The Effect Of Temperature on Enzymes

Purpose: To see how changes in temperature affect the enzymes rate of reaction


-7 Glucose test strips

-6 test tubes

-10 ml Milk per test tube

-Lactase Enzyme (5 drops per test tube)

-Hot Plate

-Oven Mittens



-Tap water

-6 Beakers

-A thermometer

Hypothesis: By increasing and decreasing the temperature, we will reduce the enzyme lactases ability to break down the lactose sugar found in milk (due to denaturing of the enzyme)


  1. Fill 6 test tubes with 10 ml of milk.
  2. Dip one of the glucose test strips into regular milk to have a control group. Record the temperature of the milk.
  3. Fill a beaker with ice, put one of the test tubes inside the ice for 10 minutes. After 10 minutes, dip a glucose test strip and record the temperature of the milk.
  4. Run the tap water at the coldest for less than a minute, fill a beaker with cold tap water, put one of the test tubes inside the water for 10 minutes. After ten minutes, dip a glucose test strip. Record the temperature of the milk.
  5. Boil the milk in a beaker on a hot plate. Once boiled, dip the glucose test strip. Record the temperature of the milk.
  6. Boil water in a kettle and pour into a beaker. Put one of the test tubes in the boiling water for 10 minutes. Once finished, dip one of the glucose test strips and record the temperature of the milk.
  7. Create a beaker with water of room temperature (about 23 degrees Celsius) by pouring hot and/or cold water, leave one of the test tubes of milk inside for 10 minutes. After, dip the glucose test strip in and record the temperature of the milk.
  8. Put one of the test tubes in a beaker of 39 degree Celsius water (body temperature), leave in for 10 minutes or until reached body temperature. Insert a glucose test strip, record the temperature of the milk.


Observations and Analysis: 

  • The hottest and room temperature had the same dark brown colour, therefore more glucose concentration. After that, body temperature and in ice had the closest colour.
  • The enzyme can function similar to inside the body at a high temperature of 93 degrees Celcius and of a similar temperature to body temperature of 25 degrees Celcius.


1. What are the observable effects that the changes in temperature had for each test tube?

There were no obvious observable effects. Using the glucose test strip, we could see that the glucose concentration had clearly changed depending on temperature. In certain test tubes, the glucose concentration was higher. This could be because the temperature caused the enzymes to no longer break down the sugar lactose. The temperature that had the least break down would have been room and boiling temp. The rest had a higher break down of sugar.

2. How did this lab help in understanding enzymes?

This lab helped us understand that enzymes are very sensitive and have very specific temperatures that they can fulfill their duties. When body temperature dropped only about ten degrees Celcius, the break down of enzymes changed mmol/L. That being said, our bodies need to hold extremely specific temperatures in order for functions to process.

3. What was the difference between boiled milk and hot milk?

The boiled milk had a much higher concentration of glucose than that of the hot milk. This means the boiling milk must’ve had its enzymes denatured by the temperature, causing a higher concentration of sugars that haven’t been broken down by the enzyme lactase.

4. How does this lab show how enzymes work in the body?

If the body temperature test tube was accurate, having seen that it produced a glucose test strip of about 56 mmol/L, it would have a glucose concentration in between all the different variations of temperature. This means that the enzymes of the test tube were not denatured and could not not break any sugars down nor were they sped up and started breaking more sugars than usual. The enzymes in the body have a specific temperature that helps them keep a specific sugar level that was clearly different than all the other temperatures when you look at the graph.

5. How could this lab have been improved? 

This lab could have been improved with specific temperatures rather than conditions. Also, more variation of temperature closer to body temperature to see more how an initial higher and lower temperature can affect enzymes.

Also, the reactions didn’t model definitions. By definition, the colder temperature should render the speed of the rate of enzymes breaking down sugars and high heat should do the opposite. As we see in the picture of the glucose test strips, ice, room temp, and boiling temp are of different temperatures but have very similar effects on the enzymes. So, this experiment might have factors that affected its accuracy.

Conclusion: This lab was an okay representation of the break down of sugars in different temperatures. An interesting thing that we didn’t predict is that, seen in the graph and the glucose test strips, the highest temperature and room temperature had the same effect on the enzymes.

Protein Synthesis

This blog post will describe the processes of Transcription and Protein Synthesis.

To begin with, let me explain the differences between mRNA and DNA.  Their names and structures are similar but there are a few important differences between the two. Even though there a multiple types of RNA with different jobs, there is only one type of DNA with one job. Our focus will be on mRNA. Firstly, you may notice that in the following photos, brown beads are used to represent the base Uracil. This base only exists in RNA in the place of the pyramidine, Thymine which, exists in DNA. mRNA also has only one back bone instead of two. This is because mRNA doesn’t have binds between the nucleotide bases and mRNA needs to be readily able to bond with another strand of RNA.

(The above photo shows the RNA backbone, represented by the red pipecleaner on the left, and the DNA “sense strand” represented by the blue pipecleaner on the right. The fuzzy peach represents mRNA polymerase)

The main purpose of RNA is to carry the information from the DNA, which can not leave the nucleus, to the outside so that proteins can be built. Even though DNA is important for the building of proteins, it is very large and can’t leave the nucleus. This is why RNA transcription is important. mRNA can leave the nucleus with ease and it can be read by the cytoplasm.

Transcription happens in 3 main steps:

1) Unwinding:

The original DNA splits into two strands with the help of the enzyme, DNA Helicase. The sense strand, which starts with the sequence TAC is the strand that mRNA will pair with as the other strand will not be understood and will not produce a protein.

2) Complimentary Base Pairing:

Now that the DNA is split and ready to pair, complimentary base pairing can begin. The enzyme known as, mRNA polymerase, represented by the fuzzy peach in the photos below, helps with this step.

(The mRNA polymerase forms H-bonds, represented by the white pipe cleaners, between the nucleotides as it moves across the ladder-like structure.)

3) Seperation from DNA

Now that the DNA transcription is complete, the mRNA must separate from the DNA, again with the help of RNA polymerase. After the mRNA has detached, the DNA sense strand bonds back with the “non-sense strand” and goes back to its original double helix shape.

The mRNA is now good to go, with the correct sequence and can leave the nucleus to build a protein.

Reflection: Transcription

This model serves a good visual guide as to how transcription happens in the cells. The beads are great for showing complimentary base pairs with the bits of white pipecleaner showing the h-bonds. However, there are a few details that are inaccurate in this model. For example, the backbones look like a long piece with phosphate wrapped around it, when in reality the backbone is made up of an alternating chain of sugar and phosphate. It would be hard to represent this with the materials given. The instructions were also a bit confusing.


The next step in building a protein is called, translation. This is where the mRNA uses the information obtained from the DNA to form a polypeptide. The three main steps in translation are as follows.

1) Initiation:

This step is where mRNA attaches itself the bottom piece of the ribosome, or the small ribosomal unit. After that, the large and small ribosomal units attach. The process truly starts when the P-Site (left on the above photo) reads the start codon (AUG, circled on the strip of paper) provided by the mRNA.

2) Elongation:

The second, and longest step in the translation process. After reading the start codon is read, the A-Site (on the right side in the above photos)  reads the next codon. The tRNA, shown in green, then brings in the anticodon for it. The anticodon has the 3 complimentary bases to match the 3 bases on the mRNA codon. The tRNA also comes with an amino acid and then attaches to the P-Site. The next one then binds to A-Site. The amino acid then releases the tRNA and starts (or continues) the chain of amino acids on the P-Site.

3) Termination:

The final step, which is exactly what it says. The process terminates once the stop codon is read. In this case, the stop codon is, UGA (other stop codons include UAA and UAG).  It is highlighted in the above photo. Since there is no anticodon or matching amino acids for the stop codon, the ribosomal unit knows that the protein is complete. It then let’s go of the tRNA and the polypeptide chain (shown in blue).

Reflection: Translation

This model was, in my opinion, clearer and easier to understand than the pipecleaner model. Although this model does not show the true form of mRNA, it does show what tRNA looks like and it is very clear which piece represents what molecule. Due to the clarity of the pieces and the instructions, it was easy for me to figure out the process and easily put together the steps. However, this model also fails to demonstrate the small ribosomal unit versus the large ribosomal unit which merge and split and the beginning of the process and end respectively. Instead it is shown as one big piece with a hole in it where the mRNA slips in.

The Pedestrian Persuasive Video

Some people may argue that technology is detrimental to mankind, but is that really true? Sure it can be a major distraction and influence young minds negatively; however, it has also had an undeniably great impact on humanity. Not only do we use it as a tool in our daily lives, but it helps keep us together and allows us to save more time in our lives. According to statistics from 2018, almost half the people in the world’s population uses at least 1 social network. This is just one example of how many of us use technology in our daily lives. Many of us also make use of the tools and advantages that come with our devices. It is now possible to find the answer to any question just by entering it in google. In addition, people from complete opposite sides of the globe can communicate with as little as a good wifi connection. According to an article by New York Times Upfront, “music, sports, and culture spread easily across the globe, providing powerful links across international borders” (Csorba). It also saves so much time that can be spent with loved ones instead of taking so long trying to get a simple task done. For example, instead of writing out a paragraph or essay by hand, it’s faster to type it out on a computer, plus get the word count, have autocorrect, and review and edit at any time. In conclusion, technology is a very helpful tool and provides us many ways of communicating with each other. We can see now, more than ever, especially with social media, the way our technology effects us. Technology is evolving very quickly and changing our world. We must be aware of this; however, as long as we choose to use our technology in a way that helps us, it will lead us towards a bright future.

Works Cited:

Csorba, Emerson, and Noa Gafni Slaney. “Are we too wired?” New York Times Upfront, 24 Apr. 2017, p. 22+. Canada In Context, .Accessed 26 Sept. 2018. 

“Be in the Know: 2018 Social Media Statistics You Should Know.” Disruptive Advertising, 13 Mar. 2018, 

Podcast #3

Descrption de JNH: Les astuces:

Voulez-vous de l’aide ? JNH : Les astuces donne des astuces aux gens concernant l’école, la famille, et juste la vie quotidienne ! Ici, vous pouvez trouver des astuces pour tout le monde.

Description de cette émission:

Dans cet épisode, on parle des astuces pour les relations sociales: comment faire des nouveaux amis, comment résoudre un problème dans la famille, et beaucoup plus!


*Correction : On voulait dire “24 heures par jour, 7 jours par semaine”. Nous sommes désolées.

**Merci à Amel pour avoir été dans cette émission de JNH: Les astuces !

***L’addresse e-mail pour les questions: