define the following terminology:

(a) Basal forebrain

(b) Nicotinic acetylcholine receptor (nAChR)

(c) Muscarinic acetylcholine receptors (mAChR)

Why do common folding patterns appear in proteins that exhibit very different primary structures?

The carbonyl and amino groups of the amino-acid residues at the N- and C-termini of proteins form regular patterns of hydrogen bonds that define α-helix and β-sheet shapes.

The carbonyl and amide groups of the polypeptide backbone form regular patterns of hydrogen bonds that define α-helix and β-sheet shapes.

The carbonyl and amino groups of glutamate and glutamine, respectively, form regular patterns of ionic bonds that define α-helix and β-sheet shapes.

The carboxyl and amino groups of the amino-acid residues at the N-and C-termini of proteins form regular patterns of ionic bonds that define α-helix and β-sheet shapes.

The carbonyl and amide groups of the amino-acid sidechains form regular patterns of hydrogen bonds that define α-helix and β-sheet shapes.

How is botulinum toxin being used today in therapeutic and cosmetic settings?

Compare and contrast the reproduction, brooding strategies and life cycle of anurans (frogs and toads) and urodeles (newts and salamanders).

PLEASE ANSWERS 1-3 QUESTIONS AND ILL LIKE AND COMMENT

1. Which of the following biomes is NOT matched correctly with a characteristic of that biome?

Select one:

a. temperate evergreen forest – dominated by conifer trees

b. tropical rainforest - hot summers and cold winters

c. temperate grassland - adapted to periodic fire

d. tundra - permafrost

e. desert - little or no rainfall

2.

Deep sea hydrothermal vent communities:

Select one:

a. use bioluminescence to generate food.

b. contain only bacteria and other microorganisms.

c. use energy from photosynthesis in the photic zone.

d. use energy produced by chemoautotrophs that oxidize sulfur.

3.

At what latitudes are most of the world’s major deserts and associated arid areas located?

Select one:

a. 0° N and S

b. 15° N and S

c. 30° N and S

d. 60° N and S

e. 90° N and S

MAKE A 6 POWER POINT SLIDES FOR THIS AND EXPLAINING:

What is the classification and history Antlion larva?

What is the significance of Antlion larva and how does it relate to science, environment, or health?

Is it pathogenic? If so, what does it cause and what is the treatment? Who does it affect and What part of the world is it found in?

Is there anything about Antlion larva that makes it unique and interesting?

REFERENCE

A newly identified frog mutant, persistent tail (retains the tail through metamorphosis), is hypothesized to be autosomal dominant. The experimenter started with homozygous wild type virgin females and homozygous persistent tail males. The data from the F2 generation was 83 wild type males, 111 wild type females, 141 persistent tail males and 211 persistent tail females. Does this data support or reject the hypothesis? Use chi-square to prove your position.

Discuss the role of phytochemicals and the B vitamin folate in decreasing cancer risk.

develop a hypothesis for human or animal behavior, in which the behavior is better explained by evolutionary history (ancestry), rather than as a perfect adaptation to the environment

a) Discuss in detail the differences between marsupial and placental mammals b) Describe the Marsupial orders of mammals in detail.

An organism has 27 chromosomes. Use a * to represent centromeres, and a $ to represent repetitive regions of DNA caused by transposable elements. Chromosome 4 has the sequence A$BC*$DE, while chromosome 17 has the sequence L$MNO$*PQ.

1. If chromosome 17 misaligns with itself (without flipping backward) during meiosis I and undergoes crossing over in the repetitive region, what will be the sequences of chromosome 17 that result in each of the four gametes produced by this cell?

2. What abnormal chromosome sequences could be created if chromosome 4 misaligned with itself (without flipping backward) (there should be 2 of these)?

3. Which of the abnormal sequences would be likely to be left hanging out in the cytoplasm (where it would likely degrade) without being tugged into either nucleus?

4. If instead of misaligning with itself, chromosome 4 aligned with chromosome 17 (without flipping backward or having any double crossover events), provide 6 of these sequences, and label the ones that have too many or too few centromeres?

5. For a Eukaryotic animal cell, is it generally more deleterious to be triploid or to have trisomy of a single chromosome? Why is triploidy an impossible long-term state for the generations that come after a triploid organism that reproduces sexually?

What are the products of gametogenesis?

A. Females- 1 egg ; Males- 2 sperm

B. Females – 4 eggs ; Males- 4 sperm

C. Females- 4 eggs ; Males- 1 sperm

D. Females- 1 egg ; Males- 4 sperm

ANT 120

Lab 1: The Forces of Evolution

There are four mechanisms that can lead to evolutionary change from one generation to the next: mutation, natural selection, gene flow, and genetic drift. In this laboratory exercise we will examine the action of genetic drift and natural selection. The key difference between these two mechanisms, which can be difficult to get a handle on without direct experimentation, is that natural selection privileges some individuals over others on the basis of their biological traits while genetic drift privileges some individuals over others with no regard to their biological traits.

Data Table for Genetic Drift Experiment

Data Table for Natural Selection Experiment

Using the data, answer the questions on the other side of this sheet.

Questions

1. Compare the results from the genetic drift experiments to the natural selection experiments. Are there any clear differences in the results? If so, what is the reason for the differences?

2. In cases where one of the colors of beetle was eliminated, how could the allele for this color re-enter the population? Which forces of evolution would be required?

3. From these experiments, how might genetic drift and natural selection affect natural populations of organisms differently? If the population of beetles was 20,000 instead of 20 (and 10,000 survived each generation) how would this influence the effects of genetic drift vs. natural selection?

4. Is the outcome of genetic drift or natural selection more predictable? How might these different mechanisms of evolutionary change relate to functional traits of organisms?

Write a paragraph long comment you currently have after learning a bit about the evolution of behavior (about evolution, natural selction). In particular, think about the implications of the idea that behavior is heritable, and has emerged from the behavior of ancestral species.

Which reactions of phase I and phase II metabolism require energy, and where does this energy come from (in what molecular form)?