• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10

Biology- enzyme coursework

Extracts from this document...


Biology Coursework: Enzymes By Kerry Douglas Investigate the Effect of Temperature on the Action of the Enzyme Amylase This expirment was set up to find the effect of different tempetures on the enzyme: Amylase. We had two different variables: Independent and Dependent. Independent Variable: The factor to be changed in the investigation. In the this practical it was the temperature. Using water baths we had a range of six temperatures - 25�C to 50�C with 5�C intervals between each. Dependent Variable: The factor to be measured during the investigation. In this practical it was the time taken for starch to break down. We did this using a stop-clock and we were able to calculate the rate of reaction. Rate of reaction= 1/time taken (s-1) Controlled Variables: These are the factors which must be kept constant to create a fair test. In our investigation we used the: 1. Same enzymes 2. Same substrate 3. Same volume of enzyme and substrate 4. Same time intverals for measurment 5. Same volume of Iodine 6. Same concentration of Amylase Hypothesis : In this invesigation I predict that as the temperature increases, the rate of reaction will increase, but this will only occur up to a certain point and temperature or the enzyme will become denatured- causing the rate to decrease drastically. ...read more.


We chose these temperates because they fall on what we belive to be the optimum temperature. The procedure was repeated three times to ensure the results would be reliable and so we could identify any anomalous results. Rate of Reaction(s) X1000 Temperature �C Method Apparatus/Chemicals: * Six waterbaths * Beakers * Syringes (5 cm3) (5ml) * Spotting Tile * Stop Clock * Saftey goggles * Dropper (pipette) * 1% Starch suspension * 0.1% Amylase solution * Iodine Solution Procedure: 1. Switch on the water baths and allow them to reach the temperatures needed. 2. Place amylase in a beaker and starch in a different beaker into each water bath. The water baths will have different temperatures. 3. Using syringes to measure the volumes, place 5 cm3 starch suspension in one beaker and 5cm3 of Amylase in a separate beaker. Make sure you use different syringes so there is no coss-contamination of substances. 4. Place one drop of iodine in each depression of the spotting tiles using a pipette. Saftey goggles should be worn as iodine is dangerous to the eyes. 5. Pour the contents of one beaker i.e Pour the starch into the amylase, then swirl the liquid to ensure thorough mixing. ...read more.


Sources of Error This procedure was suitable because the iodine test produced results that were easily observed to determine the rate of reaction and results were as expected. The set of results in the replicas are similar but not identical, this is due to sources of error. For example: * Differences in drop size therefore more/less iodine mixture added will affect the colour. * Timimng. It was difficult to start the clock/timer and mix the solutuion at the same time * It is difficult to judge and point due to simiular colour in the last few spots, it was personal interpretations of the colour. Improvments * Use a syringe instead of a dropper to produce equal volume (0.1) ml. * Work in pairs to improve the timing- one person mixes, one person sets the clock. * Use spotting tiles of the same shade (all white or all cream) so the colours will be the same. * Or use a colourmeter machine to judge the colours. Anomalous Results An odd result was 24�C - 660�C. It was faster than the others due to the possiblity that there was too little starch or too much enzyme. At 44�C - 870�C is slower than the others, this may be because there is too much start or too little enzyme. Both of these are accurate for measurment error. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Living Things in their Environment section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Here's what a teacher thought of this essay

4 star(s)

A good piece of coursework which is well thought out and executed. A few minor issues to be tightened up on and made clearer. 4 stars.

Marked by teacher Louise Star 08/01/2013

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Living Things in their Environment essays

  1. Marked by a teacher

    Taxonomy is the branch of biology that deals with the identification and naming of ...

    5 star(s)

    Fossils of other members of our genus such as Homo erectus and Homo habilis have been found. They have enough similarities to us to be in the same genus, but are different enough to not be the same species. Going further up the ladder, genus Homo is part of the family Hominidae.

  2. Marked by a teacher

    A2 Biology Coursework -Investigation into the effect of different concentrations of antibiotics on the ...

    4 star(s)

    solutions Glass rod 1 To spread bacteria equally, to reduce any confounding variable. Ethanol solution 1 5cm3 To burn glass rod to kill any unwanted bacteria Incubator 1 To incubate bacterial solution at optimum temp Permanent marker 1 To label test tubes and Petri-dish Corks 11 To seal top of

  1. Marked by a teacher

    Measurement of the vitamin C content of fruit juices

    3 star(s)

    content * The content of vitamin C in fruit juice is very low The prediction I made was correct and I used the results to make a graph. Evaluation I think the experiment went well because I achieved a good set of results.

  2. Marked by a teacher

    An Investigation into a Woodlice's Preferred Choice of Environment.

    3 star(s)

    Thus, resulting in the woodlice accumulating in more humid regions. Another effecter on a woodlouse's movement is whether or not their body surface is in contact with any other object (including other woodlice). They exhibit a positive thigmokinesis when this occurs, and will move around so that the maximum amount

  1. Describe the differences between natural ecosystems and ...

    In addition, many organic products of agriculture, for example manure or hay are exported away from the system for use elsewhere. This results in far less energy rich dead organic matter (detritus) in agro-ecosystems, unlike natural ecosystems where energy is contained within the system, decomposed by fungi and bacteria, and recycled through plant growth.

  2. explain why Antarctica is so special and therefore why we need to protect it, ...

    nesting area instead of arranged into colonies like the other Antarctic birds. They largely feed on krill, so they need to be by the sea in order to fish. Therefore they are mostly found along the coasts of Antarctica.

  1. An Investigation To Observe the Preferred Habitat of common rough woodlice.

    Evaluation From this investigation I have discovered that the Porcellio scaber did prefer a humid environment. The control experiment also suggested this by the fact that there was an even distribution of Woodlice throughout the choice chamber. Likewise, the anatomy of this species of Woodlice would propose that a humid environment would be more beneficial.

  2. The Effect Of Fertilisers On The Environment

    As fertilisers promote the growth of plants via maintaining adequate levels of nutrients in the soil, they often enhance the habitats of many species of animals, birds and insects. Fertilisers therefore provide 'sustenance and shelter' (Royal Horticultural Society, 2002), which may be heavily needed in damaged or unhealthy ecosystems.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work