Thursday, March 12th 2015

BCIT-Westampton
Honors Biology-Block 2
Stefanie Ucles
Cooperating teacher: Andre Hodges
Enzymes
Standards

5.3.12.A.2, Demonstrate the properties and functions of enzymes by designing and carrying out an
experiment.
5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.12.C.2 Use data representations and new models to revise predictions and explanations.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and
oxygen from sugar molecules may combine with other elements to form amino acids and/or other
large carbon-based molecules. (Connects to macromolecules-enzymes are proteins)
Goals and Objectives
1) Students will be able to design a controlled experiment in order to test an unknown phenomena.
2) Students will be able to describe the properties of the component that breaks down hydrogen peroxide by
analyzing data.
Content (EQ)
What breaks down hydrogen peroxide and where is it found? What factors affect the reaction?
Lab Safety
Hydrogen peroxide at a low concentration (3%) is weak, it is still an oxidizer, and skin/eye irritant. Wear lab coats,
safety googles, and gloves if any skin on hands is broken.
Hydrogen peroxide can be broken down into water and oxygen gas.
Tasks/Materials
Materials:
Test tubes/Rack
Hydrogen peroxide solution
Beakers
Lab Safety Equipment: Lab aprons, googles, gloves (if necessary for students)
Graduated Cylinder
Chicken Liver
Potato
Paper Clip
Learning Objectives

Activities

Assessment

Students will be able to design a

controlled experiment in order to
test an unknown phenomena.

Students will T-P-S and have a

class discussion on what causes
hydrogen peroxide to break down.

Student-Teacher Discussion (will be

recorded)

5.1.12.B.4
5.1.12.C.2
5.3.12.A.2

Students will have to come up with

problem, hypotheses, materials to
be used, control, & experimental
groups.
Teacher will guide discussion on
designing a procedure.
Students will carry out lab
experiments and record results.

Class Discussion responses (will be

recorded)
Experimental Design written in lab
notebooks

Students will be able to describe

the properties of the component
that breaks down hydrogen
peroxide by analyzing data.
5.3.12.A.2
HS-LS1-6

Students will T-P-S and have a

class discussion on what causes
hydrogen peroxide to break down.

Lab results (recorded as class and

in lab notebooks)
Kahoot discussion answers

Students will carry out experiment

designed as class, record, and
interpret the results in small group
and whole group settings.

Class and student discussion

answers (will be recorded)
Formal Conclusion (will be
explained tomorrow)

At the end of class yesterday students witnessed a discrepant event on how you can make cheese from adding
vinegar to heated milk. Students determined that the pH of the vinegar can affect the charges on the protein.
Based on the students answers and one-on-one student-teacher discussion, I was able to get a check for
understanding from most students. In order to generate more data, for their warm-up I will do a formative
assessment on their understanding from yesterday on this concept from the discrepant event. I will then do a
diagnostic assessment on enzymes through the student predictions from the discrepant event.
Warm up: Explain how the shape of a protein can be affected by various factors like pH.
1) Students will review the discrepant event from yesterday and hand it in as a formative assessment (5
minutes).
2) Teacher will show students a discrepant event on the reaction of liver and hydrogen peroxide. Students
will describe their observations of the discrepant event and teacher will explain the breakdown of
hydrogen peroxide (5-10 minutes).
Now that we understand that proteins have charges and have the potential to be denatured, I
would like to look at another phenomena
3) Students will explore and T-P-S with their partners on what this item in the liver is that is breaking down
the hydrogen peroxide using [Hydrogen Peroxide Investigation] worksheet (2 minutes).
4) Students will engage in class discussion on their thoughts. Teacher will guide discussion and have students
come up with potential hypotheses to test as well as the materials available to them (3 minutes)
5) Students will explore further by coming up with the problem, hypothesis, materials they need to carry
out this experiment, and potential control and experimental groups. Teacher will then guide class
discussion to teach students the experimental design that they can use-(What is going to be your control
group? What is going to be your experimental group?, How did I carry out the procedure beforehand? How
can you use that as a guide to design your experiment (10-15 minutes)
6) Students will decide how results are going to be recorded and teacher will give students a data table (5
minutes)
7) Students will begin performing the experiment of their design (20-25 minutes)
8) Students will record their results, and have a class discussion on what they have found (10 minutes)
Now that we know a little bit about this component, we can do more tests so that way we can
find out even more about it. What factors do you think could affect this component or the
reaction?
9) Students will be prompted further to think of a new question to test and share it on Kahoot. Students will
complete experimental design for homework and will be used as a formative assessment for tomorrow
[Hydrogen Peroxide Investigation-Take Two]. Teacher will have class discussion on essential questions (10
minutes)
Technology
1) Macbooks/iPhones for Kahoot
2) Kahoot Website
Assessments (Formative)
1) Model Activity Graphic Organizer
2) Student answers from class discussion (Teacher will record data)
3) Exit ticket (Poll Everywhere)
4) One-on-one teacher/student instruction (Teacher will record data)
Acc/Mod/Curr
1) Hands-on learning through laboratory investigation
2) Peer tutoring, Peer-instruction via T-P-S
HW
[Hydrogen Peroxide Investigation-Take Two] Experimental Design in Lab Notebooks