Toothpickase
Data
Trial Time
(s)
Trial period
[Time (s)]
Table 1: 1 hand
Number of toothpicks broken this round
Your group
10
10
10
10
Class Avg.
Total number of toothpicks
broken
Your group
Class Avg.
0-10
10-20
20-30
30-40
Trial Time
(s)
Trial period
[Time (s)]
Table 2: 2 hands
Number of toothpicks broken this round
Your group
10
10
10
10
Class Avg.
Total number of toothpicks
broken
Your group
Class Avg.
0-10
10-20
20-30
30-40
Trial Time
(s)
Trial period
[Time (s)]
Table 3: Plastic Toothpicks
Number of toothpicks broken this round
Your group
10
10
10
10
Class Avg.
Total number of toothpicks
broken
Your group
Class Avg.
0-10
10-20
20-30
30-40
Time (s)
Table 4: Ice pack
Number of toothpicks broken this round
Your group
Class Avg.
Total number of toothpicks
broken
Your group
Class Avg.
10
Make 3 graphs (1 each for data table 1, 2, and 3) for the total number of toothpicks broken. The
graph should include both your group data and the class average. This should be done on a
separate sheet of paper. Be sure to use the proper type of graph. Make sure to put the proper
information on each axis (remember “DRY MIX”).
Questions:
1. Many of the aspects in this lab were analogous to reactions between enzymes and substrates. For all
of the components listed below, tell what they symbolize in reactions involving enzymes and substrates.
a. Hands =
b. Thumb, index finger, and middle finger =
c. Toothpicks =
d. Plastic Toothpick =
e. Ice pack =
2. Explain the meaning behind the name “Toothpickase” for this activity.
3. Use the “number of toothpicks broken this round – class average” for trial period 0-10 to calculate the
initial reaction rate for tables 1, 2, and 3. Explain the differences seen in these initial reaction rates in
terms of what each scenario symbolized in true enzyme/substrate interactions. (For example, what
happened to the initial reaction rate when we went from 1 hand [enzyme] to 2 hands [enzymes] and
why.)
4. Use the “number of toothpicks broken this round – class average” for trial period 30-40 to calculate
the final reaction rate for tables 1, 2, and 3. Explain the differences seen in these final reaction rates in
terms of what each scenario symbolized in true enzyme/substrate interactions. (For example, what
happened to the final reaction rate when we went from 1 hand [enzyme] to 2 hands [enzymes] and
why.)
5. Describe the shape of an enzyme before, during, and after it is bonded to a substrate.
6. From today’s activity, what conclusions can be drawn about the relative size of enzymes and
substrates? (i.e. Which one must be bigger and why?)
7. Identify the 2 types of inhibitors and explain how each of them serves to hinder enzymes from
bonding with their specific substrate. Also, explain the effect of each type of inhibitor on the reaction
rate.
8. What are 3 environmental factors that can affect an enzymes ability to work optimally? Describe what
happens to the enzyme when it goes above or below its optimum range for each of these factors.
Use this information to answer questions 9-12. There are several hypothetical situations described
below. For each question, answer parts A and B. (A) How would this have affected the
reaction rate of toothpicks broken for each scenario? (B) How is this analogous to what
occurs in enzyme / substrate reactions.
9.What if we used 100 toothpicks per trial instead of 50?
10.What if toothpicks were more spread out on bigger table?
11.What if 2 people had been breaking toothpicks at a time instead of 1?
12.What if we had taped our index finger, middle finger, and thumb together so they could not be
opened?