Subject/Course Title: Biology
Unit Title/Skill Set: 2. The Chemical Basis of Life
Overview: This unit includes the emergent properties of water and
organic compounds and how they are essential for life on earth.
Unit Essential Question(s): How is life a product of the
organization and interaction of matter?
Unit Key Questions as Do Now’s:
1. Describe the types of chemical bonds and their importance to
living things.
2. Describe the unique properties of water.
Explain how the unique properties of water make life on earth
possible.
3. Describe the structure of a carbon atom.
4. Explain how carbon atoms bond to form biological
macromolecules.
5. Describe how biological macromolecules form from monomers.
6. Compare the structure and function of carbohydrates, lipids,
proteins, and nucleic acids in organisms.
Explain how enzymes act as catalysts to regulate biochemical
reactions.
7. Explain how environmental factors affect the function and
reaction rate of the enzyme.
8. Interpret graphs to analyze enzyme-catalyzed reactions.
Unit Vocabulary:
activation energy
lipids
active site
macromolecule
adhesion
monomer
allosteric
monosaccharide
amino acid
noncompetitive
buffer
inhibitor
capillary action
nucleic acids
carbohydrates
nucleotide
catalyst
pH
cohesion
polarity
competitive
polymer
inhibitor
properties
concentration
(scientific)
dehydration
proteins
synthesis
reaction rates
(condensation)
specific heat
enzyme
substrate
evaporative cooling surface tension
hydrogen bond
transpiration
hydrolysis
versatile solvent
induced fit
*Vocab Picture Crossword instructions:
**Hint: Use metric graph paper! The squares are bigger.
1. Choose 10 words.
2. On one sheet of graph paper (with margins), make an answer
key. Title it ‘Chemistry Answer Key’.
3. On another piece of graph paper (with margins), make a blank
crossword puzzle with the correct number of Across/Down
spaces with appropriate numbers for each. Title it ‘Chemistry
Crossword Puzzle’. Name, date, and block are in the upper
right-hand corner.
4. On another sheet of paper with margins, title it ‘Chemistry
Across Clues’.
5. Draw models that represent each word that is ‘Across’, use titles
and labels that DO NOT SAY WHAT THE VOCAB WORD
IS!!!!.
a. You may use arrows to point to a particular place on the
model to which you want to draw attention.
b. Remember to number your Across clues.
6. Repeat direction #4 for the ‘Chemistry Down Clues’.
7. Staple in this order:
a. Blank answer sheet
b. Across clues
c. Down clues
d. Answer Key (filled in crossword)
CHEM Crossword Puzzle Blank
_____Score Name_______________________________
CHEM Crossword Puzzle Answers
CHEMISTRY SYLLABUS
1. Every reading assignment is expected to be completed
BEFORE you come to class. Confused about the reading?
AS YOU READ, Prepare questions to ask in class.
2. Be a Scout and Be Prepared…Reading quizzes may be given
at ANY time.
3. Homework is due ON THE DUE DATE (Sectionals—Turn
in on the due date…Field trips and illnesses—turn in on
your first day back.).
4. Do Now’s are to be completed in class and turned in THAT
BLOCK. (Absent—Turn in first day back. Questions on the
reading that goes with the Do Now—Turn in written
question specifying what you don’t understand. Be specific.
Don’t say, “I don’t get it”.)
5. Vocabulary understanding is necessary. Attend to the words
at the beginning of each chapter, or words that you
encounter that are new to you.
6. **In order for you to participate in structured activities and
labs, you must have your Guided Reading up-to-date as well
as your vocabulary.
7. Labs are to be read beforehand.
Day
Lesson
1 Intro to chemistry-chemical
Homework
/Collected
basis for life
Periodic Table, bonding,
atomic theory
Vocab/Reading
Slides
2-3 Powers of 10 / Hall activityDistance
Water Properties Worksheet
Lab—pH
Vocab/Reading
Slides
4-7 Organic, inorganic
Monomers and Polymers,
Lipids/Fats, Carbohydrates,
Proteins, Nucleic Acids
Lab—Macromolecules
Vocab/Reading
Slides
Do: Read 2.1, 2.2
Vocab: 2 words
Day 2: Read: 2.3
Vocab: 2 words
*Day 2
Read 2.1,2.2
Day 4 Vocab: 2
words
*Day 4
Read 2.3
Vocab (6)
Day 5: Read 2.4,
and Vocab: 2
words
*Day 7
Read 2.4
Vocab (10) 
Day 6 Vocab: 2
words
8-10 Enzymes
Video
http://www.youtube.com/wa
tch?v=MpcnkBE6FS0&feat
ure=related
Lab—Toothpickase
Vocab/Reading
Slides
Test—TBA
*Day 8
DUE: Vocab
*Day 9
DUE: Do Now’s
DUE: Guide Read
*Day 10
DUE: Macro Lab
11
*Day 11 DUE:
Toothpick Lab
Why Electrons are Important OR How Things Are Put Together
Determines What They Can or Cannot Do
Background:
So far you’ve read that the nucleus contains the positive charges in
units referred to as ‘protons’ and neutral units referred to as
‘neutrons’. Surrounding this nucleus are electrons, which carry a
negative charge. The total negative charge equals the total positive
charge in an atom that has a neutral balance. Some atoms have an
unequal number of + or – charges, and are referred to as ions.
Electrons closest to the nucleus are of lower energy than electrons
that are the farthest from the nucleus. For practical purposes, we are
generally only concerned with the outer valence electrons. These are
the electrons that will engage in bonding with other substances.
Bonding results when electrons are shared, covalent, or are stolen,
ionic. As a rule of thumb: Ionic bonds form when a nonmetal and a
metal exchange electrons, while covalent bonds form when electrons
are shared between two nonmetals.
Read the excerpt from Dr. Eden Francis of Clackamas Community
College, OR. In order to facilitate understanding, refer to the Periodic
Chart as you read the following valence information.
Valence Electrons
The valence electrons are the electrons in the last shell or
energy level of an atom. They do show a repeating or periodic
pattern. The valence electrons increase in number as you go
across a period. Then when you start the new period, the
number drops back down to one and starts increasing again.
Valence
Page 2
For example, when you go
across the table from carbon
to nitrogen to oxygen, the
number of valence electrons
increases from 4 to 5 to 6. As
we go from fluorine to neon to
sodium, the number of
valence electrons increases
Na
from 7 to 8 and then drops
1
down to 1 when we start the
new period with sodium.
Within a group--starting with
carbon and going down to
silicon and germanium--the
number of valence electrons
stays the same.
C N
4 5
Si
4
Ge
4
O
6
F Ne
7 8
A quick way to determine the number of valence electrons for
a representative element is to look at which group is it
in. Elements in group Ia have 1 valence electron. Elements
in group IIa have 2 valence electrons. Can you guess how
many valence electrons elements in group VIa have? If you
guessed 6 valence electrons, then you are correct! The only
group of representative elements that this method doesn't
work for is group 0. Those elements certainly have more than
0 valence electrons; in fact, all of them except for helium
have 8 valence electrons. Why doesn't helium have 8 valence
electrons? Think for a moment about how many electrons
helium has - it has a total of only two electrons, so helium
only has 2 valence electrons.
Valence
Page 3
So generally speaking, the number of valence electrons stays
the same as you go up or down a group, but they increase as
you go from left to right across the periodic table. The
preceding statement works very well for the representative
elements, but it comes a bit short of the truth when you start
talking about the transition elements.
If you had difficulty understanding the number of valence electrons in
any of the elements (except the transition elements), stop now and
check with your teacher.
Remember: Valence indicates the ability (and number of
electrons used) one atom has to bond to another atom.
Remember: Valence is dependent upon the number of electrons in
the outer shell only.
STOP! Do the Quick Check below.
1. Determine the valence electrons for:
Carbon
Hydrogen
Oxygen
Nitrogen
Potassium
Calcium
2. Bonds tend to form at the site of valence electrons. Therefore, How
many electrons do each of these elements need? Remember that other
than Hydrogen (which is complete with 2), these elements will have a
full shell with 8 electrons.
Carbon
Hydrogen
Nitrogen
Potassium
Valence
Circle the letter of the correct answer.
Oxygen
Calcium
Page 4
3. The components of an atom and their charge are
a. Nucleus (proton +/neutron 0), surrounded by electrons (-).
b. Nucleus (positron +/neutron 0), surrounded by electrons (-).
c. Nucleus (proton 0/neutron 0), surrounded by electrons (-).
d. Nucleus (proton +/neutron +), surrounded by electrons (-).
4. Electrons are in energy shells, levels, or rings (all names refer to
essentially the same concept). Each energy shell with a maximum
number of electrons. The maximum number for the first two shells
are
a. 2, 4
b. 2, 6
c. 2, 8
5. If the nucleus has an overall positive charge, and the overall atom
has a neutral charge, then
a. the number of neutrons equals the number of protons.
b. the number of neutrons equals the number of electrons.
c. the number of protons equals the number of electrons.
6. If an atom has six protons, what is the element?
a. Helium
b. Oxygen
c. Carbon
7. Most of the energy stored in electrons are stored in the
a. energy shell closest to the nucleus.
b. energy shell in the middle.
c. energy shell furthest from the nucleus.
Valence
Page 5
8. Valence electrons are located in the ___and are important because
they___.
a. energy level closest to the nucleus…determine the physical
properties of the atom.
b. energy level in the middle of the electron shells…form bonds
with other atoms.
c. energy level furthest from the nucleus…determine the
physical properties of the atom and form bonds with other
atoms.
9. Atomic bonds occur between
a. only like atoms.
b. atoms with all their energy shells filled.
c. atoms with missing valence spaces.
10. Covalent bonds
a. occur between elements that can only share one pair of
electrons.
b. steal electrons from an atom.
c. fill outer energy shells to create an imbalance in overall
electron number.
d. occur between atoms by sharing electrons.
11. Atoms of an element that have the same number of
a. protons but have a different number of neutrons are called
isotopes.
b. neutrons but have a different number of electrons are called
isotopes.
c. neutrons but a different number of protons are called isotopes.
Valence
Page 6
12. An atom is___an element is___and a molecule is___.
a. the simplest energy form…the simplest form of an atom…the
simplest part of a substance that retains its properties and can
exist in a free state.
b. the simplest particle of an element…the simplest form of an
atom…the simplest part of a substance that retains its
properties and can exist in a free state.
c. the simplest particle of an element that retains all the
properties of that element…a substance that cannot be broken
chemically into simpler kinds of matter…the simplest part of
a substance that retains its properties and can exist in a free
state.
13. Atoms of two or more elements that combine in fixed proportions
for which a chemical formula may be written are
a. ionically bonded
b. organic in nature
c. compounds with specific properties
14. Bonds between a metal and non-metal in which electrons are
‘stolen’ or transferred creates…
a. a stable substance and are said to be ionic
b. an unstable substance and are said to be ionic
c. a stable substance and are said to be covalent
d. an unstable substance and are said to be covalent
What’s so great about
PART I. View these references after you have completed your
text reading. Use the interactive study helps on Quizlet. The
choices are in the command bar at the top. For Water and the
Fitness of the Environment, scroll through the topics and browse
the information. For Water and Temperature Moderation, view
the YouTube video using earphones. When you have finished
these resources, work with your partners to complete the section
to which your group was assigned. You may refer back to any of
your resources to do this.
1. Quizlet: http://quizlet.com/146501/properties-of-water-flashcards/
2. Water and the Fitness of the Environment:
https://www.google.com/search?q=water+and+temperature+moderati
on&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:enUS:official&client=firefox-a
3. Water and Temperature Moderation:
http://www.youtube.com/watch?v=ctkgD_UuX90
Part II: The properties of water
Introduction: Water is one the most (if not the most) important
compounds to living things. Living organisms are made up of a high
percentage of water, and rely on water to maintain homeostasis.
Water is an extremely versatile molecule, and has unique properties
that allow it to be so useful.
Method: Your group will be given a property of water to research.
You will use resources in the classroom to investigate this property of
water. Your group should give a clear definition of what your
property is, some kind of visual example (model, board drawing, or
demonstration), and state why it is important. You will then share
your water property research with the class. Use titles and labels on
all models.
WATER’S PROPERTIES
Polarity & Solubility:
Hydrogen Bonding:
Cohesion:
Adhesion:
Capillary Action
Temperature Moderation:
Solid vs. Liquid Density:

Page 3
PART III: Use the following resource for clarifying your
understanding of pH:
The ‘Powers of 10’ on YouTube, and Understanding pH:
http://www.youtube.com/watch?v=0fKBhvDjuy0
PART IV: pH—Acid-Base Reactions of Natural Indicators with
Various Common Substances
Objectives:
We discussed the relationship of acids and bases, as measured by pH,
to various biological processes. These processes occur in living things
all the time, and are essential to the functions of life. In this lab we
will experiment with various common substances to test their relative
acidity or alkalinity.
Hypothesis:
Common household agents, which all have a natural origin, may be
used to test and observe whether a substance is an acid or base.
Chemical reactions will occur between acidic and alkaline substances.
Test of the Hypothesis:
To test this, we will use a plant dye as a color indicator. This plant
dye, a natural substance, should change color upon contact with a
substance, depending on whether it is an acid or base. The color
indicator we will use is the juice of a red cabbage.
Materials:
Tapwater
White vinegar
Ammonia
Distilled water
Liquid soap (aq)
pH
Baking soda (aq)
Corn syrup (aq)
Droppers
Spot Plates
Page 4
We will be testing various common substances with the cabbage juice
color indicator.
Procedures:
I have prepared the juice from a red cabbage by boiling half a head of
a cabbage for approximately 30 minutes in distilled water. The
resultant juice is a dark purple liquid. Place a plain white sheet of
paper width-wise on the lab bench. Place the spot plate on top of the
paper. Number 1 to 7 on the right-hand side of the paper. Assign each
solution a number.
Step1. Drop one drop of each solution in its own well according to the
number you assigned.
Be careful not to touch the solution, as that will affect its chemical
properties. Also be careful not so spill any of the solution on yourself
or your surroundings, some of the chemicals we will test can stain
clothing and be a skin irritant.
Step 2. Using the droppers provided, add one drop of the purple
cabbage juice color indicator to each well solution.
Step 3. On a plain piece of paper, write the title, your name, date and
block. Make margins on the four sides.
Step 4. Make the following data table for the seven solutions.
Page 5
pH Indicator Color Results With Unknown Substrates Table
(8)
(10)
Buffer # of Drops
+
Acid or Base
-
Red (9)
(7)
(6)
No Change
(4)
+
Blue/Green (5)
Prediction
Substrate
-
1
2
3
4
5
6
7
Step 5. Make predictions as to the possible pH for each of the seven
substrates using the pH value numbers from 4-10 as in the above
table.
Step 6. Record the color changes that you observe occurring in each
well. Use the ‘-’ to indicate a lighter color, and the ‘+’ to indicate a
darker color, and the Blue/Red to indicate the medium of that color.
The color will tell you whether each solution substance is an acid or
base. It will be your job to make the final determination as to the
actual number assigned.
Step 7. Choose any solution for which you assigned a ‘-’ to or a ‘+’.
Now choose a substance that you think will produce results close to a
pH of ‘7’. Add one drop of this solution to your spot plate substance.
Keep adding drops until EITHER you estimate the pH to be close to
7 OR you’ve added up to 5 drops. Stop at 5 drops. Record your
results on your data chart.
Page 6
Reaction Explanations:
The solutions that show no change of color are neither acids nor
bases, and can be generally thought of as having a neutral
pH.Solution substances that turn the cabbage juice color indicator
pink are acidic. Solution substances that turn the cabbage juice color
indicator blue or green are basic.
Discussion Questions:
1. How did your predictions align with the actual values you
assigned? Were there any surprises? If so, what?
2. Write a short explanation of the buffer procedure along with your
results (3-5 sentences). How would you select a substance in order to
buffer a solution on the opposite end of the pH scale?
CLASS
COMPO-
CHARACTER-
EXAMPLES
NENTS
ISTICS
Carbo
hydrates
Proteins
Lipids
Nucleic
Acids
Page 2
MACROMOLECULE CLUES
1. Its monomer is a monosaccharide.
2. These form peptide bonds.$
3. Enzymes are examples of these.
4. Triglycerides are an example of these.
5. Monomers, amino acids are these.
6. Glucose is an example.
7. C:H:O in a 1:2:1 ratio.
8. These are formed by polypeptides.
9. These are made up of mostly fatty acids.
10.A wax is an example of these.
11.These are known as a macromolecule.
12.Plants make these during photosynthesis.
13.These are often bent and folded as a result of interactions such
as H bonding.
CHO Lab
_________Score
Name___________________________
Toothpickase Enzyme Lab
Background:
The vocabulary and processes of enzyme reactions are modeled with
your hands and toothpicks. The enzyme is your hand with a particular
shape up through the quaternary structure. Your thumb and fingers
form a ‘claw’ shaped subunit coming together to grasp the substrate.
The active site is the portion of your thumb and index finger, which
forms a space within which the toothpick fits. The substrate is the
toothpick. The toothpick substrate has ‘bonds’ that can be broken to
form two products.
The rate of the reaction can be measured by counting the amount of
product produced or by counting the amount of substrate remaining in
a period of time. There are many factors that affect the rate of an
enzyme reaction. Break a toothpick. Can a toothpick be broken
faster? Can it be broken infinitely faster? Given a pile of toothpick
substrates, and ideal conditions, it still takes some time for the
enzyme to break the toothpick…that is the enzyme’s Velocity max. If
the room were filled with toothpicks, the rate would not increase, at
least not initially. Would it take longer to break the toothpick if it was
across the room on the floor (lower substrate concentration)? If it
was surrounded by look-alikes (competitive inhibitors)? What
would happen to the amount of time to break toothpicks if two people
were breaking at the same time (enzyme concentration)? What if the
enzyme underwent a very high temperature stress and became
‘unraveled’ (denatured)?
Toothpick
Materials:
125 Toothpicks
Competitive Inhibitor for one group
Denatured enzyme for one group
Page 2
Stopwatch
Method:
 Work in groups of two. One to simulate the enzyme, and one to
keep time.
 Count out 120 toothpicks and group them into three groups of
40 each.
 Each stack of toothpicks will then be broken for selected time
intervals: 0 sec, 20 sec, 40 sec, and 60 sec.
 The enzyme does not stop breaking toothpicks, but the timer
will call out ‘Twenty seconds’ and the enzyme will move to the
next pile of toothpicks, then the timer will call out ‘Forty
seconds’ and the enzyme will move to the next pile of
toothpicks, and so on.
 At the end of 60 seconds, stop breaking toothpicks.
 Count the number of toothpicks broken and unbroken in each
pile.
 Each student will make a data table, graph, and answer the
discussion questions.
 Record the results on a data table noting Time (sec) and
Number of Toothpicks Metabolized (broken), and Number of
Toothpicks Not Metabolized (whole).
 Record the results for the Competitive Inhibitor.
 Record the results for the Denatured Enzyme.
 If you are the group of Competitive or Denatured, use another
lab’s data for the Active Enzyme numbers.
 Create a bar graph with the title Toothpicks Metabolized by
Various Enzyme Conditions vs Time.
Toothpick
Page 3
 Include Active Enzyme, Competitive Inhibitor, and Denatured
Enzyme on your graph.
 Be sure to include the Not Metabolized data on the graph!
 (Hint: use dark blue for Active Enzyme metabolized/light blue
for not metabolized, red for Competitive Inhibitor
metabolized/pink for not metabolized, and dark green for
Denatured Enzyme metabolized/light green for not
metabolized).
 Make a model of the enzyme and the substrate.
 Use a Title and labels .
Discussion answers go on the back of the graph paper:
1. Discuss the significance of the slope of the graphed data for the
Active Enzyme. Use data from the lab.
2. Compare and contrast the three types of Enzyme activity. Use
data from the lab.
3. How does the shape of the competitive inhibitor and denatured
enzyme relate to how well the enzyme can metabolize? Give
specific examples using data from the lab.
**Ask someone NOT at your lab table to Peer Review:
1. Your data chart for: Title and Headings (including sec.), and
sign to the bottom right of the data chart.
2. Your model for: Title and labels, and sign to the bottom right
of the model.
3. Your graph for: Title and Labels, Units, and sign to the bottom
right of the graph.
4. Your Discussion questions for: Complete sentences that restate
the question, and Punctuation.!?, and sign to the bottom right
of the answers.
Do Now—Chemistry
___Score Name_____________________Date_______ Blk__
*Remember to rephrase the question in your answer. Write using
complete sentences and punctuation.
1.
2a.
2b.
3.
4.
5.
6a.
6b.
Chem Do Now’s
7.
8.
Page 3
Chemistry Reading Guide
__Score
Name________________________________
Blk________ Date___________
2.1 Nature of Matter
Directions: Choose ONE: A. OR B. *Note: A compound is an
ionically bonded substance, and a molecule is a covalently
bonded substance.
Use Titles and labels—> for all models. Rephrase questions in
your answer.
A. Use the space below to describe a covalent bond and an ionic
bond. Write one sentence explaining the difference between the
covalent bond in Fig. 2.3, and the ionic bond in Fig. 2.4. Name
the example substances and tell how many atoms are involved
in each, and what happens to the electrons.
OR
B. Create a ‘Bonding Cheer’ with student group movements that
describes the placement of substances in a covalent bond and an
ionic bond. Bodies are the nucleus, arms are bonds. Use stick
figures. Be specific about what happens to electrons, how many
atoms are needed, and the difference between the two bond
types.
Chemistry Reading Guide Name___________________Page 2
2.2 Water and Solutions
Directions: Complete ONE: A. OR B.
A. Complete Section 2.2 Review in the space below. Rephrase the
question in your answer. Use punctuation.
OR:
B. Make a graphic organizer using the following words:
homeostasis, cohesion, adhesion, solution, polarity, polar, nonpolar, acid, base, neutral, Hydrogen ions, Hydroxide ions. You
must make connections both vertically and horizontally. The
connection lines must tell HOW these elements are connected.
See Concept Mapping in your packet. Be sure you Title your
map.
Chemistry Reading Guide Name______________Page 3
2.3 Chemistry of Cells
****Directions: Complete ONE: A. OR B.****
A.Complete the following table of structure model,
function, example for each of the Carbon compounds:
Carbohydrates, Lipids, Proteins, Nucleic Acids.
Remember Title and Label—>, you may use bullets
instead of sentences.
Structure
Function
Example
Model
Carbohydrate
Lipid
Protein
Nucleic
Acid
Chemistry Reading Guide Name____________________Page 4
OR 2.3B.
B. Write a ‘What Am I’ quiz for the following words. Include an
Answer Key. Word bank: carbon compound, carbohydrate,
monosaccharide, macromolecule, polysaccharide, glucose,
disaccharide, lipid, fats, phospholipids, wax, steroids,
hydrogenated, protein, amino acid, nucleic acid, nucleotide,
DNA, RNA, ATP.
What Am I clue
Answer
Key
1.
2.
3.
4.
5.
6.
Page 5
7.
8.
9.
10.
11.
12.
13.
14.
Page 6
15.
16.
17.
18.
19.
20.
Chemistry Reading Guide
Name_________________Page 7
2.4 Energy
Directions: Complete A, then ONE of B or C.
A. Copy Fig. 13. Write one sentence for each explaining what is
happening.
Fig 13-Energy Releasing
Fig. 13 Energy Absorbing
Chemistry Reading Guide Name__________________Page 8
2.4 Energy
Directions: Do ONE: B or C.
Watch the following video:
http://www.youtube.com/watch?v=MpcnkBE6FS0&feature=related
B. Use the following terms to explain what you saw in the video.
Activation energy, reactant, product, metabolism, active site,
enzyme, catalyst, energy released, energy absorbed, substrate,
inhibitor, competitive inhibitor.
1.
2.
3.
4.
5.
6.
7.
8.
Page 9
9.
10.
11.
12.
Chemistry Reading Guide Name____________________Page 10
C. Create a graphic organizer using the following words:
Activation energy, reactant, product, metabolism, active site,
enzyme, catalyst, energy released, energy absorbed, substrate,
inhibitor. You must make connections both vertically and
horizontally. The connection lines must tell HOW these
elements are connected. See Concept Mapping in your packet.
Be sure you Title your map.