Enzyme Worksheet Answer Key Pdf
Demeter Exekutor
The Miller and Levine Bee book also includes enzymes in this chapter. Enzymes can actually be fun! My students really like the hydrogen peroxide lab. I think it has something to do with the simple enjoyment of watching liver tissue bubble.
I added this worksheet to help them visualize how enzymes combine with substrates to make a product. It focuses on the lactose protein and the lactose enzyme. Students color the enzymes, the substrate, the products, and shade the active site.
The second page is a little more challenging. It shows a model of an anabolic enzyme that creates a disaccharide. If they have completing the chapter reading, they should be familiar with some of the terms. In this section, students describe what is happening in each step.
This activity covers the lock and key hypothesis and enzyme activity. Enzymes like RNA polymerase are at the centre of most of the cells biochemical activity. This lesson answers the question, "How do enzymes work?" Students complete research, work with an online animation, make structured notes using a worksheet then test their knowledge with a range of questions including a data analysis.
Many students will have experience of enzyme experiments but few seem to have a clear memory of how to speed up an enzyme controlled reaction, and what denaturing really is. These concepts are clearly addressed in this lesson.
Activity 1 is a revision of the lock and key model. It is important to note that this lesson is designed for SL students. The content has been carefully selected to cover the IB SL guide but not the extra HL details. This is so that SL students don't have to learn details which will not appear in the SL exam.
This video from PDB does a great job of explaining the structure and function of enzymes. The graphics at the beginning show the molecules in the cytoplasm of the cell, it covers the activation energy and even the interactions between individual amino acid molecules in the catalysis of citrate to isocitrate.
This GCSE Biology worksheet pack covers the key concepts associated with the enzyme topic. The resources are designed to be visually appealing to students and can be worked through independently. Each worksheet should take approximately 10-15 minutes to complete. The resource pack can be used to introduce the topic or for revision/assessment purposes.
Inquiry-based laboratory sessions are recognized for contributing to enhancing students' autonomy and they were used in the reorganization of the Biochemistry laboratory offered to freshman Biology students in this university. Students were previously asked to follow rigid laboratory protocols attempting to achieve the correct results of their experiments. The inquiry-based activities were designed to develop students autonomy to plan and to perform experiments, as well as communicating and discussing their results. The inquiry-based and autonomy approach followed is classified in the literature as Organizational, Procedural, and Cognitive. The levels of autonomy required from students were increased sequentially. The first activity was the least demanding, since the students received detailed instructions from the worksheet. The activities became gradually more complex, transferring to students most decisions on setting up and performing the experiments. Student skill improvement was obtained, as verified by excerpts from student reports, by data obtained from content analysis of the exams, and scientific report scores indicate that this approach may have stimulated the improvement of several skills related to different autonomy aspects. Most important, students showed increased ownership of the laboratory materials, reagents, laboratory environment and especially of learning, showing a sense of active participation in the experimental activities.
On the other hand, students using strict laboratory protocols or "cookbook" laboratory styles always face difficulties to transfer the learned skills to new situations. Moreover, it is recognized that students are then led to choose easier ways to have their work done, contributing to low achievement.44 Chan, V.; Teaching in Higher Education 2010, 6, 37.,55 Stefanou, C. R.; Perencevich, K. C.; DiCintio, M.; Turner, J. C.; Educational Psychology 2004, 39, 97.
The first activity was the simplest, fully instructed by worksheet containing all the information the students need to perform the experiments. From there on, students were progressively required to make more and more decisions on how to progress in their investigations, choosing among the techniques available in the laboratory to solve the research questions proposed to them and deciding on how to discuss and report their results.
We developed inquiry-based experiments for a Biochemistry of Proteins course, where students attend four hours of teaching sessions per week. The course was a traditional laboratory, focused on the development of abilities related to instrumentation and techniques performance without leaving much room for decisions or inputs from the students.
The course reformulation occurred in three moments. In the past, all the activities were fully instructed by the worksheets. After the first reformulation, the activities demanded a high level of autonomy from students, which made them struggle to make decisions by themselves. Then, in the second reformulation, we decided to develop activities of growing complexity. They evolved from simple tasks fully instructed in the worksheets, to multifaceted ones requiring self-guidance. The aim was to have students engaged in the solution of problems while developing their autonomy.
Three steps composed all the activities. Planning sessions were used by students to develop their working plans. At the end of each session, each group of students presented to the instructors their plans for the upcoming sessions, written in their laboratory notebooks.
Next, the experimental sessions were dedicated to data collection. Students worked together in groups of 8 students sharing and organizing the laboratory tasks while paying attention to the plan previously drawn. Lastly, the groups engaged in analyzing the acquired results, interpreting and discussing them, considering the literature.
At the end of each activity, students were required to hand a report structured as a scientific report that was used to measure how well they exerted their autonomy. This aspect is also designed to develop their ability to communicate and to structure their experimental findings.
In this work, we discuss the data obtained from the second course reformulation. The autonomy support used to develop the activities was based on three categories of autonomy support. It consists of varying essential levels of engagement, in such aspects as Organizational, Procedural, and Cognitive55 Stefanou, C. R.; Perencevich, K. C.; DiCintio, M.; Turner, J. C.; Educational Psychology 2004, 39, 97.,99 Wu, J.; CBE-Life Sciences Education 2013, 12, 460. (Table 1). We then reorganized the activities, increasing these levels of engagement gradually over the time. Based on students' degrees of freedom to decide on experiment directions, the curriculum was then reorganized in three lab activities.
The first activity, Buffering Systems, has a worksheet equipped with all the information students need to perform the experiments. The goals, the research questions, and the hypotheses were given to them. It requires low levels of the autonomy aspects mentioned above (Table 1). It means, students do not have many opportunities to decide on the experiments directions, since it is driven by the activity worksheet. In this activity, they needed to simulate a titration in an Excel worksheet and to perform it in the laboratory, identifying possible causes for the differences found, between the simulation and the titration performed.
We analyzed the discussion portion of the scientific report, and we observed that many students failed to interpret their data and attempted to repeat the information provided in the worksheet to justify the differences between the simulation and the titration performed. Below is an example obtained from a group report (Figure 1).
There may have been errors arising from the working inability of the executors, such as for controlling the burette valve and adding the exact titrant aliquot, burette reading errors, and variations of the reading parameters between the executors, since we took turns among the group members to perform triplicates."
As observed in Figure 1, the discussion mentioned above is not what their actual data represents. Students also used other information from activity worksheet to explain the graph shown in Figure 1, such as errors related to equipment imprecision and unexpected solutions behavior.
We included a similar graph in the Buffering Systems exam, and the answers followed the same pattern observed in the scientific reports. A content analysis of the respective exam question showed that none of the students had a performance rated as Great, while 44% of students had a performance rated as Regular and 56% of students had a performance rated as Bad.
According to studies in the field of students' autonomy, when instructors provide many directions about the experiment, students tend to cut corners to have their work done.44 Chan, V.; Teaching in Higher Education 2010, 6, 37.,55 Stefanou, C. R.; Perencevich, K. C.; DiCintio, M.; Turner, J. C.; Educational Psychology 2004, 39, 97. In our case, students decided to rewrite the information given in the activity worksheet instead of looking at their actual data, discuss with peers and find their explanations to the phenomena observed.
Furthermore, deciding on the need for preparing new reagents and the need for collecting further data are related to the Organizational aspect of autonomy,55 Stefanou, C. R.; Perencevich, K. C.; DiCintio, M.; Turner, J. C.; Educational Psychology 2004, 39, 97. which encourages students ownership of the laboratory environment. Although these autonomy features introduces to students the meaning of control, the long-lasting effects of autonomy that we seek to promote may not have been set.
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