Biology —CHAP. 5 SKILLS APPLICATION
Thursday September 19, 2013
Perry High School
Mr. Pomerantz___________________________________________________________________________Page 1 of 4
Interpreting data:
Scientists estimate that only 10 percent of the energy present at each level of the food chain is available to the next level. Scientists
also estimate that only 1 percent of the light energy from the sun that reaches photosynthetic organisms is converted to chemical energy during photosynthesis. Use this information and the two food chains below to answer the questions that follow.
Food chain A
gy
en
er
Li
gh
t
Human meat eater
er
en
Human vegetarian
t
gh
Li
gy
Food chain A
Cattle
Corn
Corn
Read each question and write your response in the space provided
1. Assume that 1 million kilocalories (kcal) or energy from the sun is available to the autotrophs in the food chains above.
Determine the amount of energy that will be available at every level of each food chain.
2.
Explain why most food chains consist of no more than three or four levels.
3.
What happens to the stored energy that does not advance from one level of the food chain to the next?
4.
A 55 kg person at rest requires an average of 54 kcal per hour. The same person engaged in activity requires an average
of 87.5 kcal per hour. What is the difference in kcal per hour between rest and activity? Which would be a more efficient diet for an active person—plat food or meat? Explain.
5.
Earth’s population is increasing at a rate that may outpace our ability to produce enough food. Why are some people
promoting vegetarianism as an answer to this problem?
Biology —CHAP. 5 SKILLS APPLICATION
Thursday September 19, 2013
Perry High School
Mr. Pomerantz___________________________________________________________________________Page 2 of 4
Concept mapping:
Using the terms and phrases below, complete concept map showing the characteristics of cellular reparation.
Terms: glucose, NAD+, electron transport chain, glycolysis, pyruvate, fermentation, Krebs cycle
Cellular respiration
Often begins with
1. __________________
Which is broken down during
2. __________________
Which is an
3. anaerobic process
As is
4. __________________
Which recycles
Which produces
6. __________________
That is used in
Aerobic respiration
Which involves the
5. __________________
7. __________________
8. __________________
Biology —CHAP. 5 SKILLS APPLICATION
Thursday September 19, 2013
Perry High School
Mr. Pomerantz___________________________________________________________________________Page 3 of 4
Compare and contrast
Complete the boxes as indicated below. Use chapter 5 in the text book to help you. All drawings must be done neatly and in color
to receive full credit.
AUTOTROPHS
vs
HETEROTROPHS
Draw an example of an “autotroph”
Draw an example of a “heterotroph”
Name to process autotrophs use to produce energy:
Name to process heterotrophs use to produce energy:
Write the chemical equation summarizing energy production in
autotrophs
Write the chemical equation summarizing energy production in
heterotrophs
Draw the organelle the is responsible for energy production in
autotrophs
Draw the organelle the is responsible for energy production in
heterotrophs
What product, from the equation above, do autotrophs use for
energy?
What product, from the equation above, do hetertrophs use for
energy?
What product, from the equation above, is considered a “waste”
product?
What product, from the equation above, is considered a “waste”
product?
Why autotrophs and heterotrophs depend on one another:
Biology —CHAP. 5 SKILLS APPLICATION
Thursday September 19, 2013
Perry High School
Mr. Pomerantz___________________________________________________________________________Page 4 of 4
Problems and essays:
1.The summary equation for glycolysis and aerobic respiration is:
C6H12O6 + 6O2  6CO2 + 6H2O + ATP
1.
In the diagram to the left, the three major stages of aerobic respiration are indicated,
they are “Glycolysis”, “Kreb’s cycle” and “Electron transport”.
a. In each of the blank spaces, write the name of the primary energy-carrying
molecule that is produced at the end of each of these stages.
1.__________________ 2.__________________ 3.__________________
b.
c.
Draw an arrow or arrows and write “O2” to indicate where the oxygen required
in aerobic respiration is used (oxygen is what we intake for respiration).
Draw an arrow or arrows and write “CO2” to indicate where the carbon dioxide
is produced and released (carbon dioxide is what we release during respiration).
2.
3.
2. Scientists have been able to induce chloroplasts to produce ATP in the dark. First, they remove intact chloroplasts from plants.
Next, they soak the chloroplasts in a solution with a low pH (about 4) and keep them in the dark. After a period of time, the chloroplasts are removed from the low pH solution and placed in a higher pH solution (about 8), again in the dark. ATP is soon found to be
present in the higher pH solution.
a. Evaluate the results of this experiment. Include an explanation of what apparently happened to the chloroplasts while they
were in the low pH solution and how this enabled them to produce ATP when they were placed in the higher pH solution.
b. What occurs in chloroplasts exposed to light that was simulated in this experiment?
3. Why do the cells of plant roots generally lack chloroplasts?
4.Briefly explain how plants obtain energy from their environment and store it for later use.