1.      Define and distinguish between biological extinction and mass extinction.

2.      Describe two economic and two ecological benefits of species diversity.

3.      What is the greatest threat to wildlife species?

4.      Explain why prevention is the best way to reduce threats from invasive species and list four proposed ways to implement this strategy?

5.      Summarize the roles of population growth, overconsumption, pollution, and climate change in the extinction of wildlife species.

3) Using the gene symbols from the table below, give the genotype(s) for the following phenotypes: white flower, round seeds, and yellow seeds.

Table 1. Characters and traits for Mendel’s pea plants.

Monohybrid cross

4) You are attempting to re-create some of Mendel’s experiments. You love your plants so much that you give them names. In your garden, one plant, Jenny, is pollenated by another plant, Johnny (peas have perfect flowers, so even though we are assigning them a single sex, they technically are both male and female). Jenny is homozygous dominant for purple flowers and Johnny has white flowers. In order to figure out what kind genotypes and in what ratios their offspring will be, you will construct a Punnett square. To do this, list ALL possible gamete types for Johnny and Jenny. Remember that gametes are haploid and therefore only have one copy of each allele!

5) Place the gametes you generated in 4) in the top row for Johnny and left column for Jenny of the Punnett square below. Then copy and paste the Punnett square below into your lab write up.

Johnny’s gametes

                                          Jenny’s gametes

6) What are the genotypic ratios expected for the offspring of the cross? In other words, how many of each genotype (homozygous dominant, homozygous recessive, heterozygous) are there? List the gene symbols and corresponding number for each genotype.

7) What are the phenotypic ratios expected for the offspring of the cross? In other words, how many of each phenotype (purple, white) are there?

8) You plant some of Johnny and Jenny’s offspring. Two in particular become your favorite plants and you name them Jamie and Josie. You decide to cross these two plants together (you can cross siblings in plants, but this is not really something that occurs very often in humans for various reasons!). Place the gametes that would result from meiosis in Jamie and Josie in the top row for Jamie and left column for Josie of the Punnett square. Then copy and paste the Punnett square below into your lab write up.

                                                                                    Jamie’s gametes

                                          Josie’s gametes

9) What are the genotypic ratios expected for the offspring of the cross?

10) What are the phenotypic ratios expected for the offspring of the cross?

The World Health Organization (WHO) had announced the outbreak of coronavirus disease 2019 (COVID-19) as a pandemic on 11 March 2020. With the entire world reeling under the prodigious attack of the pandemic in colossal proportions, various strategies were designed to nullify the transmission, but with little success. Preventive measures, namely social distancing, sealing off large towns, closing borders and confining people to their homes were strategically implemented. Inspire of these, the transmission rates grew unabated. Adding fuel to fire, the lack of effective antiviral drugs and vaccine further worsened the scenario. As a student in pharmaceutical engineering technology, you have greatest responsibility to propose a novel treatment or delivery system to improvise current treatment.

Thus, you are required to discuss with your team and propose potential solutions on the type of combination treatment can be provided based on literature and clinical studies that has been conducted to treat COVID-19 patients.

1. Background Controlled drug delivery system (provide literature supports)

2. Mechanism of action Controlled drug delivery system to treat covid-19 patient(With the aid of schematic diagram)

3. Material/methods Controlled drug delivery system

4. References

PLEASE ANSWER THE FOLLOWING IN FULL DETAIL:

1. Is there likely to be a relationship between the level of interspecific variability within a population and extinction risk? If so, please describe the relationship.

2. List two (2) factors that might limit the progress of evolution within a population.

You are presented with 10 millileters of a proteins solution that is at a concentration of 100 millimolars. You dilute the solution by taking 1 microliter of the solution putting it in an empty test tube then add adding 99 ul of buffer for your experiment. What is your final concentration of the peptide solution that is in this test tube.

*The answer key says that the answer is 10^-3 M*

If this is the answer can you please show work. Thank you.

Describe the steps that one should follow when using a tissue processor when performing pre-embedding process in histopathology.

1.Which one of the following steps in elongation is directly dependent on ATP or GTP hydrolysis?

Peptide bond formation

Movement of the ribosome 3 bases toward the 3’ end of the mRNA

Loss of the sigma subunit

Binding of initiator tRNA to appropriate AUG codon

Translation termination

2.In prokaryotes, transcription and translation of a single gene can occur simultaneously. Which one of the following statements most accurately describes why this phenomenon is not observed in eukaryotes?

The machinery for eukaryotic transcription and translation are found in different compartments.
Eukaryotic genes are compacted into heterochromatin.
Eukaryotic mRNAs are monocistronic.
Eukaryotic mRNAs are degraded very rapidly.
Simultaneous transcription and translation does occur in eukaryotes.

1. Are enzyme labels used in qualitative testing, quantitative testing, or both?

2. Name 3 benefits to using enzymes as labels for immunoassay.

3. Give 3 examples of enzymes that are used as labels in colorimetric reactions.

Mendelian Genetics Project: Add imaginary traits to your favorite species (eukaryote only) that are inherited by standard transmission (Mendelian) genetics.

Objectives: Inheritance of genetic information follows certain rules, as illustrated by the principles of alleles that exhibit dominance, recessiveness, incomplete dominance, and codominance. Traits with Mendelian inheritance are expressed in predictable ways and their inheritance can be expressed as probabilities using Punnett squares. To complete this project you are going to choose a favorite eukaryotic species (diploid) and create five imaginary traits that follow the postulates first described by Gregor Mendel.

While you are free to create whatever traits you like you should include five mechanisms of inheritance from the following list as follows: Two traits from the first mechanism, one sex linked trait, the remaining two traits one each of any of the four remaining choices.

            2 Traits defined by dominant and recessive alleles (you must have two of these)

            1 Sex linked trait

            1 Trait with complete dominance, the recessive allele is lethal

            1 Trait with incomplete dominance

            1 Trait with Codominance

            1 Trait with multiple alleles (more than two alleles)

How is a mollusc shell formed? Discuss the creation, formation, and lifetime of the shell. What environmental factors can affect shell growth, shape, longevity? What can molluscs do to combat these environmental pressures?

2. Describe how each of the below cell types contributes to the principle function of the leaf (i.e. gas exchange and light absorption).

a. epidermal cells

b. guard cells

c. palisade mesophyll

d. spongy mesophyll

3. What are the functions of:

a. sepals?

b. petals?

c. stamens?

d. pistil?

e. vascular tissue (veins)

Pollination and seed dispersal

1. Give at least two examples of flower adaptations that ensure pollination.

a.

b.

2. Name three different examples of adaptations that ensure that seeds (fruit) are dispersed from the parent plant.

a.

b.

c.

3. Name a way that the parent plant helps the embryo once it has germinated. (Where do the nutrients come from that the embryo uses until it starts photosynthesizing?)

EVERY species of green plant undergoes alternation of generations. In land plants, the generations look dissimilar. In what other ways are the sporophyte and gametophyte generations dissimilar? List two examples.