into sugars, amino acids and growing through the fruit Equipment: fatty acids and glycerol with microscopic fungal The starch/amylase mixture potato, knife, threads and 'eating' it. with the iodine solution should pestle and mortar or B1.5 … Try to link the idea of cause a change in colour from blender, bench (b) calculations with numbers softness to digestion in yellow to blue-black. This centrifuge and tubes, written in standard form order to absorb small indicates the presence of water, iodine solution, food molecules, as in the starch. As the amylase starts pipettes, 5 cm3 1% human gut. to break down the starch, the glucose-1-phosphate change in colour should reduce solution (prepared just 2) Ask students to work until all the starch is broken before the lesson and in pairs or small groups down and the colour of the stored in a fridge till to write down as many iodine returns to yellow. used), water bath at processes and reactions 25 °C, test tubes and as they can remember rack, well tray Equipment: test tube that happen in living (spotting tile). containing 5 cm3 1% starch organisms. Then ask suspension, test tube them to try to identify containing 1 cm3 1% amylase Digital resource: those processes or solution (or 0.5% pancreatin Starch and amylase reactions where smaller solution) or saliva collected Presentation units are joined to make by student (see instructions something large, and above), water bath at 30 °C those that show where (or refer to instructions on something large is packaging if using bacterial broken down into smaller amylase), 5 cm3 syringe or units. pipette, beaker of water for washing pipette, eye protection, iodine solution, well tray (spotting tile). Optional: if using saliva – hypochlorite (bleach) solution or 1% Virkon solution for disinfection of equipment and
B1.5 into sugars, amino acids and fatty acids and glycerol … (b) calculations with numbers written in standard form growing through the fruit with microscopic fungal threads and 'eating' it. Try to link the idea of softness to digestion in order to absorb small food molecules, as in the human gut. 2) Ask students to work in pairs or small groups to write down as many processes and reactions as they can remember that happen in living organisms. Then ask them to try to identify those processes or reactions where smaller units are joined to make something large, and those that show where something large is broken down into smaller units. The starch/amylase mixture with the iodine solution should cause a change in colour from yellow to blue-black. This indicates the presence of starch. As the amylase starts to break down the starch, the change in colour should reduce until all the starch is broken down and the colour of the iodine returns to yellow. Equipment: test tube containing 5 cm3 1% starch suspension, test tube containing 1 cm3 1% amylase solution (or 0.5% pancreatin solution) or saliva collected by student (see instructions above), water bath at 30 °C (or refer to instructions on packaging if using bacterial amylase), 5 cm3 syringe or pipette, beaker of water for washing pipette, eye protection, iodine solution, well tray (spotting tile). Optional: if using saliva – hypochlorite (bleach) solution or 1% Virkon solution for disinfection of equipment and Equipment: potato, knife, pestle and mortar or blender, bench centrifuge and tubes, water, iodine solution, pipettes, 5 cm3 1% glucose-1-phosphate solution (prepared just before the lesson and stored in a fridge till used), water bath at 25 °C, test tubes and rack, well tray (spotting tile). Digital resource: Starch and amylase Presentation
GCSE-Science-Term-1-Detailed-Planning-Document.docx