Class Notes from 11-1 and 11-2 Exploring Carbohydrates
As we study the digestive process we will investigate the chemical tests which are used to identify carbohydrates, one of the three major types of foods that we eat. In this lab students will be using Benedict’s solution and Lugol solution to test five foods for the presence of two forms of carbohydrates sugar and starch. We will learn how to identify indicators which signal whether a chemical change or physical change has taken place.
The chemistry of it – Carbohydrates are made up of three elements Carbon, Hydrogen and Oxygen. Each of these elements is made up of only one kind of atom. Together when the tree types of elements join together they form bonds in which energy is stored and they always bond is a certain proportional way – 1:2:1 meaning one carbon for every two hydrogen and one oxygen for every two hydrogen attached at the end.
These CHO groups represent simple sugars, starches and fats. Starches and fats are more complex than sugar. Simple sugars are always digested first before the more complex starches and fats.
As you have read the procedural steps of the lab you should recognize that distilled water (universal solvent) is going to be used as a control for both of the chemical tests. Distilled water will also be used as a solvent with several foods that are the solutes which will dissolve in the solvent creating a liquid solution which then can be tested with Benedicts Solution and Lugol.
When you read the procedural steps one calls for a marshmallow – a large solid to be placed in water and tested where as the other foods will be solids in powder form. Now why is it that we are pointing this out? If you remember the lab “A Tasty Solution” you conducted three trials to see how fast a solid would dissolve under three different conditions. In the first trial the substance just sat in saliva which contained the all important enzyme called amylase. In the second trial the substance was constantly rolled around in the saliva and enzyme – keeping all sides exposed to the digestive power of the enzymes. In the third trial the solid was pulverized and broken down into a powder that had more of the substance exposed at the same time to the saliva and enzyme. In the third trial you actually increased the surface area of the solid to increase so more would be dissolved at the same time.
Everyone’s data exposed the same trend. In each trial the rate of reaction was quicker because of more exposure faster to the saliva and enzyme. In each trial you created a solution with a solute and a solvent. The Smartie was the solute and the saliva with the enzyme amylase was the solvent. The ability for the solute to dissolve is called its solubility. The solubility of the solute increased with each trial. The timing of the solubility can be called the rate of the reaction. There are three conditions that impact the rate of reaction 1. Surface area; 2. Applying heat and 3. Increasing or decreasing atmospheric pressure.
Another chemical that impacts the rate of reaction (the rate at which food is digested) in the digestive system is an enzyme. An enzyme is a catalyst in a living organism. Enzymes will do three things – 1. Speed up a reaction; 2. Lower the temperature of the reaction and 3. Remain unchanged during the reaction. In a living organism like us temperature is crucial to homeostasis. In order for an organism to be kept at a steady state its temperature must be within a particular functioning range like 98.6 for humans. When chemical reactions take place in digestion chemical bonds which are stored energy are broken and heat is released. You have felt this effect after eating a meal. Your body must make sure that the chemical reactions which take place happen within its’ appropriate temperature range and that is why enzymes are important in living systems. We will work with more of these as we move through the body systems. Also as one of our vocabulary terms we have mucus. You have read that this substance which is secreted by our mucus membranes that line the digestive tract is to protect the lining of the digestive tract from the chemicals involved in digestion since many of them are acids with a pH below 7. These strong acids can cause damage to the digestive tract and cause ulcers.
Today’s’ notes have demonstrated how the vocabulary you are currently studying (vocabulary list #2 2011) are involved in the class work and lab work we will be doing. These terms are actually action words that will be applied to the lab and the significance of the data you collect. Understanding, interpreting and analyzing the lab results are higher thinking skills in Bloom’s Taxonomy. As we critically think about the lab and its findings we will be able to apply and synthesize this information to/in new situations.
Don’t forget all the lab safety tips you must remember to carry this lab out safely! These should be written in your science notebook and reviewed before the lab.
Science Notes for
Wednesday 10-26 and Thursday 10-27
Wednesday 9-14 and Thursday 9-15
What does the the term biology mean - bio means life and ology means study of - so biology is the study of life. Remember in science where ever you see the prefix bio it will mean life and ology will mean the study of.
This will help you to define other terms like biotechnology or zoology etc. other examples were shared and given.
When we study life we will also be looking at some of the chemistry which addresses the make up of matter.
Chemistry is the science that gives us information about atoms that make up elements and then these elements will combine to form molecules and these molecules become the building blocks of life.
We will also study some of the physics that will help us understand the energy involved in liiving systems. Physics explains how and why matter acts the way it does.
An Essential concept in science is that structure supports function and we will look at biological structures this year and relate them to their functions .
Science Notes for Monday 9-12 and Tuesday 9-13
Human Body - Objectives Lesson One - Pre-assessment of the body systems
Objective 1 - Define: organ -
body system -
Objective 2 - Create a t-chart listing major organs on one side and body systems on the other.
Objective 3 - Assemble Poster for Inquiry 1.1 Human Body Mapping. Show positions and names of the major organs and body systems. Students will work in collaborative groups to complete this task. The first organ system they will be placing will be that of the digestive system.
At the back of their science notebook we began today a running list of vocabulary terms that we are working on and need to learn. The list begins with terms from laboratory safety notes:
1. organic -
2. exothermic
3. endothermic -
4. pH scale -
5. A & W Root Beer Rule -
6. Universal Solvent -
7. Acid -
8. Base
9. Organ -
10. Body Systems -
If students have already defined these terms in their notes from class they do not need to rewrite them but should jot down the date of the notes under which they were defined and they should highlight these definitions in their notes.
We began a third section of our notebooks that we are labeling - People You Should Know!
Galen the Gladiators Doctor who lived 200 years ago and can be considered the first doctor of sports medicine. His contribution to biology was some of the first understanding we had about the circulatory and musculature systems.
Leanardo da Vinci - 16th century artist who provided us with the first sets of detailed sketches and drawing of the Human Body Systems. Wednesday 9-7 Homework for Group B -Safety Crossword Puzzle and Word Search Due Friday 9-9-11.
Tuesday 9-6 Homework for Group A - Safety Cartoon is due on Thursday 9-8-11. Groups should be prepared to perform their Safety Do or Don't Skit Thursday 9-8-11. Safety Crossword Puzzle and Word Search Due Monday 9-12-11
Classwork for Tuesday (9-6) and Wednesday (9-7) - Both groups were introduced to the districts new website and its offerings. We went over how to access student resources where the link to the science textbook is readily available for everyone. We will revisit this site another day to take a closer look at what games and tools Carolina Biological offers to students for their use that goes along with our curriculum.
After visiting the home page and this assignment page on the district website we accessed the separate science Blog and Technology Blog through the links given on my district home page.
On the science Blog students were introduced to the tabs at the top that will serve to organize the information I will make available to help them as we move through the year. Besides class notes, homework and test dates students will also have a paid site made available to them called Quia. There will be a link under the game tag to take students to the Quia site. I pay for site because of the versatility of the site. Here I can offer students games to play for review as they prepare for quizzes and tests that I have prepared that mirrors what we our doing in class and our curriculum. I will also offer tutorials on this site for student use for review or to catch up if they have been absent. I make this available because I want all my students to succeed and develop good study habits.
The technology link offers instructions and examples of many different technology tools students will be introduced to and may be using as the school year progresses. I want to introduce students to alternative forms of assessment that are available through the use of teach tools. Make them aware of their destinies as digital global citizens and create an awareness of how their world is morphing into a future of awesome possibilities. The site begins with a Glog covering available tech tools and is followed by a short video featuring Will Smith who talks about how you can create your own personal destiny.
To bring us back to laboratory safety we viewed a short You Tube clip made by students as a form of alternative assessment showing what they have learned about laboratory safety. We ended with a look at the first activity in the Human Body Textbook. This pre-assessment activity will create a sense of what students already know about the location of major organs in the body.
Tuesday 9-8 Classwork - Students were shown how to navigate the district website to get to teacher pages. Students were shown where to find assignment due dates and class notes. We took a look at the science blog and the technology blog for this class. We reviewed lab safety b y viewing a 2 minute video, took a lab equipment quiz together, Homework was handed out and instructions were given, students were requested to write instructions and due dates in their science notebooks! Students had time to revisit their skit plans from last weeks brainstorming session and to begin their science cartoons. Students will be working collaboratively on the puzzles. Everyone received a sheet listing supplies needed for science class and a sheet demonstrating the correct heading needed on all assignments.
8-31/9-1-2011 for Groups A & B
8-31/9-1-2011 for Groups A & B
Laboratory Safety and Equipment
In the form packet that was picked up either in the office or on Form and Fee Night there is a science safety contract. All science safety contracts need to be signed and returned to your advisory teacher. I will ask advisory teachers to turn them into me next week and I will check them in. If you have not taken care of this yet please do. If you need another copy let me know and I will make sure you get one.
Today we talked about laboratory safety and equipment. We viewed a safety video where the do’s and don’ts were demonstrated. The video also introduced much of the common laboratory pieces of equipment and offered an opportunity to see it used in the correct manner.
Students took their first set of notes in their science notebook today. I supplied a notebook to any student who needed one so we all could begin this process together. All notes are dated and titled. Today’s notes title is laboratory safety and equipment. Everyone made a “t” chart in their note book and as they watched the video they jotted down do’s and don’ts the heard and viewed. After the video we had a class discussion about some of the laboratory procedures and important vocabulary that bwas introduced.
Universal Solvent– water is the universal solvent and the ability to dissolve many substances.
Organic – any matter that is alive and was alive would be considered organic matter.
pH 1-14 – scale that is used to measure the amount of acidity there is in a substance:
pH 0-6 acidic
pH 7 is neutral
pH 8-14 basic
Live thrives in a certain pH zone – we will learn more about the pH scale later on.
A&W Root Beer Rule – always add acids to water slowly – never add water to the acid because it is an exothermic reaction and can create a tremendous amount of heat and can be dangerous. Treat all acids and bases with respect!
Exothermic – to produce or give off heat; this type of reaction would feel warm or hot to the touch.
Endothermic – to absorb or take in heat – this type of reaction would feel cold to the touch
Observation – data is collected in a science experiment through observations. Observations are either made directly by using your 5 senses or indirectly by using tools and/or formulas.
Direct (senses) – see, smell, taste, touch and only taste when directed to do so.
These observations usually results in Qualitative Data.
Indirect (tools) - indirect observations utilizes laboratory equipment and tools and or
Formulas that look at the relationship between measurements. These
types of observations result in Quantitative Data.
After discussion and notes students in Block “B” worked on a Safety Cartoon which was homework to be completed by Friday. Block “A” brainstormed ideas for a safety skit that includes safety do’s and don’ts that they will perform for each other on Tuesday of next week. I will have laboratory equipment out for props. Next week we will flip this and Block “B” will work on skits and Block “A” will have the safety cartoon for homework.
There is no homework over the labor- day weekend! Happy Holiday!
Directions for the Safety Cartoon
1. Title
2. 2. Each frame – what is said/what is thought no expletive deletives
3. Color
4. Legible and neat
5. Words of wisdom in the last frame
Stop/Drop and Roll
