ARE YOU WHAT YOU EAT? TEACHER HANDBOOK
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1 ARE YOU WHAT YOU EAT? TEACHER HANDBOOK Alabama Course of Study: Science Biology: 1. Select appropriate laboratory glassware, balances, time measuring equipment, and optical instruments to conduct an experiment. Bullet 2: Comparing controls, dependent variables, and independent variable. 2. Bullet 1: Identifying functions of carbohydrates, lipids, proteins, and nucleic acids in cellular activities. PURPOSE Students will learn the four major categories of biological macromolecules. The engagement activity is designed to make students aware of the quantity of carbohydrates (in the form of sugars) they consume. In the exploration students observe the reaction of known nutrients with test reagents. Foods will then be tested for the presence of these nutrients. The extension activity will introduce and reinforce functions, examples, and definitions associated with these macromolecules. TIME Approximately 1-2 class periods GROUP SIZE 2-4 students. If more than one food is to be tested you may assign each group one food. PREPARATION Heat water ahead of time. Heat water just to boiling. Keep moderately warm. ENGAGE (PRE-LAB) 1. Depending on the class size, you can either do this activity as a demonstration or divide the class into groups and give each group bags of sugar and pictures of beverage containers. 2. Have the students look at each container and use their handout to write down which beverage they believe goes with each quantity of sugar. 3. Go over the answers with the class. One student from each group may write their guesses on the board to compare answers. 4. You may want to have students read the amount of carbohydrate on the nutrition facts panel and try to calculate the number of teaspoons of sugar in each product. a. Note: There are 4.2 grams of sugar in 1 tsp. June 2012 Page 1 of 7
2 KEY Drink Name Grams of Sugar Teaspoons of Sugar Diet Soda 0 0 (20 oz) Coffee Drink (with sugar and milk) Orange Juice (12 oz) Regular Soda (12 oz) Sports Drink (32 oz) Energy Drink (16 oz) Chocolate Milk Drink (reduced fat) Regular Soda (20 oz) Super Duper Slurp Regular Soda (64 oz) EXPLORE (LAB) Your students are acting as lab technicians in a hospital. A diabetic patient has been admitted because of uncontrolled blood glucose levels. The patient states that she has eaten at a fast food restaurant. The task for the students is to determine whether the food that the patient ate may contain unwanted sugar. Further information and lesson plans on Diabetes mellitus may be found at June 2012 Page 2 of 7
3 TROUBLESHOOTING Safety Issues: Care should be taken in handling the warm beaker and water. Always point test tubes away from other people when heating. Handle hot test tubes with test tube clamps. Goggles and aprons should be worn. Biuret solution is a corrosive liquid which can irritate skin and eyes. Benedict s reagent is also moderately toxic. Iodine or Lugol s solutions are also irritating to eyes and skin and may stain clothes. General Procedure for Testing Food Samples: Note: Teacher should prepare protein s from gelatin if supplied s have molded. You may use prepared kit s as unknown foods or prepare them fresh as described below. A. Solid Foods: Grind about 2 grams of the solid in a mortar. Add acetone to cover the solid to a depth of about two centimeters. Continue to grind the food for about two minutes. Filter through cheesecloth, and perform the grease spot test using the acetone filtrate. Spread the solid retained by the cheese cloth on a piece of filter paper and allow the acetone to evaporate. Use s of the solid mixed with a small amount of deionized water to perform the carbohydrate and protein tests. B. Liquid Foods: The carbohydrate and protein tests can be done directly on liquid foods. For the grease spot test, add 5 ml acetone per 5 ml of the liquid food and mix well. Transfer drops of the acetone layer to paper for the grease spot test. ANTICIPATED RESULTS *The unknown Patient Food Sample provided is Glucose Data Table 1: Positive Tests Performed on Knowns Substance Test Performed Description Results Tested Test 1 Glucose Benedict s Test Orange after + heating Test 2 Starch Lugol s Test Dark blue or + purple Test 3 Protein Biuret Test Violet or + purple Test 4 Lipid Brown Paper Test Translucent + June 2012 Page 3 of 7
4 Data Table 2: Patient Food Sample Tests Substance Test Performed Description Results Tested Test 1 Unknown Benedict s Test Vary with Vary with Test 2 Unknown Lugol s Test Vary with Vary with Test 3 Unknown Biuret Test Vary with Vary with Test 4 Unknown Brown Paper Test Vary with Vary with DATA ANALYSIS Answers to questions: 1. A positive test for sugar results in a color development from green to orange. (Blue is a negative result.) The more orange the resulting color, the higher the amount of sugar in the solution. 2. A positive test for starch is a black color developed after the addition of iodine. 3. A positive test for lipid is a transparent area developed where the substance contacts the brown paper. 4. A positive test for protein is the development of a purple color. (Blue is a negative result.) 5. Answers will vary. 6. Answers will vary. 7. Answers will vary. EXPLAIN Carbohydrates: Carbohydrates are the principal constituents of plants. Plants use carbohydrates for energy storage as well as an energy source and structural material. They are also the primary source of energy for the brain and nervous system and can be used by many other tissues such as muscle. They provide some of the molecules needed for synthesis of various cell components. Carbohydrates can be divided into three major classes. 1. Monosaccharides: These are simple sugars such as glucose and fructose. They are the fundamental units that make up more complicated carbohydrates. 2. Disaccharides: These are made up of two simple sugars bonded together. An example is sucrose which is common table sugar. June 2012 Page 4 of 7
5 3. Polysaccharides: These are made up of more than two monosaccharides and are sometimes called complex carbohydrates. Starch is the most important polysaccharide. Tests for Carbohydrates: 1. Benedict s Test: Benedict s reagent will react with monosaccharides and some diasaccharides. A color change from blue to orange, red, or dark brown when Benedict s reagent is added and the solution heated, indicates a reaction has taken place. 2. Iodine Test: Iodine is used to detect the presence of polysaccharides. Starch will form a dark blue complex with iodine. Other polysaccharides may respond with red or other color when treated with iodine. Proteins: Proteins are also a major energy source in the diet and are important for cellular structure and function. They are made up of smaller molecules called amino acids joined together. The protein in your diet provides the material needed to build protoplasm. All enzymes and many hormones are proteins. Amino Acids can be divided into two major nutritional classes. 1. Essential amino acids: Amino acids that cannot be synthesized by the body and are required in the diet. 2. Nonessential amino acids: Amino acids that can be synthesized by the body and need not be included in the diet. You still need a sufficient amount of protein in your diet to supply all the components needed for their synthesis. Test for Protein: 1. Biuret s solution is used to detect proteins. A violet or purple color indicates a positive test for protein presence. Lipids (Fats and Oils): Lipids are commonly called fatty acids. They are a major source of energy for plants and animals. In addition, they serve a number of other functions in the body. They are the precursors for many hormones. They are the carrier for fat-soluble vitamins and transport them into cells. Also, fat serves to insulate the body from extreme cold. Test for Lipids: 1. Grease spot test: A simple test to show the presence of lipids is the presence of a translucent grease spot on a piece of paper treated with the lipid. EVALUATE Lab report Pre and Post Tests June 2012 Page 5 of 7
6 Are You What You Eat? Answer Key Pre-Test 1. d. 2. a. 3. c. 4. d. 5. b. 6. d. 7. c. 8. d. 9. a. 10. b. Post-Test 1. d. 2. b. 3. d. 4. c. 5. a. 6. b. 7. a. 8. c. 9. d. 10. d. EXTEND Macromolecule Match Game Instructions: Students are to match the Macronutrient Cards with a card that contains an example, function, or definition associated with that type of macromolecule. Teacher may have students in groups or as a class arrange the cards in categories before playing the game. The Fact Checker can be provided to students prior to playing the game also. 1. Divide students into groups of Place the white Macromolecule Match Cards face down in a draw stack. 3. Pass out all the other cards equally in the group. 4. The first player draws a card. If the player thinks he has a match for the drawn card, he must show the group by placing the two cards face up on the table. 5. If the group agrees that this is a correct match, the turn moves to the next player. 6. If however, the student does not have a correct match he returns the white card to the bottom of the draw pile and the turn moves to the next player. 7. The first player with no cards in his hand is the winner. June 2012 Page 6 of 7
7 FACT CHECKER FOR MACROMOLECULE MATCH GAME Carbohydrates: 1. Makes up the cell wall 2. Short-term energy storage 3. Ratio of 1 carbon: 2 hydrogen: 1 oxygen 4. Starch and cellulose 5. Polysaccharides Lipids: 1. Long-term energy storage 2. Forms bilayer with phosphate 3. Cholesterol 4. Fatty-acids 5. Component of cell membranes (Note: Proteins or Carbohydrates are also in the cell membrane) Nucleic Acids: 1. Contains nitrogenous bases 2. Stores genetic material 3. May be single- or double-stranded 4. Directs synthesis of proteins 5. Double helix Proteins: 1. Enzymes 2. Made at ribosomes 3. Found in muscles 4. Polymer of amino acids 5. Polypeptides RESOURCES WEBSITES: Gondar Design Biology - This website includes a section under Digestive System which show virtual Benedict s and Biruet s Tests. This might be helpful for students who are absent the day of the lab. It could also be used as an engagement activity. This website has various lessons and student activities concerning diabetes as well as other health issues. June 2012 Page 7 of 7
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