today’s agenda

Today’s AgendaPeriod 1: Quiz on Cell Respiration If finished early: Extra Credit – Science News

ArticlePeriod 2: Brief overview of Reading Notes (previewing &

summarizing) Reading: Ch. 38.1, pages 971-973 Quick Reading Comprehension Quiz

Objectives for Class:1. Show what you know about cell respiration on the quiz.2. Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein)3. Identify examples of foods that contain carbohydrates, lipids, and proteins.

Effective Active Reading Notes

1. Preview the text Look at headings, pictures,

captions, bold words Make a prediction about the main

ideas Write a question you think/hope

will get answered2. Actively read by taking notes in

whatever way is most helpful for you. Writing questions &

connections as well as key ideas can be helpful… try a 2-column format.

3. Summarize the main ideas & key points in a short paragraph (in your own words)

10.15.09Section 38.1: Food & NutritionPreview:• I think this section is about…• Question: What is a nutrient?Notes:Key Points Q’s/Connections

Summary:

Homework: Read pgs. 44-46 and answer the questions on the back of

the assignment sheet (do this in your notebook). Do Now:

In this Hamburger… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure

which category (carbs, lipids, proteins) they go in Today’s Objectives:

Identify the major learning goals of the Digestion Unit Given an example of a food, identify the sources of

carbohydrates, lipids, and proteins.

Bio 9: Friday, 10.16.09Title: Nutrients in Food

Identifying the Carbon Compounds in this Hamburger

Objectives for Class:1. Given an example of a food, identify the sources of carbohydrates, lipids, and proteins.2. Identify examples of foods that contain carbohydrates, lipids, and proteins.

Ketchup = Mostly Carbohydrate (simple sugar from Corn Syrup) Hamburger

Meat = Lipids and Proteins

Cheese = Mostly Proteins and Lipids

Lettuce and Tomato = Carbohydrate (Fiber)

Bun = Carbohydrate (Complex Carb from Starch)

The next Month (or so) at a Glance: Biochemistry, The Power of Enzymes, and Digestion

We will be answering these questions:

What’s in this Hamburger? How do we get the stuff that’s in it, out? What happens to this stuff as we get it out? Why do we need this stuff?

By the end of this unit, you should be able to… Explain why we need carbohydrates, lipids, and proteins Explain how we extract these nutrients from food Explain how an enzyme’s structure fits its function Explain how structures in the digestive system fit their

function Explain why enzymes are essential to digestion Exhibit basic lab safety skills in the McMush & Enzyme Labs

Design A MealWhat foods have these compounds? Part I: Do Now

In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs,

lipids, proteins) they go in Part II:

Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?

Part III: Draw a picture of your meal on a larger piece of paper Label the Carbon Compounds on the picture Under each Label

List the things these individual compounds do for our bodies List at least Two Major Characteristics of each compound


Homework: Read pgs. 44-46 and answer the questions on the back of the

assignment sheet (do this in your notebook). Do Now:

In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids,

proteins) they go in Today’s Objectives:

Identify the major learning goals of the Digestion Unit Identify one key function of each macronutrient in food

(carbohydrate, lipid, and protein) Identify examples of foods that contain carbohydrates, lipids, and

proteins.

Bio 9C: Friday, 10.16.09Title: Nutrients in Food

The next Month (or so) at a Glance: Biochemistry, The Power of Enzymes, and Digestion

We will be answering these questions:

What’s in this Hamburger? How do we get the stuff that’s in it, out? What happens to this stuff as we get it out? Why do we need this stuff?

By the end of this unit, you should be able to… Explain why we need carbohydrates, lipids, and proteins Explain how we extract these nutrients from food Explain how an enzyme’s structure fits its function Explain how structures in the digestive system fit their

function Explain why enzymes are essential to digestion Exhibit basic lab safety skills in the McMush & Enzyme Labs

Design A MealWhat foods have these compounds? Part I: Do Now

In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids,

proteins) they go in Part II:

Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?

Part III: Draw a picture of your meal on a larger piece of paper Label the Carbon Compounds on the picture Under each Label

List the things these individual compounds do for our bodies List at least Two Major Characteristics of each compound

Objectives for Class:1. Identify one key function of each macronutrient in food (carbohydrate, lipid, and protein)2. Identify examples of foods that contain carbohydrates, lipids, and proteins.

Homework:1. Use Effective Reading Strategies to Read pgs. 46-

48. PAY CLOSEST ATTENTION TO PROTEINS AND LIPIDS! Put effective reading notes in your Notebook!

2. Read the entire McMush Lab packet Answer the Pre-Lab questions on p. 1-2 Note: this is a long HW assignment!

Do Now: On the next slide… slightly extended Do Now

Today’s Objectives: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food

Bio 9C: Monday, 10.19.09Title: Carbon Compounds

Carbon Compounds:The Molecules of Living Things

Extended Do Now: Find the handout labeled “Carbon Compounds:

Chemical Structures.” Look at all the diagrams. Why do you think these are called CARBON

compounds? Write some reasons in your notebook.

Let’s get a sense of scale: How Do Molecules & Atoms Relate to Cells?

Zoom In

Zoom in…

A Single Organelle (chloroplast) in the CellPLANT CELLS

A Single Molecule inside the Organelle (chlorophyll)

Atoms come together to make up molecules

Zoom in a lot more…

What elements do you see in the atoms that make up this molecule?

Six Common Elements in Living Things:

Carbon (C) Hydrogen (H) Nitrogen (N) Oxygen (O) Phosphorus (P) Sulfur (S)

CHNOPS

Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food

Carbon: The “Swiss Army Knife” Element of Life

More versatile than any other element! Can bond with itself and many other elements Forms millions of large molecules

Monomer – a single, building-block molecule based on carbon

Polymer (a.k.a. Macromolecule)– “Many monomers” a long chain of monomers bonded together to form one huge molecule

Objectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food

4 Types of Carbon-Based Compounds:

Carbon combines with Hydrogen, Nitrogen, Oxygen, Phosphorus, and Sulfur to form these 4 Compounds:

Carbohydrates Lipids Proteins Nucleic Acids

Each type is made of monomers that connect to form polymers.

IMPORTANT NOTE: Each type is separate – not made of each other! Lipids are not made of carbs!]Objectives for Class:

Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food

Carbohydrates contain C-H2OSimple sugars Monosaccharide = one sugar

Ex: glucose, fructose Disaccharide = double sugar

Ex: sucrose, lactose, maltose Used as an immediate energy

source(for cell respiration to make ATP)

Foods: sugar, fruit, candy, juice, sodaObjectives for Class: Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food

More CarbohydratesComplex sugars Polysaccharide = many sugars Can be used for:

Long-term energy storageEx: Starch

Foods: grains, root vegetables (bread, pasta, cereal, rice, corn, potatoes)

Structural supportEx: cellulose (plant cell walls) (aka “fiber”)

Foods: fruits, vegetables, whole grains (lettuce, celery, whole wheat)Objectives for Class:

Identify the 6 key elements found in living things Explain how monomers and polymers relate to each other Identify examples of foods that contain carbohydrates Identify two key functions of carbohydrates in food

Design A Meal - Day 2 “Carbs”

What foods have these compounds? Part I: Do Now

In the food/meal that you thought of for homework… What are the sources of carbohydrates? What are the sources of lipids (fats)? What are the sources of proteins? List any ingredients for which you’re not sure which category (carbs, lipids, proteins) they go in

Part II: Compare your meal with the person sitting next to you. Do you have the carbon compounds labeled properly?

Part III: Draw a picture of your meal on a larger piece of paper Label the Carbon Compounds on the picture Under the Carbohydrate Labels:

List at least Two Major Characteristics of the carbohydrates

Describe what the carbohydrates do for our bodies


Homework:McMush Lab Informal Lab Report – Paragraphs 1, 2, and most of 3. Due Tuesday, 10.27.09

Do Now: Get Goggles and Apron On! Take out the McMush Lab packet and a pen/pencil Clear your table of everything else

Today’s Objectives: Follow lab safety guidelines and lab procedures Predict which carbon compounds are in a Happy Meal Use chemical indicators to test the compounds in a

Happy Meal

Bio 9C: Thursday, 10.22.09Title: The McMush Lab

Double Block

The World Famous McMush Lab… Important Terms and Concepts I

What are chemical Indicators? Chemicals that indicate the presence of a certain substance by changing color when

they are in contact with that substance. A change in color = Positive Result (the substance is there) NO change in color = Negative Result (the substance is NOT there)

3 Chemical Indicators in this Lab: Benedicts Solution: Changes color when it comes in contact with a Monosaccharide

like Glucose Iodine: Changes color when it comes in contact with a Polysaccharide like Starch Buiret Solution: Changes color when it comes in contact with a Protein

Negative Control = Water The variable that is the same for all test trials. It is guaranteed to give a Negative

Result Why use water?

Why must we do Part I BEFORE Part II? What does Part I tell us so that we can do Part II?

Procedural Notes: Each team member should be the leader for 2 of the 4 tests When using the Hot Plate and Boiling the water - NO Messing Around

The World Famous McMush Lab… Important Terms and Concepts II

Using the well plate for the protein and starch tests Use 2 wells for the Protein Test

(one for the pure protein, the other for Water) Use 2 wells for the Protein Test

(one for the Starch, the other for Water)Protein Solution + Biuret Indicator

Water in Protein Test + Biuret Indicator

Starch Solution + Iodine IndicatorWater in Protein Test + Iodine Indicator

Homework: McMush Lab Informal Lab Report – Paragraphs 1, 2,

and most of 3. Due Tuesday, 10.27.09 Do Now: (in your notebook)

Don Now: What types of foods contain a lot of protein? What was the protein source in what you ate for

dinner last night? Today’s Objectives:

Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins

Bio 9C: Thursday, 10.22.09Title: Carbon Compounds, cont. - Proteins!

Most animal products such as Meat & fish Eggs Milk, yogurt, cheese

Beans and nuts (especially when eaten in combination with complex carbs)

What Foods Contain Proteins?

Objectives for Class: Identify examples of foods that contain proteins Identify two key functions of proteins Describe the monomers and polymers of proteins

Have thousands of different uses!Proteins can be… Enzymes (control chemical reactions) Hormones (ex: insulin) Transporters

in cell membranes in blood cells (hemoglobin)

Body structures (hair, muscle, skin, bone) Immune system (fight diseases)

Proteins contain C, H, O, N and some S


Proteins are made of: Amino acids

(monomers) There are 20 different

amino acids (different R’s)

Thousands of A.A.’s connect in any possible order to form long chains this makes thousands of different possible proteins

How can there be so many Different Proteins?


Design A Meal - continuedWhat foods have these compounds? Part I: Do Now



Part III: Draw a picture of your meal on a larger piece of paper Label the Carbohydrates and Proteins on the picture Under each Label

List the things these individual compounds do for our bodies

List at least Two Major Characteristics of each compound


See you Monday…

Bio 9B: Friday, 10.23.09Title: NO CLASS Community Service Day

Homework:McMush Lab Informal Lab Report due todayComplete two paragraphs in NOTEBOOKS according to assignment sheet prompts.

Do Now: (in your notebook) What happens when you pour oil into water?

Why do you think this happens? Today’s Objectives for Block 1:

Identify examples of foods that contain lipids Identify two key functions of lipids Describe the monomers and polymers of lipids

Bio 9C: Wednesday, 10.28.09Title: Carbon Compounds, cont. - Lipids! (block 1)

Double Block

Examples: Fats, oils, cholesterol, waxes

Characteristics: Made of fatty acids and glycerol Do not dissolve in water (repel

water) How It’s Used:

Long-term ENERGY storage Cell membranes Waterproofing Steroid hormones

Foods: Oils (from nuts, seeds, fish, cheese, meat), butter, lard.

Lipids contain mostly C and H

Objectives for Class: Identify examples of foods that contain lipids Identify two key functions of lipids Describe the monomers and polymers of lipids

Mad carbons = Mad Energy

(aka – mad calories)Note: The structure of the Fatty Acid determines the type of Fat (i.e.: saturated vs. unsaturated)

Design A Meal – Day 4 “Lipids”

What foods have these compounds? Part I: Do Now



Part III: Draw a picture of your meal on a larger piece of paper Label the Carbohydrates, Proteins and Lipids on the

picture Under each Label

List the things these individual compounds do for our bodies

List at least Two Major Characteristics of each compound


Made of: Nucleotides

(monomers) Connected

together into long chains (helix)

Used to store and transmit genetic instructions for making proteins

• DNA (stores genetic info)• RNA (carries genetic info to

ribosomes)

Nucleic Acids contain C, H, O, N and P

Objectives for Class:

Objectives for Class: Explain the difference between reactants and products in a chemical reaction Explain how an enzyme’s structure fits it function

Introduction to Enzymes: Transition


Some new Vocab: Chemical Reaction: Process that changes or

transforms one set of chemicals into another Reactants: compounds that enter the chemical

reaction Products: compounds that are produced in the

chemical reaction Catalyst: Something that speeds up a chemical

reaction Either to build something – Synthesis Or to break something – Decomposition

Introduction to Enzymes: “Chemical Reaction Vocab”

See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc


See Handout for accompanying notes to guide website visuals: ..\enzymes\PHA_Bio9_Enzyme_notes_lewport link_09-10.doc

Some More Vocab: Enzymes: Proteins that speed up reactions

(the “catalyst”) Substrate: The reactants in a chemical

reaction



Let’s take a reaction we have seen a few times to illustrate the vocabulary…


glucose + oxygen carbon dioxide + water + ATP energy + heat

Substrates/ Reactants = Stuff Entering a Chemical Reaction

Products = Stuff Produced from a Chemical Reaction

Homework: Complete the Starch Digestion Pre-lab

Do Now: (in your notebook): Which shapes would fit together? Why?

Today’s Objectives for Block: Explain the difference between reactants and products in a

chemical reaction Explain how an enzyme’s structure fits it function

Bio 9C: Thursday, 10.29.09Title: Introduction to Enzymes

Introduction to Enzymes: “Enzyme catalyzed reaction”


Enzyme = Protein that “Speeds Up” a Chemical Reaction

Enzymes are a “catalyst”

Products = Stuff Produced from a Chemical Reaction “Enzyme – Substrate

Complex”

Substrate = Reactants of a Chemical Reaction

“Bonding Site” – where the substrate bonds to the enzyme

This shows the reaction happening!!!

Notes use the following Website:

Lew-Port’s Biology Place

http://www.lpscience.fatcow.com/jwanamaker/animations/Enzyme%20activity.html

Enzymes in Action: “Lew-Port’s Biology Place”






Enzymes in Action


This model shows the molecular structures of the enzyme and substrate in a reaction that breaks down glucose.


Students read Background Information to themselves

Whole Class Discussion of Background Info Students work in Pairs to complete Pre-Lab

Introduction to Enzymes: “Starch Digestion w/ Salivary Amylase”

Enzyme Lab: Starch Digestion w/ Salivary Amylase – Seats

door Front of roomNehemie

AaliyahRishab Carl

Biverly

Alejandra

Merrelin

Larissa

Hannah

YasmineKiraleah

Milly

Ashley

Michael

Gustavo

Alain Erik

DrishtiMaddie

Rowan Derrell

Arielle Jasmine

* Get apron and goggles, then sit down.

Homework: Answer the lab analysis questions (typed or

neatly written on separate paper). STAPLE to the packet!!!!!!!!!!!!!!!!!!!!

Do Now: (in your notebook) In 1-2 sentences, explain what this chemical

equation means:

STARCH GLUCOSE Today’s Objectives:

Predict how an enzyme affects the speed of a chemical reaction Use proper lab procedures to test how saliva enzymes affect the

speed at which starch breaks down into glucose

Bio 9C: Friday, 10.30.09Title: Enzyme Lab: Starch Digestion

Double Block

salivary amylase

Enzyme Lab: Starch Digestion w/ Salivary Amylase STARCH GLUCOSE

Safety: Goggles and apron Be careful around hot plates!

Procedure:

Starch & Water

Starch & Water & Enzyme(salivary amylase)

Questions: Which tube will contain glucose after 10 minutes?

How will we know?

salivary amylase

Safety: Goggles and apron Be careful around hot plates!

Clean Up: Pour test tubes into waste container Rinse test tubes in soapy water Turn off hot plates if everyone at your table

is done

If finished early: Discuss Analysis Question #2 with your

partner

salivary amylase

Enzyme Lab: Starch Digestion w/ Salivary Amylase STARCH GLUCOSE

Homework: Complete the Introduction, Hypothesis, and

Procedure sections of the lab report Do Now: (in your notebook)

Complete the two questions that are on the Enzyme Lab Extension packet.

Today’s Objectives: Develop a set of procedures for an experiment Use your knowledge of how enzymes are denatured to

develop a set of procedures to denature salivary amylase

Bio 9C: Monday, 11.2.09Title: Design an Experiment

In groups of 4, follow the steps to develop a set of procedures for the enzyme lab extension.

Use the form titled:“Enzyme Lab Extension – Design an Experiment: Developing Procedures to Test for the Denaturing of Salivary Amylase”

Enzyme Lab Extension: Design an Experiment

Homework: Refine your procedures QUIZ IS POSTPONED until next week

Do Now: (in your notebook) What has been the most difficult aspects of

developing the procedures for this lab? (I also need to give you an update on where we

stand with the Enzyme Lab, McMush Lab, and the postponed quiz)



Bio 9C: Wednesday, 11.4.09Title: Design an Experiment – Day 2

Single Block – not a Double Block

Get back into your groups of 4 from Monday

Complete Background Info to Step B of the Procedure section

Tomorrow, each group will complete their procedures and materials list. You will also develop a data table to take your Results.

Friday, we will carry out your lab procedure


Homework: Review Procedures for Lab. QUIZ IS POSTPONED until next week

Do Now: (in your notebook) Get into your groups and begin developing the

procedure for your lab Review background info



Bio 9C: Thursday, 11.5.09Title: Design an Experiment – Day 3

Today: Get back into your groups of 4 from

Monday Complete Procedure section through the

Results section Tomorrow, each group will carry out

their OWN experiment!!!!


Enzyme Lab: Denaturing Salivary Amylase – Seatsdoor Front of room

Alain

Jasmine

Arielle

AlejandraKiraleah

Larissa

Drishti Milly

Derrell

Rowan

Maddie Michael

Gustavo

Ashley Beverly

Aaliyah Yasmine

Nehemie

Hannah

Rishab

Heat

pH

pH

Heat

Heat

Erik Carl

Homework:1. Type up procedures from this lab. Make data table in Word or Excel.

Do Now: Get Goggles and Apron On! Take out your procedures Clear your table of everything else

Today’s Objectives: Develop a set of procedures for an experiment Follow lab safety guidelines and lab procedures Use your knowledge of how enzymes are denatured

to develop a set of procedures to denature salivary amylase

Bio 9C: Friday, 11.6.09Title: Denaturing Salivary Amylase Experiment

Enzyme Lab: Denaturing Salivary Amylase Safety:

Goggles and apron Be careful around hot plates!

Procedures:Group Captain

Denaturing Agent

Key to Lab

Aaliyah *** Heat Hot water bath for s. amylase for 5 min to denature s.a. at start of lab. ***Check in before beginning lab

Nehemie** Heat Hot water bath for s. amylase to denature s.a. at start of lab. How long should it be in there? **

Kiraleah *** Heat Hot water bath for s. amylase to denature s.a. at start of lab. Does team need other test tubes? How long in hot water? *** 4 test tubes?

Arielle** Lemon Juice/ (extreme pH)

Put 5ml of lemon juice in s. amylase. For how long?**

Drishti** Hydrochloric Acid/ HCl (extreme pH)

Put 3ml of HCl in s. amylase. For how long?**4 test tubes

Homework:Evaluate your McMush Section

Do Now: What was the purpose of the Denaturing Lab?

Today’s Objectives: Develop a set of procedures for an experiment Follow lab safety guidelines and lab procedures Use your knowledge of how enzymes are denatured

to develop a set of procedures to denature salivary amylase

Bio 9C: Monday, 11.9.09Title: Denaturing Salivary Amylase Experiment wrap-up

Enzyme Lab: Denaturing Salivary Amylase Review

Group Captain

Denaturing Agent

Key to Lab Results

Aaliyah Heat Hot water bath for s. amylase for 7 min to denature s.a. at start of lab.

Contaminated graduated cylinder with starch and s.a. Redid exp. = retested the denatured treatment. No reaction = denaturing worked.

Nehemie

Heat Hot water bath for s. amylase to denature s.a. at start of lab. Time: 7 min

Reaction w/ denatured s.a. – turned orange. Glucose in test tube.

Kiraleah Heat Hot water bath for s. amylase to denature s.a. at start of lab. Time: 10 min

Bad procedures = inconsistent results. Redo the lab

Arielle Lemon Juice/ (extreme pH)

Put 5ml of lemon juice in s. amylase. Time: 5min

It worked – Denatured s.a. w/ lemon juice. No reaction.

Drishti Hydrochloric Acid/ HCl (extreme pH)

Put 1.5ml of HCl in s. amylase. Time: 2 min

Denatured s.a. – no reaction. It worked.

Homework:2. In Your Notebook: Use the study guide to begin studying for the Carbon Compounds and Enzymes Quiz that we are having on Friday. Identify the top 5 questions you find most difficult, circle them, and respond to them in as much detail as possible! I will check these on Thursday.

Do Now: Find classmates that have the same McMush section that you

reviewed last night for homework. Today’s Objectives:

Develop a set of criteria for guiding high quality scientific writing assignments

Bio 9C: Thursday, 11.12.09Title: McMush Revision

Complete the following steps in your notebook. Clearly label the steps. Step 1: Section Calibration

Find classmates that have the same section as you. Compare your notes for your respective evaluations

Which response is stronger and why? Compare your notes of the 3 qualities that make it stronger –

compile your list and narrow the criteria to less than 5 qualities that make the stronger selection a better choice

Step 2: Lab Report Jigsaw Form groups with classmates who have the three other sections Compare the criteria of good scientific writing your last groups

came up with. Use a table to compare the criteria different groups developed so

that one side shows the similarities and the other shows the differences.

Use this analysis to compile a list of at lease 5 qualities that make scientific writing strong.

When completed write these 5 things on the side white boards

Developing Criteria to Guide Scientific Writing

Objectives for Class: Develop a set of criteria for guiding high quality scientific writing assignments

Similarities

Differences

Homework:1. Finish McMush Revisions2. Continue studying for Quiz on Wednesday

Do Now: Sit with your group members from Part II on Tuesday’s class

Today’s Objectives: Develop a set of criteria for guiding high quality scientific

writing assignments

Bio 9C: Friday, 11.13.09Title: McMush Revision

Complete the following steps in your notebook. Clearly label the steps. Step 3: Whole Class Discussion

As a whole class, compare the similarities and differences between the criteria that each group developed. From this data, what are the Top 5 criteria that can be used to guide strong scientific writing?

Developing Criteria to Guide Scientific Writing


The Top 6 criteria to guide and improve scientific writing1. Background info needs to be explained – someone who doesn’t

know the lab can understand what you did.2. Use proper spelling and grammar in sentences/ paragraphs.3. Information is relevant to the lab and “on topic”4. The report addresses all aspects of the rubric and includes all

parts of the lab5. Use evidence and examples to support your analysis and

background information (examples and evidence can be found in the lab results/ data, other labs, textbook, notes, internet)

6. Must be clear and understandable. Use details to make it clear and interesting.

9C’s 5 Criteria for Good Scientific Writing


The Top 6 criteria to guide and improve scientific writing

1. Background info needs to be explained – someone who doesn’t know the lab can understand what you did.

2. Use proper spelling and grammar in sentences/ paragraphs.

3. Information is relevant to the lab and “on topic”4. The report addresses all aspects of the rubric and

includes all parts of the lab5. Use evidence and examples to support your analysis

and background information (examples and evidence can be found in the lab results/ data, other labs, textbook, notes, internet)

6. Must be clear and understandable. Use details to make it clear and interesting.

The World Famous McMush LabRevision

Peer Revision:1. Swap your McMush Lab Report with another

student in your group. 2. Use the 5 Criteria we have just developed

to evaluate your neighbor’s paper. Next to each section of the paper (Intro, Methods,

Results, Discussion) write and circle the number of the criteria ( i.e.: 4 ) that is either missing from the section and/or can be improved.

You DO NOT need to revise the lab if you received 16/20 or higher for the lab report write-up (but you can)

today’s agenda

Documents

sources of proteins

sources of carbohydrates

sources of lipids fats

food carbohydrate

carbon compounds

key ideas

food nutritionpreview

carbohydrate fiberbun