Homework Biololgy Questions

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Please be original. No reference is accepted MUST BE ORIGINAL ONLY! Per the professor

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Textbook:Belk, C., & Meier, V. B. (2013). Biology: Science for life with physiology (4th ed.). Boston, MA: Pearson.

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Unit I Homework Nutritional Analysis Introduction In Chapters 3 and 4 of the textbook, you learned that the body needs various macro and micronutrients in order to function properly. You also learned about cellular metabolism and what the human body uses as a fuel source. This all seems simple at first glance; however, it can be difficult to determine whether we are getting what our body needs. Even when we know what our body needs, it becomes even more difficult to make sure we are supplying our body with those needs. The car you drive probably requires gasoline in order to function properly. When you need to go somewhere, you make sure you have enough gasoline in the tank to reach your destination. If you do not, you probably stop at a gas station and fill your car’s tank with gas. You do not pour cola in the tank or jelly donuts; you put gas because that is what it needs. Why do we put cola and jelly donuts in our bodies when we do not need them? Often, it is difficult to determine what is in the foods that we eat. Sometimes it is hard to determine if the food contains the correct nutrients or processed foods that our body does not need. This lab exercise will help you learn how to read nutritional labels and determine what your body needs to function properly. Objectives 1. Analyze nutritional information based on what the body needs to function properly. 2. Calculate BMI and learn about caloric balance. Materials You will not need any extra materials other than your textbook and your computer (with internet access) to complete this lab. Directions • • • • Type or paste all answers directly on this data sheet. Use the following nutritional label and answer the questions that follow. You may use your textbook as a resource when comparing the two products. Select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet as a .doc, .docx, or .rtf file when you are finished. Serving Size Servings Per Container Calories Saturated Fat Trans Fat Cholesterol Sodium Fiber Sugars Protein Vitamin A Calcium Vitamin C Vitamin D Main Ingredients Product A 1oz 1 150 3g 0g 3mg 250mg 1g 3g 1g 35% 15% 100% 30% Milk, potato, vegetable oil, salt, sugar, processed wheat flour Product B 1.5oz 1 165 1g 0g 1mg 225mg 3g 1g 4g 30% 25% 100% 30% Water, nonfat milk, whole corn, vegetable oil, whole wheat flour, rice flour, whole oat flour 1 Questions 1 – 5 are short answer questions. Answer each question in the space provided. Question 6 is a short essay. Total: 40 points 1. Which product contains the most calories per serving? (6 points) 2. Which product contains the largest serving size? (6 points) 3. Which product contains the most calories per ounce? (6 points) 4. Which product contains the most nutrients that are not as healthy for the body in large amounts? (6 points) 5. Which product is a healthier choice? (6 points) 6. Explain why you picked the product that you did in question 5. Your answer should be in paragraph format and should be at least 100 words in length. Type your answer directly below. (10 points) 2 Determine your BMI The point of this exercise is for the student to become familiar with his or her own score using a very common biometric indicator. Conduct the exercise using your own data. However, if you do not wish to disclose your own data, then conduct it again with reasonable fictitious data and report that. Questions 1–4 below are short answer questions. Answer each question in the space provided. Total: 20 points 1. What is your height? points) ft in What is your weight? Lbs (5 Go to: http://www.choosemyplate.gov/ then click on ONLINE TOOLS in the menu and select BMI CALCULATOR from the drop down menu. Follow the links to the calculator tool hosted by the CDC.gov website. Enter the information to determine your BMI (or use the fictitious data) by clicking the link to the Adult BMI Calculator. Type the information from above into the appropriate spaces and then click: Calculate BMI. 2. What is your BMI? What recommendations are listed? (5 points) On the left menu click on: Finding a Balance. 3. What is the caloric balance equation? (5 points) 4. Do you think you are in caloric balance? What are the recommended physical activity levels? (5 points) 3 Reading Nutrition Facts Labels Total: 40 points For this portion of the assignment read the U.S. Food and Drug Administration’s food facts guide about labels and then answer questions 1 and 2. Click here to access the guide. Question 1. (16 points) Write an essay at least 200 words in length that explains what are proteins, carbohydrates, and fats. Question 2. (12 points) Take any can of vegetables from your pantry. Report the levels of proteins, carbohydrates, and fats for a serving size of your vegetable. Review the label for hamburger and answer question 3. Click here to read the label. Question 3. (12 points) Discuss what stands out to you as a difference between your veggie and the hamburger. Your answer should be at least 100 words in length. 4 Chapter 1 Can Science Cure the Common Cold? Introduction to the Scientific Method Fourth Edition BIOLOGY Science for Life | with Physiology Colleen Belk • Virginia Borden Maier © 2013 Pearson Education, Inc. Copyright © 2009 Pearson Education, Inc. PowerPoint Lecture prepared by Jill Feinstein Richland Community College 1.1 The Process of Science  Science refers to a body of knowledge.  Science is not a giant collection of facts to be memorized.  It important to learn about the process of science called the scientific method.  The scientific method allows the solving of problems and answering of questions.  Observations  Proposing ideas  Testing the ideas  Discarding or modifying ideas based on results © 2013 Pearson Education, Inc. 1.1 The Process of Science The Nature of Hypotheses  Hypothesis: proposed explanation for a set of observations  Hypotheses needs to be:  Testable – It must be possible to examine the hypothesis through observations.  Falsifiable – It must be able to potentially be proven false. © 2013 Pearson Education, Inc. 1.1 The Process of Science Where do hypotheses come from?  Both logical and creative influences are used to develop a hypothesis. © 2013 Pearson Education, Inc. 1.1 The Process of Science Scientific Theory  Powerful, broad explanation of a large set of observations  Based on well supported hypotheses  Supported by research from several different independent sources © 2013 Pearson Education, Inc. 1.1 The Process of Science The Logic of Hypothesis Tests  Inductive reasoning: combining a series of specific observations into a generalization to create a hypothesis © 2013 Pearson Education, Inc. 1.1 The Process of Science The Logic of Hypothesis Tests  To test the hypothesis use deductive reasoning:  This involves using a general principle to predict an expected observation using if/then statements.  For example, If vitamin C decreases the risk of catching a cold, then people who take in additional Vitamin C will get less colds. © 2013 Pearson Education, Inc. 1.1 The Process of Science The Logic of Hypothesis Tests  The process looks something like this: © 2013 Pearson Education, Inc. 1.1 The Process of Science © 2013 Pearson Education, Inc. 1.1 The Process of Science The Logic of Hypothesis Tests  A hypothesis that fails our test is rejected and considered disproven.  A hypothesis that passes is supported, but not proven.  Why not? An alternative hypothesis might be the real explanation. © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing  The most powerful way to test hypotheses: do experiments.  Experiments support the hypothesis that the common cold is caused by a virus. © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing The Experimental Method  Experiments are designed to collect data or information to test specific hypotheses.  Variables are factors that can change in value under different conditions.  Independent variables can be manipulated by the scientist.  Dependent variables cannot be changed by the researcher. © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Controlled Experiments  Controlled experiment: tests the effect of a single variable  Control: a subject who is not exposed to the experimental treatment but has all other variables the same © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Controlled Experiments  Differences seen between the experimental group and control group can be attributed to the experimental treatment.  Random Assignment  An effective way of assigning individuals to groups for testing © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Controlled Experiments  Example: Echinacea tea experiment:  Hypothesis: Drinking Echinacea tea relieves cold symptoms.  Experimental group drinks Echinacea tea 5-6 times daily.  Control group drinks “sham” Echinacea tea 5-6 times daily (placebo).  Both groups rated the effectiveness of their treatment on relieving cold symptoms. © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Controlled Experiments  People who received echinacea tea felt that it was 33% more effective at reducing symptoms. © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Minimizing Bias in Experimental Design  If human subjects know whether they have received the real treatment or a placebo, they may be biased.  Blind experiment: subjects don’t know what kind of treatment they have received  Double blind experiment: the person administering the treatments and the subjects do not know who is in each group until after the experiment is over © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Minimizing Bias in Experimental Design © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Using Correlation to Test Hypotheses  The “gold standard” for experimentation  Double-blind, placebo controlled, and randomized experiments  Model systems can be used in experiments when it appears to dangerous or unethical to test on humans.  examples: mice, rats, dogs and pigs  A correlation can be used to test hypotheses when controlled experiments on humans is impossible to perform. © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Using Correlation to Test Hypotheses  Using existing data, is there a correlation between variables?  Hypothesis: Stress makes people more susceptible to catching a cold.  Is there a correlation between stress and the number of colds people have caught? © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Using Correlation to Test Hypotheses  Results of such a study: The number of colds increases as stress levels increase.  Caution! Correlation does not imply causation. © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing Using Correlation to Test Hypotheses  The correlation might be due to other reasons. © 2013 Pearson Education, Inc. 1.2 Hypothesis Testing © 2013 Pearson Education, Inc. 1.3 Understanding Statistics Overview: What Statistical Tests Can Tell Us  Statistics in science is used to evaluate and compare data.  We can extend the results from small samples to an entire population using statistical tests.  Statistically significant: results are very unlikely to be due to chance differences and represents a true difference between groups. © 2013 Pearson Education, Inc. 1.3 Understanding Statistics The Problem of Sampling Error  Sampling error: the effect of chance on experimental data  We can calculate the probability that a result is simply due to sampling error.  Confidence interval: the range of values from a sample that has a 95% probability of containing the true population mean (average) © 2013 Pearson Education, Inc. 1.3 Understanding Statistics Factors that Influence Statistical Significance  Sample size  The true difference between populations  Bigger is better: more likely to detect differences © 2013 Pearson Education, Inc. 1.3 Understanding Statistics Factors that Influence Statistical Significance © 2013 Pearson Education, Inc. 1.3 Understanding Statistics What Statistical Tests Cannot Tell Us  If an experiment was designed and carried out properly  If observer error occurred, only can evaluate the probability of sampling error  May not be of any biological significance © 2013 Pearson Education, Inc. 1.4 Evaluating Scientific Information Primary Sources  Researchers can submit a paper about their results to a professional journal (primary source).  Primary Sources undergo peer review: evaluation of submitted papers by other experts.  Secondary sources: books, news reports, the internet, and advertisements © 2013 Pearson Education, Inc. 1.4 Evaluating Scientific Information Information from Anecdotes  Anecdotal evidence is based on one person’s experience, not on experimental data.  Example: a testimonial from a celebrity © 2013 Pearson Education, Inc. 1.4 Evaluating Scientific Information Science in the News © 2013 Pearson Education, Inc. 1.4 Evaluating Scientific Information Science in the News  Secondary sources may be missing critical information or report the information incorrectly.  Consider the source of media reports.  Be careful with the internet since anyone can post information.  Be very cautious about claims made in paid advertisements. © 2013 Pearson Education, Inc. 1.4 Evaluating Scientific Information Understanding Science from Secondary Sources  Use your understanding of the process of science to evaluate science stories.  News media generally highlight only those science stories that seem newsworthy.  They are more likely to report a positive result than a negative one. © 2013 Pearson Education, Inc. 1.5 Is There a Cure for the Common Cold?  No, but prevention methods are known.  Wash your hands!  No effect on cold susceptibility:  Vitamin C  Exposure to cold temperatures  Exercise  No vaccine for the common cold © 2013 Pearson Education, Inc. Chapter 2 Are We Alone in the Universe? Water, Biochemistry, and Cells Fourth Edition BIOLOGY Science for Life | with Physiology Colleen Belk • Virginia Borden Maier © 2013 Pearson Education, Inc. Copyright © 2009 Pearson Education, Inc. PowerPoint Lecture prepared by Jill Feinstein Richland Community College What is Life List 10 things that are alive. What are some characteristics that they all share? Compare living organisms. http://www.youtube.com/watch? v=Jcu81UgTBFs © 2013 Pearson Education, Inc. 2.1 What Does Life Require? A Definition of Life  There is no simple definition of life. Instead there is a list of characteristics.  growth  movement  reproduction  response to external environmental stimuli  metabolism © 2013 Pearson Education, Inc. 2.1 What Does Life Require? A Definition of Life  But, all Earth organisms…  have a common set of biological molecules  are composed of cells  can maintain homeostasis  can evolve  require liquid water © 2013 Pearson Education, Inc. 2.1 What Does Life Require? The Properties of Water  Elements: fundamental forms of matter  Atoms: the smallest units of an element  Atoms are composed of  Protons (positive charge) and neutrons in the nucleus of the atom  Electrons (negative charge) are found in an “electron cloud”  Ions are atoms with an electrical charge. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? The Properties of Water  Atomic number is determined by the number of protons in the nucleus. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? The Properties of Water  Molecule: two or more atoms held together by chemical bonds  Water molecule: two hydrogen atoms bonded to one oxygen atom  Water is a good solvent (helps chemical reactions).  Solute: what is being dissolved in the solvent  Solution: solutes added to a solvent © 2013 Pearson Education, Inc. 2.1 What Does Life Require? The Properties of Water  Hydrogen bond: the weak attraction between the hydrogen atom of one water molecule and the oxygen atom of another © 2013 Pearson Education, Inc. 2.1 What Does Life Require? The Properties of Water  Water facilitates chemical reactions.  Solutes in the mixture are called reactants.  End result of the chemical reaction are called products.  Water molecules tend to stick together: cohesion.  Water moderates temperature. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? The Properties of Water  Water can dissolve acids and bases.  The pH scale is a measure of the relative amounts of acids and bases in a solution.  pH greater than 7 = basic  pH lower than 7 = acidic  Pure water = 7 – neutral © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Organic Chemistry  All life on Earth is based on organic chemistry: the chemistry of the complex carbon containing molecules.  Carbon makes up most of the mass of living organisms.  Carbon: a molecular TinkerToy  Can bond to 4 different atoms at once  Carbon can make hydrocarbons.  Simple organic molecules  Carbon can make macromolecules. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Organic Chemistry  Chemical bonds are dependent on the atom’s electron configuration.  Electrons are arranged in energy levels or electron shells.  1st electron shell holds up to 2 electrons.  2nd and 3rd electron shells holds up to 8 electrons each.  The outer shell that holds electrons is called the valence shell. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Organic Chemistry  Covalent bonds: strong bonds from sharing electrons  Single bonds indicate sharing of one pair of electrons.  Double bonds share two pairs of electrons. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Organic Chemistry  Ionic bonds: occurs when there is a transfer of electrons between atoms © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Structure and Function of Macromolecules  Carbohydrates: molecules of carbon, oxygen, and hydrogen  Major source of energy for cells  Monosaccharides or simple sugars are building blocks for carbohydrates.  Disaccharides are composed of two monosaccharides.  Polysaccharides are composed of many monosaccharides. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Structure and Function of Macromolecules  Carbohydrates © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Structure and Function of Macromolecules  Proteins: polymers of amino acids; joined by peptide bonds  Proteins are made up of carbon, oxygen, hydrogen, and nitrogen.  There are 20 different amino acids, with different chemical properties.  Different combinations of amino acids give proteins different properties. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Structure and Function of Macromolecules © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Structure and Function of Macromolecules  Lipids: hydrophobic; composed mostly of carbon and hydrogen  Three types:  Fat is composed of a glycerol molecule joined with 3 fatty acid tails.  Steroids are a four carbon ring structure such as cholesterol, estrogen, and testosterone.  Phospholipids are composed of a glycerol molecule, 2 fatty acid tails, and a phosphate group. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Structure and Function of Macromolecules  Lipids: © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Structure and Function of Macromolecules  Nucleic acids: polymers of nucleotides  Nucleotide: sugar + a phosphate + a nitrogenous base © 2013 Pearson Education, Inc. Figure 2.15c 2.1 What Does Life Require? Structure and Function of Macromolecules  Nucleotides are of two types: RNA and DNA, depending on the sugar.  DNA is the hereditary material in nearly all organisms.  The structure of a DNA molecule is a double helix. © 2013 Pearson Education, Inc. 2.1 What Does Life Require? Structure and Function of Macromolecules  Bonding between bases on opposite strands follows strict base-pairing rules:  A with T  G with C  Each strand consists of a sugar-phosphate backbone. © 2013 Pearson Education, Inc. 2.2 Life on Earth Prokaryotic and Eukaryotic Cells  A cell is the fundamental structural unit of life.  All cells on Earth are either prokaryotic or eukaryotic. © 2013 Pearson Education, Inc. 2.2 Life on Earth Prokaryotic and Eukaryotic Cells  Prokaryotic cells are smaller and simpler in structure.  Prokaryotic cells probably resemble the earliest cells to arise on Earth.  Some structures in the Martian meteorite resemble Prokaryotic cells .  Prokaryotes do not have a true nucleus.  Prokaryotes do have a cell wall. © 2013 Pearson Education, Inc. 2.2 Life on Earth Prokaryotic and Eukaryotic Cells  Eukaryotic cells are much more complex.  Have a true nucleus surrounded by a membrane  Also have membrane-bound organelles with specialized jobs © 2013 Pearson Education, Inc. 2.2 Life on Earth Cell Structure  All cells are surrounded by a plasma membrane.  Made of a phospholipids bilayer: hydrophobic tails orient inside the membrane, away from water  Fluid mosaic: lipids and proteins can move about within the membrane  Semipermeable: some molecules can cross and some can’t © 2013 Pearson Education, Inc. 2.2 Life on Earth Cell Structure  Nucleus: surrounded by a double nuclear membrane which houses DNA  Ribosomes: assembly proteins can be attached to membranes or free floating  Cytosol: watery substances that surrounds the nucleus and organelles  Mitochondria: provide energy for the cell, using oxygen  Chloroplasts: sites of photosynthesis in plant cells  Lysosomes: contain digestive enzymes to break down substances © 2013 Pearson Education, Inc. 2.2 Life on Earth Cell Structure  Rough Endoplasmic reticulum: involved in protein synthesis and has ribosomes attached to its membrane  Smooth Endoplasmic reticulum: involved in lipid synthesis and lacks ribosomes  Golgi apparatus: modifies and sorts proteins and packages them into vesicles  Centrioles: moves genetic material during cell division  Cytoskeleton: maintains cell shape  Central vacuole: found in plant cells and stores water, starch and pigments © 2013 Pearson Education, Inc. 2.2 Life on Earth Cell Structure © 2013 Pearson Education, Inc. 2.2 Life on Earth The Tree of Life and Evolutionary Theory  All Earth organisms share many similarities:  Same basic biochemistry, with same types of macromolecules  All organisms consist of cells  Cells always have phospholipids bilayer plasma membrane  Eukaryotes share most of the same organelles  These ideas are known as the theory of evolution  Natural selection is based on the variations in organisms that may increase or decrease survival © 2013 Pearson Education, Inc. 2.2 Life on Earth The Tree of Life and Evolutionary Theory  This unity of life is best explained by a tree of life, with modern species having evolved from common ancestors. © 2013 Pearson Education, Inc. Chapter 3 Is it Possible to Supplement Your Way to Better Health? Nutrients and Membrane Transport Fourth Edition BIOLOGY Science for Life | with Physiology Colleen Belk • Virginia Borden Maier © 2013 Pearson Education, Inc. Copyright © 2009 Pearson Education, Inc. PowerPoint Lecture prepared by Jill Feinstein Richland Community College 3.1 Nutrients - Macronutrients  Nutrients: substances in foods that provide structural materials or energy  Macronutrients: nutrients that are required in large amounts  Water  Adults need about 3 liters per day.  Too little leads to dehydration  Maintains blood pressure  Involved in all cellular activities © 2013 Pearson Education, Inc. 3.1 Nutrients - Macronutrients  Carbohydrates: main energy source  Simple sugars (glucose) enter our system quickly.  Complex carbohydrates (branching chains of simple sugars) are digested more slowly.  Starch: complex carbohydrate from plants  Glycogen: complex carbohydrate from animals © 2013 Pearson Education, Inc. 3.1 Nutrients - Macronutrients  Processed food  Food that has undergone processing that has been stripped it of its nutritional value  Whole foods  Foods that have not been stripped of their nutrition  Fiber: indigestible complex carbohydrates  Essential for large intestine function  Lowers cholesterol and reduces cancer risk © 2013 Pearson Education, Inc. 3.1 Nutrients - Macronutrients  Proteins  Polymers of amino acids  Essential amino acids: we cannot make these ourselves; must obtain them from food  Complete proteins: contain all the essential amino acids we need  Plant proteins can be combined to make them complete. © 2013 Pearson Education, Inc. 3.1 Nutrients - Macronutrients  Fats  Energy storage molecules  Acts as a cushion and insulator  Consist of a glycerol attached to fatty acid tails  Essential fatty acids: we cannot make these ourselves (e.g., omega-3 and omega-6) © 2013 Pearson Education, Inc. 3.1 Nutrients - Macronutrients  Fats  Saturated fats: fatty acid carbons are bound to as much hydrogen as possible  Lack double bonds  Solid at room temperature  Most animal fats are saturated. © 2013 Pearson Education, Inc. 3.1 Nutrients - Macronutrients  Fats  Unsaturated fats are not bound to as much hydrogen as possible.  Contain double bonds which give kinks in the tails  Liquid at room temperature  Most plant fats (oils) are unsaturated or polyunsaturated. © 2013 Pearson Education, Inc. 3.1 Nutrients - Macronutrients  Fats  Polyunsaturated fats  Have many double bonds preventing it from tightly packing  Hydrogenation  Process that adds hydrogen atoms to unsaturated fats to make it a solid  Trans fats are produced by incomplete hydrogenation and not beneficial  May be linked to an increased risk of heart disease and diabetes © 2013 Pearson Education, Inc. 3.1 Nutrients - Micronutrients  Micronutrients: nutrients that are needed in small quantities  Vitamins: Table 3.1 lists the various vitamins  organic substances which usually function as coenzymes  Vitamin D the only one we can synthesize  Water-soluble vitamins  Not stored in the body and typically the cause of deficiencies  Fat-soluble vitamins  Stored in fat and can cause problems in excess © 2013 Pearson Education, Inc. 3.1 Nutrients - Micronutrients  Minerals: inorganic substances  Do not contain carbon but essential for cell functions  Must be supplied through diet and are water soluble  Calcium is a very important mineral that plays a role in bones, clotting, muscle contraction, and nerve impulses  Table 3.2 lists the various minerals and their functions © 2013 Pearson Education, Inc. 3.1 Nutrients - Micronutrients  Antioxidants  Found in whole foods  Protect cells from damage by free radicals  Free radicals can damage DNA and cell membranes.  Table 3.3 describes food sources of antioxidants. © 2013 Pearson Education, Inc. 3.2 Transport Across Membranes  Nutrients have to move across the cell membrane in order to be used by the cell.  Plasma membrane is composed of a phospholipid bilayer & is differentially permeable. © 2013 Pearson Education, Inc. 3.2 Transport Across Membranes  Diffusion: movement of molecules from area of high concentration to low concentration  Passive transport: diffusion of small hydrophobic molecules without energy © 2013 Pearson Education, Inc. 3.2 Transport Across Membranes  Facilitated diffusion: transport of hydrophilic and charged molecules across the membrane.  Uses proteins embedded in the membrane  No input of energy required © 2013 Pearson Education, Inc. 3.2 Transport Across Membranes  Osmosis: movement of water across a membrane, from high to low concentration.  When an animal cell is placed in salt water it will shrivel.  When an animal cell is placed in distilled water it will swell and burst. © 2013 Pearson Education, Inc. Solutions Isotonic – same Hypotonic – less Hypertonic – more When the solute cannot move – the water moves! Which way does water move? http://www.youtube.com/watch?v=SrON0nEEWmo © 2013 Pearson Education, Inc. 3.2 Transport Across Membranes  Active transport  Uses proteins to move molecules from low to high concentration  Powered by energy from ATP © 2013 Pearson Education, Inc. 3.2 Transport Across Membranes  Exocytosis: a membrane-bound vesicle fuses with the membrane and expels the large molecule  Endocytosis: a vesicle forms around a large molecule and brings it into the cell © 2013 Pearson Education, Inc. 3.2 You are what you eat  Food is digested into building blocks used by cells for various functions and structures. © 2013 Pearson Education, Inc. Chapter 4 Fat: How Much Is Right for You? Enzymes, Metabolism, and Cellular Respiration Fourth Edition BIOLOGY Science for Life | with Physiology Colleen Belk • Virginia Borden Maier © 2013 Pearson Education, Inc. Copyright © 2009 Pearson Education, Inc. PowerPoint Lecture prepared by Jill Feinstein Richland Community College 4.1 Enzymes and Metabolism  Enzymes  Proteins that catalyze (speed up) chemical reactions in a cell  Metabolism: all chemical reactions occurring in the body  Enzymes work by lowering the activation energy needed for a reaction. © 2013 Pearson Education, Inc. 4.1 Enzymes and Metabolism  Substrate are substances being catalyzed.  Active site is where the substrate binds to the enzyme.  The binding of the substrate and enzyme causes a shape change and called induced fit.  Specificity of the enzyme to the substrate is based on enzyme shape and active site. © 2013 Pearson Education, Inc. 4.1 Enzymes and Metabolism  A calorie is the amount of energy required to raise the temperature of 1 gram of water by 1C.  1000 calories  1 kilocalorie or Calorie  Calorie:  Unit of energy represented on food labels  Calories are consumed by cells to do work.  Extra calories can be stored as fat.  Metabolic rate: the rate at which the body uses energy © 2013 Pearson Education, Inc. 4.1 Enzymes and Metabolism  Basal Metabolic Rate or BMR represents the resting energy of an awake, resting, but alert person.  70 Calories/hour or 1680 Calories/day  Metabolic rate is influenced by many factors:  Body weight, sex, exercise, genetic makeup, age, and nutritional status  http://www.bmrcalculator.org/ © 2013 Pearson Education, Inc. 4.2 Cellular Respiration  Cellular respiration is a series of enzymatic reaction that converts energy from food into energy stored in ATP.  ATP consists of adenine, a sugar, and 3 phosphate groups. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration  When a phosphate group is transferred from ATP to another molecule (phosphorylation), energy is transferred and ADP is produced. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration  The energy from ATP can power different kinds of work in the cell. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration  As ATP is used in the cell it must be replenished by cellular respiration.  Aerobic cellular respiration occurs in the mitochondria and requires the presence of oxygen.  C6H12O6 + 6O2  6CO2 + 6H2O © 2013 Pearson Education, Inc. 4.2 Cellular Respiration  Aerobic cellular respiration takes the energy from glucose and uses it to make ATP.  This process occurs in three complex steps starting in the cytosol of the cell and completing in the mitochondria. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration - Step 1: Glycolysis  6-carbon glucose molecule is broken down into two 3-carbon pyruvic acid molecules.  Takes place in the cytosol and doesn’t require oxygen and produces 2 ATP.  NAD+ is used as a chemical taxi cab.  These pick up the electrons and hydrogen ions released during glycolysis and become NADH. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration - Step 2: Citric Acid Cycle  Citric acid cycle: series of chemical reactions catalyzed by 8 different enzymes in the mitochondrial matrix  The result is the generation of 2 ATP, release of carbon dioxide and NADH. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration - Step 3: Electron Transport and ATP Synthesis  Electron transport chain acts like a conveyor belt, moving electrons through a series of proteins.  NADH drops off its electrons and hydrogen ions.  The protein carriers move the electrons through the chain and move the hydrogen into the intermembrane space.  The concentration of H+ ions increases within the intermembrane space. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration - Step 3: Electron Transport and ATP Synthesis  H+ ions are charged, and can’t simply diffuse back across the membrane.  They pass through protein channels called ATP synthase, generating 32 or 34 ATP molecules as they do.  At the end of the chain, the electrons combine with oxygen to produce water. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration - Metabolism of Other Nutrients  Proteins and fats can also provide energy when carbohydrates are unavailable.  They are broken down and their subunits feed into aerobic cellular respiration. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration - Metabolism Without Oxygen: Anaerobic Respiration and Fermentation  Cells can generate energy without oxygen through anaerobic respiration.  Muscle cells can produce lactic acid to regenerate NAD+ through fermentation. © 2013 Pearson Education, Inc. 4.2 Cellular Respiration - Metabolism Without Oxygen: Anaerobic Respiration and Fermentation  Bacteria in yogurt also use fermentation to make lactic acid.  Yeast cells use fermentation to convert glucose to ethanol. © 2013 Pearson Education, Inc. 4.3 Body Fat and Health  Difficult to define “overweight” precisely  Women need more body fat to maintain fertility than men.  Average healthy body fat percentages:  Women: 22% and Men: 14%  Body Mass Index (BMI): correlates amount of body fat with risk of illness and death, using both height and weight  Healthy range of BMI = 20-25  Obesity: BMI of 30 or higher  http://www.cdc.gov/healthyweight/assessing/bmi/ © 2013 Pearson Education, Inc. Extra Calories It takes 3500 calories to make a pound of fat. If you ate 300 less calories per day and exercised an additional 200 calories, how long would it take you to lose 1 pound of fat? How much weight loss is healthy per week? © 2013 Pearson Education, Inc. 4.3 Body Fat and Health  Risk of obesity is influenced by both lifestyle (diet, exercise) and genetics.  Obesity increases risks of:  Diabetes  Hypertension  Heart disease  Stroke  Joint problems © 2013 Pearson Education, Inc. 4.3 Body Fat and Health  Diabetes: disorder of carbohydrate metabolism  Insulin: hormone that triggers cells to take up glucose; produced by beta cells of the pancreas  Type 1 Diabetes (not associated with obesity)  Usually arises in childhood  Cannot produce insulin (no beta cells)  Treated with daily insulin injections  Type 2 Diabetes (associated with obesity)  Usually arises in adults  May be controlled by diet and exercise © 2013 Pearson Education, Inc. 4.3 Body Fat and Health  Hypertension: high blood pressure (the force exerted on blood vessels by the blood)  Systolic: blood pressure as the heart contracts  Diastolic: blood pressure while heart is relaxing  Normal blood pressure is about 120 systolic and 80 diastolic (120/80)  Hypertension: persistently over 140/90 © 2013 Pearson Education, Inc. 4.3 Body Fat and Health  Heart attack: a sudden loss of blood to the heart because of blocked arteries  Stroke: a sudden loss of blood to the brain because of blocked arteries  Cholesterol: a lipid that can build up in arteries  Low-density lipoproteins (LDLs): distribute cholesterol throughout the body and dumps excess in the arteries  High-density lipoproteins (HDLs): carry excess cholesterol to the liver for excretion as bile © 2013 Pearson Education, Inc. Cholesterol Total: Less than 200 mg/dL LDL: Less than 100 mg/dL HDL: Above 60 mg/dL © 2013 Pearson Education, Inc. 4.3 Body Fat and Health  Anorexia: self-starvation  Can starve heart muscles, producing altered rhythms  Amenorrhea: cessation of menstruation; can be permanent and result in sterility  Increases risk of osteoporosis  Bulimia: binge-eating followed by purging  Many of the same health effects as anorexia  May lead to stomach rupture  Dental and gum problems from stomach acid  Dehydration (sometimes fatal) © 2013 Pearson Education, Inc.
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Unit I Homework
Nutritional Analysis

Introduction
In Chapters 3 and 4 of the textbook, you learned that the body needs various macro and micronutrients in
order to function properly. You also learned about cellular metabolism and what the human body uses as
a fuel source. This all seems simple at first glance; however, it can be difficult to determine whether we
are getting what our body needs. Even when we know what our body needs, it becomes even more
difficult to make sure we are supplying our body with those needs. The car you drive probably requires
gasoline in order to function properly. When you need to go somewhere, you make sure you have enough
gasoline in the tank to reach your destination. If you do not, you probably stop at a gas station and fill
your car’s tank with gas. You do not pour cola in the tank or jelly donuts; you put gas because that is what
it needs. Why do we put cola and jelly donuts in our bodies when we do not need them? Often, it is
difficult to determine what is in the foods that we eat. Sometimes it is hard to determine if the food
contains the correct nutrients or processed foods that our body does not need. This lab exercise will help
you learn how to read nutritional labels and determine what your body needs to function properly.
Objectives
1. Analyze nutritional information based on what the body needs to function properly.
2. Calculate BMI and learn about caloric balance.
Materials
You will not need any extra materials other than your textbook and your computer (with internet access)
to complete this lab.
Directions





Type or paste all answers directly on this data sheet.
Use the following nutritional label and answer the questions that follow. You may use your
textbook as a resource when comparing the two products.
Select Save As, and save this document using your last name and student ID as the file name.
Upload the data sheet as ...


Anonymous
I was struggling with this subject, and this helped me a ton!

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