Mario Porciello-Donnarumma How Cigarette Smoke Affects Saliva Enzymes

04/19/12

NJ Core Curriculum Content Standards 5.3.12.A.1- Cells are made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions. Introduction Video labs are used in this class to demonstrate a process that the students can find relevant and important to their daily lives, but the lab in general is not plausible or practical to fit into a classroom period. The video lab for this lesson focuses on using knowledge students have of the chemistry of life and applying them to a practice many adults do, smoking cigarettes. This lab will entertain and bring science to life with using complex ideas and chemical reactions. Objectives Students will be able to understand a cause and effect relationship between physical actions and biological functions. Students will visualize that exposing important enzymes to unusual chemicals, such as tobacco, can cause adverse effects in animals. Students will record data and observations in tables. They will report distinct color changes. Students will witness a science experiment that is relevant to themselves and their family members. Students will be able to comprehend correct laboratory procedure. Students will experience a lab that can take up to 3 hours by watching a 10-minute video. Expected Knowledge Students should have a foundation in carbohydrates and enzyme, structure and function. This will allow them to apply their knowledge to an actual science experiment. Exposure of the terms oxidation and reduction will also increase the connections students will make to the video lab. Expected Student Difficulties Students will most likely experience struggle during the video when complex terminology is enacted. A voice over is incorporated in the video to help explain the terms and reduce confusion amongst students. Students may also have trouble when using the worksheet because the questions can be difficult. The voice over does answer most questions but the students should consult outside research to help secure correct answers. Resources and Materials Teacher Use: The Video is posted on YouTube at this address: http://www.youtube.com/watch? v=N4_HFivn6d4&feature=youtu.be Provide students with the link before class to increase available time to do work. Student Use Worksheet that scaffolds how students should watch video and understand material. 1

Mario Porciello-Donnarumma

04/19/12

Lesson Plan Begin lesson with explaining briefly, what the students will be watching Tell them to keep a keen eye on observations and experimental analysis. Tell them to read over questions and be alert. For example, Today you will be watching a video talking about the molecules we have learned about in the chemistry of life. In this video, you will see how two of these molecules are in relation to each other and how one affects the other. You will also see visible proof that cigarette smoke affects bodily functions. Make sure you watch this video and take notes about what confuses you. This is complicated but the rationale behind it is not. Think through the cause and effect. Allow students to work on worksheet. A copy of the worksheet is below. When 30 minutes have passed or when students have completed the video go over questions 1-4. During discussion, number 4 should be addressed first. However, allow students to answer it first. If the students do not understand then map out the steps for them. Say, In the first experiment with no cigarette exposure, what were the results. What does this mean? Continue for the other two observations. Let students write a conclusion on the back of the worksheet if they find theirs was incorrect. Continue onto question 7: Ask what could have gone better in an actual laboratory. Write answers on the board. Time Table- 42 minute class periods Clock time Title of the activity 0-5 min 5- 30 min Introduction Activity

Students doing Listening, participating, taking notes Watching video, answering questions Actively answering and discussing. Responding to classmates Main points of lesson

Me doing Presenting Answering student questions and monitoring Listening and facilitating. Keep group on track Listening

30-41 min

Discussion

41-42 min

Wrap Up

Assessments A formative assessment will be collected after a conclusion is written. Students will hand in the worksheet before they leave class.

Mario Porciello-Donnarumma Name: TEACHER KEY Date_________

04/19/12 Period___

Directions: Watch Video and use the worksheet to Guide you through the video. Feel free to pause the video when needed to record data and observations. Answer the Questions and fill in the data table. You can use your book for extra help. Questions: 1) What are the main materials in the lab? Explain why you need each material with a few words. Cigarettes- experimental unit, Small petri dish- for saliva, Nelson reagent A- (made from bicarbonate, tartrate, and other chemicals mixed in solution) to indicate sucrose reduction, Nelson reagent B- (copper sulfate pentahydrate) mix with A to indicate reduced sugars, Large bowl- to increase exposure to saliva from smoke, Distilled water- to clean, mixing container- to create Nelson C and to reduce sucrose from saliva. Arsenomolybdate- indicator of reduced sugar presence such as glucose and fructose when combined with Nelson C.

2) Why are the saliva, sucrose, and Nelson C reagents heated slightly after mixing the solutions? Why should we wait before adding the arsenomolybdate? To increase the energy available for the reactions to proceed quickly but not heated to highly to denature the enzymes. We wait before adding the arsenomolybdate so that the saliva had time to break down the sucrose. 3) Why do people salivate more during/after smoking? Since saliva enzymes are being breaking down, more are needed for digestion purposes.

4) Explain how the nelson test was used in this lab? Hint: Map the procedure and explain why each step was taken. This lab starts with showing what happens when sucrose is added to saliva. When the indicators are added, we see an great color change from green to white demonstrating that sucrose has been reduced by the amylase enzyme. In the other two experiments, the color change is progressively less drastic indicating a lesser amount of active amylase.

Mario Porciello-Donnarumma Data Table 1 Observations Before Arsenomolybdate:

04/19/12

Color Change

After Arsenomolybdate:

Data Table 2 Observations Before Arsenomolybdate:

Color Change

After Arsenomolybdate:

Data Table 3 Observations Before Arsenomolybdate:

Color Change

After Arsenomolybdate:

6) What conclusions can we draw from this lab based on the data? We can only conclude that the greater the increase of exposure to cigarettes, the less the amylase enzyme in saliva there is, hence the less amount of sucrose being broken down, meaning the less reduced sugars are in solution (fructose and glucose), and finally the lack of reaction when Arsenomolybdate is added to indicate presence of fructose and glucose. 7) This was a do-at-home video meaning no laboratory equipment was available. If this video was done in an actual laboratory list some improvements in equipment AND data collection that would increase the accurateness and validity of this lab? Many responses, let students explain thinking and analyze its importance to science.