Macromolecules
The macromolecule unit was a very fun unit. We got to see what is inside our food and learn how to create a balanced meal that satisfies all of your macromolecule needs. Best of all we got to solve a murder case by investigating and testing the mans stomach contents to see what he had consumed. The first thing we did was did general research on macromolecules that can be seen on the right.
Finally, our last project. Murder in a meal was an activity where you used indicator solutions to test and find out which macromolecules were in a man's stomach before he died from being poisoned. He mainly ate at 3 restaurants and got 3 things. Veggie pasta, pepperoni and sausage pizza, and buffalo wings. 2 of those have a large presence of protein but after the test results came back we noticed that there was no protein in his stomach. That meant it had to be the veggie pasta restaurant.
Non-Biology concepts were integrated into this unit because we used critical thinking to solve an unknown case. This relates to investigatory classes because it teaches you to be looking out for those small clues because sometimes they can be the biggest.
Content
The first concept we studied in the macromolecule unit was macromolecules themselves, carbohydrates, proteins, lipids, and nucleic acid.
The first was carbohydrates. The monomer (building block) of carbohydrates is sugar. Carbohydrates have many dietary sources, including fruits, vegetables, milk, grains, nuts, and seeds. The primary function of carbohydrates is to provide and store energy and extra proteins and fats short term energy. Some examples of carbohydrates are starch, glucose, fructose, lactose, and galactose. The elements of carbohydrates are carbon, hydrogen, and oxygen.
The second macromolecule we were introduced to was Proteins. The monomer of proteins is amino acids. Like carbohydrates, protein has many great dietary sources such as meat, fish, bread, eggs, and cheese. The primary functions of proteins are the structure-function of tissues, messengers, and antibodies. Some examples of proteins are collagen, coronin, dystrophin, and elastin. The elements of proteins are carbon, hydrogen, oxygen, and nitrogen.
The third of the four macromolecules we studied is Lipids. The monomer of a lipid is fatty acids. Lipids have most of the foods we eat daily in their dietary sources. Its dietary sources include red meats, poultry, shellfish, milk, eggs, and oils. The primary function of lipids is long term energy and the membrane structure. Some examples of lipids are glycerol, fats, oils, and waxes. The elements of lipids are carbon, hydrogen, oxygen, and nitrogen.
The fourth and last carbohydrate we were informed about is nucleic acids. The monomer of nucleic acids is nucleotides. Some examples of dietary sources containing nucleic acid are fish, shrimp, and yeast. The primary function of nucleic acids is to carry genetic code. Two examples of nucleic acids are DNA and RNA. Nucleic acid contains the elements carbon, hydrogen, oxygen, nitrogen, and phosphorous.
We learned about all of these macromolecules information in two various assignments macromolecule introduction and the macromolecule graphic organizer, which can be seen at the top of the slide. The next concept that we learned was the use of indicator solutions. We were given a list of different foods and the color the indicator solution turned when the food was submerged. Using the colors, we could determine whether a particular macromolecule was present in the food. For example, when testing starch, if the solution turns a blue/black color, it is positive for starch. The solution used to test for the presence of starch is iodine. For the presence of proteins, we learned you use biuret as the indicator solution. Again we tested various foods. If protein is present, the indicator solution will turn a purple color. The next was reducing sugar. The test used for reducing sugar was the Benedict test. When positive, the indicator solution will turn green, yellow, orange, or bright red, depending on the amount of sugar. The next test was for lipids. The indicator solution is called 2cm^3 of ethanol and 2cm^3 of water. If positive, a white cloudy emulsion forms. Finally, when testing for the presence of vitamin c, you use DCPIP. When positive, the solution will turn colorless.
Summary/Reflection
Overall I think this unit was interesting and time well spent. I learned that i'm very interested in using these solutions which I think relates to chemistry. I think I understood everything to a very good level and I gained interest for what is in our food at a molecular level and how healthy am I eating. I enjoyed learning about macromolecules using interactive projects rather than trying to just memorize the content. Next time I would love to be back in real school so we can actually be working hands on with these solutions. I feel like these activities are great online, but they would be so much better in real school. I would also like to use a little more teamwork next time. I did not work with my partners a lot and I think it would be a more fun experiment if I would have. I also think I actually learn better when I talk about things in a group, but this is more difficult and more awkward over Zoom. This project relates heavily to the "c": critical thinking. We had to think outside the box to solve a murder using these solutions. Another "c" I practiced was conscientious learning. During this unit I have been making sure to take my time doing quality work but I make sure to get it done in an appropriate amount of time. I have struggled with time management in the past because of ADD and I'm glad I've been getting better at it.