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1.The mRNA for signal peptidase is translated in the ___________. The resulting polypeptide contains__________ as part of its primary structure.

a. Nucleus, KDEL

b. Rough Endoplasmic Reticulum, KDEL

c. Nucleolus, KDEL

d. Rough Endoplasmic Reticulum, KKKK-----KK

e. Nucleolus, KKKK------KK

2. Assume that you have two identical samples of lipids, but that one of them has been made radioactive with C 14 , and the other with H3 . You now coat the surface of one glass slide with the first, and coat a second slide with the other. Then you press the two slides together (carefully!), so that the lipid coated surfaces touch. You now freeze the slide sandwich, and while it is frozen, separate the two slides and measure the radioactivity of each. Which of the following results would you expect?

a. The slide that started with C14 now includes all of the H3 as well.

b. The slide that started with H3 now includes all of the C14 as well.

c. Each slide will have some C14 and some H3 .

d. The slide that had the C14 retains the C14 and the other retains the H3

. e. The labels have switched sides

3.The mRNA for ribosomal proteins is translated in the ___________, The resulting polypeptides contain__________ as part of their primary structure.

a. Nucleus, KDEL

b. Cytoplasm, KDEL

c. Nucleolus, KDEL

d. Cytoplasm, KKKK-----KK

e. Nucleolus, KKKK------KK

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Bunny Greenfelder
Bunny GreenfelderLv2
28 Sep 2019

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Related questions

One effective learning strategy when trying to learn largeamounts of factual information is to group items, or “chunk”. Youshould include all important structures of the cell (this includescell membrane and membrane adaptations as well as organelles).Examples of general categories could be location, function,morphology, etc. Your categorization groups must tell the viewersomething about the structures. Once your structures are groupedaccording to the characteristics they share, you should include ashort phrase about what differentiates them from each other withinthe group. Citation of your source material must be present.

List of Organelles:

Nucleus, Nuclear envelope/membrane, Nucleolus, Ribosomes,Endoplasmic reticulum, Golgi apparatus, Mitochondria, Plasmamembrane, Cytoskeleton, Transport/secretory vesicles,Phagosomes/endosomes-including sorting & recycling endosomes,Lysosomes, Peroxisomes, Lipid droplets, Glycogen granules

I started this assignment and was going to go withfunction and morphology. Below is what I have so far, but I'mhaving a difficult time coming up with a short phrase for each anddistinguishing between the organelles that can change shape/morphand those that cannot. I am open to changing the categories that Ihave chosen to chunk. I've never used this technique before so it'sa new concept for me.

Function

Protein Synthesis – Nucleus, Nuclear envelope, Nuclear porecomplex, Ribosomes, Rough endoplasmic reticulum, Golgi apparatus,Plasma membrane

Energy Production – Mitochondria, Lipid droplets, Glycogengranules

Transportation – Transport vesicles, Phagosomes,Cytoskeleton

Metabolism – Lysosomes aid in digestion, Peroxisomes oxidizefatty acids

Morphology

Ability to change shape – Mitochondria, Cell membrane, Nuclearenvelope,

Inability to change shape – Nucleus, Nuclear envelope,

As you may recall in the work of Triplett (1898), the presence of others in a bicycle race was found to enhance individual performance. This is called social facilitation (Williams, Harkins, & Karau, 2007). At times, however, the presence of others can detract from individual performance, which is termed social inhibition (Crisp & Turner, 2007). Similarly, social loafing can occur when an individual’s performance within a group decreases due to his or her reliance on others in the group (Crisp & Turner, 2007).

For this Discussion, review the media program, Week 5: The Virtual Office. Focus on the characters in the media and determine which characters displayed social facilitation, social inhibition, and social loafing.

With these thoughts in mind:

Post by Day 3 a description of the characters in the media program demonstrating social loafing, social inhibition, and social facilitation. Explain how you identified them. Then, select one of the characters and, using the current literature, explain two ways you might mitigate their behavior.

Media Program

(Onscreen Text: The employees at the United Cardboard Company often work individually on projects, but as with most environments, they are occasionally asked to participate in group projects. One such group is about to meet right now to plan a presentation for the Board of Directors. Observe the conversation and reactions of various group members to determine which group members exhibit signs of the following: Social Loafing, Social Inhibition, and Social Facilitation.)

(Interior of an office. Ken stands at the front of the conference room.)

KEN: OK, I guess we might as well all get started. As we all know, the big man has requested the five of us to get together and write and conceptualize a presentation to the board on our new packaging system. Maybe we can start by going around and throwing out some initial ideas.

KATHY: Sounds good to me. I think a PowerPoint presentation would do the job well.

GAVIN: I agree. We could follow it up with a physical demonstration of how the packaging looks and folds-- maybe a video of the larger pieces that won't fit into the boardroom.

KEN: Sounds perfect to me. Amanda, Brian, what do you guys think?

BRIAN: Yeah, what you guys said sounds fine.

(Amanda thinks, “I don’t know what to say!”)

KEN: Amanda?

AMANDA: I don't know. I didn't really get much chance to think about this. We only found out we needed to do this together three days ago.

KEN: OK, no worries. Let's focus on the PowerPoint idea. I've been doing a lot of them lately, so I'm happy to take the lead on the design aspect. What do you guys think we should all incorporate into the slides?

GAVIN: I think we should start with where we got the idea for this new packaging -- the company that designed it and the different sizes that it comes in.

KATHY: We should follow that with a graph comparing the old prices to the new ones to illustrate how much we'll be saving over time. Amanda, didn't you have most of that information collected at some point?

(Amanda thinks, “Oh no! What if I deleted that?)

AMANDA: I don't know, maybe, it's been so long. I didn't think I'd need it again for a group project like this.

(Gavin thinks, “I wonder what’s gotten into her. She’s not usually this tense.”)

KEN: That's OK, Amanda, I'm sure we can easily dig it up again. Brian, do you have any other ideas for the PowerPoint slides?

BRIAN: Nah, I think what you guys mentioned sounds right.

(Kathy thinks, “Wow. Way to contribute Brian.”)

KEN: OK then, Kathy and Gavin why don't you send me all of the info and I'll write it up and make the slides. Amanda, don't worry about the cost saving document, I'm sure I can dig it up from my old emails and put it into that slide too.

AMANDA: Are you sure? I'm happy to look. I mean I'm sure I have it somewhere. (Kathy thinks, “She really needs to get it together. Why is she so nervous?”) At least I think I have it somewhere. You won't tell the Board of Directors if I lost it, will you?

KEN: Of course not, we're in it together. So as I was saying, I'll write up and prepare all the PowerPoint slides. Then we can start our presentation with reading and explaining each slide. Then, what?

KATHY: Well, and then I think we should show them the packaging live, and the quick deconstructing techniques.

KEN: Great idea. You and Amanda can demonstrate the folding, while I narrate what you're doing.

(Amanda thinks, “Is he doing too much of the work? And what if I drop everything while he’s talking?”)

GAVIN: And after you all demonstrate the smaller packaging, we could show a quick video of how the really big ones function down at the warehouse. Brian, would you be able to go film that quickly one of these days?

BRIAN: I don't really have any experience with video cameras or anything like that, so...

(Gavin thinks, “I should have seen that one coming.”)

KEN: That's OK. My wife actually just got me this great little camera for our anniversary. It takes great videos. So I can just run down to the warehouse, get some footage, then put it together on this new editing software I just downloaded. Maybe add a little music. It's going to be really slick!

KATHY: Are you sure, I wouldn't mind doing that too.

KEN: Oh no, it's fine. I love this kind of stuff; just leave it to me. But I suppose that's enough planning. Now it's time to get to work and make the presentation a knock out. Go team!

(Everyone except Ken thinks, “Team?”) ©2012 Laureate Education, Inc.

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