Transcript AP Biology - Richfield Public Schools

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
H2 O
+
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
CH2
H2N
CH2
H3N+
C
H
CH2
O
H3N+
C
O–
Methionine (Met)
Figure 5.17
H2C
NH
C
H
CH2
O
H3N+
C
C
O–
Phenylalanine (Phe)
H
O
CH2
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
AlaVal 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 N
3
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