3.1 Chemical elements & water

Taylor's "Water;"

water polarity;

water properties;

1. Check assignment

2. Informal quiz over 3.1

3. Overview carbohydrates et al

a) On one large index card, students draw:

• protein monomer - amino acid (methionine)
• nucleic acid monomer - nucleotide.pdf (choose one)
• carbohydrate monomer - glucose.pdf (select the ring structure)
• lipid - draw one fatty acid.pdf & one glycerol

b) Students make study notes from assessment statements 3.2 (this means "copy statements and make exemplar answers")

Taylor's Carbohydrates;

Clegg 37-52;

SG 13-16;

3.2 Carbohydrates, Lipids & Proteins

Prac

[B-wet]

[C-paper]

[B block] From Burrell, "Start them on solids"

[C block] Review practice Po

tato prac data (from Taylor)

[ B block] Play with white powders in the lab!

1. Given 5 white powders (4 edible substances and napthalene) students test them to characterize them.
2. Students develop method to determine a) characteristics of material; (b) what it can NOT be; (c) what it may be
3. Record data in lab book

[C block] Students write Design for potato diffusion practical.  Submit as Google Doc:  C_Potato_D_name  

From Burrell:  http://bit.ly/aYAvzW;

1.  View Taylor's presentation of Carbs, Lipids, Protiens

a) Students write 3.2 assessment statement answers by hand or type - but must be submitted in hard copy on due date; next class!

b) Students read all 3.3 assessment statements before next class.

1. Lecture protein structure from assessment statements.

2. Next class we will begin class with brief FORMATIVE quiz on proteins.

a) Make sure you have 7.5 assessment statements completed.

b) Complete 3.3 and 7.1 (both on "DNA structure") before next class.  Do this on the the assessment statement papers we "built" in class today

Protein images;

Collagen, elastin;

Globular proteins;

3.3 DNA

Goals: (1) Survey DNA assess/st. and organize them for understanding; (2) Study protein structure [this is foundation & context for why DNA is important]

1. Intro-Ask (S) to draw typical amino acid, fatty acid and monosaccharide.

2.  Ask students to describe how monomers are added to from polymers and how polymersa are digested to from monomers.

3. demonstrate effect of  H₂SO₄ added to sucrose, glucose and fructose.

4. Study DNA structure with students (they take notes on the A/S they organized in last period.

a) complete assessment statements:

3.3 & 7.1 & 7.5 (HL)

3.3 (SL)

1. Students "Draw a diagram of a portion of the molecular structure of DNA" ... then collaborate on board to add maximum detail.

2. Summarize what HL/SL need to know about DNA based on diagram.

3. Introduce nucleosome structure and

nucleosome organization (see Wikipedia) to students

• look at nucleosome/DNA image on Wikipedia (see above)
• identify functions of this protein  

4. Highly DNA repetitive sequences...

a) make parallel flowchart for DNA replication and DNA transcription (ie. as two columns on a page) Pay special attention to similarities and differences; this may be challenging!

b) formative quiz next class on this assignment & DNA structure.

Nucleosome;

Explore stretch of code (NOVA);

1. Play HHMI's DNA replication for students.

2. Brainstorm by self:

• Std's list "parts" self/grp
• Std's list "events" self/grp

3. in Groups of 3: Make list into individual cards using flowchart symbols; but invent "part" symbols (like "blob" for enzyme, 3-part symbol for nucleotide,etc.).

4. Find a resource that clearly helps you understand the process of replication.

a) Quiz next day, "Explain/ describe/ outline DNA replication."

b) Read Clegg on "transcription"

c) Review Study guide on "transcription"

DNA replication fork;

DNA replication process;

Kirk's replication;

HHMI replication;

1. Quiz: "_____ DNA replication"

2. Clarify 5' and 3' end of DNA

3. Review replication

1. Review HHMI detailed animation on translation.

2. Students cut out index card model of mRNA, Ribosome (with 3 sites), tRNA, amino acid; and animate their models to illustrate translation.