Materials and Equipment

Transcription

1 Lab Group Members Date: Teacher/Period: Problem: Hypothesis: IV: Variables That Will not Change Control Changes DV: Materials and Equipment Safety Issues Sketch of Experimental Setup BLM 89

2 Lab BLM 90

3 Photosynthesis Concept Map Notes BLM 91

4 Carbon and Oxygen Cycle Activity BLM 92

5 Card Sort: Food Chain and Food Web Activities Solar Energy Producer Primary Consumer Secondary Consumer Tertiary Consumer Quaternary Consumer BLM 93

6 Card Sort: Food Chain and Food Web Activities BLM 94

7 Card Sort: Food Chain and Food Web Activities BLM 95

8 Card Sort: Food Chain and Food Web Activities BLM 96

9 Understanding and Using a Nutrition Facts Label 1 Start Here Nutrition Facts Serving Size 1 oz. (28g/About 10 chips) Servings per Container About Check Calories Limit These Nutrients Amount Per Serving Calories 160 Calories from 90 % Daily Value * Total 10g 15% Saturated 1.5g 6% Polyunsaturated 6g Monounsaturated 2.5g Trans 0g Cholesterol 0mg 0% Sodium 110mg 5% Total Carbohydrates 16g 5% Dietary Fiber 1g 4% 6 Guide to % DV 5% or less is Low 20% or more is High 4 Get Enough of These Nutrients Sugars 0g Protein 2g Vitamin A 0% Vitamin C 0% Calcium 4% Iron 0% Vitamin E 6% Vitamin B 6 2% Phosphorus 4% * Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs: 5 Footnote Calories 2,000 2,500 Total Less than 65g 80g Sat Less than 20g 25g Cholesterol Less than 300mg 300mg Sodium Less than 2,400mg 2,400mg Total Carbohydrate 300g 375g Dietary Fiber 25g 30g Calories per gram: 9 Carbohydrate 4 Protein 4 1. Note the serving size and number of servings per package. Think about how many servings you are likely to consume. If you consume 30 chips of this snack, you would triple the amount of calories and nutrient numbers including the % DV. 2. The calories section provides a measure of how much energy you receive from a single serving Limit the amount of fat and sodium. Get enough dietary fiber, vitamins, and minerals. 5. The * used after the heading % Daily Value refers to the footnote in the lower part of the label indicating that % DV is based on a 2,000 calorie diet. The % Daily Value is the recommended level of intake based on the advice of public health experts. 6. The % Daily Value helps you determine if a serving of food is high or low in a particular nutrient. Source: U.S. Food and Drug Administration BLM 97

10 Fast Food Nutrition Facts Fast Food Nutrition Facts Pizza Pizza Pizza Hut Hut Personal Personal Pan Pan Pepperoni Pepperoni Pizza Nutrition Facts Serving Serving Size Size 1 personal 1 personal pizza pizza (245.0g) (245.0g) Amount Amount Per Per Serving Serving Calories Calories Calories Calories from from %% Daily Daily Value Value * * Total Total 29.0g 29.0g 45% 45% Saturated Saturated 11.0g 11.0g 55% 55% Trans Trans 0g 0g Cholesterol Cholesterol 65mg 65mg 22% 22% Sodium Sodium 1530mg 1530mg 64% 64% Total Total Carbohydrates Carbohydrates 67.0g 67.0g 22% 22% Dietary Dietary Fiber Fiber 3.0g 3.0g 12% 12% Sugars Sugars 7.0g 7.0g Protein Protein 28.0g 28.0g Vitamin Vitamin A A 15% 15% Vitamin Vitamin C C 0% 0% Calcium Calcium 35% 35% Iron Iron 30% 30% * Based * Based on on a 2,000 a 2,000 calorie calorie diet diet McDonald s Quarter Quarter Pounder Pounder with With with Cheese Cheese Nutrition Facts Serving Size 1 sandwich (198.0g) Amount Per Serving Calories 510 Calories from 230 % Daily Value * Total 26.0g 40% Saturated 12.0g 61% Trans 1.5g Cholesterol 90mg 31% Sodium 1190mg 50% Total Carbohydrates 40.0g 13% Dietary Fiber 3.0g 12% Sugars 9.0g Protein 29.0g Vitamin A 10% Vitamin C 4% Calcium 30% Iron 25% * Based on a 2,000 calorie diet McDonald s McDonald s Large Large Fries Fries Nutrition Facts Serving Serving Size Size 1 large 1 large order order (154.0g) (154.0g) Amount Amount Per Per Serving Serving Calories Calories Calories Calories from from % % Daily Daily Value Value * * Total Total 25.0g 25.0g 38% 38% Saturated Saturated 3.5g 3.5g 17% 17% Trans Trans 0g 0g Cholesterol Cholesterol 0mg 0mg 0% 0% Sodium Sodium 350mg 350mg 15% 15% Total Total Carbohydrates Carbohydrates 63.0g 63.0g 21% 21% Dietary Dietary Fiber Fiber 6.0g 6.0g 26% 26% Sugars Sugars 0g 0g Protein Protein 6.0g 6.0g Vitamin Vitamin A A 0% 0% Vitamin Vitamin C C 20% 20% Calcium Calcium 2% 2% Iron Iron 8% 8% * Based * Based on on a 2,000 a 2,000 calorie calorie diet diet Taco Taco Bell Bell Regular-Style Regular-Style Burrito Burrito Burrito Supreme,, Beef, Beef Beef Nutrition Facts Serving Serving Size Size 1 serving 1 serving (248.0g) (248.0g) Amount Amount Per Per Serving Serving Calories Calories Calories Calories from from % % Daily Daily Value Value * * Total Total 18.0g 18.0g 28% 28% Saturated Saturated 8.0g 8.0g 17% 17% Trans Trans 1.0g 1.0g Cholesterol Cholesterol 40mg 40mg 13% 13% Sodium Sodium 1340mg 1340mg 55% 55% Total Total Carbohydrates Carbohydrates 51.0g 51.0g 17% 17% Dietary Dietary Fiber Fiber 7.0g 7.0g 26% 26% Sugars Sugars 5.0g 5.0g Protein Protein 17.0g 17.0g Vitamin Vitamin A A 15% 15% Vitamin Vitamin C C 10% 10% Calcium Calcium 20% 20% Iron Iron 25% 25% * Based * Based on on a 2,000 a 2,000 calorie calorie diet diet BLM 98 BLM 98

11 Taco Bell Regular-Style Taco Supreme, Beef Nutrition Facts Serving Size 1 serving (113.0g) Amount Per Serving Calories 210 Calories from 126 % Daily Value * Total 14.0g 28% Saturated 7.0g 17% Trans 0.5g Cholesterol 35mg 12% Sodium 360mg 15% Total Carbohydrates 14.0g 5% Dietary Fiber 1.0g 4% Sugars 2.0g Protein 9.0g Vitamin A 10% Vitamin C 6% Calcium 10% Iron 6% * Based on a 2,000 calorie diet Coca-Cola Classic Nutrition Facts Serving Size 21 oz Amount Per Serving Calories 210 Calories from 0 % Daily Value * Total 0.0g 0% Saturated 0.0g 0% Trans 0.0g Cholesterol 0mg 12% Sodium 15mg 1% Total Carbohydrates 58.0g 19% Dietary Fiber 0.0g 0% Sugars 58.0g Protein 0.0g Vitamin A 0% Vitamin C 0% Calcium 0% Iron 0% * Based on a 2,000 calorie diet BLM 99

12 Procedures: Source: USDA 1. Enter the web address: 2. Click on My Pyramid Plan under the Subjects Menu. 3. Enter your age, sex, weight, height, and level of physical activity; then click submit. 4. Record the number of calories that are recommended for you to maintain your weight. 5. List the five food groups and recommended daily serving levels from each group for a healthy diet. 6. Click on the grain group. How is this group divided into two subgroups? List examples of foods that you typically eat from each subgroup. How much should you consume from each subgroup daily? List the types of nutrients that are found in grains. 7. Click on the vegetable group. How are the vegetables organized into subgroups? List examples of foods that you typically eat from each subgroup. How much should you consume daily from the vegetable group? List the types of nutrients that are found in vegetables. 8. Click on the fruits group. How much fruit is needed daily in a healthy diet? List examples of fruits that you typically eat. List the types of nutrients that are found in fruits. BLM 100

13 9. Click on the milk group. How much food from the milk group is needed daily? List examples of foods from the milk group that you typically eat. List the types of nutrients that are found in foods within the milk group. 10. Click on the meat and beans group. List the different types of food that are classified as meat and beans. How much food from the meat and beans group is needed daily? List examples of foods from the meat and beans group that you typically eat. List the types of nutrients that are found in the meat and beans group. Describe how a vegetarian can meet the daily requirements with the meat and beans group. 11. Click on the oils group. What is the difference between foods classified as oils and foods classified as solid fats? Which types of oils are recommended in a healthy diet? How should oils be limited in a healthy diet? 12. Click on discretionary calories. What are discretionary calories? How does the allowance for discretionary calories fit within the pyramid? 13. Create a meal plan for a day based on the recommendations from the United States Department of Agriculture (USDA). BLM 101

14 Lab Materials (per group): Ring stand with ring Water Mesh screen Large kitchen matches 2 12 oz Aluminum cans 10 cm x 10 cm Square of Thermometer heavy-duty aluminum foil Plastic bottle cap Small clump of modeling clay Food items to test: Triple beam balance Cashew nuts or pumpkin seeds 3 4 Small metal paper clips Cheese puffs Graduated cylinder SAFETY! ALERT Matches are flammable solids. Tie back long hair and secure loose clothing. Wear safety goggles and lab apron. In case of burns, place burned area under cold water; notify your teacher immediately. Black soot will form on the bottom of the burned can, which may stain clothing. (Some students may be allergic to the cashews and/or the burning of cashews. Check with students before proceeding. If student is allergic to nuts, then use other samples of food such as pumpkin seeds.) Procedure: 1. Place a small amount of modeling clay into the bottle cap. 2. Straighten a paper clip and wrap one end around the food item to be tested. Place the other end into the modeling clay in the bottle cap. 3. Measure the mass of the food and bottle cap system. Record the initial mass (M i ). 4. Measure 100 ml of water in the graduated cylinder. Pour the water into one of the aluminum cans. (Note: 100 ml of water has a mass of 100 g.) 5. Measure the initial temperature (T i ) of the water. Record the temperature. Cashew Wrapped in Paper Clip 6. Attach the ring to the ring stand. 7. Place the bottle cap and food source on the aluminum foil underneath the ring. Position the ring just above the food source. BLM 102

15 Lab 8. Place the mesh on the ring along with the aluminum can and water. 9. Carefully ignite the food sample with a match. Note: This may take several matches. Discard the burned matches in a container of water. Quickly relight the sample if the flame goes out so the water in the calorimeter does not cool Allow the food to burn completely. Measure the temperature of the water in the can. Make sure the temperature has reached a steady level before recording the final (T f ) value. The temperature will continue to rise as heat is transferred from the can to the water. Measure the mass of the burnt food and bottle cap system. Record the final mass (M f ). Repeat the procedure to collect data for the other food sample. Use a different can. Calculate the energy released in the food sample by using the following steps: Determine the change in temperature for the trials. ( T) x (mass of water) = calories Convert the amount of calories to kilocalories (calories/1,000 = kilocalories). 15. Determine the Calories (kilocalories) per gram of food. Find the mass of burned food. kcal mass of food = kcal/g kcal/g = Calories Note: Energy is measured in calories with the lowercase c. Food contains a large amount of stored energy, thus a kilocalorie is the designated unit of measure. A Calorie with the uppercase C is the unit nutritionists use to refer to the amount of energy stored in food. BLM 103

16 Lab Analysis: 1. Compare the nutritional labels for cashews and cheese puffs. How many Calories per gram are found in each food? 2. How does your data compare to the actual value listed on the nutritional label? 3. What accounts for the difference? 4. Which food has the best nutritional value per gram of food? BLM 104

17 Lab Purpose: Determine the effect of amylase on the digestion of starch. SAFETY! ALERT Wear goggles and lab apron. Use caution when using glassware. Do not taste chemicals. Report all spills. Warning: Benedict s solution is a strong irritant. Avoid contact with skin and eyes. If contact occurs, flush area with water for 15 minutes. Call your teacher immediately. Warning: Iodine solution is a poison if ingested and a strong irritant. Avoid contact with skin and eyes. If contact occurs, flush area with water for 15 minutes. Call your teacher immediately. Materials: 2 cm x 2 cm Matzo cracker Well plate Graduated cylinder Mortar and pestle Filter paper Stopwatch or timer Test tube rack 400 ml Beaker Masking tape 6 Test tubes 250 ml Beaker Marking pen Test tube tongs Plastic transfer pipette Tap water Hot plate Distilled water Heat-resistant gloves Iodine-Potassium-Iodide solution Vinegar Beaker tongs Benedict s solution Baking soda solution Test tube stoppers 1% Amylase solution ph test paper (0 14) Procedures: 1. Place a piece of masking tape on each test tube. Use the marking pen to label the Test Tubes Fill the 400 ml beaker half full with tap water. Place on the hot plate and heat on high. Caution: The surface of the hot plate will be hot and may cause burns. In case of burns, place burned area under cold running water; notify your teacher immediately. Use beaker tongs or heat-resistant gloves to remove hot glassware from hot plate. 3. Put the Matzo cracker into the mortar and grind the cracker into fine crumbs with the pestle. BLM 105

18 Lab 4. Measure 30 ml of distilled water in a graduated cylinder. Add to the cracker crumbs. 5. Place filter paper over the top of a 250 ml beaker. Pour the cracker solution through the filter paper. 6. Use the transfer pipette to add 1 ml of cracker solution to Test Tubes Place a drop of cracker solution on ph test paper. Compare the test paper against the color chart. Record the ph of the cracker solution. 8. In Test Tube 1, add one or two drops of iodine-potassium-iodide solution. Record the color change. 9. In Test Tube 2, add 20 drops of Benedict s solution. 10. In Test Tube 3, add 1 ml of amylase solution and 20 drops of Benedict s solution. 11. In Test Tube 4, add 1 ml of amylase solution and 1 ml of vinegar. Place a test tube stopper into the test tube and turn the test tube upside down to mix the two solutions. Add 20 drops of Benedict s solution. 12. Place a drop of vinegar on ph test paper. Compare the test paper against the color chart. Record the ph of the vinegar. 13. In Test Tube 5, add 1 ml of amylase solution and 1 ml of baking soda. Stopper the test tube and turn it upside down to mix the two solutions. Add 20 drops of Benedict s solution. 14. Place a drop of baking soda on ph test paper. Compare the test paper against the color chart. Record the ph of the baking soda. 15. Place Test Tubes 2 5 in the hot water bath and heat for 5 minutes. After 5 minutes, remove the test tubes from the water bath and place back into the test tube rack. Record any color change in the test tubes. Caution: Use test tube tongs to remove test tubes from hot water. Always hold the hot test tube with the opening pointed away from your face and others. 16. While you are waiting, add 2 ml of cracker solution and 1 ml of amylase solution to Test Tube 6. Place a stopper into the test tube and turn it upside down to mix the two solutions. Let the test tube sit for 1 minute. 17. In the well plate, place a drop of iodine-potassium-iodide solution in Wells After 1 minute, add 10 drops of the cracker amylase solution to Well 1. Record the color change. After 2 minutes, add 10 drops of the cracker amylase solution to Well 2. Continue to test the cracker amylase solution after every minute up to 5 minutes. Record the color change in each well. 19. Wash the test tubes and well plates. Clean your work area. Wash your hands with soap and water. BLM 106

19 Lab Analysis: 1. What test indicated that starch was present in the cracker solution? 2. How did amylase affect the cracker solution? 3. What test indicated that amylase changed the starch to sugar? 4. How did ph influence the effectiveness of amylase? 5. Based on the results from the well plates, how long did it take amylase to modify starch? 6. How do the results from this investigation explain the changes to the cracker that occurred in your mouth? BLM 107

20 The Human Digestive System BLM 108

21 Aerobic Cellular Respiration Concept Notes BLM 109

22 Lab Fermentation With Yeast Purpose: Determine how yeast responds to various concentrations of molasses. Introduction In this lab experiment, you will determine how yeast cells respond to increasing concentrations of molasses, a type of syrup made from sugar cane. You may not be familiar with molasses but if you have ever made cookies with brown sugar, you have used a molasses product. Yeasts are living organisms classified as members of Kingdom Fungi. Most members of the kingdom are multicellular decomposers like mushrooms. Yeast is a single-celled organism that reproduces by budding, or growing a new yeast family member off the body of the individual yeast. Budding is a type of asexual reproduction where the new yeast organism receives an exact copy of DNA from the original cell. In a sense, yeast clone themselves. Yeasts are used for fermentation of soy sauce, beer, and in bread making. During the experiment, waft some of the fumes toward you. The smell is from the yeast feast provided for them in the various molasses solutions. Your job is to determine if concentrations of molasses make a difference in the rate of sugar consumption by yeast. Write the title of the lab and the question you are investigating in your journal. Hypothesis: Discuss with your group members a possible answer to the question. Write your hypothesis in your journal. Variables: Make a list of variables including the independent and dependent variables. The control is the same for the group. Include a list of constants, the variables that do not change in your experiment. BLM 110

23 Lab SAFETY! ALERT Goggles and aprons must be worn at all times. While yeast and molasses are used extensively in the food industry, you do not want it in your eyes. Practice caution when pouring the warm water into your test tubes. The hot plate is to remain on throughout the lab. Be sure to tell your teacher if the water level gets too low or if an accident occurs. Materials: 2 Large test tubes Heat-resistant gloves 15% Molasses solution Test tube rack 10% Molasses solution Hot plate 20% Molasses solution ml Beakers 40% Molasses solution Stopwatch 60% Molasses solution 7 Stirring rods 80% Molasses solution Labels Yeast Yeast and water solution ml Graduated cylinders 2 50 ml Beakers 4 Hex head nuts Thermometer Electronic balance 2 Plastic pipettes Distilled water 1000 ml Beaker Procedures: 7 10 ml Graduated cylinders 1. Label one large test tube the control. Label the second one according to the concentration of molasses assigned to your group. 2. Measure and place 2 g of yeast in each of two 50 ml beakers. Label one the control and the other one your assigned solution concentration. 3. Pour a 10 ml sample of stock solution in one beaker and 10 ml of water in the control beaker. Return to your work station and stir the mixture. 4. After a minute or two, fill one pipette bulb as completely as possible with the yeast and water solution. Make sure the stem of the pipette is clear with no solution trapped inside. BLM 111

24 Lab 5. Thread the stem of the pipette through 2 hex head nuts and place the pipette bulb side down into the test tube labeled control. 6. Repeat steps 2 and 3 for the solution concentration assigned to your group. 7. Fill both test tubes with warm water from the stock supply prepared by your teacher. Make sure that water covers the tip of the pipette. 8. When you observe bubbles coming from the pipette stem, start the stopwatch and count the bubbles from both tubes for a total of 5 minutes. 9. Record your observations and data into your journal. Make a sketch of the equipment setup, including labels. 10. Clean up your work stations and return the materials according to your teacher s instructions. 11. Create a data table similar to the one below for recording class data. 12. After everyone has logged in their data, calculate the average number of bubbles for 5 minutes and then the average number of bubbles for 1 minute. 13. Make a graph using the data for the average number of bubbles per minute. 14. Analyze the data and record your explanation of the results. Response of Yeast to Various Molasses Concentrations % Concentration 0% 10% 20% 40% 60% 80% Number of bubbles for 5 minutes Number of bubbles for 1 minute BLM 112

25 Lab Analysis and Conclusions: 1. How did yeast respond to the increasing concentrations of molasses? 2. What gas was given off in the bubbles? 3. Would you classify yeast as a consumer or producer? Why? 4. Why do yeast break down sugar? 5. Do yeast use aerobic respiration to get energy from sugar? Explain. BLM 113

26 Anaerobic Cellular Respiration Concept Notes BLM 114