Sept23

I typed in the requirements for the lesson plans below. Work together here in the wiki. Consider using the "discussion" tab to "talk" to one another about the construction of this page. Working collaboratively is important, I want to see both "teachers" working together using their own skills to design the best lab possible. If you ever need feedback from me during the week, email me and let me know what specifically you want help on, and I'll come here, take a look, and type my feedback direction on the page.

Activity Topic:
=Teacher Description Sheet=

Students will design an experiment aimed to explore substrate-enzyme relationships by using the natural enzymes found in pineapple and other fruit to break down gelatin. This experiment would be best suited after the students have had some introduction to protein structure. The lab should take approximately 5-8 minutes to introduce, 20 minutes to design their lab, and 40-60 minutes to perform it the next day.
 * Overview and Purpose**:

Students should leave lab with a firm grasp on protein degradation and the role of enzymes within the body, as well as having practiced critical thinking skills necessary to form a functioning experiment and attributing for various variables. Students will furthermore have the opportunity to work and cooperate with other students.
 * Student Objectives**:

Teacher-Initiated Inquiry
 * Inquiry Level**:


 * Standards**:
 * ** 11.A.4a ** Formulate hypotheses referencing prior research and knowledge.  ||
 * ** 11.A.4b ** Conduct controlled experiments or simulations to test hypotheses.  ||
 * ** 11.A.4c ** Collect, organize and analyze data accurately and precisely.  ||
 * ** 12.A.4b ** Describe the structures and organiza­tion of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction.  ||
 * ** 13.A.4b ** Assess the validity of scientific data by analyzing the results, sample set, sample size, similar previous experimentation, possible misrepresentation of data presented and potential sources of error.  ||
 * ** 13.B.3c ** Describe how occupations use scientific and technological knowledge and skills.  ||

Naturally, this section will have to change based on what the students come up with when designing their own labs. As a general idea, a few packets of Jell-O (whether pre-made or made in lab, depends on student needs), two pineapples blended and strained, other juices, disposable cups, plastic spoons.
 * Materials List**:

Make sure that students have some key components of their experiments resolved within their plan before clearing their experimental design. Such components might include:
 * Teacher Preparation Instructions**:

·What stage the gelatin should be at, as in pre-made or made in lab ·What juices/pieces of fruit they will need (within reason)  ·How they are measuring whether the gelatin is degrading/forming  ·How long they will be gathering data  ·Encourage students to use fresh pineapple in some form If gelatin is pre-made, have it equally distributed into portions prior to lab.

-If the students opt to use heat, remind them to use necessary caution. -Juices should not come into contact with eyes. -Cover open cuts as the pineapple juice will sting. -If students have assortment of acids and bases, remind them of what sort of reactions can occur.
 * Safety Instructions**:

[|http://www.herbs2000.com/disorders/parasites.htm]
 * Resources**:

[] [] [] [] [|http://www.elmhurst.edu/~chm/vchembook/568denaturation.html] [] [|www.embracechallenge.net/biotech/][|​][|Pineapple][|_lab.doc] Nelson, L. David and Cox, M. Michael. __Lehninger Principles of Biochemistry__. 4th ed. W.H. Freeman and Company. New York: New York, 2005.

=**Teacher Answer Key**:= [|LINK] =Student Lab Handout:= [|LINK] =**PowerPoint**:= [|LINK]

I deleted my comments, but you can still read them if you click on the history button! :) ~Dr. Harland