Category: Biology

1. Suppose you identify a previously unknown multi-cellular organism. a) what components do you expect its genome to have? b)how would your answer change if it were a bacteriophage or virus? c) how would your answer change if it was a unicellular organism? d) do your answer offer any insights into the origins of cellular organisms?
2. You discovered an organism with double-stranded DNA polynucleotide containing 90 thymidylic acid and 110 deoxyguanylic acid residues. What is the total number of nucleotides in this DNA fragment? Biology homework help.

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It is my hope that regardless of your major and career trajectory that you leave this course looking at wildland areas through a new lens.  That when you are hiking or hunting or just driving by in a car that you see a complex and multi-dimensional system and can describe many of its dynamics… components, interactions and what is controlling those interactions… and how the system provides ecosystem goods & services, and what has or could disrupt the delivery of ecosystem goods and services.

Instructions

Therefore as the culminating project for this course you will pick one system(see attachment)   as a prompt to craft profile of the systems ecosystem goods & services and past, current or potential disturbances.  As you discuss ecosystem goods & services and disturbances for your chose area you will also explain why or how the ecosystem goods and services is provided or the disturbance did or can occur and to do this you will need to include terms and concepts from what we’ve learned in weeks 1-4.  In other words use the material of weeks 1-4 to discuss and explain the ecosystem goods and services and disturbance(s) of your chosen area.  Ecology homework help.

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To help you remember what was in week 1-4….
– biogeography of the system… climate, topography, general types of plants (grasses, shrubs, trees, drought tolerant, etc.)
– the morphology and physiology of several of the plants in the system … including plant adaptations
– the biogeochemical cycles
– the energy flow through the system
– the community ecology of the system (each image will have several bird, animal and fish species listed)

Expectations

Maximum points will be given to those profiles that are reflective, thorough, well organized, and present as a cohesive whole. The profile does not have to be a long written narrative…. it could be a combo of narrative and bullet points or tables, images with context… etc.  There is no minimum or maximum number of pages… no font or spacing stipulations.  Ecology homework help.

It is my hope that regardless of your major and career trajectory that you leave this course looking at wildland areas through a new lens.  That when you are hiking or hunting or just driving by in a car that you see a complex and multi-dimensional system and can describe many of its dynamics… components, interactions and what is controlling those interactions… and how the system provides ecosystem goods & services, and what has or could disrupt the delivery of ecosystem goods and services.

Instructions

Therefore as the culminating project for this course you will pick one system(see attachment)   as a prompt to craft profile of the systems ecosystem goods & services and past, current or potential disturbances.  As you discuss ecosystem goods & services and disturbances for your chose area you will also explain why or how the ecosystem goods and services is provided or the disturbance did or can occur and to do this you will need to include terms and concepts from what we’ve learned in weeks 1-4.  In other words use the material of weeks 1-4 to discuss and explain the ecosystem goods and services and disturbance(s) of your chosen area.  Ecology homework help.
To help you remember what was in week 1-4….
– biogeography of the system… climate, topography, general types of plants (grasses, shrubs, trees, drought tolerant, etc.)
– the morphology and physiology of several of the plants in the system … including plant adaptations
– the biogeochemical cycles
– the energy flow through the system
– the community ecology of the system (each image will have several bird, animal and fish species listed)

Expectations

Maximum points will be given to those profiles that are reflective, thorough, well organized, and present as a cohesive whole. The profile does not have to be a long written narrative…. it could be a combo of narrative and bullet points or tables, images with context… etc.  There is no minimum or maximum number of pages… no font or spacing stipulations. Ecology homework help.

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Take any can of vegetables from your pantry and report the levels of protein, carbohydrates, and fats for a one-serving size. Explain what these macronutrients are and what their primary functions are in the human body. If you do not have any canned vegetables, search online for the information. Pick a vegetable and enter “nutrition label for (indicate a type of vegetable)” into a search engine and click images to find a nutrition facts label you can use.  Biology homework help.
Your response must be at least 75 words in length.

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Option 2: Advance Your Health Care Career

Create a 1,050- to 1,400-word plan for advancing your health care career. Include the following in your plan:

• Skills you will need to develop for future opportunities
• Strategies you will employ to gain the required skills needed for future opportunities
• Explanation of how you currently project a professional image and how you can continue to build your brand, considering the effect of professionalism and etiquette
• Strategies you will employ to advance your career
• How you will measure the effectiveness of your strategies to advance your career
• Strategies you can be employ for continued professional growth and advancement
• Your top 5 practices for career success, with descriptions Biology homework help..

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What can you do to lower your risk for getting cancer? Look at table 6.1 on page 110 of the textbook for ideas, but you do not need to limit your discussion to the four behaviors listed in the table. You can also access websites, such as cancer.gov and cancer.org, to determine what other risk factors might be applicable to your situation, especially if you are female and breast cancer is a concern or if you are male and prostate cancer is a concern.Your journal entry must be at least 200 words in length. No references or citations are necessary.  Biology homework help.

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Unit II Assignment—Genetics Worksheet
Gregor Mendel’s Experiments, Theories, and Findings
 

1. Mendel observed that pea plants had traits, such as color, that were either “one or the other,” never something in between. In your own words, discuss the correlation between Mendel’s factors, what they might be, and why pea plant traits come in one form or another—e.g., gray or dark red—rather than blended.

 
Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)
 
 

2. Let’s imagine that we are studying only one trait, that of green- or yellow-colored seeds. Mendel bred his peas until they either produced seeds of one color or the other. These purebred plants he called the p generation (“p” for parental generation). He then cross bred green plants with yellow ones and discovered that all the offspring were yellow-colored. Mendel called the offspring of the purebred plants the F1 generation.

 
In your own words, explain why all the offspring in the F1 generation were yellow instead of half being yellow and half green, or some other mix of the colors. Hint: Remember that Mendel coined the terms dominant and recessive.
 
Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)
Punnett Squares
Reginald Punnett was a British geneticist who developed the Punnett square to explain how the chromosomes of parents cross and produce offspring. In order to solve genetics problems using a Punnett square, it is necessary to a) understand the associated vocabulary and b) understand some of the rules for solving the problems .Biology homework help.
 

• Before you continue with the problems below, review the meaning of the terms allele, dominant, recessive, homozygous, heterozygous, genotype and phenotype.

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• You should also review the Punnett Square Basics video linked in the unit lesson.

 
In this first problem (question #3), the key and genotype of the parents will be done for you as an example. For problems #4 and #5, you will fill in those details based on the information in the question.
Remember, when asked for the genotypic ratio, it may be expressed as 25%(GG):50%(Gg):25%(gg), for example. Or, you may write it more succinctly as 1GG:2Gg:1gg. Either way will be correct.
The phenotypic ratio will use descriptive terms, for example, 3(Green):1(clear), 2(Green):2(clear), or whatever it may be depending on the results of your cross.
3. In corn plants, the allele for green kernels (G) is dominant over clear kernels (g). Cross a homozygous dominant plant with a homozygous recessive plant.
 
Fill in the Punnett square below and give the ratios for each question beneath the Punnett Square. Biology homework help.
Key: G = green kernels, g = clear kernels
Genotype of parents:   _GG_   x  _gg_
 

Parent #1
Parent #2

 
What is the genotypic ratio of the offspring in Question 3?
What is the phenotypic ratio of the offspring in Question 3?

4. Yellow seeds are dominant over green seeds in pea plants. Cross a heterozygous (yellow seeded) plant with a green seeded plant.

 
Key: __________
Genotype of parents:      __________ x __________
 

Parent #1
Parent #2

What is the genotypic ratio of the offspring in Question 4?
What is the phenotypic ratio of the offspring in Question 4?
 

5. Now cross two of the heterozygous F1 offspring from question #4.

 

Parent #1
Parent #2

What is the genotypic ratio of the offspring in Question 5?
What is the phenotypic ratio of the offspring in Question 5?

6. 6. Consider the resulting ratio of crossing the two heterozygous pea plants in question #5. We will use this ratio in a short activity exploring probability. Keep in mind that crossing two individuals that are heterozygous for a certain trait is similar to flipping two coins. Each coin has two sides (we might think of each side as an “allele”) and the chances of flipping heads/heads, heads/tails or tails/tails should be similar to the ratio we see when crossing two heterozygotes.
   For this simple activity, you will need two coins (pennies, nickels, dimes, quarters, or a mix of any of those). Alternatively, you may google a coin-flipper simulator that will allow you to flip two coins at once. You will also need a piece of scratch paper and a pen or pencil.
   Directions: Flip the two coins simultaneously at least 50 times. For each flip of the pair of coins, you will record the results on a piece of scratch paper. You might set up a table like the one below to record your results. Once you have flipped the coins at least 50 times, enter the number of heads/heads, heads/tails and tails/tails in Table 1 below. Biology homework help.
   Now determine the ratio for your results. You will do this by dividing the number for each result by the total number of flips, and then multiply by 100.
   (Example: If the number of heads/heads is 9 then 9/50 = .18, .18×100 = 18%), Repeat this mathematical procedure for heads/tails and tails/tails)

 

Table 1
Heads/heads (hh)
Head/tails (ht)
Tails/tails (tt)
Ratio (hh:ht:tt)

 
Compare the resulting ratio from the question #5 cross of two heterozygous parents to the ratio from the coin flipping exercise. Are there similarities? If so, what are they?
What might be done to make the ratio from the coin flipping exercise become more similar to the ratio from question #5? (Hint: Consider that more data equals better accuracy.)
 
 
 
Cancer Risk Factors
 

6. This question deals with cancer and risk factors. Begin by going to the website http://www.cancer.org/

 
Click “Cancer A-Z” in the upper left corner. The page that comes up will provide links to information on breast cancer, colon and rectal cancer, lung cancer, prostate cancer, and skin cancer. Review the information for each these cancers.
 
Next, write an essay that discusses your own risk factors for each type of cancer and steps you might take to decrease those risk factors. Be sure to address all five types of cancer.
 
You do not have to disclose any actual personal information if you do not wish to do so. You may create a fictional character and discuss his or her risk factors instead. Be sure to address all five types of cancer. Biology homework help.

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In this assignment you will briefly discuss the impacts of human land use on the HABITAT of ONE the species from the list below. You will need to do some research, thinking, and lean on concepts learned in Weeks 1-5 in your discussion – particularly species biology, population ecology, community ecology and disturbance ecology.
Keeping in mind that I value quality over quantity, I don’t care how many pages it is, line spacing, font size of any of that. I am interested in you adequately discussing the main impacts of human land use on habitat of one of the species below.
Species List
Sage grouse
Pronghorn
Wolves (Grey or Red)
Desert tortoise
Black-footed ferret
Canadian lynx
Grizzly bear
Southwestern willow flycatcher
Bull trout
Fisher (Martes pennant)
Whooping crane. Ecology homework help.

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