1. Do a search online or look in your textbook for 1-2 antibiotics that affect Gram-positive bacteria and list them. On what part of the cell do the antibiotics usually work? List one or two antibiotics that affect Gram-negative bacteria? On what part of the cell do the antibiotics usually work? (Be sure to cite your sources in your answer.)

(textbook is openstax microbiology)

Outline the evidence supporting the proposition that chimpanzee have culture and present the arguments opposing this view too. Which view do you suspect is correct and why do you think this? How could this information color our thinking of early hominid evolution?

Genetics

What are some causes of cancer?

Cancer can arise spontaneously, but can also be induced as a result of environmental factors such as sun exposure and smoking. If you were in charge of allocating resources for cancer prevention, would you emphasize research on curing cancer, or education about cancer prevention? Explain your answer.

Although tobacco smoking is responsible for a large number of human cancers, not all smokers develop cancer. Why is this?

Pick a specific tumor suppressor gene or oncogene and explain how this gene can lead to or prevent cancer. Be sure to focus on the mechanism of how your chosen gene impacts the cell cycle. You can alternatively pick a virus that has been associated with cancer and explain how that virus impacts the cell cycle and ultimately leads to cancer.

describe how phase I and phase II metabolism influence/affect i) renal and ii) hepatic elimination of a drug? Answers must be detailed and complete sentences.

1. Although we teach natural selection using a single allele, we recognize that natural selection works upon the entire phenotype of an organism, not an individual loci.

About 85% of the human population has a muscle in the forearm called the palmaris longus.

a) What is this feature, and what benefit does it provide?

b) Respond to this common criticism of evolution, providing evidence to back your statement:   “If natural selection is truly working, we should be perfectly adapted to our environment. Thus, if evolution were true, this muscle would not be present. Thus, evolution is not true and we should teach scientific creationism (intelligent design) instead.”

c) Respond to this common fallacy of evolution, providing evidence to back your statement, “If most humans have this muscle, then obviously there is a benefit for the individuals. We would not waste energy in making useless structures. Evolution would remove the useless structure from the population.”

d) Explain the advantages of NOT having this particular feature.

A PET scan reveals that an individual's cancer has spread to the cervical and axillary lymph nodes on the patient's left side only. To prevent further spread, all of the lymph nodes from the left side cervical and axillary regions are surgically removed. The patient is surprised to receive an wristband that reads "No Blood Draw or Vaccines on this Arm" that he must wear for the rest of his life. Why would having blood drawn or vaccines being given in that arm be problematic, but wouldn't be problematic if having blood drawn from the right arm?

You are given the task of creating a genetic map of three genes of Drosophila melanogaster . The genes are all located on the same chromosome. The genes are for body color, eye color and antenna formation. The alleles for body color are yellow and gray (wild-type), the alleles for eye color are sepia and red (wild-type) and the alleles for antenna are short and normal (wild-type). The mutant alleles for body and eye color are recessive, while the mutant allele for antenna formation is dominant. You follow the procedure for determining the order and map distance for the genes and obtain the following data: Short, gray, sepia = 240 Short, yellow, red = 2 Short, yellow, sepia = 500 Short, gray, red = 22 Normal, yellow, red = 270 Normal, gray, sepia = 5 Normal, yellow, sepia = 15 Normal, gray, red = 444 Hints for drawings: size matters! Don’t draw all genes equidistant. If two genes are further away from each other than another set, make sure to draw it that way. Based on the data given:

a) Define each gene and allele. Based on how you defined the alleles, what was the genotype and phenotype of the P gen? Make sure to notate alleles properly and to draw the chromosomes correctly. Make sure the genes are in the correct order.

b) What was the genotype and phenotype of the F1 gen? Make sure to notate alleles properly and to draw the chromosomes correctly. Make sure the genes are in the correct order.

c) What was the genotype and phenotype of the Test cross that was performed? Make sure to notate alleles properly and to draw the chromosomes correctly. Make sure the genes are in the correct order.

d) What are all of the map distances between the genes given? Make sure to draw the chromosomes correctly, the genes are in the proper order and units are used.

Define ecology. Discuss what criteria influence population growth and how different species interact with one another, providing at least 3 types of examples . List the three criteria necessary for ecosystem survival. Define and/or describe each criterion.

Early in an infection, the body produces a variety of "acute phase proteins" to ramp up an immune response. What sort of benefits do these acute phase proteins provide and what sort of effect would an inability to induce the production of these proteins have on an individual?

Compare your crayfish with one of the opposite gender.

What body region or segment are the walking legs attached to? What about the swimmerets?

How does the shape of each appendage type fit its particular function?

1. Chelipeds:
2. Walking legs:
3. Swimmerets:

3) Describe the purposes of the principle process involved in treatment of waste water .

4. Explain the difference between a positive and negative hormonal feedback loop. How is the testis (i.e. testosterone) regulated ? Explain why giving exogenous testosterone has little effect on serum levels but dramatic lowering of testicular testosterone concentrations. (10 points)

Describe five different mechanisms or means that one could pursue to prevent or reduce micronutrient deficiencies and provide an example for each that has been applied to improve the dietary quality of food for an at risk population.