Three x 300 word entries will be a critical and analytical reflection on radio listening: at least
one entry from one community, one commercial and one public radio station.
One of the entries must discuss a news, current affairs or talk journalism program. You may
choose to analyse international radio accessible online, but the content must be in English.
You must head each entry with which station you were listening to (use its call sign and
frequency eg. Fbi 94.5FM or 2GB 873AM), how you listened (radio, internet streaming,
podcast), what date you listened, at what time, for how long, and to what or whom you were
listening (this heading is NOT included in the word count for the commentary, but omitting the
header information will cost you marks). Your analysis might include discussion on the role of
the presenter and her/his performance, the format and use of the medium, or the connection
with you as listener. Think about how sound was used and with what purpose. What worked
to engage you? What didn’t? Why? Make sure to refer to relevant academic literature in order
to support your reflections.
This journal is not a scrapbook, a diary, or a school project. It is a scholarly, reflective
analysis and assessment of your own reading, learning and thought, week by week.
The entries should demonstrate progress in your knowledge, understanding and depth of
thinking about radio (for example, about it as a medium, its strengths and limitations, about its
historical and cultural roles and how these have changed, or what its future might be). The
best work will evidence a clear development in depth of knowledge and sophistication of
thinking about radio. It will be very obvious to the reader if you have written all or most entries
in the last two weeks of semester, and you will lose marks, so try to ensure you spread your
work for this assignment across the semester.
To say anything meaningful in 300 words will be an exercise in the concise and precise use of
language – which is exactly what broadcast writing also demands. The best work will offer
some original analysis and insight, based on critical listening and what you are learning in the
Unit, as well as your own reading.
SAMPLE ANSWER
Listening Reflections
Station: Triple J Radio 99.3 FM
How listened: Internet radio
Date: Monday, April 4, 2016
Time: 9:00 pm to 9:30 pm
How long: 30 minutes
What: Home and Hosed show by host Dom Alessio.
This is the national radio station that I listened to. For a period of 30 minutes in which I tuned in to Triple J national radio, I listened to Australian news from across all regions of this country and a little international news. Dom Alessio, who was the host of the show, did not just bring news from all over Australia, but he also played Australian music from across the nation. All in all, the presenter provided news about the youth of Australia, and there was an interview with various young people aged 16-24 years who talked about their concerns, and this is largely what engaged me to the show. Since its inception, Triple J national radio station has been airing news with a youth angle, which includes news bulletins programs. Another thing that really engaged me to the show is that the presenter used talkback in his show. In essence, talkback refers to a radio format wherein the main content is produced by the responses of the listeners to the invitation to call and talk live with the presenter or the show’s host and their audience (Ward, 2012; Turner, 2009). A number of listeners phoned in and talked to Dom Alessio live.
With a committed news team, the show that I listened on Triple J produced and presented news by young persons and for young persons. On the whole, Dom Alessio during the show covered the latest news from a youth-oriented viewpoint. Sound was used for the purpose of making the show entertaining and lively to the listeners, and to make listeners continue listening to the show as their favourite songs get played (Wilson, 2013). It was also utilized to connect to the listeners, entertain them, engage them and make the show more enjoyable so that listeners continue to tune in to the show (Kantor & Peleg, 2016).
References
Kantor, E., & Peleg, D. (2016). Efficient [formula omitted]-shot broadcasting in radio networks. Discrete Applied Mathematics, 20279-94. doi:10.1016/j.dam.2015.08.021
Turner, G. (2009). Politics, radio and journalism in Australia. Journalism, 10(4): 411-430
Ward, I. (2012). Talkback Radio, Political Communication, and Australian Politics, Australian Journal of Communication 29: 21–38.
Wilson, C. K. (2013). Youth, radio and Australian popular music policy. Perfect Beat (Equinox Publishing Group), 14(2), 100-119. doi:10.1558/prbt.v14i2.100
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Stem Cell Science as a Future Therapy for Diabetes Order Instructions:
Stem Cell Science as a Future Therapy for Diabetes
Write a summary page in your own words about an attached article. A science research paper about an attached article. A science research paper about Stem cell science as a future therapy for diabetes.
Stem Cell Science as a Future Therapy for Diabetes Sample Answer
An orientation towards the future is implied when studying stem cell science and as a future to therapy of diabetes too. There are two major discourses discernible; the institutions which create certain influence and the stem cell and its effect on therapies, genetic modification, and animal studies. Stem cells have a common thing that is self-renewal and cell differentiation. The differentiated cells always have to remain as they are during movement from the body into the cell culture dish in the laboratory or to a newer environment and function too as before.
However, this is not usually the case since the working has to be in accordance or chime with the way it did in the body so as to prove the relevance or the ability to go all the way to an islet cell maintaining it too as is the case when dealing with diabetic patients. (Atala & Lanza, 2013, pg 2) Stem cells are viewed as plastic, meaning they are able to change into other cells.
The probability of them being triggered and changing into other cell types is usually high. The genes are the ones most affected and one should, therefore, be able to identify whether the genes are functioning or not and if so, not only functioning but like beta cells when applied. (Atala & Lanza, 2013, pg 3)
Bench to bedside workings such as translational research, therefore, is seen as a solution to certain problems and a difficulty when dealing with research problems.
An important fact of the stem cells is their ability to change into many cells. Such an example is the tumor cells and therefore, proving wrong their possibility to function when dealing with a diabetic patient at large as well as poor understanding of the stem cells by many scientists and therefore not being able to come up with probable solutions to the many problems that come with it.
Stem Cell Science as a Future Therapy for Diabetes Reference
Atala, A., & Lanza, R. P. (2013). Handbook of stem cells. London: Academic/Elsevier
REFLECT about three topics it consist of tow presentations and one video. This reflections paper should include what I feel about the topic and
how it can affect me and my society and also some examples about my experience related to the topics. The first topic about high-context and low-context
culture and you can get that from the notes. The second topic is a video about finance and you can look at it in the link and write the paper. The third
topic is about religion, racism and the society classes and what I feel about these topics. And the sources should be from the notes and the video.
PLEASE AVOID PLAGIARISM. https://www.youtube.com/watch?v=5nCvO6qEbJw
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Designing Experiments
It is critical that the writer pay attentions to details for this paper and respond to all questions mentioned here. APA is critical especially when using tables. The writer must read on how to use tables in word document. The are 4 main component to address here and the writer must clearly address this 4 main points while expanding and addressing all component of the assignment.
While it is important to master the use of SPSS software to conduct data analysis, it is equally important to ensure quality in the methods used to collect the data analyzed. Recall the familiar adage, “Garbage in, garbage out,” and consider that if data is poorly collected, the analysis of that data will also suffer. Think about how the interrelatedness of the hypothesis, data collection method, and statistical analysis impacts research quality.
Having reviewed the readings from Experimental and Quasi-Experimental Designs for Research, by Campbell and Stanley, consider the hypothesis you have chosen for your dataset from Week 3.
How might you design an experiment that will effectively collect data for this chosen hypothesis?
How will you minimize threats to validity?
Will it be a true experiment or a quasi-experiment?
Why or why not?
I will email the Dataset for this assignment.
SAMPLE ANSWER
The core purpose of this paper will be to establish whether there is any causation relationship between the number of employees, the gender of the supervisor and the number of working hours with a rate of injury rate at a particular site. Thus, the analysis will revolve around finding evidence on whether there exists any relationship. This will help in determining the trend of the rate of injuries in these sites. This research paper will follow the Experimental design procedures since the sample to be studied will be randomly selected (Grabbe, 2015). This is a necessary and a sufficient precaution taken to ensure that the researcher’s biasedness does not affect the results of the study. Furthermore, it reduces the effect of confounding variables.
The research will be guided by the following objectives.
To establish whether some sites are safer than others.
To determine whether the gender of the supervisor facilitates the increase of injury rates in a given place.
To ascertain the existence and nature of the relationship between injury rate and working sites and gender of the supervisor and if it does exist, which nature of the relationship.
In agreement with (Zikmund, 2012), the fundamental of good research is based on the research objective. This they act as a map for the analysis and also the inference of any study. The research will be a completely randomized design for simplicity and convenience purposes. The sample will be randomly selected from the three sites (Seattle, Boston, and Phoenix). The supervisors, in this case, will act as the treatment, and through randomization the experiment will control the effect of extraneous variables (Grabbe, 2015).
One of the purposes of using this design in this research is to reduce the variability (Zikmund, 2012). This will make it easier for the researcher to detect and establish whether there exist a relationship between different treatments. Furthermore, to eliminate the threat to internal and internal validity, replication in the data analysis will be conducted so that the results can be interpreted at a certain level of significance. This is because (Zikmund, 2012) stipulates that all results of the research study are useful when they are accurately and confidently interpreted.
The following research hypothesis will guide this experiment design: H0: There is no significance difference in injury rate at different working sites when different genders are managing. Versus, H1: There is a significance difference in injury rate at different working sites when different genders are managing. This hypothesis will act as the backbone of the whole analysis, which will help in making an inference (Grabbe, 2015). Furthermore, this hypothesis is like a summary of the objectives of the research. Based on this hypothesis the research question that will be answered in this study is: is there any significance difference in injury rate at different working sites when different genders are managing?
Some of the analysis that will be carried out in favor of answering the research question are ANOVA. This analysis will help in establishing whether there exists a significant difference between injury rates at different working sites when there is increased the number of employees or working hours. Furthermore, correlation analysis will be conducted to find out the nature of the relationship between different variables. Just because, correlation can be used to predict the behavior of one variable based on the other (Grabbe, 2015). Also, regression analysis will be performed to come up with a model that will help in predicting the rate of injuries using other variables.
References
Grabbe, J. W. (2015). Implications of Experimental versus Quasi-Experimental Designs. The Palgrave Handbook of Research Design in Business and Management, 141.
Zikmund, W., Babin, B., Carr, J., & Griffin, M. (2012). Business research methods. Cengage Learning.
McDermott, R. (2011). Internal and external validity. Cambridge handbook of experimental political science, 27-40.
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Reflection Paper Guidelines – Paper # 1 The two goals of the Reflection Papers are 1) to give you an opportunity to pause and reflect on what you are
learning about being an effective communicator and team member and 2) to tie the concepts, ideas, and terms from the textbook to your group experiences in an
academic and informed way.
A great way to do this is to go somewhere different
–a place where you can sit quietly, and have space to pause, think, consider, and reflect. If you are keeping a journal of your observations and personal/team
learning, bring it along to use as a reference, or to jot down more notes as they arise.
Students will submit two (2) reflection papers
during the semester, utilizing concepts from the chapter readings. Topics for each paper will be assigned by the instructor
(see pg. 2)
and will be relevant to the course materials and group process dynamics. In each paper the student will reflect on the assigned topic, relate it to personal
and classroom experience, reference the chapter readings, relate it to their group project work and discuss how these concepts can be incorporated into their
personal or professional development.
Choose two concepts, one from Chapter 1
–Group and Team Principles and Practices and one from Chapter 4
–Preparing to Collaborate. 2.
In addition to the above two concepts, you will include one concept from Chapter 12
–Enhancing Creativity in Groups & Teams, OR Chapter 3
–Group Formation,
for a total of three concepts per paper.
3.
Write about how you and your team have been
impacted
by the concept. Be sure to include specific stories and examples that support the concepts. Think about how you connect with these concepts in your final
project/chapter presentation teams. Given your experiences, how would you apply these concepts in future teams? What action steps would you take to ensure
effective/positive team outcomes? Be sure to apply the tools/skills
you’v
e learned throughout the course
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Estimation of groundwater recharge using a simple spreadsheet model.
Groundwater recharge (defined simply as the rate of water reaching the water table) information is required in the development of water resources for any location where there is no other alternative method of providing the people with the water requirements. This project aims to estimate recharge rates for a suitable location, resulting in shedding light on the availability of groundwater resource for the area.Conduct a thorough research before doing the assignment and submitting
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What is the effect of adding carbon monoxide to the following equilibrium system, COCl2 CO + Cl2? .
The equilibrium will shift to the left
Which of the following correctly describes an acid?
An acid is a proton donor.
Chemical kinetics is the study of
Reaction rates
What is the conjugate acid of HCO3—?
H2CO3
The following solutions (A through D) have the given pKa values. Which is the weakest acid of the group?
pKa = 11.5
6.Which of the following is a solution of a STRONG acid?
0.10 M HCl
A text book is 9.00 inches wide and 12.0 inches tall. Calculate the area (width multiplied by height) in square centimeters that the textbook covers when it is closed.
697 cm2
The rate of a reaction is 15.0M/min at room temperature. If the reaction is conducted in a warmer environment, what is likely to happen to the reaction rate?
There is not enough information given to answer the question.
Covalent bonds are formed when
atoms share electrons
The pKa of acetic acid is 4.75. If acetic acid is found in a solution with a pH of 3.0, which of the following is true?
Acetic acid exists predominately in the deprotonated form. C.
The reaction CH4 + 2O2 CO2+ 2H2O is exothermic. Which of the following will drive the reaction to the left?
An increase in temperature
If the pH of a solution is 4.0, which of the following is correct?
The concentration of [H+] is larger than the concentration of [OH–]
Following the naming rules covered in lecture, what is the name of K3PO4?
Potassium phosphate
One of the ways catalysts increase reaction rates is by
Providing a surface for the reaction to occur.
Which of the following correctly describes ammonia?.
Ammonia is a weak, organic acid
Which of the following pH values is for the most acidic solution?
pH = 0
Which of the following has the substances arranged from lowest boiling point to highest?
C2H6, C4H10, H2O, NaCl
In an energy diagram for an exothermic reaction, which of the following is true?
The energy of the reactants is lower than the energy of the products.
What is the coefficient for NO after you balance the following equation: ___ NO + ___ Cl2 ➔ ___ NCl3 + ___ O2
2
What is the conjugate base of HSO4—?
SO42
In the following reaction, how many grams of N2H4 had to react if 23.2 g water are formed? N2H4 + 3 O2 + ➔ 2 NO2 + 2 H2O
20.6 g N2H4
Which of the following is FALSE with respect to dynamic equilibrium?
The phrase can be applied to both physical and chemical conditions of a system
When 4.0 g of NaOH is dissolved in 50.0 mL of aqueous solution the molarity of the solution is:
2.0 M
Which of the following is a strong base?.
NaOH
What will occur if S is added to the following reaction after equilibrium has been reached? SO2 ➔ S + O2 A.
The purpose of this assignment is to encourage you to integrate lecture material on protein structure and enzyme function, with the biochemical and biological role of a key metabolic enzyme. The listed proteins have been chosen because they play an important role in carbohydrate metabolism.
You must research the following information about your protein:
Structure: is it a globular, membrane or structural protein; include a figure showing a molecular model of your protein; describe its structure including secondary structures, any domains, quaternary structure, any prosthetic groups; include the molecular weight and isoelectric point of your protein.
Function: Write an equation for the reaction catalysed by your enzyme; in what pathway does your enzyme participate. In what organisms, organs, tissues, cells, intracellular compartment is the enzyme and pathway found? What is the metabolic purpose of the pathway? What is the importance of your enzyme in that pathway (e.g. regulation, thermodynamics)? Relate the biochemical function of your enzyme to practical information such as clinical data.
Relationship between structure and function: describe any features which are particularly important for catalytic function such as specific amino acids with a key function, the 3 dimensional structure of the active site or binding site. Is your enzyme soluble or membrane protein and how does this relate to its function? What role is played by any co-factors? Is your enzyme regulated? Describe any changes to structure that occur during regulation explaining how the structure affects enzyme activity.
Pitfalls to avoid:
Choose ONE organism as your main focus; the enzymes in the list are found in many different organisms but there will often be major differences between enzymes in humans and E. coli.Sometimes information on one organism may be limited so it may be necessary to have a figure of e.g. a pig enzyme if you are mainly discussing the human version; mixing up info on human and yeast will result in loss of marks.
Be aware that some enzymes are present in several isoforms, do not get these confused.
SAMPLE ANSWER
Question 1
Phophoglycerate mutase (PGM) is a globular protein common in glycolytic activities. The secondary structure is an alpha/beta protein with three main layers as comprising of an alpha/beta/alpha. Additionally, it has a beta sheet comprising of six strands arranged in a specific order with strand 5 occurring as an antiparallel to the rest of the strands. The quaternary structure is made of two identical subunits hence can be categorized as a homodimer. The realative molecular mass of dimers is 55,000 -61,000 kDa. The quaternary is same as the primary, secondary and tertiary structure on the basis of active sites. However, the PGM is has isozymes, which is several variations existing. The type of an enzyme isozyme catalyzing a reaction depends on the tissue where the enzyme is active (Fraser, Kvaratskhelia & White, 1999).
There are two forms of the glycolytic phosphoglycerate mutase (PGM) which are evolutionary unrelated. They occur as non-homologous isofunctional(NISE), each with an independent 3D structure. The first is the co-factor dependent PGM (dPGM) works in the presence of the co-factor 2, 3-bisphosphoglycerate (2, 3-BPG). It has a molecular weight of 27 Kd, and are active as dimmers. The other type of the enzyme is the co-factor independent PGM (iPGM) has a molecular wight of 57 Kd. The enzyme is active in the monomer.
The distinction between the two forms of PGM can be determined by level of sensitivity to vanadate and metal ion requirement of iPGM. E.coli contains both iPGM and dPGM (Foster, 2010). Like the mammalian dPGMS, the E. coli dPGM forms a dimer which now enables researchers to analyze the sequence differences that are responsible for the variation in the quaternary structure.
The structure of the protein allows the function of the two enzyme domains to be assigned. One of the domains takes part in the phosphatase reaction, leading to the generation of the phosphoserine enzyme intermediate. The other domain participates in the phosphotransfterase reaction leading to reformation of the phosphoglycerate (Jedrzejas et al., (2000).
(EC 5.4.2.11 – Phosphoglycerate mutase, n.d)
Question 2
The enzyme phosphoglycerate mutase is involved in the glycolysis where it catalyzes the interconversion of 3-phosphoglycerate and 2-phosphoglycerate for zymomnas mobilis’ glyconeogenic and glycolytic pathways. The phospho group is transferred between the three phosphoglycerate carbon atoms. The co-factor dependent PGM (d PGM) catalyzes the transfer of a phosphoryl group between the co-factor and the monophosphoglycerate via an intermediate, phosphohistine. It is important in the transfer of a phospho group between monophosphoglycerates via a phosphoserine intermediate. The respective function of both iPGM and dPGM has not been established. However, research has shown that dPGM accounted for more activities (Foster, 2010).
The relevance of PH sensitivity in physiological processes because plays a role in regulating the activity of iPGM at different stages of an organism’s developmental cycle. For instance, the PH of a developing spore drops to about 6.5 during sporulation which leads to the reduction in the iPGM’s activities. The low PH allows 3PGA to accumulate and is stored in the dormant spore. This 3PGA is used to synthesis ATP required in spore germination, again leading to a sharp rise in the PH to 7.5-8. In non-spore forming organisms that are closely related to those that reproduce by sporulation, iPGMs, Mn2+ is also required for catalysis.
The mechanism of iPGM catalysis of 2-phosphoglycerate occurs in two steps as this is a phosphatase reaction in which a phosphate group is transferred from 2 or 3-phosphoglycerate,forming an enzyme-bound phosphoserine intermediate, then a phosphotransferase reaction. Meanwhile, the phosphate is transferred from the enzyme-bound phospherine back to the glycerate moiety.
Reaction:
2-phospho-D-glycerate = 3-phospho-D-glycerate.
2-phospho-D-glycerate
=
3-phospho-D-glycerate
(EC 5.4.2.11 – Phosphoglycerate mutase, n.d)
The co-factor dependent PGM is capable of catalyzing three various reactions, each with its own type of specificity. The reactions include the synthesis in which 1,3-DPGforms 2,3-DPG where 3-PGA is the primer, isomerisation reaction in which 3-phosphoglycerate (3-PGA) is formed from 2-phosphoglycerate (2-PGA) where the primer is 2,3-diphosphoglycerate (2,3-DPG) and degradation leading to formation of 3PGA from 2,3-DPG in a phosphatise activity. Also, the analysis of dPGM shows the enzyme ligand interaction which takes place to where the vanadates inhibit the mutase activity.
Phosphoglycerate mutases (PGMs) enzymes are important in glycolysis and gluconeogenesis reactions. In the glycolytic catalysis, 2-phosphoglycerate (2PG) is formed from 3-phosphoglycerate (3PG) through the intermediate 2, 3-bisphosphoglycerate. The reaction said to be energetically neutral since the Gibbs energy involved being approximately 1.1KJ/mol. The neutral state of the energy is absolutely necessary for the generation of the proper molecule required to continue the glycolysis process.
Analyses of structure and sequence indicate that various families of the phosphatase enzymes contribute to different branches which are added to the parent enzyme. For example, histidine phosphatase superfamily is given this name because the catalytic reaction centres on the conserved on the His residue. This residue is transiently phosphorylated during the catalytic cycle. There are other conserved residues which interact with the phosphor group besides contributing to the “phosphate docket”. Different residues are added to the “phosphate pocket”. The families which contribute the residues differ in the three dimensions, position and sequence of a catalytically essential residue acidic residue Bond, White & Hunter, 2002.).
Question 3
coli’s structure of dPGM is complexed with vanadate, which is a potent inhibitor. The presence of the inhibitor in the active site although there is evidence indicating that there is additional vanadate moieties at both or either ends. The presence of the inhibitor also represents a different binding mode from the one observed on the structural homologue proctatic acid phosphatase. The analysis of dPGM reveals a water molecule in the native E.coli dPGM structure. Once this molecule is activated by vanadate, the active site protein is likely to be dephosphorylated. The binding of substrates as well as other specific interactions of both forms of dPGM’s active and inactive forms may be easily studied with a provision of the forms’ high-resolution structure in conjunction with computational substrate molecule modelling in the active site (Jedrzejas et al. 2000).
iPGM differs from thedPGM in that it only catalyses out interconversion of 2PGA and 3PGA (1, 3, 4). The other difference is that catalysis by co-factor dependent phosphoglycerate mutase does not require metal ion while the iPGM absolutely or specifically require Mn 2+ ions hence making the enzyme’s activity exquisitely sensitive to PH (1, 4, 6-8). In clinical practice, a number of diagnostic procedures rely on the PH values to determine the cause or level of infection (Jedrzejas et al. 2000).
Fig:. DS-PAGE analysis of purification and protein expression: Lane 1, size markers; lane 2, total soluble protein for cells expressing dPGM; lane 3, purified dPGM; lane 4, total soluble protein for cells expressing iPGM; lane 5, purified iPGM (Fraser, Kvaratskhelia & White, 1999).
The E. coli PGM is a protein hence is soluble in water although to different extents depending on the provided conditions. One of the conditions is the presence of Isopryl-1-thio-β-D- galactopyranoside. iPGM’s solubility impacts its ability to aggregate with other groups through chemical reactions. Solubility infers that the protein has negative charges. The solubility discriminates the reactions the enzyme can catalyze (Fraser, Kvaratskhelia & White, 1999). As mutase, PGM is an important step during glycolysis. The transfer of a functional group such as a phosphor group from one position of a substrate to another is catalyzed by the enzyme, hence the reaction becomes isomerisation. It will not function if it not subjected to the right conditions for solubility to occur.
The co-factor dependent phosphoglycerate mutase (dPGM) is found in a dimeric active conformation in Escherichia coli (E.coli). It is reactions are based on the structural changes which occur on the histidine phosphorylation exhibits a number of features which are fundamental in the catalytic mechanisms of the enzyme. During reactions, the C-terminal 10-residue tail which does not appear in other structures is ordered well so that to interact well with other residues involved in substrate binding. During the displacement of a loop positioned close to or adjacent to the active histidine leads to the readjustment of previously overlooked residues into positions which will make it easy for them to directly influence the catalysis (Bond, White & Hunter, 2002.).
References
Foster, J., Davis, P., Raverdy, S., Sibley, M., Raleigh, E., Kumar, S., … Ahmed, N. (2010). Evolution of Bacterial Phosphoglycerate Mutases: Non-Homologous Isofunctional Enzymes Undergoing Gene Losses, Gains and Lateral Transfers. PLoS ONE, E13576-E13576.
Jedrzejas et al., (2000). Mechanism of Catalysis of the Cofactor-independent Phosphoglycerate Mutase from Bacillus stearothermophilus. CRYSTAL STRUCTURE OF THE COMPLEX WITH 2-PHOSPHOGLYCERATE. Journal of Biological Chemistry, 23146-23153.
Bond, C., White, M., & Hunter, W. (2002.). Mechanistic implications for Escherichia coli cofactor-dependent phosphoglycerate mutase based on the high-resolution crystal structure of a vanadate complex. Journal of Molecular Biology, 1071-1081.
Fraser, H., Kvaratskhelia, M., & White, M. (1999). The two analogous phosphoglycerate mutases of Escherichia coli. FEBS Letters, 455(3)344-348.
The report should be divided into the following sections:
1. Introduction – Should include a clear statement regarding the purpose of the experiment.
2. Methods – Refer to the experiment/procedure available on the NUTR 1102 Laboratory
Moodle sit
3. Results – Include data tables as completed in lab. Means and standard deviations should be calculated and correct. Tables and figures should be numbered and labelled and appear in the order that they are referred to in the text. The reader should be able to look at the table and understand its contents without reading the report.
4. Discussion – A discussion of the results and what they mean. This section will probably be longer than other sections of the report; however, be as concise as possible. Marks will be taken off for irrelevant information. It is not necessary to repeat information
provided in the tables. You will need to refer to the tables and graphs in the Results section. Be sure to specify which table or graph you are referring to, i.e. (Table 2) or (Figure 1), etc. Try to discuss in experimental blocks. Integrate objective and subjective data. In the discussion, try to explain why you got the results that you did, especially if they differed from the expected. Does literature support or negate findings? Was there something about the samples or testing environment that could have caused the deviation from the expected, i.e. fluctuations in oven temperature, personal element, untrained panel, sensory fatigue. Were any trends evident? Discussion should be supported with
theory and referenced accordingly. References should be listed numerically in the order they appear in the report. Numbers should appear in brackets following the citation. The full reference should be listed at the end of the report under the References section.
5. Conclusions – A brief summary of what the experiment has shown and possible implications or applications (food service, food industry, domestic, consumer retail level, etc.). This section should give the reader an idea of the purpose and usefulness of the tests without reading the rest of the lab report.
6. References – A list of only those references cited in the report should be included. Full references should be listed numerically in the order they appear in the report. In addition.
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1. How many significant figures are in the number 0.0030 g?
A. 1 B. 2 C. 4 D. 5
2. Which of the following is equivalent to 1 µg?
A. 1000 ng B. 1000 kg C. 10–3 g D. 1000 mg
3. If the density of a sample is given as 6.57 g/mL, what volume does a 22.5 g sample occupy?
A. 148 mL B. 3.42 mL C. 0.292 mL D. 6.57 mL
4. The following unit, °C, is a measure of
A. mass B. volume C. temperature D. heat
5. The dosage of a narcotic containing cough syrup is dispensed at the rate of 0.250 mL per kilogram
per dose for adult females. The prescription is written for three days and is to be taken four times per
day. What volume of the medication should be dispensed for a 108 lb adult female?
A. 59.5 mL B. 225 mL C. 1.02 mL D. 147 mL
6. Which of the following would be considered a hypothesis?
A. The volume of a sample was measured at 1.86 mL
B. The color of the sample was recorded as clear green
C. The color of the sample changed to dark blue when 10.0 mL of acid were added to the sample,
and bubbles evolved from the mixture.
D. Since bases sometimes react with acids to produce gaseous products, the sample is likely some
kind of base.
7. The energy in a chemical bond, such as a covalent bond, is an example of ______________ energy.
A. kinetic B. potential
8. On a cool day in autumn, the temperature was 9.0°C. What does this correspond to in degrees
Fahrenheit?
A. 5.0 °F B. 9.0 °F C. 16 °F D. 48 °F
9. The number 5 X 10–3 can be written in full as:
A. 0.005 B. 0.05 C. 500 D. 500010. Convert 23 cm into
10. inches and report the answer with the correct number of sigfigs.
A. 0.11 in B. 9.1 in C. 9.055 in D. 58 in
11. A quantitative measurement was recorded as: The mass = 25. Why is this measurement recorded
incorrectly?
A. The measurement does not include any description of the sample.
B. The measurement does not have enough significant figures.
C. The measurement does not include the mass unit in which the measurement was taken.
D. None of the above. It is an example of an appropriate way to record a quantitative measurement.
12. Convert one serving of vegetables (2.5 oz) to grams.
A. 0.014 g B. 0.88 g C. 71 g D. 11 g
13. The dimensions of a room are typically given in feet, but carpeting is sold by the square yard. How
many square yards of carpet are required to cover the floor of a room that is 12 feet wide by 18 feet
long? There are 3 ft in one yard.
A. 12 yd2 B. 18 yd2 C. 24 yd2 D. 216 yd2
14. What is the mass in g of 30.0 mL of a liquid if its density is 0.60g/mL?
A. 0.056 g B. 0.020 g C. 50. g D. 18 g
15. The number 0.0004210 L expressed in scientific notation becomes
A. 4.21 X 10–4 L B. 4.210 X 10–3 L C. 4.210 X 10–4 L D. 4.210 X 104 L
16. A patient is 6 feet 2 inches tall (1 ft = 12 in). Express this height in m and report the answer with 2
sigfigs.
A. 29 m B. 1.9 m C. 74 m D. 188 m
17. The side of a box was measured as 1.675 meters. Convert this measurement to centimeters.
A. 0.01675 cm B. 0.1675 cm C. 167.5 cm D. 1675 cm
18. Which of the following numbers or conversions are exact?
A. 12 inches = 1 foot
B. 1 mL = 1000 µL
C. There are 12 children in the room
D. All of these are exact
19. Convert 147 lb into kg.
A. 3.09 kg B. 30.6 kg C. 324 kg D. 66.7 kg
20. A student is instructed to determine the density of an unknown. The mass of an empty beaker is
25.678 g. The student adds 10.15 mL of the unknown to the beaker. The mass of the beaker and the
unknown is 56.750 g. What is the density of the unknown?A. 31.07 g/mL B. 5.591 g/mL C. 3.061 g/mL D. 0.3267 g/Ml
SAMPLE ANSWER
Chemistry Term Paper
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