Sears and the dishwasher industry :: essays research papers

Where should Sears source the dishwashers from? Sears is the giant leading broad line retailer providing merchandise and related services. In keeping with its sourcing philosophy, Sears generally prefers to work with one, rather than multiple suppliers. When the supplier does not offer a specific type of appliance, Sears would source it somewhere else. Sears’ objective is to share as much as possible of the production and assembly process with the suppliers’ products. Based on the readings one important component of Sears’ sourcing strategy is to ensure that its suppliers have stable top management over a long term. Sears sources its dishwashers from D&M, because of D&M’s cost position. They would not find elsewhere the quality and the price that D&M offers. Sears itself designs the dishwashers based on the customer’s preferences and provides them the best quality with the best price named Kenmore. GE is the toughest competitor to Sears as well as to D&M and considering sourcing from GE would not be feasible, because GE’s policy is that GE product would carry GE name. Now GE is a customer of Sears that in the same time competes with Kenmore’s products. Another souring possibility could have been Whirlpool which like GE uses its name for its products, but for Sears it would not make economic sense to go towards that direction. After Sears, GE, and Whirlpool, there really is no full-line name in the market of any significance. Sears as well as the customers are content with D&M’s products, but one important issue could be if D&M will keep up with its R&D in order to continue competing with GE as well as with Whirlpool. After all these years it will be very difficult for Sears to pull back from D&M and go after another supplier.

Burial Practices Throughout the Ages

Society has always looked for a way to honor its dead. This has been the case since the earliest of times. There are rituals in all populations that mark the various passages each travel through in life. For instance, we mark an individual’s accomplishments in graduating from college, or getting married. It is no different in death. Death is the final passage that civilizations throughout history have found ways to honor. Burials and the ceremonies that commemorate them, offer the survivors an opportunity to pay homage to the life that has been lost.It gives them a chance to celebrate the deceased for accomplishments, life and family. The burial ceremony allows the survivors a chance to mourn, and express their grief to others. The ceremony helps those left behind to heal from the pain of the loss. From the early civilizations to the present, burial rituals have told us a great deal about the social behavior of the population. In most cases, children and elderly were buried ju st the same as the younger, stronger male. That tells us that the population valued its people and grieved their loss.In the middle and late Iron Age, burial practices reflected a diverse community. In the area that is now Britain, an individual was buried in two separate areas. For instance, there are areas where single bones are buried, as well as locations where the rest of the body is found. During the Iron Age, the breaking down of the human body indicated ritual activities. This was done at death or shortly after with the use of excarnation. Excarnation is allowing the body to be exposed until it reaches the skeleton stage. At that point, the cranium is usually first to separate from the body, followed by the feet and hands.This process will usually involve the chopping of skin, or soft tissue (Redfern, 2008). Once body parts are separated, the secondary burial can be completed. The body processing also included breaking bones to remove joint cartilage. Archeologists have noti ced that the bones found in secondary sites usually have cut marks, and fractures (Redfern, 2008). The Neanderthal was different in its method of dealing with the dead. In fact, the Neanderthal buried its dead in a painstaking ritual that occurred in stages with the consumption of the deceased person’s body parts.Nevertheless, the Neanderthal left gifts on the graves of those who died. Statistics indicate that 40 percent of the graves that archeologists have examined have been of the very old or very young. That fact indicates that the civilization valued both its elderly and children (Friedermann, Muller, Hemm, 2008). The burial practices of the pre-pottery Neolithic civilization found individuals buried in shallow graves. Some graves contained only one person while others contained many. Archeologists discovered 21 artifacts related to 15 graves in Atlit-Yam, on the Northern coast of Israel.Most of the items were tools, axes, and other household items. The graves at this si te were simple. There were a few secondary burial sites, as some skulls were detached from the body. The burial site was covered with lime plaster on its surface (Galili, Eshed, Goher, Hershkovitz, 2005). In the third millennium burial practices in the Oman peninsula feature tombs circular in shape with un-worked stone that had a single ring around it. The tomb had between two and ten chambers within it. One tomb at the site of Unar 1 was large enough to hold the bodies of 438 people.A smaller tomb found at Unn an-Nar Island only held between 34-48 individuals. Inside of the tombs, archeologists found ceramics, soft-stone objects, bronze, beads and shells. These items and burial method indicates a collective manner of living. There were some cremations discovered in this period as well (Blau, 2001). A burial cave found in the Aleutian Islands dated back to 390 BD. gives a glimpse into the function of the society. Inside the cave were found hearths and work places. Human bones had ar ranged stones around them. There was an additional stone arrangement at the back of the cave.In front of the cave, in the habitation area, animal bones and artifacts were found. The bodies were in a sarcophagus in wood or stone coffins. There is some discussion among scholars that cave burials may have been just for the better off (West, Lefevre, Corbett, Crockford, 2003). Burial rites in Sophocles’ Athens featured the use of tombs more than cemeteries. The tombs are found along roads or at passageways or gates. Antigone believed that all people are entitled to burial. The words tumbos and herion mean mounds of the land that cover the deceased and mark where the individual is buried. The word, taphos means the tomb.The grave or tomb generally was located in a public location. The idea that the dead should be separated in some way from those living is not a part of the Greek culture. However, late 5th century walls have been found that divide up tombs from one family to anothe r. Monuments always face the street or public square. The Romans of the same era prohibited the burial of any individual within the city. (Patterson, 2006). Murders in this era were executed for their crime. After execution, they were stoned and thrown out of the city without being buried. Suicide victims were buried but not provided a headstone.People of good standing were given ceremonies that featured songs. Then they were placed in a decorated tomb (Patterson, 2006). Heroes and those killed in battle were given a public funeral with games, oration, and sacrifices. Solon devised the rules for burial in Athens. He said the deceased should be laid out within his home. The next day, he would be carried out of the house on the board he was laying on. When they carry the dead out, men will walk in the front of the procession. Women walk behind. In addition, no woman under age 60 could enter the chamber of the dead, or the tomb.(Patterson, 2006). This is quite different from the days o f Jesus where women were in charge of caring for the dead. In Medieval times there is a diverse burial rite found in the use of boats with regional and temporal variations found. The Sutton Hoo Mound is a large ship-type grave. Most of the boats used were dugout logboats. Some of the civilizations used boat timbers or boat parts to cover the grave area (Brooks, 2007). Scandinavia is well-known for its adoption of burial by boat. The Swedes and Norwegians practiced boat cremations; however, such is rare in Anglo-Saxon areas.The exception to this is the site at Sutton Hoo Mount three. At that site there is a tree-trunk made like a coffin that was used for cremation (Brooks, 2007). By the time the 18th century came around, most people in England were buried in unmarked graves in a churchyard. The ground was consecrated and the service was performed by an Anglican clergyman. He used the book, â€Å"Book of Common Prayers† for the service. In 1689, however, the idea of personalize d funerals and pre-planned ceremonies came into being. The more affluent bought coffins. This lead to the development of the undertaker profession (Gitting, 2007).The very affluent built themselves a mausoleum on their land. The most famous ceremony was for John Knill, the mayor of St. Ives. He established a trust and asked that a ceremony be performed every five years. The ritual featured ten girls, who were under the age of ten. It also featured two widows, the vicar, and mayor and customs officer. All paraded to the mausoleum on top of a hill. The ceremony featured dancing, and singing, â€Å"Old Hundredth, â€Å"All people that on earth do dwell† (Gitting, 2007). Ironically, the ceremony was last completed in 2006. After the American Civil War, the ideal of embalming became popular.Prior to this Americans relied on the European methods establish for the preservation of the body. The use of embalming gave family a chance to look at the person one last time and accept his or her death. Embalming was used after Lincoln’s death to allow him to lie in state for individuals to witness, (Funeral Industry, n. d. ) In conclusion, burial rites of differing civilizations tell us a story of how the people lived, as well as how they died. It explains their values, and speaks to the kind of society they lived within. For example, south of Cairo a 5,000 year old tomb was discovered.Inside of the tomb archeologists found the bones of 10 donkeys. (Burial Site, 2008). This indicates the value this civilization placed on the role of the animals. Therefore, burial rites explain much about ancient civilizations, but also tell us a great deal about ourselves. Although the rituals may have changed, the overall purpose is the same and that is to honor the dead. References Blau, S. (2001). Fragmentary endings: a discussion of 3rd-millennium BC burial practices in the Oman Peninsula. Antiquity, 75, (289), 557 Brooks, S. (2007). Boat-nvets in graves in pre-Viking Kent : Reassessing Anglo-Saxon boat burial traditions.Medieval Archeology, 51, (1), 1-18 Burial site a high honour for a lowly beast. (2008). In Mac lean’s, 121, (16), 55 Friedermann, S. , Muller, S. , Hemm, C. (2008). The Neanderthals. New York, NY: Routledge Publishing Company Funeral Industry. (n. d. ) In Encyclopedia of Death and Dying. Retrieved April 30, 2010, from, http://wwwdeathreference,con/En-Gh/funeral-industry. htm Galili, E. , Eshed, V. , Gopher, A. , Hershkovitz, A. (2005). Burial practices of the submerged pre-pottery Neolithic C site of Atlit-Yam, Northern Coast of Israel. Bulletin of the American Schools of Oriental Research, 339, 1-19Gitting, C. (2007). Eccentric or Enlightened? Unusual burial and commemoration in England, 1689-1823. Mortality, 12, (4), 321-349 Patterson, C. (2006). The place and practice in burial in Sophocles’ Athens. Helios, 33, 9-48 Redfern, R. (2008). New evidence for Iron Age secondary burial practice and bone modification from Guss age, All Saints and Maiden Castle (Dorset, England). Oxford Journal of Archeology, 27, (3), 281-301 West, D. , Leferve, C. , Corbett, D. , Crockford, S. (2003). A burial cave in the western Aleutian Islands, Alaska. Artic Anthropology, 40, (1), 70

Writing And The Teaching Of Writing - 1037 Words

Writing and the Teaching of Writing in Higher Education in Indonesia One of language skills that need to be mastered by learners of English in EFL context is writing. The teaching of writing, in general, aims at developing students’ ability to utilize their knowledge effectively in certain text. However, learning to write in English is not easy for non-native speakers of English because L1 writing is different from L2 writing. Silva (1993, p. 669) mentions that â€Å"L2 writing is strategically, rhetorically, and linguistically different in important ways from L1 writing.† In addition, Hyland (2003, p. 31) lists a number of issues related to differences between L1 and L2 as follows: 1. Different linguistic proficiencies and intuitions about language 2. Different learning experiences and classroom expectations 3. Different sense of audience and writer 4. Different preferences for ways of organizing texts 5. Different writing processes 6. Different understandings of text uses and the social value of different types. Comparing the writing system of English and Indonesian, there are some differences that exist. Nunan (2003) and Kuntjara (2004) mention that there is a difference in writing style between Asian learners of English and native speakers of English. Asian learners of English, including Indonesian learners of English, usually has indirect and inductive writing style. On the contrary, the writing style of native speakers of English tends to be direct and deductive. Moreover,Show MoreRelatedTeaching Thinking By Teaching Writing981 Words   |  4 PagesAnytime I was told to write a paper of more than a page, the first thing that crosses my mind was run-ons and grammar errors. However, as I read â€Å"Teaching Thinking by Teaching Writing,† I was exposed to two different techniques to begin the writing process. In this article, Peter Elbow explains what the two techniques mean and what they do for us. 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The students view writing in ELI a subordinate skill that i s used to practice vocabulary and grammar with limited attention put on the writing skill per se. It is used to reinforce vocabulary items taught in the reading, practice grammatical rules, and recompose correct sentence structure containing the topic assigned. Teachers expressed that writing is a sub skill.Read MoreUnderstanding And Teaching Informational Writing1557 Words   |  7 Pages Understanding and Teaching Informational Writing for Kindergarteners Harli Gottesman Georgia Southern University College of Education The specific standards that my unit will address include: †¢ ELAGSEKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. †¢ SSKH1 The student will identify the purpose of national holidays and describe the †¢ peopleRead MoreStrategies For Teaching Writing As A Group1634 Words   |  7 PagesAnalysis of group’s discussion Throughout week eight which was looking at strategies for teaching writing as a group, we presented a well-rounded daily task to the discussion board, awaiting students in our learning group to respond. 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Letter writing†¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...9 1.5. Different types of letters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 Chapter II.Teaching writing informal letters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 2.1. InformalRead MoreEssay on A Methodology to Teaching Writing2030 Words   |  9 PagesA Methodology to Teaching Writing I believe that achieving success in teaching very different aspects of life may still combine similar processes. My life in high school was very similar to the lives of many other students in that it revolved around two things: sports and school. My sport of choice was tennis and my favorite academic area was English. Unexpectedly, I found many similarities led to a successful performance in both areas. 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The Secret Of A Success - 992 Words

The Secret to a Success The Zappos organization, in my book, is considered scarce in the aspect of customer service. There are little to no company that can even compare to its outstanding and distinguish customer service that they provide. I will be discussing several aspects of the Zappos organization in this paper. Initially, I have dealt with numerous online organizations including small and well established ones, but their customer service paled in comparison to Zappos. For instance, the way the organizations efficiently handle their refunds. Recently, I ordered some shoes on shoesbon.com. I selected my item and checked out, the process went swimmingly; two days later, I received an email saying that my shoes are now out of stock, please select an alternative. I kindly replied saying I would prefer a refund to my original form of payment. Three days have come pass, and I still have not received a reply from the organization. I am currently dealing with less than acceptable customer service; shoesbon.com is currently withholding my funds, money that can be utilized somewhere else. If I had known about the Zippos organization and its phenomenal service I would not be in this predicament. According to Zappos.com, â€Å"refund will be processed and automatically applied to your credit card or o riginal method of payment within 2 days.† It is almost four days, and shoesbon.com failed to even respond to my refund request. Next, what are the strengths and weaknesses of the ZapposShow MoreRelatedThe Secret of Success1246 Words   |  5 PagesTHE SECRET OF SUCCESS -Khupkhogin Khongsai INTRODUCTION Everyone wants to learn the secrets of being successful in life. There are many people who have achieved success in this world. Success doesn’t come to those who wait†¦.. And it doesn’t wait for anyone to come to it. 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Comparing Dignity in A Lesson Before Dying, Jane Pittman,...

Dignity in Southern Society in A Lesson Before Dying, Autobiography of Jane Pittman, and Of Love and Dust The ante-bellum Southern social system put blacks in a low economic and social class and limited their pursuit of happiness. The aristocracy firmly held blacks in emotional and spiritual slavery. Cajuns, Creoles and poor whites maintained a low status in society, which frustrated them because they felt they should be superior to blacks and equal to whites. Racism was a base of southern society and a hope to improve life and gain respect. Ernest J. Gaines grew up in Southern Louisiana and his aunt Augusteen Jefferson taught him the art of living with dignity (Current 201). In The Autobiography of Miss†¦show more content†¦At the end of the Civil War, Ticey (Jane), an eleven year-old slave, is introduced to personal identity by Corporal Brown, a Yankee soldier who passes through her plantation: Ticey is a slave name... he says to her and temporarily renames her Miss Jane Brown (Pittman 8). Critic Valerie Babb concludes that the soldiers altering a label of slavery reveals a new world of control to her...for the first time in her life Jane has the option of deciding whether or not she will retain it (82). Jane quickly learns that her newly found identity threatens the master and mistress, and she is beaten for demanding to be called Miss, a title of respect. She shows them she is an individual with dignity, rather than an inferior being and takes the control that they assumed over her. The soldier direct s Janes strong character and convictions which results in her insubordination toward white authority. She continues through her life looking for the One, a black leader to free her people from the bondage to whites. Where Jane decides to live in rebellion, her husband Joe chooses a different method to escape bondage. After the slaves were emancipated, many plantation owners took advantage of the naive freedmen by contracting them as underpaid field laborers. Joe Pittman desperately tries to avoid the economic entrapment of field labor that isShow MoreRelatedLogical Reasoning189930 Words   |  760 Pagesodd to call something piece of advice eleven or thing to do seven. Advice for Logical Reasoners All of us use these principles every day, so this discussion is just a reminder of what you already know. One principle is to ask for reasons before accepting a conclusion, unless you already have good enough reasons. You applied this principle when you asked Juanita why she thought it best to leave. Similarly, if you expect people to accept your own conclusion, then its your responsibility

Principle Agent Moral Hazard Free Essays

The major issue was that the commercial banks overstressed in such mortgage backed securities. Another part of the story Is that Basel I accords are credited with giving seeds to the idea of all things that could lead to recession and Basel II Is credited with magnifying Its Impact. Formed In 1988 and adopted by 1992, Basel I accords were a set of rules and regulations, to be adopted by GIG countries, that allotted different risk ratings to various types of assets held by banks. We will write a custom essay sample on Principle Agent Moral Hazard or any similar topic only for you Order Now Assets, here, referred to bonds, mortgages undo etc. It took a long time for the economies to realist the problems associated with such types of system. For example, in such a framework a commercial bank was permitted to keep aside no liquid capital if it had all government bonds or gold as assets. This was so because such assets were considered safe. Further, it was required of them to keep aside small percentages of capital for every mortgage, commercial loan or bonds they Issued. With the introduction of Basel 2, the list was expanded to bonds backed by debts like ar or property loans and yet had to keep only a 2 percent of spare capital. Flip side to this was that the bonds ought to have AAA or AAA credit ratings from the government. Statistics tell that Just prior to the recession, 81 percent of all Mortgage backed securities held by the commercial banks had AAA credit rating. Further, 93 percent of all mortgage-backed securities held by these banks had AAA credit rating or held bonds Issued by a government-sponsored enterprise. Now this Is where the role of moral hazard comes Into play. When Basel I and abstinently Basel II accords were Introduced, the primary aim of the developed economies was to encourage consumer spending and Investments by the banks. It was not completely unforeseeable for everyone to realize that backing debt or junk manipulating credit ratings, economies tried to create a self-fulfilling system that provided for feed as well as fed upon its own. The bankers were in turn incentives to take risks of high magnitude, with all the depositors’ money in hand, believing that there is a government always backing them. Soon the entire system gave away. This created a bigger moral hazard. How to minimize such problems? TO reduce such a problem of Principal Agent problem leading to recession, it is imperative that the regulators are on their toes. In USA, SEC did not take proper steps to ensure that the Rating agencies don’t rate securities high without any strong backing to do so. Also the FIDE, the Fed, the Comptroller of the Currency, and the Office of Thrift Supervision relied blindly on the ratings given by the Credit rating agencies. Therefore, all rules and regulations given under law should be implemented properly and Justly by the regulators. The government should also ensure the timely passage of relevant legal provision and bills. Also, although Basel Ill accords have been adopted and implemented by most of the countries and the deadline is 2019 for it, the present market conditions show that the Minimum Capital requirements need an overhaul as well. Hence, Basel 4 could be started to be worked upon with refined changes and the governments should follow the rules under such requirements. How to cite Principle Agent Moral Hazard, Papers

Enzyme Activity Essay Sample free essay sample

We performed these experiments to detect the effects of enzymes on the rate of reactions. We tested and compared the activity of the enzyme catalase on the substrate H2O2 in assorted provinces and per centums. and observed the soaking up values of the enzyme-substrate relationship at different concentrations. Our consequences show that the more substrate available. the quicker the reaction will go on except in one trial. which might intend that a balanced concentration of the two is most good. Introduction The aims of these experiments were to detect the effects of the enzyme-substrate relationships and to enter our findings. Enzymes increase the rate of reactions by take downing the energy needed to trip the reaction ( McNeil et al. 2013 ) . Enzymes will work with substrates to bring forth reactions and merchandises and they will adhere together at an active site. They will merely bond to with peculiar molecules and environmental factors can besides impact their productiveness. We will write a custom essay sample on Enzyme Activity Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They are proteins. and proteins are made up of many aminic acids ( Brian et al. 2013 ) . We used the enzyme catalase that occurs of course in many beings to analyze the qualitative and quantitative consequences of enzymatic activity. My hypothesis is that the findings in these experiments will demo that the enzyme catalase will increase the rate of reaction with the substrate. Methods In Activity 1 Procedure A. we had four trial tubings filled with different constituents. The tabular array below shows each tube’s constituents. In each trial tubing. we added 5. 0 mL 3 % H2O2. We recorded initial observations and checked often for alterations. Table 1.Tube # | Contents|1| 1 milliliter H2O|2| ? ? ?† murphy regular hexahedron |3| 1 milliliter Enz. |4| 1 milliliter Enz boiled for 5 proceedingss. so cooled| In Activity 1 Procedure B. we prepared two more trial tubing with different substrates. In each empty tubing we put 1 milliliter of enzyme. To that. we added the same substrate with different per centum degrees. What we added to the trial tubing is depicted in the chart below. We recorded our observations of these tubings and compared observations ab initio with those of proceedingss 4-5. Table 2.Tube # | Contentss |A| 1 milliliter Enz. + 5. 0 mL1. 5 % H2O2|B| 1 milliliter Enz. + 5. 0 milliliter. 75 % H2O2| In Activity 2 Procedure C. we filtered the catalase used in Procedures A and B with # 4 filter paper. We made a black solution without the catalase and another with it to be compared in the spectrophotometer. The contents of the space and cuvette # 1 are shown below. We observed optical density degrees at 470 nanometers and measured the space to deduct its values from those of cuvette # 1. We measured the optical density every minute for 5 proceedingss and recorded our observations. After the 5 proceedingss we removed them and observed differences. Table 3.Cuvette # | Contentss |Blank | 6. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2|1| 1. 0 mL catalase + 5. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2| In Activity 2 Procedure D. we followed the same processs as we did in Procedure C ; nevertheless. the contents of the space and cuvette were changed. The alterations are shown in the tabular array below. Table 4.Cuvette # | Contentss |Blank | 5 milliliter dH2O + . 100 uL guaiacol + . 300 uL H2O2|1| 1. 0 mL catalase + 4. 0 mL dH2O + . 100 uL guaiacol + . 300 uL H2O2| These methods came from the Biology 183 Introductory II Lab Manual. ConsequencesThe presence of an enzyme speeds up chemical reactions and is affected by the concentration of the substrate. We found that the consequences of reaction were much greater and happened faster with the presence of a greater sum of substrate and enzyme until there was excessively much substrate in relation to enzyme. In Activity 1 Procedure A. we found that the more available substrate nowadays. the faster the reaction would go on. More merchandise was observed when there was increased substrate surface country. The tabular array of consequences is depicted below. Table 5.Tube # | Contents| What Happened? |1| 1 milliliter H2O + 5. 0 mL 3 % H2O2| No reaction |2| ? ? ?† murphy regular hexahedron + 5. 0 mL 3 % H2O2| Bubbling and foaming occurred but non much| 3| 1 milliliter Enz. + 5. 0 mL 3 % H2O2| More froth and bubbles than in previous| 4| 1 milliliter Enz boiled for 5 proceedingss. so cooled + 5. 0 mL 3 % H2O2| Barely any mark of reaction| In Activity 1 Procedure B. we found that the concentration of substrate affects the activity of the enzyme. The solution with a higher concentration of substrate produced greater consequences. Table 6.Tube # | Contentss | What Happened? |A| 1 milliliter Enz. + 5. 0 mL1. 5 % H2O2| Foamed and bubbled rapidly ; much more than B| B| 1 milliliter Enz. + 5. 0 milliliter. 75 % H2O2| Foamed and bubbled less and at a slower rate. | In Activity 2 Procedure C. we discovered that our solution with catalase formed merchandises and the solution without did non. The spectrophotometer collected informations for us to demo this. Table 7.Cuvette # | Contentss | What Happened? |Blank | 6. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2| No change| 1| 1. 0 mL catalase + 5. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2| The colour of the solution changed. It got darker. | Table 8.Absorbance Data Collection of Cuvette Containing Catalase| Time ( min ) | 0| 1| 2| 3| 4| 5|Optical density at 470 nm| 1. 200 A| 1. 449 A| 1. 673 A| 1. 872 A| 2. 056 A| 2. 223 A| In Activity 2 Procedure D. our consequences showed us that the concentration of substrate can be excessively high for a same merchandise in enzyme activity when compared with the tabular array in Procedure C. A tabular array of the consequences of Procedure D and a graph comparison Procedures C and D are depicted below. Table 9.Cuvette # | Contents| What Happened? |Blank | 5 milliliter dH2O + . 100 uL guaiacol + . 300 uL H2O2| No Change| 1| 1. 0 mL catalase + 4. 0 mL dH2O + . 100 uL guaiacol + . 300 uL H2O2| The colour of the solution changed. Got darker but non every bit dark as Cuvette 1 in Procedure C. | Table 10.Absorbance Data Collection of Cuvette Containing Catalase| Time ( min ) | 0| 1| 2| 3| 4| 5|Optical density at 470 nm| . 428 A| . 673 A| . 876 A| 1. 063 A| 1. 228 A| 1. 377 A| Figure 1. Figure 1. DiscussionThe consequences found in our experiments supported the hypothesis that enzymes would increase the rate of reaction. In one instance. nevertheless. it was found that if the concentration of substrate is excessively high. the enzymatic relationship will be thrown away. We observed noticeable merchandises more rapidly with the enzyme nowadays in both experiments in Activity 1. Our experiment in Activity 2 Procedure D shows that with a higher per centum of substrate. less visible radiation was absorbed. This was unexpected because we thought that with more substrate. the reaction would take topographic point more rapidly. Our findings supported that enzymes increase the rate at which reactions occur. If this experiment was repeated. we might acquire a few fluctuations in consequences. The measurings of some substances might hold been a small off and the clip that we took to set some of the cuvettes might hold been excessively long and affected the consequences.