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Unit 1: Intro to Biology

Unit 1.5: ecology.

  • Environmental Science
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BIOLOGY JUNCTION

BIOLOGY JUNCTION

Test And Quizzes for Biology, Pre-AP, Or AP Biology For Teachers And Students

AP Worksheets

  • 6.5 Enzymes
  • Introduction
  • 1.1 The Science of Biology
  • 1.2 Themes and Concepts of Biology
  • Chapter Summary
  • Review Questions
  • Critical Thinking Questions
  • Test Prep for AP® Courses
  • 2.1 Atoms, Isotopes, Ions, and Molecules: The Building Blocks
  • Science Practice Challenge Questions
  • 3.1 Synthesis of Biological Macromolecules
  • 3.2 Carbohydrates
  • 3.4 Proteins
  • 3.5 Nucleic Acids
  • 4.1 Studying Cells
  • 4.2 Prokaryotic Cells
  • 4.3 Eukaryotic Cells
  • 4.4 The Endomembrane System and Proteins
  • 4.5 Cytoskeleton
  • 4.6 Connections between Cells and Cellular Activities
  • 5.1 Components and Structure
  • 5.2 Passive Transport
  • 5.3 Active Transport
  • 5.4 Bulk Transport
  • 6.1 Energy and Metabolism
  • 6.2 Potential, Kinetic, Free, and Activation Energy
  • 6.3 The Laws of Thermodynamics
  • 6.4 ATP: Adenosine Triphosphate
  • 7.1 Energy in Living Systems
  • 7.2 Glycolysis
  • 7.3 Oxidation of Pyruvate and the Citric Acid Cycle
  • 7.4 Oxidative Phosphorylation
  • 7.5 Metabolism without Oxygen
  • 7.6 Connections of Carbohydrate, Protein, and Lipid Metabolic Pathways
  • 7.7 Regulation of Cellular Respiration
  • 8.1 Overview of Photosynthesis
  • 8.2 The Light-Dependent Reaction of Photosynthesis
  • 8.3 Using Light to Make Organic Molecules
  • 9.1 Signaling Molecules and Cellular Receptors
  • 9.2 Propagation of the Signal
  • 9.3 Response to the Signal
  • 9.4 Signaling in Single-Celled Organisms
  • 10.1 Cell Division
  • 10.2 The Cell Cycle
  • 10.3 Control of the Cell Cycle
  • 10.4 Cancer and the Cell Cycle
  • 10.5 Prokaryotic Cell Division
  • 11.1 The Process of Meiosis
  • 11.2 Sexual Reproduction
  • 12.1 Mendel’s Experiments and the Laws of Probability
  • 12.2 Characteristics and Traits
  • 12.3 Laws of Inheritance
  • 13.1 Chromosomal Theory and Genetic Linkages
  • 13.2 Chromosomal Basis of Inherited Disorders
  • 14.1 Historical Basis of Modern Understanding
  • 14.2 DNA Structure and Sequencing
  • 14.3 Basics of DNA Replication
  • 14.4 DNA Replication in Prokaryotes
  • 14.5 DNA Replication in Eukaryotes
  • 14.6 DNA Repair
  • 15.1 The Genetic Code
  • 15.2 Prokaryotic Transcription
  • 15.3 Eukaryotic Transcription
  • 15.4 RNA Processing in Eukaryotes
  • 15.5 Ribosomes and Protein Synthesis
  • 16.1 Regulation of Gene Expression
  • 16.2 Prokaryotic Gene Regulation
  • 16.3 Eukaryotic Epigenetic Gene Regulation
  • 16.4 Eukaryotic Transcriptional Gene Regulation
  • 16.5 Eukaryotic Post-transcriptional Gene Regulation
  • 16.6 Eukaryotic Translational and Post-translational Gene Regulation
  • 16.7 Cancer and Gene Regulation
  • 17.1 Biotechnology
  • 17.2 Mapping Genomes
  • 17.3 Whole-Genome Sequencing
  • 17.4 Applying Genomics
  • 17.5 Genomics and Proteomics
  • 18.1 Understanding Evolution
  • 18.2 Formation of New Species
  • 18.3 Reconnection and Rates of Speciation
  • 19.1 Population Evolution
  • 19.2 Population Genetics
  • 19.3 Adaptive Evolution
  • 20.1 Organizing Life on Earth
  • 20.2 Determining Evolutionary Relationships
  • 20.3 Perspectives on the Phylogenetic Tree
  • 21.1 Viral Evolution, Morphology, and Classification
  • 21.2 Virus Infection and Hosts
  • 21.3 Prevention and Treatment of Viral Infections
  • 21.4 Other Acellular Entities: Prions and Viroids
  • 22.1 Prokaryotic Diversity
  • 22.2 Structure of Prokaryotes
  • 22.3 Prokaryotic Metabolism
  • 22.4 Bacterial Diseases in Humans
  • 22.5 Beneficial Prokaryotes
  • 23.1 The Plant Body
  • 23.4 Leaves
  • 23.5 Transport of Water and Solutes in Plants
  • 23.6 Plant Sensory Systems and Responses
  • 24.1 Animal Form and Function
  • 24.2 Animal Primary Tissues
  • 24.3 Homeostasis
  • 25.1 Digestive Systems
  • 25.2 Nutrition and Energy Production
  • 25.3 Digestive System Processes
  • 25.4 Digestive System Regulation
  • 26.1 Neurons and Glial Cells
  • 26.2 How Neurons Communicate
  • 26.3 The Central Nervous System
  • 26.4 The Peripheral Nervous System
  • 26.5 Nervous System Disorders
  • 27.1 Sensory Processes
  • 27.2 Somatosensation
  • 27.3 Taste and Smell
  • 27.4 Hearing and Vestibular Sensation
  • 27.5 Vision
  • 28.1 Types of Hormones
  • 28.2 How Hormones Work
  • 28.3 Regulation of Body Processes
  • 28.4 Regulation of Hormone Production
  • 28.5 Endocrine Glands
  • 29.1 Types of Skeletal Systems
  • 29.3 Joints and Skeletal Movement
  • 29.4 Muscle Contraction and Locomotion
  • 30.1 Systems of Gas Exchange
  • 30.2 Gas Exchange across Respiratory Surfaces
  • 30.3 Breathing
  • 30.4 Transport of Gases in Human Bodily Fluids
  • 31.1 Overview of the Circulatory System
  • 31.2 Components of the Blood
  • 31.3 Mammalian Heart and Blood Vessels
  • 31.4 Blood Flow and Blood Pressure Regulation
  • 32.1 Osmoregulation and Osmotic Balance
  • 32.2 The Kidneys and Osmoregulatory Organs
  • 32.3 Excretion Systems
  • 32.4 Nitrogenous Wastes
  • 32.5 Hormonal Control of Osmoregulatory Functions
  • 33.1 Innate Immune Response
  • 33.2 Adaptive Immune Response
  • 33.3 Antibodies
  • 33.4 Disruptions in the Immune System
  • 34.1 Reproduction Methods
  • 34.2 Fertilization
  • 34.3 Human Reproductive Anatomy and Gametogenesis
  • 34.4 Hormonal Control of Human Reproduction
  • 34.5 Fertilization and Early Embryonic Development
  • 34.6 Organogenesis and Vertebrate Formation
  • 34.7 Human Pregnancy and Birth
  • 35.1 The Scope of Ecology
  • 35.2 Biogeography
  • 35.3 Terrestrial Biomes
  • 35.4 Aquatic Biomes
  • 35.5 Climate and the Effects of Global Climate Change
  • 36.1 Population Demography
  • 36.2 Life Histories and Natural Selection
  • 36.3 Environmental Limits to Population Growth
  • 36.4 Population Dynamics and Regulation
  • 36.5 Human Population Growth
  • 36.6 Community Ecology
  • 36.7 Behavioral Biology: Proximate and Ultimate Causes of Behavior
  • 37.1 Ecology for Ecosystems
  • 37.2 Energy Flow through Ecosystems
  • 37.3 Biogeochemical Cycles
  • 38.1 The Biodiversity Crisis
  • 38.2 The Importance of Biodiversity to Human Life
  • 38.3 Threats to Biodiversity
  • 38.4 Preserving Biodiversity
  • A | The Periodic Table of Elements
  • B | Geological Time
  • C | Measurements and the Metric System

Learning Objectives

In this section, you will explore the following questions:

  • What is the role of enzymes in metabolic pathways?
  • How do enzymes function as molecular catalysts?

Connection for AP ® Courses

Many chemical reactions in cells occur spontaneously, but happen too slowly to meet the needs of a cell. For example, a teaspoon of sucrose (table sugar), a disaccharide, in a glass of iced tea will take time to break down into two monosaccharides, glucose and fructose; however, if you add a small amount of the enzyme sucrase to the tea, sucrose breaks down almost immediately. Sucrase is an example of an enzyme, a type of biological catalyst. Enzymes are macromolecules—most often proteins—that speed up chemical reactions by lowering activation energy barriers. Enzymes are very specific for the reactions they catalyze; because they are polypeptides, enzymes can have a variety of shapes attributed to interactions among amino acid R-groups. One part of the enzyme, the active site, interacts with the substrate via the induced fit model of interaction. Substrate binding alters the shape of the enzyme to facilitate the chemical reaction in several different ways, including bringing substrates together in an optimal orientation. After the reaction finishes, the product(s) are released, and the active site returns to its original shape.

Enzyme activity, and thus the rate of an enzyme-catalyzed reaction, is regulated by environmental conditions, including the amount of substrate, temperature, pH, and the presence of coenzymes, cofactors, activators, and inhibitors. Inhibitors, coenzymes, and cofactors can act competitively by binding to the enzyme’s active site, or noncompetitively by binding to the enzyme’s allosteric site. An allosteric site is an alternate part of the enzyme that can bind to non–substrate molecules. Enzymes work most efficiently under optimal conditions that are specific to the enzyme. For example, trypsin, an enzyme in the human small intestine, works most efficiently at pH 8, whereas pepsin in the stomach works best under acidic conditions. Sometimes environmental factors, especially low pH and high temperatures, alter the shape of the active site; if the shape cannot be restored, the enzyme denatures. The most common method of enzyme regulation in metabolic pathways is via feedback inhibition.

How can various factors, such as feedback inhibition, regulate enzyme activity?

Information presented and the examples highlighted in the section support concepts and Learning Objectives outlined in Big Idea 4 of the AP ® Biology Curriculum Framework. The learning objectives listed in the Curriculum Framework provide a transparent foundation for the AP ® Biology course, an inquiry-based laboratory experience, instructional activities, and AP ® Exam questions. A Learning Objective merges required content with one or more of the seven science practices.

Teacher Support

The idea that enzymes help chemical reactions to occur, but do not take part in the chemical reaction and are not changed by it can be confusing. Stress that an enzyme and substrate do not covalently bind to each other and the association is temporary. Figure 6.16 is useful in illustrating enzyme function. If two compounds are to be joined into one during the reaction, and they would anyway if left alone long enough, the enzyme molecule brings them close enough for the reaction to occur faster. If a large molecule is to be split into smaller units, the enzyme stresses the molecule and makes it easier for the covalent bonds holding the molecule to break. In both cases, the enzyme molecule subtlety changes its shape after attaching to the substrate (s). This creates an intermediate phase of the reaction and an enzyme-substrate complex. When the reaction is complete and the product(s) disassociate, the enzyme returns to its original shape.

The Science Practice Challenge Questions contain additional test questions for this section that will help you prepare for the AP exam. These questions address the following standards: [APLO 2.15][APLO 4.8][APLO 2.16]

A substance that helps a chemical reaction to occur is a catalyst, and the special molecules that catalyze biochemical reactions are called enzymes. Almost all enzymes are proteins, made up of chains of amino acids, and they perform the critical task of lowering the activation energies of chemical reactions inside the cell. Enzymes do this by binding to the reactant molecules, and holding them in such a way as to make the chemical bond-breaking and bond-forming processes take place more readily. It is important to remember that enzymes don’t change the ∆G of a reaction. In other words, they don’t change whether a reaction is exergonic (spontaneous) or endergonic. This is because they don’t change the free energy of the reactants or products. They only reduce the activation energy required to reach the transition state ( Figure 6.15 ).

Enzyme Active Site and Substrate Specificity

The chemical reactants to which an enzyme binds are the enzyme’s substrates . There may be one or more substrates, depending on the particular chemical reaction. In some reactions, a single-reactant substrate is broken down into multiple products. In others, two substrates may come together to create one larger molecule. Two reactants might also enter a reaction, both become modified, and leave the reaction as two products. The location within the enzyme where the substrate binds is called the enzyme’s active site . The active site is where the “action” happens, so to speak. Since enzymes are proteins, there is a unique combination of amino acid residues (also called side chains, or R groups) within the active site. Each residue is characterized by different properties. Residues can be large or small, weakly acidic or basic, hydrophilic or hydrophobic, positively or negatively charged, or neutral. The unique combination of amino acid residues, their positions, sequences, structures, and properties, creates a very specific chemical environment within the active site. This specific environment is suited to bind, albeit briefly, to a specific chemical substrate (or substrates). Due to this jigsaw puzzle-like match between an enzyme and its substrates (which adapts to find the best fit between the transition state and the active site), enzymes are known for their specificity. The “best fit” results from the shape and the amino acid functional group’s attraction to the substrate. There is a specifically matched enzyme for each substrate and, thus, for each chemical reaction; however, there is flexibility as well.

The fact that active sites are so perfectly suited to provide specific environmental conditions also means that they are subject to influences by the local environment. It is true that increasing the environmental temperature generally increases reaction rates, enzyme-catalyzed or otherwise. However, increasing or decreasing the temperature outside of an optimal range can affect chemical bonds within the active site in such a way that they are less well suited to bind substrates. High temperatures will eventually cause enzymes, like other biological molecules, to denature , a process that changes the natural properties of a substance. Likewise, the pH of the local environment can also affect enzyme function. Active site amino acid residues have their own acidic or basic properties that are optimal for catalysis. These residues are sensitive to changes in pH that can impair the way substrate molecules bind. Enzymes are suited to function best within a certain pH range, and, as with temperature, extreme pH values (acidic or basic) of the environment can cause enzymes to denature.

Induced Fit and Enzyme Function

For many years, scientists thought that enzyme-substrate binding took place in a simple “lock-and-key” fashion. This model asserted that the enzyme and substrate fit together perfectly in one instantaneous step. However, current research supports a more refined view called induced fit ( Figure 6.16 ). The induced-fit model expands upon the lock-and-key model by describing a more dynamic interaction between enzyme and substrate. As the enzyme and substrate come together, their interaction causes a mild shift in the enzyme’s structure that confirms an ideal binding arrangement between the enzyme and the transition state of the substrate. This ideal binding maximizes the enzyme’s ability to catalyze its reaction.

Link to Learning

View an animation of induced fit at this website .

  • Production of energy by glycolysis will occur more slowly than normal; skeletal muscles will function properly.
  • Production of energy by glycolysis will not occur; skeletal muscles will function properly.
  • Production of energy by glycolysis will occur more erratically than normal; skeletal muscles will not function properly.
  • Production of energy by glycolysis will not occur; skeletal muscles will not function properly.

When an enzyme binds its substrate, an enzyme-substrate complex is formed. This complex lowers the activation energy of the reaction and promotes its rapid progression in one of many ways. On a basic level, enzymes promote chemical reactions that involve more than one substrate by bringing the substrates together in an optimal orientation. The appropriate region (atoms and bonds) of one molecule is juxtaposed to the appropriate region of the other molecule with which it must react. Another way in which enzymes promote the reaction of their substrates is by creating an optimal environment within the active site for the reaction to occur. Certain chemical reactions might proceed best in a slightly acidic or non-polar environment. The chemical properties that emerge from the particular arrangement of amino acid residues within an active site create the perfect environment for an enzyme’s specific substrates to react.

You’ve learned that the activation energy required for many reactions includes the energy involved in manipulating or slightly contorting chemical bonds so that they can easily break and allow others to reform. Enzymatic action can aid this process. The enzyme-substrate complex can lower the activation energy by contorting substrate molecules in such a way as to facilitate bond-breaking, helping to reach the transition state. Finally, enzymes can also lower activation energies by taking part in the chemical reaction itself. The amino acid residues can provide certain ions or chemical groups that actually form covalent bonds with substrate molecules as a necessary step of the reaction process. In these cases, it is important to remember that the enzyme will always return to its original state at the completion of the reaction. One of the hallmark properties of enzymes is that they remain ultimately unchanged by the reactions they catalyze. After an enzyme is done catalyzing a reaction, it releases its product(s).

Science Practice Connection for AP® Courses

Think about it.

AP Biology Investigation 13: Enzyme Activity. This investigation allows you to design and conduct experiments to explore the effects of environmental variables, such as temperature and pH, on the rates of enzymatic reactions.

This lab investigation is an application of LO 4.17 and Science Practice 5.1 because you will analyze experimental data to determine how various environment conditions affect enzyme structure and function and, thus, the rate of enzyme-catalyzed reactions.

An expanded lab investigation for enzymes, involving determining the effect of pH on the action of turnip peroxidase, is available from the College Board’s ® AP Biology Investigative Labs: An Inquiry-Based Approach , Investigation 13 .

Control of Metabolism Through Enzyme Regulation

It would seem ideal to have a scenario in which all of the enzymes encoded in an organism’s genome existed in abundant supply and functioned optimally under all cellular conditions, in all cells, at all times. In reality, this is far from the case. A variety of mechanisms ensure that this does not happen. Cellular needs and conditions vary from cell to cell, and change within individual cells over time. The required enzymes and energetic demands of stomach cells are different from those of fat storage cells, skin cells, blood cells, and nerve cells. Furthermore, a digestive cell works much harder to process and break down nutrients during the time that closely follows a meal compared with many hours after a meal. As these cellular demands and conditions vary, so do the amounts and functionality of different enzymes.

Since the rates of biochemical reactions are controlled by activation energy, and enzymes lower and determine activation energies for chemical reactions, the relative amounts and functioning of the variety of enzymes within a cell ultimately determine which reactions will proceed and at which rates. This determination is tightly controlled. In certain cellular environments, enzyme activity is partly controlled by environmental factors, like pH and temperature. There are other mechanisms through which cells control the activity of enzymes and determine the rates at which various biochemical reactions will occur.

Regulation of Enzymes by Molecules

Enzymes can be regulated in ways that either promote or reduce their activity. There are many different kinds of molecules that inhibit or promote enzyme function, and various mechanisms exist for doing so. In some cases of enzyme inhibition, for example, an inhibitor molecule is similar enough to a substrate that it can bind to the active site and simply block the substrate from binding. When this happens, the enzyme is inhibited through competitive inhibition , because an inhibitor molecule competes with the substrate for active site binding ( Figure 6.17 ). On the other hand, in noncompetitive inhibition , an inhibitor molecule binds to the enzyme in a location other than the active site, called an allosteric site, but still manages to prevent substrate binding to the active site. Some inhibitor molecules bind to enzymes in a location where their binding induces a conformational change that reduces the enzyme activity as it no longer effectively catalyzes the conversion of the substrate to product.

Some inhibitor molecules bind to enzymes in a location where their binding induces a conformational change that reduces the affinity of the enzyme for its substrate. This type of inhibition is called allosteric inhibition ( Figure 6.18 ). Most allosterically regulated enzymes are made up of more than one polypeptide, meaning that they have more than one protein subunit. When an allosteric inhibitor binds to an enzyme, all active sites on the protein subunits are changed slightly such that they bind their substrates with less efficiency. There are allosteric activators as well as inhibitors. Allosteric activators bind to locations on an enzyme away from the active site, inducing a conformational change that increases the affinity of the enzyme’s active site(s) for its substrate(s).

Everyday Connection

Drug discovery by looking for inhibitors of key enzymes in specific pathways.

Enzymes are key components of metabolic pathways. Understanding how enzymes work and how they can be regulated is a key principle behind the development of many of the pharmaceutical drugs ( Figure 6.19 ) on the market today. Biologists working in this field collaborate with other scientists, usually chemists, to design drugs.

Consider statins for example—which is the name given to the class of drugs that reduces cholesterol levels. These compounds are essentially inhibitors of the enzyme HMG-CoA reductase. HMG-CoA reductase is the enzyme that synthesizes cholesterol from lipids in the body. By inhibiting this enzyme, the levels of cholesterol synthesized in the body can be reduced. Similarly, acetaminophen is an inhibitor of the enzyme cyclooxygenase. While it is effective in providing relief from fever and inflammation (pain), its mechanism of action is still not completely understood.

How are drugs developed? One of the first challenges in drug development is identifying the specific molecule that the drug is intended to target. In the case of statins, HMG-CoA reductase is the drug target. Drug targets are identified through painstaking research in the laboratory. Identifying the target alone is not sufficient; scientists also need to know how the target acts inside the cell and which reactions go awry in the case of disease. Once the target and the pathway are identified, then the actual process of drug design begins. During this stage, chemists and biologists work together to design and synthesize molecules that can either block or activate a particular reaction. However, this is only the beginning: both if and when a drug prototype is successful in performing its function, then it must undergo many tests from in vitro experiments to clinical trials before it can get FDA approval to be on the market.

  • a drug that increases HMG-CoA reductase levels
  • a drug that reduces cyclooxygenase levels
  • a drug that reduces lipid levels in the body
  • a drug that blocks the action of acetaminophen

Many enzymes don’t work optimally, or even at all, unless bound to other specific non-protein helper molecules, either temporarily through ionic or hydrogen bonds or permanently through stronger covalent bonds. Two types of helper molecules are cofactors and coenzymes . Binding to these molecules promotes optimal conformation and function for their respective enzymes. Cofactors are inorganic ions such as iron (Fe++) and magnesium (Mg++). One example of an enzyme that requires a metal ion as a cofactor is the enzyme that builds DNA molecules, DNA polymerase, which requires a bound zinc ion (Zn++) to function. Coenzymes are organic helper molecules, with a basic atomic structure made up of carbon and hydrogen, which are required for enzyme action. The most common sources of coenzymes are dietary vitamins ( Figure 6.20 ). Some vitamins are precursors to coenzymes and others act directly as coenzymes. Vitamin C is a coenzyme for multiple enzymes that take part in building the important connective tissue component, collagen. An important step in the breakdown of glucose to yield energy is catalysis by a multi-enzyme complex called pyruvate dehydrogenase. Pyruvate dehydrogenase is a complex of several enzymes that actually requires one cofactor (a magnesium ion) and five different organic coenzymes to catalyze its specific chemical reaction. Therefore, enzyme function is, in part, regulated by an abundance of various cofactors and coenzymes, which are supplied primarily by the diets of most organisms.

Enzyme Compartmentalization

In eukaryotic cells, molecules such as enzymes are usually compartmentalized into different organelles. This allows for yet another level of regulation of enzyme activity. Enzymes required only for certain cellular processes can be housed separately along with their substrates, allowing for more efficient chemical reactions. Examples of this sort of enzyme regulation based on location and proximity include the enzymes involved in the latter stages of cellular respiration, which take place exclusively in the mitochondria, and the enzymes involved in the digestion of cellular debris and foreign materials, located within lysosomes.

Feedback Inhibition in Metabolic Pathways

Molecules can regulate enzyme function in many ways. A major question remains, however: What are these molecules and where do they come from? Some are cofactors and coenzymes, ions, and organic molecules, as you’ve learned. What other molecules in the cell provide enzymatic regulation, such as allosteric modulation, and competitive and noncompetitive inhibition? The answer is that a wide variety of molecules can perform these roles. Some of these molecules include pharmaceutical and non-pharmaceutical drugs, toxins, and poisons from the environment. Perhaps the most relevant sources of enzyme regulatory molecules, with respect to cellular metabolism, are the products of the cellular metabolic reactions themselves. In a most efficient and elegant way, cells have evolved to use the products of their own reactions for feedback inhibition of enzyme activity. Feedback inhibition involves the use of a reaction product to regulate its own further production ( Figure 6.21 ). The cell responds to the abundance of specific products by slowing down production during anabolic or catabolic reactions. Such reaction products may inhibit the enzymes that catalyzed their production through the mechanisms described above.

The production of both amino acids and nucleotides is controlled through feedback inhibition. Additionally, ATP is an allosteric regulator of some of the enzymes involved in the catabolic breakdown of sugar, the process that produces ATP. In this way, when ATP is abundant, the cell can prevent its further production. Remember that ATP is an unstable molecule that can spontaneously dissociate into ADP. If too much ATP were present in a cell, much of it would go to waste. On the other hand, ADP serves as a positive allosteric regulator (an allosteric activator) for some of the same enzymes that are inhibited by ATP. Thus, when relative levels of ADP are high compared to ATP, the cell is triggered to produce more ATP through the catabolism of sugar.

Ask students which inhibition is more effective at slowing or limiting the reaction? Relate this to the examples available and discuss why these would be used in specific instances.

Have the class research antimicrobial treatments that are based on enzyme inhibition, not on the administration of traditional antibiotics.

Enzymes are not changed by the chemicals they facilitate; therefore, they can be used repeatedly. Yet, how do you keep them from catalyzing reactions when you do not need or want them to react anymore? If enzymes could not be controlled, the reactions would continue until the substrates were depleted, which is not a good situation for a living organism. Competitive and noncompetitive inhibition explains the control of enzyme activity. Research several examples of both in living organisms and explain why they are necessary. Amino acid production is one useful example. Amino acids are required for protein production, but too high a level of any amino acid is toxic, so the pathways must be controlled. Use the feedback inhibition of several pathways as examples.

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AP Biology Labs

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High school biology

Course: high school biology   >   unit 1.

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pH, acids, and bases

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  1. The pH Scale -- Calculations with pH and pOH -- Notes and Worksheet Set

    ap biology ph worksheet

  2. pH Practice Worksheet for 10th

    ap biology ph worksheet

  3. Acids And Bases Ph Worksheet Answers

    ap biology ph worksheet

  4. Acids, Bases, and the pH Scale

    ap biology ph worksheet

  5. 14 Ph Phonics Worksheets

    ap biology ph worksheet

  6. Ph And Poh Worksheet Answers

    ap biology ph worksheet

VIDEO

  1. NEET Biology syllabus 2024

  2. Revision Worksheet

  3. Unit 1 AP Biology Topics 1.3

  4. AP Biology

  5. Unit 1 AP Biology Topics 1.1-1.2 Water, Chemicals of Life

  6. AP Biology 9D6

COMMENTS

  1. AP Biology Resources

    AP Biology Resources As a teacher, I have found so many of the worksheets and labs I use in my classroom from other teachers' websites. In an effort to give back, I have organized the resources I use frequently below. Most of these I have commandeered from others and claim no credit for their creation.

  2. Mrs. Holes Website

    Biology End of Year Poster Project ... Section 1.3 Worksheet: File Size: 45 kb: File Type: doc: Download File. Section 1.3 Properties of Life Book Scan : ... Properties of water test review worksheet pH Notes for foldable on Google Docs pH Lab handout MACROMOLECULES / BIOMOLECULES

  3. AP Worksheets

    AP Worksheets, Notes, Projects METABOLISM ANIMAL DIVERSITY Glucose Metabolism Review Animal Characteristics Table Photosynthesis Review Animal Systems Table Light Reactions Photosynthesis Coloring Worksheet ECOLOGY Dark Reactions Ecological Succession Glycolysis Comparing Biomes Activity Enzyme Reactions Aquatic Biomes Concept Mapping Metabolism Notes Kelly Terrestrial Biome Table Project Cell ...

  4. A.P. Biology

    About the A.P. Exam Fun & Games DNA Chapter 1 Exploring Life Chapter 2 Chemical Context of Life Chapter 3 Water & the Fitness of the Environment Chapter 4 Carbon & the Molecular Diversity of Life Chapter 5 The Structure & Function of Macromolecules Chapter 6 A Tour of the Cell Chapter 7 Membrane Structure & Function

  5. PDF Biology Practice Exam

    AP® Biology Exam Regularly Scheduled Exam Date: Monday morning, May 13, 2013 Late-Testing Exam Date: Friday afternoon, May 24, 2013 Section I: At a Glance Total Time: . 1.hour,.30.minutes Number of Questions: . 69 Percent of Total Score: . 50% Writing Instrument: . Pencil.required Electronic Device: .

  6. AP®︎ Biology

    AP®︎/College Biology 10 units · 54 skills. Unit 1 Chemistry of life. Unit 2 Cell structure and function. Unit 3 Cellular energetics. Unit 4 Cell communication and cell cycle. Unit 5 Heredity. Unit 6 Gene expression and regulation. Unit 7 Natural selection. Unit 8 Ecology.

  7. Properties of Acids and Bases Worksheet (AP Biology)

    What does the pH scale measure? The concentration of H+ ions in a solution rated from 0-14. Solutions with pH values below 7 are acidic Solutions with pH values above 7 are basic or alkaline What do acids taste like? sour What do bases taste like? bitter What do acids smell like? They burn the nose. What do bases smell like?

  8. AP biology- pH Flashcards

    1-14. 7 is neutral. >7 is basic. <7 is acidic. Tenfold difference between values on pH scale. Between two adjacent pH values, the concentration of hydrogen ions is 10x. Optimum pH for living things. Chemical reactions in living things must take place within an acceptable pH range. What is the pH range for the human body.

  9. 2.2 Water

    The pH or hydrogen ion concentration of a solution is highly regulated to help organisms maintain homeostasis; for example, as will be explored in later chapters, the enzymes that catalyze most chemical reactions in cells are pH specific.

  10. AP Biology Lab Manual Resource Center

    The full AP Biology Teacher lab manual, which includes the Student Lab Manual, is now available for download. Click on the files, select Download, and then save the zip file to your computer. Once the zip file is saved, unpack it by saving the individual file. Click on the Saved Strategies from the menu at the top of the page.

  11. AP Biology Past Exam Questions

    AP Biology The Exam AP Biology Past Exam Questions AP Biology Past Exam Questions Free-Response Questions Download free-response questions from past exams along with scoring guidelines, sample responses from exam takers, and scoring distributions.

  12. Ch. 12 Science Practice Challenge Questions

    A. Representing the wild-type form of the gene as +/+ and the mutant form of the gene as m/m for two homozygous parents, construct a Punnett square for this cross using the first grid below. Annotate your representation to identify the phenotypes with high (H), intermediate (I), and low (L) melanosome production.

  13. ap biology ph practice.doc

    1. Classify the following solutions as (A)cid, (B)asic or (N)eutral: _____ c. pH = 7 _____ d. pH = 3.2 2. Determine the pH of the following solutions: -5M -10M _____ -4M _____ -13M -5M -10M _____ -4M _____ -8M 3. Determine the pOH of the following solutions then fill in the pH below:

  14. 6.5 Enzymes

    5.1 The student can analyze data to identify patterns or relationships. Learning Objective. 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function. The Science Practice Challenge Questions contain additional test questions for this section that will help you prepare for the AP exam.

  15. PDF AP Summer Assignment 2019-20

    AP Summer Assignment 2019-20 Course: AP Biology Assignment title AP Biology Summer Assignment: Video Notes & Biochemistry Worksheets Date due Part 1 Video Notes due 1st day/block of class Part 2 Biochemistry Worksheets due 2nd day/block of class Estimated time for completion 6-7 hours Resources needed to complete assignment

  16. AP Biology Labs

    The AP college board lists 13 labs for its recommended curriculum, however, teachers are not limited to only using their versions of the lab. AP biology teachers submit a curriculum for review and approval and must include laboratory exercises that align with their core ideas. Some of the recommended labs may be too expensive or too time consuming for your class.

  17. pH, acids, and bases (practice)

    Science > High school biology > Biology foundations > pH, acids, and bases pH, acids, and bases Google Classroom The scale below shows the pH levels of various liquids. Which of the following substances is a weak acid? Choose 1 answer: Baking soda A Baking soda Bleach B Bleach Lemon juice C Lemon juice Soda D Soda Stuck? Do 4 problems

  18. Ap Biology Worksheets Teaching Resources

    This AP Biology resource is a 2-part worksheet reviewing learning objective 2.10 which asks students to solve problems quantitatively to investigate movement of molecules across the cell membrane. The first part of the worksheet is a video note taking guide to accompany Bozeman's Biology's "Water Potential" video.

  19. Enzymes and Cellular Regulation POGIL

    2 POGIL™ Activities for AP* Biology. For each enzyme in Model 1, circle the pH that best represents the environment in which the enzyme is most active. Pepsin 1 8 10. Lipase 1 8 10. Compare the rate of the pepsin-catalyzed reaction at pH 1 with the rate of the lipase-catalyzed reaction at pH 1.

  20. AP Biology Course

    10.21 MB Course Resources Download AP Biology Course Overview This resource provides a succinct description of the course and exam. PDF 174.15 KB Download AP Biology Course at a Glance

  21. Phylogeny Review Worksheet

    AP Biology Phylogeny Review Worksheet. Tree 1. Identify at least five characters possessed by birds: Identify two characters possessed by reptiles/birds (the group comprised of turtles, lizards, snakes + crocodiles + dinosaurs + birds; including their common ancestors): Identify four characters possessed by mammals:

  22. Ap Bio Ph Scale Worksheets

    Showing 8 worksheets for Ap Bio Ph Scale. Worksheets are Ap biology exam review guide, Ap biology course and exam description, Ap biology summer assig...

  23. Phylogeny Review Worksheet 2017

    AP Biology. Phylogeny Review Worksheet. Name: Iramae D. Figueroa Date: October 14, 2022 Yr&Section: 2-mb Instructor: Prof. Alana Buenviaje. Tree 1. Identify at least five characters possessed by birds: Answer: AVIAN ENDOTHERMY, ASYMMETRICAL FEATHERS, BIPEDALISM, PARENTAL CARE AND AMNIOTE EGG Identify two characters possessed by reptiles/birds (the group comprised of turtles, lizards ...