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In the Eduqas GCSE - Paper 2 Writing section - there are 2 questions asking students to write persuasively - eg. in the form of a letter, article, report, review. I can't find a list of what these forms could be - does anyone have any idea if there could be other forms, apart from the ones above? Or if there is a definite list of what might come up? Thank you
Competitive inhibition is when the inhibitor blocks the active site of an enzyme, preventing substrates from binding. Think of this as a defender blocking the goal in a football game to prevent the other team from scoring. Non-Competitive inhibition is when the inhibitor changes the shape of the active sight so the substrate can no longer bind to the enzyme. This would be like a team changing the shape of the net so that the ball no longer fits inside the goal and the other team cant score.
The genotype of an organism refers to the genes or alleles in their DNA. The phenotype is the physical expression of this gene and can be observed. The phenotype depends upon the genotype but can also be influenced by environmental factors such as diet.
The genotype of an organism is the genetic code in its cells. This genetic constitution of an individual influences – but is not solely responsible for – many of its traits. The phenotype is the visible or expressed trait, such as hair color. The phenotype depends upon the genotype but can also be influenced by environmental factors.
Many exam boards ask a question about how a writer structures a text to engage the interest of the reader. What do they actually mean by the term 'structure'? Does this demand writing about more than paragraphs? What do you think? How would you define structure?
What are some economic choices the UK has to take and the opportunity cost affected by those choices?
An argument is sometimes made that statistics like GDP don’t capture the gains being made by consumers. A television set that used to cost thousands of dollars now costs hundreds of dollars. True. But in other areas, such as finance, education, and health, the opposite has occurred: Expenditures have increased without any obvious gain in outcomes. Much of the financial sector’s growth consists of zero-sum gambling games, with no benefit to the real economy, yet this shows up as a benefit in the GDP. A law degree costs four times what it cost three decades ago, but is not noticeably better, yet this shows as a gain in GDP. Massive high-tech expenditures in medicine (which count as benefits) often yield only modest, zero, or even negative gains in terms of quality or length of life. The net of all these pluses and minuses has yet to be calculated. At this point, there is no basis for assuming a priori that the overcalculations exceed the undercalculations.
---> In this paragraph, I don't understand, what "the overcalculations exceed the undercalculations. " means.