Why don't you just read your assigned material or look over your class notes? High school teachers don't give students in class assignments about topics that haven't been discussed before, or at the very least something to reference. Your time would be better spent doing your work, trust me. Both in the short and long term.
Well. Our class has been in a bit of a fritz lately. Our teacher resigned after the first week of school, apparently it was a pre-determined resignation, because during his time here, he didn't teach us anything, nor did we take notes whatsoever. After he quit, he was replaced by a retired Houston Police Officer...
So while posting in this thread, are you actually reading the wiki article posted before? If not, I say step 1 is sign off the BBS and start reading.
ask some kids in your class what they are doing, maybe you can bounce some ideas back and forth, help the brainstorming process?
Dude, it is called a text book. You know what they are right, those things you have to buy at the college book store and is labeled course materials. Surely you've heard of such things.
Damn... go easy on the kid... he needs some help, give em some... help a CF brother out. I would help, but science has officially KILLED my brain this week... as a matter of fact, I just got done with some science, and now I finally have a break...
Here are some things to think about: a) You probably know that enzymes are molecules made of different atoms. The atoms combine in a specific way giving the enzyme its specific shape. The enzyme has what's called an 'active site' where a substrate molecule will come and attach to it. But not any substrate molecule, only those that have the corresponding shape that fits in the enzyme's active site --> i.e. specificity (look at the 'lock and key' part of the wiki page). b) Increases in temperature generally increase the rate of activity of the enzyme. Why? Well, higher temperatures mean the enzyme molecules have that much more energy i.e. they vibrate/move around faster/further so chances of finding a substrate molecule is that much higher --> higher rate of reaction. But, at one point the temperature gets so high that it breaks bonds within the enzyme molecules i.e. the enzyme falls apart and can no longer work. At this point the enzyme is said to be denatured. To design the experiment: your variable is temperature. you are evaluating the reaction rate. For a particular rxn, what if you tried to find how much product is formed after 5mins, 10mins, 15mins, etc. of reaction time, and repeated this for different temperatures? c) I think you can figure this one out based on the above.
don't forget though that at certain temperatures enzymes will become denatured and the inducer (or whatever it's called) wont be able to attach to it anymore
You can thank me when you pick up your diploma. a) After careful research chemists have come to the startling conclusion that the relationship of an enzymes chemical structure to its specificity and catalytic activity is incestuous and not suited for mixed company. b) I would design an experiment to investigate the influence of temperature on the activity of an enzyme very very very very carefully. c) The information that could be inferred from my experiment concerning the structure of an enzyme is that the enzyme does indeed have a structure, and that structure composes the enzyme.
Question b: 1) Buy three separate packs of enzyme. 2) Take a picture of each of them, noting their original, likely similar structures. 3) Place one pack of enzymes on the stove, one in the freezer and leave one out (control sample). 4) After a while, take a second picture of the three enzyme packets, noting the varying changed structures in each.
http://www.rsc.org/education/teachers/learnnet/cfb/enzymes.htm http://answers.yahoo.com/question/index?qid=20081014183608AAGCO3z http://answers.yahoo.com/question/index?qid=20080916064457AAyqKVQ
Ironic? I find it completely irrelevant as I was talking about the process in which students go by gathering of information and sources... not the medium being used for education. In either cases, the internet is an extremely useful tool or a means to half-ass your way through school... depending entirely upon the work ethic of the individual. If anything I am criticizing the system, rather than the internet for providing a plethora of information available within seconds in which it is nearly impossible to tell what is credible and what isn't. You get what you put in.
How could you possibly get through a test without knowing the subject? My course grades were all 85-95% based on test grades.
moes, don't try to explain your point... just do as I would say to something like this: lazy ass ... 'cuz that's basically what the OP is. Doesn't want to research, doesn't want to at least attempt to analyze something. Or a lay . I think I am the only one that got that, sir. Rep.
