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Homework: Read pgs. 44-45. Answer the questions on the
back of Assignment sheet in your notebooks! Do Now:
Clear your Today’s Objectives:
Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein)
Identify examples of foods that contain carbohydrates, lipids, and proteins.
Bio 9B: Tuesday, 10.19.10Title: Introduction to Nutrition and Digestion Double
Block
What’s in this hamburger?
In this Hamburger… What are the sources of
carbohydrates? What are the sources of lipids
(fats)? What are the sources of
proteins? List any ingredients for which
you’re not sure which category (carbs, lipids, proteins) they go in
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids,
and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
The next Month (or so) at a Glance: Biochemistry, The Power of Enzymes, and Digestion
We will be answering these questions:
What’s in this Hamburger? How do we get the stuff that’s in it, out? What happens to this stuff as we get it out? Why do we need this stuff?
By the end of this unit, you should be able to… Explain why we need carbohydrates, lipids, and proteins Explain how we extract these nutrients from food Explain how an enzyme’s structure fits its function Explain how structures in the digestive system fit their function Explain why enzymes are essential to digestion Exhibit basic lab safety skills in the McMush & Enzyme LabsObjectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids,
and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Identifying the Carbon Compounds in this Hamburger
Ketchup = Mostly Carbohydrate (simple sugar from Corn Syrup) Hamburger
Meat = Lipids and Proteins
Cheese = Mostly Proteins and Lipids
Lettuce and Tomato = Carbohydrate (Fiber)
Bun = Carbohydrate (Complex Carb from Starch)
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids,
and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Design A MealWhat foods have these compounds? Part I:
In the food/meal that you thought of for homework…What are the sources of carbohydrates?What are the sources of lipids (fats)?What are the sources of proteins?List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids,
and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Design A Meal Part II:
Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?
Part III: Draw a picture of your meal on a larger piece of
paper Label the Carbon Compounds on the picture Under each Label
List the things these individual compounds do for our bodies List at least Two Major Characteristics of each compound
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids,
and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Homework: Use Effective Reading Strategies to Read pgs. 46-48.
PAY CLOSEST ATTENTION TO PROTEINS AND LIPIDS! Put effective reading notes in your Notebook!
Do Now: On the next slide… (I will advance this slide at 3
min. so you can do the Do Now, so you have 2 min to copy the title, date, and homework)
Today’s Objectives: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other
Bio 9B: Wednesday, 10.20.10Title: Introduction to Carbon Compounds
Brainstorm for Intro What Carbon is – carbon compounds (1 sent.) Monomers and polymers – 1 sent. What proteins are (2-3 sent.)
monomers are amino acids Type of foods with proteins (mostly animal products)
Give examples What they are used for:
Enzymes, body structures, immune system Lipids (2-3 sent.)
Examples: fat, lard, butter, cholesterol, oils, waxes Made of fatty acids and glycerol (monomers) Characteristics: water repellent, store energy
Carbohydrates (2-3 sent.) Monomers – Monosaccharides = “one sugar” (ex: glucose) Polymers – polysacch. = “many sugar” (ex: starch) Types of foods
Simple: soda, candy, honey, cake, fruit Complex – pasta, bread (grains like wheat), cereal, potato Used for long-term and short term energy
Carbon Compounds:The Molecules of Living Things
Do Now: Look at the pictures below. Why do you think
these are called CARBON compounds? Write some reasons in your notebook.
Homework: Use Effective Reading Strategies to Read pgs. 46-48.
PAY CLOSEST ATTENTION TO PROTEINS AND LIPIDS! Put effective reading notes in your Notebook!
Do Now: On the next slide… (I will advance this slide at 3
min. so you can do the Do Now, so you have 2 min to copy the title, date, and homework)
Today’s Objectives: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other
Bio 9B: Wednesday, 10.20.10Title: Introduction to Carbon Compounds
• Thinking about the scale of atoms • Introduction to Carbon Compounds• Direct Vocabulary Activity: Monomers vs. Polymers
Today’s Agenda:
Zoom in…
A Single Organelle (chloroplast) in the CellPLANT CELLS
A Single Molecule inside the Organelle (chlorophyll)
Atoms come together to make up molecules
Zoom in a lot more…
What elements do you see in the atoms that make up this molecule?
• Thinking about the scale of atoms • Introduction to Carbon Compounds• Direct Vocabulary Activity: Monomers vs. Polymers
Today’s Agenda:
Six Common Elements in Living Things:
Carbon (C) Hydrogen (H) Nitrogen (N) Oxygen (O) Phosphorus (P) Sulfur (S)
CHNOPS
Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other
All of the molecules we will look at are Carbon - based
Carbon: The “Swiss Army Knife” Element of Life
More versatile than any other element! Can bond with itself and many other elements Forms millions of large molecules
Monomer A single, building-block molecule
All of the carbon compounds are based on carbon
Polymer (a.k.a. Macromolecule) “Many monomers” A long chain of monomers bonded together to form one huge
molecule
Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other
• Thinking about the scale of atoms • Introduction to Carbon Compounds• Direct Vocabulary Activity: Monomers vs. Polymers
Today’s Agenda:
Monomers and Polymers: In Our Own Words
As you have read and as we have just learned, polymers are made of monomers (or monomers make up polymers… however you want to think of it).
This is sort of an easy concept, but often hard to understand when we start talking about chemical compounds.
SO…. Put this into your own words…
Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other
Your Task: Work with your partner from yesterday’s
Hamburger activity to describe how monomers and polymers relate to each other. (remember, this is a “part/ whole” relationship where
monomers are part of the whole polymer) You can express this as:
A Written analogy w/ a picture (i.e.: monomers and polymers are like _______ and
_______, because _________)Or… A rap/ song/ poem describing how monomers
relate to polymersObjectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other
Monomers and Polymers: In Our Own Words
Homework: No Homework
Do Now: (in your notebook) Describe what you have eaten the past 24-hrs.
Identify the carbs, lipids, and proteins in the food.
Today’s Objectives: Identify examples of foods that contain carbohydrates,
proteins, and lipids Identify two key functions of carbohydrates, proteins, and
lipids Describe the monomers and polymers of carbohydrates,
proteins, and lipids
Bio 9B: Thursday, 10.21.10Title: Carbon Compounds found in Food Double
Block
Your Task: Work with your partner from yesterday’s
Hamburger activity to describe how monomers and polymers relate to each other. (remember, this is a “part/ whole” relationship where
monomers are part of the whole polymer) You can express this as:
A Written analogy w/ a picture (i.e.: monomers and polymers are like _______ and
_______, because _________)Or… A rap/ song/ poem describing how monomers
relate to polymersObjectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other
Monomers and Polymers: In Our Own Words
• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work• Structures and Functions of Lipids• Lipid food poster work• Overview of Nucleic Acids• Food Poster Gallery Walk and Feedback Session
Today’s Agenda:
4 Types of Carbon-Based Compounds:
Carbon combines with Hydrogen, Nitrogen, Oxygen, Phosphorus, and Sulfur to form these 4 Compounds:
Carbohydrates Lipids Proteins Nucleic Acids
Each type is made of monomers that connect to form polymers.
IMPORTANT NOTE: Each type is separate – not made of each other! Lipids are not made of carbs!]Objectives for Class:
Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food
Carbohydrates contain C-H2O
Simple sugars Monosaccharide = one sugar
Ex: glucose, fructose Disaccharide = double sugar
Ex: sucrose, lactose, maltose Used as an immediate energy
source(for cell respiration to make ATP)
Foods: sugar, fruit, candy, juice, sodaObjectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food
More Carbohydrates
Complex sugars Polysaccharide = many sugars Can be used for:
Long-term energy storageEx: Starch
Foods: grains, root vegetables (bread, pasta, cereal, rice, corn, potatoes)
Structural supportEx: cellulose (plant cell walls) (aka
“fiber”)Foods: fruits, vegetables, whole grains (lettuce, celery, whole wheat)
Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food
• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work• Structures and Functions of Lipids• Lipid food poster work• Overview of Nucleic Acids• Food Poster Gallery Walk and Feedback Session
Today’s Agenda:
Design A Meal - Carbohydrates
What foods have these compounds? Part I: Do Now
In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds
labeled properly?
Part III: Draw a picture of your meal on a larger piece of
paper Label the Carbon Compounds on the picture Under the Carbohydrate Labels:
Follow the rubric
Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work• Structures and Functions of Lipids• Lipid food poster work• Overview of Nucleic Acids• Food Poster Gallery Walk and Feedback Session
Today’s Agenda:
Most animal products such as Meat & fish Eggs Milk, yogurt, cheese
Beans and nuts (especially when eaten in combination with complex carbs)
What Foods Contain Proteins?
Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins
Have thousands of different uses!
Proteins can be… Enzymes (control chemical reactions) Hormones (ex: insulin) Transporters
in cell membranes in blood cells (hemoglobin)
Body structures (hair, muscle, skin, bone) Immune system (fight diseases)
Proteins contain C, H, O, N and some S
Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins
Proteins are made of: Amino acids
(monomers) There are 20 different
amino acids (different R’s)
Thousands of A.A.’s connect in any possible order to form long chains this makes thousands of different possible proteins
How can there be so many Different Proteins?
Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins
• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work• Structures and Functions of Lipids• Lipid food poster work• Overview of Nucleic Acids• Food Poster Gallery Walk and Feedback Session
Today’s Agenda:
Design A Meal - ProteinsWhat foods have these compounds? Part I: Do Now
In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled
properly?
Part III: Draw a picture of your meal on a larger piece of
paper Label the Carbohydrates and Proteins on the
picture Under each Label
Follow rubricObjectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins
• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work• Structures and Functions of Lipids• Lipid food poster work• Overview of Nucleic Acids• Food Poster Gallery Walk and Feedback Session
Today’s Agenda:
Set the cool timer to 4 min and press start when the bell rings. Remember, it is SILENT during the Do Now! Homework:
Complete your food posters according to the rubric
Do Now: Describe 3 things that proteins are used for? Be
specific and give examples.
Today’s Objectives: Identify examples of foods that contain carbohydrates, proteins and
lipids Identify two key functions of carbohydrates and proteins in food
Bio 9B: Monday, 10.25.10Title: Reviewing Carbon Compounds
Reviewing Carbon Compounds
Today’s Plan: Complete the “Carbon Compounds Review Packet”
For help, you can use: Your notes Books – These can be borrowed from the cabinet. Patrick and Julian,
please help distribute these. The guide at the back of the packet.
This is an INDIVIDUAL assignment (I know the assignment sheet says you can work in pairs, but I would rather you work INDIVIDUALLY).
Also, I know we haven’t reviewed lipids or nucleic acids as a whole class, but you should be able to complete the packet using your other resources.
When completed,: Put all books back in the cabinet Continue work on your food posters.
Homework: No Homework
Do Now: What are examples of lipids? What are sources of lipids in food?
Today’s Objectives: Identify examples of foods that contain carbohydrates,
proteins and lipids Identify two key functions of lipids in food Practice making tables to record data from a lab.
Bio 9B: Tuesday, 10.26.10Title: Finishing Carbon Compounds and Making Data Tables Pre-Assessment
• Structures and Functions of Lipids• Review Nucleic Acids• Lipid food poster work • Poster Gallery Walk• Data Tables Pre-Assessment
Today’s Agenda:
Examples: Fats, oils, cholesterol, waxes
Characteristics: Made of fatty acids and
glycerol Do not dissolve in water (repel
water) How It’s Used:
Long-term ENERGY storage Cell membranes Waterproofing Steroid hormones
Foods: Oils (from nuts, seeds, fish, cheese, meat), butter, lard.
Lipids contain mostly C and H
Objectives for Class: Identify examples of foods that contain lipids Identify two key functions of lipids Describe the monomers and polymers of lipids
Mad carbons = Mad Energy
(aka – mad calories)Note: The structure of the Fatty Acid determines the type of Fat (i.e.: saturated vs. unsaturated)
• Structures and Functions of Lipids• Review Nucleic Acids• Lipid food poster work • Poster Gallery Walk• Data Tables Pre-Assessment
Today’s Agenda:
Made of: Nucleotides
(monomers) Connected
together into long chains (helix)
Used to store and transmit genetic instructions for making proteins
• DNA (stores genetic info)• RNA (carries genetic info to
ribosomes)
Nucleic Acids contain C, H, O, N and P
Objectives for Class:1. Identify one key function of each macronutrient in food (carbohydrate, lipid, and
protein)2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
• Structures and Functions of Lipids• Review Nucleic Acids• Lipid food poster work • Poster Gallery Walk• Data Tables Pre-Assessment
Today’s Agenda:
Design A Meal – LipidsWhat foods have these compounds? Part I: Do Now
In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled
properly?
Part III: Draw a picture of your meal on a larger piece of
paper Label the Carbohydrates, Proteins and Lipids on
the picture Under each Label
Follow the rubricObjectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
• Structures and Functions of Lipids• Review Nucleic Acids• Lipid food poster work • Poster Gallery Walk• Data Tables Pre-Assessment
Today’s Agenda:
Food Poster Gallery Walk
1. Post the food posters around the room 2. Everyone begin at a different poster3. Use your post-it notes to write 1-piece
of constructive feedback regarding the poster and stick it to the poster
4. Rotate CLOCKWISE to the next poster5. Repeat step 36. Rotate CLOCKWISE to the next poster
Objectives for Class:1. Identify one key function of each macronutrient in food (carbohydrate, lipid, and
protein)2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
• Structures and Functions of Lipids• Review Nucleic Acids• Lipid food poster work • Poster Gallery Walk• Data Tables Pre-Assessment
Today’s Agenda:
Lab Skills Pre-Assessment: Making Data Tables
Overview: One important skill in designing and conducting lab
experiments is to create a data table that serves as an organized way to collect the data from your experiment.
Purpose: To practice making data tables that are both organized and
appropriate for a given experiment. This is important preparation for our McMush lab at the end
of this week, and will give your biology teachers valuable feedback about how well you are able to accomplish this task on your own.
Instructions: Read each experiment description, then draw a data table in
the space provided.
Homework: Complete the Pre-Lab for the McMush Lab
Do Now: Reviewing Concepts:
What are the monomers of carbohydrates? What are the monomers of proteins? What are the monomers of lipids? What are the monomers of nucleic acids?
Today’s Objectives: Prepare for lab by reviewing safety guidelines and lab
procedures Predict which carbon compounds are in a Happy Meal with
justification
Bio 9B: Wednesday, 10.27.10Title: The McMush PreLab
Patrick
Trevon
Julian
WhitneyMcHenley
Zuri
Grace
Ricardo
Nancy
Aser
Andre
Natalie G
Emily
Israel Harold
Leela
Alex
Leslie
LarissaNatalie N
Thomas
Emperor
McSeating Chart
Jamesley
McPre-Lab
Sit with your lab partner Individually:
Actively Read the Introduction and Procedure sections of the lab (underline key points, annotate in the margins, etc.)
Note: the Procedure has 3 sections This should take about 15 min.
With your partner: Answer the pre-lab questions (20 min)
These can not be answered by pulling direct sentences from the lab… they require some thinking.
Whole class: Reviewing Part I and Part II (10 min)
Homework:McMush Lab Lab Write up – See back of packet. Due Tuesday, 11.2.10. You will have next Monday to work on the writing the paper in class – bring your files on a flashdrive!
Do Now: How does Part I connect to Part II of this lab?
Today’s Objectives: Follow lab safety guidelines and lab procedures Predict which carbon compounds are in a Happy Meal Use chemical indicators to test the compounds in a Happy
Meal
Bio 9B: Thursday, 10.28.10Title: The McMush Lab
Double Block
The World Famous McMush Lab… Important Terms and Concepts
What are chemical Indicators? Chemicals that indicate the presence of a certain substance by
changing color when they are in contact with that substance. A change in color = Positive Result (the substance is there) NO change in color = Negative Result (the substance is NOT
there) 3 Chemical Indicators in this Lab:
Benedicts Solution: Changes color when it comes in contact with a Monosaccharide like Glucose
Iodine: Changes color when it comes in contact with a Polysaccharide like Starch
Buiret Solution: Changes color when it comes in contact with a Protein
Negative Control = Water The variable that is the same for all test trials. It is guaranteed to
give a Negative Result Why use water?
The World Famous McMush Lab… Important Terms and Concepts
Why must we do Part I BEFORE Part II? What does Part I tell us so that we can do Part II? Note: in Part II you are completing the SAME procedures for
Part I, BUT you are using McMush instead of the pure solutions… so for every test, you will test the McMush and the Water
Procedural Notes: Each team member should be the leader for 2 of
the 4 tests When using the Hot Plate and Boiling the water -
NO Messing Around
Patrick
Trevon
Julian
WhitneyMcHenley
Zuri
Grace
Ricardo
Nancy
Aser
Andre
Natalie G
Emily
Israel Harold
Leela
Alex
Leslie
LarissaNatalie N
Thomas
Emperor
McSeating ChartPut on your apron and goggles before starting the lab!
Jamesley
The World Famous McMush Lab… Important Terms and Concepts II
Using the well plate for the protein and starch tests Use 2 wells for the Protein Test
(one for the pure protein, the other for Water) Use 2 wells for the Protein Test
(one for the Starch, the other for Water)Protein Solution + Biuret Indicator
Water in Protein Test + Biuret Indicator
Starch Solution + Iodine IndicatorWater in Protein Test + Iodine Indicator
Homework: McMush Lab Lab Write up – See back of packet. Due Tomorrow, Tuesday, 11.2.10
Do Now: (in your notebook) Take out your lab materials from the McMush
Lab, copy down the homework and sit silently for a computer. The longer people talk = the longer we wait to pass
out computers = the less time you have to work on your lab write-ups.
Today’s Objectives: Identify examples of foods that contain lipids Identify two key functions of lipids Describe the monomers and polymers of lipids
Bio 9B: Monday, 11.1.10Title: The McWrite Up
Homework: No Homework
Do Now: (in your notebook): Which shapes would fit together? Why?
Today’s Objectives for Block: Explain the difference between reactants and products in a
chemical reaction Explain how an enzyme’s structure fits it function Explain why enzymes are important for chemical reactions
Bio 9B: Tuesday, 11.2.10Title: Introduction to Enzymes
Notes use the following Website:
Lew-Port’s Biology Place
http://www.lpscience.fatcow.com/jwanamaker/animations/Enzyme%20activity.html
Enzymes in Action: “Lew-Port’s Biology Place”
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Some new Vocab: Chemical Reaction: Process that changes or
transforms one set of chemicals into another Reactants: compounds that enter the chemical
reaction Products: compounds that are produced in the
chemical reaction Catalyst: Something that speeds up a chemical
reaction Either to build something – Synthesis Or to break something – Decomposition
Introduction to Enzymes: “Chemical Reaction Vocab”
See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc
Some More Vocab: Enzymes: Proteins that speed up reactions
(the “catalyst”) Substrate: The reactants in a chemical
reaction
Introduction to Enzymes: “Chemical Reaction Vocab”
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Let’s take a reaction we have seen a few times to illustrate the vocabulary…
Introduction to Enzymes: “Chemical Reaction Vocab”
glucose + oxygen carbon dioxide + water + ATP energy + heat
Substrates/ Reactants = Stuff Entering a Chemical Reaction
Products = Stuff Produced from a Chemical Reaction
Introduction to Enzymes: “Enzyme catalyzed reaction”
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Enzyme = Protein that “Speeds Up” a Chemical Reaction
Enzymes are a “catalyst”
Products = Stuff Produced from a Chemical Reaction “Enzyme – Substrate
Complex”
Substrate = Reactants of a Chemical Reaction
“Bonding Site” – where the substrate bonds to the enzyme
This shows the reaction happening!!!
Enzymes in Action
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
This model shows the molecular structures of the enzyme and substrate in a reaction that breaks down glucose.
Homework: Complete the pre-lab if not completed in class
Do Now: (in your notebook) What are the monomers of starch? If starch is the reactant in a decomposition
reaction, what do you think its products would be?
Today’s Objectives: Predict how an enzyme affects the speed of a chemical reaction Use proper lab procedures to test how saliva enzymes affect the
speed at which starch breaks down into glucose
Bio 9B: Wednesday, 11.3.10Title: Enzyme Lab: Starch Digestion Pre-Lab
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Students read Background Information to themselves
Whole Class Discussion of Background Info Students work in Pairs to complete Pre-Lab
Introduction to Enzymes: “Starch Digestion w/ Salivary Amylase”
Homework: Answer the lab analysis questions (typed or
neatly written on separate paper). STAPLE to the packet!!!!!!!!!!!!!!!!!!!!
Do Now: (in your notebook) In 1-2 sentences, explain what this chemical
equation means:
STARCH GLUCOSE Today’s Objectives:
Predict how an enzyme affects the speed of a chemical reaction Use proper lab procedures to test how saliva enzymes affect the
speed at which starch breaks down into glucose
Bio 9B: Thursday, 11.4.10Title: Enzyme Lab: Starch Digestion
Double Block
salivary amylase
Predictions: Complete the “Predictions” row in the
Results section for Tube 1 and Tube 2 Do you think the reaction will happen? How will the tube look after the glucose test? Why?
salivary amylase
Enzyme Lab: Starch Digestion w/ Salivary Amylase
STARCH GLUCOSE
Enzyme Lab: Starch Digestion w/ Salivary Amylase
STARCH GLUCOSE
Safety: Goggles and apron Be careful around hot plates!
Procedure:
Starch & Water & Benedicts
Starch & Water & Benedicts PLUS Enzyme(salivary amylase)
salivary amylase
Patrick
Trevon
Julian
WhitneyMcHenley
Zuri
Grace
Ricardo
Nancy
Aser
Andre
Natalie G
Emily
Israel Harold
Leela
Alex
Leslie
LarissaNatalie N
Thomas
Emperor
McSeating ChartPut on your apron and goggles before starting the lab!
Jamesley
Safety: Goggles and apron Be careful around hot plates!
Clean Up: Pour test tubes into waste container Rinse test tubes in soapy water Turn off hot plates if everyone at your table
is done
If finished early: Discuss Analysis Question #2 with your
partner
salivary amylase
Enzyme Lab: Starch Digestion w/ Salivary Amylase
STARCH GLUCOSE