Genetics And DNA Molecules

GENETIC PROBLEMS:
This is the base sequence on one strand of a certain DNA molecule:

3’ T A C A A T G C C A G T G G T T C G C A C A T T 5’

1. Give the base sequence on the complementary DNA strand (the other side).

2. Give the base sequence of the strand of mRNA which would be constructed from the original DNA strand.

3. What amino acid sequence would this mRNA code for?

4. If the seventh nucleotide of the original strand of DNA were changed from G to C, what would the resulting mRNA read? Include the entire strand.

5. What would the resulting amino acid sequence be? Include the entire sequence. What type of mutation is this?

6. If a G were added to the original DNA strand after the 6th nucleotide, what would the resulting mRNA read? Include the entire strand.

7. What would the resulting amino acid sequence be? Include the entire sequence. What type of mutation is this?

8. If the 11th nucleotide on the original DNA strand were changed from G to C, what would the resulting mRNA strand read? Include the entire strand.

9. What would be the resulting amino acid sequence? Include the entire sequence. What type of mutation is this?

Consider the following DNA base sequence:

3’ T A C C A C G T G G A C T G A G G A C T C C T C A C T 5’
10. What is the mRNA sequence that would result from this DNA sequence ?

11. What is the amino acid sequence that result from this mRNA sequence?

12. If the 8th nucleotide in the original DNA molecule were changed from T to A, what mRNA would the new DNA code for? Include the entire strand.

13. What is the amino acid sequence that would result from this mRNA sequence? What type of mutation is this?

SHORT ESSAY: This is the change that results in sickle cell anemia. Using your textbook as a reference, describe the occurrence of sickle cell anemia, the phenotype and genotype of the disease, and the relationship of sickle cell anemia and malaria.

 
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Microbial Journal Article Review

I need this assignment completed by Thursday December 14th. Instructions are posted in the question. Must be in APA format, and no more than 5 pages. In the review the questions posted below must be answered.

Microbial Journal Article Review

Students will choose one article from a primary scientific literature source which uses a microbe as a model organism/system and write a 1-2 page summary of the study that answers the following questions (A/B/C/D/E):

A) Why did the scientists perform the study (i.e. description of background)?
B) What was the hypothesis(or hypotheses) under investigation?
C) What were the major results and did they support or negate the hypothesis? Which key techniques were used to achieve these results?
D) Why are the results significant and do they point to further/future studies?  In other words, why does this article matter and what should or could be done next?
E) Why did you choose this particular article to review? Was it interesting, informative, clearly written, or none of the above?

NOTE:
Many free articles may be obtained from www.pubmed.gov or visit the campus library.

 
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“High Altitude Adaptation, Co-Evolution, And Rodenticides In Ludwigschafen”

“High Altitude Adaptation, Co-evolution, and Rodenticides in Ludwigschafen”

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

:  High Altitude Adaptation. In the recorded interview (1)*, Emilia Huerta-Sanchez describes some research her team conducted. Watch the video, then address the following issues:

  • (a) What data did they collect, who did they collect it from, and what were they looking for?
  • (b) Which gene was implicated as a gene associated with high altitude adaptation, and what does it do?
  • (c) Why do they think that the high incidence of this gene in populations who live at high altitudes is due to natural selection?

Topic 2 [reading]: Co-evolution of rattlesnakes and squirrels. Read at least one of the following articles (2)* and/or (3)*, and then address the following issues:

  • (a) How do squirrels adapt to rattlesnake venom?
  • (b) How do rattlesnakes adapt to squirrel’s defenses against rattlesnake venom?
  • (c) What do the results of this research tell us about evolution?

Topic 3 [reading];  Resistance to Rodenticides in Wild Rat Populations. Refer to the ‘Digging into Data’ box on page 216 of the textbook.  Review the situation and the address the following:

  • (a) In which town do you think that past application of the rodenticide bromadialone was most intensive?  Explain.
  • (b)  Suppose that a group of rodenticide-resistant rats hitches a ride on a grain truck from Olfen to Ludwigshafen, where they start to breed with the Ludwigshafen rats.  Which of the following concepts (genetic drift, gene flow or founder effect) is most applicable to this situation?
  • (c)  Make a prediction about the future status of rodenticide resistance in Ludwigshafen after the hitchhiker rats from Olfen arrive. Explain.

*References (in Strayer Writing Standards format).

  1. NESCent, October 2010. High Altitude Adaptation, https://evolution.berkeley.edu/evolibrary/anims/altitudevideo2_pop.php
  2. May 18, 2016. How is rattlesnake venom like fine wine? Both have regional varieties, https://news.osu.edu/how-is-rattlesnake-venom-like-fine-wine-both-have-regional-varieties/
  3. Sarah Kaplan, May 20, 2016. Snake venom evolved to kill specific squirrels with shocking precision. The Washington Post. Retrieved from https://www.washingtonpost.com/news/speaking-of-science/wp/2016/05/20/snake-venom-evolved-to-kill-specific-squirrels-with-shocking-precision/
 
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Case Study

Case Study

Infections of the Cardiovascular and Lymphatic System

Toxoplasmosis……………..Don’t Blame Fluffy!

As part of their commitment to “going green,” Layla and Steve Jackson lived on a small farm in rural northwest Pennsylvania. Steve chopped wood from their forest to burn in their Franklin stove, and about 25% of their electricity was generated by the wind turbines on top of their mountain. They raised almost all of their own food between their small apple orchard, huge vegetable garden, and a berry patch. The couple reared numerous sheep, a few pigs, and one dairy cow. These animals plus the rabbit, turkey, and deer Steve hunted more than covered their meat and milk needs. Although the young couple loved working their farm, to make ends meet financially, they also taught at the local high school. Layla was a 10th grade math teacher and Steve served as both the choral and band directors for grades 7–12. Unless the roads were icy in the winter, the “green team” biked the four miles to work every day. While this lifestyle kept them extremely busy, Layla and Steve felt great satisfaction knowing their carbon footprint was significantly less than that of the average American.

As Layla picked the green beans and weeded around the squash one July morning, she pondered how their lifestyle would change in November when their first child was due to be born. She was pleased to be able to raise their child in the unpolluted environment of their country farm and nourish him with homegrown foods free of the pesticides and preservatives found in many commercially produced items. “Of course,” Layla said to herself while patting her belly, “I think we’ll have to break down and drive a little more this winter. You’ll be a bit too small for my baby bicycle seat.” As if on cue, the baby started “dancing.” Laughing, Layla collected the baskets of produce she had harvested and headed to the kitchen to start making lunch. After rinsing the fresh-picked fruits and vegetables, Layla used her garden’s bounty to assemble a delicious salad and homemade strawberry shortcake with cream from Josie, their cow. Later that afternoon, the couple went to Dr. Schneider’s office for Layla’s monthly prenatal examination. They watched with amazement as the obstetrician used ultrasound to measure the baby’s growth, confirming that Layla was 23 weeks pregnant. Dr. Schneider pointed out different features of their developing child. They saw a tiny beating heart and learned it was time to paint the nursery blue!

Layla’s pregnancy progressed normally until her next appointment at 27 weeks gestation. Dr. Schneider was surprised to find Layla hadn’t gained any weight in four weeks. “At this stage of your pregnancy, you should be gaining about 0.5 to 1 pound per week,” Dr. Schneider said with concern. “Are you eating enough nutritious foods?”  Layla was happy to report a healthy appetite that she regularly indulged with the foods she and Steve raised. “I bet it’s the extra exercise I’m getting,” Layla explained. “I’ve been canning produce as fast as I can harvest the garden and orchard. I’m up and down the hillside a dozen times a day hauling a full bushel basket, so I bet I’m just burning off the calories with my gardening.”  Dr. Schneider cautioned Layla not to be lifting heavy baskets and encouraged her to add an afternoon snack to her usual diet. “I want to see you in two weeks to be sure your weight gain is back on track,” Dr. Schneider ordered. Exactly one week later, Layla called and scheduled an urgent appointment. For the previous 48 hours, Layla had experienced significant vomiting and diarrhea. By the time she arrived at Dr. Schneider’s, Layla was weak and slightly dehydrated. Frantic, Layla reported a decrease in fetal activity. Dr. Schneider admitted Layla to the hospital for IV fluids and prescribed medication to ease her GI distress.

  1. What infections manifest with these symptoms? Are any specifically associated with pregnancy?

An hour later Dr. Schneider performed an ultrasound to check on the progress of Layla’s developing son and was shocked to see no fetal growth since her week 23 examination. In the morning, Dr. Schneider arrived at the hospital early to examine Layla and her baby. Steve was asleep in a chair and Layla sat up in bed weeping gently. She hadn’t felt the baby move since midnight. Dr. Schneider confirmed Layla’s worst fears with another ultrasound, which showed no fetal heartbeat. Labor was induced to deliver Layla and Steve’s 28-week-old stillborn son. A fetal autopsy revealed elevated titers of toxoplasmosis antibodies, hydrocephalus and brain lesions.

  1. Describe the causative agent of toxoplasmosis. Outline the life cycle of this microorganism.

A week later, Layla and Steve met with Dr. Schneider to review the autopsy report and answer their long list of questions. “So, I got toxoplasmosis and that’s why I was so sick…and then I made the baby sick too,” Layla said dismally.

  1. Were Layla’s symptoms consistent with toxoplasmosis? Describe the usual signs and symptoms of this infection. What is a secondary infection?

“No,” Dr. Schneider replied, “not exactly. Your GI symptoms were coincidental and represent a secondary infection. They simply alerted us to the problem with the baby’s growth. It does; however, appear you’ve been infected with toxoplasmosis and the pathogen crossed the placenta to affect your baby. “Wait a minute,” Steve interjected. “How did Layla get toxoplasmosis? I’ve heard about this disease. Pregnant women get it from changing litter boxes. We don’t have a pet cat. In fact, we don’t even have strays in our barn!”

  1. Are litter boxes a source of pathogen transmission? Explain.
  2. What are the most common means of toxoplasmosis transmission? Based on this information, was Layla at high risk for infection? How can toxoplasmosis be prevented?
  3. What is the prevalence of toxoplasmosis?

“Dr. Schneider, was there any way to diagnose and treat my infection that might have saved our baby?” Layla asked. “There are different diagnostic tests for toxoplasmosis, but they aren’t routinely run in a prenatal panel in the U.S. unless we have reason to suspect infection,” Dr. Schneider explained. “If a pregnant woman is infected, several treatment protocols are available, but the benefits must be carefully weighed against the risks since the likelihood of transmission and fetal damage varies with the gestational age of the mother seroconversion

  1. How is toxoplasmosis typically diagnosed? What challenges are associated with interpreting test results? How can fetal infection be determined?
  2. Describe the principal treatment protocols for toxoplasmosis infection in a pregnant patient. Indicate the pros and cons of each treatment. When is the best time during the course of Toxoplasma gondii infection to administer treatment to a patient?
  3. Explain the correlation between the gestational age of maternal seroconversion for toxoplasmosis and the risk of fetal infection.
  4. What signs and symptoms are expressed by neonates with congenital toxoplasmosis? What symptoms are expressed by infected children within the first year of life? What is the miscarriage rate associated with fetal toxoplasmosis?

“Now that I’ve been infected with toxoplasmosis, do I need to be treated? If I’m cured can we still have other children, or will I infect them too, causing another miscarriage?” Layla asked hopefully. “Not to worry,” Dr. Schneider consoled the young couple. “You’ve suffered a devastating loss, but I’m confident you’ll soon be parents.”

  1. Is it necessary to treat Layla for toxoplasmosis? Can she have subsequent children without risking their infection?

Anderson, R. et.al. Case study in microbiology: A Personal Approach, Publisher: John Wiley & Sons Copyright year: © 2006.

Case Study # 4

Sex, Drugs and Rock and Roll

Jim was a police officer and his wife Barb a nurse at the hospital that handled most of the city’s poor. It was inevitable that their paths would occasionally cross during work. Tonight, they were both at a community outreach meeting concerning the problems caused by the increase in crystal meth use. Methamphetamine, or crystal meth, is a powerfully addictive stimulant that has an intense euphoric

effect.  Jim saw its effect when chronic crystal meth users would embark on binges of constant meth use. The results were universally disastrous––intense paranoia, visual and auditory hallucinations, and violently out-of-control behavior. Barb saw another side of abuse of the drug. Crystal meth use has a potent effect of increasing the sex drive. As a result, crystal meth users were more likely than others

to engage in high-risk sexual behaviors and have more sexual partners than nonusers. Barb had seen a significant increase in cases of gonorrhea in general, and increases in syphilis and HIV disease among gay men. Long-term users of crystal meth build up a tolerance to the drug. As a result, many choose to inject the drug to continue to get high. Not unsurprisingly, intravenous drug use increases the spread of HIV as users share needles (and therefore exchange small amounts of blood). At counseling programs designed to help HIV-positive gay and bisexual men who use crystal meth, about half had injected meth during the last year. Neither Jim nor Barb was the type to sit back and hope for the best. They had much invested in their community where their children went to school. Both were consistent volunteers. Jim already coached soccer and led scouts. Barb was active at their church and volunteered to help students with reading and math at school. At the end of the meeting, both took part in the discussion and planning sessions on how to help the community stem the problems caused by widespread crystal

meth abuse.

  1. What types of behaviors are considered high risk for acquiring sexually transmitted infections?
  2. What pathogens are responsible for causing these STI’s? Describe each.
  3. What are the clinical signs and symptoms of gonorrhea? Compare them to those caused by syphilis.
  4. What other STIs would you expect to be increased following an increase in high-risk sexual behaviors and an increase in sexual partners?
  5. In general, how can the spread of STIs be reduced?
  6. Are the activities needed to prevent or reduce the spread of STIs likely to be followed by crystal meth users?
  7. What recommendations would you make to Jim and Barb’s community group to help reduce the spread of STIs among the crystal meth users?

Anderson, R. et.al. Case study in microbiology: A Personal Approach, Publisher: John Wiley & Sons Copyright year: © 2006.

 
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Brave New Word

Subconscious Persuasion

In a footnote appended to the 1919 edition of his book, The Interpretation of Dreams, Sigmund Freud called attention to the work of Dr. Poetzl, an Austrian neurologist, who had recently published a paper describing his experiments with the tachistoscope. (The tachistoscope is an instrument that comes in two forms — a viewing box, into which the subject looks at an image that is exposed for a small fraction of a second; a magic lantern with a high-speed shutter, capable of projecting an image very briefly upon a screen.) In these experiments Poetzl required the subjects to make a drawing of what they had consciously noted of a picture exposed to their view in a tachistoscope. . . . He then turned his attention to the dreams dreamed by the subjects during the following night and required them once more to make drawings of appropriate portions of these dreams. It was shown unmistakably that those details of the exposed picture which had not been noted by the subject provided material for the construction of the dream.”

With various modifications and refinements Poetzl’s experiments have been repeated several times, most recently by Dr. Charles Fisher, who has contributed three excellent papers on the subject of dreams and “preconscious perception” to the Journal of the American Psychoanalytic Association. Meanwhile the academic psychologists have not been idle. Confirming Poetzl’s findings, their studies have shown that people actually see and hear a great deal more than they consciously know they see and hear, and that what they see and hear without knowing it is recorded by the subconscious mind and may affect their conscious thoughts, feelings and behavior.

Pure science does not remain pure indefinitely. Sooner or later it is apt to turn into applied science and finally into technology. Theory modulates into industrial practice, knowledge becomes power, formulas and laboratory experiments undergo a metamorphosis, and emerge as the H-bomb. In the present case, Poetzl’s nice little piece of pure science, and all the other nice little pieces of pure science in the field of preconscious perception, retained their pristine purity for a surprisingly long time. Then, in the early autumn of 1957, exactly forty years after the publication of Poetzl’s original paper, it was announced that their purity was a thing of the past; they had been applied, they had entered the realm of technology. The announcement made a considerable stir, and was talked and written about all over the civilized world. And no wonder; for the new technique of “subliminal projection,” as it was called, was intimately associated with mass entertainment, and in the life of civilized human beings mass entertainment now plays a part comparable to that played in the Middle Ages by religion. Our epoch has been given many nicknames — the Age of Anxiety, the Atomic Age, the Space Age. It might, with equally good reason, be called the Age of Television Addiction, the Age of Soap Opera, the Age of the Disk Jockey. In such an age the announcement that Poetzl’s pure science had been applied in the form of a technique of subliminal projection could not fail to arouse the most intense interest among the world’s mass entertainees. For the new technique was aimed directly at them, and its purpose was to manipulate their minds without their being aware of what was being done to them. By means of specially designed tachistoscopes words or images were to be flashed for a millisecond or less upon the screens of television sets and motion picture theaters during (not before or after) the program. “Drink Coca-Cola” or “Light up a Camel” would be superimposed upon the lovers’ embrace, the tears of the broken-hearted mother, and the optic nerves of the viewers would record these secret messages, their subconscious minds would respond to them and in due course they would consciously feel a craving for soda pop and tobacco. And meanwhile other secret messages would be whispered too softly, or squeaked too shrilly, for conscious hearing. Consciously the listener might be paying attention to some phrase as “Darling, I love you”; but subliminally, beneath the threshold of awareness, his incredibly sensitive ears and his subconscious mind would be taking in the latest good news about deodorants and laxatives.

Does this kind of commercial propaganda really work? The evidence produced by the commercial firm that first unveiled a technique for subliminal projection was vague and, from a scientific point of view, very unsatisfactory. Repeated at regular intervals during the showing of a picture in a movie theater, the command to buy more popcorn was said to have resulted in a 50 per cent increase in popcorn sales during the intermission. But a single experiment proves very little. Moreover, this particular experiment was poorly set up. There were no controls and no attempt was made to allow for the many variables that undoubtedly affect the consumption of popcorn by a theater audience. And anyhow was this the most effective way of applying the knowledge accumulated over the years by the scientific investigators of subconscious perception? Was it intrinsically probable that, by merely flashing the name of a product and a command to buy it, you would be able to break down sales resistance and recruit new customers? The answer to both these questions is pretty obviously in the negative. But this does not mean, of course, that the findings of the neurologists and psychologists are without any practical importance. Skilfully applied, Poetzl’s nice little piece of pure science might well become a powerful instrument for the manipulation of unsuspecting minds.

For a few suggestive hints let us now turn from the popcorn vendors to those who, with less noise but more imagination and better methods, have been experimenting in the same field. In Britain, where the process of manipulating minds below the level of consciousness is known as “strobonic injection,” investigators have stressed the practical importance of creating the right psychological conditions for subconscious persuasion. A suggestion above the threshold of awareness is more likely to take effect when the recipient is in a light hypnotic trance, under the influence of certain drugs, or has been debilitated by illness, starvation, or any kind of physical or emotional stress. But what is true for suggestions above the threshold of consciousness is also true for suggestions beneath that threshold. In a word, the lower the level of a person’s psychological resistance, the greater will be the effectiveness of strobonically injected suggestions. The scientific dictator of tomorrow will set up his whispering machines and subliminal projectors in schools and hospitals (children and the sick are highly suggestible), and in all public places where audiences can be given a preliminary softening up by suggestibility-increasing oratory or rituals.

From the conditions under which we may expect subliminal suggestion to be effective we now pass to the suggestions themselves. In what terms should the propagandist address himself to his victims’ subconscious minds? Direct commands (“Buy popcorn” or “Vote for Jones”) and unqualified statements (“Socialism stinks” or “X’s toothpaste cures halitosis”) are likely to take effect only upon those minds that are already partial to Jones and popcorn, already alive to the dangers of body odors and the public ownership of the means of production. But to strengthen existing faith is not enough; the propagandist, if he is worth his salt, must create new faith, must know how to bring the indifferent and the undecided over to his side, must be able to mollify and perhaps even convert the hostile. To subliminal assertion and command he knows that he must add subliminal persuasion. Above the threshold of awareness, one of the most effective methods of nonrational persuasion is what may be called persuasion-by-association. The propagandist arbitrarily associates his chosen product, candidate or cause with some idea, some image of a person or thing which most people, in a given culture, unquestioningly regard as good. Thus, in a selling campaign female beauty may be arbitrarily associated with anything from a bulldozer to a diuretic; in a political campaign patriotism may be associated with any cause from apartheid to integration, and with any kind of person, from a Mahatma Gandhi to a Senator McCarthy. Years ago, in Central America, I observed an example of persuasion-by-association which filled me with an appalled admiration for the men who had devised it. In the mountains of Guatemala the only imported art works are the colored calendars distributed free of charge by the foreign companies whose products are sold to the Indians. The American calendars showed pictures of dogs, of landscapes, of young women in a state of partial nudity. But to the Indian dogs are merely utilitarian objects, landscapes are what he sees only too much of, every day of his life, and halfnaked blondes are uninteresting, perhaps a little repulsive. American calendars were, in consequence, far less popular than German calendars; for the German advertisers had taken the trouble to find out what the Indians valued and were interested in. I remember in particular one masterpiece of commercial propaganda. It was a calendar put out by a manufacturer of aspirin. At the bottom of the picture one saw the familiar trademark on the familiar bottle of white tablets. Above it were no snow scenes or autumnal woods, no cocker spaniels or bosomy chorus girls. No — the wily Germans had associated their pain-relievers with a brightly colored and extremely lifelike picture of the Holy Trinity sitting on a cumulus cloud and surrounded by St. Joseph, the Virgin Mary, assorted saints and a large number of angels. The miraculous virtues of acetyl salicylic acid were thus guaranteed, in the Indians’ simple and deeply religious minds, by God the Father and the entire heavenly host.

This kind of persuasion-by-association is something to which the techniques of subliminal projection seem to lend themselves particularly well. In a series of experiments carried out at New York University, under the auspices of the National Institute of Health, it was found that a person’s feelings about some consciously seen image could be modified by associating it, on the subconscious level, with another image, or, better still, with value-bearing words. Thus, when associated, on the subconscious level, with the word “happy,” a blank expressionless face would seem to the observer to smile, to look friendly, amiable, outgoing. When the same face was associated, also on the subconscious level, with the word “angry,” it took on a forbidding expression, and seemed to the observer to have become hostile and disagreeable. (To a group of young women, it also came to seem very masculine — whereas when it was associated with “happy,” they saw the face as belonging to a member of their own sex. Fathers and husbands, please take note.) For the commercial and political propagandist, these findings, it is obvious, are highly significant. If he can put his victims into a state of abnormally high suggestibility, if he can show them, while they are in that state, the thing, the person or, through a symbol, the cause he has to sell, and if, on the subconscious level, he can associate this thing, person or symbol with some value-bearing word or image, he may be able to modify their feelings and opinions without their having any idea of what he is doing. It should be possible, according to an enterprising commercial group in New Orleans, to enhance the entertainment value of films and television plays by using this technique. People like to feel strong emotions and therefore enjoy tragedies, thrillers, murder mysteries and tales of passion. The dramatization of a fight or an embrace produces strong emotions in the spectators. It might produce even stronger emotions if it were associated, on the subconscious level, with appropriate words or symbols. For example, in the film version of A Farewell to Arms, the death of the heroine in childbirth might be made even more distressing than it already is by subliminally flashing upon the screen, again and again, during the playing of the scene, such ominous words as “pain,” “blood” and “death.” Consciously, the words would not be seen; but their effect upon the subconscious mind might be very great and these effects might powerfully reinforce the emotions evoked, on the conscious level, by the acting and the dialogue. If, as seems pretty certain, subliminal projection can consistently intensify the emotions felt by moviegoers, the motion picture industry may yet be saved from bankruptcy — that is, if the producers of television plays don’t get there first.

In the light of what has been said about persuasion-by-association and the enhancement of emotions by subliminal suggestion, let us try to imagine what the political meeting of tomorrow will be like. The candidate (if there is still a question of candidates), or the appointed representative of the ruling oligarchy, will make his speech for all to hear. Meanwhile the tachistoscopes, the whispering and squeaking machines, the projectors of images so dim that only the subconscious mind can respond to them, will be reinforcing what he says by systematically associating the man and his cause with positively charged words and hallowed images, and by strobonically injecting negatively charged words and odious symbols whenever he mentions the enemies of the State or the Party. In the United States brief flashes of Abraham Lincoln and the words “government by the people” will be projected upon the rostrum. In Russia the speaker will, of course, be associated with glimpses of Lenin, with the words “people’s democracy,” with the prophetic beard of Father Marx. Because all this is still safely in the future, we can afford to smile. Ten or twenty years from now, it will probably seem a good deal less amusing. For what is now merely science fiction will have become everyday political fact.

Poetzl was one of the portents which, when writing Brave New World, I somehow overlooked. There is no reference in my fable to subliminal projection. It is a mistake of omission which, if I were to rewrite the book today, I should most certainly correct.

 
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Netflix

Extra Credit the Cave of Forgotten Dreams on Netflix 20 points

Questions

• Why was this cave featured in the film, so important to all the scientists who were interviewed, and even to the French government, which severely restricts access to the caves?

• This film can partially be viewed as an anthropological study of humankind. What new discoveries were the scientists who work at the caves making? How were they able to speculate about the possible lives that the original painters might have lived?

• Is the movie just about cave paintings? What deeper, more thoughtful themes come out in the narration and the approach of Herzog and the scientists?

• At one point in the film Herzog postulates that maybe these paintings reflect the beginning of the human soul, as art and music became essential expressions of humanity. What do you think the relation is between art and the essence of being human?

Research (use my lectures, textbook or online sources to answer these questions).

• Are there other caves that have old paintings like those at Chauvet? Research the Lascaux caves,

which are mentioned in the film. Why are the caves at Chauvet considered so important?

• The Lascaux caves are now closed to the public. Research the reasons for the closure to understand why such great care is being taken with the Chauvet caves. How does the mere presence of humans, light and air conditioning dramatically affect the environment of caves and the paintings they contain?

This should be 2 pages minimum. Essay format.  Font: 12, Line space: 1.5, Margins: 1”.

 
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HOMEWORK: MEDIA MISINFORMATION

Overview

For this assignment, you will identify ways to evaluate media sources so that you can counteract medical misinformation.

Instructions

To complete this assignment, do the following:

  1. Read “Counteracting Health Misinformation: A Role for Medical Journals?” In the article, the author suggests ways to debunk medical myths through journals and media outlets.
  2. Identify an agent (physicians, elementary or secondary schools, colleges or universities, editors, journals, or other health professionals) and decide the best way to counteract health misinformation.
  3. Find one or more additional sources to support your reason for choosing this method of counteracting health misinformation.
  4. Use the Media Misinformation Source Evaluation Form to evaluate the credibility of the article chosen.
  5. Write a 1– 2 page paper to support your decision, using the additional resource you found.
  6. Write your evaluation using correct grammar, usage, spelling, without mechanical errors.
  7. Submit your assignment. All assignments are due at end of the unit, unless otherwise specified.

Note: Your instructor may use the Writing Feedback Tool when grading this assignment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assignment, once your work has been evaluated. Learn more about the Writing Feedback Tool on the course Tools and Resources page.

Additional Requirements
  • Written communication: Written communication is free of errors that detract from the overall message.
  • Length: 1–2 double-spaced, typed pages.
  • Font and font size: Times New Roman, 12 point.
  • Scoring guide: Refer to the assignment scoring guide to ensure that you meet all criteria.

 

 
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Week 9 Assignmen

Your Lab Signature Assignment is an oral report on a microbial disease. Create a three- to five-minute video response that includes the following:

Select a disease that affects humans or animals whose causative agent is a bacterium, virus, fungus, protozoa, or other microorganism.

Create and deliver a presentation on your chosen disease in which you report on each of the following in detail:

Causative Agent: Describe and classify the microbe involved. If known, explain how the microbe causes/transmits the disease or interferes with normal body function. Also, describe the vector and/or life cycle for the microbe (if applicable).

Population(s) affected: What population(s) is/are at highest risk of contracting the disease? Are there any groups of people who should be tested? Please include statistical/geographical data and trends (from the Centers for Disease Control and Prevention, World Health Organization, or other source [http://www.cdc.gov, http://www.who.int, etc.]).

Course of Disease: What are the usual signs/symptoms of someone with the disease? How is the disease diagnosed? What is the usual time course for recovery? Are there complications and/or long-term effects?

Interventions: Describe possible treatments and/or medical interventions. Is there a vaccine available? How can the disease be best prevented or kept under control?
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Biology Problem Set Homework

BICD 110 Fall 2020, Dr. Kiger

Problem Set 9 Lectures 9A, 9B, 10A

 

Mitosis and Cell cycle

 

1. Which of the following occurs with the mitotic spindle during anaphase A?

 

___A. The spindle elongates.

___B. Kinetochores remain attached to shortening kinetochore microtubules.

___C. Chromosomes move to the spindle equator.

___D. The spindle poles move closer together.

___E. Centrioles duplicate to form the mitotic spindle.

 

 

2. Fill in the blanks. Cell cycle _________________ are critical points when the cell cycle progress can be stopped temporarily if a previous step has occurred incorrectly. One major checkpoint is at the transition from __________to __________phase, when cells become irreversibly committed to cell division. Another checkpoint involves surveillance for critical cell size and lack of _________________damage to ensure that cells are prepared to build the mitotic spindle upon transition from __________to __________phase.

3. Xenopus oocyte cytoplasmic extracts can be induced to undergo mitosis upon the addition of sperm nuclei. What would happen and why in RNase-treated extracts?

 

___(a) cells would undergo mitosis but then arrest, due to absence of new cyclin synthesis

___(b) cells would fail to undergo mitosis, due to absence of new cyclin synthesis

___(c) cells would complete mitosis, due to constant Cdk levels not requiring new synthesis

___(d) cells would fail to enter mitosis, due to absence of new Cdk synthesis

 

 

4. Name the stage(s) in the cell cycle [G1, S, G2, and/or M] when each event takes place:

There may be one or more than one right answer, so list all that apply.

 

________Chromosome segregation

________DNA synthesis

________Spindle pole (centrosome) duplication

________Spindle formation

________Cell growth

________Mitotic Cdk protein present (Cdk2)

________Mitotic cyclin protein present (Cyclin A/B)

________Gene expression of DNA replication machinery

________APC complex activity

fg19_un04.jpg fg19_un04.jpg 5. Tony Hunt received the Nobel Prize (2001) for experiments in sea urchin egg extracts that uncovered cell cycle-dependent Cyclin degradation (Figure). Using radiolabeling of synchronized extracts over 10 minute timepoints, he found that Cyclin protein levels oscillated, always peaking just before the next mitotic division.

Cyclin

 

 

(a) Clearly label on the graph which data curve reflects, (1) Cyclin levels and which reflects (2) the percent cells in mitosis.

 

(b) What cell cycle transition, or checkpoint, is regulated by the Cyclins that Hunt discovered? (specify the stages!)

 

 

(c) Explain what the results would look like if you repeated the experiment using a mutant Cyclin unable to be poly-ubiquitinated? Why?

 

 

 

 

 

 

(d) You perform a similar experiment using an antibody to detect Cyclin in fruit fly embryo extracts and observe similar oscillations during the synchronous mitotic divisions of early wildtype development. You isolate mutants that disrupt the cell cycle and the oscillating Cyclin levels.

 

(i) In one mutant, you observe a constant level of Cyclin, unlike the oscillations seen in wildtype. The mutant carries a Cdk loss-of-function mutation that results in a ‘dead’ kinase, which is constantly inactive for Cdk kinase function. Propose how this mutant might result in constant Cyclin levels and a cell cycle phenotype.

 

 

 

 

(ii) You repeat the experiment, except this time with wildtype embryos in the presence of DNA damaging compounds during S phase. Predict how the profiles of both Cyclin levels and percent cells in mitosis could be affected and why in these experiments?

 

 

 

 

 

 

Cell cycle and cancer

 

6. Aneuploidy (an aberrant number of chromosomes) that is commonly associated with cancer is most likely to result from:

 

___ A. DNA repair

___ B. failure of the spindle assembly checkpoint

___ C. activation of the DNA replication checkpoint

___ D. microtubule dynamic instability

 

7. TRUE or FALSE?

Tumor suppressors and proto-oncogenes have roles in normal growth of healthy tissues.

 

 

8. (i) Describe gain-of-function and loss-of-function mutations with respect to cancer, and relate to proto-oncogenes and tumor-suppressor genes.

 

 

 

 

 

 

 

 

 

 

 

 

 

(ii) Proto-oncogenes are often “switch proteins” that normally act in signal transduction pathways. (a) Name one general protein type that acts as switch proteins, AND (b) give a specific proto-oncogene example. (c) Explain why/how “switch proteins” are particularly susceptible to becoming oncogenic mutations.

 

 

 

 

 

 

 

 

 

 

 

9. Given the FACS plot data below, identify which samples X or Y reflect the predicted results with temperature sensitive mutation conditions below. Why?

 

(i) CDC20 (a component of anaphase promoting complex)Loss of function mutation.

 

(ii) Double mutant

Cdk: Mutations that drive Cdk overactivity for constitutive Rb phosphorylation.

Cyclin E: Mutations that destabilize Cyclin E protein.

 

 

 

 

 

 

 

 

1

 
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Lab Report

1107 Lab Report: Enzymes

Spring 2021

Draft due: March 7th before midnight

Final Report due: March 21st before midnight

Each student will write a lab report on their experiment on the breakdown of gelatin by enzymes.

Length and formatting: There is a minimum length of 4 pages, but be sure to discuss the topic and meet the guidelines on the rubric. Font should be standard (E.g. Times New Roman, Arial, Calibri, etc.) and 12 or less.

Content: Include the following sections and items to earn full credit (see the rubric for how each report will be graded).

· Note on plagiarism: Put information in your own words. This means combining multiple sources of information, placing facts from a source into your context, re-writing information as though you are explaining it orally to your classmates.

Plagiarism will result in a zero and a report to OSCCR ; this includes but is not limited to:

· quoting another’s work (including other students) without quotations,

· using the ideas/knowledge from another’s work without citation (common knowledge is fine),

· taking another’s paragraph and shuffling sentences around,

· taking a list and shuffling word order,

· Replacing words in a phrase with synonyms and failing to cite the source,

· Using a graph or table created by another

· Ask your instructor if you are not sure!

1. Abstract: The summary of the paper.

a) Clearly summarize the objectives.

b) Provide a clear and concise summary of results and conclusions.

2. Introduction and objective/hypotheses: Describe what we need to know about enzymes and gelatin to understand your experiment (don’t forget to cite your sources). If possible, describe a few scientific publications (also known as “scientific literature”) that conducted experiments related to your experiment.

a) The background should lead to the objectives.

b) The objective should be clearly stated and related to the background.

c) Clear connections should be made to literature related to the background and objectives.

3. Methods: Describe what you did and list your materials.

a) Include a thorough explanation of experimental methods and analyses used (E.g. what type of statistical test, what brand of gelatin, how the liquid remaining was measured, etc.), and how these relate to the objective.

b) Describe any inconsistencies or problems encountered.

i. NOTE: You will not lose points for making a mistake or using a slightly different method than you were supposed to! Some of the best discoveries are made by mistakes. Just be honest and descriptive so we can repeat your experiment if it works even better, or know what to warn other students about next time.

4. Results: The quantitative data and qualitative observations recorded during the experiment and at the end of the experiment. This is usually in a series of tables and figures, with text describing these tables and figures as well as data unsuited for tables or figures.

a) For full credit, present a substantial amount of high quality information and data addressing your objective.

b) Examples of results for this experiment:

i. Amount of liquid at the beginning and end of the experiment in each cup, in a table and in descriptive text;

ii. approximate amount and condition of solid gelatin at the beginning end of the experiment in table and in text;

iii. description of the appearance of the gelatin before and after;

iv. photos (Figures) of the gelatin before and after, clearly labeled;

v. …etc. Videos are also occasionally included in results.

c) Figures, tables, and graphs should have captions and be referenced in the text.

d) Any statistics go here, too

5. Discussion: What the results mean, how they compare to other published experiments (is this a consistent result or not consistent?), how they can be used, recommendations for policy/future research/daily life, questions that remain, what experiment you’d want to do next, how the results add to scientific knowledge, etc.

a) There’s a lot you can do with this section. Have fun and focus on your interests. Just make sure to cite your sources of information, as well as:

b) Draw a clear link between all presented results and the objectives.

c) State the broader implications, with appropriate use of literature.

d) Make a substantial statement of future research that can be done using these results.

6. References

a) Use APA format unless your instructor states otherwise.

i. Be careful with citations generators, as they’re often wrong. Double-check their suggestions.

ii. Example of APA format for a journal article (Feb 2021) : Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. https://doi.org/xx.xxx/yyyy

iii. Refer to a website such as OWL from Purdue University for current guidelines.

b) Information from at least 2 peer-reviewed journal articles should be used and cited within the paper.

i. This does NOT mean Livestrong, WebMD, Wikipedia, Healthline, MayoClinic, etc.

c) All sources must be reliable.

i. In most cases, this does NOT mean Livestrong, WebMD, Healthline, Wikipedia.

ii. If you’re not sure, ask your instructor!

iii. Please refer to the “Reliable Sources and Where to Find Them” handout (title subject to change; ask your instructor if you can’t find it)

Refer to the “Sample lab report” for an example!

 
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