final Flashcards
(27 cards)
What are the different levels of protein structure? How does this relate to an enzyme?
Primary–linear sequence of amino acids held by a polypeptide chain.
Secondary—alpha helices and beta sheets
Tertiary—protein is folded.
Quaternary—Two or more polypeptides form an enzyme, tertiary structure of polypeptides interact
What are some environmental factors that can affect the structure of a protein (enzyme)?
pH
substrate concentration
temperature
What does it mean if an enzyme is denatured? If the rate is low, does it always mean that the enzyme was denatured? Why or why not?
If an enzyme is denatured it is pushed passed the optimum temperature and can no longer perform enzymatic activities.
A low rate could mean that the temperature was too low
What happened to the rate of peroxidase at different temperatures? Why?
70º high temp, denatured, lower reaction rate
23º and 37º, optimum temp
2º, low rates because of cold temp, did not denature
What happened to the rate of peroxidase when other conditions were varied? Why?
pH- identify where the enzyme denatures
enzyme concentration
substance concentration- higher substrate higher reaction rate
temperature
How was the rate of the enzyme calculated in these experiments?
The spectrophotometer calculated the absorbance rate and then we calculated the slope of the values
What was the purpose of each of the reagents used in the experiment
H2O2-substrate for enzyme
Peroxidase- a product of cellular respiration, an enzyme used for the experiment.
Guaiacol- oxygen indicator, turned brown when the reaction occurred.
pH 5 buffer- kept the enzyme in optimal conditions
What is the overall equation for cellular respiration?
C6H1206+602 6H20+6C02+36ATP
Which organisms did you test for cellular respiration?
Germinating peas and super worms
Which gas was measured in cellular respiration? Was this gas produced or consumed in cellular respiration? How does the activity level of an organism correspond to the rate of cellular respiration?
CO2
Produced in cellular respiration
The more activity from an organism the more CO2 produced
Know how to calculate the mass-adjusted respiration rate (M.A.R.) and understand why it was important to adjust for the mass of the organisms.
Divide the rate of carbon dioxide by the mass of the organisms
Adjusting the mass allows for the identification of the M.A.R. of each individual organism
What is the overall equation for photosynthesis? How do photosynthesis and cellular respiration relate to each other?
6CO2+6H20C6H12O6+6O2
The products of cellular respiration are used in photosynthesis and vice versa.
What organism did you test in photosynthesis? How did you (experimentally) measure the rate of photosynthesis and cellular respiration for this organism? How did you calculate the rate of photosynthesis and cellular respiration?
o Algae beads
o The rate of photosynthesis and cellular respiration is measured by testing the absorbance values and pH of CO2 indicator solutions.
o Calculated rate using the slope of the absorbance values in light and dark conditions and time
How does the pH of the CO2 indicator solution correspond to photosynthesis/cellular respiration and the production or consumption of CO2
o The pH of the indicator solution is yellow when more acidic and purple when less acidic
o Yellow means photosynthesis
o Purple means cellular respiration
What happened to the rate of CO2 consumption or production in the dark and in the light? Why?
o CO2 production in dark conditions increased.
o CO2 production in light conditions decreased
What happened to the rate of CO2 consumption or production when other conditions were varied? Why? (Table 7.5)
o Different background
o Different light color
o Different wattage
Know how to interpret an absorbance spectrum. Which colors of light are the best /worst for photosynthesis and why?
o Blue, violet, and red are the best because plants absorb these colors
o Green is the worst because it is the color plants transmit
Be able to identify the different pigments that you observed using chromatography. Know which pigments are polar/nonpolar (and why/how do you know?).
o Polar pigments don’t travel far.
o Nonpolar pigments travel far
o Chlorophyll a—blue-green, chlorophyll b—yellow-green, xanthophylls—pale-yellow, b carotene—dark-yellow, pheophytin—grey
Know how to measure & calculate Rf.
o Distance pigment traveled/ distance solvent front traveled
Understand transcription and translation
o Transcription- DNA creates single stranded messenger RNA
o Translation- uses mRNA to create proteins
Be able to apply the Watson-Crick complementary base-pairing rules for DNA replication and transcription.
o 1:1 base pairing
o A-T
o G-C
o T is U in RNA
What are nucleic acids, nucleotides, bases, and amino acids, and what are the relationships between these terms?
o Nucleic acids- carry genetic information to make RNA and proteins
o Nucleotides- phosphate+sugar+base; DNA and RNA; provide energy sources (ATP)
o Bases- DNA, RNA, ATCG, AUCG
o Amino acids-combine to form proteins
What is RFLP? Why is it used?
o Restriction fragment length polymorphism
o Restriction enzyme cleavage pattern that are used as a “fingerprint” for the DNA
What is a restriction enzyme? How do RFLPs and restriction enzymes relate to each other?
o Endonucleases that catalyze the cleavage of phosphodiester bonds within strands of DNA
o RFLP’s have restriction enzymes
