California Career and Technical Education Standards

• HSMT.A.A1.1 Understand the role of the biotechnology industry and its impact on society.
• HSMT.A.A2.3 Know the basic structures and functions of cells and how this knowledge is used ...
• HSMT.FS.4.1 Understand past, present, and future technological advances as they relate to a ...
• HSMT.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• HSMT.FS.9.3 Understand how to organize and structure work individually and in teams for effe...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
• M.4.SDAP.1.3 Interpret one- and two-variable data graphs to answer questions about a situation.1
• M.5.AF.1.1 Use information taken from a graph or equation to answer questions about a probl...1
• M.5.SDAP.1.2 Organize and display single variable data in appropriate graphs and representati...1
• S.9-12.IE.1.a Select and use appropriate tools and technology (such as computer-linked probes,...
• S.9-12.LS.1.b Students know enzymes are proteins that catalyze biochemical reactions without a...1

• Making apple juice the old way - Hooks / Set

  As students walk into the classroom there is a bottle of apple juice and a full glass that the teacher is drinking.  Ask students how do we get apple juice?  Students will come to the conclusion that we smash apples and collect the juice.  Ask for a volunteer to take an apple, cut it up into small pieces, and then place it in a strong plastic container.  Have the student crush up the apple and collect the liquid and put it into a glass.  Ask students about the amount of juice compared to the apple?  Ask students what happens to the mashed up part?  Students should come to the conclusion that it becomes apple sauce.  Ask students what is apple sauce.  Teacher may have to guide students that they are plant cells and the juice is the liquid inside the cell.  Ask students if there a way to get anymore liquid out?  Help students to start thinking on a molecular level.  Present the four types of enzymes that we will be using.  Have students write a hypothesis on the enzyme amount that will give the most amount of juice.
• Juice-o-meter - Demo / Modeling

  Take 5 mL of applesauce and put a 800 uL of enzyme into a beaker.  I use pectinase as the example because it is the enzyme with the best results.  Tell students it will have to sit for 5 minutes but for demo you can just model.  Model how to make a juice-o-meter, a graduated cylinder with a funnel on top.  Take filter paper and fold three times to put in the funnel. Make sure filter paper is has one layer on one side, three on the other.  Then place applesauce and enzyme in filter paper and tell students we will let it sit for 30 minutes.  The liquid will drain to the bottom of the juice -o-meter.  Take measurement of liquid in mL.  Tell students they must make three trials.  Show students how to make a data table to take down data on three trials. 

  • Folding Filter Paper [ Watch Video ] [ Download Original Video ]
  • juice_o_meter.jpg [ View Image ] [ Download Original ]
  • Sample Data Tables [ Download ] Samples of Lab Data Table, Individual Data Table, and Class Data Table
• Lab - Lab / Shop

  Students create their juice-o-meter in a group of two.  Teacher makes the groups be dividing up into enzyme groups and then different volume amounts of each enzyme. 

  Teacher moves through room checking for proper technique. 

  During the 30 minutes when the apple juice is draining.  Teacher can present the class data table on the board and how each student must figure out their average data and then put that numerical value on the data table.  

  Concept:  This is a great time while you are waiting for the liquid to drain to talk about how enzymes work.  I use the analogy of chemical scissors or glue.  Enzymes put molecules together or break them down. 

  • Apple Juice Lab [ Download ]
• Spreadsheet Design - Group Work

  Students must then take the class data table and work with their partner on graphing the data.  Have students make a column graph to easily represent the amount of juice production. I usually have the data table up on the SMART board and students go and put their information in.  Students need to take the enzyme amount and the volume and put them into a seperate columns and then graph the data.  I let them explore on how to make this graph correctly rather than showing them step by step. 
• Analysis of Data - Closure

  Use the data table and graph to analyze what enzyme provided the most amount of juice production.  Ask questions to the students about the results of different enzymes.  Ask students on their thoughts about the different enzymes amount compared with the juice produced.  Ask about the possible errors that could have occurred during this experiment.  How could we reduce those errors the next time we do this lab?  How important are those errors.

  • Apple Juice Graph [ View Image ] [ Download Original ]