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Student Activity

VIEWS: 3 PAGES: 4

  • pg 1
									                                                             Name: ______________________

                       ENZYME “TOOTHPICKASE” ACTIVITY
                                        INTRODUCTION:

 This activity will allow you to measure the rate of an enzyme called “toothpickase” and see
  how different conditions affect this enzymatic rate. For this activity your hands will be an
enzyme named “toothpickase” whose job is to break toothpicks (the substrate) in half. Both
of your thumbs and index fingers will come together to form the “active site” of the toothpick
 and will break a toothpick in half. In order to complete this activity successfully, make sure
                  you read the rules and all of the directions before you begin!


                                          MATERIALS:

                               120 wooden toothpicks per group
                                25 plastic toothpicks per group
                                           Stopwatch
                                       Excel Data Sheet


                                            RULES:

   1.   Your eyes have to be closed during the activity.
   2.   You will use both of your thumbs and your index fingers to break the toothpicks.
   3.   You have to wait for the timer to say, “Start” before you begin to break toothpicks.
   4.   Only one toothpick can be broken at a time.
   5.   The broken toothpicks have to be put back into the pile of toothpicks.
   6.   Once a toothpick is broken, its halves cannot be broken again.



ACTIVITY A – Enzyme Activity

Procedure:
   1. Pair up with a partner. One of you will be the “toothpickase” and will break the
      toothpicks and the other will be the timer. The timer’s job is to keep an eye on the
      clock and count the number of toothpicks that the “toothpickase” breaks. The timer
      has to record the number on the appropriate data table in excel.
   2. Take 40 wooden toothpicks and spread them out on the table.
   3. Close your eyes and when your partner says, “Start” begin to break toothpicks
      (remember the rules!!).
   4. After a period of 10 seconds, the timer will say, “Stop.”
   5. Count the total number of toothpicks that were broken and record this number in the
      data table.
   6. The timer will say “start” and the toothpickase will continue to break toothpicks.
   7. After 10 more seconds have passed (a total of 20 seconds), the timer will say,
       “Stop.”
   8. Count the total number of toothpicks that were broken and record this number in the
       data table.
   9. After 10 more seconds have passed (a total of 30 seconds), the timer will say,
       “Stop.”
   10. Count the total number of toothpicks that were broken and record this number in the
       data table.
   11. After 30 more seconds have passed (a total of 60 seconds), the timer will say,
       “Stop.”
   12. Count the total number of toothpicks that were broken and record this number in the
       data table.
   13. After 60 more seconds have passed (a total of 120 seconds), the timer will say,
       “Stop.”
   14. Count the total number of toothpicks that were broken and record this number in the
       data table.
   15. Make sure you have entered the gathered data into the table in Excel.
   16. Throw away the broken toothpicks.

Analysis:
   1. Make sure your data is entered on the appropriate table in Excel.
   2. Using the data, create a graph in Excel. Make sure there is a title and that the x and
       y –axes are labeled.
   3. Print out your graph and bring it up to the teacher’s desk. We will compare and
       discuss everyone’s graphs once the class is done with Activity A.
   4. Use the graph to answer the following questions:
           a. What is the initial reaction rate (in the first 10 seconds)? This initial rate can
              be calculated by looking at the slope or by computing the following calculation
              (# of toothpicks broken / change in time).



           b. What do you notice about the reaction rate as time progresses? How can you
              relate this to the shape of the graph?



           c. What is the reaction rate when (or if) the amount of toothpicks runs out? Why?




** Do not start Activity B until you have turned in your graph from Activity A and we have
had a class discussion about the activity.
ACTIVITY B – Effect of Substrate Concentration on Enzymatic Activity

Procedure:
   1. Switch timer and toothpickase roles with your partner.
   2. Take 20 wooden toothpicks and spread them out around the floor making sure there
       are a few inches between each toothpick.
   3. Close your eyes and when your partner says, “Start” begin to break toothpicks
       (remember the rules!!).
   4. After a period of 10 seconds, the timer will say, “Stop.”
   5. Count the total number of toothpicks that were broken and record this number in the
       data table.
   6. The timer will say “start” and the toothpickase will continue to break toothpicks.
   7. After 10 more seconds have passed (a total of 20 seconds), the timer will say,
       “Stop.”
   8. Count the total number of toothpicks that were broken and record this number in the
       data table.
   9. After 10 more seconds have passed (a total of 30 seconds), the timer will say,
       “Stop.”
   10. Count the total number of toothpicks that were broken and record this number in the
       data table.
   11. After 30 more seconds have passed (a total of 60 seconds), the timer will say,
       “Stop.”
   12. Count the total number of toothpicks that were broken and record this number in the
       data table.
   13. After 60 more seconds have passed (a total of 120 seconds), the timer will say,
       “Stop.”
   14. Count the total number of toothpicks that were broken and record this number in the
       data table.
   15. Make sure you have entered the gathered data into the table in Excel.
   16. Throw away the broken toothpicks.

Analysis:
   1. Make sure your data is entered on the appropriate table in Excel.
   2. Using the data, create a graph in Excel. Make sure there is a title and that the x and
       y –axes are labeled.
   3. Print out your graph and bring it up to the teacher’s desk. We will compare and
       discuss everyone’s graphs once the class is done with Activity A.
   4. Use the graph to answer the following questions:
           a. How does this activity’s graph differ from Activity A’s graph?

          b. What effect does a low substrate concentration have on the rate of reaction?
             What about a high substrate concentration?



** Do not start Activity C until you have turned in your graph from Activity B and we have
had a class discussion about the activity.
ACTIVITY C – Effect of Competitive Inhibitors on Enzymatic Activity

Procedure:
   17. Switch timer and toothpickase roles with your partner.
   18. Take 20 wooden toothpicks and 20 plastic toothpicks and spread them out on the
       table. Make sure that they are mixed up.
   19. Close your eyes and when your partner says, “Start” begin to break toothpicks
       (remember the rules!!).
   20. After a period of 10 seconds, the timer will say, “Stop.”
   21. Count the total number of toothpicks that were broken and record this number in the
       data table.
   22. The timer will say “start” and the toothpickase will continue to break toothpicks.
   23. After 10 more seconds have passed (a total of 20 seconds), the timer will say,
       “Stop.”
   24. Count the total number of toothpicks that were broken and record this number in the
       data table.
   25. After 10 more seconds have passed (a total of 30 seconds), the timer will say,
       “Stop.”
   26. Count the total number of toothpicks that were broken and record this number in the
       data table.
   27. After 30 more seconds have passed (a total of 60 seconds), the timer will say,
       “Stop.”
   28. Count the total number of toothpicks that were broken and record this number in the
       data table.
   29. After 60 more seconds have passed (a total of 120 seconds), the timer will say,
       “Stop.”
   30. Count the total number of toothpicks that were broken and record this number in the
       data table.
   31. Make sure you have entered the gathered data into the table in Excel.
   32. Throw away the broken toothpicks.

Analysis:
   5. Make sure your data is entered on the appropriate table in Excel.
   6. Using the data, create a graph in Excel. Make sure there is a title and that the x and
       y –axes are labeled.
   7. Print out your graph and bring it up to the teacher’s desk. We will compare and
       discuss everyone’s graphs once the class is done with Activity A.
   8. Use the graph to answer the following questions:
           a. Which toothpicks were easier to break?


          b. What do the plastic toothpicks symbolize and why?



          c. Explain the concept of competitive inhibition.

								
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