How do living things get and use energy?
How do living things get and use energy?
Learning Targets
Learning Experiences
Misconceptions
V Temperature is regulated by external physical factors, i.e. at- mospheric temperature and heat leaving pores of the body. V Respiration occurs in the lungs rather than the mitochondria. V Cells do not need a way to eliminate waste materials to function.
Energy is necessary for life processes. How living things get and use energy to power life processes is often challenging for introductory biology students. In focusing on bioenergetics, students build on chemistry and cellular concepts from previous instruction.
42 I can distinguish the com- ponents of a feedback loop and identify the function of each. (5) 43 I can predict the characteristics necessary for maintaining homeostasis and investigate factors that affect homeostasis in living organisms. (5) 44 I can develop an answerable scientific question and plan and carry out an investigation that provides data about homeostasis. (5) 45 I can use evidence from my investigation to explain how negative feedback mechanisms regulate and maintain a narrow range of internal conditions in living systems among a wide range of external conditions. (5) 46 I can revise my model of cell membrane function using evidence about active and passive transport and feedback loops. (5, 2)
A thermostat analogy introduces students to the concept of a feedback loop as a lesson activator. Students then participate in a feedback role-playing activity, taking on the various components of a feedback loop. Deeper exploration using hands-on activities, kinesthetic games, or laboratory activities distinguishes between positive, negative, and enzyme-regulated feedback mechanisms and connects these mechanisms to the way cells maintain homeostasis. Students design a hypothetical experiment to investigate a feedback mechanism in the organism of their choice. Students commu- nicate the details of their plan, highlighting how the experimental conditions impact the feedback loop and disrupt homeostasis. Once again, students revisit the cell membrane model developed as part of learning targets #25-33. If necessary, revise the model to incorporate information related to feedback loops.
42 I can distinguish the components of a feedback loop and identify the function of each. (5) 43 I can predict the characteristics nec- essary for maintaining homeostasis and investigate factors that affect homeostasis in living organisms. (5) 44 I can develop an answerable scientific question and plan and carry out an investi- gation that provides data about homeostasis. (5) 45 I can use evidence from my investi- gation to explain how negative feedback mechanisms regulate and maintain a narrow range of internal conditions in living systems among a wide range of external conditions. (5) 46 I can revise my model of cell membrane function using evidence about active and passive transport and feedback loops. (5, 2) 47 I can use a model to illustrate the three-dimensional structure of a protein and relate that structure to the biological func- tion of an enzyme. (1) 48 I can compare the activation energy of an uncatalyzed reaction with an enzyme- mediated reaction using a diagram. (1, 6) 49 I can investigate the factors that affect enzyme function and use that data to draw conclusions about the key components of enzyme functionality in living systems. (1, 6) 50 I can collect and analyze data to identify the reactants and products of photosynthesis and respiration. (6) 51 I can use evidence to describe the rela- tionship between photosynthesis and respi- ration and illustrate that relationship. (6) 52 I can plan and carry out an investigation that provides data to support the premise that light energy is absorbed by pigments during photosynthesis. (6a)
53 I can formulate a scientific question about how energy is stored and/or released in living systems. (6, 6a, 8) 54 I can relate evidence from an experi- ment to light absorption and reflection in photosynthetic organisms. (6a) 55 I can analyze and interpret data from ex- periments related to photosynthesis to draw conclusions about the cycling of matter and energy. (6, 6a, 8) 56 I can build a model of AMP, ADP, and ATP and relate the amount of energy avail- able to the number of phosphate bonds. (6) 57 I can collect and analyze data from an investigation to explain how energy is transferred and used in cells to power life processes. (6) 58 I can compare respiration strategies in terms of energy required and energy re- leased. (6) 59 I can analyze and interpret data from experiments relating CO2 and O2 in order to develop a model summarizing the relation- ship between photosynthesis and respiration. (6)
Teacher Tip The teacher will provide a
non-science example of feedback. Students should have an understanding of the specific terms in the beginning of the unit. Terms include: stimulus, response, effector, receptor, and integration.
Teacher Resources
Homeostasis: Negative Feedback Pathways in the Human Body: Control Mechanism Activity: Part B: How a Thermostat Works — HHMI Outreach This brief activity outlines the mechanisms of a thermostat and uses a thermostat as an analogy to biological feedback mechanisms. bit.ly/how-a-thermostat-works Homeostasis: The Effects of Exercise Alabama Science in Motion I5homeostasi Students measure changes in temperature of the human body before and after exercise. bit.ly/AMSTI-ASIM Active and Passive Transport: Red Rover Send Particles Over VU Bioengineering RET Program, School of Engineering, Vanderbilt University Students will participate in an active learning activity in which they will act like various particles or part of the cell membrane to model active and passive transport. bit.ly/active-and-passive-transport
Turning a Postive Feedback System into a Negative Feedback System — Teacher Created Students create an annotated diagram of a specific feedback system and then enhance the diagram to illustrate negative feedback in the same system. www.hudsonalpha.org/compendium Muscleman: A Surprising Case of Shrinkage National Center for Case Study Teaching in Science This case study is designed to help students develop a deeper understanding of negative feedback regula- tion. Students are required to develop hypotheses to explain this side effect and devise ways to test their hypotheses. bit.ly/muscleman-case-study
Hormone Regulation Biology Encyclopedia
Reading passage that discusses human hormone regulation and both positive and negative feedback. bit.ly/hormone-regulation
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A Field Guide to the Alabama Standards
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The Biology Compendium
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