Cells: Unit 3

Overview
Subject Cells
Standards/Content and A living cell is composed of a small number of elements, mainly carbon, hydrogen, nitrogen, oxygen, phosphorous and
OST Alignment sulfur. Carbon, because of its small size and four available bonding electrons, can join to other carbon atoms in chains
and rings to
form large and complex molecules. The essential functions of cells involve chemical reactions that involve water and
carbohydrates, proteins, lipids and nucleic acids. A special group of proteins, enzymes, enables chemical reactions to
occur within living systems. Cell functions are regulated complex interactions among the different kinds of molecules in
the cell cause distinct cycles of activities, such as growth and division. Most cells function within a narrow range of
temperature and pH. At very low temperatures, reaction rates are slow. High temperatures and/or extremes of pH can
irreversibly change the structure of most protein molecules. Even small changes in pH can alter how molecules interact.
The sequence of DNA bases on a chromosome determines the sequence of amino acids in a protein. Proteins catalyze
most chemical reactions in cells. Protein
molecules are long, usually folded chains made from combinations of the 20 typical amino-acid sub-units found in the
cell. The function of each protein molecule depends on its specific sequence of amino acids and the shape the chain
takes as a result of that sequence.

Key Vocabulary Enzyme: Students must be able to recognize that words ending with the suffix "ase" are enzymes. Catalyst, Substrate,
Activation Energy, Exothermic, Endothermic, pH, Reactant, Product, Equilibrium.
Teacher to Teacher Note 1: The idea that protein molecules assembled by cells conduct the work that goes on inside and outside the cells in
an organism can be learned without going into the biochemical details. It is sufficient for students to know that the
molecules involved are different configurations of a few amino acids and that the different shapes of the molecules
influence what they do.
Unit Lessons
Plan Extended Activity- may be completed in two 45 minute period.
Pacing 70-105 minutes
Materials • LCD Projector and Screen (optional to go over answers together on white board)
• Copy of Enzyme Models & Factors Affecting Enzyme Action
• Copy of Macromolecule Foldable (scissors and colored pencils are needed)
• Copy of two Released OST Questions pertaining to enzymes
Activity/Teach • Have students work in pairs and answer part one modeling the lock and key model of enzymes and part 2 questions 1-
4 from the Enzyme Models & Factors Affecting Enzyme Action. As a class have students share out their answers while
pointing out where they found the answers and/or how they knew/found the answer. 10-15minutes (Day 1)
• Have students work in pairs and answer part three and four from the Enzyme Models & Factors Affecting Enzyme
Action. As a class have students share out their answers while pointing out where they found the answers and/or how
they knew/found the answer. 10-15minutes (Day 1) 10-15 minutes (Day 2)
• Have students work on the macromolecule foldable (references such as textbooks or internet access may be
needed)d. 20-30 minutes each day (Day 3 & 4)
• Have students answer the two Released OST Questions pertaining to enzymes. Collect and go over the answers. 10-
15 minutes (Day 5)

Activities to Support 1. Enzyme Foldable (scissors needed) Interactive Note taking strategy
Content Learning 2. Toothpick enzyme lab (materials required) Hands-On
3. How Good is Your Detergent Enzyme Lab (materials required; plastic wrap may be substituted for parafilm, small
glasses may be substituted for test tubes, gelatin MUST be protein based, and one of the detergents must have
"enzyme activated formula") Recommend Demo or ongoing short activity
4. Copy of POGIL - Biological Molecules (Bell work, assessments, exit slip, class discussion or interactive notetaking)
5.Copy of POGIL - Enzymes and Cell Regulation (Bell work, assessments, exit slip, class discussion or interactive note
taking)

Outcomes and Assessments

Outcome Students will be able to compare and contrast the structure and function of proteins, nucleic acids, carbohydrates, and
lipids. Students will be able to explain the impact of various environmental conditions on the function of enzymes.

Assessment/Evidence of Enzyme Models & Factors Affecting Enzyme Action answers will be used as formative assessment. The two released
Activity OST questions that are one individually will be used as summative assessment.
 Differentiation
Differentiation for • ELL learners write vocabulary in their native language. They may illustrate the vocabulary as well using the four-square
Struggling Learners method or Frayer model. Create connections to prior knowledge.
including Special Needs and • Allow ELL and struggling learners extended time to complete assignments.
ELL learners • Learners compare and contrast enzymes and substrates in a t-chart or Venn diagram (can be used as an exit ticket or
bell work).
• Teacher will demonstrate foldable instructions before having ELL and struggling learners attempt the foldable.
• Start ELL learners with the toothpick lab so they can acquire knowledge of the purpose of an enzyme, and work
backwards to the foldable.
• POGIL worksheets need to be broken into smaller pieces of information and assignments for ELL delivery.
Cells OST Released Question Practice

Name _________________________ Period_______ Date______________

 Enzyme Foldable Instructions
Steps:

1. Use your foldable pattern instructions in your notebook to create a four-tab, shutter fold as
shown below.
Tab 1 Tab 2

Tab 3 Tab 4

2. On the FRONT of each tab, draw and color the 4 general steps of enzyme activity using the
sketch below. Color the enzyme RED, substrate A – YELLOW, substrate B – BLUE, and the
product GREEN.

SUBSTRATES ENZYME-
SUBSTRATE
COMPLEX

2
4

3. On the BACK of each tab, list the following:

a. Tab 1 – Meaning of enzyme, substrate, & active site
b. Tab 2 – Explanation of induced fit
c. Tab 3 – Factors that affect enzyme action (3 to 4 factors)
d. Tab 4 – Examples of biological enzymes (3 to 4 examples)
4. On the CENTER FOLD, write ENZYME CHARACTERISTICS and then bullet each of these
answers:
a. Reusable or NOT reusable
b. Specific or NOT specific
c. Effect on chemical bonds
d. Effect on activation energy
e. Ending?
 Name: ____________________ Date: _____________ Period _________

Enzyme Models & Factors Affecting Enzyme Action

PART I – Lock and Key Model

In this part you will construct models of enzymes.

1. Remove the last page and cut all shapes out.

2. The different shapes will represent both enzymes and substrates.
3. Match up as many of the pieces as you can.

Questions – from models

1. The enzyme maltase combines the substrates ______________ + ______________ to produce the
disaccharide maltose.

2. The enzyme ATPase combines the substrates______________ + ______________ to produce the ATP
(Adenosine TriPhospate).

3. The enzyme lipase works on the substrate called ______________.

4. The enzyme phosphatase works on the substrate called ______________.

5. What is the relationship between the substrate and the enzyme?

Part 2: Temperature and Enzyme Activity

Use the graph below to answer questions 1-3.

1. At what temperature does this enzyme work the fastest?

2. Why does enzyme activity increase on the left side of the graph?

3. Why does enzyme activity decrease on the right side of the graph?
4. Humans share several enzymes with thermophilic bacteria. What does the graph
below suggest about the conditions under which these thermophiles live?

Part 3: pH and Enzyme Activity

Based on the graph above:

1. Which enzyme works best in neutral conditions?

2. Which enzyme is not affected by pH?

 PART 4 – Factors Affecting Enzyme Action

pH Rate of Enzyme Rate of Enzyme

Action (for Action (for
Pepsin) Trypsin)
1 1 0
2 3 0
3 7 0
4 3 0
5 1 1
6 0 3
7 0 7
8 0 9
9 0 7
10 0 3
11 0 1
12 0 0
13 0 0
14 0 0

Enzymes work best under certain

conditions.

1. Using the data in the chart above to

plot a graph showing the rate of
enzyme action for the enzymes
Pepsin and Trypsin at different
varying pH.

2. Considering the range of pH that it is most effective, where in the body might Pepsin be found?

3. At what pH is Trypsin most effective?

4. Temperature is also an important influence on enzyme action. At what temperature do you think
most human enzymes work best?

5. Sketch a graph of what you think the rate of enzyme action would look like between 0 and 100oC.

Enzyme Rate

0 100
Temperature oC
 "How Good Is Your Enzymatic Detergent?

Introduction:
In nature there are enzymes called proteases that "digest" or degrade proteins. Some of
these enzymes have been genetically engineered and added to our laundry detergents in
the hope that they will "digest" the protein off of our clothing. Do they work? Do they
assist in cleaning? In this experiment you can compare different detergents and their
ability to "digest" protein.
What is gelatin? Gelatin consists of protein chains that are easily digested into their
amino acid components. Gelatin is prepared from collagen, a protein found in animal tendons
and skin and taken out during the meat rendering process. Boiling collagen reduces the
weight by about one-third and separates the protein strands by breaking bonds. When the
boiled collagen is cooled, it does not revert back to collagen but sets to a gel we know as
gelatin.

Purpose :
To test the effectiveness of laundry detergent brands (and their enzymes) to digest
protein (in the form of gelatin)

Prelab

Hypothesis: ____________ will decompose more gelatin in millimeters than

______________.

Materials:
Gelatin in 4 test tubes Wax Pencil/ Permanent marker
3 detergent brands
Distilled water
Test tube rack
Parafilm®
Ruler
Procedure:
Day 1
1. Pour 5 ml of melted gelatin into 4 test tubes. Let the gelatin solidify.
2. Make 10% solutions of the five non-liquid detergents selected for testing. (Mix 10 g of
detergent in 90 mL of distilled water). Label the solutions carefully and note whether
enzymes are listed as a component of each.
3. Mark the top level of the gelatin with a permanent marker. Add 15 drops of each
detergent solution to the top surface of the hardened gelatin in a test
tube. To one tube add 15 drops of distilled water. Label carefully.
Day 2
4. After 24 hours examine the test tubes. Notice that the gelatin has been liquefied in
some tubes. Use a ruler to measure the depth of the liquefication. Measure from the
mark where the hardened gelatin started down to where it is still hard. Measure to the
nearest mm. Record.
Day 3
5. Measure the depth of liquefication again after 48 hours.

Data 1 data table, 1 graph (time vs. mm. liquefied)

Liquefied After 24 hours Liquefied After 48 hou

Enzymes listed?
(mm.) (mm.)
Distilled Water
Detergent 1 ?
Detergent 2 ?
Detergent 3 ?
Conclusion:

1. What is the job of enzymes?

2. Why do laundry detergents often contain enzymes?

3. Why was gelatin used in this lab?

4. How is gelatin made?

5. Name each of the laundry detergents you used and describe the effect each one had on
the gelatin.

6. Did any of the laundry detergents contain enzymes? If so, which one(s)?

7. Was your original hypothesis correct? Explain.

 Enzymes and Cellular Regulation
What are the factors that regulate the rate at which enzymes catalyze reactions?

Why?
Digestive enzymes are protein-based biological catalysts that play important roles in our lives. They help
remove stains from our shirts, turn milk into cheese, and are responsible for turning our dinner into use-
able fuel for our bodies. Enzymes however do not work well universally. Some are meant to work at high
temperatures, others at low temperatures. They may work best in acidic conditions or neutral conditions.
In this activity we will look at the optimal conditions for two different enzymes. The digestive enzyme
lipase is made in the pancreas and breaks down lipids in the small intestine, while pepsin breaks down
proteins in the stomach.

Model 1 – Two Digestive Enzymes

lipase
Triglycerides ⎯⎯→ glycerol + fatty acids
pepsin
Large polypeptides ⎯⎯→ smaller polypeptides + amino acids

Effect of pH on Enzyme Activity

Rate of reaction

Pepsin (stomach)

Lipase

0 2 4 6 8 10 12 14
pH

1. Name the two enzymes illustrated in Model 1.

2. Consider the information provided in the Why? box and in Model 1 about these proteins.
a. In which body organ is pepsin active?

b. In which body organ is pancreatic lipase active?

Enzymes and Cellular Regulation 1

 3. For each enzyme in Model 1, circle the pH that best represents the environment in which the
enzyme is most active.
Pepsin 1.5 8 10.4
Lipase 1.5 8 10.4
4. Compare the rate of the pepsin-catalyzed reaction at pH 1.5 with the rate of the lipase-catalyzed
reaction at pH 1.5.

5. Compare the rate of the pepsin-catalyzed reaction at pH 8 with the rate of the lipase-catalyzed
reaction at pH 8.

6. Using your knowledge of protein structure, explain in detail the effect of exposing an enzyme to
a pH outside of its optimal range. Include the effect on both enzyme structure and function.

7. At what pH values is lipase likely to be denatured? Justify your answer.

8. At what pH values is pepsin likely to be denatured? Justify your answer.

9. In addition to being produced in the pancreas, lipase is also produced in the stomach. Is the
structure of pancreatic lipase the same as gastric (produced in the stomach) lipase? Justify your
reasoning.

10. Add a line to the graph in Model 1 that shows a prediction for gastric lipase activity.
11. Antacids work by neutralizing acids, bringing the pH of the stomach to a range of 6–7. What is
the effect of taking an antacid on a person’s ability to digest proteins?

2 POGIL™ Activities for AP* Biology

Model 2 – Amylase Rate of Reaction
B
A
Rate of reaction

Rate of reaction
0 20 40 60 80 100
Temperature, °C
Enzyme concentration
(Substrate concentration always in excess)

C
Rate of reaction

Substrate concentration
(Enzyme concentration constant)

12. Amylase is an enzyme that catalyzes the digestion of carbohydrates. The graphs in Model 2 pro-
vide data on several factors that affect the function of amylase in the body.
a. The relationship of which two variables is illustrated in graph A of Model 2?

b. The relationship of which two variables is illustrated in graph B or Model 2?

c. The relationship of which two variables is illustrated in graph C or Model 2?

13. Refer to Model 2.

a. What is the optimum temperature for amylase?

b. What is the biological significance of the temperature at which the amylase-catalyzed reaction
is fastest?

Enzymes and Cellular Regulation 3

 14. Predict what causes a decrease in enzyme activity at temperatures above 37 °C.

15. A young child runs a fever of 40 °C for 24 hours. Explain what effect this may have on his
digestion.

16. Consider the data in graph B of Model 2.

a. Describe the relationship between enzyme concentration and reaction rate.

b. Propose an explanation for this relationship.

17. Consider the data in graph C of Model 2.

a. What is the relationship between substrate concentration and the reaction rate?

b. Propose an explanation for why a maximum reaction rate is reached in graph C.

18. As a group, develop an analogy for the function of an enzyme that will explain the concentration
graphs in Model 2 (graphs B and C).

19. Would the reaction rate on graph B of Model 2 ever reach a maximum level? Justify your answer.

4 POGIL™ Activities for AP* Biology

Extension Questions
20. Thermophilic bacteria, such as Thermus aquaticus, live in hot springs where the temperature is
greater than 70 °C. Draw a graph similar to graph A in Model 2 representing the optimal tem-
perature of T. aquaticus.

21. DNA polymerase from T. aquaticus (Taq) is used in PCR (polymerase chain reaction). PCR is a
technique where millions of copies of DNA can be made from one original copy. In this method,
the target DNA molecule is subjected to temperatures over 95 °C to make the double-stranded
DNA separate. The temperature is then lowered slightly to allow primers to anneal before the
Taq polymerase catalyzes the reactions to incorporate new nucleotides into the complementary
strands. The cycle is then repeated over and over until there are millions of copies of the
target DNA.
a. Predict why this bacterial polymerase is used instead of a human polymerase.

b. What would happen if you used a human polymerase in a series of PCR reactions?

Read This!
The rate of an enzyme-catalyzed reaction can also be affected by the presence of other molecules that can
bind to the enzyme, changing its shape. In some reactions a coenzyme is necessary. This molecule binds
to the protein strands of the enzyme, changing its shape so that is ready to receive the substrate molecule.
Without the coenzyme, the enzyme would not be able to attach to the substrate. Other molecules can
reduce the rate of reaction for enzymes by binding to the protein and either blocking the spot where the
substrate will bind or by making the enzyme’s shape incompatible with the substrate. These molecules are
called inhibitors.
22. Sketch a graph that shows the relationship between the rate of an enzyme reaction and the
concentration of coenzyme necessary for the enzyme to function properly.

23. Add a line to graph C of Model 2 that shows the rate of an enzyme reaction in the presence of
inhibitor molecules.

Enzymes and Cellular Regulation 5

 Biological Molecules
What are the building blocks of life?

Why?
From the smallest single-celled organism to the tallest tree, all life depends on the properties and reactions
of four classes of organic (carbon-based) compounds—carbohydrates, lipids, proteins, and nucleic
acids. These organic molecules are the building blocks of all living things, and are responsible for most of
the structure and functions of the body, including energy storage, insulation, growth, repair, communica-
tion, and transfer of hereditary information. Simple organic molecules can be joined together to form all
the essential biological molecules needed for life.

Model 1 – Molecules of Life

Carbohydrates (monosaccharides)
CH 2OH CH 2OH
CH 2OH
CH 2OH
CH O O
CH O OH OH
HC HO C
CH OH C CH C
OH
CH C
HO C CH H HO CH CH H H
H
OH
OH OH OH
Glucose Galactose Fructose
Lipids
O
H
CH2 O C CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH CH CH2 CH CH CH2 CH2 CH2 CH2 CH3
H C OH
O
H C OH CH O C CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH3
O
H C OH
H CH2 O C CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH CH CH2 CH2 CH2 CH2 CH2 CH2 CH2 CH3

Glycerol Triglyceride (fat or oil)

O O O
HO C (CH2 )12CH3 HO C (CH2) 7CH=CH(CH2) 7CH3 HO C (CH2)14CH3

Fatty acids
Proteins (amino acids) Variable R side chain
CH2SH R
CH3 O
O O H
H H
N C C N C C N C C Carboxylic acid group
H H H OH
OH OH H
H H
Alanine Cysteine Amine group

Nucleic acids (nucleotides) NH2

Nitrogen base
N C C
H2 N
O C
C
N C N
HO P O C
O
OH CH CH
Sugar
CH C
Phosphate group
OH

Biological Molecules 1
 1. Use Model 1 to show which atoms are present in each type of molecule by listing the symbol for
each atom included. Carbohydrate has been done for you.
a. Carbohydrate— C, H, O c. Amino acid—
b. Lipid— d. Nucleic acid—
2. Which type of molecule includes an example with a long-chain carbon backbone?

3. In the molecule referred to in the previous question, what is the dominant element attached to
the carbon backbone?

4. The fatty acid chain of the lipids is often referred to as a hydrocarbon chain. Discuss with your
group why the chain is given this name and write a one-sentence definition for a hydrocarbon.

5. Which molecule has a central carbon atom with four different components around it?

6. Which molecule has a sugar, nitrogenous base, and phosphate group?

7. Discuss with your group members some similarities among all four types of molecules. List as
many as you can.

8. What is the chemical formula of the first carbohydrate molecule shown?

9. What three structural groups shown do all amino acids have in common?

10. There are 20 naturally-occurring amino acids, and each one only varies in the structure of the
R side chain. Two amino acids are shown in Model 1. What are the R side chains in each?

Read This!
During chemical reactions, the bonds in molecules are continually broken and reformed. To break a
bond, energy must be absorbed. When bonds are formed, energy is released. If more energy is released
than absorbed during a chemical change, the process can be used as a source of energy. A general rule for
processes such as respiration is the more carbon atoms there are in a molecule, the more energy that
molecule can provide to the organism when it is used as food.

2 POGIL™ Activities for High School Biology

 11. Using the information from above, is a carbohydrate or a lipid more likely to be a good source of
energy for an organism?

Model 2 – Biochemical Reactions

A. B.
OH
R R
O H O
H O H CH2 OH O H H

OH
H
H + H HO
N C C + H
N C C
H OH OH
HO OH OH CH2 OH H H
H OH OH H
Amino acid11
Amino acid Amino acid 22
Amino acid
Glucose
Glucose Fructose
Fructose
R R
H O O
OH

H
N C C NH C C + HO
2
H O H CH2 OH OH
O H H H
H
OH H H HO + HO
2
HO O CH2 OH
H OH OH H
Dipeptide
Dipeptide

Sucrose
Sucrose

C. O
H C
H C O CH 3

H C OH Monoglyceride
Monoglyceride
H C OH + O
H HO C (CH 2) 14CH 3

Fatty acid
Fatty acid

O
H C
H C O CH 3

H C OH

H C
H
O (CH 2) 14CH 3
+ HO
2

Diglyceride
Diglyceride

Biological Molecules 3
 12. What are the reactants of reaction A?

13. What are the products of reaction A?

14. Each of the reactants in reaction A is a single sugar molecule, also called a monosaccharide. What
prefix before saccharide would you use to describe sucrose?

15. What are the reactants of reaction B?

16. When the two molecules in reaction B are joined together, what other two molecules are pro-
duced?

17. What product do all three reactions in Model 2 have in common?

Read This!
When sugars are joined together the new bond that forms is a glycosidic bond. When amino acids are
joined the new bond that forms is a peptide bond. When fatty acids are joined to a glycerol the bond that
holds them is an ester bond.
18. On the diagrams in Model 2, circle and label the glycosidic, peptide, and ester bonds.

19. These reactions are all referred to as dehydration synthesis or condensation reactions. With your
group develop an explanation for why these terms are used to describe these reactions.

20. These reactions can also be reversed, breaking the large molecule into its individual molecules.
What substance would need to be added in order to reverse the reaction?

21. Lysis means to split or separate. What prefix would you add to lysis to mean separate or split
using water?

22. Using your answers to the previous two questions, what word is used to describe the reaction that
uses water to break apart a large molecule?

4 POGIL™ Activities for High School Biology

Extension Questions
23. Metabolism is the collective term used to describe all the chemical reactions taking place inside
living organisms. Why is water so important for metabolic reactions?

24. We store excess food in our body either in the form of carbohydrates (in muscles and the liver)
or as fat (adipose tissue). When our body needs additional energy it uses the carbohydrate source
first as a source of “quick” energy, then the fat. Why do you think carbohydrates are used as a
source of quick energy rather than fat? Use complete sentences and scientific terminology in your
response.

25. Look at the two types of fatty acids below, saturated and unsaturated. What is the difference
between the two?
H H

H C H H C H

H C H C H

H C H H C

H C H H C H

H C H H C H

HO O HO O

Saturated
Saturated Fatty
Fatty Acid
Acid Unsaturated FattyAcid
Unsaturated Fatty Acid

26. Saturated fats are solid fats, like the animal fats lard and butter, whereas unsaturated fats are more
fluid and form oils, such as vegetable oil. Trans fats are plant oils that are artificially solidified
to make them suitable for baking purposes. In recent years trans fats have been associated with
negative health issues and are not as widely used. Explain in simple molecular terms what would
have to be done to a plant oil to transform it to a trans fat.

Biological Molecules 5
 Toothpick-ase: Introduction to Enzymes

Enzymes are used in all metabolic reactions to control the rate of

reactions and decrease the amount of energy necessary for the
reaction to take place. Enzymes are specific for each reaction and
are reusable. Enzymes have an area called the active site to which a
specific substrate will bond temporarily while the reaction is taking
place. Enzymes are proteins that are used as catalysts in biochemical
reactions. A catalyst is a factor that controls the rate of a reaction
without itself being used up. In biological systems, enzymes are used
to speed up the rate of a reaction. However, there are a number of
factors that can affect the rate of an enzyme-facilitated reaction,
in addition to the presence of the enzyme, amongst them are:

1. Substrate concentration
2. Temperature
Here is a set of quick activities designed to simulate how substrate
concentration and temperature affect enzyme function. In the
activities that follow:

 One person’s fingers are the enzyme TOOTHPICKASE

 The toothpicks are the SUBSTRATE
 Toothpickase is a DIGESTIVE ENZYME. It breaks down
toothpicks into two units. To hydrolyse the toothpick, place a
toothpick between the thumb and the first finger of each hand.
Break the toothpick in two pieces.

Materials:
100 toothpicks per team
bowl
clock/watch with a second hand
Pencil

Procedure:
Part A - rate of Product Formation in an Enzyme-Facilitated reaction
In this activity, the toothpicks represent a substrate and your
thumbs and index fingers represent the enzyme,toothpick-ase. When
you break a toothpick, the place where the toothpick fits between
your fingers represents the active site of the enzyme.

1. Count out 100 unbroken toothpicks into a bowl on your desk.

2. Have one person in the group serve as the timer, have one person
serve as the recorder, and have another person in your group act as
the enzyme or toothpick-ase.

3. The person acting as the enzyme is to break

toothpicks without looking at the bowl and all of its products (broken
toothpicks). All broken toothpicks must remain in the
bowl along with the unbroken toothpicks, & you
cannot re-break a broken toothpick!.
4. The experiment is conducted in 10 second intervals.

5. WITHOUT LOOKING AT THE BOWL, break as many toothpicks as

you can in 10 second intervals and record this on the data table.
Broken toothpicks should be kept in the bowl with unbroken toothpicks
because products & reactants mix in metabolic reactions. DO NOT
BREAK TOOTHPICKS ALREADY BROKEN!

Remember when counting, two halves equal a whole

broken toothpick!
6. Do another 10 seconds of breaking (total of 20 seconds now), and
then count & record the number of toothpicks broken.

7. Do another 10 seconds (thirty seconds total now) more of breaking

and count and record the number of toothpicks broken.

8. Continue breaking toothpicks for these total time intervals (

60, 120, and 180 seconds).REMEMBER TO ALWAYS THROW
BROKEN TOOTHPICKS BACK IN THE PILE (because products &
reactants stay mixed in reactions), BUT DON’T RE-BREAK
THEM (the enzyme has already acted on the substrate!

6. Graph the number of toothpicks broken as a function of time (10,

20, 30, 60, 120, & 180 seconds.) Be sure to title your graph and to
label the x and y-axis.

Data Table:

Total Time (seconds) Number of toothpicks broken

 10

20
(additional 10 seconds)

30
(additional 10 seconds)

60
(additional 30 seconds)

120
(additional 60 seconds)

180
(additional 60 seconds)

Graph
Title: __________________________________________________
__________
Materials:
1 box toothpicks per team
100 paper clips
clock/watch with a second hand
Pencil

PART B: EFFECT OF SUBSTRATE CONCENTRATION ON REACTION

RATE

1. Remove the broken toothpicks from the shallow bowl. Place 100
paperclips in the empty 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. Mix them up. The enzyme has 20 seconds to react
(break as many toothpicks as possible). Remember the enzyme
breaks the toothpickswithout looking at the bowl and all of the
products (“broken toothpicks”) must remain in the bowl.
Remember toothpicks can only be digested once; do not break
toothpicks already broken! Record the number broken at a
concentration of 10.
3. Remove the broken toothpicks and repeat with concentrations of
20, 30, 40, 50, 60, 70, 80, 90, and 100 toothpicks, each time
mixing them with the 100 paper clips.
4. Graph the results.
5. Discuss your results and explain why the rates were different at
different concentrations. Summarize the effect of substrate
concentration on enzyme action.

Discussion & summary:

Data Table:

Time (seconds) Toothpick Concentration Number

of
toothpicks
broken

20 10

20 20

20 30

20 40

20 50

20 60

20 70

20 80

20 90

20 100

Graph
Title: __________________________________________________
__________
Materials:
10 toothpicks per team
ice & ice bucket
clock/watch with a second hand
Pencil

PART C: EFFECT OF TEMPERATURE SUBSTRATE CONCENTRATION

ON REACTION RATE

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.
Repeat step 1.
3. Calculate the rate of enzyme action in toothpicks per second.
Compare the two rates.
4. Discuss your results and explain why the rates were different at
different temperatures. Summarize the effect of temperature
on enzyme action.

Discussion & summary:

Analysis & conclusions:

1.What happens to the reaction rate as the supply of toothpicks runs
out?
2. What would happen to the reaction rate if the toothpicks were
spread out so that the "breaker" has to reach for them?

3. What would happen to the reaction rate if more toothpicks

(substrate) were added?

4. What would happen to the reaction rate if there were two

"breakers" (more enzymes)?

5. What happens if the breaker wears bulky gloves (active site

affected) when picking up toothpicks?

6. Explain what would happen to an enzyme-facilitated reaction if

temperature were increased. Be sure to include the effect if
temperature were increased to 100°C.

7. What is the optimal temperature (°C) for enzymes functioning in

the human body?

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