Unit Title: Enzymes
10th-Biology
Program of Studies:
Unit Length: 10 days
Created/Revised: September, 2009
SC-H-UD-U-2
Students will understand that within every cell are specialized parts for the transport of materials,
energy transfer, protein building, waste disposal, information feedback and even movement. In
addition, most cells in multi-cellular organisms perform specialized functions that others do not.
SC-H-UD-S-7
Students will describe and classify a variety of chemical reactions required for cell functions.
SC-H-UD-S-8
Students will describe the processes by which cells maintain their internal environments within
acceptable limits.
Core Content:
SC-HS-3.4.3
Students will:
 describe cell regulation (enzyme function, diffusion, osmosis, homeostasis);
 predict consequences of internal/external environmental change on cell
function/regulation.
Cell functions are regulated. Regulation occurs both through changes in the activity of the
functions performed by proteins and through selective expression of individual genes. This
regulation allows cells to respond to their internal and external environments and to
control and coordinate cell growth and division.
DOK 2
Unit Components
Function of Enzymes
Variables That Impact Enzyme Function
Vocabulary
Vocabulary
Enzyme
Protein
Substrate
Product
Denaturation
Inhibitor
Active Site
Learning Targets
* I can use data and models to determine
the function of enzymes.
Learning Targets
* I can use data to determine what happens to the
rate of a reaction when enzyme is added or taken
away from a substance.
* I can use data and models to define and
characterize enzyme and substrate.
* I can use data to determine what happens to the
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* I can describe why enzymes can be
useful to cells.
rate of a reaction when an enzyme is heated up or
cooled down.
* I can use data and models to define and
characterize denaturation.
* I can use data and models to define and
characterize inhibitor.
* I can use models to define and characterize active
site.
* I can use animations/models to determine that the
shape of an enzyme is important to its function.
* I can predict (using a graph) what will happen to
enzymatic reactions when different conditions are
changed.
Evidence/Assessment
* Formative assessment of students as
they work on models and develop their
definitions.
* I can explain how/why changing different
variables will change the rate of enzymatic
reactions.
Evidence/Assessment
* Exit (formative) dealing with sucrase enzyme to
determine groupings for follow-up activity.
*Enzyme (informative) assessment.
* Multiple choice summative assessment.
* Open response summative assessment.
* Formative assessment of students as they make
graphical predictions and explain their rationale.
* Multiple choice summative assessment.
* Open response summative assessment.
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