Subject: GENERAL BIOLOGY 1 Week No: ____________

Name: ____________________ Grade & Section: ________

Subject Teacher: IRENE BELLE D. LESIGUES Date:_________________

TANAUAN NATIONAL HIGH SCHOOL

LAS-GENERAL BIOLOGY 1 Week 7
ENZYMES/REDOX REACTIONS
I. Learning Target:
Describe the components of enzymes.
Explain oxidation/reduction reactions.
II. Specific Learning Targets:
Define related terms.
Describe the components of enzymes and identify its types.
Determine the process of photosynthesis.
Describe oxidation/reduction reactions.
lll. Concept Notes:
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 allows 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 protease.
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 chemical
reaction to occur is known as the activation energy. The substrate s
change to form a product. The action of enzymes is usually very specific.
This appears not only to the type of reaction being catalyzed, but also to
the nature of reactants (substrates) that are involved (substrate
specificity).
 Representation of “lock-key” model for enzyme
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 enzymes and products. The enzyme is not changed in the
reaction and is now free to react again. 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 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 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 Catalyzes the transfer of other groups fro one
molecule to another. Oxidoreductases and
transferases generally require coenzyme

Hydrolases Involved in group transfer, but the acceptor is

always a water molecule

Lyases 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 Energy-dependent and are therefore always coupled

to the hydrolysis of nucleoside triphosphates

The Process of Photosynthesis

The process of photosynthesis had been studied throughout the ages

by many scientists. Replications of previous studies led to more discoveries
and more clarifications.
Jan Baptista van Helmont (1580-1644), A Flemish physician, chemist,
and physicist, discovered that water significantly contributed to the growth
of plants. IN the 1600s, he carried out an experiment that allowed a willow
tree to grow in a pot for five years. At the end of this period, he discovered
that the tree increased in mass by 74kg without any significant difference
in the mass of the soil. He concluded that water was the source of the
extra mass and the plants source of life.
 In separate experiments, Jan Ingenhousz (1730-1799) and Joseph
Priestley (1733-1804) demonstrated that light was essential for plants to
make oxygen. Oxygen was first discovered by in 1722 by Carl Wilhelm
Scheele (1742-1786). In Priestley’s experiment, a mouse left alone in a
sealed jar died, whereas the other mouse stayed alive in a sealed jar with a
mint plant. Priestley initially thought that a process in plants “purifies” the
air for animals and that plants exposed to sunlight create a better
composition of air. Meanwhile, Ingenhousz made a distinct experiment of a
small green aquatic plant in a transparent container of water. When the
setup was placed in the dark, no bubbles were formed.

In both experiments, the bubbles found by ingemhousz might be what

“purified” the air in Priestley’s experiment. In the end, it became clear that
plants, particularly the green parts, depend on light, nutrient, and energy.
Finally, another scientist, a Swiss minister named Jean Senebier
(1742-1809), discovered that the growth of plants is accompanied by the
uptake of carbon dioxide.

Reduction-oxidation (REDOX) Reactions

The basic overall reaction for photosynthesis is

6CO2 (C02) + 6H2O (water) C4H12O6 (glucose) + 6O2 (O)

This chemical equation suggests the movement of electrons from one

molecule to another. Recall the concept of reduction-oxidation reaction.
Oxidation is the loss of electrons, whereas reduction of the gain of
electrons. In most organisms, electrons are often accompanied by
hydrogen ions. Thus, oxidation is the loss of hydrogen atoms and reduction
is the gain of hydrogen atoms. Using the basic overall reaction of
photosynthesis, here is a simplified equation;

6CO2 + 6H2O 6CH2O + 6O2

Reduction happens when hydrogen atoms are transferred from water to
carbon dioxide to form glucose. Simply put

reduction

CO2 + 6H2O (CH2O) + O2

oxidation

The simplified equation shows that carbon dioxide has been reduced
and water has been oxidized. For this reaction to occur, a large amount of
energy is needed to reduce carbon dioxide. Note that the solar energy that
plants obtain form the sun is first converted to ATP molecules before it can
be used.

The redox reaction occurs exactly at the chloroplast, particularly in the

enzyme-rich stroma, which facilitates the said reaction. Carbon dioxide is
first attached to an organic compound before it can be reduced to a
carbohydrate. Solar energy is absorbed in the thylakoid membranes.

Activities:

I. MATCHING TYPE. Match the statement with their definition.

__1. Amount of energy required for a. Product
a chemical reaction to occur
__2. Substances that bring about a b. active site
chemical reaction without
being changed c. catalyst
__3. Substance that an enzyme act upon
__4. Regions on surfaces of enzymes that d. substrate
fit the substance
__5. Substance formed from the substrate e. activation energy
at the end of a chemical reaction with
an enzyme f. temperature
II. Multiple Choice. Write the letter of the correct answer.

1. Which of the letter represents the enzyme?

a. B b. C c. A d. none of the three

2. Which letter represents the substrate?

a. B b. C c. A d. none of the three

3. Which model represents the “lock and Key” model of enzyme action?

a. Model 1 b. Model 2 c. both d. none of the three

4. A substance that accelerates the rate of a chemical reaction is

called______.

a. catalyst b. lipid c. molecule d. element

5. Enzymes affect the reactions in living cells by changing the _____.

a. product of the reaction c. temperature of the reaction

b. speed of the reaction d. pH of the reaction
III. ANSWER ME!

1) Why is redox reaction important in photosynthesis?

2) What induces a redox reaction to occur? Explain your answer.

References:
University of Guelph, “Lesson Plan onEnzyme,” Accessed May 15, 2020.
https://lib.uoguelp.ca/sites/default/files/biology_SBI4U_enzymes

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

https://climb.bme.cornell.edu./lessons/2010_Pelet/Lesson%20Plan%Enz
ymes%20-%20Teacher%2oVersion

The Commission on Higher Education an Philippine Normal University.

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

Prepared:

IRENE BELLE D. LESIGUES, LPT

SHS Dept. Head Designate