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BIO 1124 Review Question Worksheet
1. How do animals communicate? What are pheromones? What is auditory communication? What is
visual communication? What are the purposes of communication?
2. What is adaptive behavior? What does it have to do with mate selection?
3. What energy drives most ecosystems? Which organisms use this energy first and bring it into the
system or trophic pyramid? What percentage of the energy in one trophic level makes it to the next?
4. What are some of the ways we use natural resources? What are some agricultural uses of diversity?
What is overexploitation?
5. What are the differences between operant and classical conditioning? Who defined and studied
these? What is imprinting? Give examples of each.
6. Define evolution. What was the scala naturae? What do the geological ages have to do with all this?
7. What is Darwin’s theory of natural selection? What is artificial selection? How did Lamarck view
evolution?
8. What has happened to earth’s atmospheric oxygen over time? How did it get there? Why was it
“reducing” at first? How does this affect what we find in the fossil record? What are the geological
ages? What are index fossils? How is radioactive decay used to determine age?
9. How do homologous structures differ from analogous structures? How are these studied? Give
examples.
10. What is paleontology? What are mass extinctions? What gave rise to the fossil fuel we call coal?
How old is it?
11. How do different viruses enter cells? What are the lytic cycle stages of a bacteriophage infection?
How is influenza virus cultivated in a laboratory?
12. What makes bacterial cells prokaryotic? Why are plant cells eukaryotic? What is the endosymbiotic
theory? Where do such forms as halophiles fit?
13. Why are fungal cells eukaryotic? Why do most have haploid nuclei? What does dikaryotic mean,
and which fungi exhibit this? What are septate hypae? What material goes into their cell walls? What is
a lichen?
14. Why are algae protists, not plants? Why are there autotrophic and heterotrophic protists? What is
plankton? What is the Paramecium? What does its contractile vacuole do? How does it rank as a
complex cell?
15. What four characteristics define a chordate? What happens to each of these structures in the higher
vertebrates? How does the movement of an invertebrate (as a sea star or starfish) differ from that of a
vertebrate? As life became more complex, what characteristics developed first in fish? In amphibians?
In reptiles? In birds? In mammals?
16 What is radial symmetry? Bilateral symmetry? Which does a human have?
17. What is the difference between monoecious and dioecious plants?
18. What is an amnion? How do marsupials differ from placental mammals?
19. How does inspired air vary from expired air? Exactly what is respiration?
20. In flowering plants, what are the gametophytes? How are the microspore, pollen and male
gametophyte related? How are the megaspore, ovule, and female gametophyte related? What is the
purpose of flower petals? How does the color and structure of these change with the pollinators the
plants use? . Define the diploid sporophyte generation and the haploid gametophyte generations of
plants? Why is it called the alternation of generations? Review the life cycles of mosses and ferns.
Which generation is dominant in each?
21. What are the main sex hormones in humans? What are the similarities and differences between
sperm and egg cells? How does a pregnancy begin? What is parthenogenesis? How does a fetus get
oxygen and nutrition from the mother?
22. What produces nitrogenous wastes? How are they removed from the body? How does a nephron
work? Why does water follow sodium ions in the kidney? How does the kidney control blood pressure?
23. What are the components of blood? What functions do they have? What are the components of a
blood clot? How does blood flow through the heart (atria and ventricles)? What causes the sounds of
the heart? What supplies blood to the heart itself?
24. What does the pulmonary circuit do? How is oxygen carried into the body? How is carbon dioxide
carried out? How do aquatic animals get their oxygen?
25. What is the purpose of teeth? How can we swallow food without it going into our trachea and
choking us? What goes on in the stomach? What is its pH? What happens in the small intestines?
What special modifications of the cells there make its job easier? What does the large intestine do?
What are sphincters?
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MEE 6501 Columbia Southern University General Considerations for Operation Paper
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MEE 6501 Columbia Southern University General Considerations for Operation Paper
Unit II JournalWeight: 2% of course gradeGrading RubricInstructionsIn our first unit, we learned about chemical redox reactions that take place in the environment and that often create outdoor air pollution. In our reading, we were introduced to the term sink.What is the significance of an atmospheric chemical sink—specifically when studying methods to engineer outdoor air quality? How would you explain this in layman’s terms to a company hiring you to help with the permitting process for a new facility?Your journal entry must be at least 200 words in length. No references or citations are necessary.Unit II Mini ProjectWeight: 10% of course gradeGrading RubricInstructionsOver the course of the next six units, you will be developing a course project. You will complete a single section of the course project in every unit by completing one section of the course project, and then you will add to it with the subsequent work in the following unit. This unit work will be in the form of unit mini projects.Our course project will be to develop a document titled “A Permit by Rule (PBR) Evaluation for a Painting Operation” and will serve as a simulation of our work as a contract environmental engineer to an industrial organization planning a painting operation within the United States.The Scenario:You have contracted with an industrial organization to engineer and write a state air Permit by Rule (PBR) evaluation for a painting operation facility. According to the local state laws and U.S. Environmental Protection Agency (EPA) laws, the facility must have an air permit before construction begins. Once the facility is completed, the construction air permit will then become the operational air permit for the facility.As a result, your client wants the air permit to automatically align the painting operation facility into operational compliance with state and federal air quality laws. Consequently, it is extremely important for you to evaluate the planned painting operation against the PBR requirements in order to meet the air permit criteria, using the state guidance document and considering the equipment and chemicals already planned for the facility operations.You have tabulated the following information from what you have gleaned from the material SDS documents and equipment technical data sheets plan (depending on your scenario selection, each “unit” represents a single aircraft, rail tank car, or vehicle):Interior Liner Coating Material10 gallons coating/unit2 gallons of solvent/unitUnit Lining ApplicationApply interior liners to two (2) units/dayWork five (5) hours/day and four (4) days/weekUnit Lining CuringCure interior liners of two (2) units/dayWork five (5) hours/day and four (4) days/weekInterior Liner CureHeater fuel source is natural gas-fired drying ovenHeater generates 2.1 million (MM) Btu/hr at maximum 2,500 hrs/yearUnit Lining DesignCross-draft air plenumUnit interior is the spray areaExhaust Fan10,000 ft3/min (CFM)1 exhaust fanAir Makeup Unit5760 ft3/min (CFM)1 air makeup systemFilter Openings20.0 ft2 eachTwo (2) filter openingsCoating WVVOC content2.8 lb/gal coatingCoating VMCoating volume1.0 galWater ContentPer gal/coating1.0 lb/galWater DensityPer gal/water8.34 lb/galCoating VWWater volumeCalculationExempt-solvent ContentPer gal/coating0.5 lb/galExempt-solvent DensityPer gal/exempt solvent6.64 lb/galCoating VesExempt solvent volumeCalculationAdditionally, your state’s department of environmental quality (DEQ) has provided you the following PBR limits:Potential to Emit (PTE)100 tons VOC/yearFace Velocity100 ft/minFilter Velocity250 ft/minVOC/5-hour period6.0 lbs/hrShort-term Emissions1.0 lbs/hrLong-term Emissions1.0 tons/yrFrom your first visit with your client, these are your notes and process flow sketch reflecting the intended operational design:The client has designed an interior coating spray painting system that allows the interior of each unit to be coated.The operations will involve a stripped-down unit being brought into the facility’s shop.The shop is a steel building with a finished concrete floor and a paint booth for each unit.The unit will be placed in the spray booth.The booth will be opened at one end of the booth for makeup air.The exhaust air will flow through an exhaust chamber at the other end of the unit.For each unit, once the liner application operations are completed, the forced curing (drying) operations will immediately commence.Instructions:Closely read the required reading assignment from the textbook and the unit lesson within the study guide, and consider reading the suggested reading.Select the PBR evaluation document to be for only one of the following: (a) an aircraft manufacturing exterior coating paint booth, (b) a rail tank car interior lining process, or (c) a vehicle exterior coating paint booth. You will continue with this scenario selection for the remaining six units, to complete the entire document.Using APA style (title page, abstract page, body with level 1 headings, and a reference page) for a research paper, begin drafting a PBR evaluation document. You will add to this document in every subsequent unit with another prescribed level 1 heading, building out the entire document one section at a time.Make your Unit II work the first level 1 heading (center, bold) titled “General Considerations for Operation,” and describe the scenario that is presented above, while specifically describing the scenario that you selected (aircraft, tank car, or vehicle). While describing your scenario, you must include the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the natural and anthropomorphic variables causally related to outdoor air pollution. You are required to describe the scenario in at least 200 words (minimum). You may find it convenient to summarize the tabulated information in your General Considerations section of the permit for future reference throughout the rest of the course, but do not attempt to tabulate the information in the exact order as what is presented here (to avoid a high match in SafeAssign).Also under the first level 1 heading, present a box and line process flow diagram (PFD) drawing of the selected scenario. See the drawing on page 375 of the textbook as an additional example of a PFD if you need assistance understanding how to draw one; do not draw the same system that is provided on that page. Do not hand-draw this, but use the “insert” and “shapes” features within Microsoft Word to construct the PFD. Simple labeled boxes and lines are adequate for this preliminary work, so it is not necessary to present specific shapes in your PFD for your selected scenario.In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. We will be adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.In following units (Units III through VII), the unit lessons will contain information related to the interior surface coating operation by means of practical mathematical calculation examples. Consequently, it is imperative that you read the unit lessons within the study guide in every unit, use the math calculation examples provided in each unit lesson, and consider the current (as well as previous) material from the textbook and the additional information cited and referenced in the study guide for every unit. This project will serve as a comprehensive demonstration of your applied learning of engineering air quality.Your completed mini project should be a minimum of one page, not counting the title page, abstract page, and reference page. You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.
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What was the tallied frequency (phenotypic ratio) of purple and smooth, to purple and wrinkled, to yellow and smooth, to yellow and wrinkled kernels from Step 3? Which of the possible Mendelian ratios is the most similar to these actual results counted in corn cob 3? (2 points)d. Explain why the real-world tallies from each corn cob do not exactly match any the predicted Mendelian ratios which are based upon probability. (2 points)~~13. Recall from the background information that purple kernels are dominant and yellow kernels are recessive. The Corn Cob 2 was the result of crossing two heterozygous ears of corn (Pp x Pp). This is represented by the Punnett square below. Complete the Punnett square by writing the correct letters that correspond to each number indicated in the table. Report the predicted offspring genotypes below. (4 points) PpP12p34a. Genotype 1:b. Genotype 2:c. Genotype 3:d. Genotype 4:~~14. Once the Punnett square for Question 13 is complete, calculate the ratio of purple and yellow kernels. Recall that purple (P) is dominant to yellow (p).a. What is the phenotypic ratio of purple to yellow kernels predicted by the Punnett square? (2 points)b. How did this Mendelian ratio numerically compare to the ratio obtained from counting the corn kernels for ear number two in part II of the lab? (2 points)~~15. Recall from the background information that purple kernels (P) are dominant and yellow kernels (p) are recessive. Also recall that smooth kernels (S) are dominant and wrinkled kernels (s) are recessive. Corn Cob 3 was the result of crossing a male ear of corn with the following genotype: PpSs, with a female ear of corn with the same genotype: PpSs. This is represented by the Punnett square, below. Complete the Punnett square by writing the correct letters that correspond to each number indicated in the table (for example, PPSS or ppss). (8 points) PSPspSpsPS1234Ps5678pS9101112ps13141516a. Genotype 1:b. Genotype 2:c. Genotype 3:d. Genotype 4:e. Genotype 5:f. Genotype 6:g. Genotype 7:h. Genotype 8:i. Genotype 9:j. Genotype 10:k. Genotype 11:l. Genotype 12:m. Genotype 13:n. Genotype 14:o. Genotype 15:p. Genotype 16:~~16. Once the Punnett square for Question 15 is complete, calculate the ratio of corn kernel varieties (recall that if the dominant trait is present, it will be expressed).a. What is the ratio of kernels based on the Punnett square? (2 points)b. How did this Mendelian ratio numerically compare to the ratio obtained from counting the corn kernels for ear number three in part II of the lab? (2 points)~~17. What are the genotypic and phenotypic ratios for kernel color and kernel texture for a dihybrid cross between PpSs x ppss? (4 points)a. genotypic ratio:b. phenotypic ratio:~~18. Using the results from the Punnett Square in Question 15, answer the following question: In a population of 800 corn kernels, how many will have smooth kernel texture? (2 points)~~19. In a flower garden, a horticulturist is growing purple and white pansies. The horticulturist notices that a new pansy has sprouted. When it finally flowers, the pansy is lavender. Explain how this happened. (4 points)~~20. With a botanist's help, an individual decides to cross the lavender pansy with the white pansy. Will this result in any purple pansies? Explain. (4 points)~~21. State an industrial concern/importance for knowing the genetic makeup of an organism. Explain why it is important in your example. (5 points)Application Question~~22. How might the information gained from this lab pertaining to genetics be useful to you, or how can you apply this knowledge to your everyday life as a non-scientist? The application will be graded according to the rubric below. (20 points)
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MEE 6501 Columbia Southern University General Considerations for Operation Paper
Unit II JournalWeight: 2% of course gradeGrading RubricInstructionsIn our first unit, we learned about chemical redox reac ...
MEE 6501 Columbia Southern University General Considerations for Operation Paper
Unit II JournalWeight: 2% of course gradeGrading RubricInstructionsIn our first unit, we learned about chemical redox reactions that take place in the environment and that often create outdoor air pollution. In our reading, we were introduced to the term sink.What is the significance of an atmospheric chemical sink—specifically when studying methods to engineer outdoor air quality? How would you explain this in layman’s terms to a company hiring you to help with the permitting process for a new facility?Your journal entry must be at least 200 words in length. No references or citations are necessary.Unit II Mini ProjectWeight: 10% of course gradeGrading RubricInstructionsOver the course of the next six units, you will be developing a course project. You will complete a single section of the course project in every unit by completing one section of the course project, and then you will add to it with the subsequent work in the following unit. This unit work will be in the form of unit mini projects.Our course project will be to develop a document titled “A Permit by Rule (PBR) Evaluation for a Painting Operation” and will serve as a simulation of our work as a contract environmental engineer to an industrial organization planning a painting operation within the United States.The Scenario:You have contracted with an industrial organization to engineer and write a state air Permit by Rule (PBR) evaluation for a painting operation facility. According to the local state laws and U.S. Environmental Protection Agency (EPA) laws, the facility must have an air permit before construction begins. Once the facility is completed, the construction air permit will then become the operational air permit for the facility.As a result, your client wants the air permit to automatically align the painting operation facility into operational compliance with state and federal air quality laws. Consequently, it is extremely important for you to evaluate the planned painting operation against the PBR requirements in order to meet the air permit criteria, using the state guidance document and considering the equipment and chemicals already planned for the facility operations.You have tabulated the following information from what you have gleaned from the material SDS documents and equipment technical data sheets plan (depending on your scenario selection, each “unit” represents a single aircraft, rail tank car, or vehicle):Interior Liner Coating Material10 gallons coating/unit2 gallons of solvent/unitUnit Lining ApplicationApply interior liners to two (2) units/dayWork five (5) hours/day and four (4) days/weekUnit Lining CuringCure interior liners of two (2) units/dayWork five (5) hours/day and four (4) days/weekInterior Liner CureHeater fuel source is natural gas-fired drying ovenHeater generates 2.1 million (MM) Btu/hr at maximum 2,500 hrs/yearUnit Lining DesignCross-draft air plenumUnit interior is the spray areaExhaust Fan10,000 ft3/min (CFM)1 exhaust fanAir Makeup Unit5760 ft3/min (CFM)1 air makeup systemFilter Openings20.0 ft2 eachTwo (2) filter openingsCoating WVVOC content2.8 lb/gal coatingCoating VMCoating volume1.0 galWater ContentPer gal/coating1.0 lb/galWater DensityPer gal/water8.34 lb/galCoating VWWater volumeCalculationExempt-solvent ContentPer gal/coating0.5 lb/galExempt-solvent DensityPer gal/exempt solvent6.64 lb/galCoating VesExempt solvent volumeCalculationAdditionally, your state’s department of environmental quality (DEQ) has provided you the following PBR limits:Potential to Emit (PTE)100 tons VOC/yearFace Velocity100 ft/minFilter Velocity250 ft/minVOC/5-hour period6.0 lbs/hrShort-term Emissions1.0 lbs/hrLong-term Emissions1.0 tons/yrFrom your first visit with your client, these are your notes and process flow sketch reflecting the intended operational design:The client has designed an interior coating spray painting system that allows the interior of each unit to be coated.The operations will involve a stripped-down unit being brought into the facility’s shop.The shop is a steel building with a finished concrete floor and a paint booth for each unit.The unit will be placed in the spray booth.The booth will be opened at one end of the booth for makeup air.The exhaust air will flow through an exhaust chamber at the other end of the unit.For each unit, once the liner application operations are completed, the forced curing (drying) operations will immediately commence.Instructions:Closely read the required reading assignment from the textbook and the unit lesson within the study guide, and consider reading the suggested reading.Select the PBR evaluation document to be for only one of the following: (a) an aircraft manufacturing exterior coating paint booth, (b) a rail tank car interior lining process, or (c) a vehicle exterior coating paint booth. You will continue with this scenario selection for the remaining six units, to complete the entire document.Using APA style (title page, abstract page, body with level 1 headings, and a reference page) for a research paper, begin drafting a PBR evaluation document. You will add to this document in every subsequent unit with another prescribed level 1 heading, building out the entire document one section at a time.Make your Unit II work the first level 1 heading (center, bold) titled “General Considerations for Operation,” and describe the scenario that is presented above, while specifically describing the scenario that you selected (aircraft, tank car, or vehicle). While describing your scenario, you must include the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the natural and anthropomorphic variables causally related to outdoor air pollution. You are required to describe the scenario in at least 200 words (minimum). You may find it convenient to summarize the tabulated information in your General Considerations section of the permit for future reference throughout the rest of the course, but do not attempt to tabulate the information in the exact order as what is presented here (to avoid a high match in SafeAssign).Also under the first level 1 heading, present a box and line process flow diagram (PFD) drawing of the selected scenario. See the drawing on page 375 of the textbook as an additional example of a PFD if you need assistance understanding how to draw one; do not draw the same system that is provided on that page. Do not hand-draw this, but use the “insert” and “shapes” features within Microsoft Word to construct the PFD. 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This project will serve as a comprehensive demonstration of your applied learning of engineering air quality.Your completed mini project should be a minimum of one page, not counting the title page, abstract page, and reference page. You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.
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BIO 100 Maricopa County Community The Terms Gene and Allele Questions
Laboratory Exercise Questions~~1. Distinguish between the terms gene and allele. (1 point)~~2. Give an example of one genetic trait (gene) and two different alleles (allele phenotypes) for that gene. (3 points)a. Genetic Traitb. Allele phenotype #1c. Allele phenotype #2~~3. Compare and contrast the terms phenotype and genotype. (4 points)~~4. List the allele combinations (gamete possibilities) that can be formed by an individual with the following genotype: AABB (1 point)~~5. List the different allele combinations (gamete possibilities) that can be formed by an individual with the following genotype: AaBb. (4 points)~~6. Given: P = purple flowers and p = white flowers and P is dominant over p.a. What is the phenotypic ratio of offspring from a cross between Pp x pp? (2 points)b. In a population with 100 individuals how many will be homozygous? (2 points)c. In that same population, how many will be purple? (2 points)~~7. Mendel's laws:a. Which of Mendel's laws is illustrated in a dihybrid cross? (1 point)b. What does this law mean, in your own words? (1 point)~~8. A horticulturist has a purple plant and a white plant. The horticulturist knows that purple is dominant over white. When they are bred, all of the resulting offspring are purple. What is the most likely genotype of the parent or original purple plant? (2 points)~~9. The horticulturist runs a test cross with an offspring (F1 generation) purple plant from Question 8. The phenotypic frequencies of the resulting offspring are 50% white and 50% purple. What is the true genotype of this offspring (F1 generation) purple plant? (2 points)~~10. What is the probability of a cross resulting in purple offspring when two heterozygous purple pea plants (e.g. Pp x Pp) are bred? What is/are the genotype(s) for purple offspring resulting from this cross? (4 points)~~11. Compare the real-world ratios calculated in Exercises 5 and 6 (coin toss activity) to Mendel's ratios. Were they close? Pose a possible explanation for why the ratios may not be exactly the same. (4 points)~~12. Refer to the data on the corn kernel color ratio from Part II of the lab. Note that big P is the dominant allele for purple coloring and small p is the recessive allele for yellow. Big S is the dominant allele for smooth texture and small s is the recessive allele for wrinkled texture. a. What was the tallied frequency (phenotypic ratio) of purple to yellow kernels in Corn Cob 1 from Step 1? Which of the possible Mendelian ratios is the most similar to these actual results counted in corn cob 1? (2 points)b. What was the tallied frequency (phenotypic ratio) of purple to yellow kernels in Corn Cob 2 from Step 2? Which of the possible Mendelian ratios is the most similar to these actual results counted in corn cob 2? (2 points)c. What was the tallied frequency (phenotypic ratio) of purple and smooth, to purple and wrinkled, to yellow and smooth, to yellow and wrinkled kernels from Step 3? Which of the possible Mendelian ratios is the most similar to these actual results counted in corn cob 3? (2 points)d. Explain why the real-world tallies from each corn cob do not exactly match any the predicted Mendelian ratios which are based upon probability. (2 points)~~13. Recall from the background information that purple kernels are dominant and yellow kernels are recessive. The Corn Cob 2 was the result of crossing two heterozygous ears of corn (Pp x Pp). This is represented by the Punnett square below. Complete the Punnett square by writing the correct letters that correspond to each number indicated in the table. Report the predicted offspring genotypes below. (4 points) PpP12p34a. Genotype 1:b. Genotype 2:c. Genotype 3:d. Genotype 4:~~14. Once the Punnett square for Question 13 is complete, calculate the ratio of purple and yellow kernels. Recall that purple (P) is dominant to yellow (p).a. What is the phenotypic ratio of purple to yellow kernels predicted by the Punnett square? (2 points)b. How did this Mendelian ratio numerically compare to the ratio obtained from counting the corn kernels for ear number two in part II of the lab? (2 points)~~15. Recall from the background information that purple kernels (P) are dominant and yellow kernels (p) are recessive. Also recall that smooth kernels (S) are dominant and wrinkled kernels (s) are recessive. Corn Cob 3 was the result of crossing a male ear of corn with the following genotype: PpSs, with a female ear of corn with the same genotype: PpSs. This is represented by the Punnett square, below. Complete the Punnett square by writing the correct letters that correspond to each number indicated in the table (for example, PPSS or ppss). (8 points) PSPspSpsPS1234Ps5678pS9101112ps13141516a. Genotype 1:b. Genotype 2:c. Genotype 3:d. Genotype 4:e. Genotype 5:f. Genotype 6:g. Genotype 7:h. Genotype 8:i. Genotype 9:j. Genotype 10:k. Genotype 11:l. Genotype 12:m. Genotype 13:n. Genotype 14:o. Genotype 15:p. Genotype 16:~~16. Once the Punnett square for Question 15 is complete, calculate the ratio of corn kernel varieties (recall that if the dominant trait is present, it will be expressed).a. What is the ratio of kernels based on the Punnett square? (2 points)b. How did this Mendelian ratio numerically compare to the ratio obtained from counting the corn kernels for ear number three in part II of the lab? (2 points)~~17. What are the genotypic and phenotypic ratios for kernel color and kernel texture for a dihybrid cross between PpSs x ppss? (4 points)a. genotypic ratio:b. phenotypic ratio:~~18. Using the results from the Punnett Square in Question 15, answer the following question: In a population of 800 corn kernels, how many will have smooth kernel texture? (2 points)~~19. In a flower garden, a horticulturist is growing purple and white pansies. The horticulturist notices that a new pansy has sprouted. When it finally flowers, the pansy is lavender. Explain how this happened. (4 points)~~20. With a botanist's help, an individual decides to cross the lavender pansy with the white pansy. Will this result in any purple pansies? Explain. (4 points)~~21. State an industrial concern/importance for knowing the genetic makeup of an organism. Explain why it is important in your example. (5 points)Application Question~~22. How might the information gained from this lab pertaining to genetics be useful to you, or how can you apply this knowledge to your everyday life as a non-scientist? The application will be graded according to the rubric below. (20 points)
5 pages
Edit 001220210329135149cell Division Meiosis Online Lab 1
The processes of mitosis and meiosis are used by multicellular organisms to make new cells. Sexually reproducing organisms ...
Edit 001220210329135149cell Division Meiosis Online Lab 1
The processes of mitosis and meiosis are used by multicellular organisms to make new cells. Sexually reproducing organisms require a process to make ...
Stratford University Amazon User Interface Discussion
Read pages 1-5 of the case study, “Statins Stat!” (see attached pdf below), and answer the following questions.1. ...
Stratford University Amazon User Interface Discussion
Read pages 1-5 of the case study, “Statins Stat!” (see attached pdf below), and answer the following questions.1. Why are high density lipoproteins (HDLs) considered the “good cholesterol”? In your answer explain specifically what HDLs do that cause it to be considered the “good cholesterol”.2. Why are low density lipoproteins (LDLs) considered the “bad cholesterol”? In your answer explain specifically what LDLs do that cause it to be considered the “bad cholesterol”.3. What is the role of the phospholipid monolayer at the outer surface of lipoprotein particles? (Question 1 of case study)4. Why are cholesterol, cholesteryl esters, and triglycerides preferentially contained inside lipoprotein particles? (Question 2 of case study)5. What are the two sources of cholesterol in the human body?6. What is a "committed step" in a biochemical pathway? (Question 3 of case study)7. Looking at Figure 4 of case study (the reaction pathway from acetyl-CoA), which enzyme is likely to be the target of the statin mevastatin? (Question 6 of case study)8. What are four (4) ways that HDL levels can be increased in the body?9. What type of inhibitor (non-competitive OR competitive) are statins with respect to HMG-CoA reductase enzyme activity? Explain why.10. How were cholesterol-lowering statin drugs first discovered?You will earn 10 pts for correctly answering each question (total points earned is 100). You may use the Internet and/or your textbook to assist you, but please DO NOT copy your answers directly from the Internet or textbook.
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