Biology

what happens to excess protein intake

After you submit the final draft of the Data Analysis and Conclusions assignment, you will be assigned the Data Analysis and Conclusions document from a student in the other group (by the end of the day, Tuesday, 12/8). If you are in Exercise 6 Group 1, then you will be assigned a peer document from a student in Exercise 6 group 2 and vice versa. If the document assigned to you does not have data from the other group, or has incomplete information then you must send  Dr. Mohan an email ([email protected]) requesting a new peer document assignment no later than Friday, 12/11. Due date extensions will not be granted because you waited too long to check the peer document assigned to you.  You will evaluate this peer document by filling out the rubric for the final draft of the Data Analysis and Conclusions document assigned to you by noon on Monday, 12/14. You will also use the information in the peer document assigned to you to complete the Data Summary assignment (see below for additional details), by noon on Monday, 12/14. To ensure that you are using accurate information to complete the data summary assignment an answer key for the data analysis and conclusions assignment assigned to the other group will be added to your Exercise 6 group page by Tuesday, 12/8. You should also use this answer key as a reference to complete the peer evaluation assignment.  Refer to the instructions outlined in “How do I submit a peer review to an assignment? ” for information on how to access the peer document assigned to you and fill out the rubric. Remember, the document you are evaluating is the final draft of the Data Analysis and Conclusions assignment.  In the data summary assignment, you will use the data generated for the research questions assigned to your Exercise 6 group and the Data Analysis and Conclusions document assigned to you for peer evaluation to address the two overall goals of Exercise 6:  Determine treatment options for MH1 infections Determine if MH1 is a strain of E. coli or salmonella. In addition to the experiments you and your peers analyzed for the Data Analysis and Conclusions assignment, you will analyze the results from two new experiments. These experiments were carried out to confirm the results from previous experiments conducted to determine the identity of MH1.  For this assignment, you will type up the answers to the questions  listed below in a separate document, using Word or GoogleDocs. Then, convert the document to a single pdf file and submit the assignment by uploading it here by noon on Monday, 12/14. Handwritten and/or scanned files will not be graded. Additionally, you must upload the Data Analysis and Conclusions peer document that was assigned to you for evaluation. Data Summary Assignment Questions: List your Group number. (1pt) Which of the antibiotics tested in this exercise (Ampicillin, Kanamycin, Tetracycline and Chloramphenicol), can be used to treat MH1 infections? Provide a rationale for your answer and indicate if your conclusion is based on results you analyzed or on results analyzed by a peer assigned to the other group. (2pts) In 1-2 sentences summarize how MH1 is resistant to the penicillin family of antibiotics. Provide a rationale for your answer and indicate if your conclusion is based on results you analyzed or on results analyzed by a peer assigned to the other group. (2pts) Based on the results from the beta – galactosidase assay and the GapA, ApeE, and InvA PCR experiments can you determine if MH1 is a strain of E. coli or Salmonella or is the overall conclusion about the identity of MH1 still inconclusive? Provide a rationale for your answer and indicate if your conclusion is based on results you analyzed or on results analyzed by a peer assigned to the other group. (2pts) To confirm the results from the beta-galactosidase assay, an additional PCR experiment was carried out using primers for the beta-galactosidase gene and DNA template from MH1, E. coli and Salmonella. After gel electrophoresis, a single band was observed in the lane with the E.coli sample and in the lane with the MH1 sample. Based on the results from the beta-galactosidase assay, are these results expected? Provide a brief rationale for your answer. (1pts) Do these results change your conclusion about the identity of MH1? Provide a brief rationale for your answer. (2pts) To confirm the results from the ApeE PCR experiment, the PCR product from the MH1 sample was sequenced. Follow these directions  to perform a BLAST analysis of the MH1/ApeE PCR product and then answer the questions listed below. Based on the top five matches from the BLAST analysis, what can you conclude about the identity about the DNA fragment that was amplified in the MH1/ApeE PCR reaction? Provide a rationale for your conclusion. (2pts) Do these results from BLAST analysis change your conclusion about the identity of MH1? Provide a brief rationale for your answer.

Final Research Proposal Guidelines I will attach my first paper & my outline in files. Please feel free to stray from it, I need an A paper. The proposal should contain well-developed sections (Put clear titles on the top of each section) of your outline that you submitted earlier. The proposal should have seven (7) major sections: Introduction: A brief overview of all your sections. Approx. one page A summary of the literature review. In this section, you would summarize the previous research (summarize at least 8-10 scholarly research articles), and also your field data collection results (if it was connected to your proposal topic). Also indicate the gaps in the previous research, including your pilot study, and the need for your research study. Please devote around three pages to reviewing the previous research and finding the gaps. Arising from the literature review, write the Purpose Statement of your research (purpose statement should have all its parts clearly written. Follow the examples from the textbook). Identify two to three main hypotheses or research questions (based on the quantitative/qualitative research design). Also, give some of your supporting research questions. Follow the examples from the textbook. Describe the research strategy of inquiry and methods that you would use and why. The method part should be the substantial part of your paper, around three Define your knowledge claims, strategies, and methods from the textbook (and cite), why you chose them, and how you will conduct the research in detail. One page on the significance of your study. A complete reference list of your sources in APA style on a separate page. The total length of the paper should be between 8-10 pages (excluding the reference and cover pages).

Scientists are exploiting this new genetic engineering technology of CRISPR. Think about different ways scientists can use CRISPR to benefits humans. Create a thread and in few sentences elaborate on this subject. Please cite your sources.

Article has been attached (you may use another article of choice if you would like; this is just a suggestion) Prepare a Powerpoint presentation (15–20 slides) that explains the article following article: Engineering of ?-Glucosidase Bgl15 with Simultaneously Enhanced Glucose Tolerance and Thermostability To Improve Its Performance in High-Solid Cellulose Hydrolysis , as well as any prior study necessary to understand article. (you may use another article of choice if you would like; this is just a suggestion). Include, as necessary for understanding, information such as: –       Name of enzyme and EC number –       Cofactor required –       Substrate –       Kinetic parameters (kcat, KM) –       Reaction catalyzed and mechanism –       Reaction conditions (pH, T, solvent, etc.) –       Assay used to characterize enzyme –       Mutagenesis method and screening/selection assay –       Type of enzyme engineering (rational design vs directed evolution) –        Enzyme structure –       Type of biocatalytic transformation (e.g., fermentation, biotransformation, etc.) –       Biocatalytic process (e.g., deracemization, direct asymmetric synthesis, kinetic resolution, cofactor recycling, etc.) –       Use 3–5 bullet points on slides if necessary (except when showing figures). When showing figures, include short legend to understand the figure. SUGGESTION: use a sentence to provide take-home message, either as title of slide or as statement at the bottom of your slide (see example assignment). Guidelines: 1.     Introduction (5–7 slides) a.     Explain context and background needed to understand paper (i.e. what is the current state?of?the?art? why should we care about this study?) b.     Describe system under study (i.e., enzyme and/or method) c.     Clearly state the objective and hypothesis of the current study 2.      Methods and Results (8–12 slides) a.     Describe what the authors did and show results from article (i.e. copy/paste figures and tables, with appropriate legend so that reader can understand) b.      Explain important methods, especially if these are new engineering strategies 3.      Discussion and Conclusions (2–3 slides) a.     Put these findings in the context of the field (i.e. discussion, how does this compare to previous methods or previous work?) b.      Summarize what the findings of the paper were (i.e., what was achieved? Did it work?) c.     Future directions   Please ensure to answer all key points

Let’s discuss gene expression, using the human beta-globin (HBB) gene as an example. Recall that beta-globin is one of the polypeptide subunits of hemoglobin, the protein that carries oxygen in red blood cells. Imagine that you are a wild-type (HbA) allele of the HBB gene located on human chromosome 11. Writing from the first-person perspective, how is the beta-globin polypeptide produced from your gene? In your response, be sure to describe the three main processes involved in eukaryotic gene expression: transcription, RNA processing, and translation. Conclude by discussing the mutation in the beta-globin gene that results in sickle cell anemia

1. What is seed dispersal? Why is it important? Describe seed adaptations that allow for dispersal. 2. According to the video, how do spider monkeys help with seed dispersal? 3. Research another example of an animal involved in seed dispersal. Write a paragraph summarizing the interaction. Remember to cite your sources (MLA format). https://www.biointeractive.org/classroom-resources/seed-dispersal-and-habitat-fragmentation

1. What the neuromuscular junction is? 2. Explain Steps in Neuron (action potential) 3. Explain Skeletal muscle contraction

1. By clicking on this link, you can watch a short video of what happens to the food you eat as it passes from your mouth to your intestine. Along the way, note how the food changes consistency and form. How does this change in consistency facilitate your gaining nutrients from food? 2. Visit this site for an overview of digestion of food in different regions of the digestive tract. Note the route of non-fat nutrients from the small intestine to their release as nutrients to the body. 3. Watch this animation to see how swallowing is a complex process that involves the nervous system to coordinate the actions of upper respiratory and digestive activities. During which stage of swallowing is there a risk of food entering respiratory pathways and how is this risk blocked? 4. Watch this animation that depicts the structure of the stomach and how this structure functions in the initiation of protein digestion. This view of the stomach shows the characteristic rugae. What is the function of these rugae? 5. Watch this animation that depicts the structure of the small intestine, and, in particular, the villi. Epithelial cells continue the digestion and absorption of nutrients and transport these nutrients to the lymphatic and circulatory systems. In the small intestine, the products of food digestion are absorbed by different structures in the villi. Which structure absorbs and transports fats? 6. By watching this animation, you will see that for the various food groups—proteins, fats, and carbohydrates—digestion begins in different parts of the digestion system, though all end in the same place. Of the three major food classes (carbohydrates, fats, and proteins), which is digested in the mouth, the stomach, and the small intestine? 7. Watch this video to see the structure of the liver and how this structure supports the functions of the liver, including the processing of nutrients, toxins, and wastes. At rest, about 1500 mL of blood per minute flow through the liver. What percentage of this blood flow comes from the hepatic portal system? 33. Explain how the enteric nervous system supports the digestive system. What might occur that could result in the autonomic nervous system having a negative impact on digestion? 34. What layer of the alimentary canal tissue is capable of helping to protect the body against disease, and through what mechanism? 35. Offer a theory to explain why segmentation occurs and peristalsis slows in the small intestine. 36. It has been several hours since you last ate. Walking past a bakery, you catch a whiff of freshly baked bread. What type of reflex is triggered, and what is the result? 37. The composition of saliva varies from gland to gland. Discuss how saliva produced by the parotid gland differs in action from saliva produced by the sublingual gland. 38. During a hockey game, the puck hits a player in the mouth, knocking out all eight of his most anterior teeth. Which teeth did the player lose and how does this loss affect food ingestion? 39. What prevents swallowed food from entering the airways? 40. Explain the mechanism responsible for gastroesophageal reflux. 41. Describe the three processes involved in the esophageal phase of deglutition. 42. Explain how the stomach is protected from self-digestion and why this is necessary. 43. Describe unique anatomical features that enable the stomach to perform digestive functions. 44. Explain how nutrients absorbed in the small intestine pass into the general circulation. 45. Why is it important that chyme from the stomach is delivered to the small intestine slowly and in small amounts? 46. Describe three of the differences between the walls of the large and small intestines. 47. Why does the pancreas secrete some enzymes in their inactive forms, and where are these enzymes activated? 48. Describe the location of hepatocytes in the liver and how this arrangement enhances their function. 49. Explain the role of bile salts and lecithin in the emulsification of lipids (fats). 50. How is vitamin B12 absorbed? 30. Describe how metabolism can be altered. 31. Describe how Addison’s disease can be treated. 32. Explain how glucose is metabolized to yield ATP. 33. Insulin is released when food is ingested and stimulates the uptake of glucose into the cell. Discuss the mechanism cells employ to create a concentration gradient to ensure continual uptake of glucose from the bloodstream. 34. Discuss how carbohydrates can be stored as fat. 35. If a diabetic’s breath smells like alcohol, what could this mean? 36. Amino acids are not stored in the body. Describe how excess amino acids are processed in the cell. 37. Release of trypsin and chymotrypsin in their active form can result in the digestion of the pancreas or small intestine itself. What mechanism does the body employ to prevent its self-destruction? 38. In type II diabetes, insulin is produced but is nonfunctional. These patients are described as “starving in a sea of plenty,” because their blood glucose levels are high, but none of the glucose is transported into the cells. Describe how this leads to malnutrition. 39. Ketone bodies are used as an alternative source of fuel during starvation. Describe how ketones are synthesized. 40. How does vasoconstriction help increase the core temperature of the body? 41. How can the ingestion of food increase the body temperature? 42. Weight loss and weight gain are complex processes. What are some of the main factors that influence weight gain in people? 43. Some low-fat or non-fat foods contain a large amount of sugar to replace the fat content of the food. Discuss how this leads to increased fat in the body (and weight gain) even though the item is non-fat. 31. What is suggested by the presence of white blood cells found in the urine? 32. Both diabetes mellitus and diabetes insipidus produce large urine volumes, but how would other characteristics of the urine differ between the two diseases? 33. Why are females more likely to contract bladder infections than males? 34. Describe how forceful urination is accomplished. 35. What anatomical structures provide protection to the kidney? 36. How does the renal portal system differ from the hypothalamo–hypophyseal and digestive portal systems? 37. Name the structures found in the renal hilum. 38. Which structures make up the renal corpuscle? 39. What are the major structures comprising the filtration membrane? 40. Give the formula for net filtration pressure. 41. Name at least five symptoms of kidney failure. 42. Which vessels and what part of the nephron are involved in countercurrent multiplication? 43. Give the approximate osmolarity of fluid in the proximal convoluted tubule, deepest part of the loop of Henle, distal convoluted tubule, and the collecting ducts. 44. Explain what happens to Na+ concentration in the nephron when GFR increases. 45. If you want the kidney to excrete more Na+ in the urine, what do you want the blood flow to do? 46. What organs produce which hormones or enzymes in the renin–angiotensin system? 47. PTH affects absorption and reabsorption of what? 48. Why is ADH also called vasopressin? 49. How can glucose be a diuretic? 50. How does lack of protein in the blood cause edema? 51. Which three electrolytes are most closely regulated by the kidney?

M7 Written AssignmentAnswering each assigned question in 2 to 3 complete, and well written paragraphs is a requirement.This will give your professor a clear view of the concepts, facts, and themes that you are understanding and what you still need to work on.You are required to answer each written assignment questions in several (2- 3 or more), well-written, thoughtful paragraphs, IN YOUR OWN WORDS_(new window) If you find it especially difficult to rephrase technical and scientific material, you are not alone. Ask your professor for help.The questions in the written assignments were purposely created to encourage you to think, make connections, and apply what you have learned. Most of the answers will not be found word for word in the text or the commentaries. This is deliberate – to help you learn to think through and interpret new information. Do your best with them and ask for help if you find yourself stumped or spending unreasonable or unprofitable amounts of time on them. There is very little if anything to be gained educationally from spending inordinate or inappropriate amounts of time on one question or another. Ask your instructor a question any time you find yourself frustrated, panicked, or overwhelmed.Answering assigned questions in 2 to 3 complete, well written paragraphs will give your instructor a clear view of the concepts, facts, and themes that you are understanding and what you still need to work on. Please review the college’s policy on academic integrity_(new window) and let us know if you have any questions.Please don’t hesitate to ask a question about these questions. You may want to read these questions before reading the text, as well as afterwards, to highlight what is considered important and what we hope for you to take away.QuestionsQuestion 1 (5 points)Briefly describe the journey that a bite of food takes through the digestive system, starting at the mouth an ending at the anus. Include the structures through which the food passes, and what is happening in each location as the food moves through.Question 2 (5 points)Many pathogens evade the immune system by altering their outer surface in some way. Based on what you know about the functioning of the immune system, why is this often a successful approach?Question 3 (5 points)What is an opportunistic infection? Name two diseases or conditions that could result in opportunistic infections. Explain your answer.Question 4 (5 points)Briefly describe how the hormones FSH and LH are involved in regulating the female reproductive system. Do they have any role in the male reproductive system? Explain.