The document discusses enzymes and their functions. It begins by defining enzymes as proteins that act as biological catalysts to speed up biochemical reactions without being consumed. It then explains that enzymes are specific in the reactions they catalyze and have active sites that substrates bind to temporarily during chemical reactions. Factors like temperature, pH, cofactors, and inhibitors can influence an enzyme's activity by changing its shape or blocking its active site. Examples are provided to illustrate key concepts about enzymes.
The document provides information about Science Prof Online, a free science education website that offers various educational resources including virtual science classrooms, PowerPoints, articles, and images. It details the types of materials available on the site such as practice questions, review questions, lecture PowerPoints, video tutorials, and course syllabi. The document encourages users to check back frequently for updates or follow the site's social media accounts. It provides formatting options for PowerPoints and notes that images and links are meant to be interactive when viewed in slideshow mode.
This document provides an overview of homeostasis and how organisms maintain dynamic equilibrium. It discusses:
- How plants maintain homeostasis through photosynthesis, taking in CO2 and H2O and producing glucose and O2.
- How animals obtain energy through cellular respiration, where food and oxygen are used to produce ATP in mitochondria.
- The four main macromolecules that make up all living things: proteins, carbohydrates, lipids, and nucleic acids.
- The role of enzymes as biological catalysts that allow reactions to proceed at faster rates. Each enzyme has a specific shape and function.
- How multi-cellular organisms like humans use hormones and feedback systems to maintain homeostasis through regulating processes
Biology m6 the levels of biological organizationdionesioable
1. This document discusses the levels of biological organization from molecules to organisms. It provides lessons on the molecular, cellular, tissue, organ, and organ system levels.
2. At the molecular level, simple organic molecules interacted in early oceans to form macromolecules like proteins, carbohydrates, lipids, and nucleic acids. These then combined to form protocells and eventually true cells.
3. Cells are the basic unit of life and can be prokaryotic or eukaryotic. Multicellular organisms are composed of many cells working together as tissues, organs, and organ systems.
Biology m6 the levels of biological organizationdionesioable
1. Living things are organized into hierarchical levels from molecules to organisms. This module discusses these levels, focusing on molecular, cellular, tissue, organ, and organ system levels.
2. At the molecular level, simple organic molecules formed in the early oceans combined to create macromolecules like carbohydrates, lipids, proteins, and nucleic acids that are the building blocks of living things.
3. These macromolecules combine to form the basic unit of life - the cell. Cells further organize into tissues, organs, and organ systems that allow organisms to carry out functions necessary for survival.
Biology m6 the levels of biological organizationdionesioable
1. This document discusses the levels of biological organization from molecules to organisms. It provides a module on biology that covers the molecular, cellular, tissue, organ, and organism levels.
2. The module begins with molecular organization and the formation of macromolecules like carbohydrates, lipids, proteins, and nucleic acids. It then discusses the cellular level, including prokaryotic and eukaryotic cells.
3. Students are expected to understand the coordinated functions of cells, tissues, and organ systems in maintaining life in plants, animals, and humans. They are also expected to recognize the importance of organizational systems for growth, development and survival.
1. According to the cell theory, all living things are composed of cells or cell products, cells are the smallest unit of life, and new cells are produced from existing cells. However, some exceptions exist, such as muscle cells having multiple nuclei and giant algae and fungal hyphae challenging the definition of a cell.
2. In single-celled organisms, one cell carries out all life functions including metabolism, response, homeostasis, growth, reproduction, excretion, and nutrition. These functions are evident in paramecium through contracting vacuoles, cilia movement, consuming food vacuoles, and dividing nuclei.
3. As cell size increases, the surface area to volume ratio decreases, limiting
The document discusses a fictional scenario where the organelles in a cell begin quarreling with each other over their perceived duties and importance. It describes a meeting between the organelles, mediated by the cytoplasm, where each organelle explains its function in the cell. In the end, the organelles realize how integral each member is to the cell's functioning and agree to work together harmoniously.
The document provides information about Science Prof Online, a free science education website that offers various educational resources including virtual science classrooms, PowerPoints, articles, and images. It details the types of materials available on the site such as practice questions, review questions, lecture PowerPoints, video tutorials, and course syllabi. The document encourages users to check back frequently for updates or follow the site's social media accounts. It provides formatting options for PowerPoints and notes that images and links are meant to be interactive when viewed in slideshow mode.
This document provides an overview of homeostasis and how organisms maintain dynamic equilibrium. It discusses:
- How plants maintain homeostasis through photosynthesis, taking in CO2 and H2O and producing glucose and O2.
- How animals obtain energy through cellular respiration, where food and oxygen are used to produce ATP in mitochondria.
- The four main macromolecules that make up all living things: proteins, carbohydrates, lipids, and nucleic acids.
- The role of enzymes as biological catalysts that allow reactions to proceed at faster rates. Each enzyme has a specific shape and function.
- How multi-cellular organisms like humans use hormones and feedback systems to maintain homeostasis through regulating processes
Biology m6 the levels of biological organizationdionesioable
1. This document discusses the levels of biological organization from molecules to organisms. It provides lessons on the molecular, cellular, tissue, organ, and organ system levels.
2. At the molecular level, simple organic molecules interacted in early oceans to form macromolecules like proteins, carbohydrates, lipids, and nucleic acids. These then combined to form protocells and eventually true cells.
3. Cells are the basic unit of life and can be prokaryotic or eukaryotic. Multicellular organisms are composed of many cells working together as tissues, organs, and organ systems.
Biology m6 the levels of biological organizationdionesioable
1. Living things are organized into hierarchical levels from molecules to organisms. This module discusses these levels, focusing on molecular, cellular, tissue, organ, and organ system levels.
2. At the molecular level, simple organic molecules formed in the early oceans combined to create macromolecules like carbohydrates, lipids, proteins, and nucleic acids that are the building blocks of living things.
3. These macromolecules combine to form the basic unit of life - the cell. Cells further organize into tissues, organs, and organ systems that allow organisms to carry out functions necessary for survival.
Biology m6 the levels of biological organizationdionesioable
1. This document discusses the levels of biological organization from molecules to organisms. It provides a module on biology that covers the molecular, cellular, tissue, organ, and organism levels.
2. The module begins with molecular organization and the formation of macromolecules like carbohydrates, lipids, proteins, and nucleic acids. It then discusses the cellular level, including prokaryotic and eukaryotic cells.
3. Students are expected to understand the coordinated functions of cells, tissues, and organ systems in maintaining life in plants, animals, and humans. They are also expected to recognize the importance of organizational systems for growth, development and survival.
1. According to the cell theory, all living things are composed of cells or cell products, cells are the smallest unit of life, and new cells are produced from existing cells. However, some exceptions exist, such as muscle cells having multiple nuclei and giant algae and fungal hyphae challenging the definition of a cell.
2. In single-celled organisms, one cell carries out all life functions including metabolism, response, homeostasis, growth, reproduction, excretion, and nutrition. These functions are evident in paramecium through contracting vacuoles, cilia movement, consuming food vacuoles, and dividing nuclei.
3. As cell size increases, the surface area to volume ratio decreases, limiting
The document discusses a fictional scenario where the organelles in a cell begin quarreling with each other over their perceived duties and importance. It describes a meeting between the organelles, mediated by the cytoplasm, where each organelle explains its function in the cell. In the end, the organelles realize how integral each member is to the cell's functioning and agree to work together harmoniously.
This document provides an overview of the four main types of biochemical macromolecules - carbohydrates, proteins, lipids, and nucleic acids. It discusses what each macromolecule is made of, its monomers and polymers, examples of how it is used in living organisms, and examples found in food. Key points covered include that carbohydrates are the main energy source and make up plant cell walls, proteins are needed for growth, repair, enzymes, antibodies, and hormones, lipids provide stored energy and insulation and produce hormones, and nucleic acids include DNA and RNA. Examples are given of each macromolecule in the body and foods to help illustrate their roles and structures.
The document provides learning competencies and objectives about bioenergetics. It explains how cells carry out functions required for life through photosynthesis and cellular respiration. Photosynthetic organisms use carbon dioxide and water to form energy-rich compounds. Organisms obtain and utilize energy by tracing it from the environment to cells. The document then discusses parts of the cell including the cell membrane, cytoplasm, organelles, and how photosynthesis and cellular respiration work.
Enzymes are protein molecules that act as catalysts to accelerate biochemical reactions in cells. They do this by lowering the activation energy of reactions, allowing substrates to more easily form products. Each enzyme has an active site that binds a specific substrate. Enzymes are not consumed by reactions and can catalyze many turns over. They speed up reactions that would otherwise be too slow to sustain life. Enzyme activity is influenced by factors like temperature, pH, cofactors, and inhibitors.
The document discusses cells and cellular structures. It begins by stating that all living things are made up of cells, and that some organisms are single-celled while others are multicellular. It then provides section outlines on topics like cell theory, prokaryotic and eukaryotic cells, eukaryotic cell structures, cell boundaries, and the diversity of cellular life. Interactive elements like diagrams, activities, and videos are also included to illustrate key concepts.
1) Enzymes are proteins that catalyze (speed up) chemical reactions in the body. They do this by binding to substrate molecules and facilitating their transformation into product molecules.
2) The body is organized into a hierarchy of levels from smallest to largest: cells, tissues, organs, and organ systems. Cells work together to form tissues, tissues work together to form organs, and organs work together to form organ systems.
3) Enzyme activity can be destroyed by extreme heat, changes in pH, or inhibitor molecules that bind to the active site and prevent substrate binding. Without enzymes, important reactions like digestion could not occur fast enough.
This document discusses the key concepts of life and biology. It defines life as being organized at the cellular level with DNA, and outlines the basic properties of life including order, reproduction, growth and development, energy use, response to the environment, regulation, and evolution. Each property is then discussed in more detail with examples provided. The document also covers the scientific method and how it is used to study life scientifically through hypotheses, experiments, analysis and conclusions.
Enzymes are protein catalysts that speed up chemical reactions without being used up in the process. They work by lowering the activation energy of reactions. Each enzyme is highly specific and will only work on one or a few substrate molecules due to their complementary shapes. Temperature and pH can affect the rate of enzyme reactions by changing the shape of the active site. Most enzymes work best around body temperature and neutral pH.
The document discusses enzymes and their specificity. It explains that enzymes are proteins that catalyze chemical reactions and only work on specific substrates that fit their active site. This allows enzymes to speed up reactions in the body without being used up. Different types of specificity are described, such as absolute specificity where each enzyme only catalyzes one reaction, and stereochemical specificity where enzymes act on specific three-dimensional structures of molecules. The document provides examples of enzymatic roles in digestion, DNA replication, and the liver breaking down toxins.
Biochemical engineering uses microorganisms and biological materials to develop products and processes for industries like biotechnology, biofuels, pharmaceuticals, water purification, and food. Biochemical engineers use their knowledge of engineering, biology, and chemistry to create new products and manufacturing processes from biological materials. They work with other professionals to test interactions between materials in a lab and then develop large-scale manufacturing processes. Microorganisms are tiny organisms that can only be seen with a microscope. They are used industrially to produce foods, beverages, biofuels, chemicals, enzymes, antibiotics, and vitamins. Different fermentation methods like batch, fed-batch, and continuous fermentation are used to produce products using microorganisms on
The document provides an overview of cell structure and function. It defines the cell as the structural and functional unit of life and discusses non-membrane and membrane organelles. Key points include that cells come from existing cells according to the cell theory, and that cells are categorized as prokaryotic or eukaryotic based on whether their genetic material is enclosed in a nucleus. The document also summarizes some of the main organelles in plant and animal cells like the nucleus, cell membrane, chloroplasts, and mitochondria.
The document provides an overview of the human gut microbiome and its role in immunity. It discusses how the gut microbiome interacts with and helps train the immune system. The gut microbiome contains nearly 10 times more microbial cells than human cells, and plays important roles like producing compounds that regulate immune cells and preventing pathogenic organisms from taking hold. The document also summarizes methods that scientists use to study the human microbiome, such as 16S rRNA sequencing and multi-omic computational analyses.
There are two main types of cells: prokaryotic and eukaryotic. Prokaryotes lack a nucleus and membrane-bound organelles, while eukaryotes have a nucleus enclosed in a nuclear envelope and membrane-bound organelles. Both contain DNA and ribosomes, but eukaryotes have larger, more complex cells with double-stranded DNA that forms chromosomes. Mitochondria and chloroplasts were once free-living bacteria that were engulfed by early eukaryotic cells in a process called endosymbiosis, providing eukaryotes with efficient energy production. Eukaryotic cells have numerous membrane-bound organelles that carry out specialized functions essential for cell survival.
The document defines key terms related to enzymes including substrate, active site, and cofactors. It describes the lock and key and induced fit models of how enzymes bind to substrates. Environmental factors like temperature, pH, and substrate concentration can affect the rate of enzymatic reactions. Cofactors and coenzymes are required for some enzymatic reactions. Competitive and noncompetitive inhibitors can regulate enzyme activity. Examples are given of enzymatic uses in industry, detergents, food, and diagnosing/treating diseases.
The document provides an overview of the key topics covered on the Regents Exam for Living Environment in New York State. It is broken into four parts worth a total of 85 points. Part A covers general knowledge multiple choice questions. Part B includes multiple choice and drawing questions applying course knowledge. Part C requires short answers applying material to real-world situations. Part D pertains to multiple choice and short answer questions about labs performed during the school year. The document then lists and summarizes 10 main topics that will be covered on the exam.
The document provides information about Science Prof Online, a free science education website that offers various educational resources including virtual science classrooms, PowerPoints, articles, and images. It describes the PowerPoint resources available on the site, which can be downloaded in different formats. The document also provides attribution information for images used and explains how to view the PowerPoints, which include hyperlinks to additional learning tools. It is licensed for reuse under a Creative Commons license.
Enzymes are protein catalysts that speed up biochemical reactions without being consumed. They are produced by living organisms and work by lowering the activation energy of reactions. Enzymes are used as biocatalysts in industries like food processing and are essential for human digestion and DNA replication. Environmental factors like temperature and pH can impact enzyme activity, as can cofactors and inhibitors. Biocatalysts offer advantages over chemical catalysts like milder reaction conditions and higher product quality. They have many applications including food processing, diagnostics, and molecular biology.
This document contains information from an AP Biology class covering topics like cell structure, organelles, cellular processes, and limits to cell size. It discusses the roles and functions of key organelles like the nucleus, mitochondria, chloroplasts, lysosomes, Golgi apparatus and ER in building proteins, making energy, digesting materials, and more. It also addresses challenges cells face regarding surface area to volume ratio as their size increases and how multicellular organisms solve for this issue.
The document discusses enzymes, substrates, and how they interact. It defines enzymes as proteins that catalyze chemical reactions and substrates as molecules that enzymes act upon. It describes how enzymes and substrates form an enzyme-substrate complex, in which the substrate binds to the active site of the enzyme. This allows the enzyme to catalyze the reaction and convert the substrate into products, before releasing the products and binding with new substrates. The document explores models of enzyme-substrate binding, such as the lock-and-key and induced fit models. It also outlines the four steps of enzyme action and how factors like temperature can regulate enzyme activity.
_Extraction of Ethylene oxide and 2-Chloroethanol from alternate matrices Li...LucyHearn1
How do you know your food is safe?
Last Friday was world World Food Safety Day, facilitated by the Food and Agriculture Organization of the United Nations (FAO) and the World Health Organization (WHO) in which the slogan rightly says, 'food safety is everyone's business'. Due to this, I thought it would be worth sharing some data that I have worked on in this field!
Working at Markes International has really opened my eyes (and unfortunately my friends and family 🤣) to food safety and quality, especially with my recent application work on ethylene oxide and 2-chloroethanol residues in foodstuffs, as of the biggest global food recalls in history was and is still being implemented by the Rapid alert system for food and feed (RASFF) in 2021, for high levels of these carcinogenic compounds.
PPT on Alternate Wetting and Drying presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
This document provides an overview of the four main types of biochemical macromolecules - carbohydrates, proteins, lipids, and nucleic acids. It discusses what each macromolecule is made of, its monomers and polymers, examples of how it is used in living organisms, and examples found in food. Key points covered include that carbohydrates are the main energy source and make up plant cell walls, proteins are needed for growth, repair, enzymes, antibodies, and hormones, lipids provide stored energy and insulation and produce hormones, and nucleic acids include DNA and RNA. Examples are given of each macromolecule in the body and foods to help illustrate their roles and structures.
The document provides learning competencies and objectives about bioenergetics. It explains how cells carry out functions required for life through photosynthesis and cellular respiration. Photosynthetic organisms use carbon dioxide and water to form energy-rich compounds. Organisms obtain and utilize energy by tracing it from the environment to cells. The document then discusses parts of the cell including the cell membrane, cytoplasm, organelles, and how photosynthesis and cellular respiration work.
Enzymes are protein molecules that act as catalysts to accelerate biochemical reactions in cells. They do this by lowering the activation energy of reactions, allowing substrates to more easily form products. Each enzyme has an active site that binds a specific substrate. Enzymes are not consumed by reactions and can catalyze many turns over. They speed up reactions that would otherwise be too slow to sustain life. Enzyme activity is influenced by factors like temperature, pH, cofactors, and inhibitors.
The document discusses cells and cellular structures. It begins by stating that all living things are made up of cells, and that some organisms are single-celled while others are multicellular. It then provides section outlines on topics like cell theory, prokaryotic and eukaryotic cells, eukaryotic cell structures, cell boundaries, and the diversity of cellular life. Interactive elements like diagrams, activities, and videos are also included to illustrate key concepts.
1) Enzymes are proteins that catalyze (speed up) chemical reactions in the body. They do this by binding to substrate molecules and facilitating their transformation into product molecules.
2) The body is organized into a hierarchy of levels from smallest to largest: cells, tissues, organs, and organ systems. Cells work together to form tissues, tissues work together to form organs, and organs work together to form organ systems.
3) Enzyme activity can be destroyed by extreme heat, changes in pH, or inhibitor molecules that bind to the active site and prevent substrate binding. Without enzymes, important reactions like digestion could not occur fast enough.
This document discusses the key concepts of life and biology. It defines life as being organized at the cellular level with DNA, and outlines the basic properties of life including order, reproduction, growth and development, energy use, response to the environment, regulation, and evolution. Each property is then discussed in more detail with examples provided. The document also covers the scientific method and how it is used to study life scientifically through hypotheses, experiments, analysis and conclusions.
Enzymes are protein catalysts that speed up chemical reactions without being used up in the process. They work by lowering the activation energy of reactions. Each enzyme is highly specific and will only work on one or a few substrate molecules due to their complementary shapes. Temperature and pH can affect the rate of enzyme reactions by changing the shape of the active site. Most enzymes work best around body temperature and neutral pH.
The document discusses enzymes and their specificity. It explains that enzymes are proteins that catalyze chemical reactions and only work on specific substrates that fit their active site. This allows enzymes to speed up reactions in the body without being used up. Different types of specificity are described, such as absolute specificity where each enzyme only catalyzes one reaction, and stereochemical specificity where enzymes act on specific three-dimensional structures of molecules. The document provides examples of enzymatic roles in digestion, DNA replication, and the liver breaking down toxins.
Biochemical engineering uses microorganisms and biological materials to develop products and processes for industries like biotechnology, biofuels, pharmaceuticals, water purification, and food. Biochemical engineers use their knowledge of engineering, biology, and chemistry to create new products and manufacturing processes from biological materials. They work with other professionals to test interactions between materials in a lab and then develop large-scale manufacturing processes. Microorganisms are tiny organisms that can only be seen with a microscope. They are used industrially to produce foods, beverages, biofuels, chemicals, enzymes, antibiotics, and vitamins. Different fermentation methods like batch, fed-batch, and continuous fermentation are used to produce products using microorganisms on
The document provides an overview of cell structure and function. It defines the cell as the structural and functional unit of life and discusses non-membrane and membrane organelles. Key points include that cells come from existing cells according to the cell theory, and that cells are categorized as prokaryotic or eukaryotic based on whether their genetic material is enclosed in a nucleus. The document also summarizes some of the main organelles in plant and animal cells like the nucleus, cell membrane, chloroplasts, and mitochondria.
The document provides an overview of the human gut microbiome and its role in immunity. It discusses how the gut microbiome interacts with and helps train the immune system. The gut microbiome contains nearly 10 times more microbial cells than human cells, and plays important roles like producing compounds that regulate immune cells and preventing pathogenic organisms from taking hold. The document also summarizes methods that scientists use to study the human microbiome, such as 16S rRNA sequencing and multi-omic computational analyses.
There are two main types of cells: prokaryotic and eukaryotic. Prokaryotes lack a nucleus and membrane-bound organelles, while eukaryotes have a nucleus enclosed in a nuclear envelope and membrane-bound organelles. Both contain DNA and ribosomes, but eukaryotes have larger, more complex cells with double-stranded DNA that forms chromosomes. Mitochondria and chloroplasts were once free-living bacteria that were engulfed by early eukaryotic cells in a process called endosymbiosis, providing eukaryotes with efficient energy production. Eukaryotic cells have numerous membrane-bound organelles that carry out specialized functions essential for cell survival.
The document defines key terms related to enzymes including substrate, active site, and cofactors. It describes the lock and key and induced fit models of how enzymes bind to substrates. Environmental factors like temperature, pH, and substrate concentration can affect the rate of enzymatic reactions. Cofactors and coenzymes are required for some enzymatic reactions. Competitive and noncompetitive inhibitors can regulate enzyme activity. Examples are given of enzymatic uses in industry, detergents, food, and diagnosing/treating diseases.
The document provides an overview of the key topics covered on the Regents Exam for Living Environment in New York State. It is broken into four parts worth a total of 85 points. Part A covers general knowledge multiple choice questions. Part B includes multiple choice and drawing questions applying course knowledge. Part C requires short answers applying material to real-world situations. Part D pertains to multiple choice and short answer questions about labs performed during the school year. The document then lists and summarizes 10 main topics that will be covered on the exam.
The document provides information about Science Prof Online, a free science education website that offers various educational resources including virtual science classrooms, PowerPoints, articles, and images. It describes the PowerPoint resources available on the site, which can be downloaded in different formats. The document also provides attribution information for images used and explains how to view the PowerPoints, which include hyperlinks to additional learning tools. It is licensed for reuse under a Creative Commons license.
Enzymes are protein catalysts that speed up biochemical reactions without being consumed. They are produced by living organisms and work by lowering the activation energy of reactions. Enzymes are used as biocatalysts in industries like food processing and are essential for human digestion and DNA replication. Environmental factors like temperature and pH can impact enzyme activity, as can cofactors and inhibitors. Biocatalysts offer advantages over chemical catalysts like milder reaction conditions and higher product quality. They have many applications including food processing, diagnostics, and molecular biology.
This document contains information from an AP Biology class covering topics like cell structure, organelles, cellular processes, and limits to cell size. It discusses the roles and functions of key organelles like the nucleus, mitochondria, chloroplasts, lysosomes, Golgi apparatus and ER in building proteins, making energy, digesting materials, and more. It also addresses challenges cells face regarding surface area to volume ratio as their size increases and how multicellular organisms solve for this issue.
The document discusses enzymes, substrates, and how they interact. It defines enzymes as proteins that catalyze chemical reactions and substrates as molecules that enzymes act upon. It describes how enzymes and substrates form an enzyme-substrate complex, in which the substrate binds to the active site of the enzyme. This allows the enzyme to catalyze the reaction and convert the substrate into products, before releasing the products and binding with new substrates. The document explores models of enzyme-substrate binding, such as the lock-and-key and induced fit models. It also outlines the four steps of enzyme action and how factors like temperature can regulate enzyme activity.
_Extraction of Ethylene oxide and 2-Chloroethanol from alternate matrices Li...LucyHearn1
How do you know your food is safe?
Last Friday was world World Food Safety Day, facilitated by the Food and Agriculture Organization of the United Nations (FAO) and the World Health Organization (WHO) in which the slogan rightly says, 'food safety is everyone's business'. Due to this, I thought it would be worth sharing some data that I have worked on in this field!
Working at Markes International has really opened my eyes (and unfortunately my friends and family 🤣) to food safety and quality, especially with my recent application work on ethylene oxide and 2-chloroethanol residues in foodstuffs, as of the biggest global food recalls in history was and is still being implemented by the Rapid alert system for food and feed (RASFF) in 2021, for high levels of these carcinogenic compounds.
PPT on Alternate Wetting and Drying presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
Travis Hills of MN is Making Clean Water Accessible to All Through High Flux ...Travis Hills MN
By harnessing the power of High Flux Vacuum Membrane Distillation, Travis Hills from MN envisions a future where clean and safe drinking water is accessible to all, regardless of geographical location or economic status.
Evidence of Jet Activity from the Secondary Black Hole in the OJ 287 Binary S...Sérgio Sacani
Wereport the study of a huge optical intraday flare on 2021 November 12 at 2 a.m. UT in the blazar OJ287. In the binary black hole model, it is associated with an impact of the secondary black hole on the accretion disk of the primary. Our multifrequency observing campaign was set up to search for such a signature of the impact based on a prediction made 8 yr earlier. The first I-band results of the flare have already been reported by Kishore et al. (2024). Here we combine these data with our monitoring in the R-band. There is a big change in the R–I spectral index by 1.0 ±0.1 between the normal background and the flare, suggesting a new component of radiation. The polarization variation during the rise of the flare suggests the same. The limits on the source size place it most reasonably in the jet of the secondary BH. We then ask why we have not seen this phenomenon before. We show that OJ287 was never before observed with sufficient sensitivity on the night when the flare should have happened according to the binary model. We also study the probability that this flare is just an oversized example of intraday variability using the Krakow data set of intense monitoring between 2015 and 2023. We find that the occurrence of a flare of this size and rapidity is unlikely. In machine-readable Tables 1 and 2, we give the full orbit-linked historical light curve of OJ287 as well as the dense monitoring sample of Krakow.
CLASS 12th CHEMISTRY SOLID STATE ppt (Animated)eitps1506
Description:
Dive into the fascinating realm of solid-state physics with our meticulously crafted online PowerPoint presentation. This immersive educational resource offers a comprehensive exploration of the fundamental concepts, theories, and applications within the realm of solid-state physics.
From crystalline structures to semiconductor devices, this presentation delves into the intricate principles governing the behavior of solids, providing clear explanations and illustrative examples to enhance understanding. Whether you're a student delving into the subject for the first time or a seasoned researcher seeking to deepen your knowledge, our presentation offers valuable insights and in-depth analyses to cater to various levels of expertise.
Key topics covered include:
Crystal Structures: Unravel the mysteries of crystalline arrangements and their significance in determining material properties.
Band Theory: Explore the electronic band structure of solids and understand how it influences their conductive properties.
Semiconductor Physics: Delve into the behavior of semiconductors, including doping, carrier transport, and device applications.
Magnetic Properties: Investigate the magnetic behavior of solids, including ferromagnetism, antiferromagnetism, and ferrimagnetism.
Optical Properties: Examine the interaction of light with solids, including absorption, reflection, and transmission phenomena.
With visually engaging slides, informative content, and interactive elements, our online PowerPoint presentation serves as a valuable resource for students, educators, and enthusiasts alike, facilitating a deeper understanding of the captivating world of solid-state physics. Explore the intricacies of solid-state materials and unlock the secrets behind their remarkable properties with our comprehensive presentation.
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDSSérgio Sacani
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
5. What do enzymes do?
• Enzymes act as
_________ in
cellular reactions.
• Q: What does a
catalyst do?
Images: Activation energy graph, Wiki
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
6. • Enzymes are proteins that are used as
catalysts in biochemical reactions.
• A catalyst is a factor that controls the rate
of a reaction without itself being used up.
• In biological systems, enzymes are used
in all metabolic reactions to speed up the
rate of a reaction and decrease the
amount of energy necessary for the
reaction to take place (activation energy).
7. How do enzymes work?
Enzymes catalyze
reactions by
weakening chemical
bonds, which
________ activation
energy.
Image: Activation energy graph, Wiki
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
8. How do enzymes work?
• Each enzyme has a unique 3-D shape, including a surface groove called
an ______ _____.
• The enzyme works by binding a specific chemical reactant (_________)
to its active site, causing the substrate to become unstable and react.
• The resulting __________ (s) is then released from the active site.
Image: Enzymatic reaction, Jerry Crimson Manni
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
9. • Each enzyme has an area called the
active site to which a specific substrate
will bond temporarily while the reaction is
taking place.
10. When an enzyme is interacting with
it’s substrate, during the chemical
reaction, together they are referred
to as the …
Image: Enzyme –substrate complex, UC Davis
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
11. • are ________ for
what they will
catalyze.
• fit with substrate
like a ____ and
____.
Enzymes…
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
12. …are _______.
They are not
consumed (used up)
in the reactions
they catalyze.
Enzymes…
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
13. • Enzymes are specific for
each reaction and are
reusable.
14. The more cans (substrate), the more $ (product).
The more recycling machines (enzymes), the faster the cans turn into $.
Enzymes are like tiny machines within living things.
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
$
$
$
$
$
$
$
15. Enzymes…
• Have names that
usually end in -_____.
-Sucrase
-Lactase
-Maltase
Image: Animation of Enzyme, Wiki
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
16. Why Are Enzymes So Important?
Why are we devoting
one whole lecture topic
to a protein molecule?
Nearly all chemical
reactions in
biological cells need
enzymes to make
the reaction occur
fast enough to
support life.
Image: Jumping rope, Meagan E. Klein
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
17. Formats for writing a enzymatic
reaction.
( ________ )
_______ + ________ -----------> _________
( ________ )
__________ -----------> ________ ________
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
18. “ToothpickASE”
• In this activity, “Toothpickase” is a fictitious
DIGESTIVE ENZYME which breaks down
toothpicks into two units.
• The toothpicks represent the substrate
and your thumbs and index fingers
represent the enzyme, Toothpickase.
• When you break a toothpick, the place
where the toothpick fits between your
fingers represents the active site of the
enzyme
19. 1. Count out 30 unbroken toothpicks into a
box on your desk.
2. Assign team roles: one teammate is the
time keeper, one is the recorder, & one will
be the enzyme Toothpickase. (Be sure to
switch roles for each activity so everyone
gets a job.)
20. • 3. The Toothpickase person (the enzyme)
will break toothpicks without looking at the
bowl and all of its products (broken
toothpicks). All broken toothpicks must
remain in the bowl along with the
unbroken toothpicks because the products
and reactants mix together in metabolic
reactions. You cannot re break a broken
toothpick- it has already been acted upon!
4. WITHOUT LOOKING AT THE BOWL,
break as many toothpicks as you can in 10
seconds and record this on Data table 1.
21. • Remember: DO NOT BREAK
TOOTHPICKS ALREADY BROKEN!
When counting, two halves equal a whole
broken toothpick. After counting, leave the
broken toothpicks in the bowl.
22. 5. Do another 10 seconds of breaking (20
seconds total now), then count and record
the number of toothpicks broken
6. Continue breaking toothpicks for these
total time intervals (60, 120, and 180
seconds). REMEMBER TO ALWAYS
THROW BROKEN TOOTHPICKS BACK IN
THE PILE (because products & reactants
stay mixed in reactions), BUT DON’T RE-
BREAK THEM (the enzyme has already
acted on the substrate).
23. Effect of Substrate
Concentration on Reaction Rate
• Remove the broken toothpicks from the
bowl. Place 10 paperclips in the empty
bowl. The paper clips represent a “solvent”
in which the toothpicks are “dissolved.”
Different concentrations are simulated by
mixing different numbers of toothpicks with
the paper clips.
24. • For the first trial, place 10 toothpicks in the
box with the paper clips and mix them up.
The enzyme has 10 seconds to react
(break as many toothpicks as possible).
Remember, the enzyme breaks the
toothpicks without looking at the bowl and
all of the products (broken toothpicks)
must remain in the bowl. The toothpicks
can only be digested once- do not break
toothpicks already broken! Record the
number broken at a concentration of 10.
25. Questions to answer:
1. What happens to the reaction rate as the supply of
toothpicks runs out?
2. What would happen to the reaction rate if the toothpicks
were spread out so that the "breaker" has to reach for
them?
3. What would happen to the reaction rate if more
toothpicks (substrate) were added?
4. What would happen to the reaction rate if there were
two "breakers" (more enzymes)?
5. What happens if the breaker wears bulky gloves (active
site affected) when picking up toothpicks?
26.
27. different catalysts function the same
amino acids
• Fill in the gaps in the following sentences using the words in
the box below.
1. Enzymes are biological ……………… that speed up chemical
reactions in
living organisms.
2. Enzymes are protein molecules, which are made up of long chains of
………...……….
3. The sequence and type of amino acids are …………… in each
protein, so they produce enzymes with many different shapes and
functions.
4. The shape of an enzyme is very important to its ……………….
28. How do you stop
an enzyme?
Irreversible egg
protein
denaturation
caused by high
temperature
(while cooking it).
__________ _____!
• Alteration of a protein shape through
some form of external stress
• Example, by applying heat or changing pH.
• Denatured protein can’t carry out its
cellular function .
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
29. Factors That Influence Enzyme Activity
• Temperature
• pH
• Cofactors & Coenzymes
• Inhibitors
Image: Animation of Enzyme, Wiki
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
30. Temperature & pH
• Think about what kind of cell or
organism an enzyme may work in…
• Temperatures far above the normal
range _________ enzymes. (This is why
very high fevers are so dangerous. They can cook the
body’s proteins.)
• Most enzymes work best near
__________ pH (6 to 8).
From the Virtual Cell Biology Classroom on ScienceProfOnline.com Images: pH scale, Edward Stevens, Wiki
32. Factors That Influence Enzyme Activity
• Temperature
• pH
• Cofactors & Coenzymes
• Inhibitors
Image: Animation of Enzyme, Wiki
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
33. Cofactors & Coenzymes
• Non-protein substances (zinc,
iron, copper, vitamins) are sometimes
need for proper enzymatic
activity.
• Coenzyme vs Cofactor: What’s
the difference?
_________ more general
term. Includes inorganic and
organic molecules.
_________ type of cofactor,
but specifically organic
molecules. Ex. Vit B12
Image: Enzyme with Cofactor, Wiki. Ribbon-diagram showing carbonic
anhydrase II. The grey sphere is the zinc cofactor in the active site.
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
34. Factors That Influence Enzyme Activity
• Temperature
• pH
• Cofactors & Coenzymes
• Inhibitors
Image: Animation of Enzyme, Wiki
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
35. Two Types of Enzyme Inhibitors
1. ________
________
Chemicals that resemble
an enzyme’s normal
substrate and
compete with it for
the active site.
Reversible depending on
concentration of
inhibitor and
substrate.
Image: Competitive inhibition of enzyme, Jerry Crimson Mann
EXAMPLE: The drug Antabuse is used to help alcoholics
quit drinking. Antabuse inhibits aldehyde oxidase, resulting
in the accumulation of acetaldehyde (say a-si-’tell-de-hide)
during the metabolism of alcohol. Elevated acetaldehyde
levels cause symptoms of nausea and vomiting.
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
36. Two Types of Enzyme Inhibitors
2. ____________
____________
Do not enter active
site, but bind to
another part of the
enzyme, causing the
enzyme & active site to
change shape.
Usually reversible,
depending on
concentration of
inhibitor & substrate.
EXAMPLE: You may know that compounds containing
heavy metals such as lead, mercury, copper or silver
are poisonous. This is because ions of these metals
are non-competitive inhibitors for several enzymes.
Image: Pouring liquid mercury, Bionerd
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
37. Enzyme Inhibitors
Blocking an enzyme's activity
can kill a pathogen or correct a
metabolic imbalance.
Many _____ are enzyme
inhibitors.
Enzyme inhibitors are
also used as _________
and __________.
Images: Prescription bottle, T. Port; Dead cockroach, Wiki
EXAMPLE:
•Another example of
competitive inhibition is
protease inhibitors.
•They are a class of anti-
retroviral drugs used to
treat HIV.
•The structure of the drug
ritonavir (say ri-TAHN-a-veer)
resembles the substrate of
HIV protease, an enzyme
required for HIV to be made.
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
38. Meet the Enzyme: Catecholase
• Catecholase is present in most ______ and __________.
• It is the enzyme that facilitates the ________ of cut or bruised fruits
and vegetables by catalyzing the following reaction:
(catecholase)
Catechol + oxygen ----------------- polyphenol
colorless substrate brown product
Image: Bananas T. Port
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
39. Meet the Enzyme: Catecholase
_________ juice and other acids are used to preserve
color in fruit, particularly apples, by lowering the ____
and removing the copper (cofactor) necessary for the
enzyme to function.
Reaction:
catecholase
catechol + O2 ---------- polyphenol
colorless substrate brown product
Images: Apples, T. Port; Lemons, André Karwath; Enzyme
with Cofactor, Wiki; pH scale, Edward Stevens, Wiki From the Virtual Cell Biology Classroom on ScienceProfOnline.com
40. Meet the Enzyme: Bromelain
• Pineapple contains enzyme bromelain,
which can _______ _________.
• Jell-O® is made of gelatin, a
processed version of a structural
protein called _________ found in
many animals, including humans.
• Collagen = big, fibrous molecule makes
skin, bones, and tendons both strong
and elastic.
• Gelatin you eat in Jell-O ® comes from
the collagen in cow or pig bones,
hooves, and connective tissues.
(Yummie!)
Image: Pineapple, Whaldener Endo
From the Virtual Cell Biology Classroom on ScienceProfOnline.com
41. Meet the Enzyme: Bromelain
(bromelain)
collagen protein + H20 -------------- amino acids
substrate products
Bromelain is a ______
enzyme that facilitates
hydrolysis of protein.
Remember, hydrolysis cuts
molecule by adding water…the
reverse of the hydration
synthesis pictured to the left.
FYI: Bromelain is used as a meat tenderizer. Breaks down
the collagen in meat. So what do you think could happen to
your tongue when you eat fresh pineapple?
From the Virtual Cell Biology Classroom on ScienceProfOnline.com