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

Abstract

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.