This exercise is intended to reinforce the importance of Earth's atmosphere to living organisms. Topics include our bodies' interactions with the atmosphere; its composition and structure; and natural changes in the atmosphere (weather).

In this course, you will learn the basics of plant biology. The student will begin with plant anatomy, learning the names and functions of all of the parts of a plant, then move on to plant physiology, where you will learn about photosynthesis, growth, and reproduction. Next, the student will study plant evolution according to the fossil record and examine the diversity of plant life in existence today and how that diversity impacts global ecology. Upon successful completion of this course, the student will be able to: identify and describe the functions of the different cells, tissues, and organs that make up a plant; describe the major life processes in plants (photosynthesis, respiration, transpiration, growth and development, and reproduction) at the tissue, organ, cellular, and molecular level; explain the history and evolution of plants on earth; discuss plant diversity and identify the major characteristics of plant phylogenetic divisions; explain how plants fit into the global ecological system and why they are essential for life on earth. (Biology 306)

Students are introduced to the respiratory system, the lungs and air. They learn about how the lungs and diaphragm work, how air pollution affects lungs and respiratory functions, some widespread respiratory problems, and how engineers help us stay healthy by designing machines and medicines that support respiratory health and function.

An educational pathway on respiration, combustion and carbon dioxide.

Students are introduced to the concept of energy cycles by learning about the carbon cycle. They will learn how carbon atoms travel through the geological (ancient) carbon cycle and the biological/physical carbon cycle. Students will consider how human activities have disturbed the carbon cycle by emitting carbon dioxide into the atmosphere. They will discuss how engineers and scientists are working to reduce carbon dioxide emissions. Lastly, students will consider how they can help the world through simple energy conservation measures.

Through discussion and hands-on experimentation, students learn about the geological (ancient) carbon cycle. They investigate the role of dinosaurs in the carbon cycle and the eventual storage of carbon in the form of chalk. Students discover how the carbon cycle has been occurring for millions of years and is necessary for life on Earth. Finally, they may extend their knowledge to the concept of global warming and how engineers are working to understand the carbon cycle and reduce harmful CO2 emissions.

" We will cover fundamentals of ecology, considering Earth as an integrated dynamic system. Topics include coevolution of the biosphere, geosphere, atmosphere and oceans; photosynthesis and respiration; the hydrologic, carbon and nitrogen cycles. We will examine the flow of energy and materials through ecosystems; regulation of the distribution and abundance of organisms; structure and function of ecosystems, including evolution and natural selection; metabolic diversity; productivity; trophic dynamics; models of population growth, competition, mutualism and predation. This course is designated as Communication-Intensive; instruction and practice in oral and written communication provided. Biology is a recommended prerequisite."

This illustration from Biology by Kenneth R. Miller and Joseph Levine describes the steps of the electron transport chain, the second stage in the process of cellular respiration.

An integrated course stressing the principles of biology. Life processes are examined primarily at the organismal and population levels. Intended for students majoring in biology or for non-majors who wish to take advanced biology courses.

Students learn about energy and nutrient flow in various biosphere climates and environments. They learn about herbivores, carnivores, omnivores, food chains and food webs, seeing the interdependence between producers, consumers and decomposers. Students are introduced to the roles of the hydrologic (water), carbon, and nitrogen cycles in sustaining the worlds' ecosystems so living organisms survive. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

Although a great deal of emphasis of the course is on the structures of the organs and tissues, this is not a course based solely on pure microscopic descriptions. Lectures and laboratory sessions will focus on the integration of structures with functions, drawing from many disciplines (light/electron microscopy, cell biology, biochemistry, physiology etc.). Highlights of the course are its magnificently detailed collections of tissues as represented in the Circulatory Lecture.

Though biology as we know it today is a relatively new field, we have been studying living things since the beginning of recorded history. This introductory course in biology starts at the microscopic level, with molecules and cells, then moves into the specifics of cell structure and behavior. Upon successful completion of this course, students will be able to: Describe in general terms how life began on Earth; Identify early scientists that played important roles in furthering our understanding of cellular life; Describe the characteristics that define life; List the inorganic and organic molecules that are necessary for life; List the structure and function of organelles in animal and plant cells; List the similarities and differences between animal and plant cells; Describe the reactions in photosynthesis; Explain how the different photosynthetic reactions are found in different parts of the chloroplast; Describe the sequence of photosynthetic reactions; Explain the use of products and the synthesis of reactants in photosynthesis; Explain how protein is synthesized in eukaryotic cells; Describe the similarities and differences between photosynthesis and aerobic respiration; List the reactions in aerobic respiration; Explain the use of products and the synthesis of reactants in aerobic respiration; Describe the similarities and differences between anaerobic and aerobic respiration. (Biology 101; See also: Psychology 203)

This unit covers the processes of photosynthesis, extinction, biomimicry and bioremediation. In the first lesson on photosynthesis, students learn how engineers use the natural process of photosynthesis as an exemplary model of a complex yet efficient process for converting solar energy to chemical energy or distributing water throughout a system. In the next lesson on species extinction, students learn that it is happening at an alarming rate. Students discover that the destruction of habitat is the main reason many species are threatened and how engineers are trying to stop this habitat destruction. The third lesson introduces students to the idea of biomimicry or looking to nature for engineering ideas. And, in the fourth and final lesson, students learn about a special branch of engineering called bioremediation the use of living organisms to aid in the clean up of pollutant spills.

Most people are aware that plants undergo photosynthesis, a process by which they convert sunlight and carbon dioxide in sugar and water. But not as many realize that plants also undergo respiration, which is the reverse of this process.

Higher Level Quiz on Respiration

The activity walks the students through the processes of Photosynthesis and Cellular Respiration.