Title:

An Experimental Test of the Effect Adult Marsh Rush Plants (J. maritimus) Have On Seed Germination in an Upper and Lower Marsh.

General Hypothesis:

The presence of marsh rush (Juncus maritimus, a species of plant) adults has a positive effect on seed germination in the lower marsh (where the soil is really wet and salty) but inhibits seed germination in the upper marsh.

Proposed Methods:

In this section, you should describe all the steps it will take to do the study and collect the data you need. It’s also important to justify why you are going to do the study the way you propose.

Make sure your ‘proposed methods’ section is as complete as possible, with information on how many treatments, controls, variables, sample sizes, replicates, etc. If your experimental design is complicated, I highly recommend making a table to show the different treatments, etc. Be sure to also include information about the timing of your study – when are you going to do this? How long will it take? How will you collect and analyze the data?​

After neurotransmitter release what are all the potential processes that neurotransmitter could experience? Include the two ways the neurotransmitter could be deactivated. What would happen if one of those mechanisms were not functioning?  

 Describe the relationship between functional groups and macromolecules.  Compare and contrast different types of isomeric compounds.  List the different kinds of biological macromolecules.  What is the special type of reaction that they all have in common to put them together? What about to breaks them apart?  Understand the relationship between amino acid sequence and their three-dimensional structure.  Know what makes the 20 different amino acids. Know the general structure of an amino acid.

What are the stages the membrane potential goes through during an action potential? Describe each stage in terms of the changes in sodium and potassium ions inside the cell. Name and describe the two types of refractory periods, and what, if anything would make a neuron fire during a refractory period.

Here you will be plotting results and commenting in written form. Hence, you must show your work in the form of some numbers, some plots, and some simple statements. You may write your answers out on a sheet of paper (pen/pencil & paper), do this in an electronic spreadsheet or word processing document. You may submit your work and answers electronically or turn it in physically before end of class (1:15 pm) on February 27, 2018. In discrete time, the logistic equation can be written (see the hint on Problem Set HW 2, question 3): where N is the population, our time is represented by “t” (let’s use days), K is the “carrying capacity”, r is the growth rate. Consider the growth of a population of bacteria. At initial time, N(0) = 0.2 bacteria. The net growth rate has a value, r = 1. Carrying capacity, K = 1. Don’t worry about the units here (you can think of them as fractions of 1000 individuals). You are going to plot out the population to the 30th day, starting at day 0. You can use a spreadsheet or your calculator and paper/pencil, or software like matlab (if you use that). There are many graphical software packages that can manage plotting this. a) What is the population on each day - plot this. b) Change the net growth rate to, r = 2. What is the population on each day – plot this. Is a pattern emerging? What would you call this pattern? c) Change the net growth rate to, r = 3. What is the population on each day – plot this. Is this pattern similar to b or different? What is happening to this population? Is it reaching carrying capacity, K? d) change the net growth rate to, r = 3.001 (a tiny change). Now what happens?

“Synonymous and nonsynonymous” sites essay question

Explain why synonymous sites typically evolve faster than nonsynonymous sites.

5. Describe the different ways that C4 and CAM plants carry out photosynthesis, when compared to C3 plants; and then explain in each case why these differences evolved.

3. Discuss fermentation: Name the two types of fermentation. Give the end products of each type. Summarize the net energy gain of each type. Give examples of cells which carry out each type.

“Florida mice” essay question

Describe Hopi Hoekstra’s evidence for how coloration for Atlantic coast beach mice of Florida evolved independently from coloration for Gulf coast beach mice of Florida. Be specific in terms of the different genetic mechanisms associated with the formation of a similar phenotypic trait across the two beach mice populations. How did Hopi Hoekstra test the fitness (differential survival) associated with the presence or absence of the coloration trait in the beach mice? How do we know that the pale coloration trait of beach mice was derived from the ancestral coloration of mainland mice, and not vice versa? How could you test to see whether the change in coloration trait was heritable and not just a consequence of phenotypic plasticity?

“Introns and Exons” essay question

Explain why the average rate of evolution differs between introns and exons, and why this is important for choosing genetic markers to be used in phylogeny construction.

Why is using aseptic techinque important?

Why is a plate containing 30-300 CFU's more useful for calculating the concentration of the original culture tube than a plate with only two colonies?

Lab 5: Practice Dilution Problems

You have a stock solution that contains 24 mg/ml of protein. You want to make a set of standards with the following concentrations:

                  8 mg/ml

                  4 mg/ml

                  2 mg/ml

You need a minimum of 300 ul of each standard.

Using the technique of serial dilution, explain how you would make your standards by filling in the chart below.

You have a stock solution that contains 200 mg/ml of protein. You want to make a set of standards with the following concentrations :

                  100 mg/ml   12.50 mg/ml

                  50 mg/ml    6.25 mg/ml

                  25 mg/ml    3.125 mg/ml

You need a minimum of 300 ul of each standard.

Using the technique of serial dilution, explain how you would make your standards by filling in the chart below.

Dilute the following making sure you end up with a minimum volume of at least 10 ml.

Considering the Metabolic pathways of Pseudomonas aeruginosa:

A. Briefly evaluate the metabolism of the organism. How do they make PMF, ATP and reducing power? Do they have a broad or a narrow metabolic capacity?

B. How would deleting the TCA cycle affect this organism?

C. What about a mutation in the quinol binding site of the bc1 complex (Complex III) so that it could not accept a quinol?

D. What about a mutation in the gene that encodes glyceraldehyde-3-P dehydrogenase (the enzyme that catalyzes the oxidation of G-3-P)?