Biology

rev 8/2020 BIOL 211L

Laboratory Report Instructions: Hypothesis Formation & Evaluation Please provide answers to questions #1-7 on pages 38 – 39 of your lab manual. Your answers should be numbered #1 through #7 and must be written in complete sentences. You must include the “Sample Student Report” (pages 48-53 of your lab manual) with the submission of your lab report. These pages should be scanned and submitted electronically in Canvas.

Question Number: Potential Points

1. Title Give appropriate answers for both questions.

1.0

2. Abstract Give appropriate answers to the 3 questions in this section.

1.0

3. Introduction Highlight or underline background information in the Introduction of the “Sample Student Report” (pages 48-53 of your lab manual). Analysis of references in the Introduction: answer the two questions and highlight an example of a reference. Answer the three questions at the bottom of page 38 about the contents of the Introduction in the “Sample Student Report”. You must compare how the hypothesis was stated in the “Sample Lab Exercise” (pages 41-47) and in the “Sample Student Report”. This should be done by listing the hypothesis from each document in your lab report. The hypothesis of the experiment should be highlighted or underlined in the “Sample Student Report” that you submit with your lab report.

2.0

4. Methods Provide complete answers for all questions in the first bullet in the Methods section Describe the style of writing in the Methods section. Identify the dependent and independent variables. Highlight or label a specific procedure in the Methods.

2.0

5. Results Within the “Sample Student Report”, highlight 2 examples of written results that are also shown in Table 1 or Figure 1.

0.5 pt each

6. Discussion There are multiple questions to answer in this section and multiple items that should be highlighted or identified in the “Sample Student Report”.

0.5 pt for each bullet in question

#6

7. References Please answer the question using a full sentence to explain your answer. A simple “Yes” or “No” will not be sufficient.

1.0

TOTAL

10.0

 
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Biology Lab 4

In this lab, you will observe diagrams that show the major components of the endocrine, circulatory, and respiratory systems. Using the textbook and virtual library resources, fill in the tables.

Explore Endocrine, Circulatory, and Respiratory Systems Lab

Using the M.U.S.E. link, review the background information and animation to complete your report. There are 2 parts to this lab on human body systems.

Use the following worksheets to complete your assignment:

Human body systems have a variety of interconnectivity. This lab will explore the functions and structures of the endocrine, circulatory (cardiovascular), and respiratory systems. The lab will also examine the interdependency of the body systems.

Your lab report will consist of the completed tables and related questions.

 

Table 1 – Endocrine System Hormones

 

Number Name of the Organ Function\Hormone(s) Produced or Secreted
1 Parathyroid Glands Parathyroid hormone
2 Thyroid Gland Thyroxine, calcitonin
3 Pineal Gland Melatonin
4 Hypothalamus Produces ADH and oxytocin, regulatory hormones for the anterior pituitary.

Produces and secretes TRH, Dopamine, GHRH, Somatostatin, Gonadotropin.

5 Pituitary Gland Anterior: Produces and secretes ACTH, TSH, GH, FSH, LH, MSH

Posterior: Secretes Oxytocin and ADH

6 Thymus Thymosins
7 Heart Atrial natriuretic peptide, brain natriuretic peptide
8 Stomach Ghrelin, Gastrin, Histamine, Neuropeptide Y, Endothelin
9 Kidney Erythropoietin, Renin, Calcitriol
10 Small Intestine

(duodenum)

 

Secretin, cholecystokinin
11 Liver Insulin-like Growth factor 1 (IGF-1), Angiotensinogen, Thrombopoietin
12 Adrenal Glands

 

Medulla: epinephrine, norepinephrine.

Cortex: glucocorticoids (cortisol), aldosterone, testosterone

 

13 Pancreas Insulin, glucagon
14 Testes Androgens, testosterone
15 Uterus Prolactin and Relaxin, when pregnant
16 Ovary Estrogens, progesterone

 

 

 

Table 2 – Circulatory (Cardiovascular) System Functions

 

Number Name of the Structure Major Function
1 Carotid arteries Delivers blood to the head and brain
2 Jugular veins Carries blood from the head to the heart
3 Superior vena cava Carries blood from the upper body back to heart
4 Pulmonary veins Carries oxygenated blood from the lungs to the heart
5 Aorta Delivers blood to the body tissue
6 Pulmonary arteries Delivers oxygen-poor blood to the lungs
7 Coronary arteries Delivers blood to the heart muscle cells
8 Inferior vena cava Carries blood from the lower body back to heart
9 Renal vein Carries blood from the kidney to the heart
10 Iliac vein Delivers blood from the pelvic organs and abdominal wall to the heart
11 Radial vein Carries blood from the hand to the heart
12 Renal artery Delivers blood to the kidneys
13 Iliac artery Delivers blood to the pelvic organs and abdominal wall
14 Radial artery Delivers blood to the hands
15 Femoral vein Carries blood from the thigh and inner knee to the heart
16 Femoral artery Delivers blood from the thigh and inner knee

 

 

 

Table 3 – Respiratory System Functions

 

Number Name of the Organ or Structure Major Function
1 Sinuses Cavities in skull; lightens head, warms and moistens air
2 Nasal cavity Produces mucus; filters, warms and moistens air; olfcation
3 Pharynx Passageway for air and food
4 Epiglottis Covers larynx during swallowing
5 Larynx Air passageway; prevents food and drink from entering lower respiratory system, produces voice
6 Lungs Contains alveoli and air passageways, allows exchange of oxygen and carbon dioxide between atmosphere and blood
7 Trachea Connects larynx with bronchi leading to lungs, conducts air to and from bronchi
8 Bronchi Two branches of trachea that conduct air from trachea to lungs
9 Bronchioles Narrow passageways to conduct air from bronchi to alveoli
10 Alveoli Microscopic chambers for gas exchange
11 Intercostal muscles Move ribs during breathing
12 Diaphragm Muscle sheet between chest and abdominal cavities with a role in breathing

End of Activity

References:

Audesirk, T., Audesirk, G., & Byers, B. E. (2008). Biology with physiology: Life on earth. (8th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Marieb, E. N. (2011). Essentials of human anatomy and physiology. (10th ed.). San Francisco, CA: Benjamin Cummings

Tortora, G. J., & Derrickson, B. H. (2008). Principles of anatomy and physiology. (12th ed.). Hoboken, NJ: John Wiley & Sons.

 

 

 

LAB PART 2!!!!

Endocrine System

The endocrine system is comprised of glands that produce chemical messengers. These messengers are called hormones. The glands include the pituitary gland, thyroid gland, parathyroid gland, thymus, and adrenal gland. In addition, the pancreas, ovaries, and testes contain endocrine tissues and secrete hormones.

Question 1: How does the insulin and glucagon secreted by the pancreas function in glucose metabolism?

Answer 1: Insulin and glucagon work together to keep glucose levels in the blood within the normal range. When there is an elevated blood glucose level, this stimulates beta cells in the pancreas to secrete insulin. The insulin facilitates the uptake of glucose by body cells, and the liver will uptake the glucose and store it as glycogen. These actions return blood glucose levels back to normal. When there is decreased blood glucose, this stimulates the alpha cells in the pancreas to produce glucagon. The glucagon travels to the liver and facilitates the conversion of glycogen to glucose. This glucose is released in the bloodstream to return levels back to normal.

Cardiovascular System

The cardiovascular system is composed of the heart, blood vessels (arteries, veins, and capillaries), and blood. The heart is the pump that contracts to move the blood. The blood vessels transport blood throughout the body. The blood is the fluid that contains cells, nutrients, and gases.

Blood flows through the body in two distinct pathways: the pulmonary pathway and the systemic pathway. The blood flowing in the pulmonary pathway is deoxygenated and it delivers this blood to the lungs to be oxygenated again. The blood flowing in the systemic pathway leaves the lungs full of oxygen and flows through the heart to be delivered to the body tissues.

The following activity demonstrates the correct order for the pulmonary and systemic circulation as you trace a drop of blood flow through the body:

Pulmonary Circulation Systemic Circulation
1.      Venules 1.      Pulmonary veins
2.      Veins 2.      Left atrium
3.      Vena cava 3.      Left ventricle
4.      Right atrium 4.      Aorta
5.      Right ventricle 5.      Arteries
6.      Pulmonary arteries 6.      Arterioles
7.      Lung 7.      Capillaries

Respiratory System

The respiratory system functions to supply the body with oxygen. People inhale oxygen and exhale carbon dioxide. This facilitates the delivery of oxygenated blood to all of the body cells.

Question 2: How do the cardiovascular and respiratory system work together to deliver blood to the body tissues?

Answer 2: The respiratory system functions in the exchange of gases with the outside environment. Oxygen is inhaled through the nasal cavity or the mouth, and it travels to the alveoli in the lungs. There, the capillaries exchange the oxygen for carbon dioxide. The oxygenated blood flows back to the heart from the lungs. It enters the left side of the heart and is delivered to all the body tissues via the aorta. In the capillaries of the body tissues, oxygen is exchanged for carbon dioxide. This deoxygenated blood flows back to the right side of the heart and then to the lung. In the capillaries that run across the alveoli, carbon dioxide is exchanged for oxygen that has recently been inhaled. The carbon dioxide will then be exhaled through the mouth and nasal cavity.

Exercise Activity

Exercising is an activity that requires the actions of multiple body organ systems. Each system performs its specific tasks, but they must work together to allow effective total body functioning during exercising.

In this activity, changes in the respiratory and heart rates in response to exercise will be recorded in the following table:

Activity Breathing Rate: bpm(breaths per minute) Pulse Rate: bpm (beats per minute)
At rest 16 bpm 70 bpm
During exercising 30 bpm 135 bpm
Immediately after exercising 30 bpm 105 bpm
5 minutes after exercising 25 bpm 90 bpm

Question 3: The body experiences some stressor such as exercise, fright, or emotional stress whether it be joy or sorrow. There are certain hormones like epinephrine and norepinephrine that are produced during these stressful events. These hormones are produced by the adrenal gland, and they will have an effect on the heart rate and breathing rate. Explain how the hormones produced by the adrenal could play a role in altering the respiratory and heart rates during exercise.

Answer 3: When this occurs, the hypothalamus receives signals about the stress response. The body produces stress hormones. Norepinephrine and Epinephrine are released into the blood from an endocrine gland known as the adrenal gland. These hormones lead to an increase in carbon dioxide, which leads to an increase in respiratory rate. Epinephrine also increases the frequency of heartbeats whereas norepinephrine causes blood vessels to constrict. Both of these events increase the heart rate, the force of individual heart contraction, and the amount of blood flow to the muscles. These prepare the body to react to the stressor that has occurred.

 
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Biology Homework ASAP ( DUE IN 10 HOURS)

p. 1

Lab 6: Population Genetics: Hardy-Weinberg Theorem

OBJECTIVES

After completing this exercise, you should be able to:

1) Explain Hardy‑Weinberg equilibrium in terms of allelic and genotypic frequencies and relate these to the expression (p + q)2 = p2 + 2pq + q2 = 1 .

2) Describe the conditions necessary to maintain Hardy‑Weinberg equilibrium.

3) Use a computer simulation to demonstrate conditions for evolution.

4) Test hypotheses concerning the effects of evolutionary change (migration, genetic drift via bottleneck effect, and natural selection) using a computer model.

 

Simulation of Evolutionary Change Using an Online Population Simulator

Under the conditions specified by the Hardy‑Weinberg model (random mating, large population, no mutation, no migration, and no selection), the genetic frequencies should not change, and evolution should not occur. In this exercise, the class will modify these conditions and determine the effect on genetic frequencies in subsequent generations.

Work in teams of two or three students to simulate three scenarios:

1. Genetic drift- simulated by applying a bottleneck event where a population experiences a drastic reduction in size due only to chance (no selection)

2. Gene flow- simulated by allowing migration to occur between populations

3. Natural selection- simulated by providing certain genotypes with different levels of fitness.

You will be using a computerized population simulator, a general introduction is shown below. The URL for the simulator is http://www.radford.edu/~rsheehy/Gen_flash/popgen/

image3.png image4.png image5.png image6.png

image7.png image8.png image9.png

Experiment A. Simulation of Genetic Drift

Introduction

Genetic drift is the change in allelic frequencies in small populations as a result of chance alone. In a small population, combinations of gametes may not be random, owing to sampling error. (If you toss a coin 500 times, you expect about a 50:50 ratio of heads to tails; but if you toss the coin only 10 times, the ratio may deviate greatly in a small sample owing to chance alone.) Genetic fixation, the loss of all but one possible allele at a gene locus in a population, is a common result of genetic drift in small natural populations. Genetic drift is a significant evolutionary force in situations known as the bottleneck effect (investigated here) and the founder effect.

bottleneck occurs when a population undergoes a drastic reduction in size as a result of chance events (not differential selection), such as a volcanic erup​tion, hurricane, or sometimes human influence. (Bad luck, not bad genes!) In Figure 6.1, the marbles pass through a bottleneck, which results in an unpredictable combination of marbles that pass to the other side. These marbles would constitute the beginning of the next generation, but the allelic frequencies might be entirely different than the original population! In the computerized simulation, both the size and duration (number of generations) of a bottleneck can be altered. Each variable can influencing how the allelic frequencies are impacted.

image1.png Figure 6.1. The bottleneck effect. The gene pool can drift by chance when the popula​tion is drastically reduced by factors that act unselectively Bad luck, not bad genes! The resulting population will have unpredictable combinations of genes. What has happened to the amount of variation?

Hypothesis

As your hypothesis, either propose a hypothesis that addresses the bottleneck effect specifically or state the Hardy-Weinberg theorem.

Prediction

Either predict equilibrium values as a result of Hardy-Weinberg or predict the type of change that you expect to occur in a small population (if/then). Deductive Reasoning

Procedure

1. Begin by going to the following webpage: http://www.radford.edu/~rsheehy/Gen_flash/popgen/ Then, setting the following parameters (in the image) on the computer simulation. You will be running the model five times, simulating five populations. The top graph of the output will represent the allelic frequencies, the bottom graph is displaying the genotype frequencies.

2. To investigate the bottleneck effect, select the “Bottle Neck” box and have the “Start” begin at generation 50 and the “End” at generation 100. Set the “BN Pop.” to 50 individuals. This represents a drastic reduction in population size over 50 generations. Fill in the information for this population in Table 6.1. An example is provided using the graph below.

3. Click the “GO” button to run the simulation. The simulation should produce two graphs, similar to Figure 6.2.

4. Approximate the new allelic frequencies for A1 and A2 at generation 200 (to two decimals) for each population. Then approximate the three genotype frequencies. Record these frequencies in Table 6.1.

 

5. Repeat this procedure 4 more times. Take observational notes below Table 6.1 for each population’s simulation (e.g. How did the allelic frequencies change over time? Did any alleles get “fixed” or “lost” and at approximately what generation?)

Table 6.1 Bottleneck simulation data table
Pop. # Starting Population Size Starting Allelic Frequency Bottleneck generation range Bottleneck Population Size Approx. Allelic Freq. at generation 200 Calculated genotypic frequency at generation 200
    A1 A2 (a) Start End   A1 A2 (a) A1A1 A1A2 A2A2
Example 1000 0.5 0.5 50 100 50 0.17 0.83      
1                      
2                      
3                      
4                      
5                      

OBSERVATIONAL NOTES:

Results & Discussion

1. During your four-population simulation of 250 generations, what happened to the allelic frequencies during and after the bottleneck event?

During:

After:

2. Compare the pattern of change you recorded for p (A1) and q (A2) at 200 generations. Is there a consistent trend or do the changes suggest chance events?

3. For any one of the populations in Table 6.1, convert your genotype frequencies to actual #s of individuals (by multiplying each by 1000), then input these data into Excel and run a chi squared test to compare the beginning and ending populations. What population did you use and what is your p-value? Are the populations significantly different?

4. Did the A1 allele become “fixed” or “lost” in any of the populations? What happens to the homologous allele when one allele becomes “fixed” or “lost”?

5. Alter the model parameter for bottleneck population size, first increase it to 100, 200, and 500, running a couple simulations each time you change the bottleneck population size. Then decrease it to 25 and 10, running a couple simulations of each. Describe the general response in allelic frequencies under those different scenarios, noting any trends you observe.

Increasing to 100, 200, and 500:

Decreasing to 25 and 10:

6. Reset you bottleneck population size to 50, then alter the model parameter for the “end” generation, decreasing it from 100 (50 generation bottleneck), to 75 (25 gen. bottleneck), 60 (10 gen.), and 55 (5 gen.). Run a simulation a couple times each setting and describe the general response in allelic frequencies under those different scenarios, noting any trends you observe.

7. What combination of bottleneck population size and number of bottleneck generations is most likely to produce the most drastic changes in allelic frequencies? What combination will produce the least drastic changes?

8. Would you expect the starting allelic frequencies to affect the likelihood of an allele going to fixation? If so, which allele (higher or lower frequency) will likely be fixed?

Try running a simulation with A1=0.8 and a BN Pop. = 10 (“start”=50, “end”=100). Did your results agree with your prediction? Can you explain why it might not?

9. Since only chance events are responsible for the change in gene frequencies, would you say that evolution has occurred? Explain.

Experiment B. Simulation of Migration: Gene Flow

 

Introduction

The migration of individuals between populations results in gene flow. In a natural population, gene flow can be the result of the immigration and emigration of individuals or gametes (for example, pollen movement). The rate and direction of migration and the starting allelic frequencies for the two populations can affect the rate of genetic change. The migration you will simulate is called source-sink migration, which is effectively a one-way migration from a large source population to another isolated sink population (e.g. continent to island). The starting allelic frequencies can differ for the two populations, and the rate of migration can be anywhere from 0 to 1. Another type of migration involves equal exchange of alleles between populations (two-way migration), which will not be simulated here.

Hypothesis

As your hypothesis, either propose a hypothesis that addresses migration specifically or state the Hardy‑Weinberg theorem.

Prediction

Either predict equilibrium values as a result of Hardy‑Weinberg or predict the type of change that you expect to observe as a result of migration (if/then).

Procedure

1. Begin by setting the online simulator with the following parameters (note the population size of 3000 and only 100 generations). You will need to click on the “Migration?” box twice to select source-sink migration. You will be modeling four populations at once, therefore you will only see allelic frequencies displayed (A1 in the top graph and A2 in the bottom graph), no genotype frequencies.

2. Run the simulation once with these original settings. Record what you observe happening to the allelic frequencies in the first row of Table 6.2.

 

3. Then, set the migration “rate” to 0.01 and the “Freq. A1” to 0.8. This means that 1% of your population (the island) is provided by immigrants from the source population with A1 frequency of 0.8.

4. Run the simulation again and record what you observe happening to the allelic frequencies in the appropriate row of Table 6.2. Note the number of generations that occur before the allelic frequencies of your island populations approximate the allelic frequency of the source population.

5. Run the model several more times, but change the rate of migration to 0.02, 0.03, 0.04, and 0.05 each time. Record what you observe happening to the allelic frequencies in the proper row of Table 6.2. Note the number of generations that occur before the A1 allelic frequencies of your island populations approximate the allelic frequency of the source population.

6. Reset the migration rate to 0.02, then change the source allelic frequency (“Freq. A1”) to 0.01, 0.25, 0.5, 0.75, and 1. Record your observations for each simulation in Table 6.2, specifically noting how each allele frequency changed.

Table 6.2 Observations during altered migration rate and altered source population allelic frequency
Migration rate Source Population A1 Frequency Observations
0.00 N/A  
0.01 0.8  
0.02 0.8  
0.03 0.8  
0.04 0.8  
0.05 0.8  
0.02 0.01  
0.02 0.25  
0.02 0.50  
0.02 0.75  
0.02 1  

Results, Discussion, & Analysis

1. When simulating source-sink migration, what factors did you observe influencing the allelic frequencies of the sink population?

2. Imagine that you were using the Hardy-Weinberg Theorem as your null model while trying to detect the occurrence of source-sink migration between two populations. You would need to compare your observed frequencies to the expected frequencies using a chi-squared test. Explain the circumstances under which this method would not be able to detect migration between two populations, even a large amount of migration.

3. Run a simulation of only one population (not four), for only 10 generations , using a very high migration rate of 0.25 and a source population A1 frequency of 0.5 (keep the populations size of 3000 and A1 frequency of 0.5 for the sink populations). Record your model parameters and the actual (approximate) allelic frequency for A1 and A2 at the 1st generation in Table 6.3.

4. Record the expected allele frequencies and genotype frequencies for your population in Table 6.3, and then approximate the actual frequencies for each at the 2nd generation. Record in Table 6.3

5. Using Excel chi-squared, convert your your expected and actual genotypic frequencies into actual #s of individuals (multiply by your population size). Then run a Chi-squared test. Record the p-value below, then write a results sentence based upon this statistical test, and a conclusion statement about the existence of migration between those two populations based upon those results (NOT based upon your knowledge of whether migration was actually occurring):

P-value:

Results Statement:

Conclusion Statement:

6. Knowing the true migration rate, was the conclusion you made in Question 5 the correct conclusion? Why or why not?

7. Repeat steps 3-5 but set the model parameters for another simulation using a migrations rate of 0.25 and a source population A1 frequency of 0.8.

P-value:

Results Statement:

Conclusion Statement:

8. Was the conclusion you made in Question 7 the correct conclusion? Why or why not?

 

Migr. rate Freq. A1 source pop. Starting Allelic Freq. in sink pop. ExpectedAllelic Freq. Expected Genotypic Freq. Actual 1st Gener. Allelic Freq. Actual 1st Generation Genotypic Freq.
    A1 A2 A1 (p) A2 (q) A1A1 (p2) A1A2 (2pq) A2A2 (q2) A1 (p) A2 (q) A1A1 (p2) A1A2 (2pq) A2A2 (q2)
0.25 0.5 0.5 0.5                    
0.25 0.8 0.5 0.5                    

 

9. What has this simulation taught you about our ability to detect migration (a violation of an assumption for HW-Equilibrium) in natural populations?

Experiment C. Simulation of Natural Selection

Introduction

Natural selection, the differential survival and reproduction of individuals, was first proposed by Darwin as the mechanism for evolution. Although other factors have since been found to be involved in evolution, selection is still considered an important mechanism. Natural selection is based on the observation that individuals with certain heritable traits are more likely to survive and reproduce than those lacking these advantageous traits. Therefore, the proportion of offspring with advantageous traits will increase in the next generation. The genotypic frequencies will change in the population. Whether traits are advantageous in a population depends on the environment and the selective agents (which can include physical and biological factors). Choose one of the following evolutionary scenarios to model natural selection in population genetics.

 

Figure 6.4. Two color forms of the peppered moth. The dark and light form of the moth are present in both photographs. Lichens are absent in (a) but present in (b). in which situation would the dark moth have a selective advantage?

Scenario 1. Industrial Melanism

The peppered moth, Biston betularia is a speckled moth that rests on tree trunks during the day, where it avoids predation by blending with the bark of trees (an example of cryptic coloration). At the turn of the century, moth collectors in Great Britain collected primarily light forms of this moth (light with dark speckles) and only occasionally recorded rare dark forms (Figure 6.4). With the advent of the industrial Revolution and increased pollution, light‑colored lichens on the trees died, resulting in strong positive selection for dark moths resting on the now dark bark. The dark moth increased in frequency. However, in unpolluted regions, the light moth continued to occur in high frequencies. (This is an example of the relative nature of selective advantage, depending on the environment.) For this exercise, you will be simulating four populations of

Color is controlled by a single gene with two allelic forms, dark and light. Pigment production is dominant (A), and the lack of pigment is recessive (a). The light moth would be aa, but the dark form could be either AA or Aa.

Hypothesis

As your hypothesis, either propose a hypothesis that addresses natural selection occurring in polluted environments specifically or state the Hardy-Weinberg theorem.

Prediction

Either predict equilibrium values as a result of the Hardy‑Weinberg theorem or predict the type of change that you expect to observe as a result of natural selection in the polluted environment (if/then).

Procedure

1. To investigate the effect of natural selection on the frequency of light and dark moths, set the model to simulate 1 population, for 100 generations, and set the allelic frequencies of dark alleles A1 = 0.1. Click the box next to “Finite Pop.” to change the model to “Infinite pop.”, this will make a drop-down list show up. Be sure that your populations have A1 = 0.1 (population zero is the control, and should also be set to 0.1). With this setting, the frequency of the light allele A2 = 0.9 (not shown).

2. Assume that pollution has become a significant factor prior to this simulation, resulting in less light-colored lichen on the trees. In each population, a certain percentage of the light moths are eaten, but none of the dark moths are eaten. (In reality, some of each phenotype are eaten, but we will be using fitness values that are relative to the most fit phenotype.)

3. Set the fitness values of homozygous recessive genotypes (light colored moths) to A2A2 = 0.99. This means that only that proportion (e.g. 0.99) of the light moths will carry on from one generation to the next. Verify that your settings match these, then click the “OK” button:

image2.png

4. Run the simulation and observe what happens. In Table 6.4, record your input parameters and approximate allelic and genotypic frequencies at the 80th generation.

5. Repeat this simulation, but change the fitness of A2A2 to 0.95, then 0.90, then 0.8. Record the information for each simulation in Table 6.4.

Pop. #

Starting Allelic Freq. in each pop. Fit-ness Genotype fitness 80th Gener. Allelic Freq. 80th Generation Genotypic Freq.
  A1 A2 A2A2 A1A1 (dark) A1A2 (dark) A2A2 (light) A1 (p) A2 (q) A1A1 (p2) A1A2 (2pq) A2A2 (q2)
1 0.1 0.9 .99                
2 0.1 0.9 .95                
3 0.1 0.9 .9                
4 0.1 0.9 .8                

6. While still working with an infinite population, set the model parameters to simulate for 200 generations, then set the fitness of A2A2 = 0.5 to simulate drastic selection against white moths. Run the simulation and see what happens.

a. Is the A2 allele (light, recessive) ever actually lost from this infinitely large population? Explain why this could theoretically occur.

7. Now, change the population to a finite population of 10,000 and run the simulation again.

a. Approximately how many generations did it take for the A2 allele to switch from 0.9 to 0.1?

b. Did the A2 allele become “lost”? If so, at approximately what generation?

8. Imagine that after many generations of pollution and lack of lichen on the trees, the allelic frequency has drastically shifted due to predation of moths. Now, the A1 allele (dark, dominant) has a frequency of 0.9 and the A2 allele (light, recessive) only has a frequency of 0.1.

a. Use the Hardy-Weinberg equation to calculate the genotypic frequencies expected with those allelic frequencies. Also calculate the number of moths of each color (phenotypes) that would occur in a population size of 10,000. Record these in Table 6.5 below.

b. Then, pollution is reduced and light-colored lichen returns to the trees. What phenotype and genotype of moth would be more conspicuous and likely to be selected against (lower fitness)?

c. Use the Hardy-Weinberg equation to calculate the genotypic frequencies expected with the “No Pollution” allelic frequencies in Table 6.5. Also calculate the number of moths of each color (phenotypes) that would occur in a population size of 10,000.

Scenario

Final Allelic Frequency Expected genotype frequency Expected phenotype prevalence
  A1 A2 A1A1 (dark) A1A2 (dark) A2A2 (light) # Dark Moths # Light Moths
Pollution 0.9 0.1          
No Pollution 0.1 0.9          

 

9. Re-run the model to select against the dark alleles with the frequency of A1 = 0.9, the fitness of A1A1 and A1A2 each set to 0.5, and with A2A2 fitness = 1.

a. Approximately how many generations did it take for the A1 allele to switch from 0.9 to 0.1? Was that faster of slower than when A2 was being selected against (question 7a)?

b. Did the A1 allele become “lost”? If so, at approximately what generation?

c. Think about these dominant (A1) and recessive (A2) alleles, and how the fitness values differed for each genotype in the scenario from step 9 and step 7. Explain why, when selected against, the A1 allele frequency declines and is “lost” faster than A2 was lost in your simulation from step 7.

d. Can you come up with a reason why the step 7 scenario is relevant when considering human health?

10. Would you say that evolution has occurred during the simulations in this exercise? Explain.

Bottle Neck simulations require you to set a starting generation, ending generation, and bottle neck population level

 

Two types of migration are possible: island or source-sink. When source-sink is selected, rate of migration and source pop. A1 frequency can be set.

 

Number of populations (1-5) to simulate at one time. Number of generations to simulate.

 

Check box to switch between “finite” and “infinite” population sizes, population size setting (finite populations), and starting allelic frequency for the A1 (dominant) allele.

 

Fitness of different genotypes. At least one genotype must be set to 1, the others are then fitness relative to the most fit genotype

 

More information in case you are lost

 

“Go” button begins the model, then changes to a “Reset” button, which can be pressed at any time to stop the model.

 

Graphs: When simulating only one population, the top graph will display the A1and A2 allelic frequencies, and the bottom will display each genotypic frequency.

 

When multiple populations are simulated, A1 frequency is shown on the top graph and A2 frequency is shown on the bottom

 

Information about if & when an allele is lost from a populations will be displayed to the right of the graph

 

Figure 6.2 Example output for A1 frequency from a bottleneck effect simulation of five populations .

 

 

Fig. 6.3 Source-sink migration from a continent to an island

 

Table 6.3 Expected and Actual allelic and genotypic frequencies

 

Table 6.4 Data from natural selection simulation

 

Table 6.5 Expected genotype frequency and phenotype occurrence when light-colored lichen is not prevalent.

 

 

Bio 112 Bignami & Olave Spring 2016

 
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Human Impacts On The Rainforest-Past And Present

Directions: For each time frame below, provide the amount of trees per acre and rate of destruction (or improvement if that is the case). Fill in the remaining portions of the chart. Be sure to include at least three academic sources (please do not use blogs or Wikipedia). For maximum points, include detailed information, include units, and include citations.

 

Rainforest 20 Years Ago 10 Years Ago Present Condition Reasons for decline (ex: agriculture, logging, mining, ranching, urbanization, etc.) Animals affected by deforestation and current plans to improve numbers
Amazon Rainforest

 

 

         
Australian Rainforest

 

 

 

 

 

 

         
Congo Rainforest

 

 

 

 

 

 

 

         

 

Now that you are aware of the issues, what are some things you can do as a consumer to help preserve the rainforest? Provide at least two examples and use complete sentences.

 

What are two ways you can help raise awareness for a species that has become endangered due to deforestation? Use complete sentences.

References

 
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Bio Statistics Quiz

This quiz consists of 20 questions most appear to be similar but now really. I ned someone who is familiar with bio-statistics and math. The due date is tomorrow 4 pm PST. or (16:00). Please if you accept handshake you must do the work not get from previous papers or tell me you had emergency an hour before its due. This is important to me.

attached is the file just in case you need it in word format. Thank you in advance.

1.      The standard deviation of the diameter at breast height, or DBH, of the slash pine tree is less than one inch. Identify the Type I error. (Points : 1)

[removed] Fail to support the claim σ < 1 when σ < 1 is true.
[removed] Support the claim  μ < 1 when μ = 1 is true.
[removed] Support the claim σ < 1 when σ = 1 is true.
      [removed] Fail to support the claim μ < 1 when μ < 1 is true.

1a.  The EPA claims that fluoride in children’s drinking water should be at a mean level of less than 1.2 ppm, or parts per million, to reduce the number of dental cavities. Identify the Type I error. (Points : 1)

[removed] Fail to support the claim σ < 1.2 when σ < 1.2 is true.
[removed] Support the claim μ < 1.2 when μ = 1.2 is true.
[removed] Support the claim σ < 1.2 when σ = 1.2 is true.
[removed] Fail to support the claim μ < 1.2 when μ < 1.2 is true.

2.      Biologists are investigating if their efforts to prevent erosion on the bank of a stream have been statistically significant. For this stream, a narrow channel width is a good indicator that erosion is not occurring. Test the claim that the mean width of ten locations within the stream is greater than 3.7 meters. Assume that a simple random sample has been taken, the population standard deviation is not known, and the population is normally distributed. Use the following sample data:

3.3 3.3 3.5 4.9 3.5 4.1 4.1 5 7.3 6.2

What is the P-value associated with your test statistic? Report your answer with three decimals, e.g., .987 (Points : 1)

2a. Medical researchers studying two therapies for treating patients infected with Hepatitis C found the following data. Assume a .05 significance level for testing the claim that the proportions are not equal. Also, assume the two simple random samples are independent and that the conditions np ≥ 5 and nq ≥ 5 are satisfied.

  Therapy 1 Therapy 2
Number of patients 39 47
Eliminated Hepatitis 20 13
C infection    

Construct a 95% confidence interval estimate of the odds ratio of the odds for having Hepatitis C after Therapy 1 to the odds for having Hepatitis C after Therapy 2. Give your answer with two decimals, e.g., (12.34,56.78) (Points : 0.5)

[removed]

3. Researchers studying sleep loss followed the length of sleep, in hours, of 10 individuals with insomnia before and after cognitive behavioral therapy (CBT). Assume a .05 significance level to test the claim that there is a difference between the length of sleep of individuals before and after CBT. Also, assume the data consist of matched pairs, the samples are simple random samples, and the pairs of values are from a population having a distribution that is approximately normal.

Individual 1 2 3 4 5 6 7 8 9 10
Before 6 5 4 5 3 4 5 3 4 2
CBT                    
After 8 8 7 6 7 6 6 5 7 5
CBT                    

Construct a 95% confidence interval estimate of the mean difference between the lengths of sleep. Give your answer with two decimals, e.g., (12.34,56.78) (Points : 0.5)

[removed]

3a. Scientists, researching large woody debris (LWD), surveyed the number of LWD pieces from aerial photos taken annually for the past 35 years at two different sites. Over the 35 years of photos examined, the first site had a mean number of LWD pieces per hectare per year (LWD/ha/yr) of 3.7 pieces with a standard deviation of 1.9. The second site had a mean number of LWD/ha/yr of 4.3 with a standard deviation of 2.4. Assume a .05 significance level for testing the claim that the mean LWD/ha at the first site had less than the mean LWD/ha/yr at the second site. Also, assume the two samples are independent simple random samples selected from normally distributed populations, but do not assume that the population standard deviations are equal.

Construct a 90% confidence interval for the difference between the two means. Give your answer with two decimals, e.g., (12.34,56.78) (Points : 0.5)

4.      The paired data consist of the cost of regionally advertising (in thousands of dollars) a certain pharmaceutical drug and the number of new prescriptions written (in thousands).

Cost 9 2 3 4 2 5 9 10
Number 85 52 55 68 67 86 83 73

Find the value of the linear correlation coefficient r. Give your answer to three decimals, e.g., .987. (Points : 0.5)

4a. The paired data consist of the cost of regionally advertising (in thousands of dollars) a certain pharmaceutical drug and the number of new prescriptions written (in thousands).

Cost 9 2 3 4 2 5 9 10
Number 85 52 55 68 67 86 83 73

Find the predicted value of the number of new prescriptions written if $6000 is spent in regional advertising. Give your answer as an integer. (Points : 0.5)

[removed]

5.      Use a .05 significance level and the observed frequencies of 70 Neonatal deaths to test the claim that number of neonatal deaths on each day of the week is equally likely.

Mon Tues Wed Thurs Fri Sat Sun
10 9 5 8 15 12 11

Determine the value of the χ2 test statistic. Give your answer to two decimals, e.g., 12.34 (Points : 0.5)

5a. Use a .05 significance level and the observed frequencies of 144 drowning at the beaches of a randomly selected coastal state to test the claim that the number of drowning for each month is equally likely.

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
1 3 2 7 14 20 37 33 16 6 2 3

Determine the value of the χ2 test statistic. Give your answer to two decimals, e.g., 12.34 . (Points : 0.5)

[removed]

6.      Using a .01 significance level, test the claim that the proportions of fear/do not fear responses are the same for male and female dental patients.

Gender

  Male Female
Fear Dentistry 48 70
Do Not Fear Dentistry 21 32

Do you reject the null hypothesis, at the .01 significance level? Enter Y for yes (reject), N for no (fail to reject). (Points : 0.5)

6a. Using a .01 significance level, test the claim that the proportions of fear/do not fear responses are the same for male and female dental patients.

Gender

 

  Male Female
Fear Dentistry 48 70
Do Not Fear Dentistry 21 32

Determine the value of the χ2 test statistic. Give your answer to three decimals, e.g., 12.345 . (Points : 0.5)

[removed]

 

7. The table represents results from an experiment with patients afflicted in both eyes with glaucoma. Each patient was treated in one eye with laser surgery and in the other eye was treated with eye drops. Using a .05 significance level, apply McNemar’s test to test the following claim: The proportion of patients with no improvement on the laser treated eye and an improvement on the drops treated eye is the same as the proportion of patients with an improvement on the laser treated eye and no improvement on the drops treated eye.

    Eye Drop Treatment

 

    Improvement No Improvement
       
Laser Surgery Improvement 15 10
Treatment No Improvement 50 25

Determine the value of the χ2 test statistic. Give your answer to two decimals, e.g., 12.34 . (Points : 0.5)

7a. The table represents results from an experiment with patients afflicted with eczema on both arms. Each patient was treated with an immune modulator cream on one arm and a topical steroid cream on the other arm. Using a .05 significance level, apply McNemar’s test to test the following claim: The proportion of patients with no cure on the immune modulator treated arm and a cure on the topical steroid treated arm is the same as the proportion of patients with a cure on the immune modulator treated arm and no cure on the topical steroid treated arm.

    Immune Modulator Cream

 

    Cure No Cure
Topical Steroid Cure 25 11
Cream No Cure 42 22

Do you reject the null hypothesis, at the .05 significance level? Enter Y for yes (reject), N for no (fail to reject). (Points : 0.5)

[removed]

8.For a study on Type 1 diabetes, medical graduate students subdivided the United States into four study regions (Northeast, Southeast, Southwest, and Northwest). The students randomly selected seven patients per region and recorded the number of times during a randomly selected month that each patient used insulin shots to regulate blood sugar levels. Use One-Way ANOVA at a .05 significance level to test the claim that the means from the different regions are not the same.

Mean number of times patients used insulin shots to regulate blood sugar levels

 Northeast Southeast Southwest Northwest
4 6 4 4
3 5 5 4
3 6 6 5
4 8 6 6
3 6 7 3
2 6 5 5
5 8 4 3
   
   
   

Do you reject the null hypothesis, at the .05 significance level? Enter Y for yes (reject), N for no (fail to reject). (Points : 0.5

8a. Geneticists studying carriers of genetic diseases followed subjects subdivided by race. Researchers randomly selected seven patients per race who had been identified as carrying a certain gene for a genetic disease; these patients were followed to determine the number of their siblings who also carried the gene for the genetic disease. Use a One-Way ANOVA at a .05 significance level to test the claim that the means from the different races are not all the same.

Caucasian African-American Other
2 0 0
3 0 1
3 1 2
3 2 2
4 2 2
5 2 3
5 4 4

Determine the value of the F test statistic. Give your answer to two decimals, e.g., 12.34 . (Points : 0.5)

[removed]

                            

9.      The reason we cannot use multiple t-tests to claim that four populations have the same mean is that we increase the likelihood of a type I error. (Points : 1)

[removed] True
[removed] False

9a.

If there is only one observation per cell in a Two-Way ANOVA, and it can be assumed there is not an interaction between factors, then we can proceed to interpret the results of the row and column effects. (Points : 1)

[removed] True
[removed] False

 

10.Use the following technology display from a Two-Way ANOVA to answer this question. Biologists studying habitat use in Lepidopteran moths measured the number of savannah moths found at three randomly selected prairie sites with two potential habitat interferences (expansion of row crops and grazing). Use a .05 significance level.

Source Df SS MS F P
Site 2 .1905 .0952 .0381 .9627
Habitat 1 304.0238 304.0238 121.6095 .0000
Site*Habitat 2 .1905 .0952 .0381 .9627

What is the value of the F test statistic for the site effect? (Points : 0.5)

10a. Use the following technology display from a Two-Way ANOVA to answer this question. Biologists studying habitat use in Lepidopteran moths measured the number of savannah moths found at three randomly selected prairie sites with two potential habitat interferences (expansion of row crops and grazing). Use a .05 significance level.

Source Df SS MS F P
Site 2 .1905 .0952 .0381 .9627
Habitat 1 304.0238 304.0238 121.6095 .0000
Site*Habitat 2 .1905 .0952 .0381 .9627

Do you reject the null hypothesis about the site effect, at the .05 significance level? Enter Y for yes (reject), N for no (fail to reject). (Points : 0.5)

[removed]

 

 
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Biology Questions

BSC1005 Biology General Chapter 6

 

1

Chapter 6: Cell Energy, Transport and Enzymes

 

1) Many of the enzymes that control a deep-sea firefly squid’s ability to produce light energy from chemical energy are located A) in membranes. B) in the nucleus. C) within chloroplasts. D) outside of cells. E) within mitochondria. 2) The fluid mosaic model describes the plasma membrane as consisting of A) a phospholipid bilayer with embedded carbohydrates. B) two layers of phospholipids with protein sandwiched between them. C) a protein bilayer with embedded phospholipids. D) carbohydrates, proteins, and phospholipids that can drift in the membrane. E) individual proteins and phospholipids that can drift in a phospholipid bilayer. 3) Membrane phospholipids A) have hydrophobic heads that face the center of the membrane and are shielded from water. B) have hydrophilic tails that face outward and are exposed to water. C) often have “kinks” in their tails caused by the presence of a double bond between carbons. D) remain fluid because they are tightly packed against one another. E) form impermeable layers for cells. 4) The cholesterol associated with animal cell membranes A) is attached to membrane proteins and extends into the watery environment surrounding the cell. B) helps to stabilize the cell membrane at body temperature. C) makes the cell membrane fluid at room temperature. D) is an abnormality resulting from a diet high in cholesterol. E) helps solidify the membranes when the room temperature is below freezing. 5) A major function of glycoproteins and glycolipids in the cell membrane is to A) glue cells together to form tissues. B) allow the cells of an embryo to sort themselves into tissues and organs. C) attach the cell membrane to the cytoskeleton. D) help the cell resist swelling. E) help the cell retain its shape. 6) When physicians perform an organ transplant, they choose a donor whose tissues match those of the recipient as closely as possible. Which of the following cell components are being matched? A) plasma membrane phospholipids B) plasma membrane proteins C) cell-surface carbohydrates D) plasma membrane cholesterols E) cytoskeletal elements 7) Most of the functions of a cell membrane are performed by A) glycolipids. B) proteins. C) phospholipids. D) cholesterol. E) nucleotides.

 

 

BSC1005 Biology General Chapter 6

 

2

9) Relaying a message from a membrane receptor to a molecule that performs a specific function within a cell is called A) signal transduction. B) inhibition. C) competition. D) self-recognition. E) selective permeability. 10) Plasma membranes are selectively permeable. This means that A) anything can pass into or out of a cell as long as the membrane is intact and the cell is healthy. B) the plasma membrane allows some substances to enter or leave a cell more easily than others. C) glucose cannot enter the cell. D) cholesterol cannot enter the cell. E) plasma membranes must be very thick. 12) Small, nonpolar, hydrophobic molecules such as fatty acids A) easily pass through a membrane’s lipid bilayer. B) very slowly diffuse through a membrane’s lipid bilayer. C) require transport proteins to pass through a membrane’s lipid bilayer. D) are actively transported across cell membranes. E) usually enter the cell via endocytosis. 13) Which characteristic promoted the utilization of lipids as the first cell membrane? A) spontaneous degradation of the intracellular environment B) self-assembly into a simple membrane C) ability to form an impermeable membrane D) formation of a semi-solid membrane E) utilization of the hydrophilic nature of lipids 14) All cells are enclosed by a plasma membrane that is similar in ________ and ________. A) thickness . . . composition B) permeability . . . content C) proteins . . . lipids D) lucidity . . . texture E) structure . . . function 15) Which of the following substances would have the most trouble crossing a biological membrane by diffusing through the lipid bilayer? A) H2O B) O2 C) CO2 D) Na+ E) a small, nonpolar molecule such as butane (C4H10) 16) Oxygen crosses a plasma membrane by A) osmosis. B) phagocytosis. C) active transport. D) pinocytosis. E) passive transport. 17) Which of the following statements regarding diffusion is false? A) Diffusion is a result of the kinetic energy of atoms and molecules. B) Diffusion is driven by concentration gradients.

 

 

BSC1005 Biology General Chapter 6

 

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C) Diffusion requires no input of energy into the system. D) Diffusion occurs when particles spread from areas where they are less concentrated to areas where they are more concentrated. E) Diffusion occurs even after equilibrium is reached and no net change is apparent. 18) Diffusion does not require the cell to expend ATP. Therefore, diffusion is considered a type of A) exocytosis. B) phagocytosis. C) passive transport. D) active transport. E) endocytosis. 19) Osmosis can be defined as A) the diffusion of water. B) the diffusion of nonpolar molecules. C) active transport. D) the diffusion of a solute. E) endocytosis. 20) When two aqueous solutions that differ in solute concentration are placed on either side of a semipermeable membrane and osmosis is allowed to take place, the water will A) exhibit a net movement to the side with lower water concentration. B) exhibit a net movement to the side with higher water concentration. C) exhibit a net movement to the side with lower solute concentration. D) exhibit an equal movement in both directions across the membrane. E) not cross the membrane. 22) Some protozoans have special organelles called contractile vacuoles that continually eliminate excess water from the cell. The presence of these organelles tells you that the environment A) is isotonic to the protozoan. B) is hypotonic to the protozoan. C) is contaminated with pollutants. D) contains a higher concentration of solutes than the protozoan. E) is hypertonic to the protozoan. 23) A cell that neither gains nor loses water when it is immersed in a solution is A) isotonic to its environment. B) hypertonic to its environment. C) hypotonic to its environment. D) metabolically inactive. E) dead. 24) In a hypotonic solution, an animal cell will A) lyse. B) experience turgor. C) neither gain nor lose water. D) shrivel. E) lose water. 26) In the lab, you use a special balloon that is permeable to water but not sucrose to make an “artificial cell.” The balloon is filled with a solution of 20% sucrose and 80% water and is immersed in a beaker containing a solution of 40% sucrose and 60% water. The solution in the balloon is ________ relative to the solution in the beaker. A) isotonic B) hypotonic C) hypertonic

 

 

BSC1005 Biology General Chapter 6

 

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D) hydrophobic E) hydrophilic 28) A plant cell in a hypotonic solution A) is turgid. B) lyses. C) shrivels. D) wilts. E) is flaccid. 30) Facilitated diffusion across a biological membrane requires ________ and moves a substance ________ its concentration gradient. A) energy and transport proteins . . . down B) energy . . . down C) transport proteins . . . down D) energy and transport proteins . . . against E) transport proteins . . . against 31) The molecules responsible for membrane transport are A) steroids. B) ATP. C) phospholipids. D) carbohydrates. E) proteins. 33) Which of the following processes can move a solute against its concentration gradient? A) osmosis B) passive transport C) diffusion D) facilitated diffusion E) active transport 34) Which of the following processes could result in the net movement of a substance into a cell, if the substance is more concentrated in the cell than in the surroundings? A) active transport B) facilitated diffusion C) diffusion D) osmosis E) passive transport. 35) Which of the following is a typical feature of an ATP-driven active transport mechanism? A) The transport protein must cross to the correct side of the membrane before the solute can bind to it. B) The solute must be phosphorylated before it can bind to the transport protein. C) The transport protein is irreversibly phosphorylated as transport takes place. D) The transport protein catalyzes the conversion of ADP to ATP. E) The solute moves against the concentration gradient. 37) Certain cells that line the stomach synthesize a digestive enzyme and secrete it into the stomach. This enzyme is a protein. Which of the following processes could be responsible for its secretion? A) endocytosis B) exocytosis C) diffusion D) pinocytosis E) passive transport

 

 

BSC1005 Biology General Chapter 6

 

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38) The process of a white blood cell engulfing a bacterium is A) osmosis. B) diffusion. C) receptor-mediated endocytosis. D) pinocytosis. E) phagocytosis. 39) Phagocytosis is to eating as pinocytosis is to A) osmosis. B) drinking. C) chewing. D) hydrolysis. E) lysis. 40) Cells acquire LDLs by A) osmosis. B) diffusion. C) receptor-mediated endocytosis. D) pinocytosis. E) phagocytosis. 41) Kinetic energy differs from chemical energy in that A) kinetic energy is stored energy that has the potential to do work, and chemical energy is the energy of movement. B) kinetic energy depends on the movement of atoms, whereas chemical energy depends on the movement of molecules. C) kinetic energy can be converted into various forms of energy, whereas chemical energy can only be converted into heat. D) kinetic energy is the energy of a moving object, whereas chemical energy is the potential energy of molecules. E) chemical energy is a particular form of kinetic energy. 42) Glucose molecules provide energy to power the swimming motion of sperm. In this example, the sperm are changing A) chemical energy into kinetic energy. B) chemical energy into potential energy. C) kinetic energy into potential energy. D) kinetic energy into chemical energy. E) kinetic energy into thermal energy. 43) In the reaction A → B + C + heat, A) there is a net input of energy. B) the potential energy of the products is greater than that of the reactant. C) the potential energy of the products is the same as that of the reactant. D) the potential energy of the products is less than that of the reactant. E) entropy has decreased. 45) According to ________, energy cannot be created or destroyed. A) Aristotle’s first principle B) the first law of thermodynamics C) the second law of thermodynamics D) the third law of thermodynamics E) Einstein’s law of relativity 47) Which of the following energy transfers is impossible in living systems? A) light energy to chemical energy B) chemical energy to kinetic energy C) potential energy to kinetic energy D) light energy to potential energy

 

 

BSC1005 Biology General Chapter 6

 

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E) heat to light energy. 48) Living systems A) violate the first law of thermodynamics. B) violate the second law of thermodynamics. C) decrease their entropy while increasing the entropy of the universe. D) are examples of a closed system. E) are only compelled to follow the first law of thermodynamics. 49) Which of the following processes is endergonic? A) the burning of wood B) the release of heat from the breakdown of glucose C) the synthesis of glucose from carbon dioxide and water D) the breakdown of glucose E) cellular respiration 50) What is the basic difference between exergonic and endergonic reactions? A) Exergonic reactions involve ionic bonds; endergonic reactions involve covalent bonds. B) Exergonic reactions involve the breaking of bonds; endergonic reactions involve the formation of bonds. C) Exergonic reactions involve the formation of bonds; endergonic reactions involve the breaking of bonds. D) Exergonic reactions release energy; endergonic reactions absorb it. E) In exergonic reactions, the reactants have less chemical energy than the products; in endergonic reactions, the opposite is true. 52) Which of the following examples is classified as a metabolic pathway? A) protein synthesis B) osmosis C) cell lysis D) spontaneous combustions E) passive diffusion 53) When a cell uses chemical energy to perform work, it couples a(n) ________ reaction with a(n) ________ reaction. A) exergonic . . . endergonic B) endergonic . . . exergonic C) exergonic . . . spontaneous D) spontaneous . . . exergonic E) endergonic . . . spontaneous 55) The transfer of a phosphate group to a molecule or compound is called A) carboxylation. B) ionization. C) phosphorylation. D) hydrogen bonding. E) hydrogenation. 56) Anything that prevents ATP formation will most likely A) result in cell death. B) force the cell to rely on lipids for energy. C) result in the conversion of kinetic energy to potential energy. D) force the cell to rely on ADP for energy. E) have no effect on the cell. 57) ATP can be used as the cell’s energy exchange mechanism because A) endergonic reactions can be fueled by coupling them with the formation of ATP from ADP. B) ATP is the most energy-rich small molecule in the cell. C) endergonic reactions can be fueled by coupling them with the hydrolysis of high-energy phosphate bonds in ATP.

 

 

BSC1005 Biology General Chapter 6

 

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D) the regeneration of ATP from ADP can be fueled by coupling it with endergonic reactions. E) ATP is a disposable form of chemical energy, used once and then discarded by the cell. 58) An energy barrier A) is the amount of energy that must be produced by the reactants to start a chemical reaction. B) is higher than the energy of activation of a reaction. C) is lower than the energy of activation of a reaction. D) prevents the spontaneous decomposition of molecules in the cell. E) can only be overcome with the use of enzymes. 59) The energy required to initiate an exergonic reaction is called A) exergonic energy. B) endergonic energy. C) input energy. D) hydrolytic energy. E) the energy of activation. 60) Most of a cell’s enzymes are A) lipids. B) proteins. C) amino acids. D) nucleic acids. E) carbohydrates. 61) When an enzyme catalyzes a reaction, A) it lowers the activation energy of the reaction. B) it raises the activation energy of the reaction. C) it becomes a product. D) it acts as a reactant. E) it is used once and discarded. 62) Substrates bind to an enzyme’s ________ site. A) reactant B) allosteric C) regulatory D) phosphate E) active 63) The active site of an enzyme is A) the region of a substrate that is changed by an enzyme. B) the highly changeable portion of an enzyme that adapts to fit the substrates of various reactions. C) the region of an enzyme that attaches to a substrate. D) the region of a product that detaches from the enzyme. E) the region of the enzyme composed of only a few specific nucleic acids. 67) Heating inactivates enzymes by A) breaking the covalent bonds that hold the molecule together. B) removing phosphate groups from the enzyme. C) causing enzyme molecules to stick together. D) changing the enzyme’s three-dimensional shape. E) inducing the addition of amino acids. 68) Which of the following substances could be a cofactor? A) a protein B) a polypeptide

 

 

BSC1005 Biology General Chapter 6

 

8

C) a zinc atom D) a ribosome E) collagen 69) Which of the following is a coenzyme? A) zinc B) vitamin B6 C) iron D) iodine E) hydrogen ions 70) Which of the following will have no effect on the rate of an enzyme-catalyzed reaction? A) temperature B) pH C) competitive inhibitors D) noncompetitive inhibitors E) net change in energy 71) Inhibition of an enzyme is irreversible when A) a competitive inhibitor is involved. B) a noncompetitive inhibitor is involved. C) the shape of the enzyme is changed. D) covalent bonds form between inhibitor and enzyme. E) weak interactions form between inhibitor and enzyme.

 

 

BSC 1005 Chapter 7 Cellular Respiration and Fermentation

 

1

 

Chapter 7 Cellular Respiration and Fermentation 1) Substrate-level phosphorylation occurs _____.

A) in glycolysis B) in the citric acid cycle C) in both glycolysis and the citric acid cycle D) during oxidative phosphorylation

2) When electrons move closer to a more electronegative atom, what happens? The more electronegative atom

is _____. A) reduced, and energy is released B) reduced, and energy is consumed C) oxidized, and energy is consumed D) oxidized, and energy is released

3) When a glucose molecule loses a hydrogen atom as the result of an oxidation-reduction reaction, the

molecule becomes _____. A) hydrolyzed B) oxidized C) reduced D) an oxidizing agent

4) Which of the following statements about NAD+ is true?

A) NAD+ is reduced to NADH during glycolysis, pyruvate oxidation, and the citric acid cycle. B) NAD+ has more chemical energy than NADH. C) NAD+ can donate electrons for use in oxidative phosphorylation. D) In the absence of NAD+, glycolysis can still function.

5) The oxygen consumed during cellular respiration is involved directly in which process or event?

A) glycolysis B) accepting electrons at the end of the electron transport chain C) the citric acid cycle D) the oxidation of pyruvate to acetyl CoA

6) During which of the following steps is no ATP made–

A) Glycolysis B) Electron transport chain C) Pyruvate oxidation D) Krebs cycle E) ATP is made during all the steps

7) Starting with one molecule of glucose, the energy-containing products of glycolysis are _____.

A) 2 NAD+, 2 pyruvate, and 2 ATP B) 2 NADH, 2 pyruvate, and 2 ATP C) 2 FADH2, 2 pyruvate, and 4 ATP D) 6 CO2, 2 pyruvate, and 2 ATP

8) In glycolysis, for each molecule of glucose oxidized to pyruvate _____.

A) two molecules of ATP are used and two molecules of ATP are produced. B) two molecules of ATP are used and four molecules of ATP are produced. C) four molecules of ATP are used and two molecules of ATP are produced.

 

 

BSC 1005 Chapter 7 Cellular Respiration and Fermentation

 

2

 

D) two molecules of ATP are used and six molecules of ATP are produced. 9) Following glycolysis and the citric acid cycle, but before the electron transport chain and oxidative

phosphorylation, the carbon skeleton of glucose has been broken down to CO2 with some net gain of ATP. Most of the energy from the original glucose molecule at that point in the process, however, is in the form of _____.

A) acetyl-CoA B) glucose C) pyruvate D) NADH

10) The 2 carbons in acetyl–CoA are eventually used to form —

A) Glucose B) ATP C) Pyruvate D) Oxaloacetate E) Carbon dioxide

11) Which electron carrier(s) function in the citric acid cycle?

A) NAD+ only B) NADH and FADH2 C) the electron transport chain D) ADP and ATP

12) All of the glycolysis reactions do not require oxygen and can take place in an anaerobic environment.

A) This is true B) This is false

13) What is the function of the coenzymes, NADH and FADH2 ?

A) Charging electrons to power ATP synthase B) Catalyzing the formation of acetyl-CoA C) Providing electrons and H+ to the electron transport chain D) Transporting CO2 into the mitochondria E) Acting as a terminal electron acceptor

14) The electron transport chain _____.

A) is a series of redox reactions B) is a series of substitution reactions C) is driven by ATP consumption D) takes place in the cytoplasm of prokaryotic cells

15) The chemiosmotic hypothesis is an important concept in our understanding of cellular metabolism in general

because it explains _____. A) how ATP is synthesized by a proton motive force B) how electron transport can fuel substrate-level phosphorylation C) the sequence of the electron transport chain molecules D) the reduction of oxygen to water in the final steps of oxidative metabolism

16) ATP synthase –

A) Is an H+ channel B) Is embedded in the cristae C) Spins due to the flow of H+ D) Uses rotational energy to form ATP

 

 

BSC 1005 Chapter 7 Cellular Respiration and Fermentation

 

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E) All of the above 17) How does substrate level phosphorylation differ from oxidative phosphorylation ?

A) Oxidative makes ADP B) Substrate level requires oxygen C) Oxidative occurs during glycolysis only D) Substrate level uses PO4 from a donor molecule only E) All of the above are correct

18) Where are the proteins of the electron transport chain located?

A) mitochondrial outer membrane B) mitochondrial inner membrane C) mitochondrial intermembrane space D) mitochondrial matrix

19) Energy released by the electron transport chain is used to pump H+ into which location in eukaryotic cells?

A) mitochondrial outer membrane B) mitochondrial inner membrane C) mitochondrial intermembrane space D) mitochondrial matrix

20) When hydrogen ions are pumped from the mitochondrial matrix across the inner membrane and into the

intermembrane space, the result is the _____. A) formation of ATP B) reduction of NAD+ C) creation of a proton-motive force D) lowering of pH in the mitochondrial matrix

21) Approximately how many molecules of ATP are produced from the complete oxidation of one molecule of

glucose (C6H12O6) in aerobic cellular respiration? A) 2 B) 4 C) 18-24 D) 30-32

22) Chemiosmotic ATP synthesis (oxidative phosphorylation) occurs in _____.

A) all cells, but only in the presence of oxygen B) only eukaryotic cells, in the presence of oxygen C) only in mitochondria, using either oxygen or other electron acceptors D) all respiring cells, both prokaryotic and eukaryotic, using either oxygen or other electron

acceptors 23) Alcohol fermentation is an anaerobic process?

A) This is true B) This is false

24) Which of the following occurs in the cytosol of a eukaryotic cell?

A) glycolysis and fermentation B) fermentation and chemiosmosis C) oxidation of pyruvate to acetyl CoA D) citric acid cycle

 

 

 

BSC 1005 Chapter 7 Cellular Respiration and Fermentation

 

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25) In the absence of oxygen, yeast cells can obtain energy by fermentation, resulting in the production of _____. A) ATP, CO2, and ethanol (ethyl alcohol) B) ATP, CO2, and lactate C) ATP, NADH, and pyruvate D) ATP, pyruvate, and acetyl CoA

26) What do NADH dehydrogenase and cytochrome oxidase have in common?

A) Both pump H+ from the matrix B) Both are powered by electrons C) Both are embedded in the cristae D) Both are transmembrane proteins E) All of the above

27) One function of both alcohol fermentation and lactic acid fermentation is to _____.

A) reduce NAD+ to NADH B) reduce FAD+ to FADH2 C) oxidize NADH to NAD+ D) reduce FADH2 to FAD+

28) An organism is discovered that thrives in both the presence and absence of oxygen in the air. Curiously, the

consumption of sugar increases as oxygen is removed from the organism’s environment, even though the organism does not gain much weight. This organism _____.

A) is a normal eukaryotic organism B) is photosynthetic C) is an anaerobic organism D) is a facultative anaerobe

29) Cyanide inhibits cytochrome oxidase. Why is this lethal?

A) NAD+ can no longer be reduced to NADH B) Electron transport chain is shut down C) Glycolysis is inhibited D) Krebs cycle cannot be initiated E) Pyruvate is not converted to Acetyl-CoA

30) Cyanide inhibits cytochrome oxidase. Why is this lethal?

A) NAD+ can no longer be reduced to NADH B) Electron transport chain is shut down C) Glycolysis is inhibited D) Krebs cycle cannot be initiated E) Pyruvate is not converted to Acetyl-CoA

31) During a heart attack blood flow to the cardiac muscle is restricted. How would this effect cellular respiration?

A) ATP production would be increased B) ATP production would remain unchanged C) ATP production would be decreased D) The cell would switch to alcohol fermentation

32) In E. coli an enzyme, nitrate reductase, is found in the electron transport chain. The enzyme transfers an

electron to nitrate (NO3) instead of oxygen. What type of pathway is this? A) Aerobic respiration B) Anaerobic respiration

 

 

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C) Fermentation

 

 

BSC1005 Biology General Chapter 8 Photosynthesis

 

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Chapter 8 Photosynthesis

1) The summary equation for photosynthesis is A) 6 CO2 + 6 H2O + sunlight → C6H12O6 + 6 O2. B) C5H12O6 + 6 O2 + sunlight → 5 CO2 + 6 H2O. C) C6H12O6 + 6 O2 + sunlight → 6 CO2 + 6 H2O. D) the same as the equation for glycolysis written in reverse. E) 6 CH2O + 5 O2 + sunlight → CO2 + 2 H2O. 2) Which of the following statements regarding photosynthesis and carbon dioxide is false? A) Plants require carbon dioxide, water, and sunlight to make glucose. B) Burning fossil fuels release carbon dioxide that was removed from the atmosphere millions of years ago, C) Because of their short growth period and self-regeneration, willows are more viable as a source of potential power than the trees in most natural forests. D) Most of the food humans eat can be traced back to photosynthetic plants. E) Burning wood contributes more to acid rain than burning fossil fuels. 3) What is the name given to organisms that can make their own food and the food for the biosphere? A) chemotrophs B) heterotrophs C) manufacturers D) synthesizers E) producers 4) Photoautotrophs A) make sugar by using organic raw materials. B) produce organic molecules from inorganic molecules. C) eat other organisms that use light energy to make food molecules. D) include only the green plants. E) are only found on land. 5) Which of the following is an example of a photoautotroph? A) cyanobacteria in freshwater and marine ecosystems B) grizzly bears in Alaska C) bacteria in our mouth D) fungi growing in the refrigerator E) mushrooms growing on the side of a dead tree 6) Autotrophs that utilize light as their energy source are A) chemosynthetic autotrophs. B) photoautotrophs. C) consumers. D) fungi. E) heterotrophs. 7) What is the likely origin of chloroplasts? A) mitochondria that had a mutation for photosynthesis B) photosynthetic prokaryotes that lived inside eukaryotic cells C) a combination of mitochondria and Golgi bodies D) prokaryotes with photosynthetic mitochondria E) eukaryotes that engulfed photosynthetic fungi 8) In most green plants, chloroplasts are A) concentrated in a zone of leaf tissue called the mesophyll.

 

 

BSC1005 Biology General Chapter 8 Photosynthesis

 

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B) concentrated in the stomata. C) concentrated in a portion of the leaf called the stroma. D) found throughout the leaf tissue. E) found throughout the plant. 9) ________ cells in leaves are specialized for photosynthesis. A) Companion B) Mesophyll C) Sclerenchyma D) Tracheid E) Collenchyma 10) CO2 enters and O2 escapes from a leaf via A) stomata. B) thylakoids. C) grana. D) stroma. E) central vacuoles. 11) In the chloroplast, sugars are made in a compartment that is filled with a thick fluid called the A) stomata. B) thylakoid. C) matrix. D) stroma. E) mesophyll. 12) Chloroplasts contain disklike membranous sacs arranged in stacks called A) cristae. B) thylakoids. C) grana. D) vacuoles. E) stroma. 13) Where is chlorophyll found in a plant cell? A) stroma B) thylakoid membranes C) matrix D) cytoplasm E) cristae 14) The oxygen released into the air as a product of photosynthesis comes from A) water. B) glucose. C) carbon dioxide. D) chlorophyll. E) mitochondria. 15) Which of the following molecules is both a reactant and a product of photosynthesis? A) H2O B) glucose C) O2 D) CO2 E) chlorophyll

 

 

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16) If you expose a photosynthesizing plant to water that contains both radioactive H and radioactive O, in which of the products of photosynthesis will the radioactive H and O show up? A) H and O both in glucose B) H in glucose; O in water C) H in water; O in glucose D) H in glucose and water; O in O2 E) H in glucose and water; O in water and O2 17) A redox reaction involves the transfer of A) a hydrogen ion. B) oxygen. C) water. D) an electron. E) carbon dioxide. 18) Which of the following statements concerning the role of redox reactions in photosynthesis and cellular respiration is true? A) Photosynthesis involves only reductions, while respiration involves only oxidations. B) Photosynthesis involves only oxidations, while respiration involves only reductions. C) In photosynthesis, carbon dioxide is oxidized to form sugar, while in respiration, sugar is reduced to form carbon dioxide. D) In photosynthesis, carbon dioxide is reduced to form sugar, while in respiration, sugar is oxidized to form carbon dioxide. E) Photosynthesis involves both reduction and oxidation, while respiration involves only oxidation. 19) What is the source of energy that provides the boost for electrons during photosynthesis? A) light B) electromagnetism C) cellular respiration D) ATP E) glucose 20) Which of the following statements regarding photosynthesis is false? A) ATP is not produced during photosynthesis, but only during respiration. B) Photosynthesis is ultimately powered by light energy and respiration by the chemical energy of fuel molecules. C) Photosynthesis consumes CO2; respiration consumes O2. D) Photosynthesis produces O2; respiration produces CO2. E) The principal electron carrier in photosynthesis is NADPH; the principal electron carrier in respiration is NADH. 21) The light reactions occur in the ________, while the Calvin cycle occurs in the ________. A) stroma . . . thylakoid membranes B) stroma . . . nucleus C) cytoplasm . . . stroma D) cytoplasm . . . thylakoid membrane E) thylakoid membranes . . . stroma 22) Which of the following are produced during the light reactions of photosynthesis? A) glucose, ADP, NADP+

B) glucose, ADP, NADP+, CO2 C) ADP, NADP+, O2 D) ATP, NADPH, O2 E) ATP, NADPH, CO2 23) Which of the following is part of the light reaction?

 

 

BSC1005 Biology General Chapter 8 Photosynthesis

 

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A) carbon fixation B) reduction of carbon C) addition of electrons and protons to carbon D) regeneration of NADP+ E) formation of waste products in the form of O2 24) Which of the following are produced during the Calvin cycle? A) glucose, ADP, NADP+

B) glucose, ADP, NADP+, CO2 C) ADP, NADP+, O2 D) ATP, NADPH, O2 E) ATP, NADPH, CO2 25) Carbon fixation A) occurs when carbon and oxygen from CO2 are incorporated into an organic molecule. B) powers the process of glucose synthesis by supplying the cell with ATP. C) occurs during the light reactions. D) provides the cell with a supply of NADPH molecules. E) uses noncyclic electron flow to capture energy in glucose. 26) Sunlight is a type of ________ energy. A) electromagnetic B) potential C) stored D) kinetic E) nuclear 27) The full range of electromagnetic energy is called the ________ spectrum. A) wavelength B) visible C) electromagnetic D) energy E) ultraviolet 28) Why are most plants green? A) Chlorophyll a reflects green light. B) Chlorophyll a absorbs green light. C) Chlorophyll b primarily uses green light as the source of energy for photosynthesis. D) Green helps plants blend into their environment as a sort of camouflage. E) All photosynthetic pigments are colored green. 29) Which of the following colors contributes the least energy to photosynthesis? A) blue B) red C) violet D) orange E) green 30) Of the following wavelengths of light, which would you expect to be reflected or transmitted by chlorophyll a? A) blue B) green C) yellow

 

 

BSC1005 Biology General Chapter 8 Photosynthesis

 

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D) orange E) red 31) Chlorophyll b and carotenoids A) are best at absorbing the energy of green light. B) are found at the reaction center. C) are located on the inner membrane of the chloroplast. D) pass absorbed energy to chlorophyll a. E) catalyze the incorporation of carbon atoms into RuBP. 32) Plant cells are protected from the harmful effects of oxygen radicals with A) NADPH. B) mitochondria. C) chlorophyll. D) carotenoids. E) ATP. 33) A packet of light energy is called a A) quantum. B) pigment. C) photon. D) phaser. E) wavelength. 34) Which of the following statements about the absorption of photons by pigment molecules is true? A) It takes several minutes for the pigment electrons to become excited. B) Photons raise electrons in pigments to the ground state. C) Pigments only lose energy in the excitation process. D) Excitation of the electrons is a very stable state. E) The release of energy by the excited electron can be as heat, light, or fluorescence. 35) Which of the following photosynthetic pigments can be found at the photosystem reaction center? A) chlorophyll b B) chlorophyll a C) a carotenoid D) phycocyanin E) eosinophyll 36) Which of the following is a normal process of photosynthesis that could not occur if all reaction centers were inactivated by a toxin? A) donation of excited electrons by chlorophyll a to a primary electron acceptor B) donation of excited electrons by chlorophyll b to a primary electron acceptor C) absorption of photons by chlorophyll b D) reduction of chlorophyll b by a primary electron acceptor E) absorption of photons by carotenoids 37) How do the reaction centers of photosystem I and II differ? A) Chlorophyll a is found in photosystem I and chlorophyll b in photosystem II. B) Each preferentially absorbs slightly different wavelengths of light. C) Photosystem I functions first in the sequence of steps that make up the light reactions. D) Only photosystem I is found in the thylakoid membranes. E) Photosystem II does not transfer electrons from photons. 38) Clusters of light-gathering pigments in a photosystem A) pass energy to the reaction center.

 

 

BSC1005 Biology General Chapter 8 Photosynthesis

 

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B) are found in the roots of plants. C) absorb electrons. D) do not absorb photons. E) break down H2O. 39) In a photosystem, clusters of chlorophyll a, chlorophyll b, and carotenoid pigments function most like A) an electrical generator. B) an antenna. C) a propeller on a motorboat. D) a windmill. E) a spring. 40) The energy that excites P680 and P700 is supplied by A) electrons passing down the electron transport chain. B) the breaking of glucose bonds. C) ATP. D) photons. E) NADPH. 41) The electron transport chains of the light reactions A) are located in the stroma. B) are very different from those of cellular respiration. C) shuttle electrons along in a series of redox reactions. D) provide energy for the Krebs cycle. E) are found on the inner membrane of chloroplasts. 42) As a result of the cascade of electrons down the electron transport chains of the light reactions, A) NADPH is reduced to NADP+. B) NADPH is oxidized to NADP+. C) NADP+ is reduced to NADPH. D) NADP+ is oxidized to NADPH. E) water is formed. 43) The electrons lost from the reaction center of photosystem I are replaced by electrons from A) CO2. B) ATP. C) H2O. D) the top of the electron transport chain. E) the bottom of the electron transport chain. 44) The electrons lost from the reaction center of photosystem II are replaced by electrons from A) CO2. B) ATP. C) H2O. D) NADPH. E) photosystem I. 45) Photosystem II A) has P700 at its reaction center. B) is reduced by NADPH. C) passes electrons to photosystem I. D) does not have a reaction center. E) releases CO2 as a by-product.

 

 

BSC1005 Biology General Chapter 8 Photosynthesis

 

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46) Photophosphorylation differs from oxidative phosphorylation in that A) it involves an electron transport chain. B) energy is stored in the form of a proton concentration difference. C) regeneration of ATP is driven by a flow of protons through an ATP synthase. D) the final electron acceptor is NADP+ and not oxygen. E) its enzymes are membrane-bound. 47) In photophosphorylation, energy from electron flow is used to transport ________ from the ________ to the thylakoid compartment, generating a concentration gradient of ________. A) electrons . . . grana . . . H+

B) H+ . . . grana . . . electrons C) H+ . . . stroma . . . H+

D) electrons . . . stroma . . . H+

E) H+ . . . stroma . . . ATP 48) A concentration gradient is a form of A) kinetic energy. B) life. C) an exergonic reaction. D) potential energy. E) entropy. 49) The chloroplast ATP synthase A) is a nucleic acid complex. B) transports H+ ions from the stroma to the thylakoid space. C) couples the flow of H+ to the phosphorylation of NADP+. D) is embedded in the inner membrane of the chloroplast. E) helps transport H+ against the concentration gradient. 50) In photosynthesis, the chemiosmotic production of ATP A) requires oxygen. B) is analogous to the production of ATP in mitochondria. C) is done by the Calvin cycle. D) requires the input of NADPH. E) is a result of the oxidation of glucose. 51) Mitochondria transfer ________ energy from ________ to ATP; chloroplasts transform ________ energy into the chemical energy of ATP. A) chemical . . . food . . . light B) food . . . light . . . chemical C) light . . . food . . . kinetic D) nuclear . . . light . . . food E) food . . . light . . . nuclear 52) Photosynthetic organisms derive their carbon from A) carbon monoxide. B) carbon dioxide. C) hydrocarbons. D) methane. E) ribose.

 

 

BSC1005 Biology General Chapter 8 Photosynthesis

 

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53) ATP and NADPH A) play a role in glucose synthesis by plants. B) are products of the Calvin cycle. C) are inputs to the photosystems. D) production is associated with events taking place on the inner mitochondrial membrane. E) are used in the electron transport chain to pump H+ into the thylakoid space. 54) To produce one glucose, the Calvin cycle needs to be run through ________ time(s). A) one B) two C) four D) six E) eight 55) The Calvin cycle constructs ________, an energy-rich molecule that a plant cell can then use to make glucose or other organic molecules. A) G3P B) ATP C) NADH D) NADPH E) carbon dioxide 56) The ultimate source of all the food we eat and the oxygen we breathe is A) cellular respiration. B) chemiosmosis. C) photosynthesis. D) glycolysis. E) anaerobic metabolism. 57) Plants use sugars as A) a fuel for photophosphorylation. B) a fuel for photosynthesis. C) a starting material for the Calvin cycle. D) a source of electrons for chemiosmosis. E) a fuel for cellular respiration and a starting material for making other organic molecules. 58) Plant cells A) lack mitochondria and chloroplasts. B) lack mitochondria but have chloroplasts. C) have mitochondria but do not have chloroplasts. D) have mitochondria and chloroplasts. E) have chloroplasts and vestigial mitochondria.

 

 

BSC1005 Biology General Chapter 8 Photosynthesis

 

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59)

In this drawing of a chloroplast, which structure represents the thylakoid membrane? A) structure A B) structure B C) structure C D) structure D E) structure E 60)

According to this figure, how do H+ ions make their way from the stroma to the thylakoid interior? A) through photosystem I B) through photosystem II C) through an electron transport chain molecule D) through the ATP synthase E) directly through the phospholipids of the thylakoid membrane

 

 

BSC1005 Biology General Chapter 9 The Cellular Basis of Reproduction and Inheritance

 

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Chapter 9: The Cellular Division, Mitosis and Meiosis

1) The creation of offspring carrying genetic information from a single parent is called A) asexual reproduction. B) sexual reproduction. C) a life cycle. D) regeneration. E) spontaneous generation. 2) Which of the following statements regarding sexual and asexual reproduction is true? A) Cell division only occurs after sexual reproduction. B) Only offspring from asexual reproduction inherit traits from two parents. C) Sexual reproduction typically includes the development of unfertilized eggs. D) Sexual reproduction is more likely to increase genetic variation than is asexual reproduction. E) Only asexual reproduction results from the union of a sperm and an egg. 3) Strictly speaking, the phrase “like begets like” refers to A) all forms of reproduction. B) sexual reproduction only. C) asexual reproduction only. D) production of gametes from a premeiotic cell. E) sexual reproduction between different species. 4) Asexual reproduction requires ________ individual(s). A) 0 B) 1 C) 2 D) 3 E) 4 5) With the exception of identical twins, siblings who have the same two biological parents are likely to look similar, but not identical, to each other because they have A) identical chromosomes, but different genes. B) identical genes but different chromosomes. C) the same combination of traits, but different genes. D) only a 20% chance of sharing the same combination of genes. E) a similar but not identical combination of genes. 6) Virchow’s principle, stated formally in 1858, was that A) animals must always reproduce. B) photosynthesis is the center of all life. C) animals must develop. D) every cell comes from a cell. E) all life evolves. 7) Which of the following statements regarding cell division is false? A) Cell division can reproduce an entire organism. B) Cell division is necessary for development to occur. C) Cell division ensures the continuity of life from generation to generation. D) Cell division is the basis of both sexual and asexual reproduction. E) Cell division is common in eukaryotes but rare in prokaryotes.

 

 

BSC1005 Biology General Chapter 9 The Cellular Basis of Reproduction and Inheritance

 

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8) Which of the following statements regarding prokaryotes is false? A) Prokaryotic chromosomes are more complex than those of eukaryotes. B) Most prokaryotes reproduce by binary fission. C) Prokaryotic cells are generally smaller and simpler than eukaryotic cells. D) In prokaryotes, daughter chromosomes are separated by an active movement away from each other and the growth of a new plasma membrane between them. E) Daughter prokaryotic chromosomes are separated by some sort of active movement away from each other and the growth of new plasma membrane between them. 9) Eukaryotic chromosomes differ from prokaryotic chromosomes in that they A) are simpler. B) are circular in structure. C) include fewer proteins. D) are copied immediately after cell division. E) are housed in a membrane-enclosed nucleus. 10) Which of the following helps maintain the structure of chromosomes and control the activity of genes? A) the nuclear membrane B) proteins C) centromeres D) ribosomes E) lipids 11) Sister chromatids are A) found right after a cell divides. B) tightly linked together at a centromere. C) formed when chromatids separate during cell division. D) made only of DNA. E) unique to prokaryotes. 12) Prior to mitosis, each chromosome of a eukaryotic cell consists of a pair of identical structures called A) chromatin. B) sister chromosomes. C) DNA transcripts. D) nucleoli. E) sister chromatids. 13) Eukaryotic cells spend most of their cell cycle in which phase? A) interphase B) prophase C) metaphase D) anaphase E) telophase 14) Which of the following occurs during interphase? A) a reduction in the size of the nuclear membrane B) duplication of the chromosomes C) cytokinesis D) cell growth and duplication of the chromosomes E) separation of newly formed DNA to opposite ends of the cell 15) The genetic material is duplicated during A) the mitotic phase. B) G1. C) the S phase.

 

 

BSC1005 Biology General Chapter 9 The Cellular Basis of Reproduction and Inheritance

 

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D) G2. E) mitosis. 16) If the S phase were eliminated from the cell cycle, the daughter cells would A) have half the genetic material found in the parent cell. B) be genetically identical to each other. C) be genetically identical to the parent cell. D) synthesize the missing genetic material on their own. E) continue to function without the normal amount of DNA. 17) The process by which the cytoplasm of a eukaryotic cell divides to produce two cells is called A) mitosis. B) cytokinesis. C) binary fission. D) telophase. E) spindle formation. 18) Looking into your microscope, you spot an unusual cell. Instead of the typical rounded cell shape, the cell has a very narrow middle separating two bulging ends. It sort of looks like the number 8! Then you realize that this cell is A) undergoing cytokinesis. B) in the S phase of interphase. C) in the G1 phase of interphase. D) in the G2 phase of interphase. E) about to undergo mitosis. 19) The phase of mitosis during which the nuclear envelope fragments and the nucleoli disappear is called A) interphase. B) prophase. C) metaphase. D) anaphase. E) telophase. 20) During which phase of mitosis do the chromosomes line up on a plane equidistant from the two spindle poles? A) interphase B) prophase C) metaphase D) anaphase E) telophase 21) At the start of mitotic anaphase, A) the centromeres of each chromosome come apart. B) sister chromatids separate. C) the chromatid DNA replicates. D) daughter chromosomes begin to move toward opposite poles of the cell. E) equivalent and complete collections of chromosomes have reached the two poles. 22) During which phase of mitosis does the nuclear envelope re-form and the nucleoli reappear? A) anaphase B) metaphase C) prophase D) interphase E) telophase 23) Which of the following is a feature of plant cell division that distinguishes it from animal cell division? A) formation of a cell plate

 

 

BSC1005 Biology General Chapter 9 The Cellular Basis of Reproduction and Inheritance

 

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B) formation of a cleavage furrow C) lack of cytokinesis D) production of four (rather than two) new cells per mitotic division E) disappearance and subsequent reappearance of the nucleolus 24) Which of the following features likely accounts for the difference between plant and animal cell cytokinesis? A) Animal cells lack the microfilaments required for forming a cleavage furrow. B) Animal cells lack chloroplasts. C) Plant cell division must maintain the integrity of the cell wall. D) Plant cells have two sets of chromosomes; animal cells have one set of chromosomes. E) Plant and animal cells do not have a common ancestor. 25) Which of the following must occur for a plant or animal to grow and develop normally? A) The organism must receive a supply of the appropriate hormones from its parents. B) The organism must be able to control the timing and rate of cell division in different parts of its body. C) Sufficient light must be available to stimulate cell division. D) Sufficient oxygen must be available to stimulate cell division. E) Dividing cells must be freed from attachment sites. 26) When animal cells are grown in a petri dish, they typically stop dividing once they have formed a single, unbroken layer on the bottom of the dish. This arrest of division is an example of A) cancer. B) cell constraint. C) density-dependent inhibition. D) cell division repression. E) growth factor desensitization. 27) As a patch of scraped skin heals, the cells fill in the injured area but do not grow beyond that. This is an example of A) density-independent inhibition. B) density-dependent inhibition. C) anchorage independence. D) growth factor inhibition. E) anchorage-dependent inhibition. 28) Which of the following is probably the main factor responsible for the phenomenon of density-dependent inhibition? A) a local accumulation of growth-inhibiting factors B) availability of growth factors C) cells’ innate ability to “sense” when the organ of which they are a part has no need for additional cells D) a local deficiency of nutrients E) physical contact of cell-surface proteins between adjacent cells 29) Mature human nerve cells and muscle cells A) remain undifferentiated unless an injury occurs. B) become cancerous more easily than other cell types. C) continue to divide throughout their lifetime. D) are permanently in a state of nondivision. E) cease dividing after a predetermined number of cell generations. 30) Which of the following statements regarding the cell-cycle control system is false? A) The cell-cycle control system receives messages from outside the cell that influence cell division. B) The cell-cycle control system triggers and controls major events in the cell cycle. C) The cell-cycle control system is influenced by growth factors that bind to cell receptors. D) The cell-cycle control system includes three key checkpoints to complete a cell cycle. E) The cell-cycle control system operates independently of the growth factors.

 

 

BSC1005 Biology General Chapter 9 The Cellular Basis of Reproduction and Inheritance

 

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31) The cell cycle control system is most like A) a row of dominoes falling down, each one triggering the fall of the next. B) the control device of an automatic washing machine. C) an orchestra directed by a conductor. D) a light switch turning on a set of room lights. E) a video game controller. 32) You are asked to culture an unidentified sample of animal tissue. You notice that the cells seem to fail to exhibit density- dependent inhibition. The source of this tissue sample is most likely A) a scar. B) a cancer. C) skin. D) a fetal liver. E) the sperm-producing tissue of the testis 33) A benign tumor differs from a malignant tumor in that a benign tumor A) is cancerous. B) spreads from the original site. C) does not metastasize. D) never causes health problems. E) can only arise in the brain, whereas a malignant tumor can arise anywhere in the body. 34) Which of the following shows the greatest promise as a cancer chemotherapy agent? A) a drug that causes cells to divide at a right angle from their usual orientation B) a drug that interferes with cellular respiration C) a drug that prevents sister chromatids from separating at anaphase D) a drug that prevents crossing over E) a drug that prevents tetrad formation 35) Which of the following statements regarding the function of mitosis is false? A) Mitosis allows organisms to grow. B) Mitosis allows organisms to generate genetic diversity. C) Mitosis allows organisms to reproduce asexually. D) Mitosis allows organisms to repair tissues. E) Mitosis allows organisms to regenerate lost parts. 36) Two chromosomes in a nucleus that carry loci for the same traits in the same positions on the chromosome but specify different versions of some traits constitute a pair of A) homologous chromosomes. B) heterologous chromosomes. C) complementary chromosomes. D) polyploid chromosomes. E) parallel chromosomes. 37) A pair of male human sex chromosomes is most like A) a pair of blue jeans. B) a bride and groom. C) a knife, fork, and spoon. D) identical twins. E) the letters of the alphabet. 38) Which of the following statements regarding mitosis and meiosis is false? A) Meiosis only occurs in the ovaries and testes. B) All sexual life cycles involve an alternation of diploid and haploid stages. C) Mitosis produces daughter cells with half the number of chromosomes as the parent cell.

 

 

BSC1005 Biology General Chapter 9 The Cellular Basis of Reproduction and Inheritance

 

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D) A normal human zygote has 46 chromosomes. E) A haploid cell has half the chromosomes of a diploid cell. 39) Which of the following statements is false? A) A typical body cell is called a somatic cell. B) Gametes are haploid cells. C) Somatic cells are diploid. D) Gametes are made by mitosis. E) A zygote is a fertilized egg 40) During which stage of meiosis does synapsis and the formation of tetrads occur? A) interphase I B) prophase I C) interphase II D) prophase II E) metaphase I 41) Which of the following options correctly describes the behavior of a tetrad during anaphase I of meiosis? A) It goes intact to one pole of the dividing cell. B) It splits into two pairs of sister chromatids, and one pair goes to each pole of the dividing cell. C) It splits into two pairs of homologous, nonsister chromatids, and one pair goes to each pole of the dividing cell. D) It splits into four chromosomes, which distribute in random pairs to the two poles of the dividing cell. E) It splits into four chromosomes, which distribute in sister-chromosome pairs to the two poles of the dividing cell. 42) Which of the following statements regarding the differences between mitosis and meiosis is false? A) In meiosis four daughter cells are produced, whereas in mitosis two daughter cells are produced. B) Cells produced by mitosis are diploid, whereas cells produced by meiosis are haploid. C) In mitosis cytokinesis occurs once, whereas in meiosis cytokinesis occurs twice. D) Crossing over is a phenomenon that creates genetic diversity during mitosis. E) Mitosis, but not meiosis, occurs in somatic cells. 43) Which of the following statements regarding mitosis and meiosis is false? A) Mitosis provides for growth and tissue repair. B) Meiosis provides for asexual reproduction. C) In mitosis, the chromosomes replicate only once in the preceding interphase. D) In meiosis, the chromosomes replicate only once in the preceding interphase. E) All the events unique to meiosis occur during meiosis I 44) Both mitosis and meiosis are preceded by A) prometaphase. B) interphase. C) prophase. D) telophase. E) anaphase 45) Independent orientation of chromosomes at metaphase I and random fertilization are most like A) shuffling cards and dealing out hands of poker. B) cutting up a pie into eight even-sized slices. C) alphabetizing files in a filing cabinet. D) pairing up similar socks after washing your clothes. E) stringing beads onto a string to make a necklace

 

 

BSC1005 Biology General Chapter 9 The Cellular Basis of Reproduction and Inheritance

 

7

46) Independent orientation of chromosomes at metaphase I results in an increase in the number of A) gametes. B) homologous chromosomes. C) possible combinations of characteristics. D) sex chromosomes. E) points of crossing over. 48) Karyotyping A) shows chromosomes as they appear in metaphase of meiosis II. B) can reveal alterations in chromosome number. C) examines points of crossing over. D) reveals the results of independent orientation of chromosomes during meiosis I. E) reveals the presence of cancerous genes. 49) A karyotype is most like A) a map showing the hidden location of buried treasure. B) a movie showing the stages of the reproductive cycle of a beetle. C) a necklace formed by stringing beads onto a string. D) photographs of every couple at a high school prom. E) the answer key to a multiple-choice exam. 50) Which of the following statements regarding Down syndrome is false? A) Trisomy 21 usually leads to Down syndrome. B) A human embryo with an abnormal number of chromosomes is usually spontaneously aborted. C) Down syndrome is the most common serious birth defect in the United States. D) People with Down syndrome usually have a life span much shorter than normal. E) Women with Down syndrome cannot reproduce. 57) Cancer is not usually inherited because A) the chromosomal changes in cancer are usually confined to somatic cells. B) people with cancer usually die before reproducing. C) cancer typically causes disruptions of meiosis. D) the causes of cancer are not usually genetic. E) the cancerous cells usually interfere with the ability to produce gametes.

 

  • Chapter 6 Cell Energy, Transport and Enzymes_TestQ 9.27.16
  • Chapter 7 Cellular Respiration and Fermentation_TestQ 9.30.16
  • Chapter 8 Photosynthesis_TestQ10.16.16
  • Chapter 9 Cellular division Mitosis and Meiosis_TestQ10.25.16
 
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Epidemiology Assignment 5 – How To Read And Interpret Public Health Data: Graphs And Tables

Epidemiology Assignment 5

 

Read the following sections of the CDC Online Epidemiology Manual:

Lesson 3: Measures of Risk: https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson3/index.html

(Links to an external site.)

Links to an external site.

 

Section 1: Frequency Measures:

 

Section 5: Measures of Association

Read Lesson 4 in the CDC Online Epidemiology Manual:

https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson4/index.html

(Links to an external site.)

Links to an external site.

Section 2: Tables

 

Section 3: Graphs

 

Section 4: Other Data Displays

The main goal of this week’s Epidemiology project is to help you become familiar with how Public Health data is analyzed, displayed, and interpreted. Chapter 6 of the textbook is filled with graphs and charts to express the findings of many epidemiology studies. This worksheet is designed to help you become comfortable with the many different concepts that epidemiologists deal with on a daily basis. If you want to play around with this a little more, I’ve included a couple of optional extra credit graphs for you to make yourself on Excel. Have fun!

Worksheet: Epidemiology Module 10: Reading and Interpreting Graphs and Charts

 

The main goal of the Epidemiology studies for the past few weeks has been to help you become familiar with how Public Health data is analyzed and displayed. Most readers only have time to size up the data quickly. They are looking for a snapshot of the data that will allow them to make a quick assessment of what is going on. It is for this reason that data is displayed in the form of graphs, tables, figures, etc. Actually, no one, not even the professional, really knows the answers to the critical questions when first looking at the numerical measurements (raw data). It’s usually not possible to know much, without first condensing it into a snapshot.

 

 

There is no single formula for displaying data. When the data is first being collected, it will be entered into a preliminary database, known as a line listing. This could be in the form of an Excel file for smaller data sets, or a larger type of data file that would be analyzed by more powerful software. This is reviewed in the CDC Manual in Lesson 4, Section 1.

 

“To analyze data effectively, an epidemiologist must become familiar with the data before applying analytic techniques. The epidemiologist may begin by examining individual records such as those contained in a line listing. This review will be followed by production of a table to summarize the data. Sometimes, the resulting tables are the only analysis that is needed, particularly when the amount of data is small and relationships are straightforward.”

 

Usually epidemiologists will take a preliminary look at the numbers to see what trends are standing out. By trends, we mean associations, correlations, etc. Which of these are important? Which are not.? Is a correlation an indication of a causal relationship? Is it merely a coincidence? Or, does it suggest the involvement of a third factor that links the first two? Where does the professional begin?

 

“When the data are more complex, graphs and charts can help the epidemiologist visualize broader patterns and trends and identify variations from those trends. Variations in data may represent important new findings or only errors in typing or coding which need to be corrected. Thus, tables and graphs can be helpful tools to aid in verifying and analyzing the data.”

 

If you take a look at an Excel program, you will notice that under the heading of charts you will see more than a dozen types of charts available. If you have an excel program available, and you know how to plot data, you can type some data into to a worksheet page to recreate one of the data sets shown in the CDC Manual. For example, type the data in from Table 4.1a Reported Cases of Primary and Secondary Syphilis by Age — United States, 2002, just as it is displayed.You will have two columns. You can make a bar graph. Designate the age brackets to be along the x-axis, and the frequency, or number of cases, along the as the y-axis. Practice adding labels to the data.

 

If you want to try something more complex, you can add some variables to your table. Type the gender data from Table 4.2 Reported Cases of Primary and Secondary Syphilis by Age and Sex — United States, 2002 into your worksheet, and add those to your bar graph. You will get a bar graph similar to the graphs in Figure 6-1 on p.108 of your textbook.

 

NOTE: This is not a required exercise, but you will receive extra credit if you do it (20 points for each graph). You should email this to me as a separate file, and explain what you did, so I’ll be sure to give you credit for it.

 

Assignment Worksheet:

 

For your assignment, review the following sections: (please change the text in your answers to a different color or highlight with yellow).

 

Lesson 3: Measures of Risk: https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson3/index.html

 

Section 1: Frequency Measures:

Section 5: Measures of Association

 

Lesson 4: Displaying Public Health Data

Section 2: Tables

Section 3: Graphs

Section 4: Other Data Displays

 

Question 1: Now, as you look through Chapter 6 in the textbook, you will recognize many of these types of charts, graphs or tables that were described in the CDC Manual. Let’s look at a few of them in more detail.

 

In Figure 6-1. These two graphs are similar in that these are both both bar graphs with two variables being compared. They are both comparing frequencies during the individual years between 1978-2010.

 

1. Explain how are these two graphs are different.

 

 

 

 

Questions 2-7: In Figure 6-4 these figures are comparing Risk Groups of AIDS patients from two different years. Answer these questions;

 

Look in Lesson 3: Measures of Risk

Section 1: Frequency Measures

 

2. Which of the following parameters is being compared in this graph? Highlight your answer.

a. Ratio

b. Proportion

c. Incidence Rate

 

 

3. Explain what the term “Cumulative” means in this analysis.

 

4. In comparing the data from 1986 to 2010, name 4 major changes that occurred in frequency among the different Risk groups.

 

 

5. Explain why the Blood Transfusion and Hemophiliac patient group appear to disappear?

 

 

6. Why does the frequency in the Homosexual group go down so dramatically? Are there fewer homosexual patients in 2010 than there were in 1986?

 

7. Why did the percentage of Heterosexual patients increase between 1986 and 2010?

 

 

Questions 8-9: When we see tables and graphs, we are often too quick to jump to conclusions about what they are trying to tell us. Read the Section in the textbook on 110-111, Epidemiology and Modes of HIV Transmission and Anal Sex – A High-Rsik Mode. Now look at Table 6-2.

Let’s see if you can figure out what this Table is telling you. The frequencies (percent HIV Seropositive) do not add up to 100%. They would have, if they had been comparing the Proportion of patients who had converted to Seropositive as the result of the different types of sexual activities. By reading the text carefully, you can figure out what these percentages are actually referring to.

 

 

8. What are the percentages in Table 6-2 referring to? Percent of what?

 

 

 

9. Explain the main finding of Table 6-2.

 

 

 

Question 10: Sometimes we see charts that we are not familiar with. We don’t know what to think! What do most people do when confronted with a chart they don’t understand? They skip over it! Figure 6-7 is an example of this. Actually, the finding of of this chart is dramatic. It would be a shame to miss out on it because you didn’t know how to read it.

 

You will find an explanation of this type of chart, also known as a pyramid chart in Lesson 4, Section 3 (scroll down to Figure 4.10 Population Distribution of Zambia by Age and Sex, 2000). Read that section, then use it to interpret the pyramid chart in Figure 6-7, on p. 119 of the textbook.

 

The goal of this graph is to examine how the age distribution of the population of Lesotho, a country in southern Africa, has changed over time as a result of the AIDS epidemic. For the graphs in this figure, they are looking at a the Proportion of the population in each age group.

Each bar represents what percentage of the population was in each age group during the year that they are plotting (age 0-5; 6-10; etc). The total should add up to 100%. Note: This is a Proportion that they are looking at (see Lesson 3, section 1).

 

10. Explain why the overall shape of the pyramid changed between 1950 and 2007. What is the main finding of this pair of charts?

 
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Bio 1 Worksheet- Easy

Title

ABC/123 Version X

1

 

  Cell Biology Worksheet

BIO/101 Version 7

2

 

 

University of Phoenix Material

 

Cell Biology Worksheet

 

Part I: Foundations of Cell Biology

Respond to the prompts in the tables below. Each response should be at least 30 words. Cite any references that you use.

 

Foundations of Chemisty in Biology

Prompt Your response
Describe an example of a chemical reaction that occurs in the body.  

 

Plant Cells

 

Prompt Your response
Describe the primary structures in plant cells.  
Explain the role of each structure in plant cells.  
Explain how plant cells make energy for cellular processes.  

 

 

Animal Cells

 

Prompt Your response
Describe the primary structures in animal cells.  
Explain the role of each structure in animal cells.  
Explain how animal cells make energy for cellular processes.  

 

 

Bacterial Cells

 

Prompt Your response
Describe the primary structures in bacteria cells.  
Explain the roles of each structure in bacteria cells.  
Explain how bacteria cells make energy for cellular processes.  
How are plant cells, animal cells, and bacteria cells different?  

 

 

Part II: Applying The Scientific Method to Everyday Life

Recently, Earl attended a picnic at his daughter’s school. The picnic was a potluck, and the food was served outdoors. Contributions included hamburgers, hot dogs, baked beans, potato chips, potato salad, coleslaw, apple pie, and vanilla ice cream. Within 24 hours of the picnic, several attendees developed symptoms of food poisoning. Of the 50 people who attended the picnic, only 30 people became ill. Every person at the picnic ate something, but not every person had an opportunity to sample each item. Earl noticed that the potato salad he started to eat was warm. He also noticed that his hamburger was somewhat pink in the middle and not fully cooked. Earl wonders if eating the hamburgers or the potato salad could be responsible for making some attendees ill. Earl has begun to apply the scientific method to this common problem. Answer each of the following prompts in at least 75 words.

 

Prompt Your response
What is Earl’s hypothesis? How did Earl create his hypothesis?  
Describe the steps of the scientific method Earl utilized.  
How could Earl use the scientific method to create an experiment to determine which food sources made people sick?  

 

 

References

Cited in APA Format

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2017 by University of Phoenix. All rights reserved.

 
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Microbiology Introduction Course With Lab

Microbiology for the Health Professions

Credits – 3 (Lecture) 1 (Lab)

Description

Overview

This course is designed to meet the microbiology prerequisite for students who are applying for admission to health profession programs. Most students taking this course will have an undergraduate degree and will be in the process of a career change. Online Microbiology is a one-semester course.  It will emphasize the concepts that are a necessary groundwork for courses the student will take in his/her professional program.

Topics covered in this course include: the history of microbiology, microbial morphology and physiology, bacterial metabolism, genetics, ecology, and the classification of microorganisms, particularly bacteria, fungi, and viruses. Therapeutic agents used to disrupt and control microbial growth are considered and a body systems approach is utilized in the coverage of diseases.

Materials

Textbook

· Microbiology: A Human Perspective Eugene W. Nester et.al., 7th edition

Note: The e-book version of Nester may not be used on any proctored course exam. Textbooks need to be purchased separately and are not part of your registration fee. All course materials are available through our bookstore at http://www.newengland.bkstr.com

Laboratory Components

It is mandatory for students enrolled in the laboratory component of the course to order a lab kit. The kit must be purchased directly through Hands on Labs and cannot be purchased second hand or from another vendor. Students enrolled in lab must complete both parts of every lab – the assigned experiment and the corresponding assignment online – to earn a grade for the lab. The kits must be ordered immediately upon enrollment in order to ensure materials are on hand for the start of the course. Note: Kits can take 5 – 7 business days to arrive. Go to this link: https://www.holscience.com/mm5/merchant.mvc?Screen=LOGN

1. ENTER Login: C000384

2. ENTER Password: labpaq

3. Choose LP-2231-MB-02: LabPaq, Microbiology, 11 Labs

4. Review the HOL Return and Refund Policy

Learning Objectives and Outcomes

Course Objectives

Upon successful completion of the course students will be able to:

1. Define basic structure/function of microorganisms including prokaryotes, eukaryotes and viruses, with emphasis on their relationships to human disease and treatment modalities

2. Describe the kinetics and patterns of microbial growth, and environmental factors that alter growth

3. Describe key features of microbial genetics, including DNA structure and function, as well as mechanisms of DNA replication, transcription and translation

4. Explain how and why microbial gene expression is regulated, as well as how genetic mutation and DNA transfer mechanisms affect microbial evolution, fitness and pathogenesis

5. Define and compare beneficial versus pathogenic host-microbial interactions

6. Explain fundamental stains, basic staining techniques, and corresponding bacterial and fungal morphology

7. Describe the clinical manifestations associated with common bacterial, viral, fungal, and parasitic diseases

8. Describe the uses of the various media and metabolic/enzymatic testing protocols

9. Identify bacterial/fungal toxic and invasive factors and their relationship to the pathogenesis of disease

10. Classify the mechanisms of antibiotic (antibacterial/antifungal), antiparasitic, and antiviral activity, as well as resistance strategies employed by target microorganisms

11. Identify the pathogens commonly associated with infections of the skin, eyes, nervous system, respiratory tract, gastrointestinal tract and genitourinary tract in humans, as well as their modes of pathogenesis and risk factors associated with each type of disease

12. Identify common healthcare-associated (nosocomial) pathogens

13. Identify disease and likely etiology on the basis of patient signs and symptoms, pertinent history, and lab findings

14. Create a case study outline.

Assignments

Lectures and Laboratories

Our textbook allows students to utilize CONNECT from McGraw-Hill to go through the lecture course material with Learnsmart. This is a good self-assessment tool. The access code for CONNECT may be purchased using a link located within the course homepage in Blackboard.

 

Laboratory Information:

For the laboratory portion of this course, you will be be purchasing a LabPaq lab kit from the Hands On Labs (HOL). Your instructor will provide you with a link that is unique to your class. You will use this link to create an account and set up your profile and submit your work. Additional directions for Getting Started with HOL can be found in the COURSE INFORMATION section of the course.

 

Laboratory Assignments

For students enrolled in the laboratory component, most weeks have an associated laboratory assignment. Complete each assignment online using the HOL Online link provided by your instructor.

Using the HOL resource material, your notes, and in some cases outside research, answer all of the questions in each lab exercise. Your answers must be in the form of complete and grammatically correct sentences with proper spelling, grammar, and capitalization. Be mindful of the spelling for bacterial genus and species names (capitalize genus names, lower case for species names, eg., Streptococcus pyogenes). If a question is asking for terms you are not familiar with, be sure to define and understand those before you answer the question. Reference your facts using in-text citations and AMA format for your outside references.

Once you complete the lab, use the text submission field for this assignment in Blackboard to write a message to your instructor to say that you have completed the assignment. This will serve as an alert to your instructor that your assignment is ready to be reviewed and graded.

Chapter Tests, Vocabulary Quizzes, and Unit Exams

Chapter Tests

The chapter tests are multiple-choice and matching. The tests can be accessed by clicking on the link in Blackboard. The chapter tests are open book and are intended to help you review for the unit exams. They are timed and you have three attempts at each test; the questions for each attempt cover the same material, although they may be different. The highest of the three attempt grades will be recorded in the grade book. If you take the test only once, that grade will be recorded in the grade book. To prepare for the chapter tests, complete the readings, view the lecture material, and review using the CONNECT and other study helps posted in the chapter module. Also, review the end-of-chapter questions and other study aides in your textbook. When you are ready, take the test. If you wish, you may review the material and take the test a second or third time.

Module Vocabulary Quizzes

Each module has a 20-term vocabulary quiz. The terms are selected from the chapter vocabulary lists. The quizzes are taken online through the Blackboard site. Each quiz is accessed by clicking on the link in Blackboard. The quizzes are open book and are intended to help you review for the unit exams. To prepare for the vocabulary quizzes read through the lists of terms for each chapter within the module. Fit the terms into the context of the learning objectives for each chapter. The vocabulary quizzes are timed and you have three attempts at each quiz. When you are ready, take the quiz. If you wish, you may review the material and take the quiz a second or third time.

Unit exams

The five unit exams are timed exams (120 minutes) consisting of multiple choice and matching; with all questions graded automatically upon the completion of the unit exam. These unit exams are single-attempt (with no pauses allowed during the 2-hour time frame) and may be taken only once. The unit exams will be available only after all the quizzes, tests and other assessments in the unit are completed. The exams will include topics covered in the textbook, learning objectives, and lectures for each unit. These exams are open notes and open book; however, you should review the material as though you will not have the notes or book available. There will not be time during the exam to look up every answer. Of the 5 unit exams, your 4 highest exams will count toward your final grade (the lowest score will be dropped). NOTE: Do not schedule your unit exams with ProctorU. Only the HOL Laboratory Final Exam (if you are taking the lab) and the lecture Final Exam need to be proctored.

 

The Microbiology Case Study

You will create a case study for a microbial infection selected from the current pathogen list which your instructor will provide to you. Your case study will be assembled using a detailed rubric. Upon completion, and by a specified due date (within Unit 5), your case study will be submitted using the Blackboard website.

 

Final Exam

The cumulative BIOL 1020 lecture final is a proctored test so plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the Final Exam, it will have to be printed out or hand-written and there are no exceptions to this policy.

HOL Laboratory Final Exam – For Students Enrolled in the Laboratory 

The cumulative BIOL 1020 laboratory final is a proctored test. Plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the HOL Laboratory Final Exam, it will have to be printed out or hand-writtenand there are no exceptions to this policy.

 

Discussion Board Posts

Discussion questions cover interesting current events or materials that contribute to a deeper understanding of key concepts and allow you to interact with your classmates and the instructor. Most of the discussion questions are designed to accompany particular chapters (see specific discussion questions for more information). Each question will require you to conduct internet research, read additional materials (a short journal or magazine article), visit a specific webpage, or view a short video. Then you will write a response following the guidelines in the assignment.

To earn full credit: you will need to post a response, respond to the original posts of at least two other students, and then contribute to an ongoing discussion. For special cases where one or two students are accelerating faster through the course, the instructor will participate in the discussion so that everyone has the opportunity to interact.

Discussion Question Guidelines

1. Read the assignment carefully so that you are familiar with the materials that you need to cover and how to craft your post.

2. Respect each other’s ideas, feelings, and experience. Some of the questions involve areas of disagreement. Expect your classmates to have different opinions.

3. Use proper writing style. Correct spelling and sentence structure are expected just as if you were writing a regular paper. Use spell check and grammar check before you submit.

4. Write your posting in a word document! That way you can save a copy and use spell check and grammar check.

5. Cite the sources that you use to write your response. Follow the AMA guidelines.

6. Avoid posting large blocks of text. Break your writing into paragraphs and use a space between paragraphs to make your posting easier to read online.

7. Subscribe to the discussion so that you get email updates when there is activity.

8. Use the “reply” button rather than the “compose” button when responding to someone else’s post.

9. When responding to a classmate, address them by name.

10. Do not use postings such as “I agree,” “I don’t know either,” or “ditto.” They do not add to the discussion, take up space on the Discussions, and will not be counted.

11. Everyone benefits from an active discussion. Check back in frequently to see what others are saying.

12. Plan your time carefully. You will need to give your classmates time to respond to your postings. This is an asynchronous class where students will be in different points of the class.

13. Contact your instructor if there are schedule problems or other issues that need to be resolved.

Examinations and Grading Information

For students taking the lecture course only, the final course grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the final grade
5 Unit Exams (drop lowest score; 4 in total) 20% of the final grade
Final Exam 20% of the final grade
Case Study 20% of the final grade
Discussion Boards 20% of the final grade
Total Course Grade 100%

 

For students taking the lecture course with the laboratory, your final grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the lecture grade
5 Unit Exams (lowest score is dropped, 4 total) 20% of the lecture grade
Final Exam 20% of the lecture grade
Case Study 20% of the lecture grade
Discussion Boards 20% of the lecture grade
Total 100% of the lecture grade
12 Laboratory Exercise Assessments

HOL Laboratory Final Exam

60% of the laboratory grade

40% of the laboratory grade

 

Final Grade  
Lecture Grade 75% of Final Grade
Laboratory Grade 25% of Final Grade
Total Course Grade 100%

A letter grade is assigned according to the scheme below. The final course grade will not be posted until all the quizzes, tests, exams, and case study, are completed. For those students taking the laboratory, all lab exercise assessments and the laboratory Final Exam must be also be submitted.

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Outline

Microbiology BIOL 1020

Lecture and Lab Schedule

Unit Module Lecture topic Textbook chapter HOL Laboratory Exercise
1. Life and Death of

Microbes

1 Humans and the Microbial World 1 #1: Microbiology Laboratory Preparation
    The Molecules of Life

(Note: There is no lecture or quiz for Chapter 2. You need to be familiar with the topics, but will not be asked specific questions from this chapter on the exam.)

2  
    Microscopy and Prokaryotic Cell Structure 3  
  2 Dynamics of Prokaryotic Growth 4 #2: Microscopy for Microbiology
    Control of Prokaryotic Growth 5  
  3 Metabolism: Fueling Cell Growth 6 #3: Aseptic Technique and Culturing Microbes
    Review for and take the Unit I Exam  
2. Microbial

Genetics and

Diversity

4 DNA to Proteins 7 #4: Bacterial Enumeration – Dilutions and Plate Counts
    Bacterial Genetics 8  
    Biotechnology and Recombinant DNA 9  
  5 Identification and Classification of Prokaryotic Organisms 10 #5: Bacterial Morphology and Staining Techniques
    The Diversity of Prokaryotic Organisms 11  
    The Eukaryotic Members of the Microbial

World

12  
  6 Viruses, Prions, and Viroids: Infectious Agents of Plants and Animals 13 #6: Antibiotic Sensitivity – Kirby Bauer Diffusion Test
    Review for and take the Unit II Exam  
Unit Module Lecture topic Textbook reading HOL Laboratory Exercise
3. Microorganisms

and Humans

7 The Innate Immune Response 14 #7: Biochemical Testing For Microbial Identification – Methyl Red, Voges-Proskauer, and Catalase
    The Adaptive Immune Response 15  
  8 Immunological Disorders 17 #8: Biochemical Testing For Microbial Identification – Carbohydrate Fermentation Testing
    Applications of the Immune response 18  
  9 Host-Microbe Interactions 16 #9: Bacterial Identification Through Functional Media – Motility Testing
    Epidemiology 19  
  10 Antimicrobial Medications 20 #10:Environmental Influences on Microbial Growth – Salt Tolerance and pH Testing
    Review for and take the Unit III Exam  
4. Infectious

Diseases

11 Respiratory Infections 21 #11: Fomite Transmission
    Skin Infections 22  
  12 Wound Infections 23 #12: Food Safety
    Digestive System Infections 24  
  13 Genitourinary Infections 25  
    Nervous System Infections 26  
  14 Blood and Lymphatic System Infections 27 HOL Laboratory Final Exam: Prepare for the Laboratory Final Exam
    HIV Disease and Complications of Immunodeficiency 28  
    Schedule your HOL Laboratory Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the HOL Laboratory Final Exam

Review for and take the Unit IV Exam

Request the current pathogen list from your instructor for your Case Study!

5. Applied

Microbiology

15 Microbial Ecology 29  
    Environmental Microbiology 30  
    Food Microbiology 31  
  16 Review for and take the Unit V Exam

Submit your Case Study!

Schedule your Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the Final Exam

 

Student Resources

Course Length

A schedule of lectures and assignments is included in this syllabus. This is, however a self-paced course and you can complete the course in less time.

1. Courses in SPHP program are equivalent to one-semester courses designed to be completed in 16 weeks

2. Enrollment in the course begins the day your section opens which is listed in the Academic Calendar found on the Student Success Portal.

3. Course start and end dates are in respect to Eastern Standard Time.

Incomplete Grade Policy

Students are expected to complete all course work by the end date of the course. To view the incomplete grade policy, please click here.

 
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Lab: CSI Wildlife, Case 1

Lab: CSI Wildlife, Case 1

 

General Instructions

 

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

 

Background

 

The scenarios investigated are based on the recently published literature: Wasser, S. K., Brown, L., Mailand, C., Mondol, S., Clark, W., Laurie, C., & Weir, B. S. (2015). Genetic assignment of large seizures of elephant ivory reveals Africa’s major poaching hotspots. Science, 349(6243), 84–87. The underlying data are available on the Dryad Digital Repository: http://dx.doi.org/10.5061/dryad.435p4.

 

Remember, DNA is made up of nucleotides and an allele is an alternative form of a gene which may be from mutation, but is found on the same place in a chromosome in individuals and functions similarly. If you are unfamiliar with these terms, make sure to review them in your book prior to completing the lab.

 

 

Specific Lab Instructions

 

Name:

Date:

 

Go to: CSI Wildlife on HHMI Biointeractive

 

Link: https://media.hhmi.org/biointeractive/click/elephants/dna/index.html

 

Part 1: The Introduction

1. Read the instructions on the home page. Then, watch the opening video from the CSI Wildlife Introduction.

2. What is a keystone species?

Lab: CSI Wildlife, Case 1

 

Page 1 of 9

 

3. Dr. Wasser states that approximately 50,000 African elephants are killed each year. According to the video, it is estimated that there are around 470,000 African elephants. If these numbers are correct, approximately what percentage of African elephants are killed each year? (Show your work.)

 

4. In one or two sentences, summarize Dr. Wasser’s research and how it is being used to conserve elephants.

 

 

 

Part 2: Case One

1. Watch the crime scene video on the first slide of Case One. Explain the goal of the case.

 

2. Look at the map provided; in what type of location are the majority of African elephants located?

3. Proceed to the How DNA Profiling Works section.

a.

b. What does “STR” stand for and how are they important for identification?

 

c. Look at the gel on the screen. What do the bands on the agarose gel represent?

d. What is the purpose of the DNA ladder on the agarose gel?

 

e. DNA profiling is also called DNA fingerprinting. A common misconception about DNA fingerprinting is that the analysis has to do with actual fingerprints. Explain one similarity and one difference between a human being’s pattern of bands on an electrophoresis gel and a human fingerprint.

 

4.

5. Click on Technique.

a. List three sources to obtain elephant DNA for analysis.

 

b. Watch the animation on the polymerase chain reaction under Technique. What is the purpose of heating the DNA strand? What is the purpose of cooling the DNA strand?

 

c. What is the relationship between the size of a DNA fragment and the distance it migrates in the gel?

 

d. Why does DNA migrate to the positive electrode?

 

e. Run the gel in the Technique section by pressing the Start button. Which elephant (left or right) has both the largest and smallest fragments?       Approximately what size is the largest fragment (bp)?       Smallest?      .

6. Proceed to the Application section and look at the gel.

a. For Marker C, are the two elephants in the gel on the left homozygous or heterozygous? How do you know?

 

7. Read the Review section, and make sure you can answer the questions.

8.

9. Go to Finding a Match

a. Click on the “+” next to each marker. Compare the bands in the agarose gel from the unidentified elephant and the known elephants. Which elephant (there are two pages of them) matches the unidentified elephant?

10. Watch the video on the “Case Solved” slide.

a.

b. Name two properties of a good marker and explain why good markers are important.

 

Adapted from: Click and Learn “CSI Wildlife” (2016). CSI Wildlife Explorer Worksheet. HHMI Biointeractive Teaching Materials.

 
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