Time | Module & Activity/Phase |
Introduction | Pre-Test & Introduction to the LAB-MADI Module |
Session 1 Day 1 | The permeability of Plasma Membrane · Elicit Phase—New concepts (Permeability of the Visking tubing). · Engage Phase— Students had to differentiate the 6 necessary steps and 1 unnecessary step. · Explore Phase—Students learnt how to deal with the iodine test and Benedict’s test on the two samples of water. |
Session 1 Day 2 | · Explain Phase—Students considered the evidences (the interpretation of no colour change or colour change in iodine test or Benedict’s test after 10 minutes and after 20 minutes) to support the validity of the hypothesis. · Elaborate Phase—They interacted with others in terms of what the evidence was and how the evidence justified the hypothesis that the permeability of the Visking tubing depends to the size of the glucose or starch molecules. · Evaluation Phase—Possible ways to improve their future investigations especially when handling the Visking tubing to prevent the leakage. · Extend Phase—The students applied the knowledge and the skills to plan an experiment as the homework. |
Session 2 Day 1 | The effect of hypotonic, hypertonic and isotonic solution on plant cells · Elicit Phase—New concepts (tonicity: hypotonic, isotonic and hypertonic). · Engage phase—The students had to differentiate the 5 necessary steps and 1 unnecessary step. · Explore Phase—Students learnt how to measure the length or mass of the potato strips. |
Session 2 Day 2 | · Explain Phase—Students considered the evidences (change of mass or length or texture of potato strips) to support the validity of the hypothesis. · Elaborate Phase—They interacted with others in terms of what the evidence was and how the evidence justified the hypothesis that the concentration of sugar solution which is isotonic to cell sap maintained the mass of plant tissue. · Evaluation Phase—Possible ways to improve their future investigations especially when handling the potato strips · Extend Phase—Practical assessment as the homework. |
Session 3 Day 1 | The effect of temperature on the Amylase Activity · Elicit Phase—New concepts (activation energy, chemical reactions, optimum temperature). · Engage Phase—The students had to differentiate the 10 necessary steps and 1 unnecessary step. · Explore Phase—Students learnt how to deal with the time taken for the iodine solution remain yellow with the time taken for the amylase reaction to act on the starch. |
Session 3 Day 2 | · Explain Phase—Students considered the evidences (the time taken for iodine solution to remain yellow) to support the validity of the hypothesis. · Elaborate Phase—They interacted with others in terms of what the evidence was and how the evidence justified the hypothesis that the optimum temperature of enzyme activity is 37˚C. · Evaluation Phase—Possible ways to improve their future investigations when handling the stopwatch to take the time taken for iodine solution to remain yellow. · Extend Phase—Practical assessment as the homework |
Last Day | Post Test |