So every year I would do the "Toothpickase" lab. I hated wasting ALL the toothpicks and also of course students would end up trying to stab each other and put toothpicks in each other's hair, but I still thought it was a good use of time. However, since we can't use shared materials this year and am NOT buying enough for every student, I converted it to a virtual lab. Personally, I think this is a better lab than the actual Toothpickase lab since I made this more realistic using a real enzyme, maltase. I don't think I will go back to doing the Toothpickase lab after this! If you have never done that lab, it really helps students comprehend reaction rate and how different changes in the reaction can affect the reaction rate. In order to understand this lab, student should have completed my previous lesson Enzyme Basics. So here is the breakdown of the lab: Review: Students review the parts of the enzyme reaction and the vocabulary needed to understand this lab (enzyme, substrate, active site, product). Background: Students are given background on the maltase enzyme and how it works. Part A: Students are instructed to count the number of glucose molecules they see in the reaction. They then record it in the data table. Students do this at different time intervals during the reaction. Students then graph their results and answer questions. Part B: Students are instructed to count the number of glucose molecules they see in the reaction. They then record it in the data table. Students do this at different time intervals during the reaction. Students then graph their results and answer questions. The difference is during this section, the substrate concentration has decreased. Part C: Students are instructed to count the number of glucose molecules they see in the reaction. They then record it in the data table. Students do this at different time intervals during the reaction. Students then graph their results and answer questions. The difference is during this section, the enzyme concentration has doubled. Compare graphs: Students then paste all 3 graphs they have completed on this slide and compare and contrast the graphs. They draw some biological conclusions based on the data. Topics addressed in this lab include how decreased substrate concentration and increased enzyme substrate concentration affect reaction rate. Other topics addressed include inhibitors, the fact that enzymes themselves do not "go faster", that when enzymes run out of substrate, the reaction will stop, the best way to speed up chemical reactions and how change in temperature affects the enzyme. Interested in this lesson? Check out my TpT store! Also check out my "search" feature to see other available lessons. New lessons are added weekly!
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Enzymes are always a favorite of mine. There are just so many easy, cool labs that you can do with the kids that are very inquiry based. However, before you get to those, you need to make sure that the students understand the basics. This is where the lesson here comes in. This lesson will take students through everything they need to know about enzymes in order to apply their knowledge later in lab activities. This can be used synchronously or asynchronously. It is ready to go for students as does not need any additional guidance from you. This is formatted as an interactive digital notebook that they can save and reference later. Just give it to the students and have them complete it and turn it in to you for correction or have a class discussion about it and have them correct their own errors! Make sure to scroll to the bottom for a video preview! Here is the breakdown of the lesson: Title Slide Slide 1: What are enzymes? Students are shown the parts of an enzyme reaction in an image and introduced to substrates, products and the active site. Slide 2: Substrates are specific- Students drag the substrate that matches the correct enzyme. This shows them that only certain types of substrates match each enzyme. Here is a good place to discuss enzyme specificity. Slide 3: Active site- Students are asked to label the enzyme, substrate, product and active site in the image. The definition of the active site is discussed. Slide 4: Lock and Key Model- Students are asked to compare an enzyme and a substrate to a lock and a key Slide 5: Enzyme nomenclature- Students are introduced to the idea that enzyme names end in -ase. Students are given a paragraph and must circle the names of the enzymes. Slide 6: Enzymes can denature- Students are introduced to the idea of denaturation. Students are asked to drag the substrate to the enzyme which has been denatured. The substrate will not fit. This shows that the enzyme cannot do its job. Students are asked to write why that is. Slide 7-9: Lactose Intolerance Case Study- The intestines of 2 patients are shown. Students are asked to drag the substrates to the enzyme in patient #1, the lactose tolerant patient. There is a substrate for every enzyme, and thus the person can digest the lactose. With patient #2, there are not enough enzymes to digest the substrates, so some of the substrates stay in the intestines, causing problems. This person is lactose intolerant. Students are then asked to determine which person is lactose tolerant and which is lactose intolerant. They are then asked how lactose free milk would help someone with lactose intolerance. Slide 10-11:Enzymes and Activation Energy- Students are introduced to the definition of AE. Students are then shown how AE can be compared to pushing a boulder over a hill. The hill without the enzyme is larger. Students record how much energy was used to get the boulder over the hill without the enzyme. On the next slide, students are asked to now look at the size of the hill with an enzyme and record the amount of energy needed. They then compare this analogy to the rate of a chemical reaction. Slide 12: AE graphs- Students use the knowledge gained in the previous slides to label which part of the graph represents AE with an enzyme and without an enzyme. They they explain their reasoning. Slide 13: Rate of Reaction- Students are introduced to the idea that adding more enzyme to a reaction can speed it up. Students drag the enzymes onto the slide to substrates to speed up the reaction. Slide 14: Catalyst- In this slide, an enzyme is related to a catalyst. Slide 15: Specific pH- Students are shown a pH scale and told that enzymes work best at specific temperatures and pH levels. Students are asked at which pH a stomach enzyme would work best, and at which pH a mouth enzyme would work best. They use the scale to answer the questions. Slide 16: Exit Ticket- Students are asked in 20 words, to describe WHY enzymes are important to the body and how they work. This lesson would also go well with our Digestive System Lesson (for distance learning) Interested in this lesson? Check out our TpT store. This was so fun to make! This can be used as an assessment or at a learning tool. The students are helping to solve a crime where we need to know the last location of the murder victim. We know that they were last eating at a restaurant, and they will use their knowledge of macromolecules to help figure this out. As student move through the different locks, they will record the data they found in a separate google docs observation sheet. You will receive a google drive folder with all of the necessary google slide and forms. Make sure to adjust the forms so that the submissions are sent to YOU! That way you can track student responses. I have it automated so that students need to make a copy of each slide so that there is no confusion of having multiple students on the same slide. Make sure to scroll to the bottom to find my video preview! Here is the breakdown of each step of the game: Start Here Introduction Slide: Introduces students to Detective Roth and gives them the background of the case Lock 1: Pizza Palace- Students are given the meal that the victim liked to eat here and determine which biomolecules at which levels would be found in this meal. Students also find clues in a receipt and use their knowledge of the function of biomolecules to solve the clue. Lock 2: Best Burgers and Fries- Students are given the meal that the victim liked to eat here and determine which biomolecules at which levels would be found in this meal. Students also find clues in a menu and use their knowledge of the monomer of biomolecules to solve the problem. Lock 3: Salads-R-US- Students are given the meal that the victim liked to eat here and determine which biomolecules at which levels would be found in this meal. Students also find clues in the sign outside the restaurant and use their knowledge of the monomer of biomolecules to solve the problem. Introduction 2: Students are introduced to Dr. Bennett, a forensic pathologist. They will assist her in testing the stomach contents of the victim to determine which biomolecules are present. Lab 1: Dr. Bennett explains how the tests will work. Students click on the beaker to continue Test for carbohydrates: Students use indicators and record the results of the test on their observation page. Test for proteins: Students use indicators and record the results of the test on their observation page. Test for lipids: Students use indicators and record the results of the test on their observation page. Introduction 3: Students are instructed to now use the data they recorded on their observation sheet to help solve the crime. Lock 4: Student make a conclusion as to which restaurant they were last seen at. They explain their conclusion on their data sheet. If they do all this correctly then they win and help solve the crime! Interested in this activity? Check out my TpT page. In this lesson, there are lots of engaging and interesting activities for students. That is really important when teaching the biochemistry unit, as it can be quite dry otherwise. The practice here is meant to be done after students have a basic understand of vocabulary and have been introduced to the biomolecules. Please see my previous lesson on Biochemistry Vocabulary Basics , which can be done before this lesson. This can be done asynchronously, but the last competition activity would be more fun it done synchronously with the whole class to make it a real timed competition. As always, this lesson is in the digital interactive notebook format for students, with each slide representing one page of the notebook. There are already places for students to type in their answers so there is no confusion. This lesson is ready to go and be given directly to students with almost no editing. Don't forget to scroll to the bottom for a video preview! Here is the breakdown of the lesson: Title Slide Slide 1: Biomolecules graphic organizer- Students must drag the correct descriptions to the correct part of the graphic organizer. Once this correct, students can go back and refer to these as notes. Slide 2: Biomolecules sorting activity- Students are given terms associated with 1 of the 4 biomolecules. Students must drag the correct terms into the ovals with the correct biomolecule. This is a great activity to address any misconceptions before moving on in the unit. Once this correct, students can go back and refer to these as notes. Slide 3: How to read a food label- Students are given diagrams showing how to read a food label. Students will be going back to refer to this later in the lesson. Slide 4: Food label matching- Students use their understanding of biomolecules and how to read a food label to match the description to each foo label. This activity really requires students to analyze the food labels. A follow-up discussion could be why students should read food labels, and which foods are considered "healthy" and why. Slide 5-14: Macromolecule Argumentation Writing Activity- Using the CER format, student will be given a scenario where they are stranded on a desert island with only 3 food choices to chose from. They must only pick 1 food source to help them survive for 3 weeks until they are rescued. Students will research, determine their claim, support it with evidence and connect it with the reasoning. Students are also given sentence stems to help them write these paragraphs. As students move through the scenario, they encounter some twists, such as someone trying to convince them to trade (where they then write a counter argument and rebuttal) and when they are finally rescued, they are the only one to survive and must prepare a short presentation as to how they survived on only one food source the entire time. This will require them to address the function of the different biomolecules and requires high levels of critical thinking. This also addresses that most foods are a combination of biomolecules. I left the instructions on the presentation editable so that you can change them depending on where you want them to submit. Slide 15-19: Biomolecule competition game- Ideally this is done in class or synchronously, but students can also time themselves on their own. The teacher will call out a type of biomoecule, and students must match the function, monomer, example and picture in the chart as fast as they can. Students then verbally confirm what they put to "win" that round. There can be "prizes" for students or not, depending on your group. I left the instructions editable so that you can tweak them as necessary. Interested in this lesson? Check out my TpT store. Biochemistry is usually my least favorite unit. It is difficult for students and is pretty dry topic for me. But then a few years ago, I decided to focus on my favorite topic, FOOD, during this unit. I teach this unit during the beginning of the school year, so not only does this serve as an intro to biochemistry, but I can get to know students by talking about a very low risk topic. Its a win-win for all. This specific lesson would be the first in the sequence during biochemistry. You really can't do any higher level thinking activities without students at least having some grasp of the basics of each macromolecule (sometimes referred to as biomolecules) and their components. All these activities get students interacting with the vocabulary and basic understandings of biomolecules in different ways. As with most other lessons, this is formatted in digital interactive notebook style, with each slide representing a "page." These activities can be done synchronously or asynchronously and either in a class setting or at home. I recommend that students work on this on their own, and then you can address any issues or misconceptions during the "class" time. Make sure to scroll to the bottom for a video preview. Here is a breakdown of this lesson: Title Slide Slide 1-2: Biomolecules web quest- Students read and watch a video about the basics of macromolcules, polymers and monomers. Students answer some basic questions and fill out a chart with information on each biomolecule. Slide 3-6: Frayer Model Diagrams- If you are not familiar with how these work, essentially student write the word in the middle and then complete 4 different activities with that word. This one has them write the definition (in their own words), draw or copy and paste a picture, name some examples (probably food) and use it in a sentence. Students will complete 4 models, one for each macromolecule. Slide 7: Drag and Drop Biochemistry vocabulary- Students drag the words surrounding the slide to the definition they match. I do this at the beginning, so that students can familiarize themselves with the words and look them up if they do not know. Note that some enzyme vocabulary is included here as well, since it is integral in this unit. Slide 8: Monomers and Polymers- Students drag the correct monomers for each polymer onto the slide. This will then form a complete polymer. This is a visual activity that will help students grasp how monomers and polymers are connected. Slide 9: 4 corners- The 4 macromolecules are in each corner of the slide. There are a variety of images of different foods around the outside of the slide. Students drag the food to the macromolecule it contains the most of. Slide 10: A Healthy Serving of Macromolecules- Students use a link to fill in the graphic organizer that relates how the macromolecules function in the human body and the elements they are made of. If you are interested in this lesson, please check out my TpT store. 9/2/2020 0 Comments Remote Learning Scientific Method : Data Collection and Graphing Digital Breakout Room Game |
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