answer

watching

views

8 Feb 2019

1.) In simple terms:

a.) Describe the process of gastrulation in a "sea urchin" embryo."

b.) Describe the life cycle of a hookworm.

c.) Explain the relative advantages of radial/pentaradial symmetry or bilatera symmetry and cephalization.

d.) describe how the muscular system in an earthworm produces the peristaltic locomotion typical to this animal?

answer

watching

351

views

For unlimited access to Homework Help, a Homework+ subscription is required.

You have 0 free answers left.
Get unlimited access to 3.8 million step-by-step answers.

Get unlimited access

Already have an account? Log in

Elin HesselLv2

11 Feb 2019

Unlock all answers

Get 1 free homework help answer.

Already have an account? Log in

Related questions

Zoonosis

DISCUSSION

1- While on a romantic getaway with your significant other on the beautiful southern coast of Italy, you enjoy lots of local fish. After too much Chianti, you show off to your new Italian friends how to eat fish âsashimi styleâ (raw!). Within weeks you develop crippling explosive diarrhea which causes your significant other to question the entire relationship. What trematode infection is consistent with this scenario? What other pathology may be associated with this parasite.

2- Why do ants fear Dicrocoelium dendriticus?

3- Describe the process of egg production in trematodes

4- What is the difference between a âreservoir hostâ and a âparatenic hostâ? Define both terms and describe the role of each in the life-cycle of a trematode.

Megalodiscus temperatus is an interesting parasite that exhibits alternative life cycle strategies. Describe those strategies. What might be some costs and benefits associated with each strategy??

6- Trematodes have an excretory system that can be especially well developed in some larval trematode stages. In these larval stages, this system also has an osmoregulatory function. Describe the excretory system of trematodes and list those larval stages in which you would expect that system to have a osmoregulatory function, then explain why?

7- You go to Minnesota for summer vacationâ¦why you would go there, I am not sureâ¦but you go, and after an early morning swim in a local lake, you begin to itch and develop small red spots all over your body. Tell me the what, the who and the how

8- Which group is considered the sister taxa of trematodes? what evidence suggests that relationship?

9- Describe the pathology of Paragonimus westermaniand how we can become infected with this parasite

Describe the pathology of Clonorchis sinensis and how we can become infected with this parasite

Describe the pathology of Fasciolopsis buski and how we can become infected with this parasite

coffeebeetle651

I JUST NEED SIMPLE/BASIC ANSWERS NOT LONG ANSWERS

1. Explain how life can be viewed at different levels of biological complexity.

2. Explain how researchers study biology at different levels, ranging from molecules to ecosystems.

3. Distinguish between discovery-based science and hypothesis testing, and describe the steps of the scientific method.

4. Tell whether a given topic or research study is about biology. Tell whether that study is discovery-based or hypothesis testing, or both.

5. If presented with a research study, propose what the Research Question was.

6. If presented with an example, tell whether a statement is a hypothesis, theory or law and why you think so.

Describe the general structure of atoms and their constituent particles.

Relate atomic structure to the periodic table of the elements. List the elements that make up most of the mass of all living organisms.

Explain how a single element may exist in more than one form, called isotopes, and how certain isotopes have importance in human medicine.

Compare and contrast the types of atomic interactions (bonds) that lead to the formation of molecules.

Tell which atoms and how many of each make up a given molecule (formula or diagram).

For a bond in a given molecule, tell whether the bond is covalent, and if it is, tell whether it is polar or nonpolar and why you think so.

Explain the concept of electronegativity and how it contributes to the formation of polar and nonpolar covalent bonds. Tell whether a given atom is electronegative or not, and why you think so. Label partial charges in a polar bond.

Draw five water molecules and label the atoms and bonds within and between the 5 molecules.

Describe how hydrogen bonding determines many properties of water.

List the properties of water that make it a valuable solvent, and distinguish between hydrophilic and hydrophobic substances.

Explain how water has the ability to ionize into hydroxide ions (OH^â) and into hydrogen ions (H⁺), and how the H⁺ concentration is expressed as a solution's pH.

Explain the properties of carbon that make it the chemical basis of all life.

Describe the variety and chemical characteristics of common functional groups of organic compounds.

Diagram how small molecules may be assembled into larger ones by dehydration reactions and how hydrolysis reactions can reverse this process.

List the four major classes of organic molecules and macromolecules found in living organisms

If shown a molecule, tell whether it is organic or not and how you know.

If shown an organic molecule, tell whether it is an amino acid, nucleotide, fatty acid, steroid, monosaccharide or disaccharide and how you know.

Distinguish among different forms of carbohydrate molecules, including monosaccharides, disaccharides, and polysaccharides.

Relate the functions of plant and animal polysaccharides to their structure.

List the several different classes of lipid molecules important in living organisms.

Diagram the structure of a triglyceride and explain how it is affected by the presence of saturated and unsaturated fatty acids. Explain why some fats are solid at room temperature, and others are liquid.

Discuss how fats function as energy-storage molecules.

Apply knowledge of the structure of phospholipids to the formation of cellular membranes.

Describe the chemical nature of steroids and give an example of their biological importance.

Give examples of the general types of functions that are carried out in cells by different types of proteins.

Explain how amino acids are joined to form a polypeptide, and distinguish between a polypeptide and protein.

Describe the levels of protein structure and the factors that determine them. If shown a protein diagram, label parts that represent its levels of structure. Tell what kind of research techniques are used to determine protein structure.

Outline the bonding forces important in determining protein shape and function.

Explain what domains are and their importance in proteins.

Describe the three components of nucleotides.

Distinguish between the structures of DNA and RNA.

Tell how certain bases pair with others in DNA and RNA.

Discuss the 4 major categories of organic macromolecules found in living things, including structure, function and location of each.

Compare and contrast the general structural features of prokaryotic and eukaryotic cells.

Outline the differences in complexity among bacteria, animal, and plant cells.

Describe how a eukaryotic cell can be viewed as four interacting systems: the nucleus, cytosol, endomembrane system, and semiautonomous organelles.

Explain how the proteome underlies the structure and function of cells.

Analyze how cell size and shape affect the surface area/volume ratio.

Identify the location of the cytosol in a eukaryotic cell and list its general functions.

Describe the three types of protein filaments that make up the cytoskeleton. Identify which underlie cilia, flagella, centrioles, the nuclear lamina, and the brush border. Tell which are readily assembled and disassembled. Tell which are involved in various cell shape changes or movements.

Explain how motor proteins interact with microtubules or actin filaments to promote cellular movement.

Describe the structure and organization of the cell nucleus. Describe the structure and function of nuclear pores.

Outline the structures and general functions of the components of the endomembrane system.

Distinguish between the rough endoplasmic reticulum and the smooth endoplasmic reticulum.

Identify three important functions of the plasma membrane.

Tell why mitochondria and chloroplasts are called semi-autonomous organelles.

Discuss the evidence for the endosymbiosis theory.

Outline the structures and general functions of mitochondria and chloroplasts.

Explain how proteins are moved via vesicles through the endomembrane system.

If you are told about the function of a specific protein, tell where and in what type of cell that protein might be found.

Sketch and label a âtypicalâ animal cell and a real animal cell such as a red blood cell or a muscle cell. Tell how it might be different than the âtypicalâ cell in terms of its organelles and shape.

Sketch and label a âtypicalâ plant cell and a real plant cell such as a root or leaf cell. Tell how it might be different than the âtypicalâ cell in terms of its organelles and shape.

Describe the fluid-mosaic model of membrane structure. Tell why membranes are described as âfluid mosaicsâ.

Draw 10 phospholipid molecules as they would be arranged in a bilayer. Label the hydrophobic and hydrophilic parts.

61. Name all the places in a cell where membranes are found.

62. Describe at least three different categories of membrane proteins and tell what they do.

63. Describe what determines how fluid membranes are.

64. Explain how lipids are synthesized at the ER membrane.

65. Explain how transmembrane proteins are inserted into the ER membrane.

66. Compare and contrast diffusion, facilitated diffusion, passive transport, and active transport.

67. Explain the process of osmosis and how it affects cell structure.

68. Outline the functional differences between channels and transporters. Compare and contrast uniporters, symporters, and antiporters.

69. Explain the difference between primary active transport and secondary active transport.

70. Describe the structure and function of the sodium-potassium pump in animal cells and a similar pump in plants and prokaryotes.

71. Describe exocytosis and endocytosis and tell what molecules are moved across the membrane by these.

Discuss membrane transport, including its function and various forms and why all membranes have each form.

73. If a given cellular process is described, tell which form of transport might be involved.

List the different categories of animal tissue, providing general functions and specific examples of each.

Name the various organ systems found in many animals, list the components of each, and describe their general functions.

bluebeaver798

Topic A

1. Indicate to which branch(es) of theimmune system the following statements apply.

Explain your answer.

a) Involves macrophages

b) Responds to viral infection

c) Involves T cells

d) Responds to bacterial toxins

e) Most likely responds following an organ transplant

f) Involves cytotoxic T cells

g) Involves B cells

h) Involves complement

i) Responds to extracellular bacterial infection

j) Involves secreted antibody

k) Kills virus infected self cells

I) Involves the thymus

m) Involves the bone marrow

2. You are given two solutions, one containing protein A and theother the antibody to this protein both at about 5mg/ml. When youadd 1 ml of anti-A to 1 ml of protein A, a precipitate forms.However, when you dilute the antibody solution 20 fold and then mix1 ml of the diluted anti-A with 1 ml protein A, no precipitateforms.

Explain why no precipitate formed with the diluted antibody.

3. An energetic immunology student has isolated protein X.

The student believes it is a new isotype of humanimmunoglobulin.

a)What structural features would protein X have to have in orderto be classified as an immunoglobulin?

b) You prepare rabbit antibodies to (i) whole human IgG, (ii) tohuman ÃÂ» chain and (iii) to human ÃÂ³ chain.

Assuming protein X is in fact a new immunoglobulin isotype,which of these antibodies will bind to protein X? Explain why?

TOPIC B

4. a) Describe the time course of a typical antibody response totetanus toxoid

b) Outline a vaccination schedule that makes effective use ofthis information.

5. a) Tetanus immunoglobulin from the horse can be used toprotect an individual against tetanus. How is the treatmentadministered and what are the advantages/disadvantages of this formof immunisation? 2

b) Is it possible to confer cell mediated immunity on anunsensitised recipient by transferring cells?

c) Would this be a practical method of immunisation, and whatproblems may be encountered in this type of experiment?

6. If you inject a rabbit with a large protein antigen X andsubsequently harvest the antiserum from the animal, would youexpect the antibodies to X in the antiserum to be monoclonal orpolyclonal?

TOPIC C

7. a) Why, if the immune system is so efficient, do we continueto suffer from infectious diseases?

b) Speculate on the consequences if the immune system were tolose its ability to distinguish self-antigens from foreignones.

c) If a child is born without a thymus gland, what will be thenature of the child's illness

d) If a child were born with a defect in the complement system,say a deficiency in function C3, what would be theconsequences?

8 Considering only combinational joining of gene segments andassociation of light and heavy chains, how many different antibodymolecules potentially could be generated from germ line DNAcontaining 500VL and 4JL gene segments and 200VH. 10DH and 4JH genesegments?

9 During an immune response to antigen, the antibodies producedduring a secondary and subsequent responses have a greater affinityfor antigen than those produced during a primary response toantigen

Explain what is meant by "affinity"

Explain in principle the mechanism which explains the aboveobservation re increasing antibody affinity for antigen insecondary and subsequent responses