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Transcript
U nit 1: Daily Objectives Tuesday, Sept. 3rd Students will learn and apply the 4 themes of biology. Syllabus Books Unit Objective Sheet Laboratory Notebook 4 Big Ideas of Biology Support Groups Big Idea # 1: The process of evolution drives the diversity and unity of all life. What does this mean… Talk…Example… Big Idea #2: Biological Systems utilize free energy and molecular building blocks to grow, reproduce and to maintain dynamic homeostasis. What does this mean… Talk…Example… Big Idea #3: Living systems store, retrieve, transmit, and respond to information essential to life processes. What does this mean… Talk…Example… Big Idea #4: Biological systems interact, and these systems and their interaction possess complex properties. What does this mean… Talk…Example… Wednesday, Sept. 4th Learning Target: Students will be able to relate and describe the different levels of biological organization and describe and relate the different themes of biology. S.G. – Reading guide Check – Explain yourself! Discussion Identify each level of Biological organization. Theme: New properties emerge at successive levels of biological organization. S.G.: Apply the theme to each level of organization starting with the molecules working up to biosphere. Identify an emergent property. Include discussion of structure vs. function and the two types of cells present. Theme: Life’s Processes Involve the Expression and Transmission of Genetic Information. How and Why? Theme: Life requires the Transfer and Transformation of Energy and Matter. Example Theme: Organisms Interact with other organisms and the Physical Environment Examples S.G. Identify the theme or themes exemplified by the following examples, explain the connection. The sharp spines of a porcupine The cloning of a plant from a single cell A hummingbird using sugar to power its flight. CORE THEME: Evolution accounts for the unity and diversity of life. Tell me more… Thursday, August th 5 Learning Target: Students will understand and be able to describe the core them of Evolution by natural selection. Discussion: What do you know… what should we know now… Video Segment: I Am The three domains are… they are characterized by… The phylogenic tree indicates… which means… by the process of… What does it mean to say “descent with modification”? What is Natural Selection? Basic Darwin Individuals in a population vary in their traits and these are inheritable. Reproduction = Fitness Populations produce far more offspring than can survive and produce offspring = Competition. Species are suited to their environments because individuals best suited produce more offspring. Video I AM… What about Competition? Friday, Sept. 6th Students will be able to draw an electron shell diagram of an atom and identify the different atomic parts, valence electrons and isotopes. Chemistry Biochemistry C, H, O, N make up 96% of all life. (P, S, Ca, K) (SPONCH) Individual – Draw an electron shell diagram of Sulfur Group – Compare Diagrams, what questions do you have? Individual: Draw a Carbon atom? How many valence electrons does carbon have? How many bonds can it make? What is an Isotope of Carbon? What number will change? Explain the relationship between energy levels (electron shells) and energy. Explain why the blacktop heats up on a sunny day? How do atoms bond and why do we care? Biochemistry Which two are the same and how are they different then the other? Covalent vs. Ionic Bonds What do the lines represent? What about the picture with no atoms? Does this make sense: H-C=C-H Choose two of the following atoms Carbon, Hydrogen, Nitrogen, Oxygen. Identify and record the following for each atom: Atomic Symbol, Atomic Number, Atomic Mass, # of electrons, protons and neutrons. Draw an electron shell diagram for each atom, label the valence electrons and identify how many bonds this atom can make. Using the structural formula draw a molecule of these atoms bonded together to complete their valence electrons. (Hint: you may have to use more than one of each atom) Chemical reactions C6H12O6 + 6H2O 6CO2 + 6H2O Identify the products and reactants. The arrow means… What if the arrow is this: Which type of chemical reaction occurs faster at equilibrium, the formation of products from reactants or reactants from products? Monday, Sept. th 9 Students will be able to define and compare and contrasts covalent, ionic and hydrogen bonds. Students can state and explain the importance of the different properties of water. Discussion What do we know about the above molecule? What is unique about it? In the diagram the molecules of water are… due to… Polarity of water = Hydrogen Bonds (weak but significant) Why is hydrogen bonding significant? Identify the property of water that each diagram depicts and be able to explain it. Hydrogen Bonds = High Specific Heat (????) Heat = Kinetic Energy Specific Heat = amount of heat absorbed or lost to change 1g of a substance by 1 deg. C. Measured in Calories. Water’s Specific heat = 1 cal/g/deg. C Cup is a transfer of kinetic energy. Adhesion and Cohesion Adhesion water sticks to something else Cohesion water sticks to itself Transpiration = Adhesion + Cohesion + Evaporative pull Evaporative Cooling High Specific Heat Evaporate 1g = 580 cal. Warmest molecules leave as gas – Cool molecules stay behind. Moderates water temp. Solvent of Life Solute Solvent Hydration Shell Hydrophilic Hydrophobic Insulation of water by ice Water is most dense at 4 deg. C At 0 deg. C water is less dense = floating Insulates lakes = lake doesn’t freeze completely. Cohesion •Acids and Bases H2O + H + OH Water will disassociate to form hydrogen ions and hydroxide ion. pH Measure conc. Of hydrogen. H+ = OH- (pH of 7), concentration of H+ = 10-7 M Add HCl to solution = Increase in H+ = Lower pH Example pH 4 = H+ conc. Of 10-4M Add NaOH to solution = Decrease in H+ = Higher pH Example pH 9 = H+ conc. Of 10-9M Based on the power of 10 Buffer – Resist change in pH Carbonic acid H2CO3 Rise in pH = Less H+ more OH- (remove OH- by adding H+) H2CO3 HCO3 + H+ Decrease in pH = more H+ (remove hydrogen) HCO3 + H+ H2CO3 Challenge: What would be the effect an the properties of the water molecule if oxygen and hydrogen had equal electronegativity? Based on waters molecular properties, create a visual representation (diagram) with annotations to explain how water travels up a 300 ft. California redwood tree. On your own for 5 minutes. Tuesday, Sept. 10th Learning Target: Students will be able to apply the unique bonding patterns of carbon to macromolecule formation. Atom Kits Polymer vs. Monomer Reading: Sugar: Why We Can’t Resist It Concentrate on structures Because of the structure what happens in the body? Jon is in the middle of a Nordic Ski race, during this race his body start to produce an excess of H+ ions because of his muscle intense demand for energy. So the pH in Jon’s body doesn’t go acidic and send him into shock what does Jon’s body do? Carbonic acid H2CO3 Rise in pH = Less H+ more OH- (remove OH- by adding H+) H2CO3 HCO3 + H+ Decrease in pH = more H+ (remove hydrogen) HCO3 + H+ H2CO3 Identify the various atoms in your kit? Which is Carbon, Hydrogen and Oxygen? How did you make this determination? What is it about carbon that allows it to make large complex molecules? With your kit make a molecule of Methane, Ethane and Ethene (See pg. 60). What does a double bond do to a molecule? Define Hydrocarbons? What are functional groups? Review each one and mark the page in your book. Functional Groups Polymer vs. Monomer How are they same? How are they different? What are the polymers and monomers of the following: Nucleic Acids Proteins Carbohydrates Lipids Label the following (pictures may have multiple labels): Polymer, Monomer , Carbohydrate, Monosaccharide, Disaccharide, Polysaccharide Dehydration Reaction, Hydrolysis Reaction, Fat, Saturated Fatty Acid, Unsaturated Fatty Acid, Protein, Polypeptide, Amino Acid, Nucleic Acid, Nulceotide, DNA Polymer, Monomer , Carbohydrate, Monosaccharide, Disaccharide, Polysaccharide Dehydration Reaction, Hydrolysis Reaction, Fat, Saturated Fatty Acid, Unsaturated Fatty Acid, Protein, Polypeptide, Amino Acid, Nucleic Acid, Nulceotide, DNA Wednesday, Sept 11th Objective: Students will be determine which macromolecule has more energy per gram, carbohydrates, lipids or proteins. Talk to me about sugar – sucrose. Vocab. etc. Prep for lab Calories in food: Determining Challenge - Thursday Using a simple calorimeter determine which macromolecule (lipids, proteins or carbohydrates) has more energy per gram. Why? (molecular) Be able to explain your results in terms of structure of the molecule and then relate to its function. Introduce Calorimeter In lab notebook: Table of Contents: Calories in Macromolecules Title (2 pts) Introduction: Brief statement of purpose, background knowledge of the concepts, and hypothesis. (less the 100 words) (10 pts) Materials and Procedures: Brief explanation of what you will do and what you will use. (10 pts) Results/ Data Collection and Analysis: Data Tables, Graph with title, X and Y Labeled. (10 pts) Conclusions and Discussion: Results summarized, Errors identified, compare to hypothesis, conclusions stated, suggestions for improvement (15 pts) Questions: What are questions for further investigation? What new questions arise? (5 pts) Total 52 points Sample: (Food Type) Initial Mass of Sample (g) Final Mass of Sample (g) Initial Temp. of Water (C) Final Temp. of Water (C) Mass of Water (1ml = 1g) Calories /g Thursday, Sept. 12th Objective: Students will be able to identify hydrolysis and dehydration synthesis reactions. They will know the macromolecules that make up all living things and identify their basic structure and function. Complete: Calories in Food Lab Lab write up due: Monday, Sept. 9th Formal Group Lab Notebook Lab Notes Challenge - Thursday Using a simple calorimeter determine which macromolecule (lipids, proteins or carbohydrates) has more energy per gram. Why? (molecular) Be able to explain your results in terms of structure of the molecule and then relate to its function. Introduce Calorimeter In lab notebook: Table of Contents: Calories in Macromolecules Title Introduction: Brief statement of purpose, background knowledge of the concepts, and hypothesis. (less the 100 words) Materials and Procedures: Brief explanation of what you will do and what you will use. Results/ Data Collection and Analysis: Data Tables, Graph with title, X and Y Labeled. Conclusions and Discussion: Results summarized, Errors identified, compare to hypothesis, conclusions stated, suggestions for improvement Questions: What are questions for further investigation? What new questions arise? Friday, Sept. 13th Objective: Students will understand the structure and function of the 4 macromolecules: Carbohydrates, Lipids, proteins and nucleic acids. Complete Calorie Lab and Work on write up. Monday, Sept. th 16 Objective: Students will be able to relate the structure and function of the 4 macromolecules of living systems. Review Lab – Turn In Carbohydrate vs. Lipid and energy storage and production Macromolecules Table of Contents: Calories in Macromolecules Title (2 pts) Introduction: Brief statement of purpose, background knowledge of the concepts, and hypothesis. (less the 100 words) (10 pts) Materials and Procedures: Brief explanation of what you will do and what you will use. (10 pts) Results/ Data Collection and Analysis: Data Tables, Graph with title, X and Y Labeled. (10 pts) Conclusions and Discussion: Results summarized, Errors identified, compare to hypothesis, conclusions stated, suggestions for improvement (15 pts) Questions: What are questions for further investigation? What new questions arise? (5 pts) Total 52 points Hydrolysis vs. Dehydration Synthesis Monomer vs. Polymer Carbohydrate: C:H:O = 1:2:1 Monosaccharide vs. Disaccharide vs. Polysaccharide Immediate Energy Source, Energy Storage, Structural (plants) Examples of disaccharides What is this? (a) CH2OH CH2OH H HO O H OH H H H H OH HO O H OH H OH H CH2OH H OHOH H HO H O H H OH O H CH2OH H 1–4 1 glycosidic linkage H 4 O H O H H OH O H H OH OH H2O Glucose Glucose H (b) Dehydration reaction H in the synthesis of O sucrose. Sucrose is a disaccharide formed from glucose and fructose. Notice that fructose, though a hexose like glucose, forms a five-sided ring. Figure 5.5 CH2O H O H O H H H O H Glucose CH2OH H O H HO Maltose CH2OH O H H HO CH2OH OH H H HO H O H O H OH H 1–2 H glycosidic 1 linkage 2 CH2OH OH H Sucrose H H HO O H2O Fructose CH2OH O Figure 5.6 Storage polysaccharides of plants and animals Chloroplast Starch Mitochondria Giycogen granules 0.5 m 1 m Amylose Amylopectin (a) Starch: a plant polysaccharide Glycogen (b) Glycogen: an animal polysaccharide Figure 5.6 Storage polysaccharides of plants and animals Chloroplast Starch Mitochondria Giycogen granules 0.5 m 1 m Amylose Amylopectin (a) Starch: a plant polysaccharide Glycogen (b) Glycogen: an animal polysaccharide Structural Polysaccharides Cellulose Is a polymer of glucose Used for plant structure (cell wall) Has different glycosidic linkages than starch H H 4 H O CH2O H O HO H H H O H O CH2O H O H O H H C H O H glucose H H O H C H C H C O H H O H O H O H C C H 4 H O O H 1 H O H H glucose (a) and glucose ring structures H O CH2O H O O H 4 1 O CH2O H O O H 1 O 4 CH2O H O O H 1 O 4 CH2O H O O H H O Figure 5.7 A–C O H O 1 4 O H O CH2O H O O H O O H O O O H H H (b) Starch: 1– 4 linkage of glucose monomers CH2O H O O H 1 O H O O CH2O O O H H H (c) Cellulose: 1– 4 linkage of glucose monomers O H O CH2O H O H Is a major component of the tough walls that enclose plant cells – You can’t digest Cellulose! Cell walls Cellulose microfibrils in a plant cell wall Microfibril About 80 cellulose molecules associate to form a microfibril, the main architectural unit of the plant cell wall. 0.5 m Plant cells Parallel cellulose molecules are held together by hydrogen bonds between hydroxyl groups attached to carbon atoms 3 and 6. Figure 5.8 OH CH2OH OH CH2OH O O O O OH OH OH OH O O O O O O CH OH OH CH2OH 2 H CH2OH OH CH2OH OH O O O O OH OH OH OH O O O O O O CH OH OH CH 2 2OH H CH2OH OH OH CH2OH O O O O OH OH OH O O OH O O O O CH OH OH CH2OH 2 H Glucose monomer Cellulose molecules A cellulose molecule is an unbranched glucose polymer. Chitin, another important structural polysaccharide Is found in the exoskeleton of arthropods Can be used as surgical thread CH2O H O OH H H OH H OH H H NH C O CH3 (a) The structure of the (b) Chitin forms the exoskeleton of arthropods. This cicada chitin monomer. is molting, shedding its old exoskeleton and emerging Figure 5.10 A–C in adult form. (c) Chitin is used to make a strong and flexible surgical thread that decomposes after the wound or incision heals. Lipids – Hydrophobic (polar vs. non-polar) Monomer Vs. Polymer Energy Storage – Lab Saturated vs. Unsaturated Steroids Phospholipid structure? Consists of a hydrophilic “head” and hydrophobic “tails” CH2 + N(CH ) 3 3 Choline CH2 O O P O– Phosphate O CH2 CH O O C O C CH2 Glycerol O Fatty acids Hydrophilic head Hydrophobic tails Figure 5.13 (a) Structural formula (b) Space-filling model (c) Phospholipid symbol The structure of phospholipids Results in a bilayer arrangement found in cell membranes WATER Hydrophilic head WATER Hydrophobic tail Figure 5.14 One steroid - cholesterol Is found in cell membranes Is a precursor for some hormones H3C CH3 CH3 Figure 5.15 HO CH3 CH3 Proteins Amino Acids (Monomer) – Polypeptide (polymer) Peptide Bond Structure Primary Secondary Tertiary Quaternary Functions = Structural, Enzymes, Hormones Amino Acids 20 different amino acids make up proteins CH3 CH3 H H3 N+ C CH3 O H3 C H Glycine (Gly) O– N+ C H3 C H Alanine (Ala) O– N+ CH CH3 CH3 O C CH2 CH2 O H3 C H Valine (Val) CH3 CH3 O– N+ C O C H Leucine (Leu) H3C CH N+ C H3 O– O C O– H Isoleucine (Ile) Nonpolar CH3 CH2 S NH CH2 CH2 H3N+ C H H3N+ C O– Methionine (Met) Figure 5.17 CH2 O C H CH2 O H3N+ C C O– Phenylalanine (Phe) H O H2C CH2 H2N C O C O– H C O– Tryptophan (Trp) Proline (Pro) OH OH Polar CH2 H3 N+ C CH O H3N+ C O– H Serine (Ser) C CH2 O H3N+ C O– H C CH2 O C H O– H3 N+ C CH2 O H3 C Electrically charged H3N+ O NH3+ NH2 C CH2 C CH2 CH2 CH2 CH2 CH2 CH2 O CH2 C O– H H3N+ C O CH2 C H O– H3N+ C H Aspartic acid (Asp) C H3 O– Asparagine (Asn) C C CH2 N+ C O C O– H Glutamine (Gln) Basic O– O C CH2 O H Acidic –O N+ O– H Tyrosine (Tyr) Cysteine (Cys) Threonine (Thr) C NH2 O C SH CH3 OH NH2 O Glutamic acid (Glu) NH2+ H3N+ CH2 O C CH2 O– Lysine (Lys) NH+ H3N+ C H NH CH2 O C C O– H O C O– Arginine (Arg) Histidine (His) Amino Acid Polymers OH Amino acids Are linked by peptide bonds Peptide bond OH CH2 CH2 H N H SH CH2 H C C H N C C OH H N C H O H O H (a ) C OH O DESMOSOMES H2O OH DESMOSOMES DESMOSOMES SH Peptide CH2 bond CH2 OH CH2 H H N C C H O Figure 5.18 (b) Amino end (N-terminus) H H N C C H O N C C OH H O Carboxyl end (C-terminus) Side chains Backbone Protein Conformation and Function A protein’s specific conformation (shape) Amino Acid Sequence is determined by DNA Shape determines how it functions Four Levels of Protein Structure Primary structure? Is the unique sequence of amino acids in a polypeptide +H N 3 Amino end Figure 5.20 Gly ProThr Gly Gly Thr Glu Ser c Leu Leu Ala Ala Ala Pro Gly Ser Lys Seu ProCys Ala Val Arg Leu Met Val Lys Val Leu Asp Asp Thr Ser Lys Tyr Pro lle Ala His Glu Tyr Ser Thr Val Glu Lys Trp Glu Lle Pro Leu Ala Gly Ser lle Phe His Ala Thr Phe Val Asn Ser Tyr Asp Tyr Arg Arg Gly Pro Ser Thr Thr Val Ala Val Glu Lys Thr Pro Asn o o– Carboxyl end Amino acid subunits Secondary structure? Is the folding or coiling of the polypeptide into a repeating configuration Includes the helix and the pleated sheet pleated sheet O H H C C N Amino acid subunits C N H R R O H H C C N C C N O H H R C C R C N H H R O C O C N H N H N H O C O C H C R H C R H C R H C R N H O C N H O C O C O C N H N H C C H R R H Figure 5.20 C O H H C C N C C N OH H R R O R O O C H C H H N HC N H C N H C N C H H C O C O R R H helix R R O H H C C N C C N OH H R O C H H NH C N C H O C R R C C O R H C N HC N H O C Tertiary structure? Is the overall three-dimensional shape of a polypeptide Results from interactions between amino acids and R groups Hyrdogen bond CH22 CH O H O CH H3C CH3 H3C CH3 CH Hydrophobic interactions and van der Waals interactions Polypeptide backbone HO C CH2 CH2 S S CH2 Disulfide bridge O CH2 NH3+ -O C CH2 Ionic bond Quaternary structure? Is the overall protein structure that results from the aggregation of two or more polypeptide subunits Polypeptide chain Collagen Chains Iron Heme Chains Hemoglobin The four levels of protein structure +H 3N Amino end Amino acid subunits helix What Determines Protein Conformation? Protein conformation Depends on the physical and chemical conditions of the protein’s environment Heat pH Denaturation? Is when a protein unravels and loses its native conformation Denaturation Normal protein Figure 5.22 Denatured protein Renaturation Chaperonins? Are protein molecules that assist in the proper folding of other proteins Polypeptide Cap Correctly folded protein Hollow cylinder Chaperonin (fully assembled) Figure 5.23 Steps of Chaperonin Action: 1 An unfolded polypeptide enters the cylinder from one end. 2 The cap attaches, causing the 3 The cap comes cylinder to change shape in off, and the properly such a way that it creates a folded protein is hydrophilic environment for the released. folding of the polypeptide. Nucleic Acids – DNA and RNA Monomer = Nucleotide (Phosphate, Sugar, Nitrogen Base) Genes and Genetic Material DNA DNA to RNA to Protein 1 Synthesis of mRNA in the nucleus mRNA NUCLEUS CYTOPLASM mRNA 2 Movement of mRNA into cytoplasm via nuclear pore 3 Figure 5.25 Ribosome Synthesis of protein Polypeptide Amino acids The Structure of Nucleic Acids Nucleic acids Exist as polymers called polynucleotides 5’ end 5’C O 3’C O O 5’C O 3’C OH Figure 5.26 3’ end (a) Polynucleotide, or nucleic acid Each polynucleotide? Consists of monomers called nucleotides (phosphate group, nitrogen base, sugar. Nucleoside Nitrogenous base O O P O 5’C CH2 O O Phosphate group Figure 5.26 (b) Nucleotide 3’C Pentose sugar ATP? Nucleic Acid Energy currency of organisms Energy in phosphate bonds Test Thursday – 19th Wednesday, Sept. th 19 Learning Target: Student will understand how pH affects enzyme activity. The good, the bad and the ugly. Lab Thursday, Sept. th 20 Learning Target: Student will understand how temperature and conc. affects enzyme activity. Lab Friday, Sept. 21st Learning Target: Students will write the best lab report in the history of lab reports. The report will be so fantastic their brain will hurt but it might actually grow in size. Lab Report and and Google [email protected] Thursday Sept. th 13 Objective: Students will be able to connect the cycling of the SPONCH elements to livings systems: Free Write (100 words or less): Using your knowledge of the macromolecules justify the following statement: Justify the claim that organisms need the SPONCH elements to build complex molecules and recycle elements necessary for life. Create a poster that explains how the SPONCH elements move from through the environment to synthesize complex biomolecules necessary for cellular processes. (Hint: carbon cycle, nitrogen cycle) Monday, Sept. 24 Objective: Students will understand the purpose and functioning of enzymes. Task Card Discussion Enzyme Lab due by 2:40 Tuesday, Sept. th 25 Learning Target: Students will review the structure of carbohydrates and apply it to the functioning of enzymes. Discussion Lab 2 things that went well. 2 things you would like to improve. Feedback on google docs. How to improve? – Graphs Enzyme Inhibitors Case Study: Picture Perfect Wednesday, Sept. 26th Objective: Students will connect the functioning of enzymes to the varying structure of carbohydrates. Picture Perfect. Tuesday Sept. 18th Objective: Students will be able to identify the structure function relationship of enzymes and apply the functioning ability of enzymes to various environmental factors. Task Card Discussion Lab Prep Wednesday Sept th 19 Objective: Students will be able to describe the affects of pH on the functioning of enzymes. AP Lab Investigation 13: Enzyme Activity Part 2 In Lab Notebook Thursday Sept. th 27 Objective: Test Turn In Picture Perfect. Start Test Student Groups must have 20 questions filled in by the end of the period. No Notes / No Books Monday, Sept. 10th Students will be able to state the importance of buffers and how they work. Students will be able to draw and describe the chemical bonding patterns of carbon. Task Card Prep for Tuesday Isomer Structural Geometric – Double bond Cis and trans Enantiomers Tuesday, Sept. 18th Learning Target: Students will understand the structure function relationship of the 4 macromolecules. They will also be able to design a lab to test the functioning of enzymes. Review and finish macromolecules Lab setup – In lab notebook Task Card - Enzymes