Links:
ENZYME ACTION OF DETERGENT
OBJECTIVE:
Explain how enzymes work to break down food particles
Determine which detergents are most effective through experimental design and trials
Students will apply their understanding of what effects enzyme action to their experiment to determine the effectiveness of the detergents
PRIOR LEARNING:
Students will need to understand protein structure, the different types of proteins there are, conditions that effect and alter proteins, and basic Carbon chemistry.
Teacher can determine the best method for students to learn this information.
MATERIALS:
As per student
Computer with internet access
Library reference books
Secondary Biology textbook
Permission from Home and Careers teacher to use laundering equipment
On hand: different clothing detergents, clothing samples of different fabrics and weaves, camera or video camera for documentation, foods and other items to stain clothing.
WEBSITES/SUGGESTIONS:
www.heloise.com/hints.html
www.scienceinthebox.com/en_uk/safety/whatareenzymes_en.html
ROLES IN LESSON:
STUDENT:
Create an experiment to test claims of detergents
Complete the experimental process with repeated trials and report results
Complete trial
TEACHER:
Provide materials to students
Remind students to develop a procedure, rating scale to measure the effectiveness, and appropriate method of documentation
WRAP UP:
Students will report their findings
Students will be able to complete a written explanation of how and why enzymes are effective in removing stains from clothing
Visual documentation of the process is completed
ASSESSMENT:
Enzyme Action assessment
NEW YORK STATE STANDARDS:
STANDARD 1
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Key Idea 2:
Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Major Understandings
2.2a Development of a research plan involves researching background information and
understanding the major concepts in the area being investigated. Recommendations for
methodologies, use of technologies, proper equipment, and safety precautions should
also be included.
Major Understandings
2.3a Hypotheses are predictions based upon both research and observation.
2.3b Hypotheses are widely used in science for determining what data to collect and as
a guide for interpreting the data.
2.3c Development of a research plan for testing a hypothesis requires planning to avoid
bias (e.g., repeated trials, large sample size, and objective data-collection techniques).
STANDARD 4
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea 1:
Living things are both similar to and different from each other and from nonliving things.
1.2h Many organic and inorganic substances dissolved in cells allow necessary chemical
reactions to take place in order to maintain life. Large organic food molecules such as
proteins and starches must initially be broken down (digested to amino acids and simple
sugars respectively), in order to enter cells. Once nutrients enter a cell, the cell will
use them as building blocks in the synthesis of compounds necessary for life.
Key Idea 2:
Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
2.1i The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino acids in a specific sequence. This sequence influences the shape of the protein. The shape of the protein, in turn, determines its function.
Key Idea 5:
Organisms maintain a dynamic equilibrium that sustains life.
5.1f Biochemical processes, both breakdown and synthesis, are made possible by a large set of biological catalysts called enzymes. Enzymes can affect the rates of chemical change. The rate at which enzymes work can be influenced by internal environmental factors such as pH and temperature.
5.1g Enzymes and other molecules, such as hormones, receptor molecules, and antibodies,
have specific shapes that influence both how they function and how they interact with other molecules.
PRENTICE HALL REVIEW BOOK TOPIC:
Topic 2- Homeostasis in Organisms
EXTENSION/IDEAS:
Have a real discussion at home with family about what you did in school!
(Perhaps it will change some of the laundering practices in your home!)