Here is a model for writing the Factors Affecting Enzyme Action lab report. Simply download and save –
replace the writing with your own. I appreciate your patience as some of the experimental procedures
were not successful (like in “real” science!). Just realize when experimental procedures do not work, you
have an opportunity to critically think about why and propose ways to improve upon the design. This is a
skill that is beneficial to have regardless of what profession you choose. Please be certain to read and
follow all directions.
Title
Name
Introduction
One sentence describing the purpose of the experiment. (Do NOT start your sentence with “the purpose of this
experiment was to…” – refer back to the model lab report that I gave you.
Enzymes
Provide information about enzymes in general. What are they? How do they work? How are they important to life?
Summarize your notes and learning thus far. Don’t forget to include scientific terminology.
Introduce and describe the enzyme(s) YOUR GROUP used in the experiment.
Include a graphic of the enzyme (or one of it interacting with the substrate) – this depends on which you did and what
graphics you can find. You can even draw one!
Write the chemical equations for the reactions that will occur. You can use words, chemical formulas or a graphic of
molecular structures. Then name of the enzyme is written on the reaction arrow. Make sure you have a written
sentence that refers to / transitions into this equation (don’t just stick it in there without making it a part of your
explanation of what’s going to happen in the lab).
Factors Affecting Enzyme Action
Write a topic sentence introducing the four factors.
Describe how EACH of the four factors affects enzyme action – incorporate information from notes / learned in class.
The last sentence in this section should focus in on the one factor YOUR GROUP tested – this will serve to transition to
the hypothesis.
Write one or more hypotheses here. Your hypothesis only needs to address the factor YOUR group tested.
Materials and Methods
Write your procedures in paragraph form. Remember that it should be detailed enough so that someone else can
follow it easily.
INDICATOR INFORMATION: For temperature and pH groups, include a small section that discusses why you used
indicators focusing on the indicator YOUR GROUP used. What does it indicate? How was it to be used to see results?
The concentration groups should describe use of the amount of bubbles as a visual indicator.
Control Set-Up Experimental Set-Up(s) –
Independent Variable –
Dependent Variable –
Controlled Variables –
Results
Enzyme Concentration and Substrate Concentration Groups
1. Combine data from 2nd and 4th period groups.
2. Create a data chart.
3. We did not measure the actual rate of enzymatic reaction. You need to calculate the relative reaction rate.
This is how you do it…
a. Select the shortest reaction time.
b. Divide each of the other times by the shortest time – the shortest time will be 1 and the other times
will be a fraction of 1.
c. Calculate a percentage from each fraction. So a rate of 1 will be 100%.
d. Now your data will match the other graphs so we can compare the relative reaction rates in each
condition.
4. Graph your results.
5. Provide a 1-2 sentence verbal statement of the results.
Temperature Group
1. Temperature group will use this graph.
2. Create a data chart from this graph (work backwards).
3. Provide a 1-2 sentence verbal statement of the results.
pH Group
1. pH group will use this graphs – one is for trypsin and one is for pepsin – figure out which is which.
2. Create two data charts - one from each graph (work backwards).
3. Provide a 1-2 sentence verbal statement of the results.
Conclusion
NOTE: The conclusion focuses on the condition YOUR GROUP tested only! You are using either the data you
collected (enzyme concentration and substrate concentration groups) OR the data I provided for your use
(temperature group) OR a combination of both if you can (pH group). For the groups who didn’t get data, this is a
great opportunity to think about why and how you could re-run the experiment to make it work!
Describe the topic. Clearly answer the lab question. Then, focus in on the factor YOUR GROUP tested.
Data Support + Explanation (keep these sub-section headings)
Go on with your answer – stating and explaining every piece of data collected / provided. Use numbers!!
EXPLAIN WHY. This comes from what you’ve already read / learned.
Hypothesis Check
Restate the hypothesis and then compare it to the results. Does the data support the hypothesis?
Conflicting Results / No Results – only Include this section if it applies
What should have happened? What should you have seen in your data? What could have been the problem?
Really brainstorm reasons for why the results didn’t turn out in the expected manner (if they didn’t).
Experimental Design Reflection / Further Questions
Be specific as you suggest ways to make this experiment better (to get more valid data).
Overall, avoid personal pronouns, keep it concise, use past tense to achieve a scientific voice and use the word support
instead of prove. Read your report to an adult out loud to identify areas where grammar and clarity could be
improved.
Lab Report Grading Rubric – DO NOT PRINT/INCLUDE THIS PAGE
Title / Authors
 Title is descriptive of experiment.
 References body the IV and DV – if applicable.
 Is specific and concise.
 (Include lab partner names)
Abstract
 Clearly states the purpose of the experiment.
 Briefly describes the experimental design.
 Summarizes overall results.
 Final statement clearly and directly answers the lab question.
Introduction
 Exceptionally clear, well developed scientific statement that refers to all
aspects of the topic.
 Clearly explains each aspect of the topic in detail.
 Applicable scientific terminology included and described.
 Is NOT wordy - uses the least amount of words to communicate information
 At least one scientific graphic is used to show a process or structure.
 Hypothesis clearly stated as the last sentence.
Materials and Methods
 Describes the experimental process clearly.
 References the control and experimental set-ups.
 Accurately identifies the independent, dependent and controlled variables.
 Can easily be replicated by others.
Results
 Results clearly shown using a graph, diagram or other appropriate visual
representation.
 Verbal statement of results is clear and accurate.
 Does NOT attempt to explain the results in this section.
Discussion / Conclusion:
 Directly answers the lab question.
 Explains results / data in detail in support of answer.
 Uses numbers when applicable.
 Assesses whether or not the results supported the hypothesis.
 Provides a possible explanation for conflicting results.
 Does NOT use the word prove.
 Reflects on experimental design offering reasonable suggestions for
improvement.
Reminders:
 Does not use personal pronouns.
 Is concise.
 Uses passive voice.
 Wording and expression is scientific.
RUBRIC POINTS
5 4 3 2 1
5 4 3 2 1
(x4)
5 4 3 2 1
(x2)
5 4 3 2 1
5 4 3 2 1
(x3)
2 pt deduction
LOW
48.6
46.1
44.1
41.6
38.6
35.6
32.1
28.6
25.6
22.1
18.6
15.6
12.1
8.6
HIGH GRADE PTS
50
50 A+
48.5 47.5
A
46 45.5
A44 43.5 B+
41.5
42
B
38.5 40.5
B35.5 38.5 C+
32
37
C
28.5 35.5
C25.5 33.5 D+
22
32
D
18.5 30.5
D15.5 28.5
F+
12
27
F
100%
95%
91%
87%
84%
81%
77%
74%
71%
67%
64%
61%
57%
54%
DO NOT PRINT / INCLUDE THIS PAGE