Biomolecules

Biomlec flat =Review of atoms and molecules=

Use the following simulation on this site to answer the questions on the document below: @http://phet.colorado.edu/en/simulation/build-an-atom Click on Run to get started.

If you need more help or information, use section one in chapter 2 of your book ((The Nature of Matter) or these resources:

Complete these questions:

=Essential Question= What are the basic chemical principles that affect living things?

=Vocabulary= Atom Nucleus Electron Element Isotope Compound Ionic Bond Ion Covalent Bond Molecule Van der Waals forces Hydrogen bond Cohesion Adhesion Solution Solute Solvent Acid Base Buffer Monomer Polymer Carbohydrate Monosaccharide Lipid Nucleic acid Nucleotide Protein Amino acid Reactant Product Activation Energy Catalyst Enzyme Substrate Dehydration (synthesis) Hydrolysis
 * Define the following terms. Use a 3 column chart (term/definition/drawing of what it reminds you of or how you can remember it)**

= = =Laws of Bioenergetics=

Organisms use energy in 3 ways:
 * 1) chemical (functions and reactions)
 * 2) transport (moving nutrients throughout the cell and the organism)
 * 3) mechanical (movement of the organism, thinking)

The first law of thermodynamics: Energy (and matter) cannot be created or destroyed, it only changes form. This means that all processes must not lose any matter or energy between the reactants and the products.

The second law of thermodynamics: Natural processes proceed toward entropy (or disorder). The word disorder is actually incorrect. Entropy is greater energy dispersal or energy spread out from where it was. Examples:
 * 1) Phase changes such as solid (orderly packed arrangement of atoms/molecules) to liquid (more motion of the molecules sliding over one another) which represents an increase in entropy or disorder.
 * 2) Heat loss from high heat to low heat. This irreversibly changes a system as some energy is lost as waste heat and can limit the amount of work that can be done. At each place where energy is transferred, heat is lost. (Remember the definition of energy is the ability to do work.)

Of the enormous amount of solar energy dispersed to outer space, just one-billionth of it strikes the tiny volume of the earth. About 30% of this is immediately reflected and to outer space and 70% is temporarily absorbed by clouds and the earth's surface. Only about 0.02% of the one-billionth of the sun's energy coming to the earth is captured for photosynthesis. Energy moves through the food chain but only 10% of the energy is transferred to the next level. Why?



=Demonstration= 1. Describe what happened as the candle burns. 2. What is the equation for the burning of a candle? Why does this equation not show the first law of thermodynamics? 3. What is the correct equation? 4. What part of the candle is actually burning?


 * Homework**: How does the burning of the candle demonstrate the first and second laws of thermodynamics? How does this demonstration relate to living things?

=Major Biomolecules= =Proteins= Use this link in place of the third one found on the document: http://www.weightlossforall.com/protein.htm

=Carbohydrates= @http://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP13104

== =Biomolecules in Foods Lab= Identify the biomolecules (carbohydrates, proteins, lipids) in the substances you have been assigned. Follow the directions given in order to determine what biomolecules are in each of the foods.

The compounds your body needs for energy and building materials are carbohydrates, proteins, fats, vitamins, and minerals. These compounds are present in the plants and animals you use as food. You will observe the tests for specific compounds and then use those tests to determine the compounds in ordinary foods.
 * Purpose**:

First, hypothesize what compounds you believe would be found in that type of food.
 * Procedure:**

There exists two simple laboratory tests for the two main types of carbohydrates: Simple sugars (monosaccharides and disaccharides) and starches (polysaccharides).
 * Testing for Carbohydrates**

1. Simple sugars are tested with Benedicts’s Test: Place 1 dropper full of the food solution to be tested and add 1 dropper full of Benedict’s solution. Heat the tube gently in a water bath for 3 minutes. If simple sugar is present, there will be a color change from blue through green to yellow/orange/red. Actually, an orange precipitate is formed. 2. Starches are tested with the Iodine test: Add 3-5 drops of Iodine to a dropper full of the substance. Do not heat. A color change from orange/brown to blue/black shows the presence of starch.

Add 1 dropper full of Biuret solution to 1 dropper full of the substance. Do not heat. Results may not be immediate and could take 5 minutes. If there is protein, there will be a color change from blue to mauve.
 * Testing for Proteins – Biuret Test**

Add 5 drops of Sudan IV stain to one half dropper of the food substance. Do not heat or shake! Look for a deep red color at the interface of the food substance with the dye. You may need to hold the tube over a piece of white paper.
 * Testing for Fats and Oils – Sudan IV test**

=Biomolecules in Foods results=

After completing the experimentation, please enter your results below in the form. Be careful to check before submitting as we do not want errors in our results. media type="custom" key="11262630"

Look at the following data from the lab: @https://docs.google.com/spreadsheet/ccc?key=0AlUSISFTqhaldDZ4VGtkTHloRWprM0VUbnU1VzJWUWc You can download this as an excel file or go to file --> make a copy to put in your google docs.
 * Analysis**:

On your individual page, answer the following in a paragraph:
 * Discuss the food you tested and the results from each of the 4 tests. Also discuss one other food that your group tested and those results.
 * Identify the biomolecules (simple sugar, starch, fat, protein) found in each of the foods or you can lump the foods into types of foods and discuss the biomolecules found in those categories of foods (look at all the results from the classes)
 * Compare the biomolecules found in the different foods. You can make a chart or graph to show your data OR discuss the data in some way in your paragraph.
 * What biomolecules found in the foods were surprising to you? Why? What biomolecules did you expect to see in some of the foods that you did not find? Why did you think they would be there?
 * Research the nutritional information about some of the foods. Based upon your research, which tests should have been positive instead of negative.


 * Biomolecule homework #1:** Keep track of what you eat for three days. Is this normal for you? What other items did you eat you normally wouldn't, etc?

[|(http://www.hsph.harvard.edu/nutritionsource/pyramids.html)] []
 * Biomolecule homework #2:** Compare and contrast these two food pyramids. Which one do you like better? Which gives more information? How does your food diary compare to these? What food items do you have more than the recommended servings? Which groups are less than the recommended servings you should have?

=Enzymes=




 * Enzymes-proteins that act as a catalyst **
 * I. ** **Speed up chemical reactions**
 * A. ** **Decreases the activation energy (energy needed to start the reaction)**
 * 1. ** **Acts like a lock and key. Substrate fits the active site of the enzyme.**
 * a. ** **Quick reaction - enzyme is not used up.**
 * b. ** @http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.html (Animation)
 * II. ** **Examples**
 * A. ** **Pepsin: One of the protease enzymes that act on digesting protein in the stomach**
 * B. ** **Maltase: Enzyme responsible for hydrolysis of maltose**
 * III. ** **Usually end in - ase**
 * IV. ** **large molecule that consists of two parts**
 * A. ** **Apoenzyme-the protein part of the molecule**
 * B. ** **Coenzyme- nonprotein part that is usually a vitamin**
 * V. ** **Specific: each acts on a specific substrate (molecule) at a specific temp. and pH**
 * VI. ** **Enzymes can become damaged (denatured) by heat**
 * VII. ** **Freezing makes an enzyme inactive**

=**Catalase activity**= Catalase is an enzyme that breaks down hydrogen peroxide. Perform the following test on the four food substances given. **Your group should test the substances at the same time in order to compare the reactions.**

General procedure for testing for catalase:
 * Place a piece of the material being tested into a clean test tube.
 * Add 1 dropper of room temperature hydrogen peroxide to the test tube
 * Watch for a reaction. Use a scale of 1-5 to rate the reaction. 1 is very little or no reaction and 5 is a large reaction.
 * Take a picture of the reaction (show a picture with all 4 tubes at the same time.)
 * Perform the same experiment with the same foods using cold hydrogen peroxide.
 * Perform the experiment again with the same foods using warm hydrogen peroxide.

Place the data for all the tests with the four foods on your team page. Use a data table.

Show pictures of the different results with a caption for each picture.

Answer the following questions:
 * 1) Write the equation for the breakdown of hydrogen peroxide.
 * 2) What large group of biomolecules (carbohydrate, lipid, or protein) does catalase belong to? What do members of this group have in common?
 * 3) Is it possible to reuse biomolecules like catalase? Explain.
 * 4) How did the amount of reaction change between room temperature, warm, and cold hydrogen peroxide?
 * 5) What happens to an organism if biomolecules like catalase become useless? Explain

=Biomolecules Review= =Food Inc transcripts= http://www.todaysmeet.com/AcaBio1/transcript http://www.todaysmeet.com/AcaBio3/transcript http://www.todaysmeet.com/AcaBio4/transcript http://www.todaysmeet.com/AcaBio6/transcript

=Lipids= =Properties of Water=

** How Many Drops of Water Can Fit on a Penny? **
 * Take a Guess: How many drops of water can fit on one side of a penny? **


 * Perform a CONTROL test for comparison with later results. **
 * Step 1: ** Rinse a penny in tap water and dry completely.
 * Step 2: ** Place the penny on paper towel.
 * Step 3: ** Use an eyedropper to place drops of WATER on the penny (one at a time) until ANY amount of water runs over the edge of the penny.
 * Step 4: ** Record the number of drops for that trial. Repeat steps 1 - 4 three more times (for the other trials) before calculating your average. Take a picture with the ipevo cameras.

**Step 4:** Record your observations and the number of drops for that trial. Repeat steps 1 - 4 three more times before calculating the average. Take a picture with the ipevo cameras.
 * Perform tests with the TESTING LIQUID. **
 * Step 1: ** Rinse a penny in tap water and dry completely.
 * Step 2: ** Place the penny on a paper towel.
 * Step 3: ** Use the second eye dropper to place drops of SOAPY WATER on the penny (one at a time) until ANY amount of water runs over the edge of the penny.

You just saw three important forces tugging on the water: gravity, cohesion, and adhesion.
 * What’s Happening? **


 * Gravity ** flattens the droplets, cohesion holds the droplets together, and **adhesion** holds the drops on the surface of the coin.

The **cohesive** force is the pull of the water molecules on themselves. Each successive drop sticks to the water that’s already on the coin. We often call this cohesive force “**surface tension**”. It’s what makes water drops look like they’re wrapped in invisible skins. Soap reduces the **cohesive** force, and breaks the surface tension. Soapy water makes smaller drops than plain water. Since soapy drops are smaller, more soap drops will fit on a penny than plain water drops.


 * Observations: Place your observations, data, and pictures for the Plain Water and the Soapy Water on your team page. **

1. Explain your results in terms of cohesion and surface tension. Did the penny hold as many drops as you first thought? Which trial was it able to hold the most? Use a paragraph to discuss. 2. Compare your results with other groups. Did they have the same results? Why or why not? Give at least one reason. 3. How could this be applied to your daily life? Why is this information important to know? 4. What affect did the soapy water have on the water droplets? Why?
 * Homework (please hand in on paper): **

=Buffers=

=Study guide=

=Biomolecule Infographic= Create an Infographic like you did earlier this year that reviews the basic biomolecules and what they do. Consider this a way to study. Use the concepts that we learned, your vocabulary, and the drawings (illustrations) that you created for your vocabulary as your visuals. =Food Issues= Think you know all about the food you eat? http://www.brucebradley.com/
 * Rubric**