What Are Enzymes Made Of?

MODULE #3

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 as pH 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 is decomposed.
Use STELLA computer software to generate models of enzyme behaviors.

CONCEPT(S) 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 BY UNIT MODULES:

Maryland State Department of Education High School Science Core Learning Goals (see www.mdk12.org)

Goal/Expectation	Indicator/Assessment Limit
Goal 1	The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.
1.2	The student will pose scientific questions and suggest experimental approaches to provide answers to questions.
	1.2.7 - The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory.
1.3	The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.
	1.3.1 - The student will develop and demonstrate skills in using lab and field equipment 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 materials of science.
1.4	The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.
	1.4.1 - The student will organize data appropriately using techniques such as tables, graphs, and webs. (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title)
	1.4.2 - The student will analyze data to make predictions, decisions, or draw conclusions.
	1.4.6 - The student will describe trends revealed by data.
	1.4.8 - The student will use models and computer simulations to extend his/her understanding of scientific concepts.
	1.4.9 - The student will use analyzed data to confirm, modify, or reject an hypothesis.
1.5	The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation.
	1.5.1 - The student will demonstrate the ability to summarize data.
	1.5.2 - The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
	1.5.3 - The student will use computers to produce the visual materials (tables, graphs) that will be used for communicating results.
	1.5.5 - The student will use computers to produce tables, graphs, and spreadsheet calculations.
1.6	The student will use mathematical processes.
	1.6.1 - The student will use ratio and proportion in appropriate situations to solve problems.
	1.6.2 - The student will use computers to perform calculations for tables and graphs.
	1.6.3 - The student will express and/or compare small and large quantities using scientific notation and relative order of magnitude.
1.7	The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology.
	1.7.4 - The student will recognize mathematics as an integral part of the scientific process.
Goal 3	The student will demonstrate the ability to use the scientific skills and process and major biological concepts to explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth.
3.1	The student will be able to explain the correlation between the structure and function of biologically important molecules and their relationship to cell processes.
	3.1.1 - The student will be able to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems. [structural and functional role of enzymes]
	3.1.2 - The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism [enzyme regulation: effect of temperature on enzyme activity]
3.2	The student will demonstrate an understanding that all organisms are composed of cells which can function independently or as part of multicellular organisms.
	3.2.2 - The student will conclude that cells exist within a narrow range of environmental conditions and changes to that environment, either naturally occurring or induced, may cause death of the cell or organism. (pH)

TECHNOLOGY-ENHANCED INSTRUCTIONAL STRATEGIES UTILIZED IN THIS MODULE:

Inspiration software can be used to access prior knowledge; a STELLA computer model is used to make predictions and evaluate laboratory results.

Module Overview

Click on hot links to download the STELLA enzyme model and pdf files of student handouts and teacher information.
Go to the Adobe Acrobat website for a free software download if you do not have the plug-in.
Go to the High Performance Systems website to download a free runtime version of STELLA software.

Components Brief Description of
Module Activities Student
Grouping Materials / Technology

Engagement Silent demonstration Class Inspiration, paper, scissors, stapler

Exploration Enzyme catalysis activity Paired H₂O₂, containers, various commonplace supplies

Explanation Post laboratory session Class

Extension/ Elaboration STELLA computer model Individual or pairs STELLA software, computers, STELLA enzyme model

Evaluation Laboratory and STELLA problems Individual MSDE Rubric

EXPECTED MODULE OUTCOMES: Students will identify:

What changes in the environment can affect the survival of an organism
What changes in the activities of an enzyme may indicate about the environment in which the organism lives

PERFORMANCE-BASED ASSESSMENT OF MODULE OUTCOMES:

Students respond to a variety of higher level questions that are based on the MSDE Science Core Learning Goals.

Components	Brief Description of Module Activities	Student Grouping	Materials / Technology
Engagement	Silent demonstration	Class	Inspiration, paper, scissors, stapler
Exploration	Enzyme catalysis activity	Paired	H₂O₂, containers, various commonplace supplies
Explanation	Post laboratory session	Class
Extension/ Elaboration	STELLA computer model	Individual or pairs	STELLA software, computers, STELLA enzyme model
Evaluation	Laboratory and STELLA problems	Individual	MSDE Rubric

MODULE #3

WHAT AFFECTS THE FUNCTION OF AN ENZYME?

Module Overview

Unit Flow Chart Unit Description Pre-Service Modules: 1 2 3

Unit Flow Chart
Unit Description
Pre-Service Modules: 1 2 3