ENZYMES AND

OXIDATION-REDUCTION
REACTIONS
for General Biology 1 / Grade 11
Quarter 1 / Week 8

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 FOREWORD

This self-learning kit (SLK) is an instructional material

created to introduce learners on the concepts of enzymes,
factors such as pH, temperature, and substrate affecting
enzyme activity, and oxidation reduction reactions present in
cellular respiration and photosynthesis. The different activities
and examples contained in this learning material are mostly
based on learners’ experiences in daily living. Moreover,
pictures and illustrations are provided to aid in thorough
understanding of the lesson.

This SLK is humbly dedicated to our learners who are at

the center of the learning process. This will serve as their
instrument in becoming critical problem solvers, lifetime
learners, responsible stewards of Mother Earth, truth seekers,
impartial decision makers, responsible and ingenious citizens,
and effective communicators.

We wish that this SLK will be of great help in addressing

their educational needs given the circumstances we are
facing today. Furthermore, we hope that the content of this
SLK will be fully understood and be applied by learners in their
everyday living.

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 OBJECTIVES:

At the end of the lesson, the learners shall be able to:

K: describe the components of an enzyme;
S: perform a simple experiment illustrating how different factors
affect enzyme activity and the enzymes involved in redox
reaction; and
A: demonstrate understanding on the role of enzymes in
biological processes through citing real-life situations.

LEARNING COMPETENCIES:

Describe the components of an enzyme (STEM_BIO11/12-Ii-j-17)

Explain oxidation/reduction reactions (STEM_BIO11/12-Ii-j-18)

Determine how factors such as pH, temperature, and substrate affect enzyme
activity (STEM_BIO11/12-Ii-j-19)

I. WHAT HAPPENED

Ana: Good morning, fellow

Roy: Hi! I am Roy. Are you
students! I am Ana and
excited to start your
together with me is Roy. We are
journey in learning the
here to help you understand
concepts of enzymes and
our lesson for today.
redox reactions?
That’s great! That is great!

Ana and Roy: We

know you have a
lot of things in mind.
So, come on and
let us start our
journey!

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PRE-ACTIVITY:

Finding the Perfect Key. Read and understand the scenario and answer the
questions that follow. Write your answers in your notebook.
Scenario: You are on a rush out of your house to visit a friend. You grabbed the
keys and locked the front door. Suddenly, you realized that you left your phone
inside your house. You have five different keys on hand.

1 2 3 4 5

Keys:

Door Lock:

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A. Guide questions:

1. Can you open the lock of your door using all of the five keys? Why?
________________________________________________________________________
2. If not, which among the five keys will open the lock of your door ? Explain your
answer. _________________________________________________________________
3. What are the characteristics of the keys that distinguish one from the other?
___________________________________________________________________________

B. List down three observations about the keys focusing on function/usage and
shape:

1. ______________________________
2. ______________________________
3. ______________________________

II. WHAT I NEED TO KNOW

Roy: Do you know that there are Ana: Do you think

various chemical reactions that these reactions need
happen outside and inside our to be fast or slow?
What affects the rate
bodies? Can you name them?
of reaction?

Now, we would like you to find out whether your answers are right by
carefully reading the next pages.

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DISCUSSION:

Various chemical reactions happen inside our bodies. What are some of
these chemical reactions? Some of the amazing things that occur within our body
everyday are digestion (breaking down of food into simpler forms) and respiration
(conversion of oxygen and sugar into energy). These reactions may occur slowly
and, thus, our bodies use enzymes to speed up the process.

Cells in our body contain biological molecules (proteins or RNA) that

catalyze chemical reactions called enzymes. Enzymes are biological catalysts
that speed up the rate of reaction between substances within cells without being
changed or destroyed in a chemical reaction. They are made up of amino acids
linked together via amide (peptide). Some enzymes consist of only protein, while
most of them consist of both protein and nonprotein components (Figure 1). They
can be reused over again for the same chemical reaction in bodily processes.

Figure 1. Components of an enzyme. An

enzyme is composed of an apoenzyme (protein
component), cofactor (nonprotein component:
coenzyme - an organic molecule), and
holoenzyme (apoenzyme plus cofactor).

Source: https://slideplayer.com/slide/8375867/

Microbiology, 6/e
©2005 John Wiley & Sons

The substance on which an enzyme acts is called substrate. The specific

place on an enzyme where the substrate binds and the reaction occurs is called
active site. For a chemical reaction to occur, energy is required which is known as
activation energy.

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 When the chemical reaction between the enzyme and the substrate is
complete, the enzyme remains the same and is ready to do another reaction
while the substrate is changed into a product (Figure 2).

Source: ©alevelbiology.co.uk

Figure 2. Types of Models. a. Lock and key hypothesis: the substrate will fit exactly to the active site
of the enzyme like a jigsaw puzzle. b. Induced fit model: the shape of the enzyme changes when
the substrate fits into the active site.

Enzyme names usually end in “ase” and named after the affected substrate,
e.g., proteases for proteins, lipases for lipids, amylases for starch.

Source: bio-normalizer.com

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 Enzymes are highly specific for a reaction and only catalyze substrates
which can fit inside its active site. In the previous activity, the key serves as the
substrate while the lock serves as the enzyme. Only correctly sized key (substrate)
will fit perfectly into the lock (enzyme) and cause a reaction.

Enzymes are all around us and even within us. What are some of their
practical applications in daily life?

Here are some of the applications:

When you wash your clothes, you use

detergent to remove stains and dirt. Some
of the very useful enzymes found in
detergents are proteases (remove blood
stains), amylases (remove starchy stains),
or lipases (remove oil or makeup stains).

When you swallow food, the enzyme

salivary amylase contained in the saliva
breaks down starches into simple sugars.
Once it reaches the stomach, digestive
enzymes continuously break down large
molecules into smaller forms to facilitate
fast absorption of nutrients in the body. The
cells in our bodies need nutrients to be
absorbed and translated into energy.
Enzymes speed up the process.

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 Chemical processes within our bodies require a large amount of energy.
However, our body temperature is only up to 37°C and a slight increase may
cause serious effect. How do these chemical processes occur at low
temperatures? Our bodies use enzymes (biological catalysts) to speed up the
process, without themselves being changed at the end of the reaction. Enzymes
provide an alternative reaction pathway of lower activation energy.

What are the factors affecting enzyme activity?

Here are the following factors:

1. pH (acidity and basicity). pH is a measure of the hydrogen ion (H+) and

hydroxide ion (OH-) concentrations. It ranges from pH1 to pH14. Acid solutions
have pH values below 7, while basic solutions (alkalis are bases) have pH values
above 7. Different enzymes have different optimum pH values. Any change in pH
above or below the optimum will quickly cause a decrease in the rate of reaction.
Extreme changes in pH can cause denaturation of enzymes, permanently losing
their function.

For example, most human enzymes = pH 6-8, pepsin (stomach) = pH 2-3, and
trypsin (small intestines) = pH 8.

Figure 3. pH scale. It ranges from Figure 4. Different kinds of enzymes.

pH1 (acidic) to pH14 (basic). Source: 123rf.com
Source: pmelnoaa.gov

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2. Temperature - Increasing temperature increases the rate of reaction. Random
collision of enzymes with substrate molecules results to more products. The rise in
temperature increases the chances of a successful collision and so the rate
increases. However, there is a certain temperature at which an enzyme's catalytic
activity is at its greatest (optimum temperature). Different enzymes function in
different organisms in different environments. For the enzymes in the human body
cells, the optimum temperature is 37°C. Above this temperature, the enzyme
structure begins to denature (breaking of weaker bonds).

What happens to an egg (mostly protein) as you cook it?

Source: clipartstation.com

Figure 5. Egg proteins denatured by heat.

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What happens to your hair (protein) when you use a curling iron?

Figure 6. Hair proteins denatured by heat.

Source: alamy.com

3. Substrate - Increasing substrate concentration increases the rate of reaction.

More substrate molecules will be colliding with enzyme molecules and, thus, more
products will be formed. However, any increase in concentration will have no
effect on the rate of reaction since substrate concentration will no longer be the
limiting factor. Enzymes will become saturated and will be working at their
maximum possible rate.

Figure 7. Substrate concentration. Source: cleanpng.com

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Oxidation and Reduction

The transfer of electrons between molecules is important because most of

the energy stored in atoms and used to fuel cell functions is in the form of high-
energy electrons. The transfer of energy in the form of electrons allows the cell to
transfer and use energy incrementally, that is, in small packages rather than a
single, destructive burst. Reactions that remove electrons from donor molecules,
leaving them oxidized, are oxidation reactions; those that add electrons to
acceptor molecules, leaving them reduced, are reduction reactions. Because
electrons can move from one molecule to another, oxidation and reduction
occur in tandem. They are complementary processes which occur together. Thus,
these reactions are now called oxidation-reduction reactions or redox reactions.

The more general definition of oxidation is the loss of electrons and of

reduction, the gain of electrons.

To summarize:
✓ oxidation involves the loss of electrons
✓ reduction involves the gain of electrons
✓ the substance oxidized is the reducing agent
✓ the substance reduced is the oxidizing agent

Redox Enzymes

Redox enzymes are a general term for enzymes that catalyze the redox
between two molecules. Among them, oxidase can catalyze the oxidation of
substances by oxygen, and dehydrogenase can catalyze the removal of
hydrogen from material molecules. Numerous redox enzymes in organisms require
coenzyme NAD or NADP as well as FAD or FMN when reacting. Of course, some
enzymes do not require a coenzyme or a prosthetic group, and directly use
oxygen as a carrier of electrons, such as glucose oxidase. The process of redox
reaction in a living body has a movement of a pair of hydrogen atoms, the
transfer of electrons, or an oxygen atom addition. A substance giving electrons
or H to oxidize is called an electron donor or a hydrogen donor. A substance that
acts as an oxidant and accepts electrons or hydrogen and is itself reduced is
called an electron acceptor or a hydrogen acceptor.

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Can You Do These?
Written Task. Complete the diagram by filling in the blanks with appropriate words
from the choices given inside the box. Then, answer the guide questions below.
Write your answers in your notebook.

Enzyme-substrate complex Product

Substrate Enzyme Active site

Guide questions (5 points each):

6-10. Describe the components of an enzyme.

____________________________________________________
11-15. Cite at least three importance of enzymes in daily living.
_________________________________________________

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Performance Task. Perform the experiment to illustrate how different factors
affect enzyme activity and the enzymes involved in redox reaction. Read the
instructions carefully and write your answers in your notebook.

Materials:
2 Bananas (yellow with no brown spots)
Calamansi juice/vinegar

Knife
Cutting board
2 Paper plates or any container

Hot water
Timer

Safety Instruction: Do this activity under appropriate setting

and under adult supervision.

Procedure:
1. Take one banana. With the help of an adult, cut two slices from the
banana on a cutting board.
2. Immediately after cutting, place one slice of banana on one plate.
Dip the other slice of banana with calamansi juice/vinegar and place
it on a paper plate. Observe the banana slice in each plate for 5
minutes. Record your predictions and observations using the table
below. Copy the table and write your answers in your notebook.
3. Take another banana and look closely at its peel. Make sure that it
does not have brown spots. Carefully submerge its bottom third into
a hot water for 2 minutes. Observe what happens.

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 After 5 Observations
minutes, I
predict...

Banana slice
without
anything

Banana slice
with
calamansi
juice/vinegar

Guide questions:

1. Which banana slice did not turn brown? Why?

2. Which banana slice turned brown? Why?
3. What happens to the banana when you submerged it in hot
water? Why do you think this happened?
4. The following is a simplified reaction from the experiment on
bananas. Determine the enzyme responsible for the browning of
bananas and discuss briefly its function.
Polyphenol oxidase + O2 Melanin

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III. WHAT I HAVE LEARNED

Great job! Let us see if you have fully understood the concepts of
enzymes and oxidation-reduction reactions by accomplishing the tasks
given below.

EVALUATION/POST-TEST:

Task 1: Modified True or False. Indicate whether the statement is True or False. If
false, change the underlined word(s) to make the statement correct. Write your
answers in your notebook.

_______1. Enzymes can reduce the activation energy of chemical reactions in the
body.
_______2. Different parts of the human body have the same optimum pH.
_______3. Changes in pH do not disrupt the bonds between amino acids.
_______4. As the substrate concentration increases, the reaction rate decreases
(more collisions with enzymes).
_______5. As the temperature increases, the enzyme will become denatured and
will no longer function.

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Task 2: Multiple Choice. Read carefully and choose the letter that best
corresponds to your answer.

1. Electrons are lost by the _______________________.

a. reducing agent as it undergoes oxidation
b. reducing agent as it undergoes reduction
c. oxidizing agent as it undergoes oxidation
d. oxidizing agent as it undergoes reduction

2. Oxidation-reduction reactions occurs because of the competition

between particles for ______________.
a. ultrons c. protons
b. electrons d. neutrons

3. If a carbon-containing molecule loses H atoms or gains O atoms, it’s

probably been __________.
a. oxidized c. both a and b
b. reduced d. none of these

4. Which statement describes reduction and oxidation?

a. Reduction is accompanied by oxidation.
b. Reduction involves loss of electrons.
c. Oxidation occurs when the oxidation number decreases.
d. A substance is oxidized if it gained electrons.

5. Which of the following can catalyze the removal of hydrogen from material
molecules?
a. dehydrogenase c. hydrogenase
b. oxygenase d. none of these

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REFERENCES

AP Biology. 2013. Factors that Affect Enzymes.

https://www.rvrhs.com/ourpages/auto/2013/10/16/65330670/Enzyme
%20Notes%2023-47.pdf

Cornell’s Learning Initiative in Medicine and Bioengineering. Enzymes

and Their Functions, Activity Sheets. climb.bme.cornell.edu

Morales-Ramos, Anna Cherylle, and John Donnie A. Ramos. 2017.

Exploring Life Through Science Series. Quezon City: Phoenix Publishing
House, Inc.

Navarette V., Bonifacio Jr. and Ochoco A., Sheila Marie. 2012. Discover Science
Biology. Makati City: Diwa Learning Systems Inc.

POGIL. 2014. Enzyme POGIL. scribd.com

Royal Service of Biology. 2013. Enzymes.

https://www.rsb.org.uk/images/07_Enzymes.pdf

https://www.creative-diagnostics.com/redox-enzymes.htm

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

OIC - Assistant Schools Division Superintendent
Acting CID Chief

NILITA L. RAGAY, Ed.D.

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
PSDS-Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

LIEZEL A. AGOR
MARY JOYCEN A. ALAM-ALAM
Writers

MARY JEAN M. ARBOLADO

Illustrator

ZENLI ROSE B. MONGCUPA

NOELYN E. SIAPNO
Lay-out Artists
________________________________

BETA QA TEAM
ZENAIDA A. ACADEMIA
DORIN FAYE. D. CADAYDAY
MERCY G. DAGOY
MARIA SALOME B. GOMEZ
RANJEL D. ESTIMAR
ARJIE T. PALUMPA
LIEZEL A. AGOR
THOMAS JOGIE U. TOLEDO

ALPHA QA TEAM
LIEZEL A. AGOR
EUFRATES G. ANSOK JR.
JOAN Y. BUBULI
MA. OFELIA I. BUSCATO
LIELIN A. DE LA ZERNA
DEXTER D. PAIRA
THOMAS JOGIE U. TOLEDO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set learning
competencies. The writers and evaluator were clearly instructed to give credits to information and
illustrations used to substantiate this material. All content is subject to copyright and may not be
reproduced in any form without expressed written consent from the division.

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SYNOPSIS

This self-learning kit

contains discussions and
activities on the components of
an enzyme, factors affecting
enzyme activity, and redox
reactions.

Learners are expected to

understand the discussions on
the concepts of enzymes and
redox reactions, encouraged to
analyze problems critically
through higher-order thinking
questions, and be able to
connect the lesson to real-life
situations through practical
examples and activities.

ABOUT THE AUTHORS

LIEZEL A. AGOR is a graduate of Bachelor of Science in Biology, cum laude, at
Negros Oriental State University, Main Campus I, Dumaguete City in 2011. She
was a recipient of the DOST-SEI scholarship grant under R.A. 7687. She earned
units in education in the same school through Continuing Professional
Education (CPE) program in 2016. At present, she is a Special Science Teacher
I handling Grade 11 students at Siaton National High School and at the same
time an adviser and Senior High School Science coordinator.

MARY JOYCEN A. ALAM-ALAM is a Special Science Teacher I (SPST-I) in Dauin

Science High School. She earned her Bachelor of Secondary Education major
in Biological Science at Negros Oriental State University in 2016. She was also a
ABOUT THE ILLUSTRATOR
DOST-SEI scholar under R.A. No. 10612.

MARY JEAN M. ARBOLADO is an alumna of Sumaliring High School, batch 2018.

She took up Accountancy, Business, and Management (ABM) strand in the said
school and is an NCIII holder in Bookkeeping. She is currently enrolled as a
second year student taking up Bachelor of Science in Secondary Education
Major in Social Studies at Negros Oriental State University, Siaton Campus.

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