The three main themes I found throughout this course were amino acids, proteins and enzymes. Without these three components, nothing would work. Amino acids are necessary to produce polypeptide chains which are called proteins. Enzymes are necessary to allow a protein to function or stop functioning and processes in the body occur or stop occurring.
In general biology you discuss proteins, amino acids and enzymes some, but it wasn't until this course that I really understood how involved they are in the daily functions of the body. For example, glycolysis and the citric acid cycle are covered in a very broad sense through biology class, a little more in depth during microbiology, but really in depth with biochemistry and linking the knowledge of where the energy that our body uses is produced and which produces the most for our body. Further, for either glycolysis or the citric acid cycle to occur, we need the enzymes to convert molecules from one form to another through phosporylations, oxidations and reductions.
Throughout this semester, I really discovered that biochemistry is not scary because the word chemistry is in the title. This course really connected the dots between previous science classes I have taken. Furthermore, I found that I really enjoyed the course and the material. I have truly enjoyed all that I was able to learn with this course.
Saturday, May 12, 2012
Monday, April 16, 2012
Does Your Body and My Body Process Glucose the Same?
At first thought, with only the background knowledge that I had prior to this class, I would have answered sure. But, since the lecture on Friday concerning Glycolosis, the Pentose Pathway and Glyconeogenesis, I have to tell you no.
No two bodies are the same, and neither are their stores of glucose. When glucose is introduced into a body, it will enter the glycolytic pathway, but only if the body is in need of more ATP. If there is a sufficient amount of ATP present, the glucose; in the form of glycogen - the byproduct of the glyconeogenesis process; will be stored for later use.
There is no absolute knowing what your body or what my body has for ATP stores or what your metabolic rate is processing the incoming glucose like. Therefore, we cannot say with certainty that glucose entering a body will process in the same manner.
With that said, the ultimate processes of Glycolysis, the Pentose Pathway and Glyconeogenesis, in the presence of all necessary enzyemes will all function in the same manners within any body.
No two bodies are the same, and neither are their stores of glucose. When glucose is introduced into a body, it will enter the glycolytic pathway, but only if the body is in need of more ATP. If there is a sufficient amount of ATP present, the glucose; in the form of glycogen - the byproduct of the glyconeogenesis process; will be stored for later use.
There is no absolute knowing what your body or what my body has for ATP stores or what your metabolic rate is processing the incoming glucose like. Therefore, we cannot say with certainty that glucose entering a body will process in the same manner.
With that said, the ultimate processes of Glycolysis, the Pentose Pathway and Glyconeogenesis, in the presence of all necessary enzyemes will all function in the same manners within any body.
Thursday, April 12, 2012
Connections with Genetics and Microbiology?
I love that I am finding I enjoy Biochemistry so much. I have found that my previous fears about how difficult it would be to take Biochemistry and understand the concepts has been completely unfounded. The knowledge that I have received in Biochem has only helped to enhance the knowledge that I have learned in other classes such as Genetics and Microbiology.
Translation and Transcription are both important factors learned in Genetics and how our DNA and RNA function in protein synthesis. Understanding that each letter in the DNA sequence actually correlates with a start and stop message along with the actual amino acids necessary to make the proteins has been really enlightening. Genetics covers both of these topics at the level of how they occur, but only through Biochemistry did I learn about the coding for the amino acids and subsequent proteins.
Aerobic and Anaerobic Respiration are necessary functions for our body to obtain the metabolic energy necessary to function. During Microbiology I learned the Glycolysis Pathway and the enzymes necessary to convert a molecule from one state to another. Biochemistry has helped me to learn that the Glycolysis Pathway is only one of many pathways and that it leads to other pathways and cycles that aid the body with energy. Additionally, not all reactions are in a one way pathway, some are reversible as needed by the body.
I recently accepted I rather enjoy this course and the material we are learning. I am glad that I have taken this course, it has been really eye opening to the connections present in science.
Translation and Transcription are both important factors learned in Genetics and how our DNA and RNA function in protein synthesis. Understanding that each letter in the DNA sequence actually correlates with a start and stop message along with the actual amino acids necessary to make the proteins has been really enlightening. Genetics covers both of these topics at the level of how they occur, but only through Biochemistry did I learn about the coding for the amino acids and subsequent proteins.
Aerobic and Anaerobic Respiration are necessary functions for our body to obtain the metabolic energy necessary to function. During Microbiology I learned the Glycolysis Pathway and the enzymes necessary to convert a molecule from one state to another. Biochemistry has helped me to learn that the Glycolysis Pathway is only one of many pathways and that it leads to other pathways and cycles that aid the body with energy. Additionally, not all reactions are in a one way pathway, some are reversible as needed by the body.
I recently accepted I rather enjoy this course and the material we are learning. I am glad that I have taken this course, it has been really eye opening to the connections present in science.
Thursday, March 8, 2012
Well THAT makes sense now!
Coming into this class, I was unsure of anything related to Chemistry. I honestly believe that I was able to make it through General Chem I and II because we were allowed "cheat sheets" for the exams and because I am a whiz at the hands on lab experiments, even if I am unsure of what it is accomplishing/or why I am doing it. So my expectations of having any "lightbulb moments" as I like to call them, were few and far between.
Instead I have found that topics, previously discussed about through other courses, began to really make sense. Examples of a few "lightbulb moments" include understanding the naming of various items; carbon monoxide - CO in chemical form has only one (mono) oxygen molecule (oxide) or carbon dioixde - CO2 has two (di) oxygen molecules. It may seem incredibly simple, but it the naming convention of chemicals always seemed so abstract to me and this was a real turning point to my understanding of why and how items are labeled. Another example of the naming convention would be triacylglycerides - three (tri) fatty acids (acyl) glycerol (glycerides). This shows that there are three fatty acid tails attached to a glycerol molecule. Could it really be any more simple? I feel like a dolt for not picking up on this sooner!
My other "lightbulb moment" came when we were discussing the titration scale and pH, and how/why it works the way it does. The titration curve will have either two or three regions of rise, plateau and rise again before leveling off at the upper portion of the curve, this is known as a diprotic or triprotic curve. The curves illustrate an amino acid, composed of a carboxyl group, amine group and sometimes an R group, and how the hydrogen ion is removed from each group mentioned. Additionally, the curves show us if the solution is acidic (low concentration of hydrogen ions and negatively charged), basic (high concentration of hydrogen ions and positively charged), or neutral (with no net charge and hydrogen ions at a state of equilibrium). Furthermore, the curve shows us the pH for the amino acid when it is 50% transferred from one group set to the next, this also allows us to determine the proper buffering zone of +/- 1 from the pH. Finally, the PI value, indicates when the amino acid has reached an equilibrium with the hydrogen ions, this molecule is known as a zwitterion containing no net charge.
These may not seem like really great or fantastic connections to be made, but they really have opened my eyes to all that Biochemistry has to offer. So rather than approaching this class with a deeply rooted, and rather absurd, fear of chemistry, I will be approaching all further topics with a level of curiosity to truly see what connections I can make with data I already have.
Instead I have found that topics, previously discussed about through other courses, began to really make sense. Examples of a few "lightbulb moments" include understanding the naming of various items; carbon monoxide - CO in chemical form has only one (mono) oxygen molecule (oxide) or carbon dioixde - CO2 has two (di) oxygen molecules. It may seem incredibly simple, but it the naming convention of chemicals always seemed so abstract to me and this was a real turning point to my understanding of why and how items are labeled. Another example of the naming convention would be triacylglycerides - three (tri) fatty acids (acyl) glycerol (glycerides). This shows that there are three fatty acid tails attached to a glycerol molecule. Could it really be any more simple? I feel like a dolt for not picking up on this sooner!
My other "lightbulb moment" came when we were discussing the titration scale and pH, and how/why it works the way it does. The titration curve will have either two or three regions of rise, plateau and rise again before leveling off at the upper portion of the curve, this is known as a diprotic or triprotic curve. The curves illustrate an amino acid, composed of a carboxyl group, amine group and sometimes an R group, and how the hydrogen ion is removed from each group mentioned. Additionally, the curves show us if the solution is acidic (low concentration of hydrogen ions and negatively charged), basic (high concentration of hydrogen ions and positively charged), or neutral (with no net charge and hydrogen ions at a state of equilibrium). Furthermore, the curve shows us the pH for the amino acid when it is 50% transferred from one group set to the next, this also allows us to determine the proper buffering zone of +/- 1 from the pH. Finally, the PI value, indicates when the amino acid has reached an equilibrium with the hydrogen ions, this molecule is known as a zwitterion containing no net charge.
These may not seem like really great or fantastic connections to be made, but they really have opened my eyes to all that Biochemistry has to offer. So rather than approaching this class with a deeply rooted, and rather absurd, fear of chemistry, I will be approaching all further topics with a level of curiosity to truly see what connections I can make with data I already have.
Wednesday, March 7, 2012
Check out this site!!
Never took Organic Chemistry and looking for a website that gives a basic description of Biochemistry principles so that you can build your knowledge base? Or maybe you know what you are talking about but want to present it to a younger student, or your own child. Then you should check out www.chem4kids.com.
The website provides children and adults alike with a firm introductory base into the concepts of general chemistry and, more importantly to me, biochemistry; including lipids, nucleic acids, amino acid and their structures, and proteins and enzymes.
Simple and colorful diagrams of structures make the topics interesting and engaging. Being that I wish to teach children about science in the future, I found this website a rather helpful tool to help spark an interest into science with younger children. Keeping science fun and interesting will help foster the desire to dig deeper into sciences than just the required courses taken during middle school and high school. I walked though this website with my own daughter, age 11, and the level of excitement from her about this science website was greater than anything I had prevoiusly seen her display about the teachings she receives in school. I would highly recommend this website to anyone to spark an interest!
The website provides children and adults alike with a firm introductory base into the concepts of general chemistry and, more importantly to me, biochemistry; including lipids, nucleic acids, amino acid and their structures, and proteins and enzymes.
Simple and colorful diagrams of structures make the topics interesting and engaging. Being that I wish to teach children about science in the future, I found this website a rather helpful tool to help spark an interest into science with younger children. Keeping science fun and interesting will help foster the desire to dig deeper into sciences than just the required courses taken during middle school and high school. I walked though this website with my own daughter, age 11, and the level of excitement from her about this science website was greater than anything I had prevoiusly seen her display about the teachings she receives in school. I would highly recommend this website to anyone to spark an interest!
Tuesday, March 6, 2012
Collagen - What is it?
Collagen is the most abundant protein that is found in our bodies. It is located in everything from our skin, to the tendons that connect our muscles to bones, and the cartilage of our ears and noses. The proteins help to provide structure, flexibility, or pliability to the various structures of our body.
The protein molecule is comprised of three chains, each containing over 1,400 different amino acids chained together. These three chains fold together to create a triple helix. The molecule is used in a variety of beauty treatments, including facial care and skin creams. These products claim to replace the collagen that has been lost by the body as we age, though there really doesn't appear to be any qualitative data to show the benefits of utilizing these treatments.
Regardless of how marketing departments try to spin collagen toward attracting new customers to their products, it is important to remember that it is an extremely important protein to the function of our bodies.
The protein molecule is comprised of three chains, each containing over 1,400 different amino acids chained together. These three chains fold together to create a triple helix. The molecule is used in a variety of beauty treatments, including facial care and skin creams. These products claim to replace the collagen that has been lost by the body as we age, though there really doesn't appear to be any qualitative data to show the benefits of utilizing these treatments.
Regardless of how marketing departments try to spin collagen toward attracting new customers to their products, it is important to remember that it is an extremely important protein to the function of our bodies.
What is Biochemistry really?
I have never been very comfortable with chemistry. I haven always gone out of my way to avoid it by taking more biology courses in high school and college. When I was informed that I had to take organic chemistry or biochemistry in order to become state certified to teach and that it was a recommended course for physicians assistance school, I panicked! I managed to do okay with general chemistry, but this was making me nervous.
Thankfully, one if the first assignments was to find out how biochemistry differs from genetics, biology, molecular biology, and chemistry. What I found put my fears to ease. All of these various science fields have a symbiotic relationship with a bit of overlapping.
Biology is the study of life and living organisms, that focuses on a general overview of the origin of life, evolution, structures and their functions, growth patterns, life cycles, and species classification. Chemistry is the review and explanation of chemical reactions, chemical bonds, intractiins and products created between various atoms. Genetics is the study of genetic differences and how they occur, including heredity and mutations. Lastly, Molecular Biology is the study of cell replication, transcription, translation and cellular function.
Biochemistry encompasses much of these disciplines in an attempt to understand the chemistry of biological processes, along with the role, function and structures of biomolecules. Upon listening to the lectures of the first few weeks of class, I found that this topic is not at all scary but rather connects some dots with topics that I have already been presented. Biochemistry is not a topic to be feared, but rather a topic that presents future scientists with a more indepth understanding of topics already learned.
So from one scared science major, a word of advise...just go for it! The knowledge base that you will obtain will far outweigh any preconcieved anxieties!
Thankfully, one if the first assignments was to find out how biochemistry differs from genetics, biology, molecular biology, and chemistry. What I found put my fears to ease. All of these various science fields have a symbiotic relationship with a bit of overlapping.
Biology is the study of life and living organisms, that focuses on a general overview of the origin of life, evolution, structures and their functions, growth patterns, life cycles, and species classification. Chemistry is the review and explanation of chemical reactions, chemical bonds, intractiins and products created between various atoms. Genetics is the study of genetic differences and how they occur, including heredity and mutations. Lastly, Molecular Biology is the study of cell replication, transcription, translation and cellular function.
Biochemistry encompasses much of these disciplines in an attempt to understand the chemistry of biological processes, along with the role, function and structures of biomolecules. Upon listening to the lectures of the first few weeks of class, I found that this topic is not at all scary but rather connects some dots with topics that I have already been presented. Biochemistry is not a topic to be feared, but rather a topic that presents future scientists with a more indepth understanding of topics already learned.
So from one scared science major, a word of advise...just go for it! The knowledge base that you will obtain will far outweigh any preconcieved anxieties!
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