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Bio 9C: Monday , 10.18.10 Title: Introduction to Nutrition and Digestion. Homework: Read pgs. 44-45. Answer the questions on the back of Assignment sheet in your notebooks! Do Now: Which types of foods have Carbohydrates? Proteins? Lipids/ Fats? Today’s Objectives: - PowerPoint PPT Presentation
Citation preview
Homework: Read pgs. 44-45. Answer the questions on the
back of Assignment sheet in your notebooks! Do Now:
Which types of foods have Carbohydrates? Proteins? Lipids/ Fats?
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 9C: Monday, 10.18.10Title: Introduction to Nutrition and Digestion
• What’s in the hamburger? – paired activity • Overview of Mega-Unit • Design a meal posters – Day 1
Agenda
What’s in this hamburger?
In PAIRS, determine: 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 into.
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.
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.
• What’s in the hamburger? – paired activity • Overview of Mega-Unit • Design a meal posters – Day 1
Agenda
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.
• What’s in the hamburger? – paired activity • Overview of Mega-Unit • Design a meal posters – Day 1
Agenda
Design A Meal
Which foods have which carbon 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 inObjectives 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 Identify examples of foods that contain carbohydrates and
proteins Identify two key functions of carbohydrates and proteins in
food
Bio 9C: Thursday, 10.21.10Title: Introduction to Carbon Compounds
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.
Today’s Objectives: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other
Bio 9C: Thursday, 10.21.10Title: Introduction to Carbon Compounds
• Thinking about the scale of atoms • Introduction to Carbon Compounds• Direct Vocabulary Activity: Monomers vs. Polymers• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work
Today’s Agenda:
Let’s get a sense of scale: How Do Molecules & Atoms Relate to Cells?
Zoom In
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• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work
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• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work
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 (12 min). (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
• Thinking about the scale of atoms • Introduction to Carbon Compounds• Direct Vocabulary Activity: Monomers vs. Polymers• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work
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
• Thinking about the scale of atoms • Introduction to Carbon Compounds• Direct Vocabulary Activity: Monomers vs. Polymers• Structures and Functions of Carbohydrates• Carbohydrate food poster work• Structures and Functions of Proteins• Protein food poster work
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.
Homework: No Homework
Do Now: What are proteins used for?
Today’s Objectives: Identify examples of foods that contain carbohydrates,
proteins and lipids Identify two key functions of carbohydrates, proteins and
lipids in food
Bio 9C: Friday, 10.22.10Title: Introduction to Carbon Compounds
• Structures and Functions of Proteins• Structure and Functions of Lipids• Food poster work, Carbohydrate, Protein and Lipids
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 Proteins• Structure and Functions of Lipids• Food poster work, Carbohydrate, Protein and Lipids
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 Proteins• Structure and Functions of Lipids• Food poster work, Carbohydrate, Protein and Lipids
Today’s Agenda:
Design A Meal – Carbs, Protein, Lipids
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 Complete the tasks for the Carbohydrate, Protein
and Lipid 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.
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: List all of the food you have eaten in the past 24-hrs. Of this food, what are the carbohydrates, proteins, and
lipids?
Today’s Objectives: Identify examples of foods that contain carbohydrates, proteins and
lipids Identify two key functions of carbohydrates and proteins in food
Bio 9C: 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. Marcus and
Christine, 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 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: Have you made a data table for a lab before? If
so, what were the circumstances and how did you do it?
Today’s Objectives: Practice making tables to record data from a lab.
Bio 9C: Tuesday, 10.26.10Title: Making Data Tables Pre-Assessment
• Data Tables Pre-Assessment• Review Nucleic Acids• Poster Gallery Walk
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.
• Data Tables Pre-Assessment• Review Nucleic Acids• Poster Gallery Walk
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. Show what you know about cell respiration on the quiz.2. Identify one key function of each macronutrient in food (carbohydrate, lipid, and
protein)3. Identify examples of foods that contain carbohydrates, lipids, and proteins.
• Data Tables Pre-Assessment• Review Nucleic Acids• Poster Gallery Walk
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.
Homework: One paragraph in notebook:
What’s the purpose of the McMush Lab? What will we do in Part I? Why? What will we do in Part II? Why?
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 9C: Wednesday, 10.27.09Title: The McMush Lab
Lilliana
Anthony
Brunyr
Kendra
Marie
AaronMarcus
Carla Christine
Rockens
JhonAmanjotJulian
Karen
Jason
Joe ObayannaAmando Garlyn
Crystal
JonathanAsarel
Jamesly
McSeating Chart
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 TOMORROW 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 9C: 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
Lilliana
Anthony
Brunyr
Kendra
Marie
AaronMarcus
Carla Christine
Rockens
JhonAmanjotJulian
Karen
Jason
Joe ObayannaAmando Garlyn
Crystal
JonathanAsarel
Jamesly
McSeating ChartPut on your apron and goggles before starting the lab!
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 Write up – See back of packet due Tuesday, 11.2.10
Do Now: (in your notebook) Take out your lab materials from the McMush
Lab, copy down the homework and get ready for the lab demo for Part II 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: Analyze your data from the McMush lab and draw conclusion
about the carbon compounds that can be found in McMush.
Bio 9C: Friday, 10.29.10Title: The McWrite Up
Homework:McMush Lab Write up – See back of packet due 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: Analyze your data from the McMush lab and draw conclusion
about the carbon compounds that can be found in McMush.
Bio 9C: Monday, 11.2.10Title: The McWrite Up – Day 2
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 9C: Tuesday, 11.3.10Title: Introduction to Enzymes
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
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
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: Thursday, 11.4.10Title: Enzyme Notes and Enzyme Lab
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.
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 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?
Introduction to Enzymes: “Starch Digestion w/ Salivary Amylase”
Lilliana
Anthony
Brunyr
Kendra
Marie
AaronMarcus
Carla Christine
Rockens
JhonAmanjotJulian
Karen
Jason
Joe ObayannaAmando Garlyn
Crystal
JonathanAsarel
Jamesly
McSeating ChartPut on your apron and goggles before starting the lab!
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
Lilliana
Anthony
Brunyr
Kendra
Marie
AaronMarcus
Carla Christine
Rockens
JhonAmanjotJulian
Karen
Jason
Joe ObayannaAmando Garlyn
Crystal
JonathanAsarel
Jamesly
McSeating ChartPut on your apron and goggles before starting the lab!
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
Homework: Complete the Starch Lab Analysis
Do Now: What does it mean to “denature” an enzyme?
Today’s Objectives: Explain how an enzyme’s structure fits it function Use your knowledge of how enzymes are denatured to develop a set
of procedures to denature salivary amylase
Bio 9C: Monday, 11.8.10Title: Starch Digestion Lab Review of Concepts
Lew-Port’s Biology Place
http://www.lpscience.fatcow.com/jwanamaker/animations/Enzyme%20activity.html
Enzymes in Action: Review of Concepts
Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function
Lab Review: Starch Digestion w/ Salivary Amylase
STARCH GLUCOSE What was the purpose of this lab? What did we find for results? If the enzyme is denatured, would it catalyze the
reaction that turns starch into glucose?
Starch & Water & Benedicts
Starch & Water & Benedicts PLUS Enzyme(salivary amylase)
salivary amylase
Computer Work Time
Work on the Starch Digestion Lab Write-up
Lilliana
Anthony
BrunyrAaron
Marie
Kendra
Marcus
Carla
Christine
Rockens
Jhon
Amanjot Julian
Karen
Jason
Joe
Obayanna
Amando
Garlyn
9C – NEW Seats! Front of room
Crystal
Jonathan
Asarel
Jamesly
Homework: Type up the Background Information Section of
the Denaturing Enzyme Lab Report
Do Now: (NOT in your notebook) On Handout
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 9C: Wednesday, 11.10.10Title: Lab Extension
Homework: Type/ Revise up the Background Information Section of the
Denaturing Enzyme Lab Report Type up the Procedure Section
Do Now: Hand Back Work Frenzy!!!!
Note: Food Poster can and should be revised. I will average the two scores. You have until next Friday, but I will not accept revisions beyond this date
Today’s Objectives: Develop lab procedures to test if certain conditions
denature salivary amylase.
Bio 9C: Friday, 11.12.10Title: Denaturing Enzymes Lab Prep
You and your lab partner from the Enzyme Lab will work together to design an experiment to denature salivary amylase.
Follow the steps in the “Design Your Own Experiment: Denaturing Enzymes Lab” to design all aspects of the lab.
We will complete the lab tomorrow in class, so I need your materials lists by the end of class.
Enzyme Lab Extension: Design an Experiment
Lilliana
Anthony
Brunyr
Kendra
Marie
AaronMarcus
Carla Christine
Rockens
JhonAmanjotJulian
Karen
Jason
Joe ObayannaAmando Garlyn
Crystal
JonathanAsarel
Jamesly
Denaturing Enzyme Lab Set-Up
Homework: Complete sections of the lab report that you have not yet
completed (Background Info, Purpose, Hypothesis, Procedure, Creating Data Table)
Do Now: Copy to homework into assignment book (2 min). We will pass back work (3 Min) Then listen for next instructions… LAB TOMORROW!
Review Checklist
Today’s Objectives: Carry out the lab experiment to test if your denaturing
agent denatures salivary amylase
Bio 9C: Monday, 11.15.10Title: Denaturing Enzymes Lab Prep – Day 2
Homework: Study for tomorrow’s quiz (review sheet on back of assignment
sheet) The FINAL DENATURED LAB REPORT IS DUE FRIDAY (not
tomorrow)
Also: food poster revisions are due Friday and McMush Revisions are due Monday
Do Now: Copy down homework and get ready to finish your lab!
Today’s Objectives: Carry out the lab experiment to test if your denaturing
agent denatures salivary amylase
Bio 9C: Tuesday, 11.16.10Title: Denaturing Enzymes Lab – Day 3
Lilliana
Anthony
Brunyr KendraMarie
Aaron
Marcus
Carla
Christine
Rockens
Jhon
AmanjotJulian
Karen
Jason
Joe
Obayanna
Amando
Garlyn
Crystal Jonathan
Asarel Jamesly
Denaturing Enzyme Lab Set-Up
Meryam
Enzyme Lab: Denaturing Salivary Amylase
Group Denaturing Agent
Key to Lab
Julian/ Anthony Boiling Boil for 6 min
Asarel/Amando Boiling Boil for 5 Min
Brunyr/ Marie Boiling Boil for 5
C/K/M Boiling Boil for 5
Carla/ J/ M Boiling Boil for 5
Amanjot/ Christine
Boiling Boil for 5
Garlyn/ Obayanna Lemon Juice
5 min
Jason/ Jamesly Boiling Boil for 5
Lilliana/ Kendra Boiling Boil for 5
Rockens/ Jonathan Lemon Juice
Sit for 5
Homework: Study for tomorrow’s quiz (review sheet on back of assignment
sheet) The FINAL DENATURED LAB REPORT IS DUE FRIDAY (not
tomorrow)
Also: food poster revisions are due Friday and McMush Revisions are due Monday
Do Now: Copy down homework and get ready to finish your lab!
Today’s Objectives: Carry out the lab experiment to test if your denaturing
agent denatures salivary amylase
Bio 9C: Wednesday, 11.17.10Title: Denaturing Enzymes Lab – Day 4 (final Day)
Lilliana
Anthony
Brunyr KendraMarie
Aaron
Marcus
Carla
Christine
Rockens
Jhon
AmanjotJulian
Karen
Jason
Joe
Obayanna
Amando
Garlyn
Crystal Jonathan
Asarel Jamesly
Denaturing Enzyme Lab Set-Up
Meryam
Enzyme Lab: Denaturing Salivary Amylase
Group Denaturing Agent
Key to Lab
Julian/ Anthony Boiling Boil for 6 min
Asarel/Amando Boiling Boil for 5 Min
Brunyr/ Marie Boiling Boil for 5
C/K/M Boiling Boil for 5
Carla/ J/ M Boiling Boil for 5
Amanjot/ Christine
Boiling Boil for 5
Garlyn/ Obayanna Lemon Juice
5 min
Jason/ Jamesly Boiling Boil for 5
Lilliana/ Kendra Boiling Boil for 5
Rockens/ Jonathan Lemon Juice
Sit for 5
Brainstorm Background Information
Background Information for Denaturing Salivary Amylase
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