Proof read and punctuate Essay Example | Topics and Well Written Essays - 2250 words

Proof read and punctuate - Essay Example Sharks have long been credited to have survived more than any other species on this planet as they survived the ice age and maintain their balance, but the same animals are today on the verge of their extinction due to massive hunting by humans. About 6 years back, when I was 13 years old, I weighed nearly 100 kg. My father was concerned about my weight and put me in a weight loss camp where I was introduced to sports and eventually developed a love for the same and it helped me to lose 30 kg. From then on I have accustomed myself to play sports daily and the constant fear that I would gain weight goaded me to play more. I began playing street soccer which I found to be a really amazing game. I enjoyed the sport so much that I kept thinking about the team and sometimes even dreamt about the goals I had scored during my sleep. My team friends became closer than my family and we all endured the pain and exhaustion of the sport together. Continuous and fervent practice helped us become the second best team in the street soccer league and three of my friends had already begun to play for teams. One day we were playing with this Egyptian team who had come from Cairo, when I started to show off my tricks and moves specifically in the defense. My teammate Majdi was getting irritated with me as after scoring 2 goals I was no longer concentrating in scoring goals. He was always rough with me and so I just wanted him to feel bad. When he pulled my shirt I ran faster so that the referee would see and when he wanted to tackle me hard I jumped or moved from the ball, thus allowing others to see him and feel disgusted about him. In one instance I got the ball which Saud, my cousin, crossed over from the far right and taking the ball I did this trick while passing Majdi and Hassam, who was the other defense. I then passed the goal keeper and was walking slow as I wanted to go down and push the ball with my head when Majdi came

Hurracaines Essay Example | Topics and Well Written Essays - 1000 words

Hurracaines - Essay Example A picture from the satellite gives a clear view of hurricanes. All hurricanes have an eye at the center which is surrounded by bands of clouds. Winds in the eye are almost calm and are less than a hundred mile across. Tall and big clouds circling the eye known as eye wall, contains the storm’s strongest winds. Hurricane size is categorized by the radial extent of gale-force winds (32 – 54 mph). Depending on the wind strength one can be able to calculate the size of the hurricane by use of gale- force criteria. Using the gale – force criteria, the winds of 35 mph of average Atlantic hurricane has a radius of 150 miles or equivalent diameter of 300 miles. On average, the width of hurricane’s cloud shield is around 500 miles, but it can vary (Fitzpatrick 7). Hurricane does not form instantaneously but is formed by a number of processes (Leatherman and Minneapolis 11). Warm and humid air from the ocean fuels a hurricane. Solar radiation warms large areas of tropical ocean to 80 F (27 c) or hotter. Due to this rise in temperature ocean water evaporates making the air in a thousand feet above the ocean extremely humid. Warm humid air above the ocean are said to be a good source of energy that causes hurricanes. Warm humid air then starts to condense into cloud droplets releasing heat picked up when it evaporated. In most cases, this heat provides the energy for thunderstorms. Once the necessary conditions are in place clouds and thunderstorms forms in line and start increasing (Fitzpatrick 19). Since the air warmed by heat released by condensation rises, air flows in to replace it. This rotation causes the wind to curve. Condensation keeps on releasing more and more heat, which in turn causes the air to rise faster, and the wind blowing in to the storm to speed up. Once the hurricane forms it is able to travel several miles across the ocean with fast and trailing strength. Hurricanes take place in the tropical regions of

Othello Essay Example | Topics and Well Written Essays - 1000 words - 11

Othello - Essay Example The first impressions of these characters are, on the one hand, Othello is good, but he is susceptible to manipulation because of his naivetà ©, whereas Iago, on the other hand, is in control as the evil mastermind of Othello’s doom. Othello is a good man because he is honorable and has, to some extent, the respect of his wife, troops and masters. He is a respectable, honorable man. He does not have an illicit affair with Desdemona, and instead, he marries her and makes her his legal wife. The way he looks at her shows his great devotion to her in the movie. He looks at her as if the world is Desdemona and she is his happiness and life. In addition, even when some people judge Othello because he is black, he remains noble in actions and words. For example, he respects Desdemona’s father, even when he calls him something that she fears â€Å"to look on† (Parker, Othello) as if he is some beast. Instead of ridiculing Senator Brabantio who has openly condemned him in public as someone who used â€Å"witchcraft† to charm his daughter, Othello stays respectful and tells the Duke and the rest of the people that the Senator â€Å"loved† him and his stories (Parker, Othello). In other words, he sees Brabantio as his own father. Furthermore, other people respect Othello, including his troops and masters. Cassio is faithful to Othello until the end. As an illustration of his devotion to his general, Cassio is heartbroken when he thinks he has failed Othello because of what he did when he was drunk. Cassio wants to serve and please Othello because he respects him as a general. Other troops and Venetian people also show respect to Othello by following his orders. For instance, when he breaks the brawl between Cassio and others, no one questions him. These people respect his authority, most probably because he is a noble person to follow. Even the Duke values Othello for his contributions to the Venetian army. The Duke tells Brabantio: â€Å"†¦your

A drama in play format Essay Example for Free

A drama in play format Essay Gerald is not a member of the Birling family but he is still caught in their web of sin. He found Eva in a bar where he was hoping to pick up a mistress; he found her in the clutches of Alderman Megarty. Alderman was harassing Eva. When Gerald, like her knight in shining armour, made Alderman go away, they started to talk and became friends and eventually lovers. This all happened during the time that Sheila and Gerald were lovers. This is the largest part of the immoral act committed by Gerald, which was in fact not against Eva but against Shelia. Eventually he decided that their relationship had to end so he gave her some money and they went their separate ways. It is my belief that for a time Gerald and Eva were in love, as when it sinks in that she is dead he says, page 35: Sorry I well, Ive suddenly realised taken it in properly that shes dead. Gerald was the only member of the group to show some love and compassion to Eva. Later, Gerald appears to be indifferent to the death of Eva especially after the inspector has left and he believes it was all a hoax. Indifference is also shown to the fact that he sinned. Mrs Birling denied Eva benefits from a charity of which she was the chairman. This was for several reasons, but the main one was the fact that Eva fabricated a name when it was her turn to be interviewed by the charitys committee. Her name of choice was Mrs Birling, this was because it was Eric who had made her pregnant, and the real Mrs Birling obviously did not know this fact, and seemed to think that Eva was personally insulting her. Eva therefore received no benefits. This was a highly immoral act, as the members of the committee are not meant to be prejudiced towards any appeal. Mrs Birling thought that what she did was acceptable because Eva had lied. However, it was in fact not a lie as it was Erics child, also a Mr Birling, and he did propose to marry her but she had refused, as she knew it would not work. Eric was in a bar one night and he got talking to Eva, he also got drunk. He then walked Eva home and forced himself upon her, page 52: Well, I was in that state when a chap easily turns nasty. After she told him she was pregnant he began to steal money from his fathers business to help her. This was the only unintentional act of cruelty to happen to Eva, as all the others were purposeful acts of cruelty. He was not cruel to her but still he brought her suffering. He was another member of the group actually affected by the events. As he seems to have been changed for the better by the death of Eva. The Inspectors name is Goole. Pronounced the same as the ghost, or ghoul. This makes me think that he is a ghost or a spectre of some kind, sent to the Birling family to show them the errors of their ways. A lot like the ghosts of Christmas Past, Present and Future from Charles Dickens A Christmas Carol. He appears to know about Evas death before it has even happened: perhaps he has some kind of sixth sense. He says towards the end of the third act, page 54: And my trouble is that I havent much time. Is this because he knows the real police will soon call the house to ask their questions? We know in retrospect that at this point there is no dead body at the mortuary, because Gerald Croft rings the mortuary to ascertain this soon after Goole has left. I do not believe that Inspector Goole is a real police inspector. His mannerisms are unlike those of a real police officer, although he does refuse a drink at the beginning, page 11: No thank you, Mr Birling. Im on duty. I think he says this because he is acting the role of a policeman. He becomes too emotionally involved in the situation; a real policeman would keep the questioning on an official level. For example, he says to Mr Birling, page 46: Dont stammer and yammer at me again, man. Im losing all patience with you people. This story is told as a drama in play format. The end of each of the three acts, including the final one, is completed with a moment of suspense. The audience is left anticipating the next act, wondering what will happen. The audience also become emotionally attached to the characters and want to know whether Sheila and Gerald will remain engaged, they want to know what the Birlings will do with Eric, and will there be a public scandal? They are drawn in to the rights and wrongs of the characters actions, and they pass judgement upon Gerald and Erics behaviour, Mrs Birlings snobbery, Mr Birlings self righteousness. The audience listens to the moral of the story, that we are individuals in a society, who should look after each other, and not be merely out for what we can get. The final few words of the play are unexpected. We have had the feeling that the Inspector is not all he seems, but now that the real police (presumably) have telephoned, things become clearer. I wanted to see a continuation of the play, with real events, real police, and see how much the characters changed when faced with the information again. No doubt Sheila and Eric would approach the situation differently, they seem to have learned a lesson from events. On page 70, Sheila says: Everything we said had happened really had happened. If it didnt end tragically, then thats lucky for us. But it might have done. and on page 71: Youre pretending everythings just as it was before. She and Eric have moved on from their original viewpoints, and this gives us hope for the future, it is to be hoped that they would not behave so badly again in their future relationships with people. Unfortunately, we are unable to know the real ending.

Substrate On Rate Respiration In Saccharomyces Cerevisiae

Substrate On Rate Respiration In Saccharomyces Cerevisiae 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. Glucose releases energy in a series of reactions that take place inside components of the cell. The stages are briefly explained below: GLYCOLYSIS To get the sugar in a more reactive form it is produced to fructose-1,6-bisphosphate by the addition 2 phosphate molecules. This process is a phosphorylation reaction. The fructose-1,6-bisphosphate is then broken down into 2 molecules of glyceraldehydes-3-phosphate, which comprises of 3C each. The glyceraldehydes-3-phosphate converted into pyruvate via the oxidation process where each GAL3P molecule releases 2 hydrogen ions and 2 electrons. The electrons are then transferred to NAD to produce NADH (reduced NAD) and the energy is used to produce 4ATP from 4ADP and 4Pi. Finally there is a net yield of 2 molecules of ATP, and 2 molecules of pyruvate which is used in the link reaction and 2 molecules of reduced NAD which carries on to the link reaction. LINK REACTION In the link reaction the 2 molecules of pyruvate leave the cytoplasm of the cell and enter the mitochondrial matrix. This is an oxidation reaction where 2 NAD molecules oxidise 2 pyruvate molecules into 2 acid molecules. These 2 molecules of acetic acid then go on to combine with 2 coenzyme-A molecules to form Acetyl Co enzyme A. in the end of this stage 2 molecules of reduced NAD form, 2 molecules of CO2 is lost and most importantly, Acetyl Co enzyme A is formed through the conversion of pyruvate. This is then used in the next stage of respiration. KREBS CYCLE At the start Acetyl Coenzyme A , combines with Citrate Synthase an enzyme as well and a 4 carbon molecule called oxaloacetate, forming Citrate. Then, Citrate goes through the process of oxidative decarboxylation which forms a 5 carbon molecule called oxoglutarate.at this point NADH is produced and CO2 is removed. In the latter stages of the krebs cycle, the oxoglutarate is changed into a 4 carbon oxaloacetate molecule. NADH is made and 1 molecule ATP is also made. The volume of CO2 that is produced in the krebs cycle is important as this is the dependant variable. ELECTRON TRANSPORT CHAIN In this stage all of the NADH and FADH that has been produced in the previous stages is converted into ATP. This takes place in the cristae of the mitochondria. The NADH and FADH electrons move. When the electrons pass from one carrier to another, a series of reduction and oxidation reactions take place which releases energy in the process. This energy is used to pump H+ ions from the matrix into the intermembrane space, thus creating a gradient where the concentration of the H+ ions in the intermembranal space is higher than it s in the matrix. The inner membrane contains enzymes called ATP Synthase and The H+ ions diffuse through these enzymes causing energy to be released which is used to synthesise ATP through phosphorylation. The process is called because the final terminal electron acceptor is oxygen which picks up the electrons from the chain and the H+ ion from the matrix to form H20 as a waste product. This reaction is catalysed by the enzyme Cytochrome Oxidase For every NADH which enters the chain and is oxidised by NADH dehydrogenase, 3 ATP are produced. For each FADH that enters the chain, 2 molecules of ATP are made. ENZYMES Enzymes are proteins that can effectively increase the rate of a reaction by lowering the required energy (activation energy) needed in order for the reaction to occur. Enzymes have a tertiary structure which decides the shape of the active site. The substrate must be specific to the active site because if they were not complementary to each other, then the substrate can no longer bind to the active site, thus the enzyme substrate complex does not form. The performance of enzymes can be affected in several ways some of which I have explained below. TEMPERATURE An increase in temperature will cause an increase in the rate of reaction because both the enzyme particles and substrate particles have gained kinetic energy. This will result in the particles to move faster, thus increasing collision frequency and the numbers of successful collisions as the particles have the required activation energy. If the temperature rises above the optimum temperature then the enzymes can become denatured. This happens because the enzyme molecule vibrates more causing the weak hydrogen bonds (holding the 3D structure of the enzyme together) to break. This eventually leads to the shape of the active site being altered. Consequently, the substrate will not be able to bind with the substrate as the shape of the active site is no longer complementary so the substrate enzyme complex can not form. This is important in my experiment because if the yeast (enzyme) was to become denatured then it would not be able to bind with the substrate (e.g. glucose) and the react ion would not be catalysed, preventing any CO2 from being formed. I must ensure that temperature is kept constant throughout. PH Another factor which can affect enzymes is pH. Enzymes also have an optimum pH which is pH enzymes work best at. Changing the pH can change the tertiary structure due to the number of H+ ion in an acid or the OH- ions in an alkali. These ions disrupt the hydrogen and ionic bonds between -NH2 and -COOH. This will cause the tertiary structure to break down and changing the active site in the process. Once again, the substrate will no longer be able to bind with the active site, hence no substrate enzyme complex will form. I intend to use a buffer solution which will resist any changes in pH. SUBSTRATE CONCENTRATION Increasing substrate concentration increases enzyme activity as they are more molecules to occupy the active site, thus a faster reaction. If more enzyme substrate complex forms then more CO2 will be produced. However this is occurs only for a certain period until all the active sites are saturated with substrates. Therefore an increase in substrate concentration will not result in a increase in the rate of reaction. PLANNING THE DEPENDANT AND INDEPENDENT VARIABLE The dependant variable will be the volume of C02 produced during respiration and the independent variable will be the substrates that I decide to use in the experiment. These are Glucose, Fructose, Maltose, Lactose and Sucrose. NULL HYPOTHESIS The substrates will have no effect on the volume of CO2 produced during the respiration of yeast. HYPOTHESIS As the substrates are changed, the volume of CO2 formed during the respiration of yeast will also change PREDICTION I predict that of all my substrates, maltose will produce the greatest volume of CO2 when added to yeast in a fixed amount of time. Referring to my background knowledge, I know that glucose and fructose monosaccharides which can be directly absorbed by the yeast as no enzymes are required to break them down. This will allow for glycolysis to take place quicker. However I think that glucose will produce CO2 quicker than fructose because glucose is the main food source/ respiratory substrate for yeast, thus there will more glucose carrier proteins present in yeast. If more carriers are present then will enable absorption to occur quicker, hence respiration will happen quicker. So I believe glucose will produce more CO2 than fructose within a given time period. However in terms of volume of C02, I believe maltose will exceed both of these monosaccharides. Maltose is a disaccharide that consists of two glucose molecules held together by a glycosidic bond. Once this bond is broken down by maltase, there will be twice as many glucose molecules available in the same volume of other substrates such as glucose. More sugars can then be provided for respiration, hence more CO2 produced in 45 minutes. One point that must be taken into to account is that maltose cant be used directly, so it could take time before the glucose can be used. In addition, as glucose is a polar molecule it must be transported via facilitated diffusion. This could be a limiting factor if all the carriers become occupied, which would slow down the respiration process as a result. After fructose, I predict sucrose will be the 4th substrate to produce the most CO2. Sucrose is also a disaccharide which consists of a glucose and fructose molecule. This substrate also requires enzymes to break it down and this could be a time consuming process as there is a limited amount of time. Furthermore, there arent as many fructose carrier proteins present in yeast cell membrane compared to glucose. Finally I predict lactose will produce the least amount of CO2 purely because yeast doesnt contain the enzyme lactase to digest lactose. This means that its monomers galactose and glucose cannot be used in respiration, thus no CO2 will be produced as a by-product. APPARATUS The following apparatus will be used when conducting the experiment: Clamp and stand Gas syringe accurate to 0.5cm ³/mol Water bath heated to 400C Dry Yeast Thermometer Boiling tubes Safety goggles Universal indicator Distilled water Buffer solution (slightly acidic) Substrates Electronic weighing balance (2 d.p) Stop watch Rubber bung and rubber tube Pipette (15cm3) funnel Measuring cylinders ( 250cm3) Stirring rod Conical Flask Beakers ( 250cm3, 20cm3) METHOD OF INVESTIGATION Steps Accuracy Reason for method 1. Clean all the apparatus used to contain sugars or yeast using distilled water. Set up water bath at a temperature of 40 °C. N/A Cleaning with distilled water ensures that all the equipment to be used in the experiment is clean and is free from impurities that could possibly interfere with CO2 collection.The water bath will be set to 400C because this is the temperature that I have decided to use in my experiments. 2. Fill up a 1 litre beaker precisely up to the 1litre mark with distilled water. Then add a buffer tablet into the beaker and stir thoroughly with a stirring rod Make sure the distilled water has been filled up exactly to the 1L mark. This is the step on how to produce a buffer solution. A buffer solution is required as it dissolves the yeast and substrate together. Allowing collision of the yeast and the substrate is vital otherwise a reaction would not occur 3. Weigh 30g of dry yeast using an electronic balance and transfer it into a beaker. The scale will be accurate to 2 d.p. to allow consistency. If a solution contains more yeast, then more collisions may be involved between the enzymes and substrate, hence a greater rate of respiration, and more CO2 being produced than there should be. 30g of yeast will provide a stock solution for all 15 experiments, thus each experiment will use 2g of yeast. Excess yeast cells in the solution, will cause a large volume of CO2 production as more respiration will occur so 2g is a suitable amount. Keeping a constant concentration of yeast will ensure that my test is fair because an increase in yeast concentration will increase the amount of cells respiring therefore the volume of CO2 will increase 4. Place 250cm3 of buffer solution into a 300cm3 beaker containing dry yeast. Stir thoroughly Ensure that the volume is read from the bottom of the meniscus level. The volume must be read at eye level I have decided to use a bulk buffer solution because it keeps the concentration of yeast constant. Errors are more likely to occur if I had to weigh 2g of yeast and 15cm3 of buffer solution before each experiment. I have also taken into account of any spillages that may occur so I have ensured that I have prepared more than the required amount. 5. Accurately weigh the amount of substrate needed using the electronic balance and place into a 20cm3 beaker. Then, using a pipette, collect 15cm3 of buffer solution into a measuring cylinder and add it to the substrate beaker. The solution should be stirred and the beaker should then be placed in the water bath. Before using the balance confirm that it has been adjusted to 0. The measuring cylinder will be accurate to 0.1cm3. Again, ensure that the reading is taken from the bottom of the meniscus and at eye level. I must weigh the correct amount of substrate so that the concentration remains constant throughout the experiment (1M) 6. I will Prepare the conical flasks and attach the rubber tubing (connected to the rubber bung) to the gas syringe. I will carefully measure 15cm3 of yeast solution with the aid of a pipette and transfer it into a conical flask. This will then be stirred thoroughly and placed back into the water bath. Pipette is accurate to 0.5cm3. The yeast has to be measured very accurately otherwise this would affect my results. For example if too much yeast is added, then there would be increase in amount of enzymes available and so there would be increase in successful collisions resulting in a faster rate of reaction with more CO2 being produced per unit time. The solution has to be agitated to ensure that the yeast molecules are evenly spread and do not settle to the bottom of the boiling tube so that the chances of collisions increases. The water bath will maintain the temperature of the yeast solution. This will prevent the enzymes from being affected by a change in temperature. 7. Use a thermometer to measure the temperature of both the water bath and yeast solution to ensure they are both 400C. As soon as the substrate is poured into the conical flask containing the yeast, immediately attach the bung onto the flask. This should be followed by timing using the stop watch. The stop watch is accurate to 0.01seconds. I have considered the difficulty faced when applying the rubber bung and starting the stop watch. I must make sure that I start the stop watch as soon as the bung is placed in postion and I intend to keep this the same for my other experiments. A rubber bung and the rubber tube will be attached instantly as respiration can occur immediately. The CO2 produced will be collected in the gas syringe. It is important that does not escape. if this did happen then a smaller volume of CO2 would be collected by the syringe, thus the results obtained would not be precise.The stop clock will need to be started immediately to ensure all the experiments go on for exactly the same amount of time, if one experiment was to go on for longer more CO2 would be produced and thus I would get anomalies in my results. To avoid this, the clock needs to be started as soon as the experiment begins. 8. Take readings after 5 minutes of the co2 collected into the gas syringe with the aid of a stop watch. This step should be repeated until the 45th minute for each experiment. The temperature of the solution must also be taken, which should remain constant at 400C. The readings must be taken straight after each interval. For example, I would take the reading just before the 5th minute interval. The Stop watch is accurate to 0.01seconds. The purpose of this step is to observe how much CO2 each substrate produces as time passes. 9. Using a universal indicator I will measure the PH after testing each substrate. The PH should constant throughout but if not, then it should still be recorded. The beakers, conical flask and measuring cylinders should be rinsed with distilled water after each experiment NA It is important to control PH as it could affect the amount of CO2. I will talk about this in greater detail in controlled variables. Rinsing removes any residue that may have been left over in the equipment CONTROLLED VARIABLES Controlled Variable How I will control it Why I will control it Temperature This variable will be controlled using a water bath which will be set to 40 °C throughout the experiment. The temperature must be controlled because the temperature will affect the rate of respiration of the yeast. If the temperature is changed, for example, too high then this may denature the enzymes used by yeast to digest substrates. pH The purpose of a buffer solution is to resist any changes in pH, therefore I will control the pH by add the yeast and substrate to a buffer solution. When CO2 is released, it would dissociate, forming hydrogen ions and hydrogen carbonate. These will cause the pH to decrease and become more acidic. A decrease in pH would affect enzyme activity as this disrupts the charges (H+ and OH-) on the enzymes. This will result in changes in the ionic and hydrogen bonds holding the enzyme together. The enzyme would denature, thus the substrate will no longer fit and so an enzyme-substrate complex will not form. Concentration of yeast used I will prepare stock solution of yeast (30g) containing 250cm3 of buffer solution. This variable can be controlled by simply keeping the amount of yeast (15cm3) used constant throughout the experiments. A stock solution will automatically eliminate any changes to the concentration of yeast since I will be taking the same amount of yeast from the same solution so it will always remain the same. Maintaining the concentration ensures that the same surface area is exposed by the yeast over which enzymes are released for extra cellular digestion to take place. Concentration of the substrate 15cm3 of a 1M substrate solution will be used constantly. If more substrate is added then more C02 would be produced. This is because there is more substrate available for the yeast to digest for respiration, hence producing larger volumes of C02 than it should. If this variable is not controlled then it I would not be able to determine if an increase in CO2 is due to the type of substrate increase in concentration. Timing I will time the experiment using a stop watch in all of my experiments. I will constantly time the experiment for a total of 45 minutes, ensuring that the reading is taken immediately after each 5 minute interval. I have to control this factor because if the yeast is left in the substrate for a longer time period for one experiment then this will allow more respiration to occur. The yeast will digest the substrate to produce more CO2 so therefore all solutions must be left to respire for exactly the same amount of time in order to obtain reliable results. Culture of yeast Use the same brand of yeast in all experiments. Different types of yeast may cause different results as the number of carrier proteins may vary for a particular substrate. Using the same yeast will ensure that the size of the yeast in each experiment remains the same. CALCULATING SUBSTRATE CONCENTRATION In order to keep the substrate concentration the same I will have to calculate the mass of each of my substrates. Firstly, I will use the following equation: Moles = Molarity x Volume 1000 The substrate concentration I will be using will be 0.5M and the volume will be 25cm3. In order to determine the mass from the number of moles I shall then use: Mass = Moles x Mr CALCULATIONS FOR GLUCOSE AND FRUCTOSE 1000 0.5 X 25 = 0.0125mol Fructose and Glucose has the same Mr of 180 0.0125 X 180 = 2.25g I need add 2.25 of each substrate into 25cm3 of buffer solution. I will produce a stock solution which will help maintain the concentration of the substrates throughout. I will be carrying out 2 experiments for Glucose or Fructose so I will need 4.5g of each (2 X 2.25 = 4.5g). CALCULATION FOR MALTOSE, SUCROSE AND LACTOSE 10000.5 X 25 = 0.0125mol Maltose, Sucrose and Lactose have the same Mr of 342 Maltose, Sucrose and Lactose are isomers consisting of two monosaccharides linked together by a glycosidic bond. I have taken into account that when a condensation recaction occurs to form this disaccharide then a water molecule is removed so I must substract the Mr of a water molecule from the Mr of the disaccharide. 360-18= 342 0.0125 X 342 = 4.28g So I will add 4.28g of Maltose, Sucrose and Lactose with 25cm3 of buffer solution. I will also produce a stock solution which will allow me to carry out the required amount of experiments. Therefore, I need to measure 8.56g (2 X 4.28g = 8.56g) of each substrate which will then be dissolved into buffer solution. CONTROLLED EXPERIMENTS I have decided to carry out 6 controlled experiments for each of the 5 substrate in conjunction with the normal experiments. I will conduct these experiments in order to demonstrate and prove that the process of respiration cannot occur without the presence of the respiratory substrate as well as the yeast. The first experiment will involving a boiling tube containing only the 25cm3 of yeast solution. After placing the boiling tube in the water bath (400C), I will then record how much CO2 is produced. This would be conducted in the same way as my method where I would take readings after every 5 minutes until the 45th minute has been reached. The other 5 control experiments will only consist of the substrates. I will measure 15cm3 of each substrate into separate boiling tubes. These will also be placed in a water bath and the volume of CO2 produced will be recorded at every 5 minute intervals for 45 minutes. No CO2 being produced will confirm that the yeast cannot produce CO2 with the presence of a substrate and a substrate cannot respire on its own. DATA ANALYSIS Below is an exemplar table which will be used to analyse the results produced in the experiment This table will help me to calculate the average of the CO2 produced in each of the experiments after every 5 minutes. I will produce line graphs using the averages of CO2, which will enable me to compare the averages of the different substrates. From this, I can determine if digestion for polysaccharides and disaccharides effects how much CO2 is produced. This is how I will present the average of CO2 production for each substrate: Graph showing the volume of CO2 produced against the time taken Average CO2 Production (cm3) Time (mins) A t- test is a statistical test that takes a look the amount of data, if there is a difference between the means of two sets of data and also the spread of the data. A t-test is relevant as I will be using a large sample of results which will consist of results from other members in m class and including mine. The formula for the t-test is: I have decided to construct a histogram for each substrate as this will allow me to compare my data easily after plotting frequency against experiments. A histogram will show if there any significant overlap between two substrates. Consequently, this can help me to make a decision of whether or not a t-test must be carried out. The below histogram would require a t-test: Glucose Maltose MODIFICATIONS I will use an inverted burette for measuring the volume of CO2 produced instead of a gas syringe. When carrying out my preliminary experiments I found that the gas syringe didnt move smoothly, therefore i was unable to accurately read how much CO2 was being produced. Therefore I will use an inverted burette which has an inaccuracy of 0.1cm3 Unfortunately, no buffer solution is available to control the pH of solution. In order to confirm that the pH hasnt changed, I will measure the pH at the start and end of each experiment. This will achieved using a universal indicator. I have changed the point at which I will take the reading. Initially I chose to take a reading jus before swirling the flask but I have now realised that this is incorrect. It would be wrong to do it this way because I want all the CO2 to escape from the flask before each reading is taken. So I will now take reading after swirling the conical flask.

Essay --

American Author, Edgar Allan Poe, wrote short stories that were completely different than any of the other stories you would hear during the nineteenth century. They did in fact though, have a great impact on people’s lives. Poe’s stories were mysterious, dark and sinister. People credit Poe with the invention of Science Fiction and Mystery genres. Poe had an impact on not only American Literature, but also on many writers through the years and even singers today. Those are some reasons why Poe should and is included in a school’s curriculum. It is said that Poe’s stories and poems were filled with terror, fear, death, murder, insanity, torture and the unknown because Poe experienced a large amount of tragedy in his life. His father was an alcoholic and left Edgar when he was young. Poe’s mother was also out of the picture at a young age due to dying of tuberculosis. His foster mother and his wife also died. Poe was born into poverty, he lived in poverty and he died in poverty. Poe wrote things that other writers found wicked. He wrote stories about human emotions in ways other than just being happy or in love. An example is â€Å"The Tell-Tale Heart.† It was considered â€Å"too vulgar† by many, but it was a true problem with people that he had no problem talking about it. â€Å"The Tell-Tale Heart,† is an emotional description of a furious narrator who had heard a man’s persistent heartbeat, still beating, after he had killed him. It is a horror story told from a first-person point of view. This story is famous for showing that a short story can produce such an effect on the reader. Poe always believed that any great literature must create a union of effect on the reader. It has to tell truth and suggest emotions. â€Å"The Tell-Tale Heart† re... ... too. Poe influenced artists such as The Beatles, Bauhaus, The Alan Parsons Project, The Cure and even Panic at the Disco! Poe was on the cover of The Beatles Sgt, Pepper’s Lonely Hearts Club Band. The Bauhaus have always had a dark tip to everything and anything they do. It is said that they definitely read â€Å"The Raven† in school. The Alan Parsons Project released a full album called, â€Å"Tales of Mystery and Imagination.† It was based off of Poe’s short stories and his poems. The Cure have always imparted a gothic romanticism in their music, they certainly took pages from Poe’s stories. Finally, Panic At The Disco may be very pop, punk, dance-dandy guys, but the way they dressed just screamed Edgar Allan Poe. For an author to be in a school curriculum, you do not have to just influence other writers. It is good to be able to inspire and influence all kind of people.

Incivility in College Classrooms Essay

Incivility thrives through our modern society and into the classrooms and campuses of colleges. Incivility can automatically be thought of as the improper behavior or insulting other people based of race, looks, ect. However, incivility exists in classrooms where the professor experiences disrespect in multiple forms. Colleges obtain a policy towards incivility and proper conduct, however the importance of respect and civility in the actual classroom can be found to be left out. Civility should be a requirement for campuses to preserve courtesy and respect amongst both students and teachers. In particular, California State University San Marcos has a Standards of Student Contact that lists expectations to avoid situations such as cheating, being involved with drugs, lying to police authorities, ect. These policies revolve around acts that result in major punishment, and does not include civility issues of how students treat each other on campus, or more so the respect that should be maintained in a classroom. The importance of civility on campus and in classrooms should be magnified to create a comfortable, mature environment for students and faculty. Professors notice a trend in incivility among students including bullying, disrespect towards professors, and a lack of kindness. These factors are consistently ignored and are not given enough attention. Civility on campus is an unrecognized policy that needs to gain awareness. New college students enter their schools with an attitude of entering the real world of adulthood and independence. Unlike high school, college students go through the process of paying for tuition and other college fees to obtain their desired college degree. As a result of acknowledging their payments towards their classes, a loss of conduct can occur in classrooms. College has a reputation of more freedom when it comes to classrooms. College students know that the classes they go to are being paid for by themselves. Because of this students feel that their choices in college are their own responsibility. They are adults who need to tend for themselves. Although high schools and colleges share a commonality in terms of shaping one’s future, college is its own level of obtaining education. Once a student begins his or her college career, a new world is unraveled. Many of these newcomers in college are not fully aware of the challenges that they are about to face, thus resulting to misfortunate outcomes that would affect them later on in their lives. There are many responsibilities that need tending once you are a college student. For one, the parental supervision that once existed has disappeared, and many simple tasks and duties that seemed unimportant became major responsibilities that require attention. Paying for the necessities that come with the lifestyle of being self-dependent is basically a college student’s standard of living. Unlike high school, college students go through the process of paying for tuition and other college fees to obtain their desired college degree. With that said, they are often faced with the sacrifice of leaving class in order for them to go to work, which ultimately is their temporary solution of funding their tuition. Aside from the financial aspect of being a college student, it is also important to acknowledge the fact that they are fully fledged adults. Furthermore, they are under their own rule, thus whatever decision they decide upon affects their own lives, not the professor. Also, college has standards that are different to that of high schools. Students have the option of leaving whenever they please, because as mentioned earlier, they have many responsibilities that often force them to do so. Though many would concede of such reasons that explain the responsibilities that college students deal on a regular basis, it disregards the larger matter and that is the practice of becoming an adult and how to handle the life ahead of you. This, in fact, is the major weakness of this argument because it only focuses on the notion that is currently present. It neglects to mention that college is a template of adulthood, and that it is often hard to manage because its purpose is to shape you for the future challenges that you may face in life. It is basically set to difficult levels so that it would enable you to become accustomed of the adult lifestyle. Students can misinterpret the idea of â€Å"freedom† in college. Although college is a big step into the adult world versus high school, they may take advantage of that and bring disrespect to campus and the classroom. Maria Shine Stewart notes in her article â€Å"Cropping Out Incivility† how unkindness and hate on campus can escalate to violence. Going into college, some students may feel like they can reform themselves and misuse their high confidence. Immaturity from high school can drag into college and cause bigger problems and even bullying. In high school petty arguments come up, but in college where everyone is expected to act like mature adults words can be taken very offensively and the outcome can be more serious. College is a place for students who want to grow educationally, not a place to be disturbed by those few people who bring interruptions and unnecessary drama. Civility on campus should be an important subject advertised to ensure a pleasant environment for the students to grow successfully. Going from high school to college is a big deal for incoming students. College has grown a reputation of a place to get educated with more freedom. In high school students are used to following strict rules of no cell phones, attendance, and proper behavior. Although college is a place for adults and allows more freedom than high school, a code of conduct has been twisted. Because students pay for college, they feel they have permission to handle the way they learn on their own terms. Leaving class for example is an idea brought to students that is â€Å"o. k† since what they learn or do not learn is on their own shoulders. However, students fail to realize that professors work hard to ensure their lectures and notes push their students in the right direction to succeed in their class. The whole point of a professors job is to educate their students so they can pass their class and move forward. Leaving during class is an unprincipled disturbance to the other students and professor. The professor gives students their time to drive to the campus and try to help educate their students, and leaving in the middle is disrespecting their efforts. Some professors are lenient and allow students to get away with small misbehaviors such as eating in class, texting, talking, and more. Students take their quiet disregards as permission to continue, not realizing the disturbance and disrespect they are giving their professor. Most high schools have a strict no cell phone code, and students entering college believe that cell phones are okay to be freely handled even in class. Even though some professors write in their syllabus â€Å"no cell phones†, students still feel that texting under their desk will be okay with the teacher. Although some professors may look the other way, students fail to realize that professors know when students are occupied with something unrelated to the lecture. By being occupied by something separate from the actual class discourages the professor’s effort on trying to help their students succeed. Students do not recognize that the disrespect towards professors does effect them. Thomas Benton notes in his article â€Å"Remedial Civility Training† how he puts in effort to â€Å"make my classes interesting and relevant† only to have students disregard his class and only see it as an requirement. Civility should be enforced in the classroom to give that respect to professors and other students who are there to succeed in their education. Civility has become so flexible and twisted that the relationship between student and professor has transformed. Professors should be treated with respect, just as any educator feels they deserve to be treated as. However, some students find themselves able to mistreat their professors to an extent. In Marilyn Gilroy’s journal article â€Å"Colleges Grappling with Incivility† she maintains how â€Å"Faculty members have reported numerous confrontations with students over grades† and mistreatment towards professors over grades can become threatening. Although Gilroy writes how a majority of faculty members do not experience threats over grades or a students performance, the fact that even a small percentage receive violent threats is disturbing. A separation between professor and student should be established to prevent such incivility in that relationship. A professor should not receive such extreme blame for a students performance, even if the professor is rightful to be blamed. A discussion would be appropriate rather than a hasty act of threats and accusations. Professors should be allowed the right to preserve the respect in the student-educator relationship. The relationship between the professor and student should be used towards promoting civility in the classroom. To prevent students feeling less involved and under complete authority of the professor, discussion and communication through the class room would produce civility. Mary Deane Sorcinelli’s article â€Å"Dealing with Troublesome Behavior In The Classroom† suggests seeking feedback from students, or allowing classroom policies to be open for discussion amongst students. Sorcinelli claims that by giving the student a voice in the rules, appreciation will be given to the policies set by the professor. Compromise can create a more civil relationship for the students and professor. Incivility is amongst college campuses in multiple forms. Civility should be something strong and advertised on campus to ensure a comfortable learning environment is established. Students should not have to suffer through misdemeanor of other peers. Immaturity and bullying is something college students should not be dealing with when they put their time and money towards their education. Although incivility is for the most part under control on campuses, proper behavior in classrooms has been disregarded. Professors are expressing a concern over students actions during their class time. Students find that because they are paying for college, they have more freedom. Although freedom is given, a certain conduct should be kept within the classroom. Paying attention, being prepared, and attendance should be something students can handle on their own. However, professors notice a lack of civility within their own classroom. Civility should be a policy in colleges to ensure that professors and peers receive respectful treatment.