100
Unit 2 The Chemistry of Life

Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Embed Size (px)

Citation preview

Page 1: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Unit 2Unit 2The Chemistry of LifeThe Chemistry of Life

Page 2: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Learning TargetsLearning Targets Identify elements common to living things. Describe how ions work. Compare ionic and covalent bonds Recognize the importance of hydrogen bonding. Explain why many compounds dissolve in water. Compare acids and bases. Describe the bonding properties of carbon atoms Compare and understand the importance of the four

macromolecules: carbohydrates, lipids, proteins, and nucleic acids. Describe how bonds break and reform during chemical reactions Explain why and how chemical reactions release or absorb energy. Explain the effect of catalysts on activation energy. Describe and explain how enzymes regulate chemical reactions.

Identify elements common to living things. Describe how ions work. Compare ionic and covalent bonds Recognize the importance of hydrogen bonding. Explain why many compounds dissolve in water. Compare acids and bases. Describe the bonding properties of carbon atoms Compare and understand the importance of the four

macromolecules: carbohydrates, lipids, proteins, and nucleic acids. Describe how bonds break and reform during chemical reactions Explain why and how chemical reactions release or absorb energy. Explain the effect of catalysts on activation energy. Describe and explain how enzymes regulate chemical reactions.

Page 3: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Unit Opener-How can this plant

digest a frog?

Unit Opener-How can this plant

digest a frog?

Page 4: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Like other carnivores, the Venus flytrap eats animals to get nutrients that it needs to make molecules such as proteins and nucleic acids. Other chemical compounds made by plant’s cells enable the Venus flytrap to digest the animals that it eats. These chemicals are similar to the chemicals that allow you to digest the food that you eat.

Like other carnivores, the Venus flytrap eats animals to get nutrients that it needs to make molecules such as proteins and nucleic acids. Other chemical compounds made by plant’s cells enable the Venus flytrap to digest the animals that it eats. These chemicals are similar to the chemicals that allow you to digest the food that you eat.

Page 5: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

???????? If plants can make their

own food through photosynthesis, why would a plant species

evolve a mechanism to capture and eat animals?

???????? If plants can make their

own food through photosynthesis, why would a plant species

evolve a mechanism to capture and eat animals?

Page 6: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

The animal must be supplying nutrients that the plant cannot get from other sources.

The animal must be supplying nutrients that the plant cannot get from other sources.

Page 7: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Venus fly traps grow in swampy areas that have nitrogen poor soil. These plants get the nitrogen they need for survival by trapping and digesting animals.

Venus fly traps grow in swampy areas that have nitrogen poor soil. These plants get the nitrogen they need for survival by trapping and digesting animals.

Page 9: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

What is everything made up of?

What is everything made up of?

Atoms- the building block of matterMatter- anything that takes up

space

Atoms- the building block of matterMatter- anything that takes up

space

Page 10: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Atoms are made up of:

Atoms are made up of:

Protons-> positively charged particles and dense

Neutrons-> neutral charge / no charge

Electrons-> negatively charged particles and small

Protons and neutrons live in the nucleus (center of the cell)

Electrons are in the outer levels= electron cloud

Protons-> positively charged particles and dense

Neutrons-> neutral charge / no charge

Electrons-> negatively charged particles and small

Protons and neutrons live in the nucleus (center of the cell)

Electrons are in the outer levels= electron cloud

Page 11: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Draw and label the atom

Draw and label the atom

Page 12: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

What do the numbers mean?

What do the numbers mean?

Atomic mass= sum of protons and neutrons in the nucleus

Atomic number = the amount of protons and electrons in a neutral atom

Atomic mass= sum of protons and neutrons in the nucleus

Atomic number = the amount of protons and electrons in a neutral atom

Page 13: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

ElementElementA type of atom that cannot be

broken down into simpler substances.

Can also be a group of atoms of the same type.

Ex-> gases such as hydrogen and oxygen. Metals= aluminum and gold.

A type of atom that cannot be broken down into simpler substances.

Can also be a group of atoms of the same type.

Ex-> gases such as hydrogen and oxygen. Metals= aluminum and gold.

Page 14: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Atoms are made up of the same types of particles, so what

makes one element different from another?

Atoms are made up of the same types of particles, so what

makes one element different from another?

Different elements differ in the number of protons they have.

Different elements differ in the number of protons they have.

Atomic number= number of protons

Atomic Mass

Page 15: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

How many protons does hydrogen have? Oxygen?How many protons does hydrogen have? Oxygen?

Hydrogen= 1Oxygen= 8

Hydrogen= 1Oxygen= 8

Page 16: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Energy levelsEnergy levels

Different energy levels can hold a different number of electrons.

1st energy level= hold 2 electrons

2nd level= hold 8 electronsStable atoms have a full

outermost energy level

Different energy levels can hold a different number of electrons.

1st energy level= hold 2 electrons

2nd level= hold 8 electronsStable atoms have a full

outermost energy level

Page 17: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

91 elements that occur naturally

4 that make up 96 % of your body= carbon, oxygen, nitrogen, and hydrogen

The other 4% are called trace elements because they are found in little amounts but we need them to survive-> such as calcium, iron, potassium

91 elements that occur naturally

4 that make up 96 % of your body= carbon, oxygen, nitrogen, and hydrogen

The other 4% are called trace elements because they are found in little amounts but we need them to survive-> such as calcium, iron, potassium

Page 18: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Why does your blood need iron?

Why does your blood need iron?

To transport oxygen in your bloodTo transport oxygen in your blood

Page 19: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Why does your body need chromium?

Why does your body need chromium?

Your cells need it to break down sugars for usable energy

Your cells need it to break down sugars for usable energy

Page 20: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

CompoundsCompounds

Atoms of elements found in organisms are usually linked or bonded to other atoms= compound.

Common compounds= water (H2O), carbon dioxide (CO2)

Atoms of elements found in organisms are usually linked or bonded to other atoms= compound.

Common compounds= water (H2O), carbon dioxide (CO2)

Page 21: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

IonsIons Atom that has gained or lost one or more

electrons. Forms because an atom is more stable

when its outermost energy level is full. The gain or lose results in a full outer level.

Either positive or negative Atoms with few electrons= lose electrons

and becomes more positive Gains electrons= more negative.

Atom that has gained or lost one or more electrons.

Forms because an atom is more stable when its outermost energy level is full. The gain or lose results in a full outer level.

Either positive or negative Atoms with few electrons= lose electrons

and becomes more positive Gains electrons= more negative.

Page 22: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

NaClNaCl Transfers electron from

sodium atom to chlorine atom

When sodium loses electron it becomes positive-> full charged because it has a filled outermost energy level.

The electron lost goes to the chlorine ion, causing the chlorine to become more negative and have a full energy level.

Transfers electron from sodium atom to chlorine atom

When sodium loses electron it becomes positive-> full charged because it has a filled outermost energy level.

The electron lost goes to the chlorine ion, causing the chlorine to become more negative and have a full energy level.

Page 23: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 24: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

End product is an ionic bond-> bond that forms when two oppositely charged particles exchange electrical forces.

Opposites attract (+ / -)

End product is an ionic bond-> bond that forms when two oppositely charged particles exchange electrical forces.

Opposites attract (+ / -)

Page 25: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

What determines whether an atom

becomes a positive ion or a negative ion?

What determines whether an atom

becomes a positive ion or a negative ion?

Atoms with few outer electrons tend to lose electrons and form positive ions; atoms with almost full outer energy levels tend to gain electrons and form negative ions.

Atoms with few outer electrons tend to lose electrons and form positive ions; atoms with almost full outer energy levels tend to gain electrons and form negative ions.

Page 26: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

MoleculeMolecule

Two or more atoms held together by covalent bonds.

Two or more atoms held together by covalent bonds.

Page 27: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Covalent BondsCovalent Bonds

The strongest of bondsForm when atoms share a pair of

electrons.Need 4 electrons to fill its

outermost energy level

The strongest of bondsForm when atoms share a pair of

electrons.Need 4 electrons to fill its

outermost energy level

Page 28: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

CO2= Carbon DioxideCO2= Carbon Dioxide

An oxygen atom needs 2 electrons to fill its outer energy level. In Carbon dioxide, carbon makes a double bond, or shares two pairs of electrons with each oxygen atom.

An oxygen atom needs 2 electrons to fill its outer energy level. In Carbon dioxide, carbon makes a double bond, or shares two pairs of electrons with each oxygen atom.

C OO

Page 29: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Properties of Water!!!!!

Waters unique properties allow life to exist on

Earth.

Properties of Water!!!!!

Waters unique properties allow life to exist on

Earth.

Page 30: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Polar vs. NonpolarPolar vs. Nonpolar

Polar: Water and some gasesUneven distribution of electrons

Polar: Water and some gasesUneven distribution of electrons

Nonpolar= liquids, CO2, Oxygen, oils, fats

electrons are distributed more evenly around the outer shell and cancel each other out

Nonpolar= liquids, CO2, Oxygen, oils, fats

electrons are distributed more evenly around the outer shell and cancel each other out

They both tend to remain separate that is why they say “oil and water don’t mix.”

Page 31: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Life depends on hydrogen bondsLife depends on hydrogen bonds

Water is polar-> Have regions with a slight positive and slight negative charge.

Waters oxygen atoms are slightly negative and hydrogen is slightly positive= HYDROGEN BOND

The weakest of bonds

Important structures in DNA and proteins.

Water is polar-> Have regions with a slight positive and slight negative charge.

Waters oxygen atoms are slightly negative and hydrogen is slightly positive= HYDROGEN BOND

The weakest of bonds

Important structures in DNA and proteins.

Page 32: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Properties of Hydrogen Bonds

Properties of Hydrogen Bonds

Weakest of the bondsHigh specific heat= water resists

changes in temperature, therefore water must absorb more heat energy to increase temperature. Very important with cells because our

cells release a lot of heat and water absorbs that heat which allows us to regulate cell temperatures.

Weakest of the bondsHigh specific heat= water resists

changes in temperature, therefore water must absorb more heat energy to increase temperature. Very important with cells because our

cells release a lot of heat and water absorbs that heat which allows us to regulate cell temperatures.

Page 33: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Properties ContinueProperties ContinueCohesion->

attraction among molecules of a substance.

Makes water molecules stick together.

Ex- beads on a car when it is washed

Spider walking on top of the water (surface tension).

http://www.youtube.com/watch?v=8O8PuMkiimg

Cohesion-> attraction among molecules of a substance.

Makes water molecules stick together.

Ex- beads on a car when it is washed

Spider walking on top of the water (surface tension).

http://www.youtube.com/watch?v=8O8PuMkiimg

Page 34: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Properties Cont. Properties Cont. Adhesion-> attraction

among molecules of different substances.

Water molecules stick to other things.

Ex- upward curve of the surface of the water-> graduated cylinder

Ex- plants transport water up their roots to their leaves.

http://www.youtube.com/watch?v=45yabrnryXk

http://www.youtube.com/watch?v=WpXHpXKZtws

Adhesion-> attraction among molecules of different substances.

Water molecules stick to other things.

Ex- upward curve of the surface of the water-> graduated cylinder

Ex- plants transport water up their roots to their leaves.

http://www.youtube.com/watch?v=45yabrnryXk

http://www.youtube.com/watch?v=WpXHpXKZtws

Page 35: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Many compounds dissolve in water- Universal SolventMany compounds dissolve in water- Universal Solvent

Molecules and ions can’t take part in chemical processes inside cells unless they dissolve in water.

Materials such as sugar and oxygen cannot be transported from one part of an organism to another unless they are dissolved in blood, plant sap, or water based fluids.

Molecules and ions can’t take part in chemical processes inside cells unless they dissolve in water.

Materials such as sugar and oxygen cannot be transported from one part of an organism to another unless they are dissolved in blood, plant sap, or water based fluids.

Page 36: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Solution= mixture of substances that is the same throughout=

homogeneous mixture

Solution= mixture of substances that is the same throughout=

homogeneous mixture

Solvent-> substance that is present in the greatest amount, and is the substance that dissolves solutes.

Example= Water

Solvent-> substance that is present in the greatest amount, and is the substance that dissolves solutes.

Example= Water

Solute-> substance that dissolves. Example= kool aid powder

Solute-> substance that dissolves. Example= kool aid powder

Page 37: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

SolubilitySolubilityThe ability of the solute to dissolve

into the solvent.Typically measured by how fast or

the rate. Temperature increases the rate at

which the solute dissolves.Pressure increases the rateThe nature of the solute and

solvent (what its made up of).

The ability of the solute to dissolve into the solvent.

Typically measured by how fast or the rate.

Temperature increases the rate at which the solute dissolves.

Pressure increases the rateThe nature of the solute and

solvent (what its made up of).

Page 38: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Your plasma (liquid part of your blood) is 95% water. Which is the solvent and

solute?

Your plasma (liquid part of your blood) is 95% water. Which is the solvent and

solute?Solvent= water; Solute is the other

5% which is made up of proteins, sugars, minerals, platelets, etc

Solvent= water; Solute is the other 5% which is made up of proteins, sugars, minerals, platelets, etc

Page 39: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Why do the solutes such as proteins and sugars dissolve in the water of

blood plasma?

Why do the solutes such as proteins and sugars dissolve in the water of

blood plasma?Answer-> polar= because the

attraction between the water molecules and the solute molecules is greater than the attraction among the molecules of the solutes.

Answer-> polar= because the attraction between the water molecules and the solute molecules is greater than the attraction among the molecules of the solutes.

Page 40: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Sum it up! Properties of Water:Sum it up! Properties of Water:

Hydrogen Bonding- strong cohesion (insects walking on water)

Capillary Action- water moves upward (Roots to leaves)

Strong Adhesion- attraction between two unlike substances

Universal Solvent- dissolves everything High Specific Heat- cools / heats up

slowly to allow temperatures in organisms to maintain homeostasis

Expands when freezes making it less dense

Hydrogen Bonding- strong cohesion (insects walking on water)

Capillary Action- water moves upward (Roots to leaves)

Strong Adhesion- attraction between two unlike substances

Universal Solvent- dissolves everything High Specific Heat- cools / heats up

slowly to allow temperatures in organisms to maintain homeostasis

Expands when freezes making it less dense

Page 41: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

1. What is the most comment solvent in everyday life?

1. A. carbon containing chemicals

2. B. ethanol3. C. water4. D. All of the above

1. What is the most comment solvent in everyday life?

1. A. carbon containing chemicals

2. B. ethanol3. C. water4. D. All of the above

2. In a solution (which is a mixture of a solute and a solvent) which do you typically have more of?

a. Soluteb. Solventc. Same amount of both

3. What is solubility?a. The ability of a given

substance(solute) to dissolve into a solvent.

b. The ability of a given substance(solvent) to dissolve into a solute.

4. How does temperature affect solubility?

a. Solubility is not affected by temperature.

b. Solubility decreases with an increase in temperature.

c. Solubility increases with an increase in temperature.

Page 42: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

5. How does a solute dissolve into a solvent?a. Polar solvent molecules separate the

molecules of other polar substances.b. Polar solvent molecules separate the

molecules of other non-polar substances.c. Non-polar solvent molecules separate the

molecules of other non-polar substances.

6. What are the main factors that affect solubility?a. Temperatureb. Pressurec. Nature of solute and solventd. All of the above

Page 43: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

AnswersAnswers1. C- Water2. B3. A4. C5. A6. D

1. C- Water2. B3. A4. C5. A6. D

Page 44: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Acids and BasesAcids and Bases

AcidsReleases a hydrogen ion (H+) when it

dissolves in water.0 to 7= acids

AcidsReleases a hydrogen ion (H+) when it

dissolves in water.0 to 7= acids

BasesRemoves H+ ions from a solution7-14= basic

BasesRemoves H+ ions from a solution7-14= basic

pH of 7=Neutral-> neither acidic or basic

Strong Acid

Weak Acid

Weak base Strong

Base

Page 45: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

pH Scale (Potential Hydrogen)

pH Scale (Potential Hydrogen)

Page 46: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

How is Ph regulated in our bodies?

How is Ph regulated in our bodies?

Through buffers-> compounds that can bind to H+ ion when the H+ concentration increases and can release an H+ ion when the H+ ion decreases.

Buffer “locks up or stops” the H+ ions in order for our bodies to maintain homeostasis.

Example-> normal Ph of blood is 7.35-7.45 (slightly basic), therefore a small change in this could really disrupt your cells and can be fatal.

Through buffers-> compounds that can bind to H+ ion when the H+ concentration increases and can release an H+ ion when the H+ ion decreases.

Buffer “locks up or stops” the H+ ions in order for our bodies to maintain homeostasis.

Example-> normal Ph of blood is 7.35-7.45 (slightly basic), therefore a small change in this could really disrupt your cells and can be fatal.

Page 47: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Carbon Based

Molecules

Carbon Based

Molecules

Page 48: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Carbons unique bonding properties

Carbons unique bonding properties

Building blocks of life because they are the basis of most molecules that make up living things.

Organisms obtain energy (food) and turn it into ATP (cells power source for all life processes).

Unique atomic structure because it has four unpaired electrons on the outer energy level and can form covalent bonds with up to four other atoms!!!!!!

Building blocks of life because they are the basis of most molecules that make up living things.

Organisms obtain energy (food) and turn it into ATP (cells power source for all life processes).

Unique atomic structure because it has four unpaired electrons on the outer energy level and can form covalent bonds with up to four other atoms!!!!!!

Page 49: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Three types of molecular structures

Three types of molecular structures

Straight ChainBranched

ChainRing

Straight ChainBranched

ChainRing

Page 50: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Monomer / PolymerMonomer / Polymer

Monomer= small molecular subunit

Polymer= molecule that contains manyMonomers bonded together.

How many monomers are above?

Page 51: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Four Carbon Based Molecules in Living

Things / Macromolecules

Four Carbon Based Molecules in Living

Things / Macromolecules

1. Carbohydrates2. Lipids3. Proteins4. Nucleic Acids

1. Carbohydrates2. Lipids3. Proteins4. Nucleic Acids

Page 52: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

CarbohydratesCarbohydratesFruits, grains, sugars, starchesMonosaccharides, Disaccharides,

PolysaccharidesMade up of carbon, oxygen, and

hydrogen in a 1:2:1 ratioWhen broken down they provide a

source of usable chemical energy for cells

Major part of plant cell structure too!!!

Fruits, grains, sugars, starchesMonosaccharides, Disaccharides,

PolysaccharidesMade up of carbon, oxygen, and

hydrogen in a 1:2:1 ratioWhen broken down they provide a

source of usable chemical energy for cells

Major part of plant cell structure too!!!

Page 53: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

MonosaccharidesMonosaccharides

MonomersSimple sugars -> glucose=

C6H12O6

MonomersSimple sugars -> glucose=

C6H12O6

Page 54: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

DisaccharidesDisaccharides

Two monosaccharides linked togetherTransport forms= organisms use it to

move glucose from place to placeEx- Sucrose= common table sugar

(made from glucose and fructose)Ex- Lactose= milk sugar (made from

glucose and galactose)

Two monosaccharides linked togetherTransport forms= organisms use it to

move glucose from place to placeEx- Sucrose= common table sugar

(made from glucose and fructose)Ex- Lactose= milk sugar (made from

glucose and galactose)

Page 55: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

PolysaccharidesPolysaccharidesMany monosaccharides linked

together to form long branches or chains.

PolymersEx- starch and glycogen -> energy

storage in plants and animalsEx- Cellulose- cell walls in plants

Many monosaccharides linked together to form long branches or chains.

PolymersEx- starch and glycogen -> energy

storage in plants and animalsEx- Cellulose- cell walls in plants

Page 56: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

LipidsLipids Nonpolar molecules that are insoluble in

water (they don’t dissolve) Examples such as fats, oils (coconut, olive,

corn), waxes, cholesterol, steroids, fatty acids, glycerol,

Function- Some are broken down for cell use, some are stored for later energy use, and others are parts of cell structures.

Monomer- glycerol Polymer- fatty acids

Nonpolar molecules that are insoluble in water (they don’t dissolve)

Examples such as fats, oils (coconut, olive, corn), waxes, cholesterol, steroids, fatty acids, glycerol,

Function- Some are broken down for cell use, some are stored for later energy use, and others are parts of cell structures.

Monomer- glycerol Polymer- fatty acids

Page 57: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

3 Main Lipids3 Main Lipids

1. Fats or Triglycerides= energy storage moleculesThree fatty acids bonded to glycerol

1. Fats or Triglycerides= energy storage moleculesThree fatty acids bonded to glycerol

Page 58: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

2a. Saturated fatty acids= held together by a single covalent bond and is solid at room temperature.

Has the maximum number of hydrogen atoms possible

2b. Unsaturated fatty acids= one or more double bonds between the carbon atoms.

Not saturated with hydrogen atoms

2a. Saturated fatty acids= held together by a single covalent bond and is solid at room temperature.

Has the maximum number of hydrogen atoms possible

2b. Unsaturated fatty acids= one or more double bonds between the carbon atoms.

Not saturated with hydrogen atoms

Page 59: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

2c. Polyunsaturated- two or more double covalent bonds

Good fatty acids

2c. Polyunsaturated- two or more double covalent bonds

Good fatty acids

Page 60: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

3. Phospholipids3. Phospholipids

Form the bilayer of the cell membrane

One glycerol, two fatty acids, and a phosphate

Hydrophobic tails- afraid of water (non-polar)

Hydrophilic heads- love water (polar)

Form the bilayer of the cell membrane

One glycerol, two fatty acids, and a phosphate

Hydrophobic tails- afraid of water (non-polar)

Hydrophilic heads- love water (polar)

Page 61: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 62: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

ProteinsProteins Most varied- a part of everything from

moving your leg to digesting your pizza. Protein is the polymer made up of monomers

called amino acids. Amino acids are referred to as the “building

blocks” of proteins and are thought to be the first molecules on Earth. We use 20 different amino acids to build proteins

in our bodies. Your body makes 12 and the others need to be

ingested through meat, beans, and nuts.

Most varied- a part of everything from moving your leg to digesting your pizza.

Protein is the polymer made up of monomers called amino acids.

Amino acids are referred to as the “building blocks” of proteins and are thought to be the first molecules on Earth. We use 20 different amino acids to build proteins

in our bodies. Your body makes 12 and the others need to be

ingested through meat, beans, and nuts.

Page 63: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Amino AcidsAmino Acids All have similar structures:

hydrogen atom, an amino group (NH2), and a carboxyl group (COOH).

NH2 and COOH are always present.

The R group (side group) is different for each group

Central carbon is covalently bonded to four atoms (functional group) with one always being a hydrogen.

All have similar structures: hydrogen atom, an amino group (NH2), and a carboxyl group (COOH).

NH2 and COOH are always present.

The R group (side group) is different for each group

Central carbon is covalently bonded to four atoms (functional group) with one always being a hydrogen.

Page 64: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 65: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Proteins Cont. Proteins Cont. Held together by covalent bonds called peptide

bonds. The bonds form between the amino group of one amino acid and the carboxyl group of another amino acid.

Held together by covalent bonds called peptide bonds. The bonds form between the amino group of one amino acid and the carboxyl group of another amino acid.

• Polypeptide forms between two amino acids• They are a single chain of three or more amino acids linked

together by peptide bonds.

Peptide bond

Page 66: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Functions of ProteinsFunctions of Proteins1. Catalyzing enzymes- speed

up the rates of reactionsActivate metabolic reactionsLowers activation energy-> the

amount of energy to get a reaction started

On-goingNeeds certain factors-> pH,

temperature, and concentrationEx- Human enzymes work best at

98.6, above 104 they fall apart.

1. Catalyzing enzymes- speed up the rates of reactionsActivate metabolic reactionsLowers activation energy-> the

amount of energy to get a reaction started

On-goingNeeds certain factors-> pH,

temperature, and concentrationEx- Human enzymes work best at

98.6, above 104 they fall apart.

Page 67: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 68: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

2. Defensive proteins- basis of the bodies endocrine and immune systems. They attack invading microbes and cancer cells. Ex- antibodies attack viruses and bacteriaEx- fibrinogen = protein that causes your

blood to clot3. Storage proteins / Nutrient - bind

with iron and calcium to provide nourishment for an organism.

4. Transport proteins- allows larger molecules to move in and out of cells.Ex- Hemoglobin= carries oxygenEx- Myoglobin= carries oxygen to muscles

2. Defensive proteins- basis of the bodies endocrine and immune systems. They attack invading microbes and cancer cells. Ex- antibodies attack viruses and bacteriaEx- fibrinogen = protein that causes your

blood to clot3. Storage proteins / Nutrient - bind

with iron and calcium to provide nourishment for an organism.

4. Transport proteins- allows larger molecules to move in and out of cells.Ex- Hemoglobin= carries oxygenEx- Myoglobin= carries oxygen to muscles

Page 69: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

5. Support Proteins- provide structural support and protection.Ex- Keratin in your hair, skin, and nailsEx- Fibrin- allows your blood to clotEx- Collagen and elastin- major components

of connective tissue6. Motion Proteins such as myosin and

actin cause muscles to contract or change shape.

7. Messenger proteins- allow different cells to communicate.

Ex- Hormones- regulate body functionsEx- Insulin- regulates glucose levelsEx- Vasopressin- tells your kidneys to

reabsorb water

5. Support Proteins- provide structural support and protection.Ex- Keratin in your hair, skin, and nailsEx- Fibrin- allows your blood to clotEx- Collagen and elastin- major components

of connective tissue6. Motion Proteins such as myosin and

actin cause muscles to contract or change shape.

7. Messenger proteins- allow different cells to communicate.

Ex- Hormones- regulate body functionsEx- Insulin- regulates glucose levelsEx- Vasopressin- tells your kidneys to

reabsorb water

Page 70: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Nucleic AcidsNucleic Acids Detailed instructions that build proteins and

are stored in extremely long carbon based molecules.

Nucleic acid = polymer Nucleotides = monomer Nucleotides are made up of: sugar,

phosphate group, and a nitrogen base (Adenine, thymine, guanine, and cytosine.

Two types= DNA and RNA ONE FUNCTION!!!!!-> DNA and RNA work

together to make proteins. DNA passes on genetic instructions to RNA. RNA decodes and turns the genetic information into a protein.

Detailed instructions that build proteins and are stored in extremely long carbon based molecules.

Nucleic acid = polymer Nucleotides = monomer Nucleotides are made up of: sugar,

phosphate group, and a nitrogen base (Adenine, thymine, guanine, and cytosine.

Two types= DNA and RNA ONE FUNCTION!!!!!-> DNA and RNA work

together to make proteins. DNA passes on genetic instructions to RNA. RNA decodes and turns the genetic information into a protein.

Page 71: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

DNA is the basis of genes and heredity.

DNA is the basis of genes and heredity.

Page 72: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 73: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Chemical ReactionsChemical ReactionsWhen substances are changed into

different substances by breaking and forming chemical bonds.

When substances are changed into different substances by breaking and forming chemical bonds.

Page 74: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Reactants vs. ProductsReactants vs. Products

Reactants ProductsLabel Them!!!!

Page 75: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

What causes bonds in oxygen and glucose molecules to break?

What causes bonds in oxygen and glucose molecules to break?

Energy is added that causes the bonds to break into oxygen and glucose.

Each bond requires a different amount of energy= Bond Energy

Energy is added that causes the bonds to break into oxygen and glucose.

Each bond requires a different amount of energy= Bond Energy

Page 76: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

What happens when new bonds form in carbon dioxide and water?

What happens when new bonds form in carbon dioxide and water?

When new bonds form, energy is released and this energy that is released is equal to the amount of energy that breaks the same bond.

Sometimes bonds can form a chemical equilibrium, meaning they are reversible and the same on both sides of the equation.

When new bonds form, energy is released and this energy that is released is equal to the amount of energy that breaks the same bond.

Sometimes bonds can form a chemical equilibrium, meaning they are reversible and the same on both sides of the equation.

Page 77: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Example of EquilibriumExample of Equilibrium

Blood cells and plasma transport materials throughout the body. Carbonic acid dissolves in the blood so that carbon dioxide can be transported to the lungs.

Blood cells and plasma transport materials throughout the body. Carbonic acid dissolves in the blood so that carbon dioxide can be transported to the lungs.

Page 78: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Chemical reactions release or absorb energy

Chemical reactions release or absorb energy

Energy added = breaks chemical bonds

Energy released= new bonds formEnergy is released or absorbed and

in different amounts.

Energy added = breaks chemical bonds

Energy released= new bonds formEnergy is released or absorbed and

in different amounts.

Page 79: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Activation energyActivation energy

Amount of energy that needs to be absorbed for a chemical reaction to start.

Ex.- the energy you would need to push a rock up a hill.

Amount of energy that needs to be absorbed for a chemical reaction to start.

Ex.- the energy you would need to push a rock up a hill.

Page 80: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 81: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

ExothermicExothermicReleases more energy than it

absorbsExcess energy is typically given off

in heat or lightReactants have more energy than

productsEx- firefly squid, fireflies, cellular

respiration (releases usable energy as well as keep your body warm).

Releases more energy than it absorbs

Excess energy is typically given off in heat or light

Reactants have more energy than products

Ex- firefly squid, fireflies, cellular respiration (releases usable energy as well as keep your body warm).

Page 82: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 83: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

EndothermicEndothermicAbsorbs more energy than it

releasesProducts have more energy

than reactantsExample- photosynthesis->

plants absorb energy from the sun and use that energy to make simple and complex carbs.

Absorbs more energy than it releases

Products have more energy than reactants

Example- photosynthesis-> plants absorb energy from the sun and use that energy to make simple and complex carbs.

Page 84: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

EnzymesEnzymes

Page 85: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

How did the Venus Flytrap digest the frog?

How did the Venus Flytrap digest the frog?

Enzymes-> type of protein that helps start and run chemical reactions in living things.

Break down food into smaller molecules that the body can use.

Enzymes-> type of protein that helps start and run chemical reactions in living things.

Break down food into smaller molecules that the body can use.

Page 86: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 87: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

What is activation energy?What is activation energy?

The energy needed to get things started

The energy needed to get things started

Page 88: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Most of the time the activation energy for a chemical reaction comes from an increase in temperature-> sometimes the process is very slow.

In order to speed the process up substances called catalysts decrease the activation energy needed to start the chemical reaction -> in the end it increases the chemical reaction.

When a catalyst (ex- enzymes) is present less energy is needed and products form a lot faster.

Most of the time the activation energy for a chemical reaction comes from an increase in temperature-> sometimes the process is very slow.

In order to speed the process up substances called catalysts decrease the activation energy needed to start the chemical reaction -> in the end it increases the chemical reaction.

When a catalyst (ex- enzymes) is present less energy is needed and products form a lot faster.

Page 89: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

What are two functions of catalysts in chemical

reactions?

What are two functions of catalysts in chemical

reactions?1. Decrease activation energy

2. Increase reaction time.

1. Decrease activation energy

2. Increase reaction time.

Page 90: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

EnzymesEnzymes Definition= catalysts for chemical reactions in

living things (made by proteins) Reactants are usually found at very low

concentrations in the body, but really need to occur quickly.

Almost all are proteins= long chains of amino acids

Each one depends on its structure to function Temperature, concentration, and pH can affect

the shape, function, rate, and activity of the enzyme.

Work best at normal body temperature

Definition= catalysts for chemical reactions in living things (made by proteins)

Reactants are usually found at very low concentrations in the body, but really need to occur quickly.

Almost all are proteins= long chains of amino acids

Each one depends on its structure to function Temperature, concentration, and pH can affect

the shape, function, rate, and activity of the enzyme.

Work best at normal body temperature

Page 91: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

If temperature is a little elevated then the hydrogen bonds will fall apart, the enzymes structure will change, and its ability to function will be lost.

This is the reason why a high temperature / fever is very dangerous to a person.

If temperature is a little elevated then the hydrogen bonds will fall apart, the enzymes structure will change, and its ability to function will be lost.

This is the reason why a high temperature / fever is very dangerous to a person.

Page 92: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

Examples of enzymes in action

Examples of enzymes in action

Amylase is an enzyme in saliva that breaks down starches into simpler sugars. Without amylase it would take a million times slower for you to chew, swallow, and digest your food.

Blood cell engulfing a pathogen

Amylase is an enzyme in saliva that breaks down starches into simpler sugars. Without amylase it would take a million times slower for you to chew, swallow, and digest your food.

Blood cell engulfing a pathogen

Page 93: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

ENZYME CHEMICAL

ACTED UPON PRODUCTS

Lipase Fats & oils Glycerol & fatty

acids

Amylase Starch Maltose

Maltase Maltose Glucose

Pepsin Protein Polypeptides

Protease Polypeptides Amino acids

Catalase Hydrogen peroxide

Water and oxygen

Page 94: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 95: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 96: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

The structure is so important because each enzyme’s shape is specific to a certain reactant= allows them to fit perfectly together just like a key fits into a lock

Specific reactant an enzyme acts on are called substrates

The sites where substrates bind to enzymes are called active sites.

Enzymes bring substrate molecules close together, then they decrease activation energy, substrates attach together and their bonds are weakened, and then the catalyzed reaction forms a product that is released from the enzyme.

The structure is so important because each enzyme’s shape is specific to a certain reactant= allows them to fit perfectly together just like a key fits into a lock

Specific reactant an enzyme acts on are called substrates

The sites where substrates bind to enzymes are called active sites.

Enzymes bring substrate molecules close together, then they decrease activation energy, substrates attach together and their bonds are weakened, and then the catalyzed reaction forms a product that is released from the enzyme.

Page 97: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 98: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds
Page 100: Unit 2 The Chemistry of Life. Learning Targets F Identify elements common to living things. F Describe how ions work. F Compare ionic and covalent bonds

ReflectionReflectionOn a sheet of paper, review the three

parts of the lock and key model and write a paragraph (3-5 sentences) describing the analogy. Consider why the model is described as a lock and key. Also identify the different parts and what happens to each part after the reaction is complete. You may use your notes

On a sheet of paper, review the three parts of the lock and key model and write a paragraph (3-5 sentences) describing the analogy. Consider why the model is described as a lock and key. Also identify the different parts and what happens to each part after the reaction is complete. You may use your notes