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Teacher(s) Brianna Davis Subject group and course Group 4, Biology
Course part Molecular Biology; Topic 2.5: Enzymes SL or HL/Year 1 or 2 SL/1 Dates Semester 1
and topic
Unit description and texts DP assessment(s) for unit
Paper 1, Multiple choice
A detailed look at enzymes, emphasizing that enzymes control the
Paper 2, Data based, short and extended response
metabolism of the cell, in preparation for papers 1 and 2. Biology
ICT: Computer models and simulations, use of databases
course companion (Oxford) and Standard Level Biology (Pearson)
textbooks
INQUIRY: establishing the purpose of the unit
Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
1. Students will understand that enzymes control the metabolism of the cell.
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ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.
Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
1. Students will be able to describe that enzymes have an active site to which specific
substrates bind. Lecture
2. Students will be able to understand that enzyme catalysis involves molecular motion Socratic seminar
and the collision of substrates with the active site. Small group/pair work
3. Students will be able to describe how temperature, pH and substrate concentration Powerpoint lecture/notes
affect the rate of activity of enzymes.
Individual presentations
4. Students will be able to state how enzymes are denatured.
Group presentations (Communicators: We express ourselves
Students will develop the following skills: confidently and creatively in more than one language and in
1. Students will be able to design experiments to test the effect of temperature, pH, many ways. We collaborate effectively, listening carefully to
and substrate concentration on the activity of enzymes. the perspectives of other individuals and groups.)
2. Students will be able to use a scientific database such as uniport to compare Student lecture/leading
similarities and differences between enzyme amino acid sequences. Interdisciplinary learning
3. Students will be able to design-accurate, quantitative measurements in enzyme Details:
experiments which require replicates to ensure reliability.
Other/s:
Students will grasp the following concepts: (Knowledgeable: We develop and use
conceptual understanding, exploring knowledge across a range of disciplines.) Database activity and research.
5. Students will understand how immobilized enzymes are widely used in industry. Class discussion
Case studies
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6. Students will be able to outline methods of production of lactose-free milk and its Formative assessment:
advantages.
1. Group diagram of enzyme substrate interactions
. 2. Diagram and graph of stages of enzyme activity
3. Uniprot database online activity
4. Enzyme catalysis lab
5. I scream for ice cream case study
6. Online research on immobilized enzymes and class
discussion
7. Practice questions from past papers
Summative assessment:
1. Enzyme quizzes
2. Mock exam
3. Lab write up on Enzyme Catalysis
Differentiation:
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:
Approaches to learning (ATL)
Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.
Thinking
Social
Communication
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Self-management
Research
Details: Individual and group research, discussing results an presenting results from catalysis lab.
Language and learning TOK connections CAS connections
Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
learning connections made during the unit. For more connections made during the unit If you check any of the boxes, provide a brief
information on the IB’s approach to language and note in the “details” section explaining how
learning, please see the guide. students engaged in CAS for this unit.
Activating background knowledge Core theme Creativity
Scaffolding for new learning Optional themes Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency Details: Natural sciences Details:
Details: Table marker diagrams, link to prior
knowledge on proteins, quizzes and mock exam
Resources
List and attach (if applicable) any resources used in this unit
Pearson Baccalaureate: Standard Level Biology (and weblinks)
Oxford: Biology Course Companion
Enzyme presentations https://www.bioknowledgy.info/25-enzymes.html
Enzyme catalysis lab activity: https://www.carolina.com/traditional-ap-biology-kits/ap-biology-lab-2-enzyme-catalysis-kit/FAM_746430.pr
Uniprot database: https://www.uniprot.org/
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Stage 3: Reflection—considering the planning, process and impact of the inquiry
What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit
Diagrams of enzyme substrate complexes & Lab protocol is long. Some students did not A longer introduction, perhaps more
stages of enzyme activity, students were able read the procedure before class and were modelling of uniport database.
to understand and visualize activity of pressed for time in a 50 minute period. Clear expectations of pre lab work before lab
enzymes. We’re able to review peer’s Uniprot activity had some level of frustration periods that are expected to take the entire
diagrams and engage in constructive for students who have not used scientific 45 minutes.
feedback. databases before (an opportunity to bolster Carefully look at which ATL can be used and
Uniprot database activity was engaging, fun, risk-taking: We approach uncertainty with reinforce these more in the struggling
informative and challenging. forethought and determination; we work students.
Enzyme Catalysis lab is fun and engaging. independently and cooperatively to explore
Students were able to evaluate the new ideas and innovative strategies. We are
importance of repeats, indirect resourceful and resilient in the face of
measurements, and precision of timing challenges and change.)
devices.
Use of practice problems and past paper
questions helped them get familiar with
examiner expectations and standards.
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