Amylase on Starch Lab

 

Enzyme Amylase Action on Starch

INTRODUCTION:

In this experiment you will observe the action of the enzyme amylase on starch. Amylase changes starch into a simpler form: the sugar maltose, which is soluble in water. Amylase is present in our saliva, and begins to act on the starch in our food while still in the mouth.
Exposure to heat or extreme pH (acid or base) will denature proteins. Enzymes, including amylase, are proteins. If denatured, an enzyme can no longer act as a catalyst for the reaction.
Benedict’s solution is a test reagent that reacts positively with simple reducing sugars like maltose, but will not react with starch. A positive test is observed as the formation of a brownish-red cuprous oxide precipitate. A weaker positive test will be yellow to orange.

MATERIALS:

Cornstarch
Distilled water
Saliva
Vinegar
Benedict’s qualitative solution
3 graduated cylinders (10mL)
250-ml beaker
Stirring rod
3 test tubes (16 x 125mm)
Test tube rack
Wax pencil
Water Bath

PRE-LAB:

Add 1g of cornstarch to a beaker containing 100ml of cold distilled water. While stirring frequently, heat the mixture just until it begins to boil. Allow to cool.

PROCEDURE:

1. Fill the 250-mL beaker about 3/4 full of water and place on the hot plate for a boiling water bath. Keep the water JUST AT BOILING.

2. Mark 3 test tubes A, B and C. “Spit” between 1 and 2 mL of saliva into each test tube.

3. Into tube A, add 2 mL of vinegar. Into tubes B and C, add 2 mL of distilled water. Thump the tubes to mix.

4. Place tube B into the boiling water bath for 5 minutes. After the five minutes, remove from the bath, and place back into the test tube rack.

5. Add 5 mL of the starch solution to each tube and thump to mix. Allow the tubes to sit for 10 minutes, occasionally thumping the tubes to mix.

6. Add 5 mL of Benedict’s solution to each tube and thump to mix. Place the tubes in the hot water bath. The reaction takes several minutes to begin.

OBSERVATIONS:

Tube A: Starch + saliva treated with vinegar (acid)

    • Was the test positive or negative? _______________________

What does this indicate?__________________________________________________

____________________________________________________________________

____________________________________________________________________

Tube B: Starch + saliva and water, treated in a boiling water bath

    • Was the test positive or negative? _______________________

What does this indicate?__________________________________________________

____________________________________________________________________

____________________________________________________________________

Tube C: Starch + saliva

    • Was the test positive or negative? _______________________

What does this indicate?__________________________________________________

____________________________________________________________________

____________________________________________________________________

QUESTIONS:

1. What is the function of an enzyme?

 

2. Where does a substrate attach to an enzyme?

3. If an enzyme is present in a reaction, less ________________ _________________ will be needed to get the reaction started.

4. What is a common suffix found at the end of most biological enzymes?

5. Most enzymes are macromolecules called ________________.

6. Define denaturation of proteins.

 

 

7. Name 3 things that can denature or unfold an enzyme.

 

8. In this lab, what weak acid denatured the protein?

9. What was the purpose of placing one test tube in a hot water bath?

 

10. What happens to enzymes in your body whenever you run fever?

 

 

 

Only You Can Help Save Sam

 

Only You Can Help Save Sam!

 

 

Sam has been spending his summer boating on the great lakes.  However, he’s not too bright (after all, the brains of worms are pretty small).  He’s never learned how to swim, and he never wears his life preserver.  The worst has happened!  His boat has capsized and he’s stuck!  Fortunately, his life preserver is in the boat, but unfortunately he does not know how to reach it without falling off and drowning.

Save Sam!!

 

 

 

Use the Scientific Method to:

 

Problem:

How can you and your partner save Fred using only 4 paper clips. You may not touch Fred, the boat, or the life preserver directly with your hands.

 

Materials:

·        Gummy Worm

·        Gummy life preserver

·        1 Plastic Cup

·        4 Paper Clips

 

Procedures:

1.      Work with your partner and “Save Fred”.

2.    Follow the rules.

§        Fred, the boat, the life preserver can be touched only with the paper clips.  NO HANDS.

3.    Develop a data section that includes

§        Diagrams of how you saved Fred

§        A detailed protocol describing the diagrams.

4.    Homework:

§        Analyze and conclude the experiment.

·        This means that you must discuss (tell me what you think) about the difficulty of the task, what other strategies you and your partner worked on before you succeeded, and what you think the critical steps were for solving this problem.

§        Although this is working backwards, and not how scientists normally work, please develop a hypothesis for this lab.  (Remember that a hypothesis is an ‘if-then’ statement: if I do this, then this will happen)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teacher Notes:

Fred sits on the inverted cup.  The cup sits covering the life preserver on the tabletop.  No real water is involved.  If the group size is 3 or 4, each person gets only 1 paper clip. Have a camera ready.

There are not any real answers – since it’s more of a team-building problem solving initiative rather than a yes/no answer.  However, what they need to figure out is that if they work together, then one person maneuvers Fred (without hooking him) and the other uses the paper clips to stretch the gummy lifesaver for him to slip on.  (The lifesaver will have a smaller inner diameter than Fred’s outer diameter by a fairly obvious amount.)

Ask them typical debriefing-type questions: what worked, what didn’t, did you plan, did you share ideas, did you just mangle poor Fred trying to make it work?, etc.

Groups of 3 and make it more of a challenge by allowing only 1 paperclip per student – that takes more thought and coordination to save Fred without drowning him.  (No mouth-to0mouth resuscitation allowed!)

 

 

 

 

 

Organism Classification Webquest

 

Living Thing #1

Color: Black
Location: in forest on a rotting tree
Eats decaying plant material
Has many cells
Releases spores to reproduce.
Stays in one spot (immobile)
Cells have no chlorophyll
Feels soft and smooth

 

BACK

LIVING THING #2

Cells  have chlorophyll
Is autotrophic (produces its own food) and heterotrophic (eats insects) to supplement its diet
Has many cells
Lives in swampy areas
Immobile though catches prey as shown.
Reproduces by seeds

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Living Thing #3


Adults live underground or under logs and rocks
They breed and lay eggs in the water
Young live in the water, have external gills, budding arms and legs and a fish like tail
Adults must keep skin moist
Ectothermic (an animal whose body temperature is determined by the temperature of its immediate environment.)
Do not have scales
Have Slimy skin

No external ears

Eats insects and small fish

BACK

Living Thing #4

Has webbed feet
Lays eggs
50 cm long and weighs 1.5 kilograms
Covered with 2 layers of waterproof hair
Eats insects, frogs and fish
Has no external ears
Lives in fresh water lakes
Endothermic an animal whose body temperature is determined by its own metabolic heat production)
Bill has two nostrils
Care for their young and have mammary glands
Sounds like a puppy barking

 

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Living Thing #5

 

Click on picture to hear its call

 

Has rough, shaggy hair-like feathers

Tiny wings

Sharp claws

Endothermic (an animal whose body temperature is determined by its own metabolic heat production)

Lays eggs

Eats insects and worms

Has whiskers to find way in the dark

 

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Living Organism #6

 


Click on picture to view video and see sight about these amazing creatures.

Breathe air

Has tough wrinkly skin

Bristled hairs cover entire body

Eats algae and crustaceans

Has teeth

Babies are born live and cared for by mother for up to 2 years

Have mammary glands

Live in warm coastal waters

Are Endothermic.

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Osmosis

Osmosis
Osmosis: the movement of water molecules from an area of high concentration to an area of low concentration.

Cell membranes are completely permeable to water, therefore, the environment the cell is exposed to can have a dramatic effect on the cell.

Hypertonic Solutions: contain a high concentration of solute relative to another solution (e.g. the cell’s cytoplasm). When a cell is placed in a hypertonic solution, the water diffuses out of the cell, causing the cell to shrivel.

Hypotonic Solutions: contain a low concentration of solute relative to another solution (e.g. the cell’s cytoplasm). When a cell is placed in a hypotonic solution, the water diffuses into the cell, causing the cell to swell and possibly explode.

Isotonic Solutions: contain the same concentration of solute as an another solution (e.g. the cell’s cytoplasm). When a cell is placed in an isotonic solution, the water diffuses into and out of the cell at the same rate. The fluid that surrounds the body cells is isotonic.

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© Copyright 1999 Terry Brown. All rights reserved.