Explain the issue so that a non-science major with an interest in learning about the issue should be able to comprehend the story.

To help the reader (and evaluator), identify the ten selected biology terms with underline.
Provide a narrative with logical flow, connections, and transitions.
Explain the issue so that a non-science major with an interest in learning about the issue should be able to comprehend the story.
Use first person (me, we) and second person (you) throughout your writing in order to maintain the story line as a personal dialogue between you and the intended audience.
Use FOREIGN DNA, GENE TARGETING, HOST DNA, GENOME ANNOTAION, METABOLOME, PROTEOME, GENETICALLY MODIFIED ORGANISM, GENETIC MARKER, GENETIC ENGINEERING, and POLYMERASE CHAIN REACTION as the ten terms.
In this scenario, you are a Bt toxin in a corn plant cell. A ribosome calls out to you, saying “hey, I haven’t seen a protein like you before, what’s your story?”.

Your job is to introduce yourself to the ribosome. Explain what a Bt toxin is, where Bt toxins exist naturally, and how and why a Bt toxin came to live in a corn cell.

What experiences do you hope to have that will enlarge your understanding of the cultural richness of America and the world?

UB Honors scholars are characterized by intellectual curiosity, a broad range of interests, and a commitment to a diverse and inclusive society.

What experiences have helped to broaden your perspectives academically,socially and culturally?

What experiences do you hope to have that will enlarge your understanding of the cultural richness of America and the world?

Be as specific as possible in your answer.

Examine the characteristics of cell and colony morphology,Gram reaction,and perhaps most importantly,metabolic/biochemical test results.

The identification of microorganisms found in a patient sample

Experiment 21 IDENTIFICATION OF UNKNOWN MICROORGANISMS

Introduction There are myriad strategies and procedures that have been developed to separate and identify microorganisms. Some are based on cell morphology, others on metabolic ability, and still others on molecular (DNA-based) and serological (antibody-based) characteristics. Such tests have countless benefits, from aiding in classification to identifying environmental contaminants to diagnosing diseases. In this experiment, you will be given a “patient” sample containing two different unknown bacterial species that you will isolate and identify.

You will examine the characteristics of cell and colony morphology,Gram reaction,and perhaps most importantly,metabolic/biochemical test results. (Molecular identification of the species will be performed in Exp. 25.) Through identification of the unknowns, you will learn about the concept of bacterial identification and further refine your isolation, pure culture, microscope, and staining techniques. Although identifying bacteria typically starts with an enormous list that is narrowed down, it would be difficult to do all of the testing needed to completely identify all bacteria. Thus, a smaller list is used in this class. Because you are now an “expert” on using differential media, you are given info about various tests (which you may or may not have used before) that may or may not need to be performed depending the given unknown, as well as identification tables and notes.

The following principles will influence the identification of the unknown bacteria:

• The first step in identification must always be to isolate the different types of bacteria in the sample—i.e., to obtain a pure culture of each bacterial type.

• Deciding which tests are the most informative for identifying a genus/group or species.

• Interpretation of positive and negative results. Any test result for an organism is based on the probability (10% to 100%) that a given isolate will produce reactions similar to other isolates of the same genus or species. The natural variation seen between organisms may be due to mutations, recombination and selection. The tests that have a high probability of being positive or negative for a given species are recorded in the Exp. 21 tables and notes.

• First Stage tests (Table 1) and then Second Stage tests (Tables 2-7) will be performed in order to identify the unknown bacteria. Successful testing will be based on obtaining pure cultures and accurate results (e.g., note experimental details like time and temperature).

• Students are to always keep a “working” pure culture of their unknown bacteria. Working cultures should be streaked at the start of each class to avoid any contamination that may occur.
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What would happen to the chloroplasts if you resuspended them in water instead of in suspension buffer?

Chloroplast

Homework Questions

1. What would happen to the chloroplasts if you resuspended them in water instead of in suspension buffer?

2. Would the amount of chlorophyll be affected by resuspending the chloroplasts in water? If so, would the measured amount increase or decrease?

3. Which type of tissue contains more chlorophyll per gram of tissue (you can tell this just by looking at which leaf is darker green)?

4. We do not know (and cannot determine from this experiment) how many chloroplasts are in an individual cell in either tissue. What are the two possible explanations for why one tissue has more chlorophyll than the other (hint- think about how many chloroplasts are present in each possibility)?

5. What was the concentration of chloroplasts in both of your suspensions?

6. What was the concentration of chlorophyll in both of your suspensions?

7. What was the average amount of chlorophyll per chloroplast in each of your suspensions? (also write these values on the board)

8. Using your results only, why do you think one of your samples was darker green than the other (choose one of the answers from question 4) ?

9. Using the results of the entire class perform a t-test to see if the amount of chlorophyll per chloroplast is different between the two tissue types. Report your answer in an appropriate format.

10. Which answer to question 4 is supported by this t-test?

11. How much sorbitol (182 g/mol) do you need to make 25 ml of grinding buffer?

12. EDTA (372 g/mol) comes as a 0.5 M stock solution. What volume do you need to make 5 ml of suspension buffer?

What is Acetylcholine and how does it produce contraction of the smooth muscle (dynamics: receptors,type and drug-receptor interaction)?

Data analysis and interpretation (up to 1700 words): (40%)

1. Discuss
What is Acetylcholine and how does it produce contraction of the smooth muscle (dynamics:
receptors,type and drug-receptor interaction)?
What is pilocarpine  (or carbachol if it was chosen in the experiment) ? what is its mechanism of action? discuss briefly its therapeutic applications
Identify two drugs that can be used for their effect on smooth muscles within the body (urinary tract, blood vessels, or respiratory system) and briefly discuss the following:

The mechanism of action
Drug-drug interaction
Therapeutic application

Compare the 2 dose-response curves  (without antagonists): which agonist is the most potent? And which one is the most effective? provide evidence from your data.

Provide an approximate value of ED50 for both acetylcholine and pilocarpine or carbachol.

Analyse the effect of the antagonists on the dose-response curves for both drugs. How would you describe the mechanism of action of the antagonist on the muscarinic receptors?

Demonstrate good practice with respect to reporting, health safety,and laboratory organization.

Fundamentals of Laboratory Techniques

Assignment that has experiments Most of it is Biology but it has Chemistry

qualitative and quantitative analysis.

synthetic chemistry.

Demonstrate use of microscopy and aseptic technique.

Demonstrate good practice with respect to reporting, health safety,and laboratory organization.

This is about the assignment n general. more information is in the additional materials.

ONLY FOR TASK1:B

IT IS PRESENTATION ALIKE WRITING. I WILL ADD ASSIGENMENT BRIEF+ ITS DETAILS

SUBMISSION FORMAT:

format of a word document including APPROPRITE SUBHEADING + REFERENCE PAGE APPLENDICE IF DEEMED NECESSARY.( ASK ME I AM ALWAYS AVAILABLE AND AT ANYTIME)

MUST BE HARVARD REFERENCING.

PRESENTED IN ARIAL SIZE 12 FONT WITH DOUBLE LINE SPACING (TOTAL WORDS FOR ASSIGNMENT SHOULD BE 1500 – 2000) + 1000 I LEFT IT FOR REF.