Effective Pedagogies Essay Online For Free - Free Essay Example

Sample details Pages: 11 Words: 3260 Downloads: 3 Date added: 2017/06/26 Category Education Essay Type Research paper Did you like this example? Introduction The purpose of this essay is to discuss effective pedagogies in education young people in the urban environment. By pedagogies I mean those methodologies concerned with teaching and encouraging learning. I will be looking at the dominant pedagogies in place in Britain and in the USA. Don’t waste time! Our writers will create an original "Effective Pedagogies Essay Online For Free" essay for you Create order I will also discuss the particular significance of these in the urban environment, and how inner-city schools needs may differ from those of more rural schools. It is worth noting here how we may define certain areas as being urban. Britain is, on the whole, an urban country. But in their book Urban Schooling, Leslie Bash and colleagues write that beyond using common sense definitions of towns cities or villages, an urban area might be identified as one where the population is high in proportion to the geographical area, and the housing dense. Urban areas are spaces of advanced economic activity, and also are defined by government/administrative/legal criteria. (Bash et al:1985:2) But besides stating the type of geographical area concerned, the terms urban and urban schooling also imply a number of social concerns. Urban neighbourhoods have come to be understood, certainly as ones which have a high proportion of ethnic minorities, often as ones where poverty and disadvanta ge can be found, and ones where tension and inequalities are rife. It can be seen, therefore, that a link has been made in popular public understanding, between neighbourhoods in which there are many Black/Asian/Hispanic residents, and neighbourhoods where there is poverty, disadvantage and tension. Bash et al write that urban schools reflect inequalities and tensions, because in the city the density of population and of numerous different communities make clearly visible these issues. (Bash et al:1985:49-50) Their definition of urban schools takes it as inevitable that they would be seen in this way. Walker, on the other hand, challenges the term: The definitional looseness with which the term urban education is used conjures up images of dysfunctional educational and social institutions, acute levels of poverty, and high degrees of underachievement. The fact that some urban communities do exhibit these characteristics does not mean that education in all urban contexts must take place within dysfunctional institutions or be characterized by high levels of underachievement. (Walker:2003:5) For the purposes of this essay, I consider it important that I discuss effective pedegogies for educating ethnic-minority children in Britain, and for educating those from working class backgrounds, and also that I discuss the issue of schools which are deemed to be failing. However, I do not wish to assume that all of these factors occur in conjunction with one another. Further, as stated urban areas are ones in which numerous communities exist alongside one another. Urban schools provide education for a large number of white and middle class children, and also a good number of extremely bright ones and so any pedagogical design should hesitate to accept the typical stereotype of children who attend urban schools as being none-white, and/or poor, and/or unintelligent. It is my view that the failing of past and current pedagogies have often been that the y fail to acknowledge diversity. And so I will argue that effective pedagogies would be ones which use the diversity of children within a school to lead the design of a curriculum, rather than to try and force one set curriculum in spite of the students diversity. Before I go on to discuss methods of teaching and educating which are at work today, I would like to outline some history of state-provided schooling. In 1870, Forsters Education Act made school compulsory in Britain, for all children between the ages of 5 and 13. Although it was a legal requirement that all children attend, though, schooling was not provided free of charge. Evidently, poor families were disadvantaged by this, and although the Act ensured that children were educated after a fashion, it did little to narrow the gap between the calibre of educations received by rich and poor. Since the 17th Century, the church had been the only provider of formal education for poor children. Church-schooling had been pioneered in London, where the population was densest and so the need for education was highly visible. At this time, critics of the move to educate the poor argued that schooling was wasted on the working class. Children from poor families, the critics said, must get used to hard work and having to pay their own way. Even champions of schooling for poor children, seemed to be preoccupied with its advantages for the upper classes. Rather than being concerned with giving poor children a more equal chance in life, education was seen as a way of maintaining social control over the poor, and to ensure that poor children adhered to the desired social norms. (Bash et al:1985:14) Parliamentary enquiries in the mid 1800s, indicated that the poor did want their children to be educated, and that as Britains cities grew and grew, the churches simply could not cope with the number of children to be schooled. And so, as the result of Acts like Forsters, the government did become m ore active in ensuring all young people went to school. However, in Bash et als opinions, the system of schooling, by which the type of schools attended and the amount of education received depended on what the parents could afford, only perpetuated a culture in which working class children and middle/upper class children were poles apart. The authors state that, in their view, the British schools of the 1900s simply taught: The urban working class child to accept his or her position in life. 2. A belief that urban schools for the working class were generally bad schools, with unintelligent children and uncaring parents. 3. A curriculum that discouraged independence of thought, encouraged nationalism (and by implication racism) and confirmed gender stereotypes. (Bash et al:1985:16) The field of Urban Studies saw developments in both the USA, across Europe and in Britain during the 1960s, and this was tied closely to the rise in urban education. The book Education and the City, edited by Gerald Grace, brings together essays from both Britain and the US, based on a number of cities including London and New York. In 1975, urban sociologist Ray Pahl wrote that in all societies, metropolitan cities can be seen as an arena in which various social and cultural conflicts are played out. These conflicts appear in terms of economic and political factors, as well as in social and cultural interactions. Gerald Grace follows this argument in stating that metropolitan education is a crucial area of discussion, as urban schools are a space in which these conflicts have become clearly visible. Working class inner city schools make visible a wide range of cultural and pedagogic conflicts and contradictions. (Grace:1984:39) In inner London in 1980s, around 40% of school pupils were from ethnic minorities, and one in ten pupils first language was not English. The HMI report on Educational Provision in the Inner London Education Authority (ILEA) stated that Significant parts of the area suffer from urban decay and some have changing populations. The ILEA is faced with a combination of problems to an extent probably unmatched elsewhere in England and Wales. (Morrell:1984:196) Pedagogic writing has tended to be in a framework of deficit theory; the idea that urban education is deficient in various areas that might be expected of good education. (Grace:1984:39) It would become apparent that judgements about whether a particular curr iculum or a particular pedagogic approach was working would be linked to conflicting socio-political ends and not simply to some consensual version of an educational or individual norm. (Grace:1984:40) EDUCATION ON BOTH SIDES OF THE ATLANTIC When George W. Bush came to the US government, he introduced the No Child Left Behind Act, which he declared to be the cornerstone of my Administration. Speaking when the Act was passed, in January 2001, the President said, These reforms express my deep belief in our public schools and their mission to build the mind and character of every child, from every background, in every part of America. (George W. Bush, Jan 2001) The Act is based on four pillars, these being: Stronger accountability for results More freedom for states and communities Proven education methods More choices for parents. The NCLB website states, that: Under No Child Left Behind , states are working to close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. (www.ed.gov/nclb) Stronger Accountability for Results Annual report cards are issued charting schools progress; these reports are distributed freely to parents and communities. Schools whose achievements fall below standards set by the state, are required to provide extra after-school tuition, summer schools and so on, to improve students education. If no improvement is made in the schools results after five years, dramatic changes are made to the way the school is run. The website does not explain what is meant by these dramatic changes. Further, although these extra lessons are available to any pupils who wish them, the families of the pupil are required to pay for them. Only students from low income families, and in schools which have been under-performing for over three years consecutively, can gain government funding for these privileges. More Freedom for States and Communities The outlines given focus on flexibility in terms of allowing an individual schools local district and state, to decide how money is spent. They may decide whether it would be more valuable to the school to hire more staff, or to provide further training for existing staff, for instance. There is no mention of increasing freedom for schools to decide on the curriculum for their pupils. Proven Education Methods Rigorous scientific research is used to prove certain pedagogies as effective. Children are tested annually to national standards, to ensure their ongoing effective education. But the website does not outline what these proven methods are. And, I would hesitate to assume that there are certain methods that will be effective for all young people in all communities, particularly in a society as diverse as the United States, in which one state will have an identity and culture very distinct from another. More choices for Parents In schools which fail to meet state standards for at least two consecutive years, parents may transfer their child to another public school within the district. This is also the case when a child has been the victim of violent crime inside school. Transport to the new school is provided by Title 1 funds. Parents with children in failing schools would be allowed to transfer their child to a better-performing public or charter school immediately after a school is identified as failing. (www.ed.gov/nclb) For one thing, the key phrase here is identified as failing. If a schools performance is measured by pedagogies standardised by the entire state, if not the nation, this leaves no room for an individual parent or family to decide that a school is failing their particular child, whether or not it is meeting state requirements. Further, the statement contradicts ones made earlier, which say that in fact a child cannot be transferred until the school has been failing for at le ast two years. In two years of formative education in a failing school, the damage may have already been done. Extra tuition must come from providers approved and registered by the state. What the website fails to conceal in its descriptions of these advantages is that a parents ability to transfer their child to another school is considered to be a privilege rather than a basic right. And by restricting when a child can be transferred, and which providers may give children extra tuition, the government is increasing its control over education and maintaining parents lack of choice. Walker has written that: Scrutiny of recent federal and state policies, for example the school choice movement, privatization initiatives, and the federal No Child Left Behind Legislation clearly reveals a trend towards affixing the blame for educational problems on the schools themselves. ( Walker:2003:12) In this view, she echoes the way that Bash et al described the education syst ems of early 20th Century Britain, and suggests that very little has changed! I believe that what is most central to these policies, is the assumption that there is one system of effective pedagogy, and one appropriate curriculum, which is correct and desirable for the entire nation. Any schools, and by extension any individual students, who find that these methods are not the most effective for them, are simply deemed to be failures. I find similar assumptions at work on this side of the Atlantic. Tony Blairs Labour campaign in the 1997 general education focused on education, education, education as the key priority for the new government. The system of OFSTED inspections entails four-yearly inspections of every school in the UK, grading them on certain standards set for the entire country. Government-trained and regulated inspectors observe lessons delivered by every member of staff, and carry out audits on records kept within the school. Its aims, therefore, are to stand ardise the calibre of teachers in every classroom in the UK, and to increase accountability for a schools systems of planning and administration. In the case of a school failing its inspection, it is placed on a warning list. The schools management is advised on the areas in which the school is deemed to be failing. A further inspection is then made, a year later, to ensure that systems have been put in place to improve the schools management, the teaching methods of individual members of staff, or whatever changes have been desired. If the school continues to make no improvement, OFSTED has the power to remove members of school management, and ultimately to close schools down. It has long been the case that a schools achievements are judged largely on the number of passes gained in external examinations. I agree with Frances Morrell when she argues that, whilst no doubt exam grades are one valuable way in which pupils achievements can be objectively recognised, at the same time there are numerous other aspects of pupils development which cannot be tested by exam papers, and which should not be ignored. She writes that inspectors have often found that urban schools such as those in Inner London, stimulate qualities of creativity, of artistic expression, of articulateness, of initiative, co-operation and social concern among their pupils. FORMING EFFECTIVE EDUCATION Whilst pedagogical design for educating young people should, in theory, have individual young people themselves at its helm, I have found that education systems both past and present seem to focus more on social control and on reducing individual deviation from set social norm. The young people engaged in learning, and the methods by which they learn most effectively, seem to be secondary considerations compared to results tables and proven methods of gaining those results overall. Actual, individual young people have been lost in the midst of educational policy. In the UK, Connexions is highly individualistic in that it offers individual students personal interviews, and schemes of consultation which take place outside of the schools normal curriculum, and which aim to help the student find the most effective path for their own development. However, the scheme has focused almost entirely on students who are judged to be underachieving, or in some way disaffected. It is the resort turned to when something appears to have gone wrong. This assumes that there is one norm which all young people in school should aspire to, and that any students who do not ascribe to this are underachieving. Rather than celebrating individuality, its systems seem to discourage it and to seek ways of minimising it; and getting the individual student back onto a more acceptable path of work or study. Some questions that might be asked in designing ways of educating young people are, How are young peoples identities influenced by their experiences of school? How can young peoples own life experiences and situations be used to stimulate discussion and learning? And, similarly, How might young peoples styles of learning, their motivations and perspectives be used to influence pedagogy? Frances Morrell writes that education has to proceed in the face of such social and economic disadvantage among its pupils, and in addition to this, a sensitive and flexible response has to be made to a whole range of cultural and ethnic traditions which characterise a varied and cosmopolitan school population. (Morrell:1984:196) She argues that the practise of evaluating schools progress and planning their reform without taking into account their social and economic contexts, is flawed both factually and ideologically; it is clearly not only unscholarly but deliberately misleading. (Morrell:1984:196) For her, positive discrimination is essential; schools should receive resources depending on their level of socio-economic disadvantage. She also champions parental involvement at all levels of schooling, including meetings in which school staff consult parents for their opinions, and regular newsletters to be distributed to parents. (Morrell:1984:201) She believes t hat greater involvement of the Manual Trade Unions in education would be greatly beneficial. As working class children may find themselves less close to the ethos of the school than their middle-class classmates, and perhaps less able to identify well with the teachers educating them, many can find that they gain a sense of lower worth that they carry with them throughout life. As they expect school to have little rewards for them, so they come to expect similar in their working lives. Morrell believes that the Trade Unions, who since their inception have worked to make the rights of working class people a visible priority, may be able to give many students a greater sense of belonging, and higher expectations of their own futures. (Morrell:1984:204) Further, she encourages the employment of more specialist-language teachers; ones who can teach children in their own first languages; at the same time, the number of teachers of English as a second language should be increased as it is without doubt vital that all pupils do learn to be fluent in English. Similarly, Bash et al believe that national curriculum has not reflected British society today, and has distorted history and society to a Eurocentric bias. They consider it crucial for young people to be offered options to learn Bengali, for example, or Punjabi, instead of French or German especially if this is more useful in the community in which the student lives. They also echo Morrell in saying that children should be educated in their own first languages. To teach a child in a language they speak only secondarily is to immediately render them disadvantaged. (Bash et al:1984:101-102) But still more essentially, in my view, pedagogy should be altered to celebrate and utilise the diversity of students in a school, rather than to battle it and try to enforce standardisation. Bash et al write that in this situation, pedagogy would need to recognise the validity of the pupils own experiences and use these for work, discussion and explanation. (Bash et al:1984:101) Methods of educating young people must be open and flexible, and be prepared to change according to changes in culture and the influx of individual students in a school. To suggest that all schools and their curriculum should be standardised to one way of teaching, is in my view flawed. Ultimately, even if a curriculum is designed with good intentions, if it is conceived and delivered in a set way, it will only replace one form of domination by another. (Bash et al:1984:101)

I Am A Film Producer Who Has Recently Acquired The Rights

I am a film producer who has recently acquired the rights to She Unames Them by Ursula K. LeGuin. She Unames Them features the Genesis character Eve as the main character. The short story is divided into two sections. The first section is written in third person and is a detailed narrative of a multitude of animals essentially giving up their names upon the command of Eve. It describes the response of each animal in this matter. For instance, the story describes the elder female yaks holding a council meeting to discuss whether they found it fit to rid themselves of their name. They also described the issue with household pets that wished to keep the name their master gave them. The text states, But as soon as they understood that the†¦show more content†¦This us significant because in Genesis 3:20 it says, â€Å"And Adam called his wife s name Eve; because she was the mother of all living.† Therefore, by giving up her title of mother of all living, Eve removes her st ation as above the animals and makes herself one with them. Another reason this is significant is because in Genesis 2:23 it is written, â€Å"And Adam said, ‘This is now bone of my bones, and flesh of my flesh: she shall be called Woman, because she was taken out of Man.’† Therefore, she is disconnecting herself from Adam. She is no longer being called woman, which is taken out of man. She is unique from all creation yet she is also connected with all of creation. Accordingly, the story implies the only way to find true spirituality is by making yourself one with nature. This is implied through the narrative of Adam searching for the key to the garden of Eden. This is ironic because he is essentially looking for a material object to enter a spiritual place. However, by abandoning her human nature and finding oneness with nature, Eve has managed to find Eden in the world outside of the garden. Then when Adam asks what time dinner is, which is important because co oking dinner is often considered a womanly task. Eve does not know how to answer this questions. This shows she has forsaken what Adam believes her role job is as a woman in favor of joining the animals. This moral is important because it supports humanism and nature. It alsoShow MoreRelatedHanson Production18651 Words   |  75 Pagescost more profit and affect the recoup schedule. Indian Film Production INDEX 1. Chapter One: INTRODUCTION 1.1 Film Production Houses In India 1.2 An overview of Indian film industry 1.2.1 Historical Section - How Bollywood has evolved 1.3 Size and growth opportunities 1.3.1 Current situation 1.4 Aims, Objectives and Research questions 2. 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Holden Caulfields Attempt Into Maturity Through Ph Essay Example For Students

Holden Caulfields Attempt Into Maturity Through Ph Essay ony What does phony mean to you? Do you consider it something that is not what it really seems? Or even something or someone that isnt normal in all ways or just in some? Phony is one of the words in the English literature that can have an endless amount of interpretations. Can be being phony possibly hinder an attempt to accomplish a task to fully function mentally? Can phony delay an individuals maturing period? In J.D. Salingers Catcher in the Rye, Holdens ;phony phobia; restricts him from becoming a fully matured adult. In Holdens attempted journey in becoming a fully matured adult, he encounters many scenarios involving friendships, personal opinions, and his love of children. His journey is an unpleasant and difficult one with many lessons learned along the way. Holden possesses abnormal relationships with some of the characters in Catcher in the Rye. Many of his friends and those he talks highly about are young children. He does not make any negative comments about these companions, and there is no mention whatsoever of phony. Holden has a strong relationship with Phoebee, his younger sister. Holden vocalizes about the fact Phoebee can visit him anytime in the summer, What Id do, Id let old Phoebee came out and visit me in the summertime and on Christmas vacation and Easter vacation (205). Holden shows a solid liking to his sister and is always wanting her by his side. He finds a hard time associating with older, mature individuals. Also, a strong relationship with Allie his deceased younger brother, is apparent due to the twenty references in the novel. In fact, most of Holdens fondest memories are of those times with his younger siblings. His comments of innocence help establish this connection. Someone who is trying to learn the stages of developing into a mature adult would not develop as soon, or as fully when spending their time solely with those who are five to seven years of age. They would not experience the guidance from older adults to correct wrong behaviour. The guidance of an elder isnt present and they need to learn by themselves. Harrison Smith has defined Holdens friendships quite clearly ;What was wrong with Holden was his moral revulsion against anything that was ugly, evil, cruel, or what he called phony and his acute responsiveness to beauty and innocence, especially the innocence of the very young. (Smith 1). Holden sees the world as a evil, cruel place where everyone is out to get him. He reacts to the people of the world as the ones creating these feelings of grief for him so he distances himself from these characters. As he shuts himself away from these people he suffers from loneliness. He sadly continually paralyses his cooperation with real friends. His school experiences also tie into his friendships with others . Especially his infamous roommate Stradlater, and a loser of a next door neighbour Ackley. Holdens phony addiction gets him into trouble with Stradlater, only leading to his ;down fall;.. ..that is to the dorm floor when he loses the fist fight match against Stradlater. Holden looks for the flaw in everyone and tries to eliminate that person that he sees as a threat. So, Holden decides to face off against the phony Stradlater to take out revenge for Stradlater apparently giving Jane Gallagher an old next door neighbour when Holden was a child the time of her life in the back of Ed Banks car. Holden also thinks every teacher is a phony who pretends to be helpful to students. .u935303f7ffc8a95201f0c5d8d6840b53 , .u935303f7ffc8a95201f0c5d8d6840b53 .postImageUrl , .u935303f7ffc8a95201f0c5d8d6840b53 .centered-text-area { min-height: 80px; position: relative; } .u935303f7ffc8a95201f0c5d8d6840b53 , .u935303f7ffc8a95201f0c5d8d6840b53:hover , .u935303f7ffc8a95201f0c5d8d6840b53:visited , .u935303f7ffc8a95201f0c5d8d6840b53:active { border:0!important; } .u935303f7ffc8a95201f0c5d8d6840b53 .clearfix:after { content: ""; display: table; clear: both; } .u935303f7ffc8a95201f0c5d8d6840b53 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u935303f7ffc8a95201f0c5d8d6840b53:active , .u935303f7ffc8a95201f0c5d8d6840b53:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u935303f7ffc8a95201f0c5d8d6840b53 .centered-text-area { width: 100%; position: relative ; } .u935303f7ffc8a95201f0c5d8d6840b53 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u935303f7ffc8a95201f0c5d8d6840b53 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u935303f7ffc8a95201f0c5d8d6840b53 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u935303f7ffc8a95201f0c5d8d6840b53:hover .ctaButton { background-color: #34495E!important; } .u935303f7ffc8a95201f0c5d8d6840b53 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u935303f7ffc8a95201f0c5d8d6840b53 .u935303f7ffc8a95201f0c5d8d6840b53-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u935303f7ffc8a95201f0c5d8d6840b53:after { content: ""; display: block; clear: both; } READ: Homelessness and Children Essay Sadly If Holden has trouble in school he does not seek help from peers because he believes that they are phony, and we must remember, he does not associate with these types of individuals. Hence this point is tied into one of the reasons he is being kicked out of Pencey, failing 4 out of 5 courses. T. Morris puts it best by saying Holden Caulfield is so super-sensitive to others faults that he has no friends, among boys at least; (Morris 1). His avoidance of things phony is very strong, yet he lies to the mother of a schoolmate. Holden feels that .

Lab report toothpickase Essay Example

Lab report toothpickase Paper As time went on and towards the end of the two minutes the rate started to stay the same. The trend between the Control and the Trail 2- Enzyme Mutation (Tied Fingers) graph is that Trail 2 produced fewer reactions, averaging at 1 toothpick per 10 second, in the same amount of time. This is because the enzymes index and middle finger were taped together, preventing it to conduct efficient work. The trend between the Control and the Trail 3- Enzyme Mutation (Breaking two at a time) graph is that the line displayed an initial increase, then a gradual decline. Finally, the rate increased once again and hen started to stabilize. This applies to the graph of Trail 3 where the enzyme broke two toothpicks at a time to increase the substrate. SOURCES OF ERROR Possible Errors The toothpicks used were not all the same. The toothpicks that were broken may not all of been completely broken in half. The enzyme may have looked during the breaking of the toothpicks. The recorder or counter may have made a mistake while counting the toothpicks. Influence of Error A particular brand of toothpicks may have been stronger than others, which would slow the reaction rate because more force would have to be exerted urine the reaction. We will write a custom essay sample on Lab report toothpickase specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lab report toothpickase specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lab report toothpickase specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The toothpicks that arent broken completely in half do not count as a reaction therefore they could not influence the reaction rate. If the enzyme looks while conducting the reaction then it doesnt count towards the reaction rate and then decreasing it. If a reaction was accidentally over looked that couldve increased or decreased the reaction rate, then the data is inaccurate Control of Error The brand could have been controlled by keeping all of the same toothpicks together and only using those. The clean break of toothpicks could have been enthroned by the enzyme making sure that the break was complete by feeling the substrate. The error of looking could have been prevented by blind folding the enzyme. The error of inaccurate counting could have been prevented by doing more trails. This wouldnt prevent the mistake since it is human error but, it could validate accuracy. CONCLUSION The hypothesis for Trial 2 was if the enzyme has a weakening mutation then the reaction rate will be slower compared to the Control Trials. The hypothesis was supported because based off of the data and trends of the graph the reaction ate averaged at 1 toothpick per 10 seconds while the Control Trials reaction rate averaged at 2. 5 toothpicks every 10 seconds. This decrease in reaction rate is due to the mutation of taping the enzymes index finger and thumb together. As shown in the Reaction Rate vs Time graph, you may notice a decrease in the reaction rate over 120 seconds by the green line. The decrease in reaction rate between the control and this case of a mutated enzyme that is shown can be attributed to the hindering mutati on of the dominant hand. Since taping the index finger and thumb together was the only thing changed this mutation was expansible for the decrease in reaction rate. This can relate to the present world because scientific studies have shown that some mutated enzymes will have fewer reactions with the substrates therefore they decrease the reaction rate. The hypothesis for Trial 3 is if the enzyme has a strengthening mutation then the reaction rate will be quicker compared to the Control Trial. This hypothesis was refuted because due to the evidence presented in the data graphs and tables, the reaction rate averages at about one broken toothpick every 10 seconds while the Control averaged at about 2. Toothpicks every 10 seconds. The initial increase and the gradual decline of the reaction rate can be attributed to the mutation of the enzyme breaking two toothpicks at a time. Referencing the orange line on the Reaction Rate vs Time graph there was an overall decrease in the reaction rate compared to the Control Trials, the purple line. This decrease in reaction rate between the mutated abilities of the enzyme and the control indicates that by incre asing the amount of toothpicks the enzyme could break even caused a decrease in the reaction rate. Since breaking two toothpicks at a mime was the only thing changed this mutation was responsible for the decrease in reaction rate. I can relate this to real life situations because if more used products are in the way of the new substrates then it will be hard to identify which one can be used. After completing this experiment I am led to conclude that the reaction rate of an enzyme will fluctuate between high and low amounts of reactions but it will ultimately decrease as the substrates become harder to find. INTRODUCTION The problem during this experiment was needing a physical representation of enzyme action. In order to do this we simulated enzyme reactions through breaking toothpicks. In the experiment one person is the enzyme and will be breaking the toothpicks. The other members of the group will be writing down the quantitative results, timing the reactions, or counting the reactions. After that you will find the reaction rate of each trial. At least two trials need to have been changed in a way that would alter your results. You can compare your results using a line graph. There you will be able to see how each reaction rate is different. Finally you can conclude why. An enzyme is a catalyst therefore it can decrease the activation energy that is needed to start a chemical reaction but still increase the rate of the chemical reaction. Enzymes exist in living things and are found as proteins in cells. A substrate is a specific reactant that an enzyme acts on. Each enzyme has a specific substrate that it will only act on. The different conditions that an enzyme is exposed to, whether it be temperature, mutation, or increased substrates, will affect the reaction that an enzyme has. Catalysts are needed to speed up the process of essential chemical reactions that occur at an organisms body temperature. When substrates bind to an enzyme the chemical bonds start to grow weaker resulting in the need for less activation energy in order to break the bonds. In this experiment there were many roles. One person of a group acts as an enzyme for the whole experiment. Specifically, their index finger and thumb on their dominant hand is the enzyme. The toothpicks are the substrate. The active site, where the substrate and enzyme fit together, is in between your finger and thumb.