Skills for Science - Lab Assessment 1 - Planning (Biology)

Assessment title Skills for Science - Lab Assessment 1 — Planning (Biology)

Deadline date To be confirmed by your tutor

Weighting This assessment counts for 40% of your overall grade for this module 40%

*please note your University may require a higher grade for progression.

Assignment summary Throughout the Skills for Science module, you will learn key skills and techniques that support your studies on the Life Sciences pathway. In this assignment, you will complete sections of a lab report to demonstrate your knowledge and understanding of laboratory report writing.

Submission of work Submit via assignment on Canvas course page.

Feedback Feedback will be available through your submitted assignment on Canvas and also communicated back to you via your tutor. They will confirm the timescale in which you will receive your feedback.

Important details Please follow the below instructions: 2,000 words einen 0 |

File type Word Processed/PDF — you may also wish to include images ar | screenshots of hand-drawn diagrams, graphs and calculstions, however | these can also be produced digitally Ss te oi |

[Font | 12 pitch font - Arial or Times New Roman age ee) || (Format | Double spaced and justified Se AEE Harvard system (or any other scientific referencing format) Your assignment must include page numbers and word count. You will receive a 10% penalty for this assessment if you go over the word count by more than 10%. If your assignment is significantly under the | word count, you may not have answered the question in full. This will be | reflected in your overall mark and feedback given by your tutor. | | The word count does not include contents, diagrams, graphs, calculations | or end of text references or appendices. |

Appendix A Skills for Science — Lab assessment 1 — Planning - BIOLOGY You have been provided with the aim of an experiment, some data, a graph plus some discussion and conclusion sections of a Lab report. Using this information and the skills you have been taught in Skills for Sciences classes, complete the following: e Section 1 - Comprehension Questions - Read the information provided to understand the context of the lab investigation to answer the questions. e Section 2: Introduction e Section 3: Method and Safety e Section 4: Results e Section 5: Observe and plan — Plan an extension experiment. e Section 6: References Please ensure you create your lab assessment in a separate document. Do not write it directly LAB ASSESSMENT 1: Decomposition of Hydrogen Peroxide Aim: To analyse the rate of a decomposition of Hydrogen Peroxide when catalysed with an enzyme. Results Raw data Indicating time in seconds and volume of oxygen(cm?) produced:

f Appendix A : Skills for Science — Lab assessment 1 — Planning - BIOLOGY You have been provided with the aim of an experiment, some data, a graph plus some discussion and conclusion sections of a Lab report. Using this information and the skills you have been taught in Skills for Sciences classes, complete the following: e Section 1 - Comprehension Questions - Read the information provided to understand the context of the lab investigation to answer the questions. e Section 2: Introduction e Section 3: Method and Safety e Section 4: Results e Section 5: Observe and plan — Plan an extension experiment. e Section 6: References | Please ensure you create your lab assessment in a separate document. Do not write it directly on the instructions sheet. | LAB ASSESSMENT 1: Decomposition of Hydrogen Peroxide | | Aim: | To analyse the rate of a decomposition of Hydrogen Peroxide when catalysed with an enzyme. Results Raw data Indicating time in seconds and volume of oxygen(cm?) produced: |

1. Reaction without inhibitor:

0s=0.00, 10s=26.00, 20s=39.30, 30s = 48.50, 40s = 54.60, 50s = 57.20, 60s = 65.6, 70s = 65.30 80s = 61.70, 90s = 61.70, 100s = 61.70

1. Reaction in presence of competitive inhibitor:

0s=0.00, 10s= 12.40, 20s= 25.50, 30s = 34.70, 40s = 41.20, 50s = 43.60, 60s = 51.20, 70s = 54.50, 80s = 58.50, 90s = 61.70, 100s = 61.70 }

© Without Inhibitor ~~ ® With competative Inhibitor Graph 1: A graph to demonstrate the decomposition of hydrogen peroxide by the enzyme catalase Discussion: Hydrogen peroxide is a toxic substance that is produced in organisms by several reactions. Hydrogen peroxide decomposes to water and oxygen, but the rate is usually too slow to prevent damage to tissues. Many cells make catalase to increase the decomposition of hydrogen peroxide so that it does little or no damage. This is the reaction that occurs: 2H>02(aq) => 2H20(l) + O2(g) (Utilising the enzyme Catalase). The activity of an enzyme is determined by measuring either the increase in the product i the reaction or the decrease in the substrate over the course of the reaction. The enzyme catalase is used to illustrate ways to investigate enzyme-controlled reactions. In this example, a reaction mixture is made by adding a known volume of an zazyme seis toa { known volume of the enzyme’s substrate. The rate of an enzyme reaction can be affected vv ouiors such as the temperature or pH and the presence of inhibitors. A competitive inhibitor comuetzs directly with the substrate for the active site. This has the same effect as lowering the concentration of the enzyme as less active sites are available for the substrate. A competitive inhibitor will leave the active site making it available to the substrate so eventually the rate of reaction will reach the same maximum | rate but will take a longer time to attain the maximum rate when compared to the reaction without the | presence of an inhibitor.

y The change in the product is plotted to give a time-course graph. This reaction was analysed by ( monitoring the amount of oxygen produced during the reaction. Graph 1 shows the production of the volume of oxygen against time. The results and the correspondingly steep initial curve shown on the graph, indicate that the reaction started with a fast rate of reaction. The exponential shape of the charts indicates that this rate of reaction became less as the reaction proceeded. This could be further investigated by drawing a tangent to the curve at time zero. Main sources of experimental error could be due to gas being lost to the atmosphere because of poorly fitting or incorrectly placed equipment. Oxygen gas is soluble, and some may have been dissolved in the water causing an apparent loss of mass. The heat generated in the reaction could have caused some evaporation of water which may have a minor effect on the total volume of solution. The rapid start to the reaction can be difficult to observe and could also have caused incorrect results to be recorded. There was one anomalous result at 60 seconds which may have been caused by an incorrect reading. Conclusion: The results clearly show that most of the oxygen was produced at the start of the reaction and that the rate of reaction decreased over time. The presence of the inhibitor in the second reaction was also seen to influence the rate of the reaction. Further work: This reaction could be further investigated by comparing what effect different concentrations of enzyme and/or inhibitor would have on the rate of reaction.

SECTION 1 - Comprehension Questions — 5 marks \\ Q1) What does precision mean in science and what was the precision of the volume of Oxygen produced recorded to? Q2) What is the word equation for the decomposition of hydrogen peroxide? Q3) What is the enzyme Catalase’s role in the reaction? Q4) What does the symbol (aq) indicate? Q5) Explain how could the rate of reaction be calculated at various times using a graph? SECTION 2 - Introduction — 5 marks 2a) Write an Introduction for this experiment. This should include all of the scientific background related to the aim of the investigation. e Write down any relevant word and symbol equations or scientific laws that need to be used. e Include a brief history that is related to topic of the investigation. e Be sure to use and cite suitable sources to demonstrate the research you have done and reference them correctly in the Reference section (Section 6). 2b) Hypothesis: 2b) Write the hypothesis of this experiment. SECTION 3 — Method and Safety — 5 marks Using the information provided by the aim, results and graph to create a method section. Include the equipment list, a diagram (use www.chemix.org or similar to achieve this), the procedure, variables and a risk assessment for safety. Apparatus List 3a) List all the materials and apparatus required for this experiment. Be sure to give a clear list with quantities/volumes/masses. Diagram 3b) Draw a schematic diagram of the apparatus set up in the experiment, including labels. This must be your own creation (either hand drawn or computer generated), and not images directly from an online source. Procedure 3c) Write a procedure for the experiment in the appropriate format (see rubric for more detail). This should be capable of being followed, without guidance, by another student.

7 Variables 3d) Identify all the variables in this experiment. For the control variables make sure you explain the specific effect of not controlling each one and what should be done to keep it constant. Safety 3e) Create a risk assessment table: e identify each hazard e Identify the risk e the precautions taken and what to do in the event of an accident e Include general safety rules for a lab . SECTION 4 - Results — 5 marks Results table | 4a) Use the aim, introduction, raw data and graph to construct a suitable results table (with numerical data) with appropriate headings for the results to be collected in. Indicate any anomalies. Calculations: 4bi) Draw the trend lines for each reaction on the graph.

4bii) Calculate the initial rate of reaction for both reactions. Show both your gradi:::ts on the graph and include your calculations: a) Rate of reaction without inhibitor. b) Rate of reaction in the presence of inhibitor. Page 9 of 14 {Scanned with | cs) CamScanner’

SECTION 5 - Observe and Plan — 10 marks { Use the link to the video below to watch an experiment that investigates how changing the concentration of alcohol effects the permeability of cell membranes. https://www.youtube.com/watch?v=UzwOfFvLtJO&list=PLAdOMSIZBSSECWUTkX5brcDmfpOMN4zod&in dex=3

e First, watch the video which shows how the experiment was conducted,

e then answer the questions below.

1€ > Pl 4) 16/1120 - preparingreference.. > EM [& [3 1 5a) Write the hypothesis of this experiment. (1 mark) 5b) List the main scientific theory and background that would need to be included in the Introduction

section of a lab report for this experiment, including relevant chemical equations. (5 marks) 5c) Write the method section of the experiment based on the video. (4 marks) SECTION 6 — References — 5 marks Create a reference section listing the resources (e.g. websites, articles, books) that you used in your Introduction section. Use a range of different types of source. You should use correctly formatted Harvard referencing. While there is no strict minimum or maximum number of sources required, a typical lab report might draw on approximately 5 to 8 key sources in this section. The emphasis should be on the quality and relevance with your chosen sources rather than the overall quantity.