Northridge Aplastic Anemia Discussion Essay Assignment
I’m working on a biology discussion question and need an explanation and answer to help me learn.
Apart from suffering from recurrent and prolonged infections, Marie Curie also experienced the following signs and symptoms: fatigue, rapid heart rate, pale skin, easy bruising, prolonged bleeding from cuts, and dizziness. Bone marrow transplant was not an option at that time and so blood transfusion was the treatment of choice.
Explain the reasoning behind these other signs and symptoms that Curie experienced. Assume her blood group was A negative. Which blood groups can she receive? Which blood groups can she not receive? Explain why.
Hands-on Activity – Photosynthesis
This assignment provides you with more practice with graphing techniques using Excel, and provides an opportunity to expand upon your knowledge of the scientific method (from Module 1) and applies your understanding of photosynthesis (Ch 8).
In this activity, you will graph experimental data relating to how seedlings grow in conditions of light versus dark. Go to the links to files below to find the experimental data in the Excel file titled seedling data chart and the file with instructions on how to create your graph.
First, read the full instructions in “Seedling Growth Response to Light Level Procedure,” Seedling experimental procedure.docx Download Seedling experimental procedure.docThis describes how the experimental data was collected and is useful for developing your hypothesis.
Then, develop a hypothesis for what you think would happen if you followed the procedure above.
Next, examine this data set: seedling data chart.xlsx (Links to an external site.).
Once you have examined the data, create a graph in Excel by following the instructions for graphing, Excel Instructions-graphing.docx
Provide your hypothesis and your graph in a single document and name it as “Mod2-Activity-Your Initials”.
Download Excel Instructions-graphing.doc Provide your hypothesis and your graph in a single document and name it as “Mod2-Activity-Your Initials”. Submission
Make sure to include your hypothesis, the data provided to you, and the graph in your submission. It is preferable that you submit a single document that is either a Word file, an Excel file, or a PDF file by clicking the Start Assignment button above.
Required, 30 points. Your hypothesis should be a clear and logical statement predicting the outcome of the experiment. Partial credit may be obtained for this assignment.
Your hypothesis – 5 points
The graph – 25 points
Hands-on Activity – DNA Extraction
The purpose of this assignment is to introduce you to basic DNA extraction techniques by isolating and visualizing DNA from a banana. Although this exercise will be completed in your home, it is theoretically the same method scientists use in a laboratory setting to extract DNA from cells.
Open the link to the document to find the experimental procedure and instructions for extracting DNA from a banana. Once completed, you will submit a photograph of your final result, along with the answers to several questions included in the file.
Follow the detailed directions below:
First, read the full instructions in the document, Isolating DNA From a Banana.docx (Links to an external site.).
Gather your supplies, most of which you may have at home already, others of which are readily available at local grocery stores or pharmacies.
Collect the DNA. Take a photograph and answer the questions in the document.
Save the document in .doc or .docx format. Name it as “Mod3-Activity-Your Initials.”
Submit the completed document by clicking the Start Assignment button above.
Required, 30 points. It will be graded based on content (concise and on topic) and clarity (grammar, spelling and sentence structure). Partial credit may be obtained for this assignment.
Question 1 – 28 points (7 points for each reagent)
A picture of your completed experiment – 2 points.
Hands-on Activity – Taxonomy Activity
To introduce you to principles of taxonomy as you look at morphological characteristics of sea shells and construct an evolutionary tree.
Go to the Biodiversity and Evolutionary Trees: An Activity on Biological Classification (Links to an external site.) and work through the activity sorting sea shells based on morphological characteristics to study evolutionary relationships.
Please take notes, describing each step of identifying and selecting snails as you work through the activity. Please take a screen shot of the final drawing showing the evolutionary relationship of all snails listed and answer the following questions:
Why was the scallop among the snails? (HINT: Watch “Dr. Olivera discusses major molluscan groups [Duration 04:25] (Links to an external site.)“)
What additional tests could be used to examine evolutionary relationships among molluscs (snail species)? (HINT: Watch “Dr. Olivera discusses how to classify shells [Duration 03:26] (Links to an external site.)“)
How was the name of different cone snail species decided? (HINT: Watch the video “Dr. Olivera discusses species names [Duration 02:02] (Links to an external site.)“)
Where are cone snails found and what are their feeding habits? (HINT: Click on snail images on the final evolutionary tree for more information about species).
Describe the evolutionary history of snails (Molluscs). In which eon, era and period did the first snails evolve? (HINT: Textbook, chapter 27.3)