Improve your understanding of the structure and function of enzymes with these classifications and examples.

I love to have models that students can work with to help understand a concept. So much of what we do in AP Bio is too small to see-...

Digestive enzymes play a crucial role in maintaining gut health and overall digestion. Learn about the various benefits of digestive enzymes and how they can improve your digestive system in this comprehensive guide.

Our Enzymes Poster is a great educational resource that will help you create relevant and engaging Science classrooms.

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The first structure of a lipin enzyme, which carries out an important step in the production of triglycerides, the main reservoir for long-term energy storage, will help scientists to better understand how lipins regulate the production of triglycerides. Led by Mike Airola, Ph.D., of the Department of Biochemistry and Cell Biology in the College of Arts and Sciences and Renaissance School of Medicine at Stony Brook University, the structure also provides scientists with insights as to why mutations in the enzyme cause a loss of activity that leads to abnormal production of triglycerides implicated in heart disease, obesity and diabetes. The study will published in Nature Communications.

Summary Enzymes describe a class of proteins that are biological catalysts. That is, they accelerate biological reactions without being used up during the reaction. Enzymes are essential for almost all biochemical reactions in living organisms, and they act by lowering the activation energy required for the reaction to proceed. Enzymes are essential because without them, ... Read article →

Food combining can be a game-changer in our health. If you have GERDS, wacky stomach acid, or gas look at your food. Free combo chart!

Enzymes are the main group of biological substances required for the proper functioning of cells. They work as a catalyst and perform s...

Enzyme Review Worksheet Answers. Enzyme Review Worksheet Answers. Enzymes Review Packet 2 Digestion

Enzyme immunoassays (EIA) are used to visualize and quantify antigens. They use an antibody conjugated to an enzyme to bind the antigen, and the enzyme converts a substrate into an observable end product. The substrate may be either a chromogen or a fluorogen. Immunostaining is an EIA technique for visualizing cells in a tissue (immunohistochemistry) or examining intracellular structures (immunocytochemistry). Direct ELISA is used to quantify an antigen in solution.

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Elisa is also known as Enzyme-linked immunosorbent assays or EIA is a type of immunoassay and modified version of classic radioimmunoassay.

DNA REPLICATION • Complementary • Semiconservative • Bidirectional • Occurs in the S phase • Synthesis in the 5' to 3' direction – antiparallelKEY ENZYMES • Helicase separates DNA strands at replication fork • Topoisomerase relieves supercoiling downstream of replication fork • Primase synthesizes RNA primer • DNA polymerase synthesizes DNA • Ligase joins DNA fragments togetherReplisome complex • Protein complex assembled at each replication fork • Comprises: helicase, primase, DNA polymerases, single-strand binding proteinsKey differences between Prokaryotes and Eukaryotes • Eukaryotes have multiple origins of replication • Different DNA polymerases, helicases, topoisomerase and ligase • Eukaryotes have nucleosomes and telomeres • Eukaryotes typically have more DNAProkaryotic DNA Polymerases • DNA pol III: synthesizes both the leading and lagging strands. • DNA pol I: removes RNA primers and fills the remaining gaps with DNA nucleotides.Eukaryotic DNA polymerases • DNA pol epsilon: elongates leading strand DNA. • DNA pol delta: elongates lagging strand DNA and displaces RNA primers from the lagging strand. • DNA pol alpha: complexes with primase to synthesize primers that comprise RNA and DNA. PROKARYOTIC REPLICATION (E. COLI) • DNA is melted at one origin of replication (region rich in adenine and thymine) • 2 replication forks with replisomes on each side of origin are created (bidirectional replication) • Helicase separates parent DNA strand (breaks H-bonds) • Single-stranded DNA binding proteins stabilize strands (prevent degradation) • Primase synthesizes RNA primers (~ 10 nucleotides long) • DNA polymerase elongates strand (adds to 3' end only) • Leading strand: oriented 3' to 5' towards fork • Lagging strand: oriented 5' to 3' towards fork --> Okazaki fragments (discontinuous replication) • Different DNA polymerase removes primer & fills gap with DNA • DNA ligase joins Okazaki fragments • Topoisomerase relieves supercoiled DNA downstream of replication fork

Looking for a resource to help your students learn about proteins? In this doodle sheet your students will learn about (or review) the basic structure and function of proteins. Your students will color and complete this notes page and add it to their biology notebook or binder This is a no-prep resource, so just print it and you're ready to go! You might also like: Enzymes Review Worksheet Cell Structures Notes Transport Across Membranes Notes Enzymes Notes Red Blood Cells Notes For free products and news about upcoming sales, subscribe to my email list All of the graphics in this product are my own

Contents Summary Introduction Metabolism and Bioavailability Biological Activities Effects on biotransformation enzymes Anti-estrogenic activities Modulation of cell-signaling pathways

Learn how digestive enzymes can help those who suffer form food intolerance and allergies from the leading expert in natural medicine, Dr. Michael Murray.

Toothpick-ase: Introduction to Enzymes Enzymes are used in all metabolic reactions to control the rate of reactions and decrease the amount of energy necessary for the reaction to take place. Enzymes are specific for each reaction and are reusable. Enzymes have an area called the active site to which…

Enzyme Enzymes play a very important role in our life. They are specialized proteins wi...

We all have our favorite labs, and this enzyme lab is one of my very favorites. I love this lab because my students come away with a much better understanding of how enzymes do their important jobs within cells. Students love this lab because ... well just look at the picture to the left. What concepts are covered/reinforced? 1. Enzymes speed up the rate of biological chemical reactions. 2. The same enzymes are found in both plant and animal cells. 3. Enzymes are highly specific for the reaction they catalyze. 4. Enzymes carry out their functions more efficiently than catalysts. 5. Enzymes can be denatured by excessive heat. Introduction: Catalase is an enzyme that is commonly found in plant and animal tissues. The function of the enzyme catalase is to break down the chemical hydrogen peroxide inside living cells. Hydrogen peroxide (H2O2) is a highly active chemical, often used for bleaching. Within cells, hydrogen peroxide is thought to be formed continually as an end product of biochemical reactions such as cellular respiration. Because it is toxic, or poisonous, it would soon kill the cell if it were not removed or broken down immediately. Therefore, the catalase found in living cells protects the cell by breaking down or digesting this poisonous hydrogen peroxide into water and oxygen. Manganese dioxide is a catalyst. Catalysts are similar to enzymes in that they speed up chemical reactions, but they are not specific for just one reaction. Materials needed: Fresh plant and animal tissue (Potato and Liver) Boiled animal tissue (Liver) 3% hydrogen peroxide Manganese dioxide Test tubes and test tube rack Sand Mortar and pestle Catalase is an enzyme that is found in all eukaryotic cells. This lab will work using any fresh and living tissue. I always use liver as a source of animal cells that contain catalase, and potatoes as a source of plant cells that contain catalase. I purchase the liver frozen at the grocery store. When thawed, it works perfect! Often I will also use a yeast solution to show that fungal cells contain the same enzyme. What reaction will students see as catalase breaks down the hydrogen peroxide? As you can imagine, students absolutely love this lab!! Click the link below to download this free lab. Enjoy! Catalase: An Enzyme Common to Both Plants and Animals Also related: Enzyme Lab: The Effect of pH on Living Cells Enzymes: Complete Unit Bundle Enzyme Graphing Activity Lab: The Effect of the Enzyme Amylase on Starch Enzymes Task Cards

Anatomy, a field in the biological sciences concerned with the identification and description of the body structures of living things.

If there is a higher substrate concentration, collisions between the enzyme and substrate are more likely, so more active sites are occupied (more enzyme-substrate complexes form) and the reaction happens more quickly.

Suffering from heartburn, reflux, and other digestion challenges? Digestive enzymes can be an important step in finding lasting relief.

Are you interested in some awesome charts? Follow my (Mrs. Paul) class blog page! The charts are also posted below, with information about them, and how they were made and used! Please keep in mind that these are made according to Washington State Science Standards (here's just the Biology portion of the document) (Washington state will be switching to the Next Generation Science Standards in a couple of years for the high school level). As a pre-assessment to our unit on Cells, Organelles, and Enzymes, I had the students work with a partner on observation charts posted around the room. This chart then began with a CCD (Cognitive Content Dictionary) for the work Prokaryotic. For this, I used a twist on a typically CCD and I had the students use the Frayer Model to brainstorm what they believe the word means. Once they had a chance to brainstorm in their teams, each team was required to share one piece of knowledge they have. We then broke the word down into its root words ("pro" = before, "karyon" = kernel, nucleus) and were able to determine that a prokaryote is a cell before they had a nucleus. We also associated a hand gesture with this, just like a typical CCD word would. In this case, they held their hands, palms down, and squiggled their fingers and moved their hands back in forth to show DNA floating freely within a cell, due to no nucleus, which saying "no nucleus". You might think that in a high school setting students would find this a little ridiculous, and yes, several do, but the majority of the class participates, and I frequently see students referring back to the hand gestures to remember the words. The CCD word is then used as a signal word to transition from one activity to the next, such as moving into and out of community time. The more the students are able to say and use the words, the better they remember and are thus on the road to higher levels of Blooms and Webbs Depth of Knowledge. This particular chart began by defining what a cell was, using student's prior knowledge, and information they learned from the previous Characteristics of Living Things chart. I then split the paper into a T-Chart to organize our thoughts about Prokaryotic vs. Eukaryotic. I began with a simple diagram of a prokaryotic cell, color chunking particular structures that would remain color chunked through the year (such as the ribosomes are red, and when I teach Protein Synthesis, the ribosomes remain red). Throughout creating the chart, I would have the students reference back to the diagram and analyze it to deduce more information. Students were given 10/2's. For these I use specific sentence accountable talk frames to guide the student's thinking and discussions. The chart continued and the same thing was done for Eukaryote cells. Here, you may notice that the Golgi and ER and written in black. This is due to the fact that those are above our state standards, but I wanted to value the student's knowledge of those organelles by including them, and I did not have a color assigned to them due to their nature of not being included in the state standards. When finished, students returned to their seats to record the notes in their notebook. The next day, students were asked to use the information in the chart to create a Venn Diagram of a Prokaryote vs Eukaryote with their team. Although not part of the standards, I realized that my students were missing some basic understanding of what made something alive. I start with them doing this activity by having them thinking of something they know is alive and brainstorming characteristics that make that object alive. They then look at a variety of items such as a rock, plant, cut flower, cork, cell, pinecone, feather, etc. Once they have a good idea about characteristics, we create this chart together in community time. Usually during community time, students do not bring anything with them, they are only there to participate, however, this time I let them bring their activity paper with them so they have ideas to share. I then have them share with their neighbors some of their ideas so they are ready to share as a class. With this particular chart, they don't quite get to and understand those last three right away, so that's where I help them more in creating their notes. Students then go back to their desks and record the chart.

So far in this series we have looked at how enzymes work, what can affect the rate at which they work, and how their action can be inhibited. Today we are looking at coenzymes and cofactors: non-proteins that are needed in order for some enzymes to be able to catalyse their reaction. Coenzymes Coenzymes are