Bio 9C: Monday, 10.18.10
Title: Introduction to Nutrition and Digestion

Homework:
 Read
pgs. 44-45. Answer the questions on the back of
Assignment sheet in your notebooks!

Do Now:


Which types of foods have Carbohydrates? Proteins? Lipids/
Fats?
Today’s Objectives:
Identify one key function of each macronutrient in food
(carbohydrate, lipid, and protein)
 Identify examples of foods that contain carbohydrates, lipids, and
proteins.

Agenda
What’s in the hamburger? – paired activity
• Overview of Mega-Unit
• Design a meal posters – Day 1
•
What’s in this hamburger?

In PAIRS, determine:




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 into.
Objectives for Class:
1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.
2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Identifying the Carbon Compounds in this Hamburger
Lettuce and
Tomato =
Carbohydrate
(Fiber)
Ketchup = Mostly
Carbohydrate (simple
sugar from Corn Syrup)
Cheese = Mostly
Proteins and
Lipids
Hamburger Meat =
Lipids and Proteins
Bun = Carbohydrate
(Complex Carb from Starch)
Objectives for Class:
1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.
2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Agenda
What’s in the hamburger? – paired activity
• Overview of Mega-Unit
• Design a meal posters – Day 1
•
The next Month (or so) at a Glance:
Biochemistry, The Power of Enzymes, and Digestion
We will be answering these questions:




What’s in this Hamburger?
How do we get the stuff that’s in it, out?
What happens to this stuff as we get it out?
Why do we need this stuff?
By the end of this unit, you should be able to…
 Explain why we need carbohydrates, lipids, and proteins
 Explain how we extract these nutrients from food
 Explain how an enzyme’s structure fits its function
 Explain how structures in the digestive system fit their function
 Explain why enzymes are essential to digestion
 Exhibit basic lab safety skills in the McMush & Enzyme Labs
Objectives for Class:
1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.
2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Agenda
What’s in the hamburger? – paired activity
• Overview of Mega-Unit
• Design a meal posters – Day 1
•
Design A Meal
Which foods have which carbon compounds?

Part I:
 In the food/meal that you thought of for homework…
 What are the sources of carbohydrates?
 What are the sources of lipids (fats)?
 What are the sources of proteins?
 List any ingredients for which you’re not sure which
category (carbs, lipids, proteins) they go in
Objectives for Class:
1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.
2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Design A Meal


Part II:
 Compare your meal with the person sitting next to you.
Do you have the carbon compounds labeled properly?
Part III:
 Draw a picture of your meal on a larger piece of
paper


Label the Carbon Compounds on the picture
Under each Label
 List the things these individual compounds do for our bodies
 List at least Two Major Characteristics of each compound
Objectives for Class:
1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.
2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Bio 9C: Thursday, 10.21.10
Title: Introduction to Carbon Compounds

Homework:


Do Now:


Use Effective Reading Strategies to Read pgs. 46-48. PAY CLOSEST
ATTENTION TO PROTEINS AND LIPIDS! Put effective reading notes in your
Notebook!
On the next slide… (I will advance this slide at 3 min. so you can do the Do
Now, so you have 2 min to copy the title, date, and homework)
Today’s Objectives:

Identify the 6 key elements found in living things

Explain how monomers and polymers relate to each other

Identify examples of foods that contain carbohydrates and proteins

Identify two key functions of carbohydrates and proteins in food
Carbon Compounds:
The Molecules of Living Things
Do Now:

Look at the pictures below. Why do you think these are called
CARBON compounds? Write some reasons in your notebook.
Bio 9C: Thursday, 10.21.10
Title: Introduction to Carbon Compounds

Today’s Objectives:

Identify the 6 key elements found in living things

Explain how monomers and polymers relate to each other
Today’s Agenda:
Thinking about the scale of atoms
• Introduction to Carbon Compounds
• Direct Vocabulary Activity: Monomers vs. Polymers
• Structures and Functions of Carbohydrates
• Carbohydrate food poster work
• Structures and Functions of Proteins
• Protein food poster work
•
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?
Today’s Agenda:
Thinking about the scale of atoms
• Introduction to Carbon Compounds
• Direct Vocabulary Activity: Monomers vs. Polymers
• Structures and Functions of Carbohydrates
• Carbohydrate food poster work
• Structures and Functions of Proteins
• Protein food poster work
•
Six Common Elements in Living Things:






Carbon (C)
Hydrogen (H)
Nitrogen (N)
Oxygen (O)
Phosphorus (P)
Sulfur (S)
CHNOPS
All of the molecules we will
look at are Carbon - based
Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
Carbon: The “Swiss Army Knife” Element of Life
More versatile than any other element!

Can bond with itself and many other elements

Forms millions of large molecules
Monomer
 A single, building-block molecule
 All of the carbon compounds are based on carbon
Polymer (a.k.a. Macromolecule)


“Many monomers”
A long chain of monomers bonded together to form one huge molecule
Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
Today’s Agenda:
Thinking about the scale of atoms
• Introduction to Carbon Compounds
• Direct Vocabulary Activity: Monomers vs. Polymers
• Structures and Functions of Carbohydrates
• Carbohydrate food poster work
• Structures and Functions of Proteins
• Protein food poster work
•
Monomers and Polymers: In Our Own Words



As you have read and as we have just learned,
polymers are made of monomers (or monomers
make up polymers… however you want to think of
it).
This is sort of an easy concept, but often hard to
understand when we start talking about chemical
compounds.
SO…. Put this into your own words…
Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
Monomers and Polymers: In Our Own Words

Your Task:

Work with your partner from yesterday’s Hamburger activity to
describe how monomers and polymers relate to each other (12 min).
(remember, this is a “part/ whole” relationship where monomers are part of the
whole polymer)
You can express this as:


A
Written analogy w/ a picture

(i.e.: monomers and polymers are like _______ and _______, because
_________)
Or…
A
rap/ song/ poem describing how monomers relate to polymers
Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
Today’s Agenda:
Thinking about the scale of atoms
• Introduction to Carbon Compounds
• Direct Vocabulary Activity: Monomers vs. Polymers
• Structures and Functions of Carbohydrates
• Carbohydrate food poster work
• Structures and Functions of Proteins
• Protein food poster work
•
4 Types of Carbon-Based Compounds:
Carbon combines with Hydrogen, Nitrogen, Oxygen, Phosphorus,
and Sulfur to form these 4 Compounds:
 Carbohydrates
 Lipids
 Proteins
 Nucleic Acids
Each type is made of monomers that connect to form polymers.
IMPORTANT NOTE:
Each type is separate – not made of each other! Lipids are not
made of carbs!]
Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
 Identify examples of foods that contain carbohydrates
 Identify two key functions of carbohydrates in food
Carbohydrates contain C-H2O
Simple sugars
 Monosaccharide = one sugar
Ex: glucose, fructose
Disaccharide = double sugar
Ex: sucrose, lactose, maltose
 Used as an immediate energy source
(for cell respiration to make ATP)
Foods: sugar, fruit, candy, juice, soda

Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
 Identify examples of foods that contain carbohydrates
 Identify two key functions of carbohydrates in food
More Carbohydrates
Complex sugars
 Polysaccharide = many sugars
 Can be used for:
Long-term energy storage
Ex: Starch
Foods: grains, root vegetables (bread,
pasta, cereal, rice, corn, potatoes)
 Structural support
Ex: cellulose (plant cell walls) (aka
“fiber”)
Foods: fruits, vegetables, whole grains
(lettuce, celery, whole wheat)

Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
 Identify examples of foods that contain carbohydrates
 Identify two key functions of carbohydrates in food
Today’s Agenda:
Thinking about the scale of atoms
• Introduction to Carbon Compounds
• Direct Vocabulary Activity: Monomers vs. Polymers
• Structures and Functions of Carbohydrates
• Carbohydrate food poster work
• Structures and Functions of Proteins
• Protein food poster work
•
Design A Meal - Carbohydrates
What foods have these compounds?



Part I: Do Now

In the food/meal that you thought of for homework…
 What are the sources of carbohydrates?
 What are the sources of lipids (fats)?
 What are the sources of proteins?
 List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II:

Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?
Part III:
 Draw a picture of your meal on a larger piece of paper
 Label the Carbon Compounds on the picture
 Under the Carbohydrate Labels:
 Follow the rubric
Objectives for Class:
1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.
2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Bio 9C: Friday, 10.22.10
Title: Introduction to Carbon Compounds

Homework:


No Homework 
Do Now:
 What

are proteins used for?
Today’s Objectives:

Identify examples of foods that contain carbohydrates, proteins and lipids

Identify two key functions of carbohydrates, proteins and lipids in food
Today’s Agenda:
Structures and Functions of Proteins
• Structure and Functions of Lipids
• Food poster work, Carbohydrate, Protein and
Lipids
•
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
Today’s Agenda:
Structures and Functions of Proteins
• Structure and Functions of Lipids
• Food poster work, Carbohydrate, Protein and
Lipids
•
Lipids contain mostly C and H

Examples:


Characteristics:



Fats, oils, cholesterol, waxes
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.
Objectives for Class:
 Identify examples of foods that contain lipids
 Identify two key functions of lipids
 Describe the monomers and polymers of lipids
Mad carbons = Mad Energy
(aka – mad calories)
Note: The structure of the Fatty Acid determines
the type of Fat (i.e.: saturated vs. unsaturated)
Today’s Agenda:
Structures and Functions of Proteins
• Structure and Functions of Lipids
• Food poster work, Carbohydrate, Protein and
Lipids
•
Design A Meal – Carbs, Protein, 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 Carbon Compounds on the picture
 Complete the tasks for the Carbohydrate, Protein and Lipid
Labels:
 Follow the rubric
Objectives for Class:
1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.
2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Bio 9C: Monday, 10.25.10
Title: Reviewing Carbon Compounds
Set the cool timer to 4 min and press start when the bell rings.
Remember, it is SILENT during the Do Now!
Homework:


Complete your food posters according to the rubric
Do Now:
List all of the food you have eaten in the past 24-hrs.
 Of this food, what are the carbohydrates, proteins, and lipids?


Today’s Objectives:

Identify examples of foods that contain carbohydrates, proteins and lipids

Identify two key functions of carbohydrates and proteins in food
Reviewing Carbon Compounds
Today’s Plan:
 Complete the “Carbon Compounds Review Packet”

For help, you can use:






Your notes
Books – These can be borrowed from the cabinet. Marcus and Christine,
please help distribute these.
The guide at the back of the packet.
This is an INDIVIDUAL assignment (I know the assignment sheet says
you can work in pairs, but I would rather you work INDIVIDUALLY).
Also, I know we haven’t reviewed nucleic acids as a whole class, but
you should be able to complete the packet using your other
resources.
When completed:


Put all books back in the cabinet
Continue work on your food posters.
Bio 9C: Tuesday, 10.26.10
Title: Making Data Tables Pre-Assessment

Homework:


No Homework 
Do Now:
 Have
you made a data table for a lab before? If so, what
were the circumstances and how did you do it?

Today’s Objectives:

Practice making tables to record data from a lab.
Today’s Agenda:
Data Tables Pre-Assessment
• Review Nucleic Acids
• Poster Gallery Walk
•
Lab Skills Pre-Assessment:
Making Data Tables
Overview:

One important skill in designing and conducting lab experiments is to create
a data table that serves as an organized way to collect the data from your
experiment.
Purpose:


To practice making data tables that are both organized and appropriate for
a given experiment.
This is important preparation for our McMush lab at the end of this week,
and will give your biology teachers valuable feedback about how well you
are able to accomplish this task on your own.
Instructions:

Read each experiment description, then draw a data table in the space
provided.
Today’s Agenda:
Data Tables Pre-Assessment
• Review Nucleic Acids
• Poster Gallery Walk
•
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:
1. Show what you know about cell respiration on the quiz.
2. Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein)
3. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Today’s Agenda:
Data Tables Pre-Assessment
• Review Nucleic Acids
• Poster Gallery Walk
•
Food Poster Gallery Walk
1.
2.
3.
4.
5.
6.
Post the food posters around the room
Everyone begin at a different poster
Use your post-it notes to write 1-piece of
constructive feedback regarding the poster and
stick it to the poster
Rotate CLOCKWISE to the next poster
Repeat step 3
Rotate CLOCKWISE to the next poster
Objectives for Class:
1. Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein)
2. Identify examples of foods that contain carbohydrates, lipids, and proteins.
Bio 9C: Wednesday, 10.27.09
Title: The McMush Lab

Homework:

One paragraph in notebook:




Do Now:

Reviewing Concepts:





What’s the purpose of the McMush Lab?
What will we do in Part I? Why?
What will we do in Part II? Why?
What are the monomers of
What are the monomers of
What are the monomers of
What are the monomers of
carbohydrates?
proteins?
lipids?
nucleic acids?
Today’s Objectives:


Prepare for lab by reviewing safety guidelines and lab procedures
Predict which carbon compounds are in a Happy Meal with justification
McSeating Chart
Carla
Julian
Anthony
Amanjot
Christine
Jhon
Joe
Amando
Garlyn
Obayanna
Marie
Brunyr
Jason
Jamesly
Asarel
Jonathan
Crystal
Karen
Marcus
Lilliana
Rockens
Kendra
Aaron
McPre-Lab


Sit with your lab partner
Individually:
 Actively Read the Introduction and Procedure sections of the
lab (underline key points, annotate in the margins, etc.)




Note: the Procedure has 3 sections
This should take about 15 min.
With your partner:
 Answer the pre-lab questions (20 min)
 These can not be answered by pulling direct sentences from the
lab… they require some thinking.
Whole class:
 Reviewing Part I and Part II (10 min)
Bio 9C: Thursday, 10.28.10
Title: The McMush Lab


Homework:
McMush Lab Lab Write up – See back of packet. Due
Tuesday, 11.2.10.
You will have TOMORROW to work on the writing the
paper in class – bring your files on a flashdrive!
Do Now:


Double Block
How does Part I connect to Part II of this lab?
Today’s Objectives:
Follow lab safety guidelines and lab procedures
 Predict which carbon compounds are in a Happy Meal
 Use chemical indicators to test the compounds in a Happy Meal


What are chemical Indicators?




3 Chemical Indicators in this Lab:




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)
Benedicts Solution: Changes color when it comes in contact with a
Monosaccharide like Glucose
Iodine: Changes color when it comes in contact with a Polysaccharide like
Starch
Buiret Solution: Changes color when it comes in contact with a Protein
Negative Control = Water


The variable that is the same for all test trials. It is guaranteed to give a
Negative Result
Why use water?


Why must we do Part I BEFORE Part II? What does Part I tell us so
that we can do Part II?
 Note: in Part II you are completing the SAME procedures for Part
I, BUT you are using McMush instead of the pure solutions… so for
every test, you will test the McMush and the Water
Procedural Notes:
 Each team member should be the leader for 2 of the 4 tests
 When using the Hot Plate and Boiling the water - NO Messing
Around
McSeating Chart
Put on your apron and goggles before starting the lab!
Carla
Julian
Anthony
Amanjot
Christine
Jhon
Joe
Amando
Garlyn
Obayanna
Marie
Brunyr
Jason
Jamesly
Asarel
Jonathan
Crystal
Karen
Marcus
Lilliana
Rockens
Kendra
Aaron

Using the well plate for the protein and starch tests
 Use
2 wells for the Protein Test
 (one
 Use
for the pure protein, the other for Water)
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: Friday, 10.29.10
Title: The McWrite Up


Homework:
McMush Lab Write up – See back of packet due
Tuesday, 11.2.10
Do Now: (in your notebook)
 Take
out your lab materials from the McMush Lab, copy down
the homework and get ready for the lab demo for Part II
 The
longer people talk = the longer we wait to pass out computers
= the less time you have to work on your lab write-ups.

Today’s Objectives:

Analyze your data from the McMush lab and draw conclusion about the carbon
compounds that can be found in McMush.
Bio 9C: Monday, 11.2.10
Title: The McWrite Up – Day 2


Homework:
McMush Lab Write up – See back of packet due
Tuesday, 11.2.10
Do Now: (in your notebook)
 Take
out your lab materials from the McMush Lab, copy down
the homework and sit silently for a computer.
 The
longer people talk = the longer we wait to pass out computers
= the less time you have to work on your lab write-ups.

Today’s Objectives:

Analyze your data from the McMush lab and draw conclusion about the carbon
compounds that can be found in McMush.
Bio 9C: Tuesday, 11.3.10
Title: Introduction to Enzymes

Homework:


Do Now: (in your notebook):


No Homework
Which shapes would fit together? Why?
Today’s Objectives for Block:

Explain the difference between reactants and products in a chemical reaction

Explain how an enzyme’s structure fits it function

Explain why enzymes are important for chemical reactions
Introduction to Enzymes:


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:


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:
Let’s take a reaction we have seen a few times to illustrate the
vocabulary…
glucose + oxygen
Substrates/ Reactants = Stuff
Entering a Chemical Reaction
carbon dioxide + water + ATP energy + heat
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
Enzymes in Action:
 Notes use the
following Website:
 Lew-Port’s Biology Place

http://www.lpscience.fatcow.c
om/jwanamaker/animations/E
nzyme%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
Bio 9B: Thursday, 11.4.10
Title: Enzyme Notes and Enzyme Lab

Homework:
 Complete

the pre-lab if not completed in class
Do Now: (in your notebook)
 What
are the monomers of starch?
 If starch is the reactant in a decomposition reaction, what do
you think its products would be?

Today’s Objectives:

Predict how an enzyme affects the speed of a chemical reaction

Use proper lab procedures to test how saliva enzymes affect the speed at which starch
breaks down into glucose
Introduction to Enzymes:
Substrate = Reactants of a
Chemical Reaction
“Bonding Site” – where the substrate bonds
Enzyme = Protein that “Speeds Up”
a Chemical Reaction
This shows the reaction happening!!!
to the enzyme
Enzymes are a “catalyst”
Products = Stuff Produced from
a Chemical Reaction
“Enzyme – Substrate Complex”
Objectives for Class:
 Explain the difference between reactants and products in a chemical reaction
 Explain how an enzyme’s structure fits it function
Enzymes in Action
This model shows the molecular structures of the enzyme and substrate in a
reaction that breaks down glucose.
Objectives for Class:
 Explain the difference between reactants and products in a chemical reaction
 Explain how an enzyme’s structure fits it function
Introduction to Enzymes:




Students read Background Information to themselves
Whole Class Discussion of Background Info
Students work in Pairs to complete Pre-Lab
Predictions:
Complete the “Predictions” row in the Results section for
Tube 1 and Tube 2
Do you think the reaction will happen?
How will the tube look after the glucose test?
Why?
Objectives for Class:
 Explain the difference between reactants and products in a chemical reaction
 Explain how an enzyme’s structure fits it function
McSeating Chart
Put on your apron and goggles before starting the lab!
Carla
Julian
Anthony
Amanjot
Christine
Jhon
Joe
Amando
Garlyn
Obayanna
Marie
Brunyr
Jason
Jamesly
Asarel
Jonathan
Crystal
Karen
Marcus
Lilliana
Rockens
Kendra
Aaron
Enzyme Lab:
STARCH

salivary amylase
GLUCOSE
Predictions:
 Complete
the “Predictions” row in the Results section for
Tube 1 and Tube 2
 Do
you think the reaction will happen?
 How will the tube look after the glucose test?
 Why?
Enzyme Lab:
STARCH salivary amylase GLUCOSE

Safety:
 Goggles
and apron
 Be careful around hot plates!

Procedure:
Starch &
Water &
Benedicts
Starch & Water
& Benedicts
PLUS Enzyme
(salivary
amylase)
McSeating Chart
Put on your apron and goggles before starting the lab!
Carla
Julian
Anthony
Amanjot
Christine
Jhon
Joe
Amando
Garlyn
Obayanna
Marie
Brunyr
Jason
Jamesly
Asarel
Jonathan
Crystal
Karen
Marcus
Lilliana
Rockens
Kendra
Aaron
Enzyme Lab:
STARCH

salivary amylase
GLUCOSE
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