The effect of temperature on the rate of an enzyme-catalysed reaction

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BIOLOGY COURSEWORK                                                                 PAVAN AULAK 11AV

Interpretation and Evaluation

The effect of temperature on the rate of an enzyme-catalysed reaction

This experiment was carried out to see how the temperature of a protease enzyme (trypsin) and a protein (casein) have on the time it takes for the solution to become a colourless. The independent variable was the temperature of the trypsin and the casein. The temperatures (°C) we were hoping to measure were 10, 20, 30, 40, 50 and 60. The 10°C and 20°C water bath temperature was made by adding ice so they were not thermostatically controlled, as the ice continued to melt the temperatures could have varied slightly. The rest of the temperatures were thermostatically controlled so would have been more accurate. My dependent variable was the time taken for the solution to clear so that the ‘x’ was visible. The time was measured in seconds by a stopwatch. The controlled variables were the volume of milk solution, the concentration of the milk solution, the volume of trypsin and the concentration of trypsin. We divided into nine groups; we then all carried out the experiment once. By putting all our results together the data was more precise. We repeated the experiment nine times with six different temperatures, this enabled us retrieve a wide range of results. The following table is a raw table which shows my results.

Key:

         My experiment results

         Outliers

To work the mean time I had to add up each row and then divided by nine as this is the number of trials. In some cases where outliers existed I had to divide by the amount of pieces of data I had added up. The following table shows the mean time for the solution to clear. The advantage of finding the mean is that it allows you to include all pieces of data.

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I also worked out the rate of reaction; this was done by 1/time which in this circumstance was seconds. This shows how quickly it took for the casein and trypsin to actually react. The rate of reaction depended on two things which were: the regularity of the collisions between the particles and the energy through which the particles collide. This table shows the rates of reaction for the various temperatures.  

BIOLOGY COURSEWORK                                                                 PAVAN AULAK 11AV

Interpretation

Graph 1 shows how long it took for the milk solution ...

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Here's what a star student thought of this essay

This piece is structured and formatted very well. The use of tables makes it clear to understand where the evidence is being taken from and the clear separation of paragraphs makes it easy to see the focus of each clearly. At times the sentences become overly long. I would always advise that in sciences the sentences are kept short and concise, to ensure you don't repeat yourself. This is especially key in the conclusion, where an essay is making its final impression on the marker. Unfortunately, this essay finishes with an extremely wordy sentence.

The only downside of integrating the scientific analysis, as this essay has done, is that you have to go looking for it. I would like to see a few diagrams of collisions, or the lock-and-key hypothesis to guide the examiner to the analysis, and to show a fuller understanding of the scientific explanation. A few improvements could be made to increase the marks gained from analysis. For example, energy is referred to quite often, whereas commenting on the kinetic energy would show a higher level of understanding. A common improvement can be made when referring to denaturing - I always like to say that this is irreversible as the bonds holding the active site in its specific shape are now broken. Being able to explain that a substrate-enzyme complex cannot be formed, regardless of the temperature, will guarantee higher marks.

This is a great example of an investigation, with analysis of data being particularly strong. What I liked about this piece of coursework was the way the scientific explanation was integrated in with the data analysis. Generally at GCSE, students seem to think they must describe all the trends, then go onto a separate paragraph of all the scientific evidence. This essay describes each trend individually, simultaneously explaining why this is the case in reference to collision theory, etc.