Annotated Bibliography

/in /by

Assess sources for your research for your final presentation (for credibility, reliability, and relevance) and list references in proper APA format. That means the sources you use for this assignment should be directly related to the species that you chose in Forum 1 of the class

Assignment Instructions:  The Research Project/Presentation for this class is divided into three major Assignments, 1) annotated bibliography, 2) outline and 3) final presentation. The first part is the annotated bibliography. An annotation is a summary and evaluation, and your annotated bibliography will include a summary and evaluation of some of the sources (or references) you will use for your presentation.

To prepare for this assignment, I recommend that you do the following:

  • Read these directions carefully.
  • Review the sample annotated bibliography provided to you below.
  • Read the grading criteria below. The grading criteria is a detailed evaluation that I will use to assess your performance. It will also help you understand what is expected of you as you prepare your assignment.
  • Message me with any questions!

The reason the annotated bibliography is included as part of the research project is that writing an annotated bibliography is important in that it provides excellent preparation for the final presentation. One of the issues regarding any type of research, especially in biology, is the credibility of the sources used, particularly those obtained from various websites. By forcing you to evaluate each of your potential sources carefully, the annotated bibliography helps you determine if in fact the source you chose is credible and helps you determine how relevant it is to your topic and understand the topic better which will help you develop your presentation.

For this project, you will assess three sources to include:

1) a complete citation for each source,

2) a summary of each source, and

3) an evaluation of each source.

Three sources are required for this assignment (i.e., you are to write an annotation for each source).  However, you must use five or more sources in your final presentation. 

Use this TEMPLATE to summarize and evaluate each of your three sources.

  1. Citation:

Written in APA reference list format. For more help with formatting, see APA handout.

  1. Summary:

What is the purpose of the source, review article, original research? What topics are covered? This section is generally 4-6 sentences that summarize the author’s main point. For more help, see this link on paraphrasing sources.

  1. Evaluation:

After summarizing the article (or research paper or book), it is necessary to evaluate it and state where you found it – its source (e.g., journal, website, etc.).  Briefly answer the following questions in 4-6 sentences:

What is the format or type of source (e.g., peer-reviewed journal paper, website, book)? How reliable is the information in the article, and how credible is the source (e.g., website’s sponsoring organization, journal or book publisher) and the author(s)?

SCIN130 – Introduction to Biology with Lab

 

Annotated Bibliography

 

 

Name:
Course Number:
Presentation Topic:

 

 

 

Source #1

 

Citation

(in APA format)

  

 

 
 

Summary

 

 

 

 

 

 

 

  

 
 

Evaluation

 

 

 

 

 

 

 

  

 

 

 

Source #2

 
 

Citation

(in APA format)

  

 

 
 

Summary

 

 

 

 

 

 

 

  
 

Evaluation

 

 

 

 

 

 

 

  

 

 

 

Source #3

 
 

Citation

(in APA format)

  

 

 
 

Summary

 

 

 

 

 

 

 

  
 

Evaluation

 

 

 

 

 

 

 

  

 

 

American Public University System May 2018

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Masters In Biomed

/in /by

>Bovine-L liver form (87)

MSQAEFDKAAEEVKHLKTKPADEEMLFIYSHYKQATVGDINTERPGMLDFKGKAKWDAWNELKGTSKEDAMKAYIDKVEELKKKYGI

>Chick-L liver form (86)

mseaafqkaaeevkelksqptdqemldvyshykqatvgdvntdrpgmldfkgkakwdawnalkgmskedamkayvakveelkgkygi

>Dog-L Liver form (86)

MSQAEFDKAAEDVKHLKTKPADDEMLYIYSHYKQATVGDINTERPGLLDLRGKAKWDAWNQLKGTSKEDAMKAYVNKVEDLKKKYGI

>Chimpanzee-L liver form (87)

MSQAEFEKAAEEVRHLKTKPSDEEMLFIYGHYKQATVGDINTERPGMLDFTGKAKWDAWNELKGTSKEDAMK

AYINKVEELKKKYGI

>Human-L liver form (87)

MSQAEFEKAAEEVRHLKTKPSDEEMLFIYGHYKQATVGDINTERPGMLDFTGKAKWDAWNELKGTSKEDAMKAYINKVEELKKKYGI

>Duck-L Liver form (86)

MAEAAFQKAAEEVKQLKSQPSDQEMLDVYSHYKQATVGDVNTDRPGMLDFKGKAKWDAWNALKGMSKEDAMKAYVAKVEELKGKYGI

>Bovine-B brain form_(88)

MSLQADFDKAAKDVRKLKTRPDDEELKELYGLYKQSVIGDIDIECPALLDLKGKAKWEAWNLQKGLSKEDAMNAYISKAKELIEKYGI

>Chick-B brain form -ACBP) (88)

MALQADFDGAAKDVKKLKTRPTDEELKELYGFYKQATVGDINIECPGVLDVKGKAKWEAW

NLKRGISKEDAMNAYISKAKAMIEKYGI

>Human-B brain form B-ACBP) (88)

MALQADFDRAAEDVRKLKARPDDGELKELYGLYKQAIVGDINIACPGMLDLKGKAKWEAWNLKKGLSTED

ATSAYISKAKELIEKYGI

>Duck-B brain form B-ACBP) (103)

mfqahllrgtltlsfflhqadfdeaaeevkklktrptdeelkelygfykqatvgdiniecpgmldlkgka

kweawnlkkgiskedamnayiskaktmvekygi

>Bovine-T testis form -ACBP)(86)

mcqvefemacaaikqlkgpvsdqekllvysyykqatqgdcnipappatdlkakakweawnenkgmskmdamriyiakveelkkneag

>Dog-T testis form (74) (T-ACBP)

MCQVEFEMACAAIKQLKGPVSDQEKLLVYSFYKQATQGDCNIPAPPATDVKAKAKWEAWNQNKGMSKMDAHEDL

>C.elegans (85)

mtlsfddaaatvktlktspsndellklyalfkqgtvgdnttdkpgmfdlkgkakwsawdekkglakddaqkayvalveeliakyga

>Barley (93)

MGLKEEFEEYAEKAKTLPDTTTNESKLCLYSLYKQATVGPVNTDRPGLFDLAGKAKWDAW

KSVEAKSKEEAMADYITKVKQLLEEAAAASASS

>Fruitfly1 (86)

MVSEQFNAAAEKVKSLTKRPSDDEFLQLYALFKQASVGDNDTAKPGLLDLKGKAKWEAWNKQKGKSSEAAQQEYITFVEGLVAKYA

>S.cerevisiae (86)

mvsqlfeekakavnelptkpstdellelyalykqatvgdndkekpgifnmkdrykweawenlkgksqedaekeyialvdqliakyss

>A.thaliana (92)

mglkeefeehaekvntltelpsnedllilyglykqakfgpvdtsrpgmfsmkerakwdawkavegksseeamndyitkvkqllevaas

Pabio 536 Lab session and Homework Week 8 Multiple Alignment

1. Perform a multiple alignment using the ACBP liver forms and the ACBP brain forms from this week’s sequence file and show the alignment (ALN file) you obtained (10 points).

2. Compare the pattern of identical residues conserved within the liver forms to those conserved within the brain forms. Are there brain or liver specific residues (ie residues conserved in liver but not in brain or vice versa)? Provide a couple of examples (ie brain: A26, liver: W32)(10 points).

3. A) Determine a “pattern” of liver-specific amino acid residues, ie those amino acids conserved in all liver forms but not in the brain forms. Provide your pattern. (10 points) B) Do a PHI-BLAST search using the human ACBP Liver form in the query and your Liver-specific pattern – limit your output to salmonids. Did you detect a putative liver ACBP form in the salmonid “ atlantic salmon salmo” ? provide the BLAST hit. If you obtain no putative salmon ACBP hits try altering your pattern slightly and redo the PHI-BLAST. If all else fails, do a normal BLAST search with no pattern and exam the hits to see if you can detect a putative liver ACBP form in the salmonid “atlantic salmon salmo”? Provide the BLAST hit. In this last case, how did the salmo sequence differ from your pattern (10 points) C) Do a multiple alignment of all of the liver forms in question 2 plus your putative salmon liver ACBP form – provide the alignment (10 points). D) Discuss the alignment with regard to other liver-specific residues that you did not include in your PHI-BLAST pattern, ie are those conserved as well? Would you consider this putative atlantic salmon ACBP to be a liver form? Discuss (10 points).

4. A) Determine a “pattern” of amino acid residues that are conserved in the ACBP brain forms but not in the liver forms. Provide the pattern (10 points) B) Do a PHI-BLAST search using the human ACBP Brain form in the query and

your Brain-specific pattern – limit your output to salmonids. Did you detect a putative brain ACBP form in the Atlantic salmon (Salmo salar)? If you obtain no putative salmon ACBP hits try altering your pattern slightly and redo the PHI-BLAST. If you still get no putative salmon ACBP hit try doing a protein BLAST without the pattern and look at the hits by eye to determine whether there is a brain form in Salmo salar (hint- you should detect one) (10 points)

C) Do a multiple alignment of all of the brain forms in question 2 plus your putative salmon brain ACBP form – provide the alignment. (10 points)

D) Discuss the alignment with regard to the brain-specific residues? Would you consider this salmon ACBP to be a brain form? Discuss in relationship to your PHI-BLAST pattern and other “brain form”specific characteristics. (10 points)

5. EXTRA CREDIT: Do an alignment of all of the liver and brain form ACBP sequences including the salmon sequences. Identify the identical residues

 

 

conserved within all the sequences and discuss with regard to conservation of the previously characterized “ACBP” motifs (10 points). Can you make any conclusion regarding how the brain and the liver forms differ from each other – relying upon what you know of the structure of ACBP? (no right answer here – something to think about). (10 points)

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Biology(Hormone)

/in /by
  1. A patient having renal surgery suddenly develops massive hypertension and dies during surgery. An autopsy shows the presence of a pheochromocytoma. In your own words, explain how this incident might have happened.
  2. Your favorite cousin, who is 20 years old, has just been diagnosed with type 2 diabetes. He is overweight and spends most of his time playing computer games or watching television. As a health professional, what advice will you give him?
  3. Your patient has just been diagnosed with SIADH. His mother is asking you what this condition is and what she should expect next. What will you tell her?
  4. Your patient has been admitted to the hospital in preparation for a total removal of her thyroid gland to reverse her hyperthyroidism. She suddenly develops thyroid storm. What manifestations will you find, and what is the pathophysiologic basis of thyroid storm?

Topic Altereations in hormone regulation**

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Meiosis Lab

/in /by

Cellular reproduction in Eukaryotes involves either mitosis or, in the case of sex cells, meiosis. Mitosis involves the reproduction of a cell into two identical daughter cells. Meiosis, however, is a reduction division where a parental diploid cell produces four haploid gametes. Upon fusion, two haploid gametes (in humans the sperm and the egg) will result in one diploid zygote. In this activity you will track chromosomes through meiosis using colored beads.

41

 

Meiosis

Lab 4

 

 

 

42

 

 

Lab 4: Meiosis

43

 

Introduc on

Meiosis only occurs in organisms that reproduce sexually. The process generates haploid (1n) cells

called gametes (sperm cells in males and egg cells in fe-

males), or spores in some plants, fungi, and pro sts, that

contain one complete set of chromosomes. Haploid cells

fuse together during fer liza on to form a diploid cell with

two copies of each chromosome (2n).

Genes are the units of heredity that have speciĂžc loci

(loca ons) on the DNA strand and code for inheritable

traits (such as hair color). Alleles are alterna ve forms of the same gene (brown vs. blue eyes). Homol-

ogous chromosomes contain the same genes as each other but o en di erent alleles. Non-sex cells

(e.g. bone, heart, skin, liver) contain two alleles (2n), one from the sperm and the other from the egg.

Mitosis and meiosis are similar in many ways. Meiosis, however, has two rounds of division—meiosis I

and meiosis II. There is no replica on of the DNA between meiosis I and II. Thus in meiosis, the parent

cell produces four daughter cells, each with just a single set of chromosomes (1n).

Meiosis I is the reduc on division– the homologous pairs of chromosomes are separated so that each

daughter cell will receive just one set of chromosomes. During meiosis II, sister chroma ds are sepa-

rated (as in mitosis).

 

 

 

 

 

Concepts to explore:

Meiosis

Diploid cells

Haploid cells

Chromosomal crossover

Concepts to explore:

 

There are over two meters of DNA pack-

aged into a cell’s nucleus. It is coiled and

folded into superhelices that form chro-

mosomes, which must be duplicated be-

fore a cell divides.

Each of the 23 human chromosomes

has two copies. For each chromosome,

there is a 50:50 chance as to which copy

each gamete receives.

That translates to over 8 million possi-

ble combina ons!

 

 

Lab 4: Meiosis

44

 

Meiosis:

Prophase I: The sister chroma ds a ach to their homologous counterparts (same chromo-

some – di erent version). This is the stage where crossing over occurs (homologous chro-

mosomes exchange regions of DNA). Structures which will serve as anchors in the cell

(centrioles) during the division process appear.

Metaphase I: The chromosomes line up in the middle of the cell. The orienta on of each

pair of homologous chromosomes is independent from all other chromosomes. This

means they can “ßip ßop” as they line up, e ec vely shu ing their gene c informa on

into new combina ons. Microtubules (long strands) grow from each centriole and link

them together while also a aching to each pair of homologous chromosomes.

Anaphase I: The microtubules pull the homologous chromosomes apart (the sister chro-

ma ds remain paired).

Telophase I: One set of paired chromosomes arrives at each centriole, at which me a nu-

cleus forms around each set.

Cytokinesis: The plasma membrane of the cell folds in and encloses each nucleus into two

new daughter cells.

Prophase II: Before any replica on of the chromosomes can take place, the daughter cells

immediately enter into prophase II. New spindle Ăžbers form as the nucleus breaks down.

Metaphase II: The sister chroma ds align in the center of the cell, while the microtubules

join the centrioles and a ach to the chromosomes. Unlike metaphase I, since each pair of

sister chroma ds is iden cal, their orienta on as they align does not ma er.

Anaphase II: The sister chroma ds are separated as the microtubules pull them apart.

Telophase II: The chroma ds arrive at each pole, at which me a nucleus forms around

each.

Cytokinesis: The plasma membrane of the cell folds in and engulfs each nucleus into two

new haploid daughter cells.

We brießy discussed “crossing over” in Prophase I. Since the chromosomes of each parent undergoes

gene c recombina on, each gamete (and thus each zygote) acquires a unique gene c Ăžngerprint.

The closeness of the chroma ds during prophase I, creates the opportunity to exchange gene c mate-

rial (chromosomal crossover) at a site called the chiasma. The chroma ds trade alleles for all genes

located on the arm that has crossed.

The process of meiosis is complex and highly regulated. There are a series of checkpoints that a cell

must pass before the next phase of meiosis will begin. This ensures any mutated cells are iden Ăžed

 

 

Lab 4: Meiosis

45

 

and repaired before the cell division process can con nue.

 

One of the muta ons that is of par cular concern is a

varia on in the amount of gene c material in a cell. It is

cri cal that the gamete contain only half of the chromo-

somes of the parent cell. Otherwise the amount of DNA

would double with each new genera on. This is the key

feature of meiosis.

Figure 1: The stages of meiosis

Muta ons that are not caught by the cell’s

self-check system can result in chromoso-

mal abnormali es like Down’s syndrome, in

which there are 3 copies of chromosome

21.

 

 

Lab 4: Meiosis

46

 

Experiment 1: Following Chromosomal DNA Movement

Every cell in the human body has two alleles that condense into single chromosomes held together by

a centromere. These “sister” chroma ds replicate and pair with the newly made homologous chromo-

somes. In this exercise we will follow the movement of the chromosomes through meiosis I and II to

create haploid (gamete) cells.

 

 

 

 

 

 

 

Procedure

Meiosis I

A. As prophase I begins, chromosomes coil and condense in prepara on for replica on.

1. a) Using one single color of bead, build a homologous pair of duplicated chromo-

somes. Each chromosome will have 10 beads with a di erent colored centromere

in it.

For example, if there are 20 red beads, 10 beads would be snapped together to

make two di erent strands. In the middle of each of the 10 bead strands, snap

a di erent colored bead in to act as the centromere.

Figure 2: Bead Set-up

Materials

2 sets of di erent colored snap beads (32 of each)

8 centromeres (snap beads)

Blue and red markers*

*You must provide

 

 

Lab 4: Meiosis

47

 

b) Now, repeat these steps using the other color of bead.

2. a) Assemble another homologous pair of chromosomes using only 12 (that’s 6 per

strand) of the Ăžrst color bead. Place another, di erent colored bead in the middle

of each to act is its centromere.

b) Repeat this step (2 strands of 6 beads plus a centromere) with the other color of

beads.

B. Bring the centromeres of two units of the same color and length together so they can be held

together to appear as a duplicated chromosome. Your beads should appear as they do in Fig-

ure 2.

C. Simulate crossing over between the blue and red chromosomes. Bring the two homologous

pairs together (that’d be the two pairs that both have 10 bead strands) and exchange an equal

number of beads between the two. This simulates what occurs during prophase I.

D. ConĂžgure the chromosomes as they would appear in each of the remaining stages of meiosis I.

Use Figure 1 to guide you.

 

Meiosis II

E. ConĂžgure the chromosomes as they would appear in each stage of meiosis II. Use Figure 1 to

guide you.

F. Using the space below, and using blue and red markers, draw a diagram of your beads in each

stage. Beside your picture, write the number of chromosomes present in each cell. This work

will help you answer the ques ons in the lab, but does not need to be submi ed for grading.

 

Meiosis I

Prophase I

 

 

Metaphase I

 

 

 

 

 

Lab 4: Meiosis

48

 

Anaphase I

 

 

 

Telophase I

 

 

 

Meiosis II

Prophase II

 

 

 

Metaphase II

 

 

 

Anaphase II

 

 

 

Telophase II

 

 

F. Return your beads to their original star ng posi on and simulate crossing over again. Track

how this changes the ul mate outcome as you then go through the stages of meiosis I and II.

 

 

Lab 4: Meiosis

49

 

Ques ons

1. Why is crossing over important in heredity?

2. Provide two ways that meiosis I and meiosis II are di erent.

3. a) In this lab, how many chromosomes were present in each cell when meiosis I started?

b) How many chromosomes were present in each daughter cell at the end of meiosis II?

4. If humans have 46 chromosomes in each of their body cells, determine how many chromo-

somes you would expect to Ăžnd in the following:

Sperm ___________________

Egg ___________________

Daughter cell from mitosis ___________________

Daughter cell from meiosis II ___________________

5. Why is it necessary to reduce the chromosome number of gametes, but not of other cells of

an organism?

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"