BIO 250 ATP And Photosynthesis Questions
BIO 250 ATP And Photosynthesis Questions
Cell Biology, BIO 250 Exam 3 Essay questions
This is ‘take home’ exam, and you are welcome to use your notes. You must work alone, and your responses must be in your own words, not copied straight from notes. ‘Turn it In’ will be turned on in the submission box. Please be both clear and concise with your prose. Please contact me if you need any clarification on the questions. 45 pts total Your submission is due in the submission folder on Wednesday, 11/16, 11:00 pm. 1. How do plants eat and use their ‘food’? Explain your answer using the terms catabolism/anabolism, dark/light phase and metabolome somewhere within the below responses. (1 pt / each term). 17 points total a. What do plants eat? (I can understand at least two answers to this; give rationale. 2 pts) b. Address how the food is stored (6 pts) c. Explain what the plants do with the food (and energy contained within), giving two specific examples (6 pts). 2. Draw a somatic cell from a diploid animal species that typically has 6 total chromosomes in metaphase. Label / identify homologous pairs or sister chromatids as appropriate. You can take a picture of a paper on drawing or draw digitally, but please insert the image into this word document. 5 points total 3. You have two new drugs that inhibit either 1) actin/myosin activity or 2) microtubule dynamics and are testing them out on the below cell/tissue specimens you have set up in the lab. Please use the below table to organize your thoughts, 9 x 2 pts/each = 18 points total. a. Which of the two drugs would you expect to have a greater impact on each sample, and what might that response be? b. In what stage of the cell cycle would you expect that large response? c. What experimental techniques (microscope, qPCR, spectrophotometry, flow cytometer) could you use to help you determine that? (Describe briefly). Cell type Drug with predicted greater impact Cell cycle stage of effect observed (be specific if possible) Experimental technique used to detect that (explain) (explain the effects) A macrophage immune cell like a neutrophil in a dish that contains pathogens E coli with fresh media Tips of onion roots that were planted into water a few days ago Interphase (give specific stage within Spectrophotometer (explain) Microscope (explain) 4. You’ve learned so much, there’s a good chance that I didn’t ask you about all of it. Use this as an opportunity to explain a concept you worked hard to learn (in class or in lab) that wasn’t included on the exam. (You will NOT earn full points for just naming a thing without an explanation, or for explaining something to me that I DID ask you about in depth.) 5 points It’s been a pleasure learning with you this quarter; congratulations on your hard work and best of luck on your next adventures!
| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||
