TEACHER’S RESOURCE - Nelson · 2012-03-29 · found in the Assessment Tools section on the...

TEACHER’S RESOURCE

TEACHER’S RESOURCE

9780176520335

ISBN

-10: 0-17-652033-3ISB

N-13: 978-0-17-652033-5

BIO 12U TR.indd 1 11-11-11 10:24 AM

NEL Biochemistry 1

UNIT

1 Biochemistry

FUNDAMENTAL CONCEPTS BIG IDEAS CHAPTER 1 CHAPTER 2

Matter Technological applications that affect biological processes and

cellular functions are used in the food, pharmaceutical, and medical

industries.

Energy Biological molecules and their chemical properties affect cellular

processes and biochemical reactions.

Structure and Function Biochemical compounds play important structural and functional

roles in cells of all living organisms.

OVERVIEW

Unit 1 focuses on biochemistry, a branch of science that

studies the chemical processes that occur in living

organisms. In Chapter 1, students learn about the biological

molecules that form the basis of life. In Chapter 2, they

study the biological cells that form the units of life.

In Chapter 1, students examine the types of bonds

found in biological molecules, the unique properties of

water, and the four major types of chemical reactions that

take place in living organisms: dehydration reactions,

hydrolysis reactions, neutralization reactions, and redox

reductions. Students study the structure and function of the

biological molecules that make up living organisms—

carbohydrates, lipids, proteins, and nucleic acids—and the

functional groups that determine their characteristics and the

nature of their interactions with other biological molecules.

Students also learn about enzymes, specialized proteins that

catalyze chemical reactions involved in cellular processes.

In particular, students examine how enzymes interact with

substrates; how conditions such as pH, temperature, and

substrate concentration affect enzymes; how control

mechanisms regulate enzymes; and how enzymes are used

in industrial processes. In addition, students conduct several

investigations that explore testing for macromolecules,

manipulating macromolecules, and factors that affect

enzyme activity.

In Chapter 2, students explore the structure and

function of biological cells. Students begin by examining

the organelles that carry out specialized functions. In

particular, students look at the nucleus, nucleolus,

endoplasmic reticulum, vesicles, golgi bodies,

mitochondria, and plastids. Students learn about the

similarities and differences between eukaryotic cells, in

which genetic material is contained in a nucleus and

prokaryotic cells, in which no nucleus exists. Students also

take an in-depth look at the structure and function of cell

membranes, including the different forms of transportation

that cells use to move molecules across membranes. In

addition, students conduct an investigation into factors that

affect plasma membrane permeability, such as temperature

and detergents, and explore nanotechnology, an application

of cell biology in medicine.

TEACHING NOTES

• Have students look at the Key Concepts and the Starting

Points at the beginning of each chapter and at the

Summary Questions in the Chapter Summary at the

end of each chapter. Ask students, How could you use

these two features to help you understand the ideas

presented in the unit?

• This unit includes hands-on activities and has students

working with scientific equipment. Review laboratory

safety procedures and refer students to Appendix A1

Safety. Also review the importance of reading and

checking directions before beginning an activity, thinking

about the purpose of an activity or the testable question,

and directing questions to other members of their group

before asking you.

• You may want to use or adapt the assessment rubrics

found in the Assessment Tools section on the Teacher’s

Resource CD-ROM.

ENGAGE THE LEARNER

UNIT PREVIEW

• Conduct a class discussion to elicit students’ prior

knowledge about biochemistry. Draw students’ attention

to the title of the unit and ask, What is biochemistry?

(Sample answer: chemistry that happens in biology or

chemical reactions in biological organisms) Ask, What

chemical processes do plants carry out? (Sample

Biochemistry NEL NEL 2

answers: photosynthesis, respiration) What chemical

processes do humans and other animals carry out?

(Sample answers: digestion, respiration) What do these

chemical processes have in common? (Sample answer:

They are essential to the survival of living organisms and

they are carried out every day.)

• Have students read the Overall Expectations and Big

Ideas on page 2 of the Student Book. Ask students to take

notes about what each one makes them think about. Once

students have finished, ask students to share their

thoughts with the class and to describe why an

understanding of biochemistry is important in today’s

world. (Students may suggest that understanding

biochemistry is important for maintaining good health

and maintaining Earth’s environment, which is the habitat

of all biological organisms.)

UNIT TASK PREVIEW

• Formulate a plan for incorporating the Unit Task into the

whole learning experience for the unit. Whenever

possible, highlight ideas that relate to or might be helpful

in carrying out the Unit Task. Consider the following

questions to help you decide how to manage the Unit

Task:

– Will students begin the Unit Task early in the unit or

toward the end of the unit?

– Will students work on the Unit Task as individuals, in

pairs, or in small groups?

– Will you set aside class time for students to work on the

task or will students be expected to complete it on their

own time?

– How will the task fit into the overall assessment plan

for the unit?

• Point out the Unit Task Bookmark found within some

sections. (The first Unit Task Bookmark appears in

Chapter 1 on page 26 of the Student Book.) Explain that

these icons alert students to information or procedures

that may be helpful in completing the task.

• The Unit Task involves researching a biological

molecule, creating a model of it, and relating its role to its

structure.

• For further support with the Unit Task, refer to pages 43–

44 of this resource.

FOCUS ON STSE

• This feature discusses the importance of obtaining

omega-3 fatty acids from a healthy diet. Omega-3 fatty

acids are large macromolecules that the human body does

not produce. They play an important role in brain

function, cardiovascular health, and the production of

healthy skin.

• Have students preview the title and the photographs that

accompany the text. Ask, What do you think this feature

is about? (It might be about fish and other foods that are

sources of good fats.) How do you think this relates to

biochemistry? (Fats are biological chemicals that our

bodies need to function.)

• Once students have read the feature and completed the

activity, ask, Have you eaten any foods today that provide

omega-3 fatty acids (carbohydrates, fats, proteins)? Make

a class list of answers for each biological molecule.

ARE YOU READY?

• You can use the questions in this feature as a quick

review of relevant concepts and skills and as a means of

assessing student understanding of them. Several years

may have elapsed since students last encountered some of

these concepts or skills, so in many cases it will feel like a

first-time introduction for students. Use this feature as an

instructional opportunity and do not assume students will

know the answers.

• Use student responses to identify concepts and subject

areas that students may need to review.

• Should weaknesses or needs be identified, you may want

to set aside time for review before students begin to work

on the unit. Alternatively, you can review the targeted

concepts as they present themselves in the unit.

CAREER PATHWAYS PREVIEW

• Formulate a plan for incorporating Career Pathways into

the whole learning experience for the unit.

• Point out the Career Links found within some sections

(The first Career Link appears in Chapter 1 on page 10

of the Student Book.) Explain that these icons alert

students to information or procedures that may be helpful

in completing the Career Pathways assignment.

• For further support with Career Pathways, refer to pages

31 and 42 of this resource.

DIFFERENTIATED INSTRUCTION

• As students work though the unit and encounter examples

of technological applications of biological processes and

cellular functions used in the food, pharmaceutical, and

medical industries, ask them to develop a portfolio of

examples that they use at home. For example, visual and

kinesthetic learners may wish to make a collage or model

of these interactions, while auditory learners may wish to

present the material in a multimedia presentation.

ENGLISH LANGUAGE LEARNERS

• Provide copies of BLM 0-0-8 Reading Strategies

Checklist. As students work through the unit, have them

use the reading strategies to approach the text and

summarize the main ideas of each section. Encourage

English language learners to connect what they learn to

other situations, experiences, and things that they have

read that may help them remember the concepts.

NEL Biochemistry 3

Curriculum Correlation

A: Scientific Investigation Skills and Career Exploration

A1. SCIENTIFIC INVESTIGATION SKILLS SECTIONS

OVERALL

EXPECTATIONS

SPECIFIC EXPECTATIONS

A1. demonstrate

scientific investigation

skills in the four areas of

skills

A1.1 formulate relevant scientific questions about observed

relationships, ideas, problems, or issues, make informed predictions,

and/or formulate educated hypotheses to focus inquiries or research

1.6.1, 2.4.1

A1.2 select appropriate instruments and materials, and identify

appropriate methods, techniques, and procedures for each inquiry

1.6.1

A1.3 identify and locate a variety of print and electronic sources that

enable them to address research topics fully and appropriately

1.5.2, 2.3, Unit Task

A1.4 apply knowledge and understanding of safe laboratory practices

and procedures when planning investigations by correctly interpreting

Workplace Hazardous Materials Information System (WHIMS) symbols;

by using appropriate techniques for handling and storing laboratory

equipment and materials and disposing of laboratory and biological

materials; and by using appropriate personal protection

1.5.1, 1.6.1, 2.4, 2.4.1

A1.5 conduct inquiries, controlling relevant variables, adapting or

extending procedures as required, and using appropriate materials and

equipment safely, accurately, and effectively, to collect observations and

data

1.5.1, 1.6.1, 2.4, 2.4.1

A1.6 compile accurate data from laboratory and other sources, and

organize and record the data, using appropriate formats, including tables,

flow charts, graphs, and/or diagrams

1.5.1, 1.5.2, 1.6.1, 2.4, 2.4.1, Unit Task

A1.7 select, organize, and record relevant information on research topics

from a variety of appropriate sources, including electronic, print, and/or

human sources, using suitable formats and an accepted form of

academic documentation

1.5.2, 1.7, 2.3, Unit Task

A1.8 synthesize, analyse, interpret, and evaluate qualitative and/or

quantitative data to determine whether the evidence supports or refutes

the initial prediction or hypothesis and whether it is consistent with

scientific theory; identify sources of bias and/or error; and suggest

improvements to the inquiry to reduce the likelihood of error

1.4, 1.5, 1.5.1, 1.5.2, 1.6.1, 2.4, 2.4.1, Unit

Task

A1.9 analyse the information gathered from research sources for logic,

accuracy, reliability, adequacy, and bias

1.5.1, 2.3

A1.10 draw conclusions based on inquiry results and research findings,

and justify their conclusions with reference to scientific knowledge

1.5.2, 1.6.1, 2.3, 2.4, 2.4.1, Unit Task

A1.11 communicate ideas, plans, procedures, results, and conclusions

orally, in writing, and/or in electronic presentations, using appropriate

language and a variety of formats

1.4, 1.5, 1.5.1, 1.5.2, 1.6.1, 2.3, 2.4, Unit

Task

A1.12 use appropriate numeric, symbolic, and graphic modes of

representation, and appropriate units of measurement

1.4, 1.5, Unit Task

A1.13 express the results of any calculations involving data accurately

and precisely, to the appropriate number of decimal places or significant

figures

Biochemistry NEL NEL 4

A2. CAREER EXPLORATION SECTION(S)

OVERALL

EXPECTATIONS


A2. identify and describe

careers related to the

fields of science under

study, and describe

contributions of scientists

including Canadians, to

those fields

A2.1 identify and describe a variety of careers related to the fields of

science under study and the education and training necessary for these

careers

1.1, 1.4, 1.5, 1.7, 2.2, 2.3, 2.4

A2.2 describe the contributions of scientists, including Canadians to the

fields under study

1.1

B: Biochemistry

B1. RELATING SCIENCE TO TECHNOLOGY, SOCIETY AND THE ENVIRONMENT SECTION(S)

OVERALL

EXPECTATIONS


B1. Analyze

technological

applications of

enzymes in some

industrial processes,

and evaluate

technological

advances in the field

of cellular biology

B1.1 analyze technological applications related to enzyme activity in the

food and pharmaceutical industries

1.6, 1.7

B1.2 evaluate, on the basis of research, some advances in cellular

biology and related technological applications

2.3

B2. DEVELOPING SKILLS OF INVESTIGATION AND COMMUNICATION SECTION(S)

OVERALL

EXPECTATIONS


B2. investigate the

chemical structures,

functions, and

chemical properties

of biological

molecules involved

in some common

cellular processes

and biochemical

reactions

B2.1 use appropriate terminology related biochemistry, including, but not

limited to: active and passive transport, covalent and ionic bond, allosteric

site, substrate, substrate-enzyme complex, and inhibition

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.5.1, 1.6.1, 1.7, 2.1,

2.2, 2,4, 2.4.1

B2.2 plan and conduct an investigation to demonstrate the movement of

substances across a membrane

2.4.1

B2.3 construct and draw three-dimensional molecular models of

important biochemical compounds, including carbohydrates, proteins,

lipids, and nucleic acids

1.3, 1.4, 1.5

B2.4 conduct biological tests to identify biochemical compounds found in

various food samples

1.5.1

B2.5 plan and conduct an investigation related to a cellular process 1.6.1, 2.4, 2.4.1

B3. UNDERSTANDING BASIC CONCEPTS SECTION(S)

OVERALL

EXPECTATIONS


B3. demonstrate an

understanding of the

structures and

B3.1 explain the roles of various organelles, such as lysosomes,

vacuoles, mitochondria, internal cell membranes, ribosomes, smooth, and

rough endoplasmic reticulum, and Golgi bodies, in cellular processes

2.1, 2.2, 2.4, 2.4.1, Unit Task

NEL Biochemistry 5

functions of

biological molecules,

and the biochemical

reactions required to

maintain normal

cellular function

B3.2 describe the structure of important biochemical compounds,

including carbohydrates, proteins, lipids, and nucleic acids, and explain

their function within cells

1.3, 1.4, 1.5, 1.6, 1.7, 1.5.2, 2.1, 2.2, 2.4, Unit

Task

B3.3 identify common functional groups within biological molecules and

explain how they contribute to the function of each molecule

1.3, 1.4, 1.5, 1.6, 1.7, 1.5.1, 1.5.2, 2.2, 2.4, Unit

Task

B3.4 describe the chemical structures and mechanisms of various

enzymes

1.6, 1.6.1, 1.7

B3.5 identify and describe the four main types of biochemical reactions

(oxidation-reduction [redox], hydrolysis, condensation, and neutralization)

1.1, 1.2, 1.3, 1.4, 1.5

B3.6 describe the structure of cell membranes according to the fluid

mosaic model, and explain the dynamics of passive transport, facilitated

diffusion, and the movement of large particles across the cell membrane

by the processes of endocytosis and exocytosis

2.2, 2.4, 2.4.1

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akin

g ob

serv

atio

ns a

nd a

naly

zing

res

ults

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

Ass

essm

ent R

ubric

7: O

bser

vatio

nal S

tudy

Ass

essm

ent S

umm

ary

7: O

bser

vatio

nal S

tudy

Sel

f-A

sses

smen

t Che

cklis

t 3: O

bser

vatio

nal S

tudy

Ski

lls H

andb

ook

A1

Saf

ety

Ski

lls H

andb

ook

A2

Sci

entif

ic In

quiry

1.6

Bio

log

y Jo

urn

al:

Lin

us

Pau

ling

: C

reat

ivit

y an

d

Co

ntr

ove

rsy

in S

cien

ce a

nd

So

ciet

y

p. 2

3 [S

tude

nt B

ook

p. 4

8]

•

Com

plet

ing

the

BLM

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

BLM

1.6

.1 B

iolo

gy J

ourn

al: L

inus

Pau

ling

Ass

essm

ent R

ubric

1: K

now

ledg

e an

d U

nder

stan

ding

Ass

essm

ent S

umm

ary

1: K

now

ledg

e an

d U

nder

stan

ding

1.7

En

zym

es

p. 2

3 [S

tude

nt B

ook

p. 5

0]

Min

i In

vest

igat

ion

: M

od

ellin

g E

nzy

mes

an

d

Po

lym

ers

p. 2

4 [S

tude

nt B

ook

p. 5

1]

• P

erfo

rmin

g

• A

naly

zing

• E

valu

atin

g

• C

omm

unic

atin

g

• M

ini I

nves

tigat

ion

– M

akin

g a

sim

ple

mod

el o

f

an e

nzym

e an

d ex

plor

ing

how

an

enzy

me

inte

ract

s w

ith s

ubst

ance

s w

ith s

ubst

rate

s

durin

g a

chem

ical

rea

ctio

n

• R

esea

rch

Thi

s –

Res

earc

hing

the

com

mer

cial

appl

icat

ion

of o

ne e

nzym

e

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

Ass

essm

ent R

ubric

1: K

now

ledg

e an

d U

nder

stan

ding

Ass

essm

ent R

ubric

2: T

hink

ing

and

Inve

stig

atio

n

Ass

essm

ent S

umm

ary

1: K

now

ledg

e an

d U

nder

stan

ding

Ass

essm

ent S

umm

ary

2: T

hink

ing

and

Inve

stig

atio

n

Ski

lls H

andb

ook

A2

Sci

entif

ic In

quiry

Bio

chem

istr

y

N

EL

8

SE

CT

ION

H

AN

DS

-ON

AC

TIV

ITIE

S A

ND

SK

ILL

S

AS

SE

SS

ME

NT

/EV

AL

UA

TIO

N

OP

PO

RT

UN

ITIE

S

PR

OG

RA

M R

ES

OU

RC

ES

Res

earc

h T

his

: R

esea

rch

ing

En

zym

es in

Ind

ust

ry

p. 2

4 [S

tude

nt B

ook

p. 5

6]

• R

esea

rchi

ng

• E

valu

atin

g

• C

omm

unic

atin

g

1.7.

1 C

on

tro

lled

Exp

erim

ent:

Inve

stig

atin

g F

acto

rs T

hat

Aff

ect

En

zym

e A

ctiv

ity

p. 2

8 [S

tude

nt B

ook

p. 6

1]

1.7.

1 C

on

tro

lled

Exp

erim

ent:

Inve

stig

atin

g

Fac

tors

Th

at A

ffec

t E

nzy

me

Act

ivit

y

p. 2

8 [S

tude

nt B

ook

p. 6

1]

• P

redi

ctin

g

• P

lann

ing

• C

ontr

ollin

g V

aria

bles

• P

erfo

rmin

g

• O

bser

ving

• A

naly

zing

• E

valu

atin

g

• C

omm

unic

atin

g

• D

esig

ning

and

con

duct

ing

an e

xper

imen

tal

proc

edur

e

• A

naly

zing

and

eva

luat

ing

qual

itativ

e da

ta

• F

orm

ulat

ing

scie

ntifi

c qu

estio

ns

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

BLM

0.0

-11

Dis

posa

l of H

azar

dous

Was

te

Ass

essm

ent R

ubric

5: C

ontr

olle

d E

xper

imen

t

Ass

essm

ent S

umm

ary

5: C

ontr

olle

d E

xper

imen

t

Sel

f-A

sses

smen

t Che

cklis

t 1: C

ontr

olle

d E

xper

imen

t

Ski

lls H

andb

ook

A1

Saf

ety

Ski

lls H

andb

ook

A2

Sci

entif

ic In

quiry

Ch

apte

r 1

Su

mm

ary

p. 3

0 [S

tude

nt B

ook

p. 6

2 ]

•

Sum

mar

y qu

estio

ns

• C

hapt

er 1

Sel

f-Q

uiz

• C

hapt

er 1

Rev

iew

BLM

1.Q

Cha

pter

1 Q

uiz

BLM

0.0

-10

Car

eers

Ass

essm

ent R

ubric

1: K

now

ledg

e an

d U

nder

stan

ding

Ass

essm

ent S

umm

ary

1: K

now

ledg

e an

d U

nder

stan

ding

Ski

lls H

andb

ook

A6

Cho

osin

g A

ppro

pria

te C

aree

r

Pat

hway

s

Ch

apte

r 2

Cel

l Str

uct

ure

an

d

Fu

nct

ion

p. 3

3 [S

tude

nt B

ook

p. 7

0]

Min

i In

vest

igat

ion

: O

bse

rvin

g O

smo

sis—

See

ing

Red

p. 3

3 [S

tude

nt B

ook

p. 7

1]

• P

erfo

rmin

g

• O

bser

ving

• A

naly

zing

• M

ini I

nves

tigat

ion

– O

bser

ving

that

diff

usio

n

can

chan

ge th

e vo

lum

e of

cel

ls

• A

sses

smen

t of p

rior

know

ledg

e

• C

ompl

etin

g th

e B

LM

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

BLM

0.0

-7 G

raph

ic O

rgan

izer

: Ter

m B

ox

Ski

lls H

andb

ook

A2

Sci

entif

ic In

quiry

Ski

lls H

andb

ook

A5

Mat

h S

kills

2.1

Cel

l Str

uct

ure

s

p. 3

4 [S

tude

nt B

ook

p. 7

2]

•

Com

plet

ing

the

BLM

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

BLM

2.1

-1 C

ell C

ompo

nent

s

Ass

essm

ent R

ubric

1: K

now

ledg

e an

d U

nder

stan

ding

Ass

essm

ent S

umm

ary

1: K

now

ledg

e an

d U

nder

stan

ding

2.2

Mem

bra

ne

Str

uct

ure

an

d

Fu

nct

ion

s

p. 3

5 [S

tude

nt B

ook

p. 8

1]

•

Com

plet

ing

the

BLM

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

BLM

2.2

-1 P

lasm

a M

embr

ane

Pro

tein

s

Ass

essm

ent R

ubric

1: K

now

ledg

e an

d U

nder

stan

ding

Ass

essm

ent S

umm

ary

1: K

now

ledg

e an

d

U

nder

stan

ding

NE

L

B

ioch

em

istr

y 9

SE

CT

ION

H

AN

DS

-ON

AC

TIV

ITIE

S A

ND

SK

ILL

S

AS

SE

SS

ME

NT

/EV

AL

UA

TIO

N

OP

PO

RT

UN

ITIE

S

PR

OG

RA

M R

ES

OU

RC

ES

2.3

Exp

lore

Ap

plic

atio

ns

of

Cel

l

Bio

log

y: N

ano

tech

no

log

y in

Med

icin

e

p. 3

7 [S

tude

nt B

ook

p. 8

7]

2.3

Exp

lore

Ap

plic

atio

ns

of

Cel

l Bio

log

y:

Nan

ote

chn

olo

gy

in M

edic

ine

p. 3

7 [S

tude

nt B

ook

p. 8

7]

• R

esea

rchi

ng

• A

naly

zing

• E

valu

atin

g

• C

omm

unic

atin

g

• R

esea

rchi

ng a

nd e

valu

atin

g th

e cu

rren

t

prog

ress

in th

e us

e of

nan

obot

s in

med

icin

e

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

Ass

essm

ent R

ubric

10:

Exp

lore

an

App

licat

ion

Ass

essm

ent S

umm

ary

10: E

xplo

re a

n A

pplic

atio

n

Sel

f-A

sses

smen

t Che

cklis

t 6: E

xplo

re a

n A

pplic

atio

n

Ski

lls H

andb

ook

A4

Exp

lorin

g Is

sues

and

App

licat

ions

2.4

Tra

nsp

ort

Acr

oss

Mem

bra

nes

p. 3

8 [S

tude

nt B

ook

p. 8

9]

Min

i In

vest

igat

ion

: O

bse

rvin

g D

iffu

sio

n a

nd

Osm

osi

s

p. 3

9 [S

tude

nt B

ook

p. 9

2]

• P

erfo

rmin

g

• O

bser

ving

• A

naly

zing

• M

ini I

nves

tigat

ion

– O

bser

ving

the

diffu

sion

of

wat

er a

nd s

mal

l mol

ecul

es th

roug

h a

sem

iper

mea

ble

mem

bran

e

• C

ompl

etin

g th

e B

LM

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

BLM

2.4

-1 O

smos

is

BLM

2.4

-2 D

iffus

ion

and

Tra

nspo

rt

Ass

essm

ent R

ubric

1: K

now

ledg

e an

d U

nder

stan

ding

Ass

essm

ent R

ubric

2: T

hink

ing

and

Inve

stig

atio

n

Ass

essm

ent S

umm

ary

1: K

now

ledg

e an

d U

nder

stan

ding

Ass

essm

ent S

umm

ary

2: T

hink

ing

and

Inve

stig

atio

n

2.4.

1 C

on

tro

lled

Exp

erim

ent:

Cel

l

Mem

bra

ne

Per

mea

bili

ty

p 40

[Stu

dent

Boo

k p.

98]

2.4.

1 C

on

tro

lled

Exp

erim

ent:

Cel

l Mem

bra

ne

Per

mea

bili

ty

p 40

[Stu

dent

Boo

k p.

98]

• P

redi

ctin

g

• C

ontr

ollin

g V

aria

bles

• P

erfo

rmin

g

• O

bser

ving

• A

naly

zing

• F

orm

ing

scie

ntifi

c qu

estio

ns a

nd m

akin

g

pred

ictio

ns

• F

ollo

win

g sa

fety

pre

caut

ions

• M

akin

g ob

serv

atio

ns a

nd a

naly

zing

res

ults

• P

lann

ing

and

cond

uctin

g an

inve

stig

atio

n to

dem

onst

rate

the

mov

emen

t of s

ubst

ance

s

acro

ss a

mem

bran

e

• C

ompl

etin

g th

e B

LM

• R

eadi

ng a

nd a

nsw

erin

g qu

estio

ns

BLM

0.0

-11

Dis

posa

l of H

azar

dous

Was

te

BLM

2.4

.1-1

Cel

l Mem

bran

e P

erm

eabi

lity

BLM

2.4

.1-2

Cel

l Mem

bran

e P

erm

eabi

lity—

Sam

ple

Dat

a

She

et

Ass

essm

ent R

ubric

5: C

ontr

olle

d E

xper

imen

t

Ass

essm

ent S

umm

ary

5: C

ontr

olle

d E

xper

imen

t

Sel

f-A

sses

smen

t Che

cklis

t 1: C

ontr

olle

d E

xper

imen

t

Ski

lls H

andb

ook

A1

Saf

ety

Ski

lls H

andb

ook

A2

Sci

entif

ic In

quiry

Ch

apte

r 2

Su

mm

ary

p. 4

2 [S

tude

nt B

ook

p. 1

00]

•

Sum

mar

y qu

estio

ns

• C

hapt

er 2

Sel

f-Q

uiz

• C

hapt

er 2

Rev

iew

BLM

2.Q

Cha

pter

2 Q

uiz

BLM

0.0

-10

Car

eers

Ass

essm

ent R

ubric

1: K

now

ledg

e an

d U

nder

stan

ding

Ass

essm

ent S

umm

ary

1: K

now

ledg

e an

d

U

nder

stan

ding

Ski

lls H

andb

ook

A6

Cho

osin

g A

ppro

pria

te C

aree

r

Pat

hway

s

Un

it 1

Clo

sin

g

p. 4

3 [S

tude

nt B

ook

p. 1

08]

Un

it T

ask:

Mo

lecu

les

of

Lif

e

p. 4

3 [S

tude

nt B

ook

p. 1

08]

• U

nit T

ask

– re

sear

chin

g an

d bu

ildin

g a

mod

el o

f

a m

olec

ule

of b

iolo

gica

l int

eres

t

• U

nit 1

Sel

f-Q

uiz

• U

nit 1

Rev

iew

BLM

U1.

Q U

nit 1

Qui

z

Uni

t 1 T

ask

Ass

essm

ent R

ubric

: Mol

ecul

es o

f Life

Uni

t 1 T

ask

Ass

essm

ent S

umm

ary:

Mol

ecul

es o

f Life

Uni

t 1 T

ask

Sel

f-A

sses

smen

t Che

cklis

t: M

olec

ules

of

L

ife

Biochemistry NEL 10

Equipment and Materials

The quantity of equipment and materials for activities and investigations is based on the groups suggested in the specific

sections. The quantities are based on a standard class size of 32 students, broken down into groupings of two or four

students. Where the term ―quantity‖ is inappropriate—such as for a piece of tubing, masking tape, and so on—you will

have to check the individual activity or investigation to obtain appropriate quantities. In the table below, ―Equipment‖

refers to actual equipment or hardware, such as microscopes, metre sticks, glassware; and ―Materials‖ refers to

consumable items, such as chemicals, tape, water, or paper.

Unit 1: Biochemistry

INVESTIGATION/ACTIVITY QUANTITY EQUIPMENT QUANTITY MATERIALS

Chapter 1 Mini Investigation:

Getting Physical with

Biochemistry

p. 13 [Student Book p. 7]

Student groupings:

8 groups of 4 students

8

32

8

8

• balance

• test tube (4 per group)

• stirring rod

• 500 mL beaker

—

—

—

• distilled water

• hot tap water

• samples such as starch,

glucose, sucrose, cellulose

fibre, egg albumin, beeswax,

butter, olive oil, and table salt

1.4 Mini Investigation:

Modelling Carbohydrates


Student groupings:


8 • chemical modelling kit


Modelling Lipids


Student groupings:




Building and Exploring

Models of Proteins


Student groupings:



1.5.1 Observational Study:

Testing for Macromolecules


Student groupings:


32

32

8

8

8

8

8

8

128

8

8

• eye protection, safety goggles

• lab apron, plastic,

measuring 68 cm 89 cm

• 400 mL beaker

• utility stand with ring clamp

• hot plate

• thermometer

• 10 mL graduated cylinder

• test tube rack

• test tube (16 per group)

• test-tube holder

• medicine dropper

—

—

—

—

—

—

—

—

—

—

• samples of known food, such

as glucose, cornstarch, gelatin,

and vegetable oil

• samples of unknown food

• distilled water

• baking soda solution, 5 %

• glucose solution, 5 %

• cornstarch suspension, 5 %

• detergent solution

• Benedict’s reagent

• Lugol’s solution

• Sudan IV indicator

NEL Biochemistry 11

INVESTIGATION/ACTIVITY QUANTITY EQUIPMENT QUANTITY MATERIALS

8

8

8

8

• rubber stopper

• test-tube brush

• depression spot plate

• wax pencil

—

—

—

• unglazed brown paper

• gelatin solution, 5 %

• Biuret reagent

1.5.2 Observational Study:

Manipulating

Macromolecules


Student groupings:


8 • computer with Internet access


Modelling Enzymes and

Polymers


Student groupings:


—

8 • coloured paper clips

• strip of paper, approximately

5 cm 22 cm

1.7.1 Controlled Experiment:

Investigating Factors That

Affect Enzyme Activity


Student groupings:


32

32

8

8

8

8




• vial

• forceps

• stopwatch or timer

• marking pencil

—

—

—

• catalase (liver enzyme)

• hydrogen peroxide, 3 %

• filter paper disc (cut with a hole

punch)

Chapter 2 Mini Investigation:

Observing Osmosis—Seeing

Red


Student groupings:


8

8

16

8

• scissors

• forceps

• slide with cover slip (2 per group)

• microscope

—

—

—

—

• red onion

• dropper bottle with 5 % salt

solution

• paper towel

• dropper bottle with distilled

water


Observing Diffusion and

Osmosis


Student groupings:


32

32

16

16

16

16

16




• 250 mL beaker

• 25 mL pipette with filler

• scissors

• electronic balance

• 15 cm dialysis tubing (soaked in

warm water)

—

—

—

—

—

—

• cotton string

• tap water

• glucose test strip

• 15 mL of 15 % glucose/1 %

starch solution

• paper towel

• dropper bottle with Lugol’s

iodine solution

2.4.1 Controlled Experiment:

Plasma Membrane

Permeability


Student groupings:


32

32

32

16

96

8

8

8

8

8 8

• protective gloves

• 400 mL beaker (4 per group)

• thermometer (4 per group)

• hot plate (2 per group)

• 18 mm 150 mm test tube with

stopper (12 per group)

• measuring cylinder

• test tube holder

• test tube rack

• forceps

• scalpel or sharp knife

• wax pencil

96

—

—

—

—

—

—

• raw beetroot cores

(0.5 cm × 0.5 cm ×3.0 cm)

soaked in distilled water for

24 h

• tap water

• ice

• dish detergent or another

detergent

• 70 % isopropyl alcohol

• paper towel

NEL Biochemistry 43

UNIT

1 Unit Task Support

OVERALL EXPECTATIONS: A1; B2; B3


Scientific Investigation Skills: A1.3; A1.6; A1.7; A1.8;

A1.10; A1.11; A1.12

Developing Skills of Investigation and Communication:

B2.3

Understanding Basic Concepts: B3.1; B3.2; B3.3

The full Overall and Specific Expectations are listed on

pages 3–5.

• The Unit Task is a culminating task that provides

students with an opportunity to demonstrate that they

understand the concepts and can apply the skills

developed in this unit. The Unit Task is also a means for

students to show that they understand and appreciate how

the science addressed in this unit influences their society

and the environment.

• The challenge in this Unit Task is for students to choose

an interesting biological molecule, research some of its

functions and applications, and build a three-dimensional

model of it.

EQUIPMENT AND MATERIALS

per group:

• materials to represent molecular components (for

example, Styrofoam balls, pipe wrap, and wire from coat

hangers)

• access to the Internet

• samples of chosen compounds (if available)

ASSESSMENT RESOURCES Unit 1 Task Assessment Rubric: Molecules of Life

Unit 1 Task Assessment Summary: Molecules of Life

Unit 1 Task Self-Assessment Checklist: Molecules of Life

PROGRAM RESOURCES

BLM U1.Q Unit 1 Quiz

Biology 12 Online Teaching Centre

Biology 12 website

www.nelson.com/onseniorscience/biology12u

EVIDENCE OF LEARNING

Look for evidence that students can

• construct a three-dimensional model of a biological

molecule

• describe the structure of important biochemical

compounds

• relate the structure of the molecule to its function

• identify functional groups within the molecule and

explain how they contribute to the molecule's function

• identify and locate a variety of sources to research the

biological molecule fully and appropriately

• analyze the information gathered from research sources

• draw conclusions based on inquiry results and research

findings and justify their conclusions with reference to

scientific knowledge

• communicate ideas, plans, procedures, results, and

conclusions orally, in writing, and/or in electronic

presentations

SCIENCE BACKGROUND

• Sugar, fat, and protein molecules—which are composed

of carbon, oxygen, hydrogen, and nitrogen atoms—

provide fundamental “building blocks and battery power”

for living organisms.

• Not only do sugar, fat, and protein molecules form

nutritional components of food that living organisms

consume for energy, but sugar, fat, and protein molecules

also form critical components of cell structure and

perform critical roles in cell function in living organisms.

• Sugar molecules are components of starches,

carbohydrates, and glycogen, molecules that contribute to

cell structure and produce energy via cellular respiration.

• Fat molecules, or lipids, are key components of cell

membranes, store energy, and help conduct cell signals.

• Proteins perform a myriad of roles in cell structure and

function. Structural proteins compose a supportive

framework for cells, defensive proteins fight infections,

and thousands of others carry out tasks, such as sending

and receiving signals and transporting substances in cells.

• Nucleic acids, such as DNA and RNA, are molecules that

provide assembly instructions for all proteins in living

organisms.

TEACHING NOTES

• Have students work in small groups for this activity.

• You may wish to assign the research component of the

Unit Task as homework for students to complete.

Remind students to check online sources of information

to determine if they are credible and/or reliable.

• Provide time for groups to discuss their research findings

and build their models.

44 Biochemistry NEL

• If possible, make available, or have students bring in,

samples of the molecules that they can use for testing

physical and chemical properties.

GOAL

• Students’ goal in this Unit Task is to research,

understand, and build a model of a biological molecule.

Students are also asked to relate the role of the molecule

in living organisms to the chemical and physical

properties of the molecule. They must also research any

possible medical, environmental, or biotechnological

applications for their chosen molecule.

EQUIPMENT AND MATERIALS

• You may want to collect a variety of construction

materials (e.g., toothpicks, pipe cleaners, straws,

plasticine, modelling clay, construction paper, mylar,

coloured paper, coloured markers) in advance for students

to use to build their models of biological molecules.

• Ask, How could you show different types of atoms in your

molecule? (Sample answers might include different

coloured balls to represent different types of atoms.) How

could you show carbon rings? (Sample answers might

include detachable plastic rings from bottle tops.)

• Set up a construction-materials station in the lab that

students can add to as they bring in materials.

• Before student groups build their models, have them

survey the materials at the station for ideas and to choose

those that best suit the type of model they are building

(e.g., a model that shows every atom of the molecule or a

model that shows the overall shape of the molecule).

PROCEDURE

• Have groups identify particular physical and chemical

properties to test, write testable questions, and record

steps of a proposed procedure to conduct the tests.

• Prompt students to review the tests and procedures of the

investigations they have completed in the unit to help

them plan their investigations.

• Remind students to formulate testable questions (e.g.,

questions that can be answered by collecting and

analyzing evidence).

• Review and approve students’ procedures and help

students to assemble the necessary equipment and

materials to conduct their tests.

• Alternatively, you may wish to conduct a demonstration

to test the physical and chemical properties of one or two

biological molecules and then discuss and analyze the

results as a class.

• Have students complete the questions found in the Unit

Self-Quiz and the Unit Review in the Student Book.

• Have students complete BLM U1.Q Unit 1 Quiz for an

additional review of the material.

DIFFERENTIATED INSTRUCTION

• Step 2 of the Procedure on page 109 of the Student Book

requires students to explain the role of a biological

molecule of their choice and the molecule’s importance in

the functioning of organisms. Visual learners may choose

to sketch illustrations for their explanations. Kinesthetic

learners may want to use the model of the molecule that

they build to demonstrate its role and importance.

Auditory learners may wish to summarize their

explanations verbally with either a partner, who will take

notes, or a recording device.

ENGLISH LANGUAGE LEARNERS

• Have English language learners work with strong readers

of English to read through the research materials that

students collect in step 1 of the Student Book procedure.

Instruct English language learners to summarize the key

points of each research source in their own words and to

clarify the meaning of any unfamiliar terms.

NEL The Biochemical Basis of Life 13

CHAPTER

1 The Biochemical Basis of Life

PROGRAM RESOURCES Skills Handbook A2 Scientific Inquiry Biology 12 ExamView® Test Bank Biology 12 Online Teaching Centre SMART Notebook lesson PowerPoint lesson Biology 12 Solutions Manual Biology 12 website


TEACHING NOTES • Have students examine the Chapter Opener photograph.

Ask, What chemical do your red blood cells contain? (hemoglobin) Why is hemoglobin important for your body? (It transports oxygen throughout your body.)

• Ask students to relate what they know about oxygen to the key question at the start of the chapter: What Types of Chemicals Make Up Living Things? (Students might discuss how plants release oxygen through photosynthesis and how animals use this oxygen generated for cellular respiration. Or they might discuss how oxygen is part of water (H2O), which is a key component of tissues and many cell processes in living organisms.) Ask students to list other chemicals that form the basis of living things. (carbon, hydrogen, nitrogen)

ENGAGE THE LEARNER

CHAPTER INTRODUCTION • To preview the major ideas that will be explored in the

chapter, review the Key Concepts. Ask a student volunteer to read each Key Concept aloud before it is discussed. Ask prompting questions to assess students’ prior knowledge and to engage students in the topics. Examples are given: 1. What unusual properties does water have? (Ice floats

in water because ice is less dense than water.) How do living things use water? (Water makes up a large percentage of body tissues and is used in all bodily functions, such as digestion and excretion.)

2. What is the chemical formula for water? (H2O) What does the chemical formula for water indicate? (It indicates that one molecule of water contains two hydrogen atoms and one oxygen atom.)

3. What type of bond is found in a molecule of water? (It has a covalent bond in which the atoms share electrons.) What other types of bonds exist among atoms? (Another type is an ionic bond in which one atom has lost an electron and the other has gained an electron.)

4. What types of chemical compounds form the basis of life? (They include carbohydrates, fats, proteins, and nucleic acids.) What functions do these compounds carry out in living things? (Carbohydrates provide energy; fats store energy; proteins are building blocks of body tissues; and nucleic acids form DNA, which contains genetic information.)

5. What are enzymes? (proteins that control and initiate chemical reactions in cells) What are some examples of reactions that they control? (During digestion, enzymes break down starch and proteins so that they can be absorbed. Enzymes also convert chemical energy into kinetic energy for muscular movements.)

6. What properties of water do you think might make it useful in biochemical technologies? (Water is composed of hydrogen and oxygen, two of the main elements found in living things and used in cellular processes and reactions.) How might enzymes be useful in biochemical technologies? (as catalysts for biochemical reactions)

• Have students complete the Starting Points questions. • Have students complete Mini Investigation: Getting

Physical with Biochemistry.

MINI INVESTIGATION: GETTING PHYSICAL WITH BIOCHEMISTRY

Skills: Performing, Observing, Analyzing Purpose: Students will observe that some common biological substances are more soluble in water than others and suggest reasons why this may be and how these differences may be valuable for living things. Equipment and Materials (per group): balance, test tubes, stirring rods, 500 mL beaker, distilled water, hot water, substance samples, such as starch, glucose, sucrose, cellulose fibre, egg albumin, beeswax, butter, olive oil, and table salt Notes • Students should complete this activity in small groups. • Egg albumin is the "white" part of an egg. It is 90 percent water

and 10 percent albumin, a water-soluble protein; thus it does dissolve in water.

• Non-soluble samples include: cellulose fibre, beeswax, butter, olive oil and table salt.

DIFFERENTIATED INSTRUCTION • Have visual learners keep a visual log of diagrams,

photos, videos, chemical equations, and links to record what they learn about the four main elements of life (e.g., oxygen, carbon, hydrogen, nitrogen) throughout the chapter.

• You may want to have students who are interested in computers set up a class blog, wiki, or website for posting reports, lab results, presentations, images, videos, links, and other forms of information.

The Biochemical Basis of Life NEL 14

ENGLISH LANGUAGE LEARNERS • Have English language learners make a word wall of new

vocabulary terms using index cards or sticky notes. They can rearrange them to group related terms as new concepts are introduced in the chapter. Each term should include a definition and a sample sentence.

1.1 The Fundamental Chemistry of Life


SPECIFIC EXPECTATIONS Scientific Investigation Skills: A2.1 Developing Skills of Investigation and Communication:

B2.1 Understanding Basic Concepts: B3.5 The full Overall and Specific Expectations are listed on pages 3–5.

VOCABULARY • isotope • intermolecular force • radioisotope • van der Waals forces • orbital • hydrogen bond • valence electron • dehydration reaction • ionic bond • hydrolysis reaction • cation • neutralization reaction • anion • redox reaction • electronegativity • oxidation • polar covalent bond • reduction • polarity

ASSESSMENT RESOURCES Assessment Rubric 1: Knowledge and Understanding Assessment Summary 1: Knowledge and Understanding

PROGRAM RESOURCES Biology 12 Online Teaching Centre Animation: Atomic Particles Biology 12 Solutions Manual Biology 12 website


RELATED RESOURCES Starr, C., & Taggart, R. (2012). Chapter 2: Life’s Chemical

Basis, in Biology: The unity and diversity of life (13th ed.). Brooks/Cole.

Stryer, L. (2006). Chapter 1: Biochemistry: An Evolving Science, in Biochemistry (6th ed.). New York: W. H. Freeman and Company.

Voet, D., Voet, J. G., & Pratt, C. W. (2008). Chapter 1: Introduction to the Chemistry of Life, in Fundamentals of Biochemistry: Life at the molecular level (3rd ed.). Hoboken, NJ: John Wiley & Sons.

EVIDENCE OF LEARNING Look for evidence that students can • use appropriate terminology to describe the components

of atoms, types of bonds, forces between molecules, and types of chemical reactions in biological processes

• identify and describe the four main types of biochemical reactions (dehydration, hydrolysis, neutralization, and redox)

SCIENCE BACKGROUND • Organic compounds are compounds that contain carbon.

All living organisms are primarily composed of organic compounds that contain four main elements: carbon, C, hydrogen, H, oxygen, O, and nitrogen, N. Only small amounts of seven other elements, which occur as ions and inorganic compounds, are found in living organisms.

• The chemical properties of an element are determined by the arrangement of electrons in its outermost energy shell. If this valence shell is not full of electrons, the element has a strong tendency to interact with other elements. Since the four main elements found in living organisms have unfilled valence shells, they have a strong tendency to participate in chemical reactions with other elements.

• In chemical reactions, reactive elements combine to form compounds. In biological compounds, or molecules, there are four different types of bonds: ionic bonds, covalent bonds, hydrogen bonds, and weak van der Waals forces.

• Chemical bonds form or break in all chemical reactions. In biochemistry, four major types of reactions occur: dehydration reactions which join molecules and forms water; hydrolysis reactions which use water to split molecules; neutralization reactions in which acids and bases produce salts; and redox reactions in which one atom loses electrons and another gains electrons.

POSSIBLE MISCONCEPTIONS Identify: Students might think that the mass number of an atom is the number of grams that the atom amounts to and/or that it includes the atom’s electrons. Clarify: In science, mass refers to the quantity of matter that a body contains. However, the mass number of an atom is the total number of protons and neutrons in the atom’s nucleus. The mass number does not include electrons because their mass is insignificant compared to that of the protons and neutrons.


Ask What They Think Now: At the end of this discussion, ask, How do you calculate the mass number of an atom? (You add the number of protons and the number of neutrons in the atom’s nucleus.) How is the mass number of an atom different from the mass of the atom? (The mass number of the atom is the total number of protons and neutrons that the atom has in its nucleus. Whereas, mass is the quantity of matter that the atom contains.)

TEACHING NOTES

ENGAGE • Have students write the atomic symbols for carbon,

hydrogen, oxygen, and nitrogen on the board or interactive whiteboard. Draw students’ attention to the atomic symbol for carbon (12

6 C). Ask, What does the number 12 represent? (the mass number) What does the number 6 represent? (the atomic number) How can you tell the number of electrons in an atom of carbon? (The atomic number gives the number of protons in an atom, and the number of protons always equals the number of electrons. In carbon the atomic number is 6 and so it has six electrons.)

• Challenge students to draw a diagram of the atomic structure of carbon. If necessary, refer to the diagram on page 9 of the Student Book. Ask, Is the outer energy shell of carbon filled with electrons? (No.) What does this indicate about carbon? (It is a reactive element.) Why? (A filled energy shell is more stable than an unfilled energy shell.) How do you think reactive elements might be useful in living organisms? (They might participate in a variety of chemical reactions to form substances and carry out processes within living organisms.)

EXPLORE AND EXPLAIN • Have students develop a table of the types of chemical

bonds formed in biological molecules. Instruct students to include a description of the bond, an example, and a diagram that illustrates the bond.

• Ask, What type of bond forms when atoms share electrons unequally? (polar covalent bond) Have students examine the examples in Table 7 on page 14 of the Student Book. Discuss the role that electronegativity plays in chemical bonds. Ask, How is a hydrogen bond different from the bond between oxygen and hydrogen in a water molecule? (A hydrogen bond is an attractive force between atoms in different molecules.)

EXTEND AND ASSESS • Have students work in pairs to examine diagrams of the

molecular structure of common carbohydrates, proteins, lipids, and nucleic acids. Ask students to predict the types of bonds that exist between the atoms and the molecules in each substance, explain their reasoning, and then check their predictions through research.

• Challenge pairs of students to look through cookbooks or recipes for steps in which chemical reactions take place (sugar, starch, or salt dissolves in water) or how ingredients' chemical properties, such as solubility, boiling point, or melting point, play key roles in food preparation.

• Have students complete the Questions on page 18 of the Student Book.

DIFFERENTIATED INSTRUCTION • Kinesthetic learners may wish to build models of

biological molecules and label the types of bonds among the atoms and molecules. Similarly, visual learners may wish to draw diagrams of biological molecules and label the types of bonds among the atoms and molecules. Auditory learners may wish to interview kinesthetic and/or visual learners about the models and/or diagrams they have created, ask them to describe the atoms and bonds represented, and record or videotape the interview to replay afterward.

ENGLISH LANGUAGE LEARNERS • Many of the vocabulary terms in this section relate to the

structure and bonds found in biological molecules. Have English language learners draw diagrams to create a visual dictionary that illustrates each term.

1.2 Water: Life’s Solvent OVERALL EXPECTATIONS: B2; B3

SPECIFIC EXPECTATIONS Developing Skills of Investigation and Communication:


VOCABULARY • specific heat • hydrophilic • hydrophobic • autoionization • buffer



PROGRAM RESOURCES BLM 1.2-1 Biological Chemical Reactions Biology 12 Online Teaching Centre Video: Dissolution Biology 12 Solutions Manual Biology 12 website


RELATED RESOURCES Biology 12 Teacher Web Links (available on CD-ROM)

Voet, D., Voet, J. G., & Pratt, C. W. (2008). Chapter 2: Water, in Fundamentals of biochemistry: Life at the molecular level (3rd ed.). Hoboken, NJ: John Wiley & Sons.

EVIDENCE OF LEARNING Look for evidence that students can • use appropriate terminology related to the properties of

water, ionization, and pH • identify and describe neutralization reactions • describe the role of buffers within living organisms

SCIENCE BACKGROUND • All living organisms contain water and depend on it for

survival. Water is the solvent in human cells and blood that dissolves a myriad of substances necessary for life. This allows these solutes to move about, collide, and participate in chemical reactions involved in digestion, transport of nutrients, and the production of energy.

• Water’s phenomenal ability as a solvent is due to the polarity of its molecules. This allows its molecules to form hydrogen bonds among themselves, forming a unique arrangement called the water lattice, and to form hydrogen bonds with polar molecules of other substances, surrounding these molecules so they do not re-associate.

• Water has a neutral pH of 7. Thus, it is neither an acid nor a base. However, water can dissociate into ions: hydronium, H30

+, and hydroxide, OH-. This property also contributes to water’s excellent ability as a solvent.

• When an aqueous solution has a greater concentration of H30

+ than OH- ions, it has the properties of an acid. Conversely, when an aqueous solution has a greater concentration of OH– than H30

+ OH– ions, it has the properties of a base.

• A solution’s concentration of H+ ions determines its pH. In the human body, the average pH of cells is 7 to 7.3, blood 7.4, stomach acid 1, and pancreatic fluid 8. Although pH values vary greatly among different body systems, they vary little within each system. Buffers, weak acids or bases that donate or accept H+ ions, help body cells and fluids maintain a healthy pH.

POSSIBLE MISCONCEPTIONS Identify: Students might think that there is not much difference between pH values of 6 and 7 or any other values that vary only by one number on the pH scale. Clarify: In biochemistry, scientists measure the acidity of a solution using a numerical scale from 0 to 14. However, this scale is based on logarithms of the concentration of H+ ions in aqueous solutions. Each whole number on the scale signifies a ten-fold difference in pH. Thus, even small differences in pH values represent large differences in the acidity of aqueous solutions. Ask What They Think Now: Review with students the logarithmic equation for pH values on page 22 of the Student Book. How would you describe the difference in pH between bread, which is 5 on the pH scale, and milk, which is 6.6? (The difference in pH is about 16-fold. Bread is about 16 times more acidic than milk.)

TEACHING NOTES

ENGAGE • Challenge students to think about ways in which living

organisms use water. (as a habitat, as a structural component of body tissues, to produce energy in photosynthesis, to transport nutrients in plant cells, to produce sweat to cool the human body, to produce saliva which helps break down food, to produce blood which transports hemoglobin)

• Ask, What would planet Earth be like if there were no water? (It would have no oceans, glaciers, or precipitation. It would have no life—plants and animals.) Why do you think that? (Life originated in the “chemical soup” of Earth’s early oceans; plants arose, releasing oxygen, which allowed creatures to evolve into organisms that require oxygen for respiration.)

EXPLORE AND EXPLAIN • After students have read about the properties of water on

pages 19–21 in the Student Book, examine Table 1 The Unique Properties of Water with them and then ask students to list and describe the properties of water that contribute to its ability to act as a solvent. (Its molecules form a hydrogen bond lattice, which allows them to stay close together; its molecules are polar, which allows them to surround and form bonds with ions and other polar molecules.)

• After students have read about ionization and pH on pages 21-23 of the Student Book, ask, What kind of chemicals do living organisms use to maintain a healthy pH in different body systems? (buffers, weak acids and bases) What is the difference between a weak acid and a strong acid (weak base and a strong base)? (A weak acid, or base, partially ionizes in water. Conversely, a strong acid completely ionizes and dissociates in water.)


• Once students have read about neutralization reactions and buffers on page 23 of the Student Book, ensure that students understand that when an acid and a base react with each other, they always form water and a salt. Ask, What always happens when an acid and a base react? (They form water and a salt.) What type of reaction is this? (a neutralization reaction) Why is it called that? (It’s called a neutralization reaction because both products are neutral.) Also check that they understand the function of buffers in the body. Ask, If the blood suddenly became acidic, what would buffers do? (The calcium carbonate ions in the blood would react with the hydrogen ions to form carbonic acid.)

EXTEND AND ASSESS • Ask, When does carbonic acid form? (when carbon

dioxide dissolves in water) Have students write the chemical equation to represent this reaction. (CO2 + H2O H2CO3) What is carbonic acid? (weak acid) How do we write the dissociation reaction of carbonic acid in aqueous solutions? (H2CO3 HCO3

– + H+) • Ask students to describe when the formation of carbonic

acid can be helpful and harmful to organisms. (Sample answer: Formation of carbonic acid is helpful when it releases or absorbs H+ ions to regulate the pH of blood. It can be harmful when it forms in oceans and increases the acidity of the water.) How do you think the acidification of oceans could be decreased or controlled? (Sample answer: People could burn less fossil fuels for energy; add a weak base to oceans that would absorb the H+ ions of carbonic acid, thereby decreasing the acidity of the water without harming the organisms that live in the ocean.)

• Ask, What other products are formed when carbon dioxide dissolves in ocean water? (Products are bicarbonate and carbonate.) Have students research the answer to this question and how the acidification of oceans affects marine organisms that produce shells from calcium carbonate, such as certain algae, coral, and shellfish species.

• Have students complete BLM 1.2-1 Biological Chemical Reactions, which summarizes hydrolysis, dehydrations, neutralization, and redox reactions.

• Have students complete the Questions on page 24 of the Student Book. You may wish to assign question 7 as a research project. Students can research how varying pH levels affect a particular fish or benthic invertebrate and then share their findings with the class and compare how different organisms are affected.

DIFFERENTIATED INSTRUCTION • For visual and auditory learners, you may wish to revisit

the Mini Investigation: Getting Physical with Biochemistry on page 7 of the Student Book to demonstrate how water acts as a solvent by mixing water with common food substances (sugar, salt, starch, oil). Ask them to describe what they think is happening between the molecules of the solvent and each solute.

ENGLISH LANGUAGE LEARNERS • Ensure English language learners know that aqueous

solutions are solutions that contain water as a solvent. You may wish to explain that the word aqueous comes from aqua, the Latin word for water, and have them think of other words in which the prefix aqua- indicates water, such as aquarium, aquatic, aqualung, and aquaplane.

1.3 The Carbon Chemistry of Life

OVERALL EXPECTATIONS: B2; B3

SPECIFIC EXPECTATIONS Developing Skills of Investigation and Communication:

B2.1 Understanding Basic Concepts: B3.2; B3.3; B3.5 The full Overall and Specific Expectations are listed on pages 3–5.

VOCABULARY • functional group


PROGRAM RESOURCES BLM 1.3-1 Functional Groups Biology 12 Online Teaching Centre Animation: Reaction Types Biology 12 Solutions Manual Biology 12 website




Starr, C., & Taggart, R. (2012). Chapter 3: Molecules of Life in Biology: The unity and diversity of life (13th ed.). Brooks/Cole.

Voet, D., Voet, J. G., & Pratt, C. W. (2008). Chapter 8: Carbohydrates, in Fundamentals of biochemistry: Life at the molecular level (3rd ed.). Hoboken, NJ: John Wiley & Sons.

EVIDENCE OF LEARNING Look for evidence that students can • use appropriate terminology related to carbon chemistry

(functional groups, hydroxyl, carbonyl, carboxyl) • describe the structure of carbohydrates and explain their

function within cells • identify common functional groups within biological

molecules (e.g., hydroxyl, carbonyl, carboxyl, amino) and explain how they contribute to the function of each molecule

• identify and describe dehydration and hydrolysis reactions

SCIENCE BACKGROUND • Large biological molecules that contain carbon have small

reactive groups of atoms called functional groups that interact and bond with other molecules in chemical reactions as living organisms synthesize and break down organic matter.

• Most functional groups are ionic or polar. Thus, they attract other ionic or polar molecules as well as water molecules and affect the chemical and physical properties of the large molecules of which they are part.

• The main classes of functional groups are: the hydroxyl group which contains an –OH unit, or radical; the carbonyl group which contains a C==O unit with a double bond; a carboxyl group which contains an acidic COOH unit; an amino group which contains a basic NH2 unit; a phosphate group which contains an acidic PO4

2– unit; and a sulfhydryl which contains an SH unit.

• Cytosol is the aqueous, or water-based, component of the cytoplasm inside a cell in which molecules may dissolve and/or participate in reactions to carry out cellular processes.

TEACHING NOTES

ENGAGE • Have students recall the structure of a carbon atom. Ask,

How many electrons does carbon have in its valence shell? (four) What does this indicate about carbon? (It is a reactive element; it can form four bonds with other atoms.) What type of bonds does carbon tend to form? (It forms covalent bonds.)

• Remind students that the number and arrangement of bonds around a carbon atom allows carbon atoms to link together in large biological compounds. Ask students to predict what types of chemical reactions carbon molecules undergo. (dehydration and hydrolysis)

EXPLORE AND EXPLAIN • Ask students what functional groups do in molecules.

(They influence the physical and chemical properties of molecules.) Elicit that functional groups interact with ions or molecules to help perform certain functions in living organisms.

• Draw students’ attention to the example of ethanol on page 26 of the Student Book, which has an alcohol (–OH) functional group. Ask, What does the alcohol group allow ethanol to do? (It allows it to dissolve in cells, where it can be used as fuel to provide energy.)

• Divide the class into six groups and provide each group with three index cards. Assign each student group a different functional group. Have student groups write the name of their functional group, draw a diagram of it, and explain how it influences the chemical and physical properties of molecules on separate index cards. Collect and shuffle all the cards. Challenge the class to play a game of Concentration with the index cards to match each functional group with the correct diagram and explanation of its influence on molecules.

• Ask, When would a cell use a dehydration reaction? (It uses it to form a large molecule from smaller molecules.) When would a cell use a hydrolysis reaction? (It uses it to split a large molecule into smaller molecules.)

• Have students complete BLM 1.3-1 Functional Groups.

EXTEND AND ASSESS • Ethanol (CH3CH2OH), also known as ethyl alcohol and

grain alcohol, is a clear, colourless liquid. In dilute aqueous solutions, it has a sweet taste, and in concentrated solutions, it has a burning taste. Have students identify the functional group in ethanol (-OH hydroxyl) and research how ethanol is made from the fermentation of simple sugars (C6H12O6 2CH3CH2OH + 2CO2) and the other uses of ethanol in products. (These include biofuel, antifreeze in car radiators, solvent in making perfumes, paints, lacquers, and explosives.) Ask students to identify the chemical properties of ethanol that make it suitable for these uses and to record their findings in a paragraph. (It has a polar functional group, low freezing point, and high solubility in water.)


• Ask students to share and discuss their answers to question 12(c) on page 28 with the class.


UNIT TASK BOOKMARK • Remind students that what they have learned about

biological molecules in this section will be useful when they complete the Unit Task.

DIFFERENTIATED INSTRUCTION • Kinesthetic and visual learners may benefit from using

toothpicks and plasticine to build ball-and-stick models of ring-shaped, chain-shaped, and branched biological molecules that contain carbon.

ENGLISH LANGUAGE LEARNERS • Pair English language learners with strong native English

speakers to read through the table of functional groups in Figure 4 on page 26 of the Student Book. You may wish to have English language learners add an audio component to the visual dictionary they started at the beginning of the unit by recording the pronunciations of the chemical names.

1.4 Carbohydrates and Lipids

OVERALL EXPECTATIONS: A1; A2; B2; B3

SPECIFIC EXPECTATIONS Scientific Investigation Skills: A1.8; A1.11; A1.12, Career Exploration: A2.1 Developing Skills of Investigation and Communication:

B2.1; B2.3 Understanding Basic Concepts: B3.2; B3.3; B3.5 The full Overall and Specific Expectations are listed on pages 3–5.

SKILLS Performing Analyzing Observing Evaluating

VOCABULARY • carbohydrate • polymer

• monosaccharide • lipid • isomer • fatty acid • disaccharide • triglyceride • glycosidic bond • saturated fat • complex carbohydrate • unsaturated fat • polysaccharide molecule • phospholipid • polymerization • steroid • monomer • wax

EQUIPMENT AND MATERIALS per group:

• chemical modelling kit

ASSESSMENT RESOURCES Assessment Rubric 1: Knowledge and Understanding Assessment Rubric 2: Thinking and Investigation Assessment Summary 1: Knowledge and Understanding Assessment Summary 2: Thinking and Investigation

PROGRAM RESOURCES Skills Handbook A2 Scientific Inquiry Biology 12 Online Teaching Centre Animation: Fatty Acids Biology 12 Solutions Manual Biology 12 website


RELATED RESOURCES Voet, D., Voet, J. G., & Pratt, C.W. (2008). Chapter 8:

Carbohydrates; Chapter 9: Lipids and Biological Membranes, in Fundamentals of biochemistry: Life at the molecular level (3rd ed.). Hoboken, NJ: John Wiley & Sons.

EVIDENCE OF LEARNING Look for evidence that students can • observe, synthesize, analyze, and evaluate scientific

theory using appropriate molecular models • construct and draw three-dimensional molecular models

of carbohydrates and lipids • identify common functional groups within carbohydrates

and lipids and explain how they contribute to the function of each molecule

• identify and describe the main types of chemical reactions

SCIENCE BACKGROUND • Carbohydrates, such as sugars, fibres, and starches, are

found in a variety of foods. The human digestive system breaks down most carbohydrates into sugar molecules, which are small enough to enter the bloodstream. It converts most digestible carbohydrates into glucose, which is also known as “blood sugar,” for energy.

• Sugar molecules—made of carbon, hydrogen, and oxygen—are the building blocks of all carbohydrates. Fibres and starches are basically chains of sugar molecules.

• Sugars contain many polar functional groups that make them highly soluble in water.

• Starches, such as the polysaccharides glycogen and cellulose, have polar functional groups, which make them hydrophilic. However, polysaccharide molecules are so large that they cannot dissolve in water.


• Lipids are nonpolar biological molecules. They are smaller than carbohydrates and comprised of five types: fatty acids, fats, phospholipids, steroids, and waxes.

• Since they are nonpolar, lipids do not dissolve in water. This makes them a useful structural component of cell membranes. Lipids are also stored for energy, and some hormones are made of lipids.

TEACHING NOTES

ENGAGE • Ask students to list different kinds of carbohydrates.

(sugars, starches, fibres) Ask, Which types of foods do we get carbohydrates from? (fruits, vegetables, bread, beans, milk, pasta) Ask, Which chemical elements make up carbohydrates? (carbon, hydrogen, oxygen)

• Challenge students to list different kinds of lipids. (fats, fatty acids, phospholipids, steroids, waxes) Ask, What foods contain lipids? (meat, fish, cheese, eggs, nuts, oils) Ask, Which chemical elements make up lipids? (hydrogen, carbon, oxygen)

• Ask, What do you think makes carbohydrates and lipids different from one another even though they are made of the same elements? (Students may suggest molecular structure, combination of molecules, and/or different functional groups may give them different properties.)

EXPLORE AND EXPLAIN • As a class, have students examine Tables 1 and 2 on

Student Book pages 33 and 37 respectively, and compare the structures and functions of carbohydrates and lipids.

• Ask, What functional group(s) do monosaccharides, disaccharides, and polysaccharides have? (–OH) What chemical properties result from this/these functional group(s)? (Monosaccharides and disaccharides are polar and soluble in water. Polysaccharides are polar and attract water but are too large to be soluble in water.)

• Ask, What functional groups do fatty acids have? (COOH) Ask, What chemical properties result from these functional groups? (makes fatty acids acidic, releasing H+ ions to become charged) Ask, What functional group does glycerol have? (–OH) Ask, How do the functional groups of fatty acids and glycerol interact? (When a glycerol molecule combines with three fatty acids in a dehydration reaction, the functional groups form bonds between the glycerol and the fatty acids, which results in a triglyceride and a water molecule.)

• Challenge pairs of students to quiz each other on the structure of different carbohydrates and lipids. Instruct one partner to choose a particular carbohydrate or lipid molecule (polysaccharide, fatty acid) and the other partner to draw and label the molecule. Have partners check the drawing together and then switch roles. Partners may also wish to provide clues for each other.

• Have students complete Mini Investigation: Modelling Carbohydrates.

MINI INVESTIGATION: MODELLING CARBOHYDRATES

Skills: Performing, Observing, Analyzing, Evaluating Purpose: Students will build three-dimensional models of simple carbohydrates to observe their structure and to analyze how the molecules are assembled into larger units during chemical reactions. Equipment and Materials (per group): chemical modelling kit Notes • Students should complete this activity in small groups. • Introduce the activity by telling students that carbohydrate

molecules are quite large and have a complex three-dimensional structure compared to inorganic molecules. Tell students that they will build models of carbohydrates molecules to develop a sense of the molecules’ relative sizes and structures.

• Have students complete Mini Investigation: Modelling Lipids.

MINI INVESTIGATION: MODELLING LIPIDS

Skills: Performing, Observing, Analyzing, Evaluating Purpose: Students will build three-dimensional models of simple lipids to observe the structure of these molecules and to analyze how these molecules form during chemical reactions. Equipment and Materials (per group): chemical modelling kit Notes • Students should complete this activity in small groups. • In step 4, you may wish to have students visit the Biology 12

introduction to steroids weblink to begin researching a steroid of their choice.

EXTEND AND ASSESS • Have students investigate the daily dietary reference

intakes (DRIs) recommended by Health Canada for carbohydrates, fibres, fats, fatty acids, and cholesterol and explain how the structure and/or function of each of these molecules is essential to cellular processes in humans.


• Have students present an oral or written report of their findings for question 8 on page 38 of the Student Book.

DIFFERENTIATED INSTRUCTION • Kinesthetic learners may find it beneficial to complete the

Mini Investigations on pages 33 and 37 of the Student Book. Visual learners may find it helpful to draw diagrams of the carbohydrates and lipids detailed in Tables 1 and 2 on pages 33 and 37 of the Student Book.

ENGLISH LANGUAGE LEARNERS • Ensure that English language learners understand the

meanings of prefixes used to indicate quantity in chemical names (mono- means one or alone, di- means two, tri- means three, poly- means many). Have students make a table of such prefixes that includes what they mean and examples of biological molecules in which they appear.


1.5 Proteins and Nucleic Acids


SPECIFIC EXPECTATIONS Scientific Investigation Skills: A1.8; A1.11; A1.12 Developing Skills of Investigation and Communication:

B2.1; B2.3 Understanding Basic Concepts: B3.2; B3.3; B3.5 The full Overall and Specific Expectations are listed on pages 3–5.

VOCABULARY • protein • polypeptide • nucleic acid • denaturation • amino acid • nucleotide • peptide bond • phosphodiester bond • peptide • antiparallel

SKILLS Performing Evaluating Observing Communicating Analyzing

EQUIPMENT AND MATERIALS per group: • chemical modelling kit


PROGRAM RESOURCES BLM 1.5-1 Proteins BLM 1.5-2 Biological Molecules Skills Handbook A2 Scientific Inquiry Biology 12 Online Teaching Centre Animation: Secondary Tertiary Biology 12 Solutions Manual Biology 12 website



Stryer, L. (2006). Chapter 2: Protein Structure and Composition, in Biochemistry (6th ed.). New York: W. H. Freeman and Company.

Voet, D., Voet, J.G., and Pratt, C.W. (2008). Chapter 4: Amino Acids; Chapter 5: Proteins: Primary Structure; Chapter 6: Proteins: Three-Dimensional Structure, in Fundamentals of biochemistry: Life at the molecular level, (3rd ed.). Hoboken, NJ: John Wiley & Sons.

EVIDENCE OF LEARNING Look for evidence that students can • use appropriate terminology related to proteins and

nucleic acids (amino acid, peptide, polypeptide) • construct and draw three-dimensional models of proteins • describe the structure of proteins and nucleic acids

explain their function within cells • identify common functional groups within proteins and

nucleic acids (e.g., hydroxyl, carbonyl, carboxyl, amino) and explain how they contribute to the function of each molecule

• communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or electronic presentations

SCIENCE BACKGROUND • Amino acids are composed of a central carbon atom

attached to an amine group (–NH2) at one end, a carboxyl group (–COOH) at the other end, a hydrogen atom, and an R group, or side group.

• The R group determines the characteristics of an amino acid, and there are 20 different types of R groups.

• Every cell in the human body contains thousands of different proteins, which are all made of amino acids. These proteins work together to make the cell run.

• Proteins are the most complex biological molecules. They have four levels of structure: a primary structure, a specific sequence of amino acids arranged in a polypeptide chain; a secondary structure, a pattern of coils or folds that helps define their main shape; a tertiary structure that gives proteins their 3-D shape; and a quaternary structure composed of two or more polypeptides that join together to form proteins.

• A protein’s shape determines and enables its function and any changes in its shape caused by extreme temperature or pH changes, for example, may disable the protein.

• Many proteins also have prosthetic, or nonprotein groups, to help them function.

• Nucleic acids, DNA and RNA, provide the assembly instructions for proteins. DNA and RNA are composed of nucleotides.


TEACHING NOTES

ENGAGE • Prompt students to recall that an amino acid contains both

a base (an amino group, NH2) and an acid (a carboxyl group, –COOH) as functional groups. Draw a structural diagram of an amino acid and challenge students to identify it. Have volunteers identify and circle its functional groups. Ask, What chemical compound is this? (It’s an amino acid.) How do you know? (It has both an amino group and a carboxyl group.)

• Ask, What characteristics does an amino group have? (It acts like a base in chemical reactions. It accepts H+ ions to become positively charged.) What characteristics does a carboxyl group have? (It acts like an acid in chemical reactions. It releases H+ ions to become negatively charged.)

EXPLORE AND EXPLAIN • On sticky notes or index cards, have small groups of

students draw structural diagrams of the 20 different amino acids shown in Figure 2 on page 40 of the Student Book and sort the amino acids into groups—non-polar, uncharged polar, negatively charged polar, and positively charged polar. Group members can take turns choosing an amino acid, describing its R-group, and placing it in the correct group.

• Challenge students to invent a trivia game based on the structure and function of amino acids, proteins, and nucleic acids. Have students work in small groups and give groups the opportunity to play each other’s games.

• You may wish to give students BLM 1.5-1 Proteins and BLM 1.5-2 Biological Molecules.

• Have students complete Mini Investigation: Building and Exploring Models of Proteins.

MINI INVESTIGATION: BUILDING AND EXPLORING MODELS OF PROTEINS

Skills: Performing, Observing, Analyzing, Evaluating, Communicating Purpose: Students will build three-dimensional models of amino acids and small peptides to observe the structure of these molecules and to analyze how the molecules are assembled into polypeptides. Equipment and Materials (per group): chemical modelling kit Notes • Students should complete this activity in small groups. • You may want to have students take videos and/or photos of

their investigations to post on a class blog or wiki. Have groups discuss and videotape their answers to the Mini Investigation questions as well.

EXTEND AND ASSESS • Remind students that changing a single amino acid in the

chain of amino acids that makes up the primary structure of a protein will alter the shape of the protein and may even destroy its function. Have students do online research to identify examples of such changes in amino acid sequences and describe the consequences (e.g., substituting val for glu as the sixth amino acid in the beta protein chain of hemoglobin results in sickle cell anemia). Students may also wish to research changes in protein structure caused by environmental conditions and report on the consequences.


• As a class, have students compare and discuss their answers to question 10 on page 47. Students may wish to compile their findings and create an online guide, entitled “The Truth About Amino Acids and You.”

UNIT TASK BOOKMARK • Remind students that what they have learned about the

form and function of proteins in this section will be useful when they complete the Unit Task.

DIFFERENTIATED INSTRUCTION • Organize students into small, heterogeneous groups of

kinesthetic, visual, and auditory learners to work on the Mini Investigation. Assign each group member a specific role. You may wish to have kinesthetic learners build the molecule models; visual learners photograph, draw, and label the models; and auditory learners interview group members about what each model represents and create a soundtrack or video that describes the components and assembly of each molecule.

ENGLISH LANGUAGE LEARNERS • Have English language learners add the vocabulary words

and their meanings to the visual dictionary they started in section 1.1 of this chapter. You may also wish to have them record the pronunciations of these words as an audio component of the visual dictionary, which can become part of a class blog or wiki.


1.6 Biology Journal: Linus Pauling: Creativity and Controversy in Science and Society

OVERALL EXPECTATIONS: A2

SPECIFIC EXPECTATIONS Career Exploration: A2.3 The full Overall and Specific Expectations are listed on pages 3–5.


PROGRAM RESOURCES BLM 1.6-1 Biology Journal: Linus Pauling Skills Handbook A3 Scientific Publications Biology 12 Online Teaching Centre Biology 12 Solutions Manual Biology 12 website


RELATED RESOURCES Mead, C., & Hager, T. (2008). Linus Pauling, scientist and

peacemaker. Corvallis, OR: Oregon State UP. National Library of Medicine. Profiles in science: The Linus

Pauling papers. Retrieved June 1, 2011. Pauling, L. (1995). Linus Pauling in his own words:

Selections from writings, speeches, and interviews (B. Marianacci, Ed.) New York, NY: Simon & Schuster.

TEACHING NOTES • Have students recall what they have learned about the

structure of proteins. Ask, Why is the shape of proteins important? (The shape of proteins enables them to function. Any changes in their shape can disable them.)

• Have students identify and list key steps of the scientific method that Linus Pauling used to investigate and theorize about the nature of chemical bonds, structure of proteins, and electronegativity. (e.g., He observed that the smaller the difference in electronegativity between two atoms, the more the bonding approached a pure covalent bond. He hypothesized…, He tested his hypothesis…)

• Challenge students to create a storyboard or script for a documentary about Linus Pauling that encapsulates his key scientific discoveries and key events of his life. Ask

students to include the impact on society of Pauling’s

discoveries and advocacy against nuclear arms. • Have students complete BLM 1.6-1 Biology Journal:

Linus Pauling. • Have students complete the Questions on page 49 of the

Student Book.

DIFFERENTIATED INSTRUCTION • Have visual and auditory learners search online for video

clips of Linus Pauling talking about his discoveries and his work. You may want to suggest that students begin their search on YouTube and the Biology 12 weblinks.

ENGLISH LANGUAGE LEARNERS • Pair English language learners with strong native speakers

of English to read through this section of the chapter together. Have partners take turns orally paraphrasing the key points of each subsection to ensure they understand the content.

1.7 Enzymes OVERALL EXPECTATIONS: A2; B1; B2; B3

SPECIFIC EXPECTATIONS Career Exploration: A2.1 Relating Science to Technology, Society, and the

Environment: B1.1 Developing Skills of Investigation and Communication:


VOCABULARY • enzyme • competitive inhibition • substrate • noncompetitive inhibition • active site • allosteric site • induced-fit model • allosteric regulation • cofactor • feedback inhibition • coenzyme

SKILLS Performing Communicating Analyzing Researching Evaluating EQUIPMENT AND MATERIALS per group: • 2 different coloured paper clips •1 strip of paper, approximately 5 cm × 21.5 cm



PROGRAM RESOURCES Skills Handbook A2 Scientific Inquiry Skills Handbook A4 Exploring Issues and Applications Biology 12 Online Teaching Centre Animation: Allosteric Activation Animation: Allosteric Inhibition Biology 12 Solutions Manual Biology 12 website



Stryer, L. (2006). Chapter 8: Enzymes: Basic Concepts and Kinetics, in Biochemistry (6th ed.). New York: W. H. Freeman and Company.

EVIDENCE OF LEARNING Look for evidence that students can • describe a variety of careers related to biochemistry and

the education and training necessary for those careers • analyze technological applications related to enzyme

activity in the food and pharmaceutical industries • use appropriate terminology related to enzymes • describe the structure of enzymes and explain their

function within cells • describe the chemical structures and mechanisms of

various enzymes

SCIENCE BACKGROUND • Enzymes are proteins that control the cellular activity of

all living organisms. • Enzymes catalyze chemical reactions without being

consumed or changing the products of the reactions. • Biological cells require enzymes to carry out almost all

their chemical reactions at rates sufficient to sustain life. • Enzymes lower the activation energy for chemical

reactions, which significantly speeds up the reactions. • Specific enzymes catalyze particular reactions. Each has a

unique shape that determines which reaction it catalyzes. • Enzymes bind to a substrate, which is converted into one

or more products during a chemical reaction. • Enzyme inhibitors are molecules that regulate the activity

of enzymes in cells. They lower the rate at which enzymes catalyze reactions.

TEACHING NOTES

ENGAGE • Tell students that they are going to learn about a special

type of biological molecule called enzymes, most of which are proteins. Ask, What are proteins made of? (Proteins are made of chains of amino acids.)

• Ask, What do you recall about the shape of proteins? Why is it important? (The shape of proteins is important because it enables the function of proteins and any changes in shape and can disable their function.) How do you think the shape of enzymes may be important? (It may enable and disable the function of enzymes in the same way as the shape of proteins.)

EXPLORE AND EXPLAIN • Ask, Why are enzymes essential for living organisms?

(They catalyze cellular activities and prompt chemical reactions to proceed at rates required to sustain life.)

• Have students create a table to list examples of cellular activities that enzymes catalyze and explain enzymes’ role in the activities, how cells regulate the enzymes, and the factors that affect the enzymes’ ability to function.

• Have students complete Mini Investigation: Modelling Enzymes and Polymers.

MINI INVESTIGATION: MODELLING ENZYMES AND POLYMERS

Skills: Performing, Analyzing, Evaluating, Communicating Purpose: Students will make a simple model of an enzyme to explore how an enzyme interacts with substrates during a chemical reaction. Equipment and Materials (per group): coloured paper clips, strip of paper, approximately 5 cm × 22 cm Notes • Students should complete this activity in small groups. • Ensure that students can explain how the action of the paper

enzyme models an enzyme-catalyzed condensation reaction.

• Have students complete Research This: Researching Enzymes in Industry. RESEARCH THIS: RESEARCHING ENZYMES IN INDUSTRY

Skills: Researching, Evaluating, Communicating Purpose: Students will research the commercial application of one enzyme for bioremediation or waste treatment. Notes • You may wish to have students work on this activity in small

groups. • Students can choose one of the products listed in Table 1 on

page 56 of the Student Book. Try to ensure that each product is chosen by at least one group.

EXTEND AND ASSESS • In a class discussion, have groups present their findings

about the commercial application of enzymes in the commercial products that they researched in the Research This activity. Challenge students to predict


other products that enzymes may play a role in creating. Go online as a class to check their predictions

• Ask students to research cytochrome oxidase, a key enzyme in cellular respiration and how cyanide inhibits it. In a table or paragraph, have students describe the chemical reaction it catalyzes, how the enzyme interacts with the substrate(s), any cofactors or coenzymes involved, and how cyanide inhibits the enzyme.


DIFFERENTIATED INSTRUCTION • In a visual-learner centered example, use bread tags and

foam earplugs to model how a competitive inhibitor binds to the active site of an enzyme. Display a bread tag to represent the enzyme and two foam earplugs of different colours to represent the substrate and the competitive inhibitor. Ask, How is a competitive inhibitor similar to the substrate? (It’s the same shape.) Roll one earplug between your thumb and forefinger and insert it into the opening of the bread tag to demonstrate how a competitive inhibitor binds to the active site of an enzyme. Ask, Where would a noncompetitive inhibitor bind to the enzyme? (at a different site) How would this inhibit the substrate from binding to the enzyme? (It would change the enzyme’s shape, so that the substrate could not bind.) Cut a slit in another ear plug and slip it over one corner of the tag that is next to the opening, so that plug covers up part of the opening and thereby “changes” the opening’s shape.

ENGLISH LANGUAGE LEARNERS • Organize students in small groups or pairs to work on the

Research This activity and place English language learners with a strong reader. Have English language learners read through the activity questions and research material together with the strong reader to ensure that they understand the meaning of both elements.

1 Investigations 1.5.1 Observational Study: Testing for Macromolecules OVERALL EXPECTATIONS: A1; B2; B3

SPECIFIC EXPECTATIONS Scientific Investigation Skills: A1.5; A1.6; A1.8; A1.9;

A1.11 Developing Skills of Investigation and Communication: B2.1; B2.4 Understanding Basic Concepts: B3.3

The full Overall and Specific Expectations are listed on pages 3–5.

SKILLS Questioning Analyzing Researching Evaluating Performing Communicating Observing

EQUIPMENT AND MATERIALS per student: • safety glasses • lab apron per group: • 400 mL beaker • utility stand with ring clamp • hot plate • thermometer • 10 mL graduated cylinder • test-tube racks • 8 to 16 test tubes • test-tube holder • medicine dropper • rubber stoppers • test-tube brush • depression spot plate • wax pencil • known foods: glucose, cornstarch, gelatine, vegetable oil • unknown food samples • distilled water • baking soda solution, 5 % • glucose solution, 5 % • cornstarch suspension, 5 % • detergent solution • Benedict’s reagent • Lugol’s solution • Sudan IV indicator • unglazed brown paper • gelatine solution, 5 % • Biuret reagent

ASSESSMENT RESOURCES Assessment Rubric 7: Observational Study Assessment Summary 7: Observational Study Self-Assessment Checklist 3: Observational Study

PROGRAM RESOURCES BLM 0.0-3 Graphic Organizer: Two-Column Table BLM 0.0-11 Disposal of Hazardous Waste Skills Handbook A1 Safety Skills Handbook A2 Scientific Inquiry Biology 12 Online Teaching Centre Biology 12 Solutions Manual


Biology 12 website www.nelson.com/onseniorscience/biology12u

RELATED RESOURCES Stryer, L. (2006). Chapter 2: Protein Structure and

Composition, in Biochemistry (6th ed.). New York: W. H. Freeman and Company.

Voet, D., Voet, J. G., & Pratt, C. W. (2008). Chapter 4: Amino Acids; Chapter 5: Proteins: Primary Structure; Chapter 6: Proteins: Three-Dimensional Structure, in Fundamentals of biochemistry: Life at the molecular level, (3rd ed.). Hoboken, NJ: John Wiley & Sons.

EVIDENCE OF LEARNING Look for evidence that students can • conduct biological tests to identify biochemical

compounds found in various food samples and compare the biological compounds found in each food to those found in others

• synthesize, analyze, interpret, and evaluate qualitative data

SCIENCE BACKGROUND • Carbohydrates, proteins, and fats are the major types of

macromolecules found in food. • Indicators are chemical compounds that biochemists use

to detect to the presence of other compounds, including macromolecules found in food. Observable chemical changes in indicators, usually a change in colour, indicate the presence of other compounds.

• In this investigation, students will use Benedict’s reagent to detect sugars, Lugol’s solution to detect starches, Sudan IV solution to detect lipids, and Biuret reagent to detect proteins.

• Unlike the other indicators used in this investigation, Benedict’s reagent does not work at room temperature. It must be heated to work as an indicator.

TEACHING NOTES

STUDENT SAFETY

Review the following safety rules with students: • Benedict’s reagent, Lugol’s solution, Sudan IV indicator, and Biuret

reagent are toxic. Wear eye protection and a lab apron to protect against possible splashes. If a spill does occur, inform your teacher immediately and be sure spills are thoroughly cleaned up. Follow your school’s procedures for disposal. Follow BLM 0.0-11 Disposal of Hazardous Waste for further disposal instructions.

• Do not touch the hot plate. To unplug the hot plate, pull on the plug, not on the cord.

• Sudan IV indicator is flammable. Keep it away from the hot plate. • Due to food/nut allergies, avoid using peanuts. • Keep hair and clothing away from flame.

FURTHER INFORMATION • Have students conduct the investigation in groups. • Assign each group three unknown foods to test and

instruct them to conduct all four tests on each unknown food. Ensure that each group also conducts each test with a known sample so that students observe what a positive result looks like.

• You may want to set up lab stations for each test and have groups rotate through the stations to conduct the investigation.

• Ensure students read through each part of the investigation before they perform the procedure so that they know what changes to look for as evidence of the presence of sugars, starches, lipids, or proteins.

• You may wish to give students several copies of BLM 0.0-3 Graphic Organizer: Two-Column Table to record their observations.

PURPOSE • Students will use different indicators that detect particular

macromolecules to test for simple sugars and starches, proteins, and fats in a variety of foods.

EQUIPMENT AND MATERIALS • You may wish to have students bring samples of the

known foods (glucose, cornstarch, gelatine, vegetable oil) from home.

• Gather samples of the unknown foods in advance of the investigation. The following foods work well to produce observable changes in the indicators used in each part:

Part A: Carbohydrate test Benedict’s reagent: fructose, dextrose, sucrose,

sweetener, milk, sugar cookie, Gatorade, endurance sports drink (complex carbohydrates and proteins), apple Lugol’s solution: milk, gravy thickener

Part B: Lipid test Sudan IV indicator, unglazed brown paper: warmed

lard, egg yolk, vegetable oil Part C: Protein test Biuret reagent: albumin, endurance sports drink

PROCEDURE • Benedict’s reagent and Biuret reagent are both blue and

may easily be mistaken for one another. Verify that students are using the correct one for each part—Benedict’s reagent for Part A and Biuret reagent for

Part C. • Remind groups to conduct each test on each of their

unknown food samples. • As students conduct Part B, warm the lard and provide it

as needed.


OBSERVATIONS • In Part A, the following colour changes happen when

Benedict’s reagent is added: glucose solution turns brown, fructose solution turns brown, dextrose solution turns brown, sucrose turns blue, sweetener solution turns blue, milk solution turns orange, sugar cookie solution turns brown, Gatorade solution turns light green, endurance sports drink solutions turns orange, apple solution turns brown.

• In Part A, the following colour changes happen when Lugol’s solution is added: baking soda solution turns brown, glucose solution turns brown, starch solution turns purple, milk solution turns brown, gravy thickener turns purple.

• In Part B, the following colour changes happen when Sudan IV indicator is added: distilled water turns pink, baking soda solution turns pink, vegetable oil solution turns red, lard (warmed) turns red, egg yolk turns red.

• In Part B, the following happen when a drop of sample solution is placed on unglazed brown paper: distilled water no effect, baking soda solution white crystals appear, vegetable oil solution makes paper transparent, lard (warmed) solution makes paper transparent, egg yolk solution makes paper transparent.

• In Part C, the following colour changes occur when Biuret reagent is added: baking soda solution turns blue, gelatine solution turns violet, albumin solution turns purple, endurance sports drink solution turns pink, vegetable oil solution turns blue.

• Sample answers are found in the Solutions Manual.

DIFFERENTIATED INSTRUCTION • Have auditory learners and kinesthetic learners work

together to set up the equipment and materials prior to conducting the investigation. Visual learners may benefit from seeing an example of the lab equipment setup prior to beginning the investigation.


safety cautions noted in the Student Book and which indicator(s) to use in each part of the investigation.

1.5.2 Observational Study: Manipulating Macromolecules OVERALL EXPECTATIONS: A1; B3


A1.11 Understanding Basic Concepts: B3.2; B3.3

The full Overall and Specific Expectations are listed on pages 3–5.

SKILLS Observing Evaluating Analyzing

EQUIPMENT AND MATERIALS per pair: • computer with Internet access ASSESSMENT RESOURCES Assessment Rubric 7: Observational Study Assessment Summary 7: Observational Study Self-Assessment Checklist 3: Observational Study

PROGRAM RESOURCES Biology 12 Online Teaching Centre Biology 12 Solutions Manual Biology 12 website


RELATED RESOURCES Stryer, L. (2006). Chapter 2: Protein Structure and

Composition, in Biochemistry (6th ed.). New York: W. H. Freeman and Company.

Voet, D., Voet, J. G., & Pratt, C. W. (2008). Chapter 4: Amino Acids; Chapter 5: Proteins: Primary Structure; Chapter 6: Proteins: Three-Dimensional Structure, in Fundamentals of biochemistry: Life at the molecular level, (3rd ed.). Hoboken, NJ: John Wiley & Sons.

EVIDENCE OF LEARNING Look for evidence that students can • synthesize, analyze, interpret, and evaluate qualitative

data • describe the structure of important biochemical

compounds • identify common functional groups within biological

molecules and explain how they contribute to the function of each molecule

SCIENCE BACKGROUND • Proposing models of molecules and studying proposed

models of molecules has given scientists profound insights into the structure, function, and behaviour of organic molecules.

• Macromolecules composed of thousands or sometimes millions of atoms are much too tiny and complex to build physical models of.

• However, constructing and manipulating computer-generated models of macromolecules allows scientists to study and gain insight into their functions.


TEACHING NOTES

FURTHER INFORMATION • Have students conduct the investigation in pairs.

PURPOSE • Students will study and manipulate computer-generated

models of macromolecules to investigate, observe, and analyze the structural properties and functions of the molecules, which are too complex to build physical models of.

EQUIPMENT AND MATERIALS • If your lab or school has wireless Internet access, ask

students to bring any laptops from home to conduct the investigation.

• Otherwise, assign time for each pair to conduct the investigation on available computers.

PROCEDURE • Before students begin, go online to the macromolecule

modelling web page found through the Nelson Science website. Then demonstrate how to use the mouse to manipulate the molecules, highlight certain atoms, and see various forms of the molecules. If an interactive whiteboard is available, use it to project the website for the class.

• Have students record their answers to the questions on the web page.

OBSERVATIONS • Students should observe that different types of models of

the macromolecules can reveal different aspects of their structures.

• Students should observe that mono-, di-, and polysaccharides are composed of carbon rings that have ionic or polar functional groups.

• Students should observe that saturated and unsaturated fatty acids are composed of long hydrocarbon chains that are flexible and can bend. Unlike saturated fatty acids, unsaturated fatty acids have double bonds between carbon atoms, which force the chains to bend where they occur.

• Students should observe that not all proteins have an alpha helix and beta pleated structure. They should also observe that hydrogen bonds between the carboxyl groups and nitrogen atoms stabilize the helix structure.

• Students should observe that a disulfide bridge is a bond between two sulfhydryl groups. This bond is a weak covalent bond that can be broken in chemical reactions that carry out cellular processes.


DIFFERENTIATED INSTRUCTION • Have visual learners and auditory learners work on the

investigation together. Ask visual learners to describe to their partners what they see happen and/or change as they manipulate the molecules.

ENGLISH LANGUAGE LEARNERS • Pair English language learners with strong readers of

English to work on the activity together. Instruct partners to take turns manipulating the molecules. Have the strong readers go first, reading the online instructions aloud and demonstrating each action, so that the English language learners understand what to do.

1.7.1 Controlled Experiment: Investigating Factors That Affect Enzyme Activity OVERALL EXPECTATIONS: A1; B2; B3


A1.8; A1.11 Developing Skills of Investigation and Communication:


SKILLS Predicting Observing Planning Analyzing Controlling Variables Evaluating Performing Communicating

EQUIPMENT AND MATERIALS per student: • safety goggles • lab apron per group:

• catalase (liver enzyme) • hydrogen peroxide (3 %) • filter paper discs (cut with a hole punch) • vials • forceps • marking pencil • stopwatch or timer

ASSESSMENT RESOURCES Assessment Rubric 5: Controlled Experiment Assessment Summary 5: Controlled Experiment Self-Assessment Checklist 1: Controlled Experiment

PROGRAM RESOURCES BLM 0.0-11 Disposal of Hazardous Waste Skills Handbook A1 Safety Skills Handbook A2 Scientific Inquiry Biology 12 Online Teaching Centre Biology 12 Solutions Manual


Biology 12 website www.nelson.com/onseniorscience/biology12u

RELATED RESOURCES Stryer, L. (2006). Chapter 8: Enzymes: Basic Concepts and

Kinetics, in Biochemistry (6th ed.). New York: W. H. Freeman and Company.

EVIDENCE OF LEARNING Look for evidence that students can • formulate relevant scientific questions about observed

relationships, ideas, problems, or issues and make informed predictions

• synthesize, analyze, interpret, and evaluate qualitative data

• plan and conduct an investigation related to a cellular process, using appropriate laboratory equipment and techniques, and report the results in an appropriate format

SCIENCE BACKGROUND • The enzyme catalase resides in almost all animal cells.

Catalase protects cells by decomposing hydrogen peroxide, which can build up during routine cellular activities and then damage proteins and DNA.

• Catalase is an extremely efficient enzyme. One catalase molecule can decompose millions of hydrogen peroxide molecules in one second.

• Catalase converts hydrogen peroxide into water and oxygen gas. This chemical reaction happens in two steps.

• First, hydrogen peroxide binds to catalase and breaks apart. This releases water and an oxygen atom that binds to an iron atom in catalase. Second, another hydrogen peroxide atom binds to catalase and breaks apart. The pieces then combine with the iron-bound oxygen atom, releasing water and oxygen gas.

TEACHING NOTES

STUDENT SAFETY

Review the following safety rules with students: • Hydrogen peroxide is extremely corrosive and may cause burns to

skin, eyes, and respiratory tract. Do not ingest this chemical or inhale its vapours, and be sure to wear safety goggles, gloves, and a lab apron. Follow your school’s procedures for disposal. Follow BLM 0.0-11 Disposal of Hazardous Waste for further disposal instructions.

• Remind students to inform their teacher immediately of any injury.

FURTHER INFORMATION • Have students conduct the investigation in groups. • Check that all the variables (changes in temperature, pH,

substrate concentration, and enzyme concentration) are tested by at least one group.

• Before students begin, demonstrate how to coat the filter paper with enzyme and blot excess enzyme off the paper

to ensure it does not drip into the substrate before the filter paper is added. Instruct groups to have one member do this each time to ensure that the amount of enzyme on the paper is consistent.

• Have students practice the assay several times before they start to record results.

TESTABLE QUESTION • The question asks how changes in temperature, pH,

substrate concentration, and enzyme concentration affect the rate of enzyme activity. Students will choose one of these factors to design and conduct a procedure to test.

PREDICTION • Students are asked to predict how each factor will affect

enzyme activity. (Students may predict that changes in pH will decrease the rate of enzyme activity, increases in temperature will increase the rate until the temperature gets too high for enzymes to function, increases in substrate concentration will increase the rate if the enzyme concentration remains constant, and increases in enzyme concentration will increase the rate to a point.)

VARIABLES • Remind students that a dependent variable is one that is

being measured and affected during an experiment. A dependent variable responds to an independent variable, which is a variable that is manipulated during an experiment. In this investigation, the dependent variable is the rate of enzyme activity, and the independent variables are pH, temperature, substrate concentration, and enzyme concentration.

EXPERIMENTAL DESIGN • The experiment is based on changing the pH,

temperature, substrate concentration, or enzyme concentration and measuring how the change(s) affect the rate of enzyme activity.

• Remind students to choose one independent variable to investigate and to keep all the others constant.

• Have students consider what equipment and materials they need to change their chosen independent variable and what equipment and materials they will need to keep all the other independent variables constant.

• Ask students to consider what they will use as a control in their experiments.

• Have students complete several trials for the variable that they are testing and then calculate an average value.

EQUIPMENT AND MATERIALS • Prepare the catalase enzyme extract in advance:

Place 10 g of fresh beef liver chunks and 100 mL of cold distilled water in a blender. Mix for 30 s at high speed. Strain the liquid through cheesecloth into 250 mL beaker and store it on ice. Make the extract the same day as the activity, or the day before (at most).

• Alternatively, prepare potato extract in the same way.


• For temperature investigations, place the enzyme extract in a water bath at the desired temperature (0 ˚C–55 ˚C) before it is mixed with the substrate.

• For pH investigations, use cold, buffered solutions to prepare the catalase extract instead of distilled water. Buffer tablets can be purchased from a scientific supply company.

• For substrate concentration investigations, students can dilute concentrated hydrogen peroxide (30 %) with distilled water to produce hydrogen peroxide concentrations from 0 to 30 % (e.g., 1 mL of conc. H2O2 and 9 mL of H2O = 3 % H2O2. 2 mL of conc. H2O2 and 8 mL of H2O = 6 % H2O2).

• For enzyme concentration investigations, prepare serial dilutions of the stock beef liver extract. Students can then dilute the beef liver extract with cold distilled water.

PROCEDURE • A sample student procedure should include wearing

safety goggles, lab apron, and gloves, a method of changing their chosen independent variable at a steady rate and recording the time it takes for the filter paper to surface each time, ways to control all the other independent variables, and a control for the investigation.

• When investigating temperature, ensure that students use temperatures below 60 ˚C because hydrogen peroxide begins to decompose at temperatures from 60 ˚C to 70 ˚C.

• Caution students not to touch the side of the vial with the enzyme-coated filter paper because the enzyme could start to react with traces of substrate on the side of vial.

• The wet filter paper will stick to one tine on the forceps. Instruct students to hold the filter paper this way to release it more easily into the vial or test tube.

• After students complete one trial, have them remove the filter paper from the vial and reuse the substrate for several trials.

OBSERVATIONS • In pH investigations, students should observe that the rate

of enzyme activity decreases as pH changes. • In temperature investigations, students should observe

that the rate of enzyme activity increases as temperature rises, peaks between 40 ˚C and 50 ˚C, and drops sharply over 50 ˚C.

• In substrate concentration investigations, students should observe that the rate of enzyme activity increases up to a point (the saturation level) and then levels off.

• In enzyme concentration investigations, students should observe that the rate of enzyme activity increases up to a point and then drops off.


DIFFERENTIATED INSTRUCTION • Visual learners may benefit from seeing the lab

equipment and materials before beginning the investigation. You may wish to have kinesthetic and auditory learners work together to build the lab apparatus and model procedure ideas as their group designs the procedure they will use to test their chosen factor.

ENGLISH LANGUAGE LEARNERS • Distribute English language learners evenly throughout

student groups. Have them work with group members to record a testable question, prediction, procedure design, diagram of the experimental setup, and safety precautions.

CHAPTER

1 Summary


PROGRAM RESOURCES BLM 0.0-10 Careers BLM 1.Q Chapter 1 Quiz Skills Handbook A6 Choosing Appropriate Career

Pathways Biology 12 ExamView® Test Bank Biology 12 Online Teaching Centre Biology 12 website


RELATED RESOURCES Starr, C., & Taggart, R. (2012). Biology: The unity and

diversity of life (13th ed.), Brooks/Cole. Stryer, L. (2006). Biochemistry (6th ed.). New York: W. H.

Freeman and Company. Voet, D., Voet, J. G., & Pratt, C. W. (2008). Fundamentals

of biochemistry: Life at the molecular level (3rd ed.). Hoboken, NJ: John Wiley & Sons.

SUMMARY QUESTIONS • Direct students to work in pairs to complete the

Summary Questions. • Return to students the Starting Points answers that they

wrote before studying the chapter. Have them read over their responses and make any changes they wish. Afterwards, read each question aloud and discuss student answers.

• Ask three to five questions that will prompt students' recall of each Key Concept. Have students explain and support their responses. Examples are given:


1. What are the types of chemical bonds that act within and among molecules? (Ionic and covalent bonds act within molecules and intermolecular forces, such as van der Waal's forces, and hydrogen bonds act among molecules.)

2. Based on what you have learned, what are the properties of water? (Water clings; it absorbs heat; ice is less dense than liquid water.) How do hydrogen bonds produce these properties? (Water molecules form hydrogen bonds amongst themselves and with other molecules. Through hydrogen bonding, water can absorb lots of energy. Below 0 degrees Celsius, hydrogen bonds keep water molecules spaced farther apart, making ice less dense than water.)

3. What characteristics of the functional groups make them useful in initiating chemical reactions? (Functional groups are either polar or ionic, which makes them attracted to other ionic or polar molecules. This attraction initiates chemical reactions with other molecules.)

4. What are the four major types of chemical reactions biochemical processes? (The main types of are dehydration, hydrolysis, neutralization, and redox reactions.)

5. What are the main classes of biological molecules? (carbohydrates, lipids, proteins, and nucleic acids)

6. What are enzymes, and could a cell function without them? (Enzymes are molecules that speed up reactions that occur in cells but are not consumed in the reaction. A typical cell has roughly 4000 enzymes. They help carry out reactions necessary for the cell's survival.)

7. What product relies on enzymes for its production and what is the enzyme called? (Cheese is produced using the enzyme chymosin.)

8. In what ways did Linus Pauling's contributions affect society? (Sample answers: He contributed to our knowledge of how molecules are constructed, which helped other scientists with their research. He helped the environment by pointing out that radiation from nuclear testing can cause cancer. His ideas on vitamin C and cancer treatment may not have helped society. There was no evidence to support his ideas, and they have led to confusion about whether or not vitamin C is effective.)

• Have students complete the questions found in the Chapter 1 Self Quiz and Chapter 1 Review in the Student Book.

• Have students complete BLM 1.Q Chapter 1 Quiz for an additional review of the material.

CAREER PATHWAYS • Distribute BLM 0.0-10 Careers for students to use as they

research various careers. • Remind students that in addition to finding out about the

duties of their chosen job, they must include information on the setting, working conditions, and its societal and environmental benefits.

• Another career that requires a sound knowledge of macromolecules and enzymes is that of a toxicologist. Toxicologists study the harmful effects of chemicals on human health and on the environment. Both undergraduate and postgraduate degrees are offered. Courses include cell biology, chemistry, biochemistry, physiology, and various toxicology courses. Toxicologists can work at government agencies, research facilities, and universities. Some of these workplaces are indoors in sterile labs, while other toxicology jobs require working outside to collect field samples. Toxicology work benefits society and the environment by identifying poisons in the environment and how these poisons act on plants and animals, including humans.

DIFFERENTIATED INSTRUCTION • Visual learners should be encouraged to create a concept

map of the various ideas covered in this unit as a review.


meanings of B.Sc. (Bachelor of Science, a three- or four-year university degree), M.Sc. (Master of Science, a degree that requires an additional two or three years of study), and PhD (Doctor of Philosophy, a degree that usually requires an M.Sc. in order to enroll).

Blackline Master 1.2-1

BLM 1.2-1 Copyright © 2012 by Nelson Education Ltd.

NAME: DATE:

1.2-1 Biological Chemical Reactions

Label the four major types of biological chemical reactions shown below. Then fill in the blanks of the summary on the next page.

(a) reaction

(b) reaction

(c) reaction

HCl (aq) + NaOH (aq) H2O (l) + NaCl (aq)

(d) reaction



NAME: DATE:

1.2-1 Biological Chemical Reactions (continued)

Summary

• Cells use reactions to join small molecules and assemble large macromolecules, such as complex carbohydrates and proteins. In these types of reactions, an and are removed from two reactant molecules. The and form a water molecule, and the two reactants join together.

• Cells use reactions to break down large molecules into smaller units. In these types of reactions, water acts as reactant. A bond in the reactant molecule breaks, and the and from a split molecule are attached, resulting in two products.

• reactions occur between and to produce water and salt.

• Cells use reactions to transfer energy. In these types of reactions, are lost from one and gained by another .



NAME: DATE:

1.3-1 Functional Groups

Complete the table below using the textbook or other information sources, if necessary.

Functional Group

Major Classes of Molecule

Example Ionic or Polar?

How will the functional group affect the molecule?

— C — OH

group

— C — C=O | H

group

— C — C=O | OH

group

— C — NH2

group

— C — PO42–

group

— C — SH

group



NAME: DATE:

1.5-1 Proteins

Proteins are composed of chains of amino acids. The figure below shows a growing chain of amino acids. Use the figure to complete the summary questions below.

1. In the blank space above, draw the product of the chemical reaction shown. Label the peptide bonds, the side chains, the backbone, the N-terminus, and the C-terminus.

2. Describe the chemical reaction shown in the figure.

3. Explain which level of protein structure the figure represents.

4. What would happen if an amino acid with a different side group were added to the chain instead of cysteine?



NAME: DATE:

1.5-2 Biological Molecules

Complete the table below using the Student Book or other reliable sources, if necessary.

Biological molecule

Example Subunits Functional groups Polar or nonpolar?

Carbohydrates monosaccharide disaccharide polysaccharide

Lipids triglycerides phospholipids steroids waxes

Proteins

Nucleic Acids



NAME: DATE:

1.6-1 Biology Journal: Linus Pauling

Read section 1.6, Biology Journal: Linus Pauling: Creativity and Controversy in Science and Society, in the Student Book. Then answer the questions below.

Multiple Choice

1. Which of the following topics did Linus Pauling’s early research focus on? (a) quantum mechanics (b) chemical bonds (c) X-ray diffraction (d) electron diffraction

2. Why did Linus Pauling’s discovery of the optimal bonding pattern of a carbon atom attract the attention of scientists worldwide? (a) He developed two major new concepts to explain it. (b) He gathered considerable evidence for it. (c) Carbon is the central atom of organic molecules. (d) It led to discoveries about the structure of proteins.

3. For which of the following did Linus Pauling win the 1962 Nobel Peace prize? (a) advocacy against use, testing, and development of nuclear arms (b) a series of papers about chemical bonding (c) expressing unorthodox ideas (d) advocacy for the use of nutrients to achieve a healthy life

Written Answer

4. How did Linus Pauling develop a fundamental understanding of protein structure that led to modern molecular biology?

Blackline Master 1.Q

BLM 1.Q Copyright © 2012 by Nelson Education Ltd.

NAME: DATE:

Chapter 1 Quiz

For each question, select the best answer from the four alternatives.

1. What are carbohydrates? (a) monosaccharides and polysaccharides (c) phospholipids (b) steroids (d) amino acids

2. Which functional group is ionic? (a) –H (c) –SH (b) –NH2 (d) C==O

3. Which of the following are phospholipids formed from? (a) triglycerides (b) fatty acid chains linked to glycerol (c) fatty acid chains linked to alcohol or ring structures (d) glycerol molecule, two fatty acids, and an ionic phosphate-containing group

Indicate whether each statement is true or false. If you think the statement is false, rewrite it to make it true.

4. Hydrolysis reactions are the reverse of dehydration reactions.

5. All proteins have an alpha helix and a beta pleated structure.

6. Cofactors are protein groups that bind to an enzyme and are essential for catalytic activity.

Match each term on the left with the most appropriate description on the right.

7. Match each level of protein structure with its description.

___ (a) primary (i) patterns of coils or folds that contribute to overall shape

___ (b) secondary (ii) two or more linked polypeptide chains

___ (c) tertiary (iii) sequence of amino acids in a polypeptide chain

___ (d) quaternary (iv) overall shape due to bonding among the amino acid R groups

TEACHER’S RESOURCE - Nelson · 2012-03-29 · found in the Assessment Tools section on the...

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