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ThINQ!™ Investigations for AP Biology
Manual Preview
Overview
Bio-Rad’s ThINQ! Investigations are real-world, hands-on, inquiry-driven labs that align with the
AP Biology framework. The ThINQ! Investigation Kits include multiple labs and give instructors
Inquiry Lesson Step
Suggested Questions and Prompts to Support Protocol Design
Kit Specific Applications
the flexibility to choose to do any or all of the experiments as open, guided, or structured
Inquinvestigations.
iry Lesson Step
SuThese
ggested Quekits
stionswere
and Promdesigned
pts to Support Prto
otocmeet
ol Designthe needs of your AP Biology
Kit Specificlass.
c Applications
inquiry
Making observations that lead to an investigation question
Making
Determining
A printed instructor guide is included in each ThINQ! Kit and the student manual
is available
Observations
Making
observations
that
lead
to
an
investigation
question
Making
reaction
rate using
for download
The student
manual 1includes
and exercises
that guide
students
Whatonline.
did you notice
during Investigation
when usingquestions
mushroom extract
to
Determining
Observations
enzyme extracted
determine
reaction
rate?
reaction
through the scientific process.
The instructor guide provides the necessarytosupport
and rate using
What did you notice during Investigation 1 when using mushroom extract from
mushroom,
enzyme
extracted
includes the
features.
determine
reaction
rate?
Howfollowing
might different
conditions
affect
the rate of the enzyme reaction?
comparingfrom mushroom,
How might different
conditions
theinrate
of the
enzyme reaction? enzyme activity
comparing
What kinds of observations
would you
need toaffect
make
order
to answer
from different
enzyme activity
your questions? What kinds of observations would you need to make in order to answer
mushrooms
from different
your questions?
Describe the phenomenon
that you observed in Investigation 1.
mushrooms
Teacher Model Process
Defining
the Purpose
of the
Investigation
Describe the phenomenon that you observed in Investigation 1.
uggests questions that help you guide your students through the inquiry
S
and
design
process.
Clarifying
theprotocol
purpose
of the
investigation
Clarifying the purpose of the investigation
Defining
Suggested Questions and Prompts to Support Protocol Design
Kit Specific Applications
the Purpose Inquiry Lesson Step
Comparing
What was the purpose of Investigation 1?
of the
Comparing
What was the purpose of Investigation 1?
different conditions
Making observations that lead to an investigation question
Making
Investigation
different conditions
How does the
purpose
of
Investigation
1
differ
from
the
purpose
of
Determining
Observations
How does the purpose of Investigation 1 differ from the purposereaction
of rate usingof temperature,
of temperature,
What did you notice during Investigation 1 when using mushroom extract to
this investigation?this investigation?
enzyme extracted pH, enzyme
determine reaction rate?
pH, enzyme
from mushroom,
How
mightmake
different to
conditions
affect the rate of
enzyme reaction? 1 to meet
comparing
concentration,
What small changes
could
you
theyou
protocol
Investigation
concentration,
What
small
changes
could
make tointhe
the
protocol in Investigation
1
to
meet
enzyme activity
What kinds of observations would you need to make in order to answer
and substrate
the purpose of thistheinvestigation?
and substrate
from different
purpose
of this investigation?
your questions?
mushrooms
concentration
concentration
Describe the phenomenon that you observed in Investigation 1.
What
steps
from
the protocol in1 Investigation
you use
What steps from the
protocol
in Investigation
can you use1tocan
design
thisto design this
investigation?
investigation?
Clarifying the purpose of the investigation
Defining
the Purpose
of the
Investigation
Comparing
different conditions
of temperature,
Determining
Data Analysis and Interpretation of Results
this investigation? What did you notice during Investigation 1 when using mushroom extract to reaction rate using
enzyme extracted
pH, enzyme
determine reaction rate?
from mushroom,
How might different conditions affect the rate of the enzyme reaction?
comparing
concentration,
What small changes could
you make to the protocol in Investigation
1
to
meet
enzyme activity
What kinds of observations would you need to make in order to answer
from different
your questions?
and substrate
purpose
of this investigation?
Before you began this investigationthe
you
generated
an investigation question
with your group,
described procedural steps to
mushrooms
Describe the phenomenon that you observed in Investigation 1.
concentration
Before you began this
investigation you generated anyour
investigation
question
with
your
group,
described
procedural
steps to
stepsresults.
from the Clarifying
protocol
in Investigation
1 can youthe
use to
designyou’ve
this
answer that question and predictedWhat
Carefully
analyzing
data
collected
will determine whether your ideas
the purpose
of the investigation
Defining
the Purpose
investigation?
of the
Comparing
What was the purpose
of Investigation
1?
answer that question and predicted your results. Carefully
analyzing
the
data
you’ve collected
will determine whether your ideas
What was the purpose of Investigation 1?
Inquiry Lesson Step
Suggested Questions and Prompts to Support Protocol Design
Kit Specific Applications
the purpose of Investigation 1 differ from the purpose of
Data Analysis and InterpretationHow
ofdoes
Results
Making
Observations
Making observations that lead to an investigation question
Answer Keys
were accurate or require revision. You may choose to conduct your analysis in different ways. Remember that in Investigation 1
sample answers
were accurate or require
revision. aYou
may choose
to conduct
your analysis
in different
ways.absorbance
Rememberreadings,
thatProvide
in Investigation
1
you generated
standard
curve, graphed
the amount
of product
formed given
graphed the amount
of
Data Analysis and Interpretation of Results
to
ThINQ!
Exercises
andand
you generated a standard
amount
product
formed
givenrate
absorbance
readings,
graphed
the
amount
of steps,
productcurve,
formedgraphed
at specifithe
c time
points,ofand
calculated
the initial
of the enzymatic
reaction.
These
data
analysis
Before you began this investigation you generated an investigation question with your group, described procedural steps to Focus Questions in the
product formed at specifi
time
and
calculated
the initial
rate
ofanalyzing
the enzymatic
reaction. These data analysis steps, and
others cyou
findpoints,
useful,
beand
considered
in this
section.
answershould
that question
predicted your results.
Carefully
the data you’ve collected will determine whether your ideas
Investigation
How does the purpose of Investigation 1 differ from the purpose of
this investigation?
What small changes could you make to the protocol in Investigation 1 to meet
the purpose of this investigation?
What steps from the protocol in Investigation 1 can you use to design this
investigation?
different conditions
of temperature,
pH, enzyme
concentration,
and substrate
concentration
Data Analysis and Interpretation of Results
Before you began this investigation you generated an investigation question with your group, described procedural steps to
answer that question and predicted your results. Carefully analyzing the data you’ve collected will determine whether your ideas
were accurate or require revision. You may choose to conduct your analysis in different ways. Remember that in Investigation 1
you generated a standard curve, graphed the amount of product formed given absorbance readings, graphed the amount of
product formed at specific time points, and calculated the initial rate of the enzymatic reaction. These data analysis steps, and
others you find useful, should be considered in this section.
were accurate or
You may choose to conduct your analysis in different ways. Remember that in Investigation 1student manual.
others you find useful, should be considered
inrequire
thisrevision.
section.
you generated a standard curve, graphed the amount of product formed given absorbance readings, graphed the amount of
Decide with your group
which
datac time
analysis
strategies
usefulreaction.
in answering
yoursteps, and
product formed
at specifi
points, and
calculated thewill
initialbe
rate most
of the enzymatic
These data analysis
ThINQ!
Exercises
othersand
you find
useful, out
shouldyour
be considered
in thisinsection.
investigation
question
carry
analysis
the
space
below:
Decide with your group which data analysis strategies will be most useful in answering your
Decide with your group which data analysis strategies will be most useful in answering your
investigation question and carry out your analysis in the space below:
1. Plot the amount of product produced versus time for both the highand low-concentration enzyme reactions on the same graph below.
investigation question and carry out your analysis in the space below:
Collaborate and use outside
resources to answer the
Decide with your group which data analysis strategies will be most useful in answering your
investigation question and carry out your analysis in the space below:
following questions:
How could increasing the
1. Plot the amount of product produced versus time for both the high1. Plot the amount
of product reactions
produced versus
for both
the highand low-concentration
enzyme
ontimethe
same
graph below.
temperature of an enzymatic
reaction be useful for reducing
the activation energy of that
reaction?
p
and low-concentration
on thethe
samehighgraph below.
1. Plot the amount of product produced
versus enzyme
time reactions
for both
Sample
Data
and
low-concentration
enzyme reactions on the same graph below.
Provide scientist-verified data for
each investigation.
When temperature increases, more
energy is conveyed to molecules
in a substance such as enzymes
and substrates. This causes more
frequent and more forceful collisions
between these molecules.
ThINQ!
Exercises
ThINQ!
ThINQ!
Exercises
Exercises
Collaborate and use outside
resources to answer the
Collaborate and use outside
resources to answer the
Collaborate and
use outside
following
questions:
following questions:
resources to answer the
How could increasing the
following questions:
How could increasing the
temperature of an enzymatic
reaction be useful for reducing
the activation energy of that
reaction?
temperature of an enzymatic
p
reaction bethe
useful for reducing
How could increasing
When temperature increases, more
activation
energy of that
temperature the
of an
enzymatic
energy is conveyed to molecules
in a substance such as enzymes
reaction?
reaction be useful
for reducing
and substrates. This causes more
p
p
frequent and more forceful collisions
the activationWhen
energy
of that increases, more
temperature
between these molecules.
reaction?
energy is conveyed to molecules
in a substance such as enzymes
When temperature
increases, more
and substrates. This causes more
energy is conveyed
to and
molecules
frequent
more forceful collisions
in a substancebetween
such asthese
enzymes
molecules.
and substrates. This causes more
frequent and more forceful collisions
between these molecules.
Quick Guides
Include easy-to-follow graphic protocols for each lab. You choose
whether to provide these to your students based on the level of inquiry
you want to achieve.
4. Have a stopwatch ready. Using a clean DPTP, add 250 µl of enzyme to each of the
Tips
4. Have
a stopwatch
a clean DPTP, add 250 µl of enzyme to each of the
labeled microcentrifuge
tubes
and startready.
yourUsing
stopwatch.
labeled microcentrifuge tubes and start your stopwatch.
Tips & Tricks
Fresh white button, shiitake, and
Fresh white button, shiitake, and
oyster mushrooms, all saprotrophs,
oyster mushrooms, all saprotrophs,
4. Have a stopwatch ready. Using a clean DPTP, add 250 µl of enzyme to each of the
labeled microcentrifuge tubes and start your stopwatch.
250 µl
& Tricks
are recommended for use during
Tips
& areTricks
recommended for use during
this investigation.
These three These three
this investigation.
Fresh white button,
shiitake,
and
mushrooms
will
provide
suffi
mushrooms
will cient
provide sufficient
250 µl
oyster mushrooms,
allactivity
saprotrophs,
enzyme
activity
to support
qualitative
enzyme
to support qualitative
are recommended
for useThe
during
andanalysis.
quantitative
analysis. The
and
quantitative
mycorrhizal
chanterelle
mushroom
is
this investigation.
Thesemushroom
three
mycorrhizal
chanterelle
is
250 add
µl 250 µl of enzyme to each of the
4. Have a stopwatch ready. Using a clean DPTP,
labeled microcentrifuge tubes and start your stopwatch.Enzyme
pH 5.0
pH 6.3
Enzyme
recommended
only
if you would like
mushrooms will
provide
cient
only
if yousuffi
would
like
Tips & Tricksrecommended
to include a mushroom with very little
pH 8.6
enzyme
activity
to support
to
include
a mushroom
withqualitative
very little
pH 5.0
pH 6.3 Adjustment
pH 8.6
Fresh white button, shiitake, and
enzyme activity as a comparison.
Adjustment Adjustment
and quantitative
analysis.
The
enzyme
activity as
a comparison.
Adjustment Adjustment Buffer
AdjustmentBuffer
Bufferoyster mushrooms, all saprotrophs,
Making connections between the
Buffer
Buffer
Buffer
mycorrhizal
chanterelle
mushroom
Making
connections
between
the is
are recommended for use during
ecological niches where different
recommended
only
if youdifferent
would
5. After 5 min, use a clean DPTP for each pH reaction to transfer
500 µl of your
ecological
niches
where
mushrooms
grow
andlike
their cellobiase
this investigation.
Thesereaction
three
5. After 5 min, use a clean
DPTP
forpHeach
pH
reaction
to
transfer
500
µl
of
your
reaction
to cient
include a mushroom
with
very
little to segue
to the
appropriately
labeled
cuvette
containing
stop
solution.
activity
levels
can
be used
mushrooms
grow
and
their
cellobiase
mushrooms
will
provide
suffi
5.0
pH 6.3
pH 8.6
250 µl
Tips & Tricks
Teachable Moments
Enzyme
to the appropriately labeled cuvette
containing
stop solution.
Adjustment
Adjustment
Adjustment
into
Big
Idea
enzyme activity to supportactivity
qualitative
enzyme
activity
asAP
a comparison.
levels
can
be
used
to 3.
segue
Help you conserve supplies
Suggest
ways
to help you
and quantitative analysis.
The AP Big
Buffer
Buffer
Buffer
Making
connections
into
Idea 3. between the
mycorrhizal chanterelleguide
mushroom
is niches
and time, avoid common
your
students
through
ecological
where different
recommended
you µlwould like
µl pH reaction to transfer
5 min, the
use a clean DPTP for 500
each
µl of your
reactiononly if500
and their cellobiase
mistakes, 5.
andAfter
conduct
500500
µl
themushrooms
inquiry grow
process.
to include a mushroom with very little
pH 5.0 cuvette
pH 6.3containing
pH 8.6 stop solution.
Tips & Tricks
Enzyme
to the appropriately
labeled
activity levels can be used to segue
labs successfully.
500 µl Adjustment Adjustment Adjustment
500 µlactivity as a comparison.
enzyme
500 µl
4. Have a stopwatch ready. Using a clean DPTP, add 250 µl of enzyme to each of the
labeled microcentrifuge tubes and start your stopwatch.
ach of the
Buffer
Buffer
Teachable
Moments
Teachable
Fresh white button, shiitake, and
into AP Big Idea 3.
oyster mushrooms, all saprotrophs,
Buffer
are recommended for use during
this investigation. These three
Tips
& Tricks
5.0reaction to transfer 500 µl
pHof
6.3your reaction
5. After 5 min, use a clean DPTP for eachpHpH
250 µl
mushrooms will provide sufficient
Making connections between the
Moments
enzyme activity to support qualitative
and quantitative analysis. The
ecological niches where different
pH 8.6
mushrooms grow and their cellobiase
mycorrhizal chanterelle mushroom is
recommended only if you would like
Enzyme
pH 5.0
pH 6.3
pH 8.6
Adjustment Adjustment Adjustment
Buffer
Buffer
Buffer
the appropriately
containing stoppHsolution.
Freshtowhite
button, shiitake,labeled
and500 cuvette
5.0
µl
500 µl
5.0
pH 6.3
oyster mushrooms, allpH
saprotrophs,
to include a mushroom with very little
enzyme activity as a comparison.
pH 6.3
5. After 5 min, use a clean DPTP for each pH reaction to transfer 500 µl of your reaction
to the appropriately labeled cuvette containing stop solution.
are recommended for use during
this investigation. These three
Making connections between the
ecological niches where different
activity levels can be used
segue
pHto
8.6
mushrooms grow and their cellobiase
pH 8.6
activity levels can be used to segue
into AP Big Idea 3.
500 µl
into AP Big Idea 3.
It may be useful to hold a whole
class discussion where students
generate
of important
It may be useful
to holda list
a whole
Teachable
considerations when designing
Moments
class
where students
the DPTPs and
cuvettes used
in discussion
an experimental protocol. This
pH 8.6
pH6.5.0After all of your samples
pHhave
6.3 been analyzed, rinseTeachable
Moments
generate a list of important
this investigation with copious amounts of water and save them for future investigations.
500 µl
pH 5.0
500 µl
500 µl
list should include general factors
It may be useful to hold a whole
pH 8.6
pH 6.3
class discussion where students
considerationssuch
when
500 µl
500 µl
as designing
use of a control, defining
500 µl
mushrooms6.
will After
provide
allsuffi
ofcient
your Note:
samples
have
beenpH
analyzed,
rinse solutions
the DPTPs
andpHcuvettes
used
in
an
experimental
It may
be useful
to
hold a This
whole
8.6
pH 5.0
6.3
Do not
discard
the
unused stock
or cuvettes
containing
standards.
They
will
an protocol.
investigation
question, and
enzyme activity this
to support
qualitative
investigation with be
copious
amounts
water and save them for future investigations.
list
should
include
general
factors
careful
collection
of data, among
used for
the next of
investigation.
class
discussion
where
students
and quantitative analysis. The
pH 8.6
pH 5.0
pH 6.3
This list
such
as use
ofothers.
a control,
deficould
ning be posted
generate
a list
of
important
mycorrhizal chanterelle mushroom is
onwhen
the classroom
Note:
thethe
unused
solutions
cuvettes
They
will to hold
investigation
question,
andwall to serve as
considerations
designing
useful
a an
whole
pH 8.6containing
pH 5.0Do not discard At
pH 6.3stock
beginning
of the
reaction, or
there
is plenty
of substratestandards.
available
thebeenzyme
to encounter
Bio Itformay
recommended
you
would
likesamples have been analyzed, rinse the DPTPs andAP
a reminder in future investigations
6. only
After
all of
your
cuvettes
used
in where students
careful
collection
of data, among
be ifused
for
the
nextconvert
investigation.
class
discussion
an experimental
protocol.
This
and
to
product.
pH 8.6
pH 5.0
6.3
when students generate their own
to include a mushroom
with
very littlewith copiouspH
this investigation
amounts
of water and save them
for future investigations.
generate a list of importantothers.
Thisinclude
list could
be posted
list should
general
factors
protocols.
enzyme activity as a comparison. Locate the region where the concentration of the product increases linearly.
considerations when designing
on
theasclassroom
wall to serve
as
such
use of a control,
defining
At
the
beginning
of
the
reaction,
there
is
plenty
of
substrate
available
for
the
enzyme
to
encounter
6.
After
all
of
your
samples
have
been
analyzed,
rinse
the
DPTPs
and
cuvettes
used
in
MakingNote:
connections
between
the the unused stock solutions or cuvettes containing standards.
an experimental
This
reminder
in future
investigations
Do not
discard
They will protocol. aan
investigation
question,
and
thisand
investigation
copious amounts of water and save them for future investigations.
convert
towith
product.
list should
general
factors
ecological
niches
Usinginvestigation.
the graph you generated for concentration of product as a function
of include
time, you
willwhen
be students
generate
own
careful
collection
of data,their
among
bewhere
useddifferent
for the next
such as use of a control, defining
mushrooms grow and their cellobiase
able to determine the rate at which the product is produced when there
is plenty of substrate.
protocols.
others. This list could be posted
pH 5.0
pH 6.3
pH 8.6
6. After all of your samples have been analyzed, rinse the DPTPs and cuvettes used in
this investigation with copious amounts of water and save them for future investigations.
Note: Do not discard the unused stock solutions or cuvettes containing standards. They will
be used for the next investigation.
At the beginning of the reaction, there is plenty of substrate available for the enzyme to encounter
and convert to product.
Locate the region where the concentration of the product increases linearly.
generate a list of important
considerations when designing
Teachable
an experimental protocol. This
list should include general factors
such as use of a control, defining
Moments
an investigation question, and
careful collection of data, among
others. This list could be posted
on the classroom wall to serve as
a reminder in future investigations
when students generate their own
protocols.
Using the graph you generated for concentration of product as a function of time, you will be
able to determine the rate at which the product is produced when there is plenty of substrate.
Teacher Note: It is possible to continue using mushroom extracts for Investigations 2–6.
However, extracts are functional for only 24 hours at 4°C, so your students will have to
create new extracts at the beginning of each lab period if they are separated by more than
24 hours. This will add approximately 15 minutes to the beginning of each investigation. Also
note that students cannot expect extracts to behave the same from one period to the next
as each extract may contain a different concentration of enzyme. Using mushroom extract
for each investigation will also require additional extraction buffer, so it will be important to
determine the volume needed and budget accordingly for the number of extracts that you
plan to make over the course of each investigation. You may need to reduce the number of
extracts generated for subsequent investigations or obtain more extraction buffer.
your reaction
Refer to the AP Biology Curriculum
Alignment tables on page 8 for more
details on how this activity aligns to
AP Curriculum Learning Objectives
(LO), Essential Knowledge (EK), and
Science Practices (SP).
Big Idea 2
LO 2.4 [EK 2.A.2 & SP 1.4, 3.1]
LO 2.22 [EK 2.D.1 & SP 1.3, 3.2]
LO 2.23 [EK 2.D.1 & SP 4.2, 7.2]
53
into AP Big Idea 3.
500 µl
AP Bio
E=m
AP Bioc 2
Note: DoLocate
not discardregion
the unused
solutions or cuvettes
standards.linearly.
They will
an investigation question, and
wherestock
the concentration
of thecontaining
product increases
activity levels canthe
be used to segue
on the classroom wall to serve as
collection of data, among
be
for the nextofinvestigation.
Atused
the beginning
the reaction, there is plenty of substrate available for the enzymecareful
to encounter
a reminder in future investigations
others. This list could be posted
and
convert
to product.
Using
the graph
you generated
forNote:
concentration
of to
product
asusing
a function
of time,
you
willInvestigations
be
Teacher
It is possible
continue
mushroom
extracts
for
2–6.
Refer
to the AP
Biology
Bio
when
generate
their
own Curriculum
on the classroom wall AP
to serve
asstudents
At the beginning
the reaction,
ofextracts
substrate
forfor
theonly
enzyme
to encounter
Alignment tables on page 8 for more
However,
areavailable
functional
24 hours
atis4°C,
so your
students
will have
to
able toofdetermine
thethere
rateis
atplenty
which
the
product
is produced
when
there
plenty
ofasubstrate.
reminder
in future
investigations
protocols.
Aligns activities
to AP
and convert
to product.
details on how this activity aligns to
create
new extracts
theproduct
beginning
of each lab
period if they are
separated
by more
than
Locate
the region where the
concentration
ofatthe
increases
linearly.
when
students generate
their
own
learning
AP Curriculum Learning Objectives
24 hours. This will add approximately 15 minutes to the beginning
of each investigation.
Alsoobjectives.
protocols.
Locate the region where the concentration
thestudents
productcannot
increases
linearly.
(LO), Essential Knowledge (EK), and
note of
that
expect
extracts to behave the same from one period to the next
Teachable
Using
the graph
you Itgenerated
ofmushroom
product asextracts
a function
time, you will2–6.
be
Teacher
Note:
is possiblefortoconcentration
continue using
forofInvestigations
Moments
AP BioAP Bio
Refer to the AP
Biology
Curriculum
Science
Practices
(SP).
as each extract may contain a different concentration of enzyme. Using mushroom extract
Teacher
able Notes
to determine the rate at which the product is produced when there is plenty of substrate.
Alignment tables
on page 8 for more
However,
extracts
functional
forproduct
only 24
at 4°C,
so your
students
will have
to be important
Using the graph
you generated
forare
concentration
of
ashours
a function
ofadditional
time,
youextraction
will
be buffer,
Big Idea 2
for
each investigation
will
also
require
so it will
to
Provide instructions
on
supplementary
activities
details
this
aligns
able to determine
thenew
rate extracts
at which the
product
isthe
produced
when
plenty
of are
substrate.
create
atdetermine
the
beginning
of each
labthere
period
if they
separated
by moreofthan
2.4activity
[EK 2.A.2
& SPto1.4, 3.1]
volume
needed
and is
budget
accordingly
for the number
extracts that
you on howLO
pH 8.6
It may
be useful to lab
hold a whole
and
alternative
AP Curriculum
Learning
LO
2.22 [EKObjectives
2.D.1 & SP 1.3, 3.2]
24 hours. configurations.
This will addplan
approximately
the investigation.
beginning ofYou
each
Also
to make over15
theminutes
course oftoeach
mayinvestigation.
need to reduce
the number
of
class discussion where students
LO
2.23 [EKCurriculum
2.D.1
SP 4.2, 7.2]
Knowledge
(EK),&and
Teacher
It iscannot
possible
togenerated
continue
mushroom
extracts
Investigations
ReferEssential
to the AP
Biology
extracts
forusing
subsequent
investigations
orfor
obtain
more extraction
buffer. (LO),
note thatNote:
students
expect
extracts
to behave
the
same
from
one
period
to the2–6.
next
Science
Practices
(SP).
TeacherHowever,
Note:
It
is
possible
to
continue
using
mushroom
extracts
for
Investigations
2–6.
Refer
to
the
AP
Biology
Curriculum
Alignment
tables
on
page
8
for
more
extracts
are
functional
for
only
24
hours
at
4°C,
so
your
students
will
have
to
as each
extract may contain a different concentration of enzyme. Using mushroom extract
considerations
when designing
Alignment
8 for more
However,create
extracts
areextracts
functionalatforthe
24 hours of
4°C,
your
students
will are
haveseparated
details
on2how this activity aligns to
new
beginning
eachsolab
period
if they
more tables
than
Idea
for
each
investigation
willonly
also
requireatadditional
extraction
buffer,
sotoit will be by
important
to on page Big
an
experimental
protocol.
This
details on how this activityAP
aligns
to
create new
extracts
at
the
beginning
of
each
lab
period
if
they
are
separated
by
more
than
Curriculum
Learning
Objectives
24
hours. This
will
add needed
approximately
15 minutes
to thefor
beginning
of each
investigation.
Also LO 2.4
[EK 2.A.2
& SP 1.4,
3.1]
determine
the
volume
and
budget
accordingly
the
number
of
extracts
that
you
list
general
24should
hours.include
This will
add factors
approximately 15 minutes to the beginning of each investigation. Also AP Curriculum Learning Objectives
(LO),
Essential
Knowledge
(EK),
LO
2.22
[EK
2.D.1
&
SP
1.3,
3.2]and
note
that
students
cannot
expect
extracts
to
behave
the
same
from
one
period
to
the
next
plan
to
make
over
the
course
of
each
investigation.
You
may
need
to
reduce
the
number
of
(LO),
Essential
Knowledge
(EK),
and
such
as
use
of
a
control,
defi
ning
note that students cannot expect extracts to behave the same from one period to the next
Science
LO
2.23 Practices
[EK 2.D.1 (SP).
& SP 4.2, 7.2]
as
each
extract
may
contain
a
different
concentration
of
enzyme.
Using
mushroom
extract
Science
Practices
(SP).
extracts
generated
for
subsequent
investigations
or
obtain
more
extraction
buffer.
an
question,
and a different concentration of enzyme. Using mushroom extract
asinvestigation
each extract
may contain
Big Idea 2
for
each
investigation
will also
require
additional
extraction
buffer,
so it will
careful
collection
of data,
among
Big Idea 2 to
for each
investigation
will
also require
additional
extraction
buffer,
so it will be
important
to be important
LO3.1]
2.4 [EK 2.A.2 & SP 1.4, 3.1]
53
volume
and budgetforaccordingly
the number
of extracts
that
LO 2.4
[EK you
2.A.2 & SP 1.4,
determine
thecould
volume
needed
andneeded
budget accordingly
the number for
of extracts
that you
others.
Thisdetermine
list
bethe
posted
LO 3.2]
2.22 [EK 2.D.1 & SP 1.3, 3.2]
LO 2.22
[EK 2.D.1
plan over
towall
make
over
course
of each investigation.
may the
need
to reduce
the
number
of & SP 1.3,
plan
make
the
course
of each
investigation.
You may need You
to reduce
number
of
on
theto
classroom
to serve
as the
LO 2.23 [EK 2.D.1 & SP 4.2,
LO 7.2]
2.23 [EK 2.D.1 & SP 4.2, 7.2]
for subsequent
investigationsinvestigations
or obtain moreor
extraction
buffer.extraction buffer.
extracts
generated
for subsequent
obtain more
aextracts
remindergenerated
in future investigations
generate a list of important
ttes used in
e investigations.
ards. They will
me to encounter
, you will be
of substrate.
when students generate their own
protocols.
53
AP Bio
53
53
BIO-RAD
TM
Each ThINQ! Investigation Kit contains sufficient materials for 32 students (eight stations of four students) to complete
multiple inquiry-driven labs.
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ThINQ! Biofuel Enzyme Reactions Kit for AP Biology
(catalog #17001235EDU)
Your students will think like a biofuel bioengineer to test
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