UNIT COVER PAGE
Bremen Dist. 228
School District:
Science
Department:
Unit Title: Cells
Course:
Grade Levels:
Biology
9-10
Topic Areas: Biochemistry of Cells
Time Frame:
3 weeks
Unit Designer(s):
Date Created:
4/7/08
Date Modified:
Lynn Galloway, Karen Kalmanek, Coradina Tate
Link to State Standards
12.11.05
Understand how the semi-permeable membranes regulate the flow of substances in and out of the
cell body.
Understand that enzymes are proteins that catalyze biochemical reactions and that the activity of
enzymes depends on the temperature, ionic conditions, and the pH of the surroundings.
Identify the most familiar elements by name and some of their most familiar properties. Identify
the chemical symbols for familiar elements.
Know that atoms are made of sub-atomic particles (protons, neutrons, electrons) which have
positive, neutral, or negative charges. Understand that the periodic table displays the elements in
increasing atomic number and shows how periodicity of the physical and chemical properties of
the elements relates to atomic structure.
Know that there are two major different kinds of bonds (ionic and covalent). Know the distinction
between a compound and a mixture.
Understand that in chemical reactions, atoms combine into molecules by means of bonds (e.g., by
sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic
bonds.
Understand that the conversation of atoms in a chemical reaction, as summarized in a balanced
chemical equation, leads to the ability to calculate theoretical masses of reactants and products.
Understand how to read, interpret, and balance chemical equations.
Distinguish between chemical compounds and solutions and mixtures. Differentiate between
solute and solvent. Understand the concentration of a solute in terms of molarity, parts per
million, and percent composition.
12.11.10
12.11.37
12.11.38
12.11.42
12.11.53
12.11.56
12.11.57
12.11.63
Summary of Unit
This unit will examine basic understandings of atomic theory in regard to biochemical molecular
construction and biochemical reactions with emphasis on the structure and function of the cell membrane.
Resources
Movie - Cholera
Macromolecule lab
Textbook
Cells and movement of materials lab
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Key Words
Atom
Nucleus
Element
Electron
Reaction (chemical)
Enzyme
Solute/solvent/solution
Organic compounds: fats,
carbohydrates, proteins
Pt. polymer/macromolecule
Isotope
Compound
Selective permeability
Exo and endocytosis
Hyper, hypo, and isotoxic
Active and passive transport
Osmosis
Diffusion
Homeostasis
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Bonds (ionic and covalent)
Phospholipid
Compounds and mixtures
Coefficient
Reactants
Products
Water
2
STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
chemical reactions allow living things to grow, develop, reproduce and adapt.
having a background knowledge in basic chemistry will allow one to appreciate all life processes.
the plasma membrane maintains homeostasis at the cellular level.
Essential Questions
How is matter connected to biological processes?
Why is water considered a universal solvent?
What are the reactions of the cell membrane to disturbances in homeostasis?
What would it be like to be a sugar molecule moving in and out of the cell?
Why does my body require a balance of organic macromolecules?
How are chemical reactions related to growth and development?
Knowledge and Skills
Students will know
cellular transport (diffusion/osmosis/transport) moves substances within and in and out of cells.
the structure of the cell membrane determines its function and maintains cellular homeostasis.
all living things are composed of carbon-based molecules.
there are four types of biological macromolecules.
the properties of water made it well-suited to maintain homeostasis in a living organism.
enzymes affect the rates of reactions.
biochemical reactions can be represented by chemical equations.
the four essential elements C, H, O, and N comprise most micromolecules.
bonds are fundamental to energy production and storage (teach ionic/covalent at honors level).
Atoms are the foundation of biological chemistry and the building blocks of all living organisms.
Students will be able to
identify the structure and function of the four types of organic macromolecules.
diagram the structure of an atom.
compare and contrast covalent and ionic bonds (honors).
distinguish between solutions, solvents, and solutes.
evaluate why the structure of water makes it a good solvent (polar molecule).
relate energy changes to chemical reactions.
summarize the importance of enzymes in living organisms.
define homeostasis and relate its importance to living organisms.
explain the parts of a chemical reactions (coefficients, reactants, products).
describe the plasma membrane using the fluid mosaic model.
explain how all organisms maintain homeostasis using passive and active transport.
Students will be familiar with
pH is a biochemical factor which affects homeostasis.
isotopes are alternative forms of certain elements and have differing biological properties.
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Identification of macromolecules in food substances (self-knowledge)
Other Assessments (brief description)
Cells and movement of material lab
Quiz
Video journal entry
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Provide students with overview of performance task.
H
How will you hook students at the beginning of the unit?
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
How did the cholera affect the cell membrane of the intestines? Cholera epidermic video clip.
Osmosis lab with dialysis tubing.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Reflect on the importance of knowing biochemistry in their own lives.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Students will complete the performance task.
.
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Students may choose to work in teams or as individuals.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
1A. Definition of biochemistry.
1B. Movie: Cholera
2. Atomic structure
3. Properties of water/2 kinds of bonds.
4. Macromolecule elements and properties cell lab.
5. Osmosis/diffusion lab/normal vs. plasmolyzed.
6. Cell membrane and transport.
7. Biochemical reactions and eyzymes.
8. Identification of macromolecules – performance task.
9. How does body heal after surgery?
*syllabus
*safety
*review – scientific method
*review metric skills
Incorporate with unit activities.
Transition: Healing utilizes cell reproduction
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
Interpretation
How is matter
connected to
biological
processes?
How are chemical
reactions related
to growth and
development?
Application
Why is water considered a
universal solvent?
Biochemistry of
Cells
Empathy
What would it be
like to be a sugar
molecule moving
in and out of the
cell?
Perspective
Self-Knowledge
Why does my body require a
balance of organic
macromolecues?
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What are the
reactions of the
cell membrane to
disturbances in
homeostasis?
6
Student Performance Task
Unit: Biochemistry of Cells
Task: Self-Knowledge
Course: Biology
Time Frame: 1 period
Overarching Understanding:

Students will understand that the inquiry process provides the framework of scientific
discovery. Learning and understanding the importance of communicating ideas in order to
understand the natural world.
Enduring Understanding:

Students will understand that having background knowledge in basic chemistry will allow
one to appreciate all life processes.
Essential Question:

Why does my body require a balance of organic macromolecules.
Vignette:
As a hospital dietician, it is your job to monitor the types of foods given to your
patients. A doctor has recently written an order for a low-carbohydrate diet in order to
maximize wound healing. Your task is to identify the types of macromolecules
found in variety of foods that you are suggesting for the patient and determine which foods
can be safely consumed by your patient.
Standard:
You will be graded on the following scale:
 A successful result will be correctly identifying macromolecules in food substances using
standard biochemical tests.
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Performance Task Blueprint
Unit:
Biochemistry of Cell
Topic Area:
Type: Self-Knowledge
Time Frame: 1 period
Goal
Your task is to identify which food substances contain macromolecules
needed by your body.
Role
You are a dietician in a hospital.
Audience
Patients.
Situation
The doctor has written orders for a low protein diet/low fat diet/low
sugar diet to maximize wound healing.
Product or
Performance
You will need to perform an experiment in which you are given various
food items. Which can be safely consumed by your patient?
Standards
A successful result will be correctly identifying macromolecules using
standard biochemical tests.
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Name:____________________________________________________ Date: ____________________________
Carbohydrates:
Chemistry & Identification
Today, scientists use a combination of biology and chemistry for their understanding of life
and life processes. Thus, an understanding of some chemistry of living things is necessary.
Carbohydrates make up a large group of chemical compounds found in cells. Carbohydrates
are an energy source or are used in making cell structures.
In this investigation, you will
a. learn how to write a simple formula for several carbohydrates.
b. learn how to read a structural formula for several carbohydrates.
c. use models to construct the main types of carbohydrates.
d. identify the three main types of carbohydrates by using chemical tests.
e. test different food samples to determine what type of carbohydrate they are.
Remember: Models do no represent the actual three-dimensional shapes of the molecules. Models
serve to help you how smaller molecules can be grouped into larger, more complex molecules.
Materials
Paper models
Scissors
Test tubes
Test tube holder
Glass marking pencil or labels
Benedict’s solution
Iodine solution
Droppers
Hot plate
Water
Beaker (Pyrex)
Monosaccharide solution
Disaccharide solution
Polysaccharide solution
Apple juice
Oat solution
Table sugar solution
Honey solution
Powdered sugar solution
Procedure:
Part A. Water Model
~Examine the chemical formula of water, H 20.
Question: What elements make up water?
Answer: H represents the element hydrogen. O
represents the element oxygen. Water is made of
hydrogen and oxygen.
Question: What does the number 2 following H
Question: How many molecules of water represented by
the formula H20?
Answer: One molecule is represented. The number of
molecules is indicated by a number to the left of the
formula. No number indicates one molecule.
tell you?
Answer: The number 2 represents the number of
atoms of hydrogen. A number, called a subscript,
following a chemical symbol indicates the number of
atoms of that particular element.
Question: What is a simple formula? What is the simple
Question: Why does the oxygen symbol (O) not have
Question: What is a structural formula? What is the
a subscript?
Answer: The is only one atom.
formula of water?
Answer: A simple formula shows the total number of
atoms for each element in a molecule. The simple
formula of water is H20.
structural formula of water?
Answer: A structural formula attempts to show the threedimensional organization of the molecules. The structural
formula of water is:
O
H
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H
9
Question: What do the liens between O and H in
2.
the structural formula of water represent?
Answer: These lines represent chemical bond s or
points of attachment between the atoms.
fructose? _______________________
Question: What is one way water can be
represented as a paper model?
Answer: One way water may be represented is
shown below. We will use this way of representing
water throughout the study of different chemical
compounds found in living systems.
How many atoms of carbon are present in a
molecule of
glucose: _______________________
galactose? _______________________
3.
Add subscripts to the following to indicate the
proper simple formula. Fill in the blanks by
counting the total number of carbon, hydrogen,
and oxygen atoms in each molecule.
glucose: C____H_____O_____
fructose: C____H_____O_____
galactose: C____H_____O_____
Part B. Carbohydrate Models
There are three different groups of carbohydrates.
They are called monosaccharides, disaccharides, and
polysaccharides. “Saccharide” means sugar.
4.
Group 1: Monosaccharides (single molecular sugars)
A single molecular sugar is called a
monosaccharide. The prefix “mono” means one. However,
the one molecule can different shapes due to a different
arrangement of atoms. Three monosaccharides are glucose,
fructose, and galactose.
Examine the structural formulas of these three
sugars [Figure 1] and answer question 1 to 6.
1. What three chemical elements are present in the
three monosaccharides shown? Note: The letter “C”
stands for carbon, “H” stands for hydrogen, and “O”
stands for oxygen.
Are there two times as many hydrogen atoms as
oxygen atoms in a molecule of:
glucose: _______________________
fructose? _______________________
galactose? _______________________
5.
Are there two times as many hydrogen atoms as in
a molecule of water? ___________________
6.
Compare the structural formula of glucose to
fructose.
Are they exactly the same in shape? ________
Are they both monosaccharides? ___________
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Name:____________________________________________________ Date: ____________________________
Group 2. Disaccharides (double molecule sugars)
Two monosaccharide sugar molecules can join chemically to form a larger carbohydrate molecule called a double sugar, or
disaccharide. The prefix “di” means two. By chemically joining a glucose molecule with a fructose molecule, a double sugar called
sucrose is produced.
Use the page paper models given to you by your teacher to complete this section.
Cut out a model of one glucose and one fructose molecule. Caution: Always be extremely careful with scissors. Cut along
solid lines only. Attempt to join the molecules like puzzle pieces.
7.
Do the glucose and fructose fit together easily to form a
sucrose molecule? ________________
13.
A. How does the simple formula for sucrose
compare to maltose? __________________
___________________________________
B. Are there two times and many hydrogen
atoms as oxygen atoms in a disaccharide?
___________________________________
C. How many monosaccharide molecules are
needed to form on maltose molecule? _____
In order to join the molecules, remove an –OH end from one
molecule and –H end from another. Cut along the dotted lines.
D. How many monosaccharide molecules are
needed to form one maltose molecule? _____
Does removing the –H and –OH ends now allow the
molecules to fit together easily? ________________
Group 3: Polysaccharides (many molecule sugars)
9.
The –H and –OH ends that were removed can also fit
together with each other to form a molecule. This new
molecule has a simple formula of _____________ and is
called _______________________________________
10.
Write the simple formula for sucrose by adding together
the molecular formulas for glucose and fructose and then
subtracting water, H2O. [Use structural formulas for this
step, not the models] ________________________
Just as double sugars were formed from two single sugar
molecules, polysaccharides are formed when many single
sugars are joined chemically. The prefix “poly” means
many. Starch, glycogen, and cellulose are the three most
common polysaccharides in biology. They consist of long
chains of glucose molecules joined.
8.
Different disaccharide molecules can be made by joining other
monosaccharides in different combinations. By chemically
joining a glucose molecule with another glucose molecule, a
double sugar called maltose is formed.
Cut out and attempt to join the two new glucose model
molecules like puzzle pieces.
11.
What must be removed from the glucose model molecules
so that they easily fit together? _____________________
_______________________________________________
12.
Write the simple formula for maltose (see question 10):
____________________________________________
Just as double sugars
*Construct a starch molecule by joining 3 glucose
molecules. This model will represent only a small part
of a starch molecule because starch consists of hundreds
of glucose molecules.
14. What must be removed from the glucose model
molecules in order to have them easily fit together?
__________________________________________
The simple formula for a polysaccharide is written as
(C6H10O5)n. The n equals the number of times the
C6H10O5 group is repeated. You can see this group as the
middle glucose of your model. Remember: The –H & -OH
ends of the middle molecule are missing.
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Carbohydrates:
Chemistry & Identification
KEY
Today, scientists use a combination of biology and chemistry for their understanding of life
and life processes. Thus, an understanding of some chemistry of living things is necessary.
Carbohydrates make up a large group of chemical compounds found in cells. Carbohydrates
are an energy source or are used in making cell structures.
In this investigation, you will
f. learn how to write a simple formula for several carbohydrates.
g. learn how to read a structural formula for several carbohydrates.
h. use models to construct the main types of carbohydrates.
i. identify the three main types of carbohydrates by using chemical tests.
j. test different food samples to determine what type of carbohydrate they are.
Remember: Models do no represent the actual three-dimensional shapes of the molecules. Models
serve to help you how smaller molecules can be grouped into larger, more complex molecules.
Materials
Paper models
Scissors
Test tubes
Test tube holder
Glass marking pencil or labels
Benedict’s solution
Iodine solution
Droppers
Hot plate
Water
Beaker (Pyrex)
Monosaccharide solution
Disaccharide solution
Polysaccharide solution
Apple juice
Oat solution
Table sugar solution
Honey solution
Powdered sugar solution
Procedure:
Part A. Water Model
~Examine the chemical formula of water, H 20.
Question: What elements make up water?
Answer: H represents the element hydrogen. O
represents the element oxygen. Water is made of
hydrogen and oxygen.
Question: What does the number 2 following H
Question: How many molecules of water represented by
the formula H20?
Answer: One molecule is represented. The number of
molecules is indicated by a number to the left of the
formula. No number indicates one molecule.
tell you?
Answer: The number 2 represents the number of
atoms of hydrogen. A number, called a subscript,
following a chemical symbol indicates the number of
atoms of that particular element.
Question: What is a simple formula? What is the simple
Question: Why does the oxygen symbol (O) not have
Question: What is a structural formula? What is the
a subscript?
Answer: The is only one atom.
formula of water?
Answer: A simple formula shows the total number of
atoms for each element in a molecule. The simple
formula of water is H20.
structural formula of water?
Answer: A structural formula attempts to show the threedimensional organization of the molecules. The structural
formula of water is:
O
H
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H
12
Question: What do the liens between O and H in
2.
the structural formula of water represent?
Answer: These lines represent chemical bond s or
points of attachment between the atoms.
Question: What is one way water can be
represented as a paper model?
Answer: One way water may be represented is
shown below. We will use this way of representing
water throughout the study of different chemical
compounds found in living systems.
3.
How many atoms of carbon are present in a
molecule of
glucose:
____6____
fructose?
____6____
galactose?
____6____
Add subscripts to the following to indicate the
proper simple formula. Fill in the blanks by
counting the total number of carbon, hydrogen,
and oxygen atoms in each molecule.
glucose:
C_6__H_12__O_6__
fructose: C_6__H_12__O_6__
galactose: C_6__H_12__O_6__
Part B. Carbohydrate Models
There are three different groups of carbohydrates.
They are called monosaccharides, disaccharides, and
polysaccharides. “Saccharide” means sugar.
4.
Group 1: Monosaccharides (single molecular sugars)
A single molecular sugar is called a
monosaccharide. The prefix “mono” means one. However,
the one molecule can different shapes due to a different
arrangement of atoms. Three monosaccharides are glucose,
fructose, and galactose.
Examine the structural formulas of these three
sugars [Figure 1] and answer question 1 to 6.
1. What three chemical elements are present in the
three monosaccharides shown? Note: The letter “C”
stands for carbon, “H” stands for hydrogen, and “O”
stands for oxygen.
Are there two times as many hydrogen atoms as
oxygen atoms in a molecule of:
glucose: ____YES_________
fructose? ____YES_________
galactose? ____YES_________
5.
Are there two times as many hydrogen atoms as in
a molecule of water? ____YES_________
6.
Compare the structural formula of glucose to
fructose.
Are they exactly the same in shape? __NO___
Are they both monosaccharides? ____YES_______
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Name:____________________________________________________ Date: ____________________________
Group 2. Disaccharides (double molecule sugars)
Two monosaccharide sugar molecules can join chemically to form a larger carbohydrate molecule called a double sugar, or
disaccharide. The prefix “di” means two. By chemically joining a glucose molecule with a fructose molecule, a double sugar called
sucrose is produced.
Use the page paper models given to you by your teacher to complete this section.
Cut out a model of one glucose and one fructose molecule. Caution: Always be extremely careful with scissors. Cut along
solid lines only. Attempt to join the molecules like puzzle pieces.
7.
Do the glucose and fructose fit together easily to form a
sucrose molecule__NO___
13.
A. How does the simple formula for sucrose
compare to maltose? ____SAME________
___________________________________
B. Are there two times and many hydrogen
atoms as oxygen atoms in a disaccharide?
_________YES____________________
C. How many monosaccharide molecules are
needed to form on maltose molecule? 2
In order to join the molecules, remove an –OH end from one
molecule and –H end from another. Cut along the dotted lines.
D. How many monosaccharide molecules are
needed to form one maltose molecule? 2
Does removing the –H and –OH ends now allow the
molecules to fit together easily? _____YES______
Group 3: Polysaccharides (many molecule sugars)
9.
The –H and –OH ends that were removed can also fit
together with each other to form a molecule. This new
molecule has a simple formula of __H20___ and is called
____________WATER_______________
10.
Write the simple formula for sucrose by adding together
the molecular formulas for glucose and fructose and then
subtracting water, H2O. [Use structural formulas for this
step, not the models] ____C12H22O11____
Just as double sugars were formed from two single sugar
molecules, polysaccharides are formed when many single
sugars are joined chemically. The prefix “poly” means
many. Starch, glycogen, and cellulose are the three most
common polysaccharides in biology. They consist of long
chains of glucose molecules joined.
8.
Different disaccharide molecules can be made by joining other
monosaccharides in different combinations. By chemically
joining a glucose molecule with another glucose molecule, a
double sugar called maltose is formed.
Cut out and attempt to join the two new glucose model
molecules like puzzle pieces.
11.
What must be removed from the glucose model molecules
so that they easily fit together? _____________________
____WATER_____________________________
12.
Write the simple formula for maltose (see question 10):
_______C12H22O11_____________________________
Just as double sugars
*Construct a starch molecule by joining 3 glucose
molecules. This model will represent only a small part
of a starch molecule because starch consists of hundreds
of glucose molecules.
14. What must be removed from the glucose model
molecules in order to have them easily fit together?
________WATER________________________
The simple formula for a polysaccharide is written as
(C6H10O5)n. The n equals the number of times the
C6H10O5 group is repeated. You can see this group as the
middle glucose of your model. Remember: The –H & -OH
ends of the middle molecule are missing.
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Model for investigation 5, “Carbohydrate: Chemistry & Identification”
models of glucose
Users of LABORATORY BIOLOGY: Investigating Living Systems have the publisher’s permission to reproduce this page.
Charles E. Merrill Publishing Co., Copyright © 1983 by Bell & Howell
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