Week 8 Health Science 410

QUESTION ONE:
In chapter 9, you read about how both these issues impact professionals from many fields of practice.

Select a field OTHER THAN your own from the list below.
Do a search in the popular press to an ethical lapse in the news pertaining to a person from that career. Explore this issue, delineate both legal and ethical issues. You should refer to the law, licensure/practice act, and the appropriate code of ethics.

Look online for links to codes of ethics and regulatory agencies for your selection of profession. Use these to help develop your arguments.

(Do not choose physician as we will be looking at them in Question 2 and in an upcoming week.)

chiropractor

dentist

dietitian

laboratory medical technologists

medical assistant

paramedic

pharmacist

physical therapist/or assistant

psychologist

radiology technologist

registered nurse

respiratory therapist

social workers

In summary:

-select a health career not your own, (and not physician)

-search the popular press for a story about an ethical and legal lapse by someone from this profession.

-explore BOTH the legal and ethical issues involved.

QUESTION TWO

This Module focused on how physicians and other health career professionals are impacted by legal and ethical issues. We should be very cognizant of how the behaviors of these professionals, whether they are on or off duty, affect how the public perceives the profession: i.e., unethical and possibly illegal activities can give medicine a bad name.
We also find that well-intentioned laws or regulations can lead to unintended results.

Included in our readings are:
-a New York Times analysis of the 30-day rule for patients after surgery. Think about how this regulation, intended to be a monitoring device, has been used in ways not intended.
The ethics and legal (and remember, legal issues are criminal, civil, and regulatory) issues in this case are profound.

-The Atlantic Monthly article looks at the issues of opt-out, where pharmacists and other health professionals opting out of filling prescriptions they feel are against their religious beliefs. This article goes in depth on the history of these issues.

-The Hastings Center researches bio-ethics. Explore the website, scan a few of the briefings, and select one to read in depth.

FOR THE DISCUSSION FORUM:

After reading the two articles and exploring the Hastings website, select ONE (Atlantic, NYTimes, or Hastings) to analyze using Pozgar chapter 10 to help you delineate the ethical and legal issues involved.
How does the behavior of health care professionals use/abuse the concepts of autonomy, beneficence, nonmaleficence, and justice? How may paternalism come to play?
Be creative in your approach, feel free to explore your own misgivings if you wish.

 
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Biology Lab

Biology 1001

Karyotyping Lab (5 pts.)

 

http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html

 

The Biology Project through The University of Arizona has an interactive exercise on human karyotyping. The first page you will encounter includes the following material (some additional details for YOUR assignment are different than those listed on the website and are highlighted in red at the bottom of this page).

 

This exercise is a simulation of human karyotyping using digital images of chromosomes from actual human genetic studies. You will be arranging chromosomes (by clicking and dragging) into a completed karyotype (an organized display – or image- of the chromosomes of one cell of the organism) and interpreting your findings just as if you were working in a genetic analysis program at a hospital or clinic. Karyotype analyses are performed over 400,000 times per year in the U.S. and Canada. Imagine that you were performing these analyses for real people, and that your conclusions would drastically affect their lives.

 

G Banding:

In the cell during the cellular division process of mitosis, the 23 pairs (a total of 46 individuals) of human chromosomes condense and are visible with a light microscope. A karyotype analysis usually involves blocking (halting, slowing cell division) cells in mitosis and staining the condensed chromosomes with a dye called Giemsa. Giemsa stain is commonly used in molecular/microbiological fields to stain many things, but in this application, Giemsa stains regions of chromosomes that are rich in the DNA nitrogenous base pairs Adenine (A) and Thymine (T) producing a dark colored stripe, called a G-band. A common misconception is that G-bands represent single genes, but in fact the thinnest G-bands contain over 1,000,000 (one million) base pairs and potentially hundreds of genes, in one tiny little G-band. The size of one small G-band is equivalent to the entire genetic information for one bacterium (for example, ONE E. coli in the gut).

 

The analysis involves comparing chromosomes for their length, the placement of centromeres (areas where the two chromatids are joined), and the location and sizes of G-bands. The assignment involves electronically completing the karyotype for 3 individuals and look for abnormalities that could explain the physical characteristics (called the phenotype) of the individual.

 

The Assignment:

Evaluate 3 patients’ case histories by:

 

1. Completing the karyotypes for each of the 3 patients, as instructed online at the link above.

 

2. Diagnose any missing or extra chromosomes in each individual’s genetic profile as instructed online and complete the questions on the website for each patient.

 

3After completing questions 1 and 2, you will submit 1 written response per patient (3 responses total for this portion)

Each minimum ½ page in length, typed single spaced detailing what you learned about each patient.

 

4. Conduct research from 3 reputable web sites that cover some interesting aspect of human genetics and karyotyping (do not use Wikipedia) and submit 1 written response about the information you discover

* 1 page in length total, single spaced

* Be very careful to use your own words. Plagiarism will result in a zero on the assignment.

http://www.biology.arizona.edu/human_bio/activities/karyotyping/graphics/chromsmear.gif http://www.biology.arizona.edu/human_bio/activities/karyotyping/graphics/chromlabel.gif

 
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RESEARCH PAPER

BIO 299 Pathology/Microbial-Environmental Interactions Paper

You will pick a microorganism for your paper on pathology or microbe-environment interactions. The organism cannot be one of the ones your instructor goes over during lecture listed in the syllabus. Select a pathogen/microbe from current events that is an emerging or reemerging concern to you or people in your area. Provide local epidemiological data/statistics for the organism.

Note this cannot be covid-19, Ebola, flu, clostridium botulinum, Hepatitis C, Anthrax, MRSA. These has been discussed already. Choose something in Africa or the US. 

Your paper must include:

Introduction to the organism (structure, cell type, morphology, metabolic requirements, natural reservoir, history, etc.)

Introduction to the disease(s) caused by the organism (epidemiology, signs, symptoms, etc.) OR introduction to the environmental impact of the organism

List and describe factors employed by the organism to assist in its growth, reproduction, culture conditions, host/pathogen interactions and/or virulence. (e.g., nitrogen fixation, symbiotic interactions etc.) Categorize virulence factors by mechanisms of action (Immunity Avoidance, Tissue/Cell Lysis, Colonization/Spread)

Discussion of treatment/prevention options for the disease(s) caused by the organism (Antibiotics or other chemotherapeutics given as part of treatment and their mechanisms of action, Vaccines available and type)

The paper should be a minimum of 5 pages of relevant and informative material that covers all of the content and requirements listed below and in the rubric. The 5 pages does not include the title and reference pages. The paper should thoroughly inform the reader.

APA format. This includes citations and references.

Title page must have a title, student name, instructor name, course title, and date.

No direct quotes; put information into your own words or paraphrase.

Minimum of three (3) primary and at least two (2) secondary scholarly sources, plus any other references used. You also must include in-text citations.

1-inch margins

Double-spaced

12 point, Times New Roman

After uploading to Turnitin, your paper will be scored for similarity. Anything above 18% similarity should be worked on further and uploaded again before the due date.

Over 18 % similarity and/or no references will result in an automatic zero on the paper.

 
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GIZMOS RayTracing Mirrors SE Key

Vocabulary: concave mirror, convex mirror, focal point, magnification, real image, reflect, virtual image Prior Knowledge Questions (Do these BEFORE using the Gizmo.) [Note: The purpose of these questions is to activate prior knowledge and get students thinking. Students are not expected to know the answers to the Prior Knowledge Questions.] For these questions, it would be helpful to have a metal spoon on hand. If you don’t have one, try to imagine looking at yourself in a spoon. 1. Look at yourself in the front of the spoon (the side where the food sits). What do you see? My head is small in size and upside-down. My face is also distorted. The front of a spoon is an example of a concave mirror. 2. What do you see when you look at yourself in the back of a spoon? My head is small in size and right side up. My face is also distorted. The back of a spoon is an example of a convex mirror. Gizmo Warm-up The Ray Tracing (Mirrors) Gizmo shows a side view of a light bulb positioned to the left of a mirror. Light rays passing from the light bulb to the mirror are shown. To begin, select the Concave mirror. Turn on Colorize lines. Under Show lines, turn off the Central line and the Line through focal point so that only the Parallel line is showing. 1. The blue dot in front of the mirror is the focal point of the mirror. Move the light bulb on the left around. What is always true about the ray that is reflected from the parallel ray? The reflected ray always passes through the focal point. 2. Turn off the Parallel line and turn on the Line through focal point. Move the light bulb around. What do you notice about the reflected ray in this situation? The reflected ray is horizontal and parallel to the axis of the mirror. This study source was downloaded by from CourseH on 07-21-2021 02:26:34 GMT -05:00 This study resource was shared via CourseH GIZMOS Ray Tracing Mirrors SE Key 2019 Activity A: Real and virtual images Get the Gizmo ready:  Check that the Concave mirror is selected.  Turn on the Parallel line, Central line, and Line through focal point.  Place the light bulb above -24 on the central axis, with the focal point at -12. Introduction: A concave mirror is also called a “converging mirror” because it reflects light rays into a point. A real image is formed where the reflected light rays converge at a point. Unlike a virtual image that forms behind a mirror, a real image can be projected onto a screen. Question: How do mirrors create real and virtual images? 1. Observe: In its current configuration, the distance from the light bulb to the focal point is slightly more than 12 units. The distance from the focal point to the mirror is exactly 12 units. A. What do you notice about the size of the light bulb’s image? The light bulb’s image is the same size as the light bulb. B. What do you notice about the orientation of the light bulb’s image? The light bulb’s image is upside-down. 2. Investigate: Complete each action described in the table below, and state how that action affects the image. Action Effect on image Move the light bulb to the left. Image moves right, gets smaller Move the light bulb to the right. Image moves to the left, gets bigger Move the focal point to the left. Image moves to the left, gets bigger Move the focal point to the right. Image moves to the right, gets smaller 3. Analyze: Examine the results recorded in your table. A. In general, how do the size and position of the image change when the distance between the light bulb and the focal point increases? The image gets smaller and moves towards the focal point. B. In general, how do the size and position of the image change when the distance between the light bulb and the focal point decreases? The image gets larger and moves away from the focal point. (Activity A continued on next page) This study source was downloaded by from CourseH on 07-21-2021 02:26:34 GMT -05:00 This study resource was shared via CourseH 2019 Activity A (continued from previous page) 4. Explore: Move the light bulb to -10 and the focal point to -20. What do you notice about the image when the light bulb is between the focal point and the mirror? The image is upright, larger than the light bulb, and on the opposite side of the mirror. The image is virtual because no light rays are focused there. This virtual image is what an observer would see looking into the mirror. The dashed lines represent the direction that an observer would perceive the reflected light was traveling from. 5. Investigate: Select a Convex mirror, and turn off the Original light lines and the Apparent light lines. Move the light bulb back and forth (but keep it close to the central axis). A. What do you notice about the three lines reflected from the convex mirror? The three lines are moving apart. B. Is the image of the light bulb a real image or a virtual image? Explain. (Hint: Recall that a real image is formed where actual light rays are reflected.) The image is a virtual image because

 
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UMUC Biology Lab 4: Enzymes

Your Full Name:

 

UMUC Biology 102/103

Lab4:Enzymes

 

INSTRUCTIONS:

 

· On your own and without assistance, complete thisLab4AnswerSheet electronically and submit it via theAssignments Folder by the date listedintheCourse Schedule (underSyllabus).

· To conduct your laboratory exercises, use the Laboratory Manuallocated under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

· Save your Lab4AnswerSheet in the following format:LastName_Lab4 (e.g., Smith_Lab4).

· You should submit your documentas a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

 

Pre-Lab Questions

 

  1. How could you test to see if an enzyme was completely saturated during an experiment?

 

  1. List three conditions that would alter the activity of an enzyme. Be specific with your explanation.

 

  1. Take a look around your house and identify household products that work by means of an enzyme. Name the products, and indicate how you know they work with an enzyme.

 

 

Experiment 1: Enzymes in Food

This experiment tests for the presence of amylase in food by using Iodine-Potassium Iodide, IKI. IKI is a color indicator used to detect starch. This indicator turns dark purple or black in color when in the presence of starch. Therefore, if the IKI solution turns to a dark purple or black color during the experiment, one can determine that amylase is not present (because presence of amylase would break down the starch molecules, and the IKI would not change color).

 

 

Materials

(1) 2 oz. Bottle (Empty)
(1) 100 mL Graduated Cylinder
30 mL Iodine-Potassium Iodide, IKI
Permanent Marker
Ruler
2 Spray Lids
30 mL Starch (liquid)
*Cutting Board

 

*2 Food Products (e.g., ginger root, apple, potato, etc.)
*Kitchen Knife
*Paper Towel
*Saliva Sample
*Tap Water

*You Must Provide

 

Procedure:

  1. Remove the cap from the starch solution. Attach the spray lid to the starch solution.
  2. Rinse out the empty two ounce bottle with tap water. Use the 100 mL graduated cylinder to measure and pour 30 mL of IKI into the empty two ounce bottle. Attach the remaining spray lid to the bottle.
  3. Set up a positive control for this experiment by spraying a paper towel with the starch solution. Allow the starch to dry for approximately one hour (this time interval may vary by location).
  4. In the mean time, set up a negative control for this experiment. Use your knowledge of the scientific method and experimental controls to establish this component (hint: what should happen when IKI solution contacts something that does not contain starch?) Identify your negative control in Table 1.

Note: Be sure to space the positive and negative controls apart from each other to prevent cross-contamination.

  1. When the starch solution has dried, test your positive and negative controls. This step establishes a baseline color scale for you to evaluate the starch concentration of the food products you will test in Steps 7 – 11. Record your results in Table 1.
  2. Select two food items from your kitchen cabinet or refrigerator.
  3. Obtain a kitchen knife and a cutting board. Carefully cut your selected food items to create a fresh surface.

 

 
Figure 3:Sample set-up.
  1. Gently rub the fresh/exposed area of the food items on the dry, starch-sprayed paper towel back and forth 10 – 15 times. Label where each specimen was rubbed on the paper towel with a permanent marker (Figure 3).
  2. Wash your hands with soap and water.
  3. Take your finger and place it on your tongue to transfer some saliva to your finger. Then, rub your moistened finger saliva into the paper towel. Repeat this step until you are able to adequately moisten the paper towel.

    Note: You should always wash your hands before touching your tongue! Alternatively, if you do not wish to put your hands in your mouth, you may also provide a saliva sample by spitting in a separate bowl and rubbing the paper towel in the saliva. Be sure not to spit on the paper towel directly as you may unintentionally cross-contaminate your samples.

  4. Wait five minutes.
  5. Hold the IKI spray bottle 25 – 30 cm away from the paper towel, and mist with the IKI solution.
  6. The reaction will be complete after approximately 60 seconds. Observe where color develops, and consider what these results indicate. Record your results in Table 1.

 

Table 1: Substance vs. Starch Presence
Substance Resulting Color Presence of Starch?
Positive Control: Starch
Negative Control:Student Must Select
Food Product:
Food Product:
Saliva:

 

 

Post-Lab Questions

1.What were your controls for this experiment? What did they demonstrate? Why was saliva included in this experiment?

 

2.What is the function of amylase? What does amylase do to starch?

 

3.Which of the foods that you tested contained amylase? Which did not? What experimental evidence supports your claim?

 

 

 

4.Saliva does not contain amylase until babies are two months old. How could this affect an infant’s digestive requirements?

 

 

 

5.There is another digestive enzyme (other than salivary amylase) that is secreted by the salivary glands. Research to determine what this enzyme is called. What substrate does it act on? Where in the body does it become activated, and why?

 

6.Digestive enzymes in the gut include proteases, which digest proteins. Why don’t these enzymes digest the stomach and small intestine, which are partially composed of protein?

 

 

Experiment 2: Effect of Temperature on Enzyme Activity

Yeast cells contain catalase, an enzyme which helps convert hydrogen peroxide to water

 

 
Figure 4:Catalase catalyzes the decomposition of hydrogen peroxide to water and oxygen.

and oxygen. This enzyme is very significant as hydrogen peroxide can be toxic to cells if allowed to accumulate. The effect of catalase can be seen when yeast is combined with hydrogen peroxide (Catalase: 2 H2O2 → 2 H2O + O2).

In this lab you will examine the effects of temperature on enzyme (catalase) activity based on the amount of oxygen produced. Note, be sure to remain observant for effervescence when analyzing your results.

 

 

Materials

(2) 250 mL Beakers
3 Balloons
30 mL 3% Hydrogen Peroxide, H2O2
Measuring Spoon
Permanent Marker
Ruler
20 cm String

 

3 Test Tubes (Glass)
Test Tube Rack
Thermometer
Yeast Packet
*Hot WaterBath
*Stopwatch

*You Must Provide

 

Procedure

  1. Use a permanent marker to label test tubes 1, 2, and 3. Place them in the test tube rack.
  2. Fill each tube with 10 mL hydrogen peroxide. Then, keep one of the test tubes in the test tube rack, but transfer the two additional test tubes to two separate 250 mL beakers.
  3. Find one of the balloons, and the piece of string. Wrap the string around the uninflated balloon and measure the length of the string with the ruler. Record the measurement in Table 2.
  4. Create a hot water bath by performing the following steps:
    1. Determine if you will use a stovetop or microwave to heat the water. Use the 100 mL graduated cylinder to measure and pour approximately 200 mL of water into a small pot or microwave-safe bowl (you will have to measure this volume in two separate allocations).
    2. If using a stovetop, obtain a small pot and proceed to Step 4c. If using a microwave, obtain a microwave-safe bowl and proceed to Step 4e.
    3. If using a stove, place a small pot on the stove and turn the stove on to a medium heat setting.
    4. Carefully monitor the water in the pot until it comes to a soft boil (approximately 100 °C). Use the thermometer provided in your lab kit to verify the water temperature. Turn the stove off when the water begins to boil. Immediately proceed to Step 5.

      CAUTION: Be sure to turn the stove off after creating the hot water bath. Monitor the heating water at all times, and never handle a hot pan without appropriate pot holders.

    5. If using a microwave, place the microwave-safe bowl in the microwave and heat the water in 30 second increments until the temperature of the water is approximately 100 °C. Use the thermometer provided in your lab kit to verify the water temperature. Wait approximately one minute before proceeding to Step 5.
  5. Place Tube 1 in the refrigerator. Leave Tube 2 at room temperature, and place Tube 3 in the hot water bath.

Important Note: The water should be at approximately 85 °C when you place Tube 3 in it. Verify the temperature with the thermometer to ensure the water is not too hot! Temperatures which exceed approximately 85 °C may denature the hydrogen peroxide.

  1. Record the temperatures of each condition in Table 2. Be sure to provide the thermometer with sufficient time in between each environment to avoid obscuring the temperature readings.
  2. Let the tubes sit for 15 minutes.
  3. During the 15 minutes prepare the balloons with yeast by adding ¼ tsp. of yeast each balloon. Make sure all the yeast gets settled to the bulb of the balloon and not caught in the neck. Be sure not spill yeast while handling the balloons.
  4. Carefully stretch the neck of the balloon to help ensure it does not rip when stretched over the opening of the test tube.
  5. Attach the neck of a balloon you prepared in step 8 to the top of Tube 2 (the room temperature test tube) making sure to not let the yeast spill into the test tube yet. Once the balloon is securely attached to the test tube lift the balloon and allow the yeast to enter the test tube. Tap the bulb of the balloon to ensure all the yeast falls into the tube.
  6. As quickly and carefully as possible remove the Tube 1 (cold) from the refrigerator and repeat steps 9 – 10 with Tube 1 using a balloon you prepared in step 8.
  7. As quickly and carefully as possible remove Tube 3 (hot) from the hot water bath and repeat steps 9 – 10 with Tube 3 using a balloon you prepared in step 8.
  8. Swirl each tube to mix, and wait 30 seconds.
  9. Wrap the string around the center of each balloon to measure the circumference. Measure the length of string with a ruler. Record your measurements in Table 2.

 

Table 2: Balloon Circumference vs. Temperature
Tube Temperature (°C) Balloon Circumference (Uninflated; cm) Balloon Circumference (Final; cm)
1 – (Cold)
2 – (RT)
3 – (Hot)

 

 

 

Post-Lab Questions

1.What reaction is being catalyzed in this experiment?

2.What is the enzyme in this experiment? What is the substrate?

3.What is the independent variable in this experiment? What is the dependent variable?

4.How does the temperature affect enzyme function? Use evidence from your data to support your answer.

 

5.Draw a graph of balloon diameter vs. temperature. What is the correlation?

 

6.Is there a negative control in this experiment? If yes, identify the control. If no, suggest how you could revise the experiment to include a negative control.

 

7.In general, how would an increase in substrate alter enzyme activity? Draw a graph to illustrate this relationship.

 

8.Design an experiment to determine the optimal temperature for enzyme function, complete with controls. Where would you find the enzymes for this experiment? What substrate would you use?

 
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Biochemistry Quiz

Structure

Short Article

Visualizing the Determinants of Viral RNA Recognition by Innate Immune Sensor RIG-I Dahai Luo,1,4 Andrew Kohlway,2 Adriana Vela,2 and Anna Marie Pyle1,3,4,* 1Department of Molecular, Cellular, and Developmental Biology 2Department of Molecular Biophysics and Biochemistry 3Department of Chemistry Yale University, New Haven, CT 06520, USA 4Howard Hughes Medical Institute, Chevy Chase, MD 20815, USA

*Correspondence: anna.pyle@yale.edu

http://dx.doi.org/10.1016/j.str.2012.08.029

SUMMARY

Retinoic acid inducible gene-I (RIG-I) is a key intra- cellular immune receptor for pathogenic RNAs, particularly from RNA viruses. Here, we report the crystal structure of human RIG-I bound to a 50

triphosphorylated RNA hairpin and ADP nucleotide at 2.8 Å resolution. The RNA ligand contains all structural features that are essential for optimal recognition by RIG-I, as it mimics the panhandle- like signatures within the genome of negative- stranded RNA viruses. RIG-I adopts an intermediate, semiclosed conformation in this product state of ATP hydrolysis. The structure of this complex allows us to visualize the first steps in RIG-I recognition and acti- vation upon viral infection.

INTRODUCTION

Pathogen recognition receptors (PRRs) are signaling proteins

that continually survey cells for the presence of pathogen associ-

ated molecular patterns (PAMPs). Retinoic acid inducible gene I

(RIG-I) is a major cellular PRR that senses viral RNA PAMPs in

the cytoplasm of infected cells (Kato et al., 2011; Yoneyama

et al., 2004). RIG-I recognizes a broad spectrum of viruses,

including the negative-stranded vesicular stomatitis virus, influ-

enza, and rabies viruses, and also positive-stranded viruses

such as dengue and hepatitis C virus (Kawai and Akira, 2007;

Ramos and Gale, 2011). Defective viral replication by Sendai

virus and influenza virus generates short subgenomic RNAs

that may be a principal ligand for RIG-I during viral infection

(BaumandGarcı́a-Sastre, 2011;Baumet al., 2011). At themolec-

ular level, RIG-I preferentially recognizes double stranded RNAs

that contain a triphosphate moiety at the 50 end, exemplified by thepanhandle-likeRNAsof negative-strand viruses such as influ-

enza (Hornung et al., 2006; Pichlmair et al., 2006; Schlee et al.,

2009). Recent biochemical and structural studies have shown

that the C-terminal domain (CTD) of RIG-I recognizes duplex

termini, interacting specifically with terminal 50 triphosphate moieties (Cui et al., 2008; Lu et al., 2010; Wang et al., 2010).

Structure 20, 1983–19

The central SF2 helicase domain (HEL) binds internally to the

double-stranded RNA (dsRNA) backbone (Jiang et al., 2011; Ko-

walinski et al., 2011; Luo et al., 2011). A pincer domain connects

the CTD and the HEL domains and provides mechanical support

for coordinated RNA recognition by the two domains (Luo et al.,

2011). TheN terminal tandemcaspase activation and recruitment

domains (CARDs) are responsible for downstream signaling,

leading to the expression of antiviral interferon-stimulated genes

(Jiang and Chen, 2011; Ramos and Gale, 2011).

The current model of RIG-I activation suggests that the

binding ofRNAby theHELandCTDgenerates a nanomechanical

force that releases an inhibitory conformation imposed by the

CARD domains, a process that also requires ATPase activity

through an unknown mechanism (Kowalinski et al., 2011; Luo

et al., 2011). Identifying the molecular determinants for RNA

recognition and understanding how RIG-I distinguishes viral

RNA from cellular RNA represent important unanswered ques-

tions in the field of innate immunity. Here, we report the crystal

structure of RIG-I in complex with a 50 triphosphorylated double-stranded RNA and adenosine nucleotide, thereby

providing the biologically relevant snapshot of viral PAMP recog-

nition by RIG-I. We show that binding of different ATP analogs

induces specific conformational changes within the protein,

verifying the structural observations and supporting a tightly

regulated, multistep activation mechanism of RIG-I.

RESULTS AND DISCUSSION

To unravel the molecular details of viral PAMP recognition by

RIG-I, we designed a hairpin RNA (hereafter named as 50

ppp8L which contains a 50 triphosphate moiety and a stem of 8 base pairs that is terminated by a UUCG tetra loop) that mimics

the panhandle-like genome of negative-stranded RNA viruses

(Figures S1 and S2 available online). We cocrystallized 50

ppp8L with a human RIG-I construct that lacks the CARD

domains (RIG-I [DCARDs: 1–238]; Figure 1). All atoms of the

RNA hairpin are observed and unambiguously built into the

2.8 Å density map (Figure 1C; Table 1).

The overall structure of the complex (RIG-I (DCARDs: 1–238):

50 ppp8L: ADP-Mg2+) is similar to the RIG-I:dsRNA10 structure reported previously (rmsd = 0.38 Å for 559 superimposed Ca

atoms) (Luo et al., 2011). However, in the structure reported

88, November 7, 2012 ª2012 Elsevier Ltd All rights reserved 1983

 

 

Figure 1. Ternary Complex of RIG-I

(DCARDs 1–238): 50 ppp8L: ADP-Mg2+

(A) Structure of the 50 triphosphorylated hairpin RNA (50 ppp8L, in purple with 50 GTP in red) bound at the center of the RIG-I (DCARDs). Bound ADP-

Mg2+ is in purple.

(B) The 50 triphosphate binding site at CTD. Fo-Fc omit map is in green and contoured at 3.5 s.

(C) Superposition of RIG-I with 50 triphosphory- lated hairpin RNA and RIG-I with 50 hydroxyl dsRNA in gray (PDB: 2ykg).

See also Figures S1 and S2.

Structure

Structure of RIG-I, 50 ppp-dsRNA, and ADP

here, the CTD encapsulates the 50 triphosphate moiety at the duplex terminus. Functional groups along the RNA duplex

interact with the HEL1 and HEL2i domains as observed

previously. Importantly, one can now observe the position of

bound nucleotide, revealing that ADP interacts exclusively

with conserved ATPase motifs localized in HEL1 (Figure 1A).

HEL2 is not involved in RNA binding or ADP binding (Figure 1).

The protein conformation observed in this structure is likely to

be biologically relevant because we observe that 50 ppp8L RNA readily stimulates efficient ATP hydrolysis by RIG-I (Fig-

ure S3; Table S1).

The RNA triphosphate is specifically recognized by the RIG-I

CTD, which forms a network of electrostatic and hydrophobic

interactions (Figures 1B and 1C). Specifically, the a-phosphate

interacts with K861 and K888 and the b-phosphate interacts

with H847 and K858. Intriguingly, the g phosphate (for which

there is strong electron density) does not form any direct

contacts with the protein in this structure, suggesting that it is

not a major recognition determinant. If the triphosphate moiety

were to adopt a more extended configuration in an alternative

conformational state, the g phosphate would be likely to estab-

lish interactions with the K849 and K851 residues, as hypothe-

sized in structural studies of the isolated CTD in complex with

triphosphorylated RNA (Figure S1B) (Lu et al., 2010; Wang

et al., 2010). The structure of the intact complex (RIG-I (DCARDs:

1–238): 50 ppp8L: ADP-Mg2+) indicates that the a and b phos- phates at the 50 RNA terminus are particularly critical for RIG-I

1984 Structure 20, 1983–1988, November 7, 2012 ª2012 Elsevier Ltd All rights reserved

recognition. This may be due to the fact

that RNA g phosphates in the cell are

often hydrolyzed by host and viral RNA

triphosphatases (Decroly et al., 2012),

perhaps necessitating that RIG-I evolve

primary binding to a 50 diphosphate. Interactions involving the b phosphate

appear to be particularly important, as

they have global consequences for the

structure of the complex. Specifically,

contacts with H847 and K858 rigidify

the intervening loop and deliver it to

the blunt end of the triphosphorylated

RNA, enabling aromatic loop residue

F853 to stack on the first base pair of

the duplex and form energetically

favorable p-p interactions (Figure 1C).

Mutations that disrupt this interdigitated

network of contacts weaken triphosphorylated RNA binding

by RIG-I (Figure S4) (Wang et al., 2010). Together, they help

RIG-I to select the correct pathogenic RNA from the vast pool

of capped cellular RNAs.

Backbone atoms of the RNA duplex form an extensive set of

interactions with the HEL2i domain, providing further insights

into the mechanism of duplex recognition by RLR proteins. The

shape-selective RNA interface explains why RIG-I is capable of

binding to double-stranded RNAs from diverse viruses (Fig-

ure 1A; Figure S2). Significantly, the UUCG tetraloop at the

hairpin terminus is absorbed into an RNA binding tunnel and

does not establish any base specific contacts with RIG-I. The

structure demonstrates that a variety of RNA motifs, including

mismatches and ordered loops, would be readily accommo-

dated at the ‘‘far end’’ of the RIG-I RNA binding tunnel (i.e., the

end opposite 50 ppp binding). This is likely to be particularly important for RIG-I detection of negative-sense viral genomic

RNAs, including influenza, rabies, parainfluenza, and respiratory

syncytial virus, which also form short terminal duplexes capped

by loops (Figure S2).

In addition to RNA recognition, the structure of the complex

(which contains ADP-Mg2+) provides additional insights into

RIG-I recognition of bound nucleotide. The phosphates of ADP

interact with K270 and T271 (motif I) and with D372 (motif II)

through a bridging Mg2+ (Figure 2A). The adenine nucleobase

is recognized by Q247 (Q motif) and stacks between R244 and

F241. A comparison of available RIG-I:nucleotide structures

 

 

Table 1. Crystallographic Statistics

Data Collection

Structure RIG-I (DCARDs 1–238): 50 ppp8L: ADP-Mg2+

Space group P212121

Cell dimensions (Å) 47.7, 76.2, 221.2

Resolution (Å) 47.7–2.8 (2.95–2.8)a

R merge (%) 13.2 (61.4)

I/s 12.7 (3.7)

Completeness (%) 98.5 (98.7)

Redundancy 3.8 (3.9)

Refinement

Resolution (Å) 24.9–2.8

R work / R free (%) 21.8/28.6

No. atoms 5,542

Macromolecules 5,411

Ligands 61

Water 70

B factors (Å2) 54.2

Macromolecules 54.4

Solvent 35.2

Ramachandran analysis

Favored (%) 93

Additionally allowed (%) 6.2

Not favored (%) 0.8

Rmsd

Bond lengths (Å) 0.008

Bond angles (�) 1.15 aHighest resolution shell is shown in parentheses.

Structure

Structure of RIG-I, 50 ppp-dsRNA, and ADP

reveals that RIG-I (and perhaps related RLRs and DEAD-box

proteins) has a distinctive strategy for binding and activating

nucleotide ligands. Similar to DEAD box proteins, the helicase

domain of RIG-I is in an open conformation in the absence of

RNA substrate (Kowalinski et al., 2011; Luo et al., 2011; Pyle,

2008). In the presence of RNA and the ATP analog ADP-AlF3,

the helicase domain adopts the closed conformation, bringing

motifs I and VI into proximity 14. In complex with ADP-Mg2+, as

observed here, RIG-I adopts an intermediate, semiclosed state

that lacks contacts with motif VI from HEL2 (Figure 2B). Interest-

ingly, a similar semiclosed conformation was reported in the

structure of RIG-I with RNA and ADP-BeF3 (Figure 2C) (Jiang

et al., 2011), which may represent a transient state prior to

a completely closed ATP-bound state. Taken together, these

structures show that a bona fide closed conformation of the

helicase core is only captured in the presence of both dsRNA

and ADP-AlF3 and in the absence of CTD, indicating that RIG-I

conformation is exceptionally sensitive to ATP binding, hydro-

lysis, and product release. Importantly, the process of ATP

hydrolysis moves the CTD and HEL2i in opposite directions (Fig-

ure 3; Movie S1), which likely allows the CARDs to be released

from HEL2i (Kowalinski et al., 2011; Luo et al., 2011). This

provides a striking example of the conversion of chemical energy

into mechanical force and activation of a signaling relay.

Structure 20, 1983–19

To examine these nucleotide-dependent conformational

changes in solution, we performed a hydrodynamic analysis of

the RIG-I-RNA complex using sedimentation velocity analytical

ultracentrifugation. We observe a large shift in the sedimenta-

tion coefficient upon ADP-AlFx binding to the complex

(6.9% change in peak S value, Figure 2D). By contrast, binding

of ADP-BeF3 or ADP increases the peak S value only 4%

and 2% relative to the nucleotide-free state, respectively (Fig-

ure 2D). An increase in S value indicates compaction of the

hydrodynamic radius of the complex, and this correlates well

with available structural data (Jiang et al., 2011; Kowalinski

et al., 2011; Luo et al., 2011), as the greatest structural compac-

tion is observed in the presence of ADP-AlF3 (Figure 2D,

data shown for the full-length RIG-I). We suggest that ADP-

AlFx mimics the transition state of ATP hydrolysis, while

ADP-BeF3 likely mimics the initial ATP binding to the RecA-

like HEL1 domain. ADP is obviously the product bound state

during the ATP hydrolysis cycle of RIG-I. Importantly, we do

not observe functional interactions between RIG-I protein

molecules in the presence or absence of RNA. RIG-I and its

coupling cycle are therefore likely to be different from the

homologous MDA5, which cooperatively binds RNA (Berke

and Modis, 2012; Peisley et al., 2011).

In conclusion, it is now possible to visualize the conformational

response of RIG-I to binding of its two ligands, triphosphorylated

duplex RNA and nucleotide, and to envision the resultant

influence on antiviral signaling. While intriguing in their dynamic

implications, these snapshots also provide vital information

for the rational design of therapeutics that modulates RIG-I-

mediated immune responses.

EXPERIMENTAL PROCEDURES

Cloning, Expression, and Purification

The full-length RIG-I and N-terminal CARDs (1–238) deletion constructs,

hereafter named RIG-I (DCARDs 1–238), was cloned into the pET-SUMO

vector (Invitrogen). Transformed Rosetta II (DE3) Escherichia coli cells (Nova-

gen) were grown at 37�C in Luria broth medium supplemented with 40 mgml�1

kanamycin and 34 mg ml�1 chloramphenicol to an OD600nm of 0.6–0.8. Protein expression was induced at 18�C by adding isopropyl-b-D-thiogalactopyrano- side (IPTG) to a final concentration of 0.5 mM. After 20 hr growth, cells were-

harvested by centrifugation at 8,0003 g for 10min at 4�Cand stored at�20�C. Cells resuspended in buffer A (25 mM HEPES [pH 8.0], 0.5 M NaCl, 10 mM

imidazole, 10% glycerol, 5 mM b-ME) were lysed by passing three times

through a MicroFluidizer at 15,000 psi and the lysate was clarified by centrifu-

gation at 15,000 3 g for 60 min at 4�C. The supernatant was purified by batch binding with QIAGEN Ni-NTA beads. The beads were collected in Biorad

polyprep columns and the SUMO-tagged proteins were eluted with buffer B

(25 mM HEPES [pH 8.0], 0.3 M NaCl, 10% glycerol, 5 mM b-ME, 200 mM

imidazole). The fraction containing His6-Sumo-RIG-I was then digested with

ulp protease (Invitrogen), 4�C overnight. The cleavage mixture was loaded onto a HisTrap HP column to remove the His6-Sumo protein and ulp protease

from the mixture. The recombinant protein was then further purified by using

a HiTrap Heparin HP column (GE Healthcare) by running buffer C with an

additional 1 M NaCl gradient. Concentrated proteins were subjected to a final

gel-filtration purification step through a HiPrep 16/60 Superdex 200 column

(Amersham Bioscience) in buffer D (25 mM HEPES [pH 7.4], 150 mM NaCl,

2 mM MgCl2, 5% glycerol, 5 mM b-ME). Fractions containing monomeric

RIG-I were pooled, concentrated, and stored at �80�C. Recombinant protein RIG-I (DCARDs: 1–238) was expressed and purified using the same method.

The concentrations of the proteins were determined by measuring the

absorbance at 280 nm by using extinction coefficients of 95,300 M�1 cm�1

for full-length RIG-I and 60,040 M�1 cm�1 for RIG-I (DCARDs: 1–238).

88, November 7, 2012 ª2012 Elsevier Ltd All rights reserved 1985

 

 

Figure 2. ATP Binding and Hydrolysis by

RIG-I

(A) Interactions between human RIG-I and

ADP-Mg2+.

(B) Duck RIG-I with ADP-AlF3-Mg2+ (PDB: 4A36).

(C) Human RIG-I with ADP-BeF3-Mg2+ (PDB:

3TMI).

(D) Hydrodynamic analysis using sedimentation

velocity. Shown are the calculated distribution c(s)

versus s20,w of RIG-I:fUA10, RIG-I:fUA10:ADP-

AlFx (red), RIG-I:fUA10: ADP-BeF3 (blue), RIG-

I:fUA10: ADP (green). The peak values for the c(S)

distributions are 5.49S, 5.87S, 5.71S, and 5.60S,

which correspond to frictional coefficients of 1.58,

1.47, 1.51, and 1.54, respectively.

See also Figure S3 and Table S1.

Structure

Structure of RIG-I, 50 ppp-dsRNA, and ADP

RNA Preparation

The 50 triphosphorylated RNA hairpin (hereafter named 50 ppp8L) was produced by in vitro transcription using a synthetic dsDNA template (top

strand: 50-GTAATACGACTCACTATA GG CGCGGC ttcg GCCGCG CC-30) and purified by gel extraction (20% PAGE with 8 M urea).

Crystallization and Data Collection

To grow the crystals of the ternary complex of RIG-I (DCARDs: 1–238): 50

ppp8L: ADP-Mg2+, RIG-I (DCARDs: 1–238) at 2.5 mg ml�1 was preassem- bled with 50 ppp8L at 50 mM and with 2.5 mM ADP, 2.5 mM MgCl2, 2.5 mM BeCl2, 12.5 mM NaF on ice for 1 hr. The complex solution was

then mixed with equal volumes of precipitating solution (0.1 M Bicine [pH

9.0], 26%–28% polyethylene glycol 6,000) and then grown at 13�C. Crystals also grew into needle clusters within 3 days and were harvested within

2 weeks. Crystals were soaked in a cryoprotecting solution containing

0.1 M Bicine (pH 9.0), 30% polyethylene glycol 6,000 briefly before being

flash frozen with liquid nitrogen. Diffraction intensities were recorded at

NE-CAT beamline ID-24 at the Advanced Photon Source (Argonne National

Laboratory, Argonne, IL). Integration, scaling, and merging of the intensities

were carried out by using the programs XDS (Kabsch, 2010) and SCALA

(Evans, 2006).

Structure Determination and Refinement

The structures were determined through molecular replacement with the

program Phaser (McCoy, 2007) by using the structure of RIG-I (DCARDs: 1–

229): 50 OH-GC10 (PDB: 2ykg) as search model. Refinement cycles were carried out by using Phenix Refine (Adams et al., 2010) and REFMAC5 (Mur-

shudov et al., 1997) with the TLS (translation, liberation, screw-rotation

displacement) refinement option with four TLS groups (HEL1: aa 239–455,

HEL2-HEL2i: aa 456–795, CTD: aa 796–922, and dsRNA). Refinement cycles

were interspersed with model rebuilding by using Coot (Emsley and Cowtan,

1986 Structure 20, 1983–1988, November 7, 2012 ª2012 Elsevier Ltd All rights reserved

2004). The quality of the structures was analyzed

by using MolProbity (Davis et al., 2007). A

summary of the data collection and structure

refinement statistics is given in Table 1. Figures

were prepared by using the program Pymol (De-

Lano, 2002).

Sedimentation Velocity Studies

Samples were prepared by mixing 3 mM 50 Dy- light 547-U10:A10 duplex RNA with 7.5 mM of

full-length RIG-I protein in a buffer containing

25 mM HEPES, 150 mM NaCl, 0.5% glycerol,

5 mM b-ME, 2.5 mM MgCl2 (pH 7.4), in addition

to the respective ATP analogs (ADP-AlFx:

2.5 mM ADP, 2.5 mM MgCl2, 2.5 mM AlCl3,

12.5 mM NaF; ADP-BeF3: 2.5 mM ADP,

2.5 mM MgCl2, 2.5 mM BeCl3, 12.5 mM NaF;

ADP: 2.5 mM ADP, 2.5 mM MgCl2). The samples were then incubated on

ice for 1 hr. SV experiments were performed at 20�C in a Beckman Optima XL-I analytical ultracentrifuge. A four position AN 60 Ti rotor, together

with Epon 12 mm double-sector centerpieces, was used at 40,000 rpm.

Radial absorption scans were measured at 547 nm with a radial increment

of 0.003 cm. Data analyses were performed in Sedfit 8.0 (http://www.

analyticalultracentrifugation.com) (Schuck et al., 2002). Sedimentation

coefficients at the experimental temperature, buffer density, and viscosity

were corrected to standard conditions (s20, w) using the program SEDNTERP

(http://jphilo.mailway.com).

ACCESSION NUMBERS

The atomic coordinates and structure factors of the ternary complex of RIG-I

(DCARDs: 1–238): 50 ppp8L: ADP-Mg2+ have been deposited with the RCSB Protein Data Bank under the accession code 4ay2.

SUPPLEMENTAL INFORMATION

Supplemental Information includes four figures, one table, and one movie

and can be found with this article online at http://dx.doi.org/10.1016/

j.str.2012.08.029.

ACKNOWLEDGMENTS

We thank members of the A.M.P. Lab for their generous help and insightful

discussions. We thank Dr. Steve Ding for providing 50 Dylight 547-U10 RNA. We thank scientists from APS NECAT 24-ID for the beamline access and

technical support. This research was funded by the Howard Hughes Medical

Institute and NIH Grant R01AI089826. D.L. is a postdoctoral associate and

A.M.P. is an investigator with the Howard Hughes Medical Institute.

 

 

Figure 3. Sequential Activation of RIG-I by RNA and ATP

(A) Schematic representation of RIG-I protein.

(B) ADP-AlFx binding induced conformational changes of RIG-I. Conforma-

tional changes upon ADP-AlFx binding is modeled based on the following

crystal structures: human RIG-I:dsRNA binary complex (PDB: 2ykg), duck

RIG-I apo enzyme (PDB: 4a2w), and duck RIG-I:dsRNA:ADP-AlFx ternary

complex (PDB: 4a36) (Kowalinski et al., 2011; Luo et al., 2011). The binding of

ADP-AlFx (blue) causes the helicase domain to close and moves the CTD

(red) and HEL2i (green) toward each other. This directional movement prob-

ably allows the CARDs (orange) to be released from HEL2i which otherwise

would clash with CTD (circled box). As a result, the structure is likely to

reorganize, reorienting the relative positions of the CARDs and HEL2i. This

structural arrangement may allow the CARDs to gain access to poly-

ubiquitins, making it available for MAVS activation (Jiang et al., 2012; Zeng

et al., 2010).

See also Movie S1.

Structure

Structure of RIG-I, 50 ppp-dsRNA, and ADP

Received: August 17, 2012

Revised: August 17, 2012

Accepted: August 22, 2012

Published online: September 27, 2012

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All rights reserved

 

  • Visualizing the Determinants of Viral RNA Recognition by Innate Immune Sensor RIG-I
    • Introduction
    • Results and Discussion
    • Experimental Procedures
      • Cloning, Expression, and Purification
      • RNA Preparation
      • Crystallization and Data Collection
      • Structure Determination and Refinement
      • Sedimentation Velocity Studies
    • Accession Numbers
    • Supplemental Information
    • Acknowledgments
    • References
 
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Discussion 2

In the Interview Video with Sherwood Washburn, identify key subject areas of discussion that are raised. There is a lot of ‘name dropping’ done by the interviewer (Prof. Charles Wagley), and they do cover a lot of ground, but to the best of your ability (recognizing the fact that much of this subject matter may be new to you), list the key subject areas discussed and the major researchers associated (e.g., Dobzhansky, Hooton, Tozzer, E.O. Wilson). Do a google search on some of the names mentioned. This interview was conducted in 1984, a generation after Prof. Washburn’s ‘call to arms’ redefining the New Physical Anthropology (1951). How does it seem the field changed from the 1950s to the mid-1980s? At this point in the course, do you have a sense how the field has changed since 1984 (a generation later). How do you think Prof. Washburn was a catalyst for change in the field?

Directions

Your responses should be no more than a paragraph or two. Be sure to respond to another student’s post. Have your initial response done by the due date and your response done before the close date (two days after due date).

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Written Assignment: Biology And Technology In The Real World

This assignment addresses course outcomes 1-4:

recognize and explain how the scientific method is used to solve problems

make observations and discriminate between scientific and pseudoscientific explanations

weigh evidence and make decisions based on strengths and limitations of scientific knowledge and the scientific method

use knowledge of biological principles, the scientific method, and appropriate technologies to ask relevant questions, develop hypotheses, design and conduct experiments, interpret results, and draw conclusions

1. Select one of the topics listed below (a-e).

2. Find at least three reliable information sources related to your chosen topic. You are encouraged to use the UMUC library in your search: http://libguides.umuc.edu/science.

3. Write a paper with title page, introduction, several paragraphs addressing the questions, conclusion and references. You must write in your own words and paraphrase information from the selected information sources, addressing each of the questions for your chosen topic. Your paper should consist of less than 10% direct quotes. Your paper should be 750-1500 words, excluding references and title page. Use APA style for references: https://www.umuc.edu/library/libhow/apa_tutorial.cfm

4. Submit your assignment to the Assignment folder by the due date listed in the course schedule.

Topics (select one)

a) Stem cells. Your friend has suffered a spinal cord injury after a bad car accident. The medical team has decided that he is a good candidate for a clinical trial using stem cell therapy. Your friend has not had a biology course since high school, so you decide to write him a letter sharing your knowledge of stem cells. Include in your letter a description of the biology of stem cells and how these cells are unique from other cells. Contrast the different types of stem cells, including pros and cons for each type. Explain how stems cells can be used to treat diseases and injury, with special focus on spinal cord injuries. Include information from at least one research study or clinical trial. Conclude with your own opinion.

b) Genetically modified organisms (GMOs). A friend tells you that she avoids foods containing GMOs because they are unhealthy. You decide to use the knowledge gained from your biology class and some additional research to form your own opinion on GMOs. Answer the following questions backed up by reliable information sources. What is the purpose of genetically engineering of crop plants? Include at least two specific examples of commonly grown GMO crops. How are GMOs created? Use the provided course materials and make a connection to the central dogma of molecular biology in your explanation. Which foods in your supermarket contain GMOs? Are foods that contain GMOs safe for human consumption? What types of regulations exist for these foods? Clearly explain your reasoning for each answer in your paper and conclude whether or not you agree with your friend.

c) Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR) has been the most recent breakthrough discovery in bioengineering that enables scientists to edit DNA. Because you have studied biology in this course, you have volunteered at your niece’s Middle School Science Club to monitor a student debate about CRISPR. The students will be watching the following video before the discussion:https://www.com/watch?time_continue=252&v=2pp17E4E-O8and you need to be prepared in case there are any questions. Please research and write an answer to each of the following questions: What is “CRISPR”? What role does Cas9 play in the CRISPR process? How does the CRISPR-Cas9 system snip and replace any DNA sequence? What are the potential benefits and drawbacks of gene editing? Include specific examples. Do you believe that the inherent risks of modifying animal DNA is worth the rewards? Explain. Do you believe that it is ethical to genetically engineer humans and/or animals? Explain.

d) Vaccines. Your friend is worried about the many vaccines that his newborn son is scheduled to receive and asks you for advice since you are taking a biology course. Start with an explanation of how vaccines work. Briefly contrast the traditional methods used to create vaccines with more recently used biotechnology techniques. Then list some of the diseases that babies and children in the US are routinely vaccinated against. How has vaccinations impacted the frequency of these diseases over the past 100 years? Why are some people worried about giving their children vaccines? Is there scientific evidence to support these concerns? Conclude with advice to your friend in regard to getting the recommended vaccines based on what you learned from reliable information sources.

e) Fracking (hydraulic fracturing) and tar sands (oil sands).  With society’s dependence on nonrenewable fossil fuels, the oil & gas industry is turning to hydraulic fracturing and tar (oil) sands to extract natural gas and oil.  A friend asks you “What’s all this controversy in the news about fracking and tar sands?”  Briefly explain to your friend how hydraulic fracturing and tar (oil) sands are used to obtain these fossil fuels. Then, in more detail, describe the environmental problems that may result from these processes and why they are controversial. Issues that should be addressed involves water, air and soil pollution with special focus on global climate change, effects on human health, and effects on other species and natural ecosystems. Finally, give your opinions on possible solutions to these environmental problems, with your reasoning backed by information from reliable information sources.

 
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Bio Home Work

Overview

In this activity, you will explore materials on gene expression in cells. This is important because it helps you see how DNA (genes) and RNAs function to make a protein.

This assignment should take you approximately 1.5 hours. This includes time to explore the material and complete the assignment.

Instructions

  1. Watch the video. Then,  download and review this PowerPoint.
  2. After completing this simulation, write a paragraph of at least 150 words describing how DNA, mRNA, tRNA, and ribosomes work together to form a functioning protein.
  3. Submit your work to the Module 3 Assignment: Gene Expression

See the Course Schedule and Course Rubrics sections in the Syllabus module for due dates and grading information.

Here’s a link to the video incase the attachment does not open: https://media.ccconline.org/ccco/2017Master/BIO105/m3/Protein%20Sythesis.hb.mp4

 
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nut

We have discussed a variety of macro and micronutrients.  All are essential but the amount we need changes throughout our life cycle. For example, the best time to deposit calcium in our bones is during the first couple of decades of life. Then, as we progress through adulthood and become elderly, calcium is slowly lost from our bones.

This week, you learned about nutrient needs during life’s early years.

Initial Forum: If your last name starts with the following letter, then you will discuss the following topic for your initial post.

First Letter of Last Name

Topic

A through F

Topic 1

G through L

Topic 2

M through R

Topic 3

S through Z

Topic 4

Topic 1:  Ashleigh is a vegetarian.  She stopped eating meat and dairy products when she was 15 years old. She does eat fish and eggs, though, along with a variety of other foods. Ashleigh is now 28 years old and wants to start a family.  What nutrients should concern her?  What should she do to make sure her intake is adequate?

Topic 2: Anna has just had a baby.  Now she must decide if she should breastfeed her baby or not.  She does not want the hassle of breastfeeding, but she hears it is good for her child. Discuss the pros and cons of breastfeeding. Should you breastfed or bottle fed?

Topic 3:  Tommy is five years old, and he is a picky eater.  He prefers chicken tenders, soda, and cookies, and occasionally he will eat fruit because it is sweet.  He does not like vegetables.  What nutrients are a concern?  What should his parents do to change his eating habits?

Topic 4: Charlie is a freshman in high school and skips breakfast because he does not like to eat typical breakfast foods.  His parents are concerned because they have heard the news stories stating scientific studies show breakfast improves performance in school.  They want him to do well.  What can Charlie’s parents do to make sure he gets nutritious foods before school starts?

Your initial forum must be at least 250 words and posted by Wednesday, 11:55 pm EST. You need to state your thesis and support it with evidence and at least one outside, reputable reference. Your textbook is not an outside reference. Remember, there is no right or wrong. Before you post your initial forum discussion, submit it in the assignment area, so its originality is checked by turnitin.com. Your originality index or score should be less than 15%. If it is greater than 15%, rewrite your discussion, submit it again in the assignment area and check the %. Keep doing this until your % is less than 15 and then post your discussion in the forum.  Please note, it can take 24 hours for the second submission to be checked, and the score returned.  If you do not check your post, then I will take points off.

Follow-up Posts: Once you have posted your initial forum discussion, you must reply to at least two other learner’s post.  One of your responses must be the topic that was not your initial forum topic.  Of course, you are welcome to respond to more than two posts. Your follow-up forums must be at least 100 words,

 
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