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Why decolorizing is the most critical steps in gram stain?
Hello! I am currently working on an assessment to do with bacteria. I have petri dishes that I have swabbed for bacteria which in result gave me colonies that are countable/visible. However, I have to write down collective data from my results but I have no idea how. The conclusion of my assessment is to see which items has the most bacterial growth but it is hard to calculate this. Do I use some kind of t test? Some formula to do with numbers? I have no materials to measure the bacteria either since the pandemic prevents me from really getting anything from school.
Write the complimentary rna for dna strand: CCG TTA GGG ATC
In an experiment, a scientist decides to study the effect of exercise on cholesterol levels in people. He studies two set of people—those who exercise every day for an hour and those who don’t exercise at all. In this case, the statement that people who exercise for an hour may have lower cholesterol levels is____. To test this statement, the scientist would measure cholesterol levels in exercisers and non-exercisers. The cholesterol levels would be___.
Specimen collection ,transport and disposal :General approach to Specimen collection ,transport and disposal
All disorder of endocrine system
Why do we need to know how plants reproduceHow can active transport occur in mitochondria even if they lack mitochondria?
20 tablets weighing 2g was powdered. Exactly 50mg was transferred to
100mL volumetric flask and diluted with water. 10mL aliquot was
transferred to another 100mL and diluted to volume. The A value of the
solution was 0.652 and the absorptivity value was 15mg/mL/cm. What is
the mg of paracetamol per tablet from the following data? Please
provide a step by step solution.
Biology 030 Lab #1 Data Analysis Assignment: Background Below are the raw data collected by a previous Biology 030 class, for Part 1 and Part 2 of Lab #1: Testing the Hardy-Weinberg Principle using the Scientific Method. In this experiment, beads represented dominant (D) and recessive (L) alleles in a gene pool. Putting 2 beads together represented sexual reproduction to create a new individual. In each generation, some individuals received 2 dominant alleles and had the genotype DD; some individuals received 2 recessive alleles and had the genotype LL, and some individuals received one of each allele and had the genotype DL. In this simulation, there were a total of 640 alleles in the gene pool, with 384 dominant (D) alleles, and 256 recessive (L) alleles. In Part 1, every member of our population reproduced sexually each generation, and there were no mutations, no individuals coming or going, no genetic drift, no natural selection, and no sexual selection (ie. there was always random mating) Table 1: Raw Data for Part 1, Random Mating in a Population Over Time Generation # # of DD # of DL # of LL Total # of individuals 1 119 149 52 320 2 119 146 55 320 3 124 137 59 320 4 117 150 53 320 In Part 2, members of our population reproduced sexually each generation, and there were no individuals coming or going, no genetic drift, no natural selection, and no sexual selection (ie. there was always random mating). However, there was a mutation to the recessive (L) allele, where inheriting 2 copies was lethal shortly after birth. As a result, these individuals were born and counted in one generation, but because they died before reproducing, their alleles were removed and were not passed on in subsequent generations. Table 2: Raw Data for Part 2, the Effect of a Recessive Lethal Allele on a Population Over Time Generation # # of DD # of DL # of LL Total # of individuals 1 114 156 50 320 2 132 120 18 270 3 147 89 15 251 4 158 65 12 235 If, after 4 generations, the genotype and allele frequencies have not changed significantly (e.g. within +/- 2%, or within +/- 0.02 as a decimal), then the population can be said to be at Hardy-Weinberg equilibrium. Lab #1 Data Analysis Assignment Total : 38 marks Complete the following questions, in the following order. Include each heading. The assignment must be typed, organized in order, with hand-drawn graphs. Submit your creation electronically, directly to Moodle, as a single PDF or Word document. Predictions, Part 1: In a model simulation using 640 beads, the proportion of corresponding alleles in a population undergoing random mating are 384 640 for D, the dominant allele, and 256 640 for L, the recessive allele. a) Use this data to calculate the allele frequencies for each allele D and L, and show your work. Report your results as percentages (%). (2 marks) b) Use the decimal values in (a) to calculate the expected genotype frequencies for each genotype DD, DL, and LL, and show your work. Report your results as percentages (%). (3 marks) c) Predict what this part of the experiment will show. Would you expect allele and genotype frequencies for future generations to be the same as the starting frequencies? Why or why not? (2 marks) Predictions, Part 2: The proportion of corresponding alleles in the starting population are still 384 640 for D (the dominant allele for healthy phenotype), and 256 640 for L (the recessive allele which is lethal when two copies are inherited). The population is still undergoing random mating, but one genotype is now lethal, and will kill the organism shortly after it is born, removing its alleles from the gene pool. a) Identify which genotype would be lethal in this part of the experiment. (1 mark) b) Predict what this part of the experiment will show: repeat question (c) from Part 1. (2 marks) Results: Use the given raw data tables on page 1 to calculate the genotype frequencies observed in each generation, in each part of the experiment. Report your results as percentages (%) to 2 decimal places in tables like the ones below. (6 marks) Table 3: Genotype Frequencies for Part 1, Random Mating in a Population Over Time DD DL LL Generation 1, Part 1 Generation 2, Part 1 Generation 3, Part 1 Generation 4, Part 1 Table 4: Genotype Frequencies for Part 2, Effect of a Recessive Lethal Allele on a Population Over Time DD DL LL Generation 1, Part 2 Generation 2, Part 2 Generation 3, Part 2 Generation 4, Part 2 Analysis: 1. Use the raw data from Part 1 to calculate the allele frequencies for the fourth generation. Report your result as percentages (%), to 2 decimal places. Comment on how the 4th generation allele frequencies compare to what was calculated for the original population in your Predictions, Part 1. (3 marks) 2. Repeat Question #1 for the raw data from Part 2. (3 marks) 3. Which part of the experiment would be identified as the control setup, and which would be identified as the experimental setup? Explain your choice. (2 marks) 4. Graph the genotype frequencies for the data table you created in Part 1 of your Results. Your graph must be a hand-drawn bar graph on graph paper. Be sure to give the graph a title and label each axis, as per the sample given below. (4 marks) 5. On a separate graph, repeat Question #4 for the genotype frequencies in Part 2 of your Results. (4 marks) Conclusions: 1. Use your graph (Q #4) to comment on how the genotype frequencies changed over time in Part 1: Did the results agree with your Predictions? Were the conditions of the Hardy-Weinberg principle met in this population? Explain your answer. (3 marks) 2. Use your graph (Q #5) to comment on how the genotype frequencies changed over time in Part 2: Did the results agree with your Predictions? Were the conditions of the Hardy-Weinberg principle met in this population? Explain your answer. (3 marks) 0% 10% 20% 30% 40% 50% 60% 1 2 3 4 Genotype Frequency, in % Generation # Genotype Frequencies for Part _ of the Experiment DD DL LL
