《enquirybasedlearning》由会员分享，可在线阅读，更多相关《enquirybasedlearning（17页珍藏版）》请在金锄头文库上搜索。
1、Development of Enquiry-Based Learning for Biology UndergraduatesAvailable through the Centre for Bioscience www.bioscience.heacademy.ac.uk/resources/projects/tierney.aspxEnquiry Based Learning teacher guidance notesIntroductionThe sessions in this booklet are intended to be used as a guide to enquir
2、y based learning (EBL) for first year biology students. Central to EBL is the notion that students are able to take on responsibility for themselves. This does not mean that they are left on their own the support of a staff mentor is paramount to the success of the students, especially first year st
3、udents who may be more used to looking to the teacher for all the answers.The exercises are not prescriptive. They can be changed to suit different classes. The nature of EBL is that the exercises should change, when tackled by different groups of students. It may be helpful to collect examples of w
4、hat the students discover, to build up a bank of examples, which in turn will inform the exercises in subsequent years.Some students may not have experience of EBL, or may feel uncomfortable not being told what to do. Communication is important in EBL, and informing students of the purposes of learn
5、ing through enquiry helps them come to terms with it, becoming independent, confident learners.Take some time to introduce students to EBL Listen to what students have to say Support students when they ask questions Help students formulate the questions which will help them find the answers Be enthu
6、siasticDevelopment of Enquiry-Based Learning for Biology UndergraduatesAvailable through the Centre for Bioscience www.bioscience.heacademy.ac.uk/resources/projects/tierney.aspxEnzymesLearning outcomes:By the end of the session students should be able to:Understand protein structure and function Und
7、erstand the biochemical mechanisms that allow enzymes to function Describe the action of specific enzyme(s) Understand denaturation of enzymesExercise 1: Introduction What is an enzyme? (Brainstorming session)Students should work in small groups to find the answer to this question. Students can star
8、t with a list of what they know about enzymes, as their top level categories. From this list, they can then discuss what they know in detail of each category.If possible allow them to write their answers on a large piece of paper or a board, to allow the whole group to see the answer. The students s
9、hould be encouraged by a facilitator to produce a detailed answer. It may be helpful here to use a mind map, and have copies of textbooks or access to computers.Students can feedback within the group and the facilitator, and if time allows, feedback to the class, perhaps in the format that each grou
10、p takes one area and feeds back to the class.Each group has a list of what they think an enzyme is, which can be combined to form a class list.Using this generated list, the groups can then go on to look at a specific example of an enzyme.Development of Enquiry-Based Learning for Biology Undergradua
11、tesAvailable through the Centre for Bioscience www.bioscience.heacademy.ac.uk/resources/projects/tierney.aspxPossible answers: (not exhaustive)Enzymes are:ProteinsWhat is a protein?Structure primary structure, types of amino acids, pH-secondary structure, alpha helix, beta pleated sheet -tertiary st
12、ructure -quaternary structure -bonds involved weak bonds, strong bonds oH-bonds, ionic bonds, disulphide bridges, van der Waals forces -active site -shape -substrateFunction - substrate, product-active site -reaction how does substrate interact with active site? (bonds see above) -inhibition of func
13、tionCatalystsMake reaction go faster how? Shape of active site interaction with substrate, chemical energy, rate of reactionWhat is the reaction that is catalysed by the enzyme?Chemical equation?Can the reaction be measured? How?Within the body effect of temperature and pH on enzyme activity? Optima
14、l conditions, what happens when these conditions are not met? (See above structure and function).Development of Enquiry-Based Learning for Biology UndergraduatesAvailable through the Centre for Bioscience www.bioscience.heacademy.ac.uk/resources/projects/tierney.aspxSpecific enzymesEach group has a
15、specific enzyme to study further. More than one approach can be taken here, depending on the time available. (a) students suggest enzymes of interest and each group chooses its own enzyme to research(b) students choose an enzyme from a prepared list (c) students are given an enzymes from a prepared
16、listApproach (a) gives students most freedom, but can cause problems if students opt for an obscure enzyme that they do not know much about. This could be tackled when there is an extended time for investigations to take place.(b) and (c) are similar in that the tutor has some degree of control over the enzymes under investigation. For example, enzymes whose optimal conditions are not standard (pH 7 and 37C) could be
