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Today’s Agenda. Period 1: Quiz on Cell Respiration If finished early: Extra Credit – Science News Article Period 2: Brief overview of Reading Notes (previewing & summarizing) Reading: Ch. 38.1, pages 971-973 Quick Reading Comprehension Quiz. Objectives for Class:

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Today s agenda
Today’s Agenda

Period 1:

  • Quiz on Cell Respiration

  • If finished early: Extra Credit – Science News Article

    Period 2:

  • Brief overview of Reading Notes (previewing & summarizing)

  • Reading: Ch. 38.1, pages 971-973

  • Quick Reading Comprehension Quiz

  • Objectives for Class:

    • Show what you know about cell respiration on the quiz.

    • Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein)

    • Identify examples of foods that contain carbohydrates, lipids, and proteins.


Effective active reading notes
Effective Active Reading Notes

  • Preview the text

    • Look at headings, pictures, captions, bold words

    • Make a prediction about the main ideas

    • Write a question you think/hope will get answered

  • Actively read by taking notes in whatever way is most helpful for you.

    • Writing questions & connections as well as key ideas can be helpful… try a 2-column format.

  • Summarize the main ideas & key points in a short paragraph (in your own words)

  • 10.15.09

  • Section 38.1: Food & Nutrition

  • Preview:

  • I think this section is about…

  • Question: What is a nutrient?

  • Notes:

Key Points Q’s/Connections

Summary:


Bio 9: Friday, 10.16.09Title: Nutrients in Food

  • Homework:

    • Read pgs. 44-46 and answer the questions on the back of the assignment sheet (do this in your notebook).

  • Do Now:

    • In this Hamburger…

      • What are the sources of carbohydrates?

      • What are the sources of lipids (fats)?

      • What are the sources of proteins?

      • List any ingredients for which you’re not sure

        which category (carbs, lipids, proteins) they go in

  • Today’s Objectives:

    • Identify the major learning goals of the Digestion Unit

    • Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.


Identifying the Carbon Compounds in this Hamburger

Lettuce and Tomato = Carbohydrate (Fiber)

Ketchup = Mostly Carbohydrate (simple sugar from Corn Syrup)

Hamburger Meat = Lipids and Proteins

Cheese = Mostly Proteins and Lipids

Bun = Carbohydrate (Complex Carb from Starch)

  • Objectives for Class:

    • Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.

    • Identify examples of foods that contain carbohydrates, lipids, and proteins.


The next month or so at a glance biochemistry the power of enzymes and digestion
The next Month (or so) at a Glance: Biochemistry, The Power of Enzymes, and Digestion

We will be answering these questions:

  • What’s in this Hamburger?

  • How do we get the stuff that’s in it, out?

  • What happens to this stuff as we get it out?

  • Why do we need this stuff?

    By the end of this unit, you should be able to…

  • Explain why we need carbohydrates, lipids, and proteins

  • Explain how we extract these nutrients from food

  • Explain how an enzyme’s structure fits its function

  • Explain how structures in the digestive system fit their function

  • Explain why enzymes are essential to digestion

  • Exhibit basic lab safety skills in the McMush & Enzyme Labs


Design a meal
Design A Meal

What foods have these compounds?

  • Part I: Do Now

    • In the food/meal that you thought of for homework…

      • What are the sources of carbohydrates?

      • What are the sources of lipids (fats)?

      • What are the sources of proteins?

      • List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in

  • Part II:

    • Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?

  • Part III:

    • Draw a picture of your meal on a larger piece of paper

    • Label the Carbon Compounds on the picture

    • Under each Label

      • List the things these individual compounds do for our bodies

      • List at least Two Major Characteristics of each compound

  • Objectives for Class:

    • Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.

    • Identify examples of foods that contain carbohydrates, lipids, and proteins.


Bio 9C: Friday, 10.16.09Title: Nutrients in Food

  • Homework:

    • Read pgs. 44-46 and answer the questions on the back of the assignment sheet (do this in your notebook).

  • Do Now:

    • In the food/meal that you thought of for homework…

      • What are the sources of carbohydrates?

      • What are the sources of lipids (fats)?

      • What are the sources of proteins?

      • List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in

  • Today’s Objectives:

    • Identify the major learning goals of the Digestion Unit

    • Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein)

    • Identify examples of foods that contain carbohydrates, lipids, and proteins.


The next month or so at a glance biochemistry the power of enzymes and digestion1
The next Month (or so) at a Glance: Biochemistry, The Power of Enzymes, and Digestion

We will be answering these questions:

  • What’s in this Hamburger?

  • How do we get the stuff that’s in it, out?

  • What happens to this stuff as we get it out?

  • Why do we need this stuff?

    By the end of this unit, you should be able to…

  • Explain why we need carbohydrates, lipids, and proteins

  • Explain how we extract these nutrients from food

  • Explain how an enzyme’s structure fits its function

  • Explain how structures in the digestive system fit their function

  • Explain why enzymes are essential to digestion

  • Exhibit basic lab safety skills in the McMush & Enzyme Labs


Design a meal1
Design A Meal

What foods have these compounds?

  • Part I: Do Now

    • In the food/meal that you thought of for homework…

      • What are the sources of carbohydrates?

      • What are the sources of lipids (fats)?

      • What are the sources of proteins?

      • List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in

  • Part II:

    • Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?

  • Part III:

    • Draw a picture of your meal on a larger piece of paper

    • Label the Carbon Compounds on the picture

    • Under each Label

      • List the things these individual compounds do for our bodies

      • List at least Two Major Characteristics of each compound

  • Objectives for Class:

    • Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein)

    • Identify examples of foods that contain carbohydrates, lipids, and proteins.


Bio 9C: Monday, 10.19.09Title: Carbon Compounds

  • Homework:

    • Use Effective Reading Strategies to Read pgs. 46-48. PAY CLOSEST ATTENTION TO PROTEINS AND LIPIDS! Put effective reading notes in your Notebook!

    • Read the entire McMush Lab packet

      • Answer the Pre-Lab questions on p. 1-2

      • Note: this is a long HW assignment!

  • Do Now:

    • On the next slide… slightly extended Do Now

  • Today’s Objectives:

    • Identify the 6 key elements found in living things

    • Explain how monomers and polymers relate to each other

    • Identify examples of foods that contain carbohydrates

    • Identify two key functions of carbohydrates in food


  • Carbon compounds the molecules of living things
    Carbon Compounds:The Molecules of Living Things

    Extended Do Now:

    • Find the handout labeled “Carbon Compounds: Chemical Structures.” Look at all the diagrams.

    • Why do you think these are called CARBON compounds? Write some reasons in your notebook.


    Let s get a sense of scale how do molecules atoms relate to cells
    Let’s get a sense of scale: How Do Molecules & Atoms Relate to Cells?

    Zoom In


    Zoom in…

    A Single Organelle (chloroplast) in the Cell

    PLANT CELLS

    Atoms come together to make up molecules

    Zoom in a lot more…

    A Single Molecule inside the Organelle (chlorophyll)

    What elements do you see in the atoms that make up this molecule?


    Six common elements in living things
    Six Common Elements in Living Things:

    • Carbon (C)

    • Hydrogen (H)

    • Nitrogen (N)

    • Oxygen (O)

    • Phosphorus (P)

    • Sulfur (S)

    CHNOPS

    • Objectives for Class:

      • Identify the 6 key elements found in living things

      • Explain how monomers and polymers relate to each other

      • Identify examples of foods that contain carbohydrates

      • Identify two key functions of carbohydrates in food


    Carbon the swiss army knife element of life
    Carbon:The “Swiss Army Knife” Element of Life

    More versatile than any other element!

    • Can bond with itself and many other elements

    • Forms millions of large molecules

      Monomer

      – a single, building-block molecule based on carbon

      Polymer (a.k.a. Macromolecule)

      – “Many monomers” a long chain of monomers bonded together to form one huge molecule

    • Objectives for Class:

      • Identify the 6 key elements found in living things

      • Explain how monomers and polymers relate to each other

      • Identify examples of foods that contain carbohydrates

      • Identify two key functions of carbohydrates in food


    4 types of carbon based compounds
    4 Types of Carbon-Based Compounds:

    Carbon combines with Hydrogen, Nitrogen,Oxygen, Phosphorus, and Sulfur to form these 4 Compounds:

    • Carbohydrates

    • Lipids

    • Proteins

    • Nucleic Acids

      Each type is made of monomers that connect to form polymers.

      IMPORTANT NOTE:

      Each type is separate – not made of each other! Lipids are not made of carbs!]

    • Objectives for Class:

      • Identify the 6 key elements found in living things

      • Explain how monomers and polymers relate to each other

      • Identify examples of foods that contain carbohydrates

      • Identify two key functions of carbohydrates in food


    Carbohydrates contain c h 2 o
    Carbohydrates contain C-H2O

    Simple sugars

    • Monosaccharide = onesugar

      Ex: glucose, fructose

    • Disaccharide = doublesugar

      Ex: sucrose, lactose, maltose

    • Used as an immediate energy source

      (for cell respiration to make ATP)

      Foods: sugar, fruit, candy, juice, soda

    • Objectives for Class:

      • Identify the 6 key elements found in living things

      • Explain how monomers and polymers relate to each other

      • Identify examples of foods that contain carbohydrates

      • Identify two key functions of carbohydrates in food


    More carbohydrates
    More Carbohydrates

    Complex sugars

    • Polysaccharide = manysugars

    • Can be used for:

      • Long-term energy storage

        Ex: Starch

        Foods: grains, root vegetables (bread, pasta, cereal, rice, corn, potatoes)

      • Structural support

        Ex: cellulose (plant cell walls) (aka “fiber”)

        Foods: fruits, vegetables, whole grains (lettuce, celery, whole wheat)

    • Objectives for Class:

      • Identify the 6 key elements found in living things

      • Explain how monomers and polymers relate to each other

      • Identify examples of foods that contain carbohydrates

      • Identify two key functions of carbohydrates in food


    Design a meal day 2 carbs
    Design A Meal - Day 2 “Carbs”

    What foods have these compounds?

    • Part I: Do Now

      • In the food/meal that you thought of for homework…

        • What are the sources of carbohydrates?

        • What are the sources of lipids (fats)?

        • What are the sources of proteins?

        • List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in

    • Part II:

      • Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?

    • Part III:

      • Draw a picture of your meal on a larger piece of paper

      • Label the Carbon Compounds on the picture

      • Under the CarbohydrateLabels:

        • List at least Two Major Characteristics of the carbohydrates

        • Describe what the carbohydrates do for our bodies

    • Objectives for Class:

      • Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.

      • Identify examples of foods that contain carbohydrates, lipids, and proteins.


    Bio 9C: Thursday, 10.22.09Title: The McMush Lab

    Double Block

    • Homework:

      McMush Lab Informal Lab Report – Paragraphs 1, 2, and most of 3. Due Tuesday, 10.27.09

    • Do Now:

      • Get Goggles and Apron On!

      • Take out the McMush Lab packet and a pen/pencil

      • Clear your table of everything else

    • Today’s Objectives:

      • Follow lab safety guidelines and lab procedures

      • Predict which carbon compounds are in a Happy Meal

      • Use chemical indicators to test the compounds in a Happy Meal


    The world famous mcmush lab important terms and concepts i
    The World Famous McMush Lab… Important Terms and Concepts I

    • What are chemical Indicators?

      • Chemicals that indicate the presence of a certain substance by changing color when they are in contact with that substance.

      • A change in color = Positive Result (the substance is there)

      • NO change in color = Negative Result(the substance is NOT there)

    • 3 Chemical Indicators in this Lab:

      • Benedicts Solution: Changes color when it comes in contact with a Monosaccharide likeGlucose

      • Iodine:Changes color when it comes in contact with a Polysaccharide like Starch

      • Buiret Solution: Changes color when it comes in contact with a Protein

    • Negative Control = Water

      • The variable that is the same for all test trials. It is guaranteed to give a Negative Result

      • Why use water?

    • Why must we do Part I BEFORE Part II? What does Part I tell us so that we can do Part II?

    • Procedural Notes:

      • Each team member should be the leader for 2 of the 4 tests

      • When using the Hot Plate and Boiling the water - NO Messing Around


    The world famous mcmush lab important terms and concepts ii
    The World Famous McMush Lab… Important Terms and Concepts II

    • Using the well plate for the protein and starch tests

      • Use 2 wells for the Protein Test

        • (one for the pure protein, the other for Water)

      • Use 2 wells for the Protein Test

        • (one for the Starch, the other for Water)

    Protein Solution + Biuret Indicator

    Water in Protein Test + Biuret Indicator

    Starch Solution + Iodine Indicator

    Water in Protein Test + Iodine Indicator


    Bio 9C: Thursday, 10.22.09Title: Carbon Compounds, cont. - Proteins!

    • Homework:

      • McMush Lab Informal Lab Report – Paragraphs 1, 2, and most of 3. Due Tuesday, 10.27.09 Do Now: (in your notebook)

        Don Now:

      • What types of foods contain a lot of protein?

      • What was the protein source in what you ate for dinner last night?

    • Today’s Objectives:

      • Identify examples of foods that contain proteins

      • Identify two key functions of proteins

      • Describe the monomers and polymers of proteins


    What Foods Contain Proteins?

    • Most animal products such as

      • Meat & fish

      • Eggs

      • Milk, yogurt, cheese

    • Beans and nuts(especially when eaten in combination with complex carbs)

    • Objectives for Class:

      • Identify examples of foods that contain proteins

      • Identify two key functions of proteins

      • Describe the monomers and polymers of proteins


    Proteins contain C, H, O, N and some S

    Have thousands of different uses!

    Proteins can be…

    • Enzymes (control chemical reactions)

    • Hormones (ex: insulin)

    • Transporters

      • in cell membranes

      • in blood cells (hemoglobin)

    • Body structures (hair, muscle, skin, bone)

    • Immune system (fight diseases)

    • Objectives for Class:

      • Identify examples of foods that contain proteins

      • Identify two key functions of proteins

      • Describe the monomers and polymers of proteins


    How can there be so many Different Proteins?

    Proteins are made of:

    • Amino acids (monomers)

    • There are 20 different amino acids (different R’s)

    • Thousands of A.A.’s connect in any possible order to form long chains 

      this makes thousands of different possible proteins

    • Objectives for Class:

      • Identify examples of foods that contain proteins

      • Identify two key functions of proteins

      • Describe the monomers and polymers of proteins


    Design a meal continued
    Design A Meal - continued

    What foods have these compounds?

    • Part I: Do Now

      • In the food/meal that you thought of for homework…

        • What are the sources of carbohydrates?

        • What are the sources of lipids (fats)?

        • What are the sources of proteins?

        • List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in

    • Part II:

      • Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?

    • Part III:

      • Draw a picture of your meal on a larger piece of paper

      • Label the Carbohydrates and Proteinson the picture

      • Under each Label

        • List the things these individual compounds do for our bodies

        • List at least Two Major Characteristics of each compound

    • Objectives for Class:

      • Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.

      • Identify examples of foods that contain carbohydrates, lipids, and proteins.


    Bio 9B: Friday, 10.23.09Title: NO CLASS Community Service Day

    • See you Monday…


    Bio 9C: Wednesday, 10.28.09Title: Carbon Compounds, cont. - Lipids! (block 1)

    Double Block

    • Homework:

      McMush Lab Informal Lab Report due today

      Complete two paragraphs in NOTEBOOKS according to assignment sheet prompts.

    • Do Now: (in your notebook)

      • What happens when you pour oil into water? Why do you think this happens?

    • Today’s Objectives for Block 1:

      • Identify examples of foods that contain lipids

      • Identify two key functions of lipids

      • Describe the monomers and polymers of lipids


    Lipids contain mostly C and H

    • Examples:

      • Fats, oils, cholesterol, waxes

    • Characteristics:

      • Made of fatty acids and glycerol

      • Do not dissolve in water (repel water)

    • How It’s Used:

      • Long-term ENERGY storage

      • Cell membranes

      • Waterproofing

      • Steroid hormones

        Foods: Oils (from nuts, seeds, fish, cheese, meat), butter, lard.

    Mad carbons = Mad Energy

    (aka – mad calories)

    Note: The structure of the Fatty Acid determines the type of Fat (i.e.: saturated vs. unsaturated)

    • Objectives for Class:

      • Identify examples of foods that contain lipids

      • Identify two key functions of lipids

      • Describe the monomers and polymers of lipids


    Design a meal day 4 lipids
    Design A Meal – Day 4 “Lipids”

    What foods have these compounds?

    • Part I: Do Now

      • In the food/meal that you thought of for homework…

        • What are the sources of carbohydrates?

        • What are the sources of lipids (fats)?

        • What are the sources of proteins?

        • List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in

    • Part II:

      • Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?

    • Part III:

      • Draw a picture of your meal on a larger piece of paper

      • Label the Carbohydrates,Proteins and Lipidson the picture

      • Under each Label

        • List the things these individual compounds do for our bodies

        • List at least Two Major Characteristics of each compound

    • Objectives for Class:

      • Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.

      • Identify examples of foods that contain carbohydrates, lipids, and proteins.


    Nucleic Acids contain C, H, O, N and P

    • Used to store and transmit genetic instructions for making proteins

    • DNA (stores genetic info)

    • RNA (carries genetic info to ribosomes)

    Made of:

    • Nucleotides (monomers)

    • Connected together into long chains (helix)

    Objectives for Class:


    Introduction to Enzymes: Transition

    • Objectives for Class:

      • Explain the difference between reactants and products in a chemical reaction

      • Explain how an enzyme’s structure fits it function


    Introduction to Enzymes: “Chemical Reaction Vocab”

    • See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc

    • Some new Vocab:

      • Chemical Reaction: Process that changes or transforms one set of chemicals into another

      • Reactants: compounds that enter the chemical reaction

      • Products: compounds that are produced in the chemical reaction

      • Catalyst: Something that speeds up a chemical reaction

        • Either to build something – Synthesis

        • Or to break something – Decomposition

    • Objectives for Class:

      • Explain the difference between reactants and products in a chemical reaction

      • Explain how an enzyme’s structure fits it function


    Introduction to Enzymes: “Chemical Reaction Vocab”

    • See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc

    • Some More Vocab:

      • Enzymes: Proteins that speed up reactions (the “catalyst”)

      • Substrate: The reactants in a chemical reaction

    • Objectives for Class:

      • Explain the difference between reactants and products in a chemical reaction

      • Explain how an enzyme’s structure fits it function


    Introduction to Enzymes: “Chemical Reaction Vocab”

    • Let’s take a reaction we have seen a few times to illustrate the vocabulary…

    glucose + oxygencarbon dioxide + water + ATP energy + heat

    Substrates/ Reactants = Stuff Entering a Chemical Reaction

    Products = Stuff Produced from a Chemical Reaction

    • Objectives for Class:

      • Explain the difference between reactants and products in a chemical reaction

      • Explain how an enzyme’s structure fits it function


    Bio 9C: Thursday, 10.29.09Title: Introduction to Enzymes

    • Homework:

      • Complete the Starch Digestion Pre-lab

    • Do Now: (in your notebook):

      • Which shapes would fit together? Why?

    • Today’s Objectives for Block:

      • Explain the difference between reactants and products in a chemical reaction

      • Explain how an enzyme’s structure fits it function


    Introduction to Enzymes: “Enzyme catalyzed reaction”

    Substrate = Reactants of a Chemical Reaction

    “Bonding Site” – where the substrate bonds to the enzyme

    Enzyme = Protein that “Speeds Up” a Chemical Reaction

    Enzymes are a “catalyst”

    This shows the reaction happening!!!

    Products = Stuff Produced from a Chemical Reaction

    “Enzyme – Substrate Complex”

    • Objectives for Class:

      • Explain the difference between reactants and products in a chemical reaction

      • Explain how an enzyme’s structure fits it function


    Enzymes in Action: “Lew-Port’s Biology Place”

    • Notes use the following Website:

    • Lew-Port’s Biology Place

    • http://www.lpscience.fatcow.com/jwanamaker/animations/Enzyme%20activity.html

    • Objectives for Class:

      • Explain the difference between reactants and products in a chemical reaction

      • Explain how an enzyme’s structure fits it function


    Enzymes in Action

    This model shows the molecular structures of the enzyme and substrate in a reaction that breaks down glucose.

    • Objectives for Class:

      • Explain the difference between reactants and products in a chemical reaction

      • Explain how an enzyme’s structure fits it function


    Introduction to Enzymes:

    “Starch Digestion w/ Salivary Amylase”

    • Students read Background Information to themselves

    • Whole Class Discussion of Background Info

    • Students work in Pairs to complete Pre-Lab

    • Objectives for Class:

      • Explain the difference between reactants and products in a chemical reaction

      • Explain how an enzyme’s structure fits it function


    Enzyme lab starch digestion w salivary amylase seats
    Enzyme Lab: Starch Digestion w/ Salivary Amylase – Seats

    Nehemie

    Aaliyah

    * Get apron and goggles, then sit down.

    Biverly

    Alejandra

    Arielle Jasmine

    Rishab

    Carl

    Drishti

    Maddie

    Yasmine

    Kiraleah

    Alain

    Erik

    Rowan Derrell

    Merrelin

    Larissa

    Hannah

    Milly

    Ashley

    Michael

    Gustavo

    door Front of room


    Bio 9C: Friday, 10.30.09Title: Enzyme Lab: Starch Digestion

    Double Block

    • Homework:

      • Answer the lab analysis questions (typed or neatly written on separate paper). STAPLE to the packet!!!!!!!!!!!!!!!!!!!!

    • Do Now: (in your notebook)

      • In 1-2 sentences, explain what this chemical equation means:

        STARCH GLUCOSE

    • Today’s Objectives:

      • Predict how an enzyme affects the speed of a chemical reaction

      • Use proper lab procedures to test how saliva enzymes affect the speed at which starch breaks down into glucose

    salivary amylase


    Enzyme lab starch digestion w salivary amylase starch glucose
    Enzyme Lab: Starch Digestion w/ Salivary Amylase STARCH GLUCOSE

    salivary amylase

    • Safety:

      • Goggles and apron

      • Be careful around hot plates!

    • Procedure:

    Starch & Water& Enzyme

    (salivary amylase)

    Starch & Water

    Questions:

    Which tube will contain glucose after 10 minutes?

    How will we know?


    Enzyme Lab: Starch Digestion w/ Salivary Amylase STARCH GLUCOSE

    salivary amylase

    • Safety:

      • Goggles and apron

      • Be careful around hot plates!

    • Clean Up:

      • Pour test tubes into waste container

      • Rinse test tubes in soapy water

      • Turn off hot plates if everyone at your table is done

    • If finished early:

      • Discuss Analysis Question #2 with your partner


    Bio 9C: Monday, 11.2.09Title: Design an Experiment

    • Homework:

      • Complete the Introduction, Hypothesis, and Procedure sections of the lab report

    • Do Now: (in your notebook)

      • Complete the two questions that are on the Enzyme Lab Extension packet.

    • Today’s Objectives:

      • Develop a set of procedures for an experiment

      • Use your knowledge of how enzymes are denatured to develop a set of procedures to denature salivary amylase


    Enzyme Lab Extension: Design an Experiment

    • In groups of 4, follow the steps to develop a set of procedures for the enzyme lab extension.

    • Use the form titled:

      “Enzyme Lab Extension – Design an Experiment: Developing Procedures to Test for the Denaturing of Salivary Amylase”


    Bio 9C: Wednesday, 11.4.09Title: Design an Experiment – Day 2

    Single Block –

    not a Double Block

    • Homework:

      • Refine your procedures

      • QUIZ IS POSTPONED until next week

    • Do Now: (in your notebook)

      • What has been the most difficult aspects of developing the procedures for this lab?

      • (I also need to give you an update on where we stand with the Enzyme Lab, McMush Lab, and the postponed quiz)

    • Today’s Objectives:

      • Develop a set of procedures for an experiment

      • Use your knowledge of how enzymes are denatured to develop a set of procedures to denature salivary amylase


    Enzyme Lab Extension: Design an Experiment

    • Get back into your groups of 4 from Monday

    • Complete Background Info to Step B of the Procedure section

    • Tomorrow, each group will complete their procedures and materials list. You will also develop a data table to take your Results.

    • Friday, we will carry out your lab procedure


    Bio 9C: Thursday, 11.5.09Title: Design an Experiment – Day 3

    • Homework:

      • Review Procedures for Lab.

      • QUIZ IS POSTPONED until next week

    • Do Now: (in your notebook)

      • Get into your groups and begin developing the procedure for your lab

      • Review background info

    • Today’s Objectives:

      • Develop a set of procedures for an experiment

      • Use your knowledge of how enzymes are denatured to develop a set of procedures to denature salivary amylase


    Enzyme Lab Extension: Design an Experiment

    Today:

    • Get back into your groups of 4 from Monday

    • Complete Procedure section through the Results section

    • Tomorrow, each group will carry out their OWN experiment!!!!


    Enzyme lab denaturing salivary amylase seats
    Enzyme Lab: Denaturing Salivary Amylase – Seats

    Nehemie

    Hannah

    Erik

    Carl

    Heat

    DrishtiMilly

    AaliyahYasmine

    pH

    Heat

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    Bio 9C: Friday, 11.6.09Title: Denaturing Salivary Amylase Experiment

    • Homework:

      1. Type up procedures from this lab. Make data table in Word or Excel.

    • Do Now:

      • Get Goggles and Apron On!

      • Take out your procedures

      • Clear your table of everything else

    • Today’s Objectives:

      • Develop a set of procedures for an experiment

      • Follow lab safety guidelines and lab procedures

      • Use your knowledge of how enzymes are denatured to develop a set of procedures to denature salivary amylase


    Enzyme lab denaturing salivary amylase
    Enzyme Lab: Denaturing Salivary Amylase

    • Safety:

      • Goggles and apron

      • Be careful around hot plates!

    • Procedures:


    Bio 9C: Monday, 11.9.09Title: Denaturing Salivary Amylase Experiment wrap-up

    • Homework:

      Evaluate your McMush Section

    • Do Now:

      • What was the purpose of the Denaturing Lab?

    • Today’s Objectives:

      • Develop a set of procedures for an experiment

      • Follow lab safety guidelines and lab procedures

      • Use your knowledge of how enzymes are denatured to develop a set of procedures to denature salivary amylase


    Enzyme lab denaturing salivary amylase review
    Enzyme Lab: Denaturing Salivary Amylase Review


    Bio 9C: Thursday, 11.12.09Title: McMush Revision

    • Homework:

      2. In Your Notebook: Use the study guide to begin studying for the Carbon Compounds and Enzymes Quiz that we are having on Friday. Identify the top 5 questions you find most difficult, circle them, and respond to them in as much detail as possible! I will check these on Thursday.

    • Do Now:

      • Find classmates that have the same McMush section that you reviewed last night for homework.

    • Today’s Objectives:

      • Develop a set of criteria for guiding high quality scientific writing assignments


    Developing Criteria to Guide Scientific Writing

    Complete the following steps in your notebook. Clearly label the steps.

    • Step 1: Section Calibration

      • Find classmates that have the same section as you.

      • Compare your notes for your respective evaluations

        • Which response is stronger and why?

        • Compare your notes of the 3 qualities that make it stronger – compile your list and narrow the criteria to less than 5 qualities that make the stronger selection a better choice

  • Step 2: Lab Report Jigsaw

    • Form groups with classmates who have the three other sections

    • Compare the criteria of good scientific writing your last groups came up with.

    • Use a table to compare the criteria different groups developed so that one side shows the similarities and the other shows the differences.

    • Use this analysis to compile a list of at lease 5 qualities that make scientific writing strong.

    • When completed write these 5 things on the side white boards

    • Objectives for Class:

      • Develop a set of criteria for guiding high quality scientific writing assignments


    Bio 9C: Friday, 11.13.09Title: McMush Revision

    • Homework:

      1. Finish McMush Revisions

      2. Continue studying for Quiz on Wednesday

    • Do Now:

      • Sit with your group members from Part II on Tuesday’s class

    • Today’s Objectives:

      • Develop a set of criteria for guiding high quality scientific writing assignments


    Developing Criteria to Guide Scientific Writing

    Complete the following steps in your notebook. Clearly label the steps.

    • Step 3: Whole Class Discussion

      • As a whole class, compare the similarities and differences between the criteria that each group developed.

      • From this data, what are the Top 5 criteria that can be used to guide strong scientific writing?

    • Objectives for Class:

      • Develop a set of criteria for guiding high quality scientific writing assignments


    9C’s 5 Criteria for Good Scientific Writing

    • Objectives for Class:

      • Develop a set of criteria for guiding high quality scientific writing assignments


    The world famous mcmush lab revision
    The World Famous McMush LabRevision

    Peer Revision:

    • Swap your McMush Lab Report with another student in your group.

    • Use the 5 Criteria we have just developed to evaluate your neighbor’s paper.

      • Next to each section of the paper (Intro, Methods, Results, Discussion) write and circle the number of the criteria ( i.e.: 4 ) that is either missing from the section and/or can be improved.

        You DO NOT need to revise the lab if you received 16/20 or higher for the lab report write-up (but you can)


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