30 degrees Celsius, and 40 degrees Celsius. An oxygen sensor and a data logger were used to measure this consumption. The germinated pea seeds and Zophobus morio Larvae were put into test tubes. The test tubes were inserted into water baths at the four different temperatures. The tubes were left in the different temperatures for five minutes. During the five minutes the oxygen sensor and the data logger recorded the amount of oxygen consumption. The results from this experiment showed that for both the germinated pea seeds and the Zophobus morio Larvae, as the temperature rose, oxygen consumption increased. However, the germinated pea seeds showed more consumption at 30 degrees Celsius than at 40 degrees Celsius. There should have been more oxygen consumption at 40 degrees than at 30 degrees. Possible reasoning for this is that one of the groups could have recorded their data wrong. Another reason for this is that one of the groups could have not had their water baths at the right temperature. These results show that oxygen consumption increases when temperature rises.

INTRODUCTION

Cellular respiration refers to the biochemical pathway by which cells release energy from food molecules which provide energy that is essential for life. Any living cell must carry out cellular respiration. The respiration can be aerobic which requires oxygen or anerobic which doesn’t require oxygen. Aerobic respiration uses the product of glycolysis to produce energy in the form of ATP. Eukaryotic cells use aerobic respiration when they have enough oxygen and it takes place in the mitochondria (N.D, hyperphysics). Cellular respiration is vital for the survival of all organisms. This is because energy from food cannot be used by a cell until it is converted to ATP. Aerobic respiration plays an important role in the production of ATP, where glucose and oxygen are needed elements. Aerobic respiration only takes place if oxygen is available (Pillai, 2018). During aerobic cellular respiration, glucose reacts with oxygen to form ATP that can be used by the cell as energy. Aerobic cellular respiration also produces carbon dioxide and water as byproducts. The three stages of aerobic cellular respiration are glycolysis, the Krebs cycle, and oxidative phosphorylation (Cellular respiration review, N.D). I expect the germinated pea seeds to consume more oxygen as the temperature increases. I also expect the Zophobus morio Larvae to consume more oxygen as the temperature increases. I think this because at a warmer temperature, an organism would need more oxygen. This study investigated how much O2 was consumed at four different temperatures for germinated pea seeds and the Zophobus morio Larvae.

METHODS

For the Zophobus morio Larvae the first thing we did was 5 larvae. After we recorded the weight of the larvae, we placed them into a test tube. We placed the tube with the larvae in a Styrofoam cooler filled with ice for 5 minutes. While the tube was in the ice, we filled a water bath with 10 degrees Celsius tap water. We added small amounts of ice to get the temperature down to exactly 10 degrees. Next, we took the tube out of the ice and put it through the hole in the water bath cover. Then we inserted the O2 sensor which is connected to the logger program into the opening of the test tube. We tightly sealed the tube and O2 sensor with Parafilm. We then let the tube sit in the water bath for five minutes so that the apparatus could equilibrate. After the five minutes passed, we hit the respiration button on the logger program. The logger program automatically stopped collecting data after 5 minutes passed. Then from the Table window of the logger program we recorded the initial and final ppm O2 values. Once we wrote down the data, we hit the Data menu and selected the Clear All Data option. Next, we took the test tube still connected to the O2 sensor out of the water bath. We then changed the water bath temperature to 20 degrees Celsius. Then we inserted the tube back into the water. We let it sit for five minutes again so the apparatus could equilibrate. After the five minutes passed, we hit the respiration button on the logger program. The logger program automatically stopped collecting data after 5 minutes passed. Then from the Table window of the logger program we recorded the initial and final ppm O2 values. Once we wrote down the data, we hit the Data menu and selected the Clear All Data option. Next, we took the test tube still connected to the O2 sensor out of the water bath. We then followed these same steps for the 30 degrees Celsius water bath and for the 40 degrees Celsius water bath. After data was collected from all four temperatures, we calculated the ppm O2 consumed / five minutes by taking the initial minus the final. Then we found the ppm O2 consumed / minute by taking the number we just found divided by five. We finally calculated the ppm O2 consumed / minute / g of tissue by dividing the amount / minute divided by the mass of the larvae. Next, we collected the ppm O2 consumed / minute / g of tissue from the other two groups doing the larvae experiment. We took the three numbers, added them up, and divided by three to find the mean ppm O2 consumed / minute / g of tissue for each of the four temperature groups.

For the germinated pea seeds the first thing we did was obtain 30 germinated pea seeds. We then removed the seed coat from the seeds. Next, we weighed the peas. After we weighed the peas, we placed them in a beaker. We soaked the peas in 10 degrees Celsius water for 5 minutes. While the peas were soaking, we prepared a 10 degrees Celsius water bath. We placed an empty test tube through the hole in the water bath cover. Once the five minutes passed, we dried the peas off and transferred them to the test tube in the water bath. We then inserted the oxygen sensor which is connected to the logger program into the test tube. We tightly sealed the tube and O2 sensor with Parafilm. We then let the tube sit in the water bath for five minutes so that the apparatus could equilibrate. After the five minutes passed, we hit the respiration button on the logger program. The logger program automatically stopped collecting data after 5 minutes passed. Then from the Table window of the logger program we recorded the initial and final ppm O2 values. Once we wrote down the data, we hit the Data menu and selected the Clear All Data option. Next, we transferred the peas from the test tube into a beaker with 20 degrees Celsius water. We soaked the peas in the 20 degrees Celsius water for 5 minutes. While the peas were soaking, we prepared a 20 degrees Celsius water bath. We placed an empty test tube through the hole in the water bath cover. Once the five minutes passed, we dried the peas off and transferred them to the test tube in the water bath. We then inserted the oxygen sensor which is still connected to the logger program into the test tube. We then let the tube sit in the water bath for five minutes so that the apparatus could equilibrate. After the five minutes passed, we hit the respiration button on the logger program. The logger program automatically stopped collecting data after 5 minutes passed. Then from the Table window of the logger program we recorded the initial and final ppm O2 values. Once we wrote down the data, we hit the Data menu and selected the Clear All Data option. We repeated the steps of soaking the peas, drying them off and transferring them to the test tube in the water bath for the both the 30 degrees Celsius and 40 degrees Celsius. After data was collected from all four temperatures, we calculated the ppm O2 consumed / five minutes by taking the initial minus the final. Then we found the ppm O2 consumed / minute by taking the number we just found divided by five. We finally calculated the ppm O2 consumed / minute / g of tissue by dividing the amount / minute divided by the mass of the peas. Next, we collected the ppm O2 consumed / minute / g of tissue from the other two groups doing the peas experiment. We took the three numbers, added them up, and divided by three to find the mean ppm O2 consumed / minute / g of tissue for each of the four temperature groups.

DISCUSSION

From this experiment we found that as the temperature increased, the amount of oxygen consumed for both the Zophobus morio Larvae and germinated pea seeds increased as well. My hypothesis was correct according to the data collected in this experiment. As the temperature increased, the amount of O2 consumed also increased. However, one piece of data was incorrect. The germinated peas consumed a mean of 650.11 ppm / minute / g of oxygen at 30 degrees Celsius and at 40 degrees Celsius they consumed 638.25 ppm / minute / g of oxygen. The germinated peas should have consumed more oxygen at 40 degrees Celsius than at 30 degrees Celsius. A reason that in this experiment they consumed more at 30 degrees than 40 degrees is that one group could have recorded their data wrong. Another reason that the data didn’t come out like it was supposed to is that one group could have not had their water baths at the correct temperature.

The findings from this experiment are important because they help you to better understand why more oxygen is consumed by organisms at higher temperatures. Aerobic respiration only occurs if oxygen is present. From this experiment we found out that less oxygen is consumed at lower temperatures, and more oxygen is consumed at higher temperatures. Since the germinated pea seeds and the Zophobus morio Larvae both consumed oxygen, you would assume that aerobic respiration is occurring within those organisms.

To further test this experiment, one thing we could change is to have one group test all of the trials. The data will be more accurate with less flaws if the same group is doing the tests rather than multiple people doing it. For example, if one group makes an error but the other two don’t, the data found will still be altered for each group. If one group does each test themselves, it is more likely that less errors will be made. Another thing we could od to further test this experiment is to add more temperatures to the experiment. We could add 50 and 60 degrees Celsius to the experiment to be sure that as temperature increase, the amount of O2 consumption does as well. A third thing we could do to further test this experiment is to change the subjects being tested. We could use a different type of larvae.

In conclusion, this experiment showed us that oxygen consumption for germinated pea seeds and for the Zophobus morio Larvae increases when they are placed in an environment with a higher temperature. The amount of O2 consumed at each temperature showed us how the organisms react in each scenario. Aerobic respiration requires oxygen to be present for it to occur. Because of this, we know that the germinated pea seeds and the Zophobus morio Larvae use aerobic respiration because they consumed oxygen at each different temperature level.

REFERENCES

1. Cellular respiration review. (n.d.). Retrieved from https://www.khanacademy.org/science/high-school-biology/hs-energy-and-transport/hs-cellular-respiration/a/hs-cellular-respiration-review.
2. Mbuthia, K. W. (7th Edition) Concepts in Biology II Laboratory Manual. Cincinnati, OH: Van-Greiner Learning (n.d.). Retrieved from http://hyperphysics.phy-astr.gsu.edu/hbase/Biology/celres.html.
3. Pillai, M. (2018, April 13). A Beginner’s Guide to Aerobic Cellular Respiration and Its Stages. Retrieved from https://biologywise.com/aerobic-cellular-respiration.

Cellular respiration is a process by which glucose is broken down in a complicated four step process to produce energy for cellular functions. Cellular respiration is vital for survival as it produces ATP which powers nearly all activities of all cells. Cellular respiration can be defined as “chemical mechanisms by which the cell converts the bound, radiant energy of the sun, stored in foodstuff molecules, to free utilizable biotic energy, thereby making possible cellular activity and even cellular existence” (Reid, 1940). Although this definition is dated it stands true to this day. Cellular respiration can be quantified; it “is normally determined by metabolic activity and the corresponding rate of ATP utilization (Chandel, Budinger, Choe, and Schumacker, 1997). With these things in mind cellular respiration can be separated into parts and those induvial parts can be quantified using various methods.

The first step of cellular respiration is glycolysis: in this step, glucose is broken down into two pyruvate molecules. Breaking down a six-carbon glucose into two three-carbon pyruvate molecules produces ATP (useable free energy) and NAD+ is converted to NADH. In the next step, Pyruvate enters the mitochondria and is converted into a two-carbon molecule called acetyl and is combined with an enzyme called Coenzyme A (CoA) to form Acetyl CoA. This process releases carbon dioxide and makes NADH. The third step of cellular respiration, the citric acid or Krebs Cycle, combines Acetyl CoA with a four-carbon molecule; this process produces ATP, FADH2, and NADH. The final step in cellular respiration oxidizes NADH and FADH2 to NAD+ and FAD. The oxidation process releases energy and the lost electrons travel down the electron transport chain and are pumped out of the cell which creates a concentration gradient. ATP synthase then pumped the electrons back into the cell which created ATP. At the end of the electron transport chains the uptake of electrons by oxygen to forms water.

The Krebs cycle is a complicated process with the breakdown of many complex molecules. In this experiment, part of the Krebs cycle was observed as succinate converted to fumarate. Mitochondrial suspension extracted from lima beans was used as the enzyme to which succinate binds to be oxidized and loses electrons to FAD; however, FAD was replaced with DPIP in this experiment. DPIP was used because it is blue in its oxidized form and becomes colorless as it is reduced. By measuring the percent transmittance of the DPIP solution, the rate at which the Krebs cycle occurs can be quantified and analyzed.

A spectrophotometer was used to measure the percent transmittance of DPIP. A spectrophotometer can measure percent transmittance or percent absorbance by shooting light through a cuvette full of solution and comparing it to a blank (clear solution) to come up to a percent difference in the transmittance through the solution or absorbance of light by the solution. In the experiment, a spectrophotometer was used to find the percent transmittance of DPIP over a set amount of time to observe reaction rate of cellular respiration. The more substrate (succinate), the faster the rate of cellular respiration will be as DPIP goes from a blue to colorless solution. In this experiment, if the concentration of succinate increases then the rate of respiration will increase as shown by the change in percent transmittance.

Methods

This experiment highlighted cellular respiration through focusing on part of the Krebs cycle. The transformation of succinate to fumarate by loss of hydrogen ions and electrons was observed. DPIP was used in this experiment and acted as an electron acceptor. Different amounts of succinate (substrate) was added to three different solutions. The spectrophotometer measured percent transmittance of DPIP, as DPIP was reduced and changed from blue to clear, over a set interval of time. These percents measured determined the rate of cellular respiration in relation to the amount of substrate within the solution.

The spectrophotometer was set up first. The wavelength setting was adjusted to 600nm because that is the wavelength absorbed by DPIP. The spectrophotometer was set to read transmittance in order to compare color change of DPIP from dark blue to clear as it becomes reduced. The spectrophotometer was then calibrated to 0% transmittance (T) without a cuvette in the machine. A blank was then created with a ratio of 4.6mL of Buffer: 0.3mL of mitochondrial solution: 0.1mL of succinate and then was covered tightly using parafilm and inverted to mix the solution. The spectrophotometer was calibrated a second time. The blank was wiped with a Kimwipe to remove fingerprints and smudges. The blank was then placed in the spectrophotometer and the transmittance was adjusted to 100%T. The blank is used as 100%T to adjust for the mitochondrial solution. Therefore, by setting the spectrophotometer to 100%T for the blank solution, the spectrophotometer will read the transmittance with regards to the clarity of the mitochondrial solution.

In order to accurately compare the relationship of the independent variable (amount of succinate) and the dependent variable (percent transmittance) controlled variables were established. These variables included the total volume of the solutions in each cuvette, time, the amount of DPIP, and the amount of mitochondrial suspension.

Three other solutions were measured into three different cuvettes. Each cuvette contained 0.3mL of DPIP and 0.3mL of mitochondrial suspension. Each cuvette also contained varying amounts of buffer and succinate. Cuvette one contained 4.4mL of buffer and 0mL of Succinate, Cuvette two 4.3mL of buffer and 0.1mL of succinate, and Cuvette three contained 4.2mL of buffer and 0.2mL of succinate. The succinate was not added until all other elements of the solutions were combined into the appropriate cuvettes and the experiment was ready to begin. The proper amounts of contents for the solutions in each cuvette can also be found below in Table 1. Cuvette one acts as the control for the experiment. Cuvette one had all elements of the solution aside from succinate and therefore had no main reactant.

Table 1. Contents of Cuvettes for Cellular Respiration Experiment. Each tube contains 0.3mL or DPIP and mitochondrial suspension (controlled variables) and varying amounts of succinate (independent variable) and buffer. The buffer amount varied in order to keep the total volume of all solutions consistent; even though the buffer amounts varied it kept the total volume consistent and is therefore apart of the controlled variable. Cuvette one was the experimental control as it did not contain succinate.

Once the succinate was added, the cuvettes were immediately covered with Parafilm and inverted. Cuvette one was wiped with a Kimwipe and placed in the spectrophotometer. The percent transmittance was recorded in Table 2 in the Results section. The results recorded in Table 2 were then used to make a line graph (Figure 1 in the Results section). After this step was completed, the exact procedure was performed on Cuvette two and Three. Every five minutes of the thirty-minute experiment, the cuvettes were inverted and wiped down with Kimwipes, and the percent transmittance was recorded in Table 2 for all three cuvettes. In between each set of readings, the blank was placed in the spectrophotometer and recalibrated to 100%T to ensure each transmittance reading of Cuvettes One, Two, and Three are accurately corrected for mitochondrial suspension.

Discussion

This experiment tested whether the amount of succinate in solution affected the rate at which cellular respiration occurs in the Krebs cycle. The hypothesis and prediction for this experiment was supported. Increased levels of succinate in solution did increase the rate of cellular respiration. This general trend of increased concentration of succinate increased the rate of cellular respiration is show in Figure 1 in the results section. Notice that the purple line, which represented Cuvette three had the most succinate (0.3mL) and had the greatest change in percent transmittance over the thirty-minute interval (9.4%T). This means the solution in Cuvette three had the fastest rate of change. Cuvette one containing no succinate did react; however, it had the lowest change in percent transmittance, and therefore, had the slowest reaction rate. Cuvette two, containing 0.1mL of succinate had a change in percent transmittance in between Cuvette one and Three. This means Cuvette two had a reaction rate that also fell in between Cuvette one and Three.

There was, however, an outlier in the data. Cuvette two had a starting amount of 11.0%T which was greater than Cuvette three’s starting amount of 10.4%T. This was an outlier because Cuvette three was supposed to have a greater percent transmittance than both cuvettes throughout the entire experiment. This was most likely due to an increased wait time before the percent transmittance was recorded for Cuvette two; meaning, the succinate had more time to react before the reading was taken. As the experiment continued, the percent transmittance followed the predicted trend and the outlier was negligible.

Experimental conclusions are pertinent to the field of biology in order to fully understand the mechanics of life. Conclusions help to summarize experiments and can be compared to replicates of the same experiment and/or other similar experiments. These comparisons analyze the experiments performed and therefore verify the data. This verified data can then be recognized as true. In this experiment the conclusions can be compared to other similar experiments or replicates to verify the data and results. The conclusion drawn express the importance the amount of succinate as it is oxidized in cellular respiration.

Suggestions for future research would be to run the experiment at a longer time interval and add cuvettes with more succinate to compare to the three cuvettes already being tested. By increasing the time interval, the reaction could be observed from start to total completion. By adding more cuvettes with larger amounts of succinate, a reaction can be observed where the amount of reactants (succinate) will not change the percent transmittance of DPIP. Future research allows for more conclusions to be drawn and more comparisons to be made. This further of data therefore furthers the understanding of the research taking place.

Introduction

The reactions occurring in a living organism are classified as metabolism, it sums up all the chemical reactions occurring in a living thing. Organism rely on metabolism, and ambient temperature can have significant effects on the metabolism of the organism. There is also an inverse relationship between an organism’s rate of metabolism and their size. This is because the smallest has a larger volume-to-volume ratio and the environment loses more heat. It is also considered that metabolism is highly inefficient. This is because there is only about 40% of the total energy that is extracted in the process in a useful form. In the form of heat, the rest of the energy is lost.

In this experiment, we will continue the tracks of photosynthesis like the previous experiment but in this study we have have to focus on cellular respiration as well. Both a photoautotroph, green algae and a heterotroph, small aquatic snails will be used to determine the ties between photosynthesis, cellular respiration and carbon cycling. This experiment was introduced as such so that it could be investigated the ties between photosynthesis, cellular respiration and carbon clycling when observed under different conditions.

The more CO2 in an aqueous solution, the more acidic it becomes the solution. The experiment’s algal beads will be surrounded by a solution of CO2 markers. Because CO2 is used for photosynthetic reactions, this means that the solution undergoes a color change. The solution is yellow-orange when there is relatively more CO2. The colour tends to purple when CO2 is used.

Materials and Method

In this experiment, an alternate protocol was used which was given to us by the TA. We didn’t use the experiment given in the Lab manual.

Instead of using elodea leafs, crayfish and snails in flask to observe the metabolism and the photosynthetic cycle; we used algal beads and freshwater aquatic snails for this experiment. Each group in the class was given a cuvette. There were 8 cuvettes, 1.5 mL of CO2 indicator was added to all the cuvettes. The first four cuvettes that were supposed to be kept in the light had : 1. Just indicator, 2. Indicator and bead, 3. Indicator and snail, 4. Indicator, beads and snails. The next four cuvettes that were kept in the dark had: 5. Only indicator, 6. Indicator and Beads, 7. Indicator and snails, 8. Indicator, beads and snails. We had to observe the cuvette for about 45 minutes and record the pH for every five minutes. We recorded the ph for time 0 minutes before starting the experiment. We had to cover the dark cuvettes with layers of foil. And then keep all the cuvettes under 30cm distance lamps, making sure that the beads and in some the beads and the snails are in a single layer. We then had to record the ph change for every give minutes by observing the color change of the CO2 indicator. And always wrapping the dark cuvettes back with foil after observing the ph change as quickly as possible.

Discussion & conclusion

The pH in the cuvette kept in Light with indicator and beads increased due to photosynthesis and cellular respiration, using up most of the CO2. But in the cuvette kept in light with Indicator and snails, the pH is low at 6.9 due to no photosynthesis occurring in order to intake the CO2 produced by snail. In the cuvette kept in the light with indicator and both snails and algal beads, the pH was high at 8.9 because the algal beads were undergoing photosynthesis and using the CO2 produced by the snails as well.

The pH of the cuvettes in light and dark conditions stay constant as there is no activity happening due to nothing other than the indicator placed in it.

The pH of the cuvette kept in dark with indicator and Beads was higher than the ones kept in dark as well but with snails and the other one with snails and beads both. It is because, the algal beads were undergoing cellular respiration but were not photosynthesizing due to lack of light. The cuvettes kept in dark with indicator and snails have a low ph due to no photosynthesise taking place and hence all the CO2 produced by the snails is not getting used up. The ph of the cuvette with indicator and both snail and beads is relatively the lowest because of the cellular respiration of the algal beads producing CO2 including the CO2 production by the snails and due to the lack of light photosynthesis is not taking place to intake the CO2 produced.

The lesser the surface area an organism takes, greater the metabolic rate of the organism. The metabolic rate of an organism increases with its temperature. The more a plant is exposed to light, greater the metabolism. The sources of error could be the heat of the light source for the ones kept in light, which could affect the photosynthesis but for the dark cuvettes it wouldn’t be a problem as we wrap them with foil which keeps the conditions constant.

In an enclosed surrounding, the rate of photosynthesis needs to be the same as the cellular respiration for sustainability because then there will be an equilibrium of both the gases. CO2 and O2. DIBS cuvette would be more basic as there will be more CO2 produced and no photosynthesis to intake the CO2 due to lack of light. And vice versa for the LIBS as the algal beads are increased, which will under go photosynthesis using up the CO2.

In LIBS it would be a little more acidic as there will be more CO2 due to cellular respiration but the photosynthesis is also taking place to intake the CO2 produced. In DIBS it will be way more acidic as there is no photosynthesis taking place due to lack of light to intake the CO2 produced by cellular respiration. Chloroplast used ATP produced by photosynthesis to produce glucose and mitochondria released ATP and uses it to create more.

Works Cited

1. Krane, D. (2018-2019). Bio 1120: A Laboratory Perspective. Cincinnati, OH: Van-Griner

The critical cycle of energy and matter that supports the continued existence of life on earth. The important in this world of living and surviving is simply knowing the stages of cellular respiration and photosynthesis and how they interact and interdependence. Cellular respiration and photosynthesis are the two bosses that processes carry out by most living organisms to attain functional energy from nature. Plants that can make their own food source are photosynthesis. Animals, however, receive their energy through the cellular respiration.

Cellular respiration has three main stages they are glycolysis, the citric acid cycle, and electron transport/oxidative phosphorylation. Glycolysis in other words means “spitting sugars” that when a process of the sugar being released for energy. It occurs when glucose and oxygen have supplied the cells by bloodstream. Glycolysis can even occur without oxygen, a process called anaerobic respiration, or fermentation. Oxygen that is not present with glycolysis. A little-known fact as well fermentation also produces lactaid acids. Lactaid Acid builds up in muscle tissue, and it can cause a burning sensation. Glycolysis is a part of the cellular respiration glucose is oxidized to carbon dioxide and water. Energy released during the reaction is captured by the energy carrying ATP. Tricarboxylic acid cycle also known as the citric acid cycle starts after two molecules of the three-carbon sugar produced in glycolysis are converted to a slightly different compound. It allows us to use the energy in the proteins, carbohydrates, and fats, it only works when oxygen is present without oxygen no energy proteins or fat would be able to produce. Electron transport and oxidative phosphorylation is the third and final step in cellular respiration. Electron transport chain in a series of protein complexes and electron carrier molecules found within the mitochondrial membrane in eukaryotic cells. The high energy electrons generated in the citric acid cycle are passed to oxygen. A chemical with electrical gradient is formed across the inner mitochondrial membrane as hydrogen ions are pumped out of the mitochondrial matrix and the inner membrane space. ATP is ultimately produced by oxidative phosphorylation from ADP to ATP. ATP generates only occur when the electron transport chain and oxidative phosphorylation stage of cellular respiration.

The simple cycle of respiration is humans, animals, and plants all deal with cellular respiration. Animals cellular respiration requires oxygen takes it an exchange it for carbon dioxide and water as waste products. Animals are special system that helps them and allows them with the system efficiently. Even a shark will drown in the ocean if it cannot breathe under water. Animals and plants have a way of working together to help support one another to survive in the world. While both plants and animals’ carryout cellular only plants conduct photosynthesis to make their own food. Photosynthesis in plants make their very own food by photosynthesis. Photosynthesis plant in the water, carbon dioxide and light energy molecules called ATP, that makes glucose molecules. The oxygen released by photosynthesis comes from the water a plant absorbs. Water molecules is made of two hydrogen atoms and one oxygen atom. The oxygen atoms then release back into the air like a cycle. Plants can only photosynthesis when they have light to grow. Human cellular respiration is to convert glucose from food into energy. The cellular respiration in humans starts in the digested in the intestines and converted to glucose. The oxygen we breathe through our lungs stored into the red blood cells. Glucose and the oxygen travel out into the body through the circulatory system to reason cells that need energy. The body takes what it needs, and it gets replaced over and over time again. The cell oxide the glycose molecules to produce chemical energy carbon dioxide and water.

Raw materials are needed for cellular respiration requires energy from an organic source, such as glucose and oxygen to take place. Oxygen is transformed into carbon dioxide by animals and the same by the plants in the day. There is a couple reason that its important significant reach equilibrium of life inside of the ecosystem and keeping that balance. Photosynthesis in the first stage captures the sunlight, second stage the energy is used to change sunlight into carbon dioxide and the water into oxygen and glucose. What organism uses cellular respiration they have a lot of equation to detect this thing living and nonliving that all work with cellular respiration. For example, “Humans put plants into the home, and it brings oxygen to the human as well long as it has sunlight and is water”. The plant takes what it needs in other words it knows how to adapt to its environment to survive the world and to be able to blend into the cellular respiration. Its s like a little cycle between the human and plants. Autotrophs known as producers, can be a grouped into two main categories such as: Photoautotrophs and chemoautotrophs. Chemoautotrophs are bacteria that makes their own food but use chemical for this process insight of light. Heterotrophs are required to consume other organisms or parts of organisms in order to obtain their food molecules. They undergo cellular respiration in order to turn the food they eat into energy they can use. ATP (adenosine triphosphate) has been called the energy currency of the cell. ATP is critically important to cellular chemical it transports the energy that is necessary for all cell metabolic activities. That even discussing the enzymes plays a part in this life on earth to work with living and non-living organism. In general, enzymes serve as catalyst for biological function, including natural involuntary bodily function. Keep in mind of the six enzymes that can make or break you if you don’t know the certain function they have to function together. Kinase enzymes in the body attaches a phosphate group to a high energy bond. It is a very important enzyme required for ATP production and activation of certain enzymes. Those are some simple thing to help understand enzymes as well as photosynthesis, I just want to know that all this seem to come together with all the chapter we have been reading and working on paper work and discussion are adding up to the way the world functions with the things. That they are giving on this earth to work with make the best out of working together and to know that something might change but the enzymes the three things that are constant and those are humans, plants, and animals. Protein are linked by dehydration reactions to form polymers called polypeptides a protein consists of one or more polypeptides folded into specific three-dimensional shape. The shape of protein is almost like the way cellular respiration works with the living and the nonliving on this earth to come and understand the different but one thing in common and that is oxygen. Things need oxygen in order to stay alive and that even goes to the living sea creature if they somehow don’t have enough air under water they will surely die in the water.

In conclusion, the different types of layers and understanding of how the cellular respiration works. It is very simple and that the main thing on this Earth who have things in common. Those are humans, plants, and animals all have something in common and that is to survive in this world. The simple three step as well can be mindful to how to deal with photosynthesis all work together and make a better understanding in this essay to break down the different step and meaning behind there function in life.

The cellular respiration is a function that releases energy from food. The cellular respiration requires oxygen and glucose, which produce carbon dioxide, water, and energy. You might wonder why is the cellular respiration so important. It’s important because the cellular respiration provides energy for living organisms. The cellular respiration is the process where chemical energy from food molecules turns into ATP. The equation for cellular respiration is C6H12O6+6O2 6H2O+6CO2. There are three stages of reaction in the cellular respiration which include the glycolysis, Krebs cycle, and electron transport chain.

The glycolysis is basically where the sugar breaks down. The glycolysis occurs in the cytoplasm and since it’s anaerobic it means that it does not require oxygen to do what it needs to do. The reactants in the glycolysis are 2 ATP and glucose which produce 2 pyruvic acids and a net gain of 2 ATP. According to Miller and Levine, “ when the bonds in glucose break down, they readjust and energy is released from the glucose” (Pearson Biology 254).

After the glycolysis, the process transforms into the mitochondria, which are the stage of the Krebs cycle. The two pyruvic acids move into the glycolysis. The Krebs cycle is aerobic which means that it does require oxygen. Two pyruvic acids produce CO2 and 2 ATP. According to Miller and Levine, “the pyruvic acids are broken into carbon dioxide in a series of energy-extracting reactions” (Pearson Biology 256). Since citric acid is the first compound formed in the Krebs cycle, it can also be called as the citric acid cycle.

Finally, the last stage of reactions is the electron transport chain. The electron transport chain is anaerobic, so it needs oxygen. Without oxygen, the electron transport chain cannot function. The electron transport chain also occurs in the mitochondria just like the Krebs cycle. The electron transport chain uses electron to produce H2O and 32 ATP. The high energy electrons are passed from one carrier to another. According to Miller and Levine, “when two high-electrons pass down the chain, the energy is used to transport to hydrogen ions” (Pearson Biology 258). The hydrogen ions build up in the intermembrane space, making it charged.

Conclusion

In conclusion, the cellular respiration has three stages the glycolysis, Krebs cycle, and the electron transport chain. These three stages produce a certain amount of ATP. The Krebs cycle and glycolysis produce 2 ATP molecules. And the electron transport chain produces 32 ATP molecules. Which in the end gives us a total of 36 ATP molecules.