TAILIEUCHUNG - Teacher Preparation Notes for Who took Jerell’s iPod? – An Organic Compound Mystery

There are other bizarre and unkind ramifications. For example, the transport of POPs depends on temperature; in a process known as the "grasshopper effect", these chemicals jump around the globe, evaporating in warm places, riding the wind and particles of dust, settling to Earth in cool spots, and then vaporizing and moving on again. As the POPs move away from the equator they encounter cooler climates with less evaporation. The result is a general drift of these pollutants toward the Poles and mountain areas. Life also becomes "fattier" in colder climates: fish, birds, and mammals need thicker layers of fat for natural insulation against freezing temperatures | Teacher Preparation Notes for Who took Jerell s iPod - An Organic Compound Mystery Drs. Jennifer Doherty Ingrid Waldron and Lori Spindler Department of Biology University of Pennsylvania 20121 This activity reinforces student understanding of different types of organic compounds and several aspects of the scientific method. Before you begin this activity your students should be familiar with the basic chemical structures and general properties of carbohydrates lipids proteins and nucleic acids. In the first class period students learn how to test for different types of organic compounds primarily by using chemical indicators pages 1-4 of the Student Handout . In the second class period each student group will test one or two types of food or a sample of the evidence to figure out who took Jerell s iPod pages 5-6 . Review and discussion questions are provided on pages 7-8 of the Student Handout. If you have limited laboratory time only pages 2-3 and 5 of the Student Handout need to be completed in the laboratory. The other pages of the Student Handout can be assigned as homework and or discussed in the classroom before and after the laboratory periods. If you would like to challenge your students and engage them more actively in the scientific process you can use the second laboratory day for a student-designed investigation. Each group of students will develop their own plan to identify the thief by testing Jerell s evidence and the types of food that were eaten by the coworkers for the different types of organic compounds. For this investigation activity you can use the last page of these Teacher Preparation Notes to replace pages 5-6 of the Student Handout. You may want to have a class discussion of the strengths and weaknesses of the plans developed by the different student groups and then either encourage the student groups to use insights from this discussion to improve their plans or develop a class plan for the various student groups to cooperate in carrying

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