This document provides an instructor's guide for a lesson on introduction to biochemistry for nursing students. The lesson aims to define key terms, describe the two aspects of biochemistry, explain pH and buffers, and classify soluble salts. The 50-minute lesson involves watching an introductory video, defining terms like chemistry, organic chemistry, and biochemistry. It also discusses the molecular anatomy and physiology of biochemistry and covers topics like pH, buffers, electrolytes and chemical equilibrium. Students will complete a short quiz and rationalization activity to check their understanding.
This document provides an instructor's guide for a lesson on introduction to biochemistry for nursing students. The lesson aims to define key terms, describe the two aspects of biochemistry, explain pH and buffers, and classify soluble salts. The 50-minute lesson involves watching an introductory video, defining terms like chemistry, organic chemistry, and biochemistry. It also discusses the molecular anatomy and physiology of biochemistry and covers topics like pH, buffers, electrolytes and chemical equilibrium. Students will complete a short quiz and rationalization activity to check their understanding.
This document provides an instructor's guide for a lesson on introduction to biochemistry for nursing students. The lesson aims to define key terms, describe the two aspects of biochemistry, explain pH and buffers, and classify soluble salts. The 50-minute lesson involves watching an introductory video, defining terms like chemistry, organic chemistry, and biochemistry. It also discusses the molecular anatomy and physiology of biochemistry and covers topics like pH, buffers, electrolytes and chemical equilibrium. Students will complete a short quiz and rationalization activity to check their understanding.
This document provides an instructor's guide for a lesson on introduction to biochemistry for nursing students. The lesson aims to define key terms, describe the two aspects of biochemistry, explain pH and buffers, and classify soluble salts. The 50-minute lesson involves watching an introductory video, defining terms like chemistry, organic chemistry, and biochemistry. It also discusses the molecular anatomy and physiology of biochemistry and covers topics like pH, buffers, electrolytes and chemical equilibrium. Students will complete a short quiz and rationalization activity to check their understanding.
LEARNING OUTCOMES: At the end of the lesson, the nursing student can: Materials: 1. Define terminologies such as Chemistry, General and Slide Presentation, Hand-outs, Pen, Notebook Inorganic Chemistry, Organic Chemistry, Biochemistry, Molecular Biochemistry. References 2. Describe the two aspects of Biochemistry Espino-Cabatit (1988) Biochemistry 12th ed. UST 3. Explain the principles behind pH and buffers. Press, Manila 4. Recognize the properties of an electrolyte solution. 5. Classify soluble salts as strong, weak, and nonelectrolytes.
SUBJECT ORIENTATION (10 minutes)
The session will start with a short prayer. The instructor will introduce himself/herself to the class and the assigned subject and schedule, BIO024 Biochemistry. Student’s copy of the syllabus will be distributed and discussed accordingly. Listed below are the additional information vital in orientation: 1. The calendar of activities for major examinations must be relayed. 2. Classroom rules and regulations will be informed per the instructor’s discretions. 3. Computation of grades specific for this subject must be thoroughly explained to students. 4. The essence and significance in grade computation of these modules must be introduced. 5. If this is the first subject of the class, the instructor must initiate an election for block officers. 6. Any other information that will be deemed necessary by the instructor must be properly coordinated to the class.
MAIN LESSON (50 minutes)
The instructor should discuss the following topics. Instruct students to take down notes and watch the video provided. Here’s the link. (https://www.youtube.com/watch?v=tpBAmzQ_pUE). After watching the video, give students 3 minutes to reflect on the biological importance of biochemistry and call 3-5 students to state their answer. After the short activity, the instructor will now start with the lecture proper.
INTRODUCTION TO BIOCHEMISTRY DEFINITION OF TERMS:(Short review on inorganic and organic chemistry first) ● CHEMISTRY – a branch of science which deals with the study of the composition and properties of matter and a. the changes it undergoes b. the energy accompanying the changes c. the laws and principles governing such changes ● GENERAL AND INORGANIC CHEMISTRY – study of elements in the periodic table and an overview of chemistry in general (give examples) ● ORGANIC CHEMISTRY – study of carbon containing compounds (Give 10 examples of organic compounds) ● BIOCHEMISTRY – or BIOLOGICAL CHEMISTRY - from “BIO” – which means life - “ CHEMISTRY “ – science which deals with the study of the composition and properties of matter - the study of compounds, chemical changes and reactions occurring in living systems ● MOLECULAR BIOCHEMISTRY – concerned with the study of macromolecules and their metabolic activities in the body. It includes the entrance in the human body, digestion, absorption, assimilation, utilization, integration into the tissues, metabolic degradation and eventually, excretion from the body.
2 ASPECTS OF BIOCHEMISTRY: 1. MOLECULAR ANATOMY – different biomolecules which comprise the cell
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Education (Department of Nursing) 1 of 5 Examples of biomolecules: a. Carbohydrates (CHO) e. Enzymes b. Proteins (CHON) f. Hormones c. Lipids g. Vitamins d. Nucleic acid h. Minerals
2. MOLECULAR PHYSIOLOGY – dynamic part of biochemistry which includes the functions and metabolic activities of biomolecules in the cell. a. Digestion o Physical – mechanical breakdown o Chemical – further breakdown with the aid of enzymes b. Absorption – passage of end products of digestion from the small intestine into the blood c. Assimilation – selective absorption d. Utilization -cell is the important unit of life. Hence a large number of chemical reactions in the cell utilize the nutrients absorbed to produce materials needed for our existence e. Integration - refers to the overlap of many functions of the systems of the human body, as well as its accompanied form. f. 1. Metabolic degradation – conversion of a substance into an active metabolite f. 2. Biotransformation – conversion of a substance to another for biosynthesis g. Excretion
pH and BUFFERS A. Dissociation or Ionization ● a process by which a polar compound (contains (+) and (-) ions) is broken apart into its individual ionic components when placed in an aqueous solution ● occurs in the presence of water. Example: a. POLAR NaCl → Na + Cl b. NON – POLAR C12H22O11 B. 1. ELECTROLYTES – substances whose water solutions conduct electricity *Instructor will provide a list of strong, weak, and nonelectrolytes including their chemical formula. 1. a. STRONG ELECTROLYTES – completely ionized in H2O solutions E.g. strong acids – HCl, HNO3, H2SO4 strong bases – NaOH, KOH, Ca(OH)2 salt solutions - any salt dissolved in water such as NaClsol’n&CaFsol’n 1. b. WEAK ELECTROLYTES – incompletely or partially ionized in H2O solution - a large percent remains unionized e.g. weak acids – acetic acid weak bases – aniline, ammonia 2. NON – ELECTROLYTES - substances whose water solution do not conduct electricity E.g. dry solids Organic compounds
● IONIZATION OF STRONG ELECTROLYTE
● IONIZATION OF WEAK ELECTROLYTE
When acetic acid is dissolved in water, it dissociates partly into H+ and H3O+ and CH3COO‾ ions as:
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Education (Department of Nursing) 2 of 5 CH3COOH + H2O CH3COO‾ + H3O+
C. IRREVERSIBLE REACTION – a reaction which goes to completion
- the products no longer react to form back the reactants ● EVIDENCES OF IRREVERSIBLE REACTION: 1. Evolution of gas (formation of bubbles) 2. A precipitate is formed 3. Work is one of the products D. REVERSIBLE REACTION – a reaction which does not go to completion - products can react to form back the reactants A + B ↔ C + D - this reaction is governed by the law of chemical equilibrium E. CHEMICAL EQUILIBRIUM – state at which 2 opposing reactions proceed at the same rate ● Rf → forward reaction; rate at which products are formed ● Rb → backward reaction; rate at which reactants are formed At chemical equilibrium: Rf = Rb
CHECK FOR UNDERSTANDING(25 minutes)
-The instructor will prepare 10-15 questions that can enhance critical thinking skills. Students will work by themselves to answer these questions and write the rationale for each question.
(Teacher creates a short quiz for students to check how well they understood the lesson) (Check for Understanding may also be a summative test which the teacher will check and grade)
(For 1-15 items, please refer to the questions in the Rationalization Activity)
RATIONALIZATION ACTIVITY (DURING THE FACE TO FACE INTERACTION WITH THE STUDENTS) The instructor will now rationalize the answers to the students and will encourage them to ask questions and to discuss among their classmates for 20 minutes. Classify the following compounds if they are Inorganic or Organic and rationalize 1. Water (H2O) 2. Glucose (C6H12O6) 3. Table Salt (NaCl) 4. Ethyl Alcohol (CH 3CH2OH) 5. Fruit sugar (C6H12O6) Answer key:
Inorganic Organic
Table salt Glucose
Ethyl Alcohol
Fruit sugar Water
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Education (Department of Nursing) 3 of 5 Ratio: Anything that contains carbon and hydrogen in their chemical formula, they are considered as organic compounds. Otherwise, they are inorganic compounds. Classify each of these soluble solutes as a strong electrolyte, a weak electrolyte, or a nonelectrolyte and rationalize. 1. Hydrochloric acid 6. Urea 2. Ammonia 7. Vinegar 3. Ethyl alcohol 8. Nitric acid 4. Glucose 9. Methanol 5. Sucrose 10. Water
Ratio: Strong electrolytes ionize completely when dissolved in water where ions conduct electricity. They fall into three categories, namely: strong acids, strong bases, and salts. The weak electrolytes include weak acids and weak bases, and they partially ionize in solution. Because of the limited number of ions, solutions of weak electrolytes do not conduct electricity While nonelectrolytes do not ionize at all in water but still dissolve quite well because they are highly polar, which includes organic compounds.
LESSON WRAP-UP(5 minutes)
Teacher directs the student to mark (encircle) their place in the work tracker which is simply a visual to help students track how much work they have accomplished and how much work there is left to do. This tracker will be part of the student activity sheet.
You are done with the session! Let’s track your progress.
AL Strategy: CAT 3-2-1
Face to face ( if it is safe/allowed) After the instructor collects all papers, he/she will now summarize the topic. After the lesson, have each student record three things he or she learned from the lesson. Next, have them record two things that they found interesting and that they like to learn more about or ask students if they still have something to clarify or clarify about the topic. After answering the question, station yourself at the door and collect the paper as students depart from the room. Respond to students’ answer during the next class meeting or as soon as possible.
If face to face is not possible, student will answer this at home.
Three things you learned: 1. ________________________________________________________________________________________ 2. ________________________________________________________________________________________ 3. ________________________________________________________________________________________
The instructor will assign the students to watch the video about pH and buffers and be ready for calculations next meeting. The video links will be forwarded to the class Facebook chat group. Here are the links ● https://www.youtube.com/watch?v=rIvEvwViJGk ● https://www.youtube.com/watch?v=ckbsHM2igT0 ● https://www.youtube.com/watch?v=bP-evPgNNUg
The instructor will also request the students to bring their scientific calculators next meetings
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