Proteins fold on millisecond to microsecond time scales. Cyrus Levinthal claimed that proteins could not possibly go from unfolded to folded state this fast if they sampled anywhere near all possible states. The average protein has approximately 300 amino acids and let us assume each peptide bond that connects two amino acids has two possible configurations given by two different possible angles of rotation. Assume that the different protein conformations differ only in the peptide bond rotational angles, and assume it takes ten femtoseconds (1 fs = 10-15 s) to sample each conformation. a) Using simple statistics, show that Prof. Levinthal was right and that protein folding actually would take far longer than our lifetimes if it required sampling of all possible conformations.
b) If random state sampling were the whole story, the outlook would be even bleaker than this simple picture, because in reality there are more than 2 possible orientations and many proteins are longer than 300 amino acids. Luckily for life, nature found a better way. The actual mechanism of protein folding is a hot topic in research today. One of the hypotheses is that subsections of a protein and their appropriate conformation and 'lock' into place. Imagine that the protein is divided up into 8 segments their connection mimics a bond, with two possible configurations. Now how long will it take to sample each conformation?
c) Now consider that each of the 8 segments can be arranged with three possible configurations. What % increase in time does a third configuration add, relative to your answer in part b?

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

the answer is 1 becuz if it were 1.0 that would rip apart the entire so ya. : )

~potato.

copyright potato 2019.

i will u if u answer my question in math

let's call the solutions x₁ = (5 - 2√7)/3 and x₂ = (5 + 2√7)/3

then the equation is (x-x₁)(x-x₂) = 0

if you fill that in you get a lot of numbers which you can recognize as ax²+bx+c=0.

step-by-step explanation:

you can see that a=1 (there is just an x²)

b = (-5 -2√7 + 2√7 - 5)/3 = -10/3

c = -2√7)/3 ) * (-5+2√7)/3) = -1/3

so your answer is 3x^2 – 10x – 1 = 0