Course Profile Biology (SBI4U), Grade 12, University
Preparation, Public
Unit 1: Metabolic Processes
Time: 22 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
| Activity 1.5
Unit Description
In this unit,
students explore the biochemical pathways organisms use to create metabolically
useful energy. Students examine energy transformations in living cells through
examination of the structure and function of biologically essential
macromolecules and a series of laboratory investigations. This unit has a
strong experimental-inquiry focus where students can improve their skills in
formulating testable questions and designing and carrying out investigations.
The unit culminates with an oral presentation explaining the design of their
effective “metabolic factory.”
|
Activity/Time |
Learning Expectations |
Assessment Categories |
Task |
|
1.1 4 h |
MPV.01, MPV.02,
MP1.02, MP2.01, MP2.02, MP2.03 |
Communication |
Diagnostic
assessment of prior knowledge; investigations into structure and function of
biochemical molecules. |
|
1.2 |
MPV.01, MPV.02,
MP1.01, MP1.04, MP2.01 |
Communication |
Teacher-directed
lesson; students create graphic organizers. |
|
1.3 |
MPV.01, MPV.02,
MPV.03, MP1.03, MP2.03, MP2.04, MP3.02 |
Communication |
Teacher
demonstrations; student investigation of enzyme function. |
|
1.4 |
MPV.01, MPV.02,
MPV.03, MP1.05, MP1.06, MP2.05, MP2.06, MP3.01, MP3.03, HS3.02 |
Communication |
Group work and
investigations related to photosynthesis and respiration; teacher-directed
lesson; examination of micrographs; jigsaw. |
|
1.5 |
MPV.01, MPV.02,
MPV.03 |
Communication |
Research and
presentation; written test. |
·
Ensure that
molecular model kits and/or appropriate computer programs are available for
this unit.
·
Online displays
of biological molecules/biological processes are a useful resource for this
unit.
·
Book access to
the resource centre and computer room or equipment to view computer displays of
biological molecules.
·
Prepare examples
of good and poor testable questions as well as a model format for a Grade 12
lab report. (See Appendix C – Lab Report Fastfax.)
Time: 4 hours
Students review the
structure and function of biologically important molecules; they are also
introduced to functional groups. Students participate in a directed lab
investigation that reinforces concepts and provides opportunities to review
elements of good lab design. The unit begins with diagnostic opportunities to
assess both prior knowledge and acquired laboratory skills.
Strand(s): Metabolic Processes
Learning
Expectations
MPV.01 - describe
the structure and function of the macromolecules necessary for the normal
metabolic functions of all living things, and the role of enzymes in
maintaining normal metabolic functions;
MPV.02 - conduct
laboratory investigations into the transformation of energy in the cell,
including photosynthesis and cellular respiration, and into the chemical and
physical properties of biological molecules;
MP1.02 - identify
the functional groups within biological molecules and explain how they
contribute to the function of each molecule;
MP2.01 - formulate
operational definitions of the terms related to metabolic processes;
MP2.02 - investigate
the structures of biological molecules and functional groups using
computer-generated, three-dimensional images and/or by building molecular
models;
MP2.03 - investigate
and explain the relationship between metabolism and the structure of
biomolecules, using problem-solving techniques;
SIS.02 - select
appropriate instruments and use them effectively and accurately in collecting
observations and data;
SIS.03 - demonstrate
the skills required to plan and carry out investigations, using laboratory
equipment safely, effectively, and accurately;
SIS.07 - communicate
the procedures and results of investigations and research for specific purposes
using data tables and laboratory;
SIS.08 - express the
result of any calculation involving experimental data to the appropriate number
of decimal places or significant figures;
SIS.09 - select and
use appropriate SI unit.
·
Knowledge and
skills developed from SBI3U in Unit 2: Cellular Basis of Life, i.e., the
structure and function of biologically important macromolecules
·
Students should
know how to write a formal lab report.
·
Use models, 3-D
diagrams of molecules, molecular model kits (or toothpicks and coloured gelled
candies) to complement student learning.
·
Ensure the class
is aware of any reactions or potential sensitivities to tissue/chemicals (such
as organic solvents) used in the labs.
1.1.1 Student Activity:
Students use computer-generated three-dimensional images or build molecular
models of biological molecules. They identify the functional groups within
these molecules and relate their structure to the function of each biological
molecule. Students learn and use appropriate terms related to metabolic
processes as required.
Teacher Facilitation: The teacher directs students to build
biologically useful macromolecules such as a monosaccharide, e.g., glucose; a
disaccharide, e.g., maltose; an amino acid, e.g., glycine; a polypeptide; a
fat; a phospholipid; an alcohol, e.g., glycerol. Since this material should be
a review of the structure and function of biologically important macromolecules
covered in SBI3U, students could work in small groups to build one type of
molecule and display it for the class in a “carousel” format (see Resources).
The teacher uses this activity for diagnostic assessment of the students’
knowledge about these molecules; it will also serve to introduce the concept of
functional groups, e.g., hydroxyl, carboxyl, amino, phosphate, and the
relationship between the functional groups and the function of each molecule.
1.1.2 Student
Activity: Students conduct
experiments to investigate the relationship between the structure and metabolic
function of polymers and their structural monomers, and collect, display, and
analyse data, e.g., students could compare the energy produced by carbohydrates,
fats and proteins using a calorimeter, and explain how structural differences
account for their observations. Students also review the components of good lab
design with a focus on formulating a testable question, designing a controlled
experiment to attempt to answer the question, and analysing error.
Teacher Facilitation: Since this is the first lab of the course, the
teacher provides directions for the investigation, but uses the lab as a model
for good lab design. This is also an appropriate time to introduce a more
“university-like” approach to lab reports. (See Appendix C.) The teacher may
present the students with examples of possible questions linked to this
activity and/or subsequent activities and have students evaluate their
usefulness as testable questions. The use of the calorimeter has many possible
errors and so provides a starting point for a class discussion of error
analysis. In a brief class discussion or as an individual reflection piece,
students analyse the lab for elements of good lab design. The teacher organizes
the students so that each lab pair collects data for one type of molecule and
shares the data with the rest of the class. Individual students are directed to
display and interpret the class data in their lab report. The teacher provides
feedback and assistance in the collection, display, and analysis of data as
required. Safety caution: survey students for nut allergies before deciding to
use nuts for this laboratory activity. The teacher should check the board
policy pertaining to this issue.
The focus of this
activity is diagnostic assessment of both knowledge about biological molecules
and the lab skills that students have acquired in previous science courses. The
teacher should provide feedback to students about their lab report to clarify
expectations for the rest of the course. A quiz to assess knowledge about
functional groups may be appropriate.
Quiz
(Knowledge/Understanding),
Partial Lab Reports (Inquiry, Communication)
·
Online
investigations may be appropriate for students unable to perform actual labs
due to chemical sensitivities.
·
Some students
could use graphing calculators to display and analyse data.
Campbell,
Neil A. Biology, 5th ed. Menlo Park, Calif: Benjamin/Cummings
Publishing, 2000.
ISBN 0805365737
Keeton, W.
and J. Gould. Biological Science. New York: W.W. Norton Co., 2000. ISBN
0393969495
Nelson, D.
and M. Cox. Lehninger Principles of Biochemistry. New York: Worth
Publishing, 2000.
ISBN 1572599316
Magazines
Popular
Science, Times Mirror Magazines – http://www.popsci.com
Discover
Magazine, Disney Corp. – http://www.discover.com
National
Geographic – http://nationalgeographic.com
Scientific
American – http://www.sciam.com
–
http://www.cc.ukans.edu/~micro/picts.html
Images of biological molecules.
–
http://www.etl.techbc.ca/data/0022Cooperative
LearningActivities/data/carousel.html
Provides information about using a carousel activity.
Time: 2 hours
The teacher
introduces the four main types of biological reactions through lecture,
demonstrations, video or computer displays. This activity gives students the
opportunity to practice note-taking skills from lecture-style presentations.
Strand(s): Metabolic Processes
Learning
Expectations
MPV.01 - describe
the structure and function of the macromolecules necessary for the normal
metabolic functions of all living things, and the role of enzymes in maintaining
normal metabolic functions;
MPV.02 - conduct
laboratory investigations into the transformation of energy in the cell,
including photosynthesis and cellular respiration, and into the chemical and
physical properties of biological molecules;
MP1.01 - apply the
laws of thermodynamics to the transfer of energy in the cell, particularly with
respect to respiration and photosynthesis;
MP1.04 - identify
and describe the four main types of biochemical reactions: redox, hydrolysis,
condensation, and neutralization;
MP2.01 - formulate
operational definitions of the terms related to metabolic processes;
SIS.06 - compile,
organize, and interpret data, using appropriate formats and treatments,
including tables, flow charts, graphs, and diagrams.
·
Students should
have experience in note taking and using graphic organizers such as flow
charts, Venn diagrams, T-charts.
·
Students should
have knowledge of the overall reactions of photosynthesis and cellular
respiration.
·
Prepare lecture
notes and/or overheads prior to the lesson.
1.2.1 Student Activity:
Students take notes during a teacher-led lesson on the four main types of
biochemical reactions.
Teacher Facilitation: Since this is the first teacher-led lesson of
the course, some time to review note-taking skills prior to this activity might
be required. Using concepts developed in
Activity 1.1 as a springboard, the teacher presents information about the four
main types of biochemical reactions (redox, hydrolysis, condensation, and
neutralization), and introduces terms related to metabolic processes as
required. The teacher should monitor note-taking skills during this lesson.
This could be achieved by giving students an open-note quiz based on the
lesson’s material, or providing “model notes” for comparison and self- or peer
assessment. Ongoing self- and peer-assessment of note-taking skills could be
used throughout the unit for students who require more assistance.
1.2.2 Student
Activity: Students take notes
during a teacher-led lesson on the Laws of Thermodynamics. Students apply the
Laws of Thermodynamics to the transfer of energy in the cell during the overall
reactions of photosynthesis and cellular respiration, and create a graphic
organizer (such as a flow chart) to display this information.
Teacher Facilitation: The teacher presents information about the
First and Second Laws of Thermodynamics through the use of lecture and
demonstrations. Any conservation of mass activity could be used to demonstrate the
First Law. The concept of Entropy could be demonstrated by the building and
destruction of a tower of paper cups (see Resources). The teacher may need to
review the overall reactions of photosynthesis and cellular respiration before
asking students to apply the Laws to these reactions.
Assess note-taking
skills through the use of an open-note quiz and/or through peer-assessment.
Assess knowledge of the types of reactions and the Laws of Thermodynamics through
the use of a written quiz which requires application of the knowledge gained.
Evaluate the graphic organizer using a rubric as a scoring tool.
Quiz
(Knowledge/Understanding, Making Connections),
Graphic Organizer (Knowledge/Understanding, Communication, Making Connections)
·
Some students may
require additional support in note-taking skills. Consider having these
students partner with a more experienced student to compare notes and fill in
any missing information.
– http://www.accessexcellence.org/AE/ATG/data/released/0087-KatharineNoonan/index.html
Provides a safe and simple demonstration to illustrate the Second Law of
Thermodynamics.
Time: 5 hours
In this activity,
students explore the role of enzymes in biological reactions. They design and
conduct a lab to determine the optimal conditions for the functioning of a
particular enzyme and they analyse the commercial application of enzymes
through a case study.
Strand(s): Metabolic Processes
Learning
Expectations
MPV.01 - describe
the structure and function of the macromolecules necessary for the normal
metabolic functions of all living things, and the role of enzymes in
maintaining normal metabolic functions;
MPV.02 - conduct
laboratory investigations into the transformation of energy in the cell,
including photosynthesis and cellular respiration, and into the chemical and
physical properties of biological molecules;
MPV.03 - explain
ways in which knowledge of the metabolic processes of living systems can
contribute to technological development and affect community processes and
personal choices in everyday life;
MP1.03 - describe
the chemical structure, mechanisms, and dynamics of enzymes in cellular metabolism;
MP2.03 - investigate
and explain the relationship between metabolism and the structure of
biomolecules, using problem-solving techniques;
MP2.04 - design and
carry out an experiment related to a cell process controlling the major
variables and adapting or extending procedures where required;
MP3.02 - describe
technological applications of enzyme activity in the food and pharmaceutical
industries;
SIS.01 - demonstrate
an understanding of safety practices consistent with Workplace Hazardous
Materials Information System (WHMIS) legislation by selecting and applying
appropriate techniques for handling, storing, and disposing of laboratory
materials;
SIS.02 - select
appropriate instruments and use them effectively and accurately in collecting
observations and data;
SIS.03 - demonstrate
the skills required to plan and carry out investigations, using laboratory
equipment safely, effectively, and accurately;
SIS.07 - communicate
the procedures and results of investigations and research for specific purposes
using data tables and laboratory reports;
SIS.10 - identify
and describe science- and technology-based careers related to the subject area
under study, e.g., genetic engineer, biochemist, genetic counsellor,
microbiologist, pharmacologist, histologist, immunologist, palaeontologist,
population ecologist, nutritionist.
·
Knowledge of the
structure of proteins from SBI3U, and of chemical reactions from SNC2D.
· Collect and prepare materials and equipment for demonstrations.
· Collect lab proposals from students in sufficient time to purchase and prepare fresh materials, e.g., fresh liver, potatoes, and hydrogen peroxide may be required.
· This is a good opportunity to assess student scientific investigations skills related to lab design and reporting.
· Collect appropriate case study information prior to beginning the activity.
· Encourage the use of personal glossaries as needed.
· Use diagrams as appropriate to assist with assembly of equipment.
1.3.1 Student Activity:
Students observe demonstrations which illustrate the catalytic nature of
enzymes, and make links between the structure of enzymes and their function.
Teacher Facilitation: The teacher prepares a series of
demonstrations which illustrate the catalytic nature of enzymes. Demonstrations
could include the burning of a cube of sugar with and without ashes, the
electrolysis of water with and without acid, a comparison of the rate of
reaction of hydrogen peroxide and manganese dioxide at different temperatures.
The teacher introduces enzymes as biological catalysts. The teacher assists
students in making the link between the structure of enzymes (as proteins) and
their functions. Be aware of potential safety concerns during the
demonstrations.
1.3.2 Student Activity:
Students formulate a testable question related to determining the optimal
conditions for the functioning of a particular enzyme, e.g., catalase in liver
and potatoes, then design and conduct an experiment to determine the answer.
Factors which could be investigated include temperature, pH, concentration of
substrate, concentration of enzyme, particle size. Students share the results
of their own investigation with the class through a visual and/or oral
presentation. Students create a summary note about the factors which affect
enzyme function.
Teacher Facilitation: The teacher assists students in refining their
lab design as required and approves all designs before the lab is conducted.
The teacher ensures that all factors are being investigated by the class and
provides opportunity for sharing of findings. When assessing experimental
designs, the teacher considers safety aspects, as well as the ability of the
proposed investigation to answer the question or problem.
1.3.3 Student
Activity: Students examine the
role of enzymes in biotechnology through a case study or an online article
search.
Teacher Facilitation: The teacher provides case studies or articles
that explore the biotechnological application of enzyme function, e.g., bread
making, production of alcohol, or yoghurt, pharmaceutical applications (see
References), or assists students in their own on-line search. The teacher
provides a focus question such as “What is the impact of biotechnology on the
production of this product?” Alternatively, the teacher assigns students the
task of bringing a current article on the use of enzymes in commercial products
to class. In groups, students collate the information about different products
and write a summary, including bias analysis, of the most current information
available. A class discussion about the societal and economic impact of
biotechnology is appropriate.
This activity
provides an opportunity to assess skills in lab design (SIS) and learning
skills (Teamwork, Organization).
Assess the
experiment design and the visual and/or oral presentation for Inquiry and
Communication. Assess individual students’ summary notes for communication and
Knowledge. Assess the summary for Communication and Making Connections. Lab
Report (Inquiry, Communication, Making Connections)
·
Ensure that
students with language difficulties receive information at an appropriate
level.
–
http://www.accessexcellence.org.
Using the search engine of this site with the words “enzymes and biotechnology”
generates a list of articles about the use of enzymes in commercial products.
–
http://www.enzymes.co.uk/index_enzymes_in_industry.htm
Outlines the use of enzymes in industry.
Time: 7 hours
In this activity,
students examine the chemical processes of photosynthesis and cellular
respiration. They examine the role of chloroplasts and mitochondria and a plant
cell as a model for chemical thermodynamics. Students design and perform labs
to investigate factors that affect the rate of photosynthesis and cellular
respiration. Students extend their knowledge of these biological processes to
examine the effect personal choices have on the metabolism of an entire
organism.
Strand(s): Metabolic processes and Homeostasis
Learning
Expectations
MPV.01 -
describe the structure and function of the macromolecules necessary for the
normal metabolic functions of all living things, and the role of enzymes in
maintaining normal metabolic functions;
MPV.02 -
conduct laboratory investigations into the transformation of energy in the
cell, including photosynthesis and cellular respiration, and into the chemical
and physical properties of biological molecules;
MPV.03 -
explain ways in which knowledge of the metabolic processes of living systems
can contribute to technological development and affect community processes and
personal choices in everyday life;
MP1.05 -
describe how such molecules as glucose, ATP, pyruvic acid, NADH, and oxygen
function within energy transformations in the cell, and explain the roles of
such cell components as mitochondria, chloroplasts, and enzymes in the
processes of cellular respiration and photosynthesis;
MP1.06 -
compare matter and energy transformations associated with the processes of
cellular respiration (aerobic and anaerobic) and photosynthesis;
MP2.05 -
determine the similarities and differences between mitochondria and
chloroplasts;
MP2.06 - interpret
qualitative and quantitative observations, gathered through investigation, of
the products of cellular respiration and photosynthesis and, either by hand or
by computer, compile and display the results in an appropriate format;
MP3.01 -
relate knowledge gained from their current studies of metabolism to their
learning in the fields of chemical thermodynamics and physical energy;
MP3.03 -
explain the relevance, in their personal lives and the life of the community,
of the study of cell biology and related technologies;
HS3.02 -
present informed opinions about problems related to the health industry, health
legislation, and personal health;
SIS.01 -
demonstrate an understanding of safety practices consistent with Workplace
Hazardous Materials Information System (WHMIS) legislation by selecting and
applying appropriate techniques for handling, storing, and disposing of
laboratory materials;
SIS.02 -
select appropriate instruments and use them effectively and accurately in
collecting observations and data;
SIS.03 -
demonstrate the skills required to plan and carry out investigations, using
laboratory equipment safely, effectively, and accurately;
SIS.04 -
select and use appropriate numeric, symbolic, graphical, and linguistic modes
of representation to communicate scientific ideas, plans, and experimental
results;
SIS.05 -
locate, select, analyse, and integrate information on topics under study,
working independently and as part of a team, and using appropriate library and
electronic research tools, including Internet sites;
SIS.06 -
compile, organize, and interpret data, using appropriate formats and
treatments, including tables, flow charts, graphs, and diagrams;
SIS.07 -
communicate the procedures and results of investigations and research for
specific purposes using data tables and laboratory reports.
·
Students should
have knowledge about cell structures from SBI3U and may have examined
micrographs.
·
Collect and
prepare all necessary resources (including micrographs) prior to the start of
this activity.
·
This section
provides numerous opportunities to assess Scientific Investigation Skills.
1.4.1 Student Activity:
Students examine micrographs of mitochondria and chloroplasts. They relate the structure
of these organelles to the overall reactions of cellular respiration and
photosynthesis. Students create a graphic organizer that illustrates the
similarities and differences between mitochondria and chloroplasts.
Teacher Facilitation: The teacher provides the micrographs and a set
of guiding questions to assist students in relating the structure of these
organelles to the overall reactions of cellular respiration and photosynthesis.
Examples of guiding questions could include: How are the membranes of a
mitochondrion and a chloroplast organized? What is similar in the organization
of these two organelles? What is different about the organization of these two
organelles? Suggest a possible reason for the organization of these organelles.
This is a good opportunity for teachers to address the misconception that only
animals utilize cellular respiration.
1.4.2 Student
Activity: Students participate
in a teacher-directed lesson about the role of the mitochondria and
chloroplasts in an isolated plant cell. They examine the reactants, products
and energy transformations of cellular respiration and photosynthesis, and the
connection among those processes. Students write a reflection piece about the
plant cell as a model for chemical thermodynamics.
Teacher Facilitation: The teacher uses diagrams and flow charts to
provide information about the reactants, products and energy transformations of
cellular respiration and photosynthesis and the connection between these
processes and the related organelles. These lessons include details about
intermediate compounds, enzymes, etc., but do not require students to memorize
long lists of reactions. Instead, the emphasis should be on the overall concept
of energy transformation, and the connection between the structure of the
organelles and the processes. This lesson provides the teacher with the
opportunity to address common misconceptions about metabolism in plants, e.g.,
the fact that plants require mitochondria even though they produce their own
glucose in the chloroplasts, the misleading naming of the light/dark reactions
of photosynthesis, the timing of photosynthetic reactions, the nature of ATP’s
high energy bonds.
The teacher provides feedback on student
reflections in preparation for the reflection assignment required as part of
Activity 1.4.5.
1.4.3 Student
Activity: Students brainstorm
factors which affect the rate of respiration and photosynthesis. They design
and conduct an experiment to investigate the optimal conditions under which an
organism produces energy in a metabolically useful form. They produce and
“publish” a formal lab report based on their experiment.
Teacher
Facilitation: The teacher
assists students in brainstorming an appropriate list of conditions to
investigate. The teacher ensures that the lab groups formed investigate a
sufficient number of different factors to produce the necessary information
required for the End-of-Unit Task. Such factors could include temperature, pH,
type and/or quantity of reactants, type of organism. The teacher should ensure
that experiments involving aerobic and anaerobic respiration and photosynthesis
are carried out. The teacher collates “published” lab reports in one place so
that students have access to this information for the End-of-Unit Task. Note
that these lab reports must be assessed and available to students in Activity
1.5.
1.4.4 Student
Activity: Students participate
in a series of activities designed to convey information about the specific
processes of cellular respiration and photosynthesis, and a comparison of the
matter and energy transformations associated with each process.
Teacher Facilitation: The teacher presents a series of activities
designed to convey information about the specific processes of cellular
respiration and photosynthesis. Due to the complexity of this material, the
teacher should consider a variety of teaching/learning strategies, to
accommodate different learning styles of students. Suggestions include: the use
of skits to “act out” the electron transport chain or chemiosmotic theory; the
use of magnetic components of the cycles to assemble on the blackboard; the use
of three-dimensional models of glucose which could be assembled and
disassembled to illustrate the processes; the use of videos; the use of
problem-solving activities in which students examine and explain a scenario
related to a metabolic demand or disorder.
1.4.5 Student
Activity: Students monitor
their heart rate under various conditions, e.g., sitting, jumping, caffeine
intake, and discuss the connection between increased heart rate and cellular
metabolism. In small expert groups, students study various current articles
relating metabolic processes and technology, e.g., weight loss supplements,
drugs, the fitness industry, and evaluate the information for credibility and
bias. Students share the information from expert groups with home groups in
preparation for a class discussion regarding the value of educated personal
life choices to the individual, society and the economy. Students complete a
written summary of the class discussion.
Teacher Facilitation: The teacher organizes the groups for the
jigsaw activity and ensures that current articles are available for evaluation.
Teachers should be aware of students with health concerns such as asthma, and
be sensitive to the health and cultural/lifestyle issues around caffeine
intake.
Assess knowledge
through the use of a quiz or test. Assess the formal lab report. Assess the
reflection piece from the jigsaw activity.
Quiz (Knowledge/Understanding,
Making Connections), Lab Report (Inquiry, Communication, Making Connections),
Reflection (Knowledge/Understanding, Communication).
·
Ensure that
students receive articles at an appropriate reading level.
·
Additional time
may be required for students to review information presented through articles
or video format.
Cellular-respiration,
a 6-part series from TVO, 1984.
Photosynthesis,
a 6-part series from TVO, 1984.
–
http://step.sdsc.edu/personal/vanderschaegen/outlines/respiration.html
Introduction to cell respiration – background material for the teacher.
–
http://vlib.org/Science/Cell_Biology/metabolism.shtml
An annotated index of major online resources dealing with metabolism and
cellular respiration, excellent link for teacher resources.
–
http://www.uwinnipeg.ca/~byard/energeti/index.htm
A series of lessons (as slides) on cellular respiration and photosynthesis.
–
http://faculty.uca.edu/~march/bio1/photosyn1_sp01.htm
Sample activity measuring photosynthesis using Vernier CO2 sensors.
Time: 4 hours
The final activity
requires students to recall basic structural and functional information
regarding cellular respiration and photosynthesis from previous activities. The
task is to connect this information with that related to energy
transformations, and to demonstrate this connection through the creation of a
model of an effective metabolic factory. At the teacher’s discretion, the
End-of-Unit Task may also involve a written test.
Strand(s): Metabolic Processes
Learning
Expectations
MPV.01 -
describe the structure and function of the macromolecules necessary for the
normal metabolic functions of all living things, and the role of enzymes in
maintaining normal metabolic functions;
MPV.02 -
conduct laboratory investigations into the transformation of energy in the
cell, including photosynthesis and cellular respiration, and into the chemical
and physical properties of biological molecules;
MPV.03 -
explain ways in which knowledge of the metabolic processes of living systems
can contribute to technological development and affect community processes and
personal choices in everyday life;
SIS.05 - locate,
select, analyse, and integrate information on topics under study, working
independently and as part of a team, and using appropriate library and
electronic research tools, including Internet sites;
SIS.06 -
compile, organize, and interpret data, using appropriate formats and
treatments, including tables, flow charts, graphs, and diagrams;
SIS.07 -
communicate the procedures and results of investigations and research for
specific purposes using data tables and laboratory reports.
·
These activities
evaluate the knowledge and skills acquired throughout the activities of this
unit.
·
Ensure that the
formal lab reports completed in Activity 1.4.3 are available for student use in
the library/resource centre or classroom.
·
Design/alter the
marking scale used for the effective "metabolic factory.”
1.5.1 Student
Activity: Using the knowledge and skills acquired during this unit,
students design a model of an effective “metabolic factory,” and justify their
design based on research, including the lab reports “published” by their
classmates in Activity 1.4.2. The design must detail the reactants and
conditions under which metabolism will occur. Students present their design in
a format of their choosing which may include a poster display, a model, a
written report or an oral presentation.
Teacher Facilitation: The teacher communicates the criteria that
will be used to assess the students’ presentations. (See sample marking scale
for the effective “metabolic factory” in Appendix D.) Alternatively, this
activity may provide an opportunity to develop a rubric with student input. The
intention of this activity is that students design a model of an effective
“metabolic factory” that would be capable of performing the same tasks that a
cell performs with regard to energy production. The design should demonstrate
the student’s grasp of the essential concepts of cell metabolism. For example,
the “metabolic factory” must contain a structure which performs the function of
the membrane in the production of ATP. The teacher could consider creating a
scenario where such a device would be necessary, e.g., a “futuristic” medical
treatment for someone who is suffering from a metabolic disorder.
1.5.2 Student Activity: Students write a unit test.
Teacher Facilitation: The teacher prepares and administers the unit
test if desired. If so, consideration should be given to replacing the quiz
marks with the unit test mark if the unit test gives a better indication of the
student’s most recent and most consistent performance. Ensure that all
expectations evaluated on quizzes are evaluated on the unit test if this is
done.
·
Evaluate the
model metabolic factory using a marking scale or rubric. (Making Connections,
Inquiry, Communication, Knowledge/Understanding)
·
Evaluate the unit
test with a marking scheme. The marking scheme is then posted so that students
can check their work when the test has been returned to the students.
(Knowledge/Understanding, Making Connections)
·
Encourage
students to choose presentation formats most appropriate to their individual
strengths.
·
This project
provides an opportunity for open-ended inquiry and enrichment extensions.
(for use with Activity 1.5.1)
|
Criteria |
Evaluation |
||||
|
Knowledge: All structural considerations have been
incorporated in metabolic factory. Functional information appropriate to
specific design is complete and explanations involving thermodynamic
activities are appropriate and complete. |
2.0 |
4.0 |
6.0 |
8.0 |
10.0 |
|
Making
Connections: Presentation
(model, poster, report) shows thorough understanding of connections between
cellular conditions and metabolic reactions. Presentation effectively extends
analyses of problem of metabolic efficiency into design of effective
“factory.” |
2.0 |
4.0 |
6.0 |
8.0 |
10.0 |
|
Communication: Student communicates information and ideas
with a high degree of clarity and precision. Student demonstrates extensive
command of the various forms of communication and uses appropriate technology
with a high degree of effectiveness. |
1.0 |
2.0 |
3.0 |
4.0 |
5.0 |
|
Inquiry: Student demonstrates high degree of
competence in the design process. |
1.0 |
2.0 |
3.0 |
4.0 |
5.0 |