The Structure and Function of Enzymes MODULE 1 MODULE 2 ...

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Technology-enhanced instructional strategies utilized in this module: Studentsparticipate in telecollaboration and telecommunication through the use of Blackboard;Internet search engines are employed.MODULE OVERVIEWComponents Brief description of module activities StudentGroupingEngagement Students participate in a “silent” Individualdemonstration” of catalysis.ExplorationStudents perform the “Toothpickase”activity to simulate enzyme action.PairsMaterials/TechnologyBlackboardThreadedDiscussionToothpicksExplanation Post-lab discussion Class BlackboardExtension/ElaborationEvaluationWWW research is performed to answerthree problems.The product of the web-based search canbe used for evaluation. Laboratory-basedquestions can also be used. It should benoted that informal evaluation occursduring each component of the module.Individualor smallgroupIndividualwww/electronicmedia,BlackboardDiscussionThreadBlackboardQuizExpected module outcomes: Students will use appropriate scientific terms to describethe functions of an enzyme, such as substrate, product,activation energy, and enzyme-substrate complex.Performance-based assessment of module outcomes:Students write abstracts to identify the practical applications associated with enzymes. Astudent-designed or teacher-designed rubric can be used to evaluate the abstracts.8
MODULE #3Module Title: What Affects the Function of an Enzyme?Estimated time to complete: Four class periods (180 minutes)Module objectives: Upon successful completion of this module, the student shall:• State that the shape of an enzyme is important to its function.• Recognize that cells exist within a narrow range of environment conditions, such aspH and temperature, and changes may cause death of the cell or organism.• State the effect of pH on the function of catalase.• State the function of catalase in the decomposition of hydrogen peroxide.• Identify the reactants and products of the reaction in which hydrogen peroxide isdecomposed.• Use STELLA computer software to generate models of enzyme behaviors.Concepts learned in this module:• Students learn that enzyme behavior is affected by numerous environmental factors.• Students learn that enzyme behavior can be predicted using computer models.Standards addressed in this module:Maryland State Department of Education High School Science Core Learning GoalsGoal/Expectation Indicator/Assessment LimitGoal 1 The student will demonstrate ways of thinking and acting inherent in thepractice of science. The student will use the language and instruments ofscience to collect, organize, interpret, calculate, and communicateinformation.1.2 The student will pose scientific questions and suggest experimentalapproaches to provide answers to questions.1.2.7 The student will use relationships discovered in the lab to explainphenomena observed outside the laboratory.1.3 The student will carry out scientific investigations effectively and employ theinstruments, systems of measurement, and materials of scienceappropriately.1.3.1 The student will develop and demonstrate skills in using lab and fieldequipment to perform investigative techniques.1.3.2 The student will recognize safe laboratory procedures.1.3.3 The student will demonstrate safe handling of the chemicals and materialsof science.9
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Page 3 and 4: 1.4.6 The student will describe tre
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Page 11 and 12: Goal 3 The student will demonstrate
Page 13 and 14: What are Enzymes Made Of?Module 1 E
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Page 19 and 20: Closure for the ActivityThere are t
Page 21 and 22: Table 1: This is a data table for r
Page 23 and 24: What Do Enzymes Do and How Do They
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Page 29 and 30: Conclusions:1. State the pH range i
Page 31 and 32: 4. Dr. T.H. Oliver reported the fir
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