Identify the active site and substrate of a protein.

CHEM101 Extra Credit Assignment #1 Proteins AndTheir Function (30 pts.)
Student Learning Objectives:
• Identify the structure and function of a protein
• Identify the active site and substrate of a protein
• Distinguish between primary, secondary, tertiary, and quaternary structure of a protein
• Asses the role of energy in the function of a protein
• Clearly explain the physiological function of a protein
Minimum Requirements
Length: At least two pages double spaced minimum of ~ 500 wordsminimum (your paper will not be graded on length but it will be graded on how well it answered the following questions)
Topic: Pick a protein or pair of proteins. You must get approval for the topic of your assignment beforehand. The goal of this paper is to summarize how and why a particular protein functions. The paper must clearly answer all of the questions provided in the structure/function section outlined in the next page.
Citations: The paper needs to have at least 3 citations in the format of your choice. The sources must be from a reputable source (Wikipedia is generally an ok source. It is not great. If you search the disease on Wikipedia, make sure to check the primary sources.
General note on citations: You are not an authority on this topic, so you must cite your source of information if you are summarizing or quoting information that you read from a source. Your textbooks often don’t cite their sources for their information, but this is not the correct way to write a scientific review. You must provide citations so the reader can reference the source material.
See the next page for the requirements for the paper:
Figures and pictures:
Figures and pictures are welcome in this paper. When discussing the structure of a protein, a single figure can be incredibly useful. You obviously didn’t make these pictures yourself, so please be sure to cite the source of the figure.
If you use a figure or picture from the internet make sure to cite the source! Plagiarism is a serious offense and you can avoid it by using a simple citation.
Title Page:
• Should include your name, date, and topic
Introduction:
• The introduction should be relatively brief
• The introduction should introduce which protein you are studying
• What is the most general, basic function of the protein?
• In what organisms is this protein found?
• Where is this protein found within an organism?
Structure/Function
• What is the chemical/biological function of your protein? Why is the chemical/biological function of this protein important?
• How does the protein do its job specifically? What is the substrate of the protein? How does that substrate bind to the protein? Where is the active site of the protein? If the protein does a chemical reaction, what are the products of that chemical reaction?
• What is the structure of your protein? This is a good spot to include a crystal structure or model of your protein. Briefly describe in broad detail some of the elements of the proteins primary structure (you do not need to go in depth on the primary structure), secondary structure, tertiary structure, and quaternary structure. (you do not need to go into very specific detail on this. Someone could write 10 pages on the structure of very simple proteins)
• Asses the role of chemical/physical energy on the function of your protein: Does your protein require the input of energy in order to do its task? If so how much? Does your protein produce energy? If so, what kind of energy does it produce and how much?
References
• You can use any reference style. I prefer the American Chemical Society citation format since it is simple and easy, but you can use any citation format you wish.
• Note you can use free citation format management software such as Mendeley which will format your citations and will automatically write a table of references for you.
CHEM101 Extra Credit Assignment #1 Proteins AndTheir Function (30 pts.)
Format and Style
Understanding
Chemistry Content
Organization and Clarity
Grading Rubric for Writing Assignments
All required sections are present and are labeled with appropriate subheadings. All information, figures, and references are displayed with the appropriate format and style.
Student clearly presents an argument about the meaning of their research findings. Student discusses the chemistry at an appropriate level for the course and in excellent detail. Concepts from lecture/lab are clearly explained and applied to the topic of the report. Student demonstrates an advanced understanding of the theory behind the pathophysiology of the disease.
Student presents appropriate chemistry content in each section. All necessary information is provided in the text. Content is correct and is presented at an advanced level.
Information is organized and presented in the appropriate sections. Descriptions and arguments are presented logically and clearly, with appropriate detail for the reader to understand them. Student shows an advanced ability to synthesize and display scientific information to support an argument. Students’ English grammar, syntax, punctuation, spelling, and style are excellent.
Exceeding/Meeting(85-100%)
All required sections are present and are labeled with appropriate headings. Information, figures, and references are mostly displayed with the appropriate format and style.
Student presents an argument about the meaning of their research but the argument is somewhat unclear or partially unsupported by the results. Student mostly discusses the chemistry at an appropriate level for the course and in reasonable detail. Concepts from lecture/lab are presented but the application to the topic of the report is not always clear. Student demonstrates an adequate understanding of the pathophysiology of their disease.
Sections mostly contain the appropriate chemistry content. Most of the necessary information is present, but may not be adequately displayed in the text. Content is at an appropriate level, but there are minor errors.
Information is sometimes presented in the wrong section. Descriptions and arguments are mostly clear, but sometimes may be missing details or logical flow. Student demonstrates an adequate ability to synthesize and display scientific information to support an argument. Student demonstrates adequate proficiency in English grammar, syntax, punctuation, spelling, and style.
Acceptable/Approaching(70-85%)
Required sections are incomplete or inappropriately combined with other sections. Information, figures, and references are formatted incorrectly.
Student fails to clearly convey an argument about the meaning of their research. Some interpretation of results is present, but is not tied together into a cohesive presentation of a thesis. Student discusses the chemistry incompletely, incorrectly, or at a low level. Concepts from lecture/lab are not integrated with the students’ results to help explain the topic of the report. Student demonstrates an inadequate/poor understanding of the pathophysiology of their disease
Sections are missing crucial chemistry content. Some necessary information ismissing, incorrect, or unclear. Content is presented at an inappropriately low level and/or contains major errors.
The paper is not correctly organized into the appropriate sections. Descriptions are not clearly presented and sometimes lack a logical flow. Student demonstrates a poor ability to synthesize and display scientific information to support an argument. Student demonstrates inadequate/poor English grammar, syntax, punctuation, spelling, and style.
Unacceptable(60-70%)
Paper does not follow the required formatting and style. It contains plagiarism or uses uncited sources, earning a grade of 0%.
Student does not present an argument about the meaning of their research. The questions are minimally discussed and the discussion is incomplete or incorrect. Student fails to demonstrate understanding of the pathophysiology of their disease.
Student fails to present appropriate chemistry content. Necessary results and information are missing, incorrect, or unclearly presented.
The paper does not follow the conventions of science. Descriptions and arguments are missing or incoherent. Student is unable to clearly express ideas in written English.
Failing (<60%)

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