Ultroglo ATP assay and ames test

Ultroglo ATP assay and ames test. Ultroglo ATP assay and ames test. Write about two assays under the followind points:(each assay in a page)
1. Background of the assay and how they are a part of implant biocompatibility testing.
2. Application of the assay
3. previous research/uses of the application/experiment
4. reasons for method/experiment
5 conclusion
Harvard style referencing ( in the paragraph also eg: (James, 2017)
do it in word microsoft.

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Ultroglo ATP assay and ames test

Ultroglo ATP assay and ames test

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what extent does hydrogen peroxide affect the enzyme activity of Ovis Aries liver

what extent does hydrogen peroxide affect the enzyme activity of Ovis Aries liver. what extent does hydrogen peroxide affect the enzyme activity of Ovis Aries liver. This is an IA (lab report) The research question is "What is the effect of increasing the concentration of catalase on the rate of chemical reaction?" In the picture I uploaded, I put all the results of the expirements so please use these results in the lab report with the specifc amount/quantities I used dont change them. I have also uploaded the method however, ofcourse rewrite it in a better, formal way. The lab report needs to be in the IA format so please google all the requirements of the IA because I need to have every single detail ( eg: introduction, hypothesis, evaluation, graph, variabl

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what extent does hydrogen peroxide affect the enzyme activity of Ovis Aries liver

what extent does hydrogen peroxide affect the enzyme activity of Ovis Aries liver

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Build a phylogenetic

Build a phylogenetic. Build a phylogenetic. For this assignment, you will use an amino acid sequence from a specific protein found in a wide variety of plants. Proteins are composed of smaller molecules called amino acids. The amino acids are arranged in a specific sequence, which determines the shape and function of the protein. The sequence of amino acids in a particular protein can vary slightly among different organisms because of small mutations that have occurred over evolutionary time. The more evolutionary time has passed, the greater the number of mutations that could have occurred to change the amino acid sequence. If two organisms recently shared a common ancestor, then the amino acid sequences of their proteins should be similar. If two organisms last shared a common much farther in the past, then their amino acid sequences will have greater differences.

The protein you will use for this assignment is called Bet v 1. Proteins are often named after the organism where they were first found. In this case, the Bet v 1 protein was found in birch trees, which have the scientific name Betula verrucosa (hence Bet v 1 protein). The Bet v 1 protein helps plants defend against certain types of pathogens and is found in many different types of plants, including peaches, cherries, celery, tomato and potato and, of course, birch trees.

Here is a list of 15 plant species you will include in your analysis of Bet v 1.

celery
carrot
parsley
kiwi
cherry
peach
pear
strawberry
raspberry
apple
apricot
birch
soybean
potato
tomato

Compare these 15 types of plants to each other. Which are, in your opinion, more similar to each other and which are less similar? Why? Try to think about whether these similarities are required for function or if they are similar for another reason that isn’t apparent to you.

For example, you may think that apples and pears both have stems because the stem is required to hang that fruit. You may therefore conclude that stems are necessary for this particular function. You may also recognize that raspberries and strawberries both have their seeds on the outside but this similarity is not necessary for function because seeds on the inside work just as well.

Record your comparisons (at least three or four) on a piece of notebook paper. Write your name on the paper because you’ll turn this in later.

You have just developed a hypothesis about which structural similarities are homologies and which are not. You could use the homologies to build a phylogenetic tree by grouping together organisms with shared homologies. If you hypothesize that two organisms share a homology, then you are also hypothesizing that those two organisms share a common ancestor. Using homologies to develop phylogenetic trees is a very important tool in evolutionary biology.
Another tool is to use genetic information, such as DNA and proteins. DNA and proteins can vary among organisms due to mutations that change the nucleotide or amino acid sequence. Because genetic mutations accumulate over time, closely related organisms will be genetically similar. More distantly related organisms will be genetically less similar. You will use the amino acid sequence for Bet v 1 from the 15 plant species to obtain a phylogenetic tree. Below is the amino acid sequence for each species. Some sequences, such as raspberry, are a bit shorter but this will not be a problem.

>Celery
MGVQTHVLELTSSVSAEKIFQGFVIDVDTVLPKAAPGAYKSVEIKGDGGPGTLKIITLP

>Carrot
MGVQKHEQEITSSVPAEKMGHGLILDIDNILPKAAPGAYKNVEIKGDGGVGTIKHITLP

>Parsley
MGAVTTDVEVASSVPAQTIYKGFLLDMDNIIPKVLPQAIKSIEIISGDGGAGTIKKVTLG

>Kiwi
MGAITYDMEIPSSISAEKMFKAFVLDGDTIIPKALPHAITGVQTLEGDGGVGTIKLTTFG

>Cherry
MGVFTYESEFTSEIPPPRLFKAFVLDADNLVPKIAPQAIKHSEILEGDGGPGTIKKITFG

>Peach
MGVGTYESEFTSEIPPPRLFKAFVLDADNLVPKIAPQAIKHSEILEGDGGPGTIKKITFG

>Pear
MGLYTFENEFTSEIPPPRLFKAFVLDADNLIPKIAPQAIKHAEILEGNGGPGTIKKITFG

>Strawberry
MGVFTYESEFTSVIPPPKLFKAFVLDADNLIPKIAPQAVKSAEIIEGDGGVGTIKKIHLG

>Raspberry
YTSVIPPPKLFKAFVLDADNLIPKIAPQAVKSVEIIEGDGGVGTVKKIHLG

>Apple
MGVFNYETEFTSVIPPARLFNAFVLDADNLIPKIAPQAVKSAEILEGDGGVGTIKKINFG

>Apricot
MGVFTYETEFTSVIPPEKLFKAFILDADVLIPKVAPTAVKGTEILEGDGGVGTIKKVTFG

>Birch
MGVGNYETETTSVIPAARLFKAFILDGDNLFPKVAPQAISSVENIEGNGGPGTIKKISFP

>Soybean
MGVFTSESEHVSPVSAAKLYKAIVLDASNVPPKALPNFIKSVETIEGDGGPGTIKKLTLA

>Potato
MGVTSYTLETTTPVAPTRLFKALVVDSDNLIPKLMPQVKNIEAEGDGSIKKMTFV

>Tomato
MGVTTYTHEDTSTVSPNRLFKALVIDGDNLIPKLMPNVKNVETEGDGSIKKINFV

Each letter indicates 1 of 20 possible amino acids. For example, nearly all of the sequences begin with M, which represents Methionine. If you compare the first three amino acids of the sequences, most begin with MGV, MGA or MGL. The third amino acid varies among the different plants, which is due to mutational differences that have occurred over time. You might hypothesize that species with the V amino acid at the third position are more closely related to each other than they are to those with an A or L at the third position. Comparing all of the sequences manually to develop a phylogenetic tree would be a very difficult task. Fortunately, there are computer programs that do this for us.

Follow the instructions below to develop a phylogenetic tree for the 15 plant species using Bet v 1 amino acid sequences.

1. Go to the course website in Moodle. Scroll down to the link that says “Bet v 1 Protein Sequences.” Follow the link to find the Bet v 1 sequences.
2. Copy all 15 sequences from the website, starting at “>Celery” and ending on the line below “>Tomato”. You must include the lines beginning with the greater than sign and the sequences. Do not copy the start here and end here lines.
3. Navigate to the website http://phylogeny.lirmm.fr/phylo_cgi/index.cgi. There is a link on the course website. You’ll probably have to resize the new window that opens.
4. Scroll down a bit and click on “One click” under the heading “Phylogeny analysis”
5. Paste what you have previously copied into the giant white box in the center of the page, located directly under “Or paste it here”. You do not need to provide a name or your e-mail address.
6. Do not click any other boxes and click on submit. The entire process should take no more than about two minutes. The website is automatically doing two things for you:
a. Align the sequences. You probably noticed the sequences are not the same length. For example, the raspberry sequence is incomplete and therefore shorter than the other sequences. The sequences have to be properly aligned to get a reasonable analysis.
b. Analyze the aligned sequences. The computer uses a maximum likelihood analysis technique that is a mathematically complex but very robust. Many analyses take hours or days to run but our data set is very small so the analysis will be quick.
7. After the analysis is complete, you should now see a phylogenetic tree. Click on the PDF button under the heading “Download the tree”, which is right below the tree.
8. Print this PDF file and attach the scrap piece of paper that you jotted down the similarities on earlier.
The phylogenetic tree that you obtained is an real hypothesis about the evolutionary relationships among these 15 plant species, based on the Bet v 1 amino acid sequence. The numbers on the top of the tree branches indicate the likelihood that that particular branching is correct (it’s not a probability though; typically a value of 70 or higher is good).

Study the tree. Does it make sense to you? In other words, are plants that you thought might be closely related actually closely related?

On your scrap piece of paper that you attached to the PDF file, list some relationships that surprised you. If you can’t find any, list some that you predicted. But seriously, did you really predict kiwis are more closely related to celery and carrots than to strawberries?

Feel free to play around with the buttons and experiment with new types of views for your phylogeny. If you click on the “Alignment” tab above the tree, you’ll see the final alignment of your amino acid sequences. Notice the dashes that were added to the start of the raspberry sequence. The dashes indicate missing information. Notice that most of the amino acids vary but that some never change. For example, all of the plants have a “PK” near the middle of the sequence, and all have a K in the 6th to last position (the last green shaded column). These unvarying amino acids might be critical to the function of the Bet v 1 protein.

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Build a phylogenetic

Build a phylogenetic

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Point of Care (POC) Project

Point of Care (POC) Project. Point of Care (POC) Project. completely and fully by your own words only base on order instruction (as file attachment)..please consider only answers of questions on completed order file so No questions include it also.
Order instruction uploaded as file . please first read order instruction and then answers 12 questions of POC project.

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Point of Care (POC) Project

Point of Care (POC) Project

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antibacterial activity of nisin

antibacterial activity of nisin. antibacterial activity of nisin. Write one paragraph as an analysis of the article once finished then Answer the following questions separately in different paragraphs. Cite the paper uploaded.

1.Fig 5 shows that in vitro release profiles in phosphate buffer of pure nisin or nisin from from nanocapsules are very similar.Based on this figure the encapsulation did’t bring an advantage i.e. better control the release of nisin.
In this case why the authors encapsulated nisin ?

2.There are some interactions between nisin and the two polymers ?If yes, with which polymer and what type of interactions ?
3.Explain the role of surfactant on the encapsulation of nisin ? What are other syrfactants which can play the same role ?

4.Is chitosan soluble in water ? Please discuss the water solubilities of all reagents used in nanocapsules preparation.

5.Based on TEM micrographs in fig. 4 showing the encapsulated nicin.
Please give particles size and parameters which can influence it as well as encapsulation efficacy.
6.  describe how the antibacterial activity of nisin was evaluated and the findings illustrated in fig 6 ?

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antibacterial activity of nisin

antibacterial activity of nisin

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Gene expression lab report of experiment

Gene expression lab report of experiment. Gene expression lab report of experiment. he first three PDF files uploaded are extremely detailed and important, they are the requirements/guidelines given by my professor in how he wants the report and what’s required, the amount of words per section, what to put in each section, where to look up references, etc.
This lab report requires 6 sources for introduction, 2 of them I’m giving to you, they are the class book and lab manual. the other 4 have to be peer review and where to look up reference says where to look it up. Sources have to talk about topics like gene expression, plasmids especially the ones we used in lab(puc18 and lux), transformation efficiency, antibiotics, plasmids in wild, quorum sensing, gram negative and gram positive.
The lab manual also has the experiment we did in class read everything about lab manual very carefully, it talks about gene expression, our experiment, methods, some results in tables we got too which I included upladed as tables in a doc. Of course they have to be explained.
Every table/graph (read requiremnts in uploaded files), have to have summary underneath it so professor can understand what represents. Also include the plate pics uploaded.

Explanation of results should be in discussion section i thin k, but double check in quideline for writing uploaded.
You have to explain and mention why besides human error we could have gotten a higher transformation efficiency for lux when it should be puc18 higher like mentioned in lab manual. Also, explain why only the LB/AMP lux had bioluminescence. And anything else remeber  you have the sample paper as a guide for what needs to be discussed.
The sample paper I uploaded it’s from a team member, she’s missing stuff but so you can have an idea and guide of what the lab report should look like. Her results in table for transformation are not right she has to change it to the ones I gave you. DO NOT copy anything from her since professor checks for plagiarism.

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Gene expression lab report of experiment

Gene expression lab report of experiment

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Brassica rapa growth in response to elevated atmospheric carbon dioxide in crude oil-polluted environment

Brassica rapa growth in response to elevated atmospheric carbon dioxide in crude oil-polluted environment. Brassica rapa growth in response to elevated atmospheric carbon dioxide in crude oil-polluted environment. . Add the tables and figures after the results section and reference to it when writing the results.
– please include figure and table legend other than the ones in the words docs that I gave you because the one I have on there are just for you to know which one is which
– if you can describe the result and not just say the data
– in our result, we got that cells that have high oil and control (400) co2 did not grow well but the cells that have high oil and high co2 (800) they grow good so this support our hypothesis
– PLEASE include the f ratio which is also in the word doc I gave you, the f ratio work like the p value and anything greater than 0.05 is not significantly different and if it less we reject the null hypothesis
– The letters above each bar in the graphs mean that if two bars have the same letter they will be similar and if they don’t have the same letter that mean they are different so it’s like showing you which ones is similar and which ones are different please make sure you describe them in the result and mention them in the Discussion section as well as the f ratio
– Also in our data, the biomass was lower than the low oil and none oil across all the chambers make sure you describe that and mention it as well
– Include all the 5 tables and the 5 figures with legends and description of each
_ we are using new motor oil instead of Crude oil, in the proposal we talked about using crude oil but the greenhouse lab at our university couldn’t afford crude oil.

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Brassica rapa growth in response to elevated atmospheric carbon dioxide in crude oil-polluted environment

Brassica rapa growth in response to elevated atmospheric carbon dioxide in crude oil-polluted environment

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Mind map the functions of enzymes and a typical biochemical pathway

Mind map the functions of enzymes and a typical biochemical pathway. Mind map the functions of enzymes and a typical biochemical pathway. Create a mindmap for the functions of enzymes and a typical biochemical pathway. Make sure this work is reference correctly. You may also add a small reference piece

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Mind map the functions of enzymes and a typical biochemical pathway

Mind map the functions of enzymes and a typical biochemical pathway

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Internal Assessment IB: Effectiveness of inhibition of different antibiotics on different bacteria

Internal Assessment IB: Effectiveness of inhibition of different antibiotics on different bacteria. Internal Assessment IB: Effectiveness of inhibition of different antibiotics on different bacteria.

Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment, worth 40% of the final assessment, consists of one scientific investigation. This is an extremely weighty assignment. Extremely. The individual investigation should cover a topic that is commensurate with the level of the course of study. The internal assessment task will be one scientific investigation taking about 10 hours and the write-up should be about 6 to 12 pages long. Investigations exceeding this length will be penalized in the communication criterion as lacking in conciseness. The task produced should be complex and commensurate with the level of the course. It should require a purposeful research question and the scientific rationale for it.

I have already one most of what is required. However, the paper requires a lot of editing. First and foremost, my IA aims to answer the following question: To what extent does the effectiveness of inhibition of different antibiotics vary with different strains of bacteria? You will see that I’ve carried out my actual experiment, and presented all data necessary. All you need to do is consider all comments highlighted in red in (Zere_Turlykhanova_IA_Sub_1_2.docx). Furthermore, you will need to conduct extra research on the topic and fill in the blanks. The blanks include “Qualitative Data” table, which aims to assess what was going on during the lab. This can be found online. The two most important sections, Conclusion and Evaluation, come right after Table 5 and before Appendices. This section will assesses the extent to which the student’s report provides evidence that the student has selected, recorded, processed and interpreted the data in ways that are relevant to the research question and can support a conclusion.
Appropriate and sufficient data processing is carried out with the accuracy required to enable a conclusion to the research question to be drawn that is fully consistent with the experimental data. The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on the analysis. Furthermore, your job is to correctly interpret he processed data iso that a completely valid and detailed conclusion to the research question can be deduced. A conclusion is must be correctly described and justified through relevant comparison to the accepted scientific context, and research question. In short, you can read about these further in the links below:

http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/4954/Biology%20Internal%20Assessment%20.pdf
https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_4_biolo_gui_1402_1_e&part=9&chapter=5
https://sites.google.com/a/canacad.ac.jp/dpbio-davef/labs/internal-assessment-criteria

The most important thing is to follow the criteria. You can easily achieve a top mark, only if you go through the rubric as if it was a check-list. 70% of the paper is already completed, however I do expect you to touch up on what was already said via imperative comments provided. Then, I expect you to analyse data at hand and provide thorough analysis, which again follows the criteria.

Feel free to contact me or look up samples of graded work. This should be easy if you follow the rubric. On top of that, though this is a scientific paper, please be as eloquent and profound in your English. It’s a very weighty piece of work. p(5)

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Internal Assessment IB: Effectiveness of inhibition of different antibiotics on different bacteria

Internal Assessment IB: Effectiveness of inhibition of different antibiotics on different bacteria

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Romanov Mystery assignment

Romanov Mystery assignment. Romanov Mystery assignment. The Romanov family ruled Russia for 300 years. In 1918, the last ruling Romanov, Nicholas II, and his family were executed and buried in a mass grave in Siberia. When the grave was exhumed, two of the bodies were missing. In this module, use forensic tools to solve the mystery of the missing Romanovs.

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Romanov Mystery assignment

Romanov Mystery assignment

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