1. S3 Chemistry Crop Chemistry REVISION Photosynthesis and Respiration Carbohydrates NEW LEARNING Using carbohydrates to make products from plants. Alcohol Extracting natural oils Fertilisers – how they work and why we need them The Nitrogen cycle

2. Starter Questions 1.Give two examples of foods which contain carbohydrates. e.g. Rice, potatoes, bread, sugar, cola etc. 2.What are carbohydrates used for in the body? They provide energy. 3.How does the body process carbohydrates? They are broken down and absorbed during digestion then used in respiration in the cells.

3. Lesson 1: Testing for Carbohydrates – S2 Revision Today we will learn to Use a chemical test to distinguish between different carbohydrates. We will do this by Repeating some S2 experiments and predicting the results. We will have succeeded if We can use a colour change to identify different carbohydrates in food.

4. Carbohydrates Many of our foods contain a class of compound called carbohydrates. We can work out the elements in a carbohydrate from the name: carbo - for carbon hydrate - from the Greek word for water However, the hydrogen and oxygen atoms in carbohydrates are not present as water molecules … but the two elements are present in the same ratio as in water, i.e. two hydrogen atoms for every one oxygen atom. Carbohydrates are _____ compounds containing C, H and O. Carbon, hydrogen and oxygen are _____ elements and so carbohydrates are made up of ______ with atoms joined by _______ bonds.

5. Carbohydrates Many of our foods contain a class of compound called carbohydrates. We can work out the elements in a carbohydrate from the name: carbo - for carbon hydrate - from the Greek word for water However, the hydrogen and oxygen atoms in carbohydrates are not present as water molecules … but the two elements are present in the same ratio as in water, i.e. two hydrogen atoms for every one oxygen atom. Carbohydrates are natural compounds containing C, H and O. Carbon, hydrogen and oxygen are non-metal elements and so carbohydrates are made up of molecules with atoms joined by covalent bonds.

6. Carbohydrates All carbohydrates include two hydrogen atoms for every one oxygen atom.

7. Aim:To find out how to test for starch solution and for glucose solution. Method: Results: Conclusion: Testing 2 types of carbohydrates – starch and sugar (glucose) SolutionsIodine solutionBenedict's solution Water Glucose Starch Exp 6.1

8. Safety goggles 3 test tubes Test tube rack 3 droppers Beaker (half full of water) 1 Bottle of iodine solution 1 Bottle of benedict's solution Access to a water bath (set at 40°C) Equipment

9. 1.Measure 5 ml of water into test tube 1 using a dropper 2.Measure 5 ml of glucose solution into test tube 2 using a dropper 3.Measure 5 ml of starch solution into test tube 3 using a dropper 4.Add 10 drops of iodine solution in each test tube. 5.Gently shake test tubes and record the colours in your results table 6.WASH OUT ALL TEST TUBES AND DROPPERS 7.Repeat steps 1-3 8.Add 10 drops of benedict's solution in each test tube. in a water bath 9.Gently shake test tubes and place all 3 in a water bath 10.After 10 minutes record the colours in your results table 11.WASH OUT ALL TEST TUBES AND DROPPERS and tidy up all equipment Instructions

11. Conclusion Starch We can test to see if a food has starch in it by using I__________ S__________. This changes from an o_________ / b___________ to a b__________ /b__________ colour. Glucose We can test to see if a food has glucose in it by using B__________ S__________. This changes from a b___________ to an o__________ colour.

12. Starch We can test to see if a food has starch in it by using Iodine Solution This changes from an orange/ brown to a blue / black Glucose We can test to see if a food has glucose in it by using Benedict’s Solution This changes from a blue to an orange colour.

13. Starter Questions 1.Give two examples of chemicals which are carbohydrates 2.What is the definition of a carbohydrate? 3.Give the chemical tests for starch and glucose (with the result).

14. Starter Questions 1.Give two examples of chemicals which are carbohydrates e.g. starch, glucose, sucrose etc. 2.What is the definition of a carbohydrate? Compounds containing C, H and O with H and O in a 2 to 1 ratio. 3.Give the chemical tests for starch and glucose (with the result). Glucose turns Benedict’s solution from blue to orange. Starch turns iodine solution from brown to blue/black.

15. Lesson 2: Digestion of carbohydrates. Today we will learn to Describe aerobic respiration ( digestion) and anaerobic respiration (fermentation). We will do this by Examining what happens to digested starch, and starting a fermentation experiment. We will have succeeded if We can identify the products from both reactions.

16. Starch vs. Glucose Both are CARBOHYDRATES! But what are the differences between the two? – Do we use the same chemical to test for them? – Are they the same size?

17. Starch vs. Glucose vs. Starch is a very large molecule and is made up of lots of small glucose molecules joined together. Our bodies can break starch down into glucose

18. Hydrolysis Starch is made in plants by joining glucose molecules together in very long chains, several thousand long, by a condensation reaction. When we eat starch in our food it is too big a molecule for our bodies to use, so it is broken down back into glucose, by enzymes in our digestive system. The glucose molecules can then pass through our intestine into the bloodstream. This reaction is called hydrolysis.

19. Hydrolysis Starch is made in plants by joining _____ molecules together in very long chains, several thousand long, by a _________ reaction. When we eat starch in our food it is too big a molecule for our bodies to use, so it is broken down back into ______, by enzymes in our _______ system. The glucose molecules can then pass through our intestine into the bloodstream. This reaction is called _________.

20. Enzymes For this hydrolysis reaction to occur, a special biological catalyst (an enzyme) called amylase is used:

21. Respiration In plants and animals, food is processed to get the energy out for our bodies to use. This is called RESPIRATION. In our bodies, oxygen from our breathing is used in our cells to react with the glucose: C 6 H 12 O 6 + O 2  CO 2 + H 2 O Because oxygen from the air is used, this is called aerobic respiration.

22. Respiration In plants and animals, food is processed to get the energy out for our bodies to use. This is called ____________. In our bodies, ________ from our breathing is used in our cells to react with the glucose: C 6 H 12 O 6 + _____  ___ + ___ Because oxygen from the air is used, this is called _______ respiration.

23. Fermentation If carbohydrate is in contact with the yeast fungus, enzymes in the yeast can use the glucose to make ethanol and gain energy. This is called FERMENTATION. C 6 H 12 O 6  CO 2 + C 2 H 5 OH Glucose  Carbon Dioxide + Ethanol Because oxygen is not needed in this reaction, this is called anaerobic respiration. Exp 6.2

24. Fermentation If carbohydrate is in contact with the yeast fungus, _______ in the yeast can use the glucose to make ______ and gain energy. This is called __________. C 6 H 12 O 6  CO 2 + C 2 H 5 OH Glucose  Carbon Dioxide + Ethanol Because oxygen is not needed in this reaction, this is called ________ __________. Exp 6.2

25. Fermentation Your teacher may demonstrate or allow you to make some alcohol using the fermentation of glucose. In order for fermentation to occur yeast is used which contains an enzyme, zymase. The process must be carried out in warm conditions but not above 50 o C. Even in optimum conditions the percentage of alcohol is only 15%. In order to produce alcoholic drinks with an alcohol percentage greater than 15%, distillation is used. DISCUSS After discussion with your teacher and others make sure you can explain how fermentation is used to produce alcohol.

26. Fermentation Your teacher may demonstrate or allow you to make some alcohol using the fermentation of glucose. In order for fermentation to occur yeast is used which contains an enzyme, ______. The process must be carried out in warm conditions but not above 50 o C. Even in ______ conditions the percentage of alcohol is only ___%. In order to produce alcoholic drinks with an alcohol percentage greater than 15%, ______ is used. DISCUSS After discussion with your teacher and others make sure you can explain how fermentation is used to produce alcohol.

27. Distillation Ethanol is made more concentrated by separating it from water, which has a higher boiling point Demo 6.3

28. Starter Questions 1.Write the chemical reaction representing digestion (hydrolysis) of starch: (C 6 H 10 O 5 ) n + H 2 0  n C 6 H 12 O 6 2.Write and name the chemical reaction in our bodies which uses oxygen to get energy from our food. Respiration: C 6 H 12 O 6 + O 2  CO 2 + H 2 O 3.What is the role of amylase in our bodies? It is an enzyme which catalyses the breakdown of starch into glucose by hydrolysis.

29. Lesson 3: Alcoholic Drinks Today we will learn … The plants used to make alcohol & how the units of alcohol in drinks are calculated. We will do this by Using our fermented alcohol in a distillation experiment and numeracy activities on the units of alcohol. We will have succeeded if We can describe how alcoholic drinks are created & we can calculate the units of alcohol in an alcoholic drink.

30. Alcoholic Drinks There are a wide range of drinks that contain alcohol including wine, spirits, beer and cider. Whether it be grapes for wine, barley for beer and whisky or even rice and potatoes for sake and vodka, the sugar within them is converted to ETHANOL. Alcoholic drinkSource of carbohydrate Beer Wine Whisky Vodka Sake Cider Gin

31. As previously mentioned, the most common alcohol is ethanol (found in alcoholic drinks), the amount of ethanol in different types of drinks can vary. Most labels show the % concentration of ethanol, but many now show how many units the drink contains. Units are used to show the drinker how much alcohol they are consuming by the glass, can or bottle. What is a unit of alcohol? 1 unit of alcohol is 10cm 3 of pure alcohol. An average adult can process (i.e. break down) …… – One unit per hour – BUT this can vary greatly from person to person as it is affected by a number of factors: e.g. a person’s build, whether they are male or female, their age, whether they have eaten, whether their liver is working properly, etc. – Therefore it is difficult to predict exactly how long alcohol will take to fully leave a person’s system.

32. Unit Calculation ABV – Alcohol by Volume ( strength of the drink %) No.of units = Strength (ABV) x Volume(ml) 1000 Becks = 4% ABV (275ml bottle) No. of units = 4 x 275 = 1.1 1000 Wine = 12% ABV (750ml bottle) No of units = 12 x 750 = 9 1000

33. Unit Calculation ABV – Alcohol by Volume ( strength of the drink %) No.of units = Strength (ABV) x Volume(ml) 1000 Try the examples below: 1. Units in a 750ml bottle of wine at 11% ABV No of units = 11 x 750 = 8.25 1000 2. Units in a 250ml bottle of cider at 6% AB No of units = 6 x 250 = 1.5 1000

34. Starter Questions 1.Name 3 everyday products made from plants (don’t include food) Alcohol, perfume, biodiesel etc. 2. Name 3 medicines you have used in the last 5 years. Paracetamol, ibuprofen, antihistamines, 3. What do you think is the difference between a medicine and a drug? A medicine is a drug with beneficial effects on health.

35. Today we will learn to Name some medicines made originally from plants. We will do this by Hearing about some well known medicines and researching where they were extracted from. We will have succeeded if We can produce a short research report on our work. Drugs and Medicines

37. Aspirin Morphine Some background information...

38. Drugs and Medicines Use the cards, the videos we will view in class, and the internet to find the following information about plants for common medicines.

39. What should my report look like? Your report must Be 50-100 words long. A shorter report will only be assessed as National 4 level. Include a description of the chemical or area you have picked, what it is used for and why it is useful. Include the effect this acid/alkali (and its use) have had on society or the environment. This might be a good effect, or a bad effect, or a mixture of both. Give your report a clear structure e.g. titles and subtitles. You can use your own version of diagrams if you want, but DO NOT cut and paste, or you will not pass. NB This slide contains 101 words.

40. Definition Choose three new words you have learnt today or in the last few lessons and write dictionary definitions.

41. Making Soap Today we will learn to Use chemicals and natural fragrances to make soap. We will do this by Choosing a plant, extracting useful ingredients and blending them into out soap. We will have succeeded if We can produce an experimental report on our investigation and present it to the class.

42. Making Products From Plants. Answer the following questions on the whiteboards: 1.What kind of plants smell nice? 2.What plants products do you think might be used to make soap? 3.What separation techniques do you know that could b eused to get smelly things from plants? 4.Soap is a solid made from solutions – how could we separate the soap from the solutions?

43. Experiment 6.4

44. Making Soap Experiment 6.5

45. Lesson ?: How do we grow crops? Today we will learn … The plants used to make alcohol & how the units of alcohol in drinks are calculated. We will do this by Using our fermented alcohol in a distillation experiment and numeracy activities on the units of alcohol. We will have succeeded if We can describe how alcoholic drinks are created & we can calculate the units of alcohol in an alcoholic drink.

46. Starter Questions 1.What is a molecule? A group of non-metal atoms which are held together by covalent bonds. 2.Name the compound formed from two non-metals of your choice. e.g. Carbon oxide, nitrogen hydride etc. (no –ates or –ites!) 3.Why do elements bond? To become more stable by gaining a full outer shell.

47. Essential elements for plant growth

48. Why do we need fertilisers?

49. % Composition of Fertilisers

50. Nitrogen Cycle Game

51. Objective Traffic Lights How do you feel about the lesson objectives? Red = don’t think I have grasped this Amber = feeling OK about this, have just about got there Green = Confident I have achieved this

52. Starter Questions Which of the following molecules is not diatomic? A. CO B. HCl C. CO 2 D. N 2

53. Starter Questions The bond found in hydrogen molecules H 2, is A. formed by the sharing of electrons B. formed by the sharing of protons C. formed by the donation of electrons D. formed by the donation of protons

54. Starter Questions In an atom, electrons are arranged in energy levels. The number of energy levels in a chlorine atom is A 1 B 2 C 3 D 4

55. Making a Fertiliser Ammonium Sulfate Experiment 6.6

56. Starter Task Complete Quick Test 1 in your booklet and we will review as a class. You have 5 minutes!Circle the correct answers and then draw the diagram for Q5.

57. Answers Quick Test 1 1. C, 2. C, 3. D, 4. D, 5. B, 6. See Opposite: Ask 3, Then Me! Mark your answers and check with neighbours to see why you got any wrong.

58. Pyramid Question you have about the lesson Things you have been reminded of today Things you have learned today Exit Task

59. Starter Task Complete Quick Test 2 in your booklet and we will review as a class. You have 5 minutes!Circle the correct answers.

60. Answers Quick Test 3 1. A, 2. C, 3. A, 4. C, 5. C. Ask 3, Then Me! Mark your answers and check with neighbours to see why you got any wrong.

61. Mind Map Produce a mind map to summarise Bonding so far. Illustrate with diagrams!

62. Definition Choose three new words you have learnt in this topic and write dictionary definitions.

63. Starter Questions Which of the following elements is in the same period as silver? AFluorine BBarium CTin DMercury

64. Lesson 9: Solubility Today we will learn to Predict which solvents will be best for different substances. We will do this by Dissolving different substances in a range of solvents. We will have succeeded if We can explain what is meant by ‘like dissolves like’.

65. Predict it Which properties of our ‘dodgy white powders’ which are obtained from the drug haul will we use to identify them? What experiments will be involved in the next lesson? If our whole drughaul is solids, what is the likely bonding?

66. Exit Task Complete Quick Test 4 in your booklet and we will review as a class.

67. Exit Task 1a. Covalent network b. High melting point and doesn’t conduct as melt means it cannot be an ionic lattice. 2. Disagree as it’s the weak inter molecular forces between molecules that are broken when a covalent molecule melts, therefore melting point gives no indication of strength of covalent bonds. 3.A = Covalent network; high m.p. non-conductor in any state. B = Covalent molecule; low m.p. non-conductor in any state. C = Ionic lattice; high m.p. conducts as a melt. 4a.Titanium is a metal so should be ionic. b.Low melting point so must be covalent molecule.