Be able to explain the general experimental procedures completed in lab.
Transferred 15 ml of Glucose, Sucrose, Fructose, Lactose, Starch, and H2O into plastic beakers using water as the control. Transfer 90 ml of yeast suspension into each beaker. Mixtures were poured into fermentation flasks sealed with a fermentation tube observing CO2 production.
Be able to describe the culinary importance of the yeast fermentation process.
Culinary Importance (Yeast is a type of fungus used to make bread, beer, wine, etc). Bread (CO2 production causes dough to rise) Beer and Wine (Ethanol is key product during alcoholic fermentation)
Be able to explain the glycolytic pathway using the term glycolysis.
Process that breaks down glucose into pyruvate generating ATP.
Be able to explain the glycolytic pathway using the term pyruvates.
End products of glycolysis used in either fermentation or cellular respiration.
Be able to explain the glycolytic pathway using the term aerobic.
O2 Present > Pyruvate enters celular respiration > Generates 36 ATP
Be able to explain the glycolytic pathway using the term anaerobic.
No O2 present > Pyruvate undergoes fermentation > Produces 2 ATP + ethanol + CO2
Be able to explain the glycolytic pathway using the term fermentation.
Anaerobic process in yeast producing ethanol + CO2 from pyruvate
Be able to explain the glycolytic pathway using the term cellular respiration.
Aerobic breakdown of pyruvate into CO2 + H2O yielding much more ATP than Fermentation.
Be able to recall the yeast fermentation reaction equation.
Sugar > Glycolysis > Pyruvate > Fermentation > Ethanol and CO2
When given an image of a carbohydrate molecule, be able to identify if it is a monosaccharide.
(One Sugar) (Glucose; Galactose; and Fructose) (Can Enter Yeast Cells)
When given an image of a carbohydrate molecule, be able to identify if it is a disaccharide.
(Two Sugars) (Sucrose; Maltose; and Lactose) (Needs to be broken down by enzymes before entering yeast cells)
When given an image of a carbohydrate molecule, be able to identify if it is a polysaccharide.
(Too large to enter yeast cells requiring external enzymatic breakdown first)
Be able to describe α-glycosidic bonds and why they are essential in our experiment.
Yeast have enzymes to break these (Sucrose) (Can be fermented efficiently)
Be able to describe β-glycosidic bonds and why they are essential in our experiment.
Yeast lack enzymes to break these (Lactose) (Poor fermentation)
Lactose due to the β-glycosidic bond fermented very poorly.
Be able to explain how monosaccharides may be more or less readily used in yeast fermentation with regard to their ability to enter yeast cells, their ability to be used directly in glycolysis, and the types of bonds holding together sugar monomers.
(High Fermentation Rate) (Small and enter cells easily)
Be able to explain how disaccharides with β-glycosidic bonds may be more or less readily used in yeast fermentation with regard to their ability to enter yeast cells, their ability to be used directly in glycolysis, and the types of bonds holding together sugar monomers.
(Lactose (Yeast can’t break β-link) Low Fermentation Rate)
Be able to explain how disaccharides with α-glycosidic bonds may be more or less readily used in yeast fermentation with regard to their ability to enter yeast cells, their ability to be used directly in glycolysis, and the types of bonds holding together sugar monomers.
(Yeast can break down α-glycosidic sugars (Moderate to High Rate of Fermentation))
Be able to explain how polysaccharides may be more or less readily used in yeast fermentation with regard to their ability to enter yeast cells, their ability to be used directly in glycolysis, and the types of bonds holding together sugar monomers.
(Starch (Too Large, Need External Enzymatic Breakdown First (Very Low or No Fermentation)))
When given images of a series of fermentation flasks, be able to interpret relative rates of fermentation.
Flasks measured by CO2 produced. More CO2 produced greater fermentation.
