SENIOR HIGH SCHOOL

General Biology 1
Quarter 1 – Module 6.1:
Enzymes
General Biology I – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Enzymes
First Edition, 2020

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General Biology 1
Quarter 1 – Module 6.1:
Enzymes
Introductory Message
For the facilitator:

Welcome to the General Biology 1- Grade 11 Alternative Delivery Mode (ADM) Module
on Enzymes!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the General Biology 1- Grade 11 Delivery Mode (ADM) Module on

Enzymes!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to
help you learn what an enzyme is and how enzymes work and speed up
reactions in our body to help our systems function. The scope of this module
permits it to be used in laboratory experiments. The language used recognizes
the diverse vocabulary level of students and enriches their scientific
vocabulary. The lessons are arranged to follow the standard sequence of the
course.

The module contains one lesson:

 Lesson 1 – Biomolecules: Enzyme

After going through this module, you are expected to:

1. describe the components of enzymes;
2. identify the different types of enzymes

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What are enzymes made of?

A. lipids
B. proteins
C. carbohydrates
D. nucleic acid
2. These biomolecules act as catalysts to enable biochemical reactions to
occur, after which they are regenerated intact to take part in
additional reactions.
A. Enzymes
B. Products
C. Substrates
D. Activation energy
3. Enzymes speed up reactions.
A. True
B. False
C. Both a and b
D. Neither a or b
4. Enzymes interact with multiple substrates
A. True
B. False
C. Sometimes true
D. Sometimes false
5. The enzyme that digest milk sugar (lactose)?
A. amylase
B. lactase
C. maltase
D. protease
6. A __________is a biocatalyst that increases the rate of the reaction
without being changed.
A. Aluminum oxide
B. Silicon dioxide
C. Enzyme
D. Hydrogen peroxide

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7. An enzyme that joins the ends of two strands of nucleic acid is
A. Polymerase
B. Ligase
C. Synthetase
D. Helicase
8. The energy needed to get a reaction started is the ___.
A. Adhesion energy
B. Cohesion energy
C. Activation energy
D. Chemical energy
9. Chemical reactions cannot occur without a catalyst.
A. True
B. False
C. Sometimes true
D. Neither true nor false
10. Chemical reactions that absorb energy MUST have a source of
energy to occur
A. True
B. False
C. Sometimes true
D. Neither true nor false
11. The elements or compounds that are created as a result of a
chemical reaction are called ____
A. Product
B. Reactant
C. Enzyme
D. Activation energy
12. The part of the enzyme where the substrate binds is called the:
A. Substrate
B. Catalyst
C. Inhibitor
D. Active site
13. Without the presence of enzymes, the reactions necessary to
sustain life would require ___________________ in order to occur.
A. Larger cells
B. Smaller atom
C. Larger protein
D. Higher temperature
14. Enzymes change the ______ of a chemical reaction.
A. Rate
B. Type
C. Reactant
D. Product

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15. What is the term for the molecule or substance that the enzyme
reacts with?
A. Activator
B. Substrate
C. Inhibitor
D. product

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 Lesson

1 Enzymes

In the precious lesson you have learned about the structures and
functions of biological molecules (i.e., carbohydrates, lipids, nucleic acids,
and proteins). These carbon-containing molecules are collectively referred to
as organic molecules, so named because they were first discovered in all forms
of life. In all living organisms, sophisticated biochemical phenomena occur.
You have encountered that proteins functions as storage, defense and
transport. In this lesson you will learn that proteins too are involve in
chemical processes (enzymatic proteins). Many chemical reactions happen
within our bodies, but these reactions happen too slowly on their own. To help
speed up these reactions, our body uses specific biomolecules called enzymes.

What’s In

In the human body, complex metabolic processes break down a variety

of food materials to simpler chemicals, yielding energy and the raw materials
to build body constituents, such as muscle, blood, and brain tissue. Also,
other forms of life –plants, animals, fungi, protists, archaebacterial and
eubacteria- need enzyme to break down large molecules or build new ones to
carry out their life functions.

Notes to the Teacher

Digestion is one among the biological processes that needs
different types of enzymes. As an overview on how enzymes
work, let 5 students take a piece of biscuit and place it on the
tip of their tongue. Let it stay there without moistening with
their saliva for 2 minutes. Then let them take another piece
of biscuit that they will directly moisten with saliva. Let them
compare. (Biscuit is digested by an enzyme amylase)

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 What’s New

Activity 1: Lock and Key

Materials: 6 sets of lock and key
Procedure Part 1:
1) Divide students into 2 groups.
2) To each group, provide 2 sets of lock and key.
3) Ask students to make 3 observations about the locks and keys.
Observations
1.
2.
3.
4) Ask students to share their answers.

Procedure Part 2:
1) Ask students to make 3 predictions on the remaining 2 sets of lock and
key.
Predictions
1.
2.
3.
2) Ask the students to test their predictions and to say if whether or not
each prediction was valid based on their results.

Were your predictions made for the new sets of lock and key valid?
_____________

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 What is It

Background
Enzymes are biological catalysts. They are compounds that facilitate
chemical reactions. The orderly course of metabolic processes is only possible
because each cell is equipped with its own genetically determined set of
enzymes. It is only this that allows coordinated sequences of reactions
(metabolic pathways). Enzymes are also involved in many regulatory
mechanisms that allow the metabolism to adapt to changing conditions.
Almost all enzymes are proteins. The name of the enzyme usually ends in –
ase and is derived from the substrate that is affected by it. For example,
enzymes that break down proteins are called proteases.
The active site and functional groups of its amino acids may lower
activation energy by: acting as a template for substrate orientation, stressing
the substrates and stabilizing the transition state, providing a favorable micro
environment, and participating directly in the catalytic reaction.
Reaction and substrate specificity
Enzymes are catalysts. Catalysts are compounds that accelerate a
reaction without being changed. Enzymes are not destroyed or changed, but
rather reused in the same chemical reaction over and over. The compounds
that enzymes act upon are known as substrates. Enzymes bind to an active
site in the substrate and lower the energy needed for the reaction to occur
making it faster. The energy required for a chemical reaction to occur is
known as the activation energy. The substrates change to form a product.
The action of enzymes is usually very specific. This applies not only to the
type of reaction being catalyzed (reaction specificity), but also to the nature of
the reactants (substrates) that are involved (substrate specificity).

Figure 1. Representation of “lock-key” model for enzyme

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 An enzyme acts on a specific substrate to form an enzyme–substrate
complex because of the fit between their structures. As a result, something
happens to the substrate molecule. For example, it might be split in two at a
particular location. Then the enzyme–substrate complex comes apart, yielding
the enzyme and products. The enzyme is not changed in the reaction and is
now free to react again. Note that the arrows in the formula for enzyme
reaction point both ways (Fig. 1). This means that the reaction is reversible.
An enzyme–substrate complex can simply go back to the enzyme and the
substrate. The products of an enzymatic reaction can react with the enzyme
to form the enzyme–substrate complex again. It, in turn, may again form the
enzyme and the substrate. Therefore, the same enzyme may act to cause a
reaction to go either way. Some enzymes cannot function by themselves. In
order to work, they must first be attached to coenzymes. Coenzymes normally
are not protein materials. Some of the vitamins are important coenzymes.
Enzyme classes
Class Description
oxidoreductases catalyze the transfer of reducing equivalents from one
redox system to another.
transferases catalyze the transfer of other groups from one molecule to
another. Oxidoreductases and transferases generally
require coenzyme
hydrolases are also involved in group transfer, but the acceptor is
always a water molecule
lyases often also referred to as “synthases”;
catalyze reactions involving either the cleavage or
formation of chemical bonds, with double bonds either
arising or disappearing.
isomerases move groups within a molecule, without changing the
gross composition of the substrate.
ligases are energy-dependent and are therefore always coupled
to the hydrolysis of nucleoside triphosphates.

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 What’s More

Activity 1.2
Fill in the correct term involved in the lock and key model of enzymatic
action. Discuss the process in your own words.

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 What I Have Learned

Rearrange the following terms to show the process of enzymatic reaction.

Use and + to complete the equation.

enzyme enzyme–substrate complex enzyme product substrate

Several important things should be noted about this reaction:

1. A/an ______ acts on a specific _________ to form a/an _____________
because of the fit between their structures;
2. As a result, something happens to the _________ molecule. For
example, it might be split in two at a particular location.
3. Then the _________________________ comes apart, yielding the _________
and ______________.
4. The enzyme is __________ in the reaction and is now free to react
again.
5. Note that the arrows in the formula for enzyme reaction point
_________. This means that the reaction is ______________.
6. An enzyme–substrate complex can simply go back to the ________ and
the _________.
7. The products of an enzymatic reaction can react with the enzyme to
form the _____________________ again;
8. It, in turn, may again form the _______ and the _______.
9. Therefore, the same________ may act to cause a _________ to go either
way.

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 What I Can Do

Have ever eaten or made gelatin with fruit. What are the fruits do you usually
use? Why fresh pineapple is never mixed with gelatin? What is the secret to
making gelatin with fresh pineapple?

Assessment

Matching Type. Match the following statement with their definition.

_____1. amount of energy required for a chemical reaction to occur
_____2. substances that bring about a chemical reaction without being
changed itself
_____3. substance that an enzyme act upon
_____4. regions on surfaces of enzymes that fit the substrate
_____5. substance formed from the substrate at the end of a chemical reaction
with an enzyme
a. Product b. Active site c. catalyst d. substrate d.activation energy

Multiple Choice. Write the letter of the correct answer.

6.Which of the statements regarding enzymes is false?
E. Enzymes are specific
F. Enzyme activity can be regulated.
G. Enzymes provide activation energy for reactions.
H. Enzymes are proteins that function as catalysts.
7. The relationship between an enzyme and a substrate molecule can best
be described as:
a. a temporary association.
b. a permanent mutual alteration of structure
c. an association stabilized by a covalent bond.
d. one in which the enzyme is changed permanently.
8. Enzyme increases the rate of reaction by lowering the activation energy.
a. true
b. false
c. sometimes true
d. neither true nor false
For items 9-11 refer to the diagram below:

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9. Which letter represents the enzyme
a. A
b. B
c. C
d. None of the above
10. Which letter represents the substrate?
a. A
b. B
c. C
d. None of the above
11. Which model represents the "Lock & Key" model of enzyme
action?
a. Model 1
b. Model 2
c. Both model 1 and 2
d. Neither model 1 nor model 2
12. A substance that accelerates the rate of a chemical reaction is
called a(an)
a. Catalyst
b. Lipid
c. Molecule
d. Element
13. Enzymes affect the reactions in living cells by changing the
a. Product of the reaction
b. Speed of the reaction
c. Temperature of the reaction
d. pH of the reaction
14. The general mechanism is that an enzyme acts by
a. Reducing the energy of activation
b. Increasing the energy of activation
c. Decrease the pH
d. Increase the pH
15. Enzyme catalyzing rearrangement of atomic groupings without
altering molecular weight or number of atoms is
a. Ligase
b. Isomerase
c. Oxidoreductase
d. Hydrolase

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 Additional Activities

Choose one of the following:

1. Construct a 3D model of enzyme substrate complex
2. Create a comic strip that explains the role of enzymes in biological
reactions

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What I Know What's More Assessment
1. D 1. Enzyme 1. D
2. C 2. Active site 2. C
3. D 3. Substrate 3. D
4. B 4. Enzyme-substrate 4. B
5. A complex 5. A
6. C 5. substrate 6. C
7. B 7. A
8. C 8. B
9. A 9. A
10.A 10.C
11.A 11.B
12.D 12.A
13.A 13.A
14.A 14.A
15.B 15.B
Answer Key
References
University of Guelph, “Lesson Plan on Enzyme,” Accessed May 15,
2020.https://www.lib.uoguelph.ca/sites/default/files/biology_SBI4U_enzymes

US Biology Teaching, “Enzyme Worksheet,” Accessed May 15, 2020.

http://climb.bme.cornell.edu/lessons/2010_Pelet/Lesson%20Plan%20Enzymes%20-
%20Teacher%20Version

CPALMS, “Enzymes: The Greatest Biological Catalyst,” Accessed May 15, 2020.
https://www.cpalms.org/Public/PreviewResourceLesson/Preview/129074

The Commission on Higher Education and Philippine Normal University. Teaching Guide for Senior
High School-General Biology 1. Quezon City, Philippines: Commission on Higher Education, 2006.

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