Category: Biology

Listen Lab 4 Energy Supplies of the Future For this paper you will need to find

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Listen
Lab 4 Energy Supplies of the Future
For this paper you will need to find

Listen
Lab 4 Energy Supplies of the Future
For this paper you will need to find two or more articles about new energy sources or new energy technologies. The articles can come from newspapers, magazines, or off the Internet, but if you get articles from the Internet be sure they are from a reputable news organization. In your paper, explain what the new energy sources are or what the new technologies are. How do these new technologies work? How will they contribute to energy used in the future? Be sure to use information from the articles you collected in your paper, and cite your references. Make sure your paper is well-organized and well-written. Your paper should be an in-depth review of a single new energy source or technology. For, example you might focus your paper on wind energy, or on hybrid cars, but your paper should be an in-depth review of a single technology or source.
Your paper should be about 3-5 pages typed, double-spaced, 12-point font, with 1-inch margins. Papers must be well-written and clearly thought out or they will not count. You may use email attachment to submit your lab report. Please prepare the papers in Word format. It is the student’s responsibility to make sure that all lab exercises are submitted on time. Make sure you save your lab exercises on a computer disk or in hard copy in case they are lost. Make sure you put the exercise number and your name on your lab exercise.
ALWAYS cite your sources in MLA or APA format and respond to at least TWO classmates (see discussion grading rubric)

Step 1: Innovations in Biology and Technology Hide Assignment Information Turnit

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Step 1: Innovations in Biology and Technology
Hide Assignment Information
Turnit

Step 1: Innovations in Biology and Technology
Hide Assignment Information
Turnitin™
This assignment will be submitted to Turnitin™.
Instructions
Step 1 – Innovations in Biology and Technology
Read the assignment description and choose one of the provided topics (see list below, a-e).
Review Is My Source Credible? from the UMGC library.
Search the library and/or the internet to locate 3 reliable information sources that you may use for this assignment. The purpose of this step is to get the research process started; you are not required to use these information sources in the final version of your assignment.
Write 2 – 3 sentences for each information source explaining why you believe these sources are reliable using what you learned from the UMGC library article.
Write references to the 3 information sources in APA format.
Create an outline for your assignment. The outline should be in a bullet list format and include the major topics with some of the supportive detail that you plan to include in your assignment. It should not be a draft with full sentences and paragraphs. Here are two resources that may be helpful as you write your outline:
UMGC (2020) Outlining What You Will Write
UMGC (2023) Prewriting and Outlining
Select one of the following 5 topics for your assignment:
a) Vaccines. Your friend is worried about the many vaccines that his newborn son is scheduled to receive and asks you for advice since you are taking a biology course. Start with an explanation of how vaccines work. Briefly contrast the traditional methods used to create vaccines with more recently used biotechnology techniques, including the COVID-19 mRNA vaccines. Explain how the mRNA vaccines work based on your knowledge of the Central Dogma of Molecular Biology. What are some of the diseases that infants and children in the US are routinely vaccinated against? How have vaccinations impacted the frequency of these diseases over the past 100 years? Why are some people worried about giving their children vaccines? Why do some people believe that the MMR vaccine can cause autism? Is there scientific evidence to support these concerns? Conclude with advice to your friend in regard to getting the recommended vaccines based on what you learned from reliable information sources.
b) Personal Genomics. Services like 23andMe and Ancestry have made it possible – even popular – for the average person to obtain in-depth information about their genome, including details like food allergies, drug sensitivities, and disease risks. There are even add-on sites that will take this information and generate elaborate reports, such as Promethease. Describe how this data is obtained, and what it actually includes. Start your explanation with a basic description of DNA and how genes control our traits (the Central Dogma). Use information from the course readings, at least one service provider (e.g., 23&Me, Ancestry), and additional information resources. What are the advantages and disadvantages of this easy, rapid, and affordable access to genomic data? What are the social implications, in terms of benefits and risks? Is Genome Privacy (restricting access to an individual’s private genomic data) a potential issue, and if so, how? If you, or someone you know, have had your own genome analyzed, discuss the thought process that led you (or them) to do so, and share how you felt when you found your results. If you haven’t, discuss why or why you would not want to have this information.
c) Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR) has been the most recent breakthrough discovery in bioengineering that enables scientists to edit DNA. Because you have studied biology in this course, you have volunteered at your niece’s Middle School Science Club to monitor a student debate about CRISPR. The students will be watching the following video before the discussion: https://www.youtube.com/watch?time_continue=252&v=2pp17E4E-O8 . You need to be prepared in case there are any questions. Please research and write an answer to each of the following questions: What is “CRISPR”? What role does Cas9 play in the CRISPR process? How does the CRISPR-Cas9 system snip and replace any DNA sequence? What are the potential benefits and drawbacks of gene editing? Include specific examples. Do you believe that the inherent risks of modifying DNA are worth the rewards? Explain. Do you believe that it is ethical to genetically engineer animals and humans? Explain.
d)Bioprinting. Your father has been on a waitlist for a new kidney for several years, but no match has been found. You hear about bioprinting on the news and decide to do some research so you can tell him about it. Start with an explanation of what bioprinting is, and how the process works. Relate it to what you have learned about cells, tissues, and organs. What are the benefits of bioprinting? What are the current challenges? What are stem cells and how can they be used for bioprinting? What is bioink and how is it used for bioprinting? Include a least two examples of current research in this field, and conclude with predictions for the future. Finally, do you believe that your father could benefit from this technology in his lifetime?
e) Human-caused global climate change is the biggest environmental challenge we are faced with today. Your aunt is a climate skeptic and you have decided to use your understanding of science to explain to her why the earth’s climate is changing, describe the major biological effects of climate change, and discuss how technology can be a solution to this problem. You should start with a brief description of the greenhouse effect and how carbon dioxide is a natural part of the carbon cycle. Then explain how our use of fossil fuels is disrupting the carbon cycle and enhancing the greenhouse effect. You may want to look ahead to the Week 7 readings for this information. What are the major ecological effects associated with climate change? What are the human health concerns associated with climate change? Describe at least one example of each. And finally, what can we do to reduce our impact on the climate through technological innovation? Include a description of a minimum of two technological solutions.

Write a reflective essay on “Saving Us” by Katherine Hayhoe. 1. Personal Reflect

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Write a reflective essay on “Saving Us” by Katherine Hayhoe.
1. Personal Reflect

Write a reflective essay on “Saving Us” by Katherine Hayhoe.
1. Personal Reflection:
Reflect on your initial thoughts and feelings about climate change before reading “Saving Us.” How have your perspectives evolved after engaging with the book? Provide specific examples from the text that influenced your change in perspective.
2. Key Takeaways:
Identify and discuss three key takeaways from the book. Explain why these points stood out to you and how they have enhanced your understanding of climate change and the importance of effective communication.
3. Communication Strategies:
Evaluate the communication strategies used by Katherine Hayhoe in the book. Discuss how these strategies are effective in addressing climate change skepticism and fostering a sense of urgency and responsibility. Consider how these strategies can be applied in your own conversations about climate change.
4. Application to Personal and Community Action:
Based on the insights gained from “Saving Us,” propose at least two actions you can take to contribute to climate change mitigation in your personal life or community. Explain why you chose these actions and how you plan to implement them.
5. Challenges and Opportunities:
Reflect on the challenges you anticipate facing when trying to implement these actions. Discuss potential solutions to these challenges and the opportunities that may arise from taking proactive steps towards climate action.
Citations:
If you reference specific parts of the book, use proper in-text citations and include a works cited page if necessary.

Biology 2108 Plant Photo Collection I. A clearly identifiable photo (can be borr

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Biology 2108
Plant Photo Collection
I. A clearly identifiable photo (can be borr

Biology 2108
Plant Photo Collection
I. A clearly identifiable photo (can be borrowed the internet, or a personal photo), of each of the following divisions. Each photo should be labeled with the correct:
1. Scientific phylum name (e.g. “Pterophyta”)
2. Specific Individual Common Name of the individual species in your photo (e.g. “Resurrection Fern” or “Cinnamon Fern” not just “Fern”
3. where the photo was obtained (i.e. website address, book name….)
v Divisions should be in the following order and numbered accordingly:
1) Bryophyta (mosses)
2) Hepaticophyta (liverworts)
3) Anthocerotophyta (hornworts)
4) Lycophyta (club mosses)
5) Psilotophyta (whisk ferns)
6) Sphenophyta (horsetails)
7) Pterophyta (ferns)
8) Cycadophyta (cycads)
9) Gnetophyta (gnetophytes)
10) Ginkgophyta (Ginkgo)
II. A separate section of three types of pine trees indigenous to Georgia. Along with photos of each type of pine you should include:
1. Common name of the tree
2. Species description (e.g. height, # of pine needles per bunch, pine cone description….)
3. Where the photo was obtained
III. A separate section of three angiosperms (flowering plants) – your photo must include the plants flower. In addition to the photo,
1. Common name of the plant
2. The mechanism by which the flowers are pollinated (i.e. wind, insect, bird….)
3. Where the photo was obtained
Your collection should be neat and organized! PowerPoint or Keynote work well, but others are okay. Be sure to include all details that are asked for in each section. Your collection is worth 50 points of your lab notebook grade. Quality, completeness, and correct identifications will factor into your grade.
** Due by the end of the semester but don’t wait.
Collections are to be written in your own words. DO NOT cut and paste someone else’s species descriptions, with additional information not asked for, littered with hyperlinks, url’s,
etc. Points will be deducted if you do so.
Example: 7.
1. 2. 3.
Pterophyta
Resurrection Fern http://people.uncw.edu/hosier/picsclass2003/Hosier/photos.ht
m

Topic: gene expression You will need to make a poster based on the lab report o

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Topic: gene expression
You will need to make a poster based on the lab report o

Topic: gene expression
You will need to make a poster based on the lab report on the topic given. Be sure to read all guidelines provided and adhere to the established academic honesty policies (no plagiarism, no using previous works as it still counts as plagiarism, and no AI support). There should be ONLY ONE slide submitted in PowerPoint format. The rubric attached is how the poster will be scored. There will also be a file where it goes through how to prepare the poster which has all the instructions on how to complete this assignment. The professor was kind to also have given a poster template to use for this assignment to have an idea of the structure of the information. Please use the pictures attached and not from the lab log. The Pictures Need to have the title on the powerpoint slide. The title is with the corresponding picture in the document attached. This poster will be based on a lab I did on gene expressions. Attached is the following lab task sheet where it goes through the procedures of this lab. However, my answers of the lab are on lab log document which is what the lab report is based off of. Even though it’s not specified but  it implies to cite properly in the poster, so use at least 3 sources. As you can see the lab report has two sources that may be used in the poster. The Rubric for the poster, How prepare for the poster, poster template, lab task sheet, lab log, and lab report will all be attached.
For extra measures I’ve attached extra sources from the professor. One is a powerpoint from the professor that talks more about the lab and a gene expression guidance document for more information or clearance if needed.

Week 5 Discussion – Genetically Modified Organisms Subscribe Choose one genetic

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Week 5 Discussion – Genetically Modified Organisms
Subscribe
Choose one genetic

Week 5 Discussion – Genetically Modified Organisms
Subscribe
Choose one genetically modified organism (GMO), from this GMO Crop List, or a genetically modified microorganism or animal of your choice.
Using your GMO example, answer the following questions:
Do some research to identify the gene(s) that have been inserted into this specific GMO’s genome, and the protein(s) that this gene(s) code for. Briefly describe both.
Using what you have learned from this week’s textbook chapter about the Central Dogma of Molecular Biology, explain how the inserted gene(s) results in new trait(s) in this specific GMO. Use at least one in-text citation to this week’s textbook chapters.
Do you believe it is ethical to genetically engineer microorganisms, plants, animals, and humans? Does it depend on the intended outcome? Do you believe the risks outweigh the benefits? Briefly explain your opinion.
Include the name of your chosen GMO in the title of your post. Try to choose a GMO not yet described by other students. If you choose the same one, make sure you provide unique information.
Cite your sources using in-text citations and full references in APA format.
GM Crops List
Alfalfa (Medicago sativa)
Apple (Malus x Domestica)
Argentine Canola (Brassica napus)
Bean (Phaseolus vulgaris)
Carnation (Dianthus caryophyllus)
Cotton (Gossypium hirsutum L.)
Cowpea (Vigna unguiculata)
Creeping Bentgrass (Agrostis stolonifera)
Eggplant (Solanum melongena)
Eucalyptus (Eucalyptus sp.)
Flax (Linum usitatissimum L.)
Maize (Zea mays L.)
Melon (Cucumis melo)
Papaya (Carica papaya)
Petunia (Petunia hybrida)
Pineapple (Ananas comosus)
Plum (Prunus domestica)
Polish canola (Brassica rapa)
Poplar (Populus sp.)
Potato (Solanum tuberosum L.)
Rice (Oryza sativa L.)
Rose (Rosa hybrida)
Safflower (Carthamus tinctorius L.)
Soybean (Glycine max L.)
Squash (Cucurbita pepo)
Sugar Beet (Beta vulgaris)
Sugarcane (Saccharum sp)
Sweet pepper (Capsicum annuum)
Tobacco (Nicotiana tabacum L.)
Tomato (Lycopersicon esculentum)
Wheat (Triticum aestivum)

The Central Dogma: DNA Encodes RNA; RNA Encodes Protein
The flow of genetic information in cells from DNA to mRNA to protein is described by the central dogma (Figure 14), which states that genes specify the sequences of mRNAs, which in turn specify the sequences of proteins.
Figure 14: The Central Dogma
The central dogma states that DNA encodes RNA, which in turn encodes protein.
OpenStax
The copying of DNA to mRNA is relatively straightforward, with one nucleotide being added to the mRNA strand for every complementary nucleotide read in the DNA strand. The translation to protein is more complex because groups of three mRNA nucleotides correspond to one amino acid of the protein sequence. However, as we shall see in the next module, the translation to protein is still systematic, such that nucleotides 1 to 3 correspond to amino acid 1, nucleotides 4 to 6 correspond to amino acid 2, and so on.
Transcriiption: from DNA to mRNA
Both prokaryotes and eukaryotes perform fundamentally the same process of transcriiption, with the important difference being the membrane-bound nucleus in eukaryotes. With the genes bound in the nucleus, transcriiption occurs in the nucleus of the cell, and the mRNA transcriipt must be transported to the cytoplasm. The prokaryotes, which include bacteria and archaea, lack membrane-bound nuclei and other organelles, and transcriiption occurs in the cytoplasm of the cell. In both prokaryotes and eukaryotes, transcriiption occurs in three main stages: initiation, elongation, and termination.
Initiation
Transcriiption requires the DNA double helix to partially unwind in the region of mRNA synthesis. The region of unwinding is called a transcriiption bubble. The DNA sequence onto which the proteins and enzymes involved in transcriiption bind to initiate the process is called a promoter. In most cases, promoters exist upstream of the genes they regulate. The specific sequence of a promoter is very important because it determines whether the corresponding gene is transcribed all of the time, some of the time, or hardly at all (Figure 15).
Figure 15: DNA Transcriiption Promoter
The initiation of transcriiption begins when DNA is unwound, forming a transcriiption bubble. Enzymes and other proteins involved in transcriiption bind at the promoter.
OpenStax
Elongation
Transcriiption always proceeds from one of the two DNA strands, which is called the template strand. The mRNA product is complementary to the template strand and is almost identical to the other DNA strand, called the nontemplate strand, with the exception that RNA contains a uracil (U) in place of the thymine (T) found in DNA. During elongation, an enzyme called RNA polymerase proceeds along the DNA template, adding nucleotides by base pairing with the DNA template in a manner similar to DNA replication, with the difference being that an RNA strand is being synthesized that does not remain bound to the DNA template. As elongation proceeds, the DNA is continuously unwound ahead of the core enzyme and rewound behind it (Figure 16).
Figure 16: Transcriiption Diagram
During elongation, RNA polymerase tracks along the DNA template, synthesizes mRNA in the 5′ to 3′ direction, and unwinds then rewinds the DNA as it is read.
Termination
Once a gene is transcribed, the prokaryotic polymerase needs to be instructed to dissociate from the DNA template and liberate the newly made mRNA. Depending on the gene being transcribed, there are two kinds of termination signals, but both involve repeated nucleotide sequences in the DNA template that result in RNA polymerase stalling, leaving the DNA template, and freeing the mRNA transcriipt.
On termination, the process of transcriiption is complete. In a prokaryotic cell, by the time termination occurs, the transcriipt would already have been used to partially synthesize numerous copies of the encoded protein because these processes can occur concurrently using multiple ribosomes (polyribosomes) (Figure 17). In contrast, the presence of a nucleus in eukaryotic cells precludes simultaneous transcriiption and translation.
Figure 17: Termination Signals
Multiple polymerases can transcribe a single bacterial gene while numerous ribosomes concurrently translate the mRNA transcriipts into polypeptides. In this way, a specific protein can rapidly reach a high concentration in the bacterial cell.
OpenStax
Eukaryotic RNA Processing
The newly transcribed eukaryotic mRNAs must undergo several processing steps before they can be transferred from the nucleus to the cytoplasm and translated into a protein. The additional steps involved in eukaryotic mRNA maturation create a molecule that is much more stable than a prokaryotic mRNA. For example, eukaryotic mRNAs last for several hours, whereas the typical prokaryotic mRNA lasts no more than five seconds.
The mRNA transcriipt is first coated in RNA-stabilizing proteins to prevent it from degrading while it is processed and exported out of the nucleus. This occurs while the pre-mRNA is being synthesized by adding a special nucleotide “cap” to the 5′ end of the growing transcriipt. In addition to preventing degradation, the cap is recognized by factors involved in protein synthesis to help initiate translation by ribosomes.
Once elongation is complete, an enzyme then adds a string of approximately 200 adenine residues to the 3′ end, called the poly-A tail. This modification further protects the pre-mRNA from degradation and signals to cellular factors that the transcriipt needs to be exported to the cytoplasm.
Eukaryotic genes are composed of protein-coding sequences called exons (ex-on signifies that they are expressed) and intervening sequences called introns (int-ron denotes their intervening role). Introns are removed from the pre-mRNA during processing. Intron sequences in mRNA do not encode functional proteins. It is essential that all of a pre-mRNA’s introns be completely and precisely removed before protein synthesis so that the exons join together to code for the correct amino acids. If the process errs by even a single nucleotide, the sequence of the rejoined exons would be shifted and the resulting protein would be nonfunctional. The process of removing introns and reconnecting exons is called splicing (Figure 18). Introns are removed and degraded while the pre-mRNA is still in the nucleus.
Figure 18: Eukaryotic RNA Processing
Eukaryotic mRNA contains introns that must be spliced out. A 5′ cap and 3′ tail are also added.
OpenStax

o distinguish what is living from what is not, scientists have defined several c

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o distinguish what is living from what is not, scientists have defined several c

o distinguish what is living from what is not, scientists have defined several criteria. Select two of these criteria that could be applied to a living thing and also to a nonliving thing.
What is your conclusion?
Which criteria of life are you looking forward to studying?
Why are they relevant to you in your personal or professional life?
Next you will conduct an experiment: Ask three people around you (family or friends) to explain why a dog is a living thing and why a donut is not.
Did you receive different responses from each of them?
Were you surprised by their answers?
Explain what you have learned from this experiment.
Are viruses living things? This question still divides the scientific community. Most virologists consider viruses to be nonliving because they rely on a host (a cell) to reproduce. More recently, the discovery of giant viruses, called pandoraviruses, made some scientists consider adding a fourth domain of life to the phylogenic tree introduced by microbiologist Carl Woese. Refer to the following article for more information: https://www.scientificamerican.com/article/genomes-of-giant-viruses-hint-at-fourth-domain-of-life/
What does this particular example with viruses tell us about life and its study?