Epping Forest Coursework
Is the height of bracken greater in a light area than in a darker area? Planning: Aim: The aim of this investigation is to see how the height of bracken varies in a light and dark area. A fair prediction can be made that a change in light conditions will affect the height of the bracken. This is due to the fact that light intensity is one of the factors affecting photosynthesis. As light intensity increases the rate of photosynthesis also increases which causes the production of food to be greater. Due to this, the plant can grow more as it has more food, and light is not the limiting factor. As a result the height of bracken would vary between these two areas and would prove a very decisive investigation. I would expect the height of bracken to be greater in the area with the higher light intensity (light area). Hypothesis: Null hypothesis (H0): There is no significant difference between the height measured from the light and dark areas. This would be proved only if there is no correlation between the results obtained. Hypothesis (H1): I hypothesise that the height of the bracken in the light area will be greater than the height of bracken in the area with less light. A significant difference is expected between data collected in the light and dark areas. The bracken in the lighter area is should photosynthesise more and produce products at a faster rate. In turn the
Why the Body Needs Energy? Every living cell within the body needs energy which is used to do work around the body or to produce heat
Fundamental of Atomy and Physiology Unit 5 Assignment 2 Task 1(P4) Introduction - Why the Body Needs Energy? Every living cell within the body needs energy which is used to do work around the body or to produce heat or light therefore if you exercise you get hot and to digest food we produce heat because your body is using up energy. Food is glucose which contains starch that then turns into carbohydrate which then produces fuel for the body. The energy in the body is also used when breathing, thinking, eliminates waste, maintain blood pressure, regular body temperature and contract muscles. What is Energy used for? There are two rules of energy. The 1st rule is that energy always comes from a source of energy for example, * The sun is a producer this is because the sun produces nuclear energy. * The tree is a primary source of energy because the tree leaves photosynthesise using the sun as a nuclear energy to produce glucose. * The fire wood is a secondary source of energy because it produces chemical energy * The fire is a tertiary source of energy because it burns fuel and releases energy an example of this would be heat, light and sound. Reference: Class notes hand out 12 / 3 / 2008 The 2nd rule of energy is that it can't be created or destroyed but only changed from one form to another form an example of this would be someone eating food glucose energy
Investigating the effects of different lead chloride concentrations on the growth of cress seedlings
A-Level Biology Coursework: Investigating the effects of different lead chloride concentrations on the growth of cress seedlings Ying-Jun Ng Candidate number: 2135 Aim To investigate the effect of different lead chloride concentrations on the growth of cress seedlings Background Information Lead (Pb) is the heaviest non-radioactive metal with an atomic number of 82 and atomic weight of 207. Lead is a soft, malleable but dense, ductile heavy metal with poor electrical conductivity. It is highly resistant to corrosion, and because of this property, it is often used to contain a variety of corrosive liquids. Lead is commonly used in building construction, paints, batteries, plumbing, ammunition and fusible alloys. Metallic lead does occur in nature, but it is rare. Lead is usually found in ore with zinc, silver and copper, and is extracted together with these metals. Apart from how it is found naturally, lead is released into the environment by mining and smelting before it makes its way into the air, soil, and water. Lead can also remain in the environment as dust and as compounds in soil or water. Soils near roads and smelting facilities have higher levels of lead than soils in other areas because of their exposure to lead dust, which accumulates over time. Plants exposed to lead can absorb the metal dust through their leaves. Plants can also take up minimal amounts
An Investigation into the Mitotic Nuclear Division of Allium Sativum Root Tip Cells, and the Relative Duration of Each Phase of this Cellular Cycle
An Investigation into the Mitotic Nuclear Division of Allium Sativum Root Tip Cells, and the Relative Duration of Each Phase of this Cellular Cycle. Aim To conduct an investigation into the relative durations of the phases that occur in the mitotic nuclear division of meristematic Allium Sativum root tip cells, evaluating the validity of a hypothesis proposed that states that these mitotic phase durations will be of different. Hypothesis The Expected Results: The Relative Length of Each Stage of Mitotic Nuclear Division Through the process of conducting background research, it has been possible to suggest a theoretical ratio concerning the timing for each stage of the mitotic cycle; "Although the stages of mitosis are necessarily shown as static events, it must be emphasized that the process is a continuous one and the names "anaphase", "metaphase", etc., do not imply that the process of mitosis comes to a halt at this juncture. Moreover, the stages shown are not selected at regular intervals of time, e.g. in the embryonic cells of a particular grasshopper the timing at 38°C is as follows: prophase 100 min, metaphase 15 min, anaphase 10 min, telophase 60 min." 1 These specified times essentially form the ratio that will be used throughout the investigation (dividing each stage in the ratio by a factor of 5 provides the ratio (20:3:2:12), and allow a range of
Technology, Culture & Communications, SEAS.
Introduction Michael E. Gorman Technology, Culture & Communications, SEAS University of Virginia To organize and depict, in abbreviated form, Alexander Graham Bell's invention of the telephone, we [1] have created a series of flowchart "maps" that include every sketch we have been able to locate from Bell's experimental notebooks, patents, depositions in court and correspondence. As the dates on the map indicate, time advances as on the maps from top to bottom. Multiple boxes spreading from right to left at the same time indicate that Bell was pursuing several lines of research at that point. When we say that Bell followed a path to the telephone, it makes his innovation process sound more linear and goal-directed than it really was, though Bell tried very hard to be scientific in his approach [2] and therefore was more linear than his competitors Edison and Gray. We refer to this flowchart as a map because the term flowchart implies more logical structure than does map, which may reflect the wanderings of an inventor. This series of maps is arranged hierarchically. The top level depicts the major experiments along Bell's path to a patent and to a device that successfully transmitted speech. When you click on one of the sketches in boxes on this top level, you will move to a lower-level map, depicting a series of experiments that were subsumed under that higher-level
'Investigating how temperature affects the rate action of the amylase enzyme on starch.'
Aim: 'Investigating how temperature affects the rate action of the amylase enzyme on starch.' Background Reading Before conduction of both preliminary and the official investigations, I did research on enzymes, their structures and properties both during school and at home dependently using the internet, varies software and books (http://www.bbc.co.uk/revision / Encarta encyclopaedia / School Biology book). This Investigation should hopefully reinforce my understanding of enzymes and particularly the Amylase Enzyme. I have decided to express the knowledge not in this section but throughout this essay in major areas such as the prediction. Hypothesis: I hypothesise; using my scientific knowledge of enzymes from the essential background reading that increasing the temperature will increase the rate of reaction between the enzyme and the substrate accordingly. However, I am aware that the temperature can only be increased or decreased to a certain point before the reaction corrupts as the enzyme will cease to function. I believe that this will occur at above 45°C i.e. optimum temperature. Prediction: (Theory part of this applies to both the Preliminary and Official Experiment) The focal factor which has been assigned to this investigation is temperature. This Investigation will look at how the temperature affects the rate at which a bacterial amylase enzyme works upon
WHAT EFFECT DOES SUBSTRATE HAVE ON THE RATE OF RESPIRATION IN SACCHAROMYCES CEREVISIAE
WHAT EFFECT DOES SUBSTRATE HAVE ON THE RATE OF RESPIRATION IN SACCHAROMYCES CEREVISIAE? AIM The aim of this investigation is to examine what effects different substrates have on the respiration of yeast. I will investigate this by measuring the amount of carbon dioxide evolved during anaerobic respiration. The volume of CO2 gas will be collected using a gas syringe. BACKGROUND INFORMATION YEAST Saccharomyces cerevisiae, also known as yeast, is a micro organism that uses saprophytic digestion to break down substrates. This is achieved through releasing specific enzymes to break down specific substrates, but if yeast does not contain a certain types of enzyme then it cannot break down its substrate. The more the enzyme of a particular substrate, the faster the rate of breakdown and therefore the more CO2 is produced. This will help me to test how much CO2 each substrate produces. Yeast can also respire aerobically and anerobically depending on the availability of O2. If there is plentiful of O2 then yeast would respire aerobically with sugars, producing H2O and CO2 as waste products. However, if no oxygen is available then the fermentation would occur which converts sugars into CO2 and ethanol. RESPIRATION Respiration is the process by which energy is released energy from glucose in the presence of Oxygen, forming carbon dioxide and water as waste products.
An Investigation to determine the effect of Substrate Concentration on the Enzyme Catalase
An Investigation to determine the effect of Substrate Concentration on the Enzyme Catalase AIM The aim of this assignment is to determine and prove with evidence from experiments, how the substrate concentration of Hydrogen peroxide affects the rate of reaction of the enzyme Catalase. BACKGROUND - ON BIOLOGICAL CATALYSTS, ENZYMES Many chemical reactions in living organisms would occur very slowly, if we did not have special catalysts, which is a substance that lowers the activation energy required for a reaction, and therefore increases the rate of the reaction without being used up in the process. Enzymes are biological catalysts, responsible for metabolism and its regulation within living organisms. These molecules have catalytic sites onto which substrates fit in by using a lock-and-key manner to trigger and control metabolism throughout the body. DIAGRAM 1 (A DIAGRAM SHOWING A TYPICAL STRUCTURE OF AN ENZYME, GLOBULAR PROTEIN) Enzymes are globular proteins, which are coiled into a precise three-dimensional shape, with hydrophilic ('water loving') R groups (side chains) on the outside of the molecule allowing them to be soluble. Enzyme molecules also possess a special feature, which they use to convert substrates into products, known as an active site. In the enzyme's globular structure one or more Polypeptide chains twist and fold, bringing together a small number of
Factors That Affect the Rate of an Enzyme Reaction.
FACTORS THAT AFFECT THE RATE OF AN ENZYME REACTION AIM The aim of this experiment is to investigate one factor that affects that rate of an enzyme reaction. I have decided to examine how the concentration of the substrate hydrogen peroxide affects the rate of reaction of the enzyme catalase, which is produced by yeast. BACKGROUND THEORY Catalysts lower the activation energy for reactions, and the lower the activation energy for a reaction, the faster the rate. Enzymes are biological catalysts; therefore they speed up metabolic reactions by lowering the activation energy of the metabolic reaction. Enzymes do not undergoing any permanent chemical change during the reaction they catalyse, therefore an enzyme molecule can be used over and over again. As a result a small amount of enzyme can catalyse the conversion of a lot of substrate into a lot of product. Enzymes are substrate specific, this means that a different enzyme is needed for each kind of substrate. For example, starch is digested to the sugar maltose by an enzyme called amylase, whereas protein is digested to amino acids by the enzyme protease. Enzymes are made from globular protein i.e. a polymer of amino acids and have a precise three-dimensional structure which includes an active site i.e. pocket or cleft on the enzyme surface. The active site is exactly the right size and shape, and has the correct charge
Investigating how prolonged exposure to its optimum temperature affects the respiration of yeast.
Investigating how prolonged exposure to its optimum temperature affects the respiration of yeast. By Stuart Laverty Contents Page(s) * Aims and Hypothesis .............................................. 3-5 * Method .................................................................. 5-11 o Risk Assessment of Equipment ...................... 5 o Justification of Equipment ............................. 6-7 o Full Equipment List ....................................... 7 o Constant Values ........................................... 7-8 o Variables ...................................................... 8 o Pilot Method ................................................. 8-10 o Main Method ................................................ 11 * Results ................................................................... 12-13 o Results for Pilot Method ................................. 12 o Results for Main Method ................................. 13 * Conclusion ............................................................. 14-15 * Evaluation .............................................................. 16-17 * Appendix's ............................................................ 18-21 o Appendix A .................................................. 18 o Appendix B
