Macromolecules like carbohydrates, lipids, and proteins are polymers made up of repeating monomer units joined by dehydration synthesis. The body breaks down these macromolecules into their monomers through hydrolysis to extract energy or build new structures. Carbohydrates are made of sugars, lipids from glycerol and fatty acids, and proteins from amino acids. These macromolecules provide energy, structure, and specialized functions in the body.
Concepts in BiochemistryChapter 2Wendy Herndon, BIS, RDH, CDAlleneMcclendon878
Concepts in Biochemistry
Chapter 2
Wendy Herndon, BIS, RDH, CDA
Introduction
Dental professionals need to have a basic understanding of biochemistry
It is the foundation for understanding and applying the concepts of nutrition
What is Biochemistry?
It is the study of life at the molecular level
A molecule is:
The smallest particle of a substance that retains all the properties of the substance
A biomolecule is
Any molecule that is produced by a living cell or organism
https://www.youtube.com/watch?v=YO244P1e9QM
Metabolism involves
Production and use of energy which can come from dietary carbs, proteins, and lipids
Bioinformation involves
The transfer of biological information from DNA to RNA to protein which carries out all of the processes of life
DNA is deoxyribonucleic acid
RNA is Ribonucleic acid
3
Fundamentals
Atoms are:
Made of three tiny particles called:
Protons
Neutrons
Electrons
An atom itself is made up of three tiny kinds of particles called subatomic particles: protons, neutrons, and electrons. The protons and the neutrons make up the center of the atom called the nucleus and the electrons fly around above the nucleus in a small cloud. All matter is made up of atoms.
4
Fundamentals
Molecules are:
A group of atoms bonded together
An example is when two atoms of hydrogen bond with one atom of oxygen, it forms a water molecule
A molecule is a group of atoms bonded together
5
Fundamentals
The mass of the human body is made of atoms which form molecules (groups of atoms)
Molecules form cells (made up of billions of molecules)
Cells form tissues
Tissues form organs
Organs work together to form systems
Systems form organisms such as a human
Atomic Bonds
Ionic
Ionic bonds form between a positively charged metal and a negatively charged non-metal
An example of an ionic bond is the hydroxyapatite in enamel which is composed of ionic bonds between calcium and phosphate
Atomic Bonds
Covalent
-A covalent bond occurs when two non-metal atoms equally share electrons
-An example of this would be when nitrogen and oxygen bond together to form nitrous oxide
-Laughing gas
Carbon
Element
Carbon is the fourth most abundant element in the universe and is the building block of life on earth
Cells are made of many complex molecules called macromolecules
These include proteins, nucleic acids (RNA and DNA), carbohydrates, and lipids
The carbon atom has unique properties that allow it to form covalent bonds to as many as four different atoms, making this versatile element ideal to serve as the basic structural component, or “backbone,” of the macromolecules (many complex molecules)
Main Biomolecules in Nutrition
(any molecule formed by a living cell or organism)
The four major biomolecules are:
Carbohydrates
Lipids
Proteins
Nucleic acids
These biomolecules are characterized by the type of polymer or monomer they contain and by their function
A polymer is a large molecule containing repeating units kn ...
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Concepts in BiochemistryChapter 2Wendy Herndon, BIS, RDH, CDAlleneMcclendon878
Concepts in Biochemistry
Chapter 2
Wendy Herndon, BIS, RDH, CDA
Introduction
Dental professionals need to have a basic understanding of biochemistry
It is the foundation for understanding and applying the concepts of nutrition
What is Biochemistry?
It is the study of life at the molecular level
A molecule is:
The smallest particle of a substance that retains all the properties of the substance
A biomolecule is
Any molecule that is produced by a living cell or organism
https://www.youtube.com/watch?v=YO244P1e9QM
Metabolism involves
Production and use of energy which can come from dietary carbs, proteins, and lipids
Bioinformation involves
The transfer of biological information from DNA to RNA to protein which carries out all of the processes of life
DNA is deoxyribonucleic acid
RNA is Ribonucleic acid
3
Fundamentals
Atoms are:
Made of three tiny particles called:
Protons
Neutrons
Electrons
An atom itself is made up of three tiny kinds of particles called subatomic particles: protons, neutrons, and electrons. The protons and the neutrons make up the center of the atom called the nucleus and the electrons fly around above the nucleus in a small cloud. All matter is made up of atoms.
4
Fundamentals
Molecules are:
A group of atoms bonded together
An example is when two atoms of hydrogen bond with one atom of oxygen, it forms a water molecule
A molecule is a group of atoms bonded together
5
Fundamentals
The mass of the human body is made of atoms which form molecules (groups of atoms)
Molecules form cells (made up of billions of molecules)
Cells form tissues
Tissues form organs
Organs work together to form systems
Systems form organisms such as a human
Atomic Bonds
Ionic
Ionic bonds form between a positively charged metal and a negatively charged non-metal
An example of an ionic bond is the hydroxyapatite in enamel which is composed of ionic bonds between calcium and phosphate
Atomic Bonds
Covalent
-A covalent bond occurs when two non-metal atoms equally share electrons
-An example of this would be when nitrogen and oxygen bond together to form nitrous oxide
-Laughing gas
Carbon
Element
Carbon is the fourth most abundant element in the universe and is the building block of life on earth
Cells are made of many complex molecules called macromolecules
These include proteins, nucleic acids (RNA and DNA), carbohydrates, and lipids
The carbon atom has unique properties that allow it to form covalent bonds to as many as four different atoms, making this versatile element ideal to serve as the basic structural component, or “backbone,” of the macromolecules (many complex molecules)
Main Biomolecules in Nutrition
(any molecule formed by a living cell or organism)
The four major biomolecules are:
Carbohydrates
Lipids
Proteins
Nucleic acids
These biomolecules are characterized by the type of polymer or monomer they contain and by their function
A polymer is a large molecule containing repeating units kn ...
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Macromolecule
“Macro” = big
Definition: big ol’ molecule
Carbs, lipids, and proteins are ALL members of this
group
Polymer
“Poly” = many
Definition: a macromolecule made of repeating units
called “monomers” (mono = one)
Carbs, lipids, and proteins are ALL also members of
this group Polymer
made of
monomers
3. Dehydration Synthesis
“dehydration” = to remove water
“synthesis” = to make
Definition: the process of CREATING carbs,
lipids, and proteins by removing water
Animation of this process
Dehydration Synthesis-Hydrolysis
4. Hydrolysis
“hydro” = water
“lysis” = to destroy
Definition: the process of DESTROYING carbs,
lipids, and proteins by the addition of water
How our bodies break down the foods we eat into
the monomers that make them up (only
monomers can be absorbed)
Animation of this process:
Dehydration Synthesis-Hydrolysis
5. Sources
Grain based foods
Chemical make-up
carbo - contains C
hydrate – contains O and H (in 2:1 ratio like in
water)
Carbs are our main energy source (55%-65% of
daily caloric intake)
6. Carbs are polymers made up of monomers
What are the monomers (building blocks) of
carbs?
Several names (all mean the same thing)
Monosaccharides
Simple sugars
Who are the simple sugars?
“-ose” = sugar
All have general formula – C6H12O6
Ex. Glucose, galactose, fructose (are isomers of one
another)
8. Disaccharides
di = two
saccharide = sugar
Definition – double sugar made up of two simple
sugars chemically combined
Introducing the disaccharides!
Sucrose (table sugar) = glucose + fructose
Lactose (milk sugar) = glucose + galactose
Maltose (malt sugar) = glucose + glucose
9. Polysaccharides
“poly” = many
“saccharide” = sugar
Definition – a carbohydrate made up of many simple
sugars chemically combined together
Also called “complex carbohydrates”
Introducing the polysaccharides!
1. Starch- energy storage for plants.
Test for starch: Lugol’s stain- turns starch purple
2. Cellulose (fiber)– contained within cell walls of plants (give
structure)
3. Glycogen – energy storage for animals (mostly found in the
muscle tissue)
4. Chitin- exoskeleton of some animals
10. How the body uses glucose from food:
1. energy for life processes
2. extra glucose: stored as glycogen for later use
3. extra, extra glucose: stored as fat for MUCH later
use
11. How much energy does each macronutrient
have?
Calories: units of energy given off by a food
Carbs: 4 cal/gram
Protein: 4 cal/gram
Fat: 9 cal/gram
12. Dietary Sources
High fat sources
Chemical make-up
Contains C, H, and O
Lipids are our secondary energy source (mostly
stored for use later)
13. Categories of lipids
Waxes
Ear wax
Bees wax
Steroids
Cholesterol
Hormones
Lecithin
Wraps nerve cells
Why is this important?
Fats/Oils
Animal fat- solid at room temperature
Plant oils- liquid at room temperature
15. Monomers
Glycerol
Three carbon alcohol
Long chain fatty acids (carbon chain)
Several different types
Saturated, unsaturated, polyunsaturated
Created by…
DEHYDRATION SYNTHESIS
Broken down by…
HYDROLYSIS
Draw this ----
16. Long chain fatty acid
Long chain fatty acid
Long chain fatty acid
17. Saturated fats
Fats that have all of their carbons filled with
hydrogens
NO double bonds in long chain fatty acid
Unsaturated fats
Fats that don’t have all of their carbons filled
with hydrogens
Must contain a double bond line in long chain fatty acids
Which ones are more healthy?
Unsaturated
20. Chemical make-up of carbs?
C, H, O
Chemical make-up of lipids?
C, H, O
Chemical make-up of proteins?
C, H, O, N and sometimes S
21. Main function of carbs?
Primary source or short term energy
Main function of lipids?
Secondary source or long term storage, insulation,
cell membrane structure
Main function of proteins
Growth
Repair
22. Structural- build things
Globular- travel through the body
independently
23. Muscle tissue
Actin and myosin fibers
Keratin
Hair
Nails
Rhino horn
Collagen
Connective matrix
Keeps skin smooth (breaks down as you get older)
24. Hemoglobin
O2 binds with use of iron to carry oxygenated blood
around the body
Insulin
Opens muscles to allow glucose to enter
Controls glucose levels in the bloodstream
Antibodies
Help fight infection in the body
Produced by white blood cells
25. Enzymes
Also called organic catalysts
Reduce activation energy of a reaction
Lowers amount of energy needed to start reaction
Helps reaction go faster
26. Consist of monomers called amino acids
20 different types of amino acids make up all
proteins
8 are “essential” amino acids
Means that your body can’t produce them naturally
Contains C, H, O, N, and S (only one amino
acid contains S)
Built just like every other organic compound!
Dehydration synthesis
Broken down just like every other organic
compound!
Hydrolysis
27. Proteins organized on four different levels
Primary (1°)
Secondary (2°)
Tertiary (3°)
Quaternary (4°)
28. Primary (1°)
Unique sequence of amino acids
Secondary (2°)
Alpha helix
Amino acid sequence coils up with use of H bonds
Beta sheet
Amino acid sequence “pleats” with use of H bonds
Tertiary (3°)
Alpha helix and beta sheets fold onto one another to form
a “subunit”
Quaternary (4°)
Subunits bond together
29.
30. R
______
_____ _____ _____
General Structure for an Amino
Acid
Carboxyl Group
Amine Group Radical group = only part
that changes in different
AA’s
Key Carbon
31. Putting Together the Building Blocks
What process is used to build a Carb?
What process is used to build a fat?
What process is used to build a
protein?
water
33. Enzyme = protein that speeds up (reduces
activation energy) of a process
Substrate = substance enzyme interacts with
Enzyme-substrate complex = joining together
of substrate and enzyme
Active site = open face of enzyme to which the
substrate attaches
34. Enzymes work in a “lock and key” relationship
Active site of enzyme is shaped to connect with very
SPECIFIC substrates
If the shapes don’t fit, the enzyme can’t do its job
After the joining of the substrate and enzyme,
substrate (and NOT enzyme- the enzyme must stay
the same so it can be used again) is changed in some
way to help speed up reaction
35. When bonds of active site break the shape of a
protein
Makes them unable to do their jobs correctly
Can happen for many reasons: