Select two structures of bacterial cells and briefly describe them; what do they look like, what are they composed of?

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BIOLOGY

PLEASE MAKE SURE THIS IS AN ORIGINAL

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Bacterial cells are prokaryotic. Select two structures of bacterial cells and briefly describe them; what do they look like, what are they composed of? Then, explain how these two structures allow bacterial cells to survive as unicellular organisms.
There are many examples of eukaryotic cells. Algae, Fungi, Plants, and Animals are all composed of eukaryotic cells. Some algae and fungi are unicellular organisms, but other algae and fungi, and all plants and animals are multicellular organisms that are composed of specialized eukaryotic cells that interact to support the life of the multicellular organism.
Choose either a plant or an animal cell. Choose two structures or organelles of the cell (not used in part one above.) Describe these two structures or organelles – what do they look like, what are they composed of? Then explain how these plant or animal cell structures or organelles function. How do these functions support activities of the plant or animal cell and enable survival of the multicellular plant or animal organism?
Be sure to state how the structures in the eukaryotic cells ALSO contribute to the life of the entire organism and not just the cell. Listen to the chat for examples of what is meant by this.
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PART 2
Cellular Respiration and Photosynthesis co-exist as paired metabolic processes.
Photosynthesis uses light energy to convert carbon dioxide into glucose, a simple sugar, in two steps, the light dependent and light independent reactions. Oxygen is produced as a by product during photosynthesis. This reaction stores energy in the chemical bonds of glucose.
Sugar and other carbohydrates are used as fuel sources by cells. During the process of Aerobic Cellular Respiration, glucose is broken down using oxygen. This reaction releases energy which is used to create ATP molecules, the energy carrier molecule of cells. The process also releases Carbon Dioxide as a byproduct.
Part 1: Download and fill out this table to compare and contrast…

The identifying characteristics of your organism, and its pathogenicity.

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MICROBIOLOGY BUG BOOK

Submit your detailed question here…

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MY TEACHER WAN TS SHORT ANSWER FOR THE MICROBES ONE PARAGRAPH FOR EACH MICROBES. THANKS.
BUG BOOK
Choose 8 different microbes:
listing of the lab tests necessary to identify this microbe
You must include the scientific name for your organism, as well as the common name, if there is one.
The identifying characteristics of your organism, and its pathogenicity.
All references to lab characteristics must include any lab activities you researched, (examples for this include Gram stain, sucrose; lactose; glucose fermentation characteristics, catalase test, if appropriate; resistance/susceptibility results, if completed; and all other appropriate biochemical tests a lab would perform to ID this organism)
If your microbe is a pathogen, you must also discuss how your pathogenic organisms affect 1-3 different organ systems in the body, and mechanisms to control the growth of those organisms.
Attachments:

Why is the IMViC useful in identifying

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MICROBIOLOGY

Review Sheet Week 7

Exercise 24.1

Questions

  1. What does the term IMViC mean?
  2. Why is the IMViC useful in identifying
  1. Enterobacteriaceae? Are further biochemical tests necessary for complete identification?
  2. What diagnostic test differentiates
  4. ProteusandProvidenciaspecies from otherEnterobacteriaceae?
  5. How is
  7. E. colidistinguished fromP. vulgarison MacConkey agar? On a TSI slant?
  8. Instead of TSI, why would a slant medium containing only dextrose and lactose (not sucrose) be preferable for detecting
  10. Y. enterocolitica?
  11. What procedures, other than biochemical, are used to identify microorganisms?
  12. What is the purpose of the control test run in parallel with bacterial agglutination?
  13. What is the value of serological identification of a microorganism as compared with culture identification?
  14. Describe two mechanisms by which
  16. E. colican produce disease.
  17. What is meant by the term “enteric pathogen”?
  18. Name a bacterial pathogen, other than one of the Enterobacteriaceae, that causes intestinal disease. Provide a flowchart indicating how you would make the laboratory diagnosis.
  19. Why is it important to differentiate glucose nonfermenters from
  21. Enterobacteriaceae?

Page 1 of 1 From
Laboratory Manual & Workbook in Microbiology Applications to Patient Care (9th ed.). By Josephine A. Morello, Helen Eckel Mizer, and Paul A. Granato Copyright Š 2006 The McGraw-Hill Companies, Inc. Reprinted with permission of The McGraw-Hill Companies, Inc.

Background for Genetics Problems

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BIOLOGY ASSIGNMENT

Background for Genetics Problems:
In Mendel’s famous work with peas, he discovered that a variety of plant traits could be explained through inheritance of
Information carried on discrete particles that were passed from parent to offspring. The information and particles were later described as genes (or, alleles) on chromosomes.

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Background for Genetics Problems:
In Mendel’s famous work with peas, he discovered that a variety of plant traits could be explained through inheritance of
Information carried on discrete particles that were passed from parent to offspring. The information and particles were later described as genes (or, alleles) on chromosomes.
Through his work and meticulous attention to details, Mendel was able to determine that the allele resulting in dwarf pea plants (dw) was recessive to the wildtype variety (+, tall) and that the constricted seedpod shape allele (cs) was recessive to a wildtype allele (+, inflated). Mendel’s extensive work with various crosses demonstrated that these characters assorted independently (meaning, they are not linked on the same chromosome).
Part 1: DNA and Chromosomes
Use a heterozygous pea plant (+/dw +/cs) to draw representations of cell nuclei at various stages in cell cycle using the table on the following page. In each drawing, label:
+,dw, and cs alleles
Homologous chromosomes
Sister chromatids
Centromeres
For this problem, you may assume that there is a long sequence of bases for each gene and the alleles for each gene differ as follows. Use these in the construction of your answer for the middle column of the table.
+ allele: 3’ —- ATAAGC —- 5’ + allele: 3’ —- CTT —- 5’
dw allele: 3’ —-TTTACG —- 5’cs allele: 3’ —-CGA —- 5’
Mitosis:
Life Cycle Phase
Chromosome representation
Double-Stranded DNA molecule (Base –pair sequences with 3’ and 5’ ends labeled)
Summary
Heterozygous pea plant cell at G1
*this cell is your
“starting point”
For the rest of the drawings
Number of cells =
n=
Ploidy=
DNA replicated or unreplicated state?
G2
Number of Cells=
n=
Ploidy=
DNA replicated or unreplicated State?
Metaphase of Mitosis
Number of Cells=
n=
Ploidy=
DNA replicated or unreplicated State
Daughter Cells (products of mitosis)
Number of Cells=
n=…