This unit highlights the basic chemistry which the student needs to understand the complex biochemical processes which occur in the cells and in the organs of organisms. The major biochemical processes; polymerization, enzyme catalysis and inhibition, DNA replication, and the transcription of RNA are described.
The teacher should check the entry level of the students to determine the extent to which the basic chemistry of bonds and bond energies should be discussed. Activities 2, 3, and 4 should be done or other comparable activities should be used in their place. These activities demonstrate the chemistry of bands and band energies.
The Conceptual Development section will be updated to reflect changes to K-10 Science curricula.
Note: A pre-assessment to determine the entry level of the students may be
appropriate.
Bond energy, catalysis, inhibition, molecular structure.
Normal laboratory safety procedures should be followed. Review the safety
section in this Guide and in the Science Program Overview and Connections
K-12 document. Students must be reminded to never taste any materials that
are being used in the lab oratory.
If tasting is required as a part of an activity, there should be clear guidelines
established about how the tasting is done, and under what conditions it takes
place.
See Figure 10.
Key Concepts
Webbing Highlights
Safety Concerns
Science-Technology-Society-Environment (S T S E) Focus
Factors of Scientific Literacy Which Should be Emphasized
Common Essential Learnings Foundational Objectives to Emphasize
| CCT | To develop an understanding of how knowledge is created, evaluated, refined, and changed within biology. |
| COM | To enable students to understand and use the vocabulary, structures and forms of expression which characterize the study of science. |
| IL | To develop students' abilities to access knowledge. |
1.1 Recognize that organisms are made of atoms.
1.2 Realize the relationship between the electron structure of atoms and
the type of bond which forms.
1.3 Understand the relationship between chemical bonds and stored energy.
1.4 Recognize the importance and ongoing nature of various chemical reactions
in the body.
1.5 Discuss a chemical reaction Ä the reactants, products and energy
either required or produced.
1.6 Illustrate with examples the similarities and differences between synthesis
and decomposition reactions.
1.7 Describe some relationships which exist between synthesis and decomposition
reactions in relation to the functioning of the body ie., dynamic balance
(homeostasis). 2.1 Explain how carbon-based molecules interact with each other
through hydrogen bonding.
2.2 Compare mono-, di-, and polysaccharides and then provide examples of
their usefulness to a living system.
2.3 Describe the relationship between fatty acids and fats by providing
examples to illustrate when they are useful to a living system.
2.4 Describe the relationship between amino acids and proteins with reference
to the peptide bond.
2.5 Discuss enzymes using a series of key words which should be included
in a concept web with the heading of proteins. (The key words are substrate,
enzymeÄsubstrate complex, lock and key, catalyst, factors affecting
enzyme activity [temperature; relative concentration of substrate], enzymes,
and coenzymes.)
2.6 Indicate the component parts of a fat molecule.
2.7 Recognize the value of proteins by using examples from the human body.
3.1 Describe the similarities and differences in the structure
of DNA and RNA.
3.2 Describe the processes of replication and transcription.
Note: Many activities have been identified in the key resources Information Bulletin.
This activity allows students an opportunity to practice some laboratory techniques and to also learn something about the identification of three categories of basic materials that are required the body.
Objectives: 2.0
Factors: B11,
C15, E7, COM
Assessment: Short-Answer Quiz/Test;
Laboratory Report
Instructional Strategies
a) Use the chart below as a guide:
b) Place students in pairs and assign tasks such as equipment manager and recorder.
c) Remind students about general safety procedures when working with chemicals in a laboratory.
d) Conduct these tests. Discuss the results.
Boil a mixture of a small amount of starch and water until the mixture in the test tube is clear. When the solution is cold add a few drops of iodine. A dark blue colour indicates the presence of starch.
Place a test tube containing a small amount of Benedicts solution and glucose in a water bath. Glucose is present when after a series of colour changes there is a final red precipitate of copper oxide.
The biuret test indicates the presence of 2 or more peptide linkages by producing a final violet colour. To an unknown mixture of dilute protein (example, egg albumin) add 5 ml of dilute sodium hydroxide ( warn students that this is caustic); then ad d 5 ml of dilute copper sulfate.
Dissolve 2 drops of cooking oil in 10 ml of ethanol. Pour the oil and ethanol into 5 ml of water. There should be a cloudy emulsion indicating the presence of a fat.
e) Test a variety of foods for the presence of simple sugars, starch, protein, and fat. (Consider comparing traditional foods of Aboriginal peoples to a modern diet.)
Evaluation strategy
The students should turn in their lab sheets and write a short quiz on
how to test for various compounds.
| Kinds of Compounds | Results |
| Carbohydrates - Glucose Test | |
| - Starch Test | |
| Protein Test | |
| Fat Test |