· carbohydrates a complex coloring experience answer the questions in complete sentences for full...

MacroMol_color.doc 10/20/09

Macromolecules Carbohydrates A COMPLEX COLORING EXPERIENCE Answer the questions in complete sentences for full credit. All plants, animals and microorganisms use carbohydrates as sources of energy. Carbohydrates are also used as structural building blocks. Carbohydrates are made up of carbon, hydrogen, and oxygen atoms. The glucose molecule (A) is a basic carbohydrate known as a monosaccharide or simple sugar. A second monosaccharide is the fructose molecule (B). Two monosaccharides bonded together forms a disaccharide. Color in the diagram to the right using the same color for like molecules. 1. How are fructose and glucose different from one another?

2. By what process do glucose and fructose bond together to form sucrose (D)? What is the by-product of this reaction?

3. What is the general name given to carbohydrates such as sucrose? Polysaccharides are molecules that can consist of hundreds or thousands of monosaccharide units. Color in the diagram to the right; using similar colors as in the coloring above, but use different colors for the glycogen and starch molecules. The first polysaccharide molecule shown is a starch molecule (F), which is found in plants. Starch molecules represent a storage form of glucose. Starch can be broken down into smaller units by enzymes. 4. What are the units that starch is

broken down into?

Glucose molecule.............. A Sucrose molecule............ D

Fructose molecule…………. B Water molecule……………. E

Starch molecule.............. F Glycogen molecule............ G

Name:

Per: Date:


5. What is the process by which starch is broken down into the smaller units?

The second polysachharide is glycogen (G). Glycogen is often referred to as animal starch. It is stored in the liver and muscles when the body has to store excess glucose molecules. Note that like starch, glycogen is made up of units. 6. What are the units that make up a glycogen molecule?

7. What is the process by which glycogen is broken down into smaller units?

8. How are starch and glycogen different? List at least 2 ways.

9. Use your notes from class to describe how cellulose is similar to starch. Include a sketch or at least a description of the shape of the molecules.


Proteins Answer the questions in complete sentences for full credit. Proteins (polypeptides) are vital to the formation and function of many cellular structures and processes. They are also among the most diverse organic molecules in living things. Proteins are molecules that are formed from units called amino acids. A protein may contain as few as ten amino acids, or it may contain thousands. The sequence of amino acids in proteins gives them unique functional characteristics. In the picture below, lightly shade the two amino acids (A) and the peptide bond (D). 1. Which elements are present in the

amino acids that were not present carbohydrates?

2. By what process does the peptide bond form? What is the byproduct of this process?

In the picture to the right, lightly shade in the amino acids (A) and the peptide bonds (D). Use different colors for each amino acid. Proteins take many shapes depending on their function. These shapes be can accomplished by folding and twisting the polypeptide chain. Color the twisted protein below, using different colors for amino acids (A) and peptide bonds (D). Color the folded protein. And shade in the four chains (using different colors) of the quaternary structure in which multiple polypeptides are organized together. 3. What are the monomers of polypeptides?

4. List and explain 5 functions of proteins?


Lipids Answer the questions in complete sentences for full credit. Lipids are a group of organic molecules that dissolve in oils, but not in water. Lipids come in three varieties: Fats, phospholipids and cholesterol. Fats are very efficient energy-storage molecules that yield about twice the amount of chemical energy per gram, than do carbohydrates. Fats are important in the construction of plasma membranes and they also provide physical and thermal insulation to animals. We consider two types of fats: saturated fats and unsaturated fats. The saturated fat is built of two subunits, one of which you have seen when looking at the carbohydrates. Lightly shade in the boxes in the diagram below using the same color for like molecules. In the saturated fat, three saturated fatty acid chains (B) are chemically bound to the glycerol molecule (A). A saturated fatty acid contains its maximum number of hydrogen atoms; straight lines represent single bonds. In the unsaturated fat, there are fewer than the maximum number of hydrogen bonds in the unsaturated fatty acid chains; there are some double bonds. 1. What is the subunit that saturated and unsaturated fats have in common? 2. Describe how saturated fats are different than unsaturated fats. Circle the bonds in the drawings that make this

difference. 3. What is the biologic function of these fats?

Glycerol molecule...................... A

Saturated Fatty Acid Chain……... B

Unsaturated Fatty Acid Chain….. C


Phospholipids are basically made up of a glycerol molecule (A) with a phosphate group (D) and two fatty acids (B) and (C). The fatty acid on the left is a saturated fatty acid (B), while the fatty acid on the right is unsaturated (C). Phospholipids are crucial in the formation of cell membranes. In a phospholipid bilayer of the cell membrane, the phosphate groups point toward the outside of the cell and the fatty acid chains toward each other. The phosphate end is the polar end (E) because it has a negative charge. The opposite end is the nonpolar end (F), and this section of the molecule lacks an electrical charge. Millions of these molecules stand next to each other in the cell membrane to form a structure similar to a picket fence. This membrane acts as a selective barrier for the cell. Shade in the subunits of the phospholipids using the same colors as above. 4. Describe the structure of a phospholipid.

5. Why is one end of the phospholipid polar and the other nonpolar? Steroids comprise an important group of lipids that are insoluble in water and consist of carbon, hydrogen and oxygen atoms arranged in rings. Estrogen and androgens, the sex hormones in humans are steroid hormones. One familiar steroid is cholesterol. In the diagram, shade in the complex molecule that has a sterol ring (G). In humans an excess of cholesterol is a problem because it can clog arteries and veins, which results in restricted blood flow. The liver makes cholesterol for the body, but the diet also provides some, and if intake is high, excessive cholesterol accumulates. 6. What is a potential danger of excess cholesterol in the

human body?

Glycerol molecule...................... A

Saturated Fatty Acid Chain……... B

Unsaturated Fatty Acid Chain….. C

Phosphate Group D

Polar End E

Non Polar End F


Nucleic Acids Answer the questions in complete sentences for full credit. Two types of nucleic acids exist: deoxyribonucleic acid (DNA) and ribonucleic acid (RNA). DNA is the genetic material of organisms, while RNA is used during construction of proteins. DNA is composed of repeating units known as nucleotides. Each nucleotide has three components: a molecule of carbohydrate deoxyribose, a phosphate group and a nitrogenous base. There are four nitrogenous bases: thymine, adenine, cytosine, and guanine. At the upper portion of the drawing, two nucleotides are shown. At the left is a nucleotide composed of a phosphate group (P), a deoxyribose molecule (D), and a nitrogenous base called adenine (A). Lightly shade these three different colors to avoid obscuring their individual atoms. At the right, a second nucleotide is shown. It consists of a nitrogenous base called thymine (T), bonded to a deoxyribose, which is inverted. The deoxyribose is in turn bonded to a phosphate group. Lightly shade in the three portions of the nucleotide. On the DNA double helix, lightly shade in the portions of the molecule, using the same colors as before as appropriate.

1. Which elements are present in DNA? 2. Which three molecules make up a

nucleotide? 3. Which two molecules make up the

backbone of the DNA molecule? 4. What are the four nitrogenous bases? 5. What is the pairing sequence of

nitrogenous bases in DNA? 6. What types of bonds holds the

nitrogenous bases together in the DNA molecule?

7. Is it always the same number of

bonds between bases? Explain. 8. Why are these types of bonds useful

in the DNA molecule?

SCENARIO #1 – Maggie’s Plant Experiment In this exercise you will read the following scenario and identify the parts of the scientific method in it.

Maggie read that some plants grow better if the soil is acidic. She can’t believe that a plant can grow when exposed to acid. Maggie decides to test if the plants she has will grow better when acid is added to the soil. She puts potting soil in two planting containers and transplants two of her geraniums that seem about the same size

into the pots. She puts the pots in the same location so that they both get the same sunlight each day, are at the same temperature and she makes sure they get the same amount of water. However, Maggie puts a tablespoon of

vinegar in the water she gives to one of the plants. She measures the growth of the plants every week for five

weeks and records the results in a data table below:

Week Height of Plants in Container with

Vinegar (cm)

Height of Plants in Container without Vinegar

(cm)

1 10.0 10.0

2 12.4 11.5

3 14.8 13.0

4 18.0 15.7

5 21.4 17.8

1. Hypothesis: _________________________________________________________________________

2. Dependent Variable: _________________________________________________________________

3. Independent Variable: ________________________________________________________________

4. Constants: __________________________________________________________________________

5. Control Group:______________________________________________________________________

6. Experimental Group: _________________________________________________________________

SCENARIO #2 – Donna’s Pendulum Experiment

In this exercise you will read the following scenario and identify the parts of the scientific method in it.

Donna has observed that her father can control the speed of their grandfather

clock by adjusting the height of the weight on the end of the pendulum. Donna thinks that the pendulum will move faster when the weight is lowered, and

wants to test her idea. Donna gets a stopwatch and measures the time it takes for the pendulum to swing twenty times when the weight is moved to its lowest

position. Donna begins to move the pendulum up by 1 cm and continues to

measure the time for twenty swings of the pendulum. Donna records her data.

1. Hypothesis: _________________________________________________________________________



4. Constants: __________________________________________________________________________

5. Control Group:______________________________________________________________________


Position Time (seconds)

1 23.23

2 21.56

3 20.33

4 19.00

5 18.02

SCENARIO #3 -- Al’s salt water experiment


Al wonders if adding salt to water will affect how long it takes the water to freeze. Al thinks that salt water will freeze more quickly than fresh water. He decides to check his hypothesis by conducting an experiment. Al takes two ice trays and fills one with distilled water and the other with distilled

water that has two tablespoons of salt added. He makes sure he puts exactly the same amount of water in each ice tray. Al takes the trays and

puts them side by side in the freezer. Al checks the ice trays every 10 minutes to see if the water in each tray has begun to freeze. Al finds that after 20 minutes the water in the ice tray without the salt has started to form ice, while the ice tray with the salt water is still completely liquid.

1. Hypothesis: _________________________________________________________________________



4. Constants: __________________________________________________________________________

5. Control Group:______________________________________________________________________


SCENARIO #4 – Christian’s Cart Experiment


Christian wonders if a heavier cart will roll faster down-hill than a lighter one. He formulates a hypothesis and then decides to conduct an experiment. First, he finds a smooth ramp and a cart. He makes sure that the

wheels of his cart roll freely. He set the ramp against a chair so one side of the ramp was 0.5 m off the ground. Next, he measures the distance the cart will travel down the ramp. He leaves about 10 cm at the top

of the ramp and draws a line to mark the release position of the car. He then measures the distance the cart will travel down the ramp and has a stopwatch to time how long it will take to reach the bottom of the ramp. He starts the experiment by measuring the time it takes the cart to roll down the hill without any weight on it. For the next five trials he adds a 1 kg mass to the

cart each trial. The times of the trials were 1- 27s, 2- 32s, 3- 30s, 4- 29s, 5- 30s. When comparing the data points, he decides to allow for a 5 second “fudge factor” since he may not have released the cart at precisely the exact same spot each time. He finds that adding mass to

the cart does not affect the time it takes to roll down the ramp since all of his times were within

5 seconds of each other.

1. Hypothesis: _________________________________________________________________________



4. Constants: __________________________________________________________________________

5. Control Group:______________________________________________________________________


SCENARIO #5 – Cattails

A Scientist noticed that cattails grew only in swampy parts of his backyard. He decided to try to find out why. He went to the library and found out the following facts: Cattails are not found in deserts, Cattails are usually found in many swamps, Cattails sometimes grow in rivers and streams. The scientist thought for awhile, then said, " I

think I have figured out the answer. Cattails need a lot of water to grow." He then went into his yard and dug up 100 cattails. He divided them into four groups. Each group contained 25 cattails. All of the groups were grown in

the same type of soil, they all received the same amount of light, and they were all kept at the same temperature. There was only one difference between the groups. Group 1 received 4 mL of water a day. Group 2 received 3 mL of water a day. Group 3 received 2 mL of water a day. Group 4 received 1 mL of water each day. Every day he went out and measured the plants. After 30 days he observed that the plants in group 1 had grown

an average of 8 cm. The plants in group 2 had grown an average of 4 cm. The plants in group 3 had grown an average of 2 cm. The plants in group 4 had grown an average of only 1 cm. He then decided that the amount of water that a cattail receives affects its growth. Plants that receive more water, grow more. The scientist then

repeated his experiment using another 100 cattails.

1. Hypothesis: _________________________________________________________________________



4. Constants: __________________________________________________________________________

5. Control Group:______________________________________________________________________


SCENARIO #6 – Candy Connection

Mr. Lehman wanted to know whether or not his students would do better on a quiz if he promised them candy. He went to the library and read several studies about the effect of giving food to lab animals. He found out that if animals were given food as a reward for doing something, they usually did better the more reward they were

given. He guessed that the more candy that his students were promised, the better they would do on the quiz. He had all of his classes participate in the experiment. There were four groups in all. Each group had the same

amount of boys and girls, they were all given the same quiz, they were all the same age, the same ability, and they were all from the same background. The first group was not promised any candy if they did well on the quiz. The second group was promised 1 candy bar if they did well on the quiz. The third group was promised 2 candy

bars if they did well on the quiz. The forth group was promised 3 candy bars if they did well on the quiz. Group #1 got an average of 70% on the quiz. Group #2 got an average of 80% on the quiz. Group #3 got an average of 90% on the quiz. Group #4 got an average of 95% on the quiz. Mr. Lehman then decided that the more candy a group

was promised, the better they did on quizzes. He then repeated the experiment with different students.

Using the information provided in the scenario, fill in the data table:

GRO

UP

Num

ber

of

Candy b

ars

Pro

mis

ed

Test

Avera

ge

(%)

SCENARIO #6 – Candy Connection (continued)

1. Hypothesis: _________________________________________________________________________



4. Constants: __________________________________________________________________________

5. Control Group:______________________________________________________________________


SCENARIO #7 – Sunflower Seeds

Mr. Toowise was having a difficult time getting his students to get good grades on quizzes. He was trying to think of a way that he could positively reward his students. He read an article that said that lab rats that were

rewarded with sunflower seeds ran through a maze faster than rats that were not rewarded with sunflower seeds. Mr. Toowise stated, "I think that the more sunflower seeds I promise my students, the better they will do on a quiz." He divided the class into three groups. Group one was promised zero sunflower seeds if they did well on the next quiz. Group two was promised 25 sunflower seeds if they did well on the next quiz. Group three was

promised 50 sunflower seeds if they did well on the next quiz. Group one received an average of 70% on the quiz. Group two received an average of 73% on the quiz. Group three received an average of 71% on the quiz.

He looked at his results and concluded that the amount of sunflowers promised to students does not effect their quiz scores.

Using the information provided in the scenario above, fill in the data table below:

GRO

UP

Num

ber

of

Sunfl

ow

er

Seeds

Test

Avera

ge

(%)

1. Hypothesis: _________________________________________________________________________



4. Constants: __________________________________________________________________________

5. Control Group:______________________________________________________________________


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