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An enzyme is a biological that speeds up a reaction rate. It will not cause a reaction to occur that would not normally happen. In biological systems temperature and affect an enzyme's ability to function. At too high a temperature enzymes denature and down, therefore losing their functionality.

At what temperature do both enzymes have an equal of reaction?

At what temperature does GlenKeppie have a maximum activity rate?

What can you draw to the effect of temperature on this graph?

Why might a high fever be dangerous to a human? What might be happening?

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Enzymes: Graphing, Critical Thinking, and Calculating Reaction Rates Introduction: Enzymes are proteins that are highly specialized to speed up a particular reaction within cells. Without enzymes, the reactions of a cell would proceed too slowly and the cell would die. Enzymes have a unique three-dimensional shape. Each enzyme has a pocket or groove into which substrate molecules must fit. Substrates are reactant molecules that are being converted to new and different products. Because enzymes lower the activation energy of a reaction, the reaction takes place faster and at a lower temperature. 1. What do enzymes do?  2. What kind of compound are enzymes? 3. What is activation energy? 4. What is a substrate? 5. What is an active site?   Exercise 1: Graphing and Analyzing an Enzymatic Reaction During the course of an enzymatic reaction, the substrate (reactant) is converted to new and different products. The following data shows the amount of product that is produced over time. Graph the data in the space provided below: Determine what variable to place on the x-axis and the y-axis. Label each axis in the provided text boxes. Scale each axis appropriately. Fill in scale values in the provided text boxes. Title your graph in the provided text box. Plot points as accurately as possible. You have been provided with a couple of points to get started - copy and paste these to create as many points as you need. Drag and drop them onto your graph. Draw lines to connect the points. You can draw a line by going to Insert $\gg>$ Line $>>$ Line. You can adjust the weight of your line by selecting it and adjusting line weight in the toolbar. 6. Notice on the graph that the time period between 0 and 3 minutes forms a straight line on the graph. What does this indicate about the rate of the reaction?   Calculating the Rate of Reaction. Use the equation:   or     The rate of an enzyme-catalyzed reaction can be measured to determine how fast the enzyme is converting substrate into product. A "rate" is the speed at which something occurs during a certain time, period. To determine the rate of reaction, pick any two points on the curve. Divide the difference in the amount of product formed between these two points by the difference in time between them. 7. Calculate the initial rate of the reaction. The initial rate is the time between 0 and 1 minute. 8. Calculate the rate of reaction between 2 and 3 minutes. 9. How does the reaction rate between 0 and 1 minute compare to the reaction rate between 2 and 3 minutes? 10. Does your answer in question 9 agree with your answer in question 6?

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Related questions.

28. Which of the following statements about enzymes is false?

An enzyme changes shape when it binds to a substrate.

Enzymes lower the activation energy.

Enzymes are highly specific.

An enzyme may orient substrates, induce strain, or temporarily add chemical groups.

Most enzymes are much smaller than their substrates.

29. What is a transition state?

The place where a substrate molecule binds to an enzyme

A reactant with high potential energy

The combination of a substrate and an enzyme

The state at which the bonds of reactants are unstable

The active site where reactants are oriented

39. Which of the following statements about enzymes is true?

Enzymes are proteins.

Enzymes have a specific amino acid sequence.

enzymes are highly specific.

Enzymes lower the energy barrier.

All of the above

1. Compared to its energy content at rest, a vertebrate muscle that has just undergone heavy exercise would have:

a. more ATP and more ADP

b. less ATP and more ADP

c. more ATP and less ADP

d. less ATP and less ADP

2. When compared to a lung cell, a muscle cell would possess:

a. more mitochondria

b. more rough endoplasmic reticulum

c. less mitochondria

d. less rough endoplasmic reticulum

3.Enzymes are protein catalysts in organisms' bodies that permit them to carry out chemical reactions at relatively low temperatures. An enzyme is specific because only few kinds of substrate molecules fit in its activity site. Which of the following statements about enzymes is FALSE?

a. enzymes catalyze only a particular reaction of specific substrates

b. enzymes usually work only in a particular pH range

c. enzymes increase the energy of the reactant molecules

d. enzymes bind their substrates and hold them in a particular orientation

4. This process is essential if the two cells produced as a result of mitosis are to have a full complement of genes.

a. Replication c. Nondisjunction

b. Cytokinesis d. Synapsis

describe the definitions of substrate, enzyme active site and its general characteristics, and apoand

holo-enzymes.

· describe the fact that enzyme catalysis is specific in terms of the type of reaction and the exact

substrate structure.

· Explain the difference in the “lock-and-key’ model and the induced fit model of enzyme

substrate interaction.

· describe that reaction rate constant thus reaction rate is dependent on the activation energy.

· describe the relationship between the energy of the transition state and the activation energy.

· describe the relative binding affinity of a substrate and its transition state to the enzyme.

· Explain how enzymes speed up reaction rate, i.e., how do enzymes lower the activation

energy. Note: Factors other than preferential stabilization of transition state also contribute to increased

reaction rate. They include 1) enzymes placing one substrate (reactant) next to the other substrate (reactant)

so that the reaction is no longer dependent on the collision rate of the two substrates; 2) enzymes sequester the

substrate(s), minimizing solvent competition thus speeding up the reaction; 3) in enzyme complexes with each

enzyme catalyzing one step in a multi-step reaction sequence, the product of one reaction is fed to the active site

of another enzyme for the next step without the product diffusing away from the enzyme complex thereby

increasing reaction rate.

· describe the Michaelis-Menten equation relating the initial velocity to total substrate

concentration.

· describe the assumptions that went into the derivation of the Michaelis-Menten equation. ([E]

is constant, steady state assumption, etc)

· describe the relationship between Vmax and kcat and the fact that kcat is a constant for a given

enzyme and substrate at a given temperature and solution condition; whereas Vmax can differ

for a given enzyme and substrate at a given temperature and solution condition, depending

on the enzyme concentration.

· describe the definition of Kd (equilibrium dissociation constant for ES into E and S).

· describe the relationship between Kd and the affinity of substrate for the enzyme, i.e., the

higher the Kd, the weaker the binding between E and S.

· describe the relationship between Kd and Km, i.e., in general, the higher the Kd, the higher theKm.

· Use the Michaelis-Menten equation and the relationship between Vmax and kcat to do

calculations.

· describe the other names for the catalytic rate constant, kcat (i.e., the turn over number; also

called krelease) and why it is so called (kcat reports on per unit time per enzyme molecule the

number of product molecules formed/released, thus the name turnover number or krelease).

· Determine Vmax and Km using both the Michaelis-Menten plot (initial velocity versus [S]) and

the Lineweaver-Burk Plot (the double reciprocal plot), given the data of initial velocity and

· Draw the Michaelis-Menten plot AND the double reciprocal plot (Lineweaver Burk), given

the Vmax and Km values.

· describe the fact that the term kcat/Km is the best parameter for measuring the catalytic

capability (efficiency) of an enzyme.

· describe the existence of irreversible enzyme inhibition and the general mechanisms of

irreversible inhibition.

· describe the different types of reversible inhibitions, namely the competitive, uncompetitive,

and mixed inhibitions (noncompetitive inhibition is a special case in which the inhibitor

binds E and ES with equal affinity therefore α is equal to α’ – Km is not affected).

· Describe each type of inhibition in terms of inhibitor binding site (active site or other than

the active site), how the inhibitor affects vmax and Km and the quantitative relationship of

each parameter with and without the inhibitor present and their relationship with [I] and KI

· Show the characteristics of each type of inhibition on a Michaelis-Menten plot (initial

velocity versus total substrate concentration), i.e. draw the curves with and without the

competitive inhibitor.

· Show the characteristics of each type of inhibition on a double reciprocal plot (LineweaverBurk

Plot) by drawing the lines with and without the competitive inhibitor.

· Given the Michaelis-Menten or double reciprocal plot with and without the inhibitor,

determine the type of inhibitor.

· describe the fact that transition state analogs are potent inhibitors.

· Explain why transition state analogs are potent inhibitors.

· describe that not all enzymes obey Michaelis-Menten kinetics.

· describe situations when an enzyme will not obey Michaelis-Menten kinetics (when the enzyme

catalyzes reactions with multiple substrates or when the enzyme is allosteric, i.e. binding of

the substrate at one active site affects the other active site(s) for the same substrate).

· Name the four types of catalytic mechanisms. (electrostatic catalysis, general/specific acid

base catalysis, metal ion catalysis, covalent catalysis)

· Contrast acid/base catalysis to general acid/base catalysis, i.e., comment on their similarity

and difference.

· Name the eight common general acid/base pairs in proteins and write the formula of the

acid and base form for each pair (hint: consider the eight amino acids that have ionizable

side chains…)

· describe the meaning of covalent catalysis.

· describe the reaction catalyzed by chymotrypsin and the three catalytic residues in

chymotrypsin.

· Draw the interactions among the three catalytic residues (catalytic triad).

· State the catalytic role of each of the catalytic residues and how they accomplish that.

· describe the steps in the formation of the acyl-enzyme intermediate, and the substrate and

products in this first part of the chymotrypsin mechanism.

· Draw the transition state structure for the formation of the acyl-enzyme intermediate and

indicate by drawing how it is preferentially stabilized.

· describe the steps in the regeneration of chymotrypsin (deacylation), the substrates and

product of this second part of the chymotrypsin mechanism.

· Draw the transition state for deacylation and explain how it is preferentially bound to or

stabilized by the enzyme.

· Explain what general acid and base catalysis refers to and what groups act as the general acid

and base in the chymotrypsin mechanism.

· Explain what covalent catalysis refers to in the chymotrypsin mechanism.

· Explain the basis for the substrate specificity of chymotrypsin (consider the composition of

the active site – chymotrypsin specifically cleaves peptide bonds adjacent to aromatic

· Explain the term “serine protease”. Answer: these are proteases (enzymes that

hydrolyze peptide bonds) that have serine as a catalytic residue (that acts as a

nucleophile, which can attack the carbonyl carbon of the peptide bond).

· Key features of Hexokinase, enolase and lysozyme mechanisms that were discussed in class

(specific methods of catalysis utilized by these enzymes; general description of overall

catalytic transformation)

· describe the four regulatory strategies of enzyme catalysis

· describe the definition of feedback inhibition (mechanism of cellular regulation that regards an

enzyme that catalyzes the production of a given substance that then inhibits the cell when

concentration of that substance has reached an appropriate level – this balances/regulates

amount of product provided with amount needed)

· describe the most common type of covalent modification and the types of enzymes

responsible for the addition and removal of the chemical group in this covalent

modification.

· Explain the general mechanism of phosphorylation in regulating enzyme activity.

· describe the general naming scheme for active and inactive proteases.

· describe that protease inhibitors exist to inhibit protease.

· describe that enzymes are regulated through covalent and non-covalent processes.

· Noncovalent regulation

o Describe noncovalent modification in general terms. Elaborate on the relation

among enzyme activity, allostery, effector molecules (small molecules) and control

o Concerning allosteric regulation, some enzymes have multiple active sites for the

same substrate and the binding of the substrate increases the activity of the enzyme

by stabilizing the R (more active) state over the T (relatively inactive) state. (Lecture

13: “Noncovalent Modification: Allosteric Regulators”)

ß Draw a curve for the initial reaction velocity versus substrate concentration.

ß describe and explain the specific shape of the v0 vs. [S] plot.

ß Draw on the same graph above a v0 vs. [S] curve for the enzyme in the

absence of allostery. and how th i.e., in the absence of conformational change

upon substrate binding. Comment on the shape of this curve.

ß Comment on the benefit of allosteric activation.

ß When an inhibitor is present for such an allosteric enzyme, the v0 versus [S]

plot will shift. Draw a v0 vs. [S] curve with and without the inhibitor.

ß When an activator is present for such an allosteric enzyme, the v0 versus [S]

ß When an activator is present for such an allosteric enzyme, the v0 versus.

ß describe the relationship between feedback inhibition and allosteric regulation

and the reason behind the term “feedback inhibition”.

· Covalent regulation

o describe the most common covalent modification, the enzymes that catalyze the

modification and the removal of that modification, respectively and the amino acid

residues that tend to be the site of this modification.

o Write the structure of the added group bonded to those residues and the reaction for

this covalent modification.

o Rationalize the effectiveness of phosphorylation on altering the activity of an

o describe the mechanism of chymotrypsinogen activation to chymotrypsin (cleavage of

zymogen by trypsin).

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This is a 6-page editable graphing activity for students on enzymes and the reaction rates of chemical reactions that occur within living cells. Students will calculate reaction rates and answer questions on vocabulary such as activation energy, substrate, and active site. Students will complete cause and effect questions about the effect of temperature and pH on the functioning of enzymes. This activity serves the dual purpose of reinforcing concepts about enzymes as well as an "always needed" review of graphing. The student will complete 3 separate graphs. Critical thinking and thought provoking questions follow each graph. Choose to use the traditional printable version, or the paperless, digital Google Apps version.

What is included in this resource?

• Editable and Printable 6-page student handout
• Paperless Digital Version (not editable) for use in Google Drive, Google Classroom, and /or Microsoft OneDrive
• Teacher Guide and Answer Key
• Google Apps Teacher Guide

This graphing activity was written to accompany my Enzymes Powerpoint which can be viewed by clicking the following link:

Enzymes and the Chemical Reactions of the Cell PowerPoint and Notes .

The activity begins with the student answering 5 questions about enzymes. It is assumed that the instructor will have already taught a lesson on enzymes. This introduction is followed by three graphing exercises:

Exercise 1: Graphing and Analyzing an Enzymatic Reaction

The student is given data on the amount of product produced over time during an enzymatic reaction. The student will graph the information, and calculate the rate of reaction at various time intervals. There are 9 follow-up questions in this section.

Exercise 2: The Effect of Temperature on Enzyme Functioning

The student is given data on the reaction rate of an enzyme-catalyzed reaction taking place over a range of temperatures. The student will complete the graph and answer 6 questions.

Exercise 3: The Effect of pH on Enzyme Functioning

The student is given data on the reaction rate of an enzyme-catalyzed reaction taking place over a range of pH levels. The student will complete the graph and answer 5 questions.

The 6-page student activity is set up so that students can graph and answer the questions directly on the handouts. Grids are provided for graphing. To save paper you can easily print a classroom set and have students complete the work on their own notebook paper and graph paper.

This document also includes a very detailed 5-page teacher answer guide.

This activity has served me well as a homework assignment, test review or classroom work. I often keep a copy of this in my emergency sub folder. It makes a great activity for students to complete in my absence.

This activity was written for my high school biology classes. It is appropriate for all biology and life science classes in grades 9 through 12.

Related Products Include:

• Enzymes Complete Teaching Bundle
• Enzymes and the Chemical Reactions of the Cell PowerPoint and Notes
• Enzymes and Catalysts Homework / Study Guide
• Enzymes Task Cards
• Lab: Cells, pH and Buffers
• Lab: The Effect of the Enzyme Amylase on Starch
• Lab: The Release of Heat in an Enzymatic Reaction
• LAB - Catalase: An Enzyme Common to Both Plants and Animals
• Enzymes, Catalysts and Chemical Reactions Crossword Puzzle
• Enzymes and Catalysts Quiz / Test
• Enzymes and Catalysts: Jeopardy Review Game
• Graphing and Data Analysis Worksheet and Quiz Set

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Snapsolve any problem by taking a picture. Try it in the Numerade app?

Name: Date: S E-S Enzymes: Graphing, Critical Thinking, and Calculating Reaction Rates Introduction: Enzymes are proteins that are highly specialized to speed up a particular reaction within cells. Without enzymes, the reactions of a cell would proceed too slowly, and the cell would die. Enzymes have a unique three-dimensional shape. Each enzyme has a pocket or groove into which substrate molecules must fit. Substrates are reactant molecules that are being converted to new and different products. Because enzymes lower the activation energy of a reaction, the reaction takes place faster and at a lower temperature. 1. What do enzymes do? 2. What kind of compound are enzymes? 3. What is activation energy? 4. What is a substrate? 5. What is an active site? Exercise 1: Graphing and Analyzing an Enzymatic Reaction During the course of an enzymatic reaction, the substrate (reactant) is converted to new and different products. The following data shows the amount of product that is produced over time. Graph the data in the space provided below. Time (minutes) Amount of product formed (umoles) 0 min 0 1 min 10 2 min 20 3 min 30 4 min 35 5 min 39 6 min 42 7 min 42 8 min 42 1 6. Notice on the graph that the time period between 0 and 3 minutes forms a straight line on the graph. What does this indicate about the rate of the reaction? Calculating the Rate of Reaction. Use the equation: A or Δ. Y2 - Vi X2 - X The rate of an enzyme-catalyzed reaction can be measured to determine how fast the enzyme is converting substrate into product . A "rate" is the speed at which something occurs during a certain time period. To determine the rate of reaction, pick any two points on the curve. Divide the difference in the amount of product formed between these two points by the difference in time between them. 7. Calculate the initial rate of the reaction. The initial rate is the time between 0 and 1 minute. 8. Calculate the rate of reaction between 2 and 3 minutes. 2 9. How does the reaction rate between 0 and 1 minute compare to the reaction rate between 2 and 3 minutes? 10. Does your answer in question 9 agree with your answer in question 6? 11. In a graph of an enzymatic reaction, explain why the line begins as a straight line. 12. As seen on the graph, what happens to product formation between 3 and 6 minutes? Explain what is happening in the reaction at this point 13. What is the rate of reaction after 6 minutes? Show the calculation for this. 14. As seen on the graph and by your calculation above, what happens to the reaction rate after 6 minutes? Explain what is happening in the reaction at this point. 3 Exercise 2: The Effect of Temperature on Enzyme Functioning Every enzyme has an optimum temperature at which it functions the best. Below is the data showing the effect of temperature on two different enzymes. Graph the data in the space provided, and answer the questions below. Rate of Reaction for Rate of Reaction for Temperature (°C) Enzyme A Enzyme B (mmol/min) (mmol/min) 5 °C 10°C 20 °C 28 °C 40°C 50 °C 55°C 60°C 4 75 13.5 16.4 17.4 12.9 7.5 0 2.2 4.7 9.5 12.8 17.8 20.8 22 19.5 15. What is the optimum temperature for the functioning of enzyme A? 16. What is the optimum temperature for the functioning of enzyme B? 17. At what temperature do enzymes A and B have equal reaction rates? 18. What conclusion can you draw from the data on enzyme A? 19. In both enzyme A and B the reaction rate increases to a point and then begins to decrease. Explain why the reaction rate begins to decrease. 20. What is the rate of reaction for enzyme A when the temperature is 15 °C? Exercise 3: The Effect of pH on Enzyme Functioning Every enzyme has an optimum pH at which it functions the best. Below is the data showing the effect of pH on two different digestive enzymes, amylase and pepsin. Graph the data in the space provided, and answers the questions below. pH Amylase Reaction Pepsin Reaction Rates (mmol/min) Rates (mmol/min) 1 2 3 4 5 6 7 8 9 10 11 12 13 0 0 .5 1 3 7.5 9.0 8 5.5 2 2 0 0 9.5 10.5 9 7.5 2 5 .2 0 0 0 0 0 0 5 21. What is the optimum pH for the functioning of amylase? 22. What is the optimum pH for the functioning of pepsin? 23. Which enzyme works best in a highly acidic environment? 24. Both amylase and pepsin are enzymes found in the digestive system of mammals. However, these enzymes are found in different locations of the digestive system. Given the data in the data table, suggest a possible location as to where these enzymes might be found. 25. What happens to an enzyme that is placed in an environment drastically different from its optimum pH? 6

Proteins called enzymes aid in accelerating our bodies' chemical reactions, or metabolism. Some compounds are created, while others are broken down. Enzymes are a part of all living things.

Enzymes are created by our bodies spontaneously. However, food and manufactured goods both contain enzymes.  

Enzymes are created by our bodies spontaneously. However, food and manufactured goods both contain enzymes.

Therefore, Proteins called enzymes aid in accelerating our bodies' chemical reactions, or metabolism. Some compounds are created, while others are broken down. Enzymes are a part of all living things.

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Related Questions

The history of the universe can be divided into seven major phases. Taken together, these phases make up the cosmic evolutionary scheme—the continuous transformation of matter and energy that has led to the appearance of life and civilization on Earth. Rank the phases in the history of cosmic evolution from earliest to most recent. - particulate - galactic - stellar - planetary - chemical - biological - cultural

If cosmic development contains seven major phases, the order in which they occur should be a particle, galactic , star, planetary, chemical, biological, and cultural.

Researchers accept the following characteristics of cosmic evolution, taking everything into account: Early Earth was barren, with shallow, dead waters flowing across continents devoid of trees and plants. The air on our planet is rich in mixes of hydrogen, nitrogen, and carbon but deficient in free oxygen because of outgassing from our planet's interior through volcanoes, chasms, and fountains. They can adapt to their environment and frequently heal themselves after being hurt. They can grow by consuming food from their surroundings and converting it into energy . They have the ability to imitate, passing on some of their own traits to future generations . They are protected from genetic alteration and can therefore benefit from cultural evolution .

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Which outcome would be most likely if a cell failed to undergo cytoplasmic division during mitosis? A. The result would be one cell with no nucleus. B. The result would be two cells each without a nucleus. C. The result would be two cells where one has no nucleus. D. The result would be one cell with two nuclei.

A single cell without a nucleus would occur if a cell's mitotic division of the cytoplasm failed.

A cell becomes a multi-nucleated cell if it only undergoes mitosis and not cytokinesis . The most prevalent type of cell that divides nuclearly but not cytoplasmically is found in skeletal muscle cells. The most prevalent type of cell that divides nuclearly but not cytoplasmically is found in skeletal muscle cells. Meiosis and mitosis are the two methods of nuclear division seen in multicellular animals . The process of mitosis, which is related to the organism's repair and growth, results in the creation of two identical diploid daughter cells. The M Phase is when the actual cell division occurs (mitosis phase). The crucial cytokinesis and karyokinesis processes are both a part of this phase.

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Which detail in the section "Radiation Transfers Heat Through Space" BEST supports the conclusion that the amount of potential energy in a ball at the top of a hill is the same as the amount of kinetic energy in the same ball at its fastest point?

Detail in the section "Radiation Transfers fastest point.

Radiation is the switch of warmth energy via space by means of electromagnetic radiation. most of the electromagnetic radiation that comes to the earth from the sun is invisible. only a small element comes as visible light. light is made of waves of various frequencies .

Radiation warmness transfer is a technique in which heat waves are emitted that may be absorbed, pondered , or transmitted via a chillier frame. solar heats the earth by using electromagnetic waves. hot our bodies emit heat waves.

The heating of the Earth by way of the solar is an example of transfer of electricity by way of radiation. The heating of a room with the aid of an open-fireplace fireplace is every other instance. The flames , coals, and hot bricks radiate warmness immediately to the objects in the room with little of this warmness being absorbed via the intervening air.

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by undergoing meiosis, each primary spermatocyte ultimately gives rise to how many sperm cells?

Each primary spermatocyte eventually produces 4 sperm cells through meiosis.

Cell division known as meiosis results in daughter cells with half as many chromosomes as the parent cell. Meiosis, which results in children with half as many chromosomes as the parent, is also known as reduction division. Therefore, the number of chromosomes decreases or is reduced as a result of division during the process of division. In order to create four haploid (n) daughter cells, meiosis, a kind of cell division, takes place in gamete cells. Cells containing one set of chromosomes are referred to as haploid (n) cells. The cell that leaves meiosis at the end is known as a spermatid . As soon as it moves into the tubule lumen and sprouts a flagellum , it is referred to as a sperm cell (or "tail"). Each primary spermatocyte that passes through meiosis creates four sperms.

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A thermal tap used in certain apparatus consists of a silica rod which fits tightly inside an Aluminium tube whose internal diameter is 8 mm at 0℃. When the temperature is raised, the fit is no longer exact. Calculate what change in temperature is necessary to produce a channel whose cross-section is equal to that of a tube of 1 mm internal diameter. Α for silica = 8 × 10 − K − 1 , α for Aluminium = 26 × 10 − K − 1

A thermal tap is a device used in certain apparatus that consists of a silica rod that fits tightly inside an Aluminium tube . The internal diameter of the tube is 8 mm at 0℃. When the temperature is raised, the fit is no longer exact and a channel with a cross-section equal to that of a tube of 1 mm internal diameter is created.

To calculate what change in temperature is necessary to produce this channel, we must consider the coefficient of thermal expansion (α) of both materials. The coefficient of thermal expansion for silica is 8 × 10-K-1 and the coefficient of thermal expansion for Aluminium is 26 × 10-K-1.

To calculate the change in temperature needed to create the channel, we must use the equation ΔT = (D - D0) × (α1 - α2) / (α1 + α2). In this equation, D is the change in diameter of the tube, D0 is the initial diameter of the tube, α1 is the coefficient of thermal expansion of the material with the greater coefficient, and α2 is the coefficient of thermal expansion of the material with the smaller coefficient.

Using the equation above and the given data, we can calculate that the change in temperature necessary to create the channel is (1 - 8) × (26 - 8) / (26 + 8) = 0.52℃. Therefore, a temperature change of 0.52℃ is necessary to create a channel with a cross-section equal to that of a tube of 1 mm internal diameter.

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What type of analysis would a biologist be able to use to demonstrate that mammals have a lung ventilation system that is tidal and therefore not optimally efficient? A. A physiological study of the effects of high altitude on respiratory rate B. A comparative study of respiratory rate in sedentary and active individuals C. A histological study of the association between blood vessels and the alveoli of the lungs D. A lung function study comparing maximum inhalation and exhalation to total lung capacity

The t-test determines whether the two groups' means are statistically different from one another. This analysis is suitable for any situation in which you want to compare the means of two groups, but it is particularly suitable for the posttest-only two-group randomized experimental design.

The central tendency measures provide an overview of each variable . For comparing the means of two groups, the Student's t-test is employed, whereas an ANOVA is used when comparing the means of three or more groups. The term " inferential statistics " describes the use of descriptive statistics to draw conclusions or inferences from the data. Trying a hypothesis, as an illustration. As a tool for testing hypotheses, the t-test is an illustration of inferential statistics.

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how is this trait inherited, and which couple was most informative in deciding how the trait was inherited? this family would not be possible in the opposite type of inheritance.

These are the characteristics that children inherit from their parents. Body type, height, eye colour, hair colour, skin colour, and vulnerability to certain disorders inherited

Definition of biology: In biology and genetics, family traits are   inherited characteristics that are shared by and expressed among members of the same family. Your genes store traits that you inherited. These genes are passed down from parents to their offspring, who then pass them on to their future offspring, and so forth. DNA, which stands for " deoxyribonucleic acid," transports this genetic data. We can ascertain genotypes, recognise phenotypes , and forecast how a trait will be passed down in the future by studying a pedigree. It is possible to determine how certain something is using information from a pedigree .

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why do you think that sometimes the skeletal and muscular systems are combined to be called the musculoskeletal system? please answer in several complete sentences using good grammar skills and proper mechanics.

I agree with the skeletal and muscular systems are blended due to the fact they are both considered muscle groups. They each make our bodies robust, and what they need to be.

The skeletal and muscular systems work collectively to provide movement . together, they're called the musculoskeletal system. As its call shows, skeletal muscle anchors to bones and is accountable for motion and manage of the skeleton. In mechanics , form dictates function.

Muscle mass connect with your skeleton and they contract and flow the skeleton along. Your skeletal system is made up of cartilage and calcified bone that paintings together. As an adult there are fewer bones inside the body, that is because some of the bones [ans1], as the man or woman matures. fuse together.

They assist the Skeletal muscle mass are connected for your bones by way of tough cords of tissue called tendons (TEN-duhns). because the muscle contracts , it pulls at the tendon, which actions the bone. Bones are related to different bones via ligaments (LIG-uh-muhnts), which can be like tendons and help keep your skeleton together.

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During exercise, glycolysis would be active in the muscle and gluconeogenesis would be active in the liver. True False

So the correct answer is TRUE  During exercise, glycolysis would be active in the muscle and gluconeogenesis would be active in the liver.

Gluconeogenesis (GNG) is a metabolic process by which some carbon substrates that aren't carbohydrates are converted into glucose. In addition to bacteria, fungi, and other microbes, it occurs in all living things. In vertebrates, the liver and the cortex of the kidneys are the primary locations for gluconeogenesis to take place. In order to keep blood sugar levels stable and prevent low levels, humans and many other animals employ this as one of their two main mechanisms, the other being the breakdown of glycogen (glycogenolysis) ( hypoglycemia ). Gluconeogenesis happens in ruminants regardless of fasting, low-carb diets, exercise, etc. because dietary carbs frequently get digested by rumen microbes. During fasting, famine, low-carb diets, or periods of strenuous exercise, the procedure takes place in a lot of other animals.

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true or false: incomplete dominance produces a distinct phenotype from the heterozygous genotype. if false, make it a correct statement.

The incomplete dominance produces a distinct phenotype from the heterozygous genotype. if false, make it a correct statement is true statement.

Incomplete dominance effects in heterozygotes with intermediate phenotypes, as withinside the case of snapdragons while mother and father with purple flora and white flora are crossed ensuing in heterozygous offspring with red flora.

The incomplete dominance, the phenotype in a heterozygous person is visibly much less extreme than that during an person homozygous for the dominant allele, in order that AA and Aa genotypes produce exceptional phenotypes. Hence, the heterozygote (Aa) could have a phenotype intermediate among that of AA and aa individuals.

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Sort the following molecules based on whether or not they are biologically occurring ketone bodies. Drag each item to the appropriate bin. Items: B-hydroxybutyrate ethyl methyl ketone acetone acetoacetate 2-butanone 2.pontanone Bins: Biological ketone bodies Nonbiological Icetones

Beta-hydroxybutyric acid, acetone, and acetoacetic acid are examples of naturally occurring ketone bodies. The remaining proteins are synthetic.

Acetone, bigger ketones, and biochemicals that can turn into ketones are all examples of biological ketone bodies. The two ketone bodies generated by the condensation of two acetyl CoA molecules, hydroxybutyrate and acetoacetate, are the most significant. Acetoacetate is decarboxylated nonenzymatically to produce acetone. All body organs, excluding the liver, can use the fuel molecules known as ketone bodies for energy. In animal biochemistry, the synthesis of ketone bodies is a typical, natural, and significant metabolic route (17, p. 577).

Ketone bodies are constantly present in small amounts in the blood, and the concentration rises the longer a person goes without meals. Ketone bodies are created in greater quantities during fasting or carbohydrate restriction to give the energy that is typically delivered by carbohydrates .

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Share an example of when you were impacted by miscommunication

An example of when I was impacted by miscommunication is given below:

The example is: (I will be Sarah and other parties will be involved) Sarah was working on a project at her job and is responsible for completing a specific task by a certain deadline. She communicates with her supervisor, John, about the task and the deadline, and John tells her that she has until the end of the week to complete it. Sarah takes this information at face value and works on the task throughout the week, thinking that she has until the end of the week to finish.

However, John actually meant that the task needed to be completed by the end of the day. When the end of the week rolls around and Sarah has not yet completed the task, John becomes frustrated and upset. Sarah is taken aback and confused, since she thought she had until the end of the week to finish the task.

This situation above illustrates how miscommunication can lead to misunderstandings and misalignments of expectations, causing stress and conflict for the individuals involved. It is important for people to clearly communicate and confirm their understanding with one another in order to avoid such misunderstandings.

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Olfactory receptor cells are actually ____________ that contain pseudostratified columnar epithelial cells with ____________ on their apical ends.

Olfactory receptor cells are actually neurons that contain pseudostratified columnar epithelial cells with olfactory hairs on their apical ends.

Olfactory receptor , often known as the "smell receptor," is a protein that can bind odour molecules and is essential for the perception of smell (olfaction). These receptors are shared by fish, terrestrial vertebrates, arthropods, and other animals.

One of the first senses in terms of evolution is smell, which enables species with odorant receptors to recognise food, possible mates, threats, and foes. One of the most crucial senses for interacting with the environment is smell, both for most living things and for humans.

Neurons are the fundamental constituents of the brain and nervous system (also known as neurones or nerve cells). In addition to receiving sensory information from the outside world, controlling our muscles, and converting and relaying electrical impulses at various points along the way, neurons are also in charge of receiving sensory information from inside our bodies.

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During exercise the muscles need more energy. Name two chemicals the muscles absorb from the blood to release energy for contraction​

Answer:Adenosine triphosphate and adrenaline

Explanation:

when a cell makes a cell membrane bound growth factor that binds to receptors on neighboring cells causing them to proliferate this is an example of

In a paracrine signaling pathway , a cell makes a cell membrane bound growth factor that binds to receptors on neighboring cells. This binding triggers the neighboring cells to begin proliferating, or dividing. This is an example of a paracrine signal.

The growth factor is released into the extracellular space and binds to receptors on the neighboring cells, causing them to divide and produce more cells. Paracrine signaling pathways are important in many biological processes, including tissue repair and development. When a tissue is injured, cells release growth factors that stimulate neighboring cells to divide and replace the damaged cells. This is essential for healing.

Additionally, paracrine signaling pathways are essential for proper development of organs, such as the heart and lungs. Paracrine signaling pathways are also important for cancer development . In some cases, tumor cells can produce growth factors that stimulate neighboring cells to divide abnormally, leading to an increase in tumor cells. This is an example of an inappropriate paracrine signal.

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which of the following is a typical symptom of marasmus? a. edema b. inability to tolerate cold c. increased body temperature d. decreased albumin e. rapid metabolism

Option D. Inability to tolerate cold is a typical symptom of marasmus. Very severe side effects that, in a kid with marasmus , can be deadly. Marasmus can also have diarrhea as a contributing factor.

Energy expenditure decreases when muscle mass declines. Patients with marasmus may respond less quickly to temperature changes due to reduced energy metabolism , which increases the risk of hypothermia . Children with this disease have significantly reduced subcutaneous fat and Marasmus muscular mass . Just beneath the skin, there lies a layer of fat called subcutaneous fat. Marasmus also causes brittle hair and dry skin.

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what role did the bile salts play in part 3 of this exercise? how do these results correlate with where bile salts occur in the human body?

Bile salts function as essential surfactants in the gut, solubilizing dietary fat inside the hydrophilic milieu of the gut exercise .

Digestion is aided by bile. It transforms lipids into fatty acids that the digestive system can absorb and use as fuel.

smaller fat droplets that are easier for the pancreatic enzymes to process and digest. Additionally , bile salts aid in the absorption of fat globules by intestinal cells. In order to facilitate absorption and digestion, bile salts in the duodenum solubilize ingested fat and fat soluble vitamins . Bile salts emulsify and solubilize fats, facilitating the absorption of lipids. Lipids are suspended in water by surrounding water-soluble lipid particles, creating tiny particles. These tiny particles combine with lipids to form complexes exercise .

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which combining form would you use to build a term for the peritoneal layer that surrounds the organs in the abdominopelvic cavity?

The combining term built for the   peritoneal layer that surrounds the organs in the abdominopelvic cavity is: viscer/o

Parietal layer is the thin membrane of cells that lines the inner side of the stomach and pelvis. It is also present as the covering of the organs inside the body, and thus, this layer of peritoneum is called visceral layer.

The body cavity where the abdomen and the pelvic structures of the body reside is called the abdominopelvic cavity . The specific organs present in this cavity are: stomach, liver, pancreas, spleen, gallbladder, intestines, etc. All of these organs are termed as viscer/o.

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: in the vertebrate animal adaptive immune system, the primary antibody response differs from the secondary antibody response in that . . . choose one: a. antibodies appear in the serum sooner during the primary response. b. antibodies produced during the primary response have a higher affinity for antigens than antibodies produced during the secondary response. c. only the secondary antibody response is triggered by an encounter with an antigen; the primary antibody response occurs spontaneously. d. in the primary antibody response, plasma cells differentiate from naive b cells, whereas in the secondary antibody response, plasma cells may differentiate from memory b cells. e. none of the other choices are correct.

d. in the primary antibody response, plasma cells differentiate from naïve b cells, whereas in the secondary antibody response, plasma cells may differentiate from memory b cells.

The body's initial response to an antigen, such as a virus or bacteria, is the primary antibody response. This reaction involves the stimulation and differentiation of naïve B cells into antibody-producing plasma cells. These antibodies have a weaker affinity for the antigen than secondary antibody response antibodies. An encounter with the same antigen triggers the secondary antibody response, which entails the development of memory B cells into plasma cells that generate antibodies with a greater affinity for the antigen. Memory B cells are specialized B cells that can detect an antigen they have previously seen, allowing them to respond more rapidly and efficiently. The primary and secondary antibody responses are essential components of the adaptive immune system, and they aid in the protection of the body against invading pathogens.

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during a fight-or-flight response, epinephrine is released into the body’s circulatory system and transported throughout the body. some cells exhibit a response to the epinephrine while other cells do not. Which of the following justifies the claim that differences in components of cell signaling pathways explain the different responses to epinephrine? Cell signaling depends on the ability to detect a signal molecule. Not all cells have receptors for epinephrine. Only cells with such receptors are capable of responding.

The receptor -equipped cells will react to epinephrine .

The process through which a cell interacts with and coordinates with the other cells in the body is known as cell signaling. Cell signaling is the process by which cells communicate with one another. It involves receptors, substances known as messenger molecules or hormones , and a transduction pathway. Since the epinephrine produced by the neurons in the question is carried to the target cells and exerts its impact. Because epinephrine is a messenger molecule, it will only bind to cells that have the appropriate receptors. Because not all cells have epinephrine receptors, not all cells are responsive to the chemical

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A molecule has been isolated from a cell. The molecule's structure has a three dimensional shape and is made of folded chains of amino acids. The function of this molecule is enzymatic catalysis of glycolysis. Choose all of the elements that are found in proteins?.

The fact that the molecular structure has a 3-D shape, with folded chains of amino acids , it show that it is protein of tertiary structure.

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When cyclin B is degraded, re-formation of the nuclear envelope occurs which allows phosphatases to dephosphorylate phosphorylated proteins including nuclear envelope lamins.

Re-formation of the nuclear envelope occurs as a results of cyclin B destruction, which allows phosphatases to dephosphorylate nuclear envelope lamins is true.

For the protein kinase Cdk1/cyclin B to be inactivated and to depart from mitosis, the cyclin B subunit must be degraded. The ubiquitin pathway, which is engaged in the most selective protein degradation in eukaryotic cells, breaks down cyclin B . Through the sequential action of three enzymes—the ubiquitin-activating enzyme E1 , the ubiquitin-carrier protein E2 , and the ubiquitin-protein ligase E3—proteins in this pathway are targeted for destruction by ligation to ubiquitin. The E3-like role in the mechanism that degrades cyclin B is performed by a huge complex known as the cyclosome or anaphase-promoting complex (APC)

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The ___ of the brain allows it to incorporate unusaly, new inputs.

The Plasticity of the brain allows it to incorporate unusual, new inputs.

Neuroplasticity , otherwise called neural plasticity, or brain plasticity, is the capacity of neural organizations in the brain to change through development and redesign. It is the point at which the brain is reworked to work here and there that contrasts from how it recently worked. These progressions range from individual neuron pathways making new associations, to systematic changes like cortical remapping. Instances of neuroplasticity incorporate circuit and organization changes that come about because of learning another capacity, ecological impacts, practice, and mental pressure

Neuroplasticity was once thought by neuroscientists to show just during youth, yet research in the last 50% of the twentieth century demonstrated the way that numerous parts of the brain can be modified (or are "plastic") even through adulthood . Be that as it may, the creating brain shows a more significant level of plasticity than the grown-up brain. Action subordinate plasticity can have critical ramifications for sound turn of events, learning, memory, and recuperation from brain harm.

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what is one reason why plants have accessory pigment molecules, like chlorophyll b and carotenoids?

B) to absorb energy in parts of the electromagnetic spectrum that chlorophyll a cannot  is one reason why plants have accessory pigment molecules, like chlorophyll b and carotenoids.

Because of their structural variations from the primary pigment, accessory pigments have a distinct electromagnetic spectrum, which allows them to absorb light and send that energy to chlorophyll in the photosystem. A few of the auxiliary pigments, including carotenoids, can also act as antioxidants or absorb and release extra light energy. Accessory pigment s aid chlorophyll an in absorbing light since a plant needs to absorb light at various wavelengths . These auxiliary pigments provide chlorophyll a their absorbed energy so it can produce energy. This process is crucial for sustaining photosynthesis .

What is one reason why plants have accessory pigment molecules, like chlorophyll b and carotenoids?

1.because chlorophyll a can get burnt out by intense sunlight during the summer

2.to absorb energy in parts of the electromagnetic spectrum that chlorophyll a cannot

to give them different colors

3.because plants cannot make enough chlorophyll a for all of their energy needs

4.to reflect more energy

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the fossil record shows a link between amphibians and which group? in other words, go back far enough in the amphibian fossil record and the line between these early amphibians and gets blurred.

The fossil record suggests that amphibians evolved from a group of early tetrapods , four-jointed vertebrates that lived during the late Devonian period , about 358 to 382 million years ago.

Quadrupeds include amphibians, reptiles, birds, and mammals.

The oldest amphibians, such as Ichthyostega and Acanthostega , appear in the late Devonian fossil record about 365 million years ago. These early amphibians were adapted for life on land and in water and were the first vertebrates to develop the ability to move on land using four legs.

Going back in time, the lines between early amphibians and other groups of tetrapods blur because the fossil record is incomplete. However, it is clear that amphibians are closely related to reptiles, sharing a common ancestor with reptiles, birds and mammals.

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A pedigree of a family with red-green colorblindness, a sex-linked recessive genetic disorder, is diagrammed below. What is the genotype of individual 3? A. XBXB B. XbY C. XbXb D. XBY

Individual 3's genotype is XbXb. When The chart below shows the family tree of a person who has red-green colorblindness , a genetic condition that is sex-linked and recessive.

No, because the X chromosome is only found in males in a single copy. They cannot serve as carriers. A woman is married to a man with normal vision, but she is colorblind in the red - green spectrum.

In the case of eye color, "B" denotes a brown allele while "b" denotes a blue allele. A homozygous dominant genotype is characterized by the presence of two dominant alleles for a trait in an organism. This genotype is designated as BB using the example of eye color .

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What are the differences between DNA and RNA in terms of structure, function, and location?

There are two differences that distinguish DNA from RNA: (a) RNA contains the sugar ribose, while DNA contains the slightly different sugar deoxyribose (a type of ribose that lacks one oxygen atom), and (b) RNA has the nucleobase uracil while DNA contains thymine.

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a decline in biodiversity often leads to – transmission of infectious diseases as diversity in plants and animals may serve a – role for humans.

A decline in biodiversity often leads to increased transmission of infectious diseases as diversity in plants and animals may serve a significant role for humans.

If biodiversity decreases, transmission of infectious diseases events rise due to an increase in encounter rates among infected and between infected and susceptible hosts. Declining biodiversity reduces an ecosystem's productivity (the quantity of energy transformed into biomass) and the quality of its services (which almost always include preserving the soil, purifying the water that runs through it, and providing food and shade, among other things).

All elements of human well-being rely on ecosystem products and services, which rely on biodiversity. Biodiversity loss can impair ecosystems, encourage infectious disease outbreaks, and jeopardize development progress, nutrition security, and disaster preparedness.

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which is not correct regarding the stomach? group of answer choices it has a third muscle layer, the oblique layer, not found elsewhere in the gi tract. it is located in the left upper quadrant of the abdomen. it is shaped like the letter j. it participates in both mechanical and chemical digestion. its funnel-shaped terminal portion is called the fundus.

At the top of the stomach, there is a dome-shaped area called the fundus . Unless the stomach is already full, it normally does not keep food.

The cardia, body, and pyloric antrum are the stomach's three major structural components. The heart is the closest part of the stomach to where the food bolus from the oesophagus enters. There are four layers of tissue making up the stomach wall. These are the serosa, muscularis externa, submucosa, and mucosa, arranged from deep (external) to superficial (internal). In every part of the stomach and along the whole gastrointestinal system, this layered arrangement has the same basic structure. Thick muscles make up the third layer. They aid in blending meals and digestive fluids. an extended tube-like structure that connects the big intestine to the stomach. It folds several times to fit within the belly and is around 20 feet long.

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a human body is home to a large number of bacteria and bacteriophages. why bacteriophages are even there?

Bacteriophages are the most prevalent component of the human microbiome and are thought to play an important role in shaping microbial composition, driving bacterial diversity, and enabling horizontal gene exchange.

Bacteriophages are relatively harmless to humans , despite the fact that their function is to kill pathogens. This can be either advantageous or harmful to our bodies. If a bacteriophage demolishes too many good bacteria in our bodies, it can have serious consequences. Nevertheless, for the most part, they are relatively benign and help humans by killing harmful bacteria.

Bacteriophages are viruses that cause bacteria to become infected but are not harmful to humans . To reproduce, they enter a bacterium, multiply, and then rupture the bacterial cell to unleash the new viruses. Bacteriophages , as a result, kill bacteria.

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Enzymes: Graphing, Critical Thinking, and Calculating Reaction Rates Introduction: Enzymes...

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Enzymes: Graphing, Critical Thinking, and Calculating Reaction Rates Introduction: Enzymes are proteins that are highly specialized to speed up a particular reaction within cells. Without enzymes, the reactions of a cell would proceed too slowly, and the cell would die. Enzymes have a unique three-dimensional shape. Each enzyme has a pocket or groove into which substrate molecules must fit. Substrates are reactant molecules that are being converted to new and different products. Because enzymes lower the activation energy of a reaction, the reaction takes place faster and at a lower temperature. 1. What do enzymes do? 2. What kind of compound are enzymes? 3. What is activation energy? 4. What is a substrate? 5. What is an active site? Exercise 1: Graphing and Analyzing an Enzymatic Reaction During the course of an enzymatic reaction, the substrate (reactant) is converted to new and different products. The following data shows the amount of product that is produced over time. Graph the data in the space provided below.

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