Investigation of Enzyme Activity in Living Tissue Lab Report

AREL ANATOLIAN HIGH SCHOOL
SCIENCE DEPARTMENT
2021-2022 ACADEMIC YEAR
DATE :
LESSON:
TEACHER: Buse EROĞLU
STUDENT:
CLASS: SCHOOL NO:
Investigation of Enzyme Activity in
Living Tissues
TOPIC AND THE PURPOSE OF THE EXPERIMENT:
To research about Enzyme Activity in Living Tissues

Remember
1. What is the importance of enzymes?
2. What is the structure of enzymes?
LABORATORY EQUIPMENTS:
Finely
H2O2 Hot water Experiment
chopped liver
tubes
Beaker Dropper
KNOWLADGEMENT:
Temperature, amount of enzyme and amount of substrate affect enzyme activity.
PROCEDURE:
Effect of temperature on enzymes

We cut the liver into small pieces and boil it in a bowl full of water. We put
these liver pieces on H2O2 in the test tube. We also place boiled liver parts on
top of H2O2 in another tube.
Effect of enzyme amount on reaction rate.
Let the tubes with equal amount of H2O2 found in separate test tubes put 3
separate liver pieces equal in mass. Let's measure these 3 reaction times.
Effect of substrate amount on reaction rate.
Chopped livers are placed in an equal amount of the test tube. 200 ml H2O2
is placed in the first and the reaction time is measured. 400 ml H2O2 is
added to the second test tube and the reaction time is measured.
CALCULATION:
RESULT OF THE EXPERIMENT:
DISCUSSION:
SELF ASSESMENT QUESTIONS:
1. How enzyme activity was affected by temperature?
2. How enzyme activity was affected by enzyme amount on reaction rate?
3. How enzyme activity was affected by substrate amount on reaction rate?
References : https://wikieducator.org/Lab:_Investigating_the_action_of_6_enzymes
Fill in the chart giving evidence of your ATL skill development.

ATL SKILLS EVIDENCE
Thinking Skills I improved my thinking skills…………………………………………………..
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Communication Skills I improved my communication skills………………………………………
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Research Skills I improved my research skills………………………………………………….
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Criterion B: Inquiring and designing (Maximum: 8)
Achievement level Level descriptor (MYP5) Task Specific
0 The student does not reach a The student does not achieve a
standard identified by any of the standard described by any of the
descriptors below.
descriptors below or did not
submit her/his work.
1–2 The student is able to: The student is able to discover
the general steps for laboratory
i. State a problem or question to
procedure but not able to find
be tested by a scientific
investigation
out their similarities and grouping
based on dissolving processes.
ii. Outline a testable hypothesis
iii. Outline the variables
iv. Designa method, with limited

success.

i. Outline a problem or question to the general steps for laboratory
be tested by a scientific investigation
ii. Formulate a testable hypothesis procedure and able to find out
using scientific reasoning their similarities and grouping
iii. Outline how to manipulate the based on dissolving processes,
variables, and outline how relevant but cannot define each
data will be collected
iv. Design a safe method in which substances’ polarities using
he or she selects materials and water.
equipment.

i. Describe a problem or question to the general steps for laboratory
ii. Formulate and explain a testable procedure and able to find out
hypothesis using scientific their similarities and grouping
reasoning based on dissolving processes,
iii. Describe how to manipulate the define each substances’ polarities
variables, and describe how
sufficient, relevant data will be using water, separate the given
collected liquid and liquid mixture with
iv. Design a complete and safe separator funnel but cannot find
method in which he or she selects the ways for calculating volume
appropriate materials and
equipment.
percentage of this mixture in
terms of benzene.
the general steps for laboratory
i. Explain a problem or question to
procedure and able to find out
their similarities and grouping
ii. Formulate and explain a testable based on dissolving processes,
hypothesis using correct scientific define each substances’ polarities
reasoning using water, separate the given
liquid and liquid mixture with
iii. Explain how to manipulate the separator funnel and able to find
variables, and explain how
the ways for calculating volume
sufficient, relevant data will be
percentage of this mixture in
collected terms of benzene. He/she is able
to explain his design’s the
iv. Design a logical, complete and
reasons scientifically.
safe method in which he or she
selects appropriate materials and
equipment.
Student Evaluation
Teacher Evaluation
Criterion C: Processing and evaluating (Maximum: 8)
Achievement level Level descriptor (MYP5) Task Specific
0 The student does not reach a standard identified The student does not achieve a standard
by any of the descriptors below. described by any of the descriptors below
or did not submit her/his work.
1–2 The student is able to: The student is able to interpret the
procedure of the experiment and apply
i. Collect and present data in numerical and/or
the steps one by one but is not able to
visual forms
grouping the bottles based on similar
ii. Accurately interpret data properties processing his knowledge.
iii. State the validity of a hypothesis based on the

outcome of a scientific investigation
iv. State the validity of the method based on the

outcome of a scientific investigation
v. State improvements or extensions to the

method.
3-4 The student is able to: The student is able to interpret the
i. Correctly collect and present data in
the steps one by one and also is able to
numerical and/or visual forms
grouping the bottles based on similar
ii. Accurately interpret data and explain results properties processing his knowledge but
is not able to use water to classify his
iii. outline the validity of a hypothesis based on
groups as polar and nonpolar.
the outcome of a scientific investigation
iv. Outline the validity of the method based on

v. Outline improvements or extensions to the

method that would benefit the scientific
investigation.
i. Correctly collect, organize and present data
the steps one by one and also grouping
in numerical and/or visual forms
the bottles based on similar properties
ii. Accurately interpret data and explain results processing his knowledge and to use
using scientific reasoning water to classify his groups as polar and
nonpolar. However the student is not
iii. Discuss the validity of a hypothesis based on
able to calculate the volume percentage
of this mixture across the process for
iv. Discuss the validity of the method based on separating the given mixture.
v. Describe improvements or extensions to the

investigation.
i. Correctly collect, organize, transform and
the steps one by one and also grouping
present data in numerical and/or visual forms
the bottles based on similar properties
ii. Accurately interpret data and explain results processing his knowledge and to use
using correct scientific reasoning water to classify his groups as polar and
nonpolar. The student is also able to
iii. Evaluate the validity of a hypothesis based on
calculate the volume percentage of this
mixture across the process for separating
iv. Evaluate the validity of the method based on the given mixture.
v. Explain improvements or extensions to the

investigation.
Student Evaluation
Teacher Evaluation

Investigation of Enzyme Activity in Living Tissue Lab Report

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AREL ANATOLIAN HIGH SCHOOL

2021-2022 ACADEMIC YEAR

TEACHER: Buse EROĞLU

CLASS: SCHOOL NO:

Investigation of Enzyme Activity in

TOPIC AND THE PURPOSE OF THE EXPERIMENT:

To research about Enzyme Activity in Living Tissues

1. What is the importance of enzymes?

2. What is the structure of enzymes?

Temperature, amount of enzyme and amount of substrate affect enzyme activity.

Effect of temperature on enzymes

top of H2O2 in another tube.

Effect of enzyme amount on reaction rate.

Effect of substrate amount on reaction rate.

RESULT OF THE EXPERIMENT:

1. How enzyme activity was affected by temperature?

2. How enzyme activity was affected by enzyme amount on reaction rate?

3. How enzyme activity was affected by substrate amount on reaction rate?

Fill in the chart giving evidence of your ATL skill development.

Thinking Skills I improved my thinking skills…………………………………………………..

Communication Skills I improved my communication skills………………………………………

Research Skills I improved my research skills………………………………………………….

iii. Outline the variables

iv. Designa method, with limited

3–4 The student is able to: The student is able to discover

5–6 The student is able to: The student is able to discover

Criterion C: Processing and evaluating (Maximum: 8)

Achievement level Level descriptor (MYP5) Task Specific

iii. State the validity of a hypothesis based on the

iv. State the validity of the method based on the

v. State improvements or extensions to the

iv. Outline the validity of the method based on

v. Outline improvements or extensions to the

v. Describe improvements or extensions to the

v. Explain improvements or extensions to the

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