Unit 2: Biomolecules

NAME:

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PERIOD:

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NEW SELFIE:

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Anchoring Phenomenon:

A baby is born and seems perfectly healthy, but after a few days starts to exhibit strange symptoms that could lead to physical impairment or even death. What is causing the problem? Can the baby be saved?

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Unit Essential Question:

How and why do cells make the molecules they need and get rid of the molecules they don’t need? What happens if steps in this process aren’t working?

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BY BSD, Kristin Lowery, and Sarah Bell

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IMAGE CREDIT

By Zephyris at the English language Wikipedia, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=2300973

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�Table of Contents�

Tip: How to Link to other Google Slides

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1. Highlight the title of the page
2. Click “Insert”
3. Select “Link
4. Click “Slides in this Presentation”
5. Choose the slide number/title
6. Click “Apply”

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How to Use Digital Interactive Notebooks

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This digital notebook will be a main organizational strategy for you during each unit.

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In this notebook, you will take notes, write labs, write summaries, and engage with the curriculum.

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We will add slides to our notebooks that you will need to keep organized by copying the new slides from my shared notebook and pasting the slides to the end of your personal notebook.

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DO NOT ADD EXTRA PAGES!

IT IS HELPFUL AND IMPORTANT FOR EVERYONE TO HAVE THE SAME PAGES, PAGE NUMBERS, AND ORDER

How to Use Digital Interactive Notebooks

The button on the top right of every page will take you back to the table of contents for easy access to other material.

It can be helpful to copy/paste that button on new pages you create!

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Ask me questions by using the FAQ Discussions each week in Canvas. The answer you need may already be in the discussion if some has already asked it!

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Use the comment boxes to the left to type additional notes or links you have while going through the lessons. Button:

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Use the thought bubbles on the right to write questions or wonderings you want to ask or come back to later.

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Tip: Adding Comments

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• Highlight the text/image you want to comment on
• Click Insert
• Click Comment

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Use a text box in the margin if you need more space!

Word Wall

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Use a text box in the margin if you need more space!

Word Wall

Unit 2 Tracker

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General Reminders:

1. Please remember to shrink your font! If it isn’t on the PAGE I cannot see it! :)
2. Use a different COLOR than black for your responses.

Anchoring Phenomenon:

A baby is born and seems perfectly healthy, but after a few days starts to exhibit strange symptoms that could lead to physical impairment or even death. What is causing the problem? Can the baby be saved?

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Unit Essential Question:

How and why do cells make the molecules they need and get rid of the molecules they don’t need? What happens if steps in this process aren’t working?

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Unit 2 Tracker - Continued

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it! :)
• Use a different COLOR than black for your responses.

Anchoring Phenomenon:

A baby is born and seems perfectly healthy, but after a few days starts to exhibit strange symptoms that could lead to physical impairment or even death. What is causing the problem? Can the baby be saved?

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Unit Essential Question:

How and why do cells make the molecules they need and get rid of the molecules they don’t need? What happens if steps in this process aren’t working?

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Lab: Calorimetry - Intro to Biomolecules

Warm Ups:

1. WHY do we need to eat? (Think of at least two reasons.)

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• What do you think your food is made out of at the molecular level?

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• Which of the above groups has the most calories/gram?

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Slide Presentation Notes: Write down key ideas for each of the following:

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Why do we need to eat?

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What is cellular respiration in a nutshell?

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What is ATP?

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Who does cellular respiration?

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What is the BIG IDEA for this lab?

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What is a calorie? The amount of heat given off is measured and expressed in calories.

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1 calorie =

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1 CALORIE (Food Calories) =

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Nutrition Info:

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1 gram of Fat (lipids): 1 gram of Carbs: 1 gram of Protein:

Reminder:

Please remember to shrink your font! If it isn’t on the PAGE I cannot see it! :)

Slide Show LINK

Lab: Calorimetry - Intro to Biomolecules

Research Question: Which food has more calories/gram, Marshmallows or Pecans?

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Hypothesis:

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Procedure: Please follow the class set of instructions carefully.

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Record Raw Data Here: (We will give you pecan data for comparison)

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Amount of water = 100 g Specific Heat = 1.0 cal/gramºC

Reminder:

Please remember to shrink your font! If it isn’t on the PAGE I cannot see it! :)

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Calculations: Use these formulas to process the raw data and answer the RQ.

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1. Change in ___________ = Final - Initial
2. calories = Amount of Water x Specific Heat of Water x Change in temp
3. calories/gram = calories ➗ change in mass

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SHOW YOUR WORK BELOW FOR Marshmallow ONE. (INCLUDE UNITS!)

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1. Change in temp =
2. Change in mass =
3. calories =
4. calories / gram =

Lab: Calorimetry - Intro to Biomolecules

Amount of water = 100 g Specific Heat = 1.0 cal/gramºC

Reminder:

Please remember to shrink your font! If it isn’t on the PAGE I cannot see it! :)

CALCULATIONS CONTINUED…..

• Change in ___________ = Final - Initial
• calories = Amount of Water x Specific Heat of Water x Change in temp
• calories/gram = calories ➗ change in mass

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SHOW YOUR WORK BELOW FOR Marshmallow TWO. (INCLUDE UNITS!)

• Change in temp =
• Change in mass =
• calories =
• calories / gram =

SHOW YOUR WORK BELOW FOR PECAN ONE. (INCLUDE UNITS!)

• Change in temp =
• Change in mass =
• calories =
• calories / gram =

*** Pecan 2 has been done for you.***

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• cal/gram average = (Food item 1 + Food Item 2) / 2

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Processed Data Table: Record answers from calculations here (Round to WHOLE Numbers!)

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STOP HERE FOR DAY 1!!!!

Lab: Calorimetry - Intro to Biomolecules

Reminder:

Please remember to shrink your font! If it isn’t on the PAGE I cannot see it! :)

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Research Question: Which food has more calories/gram, Marshmallows or Pecans?

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CER: Use the following prompts to write your conclusion.

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CLAIM: Answer the research question.

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Evidence: Support your claim with relevant data

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Reasoning: Explain why it makes sense that we got this results.

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PLEASE REFERENCE PRIOR CONTENT IN THIS LAB TO HELP YOU WITH YOUR CER!

TS1 Slideshow: Unit Phenomenon

A baby is born and seems perfectly healthy, but after a few days starts to exhibit strange symptoms that could lead to physical impairment or even death. What is causing the problem? Can the baby be saved?

Come up with AS MANY questions as you can! My questions are.. .

1. What do you think is meant by “failure to thrive”?

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• What are some reasons why newborns might fail to thrive?

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• What do you think the smell is? What might be causing it?

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS1 Baby Matthew Jamboard

Take a screenshot(s) of class Jamboard and POST HERE

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Task Set S2 - Pattern Matching

• Make a COPY of the Jamboard using the link below.
• Work by yourself or in small groups to organize the images in the Jamboard the way you see fit.
• Use text boxes to label/describe the characteristics of your groupings. NEED 1 TEXTBOX EXPLANATION PER GROUPING
• Take screenshots of the final product and paste them below shrink the pics so all your screenshots will fit - YOU HAVE 2 PAGES FOR YOUR SCREENSHOTS.

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General Reminders:

Please remember to shrink the IMAGES to fit the page. If it is OFF the page I cannot see it

Task Set S2 - Pattern Matching Cont.

• Use text boxes to label/describe the characteristics of your groupings. NEED 1 TEXTBOX EXPLANATION PER GROUPING
• Take screenshots of the final product and paste them below shrink the pics so all your screenshots will fit - YOU HAVE 2 PAGES FOR YOUR SCREENSHOTS)

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General Reminders:

Please remember to shrink the IMAGES to fit the page. If it is OFF the page I cannot see it

OK! Let’s look at some examples that you guys came up with! If you are done and think you have a good example share it with me!

TS2 - What are biomolecules? WATCH THIS and take notes

LINK: AMOEBA SISTERS: BIOMOLECULES - YOUTUBE

USE THE NOTES GUIDE BELOW TO RECORD KEY IDEAS FROM VIDEO

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Monomers: SMALL REPEATING UNIT that makes up POLYMERS.

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Polymers: Chains of MONOMERS bonded together.

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Carbohydrates: (Sugars and Starches)

Monomer:

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Functions:

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Specific Examples:

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Lipids: (Fats and Oils)

Building blocks:

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Functions:

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Specific Examples: potato

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Proteins:

Monomer:

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Functions: EVERYTHING, BUT Energy storage, information storage

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Examples:

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Nucleic Acids:

Monomer:

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Functions:

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Examples:

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Do GoFormative when finished!!!

TS3A - Metabolism of Biomolecules

As we go over the TS3A SlideShow… Copy and Paste the “answer key” for EACH biomolecule group:

• Record any key ideas from lecture on each as well

Carbs:

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Lipids:

TS3A - Metabolism of Biomolecules

As we go over the TS3A SlideShow… Copy and Paste the “answer key” for EACH biomolecule group:

Proteins:

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Nucleic Acids:

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1. How many chemical bonds does each of the atoms below need to make in order to be as stable as it can be? (Hint: you may want to look back at a periodic table of the elements.)

TS3A - Metabolism of Biomolecules

Chemistry Review

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Skeletal Structure Drawings

How biologists do chemistry.

Watch this before moving on.

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Additional NOTES:

2. EXPLAIN HOW HONC can help you remember the # of bonds:

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3. EXPLAIN what the number of valence electrons has to do with the # of bonds each of these elements make:

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS3A Structure of Monomers

Hydrolysis &

Dehydration Synthesis Video

Foods rich in carbohydrates are an important energy source for the body because carbohydrates are built out of the monomer glucose, which is vital to making ATP. (ATP is adenosine triphosphate, which is the main type of energy that cells can use.)

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1. Using the image above and the color code key above, write the chemical formula of glucose below. How many carbon, hydrogen, and oxygen atoms are found in the glucose molecule? (Look REALLY close for all the Hydrogens)

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C __ H __ O __

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• According to the chemical bonding rules from your warm-up/chem review, is this molecule stable? Are all the elements bonding the correct # of times!? Explain and support your answer.

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____ is ____ because …

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• Carbon forms the backbone of every major type of biological molecule, including carbohydrates, fats, proteins, and nucleic acids. How does carbon’s high valence(it has 4 unpaired valence electrons) relate to its ability to form these large and complex biomolecules?

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Choose from the sentence frames, or write your own sentences.

____ explains ____ because….

____ can be understood by ____

In the image to the right, the following color code is used for atoms:

Carbon (black), Oxygen (red), Hydrogen (grey/white). Short, straight sticks represent single bonds.

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Remember to DELETE sentence frames if you DON’T USE them!

TS3A Dehydration Synthesis (Video timestamp 0 - 55secs)

Glucose is a type of monosaccharide, the simplest type of carbohydrate. A disaccharide is formed from bonding two monosaccharides together.

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WATCH THE DEHYDRATION SYNTHESIS VIDEO TOGETHER… then answer the questions below.

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9. What does it mean to dehydrate something?

Choose from the sentence frames, or write your own sentences.

___ is best described as ...

____ include ...

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10. What does it mean to synthesize something? (Look up this word if you don’t know what it means!)

Choose from the sentence frames, or write your own sentences.

___ means to ...

To ____ is to ...

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11. Using this information, deduce what dehydration synthesis might mean (in terms of monomers and polymers).

Choose from the sentence frames, or write your own sentences.

____ may be defined as ...

I think that ____ means …

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To practice dehydration synthesis, analyze the gif to the left.

*Note: Some carbons are not noted on this image. Every corner of the blue hexagon without an element label is a carbon molecule.*

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1. Which elements are removed from the two carbohydrate monomers (monosaccharides)?

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• Are the same elements removed from both monosaccharides?

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• Using the bonding rules from above, are the monosaccharides stable once the hydrogen (H) and hydroxyl (OH) groups are removed?

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• What happens between the two monosaccharides once water is removed?

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• Write a summary of your observations. How would you describe what is happening in dehydration synthesis?

I notice that …

When ____, ____.

_____ is ____ to form ____.

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Use the zoom function on your toolbar to see this image larger!

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Remember to DELETE sentence frames if you DON’T USE them!

TS3A Hydrolysis (video timestamp 56sec - 1:51)

A polysaccharide is a carbohydrate made up of three or more bonded monosaccharides, or simple sugars like the glucose molecule you studied above. In a reaction known as hydrolysis, your body breaks down polysaccharides into individual monosaccharides that can be used by your cells for energy.

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WATCH THE HYDROLYSIS PORTION OF THE VIDEO TOGETHER… then answer questions.

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4. A starch molecule consists of countless monosaccharide simple sugars that have bonded together by dehydration synthesis. What might happen if you added water to a starch molecule? Justify your answer.

When ________, ________.

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Directions: Analyze the gif to the left to answer the questions that follow.

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5a. What are your observations about the hydrolysis reaction in the three images to the left?

I observed that…

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5b. What does “HYDRO” “LYSIS” LITERALLY TRANSLATE TO?

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6. In what types of situations would your body undergo hydrolysis reactions such as the ones to the left?

When ____, _____.

As _______, _____.

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7. How do you think the body processes monosaccharides differently than polysaccharides? Would they take the same amount of time to digest and harvest energy?

___ would be similar/different than ___ because...

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8. Consider that protein chains contain hundreds, if not thousands of amino acids. If there are only 20 different types of amino acids, how is it possible to have millions of different proteins?

____ is possible because ...

Use the zoom function on your toolbar to see this image larger!

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Remember to DELETE sentence frames if you DON’T USE them!

TS3A - Summary

Although your work above has been centered on carbohydrates, other molecules in your body need to be broken down and constructed, all the time. Consider the foods you eat. Are they mostly created of complex molecules (more than one monomer attached together), or simpler molecules? As teens, you are still growing, and your body is making more muscle tissue every day. Your muscle cells require specific proteins to accomplish this task.

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1. When you eat and digest a protein source like an egg, your digestive system is put into play. What process described above would be involved in digestion? EXPLAIN YOUR ANSWER

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• What about for the creation of muscle tissue? What process described above would be involved in this? EXPLAIN YOUR ANSWER

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• What similarities and differences do you notice among the two types of metabolic reactions (dehydration synthesis & hydrolysis)?

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Hint

Hint

Hydrolysis

Dehydration Synthesis

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
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TS3B Review - Chem Review and Metabolism

Complete the in class chem review and metabolism. Take a PICTURE of your completed assignment and INSERT PIC BELOW:

TS3B - POGIL Extension Questions:

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1. We store excess food in our body either in the form of carbohydrates (in muscles and the liver) or as fat (adipose tissue). When our body needs additional energy it uses the carbohydrate source first as a source of “quick” energy, then the fat. Why do you think carbohydrates are used as a source of quick energy rather than fat? Use complete sentences and scientific terminology in your response.

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• Look at the two types of fatty acids in the left margin, saturated and unsaturated. What is the difference between the two?

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• Saturated fats are solid fats, like the animal fats lard and butter, whereas unsaturated fats are more fluid and form oils, such as vegetable oil. Trans fats are plant oils that are artificially solidified to make them suitable for baking purposes. In recent years trans fats have been associated with negative health issues and are not as widely used. Explain in simple molecular terms what would have to be done to a plant oil to transform it to a trans-fat.

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS3C - Metabolism of Biomolecules

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Take notes while watching “Can I Eat That?” (Start watching at 2:30- and stop at 29:00).

Main ideas and connections to Biomolecules:

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KEY IDEAS TO INCLUDE:

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• Maillard Reaction (Browning Reaction)
• Anything to do with Calories
• Anything to do with Carbohydrates, Lipids, and Proteins

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS2-3 Review - Biomolecules Infographic

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As biologists, we like to think of food as fuel. Different kinds of monomers and polymers have different energy availability for the body to use. There are also different elements (types of atoms) and nutrients in different food groups that are important to make sure your cells, systems and body function properly. And don’t forget the importance of water when it comes to building and breaking molecules!

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Anchoring Phenomenon: Our diet determines how many and which macromolecules are processed by the body.

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Task: Create an infographic that answers the Essential Question:

Why is it important to eat a well-rounded diet?

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Why an infographic?

Infographics are VISUAL ways to communicate information. Humans process images 60,000 times faster than they do words, so it’s a great way to express what you know quickly. Below are several examples of unrelated infographics to give you some ideas:

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Infographic Examples: REMEMBER…. These are not perfect but they remind you what an infographic is….

HS-LS1-6 (AST 2.4) Biomolecules: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

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Introduction

In your life, you have been told how important it is to eat a well rounded diet. In Health class, when you discuss nutrition, you discuss many of these concepts.

Backwards Mapping Plan - Infographic

Complex assignments should be broken down into manageable chunks. Analyze your task using backwards mapping and determine what tasks need to be completed and when! Also create a list of potential calendar conflicts. Then STICK TO YOUR PLAN! Summative Work Must Be Submitted on TIME!

Post Submission Reflection: Upon submitting your project, reflect and comment on the strengths of your plan. Did you stick to it? If not why? What can you improve upon for next time? …

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TEACHER NOTE: UPDATE DATES BEFORE GIVING TO STUDENTS

TS2-3 Review - Biomolecules Infographic

Since the ideas you will include are not your own, you will also need to include citations. These need to be FORMALLY cited using APA format. You should use the citation machine website to help!

Works Cited List:

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Research Resources for Your Infographic: Start by reading 2.3 in your Biology textbook.

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Read 2.3 in your textbook ---> Take notes and brainstorm ideas for your Infographic!

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

APA Citations for 2.3 in Bio textbook

Miller, K. R., & Levine, J. S. (2014). Biology. In Biology (pp. 45-49). Boston, MA: Pearson.

TS2-3 Review - Biomolecules Infographic

Research:

1. REQUIRED SOURCE: Section 30.2 - NEW Biology Textbook (See Canvas)... section 38.1 in OLD classroom textbooks
2. WHO Healthy Diet Fact Sheet (World Health Organization)
3. Simple vs Complex Carbohydrates (American Heart Association)
4. Proteins and Amino Acids (Harvard School of Public Health)
5. How much protein do you need every day? (Harvard Medical School)
6. Current Eating Patterns in the United States (U.S. Department of Health & Human Services

* feel free to use other reputable resources for your research as well

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Read online resources ---> Take notes and brainstorm ideas for your Infographic!

Make sure to record the source with EACH statement you record below:

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1. TEXTBOOK SECTION: “FOOD AND NUTRITION” NOTES:

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Notes for other resources: (Feel free to add a text box OFF the page for more notes).

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS2-3: Biomolecules Infographic Rough Draft

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Background information: Each of these 7 questions should be answered clearly and specifically in your infographic. Use this page and the next of your INB as a rough draft.

PUT YOUR FIRST AND LAST NAME AND PERIOD ON YOUR INFOGRAPHIC

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1. Why do we need to eat? (Think about the biology of this, rather than the pleasure aspects of food.)

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• What are the four categories of biomolecules? Use the following resources to fill out the table below:

3. Macromolecules inside of food can be large polymers or small monomers. How do these

molecules from food get broken down into monomers and built into polymers in our bodies?

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS2-3: Biomolecules Infographic Rough Draft

Analysis of your diet: YOU WILL NEED TO RECORD YOUR DAILY FOOD INTAKE FOR 1 DAY!

• Before you start this section, watch the VERY helpful video tutorial in Canvas!

The DRI is the Dietary Reference Intake, or the recommended amounts of each macromolecule that should be eaten daily. The DRI varies based on height, weight, age, and activity level.

• Use this website from the US Department of Agriculture to calculate your DRI for each macromolecule.
• Input your DRI data into this Google Sheets calculator to track your daily intake of macromolecules and compare your daily intake with the recommended amounts. The calculator will produce a graph for you! Here is a video tutorial for how to use the calculator (See #5)

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4. Paste your graph from the spreadsheet in the space below.

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5. Does your daily intake of food have enough of each macromolecule as determined by the

calculator? What do you notice about the data?

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6. Your body uses the monomers from your diet to build new molecules. What larger components could your body make with ALL the macromolecules found in your diet? (What “bigger structures” in your body are made from macromolecules?) Explain.

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7. Using the information from your background research & the data from your spreadsheet, summarize the

essential question: Why is it important to have a well rounded diet?

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS2-3 Review - Biomolecules Infographic

This is a summative assessment… it should not be done with anyone else. This should be your best work. Must be submitted ON TIME!

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Make sure to cite your sources… use this easy citation machine to do correct citing:

https://www.citationmachine.net/apa/cite-a-website

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How to Get Started:

1. Using Canva - You MUST use CANVA as we have a district license for it!
2. Add images, text boxes and symbols to display the information you compiled during your research. Use the checklist below to be sure you have all the information.
1. Be CREATIVE! Your product should be interesting and eye catching!
2. Be concise - avoid large blocks of text
3. EVERY KEY FACT SHOULD HAVE A CORRESPONDING IMAGE!
4. Hint - Think about everything we have learned so far in the Biomolecules unit. This Infographic is a way to synthesize what we know at this point!

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Checklist: Use this checklist to be sure your infographic includes all the information you need. Once you have completed the action item, click the checkbox to stay organized.

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• Make sure you have THOROUGHLY addressed the following information in your infographic:
• PUT YOUR FIRST AND LAST NAME and PERIOD Under the title to your infographic
• DIVIDE Infographic into 7 sections to address the 7 questions in the rough draft
• The essential question “Why is it important to have a well rounded diet?”
• Background information from questions 1-3
• Analysis of your diet from question 4-5 (include graph for #4)
• Big ideas and putting it all together - questions 6 -7.
• You should have IMPACTFUL and SPECIFIC graphics and images that help answer EACH question.
• EVERY KEY FACT SHOULD HAVE A CORRESPONDING IMAGE
• Citations - Need at least 5 including your textbook! (Please put these at the end of EACH SECTION THAT YOU USE THEM.

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When you are finished with your infographic: SUBMIT A PDF FILE TO CANVAS

• CLICK THE “SHARE” BUTTON
• CHOOSE “DOWNLOAD” AND THEN CHANGE THE FILE TYPE TO “PDF STANDARD”
• Go to CANVAS, choose the assignment, and then UPLOAD YOUR PDF
• MAKE SURE YOUR FIRST AND LAST NAME AND PERIOD are on your infographic

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TS4 SlideShow Notes - Enzymes TS4 Slides

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Warm Up: What reaction breaks down molecules? … What reaction puts molecules together? …

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Take Notes as we go through slides 1 - 17 of slideshow:

What are monomers for proteins? …

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What are enzymes?

• Proteins
• Biological ….
• Not changed or ….
• They are …
• Twisted and folded into 3-D shape
• …

Specific for the reaction(s) they catalyze

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Names often end in …..

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How do enzymes work?

• They strain chemical bonds …….
• With less energy required to make the reaction “go” it can happen more quickly.
• Enzymes…

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Enzyme - Substrate Complex

• An enzyme acts on ….
• The substrate binds to a location on the enzyme called the …

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• The fit is so precise that the active site and substrates are often compared to a …….

Denaturation: If the shape of the enzyme is changed, the substrate no longer fits into the active site as well. Eventually, the active site becomes so deformed that the substrate does not fit at all and all activity stops.

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
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TS4

Enzyme Notes

Amoeba Sisters Enzymes & 2.4 in Textbook

ANSWER THE QUESTIONS BELOW:

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• What are enzymes? (Hint: activation energy)

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• Why are enzymes important?

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• How do enzymes work? (Hint: enzyme-substrate complex)

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• What kind of variables affect enzyme actions?

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• What does it mean that enzymes are very specific? What determines an enzyme’s “specificity”?

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• Are enzymes ever used up?

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After watching the animation on the LEFT…

Describe the enzyme and its active site. Describe the substrate and product. Explain what is happening.

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USE THIS ANIMATION TO ANSWER QUESTION 16 IN THE AMOEBA SISTERS ENZYME GOFORMATIVE!

General Reminders:

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Essential Question:

TS4B - Potato Catalase Enzyme Lab - Day 1

Background: We have already learned about how enzymes work and it makes sense that their reaction rates can be affected by various factors. Answer the 5 bulleted questions… (Needs to be a really solid paragraph.)

Possible Sentence Frames:

• Enzymes are required in ______ because...
• ______ can break down ______ and turns it into ______; this is essential because…
• ______ can connect ______ and ______, creating ______; this is important because…
• An example of ______ is...

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Reaction: Catalase is a common enzyme that speeds up the breakdown of hydrogen peroxide into water and oxygen gas. All living tissue has catalase to break down hydrogen peroxide, which is a byproduct of cell activity and is harmful to cells.

Reaction: 2H₂O₂ → 2H₂O + O₂ (Hydrogen Peroxide → Water + Oxygen gas)

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ENZYME: ______ SUBSTRATE: _______ PRODUCTS: _____

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Variables and Research Question:

Independent Variable:_______________ Dependent Variable: Enzyme Activity as is measured by height of foam (mm)

RQ: What is the effect of (PUT IV HERE) on ENZYME ACTIVITY, as measured by HEIGHT OF FOAM (mm)?

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Controls (EXPLAIN what should be kept constant in this procedure?) …

1. …
2. …
3. …
4. …

Hypothesis: Choose 1 and delete the others. Fill in the blanks and finish sentence.

HINT: As you increase your variable, think about how it would affect the GIF to the left.

Option 1: I think the ____________ affects enzyme activity in a ___________ relationship because...

Option 2: An increase in ___________ increases/decreases the __________ in a _______________ pattern, because...

Option 3: Changing _________ will change the ______________ in a _______________ pattern, because…

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Remember to DELETE sentence frames if you DON’T USE them!

• What are enzymes?
• How do they work?
• What do they interact with?
• What kind of reactions do they participate in?
• Why do we need enzymes?
• Give one SPECIFIC example….

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Potato Catalase Enzyme Lab

Methods:

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Reference the Materials List and Procedures specific to your variable.

Material List: Insert a screenshot of your material list here. SHRINK IT DOWN SO IT FITS!

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Procedure: Watch the video for your variable below. Then write a 5 sentence summary of the procedure that you saw in the video:

1. ..
2. …
3. …
4. …
5. ...

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Data Collection Videos: Watch the video for your variable. RECORD the data on the next page in table..

Temperature

• Trial 1
• Trial 2

pH

• Trial 1
• Trial 2

Enzyme Concentration

• Trial 1
• Trial 2

Substrate Concentration

• Trial 1
• Trial 2

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
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Potato Catalase Enzyme Lab - Day 2

Data: You can find the values for the IV on slide 16 of slideshow If you do temperature or pH the IV values should be from the actual temp. or pH data taken during the lab, or lab video.

Please read and follow directions very carefully for this page… it is very important!

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Don’t skip anything..

FILL IN INFORMATION FOR YOUR VARIABLE WHILE WE GO OVER THE DATA TABLE IN THE SLIDESHOW

BEFORE you open this template…. OPEN THIS SLIDESHOW and go to slide 17.

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There are step by step instructions for how to do this graph on slides 17 - 22. FOLLOW THEM!

Potato Catalase Enzyme Lab - Day 3

GRAPH: Check yourself: Do you have...?

“WHITEBOARD MEETING”

1. Data Discussion Document Links In Canvas Instruction Page by Period: Open your period’s document, read the directions carefully, and complete YOUR GROUP’S part of the document. Be mindful of where you have individual answers vs. group answers.

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2. Paste screenshots of the best graph for each of the 4 variables here:

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
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Potato Catalase Enzyme Lab

Interpret Your Results:

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Look back over all the parts of your lab above, especially any tables and graphs you included as well as any answers you wrote to the prompts provided. Many of these things will be of help when you are writing your conclusion!

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Write a conclusion that answers your Research Question: ______________________________________________

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A template is provided below to assist you.

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• Use the template given to you on Canvas to write your CER.
• DUE AT END OF CLASS!
• Proofread at least once to ensure this is an example of your best work.
• Upload your final draft to the Canvas assignment and SUBMIT!

ACT Practice - Biochemistry and Cells

Background:

Pepsin is an enzyme in humans that catalyzes the digestion of proteins, like the milk protein casein, into smaller subunits call peptides. Pepsin is active only in acidic solutions.

The researchers prepared a solution of casein, a solution of anserine (a small peptide), a solution of pepsin, and various buffer solutions (solutions that maintain a constant pH). The following experiments were conducted using these solutions.

Experiment 1:

Seven solutions were prepared in test tubes using a 5 mL solution buffered to pH 3.0. Different amounts of casein, anserine, and pepsin solutions were added to each tube, and then diluted to 10 mL with the buffer solution, so that the final pH in each test tube would be 3.0. Each tube was incubated at a constant temperature for 15 minutes, and then was monitored to determine whether there was any activity by pepsin (See Table 1).

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Experiment 2:

Seven solutions were prepared in test tubes according to the same procedure as in Trial 3 of Experiment 1, and each test tube was diluted with different buffer solutions of varying pH (See Table 2)

1. Pepsin is most likely to be found in which of the following organs?

a. Kidney c. Stomach

b. Heart d. Spinal Cord

2. Suppose another trial had been performed in Experiment 2, and the results showed a high level of pepsin activity. Which of the following would be the most likely pH of the buffer solution used in this new trial?

a. 2.0 c. 6.0

b. 4.0 d. 8.0

3. Which of the following is the most likely reason that Trials 3 and 4 show high levels of pepsin activity while Trial 5 shows no pepsin activity?

a. Pepsin activity is dependent on both casein and anserine

b. Pepsin activity is blocked by anserine

c. Pepsin is able to digest casein, but not anserine

d. Pepsin is able to digest anserine, but not casein.

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4. According to the results from Experiment 1, which of the following trials are most likely to contain undigested casein?

a. Trials 1, 3, 4, and 7 only

b. Trials 1, 5, 6, and 7 only

c. Trials 1 and 7 only

d. Trials 5, 6, and 7 only

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PLEASE USE HIGHLIGHTING FUNCTION… Highlight correct answers

ACT Practice - Biochemistry and Cells

5. The experiment conditions for Trial 3 are most similar to those for which of the following trials?

a. Trial 9 b. Trial 13

b. Trial 11 d. Trial 14

6. According to the results from Experiments 1 and 2, which of the following best explains the relationship between pepsin activity, pH, and temperature?

a. Pepsin digests proteins at a fast rate when the pH is greater than 4.0 and the temperature

is about 40^oC

b. Pepsin digests proteins at a fast rate when the pH is less than 4.0 and the temperature is

about 40^oC

c. Pepsin digests proteins at a fast rate when the pH is greater than 3.0 and the temperature

is about 30^oC

d. Pepsin digests proteins at a fast rate when the pH is less than 3.0 and the temperature is

about 30^oC

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7. The effect of temperature and pH on enzyme α-amylase derived from a thermoacidophilic bacteria are shown in Figure 1. Which of the following conditions would show the greatest enzymatic activity?

a. pH = 7.0, 85^°C

b. pH = 3.8, 70^°C

c. pH = 4.4, 75^°C

d. pH = 4.6, 80^°C

8. In what location would you think it would be most likely to find this type of bacteria?

a. In pools formed from melting glaciers in Greenland

b. In acidic hot springs in China

c. In a lake in an oasis in the Sahara desert

D. In an Ohio river near a sewage treatment plant.

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Figure 1

TS5A - DNA Structure Notes

Warm Up: Let’s start off by digging deep into our background knowledge.

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1. What is the monomer of nucleic acids? :
2. What elements are found in nucleic acids? :
3. What are the two main types of nucleic acids? :

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Take notes while your teacher covers this TS5A slideshow:

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Nucleic acids function:

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Compare and contrast DNA and RNA structure:

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Nucleic acid monomer:

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3 components of nucleotide:

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How many different nucleotides are there?

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Why is the ORDER of nucleotides important?

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What is a base pair? What does that mean?

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What kind of a bond connects nucleotides?

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DNA is a TWO sided spiral. What does “complementary” mean here?

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Where do you find DNA?

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Who was Rosalind Franklin? What did she do?

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS5A - DNA Structure Activity

EQ: What is DNA? How does its structure determine its function?

DNA is an amazing molecule. Within its molecular structure are the instructions to build a living thing (including YOU!) as well as to make cells and bodies function. As an introduction to this “building block of life”, watch this short PBS video of a 3D model of DNA.

DNA stores information in the sequence of its nucleotides. It is specifically the order of the nitrogen bases along a single strand that make up the genetic code. This 4 letter alphabet made up of the bases A (Adenine), T (Thymine), C (Cytosine), G (Guanine) can be arranged in an infinite number of ways to make up different genes, which correspond to traits in a living thing. This is similar to the way the 26 letters of the English alphabet can be arranged to make up all the words (and future words) in the English language.

When he was studying DNA in the 1940s and 1950s, Dr. Edwin Chargaff observed data similar to the data shown in the table below. The results are now known as Chargaff’s rule.

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1. What pattern do you observe in the percentages of the A, T, C, G bases below for Streptococcus bacteria and yeast? ….
2. Given this pattern, what bases do you think will always pair together? ….

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• Apply your new knowledge, filling in the blank boxes for the % of nitrogen bases for Human and Chicken.

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4. The DNA double helix can be compared to a twisted ladder (see images below). What makes up the rungs of the ladder? What makes up the sides of the ladder? What holds the structure together?

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• What does “complementary base pairing” mean? Use examples from the tables above to support your answer.

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• Given the nucleotide sequence A-T-G-G-C-A, what would be the sequence on the complementary strand? Complete the table on the next page.

...

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

For this section… here are some hints:

• Think about everything you have already learned about the bases from today’s lecture. How would that apply to this chart?
• Think about the OVERALL trends and patterns… don’t focus so much the exact percentages.

TS5A - DNA Structure Activity

In addition to complementary base pairing, the double helix structure of DNA also explains how DNA can be copied or “replicated”, as each strand acts as a template for the making of the complementary strand.

Practice complementary base pairing and read more about DNA replication using this interactive.

(NOTE: You may need to enable or launch Adobe Flash Player to launch the interactive. If it doesn’t work for you, no worries, just move on.)

7. A. The image to the right is of a labeled animal cell. Each of the cells in your body contains many different organelles that do specific jobs to help the cell function properly. DNA is contained in the nucleus of every cell, which is represented in the image by the big purple circle.

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B. Compare the labeled cell drawing above to the actual picture of a cell on the left. Where do you think the DNA is located? Move the arrow in the margin to point to the place where the DNA is found, and label the organelle with its name.

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What organelle houses the DNA? ____________

Move the arrow to point to the organelle that houses the DNA.

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
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TS5A - 4 Base Pair DNA Drawing

DNA STRUCTURE

Read 12.2 in your textbook & take notes below. (Old textbook is pages 291 - 294).

Descriptions of the main ideas you wrote:

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Main idea:

1. Use the google draw template to make a 4 base pair DNA drawing. (Make a copy.)
2. Follow the instructions and paste your 4 base pair drawing below. (Screenshot OK)
3. HOMEWORK: Read...in your textbook and take main idea notes in the double entry format below.

PASTE YOUR 4 BASE PAIR DRAWING BELOW!

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
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TS5B: Proteins - What are they?

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
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HS-LS1-1 (AST 2.5) DNA to Trait: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.

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Proteins are one of the main types of biomolecules, and are essential for the proper functioning of cells and organisms. They are complex polymers made up of long chains of amino acid monomers, and each different type of protein has a specific function. When all proteins in a cell work together, the cell is able to do its job within the organism. All different types of proteins are necessary for cells and organisms to remain healthy.

In this task, you will be learning about proteins functions and how they are produced inside cells.

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Part 1: What is a protein? - WATCH THIS!

• What do proteins do inside cells?
• What is similar and different about each protein?
• What does your body do with the protein that you eat?

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Part 2: Types of Proteins

Click on the “Types of Proteins” link above. Use the interactive website to learn about different categories of proteins in organisms. The first half has been done for you - READ THESE! Write about them in your own words.

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TS5B: Proteins - What are they?

Part 2: Types of Proteins: Click on the “Types of Proteins” link above. Use the interactive website to learn about different categories of proteins in organisms. The first half has been done for you - READ THESE! Write about them in your own words.

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Part 3: Proteins - How are they made? (Take notes during TS5B slideshow)

• The same genetic information is in all 100 trillion cells of any one person. Different cells use the same blueprint (genes) in different ways.

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• Different types of cells….

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• What is the “Central Dogma of Molecular Genetics”? ….

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Transcription:

• What is a gene?

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• What is transcription? What is made through this process? ….

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• What are the steps of Transcription?
• RNA Polymerase (an enzyme) “unzips”a section of DNA by ….
• RNA Polymerase uses DNA as a …
• The RNA nucleotides are paired up…

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• What determines the order of amino acids in a protein? ….

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TS5B: Proteins - How are they made?

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
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Part 3: Proteins - How are they made?

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TRANSLATION:

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• What is the role of the Ribosome? What does it do? ….

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• What is tRNA? And what does it do? ….

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• What are the Steps of Translation?
• mRNA enters the ribosome. Ribosome begins to read the code 3….

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• tRNAs carrying amino acids, match their anticodon to mRNAs codons. The amino acid ….

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• Once tRNA delivers its amino acid it leaves to pick up another one. And the process repeats.

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• How do amino acids determine protein shape? And what determines protein function? ….

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• What does it mean when we say “DNA mutation”? ….

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• How might a DNA mutation affect a protein? ….

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• What is the significance of the glowing tobacco plant slide? ….

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TS5C: Protein Synthesis Review

Watch this video on how a gene used to make a protein: From DNA to Protein. It describes how DNA is used to make proteins using a two step process: transcription and translation.

In this activity, you’ll be using a simulator to practice the processes of transcription and translation yourself. Race to build a protein in this game about protein synthesis. Learn about transcription and translation as you build a protein the same way that a real cell does!

Transcription Overview Paragraph

As you can see in the picture at right, transcription is the process in which one small section of DNA (a gene) is copied into a messenger RNA (mRNA) molecule. It’s taking one string of nucleotides (DNA) and transcribing it into another string of nucleotides (RNA), a little like listening to a sentence and then writing it down. The sequence of nucleotides in the DNA determines the sequence of nucleotides in the mRNA.

Open the BioManBio Protein Synthesis Race and work through the transcription section. Be sure to read all of the text and instructions before you move past the end of each step!

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• What was your time required for transcription? What was your percent accuracy? Provide a screenshot for evidence.(Insert the screenshot of your transcription time and percent accuracy here:
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• To check your understanding, complete the embedded quiz inside the simulator. What was your accuracy? Provide a screenshot for evidence. (Insert the screenshot of your number right / number wrong:
• Review: Watch this video on how mRNA is produced: Transcription
• One summary sentence:
• Check your skills. Use base pairing rules to transcribe the DNA into mRNA.

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Watch every video and read all content. Work through this with your table partner. Discuss and answer questions together.

MAKE SURE TO READ THESE PROMPTS AND INSTRUCTIONS BEFORE/ AS YOU GO THROUGH THE ACTIVITY

TS5C: Protein Synthesis Review

Translation

As you can see in the picture at left, translation is the process in which an mRNA molecule is used to produce a protein molecule. In this case, a string of nucleotides (mRNA) is “read” and translated into a string of amino acids, a little like reading a sentence in Spanish and translating it to English. The sequence of nucleotides in the mRNA determines the sequence of amino acids in the protein. (Just like the words in Spanish determine the words in the translated English message.)

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In cells, translation is like a secret code. The circular chart above provides a key used to translate from the mRNA “nucleotide language” to the amino acid “protein language”. Watch this video to learn how to read the codon chart.

• Practice using the Codon Chart to translate from 3-letter mRNA codons to amino acids.

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• Review: Watch this video on how a gene is used to make a protein: From DNA to Protein.

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Part 4: The Central Dogma: Tying It All Together

The process of transcription and translation is sometimes referred to as the Central Dogma of Molecular Biology. All the functions of a cell are taken care of by proteins, so the manufacturing of those proteins are central to the proper functioning of the cell, and therefore an organism.

Think about it this way: (analogy from Bioninja)

• A cell is like a restaurant – differentiated cell types are like restaurants specialising in different cuisines
• The DNA is the set of instructions for the cell – like a cookbook is the set of instructions for a restaurant
• A single DNA instruction is a gene – this is akin to a single recipe in a cookbook

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS5C: Protein Synthesis Review

• Transcription is the process of making an RNA copy of a gene – RNA polymerase is like a photocopy machine
• The mRNA transcript (i.e. photocopied recipe) is transported to the ribosome – which functions as the cook
• The ribosome reads the mRNA one codon at a time – as a chef would read the recipe one step at a time
• Each codon corresponds to an amino acid – just like each step in a recipe refers to a specific ingredient
• The amino acids are brought to the ribosome by tRNA – these tRNA molecules are like kitchen hands
• The ribosome joins the amino acids together to make a polypeptide – just like a cook mixes ingredients to make food

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Describe the steps necessary to turn a gene into a protein using the word bank and sentence frames below. Use the picture of the restaurant analogy to help you write your paragraph.

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Word Bank:

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First, _____, then _____, last _____.

Initially, _____, meanwhile _____, finally_____.

Prior to, _____, followed by _____, eventually _____

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Remember to DELETE sentence frames if you DON’T USE them!

TS6A: DNA Replication - TS6 Slideshow

Take notes while we go over slide show!

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• What are the 3 reasons cells divide?

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• DNA is copied by creating….

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• The resulting daughter cells have

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• Step 1) DNA strands separate at the replication fork creating a bubble in the double helix:

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• An

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• Step 2) Replication proceeds in both directions at the replication fork.

________________________ (enzyme) catalyzes replication by adding complementary nucleotides along the DNA template. (Weak hydrogen bonds are formed between complementary bases.)

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• Step 3) DNA polymerase….

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• What does semiconservative replication mean?

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• What happens when DNA polymerase makes a mistake?

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• What does “redundancy in the genetic code” mean?

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• What is the “Decoder Wheel” for? What does it decode?

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• Transcribe and translate this strand of DNA:
• DNA: ATA GGC CAT
• mRNA:
• 1 mRNA codon = 3 letters
• tRNA:
• Amino Acids:

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• Codon:
• Anticodon:

General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS6A: Genetic Mutations Activity: Muscular Dystrophy

The table below shows five different mutations of a small section of a gene.

1. Use the base-pairing rules to complete the second column.

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• Use the genetic code chart to translate the mRNA, and write in the name of the amino acid. Highlight stop codons and amino acid changes; use dashes to indicate any amino acids that will be missing as a result of stop codons.

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• Identify the type of mutation from among these possibilities:
• Substitution / Silent Mutation → a single base is substituted for another, causing no changes to the amino acid sequence
• Substitution / Missense Mutation → a single base is substituted for another, causing a single amino acid change
• Substitution / Nonsense Mutation → a single base is substituted for another, causing a premature stop codon
• Deletion / Frameshift Mutation → one or more bases is/are deleted, causing a frameshift which changes multiple amino acids or causes a premature stop codon

TS6 Slideshow

Helpful hint: When you are determining which type of mutation… make sure you are comparing the mutation to the ORIGINAL DNA Strand in row 1.

Warm Up: If a mutation changes an amino acid during protein synthesis (building), what is the general effect on the resulting protein? …

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TS6A: Genetic Mutations Activity: Muscular Dystrophy

QUESTIONS:

1. Explain why deletion of a single nucleotide in a gene generally results in more severe defects in a protein than a deletion mutation that deletes 3 nucleotide.

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__________ results in more severe defects than ________ because _________

Evidence from __________ shows that __________

2. Muscular dystrophy includes several genetic diseases, which cause increasing weakness of a person’s muscles. Two different types of muscular dystrophy are caused by different types of mutations in the gene for a protein that helps to prevent muscle cells from dying prematurely.
1. a. Duchenne Muscular Dystrophy: More severe. A child with this disorder begins to show symptoms of loss of muscle function by about age 3 and is usually confined to a wheelchair by about age 10. A person with this form of MD typically dies as a young adult, due to failure of the muscles in internal organs.
2. b. Becker Muscular Dystrophy: More mild. Symptoms do not begin until age 12 or later, and the person can live into their 40s or 50s.

The table shows the main kinds of mutations that are responsible for these two types of muscular dystrophy. Complete the second column to indicate which type of muscular dystrophy you think would be caused by each type of mutation.

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

TS6B: Genetic Mutations Activity: Estrogen Receptor

July 11, 2013 — A receptor mutation that essentially blocks estrogen's action has been identified for the first time in a female, researchers report.

The 18-year-old wasn't experiencing breast development or menstruation, classic symptoms of too little estrogen, the usual cause of delayed puberty. Subsequent studies revealed instead sky-high levels of the sex hormone in her blood, said Dr. Lawrence C. Layman, Chief of the Section of Reproductive Endocrinology, Infertility and Genetics at the Medical College of Georgia at Georgia Regents University.

"Her body totally ignores estrogen," Layman said. "Even at levels that are 10 to 15 times normal, it has no effect." In fact, in laboratory studies, 240 times the normal level was required to get a response out of the receptor.

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This is Dr. Lawrence C. Layman, Chief of the Section of Reproductive Endocrinology, Infertility and Genetics at the Medical College of Georgia at Georgia Regents University.

Credit: Phil Jones

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There are two confirmed estrogen receptors, and genetic testing subsequently determined she had a mutation in estrogen receptor-α, which is essential to reproduction and bone health, researchers report in the New England Journal of Medicine. Estrogen levels in her blood were comparable to those of a mouse whose estrogen receptor-α gene has been deleted.

Interestingly the first mutation in this receptor was reported nearly 20 years earlier in the NEJM in a 28-year old man with knock-knees and signs of insulin resistance. Studies showed his testosterone levels were normal and, although his estrogen and related hormone levels were high, he also had essentially no response to estrogen. The research team, led by Children's Hospital Medical Center in Cincinnati, found the estrogen receptor defect, concluding that estrogen is important to bone health in men as well as women.

The estrogen receptor-α mutation found in the female is slightly different but also results in profound estrogen resistance in women, said Layman, the new study's corresponding author. The major known impacts of estrogen in women are enabling reproduction, breast development, and bone health.

While generally healthy, the young woman sought medical help due to her lack of breast development and menstruation as well as lingering, lower-abdominal pain. Studies by Dr. Earl "Sandy" W. Stradtman Jr., a reproductive endocrinologist in Birmingham, Ala., revealed the markedly high estrogen levels as well as multiple, large ovarian cysts. Stradtman referred her to Layman, an expert in delayed puberty.

Overwhelmingly, delayed puberty results from insufficient estrogen, but the bottom line is similar for this woman because estrogen's effect is missing, Layman said. Estrogen production normally begins with the brain telling the ovaries to make it, so most of his patients have a problem with brain signaling.

The receptor defect creates the slightly different problem of not being able to use the estrogen that is there, control how much is made, or control its result. For example, the woman had cystic ovaries because her body was constantly producing follicles rather than the usual one a month needed so an egg can descend and either be fertilized or shed along with blood, cervical mucus and endometrial tissue during menstruation.

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TS6B Genetic Mutations Activity: Estrogen Receptor

It's estrogen's binding with its receptor that activates the negative feedback system that tells the brain there is plenty of the sex hormone. In this case, that didn't happen so estrogen built up in her blood, eventually dumping in her urine, said Samuel D. Quaynor, an M.D./Ph.D student at MCG and GRU and the study's first author.

Without estrogen, insulin levels also typically increase, putting the patient at risk for diabetes. However, unlike the mouse and the male with a receptor mutation, the woman's glucose and insulin levels were normal, Quaynor said. However, she did have an unusual response to an oral glucose test that indicated glucose and insulin problems could be in her future, They noted that the male's elevated levels might be related to obesity.

To fully understand the impact of the receptor mutation, they'd like to do large-scale screening to see if other substances bind to its altered state.

Since the young woman is adopted, her biological family history was unavailable, but she was just over five feet tall and had lower than expected bone mass for her age, although she was still growing. Abnormally high bone turnover was indicated as well.

Estrogen receptor-α was cloned in 1986 and estrogen receptor-β was cloned 10 years later. Eliminating estrogen receptor-β doesn't cause any significant problems in mice and eliminating estrogen receptor-α had the most impact in female mice.

Article Source: Medical College of Georgia at Georgia Regents University. (2013, July 11). Delayed puberty: First estrogen receptor mutation found in a young woman. ScienceDaily. Retrieved June 24, 2018 from www.sciencedaily.com/releases/2013/07/130711113426.htm

Original Research Cited: Samuel D. Quaynor, Earl W. Stradtman, Hyung-Goo Kim, Yiping Shen, Lynn P. Chorich, Derek A. Schreihofer, Lawrence C. Layman. Delayed Puberty and Estrogen Resistance in a Woman with Estrogen Receptor α Variant. New England Journal of Medicine, 2013; 369 (2): 164 DOI: 10.1056/NEJMoa130361

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Questions:

1. Explain the importance of estrogen in female development/puberty.

_________ is important in _________ because…

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• Make a copy of the Google Draw Template and CHANGE the picture of a cell with a healthy estrogen receptor to show what this woman’s mutated estrogen receptor might look like.

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Take a screenshot and paste your drawing here.

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• Summarize the effects of having a mutated estrogen receptor in this patient's experience.

Due to the mutation...

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

DNA Extraction Lab - FUN DAY!

Pre-Lab Question: Where exactly is DNA located in a eukaryotic cell? …

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Background: Cells are the basic unit of life and make up all plants, animals and bacteria. Deoxyribonucleic acid, or DNA, is the molecule that controls everything that happens in the cell. A chromosome is an organized package of DNA found in the nucleus of the cell. DNA contains instructions that direct the activities of cells and, ultimately, the body.

This DNA extraction activity results in a large quantity of DNA that can be seen with the naked eye. Strawberries have enormous genomes. Humans have two copies of each chromosome (diploid genome). Strawberries have up to eight copies of each chromosome (octoploid genome). In addition, ripe strawberries produce enzymes (pectinases and cellulases), which are chemicals that help in breaking down the cell walls.

Hypothesis: What does “raw” strawberry DNA actually look like? (Color, smell, shape, size, texture)

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Carefully follow your teacher’s instructions to extract the DNA then answer the questions:

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1. In strawberry cells, what are the THREE barriers that must be destroyed/broken down before we can access the DNA?

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• What does the physical act of “squishing” do to the strawberry? (How does it make it easier to access the DNA?)

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• Why do we use soap in the experiment? (Hint: Remember the composition of the cell membrane and think how soap interacts with oils and fats.)

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• In animal cells, what TWO barriers must be destroyed before we can access the DNA?

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• Do you think the DNA from animal cells would look the same as DNA from plant cells? Explain!

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Fun Facts: (Source – Discover Magazine: Article 20 Things You Didn’t Know About DNA)

* Each cell of your body contains 4-6 feet of DNA, but it only one-millionth of an inch wide!

* Human body contains 100 trillion cells!!* So, our bodies contain more than ten billion miles of DNA!!! – Could stretch from here to Pluto and back!

* Guess who’s in your DNA? At least 8% of the human genome originated in viruses, whose genetic code was integrated with ours over roughly 40 million years of primate evolution.

* Puny Humans – Paris japonica, a flowering plant native to Japan, has the longest known genome, nearly 150 billion base pairs. That's 50 times as long as the human genome!

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

INSERT A PICTURE OF YOUR STRAWBERRY DNA ONCE EXTRACTED:

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Baby Matthew Diagnosis Research

Genetic Diseases of Metabolism

Group 1: GSD Type V McArdle Disease

Group 2: GSD Type I Von Gierke Disease

Group 3: GSD Type III Cori Disease

Group 4: Ketone Synthesis Defect

Group 5: MCAD Deficiency

Group 6: Gaucher Disease

Group 7: Tay-Sachs Disease

Group 8: Niemann Pick Disease

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Group 9: Maple Syrup Urine Disease

Group 10: 4-Hydroxybutyric Aciduria

Group 11: GABA Transferase Deficiency

Group 12: Acute Intermittent Porphyria

Group 13: Porphyria Cutanea Tarda

Group 14: Variegate Porphyria

Group 15: Megaloblastic Anemia

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Research your disease and take notes in the space below. Keep track of your sources! You need at least 3 sources (4 if you include wikipedia).

Start Here: https://www.beaverton.k12.or.us/departments/library-services/high-research

Passwords on next slide.

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Source 1 and information: (paste URL here)

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Source 2 and information: (paste URL here)

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Source 3 and information: (paste URL here)

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Source 4 (Optional… UNLESS you used Wikipedia): (paste URL here)

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Baby Matthew Diagnosis Research

Put your group # and disease:

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Day 1 Research: As you research your topic answer the specific questions below.

1. The name of the enzyme associated with this disease:

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• The substrate(s) for that enzyme:

• The product(s) of that enzyme:

• The symptoms of the disorder:

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• AGE of onset… aka - when do symptoms typically start showing up?

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• Explanation of either:
1. how a build up of the substrate causes symptoms and/or
2. how a lack of the product causes symptoms

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

Baby Matthew Diagnosis Research

Day 1 CER: Take your research and compile it into a CER style response

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1. Is this disorder a likely diagnosis for baby Matthew?

I think that baby Matthew has/does not have ______ disease.

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Evidence and Reasoning:

1. What symptoms of this genetic disease MATCH with baby Matthew’s case?

Baby Matthew could have this disease because he has____________________ symptoms.

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2. What symptoms of this genetic disease DO NOT MATCH with baby Matthew’s case?

Baby Matthew does not exhibit____________________ symptoms typically seen in this genetic disease.

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This genetic disease does not account for ___________________ symptoms that baby Matthew exhibits.

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General Reminders:

• Please remember to shrink your font! If it isn’t on the PAGE I cannot see it.
• Use a different COLOR than black for your responses.

BSD ONLINE LIBRARY RESOURCES

Use these online resources to help you find quality, reliable, & accurate information.

WHERE ARE THESE RESOURCES:

Go to: http://www.beaverton.k12.or.us

Click on: Schools tab

Click on: Library Resources

Click on: your school name

Bookmark this site on your device!

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LIBRARY CATALOG & eBOOKS:

Destiny Library Catalog:

Books, websites and ebooks

Username: Student ID #/Single sign-on

Password: BKey password

Gale Virtual Reference Library

LOTS of encyclopedias and reference ebooks

Username: beaverton

Password: oslis

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OverDrive:�Online access to ebooks

Username: Student ID #/Single sign-on

Password: BKey password

VIDEOS:

Learn360

Username: beavsd

Password: griffith

Staff - ask your library staff for the passkey info

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ONLINE ENCYCLOPEDIAS:

Easy to use, general info-better than Wikipedia!

World Book:

Choose your level (Kids/Student/Advanced) or Spanish

Username: beavsd

Password: griffith

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COUNTRIES, CULTURE, & HISTORY:

Current info on countries & cultures

Culturegrams:

Country reports on 200 cultures of the world

Username: beavsd

Password: griffith

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US History in Context:

Articles, primary docs & government information

Username: beavsd

Password: griffith

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National Geographic Kids:

Books, magazines, & pictures

Username: beaverton

Password: oslis

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COLLEGE, CAREERS, & TEST PREP:

Learning Express Library

Register to create your own login

and password

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MAGAZINES, NEWSPAPERS, & REFERENCE:

Current events & encyclopedia articles

Student Resources in Context:

Articles, primary resources, & reference

Username: beaverton

Password: oslis

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Kids InfoBits:

Elementary level magazines & articles

Username: beaverton

Password: oslis

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Opposing Viewpoints:

Both sides of an issue/current events

Username: beaverton

Password: oslis

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EBSCO One Stop Search:

Search all databases at once!

High School - use Academic Search Premier for peer reviewed journal articles

Username: beavsd

Password: griffith

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SCIENCE AND HEALTH:

Health & Wellness Resource Center:

Current health issues & articles

Username: beaverton

Password: oslis

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GREENR:

Environmental issues

Username: beaverton

Password: oslis

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Science Reference Center:

High School level science-specific database

Username: beavsd

Password: griffith

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