Share your knowledge of energy production and photosynthesis with organelles from the chapter and state the reason in your own words.

Energy production by mitochondria and Photosynthesis by chloroplast. In this discussion, you will be looking at how these organelles evolved. According to the endosymbiotic theory, these organelles such as plastids (chloroplast) and mitochondria were taken up by another cell by the process of endocytosis. This is the evolutionary theory of the origin of eukaryotic cells from prokaryotic organisms. Watch this video to learn more https://youtu.be/4LhBZ2H5SwM

In the table below, two eukaryotic organelles are shown – Organelle A and Organelle B.

Both organelles belong to a eukaryote. Do one or both organelles (A and B) have more similarities with eukaryotes or prokaryotes? Provide at least two reasons to support that.
Which of these are mitochondria and which is chloroplast? Provide evidence to support that.
As you know if bacteria enter the human body or for that matter any organism, it is destroyed. In your opinion, why was the organelle not destroyed and underwent endosymbiosis for the evolution of eukaryotes? Share your knowledge of energy production and photosynthesis with organelles from the chapter and state the reason in your own words.

Analyze, describe and interpret the clinical findings given in the case study using appropriate techniques.

Description

Analyze, describe and interpret the clinical findings given in the case study using appropriate techniques. The introduction should briefly state what the poster is about in approximately 250 words. State what the subject is, why it’s important and give some background information. Use references to support your document. Use BLAST and ORF Finder ( to identify the mutation in a given sequence (Fig. 3) and analyze the resulting amino acid sequence, respectively. The numerical data should be analyzed and presented graphically along with any statistical analysis of the data you perform. The photomicrographs should be labelled. The poster should contain 6 figures presenting the data with clear and concise figure legends you write yourself expressing your understanding of what is being shown and its meaning. The poster should conclude with a section on the observations made, the likely prognosis and treatments possible for the individual and conclusions that can be drawn. Any references used should be listed at the end of the poster. Please prepare an A1 poster and 10 minutes speech draft. The poster can brief and presentable and the speech draft needs to contain all the information.

What type of microscopy would be needed to view SARS-CoV-2? Why? What cell type or organelle would be of an equivalent size to this virus?

Centers for Disease Control: COVID-19
World Health Organization: Coronavirus disease (COVID-19) pandemic
In addition to the links provided(I provided links at bottom of paper details), include at least two additional sources, one of which must be peer-reviewed, to write a paper that addresses the questions.
Your paper should be formatted in APA style and should include an introduction, conclusion, and a references section.

SARS-CoV-2 Identification

1.Early in the pandemic, researchers suspected that COVID-19 was caused by a virus. What are some ways that they could confirm that a virus, and not bacteria, was responsible for this disease?

2.What type of microscopy would be needed to view SARS-CoV-2? Why? What cell type or organelle would be of an equivalent size to this virus?

3.Based on the Baltimore classification of viruses, which groups would SARS-CoV-2 fall within? What type of genetic material does it contain? Are there any related viruses that cause disease in humans?

SARS-CoV-2 Replication and Genetics

4.Based on your response to question three, draw the replication cycle of SARS-CoV-2.

5.How could SARS-CoV-2 be cultivated? What biological materials would be needed?

6.If viruses such as SARS-CoV-2 are unable to metabolize organic molecules, where do they get the energy to undergo replication?

7.As discussed above, SARS-CoV-2 has an RNA genome. Discuss three differences between RNA and DNA.

8.During the course of the pandemic, several variants of the original SARS-CoV-2 virus have become dominant strains circulating through human populations. Discuss the steps that are involved with the formation of a variant and its increase in prevalence.

COVID-19 Treatments

9.One of the few drugs that have been found to be effective against SARS-CoV-2 is remdesivir. How does this drug inhibit viral replication?

10.Predict which physical or chemical methods of control would be effective against viruses like SARS-CoV-2. List two physical or chemical methods and their mechanism of action.

11.What are at least two suspected reservoirs for SARS-CoV-2, besides humans?

12.How can SARS-CoV-2 be transmitted? For each of the possible transmission mechanisms, discuss whether or not this is a potential source of transmission.

Direct contact
Indirect contact
Vehicle
Vector

13.Why is quarantine an important tool used by public health to reduce the spread of COVID-19?

14.How can herd immunity prevent the spread of viruses within a human population?

15.Some of the first vaccines developed for COVID-19 were RNA vaccines. After the administration of the vaccine, how does this result in an immune response if exposed to the actual virus?

Describe the appearance of a dry owl pellet.

Owl pellets are the undigested remains of prey ingested by an owl.  The owl swallows its prey whole, and during the process of digestion, the soft parts of the prey are dissolved and passed on to the intestine for absorption.  The hard, non-digestible parts-bones, teeth, fur, feathers, and chitonous remains of insects are compressed in the gizzard and passed on to the proventriculus where the pellet remains until it is expelled.  These pellets are not eliminated as feces, but are regurgitated through the mouth.
Pellets are not found exclusively within the owl families.  There are many species of birds known to regurgitate pellets; hawks, eagles, kites, harriers, falcons, and even robins are some of the more familiar ones.  Out of all types of pellet ejectors, the efficiency of the process is probably as high in owls as in any other bird.
The Common Barn Owl feeds in early morning and early evening and will usually produce one to two pellets per day.  Glossy black when fresh, the pellet remains smooth and dark in color when dry.  These pellets can provide valuable information pertaining to the diet of owls.  By studying the contents of owl pellets, one may discover seasonal, regional, and habitat differences and even differences in individual tastes between owls.  Also, pellets can be used to effectively illustrate the nature of food chains, to demonstrate the role of avian predators within the ecosystem, and to provide information about the presence and relative abundance of animals in a particular area.  As an educational tool, pellets can also be used to introduce students to skeletal anatomy and to teach others how to identify and animal by its skull and jawbones.
The pellets in this Pak are from one of the two owl families, Tytonidae or Strigidae.  Each pellet has been fumigated to eliminate the presence of any insects and then individually wrapped for preservation.  Unless otherwise stated, the pellets in this Pak are from the family Tytonidae and more specifically, the Common Barn Owl (Tyto alba).
PURPOSE
1.              To successfully extract prey bones from a barn owl pellet.
2.              To explain how pellets are made and how they can be used to do a prey study.
3.              To label and arrange bones on a chart.
4.              To explain the role of owls in a food web.

PROCEDURE
Go to this website link at the top of this page
When the site loads, be sure to read the sections labelled Pellet Directions and Pellet Directions.
Click on the pellet to remove the fur.  Fur will automatically move to a pile in the corner.
Click on the bones and drag them to the skeleton.  Match the bones correctly and they will snap in place.
Note: Be sure to have the sound on and turned up so you can hear it
At any time, you can click on the label button to turn the labels on or off.
When you have correctly matched you will have a chance to download a certificate that you can print.
In order to get credit for your dissection, you must save your certificate and upload it to the Dropbox.

Owl Pellet Dissection

Name___________________________

Answer the following questions from the introduction information.

What are owl pellets?

What happens to the soft parts of the prey?

What is the purpose of the gizzard in the owl pellet formation?

Where does the pellet remain until it is expelled?

These pellets are not eliminated as _________________, but are regurgitated through the ___________________.
List 6 other birds that are known to regurgitate pellets.

Of all the birds that are pellet ejectors, which type of bird is probably the most efficient at this process?

How many pellets does the common barn owl produce per day?

What color are the pellets when fresh?

Describe the appearance of a dry owl pellet.

The pellets are from what owl family?

Why are the pellets fumigated?

How do food webs and food chains differ?

Why does the number of organisms decrease as you move up the pyramid level?

In terms of energy flow in an ecosystem, why is the amount of energy passed from one trophic level to the next so small?  Since we know energy cannot be destroyed, account for the loss of energy that occurs between the prey and the owl.