Nutrition Essays - Nutrition, Nutrient, Cooking, Food Energy

Nutrition Ch.9 Outline Nutrition 1. What are the nutrients in food? A. Food 1. cells must be supplied with food or they stop working 2. growth and repair 3. supplied regularly in the right amount and balance 4. Nutrients a. chemicals in food cells need b. Nutrients study of nutrients c. six nutrients 1. protein 2. fats 3. carbohydrates 4. vitamins 5. minerals 6. water B. Proteins, Fats, and Carbo's 1. Proteins a. build and repair tissue b. make up large part of muscle, bone, and skin c. foods such as meats, eggs fish, nuts, and chicken 2. Fats a. source of energy b. food, salad dressing, butter, and cooking oils 3. Carbo's a. first supply of energy b. foods, starches, sugars, bread, and fruit 4. Nutrient percent in body a. Carbo's 2% b. Fats M: 18%, F: 30% c. Proteins M: 20%, F: 18% d. Water M: 60%, F: 50% 5. Nutrients needed per day a. Carbo's 300g b. Proteins 25g c. fiber 25g d. fats less than 65g 6. person remains healthy if they take in correct amounts of each 7. eat foods with correct amounts of nutrients Bibliography none

The role of David Lloyd George at the Paris Peace Conference essays

The role of David Lloyd George at the Paris Peace Conference essays The Treaty of Versailles, signed on January 18th 1919, was an attempt by the victorious powers to put an end to the First World War. Dominated by the Big Three, consisting of America, France and Britain, the talks ultimately became a forum for conflicting interests and compromises; an exercise in expediency rather than a genuine attempt at a solid solution. However, while it is easy to look back with hindsight and make judgements on this most abused and the least perused document of history , the British Prime Minister David Lloyd George performed to the best of his abilities, and arguably achieved each of his aims. This essay is an analytical look at his role at Versailles, his decisions and the reasoning behind them in order to determine the degree of success with which he can be awarded. Prior to the Paris Peace Conference, and indeed prior to the First World War, the relationship between Britain and Germany was an ambiguous one. Whilst the two had an almost symbiotic relationship dependent on exports, there existed a lasting rivalry between them, most notably on the naval front wherein Germany posed a serious threat to Britains long-term domination of the sea. Following the war, Britain, whilst territorially unscathed, had lost many men through combat and also had to shoulder a large percentage of the debt incurred by the allies. Economically the country was on a knife edge: exports were at an all time low due to outdated factories, high tariffs and foreign competition, whilst unemployment was at an all time high. With this in mind, it is perhaps easy to see the self-preserving attitude with which Lloyd George entered Versailles. Britain was not only economically unbalanced, the public also had a great political influence. Mass unemployment, threats to the British empirical reputation and severe economic downturn all translated into a popular desire for revenge against the alleged German &apos...

Characteristic Of The American Nation History Essay

Characteristic Of The American Nation History Essay The United States are different from the rest of the world in many aspects, and Americans themselves like to emphasize their uniqueness. Many books, introductions to cultural studies, manuals, textbooks, dictionaries, guides, articles, and essays have been written with one common aim. They all have tried to distinguish and call the American distinctness by real names, as well as they have attempted to explain why Americans are such an exceptional nation. This thesis is also one of the efforts to objectify a rather complicated jigsaw of the American character. In total amount of four chapters a complex portrait of an American will be offered. To start a research which quests a current form of any culture it is important to look firstly into its past. America may not have long history like English or Italian but still approximately 200 years of self-selective immigration were enough to set very clear distinctiveness typical for the United States. The first chapter of this thesis will attempt to point out various occurrences since the foundation of the first permanent settlement in the North America till 1776. Two greatest foreign traveler publications by Alexis de Tocqueville and J. Hector St. John de Crevecoeur that contributed to the development of the national pride will be mentioned. These two historical sources will be compared with current literature and it will be observed whether they differ or not. Finally, it will be dealt with the proportions of European immigrants and how they helped to change the portrait of the American nation. The following chapter will continue on approximation of the American differentness by portraying the system of values. First of all, it will be clarified what is regarded as a value because traditionally more than one definition of this term occurs. It will be proven that values function like dominant pillars on which the structure of the American character has been built. Quite much attention will be paid to values like wor k, achievement, or equality because these values have their historical background and are still reflected not even in American behavior but also in stereotypes common about American citizens. The third part will be devoted to religion in the United States. This topic is purposely not attached to the chapter about values because as it will be explained, religion is traditionally not being mentioned as a value. What is more, religion will be portrayed as an independent factor touching different beliefs of common people but also like a factor contrasting to the secularity of the state. The very last and rather shorter chapter will comment on stereotypes and prejudices which often do not provide a very objective picture of the United States. Attention will be also paid to the notably higher number of American stereotypes in comparison to other countries. Finally some examples of individual stereotypes will be provided and by these means the picture of the American nation will be conclud ed. americans in terms of the historical development Ever since America has been discovered, especially the North America, it has represented an object of fascination to observers from other countries who have been trying to solve the question of American nationality. The quest of the American   [ 1 ]   national identity, and who or what is considered to be American is perennial. It is regarded as a common knowledge that the US is primarily and undoubtedly a country of immigrants. According to American historian John Harmon McElroy, more than 55 million immigrants have arrived into America in the last four centuries. Such a high number represents the largest movement of people flowing into a certain place or a country in the history of mankind (60).

History of Programming and the Ancient Origin Assignment

History of Programming and the Ancient Origin - Assignment Example The aim of this product of research is to identify those valuable programming languages aside from knowing their history and to find out why they are valuable. Parts of programming are definitely traceable to ancient times. Around 1790 BC, Babylonians left evidence of mathematical records shown in tablets. The archaeologists named it Plimpton 322. And in 780-895 BC, Mohammed Al-Khorzmi wrote the beginning of Algebra, originally written as Kita al-jabr wa’l muqabala which got translated in Latin and then used in Europe, and the book Algorithm originally called in Latin Algorithmic de numero Indorum.1 The ancient numbers were in Base 60 and later Base 10. Without numbers, programming in order to command a machine to do something on its own even with verbal instructions that are written would be inconceivable. Konrad Zuse, an inventor of the first mechanical computer, utilized binary numbers and punched tapes. The same is true with words and languages. Both also have ancient origins. However, it took over 2000 years before civilization saw the connection between numbers, words, and machines. During the Age of Industrial Revolution, 1804, Joseph Marie-Jacquard programmed the â€Å"Jacquard Mechanical Loom† to mass produce textile materials with designs. He did it by using a punched card. Each row of holes corresponded to a design. Those holes controlled the looming operations to a certain extent in the way manufacturers wanted textiles to look like. By just replacing the card with a different combination of holes, they were able to change the design.2 Terence Parr summarizes the evolution of programming as one that was machine-based at the start to high-end abstractions that could be adjusted from one machine to another. The programming language before was tied to the computing machine itself. It could not be adjusted to make another machine work. 3    There was only a machine-dependent programming language. Codes were a binary number  combinations using zeros (0) and 1.  

Bodies, Sexualities and Identities Essay Example | Topics and Well Written Essays - 2500 words

Bodies, Sexualities and Identities - Essay Example Keywords: body, child masturbation, mind, sexuality Introduction I would like to use varying theories regarding Bodies, Sexualities and Identities. How have these theories transformed my understanding of some aspect of gender, sexualities, or identities from experience or the world around us is the main focus of this paper. There are varying theories presented by Locke, Freud, Rousseau and other theorists regarding bodies, genders, sexualities, and identities. Regarding this, it is important to integrate personal experience and other’s encounter with these aspects in order to somehow prove or justify the importance and relevance of the theorists’ ideas on the subject matter involving bodies, sexualities and identities. It is the intention of the proponent to justify that these theories are not hopelessly outmoded in today’s modern society, but in fact, would actually help the people understand the complexity and richness of ideas within the intricate subjects emb odied within bodies, sexualities and identities. Regarding this, the issue about child masturbation is discussed in detail. ... This is the first time that the very act of masturbation is illustrated in the scripture. This literature remarkably gave birth to a coined word â€Å"onanism† which in the modern times is strongly associated with the very act of masturbation or self-sex pleasure. This is of no surprise that masturbation was mentioned to be initiated by an adult. Onan was of the right and advanced age when he initiated masturbation by withdrawing his semen from the womb of his brother’s wife. Even in the times of Locke, Freud and Rousseau, masturbation was considered prevalent among adults as integral issue about sex. In fact, the idea about masturbation was strongly opposed within the classical period as it would strongly contradict with the ultimate view within religious principle. Even until today, religious individuals would most likely view at it as an act of immorality before God. Surprisingly, masturbation and even addiction with it in the 18th century was also associated with ch ildren (Egan & Hawkes, 2011). Today, masturbation is reportedly initiated by some children even at the age below 12 years old. Even then, this paved the way for taking into account child sexuality as an important area of concern among theorists like Locke, Freud, and Rousseau. It was of great interest to understand child sexuality in the first place as things in line with sexual matters would concern most about adults who are considered to be mature in this area. However, there are many things that need to be learned more about child sexuality as they are also humans who could be potentially sexually aroused at some specific point in time. This is the very point

Nonsense poem Essay Example for Free

Nonsense poem Essay Jabberwocky is a nonsense poem authored by Lewis Carroll which is contained in his famous work Through the Looking Glass, and What Alice Found There in 1871. As many literary scholars and critics argue, Jabberwocky is normally regarded to be one of the utmost â€Å"nonsense poems† worked out in the English language. But though it is termed as nonsense poem, it is employed in various schools to educate learners on the application of portmanteaux. The poem is comprised of various terminologies and expressions that do not really have equivalent meanings in the English language. The words used by Carroll’s throughout the poem are mainly combinations of different words which are fused into one expression or term. As Jabberwocky revolves on a legend of a fictional monster and how it is slain in the tale, it suggests a very imaginary and unreal story and events which complements the structure of the poem with nonsensical terms. According to literary scholars, the original purpose of the Jabberwocky and its structure is directed towards Carroll’s criticisms against pompous and â€Å"ignorant literary critics. † Nevertheless, after the publication of it, it became a subject for different literary interpretations and even used in schools for some literary discussions and appreciations. The Jabberwocky conveys every possible fictional characters and events which are harmonized by the inclusion of superfluous nonsense expressions and terminologies. But no matter how unconventional it may appear, the effect of Jabberwocky impacts the society form culture to education which makes it a very popular culture since its publication. The unintentional and unexpected outcome which the poem produces strengthens and proves the uncertainty and unpredictable character of a potential great literary work. Reference Carroll, L. Stewart, J. (2003). Jabberwocky. Candlewick.

Osteoarthritis :: Health, Diseases

Osteoarthritis (OA) of the knee is a common problem throughout the world. As estimated by the World Health Organization, it is one of the major causes of impaired function that reduces quality of life worldwide and estimated to be the fourth leading cause of disability by the year 2020 (Kraus et al., 2006 and Wluka, 2006). Knee osteoarthritis (OA) is a leading cause of chronic disability worldwide including Malaysia (Zakaria et al., 2009). As defined by Jette et al., 2002 disability is the impaired performance of expected socially defined life tasks, in a typical sociocultural and physical environment. Physical function limitation, or difficulty with physical tasks and activities, is fundamental to the development of disability in OA. Pain is likely to be a central factor in the physical function limitation of knee OA, both due to its direct effects on function and as a route through which other factors operate. However, measuring only the pain is not enough. Physiotherapy must know exactly what functional limitation experienced by the patient and help them to handle those instead of treating just the pain. In the study by Izal et al., 2010 they discovered that there was discrepancy between levels of disability and quality of life (QOL) of Spanish elderly people with OA knee. They found this disparity possible due to active coping strategies practiced by the patient such as positive self-statements, re-interpreting pain sensations, distraction, ignoring sensations, prayer and joint protection strategies. Knee Osteoarthritis prevalence is expected to rise significantly in the upcoming decades due to increasing life expectancy and decreasing physical activity, leading to a constant increase in body weight. Facing this situation, the WHO and the United Nations have declared the years 2000 to 2010 to be the "Bone and Joint Decade" (Rosemann et al., 2007). The exact prevalence of OA is difficult to determine because of the lack of use of standardized criteria. In epidemiological studies OA is often described by radiological criteria, however radiological disease especially when mild has poor correlation with the presence of pain. Studies found that in all populations, so far the prevalence of knee OA is higher than that of hip OA but this is more marked in Asian populations. In Malaysia, knee becomes the most common site for OA (Zakaria et al, 2009). Regarding prevalence, it is a frequently replicated result that women have a higher probability for developing OA, especially OA of the knee (Felson et al.

Educational Psychology and Special Education Essay

What is the definition of a learning disability and who should qualify to be special education? What assessments should be made to be able to know what child belongs where? This is what we are going to explore in this paper. We want to see exactly who qualifies and how to go about assessing what needs can be met by choosing to place a child in special education or leaving in general education and making some modifications. The main point to remember for any child is doing the best we can for their success. Learning disabilities are a bit tough to diagnose, the reason for this is because learning disabilities affects everyone differently. While one person may have difficulty with reading or writing another person may have trouble with math or following through with directions. â€Å"Researchers think that learning disabilities are caused by differences in how a person’s brain works and how it processes information† (Medicinenet, 2013) Usually the people with learning disabilities, such as Aspbergers, are highly intelligent and only have problems with how the brain sends the information, not being non-intelligent. IDEA states that â€Å"A learning disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia†. This encompasses a wide range of children and we have to figure out how to best assess whether these children should be put into special education, or if they could function better with modifications to the general education classroom. Because learning disabilities are so multidimensional the assessments must also be in order to properly diagnose what steps to take. One of the most important parts of assessment is to always keep everyone involved in the child’s life in the loop. Keeping open communication and checking often to see what is working and what is not is a vital key to the assessment process. Checking first who needs to be involved within the team and then going from there with making the plan and seeing if it works or what needs to be changed. It is important to find out first if the child truly has a learning disability, second the nature, specificity, and the severity of the learning disability to know how to proceed with it. If you do not know the extent you cannot do very well at teaching for their abilities when you do not know what is lacking. â€Å"schools are required to implement a system of interventions before evaluating a child for a disability† (Logsdon, 2013) This is important because we do not want to put any child into a special education classroom without reason, this would not benefit that child at all. It is so important to know exactly what needs the child has and modify to try to benefit them before you place them. We must not simply send children to special education because the teacher does not want to deal with them. People tend to want to box people into certain categories and this just cannot happen with learning disabilities. A child who may have difficulty reading may be dyslexic, or they may simply not be being read to and worked with enough. They also may have moved into the country fairly recently and may be lacking because of a language barrier. There are 9 ways that are great for adapting instruction to be more easily understood by children with learning disabilities as stated by Teachers First. The first is adapting the size of what they are to read or do, then adapt the time for assignments and testing. Next, increase personal assistance by peer teaching, pairing students who are less adept with more advanced students. Fourth, is input, allow for more hands on types of teaching. Fifth, Adapt the skill level or the amount of problems that they must accomplish and change the output, how they respond to what was taught, such as drawing pictures, writing a story, or working with a computer program related to the lesson. Allow the child to participate in the lesson either mentally or physically to keep them on task. Alternate is the next one, adapt the goals and outcomes with the same  materials, tailor the lesson to the child’s needs and what they can handle, and lastly change curriculum if necessary. If the lesson is on the Vietnam war, you might be able to have them interview a person from the Vietnam war instead of having a discussion about it as they might get more out of that. It is all about our children and making the lessons understandable to them. An example of making adaptations to a lesson would be a child with vision impairment. For this child it is very difficult towards the end of the day to be able to read because her eyes are fatigued and cannot take much more strain. For this reason her parent is allowed to read to her and she can write her answers to questions because the child simply cannot do that for herself at the end of the day like the other children. She also has adaptations in her regular education classroom with magnifiers, a monitor by her desk to blow up what is on the board, all her books and papers are blown up, and she always sits in the front of the classroom. These are modifications for a visually impaired person who is very bright, but lacks some because of her vision impairment which creates the learning disability. â€Å"The world is full of examples of accommodations that permit people with disabilities to perform specific tasks they might not otherwise be able to. Drivers with poor vision wear glasses or contacts, elevators mark the buttons in Braille, and voters with disabilities may be given assistance by the person of their choice . † (Luke, Schwartz. 2010) We must do the same with our children. We need to take them and assess where their issues lie and do the best we can to create a successful learning environment for them! References Adapting Instruction. (2004, May 4). Retrieved July 14, 2013, from http://www. angelfire. com/in4/kfluhart/favorite. htm Learning Disabilities Causes, Symptoms, Diagnosis, and Treatment on MedicineNet. com. (2013, July 1). MedicineNet. Retrieved July 14, 2013, from http://www. medicinenet. com/learning_disability/article. htm Logsdon, A. (2013). Understanding Testing for a Learning Disability. About. com Learning Disabilities. Retrieved July 14, 2013, from http://learningdisabilities. about. com/od/assessmentandtesting/a/spedtesting. htm Luke, S. D. , & Schwartz, A. (2007). Assessment and Accommodations.

The Effects of Substrate Concentration, Reaction Time and Enzyme Concentration on Enzyme Reactions

The Effects of Substrate Concentration, Reaction Time and Enzyme Concentration on Enzyme Reactions Corey von Ellm-St. Croix Rachael Kwan ID#: 20427841 Matthew Hrycyshyn & Saeideh Mayanloo Biol 130L, Section 017 Wednesday, 9:30am-12:20pm, 151 November 09, 2011 A living system controls its activity through enzymes. Enzymes are made from hundreds or even thousands of amino acids connected in a very unique and specific order. Almost all enzymes are proteins, except for ribozymes. The chain of amino acids then folds into a unique shape. That shape not only allows the enzyme to carry out specific chemical reactions but to act as a very efficient catalyst. The enzyme speeds that reaction up tremendously. Each enzyme reacts with one specific reactant called a substrate that will form its products. The purpose of the experiments is to determine the effects of substrate concentration, reaction time and enzyme concentration on the direction of an enzyme reaction. Amylase is a digestive enzyme found in both the saliva and the small intestine. Salivary amylase is a hydrolytic reaction that breaks down starch molecules by systematically breaking off the maltose molecules from the ends of starch chains. The maltose is further broken down by another enzyme. Phosphorylase is an enzyme that systematically removes glucose molecules by consumes phosphoric acid to break the beta-1-4-glucosidic bonds in starch. The interaction of phosphate with the glucosidic bond results in the formation of glucose-1-phosphate and the loss of a chain unit in starch. In the reverse reaction the glucose part of glucose-1-phosphate is added as a new chain unit and phosphate is set free. This reversible enzymatic polymerization occurs with little change in free energy and therefor the reaction may choose to go either way. Iodine Test is a test for the presence of starch in which the sample turns blue-black in color when a few drops of potassium iodide solution are placed on the sample. A negative iodine test is when the reaction remains yellow in colour. It is the reaction between iodine and the coiled polymer of glucose known as amylase in starch that causes the colour change. The reaction occurs when straight amylase chains form helices in which the iodine can pass inside. Glycogen also receives a colour change because it is a glucose polymer as well but its structure differentiates from starch which therefore forms a brown colour change. The iodine test does not work for mono or disaccharides because they are too small to capture the iodine. The Benedict’s test is used to detect the presence of reducing sugars. Reducing sugars are sugars with a free aldehyde or ketone group. The free reactive carbonyl group allows all monosaccharides to be reducing sugars. The same goes for disaccharides as some also contain the free reactive carbonyl group. The colour of precipitate formed when the Benedict’s test acquires a positive result depends on the concentration of reducing sugars present. A green colour change indicates that few reducing sugars are present. Orange indicates a higher concentration, red an even higher concentration and brown is the highest concentration colour change. A negative test for reducing sugar occurs when the Benedict’s solution remains its blue colour. Materials and Method Materials and Method found in 1119 BIOL 130, Department of Biology 2011 Cell Biology Laboratory Manual. University of Waterloo, Waterloo. Fall 2011. p. 37-42. The procedure of the lab did not differ from that in the lab manual. Results Salivary Amylase Iodine test: Table 1 Test Tube Number| Results Through Experimentation| Control | 1 (10% salivary amylase solution) | Yellow | Negative | 2 (5% salivary amylase solution)| Yellow| Negative | 3 (2% salivary amylase solution)| Yelllow| Negative | 4 (1% salivary amylase soluti on)| Yellow| Negative| 5 (1% starch suspension)| Blue-Black| Positive| Table1: The table above represent the first iodine test done. Shows components of each test tube as well as the results and positive or negative control. Dilutions were done using tap water (may contain other molecules). Corresponds to steps 5 through 10. Benedict’s test: Table 2 Test Tube Number| Results Through Experimentation| Control| 1 (10% salivary amylase solution) | Brown-orange precipitate| Positive| 2 (5% salivary amylase solution)| Green precipitate | Positive| 3 (2% salivary amylase solution)| Blue | Negative| 4 (1% salivary amylase solution)| Blue| Negative| 5 (1% starch suspension)| Blue| Negative| Table 2: The table above represent the first Benedict’s test done. Shows components of each test tube as well as the results and positive or negative control. Each of the above test tubes contains 4ml Benedict’s solution and were boiled for 5 minutes when determining results and are related to steps 5 through 10. Iodine test: Table 3 Test Tubes| Number of Drops Till Negative| Time Interval| Time| 9+14 (1% salivary amylase solution)| 13 | 60 seconds| 13*60= 780 seconds| 8+13 (2% salivary amylase solution)| 12| 30 seconds| 12*30= 360 seconds| 7+12 (5% salivary amylase solution)| 10| 15 seconds| 10*15= 150 seconds| 6+11 (10% salivary amylase solution)| 18| 5 seconds| 18*5= 90 seconds | 10+15 (water)| (Always positive)| N/A| N/A| Table 3: The table above represents the time it took to reach endpoint. Shows components of each test tube, number of drops, time interval between drops and time to reach endpoint. Each of the above test tubes contains 2ml – 1% starch suspension and 2ml McIlvaine’s buffer. The above test tubes were placed in a warm bath at 37 degrees Celsius and pertain to steps 11-18. Benedict’s test: Table 4 Test tube| Results through experimentation| Control| 20 (water)| blue| negative| 9 (1% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| 18 (2% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| 17 (5% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| 16(10% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| Table 4: The table above represents the search for reducing sugars after endpoint. Each of the above test tubes contains 4ml Benedict’s solution and were boiled for 5 minutes when determining results and are related to steps 18-2 0. Phosphorylase Composition of test tubes: Table 5 TEST TUBE NUMBER | CONTAINS| One| 1. 5ml of 0. 01M glucose + 1 drop of 0. % starch suspension| Two| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension| Three| 1. 5 of 0. 01M glucose-1-phosphate| Four| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension| Five| 1. 5 of 0. 01M glucose-1-phosphate + 0. 5ml of 0. 2M potassium phosphate+ 1 drop of 0. 2% starch suspension| Six| 0. 5ml of 0. 2M potassium phosphate + 1. 5ml of 0. 2% starch suspension| Seven| 0. 5ml of 0. 2M potassium phosphate+ 1. 5ml of 0. 2% starch suspension| Eight| 4ml Boiled phosphorylase | Table 5: The above table represent the solutions present in the test tubes 1-8 from steps 2-10 Iodine test: Table 6 Test tube| Results through experimentation| Control| 1| Yellow | Negative | 2| Yellow| Negative| 3| Yellow| Negative| 4| Yellow| Negative| 5| Yellow| Negative| 6| Blue-black| Positive| 7| Blue-black| Positive | Table 6: Search for starch within test tubes 1-7. Shows components of each test tube as well as the results and positive or negative control. Composition of test tubes : Table 7 TEST TUBE NUMBER | CONTAINS| One| 1. 5ml of 0. 01M glucose + 1 drop of 0. 2% starch suspension + 2ml phosphorylase| Two| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension+ 2ml phosphorylase| Three| 1. of 0. 01M glucose-1-phosphate+ 2ml phosphorylase| Four| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension + 2ml boiled phosphorylase| Five| 1. 5 of 0. 01M glucose-1-phosphate + 0. 5ml of 0. 2M potassium phosphate+ 1 drop of 0. 2% starch suspension+ 2ml phosphorylase| Six| 0. 5ml of 0. 2M potassium phosphate + 1. 5ml of 0. 2% starch suspension+ 2ml phosphorylase| Sev en| 0. 5ml of 0. 2M potassium phosphate+ 1. 5ml of 0. 2% starch suspension + 2ml boiled phosphorylase| Table 7: The above table represent the solutions present in the test tubes 1-7 from steps 11-12 Iodine Test: Table 8 Time Interval| test tube 1| Test tube 2| Test tube 3| Test tube 4| Test tube 5| Test tube 6| Test tube 7| 10:28-10:32| yellow| Very faint blue-black| yellow| yellow| yellow| Faint blue-black| Blue black| 10:32-10:36| yellow| Blue black| yellow| yellow| yellow| Very faint blue-black| Blue black| 10:36-10:39| yellow| Blue black| yellow| yellow| yellow| Faint blue black| Blue black| 10:39-10:42| yellow| Blue black| yellow| yellow| yellow| Faint blue black| Blue black| 10:42-10:46| yellow| Blue black| yellow| yellow| yellow| Blue black| Blue black| 10:46-10:49| yellow| Blue black| Very faint blue black| yellow| yellow| Blue black| Blue black| 10:49-10:52| Yellow| Blue black| Faint blue black| Yellow| yellow| Blue black| Blue black| 10:52-10:55| Yellow| Blue black| Blue black| Yellow| Yellow| Blue black| Blue black| 10:55-10:58| Yellow| Blue black| Blue black| Yellow| Yellow| Blue black| Blue black| 10:58-10:42| yellow| Blue black| Blue black| yellow| Yellow| Blue black| Blue black| Table 8: Test for the presence and synthesis of starch. Contains the time interval from when the previous test had ended to termination of current test and the reaction result of test tubes 1-7. Figure1: above; represent the time it took each salivary amylase concentration to reach endpoint (when test for starch became negative. Discussion: Salivary Amylase The Iodine test’s control is the presence of starch. If starch is presence then the control is positive resulting in a blue-black colour change. The first iodine test or if you refer to table 1, gave a positive result for only test tube 5 which contained 1% starch suspension. Clearly starch is present based on just the component of the solution. A negative control in an iodine test will result in maintenance of the yellow colour of iodine. According to table one the test tubes containing 10% salivary amylase solution, 5% salivary amylase solution, 2% salivary amylase solution and 1% salivary amylase solution resulted in a negative control result. This is due to the fact that all that is present is the enzyme salivary amylase and water and therefore no starch. The Benedict’s test control is the presence of reducing sugars (sugars with a free aldehyde or ketone group). If a reducing sugar is present then a positive control reaction will occur. A positive control reaction is when a colour of the blue Benedict’s solution turns green, orange, red or brown after boiling. Each colour represents the concentration of reducing sugars present, green being the lowest and brown the highest. Referring back to table 2, test tubes 1 and 2 resulted in a positive control reaction. Even though test tubes 1 and 2 contained only salivary amylase the tap water used to dilute the amylase solution may contain some starch which would in turn become maltose a reducing sugar. The 10% salivary amylase (test tube 1) resulted in an orange colour change due to the fact that a higher enzyme concentration would more likely produce enough reducing sugars to result in an orange colour change. The 5 % salivary amylase (test tube 2) resulted in a green colour change which describes a low concentration of reducing sugars. This makes sense as a lower enzyme concentration would result in less reducing sugar being made through the enzymatic reaction between starch and amylase. A negative control reaction for the Benedict’s test occurs when the Benedict’s blue solution remains the same. Referring back to table 2 test tubes 3, 4 and 5 resulted in a negative control reaction. This may be due to the fact that the enzyme concentration were too low to produce enough reducing sugars from the starch found in the tap water to warrant a colour change. The starch (substrate) would for a substrate-enzyme complex with salivary amylase to produce maltose and salivary amylase. In conclusion enzyme concentration does play a factor in the speed of an enzymatic reaction. The results of Table 3, the second iodine test performed, is used to determine when the starch added with the different concentrations of salivary amylase has reached its endpoint and has been fully hydrolysed into maltose. The endpoint has been reached once the iodine test gives a negative control result which occurs once no starch or very few is present. According to the experimental data presented in table 3 enzyme concentrations again played a role in the speed of the reaction. 10% salivary amylase took 90 seconds where as 1% salivary amylase took 780 seconds. The starch (substrate) would for a substrate-enzyme complex with salivary amylase to produce maltose and salivary amylase. Test tube 10 + 15 will result in a positive control reaction all the time because it is comprised of water and starch. With no salivary amylase enzymes starch will always be present which is the positive control in an iodine test. A trend was found that as the salivary concentrations were halved the time to reach endpoint was doubled, leading me to believe an inverse proportionality to be present between enzyme concentration and time to reach end point. Table 4 was another Benedict’s test performed after the each combination of test tube had reached its endpoint. The positive result in a Benedict’s test occurs once a green, orange, red or brown colour change occurs because of the presence of reducing sugars. Test tubes 16-19, containing the different concentrations of salivary amylase, resulted in a positive control reaction because the starch (substrate) would for a substrate-enzyme complex with salivary amylase to produce maltose and salivary amylase and due to the fact that maltose is a reducing sugar which happens to be the control for a Benedict’s test, a positive control reaction will occur. The negative control reaction for a Benedict’s test is when the Benedict’s solution remains blue signifying the absence of reducing sugars. According to table 4, test tube 20 only contained water and the starch suspension with no amylase present a substrate-enzyme complex will not form which will not result in a reducing sugar. Phosphorylase Table 6 is another iodine test. The positive control reaction for an iodine test is when the solution turns blue-black. The experimental data given in table 6 shows that test tubes 6 and 7 gave a positive reaction for starch because of the 1. 5 ml of 0. 2% starch found in solution. The negative control reaction is when the solution remains the colour of iodine, yellow. Test tube 1 through 5 gave negative result because they either do not contain any starch in solution or the amount of starch present is too little (starch primer) and must be in presence of phosphorylase to synthesis a larger starch chain that can be reacted with the iodine test to provide a positive result. Table 8 is once again another iodine test. With the addition of phosphorylase some of the test tubes that gave a negative result in the previous iodine test (table 6) may now give a positive result because of the ability of the reaction between phosphoric acid and glucose to from glucose-1-phosphate and one less glucose unit in starch chain to go in either direction. Therefore a test tube with a starch primer may use the phosphorylase to synthesis into a starch chain. The same is for the solution that gave a positive reaction may turn negative in the presence of phosphorylase to form a starch primer and glucose-1-phosphate. Referring to table 8 the test tubes that resulted in a positive control reaction were 2,3,6 and 7. Because test tubes 6 and 7 were already gave positive results in previous iodine test (table 6) and did the same in this iodine test can only mean that a synthesis of a larger starch chain had occurred or the starch chain had not removed enough glucose bonds to result in a negative iodine control result. In test tube 7 the phosphorylase was boiled which would denature the enzyme so that it could not perform its task and therefore phosphorolysis could not take place and therefore test tube 7 would have to remain a positive control result. Test tubes 2 and 3 were primarily negative in previous iodine test but resulted in a positive control result when the enzyme phosphorylase was added. Table shows that over time both solutions grew more intense in colour signifying the synthesis of a longer starch chain. Test tube 2 had the starch primer and glucose-1-phosphate to start with and therefore took less time to give a positive control result. Test tube 3 did not contain the starch primer and I believe should not have given a positive control result. Test tube 3 did however contain the glucose-1-phosphate and perhaps may have started its own starch chain. This may have been done by having a glucose-1-phosphate and the glucose form a substrate-enzyme complex to give phosphoric acid and a larger glucose chain. The negative results were test tubes 1, 4 and 5 each contained the starch primer. Test tube 1 contained glucose but phosphorylase does not react with single glucose molecule and therefore test tube 1 will always give a negative control result. Test tube 4 used boiled phosphorylase and therefore the denatured enzyme would not be able to perform function which would result in an always negative control result. Test tube 5 had the right condition but perhaps never moved in one direction of the enzymatic reaction for too long resulting in a starch primer being present the whole time though it may have had potential to yield a positive control reaction. This shows that temperature do affect an enzyme. A buffer was also used in the reaction to allow for the proper pH levels to be obtained and therefore pH levels also affect enzymes. Overall throughout the experiment it was determined that substrate concentrations, reaction time and enzyme concentration effect the direction of an enzyme reaction. Reference Pelter, W. M. , McQuade, J. (2005). Brewing Science in the Chemistry Laboratory: A â€Å"Mashing† Investigation of Starch and Carbohydrates. Journal of Chemical Education, 82(12), 1811-1812. Ophardt, E. C. , (2003). Role of Enzymes in Biochemical Reactions. Virtual Chembook, Retrieved November 06, 2011, from Elmhurst College, http://www. elmhurst. edu/~chm/vchembook/570enzymes. html. Hall, I. (2008). Benedict's Test for Reducing Sugars. Retrieved November 06, 2011, from Ohio University, http://www. biosci. ohiou. edu/introbioslab/Bios170/170_2/benedict. htm

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