STEM Biology 1 SET 11 Week 7 Enzymes

STEM
Biology 1
Quarter 1
Enzymes
STEM
STE
SSES
Learning Toolkit No. 11

The ASTRAL Project
Appropriate Science and Technology Resources for the Advanced Learners
Special Curricular Program in Science
DIVISION OF NEGROS OCCIDENTAL

Department of Education
SHS STEM Biology 1 - Learning Toolkit No. 11
Senior High School – Biology 1

Learning Toolkit 11
Quarter 1: Enzymes
First Edition, August 2020
Republic Act 8293, section 176 states that: No copyright shall

subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by their
respective copyright holders. The publisher and authors do not represent
nor claim ownership over them.
Published by the Department of Education—Division of Negros Occidental

Schools Division Superintendent: Marsette D. Sabbaluca, CESOVI
Chief Education Supervisor: Zaldy H. Reliquias
Education Program Supervisor: Dannie Clark M. Uguil
Development Team of the Module

Author: Jose Danielle D. Bellengan
Content Validator: Rusil N. Sombito
Management Team: Marsette D. Sabbaluca
Zaldy H. Reliquias
Dannie Clark M. Uguil
Department of Education – Division of Negros Occidental

Office Address: Cottage Road, Bacolod City, Philippines, 6100
Telefax: (034) 435-3960, (034) 703-3034
E-mail Address: negros.occidental001@deped.gov.ph
This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department
of Education – Division of Negros Occidental at negoccscience@gmail.com.
We value your feedback and recommendations.
2
Learning Competencies:
• Describe the components of an enzyme.
• Explain oxidation/reduction reactions
• Determine how factors such as pH, temperature, and substrate affect
enzyme activity.
Competency Codes:
• STEM_BIO11/12-Ii-j-17
What I Need to Know

When we were very young, did you enjoy playing under the heat of the
sun? Were you able to experience sweat dripping on your neck and head? Do
you recall the feeling when something acidic went into your eyes? It felt burning
and stingy, right? At home, you may have a banana or an apple. Cut the fruit
into small pieces. After few minutes, observe. Does it turn brown? Is it mushy
and soft? Is it smelly? Does it look spoiled? If your answer is yes, why do you
think this happened? What can you do to slow down the process of browning?
This toolkit will provide you explanations why these things occur. This
will guide you to understand more about oxidation/reduction reactions and
enzymes – their components and how pH, temperature, and substrate can
affect their activity.
After going through this learning toolkit, you are expected to:
1. identify characteristics and describe the components of enzymes;
2. illustrate and explain how enzymes work;
3. identify the components of a redox reaction; and
4. describe how factors such as pH, temperature, and substrate affect
enzyme activity.
3
What is It
Lesson 1: Components of an Enzyme
You must know by now that the reason behind the burning and stingy
sensation when sweat enters your eyes is due to the dust and oils and an anti-
microbial enzyme fighting off germs called lysozymes.
Peeling, bruising, and cutting

fruits cause them to release enzymes like
polyphenol oxidase (PPO, phenolase)
that, with the presence of oxygen in the
surrounding air, goes into chemical
reactions of plant compounds. These
chemical reactions produce brown
pigments through the process of
enzymatic browning.
Enzymes are organic substances that accelerate the rate of chemical

reaction. Enzymatic browning can be a significant problem because it limits the
shelf life of fruits and vegetables. However, enzymatic browning is not always
unwanted. The browning reaction contributes to the desirable color and flavor
of raisins, prunes, coffee, tea, and cocoa. Although enzymatic browning causes
changes in flavor and taste (i.e., bitter, astringent) and may reduce quality, the
browning agents formed are not toxic. Brown fruits are safe to eat up to a few
hours after cutting. Knowing the mechanism behind this, Arctic Apples, a
Canadian company, produced genetically engineered apples that will not brown
for 15-18 days.
Enzymes are vital for life and serve a wide range of important functions
in the body, such as aiding in fighting germs, digestion, and metabolism. Some
enzymes help break large molecules into smaller pieces that are easier to be
absorbed by the body. Other enzymes help bind two molecules together to
produce a new molecule.
Enzymes are protein macromolecules. They have a defined amino acid

sequence and are typically 100-500 amino acids long. They have a defined
three-dimensional structure. Enzymes are also known as catalysts. They act as
a catalyst to a chemical or biochemical reaction, with a defined mechanism.
They increase the speed of that reaction, typically by 106-1014 times faster than
the rate of the uncatalyzed reaction.
Common Mistakes and Misconceptions About Enzymes

Enzymes are "specific." Each type of enzyme typically only reacts with
one (Fig), or a couple, of substrates. Some enzymes are more specific than
others and will only accept one substrate. Other enzymes can act on a range
of molecules, as long as they contain the type of bond or chemical group that
the enzyme targets.
4
Enzymes are reusable. Enzymes are not reactants and are not used up
during the reaction. Once an enzyme binds to a substrate and catalyzes the
reaction, the enzyme is released, unchanged, and can be used for another
reaction. This means that for each reaction, there does not need to be a 1:1
ratio between enzyme and substrate molecules.
Enzyme Components
1. Apoenzyme:
• is an inactive enzyme, activation of the enzyme occurs upon
binding of an organic or inorganic cofactor.
• are enzymes that lack their necessary cofactor(s) for proper
functioning
• a Protein
2. Holoenzyme: (Fig.)
• are the active forms of apoenzymes. (Apoenzyme plus cofactor)
• DNA polymerase and RNA polymerase are examples.
3. Cofactor:
• mostly metal ions or small organic molecules, are inorganic and
organic chemicals that assist enzymes during the catalysis of
reactions.
• Nonprotein component (e.g. magnesium, zinc)
4. Coenzyme:
• are non-protein organic molecules that are mostly derivatives of
vitamins soluble in water by phosphorylation
• Organic cofactor (Eg: NADH, FADH)
Many enzymes can catalyze a reaction only if coenzymes, or cofactors

are present.
Take note of the following terminologies and its definition:

Catalyst
✓ A substance that speeds up a chemical reaction without being
changed.
Enzyme
✓ A biological catalyst (usually a protein).
Substrate
✓ The reactant molecule that an enzyme works on.
Active Site
✓ The part of the enzyme where the substrate binds.
Enzyme-substrate complex
✓ formed when the substrate molecule collides with the active site of
its enzyme.
Endoenzymes (intracellular) / Exoenzymes (extracellular)
Activation energy
✓ the minimum energy required to start a chemical reaction.
Transition state
✓ the intermediate stage in a reaction in which the old bonds break and
new bonds are formed.
5
What’s More
WORKSHEET 1
Watch and listen carefully to the video of Quick Biochemistry Basics (2020)
entitled “Cofactors | Coenzymes | Holoenzyme | Apoenzyme” and be able
to recognize the components of enzyme:
https://www.youtube.com/watch?v=LK5HzcAOmyA.
Guide Questions:
1. What are the components of an enzyme?
2. What makes them vital, and how each component contribute to the
function of an enzyme?
WORKSHEET 2
Watch and listen carefully to the video of RicochetScience (2015) entitled “How
Enzymes Work”: https://www.youtube.com/watch?v=UVeoXYJlBtI. The video
will explain the mechanism of an enzymatic activity. Using the graphic
organizer, relate what you will learn from the video and explain what is
happening from Numbers 1 - 5.
4
1 2 3 5
6
What I Have Learned

1. What are enzymes?
2. Why are enzymes considered vital to the body?
3. What are the different components of an enzyme? Describe each

component.
4. Explain briefly how enzymes work.
What I Can Do
1. Starchy food comprises an important part our diet. How does a human
body quickly hydrolyze starch into simple sugars?
2. Explain why our body needs to hydrolyze starch.
3. Imagine if starch takes many years for our body to be hydrolyzed. What
do you think will happen?
7
Assessment
True or False. Write T if the statement is true and F if the statement is false.
1. Substrate binds in the active site.
2. An enzyme is usually lipid biological catalyst.
3. The reactant molecule that an enzyme works on is the Substrate.
4. A Catalyst retards the chemical reaction without being changed
5. Coenzymes are non-protein organic molecules that are mostly
derivatives of vitamins.
6. Cofactors are small protein organic molecules that assist enzymes
during the catalysis of reactions.
7. DNA and RNA polymerases are examples of Holoenzyme.
8. Apoenzyme activation occurs upon binding of an organic or inorganic
coenzyme.
9. Enzymes are reactants and are used up during the reaction.
10. Once an enzyme binds to a substrate and catalyzes the reaction, the
enzyme is released, unchanged, and can be used for another reaction.
11. Some enzymes are more specific than others and will only accept one
particular substrate
12. Enzymes have a defined two-dimensional structure.
13. Enzyme‘s amino acid sequence are typically 10-500 amino acids long.
14. Transition state is the intermediate stage in the enzymatic mechanism.
15. Substrate molecule collides with the active site of its enzyme forms the
Enzyme Substrate complex.
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
16. This is here the reaction is catalyzed in an enzyme.
a. Facilitated site c. Passive site
b. Active site d. Direct site
17. Catalyze group transfer reactions; often require coenzymes.

a. Transferases c. Lyases
b. Hydrolases d. Isomerases
18. Lysis of substrate; produce contains double bond.

a. Transferases c. Lyases
b. Hydrolases d. Isomerases
19. Enzymes are described as all of the above except

a. micromolecule c. stereospecific
b. macromolecule d. having a defined amino acid sequence
20. Enzymes described having a typically long amino acid sequence

about?
a. 100-400 c. 100-600
b. 100-500 d. 100-70
8
What is It
Lesson 2: Oxidation – Reduction Reaction
An oxidation-reduction (redox) reaction is a type of chemical reaction
that involves a transfer of electrons between two species. An oxidation-
reduction reaction is any chemical reaction in which the oxidation number of a
molecule, atom, or ion changes by gaining or losing an electron. Redox
reactions are common and vital to some of the basic functions of life, including
photosynthesis, respiration, combustion, and corrosion or rusting.
Redox reactions are comprised of two parts, a reduced half and an

oxidized half, that always occur together. The reduced half gains electrons and
the oxidation number decreases, while the oxidized half loses electrons and
the oxidation number increases. Simple ways to remember this include the
mnemonic devices OIL RIG, meaning "oxidation is loss" and "reduction is
gain," and LEO says GER, meaning "loss of e- = oxidation" and "gain of e- =
reduced." There is no net change in the number of electrons in a redox
reaction. Those given off in the oxidation half reaction are taken up by another
species in the reduction half reaction.
A good example of a redox reaction is the thermite reaction, in which

iron atoms in ferric oxide lose (or give up) O atoms to Al atoms, producing
Al2O3.
Fe2O3(s)+2Al(s) → Al2O3(s)+2Fe(l)
What do you mean by oxidation and reduction?

OXIDATION can be defined as addition of oxygen/ electronegative element
to a substance or removal of hydrogen/ electropositive element from a substance.
Oxidation occurs when an atom’s oxidation state increases during a reaction.
REDUCTION can be defined as removal of oxygen/ electronegative element

from a substance or addition of hydrogen/ electropositive element to a substance.
Reduction occurs when an atom’s oxidation state decreases during a reaction.
Reaction of reduction oxidation based on releasing (losing) and gaining

of oxygen (capturing):
• Oxidation reaction is a reaction of gaining (capturing) of oxygen by a
substance.
CH4(g) + 2O2(g) → CO2(g) + 2H2O(g)
P4(s) + 5O2(g) → 2P2O5(s)
9
• Reduction reaction is a reaction of releasing (losing) of oxygen from an
oxide compound
CuO(s) + H2(g) → Cu(s) + H2O(g)
Fe2O3(s) + 3CO(g) → 2Fe(s) + 3CO2(g)
What is an oxidizing and reducing agent?
Oxidizing agent: a reagent which increases the oxidation number of an
element of a given substance. These reagents are called oxidants. It contains
the element that is reduced. Reducing agent: a reagent that lowers the
oxidation number of a given element. These reagents are also called
reductants. It contains the element that is oxidized.
In the following reaction:

2 Na(s) + Cl2(g) → 2 Na+Cl–(s)
Na is oxidized, Cl is reduced.
Na is the reducing agent, Cl2 is the oxidizing agent
Take note of the following terminologies and its definition:

Reactant
• is a substance or compound added to a system to cause a chemical
reaction or added to test if a reaction occurs. The terms reactant and
reagent are often used interchangeably.
Reagent
• is more specifically a substance consumed in the course of a chemical
reaction.
What’s More
WORKSHEET 1
Watch and listen carefully to the video of Tyler DeWitt (2015) entitled
“Introduction to Oxidation Reduction (Redox) Reactions”:
https://www.youtube.com/watch?v=5rtJdjas-mY
Guide Questions:
1. What causes redox reaction to occur?
2. Give three (3) examples of redox reaction.
What I Have Learned

1. What are the components that make up REDOX Reaction?
2. Who gains and losses and electron?
3. When does redox reaction happens?
10
What I Can Do
What is the significance of oxidation - reduction reaction to our daily life?
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. A substance consumed in the course of a chemical reaction.
a. Reactant c. Reductant
b. Reagent d. Oxidant
2. Substance added to test if a reaction occurs.
3. It is the element that is oxidized in a redox reaction.
4. Contains the element that is reduced.
5. Oxidizing agent lowers the oxidation number of a given element.

a. True b. False
6. The following is True to oxidation-reduction (redox) reaction except

a. Oxidation can be removal of hydrogen/ electropositive element
from a substance.
b. Reduction can be removal of oxygen/electronegative element
from a substance.
c. Spontaneous redox reactions are generally endothermic.
d. All redox reactions involve the transfer of electrons from one
atom to another.
7. In an oxidation reaction, the oxidation number:
a. increases b. decreases
8. In an oxidation reaction, the oxidation number:
a. increases b. decreases
Using the chemical equation:

Fe2O3(s)+2Al(s)→Al2O3(s)+2Fe(l)
9. What is the oxidizing agent?

10. What is the reducing agent?
11
What is It
Lesson 3: Factors Affecting Enzymatic Activity
Enzyme activity can be affected by a variety of factors, such as
temperature, pH, concentrations and inhibitors. Enzymes work best within
specific temperature and pH ranges, and sub-optimal conditions can cause an
enzyme to lose its ability to bind to a substrate.
A. Temperature:
Raising temperature generally
speeds up a reaction, and lowering
temperature slows down a
reaction. However, extreme high
temperatures can cause an
enzyme to lose its shape
(denature) and stop working. Most
enzymes have an optimum
temperature, near normal body
temperature at which they catalyze
a reaction most rapidly.
B. pH: Each enzyme has an optimum

pH range. Changing the pH
outside of this range will slow
enzyme activity. Extreme pH
values can cause enzymes to
denature. Even small pH changes
can alter the electrical charges on
various chemical groups in
enzyme molecules, thereby
altering the enzyme‘s ability to bind
its substrate and catalyze a
reaction. Enzymes catalyze a
reaction most rapidly at an
optimum pH, near neutral.
12
C. Substrate concentration:
Increasing substrate concentration also
increases the rate of reaction to a
certain point. Once all the enzymes
have bound, any substrate increase will
have no effect on the rate of reaction, as
the available enzymes will be saturated
and working at their maximum rate. At
the saturation point, the reaction will not
speed up, no matter how much
additional substrate is added. The graph
of the reaction rate will plateau.
D. Enzyme concentration:
Increasing enzyme concentration
will speed up the reaction, as long
as there is substrate available to
bind to. Once all of the substrate is
bound, the reaction will no longer
speed up, since there will be
nothing for additional enzymes to
bind to. The higher the
concentration of an enzyme the
greater should be the initial
reaction rate. This will last as long
as substrate present
E. Enzyme Inhibitors (Inhibition):

There are three types of inhibitors:
competitive, non-competitive and
uncompetitive:
Competitive inhibitor: A molecule similar in structure to a substrate

can bind to an enzyme‘s active site and compete with substrate.
13
Noncompetitive inhibitors: attach to the enzyme at an allosteric

site, which is a site other than the active site distort the tertiary
protein structure and alter the shape of the active site.
Feedback inhibition: regulates the rate of many metabolic

pathways when an end product of a pathway accumulates and binds
to and inactivates the first enzyme in the metabolic pathway. Product
(usually ultimate product) of a pathway controls the rate of synthesis
through inhibition of an early step (usually the first step). Conserves
material and energy by preventing accumulation of intermediates.
14
What’s More
WORKSHEET 1
Match Column A with Column B. Column A shows the icons of the Factors
Affecting Enzyme Activities, while Column B includes the different description
of the enzymatic activity.
Column A Column B
A. Changing this factor outside the enzyme’s

1 optimum range will slow enzyme activity.
B. Decreasing this factor slows down a

2 reaction.
C. This factor at an optimum pH, near neutral

causes enzymes to catalyze a reaction most
3 rapidly.
D. Increasing this factor will speed up the

reaction, as long as there is substrate
4
available to bind to.
E. At the saturation point, the reaction will not

speed up, no matter how much of this factor
is added.
F. Increasing this factor can cause an enzyme

to lose its shape (denature) and stop
working.
G. Increasing this factor, the greater should be

the initial reaction rate and will last as long
as substrate present.
H. The graph of the reaction rate of this factor

will plateau.
WORKSHEET 2
Watch and listen carefully to the videos of Cognito (2018):
A. “GCSE Biology - How Enzymes Work #11”:
https://www.youtube.com/watch?v=VNX9UQ08fZ4
B. “GCSE Biology - Factors that Affect Enzymes #12”:

https://www.youtube.com/watch?v=qq1foXnvJao
15
What I Have Learned
1. What are the factors involved in the enzymatic activity?
2. What are the effects of each factor to the enzymatic activity?
What I Can Do
Choose one (1) factor that greatly affects your life as a student during this time
of pandemic. How is it affecting you?
Assessment
I. Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. All the statements are not true to the substrate concentration, EXCEPT:
a. This factor at an optimum level, near neutral, causes enzymes to
catalyze a reaction most rapidly.
b. Changing this factor outside the enzyme‘s optimum range will
slow enzyme activity.
c. At the saturation point, the reaction will not speed up, no matter
how much of this factor is added.
d. Increasing this factor can cause an enzyme to lose its shape
(denature) and stop working.
2. This statement is true to temperature as a factor of enzymatic reaction.

3. It regulates the rate of many metabolic pathways.
16
a. Feedback inhibition
b. Noncompetitive inhibitors.
c. Competitive inhibitor.
d. Substrate Concentration
4. Can bind to an enzyme‘s active site and compete with substrate.

b. Noncompetitive inhibitors.
c. Competitive inhibitor
5. Attach to the enzyme at an allosteric site

b. Noncompetitive inhibitors
c. Competitive inhibitor
6. The following statements are true to pH, EXCEPT:

II. Complete the Table. How the following factors affect the action of an
enzyme?
Effect on reaction rate if Effect on reaction rate if
Factor
factor is reduced/ decreased factor is raised/ increased
Enzyme
concentration
Substrate
concentration
Temperature
pH
17
Answer Key
LESSON 1
Worksheet 2
1. Substrates react to the enzyme by binding with the active site
2. After substrate and enzyme bind, they form a enzyme-substrate complex.
3. As they react, they form a product
4. Product is released.
5. Enzyme returns to its original state, free to react with another substrate.
Assessment
1. T 11. T
2. F 12. F
3. T 13. F
4. F 14. T
5. T 15. T
6. F 16. b
7. T 17. a
8. F 18. c
9. F 19. a
10. T 20. b
LESSON 2
Assessment
1. b 6. c
2. a 7. a
3. c 8. b
4. d 9. Al
5. b 10. Fe
18
LESSON 3
Worksheet 1
1. B, F
2. A, C
3. E, H
4. D, G
Assessment
1. D
2. C
3. A
4. C
5. B
6. A
Effect on reaction rate if Effect on reaction rate if

Factor
factor is reduced/ decreased factor is raised/ increased
Enzyme
Speeds up Slows down
concentration
Substrate
Slows down Speeds up
concentration
Temperature Slows down Speeds up
pH Slows down Slows down
References
Aguirre, R. and Lasque, M.R. (2020), General Biology 1- Grade 12 Alternative

Delivery Mode. Division of Cagayan de Oro City.
Domingo, D. et al. (2013). General Biology 1. Quezon City: EC-TEC

Commercial.
Salmorin, L. M. and Florido, A. (2003), Science and Technology IV. Quezon

City: Abiva Publishing House Inc.
See Tho Weng Fong. (1995). Science for Secondary Schools. Singapore:
Longman Singapore Publishers
Tan, M. et al. (2001). TIMSS-LIKE test items in science and mathematics.

DOST-SEI, UPNISMED, Pundasyon Para Sa Mga Guro ng Agham at
Matematika, Ink.
Tillery, B. W. (1999). Physical Science. Singapore: WCB McGraw Hill
19
For inquiries or feedback, please write or call:
Department of Education – Division of Negros Occidental

Office Address: Cottage Road, Bacolod City, Philippines, 6100
Telefax: (034) 435-3960, (034) 703-3034
E-mail Address: negros.occidental001@deped.gov.ph
negoccscience@gmail.com
20

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STEM

Learning Toolkit No. 11

Special Curricular Program in Science

DIVISION OF NEGROS OCCIDENTAL

Senior High School – Biology 1

Republic Act 8293, section 176 states that: No copyright shall

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

Published by the Department of Education—Division of Negros Occidental

Development Team of the Module

Department of Education – Division of Negros Occidental

This instructional material was collaboratively developed and

We value your feedback and recommendations.

What I Need to Know

Peeling, bruising, and cutting

Enzymes are organic substances that accelerate the rate of chemical

Enzymes are protein macromolecules. They have a defined amino acid

Common Mistakes and Misconceptions About Enzymes

Many enzymes can catalyze a reaction only if coenzymes, or cofactors

Take note of the following terminologies and its definition:

What I Have Learned

2. Why are enzymes considered vital to the body?

3. What are the different components of an enzyme? Describe each

4. Explain briefly how enzymes work.

2. Explain why our body needs to hydrolyze starch.

17. Catalyze group transfer reactions; often require coenzymes.

18. Lysis of substrate; produce contains double bond.

19. Enzymes are described as all of the above except

20. Enzymes described having a typically long amino acid sequence

Redox reactions are comprised of two parts, a reduced half and an

A good example of a redox reaction is the thermite reaction, in which

What do you mean by oxidation and reduction?

REDUCTION can be defined as removal of oxygen/ electronegative element

Reaction of reduction oxidation based on releasing (losing) and gaining

In the following reaction:

Take note of the following terminologies and its definition:

2. Give three (3) examples of redox reaction.

What I Have Learned

5. Oxidizing agent lowers the oxidation number of a given element.

6. The following is True to oxidation-reduction (redox) reaction except

Using the chemical equation:

9. What is the oxidizing agent?

B. pH: Each enzyme has an optimum

E. Enzyme Inhibitors (Inhibition):

Competitive inhibitor: A molecule similar in structure to a substrate

Noncompetitive inhibitors: attach to the enzyme at an allosteric

Feedback inhibition: regulates the rate of many metabolic

A. Changing this factor outside the enzyme’s

B. Decreasing this factor slows down a

C. This factor at an optimum pH, near neutral

D. Increasing this factor will speed up the

E. At the saturation point, the reaction will not

F. Increasing this factor can cause an enzyme

G. Increasing this factor, the greater should be

H. The graph of the reaction rate of this factor

B. “GCSE Biology - Factors that Affect Enzymes #12”:

What I Have Learned

1. What are the factors involved in the enzymatic activity?

2. What are the effects of each factor to the enzymatic activity?

2. This statement is true to temperature as a factor of enzymatic reaction.

3. It regulates the rate of many metabolic pathways.

4. Can bind to an enzyme‘s active site and compete with substrate.

5. Attach to the enzyme at an allosteric site

6. The following statements are true to pH, EXCEPT: