...BIO 101 – Principles of Biology Simon, E. J., Dickey, J. L., & Reece, J. B. (2013). Campbell essential biology with physiology (4th ed.). Boston, MA: Pearson. Resource: MasteringBiology Access Log into MasteringBiology. Instructions for logging into MasteringBiology and accessing the activities are found in the "MasteringBiology Access" document located on the student website. Complete the MasteringBiology Ch. 1 Activity: You Decide: What Can We Do About Antibiotic-Resistant Bacteria? Write a 500- to 700-word essay from your investigation. You are required to answer various questions throughout the investigation. At the end of the activity, you will be required to take a quiz. This quiz consists of one essay question. Copy your essay into a Microsoft® Word document. Click the Assignment Files tab to submit your assignment. Question to be answer according with each page above 1 – What does the second bar represent? a. The number os classes of antibiotics developed in the 1930s b. The number of classes of antibiotics available in the 1930s c. The number of classes of antibiotics developed in the 1940s d. The number of classes of antibiotics available in the 1940s 2 – What does the Y-axis represent? a. The total number of antibiotics consumed b. The total number of erythromycin closes consumed c. The number of erythromycin doses consumed per day d. The number of erythromycin doses consumed per 1000 people per day 3 – What...
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...Biology B | Activity | Points | % of Total | Discuss | 75 | 4% | Exam | 100 | 5% | Final Exam | 100 | 5% | Journal | 100 | 5% | Lab | 250 | 13% | Practice | 125 | 6% | Quiz | 740 | 38% | Test (CST) | 250 | 13% | Test (TST) | 200 | 10% | | Total Points for the Course : 1940 | Unit 1: DNA and Heredity | Lesson 1.1: The Code of Life | (Documents: Key Terms) | Activity 1.1.1: Study - Organization of DNA | (Documents: Study Sheet) | Learn about the organization of DNA into alleles genes and chromosomes. | | Duration: 40 min | | | Activity 1.1.2: Quiz - Organization of DNA | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 20 | Points Earned: _____ | Activity 1.1.3: Study - Mitosis | (Documents: Study Sheet) | Learn about the process of mitosis. | | Duration: 40 min | | | Activity 1.1.4: Quiz - Mitosis | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 20 | Points Earned: _____ | Activity 1.1.5: Journal - Your Traits | (Documents: Journal) | Reflect on the uniqueness of human traits. | | Duration: 40 min | Scoring: 20 | Points Earned: _____ | Lesson 1.2: Passing On Traits | (Documents: Key Terms) | Activity 1.2.1: Study - Meiosis | (Documents: Study Sheet) | Learn about the process of meiosis. | | Duration: 40 min | | | Activity 1.2.2: Quiz - Meiosis | Take...
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...DNA in Forensic Science DNA is the carrier of genetic information in humans and other living organisms. It has become a very useful tool in forensic science since it was discovered. In forensic science, DNA testing is used to compare the genetic structure of two individuals to establish whether there is a genetic relationship between them. One example of the use of DNA in forensic science that is important in biology today is comparing a suspect’s DNA profile to DNA that was discovered at a crime scene. This can be done by DNA fingerprinting or by collection of body fluids, such as saliva, semen, urine, blood, skin and hair, found at the scene. Secondly, DNA testing can rule out possible suspects as well. DNA testing can be used to free individuals...
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...What Can We Do About Antibiotic-Resistant Bacteria Giana Dominguez SCI 214 September 04, 2013 Gloria Young, PhD After reading the information in this assignment and looking at the plot values I honestly still do not understand everything that I read. So I will try to write this summary the best that I possibly can. What I understood from my reading was that antibiotics have been in development over the last eighty years. Antibiotics help fight infections we get from bacteria. Antibiotics come in different classes to fight multiple strains of a bacterial infection (Cummings). I also learned that over the years new antibiotic development has become slower. Over the last eighty years bacteria has become sort of built up immunity to some antibiotics. Not all infections can be treated with the same antibiotics. Sometimes a prescribed antibiotic does not cure an infection. I know this from my own personal experience. I had to have surgery. After the surgery I had gotten an infection and was given an antibiotic. The infection I had was resistant to the type of antibiotic that I was given. The antibiotic actually made my infection worse. The symptoms I felt at the beginning of my infection caused me so much more pain. I had to be put on a different class of antibiotic. The second antibiotic I was given was stronger and it was hopefully supposed to cure my infection. The new antibiotic cured the infection I had gotten but I had developed another infection and had to be put on...
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...What is Life? Tara Megan Dean BIO/101 October 29th, 2012 Dr. Jeba Inbarasu Font should be Times New Roman University of Phoenix Material What Is Life? Read each statement. Write a 100-word summary explaining how that media piece supports that statement and include reference citations. 1. Find a media piece—article, video, presentation, song, or other—related to the scientific method, creating hypotheses, or designing experiments. Include the link or reference citation for the piece and describe how it helped you better understand how the scientific method is used to create hypotheses and experiments. * * “The Scientific Method Video,” is a unique way to present the scientific method by using rap to emphasize the important points. This includes that the scientific method begins with a question based on an observation, and then a hypothesis and prediction are made, experiments are conducted (which need to be reliable, include a variable and a control), and lastly findings are reported. It has been a long time since I have gone over the basics of the scientific method. This video helped me review what I find so fundamental and second nature. Also, I think it is helpful to note that as the textbook states, “These steps guide scientific investigation, but working scientist typically do not follow them rigidly.” This video is an interesting tool to review the scientific method and how it is viewed by the student rappers. (Brooks & Friebel, 2008) “The...
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...8@2/0,&;259,40.&/01&.92A69A2,& ?,8@2/0,&92/0.;529& #259,40&.529403&95&523/0,--,.& >,0,2/-&;24064;-,.&5B&6,--&.430/-403& C430/-&92/0.1A69450&;/97D/=.& %=95.E,-,950& ?495.4.&/01&%=95E40,.4.& !7,&A04F,2./-&6,--&6=6-,&650925-&.=.9,8! %,--&6=6-,&67,6E&;5409.& %/06,2&/01&G;5;95.4.& 3. Objectives 1. Learn about structural features and functions of the components in an Textbooks 4 (1) Essential Cell Biology by Alberts et al. (4th Edition) published by Garland Publishing, Inc. in 2014. (2) Cell and Molecular Biology: Concepts and Experiments by Gerald Karp (7th Edition) published by John Wiley & Sons, Inc. in 2013. • The textbooks are recommended, neither of them is required. • Additional reading will be posted on moodle website and announced in class Internet address: http://moodle.concordia.ca Grading Scheme 5 • Midterm • In-class Activity/Assignment • i>clicker • Final exam 30% 12% 3% (starts Jan 20th) 55% Final exam will cover the entire course (cumulative) 6 CELLS AND ORGANELLES Lecture 1 BIOL 266/4 2014-15 Dr. S. Azam Biology Department Concordia University What does it mean to be living? 7 • Cells distinguish living organisms from non living things • All living organisms are made up of cells • Cells are the fundamental and structural unit of life 8 BASIC PROPERTIES OF A CELL !Basic!Proper,es!of!Cells 9 1. Life!is!the!most!basic!property!of!cells.! 2. Cells!can!grow!and!reproduce!in!culture!for! extended...
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...(so they can be used in cleaning up contaminated sites) Source(s): ethanogens, Halophiles, and Thermoacidophiles are found in the Archaea kingdom. They once believed to be a form of bacteria, but are no longer classified as bacteria. They live in extreme environments and are stll sometimes classified under archaebacteria. They are thought to be the oldest form of life found on earth. Halophiles are found in environments with a high salt count. They change their structure in order to survive. Thermoacidophiles like it acidic and hot. Methanogens live in anerobic environments such as swamps where muck abounds. They thrive off of conditions that other bacteria would not be able to live in. LEARNING COMPETENCY: The learner explains the concept of a species and classifies organisms using the hierarchical taxonomic system. TIME FRAME: I HOUR OR ONE PERIOD I.OBJECTIVES At the end of the activities, the students should be able to: 1. Classify bacteria in terms of its shape and arrangements. 2. Identify the structures of the bacterial cell. 3. Recognize the need of personal hygiene. II. SUBJECT MATTER A. MAIN TOPIC: THE ARCHAEBACTERIA B. SUB TOPIC: THE BACTERIA C. REFERENCES: George Johnson B. , Losos Jonathan B. ,Raven Peter H. ,Singer Susan R. ,BIOLOGY, the seventh edition pp. 545_560 D. Materials : Visual...
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...Fundamentals of Biology II BIO2000, T/F 7:30-‐8:55am DAC 407 Instructor: Dr. Brent A. Berger Office: 257 SAH 718-‐990-‐6790 bergerb@stjohns.edu Office Hours: Monday and Thursday 2:00-‐3:30pm, 257 SAH The purpose of office hours is to discuss questions, concerns, or comments you have about the course. You are welcome to talk to me before or after class, or set up an appointment to meet at another time. If you plan on attending office hours, please send me an email ahead of time. General Course Overview Fundamentals of Biology II is an introductory biology course designed to familiarize students with basic biology vocabulary and knowledge of core biological principles, including: the chemistry of life, structure/function of cells, energy transfer in living systems, Mendelian and chromosomal basis of heredity, DNA replication and repair, gene expression, virus and biotechnology. Student...
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...NCF Level 1 and 2 | BTEC First Award in Principles of Applied Science | Unit covered | 4 Biology and our environment | Assignment title | 4C Human health | Guided learning hours | 30 | Duration (approx.) | 10 hours (over 3 weeks) | Date set | | Initial date due | | Final date due | | Learner name | | Assessor | | Learning Aim C: Explore the factors that affect human health Assessment criteria met by this assignment: Awarded | Criteria | Descriptor | | 1C.7 | List the different biological, social and inherited factors that affect human health | | 2C.P7 | Describe how pathogens affect human health | | 2C.M5 | Explain how bacteria can become resistant to antibiotics | | 1C.8 | Identify measures that can be taken to prevent and treat infectious disease | | 2C.P8 | Describe two different treatment regimes: one used to prevent a disease and one used to treat a disease | | 2C.M6 | Explain the use of pedigree analysis | | IC.9 | List some benefits of exercise on health | | 2C.P9 | Describe how lifestyle choices can affect human health | | 2C.M7 | Discuss the advantages and disadvantages of vaccination programmes | | 2C.D4 | Evaluate the use of antibiotics, pedigree analysis and vaccination programmes in the treatment and prevention of childhood illnesses* | Scenario You are a Practice Nurse at West Middlesex Hospital in Isleworth. Following government health campaigns, the medical centre doctors want you to provide...
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...NCF Level 1 and 2 | BTEC First Award in Principles of Applied Science | Unit covered | 4 Biology and our environment | Assignment title | 4C Human health | Guided learning hours | 30 | Duration (approx.) | 10 hours (over 3 weeks) | Date set | | Initial date due | | Final date due | | Learner name | | Assessor | | Learning Aim C: Explore the factors that affect human health Assessment criteria met by this assignment: Awarded | Criteria | Descriptor | | 1C.7 | List the different biological, social and inherited factors that affect human health | | 2C.P7 | Describe how pathogens affect human health | | 2C.M5 | Explain how bacteria can become resistant to antibiotics | | 1C.8 | Identify measures that can be taken to prevent and treat infectious disease | | 2C.P8 | Describe two different treatment regimes: one used to prevent a disease and one used to treat a disease | | 2C.M6 | Explain the use of pedigree analysis | | IC.9 | List some benefits of exercise on health | | 2C.P9 | Describe how lifestyle choices can affect human health | | 2C.M7 | Discuss the advantages and disadvantages of vaccination programmes | | 2C.D4 | Evaluate the use of antibiotics, pedigree analysis and vaccination programmes in the treatment and prevention of childhood illnesses* | Scenario You are a Practice Nurse at West Middlesex Hospital in Isleworth. Following government health campaigns, the medical centre doctors want you to provide...
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...In order to receive full credit each of your lab reports MUST include a purpose, summary, detailed answers to the lab questions which demonstrate your understanding of the concepts as well as a conclusion that summarize the lab and specifically addresses the lab’s learning objectives and relate them back to the data or observations collected in the lab. Purpose: Briefly state the learning objective of the assigned lab in two sentences. This assignment is for us to understand how to convert basic measurements. It is important to know how other parts of the world calculate temperature and other measurements so that we are on the same page and are able to communicate with each other. Summary: Detail and explain what was observed during the lab activity; this answer should be approximately one paragraph in length....
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...Biology 121 Spring 2015 Homework #3 Name: If this assignment is turned in Friday 3/20, you may make corrections. You can still turn it in on Monday 3/23, but then you will not be able to make corrections (and that is your next exam). Corrections can only be made on questions you have attempted to answer. This assignment is to be done ON YOUR OWN. It will count as 0.5% of your course grade. Read the article at the following link: http://www.nature.com/news/hacked-photosynthesis-could-boost-crop-yields-1.15949 Note: Nature is the one of two or three premier journals in science (only the most important work gets published in it), but their news section is highly readable. 1. What is the title of the news article? 2. Why is boosting crop yields necessary? 3. What enzyme did the researchers target and what does the enzyme do? 4. Why do plants have so much of this enzyme? 5. The Cornell researchers took this enzyme from another source to put into what crop plant? What source did they take the enzyme from? 6. In what way is the substitute enzyme more wasteful than the original enzyme? 7. What is it called when Rubisco uses O2 instead of CO2, and why is this a problem? (The answer to this second question is not in the article, you should know this from the snow day class.) 8. How do the bacteria that normally use this enzyme compensate for its wastefulness? 9. Would you eat a (let’s say tomato) that contained...
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... This assignment will discuss about the Prokaryotic and Eukaryotic cells by comparing their structure and function: It will talk about the similar components they have and their function of the two cells (prokaryotic and Eukaryotic) and then it will talk about the different components and their function in the cell. It will relate the structure to function in two specialised eukaryotic cells and the structure of the cell membrane to its function of movement of substances into and out of the cell. Regarding to the cell theory all living things are made of cells and all organisms may be classified as prokaryotes (before nucleus) or eukaryotes (true nucleus). Prokaryotes was developed first, they are small (size 1 to 10um) and they consist of one cell (unicellular) and it has no nucleus but instead it as a nucleoid which contains the genome (DNA of the cell). (Boundless 2015) (Look figure1) Eukaryotes come from prokaryotic cells and they are large (size 10 to 100um), highly structured, they consist of many cells (multicellular), has a nucleus which is the brain of the cell and it is enclosed in a nuclear envelope. The prokaryotic and Eukaryotes both have a Cell Membrane, Ribosomes, Cell Wall (in Eukaryotic it is present only in Animals) and Cytoplasm. The cell membrane is a thin flexible bilayer round the outside of all cells and it's made by phospholipids and proteins. Its function is to separate the contents of the cells from the outside environment. (AQA Biology 2012) The...
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...Was Aristotle Right or Wrong? Grand Canyon University Biology Concepts Lab-100 September 3, 2011 Resource 1: Was Aristotle Right or Wrong? Directions The exercise below presents a scenario that begins with an observation made by Aristotle (4th century BC). The theory of Spontaneous Generation, which suggests that life originated from inanimate matter, was popular in the ancient world. Your assignment is to apply the scientific method beginning with Aristotle’s observation by answering the questions in this document. You will need to develop the following: • Observation/Question • Hypothesis • Prediction • Experimental Design (including hypothetical data) • Conclusion (Note: The process of the Scientific Method is outlined well in the lecture found at Classroom>Canyon Connect>Module 1 Readings>. You can also find the process of the Scientific Method in Chapter 1 of your textbook as well as at the References listed at the end of this document. NOTE: For better understanding of the scientific process and successful completion of this assignment, to is very important that you review Module 1 Readings and the rest of the resources mentioned above before completing this assignment. Please respond to the questions in bold. All your responses to this assignment should be based on the information given on “Was Aristotle Right or Wrong?” Scenario Imagine that you live in the 4th century BC. You and Aristotle (your friend and companion...
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...somehow any bacteria or possibly algae would flow to the lowest part of the dish. From the lowest portion of the dish we used a sterilized unopened cotton swab to obtain a testing sample from the dish. This swab was then inserted into a glass graduated cylinder that had been cleaned using ethanol. The cylinder contained 2 ml of distilled water, we then dispensed that water into a clean petri dish containing agar jelly that contained 5% beef broth to provide the culture nutrients. We then placed that dish in an incubator set at 37* Celsius, which is the same temperature found inside of a human body. We replicated these steps again sterilizing everything to prepare another petri dish, and placed it in the incubator. For the control in our experiment we used no martian dirt; we only poured 2 ml of distilled water into a clean dish. We then inserted a clean swab into the dish, after which we put the swab into the graduated cylinder...
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