10-17

Glucose-monomer=simple sugar
Monomer of the larger biological molecules called carbohydrates

Alanine -an amino acid = monomer of the larger molecules called proteins

Triglyceride-an example of a fat-solid animal fat/fatty acid = monomer of the larger

molecules called Lipids (NOT ALL LIPIDS ARE FATS)
Nucleotide-monomer of larger molecules called nucleic acids (all nucleotides have the
following -pentose sugar(5 carbon), phosphate group and nitrogenous base.

All the molecules are organic, all have C, H and O, essential in cell structure of all
living things

10-16

Introduction to Biological Molecules

NOT ON QUIZ THIS FRIDAY

Keep in mind throughout this UNIT :

Chemistry of Life (Biochemistry)

Molecules of life (part of living organisms), biomolecules, organic
compounds/molecules

These molecules include: (ALL CONTAIN CARBON AND HYDROGEN)

● Carbohydrates-simple sugar glucose C6H1206
● Proteins
● Lipids
● nucleic acids

NOTE:
Inorganic compounds lack carbon or hydrogen or both-example carbon dioxide
(CO2),Carbon dioxide has carbon but not hydrogen, water (H20) Water has hydrogen
but not carbon!

Monomers-small molecules, building blocks of larger organic molecules

(glucose-monosaccharide, building block to larger carbohydrates for example starch)
Polymers-larger molecules, macromolecules -example polysaccharides (starch) 100’s
of units of simple sugars(held together by covalent bonds)

These biological molecules are found in our eukaryotic and prokaryotic cells

Video notes:

Monomer-building blocks

4 groups-
Carbohydrates-commonly heard in diets, pastas and breads, source of energy(fast
source of energy)-carb loading, made up of monomer called a monosaccharides

Lipids-fats, diverse group, building blocks are fatty acid and glycerol,
examples-butter,oil and cholesterol, function-helps with insulating, fats are a good
source of LONG term energy(stored fat), make up cell membranes, excessive amount
of lipids are bad for your health

Proteins-good for muscle building, monomers-amino acids, good for immune

system, acting as enzymes (made of proteins), DNA codes for proteins

Nucleic acids-DNA and RNA, monomer=nucleotides, involved in coding of traits,

found in your food, example-strawberries

Structure of the molecules:

Carbs-CHO (carbon, Hydrogen, Oxygen)
Lipids-CHO (carbon, Hydrogen, Oxygen)
Proteins-CHON (carbon, Hydrogen, Oxygen, nitrogen)
Nucleic acids-CHONP (carbon, Hydrogen, Oxygen, nitrogen and phosphorus)
Review of Properties of Water-Diagram analysis-ON QUIZ FRIDAY 10-18
Diagram #1
➔ Capillary action - ability of water to flow against gravity.
◆ Cohesive forces allow water molecules to bind together (forming
H-bonds between one water molecule and an adjacent water molecule.
◆ Adhesive forces allow water to bind to the wall of the tube.
◆ Examples:
● Capillary action is important in moving water upwards through
small spaces.
● Plants depend on capillary action to move water upward from
the roots to the leaves.
● In the soil, capillary action also tends to move water upward
between the soil particles.
● Water is moved through small blood vessels in animals through
capillary action.
➔ Water is a polar molecule; unequal distribution of charge throughout the
water molecule.
➔ The positive end (H+) of one water molecule can form a hydrogen bond with
the negative end (O-)of an adjacent water molecule.

Diagram 2:
Through the process of capillary action, the red liquid will be drawn up through the
celery leaves. This process happens due to cohesion and adhesion.

➔ Expansion of freezing - crystal structure (ice) takes more space. Water as a

solid (ice) is less dense than liquid water allowing ice to float while keeping
the water below a liquid.
 ➔ Layers of ice in bodies of water such as ponds and lakes insulate the water
underneath allowing the aquatic living organisms to survive extremely low
temperatures.
➔ High heat of fusion - it is not easy to remove heat energy from water in
order to freeze it. This is why lakes, streams, ponds, etc. don’t freeze
completely during the winter.
➔ Only the top of the body of water freezes (HIGH HEAT OF FUSION)

Diagram 3:
Droplets of water gets bigger and bigger-cohesion (binds to water)
Droplets on the leaves-adhesion

Oil=nonpolar, hydrophobic
Water = polar, hydrophilic

Water doesn't mix with oil (it is often called universal solvent but it is not capable
of dissolving everything)

Bug able to glide on water

➔ High Surface Tension - cohesive forces are responsible for water's ability
to bind to more water creating a tough membrane that allows some
organisms (or non living things) to walk/float on water. Adhesion allows for
the organisms (or non living items) to bind to water.
➔ Surface tension is a measurement of the amount of force required to break
the membrane on the surface of water (due to hydrogen bonds)

Candies can dissolve in water-sugar is

water soluble

Diagram with the lakes (summer and winter)

➔ High Specific heat - water can absorb a lot of heat without changing its
temperature drastically.
➔ High heat of vaporization - it takes a lot of energy to change liquid water to
a gas.
➔ High heat of fusion.
 ➔ Different phases of water - solid, liquid, gas. (the diagrams showing the
phases)

Diagram 6

This diagram shows many of the properties of water

➔ Polarity of water.
➔ Phases of water
➔ High specific heat.
➔ High heat of vaporization.
➔ High heat of fusion.
➔ Expansion on freezing.

10-10
Focus: Properties of Water

Cohesion-water has the ability to bind to water molecules

Adhesion-water has the ability to bind to other surfaces

Hydrophilic-water loving (polar molecules since water is polar)

hydrophobic-water “fearing”-does not like water-non polar, do not interact with
water (LIKE DISSOLVES LIKE)
Ice is less dense than water and is able to float on the surface. This allows for the water
underneath to stay warm and the ice acts like an insulator allowing organisms to
survive.

Water is a polar molecule, uneven distribution of charge, asymmetrical

10-9
Focus: Review of classification task card

3 main domains-Archaea Bacteria, Bacteria and Eukarya

Archaea bacteria have one kingdom-ARCHAEA
Bacteria have one kingdom-Eubacteria
Eukarya have 4 kingdoms-Animalia, Fungi, Plantae, Protista

Taxa=taxonomic groups

Prokaryotic vs. Eukaryotic

Pro-always unicellular,do not contain membrane bound organelles, undergo asexual

reproduction, all have a cell wall

Eu-some have a cell wall, do contain membrane bound organelles (mitochondria,ER,

vacuoles, golgi apparatus) undergo asexual or sexual reproduction, true nucleus

Scientific name= Genus + species (must be italicized or when handwritten must be

underlined) Genus is always capitalized, species is always lowercase

10-7
Classification shows us….

Help organize
Common language
Easy to study
Continue learning about organisms
Categories
Scientific name-VERY SPECIFIC
Recognized around the world
Commonalities-molecular and cellular traits
Evolutionary Relationships

Scientific name is always written as

Genus (uppercase), species (lowercase) -both are italicized
If you are handwriting the scientific name please be sure to underline
Binomial nomenclature`

Classification system
Domains (more broad)
● Archaea
● Bacteria
● Eukarya
Kingdoms
● Archaea Domain
○ Archaebacteria
● Bacteria Domain
○ Eubacteria
● Eukarya Domain
○ Protista
○ Fungi
○ Plants
○ animals

9-30 (Simpson Scientific Method Scenarios)

Scenario#1-
Control Group-group that did not get the juice
IV-the special juice
DV-productivity (amount of stapled stacks)
Conclusion-The special Juice did NOT affect the productivity (the control group
actually stapled more stacks)
More test subjects, age and health conditions, different juice

Scenario #2-
Observation-Green SLime on the shower
Control Group-side of shower that received water only
IV-coconut juice spray
DV-amount of slime removed
Conclusion-Homer did not get the results he wanted. The coconut juice did not make
the slime disappear any better than the water.
Limitations-length of time of treatment, concentration of the coconut spray

Scenario #3-
Control Group-non exposed mice
IV-microwave exposure
DV-productivity (moving the block)
Conclusion-Exposing the mice to microwave did not change the productivity (moving
the block)
Limitations-amount of mice used, maybe use a different test subject

Scenario #4-
Control Group-Group A (original powder)
IV-experimental itch powder
DV-length of time for itches

Data supports the claim because the group that received the itching powder had 50%
more length of time for itches.

Scenario #5-
Give the family members the experimental hair product. Measure how much the hair
grew (test how fast it grew).
Control Group-did not receive the treatment
IV-the treatment
DV-time it took for hair to grow

9-27
Whole class share out-Scientific Method Lesson
Task A-
Question #1-Bias, trusted resources, validity
Question #2- analyzed by trusted peers, validity of results
Question #3- observations are what we see-need to make questions and then develop
hypothesis and then test it
Question #4-Controls do not change
Question #5-There are positive and negative control groups, used as benchmarks and
comparison
Question #6-IV = manipulated variable (cause), DV-dependent variable =results
(effect)

9-25
Scientific Method Introduction
● Purpose
○ Test predictions
○ Induce innovation
○ simplify/organize process of scientific discovery
○ Promotes deeper thinking/understanding
○ Come up with new ideas and prove them right/wrong through
experimentation
● Steps (NOT in ORDER)
○ Observations
○ Problem/question to test
○ Hypothesis
○ Experiment
■ Multiple trials
■ Identify independent(cause) and dependent variables (Effect)
■ Control (positive or negative, used to test the validity of your
results, compare to something) and experimental groups
● Example: TEST for starch, we can use water or rice, water is
negative control due to no effect because it does not react,
rice -will be a positive control due to the fact that the rice
has presence of starch)
■ Only test one group at a time
○ conclusion/results
○ Collect and analyze data
○ Consider errors/limitations to the experiment
○ Research
○ Share/peer review/communicate
○ Publish/sharing symposium/journals/online blogs/social media
NOTE: these steps are NOT linear (they overlap and go back and forth)
9-24

Binomial nomenclature
● Scientific name
○ Homo sapiens
■ Genus, species
■ Genus is capitalized, species is lower case, both are italicized
Amoeba (protista kingdom-contains organisms that don’t identify as plant or animal
fully)
● Eukaryotic (can be either unicellular or multicellular)
○ Has a true nucleus
○ Membrane bound organelles
○ unicellular
Bacteria
● Prokaryotic and unicellular
○ No membrane bound organelles
○ DNA is found in a nucleoid region or freely floating in the cytoplasm
Archaebacteria
● Ancient bacteria (temperature, pH, concentrations of salt and methane
gas etc. )
● Prokaryotic
● Unicellular
● Live in harsh environments

9/23
Virus Lesson
● Article analysis
○ COVID
■ Can trigger other conditions
■ Can be asymptomatic (no systems)
■ Different strains (forms)
○ Retrovirus
■ RNA virus that changes its RNA to DNA once inside the cell
■ This does not happen with living organisms (in living cells DNA
transcribed into RNA)
■ Once inside the host it takes over by using enzymes to make DNA
○ Bacteriophage
■ Lives on bacteria
■ Uses only bacteria as a host
■ Injects DNA inside the bacteria
 ■ Very commonly used in research
ALL Viruses are HOST specific, viruses DO NOT CONTAIN CELLS (complex chemistry
only-DNA and proteins)
Viruses have a unique shape and they differ among viruses.
MUST LIVE INSIDE A HOST INORDER TO SURVIVE-use enzymes and the genetic
material of the host to reproduce (Obligate intracellular parasites)

NOTE: Megavirus- very large and are unique they can make own enzymes (some
scientists use the information about this group of viruses to support viruses are
living)

Viruses have DNA or RNA (not both)

Have a capsid (outer coating) and the DNA is housed (or RNA)

9/16-

Nutrition
● Autotrophs
○ Troph means “feeding”
○ Make their own food
○ Producers
● Heterotrophs
○ Get food from other sources (living organisms)
○ Consumers
○ Decomposers

Metabolism/Metabolic Activities
● Cellular respiration
● Photosynthesis
● Protein synthesis
● Digestion

9-12 9-13
Characteristics of Life Lesson
● Reproduction
● React to stimuli (internal and external)
● Evolve
● Adapt
 ● Consume energy
● Made of cells
○ Organelles
○ Unicellular
○ Multicellular
○ Eukaryotic vs prokaryotic
■ Eukaryotic
● True nucleus
● Membrane bound organelles
● Can be unicellular or multicellular
■ Prokaryotic
● Lacks true nucleus
● DNA is freely floating (or in nucleoid region)
○ All cells contain
■ DNA, Ribosomes, plasma membrane and cytoplasm
○

Reproduction
● Asexual
○ Makes an exact copy
○ One parent
○ Offspring is identical to the parent cell
○ Genetically identical
■ Examples: budding, binary fission, fragmentation,
vegetative reproduction, regeneration
● Sexual
○ Two parents involved
○ Offspring is NOT identical to the parent cell
○ Not genetically identical
■ Sperm cell + egg cell = zygote (fertilized egg)