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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of
Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the
Search Standards feature located on GeorgiaStandards.Org.
Differentiated (Tiered) Task
Enzymes as Catalysts
Subject Area: Biology
Grade Level: High School (9th grade)
Standards (Content and Characteristics):
SB1 Analyze the nature of the relationships between structures and functions in living
cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells,
including cell membrane, in maintaining homeostasis and cell reproduction.
b. Explain how enzymes function as catalysts.
c. Identify the function of the four major macromolecules (carbohydrates, proteins,
lipids, nucleic acids)
d. Explain the impact of water on life processes (osmosis, diffusion)
Co-Requisite – Characteristics of Science
SCSh8 Understand important features of the process of scientific inquiry.
a. Scientific investigators control the conditions of their experiments in order to
produce valuable data.
Habit of Mind
SCSh1. Students will use standard safety practices for all classroom laboratory
and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate technique in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and
violations.
SCSh2. Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
Enduring Understanding:
Enzymes, biological catalysts, are proteins that are specific for the reactions
they catalyze.
Enzymes have optimal conditions (pH and temperature) for working.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 1 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Essential Question(s):
1. What is the role and function of enzymes in nature?
2. How do reaction conditions affect enzyme activity?
3. What are possible commercial applications of enzymes?
Opening: Before doing Lab
Discuss/Lecture the following: (use internet resources below)
All living organisms contain enzymes throughout the cell and inside
organelles that control the rate of chemical reactions (metabolism).
Cell wall and membrane structure and function
Enzyme/substrate relationship and terminology
Vocabulary words to know prior to beginning this lab: Enzyme, collagen, substrate, pH,
optimal conditions, plant cell wall, cellulose, catalyst, acids, bases.
Opening/Scenario:
A Georgia company is in the business of making and selling peach nectar. To make peach
nectar, peach pulp is strained through filters to remove the juice. The company would like your
help in testing the impact of different enzymes on the production of the peach nectar. You will
investigate the ability of these enzymes to remove more juice during this process and decide the
most cost effective plan to increase juice production. Enzymes are proteins that catalyze
chemical reactions in the cells of all living organisms. Enzymes control many vital functions in
the cell, including the release of energy during the breakdown of nutrients into smaller molecules
and the synthesis of complex cell materials from the small molecules. In this lab you will work
with two plant enzymes – cellulase and pectinase.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 2 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Performance
Task
Description
Basic
Lesson: Using
enzymes to break
chemical bonds.
Intermediate
Advanced
Lesson: Altering the
Lesson: Using enzymes
optimal conditions of
as catalysts to increase
enzymes will
juice production.
decrease the enzyme’s
effectiveness.
2 fifty minute class periods
Gelatin is a processed
version of the protein
collagen, a simple
protein that makes up
one-third of all proteins
in the human body. The
main source of the
collagen that is used in
Gelatin comes from
hooves, bones,
connective tissue found
on cows, horses and
pigs. Along with
collagen, Gelatin
consists of water, and
many additives for taste
and color. Collagen is
found in all living
animals. This protein is
what gives body parts
strength, flexibility, and
protection. To harvest
the collagen needed for
gelatin the animals' body
part's which were
previously mention are
ground up to expose the
proteins within. After
they are ground up the
bio matter is then treated
with a strong acid or
base, which breaks down
the cellular structures of
the collagen to release
the proteins from
connective tissue. After
the proteins become
separated from the
tissues the bio-mass is
then discarded. Then, the
mixture created from the
Enzymes are "biological
catalysts." "Biological"
means the substance in
question is produced or
is derived from some
living organism.
"Catalyst" denotes
a substance that has the
ability to increase the
rate of a chemical
reaction, and is not
changed or destroyed by
the chemical reaction
that it accelerates.
Enzymes are very
specific in nature. Each
enzyme can act
to catalyze only very
select chemical reactions
and only with very select
substances. An enzyme
has been described as a
"key" which can
"unlock" complex
compounds. An enzyme,
as the key, must have a
certain structure or
multi-dimensional shape
that matches a specific
section of the "substrate"
(a substrate is the
compound or substance
which undergoes the
change). Once these two
components come
together, certain
chemical bonds
within the substrate mole
cule change much as a
lock is released, and just
like the key in
Duration
Background/
Teacher
Notes
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 3 of 10
Copyright 2008 © All Rights Reserved
Cellulose, the main
structural component of
plant cell walls, is the
most abundant
carbohydrate polymer in
nature. Although
abundant, it is extremely
difficult to degrade, as it
is insoluble and is
present as hydrogenbonded crystalline
fibres. Anaerobic
microorganisms have
evolved a system to
break down plant cell
walls that involves the
formation of a large
extracellular enzyme
complex called the
cellulosome, which
consists of a scaffolding
protein and many bound
cellulases. Cellulosomes
have many potential
biotechnological
applications as the
conversion of cellulosic
biomass into sugars by
cellulosomes could
result in the production
of high-value products
such as ethanol or
organic acids from
inexpensive renewable
resources. Rapid
advances in cellulosome
research are providing
basic information for the
development of both in
vitro and in vivo systems
to achieve such goals.
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released proteins is
collected.
this illustration, the
enzyme is free to
execute its duty once
again.
Many chemical reactions
do proceed but at such a
slow rate that their
progress would seem to
be imperceptible at
normally encountered
environmental
temperatures. Consider
for example, the
oxidation of glucose or
other sugars to useable
energy by animals and
plants. For a living
organism to derive heat
and other energy from
sugar, the sugar must be
oxidized (combined with
oxygen) or metabolically
"burned"
Enzymes or biological
catalysts allow
reactions that are necess
ary to sustain life to
proceed relatively
quickly at normal
environmental
temperatures. Enzymes
often increase the rate
of a chemical reaction be
tween 10 and 20
million times what the
speed of reaction would
be when left uncatalyzed
(at a given temperature).
Nutrients locked in
certain organics are
complex
macromolecules, or in
hard-to-digest matrices
may be released
or predigested by a
high degree of heat or
concentrated acid
treatment. In an
alternative
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 4 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
manner, specific
enzymes can promote
the pre-digestion of
certain
complex nutrients
and facilitate the release
of highly digestible
nutrients in organics
during processing
without the need of
excessive heat or
rigorous chemical
treatment.
Items for each group:
Materials
Needed
Safety
Precautions
Fresh pineapple - 1
(can be frozen and
used later)
Canned pineapple- 1
Pre-gelled gelatin
4 Petri dishes
Spoon -1
Paper cups
Knife - 1
Items for each group:
Fresh pineapple - 1
(can be frozen and
used later)
Canned pineapple- 1
Pre-gelled gelatin
8 petri dishes
Spoon -1
Paper cups
Knife - 1
Items for each group:
Balance
Weigh boat
Apple sauce
Pectinase enzyme soln.
Cellulase enzyme soln.
Funnels
Filter paper
Lab aprons
Splash-proof goggles
Paper towels for
Cleanup
Tap water
Safety goggles
If students will drink the apple juice, follow standard sanitary
precautions. This is intended to be a demonstration lesson.
Student Page A
Student Page B
Student Page C
Procedure
Technology
Application
Career
Connections
Making observations of qualitative results,
Analysis of small sample quantities, avoiding
contamination
Filtering, avoiding
contamination,
measuring volume,
multimedia
presentation
Students are exposed to lab techniques/procedures used in law
enforcement, agricultural, food science technology, and hospital
laboratories
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 5 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
ELL: Pair with
Accommodat language proficient
ions
peer. Multi-media
(ELL, SWD, presentation to
and Gifted) guide students in
completing the
activity.
Resources
SWD: Pair with stronger
student as a peer tutor.
Extended time on task.
Multi-media presentation
to guide students in
completing the activity.
Gifted: Students will
research and identify
enzymes essential to
life and that are used
commercially for
applications such as
stonewashing denim,
household laundry
detergent, animal feed,
textile biowashing,
deinking and
dewatering paper, fruit
juice and beverage
processing, baking and
alcohol production. A
multi-media
presentation of their
work will be presented
to the class. Pictures
taken with a digital
camera may be
incorporated.
http://mdk12.org/instruction/curriculum/hsa/biology/enzyme_activity/enz
yme.pdf resource for other enzyme labs
http://www.phschool.com/science/biology_place/labbench/lab2/intro.htm
l Virtual Lab activity
http://www.worldofteaching.com/biologypowerpoints.html Several
enzyme multimedia presentations
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 6 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Extension activity for the advanced group:
Review Opening/Scenario. Fruit of the season can be used in substitution.
Read each of the following steps of the procedure.
1. Place apple sauce into 3 separate plastic cups. Label the cups X, Y, and Z.
2. Add 10 drops of pectinase into cup X, 10 drops of cellulase into cup Y, and 10 drops of
pectinase and 10 drops of cellulase into cup Z.
3. Stir each of the mixtures.
4. Filter each of the 3 cups of apple sauce with enzymes using a coffee filter, paper
funnel, and cup to collect the juice.
5. Measure the amount of apple juice that was filtered from each mixture.
6. Is there anything wrong? If yes, explain.
7. Explain the importance of including a control.
8. What should be the control?
9. Identify 5 variables that were held constant in the apple juice experiment?
10. Explain why it is important for these variables to be held constant.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 7 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Student Page A
PROCEDURE:
1. Cut the fresh pineapple into cubes
2. Make Gelatin according to instructions on box.
3. Put one piece of canned pineapple into 2 of the paper cups and one piece of fresh
pineapple into the other 2 of the cups.
4. Allow it to sit for 30 minutes.
5. Observe the area around the pineapple.
6. Assign homework: Which Gelatin would you like tomorrow and why
7. Serve and observe.
8. Follow-up question:
A. What is meat tenderizer and what does it do?
B. Why do we poke meat with a fork before adding meat tenderizer?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 8 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Student Page B
PROCEDURE:
1. Cut the fresh pineapple into cubes.
2. Make Gelatin according to instructions on box.
3. Take one of each of the pineapple pieces from the can and from the fresh batch
and heat them in separate containers until the juice is boiling.
4. Put one piece of canned pineapple, one piece of fresh pineapple, one piece of each
of the boiled pineapple pieces on top of the gelatin in a Petri dish. (2 replications)
5. Allow it to sit for 30 minutes
6. Assign homework: Which Gelatin would you like tomorrow and why?
7. Follow-up question:
A. What is meat tenderizer and what does it do?
B. Why do we poke meat with a fork before adding meat tenderizer?
C. What are some other natural products that can be used for meat
tenderizer? How do they work?
8. Serve and discuss the answers.
ENZYMES AS CATALYSTS/ POSTLAB
1. Draw an appropriate table to record your observations.
2. Using complete sentences, explain why boiling the pineapple altered your results.
3. Compare the results of the cups with the fresh and the canned pineapple.
4. If the enzyme used in this experiment was lactase, name the specific substrate on
which it acts. Use complete sentences to explain your answer.
5. Write the word equation for the chemical reaction that is catalyzed by lactase.
6. Is the reaction in this activity dehydration synthesis or hydrolysis (digestion)? Use
complete sentences to explain your answer
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 9 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Student Page C
PROCEDURE
This lab will be prepared for 3 repetitions.
1. Place 50 g of apple sauce into 4 separate plastic cups. Label the cups A, B, C, and D.
2. Add 4 mls of water to cup A, 4 mls of pectinase to cup B, 4 mls of cellulase to cup C,
and 4 mls of pectinase/cellulase 50-50 mixture to cup D.
3. Stir each of the mixtures for 10 minutes (preferably with a magnetic stirrer).
4. Filter each of the 4 cups of apple sauce with water or enzymes using a coffee filter, a
plastic funnel, and a graduated cylinder to collect the juice.
5. Record the amount of apple juice in mls that is filtered from each mixture.
QUESTIONS
1. Construct a graph and data table to describe the relationship between enzyme type
and the amount of apple juice collected.
2. Was the hypothesis (prediction) supported? Explain!
3. In terms of validity why is the 3 trial average better than a single trial?
4. Explain why you need the (pure) water control in the experiment to draw a valid
conclusion?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Biotechnology Tasks  Enzymes as Catalysts
July 2008  Page 10 of 10
Copyright 2008 © All Rights Reserved