In 4 or more complete sentences, describe the process of protein synthesis and explain how transcription and translation creates protein

Answers

Answer 1

Protein synthesis occurs in the cell and is divided into 2 stages, namely transcription and translation. The process of transcription occurs in the cell nucleus by copying the genetic code in DNA and forming mRNA strands which are duplicates of DNA.

The RNA strands that are formed will come out of the cell nucleus and then undergo a translation process that occurs in the cytoplasm. With the help of ribosomes, the amino acids will line up according to the sequence of the genetic code in the mRNA to form polypeptide chains that make up the protein structure.

What is protein synthesis?

Protein synthesis is the formation of proteins in the human body and occurs in the smallest units, namely cells. Protein synthesis is divided into 2 stages, in the following order:

1. Transcription

Transcription is the process of copying the genetic code or DNA that occurs in the cell nucleus or nucleus. The process of copying the genetic code is carried out by unbinding the DNA with the help of RNA polymerase, then forming a copy of the genetic code that is complementary to the sequence of hydrogen bases in the DNA. The process of transcription produces a strand of genetic code called mRNA or RNAd.

2. Translation

Translation is the process of translating the genetic code contained in the mRNA and occurs in the cytoplasm. With the help of the ribosome, the mRNA will be translated and the amino acids will move towards the ribosome. Amino acids will form a sequence that is complementary to the mRNA so that a polypeptide strand that makes up the protein molecule is formed.

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Answer 2

Protein synthesis is a complex biological process that occurs within the cells of living organisms, such as humans. It consists of two main steps: transcription and translation, both of which are crucial for creating proteins.

1. Transcription:
Transcription is the first step in protein synthesis and takes place in the nucleus of eukaryotic cells or in the cytoplasm of prokaryotic cells. It involves the conversion of genetic information from DNA into a complementary RNA molecule. Here's how it works:
a. DNA unwinding: An enzyme called RNA polymerase binds to a specific region of the DNA molecule known as the promoter. The DNA molecule unwinds at this site.
b. Complementary RNA synthesis: RNA polymerase reads the DNA template strand and synthesizes a complementary RNA molecule, using adenine (A), cytosine (C), guanine (G), and uracil (U) as the RNA bases, instead of thymine (T). This newly formed RNA molecule is called messenger RNA (mRNA).

2. Translation:
Translation is the second step in protein synthesis and occurs in the cytoplasm, specifically at the ribosomes. It involves the conversion of the mRNA molecule into a functional protein. Here's how it works:
a. Initiation: The ribosome attaches to the mRNA molecule at a specific start codon (usually AUG), signaling the beginning of translation.
b. Elongation: Transfer RNA (tRNA) molecules bring amino acids to the ribosome, guided by the mRNA codons. These tRNA molecules have anticodons that complement the mRNA codons.
c. Peptide bond formation: As the ribosome moves along the mRNA molecule, it catalyzes the formation of peptide bonds between the amino acids carried by tRNA molecules. This forms a growing polypeptide chain.
d. Termination: Translation continues until a stop codon (UAA, UAG, or UGA) is encountered on the mRNA. At this point, a release factor binds to the ribosome, leading to the release of the completed polypeptide chain.

In summary, protein synthesis begins with transcription, where DNA is transcribed into mRNA. Then, during translation, the mRNA is decoded by ribosomes, and amino acids are linked together to form a polypeptide chain, which eventually folds into a functional protein. This intricate process ensures that the genetic information encoded in DNA is faithfully converted into the proteins that carry out essential functions within cells and organisms.

Related Questions

Write an essay on analyzing Earths seasons.

Answers

Answer: Hope this helps

The Earth experiences four distinct seasons - spring, summer, fall (autumn), and winter. These seasons are caused by the tilt of the Earth's axis and its orbit around the sun. The tilt of the Earth's axis is responsible for the variation in the amount of sunlight received at different latitudes, which in turn causes the seasons. In this essay, we will analyze the Earth's seasons and how they affect the environment, flora, and fauna.

Spring is the season that marks the transition from winter to summer. It is characterized by the melting of snow, the sprouting of new growth on trees and plants, and the blooming of flowers. This season brings new life and energy to the environment as the sun shines for longer periods and the temperature rises. During spring, the Northern Hemisphere experiences longer days and shorter nights, while the opposite is true for the Southern Hemisphere. This season is a time of growth and renewal, and it provides the perfect conditions for new plants and animals to flourish.

Summer is the warmest season and is characterized by longer days and shorter nights. During this season, the sun is at its highest point in the sky, and its rays are the most intense. Summer is a time of growth and productivity, as the warm temperatures and long days provide the perfect conditions for plants and animals to grow and reproduce. In many regions, summer is also the time for outdoor activities, such as camping, hiking, and swimming, as people enjoy the warm weather and outdoor recreation opportunities.

Fall (autumn) is the season that marks the transition from summer to winter. During this season, the leaves on trees change color and eventually fall off, and the temperatures become cooler. Fall is a time of change and transformation, as the environment prepares for the upcoming winter. The shorter days and longer nights signal the end of the growing season, and many plants and animals begin to prepare for the cold winter months ahead.

Winter is the coldest season, characterized by shorter days and longer nights. During this season, the Earth is tilted away from the sun, and the sun's rays are weaker. Winter is a time of rest and renewal for many plants and animals, as the harsh conditions make it difficult for them to grow and reproduce. However, some animals, such as penguins and polar bears, have adapted to the cold winter conditions and are able to thrive during this season.

In conclusion, the Earth's seasons are caused by the tilt of its axis and its orbit around the sun. Each season brings its own unique characteristics and affects the environment, flora, and fauna in different ways. From the renewal and growth of spring, to the warmth and productivity of summer, to the change and transformation of fall, to the rest and renewal of winter, the Earth's seasons play a crucial role in the balance of our planet's ecosystem. Understanding the Earth's seasons and their effects is essential for understanding the complex and interconnected web of life on our planet.

Earth experiences four distinct seasons throughout the year that are caused by the planet’s tilt on its axis. This tilt causes the sun’s rays to hit the Earth at different angles throughout the year and creates unique weather conditions for each season. During the winter, the Northern Hemisphere is tilted away from the sun, causing cooler temperatures and shorter days. In the summer, the Northern Hemisphere is tilted towards the sun, resulting in warmer temperatures and longer days. In the spring and fall, the temperatures tend to be milder and the days become progressively shorter or longer.

Each of these seasons also bring along with them unique environmental changes. During the winter, most trees and plants lose their leaves, grasses turn brown, and animals migrate to warmer climates or enter hibernation. In the spring, the trees and plants begin to bloom and the days become longer and warmer. In the summer, crops ripen, insects become more active, and the days are at their longest. In the fall, the leaves begin to change color and the days become shorter and cooler again.

The changing of the seasons is a cycle that has been happening since the beginning of time and will continue to do so indefinitely. This cycle affects everything on the planet, from the weather to our daily lives. It is important for us to understand and appreciate this cycle in order to better prepare for the changing weather and seasonal events.

In conclusion, the changing of the seasons is a cycle that has been happening for centuries and will continue to do so indefinitely. This cycle affects everything on Earth, from the weather to our daily lives. Understanding and appreciating this cycle can help us better prepare for the changing weather and seasonal events. By recognizing and understanding the shifts in the seasons, we can be better prepared for what changes may come our way.

Use the Punnett square to determine the ratio of offspring with: Brown body and red eyes : Brown body and brown eyes : Black body and red eyes : Black body and brown eyes :

Answers

The Punnett square shows us how te genes are distributed among the offsprings.

What does the Punnett square show?

Your question is incomplete but I will tell you something about how the Punnett square works.

A Punnett square is a graphical representation of the possible genetic outcomes of a cross or mating between two individuals. It is used in genetics to predict the frequency of different traits in the offspring produced from a genetic cross.

The Punnett square is set up as a grid, with one parent's alleles along the top and the other parent's alleles along the side. The alleles from each parent are combined in each box of the grid to represent the possible genetic outcome for a single offspring. The frequency of each outcome can be determined by counting the number of times that each combination appears in the grid.

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Scientists study how radioactive isotopes in rocks, such as carbon-14, decay to tell the age of the rock.

Does knowing the half-life of carbon 14 help scientists determine the absolute or relative age of a rock? State your claim. Use evidence to support your claim and explains your reasoning.

Please help before Feb 14 (thats when this is due) thank you!

there are 5 lines for me to write so try to stretch it out

Answers

Answer:

When the isotopes decay, scientists can find out how old the rock is depending on the radioactive isotope's half-life.

Explanation:

Radioactive isotopes are unstable and will decay. For example, when humans die carbon-14 decays. The isotopes will decay into a stable isotope over time. Scientists can tell how old the rock was from looking at the radioactive isotope's half-life, which tells them how long it would take for there to be half the radioactive isotope and half the stable isotope. At the next half-life there will be 25% of the radioactive isotope and 75% of the stable isotope. At the next half life there will be 12.5% radioactive and 87.5% stable.

Example:

Carbon-14 is a radioactive isotope with a half life of 5,730 years. How old would carbon-14 be when there is 75% carbon-14 in the rock?

75% is half of the time before the half-life, so it would be 2,365 years.

Hope this helps. Half life helps scientists find how much the isotope has decayed and the age of the rock.

Answer
Whatever is ⬆️ there

The central dogma of molecular biology states that DNA İS

into mRNA, which

is then translated into polypeptides,

2 Eukaryotic ribosomes exist freely floating in the and membrane-bound.

3. In peptide synthesis, after an amino acid has been added to the polypeptide chain,

the empty exits the ribosome.

Pen foster

Answers

Answer:

is then translated into polypeptides,

Explanation:

The central dogma includes two processes: Transcription where the sequence of genes found in the double strand of DNA is transcribed to sequences of single-strand RNA forming mRNA. Translation where the mRNA sequence is translated to amino acids. Amino acids are then linked together to form polypeptides.

This weather map showed the temperature (in °F) in the United States on a winter day. It also includes two pressure systems, labeled "H" and "L." Explain where weather fronts are most likely located, and predict the weather at each pressure system.

Read the assignment carefully and make sure you answer each part of the question or questions.

After you've written your response, go back and read it again to make sure your thoughts are clear.
Please someone answer I need help.

Answers

Answer: The Low Pressure systems will usually be found more North where it gets verycold but can really happen anywhere, and High pressure systems are usually found in the Southwest during winter.

Explanation:

High Pressure:

A high pressure system has higher pressure at its center than the areas around it. Winds blow away from high pressure. Swirling in the opposite direction from a low pressure system, the winds of a high pressure system rotate clockwise north of the equator and counterclockwise south of the equator. This is called anticyclonic flow. Air from higher in the atmosphere sinks down to fill the space left as air is blown outward. On a weather map, you may notice a blue H, denoting the location of a high pressure system.

Low Pressure:

A low pressure system has lower pressure at its center than the areas around it. Winds blow towards the low pressure, and the air rises in the atmosphere where they meet. As the air rises, the water vapor within it condenses, forming clouds and often precipitation. Because of Earth’s spin and the Coriolis effect, winds of a low pressure system swirl counterclockwise north of the equator and clockwise south of the equator. This is called cyclonic flow. On weather maps, a low pressure system is labeled with red L.

The addition of yeast into bread dough makes it raised by increasing its volume, and the growth of fungus takes place on bread slide when it is left for a longer time in moisture. A researcher took samples from the dough of bread on slide A, and from old bread on slide B. The researcher observed the growth of these organisms under the microscope. What type of asexual reproduction might have been observed by the researcher on both the slides?

Answers

Answer:

The correct answer is 'Saccharomyces cerevisiae'.

Explanation:

Bread dough is made using yeast. As the dough ferments, carbon dioxide is created and trapped as microscopic air bubbles. It increases as a result. The expansion of carbon dioxide during baking allows the bread to rise higher. Baker's yeast, commonly known as Saccharomyces cerevisiae, is used to make many different bakery goods in addition to bread.

It is employed in the fermentation process, which yeast performs on the sugar and starch in the flour. Fermentation transforms the starch into alcohol and carbon dioxide.

After baking, the carbon dioxide in the dough gives the bread its softness and fluffy texture. It also causes the dough to rise.

Can someone help me with this description of active transport.

You have to describe what is happening in the picture.

Answers

Answer: Just explain what you see and how it effects your description.

Explanation: I'm pretty sure all you have to do is show how energy effects the positions and movement of active transport.

1st image: the molecules are forcing their way through the protein channel
2nd image: the molecules that are passing through the protein channel are using the energy to make the pathway bigger for them to fit
3rd image: the pathway became bigger
4th image: after the molecules got passed through the protein channel, it came back to its normal size

Could someone help me with this?

Rigo left 62 grams of ice in a closed container. When's he came back he found that the ice had melted. How much water would he be expected to have in the container?

Answers

62grams of water should be there

62gs as well as what he said

An organism has a diploid number of 60. What is the organism's haploid

number?

Ο

Α. 120

Β. 15

Ο ΟΟΟ

C. 30

Ο

D. 60

Answers

If an organism has a diploid number of 60, then its haploid number is 30. Thus, C is the correct option.

The term "diploid" describes how many complete sets of chromosomes there are in each cell of an organism: diploid cells have two entire sets(or 2n number). On the other hand, haploid organisms only have one complete set of chromosomes (or n number).

So if diploid number is 60, i.e., 2n=60, then the haploid number is

n=[tex]\frac{60}{2}[/tex] ⇒ n= 30.

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If an organism has a diploid number of 60, its haploid number would be 30. Therefore, the correct statement is option C.

What is diploid number?

The diploid number is the total number of chromosomes present in a cell equal to the number of chromosomes present in each homologous pair. If the organism has 60 diploid number, then 30 chromosomes are inherited from each parent.

The haploid number to the number of chromosomes present in a gamete of the organism. Gametes only contain one set of chromosomes, therefore, the haploid number will be half of the diploid number, i.e. 30.

The haploid number is half the diploid number because during meiosis, the number of chromosomes is reduced by half. The haploid number is important because it determines the number of chromosomes in the offspring of sexual reproduction.

Therefore, if an organism has a diploid number of 60, its haploid number would be 30.

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24 POINTS I NEED HELP NOW!

Write a testable question that could be used to further investigate the topic of resources and populations of organisms.

Are there any other questions you can test about resource use in another ecosystem? Resources include air, space, water, mates, and shelter too.

Answers

Question: What is the correlation between resource availability and population size of organisms in a different ecosystem?

Question: Do animals not having shelter affect their survival?

Can someone please describe in four sections what is happening in the images below. I think it is active transport

Answers

Answer:

Explanation: energy is transferring to the sun

energy is being transferred to sun

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