Critical Thinking Discussion

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Critical Thinking Discussion. Students with code numbers starting with a 1 (e.g., 11, 12, 13, etc), must post answers to 2 of the critical thinking questions below. You can only post an answer to a previously answered question if you are correcting an error made by a previous poster.

A person is declared to be dead upon the irreversible cessation of spontaneous body functions brain activity, or blood circulation and respiration. However, only about 1% of a person’s cells have to die in order for all of these things to happen. How can someone be dead when 99% of their cells are still alive?
Explain the difference between a one-celled organism and a single cell of a multicellular organism.
Why would you think twice about ordering from a restaurant menu that lists only the second part of the species name (not the genus) of its offerings? Include an example of why this might be troubling.
Once there was a highly intelligent turkey that had nothing to but reflect on the world’s regularities Morning always started out with teh sky turning light, followed by the master’s footsteps, which were always followed by the appearance of food. Other things varied, but food always followed footsteps. The sequence of events was so predictable that it eventually became the basis fo the turkey’s theory about the goodness of the world. One morning, after more than 100 confirmations fo the goodness of theory, the turkey listened for the master’s footsteps, herd them and had its head chopped off. Any scientific theory is modified or discarded upon discovery of contradictory evidence. The absence of absolute certainty has led some people to conclude that “facts are irrelevant because they can change”. If that is so, should we stop doing scientific research? Why or why not?
In 2005, research Woo-suk Hwang reported that he made immortal stem cells from human patients. His research was hailed as a breakthrough for people affected by degenerative diseases, because stem cells may be used to repair a person’s own damaged cells. Hwang published his results in a peer-reviewed journal. In 2006, the journal retracted his paper after other scientists discovered that Hwang’s group had faked the data. Does this incident show that results of scientific studies cannot be trusted? Or does it confirm the usefulness of a scientific approach, because other scientists discovered and exposed the fraud?

Critical Thinking Discussion

 
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Biology Problem Set Homework

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Biology Problem Set Homework. BICD 110 Fall 2020, Dr. Kiger

Problem Set 8 Lectures 7A-7B

 

Microtubules

 

1. What statement best describes the basis for how/why microtubules are “tubes”?

 

___A. tubulin and tubulin assemble into small filament rings that stack into a tube

___B. tubulin dimers assemble into filaments that spiral into a tube

_X_C. tubulin dimers assemble into parallel protafilaments that fold into a tube

___D. MAPs bind and curve the tubulin dimers so that filament assembly forms a tube

___E. ATPase activity of kinesin motor proteins bends a sheet of protafilaments into a tube

 

2. What is a shared property of both actin and tubulin subunits with respect to microfilament and microtubule dynamics, respectively?

 

___A. predominantly added to filament/protofilament (+) ends.

___B. predominantly added to filament/protofilament (−) ends.

___C. equally efficient at being added to both ends of filament/protofilament.

___D. added along the length within an assembled filament/protofilament.

 

3. During dynamic instability of microtubules, within the tubule…

 

(i)…the -tubulin subunits: (ii)….the -tubulin subunits:

 

___A. undergo ATP hydrolysis ___A. undergo ATP hydrolysis

___B. undergo GTP hydrolysis ___B. undergo GTP hydrolysis

___C. remain locked in GDP bound state ___C. remain locked in GDP bound state

___D. remain locked in ADP bound state ___D. remain locked in ADP bound state

___E. remain locked in GTP bound state ___E. remain locked in GTP bound state

 

(iii) Compare and contrast the above properties of tubulin subunits in microtubule ‘dynamic instability’ to those of actin subunits with microfilament ‘treadmilling’, providing key details. What is similar? What is distinct?

 

 

 

 

 

 

 

4. Define ‘critical concentration’ (Cc) as it relates to microfilament and microtubule formation, as well as to the different ends of the polymers. Define steady state.

 

 

 

 

 

 

 

5. Fill in the blanks.

 

Microtubules are typically not static structures. _____Dynamic instability_____ is the phrase used to describe how a microtubule undergoes alternating periods of rapid growth and shrinkage, called _____rescue_______ and ______catastrophy_________, respectively. These dynamics occur with growth happening at the microtubule ____positive (+)_____ ends, since the ____negative (-)_____ ends are typically inaccessible while stabilized at the ______MTOC_______. At the microtubule minus-ends, you will invariably find the specific microtubule subunit, __________________, which directly interacts with another tubulin subunit, __________________ in -TuRC. Growing microtubule ends are normally stabilized by __________________ ‘caps,’ while ___GTP____ hydrolysis can lead to rapid disassembly.

6. Compare and contrast the proteins, -tubulin and formin (what do they do? how do they do it? where do they do what they do?).

 

 

 

 

 

 

 

 

 

 

 

 

7. Name and describe the organization and roles for the three different major classes of microtubules that contribute to mitosis.

 

Microtubules and Motor proteins

 

8. Motor proteins are what kinds of enzymes?

 

 

 

9. Draw and label a simple cartoon of the general protein domains found in common between the structures for different types of motor proteins. Indicate the ‘motor’ region and what specific types of proteins interact with the different protein domains.

 

 

 

 

 

 

 

 

 

10. Which of the following properties is not shared by all myosins? May be one or more than one answer.

 

___A. the ability to bind ATP

___B. the formation of homodimers

___C. the ability to bind F-actin

___D. the presence of a head domain

___E. the ability to do work

___F. the ability to bind G-actin

 

11. In the model for myosin movement on microfilaments, the power stroke occurs during:

 

___A. binding of ATP.

___B. hydrolysis of ATP.

___C. release of phosphate (Pi).

___D. release of ADP.

___E. the assembly of a myosin thick filament

 

12. Match the cell functions on the right with the specific motor (A-F) most likely involved. You may use an answer more than once or not at all.

 

A. Myosin I ________ Cilia movement

B. Myosin II ________ Cell contraction

C. Myosin V ________ Organelle and vesicle transport (>1 correct!)

D. Kinesin I ________ Microtuble plus-end directed sliding

E. Kinesin 5 ________ Microfilament to membrane tethering

F. Dynein ________ Microfilament plus-end directed vesicle transport

13. All of the following statements describe Kinesin I except:

 

___A. Kinesin I is a (−) end-directed motor.

___B. Kinesin I transports vesicles along microtubules.

___C. Kinesin I binds and hydrolyzes ATP to produce movement.

___D. Kinesin I is composed of two heavy chains and two light chains.

___E. Kinesin is a (+) end-directed motor.

 

14. With respect to motor protein function, specifically what effect would the addition of AMP-PNP (a non-hydrolyzable analog of ATP) have on axonal transport? Why?

 

 

 

 

 

 

 

 

15. You purify what appears (by protein sequence homology) to be an ATPase protein complex that is required in a cell free assay for endosome intracellular transport. You call it Endomytin. You want to determine if Endomytin acts as a motor protein, and if so, to characterize its motor properties. Name three basic criteria (properties or predictions about protein function) that you expect if Endomytin is a motor protein, AND how you would test Endomytin for each of these properties.

 

 

 

1

Biology Problem Set Homework

 
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Cell Biology And Genetics CASE 1!!!!

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Cell Biology And Genetics CASE 1!!!!. MN551-1: Integrate knowledge of advanced physiology and pathophysiology across the lifespan with the clinical implications for the advanced practice nurse.

 

 

ONLY ADDRESS CASE 1!!!!!

 

 

 

Case Study: Cell Biology and Genetics

 

Below are several case studies. Your instructor will either assign you a case study or have you select one. If all of the case studies have not been covered, your instructor may assign a case study that no one has covered. Be sure to integrate your knowledge of advanced physiology and pathophysiology across the lifespan with the clinical implications for the advanced practice nurse.

 

 

Case Study Posting Requirements

1.    Make sure all of the topics in the case study have been addressed.

2.    Cite at least three sources; journal articles, textbooks, or evidenced-based websites to support the content.

3.    All sources must be within five years.

4.    Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

 

 

Case Study 1

Marsha and Clement are both carriers of sickle cell disease, a disease that is autosomal recessive. Their first child, Amelia, does not have the disease. Marsha and Clement are planning another pregnancy, but they are concerned about their second child having the condition. Clement’s dad died from complications of sickle cell disease shortly before Amelia was born.

1.    Draw a Punnett square to determine the likelihood of Marsha and Clement having a baby with sickle cell disease. What is the chance the baby will be a carrier of the disease, just like the parents?

2.    Marsha suggested to the nurse at the local family planning clinic that if the baby were a boy he might have a higher risk for developing the disease, just like his grandfather. If you were this Practitioner, how would you respond?

3.    When Amelia, who does not have sickle cell disease, grows up and marries someone who does have the disease, how likely is it that her children will have the disease?

 Case Study 2

Maria is a sedentary, 68-year-old woman who is overweight. She complains that her hands and feet are always cold, and she tires quickly when cleaning the house. At her most recent visit to her doctor, her blood pressure was 184/98 mm Hg. She has edema around her ankles and legs, and her physician is concerned about an echocardiogram that indicates Maria has an enlarged heart.

1.    Identify two reasons why Maria will have tissue ischemia. How might this lead to hypoxia?

2.    What two early and reversible changes occur to tissue cells when they are hypoxic?

3.     What specific type of cellular adaptation has taken place in Maria’s enlarged heart? What made you come to this conclusion?

4.    Predict why Maria’s heart has become enlarged. Why doesn’t this enlargement give her the same cardiac strength and endurance as a well-trained athlete?
Case Study 3

Kevin worked for 10 years at a uranium mine, excavating uranium for a nearby nuclear power plant. Now, 25 years later, he has small cell lung cancer. Kevin is anorexic and has lost a considerable amount of weight. His muscles are wasting, and he is weak. He tries to move around the house throughout the day but tires easily. It has been difficult for him to access care, and the treatment for his cancer is just starting.

1.    With the ongoing exposure to the ionizing radiation, DNA damage occurred. Outline the three stages of carcinogenesis that occurred after his exposure to radiation.

2.    Kevin is normally a fit and active man, and his wife often commented on how much food he used to eat after a day at mine. Why would there be muscle wasting and weight loss now? Explain your answer using your

3.    knowledge of the metabolic changes seen with cancer.

4.     In some cancer patients, muscle weakness may result from the production of onconeural antigens. Describe the effects of these antigens. What form would this process likely take in Kevin’s situation?

 Case Study 4

Felicity is a very busy 29-year-old woman in a professional career. She has diabetes mellitus, and is also pregnant for the first time. Due to her busy schedule, it took her three weeks to visit the family doctor to have the pregnancy confirmed. Felicity became very concerned when her physician asked whether she had been taking folic acid. It was all Felicity could do to remember to manage her insulin levels, and taking folic acid supplements was something she hadn’t even considered. Her doctor told her to take 600 μg of folic acid daily and advised Felicity to return later for maternal serum marker testing.

1.    Explain the potential teratogenic effect of folic acid deficiency on the developing fetus. What other risk factor is noteworthy in Felicity’s case?

2.    What is the benefit of maternal serum marker testing? What other test would be particularly useful to monitor the development of Felicity’s baby in this situation?

 

3.    When is the fetus most vulnerable to the effects of teratogens and why?

 

Assignment Requirements:

Before finalizing your work, you should:

·         Ensure you have written at least four double-spaced pages.

·         be sure to read the Assignment description carefully (as displayed above);

·         consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; and

·         utilize spelling and grammar check to minimize errors.

·         follow the conventions of Standard American English (correct grammar, punctuation, etc.);

·         be well ordered, logical, and unified, as well as original and insightful;

·         display superior content, organization, style, and mechanics; and

·         use APA 6th Edition format as outlined in the APA Progression Ladder.

Cell Biology And Genetics CASE 1!!!!

 
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Statistical Biology Lab Report

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Statistical Biology Lab Report. UTSC Journal of Plant Biology

BIO A01 2018- Fall; 1(1): 1-6

Insert Principal Author’s Name/Student Number

 

 

Paper title (The title should be specific and concise-Do not use “Formal Lab Report” in the title. All words except the first word should be in lower case-except for proper nouns.)[endnoteRef:1] [1: Template modified from the following resources: “Manuscript Template,” Science Publishing Group, The Open Access Publisher 2012 URL http://www.sciencepublishinggroup.com/journal/guideforauthors.aspx?journalid=173; Guidelines for Writing Scientific Papers, Honors Organismal Biology Laboratory (no date), URL http://www.bms.bc.ca/resources/library/pdf/GuidelinesScientificPapers.pdf; Guidelines for Writing a Scientific Paper, Maloy 2001, URL http://www.sci.sdsu.edu/~smaloy/MicrobialGenetics/topics/scientific-writing.pdf; and Writing a Scientific Research Paper, Massachusetts Institute of Technology 2000. URL http://umech.mit.edu/freeman/6.021J/2000/writing.pdf. ]

Author’s Name (Principal Author), 1, Author’s Name (Bench-mate 1), 1 Authors Name (Bench-mate 2), 1 Author’s Name (Bench-mate 3), 1 Author’s Name (Bench-mate 4), 1 Author’s Name1 (Bench-mate 5) 1 – If you do not know your bench-mates names, please write your name + 4 other BIOA01 students in PRAXX

1Dept. of Biological Sciences, University of Toronto Scarborough, Toronto, Canada

UTSC BIOA01 Lab PRAXX, BENCHX:

PRAXX TA:

 

Abstract: An abstract is a one-paragraph summary of your report. It should begin with a few introductory remarks that introduce the significance of the study. It should include (in this order) the background of the study (1-3 sentences), mentioning of the study system/species/object (1 sentence), the question investigated (1 sentence), the general methods used (1 sentence), the principle results (1 sentence) and the conclusions (1 sentence). The reader should be able to determine the major points of your report without having to read further. The language should be concise and no citations should be included in the abstract. The abstract is located at the beginning of your report, however it is usually written once you have finished writing your paper.

Keywords: Include at least 3 keywords or phrases (specific to your paper), which must be separated by commas to differentiate them.

 

Introduction [Page limit-1 page]

This template is set up to provide you with an example of the format expected for your Formal Lab Report (FLR). The template provides you with the specifications needed for preparing your FLR. You can save this file as a separate document and type your report directly into the template. You can then submit your edited version of this file to Quercus. Please note that Quercus will only accept Word (.docx or .doc) files or PDF (.pdf) files.

The introduction provides a context for the research. This section should include the following: 1) Description of the current state of knowledge or understanding at the beginning of your investigation (i.e., background information synthesized from the existing literature – think about what information readers would need to know to be able to understand your lab report); 2) Background information about study species used; 3) The purpose of the experiment and/or the question being asked; 4) Hypothesis/hypotheses written as statements. Null hypotheses may be included here; 5) Brief description of the approach being used to test your hypothesis/hypotheses statement; 6) Predictions written as explanatory statements (“If…then”) that focus only on experimental treatment groups (not controls) and are backed up with relevant references.

It is imperative that you include properly formatted in-text citations to support all non-original ideas within your introduction. Failure to include in-text citations will result in a grade penalty and could possibly lead to an academic offence.

 

Materials and Methods [Page limit – 1/2 page- 1 page]

The purpose of this section is to describe the experimental procedures, including any controls. This section should be written in the past tense (and first-person if applicable); the remainder of the paper should be written in the present tense. The description should be complete enough to allow someone to repeat your work. The Methods section should describe the chronological process that you used to complete the research, how all of the data was collected, and a short description of the statistical analyses you completed. It should be written in complete sentences, not bulleted lists. Do not include lab coat, gloves, or safety goggles in your materials description-the use of personal safety equipment is assumed.

Be certain to include any software used to produce graphs and analyze data (e.g., Excel, GraphPad). Also, be certain to include an in-text citation of the lab manual in this section (and a corresponding complete reference in your reference section) but summarize the methods in your own words.

 

Results [Page limit – 1 ½ – 2 pages (written ½-1 page, figure ½ page, table ½ page)]

The results section describes the results of, but DOES NOT interpret, your experiment. You should present your table and figure in this section. The ‘Results’ section should always begin with text and not your table and figure. You should describe your findings to the reader – you should refer the reader to your table and figure in your results description (e.g., see Table 1 or Figure 1). By referring to your table and figure appropriately, you can concisely present your results in several paragraphs. If you do not refer to the appropriate figure or table in your results section, you will be penalized.

For the purpose of this report, your table and figure should be embedded within your results section. Be certain that there is not a page break in the middle of your table or figure and do not wrap text around the outside of the table and figure. (Note that some journals require that the tables and figures be included following the reference section.) The table caption should appear above the table, whereas the figure caption should appear below the figure. Insert your table and figure after they are cited in the text.

Be sure to record all your class data on the Table 3.2 in your lab manual. You will need these data to do the statistical analysis to produce the Table and Figure for your ‘Results’ section of your Formal Lab Report. See tips for the Table caption below.

 

 

Table 1: Your caption should be above your table and include details of what is included in your table. The information in your caption/table should be complete enough and presented in a way that the reader can easily understand the information presented without referring to the text of your report.

 

 

INSERT TABLE HERE – Your Statistical Worksheets should not be used for your Table in your Formal Lab Report. You must select information from your Worksheets to make a Table for your FLR. Your Table should include the following columns for each t-test comparison. You will be comparing each of the four treatment groups (light intensity in lumens) with the negative control (dark), as well as the positive control (outside light). Thus, you will have 8 comparisons.

 

 

Your Table should include the following columns for each t-test comparison:

a. n

b. critical t– value

c. calculated t-value

d. df

e. actual p-value (p > 0.05 or p < 0.05 or p = 0.05)

f. conclusion (did you reject or fail to reject the null hypothesis?)

 

 

INSERT FIGURE HERE – Prepare a bar graph with standard deviation error bars using the total oxygen produced (ml) for your complete data set (posted on Quercus for your lab practical). This means that the columns will be an average of all 8 values for each control and each experimental treatment group. You will have a total of 6 bars in your bar graph. Treatments should be shown as categories on the x- axis, mean total oxygen produced (ml) should be on the y- axis. The controls and the 4 treatments should be discernable by clear labels on the x-axis.

 

Note: If treatments cannot be discerned from your figure, you will be penalized.

 

 

 

 

Figure 1: Your caption should be below your figure and include details of what is depicted in your graph. The information in your caption/graph should be complete enough and presented in a way that the reader can easily understand the information presented without referring to the text of your report.

 

 

 

 

 

 

 

Discussion [Page limit – 1 – 1 ½ pages]

The discussion section is where you report on the interpretation and conclusion of your results. This is your opportunity to demonstrate your ability to analyze, evaluate, interpret and reason effectively. The discussion should relate your findings to your original question, hypothesis (or hypotheses if you had more than one), and predictions, which means that you evaluate your results in terms of your original question/hypothesis/predictions and point out the biological relevance of your findings. Avoid redundancy between the sections, especially the ‘Results’ and ‘Discussion’, of the lab report.

In addition, you should generalize the importance of your findings, discuss ambiguous data, and relate your results to other published studies (i.e., results published in primary scientific literature). Is your work in agreement or in contrast with previously published work? You should also discuss any sources of experimental error or limitations. You should end your discussion by summarizing the main points that you want the reader to remember; you should provide closure for the report and by extension, the reader. You should also recommend specific areas of further research based on your results and the findings of other published studies.

It is imperative that you include properly formatted in-text citations to support all non-original ideas within your discussion. Failure to include in-text citations will result in a major grade penalty.

 

Acknowledgements [Page limit – 1 paragraph, optional]

The acknowledgements section is where you can choose to acknowledge people who contributed to your work in some way but do not fit the criteria to be included as authors. This is also where you would include information about funding sources.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References [Page limit – 1/2 – 1 page]

You must include at least three primary scientific literature sources (which you are responsible for finding) as well as the BIOA01 lab manual in the proper format (Name-Year System, CSE Style– see Section C of the FLR Information page). Further resources can be included in addition to the three required primary sources. This style combines in-text parenthetical citations with a reference list at the end of your report (Walker and Rapley 2009). The references should be organized in alphabetical order by the primary author’s surname (last name) – DO NOT alphabetize the names within each citation. Be consistent when writing journal titles – write all journal titles out in full (e.g., European Food Research and Technology) or all abbreviated (e.g., Eur Food Res Technol).

Tip: Complete the online Library Research module and associated quiz to help you find relevant primary resources.

See examples below and more by using library resource document included with other FLR files on Quercus. Remember to remove subheadings when preparing your reference list. Reference list should be a single alphabetized list.

 

Scholarly Journal Article (primary source)

 

Ma Q, Scanlan C, Bell R, Brennan R. 2013. The dynamics of potassium uptake and use, leaf gas exchange and root growth throughout plant phenological development and its effects on see yield in wheat (Triticum aestivum) on a low-K sandy soil. Plant Soil 373:373-384.

 

Scholarly Journal Article (primary source found on the internet)

Mattupalli C, Genger RK, Charkowski AO. 2013. Evaluating incidence of Helminthosporium solani and Colletotrichum coccodes on asymptomatic organic potatoes and screening potato lines for resistance to silver scurf. Am J Potato Res [Internet]. [Cited 20 June 2013.] Available from http://link.springer.com/content/pdf/10.1007%2Fs12230-013-9314-3.pdf

Scholarly Journal Article (review, not a primary source)

Miao Y, Stewart BA, Zhang F. 2011. Long-term experiments for sustainable nutrient management in China. A review. Agronomy for Sustainable Development 31:397-414.

Chapter in Book (not a primary source)

Denison RF. 2012. Selfish genes, sophisticated plants, and haphazard ecosystems. In Darwinian Agriculture: How Understanding Evolution can Improve Agriculture. Princeton (NJ): Princeton University Press. Pages 76-94.

 

Chapter in Book Series (not a primary source)

 

Fageria NK, Moreira A. 2011. The role of mineral nutrition on root growth of crop plants. Advances in Agronomy (Book series) 110:251-331.

 

Internet Resource (secondary or tertiary source)

Williamson RC. 2004. Deciduous tree galls [Internet]. Madison (WI): University of Wisconsin-Madison; [cited 2013 Sep 12]. Available from http://labs.russell.wisc.edu/pddc/files/Fact_Sheets/FC_PDF/Deciduous_Tree_Galls.pdf

Statistical Biology Lab Report

 
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