1. LESSON 3 DO DIFFERENT FOODS PROVIDE DIFFERENT AMOUNTS OF ENERGY?

2. FOOD MOLECULES PROVIDE THE BODY WITH ENERGY THROUGH A CHEMICAL REACTION WHAT INFORMATION DOES THIS GIVE US? “WHICH OF THE NUTRIENTS ON THE FOOD LABEL FIT THE SCIENTIFIC DEFINITION OF FOOD? WHY ARE THEY FOOD? WHAT IS THE PURPOSE OF NUTRIENTS THAT ARE NOT CONSIDERED FOOD IN THE HUMAN BODY?

3. INVESTIGATE “DO DIFFERENT TYPES OF FOOD MOLECULES PROVIDE THE BODY WITH DIFFERENT AMOUNTS OF ENERGY WE WILL BURN THREE DIFFERENT ITEMS: A MARSHMALLOW, POTATO CHIPS/CHEESE PUFFS, AND COOKING OIL. WHAT FOOD MOLECULES MAKE UP EACH ITEM?

5. DESIGN EXPERIMENT DESIGN THE EXPERIMENT TO DETERMINE WHICH OF THE THREE FOODS RELEASES THE MOST THERMAL ENERGY WHEN IT REACTS WITH OXYGEN. IN THE EXPERIMENT, YOU WILL BURN A MARSHMALLOW, POTATO CHIPS, AND OIL BENEATH BEAKERS OF WATER. RECORD THE TEMPERATURE INCREASE IN THE WATER AS AN INDICATION OF THE AMOUNT OF ENERGY RELEASED AS EACH FOOD BURNED. WHAT KIND OF ENERGY DO YOU THINK YOU WILL BE OBSERVING? WHAT STUDENTS WILL BE DOING IN THEIR EXPERIMENT IS SIMILAR TO HOW CHEMISTS MEASURE THE ENERGY (CALORIES) THAT CAN BE RELEASED THROUGH CHEMICAL REACTIONS. A CALORIE IS THE AMOUNT OF ENERGY NEEDED TO HEAT 1KG OF WATER 1°C.

6. DESIGN EXPERIMENT 2 FROM YOUR PLANT EXPERIMENT, WHAT WAS IMPORTANT ABOUT THE NUMBER OF VARIABLES THAT YOU CAN CHANGE IN ONE EXPERIMENT? WHY IS THIS IMPORTANT? WHAT VARIABLE ARE YOU GOING TO CHANGE IN THIS INVESTIGATION? WHAT IS THE SAME FOR EACH SETUP? 1.IS THIS A FAIR TEST FOR THE AMOUNT OF ENERGY RELEASED IN THE TWO DIFFERENT SETUPS? 2. HOW WILL THIS SETUP STOP THEM FROM MAKING GOOD CLAIMS ABOUT DATA THEY COLLECT? 3. WHAT WOULD YOU DO TO FIX THIS PROBLEM

7. DESIGN EXPERIMENT 3 HOW ARE WE MEASURING THE AMOUNT OF ENERGY THE DIFFERENT FOOD MOLECULES PROVIDE TO THE BODY? IS MEASURING THE CHANGE IN WATER TEMP DIRECTLY MEASURING THE ENERGY RELEASED WHEN THE FOOD WAS BURNED. IF NOT WHAT ENERGY TRANSFERS ARE TAKING PLACE FOR THE WATER TO HEAT UP? HOW WILL YOU KNOW THAT ONE ITEM PROVIDES THE BODY WITH MORE ENERGY THAN ANOTHER? WHY DO FATS PROVIDE THE BODY WITH MORE ENERGY PER GRAM THAN CARBOHYDRATES AND PROTEINS?

8. ACTIVITY 3.2 WHY DO DIFFERENT FOOD MOLECULES PROVIDE DIFFERENT AMOUNTS OF ENERGY?

9. BRAINSTORM 1)What experience have you had using models like this one (or gum drops, or computer models of atoms and molecules? 2)What do the different parts of the model represent? 3) What does each ball represent? 4) What does it mean if two balls are the same color? 5) What do the sticks represent? 6) What does the entire structure represent?

10. C 6 H 12 O 6 WHAT DOES THIS STRUCTURE MEAN? GLUCOSE HOW DOES THIS WRITTEN STRUCTURE RELATE TO THE MODEL OF GLUCOSE? THERE ARE MANY DIFFERENT CARBOHYDRATES. GLUCOSE, THE CARBOHYDRATE MODEL YOU ARE LOOKING AT, IS ONE EXAMPLE OF A SIMPLE CARBOHYDRATE. EACH GLUCOSE MOLECULE IS CALLED A SUBUNIT. COMPLEX CARBOHYDRATES ARE MADE BY JOINING TOGETHER MANY SIMPLE CARBOHYDRATES. IF YOU CHANGE THE ARRANGEMENT OF THE ATOMS IN THE GLUCOSE MOLECULES, WILL A SAMPLE OF GLUCOSE STILL HAVE THE SAME PROPERTIES?

11. EACH MOLECULE OF GLUCOSE IS CALLED A CARBOHYDRATE SUBUNIT. LACTOSE MOLECULE “HOW MANY SUBUNITS DOES THIS MOLECULE HAVE NOW?” STARCH, THE COMPLEX CARBOHYDRATE THAT IS IN BREAD AND POTATOES, IS MADE OF THOUSANDS OF GLUCOSE MOLECULES LINKED TOGETHER. HOW DO YOU THINK A MOLECULE OF STARCH LOOKS? STARCH THE MODEL OF THE CARBOHYDRATE WITH JUST TWO SUBUNITS IS COMPLICATED.

12. SUBUNITS OF PROTEINS, CALLED AMINO ACIDS, CAN ALSO JOIN TOGETHER TO FORM COMPLEX MOLECULES. PROTEINPROTEIN FAT DOES NOT WORK THE SAME WAY. FAT MOLECULES, CALLED TRIGLYCERIDES, DO NOT LINK TOGETHER TO FORM LARGER MOLECULES. FATSFATS “OIL AND WATER DO NOT MIX.” THIS IS BECAUSE THE MOLECULES THAT MAKE UP FAT AND WATER HAVE DIFFERENT MOLECULAR PROPERTIES THAT DO NOT ALLOW THEM TO MIX. THERE ARE MANY MILLIONS OF MOLECULES OF FAT IN THIS ONE DROP. ALL OF THE FAT MOLECULES ARE SIMILAR TO THE OTHER FAT MOLECULES. THEREFORE, THEY STICK TO EACH OTHER. BECAUSE THE WATER MOLECULES ARE DIFFERENT, THEY REPEL THE FAT MOLECULES. THE LONG “ARMS” OF THE FAT MOLECULES ARE THE MOST DIFFERENT FROM WATER, SO WHEN FAT MOLECULES STICK TOGETHER, THE “ARMS” ARE ALWAYS TOWARD THE INSIDE OF THE FAT DROPLET. HTTP://WWW.BIOTOPICS.CO.UK/JSMOL/TRIGLYCERIDE.HTML

14. 3.3 HOW MUCH DO I NEED TO EXERCISE

15. Remind students that different food molecules have the capacity to provide the body with different amounts of energy. They are going to think about how this affects their everyday lives. Students will determine how much exercise they will have to perform to use the energy that different food molecules have the capacity to provide to the body

18. Which provides the body with the most energy? Why ? In the pedometer activity, what did we calculate? For how long did we run? To calculate how long to exercise to expend the energy that can be provided by each item, determine a rate. A rate is kind of ratio that relates two measurements. Other examples of rates students might be familiar with include miles per hour (speed of a car), beats per minute (heart rate), parts per million (concentration

19. You may know how to calculate rates such as miles per hour. For example, if they drove 120 miles in 2 hours, how would they calculate how many miles per hour they were driving? (120/2 = 60mph) In the same way, you are going to calculate how many Calories per minute they used while exercising. For example, if you used 12 Calories in three minutes, how many Calories did you use in one minute? What did you do mathematically to calculate your answer?