Cells: Unit 3. Subject Standards/Content and OST Alignment. Key Vocabulary. Teacher to Teacher. Plan Pacing Materials

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1 ells: Unit 3 Subject Standards/ontent and ST Alignment Key Vocabulary Teacher to Teacher Plan Pacing Materials verview ells A living cell is composed of a small number of elements, mainly carbon, hydrogen, nitrogen, oxygen, phosphorous and sulfur. arbon, 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. ell 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 p. At very low temperatures, reaction rates are slow. igh temperatures and/or extremes of p can irreversibly change the structure of most protein molecules. Even small changes in p 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. Enzyme: Students must be able to recognize that words ending with the suffix "ase" are enzymes. atalyst, Substrate, Activation Energy, Exothermic, Endothermic, p, Reactant, Product, Equilibrium. 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 Extended Activity- may be completed in two 45 minute period minutes LD Projector and Screen (optional to go over answers together on white board) opy of Enzyme Models & Factors Affecting Enzyme Action opy of Macromolecule Foldable (scissors and colored pencils are needed) opy of two Released ST Questions pertaining to enzymes

2 Activity/Teach ave 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 minutes (Day 1) ave 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 minutes (Day 1) minutes (Day 2) ave students work on the macromolecule foldable (references such as textbooks or internet access may be needed)d minutes each day (Day 3 & 4) ave students answer the two Released ST Questions pertaining to enzymes. ollect and go over the answers minutes (Day 5) Activities to Support ontent Learning utcome Assessment/Evidence of Activity 1. Enzyme Foldable (scissors needed) Interactive Note taking strategy 2. Toothpick enzyme lab (materials required) ands-n 3. ow 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. opy of PGIL - Biological Molecules (Bell work, assessments, exit slip, class discussion or interactive notetaking) 5.opy of PGIL - Enzymes and ell Regulation (Bell work, assessments, exit slip, class discussion or interactive note taking) utcomes and Assessments 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. Enzyme Models & Factors Affecting Enzyme Action answers will be used as formative assessment. The two released ST questions that are one individually will be used as summative assessment.

3 Differentiation for Struggling Learners including Special Needs and ELL learners Differentiation ELL learners write vocabulary in their native language. They may illustrate the vocabulary as well using the four-square method or Frayer model. reate connections to prior knowledge. Allow ELL and struggling learners extended time to complete assignments. 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. PGIL worksheets need to be broken into smaller pieces of information and assignments for ELL delivery.

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5 ells ST Released Question Practice Name Period Date

6 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. n the FRNT of each tab, draw and color the 4 general steps of enzyme activity using the sketch below. olor the enzyme RED, substrate A YELLW, substrate B BLUE, and the product GREEN. SUBSTRATES ENZYME- SUBSTRATE MPLEX n the BAK 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. n the ENTER FLD, write ENZYME ARATERISTIS and then bullet each of these answers: a. Reusable or NT reusable b. Specific or NT specific c. Effect on chemical bonds d. Effect on activation energy e. Ending?

7 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 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?

8 4. umans share several enzymes with thermophilic bacteria. What does the graph below suggest about the conditions under which these thermophiles live? Part 3: p and Enzyme Activity Based on the graph above: 1. Which enzyme works best in neutral conditions? 2. Which enzyme is not affected by p?

9 p PART 4 Factors Affecting Enzyme Action Rate of Enzyme Action (for Pepsin) Rate of Enzyme Action (for Trypsin) 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 p. 2. onsidering the range of p that it is most effective, where in the body might Pepsin be found? 3. At what p 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 100 o. Enzyme Rate Temperature o

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13 "ow 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 ypothesis: 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

14 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) Distilled Water Detergent 1? Detergent 2? Detergent 3? Enzymes listed? Liquefied After 24 hours (mm.) Liquefied After 48 hou (mm.)

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16 onclusion: 1. What is the job of enzymes? 2. Why do laundry detergents often contain enzymes? 3. Why was gelatin used in this lab? 4. ow 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.

17 Why? Enzymes and ellular Regulation What are the factors that regulate the rate at which enzymes catalyze reactions? 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 useable 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 p on Enzyme Activity Rate of reaction Pepsin (stomach) Lipase p 1. Name the two enzymes illustrated in Model onsider 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 ellular Regulation 1

18 3. For each enzyme in Model 1, circle the p that best represents the environment in which the enzyme is most active. Pepsin Lipase ompare the rate of the pepsin-catalyzed reaction at p 1.5 with the rate of the lipase-catalyzed reaction at p ompare the rate of the pepsin-catalyzed reaction at p 8 with the rate of the lipase-catalyzed reaction at p Using your knowledge of protein structure, explain in detail the effect of exposing an enzyme to a p outside of its optimal range. Include the effect on both enzyme structure and function. 7. At what p values is lipase likely to be denatured? Justify your answer. 8. At what p 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 p 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 PGIL Activities for AP* Biology

19 Model 2 Amylase Rate of Reaction A B Rate of reaction Rate of reaction Temperature, Enzyme concentration (Substrate concentration always in excess) Rate of reaction Substrate concentration (Enzyme concentration constant) 12. Amylase is an enzyme that catalyzes the digestion of carbohydrates. The graphs in Model 2 provide 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 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 ellular Regulation 3

20 14. Predict what causes a decrease in enzyme activity at temperatures above A young child runs a fever of 40 for 24 hours. Explain what effect this may have on his digestion. 16. onsider 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. onsider the data in graph 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. 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 ). 19. Would the reaction rate on graph B of Model 2 ever reach a maximum level? Justify your answer. 4 PGIL Activities for AP* Biology

21 Extension Questions 20. Thermophilic bacteria, such as Thermus aquaticus, live in hot springs where the temperature is greater than 70. Draw a graph similar to graph A in Model 2 representing the optimal temperature of T. aquaticus. 21. DNA polymerase from T. aquaticus (Taq) is used in PR (polymerase chain reaction). PR 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 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 PR 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. ther 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 of Model 2 that shows the rate of an enzyme reaction in the presence of inhibitor molecules. Enzymes and ellular Regulation 5

22 Why? Biological Molecules What are the building blocks of life? 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, communication, 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 arbohydrates (monosaccharides) Lipids Glycerol 2 Proteins (amino acids) Nucleic acids (nucleotides) Glucose 3 N Alanine P 2 2 Biological Molecules 1 Galactose 2 N N 2 S N ysteine N 2 N N N R Fructose Triglyceride (fat or oil) Fatty acids ( 2 ) 12 3 Phosphate group ( 2 ) 7 =( 2 ) 7 3 Sugar Amine group ( 2 ) 14 3 Nitrogen base Variable R side chain arboxylic acid group

23 1. Use Model 1 to show which atoms are present in each type of molecule by listing the symbol for each atom included. arbohydrate has been done for you. a. arbohydrate,, 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 PGIL Activities for igh School Biology

24 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. Glucose + 2 Fructose N R N R + N N R R Amino acid 1 Amino acid 2 Dipeptide + 2 Sucrose Sucrose. 3 + ( 2 ) 14 3 Monoglyceride Fatty acid 3 ( 2 ) Diglyceride Biological Molecules 3

25 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 produced? 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. n 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 PGIL Activities for igh School Biology

26 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? Saturated Fatty Acid 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

27 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. owever, 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

28 ere is a set of quick activities designed to simulate how substrate concentration and temperature affect enzyme function. In the activities that follow: ne person s fingers are the enzyme TTPIKASE 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. ount out 100 unbroken toothpicks into a bowl on your desk. 2. ave 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

29 bowl along with the unbroken toothpicks, & you cannot re-break a broken toothpick!. 4. The experiment is conducted in 10 second intervals. 5. WITUT LKING AT TE BWL, 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. D NT BREAK TTPIKS ALREADY BRKEN! 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. ontinue breaking toothpicks for these total time intervals ( 60, 120, and 180 seconds).remember T ALWAYS TRW BRKEN TTPIKS BAK IN TE PILE (because products & reactants stay mixed in reactions), BUT DN T RE-BREAK TEM (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

30 10 20 (additional 10 seconds) 30 (additional 10 seconds) 60 (additional 30 seconds) 120 (additional 60 seconds) 180 (additional 60 seconds) Graph Title:

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32 Materials: 1 box toothpicks per team 100 paper clips clock/watch with a second hand Pencil PART B: EFFET F SUBSTRATE NENTRATIN N REATIN 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 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:

33 Data Table: Time (seconds) Toothpick oncentration Number of toothpicks broken Graph Title:

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35 Materials: 10 toothpicks per team ice & ice bucket clock/watch with a second hand Pencil PART : EFFET F TEMPERATURE SUBSTRATE NENTRATIN N REATIN 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 alculate the rate of enzyme action in toothpicks per second. ompare 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?

36 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 What is the optimal temperature ( ) for enzymes functioning in the human body? BAK

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