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UNIT COVER PAGE

School District: Bremen Dist. 228 Department: Science Course: Biology

Unit Title: Cells Grade Levels: 9-10

Topic Areas: Biochemistry of Cells

Time Frame: 3 weeks Date Created: 4/7/08 Date Modified:

Unit Designer(s): Lynn Galloway, Karen Kalmanek, Coradina Tate

Link to State Standards

12.11.05

12.11.10

12.11.37

12.11.38

12.11.42

12.11.53

12.11.56

12.11.57

12.11.63

Understand how the semi-permeable membranes regulate the flow of substances in and out of the

cell body.

Understand that enzymes are proteins that catalyze biochemical reactions and that the activity of

enzymes depends on the temperature, ionic conditions, and the pH of the surroundings.

Identify the most familiar elements by name and some of their most familiar properties. Identify

the chemical symbols for familiar elements.

Know that atoms are made of sub-atomic particles (protons, neutrons, electrons) which have

positive, neutral, or negative charges. Understand that the periodic table displays the elements in

increasing atomic number and shows how periodicity of the physical and chemical properties of

the elements relates to atomic structure.

Know that there are two major different kinds of bonds (ionic and covalent). Know the distinction

between a compound and a mixture.

Understand that in chemical reactions, atoms combine into molecules by means of bonds (e.g., by

sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic

bonds.

Understand that the conversation of atoms in a chemical reaction, as summarized in a balanced

chemical equation, leads to the ability to calculate theoretical masses of reactants and products.

Understand how to read, interpret, and balance chemical equations.

Distinguish between chemical compounds and solutions and mixtures. Differentiate between

solute and solvent. Understand the concentration of a solute in terms of molarity, parts per

million, and percent composition.

Summary of Unit

This unit will examine basic understandings of atomic theory in regard to biochemical molecular

construction and biochemical reactions with emphasis on the structure and function of the cell membrane.

Resources

Movie - Cholera

Macromolecule lab

Textbook

Cells and movement of materials lab


Key Words Atom

Nucleus

Element

Electron

Reaction (chemical)

Enzyme

Solute/solvent/solution

Organic compounds: fats,

carbohydrates, proteins

Pt. polymer/macromolecule

Isotope

Compound

Selective permeability

Exo and endocytosis

Hyper, hypo, and isotoxic

Active and passive transport

Osmosis

Diffusion

Homeostasis

Bonds (ionic and covalent)

Phospholipid

Compounds and mixtures

Coefficient

Reactants

Products

Water


STAGE 1: IDENTIFY DESIRED RESULTS

Enduring Understandings

Students will understand that

chemical reactions allow living things to grow, develop, reproduce and adapt.

having a background knowledge in basic chemistry will allow one to appreciate all life processes.

the plasma membrane maintains homeostasis at the cellular level.

Essential Questions

How is matter connected to biological processes?

Why is water considered a universal solvent?

What are the reactions of the cell membrane to disturbances in homeostasis?

What would it be like to be a sugar molecule moving in and out of the cell?

Why does my body require a balance of organic macromolecules?

How are chemical reactions related to growth and development?

Knowledge and Skills

Students will know

cellular transport (diffusion/osmosis/transport) moves substances within and in and out of cells.

the structure of the cell membrane determines its function and maintains cellular homeostasis.

all living things are composed of carbon-based molecules.

there are four types of biological macromolecules.

the properties of water made it well-suited to maintain homeostasis in a living organism.

enzymes affect the rates of reactions.

biochemical reactions can be represented by chemical equations.

the four essential elements C, H, O, and N comprise most micromolecules.

bonds are fundamental to energy production and storage (teach ionic/covalent at honors level).

Atoms are the foundation of biological chemistry and the building blocks of all living organisms.

Students will be able to

identify the structure and function of the four types of organic macromolecules.

diagram the structure of an atom.

compare and contrast covalent and ionic bonds (honors).

distinguish between solutions, solvents, and solutes.

evaluate why the structure of water makes it a good solvent (polar molecule).

relate energy changes to chemical reactions.

summarize the importance of enzymes in living organisms.

define homeostasis and relate its importance to living organisms.

explain the parts of a chemical reactions (coefficients, reactants, products).

describe the plasma membrane using the fluid mosaic model.

explain how all organisms maintain homeostasis using passive and active transport.

Students will be familiar with

pH is a biochemical factor which affects homeostasis.

isotopes are alternative forms of certain elements and have differing biological properties.


STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

What evidence will show that students understand?

Required Assessments (brief description)

Identification of macromolecules in food substances (self-knowledge)

Other Assessments (brief description)

Cells and movement of material lab

Quiz

Video journal entry


PLAN LEARNING EXPERIENCES AND INSTRUCTION

What sequence of teaching and learning experiences will equip students

to develop and demonstrate the desired understandings?

Learning Activities

W

How will you ensure that all students know where they are headed in the unit, why they are

headed there, and how they will be evaluated?

Provide students with overview of performance task.

H

How will you hook students at the beginning of the unit?

How did the cholera affect the cell membrane of the intestines? Cholera epidermic video clip.

E

What events will help students experience and explore the big idea and questions in the unit?

How will you equip them with needed skills and knowledge?

Osmosis lab with dialysis tubing.

R

How will you cause students to reflect and rethink? How will you guide them in rehearsing,

revising, and refining their work?

Reflect on the importance of knowing biochemistry in their own lives.

E

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and

understanding throughout the unit?

Students will complete the performance task.

.

T

How will you tailor and otherwise personalize the learning plan to optimize the engagement and

effectiveness of ALL students, without compromising the goals of the unit?

Students may choose to work in teams or as individuals.

O

How will you organize and sequence the learning activities to optimize the engagement and

achievement of ALL students?

1A. Definition of biochemistry.

1B. Movie: Cholera

2. Atomic structure

3. Properties of water/2 kinds of bonds.

4. Macromolecule elements and properties cell lab.

5. Osmosis/diffusion lab/normal vs. plasmolyzed.

6. Cell membrane and transport.

7. Biochemical reactions and eyzymes.

8. Identification of macromolecules – performance task.

9. How does body heal after surgery?

*syllabus

*safety

*review – scientific method Incorporate with unit activities.

*review metric skills

Transition: Healing utilizes cell reproduction


Essential Questions at Topic Level

Use the six facets of understanding to generate possible essential questions for the topic of

your three-circle audit (curricular priorities).

Explanation

Interpretation Application

Empathy

Self-Knowledge

Perspective

How is matter connected to

biological processes?

Why is water considered a universal solvent?

How are chemical reactions related

to growth and development?

What would it be like to be a sugar molecule moving in and out of the

cell?

Why does my body require a balance of organic macromolecues?

What are the reactions of the

cell membrane to disturbances in homeostasis?

Biochemistry of Cells


Student Performance Task

Unit: Biochemistry of Cells Course: Biology

Task: Self-Knowledge Time Frame: 1 period

Overarching Understanding:

Students will understand that the inquiry process provides the framework of scientific

discovery. Learning and understanding the importance of communicating ideas in order to

understand the natural world.

Enduring Understanding:

Students will understand that having background knowledge in basic chemistry will allow

one to appreciate all life processes.

Essential Question:

Why does my body require a balance of organic macromolecules.

Vignette: As a hospital dietician, it is your job to monitor the types of foods given to your

patients. A doctor has recently written an order for a low-carbohydrate diet in order to

maximize wound healing. Your task is to identify the types of macromolecules

found in variety of foods that you are suggesting for the patient and determine which foods

can be safely consumed by your patient.

Standard:

You will be graded on the following scale: A successful result will be correctly identifying macromolecules in food substances using

standard biochemical tests.


Performance Task Blueprint

Unit:

Biochemistry of Cell

Type:

Self-Knowledge

Topic Area:

Time Frame:

1 period

Goal

Your task is to identify which food substances contain macromolecules

needed by your body.

Role

You are a dietician in a hospital.

Audience

Patients.

Situation

The doctor has written orders for a low protein diet/low fat diet/low

sugar diet to maximize wound healing.

Product or

Performance

You will need to perform an experiment in which you are given various

food items. Which can be safely consumed by your patient?

Standards

A successful result will be correctly identifying macromolecules using

standard biochemical tests.


Name:____________________________________________________ Date: ____________________________

Carbohydrates: Chemistry & Identification

Materials Paper models Droppers Polysaccharide solution Scissors Hot plate Apple juice

Test tubes Water Oat solution Test tube holder Beaker (Pyrex) Table sugar solution

Glass marking pencil or labels Monosaccharide solution Honey solution Benedict’s solution Disaccharide solution Powdered sugar solution

Iodine solution

Procedure: Part A. Water Model ~Examine the chemical formula of water, H20.

Question: What elements make up water?

Answer: H represents the element hydrogen. O represents the element oxygen. Water is made of

hydrogen and oxygen.

Question: What does the number 2 following H

Question: How many molecules of water represented by

the formula H20? Answer: One molecule is represented. The number of

molecules is indicated by a number to the left of the formula. No number indicates one molecule.

tell you?

Answer: The number 2 represents the number of

atoms of hydrogen. A number, called a subscript, following a chemical symbol indicates the number of

atoms of that particular element.

Question: What is a simple formula? What is the simple

formula of water?

Answer: A simple formula shows the total number of atoms for each element in a molecule. The simple

formula of water is H20.

Question: Why does the oxygen symbol (O) not have

a subscript? Answer: The is only one atom.

Question: What is a structural formula? What is the

structural formula of water? Answer: A structural formula attempts to show the three-

dimensional organization of the molecules. The structural formula of water is: O

H H

Today, scientists use a combination of biology and chemistry for their understanding of life

and life processes. Thus, an understanding of some chemistry of living things is necessary. Carbohydrates make up a large group of chemical compounds found in cells. Carbohydrates

are an energy source or are used in making cell structures.

In this investigation, you will a. learn how to write a simple formula for several carbohydrates.

b. learn how to read a structural formula for several carbohydrates.

c. use models to construct the main types of carbohydrates. d. identify the three main types of carbohydrates by using chemical tests.

e. test different food samples to determine what type of carbohydrate they are.

Remember: Models do no represent the actual three-dimensional shapes of the molecules. Models

serve to help you how smaller molecules can be grouped into larger, more complex molecules.


Question: What do the liens between O and H in

the structural formula of water represent? Answer: These lines represent chemical bond s or

points of attachment between the atoms.

2. How many atoms of carbon are present in a

molecule of glucose: _______________________

Question: What is one way water can be

represented as a paper model? Answer: One way water may be represented is

shown below. We will use this way of representing water throughout the study of different chemical

compounds found in living systems.

3.

fructose? _______________________

galactose? _______________________

Add subscripts to the following to indicate the

proper simple formula. Fill in the blanks by counting the total number of carbon, hydrogen,

and oxygen atoms in each molecule.

glucose: C____H_____O_____

fructose: C____H_____O_____

galactose: C____H_____O_____

Part B. Carbohydrate Models

There are three different groups of carbohydrates. They are called monosaccharides, disaccharides, and

polysaccharides. “Saccharide” means sugar.

Group 1: Monosaccharides (single molecular sugars)

A single molecular sugar is called a monosaccharide. The prefix “mono” means one. However, the one molecule can different shapes due to a different arrangement of atoms. Three monosaccharides are glucose,

fructose, and galactose.

4.

5.

Are there two times as many hydrogen atoms as oxygen atoms in a molecule of:

glucose: _______________________

fructose? _______________________

galactose? _______________________

Are there two times as many hydrogen atoms as in

a molecule of water? ___________________

Examine the structural formulas of these three sugars [Figure 1] and answer question 1 to 6.

6. Compare the structural formula of glucose to fructose. Are they exactly the same in shape? ________

1. What three chemical elements are present in the

three monosaccharides shown? Note: The letter “C”

stands for carbon, “H” stands for hydrogen, and “O” stands for oxygen.

Are they both monosaccharides? ___________


Name:____________________________________________________ Date: ____________________________

Group 2. Disaccharides (double molecule sugars)

Two monosaccharide sugar molecules can join chemically to form a larger carbohydrate molecule called a double sugar, or disaccharide. The prefix “di” means two. By chemically joining a glucose molecule with a fructose molecule, a double sugar called sucrose is produced. Use the page paper models given to you by your teacher to complete this section. Cut out a model of one glucose and one fructose molecule. Caution: Always be extremely careful with scissors. Cut along solid lines only. Attempt to join the molecules like puzzle pieces.

7. Do the glucose and fructose fit together easily to form a

sucrose molecule? ________________

13. A. How does the simple formula for sucrose compare to maltose? __________________

___________________________________

B. Are there two times and many hydrogen

atoms as oxygen atoms in a disaccharide? ___________________________________

C. How many monosaccharide molecules are

needed to form on maltose molecule? _____

In order to join the molecules, remove an –OH end from one molecule and –H end from another. Cut along the dotted lines.

D. How many monosaccharide molecules are

needed to form one maltose molecule? _____

8. Does removing the –H and –OH ends now allow the molecules to fit together easily? ________________

Group 3: Polysaccharides (many molecule sugars)

Just as double sugars

9. The –H and –OH ends that were removed can also fit together with each other to form a molecule. This new molecule has a simple formula of _____________ and is called _______________________________________

Just as double sugars were formed from two single sugar

molecules, polysaccharides are formed when many single sugars are joined chemically. The prefix “poly” means

many. Starch, glycogen, and cellulose are the three most

common polysaccharides in biology. They consist of long chains of glucose molecules joined.

*Construct a starch molecule by joining 3 glucose molecules. This model will represent only a small part

10. Write the simple formula for sucrose by adding together the molecular formulas for glucose and fructose and then subtracting water, H2O. [Use structural formulas for this step, not the models] ________________________

Different disaccharide molecules can be made by joining other monosaccharides in different combinations. By chemically joining a glucose molecule with another glucose molecule, a double sugar called maltose is formed. Cut out and attempt to join the two new glucose model molecules like puzzle pieces.

of a starch molecule because starch consists of hundreds of glucose molecules. 14. What must be removed from the glucose model

molecules in order to have them easily fit together? __________________________________________

11. What must be removed from the glucose model molecules so that they easily fit together? _____________________

_______________________________________________

The simple formula for a polysaccharide is written as (C6H10O5)n. The n equals the number of times the

C6H10O5 group is repeated. You can see this group as the

middle glucose of your model. Remember: The –H & -OH ends of the middle molecule are missing. 12. Write the simple formula for maltose (see question 10):

____________________________________________


Carbohydrates: KEY Chemistry & Identification

Materials Paper models Droppers Polysaccharide solution

Scissors Hot plate Apple juice Test tubes Water Oat solution

Test tube holder Beaker (Pyrex) Table sugar solution Glass marking pencil or labels Monosaccharide solution Honey solution

Benedict’s solution Disaccharide solution Powdered sugar solution

Iodine solution

Procedure: Part A. Water Model ~Examine the chemical formula of water, H20.

Question: What elements make up water? Answer: H represents the element hydrogen. O

represents the element oxygen. Water is made of hydrogen and oxygen.

Question: What does the number 2 following H

Question: How many molecules of water represented by the formula H20?

Answer: One molecule is represented. The number of molecules is indicated by a number to the left of the

formula. No number indicates one molecule.

tell you?

Answer: The number 2 represents the number of atoms of hydrogen. A number, called a subscript,

following a chemical symbol indicates the number of atoms of that particular element.

Question: What is a simple formula? What is the simple

formula of water? Answer: A simple formula shows the total number of

atoms for each element in a molecule. The simple formula of water is H20.

Question: Why does the oxygen symbol (O) not have a subscript?

Answer: The is only one atom.

Question: What is a structural formula? What is the structural formula of water?

Answer: A structural formula attempts to show the three-dimensional organization of the molecules. The structural

formula of water is: O

H H

Today, scientists use a combination of biology and chemistry for their understanding of life

and life processes. Thus, an understanding of some chemistry of living things is necessary. Carbohydrates make up a large group of chemical compounds found in cells. Carbohydrates

are an energy source or are used in making cell structures.

In this investigation, you will f. learn how to write a simple formula for several carbohydrates.

g. learn how to read a structural formula for several carbohydrates.

h. use models to construct the main types of carbohydrates. i. identify the three main types of carbohydrates by using chemical tests.

j. test different food samples to determine what type of carbohydrate they are.

Remember: Models do no represent the actual three-dimensional shapes of the molecules. Models

serve to help you how smaller molecules can be grouped into larger, more complex molecules.


Question: What do the liens between O and H in

the structural formula of water represent? Answer: These lines represent chemical bond s or

points of attachment between the atoms.

2. How many atoms of carbon are present in a

molecule of glucose: ____6____

Question: What is one way water can be

represented as a paper model? Answer: One way water may be represented is

shown below. We will use this way of representing water throughout the study of different chemical

compounds found in living systems.

3.

fructose? ____6____

galactose? ____6____

Add subscripts to the following to indicate the

proper simple formula. Fill in the blanks by counting the total number of carbon, hydrogen,

and oxygen atoms in each molecule.

glucose: C_6__H_12__O_6__

fructose: C_6__H_12__O_6__

galactose: C_6__H_12__O_6__

Part B. Carbohydrate Models

There are three different groups of carbohydrates. They are called monosaccharides, disaccharides, and

polysaccharides. “Saccharide” means sugar.

Group 1: Monosaccharides (single molecular sugars)

A single molecular sugar is called a monosaccharide. The prefix “mono” means one. However, the one molecule can different shapes due to a different arrangement of atoms. Three monosaccharides are glucose,

fructose, and galactose.

4.

5.

Are there two times as many hydrogen atoms as oxygen atoms in a molecule of:

glucose: ____YES_________

fructose? ____YES_________

galactose? ____YES_________

Are there two times as many hydrogen atoms as in

a molecule of water? ____YES_________

Examine the structural formulas of these three sugars [Figure 1] and answer question 1 to 6.

6. Compare the structural formula of glucose to fructose. Are they exactly the same in shape? __NO___

1. What three chemical elements are present in the

three monosaccharides shown? Note: The letter “C”

stands for carbon, “H” stands for hydrogen, and “O” stands for oxygen.

Are they both monosaccharides? ____YES_______


Name:____________________________________________________ Date: ____________________________

Group 2. Disaccharides (double molecule sugars)

Two monosaccharide sugar molecules can join chemically to form a larger carbohydrate molecule called a double sugar, or disaccharide. The prefix “di” means two. By chemically joining a glucose molecule with a fructose molecule, a double sugar called sucrose is produced. Use the page paper models given to you by your teacher to complete this section. Cut out a model of one glucose and one fructose molecule. Caution: Always be extremely careful with scissors. Cut along solid lines only. Attempt to join the molecules like puzzle pieces.

7. Do the glucose and fructose fit together easily to form a

sucrose molecule__NO___ 13. A. How does the simple formula for sucrose

compare to maltose? ____SAME________

___________________________________

B. Are there two times and many hydrogen

atoms as oxygen atoms in a disaccharide? _________YES____________________

C. How many monosaccharide molecules are

needed to form on maltose molecule? 2

In order to join the molecules, remove an –OH end from one molecule and –H end from another. Cut along the dotted lines.

D. How many monosaccharide molecules are

needed to form one maltose molecule? 2

8. Does removing the –H and –OH ends now allow the molecules to fit together easily? _____YES______

Group 3: Polysaccharides (many molecule sugars)

Just as double sugars

9. The –H and –OH ends that were removed can also fit together with each other to form a molecule. This new molecule has a simple formula of __H20___ and is called ____________WATER_______________

Just as double sugars were formed from two single sugar

molecules, polysaccharides are formed when many single sugars are joined chemically. The prefix “poly” means

many. Starch, glycogen, and cellulose are the three most

common polysaccharides in biology. They consist of long chains of glucose molecules joined.

*Construct a starch molecule by joining 3 glucose molecules. This model will represent only a small part

10. Write the simple formula for sucrose by adding together the molecular formulas for glucose and fructose and then subtracting water, H2O. [Use structural formulas for this step, not the models] ____C12H22O11____

Different disaccharide molecules can be made by joining other monosaccharides in different combinations. By chemically joining a glucose molecule with another glucose molecule, a double sugar called maltose is formed. Cut out and attempt to join the two new glucose model molecules like puzzle pieces.

of a starch molecule because starch consists of hundreds of glucose molecules. 14. What must be removed from the glucose model

molecules in order to have them easily fit together? ________WATER________________________

11. What must be removed from the glucose model molecules so that they easily fit together? _____________________

____WATER_____________________________

The simple formula for a polysaccharide is written as (C6H10O5)n. The n equals the number of times the

C6H10O5 group is repeated. You can see this group as the

middle glucose of your model. Remember: The –H & -OH ends of the middle molecule are missing. 12. Write the simple formula for maltose (see question 10):

_______C12H22O11_____________________________


Model for investigation 5, “Carbohydrate: Chemistry & Identification”

models of glucose

Users of LABORATORY BIOLOGY: Investigating Living Systems have the publisher’s permission to reproduce this page. Charles E. Merrill Publishing Co., Copyright © 1983 by Bell & Howell

Documents

UNIT COVER PAGE - Bremen High Schoolil01001099.schoolwires.net/cms/lib6/IL01001099/Centricity/Domain/...UNIT COVER PAGE School District: ... Osmosis Diffusion Homeostasis ... and refining