1. 1.Draw a graph that shows the relative changes in your mood during the course of a school day. Include: An hour scale of one day; Title your graph. 2. Describe your graph in words. J

2. Dependent variable: The one of which values change according to the experimental conditions. Goes on the Y. (Here – your mood) Independent variable: The one that I manipulated by the person running the experiment. Goes on the X. (here and often – Time that passed) Variables of an experiment:

3. Draw the graph. Next to each of the arrows draw a protein (like a ‘toober’), either in its native, working state, or in its open non- working state. Temperature ( o C) Enzyme activity A B C

4. Draw the following two graphs. pH 1471 Enzyme activity Temperature ( o C) Enzyme activity

5. J A liver enzyme called CATALASE speeds up the following reaction: H 2 O 2  O 2 (gas)+ H 2 O (Hydrogen peroxide) 1.What are the substrate(s) and product(s) of the reaction? What should be the source of the enzyme? 2. Which substance can indicate that the reaction took place?

6. Demonstration: How to observe catalase activity – The disc floating test.

7. Your task TODAY: Try out the catalase reaction THINK: -How will you show that the enzyme is necessary? -How will you show that the substrate is necessary?

9. Today you will observe the activity of liver catalase. 1.Describe the procedure of measuring the enzyme activity using the paper- disc test. 2.How would you show that both enzyme and substrate are necessary for the reaction?

10. Catalase Animation

14. Catalase Animation

15. Group challenge no. 1: 1.Try out the paper disc test for liver catalase. 2. How will you prove that both enzyme and substrate are necessary for the reaction? 3. Record your experience so far in each of your notebooks.

17. 1. Student 1 added the liver-disc, added peroxide, heated the test-tube. The disc floated quickly. What can be concluded? 2. After trying several conditions for catalase, student 2 tried a paper disc without liver extract, added H 2 O 2, the disc floated. What happened?

18. Group - Experimental Planning 1.Write and draw your plan. 2.Follow the checklist directions. 3.Show your teacher before you start. (Write title) “Effect of temperature and pH on catalase activity”

19. Back to planning: List the 7 test tubes that you need. For each test tube, describe what you will do IN DETAIL: - materials, order, amount, temp. Look up the rubric – see that all requirements are met! Show teacher If OK’ed – do it!

20. Reflect on the Enzyme Lab: 1.How did you feel when you were given less directions on how to do the experiment? 2.How do the effects of temperature and pH on the enzyme show the Lock & Key principle? Explain.

21. Lab Summary: Write your plan according to the grading check list. If you did the experiment – write as if you will improve it. + Include your results! Next to your predictions! If you did not – write as if you will do it, based on others’ experience.

23. Lab Report: PART TWO: Planning PART THREE: Describe Results PART FOUR: Conclude, regarding background PART ONE: Background - Importance, Reaction

24. Group challenge no. 2: Plan an experiment that will test the effect of temperature and pH on liver catalase activity. A.How will you manipulate pH and temperature? -Plan materials/equipment -Plan order of operations B. How will you keep all other conditions as constants?

25. 1. Student 1 added the liver-disc, added peroxide, heated the test-tube. The disc floated quickly. What can be concluded? 2. Student 2 added the liver-disc, then added acid. The disc did not float. What can be concluded?

27. Lab: Groups that completed the pre-lab questions and can explain their procedures, may begin. Finish lab early – may complete group report IN CLASS.

28. 1) List three facts that you learned so far about enzymes. 2) Write one question you have about enzymes (for understanding / curiosity)

29. Notes Principles of Enzymes 1. Enzymes are recycled. 2. Enzymes catalyze (speed up) reactions but do not change the type of their products. 3. An Enzyme’s shape must fit its substrate, and only the right substrate! 4. Enzymes reduce the activation energy of the reaction. The lock and Key model

30. Draw the following chart: EnzymeSubstrateProduct Saliva Amylase Starch Glucose Papain (protease) Catalase

31. How enzymes form - animation

32. Graphing Activity: Group Draw the graphs in your notebook. Copy the graphs onto a poster paper. More on the poster: -Draw the enzyme’s shape at different temperatures and pH. -Show substrate and product. -Give your poster a smashy title!

33. catalyst enzymes substrate product Chemical reaction Active site Activation energy Lock&Key Model

34. Tube 1Tube 2Tube 3Tube 4 Water- - -Starch- --Saliva Period 1 Period 5 1. Describe the results in the two class periods. 2. Why were the results in period 5 different than in period 2? J

35. Tube 1Tube 2Tube 3Tube 4 Water- - -Starch- --Saliva

36. Tube 1Tube 2Tube 3Tube 4 Water- - -Starch- --Saliva Period 3 Period 5 J

37. Using Gelatin and pineapple to demonstrate enzyme activity. * Gelatin: A protein from animal connective tissues. Usually prepared from cows or pigs. * It is recommended not to use pineapple or papaya in the mix. Why? * Pineapple, papaya contain enzymes that break down proteins to…

38. Pineapple and Jell-O: Reaction: Identify: enzyme, substrate, products