Bio 9B: Thursday, 1.15.09
Title: Cell Respiration: Wrappin’ up & movin’ on...
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Welcome back from the super long weekend!
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Homework:
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Review notes on Section 38.1
Think of a favorite dinner food/meal that contains carbs, lipids (fats),
and proteins. Write this in your notebook.
Do Now:
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
Double Block
Clear your desk and get ready for the quiz on Cell Respiration
Today’s Objectives:



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.
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:
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.
Effective Active Reading Notes
1.
Preview the text



2.
Actively read by taking notes in
whatever way is most helpful for
you.

3.
Look at headings, pictures,
captions, bold words
Make a prediction about the main
ideas
Write a question you think/hope
will get answered
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
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)
Summary:
Bio 9A: Friday, 10.16.09
Title: 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…
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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.
The next Month (or so) at a Glance:
Biochemistry, The Power of Enzymes, and Digestion
We will be answering these questions:

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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
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.
Design A Meal
What foods have these compounds?
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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:
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 9B: Monday, 10.19.09
Title: Carbon Compounds – Carbohydrates

Homework:
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
Use Effective Reading Strategies to Read pgs. 46-48. PAY
CLOSEST ATTENTION TO PROTEINS AND LIPIDS! Put effective
reading notes in your Notebook!
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
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?
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:
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Carbon (C)
Hydrogen (H)
Nitrogen (N)
Oxygen (O)
Phosphorus (P)
Sulfur (S)
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
CHNOPS
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:
Carbon combines with Hydrogen, Nitrogen, Oxygen, Phosphorus,
and Sulfur to form these 4 Compounds:
 Carbohydrates
 Lipids
 Proteins
 Nucleic Acids
Each type is made of monomers that connect to form polymers.
IMPORTANT NOTE:
Each type is separate – not made of each other! Lipids are not
made of carbs!]
Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
 Identify examples of foods that contain carbohydrates
 Identify two key functions of carbohydrates in food
Carbohydrates contain C-H2O
Simple sugars
 Monosaccharide = one sugar
Ex: glucose, fructose
Disaccharide = double sugar
Ex: sucrose, lactose, maltose
 Used as an immediate energy source
(for cell respiration to make ATP)
Foods: sugar, fruit, candy, juice, soda

Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
 Identify examples of foods that contain carbohydrates
 Identify two key functions of carbohydrates in food
More Carbohydrates
Complex sugars
 Polysaccharide = many sugars
 Can be used for:
Long-term energy storage
Ex: Starch
Foods: grains, root vegetables (bread, pasta, cereal, rice,
corn, potatoes)
 Structural support
Ex: cellulose (plant cell walls) (aka “fiber”)
Foods: fruits, vegetables, whole grains (lettuce, celery,
whole wheat)

Objectives for Class:
 Identify the 6 key elements found in living things
 Explain how monomers and polymers relate to each other
 Identify examples of foods that contain carbohydrates
 Identify two key functions of carbohydrates in food
Design A Meal - Day 2 “Carbs”
What foods have these compounds?
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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:
 List at least Two Major Characteristics of the carbohydrates
 Describe what the carbohydrates do for our bodies
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 9B: Tuesday, 10.20.09
Title: Carbon Compounds, cont. - Proteins!

Homework:
Read the entire McMush Lab packet
 Answer the Pre-Lab questions on p. 1-2
 Note: this is a long HW assignment!
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
Do Now: (in your notebook)
 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

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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
What foods have these compounds?



Part I: Do Now

In the food/meal that you thought of for homework…
 What are the sources of carbohydrates?
 What are the sources of lipids (fats)?
 What are the sources of proteins?
 List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II:

Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?
Part III:
 Draw a picture of your meal on a larger piece of paper
 Label the Carbohydrates and Proteins on the picture
 Under each Label
 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 9B: Thursday, 10.22.09
Title: The McMush Lab
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
Double Block
Homework:
McMush Lab Informal Lab Report – See back of packet.
Due Tuesday, 10.27.09
Do Now:
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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


What are chemical Indicators?
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3 Chemical Indicators in this Lab:
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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
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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)
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

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 9B: Friday, 10.23.09
Title: NO CLASS Community Service Day
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See you Monday…
Bio 9B: Monday, 10.26.09
Title: Carbon Compounds, cont. - Lipids!
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
Homework:
McMush Lab Informal Lab Report – Paragraphs 1, 2, and
most of 3. Due Tuesday, 10.27.09
Do Now: (in your notebook)
 What
happens when you pour oil into water? Why do you
think this happens?

Today’s Objectives:

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:
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Characteristics:
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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)
Design A Meal – Day 4 “Lipids”
What foods have these compounds?
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Part I: Do Now

In the food/meal that you thought of for homework…
 What are the sources of carbohydrates?
 What are the sources of lipids (fats)?
 What are the sources of proteins?
 List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II:

Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?
Part III:
 Draw a picture of your meal on a larger piece of paper
 Label the Carbohydrates, Proteins and Lipids on the picture
 Under each Label
 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.
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.
Bio 9B: Thursday, 10.29.09
Title: Introduction to Enzymes

Homework:


Complete the Starch Digestion Pre-lab
Do Now: (in your notebook):


Double Block
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
Design A Meal – Day 4 “Lipids” (20 min)
What foods have these compounds?



Part I: Do Now

In the food/meal that you thought of for homework…
 What are the sources of carbohydrates?
 What are the sources of lipids (fats)?
 What are the sources of proteins?
 List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in
Part II:

Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?
Part III:
 Draw a picture of your meal on a larger piece of paper
 Label the Carbohydrates, Proteins and Lipids on the picture
 Under each Label
 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.
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
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:
 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
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
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:
door
– Seats
Front of room
Gaby
Christina
Wilson
Jefferson
* Get apron and
goggles, then sit down.
Mildred Djinnie
Danika
Scarlett
Reggie
Josh
Adel Loic
Jisrael
Graceann
Jennifer
Tina
Rachelle
Yikaalo
Andrew
Emma
Weston
Chyneree
Nick
Sophia
Ruth
Bio 9B: Friday, 10.30.09
Title: Enzyme Lab: Starch Digestion

Double Block
Homework:
 Answer
the lab analysis questions (typed or neatly written on
separate paper). STAPLE to the packet!!!!!!!!!!!!!!!!!!!!

Do Now: (in your notebook)
 In
1-2 sentences, explain what this chemical equation means:
STARCH

salivary amylase
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
Enzyme Lab:
STARCH salivary amylase GLUCOSE

Safety:
 Goggles
and apron
 Be careful around hot plates!

Procedure:
Starch &
Water &
Questions:
Benedicts
Which tube will contain
glucose after 10 minutes?
How will we know?
Starch & Water
& Benedicts
PLUS Enzyme
(salivary
amylase)
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
Bio 9B: Monday, 11.2.09
Title: Design an Experiment

Homework:
 Complete
the Introduction, Hypothesis, and Procedure sections
of the lab report

Do Now:
 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:


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 9B: Thursday, 11.5.09
Title: Design an Experiment – Day 2

Homework:
Double Block
 Review
Procedures for Lab.
 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 Denatured Enzyme Lab, McMush Lab, & the 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:
Today:
 Get back into your groups of 4 from Monday
 Short Discussion:
 What
are the issues and questions with writing the lab
procedure for the Denaturing Lab?
 Let’s work it out…


Complete Background Info through the Results section
Tomorrow, each group will carry out their OWN
experiment!!!!
Bio 9B: Friday, 11.6.09
Title: 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:
door
– Seats
Front of room
Gaby
Andrew
Yikaalo Loic
Nick
Heat
Heat
Josh
Rachelle Emma
Sophia Chyneree
Jisraele Mildred
pH
Jennifer
Heat
Jefferson Graceann
Christina Tina
Scarlett
Danika
Heat*
Djinnie
Reggie
Adel
Weston
Heat
Wilson
Ruth
Enzyme Lab:

Safety:

Goggles and apron
 Be careful around hot plates!
Procedures:

Group Captain
Denaturing Agent
Key to Lab
Rachelle
Heat
Hot water bath for s. amylase for 10 min to denature s.a. at start
of lab
Sophia
Heat
Hot water bath for s. amylase for 10 min to denature s.a. at start
of lab
Jisraele
Heat
Hot water bath for s. amylase for 5 min to denature s.a. at start
of lab
Adel
Heat
Hot water bath for s. amylase for 3-5 min to denature s.a. at
start of lab
Dijinnie
Heat
Put s. amylase in the microwave for 2:30 at start of lab
Andrew
Vinegar/ extreme
pH
Put 2ml of vinegar in s. amylase. Let sit for 10 min.
Bio 9B: Monday, 11.9.09
Title: 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:
Group
Captain
Denaturing
Agent
Key to Lab
Results
Rachelle
Heat
Hot water bath for s. amylase for 10
min to denature s.a. at start of lab
No color change w/ denatured s.a.
Sophia
Heat
Hot water bath for s. amylase for 10
min to denature s.a. at start of lab
Initially no color change w/ denatured s.a.
After about 5-10 min slight color change.
Jisraele
Heat
Hot water bath for s. amylase for 8
min to denature s.a. at start of lab
All 3 treatments have a color change.
*retested control – found a color change
Adel
Heat
Hot water bath for s. amylase for 5
min to denature s.a. at start of lab
Color change for denatured s.a. No color
change for control.
Djinnie
Heat
Put s. amylase in the microwave for
2:30 at start of lab
Slight color change (green-ish). White
substance at the bottom.
Andrew
Vinegar/
extreme
pH
Put ¼ test tube (about 7ml) of vinegar
in s. amylase. Let sit for 10 min.
No color change in denatured s.a. No color
change in control.
Bio 9B: Tuesday, 11.10.09
Title: McMush Revision

Homework:
1. Bring electronic copy of McMush to Thursday’s Class. You will have the
opportunity to work on – and potentially complete – your revisions during
Thursday’s double block
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
Similarities
Differences
Bio 9B: Thursday, 11.12.09
Title: McMush Revision

Homework:
1. Complete studying for the Quiz Tomorrow
2. McMush Revision Due Monday
3. Denatured Enzyme Lab Report Due Tuesday


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?
The Top 5 criteria to guide and improve scientific writing
1. Clear and specific explanations related to the topic. Does not deviate from the topic. Stays on
topic
2. Includes all parts of the lab – addresses all questions asked
3. Using specific evidence and examples (lab results, notes, and book details) to support your
analysis
4. Is detailed – someone reading this should know exactly what you did and why you did it
5. Use proper Scientific vocabulary. Spelling and grammar is correct. Accurate word choice.
Proofread!
Objectives for Class:
 Develop a set of criteria for guiding high quality scientific writing assignments
9B’s 5 Criteria for Good Scientific Writing
The Top 5 criteria to guide and improve scientific writing
1. Clear and specific explanations related to the topic. Does not
deviate from the topic. Stays on topic
2. Includes all parts of the lab – addresses all questions asked
3. Using specific evidence and examples (lab results, notes, and
book details) to support your analysis
4. Is detailed – someone reading this should know exactly what
you did and why you did it
5. Use proper Scientific vocabulary. Spelling and grammar is
correct. Accurate word choice. Proofread!


Now that we have some criteria to work from, take out
your electronic copy of the lab and get to work revising.
You DO NOT need to revise the lab if you received
16/20 or higher for the lab report write-up
Bio 9B: Friday, 11.13.09
Title: Carbon Compounds and Enzymes Quiz

Homework:
1. McMush Revision Due Monday
2. Denatured Enzyme Lab Report Due Tuesday

Do Now:
 Clear your desks for the Carbon Compounds and Enzymes Quiz
 It’s a long quiz – you will need the whole period