Unit 2 Resource - Glencoe

[Pages:109]Unit 2 Resources

The Cell

A GLENCOE PROGRAM

BIOLOGY

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Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright ? by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Biology program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

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ISBN 13: 978-0-07-874606-2 ISBN 10: 0-07-874606-X

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Teacher Approval Initials Date of Approval

Student Lab Safety Form

Student Name: Date:

Lab Title: In order to show your teacher that you understand the safety concerns of this lab, the following questions must be answered after the teacher explains the information to you. You must have your teacher initial this form before you can proceed with the lab.

1. How would you describe what you will be doing during this lab?

2. What are the safety concerns associated with this lab (as explained by your teacher)? ? ? ? ? ?

3. What additional safety concerns or questions do you have?

Adapted from Gerlovich, et al. (2004). The Total Science Safety System CD, JaKel, Inc. Used with Permission. 1

Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Table of Contents

Reproducible Pages

Chapter 6 Chemistry in Biology

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

MiniLab (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

MiniLab (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Real-World Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Study Guide (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Study Guide (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Section Quick Check 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Section Quick Check 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Section Quick Check 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Section Quick Check 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2

Name

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Diagnostic

CHAPTER 6

Test Chemistry in Biology

Before reading Chapter 6, predict answers to questions about the chapter content based on what you already know. Circle the letter of the correct answer, and then explain your reasoning.

1. Derek is watching a documentary about the scientists who worked on the Manhattan Project and who succeeded in splitting atoms. The documentary explains what makes up atoms. Which explanation is given? A. Atoms are composed of electrical charges that are made of only energy. B. Atoms are hard, solid balls of matter that are the smallest known particles. C. Atoms are made of a hard particle called a nucleus surrounded by electrons. D. Atoms are made of three particles called electrons, neutrons, and protons.

Explain.

2. Jackie's uncle is undergoing radioactive iodine treatments for thyroid cancer. The radioactive iodine used by the doctor is an isotope of the element iodine. Jackie researches the term isotope. Which definition for the term does she learn? A. atoms of the same element with a different number of neutrons B. atoms of the same element with a different number of protons C. atoms of the same element with a negative charge D. atoms of the same element with a positive charge

Explain.

3. Abla is taking a nutrition class as an elective. She learns about the four most common organic macromolecules in human beings. About what macromolecules does she learn?

Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Unit 2

CHAPTER 6 Chemistry in Biology 3

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Launch Lab

Date

Class

CHAPTER 6

How does the nutrient content of foods compare?

Your body's structure and function depends on chemical elements. The chemical ingredients that your body needs to function properly are found in nutrients like fats, protein, carbohydrates, minerals, vitamins, and water. In this lab, you will investigate those nutrients.

Procedure

1. Read and complete the lab safety form.

2. Construct a data chart to record grams or percent of each nutrient listed in the lab introduction. Include columns labeled Serving Size, Calories, and Calories from Fat.

3. Study the Nutrition Facts label on a cereal box. Record data for the cereal provided.

4. Choose three additional labeled food items. Predict how the nutrients in these items compare with the nutrients in the cereal. Use the Nutrition Facts label to record data for each item.

Data and Observations

Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Analysis

1. Evaluate What factors influenced your predictions of the nutrient content of the food items? Were your predictions correct? Explain.

2. Infer Which food item has the greatest nutritional value per serving? Justify your answer.

4 Chemistry in Biology CHAPTER 6

Unit 2

Name

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Class

CHAPTER 6

Lab Mini

Test for Simple Sugars

What common foods contain glucose? Glucose is a simple sugar that provides energy for cells. In this lab, you will use a reagent called Benedict's solution, which indicates the presence of ?CHO (carbon, hydrogen, oxygen) groups. A color change determines the presence of glucose and other simple sugars in common foods.

Procedure

1. Read and complete the lab safety form. 2. Create a data table with columns labeled Food

Substance, Sugar Prediction, Observations, and Results. 3. Choose four food substances from those provided. Read the food labels and predict the presence of simple sugar in each food. Record your prediction.

4. Prepare a hot water bath using a hot plate and 1000-mL beaker.

5. Label four test tubes. Obtain a graduated cylinder. Add 10 mL of a different food substance to each test tube. Then add 10 mL distilled water. Swirl gently to mix.

6. Add 5 mL of Benedict's solution to each tube. Use a clean stirring rod to mix the contents.

7. Using test tube holders, warm the test tubes in the hot water bath for 2?3 min. Record your observations and results.

Data and Observations

Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Analysis

1. Interpret Data Did any of the foods contain simple sugars? Explain.

2. Think Critically Could a food labeled "sugar free" test positive using Benedict's solution as an indicator? Explain.

Unit 2

CHAPTER 6 Chemistry in Biology 5

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MiniLab

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Class

CHAPTER 6

Investigate Enzymatic Browning

What factors affect enzymatic browning? When sliced, an apple's soft tissue is exposed to oxygen, causing a chemical reaction called oxidation. Enzymes in the apple speed this reaction, producing darkened, discolored fruit. In this lab, you will investigate methods used to slow enzymatic browning.

Procedure

1. Read and complete the lab safety form. 2. Predict the relative amount of discoloration each

of these apple wedges will show when exposed to air. Justify your prediction. Sample 1: Untreated apple wedge Sample 2: Apple wedge submerged in boiling

water Sample 3: Apple wedge submerged in lemon juice Sample 4: Apple wedge submerged in sugar

solution

3. Prepare 75 mL of each of the following: boiling water, lemon juice, and sugar solution in three 250-mL beakers.

4. Slice an apple into four wedges. Immediately use tongs to submerge each wedge in a different liquid. Put one wedge aside.

5. Submerge the wedges for three minutes, then place on a paper towel, skin side down. Observe for 10 min, then record the relative amount of discoloration of each apple wedge.

Data and Observations

Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Analysis

1. Analyze How did each treatment affect the chemical reaction that occurred on the fruit's soft tissue? Why were some of the treatments successful?

2. Think Critically A restaurant owner wants to serve fresh-cut fruit. What factors might be considered in choosing a recipe and preparation method?

6 Chemistry in Biology CHAPTER 6

Unit 2

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