Flipped Classroom Activity Constructor - Factors Affecting Enzyme Activity [BIOCHEMISTRY]

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents

3. Pradeepa. D Working as an Assistant Professor in the Department of Biochemistry at Dr. N.G.P. Arts and Science College, Coimbatore. The topic I want to design a flipped classroom is Factors that affect enzyme activity.

4. Replace Header with your Name FACTORS AFFECTING ENZYME ACTIVITY Enzymology BIOCHEMISTRY 2nd Year UG Students Of Biochemistry Dept. of Biochemistry, Dr. N.G.P. Arts and Science College, Coimbatore

5. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity – By seeing this video the students can able to Identify the factors that affect enzyme activity (Understand level) Understand how the various factors affect enzyme activity Distinguish between effect of various factors (Apply level) Key Concept(s) to be covered Effect of temperature on enzyme activity Effect of pH on enzyme activity Effect of substrate concentration on enzyme activity Effect of enzyme concentration on enzyme activity

6. Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=-g5j4jyL8ZE License of Video Creative Commons Attribution license (reuse allowed) Mapping Concept to Video Source 8:08 mins TOTAL DURATION

7. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective

8. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective

9. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Total activity duration 5 minutes

10. In-class Activity Design -1 Learning Objective(s) of In - Class Activity – Students are able to Study and identify the factors that affect the rate of enzyme action (Analyze level) Find the optimum temperature, pH, substrate and enzyme concentration (Analyze level) Key Concept(s) to be covered How to calculate optimum a. pH, b. temperature, c. substrate concentration and d. enzyme concentration from the given values

11. In-class Activity Design -2 Active Learning activity(ies) that I plan to do Think-Pair-Share for finding out optimum condition for enzyme activity with pH as an example. Peer Instruction for recognize whether the students are able to predict the data to identify how molecular interactions affect enzyme function

12. In-class Activity Design -2 Active Learning activity(ies) – 1. Think-Pair-Share What Instructor does Give the values of an enzyme activity measured at different pH to the students and ask them to find out the optimum pH and substrate concentration

13. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~5 minutes) Instruction: Think individually and identify the optimum pH from the given value.

14. In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up with your neighbour and compare your answers. Finally agree with one answer.

15. In-class Activity Design -2 TPS Strategy – What Instructor does Share (~5 minutes) Instructor asks the groups to share their answer with the other students and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and discuss about how the enzyme act better under acidic or alkaline pH.

16. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two questions at the start of the class and provide summary of how various biological factor interactions affect the enzyme activity. Q 1: The graph shows the effect of temperature on enzyme action. What characteristic do enzymes E1, E2, and E3 share? a) Their activity increases between 20°C and 30°C b) Their activity is greatest between 5°C and 10°C c) Their activity is at a low level between 15°C and 25°C d) Their activity is at a high level between 30°C and 40°C 

17. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: Why does the reaction rate reaches plateau in the experiment conducted to test the affects of increasing concentration of enzyme? a) time b) limited by substrate c) enzymes are denatured d) enzymes are inactive

18. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 3: In the experiment conducted to check the affect of substrate concentration on rate of reaction. What may be the independant variable? a) time b) Concentration of substrate c) Concentration of enzyme d) Reaction rate

19. In-class Activity Design -2 Peer Instruction Strategy – What Student Does The students vote individually to all 3 questions. After that they will discuss with their peers and come to a final answer. Finally they pay attention to what instructor explains.

20. In-class Activity Design -2 Justify why the above is an active learning strategy Strategies to support active and collaborative learning like TPS and peer instruction with their classmate, pupils are come to a consensus on an appropriate knowledge about the concept and be proactive with reluctant students also. This type of questioning deeply probes or explores the meaning. The amount of mental energy invested in the learning process increases substantially when students physically act on, and engage them in some action with respect to, the material they are learning.