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CHAPTER 6

How Cells Harvest Chemical Energy

Chapter Objectives
Opening Essay
Explain why brown fat is important to small mammals, including newborn humans.

Cellular Respiration: Aerobic Harvesting of Energy

6.1 Compare the processes and locations of photosynthesis and cellular respiration.
Explain why it is accurate to say that life on Earth is solar powered.
6.2 Explain how breathing and cellular respiration are related.
6.3 Provide the overall chemical equation for cellular respiration. Compare the
efficiency of this process in cells with the efficiency of a gasoline automobile
engine.
6.4 Explain how the human body uses its daily supply of ATP.
6.4 Define a kilocalorie (kcal) and relate it to a food calorie.
6.5 Explain how the energy in a glucose molecule is released during cellular
respiration.
6.5 Explain how redox reactions are used in cellular respiration.
6.5 Describe the general roles of dehydrogenase, NAD+, the electron transport
chain, and oxygen in cellular respiration.

Stages of Cellular Respiration

6.6–6.11 Compare the reactants, products, and energy yield of the three stages of cellular
respiration.
6.7–6.11 List the cellular regions where glycolysis, the citric acid cycle, and oxidative
phosphorylation occur. Note whether substrate-level phosphorylation or
chemiosmosis occur.
6.10 Explain how brown fat is specialized for heat production and when brown fat is
most active. Describe the evidence that suggests that brown fat is present and
functioning in many adult humans.
6.11 Identify the total possible yield of ATP molecules per glucose. Explain why the
number of ATP molecules cannot be stated exactly.

Fermentation: Anaerobic Harvesting of Energy

6.12 Compare the reactants, products, and energy yield of alcohol fermentation and
lactic acid fermentation. Distinguish between obligate anaerobes and facultative
anaerobes.
6.13 Describe the evolutionary history of glycolysis.

56 Copyright © 2017 Pearson Education, Inc.

Connections Between Metabolic Pathways
6.14 Explain how carbohydrates, fats, and proteins are used as fuel for cellular
respiration. Explain why a gram of fat yields more ATP than a gram of starch
or protein.
6.15 Explain how nutrients are used in biosynthesis.

Lecture Outline
Introduction
• Oxygen is a reactant in cellular respiration, the process that breaks down sugar and other
food molecules and generates ATP, the energy currency in cells, and heat.
• Brown fat has a “short circuit” in its cellular respiration, which generates only heat, not
ATP.
• Brown fat is important for heat production in small mammals, including humans.
Cellular Respiration: Aerobic Harvesting of Energy
6.1 Photosynthesis and cellular respiration provide energy for life
• Life requires energy.
• In almost all ecosystems, energy ultimately comes from the sun.
• In photosynthesis,
• some of the energy in sunlight is captured by chloroplasts,
• atoms of carbon dioxide and water are rearranged, and
• sugar and oxygen are produced.
• In cellular respiration,
• sugar is broken down to carbon dioxide and water and
• the cell captures some of the released energy to make ATP.
6.2 Breathing supplies O2 for use in cellular respiration and removes CO2
• Respiration, as it relates to breathing, and cellular respiration are not the same.
• Respiration in the breathing sense refers to an exchange of gases.
• Cellular respiration is the aerobic (oxygen-requiring) harvesting of energy from food
molecules by cells.
6.3 Cellular respiration banks energy in ATP molecules
• Cellular respiration
• is an exergonic (energy-releasing) process that transfers energy from glucose to form
ATP,
• can produce up to 32 ATP molecules for each glucose molecule,
• uses about 34% of the energy originally stored in glucose with the rest of the energy
lost as heat.
6.4 CONNECTION: The human body uses energy from ATP for all its activities
• Your body requires a continuous supply of energy.
• Cellular respiration provides energy for body maintenance and voluntary activities.
• A balance of energy intake and expenditure is required to maintain a healthy weight.

Copyright © 2017 Pearson Education, Inc. CHAPTER 6 How Cells Harvest Chemical Energy 57
6.5 Cells capture energy from electrons “falling” from organic fuels to oxygen
• How do your cells extract energy from fuel molecules? The answer involves the transfer
of electrons in chemical reactions.
• Electrons removed from fuel molecules (oxidation) are transferred to NAD+ (reduction).
• NADH passes electrons to an electron transport chain. Energy is released as electrons
“fall” from carrier to carrier and finally to O2.
Stages of Cellular Respiration
6.6 Overview: Cellular respiration occurs in three main stages
• Stage 1: Glycolysis
• occurs in the cytosol,
• begins cellular respiration, and
• breaks down glucose into two molecules of a three-carbon compound called pyruvate.
• Stage 2: Pyruvate oxidation and the citric acid cycle
• take place in mitochondria,
• oxidize pyruvate to a two-carbon compound, and
• supply the third stage with electrons.
• Stage 3: Oxidative phosphorylation involves electron transport and chemiosmosis.
• NADH and a related electron carrier, FADH2, shuttle electrons to electron transport
chains embedded in the inner mitochondrial membrane.
• Most of the ATP produced by cellular respiration is generated by oxidative
phosphorylation.
• The electrons are finally passed to oxygen, which becomes reduced to H2O.
6.7 Glycolysis harvests chemical energy by oxidizing glucose to pyruvate
• ATP is used to prime a glucose molecule, which is split in two.
• These three-carbon intermediates are oxidized to two molecules of pyruvate, yielding a
net of 2 ATP and 2 NADH.
• ATP is formed by substrate-level phosphorylation, in which a phosphate group is
transferred from an organic molecule to ADP.
6.8 After pyruvate is oxidized, the citric acid cycle completes the energy-yielding oxidation of
organic molecules
• The oxidation of pyruvate yields acetyl CoA, CO2, and NADH.
• For each turn of the citric acid cycle,
• two carbons from acetyl CoA are added,
• 2 CO2 are released, and
• 3 NADH and 1 FADH2 are produced.
6.9 VISUALIZING THE CONCEPT: Most ATP production occurs by oxidative
phosphorylation
• In mitochondria, electrons from NADH and FADH2 are passed down the electron
transport chain to O2, which picks up H+ to form water.
• Energy released by these redox reactions is used to pump H+ into the intermembrane
space.
• In chemiosmosis, the H+ gradient drives H+ back through the enzyme complex ATP
synthase in the inner membrane, synthesizing ATP.

58 INSTRUCTOR’S MANUAL FOR CAMPBELL BIOLOGY: CONCEPTS & CONNECTIONS Copyright © 2017 Pearson Education, Inc.
6.10 SCIENTIFIC THINKING: Scientists have discovered heat-producing, calorie-burning
brown fat in adults
• Mitochondria in brown fat can burn fuel and produce heat without making ATP.
• Ion channels spanning the inner mitochondrial membrane
• allow H+ to flow freely across the membrane and
• dissipate the H+ gradient that the electron transport chain produced, which does not
allow ATP synthase to make ATP.
• Until recently, brown fat in humans was thought to disappear after infancy.
• Recent research indicates that brown fat may be present in most people, and, when
activated by cold, the brown fat of lean individuals is more active (burns more calories).
6.11 Review: Each molecule of glucose yields many molecules of ATP
• Substrate-level phosphorylation and oxidative phosphorylation produce up to 32 ATP
molecules for every glucose molecule oxidized in cellular respiration.
Fermentation: Anaerobic Harvesting of Energy
6.12 Fermentation enables cells to produce ATP without oxygen
• Fermentation is a way of harvesting chemical energy that does not require oxygen.
• Under anaerobic conditions, muscle cells, yeasts, and certain bacteria produce ATP by
glycolysis.
• NAD+ is recycled from NADH as pyruvate is reduced to
• lactate (lactic acid fermentation) or
• alcohol and CO2 (alcohol fermentation).
6.13 EVOLUTION CONNECTION: Glycolysis evolved early in the history of life on Earth
• Glycolysis occurs in the cytosol of the cells of nearly all organisms and is thought to
have evolved in ancient prokaryotes.
Connections Between Metabolic Pathways
6.14 Cells use many kinds of organic molecules as fuel for cellular respiration
• You obtain most of your calories as
• carbohydrates (such as sucrose and other disaccharide sugars and starch, a
polysaccharide),
• fats, and
• proteins.
• A cell can use these three types of molecules to make ATP.
6.15 Organic molecules from food provide raw materials for biosynthesis
• Cells use intermediates from cellular respiration and ATP for biosynthesis of other
organic molecules.
• Metabolic pathways are often regulated by feedback inhibition.

Copyright © 2017 Pearson Education, Inc. CHAPTER 6 How Cells Harvest Chemical Energy 59
Chapter Guide to Teaching Resources

Cellular Respiration: Aerobic Harvesting of Energy (6.1–6.5)

Student Misconceptions and Concerns
• Caution students against the assumption that energy is created when it is converted from
one form to another. This might be a good time to review the principle of conservation of
energy (the first law of thermodynamics addressed in Module 5.10). (6.1–6.5)
• Students often fail to realize that aerobic metabolism is a process generally similar to the
burning of wood or the burning of gasoline in an automobile engine. Noting these general
similarities can help students comprehend the overall reaction and heat generation
associated with these processes. (6.3)
• The advantage of the gradual degradation of glucose may not be obvious to some students.
Many analogies exist that reveal the advantages of a gradual process. Fuel in an
automobile burns slowly to best utilize the energy released from the fuel. A few fireplace
logs release gradual heat to keep a room temperature steady. In both situations, excessive
use of fuel becomes wasteful, reducing the efficiencies of the systems. (6.5)

Teaching Tips
• You might wish to elaborate on the amount of solar energy striking Earth. Every day Earth
is bombarded with solar radiation equal to the energy of 100 million atomic bombs. Of the
tiny fraction of light that reaches photosynthetic organisms, only about 1% is converted to
chemical energy by photosynthesis. (6.1)
• Energy coupling at the cellular level may be new to many students, but it is a familiar
concept when related to the use of money in our society. Students might be discouraged if
the only benefit of work was the ability to make purchases from the employer. (We all
might soon tire of a fast-food job that only paid employees in food!) Money permits the
coupling of a generation of value (a paycheck, analogous to an energy-releasing reaction)
to an energy-consuming reaction (money, which allows us to make purchases in distant
locations). This idea of earning and spending is a common concept we all know well.
(6.1–6.3)
• During cellular respiration, our cells convert about 34% of our food energy to useful work
(Module 6.3). The other 66% of the energy is heat. We use this heat to maintain a
relatively steady body temperature near 37°C (98°–99°F). This is about the same amount
of heat generated by a 75-watt incandescent light bulb. If you choose to include a
discussion of heat generation from aerobic metabolism, consider the following Teaching
Tip. (6.3)
• Share this calculation with your students. Depending on a person’s size and level of
activity, a human might burn 2,000 dietary calories (kilocalories) a day. This is enough
energy to raise the temperature of 20 liters of liquid water from 0° to 100°C. This is
something to think about the next time you heat water on the stove! (Note: Consider
bringing a 2-liter bottle as a visual aid, or ten 2-liter bottles to make the point above. It
takes 100 calories to raise 1 liter of water 100°C; it takes much more energy to melt ice or
evaporate water as steam.) (6.3)
• You might share with your students that it takes about 10 million ATP molecules per
second to power one active muscle cell. (6.4)

60 INSTRUCTOR’S MANUAL FOR CAMPBELL BIOLOGY: CONCEPTS & CONNECTIONS Copyright © 2017 Pearson Education, Inc.
 • The use of the word “falling” when discussing the movement of electrons in a redox
reaction can be confusing. Consider explaining the use of the term “falling” in reference to
potential energy of a falling object. (6.5)

Active Lecture Tips

• Ask your students why they feel warm when it is 30°C (86°F) outside, if their core body
temperature is about 37°C (98.6°F). Shouldn’t they feel cold? Have students discuss ideas
with others seated near them. The answer is, our bodies are always producing heat. At
these higher temperatures, we are producing more heat than we need to maintain a body
temperature around 37°C. Thus, we sweat and behave in ways that help us get rid of the
extra heat from cellular respiration. (6.1–6.5)
• See the Activity “Photosynthesis and Respiration: Are They Similar?” on the Instructor
Exchange. Visit the Instructor Exchange in the Mastering Biology instructor resource area
for a description of this activity. (6.1)
• See the Activity “Demonstration of Electron Transport and ATP Production in Aerobic
Respiration Using Students and Balloons” on the Instructor Exchange. Visit the Instructor
Exchange in the Mastering Biology instructor resource area for a description of this
activity. (6.5)

Stages of Cellular Respiration (6.6–6.11)

Student Misconceptions and Concerns
• Perhaps more than anywhere else in general biology, students studying aerobic metabolism
may fail to see the forest for the trees. Students may focus on the details of each stage of
aerobic metabolism and devote little attention to the overall process and products.
Consider emphasizing the products and energy yields associated with glycolysis, the citric
acid cycle, and oxidative phosphorylation before detailing the specifics of each reaction.
(6.6–6.11)
• The location within a cell in which each reaction takes place is often forgotten in the
details of the chemical processes, but it is important to emphasize. Consider using
Figure 6.6 as a common reference to locate each stage as you discuss the details of cellular
respiration. (6.6–6.11)
• Students frequently think that plants have chloroplasts instead of mitochondria. Take care
to point out the need for mitochondria in plants when photosynthesis is not efficient or
possible (such as during the night). (6.6–6.11)

Teaching Tips
• The production of NADH and FADH2 through glycolysis and the citric acid cycle, as
compared with the direct production of ATP, can get confusing for students. Help students
understand that these molecules have value to be cashed in by the electron transport chain.
The NADH and FADH2 can therefore be thought of as casino chips, accumulated along the
way to be cashed in at the electron transport cashier. (6.6–6.11)
• The function of the inner mitochondrial membrane is like a dam. A “reservoir” of
hydrogen ions is built up between the inner and outer mitochondrial membranes, like a
dam holding water. As the hydrogen ions move down their concentration gradient, they

Copyright © 2017 Pearson Education, Inc. CHAPTER 6 How Cells Harvest Chemical Energy 61
 “spin” the ATP synthase, which helps generate ATP. In a dam, water rushing downhill
turns giant turbines, which generate electricity. (6.9)
• As the authors note in Module 6.11, the ATP yield of up to 32 ATP per glucose molecule
is only a potential. The complex chemistry of aerobic metabolism can yield this amount
only under ideal conditions, when every substrate and enzyme is immediately available.
Such circumstances may occur only rarely in a working cell. (6.11)

Active Lecture Tips

• As you relate the structure of the inner mitochondrial membrane to its functions, challenge
students to explain the adaptive advantage of the many folds of this inner membrane (see
Figure 6.6). (These folds greatly increase the surface area available for the associated
reactions.) (6.9)
• See the Activity “Cell Respiration: Pair and Share” on the Instructor Exchange. Visit the
Instructor Exchange in the Mastering Biology instructor resource area for a description of
this activity. (6.6–6.11)

Fermentation: Anaerobic Harvesting of Energy (6.12–6.13)

Student Misconceptions and Concerns
• Students may expect that fermentation will produce alcohol and maybe even carbon
dioxide. Take the time to clarify the different possible products of fermentation and correct
this general misconception. (6.12)

Teaching Tips
• The text notes that some microbes are useful in the dairy industry because they produce
lactic acid. However, the impact of acids on milk may not be obvious to many students.
Consider a simple demonstration mixing about equal portions of milk (skim or 2%) with
some acid (vinegar will work). Notice the accumulation of strands of milk curd (protein)
on the side of the container and stirring device. (6.12)
• Dry wines are produced when the yeast cells use up all or most of the sugar available.
Sweet wines result when the alcohol accumulates enough to inhibit fermentation before the
sugar is depleted. (6.12)
• Exposing fermenting yeast to oxygen will slow or stop the process, because the yeast will
switch back to aerobic respiration. When fermentation is rapid, the carbon dioxide
produced drives away the oxygen immediately above the wine. However, as fermentation
slows down, the wine must be sealed to prevent oxygen exposure and permit the
fermentation process to finish. (6.12)
• The widespread occurrence of glycolysis, which takes place in the cytosol and independent
of organelles, suggests that this process had an early evolutionary origin. Since
atmospheric oxygen was not available in significant amounts during the early stages of
Earth’s history, and glycolysis does not require oxygen, it is likely that this chemical
pathway was used by the prokaryotes in existence at that time. Students focused on the
evolution of large, readily apparent structures such as wings and teeth may have never
considered the evolution of cellular chemistry. (6.13)

62 INSTRUCTOR’S MANUAL FOR CAMPBELL BIOLOGY: CONCEPTS & CONNECTIONS Copyright © 2017 Pearson Education, Inc.
Connections Between Metabolic Pathways (6.14–6.15)
Student Misconceptions and Concerns
• Some students may only view nutrients as sources of calories. As noted in Module 6.15,
the building blocks in many nutrients are recycled into biosynthetic pathways of organic
molecules. (6.15)

Teaching Tips
• Figure 6.14 is an important visual synthesis of the diverse fuels that can enter into cellular
respiration and the various stages of this process. Figures such as this can serve as a visual
anchor to integrate the many aspects of this chapter. (6.14)
• The final modules in this chapter may raise questions about obesity and proper diet. The
Centers for Disease Control and Prevention website, www.cdc.gov/nccdphp/dnpao/index.
html, discusses many aspects of nutrition, obesity, and general physical fitness and is a
useful reference for teachers and students. (6.14–6.15)

Active Lecture Tips

• Challenge your students to explain why most extra energy in the human body is stored as
fat and not sugars or proteins. Have students exchange ideas with others seated nearby.
The general answer is this. The same mass of fat stores nearly twice as many calories
(about 9 kcal per gram) as an equivalent mass of protein or carbohydrates (about 4.5–5
kcal per gram). Fat is therefore an efficient way to store energy in animals and many
plants. To store an equivalent amount of energy in the form of carbohydrates or proteins
would require about twice the mass, adding a significant burden to the organism’s
structure. (For example, if you were 20 pounds overweight, you would be more than 40
pounds overweight if the same energy were stored as carbohydrates or proteins.) (6.14–
6.15)

Key Terms
acetyl CoA (acetyl coenzyme A)
alcohol fermentation
ATP synthase
cellular respiration
chemiosmosis
citric acid cycle
electron transport chain
glycolysis
intermediate
kilocalories (kcal)
lactic acid fermentation
NAD+
oxidation
oxidative phosphorylation
photosynthesis
pyruvate oxidation

Copyright © 2017 Pearson Education, Inc. CHAPTER 6 How Cells Harvest Chemical Energy 63
redox reaction
reduction
substrate-level phosphorylation

Word Roots
aero- = air (aerobic: using oxygen)
chemi- = chemical (chemiosmosis: the production of ATP using the energy of hydrogen ion
gradients across membranes to phosphorylate ADP)
de- = without; -hydro = water (dehydrogenase: an enzyme that removes water when catalyzing a
chemical reaction)
glyco- = sweet; -lysis = split (glycolysis: the multistep chemical breakdown of a molecule of
glucose into two molecules of pyruvate)

64 INSTRUCTOR’S MANUAL FOR CAMPBELL BIOLOGY: CONCEPTS & CONNECTIONS Copyright © 2017 Pearson Education, Inc.
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of The house at
Pooh Corner
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: The house at Pooh Corner

Author: A. A. Milne

Illustrator: Ernest H. Shepard

Release date: February 21, 2024 [eBook #73011]

Language: English

Original publication: New York, NY: E.P. Dutton & Co., Inc, 1928

Credits: Greg Weeks, Mary Meehan and the Online Distributed

Proofreading Team at http://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK THE HOUSE

AT POOH CORNER ***
THE HOUSE AT POOH CORNER

BY A. A. MILNE

with decorations
by Ernest H. Shepard

PUBLISHED BY
E. P. DUTTON & CO., INC., NEW YORK

THE HOUSE AT POOH CORNER

COPYRIGHT, 1928, BY E. P. DUTTON & CO., INC.

ALL RIGHTS RESERVED
PRINTED IN U. S. A.

First Printing September, 1928

100th Printing December, 1936

 139th Printing July, 1949

Reprinted, from new plates and engravings

and type entirely reset August, 1950

141st Printing September, 1951

PRINTED IN THE UNITED STATES OF AMERICA BY THE

AMERICAN BOOK-STRATFORD PRESS, INC., NEW YORK
 DEDICATION

You gave me Christopher Robin, and then

You breathed new life in Pooh.
Whatever of each has left my pen
Goes homing back to you.
My book is ready, and comes to greet
The mother it longs to see—
It would be my present to you, my sweet,
If it weren't your gift to me.
 Contradiction
An introduction is to introduce people, but Christopher Robin and his
friends, who have already been introduced to you, are now going to
say Good-bye. So this is the opposite. When we asked Pooh what
the opposite of an Introduction was, he said "The what of a what?"
which didn't help us as much as we had hoped, but luckily Owl kept
his head and told us that the opposite of an Introduction, my dear
Pooh, was a Contradiction; and, as he is very good at long words, I
am sure that that's what it is.
Why we are having a Contradiction is because last week when
Christopher Robin said to me, "What about that story you were going
to tell me about what happened to Pooh when——" I happened to
say very quickly, "What about nine times a hundred and seven?" And
when we had done that one, we had one about cows going through a
gate at two a minute, and there are three hundred in the field, so how
many are left after an hour and a half? We find these very exciting,
and when we have been excited quite enough, we curl up and go to
sleep ... and Pooh, sitting wakeful a little longer on his chair by our
pillow, thinks Grand Thoughts to himself about Nothing, until he, too,
closes his eyes and nods his head, and follows us on tip-toe into the
Forest. There, still, we have magic adventures, more wonderful than
any I have told you about; but now, when we wake up in the morning,
they are gone before we can catch hold of them. How did the last one
begin? "One day when Pooh was walking in the Forest, there were
one hundred and seven cows on a gate...." No, you see, we have lost
it. It was the best, I think. Well, here are some of the other ones, all
that we shall remember now. But, of course, it isn't really Good-bye,
because the Forest will always be there ... and anybody who is
Friendly with Bears can find it.
A. A. M.
 Contents
I. IN WHICH A House Is Built at Pooh Corner for Eeyore
II. IN WHICH Tigger Comes to the Forest and Has Breakfast
IN WHICH A Search Is Organized, and Piglet Nearly Meets the
III.
Heffalump Again
IV. IN WHICH It Is Shown That Tiggers Don't Climb Trees
IN WHICH Rabbit Has a Busy Day, and We Learn What
V.
Christopher Robin Does in the Mornings
VI. IN WHICH Pooh Invents a New Game and Eeyore Joins In
VII. IN WHICH Tigger Is Unbounced
VIII. IN WHICH Piglet Does a Very Grand Thing
IX. IN WHICH Eeyore Finds the Wolery and Owl Moves Into It
IN WHICH Christopher Robin and Pooh Come to an Enchanted
X.
Place, and We Leave Them There
 THE HOUSE AT POOH CORNER

CHAPTER I
IN WHICH A House Is Built at Pooh Corner for Eeyore
One day when Pooh Bear had nothing else to do, he thought he
would do something, so he went round to Piglet's house to see what
Piglet was doing. It was still snowing as he stumped over the white
forest track, and he expected to find Piglet warming his toes in front
of his fire, but to his surprise he saw that the door was open, and the
more he looked inside the more Piglet wasn't there.
"He's out," said Pooh sadly. "That's what it is. He's not in. I shall have
to go a fast Thinking Walk by myself. Bother!"
But first he thought that he would knock very loudly just to make quite
sure ... and while he waited for Piglet not to answer, he jumped up
and down to keep warm, and a hum came suddenly into his head,
which seemed to him a Good Hum, such as is Hummed Hopefully to
Others.

The more it snows

(Tiddely pom),
The more it goes
(Tiddely pom),
The more it goes
(Tiddely pom),
On snowing.
And nobody knows
(Tiddely pom),
How cold my toes
 (Tiddely pom),
How cold my toes
(Tiddely pom),
Are growing.

"So what I'll do," said Pooh, "is I'll do this. I'll just go home first and
see what the time is, and perhaps I'll put a muffler round my neck,
and then I'll go and see Eeyore and sing it to him."
He hurried back to his own house; and his mind was so busy on the
way with the hum that he was getting ready for Eeyore that, when he
suddenly saw Piglet sitting in his best arm-chair, he could only stand
there rubbing his head and wondering whose house he was in.
"Hallo, Piglet," he said. "I thought you were out."
"No," said Piglet, "it's you who were out, Pooh."
"So it was," said Pooh. "I knew one of us was."
He looked up at his clock, which had stopped at five minutes to
eleven some weeks ago.
"Nearly eleven o'clock," said Pooh happily. "You're just in time for a
little smackerel of something," and he put his head into the cupboard.
"And then we'll go out, Piglet, and sing my song to Eeyore."
"Which song, Pooh?"
"The one we're going to sing to Eeyore," explained Pooh.
The clock was still saying five minutes to eleven when Pooh and
Piglet set out on their way half an hour later. The wind had dropped,
and the snow, tired of rushing round in circles trying to catch itself up,
now fluttered gently down until it found a place on which to rest, and
sometimes the place was Pooh's nose and sometimes it wasn't, and
in a little while Piglet was wearing a white muffler round his neck and
feeling more snowy behind the ears than he had ever felt before.
"Pooh," he said at last, and a little timidly, because he didn't want
Pooh to think he was Giving In, "I was just wondering. How would it
be if we went home now and practised your song, and then sang it to
Eeyore tomorrow—or—or the next day, when we happen to see
him?"
"That's a very good idea, Piglet," said Pooh. "We'll practise it now as
we go along. But it's no good going home to practise it, because it's a
special Outdoor Song which Has To Be Sung In The Snow."
"Are you sure?" asked Piglet anxiously.
"Well, you'll see, Piglet, when you listen. Because this is how it
begins. The more it snows, tiddely pom——"
"Tiddely what?" said Piglet.
"Pom," said Pooh. "I put that in to make it more hummy. The more it
goes, tiddely pom, the more——"
"Didn't you say snows?"
"Yes, but that was before."
"Before the tiddely pom?"
"It was a different tiddely pom," said Pooh, feeling rather muddled
now. "I'll sing it to you properly and then you'll see."
So he sang it again.

The more it
SNOWS-tiddely-pom,
The more it
GOES-tiddely-pom
The more it
GOES-tiddely-pom
On
Snowing.

And nobody
KNOWS-tiddely-pom,
How cold my
TOES-tiddely-pom
How cold my
TOES-tiddely-pom
Are
Growing.

He sang it like that, which is much the best way of singing it, and
when he had finished, he waited for Piglet to say that, of all the
Outdoor Hums for Snowy Weather he had ever heard, this was the
best. And, after thinking the matter out carefully, Piglet said:
"Pooh," he said solemnly, "it isn't the toes so much as the ears."
By this time they were getting near Eeyore's Gloomy Place, which
was where he lived, and as it was still very snowy behind Piglet's
ears, and he was getting tired of it, they turned into a little pine wood,
and sat down on the gate which led into it. They were out of the snow
now, but it was very cold, and to keep themselves warm they sang
Pooh's song right through six times, Piglet doing the tiddely-poms and
Pooh doing the rest of it, and both of them thumping on the top of the
gate with pieces of stick at the proper places. And in a little while they
felt much warmer, and were able to talk again.
"I've been thinking," said Pooh, "and what I've been thinking is this.
I've been thinking about Eeyore."
"What about Eeyore?"
"Well, poor Eeyore has nowhere to live."
"Nor he has," said Piglet.
"You have a house, Piglet, and I have a house, and they are very
good houses. And Christopher Robin has a house, and Owl and
Kanga and Rabbit have houses, and even Rabbit's friends and
relations have houses or somethings, but poor Eeyore has nothing.
So what I've been thinking is: Let's build him a house."
"That," said Piglet, "is a Grand Idea. Where shall we build it?"
"We build it here," said Pooh, "just by this wood, out of the wind,
because this is where I thought of it. And we will call this Pooh
Corner. And we will build an Eeyore House with sticks at Pooh Corner
for Eeyore."
"There was a heap of sticks on the other side of the wood," said
Piglet. "I saw them. Lots and lots. All piled up."
"Thank you, Piglet," said Pooh. "What you have just said will be a
Great Help to us, and because of it I could call this place
Poohanpiglet Corner if Pooh Corner didn't sound better, which it
does, being smaller and more like a corner. Come along."
So they got down off the gate and went round to the other side of the
wood to fetch the sticks.

Christopher Robin had spent the morning indoors going to Africa and
back, and he had just got off the boat and was wondering what it was
like outside, when who should come knocking at the door but Eeyore.
"Hallo, Eeyore," said Christopher Robin, as he opened the door and
came out. "How are you?"