BIOL 1000 Study Guide - Midterm Guide: Succinic Acid, Competitive Inhibition, Cytochrome C Oxidase

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6 Dec 2016

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Electromagnetic radiation form of energy that is all around us and takes many forms, such as radio waves, microwaves, x-rays and gamma rays. Sunlight is also a form of em energy, but visible light is only a small portion of the em spectrum, which contains a broad range of electromagnetic wavelengths. Wavelength of light commonly defined as the part of the em that is visible to us. Ranges from 400-700nm and a color range from violet to red. Photon discrete bundle of electromagnetic (light) energy. Pigment molecules that can absorb a photon of light. Photoreceptor sensory receptor that detects the energy of light. Absorption spectrum a curve representing the amount of light absorbed at each wavelength. Dna deoxyribonucleic acid carrier of genetic information. Eye organ used by animals to sense light. Eyespot light sensitive pigmented spot on the bodies of invertebrates such as worms.

Related Questions

This laboratory relates to the following Terminal Course Objective(TCO):

8 Given the two major problems of global warming and ozone layerdepletion, compare and contrast the causes, environmental andhealth impacts, as well as the success or failure of internationalpolicies to solve these problems.

Introduction

We have heard for a long time that air pollution and theaccumulation of greenhouse gases lead to global warming. In theanimation below the rise in global temperature and the rise in sealevel is predicted by a model built by the Intergovernmental Panelon Climate Change (IPCC). This model is based on a number ofassumptions on the amount of ozone, particulate matter and otherair pollutants.

Depletion of the Ozone Layer

Solar radiation emits electromagnetic waves with a wide range ofwavelengths. Visible light is the part of the electromagneticspectrum that can be detected by the eye's photoreceptors.Ultraviolet radiation has slightly shorter wavelengths than visiblelight and can cause damage to the biological tissues that absorb itby destroying protein and DNA molecules. The damaging effects ofultraviolet radiation are mitigated by the ozone (O3) in theatmosphere. The ozone in the stratosphere is called the OzoneLayer. Without the Ozone Layer, it is doubtful that any life onearth could survive. Since World War ll, many atmosphericscientists began to measure the concentration of ozone in thestratosphere around the South Pole. They have noted someinteresting trends. In the exercise below we will explore the issueof Ozone Depletion.

Wind Circulation in the Atmosphere

Wind circulation in the atmosphere is largely responsible for ourweather, our climate zones, and the movement and concentration ofgreenhouse gases and other air pollutants. The learning objectbelow demonstrates the circulation of winds vertically andhorizontally around the earth.

Man and Global Climate Change

The role of man in the creation of greenhouse gases and globalwarming has long been debated. The Intergovernmental Panel onClimate Change (IPCC) commissioned a model to judge the effects ofman on global temperature, the role of natural environmentalprocesses, and the combination of both. This model is exploredbelow.

One of the greenhouse gases that can be directly related to theactivities of man is carbon dioxide (CO2), which is a product ofindustrial and transportation activities. While it is true thatother processes, like respiration, can produce CO2, it is simple tolook at the concentration of CO2 before and after the industrialrevolution and clearly see the effects of man.

Concern about greenhouse gases led to representatives of 166nations to sign the Kyoto Protocol of 1997, which attempted tolimit emissions of carbon dioxide and other greenhouse gases. Therise of the global economy has complicated the issue, as isdemonstrated in the learning object below.

Greenhouse Gases and Health

In recent years we have been measuring the Air Quality Index (AQI),which is a measure of such pollutants as ozone, particulate matter,and CO2. In the exercise below you may explore the AQI in citiesacross the U.S.

Let's look at two locations less than 500 miles apart thatrepresent both ends of the spectrum of the issue of greenhousegases and global warming. Explore both virtual field trips andevaluate them in terms of whether they contribute to the greenhousegas problem or help reduce it.

Kuala Lumpur

Rainforest / Terraced Rice Fields

Exercises

Exercise 1. Have a class debate between people representing thedeveloping countries and people representing the developedcountries OR write an essay comparing and contrasting the two.Characterize each side in terms of the issues surroundingpopulation growth, energy use, resource use, and sustainabledevelopment. Find common interests between the two.

Exercise 2. Look at the two virtual field trips and define each ofthe environments depicted in terms of the global carbon cyclediagram below. Assuming that the cycle is in balance, how wouldeach site change the balance.

Exercise 3. Develop a series of international agreements that wouldlead to the kind of reductions in greenhouse gas emissions calledfor in the Kyoto Protocol and that would satisfy the concerns forglobal equity between developed and developing countries.

Exercise 4. Using the table below keep track of your dailyactivities and how they affect the greenhouse gas crisis in theworld. What does each activity produce? Are the products positiveor negative. How do the sizes (volumes of gas) of the variousproducts vary? After you have created your table define yourpersonal global carbon footprint. Do you have a positive effect ora negative one?

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BIOL 1000 Study Guide - Midterm Guide: Succinic Acid, Competitive Inhibition, Cytochrome C Oxidase

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