Reflection: Routines and Procedures Pineapple Enzyme Lab (Day #1 of 3) - Section 4: Closure: What did we learn? Where do we go from here?


Biology students in my state (WA) are required to pass a high-stakes End-of-Course (EOC) exam in order to graduate. Part of this assessment entails making a detailed plan for a hands-on investigation. The scoring of this type of prompt is outlined in the following "New Procedures" scorechart.

Based on this scoring system, I would assess Student A's procedures in the following way:

Controlled variables: 1/1; 2 CVs are required whereas a third one will credit toward a validity measure.

Manipulated variable: 1/1

Responding variable: 1/1

Record Measurements: 0/1; I teach my students to pair "observe and record" for this step and correctly name the RV however no specific mention of "observe" was made and he did not specify at what time on the following day to observe and record data.

Trials are repeated: 1/1; Missing number of trials in the Experimental Design chart however he did state this in the procedure. Ideally it should be listed in both places. He knew to repeat the trial three more times for consistency sake.

Extra Validity Measure: 1/1; He described in Procedure steps 2 and 3 to clean materials and determine that they were working properly (taking steps to eliminate sources of error).

Logical steps:1/1; Steps are numbered and flow in a logical progression.

Total Attribute Points = 6/7 for a score of 2/2!

Miscellaneous Notes:

For more information about how I help prepare my students for our state exam, please view the following podcast...


  Routines and Procedures: Making a plan...
Loading resource...

Pineapple Enzyme Lab (Day #1 of 3)

Unit 2: 2) Cells ("Form and Function")
Lesson 17 of 20

Objective: Collect evidence and use it to develop a claim and compose an argument about the effect of temperature on enzyme activity.

Big Idea: Enzymes are protein-based molecules that catalyze (speed up) chemical reactions. Cell chemistry is essentially impossible without sufficient quantities of properly working enzymes.

  Print Lesson
7 teachers like this lesson
Science, enzyme-catalyzed reactions, cells, form vs. function, investigation, denature, bromelin, substrate, enzymes, gelatin
  55 minutes
Similar Lessons
Identifying Organic Compounds in the Lab (Day 1 of 5)
High School Biology » Unit 4: Molecules of Life: Organic Chemistry
Big Idea: Get your students acquainted with organic compounds in their everyday lives using this engaging lab activity!
Walnut Creek, CA
Environment: Suburban
Maria Laws
Looking For Lipids
High School Biology » How It All Happens: An Introduction To Biochemistry
Big Idea: How can we identify one organic molecule from the next? Students will investigate the physical properties of lipids through a laboratory activity.
Thousand Oaks, CA
Environment: Suburban
Ashley Cooper
Life is for The Living
High School Biology » Unit 1- Organization and Relationships
Big Idea: You gotta have GRACE (growth, reproduction, adaptation/adjustment, cells and energy) to live.
Jonesboro, GA
Environment: Urban
Sharon Wilson
Something went wrong. See details for more info
Nothing to upload