Download What is an Enzym

UF-CPET SSI & STARTS Lesson Plan
Name: SARA CUARESMA
Lesson Title: WHAT IS AN ENZYME?
1
Lesson Length (2 CLASS PERIODS)
Grade Level(s): 9TH GRADE BIOLOGY
SSI Topic: SSI Topic: SC.912.L.18.11 Explain
The role of enzymes as catalysts that lower the
activation energy of biochemical reactions.
Identify factors, such as pH and temperature, and
their effect on enzyme activity.
Appropriateness for Middle/High School Students
Students will be able to observe a chemical reaction, identify the substrate and the product
of the chemical reaction involving an enzyme from the liver called amylase. By measuring
the initial volume of the substrate and the final volume of the product they can find out
how much oxygen and water was produced.
Background
The 2 concepts cover in this lesson.
1- The students will be able to identify if the reaction is exothermic or endothermic
reaction by measuring the temperature before, during and after the reaction.
2- The students will be able to observe the role of enzymes as catalysts in this case the
liver by lowering the activation energy of a biochemical reaction.
3- The students will be able to test different amount of substrate to investigate if the amount of
the products will vary. The will also measure temperature and if the temperature varies with
the concentration of the substrate.
4- Students will also be able to use the metric system by using thermometers, ( centigrade), and
measuring the volume of the substrate in ml, with a measuring cylinder.
Florida State Standard
SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology,
chemistry, physics, and Earth/space science, and do the following:
1. pose questions about the natural world;
2. conduct systematic observations;
3. examine books and other sources of information to see what is already known;
4. review what is known in light of empirical evidence;
5. plan investigations;
6. use tools to gather, analyze, and interpret data (this includes the use of measurement in
metric and other systems, and also the generation and interpretation of graphical
representations of data, including data tables and graphs);
7. pose answers, explanations, or descriptions of events;
8. generate explanations that explicate or describe natural phenomena (inferences);
9. use appropriate evidence and reasoning to justify these explanations to others;
10. communicate results of scientific investigations; and
11. evaluate the merits of the explanations produced by others.
Adapted from
UF-CPET SSI & STARTS Lesson Plan
2
SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four major
categories of biological macromolecules. (Also assesses SC.912.L.18.11.)
SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of
biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme
activity.
Students will describe the primary functions of carbohydrates, lipids, proteins, and/or nucleic acids
in organisms.
Students will explain how enzymes speed up the rate of a biochemical reaction by lowering the
reaction’s activation energy.
Students will identify and/or describe the effect of environmental factors on enzyme activity.
Performance Objectives
 Measure and collect data.
 Predict , compare and evaluate data.
 Do science following the scientific method.
Materials List and Student Handouts
 30 ml, 40ml, 50 ml, and 60 ml of hydrogen peroxide per group of 8.
 4 pieces of 10 cm x 10 cm of filter paper
 Beef liver
 Include the quantities required per group and/or per student.
5E Lesson Template
In the left column, list all activities you are planning. Also include information on how the
class will be organized (grouping; individual work). The right column contains only
probing questions you intend to ask of your students to guide their learning. For each
phase, complete a brief (2-3 sentence) overview of what will occur in the space provided.
Consider the following during the Engage:
 Include an interesting attention grabber that focuses students’ interest and
attention on the lesson content and activities.
 Introduce a guiding question that students should be able to answer at the end of the
lesson.
Probing Questions:
 Elicit prior knowledge and students’ experiences.
ENGAGE
Overview
1- Review vocabulary (amino acids, proteins, fatty acids, lipids, monosaccharide,
carbohydrates), chemical reaction, substrate and product, enzyme, activation energy.
2-Background knowledge, Q/A: What is the liver? Where is it located?, what functions does
Adapted from
UF-CPET SSI & STARTS Lesson Plan
3
it have? What is an enzyme and what does it do in your body?
3- Demonstration: show the students a piece of beef liver, explain that is a smooth muscle
tissue, and explain some of the important functions of it and diseases.
Activities (Teacher or Student Actions)
Probing Questions
To observe the chemical reactions of hydrogen
peroxide and beef liver.
To measure the volume of hydrogen peroxide
before and after the reaction.
To measure the temperature of hydrogen
peroxide before and after the chemical reaction
H2O2 + enzyme = H 2O +O 2
1-Predict if the volume of hydrogen peroxide
will be higher or lower after the reaction.
Explain why?
2-Infer if the temperature will increase, decrease
or stay the same during and after the chemical
reaction? Is it an exothermic or endothermic
reaction?
Consider the following during the Explore:
 Explain how your students will explore the concept(s), relating specifically to SSILPAI elements when appropriate, including students’ interests shared during the
Engage.
Probing Questions:
 Design questions that guide student explorations, evaluate student understanding,
and facilitate student interaction and group collaboration.
EXPLORE
Overview
1 -To observe and relate the substrate and product of the chemical reaction.
Activities (Teacher or Student Actions)
Students will observe the bubbles and the gas
released.
Probing Questions
1- Describe the chemical reaction between
hydrogen peroxide and liver? Deduce what
the gas released is?
2 - How much gas was produced?
Consider the following during the Explain:
 Have students share and explain the results of their investigation. Connect to
relevant SSI-LPAI elements.
Adapted from
UF-CPET SSI & STARTS Lesson Plan
4

Add additional content, including definitions, explanations, and new vocabulary in
the context of concepts explored.
Probing Questions:
 Ask probing questions to deepen students’ conceptual understanding and skills of
the concepts that the lesson is based upon.
EXPLAIN
Overview
1- Explain what type of reaction it is, if it absorbs energy ( endothermic reaction) or if it
releases energy ( exothermic reaction)
Activities (Teacher or Student Actions)
To measure the temperature before and after
the investigation
Probing Questions
Why does the temperature increases or
decreases? Is it absorbing or releasing energy?
Consider the following during the Elaborate:
 Opportunity to provide students with the chance to transfer and extend (apply) the
concepts and skills they have just learned to their interests and new situations.
Probing Questions:
 Connect and apply the lesson to students’ interests outside the classroom.
ELABORATE
Overview
Elaborate a line graph of the amount of gas released using the data collected from the other
students. On the X axis you will write the volume of hydrogen peroxide and the Y axis the
amount of gas in ml.
Activities (Teacher or Student Actions)
Probing Questions
Did the amount of substrate affect the amount of
gas release?
Adapted from
UF-CPET SSI & STARTS Lesson Plan
5
Consider the following during the Evaluate:
 Utilize the grading rubric you designed for the formative assessment tool (during
session 4) to assess the students’ mastery of all benchmarks.
EVALUATE
Overview
1- Students are asked to draw conclusions based on the quantitative data.
2- Allows the students for meaningful discussion that further conceptual
understanding.
3- There are opportunities for the students to analyze quantitative and qualitative data.
4- Allows the students to reflection or summation that furthers conceptual
understanding.
Activities (Teacher or Student Actions)
Students will investigate for five more different
functions of the liver and do a report on a
disease of the liver. The will investigate for an
inherited genetic disease of the liver, write a
report, explaining the cause and consequences
of that particular disease of the liver.
Adapted from
Probing Questions
Based on your knowledge now about enzymes
and the liver, how is biotechnology applied on
treating these genetic diseases?