Justification of the ICT Model - Essay Example

Effect of Temperature on Enzymes Assessment Task A. Fill in the blanks with the correct answer (5 pts Enzymes are composed to a sequence of __________coiled together into a globular shape. 2. Enzymes with the active sites conforming to the shape of the substrate fall under the ____________________ model. 3. ___________________ is the enzyme reaction wherein the substrate is converted to a product. 4. The maximal rate of reaction achieved by an enzyme is called its __________________________. 5. It is the ______________________ of the molecules in reaction to temperature that affects the activity of the enzymes. B. Answer the following questions concisely (10 pts.) 1. What is the function of an enzyme? (2 pts.) 2. Explain how changing the physical conditions affect enzyme activity. (2 pts.) 3. What happens to an enzyme if it continues to sit in temperatures that keep rising and why. (2 pts.) 4. Differentiate the Lock and Key Model from the Induced Fit Model of enzymes. (2 pts.) 5. How would you apply your knowledge about enzyme activity on the coping mechanisms of people and animals living in locations of various temperatures? (2 pts.) Marking Criteria Part A Question 1 Criteria Marks Student demonstrates knowledge of enzyme make-up 1 Answer: amino acids Question 2 Criteria Marks Student identifies the enzyme model described 1 Answer: Induced Fit Model Question 3 Criteria Marks Student has knowledge of enzyme reactions 1 Answer: catalysis Question 4 Criteria Marks Student knows term for maximal rate of enzyme reaction 1 Answer: Temperature Optimum or Optimum Temperature Question 5 Criteria Marks Student knows all factors involved in enzyme reaction 1 Answer: kinetic energy Part B Question 1 Criteria Marks Student is aware of the function of an enzyme. 2 Student is aware that enzymes are involved in chemical reactions 1 Answer: Enzymes are proteins that speeds up or slows down a chemical reaction in living things. Question 2 Criteria Marks Student identifies physical conditions affecting enzymes and its effect on the enzymes and explains these effects. 2 Student mentions temperature can affect enzyme activity 1 Answer: Changes in temperature affects enzyme activity. At low temperatures, enzyme reaction is slow due to the low kinetic energy of the molecules. As temperature rises to the enzymes’ optimum temperature, enzymes become more active to cause more reactions. Question 3 Criteria Marks Student demonstrates knowledge of enzyme activity at all temperatures and explains what happens beyond optimum temperature. 2 Student mentions that enzymes may denature after it reaches optimum temperature. 1 Answer: Beyond the optimum temperature of enzymes, reactions begin to decrease and eventually denature because the active sites of the enzymes changes its form. Question 4 Criteria Marks Student differentiates between two enzyme models in detail. 2 Student mentions shape as the main difference between the 2 models. 1 Answer: In the Lock and Key model, the shapes of the active site and the substrate of the enzyme complement each other much like a lock and its key. In the Induced Fit Model, the shapes of the active site and the substrate do not necessarily complement each other, but the active site adjusts to conform to the substrate’s shape so that they get to fit. Question 5 Criteria Marks Student applies learned knowledge about effect of temperature on enzyme activity to practical life situations of animals and people. 2 Student mentions how people and animals adapt to various temperatures. 1 Answer: People and animals living in cold conditions may have enzymes that have evolved to work best in low temperatures while those living in warmer conditions have enzymes that adapt to work best in higher temperatures. Justification of the ICT Model/Activity The learning outcomes outlined in the Biology syllabus on enzymes seems overwhelming to a new teacher. Studying the role of enzymes in metabolism, describing their chemical composition and using a simple model to describe their specificity on substrates, not to mention investigating the effects of temperature on the enzymes would simply leave a teacher stunned in thinking of ways and means to teach the unit to a high school class. The ICT Model presentation proposed is a combination of an interactive lecture and first hand investigation. The lecture portion initiates students into the rich information about enzymes complete with detailed illustrations to help them interact with the graphic and visualize enzymes, thus aiding in their retention of the concept. With the right timing of clicking for animation effects, the student’s attention and interest may be held for a prolonged period of time. Science concepts may be difficult to grasp for most students, but the way information is presented in this ICT takes into account various learning styles of the students. The first hand investigation part guides the students through an experiment with a step by step process. Being able to do each step together as a class helps them follow directions accurately and compare outcomes of their moves with each other. The exchange of information in every step is a rich experience that binds the whole group together instead of segregating them into competition. The whole presentation attempts to address most of the intelligences in Gardner’s Multiple Intelligence theory (Gardner, 1983). It involves most of the senses of the learners making them fully engaged in the material. In traditional biology classes, information is usually delivered by the teacher verbally delivering a lecture with limited visual aids. This ICT model may be presented by the teacher or a chosen student, according to the learning pace of the class. Supplemented by text, the students may read it while listening to the explanation of the concepts simultaneously. The lecture flows more smoothly with the knowledge that the following slides are accessible and not risk pauses that disrupt the concentration of the students. This is not to say that the ICT is endorsed as the main or the sole teaching tool that teachers must use. It is just one of the many educational strategies that is available to teachers. In this particular presentation, there are things in the FHI which presume student knowledge already, such as the role of hydrogen peroxide in the catalysis. Also, the safety precautions when doing scientific experiments were not detailed anymore in the expectation that students have been trained in that aspect through the many experiments they have previously done. The ICT model comes with its matching assessment task to complete the learning package. This assessment task conforms to the characteristics of modern assessment outlined in Payne (2003). Both short-answer and mini-essay tests assesses what the students have learned from the ICT model as well as evaluate how they would apply such knowledge in practical life. This gives the assessment task more value than just being a test because it calls upon higher-order thinking in the students. Overall, this ICT Model/ Activity is believed to be an effective tool in helping students learn about the effects of temperature on enzymes, as it fully engages them in the lecture presentation with the carefully selected visuals and text, involves them in the first hand investigation through a relevant experiment, and assesses their learning with an assessment task which includes very appropriate items. It is highly recommended for teachers to use and for students to follow, as they may likewise create a similar ICT presentation project to widen and strengthen their research and presentation skills to gain more learning. References For Justification Document: Gardner, H.,(1983) Frames of Mind: the theory of multiple intelligences London: Heinemann Payne (2003) Applied Educational Assessment. Canada: WadsworthI For ICT Model/ Activity: Childers, M. (n.d.) Enzymes. Retrieved on October 8, 2009 from http://www.reachoutmichigan.org/funexperiments/quick/eric/enzymes.html Enzyme Reactions. Retrieved on October 6, 2009 from http://academic.brooklyn.cuny.edu/biology/bio4fv/page/bindg_r.htm Investigating the Effect of Temperature on Enzyme Activity (n.d.) Retrieved on October 7, 2009 from http://www.pearsonsuccessnet.com/ebook/products/0-13-181118-5/brlb1020.pdf Manual of Clinical Enzyme Measurements (1972) Temperature Effects. Retrieved on October 7, 2009 from http://www.worthington- biochem.com/introBiochem/tempEffects.html Temperature Optimum of an Enzyme (n.d.) Retrieved on October 7, 2009 from http://academic.brooklyn.cuny.edu/biology/bio4fv/page/enz_act.htm Read More