Chapter 3 The Molecules of Life.

Chapter 3 The Molecules of Life

Biology and Society: Got Lactose?
Lactose is the main sugar found in milk. Some adults exhibit lactose intolerance, the inability to properly digest lactose. Lactose-intolerant individuals are unable to digest lactose properly. Lactose is broken down by bacteria in the large intestine producing gas and discomfort. There is no treatment for the underlying cause of lactose intolerance. Affected people must Avoid lactose-containing foods or Take the enzyme lactase when eating dairy products © 2010 Pearson Education, Inc.

Evolution Connection: Evolution and Lactose Intolerance in Humans
Most people are lactose-intolerant as adults: African Americans and Native Americans — 80% Asian Americans — 90% But only 10% of Americans of northern European descent are lactose-intolerant © 2010 Pearson Education, Inc. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Lactose tolerance appears to have evolved in northern European cultures that relied upon dairy products. Ethnic groups in East Africa that rely upon dairy products are also lactose tolerant. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

A dehydration reaction
Polymers are made by stringing together many smaller molecules called monomers. A dehydration reaction Links two monomers together Removes a molecule of water Organisms also have to break down macromolecules. Hydrolysis Breaks bonds between monomers Adds a molecule of water Reverses the dehydration reaction Student Misconceptions and Concerns 1. General biology students might not have previously taken a chemistry course. The concept of molecular building blocks that cannot be seen can be abstract and difficult to comprehend for such students. Concrete examples from our diets and good images will increase comprehension. 2. Students might need to be reminded about the levels of biological organization. The relationship between atoms, monomers, and polymers can be confusing as each is discussed. Consider noting these relationships somewhere in the classroom (such as on the board) where students can quickly glance for reassurance. Teaching Tips 1. A drill with interchangeable drill bits is a nice analogy to carbon skeletons with different functional groups. The analogy supports the role of different functions with different structures. 2. Train cars linking together to form a train is a nice analogy to monomers linking to form polymers. Consider adding that as the train cars are joined, a puff of steam appears—thus, the reference to water production and a dehydration reaction when linking molecular monomers.

LARGE BIOLOGICAL MOLECULES
There are four categories of large molecules in cells: Carbohydrates Lipids Proteins Nucleic acids Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Carbohydrates Carbohydrates are sugars or sugar polymers. They include
Small sugar molecules in soft drinks Long starch molecules in pasta and potatoes Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Monosaccharides & Disaccharides
Monosaccharides are simple sugars that cannot be broken down by hydrolysis into smaller sugars. Common examples are Glucose in sports drinks Fructose found in fruit A disaccharide is A double sugar Constructed from two monosaccharides Formed by a dehydration reaction Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Disaccharides include
Lactose in milk (see next slide) Maltose in beer, malted milk shakes, and malted milk ball candy Sucrose in table sugar Sucrose is The main carbohydrate in plant sap Rarely used as a sweetener in processed foods High-fructose corn syrup is made by a commercial process that converts natural glucose in corn syrup to much sweeter fructose. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Glucose Galactose Lactose
Figure 3.7 Figure 3.7 Disaccharide (double sugar) formation

high-fructose corn syrup
processed to extract Starch broken down into Glucose converted to sweeter Fructose added to foods as high-fructose corn syrup Ingredients: carbonated water, high-fructose corn syrup, caramel color, phosphoric acid, natural flavors Figure 3.8 Figure 3.8 High-fructose corn syrup

Polysaccharides Polysaccharides are Complex carbohydrates
Made of long chains of sugar units and polymers of monosaccharides Examples include: starch, glycogen and cellulose Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Glucose monomer Figure 3.9 a Starch b Glycogen c Cellulose
Starch granules a Starch Glycogen granules b Glycogen Cellulose fibril Cellulose molecules c Cellulose Figure 3.9 Figure 3.9 Polysaccharides

Potatoes and grains are major sources of starch in the human diet.
Starch is A familiar example of a polysaccharide Used by plant cells to store energy Potatoes and grains are major sources of starch in the human diet. Glycogen is Used by animals cells to store energy Converted to glucose when it is needed Cellulose Is the most abundant organic compound on Earth Forms cable-like fibers in the tough walls that enclose plants Cannot be broken apart by most animals Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Lipids Lipids are Neither macromolecules nor polymers
Hydrophobic, unable to mix with water Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Vinegar (hydrophilic)
Oil (hydrophobic) Vinegar (hydrophilic) Figure 3.10 Figure 3.10 The separation of hydophobic and hydrophilic components in salad dressing

Fats A typical fat, or triglyceride, consists of a glycerol molecule joined with three fatty acid molecules via a dehydration reaction. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Figure 3.11 Fatty acid Glycerol
(a) A dehydration reaction linking a fatty acid to glycerol (b) A fat molecule with a glycerol “head” and three energy-rich hydrocarbon fatty acid “tails” Figure 3.11 Figure 3.11 The syntheseis and structure of a fat, or triglyceride

Fats perform essential functions in the human body including
Energy storage Cushioning Insulation Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Most animal fats Have a high proportion of saturated fatty acids
Can easily stack, tending to be solid at room temperature Contribute to atherosclerosis, a condition in which lipid-containing plaques build up within the walls of blood vessels Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Most plant oils tend to be low in saturated fatty acids and liquid at room temperature.
Hydrogenation Adds hydrogen Converts unsaturated fats to saturated fats Makes liquid fats solid at room temperature Creates trans fat, a type of unsaturated fat that is even less healthy than saturated fats Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

TYPES OF FATS Saturated Fats Unsaturated Fats
Margarine INGREDIENTS: SOYBEAN OIL, FULLY HYDROGENATED COTTONSEED OIL, PARTIALLY HYDROGENATED COTTONSEED OIL AND SOYBEAN OILS, MONO AND DIGLYCERIDES, TBHO AND CITRIC ACID ANTIOXIDANTS Plant oils Trans fats Omega-3 fats Figure 3.12 Figure 3.12 Types of fats

Steroids Steroids are very different from fats in structure and function. The carbon skeleton is bent to form four fused rings. Cholesterol is A key component of cell membranes The “base steroid” from which your body produces other steroids, such as estrogen and testosterone Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Cholesterol Testosterone A type of estrogen Figure 3.13
Figure 3.13 Examples of steroids

Synthetic anabolic steroids
Resemble testosterone Mimic some of its effects Can cause serious physical and mental problems Are abused by athletes to enhance performance Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Proteins Proteins Are polymers constructed from amino acid monomers
Perform most of the tasks the body needs to function Form enzymes, chemicals that change the rate of a chemical reaction without being changed in the process Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

MAJOR TYPES OF PROTEINS
Structural Proteins Storage Proteins Contractile Proteins Transport Proteins Enzymes Figure 3.15 Figure 3.15 Major types of proteins

Proteins as Polymers Cells link amino acids together by dehydration reactions, forming peptide bonds and creating long chains of amino acids called polypeptides. The specific sequence of amino acids in a protein is its primary structure. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Figure 3.20-4 Amino acids b Secondary structure c Tertiary
d Quaternary structure a Primary structure Pleated sheet Protein with four polypeptides Polypeptide Alpha helix Figure Figure 3.20 The four levels of protein structure (Step 4)

What Determines Protein Shape?
A protein’s shape is sensitive to the surrounding environment. Unfavorable temperature and pH changes can cause denaturation of a protein, in which it unravels and loses its shape. High fevers (above 104º F) in humans can cause some proteins to denature. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Misfolded proteins are associated with
Alzheimer’s disease Mad cow disease Parkinson’s disease Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Nucleic Acids Nucleic acids
Are macromolecules that provide the directions for building proteins Include DNA and RNA Are the genetic material that organisms inherit from their parents Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

DNA resides in cells in long fibers called chromosomes.
A gene is a specific stretch of DNA that programs the amino acid sequence of a polypeptide. The chemical code of DNA must be translated from “nucleic acid language” to “protein language.” Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Gene DNA Nucleic acids RNA Amino acid Protein Figure 3.22
Figure 3.22 Building a protein

Nucleic acids are polymers of nucleotides.
Each nucleotide has three parts: A five-carbon sugar A phosphate group A nitrogenous base Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Each DNA nucleotide has one of the following bases:
Adenine (A) Guanine (G) Thymine (T) Cytosine (C) Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

two polynucleotide strands
Base pair Hydrogen bond b Double helix two polynucleotide strands Figure 3.25b Figure 3.25b The structure of DNA: double helix

Two strands of DNA join together to form a double helix.
Bases along one DNA strand hydrogen-bond to bases along the other strand. The functional groups hanging off the base determine which bases pair up: A only pairs with T. G can only pair with C. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

RNA, ribonucleic acid, is different from DNA.
RNA is usually single-stranded but DNA usually exists as a double helix. RNA uses the sugar ribose and the base uracil (U) instead of thymine (T). Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Figure UN3-2 Large biological molecules Functions Components Examples
Monosaccharides: glucose, fructose Disaccharides: lactose, sucrose Polysaccharides: starch, cellulose Dietary energy; storage; plant structure Carbohydrates Monosaccharide Long-term energy storage fats; hormones steroids Fatty acid Fats triglycerides; Steroids testosterone, estrogen Lipids Glycerol Components of a triglyceride Amino group Carboxyl group Lactase an enzyme, hemoglobin a transport protein Enzymes, structure, storage, contraction, transport, and others Proteins Side group Amino acid Phosphate Base Information storage Nucleic acids DNA, RNA Sugar Nucleotide Figure UN3-2 Figure 3.UN2 Summary: biological molecules

Chapter 3 The Molecules of Life.

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Chapter 3 The Molecules of Life.

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