MICR 2420 Lecture Notes - Lecture 12: Biodegradation, Manganese, Submarine

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Bioremediation

Joan L. Slonczewski and John W. Foster

Microbiology:

An Evolving Science

FOURTH EDITION

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Introduction

All living cells need energy to move and grow.

The energy to build cells comes from chemical

reactions.

-Catabolism: breakdown of complex molecules

into smaller ones

-Anabolism: reactions that build cells

Catabolism provides energy for anabolism.

-However, some of the energy is released as

heat.

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Catabolism: The Microbial Buffet

Microbes catalyze many different kinds of substrates.

-Polysaccharides are broken down to disaccharides, and

then to monosaccharides; sugar and sugar derivatives,

such as amines and acids, are catabolized to pyruvate.

-Pyruvate and other intermediary products of sugar

catabolism are fermented or further catabolized to CO2

and H2O via the TCA cycle.

-Lipids and amino acids are catabolized to glycerol and

acetate, as well as other metabolic intermediates.

-Aromatic compounds, such as lignin and benzoate

derivatives, are catabolized to acetate through different

pathways such as the catechol pathway.

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Document Summary

All living cells need energy to move and grow. The energy to build cells comes from chemical reactions. Catabolism: breakdown of complex molecules into smaller ones. However, some of the energy is released as heat. Microbes catalyze many different kinds of substrates. Polysaccharides are broken down to disaccharides, and then to monosaccharides; sugar and sugar derivatives, such as amines and acids, are catabolized to pyruvate. Pyruvate and other intermediary products of sugar catabolism are fermented or further catabolized to co2 and h2o via the tca cycle. Lipids and amino acids are catabolized to glycerol and acetate, as well as other metabolic intermediates. Aromatic compounds, such as lignin and benzoate derivatives, are catabolized to acetate through different pathways such as the catechol pathway. Many carbon sources enter central pathways of catabolism. The use of life forms (usu. microbial) to detoxify to contaminants environmental nontoxic forms) (degrade pollutants. Or reduction, in fermentation or as terminal electron acceptors (anaerobic respiration)

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Case studies for my microbiology course. Please help!

1) The "resistant" threshold for drug A is greater than orequal to 1 mg/L while the "resitant" threshold for drug B isgreater than or equal to 512 mg/L. Explain why there might be thisgreat disparity of values in resistance thresholds (512-fold) foreach antibiotic pharmacologically speaking.

2) The Daily Show with John Stewart showed a cast member beingtreated for the flu with the "best medicine" laughter. The sick guyasked, "Why can't you just give me Zithromax?" A) What class ofdrug is Zithoromax. B) What types of pathogens does Zithoromax workagainst? C) What specific molecule and process does it target? D)What is the etiological agent of "the flu"? E) What's one class ofdrug for treatment of the flu besides an antiviral?

azureelk96

Item 1

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

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Other major issues involve the accepted methods by whichfidelity is measured. There are two major methods described in theliterature for fidelity measurement. The first is throughmathematical measurement that calculates the number ofidentical elements shared between the real world and thesimulation; the greater the number of shared identical elements,the higher the simulation fidelity. A second method tomeasure fidelity is through a trainees' performance matrix.

References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., &Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J.A. Wise, M. Mouloua & P. A. Hancock (Eds.), Humanfactors insimulation and training (pp. 61-73). Boca Raton, FL: CRCPress.

Liu et al. (2009) identified two major methods for measuringfidelity. The first is a mathematical (objective) method thatrequires counting "the number of identical elements shared betweenthe real world and the simulation; the greater the number of sharedidentical elements, the higher the simulation fidelity" (p. 62).The second method involves a performance matrix that compares ahuman's performance in the simulation with that person's real-worldperformance, producing an indirect measure of fidelity.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

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Item 2

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

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Science classrooms offer at least five ways to individualize andto enhance students'learning using games and simulations beyondwhat is possible in informal settings. First, teachers canassign students to teams based on detailed knowledge of learners'intellectual and psychosocial characteristics. Second, incontrast to relatively unguided learning in contexts outside ofschool, science teachers can alter their classroominstruction and support based on the feedback educational games andsimulations provide. Third, science games andsimulations are adaptable to students with special needs,allowing them to be mainstreamed in science classrooms. Fourth,educational games and simulations can prepare students to take fulladvantage of real world field trips in science classrooms. Fifth,teachers through their knowledge of students can relate virtualexperiences in science games and simulations to what is happeningin the real world or in their personal lives.

References:
Dede, C. (2009). Learning context: Gaming, gaming simulations, andscience learning in the classroom. Paper commissioned for theNational Research Council Workshop on Gaming and Simulations,October 6-7, Washington, DC. Retrieved from:http://www7.nationalacademies.org/
bose/Dede_Gaming_CommissionedPaper. pdf

According to Dede (2009), different games can be assigned andused based on students' characteristics. Information about studentperformance when playing games can help science teachers plansubsequent classroom activities. Games also can be utilized forstudents with special needs, which can be selected to match theirability levels.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 3

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

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Major changes within organizations are usuallyinitiated by those who are in power. Such decision-makerssponsor the change and then appoint someone else - perhaps thedirector of training - to be responsible for implementing andmanaging change. Whether the appointed change agent is in trainingdevelopment or not, there is often the implicit assumptionthat training will "solve the problem." And, indeed, training maysolve part of the problem.... The result is thatpotentially effective innovations suffer misuse, or even no use, inthe hands of uncommitted users.

References:
Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

When major changes are initiated in organizations, "... there isoften the implicit assumption that training will 'solve theproblem.' And, indeed, training may solve part of the problem."(Dormant, 1986, p. 238).

References:
Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 4

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

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There is no other way to accommodate the facts thatdifferent children learn at different rates and have differentlearning needs. But to have an attainment-based ratherthan time-based system, we must in turn have person-based progressrather than group-based progress. And that in tum requireschanging the role of the teacher to that of a coach orfacilitator/manager,rather than that of dispenser ofknowledge to groups of students who pass by at the ring of a belllike so many little widgets on an assembly line.

References:
Reigeluth, C. M. (1994). The imperative for systemic change. In C.M. Reigeluth & R. J. Garfinkle (Eds.). Systemic change ineducation. Englewood Cliffs, NJ: Educational TechnologyPublications.

In the new paradigm of the information age, rather than servingas a dispenser of knowledge as teachers did in the industrial age,their role must change to that of coach or facilitator of learning(Reigeluth, 1994). There is no other way to accommodate the factsthat different children learn at different rates and have differentlearning needs (Reigeluth, 1994, p. 8).

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

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Item 5

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

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The philosophical position known as constructivismviewsknowledge as a human construction. The variousperspectives within constructivism are based on the premise thatknowledge is not part of an objective, external realitythat is separate from the individual.Instead,human knowledge, whether the bodies of content in publicdisciplines (such as mathematics or sociology) or knowledge of theindividual learner; is a human construction.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

Constructivist philosophers assert that knowledge is made byhumans themselves. Knowledge is not "out there" in some externalreality separate from us. It is we humans who create the content indisciplines such as math and biology. That knowledge would notexist without people making it.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

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viridianwombat824

SEQUANCE:

5'- GCU UGG GCU GCU GAU GCU CUU UAA CAU AGA GCU AAU AUU -3'

=======================================================================================

3- Convert your mRNA sequence into a DNA sequence, then make itdouble-stranded by writing the complementary sequence below.

4- Transcribe (write an RNA sequence) and translate (write anamino acid sequence) both the "top" and "bottom" strands startingwith the first nucleotide. You must use the genetic code in yourtextbook or in your lecture notes for this step. DO NOT use thetable above. If you encounter a stop codon, your protein sequenceis done at that point.

Use the single letter designation for amino acids as givenbelow.

Alanine (A)	Aspartic acid (D)	Asparagine (N)	Arginine (R)
Cysteine (C)	Glycine (G)	Glutamic acid (E)	Glutamine (Q)
Histidine (H)	Isoleucine (I)	Leucine (L)	Lysine (K)
Methionine (M)	Proline (P)	Phenylalanine (F)	Serine (S)
Threonine (T)	Tryptophan (W)	Tyrosine (Y)	Valine (V)

5- Use your original DNA sequence from #3. Add an A to the 5'end of the "top" strand, then write the complementary sequence onthe bottom. Add a GC to the 5' end of the

"bottom" strand, then write the complementary sequence on the top.Transcribe and translate both the "top" and "bottom" with this newsequence.

What kind of mutation(s) was introduced in the "top" strand?

What kind of mutation(s) was introduced in the "bottom"strand?

6- Use your original DNA sequence from #3. Starting at the 5'end on the "top" strand of your original sequence from part 3,delete the second A, the third G, and the fourth C along with thecomplementary nucleotides on the bottom strand. Transcribe andtranslate both the "top" and "bottom" with this new sequence.

What kind of mutation(s) was introduced in the "top" strand?

What kind of mutation(s) was introduced in the "bottom"strand?

7. Use your original DNA sequence from #3. Starting at the 5'end of the "top" strand, change the third G to an A, then changethe complementary nucleotide in the bottom. Starting at the 5' endof the "bottom" strand, change the third C to a T, then change thecomplementary nucleotide on the top. Transcribe and translate boththe "top" and "bottom" with this new sequence.

a. What kind of mutation(s) was introduced in the "top"strand?

b. Whatkind of mutation(s) was introduced in the "bottom" strand?

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MICR 2420 Lecture Notes - Lecture 12: Biodegradation, Manganese, Submarine

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