Title: Who can break it down? Enzymes!! How can we help?
Length of Time: 4 days
Objective: Students will be able to conduct an experiment to determine how an environmental may impact the reaction rate for the conversion of biomass to biofuels. Students will investigate different enzymatic reactions within a number of different labs. Students will share information about labs to inform classmates of their conclusions and evidence for them.
*This lab is required, however students will be able to chose which specific lab they will complete and variable they will test (pH, temperature, agitation, etc.)
Standards:
B.1.2
Understand that the shape of a molecule determines its role in the many different types of cellular processes (e.g., metabolism, homeostasis, growth and
development, and heredity) and understand that the majority of these processes involve proteins that act as enzymes.
B.2.5
Explain that cells use proteins to form structures (e.g., cilia, flagella), which allow them to carry out specific functions (e.g., movement, adhesion and absorption)
B.5.5
Understand that proteins are responsible for the observable traits of an organism and for most of the functions within an organism.
Materials: See Page 2-3 of Linked Document for Potential Materials for Potential Labs. Materials will vary based on the lab the group will investigating. (Links to the individual labs are provided on the toolbar under Student Activities, Timeline, Enzyme Catalyzed Reactions). Beano Lab, Chicken Liver Lab, Lactase Lab, BioRad-BioFuels Lab, Fermentation Lab
Assessment Materials: Lab Report Rubric, alternative Group Lab Report (from exemplars.com) and Within Group Assessment of 21st Century Skills.
General Procedure:
Overview (All 4 days in a nutshell)
Day 1 of this Lesson:
1.) Debrief: Corn Stalk and Stover images with questions to reinforce connection to biomass and biofuels. "What does this part of the corn plant have to do with what happened last week?" "How might that impact the cost of gasoline?" Connect to biomass materials available for reactions.
2.) Task: Students design experiments into enzymes. Students will be given different, substrates, enzymes, lab equipment, and detection equipment.
3.) Students may “mess around” with the equipment to create a plan.
4.) They then share their plan with 3 ft. by 2 ft. whiteboards with the whole class and get it approved by the teacher.
5.) Once the teacher approves the plan, they record their procedure on looseleaf paper to complete tomorrow.
Assessment: Students create an investigative plan (teacher helps revise/question their plan until it is approved for tomorrow).
Day 2 of this Lesson:
1.) Debrief: Does everyone have their plan from yesterday? Any questions? Possibly assign roles within groups.
2.) Task: Students complete experiment that was designed and approved on Day 1. Groups then share their results in a gallery walk and presentation. 3.) Students revise their experiment to test another variable (pH, temperature, starting reactant, different enzyme)
Assessment: Students create a revised investigative plan.
Day 3 of this Lesson:
1.) Reiteration of Lab Completion: Students complete experiment that was designed and approved on Tuesday.
2.) Groups then share their results in a gallery walk and presentation.
3.) Students create list of rules of thumb for effective conversion of biomass to biofuels using enzymes.
Assessment: Group list of rules of thumb.
Day 4 of this Lesson:
1.) Debrief: Going over rules of thumb and connecting them to biology content standards.
2.) Students work on Lab Report: Students generate a group lab report (Google Doc, Prezi, PPT, etc) that describes their experiments and optimal conditions for their enzyme reactions.
Assessment: Lab Report Rubric, alternative Group Lab Report (from exemplars.com) and Within Group Assessment of 21st Century Skills.
Length of Time: 4 days
Objective: Students will be able to conduct an experiment to determine how an environmental may impact the reaction rate for the conversion of biomass to biofuels. Students will investigate different enzymatic reactions within a number of different labs. Students will share information about labs to inform classmates of their conclusions and evidence for them.
*This lab is required, however students will be able to chose which specific lab they will complete and variable they will test (pH, temperature, agitation, etc.)
Standards:
B.1.2
Understand that the shape of a molecule determines its role in the many different types of cellular processes (e.g., metabolism, homeostasis, growth and
development, and heredity) and understand that the majority of these processes involve proteins that act as enzymes.
B.2.5
Explain that cells use proteins to form structures (e.g., cilia, flagella), which allow them to carry out specific functions (e.g., movement, adhesion and absorption)
B.5.5
Understand that proteins are responsible for the observable traits of an organism and for most of the functions within an organism.
Materials: See Page 2-3 of Linked Document for Potential Materials for Potential Labs. Materials will vary based on the lab the group will investigating. (Links to the individual labs are provided on the toolbar under Student Activities, Timeline, Enzyme Catalyzed Reactions). Beano Lab, Chicken Liver Lab, Lactase Lab, BioRad-BioFuels Lab, Fermentation Lab
Assessment Materials: Lab Report Rubric, alternative Group Lab Report (from exemplars.com) and Within Group Assessment of 21st Century Skills.
General Procedure:
Overview (All 4 days in a nutshell)
- Students will be given a certain laboratory where they will be testing for enzymatic reactions.
- Each group will have a different laboratory for them to investigate.
- After the laboratory the group will report back to the larger group with their results.
- After the dessimination, the groups will inquire about enzymatic reactions through further extensions by choosing a different variable.
- Following this trial, they will once again come back to the larger group
Day 1 of this Lesson:
1.) Debrief: Corn Stalk and Stover images with questions to reinforce connection to biomass and biofuels. "What does this part of the corn plant have to do with what happened last week?" "How might that impact the cost of gasoline?" Connect to biomass materials available for reactions.
2.) Task: Students design experiments into enzymes. Students will be given different, substrates, enzymes, lab equipment, and detection equipment.
3.) Students may “mess around” with the equipment to create a plan.
4.) They then share their plan with 3 ft. by 2 ft. whiteboards with the whole class and get it approved by the teacher.
5.) Once the teacher approves the plan, they record their procedure on looseleaf paper to complete tomorrow.
Assessment: Students create an investigative plan (teacher helps revise/question their plan until it is approved for tomorrow).
Day 2 of this Lesson:
1.) Debrief: Does everyone have their plan from yesterday? Any questions? Possibly assign roles within groups.
2.) Task: Students complete experiment that was designed and approved on Day 1. Groups then share their results in a gallery walk and presentation. 3.) Students revise their experiment to test another variable (pH, temperature, starting reactant, different enzyme)
Assessment: Students create a revised investigative plan.
Day 3 of this Lesson:
1.) Reiteration of Lab Completion: Students complete experiment that was designed and approved on Tuesday.
2.) Groups then share their results in a gallery walk and presentation.
3.) Students create list of rules of thumb for effective conversion of biomass to biofuels using enzymes.
Assessment: Group list of rules of thumb.
Day 4 of this Lesson:
1.) Debrief: Going over rules of thumb and connecting them to biology content standards.
2.) Students work on Lab Report: Students generate a group lab report (Google Doc, Prezi, PPT, etc) that describes their experiments and optimal conditions for their enzyme reactions.
Assessment: Lab Report Rubric, alternative Group Lab Report (from exemplars.com) and Within Group Assessment of 21st Century Skills.