The answer is the first one, Xe
Answer:
D) the carbon with the low-energy phosphate on it in 1,3 BPG is labeled.
Explanation:
Glycolysis has 2 phase (1) preparatory phase (2) pay-off phase.
<u>(1) Preparatory phase</u>
During preparatory phase glucose is converted into fructose-1,6-bisphosphate. Till this time the carbon numbering remains the same i.e. if we will label carbon at 6th position of glucose, its position will remian the same in fructose-1,6-bisphosphate that means the labeled carbon will still remain at 6th position.
When fructose-1,6-bisphosphate is further catalyzed with the help of enzyme aldolase it is cleaved into two 3 carbon intermediates which are glyceraldehyde 3-phosphate (GAP) and dihyroxyacetone phosphate (DHAP). In this conversion, the first three carbons of fructose-1,6-bisphosphate become carbons of DHAP while the last three carbons of fructose-1,6-bisphosphate will become carbons of GAP. It simply means that GAP will acquire the last carbon of fructose-1,6-bisphosphate which is labeled. Now the last carbon of GAP which has phosphate will be labeled.
<u>(2) Pay-off phase</u>
During this phase, GAP is dehydrogenated into 1,3-bisphosphoglycerate (BPG) with the help of enzyme glyceraldehyde 3-phosphate dehydrogenase. This oxidation is coupled to phosphorylation of C1 of GAP and this is the reason why 1,3-bisphosphoglycerate has phosphates at 2 positions i.e. at position 1 in which phosphate is newly added and position 3rd which already had labeled carbon.
It is pertinent to mention here that<u> BPG has a mixed anhydride and the bond at C1 is a very high energy bond.</u> In the next step, this high energy bond is hydrolyzed into a carboxylic acid with the help of enzyme phosphoglycerate kinase and the final product is 3-phosphoglycerate. Hence, the carbon with low energy phosphate i.e. the carbon at 3rd position remains labeled.
An anchoring phenomenon anchors all of the learning within a unit. So, it is a unit level event that the classroom is trying to make sense of as they engage in a series of lessons.
Since the questions the students ask about the anchor drive the learning within the unit, the anchor should be complex and require an understanding of several big science ideas to explain.
At strategic moments, the class revisits the anchoring phenomenon to review their initial questions to see which they have answered, which they are making progress on, and what new questions they may have to help us continue learning about the phenomenon.
Throughout the unit, the classroom and each student should be given opportunities to share their thinking and how it relates to the anchoring phenomenon.
YOU SHOULD PUT IT IN YOUR OWN WORDS THOUGH <3
The salt doesn't dissolve at that temperature. heating aids in dissolving
Answer:
i don't think you can, but if you do know let me know
