Amylase Activity In Germinating Barley

Amylase Activity In Germinating Barley Amylase is a calcium dependent enzyme which hydrolyzes complex carbohydrates at alpha 1,4-linkages to form maltose and glucose. Amylase is an enzyme found in the germinating seeds. Imbibition process causes the release of growth plant hormone gibberelin which stimulates the synthesis of amylase. The activity of the amylase enzyme is affected by many factors such as temperature, pH, enzyme concentration, substrate concentration, and the presence of any inhibitors or activators. In germinating barley, the food reserves are stored in the endosperm. The cotyledons store food for the use of embryo in the form of starch. Amylase enzyme breaks down starch into maltose, a chain of two glucose molecules Maltose then breaks down into glucose by the enzyme glucosidase. Glucose then enters the glycolytic pathway where it is used for the production of ATP and carbon molecules for biosynthesis. Glucose is used for the growth of plumule and radicle. This process is also known as the germination pro cess. The emergence of plumule and radicle indicate that the seeds have germinated. In germinated seeds, the blue colour of the Benedicts solution change to brick-red precipitate indicating the presence of glucose while maintaining the yellowish-brown colour of the iodine solution indicating the absence of starch. However, in non-germinated seeds, the yellowish-brown colour of the iodine solution change to blue black indicating the presence of starch while maintaining the blue colour of the Benedicts solution indicating the absence of glucose. Most of the time, when all the starch have been used up, the seedling capable of undergoing photosynthesis to produce energy and carbon. Hypothesis The higher the amylase activity, the higher the rate of seed germination. This is observed by a higher change in length of plumule and radicle. Hence, when performing the Benedicts test, the concentration of brick-red precipitate is higher seedlings and the solution remains blue for the dormant seed. Aim The aim of the experiment was to extract amylase from barley and to use it for the catalysis of a biochemical reaction hence investigating the amylase activity during seed germination. Materials and methods Ten germinating seeds were taken and using a paper towel, the germinants were patted dry and the weight of the germinating seeds were recorded. Next, using a mortar and pestle, the 10 germinating seeds were crushed into a puree. Slowly adding 10 ml of buffer, the germinating seeds were further crushed for two minutes. This will allow the amylase to go into the solution. The crushed seeds was filtered into a 100 ml beaker and the amylase extract was poured into a measuring cylinder. The volume of amylase extract was recorded. A five-fold dilution of the latter was done by pipetting 5 ml of the amylase extract and adding 20 ml of buffer to make up a total volume of 25 ml. This mixture is called the diluted amylase extract. A control was then done by adding 5 ml of the diluted amylase extract in a test tube and placing it in a water bath at 80o C for 10 minutes. When the 10 minutes have elapsed the control was removed and allow to cool to room temperature. Next the activity of amylase per mass of germinating barley tissue is to be determined. For this, onto ceramic plates, one drop of iodine was placed into 21 wells. A reaction mixture was then prepared by adding 5 ml buffer and 1 ml of 0.5% starch solution in a test tube. Then using a pasteur pipette, one drop of the reaction mixture was removed and added to one drop of the iodine. The iodine turned blue black. This was done to ensure the presence of starch in the reaction mixture. The previously made diluted amylase extract is thoroughly remix and 1 ml of the latter was added to the reaction mixture. The mixture is called amylase reaction mixture. (As soon as the amylase reaction mixture was prepared, reaction started. Amylase started to break down starch into simple sugars). Immediately, starting with well 0 on the ceramic plate, one drop of amylase reaction mixture was added to the iodine using a pasteur pipette. At one minute interval, another drop of the amylase reaction mixture was added to another well. This was repeated until the achromic point was reached. When the achromic point had been reached, the time elapsed was recorded. Once the achromic point was reached, the amylase reaction mixture was kept for the determination of maltose. (Note: Benedicts reagent gives a red-yellow precipitate of cuprous oxide when boiled with maltose. This reaction does not occur with starch.) In a test tube, 2 ml of the amylase reaction mixture and 2 ml of Benedicts reagent was added. A control reaction mixture was also prepared by adding 5 ml buffer and 1 ml of 0.5% starch solution but without the amylase extract. 2 ml of the control reaction mixture was then added in a test tube along with 2 ml of Benedicts reagent. Both the Benedicts reagent tubes were placed in a water bath at 80oC for 10 minutes and then examined for presence of cuprous oxide precipitate. All of the above steps were then repeated but with dormant seeds and seedlings. All data were then recorded for further investigation.

The Prime of Miss Jean Brodie by Muriel Spark Essay -- Education Educa

The Prime of Miss Jean Brodie by Muriel Spark Miss Brodie fails to be a good teacher because she teaches on her own accord, gives her students wrong impressions, and displays unprofessional behavior towards her staff and pupils. As a schoolteacher in Edinburgh during the 1930’s there were many rules and regulations that teachers had to adhere to in order to successfully feed the minds of their young pupils. Schoolteachers had more of a responsibility during this period than today because school was the only source of information and education that people could receive. Due to this fact, the government set strict policies and curriculums (and still do) that teachers must follow so that students could grow up to become well round individuals. Miss Brodie seemed to side step, insult or simply ignore some of the curriculum that was given, and teach her students on her own conditions. An example of this is when Miss Brodie is telling the girls that she and Miss MacKay have a radical difference in their principals of education. Miss Brodie has told Miss MacKay that the girls will be equipped with the necessary information needed to pass the end of term exams. After she says this to the headmistress, Miss Br odie says to the girls:   Ã‚  Ã‚  Ã‚  Ã‚  I trust you girls to work hard and try to scrape through (the exams), even if you learn the stuff and forget it the next day. This statement is telling the girls that she does not believe in the required curriculum and she wouldn’t care if they have forgot it after their exams. She only wants the girls to study of these exams so that she can have an excuse to boast to Miss MacKay, seeing the girls do well in them is not her primary concern. Another example of Miss Brodie teaching on her own accord was her lesson under the Elm tree where she told her students about her holiday in Egypt. It is evident that Miss Brodie is pretending to teach her students but trying to make it quit believable for all who look upon her shaded class when she says to her students: Hold up your books, prop them up in you hands, in case of any intruders, we are doing out history lesson†¦our poetry†¦English grammar. Although Miss Brodie’s lessons were somewhat educational and her students learnt new concepts and ideas, the schools during that time would not allow â€Å"freestyle teaching† because it made the students too reprehensive. By sett... ...f lust with Mr. Lloyd only creates a poor image for the students to have of her. Miss Brodie’s hostility toward Miss MacKay also demonstrates her inability to maintain a professional manner. She is constantly telling her students indirectly the she does not like Miss MacKay through various tactics. When Miss Brodie lashes out to Miss Mackay for trying to make her resign, she makes matters worse for herself because is only creates more tension and frustration between the two teachers. Miss Brodie unprofessional manner and inability to maintain her lust gives good reason for why she is a poor teacher. As a person, Miss Brodie does have many positive qualities that she seems to have used in the classroom. Her students did take interest in her teaching, but only because they were so different from what they were used to. Miss Brodie was a very smart and well-traveled woman, which was another positive aspect that she brought to her classroom. However her inability to teach the given curriculum, giving her students wrong impressions, and her numerous affairs and arguments with the staff leads one to believe that even though Miss Brodie was in her prime, she was still a poor teacher.

Ethical Behaviour Social Responsibility

Guests decide which local charities they would like to support and the store then selects up to eight of these to be part of the program. luncheon athletic is also committed to the Centre for Integrated Healing, an organization dedicated to holistic treatment and prevention of cancer, and Silken Lawman's community-oriented Active Kids Movement. 8 Growth and Community Commitment The company has plans to open nearly 200 new stores worldwide. In preparation, luncheon athletic has hired an experienced CEO, Robert Myers, who was at the helm of Rebook for 1 5 years.In 2005, the company implemented a five-year vision called the Community Legacies program which is based on the belief that â€Å"every person we hire, garment we create, store we pen, customer we educate, and yoga class we attend contributes to building a legacy in our communities. † 9 This goal and action plan, along with the deep-rooted commitment to ethical business practices and maintaining a health and fun-filled en vironment in communities it operates in, will guide lulu lemon athletic towards success as a global retailer.Questions 1. Discuss leadership beliefs that guide the socially responsible practices at lulu lemon athletic. (10) 2. Evaluate luncheon athletics social performance with respect to its economic, legal, ethical, and discretionary responsibilities. 8) 3. What social responsibility strategy is luncheon athletic pursuing? Explain The Case Study due date: The Case Study should be typewritten and doubled- spaced using a 12 font setting. Suggested Answers lulu lemon athletic.People-?the belief that people do their best in healthy work environments with a balance of work and family life. The company mission is that they will provide components for people to live a longer, healthier and more fun life. Educators participate in in-store yoga sessions. The core values specifically address the fact that there is no separation teen health, family, and work. The product is purchased by peop le who have integrated health and wellness into their daily lives.Communities-?a belief that organizations perform best when located in healthy communities. The focus of the company is to develop healthier communities in each of the areas of the world that it does business. Natural environment-?a belief that organizations gain by treating the natural environment with respect. The company recently introduced a natural, organic-fiber clothing line. Long term-?a belief that organizations must be managed and led for long- ERM success. The company is being managed by an experienced CEO, Robert Myers.It has created the five-year vision. Reputation-?the belief that one's reputation must be protected to ensure consumer and stakeholder support. This is a multi-million dollar company with plans to become a global retailer. It invests money in keeping its educators, guests, and ambassadors knowledgeable about products and well- informed about athletic opportunities in the community. It has cre ated a brand and a culture that relies in the product. Management acts on by its educators and guests. Economic, legal, ethical, and discretionary responsibilities.Is the organization's economic responsibility met? The company is valued at over $220 million. Strong financial results have been achieved in less than 10 years. The company has plans to open 200 new stores. The company provides products and services that are desired by its guests. Is the organization's legal responsibility met? The company's Community Legacies program publicly addresses the belief that â€Å"every person we hire, garment we create, store we open, customer we educate and yoga class we attend contributes to building a legacy in our immunities†.

Essay on How Difficult Can This Be F.A.T. City Workshop

Nicole Saggio EDSP 411 How Difficult Can This Be? F.A.T. City Workshop 1. After viewing the F.A.T. City workshop clips, what did you see as one of the main â€Å"take-away† messages? I choose some take away messages from different sections throughout the film. I will use the information from the video and apply it to my everyday tasks in my future classroom. Starting from the beginning of the film with the â€Å"Difficult Times to Processing† section it allows me to understand students with learning disabilities have twice as much to process, question and answer so they need more time. The â€Å"Risk Taking† section taught me how students with learning disabilities like reassurance and do not like surprises. If I have a student with a†¦show more content†¦Teachers, social workers, psychologists, parents and friends participated in Richard Lavoies workshop. After they completed the workshop they reflected their experience and the way it changed their approach and viewpoints to children with learning disabilities. Rather than straight lecture, the workshop requires the participants to try for themselves in a classroom simulation, taking the place of child with a learning disability. Richard Lavoie stated that if they dont want to role play or get involved, thats too bad because learning disabled students dont get a choice whether they want to be in the classroom. He was shooting questions at a rapid-fire pace, questions that would be simple if given the time or a less hostile environment. I expected all of the participants to be able to respond, but within six minutes of the workshop, they all began showing signs of shutting down. 3. The purpose of the film is to orient workshop participants (and by extension, viewers of the video) to the general characteristics of students with learning disabilities. What is one strategy that you have seen that would support one of the characteristics or needs of as student with a learning disability? I am very glad I got to watch this film, it gave me insight on how much harder learning and school is for a child with a learning disability. I would recommend this film to all aspiring teachers. I plan to