BiologyBiological molecules, water and inorganic ions › Carbohydrates: from one sugar to a store of thousands

Carbohydrates: from one sugar to a store of thousands

One small sugar, joined to itself a few thousand times, becomes the starch in a potato, the glycogen in your liver or the cellulose in the wall of a plant cell. Which of the three you get depends on how the sugars were joined.

Before this GCSE food tests and the idea of a large molecule · Covalent bonding and molecular formulae

COMMON MISCONCEPTION

Starch and cellulose are made of different sugars, which is why one is food and the other is not.

What you should be able to do

One sugar, one ring, and two versions of it

A monosaccharide is a single sugar unit, and most of the ones an A-level course asks for fit the general formula (CH2O)n. Glucose is a hexose, six carbons, C6H12O6. Ribose fits too: it is a pentose, five carbons, C5H10O5. Deoxyribose is the exception on the list. As a deoxy sugar it has lost one oxygen, so its formula C5H10O4 breaks the pattern, which is worth noticing rather than glossing over. Both pentoses are worth learning here rather than in the nucleic acid unit, because the sugar in RNA and the sugar in DNA are ordinary monosaccharides doing an unusual job.

In solution glucose closes into a ring, and it can close in two ways. The hydroxyl group on carbon 1 ends up either below the ring or above it. Below gives α-glucose, above gives β-glucose, and that is the entire difference between them: same atoms, same formula, one group moved.

The difference is one hydroxyl group on one carbon. Everything a storage polysaccharide and a structural one do differently begins here.

Deoxyribose is ribose with one oxygen fewer, on carbon 2, which is what the name says. Both are sugars in their own right and both are reducing sugars, so a Benedict's test shows only that a reducing sugar is present, never which one it is.

Monosaccharide
A single sugar unit, the monomer from which disaccharides and polysaccharides are built.
Monomer
A small molecule from which a larger one is built by joining many of them together.
Polymer
A large molecule made of many similar monomers joined together.
Condensation
A reaction that joins two molecules with a covalent bond and releases a molecule of water.
Hydrolysis
A reaction that breaks a covalent bond between two molecules using a molecule of water.

Joining sugars: one bond, one water

Two monosaccharides join when a hydroxyl group on one reacts with a hydroxyl group on the other. A hydrogen comes off one and a hydroxyl off the other, the two leave together as water, and the sugars are left joined through an oxygen atom. That link is a glycosidic bond, and the reaction is condensation, exactly as it is when amino acids join into a polypeptide.

One bond made, one water released. The bond is named after the two carbons it joins, so a bond between carbon 1 of one glucose and carbon 4 of the next is a 1,4 glycosidic bond.

The three disaccharides worth knowing by name are maltose (glucose and glucose), sucrose (glucose and fructose) and lactose (glucose and galactose). Sucrose is the sugar plants move in phloem and the one in a bag on a kitchen shelf; lactose is the sugar in milk.

Adding water across the bond runs the reaction backwards. That is hydrolysis, and it is what maltase, sucrase and lactase do in the small intestine, and what amylase does further up the chain. A person who makes little or no lactase does not hydrolyse lactose, so it reaches the large intestine intact and the bacteria there ferment it.

Counting the water

A molecule of amylose is 1,600 glucose units long. How many glycosidic bonds does it contain, and how many molecules of water were released while it was assembled?

Show the working

The bonds sit between the units and not on them, so 1,600 units give 1,600 − 1 = 1,599 glycosidic bonds.

Each bond was made by one condensation, and each condensation released one water, so 1,599 molecules of water were released.

Hydrolysing the whole chain back to glucose would need the same 1,599 molecules of water put back. The trap is answering 1,600 to both parts: draw three circles in a row and count the gaps if you ever doubt it.

Starch and glycogen: two stores of the same sugar

Starch is the plant store and is not one molecule but two. Amylose is an unbranched chain of α-glucose joined by 1,4 glycosidic bonds, and because of the angle those bonds make, the chain coils into a helix. Amylopectin has the same 1,4 backbone with extra 1,6 bonds along it, and each of those is a branch point.

Glycogen is the animal store, held in liver and muscle cells. It is built the same way as amylopectin and branched more often, with shorter chains between the branches.

Branching is not decoration. Every branch ends in a free end, and an enzyme hydrolysing the store works from the ends, so a molecule with more ends releases glucose faster.

Every property of a store follows from that structure, and mark schemes want the link made rather than the property recited. The molecules are large and insoluble, so they do not move out of the cell and do not affect the water potential of the cytoplasm. They coil or branch into a compact shape, so a great deal of glucose is held in a small space. They are hydrolysed back to α-glucose, which is the respiratory substrate the cell actually uses.

AmyloseAmylopectinGlycogenCellulose
Monomerα-glucoseα-glucoseα-glucoseβ-glucose
Bonds1,4 only1,4 and 1,61,4 and 1,61,4 only
ShapeCoiled helixBranchedHighly branchedStraight chains
Found inPlantsPlantsAnimalsPlant cell walls
RoleStorageStorageStorageStructural

Cellulose: the same glucose, every other one turned over

Cellulose is a chain of β-glucose joined by 1,4 glycosidic bonds, and the geometry of β-glucose will not allow that unless every second molecule is rotated through 180 degrees. It is the hydroxyl group on carbon 1 sitting above the ring that forces the flip: only then are the two groups that must react close enough to each other.

A chain built that way does not coil. It runs straight, and straight chains lie alongside each other, so hydroxyl groups on neighbouring chains sit close enough to form hydrogen bonds between them. Each of those bonds is weak. There are so many of them along a chain thousands of units long that the bundle they hold together, a microfibril, has a tensile strength worth quoting in an answer.

That is what a plant cell wall is for. The wall resists the outward push of a cell taking in water, so the cell becomes turgid rather than bursting, and turgid cells are what hold a non-woody plant up.

Humans produce no enzyme that hydrolyses a β-1,4 bond, so cellulose passes through us as fibre. A cow does not produce one either. What it has is a rumen full of bacteria that do, which is why the digestion of cellulose in a ruminant is a partnership rather than an adaptation of the animal's own gut.

Glycosidic bond
The covalent bond formed by condensation between two monosaccharides, joining them through an oxygen atom.
Disaccharide
Two monosaccharides joined by a glycosidic bond.
Polysaccharide
Many monosaccharides joined by glycosidic bonds into one large molecule.

Testing for sugars and for starch

Benedict's solution contains copper(II) ions in alkaline solution, and it is blue because of them. A reducing sugar reduces those copper(II) ions to copper(I), which comes out of solution as a brick-red precipitate of copper(I) oxide. Add Benedict's solution to the sample and heat it in a water bath at 80 °C or above for five minutes: blue means no reducing sugar, and green, yellow, orange and brick red mean progressively more.

All the monosaccharides are reducing sugars, and so are maltose and lactose. Sucrose is the one that is not.

A negative result therefore does not mean no sugar. To test for a non-reducing sugar such as sucrose, take a fresh sample, boil it with dilute hydrochloric acid to hydrolyse the glycosidic bond, neutralise it with sodium hydrogencarbonate, and only then add Benedict's solution and heat it again. Miss the neutralisation and the test fails, because Benedict's solution has to be alkaline to work.

For starch, use iodine dissolved in potassium iodide solution. It is orange-brown on its own and turns blue-black in the presence of starch, at room temperature and with no heating. Iodine on its own does not dissolve in water, which is why the reagent is always named in full in a mark scheme.

TRY IT: Reading a negative result properly

A student tests a solution with Benedict's solution and it stays blue. She concludes that the solution contains no sugar. Explain why her conclusion is not safe, and describe what she should do next.

Check your answer

Benedict's solution detects reducing sugars only. Sucrose is a non-reducing sugar, so a solution of sucrose gives exactly this result.

She should take a fresh sample, boil it with dilute hydrochloric acid to hydrolyse any non-reducing sugar into its monosaccharides, neutralise the mixture with sodium hydrogencarbonate, then add Benedict's solution and heat again.

A brick-red precipitate now would show that a non-reducing sugar was present all along. A result that stays blue after that would be evidence for no sugar at all.

Putting a number on a colour

The colour series is a rough scale, and questions increasingly ask for a measurement rather than a description. There are two accepted ways to get one, and both begin the same way: make up a set of glucose solutions of known concentration, treat every tube identically, and use them to calibrate the method.

The colorimeter method uses what is left behind. After heating, filter off the copper(I) oxide precipitate and measure the absorbance of the filtrate with a red filter. The more reducing sugar there was, the more copper(II) was reduced, so the less blue remains and the lower the reading. Plot reading against known concentration to get a calibration curve, treat the unknown the same way, and read its concentration off the curve.

The curve is drawn from the standards, and the unknown is read off it. A reading outside the range of the standards cannot be read off at all: dilute the sample and repeat.

The alternative is to filter the precipitate, dry it and find its mass, which measures the same thing without a colorimeter and takes rather longer.

Either way, the same variables have to be controlled or the calibration means nothing: the same volume and concentration of Benedict's solution, the same volume of sample, the same temperature, and the same time in the water bath. Benedict's solution must be in excess as well, or the tubes with the most sugar all run out of copper(II) ions and give the same reading as each other.

In the exam

Check yourself

Starch and cellulose are both polymers of glucose, and a plant makes both. Explain why one of them can be used as an energy store and the other cannot, and why cellulose is strong enough to hold a cell in shape.

Answer

Starch is built from α-glucose and cellulose from β-glucose, which differ only in the position of the hydroxyl group on carbon 1.

In cellulose that position forces every second glucose to be rotated through 180 degrees, so the chains are straight rather than coiled. Straight chains lie alongside one another and form many hydrogen bonds between them, building microfibrils with a high tensile strength.

Starch coils and branches instead, so it is compact and insoluble: useful as a store because it exerts no effect on water potential and is hydrolysed back to α-glucose when the cell needs it.

The plant's enzymes hydrolyse α-1,4 bonds and do not fit the β-1,4 bonds of cellulose, so the wall is not digested by the cell it surrounds.

Questions

Written to the command words the boards use. Try them on paper before opening a scheme: the marks go to points made, not to length.

Question 14 marks

Describe the structure of a molecule of starch.

Mark scheme
  1. B1 a polysaccharide made of many α-glucose monomers joined by glycosidic bonds
  2. B1 it is a mixture of two polysaccharides, amylose and amylopectin
  3. B1 amylose has 1,4 glycosidic bonds only and coils into a helix
  4. B1 amylopectin has 1,4 glycosidic bonds along the chain and 1,6 glycosidic bonds at the branch points

Question 24 marks

Cellulose and amylose are both unbranched polysaccharides of glucose. Explain how the structure of cellulose makes it suitable for its role in a plant cell wall.

Mark scheme
  1. B1 cellulose is made of β-glucose, so every other glucose molecule is rotated through 180°
  2. B1 this makes the chains straight rather than coiled, so they lie parallel to one another
  3. B1 hydrogen bonds form between hydroxyl groups on neighbouring chains, holding them together as microfibrils
  4. B1 the many hydrogen bonds give high tensile strength, so the wall resists the pressure of a cell taking in water and the cell does not burst

Question 34 marks

A colorimeter is available. Describe how you would find the concentration of reducing sugar in a fruit juice.

Mark scheme
  1. B1 make up a series of glucose solutions of known concentration
  2. B1 add the same volume of Benedict's solution to each, in excess, and heat all the tubes in a water bath at the same temperature for the same time
  3. B1 filter off the precipitate and measure the absorbance of each filtrate in the colorimeter, then plot absorbance against known concentration as a calibration curve
  4. B1 treat the fruit juice in exactly the same way and read its concentration from the curve, diluting the sample and repeating if its reading falls outside the range of the standards

Question 43 marks

One molecule of glycogen was built from 2,400 molecules of α-glucose. Taking the relative molecular mass of water as 18, calculate the total relative mass of the water released while that molecule was assembled.

Mark scheme
  1. M1 number of glycosidic bonds = 2400 − 1 = 2399
  2. M1 one molecule of water is released per bond formed, so 2399 molecules of water are released
  3. A1 2399 × 18 = 43 182

Question 53 marks

Compare the structure of glycogen with the structure of amylose.

Mark scheme
  1. B1 both are polysaccharides of α-glucose joined by 1,4 glycosidic bonds, whereas only glycogen also has 1,6 glycosidic bonds
  2. B1 glycogen is branched, whereas amylose is unbranched
  3. B1 amylose coils into a helix, whereas glycogen has shorter chains between its branch points and is more compact

Question 63 marks

A student adds Benedict's solution to a solution of a carbohydrate and heats it in a water bath. The mixture stays blue. Suggest why this result does not show that the solution contains no carbohydrate, and suggest what the student should do next.

Mark scheme
  1. B1 Benedict's solution detects reducing sugars only, and the carbohydrate may be a non-reducing sugar such as sucrose, or a polysaccharide such as starch
  2. B1 boil a fresh sample with dilute hydrochloric acid to hydrolyse the glycosidic bonds, then neutralise it with sodium hydrogencarbonate
  3. B1 add Benedict's solution and heat again; a brick-red precipitate would now show that a non-reducing sugar was present. Testing a separate sample with iodine in potassium iodide solution would detect starch

Question 72 marks

State what is meant by a monosaccharide, and state the molecular formula of glucose.

Mark scheme
  1. B1 a monosaccharide is a single sugar unit, the monomer from which disaccharides and polysaccharides are built
  2. B1 the formula of glucose is C₆H₁₂O₆

Question 82 marks

Name the bond formed when two monosaccharides are joined together, and name the two monosaccharides that make up sucrose.

Mark scheme
  1. A1 a glycosidic bond, formed by condensation
  2. A1 glucose and fructose

Worth remembering

  • α-glucose has the hydroxyl on carbon 1 below the ring; β-glucose has it above.
  • One glycosidic bond made, one water released; n monosaccharides give n − 1 of each.
  • Amylose is unbranched and coiled, amylopectin is branched, glycogen is more branched still, cellulose is straight.
  • Benedict's solution finds reducing sugars and needs heating; iodine in potassium iodide solution finds starch and does not.

CHECK YOUR PROGRESS

Rate how confident you are with each objective for this lesson. Ratings are kept in this browser, on this device, and are sent nowhere.

  • Draw or recognise alpha and beta glucose, and say where the two differ.
  • Explain how a glycosidic bond forms, and say what is released when it does.
  • Name the two monosaccharides in maltose, sucrose and lactose.
  • Relate the structure of amylose, amylopectin, glycogen and cellulose to what each one does.
  • Carry out and interpret the Benedict's and iodine tests, including a quantitative Benedict's method.

Open the full revision checklist to see every objective in the curriculum in one place.

WORKBOOK

The same questions as the player, on paper with room to work, and a separate book of mark schemes. Free to use; please do not redistribute or sell.