putting bacteria to work

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Description:
Discuss how we can put microbes to work to facilitate our lives: from keeping our landscape clean to making delicious food and beverages. 

Objectives:

  • Recognize the importance of microorganisms in water and sewage treatment plants.
  • Describe food Microbiology, focusing on both preventative infection methods and the implication of specific microbial taxa in food preparation.
  • Describe the employment of microorganisms in industrial Microbiology.

Instructions:

Summarizing various ways in which we employ microbes to our advantage. Think about their use in the food industry, waste management, health care, and conversion of waste product into fuel. Which of these applied Microbiology fields is of interest to you and has the potential for further development in your opinion?

Biology Mitosis Lab- Week 4 Assignment

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Week 4 Midweek Assignment: Mitosis

Determining the Time Spent in Each Phase Using Whitefish Blastula

A prepared microscope slide of whitefish blastula cross-sections will show cells arrested in various stages of the cell cycle. (Note: It is not visually possible to separate the stages of interphase from each other, but the mitotic stages are readily identifiable.) If 100 cells are examined, the number of cells in each identifiable cell-cycle stage will give an estimate of the time it takes for the cell to complete that stage.

Given the events included in all of interphase and those that take place in each stage of mitosis, estimate the length of each stage based on a 24-hour cell cycle.

Background

Before you start this lab, you should read your materials in this section on the various phases. Additionally, the following YouTube video might be helpful as you watch an instructor identify cells in the various phases as he looks through a microscope.

mitosis – whitefish Blastula (05:56)

Finally, review
a close-up view of cells at various stages

Procedure

Examine the first image below, and then read the counting methodology.

Slowly scan the image below left to right, and up and down to view all the cells in the section. As you scan, you will notice that most of the cells are not undergoing mitosis but are in the interphase period of the cell cycle.

Practice identifying the cells in the image below before beginning the actual experiment.

The images below are of whitefish blastula in various stages mitosis. Before you count cells in the various phases, circle one example cell for each of the phases below and write the number next to the circle. You can draw the circle by selecting Draw in the Microsoft Word at the top and then selecting a pen.

Drawing Table

1. Prophase

2. Metaphase

3. Anaphase

4. Telophase

5. Cytokinesis

After you feel comfortable with your counting method and identifying cells in the various stages of mitosis, use the four images below of whitefish blastula to count the cells in each stage until you reach 100 total cells, recording your data below in Data Table 1. (You may not need to use all four images. Stop counting when you reach 100 total cells.)

After totaling the cells in each stage, calculate the percent of cells in each stage. (Divide total of stage by overall total of 100 and then multiply by 100 to obtain percentage.)

Data Table 1

Stage

Totals

Percent

Interphase

Mitosis:

Prophase

Metaphase

Anaphase

Telophase

Cytokinesis

Totals

100

100%

To find the length of time whitefish blastula cells spend in each stage, multiply the percent (recorded as a decimal, in other words take the percent number and divide by 100) by 24 hours. (Example: If percent is 20%, then Time in Hours = .2 * 24 = 4.8) Record your data in Data Table 2.

Data Table 2

Stage

Percent

Time in Hours

Interphase

Prophase

Metaphase

Anaphase

Telophase

Cytokinesis

Conclusions

1. Drawing Table: Make sure you did the circle identifications with a number as mentioned with regards to the Drawing Table.

2. In your own words, explain the purpose of interphase.

3. In your own words, explain the purpose of mitosis.

4. Summary: Using complete sentences, write a summary of the results of the experiment. Be sure to talk about which ones seemed to be the faster and why that might be, and which are slower.

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Biology DNA Extraction Lab- Week 6 Assignment

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Week 6 Wrap-Up Assignment: DNA Extraction

Extracting DNA from Fruit

Materials

· Re-sealable plastic bag

· Two strawberries or other fruit, like bananas, kiwi, blueberries, etc., or onion (strawberries and bananas tend to have a lot of DNA)

· 2 teaspoons dish soap

· ½ cup water

· 1 teaspoon of salt

· Two plastic cups or clear glasses

· Coffee filter or paper towel

· ½ cup COLD rubbing alcohol (use from refrigerator or put in freezer for 30 minutes)

· Toothpick or coffee stirrer or popsicle stick or pencil

Procedure

1. Before you start, take a piece of paper, and write your name and student identification on it. You will need it later for the picture you take.

2. Pull off any green leaves that might be left on the strawberries. If using another fruit or vegetable, remove the skin and cut into pieces.

3. Put the strawberries in the resealable plastic bag and gently smash them with your hands for about two minutes. You need to completely crush the strawberries. If you have another fruit, you may need to blend it.

4. In one of the plastic cups or glasses, mix the dish soap, water, and salt together. This is your DNA extraction liquid

5. Add two teaspoons of the DNA extraction liquid into the bag with the strawberries.

6. Reseal the bag and smash for another minute. Do this
very gently so that you do not create too many soap bubbles.

7. Place the coffee filter or paper towel inside the mouth of the other cup or glass.

8. Open the bag with the strawberry mixture and slowly pour the liquid into the coffee filter. You may have to hold the filter so that it does not drop down into the cup or glass.

9. Once you have poured all the liquid into the filter, carefully pick up the filter, twist it just above the liquid, and gently squeeze the remaining liquid into the cup.

10. Tilt the cup/glass and very slowly pour the cold alcohol down the inside of the cup. Use as much alcohol as you have strawberry liquid in the cup.
Do not mix or stir! This will isolate the DNA.

11. Watch for the DNA to clump together on top of the strawberry liquid. It will be a white cloudy substance. Use the toothpick/coffee stirrer/popsicle stick to
gently collect some of the DNA.

12. Take a picture of the extracted DNA with the paper with your name and student identification on it and submit it in your lab document.

Evidence

Include a picture of your extracted DNA with paper with your name and student identification here.

Conclusions

1. Doing a search on the internet, what was the purpose of the dish soap? Reword what you find in your own words.

Website link (type or copy your website link here):

2. What is the purpose of the salt?

Website link (type or copy your website link here):

3. What substance causes the DNA to precipitate, and why does it precipitate? Explain. Reword what you find in your own words.

Website link (type or copy your website link here):

4. Briefly explain how well this lab worked and describe any challenges you had.

2

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BIO 1210 MOD 2 SUM

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BIO1210MOD2SUMINFO2024.docx

BIO 1210 MOD 2

Article Summary—summarize current event article of a specific type of cancer treatment or medication. 

Instructions:

Prepare a written response to the prompt using a word processor. Please save your file in .doc or .docx format. Your response should be complete and should comply with APA writing requirements.

*Students are encouraged to visit the following website before completing writing assignments. Purdue Online Writing Lab (OWL): 

https://owl.purdue.edu/owl/purdue_owl.htmlLinks to an external site.

· Find a current event article (
not webpage definition, Wikipedia, WebMD, etc.) published within the last year related to a specific type of cancer treatment

· Write a 1-page summary (double spaced, 12 pt font) demonstrating your understanding of the article in your own words

Life in Its Biological Environment Laboratory Lab 10: Paternity Testing with DNA Fingerprinting

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Life in Its Biological Environment Laboratory

Lab 10: Paternity Testing with DNA Fingerprinting

Name: Faith Watson

Introduction

DNA “fingerprinting” is a powerful tool for comparing two DNA samples. The process is relatively simple. This exercise should help you see how this tool can be applied to forensic and paternity testing.

The Case: A married couple, Joe and Sally (Sally is infertile), arranges with a close friend, Mary, to have a baby. Mary is artificially inseminated with Joe’s sperm. When Mary gives birth to the child, she decides that she wants to keep it. She claims that the child’s biological father is not Joe, but her own husband Dan. You are the DNA technician who has been asked to perform genetic testing to determine the true biological father.

1. Review information about the process of genetic fingerprinting. You can perform an Internet search on the subject if you do not have other reference materials.

2. You have been given the following DNA samples:


Mary

CCTAGACGGCCAGGCACAAGCCAGGCCATGGCCACATCAGTTAGACCGAGGCCGAATCGGCCTTATTGCAGG


Joe

CCGAGGCCAGGGTATACCGGTATAGGCCAATTTGGCCGGCATGGGCCGATACAGCCGATGGCCATATAGGGGG


Dan

CCGGTACATTACCAGGCCAAGGATACGGCAAGCAGGCCTTCATGGCCAAGGCCTTAGCACGGGCCAATGACGG


Baby Jacob

CCACATCAGTTAGACCGAGGCCAAGGCCAACCGACGGCAAGGCCCGACAGGCCAAAGACGGCCATATAGGGGG

3. You have decided to use restriction enzyme Hae III to cut between the GG and CC of each GGCC sequence. (It does NOT remove the GGCC.) Show where the Hae III will cut the DNA. Use your mouse to move the lines to the right into the sequences above.

One cut has been done for you in Mary’s DNA as an example.

4. Since we know that the process of DNA fingerprinting will cause the restriction fragments in each sample to separate according to size, count the number of bases in each fragment. Then fill in the chart on page 2 by copy/pasting each fragment into the correct cell. This chart represents the “gel” that separates DNA by size.

Bases

Mary

Joe

Dan

Baby Jacob

5

6

7

8

9

CCTAGACGG

10

11

12

13

14

15

16

17

18

19

20

The first restriction fragment produced in Mary’s DNA has been done for you as an example. It was placed in Mary’s column because it comes from Mary’s DNA. It was placed in Base row 9 because this restriction fragment contains 9 bases.

5. You have decided to use a probe that is a small piece of DNA with a sequence of “GTA” that has been labeled with radioactivity. This probe will attach to a section of DNA with the complementary code. What DNA sequence will your GTA probe attach to?

Mary

Joe

Dan

Jacob

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

6. Using the Highlighter feature of your word processing program, highlight all of the sequences in the “gel” above that contain the complementary sequence determined in #5. These sequences will have the radioactive probe attached to them.

7.

8. After exposing an x-ray film to the gel, only the areas containing the radioactive probe will leave a cloudy area on the film. These are the same areas you just highlighted and they are known as “genetic markers.” We will now fill in the “film” to the right with gray blocks that represent our markers. They will be located in the same positions as the highlighted fragments above.

9. Remembering that all the markers found in Baby Jacob must be found in either Mary or the father, who will you say is the father of Mary’s baby?

10. If you were serving on the jury in this case, who would you choose to raise the baby? Why?

vector bone illness

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Description:

Discuss a vector-borne illness with an emphasis on the life-cycle of the pathogenic microorganism.  You will take an analytical approach to explore the life cycles of vector-born pathogens.   Using this knowledge, determine what steps could be employed to decrease the risk of infection and limit morbidity/mortality.  

Objectives:

  • Describe a vector-borne illness, with an emphasis on the type of vector involved, the life cycle of the pathogen and the treatment/prevention methods employed. 

Instructions:

 Respond to the following prompts.

  • Describe a vector-borne pathogen, including the specific vector involved in transmission and a short summary of the life cycle.   Based on your knowledge of the life cycle and the vector involved, what methods would you employ to limit your risk of being infected?  If you were to be infected with this pathogen, what are the most effective treatment options?

Can this be done today by 12PM

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his assignment should take 4 hours to complete.

You will write a minimum of a 4 page, double-spaced career autobiography. 

Within the autobiography, you will include at least one theory from each of the three areas in the notes (trait oriented, developmental, and social learning), and connect it to your career development. 

You can begin the autobiography from any starting point in your life, i.e. elementary school, high school, college, present day, etc.

Make sure to clearly note the theory by underlining or bolding that section.

Please reach out to me with any questions.  Good luck!

You will have completed this assignment by submitting a career autobiography including three different career counseling theories, due by Sunday at 11:59pm.

Micro Bio Discussion 150-250 words

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Gram stain

Discuss the steps of the gram stain in order. What is the purpose of each step? What are three ways that a gram positive organism can appear gram negative due to technical error and how can we avoid this? What is the appearance of a gram positive organism and why? What is the appearance of a gram negative organism and why? Use references in MLA format.

Guidelines:

  • Your initial response should be at least 100-200 words in length, reflecting on the prompt above.