Enzyme Action: Catalase Lab

This lab experiment is posted on the Vernier website. Vernier is one of the leading producers of probeware and software for data collection in classrooms and labs. There are several student lab procedures you can download directly from this site, but to access the teacher background information you must purchase the lab book entitle Biology with Vernier. Obviously, this lab is only applicable if your school has access to the Vernier probes. If you have access to Vernier probes, this lab is an excellent way to emphasize this particular course level expectation. Hydrogen peroxide is lethal to cells in high doses, so our cells produce the enzyme catalase in order to break hydrogen peroxide down into water and oxygen. The probes in the lab will be measuring the oxygen output via pressure. The more pressure, the more oxygen produced. This lab has three different variables: 1) concentration of the enzyme; 2) temperature of the environment; and 3) pH of the environment. It is possible to complete one section per class period. The data collection is superb and lends itself well to a formal lab report.

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to...
CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative...
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience....
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
CLE 3001.1.2
Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3001.3.1
Write in a variety of modes for different audiences and purposes.
CLE 3001.3.3
Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3001.3.4
Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in lo
CLE 3001.5.3
Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.
CLE 3001.8.5
Know and use appropriate literary terms to derive meaning from various literary genres.
CLE 3002.1.2
Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases
CLE 3002.3.1
Write in a variety of modes for different audiences and purposes.
CLE 3002.3.3
Organize ideas into an essay with a thesis statement in the introduction, wellconstructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3002.3.4
Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.
CLE 3002.8.5
Know and use appropriate literary terms to derive meaning from various literary genres.
CLE 3003.3.1
Write in a variety of modes, with particular emphasis on persuasion, for different purposes and audiences.
CLE 3003.3.3
Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3005.3.3
Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3210.1.3
Describe how enzymes regulate chemical reactions in the body.
SPI 3001.1.12
Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.
SPI 3001.1.13
Select the appropriate word among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who, accept/except,...
SPI 3001.3.10
Identify the targeted audience for a selected passage.
SPI 3001.3.14
Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3001.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3001.3.4
Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3002.1.13
Select the appropriate word from among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who,...
SPI 3002.1.14
Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.
SPI 3002.3.11
Identify the targeted audience for a selected passage.
SPI 3002.3.15
Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3002.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3002.3.4
Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3003.3.13
Identify the targeted audience for a selected passage.
SPI 3003.3.8
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
TSS.ELA.11-12.W.TTP.2
Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the...
TSS.ELA.9-10.L.KL.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend ...
TSS.ELA.9-10.L.VAU.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9-10 reading and content; interpret figures...
TSS.ELA.9-10.RI.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative...
TSS.ELA.9-10.RL.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of...
TSS.ELA.9-10.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.9-10.W.PDW.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
TSS.ELA.9-10.W.RW.10
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
TSS.ELA.9-10.W.TTP.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
TSS.ELA.9-10.W.TTP.2
Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and accurately through the effective selection...
TSS.ELA.9-10.W.TTP.3
Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

In this experiment, you will

  • Use a computer and Gas Pressure Sensor to measure the production of oxygen gas as hydrogen peroxide is destroyed by the enzyme catalase or peroxidase at various enzyme concentrations.
  • Measure and compare the initial rates of reaction for this enzyme when different concentrations of enzyme react with H2O2.
  • Measure the production of oxygen gas as hydrogen peroxide is destroyed by the enzyme catalase or peroxidase at various temperatures.
  • Measure and compare the initial rates of reaction for the enzyme at each temperature.
  • Measure the production of oxygen gas as hydrogen peroxide is destroyed by the enzyme catalase or peroxidase at various pH values.
  • Measure and compare the initial rates of reaction for the enzyme at each pH value.
Essential and guiding questions: 

Part I Effect of Enzyme Concentration

  • How does changing the concentration of enzyme affect the rate of decomposition of H2O2?
  • What do you think will happen to the rate of reaction if the concentration of enzyme is increased to five drops? Predict what the rate would be for 5 drops.

Part II Effect of Temperature

  • At what temperature is the rate of enzyme activity the highest? Lowest? Explain.
  • How does changing the temperature affect the rate of enzyme activity? Does this follow a pattern you anticipated?
  • Why might the enzyme activity decrease at very high temperatures?

Part III Effect of pH

  • At what pH is the rate of enzyme activity the highest? Lowest?
  • How does changing the pH affect the rate of enzyme activity? Does this follow a pattern you anticipated? 

Lesson Variations

Blooms taxonomy level: 
Applying
Extension suggestions: 
  • Different organisms often live in very different habitats. Design a series of experiments to investigate how different types of organisms might affect the rate of enzyme activity.
  • Consider testing a plant, an animal, and a protist.
  • Presumably, at higher concentrations of H2O2, there is a greater chance that an enzyme molecule might collide with H2O2. If so, the concentration of H2O2 might alter the rate of oxygen production. Design a series of experiments to investigate how differing concentrations of the substrate hydrogen peroxide might affect the rate of enzyme activity.
  • Design an experiment to determine the effect of boiling the catalase on the reaction rate.
  • Explain how environmental factors affect the rate of enzyme-catalyzed reactions. 

Helpful Hints

Materials:

  • computer 
  • 600 mL beaker
  • Vernier computer interface 
  • enzyme suspension
  • LoggerPro 
  • four 18 X 150 mm test tubes
  • Vernier Gas Pressure Sensor 
  • ice
  • 1-hole rubber stopper assembly 
  • pH buffers
  • 10 mL graduated cylinder 
  • test tube rack
  • 250 mL beaker of water 
  • thermometer
  • 3% H2O2 
  • three dropper pipettes

References

Contributors: