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BIOLOGY

Sebastian Oddone

District Supervisor

June 2012Quarter 4

PresentersMercy Aycart

Jill BartleyMaggie GonzalezYoly McCarthy

• We are all learners today working toward same goals

• We share discussion time

• We are respectful of each another

• We turn off electronic devices

• Place all comments/ questions in the parking lot

NORMS

NORMS

BIOLOGY I COURSE CODE: 200031001

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

I. Introduction to Biology/Nature of Life* A. Introduction to Biology

OLOGY (What is Around us?) II. Ecosystems

A. Types of ecosystems * B. Aquatic systems (distribution of life and

chemical factors affecting aquatic ecosystems) C. Changes in ecosystems (disasters, succession,

climate change, invasive and non-invasive species)

D. Loss of biodiversity and its effects III. Population in an ecosystem

A. Population dynamics (immigration, emigration, births, deaths, limiting factors)

B. Carrying capacity (abiotic/ biotic factors) IV. Energy Flow

A. Role of organisms (producers, primary consumers, secondary consumers, tertiary consumers)

B. Food Chains and Food Webs C. Trophic levels and reduction of energy D. Biogeochemical Cycles (water and carbon)

V. Human Impact on the Cycles A. Predict impact on systems B. Costs and benefits renewable resources C. Sustainability and environmental policy

OLUTION (How did it get there?) VI. Origins of Life

A. Scientific Explanations and theories B. Conditions allowing for life on Earth C. Organic molecules/ Eukaryotes/ Chemical

evolution VII. Theory of Evolution

A. Theory vs. Law B. Evidence for (fossil record, comparative

anatomy, comparative embryology, biogeography, molecular biology, observed change)

VIII. Natural Selection A. Theory and discovery B. Conditions needed (overproduction of offspring,

inherited variation, struggle to survive) REVIEW OF BIOLOGY EOC AA BENCHMARKS

From 1st nine weeks

IX. Trends in Hominid Evolution A. Jaw structure B. Skulls

CLASSIFICATION (Why do we organize it the way we do?)

X. Taxonomy A. Domains and Kingdoms B. Why organisms are hierarchically classified C. Evolutionary relationships D. Why these classifications change

XI. Non-Vascular and Vascular plants A. Reproductive structures

XII. Plant Structures and Functions (Photosynthesis) A. Plant tissues and their processes (transpiration,

photosynthesis and respiration) XIII. Cellular Respiration Within Organisms

A. Role and importance in living things B. Reactants and products C. Role of ATP

XIV. Review of Animals A. Survey of Invertebrates B. Survey of Vertebrates

HUMAN BODY (How is our body composed?) XV. Review of Human Body Systems*

A. Integumentary System B. Skeletal System C. Muscular System D. Respiratory Systems E. Digestive and Excretory Systems

XVI. Nervous Systems A. Major Parts of the brain B. Functions

XVII. Circulatory A. Factors affecting blood pressure B. Factors affecting blood flow

XVIII. Immune System A. Basic function B. Types of responses C. Antibiotics and vaccines D. Genetic factors and its impact E. Environmental factors F. Prevention of communicable diseases

REVIEW OF BIOLOGY EOC AA BENCHMARKS From 2nd nine weeks

REPRODUCTION (How do we grow?) XIX. Human Reproductive system

A. Basic Anatomy and Physiology (male and female)

B. Fertilization to birth (all stages) XX. Cells

A. Cell theory and history B. Cell Structure and Function C. Prokaryotic vs. Eukaryotic D. Organelles: their roles and functions E. Cell membrane and cell wall (osmosis) F. Comparison of Plant and Animal Cells

XXI. Cell division: Mitosis A. Cell Cycle and process of Mitosis (Nuclear

Division) B. Importance of maintaining chromosome number C. Effects of mutations and uncontrolled cell

growth XXII. Meiosis: (Independent Assortment, crossing over,

non-disjunction) A. Mechanism for change B. Genetic Variation Resulting From Meiosis C. Formation of haploid gametes D. Comparison of Meiosis and Mitosis

GENETICS (How do we become different?) XXIII. Heredity - Mendelian Genetics

A. Law of Segregation and Independent assortment

B. Patterns of inheritance (dominant, recessive, co-dominant, sex-linked, incomplete dominance, polygenic, multiple alleles)

C. Probability and Punnett Squares D. Mechanism for evolutionary change (genetic

drift, gene flow) E. Causes of Genetic Diseases/ disorders

XXIV. Biotechnology A. Impact on society, individual, and environment B. Medical and ethical issues

REVIEW OF BIOLOGY EOC AA BENCHMARKS From 3rd nine weeks

MOLECULAR GENETICS (How do we code our differences?) XXV. DNA, Replication

A. Experiments and History* B. Structure * C. Universal code of life D. DNA Replication and conservation of genetic

information E. Mutations (effect on individual, effect on

offspring) XXVI. RNA and Protein Synthesis

A. RNA Structure* B. Transcription C. Translation D. Mutations (effect on evolution, increasing

genetic variation) BIOCHEMISTRY (What chemicals make these differences?) XXVII. Macromolecules

A. Four basic types B. Structure C. Function D. Enzymes as catalysts E. Effect of environment on enzymes

(environment, pH, Temperature) XXVIII. Properties of Water

A. Cohesion B. Ability to moderate temperature C. Expansion upon freezing D. Versatility as a solvent

XXIX. BIOLOGY EOC AA BENCHMARKS CRUNCH TIME (1 week)

FACTORS AFFECTING HUMAN HEALTH XXX. Prokaryotes , Viruses, Protista and Fungi*

A. Prokaryotes B. Viruses C. Protists D. Fungi

XXXI. Genetic Diseases and Human Genetics* A. DNA and the Human Genome Project B. Sex-Linked Genes C. Examining Human Chromosomes & Traits

*Denotes content necessary for in depth understanding of the content matter but will not be assessed on the EOC.

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UNIT: MOLECULAR GENETICS (How do we code our differences?)XXIV. DNA Replication

• Experiments and History*• Structure * • Universal code of life• DNA Replication and conservation of genetic

information• Mutations (effect on individual, effect on offspring)

XXV. RNA and Protein Synthesis• RNA Structure*• Transcription• Translation• Mutations (effect on evolution, increasing genetic

variation)

DNA Structure

LAB: DNA

Extraction

Website: Adapted from-http://ucbiotech.org/resources/display/files/dna_extraction_from_strawberrie.pdf

TOPIC XXV: DNA Replication (Universal code of life, DNA Structure)

Benchmark assessed: SC.912.L.16.3 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.

Also assesses:SC.912.L.16.4SC.912.L.16.8 SC.912.L.16.9 Explain how and why the genetic code is universal and is common to almost all organisms.*

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WHAT YOU NEED TO KNOW….

• Explain that the basic components of DNA are

universal in organisms.

• Explain how similarities in the genetic codes of

organisms are due to common ancestry and the

process of inheritance.

ENGAGEMENT: Extracting DNAChoose one to answer:

What is DNA and what does it look like? (Draw and or describe what you think)

Does DNA look the same in all organisms? (Draw and or describe what you think)

ENGAGEMENT (cont.): Background on Strawberry DNA

• Why? Strawberries are octaploid, (8 copies of every gene rather than 2); providing quantities of DNA to extract. MODIFICATION: Sources of DNA to experiment with: kiwis, bananas, and calf thymus.

• DNA molecule is thin, very long strand. DNA found in each human cell is almost 2 m long. If DNA in an adult were laid end to end, DNA would stretch 113 billion miles, but no microscopes are needed to see it here! Why???

• 1st cell walls are broken open by smashing strawberries in a plastic bag.

• 2nd detergent is used to dissolve the cell and nuclear membranes. Salt is present in the detergent solution in order to match the osmolarity of the cells.

• Big mix of smashed cell walls, dissolved membranes, loose DNA and random cell parts is filtered through paper towels and is soluble in water but not in alcohol (it makes DNA clump together.)

• Layer of alcohol laid on top of the filtrate. The DNA may be collected by twirling a skewer or glass stirring rod in the solution.

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EXPLORATION:• Put the strawberry in the bag,

squeeze out the air and seal the bag. Crush the strawberry into a pulp. Do not to pound.

• Open the bag and add 10 ml of extraction buffer. Seal the bag again and gently mix the juice with the extraction buffer.

• Wrap a paper towel around their finger then put their paper-wrapped finger into the mouth of the 250 ml beaker or cup.

• Pour the extract into the well in the paper towel. Allow the juice to filter for 3-5 minutes.

EXPLORATION (cont.):• Transfer liquid from the 15 ml

tube or cup into the clear test tube until the test tube is about a third full.

• Add 3 ml of ice cold ethanol to the test tube. You should end up with a red bottom layer and a clear top layer. After 2-3 minutes, a skewer or stirring rod can be inserted into the tube and gently swirled around and spool the DNA around the stick.

EXPLANATION:

Khan Academy Lesson:

Introduction to DNA

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EXPLANATION AND EVALUATION: • Why is it necessary to mash the

strawberries?

• What is the purpose of the detergent?

• What is the purpose of the salt?

• Name a liquid that DNA is not soluble in.

• Is the DNA that you extracted pure? What else might be attached to the DNA?

• Why might some people get more DNA than others?

• Can you see a single strand of DNA without a microscope? Explain how you were able to see the DNA in this experiment without magnification.

• Is DNA found in all living or once living cells?

• Since the strawberries were once living, and we extracted DNA from them, what does this mean about the foods you eat?

EXTENSION:• Make models of DNA using

materials at home. In grade level classes can be done as extra credit. For Honors classes it can be required.

• Can also be a class assignment. Have students bring things from home to build model in class as groups. Make sure they include labels for each part of the DNA. (Include genes in order to bring in connections from previous content) Can even make it to scale!

• DNA cardboard Model lesson

• Try to isolate DNA from other soft fruits and vegetables. This may even be done as homework as well.

• Compare the DNA yields and discuss why different plants would give different results.

• This could be done as a DI lesson to allow for interest or learning profile differences.

ANALYSIS OF THE LESSON:

“Did this lab FULLY

complete the

benchmark?”

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DNA Replication

LAB: Candy DNA

Replication

Website: http://www.accessexcellence.org/AE/ATG/data/released/0185-EllenMayo/

Develop an Essential Question

• Use the item specs to determine an essential question (remember HIGH Cognitive Complexity)

Build a Question for a DNA Replication Lab:(What do we really want kids to get from this?)

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TOPIC XXIV: DNA Replication (DNA Replication and conservation of genetic information, effect of mutations on individual, effect on offspring)

Benchmark assessed:

SC.912.L.16.3 Describe the basic process of DNA replication and how it

relates to the transmission and conservation of the genetic information.

Also assesses:

SC.912.L.16.4 Explain how mutations in the DNA sequence may or may

not result in phenotypic change. Explain how mutations in gametes

may result in phenotypic changes in offspring.SC.912.L.16.8

SC.912.L.16.9

WHAT YOU NEED TO KNOW….

• How to describe the process of DNA replication and/or

its role in the transmission and conservation of genetic

information.

• How to describe gene and chromosomal mutations in the

DNA sequence.

• How gene and chromosomal mutations may or may not

result in a phenotypic change.

ENGAGEMENT: (Ask Essential Question)

Harvard website animation: http://www.mcb.harvard.edu/losick/images/trombonefinald.swf

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EXPLORATION:• Gather the supplies you need. The

red licorice represent the phosphate backbone with the part of the gummy representing the deoxyribose sugar. The gumdrops will represent the different nitrogen bases.

• Choose any order you want, but remember to follow the base- pairing rule. Assign one nitrogen base to each of the four colors of gum drops or marshmallows.

Adenine (A) =____________Thymine (T) =____________Cytosine (C) =____________Guanine (G) =____________

• What do the black Twizzlersrepresent?__________________

• What do the red Twizzlersrepresent?__________________

• What structure is formed from a red Twizzler, a black Twizzler and a gum drop (or marshmallow)?

• Prepare six individual nucleotides: use toothpicks to connect one black to one red Twizzler piece. Then add one color candy piece perpendicular to the black candy. Is this a full DNA strand? Explain why or why not.

• Assemble nucleotides into a polynucleotide strand by connecting the red piece of one nucleotide to the black of another. Continue until a strand of six nucleotides has been constructed. You may want to use the diagram we went over last class as a guide. DRAW THIS IN YOUR JOURNAL

• Which combinations of two bases form the complimentary base pair “rungs” of DNA?

• Assemble a strand that is complementary to the strand that you have already built. Place the second strand next to the first so that the complimentary "bases" touch. DRAW THIS STRUCTURE IN YOUR JOURNAL

EXPLORATION (cont.):• To demonstrate replication,

first make 12 more nucleotides with the same nitrogen bases as the first two strands. "Unzip" the DNA double strand one “rung” at a time. Assemble the proper nucleotides, one by one. DRAW THIS NEW STRUCTURE ALONG WITH THE “OLD” ONE

• Once you have finished replicating, have your teacher check your model and initial your journal.

• After you demonstrate this to the teacher you may dispose of your models. This is one case where you may eat your science project, if you have kept everything clean. Be sure to remove toothpicks before you eat!!!

• Clean up, being sure that no toothpicks or sticky residue is left behind. Wash your hands!

EXPLANATION-Background on DNA Replication

• DNA or deoxyribonucleic acid is an organic compound called a

nucleic acid. The building blocks of nucleic acids are nucleotides.

• Nucleotides are made up of 3 parts: phosphate group, deoxyribose

sugar, and a nitrogen base.

• The differences in DNA lie in the different sequence of nitrogen

bases. DNA is replicated during the synthesis phase of Interphase

of Mitosis.

• It is a simple process involving the unwinding of the helix by an

enzyme called DNA helicase and adding complementary nitrogen

bases by an enzyme called DNA Polymerase.

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EXPLANATION: (Each group will answer only one. Draw and explain your answer.)

QUESTION 1: DNA is a double-stranded molecule, meaning that each

DNA molecule contains two strands of DNA running in opposite

directions. Why do you think it is advantageous for the cell to maintain

DNA as a double stranded molecule rather than a single-stranded

molecule?

QUESTION 2: What happens if DNA is damaged? Do you think that

this is something that occurs a lot in our cells, or only infrequently? What

do you think are some things in the environment that cause damage and

changes (mutations) in DNA?

EVALUATION: (Differentiated Instruction)

• Create a comic strip or story of DNA characters and how they “replicated” one day.

• Include the effects of a “mutation” they caused in themselves.

• Underline important vocabulary.

Creative

• Make a set of instructions in logical order of how a DNA strand becomes two strands in the nucleus.

• Include a description of what happens when there is a mutation.

• Underline important vocabulary.

Practical

• Create a concept map with drawings and descriptions of all the stages of the DNA replication process.

• Include a branch that describes what occurs from mutation.

• Underline important vocabulary.

Analytical

Protein Synthesis

LAB: Protein Makes Sense!

Website: http://www.ciser.ttu.edu/outreach/Favorite%20Activities/BIOLOGY/Protein%20Synthesis/Protein%20Synthesis%20-%20Makes%20Sense%20WriteUp.pdf

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TOPIC XXV: RNA and Protein Synthesis (RNA Structure*, Transcription, Translation, Mutations, effect on evolution, increasing genetic variation)

Benchmark assessed:

SC.912.L.16.3 Describe the basic process of DNA replication and how

it relates to the transmission and conservation of the genetic

information.

Also assesses:

SC.912.L.16.4

SC.912.L.16.5 Explain the basic processes of transcription and translation, and

how they result in the expression of genes.

SC.912.L.16.9

WHAT YOU NEED TO KNOW….Benchmark Clarifications

• Students will explain how gene and chromosomal mutations may or may not result in

a phenotypic change.

• Students will explain the basic processes of transcription and/or translation, and

their roles in the expression of genes.

• Students will explain how similarities in the genetic codes of organisms are due to

common ancestry and the process of inheritance.

Content Limits

• Items requiring the analysis of base pairs for gene mutations are limited to changes in

a single gene.

• Items will not require memorization of specific conditions resulting from

chromosomal mutations.

• Items addressing transcription or translation will not require specific knowledge of

initiation, elongation, or termination.

ENGAGEMENT: What are Libraries?Abbey Library of St. Gall, Switzerland

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Library of Congress

Yale University New Haven, CTRare Book Collection

ENGAGEMENT: (Ask Essential Question)

“Imagine our school library. How is it put together?

Write down a list of instructions to build a library from beginning to end, starting with just the alphabet. Be prepared to present it to the group.”

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EXPLORATION:

• Purpose: To help students understand the role of DNA,

mRNA, tRNA, and amino acids in the process of protein

synthesis. This activity can also be used to introduce the

concept of mutations.

• Introduction: Students will use the steps of transcription

and translation to assemble a protein that forms a sentence.

Members of groups will use the handout to work through

each step of the process. Group sizes of 2 or 3 work best.

EXPLORATION:Nucleus (TABLE IN MIDDLE OF ROOM) :• None of the DNA cards can

leave the nucleus. • The first step is unzipping (un-

Velcro) the double strand of DNA. • They must copy the bold DNA

template onto the top strand in the nucleus on their handout.

• The students must transcribe the RNA code from the template stand of DNA onto the bottom strand in the nucleus on their handout.

• This entire process should be done while in the area of the nucleus, because DNA cannot leave the nucleus.

• Tell them to record the number that is on the DNA card—it makes checking for accuracy easier later.

Ribosome (STUDENT DESKS):

• this is where they will decode the mRNA codons to know which tRNA they need to find the correct amino acids (words).

• mRNA molecule should be copied onto the ribosome at the bottom of the handout.

• The arrow represents the mRNA molecule leaving the nucleus and combining with a ribosome.

• Using the mRNA, they determine the correct anticodon for each on the tRNA’sabove the strand.

trna (PERIMETER OF ROOM)

• After they have identified the tRNAanticodons, anticodon cards are distributed around the. Each anticodon card has a word on the back.

• When assembled in the correct order the sentence will read: “Start—sentence (some silly)—Stop.”

• If the anticodon cards are clustered with all those beginning with the same letter in the same part of the room, students can find the cards quicker.

EXPLORATION (cont.):

Report Your Protein:

• Student groups will read their sentence to the teacher. (It is easiest for

you to check if they tell you the number of the DNA card.)

• If it is not correct, they have to go back and begin again to determine

when their mutation occurred.

WATCH OUT FOR MUTATIONS!!!

• If students incorrectly transcribe the DNA or mRNA, then a mutation

will occur and the sentence will not make sense or not be complete.

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EXPLANATION:

Protein

Synthesis

http://www.biostudio.com/dem

o_freeman_protein_synthesis.h

tm

EVALUATION: (Differentiated Instruction)

• Use the protein synthesis sequencing strips to assess

students after the activity. Distribute a set of strips to

each student and allow them to put them in the correct

order.

Unit: BIOCHEMISTRY (What chemicals make up these differences?)

XXVI. Macromolecules

• Four basic types

• Structure

• Function

• Enzymes as catalysts

• Effect of environment on enzymes (environment, pH, Temperature)

XXVII. Properties of Water

• Cohesion

• Ability to moderate temperature

• Expansion upon freezing

• Versatility as a solvent

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Building Macromolecules

LAB:

Website:

TOPIC XXVII. Macromolecules

Benchmark assessed:

SC.912.L.18.1 Describe the basic molecular structures

and primary functions of the four major categories

of biological macromolecules.

Also assesses:

SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the

activation energy of biochemical reactions. Identify factors, such as pH and

temperature, and their effect on enzyme activity

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WHAT YOU NEED TO KNOW….Clarification:

• Describe the primary functions of carbohydrates, lipids,

proteins, and/or nucleic acids in organisms.

• Describe the basic molecular structures of four

macromolecules.

Content Limits:

• Items will not refer to intermolecular forces found in the

four types of macromolecules.

• Items will not assess hydrolysis and dehydration synthesis.

ENGAGE:

Remember the library? All those letters that

made words, that made books? What about

the letters themselves? How were they

made?

ENGAGE:

Some people say life is fundamentally

all structured the same, while others

say there is great diversity even in very

small molecules. What do you think

and why?

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EXPLORE: Building Monomers of Macromolecules

Introduction:

• The term macromolecule by definition implies "large molecule". In the context of

biochemistry, the term may be applied to the four large molecules that make up

organisms --- nucleotides, proteins, carbohydrates, and lipids.

• Macromolecules are made of smaller subunits called monomers. Monomers are

composed of four elements that make up all living things; Carbon, Hydrogen, Oxygen,

and Nitrogen.

• In this lesson, students form the structure of the macromolecules using foods.

Students use vegetables or fruit to create models from drawings. Students will

recognize the way macromolecules are put together and discover how smaller

molecules are repeated to form polymers.

Objective:

Students will construct the basic components of organic molecular structure.

EXPLORE (cont.):

Materials:• Use different household or food

items to represent the different elements

• Example:• Blueberries= Hydrogen• Red Grapes= Oxygen• Green grapes= Carbon• Radish= Nitrogen• Bonds= wooden toothpicks or dry

spaghetti piecesTask:• Construct each of the following

monomers and answer the questions. After constructing each monomer, bring your lab sheet & model to the teacher to be approved.

REMEMBER:• Molecules are 3-dimensional

so models will NOT BE FLAT!• When constructing a

functional group (-OH, -COOH, -NH2) PUT BONDS BETWEEN ALL ELEMENTS!!

• Create a key in your journal identifying which food represents which element. Refer to this in building your models.

• Draw all the molecules you create into your journal and answer the corresponding questions for each completely.

EXPLANATION:

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EXPLANATION:

Macromolecules

Tutorial-

http://bcs.whfreeman.c

om/thelifewire/content

/chp03/0302002.html

EVALUATION:

Monomers can be joined with others to form larger units (polymers). They can be divided into four groups:

1. carbohydrates (sugars for energy and structure)

2. lipids (fats for membranes and energy storage)

3. nucleic acids (information bearers)

4. proteins (the molecular machines of the cells).

• Try to determine some ways of identifying these molecules below into four groups. There may be more than one right answer. Number each molecule either 1, 2, 3 or 4.

• Finally, what different kinds of atomsare present in these molecules? Write the initials of each kind of atom.

EVALUATION: (cont.)

These molecules represent one level of basic building blocks of life. These monomers, or single molecules, can be joined with other monomers to form larger units (polymers). They can be divided into four groups: 1. carbohydrates (sugars for

energy and structure)2. lipids (fats for membranes

and energy storage)3. nucleic acids (information

bearers)4. proteins (the molecular

machines of the cells).

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EVALUATION: Alternative

EXIT SLIPS-

• Before leaving for the day, have the student draw and

label a PROTEIN, CARBOHYDRATE, NUCLEIC ACID,

and a LIPID on a half of sheet of paper.

• Have them include their reasoning for why they know

molecule is which.

TOPIC XXVII. Macromolecules

Benchmark assessed:

SC.912.L.18.1 Describe the basic molecular structures and primary

functions of the four major categories of biological macromolecules.

Also assesses:

SC.912.L.18.11 Explain the role of enzymes as catalysts

that lower the activation energy of biochemical

reactions. Identify factors, such as pH and

temperature, and their effect on enzyme activity

Factors Affecting Enzymes Lab

LAB:

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Factors Affecting Enzymes

ENGAGE/ OBSERVATION:

• Observe the reaction of an enzyme in Hydrogen

Peroxide (H2O2)

• Watch it for a while. Discuss with your group

what might be happening.

• What processes in the body can you equate this

process with?

ENGAGE (cont.):

Lab Bench Activity.

Enzyme Animation

(Concept 1 and 2

ONLY)-

http://www.phschool

.com/science/biology

_place/labbench/lab

2/concepts.html

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EXPLORE: DESIGN A LAB

• Make at least 10 observations

• Write down three questions

• Decide on one testable question

• Research information about your question

• Decide on a hypothesis

• Develop way to test it

• Perform your test. Have at least three trials.

• Discuss your results

• Make a graph that would illustrate your results.

• Make conclusions based on your graph and results.

• PRESENT YOUR FINDINGS TO THE CLASS!

EXPLAIN: Purposes for enzymes in the body?

Enzymes are named by their substrate. The letters ase are added to the

substrates name.

Examples are:

• lactase – breaks down lactose (milk sugars)

• diastase – digests vegetable starch

• sucrase – digests complex sugars and starches

• maltase – digests disaccharides to monosaccharides (malt sugars)

• glucoamylase – breaks down starch to glucose

• protease – breaks down proteins found in meats, nuts, eggs, and cheese

• lipase – breaks down fats found in most dairy products, nuts, oils, and

meat

• cellulase – breaks down cellulose, plant fiber; not found in humans

EXPLAIN:

Lab Bench Activity.

Enzyme Animation

(Concept 4,5, and 6)-

http://www.phschool

.com/science/biology

_place/labbench/lab

2/concepts.html

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EVALUATION:

Which type of Macromolecule is an

ENZYME classified as? Discuss your

reason for your answer.

Properties of Water

Activity (Lab and GIZMO):

Website: www.explorelearning.com

TOPIC XXVII. Properties of Water (Cohesion, Ability to moderate temperature, Expansion upon freezing, Versatility as a solvent)

Benchmark assessed:

SC.912.L.18.12 Discuss the special properties of

water that contribute to Earth’s suitability as

an environment for life: cohesive behavior,

ability to moderate temperature, expansion

upon freezing, and versatility as a solvent.

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WHAT YOU NEED TO KNOW….Benchmark Clarifications

• Students will explain the properties of water at a conceptual level.

• Students will explain how the properties make water essential for

life on Earth.

Content Limits

• Items referring to the properties of water are limited to hydrogen

bonding, polarity, cohesive behavior, ability to moderate

temperature, expansion upon freezing, and versatility as a solvent.

• Items may address adhesion but will not assess adhesion.

ENGAGE: Properties of Water

Prior Knowledge Questions (Do these BEFORE using the Gizmo)

• In the winter, people often buy large bags of rock

salt to sprinkle on their walkways. Why do people do

this?

• The freezing point of pure water is 0 °C (32 °F).

How do you think adding salt to water affects its

freezing point?

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EXPLORE:

Does it fit the Benchmark?

SC.912.L.18.12 Discuss the special properties of water that

contribute to Earth’s suitability as an environment for life:

cohesive behavior, ability to moderate temperature, expansion

upon freezing, and versatility as a solvent.

What labs can be modified to fit this

benchmark? In groups write your reasoning on a

chart paper and be ready to discuss with the rest of the

class.

CONNECTIONS TO PREVIOUS UNITS:

EXIT SLIP-

Use the information learned today to discuss the

connections from one topic to another in the Year At a

Glance for Biology. Write the connections you see on a

sheet of paper and hand it in before you leave.

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Feedback

Questions?

Exit Slip

Thank you!