Learning Targets: Unit 2 Chemistry of Life

Mayfield High School Lesson Plan 2014-2015

Teacher: Nadine Goodman Brown Date: September 15—26, 2014

Subject: Advanced Placement Biology

Learning Targets: Unit 2—Chemistry of life

Science Practices (SP) The student can…

SP1 use representations & models to communicate scientific phenomena & solve sci problems. SP2 use mathematics appropriately. SP3 engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. SP4 plan and implement data collection strategies appropriate to a particular scientific question. SP5 perform data analysis and evaluation of evidence. SP6 can work with scientific explanations and theories. SP7 connect and relate knowledge across various scales, concepts, and representations in and across domains.

Big Ideas (BI) & Linked Enduring Understandings (EU) & Essential Knowledge (EK) BI 1: The process of evolution drives the diversity and unity of life. EU 1C: Life Continues to evolve within a changing environment EK1C3: Populations of organisms continue to evolve. (for Bio in Focus section 2.1, example of evolution of resistance of plants to heavy metals &technological applications of these for bioremediation)

BI 2: Biological systems use free energy & molecular building blocks to grow, reproduce, & maintain dynamic homeostasis. EU 2A: Growth, organization, & maintenance of living systems require free energy & matter.

EK2A2: Organisms capture and store free energy for use in biological processes. (storage/release of chemical potential energy of covalent bonds of organic compounds, activation energy, exergonic catabolic processes, endergonic anabolic processes, carbohydrates & lipids as molecules most commonly used for energy storage & release) EK2A3: Organisms must exchange matter with the environment to grow, reproduce, and maintain organization. (C, N, & P biogeochemical cycling related to synthesis & decomposition of organic compounds—carbohydrates & lipids for C, nucleic acids for N & P, and proteins for N, energy transfer from ATP for P) (properties of water and the importance of Hydrogen bonding, cycling of water in ecosystems; role of water in allowing chemical reactions and homeostasis of cells and ecosystems)

BI 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. EU 3A: Heritable information provides for continuity of life. EK3A1b: DNA & RNA structure (chemical structure of A, T, C, G, & U & of ribonucleotides versus deoxyribonucleotides, C numbering in nucleotides) EK3A3: Chromosomal theory explains transfer of genes from parents to offspring. (Hydrogen bonding as basis for complementary base pairing during DNA & RNA synthesis)

BI 4: Biological systems interact, & these systems & their interactions possess complex properties. EU 4A: Interactions within biological systems lead to complex properties. EK4A1: The subcomponents of biological molecules and their sequence determines the properties of that molecule. (functional groups and structural formulas of monosaccharides, amino acids, nucleotides, fatty acids, steroids) (monomers and polymers and dehydration synthesis or hydrolysis) (geometric and structural isomers, in particular relative to lipids) (hydrophobic and hydrophilic compounds, especially for fats, phospholipids, steroids, amino acids, and protein folding) EK4A2: Structure & function of subcellular compartments & their interactions provide essential cellular processes. (hydrophobic/hydrophobic interactions in determining which compartment houses a particular protein; modification of tertiary structure of proteins by phosphorylation or changes in concentrations of ions or pH; quarternary structures of proteins and their roles in metabolic pathway or signaling regulation) EU 4B: Competition and cooperation are important aspects of biological systems. EK4B1: Interactions between molecules affect their structure and function. (enzymes and their actions, metabolic pathways, feedback regulation) EK4B2: Cooperative interactions within organisms promote efficiency in their use of energy and matter. (different enzymes present in organelles or organs, signal pathways) Vocabulary Elements compounds atom Nucleus Disulfide bridge

Protons Electrons Neutrons Isotopes Quarternary structure

Atomic number Mass number Radioactive decay Half life Sickle cell disease Electron Ground state Excited state Valence shell Cystic fibrosis configuration disease

Covalent bonds Single bond Double bond Triple bond Denaturation

Electronegativity Nonpolar Polar covalent Hydrophobic X-ray covalent bond bond crystallography Hydrophilic amphipathic Hydrogen bond Ionic bond Gene

Van der waals Chemical Chemical products Chemical Nucleic acid interactions reactants equilibrium cohesion adhesion Surface tension Capillary action DNA

Specific heat Evaporative Heat of Heat of fusion RNA cooling vaporization solute solvent mole Molarity Nucleotide pH buffer Hydronium ion Hydroxide ion Polynucleotide

Organic compound macromolecule valence Hydrocarbons Pyrmidine

Functional group Hydroxyl group Phosphate group Carboxyl group Purine

Carbonyl group aldehyde ketone Amino group Deoxyribose

Sulfhydryl group Methyl group Acetyl group ATP Ribose polymer monomer Dehydration Hydrolysis Double helix reaction Carbohydrates monosaccharides disaccharide β 1,4 glycosidic Antiparallel linkage polysaccharide starch glycogen Cellulose Peptide bond

α 1, 4 glycosidic lipid steroid Triacylglyceral/ Primary linkage fat structure Saturated fatty acid Unsaturated fatty phospholipid Cholesterol R group acid α helix β pleated sheet Tertiary structure Hydrophobic 5’ 3’ or interaction 3’5’ Strategies/Activities: Monday  Overview & preassessment—students complete the power 9/15 point/self-guided self-assessment of general chemistry topics (all should be review from 9th grade physical science and from the AP or general chemistry course.  Chapter 2.1-2.4 quick lesson, directed by student questions (as a result of the pre-assessment; small group work on 2.1—2.4 sections of the chapter study guide. Homework—Animal behavior question set to complete animal behavior experimental design segment from unit 1; corrective study for 2.1 –2.4 study guide on general chemistry. Tuesday  Formative assessment –chapter 2.1—2.4 while teacher checks 9/16 animal behavior question set  Intervention if needed on 2.1—2.4 concepts (level 1,2 group); students receiving scores of 3, 4 will work on lab group kit assembly  Lesson—properties of water and Hydrogen bonding; hydrophobic, hydrophilic, and amphipathic solutes  cut and paste activity in small groups—purpose—to reinforce understanding of H bonding as the basis of cohesion, adhesion, and solvation. Homework—prelab for tomorrow’s water lab; water section of ch 2 study guide. Lab safety training tutorial and quiz due tomorrow. Wednesday  formative assessment on H bonding and its role in 9/17 interactions of water and chemicals in its environment + on lab safety while teacher checks prelabs  intervention for students demonstrating level 1,2 understanding while level 3,4 students set up for lab  water properties lab (cohesion, adhesion, capillary action, surface tension, high boiling/freezing points) homework—student designed investigation prelab—identification of whether compounds are hydrophobic or hydrophobic or amphipathic

according to their interactions with water, iodine I2, or mineral oil Thursday  teacher comments and training on special safety concerns for 9/18 the day’s lab (iodine handling, inverting test tubes, eye protection, chemical disposable, flames near volatile and flammable chemicals)  small group sharing of experimental designs and reaching of consensus on which design to attempt; teacher approval or help with modification of methods and materials  student designed labs and cleanup homework—short lab report (independent); review section 2.5 for physiological and ecological importance of properties of water Friday 9/19  Lesson—physiological importance of water from 2.5  Small groups—students assess lab reports using the standard lab rubric –whole group critiques each report & makes recommendations for improvement Homework—respond to group critiques to improve lab report for submission tomorrow; review section of 2.5 on acids, bases, pH, buffers and complete this section of study guide

Monday  Lesson—acids, bases, pH, buffers 9/22  Lab—learning how to use micropipets and Verneir and Pasco pH meter probes, as well as how complete serial dilutions; lab investigation—prediction of pH of serially diluted 3M HCl and 3M NaOH solutions & prediction of impacts of buffers on pH of serially diluted solutions Homework—prepare for a formative assessment on acids, bases,

buffers, and pH; prelab—student designed lab—impact of CO2 concentrations on pH of water (teacher shows apparatus available at end of class) Tuesday  Formative assessment—acid, pH, bases, buffers 9/23  Intervention for level 1,2 achievers while level 3,4 achievers move into small groups to share ideas for lab design  Student groups finalize designs and get teacher approval, then complete the measurements for the impact of CO2 concentrations on the pH of water Homework—Be ready to share lab designs & results, analysis, & conclusions; read & answer questions from a primary journal article on impacts of ↑ atmospheric C on tropical coral reefs; study for short test—Fri 9/26—on ch 2—20 multiple choice; 1 essay question on properties of water & pH; 3 grid in calculations for pH, solution concentration, & valence electron transfer for formation of an ionic compound Wednesday  Discussion of lab designs and results; 9/24  Paper discussion in small groups, then sharing with entire class  Reminder of test Homework—study for chapter 2 test Friday 9/26  Test  Reading/2 column notes for chapter 3.1 Homework—complete 2 column notes for 3.1 + study guide for 3.1 (topic CHNOPS bonding, functional groups) Monday  Self-grading of essays with rubrics & comparison of scores to 9/29 teacher’s score—purpose—instruction on how to write an AP bio exam essay response(15 minutes)  Lesson—C bonding, isomers, functl groups –correct study guide  Student interaction with lesson—students build ball and stick models w/ certain chain lengths, bonding strategies, and functional groups, then draw structural formulas (keep structures in lab cabinets for sharing 9/30) Homework—learn formulas and names of functional groups Tuesday,  Compare other groups models to your own; draw the structures 9/30 and identify bonding strategies and functional groups  Formative assessment—bonding strategies of hydrocarbons and substituted hydrocarbons; functional groups  Intervention for level 1,2 students while level 3,4 achievers put away models Homework: read section 3.2 & 3.3 and complete 2 column notes + complete these sections of the study guide Wednesday,  Teacher checks study guides and notes while students correct the 10/1 study guide and compare their own notes to the teacher’s notes (online at www.schoology.com)  Lesson—dehydration synthesis, hydrolysis, properties of monosaccharides and carbohydrates, especially glucose, starch, cellulose, and glycogen  Student interaction with lesson—cut and paste lab for making/breaking up carbohydrates; online tutorials Homework—prepare for a formative assessment on 3.2, 3.3, do online tutorials on subject, review previous lessons from chapter 3 Thursday,  Formative assessment, 3.2, 3.3 + review from 3.1 10/2  Intervention for level 1,2 achieving students, while level 3,4 achievers prepare for a laboratory activity to identify solutions as either starch, glycogen, or cellulose, based on activity of enzymes invertase or cellulase  Lesson on lab then lab & cleanup: purpose teach qualitative

benedicts test for reducing sugars + I2 test for starch; reinforce concept of + & - control samples  Lab groups share data, then lab discussion  Homework—read 3.4, then complete this section of the study guide + online activities at www.masteringbiology.com Friday ,  Teacher checks notes and study guides while students compare 10/3 their own notes to the teacher’s and correct study guides  Lesson on 3.4, lipids  Student interaction with lesson—examine ball space forming models, draw their chemical structures using full structural formulas, condensed formulas, and geometric/organic shorthand formulas; identify them as either: saturated fatty acid, unsaturated fatty acid, steroid, triacylglycerol, or phospholipid. Homework—prelab—properties of f acids & triacylglycerols & cholesterol (freezing/ melting temperatures, water solubitility, relative hydrophobicity/ hydrophilicity); review for formative assessment 3.4 Monday,  Formative assessment & prelab check 10/13  Lesson—lab expectations, followed by testing pre-lab predictions  Movie: Annenberg learner.org/worldofchemistry/proteins (Lev 1 & 2 formative achievers will work with teacher for remediation while level ¾ watch; those getting help will watch online at home) Homework: 2 column notes 3.5 Tuesday,  Quick check of homework while students compare their notes 10/14  Lesson—protein functions & protein primary structure + analysis of amino acid structure  Students interact w/ lesson with matching game on protein funcitons + assignment of description (hydrophobic, hydrophilic, acidic (+ charged), or basic (-), or neutral to amino acid R groups Homework: study guide section on proteins (3.5) + online activities for proteins Wednesday,  Students correct study guides while teacher checks 10/15  Lesson secondary structure  Student interaction with lesson—folding a primary structure into an alpha helix or a beta pleated sheet  Lesson—tertiary structury Homework—protein webquest (loaded onto schoology.com Thursday,  Lesson—reinforcement tertiary structure, lesson quarternary 10/16 structure  Student interaction with lesson—protein folding kit (each small group will be assigned a different protein sequence to fold; then each will present its folded proteins and rational. ) formation of quarternary interactions between protein products  Lesson—denaturation  Student lab activity—denaturing egg white albumin with salt, acid, base, shaking, or heat Homework—prepare for formative assessment on Monday + essay writing on protein structure (email teacher a copy by Sunday night so that copies can be made for group assessment in class) Monday,  Students correct essays in small groups, using an AP exam scoring 10/20 rubric  Formative assessment—protein structure and function  Trade/grade/correct formative assessments Homework—prelab (quantitative analysis of protein concentration using colorimetry and the Bradford assay); begin study or chapter 3 unit test on Thursday, 10/23 Tuesday,  Lesson—colorimetric assays and the bradford assay, safety 10/21 considerations  Prelab Ftv assessment. Students achieving level 1,2 helped while level 3,4 achieving students set up lab materials and equipment  Lab investigation, cleanup, & presentation—using the pasco & Vernier spectrophotometers to construct a standard Bovine serum albumin (BSA) concentration curve, then using the curve to find the concentration of BSA in an unknown solution Homework: read and write 2 column notes for section 3.6 nucleotides; complete study guide for section 3.6 continue preparations for unit test on chapter 3 (organic compounds and biomolecules) Wednesday,  Students compare notes and correct study guides while teacher 10/22 quick checks homework  Lesson—from text while students add to or improve notes  Student interaction with lesson—cut and paste activity constructing a double strand of DNA or regenerating free nucleotides, as well as generating a short section of DNA/RNA hybrid Homework: prelab—isolating DNA from cheek cells; detection of DNA using ethidium bromide; prepare for formative assessment on 3.6 Thursday,  Formative assessment on nucleotides & nucleic acids while 10/23 teacher checks for prelab completion  Lesson in preparation for the lab  Lab—extract DNA from check cells & confirm isolation using EtBr Homework—prepare for unit test, scientific skills exercise page 63 and questions 9—11 page 65 will help prepare you for analysis and synthesis level questions on the test. Friday,  Unit test, chapter 3 10/24

Materials: Urry, Cain, Wasserman, Minorsky, Jackson, and Reece. 2014. AP edition: Campbell Biology in Focus. Pearson Education, Glenview, IL. Chapter 2, Chapter 3

HHMI biointeractive, www.HHMI.org/biointeractive, Animations for protein & Nucleic acid structure

AP Biology 2. (2013). Biozone International, Hamilton, New Zealand. Pages______www.masteringbiology.com, chapter 2, 3 www.pubmed.org (access to primary journal articles used in class)

Protein webquest—made by teacher

Lab materials and prelabs and lab report rubrics

Retired AP bio exam essay questions and rubrics

Assessment(s): Student self-assessments at text book associated website, www.masteringbiology.com

Formative assessments after each major block of concepts

Summative assessment (test) on chapter 2 on Friday, 9/26, and over ch 3 on Friday, 10/24/2014

Laboratory report due 9/22 Summative assessment (Quiz) on animal behavior (behavioral ecology), 9/15/2014