Using a Guided-Inquiry Approach To Teach Michaelis–Menten Kinetics

• Jesse A. Phillips ^[1] ; Gregory H. Jones ^[1] ; Erin V. Iski ^[1]
  1. [1] University of Tulsa

     University of Tulsa

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 9, 2019, págs. 1948-1954
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Although kinetics forms a foundational part of the chemical curriculum, laboratory experiences with the subject are often limited and lack relevance to the actual practice of chemistry. Presented is an inquiry-based lab focused on Michaelis–Menten kinetics, implemented in an upper-level, university physical chemistry laboratory. Student learning was assessed over the course of three years via a pre- and post-test scheme that evaluated student understanding of Michaelis–Menten concepts and experimental design. Results indicate improvement in both domains, in line with previous results in the inquiry-based laboratory literature.