Author:
Sarah
Subject:
Biology
Material Type:
Activity/Lab
Level:
High School
Tags:
  • Lesson Plan
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Enzyme Choose Your Own Adventure Lab

    Enzyme Choose Your Own Adventure Lab

    Overview

    This is a lab based class that will help students understand and identify different things about enzymes, and learn how to story tell. 

     

    Image credit: 

    "Fields of Science" by Image Editor is licensed under CC BY 2.0.

    Summary

    Student will be learning about enzymes and how they work in different conditions. They will then be presenting a lab they did with their own variable that they changed.  This should take about 3 class periods, face to face. 

    background

    Teachers need to know the basics of enzymes, where they come from, what modifies them and apple products. 

    1. Cross cutting concepts: Structure and function, Cause and effect. 

    2. Core discipline ideas: LS1: From Molecules to Organisms: Structures and Processes

    3. Science and engineering core practice: 3. Planning and carrying out investigations

    4. 4. Analyzing and interpreting data

    Success Criteria

    Step 1 Goals and Outcomes

    1. Intended Learning Outcomes

    Objective (concept)

    Students will understand what enzymes are and what they do. 

    Students will be able to understand what things alter enzymes.

    Students will be able to show ability in designing their own lab. 

    Indicator (Bloom)

    Students will be able to label  the parts of an enzyme. 

    Students will be able to describe what things affect enzyme ability. 

    Students will design and analyze their own enzyme lab to understand what things affect enzyme ability. 

     

    Preperation

    Step 2 Planning Instruction

    1. Preparation 

    Prior knowledge and skills: Know what a protein is. 

    Teacher preparation 

    • Materials: Tooth picks, cold water, string, gloves.

    • Target vocabulary: enzyme, reaction, catalyst, protein, denature, DN

    • Technology Use: Keynote and Numbers 

    Student preparation : None 

     

    1. Meeting Student Needs

    Accommodations: There are no IEPS in this class or 504s

    Differentiation: Porter needs some distraction through power points, so I am adding a movie and a demo for him. 

    Some of my students are visual learners, so Doing the demo will help things sink in for them. 

    Instruction

    1. Instructional Procedures

      1. Give students the macromolecule posters that they started last time and have them do the same activity and see what else they can put on their poster. 

        1. have students tell me about their experience. 

          1. What did you know more this time, what do you still not know. 

      2. Have them take out their notes and label them enzymes. 

      3. Go through power point

        1. Talk about what enzymes do

        2. Movie

        3. Tell some funny stories 

        4. TOOTHPICK ACTIVITY!!!! 

          1. Have students come up and be toothpickase. (beak toothpicks for 20 seconds) 

            1. No inhibition 

            2. Add one person to one side 

            3. Take away some toothpicks 

            4. Tie some fingers together 

            5. Wear a glove 

            6. Use cold water 

          2. Talk about how each of these slowed down one of the enzymes 

        5. Finish up the power point 

      4. Have students pick topic of their next lab

      5. Have students design lab and pass back old homework. 

      6. Students then will come back and finish the lab and use keynote and numbers to present  the data they have received with their classmates. 

        1. They will need to have their ipads and mac books

        2. They will start in numbers and make their graphs and charts. 

        3. They will then integrate what they have found in numbers into a move using adobi creative cloud movie creator or keynote. If they make a movie they need to use story telling techniques and if they present, they need to present using storytelling techniques. 

     

     

    You will write these on your lab report.  You will be presenting your data and conclusion to other lab groups.

    C:\Users\asduser\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.Word\thumbnailCA2BFR91.jpgImage Detail

    Scientist__________________________    Period ____________                                                                                                  

                                   Lactaid Lab

    Answer the question:

    Why does my belly hurt and why do I have so many Stinky Farts?!?

     

    Background Information:

    If you have problems digesting milk, ice cream, yogurt, cheese or other dairy foods, chances are you’re one of the 75% of the world’s population who are “lactose intolerant”. Lactose intolerance is an inability to digest lactose — the sugar found in milk and milk products — and it troubles about 50 million Americans.

     

    Lactose is normally broken down by the digestive enzyme lactase, which is produced by the small intestine. Lactose (milk sugar) is a disaccharide (2 sugar carbohydrate) made of two simple sugars, glucose and galactose. When lactose works properly, it breaks down (digests) lactose sugar into glucose and galactose which can then be absorbed through the intestinal lining and used by your body.

     

    Lactose intolerance is usually caused from a deficiency in lactase — your body produces no enzyme or too little enzyme. When the body does not have enough lactase enzyme, the undigested and unabsorbed lactose sugar is moved into the colon (lower part of your digestive system), where it becomes fermented by intestinal bacteria. The fermentation process produces a lot of gas and causes the unpleasant discomfort of gas bloating, cramps, and diarrhea. The amount of reaction and discomfort differs among individuals. Some people can have mild symptoms that pass quickly, while others can have severe symptoms that leave them feeling ill for many hours. However, lactose intolerance is not life threatening and you are only affected when you eat foods made from milk.

     

     Interestingly, most people are born with the ability to produce the lactase enzyme and can digest lactose sugar during infancy and early childhood, while drinking mother’s milk. But many lactose intolerant people gradually produced less lactase as they grow older. Although lactose intolerance is more prevalent among certain ethnic groups, all sectors of the population are affected. It is especially common among Asians, Africans, Jews, Native Americans, Inuits (Eskimos), and Hispanics. Many of these cultures, traditionally, do not raise dairy animals and do not use milk as a significant source of protein.

     

    If you have lactose intolerance, you should know about “hidden” sources of lactose. Although milk and foods made from milk are the only natural sources of lactose sugar, lactose is often added to prepared foods. As a result, those people with a very low tolerance for lactose should watch out for foods that contain lactose, even in small amounts. Some so-called “non-dairy” products (powdered coffee creamer and whipped toppings) may include ingredients that are derived from milk, and therefore contain lactose. Lactose is an added (inactive) ingredient in more than 20% of prescription drugs and about 6% of over-the-counter medicines. People with lactose intolerance need to read food labels with care, looking for milk and lactose among the ingredients, but also for such words as: whey curds, dry milk solids, milk byproducts, and nonfat dry milk powder. If these contents are listed on a label, the product most likely contains lactose.

     

    Many people who are lactose intolerant avoid dairy foods and foods containing lactose. However, these foods generally do not have to be eliminated from the diet. Dairy products are sources of essential nutrients such as vitamins A and D, protein, riboflavin, calcium, magnesium, and potassium.

     

     To make foods containing lactose easier to digest, natural enzyme supplements can be taken before or with a meal. Supplements such as Lactaid can help make lactose containing foods easier to digest. Lactaid contains the enzyme lactase that has been produced by and isolated from fungal and bacterial cultures. The caplet form of Lactaid is swallowed or chewed before eating dairy products. The drop form of Lactaid is mixed with milk to produce lactose-free milk. When you use any of these supplements, you are eating the digestive enzyme that you normally would be producing.

    Objective:  In this lab, you will investigate the action of the enzyme lactase. Specifically, you will be designing a detailed experiment to test the effect of Lactaid on milk. The directions below will guide you in planning the experiment so that you test all possible variables. The goal is to understand how Lactaid functions to help people with lactose intolerance and also to understand how enzymes function in general.

     

    Hypotheses:

    1. Based on what you know about the function of Lactaid, write a hypothesis that tells the results you expect to see from adding Lactaid to regular milk.

     

     

    1. Based on what you know about Enzyme Specificity, write a hypothesis that tells the results you expect to see from adding Lactaid to Sucrose.

     

     

    1. Based on what you know about high temperature effect on living things, write a hypothesis that tells the results you think you may to see from boiling Lactaid before you place it in milk.

     

     

    1. Based on what you know about how ACID affects living things, write a hypothesis that tells the results you expect to see from adding Acid to Lactaid before you place it in milk.

     

    ________________________________________________________________________________________

    DATA

    Data Table 1- (We will do this as a class)

    Control Group TestsGlucose Present (Y/N)
    Milk 
    Sucrose 
    Pop/Soda 

     

    My group wants to work on the question:

    • How does pH affect the ability of an enzyme to function?
    • How does temperature affect the ability of an enzyme to function?
    • Specificity:  Will the enzyme work on other disaccharides?
    • Does Salinity affect enzyme function?
    • Does enzyme concentration affect function?
    • Does substrate concentration affect function?

     

    Experiment Research Proposal Form:

     

    1. Title: ____________________________________________

     

    1. Research  Relationship (What is affecting what?)

     

    1. Independent Variable:

     

    1. Dependent Variable:

     

    1. Research Prediction (What results do you expect?)

     

     

    1. Experimental Design (Describe with pictures and/or words your experimental procedures)

     

     

     

     

     

     

     

     

     

     

     

    1. What other factors must be controlled?

     

    1. What will your graph look like (just label axis)?

     

     

     

     

    1. Explain what results you would need to see in your data to support your hypothesis:

     

     

    Once you have been approved, you are free to begin your experiment.  Collect the data (I would suggest using a data table).  You will have additional time to work on your posters. 

     

     

     

    Collect Data Here:

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    CONCLUSION:  

    The place you reach when you’re tired of thinking ☺

    This is where you explain WHAT happened and WHY! EXPLAIN and JUSTIFY your conclusion with DATA

     

     

     

     

     

    Please note, you will be peer reviewed on your presentation and content.  Only your group leader will fill this portion out, but your entire group will discuss and come to a common consent on the given grade.  Once the project is graded, hand it to the group being graded to put with their posters and team evaluations.  

     

     GRADING GROUP LEADER _________________________________________

     

    Claim Evidence Reasoning

    CER Rubric

     012Comments
    ClaimA statement that answers the original question/problem.Does not make a claim, or makes an inaccurate claim.Makes an accurate but incomplete or vague claim.Makes an accurate and specific claim that answers the original question./2
    EvidenceScientific data that supports the claim. Data needs to be appropriate and sufficient to support the claim. Does not provide evidence, or only provides inappropriate evidence (evidence that does not support the claim).Provides appropriate but insufficient evidence to support the claim. May include some inappropriate evidence.Provides appropriate and detailed evidence to support claim. Evidence has support for validity (“we found by…” or “according to…”)./4
    ReasoningExplain why your evidence support your claim. This must include accurate scientific principles/knowledge that you have about the topic to show why the data counts as evidence.Does not provide reasoning or provides reasoning that does not link evidence to claim using scientific principles.Provides reasoning that links the claim to evidence, but does not include recognized scientific principles.Provides reasoning that links the claim to evidence. Includes appropriate and relevant scientific principles (using relevant scientific  vocabulary)./24
    Total Points:/30

    Scientists in Group being graded (Before the group presents, have them fill out members of their group below):

     

    __________________________________                _________________________________

     

    __________________________________                __________________________________

     

    ___________________________________                __________________________________

     

     

     

    Team Evaluation of Members.  

    This is the section that will help me determine individual grades on this group assignment.  It is fully expected that each team member contributes equally to the project.  These sheets will get folded in half and paper clipped to YOUR poster.  This will remain confidential.   You are also always welcome to come talk to me in private.  Please list names in your group and rate them on a scale of 1-10.  10 is the best.

     

    ** Don’t forget to rate YOURSELF**

     

     

    Name of Group MemberRating (1-10)10 is the bestContributions to the assignment & Additional Comments:
    Your Name  
       
       
       
       
       

     

     

     

     

     

     

     

     

     

     

     

     

    Team Evaluation of Members.  

    This is the section that will help me determine individual grades on this group assignment.  It is fully expected that each team member contributes equally to the project.  These sheets will get folded in half and paper clipped to YOUR poster.  This will remain confidential.   You are also always welcome to come talk to me in private.  Please list names in your group and rate them on a scale of 1-10.  10 is the best.

     

    ** Don’t forget to rate YOURSELF**

     

     

    Name of Group MemberRating (1-10)10 is the bestContributions to the assignment & Additional Comments:
    Your Name  
       
       
       
       
       

     

     

     

     

     

     

     

     

     

     

    Directions for Mini Posters:

    Include these on your posters for maximum credit:

    Background:  Explain what enzymes do (you may also want to explain what sugar is in milk)

    Claim:

    Evidence; Data:  Make sure to use your glucose strips or color them in if you threw them away.

    Reasoning: Conclusions:  This is arguably the most important part of your poster.  You must EXPLAIN YOUR DATA and tell us what it means!

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    14. In the graph below you need 3 lines that shows the following: (all lines will go down steeply as they get away from their optimum pH) Ex.

     

    The human enzyme Lipase (digests lipids) has an optimal pH of 10 as it is located in the small intestine

    The Human enzyme Protease (digests protein) has an optimum pH of 2 as it is located in the stomach

    The human enzyme Peroxidase (digests peroxide) has an optimum pH of 7 and is located in most cells, especially liver cells

     

     

                  
                      
                  
                  
                  
                  
                  
                  
                  
                  

                     

                                                      pH (Label with #’s please)

     

    1. - What happens to Enzymes (proteins) when they are put in a pH that is not their optimum?

     

     

     

    16. Label the diagram below using your notes:

    Image Detail

     

     

    17 - Last one freaks, Explain why this is called Digestion above!!!!!

    Pre assessment: Label the enzyme on the board (Have many kids come up and tell me what they think it is) Formative assessment: Enzyme lab and apple presentation. Summative assessment: same as the biology team.

    Step 4 Assessments

    1. Assessment of Student Progress

    Pre-assessment: Label the enzyme on the board. 

    Have many kids come up and tell me what they think it is. 

    Formative assessment(s): Enzyme lab and Apple presentation

    Summative assessment : same as Hinckley and Anderson .

     

    Rubric for lab is in the assignment above.