This document provides an assignment on infectious disease defense in biology. It includes 16 multiple choice and short answer questions covering topics like pathogens, the immune system, antibiotics, HIV/AIDS, and interpreting graphs about disease progression. Students are asked to complete the questions, cite sources, highlight key terms, and complete a self-assessment rubric before submitting.
Spider silk is considered to be the toughest biomaterial, whose mechanical strength far exceeds that of steel and Kevlar, and finds attractive commercial applications ranging from specialty ropes to medical materials. Owing to the difficulties in its production using spiders, alternative host systems and engineering methods have been investigated to develop suitable production systems that can efficiently produce spider silk protein. Escherichia coli is the most widely investigated heterologous host system due to its extensive use in other genetic recombination schemes, allowing straightforward gene manipulation and production through well-known fermentative processes. Several bioengineered proteins inspired by the golden orb-weaving spider Nephila clavipes, have been cloned, expressed and purified successfully. Here, we show that proteins of different molecular weights ranging from 30–90 kDa have been fermented at 10L scales with optical densities reaching 80–120 and purified using affinity chromatography. Upon production of sufficient quantities of synthetic spider silk, we will next explore the structure-function properties of these biomaterials for functional outcomes.
Molecular Biologist Academic CV for Industry or Private Sector Consideration Sirie Godshalk
Molecular Biologist with over thirteen years of hands-on research experience, impactful writer and presenter, dynamic leader and enthusiastic team player with an eye for great ideas and a passion to move science in new directions seeks challenging opportunities beyond the bench.
Identification of genetic regions in the yuk operon of Bacillus subtilis that are differentially required for secretion of YukE, a homolog to the virulence factor, ESXA in Mycobacterium tuberculosis
Linking Phenotype Changes to Internal/External Longitudinal Time Series in a ...Larry Smarr
Invited Presentation at EMBC ‘16
38th International Conference of the IEEE Engineering in Medicine and Biology Society Symposium: The Quantified Self: Visions for the Next Decade of Persistent Physiological Monitoring
Orlando, FL
August 18, 2016
Spider silk is considered to be the toughest biomaterial, whose mechanical strength far exceeds that of steel and Kevlar, and finds attractive commercial applications ranging from specialty ropes to medical materials. Owing to the difficulties in its production using spiders, alternative host systems and engineering methods have been investigated to develop suitable production systems that can efficiently produce spider silk protein. Escherichia coli is the most widely investigated heterologous host system due to its extensive use in other genetic recombination schemes, allowing straightforward gene manipulation and production through well-known fermentative processes. Several bioengineered proteins inspired by the golden orb-weaving spider Nephila clavipes, have been cloned, expressed and purified successfully. Here, we show that proteins of different molecular weights ranging from 30–90 kDa have been fermented at 10L scales with optical densities reaching 80–120 and purified using affinity chromatography. Upon production of sufficient quantities of synthetic spider silk, we will next explore the structure-function properties of these biomaterials for functional outcomes.
Molecular Biologist Academic CV for Industry or Private Sector Consideration Sirie Godshalk
Molecular Biologist with over thirteen years of hands-on research experience, impactful writer and presenter, dynamic leader and enthusiastic team player with an eye for great ideas and a passion to move science in new directions seeks challenging opportunities beyond the bench.
Identification of genetic regions in the yuk operon of Bacillus subtilis that are differentially required for secretion of YukE, a homolog to the virulence factor, ESXA in Mycobacterium tuberculosis
Linking Phenotype Changes to Internal/External Longitudinal Time Series in a ...Larry Smarr
Invited Presentation at EMBC ‘16
38th International Conference of the IEEE Engineering in Medicine and Biology Society Symposium: The Quantified Self: Visions for the Next Decade of Persistent Physiological Monitoring
Orlando, FL
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This course on "Immunology and Bacterial Serology" provides a comprehensive understanding of the principles and techniques involved in immunology, including the study of immunity, immune response, antigen-antibody reactions, serological tests, and the application of these in the diagnosis of human diseases. The course also introduces students to the laboratory aspects of immunology and serology, including the preparation and execution of various diagnostic tests.
Created by: Mr. Attuluri Vamsi Kumar, Assistant Professor, Department of MLT, UIAHS, Chandigarh University, Mohali, Punjab. For more details website: https://www.mltmaster.com
BIO 101 Introduction to Biology TUI
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BIO 101 Module 1 Introduction to Science
BIO 101 Module 1 Discussion
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Discussion: Life’s Extreme Environments
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BIO 101 MODULE 1 INTRODUCTION TO SCIENCE
BIO 101 MODULE 1 DISCUSSION
Discussion: Life’s Extreme Environments
Discussion Topic
Everything we know about life comes from studying our own planet. Recent discoveries about life forms in extreme environments have renewed scientists’ interest in looking for life elsewhere.
BIO 1030, Principles of Biology 1 Course Description .docxAASTHA76
BIO 1030, Principles of Biology 1
Course Description
Principles of Biology contains an introduction to all major areas of general biology. The relevance and contribution of this
discipline to business, health care, policy creation, and other sciences is highlighted in this course.
Course Textbook
Krogh, D. (2014). Biology: A guide to the natural world (5th ed., Technology update). Upper Saddle River, NJ:
Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate concepts and theories of basic biological sciences, including the scientific method, cellular processes,
heredity, and biodiversity.
2. Generate logical interpretations and conclusions based on various representations of scientific data.
3. Examine the basic properties of living organisms, to include the categorization of life.
4. Explain various chemical processes within living organisms.
5. Analyze the fundamental structure and function of the cell.
6. Compare and contrast the phases of mitosis and meiosis.
7. Predict genotypes based on patterns of heredity and pedigree information.
8. Examine macromolecules to include synthesis, structure, and function.
9. Relate biological concepts to current real-world issues and technology.
Academic Integrity
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2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
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3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources.
5. Suggested Reading: Suggested Readings are listed in Units I-VII. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
BIO 1030, Principles of Biology
Course Syllabus
BIO 1030, Principles of Biology 2
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course of study.
7. Discussion Boards: Discussion Boards are part of all Waldorf term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be comple ...
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Essential biology 6.3 defense against infectious disease (sl only) 2010
1. Essential Biology 6.3Defense Against InfectiousDisease(Core) Due Date:
Student Name: CandidateNumber: 002171-
Stephen Taylor Bandung International School http://sciencevideos.wordpress.com
Blog resource: http://tinyurl.com/268qtly Click4Biology:http://tinyurl.com/2dkj49q
Cite all sources usingtheCSE method (or ISO 690 Numerical in Word). The firstexample has been done for you.
Highlightall objective1 command terms in yellow and complete these before class. Highlightall objective2 and 3
command terms in green – these will bepart of the discussions in class.After class,go back and review them. Link
thoughts arefor discussions and reviewonly – you don’t need to answer them here unless you want to.
Complete the self-assessment rubric before submittingto Moodle. Avoid printingthis if possible.
1. Define pathogen.
“An organismor virusthatcausesdisease.” (1 p. 49)
2. List some examplesof illnesswhichare pathogenicandnon-pathogenic.
Pathogenic:
Non-pathogenic:
3. Outline one example of aninfectionbyeachof the followingtypesof pathogens:
Type of pathogen BACTERIA VIRUS FUNGI PROTOZOA
Example disease Cholera
Pathogen Vibrio cholerae
Method of
transmission
Contaminated
drinking water or
food
Symptoms
Severe diarrhea
and vomiting
Treatment
Urgent oral
rehydration,
antibiotics
Dangers
Death by
dehydration
4. Explainwhyantibioticscanbe usedto treatbacterial infectionsbutnotviruses.
Link thought:howdoesoveruseof antibioticslead to antibioticresistance?
2. Essential Biology 6.3Defense Against InfectiousDisease(Core) Due Date:
Student Name: CandidateNumber: 002171-
Stephen Taylor Bandung International School http://sciencevideos.wordpress.com
5. In the space below,drawandannotate twosimple line graphstodistinguishbetweenthe action
of bacteriostaticandbacteriocidal antibiotics:
Link thought:howdoesoveruseof antibioticslead to antibioticresistance?
6. Outline the role of skinandmucousmembranesinprimarydefense (actingasbarriersagainst
pathogens):
Skinisa toughbarrier
Hairs,e.g.nose
Mucous, suchas in
nose,airways
Acidicconditions(e.g.
stomachand vagina)
Lysozymes
Natural organisms
7. State the functionsof the followingcomponentsof the blood:
Lymphocytes Immune response –e.g.B-cellsandT-cells
Phagocyticleukocytes
(macrophages)
Erythrocytes
Platelets
Plasma
8. Outline howphagocyticleukocytesingestpathogensinthe bloodandbodytissues.
Methodof membrane
transport:
How doesitwork?
3. Essential Biology 6.3Defense Against InfectiousDisease(Core) Due Date:
Student Name: CandidateNumber: 002171-
Stephen Taylor Bandung International School http://sciencevideos.wordpress.com
9. Distinguishbetweenantibodiesandantigens.
Link thought: howisthis importantin ABOblood typing and how is thatan exampleof codominance?
10. Explainhowantibodiesare produced.
There are manydifferenttypesof lymphocytesinthe
immune system.
Link thought: antibodiesareglobularproteinsproduced by lymphocytes.Explain how thefinalantibody
is produced fromthegenetic information in the lymphocytenucleus,to a level of detail appropriateto
yourlevel of study.
11. State the role of memorycellsfollowinganinfection.
Antibody
A globularprotein. (reviselevelsof protein structure)
Producedaspart of the immune response.
Specifictothe antigenonthe pathogen – the antigenbinding
site isanalogoustothe active site of an enzyme.
4. Essential Biology 6.3Defense Against InfectiousDisease(Core) Due Date:
Student Name: CandidateNumber: 002171-
Stephen Taylor Bandung International School http://sciencevideos.wordpress.com
12. Define the termsHIV andAIDS
HIV =
AIDS=
13. Outline the effectsof HIV onthe immune system.
Effecton lymphocytes
Effecton antibodyproduction
Effecton health
14. Discussthe cause,transmissionandsocial implicationsof HIV/AIDS.
Cause
Methodsof transmission
Social implications
15. Outline some of the economicimpactsof HIV inthe developingworld.
5. Essential Biology 6.3Defense Against InfectiousDisease(Core) Due Date:
Student Name: CandidateNumber: 002171-
Stephen Taylor Bandung International School http://sciencevideos.wordpress.com
16. The graph belowshowsthe progressionof atypical case of HIV.CD4 cellsare those attackedby
the HIV virus.Once levelsof theselymphocytesdropbelow acritical value,the immunesystem
isno longerable tofightinfectionandAIDSisdiagnosed.
a. State the CD4 cell countat whichAIDS islikelytobe diagnosed.
b. Deduce,withareason,the periodinwhicha personinfectedwithHIV ismostlikelytopass
it onto someone else.
c. Describe the effectsof HIV onthe immune systemovertime.
d. Identifythe periodinwhichotherillnessesare mostlikelytoresultindeath.
6. Essential Biology 6.3Defense Against InfectiousDisease(Core) Due Date:
Student Name: CandidateNumber: 002171-
Stephen Taylor Bandung International School http://sciencevideos.wordpress.com
Works Cited
1. Allott, Andrew.IB Study Guide: Biology forthe IB Diploma. s.l. : OxfordUniversityPress,2007. 978-0-
19-915143-1.
2. Mindorff,D and Allott,A. Biology CourseCompanion. Oxford :OxfordUniversityPress,2007. 978-
099151240.
3. Clegg,CJ. Biology for theIB Diploma. London : HodderMurray, 2007. 978-0340926529.
4. Campbell N., Reece J., Taylor M., Simon.E. Biology Conceptsand Connections. SanFransisco :
PearsonBenjaminCummings,2006. 0-8053-7160-5.
5. Taylor, Stephen.ScienceVideo Resources. [Online] Wordpress,2010.
http://sciencevideos.wordpress.com.
6. Burrell, John.Click4Biology. [Online]2010. http://click4biology.info/.
7. IBO. Biology SubjectGuide. [Online] 2007. http://xmltwo.ibo.org/publications/migrated/production-
app2.ibo.org/publication/7/part/2/chapter/1.html.
SelfAssessment:
Essential Biology Assessment
Criterion Complete (2) Partially complete (1) Self MrT
Presentation &
Organisation
NA Complete and neat. All command terms
highlighted,tables and diagrams well presented.
Academic
Honesty
NA
Sources cited using theCSE(ISO 690numerical)
method, with Works Cited section completeand
correct.
Objective 1
understanding
All answers for the following command terms
correct:
Most answers for the following command terms
correct:
Define Draw Label List Measure State
Objective 2
understanding
All answers for the following commandterms correct:
Most answers for the following command terms
correct:
Annotate Apply Calculate Describe Distinguish Estimate Identify Outline
Objective3
understanding
All answers for the following commandterms correct:
Most answers for the following command terms
correct:
Analyse Comment Compare Construct Deduce Derive Design Determine Discuss
Evaluate Explain Predict Show Solve Sketch Suggest
Logic, notation,
mathematical
working
NA
Answers are presented in a logical and concise
manner. SI units used most times, with correct
unit symbols and definitions ofterms. All
mathematical working shown.
Further research NA
Evidence is apparent ofresearch and reading
beyond the textbook and presentations to find
correct answers to challenging questions. Ifany
questionsare unanswered, thiscriterion scores
zero.
Total (max 10):