After learning about cellular respiration and conducting many experiments: How does what you have done connect to / compliment a different piece of learning in a Chemistry or Math Class (or a non-science class)? That is, can you connect this to something you have learned in another class, and how? What significant piece of learning from this assignment will you carry over to your SCB 202 Gen. Bio II class?
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- How does what you have done connect to / compliment a different piece of learning in a Chemistry or Math Class (or a non-science class)? That is, can you connect this to something you have learned in another class, and how?
- What significant piece of learning from this assignment will you carry over to your SCB 202 Gen. Bio II class?
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- Suppose you carry out genomic, transcriptomic, and proteomicstudies on a single tissue. What type of information would youobtain from each sort of study? For understanding physiology,what are the uses and shortcomings of each type of information?bio 111 intro to cell, i need help in my post lab assignment. read the question carefully please and if you have any questionsSubject: Cell Biology Create a SCHEMATIC DIAGRAM of a simple experiment which aims to determine if a certain cell membrane component moves in a flip-flop type manner. Sample schematic diagrams for your reference (images attached)
- 1. As you finish up your 15th week of class, I would like for you to create a new "biology concept map" connecting the BIO 001 Lecture Topics to Biology Core Concepts. a. In the box provided below, connect the BIO 001 Lecture Topics listed below. Draw boxes around each topic and lines to connect the topics to each other. Draw as many lines as you see fit. b. On each line, write an action word or phrase that describes how the topics are connected (e.g., energy might be connected to grow by the phrase "organisms need energy to grow"). c. Draw circled numbers 1, 2, 3, or 4 next to the BIO 001 Lecture Topics that you think fit into each of the Biology Core Concepts listed below. You may use each of the biology core concepts multiple times or you may not use one of them. BIO 001 Lecture Topics: Population and Community Ecology Community and Ecosystem Ecology Ecosystem Ecology Conservation Biology and Biodiversity Cells Mitosis and Meiosis Genetics and Evolution Population Genetics…Instruction: Go outside and observe your surroundings. From your observation, formulate a hypothesis and design an experiment that will test your hypothesis. Provide a predicted result of your experiment.Please read and answer all questions. Please do fast!
- Going Under the Knife: A Case on Membrane Structure and Function Twenty-year-old Kevin groaned and clutched his abdomen as he lay on the emergency room gurney. He had just been diagnosed with acute appendicitis and was waiting to be taken to the operating room (OR). Although he desperately wanted the pain to stop, Kevin was terrified of having general anesthesia. He hoped his fear wasn’t obvious to his older brother Cole, who was finishing medical school and thought he knew everything. “Hang in there,” Cole said, for what seemed like the eighteenth time. “I’m sure they’ll get you upstairs as soon as they can. They don’t want that thing to burst.” Kevin grunted. “I know…but does that anesthesia stuff work all the time? How can I not wake up when someone’s slicing my gut open?” Cole assumed a professorial air, and Kevin wished he’d kept his mouth shut. However, Cole didn’t get a chance to say anything before an aide arrived to take Kevin to the OR. In the OR, someone placed a mask over…Going Under the Knife: A Case on Membrane Structure and Function Twenty-year-old Kevin groaned and clutched his abdomen as he lay on the emergency room gurney. He had just been diagnosed with acute appendicitis and was waiting to be taken to the operating room (OR). Although he desperately wanted the pain to stop, Kevin was terrified of having general anesthesia. He hoped his fear wasn’t obvious to his older brother Cole, who was finishing medical school and thought he knew everything. “Hang in there,” Cole said, for what seemed like the eighteenth time. “I’m sure they’ll get you upstairs as soon as they can. They don’t want that thing to burst.” Kevin grunted. “I know…but does that anesthesia stuff work all the time? How can I not wake up when someone’s slicing my gut open?” Cole assumed a professorial air, and Kevin wished he’d kept his mouth shut. However, Cole didn’t get a chance to say anything before an aide arrived to take Kevin to the OR. In the OR, someone placed a mask over…Going Under the Knife: A Case on Membrane Structure and Function Twenty-year-old Kevin groaned and clutched his abdomen as he lay on the emergency room gurney. He had just been diagnosed with acute appendicitis and was waiting to be taken to the operating room (OR). Although he desperately wanted the pain to stop, Kevin was terrified of having general anesthesia. He hoped his fear wasn’t obvious to his older brother Cole, who was finishing medical school and thought he knew everything. “Hang in there,” Cole said, for what seemed like the eighteenth time. “I’m sure they’ll get you upstairs as soon as they can. They don’t want that thing to burst.” Kevin grunted. “I know…but does that anesthesia stuff work all the time? How can I not wake up when someone’s slicing my gut open?” Cole assumed a professorial air, and Kevin wished he’d kept his mouth shut. However, Cole didn’t get a chance to say anything before an aide arrived to take Kevin to the OR. In the OR, someone placed a mask over…