Biotechnology Research and Development Model

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Health Science and Medical Technology

Lesson Plan Originally Created By: Tina Doss

Biofuel Enzyme Kit

Part of Unit: Mathematical and Scientific Concepts

Lesson Plan Overview / Details

Fossil fuels are currently the dominant source of energy. America needs to find alternative forms of energy production. Cellulose, found in plant matter can be converted to cellulosic ethanol using a series of different enzymes. Students will test the enzyme cellobiase to break down a sugar substrate. This is one step in the larger process of ethanol production. Students will determine the reaction rate of the enzyme. Students can also see the effect that temperature and pH have on enzymes. This is based off Biorad's Biofuel Enzyme Kit.

Lesson Time

Days One and Two: Enzyme Labs 1 & 2
60 Minutes
Day Three: Analysis
60 Minutes
Day Four (Optional): Informal Debate
60 Minutes

Objectives and Goals

  • Understand that enzymes catalyze reactions.
  • Understand that larger polymers may be broken down to smaller subunits.
  • Understand that enzymes are affected by temperature, pH, and concentration.
  • Basic understanding of how crops may be used for biofuels.

Activities in this Lesson

  • Energy Introduction - Hooks / Set

    Group students into four main groups of eight students.  For each group of eight students, separate the groups into two groups of four.  Give students a handout explaining lab set-up and show a pre-made set-up to the class.  Have students start the lab as soon as the bell rings.  First, however, have a model of the set-up for the lab and go over safety concerns since students will be using fire.  Students are to follow the handout steps #1-8.  Assign each of the four groups of eight students a different nut/food.

    As students are performing the lab, walk around and ask questions about what the fire means.  Does the fact that the nut/food is burning signify there is usable energy stored in the food?

    Have students take an average between the two groups of four.  For example, if one group of eight was assigned peanuts, then two groups of four performed the experiment.  Have the two groups average their total time the peanut burned.

    Report back to the class on what each of the four groups collected.  Have a large group discussion on energy.  Ask the class again about their conclusions if any energy is stored, how they know this to be true, and of how much energy they believe is stored in the nut/food.  Answers will vary but students should minimally make the connection between the flame and energy burned.  Make the connection that today the United States uses fossil fuels but there are other potential "biofuels."  If the class is a higher level class, the teacher may make a connection to chemical bonds being broken in the macromolecules.

  • Enzyme Activity #1 - Lab / Shop

    Students should have already done a pre-lab or prepared for the lab prior to the start.  Have students flow chart the steps or write out the procedure for homework or during class the day before.  Students may also complete pre-lab questions directly from the Biorad Biofuels kit (pages 40-41 of the document below).

    Students should be working in lab groups of 2-3 per group.

    Briefly model the procedures for Activity 1: Determine the Reaction Rate in the Presence or Absence of an Enzyme (pages 42-45).  Teachers may build in stop points to ensure students are on similar steps.  To do this, model steps #1-7 and let students go.  Once the class has completed those steps, model steps #8-12 and have the class perform them.

    Depending on class time, have students either clean up the lab or complete the qualitative and quantitative determination of product formed (pages 45-48).  I highly suggest performing hte first graph (page 47) together as a class and having students perform the second graph (page 48) in their lab pairs.  The calculation and/or graphs may be done at the start of class the following day.

  • Enzyme Activity #2 - Lab / Shop

    Students should have already done a pre-lab or prepared for the lab prior to the start.  Have students flow chart the steps or write out the procedure for homework or during class the day before.  Students may also complete pre-lab questions directly from the Biorad Biofuels kit (pages 40-41 of the document below).

    Students should be working in lab groups of 2-3 per group.

    Briefly remind students about the procedures from Activity 1: Determine the Reaction Rate in the Presence or Absence of an Enzyme (pages 42-45).  Students are following similar protocol but have slight changes according to whethre they are assigned temperature, pH, enzyme concentration or substrate concentraion.  Since students have already performed a similar lab in activity #1, I would not include stop points.

    Divide the class into four groups of eight.  Although students will be performing the lab in pairs, the group of eight will be testing the same condition (i.e. temeprature, pH, etc.).

    For the first group of eight students, assign them Activity 2: Determine the Effect of Temperature on the Reaction Rate (pages 52-54).

    For the second group of eight, assign them Activity 3: DEtermine the Effect of pH on Reaction Rate (pages 58-60).

    For the third group of eight students, assign them Activity 4: Determine the Effect of Enzyme Concentration on the Reaction Rate (pages 63-66).

    For the final fourth group, assign them Activity 5: Determine the Effect of Substrate Concentration on Reaction Rate (pages 69-72).

    Depending on class time, have students either clean up the lab or complete the qualitative and quantitative determination of product formed (the folloiwng page after the lab).  Students should be able to graph data as this is the second lab doing these calculations.  The teacher may need to circulate and help lab groups that struggle with mathmatic concepts. The calculation and/or graphs may be done at the start of class the following day.

    Have students share results.  This can be done either through a large group discussion or having each group of eight present to the class.

    • Biofuels Informal Debate Protocol [ Download ]
  • Biofuels Informal Debate - Closure

    Students are now ready to do further research and have a class debate on biofuels.  In a following class period, randomly divide the class into two groups and assign one group in support and the other to oppose the development of cellulosic ethanol technology.

    Have students conduct research on the development and use of cellulosic ethanol technology for biofuel production.  This can be done in class or as homework.  The teacher may choose to handout the research/articles to ensure discussion amongst students.

    Encourage stduents to include what they learned in the enzyme labs.

    Have students write statements of benefits and reasons why the technology should not be used according to which group they were placed.  Questions must also be made showing holes in the opponents statements.  This means that students must critically examine what they beleive the opposite side will discuss and make rebuttals against them.  Have the debate in class with techer moderation.  Do not allow students to put one another down.  To avoid put-downs, start clas with the reminder that students were assigned positions, and that there is no tolerance for poor body language (rolling eyes,etc.), speaking over one another, cutting another person off in mid-speach, or verbal abuse.  Follow the handout, if desired, on how to run the debate.

    • Biofuels Informal Debate Protocol [ Download ]

Assessment

Assessment Types:
Rubrics, Projects, Observations,

Students are graded in two ways:

1. Students are given points for participating every day.  There are many places where students can contribute to class discussion (sharing data, reading procedure steps aloud, etc) and every student completes lab, that is they do not rely on their partner to complete lab.  I base student participation on a rubric which I give students after the first 4 weeks of school.  After that point, students are evaluated on participation every quarter.

2. Students also complete a three-paragraph conclusion.  Students have already learned the three paragraph conclusion, glued in the lab format guide and therefore may consult this guide at any time. The conclusion is graded based on the rubric.  Peers may edit before final is turned in to teacher.