Biology Lab Worksheet

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Lab 1 Introduction to Science BIO101  

 

 

Student Name: Click here to enter text. Kit Code (located on the lid of your lab kit):

 

Exercise 1: Data Interpretation

Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.

Table 4: Water Quality vs. Fish Population
Dissolved Oxygen (ppm) 0 2 4 6 8 10 12 14 16 18
Number of Fish Observed 0 1 3 10 12 13 15 10 12 13

 

 

Post-Lab Questions

1. What patterns do you observe based on the information in Table 4?

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2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.

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3. What would your experimental approach be to test this hypothesis?

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4. What would be the independent and dependent variables?

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5. What would be your control?

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6. What type of graph would be appropriate for this data set? Why?

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7. Graph the data from Table 4: Water Quality vs. Fish Population (found at the beginning of this exercise).

 

Insert graph here:

 

 

8. Interpret the data from the graph made in Question 7.

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Exercise 2: Testable Observations

Determine which of the following observations are testable. For those that are testable, answer the following:

Determine if the observation is qualitative or quantitative. Write a hypothesis and null hypothesis. What would be your experimental approach? What are the dependent and independent variables? What are your controls – both positive and negative?

Observations

1. A plant grows three inches faster per day when placed on a window sill than it does when placed on a on a coffee table in the middle of the living room.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

2. The teller at the bank with brown hair and brown eyes is taller than the other tellers.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

3. When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats fatty foods.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

4. The Italian restaurant across the street closes at 9 pm, but the one two blocks away closes at 10 pm.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

5. For the past two days, the clouds have come out at 3 pm, and it has started raining at 3:15 pm.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

6. George did not sleep at all the night following the start of daylight savings.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

 

Exercise 3: Unit Conversions

 

For each of the following, convert each value into the designated units.

1. 46,756,790 mg = kg

2. 5.6 hours = seconds

3. 13.5 cm = inches

4. 47 °C = °F

 

 

 

 

 

Exercise 4: Accuracy and Precision

For the following, determine whether the information is accurate, precise, both or neither.

1. During gym class, four students decided to see if they could beat the norm of 45 sit-ups in a minute. The first student did 64 sit-ups, the second did 69, the third did 65, and the fourth did 67.

 

2. The average score for the 5th grade math test is 89.5. The top 5th graders took the test and scored 89, 93, 91 and 87.

 

3. Yesterday the temperature was 89 °F, tomorrow it’s supposed to be 88 °F and the next day it’s supposed to be 90 °F, even though the average for September is only 75 °F degrees!

 

4. Four friends decided to go out and play horseshoes. They took a picture of their results shown below:

 

 

 

 

 

 

 

5. A local grocery store was holding a contest to see who could most closely guess the number of pennies that they had inside a large jar. The first six people guessed the numbers 735, 209, 390, 300, 1005 and 689. The grocery clerk said the jar actually contains 568 pennies.

 

Exercise 5: Significant Digits and Scientific Notation

Part 1: Determine the number of significant digits in each number and write out the specific significant digits.

1. 405000

Number of significant digits- Specific significant digits-

2. 0.0098

Number of significant digits- Specific significant digits-

3. 39.999999

Number of significant digits- Specific significant digits-

4. 13.00

Number of significant digits- Specific significant digits-

5. 80,000,089

Number of significant digits- Specific significant digits-

6. 55,430.00

Number of significant digits- Specific significant digits-

7. 0.000033

Number of significant digits- Specific significant digits-

8. 620.03080

Number of significant digits- Specific significant digits-

Part 2: Write the numbers below in scientific notation, incorporating what you know about significant digits.

1. 70,000,000,000 –

2. 0.000000048 –

3. 67,890,000 –

4. 70,500 –

5. 450,900,800 –

6. 0.009045 –

7. 0.023 –

Exercise 6: Percentage Error

In the questions below, determine the percentage error.

1. A dad holds five coins in his hand. He tells his son that if he can guess the amount of money he is holding within 5% error he can have the money. The son guesses that he is holding 81 cents. The dad opens his hand and displays 90 cents. Did the son guess close enough to receive the money from his father?

 

2. A science teacher tells her class that their final project requires the students to measure a specific variable and determine the velocity of a car with no more than 2.5% error. Jennifer and Johnny work hard and decide the velocity of the car is 34.87 m/s. The teacher informs them that the actual velocity is 34.15 m/s. Will Jennifer and Johnny pass their final project?

 

3. A locomotive train is on its way from Chicago, IL to Madison, WI. The trip is said to last 3.15 hours. When the train arrives in Madison the conductor notices it actually took them 3.26 hours. The train company prides itself on always having its trains to the station within a 3% error of the expected time. Will the train company live up to its reputation on this trip?

 

4. A coach tells his little league players that hitting a 0.275 batting average, within 7% percentage error, means that they had a really great season. Seven year old Tommy ended the season hitting a 0.258 batting average. According to his coach, did he have a great season?

 

Exercise 7: Experimental Variables

Determine the variables tested in the each of the following experiments. If applicable, determine and identify any positive or negative controls.

1. A study is being done to test the effects of habitat space on the size of fish populations. Different sized aquariums are set up with six goldfish in each one. Over a period of six months, the fish are fed the same type and amount of food. The aquariums are equally maintained and cleaned throughout the experiment. The temperature of the water is kept constant. At the end of the experiment the number of surviving fish are surveyed.

A. Independent Variable:

B. Dependent Variable:

C. Controlled Variables/Constants:

D. Experimental Controls/Control Groups:

2. To determine if the type of agar affects bacterial growth, a scientist cultures E. coli on four different types of agar. Five petri dishes are set up to collect results:

. One with nutrient agar and E. coli

. One with mannitol-salt agar and E. coli

. One with MacConkey agar and E. coli

. One with LB agar and E. coli

. One with nutrient agar but NO E. coli

All of the petri dishes received the same volume of agar, and were the same shape and size. During the experiment, the temperature at which the petri dishes were stored, and at the air quality remained the same. After one week the amount of bacterial growth was measured.

A. Independent Variable:

B. Dependent Variable:

C. Controlled Variables/Constants:

D. Experimental Controls/Control Groups:

 

 

 

 

Compare and contrast mitosis and meiosis.

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Your Full Name:

 

UMUC Biology 102/103

Lab 5: Meiosis

INSTRUCTIONS:

 

·         On your own and without assistance, complete this Lab 5Answer Sheet electronically and submit it via the Assignments Folder by the date listed intheCourse Schedule (underSyllabus).

·         To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

·         Save your Lab 5Answer Sheet in the following format:  LastName_Lab5 (e.g., Smith_Lab5).

·         You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

 

Pre-Lab Questions

 

  1. Compare and contrast mitosis and meiosis.

 

 

  1.  What major event occurs during interphase?

 

 

Experiment 1: Following Chromosomal DNA Movement through Meiosis

In this experiment, you will model the movement of the chromosomes through meiosis I and II to create gametes.

concept_tab_l

Materials

2 Sets of Different Colored Pop-it® Beads (32 of each – these may be any color)

8 5-Holed Pop-it® Beads (used as centromeres)

    
   

 

Procedure:

Part 1: Modeling Meiosis without Crossing Over

As prophase I begins, the replicated chromosomes coil and condense…

  1. Build a pair of replicated, homologous chromosomes. 10 beads should be used to create each individual sister chromatid (20 beads per chromosome pair). Two five-holed beads represent each centromere. To do this…
Figure 3: Bead set-up. The blue beads represent one pair of sister chromatids and the black beads represent a second pair of sister chromatids. The black and blue pair are homologous.
Figure 3: Bead set-up. The blue beads represent one pair of sister chromatids and the black beads represent a second pair of sister chromatids. The black and blue pair are homologous.
    1. Start with 20 beads of the same color to create your first sister chromatid pair. Five beads must be snapped together for each of the four different strands. Two strands create the first chromatid, and two strands create the second chromatid with a 5-holed bead at the center of each chromatid.  This creates an “I” shape.
    2. Connect the “I” shaped sister chromatids by the 5-holed beads to create  an “X” shape.
    3. Repeat this process using 20 new beads (of a different color) to create the second sister chromatid pair.
  2. Assemble a second pair of replicated sister chromatids; this time using 12 beads, instead of 20, per pair (six beads per each complete sister chromatid strand).
  3. Pair up the homologous chromosome pairs created in Step 1 and 2. DO NOT SIMULATE CROSSING OVER IN THIS TRIAL. You will simulate crossing over in Part 2.
  4. Configure the chromosomes as they would appear in each of the stages of meiotic division (prophase I and II, metaphase I and II, anaphase I and II, telophase I and II, and cytokinesis).
  5. Diagram the corresponding images for each stage in the sections titled “Trial 1 – Meiotic Division Beads Diagram”. Be sure to indicate the number of chromosomes present in each phase.
Figure 4: Second set of replicated chromosomes.
Figure 4: Second set of replicated chromosomes.
  1. Disassemble the beads used in Part 1. You will need to recycle these beads for a second meiosis trial in Steps 8 – 13.

Part 1 – Meiotic Division Beads Diagram

Prophase I

 

Metaphase I

 

Anaphase I

 

Telophase I

 

Prophase II

 

Metaphase II

Anaphase II

 

Telophase II

 

Cytokinesis

Part 2: Modeling Meiosis with Crossing Over

  1. Build a pair of replicated, homologous chromosomes. 10 beads should be used to create each individual sister chromatid (20 beads per chromosome pair). Two five-holed beads represent each centromere. To do this…
    1. a. Start with 20 beads of the same color to create your first sister chromatid pair. Five beads must be snapped together for each of the four different strands. Two strands create the first chromatid, and two strands create the second chromatid with a 5-holed bead at the center of each chromatid.  This creates an “I” shape.
    2. Connect the “I” shaped sister chromatids by the 5-holed beads to create  an “X” shape.
    3. Repeat this process using 20 new beads (of a different color) to create the second sister chromatid pair.
  2. Assemble a second pair of replicated sister chromatids; this time using 12 beads, instead of 20, per pair (six beads per each complete sister chromatid strand). Snap each of the four pieces into a new five-holed bead to complete the set up.
  3. Pair up the homologous chromosomes created in Step 8 and 9.
  4. SIMULATE CROSSING OVER. To do this, bring the two homologous pairs of sister chromatids together (creating the chiasma) and exchange an equal number of beads between the two. This will result in chromatids of the same original length, there will now be new combinations of chromatid colors.
  5. Configure the chromosomes as they would appear in each of the stages of meiotic division (prophase I and II, metaphase I and II, anaphase I and II, telophase I and II, and cytokinesis).
  6. Diagram the corresponding images for each stage in the section titled “Trial 2 – Meiotic Division Beads Diagram”. Be sure to indicate the number of chromosomes present in each cell for each phase. Also, indicate how the crossing over affected the genetic content in the gametes from Part1 versus Part 2.

Part 2 –  Meiotic Division Beads Diagram:

Prophase I

 

Metaphase I

 

Anaphase I

 

Telophase I

 

Prophase II

 

Metaphase II

 

Anaphase II

 

Telophase II

 

Cytokinesis

 

 

Post-Lab Questions

1.      What is the ploidy of the DNA at the end of meiosis I? What about at the end of meiosis II?

 

2.      How are meiosis I and meiosis II different?

 

3.      Why do you use non-sister chromatids to demonstrate crossing over?

 

4.      What combinations of alleles could result from a crossover between BD and bd chromosomes?

 

 

 

5.      How many chromosomes were present when meiosis I started?

 

6.      How many nuclei are present at the end of meiosis II? How many chromosomes are in each?

 

7.      Identify two ways that meiosis contributes to genetic recombination.

 

8.      Why is it necessary to reduce the number of chromosomes in gametes, but not in other cells?

 

9.      Blue whales have 44 chromosomes in every cell. Determine how many chromosomes you would expect to find in the following:

 

Sperm Cell:

Egg Cell:

Daughter Cell from Mitosis:

Daughter Cell from Meiosis II:

 

10.  Research and find a disease that is caused by chromosomal mutations. When does the mutation occur? What chromosomes are affected? What are the consequences?

 

11.  Diagram what would happen if sexual reproduction took place for four generations using diploid (2n) cells.

 

 

Experiment 2: The Importance of Cell Cycle Control

Some environmental factors can cause genetic mutations which result in a lack of proper cell cycle control (mitosis). When this happens, the possibility for uncontrolled cell growth occurs. In some instances, uncontrolled growth can lead to tumors, which are often associated with cancer, or other biological diseases.

In this experiment, you will review some of the karyotypic differences which can be observed when comparing normal, controlled cell growth and abnormal, uncontrolled cell growth. A karyotype is an image of the complete set of diploid chromosomes in a single cell.

 

 

 

 

concept_tab_lProcedure

Materials

*Computer Access

*Internet Access

  

*You Must Provide

 

 

 

  1. Begin by constructing a hypothesis to explain what differences you might observe when comparing the karyotypes of human cells which experience normal cell cycle control versus cancerous cells (which experience abnormal, or a lack of, cell cycle control). Record your hypothesis in Post-Lab Question 1.

    Note: Be sure to include what you expect to observe, and why you think you will observe these features. Think about what you know about cancerous cell growth to help construct this information

  2. Go online to find some images of abnormal karyotypes, and normal karyotypes. The best results will come from search terms such as “abnormal karyotype”, “HeLa cells”, “normal karyotype”, “abnormal chromosomes”, etc. Be sure to use dependable resources which have been peer-reviewed
  3. Identify at least five abnormalities in the abnormal images. Then, list and draw each image in the Data section at the end of this experiment. Do these abnormalities agree with your original hypothesis?

Hint: It may be helpful to count the number of chromosomes, count the number of pairs, compare the sizes of homologous chromosomes, look for any missing or additional genetic markers/flags, etc.

Data

 

 

 

 

 

Post-Lab Questions

1.      Record your hypothesis from Step 1 in the Procedure section here.

 

 

2.      What do your results indicate about cell cycle control?

 

 

3.      Suppose a person developed a mutation in a somatic cell which diminishes the performance of the body’s natural cell cycle control proteins. This mutation resulted in cancer, but was effectively treated with a cocktail of cancer-fighting techniques. Is it possible for this person’s future children to inherit this cancer-causing mutation? Be specific when you explain why or why not.

 

 

4.      Why do cells which lack cell cycle control exhibit karyotypes which look physically different than cells with normal cell cycle.

 

 

5.      What are HeLa cells? Why are HeLa cells appropriate for this experiment?

Biology Lab Gene Expression

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Gene Expression Lab Simulation worksheet adapted by L. McPheron & Shannon Nixon; Phet Simulation by Elizabeth Hobbs; Mutation worksheet by Eliza Woo

Objectives:

● Identify the roles transcription factors, RNA polymerase, ribosomes, and mRNA destroyers have on transcription and translation.

● Distinguish between the location and function of regulatory regions compared to transcribed regions of DNA.

● Predict the effects of concentration, affinity, and degradation rates of transcription factors and RNA polymerase on gene expression.

● Identify the effects of mutations on gene expression. Background: Transcription​ is the process of making mRNA from DNA. This is a highly regulated process that our cells complete in preparation to make a protein. ​Translation​ is the process of making a protein from a piece of mRNA.

DNA ——————–> mRNA ——————–> protein transcription translation

Not all regions of DNA are used to make mRNA – only the parts of DNA that correspond to genes. Even then, not all gene regions are transcribed all the time. When genes are transcribed into mRNA depends on the needs of the cell. Once mRNA is made from DNA, it is translated into protein. Translation is an energy expensive process (it requires LOTS of ATP) which is one reason the cell only completes the process when the protein product is needed. This week’s “Reading and Lesson” explains many of the details of these highly complicated processes, transcription and translation. Please review the lesson for a deeper understanding of the concepts in this lab activity. Procedure: Click the Play arrow on this ​Gene Expression activity​ to complete the simulations. (The simulations are also embedded in the Canvas lab assignment page.) You will complete 3 simulations: 1) Expression, 2) mRNA, and 3) Multiple Cells.

Part 1: Expression Simulation

Click “Expression” to start that simulation. Notice the molecule that spans across the screen, from left to right. Answer the following 2 questions:

1. What is this molecule that spans across the page that is shown in red and blue?

2. What do you think the different colors (red and blue) of the molecule represent?

 

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https://phet.colorado.edu/en/simulation/gene-expression-essentials

 

 

Now, start the process of transcription.

For transcription, you need these things to happen. First, most genes require 1 or 2 “transcription factors” to bind to the area in front of the gene (called the “regulatory region”). Second, an RNA polymerase (an enzyme that makes mRNA from DNA) needs to be present in order for transcription to occur.

1. Drag one Positive Transcription Factor and one RNA Polymerase from the box called Biomolecule Toolbox to the regulatory region on the DNA molecule. This should start TRANSCRIPTION.

2. Now, drag a ribosome next to the mRNA, in order to do TRANSLATION. 3. The mRNA is eventually broken down by an mRNA destroyer protein. Drag one of these next to the

mRNA when it is done making a protein. 4. Put the protein in Your Protein Collection. 5. Stop the gene from working by dragging the Negative Transcription Factor to the Regulatory Area, and

remove the Positive Transcription Factor by dragging it out of the way.

After you have made 1 protein, answer these 5 questions. HINT: Think about what/where things are at the start, and what/ where things are at the end of the process.

1. What does the “Positive Transcription Factor” do?

 

 

2. What does the “RNA Polymerase” do?

 

3. What does the “Ribosome” do?

 

4. What does the “mRNA destroyer” do?

 

5. What does the “negative transcription” factor do?

 

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Click the yellow “Next Gene” box to begin working on the second gene. Can you remember the steps in order from your first trial? Try to see if you can! (HINT: There is one small difference between the transcription of gene 2 versus gene 1 – the difference is not in the order of steps but in the amount of something!) If not, not to worry, we are still learning… As a reminder, the steps are:

1. Drag Positive Transcription Factors and one RNA Polymerase from the box called Biomolecule Toolbox to the regulatory region on the DNA molecule. This should start TRANSCRIPTION!

2. Now, drag a ribosome next to the mRNA, in order to do TRANSLATION! 3. The mRNA is eventually broken down by an mRNA destroyer protein. Drag one of these next to the

mRNA when it is done making a protein. 4. Put the protein in Your Protein Collection. 5. Stop the gene from working by dragging the Negative Transcription Factor to the Regulatory Area, and

remove the Positive Transcription Factors by dragging them out of the way.

After you have made the second protein, answer these 2 questions.

1. What is one difference you noticed that was required to initiate the transcription of gene 2 versus gene 1?

2. What could be an advantage of multiple positive transcription factors versus only one?

 

 

Now, put all of your items back in the Biomolecule Toolbox and begin again, and answer the following 2 questions.

1. What happens if you add 2 RNA Polymerases (one after the first, before transcription is complete), and then 2 ribosomes (one for each mRNA)?

 

 

2. What would be the benefit of working this way versus adding RNA Polymerase one at a time?

 

 

Click the yellow “Next Gene” box to begin working on the third gene. Can you remember the steps in order from your first trial? Try to see if you can!

 

 

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Additional 4 Questions from the Expression Simulation:

1. What is gene expression?

 

 

2. What molecules are involved in gene expression? List them all and state the role of each.

 

 

 

 

 

 

3. What is the difference between the “regulatory region” and the “transcribed region”?

 

 

4. A student says that “ALL DNA codes for proteins.” Do you agree with her? Why or why not? Give evidence to support your answer.

Part 2: mRNA Simulation

At the bottom of the simulation page, click on the next simulation (it’s greyed out) called mRNA.

You should see a strand of DNA with a bunch of RNA Polymerases floating around. (If the RNA Polymerases are not moving, click the Play button.) Answer the following 7 questions.

1. Is mRNA being made?

 

2. In the Positive Transcription Factor box, slide the Concentration slider from NONE to just a tad (a couple millimeters or so) away from NONE. What do you notice is happening in the simulation now?

 

 

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3. Move the Concentration slider all the way to HIGH. How does this affect what is happening in the simulation?

 

 

4. Leave the Concentration slider on HIGH but move the Affinity slider all the way to LOW. What happens? Move the Affinity slider to a midway setting? What happens now? Based on these observations, what do you think ​affinity​ means in this simulation?

 

 

 

 

 

 

5. Place both sliders in the Positive Transcription Factor box on the HIGH setting. ​Predict ​what will happen to the simulation if you were to move the RNA Polymerase affinity slider to the LOW position. Record your prediction.

 

 

 

6. Now, move the RNA Polymerase affinity slider to the LOW position and record your observations. Was your prediction correct?

 

7. Place all the sliders in the HIGH position. Check the box to add Negative Transcription Factors and place the concentration and affinity sliders on HIGH. How does this change transcription compared to without Negative Transcription Factors?

 

 

 

Continue to play around with the sliders until you can accurately predict how the change will affect transcription each time.

 

 

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Additional 3 Questions from the mRNA Simulation:

1. What circumstances make the most mRNA? (What slider positions?)

2. What circumstances make the least mRNA? (What slider positions?)

 

3. Why would a cell need the option to make or not make a protein?

 

 

 

 

Part 3: Multiple Cells Simulation

At the bottom of the simulation page, click on the next simulation (it’s greyed out) called Multiple Cells.

Watch the generation of the graph called Average Protein Level vs. Time when one cell is working. If the graph does not automatically begin, then click the Play button at the bottom of the page. Answer the following 4 questions.

1. On the right side of the page, there are controls for Concentration, Affinity, and Degradation. (You need to click the green + to see the sliders.) Predict where you need to place each of the 3 sliders to achieve lots of protein. Record your predictions here:

a. The Concentration slider should be on LOW or on HIGH to achieve lots of protein?

 

b. The Affinity slider should be on LOW or on HIGH to achieve lots of protein?

 

c. The Degradation slider should be on LOW or on HIGH to achieve lots of protein?

 

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2. Now, move the sliders into the positions you predicted to see if your predictions were correct. (NOTE: Each time you click “Refresh” to restart the graph, all of the sliders reset themselves to their original setting.) Then, explain why each setting – concentration, affinity, and degradation – makes sense for making lots of protein.

 

 

3. Why would a protein need to be degraded?

 

 

 

4. Think back to last week’s lab – Lactase Enzyme Lab. Give an example from that lab of a time when it would be necessary to make a lot of one type of protein.

 

Part 4: Effects of Mutations on Gene Expression You have learned this week that cells use the two-step process of transcription and translation to transform a protein-coding DNA sequence into a chain of amino acids that makes up a protein. The resulting chain of amino acids will fold into a three-dimensional protein structure that defines the phenotype. Imagine that the following DNA sequence is part of a protein-coding gene. Use this sequence to answer the questions that follow.

… G G A T G C C G C T C T G C A A C T A C…

A) What is the ​complementary DNA sequence​ to the DNA sequence above? ​Hint: look back to your reading and lesson notes to recall the pairing rules for nucleotides A, T, G, and C if you need to!

 

 

B) What is the ​mRNA sequence​ transcribed from the DNA sequence from ​Part A​? ​Hint: your answer below should start with the letter ​G​ and not ​C​!

 

 

C) What ​corresponding amino acid sequence​ is translated from the mRNA sequence from ​Part (B)​? Use the genetic code from the lesson or the one posted in the lab. ​Remember that your amino acid sequence should always start with the ​START codon​!

 

D) For the following scenarios (i)-(iii), identify the type of mutation that has occurred (single base-pair substitution or frameshift mutation) to our original sequence AND the new amino acid chain that results

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from such a mutation. Complete the same sequence from complementary DNA sequence, then mRNA sequence, and then corresponding amino acid sequence like what you did in Parts A, B, and C above!

(i) The 4​th​ C in the original sequence is mutated to a T:

… G G A T G C C G C T ​T​ T G C A A C T A C …

Type of mutation:

New amino acid chain:

 

(ii) An extra C is inserted into the original sequence:

… G G A T G C C G C ​C​ T C T G C A A C T A C …

Type of mutation:

New amino acid chain:

 

(iii) The 5​th​ C in the original sequence is mutated to A:

… G G A T G C C G C T C T G ​A​ A A C T A C …

 

Type of mutation:

New amino acid chain:

 

E) At the end of translation, an amino acid chain will subsequently fold into a protein with a specific structure and function.

 

(i) Of the three mutations described in part (D), which mutation will cause the ​least ​change to protein function? Briefly explain your reasoning.

 

(ii) Which mutation would you expect to significantly alter protein function? Briefly explain your reasoning.

 

 

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What are four distinctive characteristics of animals?

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How to Effectively Write a Fact-supported Essay

1. University standard. Write a 10-15 sentence, fact-supported, essay answer to your assigned weekly question(s).

2. How to determine your assigned weekly essay question(s)? You will be answering the “Study Guide Questions” (found under Course Content), for the assigned weekly textbook chapters listed in your Class and Assignment Schedule. These are excellent questions representing the most important concepts in our course. Therefore, if you cut-and-paste your classmates’ correct answers to these weekly questions, you will have created an excellent Study Guide (questions plus answers) for studying for your final exam. To determine your assigned question(s), go to the Navigation Bar, Roster, select the Students tab, alphabetize by student’s last name, then count down the list of students to your name. That number is your student number. You only need to check this number once each week, as students will drop the class, causing your number to change. Now, go to the last paragraph in this document and use your class Week number and your student number to determine your assigned essay question(s) to answer. Don’t be concerned that more than one student does the same question(s), as student numbers will change when students drop the course.

3. Mechanics a. Your discussion directions will direct you to submit your work by selecting Start a New Thread. Do not use attachments. b. After the week is over, the discussion is closed to further input so that we can move forward to the next week’s discussions. I will not respond to every discussion that is made, but will be following your submissions and responses, and interjecting when I feel it is appropriate. c. I will interact weekly with each student using a completed discussion grading rubric, so be sure to read them for my feedback. The last paragraph explains where to find them in LEO.

4. Expectations a. Your submission must be thorough, concise, positive, and in essay form using effective writing, with a length of one or two single-spaced paragraphs totaling 10-15 sentences (not including the question(s) or references). Question(s) should be in bold font. Answers should discuss the concept in DETAIL to show your understanding of the topic. If you need more scholarly information on your topic, consider an internet search or a second textbook. b. Your submission must be paraphrased (as explained in UMUC’s “How to Avoid Plagiarism” self-study module), i.e. written in your own words. Do not copy or cut-and-paste from any source. Do not use direct quotes. The reason I insist on this is because (1) student comprehension is significantly increased by paraphrasing instead of copying verbatim material, and (2) UMUC considers copying-and-pasting another author’s work to be plagiarism. Paraphrasing also allows me to identify, and subsequently correct, any misconceptions a student may have with the course material. I will not give credit to an input that gives little detail, or uses verbatim text from an internet site, our course materials, or other source. c. Use APA in-text and reference list citations, which are explained on UMUC’s APA Citation Examples web page, as well as in UMUC’s “How to Avoid Plagiarism” self-study module. Liberally use in-text citations to cite material which is not your own. Use our course materials as your primary reference. You may use other scholarly, peer-reviewed references in addition to our course materials. 1) If using an electronic textbook, use the provided physical textbook page numbers for your citations. 2) If you wish to add an internet reference, be sure to use a paragraph number in its in-text citation if the reference has no page number. The internet address should also be a “hot link” which allows the reader to click on it and be taken directly to the page where you found the information. 3) Use only scholarly references, dated no older than 10 years. Do not use dictionary references. Do not cite commercial web sites (URL ending in “.com”) since they are not scholarly (i.e. peer-reviewed). d. I will evaluate effective writing based on the Maryland Statewide English Composition standard for undergraduate writing which states that writing should be “substantially free of errors in grammar, spelling, punctuation, and mechanics” to earn a “C” grade. e. I will grade your first submission of that week; therefore, submit only final, not draft, versions of your work. For effective writing assistance, you may wish to have UMUC’s Effective Writing Center review your work before submission. f. No late submissions are accepted. Before the deadline, use the “Edit” function to correct errors that I bring to your attention.

5. Discussion example with errors. To read error comments, you will need to use Microsoft Word and select View => Print Layout. Paragraph 5 provides a corrected version.

Discussion subject line: Jones Comment by Dennis Whitford: Missing question number

2. Differentiate between marine biology, biological oceanography, and oceanography. Comment by Dennis Whitford: Did not bold question number and question

Marine biology is closely related to both oceanography and biological oceanography, a subset of oceanography. (Castro & Huber, 2013, p. 2) If you were studying marine organisms, and how they interact with their environment and other marine organisms, you would be studying marine biology (Begin et al., 2014, p. 2). However, if you were studying the ocean from the perspective of one, or many, natural sciences, such as biology, geology, etc., you would be studying oceanography (Begin, Wurzbacher, & Cucknell, 2014, p. 2). Comment by Dennis Whitford: End-of-sentence punctuation comes after the in-text citation Comment by Denny Whitford: Format: first use in a paragraph of a multi-author reference must use all author’s names. Comment by Denny Whitford: 2nd and subsequent use in a paragraph of multi-author ref can use all authors or use the shortened “et al.” version.

Castro & Huber (2013) explain that marine biology is the study of biology applied to the sea, and that scientific study of the ocean is oceanography (p.2). Oceanography, being a broad area of study, are split into many branches, including biological oceanography (Castro & Huber, 2013, p. 2). Often, marine biology and biological oceanography are hard to set apart from each other. However, there are a few dissimilarities that can be pointed out. Castro & Huber (2013) explain that marine biologists focus their examination to marine organisms which live closer to the shoreline (and sometimes on terrestrial organisms), while biological oceanographers spend their attention on organisms in the deep, open ocean (p. 2). Meteorologists study the weather and climate. Marine biologists focus their attention on the roles and life cycles of the organsm, while biological oceanographers focus their attention on the effects of the organism on the ocean as a whole (Castro & Huber, p. 2). More specifically, marine biologists show interest in the reproduction, physiology, or biochemistry specific to the marine organism which they are studying (Marine Biology & Biological Oceanography, 2010, para. 1). On the other hand, biological oceanographers focus on the ecological effects of the organisms they study; especially taking into account the different physical characteristics of the ocean environment they live in (Marine Biology & Biological Oceanography, 2010). However, these distinctions are not very easy to draw, and there are many exceptions, meaning that some scientists consider these two branches to be the same (Castro & Huber, 2013, p. 2). Comment by Dennis Whitford: Missing blank space Comment by Dennis Whitford: Ineffective writing (grammar) Comment by Dennis Whitford: Irrelevant statement Comment by Dennis Whitford: Ineffective writing (spelling) Comment by Dennis Whitford: Missing year

References:

Bégin, C., Wurzbacher, J., & Cucknell, M. (2014). BIOL 181: Life in the oceans – Lecture notes. Posted in University of Maryland University College (UMUC) BIOL 181 online classroom, archived at UMUC, Adelphi MD.

Castro, P., & Huber, M. E. (2013). Marine Biology (9th ed.). New York: McGraw-Hill Higher Education Comment by Dennis Whitford: Incorrect capitalization and missing italics Comment by Dennis Whitford: Missing ending period

(2010). Marine Biology & Biological Oceanography. Retrieved June 5, 2010, from http://www.lifesci.ucsb.edu/eemb/programs/graduate/research/marine_biology/marine_biology.html . Comment by Dennis Whitford: Incorrect reference list citation format for an Internet citation Comment by Dennis Whitford: Missing hyperlink

Errors Not shown:

Essay did not answer question that was asked

Verbatim copying of any material from textbook or another source

Failure to use any in-text citations Use of quotations rather than mandatory paraphrasing

 

5. Same discussion example, with all errors corrected. This submission scores 100%.

Discussion subject line: Jones, Question #2

2. Differentiate between marine biology, biological oceanography, and oceanography.

Marine biology is closely related to both oceanography and biological oceanography, a subset of oceanography (Castro & Huber, 2013, p. 2). If you were studying marine organisms, and how they interact with their environment and other marine organisms, you would be studying marine biology (Begin, Wurzbacher, & Cucknell, 2014, p. 2). However, if you were studying the ocean from the perspective of one, or many, natural sciences, such as biology, geology, etc., you would be studying oceanography (Begin et al., 2014, p. 2).

Castro & Huber (2013) explain that marine biology is the study of biology applied to the sea, and that scientific study of the ocean is oceanography (p. 2). Oceanography, being a broad area of study, is split into many branches, including biological oceanography (Castro & Huber, 2013, p. 2). Often, marine biology and biological oceanography are hard to set apart from each other. However, there are a few dissimilarities that can be pointed out. Castro & Huber (2013) explain that marine biologists focus their examination to marine organisms which live closer to the shoreline (and sometimes on terrestrial organisms), while biological oceanographers spend their attention on organisms in the deep, open ocean (p. 2). Marine biologists focus their attention on the roles and life cycles of the organism, while biological oceanographers focus their attention on the effects of the organism on the ocean as a whole (Castro & Huber, 2013, p. 2). More specifically, marine biologists show interest in the reproduction, physiology, or biochemistry specific to the marine organism which they are studying (UCSB, 2010, para. 1). On the other hand, biological oceanographers focus on the ecological effects of the organisms they study; especially taking into account the different physical characteristics of the ocean environment they live in (UCSB, 2010, para. 1). However, these distinctions are not very easy to draw, and there are many exceptions, meaning that some scientists consider these two branches to be the same (Castro & Huber, 2013, p. 2).

References:

Bégin, C., Wurzbacher, J., & Cucknell, M. (2014). BIOL 181: Life in the oceans – Lecture notes. Posted in University of Maryland University College (UMUC) BIOL 181 online classroom, archived at UMUC, Adelphi MD.

Castro, P., & Huber, M. E. (2013). Marine biology (9th ed.). New York: McGraw-Hill Higher Education.

UCSB (2010). Marine biology & biological oceanography. Retrieved June 5, 2010, from http://www.lifesci.ucsb.edu/eemb/programs/graduate/research/marine_biology/marine_biology.html

6. If you are assigned more than one question, divide your submission into smaller parts:

Question A

Answer A

Question B

Answer B

Question C

Answer C

Note the 10-15 sentence requirement applies to your entire submission, and not to each of the multiple questions.

 

7. Your discussion grading rubric template is provided in LEO with the discussion directions. After the discussion due date, you can read the completed (1) rubric feedback and score and (2) grade feedback by going to: My Tools, User Progress.

 

8. Now, go to the tables below and use your student number and class Week number to determine your assigned essay question(s) to answer. Don’t be concerned that more than one student does the same question, as student numbers may change in the middle of a week.

 

 

.

 

 

 

2

 

BIOL 181 Week 1BIOL 181 Week 3

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

#

##

#

##

#

##

#

##

#

##

#

##

1111225231116112732384

2121326241226213742485

3131427251336314752586

4141528261446415762687

5151629271556516772788

61617210281666617782861

71718211291776718792962

821192123021868197103063

92220213312296920813164

1023212143223107121823265

1124222153324117222833366

BIOL 181 Week 4BIOL 181 Week 5

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

#

##

#

##

#

##

#

##

#

##

#

##

191129122311211211213123141

292131012411321221313224142

393141022511431231413325143

494151032611541241513426144

59516104279151251613527145

69617105289261261713628146

79718106299371271813729147

89819107309481281913830148

99920108319591292013931149

10910211093296101210211310321410

11911221113397111211221311331411

BIOL 181 Week 6 (if SG questions are assigned)BIOL 181 Week 7 (if SG questions are assigned)

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

#

##

#

##

#

##

#

##

#

##

#

##

11511215122317311811219423206

2152131612417421821319524207

3153141622517531831419625208

4154151632617641841519726209

5155161642717751851619827211

6156171652817861861719928212

7157181662917971871820129213

81581916730171081881920230214

9159201683115191912020331215

1015102117132152101922120432216