Genetics

Genetics.

Genetics Practice Problems #1-

1. In horses, hair color is controlled by a gene A. The dominant allele A produces black hair; the recessive a gives brown. A second gene B controls hair length, with long hair (B) dominant to short hair (b). A homozygous black, short-haired female horse is mated to a homozygous brown, long-haired male. What will be the genotypes and phenotypes of the F1 generation? Of the F2 generation?

2. In shorthorn cattle, the gene for coat color is an example of incomplete dominance (a heterozygous animal is a color intermediate between the two pure gene colors). A breeder of these cattle has cows that are white and a bull that is roan (a mixture of red and white). What fraction of the calves produced in his herd will be white? Roan? Red?

3. Starting with a roan bull and white cows, as in problem 2, could the breeder eventually establish a true-breeding red herd? How?

4. In humans, normal skin pigmentation is due to a dominant gene C; its recessive c results in albinism. A normal man marries an albino woman. Their first child is an albino. What are the genotypes of these three people? If the couple have more children, what are they likely to be?

5. Watermelons may be either plain green or striped in color, the fruit may be either long or round in shape. A watermelon plant of a homozygous long, green variety was crossed with one of a homozygous round striped variety. The F1 plants all bore round, green melons. (a) How many genes are involved in this cross? (b) Which alleles are dominant? (c) If two plants are crossed, what fraction of the F2 generation would be round and striped?

6. What results would you expect if one of the F1 plants in problem 5 was crossed with a plant of a long, striped variety?

7. The following problems all concern tomatoes. Red tomato fruit color is dominant to yellow, and round tomato shape is dominant to oval (pear-shaped). Each characteristic is controlled by a single gene, and the genes are on separate chromosomes. Phenotypes of parent and offspring plants are given in succeeding questions. For each question, determine the genotypes of the parents.

a. Red/round crossed with yellow/oval produced one-half red/round and one-half red/oval.

b. Red/oval crossed with red/oval produced three-fourths red/oval and one-fourth yellow/oval.

c. Yellow/round crossed with red/oval produced all red/round.

d. Red/round crossed with red/oval produced three-eighths red/round, three-eighths red/oval, one-eighth yellow/round, and one-eight yellow/oval.

e. Red/round crossed with red/round produced 56 red/round, 18 red/oval, 19 yellow/round, and 6 yellow/oval.

Genetics

 
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Biology

Biology. 1.

a. What is the name of the pigment that captures light (2 points)

b. Why does the pigment appear green? (2 points)

 

2. List two variables besides the wavelength (color) of light which might affect the rate of food production in plants. (4 points

a.

b.

.

3. Why is chlorophyll important for all biological life? (5 points)

 

4.

a. In Part I of the procedure, what is the name of the indicator used to identify the presence of CO2? (2 points)

b. What color did the indicator turn after blowing air into the water through the straw? (2 points)

5.

a. What color did the indicator turn after the tube was placed under a light source for 30 minutes? (2 points)

b. Why did this occur? (3 points)

6. List the four common pigments found in plants and their functions. (4 points)

a.

b.

c.

d.

7. If the Rf factor of a pigment is .8400 and the distance that the solvent traveled is 12 cm, how far did the pigment travel? (5 points)

8. List the pigments extracted from the spinach leaves and their corresponding Rf values, from lowest to highest Rf value (4 points).

a. pigment, Rf value

b. pigment, Rf value

c. pigment, Rf value

d. pigment, Rf value

 

9. Based on the results, which pigment has the highest molecular weight? (5 points)

10. From the chromatography lab, which pigments were soluble in the acetone? (5 points)

11. The earth’s early atmosphere did not contain oxygen. This changed dramatically once the early cells underwent photosynthesis. Explain why photosynthesis could have occurred in such an atmosphere and how it eventually affected the evolution of other organisms. (10 points)

 

12.

a. In reviewing the data from the floating disk experiment, which factor had a greater impact on the rate of photosynthesis (light intensity or concentration of carbon dioxide)? (5 points)

b. How did the student come to this conclusion? (5 points)

**INFORMATION NEEDED TO COMPLETE THE FOLLOWING PROBLEMS**

Independent Variable: This is the cause.

Dependent Variable: This is the response or effect.

One hundred samples of several different plants were placed in each of six sealed containers with water in them. At the end of two days the amount of oxygen produced was measured. Results are shown in the table below.

Container Plant Height of Plant Light Intensity Source of Light Distance from Light mL O2 Produced
1 Iris 4″ High Artificial 6″ 16
2 Iris 4″ High Natural 6″ 13
3 Iris 6″ Low Artificial 5″ 12
4 Carnation 6″ High Natural 4″ 13
5 Carnation 6″ Low Natural 4″ 9
6 Carnation 4″ Low Artificial 5″ 14

 

13. Based on the data presented in the table, which two containers could be correctly used to compare the rate of photosynthesis at two different light intensities? (5 points)

a. 1 and 2

b. 2 and 3

c. 1 and 5

d. 5 and 6

e. 4 and 5

 

14. Compare Containers 1 and 2. What independent variable is tested by this comparison? (5 points)

a. Kind of plant

b. Height of plant

c. Light intensity

d. Distance from light source

e. Light source

 

15. Which container had the slowest rate of photosynthesis? (5 points)

a. 1

b. 2

c. 3

d. 4

e. 5

f. 6

 

16. (Application) How might the information gained from this lab pertaining to photosynthesis and pigments be useful to the student or how can the student apply this knowledge to everyday life as a non-scientist?

Biology

 
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Rasmussen MCB2289 Module 3 Quiz 2017

Rasmussen MCB2289 Module 3 Quiz 2017. Question

Question 1 All of the following are bloodborne pathogens in the health care setting except

Answers:

Hepatitis A

Hepatitis B

Hepatitis C

HIV

Question 2 Sucrose is composed of

Answers:

Glucose and galactose

Glucose and fructose

Fructose and maltose

Glucose and maltose

Question 3 Which of the following stains is generally used for the diagnosis of tuberculosis (TB)?

Answers:

Simple stain

Acid fast stain

Gram stain

Negative stain

Question 4 Which of the following industries use(s) microorganisms?

Answers:

Wine

Cheese

Chemical

All of the answers

Question 5 The cell organelles found only in algae and plant cells are

Answers:

Chloroplasts

Mitochondria

Vacuoles

Vesicles

Question 6 Which of the following organelles contain oxidative enzymes capable of oxidizing toxic substances?

Answers:

Mitochondria

Chloroplasts

Lysosomes

Peroxisomes

Question 7 The RNA nucleotide that base that pairs with adenine of DNA is

Answers:

Cytosine

Guanine

Thymine

Uracil

Question 8 The process where energy (ATP) is created in the presence of oxygen is known as:

Answers:

aerobic respiration

anaearobic respiration

fermentation

photosynthesis

Question 9 The organelles responsible for packaging proteins for transport are the:

Answers:

ribsomes

golgi complexes

lysosomes

rough ER

Question 10 Which of the following sites of the human body does not have a normal flora?

Answers:

Intestine

Skin

Vagina

Blood

Question 11 CDC stands for

Answers:

Centers for Disease Control and Prevention

Children’s Disease Center

Central Disaster Control Center

Central Drug Evaluation and Control Center

Question 12 The group of organisms that includes yeasts and molds are known as _______

Answers:

Algae

Bacteria

Fungi

Viruses

Question 13 A relationship between organisms in which one organism is benefitted and the other is unaffected is called

Answers:

Mutualism

Competition

Synergism

Commensalism

Question 14 Media that contain added complex organic substances such as blood for the growth of specific bacteria are referred to as

Answers:

Enriched media

General-purpose media

Differential media

Reducing media

Question 15 The destruction of all microorganisms and their endospores is referred to as

Answers:

Disinfection

Degermation

Sanitization

Sterilization

Question 16 An inanimate object or substance capable of transporting pathogens from one medium or individual to another is referred to as a

Answers:

Vector

Fomite

Transporter

Transposon

Question 17 Chemically, most enzymes are

Answers:

Proteins

Lipids

Nucleic acids

Carbohydrates

Question 18 Which of the following lack nucleic acids?

Answers:

Archaea

Viruses

Prions

Bacteria

Question 19 How many different biosafety levels have been established for the handling of microorganisms?

Answers:

1

2

3

4

Question 20 During DNA replication, cytosine always undergoes complementary base pairing with which of the following nucleotides?

Answers:

Adenine

Guanine

Thymine

Uracil

Question 21 Starch is an example of a __________

Answers:

Protein

Carbohydrate

Lipid

Nucelic acid

Question 22 All bacteria are eukaryotic

Answers:

True

False

Question 23 Binary fission is a form of reproduction used by

Answers:

Viruses

Bacteria

Fungi

Helminths

Question 24 The stain that is used to identify bacteria with a large amount of peptidoglycan in their cell walls is the ________

Answers:

Methylene blue stain

Congo red stain

Simple stain

Gram stain

Question 25 Complex communities of microorganisms on surfaces are called

Answers:

Colonies

Biofilms

Biospheres

Flora

Rasmussen MCB2289 Module 3 Quiz 2017

 
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Write A Report For Comparing Cell Contents Of Plants From Different Environments

Write A Report For Comparing Cell Contents Of Plants From Different Environments. Hand in to your discussion leader a typed lab report. You and your group members can submit identical cover pages and data tables, but your introduction and discussion must be written by you, in your own words. (1) Cover page: including the title of the experiment (in this case use “Comparing cell contents of plants from different environments” ), your name, the date, your discussion leader’s name, and the number of your discussion section. Also include the names of all your partners and their discussion section TAs. (2) Introduction: State your hypothesis about whether the concentration of solutes inside the cells of plants from different environments should be the same or different. Explain briefly why your hypothesis makes sense to you. State the prediction you generated from this hypothesis and describe (in general terms) how you tested it. You don’t need to detail the methods (because they are already in the lab guide), but you do need to define an isotonic point (especially what you consider to be its relationship to the cell’s internal solute concentration) and explain how you used isotonic points to test your prediction. (3) Results: On a separate page, summarize your data from tables 3 (onion cells) and 4 (three other kinds of cells) into one table, clearly labeled. (4) Discussion: In about 2 pages, explain what an isotonic point is and compare the isotonic points of your specimens with each other and with sea water. Does there appear to be a relationship between isotonic points and environment in which the plants are found? If not, then what cellular mechanisms (salt pumps, impermeable cell membranes, or others?) might these plant cells be using to maintain a stable internal environment despite widely differing external environments? Include some of the analysis and discussion questions raised on the previous page.

P.s. The first document is a model of the report (Pg 26-43 in the lab manual). Just write as it

Those pictures are the results of the report

The last document – the lab manual Page 44-60 are for this report we are working on, just ignore other pages.

All the information is in the lab manual.

Effects of environmental factors on the rate of enzyme catalyzed reactions

Guangyu Qi & Xiaoxi Yue

Professor Sahil Wadhwa

22th February 2019

 

 

· Introduction

In this report, we will mainly talk about what affect the rate of enzyme catalyzed reactions by discussing two experiments, that are experiment-effect of temperature on enzyme-catalyzed reactions and experiment-effect of PH on enzyme-catalyzed reactions. Why is enzyme so important that deserve us to do experiments on it? In living organisms, there is a class of substances that promote metabolism and promote the smooth progress of all life-related chemical reaction, which is enzyme. There is a very large family of enzymes. There are about 2,000 kinds of enzymes known at present, and there are more than 700 kinds in the human body. They are spread all over the human mouth, gastrointestinal tract, pancreas, liver, muscles and skin. In a word, we can’t live without the using of enzymes. Therefore, it’s necessary for us to figure out what factors affect such important enzymes, and how our enzymes affected by those factors.

Moreover, we will use a machine called Spectrophotometer (Spec 20) in two experiments. The reason why we use Spec 20 to compare the rate of the reaction under different conditions is that the Spec 20 is a device that measures how “dark” a liquid is, as more and more (clear) catechol is converted to (brown) benzoquinone, less and less light will be able to pass through the test tube, and the percentage of light absorbed will increase. Therefore, Spec 20 is the best choice for these two experiments.

Hypothesis:

As a substance produced by a living organism and acts as a catalyst to bring about a specific biochemical reaction. In the experiment-effect of temperature on enzyme-catalyzed reactions, we hypothesized that enzymes are most efficient at appropriate temperature like 30°C and 40°C. For example, in our daily lives, when our body have high fever or low fever, we will feel extreme discomfort; thus, we hypothesized high temperature or low temperature will affect the efficiency of enzymes.

In the experiment-effect of PH on enzyme-catalyzed reactions, we hypothesized that the rate of an enzyme catalyzed reactions is greatest at pH values that are 7. For instance, the most indispensable and needed substance in our body is water, which is typical neutral liquid in nature; thus, we hypothesized acid and base condition will affect the efficiency of enzymes.

 

· Material and Method

Effect of temperature on enzyme-catalyzed reactions

Materials

1. 6 test tubes with a test tube rack,

2. a wax pencil,

3. a pipette,

4. 5 different water bathes (Ice 0, room temperature, 30,40,60) and

5. a spectrophotometer.

6. potato extract,

7. water

8. catechol.

Method

1. We use a wax pencil to mark the tubes with numbers 1 through 5 and “X” and leave the last tube as “blank”.

2. We measure 1 ml of potato extract (a rich source of the enzyme catechol and 4 ml of water into each of the 5 tubes with a pipette.

3. To make a “blank,” we put 1 ml potato extract and 6 ml of water into the sixth tube. And we cover all 6 tubes with parafilm, invert to mix, and stand the tubes in rack.

4. We separate 5 tubes into different 5 water bathes and take 5 minutes to make sure the temperature of the solution inside our test tubes have reached the temperature of its water bath.

5. We add 2 ml of catechol solution to each of the 5 sample tubes simultaneously in the same sequence, so that reaction times in the 5 samples will be comparable. We remove the tube from the water bath, remove the parafilm, add the catechol, put the parafilm back on, and invert tube to mix the contents. Return each tube to its bath for 5 minutes.

6. We use the blank to recalibrate the Spec 20.

7. Exactly 5 minutes after adding the catechol, remove each sample tube from its water bath, dry it, insert the tube into the sample holder of the Spec 20, and measure absorbance. Quickly repeat for the other 4 tubes, one at a time, in numerical order. Record these values.

Effects of pH on enzyme-catalyzed reactions

Materials

1. 6 test tubes with a test tube rack

2. a wax pencil

3. a pipette

4. spec 20

5. potato extract

6. water

7. catechol

8. distilled water

9. 5 different buffer solutions (PH 3, PH 5, PH 7, PH 9, PH 11).

Method

1. We use a wax pencil to mark the tubes with numbers 1 through 5 and “X” and leave the last tube as “blank”.

2. We measure 1 ml potato extract and 4 ml buffer for pH 3 into No.1 tube. Measure 1 ml potato extract and 4 ml buffer for pH 5 into No.2 tube. Measure 1 ml potato extract and 4 ml buffer for pH 7 into No.3 tube. Measure 1 ml potato extract and 4 ml buffer for pH 9 into No.4 tube. Measure 1 ml potato extract and 4 ml buffer for pH 11 into No.5 tube. Measure 1 ml potato extract and 4 ml buffer for pH 7, plus 2 ml distilled water into “Blank” tube.

3. Cover each tube with parafilm and invert to mix. Stand all 6 tubes in the test tube rack.

4. Add 2 ml of catechol to the 5 sample tubes, put the parafilm back on, and again invert the tube to mix the contents.

5. Use our “blank” to calibrate the Spec 20.

6. Allow the browning reaction to proceed for exactly 5 minutes. Then insert the sample tubes, one at a time in numerical order, into the Spec 20 and record the absorbances. Note any color changes in the test tubes.

 

 

· Results

1th Experiment-Effect of temperature on enzyme-catalyzed reactions

Through the first experiment-effect of temperature on enzyme-catalyzed reactions, we get temp (°C), absorbance and color changes of whole 5 sample with the use and compare of blank sample. No.1 sample is in 0 °C, the absorbance after whole experiment ends is 2.34 and it change to yellow, not original white. No.2 sample is in room temperature; the absorbance is 3.23 and it change to brown which is dark than yellow a little. No.3 sample is in 30°C, the absorbance is 3.48 and it change to dark-brown than normal brown a little. No.4 sample is in 40°C, the absorbance is 3.86 and it change to the brownest which near to color-black. No.5 sample is in 60°C, the absorbance is 1.51 and it change to obviously pink.

Table: Effect of temperature on extent of browning

Sample

Temp (°C) Absorbance Any color changes?
 
Blank Room temp 0 Clear
1 0°C 2.34 Yellow
2 Room temp 3.23 Brown
3 30°C 3.48 Dark-Brown
4 40°C 3.86 Brownest
5 60°C 1.51 Pink

 

 

Graph: Effect of temperature on browning rate

 

 

 

 

 

 

 

 

 

 

 

 

 

2nd Experiment-Effect of PH on enzyme-catalyzed reactions

Through the second experiment-effects of pH on enzyme-catalyzed reactions, we get PH and absorbance of whole 5 sample with the use and compare of blank sample. No.1 sample with PH 3 and the absorbance is 1.76. No.2 sample with PH 5 and the absorbance is 1.08. No.3 sample with PH 7 and the absorbance is 2.98. No.4 sample with PH 9 and the absorbance is 0.51. No.5 sample with PH 11 and the absorbance is 0.98.

Table: Effect of PH on extent of browning

Sample PH Absorbance
 
Blank * 0
1 3 1.76
2 5 1.08
3 7 2.98
4 9 0.51
5 11 0.98

 

Graph: Effect of PH on the browning rate

 

 

· Discussion and Conclusion

To draw the results of temperature experiment, the curve is like a “mountain”, it goes up from 0°C and reaches the peak at 40°C and down to bottom at 60°C. As we can see, the best temperature for the rate of reaction is 40°C with 3.86 absorbance. In contrast, the lowest rate of reaction is 1.51 absorbance at 60°C. Obviously, our hypothesis was accepted because the rate of an enzyme catalyzed reactions is greatest at temperature that are 40°C. For a reaction to occur, the two reactant molecules must “bump into” each other; however, in this experiment, when the temperature at 0°C, the cold condition slow down the speed of molecules and enzymes, so that it directly decreases encounters between substrate and enzymes. Therefore, 2.34 absorbance at 0°C is not high like high temperature, and enzyme that under cold condition won’t highly efficiency like enzymes under higher temperature. Moreover, high temperature does not necessarily increase the efficiency of the enzyme. Just like enzymes at 1.51 absorbance at 60°C, it not efficiency like enzymes at 3.86 absorbance at 40°C.Why? Because enzymes are efficient in a narrow rang of temperature. It true that higher temperature makes enzymes fast and efficient, but once the temperature higher than a certain temperature, the enzymes become denatured. It means enzyme lose its shape and even not reactive like enzymes under low temperature condition.

Moreover, the PH experiment pattern just like the letter “W” in graph, it reaches the peak at PH 7. As we can see, the greatest rate of reaction at PH 7 which is 2.98 absorbance. The lowest rate of reaction is 0.51at PH 9. Our hypothesis was accepted because the rate of an enzyme catalyzed reactions is greatest at Ph values that are PH 7. To explain the change of the absorbance at low and high PH values, the best environment for enzymes’ reaction is neutral condition, since acid and basic environment will make enzymes become denatured. It means enzymes will lose their original shape when they are under acid and basic condition. As a result, 1.76-1.08 absorbance under acid condition and 0.51-0.98 absorbance under basic condition are not high as 2.98 absorbance under neutral condition which is PH 7. Moreover, some people know that the greatest rate of reaction for few types of enzymes are not PH 7(neutral condition), and their optimal PH is even around PH 2 which is true. Actually, in human body, typical enzymes are still highly efficient at PH 7 environment. However, some parts of human body may have a acid environment, like stomach; thus, enzymes that optimal PH is 2 would be found in acid environment like stomach.

Fortunately, earth is our home, and earth make us have nice environment to live. Some people may not live in optimal temperature rang; thus, once their enzymes not work in optimal range for a long time, they will start ill. Different like human being, there are few kinds of animals that live in extreme weather are able to properly adjust their enzymes’ efficiency, like penguin, white bear, deep-sea fish and dolphin. Actually, study what factors affect the enzyme is only a small step for natural science, there are lots of things that unknown wait for human to explore and study.

Absorbance

0°C Room temp 30°C 40°C 60°C 2.34 3.23 3.48 3.86 1.51

Temperature of water bath (°C)

 

 

Absorbance

 

 

Absorbance

3 5 7 9 11 1.76 1.08 2.98 0.51 0.98

PH

 

 

Absorbance

Write A Report For Comparing Cell Contents Of Plants From Different Environments

 
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