“FOR A-PLUS WRITER ONLY”

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Inheritance Lab Report

Name: ________________________

Date: _________________________

Updated 5/15/2014

Purpose

To develop and apply an understanding Mendelian inheritance patterns and Punnett squares.

Preparation (4 points)

Review the background document on inheritance and describe the concepts of dominant and recessive alleles, gametes, phenotype and genotypes.

Materials and Methods

Read the Inheritance Lab Background materials. No other materials are required for this lab. You will observe a variety of phenotypic characteristics in yourself and record these in the table in the Results section below. Using the logic of Mendelian genetics, you will then record your possible genotypes, as well as your parents’ possible genotypes. Do not refer to your parent’s phenotypes in order to infer the possible crosses that could have led to your phenotype.

Complete the following steps, and record your findings in the table in the Results section.

1. Record each of your phenotypes in the Your Phenotype column. Identify your phenotype using a single letter for eazch trait as indicated below (capital letter indicates dominant allele, lowercase indicates recessive allele):

· E – free earlobes; e – attached earlobes

· D – dimples; d – no dimples

· T – able to roll tongue; t – not able to roll tongue

· F – second toe longer than big toe; f – second toe shorter than big toe

· W – widow’s peak; w – no widow’s peak

2. Identify and record your possible genotypes based on your phenotypes. Genotypes are represented using two alleles. Identify the alleles using the letters indicated below (capital letter indicates dominant allele, lowercase indicates recessive allele):

· E – free earlobes; e – attached earlobes

· D – dimples; d – no dimples

· T – able to roll tongue; t – not able to roll tongue

· F – second toe longer than big toe; f – second toe shorter than big toe

· W – widow’s peak; w – no widow’s peak

3. Using your possible genotypes, identify and record all of the possible pairings of parental genotypes that could have led to your possible genotypes. Crosses are denoted in this form: FF x Ff and indicates the genotypes of both parents. You should list all of the possible crosses that could lead to your phenotype.

Preliminary Analysis (4 points)

Describe how a genetic trait can skip one or more generations without being apparent. How might one learn about unseen alleles in a child’s parents by observing traits in the child?

Results (26 points)

Use the chart below to record the observations of your phenotypes and to record your inferences regarding your genotype and all of the possible crossings of parental genotypes that can account for your genotype. Phenotypes are expressed with a single letter related to the trait. Genotypes include both alleles and are, thus, expressed with two letters (one for each allele). Possible parental genotypes and crosses consist of two genotypes crossed. For instance, a freckled person will have a phenotype of F and possible genotypes of FF and Ff. One of the possible parental genotype and crosses is (FF x Ff). Be sure to list all possible parental genotypes in terms of possible crosses. Crosses are denoted in this form: FF x Ff and you should list all of the possible crosses that could lead to your phenotype.

Physical Characteristic Your Phenotype Your Genotype or Possible Genotypes All Possible Parental Crosses
Earlobes: Free or Attached      
Dimples      
Tongue Rolling      
Second Toe Longer Than Big Toe on Foot      
Widow’s Peak      

Analysis (12 points)

Write an analysis of two or more paragraphs that includes the following:

· A summary of your results and the overall knowledge you gained from this lab

· Explain the cellular basis for one component of your genotype coming from each parent.

· Describe how Punnett squares are related to cell division.

· An example of how Mendelian logic could be useful

Conclusion (4 points)

Write a conclusion of two or more paragraphs that includes the following:

· A brief recap of the main points in your analysis

· Propose a research question about this lab topic that you would like to answer in the future.

Inheritance Lab Report – 2

© 2012 Laureate Education, Inc.

 
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Broyles Textbook Exercise 1 Excel Spread Sheet URGENT IN 2 Hrs

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Broyles textbook exercise 1

Use Excel to complete “Exercise 1” on page 247 (Regression Analysis) in the textbook.

2) Answer the questions at the end of the exercise.

3) APA format is not required, but solid academic writing is expected.

4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

 Fundamentals of statistics in health administration

Broyles, R. W. (2006). Fundamentals of statistics in health administration. Sudbury, MA: Jones and Bartlett Publishers, LLC. ISBN-13: 9780763745561 (Available as eBook)

http://gcumedia.com/digital-resources/jonesandbartlett/2006/fundamentals-of-statistics-in-health-administration_ebook_1e.php

See attached copies of the scanned items one has the question on 247 and that questions tell you to look at another question to retrieve the data and answer the questions.

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Broyles Textbook Exercise 1

 

  1 Unsatisfactory 0.00% 2 Less Than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00%
70.0 %Content  
40.0 %Performance of Exercise 1 on p. 247 of Broyles Using Excel to do the Regression Analysis and Answering the Questions Attached Failure to demonstrate the ability to use Excel to do the regression analysis and correctly answer the questions attached. Demonstrates only minimal ability to use Excel to do the regression analysis and correctly answer the questions attached. Demonstrates ability to use Excel to do the regression analysis and correctly answer the questions attached, but has some slight misunderstanding of the process and applications. Demonstrates ability to use Excel to do the regression analysis and correctly answer the questions attached (in student’s own words). Demonstrates clearly and fully the ability to use Excel to do the regression analysis and correctly answer the questions attached (in the student’s own words).  
30.0 %Integration of Information from Outside Resources into the Body of Paper Failure to use references, examples, or explanations. Provides some supporting examples, but minimal explanations and no published references included. Supports main points with examples and explanations, but fails to include published references to support claims and ideas. Supports main points with references, explanations, and examples. Analysis and description is direct, competent, and appropriate of the criteria. Supports main points with references, examples, and full explanations of how they apply. Thoughtfully analyzes, evaluates, and describes major points of the criteria.  
20.0 %Organization and Effectiveness  
7.0 %Assignment Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.  
8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.  
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.  
10.0 %Format  
5.0 %Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.  
5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.  
100 %Total Weightage    

 

 

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Exam: 412757RR Group Medical Expense Benefits

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Exam: 412757RR Group Medical Expense Benefits

 

1. Because Dr. Roberts participates in an IPA, what type of patients can she see?

A. Only Medicare and Medicaid patients

B. Any patient she wants to see

C. Only patients who have been assigned to her

D. HMO patients

 

2. HMOs and PPOs are examples of

A. point-of-service plans.

B. Medicaid.

C. the Blues.

D. managed care plans.

 

3. Julio wants data to compare the performance of three different managed care plans before he chooses one for his company. Which one of the following tools will be most effective for his employees?

A. National Committee for Quality Insurance

B. Joint Commission on Accreditation of Healthcare Organizations

C. Health Plan Employer Data and Information Set

D. Utilization Review Accreditation Commission

 

4. An employer wishes to be assured that employees aren’t seeking unneeded medical care. One approach to that objective is

A. MSAs.

B. self-management.

C. HIPC.

D. indemnity.

 

5. Bob is insured under a managed care plan. Under this plan, which one of the following tasks is he allowed to do?

A. Go to any doctor he wants

B. Avoid review requirements

C. Participate in a weight-control program

D. Go to any hospital he wants

 

6. Continental Company employs 22 people—14 males and 8 females. According to the Model Act, this company would be considered a/an _______ employer.

A. discriminatory

B. growing

C. small

D. well-balanced

 

7. Mary goes to the doctor and pays for her visit. When she gets home, she must fill out a form and submit it to the insurance company so she can be reimbursed. What type of insurance does she most likely have?

A. Indemnity

B. HMO

C. POS

D. The Blues

 

8. Suppose an employee’s 18-year-old son has group medical insurance as a dependent of the employee. Which one of the following reasons would cause the son to lose his insurance benefits?

A. The son graduates from high school.

B. The employee becomes divorced.

C. The son joins the Navy.

D. The son moves away to attend college.

 

9. A new mom delivered her healthy baby by cesarean section on Monday at 8 p.m. Her insurance company has told her doctor that if she goes home on Wednesday by 8 p.m., it will provide a visit by a nurse to the new mom’s home. Is the insurance company able to offer this benefit? Why or why not?

A. Yes, the insurance company may offer this as an option to staying in the hospital because hospital expenses are remarkably high.

B. No, the Newborns’ and Mothers’ Health Protection Act makes it mandatory that a new mom with a cesarean section remain in the hospital for a full 96 hours after delivery.

C. No, the Newborns’ and Mothers’ Health Protection Act doesn’t allow extra benefits for patients who don’t use the 96 hours of allowed recovery time in the hospital unless those who stay receive it as well.

D. Yes, the new mom is allowed to have a nurse come to her home because she didn’t use the full allowed amount of recovery time in the hospital.

 

10. According to a Supreme Court ruling in 1949, _______ now have a role in employee benefits.

A. unions

B. insurance companies

C. senior management

D. all employees

 

11. In most states, if a woman who’s covered by a managed care plan believes that she’s pregnant, she should first call her

A. obstetrician, because she doesn’t need preauthorization for care.

B. primary care physician, to make an appointment so that she can be referred to an obstetrician.

C. managed care plan, to get preauthorization for care.

D. employer, to get preauthorization for care.

 

12. A contributing factor to the rise in health care costs from the 1970s to the 1990s is

A. Medicaid.

B. Medicare.

C. AIDS.

D. SIDS.

 

13. When Blue Cross first began, it was in the business of providing coverage for

A. prescriptions.

B. hospitalization.

C. physician care for the elderly.

D. physician care for the financially needy.

 

14. Which one of the following types of review is conducted after a patient has already been treated for the purpose of determining if the treatment was appropriate?

A. Reactive

B. Retrospective

C. Concurrent

D. Prospective

 

15. In the 1990s, the major shift in health care was that most employees were now

A. covered by an indemnity plan.

B. responsible for paying for their own insurance.

C. covered under a traditional insurance plan.

D. covered under a managed care plan.

 

16. In the 1960s, the main cause of the dramatic rise in health care coverage was the

A. introduction of Medicare and Medicaid.

B. introduction of HMOs.

C. increase in employee benefits.

D. Depression.

 

17. Which accrediting organization would be most likely to post HMO and POS reports on the Internet?

A. NCQA

B. URAC

C. JCAHO

D. HEDIS

 

18. Bev has an HMO that allows her to see a specialist without going through her primary care physician. What type of HMO does Bev have?

A. Group-model

B. Closed-panel

C. Direct-access

D. Staff-model

 

19. The medical expense insurance-like organizations that eventually came to be called Blue Cross plans were initially run by

A. physicians.

B. employers.

C. charity organizations.

D. hospitals.

 

20. Company X must make sure that it provides HMO coverage as an option in its benefit-selection process. What act would require Company X to do this?

A. Financial Services Modernization Act

B. Health Insurance Portability and Accountability Act

C. Health Maintenance Organization Act

D. Americans with Disabilities Act

 

 
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The Epipelagic Is Divided Into Two Components: The Oceanic Waters

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Question

1 of 25

The epipelagic is divided into two components: the oceanic waters and the

photic zone.

neritic zone.

pelagic realm.

upper photic zone.

subtidal zone.

Question

2 of 25

Most of the primary production carried out in the open ocean is performed by

seaweeds.

kelps.

phytoplankton.

seagrasses.

zooxanthellae.

Question

3 of 25

Net phytoplankton consist mostly of

copepods.

diatoms and dinoflagellates.

nanoplankton.

cyanobacteria (blue-green algae).

nanoplankton and diatoms.

Question

4 of 25

Typically the most abundant group in the zooplankton are the.

larvaceans.

krill.

fish larvae.

nanoplankton.

copepods.

Question

5 of 25

Which of these is least likely to be seen in the epipelagic?

Suspension feeders

Deposit feeders

Primary production

First-level carnivores

Second-level carnivores

Question

6 of 25

Which of these groups builds a mucus “house?”

Copepods

Arrow worms

Larvaceans

Planktonic snails such as pteropods

Snail larvae

Question

7 of 25

Which of the following accounts for about 50% of the primary production in epipelagic waters?

Diatoms

Cyanobacteria

Dinoflagellates

Coccolithophorids

Silicoflagellates

Question

8 of 25

The following are an adaptation to the planktonic way of life except

spines.

small size.

decrease in drag.

substitution of heavy ions by light ones.

gas-filled bladders.

Question

9 of 25

The storage of lipids within the body is an adaptation in plankton since lipids

make cells heavier.

increase body density.

contain air pockets so they help in buoyancy.

contain a larger amount of energy.

are less dense than water.

Question

10 of 25

The neuston consists of animals that

swim against currents.

sink to the bottom portion of the water column.

are top carnivores in the pelagic realm.

spend their entire lives in the plankton.

live at the surface, but remain underwater.

Question

11 of 25

Counter shading is a form of

shading with bioluminescence.

warning coloration.

structural coloration.

protective coloration.

cryptic coloration.

Question

12 of 25

The rete mirabile found in some fishes is involved in.

increasing speed.

decreasing buoyancy.

digesting food.

increasing buoyancy.

conserving body heat.

Question

13 of 25

Zooplankton that migrate vertically

hibernate at night and feed during the day.

feed at the surface during the day, and migrate below the photic zone at night.

feed in the photic zone during the day, and migrate to the surface at night.

stay below the photic zone during the day, and feed at the surface at night.

migrate up and down but always stay below the photic zone.

Question

14 of 25

Most animals in the epipelagic are omnivores. This means that they eat

producers and consumers.

part of the neuston.

zooplankton.

detritus.

phytoplankton.

Question

15 of 25

What is the relationship between dissolved organic matter (DOM) and bacteria in the epipelagic?

Bacteria feed on the DOM, making it available to other animals in the food chain that feed on bacteria.

Bacteria supply most of the DOM.

Bacteria feed on DOM and thus it is unavailable to other animals.

Bacteria cannot utilize DOM and thus feed on detritus, depleting it through most of the epipelagic.

Bacteria cannot utilize DOM, making it available to animals.

Question

16 of 25

The most common limiting nutrient in the ocean is

silicon.

oxygen.

nitrogen.

carbonate.

phosphorus.

Question

17 of 25

The fall bloom in temperate waters is caused when

primary production decreases as nutrients increase.

primary production decreases due to light limitation.

primary production decreases as nutrients decrease.

primary production increases as nutrients increase.

primary production increases as the number of zooplankton increases.

Question

18 of 25

Equatorial upwelling occurs as a result of

temperature changes at the Equator.

the divergence of equatorial surface currents.

the convergence of equatorial surface currents.

winds causing the Ekman transport of surface water offshore.

El Niño conditions north and south of the Equator.

Question

19 of 25

The Southern Oscillation can be best described as

relative changes between two pressure systems.

variation in wind speed over the Pacific Ocean.

relationship between sea-surface and high-altitude pressures.

tidal differences between the Indian and Pacific Oceans.

wind-speed differences along the Equator.

Question

20 of 25

The long spines and projections seen in many epipelagic plankton are used for

feeding.

reproduction.

increasing drag.

increasing buoyancy.

gathering nutrients.

Question

21 of 25

Most epipelagic fish have a tail that is

short and wide.

short and narrow.

short and thin.

high and wide.

high and narrow.

Question

22 of 25

Which of the following adaptations is least likely to be seen in epipelagic fish?

Stiff fins

A smooth, scaleless body

Increased white muscle

Grove in body for fins

Eyes flush with body

Question

23 of 25

The largest source of dissolved organic material (DOM) in the epipelagic is

viruses.

bacteria.

phytoplankton.

zooplankton.

nekton.

Question

24 of 25

The lateral line system in fishes functions in ________________.

sensing vibrations in the water

detecting magnetic lines of force in water

sensing light in aphotic zones

sweeping surrounding water for plankton

bioluminescence

Question

25 of 25

The remote sensing system found in dolphins and some other cetaceans is ___________.

communal mutualistic behavior

extrasensory perception

echolocation

underwater acoustic sensitivity

heightened smell

 
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BIOL 110

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1 TAKE HOME EXAM FOR THE MOLECULAR GENETICS REVIEW BIOL 110 To understand microbiology, it is essential to have a fairly good understanding of such basic points of molecular genetics (proteins, enzymes, DNA, RNA, transcription, translation, and mutation. The purpose of this take home exam is to enable you – or force you if you prefer – to review these topics that you learned in your prerequisite course, BIOL 110. It will also introduce you to mechanisms of genetic recombination in bacteria. Read the Review of Molecular Genetics for Take Home Exam included in your hard copy of my Lecture Guide. It can be found at the end of Part-1 of my BIOL 230 Lecture E-text following the Unit 3 segment. I would urge you to use the hard copy of this material in conjunction with the illustrations and animations in the online version found on my web page at http://faculty.ccbcmd.edu/courses/bio141/lecguide/takehome/index.html After you read these sections and study the illustrations and animations, answer the enclosed Take Home Exam. OBJECTIVES FOR TAKE HOME EXAM FOR THE MOLECULAR GENETICS (DO NOT ANSWER THESE.) While you don’t have to turn in the Objectives listed below, these are objectives I would expect you to be fairly fluent with before we get very far into this course. (This is the major reason why BIOL 110 is a prerequisite for Microbiology.) If you answer the objectives first, you will find it easier to answer the take home exam. I. MICROBIAL GENETICS A. Polypeptides, Proteins, and Enzymes 1. Define or describe the following: a. amino acid b. “R” group c. peptide bond d. peptide e. polypeptide f. primary protein structure g. secondary protein structure h. tertiary protein structure i. quaternary protein structure j. gene 2. Describe how the primary structure of a protein or polypeptide ultimately detemines its final three-dimensional shape. 3. Describe how the order of nucleotide bases in DNA ultimately determines the final three-dimensional shape of a protein or polypeptide. B. Deoxyribonucleic Acid 1. State the 3 basic parts of a deoxyribonucleotide. 2. State which nitrogenous bases are purines and which are pyrimidines. 3. Define complementary base pairing. 2 C. DNA Replication 1. Briefly describe the process of DNA replication in bacteria. D. Ribonucleic Acid 1. State the 3 basic parts of a ribonucleotide. 2. State 3 ways RNA differs from DNA. 3. State the function of each of the following: a. tRNA b. mRNA c. rRNA E. Polypeptide and Protein Synthes 1. Define the following: a. gene b. transcription c. translation 2. Briefly describe the function of the following in terms of bacterial protein synthesis: a. mRNA b. RNA polymerase c. promoter region d. codon e. 30S ribosomal subunit f. 50S ribosomal subunit g. tRNA h. anticodon i. P-site of ribosome j. A-site of ribosome k. peptidyl transferase l. nonsense (stop) codon 3. Describe how the order of nucleotide bases along a gene in the DNA ultimately determines the three dimensional shape of the protein coded for by that gene. F. Mutation 1. Define mutation and genetic recombination. 2. Describe 2 different mechanisms of mutation and, in terms of protein synthesis, describe the 4 possible results that may occur as a result of these mutations. G. Genetic Recombination in Bacteria 1. Briefly describe the following means of genetic recombination in bacteria: a. transformation b. transduction c. conjugation 3 BIOL 230 MICROBIOLOGY TAKE HOME EXAM FOR THE MOLECULAR GENETICS REVIEW Name: Lab Section: 60 points 1. Matching _____ The molecule synthesized by complementary base pairing of RNA nucleotides with DNA nucleotides to match a portion of one strand of DNA coding for a protein or polypeptide. _____ The enzymes that initiate and terminate transcription as well as join RNA nucleotides together. _____ A specific nucleotide sequence at the beginning of a gene to which RNA polymerase binds to start transcription. _____ A series of 3 consecutive mRNA bases coding for one specific amino acid. _____ The molecules that picks up specific amino acids and carries those amino acids to the ribosomes during translation. _____ A series of 3 tRNA bases complementary to a specific codon. _____ The site on a 50S ribosomal subunit to which new charged tRNA molecules first attach. _____ A series of 3 mRNA bases coding for no amino acid; serves as a signal to terminate translation. _____ The molecules that, along with proteins, form ribosomes. A. anticodon G. “P” site of ribosome B. “A” site of ribosome H. promoter region C. codon I. rRNA D. DNA polymerase J. RNA polymerases E. mRNA K. tRNA F. nonsense (stop) codon 4 2. Matching _____ The order of amino acids in a protein. _____ The folded, three-dimensional, functional shape of a protein. _____ Metabolic reactions in which molecules are broken down. _____ The sequence of purine and pyrimidine bases on one strand of DNA that codes for the amino acid sequence of a particular protein or polypeptide. _____ The process wherein mRNA is synthesized to be complementary to a gene. _____ The process wherein tRNA carries specific amino acids to the ribosomes and inserts them in proper place according to the mRNA “message.” A. gene F. anabolic reactions B. nucleotide G. catabolic reactions C. primary protein structure H. transcription D. secondary protein structure I. transformation E. tertiary protein structure J. translation 3. _____ The nitrogenous bases cytosine and thymine are: A. purines B. codons C. proteins D. complementary to each other E. pyrimidines 4. _____ Complementary base pairing is the hydrogen bonding of: A. adenine with thymine; cytosine with guanine B. adenine with guanine; thymine with cytosine C. adenine with cytosine; guanine with uracil D. adenine with guanine; thymine with uracil E. Mo with Larry; Curly with Sven the Wonder Llama 5. _____ Which does NOT describe transcription? A. RNA polymerase B. mRNA synthesis occurs C. tRNA carries amino acids to the ribosomes D. copying of a portion of one strand of DNA E. complementary base pairing 6. _____ In RNA, uracil hydrogen bands with: A. guanine B. cytosine C. thymine D. adenine E. Throckmorton the Mediocre Moose (whose second cousin, by coincidence, is Sven the Wonder Llama) 5 7. _____ Which does NOT describe an R-plasmid? A. usually has genes for coding for a sex pilus B. has genes for multiple antibiotic resistance C. usually allows for conjugation D. found in many gram-negative bacteria E. carried from one bacterium to another by temperate phages 8. _____ Which describes a DNA nucleotide? A. 1 nitrogenous base, 1 phosphate, 1 ribose B. 1 nitrogenous base, 1 protein, 1 ATP C. 1 deoxyribose, 1 codon, 1 phosphate D. 1 nitrogenous base, 1 deoxyribose, 1 phosphate E. faster than a speeding bullet, more powerful than a locomotive, able to leap a Wonder Llama, eg, Sven, in a single bound 9. _____In the primary structure of a protein, the amino acids are connected to one another by: A. hydrogen bonds B. disulfide bonds C. congealed Yoo Hoo brand chocolate drink D. RNA E. peptide bonds 10. _____ ______________ molecules of tRNA with one or more attached amino acids can bind to a single ribosome at one time. A. one B. two C. three D. four E. 376,251,134.628, + or – pi (which, by one of those strange quirks of fate, just happens to be the telephone number of Olga, booking agent and personal manager to Sven, the Wonderous Wonder Llama – not available for birthdays) 11. _____ During protein synthesis, the proper amino acid is put in the proper place according to the genetic message by: A. transcription B. an anticodon hydrogen bonding with a codon C. RNA polymerase D. a nonsense codon E. bet you thought I was going to say “Sven” of Wonder Llama fame 12. _____ The sequence of _________________ in a DNA molecule ultimately determines the order of amino acids in proteins. A. deoxyribose molecules B. purine and pyrimidine bases C. phosphates D. anticodons E. plasmids 6 13. _____ Addition and deletion mutations usually result in: A. one wrong amino acid in protein B. what happens when the dental technician X-rays your teeth after always leaving the room and giving you flimsy excuses for doing so like “I have to go put my socks in the dryer” or “I think my Wonder Llama just threw up a hairball” C. a reading frame shift D. one wrong codon in the DNA E. substitution of one base in the DNA 14. _____A tRNA with an ACC anticodon will hydrogen bond with a ______ mRNA codon. (Use your codon sheet, Fig. 8 in the transcription section; Fig. 2 in the translation section.) A. TGG B. UGG C. ACC D. UCC E. stop 15. _____ A tRNA with an ACC anticodon will insert the amino acid ________ during translation. (Use your codon sheet, Fig. 8 in the transcription section; Fig. 2 in the translation section.) A. Cys B. Ser C. Trp D. Arg E. Svn DISCUSSION 1. Briefly DESCRIBE THE FUNCTION of the following in terms of bacterial protein synthesis: (2 points each) A. mRNA B. codon C. tRNA D. anticodon E. nonsense codon 7 2. As a result of a substitution mutation, a DNA base triplet 3’ ATA 5’ is charged to 3’ ATT 5’. State specifically what effect this would have on the resulting protein. (Use your codon sheet, Fig. 8 in the transcription section; Fig. 2 in the translation section.) (4 points) 3. Describe 2 different mechanisms of mutation and, in terms of protein synthesis, describe the 4 possible results that may occur as a result of these mechanisms. (7 points) 4. DESCRIBE how the order of nucleotide bases along a gene in the DNA ultimately determines the threedimensional shape and function of the protein coded for by that gene. (5 points) 5. Describe R-plasmid conjugation and its significance to medical microbiology. (3 points) 6. Compare transformation and transduction in bacteria. (2 points)

 
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Researcher A Conducts A Case-Control Study To Explore The Relation Between Consumption Of Fruits And Vegetables And The Risk Of Endometrial Cancer

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Researcher A conducts a case-control study to explore the relation between consumption of fruits and vegetables and the risk of endometrial cancer. The results of the study indicate a lower risk of cancer with fruit and vegetable consumption than without.

Researcher B conducts a cross-sectional study to explore the relation between consumption of fruits and vegetables and the risk of prostate cancer. The results of the study indicate a higher risk of cancer with fruit and vegetable consumption than without.

From the information provided, what do these two studies tell you about the risk of cancer? Share your thoughts and opinions on each study in terms of study design, demographics, and the additional information needed to arrive at a conclusion.

Justify your response using examples and reasoning.

Evaluation Criteria:

  • Drawn conclusions based on the results of the two studies.
  • Provided an opinion on each study in terms of design and demographics and additional information needed to arrive at a conclusion.
  • References used no more than 5 years old.
 
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BIO 1015 Week 4 Assignments Pathophysiology [ BIO/1015 Week 4 Assignments Pathophysiology ] ( BIO1015 Week 4 Assignments Pathophysiology )

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Question # 1

Alcohol Abuse

Mr. Wilko is a 40-year-old salesperson with a wife and three teenage children. He has recently begun to have a beer at lunch and a few drinks after work to reduce his work-related stress. An economic downturn in the housing industry has reduced the need for new home appliances and his income and sales record has been affected. Several other salespeople have been laid off at his firm. He has been told that if his sales and attendance records do not improve he will be fired. He and his wife are constantly arguing about finances and the children’s increasing demands for money. His drinking has increased to several beers at lunch and continued drinking after dinner. When he returns to work with alcohol on his breath, he is dismissed from his job. He continues to consume alcohol during the day as he attempts a job search. His wife is very concerned, as are his teenage children.

  • Mr. Wilko states he is a social drinker and “can stop at any time.” How accurate is his self-assessment?
  • What stressors are present in Mr. Wilko’s case?
  • Why does Mr. Wilko continue to increase his alcohol intake?
  • What changes in liver function can Mr. Wilko expect if he continues to drink large amounts of alcohol?
  • Mr. Wilko complains to his wife that all the stress is causing “indigestion.” How do stress and alcohol consumption affect GI function?
  • Why is Mr. Wilko at greater risk of trauma?

 

Question # 2

 

Gastrointestinal Disorders

A 50-year-old man has been suffering from substernal pain for the last 5 months, particularly on waking up in the morning. He lost his job a year ago and was suffering from depression. He consumes about 12–16 cans of beer every day. He has lost his appetite too and says that eating aggravates pain.

  • Is this acute or chronic gastritis?
  • What factors may lead to the development of gastritis?
  • What investigation should be performed?
  • How can the patient be treated?

Present your work in a two- to three-page Word document.

 

Submit a two- to three-page Word document with your diagnoses.

 
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Environmental

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Write a research paper about the demographic transion model and global food production and distributtion for a growing human population to meet global food security goals

 
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BIOMEDICAL ASSIGNMENT

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University of Strathclyde

Department of Biomedical Engineering

BE900 Tissue Mechanics Assessment #2

Unconfined Compression of biphasic and viscoelastic media

Body tissues are often modelled as being viscoelastic or biphasic. Since cellular activity depends on the mechanical environment, it is important to understand the mechanics of each type of material. You are required to submit a short report (no more than 1000 words and 8 figures) on the unconfined compression of biphasic and viscoelastic media. Using FEBio, please analyse the mechanics (stress, strain, fluid pressure etc.) of a 10 mm diameter and 3mm height cylindrical tissue in unconfined compression. You should compare two different materials:

1. Biphasic: The material should have an isotropic elastic solid phase, defined by E = 100 MPa, n=0.3, and a constant permeability of 1 x 10-15 m4/Ns. Take solid volume as 0.2.

2. Viscoelastic: The material should be based on isotropic elasticity, defined by E = 100 MPa, n=0.3. Coefficient 𝐺1 should be 0.5 and relaxation time 𝑡1 = 100. All other parameters should be left at their default values (G2-G6 = 0, t2-t6 = 1).

In class, it was shown that the relaxation modulus for a 3 parameter solid may be written as

𝑌 𝑡 = 𝐴’ + 𝐴)𝑒 + ,-.

This may be expressed as:

𝑌 𝑡 = 𝐴’ 1 + 𝐴) 𝐴’ 𝑒+

, -. = 𝐸 1 + 𝐺1𝑒+

, ,)

where 𝐴’ = 𝐸, 0. 01 = 𝐺1 and 𝜏) = 𝑡1. The value of 𝐺1 and 𝑡1 have been chosen to approximately make

the time history of the axial stress similar to that of the biphasic tissue. Please note they will not match perfectly.

Each cylinder of material should be subjected to axial unconfined compression to -0.1 strain at -0.01 s-1 by an impermeable, rigid platen. You are required to analyse, compare and contrast the mechanics of each material in the ramp phase and until equilibrium.

 

 

 

Your report should contain the following sections:

Introduction (5%): Provide a very brief introduction. The introduction should finish with precise aims and objectives of the activity.

Methods (20%): The methods section should fully describe your model. Include information regarding the mesh, materials, boundary and loading conditions along with anything else you think relevant.

Results (40%): Use appropriate figures to help you describe the mechanics of each material in unconfined compression. Every figure must be cited and described in the text, highlighting the important aspects of the figure.

Discussion (30%): Compare and contrast the materials and discuss the implications of this difference when describing the cellular stress environment.

Conclusion (5%): A short conclusion will suffice.

Hand in deadline: Noon, Monday 17 April

I will activate an online submission through the class page on MyPlace.

You should submit your report and two .feb files: one for the viscoelastic material and one for the poroelastic medium.

PLEASE NOTE:

• There is not one perfect model. Many models will achieve the aim, but some will be better than others.

• The more nodes and elements you have, the longer the solution time. The smaller the element size, the more accurate the solution. However, too many and you may be waiting hours/days for a solution. Think about how to use symmetry to reduce the problem’s geometry.

• You can use a bias in your mesh, if you wish, to concentrate nodes and elements in regions of steep gradients of fluid pressure.

Marks will be deducted if:

• Your report is late (see Penalties in the handbook) • Your report is < 750 words, or > 1250 words (0.1% per word) • You include more than 8 figures (5% per figure). Note, using a numbering system such as Figure

3a and Figure 3b will not enable to have more figures. This will still be counted as two figures. • You do not communicate in clear English. Technical clarity is of utmost importance.

You will receive a mark of zero if there is evidence of collusion or plagiarism for ALL those involved. I advise you NOT to share your electronic files with anyone. When you leave a computer, ensure you log out. You may chat and discuss the coursework, but the creation of the .feb files, along with the written report must be uniquely your own work.

 
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“Phytoplankton, Chemosynthesis, And Mitochondria”

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“Phytoplankton, Chemosynthesis, and Mitochondria”

For your primary post, please respond to one of the following three topics with a post of at least 125 words that addresses each point given in the instructions. Also, please reply to at least one fellow student on any topic.

Topic 1

: The phytoplankton that brought Earth to life. Review the video (1)* about the “phytoplankton that brought Earth to life” from the link given below. In this clip, which is under 5 minutes in length, Penny Chisholm discusses a tiny phytoplankton called Prochlorococcus. Based on that video, please address the following:

  • (a) What is the importance of Prochlorococcus for life on the planet Earth, both historically and in the present day?
  • (b) In the video, Dr. Chisholm tells us that Prochlorococcus samples from different environments are genetically different. What does this tell us about the relationships between organisms and their environments?
  • (c) Explain how this relates to this week’s lessons.

Topic 2 [article]: Snails that don’t eat. A recent article by JoAnna Klein (2)* describes a partnership between the snail Gigantopelta chessoia and a chemosynthetic bacterium. The bacterium is called an “endosymbiont” because it lives inside the snail.

  • (a)  Describe the partnership between Gigantopelta chessoia and its endosymbiont.
  • (b)  What is most surprising to you about this situation?
  • (c)  Explain how this relates to this week’s lessons.

Topic 3 [article]: Exercise and mitochondria. Exercise is generally known to have many beneficial effects on our bodies at several different levels. Some studies have examined the effects of exercise at the level of muscle cells. Read the press release by Cell Press (3)*.

  • (a)  What specifically did these researchers measure in their volunteers?
  • (b)   What were their findings?
  • (c)   Explain how this relates to this week’s lessons.

References (in Strayer Writing Standards format).

  1. PBS Newshour, March 5, 2014. The phytoplankton that brought Earth to life, https://youtu.be/m_43nR11PW8
  2. JoAnna Klein, July 11, 2018. This snail goes through metamorphosis. Then it never has to eat again. https://www.nytimes.com/2018/07/11/science/snail-metamorphosis.html
  3. Cell Press, March 7, 2017. How exercise — interval training in particular — helps your mitochondria stave off old age. https://www.sciencedaily.com/releases/2017/03/170307155214.htm
 
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