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3: please make sure your work is correct and. Not coped off google I provided all the info thank you

Bacteria Under a Microscope
Overview:
In this activity, you will review Gram stains and apply your knowledge of this process to draw conclusions from images of Gram-stained bacteria. You will then answer some discussion questions about bacteria.
 
Background Information:
Gram Staining is a process of using different stains to identify bacteria based on the thickness of their cell walls. These stains stick to the peptidoglycan in the cell wall. After fixing bacteria to a slide there are four different stains used in this process. Crystal Violet is added to the slide and absorbed by the cell walls. lodine is then added and binds with the crystal violet in the cell wall, making it insoluble in water. Alcohol is used as a decolorizer so that any extra stain is removed. For bacteria with thin cell walls, this causes all the colored pigment from the crystal violet to run off. For bacteria with thick cell walls, the pigment becomes dehydrated and crystalizes in the cell. Since bacteria with thin cell walls now have no color, safranin is added to give the cell a pink color and make it visible. If the bacteria have a thick cell wall the Gram stain will turn out purple and if they have a thin cell wall it will be pink. After staining, bacterial cells can be classified as Gram-positive or Gram-negative.
 
Gram-positive bacteria have a thick cell wall and stain purple from the crystal violet. Streptococcus, staphylococcus, and S. epidermidis are examples of Gram-positive bacteria.
 
Gram-negative bacteria have a thin cell wall and stain pink from safranin. E. coli, pneumonia, and cholera are examples of Gram-negative bacteria.
 
Activity:
In this activity, you will view microscopic images of different bacteria and draw conclusions and answer questions about them.
 
For each image you will answer the following questions:
   1. Is this Gram-positive or Gram-negative?
   2. What shape of bacteria is present?
   3. What disease does this bacteria cause?
 
 
Discussion Questions:
   1. If antibiotics typically target peptidoglycan in the cell wall, then which type of bacteria would be more difficult to kill and why?
   2. Why is all the color lost when thin-walled bacteria are washed with alcohol during the staining process?
   3. Are bacteria living or non-living?
   4. What is the purpose of Gram staining?
   5. What pigment gives each stain its color?
 
Submission:
You will submit written responses to the questions for each image and the discussion questions.
 

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4: I provided all the info please make sure your work is correct and not coped off of google

Choose a genetic disorder to research and then complete the following writing prompt:
Write an essay describing your chosen genetic disorder.
Include information about the genetic mutation that causes the disorder, the effects and symptoms of the mutation, how it is acquired, and how common it is.
 
Hint:
Genetic disorders are caused by mutations in the DNA. These mutations can be passed on from the parents, occur spontaneously, or develop over time.
Questions to Consider:
- Is there anyone famous or important who has ever had this disorder?
- Does the disorder have any advantages?
 
Write at least 150 words.

6: I provided all the info please make sure your work is correct and not copied off of google

Peppered Moth Selection
Overview:
This activity will simulate what occurred in the population of peppered moths during the -trial Revolution and you will answer questions and make inferences about it.
 
Background Information:
The Industrial Revolution was a time in Europe when there was a massive increase in industry and factories. Methods of production shifted from handicraft to machine, along with the use of new materials like iron and steel, and new energies like coal, steam engines, electricity, and combustion engines. The large number of new factories put out large quantities of smoke and created a dramatic rise in pollution.
 
The Peppered Moth population was significantly affected by the Industrial Revolution. Prior to this time period peppered moths used to be white and lightly colored and were only rarely peppered or black in color. These moths lived in a forest full of Aspen trees with light colored bark, and their light coloring allowed them to camouflage for protection. After the Industrial Revolution, scientists noticed there was a drastic increase in the number of peppered and black moths and a decrease in the number of white moths. The Industrial Revolution caused a change in the habitat of the peppered moths, and the makeup of their population shifted as a result. Scientists believe that this is due to natural selection.
 
Assignment:
For this assignment you will count the number of each type of moth in a set of images and then make inferences about what you notice. You will answer questions about the images and the possible causes of the shift in coloration of the peppered moth.
 
Submission:
Answer the questions for each image as well as the discussion questions and submit your work. A grading rubric is included below the questions for this assignment.
 
Image Questions: Answer the following questions for each image.
How many white/light moths do you see? How many peppered/dark moths can you see?
 
Discussion Questions:
1. Which image represents before the Industrial Revolution?
2. Which image represents after the Industrial Revolution?
3. In Image 1, which moths are more easily seen?
4. In Image 2, which moths are more easily seen?
5. What do you think happened to the Peppered moth population?
6. What about the Industrial Revolution caused the shift in coloration?
 

5:I provided all the info please make sure your work is correct and not copied off of google

Predict the Genes
Overview:
In this assignment you will review Punnett squares and their use in predicting the genetic makeup of offspring. Then you will be given three different scenarios and use Punnett squares to predict the likelihood of the genotypes and phenotypes of the offspring.
 
Background Information:
Probability is the likelihood that an event will occur. Geneticists use Punnett squares to determine the probability that each potential genotype will occur in a genetic cross. A specific genetic trait has both a genotype and a phenotype. The genotype represents the genes that are present for a specific trait. The phenotype is the physical representation of that trait.
 
The genotype of specific traits represents both dominant and recessive alleles. An allele is a form of a specific gene found at the same point on a strand of DNA. A dominant allele is represented as a capital letter and a recessive allele is represented by a lowercase letter. A dominant trait means that it will mask or cover a recessive trait. An organism's genetic traits contain two alleles because one is inherited from each parent. If an organism has two of the same alleles, then their genotype is called homozygous. A trait with two dominant alleles would be called homozygous dominant. Two recessive alleles would be called homozygous recessive. If an organism has two different alleles, their genotype is called heterozygous, which means one allele is dominant and one allele is recessive.
 
There are cases where heterozygous alleles don't completely mask one another. Incomplete dominance is where a mixture of the trait for each allele is present in the phenotype. Codominance is where both alleles are present in the phenotype.
 
A Punnett square is a cross between two parents, but it may include multiple alleles and traits. A cross can be done for one trait where each parent contributes two alleles. A double cross can be done with two traits where each parent contributes 2 alleles per trait making 4 alleles total per parent. Crosses can be done with any number of traits, but only between two parents.
 
Assignment:
In this assignment you will be given multiple scenarios and asked to predict the potential genes inherited by an offspring. In each scenario, you will create a Punnett square to cross the parent generation and predict the likelihood of both the genotypes and phenotypes of the offspring.
 
Submission:
Your submission will be an image or typed response with the answers to the questions for each scenario.
 
Scenario 1:
There is a population of rabbits with either brown or white fur. Brown fur is dominant to white fur. Use B for dominant and b for recessive. One parent is heterozygous and one parent is homozygous dominant.
1. What are the genotypes and phenotypes of each parent?
2. What percentage of the offspring will be homozygous dominant?
3. What percentage of the offspring will be homozygous recessive?
4. What percentage of the offspring will have brown fur?
 
Scenario 2:
In a group of pea plants, some have round seeds and some have wrinkled seeds. Round is dominant and wrinkled is recessive. W is for the dominant and w is for recessive. The parents are heterozygous and homozygous recessive.
1. What is the phenotype of each parent?
2. Create a Punnett square crossing the two parents and record your results as percentages.
    WW_______Ww_______ww_______
3. What percentage of the offspring will be wrinkled? Round?
    Wrinkled_______ Round_______
 
Scenario 3:
In a population of fish, there are multiple colors possible. The alleles in this group are case of incomplete dominance. This means that the dominant allele doesn't completely mask the recessive, and the phenotype can be a mixture of both. The dominant allele is colored red (Y), and the recessive allele is colored yellow (y).
1. In a cross between a fish with the alleles Yy and a fish with yy,
    a. What would the genotype(s) be of the offspring?
    b. What would the phenotype(s) be?
2. In a cross between a homozygous dominant fish and a heterozygous fish,
    a. What would the genotype(s) be as percentages?
    b. What would the phenotype(s) be as percentages?
3. For all of the offspring to be heterozygous and orange in color, what would the alleles of the parents have to be?
 

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