Trade unions have lost their relevance in the Australian labour market.”

“Trade unions have lost their relevance in the Australian labour market.” Critically analyse this statement and conclude with your justified position on the validity of the statement.

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DNA Sequence and Process of A Genetic Mutation Analysis

The trp operon is a DNA sequence that regulates the synthesis of tryptophan in E.coli.

In this assignment, demonstrate your understanding of the trp operon by completing a problem set.

Instructions

Your task is to complete the questions in the problem set. Read each question carefully to ensure your answers include all the required information.

Questions

How does gene regulation involving the trp repressor protein differ from what you observed with the lac repressor in the previous lesson? (2 points)

Based on your understanding of gene regulation in the cell and the function of the trp operon, describe how this process would be affected if there was a mutation in the operator region so that the operator could not carry out its function. (4 points)

  1. What would be the result in this process of a genetic mutation that altered the shape of the trp repressor protein? (4 points)
  2. Assessment Details
  3. Your submission should include the following:

PHA Biology Questions-University of Florida

  • List the forms of nitrogen in the nitrogen cycle in order of most oxidized to the most reduced form. [2]
  • What are the two key enzymes involved in nitrogen fixation? How does molecular oxygen affect the reductase complex? How is this overcome? [3]
  • Compare how glutamate is formed in plants and bacteria versus its formation in animals. [2]
  • a) What two amino acids normally supply the nitrogen required for amino acid and nucleotide synthesis? b) What molecule i s a common intermediate in the synthesis of several amino acids AND in nucleotide synthesis? [2]
  • a) How is glutamine used in nitrogen metabolism?
    b) Why is the activity of glutamine synthetase tightly regulated? [2]
  • What is meant by the term “essential amino acid”? List the six primary precursors used to derive the 20 common amino acids. [2]
  • Describe the role of PLP in the biosynthesis of serine, glycine and cysteine. [2]
  • List the amino acids synthesized from oxaloacetate and pyruvate. Which amino acids are essential and which are non-essential? [3]
  • In what way is the role of ATP in histidine biosynthesis unusual? Propose a possible fate for the inorganic phosphate released at step 8 in histadine biosynthesis. [2]
  • Briefly describe the regulatory mechanisms involved in purine and pyrimidine nucleotide synthesis. What is the role of aspartate transcarbamoylase? [3]
  • Describe the functions of phosphocreatine and glutathione. [2]
  • What do all amino acid decarboxylases have in common? Which of the following is not a conversion reliant upon a decarboxylase? [2]
    • dopa to dopamine
    • glutamate to GABA
    • tryptophan to 5-hydroxytryptophan
  • a) Which molecules contribute the nitrogen atoms for purine biosynthesis?
    b) Which reactions in the de novo synthesis of purine nucleotides require energy expenditure? [3]
  • Describe the similarities and differences in the de novo synthetic schemes of purines and pyrimidines. [2]
  • What happens to purine biosynthesis when excessive AMP accumulates? [2]
  • How are nucleotide monophosphates are converted to nucleotide triphosphates? [2]
  • How are deoxyribonucleotides are formed from ribonucleotides? [2]
  • How do ATP and low and high concentrations of dATP affect the activity of ribonucleotide reductase? [2]
  • Using your text and any available web resources, identify a genetic disease that results from an anomaly associated with the biosynthesis of amino acids, nucleotides or related molecules. Provide the name of the disease, its exact biochemical effect on the pathway(s), the resultant physiological and symptomatic aspects, and how it might be treated. [5]
  • Locate and read the following article which has implications on the de novo synthesis of guanosine nucleotides . Answer the questions below. [5]

    Murali Dhar TG, Shen Z, Gu HH, Chen P, Norris D, et al. (2003) Bioorganic & Medicinal Chemistry Letters, 13 (20): 3557-3560.

  • Specifically what reaction does inosine monophosphate dehydrogenase catalyze?
  • With respect to the novel small molecule inhibitors of inosine monophosphate dehydrogenase, what general purpose is sought or served by the carbamate side chain?
  • What metal is commonly used in the catalysis of the reactions described in this article?
  • Why would the scientists be interested in identifying or developing novel small molecule inhibitors of inosine monophosphate dehydrogenase?
  • If you were to take on a follow-up study to this research, what might you investigate?

1.Describe the difference between endocrine and paracrine hormones.

2. What are the possible fates of acetyl CoA produced by the liver?

3. What types of lipids are stored in adipocytes? What triggers mobilization of these lipids?

4. List the compounds used as energy sources by each of the following:

a) Skeletal muscle

b) Cardiac muscle

c) Brain

5. Describe how epinephrine coordinates enzyme activity in the gluconeogenic and glycogen breakdown pathways.

6. At the molecular level, what is the effect of glucagon on cell metabolism?

7. What are the effects of epinephrine on each of the following aspects of metabolism:

a) Glycogen breakdown

b) Glycolysis

c) Glucagon secretion

d) Insulin secretion

8. During conditions of fasting or starvation, what is the limiting factor in using citric acid cycle intermediates for gluconeogenesis?

9. Describe the feedback loop observed in insulin secretion.

10. During starvation what happens to the acetyl co-A made available from stored fats?

11. How are the cellular effects of insulin mediated? How does insulin regulate the activity of glycogen phosphorylase?

12. Adrenalin is stored in and released from membrane bound vesicles. Why are testosterone and estrogen not stored in this manner?

13. Describe the differences between Type 1 and Type 2 diabetes and the kinds of therapy used to control each.

14. Why are peptide hormones are initially synthesized as inactive precursors (prepro- or pro-hormones) and processed to the active hormone?

15. Compare and contrast the mechanisms and locations of the effects of peptide and amine hormones and steroid hormones. (Answer in table form if you wish.)

16. Why are the effects of steroid and thyroid hormones slower in action and lengthier in duration than other types of hormones?

17. What factors are released from the hypothalamus, and what cells do they target?

18. Why are the hormones of the anterior pituitary gland often described as tropic?

19. Cells of the islets of Langerhans are found in the _____________. Glucagon is produced by the ____ cells and insulin by the ____ cells.

20. Which hormones are catecholamines? When acting as hormones, from where are they secreted? Where else might these molecules be found?

21. Briefly describe the major actions of the catecholamines on carbohydrate and lipid metabolism.

22. Describe the general pathways and end products of carbohydrate and lipid metabolism in each of the following mammalian tissues:

a) Liver

b) Adipose

c) Muscle (skeletal and heart)

d) Brain tissues

e) Blood

23. Locate and read the following article. Answer the questions below.

Sandoval DA and Davis SN. (2003) Journal of Diabetes and its Complications, 17 (2): 108-113.

  • What exactly is leptin, and how does it relate to the biochemistry of metabolism?
  • How do researchers often experimentally induce hypoglycemia?
  • Describe how exercise, a stressor, affects the secretion of leptin.
  • How might activity of the sympathetic nervous system affect plasma leptin secretion on a molecular level?
  • A major function of leptin may be to switch fuel utilization to fat from carbohydrates. T/F

PHA 6852 – Molecular Biology Questions-University of Florida

  • Using any means of research available (texts, online, etc), briefly explain how defects in mitochondrial function may contribute to development and progression of cancer [3]
  • Locate and read the following article, then answer the related questions: Keller ET, Fu Z, Yeung K, Brennan M. (2004).
    Raf kinase inhibitor protein: a prostate cancer metastasis suppressor gene. Cancer Lett, 207(2): 131-137.
  • What strategy ensures that passage through the cell cycle is unidirectional and irreversible? What mechanism underlies this strategy? [3]
  • What is the wee phenotype? What mistiming of the cell cycle does it reflect? What protein activities can cause this phenotype? [3]
  • What are the mechanisms that regulate the distribution of the correct number of “normal” chromosomes to daughter
    cells? [3]
  • Describe how the phosphorylation state of proteins regulates passage through critical points in the cell cycle [3]
  • How might overexpression of cyclin D1 foster loss of cell cycle control? [2]
  • Explain the significance of telomerase expression in cancer cells [2]
  • Myc activation in quiescent cells is sufficient to induce cell cycle entry in the absence of growth factors – T / F [1]
  • What protein is encoded by the SIS oncogene, and why might this product be of particular interest to those studying promotion of cell growth? [2]
  • Briefly describe the difference between carcinomas and sarcomas [2]
  • According to the Hanahan and Weinberg paper:
  • In its inactive state, RKIP is (unphosphorylated / phosphorylated) and binds to activated Raf, inhibiting its
    ability to (activate / inactivate) MEK [2]
  • List the two main mediators of stress-induced apoptosis in cancer cells after treatment with chemotherapeutic drugs [2]
  • What are the 6 acquired capabilities of cancer? [1]
  • How are growth inhibitory signals received by the normal cell? [1]
  • What term is used to describe the growth of new blood vessels? [1]
  • What is the effect of damage to or loss of activity of CAMs? [1]
  • What specifically are cytokines? [2]
  • Through what mechanism does p53 initiate apoptosis? [2]
  • What are early response genes and delayed response genes? [2]
  • How, generally, do retroviruses cause cancer? [2]

Pharmacodynamic Interactions and Adverse Effects Research

Research Article about: Title is: Pharmacodynamic interactions and adverse effects

DNA Replication and Manipulation Paper

Instructions • • • • This is an essay. For full credit, you must have at least 1500 words and it must be submitted to the assignment as a word document. I want you to write the essay as if you were teaching someone else the material. Summarize in your own words the chapter (or a portion of the chapter) that you were assigned and what you have learned from it. Type it out using complete sentences and paragraph formatting. Pictures are ok, but they do not count towards word count and they must be referenced and cited correctly. Don’t forget references and citations (see below). Lack of references will result in a zero for the assignment. References and Citations • • • In-Text Citations – At minimum, every paragraph should have at least one in-text citation. The in-text citation should be associated with the main idea of the paragraph, not just at the end of the paragraph. If you only have one reference at the end of the essay and one in-text citation in your paper assuming that I will know you did the whole paper from that one reference and citation, it will be wrong. Quotes – I am interested in your words and how you understand the material. While it is ok to include quoted material, it is never the best option when writing about science. We are interested in the ideas behind the words. That is what I want you to write about. The ideas and your understanding of them. If you use a quote, it should be because someone used the most perfect words to describe something (this rarely happens in a text or science publication). If you do use a quote, every single quote needs to have an in-text citation. Number of References – You can use as many references as you feel are required unless the assignment specifically calls for a minimum. All References need to be formatted correctly for the type of reference that they are. You are to base this assignment on Chapter 12. You can focus on the whole of Chapter 12 or a small section of it. This is up to you. This assignment is meant to help you engage the Chapter in a different way and by doing so, learn the material even better. (If I were you, I would pick a section of the chapter that you are most unsure of. This way, you force yourself to learn the material while you work through the assignment). Chapter 12 Book: Biology: biology: how life works 3rd edition

BIO 103 Unit 1 Scientific Process Taxonomy & Bird Evolution Questions

Unit 1 Summary Assessment: Scientific Process, Taxonomy and Bird Evolution Return by Sunday, April 17th at 11:59 pm for full credit to the Google Classroom Name: Instructions: Complete the questions to the best of your ability, using your notes, lecture materials, and book. Your answers should be complete thoughts and not simple statements. Show your best scientific thinking! If your answer could come from Siri or Google Assistant, you probably didn’t answer the question fully. Re-read and review the questions carefully. Read everything carefully and do your best. Submit your assessment as a Google Doc, so that I can comment on your paper directly. Remember to re-write your answers in your own words and voice. The Google Classroom has a built-in plagiarism detection system that you can use before submitting your assessment to check for plagiarism. Scoring: Each question is scored on a 0-4 point scale, just like a GPA, using the following scale. Consider the question and be complete and thorough in your answers. For each question, a suggested answer length is given (short answer, suggests one meaty paragraph, etc). Before turning in your paper, use the Plagiarism Check feature. Outstanding Exceeding Standards Meeting Standards Approaching Standards Not Yet Approaching Standards or Not Turned in 4 3 2 1 0 Solid command of basics and understanding nearly all of the details and nuances. Complete, thoughtful, and complete answers for all questions Solid commands of the basic and understanding some of the details and nuances. Incomplete answers in places. Solid command of the basics but confused on the details or made major mistake or several smaller mistakes in understanding. Weak understanding of materials or major misunderstanding. Minimal attempt to complete assignment (multiple missing answers, lowthought answer Major confusion or failure to link complex ideas together. Or not effort made (skipped question or not turned in) Academic Honesty Pledge (Mandatory): In the space below, please re-write this statement, adding your name where appropriate. If not completed, your assessment will be returned to you ungraded and considered late. “I, insert name, pledge to independently complete this Unit Assessment to the best of my ability. I will not share answers with other students or later share assessment questions with other students. I will not post this material to online study resources.” Reminder: you may not share, post, duplicate, or distribute this assessment on websites (i.e., Chegg or CourseHero) or other students. This material is the intellectual property of the instructor and LCC. 1. Tens of thousands of years ago, on the Hawaiian islands, a small flock of finch-like birds landed on the islands (center of image) and evolved into more than 30 unique species with distinctive morphology (shape) of their bills. Describe the four necessary parts of natural selection to take place (be specific and detailed). Explain specifically how the birds’ bill morphology was an important adaptation that contributed to the evolution of these birds. Fig. 1 is an example of the extreme bill morphology that resulted in the Hawaiian birds. (Suggestion: long answer) Figure 1. Pictures of the diverse Hawaiian birds that diverged from one single finch-like common ancestor. Source: Jillian Ditner. 2. In class and in your textbook, we have discussed the idea of what a species is and the many different definitions (morphological, biological, phylogenetic). For example, Fig. 2 has pictures of two species of jays that were once considered the same species but were “split” into two species in 2016, the California Scrub-jay and the Woodhouse Scrub-jay; Fig. 3 has the range maps for these species. This decision to “split” the species has its supporters and its detractors. With this information (plus your textbook, allaboutbirds.org, and notes), consider each of the three definitions of species (morphological, biological, phylogenetic) and apply it to these jay species. Be sure to clearly define each species concept and explain, based upon the different species definition, whether or not this jay species should be considered one or two different species. You may make a table, illustration, or sketch to help explain your reasoning. (Suggested length is long-answer.) Fig. 2.Woodhouse Scrub-Jay on the left, California Scrub-Jay on the right. Source: Audubon Society. Fig. 3. Range maps for the California Scrub-jay and Woodhouse Scrub-jay. Source: Audubon Society. 3. David and Rosemary Grant studied evolution of the Galapagos Finches for more than 40 years. Their research has become a case study in natural selection and evolution. Using your knowledge of the following three questions. 3a. Define evolution (short answer). 3b. Was the finch speciation and rise of these new bird species an example of allopatric, sympatric evolution, or both? Defend your answer with details from the film (short answer). 3c. Based upon the Grants’ research, create the BEST graph that shows the difference between the survivors and nonsurvivors’ weight using this dataset. Write out a summary statement that explains the graph. Remember the graph should be labeled and clearly represent the relationship between the variables. 4. In class in Week 3, we considered multiple lines of evidence that birds and dinosaurs have a common ancestor as a jigsaw activity. From the class activity (click on the link), consider ONE of the groups that was presented in class and synthesize and summarize the data. How does this particular evidence support the theory that birds arose from dinosaurs? You may make a figure, draw a diagram, use Google Sheets or Slides, or write your answer. 5. Write your own question and correctly answer it. This is your moment to share something with me that I have not tested you on. Questions should be short or long answers and be drawn from the materials presented in class (not random science musings!). Your grade will be based upon the complexity of your question and the completeness of your answer (which should be correct!). Avoid true/false, yes/no type questions for full credit. Review the resources posted here and here and answer the following questions: 1. Were dinosaurs cold blooded? 2. Define the following terms: 1) Ectotherms, 2) Endotherms, 3) Mesotherms 3. What were the methods used in the Science paper? 4. Why is it important to understand the the physiology of dinosaurs and how it relates to bird evolution?

Phylogeny Data Collection Porcupines Worksheet

Phylogeny Data Collection- Porcupines Table 1: Species: Species: Entry ID: B6VAC7 North American Porcupine Basic Species Information Geographic range: North America, between the Atlantic Ocean and North Mexico. Basic Species Information Geographic range: North Africa Latin name: Hystrix cristata Prediction: Latin name: Erethizon dorsatum Prediction: Entry Species Matches ID Q9G2U Proechimys cuvieri 4 O2180 Octodon degus 7 % O2054 6 88.4 Tympanoctomys barrerae North African Crested Porcupine Entry ID: A0A0K1W3N6 88.9 88.9 Table 2: Phylogenetic Tree: Write species name, not ID Entry ID Q0491 0 Species Matches % Hystrix africaeaustralis 98.9 Phylogenetic Tree Analysis: 1. Are the two species of porcupines more closely related to each other or another species? 2. Given the answer from one, does this mean they are closely related and share a recent common ancestor, or did their appearance evolve separately of each other? Explain, how the tree supports this statement. 3. Do these results match your original prediction, or is this finding surprising? Explain your original thinking versus what the data shows you. 4. Depending on which theory your evidence supports (recent ancestor, or separate evolutionary events) create a new phylogenetic tree below with the same species that support the opposite theory. (How would a tree show they are closely related vs. evolved separately?) Phylogeny- Choice Investigation Which investigation are you researching: Species to be included (all investigations need at least 4 species): 1. 2. 3. 4. Others: Species Research: Species 1: Latin name: Geographic range: Species 2: Latin name: Geographic range: Species 3: Latin name: Geographic range: Species 4: Latin name: Geographic range: Other Species: Latin name: Geographic range: Other Species: Latin name: Geographic range: Predict if you think your species are all closely related and just live far apart, or if they evolved separately. Complete the protein analysis for your species, following the directions from the porcupine inquiry. Use the spaces below to record the Entry ID for each species you add to your basket to compare. Remember you need these to interpret your tree! Species: ____________ ID: _________ Species: ____________ ID: _________ Species: ____________ ID: _________ Species: ____________ ID: _________ Species: ____________ ID: _________ Species: ____________ ID: _________ Species: ____________ ID: _________ Species: ____________ ID: _________ Species: ____________ ID: _________ Species: ____________ ID: _________ Phylogenetic Tree: Write species name, not ID Make a claim as to your final conclusion. Are your species closely related and share a recent ancestor, or are they examples of convergent evolution? 3-5 sentences minimum. Exploring Evolution Through Phylogeny In this activity you will be given some choices to reconstruct evolutionary history and solve problems. As you know, scientists can compare mutations in DNA, amino acid sequences, and/or genomes to establish common ancestry and phylogenetic relationships. Some of the more common proteins to consider are: Hemoglobin (HBB) Actin (ACT) Catalase Keratin Pax1 Cytochrome b (cytb) ATP Synthase GAPDH Myosin Ubiquitin Zinc Finger In this lab you will be expected to do two explorations: 1. Phylogeny of Two Porcupines 2. Inquiry of your Choice A Tale of Two Porcupines One of the more interesting questions in evolution is whether given the chance to reset time, organisms would evolve the same way. The late evolutionary scientist Stephen J. Gould took the side that if you replay life history over again, evolution would give a very different outcome. The idea that evolutionary direction is unique in time. Contrary to this is paleontologist Conway Morris’s perspective. His idea is that there are only so many ways that organisms can respond to nature, make a living and adapt. There should be convergence on ways of life based on the best evolutionary outcome1. One thing we can look for is what scientists call “convergent evolution”. This is defined as “independent evolution of similar features in species of different lineages.”2 If given a chance, will ecological pressure shape organisms into similar niches or adaptations in geographically distant areas? One way to explore this is through the genome. We can use genes and their mutations to see if genetic compositions between organisms separated by geography show common ancestry. For example, you might know of two types of organisms that look similar but live on different continents. You might scratch your head and wonder how these organisms that look so similar in adaptations could have evolved so far away. There are at least two ways of thinking about this we can test. 1. Did these two organisms share a recent common ancestor with similar homologies, and then geography isolated them to where they occur today? 2. Did these two organisms evolve separately without a direct common ancestor, but evolution shaped them in a convergence on the same adaptations and lifestyle? Guided Investigation 1 – The North American Porcupine and the African Crested Porcupine3 1 2 3 Before we begin, we need to know a little about these porcupine species. 1. In Table 1, do some basic research on your organisms. 2. Below Table 1, make a prediction using the two evolutionary points of view above regarding the porcupines. 3. Open www.uniprot.org. This is a protein database that scientists contribute to from all over the world. It contains genomes at your fingertips in the form of proteins. We can use this database to compare organisms based on their amino acid sequence differences. a. In this example, we will choose cytochrome b protein found as a molecular homology in aerobic organisms. Molecular homologies are DNA sequences or proteins that species have in common. b. Cytochrome b is a protein found in the electron transport chain of the mitochondria. The DNA that codes for this protein mutates every so often, so the amino acid sequence derived from it will be a bit different. Those organisms with the least number of differences in their cytochrome b will be more genetically related in time. 4. In the search box, type in the name of the species you are researching followed by cytb abbreviation. Click Search. a. Ex. “North African Crested Porcupine cytb” 5. In the results table, note the number of amino acids (Length) listed in the far right of the chart. If multiple results come up with different lengths, choose one entry from the most common result. Under “Entry” click the box and then click “Add to basket”. 6. In Table 1, there is a spot for the Entry ID- this is the series of numbers/ letters next to the check box. Record this in the table- if you do not you’ll be confused later! a. Example: Entry ID for the cytb sequence for the Gray Wolf (above) is Q6Y8J2 7. In the menu above the results table click BLAST. This will search the database for other organisms that have similar amino acid sequences in their cytochrome b protein. Leave the BLAST search on Default. 8. When your results come in, you will see a number of organisms listed under “Overview”. This shows you the other organisms that are similar to yours in terms of the amino acid sequence. In your Table 1 write the top 3 matches that are within a 93.4% match. If there is only one match within 93.4%, only record one; if there are more than 3, record the 3 highest match percentages. Be sure not to repeat organisms. 9. Look at the alignment table under the results. Click the boxes next to the organisms you recorded in Table 1 and add them to your basket. 10. Do steps 4-9 for the African Crested Porcupine. Complete Table 2. 11. Click on your Basket (top right of the screen) and select all of the checkboxes. 12. Click “Align”. The database will now align your amino acid sequences and show you similarities and differences. Some look the same, while others look like they have amino acids missing. If you are curious, you can select the “Similarity” checkbox on the left and it will show you all of the amino acids they all have in common. THIS MAY TAKE A MINUTE. LET IT RUN! 13. Scroll down in the alignment window to find the phylogenetic tree of these species. 14. One this runs, it will create a tree for you using the Entry IDs instead of species names—this is why you needed to write them down before!!! Copy the phylogenetic tree you create into the space below Table 1 and 2. Replace the Entry IDs with the species names for easy analysis. 15. Answer the questions to make your conclusion as to whether these animals are examples of convergent or divergent evolution. For the second protein analysis, choose one of the topics on the next page to study. Use the instructions above to do the protein analysis for the new species. Examples Placentals vs. Marsupials Question to Explore ● Are placental and marsupial animals separated by geography a result of descendance from a recent common ancestor or are they a product of convergent evolution. Species Use the Cytochrome c (COX1) protein instead of cytb! Species: ● ● ● ● ● ● Old World vs. New World Monkeys ● Armadillos and Anteaters ● Are old world and new world monkeys separated by geography a result of descendance from a recent common ancestor or are they a product of convergent evolution. New World Monkeys: Are these species of armadillos and anteaters separated by geography a result of descendance from a recent common ancestor or did they evolve separately on different continents?. Species: ● Black howler monkey ● Common squirrel monkey ● Black-handed spider monkey ● Venezuelan red howler Old World Monkeys ● Mandrill ● Vervet monkey ● Hamadryas baboon ● ● ● ● ● Large, Flightless Birds ● Are these species of flightless birds separated by geography a result of descendance from a recent common ancestor or are they a product of convergent evolution. ● Are these egg laying mammals a result of a recent common egg laying ancestor or has egg laying in mammals arisen multiple times? ● ● ● ● ● Are these species of awesome animals separated by geography a result of descendance from a recent common ancestor or are they a product of convergent evolution. Ostrich Emu Cassowary Kiwi Kakapo Species: ● ● ● ● Manatee and Dugongs Indian pangolin Giant anteater Giant armadillo Southern anteater Silky anteater Species: ● Monotremes (egg laying mammals) Tasmanian devil Common Wombat Yellow-sided opossum Norway rat Groundhog Southern brown Bandicoot Platypus Short-beaked echidna Western long-beaked echidna European hedgehog (not egg-laying, but similar appearance) Species: ● ● ● ● Dugongs West Indian Manatees West African Manatees Amazonian manatees Marine Mammals ● Examine two species from three of the following categories to evaluate the phylogenetic history of aquatic mammals: whales, seals, sea lions, walrus, and dolphin. Need two species from each category. Elephants ● Explore protein sequences to evaluate the phylogenetic history for all elephants, and all extinct mammoths and mastodons. Use the Cytochrome c (COX1) protein instead of cytb! Species: ● Asian elephants ● ● African Elephants Wooly mammoth ● Mastodons

BIO 104-Phenotype Frequencies Questions- Rowan College at Burlington County

Phenotypes and Genotypes of Human Traits Widow’s Peak W=Pointed Hairline w=Straight Hairline Bent Little Finger B=Bent Pinkie b=Straight Pinkie Albinism A=Melanin Produced; pigmented skin, hair, iris a=No Melanin produced; No pigmentation Pigmented Iris P=Pigmented Iris – Green, Hazel, Brown, Black eyecolor p=Non-pigmented Iris – Blue, Grey eyecolor Attached Earlobes E=Free, unattached earlobes e=Attached earlobes Hitchhiker’s Thumb H=Thumb does not bend back h=Thumb bends back (more than 60 degrees) Interlacing Fingers C=Left thumb crosses in front of right c=Right thumb crosses in front of left Middigital Hair M=Middigital Hair m=No Middigital Hair Dimpled Chin M=Dimpled Chin m=No Dimples Six Fingers S=Six Fingers s=Five Fingers Widow’s Peak W=Pointed Hairline w=Straight Hairline Bent Little Finger B=Bent Pinkie b=Straight Pinkie Albinism A=Melanin Produced; pigmented skin, hair, iris a=No Melanin produced; No pigmentation Pigmented Iris P=Pigmented Iris – Green, Hazel, Brown, Black eyecolor p=Non-pigmented Iris – Blue, Grey eyecolor Attached Earlobes E=Free, unattached earlobes e=Attached earlobes Hitchhiker’s Thumb H=Thumb does not bend back h=Thumb bends back (more than 60 degrees) Interlacing Fingers C=Left thumb crosses in front of right c=Right thumb crosses in front of left Middigital Hair M=Middigital Hair m=No Middigital Hair Dimpled Chin M=Dimpled Chin m=No Dimples Six Fingers S=Six Fingers s=Five Fingers