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Description
Product Highlights
- Identify large hydrocarbons from food nutrient tests and design an experiment to identify nutrient hydrocarbons in unknown samples.
- High school laboratory investigation with enough materials for 30 students working in pairs.
- Carolina Kits 3D®—Labs that use phenomena to support NGSS and 3-dimensional instruction.
Product Highlights
- Identify large hydrocarbons from food nutrient tests and design an experiment to identify nutrient hydrocarbons in unknown samples.
- High school laboratory investigation with enough materials for 30 students working in pairs.
- Carolina Kits 3D®—Labs that use phenomena to support NGSS and 3-dimensional instruction.
Students perform qualitative tests for sugar, starch, lipid, protein, and vitamin C on standards and control samples. They then use these tests as evidence to support their identification of 2 unknown substances. Instructional material describes the function of these nutrients in the body, their importance, and how the qualitative tests work.
Time Requirement
Teacher prep, 1 class period. Pre-lab, investigations, and assessment, approximately 4 class periods.
Digital Resources
Includes 1-year access to digital resources that support 3-dimensional instruction for NGSS. Digital resources may include a teacher manual and student guide, pre-lab activities and setup videos, phenomenon videos, simulations, and post-lab analysis and assessments.
Performance Expectations
HS-LS1-6
HS-LS1-7
Crosscutting Concepts
Patterns
Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms
Science and Engineering Practices
Engaging in Argument from Evidence
Learning Objectives
- Use evidence collected in the lab to argue the identity of 2 unknown solutions.
- Use evidence collected in the lab to make a claim as to the effect of saliva on starch molecules in a cracker.
- Use evidence collected in the lab to make claims regarding the efficacy of a set of indicator solutions used for determining the nutrient content of foods.
Prerequisite Knowledge and Skills
Students should know the role of an indicator molecule to determine a positive or negative lab result. They should have introductory knowledge of biological macromolecules (i.e., carbohydrates, lipids, proteins). They should also have basic knowledge of elements, compounds, chemical formulas, and chemical reactions.
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