Food,+Biomolecules,+and+Energy

flat =Food Issues Brochure=


 * Objective:** You are going to create an informational brochure that highlights one of the many food issues that is affecting our society. The issues range from things like the use of preservatives, to toxic plastics, factory farming, to genetically modified organisms, and this is only naming a few. The list is extensive. Your first step is to find a topic that interests you, get it approved and then become an expert. Once you are comfortable with your topic, you are going to take the information that you have learned and write an informational brochure. This brochure should be thought provoking, well written and packed with knowledge on your topic. The topic guidelines are found below.

Resources to consider: This is not a complete list. These are just a few starters: [] [] [|http://vm.cfsan.fda.gov/~dms/dalbook.html] [] [] [] [] []

The front cover should have your topic front and center. In addition, I want you to create a “catchy phrase” about your topic and place it on the front cover along with a picture. That is ALL that I want on the cover.
 * Front Cover**

There are four panels that you will use to put your information. These should be done in a 12pt font. The first panel should be an introduction that discusses your food issue and why it is and issue. The rest of the information is going to be your responsibility to organize. I am giving you a list of topics that must be covered, you need to place them in a way that the brochure flows nice and succinctly. You are to include two pictures on the inside panels. These pictures should go with your information and should not be used to simply “take up space”.
 * Inside Panels**

Discuss these in your brochure:
 * TOPICS:**

What is the issue? Why is it an issue? Who does is affect? Positives to the issue Negatives of the issue Economic implications Health related issues The positions (those for and those opposed with each sides arguments) Alternative solutions How to fix it Future implications

Back Cover

You are to list your resources used on the back cover, with no less then four being listed. I also want you to use the back cover for your name, date, and class period.

=Food Issues Rubric=



=Chemistry of Life powerpoint and notes= Use the powerpoint to fill in the missing portions of the notes.



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=Catalase lab= Catalase breaks down hydrogen peroxide into water and oxygen. when catalase is present, hydrogen peroxide bubbles. You will test peppers and liver for the presence of catalase. fill test tubes 3 cm full of hydrogen peroxide. You will need 3 tubes, one for warm hydrogen peroxide, one for cold, and one for room temperature. Add a piece of your food to the tubes and observe the bubbling. Measure the distance that the bubbles rise up the tube.

Answer the following: 1. Create a data table or graph of the results of both foods at all temperatures. 2. Make a drawing and write an explanation of how an enzyme or catalyst works. Be sure you have the following labeled on your drawing: enzyme, substrate, hydrogen peroxide, and catalase. 3. How does temperature and pH affect the reaction of the enzyme?

=Biomolecule webquest= Answer the following on this document:

=Biomolecules review= Complete the following review sheet:

Check your answers: =Photosynthesis powerpoint and notes= Use the powerpoint to fill in the missing portions of the notes. media type="custom" key="7962282" =Photosynthesis Webquest=

=Chromatography lab= **Objective:** To see the separation of colors and the various pigments that exist in watercolor markers.


 * Materials:**

5 different colors of watercolor markers Coffee filter or filter paper Ruler Pencil Beaker Water


 * Procedure:**
 * 1) Cut a strip from a coffee filter that fits the beaker.
 * 2) Draw a line 1” from the edge of the outside of the strip.
 * 3) Make 5 pencil dots on the line you drew. Make dots equally apart from one another. Underneath each pencil dot you are going to label with your pencil what color the dot is going to represent. (use abbreviations i.e. p=purple)
 * 4) Use the marker to make a dot for each corresponding pencil dot. Do not make these too big and you may wish to repeat this part 3 times.
 * 5) Fill a beaker with a ¼” of the water. You want the level to be below the colored dots. Check your waters level by setting your paper down outside the beaker first.
 * 6) When the salt water is a ¼” from the top edge of the paper, remove it from the beaker and place it on a clean, dry space to dry. Then you will observe what occurred with each of the colors.

**Lab Follow Up and Questions** (Please place answers on a separate sheet of paper)


 * 1) Make a list of your colors of markers used and each of the colors you found after the chromatography.
 * 2) Make a sketch of what your filter paper looked like after drying. Please use colored pencils to indicate the color movements up the paper.
 * 3) Measure the distance traveled in cm from the beginning line until the color stopped.
 * 4) Calculate the Rf values for each color. Rf = height of the color/height of the movement of the water. Rf is 1 or less.
 * 5) What color seemed to travel the highest?
 * 6) What color traveled the least?
 * 7) What is capillary action and how does it relate to this lab?
 * 8) How is capillary action important to plants?

**Extension** (10 pts Bonus) Remember…..bonus takes effort…….ELABORATE

Why did some colors travel higher then others? EXPLAIN!!

=Photosynthesis review=

=Cellular respiration notes= Open up the document and use the notes to fill in the missing information:

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=Cellular respiration webquest=



Use the following links for Part III: http://staff.jccc.edu/PDECELL/cellresp/fermentation.html http://www.biology-questions-and-answers.com/cell-respiration.html

=Review of respiration=

=Yeast Respiration lab= All organisms need to carry out the process of respiration to obtain energy to complete their life processes and activities. Various factors also affect how efficient an organism is at carrying out respiration. In this investigation, you will try to determine how yeast carries out respiration. Discuss as a group the factors that could effect respiration in yeast. We will test one factor: amount of sugar (sugar concentration). What is the dependent variable? What is the independent variable?

Part I Making bread (each person does this): Mix 4 Tbs. flour (12 level spoonfuls) with 1/2 tube of warm water, 20 ml of sugar solution (one small tube filled to the top), and 1 g. of yeast. (Suggestion: Put flour on plate, make a well in the center, add yeast, and then pour warm water on top of the yeast. Add the sugar solution.) I will come around and add salt. Mix the contents on a paper plate and knead in extra flour to remove stickiness. Form into a ball and place in a muffin tin (make sure your name is on the bottom - of the tin, of course.) Cover with a warm towel. Let rise for an hour and then we will bake at 360 until brown.

Part II Measuring yeast activity (there will be a demo set up for the class): Each of the sugar solutions used in making the bread were used the following way: 20 ml of sugar solution, 1/2 tube warm water, and 1.0 g. yeast to a test tube. Tube was shaked until the yeast dissolved and a balloon placed over the top of the tube.

Make an observation of the contents of the tube and the balloon. Note the depth of the bubbles created as well as the expansion of the balloon. **Make observations**.

Analysis: 1. State 2 clear, concise conclusions derived from the both parts of the experiments in your class. 2. What was the dependent and independent variables in the experiment? Explain. 3. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the results? Explain. 4. How did the amount of rising of the breads change with the different types of sugar solutions used? 5. What kind of respiration (aerobic or anaerobic) did the yeast carry out in the experiment? Explain.