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Choose a defined enzyme–substrate system and one independent variable, such as temperature, pH or substrate concentration. State a dependent measurement that represents reaction progress, for example gas volume or absorbance over time. Use a pilot trial to choose a useful range and sampling interval.
Video by Professor SNAB. Use the demonstration alongside this lesson’s specification reference and written explanations.
Viewing focus: Design separate enzyme- and substrate-concentration comparisons
After watching, attempt these questions before opening the answers. You can also use the written lesson below.
After watching 1: For a temperature investigation, pH is commonly:
A controlled variable. Control competing influences on enzyme activity.
After watching 2: An initial rate from a product–time graph is estimated using:
The initial tangent gradient. Gradient represents change per time.
What you'll be able to do
Choose a defined enzyme–substrate system and one independent variable, such as temperature, pH or substrate concentration. State a dependent measurement that represents reaction progress, for example gas volume or absorbance over time. Use a pilot trial to choose a useful range and sampling interval.
Keep the enzyme amount and other relevant conditions controlled. For temperature comparisons, allow solutions to equilibrate before mixing; for pH comparisons, use suitable buffers. Starting the timer consistently with reaction initiation matters because an unrecorded delay can remove the most informative early part of the curve.
A product-against-time graph allows an initial tangent gradient to estimate initial rate. A fixed endpoint can instead provide a relative-rate proxy using 1/time when the endpoint corresponds to the same reaction extent in every trial. Explain which quantity the instrument measures and whether it increases or decreases as reaction proceeds.
A colorimeter needs an appropriate wavelength, blank and consistent cuvette handling. A gas method needs an adequately sealed collection pathway and allowance for any background effects. Include a suitable negative control, such as a system lacking active enzyme, and independent repeat reactions rather than repeatedly reading only one mixture.
| Time / s | Product gas / cm³ |
|---|---|
| 0 | 0.0 |
| 10 | 2.0 |
| 20 | 3.4 |
| 30 | 4.4 |
Calculate average gradients over two intervals. Explain why an initial tangent and a long-interval average can differ.
Blue: data with straight joining guides. Gold: selected interval. Scroll the plot horizontally on a small screen.
Try Δy ÷ Δx on paper first. Keep the sign and use the units on the axes.
Plot processed rates against the independent variable with units and an appropriate graph type. Summarise repeat means and variation, and explain anomalies rather than deleting inconvenient results without justification. Initial-rate comparisons reduce confounding from substrate depletion and product accumulation.
A high-temperature decline can be consistent with denaturation, while a substrate-concentration plateau can indicate enzyme limitation. Match the explanation to the variable and evidence. The Practical Endorsement requires observed competence and laboratory records; this lesson’s quiz is preparation, not a substitute for that evidence.
Run these as distinct comparisons. With fixed excess substrate and other conditions controlled, increasing active enzyme amount can increase initial rate because more active sites are available. With enzyme amount fixed, increasing substrate concentration can raise initial rate until active-site availability limits further increase. A plateau in the second design is not automatically denaturation.
Prepare a labelled dilution series with known final concentrations and constant total reaction volume. For a twofold serial series, each completed dilution has half the preceding concentration; use clean transfer technique and mix as directed. Calculate concentrations after enzyme, substrate and other solutions are combined. An equal stock label does not guarantee equal mixed concentration.
Try each question before opening the worked response. Use precise biological terms, connect each cause to its effect, and check units and assumptions when interpreting data.
Common mistakes to avoid
Key takeaways
Question 1: Why is taking three readings from one reaction not always equivalent to running three independent reactions?
Distinguish repeated observation from independent experimental replication.
Check the assessed scope and practical or mathematical requirements.
An external explanation or interactive activity to use alongside the lesson. It may include extension material.
Close the notes and answer from memory. Revisit any explanation you cannot yet reconstruct.
Test yourself
Answer a few questions, then review anything you missed.
Start with the quiz above to check the key ideas. You can also choose another topic from the practice library.