Activity 12 Reducing Properties of CHO

INTRODUCTION Rating:
Many monosaccharides
such as glucose and fructose Name:
are reducing sugars, meaning ________________________________
that they possess free aldehyde Laboratory Schedule:
(-CHO) or ketone (-C=0) ____________________
groups that reduce weak Date performed:
oxidizing agents such as the ________________________
copper in Benedict's reagent. Date submitted
_________________________
Group No.
_____________________________
Benedict's reagent
contains cupric (copper) ion ACTIVITY NO. 12
complexes with Figure 2.
Glucose, a monosaccharide and THE REDUCING PROPERTIES OF
Sucrose, a disaccharide. CARBOHYDRATES
Benedict's test identifies

OBJECTIVES:
reducing sugars based on their
ability to reduce the cupric At the end of the laboratory session, you should be
(Cu2+) ions to cuprous oxide at able to
basic (high) pH. Cuprous oxide
1. determine correctly which sugars have reducing
property
2. correlate properly the reducing properties of

sugars to certain reactions of carbohydrates in the
body
3. master completely the principles behind the

tests and perform them with confidence
MATERIALS
Test tubes Bunsen burner 5% sucrose Benedict’s reagent

Test tube holder Wire Gauze 5% lactose Tollen’s reagent
Test tube brush 5% glucose 5% starch Barfoe’d reagent
Test tube rack 5% galactose cotton fibers Pasteur Pipet
Tripod 5% fructose Fehling’s A and B Nitric acid
250mL beaker
PROCEDURES AND OBSERVATIONS
Scoring rubric
For Procedures:
 3 points is given for every short procedure done that requires an immediate written
observation
o 2 points for doing the procedure correctly
o 1 point for the answer
 1 point is given for items that do not require performing a procedure
For Rationalization
 3 points is given for every rationalization made
o 3 – all concepts were mentioned and a clear rationalization was made
o 2 – one or 2 concepts were not mentioned and the rationalization is not clear
o 1 – 3 or more concepts were not mentioned and the rationalization is not clear
o 0 – no rationalization was made
For hypothesis/Generalization/Conclusions
 3 points is given for every hypothesis, generalizations or conclusions made
o 3 – all concepts were mentioned and a clear hypothesis, generalization or
conclusion was derived from the activity
o 2 – one or 2 concepts were not mentioned and the hypothesis, generalization or
conclusion is not clear
o 1 – 3 or more concepts were not mentioned and the hypothesis, generalization or
conclusion is not clear
o 0 – no hypothesis was made
Note: Prepare a boiling water bath before proceeding with the following tests. Follow the
time period required for the water bath. If not, this may result to false positive results.
Fehling’s test
1. Prepare 7 test tubes and label them appropriately with the sugars to be tested:
glucose, galactose, fructose, sucrose, lactose, starch and cellulose (cotton threads)
2. Meanwhile in another test tube, mix 3.5 mL of Fehling’s A and 3.5 mL of Fehling’s B
solution. Mix thoroughly. This should result to a royal blue colored solution. If not,
discard and ask for another set from the CSR.
3. Divide your resulting Fehling’s reagent and distribute them into 7 test tubes that
were previously labelled. 1mL for each tube.
4. Add 0.5 mL of the appropriate carbohydrate to the corresponding tubes and mix
thoroughly
5. Place them in the boiling water bath for 3 minutes (or until a color change is
observed)
6. Write your observations in the table below
Benedict’s test
1. Prepare 7 appropriately labelled test tubes
2. Add 0.5 mL of the same sugars used in the previous test
3. Add 0.5 mL of Benedict’s reagent and mix thoroughly
4. Place them in the boiling water bath for 2 minutes
5. After the required time, remove from the water bath and write your observations on
the table below.
Tollen’s test
1. Prepare 7 appropriately labelled test tubes. Make sure that these test tubes are clean
and free from contamination
2. Add 0.5 mL of the same sugars used in Fehling’s test
3. Add 1 mL of Tollen’s reagent and mix gently
4. Place in a boiling water bath for 3-5 minutes
5. Note all the changes in the test tubes and write your observations below.
Barfoed’s test
1. Prepare 7 test tubes and label them appropriately
2. Place 1.5 mL of Barfoed’s reagent into the test tubes
3. Add 8 drops of the same carbohydrates used in Fehling’s test and mix thoroughly
4. Place them in the boiling water bath for 2 minutes or more
5. Remove and allow to cool
6. Observe each tube and write your observations below
Observations:
Carbohydrate Fehling’s Benedict’s Tollen’s Barfoed’s Interpretation
 Which group of carbohydrates showed reducing properties?

___________________________________________________________________
 Which of the test above gave a different set of results?
___________________________________________________________________
 Why is it different?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Make a generalization about the reducing properties of carbohydrates.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
NB: Document all tests performed in a test tube rack, label properly and pass it together
with the questions for research.
CLEAN-UP SUGGESTIONS
 All test tubes used for the above procedures may be directly poured into the
inorganic bottle.
 Test tubes with silver lining can be cleaned with a little hydrochloric acid and pouring
the washings into the inorganic bottle
QUESTIONS FOR RESEARCH
Scoring Rubric
10 points for the whole research paper
o 10 – outstanding – no mistakes identified
o 8 – excellent – 2 - 3 mistakes or missing concepts identified
o 6 – Good – 4 - 5 mistakes or missing concepts identified
o 4 – Fair – 6 -7 mistakes or missing concepts identified
o 2 – Poor – 8 or more mistakes or missing concepts identified
o 0 – No research paper was submitted
1. What is a reducing sugar?

2. State the principle of the tests performed in this activity
3. Between Fehling‘s solution & Benedict’s solution, which is the better Reagent for
clinical tests and why? Explain briefly.
4. An increased sugar in your body is a manifestation of what disease? Give its signs
and symptoms.
5. What would be the best application for Barfoed’s test?
6. What is the importance of knowing the reducing properties of sugars?

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INTRODUCTION Rating:

Benedict's test identifies

2. correlate properly the reducing properties of

3. master completely the principles behind the

Test tubes Bunsen burner 5% sucrose Benedict’s reagent

PROCEDURES AND OBSERVATIONS

Carbohydrate Fehling’s Benedict’s Tollen’s Barfoed’s Interpretation

 Which group of carbohydrates showed reducing properties?

1. What is a reducing sugar?

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