Title: Toothpickase: A large scale, testable, model for enzymatic reactions
Length of Time: 2 50 min. Class Periods.
Completion of the activity is required. Students will have a choice for the different variations of they may want to perform for this lab.
Objective: Students will be able to describe the function of an enzyme through the completion and communication of a model for an enzyme experiment.
Standards: SCI B.1.1.2: Biofuels Stadard: Students will know that it takes a reaction (possibly enzyme catalyzed) to convert biomass into a more usable form.
Materials: 1 box of toothpicks per group
2 shallow bowls per group
stopwatch per group
5-10 Pails of water ice (enough so students can get their hands cold)
Google Form Student Sheet-Has Rubric at the bottom
*Optional: Camera phone to record data
*Optional: Gloves that have small circles all over them labeled "Amino Acid" that students where while their hands are "Toothpickase"
General Procedure:
Part A: Rate of Product Formation
1. Select 80 toothpicks and place them in a shallow bowl.
2. In your group of three, one person will be the timer, one will record the data, and the third person will be the enzyme, "toothpickase." The enzyme is to break the toothpicks without looking and all of the products (“broken toothpicks”) must remain in the bowl.
3. The experiment is conducted in 10 second intervals. The timer calls out start and then marks each 10 second interval. The recorder tallies the cumulative number of toothpicks broken as each interval is announced by the timer.
4. Graph the results plotting Product Formed (the total number of toothpicks broken) vs. Time (10s, 20s, 30s, 40s...). Calculate the rate of enzyme action in toothpicks per second for each 60s interval, eg.) How many toothpicks would be broken after 1 minute, 2 minutes, 3 minutes, etc. Do not forget to title your graph and each member of the group must make a graph, not just the recorder.
Part B: REACTION RATE VS. SUBSTRATE CONCENTRATION
1. Remove the broken toothpicks from the shallow bowl. Place 80 paperclips in the bowl. The paper clips represent a “solvent” in which the toothpicks are “dissolved”. Different concentrations are simulated by mixing different numbers of toothpicks in with the paper clips.
2. For the first trial, place 10 toothpicks in the bowl with the paper clip. The enzyme has 20 seconds to react (break as many toothpicks as possible). Record the number broken at a concentration of 10.
3. Remove the broken toothpicks and repeat with concentrations of 20, 30, 40, etc. up to 100 toothpicks (ie. generate 10 data points).
4. Graph the results by plotting Reaction Rate (toothpicks broken in 20 seconds) vs. Substrate Concentration (10, 20, 30, 40 ... 100). Do not forget to title your graph. Each member of the group must do this, not just the recorder.
Part C: REACTION RATE VS. TEMPERATURE
1. Select 10 toothpicks. Time how long it takes to break the 10 toothpicks as fast as you can.
2. Place your hands in the pail of iced water for 10 minutes.
3. Repeat step 1.
4. Calculate the rate of enzyme action in toothpicks per second. Compare the two rates. Write up an explanation as to what happened and why it happened.
Part D: Extension
1.) Students create another condition where they try to increase the rate of reaction. They try the condition and record the rate over 20 seconds.
2.) Students create another condition where they try to decrease the rate of reaction. They try the condition and record the rate over 20 seconds.
3.) Clean up your work bench.
4.) Before handing in your lab write-up, ensure that you have:
i) included a proper title for each graph, and labelled both the x and y axis
ii) answered the question in Step 4 (Part A) and Step 4 (Part C)
iii) put your name on each page that will be handed in.
Day Two:
1.) Group reflection and Conclusions from yesterday. Students use whiteboards or large poster boards to summarize their results from each trial completed one day one.
The students also use the whiteboard/poster to respond to the prompt, "Explain the connection between yesterday's activity and the video/entry event and driving question from Day 1-Use words, sketches, and graphs" or "Connect the model reaction of toothpicks being broken in two with the driving question and conversion of biomass to biofuels-Use words, sketches, and graphs" Teacher may intervene at this point to help students describe specific vocabulary words such as...
Enzyme, Substrate, Reaction Rate, Reactants, Products, Lignin, Biofuels. This will allow students to use proper vocabulary throughout the rest of the unit.
2.) Gallery walk where students see every groups' results and conclusions from the toothpick model enzyme lab. During the gallery walk students may use post-it notes to write positive comments about the descriptions of the experiments. Students should also be looking for patterns ("rules of thumb") that describe trends in hand "enzymes" breaking down toothpick "biomass".
3.) After seeing every poster, students write their "rules of thumb" as an exit slip.
Assessment For Day 2: Gallery Walk Posters and Comments made on others posters, "What patterns do you recognize in how enzymes work best?" rules of thumb exit slip.
Assessment:
Part A: (6 points)
Graph
-title 1 point
-labels 1 point
-accuracy 2 points
-quality 1 point
Step 4 Question 1 point
6 points
Part B: (5 points)
Graph
-title 1 point
-labels 1 point
-accuracy 2 points
-quality 1 point
5 point
Part C: (4 points)
Calculation 1 point
Explanation 3 points
4 points
Length of Time: 2 50 min. Class Periods.
Completion of the activity is required. Students will have a choice for the different variations of they may want to perform for this lab.
Objective: Students will be able to describe the function of an enzyme through the completion and communication of a model for an enzyme experiment.
Standards: SCI B.1.1.2: Biofuels Stadard: Students will know that it takes a reaction (possibly enzyme catalyzed) to convert biomass into a more usable form.
Materials: 1 box of toothpicks per group
2 shallow bowls per group
stopwatch per group
5-10 Pails of water ice (enough so students can get their hands cold)
Google Form Student Sheet-Has Rubric at the bottom
*Optional: Camera phone to record data
*Optional: Gloves that have small circles all over them labeled "Amino Acid" that students where while their hands are "Toothpickase"
General Procedure:
Part A: Rate of Product Formation
1. Select 80 toothpicks and place them in a shallow bowl.
2. In your group of three, one person will be the timer, one will record the data, and the third person will be the enzyme, "toothpickase." The enzyme is to break the toothpicks without looking and all of the products (“broken toothpicks”) must remain in the bowl.
3. The experiment is conducted in 10 second intervals. The timer calls out start and then marks each 10 second interval. The recorder tallies the cumulative number of toothpicks broken as each interval is announced by the timer.
4. Graph the results plotting Product Formed (the total number of toothpicks broken) vs. Time (10s, 20s, 30s, 40s...). Calculate the rate of enzyme action in toothpicks per second for each 60s interval, eg.) How many toothpicks would be broken after 1 minute, 2 minutes, 3 minutes, etc. Do not forget to title your graph and each member of the group must make a graph, not just the recorder.
Part B: REACTION RATE VS. SUBSTRATE CONCENTRATION
1. Remove the broken toothpicks from the shallow bowl. Place 80 paperclips in the bowl. The paper clips represent a “solvent” in which the toothpicks are “dissolved”. Different concentrations are simulated by mixing different numbers of toothpicks in with the paper clips.
2. For the first trial, place 10 toothpicks in the bowl with the paper clip. The enzyme has 20 seconds to react (break as many toothpicks as possible). Record the number broken at a concentration of 10.
3. Remove the broken toothpicks and repeat with concentrations of 20, 30, 40, etc. up to 100 toothpicks (ie. generate 10 data points).
4. Graph the results by plotting Reaction Rate (toothpicks broken in 20 seconds) vs. Substrate Concentration (10, 20, 30, 40 ... 100). Do not forget to title your graph. Each member of the group must do this, not just the recorder.
Part C: REACTION RATE VS. TEMPERATURE
1. Select 10 toothpicks. Time how long it takes to break the 10 toothpicks as fast as you can.
2. Place your hands in the pail of iced water for 10 minutes.
3. Repeat step 1.
4. Calculate the rate of enzyme action in toothpicks per second. Compare the two rates. Write up an explanation as to what happened and why it happened.
Part D: Extension
1.) Students create another condition where they try to increase the rate of reaction. They try the condition and record the rate over 20 seconds.
2.) Students create another condition where they try to decrease the rate of reaction. They try the condition and record the rate over 20 seconds.
3.) Clean up your work bench.
4.) Before handing in your lab write-up, ensure that you have:
i) included a proper title for each graph, and labelled both the x and y axis
ii) answered the question in Step 4 (Part A) and Step 4 (Part C)
iii) put your name on each page that will be handed in.
Day Two:
1.) Group reflection and Conclusions from yesterday. Students use whiteboards or large poster boards to summarize their results from each trial completed one day one.
The students also use the whiteboard/poster to respond to the prompt, "Explain the connection between yesterday's activity and the video/entry event and driving question from Day 1-Use words, sketches, and graphs" or "Connect the model reaction of toothpicks being broken in two with the driving question and conversion of biomass to biofuels-Use words, sketches, and graphs" Teacher may intervene at this point to help students describe specific vocabulary words such as...
Enzyme, Substrate, Reaction Rate, Reactants, Products, Lignin, Biofuels. This will allow students to use proper vocabulary throughout the rest of the unit.
2.) Gallery walk where students see every groups' results and conclusions from the toothpick model enzyme lab. During the gallery walk students may use post-it notes to write positive comments about the descriptions of the experiments. Students should also be looking for patterns ("rules of thumb") that describe trends in hand "enzymes" breaking down toothpick "biomass".
3.) After seeing every poster, students write their "rules of thumb" as an exit slip.
Assessment For Day 2: Gallery Walk Posters and Comments made on others posters, "What patterns do you recognize in how enzymes work best?" rules of thumb exit slip.
Assessment:
Part A: (6 points)
Graph
-title 1 point
-labels 1 point
-accuracy 2 points
-quality 1 point
Step 4 Question 1 point
6 points
Part B: (5 points)
Graph
-title 1 point
-labels 1 point
-accuracy 2 points
-quality 1 point
5 point
Part C: (4 points)
Calculation 1 point
Explanation 3 points
4 points
toothpickase_lab.doc | |
File Size: | 38 kb |
File Type: | doc |