Part A Rise of endomembrane system in the eukaryotic cells generall.pdf
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Part A: Rise of endomembrane system in the eukaryotic cells generally corresponds to the endosymbiotic oridin of mitochondria. Recent researches suggest that the endosymbiotic mitochondria used to secrete the outer membrane vesicles which in turn got evolved into the endomembrane system. Thus it suggest link of mitochondria to the compartment of the cell. part B: The sequnec of the events is : 1, 5, 4, 2, 3. Solution Part A: Rise of endomembrane system in the eukaryotic cells generally corresponds to the endosymbiotic oridin of mitochondria. Recent researches suggest that the endosymbiotic mitochondria used to secrete the outer membrane vesicles which in turn got evolved into the endomembrane system. Thus it suggest link of mitochondria to the compartment of the cell. part B: The sequnec of the events is : 1, 5, 4, 2, 3..
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Vector is living organisms that can transmit infectious diseases between humans or from animals
to humans.Many of these vectors are bloodsucking insects which ingest disease producing
microrganisms during blood meal from an infected host either human or animal and later injected
it into a new host during their subsequent blood meal.
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Solution
There is not adequate information. The reference to context is missing..
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Osmosis & Diffusion
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Microscopy
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Discovering Microbes
Modern Light
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Size of Cells
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components and what can be seen by the naked eye, light
microscope, and electron microscope.
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Microscopy
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ISOLATION OF MITOCHNDRIA
SHAPE , SIZE AND NUMBER OF MITOCHONDRIA
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3.Cell Theory
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The students are advised to practice at least 200-300 questions from the high priority topics mentioned above.
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communicated just within the sight of arabinose)
- GFP, the green fluorescent protein, which gives a green gleam if cells create this sort of protein
Like most other round plasmids, the pGLO plasmid contains a cause (ori), which is a district of
the plasmid where replication will start. The pGLO plasmid was made well known by analysts in
France who utilized it to deliver a green fluorescent rabbit named Alba.
==================================
Q1
IODINE
ACT AS MORDANT
Safranin
SECONDARY SATINING REAGENT
Safranin is a natural stain utilized as a part of histology and cytology. Safranin is utilized as a
counterstain as a part of some recoloring conventions, s.
s 0.02 = 2.210^-16s = 1.110^-14Solutions 0.02 = 2.210.pdf
s * 0.02 = 2.2*10^-16
s = 1.1*10^-14
Solution
s * 0.02 = 2.2*10^-16
s = 1.1*10^-14.
Please find the answers and explanations below1. Dendritic cells .pdf
Please find the answers and explanations below:
1. Dendritic cells and Macrophages (The dendritic cells and macrophages are directly involved in
physical disruption and engulfment of the foreing antigen/pathogen. These cells contain
reservoirs of hydrolytic enzymes which digest the antigen and prevent infection in the body)
2. B lymphocytes and T- lymphocytes (These cells represent the humoral and cell mediated arms
of the immune system. These cells are directly involved in interaction with the antigen either by
presenting them to antibody producing cells or engulfing and digesting the antigen directly)
3. Dendritic cells and T lymphocyes (These cells are directly involved in physical interaction of
the antigen with the cells. These cells contain specific cell surface receptors which are essentially
required for recognition and binding of these cells to the antigen and are also involved in
presenting these cells to other cells for further action)
4. Macrophages and T-lymphocytes (Helper T cells are physically activated by presence of
macrophages and T-lymphocytes which are directly involved in physical interaction of these
cells with the antigen and thus processing of the antigen/pathogen by cell-mediated arm of
immune system)
Solution
Please find the answers and explanations below:
1. Dendritic cells and Macrophages (The dendritic cells and macrophages are directly involved in
physical disruption and engulfment of the foreing antigen/pathogen. These cells contain
reservoirs of hydrolytic enzymes which digest the antigen and prevent infection in the body)
2. B lymphocytes and T- lymphocytes (These cells represent the humoral and cell mediated arms
of the immune system. These cells are directly involved in interaction with the antigen either by
presenting them to antibody producing cells or engulfing and digesting the antigen directly)
3. Dendritic cells and T lymphocyes (These cells are directly involved in physical interaction of
the antigen with the cells. These cells contain specific cell surface receptors which are essentially
required for recognition and binding of these cells to the antigen and are also involved in
presenting these cells to other cells for further action)
4. Macrophages and T-lymphocytes (Helper T cells are physically activated by presence of
macrophages and T-lymphocytes which are directly involved in physical interaction of these
cells with the antigen and thus processing of the antigen/pathogen by cell-mediated arm of
immune system).
import java.util.;public class FirstChars { public static vo.pdf
import java.util.*;
public class FirstChars {
public static void main(String args[]) {
/*Creation of ArrayList of type String */
ArrayList arrList = new ArrayList();
/*Add elements to ArrayList*/
arrList.add(\"Hello\");
arrList.add(\"World\");
arrList.add(\"goodbye\");
/* Displaying array list elements */
System.out.println(\"Element in Array List:\"+arrList);
// Calling
System.out.println(\"first letters of ArrayList:\"+f(arrList));
}
public static String f(ArrayList arrayList){
String s = \"\"; // empty string
for(int i=0;i
Solution
import java.util.*;
public class FirstChars {
public static void main(String args[]) {
/*Creation of ArrayList of type String */
ArrayList arrList = new ArrayList();
/*Add elements to ArrayList*/
arrList.add(\"Hello\");
arrList.add(\"World\");
arrList.add(\"goodbye\");
/* Displaying array list elements */
System.out.println(\"Element in Array List:\"+arrList);
// Calling
System.out.println(\"first letters of ArrayList:\"+f(arrList));
}
public static String f(ArrayList arrayList){
String s = \"\"; // empty string
for(int i=0;i.
odds means number of favorable outcomesnumber of non-favorable outc.pdf
odds means number of favorable outcomes/number of non-favorable outcomes
odds in favor of rolling a 3 = 1/5
Solution
odds means number of favorable outcomes/number of non-favorable outcomes
odds in favor of rolling a 3 = 1/5.
No ones been able to see them because no microscope is strong enou.pdf
No one\'s been able to see them because no microscope is strong enough to magnify anything so
much. But for representation, we just simply use some circles with indications.
For representation Molecules look like round little balls that are either stuck to each other or are
connected by stick like structures. Their specific appearance depends on what they are a
molecule of.
Solution
No one\'s been able to see them because no microscope is strong enough to magnify anything so
much. But for representation, we just simply use some circles with indications.
For representation Molecules look like round little balls that are either stuck to each other or are
connected by stick like structures. Their specific appearance depends on what they are a
molecule of..
Molecular Br2(l) + 2NaI(aq) - 2 NaBr(aq) + I2(s)Net I.pdf
Molecular: Br2(l) + 2NaI(aq) -> 2 NaBr(aq) + I2(s)
Net Ionic: Br2(l) + 2I-(aq) -> 2Br-(aq) + I2(s)
Solution
Molecular: Br2(l) + 2NaI(aq) -> 2 NaBr(aq) + I2(s)
Net Ionic: Br2(l) + 2I-(aq) -> 2Br-(aq) + I2(s).
Ionic bonds are when opposite charges are attracted to each other. P.pdf
Ionic bonds are when opposite charges are attracted to each other. Polar covalent bonds are when
one atom has a greater affinity for electrons than the other, thus the electrons will spent more
time around that atom. This is still sharing, but more like an atom is winning in tug of war with
the electrons. Non-polar covalent bonds are when atoms share the electrons equally.
O2 - no opposite charges, same affinity. Non-polar covalent bonds
CCl4 - C-Cl bonds are polar bonds because they do not have the same affinity as each other.
However, in this case, since 4 C-Cl bonds present (they make up a tetrahedral structure) all the
dipoles (what makes up affinity) cancel each other out resulting in the net dipole to be zero,
giving the compound non-polar covalent bonding.
NaCl - opposite charges. Na + and Cl - thus gives ionic bonding.
Solution
Ionic bonds are when opposite charges are attracted to each other. Polar covalent bonds are when
one atom has a greater affinity for electrons than the other, thus the electrons will spent more
time around that atom. This is still sharing, but more like an atom is winning in tug of war with
the electrons. Non-polar covalent bonds are when atoms share the electrons equally.
O2 - no opposite charges, same affinity. Non-polar covalent bonds
CCl4 - C-Cl bonds are polar bonds because they do not have the same affinity as each other.
However, in this case, since 4 C-Cl bonds present (they make up a tetrahedral structure) all the
dipoles (what makes up affinity) cancel each other out resulting in the net dipole to be zero,
giving the compound non-polar covalent bonding.
NaCl - opposite charges. Na + and Cl - thus gives ionic bonding..
Human capital is the stock of knowledge, habits, social and personal.pdf
Human capital is the stock of knowledge, habits, social and personality attributes, including
creativity, embodied in the ability to perform labor so as to produce economic value.
Alternatively, Human capital is a collection of resources—all the knowledge, talents, skills,
abilities, experience, intelligence, training, judgment, and wisdom possessed individually and
collectively by individuals in a population. These resources are the total capacity of the people
that represents a form of wealth which can be directed to accomplish the goals of the nation or
state or a portion thereof.
It is an aggregate economic view of the human being acting within economies, which is an
attempt to capture the social, biological, cultural and psychological complexity as they interact in
explicit and/or economic transactions. Many theories explicitly connect investment in human
capital development to education, and the role of human capital in economic development,
productivity growth, and innovation has frequently been cited as a justification for government
subsidies for education and job skills training.
It was assumed in early economic theories, reflecting the context, i.e., the secondary sector of the
economy was producing much more than the tertiary sector was able to produce at the time in
most countries – to be a fungible resource, homogeneous, and easily interchangeable, and it was
referred to simply as workforce or labor, one of three factors of production (the others being
land, and assumed-interchangeable assets of money and physical equipment). Just as land
became recognized as natural capital and an asset in itself, human factors of production were
raised from this simple mechanistic analysis to human capital. In modern technical financial
analysis, the term \"balanced growth\" refers to the goal of equal growth of both aggregate
human capabilities and physical assets that produce goods and services.
The assumption that labour or workforces could be easily modelled in aggregate began to be
challenged in 1950s when the tertiary sector, which demanded creativity, begun to produce more
than the secondary sector was producing at the time in the most developed countries in the
world.
Today, most theories attempt to break down human capital into one or more components for
analysis usually called \"intangibles\". Most commonly, social capital, the sum of social bonds
and relationships, has come to be recognized, along with many synonyms such as goodwill or
brand value or social cohesion or social resilience and related concepts like celebrity or fame, as
distinct from the talent that an individual (such as an athlete has uniquely) has developed that
cannot be passed on to others regardless of effort, and those aspects that can be transferred or
taught: instructional capital. Less commonly, some analyses conflate good instructions for health
with health itself, or good knowledge management habits or systems with the instructions they
compile and manage, .
Gregor Mendel is called the father of genetics, because he introduce.pdf
Gregor Mendel is called the father of genetics, because he introduced various terms such as gene,
heredity, offspring, parental generation etc. The three primary sources that were important for
Mendelian genetics are
Cross pollination: Due to this the traits of different plants can be introduced in the offspring.
Plants differing in one character because of which if there was any change in the character of the
plant it was easily noticeable.
The dominant and recessive phenotypes which are responsible to determine which trait will be
shown by the plants.
These 3 are the primary sources of mendelian genetics.
Solution
Gregor Mendel is called the father of genetics, because he introduced various terms such as gene,
heredity, offspring, parental generation etc. The three primary sources that were important for
Mendelian genetics are
Cross pollination: Due to this the traits of different plants can be introduced in the offspring.
Plants differing in one character because of which if there was any change in the character of the
plant it was easily noticeable.
The dominant and recessive phenotypes which are responsible to determine which trait will be
shown by the plants.
These 3 are the primary sources of mendelian genetics..
Exercise 2.1 Explain the accompanying terms quickly trait, space, e.pdf
Exercise 2.1 Explain the accompanying terms quickly: trait, space, element, relationship,
element set, relationship set, one-to-numerous relationship, numerous to-numerous relationship,
interest limitation, cover requirement, covering imperative, feeble element set, total,
what\'s more, part marker.
Answer 2.1 No answer gave yet.
Exercise 2.2 A college database contains data about teachers (recognized
by government managed savings number, or SSN) and courses (recognized by courseid).
Teachers
show courses; each of the accompanying circumstances concerns the Teaches relationship set.
For every circumstance, draw an ER outline that portrays it (expecting that no further
limitations hold).
1. Educators can instruct the same course in a few semesters, and every offering must
be recorded.
2. Educators can instruct the same course in a few semesters, and just the most
late such offering should be recorded. (Accept this condition applies taking all things together
consequent inquiries.)
3. Each educator must show some course.
4. Each teacher instructs precisely one course (no all the more, no less).
5. Each teacher instructs precisely one course (no all the more, no less), and each course
must be educated by some educator.
6. Presently assume that specific courses can be instructed by a group of teachers together,
in any case, it is conceivable that nobody teacher in a group can educate the course. Model this
circumstance, presenting extra element sets and relationship sets if important.
Answer 2.2 Answer overlooked.
5
6 Chapter 2
Exercise 2.3 Consider the accompanying data around a college database:
Educators have a SSN, a name, an age, a rank, and an examination claim to fame.
Ventures have a task number, a supporter name (e.g., NSF), a beginning date, an
finishing date, and a financial plan.
Graduate understudies have a SSN, a name, an age, and a degree program (e.g., M.S.
on the other hand Ph.D.).
Every task is overseen by one educator (known as the venture\'s important specialist).
Every venture is dealt with by one or more educators (known as the undertaking\'s
co-agents).
Teachers can oversee and/or chip away at different activities.
Every task is chipped away at by one or more graduate understudies (known as the
task\'s exploration collaborators).
At the point when graduate understudies chip away at a venture, an educator must manage their
work
on the task. Graduate understudies can deal with different tasks, in which case
they will have a (possibly diverse) chief for every one.
Offices have a division number, an office name, and a principle office.
Offices have an educator (known as the executive) who runs the division.
Teachers work in one or more divisions, and for every office that they
work in, a period rate is connected with their occupation.
Graduate understudies have one noteworthy division in which they are chipping away at their
degree.
Every graduate understudy has another, more senior graduate understudy (known as a
understudy co.
Dichlorine hexoxide(Cl2 O6) is the chemical compound with the formul.pdf
Dichlorine hexoxide(Cl2 O6) is the chemical compound with the formula Cl2O6. This chlorine
oxide is the mixed anhydride of chloric and perchloric acids. It is produced by reaction between
chlorine dioxide and excess ozone:
2 ClO2 + 2 O3 2 ClO3 + 2 O2 Cl2O6 + 2 O2
Solution
Dichlorine hexoxide(Cl2 O6) is the chemical compound with the formula Cl2O6. This chlorine
oxide is the mixed anhydride of chloric and perchloric acids. It is produced by reaction between
chlorine dioxide and excess ozone:
2 ClO2 + 2 O3 2 ClO3 + 2 O2 Cl2O6 + 2 O2.
correct answerA) Carbon atoms occupy positions interstitial in fe.pdf
correct answer:
A) Carbon atoms occupy positions interstitial in ferrite.
Solution
correct answer:
A) Carbon atoms occupy positions interstitial in ferrite..
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YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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