Organic Compounds.

Organic Compounds

ORGANIC COMPOUNDS A cell is mostly water.
The rest of the cell consists mainly of carbon-based molecules. Carbon forms large, complex, and diverse molecules necessary for life’s functions. Organic compounds are carbon-based molecules. Student Misconceptions and Concerns 1. General biology students might not have previously taken a chemistry course. The concept of molecular building blocks that cannot be seen can be abstract and difficult to comprehend for such students. Concrete examples from our diets and good images will increase comprehension. 2. Students might need to be reminded about the levels of biological organization. The relationship between atoms, monomers, and polymers can be confusing as each is discussed. Consider noting these relationships somewhere in the classroom (such as on the board) where students can quickly glance for reassurance. Teaching Tips 1. A drill with interchangeable drill bits is a nice analogy to carbon skeletons with different functional groups. The analogy supports the role of different functions with different structures. 2. Train cars linking together to form a train is a nice analogy to monomers linking to form polymers. Consider adding that as the train cars are joined, a puff of steam appears—thus, the reference to water production and a dehydration reaction when linking molecular monomers.

Carbon Chemistry Carbon is a versatile atom.
It has four electrons in an outer shell that holds eight. Carbon can share its electrons with other atoms to form up to four covalent bonds. Student Misconceptions and Concerns 1. General biology students might not have previously taken a chemistry course. The concept of molecular building blocks that cannot be seen can be abstract and difficult to comprehend for such students. Concrete examples from our diets and good images will increase comprehension. 2. Students might need to be reminded about the levels of biological organization. The relationship between atoms, monomers, and polymers can be confusing as each is discussed. Consider noting these relationships somewhere in the classroom (such as on the board) where students can quickly glance for reassurance. Teaching Tips 1. A drill with interchangeable drill bits is a nice analogy to carbon skeletons with different functional groups. The analogy supports the role of different functions with different structures. 2. Train cars linking together to form a train is a nice analogy to monomers linking to form polymers. Consider adding that as the train cars are joined, a puff of steam appears—thus, the reference to water production and a dehydration reaction when linking molecular monomers.

Form & Function of Organic Molecules
Each type of organic molecule has a unique three-dimensional shape. The shapes of organic molecules relate to their functions. Student Misconceptions and Concerns 1. General biology students might not have previously taken a chemistry course. The concept of molecular building blocks that cannot be seen can be abstract and difficult to comprehend for such students. Concrete examples from our diets and good images will increase comprehension. 2. Students might need to be reminded about the levels of biological organization. The relationship between atoms, monomers, and polymers can be confusing as each is discussed. Consider noting these relationships somewhere in the classroom (such as on the board) where students can quickly glance for reassurance. Teaching Tips 1. A drill with interchangeable drill bits is a nice analogy to carbon skeletons with different functional groups. The analogy supports the role of different functions with different structures. 2. Train cars linking together to form a train is a nice analogy to monomers linking to form polymers. Consider adding that as the train cars are joined, a puff of steam appears—thus, the reference to water production and a dehydration reaction when linking molecular monomers.

Properties of Organic Compounds
The unique properties of an organic compound depend on Its carbon skeleton The atoms attached to the skeleton The groups of atoms that usually participate in chemical reactions are called functional groups. Two common examples are Hydroxyl groups (-OH) Carboxyl groups (C=O) Student Misconceptions and Concerns 1. General biology students might not have previously taken a chemistry course. The concept of molecular building blocks that cannot be seen can be abstract and difficult to comprehend for such students. Concrete examples from our diets and good images will increase comprehension. 2. Students might need to be reminded about the levels of biological organization. The relationship between atoms, monomers, and polymers can be confusing as each is discussed. Consider noting these relationships somewhere in the classroom (such as on the board) where students can quickly glance for reassurance. Teaching Tips 1. A drill with interchangeable drill bits is a nice analogy to carbon skeletons with different functional groups. The analogy supports the role of different functions with different structures. 2. Train cars linking together to form a train is a nice analogy to monomers linking to form polymers. Consider adding that as the train cars are joined, a puff of steam appears—thus, the reference to water production and a dehydration reaction when linking molecular monomers.

Giant Molecules from Smaller Building Blocks
Organic macromolecules are large polymers. Three categories of macromolecules are Carbohydrates Proteins Nucleic acids Student Misconceptions and Concerns 1. General biology students might not have previously taken a chemistry course. The concept of molecular building blocks that cannot be seen can be abstract and difficult to comprehend for such students. Concrete examples from our diets and good images will increase comprehension. 2. Students might need to be reminded about the levels of biological organization. The relationship between atoms, monomers, and polymers can be confusing as each is discussed. Consider noting these relationships somewhere in the classroom (such as on the board) where students can quickly glance for reassurance. Teaching Tips 1. A drill with interchangeable drill bits is a nice analogy to carbon skeletons with different functional groups. The analogy supports the role of different functions with different structures. 2. Train cars linking together to form a train is a nice analogy to monomers linking to form polymers. Consider adding that as the train cars are joined, a puff of steam appears—thus, the reference to water production and a dehydration reaction when linking molecular monomers.

Polymer Formation Polymers are made by stringing together many smaller molecules called monomers. A dehydration reaction Links two monomers together Removes a molecule of water Short polymer Monomer Dehydration reaction Longer polymer a Building a polymer chain Student Misconceptions and Concerns 1. General biology students might not have previously taken a chemistry course. The concept of molecular building blocks that cannot be seen can be abstract and difficult to comprehend for such students. Concrete examples from our diets and good images will increase comprehension. 2. Students might need to be reminded about the levels of biological organization. The relationship between atoms, monomers, and polymers can be confusing as each is discussed. Consider noting these relationships somewhere in the classroom (such as on the board) where students can quickly glance for reassurance. Teaching Tips 1. A drill with interchangeable drill bits is a nice analogy to carbon skeletons with different functional groups. The analogy supports the role of different functions with different structures. 2. Train cars linking together to form a train is a nice analogy to monomers linking to form polymers. Consider adding that as the train cars are joined, a puff of steam appears—thus, the reference to water production and a dehydration reaction when linking molecular monomers.

Breaking up Polymers Organisms also have to break down macromolecules.
Hydrolysis Breaks bonds between monomers Adds a molecule of water Reverses the dehydration reaction Student Misconceptions and Concerns 1. General biology students might not have previously taken a chemistry course. The concept of molecular building blocks that cannot be seen can be abstract and difficult to comprehend for such students. Concrete examples from our diets and good images will increase comprehension. 2. Students might need to be reminded about the levels of biological organization. The relationship between atoms, monomers, and polymers can be confusing as each is discussed. Consider noting these relationships somewhere in the classroom (such as on the board) where students can quickly glance for reassurance. Teaching Tips 1. A drill with interchangeable drill bits is a nice analogy to carbon skeletons with different functional groups. The analogy supports the role of different functions with different structures. 2. Train cars linking together to form a train is a nice analogy to monomers linking to form polymers. Consider adding that as the train cars are joined, a puff of steam appears—thus, the reference to water production and a dehydration reaction when linking molecular monomers.

LARGE BIOLOGICAL MOLECULES
There are four categories of large molecules in cells: Carbohydrates Lipids Proteins Nucleic acids Lipid is the only large molecule that isn’t also a macromolecule Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Carbohydrates Carbohydrates are sugars or sugar polymers. They include
Small sugar molecules in soft drinks Long starch molecules in pasta and potatoes Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Monosaccharides Monosaccharides are simple sugars that cannot be broken down by hydrolysis into smaller sugars. Glucose and fructose are both monosaccharides Monosaccharides are the main fuels for cellular work. In aqueous solutions, many monosaccharides form rings. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Disaccharides A disaccharide is A double sugar
Constructed from two monosaccharides Formed by a dehydration reaction Glucose Galactose Lactose Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Polysaccharides Complex carbohydrates
Made of long chains of sugar units and polymers of monosaccharides Glucose monomer Starch granules a Starch Glycogen granules b Glycogen Cellulose fibril Cellulose molecules c Cellulose Figure 3.9 Polysaccharides

Carbohydrates (cont.) Monosaccharides and disaccharides dissolve readily in water. Cellulose does not dissolve readily in water. Almost all carbohydrates are hydrophilic, or “water-loving,” adhering water to their surface. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Lipids Lipids are Neither macromolecules nor polymers, but they are large molecules Hydrophobic, unable to mix with water Oil (hydrophobic) Vinegar (hydrophilic) Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Lipid Family The lipid family contains of: 1. Fatty acids 2. Triglycerides ( fats and oils ) 3. Phospholipids 4. Steroids ( Cholesterol, Bile Salts, Vit. D, Adrenocortical hormones, Sex hormones ) 5. Eicosanoids ( prostaglandins and leukotrienes ) 6. Others ( Carotenes, Vit. E, Vit. K, Lipoproteins )

Fats or Triglycerides A typical triglyceride, consists of a glycerol molecule joined with three fatty acid molecules via a dehydration reaction. Fatty acid Glycerol (a) A dehydration reaction linking a fatty acid to glycerol (b) A fat molecule with a glycerol “head” and three energy-rich hydrocarbon fatty acid “tails” Figure 3.11 The syntheseis and structure of a fat, or triglyceride

Triglycerides Triglycerides : the most plentiful lipid in your body. It consists of two types of building blocks: a single three-carbon glycerol molecule and three fatty acid molecules. It can be either solid (fat) or liquids (oil). It's functions in the human body are for protection, insulation, and energy storage.

Steroids Steroids : the structure of steroids differ from triglycerides, they have four rings of carbon atoms. Steroids are synthesized from cholesterol. Functions : 1. Cholesterol : minor component of cell membranes, precursor of other steroids 2. Bile Salts : digests dietary lipid 3. Adrenocortical Hormones : regulate metabolism, resistance to stress, have a role in salt and water balance 4. Sex hormones : stimulate reproductive functions and sexual characteristics

Steroids Cholesterol is A key component of cell membranes
Steroids are very different from fats in structure and function. The carbon skeleton is bent to form four fused rings. Steroids vary in the functional groups attached to this core set of rings. Cholesterol is A key component of cell membranes The “base steroid” from which your body produces other steroids, such as estrogen and testosterone Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Cholesterol Testosterone A type of estrogen
Figure 3.13 Examples of steroids

Proteins Are polymers constructed from amino acid monomers
Perform most of the tasks the body needs to function Form enzymes, chemicals that change the rate of a chemical reaction without being changed in the process Figure 3.15 Major types of proteins

The Monomers of Proteins: Amino Acids
All proteins are constructed from a common set of 20 kinds of amino acids. Each amino acid consists of a central carbon atom bonded to four covalent partners in which three of those attachment groups are common to all amino acids. Peptide bonds link amino acids together to form proteins Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Protein Structure & Function
The structure of a protein is vital to its function. Proteins differ in their arrangement of amino acids. The specific sequence of amino acids in a protein is its primary structure. A slight change in the primary structure of a protein affects its ability to function. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Protein Structure & Function
A protein’s three-dimensional shape Recognizes and binds to another molecule Enables the protein to carry out its specific function in a cell Protein Target Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Protein Shape A functional protein consists of one or more polypeptide chains, precisely folded and coiled into a molecule of unique shape. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Nucleic Acids Nucleic acids
Are macromolecules that provide the directions for building proteins Include DNA and RNA Are the genetic material that organisms inherit from their parents Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Nucleic Acids DNA resides in cells in long fibers called chromosomes.
A gene is a specific stretch of DNA that programs the amino acid sequence of a polypeptide. The chemical code of DNA must be translated from “nucleic acid language” to “protein language.”

Nucleotides Nucleic acids are polymers of nucleotides.
Each nucleotide has three parts: A five-carbon sugar A phosphate group A nitrogenous base Nitrogenous base A, G, C, or T Thymine T Phosphate group Sugar deoxyribose a Atomic structure Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

Nucleotides Each DNA nucleotide has one of the following bases:
Adenine (A) Guanine (G) Thymine (T) Cytosine (C) Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

two polynucleotide strands
Sugar-phosphate backbone Base pair Nucleotide Hydrogen bond Bases a DNA strand polynucleotide b Double helix two polynucleotide strands Figure 3.25 The structure of DNA

DNA Structure Two strands of DNA join together to form a double helix.
Bases along one DNA strand hydrogen-bond to bases along the other strand. The functional groups hanging off the base determine which bases pair up: A only pairs with T. G can only pair with C. Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

RNA RNA, ribonucleic acid, is different from DNA.
RNA is usually single-stranded but DNA usually exists as a double helix. RNA uses the sugar ribose and the base uracil (U) instead of thymine (T). Phosphate group Nitrogenous base A, G, C, or U Uracil U Sugar ribose Student Misconceptions and Concerns 1. The abstract nature of chemistry can be discouraging to many students. Consider starting out this section of lecture by examining the chemical groups on a food nutrition label. Candy bars with peanuts are particularly useful as they contain significant amounts of all three sources of calories (carbohydrates, proteins, and lipids). 2. Consider reinforcing the three main sources of calories with food items that clearly represent each group. Bring clear examples to class as visual references. For example, a can of Coke or a bag of sugar for carbohydrates, a tub of margarine for lipids, and some beef jerky for protein (although some fat and carbohydrates might also be included). Teaching Tips 1. If your lectures will eventually include details of glycolysis and aerobic respiration, this is a good point to introduce the basic concepts of glucose as fuel. Just introducing this conceptual formula might help: eating glucose + breathing in oxygen (yields) water + usable energy (used to build ATP) + heat + exhaled CO2. 2. The section about our use of sugars may be of considerable interest to your students, who might not be expecting much interest in a lecture about organic chemistry. Consider an assignment for each student to bring to class a product label indicating high-fructose corn syrup (HFCS) as an ingredient. 3. Learning the definitions of word roots is invaluable when learning science. Learning the meaning of the prefix word roots “mono” (one), “di” (two), and “poly”(many) helps to distinguish the structures of various carbohydrates. 4. Consider an assignment for students to access the Internet and find reliable sources that discuss high sugar consumption in the modern diet. The key, of course, is in the quality of the resource. Consider narrowing down the categories to certain nonprofit health organizations (American Cancer Society, American Heart Association, etc.) and peer-reviewed journals. 5. A simple demonstration can illustrate hydrophobic and hydrophilic substances. In front of the class, mix colored water and a yellow oil (corn or canola oil work well). Shake up the mixture and then watch as the two separate. (You may have a mixture already made that remains separated; however, the dyes may bleed between the oil and the water.) 6. Margarine in stores commonly comes in liquid squeeze containers, in tubs, and in sticks. These forms reflect increasing amounts of hydrogenation, gradually increasing the stiffness from a liquid, to a firmer spread, to a firm stick of margarine. As noted in the text, recent studies have suggested that unsaturated oils become increasingly unhealthy as they are hydrogenated. Perhaps your students can find references to this correlation on the Internet. 7. Many analogies relate to students the diversity of proteins that can be made from just 20 amino acids. The authors note that our language uses combinations of 26 letters to form words. Proteins are much longer “words,” creating even more diversity. Another analogy is to trains. This builds upon the earlier analogy when polymers were introduced. Imagine making different trains about 100 cars long, using any combination of 20 types of railroad cars. Mathematically, the number of possible trains is 20100, a number beyond imagination. 8. The functional significance of protein shape is an abstract molecular example of form and function relationships, which might be new to some students. The binding of an enzyme to its substrate is a type of “molecular handshake”, which permits specific interactions. To help students think about form and function relationships, share some concrete analogies in their lives - perhaps flathead and Phillips screwdrivers that match the proper type of screws or the fit of a hand into a glove. 9. The authors note that the difference between a polypeptide and a protein is analogous to the relationship between a long strand of yarn and a sweater knitted from yarn. Proteins are clearly more complex! 10. Most cooking results in changes in the texture and color of a food. The brown color of a steak is the product of the denaturation of proteins. Fixatives such as formalin also denature proteins and cause color changes. Students who have dissected vertebrates will realize that the brown color of the muscles makes it look as if the animal has been cooked. 11. Consider this assignment to wrap up the presence of organic molecules in our diets. Have students working individually or in small groups analyze a food label listing the components of a McDonald’s Big Mac. Note the most abundant organic molecule class (perhaps by weight) found in each component. 12. The “NA” in DNA and RNA represents “nucleic acid”. Students often do not make this association without assistance.

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