Effects of Environment on Enzymes
A Lesson on Enzymes
Georgia Everett
Tri-Central Community Schools
Sharpsville, IN
Lesson # 3
Edited by Melvin Limson, Margaret Shain, and Marsha Lakes Matyas
Frontiers in Physiology is sponsored by the American Physiological Society (APS) and the
National Center for Research Resources Science Education Partnership Award (NCRR
SEPA, R25 RR025127) at the National Institutes of Health (NIH).
Note: The activities that follow are DRAFT activities and have not yet been peer reviewed for content
accuracy or pedagogy. The lesson plans and opinions in this report are those of the authors and do not
necessarily reflect the opinions of any of the supporting institutions or the editors.
The American Physiological Society
2011 Works in Progress
© 2011 The American Physiological Society, Bethesda, MD
Permission granted for workshop/classroom use with appropriate citation.
ABOUT THE AMERICAN PHYSIOLOGICAL SOCIETY
The American Physiological Society (APS) is a nonprofit organization devoted to
fostering education, scientific research, and dissemination of information in the
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Copyright © 2011 The American Physiological Society, 9650 Rockville Pike, Bethesda,
MD 20814. All rights reserved.
Recommended citation (book): Limson M, Shain M, and Matyas ML (Eds.). 2011 Works in
Progress. Bethesda, MD: American Physiological Society, 2011.
Recommended citation (lesson example): Reynolds, J. Did I Observe it or Infer it? A
Lesson on Observations and Inferences. In Limson M, Shain M and Matyas ML (Eds.),
2011 Works in Progress. Bethesda, MD: American Physiological Society, 2011.
Manufactured in the United States of America. This publication is protected by Copyright and permission
should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or
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Permission is granted to duplicate for classroom or workshop use with appropriate citation. To obtain
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request to Director of Education Programs, American Physiological Society, [email protected], or call
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_____________________
References
National Research Council (NRC). (1996). National Science Education Standards.
Washington, DC: National Academy Press.
Alignment and references to state science education standards as of 2010 are cited by the authors.
The American Physiological Society
APS 2011 Works in Progress
© 2011 The American Physiological Society, Bethesda, MD
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Teacher Section
PURPOSE
The purpose of this unit is to help students understand the cellular
environment needed for enzymes to work and how it relates to cell activity.
OBJECTIVES
Upon completion of this activity, students will be able to:
 explain that there is an ideal environment for enzyme activity.
 measure the effects of changes in temperature, pH, and enzyme
concentration on reaction rates of an enzyme catalyzed reaction in a
controlled experiment.
 use technology tools such as internet, digital thermometers and pH meters.
 work through the steps of the scientific method to design a lab experiment
to test the effects of different environments on enzymatic activity.
GRADE LEVEL
11th – 12th grade
Geared towards Advanced Placement or Dual Credit Biology courses.
PRIOR
KNOWLEDGE
Students should have an understanding of the scientific method as well as
lab safety, lab techniques and proper use of lab equipment. Students
should also have at least an introductory understanding of the
macromolecules found in living organisms, homeostasis, pH and
chemistry.
TIME REQUIRED The unit should take approximately 2-3 weeks depending on the time allowed
for lab completion. Labs can be broken up into sections to be completed over
multiple days.
INCLUDING
ALL
STUDENTS
Students will be placed into groups based on learning styles and academic
performance. Groups will also be co-ed. The lesson will give students
opportunities to complete hands-on learning through designing and
performing experiments. Visual learners will use the virtual labs to guide
their understanding and knowledge of labs. Auditory learners will be able to
listen to the presentations given to better aide in their understanding of
enzyme activity. There can also be adaptations made to the lab to
accommodate students with Individual Educational Plans and other learning
needs. Finally, we will work with a variety of food samples from various
cultures so that students from various areas can have a connection to the lab.
QUESTIONS
TO ASK
ALONG THE
WAY











What are the four groups of organic macromolecules?
Which group includes enzymes?
How do enzymes work?
Is one environment better for enzyme activity than another?
What is the best environment?
Why is understanding enzyme environment important for us?
What is pH? How does this relate to enzymes?
What items are needed for a controlled experiment?
How can you test what environment is the best for enzyme activity?
What would be the best way to represent your data?
How can you expand on the information you have learned?
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Teacher Section
NATIONAL
SCIENCE
EDUCATION
STANDARDS
K-12 Unifying Concepts and Processes
Systems, order, and organization
Evidence, models, and explanation
Change, constancy, and measurement
Science as Inquiry
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
Life Science
The cell
Matter, energy, and organization in living systems
Science and Technology
Abilities of technological design
Understanding about science and technology
History and Nature of Science
Nature of scientific knowledge
INDIANA
STATE
SCIENCE
EDUCATION
STANDARDS
Principles of Biology
B.1.4 Understand and describe that the work of the cell is carried out by the
many different types of molecules it assembles, such as proteins, lipids,
carbohydrates, and nucleic acids.
B.1.5 Demonstrate that most cells function best within a narrow range of
temperature and acidity. Note that extreme changes may harm cells,
modifying the structure of their protein molecules and therefore, some
possible functions.
B.1.14 Recognize and explain that communication and/or interaction are
required between cells to coordinate their diverse activities.
B.1.15 Understand and explain that, in biological systems, structure and
function must be considered together.
B.1.16 Explain how higher levels of organization result from specific, complex
interactions of smaller units and that their maintenance requires a
constant input of energy as well as new material.
B.1.17 Understand that and describe how the maintenance of a relatively
stable internal environment is required for the continuation of life and
explain how stability is challenged by changing physical, chemical, and
environmental conditions, as well as the presence of disease agents.
B.1.18 Explain that the regulatory and behavioral responses of an organism to
external stimuli occur in order to maintain both short-and long-term
equilibrium.
B.1.19 Recognize and describe that metabolism consists of the production,
modification, transport, and exchange of materials that are required
for the maintenance of life.
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Teacher Section
MATERIALS
Students will be either working alone or in a group of 3-4 students.
Day 1:
Concept mapping handout, one per person.
Day 2:
One egg, hot plate and pan for classroom demonstrations.
Internet Treasure Hunt worksheet for each student and
computer with Internet.
Days 3-4: Computer with Internet connection and printer (teacher can go
to the website ahead of time and print the handout for the
students.)
For each group:
 markers
 poster board or large construction paper
Day 5-7: Enzyme Lab Worksheet for each student.
Samples for testing:
Materials needed for whole class:
 fresh chicken liver
 hot water bath
 chicken meat
 ice water bath
 apple
Materials needed for each group:
 potato
 10 mL 1M HCl solution (in dropper  pita bread
bottles to change the pH of the
 papaya
testing solutions)
 plantain
 10 mL 1M NaOH solution (in
 humus
dropper bottles)
 beans
 6 test tubes
 baking soda
 test tube holder
 plant leaf (such as
 10 mL graduated cylinder
Elodea)
 20 mL of 3% hydrogen peroxide
solution
Only a small sample will
 straight-edge razor
be used for most items so
 scissors
you can get by with only
 forceps
one of each item listed.
With the chicken liver
 digital thermometers
you may want to buy a
 stirring rod
container to split up
 pH meter (or pH paper)
among the class.
Days 8-9: Computer with presentation software
Day 10:
Computer with projector for presentations
SAFETY
Some of the chemicals used in the lab are hazardous / poisonous. They are
safe to use as long as proper caution and safe handling techniques are applied
in the laboratory.
 Do not allow chemicals to enter mouth or small cuts or scratches on the
hands.
 Do not inhale the vapors or powders or allow them to blow around.
 Always wash your hands carefully after an experiment and follow directions
of instructor regarding safety precautions.
 Wear safety goggles while in the lab.
 Use thermal gloves or hot pads when handling hot objects.
 Never perform a lab experiment without your teacher’s permission.
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Teacher Section
PREPARATION Day 1
Students should create a concept map on a poster board to show their current
AND
understanding of enzymes. Within their concept map they should include the
PROCEDURE
following key terms: enzyme, macromolecules, protein, lipid, carbohydrate,
nucleic acid, and cell. (Other key terms can also be included in this list.) The
students will share their concept maps with the rest of the class.
Day 2
The students, as a class, will be shown an egg to brainstorm what is known
about the egg. (As one of the key ideas, students should be able to realize that
the egg contains a protein.) Using a hot plate and pan, fry the egg and asked
the students what happened. (They should come up with the idea that the heat
from the hot plate changed the structure of the egg.) Pose the question, “Are
there other things that can also change the egg’s molecular structure?” Also ask
the students, “What are some other common proteins?” (Students should
come up with the idea of enzymes by the end of the discussion.) Students can
then complete the Internet Treasure Hunt to look at enzyme structure and
function and what things can have an effect on enzyme activity.
Days 3 and 4
Have students read the information about enzymes by completing the lab
bench activity at the address listed below. In this laboratory, they will study
some of the basic principles of molecular movement in solution and perform a
series of activities to investigate these processes.
http://www.phschool.com/science/biology_place/labbench/lab2/intro.html
Students will then complete the web lab at the address listed below to access a
web lab worksheet that looks at the reaction that occurs with catalase as well as
examine the factors that affect the rate of reaction.
http://biologycorner.com/worksheets/enzymelab_web.html
Students should print out the worksheet at the website and fill it out. The
teacher can decide whether to collect it or have students keep it for future
reference.
Finish Day 4 by dividing the students into groups to expand on the concept
map from Day 1. They should include the terms from the previous activity and
the following additional terms in their concept map: pH, temperature,
denaturing, induced fit, catalase, hydrogen peroxide (H2O2). Have them
complete the map on a poster that can then be hung up around the room.
Day 5
Students are given the Enzyme Lab worksheet to complete Part A. This section
of the lab will help guide the students through the process that they will be
using in the following days. Once they have finished Part A they will begin
designing their own lab using the materials given in Part A as well as some
additional samples.
Day 6
Students will design a lab following the framework on the student handouts
listed in Part B to test which types of materials contain catalase. They may
choose from the list of samples included on the student handout as well as have
access to the same lab equipment used in Part A to complete their labs.
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Teacher Section
PREPARATION Day 7
Students will design the last lab following the framework given on the student
AND
handouts listed in Part C to investigate the effect cellular environment has on
PROCEDURE
cell activity.
Days 8 and 9
Have students make a slide show of their lab results using presentation
software. They should include an introduction about what they learned about
enzymes before the experiment, their hypothesis, procedure and results, and
they should also include a conclusion with data analysis.
Day 10
Students are to present their projects to the class and assessed with the Group
Presentation Rubric. Finish up the unit with a class discussion about enzymes
and how they relate to proper functioning of the human body and homeostasis.
WHERE TO GO  Invite a researcher, physician, or science professional into the classroom to
discuss the how enzyme activity and environment are important for proper
FROM HERE
functioning of the human body.
 Have students research common enzymes used in the digestive process and
how the ideal environment for some enzymes are different.
 Students can do an experiment with digestive enzymes to find their ideal
environment.
 A project can be completed by the students to find out which disorders are
caused by enzyme imbalances and or structural differences of enzymes.
SUGGESTIONS  Students may be assessed according to the changes made in their concept
maps to include the information gathered from the online lab experiences.
FOR
The maps can be graded based upon proper connections between
ASSESSMENT
macromolecules, enzymes, and environments. The online labs can be graded
based on correct answers and interpretations on the lab data collected.
 Students can be assessed by their presentations and their ability to include
all steps of the scientific method and their understanding of the role
environment plays on enzymatic activity.
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
REFERENCES
AND
RESOURCES
Teacher Section
1. BIO 114 Enzymes
http://bioweb.wku.edu/courses/Biol114/enzyme/enzyme1.asp
Describes the action of enzyme as well as the structure and how those can
both be affected by pH as well as how hydrogen peroxide works. Accessed
August 29, 2010.
2. Effect of Environment of Enzyme Activity
http://academic.brooklyn.cuny.edu/biology/bio4fv/page/enz_and.htm
Describes the effect that different environments have on enzyme activity.
Accessed on August 29, 2010.
3. Enzyme Catalysis
http://www.phschool.com/science/biology_place/labbench/lab2/intro.html
Background introduction to enzymes and how they work within the AP
Biology Enzyme Lab. Accessed August 29, 2010.
4. Enzyme Information Page
http://www.anyvitamins.com/enzymes-info.htm
Basic information about enzymes and their importance in the functioning of
the human body. Accessed August 29, 2010.
5. Enzyme Lab
http://biologycorner.com/worksheets/enzyme_lab.html
Handout of one of the AP Biology required labs posted on Biology Corner.
Accessed August 13, 2010.
6. Enzymes Web Lab
http://biologycorner.com/worksheets/enzymelab_web.html
An investigation that includes a web lab on enzyme activity posted on
Biology Corner. Accessed August 13, 2010.
7. Internet Treasure Hunt Worksheet Tempate
http://www.apsarchive.org/resource.cfm?submissionID=4962
Template for the Internet Treasure Hunt worksheet used for this lesson.
Accessed April 7, 2011.
8. Reactions & Enzymes
http://www2.estrellamountain.edu/faculty/farabee/biobk/BioBookEnzym.html
Information about enzymes used in the Internet Treasure Hunt. Accessed
August 29, 2010.
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Student Section
CONCEPT MAPPING
ENZYMES
Use the space below to create a concept map to show your understanding of
enzymes. The concept map should include the following terms:




Enzyme
Macromolecule
Protein
Lipid
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD




Carbohydrate
Nucleic acid
Cell
Environment




Cell membrane
Active site
Substrate
Catalyst
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Internet Treasure Hunt
Student Section
Name: ______________________ Date: _______
This web info search will help you find information about enzymes and their function. You
will be looking at pre-selected web sites to answer each question. It is important to not
only find the information at the site, but also to consider who wrote the site, what their
purpose is in writing it, and how credible (accurate) you think the information is.
Question 1:
What is an enzyme and what are the parts to an enzyme?
Site 1
Enzyme Information Page
http://www.anyvitamins.com/
enzymes-info.htm
Website Title
URL
Site 2
Reactions & Enzymes
http://www2.estrellamountain.edu/faculty
/farabee/biobk/BioBookEnzym.html
Who created this
web site
(organization, etc.)?
Why did they
create it? (check all
that apply)
How credible
(accurate) do you
think the info is?








To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure








To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure
What did
you learn?
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Student Section
Name: ______________________ Date: _______
Internet Treasure Hunt
This web info search will help you find information about enzymes and their function. You
will be looking at pre-selected web sites to answer each question. It is important to not
only find the information at the site, but also to consider who wrote the site, what their
purpose is in writing it, and how credible (accurate) you think the information is.
Question 2:
Website Title
URL
Why is environment important to enzyme activity?
Site 1
Site 2
Enzyme Catalysis
http://www.phschool.com/science/biolo
gy_place/labbench/lab2/intro.html
Effect of Environment of Enzyme
Activity
http://academic.brooklyn.cuny.edu/biol
ogy/bio4fv/page/enz_and.htm
















Who created this
web site
(organization, etc.)?
Why did they
create it? (check all
that apply)
How credible
(accurate) do you
think the info is?
To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure
To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure
What did
you learn?
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Student Section
ENZYME LAB
MATERIALS
 1M HCl solution (in dropper bottle)
 1M NaOH solution (in dropper bottle)
 6 test tubes and test tube holder
 10-ml graduated cylinder
 20 ml 3% H2O2 solution (for each part)
 straight-edged razor blade
 scissors and forceps (tweezers)






digital thermometer
hot water bath
ice water bath
stirring rod
ph paper or digital ph meter
fresh chicken liver, chicken meat,
apple, and potato (for Part A)
PART A
Procedure: Observing Normal Catalase Reaction
1. Create a data table to record the information in the following steps. (Hint: The questions with
arrows should also be included in your data table.)
2. Place 2 ml of the 3% hydrogen peroxide solution into a clean test tube.
3. Using forceps and scissors cut a small piece of liver and add it to the test tube. Push it into the
hydrogen peroxide with a stirring rod. Observe the bubbles.
4. What gas is being released? Throughout this investigation you will estimate the rate of the
reaction (how rapidly the solution bubbles) on a scale of 0-5 (0=no reaction, 1=slow...5= very
fast). Assume that the reaction in step 2 proceeded at a rate of "4."
5. Recall that a reaction that absorbs heat is endothermic; a reaction that gives off heat is
exothermic. Now, feel the temperature of the test tube with your hand.
 Has it gotten warmer or colder? Is the reaction endothermic or exothermic? Is catalase
reusable?
6. Place 2 ml of 3% hydrogen peroxide solution into a clean test tube and add a small piece of
liver. What is happening in your test tube?
7. Pour off the liquid into a second test tube. Assuming the reaction is complete. What is this
liquid composed of? What do you think would happen if you added more liver to this liquid?
Test this and record the reaction rate.
 Explain your results (what is the liquid composed of?)
8. Add another 2 ml of hydrogen peroxide to the liver remaining in the first test tube.
 Is catalase reusable?
Data: Design a data table to keep track of your results.
PART B
Design an Experiment #1: Using the list of materials from the previous lab as well as the food
items from different cultures listed below, come up with a hypothesis, an experiment and put it in
your lab notebook or on a separate sheet of paper.
Question/Purpose: What items contain catalase?
Materials: Same as Part A and include the following food samples: pita bread, papaya, and
plantain, humus, beans, baking soda, and plant leaf (such as Elodea).
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Student Section
Hypothesis: This statement should include which items listed above you believe to contain
catalase. When coming up with a hypothesis be sure to consider the information you have
learned about enzymes and catalase.
Procedure: Write out the steps you will use to test your hypothesis. You may use the previous
lab to help guide you. Make sure that your procedure is detailed enough that someone can follow
the exact steps that you followed.
Teacher Approval: Get your procedure approved by your teacher before proceeding with the
experiment.
Data Table: Design a data table to collect your information. You will want to use one that was
similar to the data table you designed in Part A.
PART C
Design an Experiment #2: Using the list of materials from the initial lab, come up with a
hypothesis and an experiment to answer the questions below.
Question: What effect do environments have on enzyme activity?
Materials: You may choose from the same list of materials listed in Part A.
Hypothesis: Your hypothesis should suggest which type of environment you think the enzymes
will work the best. You should include what you expect to see as you change the temperature as
well as the pH that will be best for catalase.
Procedure: Using the materials come up with a procedure to test the effect of environment on
enzymes. You are to change the environment by adjusting the pH of your hydrogen peroxide by
adding HCl or NaOH to the sample or changing the temperature of your sample using the hot
and cold water baths. Make sure your procedure is detailed enough that it can be reproduced by
someone else.
Teacher Approval: Make sure to get your procedure approved by your teacher before
continuing.
Data Table: Design a data table to collect your information.
Analysis of Data: Look at all of the data collected in all three experiments and summarize your
findings.
Sources of Error: What were some sources of errors that occurred in your experiment? How
these errors might affect your overall results?
Conclusion: How does the data collected tie into the other information learned about enzymes?
Were your hypotheses supported or rejected? What new questions can be asked based upon the
information you gathered?
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Effects of Environment on Enzymes
A Lesson on Enzymes
Student Section
GROUP PRESENTATION
Your group is to make a slide show of your lab results using presentation software. The
presentation should include an introduction about what was learned about enzymes before the
experiment, your hypotheses, summary of the procedures used, organized data and observations,
an explanation of the data and a conclusion. The rubric located below will be used to evaluate
your group’s work and understanding of the effect environment has on enzyme activity.
Category
Introduction
Hypothesis
Development
Procedure /
Experimental
Design
Data
Collection
Conclusion /
Summary
Presentation
Grammar /
Spelling
4
3
Summarizes all
information learned in
treasure hunt;
information is
accurate & detailed;
relates to the
problems stated in the
lab.
Independently
developed a
hypothesis wellsubstantiated by class
information &
observation of similar
phenomena.
Procedure was
outlined by clearly
identifying major
components of
experimental design:
Independent &
dependent variables,
control, constants.
Data was collected
several times. It was
summarized,
independently, in a
way that clearly
describes what was
discovered.
Students provided a
detailed conclusion
clearly based on the
data and related to
previous class
information & the
hypothesis statement.
All group members
participated in the
presentation.
Summary of
experimental design
& findings was clearly
presented.
Summary lacks some
details even though it
relates to the
problems in the lab;
information is
accurate.
Summary is about
topic that was study
but does not include
previous activities &
labs.
Summary lacks
many details about
the topic and/or is
not about the topic
being studied.
Independently
developed a
hypothesis somewhat
substantiated by class
information &
observation of similar
phenomena.
Procedure was
outlined by identifying
major components of
experimental design:
Independent &
dependent variables,
control, constants.
Independently
developed a
hypothesis somewhat
substantiated by class
information or
observation of similar
phenomena.
Procedure was
outlined by identifying
major components of
experimental design,
but some confusion
about set-up exists.
Needed adult
assistance to develop
a hypothesis.
Data was collected
more than one time.
It was summarized,
independently, in a
way that clearly
describes what was
discovered.
Students provided a
somewhat detailed
conclusion clearly
based on the data and
related to the
hypothesis statement.
Data was collected
more than one time.
Adult assistance was
needed to clearly
summarize what was
discovered.
Data was collected
only once and adult
assistance was
needed to clearly
summarize what was
discovered.
Students provided a
conclusion with some
reference to the data
and the hypothesis
statement.
No conclusion was
apparent OR
important details
were overlooked.
All group members
participated in the
presentation.
Summary of
experimental design
& findings were
presented.
Some group members
participated in the
presentation.
Summary of findings
was presented.
Some group
members
participated in the
presentation.
Presentation was
vague or confusing.
There were no
spelling or grammar
errors throughout the
presentation.
There were 1 or 2
spelling or grammar
errors throughout the
presentation.
There were 3 or 4
spelling or grammar
errors throughout the
presentation.
There were 5 or
more spelling or
grammar errors
throughout the
presentation.
Georgia Everett
Kokomo, IN
© 2011 The American Physiological Society, Bethesda, MD
2
1
Procedure that was
outlined was
seriously incomplete,
even after adult
feedback had been
given.
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.