Bio 9B: Tuesday, Title: Introduction to Nutrition and Digestion

Bio 9B: Tuesday, 10.19.10 Title: Introduction to Nutrition and Digestion
Double Block Homework: Read pgs Answer the questions on the back of Assignment sheet in your notebooks! Do Now: Clear your Today’s Objectives: Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein) Identify examples of foods that contain carbohydrates, lipids, and proteins.

What’s in this hamburger?
What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in Objectives for Class: Given an example of a food, identify the sources of carbohydrates, lipids, and proteins. Identify examples of foods that contain carbohydrates, lipids, and proteins.

The next Month (or so) at a Glance: Biochemistry, The Power of Enzymes, and Digestion
We will be answering these questions: What’s in this Hamburger? How do we get the stuff that’s in it, out? What happens to this stuff as we get it out? Why do we need this stuff? By the end of this unit, you should be able to… Explain why we need carbohydrates, lipids, and proteins Explain how we extract these nutrients from food Explain how an enzyme’s structure fits its function Explain how structures in the digestive system fit their function Explain why enzymes are essential to digestion Exhibit basic lab safety skills in the McMush & Enzyme Labs Objectives for Class: Given an example of a food, identify the sources of carbohydrates, lipids, and proteins. Identify examples of foods that contain carbohydrates, lipids, and proteins.

Identifying the Carbon Compounds in this Hamburger
Lettuce and Tomato = Carbohydrate (Fiber) Ketchup = Mostly Carbohydrate (simple sugar from Corn Syrup) Cheese = Mostly Proteins and Lipids Hamburger Meat = Lipids and Proteins Bun = Carbohydrate (Complex Carb from Starch) Objectives for Class: Given an example of a food, identify the sources of carbohydrates, lipids, and proteins. Identify examples of foods that contain carbohydrates, lipids, and proteins.

Design A Meal What foods have these compounds? Part I: In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in Objectives for Class: Given an example of a food, identify the sources of carbohydrates, lipids, and proteins. Identify examples of foods that contain carbohydrates, lipids, and proteins.

Design A Meal Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly? Part III: Draw a picture of your meal on a larger piece of paper Label the Carbon Compounds on the picture Under each Label List the things these individual compounds do for our bodies List at least Two Major Characteristics of each compound Objectives for Class: Given an example of a food, identify the sources of carbohydrates, lipids, and proteins. Identify examples of foods that contain carbohydrates, lipids, and proteins.

Bio 9B: Wednesday, 10.20.10 Title: Introduction to Carbon Compounds
Homework: Use Effective Reading Strategies to Read pgs PAY CLOSEST ATTENTION TO PROTEINS AND LIPIDS! Put effective reading notes in your Notebook! Do Now: On the next slide… (I will advance this slide at 3 min. so you can do the Do Now, so you have 2 min to copy the title, date, and homework) Today’s Objectives: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other

Brainstorm for Intro What Carbon is – carbon compounds (1 sent.)
Monomers and polymers – 1 sent. What proteins are (2-3 sent.) monomers are amino acids Type of foods with proteins (mostly animal products) Give examples What they are used for: Enzymes, body structures, immune system Lipids (2-3 sent.) Examples: fat, lard, butter, cholesterol, oils, waxes Made of fatty acids and glycerol (monomers) Characteristics: water repellent, store energy Carbohydrates (2-3 sent.) Monomers – Monosaccharides = “one sugar” (ex: glucose) Polymers – polysacch. = “many sugar” (ex: starch) Types of foods Simple: soda, candy, honey, cake, fruit Complex – pasta, bread (grains like wheat), cereal, potato Used for long-term and short term energy

Carbon Compounds: The Molecules of Living Things
Do Now: Look at the pictures below. Why do you think these are called CARBON compounds? Write some reasons in your notebook.

Today’s Agenda: Thinking about the scale of atoms
Introduction to Carbon Compounds Direct Vocabulary Activity: Monomers vs. Polymers

Let’s get a sense of scale: How Do Molecules & Atoms Relate to Cells?
Zoom In

What elements do you see in the atoms that make up this molecule?
A Single Organelle (chloroplast) in the Cell Zoom in… PLANT CELLS Zoom in a lot more… A Single Molecule inside the Organelle (chlorophyll) Atoms come together to make up molecules What elements do you see in the atoms that make up this molecule?

Six Common Elements in Living Things:
Carbon (C) Hydrogen (H) Nitrogen (N) Oxygen (O) Phosphorus (P) Sulfur (S) CHNOPS All of the molecules we will look at are Carbon - based Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other

Carbon: The “Swiss Army Knife” Element of Life
More versatile than any other element! Can bond with itself and many other elements Forms millions of large molecules Monomer A single, building-block molecule All of the carbon compounds are based on carbon Polymer (a.k.a. Macromolecule) “Many monomers” A long chain of monomers bonded together to form one huge molecule Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other

Monomers and Polymers: In Our Own Words
As you have read and as we have just learned, polymers are made of monomers (or monomers make up polymers… however you want to think of it). This is sort of an easy concept, but often hard to understand when we start talking about chemical compounds. SO…. Put this into your own words… Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other

Your Task: Work with your partner from yesterday’s Hamburger activity to describe how monomers and polymers relate to each other. (remember, this is a “part/ whole” relationship where monomers are part of the whole polymer) You can express this as: A Written analogy w/ a picture (i.e.: monomers and polymers are like _______ and _______, because _________) Or… A rap/ song/ poem describing how monomers relate to polymers Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other

Bio 9B: Thursday, 10.21.10 Title: Carbon Compounds found in Food
Double Block Homework: No Homework  Do Now: (in your notebook) Describe what you have eaten the past 24-hrs. Identify the carbs, lipids, and proteins in the food. Today’s Objectives: Identify examples of foods that contain carbohydrates, proteins, and lipids Identify two key functions of carbohydrates, proteins, and lipids Describe the monomers and polymers of carbohydrates, proteins, and lipids

Your Task: Work with your partner from yesterday’s Hamburger activity to describe how monomers and polymers relate to each other. (remember, this is a “part/ whole” relationship where monomers are part of the whole polymer) You can express this as: A Written analogy w/ a picture (i.e.: monomers and polymers are like _______ and _______, because _________) Or… A rap/ song/ poem describing how monomers relate to polymers Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other

Today’s Agenda: Structures and Functions of Carbohydrates
Carbohydrate food poster work Structures and Functions of Proteins Protein food poster work Structures and Functions of Lipids Lipid food poster work Overview of Nucleic Acids Food Poster Gallery Walk and Feedback Session

4 Types of Carbon-Based Compounds:
Carbon combines with Hydrogen, Nitrogen, Oxygen, Phosphorus, and Sulfur to form these 4 Compounds: Carbohydrates Lipids Proteins Nucleic Acids Each type is made of monomers that connect to form polymers. IMPORTANT NOTE: Each type is separate – not made of each other! Lipids are not made of carbs!] Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food

Carbohydrates contain C-H2O
Simple sugars Monosaccharide = one sugar Ex: glucose, fructose Disaccharide = double sugar Ex: sucrose, lactose, maltose Used as an immediate energy source (for cell respiration to make ATP) Foods: sugar, fruit, candy, juice, soda Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food

More Carbohydrates Complex sugars Polysaccharide = many sugars
Can be used for: Long-term energy storage Ex: Starch Foods: grains, root vegetables (bread, pasta, cereal, rice, corn, potatoes) Structural support Ex: cellulose (plant cell walls) (aka “fiber”) Foods: fruits, vegetables, whole grains (lettuce, celery, whole wheat) Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food

Design A Meal - Carbohydrates
What foods have these compounds? Part I: Do Now In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly? Part III: Draw a picture of your meal on a larger piece of paper Label the Carbon Compounds on the picture Under the Carbohydrate Labels: Follow the rubric Objectives for Class: Given an example of a food, identify the sources of carbohydrates, lipids, and proteins. Identify examples of foods that contain carbohydrates, lipids, and proteins.

What Foods Contain Proteins?
Most animal products such as Meat & fish Eggs Milk, yogurt, cheese Beans and nuts (especially when eaten in combination with complex carbs) Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins

Proteins contain C, H, O, N and some S
Have thousands of different uses! Proteins can be… Enzymes (control chemical reactions) Hormones (ex: insulin) Transporters in cell membranes in blood cells (hemoglobin) Body structures (hair, muscle, skin, bone) Immune system (fight diseases) Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins

How can there be so many Different Proteins?
Proteins are made of: Amino acids (monomers) There are 20 different amino acids (different R’s) Thousands of A.A.’s connect in any possible order to form long chains  this makes thousands of different possible proteins Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins

Design A Meal - Proteins
What foods have these compounds? Part I: Do Now In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly? Part III: Draw a picture of your meal on a larger piece of paper Label the Carbohydrates and Proteins on the picture Under each Label Follow rubric Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins

Bio 9B: Monday, 10.25.10 Title: Reviewing Carbon Compounds
Set the cool timer to 4 min and press start when the bell rings. Remember, it is SILENT during the Do Now! Homework: Complete your food posters according to the rubric Do Now: Describe 3 things that proteins are used for? Be specific and give examples. Today’s Objectives: Identify examples of foods that contain carbohydrates, proteins and lipids Identify two key functions of carbohydrates and proteins in food

Reviewing Carbon Compounds
Today’s Plan: Complete the “Carbon Compounds Review Packet” For help, you can use: Your notes Books – These can be borrowed from the cabinet. Patrick and Julian, please help distribute these. The guide at the back of the packet. This is an INDIVIDUAL assignment (I know the assignment sheet says you can work in pairs, but I would rather you work INDIVIDUALLY). Also, I know we haven’t reviewed lipids or nucleic acids as a whole class, but you should be able to complete the packet using your other resources. When completed,: Put all books back in the cabinet Continue work on your food posters.

Bio 9B: Tuesday, 10.26.10 Title: Finishing Carbon Compounds and Making Data Tables Pre-Assessment
Homework: No Homework  Do Now: What are examples of lipids? What are sources of lipids in food? Today’s Objectives: Identify examples of foods that contain carbohydrates, proteins and lipids Identify two key functions of lipids in food Practice making tables to record data from a lab.

Today’s Agenda: Structures and Functions of Lipids
Review Nucleic Acids Lipid food poster work Poster Gallery Walk Data Tables Pre-Assessment

Mad carbons = Mad Energy
Lipids contain mostly C and H Examples: Fats, oils, cholesterol, waxes Characteristics: Made of fatty acids and glycerol Do not dissolve in water (repel water) How It’s Used: Long-term ENERGY storage Cell membranes Waterproofing Steroid hormones Foods: Oils (from nuts, seeds, fish, cheese, meat), butter, lard. Mad carbons = Mad Energy (aka – mad calories) Note: The structure of the Fatty Acid determines the type of Fat (i.e.: saturated vs. unsaturated) Objectives for Class: Identify examples of foods that contain lipids Identify two key functions of lipids Describe the monomers and polymers of lipids

Nucleic Acids contain C, H, O, N and P
Used to store and transmit genetic instructions for making proteins DNA (stores genetic info) RNA (carries genetic info to ribosomes) Made of: Nucleotides (monomers) Connected together into long chains (helix) Objectives for Class: Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein) Identify examples of foods that contain carbohydrates, lipids, and proteins.

Design A Meal – Lipids Part III:
What foods have these compounds? Part I: Do Now In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly? Part III: Draw a picture of your meal on a larger piece of paper Label the Carbohydrates, Proteins and Lipids on the picture Under each Label Follow the rubric Objectives for Class: Given an example of a food, identify the sources of carbohydrates, lipids, and proteins. Identify examples of foods that contain carbohydrates, lipids, and proteins.

Food Poster Gallery Walk
Post the food posters around the room Everyone begin at a different poster Use your post-it notes to write 1-piece of constructive feedback regarding the poster and stick it to the poster Rotate CLOCKWISE to the next poster Repeat step 3 Objectives for Class: Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein) Identify examples of foods that contain carbohydrates, lipids, and proteins.

Lab Skills Pre-Assessment: Making Data Tables
Overview: One important skill in designing and conducting lab experiments is to create a data table that serves as an organized way to collect the data from your experiment. Purpose: To practice making data tables that are both organized and appropriate for a given experiment. This is important preparation for our McMush lab at the end of this week, and will give your biology teachers valuable feedback about how well you are able to accomplish this task on your own. Instructions: Read each experiment description, then draw a data table in the space provided.

Bio 9B: Wednesday, 10.27.10 Title: The McMush PreLab
Homework: Complete the Pre-Lab for the McMush Lab Do Now: Reviewing Concepts: What are the monomers of carbohydrates? What are the monomers of proteins? What are the monomers of lipids? What are the monomers of nucleic acids? Today’s Objectives: Prepare for lab by reviewing safety guidelines and lab procedures Predict which carbon compounds are in a Happy Meal with justification

McSeating Chart Julian Alex Nancy Aser Patrick McHenley Whitney
Natalie N Zuri Natalie G Larissa Leela Leslie Emperor Andre Israel Thomas Ricardo Harold Jamesley Trevon Grace Emily

McPre-Lab Sit with your lab partner Individually:
Actively Read the Introduction and Procedure sections of the lab (underline key points, annotate in the margins, etc.) Note: the Procedure has 3 sections This should take about 15 min. With your partner: Answer the pre-lab questions (20 min) These can not be answered by pulling direct sentences from the lab… they require some thinking. Whole class: Reviewing Part I and Part II (10 min)

Bio 9B: Thursday, 10.28.10 Title: The McMush Lab
Double Block Homework: McMush Lab Lab Write up – See back of packet. Due Tuesday, You will have next Monday to work on the writing the paper in class – bring your files on a flashdrive! Do Now: How does Part I connect to Part II of this lab? Today’s Objectives: Follow lab safety guidelines and lab procedures Predict which carbon compounds are in a Happy Meal Use chemical indicators to test the compounds in a Happy Meal

The World Famous McMush Lab … Important Terms and Concepts
What are chemical Indicators? Chemicals that indicate the presence of a certain substance by changing color when they are in contact with that substance. A change in color = Positive Result (the substance is there) NO change in color = Negative Result (the substance is NOT there) 3 Chemical Indicators in this Lab: Benedicts Solution: Changes color when it comes in contact with a Monosaccharide like Glucose Iodine: Changes color when it comes in contact with a Polysaccharide like Starch Buiret Solution: Changes color when it comes in contact with a Protein Negative Control = Water The variable that is the same for all test trials. It is guaranteed to give a Negative Result Why use water?

The World Famous McMush Lab … Important Terms and Concepts
Why must we do Part I BEFORE Part II? What does Part I tell us so that we can do Part II? Note: in Part II you are completing the SAME procedures for Part I, BUT you are using McMush instead of the pure solutions… so for every test, you will test the McMush and the Water Procedural Notes: Each team member should be the leader for 2 of the 4 tests When using the Hot Plate and Boiling the water - NO Messing Around

McSeating Chart Put on your apron and goggles before starting the lab!
Julian Alex Nancy Aser Patrick McHenley Whitney Natalie N Zuri Natalie G Larissa Leela Leslie Emperor Andre Israel Thomas Ricardo Harold Jamesley Trevon Grace Emily

The World Famous McMush Lab … Important Terms and Concepts II
Using the well plate for the protein and starch tests Use 2 wells for the Protein Test (one for the pure protein, the other for Water) (one for the Starch, the other for Water) Protein Solution + Biuret Indicator Water in Protein Test + Biuret Indicator Starch Solution + Iodine Indicator Water in Protein Test + Iodine Indicator

Bio 9B: Monday, 11.1.10 Title: The McWrite Up
Homework: McMush Lab Lab Write up – See back of packet. Due Tomorrow, Tuesday, Do Now: (in your notebook) Take out your lab materials from the McMush Lab, copy down the homework and sit silently for a computer. The longer people talk = the longer we wait to pass out computers = the less time you have to work on your lab write-ups. Today’s Objectives: Identify examples of foods that contain lipids Identify two key functions of lipids Describe the monomers and polymers of lipids

Bio 9B: Tuesday, 11.2.10 Title: Introduction to Enzymes
Homework: No Homework Do Now: (in your notebook): Which shapes would fit together? Why? Today’s Objectives for Block: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function Explain why enzymes are important for chemical reactions

Enzymes in Action: “Lew-Port’s Biology Place”
Notes use the following Website: Lew-Port’s Biology Place Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function

Introduction to Enzymes: “Chemical Reaction Vocab”
See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc Some new Vocab: Chemical Reaction: Process that changes or transforms one set of chemicals into another Reactants: compounds that enter the chemical reaction Products: compounds that are produced in the chemical reaction Catalyst: Something that speeds up a chemical reaction Either to build something – Synthesis Or to break something – Decomposition Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function

See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc Some More Vocab: Enzymes: Proteins that speed up reactions (the “catalyst”) Substrate: The reactants in a chemical reaction Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function

Let’s take a reaction we have seen a few times to illustrate the vocabulary… glucose + oxygen carbon dioxide + water + ATP energy + heat Substrates/ Reactants = Stuff Entering a Chemical Reaction Products = Stuff Produced from a Chemical Reaction Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function

Introduction to Enzymes: “Enzyme catalyzed reaction”
Substrate = Reactants of a Chemical Reaction “Bonding Site” – where the substrate bonds to the enzyme Enzyme = Protein that “Speeds Up” a Chemical Reaction Enzymes are a “catalyst” This shows the reaction happening!!! Products = Stuff Produced from a Chemical Reaction “Enzyme – Substrate Complex” Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function

Enzymes in Action This model shows the molecular structures of the enzyme and substrate in a reaction that breaks down glucose. Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function

Bio 9B: Wednesday, 11.3.10 Title: Enzyme Lab: Starch Digestion Pre-Lab
Homework: Complete the pre-lab if not completed in class Do Now: (in your notebook) What are the monomers of starch? If starch is the reactant in a decomposition reaction, what do you think its products would be? Today’s Objectives: Predict how an enzyme affects the speed of a chemical reaction Use proper lab procedures to test how saliva enzymes affect the speed at which starch breaks down into glucose

Introduction to Enzymes: “Starch Digestion w/ Salivary Amylase”
Students read Background Information to themselves Whole Class Discussion of Background Info Students work in Pairs to complete Pre-Lab Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function

Bio 9B: Thursday, 11.4.10 Title: Enzyme Lab: Starch Digestion
Double Block Homework: Answer the lab analysis questions (typed or neatly written on separate paper). STAPLE to the packet!!!!!!!!!!!!!!!!!!!! Do Now: (in your notebook) In 1-2 sentences, explain what this chemical equation means: STARCH GLUCOSE Today’s Objectives: Predict how an enzyme affects the speed of a chemical reaction Use proper lab procedures to test how saliva enzymes affect the speed at which starch breaks down into glucose salivary amylase

Enzyme Lab: Starch Digestion w/ Salivary Amylase STARCH GLUCOSE
Predictions: Complete the “Predictions” row in the Results section for Tube 1 and Tube 2 Do you think the reaction will happen? How will the tube look after the glucose test? Why?

Safety: Goggles and apron Be careful around hot plates! Procedure: Starch & Water & Benedicts PLUS Enzyme (salivary amylase) Starch & Water & Benedicts

McSeating Chart Put on your apron and goggles before starting the lab!
Julian Alex Nancy Aser Patrick McHenley Whitney Natalie N Zuri Natalie G Larissa Leela Leslie Emperor Andre Israel Thomas Ricardo Harold Jamesley Trevon Grace Emily

Safety: Goggles and apron Be careful around hot plates! Clean Up: Pour test tubes into waste container Rinse test tubes in soapy water Turn off hot plates if everyone at your table is done If finished early: Discuss Analysis Question #2 with your partner

Computer Time: Work on the write-up for the Starch Digestion Lab

Bio 9B: Monday, 11.8.10 Title: Starch Digestion Lab Review of Concepts
Homework: Type a draft of the Background Information Section for the Denaturing Enzymes Lab Do Now: What does it mean to “denature” an enzyme? Today’s Objectives: Explain how an enzyme’s structure fits it function Use your knowledge of how enzymes are denatured to develop a set of procedures to denature salivary amylase

Enzymes in Action: Review of Concepts
Lew-Port’s Biology Place Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function

Lab Review: Starch Digestion w/ Salivary Amylase STARCH GLUCOSE
What was the purpose of this lab? What did we find for results? If the enzyme is denatured, would it catalyze the reaction that turns starch into glucose? Starch & Water & Benedicts PLUS Enzyme (salivary amylase) Starch & Water & Benedicts

Brainstorm Background Information
Background Information for Denaturing Salivary Amylase enzymes proteins that speed up reactions Denature = change shape of enzyme What PH values are (how strong of an acid it is ) Salivary = enzyme (breaks starch into glucose ) Decomposition reaction /synthesis reaction What chemical reactions are ( reactants, products etc.)

Bio 9B: Tuesday, 11.9.10 Title: Lab Extension
Double Block Homework: Type up the Lab Procedures for the Denaturing Enzyme Lab Do Now: Answer 1 and 2 Today’s Objectives: Predict how an enzyme affects the speed of a chemical reaction Use proper lab procedures to test how saliva enzymes affect the speed at which starch breaks down into glucose

Enzyme Lab Extension: Design an Experiment
You and your lab partner from the Enzyme Lab will work together to design an experiment to denature salivary amylase. Follow the steps in the “Design Your Own Experiment: Denaturing Enzymes Lab” to design all aspects of the lab. We will complete the lab tomorrow in class, so I need your materials lists by the end of class.

Denatured Enzyme Lab Set-up (I’ll explain the color coding)
Whitney Alex Emperor Tom Natalie N Grace Harold Nancy Emily McHenley Zuri Trevon Meryam Julian Jamesley Leslie Natalie G Aser Patrick Israel Leela Ricardo Larissa Andre

Bio 9B: Wednesday, 11.9.10 Title: Lab Extension – day 2
Homework: Type up Lab Procedures/ Revise Background info for the Denaturing Enzyme Lab I’m collecting notebooks at the end of class! Do Now: Listen to my instructions for breaking up into groups Today’s Objectives: Write a set of

Denatured Enzyme Lab Whitney Alex Emperor Tom Grace Harold Nancy Emily
Everyone in Yellow: Needs to finish writing the procedures Grace Harold Nancy Emily McHenley Trevon Meryam Zuri Need to see me before getting laptops Natalie N Julian Jamesley Leslie Natalie G Israel Aser Patrick Can get Laptops Leela Ricardo Larissa Andre

Bio 9B: Monday, 11.15.10 Title: Lab Extension – day 3
Homework: Complete sections of the lab report that you have not yet completed (Background Info, Purpose, Hypothesis, Procedure, Creating Data Table) Do Now: Copy to homework into assignment book (2 min). We will pass back work (3 Min) Then listen for next instructions… LAB TOMORROW! Review Checklist Today’s Objectives: Develop lab procedures to test if certain conditions denature salivary amylase.

Clean and Gather Materials for Tomorrow’s Lab
Denatured Enzyme Lab Grace Whitney Alex Zuri Emily Aser Patrick Lab Set-Up Clean and Gather Materials for Tomorrow’s Lab Trevon McHenley Leela Ricardo Natalie N Julian Jamesley Leslie Nancy Harold Natalie G Israel Emperor Tom Larissa Andre

Bio 9B: Tuesday, 11.16.10 Title: Denaturing Enzymes Lab – Day 4
Homework: Completed lab reports due tomorrow! Stapled at the beginning of class Do Now: Then listen for next instructions! Review Checklist Today’s Objectives: Develop lab procedures to test if certain conditions denature salivary amylase.

Enzyme Lab: Denaturing Salivary Amylase
Group Denaturing Agent Key to Lab Patrick/ Aser Boiling Boil for 5 min Larissa/ Andre Leela/ Ricardo Lemon Juice Sit for 10 min Natalie/ Israel Whitney/ Alex Boil for 10 min Emily/ Zuri Harold/ Nancy Trevon/ McHenley 10 min Emperor/Tom Grace Jamesley/ Leslie Julian/ Natalie N

Denatured Enzyme Lab Emperor Tom Whitney Alex Grace Leslie Aser
Patrick Jamesley Leela Ricardo McHenley Natalie N Julian Trevon Nancy Harold Natalie G Israel Emily Zuri Larissa Andre

Enzyme Lab: Denaturing Salivary Amylase
Time to Type: Take out the Rubric and complete the rest of the lab write-up

107 Seating chart Jamesley Emperor Tom Grace Leslie Aser Patrick Zuri
Emily Leela Ricardo Natalie N Julian Trevon McHenley Nancy Harold Natalie G Israel Alex Whitney Larissa Andre

Bio 9B: Wednesday, 11.17.10 Title: Quiz Review
Homework: Study for Tomorrow’s Quiz (review sheet on back of assignment sheet) McMush and Food Poster Revisions due Monday! Pass your stapled and completed lab reports to the middle aisle Do Now: Are you caught up on all of the notes from class? How do you study best (i.e.: alone, with a friend, etc.)? Today’s Objectives: Describe the structures and functions of carbs, proteins, and lipids. Identify the sources of carbs, proteins, and lipids in foods. Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function Explain why enzymes are important for chemical reactions

Debrief Do Now How many people need to get caught up on notes?
How many people prefer to study alone? How people like to study with one other person?

Quiz Review If you need to get caught up on notes, get a laptop, go to and get caught up. If you are caught up on notes, this is your time to begin review You can work alone or with only ONE other person (not two, three, etc….) If you did not submit a lab report because you are not completed, then get a laptop and complete the lab write-up (you need to finish this before you study for the quiz).

Bio 9B: Tuesday, Title: Introduction to Nutrition and Digestion

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Bio 9B: Tuesday, Title: Introduction to Nutrition and Digestion

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