Student Mastery Scale of Learning Goals
Date
Page Learning Goal
Homework
Mastery
1
Date
Page Learning Goal
Homework
Mastery
Unit Goals
Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar
molecules may combine with other elements to form amino acids and/or other large carbon-based molecules
Vocabulary
2
Content
Academic
molecules
elements
amino acids
Carbon-based
Carbon
Hydrogen
Oxygen
construct
revise
evidence
model
simulation
Lines of Evidence
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
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Elements that form covalent bonds share electrons to be most stable
Carbon is found in all large biological molecules because it has 4 valence electrons, can form 4 covalent
bonds, these bonds can be with another carbon or some other element, large polymers can be formed
when many carbons bond together.
There are four major kinds of large biological molecules called macromolecules: Nucleic Acid, Lipids,
Carbohydrates, and Proteins.
Sugar is made of covalently bonded carbon, hydrogen, and oxygen elements
Sugars bonded together form polymer chains called carbohydrates that we eat.
Amino acids have backbones made of carbon, hydrogen, oxygen, and nitrogen.
Amino acids bonded together form polymer chains called proteins that we eat.
Some amino acids we must eat and some our body can make using compounds obtained when sugars are
broken down.
To break down (catabolism) or to synthesize (anabolism) enzymes are needed.
Enzymes speed up chemical reactions by providing an active sites that creates an alternate pathway with
lower activation energy (the energy to make the reaction go).
Reflection
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4
Interactive Notebook Score Sheet
Biochemistry Unit 1 Quarter I Fall Semester
Date
Score/Max
Quizzes/Formatives
Score
Retake Needed
(yes or no)
Peer Initial
Parent
Initial
Unit EXAM
Name of Scored Assignment
Date Due
Score/Max
Peer Initials
Level of Effort
Learning Self Assessment Histogram 1-5 (5-I got it could teach it, 1-I need to ask more questions)
5
Graphing Check
Name:_______________ Date: ________________Block:_____
Drawing: Using Graphs to Understand Biology -Graphing and Interpretation
Graphing is a tool with which to understand the ideas of biology more fully. The different types of graphs: circle
graphs (pie charts), bar graphs, and line graphs are best suited to certain types of biological data. For example,
changes in a variable (such as the number of plants) over time are often
best described by means of a line graph. In this activity, you will learn
more about the strengths and weaknesses of using graphs to display
information. The table on the right provides data on the number of aquatic
plants found in a small pond over a period of days. Draw a graph below
that reflects these data. To make the graph, you will first need to select
appropriate units and scales for the graph’s horizontal (x) axes and
vertical (y). In this case, the manipulated variable is time (x) and what you
are measuring is the number of plants (y).
Utilize the
graph you
have drawn to
answer these
questions.
1. How many
plants were
likely to have
been in the
pond on day
15?
2. How many
plants would
you predict
will be in the
pond on day
22?
3. How many
plants do you
think were in
the pond on
day 1?
Analyze Exchange graphs with a partner. Evaluate how well your partner’s graph illustrates the data in
the table. What suggestions would you make for improving your partner’s graph?
6
The Scientific Method Check
Choose the step of the scientific method in Column B that best matches the example in Column
A, and write the corresponding letter in the space provided.
Column A
_____ 1. Write an article describing what you learned about the ant
population on school grounds.
_____ 2. Last week there were no ants near the front door of our school.
Now there is a large colony. Where did the colony come from.
_____ 3. I think someone released ants from their ant farm near the
front door of our school.
_____ 4. There are a total of three ant colonies on the school grounds.
Four of the 10 residents who live near the school also have ant
colonies in their yard. The residents are neighbors; they live
next door to one another on the same side of the street. None
of the residents has ever owned an ant farm. None of the students
surveyed had any information about where the ants came from.
Column B
a. Ask a question.
b. Form a
hypothesis.
c. Test the
hypothesis.
d. Analyze the
results.
e. Draw conclusion.
f. Communicate
results.
_____ 5. Evidence seems to indicate that our rivals, the Hornets,
placed the ant colony on our school grounds.
_____ 6. I am examining the school grounds and surveying students and
nearby residents for information about where the ants came from.
After reading all of the steps in the scientific method described in questions 1 – 6 above, do
you agree with the conclusion? Why or Why not, “cite evidence”?
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Reflection – Which steps did you miss give some ways that your thinking was corrected.
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7
Notes about graphing
8
Flip up Vocabulary output
9
Scientific Method In Action1
The Strange Case of BeriBeri
In 1887 a strange nerve disease attacked the people in the Dutch East Indies. The disease was beriberi.
Symptoms of the disease included weakness and loss of appetite, victims often died of heart failure. Scientists
thought the disease might be caused by bacteria. They injected chickens with bacteria from the blood of
patients with beriberi. The injected chickens became sick. However, so did a group of chickens that were not
injected with bacteria.
One of the scientists, Dr. Eijkman, noticed something. Before the experiment, all the chickens had eaten
whole-grain rice, but during the experiment, the chickens were fed polished rice. Dr. Eijkman researched this
interesting case. He found that polished rice lacked thiamine, a vitamin necessary for good health.
1. State the Problem
2. What was the hypothesis?
3. How was the hypothesis tested?
4. Should the hypothesis be supported or rejected based on the experiment?
5. What should be the new hypothesis?
How Penicillin Was Discovered
In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture
dishes. He noticed that a mold called Penicillium was also growing in some of the
dishes. A clear area existed around the mold because all the bacteria that had grown in
this area had died. In the culture dishes without the mold, no clear areas were present.
Fleming hypothesized that the mold must be producing a chemical that killed the
http://www.uoguelph.ca/~gbarr
on/MISC2003/penici8.jpg
bacteria. He decided to isolate this substance and test it to see if it would kill bacteria.
Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold
needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient
broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died. This
observation was later used to develop antibiotics used to treat a variety of diseases.
6. Identify the problem.
7. What was Fleming's hypothesis?
8. How was the hypothesis tested?
9. Should the hypothesis be supported or rejected based on the experiment?
10. This experiment led to the development of what major medical advancement?
1
Adapted from http://www.biologycorner.com/worksheets/scientific_method_action.html - SciMethod_ppt_ptII
10
Grandma’s Favorite Bread
1 ½ cups warm water
1 package dry yeast
1 teaspoon salt
2 tablespoons sugar
2 tablespoons melted butter
3 ½ cups flour
Mix all of the ingredients together, and knead well. Cover
the dough and let it rise for 2 hours. Put the dough in a
greased pan, and bake at 400°F for about 35 minutes
Understanding Variables
Malcolm used his grandmother’s recipe to bake a
loaf of bread.
Unfortunately, Malcolm’s bread collapsed while
it was cooking. “Shucks!” he thought, “What
could have gone wrong?” What could Malcolm
change the next time he makes the bread?
Two examples are given for you.
1) He could take the bread out of the oven sooner.
2) He could add more salt.
3)
4)
Varying Your Variables
A factor is anything in an experiment that can influence its outcome.
A variable that is a factor in an experiment that can be changed is the manipulated variable. The
changed variable is called the experimental variable or the independent variable (can change it
independent of other variables). For example, because you can change the amount of salt in the bread
recipe, the amount of salt is a variable.
Malcolm’s grandmother suggested that he added too little flour or too much liquid. Therefore, Malcolm
thought about changing one of the following three variables:
• the amount of water
• the amount of melted butter
• the amount of flour
In science class, Malcolm learned to change only one variable at a time. Discuss why you would only want
to change one variable at a time.
Why is that important?
Scientists strive to perform controlled experiments. A controlled experiment tests only one factor at a
time. In a controlled experiment, there is a control group and one or more experimental groups. All of
the factors for the control group and the experimental groups are the same except for one. The one
factor that differs is called the independent variable. Because the variable is the only factor that
differs between the control group and the experimental group, scientists can be more certain that the
changed variable is the cause of any differences that they observe in the outcome of the experiment.
11
Malcolm tried reducing the amount of water to 1 cup. Thus, he made the amount of water the changed
variable.
What factors did Malcolm control (remain constant)? (Hint: There are several of them! Refer to the recipe.)
As it happened, Malcolm chose the right variable to change. With less water, the bread came out
perfect, the outcome. He concluded that only 1 cup of water should be added.
Inputs and Outputs
The outcome describes the results of your experiment also called the dependent variable because it is
changed in response to the independent variable. For instance, when you bake bread, the outcome is the
quality of the loaf of bread. Often an outcome is something that you have to measure. Following is an example.
Henry and Eliza conducted an experiment using plant fertilizer. They added different amounts of
fertilizer to seven pots of bean sprouts. The pots were the same size and had the same type and amount
of soil. They were given the same amount of seeds, light, and water. To find out how the fertilizer
affected the growth of the sprouts, Henry and Eliza calculated the average height of the bean sprouts
in each pot. Here are the factors in their experiment:
Changed variable/Experimental variable/Independent variable: amount of fertilizer
Controlled factors/Constant: size of pots, amount of light, amount of water, amount of soil, number of seeds
Outcome/Dependent variable: average height of bean sprouts
Your Turn
Identify the changed variable, controlled factors, and outcomes in the following examples:
1. In a recent study, high school students were given a math exam after various amounts of sleep. One
group slept 8 hours or more, and the second group slept fewer than 8 hours. The students had similar
skills in math. They ate the same meals the previous day. The study results showed that students who
slept 8 hours or more scored better on the exam, while students who slept less than 8 hours scored
worse.
Changed variable:
Controlled factors:
Outcome:
2. Our science club built a catapult out of craft sticks, glue, and a rubber band. We wanted to
determine what size rubber band was best for launching a gumball across the classroom. If the rubber
band was too small, the gumball wouldn’t travel very far. If it was too big, it would be too loose to work
well. We found that a rubber band with a circumference of 11 cm shoots the gumball the farthest.
Changed variable:
Controlled factors:
Outcome:
12
Output Sketch out an empty graph and label all the parts. Makeup your own data table with two variables and 5
trials, then explain the lab you did to get the data, identifying the independent, dependent, and controlled
variables, and then graph the data. Describe the pattern the data showed.
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14
15
Name:_______________________________ Date:__________ Block:____
Graphing Practice II
Introduction
Graphing is an important procedure used by scientists to display the data that is collected during
a controlled experiment
2. Line graphs must be constructed correctly to accurately portray the data collected
3. Many times the wrong construction of a graph detracts from the acceptance of an individual’s
hypothesis
4. A graph contains five major parts:
a. Title
b. The independent variable
c. The dependent variable
d. The scales for each variable
1.




The title: depicts what the graph is about. By reading the title, the reader should get an idea
about the graph. It should be a concise statement placed above the graph.
The Independent Variable: is the variable that can be controlled by the experimenter. It
usually includes time (dates, minutes, hours), depth (feet, meters), temperature (Celsius). This
variable is placed on the X axis (horizontal axis).
The Dependent Variable: is the variable that is directly affected by the independent variable.
It is the result of what happens because of the independent variable. Example: How many
oxygen bubbles are produced by a plant located five meters below the surface of the water?
The oxygen bubbles are dependent on the depth of the water. This variable is placed on the
Y-axis or vertical axis.
The Scales for each Variable: In constructing a graph one needs to know where to plot the
points representing the data. In order to do this a scale must be employed that include all the
data points. This must also take up a conservative amount of space. It is not suggested to have
a run on scale making the graph too hard to manage. The scales should start with 0 and climb
based on intervals such as: multiples of 2, 5, 10, 20, 25, 50, or 100. The scale of numbers will
be dictated by your data values.
5. Data are typically described in the following three ways:
a. Mean
b. Median
c. Mode
 The Mean (AKA Average) for a group of variables: To determine the mean for a group of
variables, divide the sum of the variables by the total number of variables to get an average.
 The Median for a group of variables: To determine median or “middle” for an even number of
values, put the values in ascending order and take the average of the two middle values. e.g.
2, 3, 4, 5, 9, 10 Add 4+5 (2 middle values) and divide by 2 to get 4.5
 The Mode for a group of variables: The mode for a group of values is the number that occurs
most frequently. e.g. 2, 5, 8, 2, 6, 11 The number 2 is the mode because it occurred most
often (twice)
16
Graph Title: _________________________________________________________
A bioengineering scientist has an experiment involving two kinds of plants and an aquatic field site that
these plants are placed at varying depth. The data collected follows.
17
Procedure 1:
Using the following data, answer the questions below and then construct a line graph.
Depth in meters Number of Bubbles / minute Plant A Number of Bubbles / minute Plant B
2
29
21
5
36
27
10
45
40
16
32
50
25
20
34
30
10
20
1. What is the dependent variable and why?
2. What is the independent variable and why?
3. What title would you give the graph? .
4. What are the mean, median, and mode of all 3 columns of data?
a). Depth :
Mean____________Median__________Mode________
b). Bubble Plant A.: Mean ____________Median_________Mode________
c). Bubbles Plant B: Mean ____________Median_________Mode________
18
19
Procedure 2:
Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not enough
insulin being produced by these cells, the amount of glucose in the blood will remain high. A blood glucose
level above 140 for an extended period of time is not considered normal. This disease, if not brought
under control, can lead to sever complications and even death.
Answer the following questions concerning the data below and then graph it.
Time After Eating
hours
0.5
1
1.5
2
2.5
3
4
Glucose ml / Liter of Blood Person Glucose ml / Liter of Blood Person
A
B
170
180
155
195
140
230
135
245
140
235
135
225
130
200
1. What is the dependent variable and why?
2. What is the independent variable and why?
3. What title would you give the graph?
4. Which, if any, of the above individuals (A or B) has diabetes?
5. What data do you have to support your hypothesis?
6. If the time period were extended to 6 hours, what would the expected blood glucose level
for Person B?
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Summary: When writing your responses check to make sure you have included specific
examples to support your position.
1. What conclusions can be determined from the data in graph 1?
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2. What conclusions can be determined from the data in graph 2?
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_______________________________________________
3. Can the data in each of these graphs be used to construct other types of graphs?
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___________________________________________________________
4. If so, what other graph types can be constructed?
_______________________________________________________________________
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21
Construct an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may
combine with other elements to form amino acids and/or other large carbon-based molecules. First write your
thoughts on the lines provided. Dig deep. Then using your colored pencils sketch your ideas. You will have 20
minutes to accomplish both directives. A 10 minute bell will ring.
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2
2
http://www.fda.gov/Food/GuidanceRegulation/GuidanceDocumentsRegulatoryInformation/LabelingNutrition/ucm385663.htm#Summary; downloaded 9/1/14
23
Nutrition Introduction Notes
We eat food for two reasons:
1)
2)
The source of energy for all food comes from the sun:
Water and carbon dioxide in the atmosphere are fixed into useable food
The organic (C containing) food we eat is classified as
1)
2)
3)
Other needed materials
1)
2)
3)
Enzymes break up food using other needed materials to make different proteins and other
specialized macromolecules and cell structures (organelles) needed for cell growth and repair.
24
25
Review Questions –
1.
What 6 elements make up the majority of the human body?
2.
How many atoms are in a 70 kg human?
3.
What element is most abundant in the human body?
4.
What are macromolecules?
5.
Use an example to explain the difference between a monomer and a polymer.
6.
What are the monomers and polymers of protein? Give an example of a protein.
7.
Looking at the amino acid diagram, what elements are found in an amino acid?
8.
What are the monomers and polymers of carbohydrates? Give an example of a
carbohydrate.
9.
Looking at the monosaccharide diagram, what elements are
found in a monosaccharide?
10. What are the monomers and polymers of lipids? Give an example of a lipid.
26
11. Looking at the fatty acid diagram, what elements are found in a fatty acid? Is this a
saturated or unsaturated fatty acid
12. What are the monomers and polymers of nucleic acid? Give two examples of nucleic
acids.
13. Looking at the nucleotide diagram, what elements are found in a nucleotide?
14. Compare and contrast hydrolysis and dehydration synthesis. Draw a diagram to
demonstrate each process.
15. What do enzymes do?
16. What enzymes break down proteins?
17. What enzymes break down carbohydrates?
18. What enzymes break down lipids?
19. Using an example, explain how deficiencies in digestive enzymes can cause health issues.
27
1. Enzymes are biological ____________________ made of _____________________ and have
_________________________ where substrates bind and the ______________ occurs.
2. Enzymes have optimum temperatures, pHs, and ionic concentration because these parameters effect the
___________________ of the enzyme.
3. Describe what is happening to enzyme activity in each of the following graphs
a.
c.
b.
d.
4. Identify the reactants, products, and reaction name for the following:
5. Macromolecules are composed of smaller subunits called __________________.
6. The two main types of bonds are ____________________ and ______________.
7. Which bond has shared electrons and is a stronger bond?
8. Which bond transfers electrons and can easily dissolve in water?
9. Lipids are also called __________________________ because they are made mostly of carbon and
hydrogen atoms.
10. Some snake venoms are harmful because they contain enzymes that destroy blood cells or tissues. The
damage caused by such a snakebite could best be slowed by
a. applying ice to the bite area.
c. inducing vomiting.
b. drinking large amounts of water.
d. increasing blood flow to the area.
28
Medieval Greek énzymos leavened
Enzymes Review
Enzymes break up food using other needed materials to make different proteins and other specialized macromolecules
and cell structures (organelles) needed for cell growth and repair.
:
29
30
There are four main classes of organic macromolecules: carbohydrates, lipids, proteins, and nucleic acids.
These molecules are very large molecules that contain many carbon molecules linked together because
carbon has four valence electrons and can form four covalent bonds.
These enormous organic compounds are constructed by assembling together small molecular subunits, often
in a chain or linear process that resembles the coupling of railroad cars onto a train. This coupling is
referred to as dehydration synthesis (de = off, hydra = water, synthesis = to create), because it involves the
production of water molecules as well as the larger molecule. Hydrogen and oxygen atoms are removed
from the individual subunits so they can be joined together. Each subunit is called a monomer, and the
macromolecule is referred to as a polymer.
The reverse process, in which the polymer is disassembled into its individual monomers, is called
hydrolysis (hydro = water, lysis = split) because the bonds that hold the monomers in a chain is split by the
insertion of water molecules between the monomers. These monomers can be broken down and used for
building blocks for other compounds.
To break down (catabolism) or to synthesize (anabolism) enzymes are needed.
Answer the following questions based on what you have learned in class already and the new vocabulary
terms in bold from the reading above.
1. What are the four classes of organic macromolecules and monomers common in living organisms?
2. Macromolecules are also called
.
3. Polymers are constructed from subunits called
4. When two or more monomers are joined together,
addition to the polymer.
.
molecules are produced in
5. The chemical joining of two or more monomers is called
.
6. When a macromolecule is broken down, water molecules are inserted at the bonds between the
individual
7.
.
The reaction that splits a polymer is called
.
31
Pepsin
32
33
Reinforcement Worksheet – Organic Compounds
KEY CONCEPT: Carbon-based molecules are the foundation of life.
Carbon atoms are the basis of most molecules that make up living things. Many carbon-based molecules are
large molecules called polymers that are made of many smaller, repeating molecules called monomers. There
are four main types of carbon-based molecules in living things.
• Carbohydrates include sugars and starches, and are often broken down as a source of chemical energy
for cells. Some carbohydrates are part of cell structure, such as cellulose, which makes up plant cell
walls.
• Lipids include fats and oils and, like carbohydrates, are often broken down as a source of chemical
energy for cells. One type of lipid, called a phospholipid, makes up most of all cell membranes.
• Proteins have a large number of structures and functions. Some proteins are needed for muscle
movement; another protein, called hemoglobin, transports oxygen in blood. Another type of proteins,
called enzymes, speed up chemical reactions in cells.
• Nucleic acids are molecules that store genetic information and build proteins. DNA stores genetic
information in cells, and RNA helps to build the proteins for which DNA codes.
Type of Molecule
Carbohydrate
Functions
Example
Lipid
Protein
Nucleic Acid
The prefix mono- means “one” and the prefix poly- means “many”. How are these meanings related to the
terms monomer and polymer?
__________________________________________________________________________________
__________________________________________________________________________________
Write your own analogy for the formation of a polymer from monomers.
__________________________________________________________________________________
__________________________________________________________________________________
34
NUTRITION AND METABOLISM
All living organisms need energy and nutrients. The energy is used for many purposes, such as
•
synthesis → building more molecules
•
growth → making new cells to grow larger
•
repair → making new cells to mend injuries
•
locomotion → moving around in the environment
The nutrients are also used for many purposes, such as
•
raw materials → the building blocks that new molecules and cells are built from
•
fuel → used to make energy in cell respiration
Animals have to eat food to both make energy and get nutrients. When animals take in food, it’s called
ingestion. When they breakdown the food, it’s called digestion. There are two types of digestion chemical
and mechanical. When they take the food into their cells, it’s called absorption. Since they have to eat
other organisms, animals are called heterotrophs. Hetero means “others”, troph means “feeding”, so
heterotroph means “feeding on others”.
Some organisms can harvest the energy from the sun and use it to synthesize the molecules and cells of
their bodies. These organisms are plants. The process that allow plants to capture the sun and use it for
synthesis is photosynthesis. Because, in this way, plants make their own food, they are also called
autotrophs. Auto means “self”, troph means “feeding”, so autotroph means “self-feeding”. In
photosynthesis, plants take in simple inorganic compounds (CO2 & H2O) and build organic nutrients
such as sugars (C6H12O6)
1. Nutrition: Organisms take in nutrients (food) for various activities including:
•
_________________________________
•
_________________________________
•
_________________________________
•
_________________________________
a. Ingestion: ______________________________________________________________
b. Digestion: ______________________________________________________________
•Nutrients must be broken down into smaller parts so that they can be ________________________ into the
blood and cells of organisms to be used.
Starches are digested into ______________________________________________
Proteins are digested into _______________________________________________
2. Autotrophic Nutrition:
a. Organisms take inorganic materials ( ______ & ______ ) and convert them into organic nutrients
(__________________).
b. Auto = ___________; troph = ___________ so Autotroph = _______________________
c. What process do autotrophs use to do this? ____________________________________
d. Examples of organisms that do this: __________________________________________
3. Heterotrophic Nutrition:
a. Organisms must __________________ nutrients made by other organisms.
b. Hetero = ___________; troph = ___________ so Heterotroph = ____________________
c. Examples of organisms that do this: __________________________________________
d. These organisms include:
•
Carnivores: ___________________________________________________________
•
Herbivores: ___________________________________________________________
•
Ominivores: __________________________________________________________
•
Decomposers: ________________________________________________________
35
Chapter 2 Assessment Study Guide
1.Define each of the following, then write two sentences using the terms.
A Element
B Compound
C Molecule
D Bond
2
The smallest basic unit of matter is the -________________
3
What is formed when an atom gains or loses electrons?
4
Atoms in molecules share pairs of electrons when they make ________________
5
The attraction among molecules of different substances is called ______~
6
A solution with a high concentration of H ions is called ____
7
Which of the following solutions has the highest H ion concentration?
A a solution with a pH of 1
B a solution with a pH of 4
C a solution with a pH of 7
D a solution with a pH of 10
What is the relationship between H ion concentration and acidity?
8
Which category of carbon-based molecules includes sugars and starches?
What category of carbon-based molecules include meat?
9
What is unique about carbon? Identify four characteristics
10 The four main types of carbon-based molecules in organisms are carbohydrates, lipids, nucleic acids, and
___________________
11 Identify the reactants in the following chemical reaction: 6H2O + 6CO2 → C6H12O6 + 6O2
12 Identify the products in this reaction: following chemical reaction: 6H2O + 6CO2 → C6H12O6 + 6O2
13 Chemical reactions that absorb more energy than they release are called _________________
14 The activation energy needed for a chemical reaction is decreased by a _______________
15 In the lock-and-key model of enzyme function shown in Figure 2.2,
what is happening in step 2?
36
16. Identify the reactants and products, uncatalyzed and catalyzed reactions using the following diagram
17 Changes in temperature and pH can decrease an enzyme's activity changing __________________
18 Which aspect of a chemical reaction is affected by enzymes?
19. Identify 3 properties of water that makes water essential for living things. Describe the properties
20. What type of intermolecular bonding relates to those properties?
21. Which diagram shows ionization?
22 How can you tell that an
ionic bond is formed
between magnesium and
oxygen?
23 Remembering that electrons are negatively charged, is magnesium in part B positively or negatively
charged? Why?
24 How would the illustration be different if magnesium and oxygen formed covalent bonds?
26. Ionic compounds are generally soluble in water. Figure 2.1 is showing the components of solution.
What is A representing
What is B representing.
What were the clues you used to make the determination?
37
CALCULATING DIGESTION AND ABSORPTION RATES: The complexity, or density, of a
macromolecule impacts the rate that it is digested and absorbed into the body. For
example, egg protein takes less than 45 minutes to digest, while beef protein is complex
and can take more than 4 hours to digest in the stomach. Once a macromolecule has
been digested, the small monomers are able to diffuse through the small intestine directly
into the bloodstream where they can be used. The following chart outlines the
approximate digestion rate and absorption rate of common carbohydrates and proteins.
Table 1. Digestion and Absorption Rates of Carbohydrates and Proteins
Carbohydrate Absorption Rate
Carbohydrate Digestion Rates
Glucose
60 g/hour
Fruit juice
0.25 hr
Carrots, beets,
0.8 hr
parsnips, turnips
Protein Absorption Rates
Watermelon
0.3 hr
Corn, potatoes
1 hr
Egg protein
2.9 g/hour
Oranges, grapes
0.5 hr
Brown rice,
1.5 hrs
cornmeal, oats,
peas, beans
Milk protein
3.5 g/hour
Apples, peaches, 0.6 hr
Seeds
2 hrs
cherries, pears
Animal protein
10 g/hour
Tomato, lettuce,
0.7 hr
Nuts
3 hrs
celery, spinach
NOTE: Fats absorb the slowest
Protein Digestion Rates
and the rate varies GREATLY Fish
0.5 hr
Turkey
2.2 hrs
based on genetics and overall Egg
0.75 hr
Lamb
3 hrs
health, which is why we will
Skim milk
1.5 hrs
Beef
4 hrs
only be calculating protein
2 hrs
Pork
4.5 hrs
and carbohydrate digestion Whole milk
Chicken
2.1 hrs
Cheese
5 hrs
and absorption rates.
a. An average human eats the following foods in a day. Determine the digestion rate,
absorption rate, and total digestion time of each meal using the information from Table
1 (remember 1 g = 1 ml). The “Snack” has been completed for you as an example.
Breakfast
38
Snack
Lunch
Dinner
Dessert
8:00 am
10:30 am
Scrambled eggs (60
grams) with cheese (20 g)
Orange juice (150 ml)
Almonds(40
g) +sunflower
seeds (30 g)
12:00 pm
6:00 pm
Chicken(100 g) &
spinach salad (350 g)
Apple juice (200 ml)
8:30 pm
Beef steak(130 g) &
baked potato(250
g)Skim milk (200 ml)
Peach (75 g)
+ oat cobbler
(115 g)
Table 2. Meal Digestion, Absorption, and Elimination Rate
Breakfast
Total Amount
(g)
Digestion Rate
(longest rate only)
Absorption Rate
(total g / absorp. rate)
Time in Large
Intestine
Total
Time
(hours)
Carbohydrates
36 hrs
Proteins
Snack
Carbohydrates
Proteins
70 g (40g + 30g)
3 hrs (nuts)
1.17 hrs (70g / 60g)
0
0
0
Total Amount
Digestion Rate
Absorption Rate
(g)
(longest rate only)
(total g / absorp. rate)
36 hrs
39.17
hrs
0
Lunch
Time in Large
Intestine
Total
Time
(hours)
Carbohydrates
Proteins
36 hrs
Dinner
Carbohydrates
36 hrs
Proteins
Dessert
Carbohydrates
36 hrs
Proteins
b.
c.
d.
e.
Which meal took the longest to digest? Why?
Which meal took the shortest time to digest? Why?
What is actually occurring to carbohydrates and proteins during digestion?
If the meal was eaten on Monday, what day and time would the dessert be
eliminated from the body?
39
Macromolecules and Digestion
HASPI Medical Biology Lab 07a
Background/Introduction
The Elements of Life
Nearly 99% of the human body is made up of
only 6 elements: oxygen, carbon, hydrogen,
nitrogen, calcium, and phosphorous. Another
0.85% of the body is made up of 5 additional
elements necessary for the body to function:
potassium, sulfur, sodium, chlorine, and
magnesium. The remaining 0.15% is filled by
dozens of trace elements. A 70 kg human is
made up of nearly 7x1027 atoms. More than
60% of those are hydrogen atoms, 25% are
oxygen atoms, and 10% are carbon atoms.
http://www.pc.maricopa.edu/Biology/rcotter/BIO%20205/LessonBuilders/Chapter%2
01%20LB/molecules.jpg
Many of these atoms are bonded together to form important molecules such as water (H 2O),
carbon dioxide (CO2), and oxygen (O2). The remaining atoms are bonded together to form
complex structures that provide energy, support shape, and perform functions within the
body. These are called macromolecules. The four main macromolecules include proteins,
carbohydrates, lipids, and nucleic acids.
Macromolecules are large polymers, meaning they are made up of many smaller parts.
Those smaller parts are called monomers. Think Legos… A spaceship made from Legos
would be the polymer, while each individual Lego piece used to create the spaceship
would be a monomer. The atoms in each monomer are arranged differently to create a
different polymer when they are bonded together.
Proteins
Proteins perform many major functions within the body, including performing chemical
reactions as enzymes, communicating as hormones, and initiating movement in muscles just
to name a few. The monomers of proteins are called amino acids. Amino acids are bonded
together in long chains to create proteins, also called polypeptides. Proteins may be a few
hundred amino acids long or hundreds of thousands of amino acids long. There are 20
different types of amino acids that can be bonded in different orders to create specific
proteins. The basic structure of all amino acids is the same.
Monomer
Amino Acid
Polymer
Polypeptide
Example
Muscle Protein
http://lifescience11.wikispaces.com/file/view/macromolecules.jpg/403148598/macromolecules.jpg
40
Carbohydrates
The main function of carbohydrates is to provide energy. The monomers of carbohydrates
are called monosaccharides. Monosaccharides are simple sugars that include fructose,
sucrose, and glucose to name a few. Energy is stored in the bonds that create
monosaccharides, and released during cellular respiration. monosaccharides are bonded
together to form chains called polysaccharides. Polysaccharides are complex sugars that
include starch, cellulose, and glycogen.
Monomer
Polymer
Example
Monosaccharide
Polysaccharide
Starch in Chloroplast
Lipids
http://lifescience11.wikispaces.com/file/view/macromolecules.jpg/403148598/macromolecules.jpg
Lipids function to form membranes in cells, as hormones and vitamins, and as energy
storage. The most common monomers of lipids are called fatty acids. Fatty acids can be
saturated, meaning they are completely covered in hydrogen atoms, or unsaturated,
meaning they have some double-bonds and still have some space available for hydrogen
atoms to bond. Fatty acids can be bonded to other molecules such as glycerol and
phosphates to form lipids. Examples of lipids include triglycerides and phospholipids.
Monomer
Polymer
Example
Fatty Acid
Triglyceride
Adipose Tissue
Nucleic Acids
http://lifescience11.wikispaces.com/file/view/macromolecules.jpg/403148598/macromolecules.jpg
Nucleic acids contain the instructions for creating proteins within the body, and therefore
are essential molecules for life. The monomers of nucleic acids are nucleotides. Every
nucleotide contains 3 parts: a phosphate, a sugar, and a base. There are 5 different
nucleotides: cytosine, guanine, adenine, thymine, and uracil. Nucleotides are bonded
together to form the two major nucleic acids, DNA and RNA. The order of nucleotides in
DNA determines the order of amino acids in the protein it creates.
Monomer
Polymer
Example
Nucleotide
DNA or RNA
Chromosome
http://lifescience11.wikispaces.com/file/view/macromolecules.jpg/403148598/macromolecules.jpg
Dehydration Synthesis
and Hydrolysis
The chemical reactions that bond together macromolecules
41
are similar and require water. When macromolecules are
consumed, they must be broken down during digestion in order
to be absorbed by the body. Polymers are bonded together
with covalent bonds (shared electrons between atoms). To
break this bond, water (H2O) molecules are split and used to fill
the space created by the broken bond. This is called hydrolysis:
“hydro“ means water, and “lysis” means to split apart.
Once a polymer has been broken apart and the monomers
have been absorbed, they may need to be bonded back
together to form new polymers within the body. To allow the
bond between monomers, a hydrogen (H) atom and a
hydroxide (OH) molecule are removed from the ends of each
monomer. When these are removed, it creates a spot for the
two monomers to form a covalent bond with each other;
thus the H and OH come together to form a water (H2O)
molecule. This is called dehydration synthesis: “dehydration”
means losing water, and “synthesis” means to create.
http://classconnection.s3.amazonaws.com/739/flash
cards/850739/jpg/05_02_polymers-l1326646861804.jpg
Digestion: Enzymes
The digestive system consists of a group of organs that produce enzymes and substances
that assist in digesting food, as well as a long tract that starts at the mouth and ends at the
anus. The function of the digestive system is to break down and absorb food, which is made
up primarily of macromolecules. Enzymes that break down specific macromolecules are
produced in different parts of the digestive tract. An enzyme is a protein substance that
speeds up chemical reactions in the body by lowering the activation by providing an
alternative pathway.
Proteins and Proteases
Proteases are enzymes that break down protein.
There are two main types of proteases in the digestive
system. Pepsin is produced in the stomach, and is
most effective in a very acidic pH. For this reason the
stomach also produces hydrochloric acid that creates
a very acidic pH. Trypsin is another protease
produced by the pancreas for protein digestion in the
small intestine.
http://www.pc.maricopa.edu/Biology/rcotter/BIO%20205/LessonBuilders/
Chapter%207%20LB/activesite.jpg
Carbohydrates and Amylase
The enzyme that breaks down carbohydrates is called amylase. Amylase can be found in
the saliva and is produced by the pancreas for carbohydrate digestion in the small intestine.
Lipids and Lipase
The enzyme that breaks down lipids is called lipase. Lipase is produced by the pancreas for
lipid digestion in the small intestine. Lipids tend to stick together and are difficult for lipase to
separate. Bile is produced by the liver to emulsify, or break apart, the lipids so lipase can
work faster.
Digestive Enzyme Deficiencies
If macromolecules are not digested correctly, it can impact an individual’s health, even if he
or she is eating healthy and exercising. Deficiencies in the enzymes that break down
42
macromolecules can occur due to a variety of factors such as environmental pollution,
stress, hormone imbalance, or genetic mutations (hereditary).
Protease Deficiencies
A deficiency in protease can lead to an inability of the body to digest and absorb proteins
properly. Improper digestion of proteins can lead to a variety of problems, including but not
limited to anxiety, arthritis, osteoporosis, bone spurs, hypothyroidism, dehydration, colitis,
colon cancer, and chronic infections.
Amylase Deficiencies
A deficiency in amylase can lead to an inability of the body to digest and absorb
carbohydrates properly. Improper digestion of carbohydrates can lead to a variety of
problems, including but not limited to fatigue, abscesses, psoriasis, eczema, hives, dermatitis,
asthma, emphysema, phosphorous deficiency, gastritis, joint stiffness, and high blood
pressure.
Lipase Deficiencies
A deficiency in lipase can lead to an inability of the body to digest and absorb lipids
properly. Improper digestion of lipids can lead to a variety of problems, including but not
limited to high cholesterol, obesity, diabetes, heart disease, muscle spasms, spastic colon,
and vertigo.
Review Questions – answer questions on a separate sheet of paper
1.
2.
3.
4.
5.
6.
7.
8.
What 6 elements make up the majority of the human body?
How many atoms are in a 70 kg human?
What element is most abundant in the human body?
What are macromolecules?
Use an example to explain the difference between a monomer and a polymer.
What are the monomers and polymers of protein? Give an example of a protein.
Looking at the amino acid diagram, what elements are found in an amino acid?
What are the monomers and polymers of carbohydrates? Give an example of a
carbohydrate.
9.
Looking at the monosaccharide diagram, what elements are found in a monosaccharide?
10. What are the monomers and polymers of lipids? Give an example of a lipid.
11. Looking at the fatty acid diagram, what elements are found in a fatty acid?
12. What are the monomers and polymers of nucleic acid? Give an example of a nucleic
acid.
13. Looking at the nucleotide diagram, what elements are found in a nucleotide?
14. Compare and contrast hydrolysis and dehydration synthesis. Draw a diagram to
demonstrate each process.
15. What do enzymes do?
16. What enzymes break down proteins?
17. What enzymes break down carbohydrates?
18. What enzymes break down lipids?
19. Using an example, explain how deficiencies in digestive enzymes can cause health issues.
43
Macromolecules and Digestion
HASPI Medical Biology Lab 07a
Part A: Building Macromolecules
Our bodies are amazing machines capable of breaking down and building up complex molecules
required for life. Since these molecules are microscopic, it is easier to understand how they are built
using models. In this part of the activity, your team will be modeling dehydration synthesis and
hydrolysis to obtain a better understanding of these processes before investigating digestion.
Materials
Velcro dots black (10)
Velcro dots white (10)
Macromolecule template
Scissors
Procedure/Directions
Your lab team will be given tasks, or directions, to perform on the left. Record your questions,
observations, or required response to each task on the right.
Set Up
Task
1
2
Use scissors to cut out all of the objects on the
macromolecule template.
Cut the black and white Velcro dots into quarters
(4 sections from each dot; see image).
The outlined circles on each atom or molecule identify a
3 spot for part of a Velcro dot.
On the WHITE outlined circles, peel and stick a white
4 Velcro section onto the FRONT of the atom/molecule.
On the CLEAR outlined circles, peel and stick a black
5 Velcro section onto the BACK of the atom/molecule.
There will be extra black and white Velcro dot sections.
6 Save these in case any dots come loose.
44
Response
Proteins
Task
1
2
3
4
Put the 4 amino acid molecules, 4 oxygen atoms, and 8
hydrogen atoms on the table. Push all of the other items to
the side.
Each of the black Velcro dot sections will attach to the
white Velcro dot sections. The Velcro represents bonds
between molecules.
To form a polypeptide chain, attach each amino acid
molecule to each other between the carbon and nitrogen
atoms. There cannot be any open bonds (Velcro), so it is
necessary to bond an oxygen and hydrogen to the ends of
the polypeptide chain (see image).
Response
a. What are the monomers of protein?
b. What does the Velcro represent?
Water is also needed for hydrolysis, so use the
remaining oxygen and hydrogen atoms to create 3
water molecules (see image).
Hydrolysis of Proteins
5
6
7
8
9
When the body needs to break down protein, it splits
the bond between each amino acid molecule, and
splits water to fill the bonds.
To perform hydrolysis on your polypeptide chain, break
a bond (separate the Velcro) between two of the
amino acid molecules.
Break the bond between one of the hydrogen atoms
and oxygen on the water molecule.
The hydrogen atom bonds to the nitrogen atom, and the OH
bonds to the carbon atom.
Repeat steps 6-8 on the remaining amino acids.
Dehydration Synthesis of Proteins
The body uses the amino acids it has broken down to build
10 proteins needed for the body to function correctly.
This is the opposite of hydrolysis. Remove the hydrogen atom
from the nitrogen of one amino acid molecule, and an OH
11 molecule from the carbon of a different amino acid
molecule.
12 Bond the carbon and nitrogen atoms to each other.
Notice you have a hydrogen atom and an OH molecule
13 remaining. Bond these together to form a water molecule.
Repeat steps 11-13 for the remaining amino acid molecules.
14
Macromolecules and Digestion, HASPI Medical Biology Lab 07a
45
Carbohydrates
Task
1
2
3
4
5
a. List two monomers of carbohydrates.
Put the 4 glucose molecules, 8 oxygen atoms, and 8
hydrogen atoms on the table. Push all of the other
items to the side.
Each of the black Velcro dot sections will attach to the white Velcro dot sections. The Velcro
represents bonds between molecules.
To form a carbohydrate chain, connect each glucose
molecule with an oxygen atom. There cannot be any
open bonds (Velcro), so it is necessary to bond an
oxygen and hydrogen to the ends of the carbohydrate
chain (see image). Carbohydrate chains can be
thousands of sugar molecules long.
Water is also needed for hydrolysis, so using the remaining oxygen and
hydrogen atoms create 3 water molecules (see image).
When carbohydrates are consumed, they must be broken down into individual
sugar molecules to be used to create energy in cellular respiration.
Hydrolysis of Carbohydrates
6
7
8
9
10
11
When the body needs to break down carbohydrates, it splits the bond
between each sugar molecule, and splits water to fill the bonds.
To perform hydrolysis on your carbohydrate chain, break a bond
(separate the Velcro) between two of the glucose molecules.
Break the bond between one of the hydrogen atoms and oxygen on
the water molecule.
One of the glucose molecules should still have an oxygen atom
attached. Bond the hydrogen atom that you split from the water
molecule to this oxygen atom.
Bond the OH molecule remaining from water to the remaining
open bond on the glucose molecule (see image).
Repeat steps 7-10 for the two remaining bonds on the
carbohydrate chain.
Dehydration Synthesis of Carbohydrates
12
13
14
15
16
46
Response
If the body has excess sugar, it can bond sugar together and store it
for later use.
This is the opposite of hydrolysis. Remove the hydrogen atom from
the right side of one glucose molecule, and an OH molecule from
the left side of a different glucose molecule.
Bond the remaining oxygen atom that is attached to glucose to the
other glucose molecule.
Notice you have a hydrogen atom and an OH molecule remaining.
Bond these together to form a water molecule.
Repeat steps 13-15 for the two remaining glucose molecules. You
should end up with a carbohydrate chain and 3 waters.
Nucleic Acids
Task
1
2
3
4
5
Response
a. What are the monomers of nucleic acids?
Put the 4 nucleotides, 8 oxygen atoms, and 8
hydrogen atoms on the table. Push all of the other
items to the side.
Each of the black Velcro dot sections will attach to the white Velcro dot sections. The Velcro
represents bonds between molecules.
To form a nucleic acid (DNA), attach each nucleotide
to one another using an oxygen atom between the
sugar and phosphate (see image).
There cannot be any open bonds (Velcro), so it is
necessary to bond an oxygen and hydrogen to the
ends of the nucleic acid (see image).
Water is also needed for hydrolysis, so using the
remaining oxygen and hydrogen atoms create 3 water
molecules.
Hydrolysis of Nucleic Acids
6
7
8
9
When the body needs to break down nucleic acids, it splits the bond
between each nucleotide, and splits water to fill the bonds.
To perform hydrolysis on your nucleic acid, break a bond (separate the
Velcro) between nucleotides. Leave the oxygen attached to one of
the nucleotides.
Break the bond between one of the hydrogen atoms and oxygen on
the water molecule.
The hydrogen atom bonds to the remaining oxygen on a nucleotide,
and the OH bonds to the other nucleotide.
Repeat steps 7-9 on the remaining nucleotides.
10
Dehydration Synthesis of Nucleic Acids
Nucleotides are bonded together to form nucleic acids, which
11 include DNA and RNA.
This is the opposite of hydrolysis. Remove an OH molecule from one
12 nucleotide, and a hydrogen atom from a different nucleotide.
13 Bond the nucleotides to each other using the oxygen atom.
Notice you have a hydrogen atom and an OH molecule remaining.
14 Bond these together to form a water molecule.
Macromolecules and Digestion, HASPI Medical Biology Lab 07a
47
Repeat steps 12-14 for the remaining nucleotide molecules.
15
Lipids
Task
1
2
3
4
Hydrolysis of Lipids
5
6
7
8
When the body needs to break down lipids, it splits the bond
between fatty acid molecules, and splits water to fill the bonds.
To perform hydrolysis on your lipid, break a bond (separate the
Velcro) between a fatty acid and glycerol. Leave the oxygen
attached to glycerol.
Break the bond between one of the hydrogen atoms and oxygen
on the water molecule.
The hydrogen atom bonds to the remaining oxygen on glycerol,
and the OH bonds to the fatty acid.
Repeat steps 6-8 on the remaining fatty acids.
9
Dehydration Synthesis of Lipids
Fatty acids and glycerol are bonded together to form
10 lipids, or fats.
11
12
13
14
48
Response
a. What are the monomers of lipids?
Put the 3 fatty acid molecules, glycerol molecule,
6 oxygen atoms, and 6 hydrogen atoms on the table.
Push all of the other items to the side.
Each of the black Velcro dot sections will attach to the white Velcro dot sections. The Velcro
represents bonds between molecules.
To form a lipid, attach each fatty acid molecule to the glycerol
molecule using an oxygen atom (see image).
Water is also needed for hydrolysis, so using the remaining
oxygen and hydrogen atoms create 3 water molecules.
This is the opposite of hydrolysis. Remove the OH
molecule from the fatty acid molecule, and the hydrogen
atom from the glycerol.
Bond the fatty acid and glycerol molecules to each other
using the oxygen atom.
Notice you have a hydrogen atom and an OH molecule
remaining. Bond these together to form a water
molecule.
Repeat steps 11-13 for the remaining fatty acid molecules.
Analysis & Interpretation
Answer the following questions using data from your lab AND internet research if needed.
Analysis Questions – answer questions on a separate sheet of paper
1.
2.
3.
4.
5.
6.
7.
What is the difference between a monomer and a polymer?
Make a table listing the monomers and polymers of proteins, carbohydrates, lipids,
and nucleic acids.
What is the purpose of hydrolysis?
What is the purpose of dehydration synthesis?
Explain hydrolysis using a diagram.
Explain dehydration synthesis using a diagram.
Based on what you have learned about hydrolysis and dehydration synthesis, why
do you think water is so important to the body?
Macromolecules and Digestion, HASPI Medical Biology Lab 07a
49
Macromolecules and Digestion
HASPI Medical Biology Lab 07b
Part B: Digestion, Macromolecules, and Enzymes
When we eat, we consume macromolecules, vitamins, and minerals needed for our body to
function normally. When macromolecules are consumed, it is necessary to break them
down into smaller monomers to use them. Carbohydrates are broken down into simple
sugars, such as glucose, that are used to create energy in cellular respiration. Proteins are
broken down into amino acids that are then rearranged during translation to make proteins
important to the body, such as insulin. Lipids are broken down into fatty acids and glycerol.
Fatty acids are used to build essential cell organelles, like the cell membrane. Nucleic acids
are also broken down into individual nucleotides that are used for DNA replication and
transcription. Breaking down these macromolecules would be EXTREMELY slow without
enzymes to speed up the reaction. In this lab, your team is going to observe how enzymes
can break down carbohydrates, proteins, and lipids into smaller pieces.
Materials
Spot plate
6 pH strips/indicator sheet
12 Toothpicks (stirrers)
Food sample
Protein solution
Starch solution
Lipid solution
Protease solution
Lipase solution
Amylase solution
Iodine potassium iodide
Biuret solution
1% HCl solution
Soap solution
Paper towels
50
Procedure/Directions
Your lab team will be given tasks, or directions, to perform on the left. Record your
questions, observations, or required response to each task on the right.
Set Up
Task
1
2
3
4
Response
Obtain a spot plate, 12 toothpicks, 6 pH strips, a pH
Figure A
indicator sheet, a pencil, and paper towels. Cut or
tear the pH strips in half length-wise.
3
Using a pencil, label the wells 1-3 across the side, and
with a “C”, “L”, “P”, and “F” across the bottom/top
2
(see Figure A).
The C row represents the Carbohydrates tests, the L
1
row represents the Lipids tests, the P row represents
C
L
P
F
the Proteins tests, and the F row represents Food test.
All of the solutions have been placed at a central location. You will need to take your
spot plate to that location to collect each solution when the task directs you to do so.
Each solution may be in a dropper bottle, or there may be plastic pipettes available.
a. What is the purpose of this lab?
5
b. What are monomers and polymers? Explain how you will be observing monomers and polymers in this lab
investigation.
Part A: Carbohydrate Digestion
Task
1
2
3
4
5
Add 15 drops of Starch solution to wells 1 and 2 in
row C.
Add 5 drops of Amylase to well 2. Amylase is an
enzyme that breaks down starch--a
carbohydrate--into smaller sugars.
Using separate stirring sticks, mix each well.
Allow the wells to sit for 5 minutes.
Add 1 drop of Iodine potassium iodide to wells 1
and 2. Potassium iodine turns blue/black in the
presence of starch. If amylase has broken down
the starch into smaller sugars, the potassium
iodine will have a much lighter reaction.
Response
c. What enzymes break down carbohydrates?
Iodine Potassium Iodide Results
Well 1 Results:
Well 2 Results:
d. What is the monomer of carbohydrates? In which well, if any, were you able to observe amylase
breaking down carbohydrates?
6
e. What was the purpose of well 1?
f. Explain your results.
Macromolecules and Digestion, HASPI Medical Biology Lab 07a
51
Part B: Lipid Digestion
Task
1
2
3
4
5
6
7
8
9
Response
Add 10 drops of water to wells 1-3 in row L.
Add 3 drops of Lipid solution to wells 1-3 in row L.
Add 5 drops of Lipase to wells 2 and 3. Lipase is an
enzyme that breaks down lipids.
Add 2 drops of soap to well 3. Soap is an emulsifier,
which means that it does not break the bonds
between lipids, but instead separates them from other
lipids making it easier for lipase to break them down.
In the body, bile produced by the liver acts as the
emulsifier.
Using separate toothpicks, mix each well.
Test the pH of wells 1-3 using the pH strips.
Allow the wells to sit for 20 minutes.
After 20 minutes, retest the pH of each well. If the
lipase has been effective, the pH of the solution
should decrease.
g. What enzymes break down lipids?
Before Digestion pH
Well 1 pH:
Well 2 pH:
Well 3 pH:
After Digestion pH
Well 1 pH:
Well 2 pH:
Well 3 pH:
h. What is the monomer of lipids? In which well, if any, were you able to observe lipase breaking down lipids?
i. What was the purpose of well 1?
j. Explain your results
Part C: Protein Digestion
Task
1
2
3
4
5
6
7
8
Add 5 drops of the Protein solution to wells 1-3 in
row P.
Add 5 drops of Protease to wells 2 and 3.
Protease is an enzyme that breaks down
proteins. In the stomach, the protease enzyme is
called pepsin.
Add 5 drops of 1% HCl to well 3. Pepsin works
best in an acidic environment. In the stomach,
hydrochloric acid (HCl) is produced to make
pepsin more effective at breaking down proteins
into amino acids.
Using separate toothpicks, mix each well.
Test the pH of wells 1-3 using the pH strips.
Allow the wells to sit for 5 minutes.
After 5 minutes, add 2 drops of Biuret to wells 1-3.
If the protein has been broken down into amino
acids, the biuret will turn pink. If it has not, the
biuret will remain blue/purple.
Response
k. What enzymes break down proteins?
Before Digestion pH
Well 1 pH:
Well 2 pH:
Well 3 pH:
Biuret Results
Well 1 Results:
Well 2 Results:
Well 3 Results:
l. What is the monomer of proteins? In which well, if any, were you able to observe protease breaking down
proteins?
m. What was the purpose of well 1?
n. Was there any difference in digestion between the well with protease and the well with protease +
1% HCl? Why do you think this happened?
o. Explain your results.
52
Part D: Macromolecules in Food
Task
1
2
3
4
Choose any food item that easily mixes in water.
You may need to smash the food sample in
order to have it mix easily.
In a beaker, mix a small amount of your food
sample with 10 ml of water.
Using a plastic pipette, add 5 drops of the food
solution to wells 1-3 in row F.
Dip a pH strip into one of the wells. Record the
pH of your food solution.
TEST FOR PROTEIN
Add 5 drops of protease and 5 drops of 1% HCl
5
to well 1.
6 Use a toothpick to stir the well.
Allow well 1 to sit for 5 minutes to give the
7 protease time to break down any proteins that
are present.
After 5 minutes, add 2 drops of Biuret. The
8
solution will turn pink if protein is present.
TEST FOR CARBOHYDRATES
9 Add 1 drop of iodine potassium iodide to well 2.
10 Use a toothpick to stir the well.
If there are carbohydrates present, well 2 will
11
turn blue/black.
TEST FOR LIPIDS
Add 5 drops of lipase and 2 drops of soap to
12
well 3. Mix the solution.
13 Use a toothpick to stir the well.
14 Test the pH of the solution.
Allow well 3 to sit for 20 minutes to allow the
15 lipase and soap time to break down any lipids
that are present.
After 20 minutes, retest the pH of the solution.
16 If the lipase has been effective, the pH of the
food solution should decrease.
Response
p. What food item did you choose?
q. Hypothesize which macromolecules your
food item contains:
Food pH:
r. Are proteins present in the food sample?
s. Are carbohydrates present in the food
sample?
pH Results
Well 4 pH BEFORE:
Well 4 pH AFTER:
t. Are lipids present in the food sample?
Macromolecules and Digestion, HASPI Medical Biology Lab 07a
53
Analysis & Interpretation
Answer the following questions using data from your lab AND internet research if needed.
Analysis Questions – answer questions on a separate sheet of paper
1.
What are the 4 main macromolecules? What are the monomers of each of
the 4 macromolecules?
2.
Explain how enzymes work, and give two examples of enzymes.
3.
What type of macromolecules are enzymes?
4.
What does amylase do?
5.
Explain how the lab was able to determine whether amylase was effective.
6.
What does lipase do?
7.
What is the purpose of using soap for lipid digestion?
8.
Explain how the lab was able to determine whether lipase was effective.
9.
What does protease do?
10. Why was 1% HCl combined with protease for protein digestion?
11. Explain how the lab was able to determine whether protease was effective.
12. What types of macromolecules were in your food sample?
Connections & Applications
Your instructor may assign or allow you to choose any of the following activities. As per
NGSS/CCSS, these extensions allow students to explore outside activities recommended
by the standards.
1.
CREATE A DIGESTIVE DISORDER POSTER OR BROCHURE: There are a variety of
disorders that can impact the breakdown and absorption of macromolecules in the
digestive system. Research and create a poster or brochure that includes the
following information:
a.
A disorder that affects how proteins are broken down or absorbed.
i. Explanation of the disorder
ii. Symptoms and treatment options
iii. Prevalence (how many people suffer from this disorder)
iv. At least one image, diagram, table, or graph supporting the information
b.
A disorder that affects how carbohydrates are broken down or absorbed.
i. Explanation of the disorder
ii. Symptoms and treatment options
iii. Prevalence (how many people suffer from this disorder)
iv. At least one image, diagram, table, or graph supporting the information
c.
A disorder that affects how lipids are broken down or absorbed.
i. Explanation of the disorder
ii. Symptoms and treatment options
iii. Prevalence (how many people suffer from this disorder)
iv. At least one image, diagram, table, or graph supporting the information
d.
NO PLAGIARISM WILL BE TOLERATED! Cite all of your sources using a
bibliography.
In any writing process, it is important to revisit your work and is often useful to have others help in
54
the editing process. For this project, create a rough draft and ask a parent, classmate, sibling, or
teacher to edit the rough draft. Have the editor write any corrections or suggestions on your
rough draft. Revise and rewrite your poster/brochure using the suggested edits. Turn in both your
rough draft and the final draft.
2.
INVESTIGATE DIET SUPPLEMENTS: Certain diet supplements claim to be able to block
the digestion of lipids and carbohydrates so they cannot be absorbed into the blood.
Some of these supplements do this by actually blocking the enzymes that would
normally break down lipids and carbohydrates into smaller monomers. Research the
following questions and write an informational report on your findings.
a.
Explain how fat blockers and starch blockers work.
b.
Choose 1 example of a fat blocker supplement and 1 example of a starch
blocker supplement. For each supplement, determine exactly how they “block”
fats/starches.
c.
Determine what company creates and sells each supplement. Read the
information for each supplement provided by the company that makes the
supplement. Research and find an external site that has reviewed the
supplement. Compare the following between the two sites:
i. Ingredients of the supplement
ii. Results that an individual will have taking the supplement
iii. Negative side effects
iv. Are there any inconsistencies between the company site and the external site?
d.
NO PLAGIARISM WILL BE TOLERATED! Cite all of your sources using a
bibliography.
Macromolecules and Digestion, HASPI Medical Biology Lab 07a
55
3.
CALCULATING DIGESTION AND ABSORPTION RATES: The complexity, or density, of a
macromolecule impacts the rate that it is digested and absorbed into the body. For
example, egg protein takes less than 45 minutes to digest, while beef protein is
complex and can take more than 4 hours to digest in the stomach. Once a
macromolecule has been digested, the small monomers are able to diffuse through
the small intestine directly into the bloodstream where they can be used. The
following chart outlines the approximate digestion rate and absorption rate of
common carbohydrates and proteins.
Table 1. Digestion and Absorption Rates of Carbohydrates and Proteins
Carbohydrate Absorption
Carbohydrate Digestion Rates
Rate
Glucose
60 g/hour
Fruit juice
0.25 hr
Carrots, beets,
0.8 hr
parsnips, turnips
Protein Absorption Rates
Watermelon
0.3 hr
Corn, potatoes
1 hr
Egg protein
2.9 g/hour
Oranges, grapes 0.5 hr
Brown rice,
1.5 hrs
cornmeal, oats,
peas, beans
Milk protein
3.5 g/hour
Apples, peaches, 0.6 hr
Seeds
2 hrs
cherries, pears
Animal protein
10 g/hour
Tomato, lettuce,
0.7 hr
Nuts
3 hrs
celery, spinach
NOTE: Fats absorb the
Protein Digestion Rates
slowest and the rate varies
Fish
0.5 hr
Turkey
2.2 hrs
GREATLY based on genetics Egg
0.75 hr
Lamb
3 hrs
and overall health, which is
Skim milk
1.5 hrs
Beef
4 hrs
why we will only be
Whole milk
2 hrs
Pork
4.5 hrs
calculating protein and
2.1 hrs
Cheese
5 hrs
carbohydrate digestion and Chicken
absorption rates.
b. An average human eats the following foods in a day. Determine the digestion rate,
absorption rate, and total digestion time of each meal using the information from
Table 1 (remember 1 g = 1 ml). The “Snack” has been completed for you as an
example.
Breakfast
8:00 am
Snack
10:30 am
Lunch
12:00 pm
Dinner
6:00 pm
Dessert
8:30 pm
Scrambled eggs (60
grams) with cheese (20 g)
Orange juice (150 ml)
Almonds (40 g)
and sunflower
seeds (30 g)
Chicken (100 g) &
spinach salad (350 g)
Apple juice (200 ml)
Beef steak (130 g) &
baked potato (250 g)
Skim milk (200 ml)
Peach (75 g)
and oat cobbler
(115 g)
Table 2. Meal Digestion, Absorption, and Elimination Rate
Breakfast
Total Amount
(g)
Digestion Rate
(longest rate only)
Absorption Rate
(total g / absorp. rate)
Carbohydrates
Time in Large
Intestine
Total Time
(hours)
36 hrs
Proteins
Snack
Carbohydrates
Proteins
56
70 g (40g + 30g)
0
3 hrs (nuts)
0
1.17 hrs (70g / 60g)
0
36 hrs
39.17 hrs
0
Lunch
Total Amount
(g)
Digestion Rate
(longest rate only)
Absorption Rate
(total g / absorp. rate)
Time in Large
Intestine
Carbohydrates
Total Time
(hours)
36 hrs
Proteins
Dinner
Carbohydrates
36 hrs
Proteins
Dessert
Carbohydrates
36 hrs
Proteins
b.
c.
d.
e.
Which meal took the longest to digest? Why?
Which meal took the shortest time to digest? Why?
What is actually occurring to carbohydrates and proteins during digestion?
If the meal was eaten on Monday, what day and time would the dessert be
eliminated from the body?
Resources & References

NIH. 2008. Your Digestive System and How it Works. National Digestive Diseases Information
Clearinghouse, NIH Publication No. 08-2681. www.digestive.niddk.nih.gov.

Wyatt. 2005. Western Kentucky University, Bio 113 Nutrition,
http://bioweb.wku.edu/courses/BIOL115/Wyatt/Nutrition/nutrition.asp.
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