Oakland Schools Biology Resource Unit 1

Chemistry and Biochemistry

Colleen Cain Avondale High School Avondale School District

Unit Table of Contents

Standards, Statements and Expectations Instructional Background Information Terms and concepts Knowledge and Skills Instructional Resources Activity !" #$o Took %errel&s i'od( Activity #2: Analyzing Food a!els Activity #": #ineapple Enzymes and #rotein a! Activity #$: Dehydration Synthesis and Hydrolysis %irt&al Sim&lation

Standards) Statements and *+pectations

Standard '2: (rganization and Development o) iving Systems St&dents descri!e the general str&ct&re and )&nction o) cells* +hey can explain that all living systems are composed o) cells and that organisms may !e &nicell&lar or m&lticell&lar* +hey &nderstand that cells are composed o) !iological macromolec&les and that the complex processes o) the cell allo, it to maintain a sta!le internal environment necessary to maintain li)e* +hey ma-e predictions !ased on these &nderstandings* '2*2 (rganic .olec&les +here are )o&r ma/or categories o) organic molec&les that ma-e &p living systems: car!ohydrates, )ats, proteins, and n&cleic acids* '2*2x #roteins #rotein molec&les are long, &s&ally )olded chains composed mostly o) amino acids and are made o) C, H, (, and 0* #rotein molec&les assem!le )ats and car!ohydrates1 they )&nction as enzymes, str&ct&ral components, and hormones* +he )&nction o) each protein molec&le depends on its speci)ic se2&ence o) amino acids and the shape o) the molec&le* Content Expectations: 3priority expectations are in '( D4 '2*2A: Explain ho, car!on can /oin to other car!on atoms in chains and rings to )orm large and complex molec&les* '2*2': 5ecognize the six most common elements in organic molec&les 3C, H, 0, (, #, S4* B2.2C: Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). B2.2D: E plain the general structure and primary functions of the major comple organic molecules that compose li!ing organisms. '2*2E: Descri!e ho, dehydration and hydrolysis relate to organic molec&les* '2*2): Explain the role o) enzymes and other proteins in !iochemical )&nctions 3e*g*, the protein hemoglo!in carries oxygen in some organisms, digestive enzymes, and hormones4* '2*$ Cell Specialization 6n m&lticell&lar organisms, specialized cells per)orm specialized )&nctions* (rgans and organ systems are composed o) cells and )&nction to serve the needs o) cells )or )ood, air, and ,aste removal* +he ,ay in ,hich cells )&nction is similar in all living organisms*

B2."f: #ecogni$e and describe that both li!ing and nonli!ing things are composed of compounds, %hich are themsel!es made up of elements joined by energy&containing bonds, such as those in '(). '2*7 iving (rganism Composition All living or once8living organisms are composed o) car!ohydrates, lipids, proteins, and n&cleic acids* Car!ohydrates and lipids contain many car!on8hydrogen !onds that also store energy '2*7x Energy +rans)er All living or once living organisms are composed o) car!ohydrates, lipids, proteins, and n&cleic acids* Car!ohydrates and lipids contain many car!on8hydrogen !onds that also store energy* Ho,ever, that energy m&st !e trans)erred to A+# 3adenosine triphosphate4 to !e &sa!le !y the cell* '2*7A: 5ecognize and explain that macromolec&les s&ch as lipids contain high energy !onds* 5et&rn to 9nit : +a!le o) Contents

Instructional Background Information"

;hat is an organic compo&nd< All organic compo&nds contain car!on* +he six most common elements in organic compo&nds are C, H, 0, (, # and S* i)e=s molec&lar diversity is !ased on the properties o) car!on .acromolec&les have tho&sands o) covalently connected atoms* +he atoms are connected !y high energy !onds* ;hat happens ,hen yo& ma-e a !ond< >o& store energy ;hat happens ,hen yo& !rea- a !ond< >o& release energy .onomers are the !&ilding !loc-s o) polymers* Dehydration synthesis 3pict&re a!ove4 )orms polymers !y removing a ,ater molec&le* Hydrolysis is the reverse o) dehydration synthesis* Hydrolysis 3pict&re !elo,4 &ses ,ater to !rea- !onds and )orm smaller molec&les* (here are four major classes of macromolecules: Carbohydrates, lipids, proteins, and nucleic acids. Carbohydrates .onosaccharides are monomers* Disaccharides and polysaccharides are polymers* Cells lin* single sugars to form disaccharides Disaccharides are do&!le s&gars* Do&!le s&gars are made !y the process o) dehydration synthesis* d Examples incl&de maltose and s&crose: a* gl&cose ? gl&cose @ maltose ? ,ater monomer ? monomer @ polymer ? ,ater !* gl&cose ? )r&ctose @ s&crose ? ,ater monomer ? monomer @ polymer ? ,ater )olysaccharides are long chains o) s&gar monomers* #olysaccharides are polymers o) h&ndreds or tho&sands o) monosaccharides lin-ed together !y dehydration synthesis* a* #lants store polysaccharides as starch in their roots* !* Animals store polysaccharides as glycogen in their liver and m&scle cells* c* #lants &se a polysaccharide called cell&lose to !&ild plant cell ,alls* +ipids ipids incl&de )ats, ,hich are mostly energy8storage molec&les* ipids consist mainly o) car!on and hydrogen lin-ed !y non8polar covalent !onds* ipids are not attracted to polar ,ater molec&les ,hich ma-e lipids hydropho!ic* AFatsB a*-*a* triglycerides are " )atty acids attached to the " car!ons o) a glycerol* Clycerol @ "8car!on chain Fatty acids @ long chains o) a!o&t :7 car!ons

5et&rn to 9nit : +a!le o) Contents +ipids are made by the process of dehydration synthesis Di))erent -inds o) )ats: Single !onds D sat&rated )ats 3&s&ally solids )rom animals s&ch as !&tter4 Do&!le or triple !onds D &nsat&rated )ats 3&s&ally li2&ids )rom plants s&ch as corn and vegeta!le oils4 Atherosclerosis is a condition ca&sed !y too m&ch sat&rated )at in yo&r diet ca&sing lipid deposits 3pla2&e4 to acc&m&late in yo&r !lood vessels, red&cing !lood )lo,* (rans fats are unsaturated fats con!erted to saturated by adding hydrogens. Example: &s&ally a so)tened solid s&ch as margarine* +rans )ats &sed to !e called hydrogenated )ats* #hospholipids, ,axes, and steroids are lipids ,ith a variety o) )&nctions #hospholipids 8 str&ct&rally similar to )ats !&t contain phosphor&s ? 2 )atty acids 3not "4 are &sed mainly in mem!ranes o) the cell* ;axes , one )atty acid lin-ed to an alcohol 3coating )or )r&its E insects have ,axy coats to prevent dehydration4* Steroids D car!ons )orm rings s&ch as in the case o) cholesterol 3also )o&nd in cell mem!ranes4* )roteins #roteins are essential to the str&ct&res and activities o) li)e* #roteins are !iological polymers constr&cted )rom amino acid monomers* +here are seven ma/or classes o) proteins: :* Str&ct&ral proteins 8 incl&de hair, sil- o) spiders, )i!ers o) ligamentsEtendons, etc* 2* Contractile proteins D the type involved in m&scle movement "* Storage proteins D oval!&min 3egg ,hites4 )or developing em!ryos $* De)ensive proteins D anti!odies to )ight in)ection 7* +ransport proteins D hemoglo!in that transports oxygen in !lood stream F* Signal proteins D hormones that serve as messengers )rom one cell to another G* Enzyme proteins 8 serve as chemical catalysts in reg&lating almost all chemical activity 3reactions4 in the !ody -ore information about en$ymes Enzymes are large proteins that act as catalysts* .hat is a catalyst/ Catalysts either jump start or speed up the rate of a chemical reaction. Catalysts are recycled, they are not &sed &p in the reaction* Catalysts lo,er the amo&nt o) energy needed to t&rn reactants into prod&cts* 5emem!er: 5et&rn to 9nit : +a!le o) Contents

5eactants 0o% does an en$yme %or*/

#rod&cts

A speci)ic enzyme catalyzes each cell&lar chemical reaction li-e each loc- )its only one -ey* Each enzyme has a part called the active site ,here the speci)ic s&!strate !inds* +he reactant is called the s&!strate* o 6n the hydrolysis o) s&crose, s&crose is the s&!strate 3reactant4* o S&crase is the name o) the enzyme that catalyzes this reaction* o +he enzyme allo,s hydrolysis 3adding a ,ater molec&le4 to happen* o +he molec&le o) s&crose is then !ro-en apart into a molec&le o) gl&cose and a molec&le o) )r&ctose* o +he enzyme s&crase goes on to )ind other s&crose molec&les and repeat the process* At the end o) the reaction, the s&!strate changes into the prod&ct and the enzyme is released* .hat are proteins made of/ )roteins are made from just 21 *inds of amino acids. All amino acids have the same !asic str&ct&re* +he 5 gro&p is ,hat varies in the 21 di))erent -inds o) amino acids* 0o% are proteins made/ )roteins are made by the process of dehydration synthesis.

2ucleic 'cids 0&cleic acids are in)ormation8rich polymers o) n&cleotides 0&cleic acids are the !l&eprints )or proteins +here are t,o types o) n&cleic acids: D0A D deoxyri!on&cleic acid 50A D ri!on&cleic acid Cenetic material consists o) D0A, and ,ithin the D0A are gene* Cenes are speci)ic stretches o) the molec&le that program the amino acid se2&ence o) proteins* .onomers that ma-e &p n&cleic acids are called n&cleotides* 50A is a single polyn&cleotide strand and D0A is a do&!le polyn&cleotide strand that t,ists to )orm a do&!le helix. 5et&rn to 9nit : +a!le o) Contents

)ictures in 3nstructional Bac*ground 3nformation: Camp!ell, 0eil* 32HHH4 Biology: Concepts and Connections* San Francisco, Addison ;esley ongman, 6nc*

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Terms and Concepts

A+# Car!ohydrate Catalyst Chemical !ond Covalent !onds D0A Dehydration synthesis Element Enzyme Hemoglo!in High energy !onds Hormone Hydrolysis ipid 0&cleic acid #rotein #olymers 50A S&!strate

Knowledge and Skills

St&dent sho&ld !e a!le to: 6denti)y representations o) large !iological molec&les as polymers o) simple s&!&nits* 6denti)y str&ct&ral )orm&la o) amino acids* 6denti)y the str&ct&ral relationships )orm&las o) monomers o) )ats, proteins, car!ohydrates 3)atty acids, amino acids, simple s&gars4* 6denti)y the !et,een enzymes and s&!strates* 6denti)y the role o) dehydration synthesis and hydrolysis in the !&ilding and !rea-ing do,n o) macromolec&les*

Instructional Resources"
+his ,e!site has many hands on !iology activities* http:EEserendip*!rynma,r*ed&EsciIed&E,aldron +his ,e!site has lin-s to !iology la!s and lect&res* ,,,*explore!iology*com

+his ,e!site has great interactive sim&lations* http:EE,,,*explorelearning*comE

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Chemistry and Biochemistry

Activity !" #$o took %erell&s i'od(

4uestions to be in!estigated: ;hat are the di))erent types o) organic compo&nds< Ho, are these types o) compo&nds tested )or< Biology 05CE6s addressed: '2*2 (rganic .olec&les +here are )o&r ma/or categories o) organic molec&les that ma-e &p living systems: car!ohydrates, )ats, proteins, and n&cleic acids* '2*2x #roteins #rotein molec&les are long, &s&ally )olded chains composed mostly o) amino acids and are made o) C, H, (, and 0* #rotein molec&les assem!le )ats and car!ohydrates1 they )&nction as enzymes, str&ct&ral components, and hormones* +he )&nction o) each protein molec&le depends on its speci)ic se2&ence o) amino acids and the shape o) the molec&le* '2*2C: Descri!e the composition o) the )o&r ma/or categories o) organic molec&les 3car!ohydrates, lipids, proteins, and n&cleic acids4* -aterials: 8Containers )or testing )ood s&ch as test t&!es, specimen /ars, etc* 8Stirrers, s&ch as plastic spoons 8.as-ing tape )or la!eling testing containers 8'i&ret reagent )or protein testing 3approximately $ ml per st&dent la! gro&p4 86odine8#otassi&m 6odide Sol&tion )or starch testing 3approximately : ml per st&dent la! gro&p4 8Cl&cose test strips 37 per st&dent la! gro&p )or the )irst day and : per st&dent la! gro&p )or the second day4 D an alternative to the strips is 'enedict=s sol&tion 8'ro,n paper !ag )or lipid testing 3: per st&dent la! gro&p1 hal) )or each day4 8Cloves 3: or 2 per st&dent )or each day4 8Samples )or testing Day :: 3approximately :*7 ml o) each per st&dent la! gro&p4 %egeta!le oil Corn starch #o,dered egg ,hites 3can !e )o&nd in the !a-ing needs aisle4 Cl&cose 3may also !e sold as Dextrose, can !e )o&nd online, in the pharmacy o)ten times in ta!let )orm, or sometimes, in a ca-e decorating s&pply store 3e*g* Joann=s44 Day 2: 3approximately " ml o) each per class4 #retzels '&tter Jelly 3>o& may ,ant to ma-e s&re this tests positive )or gl&cose1 ,e have had s&ccess ,ith stra,!erry /elly and ,e !elieve that any /elly s,eetened ,ith high )r&ctose corn syr&p ,ill test positive )or gl&cose*4 Fat8Free or lo,8)at vanilla or plain yog&rt 'eans 3canned !eans that have !een mashed into a paste1 e*g* canned ,hite !eans4 KSave the la!els ,ith n&trition in)ormation )rom all the )ood pac-ages* +hese ,ill !e &se)&l )or disc&ssing any discrepancies !et,een predictions and o!served res&lts* 5et&rn to 9nit : +a!le o) Contents 5et&rn to 9nit : +a!le o) Contents

5afety Concerns: St&dents sho&ld at least ,ear gloves ,hile per)orming tests )or car!ohydrate and proteins1 goggles are also recommended* >o& may also ,ant to -eep the 'i&ret reagent and iodine sol&tion at yo&r des- and have st&dents come to pic- it &p ,hen they need it* #eal&.orld Connections: St&dents relate st&dy o) macromolec&les to the n&trients in the )ood they eat* (eacher 2otes: +his activity rein)orces st&dent &nderstanding o) di))erent types o) organic compo&nds and several aspects o) scienti)ic method* 'e)ore yo& !egin this activity, yo&r st&dents sho&ld !e )amiliar ,ith the !asic chemical str&ct&res and general properties o) car!ohydrates, proteins and lipids* Help)&l teacher notes can !e )o&nd online at http:EEserendip*!rynma,r*ed&EexchangeE,aldronEorganic >o& ,ill need to ma-e evidence samples )or Day 2* ;e s&ggest that yo& ma-e )o&r di))erent pairs o) dry and li2&id evidence samples so di))erent st&dent gro&ps ,ill get di))erent res&lts* .or*er in brea* room Jose Ashley 'r&ce Liara +unch75nac* 'ean !&rrito ,ith cheese Fat8)ree yog&rt +oast ,ith !&tter and /elly #retzels 5olid E!idence A ' C D 8lucose 8 ? ? 8 5tarch )rotein ? 8 ? ? ? ? 8 8 +i9uid E!idence A ' A ' +ipid ? 3oil4 8 3,ater4 ? 3oil4 8 3,ater4

)rocedure7Description of +esson: 6n the )irst class period, st&dents learn ho, to &se chemical indicators to test )or di))erent types o) organic compo&nds, and in the second class period each st&dent gro&p ,ill test one or t,o types o) )ood or a sample o) evidence to )ig&re o&t ,ho too- JerellMs i#od* >o& may ,ant to assign each type o) )ood or evidence to t,o st&dent gro&ps in order to assess relia!ility o) res&lts* 5ource: Dr* Jenni)er Doherty, Dr* 6ngrid ;aldron and Dr* ori Spindler, Department o) 'iology,9niversity o) #ennsylvania, copyright 2HHN:, serendip*com, Adapted )rom A6dentity o) (rganic
Compo&ndsB )rom 'iology a!oratory .an&al A )rom #rentice8Hall1 Also inspired !y ACrime Scene ActivityB !y Lathy #aris, 'ethel High School

.ho too* :erell6s i)od/ && An organic compo&nd mystery Jerell is a :Hth grade st&dent at City High School ,ho ,or-s at .cDonald=s on the ,ee-ends* ;hile on !rea-, Jerell ,as st&dying )or his !iology test and listening to his ne, i#od* +here ,ere )o&r other ,or-ers ta-ing a !rea- at the same time, each having something di))erent )or l&nch* Jerell=s girl)riend stopped !y near the end o) his !rea-, and he r&shed o&t to see her and )orgot his i#od and !iology !oo- in the !rea- room* ;hen he realized he had )orgotten it, he h&rried !ac- and )o&nd only his !iology !oo- and some )ood cr&m!s* His i#od ,as goneO First, Jerell )rea-ed o&t, !&t he calmed do,n ,hen he realized he co&ld &se his -no,ledge o) organic compo&nds to )ig&re o&t ,hich o) his co,or-ers le)t the cr&m!s on his text!oo- and ,ho too- his i#od*
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.hat are organic compounds/ Almost all o) the )ood ,e eat comes )rom plants and animals* #lants and animals contain mainly ,ater and organic compo&nds, ,hich are molec&les made !y living organisms s&ch as plants or animals* +he ta!le !elo, lists the most common types o) organic compo&nds )o&nd in living organisms* For each type o) organic compo&nd, give one or t,o examples and descri!e one characteristic, e*g* ,hether it is greasy, ,hether it contains genetic material, ,hether there is lots o) this type o) organic compo&nd in meat or lots in pretzels and potatoes* DA+A +A' E :: (ype of ;rganic E amples of <ood (hat 0as Characteristic of <ood (hat Compound +ots of (his (ype of ;rganic 0as +ots of (his (ype of Compound ;rganic Compound Car!ohydrates ipids 0&cleic acids #roteins +oday yo& ,ill !e testing the s&!stances listed in the )ollo,ing ta!le* #redict ,hether each s&!stance is an organic compo&nd and i) so, ,hat type* DA+A +A' E 2: 5ubstance Do you thin* this substance is a carbohydrate, lipid, protein, or none of these/ %egeta!le oil Cl&cose Starch )rom corn or potatoes #o,dered egg ,hites ;ater .hat are indicators/ An indicator is a s&!stance that changes color in the presence o) a partic&lar type o) molec&le* +oday yo& ,ill learn ho, to &se several indicators to test )or the presence o) car!ohydrates and proteins* >o& ,ill also &se a di))erent type o) test )or lipids* +omorro,, yo& ,ill &se these tests to analyze several types o) )ood and the evidence le)t at the scene o) the crime to )ind o&t ,ho le)t the cr&m!s on Jerell=s text!oo-* (esting for lipids :* 6) a )ood that contains lipids is p&t on !ro,n paper, it ,ill leave a spot that lets light thro&gh* +o test )or lipids, divide a piece o) a !ro,n paper !ag into 7 sections* a!el the sections Pvegeta!le oilP, Pgl&coseP, PstarchP, Pegg ,hitesP, and A,aterB* 2* 6n each section, r&! a small amo&nt o) the s&!stance onto the !ro,n paper* 5et&rn to 9nit : +a!le o) Contents

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;ith a paper to,el, r&! o)) any excess that may stic- to the paper* Set the paper aside &ntil the spots appear dryQa!o&t :H to :7 min&tes* "* ;hich section do yo& expect to test positive )or lipids< $* ;hich sections do yo& expect to test negative )or lipids< 7* Contin&e on ,ith the rest o) the tests* A)ter all the sections o) the !ro,n paper are dry, hold it &p to a !right light or ,indo,* >o& ,ill notice that at least one sample has le)t a spot that lets light thro&gh on the !ro,n paper* +he spot indicates the presence o) lipids* F* Complete the last col&mn o) data ta!le "* #&t a pl&s )or any samples ,hich tested positive )or lipids and a min&s )or the samples ,hich tested negative* DA+A +A' E ": Carbohydrate (ests 5ample +est strip color Cl&cose present 6odine test color Starch present )rotein (est 'i&ret test color #rotein present +ipid (est ipid present

%egeta!le oil Cl&cose Starch )rom corn or potatoes #o,dered egg ,hites ;ater (esting for Carbohydrates :* >o& m&st %ear glo!es to protect yourself* 2* >o& ,ill &se indicators to test )or t,o common types o) car!ohydrates: gl&cose 3a speci)ic type o) s&gar4 and starch* (!tain 7 containers and &se mas-ing tape to ma-e la!els )or each container* a!el the containers Pvegeta!le oilP, Pgl&coseP, PstarchP, Pegg ,hitesP, and A,aterB* "* For each container, add a small amo&nt o) the s&!stance indicated on the mas-ing8tape la!el* 0o, add a!o&t 2 ml o) ,ater to each container* Stir the contents o) each container to mix the sample and ,ater* 5et&rn to 9nit : +a!le o) Contents

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+o test )or gl&cose yo& ,ill &se a test strip ,ith an indicator pad that changes color in the presence o) gl&cose* #repare a piece o) paper ,ith the name o) each s&!stance and a place to p&t the gl&cose test strip &sed to test that s&!stance* Dip one test strip into each sample )or :82 seconds* 5emove the strip, p&t it in the appropriate spot on yo&r la!eled paper, and ,ait " min&tes*

$* ;hich s&!stance do yo& expect to test positive )or gl&cose< 7* ;hich s&!stances do yo& expect to test negative )or gl&cose< F* A)ter " min&tes, record the color )or each gl&cose test strip in the data ta!le "* #&t a pl&s next to those samples testing positive )or gl&cose and a min&s )or those testing negative* G* +o test )or starch yo& ,ill &se iodine as an indicator* 6n the presence o) starch, iodine ,ill change color )rom yello,8!ro,n to !l&e8!lac-* Add 7 drops o) iodine sol&tion to each container* Stir the contents o) each container* C'=(3;2: Be careful when handling iodine; it can stain hands and clothing. R* 6n data ta!le ", record the color o) the iodine sol&tions* #&t a pl&s next to those samples testing positive )or starch and a min&s )or those testing negative* (esting for )roteins :* a!el )ive clean containers Pvegeta!le oilP, Pgl&coseP, PstarchP, Pegg ,hitesP, and A,aterB* Add a small amo&nt o) the s&!stance indicated on the la!el to each container* Add a!o&t 2 ml o) ,ater to each container* Stir the contents o) each container to mix the )ood and ,ater* 2* +o test )or protein yo& ,ill &se 'i&ret reagent as an indicator* 'i&ret reagent t&rns )rom !l&e to p&rple in the presence o) protein* Add 2H drops o) !i&ret reagent to each container* Stir the contents o) each container* C'=(3;2: Biuret reagent contains sodium hydroxide, a strong base. Be very careful not to splash or spill any. If you splash any reagent on yourself, wash it off immediately with water. Call your teacher for assistance. "* 5ecord the color o) each 'i&ret sol&tion in data ta!le "* #&t a pl&s next to those samples testing positive )or protein and a min&s )or those testing negative* $* 5inse all ten containers thoro&ghly* 4uestions :* Compare yo&r predictions )rom data ta!le 2 ,ith yo&r test res&lts in data ta!le "* ;ere there any di))erences !et,een yo&r test res&lts and yo&r predictions )or ,hat type o) organic compo&nd each test s&!stance is<
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6) yo& )o&nd any di))erences !et,een yo&r predictions and yo&r res&lts, ,hat do yo& thin- is the reason )or these di))erences< >o& may ,ant to chec- ,ith yo&r teacher, yo&r text!oo-, or the n&trition in)ormation in the la!el on each )ood pac-age to help yo& interpret yo&r res&lts* Did yo&r test )or gl&cose indicate there ,as gl&cose in the starch sample< Does that mean that there is no gl&cose in starch< 3Hint: Chec- yo&r text!oo- or other relia!le so&rce i) yo& do not already -no, the chemical str&ct&re o) starch*4 +his res&lt sho,s that the gl&cose indicator is 2&ite speci)ic* 6t reacts ,ith gl&cose dissolved in ,ater, !&t it does not react ,ith gl&cose molec&les that are com!ined into a large organic compo&nd li-e starch* ,- Suppose t$at for t$e container containing ,ater yo& )o&nd a positive test )or one o) the organic compo&nds* Ho, ,o&ld yo& interpret this res&lt< (esting Different (ypes of <ood and (esting the E!idence +oday yo& ,ill per)orm all )o&r organic compo&nd tests on one or t,o o) the types o) )ood listed !elo, or on the evidence that Jerell )o&nd at the crime scene 3yo&r teacher ,ill assign yo& samples to test4* 'egin !y predicting ,hich types o) compo&nds yo& expect to )ind in each type o) )ood yo& ,ill !e testing* DA+A +A' E $ <ood Do you e pect this food to contain 8lucose/ 5tarch/ )rotein/ +ipid/ #retzel '&tter Jelly Fat8)ree yog&rt 'eans 5ecord yo&r positive and negative test res&lts &sing pl&s and min&s signs in the data ta!le !elo,* +he evidence that Jerell )o&nd has !een separated into a li2&id and a solid in t,o separate !ottles* A)ter yo& per)orm the tests, yo&r teacher ,ill collect yo&r data to share ,ith the rest o) the class* Complete the ta!le !elo, &sing data )rom yo&r classmates* DA+A +A' E 7 +ipid Carbohydrate (ests )rotein (est (est <ood +est strip Cl&cose 6odine Starch 'i&ret #rotein ipid color present test color present test color present present #retzel 3cr&m!le into the container4 '&tter Jelly Fat8)ree yog&rt 'eans 3mash into a paste4 5et&rn to 9nit : +a!le o) Contents

Dry part o) Jerell=s evidence i2&id part o) Jerell=s evidence .ho too* :erell6s i)od/ +he ,or-ers in the !rea- room are listed !elo, ,ith the type o) l&nch they ,ere eating ,hile Jerell ,as st&dying* As preparation )or interpreting the evidence, complete the chart !elo, to indicate ,hat -inds o) organic compo&nds are )o&nd in each type o) )ood and ,hat -inds o) organic compo&nds ,ere )o&nd in the com!ined li2&id ? dry evidence* .or*er in brea* +unch75nac* 8lucose 5tarch )rotein +ipid room Jose 'ean !&rrito ,ith cheese Ashley Fat8Free >og&rt 'r&ce +oast ,ith !&tter and /elly Liara #retzel +hie) Com!ined li2&id ? dry evidence Complete the )ollo,ing ta!le to s&mmarize the evidence and yo&r interpretation o) the evidence* Did he7she .or*er ta*e 0o% do you *no%/ in brea* :erell6s Describe the e!idence that supports your conclusion. room ipod/ Jose

Ashley

'r&ce

Liara

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Analysis S&estions: :* ;ho too- Jerell=s i#od< Do yo& have any do&!ts a!o&t yo&r concl&sion< Explain*

2* (&r !odies are made &p o) the same types o) organic compo&nds as all other living organisms* Complete the )ollo,ing sentences !y )illing in each !lan- to indicate the )&nction o) each type o) molec&le in di))erent parts o) o&r !ody* (&r m&scles contain lots o) protein* +his protein ena!les the m&scles to IIIIIIIIIIIII* Cl&cose is carried !y o&r !lood to all the cells in o&r !ody* (&r cells &se the gl&cose )or IIIIIIIIIIIIIII* ipids are )o&nd in )at cells in o&r !odies* +he )at cells store )at molec&les to !e &sed )or IIIIIIIIIIIIII i) a person cannot get eno&gh )ood* (&r !odies do not ma-e starch, !&t ,e o)ten eat plant )oods ,hich contain starch ,hich ,e digest to IIIIIIIIIIIII, the !&ilding !loc- that is &sed to ma-e starch* D0A is a n&cleic acid that is )o&nd in every cell* D0A carries the IIIIIIIIIIII in)ormation* "* +o sho, yo&r &nderstanding o) organic compo&nds, identi)y the type o) organic compo&nd sho,n in each diagram and complete the )irst three col&mns o) the ta!le* $* .any large organic compo&nds are made o) m&ltiple repeats o) smaller !&ilding !loc- compo&nds* Starch, proteins, and n&cleic acids are examples o) this type o) organic compo&nd* Circle a !&ilding !loc- in the starch, protein, and n&cleic acid )ig&res, and ,rite the name o) the !&ilding !loc- in the )o&rth col&mn* .hich test is used to (ype of 2ame of Diagram of 5tructure of ;rganic <unctions detect this compound ;rganic building Compound or type of Compound bloc* compound/

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0ot tested )or

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Chemistry and Biochemistry

Activity ," Analy.ing /ood 0abels

4uestions to be in!estigated: ;hat types o) organic compo&nds are in the )ood ,e eat< 6s high )r&ctose corn syr&p ,orse )or yo& than s&gar< Biology 05CE6s addressed: '2*2C: Descri!e the composition o) the )o&r ma/or categories o) organic molec&les 3car!ohydrates, lipids, proteins, and n&cleic acids4* -aterials: Food a!els 5afety Concerns: 0EA #eal&.orld Connections: St&dents relate st&dy o) macromolec&les to the n&trients in the )ood they eat !y st&dying s&gar and HFCS* (eacher 2otes:* St&dents collect )ood la!els )rom home sho,ing prod&cts !oth ,ith and ,itho&t h)cs* >o& can introd&ce this activity !y sho,ing one o) the commercials disc&ssing high )r&ctose corn syr&p* St&dent &nderstanding can !e assessed thro&gh !y having st&dents cond&ct research on the opposing vie,points o) high )r&ctose corn syr&p and cond&ct a de!ate in class* )rocedure7Description of +esson: St&dents ,ill )ind )ood la!els at home that have di))erent s,eeteners* +hey ,ill then research the di))erent s,eeteners and have a de!ate* 3nstructions: :* oo-ing in yo&r pantry or c&p!oards at home, read the la!els to )ind o&t ,hich )oods contain high )r&ctose corn syr&p, gl&cose 3also -no,n as dextrose4, or no high )r&ctose corn syr&p* 2* Staple or tape each la!el in the appropriate space !elo,* >o& m&st highlight or &nderline the la!el ,here the type and amo&nt o) the s&gar is identi)ied*

0igh <ructose Corn 5yrup (0<C5) label including the ingredients:

Staple label here and highlight or underline high fructose corn syrup (HFCS)!

8lucose (also *no%n as de trose) label including the ingredients:

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5et&rn to 9nit : +a!le o) Contents Staple label here and highlight or underline glucose/dextrose!

' label %ith 2; 0igh <ructose Corn 5yrup (0<C5):

Staple label here that has ! high fructose corn syrup (HFCS)!

'ssessment 3deas: St&dent &nderstanding can !e assessed thro&gh class disc&ssion at the concl&sion o) the activity as ,ell as completion o) the assignment and article extension* Also, yo& can )ollo, &p this activity !y having st&dents cond&ct research on the prosEcons o) high )r&ctose corn syr&p and cond&ct a de!ate in class* +he de!ate co&ld !e done as a Tsilent de!ate*= +his is a ,riting strategy ,here each st&dent m&st pic- a side* +he )irst st&dent ,rites do,n a statement to s&pport their position, passes the paper to the second st&dent ,ho de!ates that statement ,ith their o,n arg&ment* +his contin&es )or a set amo&nt o) time 3UG min&tes4* (pposing vie,points can !e )o&nd at the )ollo,ing lin-s: .c a&ghlin, isa* A6s High8Fr&ctose Corn Syr&p 5eally Cood )or >o&<B +ime*com* Septem!er :G, 2HHR Verats-y, Latherine* AHigh8)r&ctose corn syr&p seems to !e a common ingredient in many )oods* ;hat are the concerns a!o&t high8)r&ctose corn syr&p<B .ayoclinic*com #rinceton 9niversity* PHigh8Fr&ctose Corn Syr&p #rompts Considera!ly .ore ;eight Cain, 5esearchers Find*P ScienceDaily 22 .arch 2H:H* 27 J&ne 2H:H Whttp:EE,,,*sciencedaily*com EreleasesE2H:HEH"E:HH"22:2:::7*htm 5et&rn to 9nit : +a!le o) Contents 5et&rn to 9nit : +a!le o) Contents

C$emistry and Bioc$emistry

'cti!ity >?: )ineapple En$ymes and )rotein +ab
4uestions to be in!estigated: Ho, do enzymes and s&!strates ,or-< Biology 05CE6s addressed: B2.2f: Explain the role o) enzymes and other proteins in !iochemical )&nctions 3e*g*, the protein hemoglo!in carries oxygen in some organisms, digestive enzymes, and hormones4* -aterials: Fresh pineapple 'oiling X ice ,ater Canned pineapple +est t&!es X racFrozen pineapple Spoons, stirring rods Jell8( Lni)e )or chopping pineapple 'ea-ers 5afety Concerns: Coggles are recommended* #eal&.orld Connections: St&dents relate st&dy o) macromolec&les to the n&trients in the )ood they eat !y st&dying s&gar and HFCS* (eacher 2otes: St&dents ,ill need to !e )amiliar ,ith the scienti)ic method and have an &nderstanding o) macromolec&les* Celatin is made )rom the protein collagen 3)rom the /oints o) animals4* +o ma-e Jell8(, gelatin is dissolved in hot ,ater, then allo,ed to cool* ;hen the dissolved gelatin cools, collagen ma-es a matrix, trapping the ,ater* +his is ,hat res&lts in the /iggly text&re o) Jell8(* 'romelain3)o&nd in )resh pineapple4 !rea-s do,n collagen, this enzyme is denat&red in canned pineapple* 6n this la!, pineapple contains the enzyme !romelain, /ello is the s&!strate and the processing o) pineapple denat&res the enzyme !romeain* )rocedure7Description of +esson: St&dents ,ill create a la! to st&dy the a))ect o) pineapple on gelatin* 5ource: adapted )rom a la! !y Lim Foglia, explore!iology*com Bac*ground information: 6) yo& have ever made Jell8( !y coo-ing the po,der that comes in a !ox, yo& may have noticed the ,arning on the instr&ctions that tell yo& not to add )resh or )rozen pineapple to the gelatin* Have yo& ever ,ondered ,hy< 6n this la!, yo& ,ill !e designing an experiment to test ,hat is really happening ,hen yo& add pineapple to gelatin* >o& -no, eno&gh organic chemistry no, to )ig&re this o&t* First, yo& need a little !ac-gro&nd a!o&t gelatinY and it may !e more than yo& ever ,anted to -no,* Do yo& -no, ,hat Jell8( is really made o&t o)< Are yo& ready< +hat s,eet color)&l treat is act&ally made o&t o) hides, !ones, and inedi!le connecting tiss&e )rom animals !&tchered )or meat* 0o< >&pO All gelatin 3incl&ding those made )or photographic and la!oratory &se, as ,ell as )or desserts4 is made o&t o) discarded animal parts Q the to&gh parts: !one and s-in* And all these to&gh parts are made o) proteins* 6n )act, the extracted gelatin is a protein* So, ,hy do yo& thin- gelatin gets thic- and /elly8li-e ,hen yo& coo- it< 3;e=ll come !ac- to that later*4 Celatin can !e extracted )rom any -ind o) animal, !&t co,s are most common* 6) yo&r .om or Dad have ever made a !atch o) chic-en so&p )rom scratch, yo&Mve pro!a!ly seen ho, it gets sti)) and Jell8( li-e a)ter it sits in the )ridgeY thatMs !eca&se !oiling the chic-en in ,ater extracts the gelatin )rom the carcass 3!ones X cartilage4, /&st li-e a miniat&re version o) the commercial gelatin )actoriesO Commercial gelatin ma-ing starts !y grinding &p !ones* +he cr&shed !ones are then soa-ed in a strong !ase 3high pH4 to so)ten them, and then passed thro&gh progressively stronger acid 3lo, pH4 sol&tions, &ntil the end res&lt isnMt recogniza!le as !ones at 5et&rn to 9nit : +a!le o) Contents 5et&rn to 9nit : +a!le o) Contents

allO +hen the ,hole mess is !oiled )or ho&rs to extract the gelatinY and this part really ma-es a stin-O Finally, the gelatin layer is s-immed o)) the !oiling pot, and dried into a po,der* ;ith added s&gar, )lavorings, and arti)icial color, itMs ready to !ecome a /iggly dessertO And no, that yo& -no, ,hat Jell8(Ms made )rom, ,hy donMt yo& p&t some on the ta!le tonight< >o&r g&ests ,ill !e delighted ,hen yo& share yo&r ne, -no,ledge ,ith them in the middle o) a l&scio&s spoon)&l o) dessertO 'y the ,ay, this ,hole process o) extracting gelatin )rom !one ,as originally developed in :R$7 !y an engineer, #eter Cooper Q the man ,ho Cooper 9nion 3in 0>C4 is named a)ter* Sometime later 3:RN74, #earl '* ;ait, a co&gh syr&p man&)act&rer, !o&ght the patent )rom #eter Cooper and adapted CooperMs gelatin dessert into an entirely prepac-aged )orm, ,hich his ,i)e, .ay David ;ait, named PJell8(*P +he rest is history*** .ade )rom !oneY made )rom proteinY so it m&st !e to&gh st&))O So ,hy can=t yo& p&t )resh pineapple in it< et=s learn a !it a!o&t pineapple* +he pineapple plant 3"nanas co#osus4 is a monocot, or grass8li-e plant, that !elongs to the !romeliad )amily* 6t is tho&ght to have originated in 'razil* 6n the :N7Hs, pineapple !ecame the 9nited State=s second most important )r&it and Ha,aii led the ,orld in !oth 2&antity and 2&ality o) pineapples* Ho,ever, times have changed and no,, all canned pineapple comes )rom overseas, largely )rom the #hilippines* As ,ith some other tropical )r&its, the pineapple )r&it contains an enzyme that !rea-s do,n, or digests, protein* +his protease 3protein8digesting4 enzyme in pineapple is called bromelain, ,hich is extracted and sold in s&ch prod&cts as SchillingMs .eat +enderizer* #apaya, another tropical )r&it, also contains an enzyme, called papain, that digests protein* 6t can !e )o&nd in Accent .eat +enderizer* )rocedure: 6n this la!, yo& ,ill !e given an array o) materials and yo& ,ill !e as-ed to design yo&r o,n experiment to test the e))ect o) pineapple on gelatin* +he goal is to &nderstand ,hat is act&ally going on in the pineapple8gelatin mix at a chemical level as ,ell as &nderstanding ,hat a))ects the )&nction o) enzymes* Design a controlled experiment that sho,s the e))ect o) ra, pineapple on gelatin* .a-e s&re yo&r experiment description incl&des the )ollo,ing: A hypothesis A detailed experimental design ,hich ,ill incl&de: +he e))ect o) )resh pineapple on gelatin* +he e))ect o) )rozen pineapple on gelatin* +he e))ect o) canned pineapple on gelatin* +he e))ect o) )reshly coo-ed pineapple on gelatin* A data ta!le >o& ,ill !e a!le to per)orm yo&r experiment once yo& receive approval o) yo&r experimental design )rom yo&r teacher*

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E perimental Design 8uide +eacher ApprovalIIIIIIIII +itle: Hypothesis: 6ndependent %aria!le: .eas&rement o) 6ndependent %aria!le: 0&m!er o) +rials: Dependent %aria!le: .eas&rement o) Dependent %aria!le: Control: (ther Controlled Factors 3At east 74: 4uestions: :* Clearly descri!e the res&lts o) yo&r experiment* 6n ,hich test t&!es did the gelatin /ell, ,hich did not* 2* Clearly explain the res&lts o) yo&r experiment* ;hy did some test t&!es o) gelatin /ell, ,hy did others not* 'e speci)icO "* ;hat is the enzyme in yo&r experiment< $* ;hat is the s&!strate in yo&r experiment< 7* ;hat is 3are4 the prod&ct3s4 in yo&r experiment< F* ;hat type o) organic molec&le is gelatin< G* ;hat type o) organic molec&le is !romelain< R* ;rite a A,ord e2&ationB to descri!e the chemical reaction that occ&rs ,hen pineapple is mixed ,ith the gelatin* N* 6s the reaction o) !romelain and gelatin dehydration synthesis or hydrolysis< Explain* :H* ;hy ,ere the res&lts o) the )reshly coo-ed pineapple di))erent than the res&lts o) the )resh, ra, pineapple< 'e speci)icO ::* ;hat is meat tenderizer and ,hat does it do< 'ssessment 3deas: (n the accompanying sheet o) paper, design an experiment to test at ,hat speci)ic temperature the pineapple enzyme denat&res* +itle: Hypothesis: 6ndependent %aria!le: .eas&rement o) 6ndependent %aria!le: 0&m!er o) +rials: Dependent %aria!le: .eas&rement o) Dependent %aria!le: Control: (ther Controlled Factors 3At east 74: 5et&rn to 9nit : +a!le o) Contents

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Chemistry and Biochemistry

Activity 1" 2e$ydration Synt$esis and 3ydrolysis 4irtual Simulation

4uestions to be in!estigated: Ho, do the processes o) dehydration synthesis and hydrolysis ,or- to !&ild and !rea- organic molec&les/ Biology 05CE6s addressed: '2*2E: Descri!e ho, dehydration and hydrolysis relate to organic molec&les* -aterials: Comp&ters ,ith internet access 5afety Concerns: 0EA #eal&.orld Connections: St&dents ,ill &se a virt&al sim&lation to vis&alize dehydration synthesis and hydrolysis* (eacher 2otes: +his lesson ,o&ld )it !est a)ter st&dents have o!tained a solid &nderstanding o) macromolec&le str&ct&re and dehydration synthesis and hydrolysis* +he sim&lation is )o&nd on the site Texplorelearning*com*= +he name o) the Tgizmo= is Tdehydration synthesis*= 6) yo&r school does not have access to this ,e!site, yo& can sign &p )or a )ree "H day trial* )rocedure7Description of +esson: St&dents !&ild on prior -no,ledge and vie, sim&lation o) dehydration synthesis and hydrolysis* 5ource: Explore earning CizmosZ Dehydration 5ynthesis )rior @no%ledge 4uestions 3Do these 'EF(5E &sing the Cizmo*4 :* 6) yo& exercise on a hot day, yo& need to ,orry a!o&t dehydration* 6n this context, ,hat do yo& thin- dehydration means< 2* Astrona&ts and !ac-pac-ers o)ten !ring dehydrated )ood* ;hat do yo& thin- dehydrated )ood is< 8i$mo .arm&up ;hat do rice, potatoes, and s&gar have in common< +hey are all )oods rich in carbohydrates* Car!ohydrates are an important energy so&rce )or yo&r !ody* +he !asic !&ilding !loc- o) most car!ohydrate compo&nds is the molec&le glucose* 9sing the $ehydration Synthesis CizmoZ, yo& ,ill learn a!o&t the str&ct&re o) a gl&cose molec&le and ho, gl&cose molec&les can !e /oined together to ma-e larger car!ohydrate molec&les* +o !egin, select the C5EA+E C 9C(SE ta!* :* oo- at the chemical formula )or gl&cose* Ho, many car!on 3C4, hydrogen 3H4, and oxygen 3(4 atoms are )o&nd in a molec&le o) gl&cose< C:IIIIIII H:IIIIIII (:IIIIIII 2* +&rn on 5ho% chemical structure* Each !lac- sphere represents a car!on, hydrogen, or oxygen atom* +he lines connecting the spheres represent chemical !onds* Ho, many !lac- spheres are in the diagram< IIIIIII 5et&rn to 9nit : +a!le o) Contents

5et&rn to 9nit : +a!le o) Contents A* Ho, does this relate to the n&m!er o) car!on, hydrogen, and oxygen atoms in the chemical )orm&la )or gl&cose< IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII 'cti!ity ': Cet the Cizmo ready: Build a glucose 'e s&re the C5EA+E C 9C(SE ta! is still selected* molecule 3ntroduction: Each element tends to )orm a certain n&m!er o) chemical !onds* +his val&e is the !alence o) the element* For example, a car!on atom has a valence o) )o&r* 8oal: Construct a molecule of glucose. :* 6denti)y: +he str&ct&re o) a ,ater molec&le 3H2(4 can !e ,ritten as H8(8H, ,hich each dash representing a chemical !ond* Co&nt the n&m!er o) !onds the oxygen and hydrogen atoms )orm in a ,ater molec&le* A* ;hat is the valence o) oxygen< IIIIIII IIIIIII '* ;hat is the valence o) hydrogen<

2* '&ild a model: 9se the car!on, oxygen, and hydrogen atoms )rom the 'toms bo to !&ild a gl&cose molec&le on the empty hexagon in the !&ilding region* 9se the chemical str&ct&re in the lo,er right as a g&ide, and pay attention to the valence o) each atom as yo& !&ild* (nce yo& thin- yo& have correctly constr&cted the gl&cose molec&le, clic- Chec** 6) necessary, contin&e to modi)y yo&r molec&le &ntil it is correct* "* .a-e a diagram: Congrat&lations, yo& have completed a molec&le o) gl&coseO Clicthe C(#> SC5EE0 !&tton to ta-e a snapshot o) yo&r completed molec&le* #aste the image into a !lan- doc&ment and la!el the image ACl&cose*B $* Explain: Ho, did the valence o) each element help yo& determine the str&ct&re o) the gl&cose molec&le< 7* .a-e connections: Car!on )orms the !ac-!one o) every ma/or type o) !iological molec&le, incl&ding car!ohydrates, )ats, proteins, and n&cleic acids* Ho, does car!on=s high valence relate to its a!ility to )orm these large and complex !iomolec&les< Cet the Cizmo ready: Select the DEH>D5A+6(0 ta!*

'cti!ity B: Dehydration synthesis

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5et&rn to 9nit : +a!le o) Contents 4uestion: .hat occurs %hen t%o glucose molecules bond/ :* 6n)er: Cl&cose is an example o) a monosaccharide, the simplest type o) car!ohydrate* A disaccharide is made )rom !onding t,o monosaccharides together* A* ;hat do yo& thin- the pre)ixes #ono% and di% mean< &ono%: IIIIIIIIII $i%: IIIIIIIIII 2* #redict: +&rn on 5ho% description* Drag !oth gl&cose molec&les into the !&ilding region* (!serve the highlighted region* ;hat do yo& thin- ,ill happen to the atoms in this region ,hen the gl&cose molec&les !ond< "* 5&n Cizmo: Clic- Continue and ,atch the animation* A*;hat happened< '*;hat ,as removed )rom the gl&cose molec&les ,hen they !onded to )orm maltose< $* 6n)er: 'ased on ,hat yo& have seen, create a !alanced e2&ation )or the dehydration synthesis reaction* 35ecall that the )orm&la )or gl&cose is CFH:2(F*4 >o& ,ill have to determine the )orm&la o) maltose yo&rsel)* 7*+&rn on 5ho% current formula7e9uation to chec- yo&r ans,er* F*S&mmarize: 9se ,hat yo& have o!served to explain ,hat occ&rs d&ring a dehydration synthesis reaction* G*Apply: A trisaccharide is a car!ohydrate made o) three monosaccharides* ;hat do yo& thin- ,o&ld !e the chemical )orm&la o) a trisaccharide made o) three !onded gl&cose molec&les< Cet the Cizmo ready:

Select the Hydrolysis ta!* +&rn on 5ho% description and 5ho% current 0ydrolysis formula7e9uation* 3ntroduction: Car!ohydrates made &p o) three or more !onded monosaccharides are -no,n as polysaccharides* 6n a reaction -no,n as hydrolysis, yo&r !ody !rea-s do,n polysaccharides into individ&al monosaccharides that can !e &sed !y yo&r cells )or energy* :* #redict: Examine the polysaccharide in the !&ilding region and its chemical )orm&la* A* Ho, many monosaccharides can )orm i) this polysaccharide !rea-s &p<

'cti!ity C:

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'* 5ecall the )orm&la o) gl&cose is CFH:2(F* Ho, many car!on, oxygen, and hydrogen atoms ,ill yo& need )or three gl&cose molec&les< 5et&rn to 9nit : +a!le o) Contents C* ;hat m&st !e added to the polysaccharide in the Cizmo to get three gl&cose molec&les< 2* (!serve: +&rn o)) 5ho% current formula7e9uation* Drag a ,ater molec&le into the !&ilding region* Clic- Continue* ;hat happened<

"* 6n)er: Create a !alanced e2&ation )or the hydrolysis reaction that /&st occ&rred* +&rn on 5ho% current formula7e9uation to chec- yo&r ans,er* $* 7* (!serve: +&rn o)) 5ho% current formula7e9uation* Drag the second ,ater molec&le into the !&ilding region* Clic- Continue* ;hat happened< S&mmarize: 0o, create a !alanced e2&ation that sho,s the entire hydrolysis reaction* 36n other ,ords, the e2&ation sho&ld sho, ho, the polysaccharide !ro-e &p into three separate gl&cose molec&les*4

+&rn on 5ho% current formula7e9uation to chec- yo&r ans,er* F* Compare: Ho, do hydrolysis reactions compare to dehydration synthesis reactions< G* Apply: Amylose is a polysaccharide made )rom the synthesis o) )o&r gl&cose molec&les* A* Ho, many ,ater molec&les are prod&ced ,hen amylose )orms< '* ;hat do yo& thin- is the chemical )orm&la )or amylose< C* Ho, many ,ater molec&les ,o&ld !e needed to !rea- amylose do,n into )o&r gl&cose molec&les< R* Extend yo&r thin-ing: Hydrolysis o) the car!ohydrates yo& eat !egins in yo&r mo&th as yo& che,* Ho, do yo& thin- this process might !e a))ected i) a person=s salivary glands ,ere &na!le to prod&ce saliva, ,hich is mostly composed o) ,ater< 'ssessment 3deas: 8um Drop Chemistry Have st&dents &se their diagrams o) a gl&cose molec&le )rom activity A o) the St&dent Exploration sheet to !&ild a model o) gl&cose &sing toothpic-s and g&m drops 3or mini marshmallo,s4* .a-e s&re all st&dents &se the same color o) g&m drops to represent each type o) atom* ;rite the color -ey on the !oard as a reminder )or st&dents* A)ter each st&dent !&ilds their g&m drop model, have st&dents )orm pairs* +he st&dents sho&ld model ho, t,o gl&cose molec&les can !ond to )orm a molec&le o) maltose and a 5et&rn to 9nit : +a!le o) Contents

molec&le o) ,ater* 0ext, have st&dents model hydrolysis !y reversing the reaction* +his can also !e done ,ith molec&lar -its* 5et&rn to 9nit : +a!le o) Contents

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