Tag: Biology

  • [Solved] rplyserl

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    In-depth study guidance and analytical solution covering rplyserl.

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  • [Solved] BIOLOGY DIALOGUE WEEK 4

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    – ## Week4Dialogue.docx **## Week4Dialogue.docx** ### Week 4 Dialogue: Parasitism and Mutualism There are many interesting examples of parasitism and mutualism in which there exists a very specific interactions between two very specific species. Some of these interactions are so specific and so inte…

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    – ## Week4Dialogue.docx

    **## Week4Dialogue.docx**

    ### Week 4 Dialogue: Parasitism and Mutualism

    There are many interesting examples of parasitism and mutualism in which there exists a very specific interactions between two very specific species. Some of these interactions are so specific and so intertwined between the two species that they cannot exist without one another. This creates a chicken and egg problem for evolution by natural selection because both species must be present in order for them to survive and reproduce, and survival and reproduction is necessary for natural selection to occur. Choose one of these many very interesting species interactions, describe it in detail, and present it to your classmates. Presentation in detail requires the insertion of a picture or diagram illustrating key structural features of the interaction as well as verbal description of the interaction.

    **## Week4Dialogue.docx**

    ### Week 4 Dialogue: Parasitism and Mutualism

    There are many interesting examples of parasitism and mutualism in which there exists a very specific interactions between two very specific species. Some of these interactions are so specific and so intertwined between the two species that they cannot exist without one another. This creates a chicken and egg problem for evolution by natural selection because both species must be present in order for them to survive and reproduce, and survival and reproduction is necessary for natural selection to occur. Choose one of these many very interesting species interactions, describe it in detail, and present it to your classmates. Presentation in detail requires the insertion of a picture or diagram illustrating key structural features of the interaction as well as verbal description of the interaction.

  • [Solved] BIOLOGY WEEK 4 APPLICATION

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    – ## Week4ApplicationBIOL.docx **## Week4ApplicationBIOL.docx** Figure 14.27 (Below) illustrates the tragic story of the Atlantic Cod fishery. Do some research on the Chesapeake Bay fishery, and write a position paper on what the Chesapeake Fishery consists of, what is it's state of health (i.e., wh…

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    – ## Week4ApplicationBIOL.docx

    **## Week4ApplicationBIOL.docx**

    Figure 14.27 (Below) illustrates the tragic story of the Atlantic Cod fishery. Do some research on the Chesapeake Bay fishery, and write a position paper on what the Chesapeake Fishery consists of, what is it's state of health (i.e., where does it stand regarding comparison to the cod fishery), and what can we do to prevent the Chesapeake fishery from going the codfish route? Be sure to include all the major players in the Chesapeake Bay- e.g., crabs, Menhaden, Striped Bass, and humans.

    For more information on what is expected, see the instructions in Week 1 Application and in the Syllabus.

    ![](https://www.sweetstudy.com/questions/biology-week-4-application)

    ## image1.jpg

    **## Week4ApplicationBIOL.docx**

    Figure 14.27 (Below) illustrates the tragic story of the Atlantic Cod fishery. Do some research on the Chesapeake Bay fishery, and write a position paper on what the Chesapeake Fishery consists of, what is it's state of health (i.e., where does it stand regarding comparison to the cod fishery), and what can we do to prevent the Chesapeake fishery from going the codfish route? Be sure to include all the major players in the Chesapeake Bay- e.g., crabs, Menhaden, Striped Bass, and humans.

    For more information on what is expected, see the instructions in Week 1 Application and in the Syllabus.

    ![](https://www.sweetstudy.com/questions/biology-week-4-application)

    ## image1.jpg

  • [Solved] understanding how insecticide work

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    needing a better understand how insecticide work

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    needing a better understand how insecticide work

  • [Solved] Week 8 Bio

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    Please Discuss Both Topic, and Please Make sure to write topic before discuss it. ( more than Half Page) – Discuss the functions, regulation, and balance of water in the body. (USLO 8.1) – Discuss the major functions of 5 minerals, common dietary sources of those minerals, and potential health conce…

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    Please Discuss Both Topic, and Please Make sure to write topic before discuss it. ( more than Half Page)
    – Discuss the functions, regulation, and balance of water in the body. (USLO 8.1)
    – Discuss the major functions of 5 minerals, common dietary sources of those minerals, and potential health concerns related to deficiencies. (USLOs 8.2, 8.3)

  • [Solved] Week 8 COM

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    Half Page View the TED Talk [**“Try Something New for 30 Days”**Links to an external site.](https://www.ted.com/talks/matt_cutts_try_something_new_for_30_days "Link") (TED, 2011) by Matt Cutts. Respond to the following questions: https://www.ted.com/talks/matt_cutts_try_something_new_for_30_d…

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    Half Page
    View the TED Talk [**“Try Something New for 30 Days”**Links to an external site.](https://www.ted.com/talks/matt_cutts_try_something_new_for_30_days "Link") (TED, 2011) by Matt Cutts. Respond to the following questions:  https://www.ted.com/talks/matt_cutts_try_something_new_for_30_days
    – What are your impressions of his talk?
    – How did Cutts aim to persuade his audience?
    – What was especially effective about his speech?
    – Do you relate?
    Be sure to respond to at least 2 others as well.
    As a reminder, always connect to a scholarly source.
    As a note, integrating a scholarly source for this post should go beyond mentioning the TED Talk. Aim for full credit and connect to a scholarly source beyond the TED Talk to show how the discussion ties to your studies in the course.
    Incorporate strategies found in the unit presentations, the textbook, or other professional academic resources. Remember to cite sources appropriately.
    Reference
    TED. (2011). Try something new for 30 days. https://www.ted.com/talks/matt_cutts_try_something_new_for_30_days

  • [Solved] Week 8 PHL

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    Half Page "Do you want leather or cloth seats?" asks the salesperson. "Do you want your baby to have brown or blue eyes?" asks the doctor. Genetic engineering has reached a point where, much like choosing a feature on a car before buying it, we can select the features of our baby before its birth. F…

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    Half Page
    "Do you want leather or cloth seats?" asks the salesperson. "Do you want your baby to have brown or blue eyes?" asks the doctor. Genetic engineering has reached a point where, much like choosing a feature on a car before buying it, we can select the features of our baby before its birth. Features like height, eye color, hair color, intelligence, likelihood of illness, and more can be or will likely be selected soon. The question is, is it morally permissible to do so?
    Discuss the moral implications of genetically engineering human babies. Respond to one of the following:
    – Does it cheapen and commodify human life when we select the features of a human person like we do when purchasing a car? Contrast what a virtue ethicist would say according to its core principles of telos, virtue, eudaimonia, and practical wisdom with what a Kantian would say according to its core principles of universalizability, duty, impartiality, and reciprocity. Explain how one of these theories supports your answer. Is it morally different to use genetic engineering to lower the likelihood of illness, such as diabetes, as opposed to using it to select an aesthetic feature, such as eye color? Contrast what a virtue ethicist would say according to its core principles of telos, virtue, eudaimonia, and practical wisdom with what a Kantian would say according to its core principles of universalizability, duty, impartiality, and reciprocity. Explain how one of these theories supports your answer. Use appropriate textual evidence to back up your claim. Which of the ethical theories you discussed do you believe provides the best account of what the morally correct action to take is and why? (USLOs 8.1, 8.2, 8.3)
    – Assuming genetic engineering remains expensive and only the wealthy can afford to engineer their children with more desirable features, such as greater intelligence and a lower likelihood of illness, is it morally permissible to allow genetic engineering? Contrast what a virtue ethicist would say according to its core principles of telos, virtue, eudaimonia, and practical wisdom with what a utilitarian would say using its core principles of welfare, impartiality, sum-ranking, and consequences. Explain how one of these theories supports your answer. Is it morally different to use genetic engineering to lower the likelihood of illness as opposed to using it to select increased intelligence? Contrast what a virtue ethicist would say according to its core principles of telos, virtue, and eudaimonia with what a utilitarian would say using its core principles of welfare, impartiality, sum ranking, and consequences. Explain how one of these theories supports your answer. Use appropriate textual evidence to back up your claim. Which of the ethical theories you discussed do you believe provides the best account of what the morally correct action to take is and why? (USLOs 8.1, 8.2, 8.3)

  • [Solved] Biology review

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    \ IMG_0116.jpeg](https://www.sweetstudy.com/files/img-0116-jpeg-10453709 "IMG_0116.jpeg")

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    \
    IMG_0116.jpeg](https://www.sweetstudy.com/files/img-0116-jpeg-10453709 "IMG_0116.jpeg")

  • [Solved] W2

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    500-word Discussion due in 4 Hours – ## W2.docx **## W2.docx** In preparation for your presentation to department leadership, you and your colleagues contacted other professionals in your field to discuss theories, quantitative methods, qualitative methods, mixed methods, and variables that could su…

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    500-word Discussion due in 4 Hours

    – ## W2.docx

    **## W2.docx**

    In preparation for your presentation to department leadership, you and your colleagues contacted other professionals in your field to discuss theories, quantitative methods, qualitative methods, mixed methods, and variables that could support research design for study on a program to improve community policing.

    You and your colleagues set a time to discuss the Institutional Review Board (IRB) and ethics in your research design. Creswell and Creswell (2023, pp. 96) discuss the IRB in Chapter 4, and they cite Sarantakos (2005) in listing IRB interests.

    You have also been tasked with identifying issues in research design in the areas of social justice. A leading crime analyst from another jurisdiction calls the meeting to order and then presents a request for each attendee, which includes you and your colleagues.

    The requests are as follows:

    Explain how two theories have been used or could be used, to support a quantitative, qualitative, or mixed methods study in community policing.

    Identify a source of data that could be used for a quantitative, qualitative, or mixed methods study on community policing.

    Examine independent variables, dependent variables, and control variables used in a study on community policing published in the past five years.

    Analyze a social justice issue, ethical principles, and Institutional Review Board (IRB) factors in research design for a study on community policing.

    our initial post should be at least 500 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources and properly cite any references. Review
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) to help you, and properly cite any references using
    [_APA Style_](https://writingcenter.uagc.edu/apa-style)

    **## W2.docx**

    In preparation for your presentation to department leadership, you and your colleagues contacted other professionals in your field to discuss theories, quantitative methods, qualitative methods, mixed methods, and variables that could support research design for study on a program to improve community policing.

    You and your colleagues set a time to discuss the Institutional Review Board (IRB) and ethics in your research design. Creswell and Creswell (2023, pp. 96) discuss the IRB in Chapter 4, and they cite Sarantakos (2005) in listing IRB interests.

    You have also been tasked with identifying issues in research design in the areas of social justice. A leading crime analyst from another jurisdiction calls the meeting to order and then presents a request for each attendee, which includes you and your colleagues.

    The requests are as follows:

    Explain how two theories have been used or could be used, to support a quantitative, qualitative, or mixed methods study in community policing.

    Identify a source of data that could be used for a quantitative, qualitative, or mixed methods study on community policing.

    Examine independent variables, dependent variables, and control variables used in a study on community policing published in the past five years.

    Analyze a social justice issue, ethical principles, and Institutional Review Board (IRB) factors in research design for a study on community policing.

    our initial post should be at least 500 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources and properly cite any references. Review
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) to help you, and properly cite any references using
    [_APA Style_](https://writingcenter.uagc.edu/apa-style)

  • [Solved] Bio report

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    Can someone get this done for me before November 15th – ## 5-LABREPORTGUIDERESPIRATIONKEY.doc – ## 5-LABREPORTGUIDERESPIRATIONKEY.pdf **## 5-LABREPORTGUIDERESPIRATIONKEY.doc** [removed] **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf** The effect of temperature on the benzoquinone production of catechol o…

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    Can someone get this done for me before November 15th

    – ## 5-LABREPORTGUIDERESPIRATIONKEY.doc

    – ## 5-LABREPORTGUIDERESPIRATIONKEY.pdf

    **## 5-LABREPORTGUIDERESPIRATIONKEY.doc**

    [removed]

    **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf**

    The effect of temperature on the benzoquinone production of catechol oxidase

    Fanny Falcon, Ollie Burrowing Owl, Pete Prairie

    BIOL1106.015

    21 December 2012

    Introduction:

    Enzymes are biological catalysts that speed up chemical reactions. The reaction studied in this report is

    catechol + oxygen – >> – benzoquinone + water. The enzyme involved is catechol oxidase. This is a

    common reaction in fruit and vegetables that darken when cut. The product benzoquinone is dark. In

    general, temperature increases enzyme activity because the molecules are moving more. The question

    studied was ‘What effect does temperature have on catechol oxidase activity?’. The hypothesis tested

    was ‘Catechol oxidase activity will increase with an increase in temperature’.

    Materials and Methods:

    Ten 13×100 test tubes were prepared following the mixing table in the instructions. 1mL of catechol

    oxidase from prepared potato extract was added to each test tube. All tubes were placed in their

    respective temperature baths for 5 minutes: 1&2 – 0C (ice), 3&4 – 27C (room temp), 5&6 – 40C water

    bath, 7&8 – 70C water bath, 9&10 – 100C boiling water bath. All tubes were left in their temperatures

    while 1mL of water was added to the odd tubes (1, 3, 5, 7, 9) and 1mL of catechol was added to the even

    tubes (2, 4, 6, 8, 10). A square of Parafilm was used to cover and seal each tube. All tubes were inverted

    to mix contents. All tubes remained in their temperatures for 10 more minutes. After time was finished,

    each odd number was blanked on a spectrophotometer set at 540nm. The corresponding even number

    was read. Absorbance readings for the even tubes were recorded. Tubes were inverted and wiped

    down before inserting into the spectrophotometer. Tube 1 was blanked and tube 2 was read. Tube 3

    was blanked and tube 4 was read. Tube 5 was blanked and tube 6 was read. Tube 7 was blanked and

    tube 8 was read. Tube 9 was blanked and tube 10 was read.

    Results

    The absorbance numbers ranged from -0.16A at 100C and 2.38A at 40C. The lowest reading are negative

    in the highest temperatures 70C and 100C. On a spectrophotometer, any time the sample is more clear

    or lighter than the blank, the sample is read as negative absorbance. The darkest tube with the highest

    reading was on the 40C tube. The absorbance readings changed with the different temperatures.

    Raw data:

    Tube Temperature Tube Contents Absorbance at 540 nm

    2 0oC Ice Catechol oxidase & catechol Enzyme & Substrate 1.54

    4 27oC Room Catechol oxidase & catechol Enzyme & Substrate 1.04

    6 40oC Warm Catechol oxidase & catechol Enzyme & Substrate 2.39

    8 70 oC Hot Catechol oxidase & catechol Enzyme & Substrate -0.02

    10 100 oC Boiling Catechol oxidase & catechol Enzyme & Substrate -0.16

    Chart:

    -0.5

    0

    0.5

    1

    1.5

    2

    2.5

    3

    0 27 40 70 100

    A
    b

    so
    rb

    an
    ce

    a
    t

    5
    4

    0
    n

    m

    The effect of temperature on catechol oxidase activity

    Temperature C

    Discussion

    The hypothesis tested was ‘Catechol oxidase activity will increase with an increase in temperature’. The

    data only supports the hypothesis in two readings 1.04A at 27C and 2.39A at 40C. None of the other

    data supports the hypothesis. In general the data does not support the hypothesis. In repeating this

    experiment, I would more quickly blank and read the tubes at the cold temperatures. I think the ice

    tubes warmed up in my hands while waiting to use the spectrophotometer. I would do more repetitions

    at each temperature and more temperatures. The change in absorbance between 40C with 2.39A and

    70C with -0.02A is dramatic. I wonder what it would be like at every 5 or 10 degrees in between. I would

    change the hypothesis. The higher temperatures denatured the enzymes and caused it to fall out of

    solution. Each tube has a greyish precipitate at the bottom of the tube. The tube overall was a light

    color showing none of the dark benzoquinone product seen in the cooler tubes. I would change the

    hypothesis to ‘Catechol oxidase activity increases with temperature until extreme temperature

    denatures the enzyme’. In conclusion, catechol oxidase activity varies with temperature.

    **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf**

    The effect of temperature on the benzoquinone production of catechol oxidase

    Fanny Falcon, Ollie Burrowing Owl, Pete Prairie

    BIOL1106.015

    21 December 2012

    Introduction:

    Enzymes are biological catalysts that speed up chemical reactions. The reaction studied in this report is

    catechol + oxygen – >> – benzoquinone + water. The enzyme involved is catechol oxidase. This is a

    common reaction in fruit and vegetables that darken when cut. The product benzoquinone is dark. In

    general, temperature increases enzyme activity because the molecules are moving more. The question

    studied was ‘What effect does temperature have on catechol oxidase activity?’. The hypothesis tested

    was ‘Catechol oxidase activity will increase with an increase in temperature’.

    Materials and Methods:

    Ten 13×100 test tubes were prepared following the mixing table in the instructions. 1mL of catechol

    oxidase from prepared potato extract was added to each test tube. All tubes were placed in their

    respective temperature baths for 5 minutes: 1&2 – 0C (ice), 3&4 – 27C (room temp), 5&6 – 40C water

    bath, 7&8 – 70C water bath, 9&10 – 100C boiling water bath. All tubes were left in their temperatures

    while 1mL of water was added to the odd tubes (1, 3, 5, 7, 9) and 1mL of catechol was added to the even

    tubes (2, 4, 6, 8, 10). A square of Parafilm was used to cover and seal each tube. All tubes were inverted

    to mix contents. All tubes remained in their temperatures for 10 more minutes. After time was finished,

    each odd number was blanked on a spectrophotometer set at 540nm. The corresponding even number

    was read. Absorbance readings for the even tubes were recorded. Tubes were inverted and wiped

    down before inserting into the spectrophotometer. Tube 1 was blanked and tube 2 was read. Tube 3

    was blanked and tube 4 was read. Tube 5 was blanked and tube 6 was read. Tube 7 was blanked and

    tube 8 was read. Tube 9 was blanked and tube 10 was read.

    Results

    The absorbance numbers ranged from -0.16A at 100C and 2.38A at 40C. The lowest reading are negative

    in the highest temperatures 70C and 100C. On a spectrophotometer, any time the sample is more clear

    or lighter than the blank, the sample is read as negative absorbance. The darkest tube with the highest

    reading was on the 40C tube. The absorbance readings changed with the different temperatures.

    Raw data:

    Tube Temperature Tube Contents Absorbance at 540 nm

    2 0oC Ice Catechol oxidase & catechol Enzyme & Substrate 1.54

    4 27oC Room Catechol oxidase & catechol Enzyme & Substrate 1.04

    6 40oC Warm Catechol oxidase & catechol Enzyme & Substrate 2.39

    8 70 oC Hot Catechol oxidase & catechol Enzyme & Substrate -0.02

    10 100 oC Boiling Catechol oxidase & catechol Enzyme & Substrate -0.16

    Chart:

    -0.5

    0

    0.5

    1

    1.5

    2

    2.5

    3

    0 27 40 70 100

    A
    b

    so
    rb

    an
    ce

    a
    t

    5
    4

    0
    n

    m

    The effect of temperature on catechol oxidase activity

    Temperature C

    Discussion

    The hypothesis tested was ‘Catechol oxidase activity will increase with an increase in temperature’. The

    data only supports the hypothesis in two readings 1.04A at 27C and 2.39A at 40C. None of the other

    data supports the hypothesis. In general the data does not support the hypothesis. In repeating this

    experiment, I would more quickly blank and read the tubes at the cold temperatures. I think the ice

    tubes warmed up in my hands while waiting to use the spectrophotometer. I would do more repetitions

    at each temperature and more temperatures. The change in absorbance between 40C with 2.39A and

    70C with -0.02A is dramatic. I wonder what it would be like at every 5 or 10 degrees in between. I would

    change the hypothesis. The higher temperatures denatured the enzymes and caused it to fall out of

    solution. Each tube has a greyish precipitate at the bottom of the tube. The tube overall was a light

    color showing none of the dark benzoquinone product seen in the cooler tubes. I would change the

    hypothesis to ‘Catechol oxidase activity increases with temperature until extreme temperature

    denatures the enzyme’. In conclusion, catechol oxidase activity varies with temperature.

    **## 5-LABREPORTGUIDERESPIRATIONKEY.doc**

    [removed]

    **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf**

    The effect of temperature on the benzoquinone production of catechol oxidase

    Fanny Falcon, Ollie Burrowing Owl, Pete Prairie

    BIOL1106.015

    21 December 2012

    Introduction:

    Enzymes are biological catalysts that speed up chemical reactions. The reaction studied in this report is

    catechol + oxygen – >> – benzoquinone + water. The enzyme involved is catechol oxidase. This is a

    common reaction in fruit and vegetables that darken when cut. The product benzoquinone is dark. In

    general, temperature increases enzyme activity because the molecules are moving more. The question

    studied was ‘What effect does temperature have on catechol oxidase activity?’. The hypothesis tested

    was ‘Catechol oxidase activity will increase with an increase in temperature’.

    Materials and Methods:

    Ten 13×100 test tubes were prepared following the mixing table in the instructions. 1mL of catechol

    oxidase from prepared potato extract was added to each test tube. All tubes were placed in their

    respective temperature baths for 5 minutes: 1&2 – 0C (ice), 3&4 – 27C (room temp), 5&6 – 40C water

    bath, 7&8 – 70C water bath, 9&10 – 100C boiling water bath. All tubes were left in their temperatures

    while 1mL of water was added to the odd tubes (1, 3, 5, 7, 9) and 1mL of catechol was added to the even

    tubes (2, 4, 6, 8, 10). A square of Parafilm was used to cover and seal each tube. All tubes were inverted

    to mix contents. All tubes remained in their temperatures for 10 more minutes. After time was finished,

    each odd number was blanked on a spectrophotometer set at 540nm. The corresponding even number

    was read. Absorbance readings for the even tubes were recorded. Tubes were inverted and wiped

    down before inserting into the spectrophotometer. Tube 1 was blanked and tube 2 was read. Tube 3

    was blanked and tube 4 was read. Tube 5 was blanked and tube 6 was read. Tube 7 was blanked and

    tube 8 was read. Tube 9 was blanked and tube 10 was read.

    Results

    The absorbance numbers ranged from -0.16A at 100C and 2.38A at 40C. The lowest reading are negative

    in the highest temperatures 70C and 100C. On a spectrophotometer, any time the sample is more clear

    or lighter than the blank, the sample is read as negative absorbance. The darkest tube with the highest

    reading was on the 40C tube. The absorbance readings changed with the different temperatures.

    Raw data:

    Tube Temperature Tube Contents Absorbance at 540 nm

    2 0oC Ice Catechol oxidase & catechol Enzyme & Substrate 1.54

    4 27oC Room Catechol oxidase & catechol Enzyme & Substrate 1.04

    6 40oC Warm Catechol oxidase & catechol Enzyme & Substrate 2.39

    8 70 oC Hot Catechol oxidase & catechol Enzyme & Substrate -0.02

    10 100 oC Boiling Catechol oxidase & catechol Enzyme & Substrate -0.16

    Chart:

    -0.5

    0

    0.5

    1

    1.5

    2

    2.5

    3

    0 27 40 70 100

    A
    b

    so
    rb

    an
    ce

    a
    t

    5
    4

    0
    n

    m

    The effect of temperature on catechol oxidase activity

    Temperature C

    Discussion

    The hypothesis tested was ‘Catechol oxidase activity will increase with an increase in temperature’. The

    data only supports the hypothesis in two readings 1.04A at 27C and 2.39A at 40C. None of the other

    data supports the hypothesis. In general the data does not support the hypothesis. In repeating this

    experiment, I would more quickly blank and read the tubes at the cold temperatures. I think the ice

    tubes warmed up in my hands while waiting to use the spectrophotometer. I would do more repetitions

    at each temperature and more temperatures. The change in absorbance between 40C with 2.39A and

    70C with -0.02A is dramatic. I wonder what it would be like at every 5 or 10 degrees in between. I would

    change the hypothesis. The higher temperatures denatured the enzymes and caused it to fall out of

    solution. Each tube has a greyish precipitate at the bottom of the tube. The tube overall was a light

    color showing none of the dark benzoquinone product seen in the cooler tubes. I would change the

    hypothesis to ‘Catechol oxidase activity increases with temperature until extreme temperature

    denatures the enzyme’. In conclusion, catechol oxidase activity varies with temperature.

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    **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf**

    The effect of temperature on the benzoquinone production of catechol oxidase

    Fanny Falcon, Ollie Burrowing Owl, Pete Prairie

    BIOL1106.015

    21 December 2012

    Introduction:

    Enzymes are biological catalysts that speed up chemical reactions. The reaction studied in this report is

    catechol + oxygen – >> – benzoquinone + water. The enzyme involved is catechol oxidase. This is a

    common reaction in fruit and vegetables that darken when cut. The product benzoquinone is dark. In

    general, temperature increases enzyme activity because the molecules are moving more. The question

    studied was ‘What effect does temperature have on catechol oxidase activity?’. The hypothesis tested

    was ‘Catechol oxidase activity will increase with an increase in temperature’.

    Materials and Methods:

    Ten 13×100 test tubes were prepared following the mixing table in the instructions. 1mL of catechol

    oxidase from prepared potato extract was added to each test tube. All tubes were placed in their

    respective temperature baths for 5 minutes: 1&2 – 0C (ice), 3&4 – 27C (room temp), 5&6 – 40C water

    bath, 7&8 – 70C water bath, 9&10 – 100C boiling water bath. All tubes were left in their temperatures

    while 1mL of water was added to the odd tubes (1, 3, 5, 7, 9) and 1mL of catechol was added to the even

    tubes (2, 4, 6, 8, 10). A square of Parafilm was used to cover and seal each tube. All tubes were inverted

    to mix contents. All tubes remained in their temperatures for 10 more minutes. After time was finished,

    each odd number was blanked on a spectrophotometer set at 540nm. The corresponding even number

    was read. Absorbance readings for the even tubes were recorded. Tubes were inverted and wiped

    down before inserting into the spectrophotometer. Tube 1 was blanked and tube 2 was read. Tube 3

    was blanked and tube 4 was read. Tube 5 was blanked and tube 6 was read. Tube 7 was blanked and

    tube 8 was read. Tube 9 was blanked and tube 10 was read.

    Results

    The absorbance numbers ranged from -0.16A at 100C and 2.38A at 40C. The lowest reading are negative

    in the highest temperatures 70C and 100C. On a spectrophotometer, any time the sample is more clear

    or lighter than the blank, the sample is read as negative absorbance. The darkest tube with the highest

    reading was on the 40C tube. The absorbance readings changed with the different temperatures.

    Raw data:

    Tube Temperature Tube Contents Absorbance at 540 nm

    2 0oC Ice Catechol oxidase & catechol Enzyme & Substrate 1.54

    4 27oC Room Catechol oxidase & catechol Enzyme & Substrate 1.04

    6 40oC Warm Catechol oxidase & catechol Enzyme & Substrate 2.39

    8 70 oC Hot Catechol oxidase & catechol Enzyme & Substrate -0.02

    10 100 oC Boiling Catechol oxidase & catechol Enzyme & Substrate -0.16

    Chart:

    -0.5

    0

    0.5

    1

    1.5

    2

    2.5

    3

    0 27 40 70 100

    A
    b

    so
    rb

    an
    ce

    a
    t

    5
    4

    0
    n

    m

    The effect of temperature on catechol oxidase activity

    Temperature C

    Discussion

    The hypothesis tested was ‘Catechol oxidase activity will increase with an increase in temperature’. The

    data only supports the hypothesis in two readings 1.04A at 27C and 2.39A at 40C. None of the other

    data supports the hypothesis. In general the data does not support the hypothesis. In repeating this

    experiment, I would more quickly blank and read the tubes at the cold temperatures. I think the ice

    tubes warmed up in my hands while waiting to use the spectrophotometer. I would do more repetitions

    at each temperature and more temperatures. The change in absorbance between 40C with 2.39A and

    70C with -0.02A is dramatic. I wonder what it would be like at every 5 or 10 degrees in between. I would

    change the hypothesis. The higher temperatures denatured the enzymes and caused it to fall out of

    solution. Each tube has a greyish precipitate at the bottom of the tube. The tube overall was a light

    color showing none of the dark benzoquinone product seen in the cooler tubes. I would change the

    hypothesis to ‘Catechol oxidase activity increases with temperature until extreme temperature

    denatures the enzyme’. In conclusion, catechol oxidase activity varies with temperature.

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