Free Essay

The Test

In:

Submitted By yanhongq
Words 2072
Pages 9
1. BIOCHEMISTRYLABORATORY(Midterm)Geromil J. Lara, RMT, MSMT
2. ACTIVITY 1A /1B Subcellular Components of the Living Cell• 5% Trichloroacetic Acid – Suspending medium – Able to precipitate proteins – Good fixative and preservative
3. ACTIVITY 1A /1B Subcellular components of the Living Cell• Sediment 1 – Nuclear Fraction – Nuclei and Unbroken Cells• Sediment 2 – Mitochondria• Sediment 3 – Microsome – Proteins, Enzymes, Inorganic Ions
4. ACTIVITY 1A /1B Subcellular components of the Living Cell• Qualitative Tests – Carbohydrates • Molisch Test • Benedict’s Test – Proteins • Biuret Test • Xanthoproteic Test – Lipids • Sudan Test • Acrolein Test
5. ACTIVITY 1A /1B Subcellular Components of the Living Cell• Carbohydrates – Molisch Test 5 drops of the supernate + Molisch Reagent shake Layer with 1 mL conc. H2SO4Control: 1% LecithinMolisch Reagent: α-Naphthol dissolved in Ethanol
6. ACTIVITY 1A Subcellular components of the Living Cell• Carbohydrates – Molisch Test 5 drops of the supernate + Molisch Reagent shake Layer with 1 mL conc. H2SO4Principle: when sugar solution is mixed with alpha- naphthol is brought in contact with conc. H2SO4, a violet ring is formed at the junction of the 2 liquids
7. ACTIVITY 1A Subcellular components of the Living Cell• Carbohydrates – Molisch Test 5 drops of the supernate + Molisch Reagent shake Layer with 1 mL conc. H2SO4H2SO4 : acts as dehydrating agent forming furfural derivatives which interact with alpha-naphthol liberating a colored compound
8. ACTIVITY 1A /1B Subcellular Components of the Living Cell• Carbohydrates – Benedict’s Test 1 mL of Benedict’s Reagent + 2 drops of supernate Boil for 2 minutes and allow to coolBenedict’s Reagent: Sodium Citrate, Sodium Carbonate, Sodium Hydroxide, and Copper Sulfate
9. ACTIVITY 1A/1B Subcellular components of the Living Cell• Carbohydrates – Benedict’s Test• used to detect the presence of all monosaccharides, and generally all reducing sugars• Will detect the presence of aldehydes (except aromatic ones), and alpha-hydroxy-ketones, including those that occur in certain ketoses
10. Benedict’s TestCuSO4 + 2NaOH Cu(OH)2 + Na2SO42Cu(OH)2 Cu2O + 2H2O (Brick Red Precipitate)Blue = (-)Green, Yellow, Orange, Red, & then Brick Red precipitate = (+)
11. ACTIVITY 1A /1B Subcellular components of the Living Cell• Proteins – Biuret Test 5 drops of the supernate + 5 drops 10% NaOH + 0.5% CuSO4Control: 1% AlbuminBenedict’s Reagent: Sodium Hydroxide and Copper Sulfate
12. ACTIVITY 1A /1B Subcellular Components of the Living Cell• Proteins – Biuret Test• Alkaline solution of proteins treated with copper sulfate results in the production of a rose-pink to violet, then purple• Test used to detect the presence of peptide bonds by hydrolysis• (+) – a copper(II) ion is reduced to copper(I), which forms a complex with the nitrogens and carbons of the peptide bonds in an alkaline solution
13. ACTIVITY 1A /1B Subcellular Components of the Living Cell• Proteins – Xanthoproteic Test 1 mL of the supernate + 1 mL conc. HNO3 heat add 5 drops NH4OH• Proteins when treated with conc. nitric acid turn yellow to orange when neutralized with sodium hydroxide• Due to the nitration of the benzene ring present in tyrosine, tryptophan, and phenylalanine
14. Tyrosine Tryptophan Phenylalanine
15. ACTIVITY 1A /1B Subcellular components of the Living Cell• Lipids – Sudan Test 5 drops of the supernate + 5 drops of Sudan IV (Red)• Control: 1% Lecithin• Sudan IV: fat-soluble dye used for the staining of lipids, triglycerides, and lipoproteins
16. ACTIVITY 1A /1B Subcellular Components of the Living Cell• Lipids – Acrolein Test 0.5 g of KHSO4 + a drop of the supernate heat odor of burnt grease• Lipids when heated with potassium bisulfate will release acrolein• Glycerol portion is dehydrated to form unsaturated aldehyde (acrolein)
17. ACTIVITY 2A Qualitative Tests for Proteins• Millon’s Test 1 mL egg albumin + 2 drops Millon’s reagent mix and heat (+) flesh precipitate to red color• Millon’s reagent: mercurous nitrate in nitric acid• Protein is precipitated as mercury salt and after heating precipitated turns flesh to red color• Due to the phenol group contained in tyrosine
18. ACTIVITY 2A Qualitative Tests for Proteins• Glyoxylic Acid reaction (Hopkins-Cole Test) 1 mL egg albumin + 1 mL Hopkins-Cole reagent allow 10 drops pure conc. H2SO4• When protein mixed with glyoxylic acid and H2SO4, a violet ring will form beneath the protein mixture• Due to the presence of an indole nucleus in the tryptophan component• Tryptophan condenses with the aldehyde to form the colored product
19. ACTIVITY 2A Qualitative Tests for Proteins• Ninhydrin Test 1 mL egg albumin + 1 mL 0.1% Ninhydrin Reagent heat to boiling blue product• When protein is boiled with ninhydrin, a blue color is produced• Due to the presence of the alpha-amino acid• All proteins are positive except proline
20. alpha-amino acid + ninhydrin ---> reduced ninhydrin + alpha-amino acid + H2Oalpha-amino acid + H2O ---> alpha-keto acid +NH3alpha-keto acid + NH3 ---> aldehyde + CO2alpha-amino acid + 2 ninhydrin ---> CO2 + aldehyde + final complex(BLUE) + 4H2O
21. ACTIVITY 2A Qualitative Tests for Proteins• Sakaguchi Reaction for Arginine 1 mL egg albumin + 1 mL 10% NaOH add 6 drops dil. alc. alpha-naphthol + 10 drops Na hypochlorite• for the detection of a specific type of protein with the amino acid containing the guanidinium group to form a red color• Due to the presence of arginine
22. ACTIVITY 2B Precipitation Test for Proteins• Concentrated Minerals and Organic Acids – Concentrated H2SO4 – Concentrated HCl – Concentrated HNO3 – Glacial CH3COOH – Strong acids cause the carboxyl end of the protein to remain undissociated and all amino groups to become fully proteinated
23. ACTIVITY 2B Precipitation Test for Proteins• Metallic Salts – Mercuric Chloride – Lead Acetate – Copper Sulfate – Ferric Chloride – Barium Chloride – Positive charges of these cations counteract the negative charge of the carboxyl group giving a precipitate
24. ACTIVITY 2B Precipitation Test for Proteins• Alkaloidal Reagents – Picric Acid – Trichloroacetic Acid – Tannic Acid – Phosphotungstic Acid – Precipitation indicates the presence of both negative and positive charges and hence the ampotheric nature of proteins
25. ACTIVITY 2B Precipitation Test for Proteins• Alcohols – 95% Alcohol (2 tubes) – 1st tube: add diluted HCl – 2nd tube: add 10% NaOH
26. ACTIVITY 2B Precipitation Test for Proteins• Coagulation by Heat – Boiling the egg albumin – Add 2 drops acetic acid – Heat disrupts hydrogen bonds of secondary and tertiary structures while the primary structure remains unaffected• Millon’s Test, Xanthoproteic Test, Biuret Test, Hopkins Cole Test
27. ACTIVITY 3A: ENZYMES• Potato Extract – With starch and proteins – Rich in catalase and peroxidases
28. ACTIVITY 3A: ENZYMES• Biuret Test – Expected to have positive result – Hydrolysis of peptides
29. ACTIVITY 3A: ENZYMES• Test for Catalase Activity 5 mL of potato extract + 1 mL 3% H2O2 Observe for gas production Add 1 mL 0.5% benzidine Blue to Green
30. ACTIVITY 3A: ENZYMES• Test for Catalase Activity
31. ACTIVITY 3A: ENZYMES• Test for Specificity of Enzyme Action 1 mL 1 mL Starch 1% Glycogen + +1 mL salivary AMS 1 2 1 mL salivary AMSStand for 15 mins. at RT and perform iodine test
32. 1 Drop 1 DropSolution IodineIodine Test – Used for the presence of CHO – Potassium iodide – KI reacts with starch producing a deep purple color • Results of the formation of polyiodide chains
33. ACTIVITY 3A: ENZYMES• Iodine Test – Amylose (straight chain) • Forms helices where iodide molecules assemble – Blue-black color • Starch – Amylopectin (branched portion) • Forms much shorter helices and iodine are unable to assemble – orange/yellow hue • Glycogen
34. ACTIVITY 3B: Factors Affecting Enzyme Action• Effect of Temperature – 1% cooked starch + 1 mL saliva (amylase) – Test Tube 1: 40 degrees Celsius – Test Tube 2: 60 degrees Celsius – Test Tube 3: 10 degrees Celsius – Perform Iodine Test
35. ACTIVITY 3B: Factors Affecting Enzyme Action• Effect of pH – Coagulated Egg White to 4 tubes – Test Tube 1: 2% pepsin + 0.4% HCl – Test Tube 2: 2% pepsin + 0.4% Na2CO3 – Test Tube 3: 2% pancreatin + 0.4% HCl – Test Tube 4: 2% pancreatin + 0.4% Na2CO3 • Incubate at 40 degrees Celsius • Determine the pH • Perform Biuret Test – Control: 0.5% Peptone
36. ACTIVITY 3B: Factors Affecting Enzyme Action• Effect of pHTT 1: 2% pepsin + 0.4% HCl = AcidTT 2: 2% pepsin + 0.4% Na2CO3 = BasicTT 3: 2% pancreatin + 0.4% HCl = AcidTT 4: 2% pancreatin + 0.4% Na2CO3 = Basic
37. ACTIVITY 3B: Factors Affecting Enzyme Action• Effect of pH• Pepsin – Released by the chief cells in the stomach – Optimum activity at pH 1-2 – Degrades food proteins into peptides• Pancreatin – Produced by the exocrine cells of the pancreas – With AMS, LPS, protease, and trypsin – Optimum activity at pH 7-9
38. ACTIVITY 3B: Factors Affecting Enzyme Action• Effect of pHTT 1: 2% pepsin + 0.4% HCl = AcidTT 2: 2% pepsin + 0.4% Na2CO3 = BasicTT 3: 2% pancreatin + 0.4% HCl = AcidTT 4: 2% pancreatin + 0.4% Na2CO3 = Basic
39. ACTIVITY 4: NUCLEIC ACIDS• Liver is suspended in 5% TCA – To extract the acid soluble substance• Residue is extracted with alcohol-ether – To remove the lipids• Residue is resuspended with 5% TCA – To preserve the nucleic acid
40. ACTIVITY 4: Nucleic Acids• Test for Purine » 1 mL of test solution + 1 mL 2N HCl » Place in boiling water for 20 minutes to hydrolyze the nucleic acid to form free purines » Add 1 mL 2N HCl and 2 mL acetate buffer » Place in boiling water » Add 0.5 mL 10% CuSO4 – bluish-brown ppt » Add 0.5 mL sat. Na bisulfate » Heat and a white or light tan flocculent ppt
41. ACTIVITY 4: Nucleic Acids• Orcinol Test for Pentoses (Bial’s Test) Dilute 0.5 mL sample with 2.5 mL water add 3 mL Orcinol Reagent heat Blue Color
42. ACTIVITY 4: NUCLEIC ACIDS• Orcinol Reagent – HCl + FeCl3 – Pentose is dehydrated to form furfural – Furfural reacts with orcinol – Iron will produce a bluish product
43. ACTIVITY 4: Nucleic Acids• Diphenylamine Test for Deoxyribose 1.5 mL sample + 3.5 mL diphenylamine heat 10 minutes green-blue color
44. ACTIVITY 4: NUCLEIC ACIDS• Diphenylamine Test for Deoxyribose – Reaction depends on the conversion of the pentose to w-hydroxylaevulinic aldehyde which then reacts with diphenylamine to give a blue colored complex
45. ACTIVITY 4: Nucleic Acids• Test for Phosphates 2 mL sample + 2 mL Nitric Acid add ammonium molybdate yellow phospho-ammonium molybdate
46. CHARACERIZATION OF LIPIDSSOLUBILITY – Insoluble in water – Insoluble in ordinary solvents – Readily dissolve in chloroform, benzene, ether, boiling alcohol and other organic solvents
47. CHARACERIZATION OF LIPIDSFORMATION OF TRANSLUCENT SPOT – Lipids have a characteristic greasy feel – When brought in contact with a substance like paper, penetrate through it producing a translucent spot • Fats are non-volatile • In RT, the spot of water can absorb enough heat from the air and evaporized • But the spot of grease can never absorb enough heat to evaporized • When the liquid is inside the sheet of paper, it diffracts light – TRANSLUCENT PHENOMENON
48. CHARACERIZATION OF LIPIDSREACTION OF FATS – Fatty acids are carboxylic acids and are therefore weak acids – For fatty acids, the value of pKa is around 4.5. Therefore, generally speaking, fatty acids are neutral below pH 4.5 and charged above pH 4.5 – Fats containing high unsaturated fatty acids are neutral in reaction, but when exposed to air become acidic due to hydrolysis which results from the liberation of volatile fatty acids
49. CHARACERIZATION OF LIPIDSACROLEIN FORMATION - 2H2OGlycerol Acrolein (acrid odor) dehydrating agent (potassium bisulfate)
50. CHARACERIZATION OF LIPIDSEMULSIFICATION OF FATS
51. CHARACERIZATION OF LIPIDSEMULSION – Is a mixture of two or more materials that are ordinarily immiscible – Droplets of the dispersed component rapidly coalesce to form a separate layer – Emulsifying agent must be present to stabilize the emulsion – Lecithin in the egg will serve as emulsifier
52. CHARACERIZATION OF LIPIDSSAPONIFICATION OF LARD – Alcoholic Potash • KOH dissolved in ethanol • To neutralized fatty acids in the lard – A metallic salt of fatty acid is formed – Hydrophobic tails extend into the greasy droplets whereas the polar heads of the soap molecules face toward the water
53. CHARACERIZATION OF LIPIDSSAPONIFICATION OF LARD – Sodium Carbonate – to produce hard soapPalmitin Palmitate + Glycerol Soap
54. CHARACERIZATION OF LIPIDSSEPARATION OF CHOLESTEROL AND TRIGLYCERIDES – Precipitate = cholesterol digitonide after digitonin precipitation – Supernatant = triglycerides – PRECIPITATE tested for Salkowski Test and Liebermann-Burchardt Test • Test for cholesterol
55. CHARACERIZATION OF LIPIDSSALKOWSKI TEST – The presence of a double bond in one cholesterol rings is responsible for its ability to form color products in the presence of concentrated inorganic acids – Sulfuric acid • Results in dehydration of cholesterol molecule with a formation of a red bicholestadien disulphonate – Bluish color between the 1st layer (chloroform) and 2nd layer (H2SO4)
56. CHARACERIZATION OF LIPIDSLIEBERMAN-BURCHARD TEST – Deep green color (+) – due to the hydroxyl group (-OH) of cholesterol reacting with the reagents (acetic anhydride and concentrated sulfuric acid) and increasing the conjugation of the un-saturation in the adjacent fused ring
57. GOODLUCK

Similar Documents

Free Essay

Test Taking

...you feel about tests in general? I don’t like taking test because I always get of feeling of nervousness. My stomach gets all tied up in knots. The problem with taking test is a feeling of not remembering. It gets uncomfortable every time I have to take a test whether I study or not. 2. What are your first memories of being in a testing situation? What were your feeling, and why? My first memory of being in a testing situation is in high school. It was finals and I needed to pass this one course to graduate. It was a course that I detested, and I was horrible at it. This course was Trigonometry. I am not good in math period, but this course was a requirement. I felt that I was going to fail the course, and it was going to be a setback. It was a depressing feeling. 3. What make a test “good” and “bad” from your perspective? What make a test good is knowing what kind of test it, what is covered and how much a percentage is geared toward that test. How do I know that the test is good is when the instructor lets you know what is going to be on the test. A test is good when much preparation and work goes into it. The format or the structure of the test also make it good. When I think of a bad test, it mean no preparation, no work or study when into taking the test. A bad test is a test that is not put together well. The organization is not good and the test is very confusing. It can be a bad test when the person taking the test is ill-prepared...

Words: 528 - Pages: 3

Premium Essay

Test

...For • Practicality-This is probably by far, the biggest argument in favor of standardized tests. Aspects include: o Standardized tests are less time-consuming than more complicated assessments that need personal time with every student. o Standardized tests are easier to administer. There are explicit directions given and each student is given the same directions in the same way. o They are easier to grade, machines do it for us. o Very easy to use a computer to track progress and levels of achievement for different groups of students in different subjects. (Holloway) • Objectivity-It is very easy for a test to be objective, it doesn't have emotion or moods or biases. When giving more personal assessments, it is very possible that the teacher or person assessing the student can let their emotions or biases affect how they score that student. • Instigator of change-Standardized tests can be a powerful tool to change classroom and school practices (Gardner). We can use testing to tell us whether we have a problem (Gerstner). When we identify a problem in a classroom, school, or district we can then take active steps in correcting that problem. In addition, achievement data from tests provide teachers with valuable information to improve classroom and student learning (Gardner) • Accountability-Setting high expectations for students and holding them accountable for the same standards, leads to achievement gains. High-stakes testing forces students to take education...

Words: 1000 - Pages: 4

Free Essay

Test

...Quantitative research methods in educational planning Series editor: Kenneth N.Ross Module John Izard 6 Overview of test construction UNESCO International Institute for Educational Planning Quantitative research methods in educational planning These modules were prepared by IIEP staff and consultants to be used in training workshops presented for the National Research Coordinators who are responsible for the educational policy research programme conducted by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). The publication is available from the following two Internet Websites: http://www.sacmeq.org and http://www.unesco.org/iiep. International Institute for Educational Planning/UNESCO 7-9 rue Eugène-Delacroix, 75116 Paris, France Tel: (33 1) 45 03 77 00 Fax: (33 1 ) 40 72 83 66 e-mail: information@iiep.unesco.org IIEP web site: http://www.unesco.org/iiep September 2005 © UNESCO The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means: electronic, magnetic tape, mechanical, photocopying, recording or otherwise, without permission ...

Words: 13966 - Pages: 56

Free Essay

Test

...Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category...

Words: 588 - Pages: 3

Free Essay

Test

...Test Automation Criteria Benefit * How often do you believe the test should be run? * How many minutes are required for one tester to execute the test manually? * Will human intervention still be required to execute the test after automation? * Does the execution of the test require the tester to input a large amount of data (e.g. populating many fields or populating the same fields many times) via the gui interface? * Does the test require an inordinate amount of user interface actions (e.g. mouse clicks, validations)? * Will automating the test increase the productivity of the team? * Will automating the test allow us to increase test coverage? * Will automating the test allow us to increase the accuracy (exactness) and precision ( reproducibility or repeatability) of the test? * Is the execution of this test prerequisite to the execution of multiple other tests? Cost * How many hours of data preparation (e.g. querying data, setup within the application, etc.) is required for this test? * Is the test documented in such a way that someone other than the author can execute it, and is it stored in Quality Center? * What is the average number of times the test needs to be updated (e.g to reflect development changes) within a six month span? * Are the manual test steps currently up to date? * Are the systems and environments in which the test is run stable and consistently available? * Are third party systems involved...

Words: 276 - Pages: 2

Free Essay

Test

...academic scores and to include the family’s social, culture and educational background. Sandel states that the A 700 score for a student who attended poor public schools in the South Bronx has more meaning than that of a student from an Upper East Side of Manhattan. 2. What is the essence of Richard Dworkin's argument in support of affirmative action university admissions policies? b. Dworkin’s idea of the supporting argument on affirmative action in relations to the universities admission policies is stated that possibly the right at stake should be based according to academic criteria alone. The fact of being good at football, or coming from Idaho, or having volunteered in a soup kitchen. Dworkin views the facts of grades, test scores, and other measures of academic promise land me in the top group of applicants, therefore I should be admitted. One should be considered based on academic merit alone. 3. What does it mean to sever the idea of "moral desert" from our notions of what constitutes justice?  Would this be helpful? c. Severing the idea of “moral desert” signifies that our nation should reject the talents that one has that enable them to compete more successfully than others in not entirely one’s own doing. He also states an equally decisive contingency where the quality of societal values at any given time...

Words: 504 - Pages: 3

Free Essay

Standardized Tests

...Standardized Testing Standardized testing has been a key part in education for awhile now, but how effective is it really? Does it truly grasp the students’ individualities to highlight their unique abilities? Of course it does not, how can it? If this is true, however, why are they still vital to earn a high school diploma? Education was once about the students, not about the score. It was about enjoying the time in the classroom, creating a desire to want to know more. Standardized tests have taken this away from classrooms, they have caused many pupils to not enjoy the material they are taught while also taking the individualism, the one on one individual experiences, out of the classrooms. Education is no longer about the individual student. It is about the student body, making everyone the same or “equal”. Education should be fun. It should make the student desire to learn more. Francine Prose discusses this in her essay, I Know Why the Caged Bird Cannot Read. She talks of how each September she is more and more depressed when she receives her sons’ reading lists for the upcoming school year. Not only have the books they are forced to read not the best choices, but the information from the books is forced down the student’s throats. Students are not given the opportunity to read the books and enjoy them. Upon receiving the their assignments, they are also given worksheets and other assignments,outlining the information and key points they are expected understand...

Words: 1053 - Pages: 5

Free Essay

Standardized Tests

...Standardized Tests Sections I and II Sammy North DeVry University Standardized Tests Sections I and II Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010). Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that...

Words: 2702 - Pages: 11

Premium Essay

Standardized Test

...’ve always thought about attending a school where students don’t have to take tests mandated by the government. I just realized that it is possible. In the article “What Schools Could Use Instead of Standardized Test”, by Anya Kamenetz, it recommends that it might come true in future years. As of right now, attorneys and legislators have been trying to draft a bill that could get rid of the desire for a federal bubble test and dismiss the renewal of the rule that states no child left behind, but switching it with fast state wide evaluations. The debate over the elimination of the federal testing comes in conclusion of the increasing concern of the time amount of these students use to take this test and the increasing number of parents deciding to withdraw their children from these tests. The council of chief state school officers and broad and big school districts were in support of decreasing the number of standardized tests students take. Plenty democratic groups have come out and backed this idea. If Schools do drop the mandated government tests, Kamenetz advice of three different choices measuring national students The first choice that Kamenetz...

Words: 631 - Pages: 3

Free Essay

Test

...P a g e |1 BackTrack 5 guide 4: How to perform stealth actions Karthik R, Contributor You can read the original story here, on SearchSecurity.in. In previous installments of this BackTrack 5 how to tutorial, we have discussed information gathering and vulnerability assessment of the target system; explored network assessment, scanning and gaining access into the target; and, delved into privilege escalation tools. In this installment of the tutorial on BackTrack 5, how to perform stealth actions will be discussed. Why stealth? The objective of penetration testing is to replicate the actions of a malicious attacker. No attacker desires discovery of surreptitious entry into the network, and hence employs stealth techniques to remain unnoticed. The penetration tester needs to adopt the same stealth methods, in order to honestly assess the target network. http://searchsecurity.techtarget.in/tip/BackTrack-5-guide-4-How-to-perform-stealth-actions P a g e |2 Figure 1. The ‘maintaining access’ category in BackTrack 5, with a focus on OS backdoors. This installment of the BackTrack 5 how to tutorial deals with the “Maintaining Access” feature, within which are options for OS backdoors, tunneling and Web backdoors, as shown in Figure 1. OS backdoors > Cymothoa: Cymothoa is a stealth backdooring tool on BackTrack 5 that injects backdoor shell code into an existing process. This tool has been developed by codewizard and crossbower from ElectronicSouls. The general...

Words: 1111 - Pages: 5

Premium Essay

Pre And Post-Test Assessment

...Compare your experience in taking the pre and post-test assessment. For this post exam, I experienced more anxiety than with the previous assessment test. I reviewed APEA material for most of the week, so I felt better prepared in some areas. However, with this exam falling on a holiday week, it was difficult to maintain consistent review times. Physically, I felt like I was sitting for the actual exam, therefore, my stomach was unsettled. However, I was more focused on taking my time reading the questions instead of rushing through the exam. Compare the scores you received pre and post-test, and the areas of lowest and highest scores. How did you do? The results of the pre-test reveal the lowest scores in Diagnosis and the post-test evaluation indicate that this is an area in which I need to improve in. My scores were consistently high for Assessment, however, they dropped in Planning and Intervention. I believe the challenge is deciding the most appropriate intervention. The areas of Evaluation and Pharmocotherapeutics were improved....

Words: 1046 - Pages: 5

Premium Essay

Eco 410 Test Bank

...A++PAPER;http://www.homeworkproviders.com/shop/eco-410-test-bank/ ECO 410 TEST BANK ECO 410 Test Bank, All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 - 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 - 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ...

Words: 471 - Pages: 2

Free Essay

Eco 410 Test Bank

...ECO 410 TEST BANK A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=eco-410-test-bank Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ECO 410 Test Bank, All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 – 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 – 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO...

Words: 484 - Pages: 2

Premium Essay

Standardized Test Outline

...I. Standardized test give an unfair advantage to some groups, with the contrast only widening throughout the decades. A. The wealthier class are more prepared than the poor class. 1. Since the 1960s, the contrast of standardized test results between those with wealth and those in poverty have widened by 60%. 2. Students in wealthier environments have greater access to methods and classes that help them prepare specifically for standardized tests. B. Whites and Asians have an advantage over Latinos and African Americans. 1. Although the African American and Latino students make up about 70% of the total student body, they are consistent in scoring lower on standardized tests in New York. 2. Schools in Virginia require a smaller percent...

Words: 615 - Pages: 3

Premium Essay

Standardization Test

...these test has become important for teachers since a student may take a least one standardized test per year. And therein lies the problem; relying heavily on standardized test, whether or not these test actually have reliable scores and are worth the extensive focus. Standardized test negatively affect student learning because they focus on certain topics and generate unreliable test scores due to certain factors. These factors include limitation of creativity, narrowing of curriculum, use of outdated methods, repetition, race and gender. In my research I have found significant data supporting my views. But first it is important to understand what standardized tests are. Standardized tests are different from other testing because they have uniform procedure. This means that they have the same time limits, fixed set of questions, and the scoring is also carefully outlined and uniform. Standardized test are usually scored objectively but there can be some questions such as a short answer question or personality questions which can be scored differently. Almost all test can be classified as informal or formal; a test given and create by a teacher is informal, but a standardized test is classified as formal (Mehrens and Lehmannn). There are certain characteristics a test must have to be a standardized test. The first characteristic is that the test must be designed by a specialist. These specialists have been trained in measurement and principles of test development...

Words: 1511 - Pages: 7