Spring 2008
1. TEXTS and COURSE WEB SITE: Molecular Biology of the Cell by Alberts et al in the NEW fifth EDITION we will cover selected chapters: 10, 12, 13.
our course site: http://carbon.cudenver.edu/~bstith/advcell.htm
On this web site, you will find this course packet and any announcements, exam keys, etc.
View a sample exam question (some questions will be much easier than this one, some harder); click here (links may not be active in this version; see web site version)
Click here for the schedule for the last half of the class (exam, student talks).
CLICK HERE FOR key for exam one
Click here for any new slides added during the semester
See slides on secretion:
http://www.ascb.org/ibioseminars/schekman/schekman1.cfm
See slides on membrane
rafts: http://www.ascb.org/ibioseminars/mayor/mayor1.cfm
2. INSTRUCTOR:
Dr.
3. PREREQUISITES: Cell Biology 3611, and Chemistry 3411. Suggested: Biochemistry.
4. THE LECTURES: The course will start off with a series of lectures (to be followed by student presentations), some involving animations that I will place on a CD ROM that animates the key topics of cell biology. I presently plan on covering Chapt 10, 12 and 13 of the new edition of MBC.
Some key topics (expanding the basics covered in Cell Biology 3611):
5. EXAMS: when I finish lecturing, there will be an exam (100 pts). There will also be a final exam over course material. Each student will give a lecture on a topic that I approve (give me a topic outline for approval). For graduate students, there is paper to be handed in the week before finals.
6. GRADE: Your grade will be dependent upon class attendance and participation (especially important when your point total is close to cut off for an A or a B), homework 1 (20 pts) and 2 (30 pts; LIST OF WORDS AND CONCEPTS TO STUDY), exam 1 (100 pts), presentation (50 pts), and final exam (100 pts). Total points: 300 points. The graduate paper is worth 40 pts (for a total of 340 for graduate students). Due Dates and exam dates will be announced in class.
Presentation and Papers: You will present a talk based on key topics from lecture and, for graduate students, write up the presentation in a paper BASED ON THIS PRESENTATION. The length of the talk will be dependent upon the number of students in the class (it could be 30 or 60 min). The student presentations will take place after Dr. Stith's lectures (i.e., towards the middle to end of the semester) and the paper will be due the week before finals (you can hand it in earlier than this). As you are the teacher during your presentation; your grade will be based upon the clarity of your oral presentation. For the talk, use illustrations (I recommend use of PowerPoint; for tips, see: http://carbon.cudenver.edu/~bstith/Anholdpresentations.mht).
The subject of presentations and papers will have to be approved by Dr. Stith (tell me well ahead of your scheduled lecture so that talks not related to this class, or duplicate talks by two different students can be changed). The clarity of the student talk and paper, and time spent preparing the presentation or paper will help determine your score.
Make sure that your talk relates to the class lectures. USE TEXTBOOK FIGURES IN YOUR PRESENTATION. Your talk should include graphs and figures presenting data supporting the major points of your talk (i.e., USE A FEW ACTUAL FIGURES SHOWING DATA FROM A PAPER OR REVIEW). Possible subjects for your talk will be found in lecture notes. Please talk with me about important topics that you could cover. Basic scientific papers related to any topic from lecture (e.g., on the biochemical/biophysical role of cholesterol in membrane function- not merely levels of blood cholesterol and heart disease) or from the journal “Traffic” are recommended. Diseases related to membrane structure or metabolism (lysosomal storage diseases), organelle biogenesis (Zelleweger disease), lipids (e.g., how high fat diet leads to insulin resistance), improper exocytosis (arthritis, diabetes type 1, neurotransmitter release) or protein trafficking from one location within the cell to another (ALD; diabetes type II) are appropriate. While discussion of diseases relating to lecture material is ok, only summarize the clinical or drug treatment aspect: your talk should emphasize biochemistry and topics related to lecture (e.g., only a few slides on the disease; ~90% on the cellular aspects of the disease).
As noted, FOR GRADUATE STUDENTS, A 15 PAGE TYPED SINGLE SPACED PAPER IS DUE ONE WEEK BEFORE FINALS. The paper will describe in layman's terms the paper(s) that the graduate student has orally presented before the class. The format: introduction (typical values are given: 3-4 pages), methods (5 pages), results (5 pages), discussion (2 pages). Include illustrations (perhaps those from your talk) in the 15 pages (using a typical reference/bibliography format for papers that you cite). Thus, your written paper will be similar to scientific papers, but remember, your oral presentations will be dramatically different from this format!!
7. UNIVERSITY and DEPARTMENTAL POLICIES
Incomplete
Policies--
Incomplete Grades (IW/IF): Incomplete grades (IW or IF) are not granted
for low academic performance. To be
eligible for an Incomplete grade, students must (1) successfully complete 75
percent of the course, (2) have special circumstances (verification may be
required) that preclude the student from attending class and completing graded
assignments, and (3) make arrangements to complete missing assignments with the
original instructor. A CLAS Course
Completion agreement is strongly suggested.
If repeating this course, it
must be completed in its entirety. There will be no exceptions to this
departmental policy.
“Grievance procedure: If a student has a
grievance with any aspect of a course, the first step is to meet with the
instructor during office hours or by appointment to discuss the problem.
This discussion should not take place by e-mail. Student and
instructor should both maintain a professional, respectful demeanor during this
discussion, and make an honest effort to listen carefully and to understand the
other’s viewpoint. In laboratory courses, the next step in resolving a grievance after meeting with the teaching
assistant may involve a discussion with the faculty member in charge of the
laboratory course. If the grievance cannot be resolved by an honest and
sincere dialogue between student and instructor, the student may then make an
appointment to discuss the problem with the department chair.”
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Spring
2008 The following policies
pertain to all students and are strictly adhered to by the
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Important
Dates
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Snowy day policy: some class days might coincide
with large snowfall. If classes are not officially canceled (check radio or TV
news or 556-8376 or 556-2401), a lecture or exam will be held. If the campus is closed, the exam or lecture
will be held next meeting time.
Keep
track of the drop deadline (tenth week of the semester).
The
departmental policy is that incompletes will be granted only when a majority of
the course requirements have been completed and only one or two items remain to
be completed. Incompletes are not to be
given in which the student is to retake the entire course or even most of the
course.
The exam
will be taken from students caught cheating and they will receive an F for the
test. Further action may be taken.
Warning: I have given an F to over 10 students in the past because of
cheating on an exam. Make sure that you
have read the Student Code of Honor booklet to understand your
responsibilities.
8. ORAL PRESENTATIONS:
Your goal here is to inform us
(that is, “teach” us) about an appropriate key topic for Advanced Cell
Biology. I recommend use of PowerPoint;
see :
http://carbon.cudenver.edu/~bstith/Anholdpresentations.mht
Development of teaching and communications skills is
paramount. The topic should be approved by
me at least two week before the talk and it should be related to the "key
topics" list noted above- that is, the topic should be appropriate for
Advanced Cell Biology. For example,
"Diseases like diabetes that result from bad lipids." I expect you to read references other than
our text for background information or information that is crucial to
understanding and presenting your topic.
That is, I recommend that you check for Scientific American
articles that will help you in your presentation and understanding of the
topic. Visit the
a) Let me know ahead of
time if you need special AV equipment or need to use my laptop. I recommend sending me your talk so that I
can load onto my computer ahead of time.
b) Remember the time limits of
your talk. Practice it ahead of time.
c) A major point of this course is to develop communication skills;
that is, to present information in a clear manner. Your development of these skills will provide
the basis for your grade. Intelligent
people can fail in their careers because of poor communication skills. Communication skills:
1) Don't just read your
talk from notes, do not talk to the screen or blackboard (make eye contact) or
block the overhead projector with your shoulder.
2) It is best to write down all important
statements before your talk-if you are to use the overhead, it may be best to
have the talk's outline written out on the clear acetate sheets before giving
the talk. Do not write down too much on
each overhead.
3) VISUAL AIDS ARE CRUCIAL! Consider redrawing complex figures to simplify. Leave out part of the figure if you do not
fully understand the result and if it is non-essential; you can present what
you want as long as there is no large gap in logic. If the photocopy is illegible (do your best
here), redraw the figure clearly by hand.
For complex figures, break them down into parts and make a drawing
illustrating what each lane or part represents.
Summarize each figure with a statement and a drawing before going on to
the next figure. MAKE SURE THAT YOU COPY
THE FIGURES LARGE ENOUGH TO BE SEEN;
USE THE ENLARGE FUNCTION OF THE COPY MACHINE!!
4)You will want to rewrite the axes from the
figure; for example, instead of putting down the rather meaningless
"3240/380 ratio" as a label for the y axis, use a definition of what
the label means (in this case, it means the "intracellular calcium
concentration"). Ask yourself what
the axes represent and use these- crucial in an oral presentation (less so in a
paper where the reader has lots of time to go back and look up terms, to think
about the text).
5) When actually
presenting a figure during a talk, the first thing to do is to go over the X
and Y axes and say what they represent.
6) When writing on the overhead, write in large
print so that everyone (even 20 feet away) can read your statements. Overhead slides should have no more than 20
lines.
7) Use a conclusion
or summary page (use acetate for overhead as I can give you some); present
this at the end of the talk. Number your
conclusions.
8) Talk slower than you believe necessary. In this way, you can think before you make a
statement or answer a question. Thinking
is important. Also, it is easier for the
audience to follow. You may spend 5-10 min explaining the basis of just one
figure and then more time actually discussing the conclusions from the figure.
9) Don't refer to "things" or "stuff;" use the proper name for
a chemical or procedure.
10) Practice
the talk beforehand.
11) Don't mislead the audience by emphasizing
matters of marginal importance.
12) You may have to refer to earlier papers to
understand the methods used; look in cell or biochemistry textbooks, Methods
in Enzymology or other literature for explanations of technique.
d) Tips for a good oral presentation (see The Scientist,
e) Anholt's book (see below under "Books on Oral…") has a check list:
1. create an informative title.
2. place your presentation in context of a major
scientific principle. (if talking about
cell division, mention cancer).
3. focus on a single issue and adjust it to the
interests of your audience.
4. identify the underlying question you will
address, divide it into subquestions and answer each question.
5. follow a logical line of thought.
6. minimize the use of jargon.
7. avoid
backtracking, and always return to the point.
8. end
with a concise, clearly formulated conclusion.
9. design visual displays to be simple,
error-free and clearly visible.
10. practice your presentation to
build confidence in delivery skills.
Anholt emphasizes that, to keep the interest of the audience, you should
make your talk a series of questions.
Answer the questions with results from experiments.
YOU SHOULD LOOK AT THIS
POWERPOINT PRESENTATION ON HOW TO GIVE ORAL SCIENCE TALKS; click on this link
to:
http://carbon.cudenver.edu/~bstith/Anholdpresentations.mht
f) Books on Oral Presentations (I have these if you want to look at
them):
Technical Presentation Workbook: Wining Strategies for Effective Public
Speaking by Jerry Wircenski (New
York, American Society of Mechanical Engineers Press, 1996).
Communicating Science: A Handbook, by Michael Shortland and Jane Gregory (New York, John Wiley and Sons,
1991)
Dazzle'em with Style; the art of oral scientific presentation.
by Robert RH Anholt (WH Freeman and Co, NY).
8. PAPER FROM YOUR ORAL PRESENTATION:
a) Writing should be clear and grammatically accurate (see
below). The
b) Define all technical terms.
c) For all major statements, cite references in text. For example: the enzyme has not been purified
(
d) Remember to phrase statements in your own words; copying without credit is plagiarism.
e) Format: Title, Your name, abstract (one paragraph or so), introduction (why is the subject important? Put your topic into the big picture; background information with illustrations), body of text (use your title here; actual figures from original literature), conclusion (summary), references (references do not count toward the 15 pages; see later discussion on format)(figures should be numbered).
f) The paper should be 15 pages long, with 12 point type, typed single spaced, with no more than 3-4 pages of illustrations.
1. simple and concise (see later exercises); write the way that you speak
to simplify.
Original: Dantzer (1977) suggested the use of tranquilizers to minimize
the stress associated with fighting among pigs.
Randai (1977) also suggested that sedatives could be used to control
fighting when mixing unfamiliar sows.
Straw bedding has been recommended to reduce fight in pigs (Ewbank and
Meese, 1971). Fraser (1975) found straw
bedding reduced abnormal behavior in tethered sows.
Trimmed version:
Tranquilizers or other sedatives (Dantzer, 1977; Randai, 1977) or straw bedding
(Ewbank and Meese, 1971; Fraser, 1975) may be useful in minimizing stress,
fighting and abnormal behavior in pigs.
2. Make sure of the meaning of every word.
A. connotation: how a
word relates to others in the sentence.
Keep related
words together (see Strunk and Wright; Elements of Style);
He explained
to me what it meant.
He explained
what it meant to me. (better)
It is
noteworthy that after the egg is pipped, the chick begins to vocalize. this says that it is noteworthy that the egg
is pipped. Change to:
After the egg is pipped, it is noteworthy that the chick begins to
vocalize.
B. Intrinsic- actual meaning of the word. For example:
varying
concentration means varying through time
various
concentrations means the concentrations are stable through time and that there
are different values.
infer; derive by reason,
to infer conclusions
imply; to express
indirectly.
refer; vs. allude-refer
indirectly, can't allude directly or specifically.
aliquot- to divide into
equal parts. I do not aliquot 5 mls from
the solution; I would sample the solution.
Title: don't say " Studies on..." or "Effects of
calmodulin..." but the title should
reflect the conclusion: "Calmodulin decreases sodium ion flux..."
1. Don't use no double negative.
2. Make each pronoun agree with their antecedent.
3. Join clauses good, like a conjunction should.
4. About them sentence fragments.
5. When dangling, watch your participles.
6. Verbs has to agree with their subjects.
7. Just between you and I, case is important too.
8. Don't use run-on sentences they
are hard to read.
9. Don't use commas, which aren't
necessary.
10. Try not to ever split
infinitives.
11. Its important to use apostrophe's correctly.
12. Proofread your writing to see
if any words out.
(from The Wildlife Society News, No. 113, Dec. 1967)
i. OTHER TIPS ON WRITING:
1. What is the difference between "affect" and "effect?" In most cases, affect is a verb (to influence) and effect is a noun (result). Poor grammar can affect your grade; the effect is a low grade. Rarely, effect can be a verb (to accomplish).
2. It is not PC to say "The physician gave his patient a
pill." One way around sexism is to say "The physicians gave their
patients pills." Note that "A
physician gave their patients a pill" is not correct.
3. Do not put one comma between
the subject and the verb. Two commas are
ok. This is incorrect: "The dog who
was an aggressive pit bull, chased the cat." Another comma before "who" makes
the sentence correct.
4. SEPARATE NOT SEPERATE; OC
5. In a paper, results are often in the past perfect. Generalizations from published work is
usually in the present tense.
6. Infer is to derive by reason.
As in: infer the conclusions.
Imply is to express indirectly. It
is impossible to allude directly to something; use refer if there is a specific
reference.
7. Aliquot is to divide into equal
parts. You cannot aliquot out 50 µL from
2 mls. Use the word "sample."
8. Put related words
together: "It is noteworthy that after
the egg is pipped the chick begins to vocalize." This sentence suggests that it is noteworthy
that the egg is pipped.
9. Note that data is plural
("The data are...") and datum is singular.
10. When combining two sets of
data with their own standard deviations: the total standard deviation is the
square root of the sum of the variances.
11. Definitions should be given at the first use of
the unabbreviated word:
“The insulin receptor kinase activity (IRK)…..”
9. MAIN GOAL IN THIS COURSE: To learn to think like a biologist.
Learn to think in lecture, not just record details. Listen to get the main point (see following
example on why flies can be caught when it is cold). Ask yourself, why did the prof say that? Did it follow from the last part of the
discussion? Can you see the connection
between this topic and the last? Did the prof say something that seemed to
contradict what he said last lecture?
Often students will think that they know a concept but
actually, they don't. The first time many
students test themselves is during the first exam; they then find out that they
did not clearly understand the concept.
So, constantly test yourself. You
can do this by presenting the idea to a fellow student (JOIN A STUDY GROUP).
Try to answer the questions that I present in lecture (write them down to
practice them later). You can test
yourself with the weekly quiz, with the questions in the student study guide or
at the end of textbook chapters. Ask
yourself questions about the concept (pretend that these are questions that
will be on the exam). When making up
questions, look at the concept from different angles (don't just make up a
regurgitation question). The poorer students
does not "self assess" or check that they understand the concept before
taking the exam. After the exam, the
poorer students says "I thought I understood that yet I got it wrong on
the exam."
An important story to remember: a student came up to me after the first exam
in another course that I taught and complained that I tested only details, not
concepts. She pointed to a question and
said that she listened to the lecture tape after the exam and that the answer
to the question was found in only one sentence of the lecture. The question was "Why is it easier to
catch flies when they are cold?" On
the basis that this answer was only mentioned, she said that I tested only on
unimportant details.
I agreed with her that detail is important in Biology. Concepts are based on supporting details or
facts. However, the question that she
missed was a concept question. I spent a
lot of lecture time on the concept of temperature altering the rate of an
enzyme-catalyzed chemical reaction. As
an example, here are the concepts associated with this topic:
·
the rate of
enzyme-catalyzed reactions speeds up as temperature is raised from zero, peaks
then declines again.
·
a diagram of the rate of a reaction in the
body versus the temperature is bell-shaped due to two factors. The first factor was important for the
increase from lower temperatures; the rate of any chemical reaction (inside the
body or outside) increases as the temperature increases. The second factor: if the temperature is
raised to too high a value (often about 60 deg. C), then enzymes are destroyed
and the chemical reactions responsible for movement slow down.
·
peak rate of the
chemical reaction is usually body temperature.
The enzymes of the organism work best at this temperature (peak rate of
reaction).
·
since movement in the
fly is due to a series of chemical reactions, movement may speed up with higher
temperatures. We mentioned various
applications of this concept; this is why flies are harder to catch in the
summer, and why snakes like to lie to streets (to warm up so that they can move
faster).
·
we discussed the advantage
of keeping the body temperature constant and high versus allowing the body
temperature to cool down.
Write
out lecture concepts and the flow of the concepts. Have a fellow student evaluate it (what is
the one main function of the electron transport chain? how does it do this? How is pH applied? How is the concept of diffusion of ions
across membranes applied?).
The more mature student will try to define concepts and
details from the course and integrate them.
The immature thinker will attempt to memorize a list of disjointed
facts.
The active thinker will evaluate all information taken to
see whether they understand the concept.
The active thinker pushes each idea.
The active thinker constantly asks "What would the consequences of
that statement be?" What implications are there? What else could you say
about that? What impact would this answer have? (this relates to the elements
of thought).
The good student will look up topics in Molecular
Biology of the Cell or other ancillary texts.
One important goal in this course is to learn how to think
like a Biologist and to be able to attack a problem that requires specific
knowledge that you may not have.
However, understanding the basic concepts of Biology or the
“foundation”, the Biologist usually can forge a good answer. The answer that
you suggest may not be correct but it should be a good logical guess; the
answer would involve knowing and applying the basic concepts of biology. A quote that I often repeat in this course
is: "Mother Nature likes certain things." Certain concepts come up again and again
(that is, they are used again and again) and this makes them important.
The most important basic concepts that keep coming up in different
discussions are the helix, pH, chemical bonding (both weak and strong bonds),
solubility, scientific notation, levels of protein structure, denaturation,
spontaneity of reactions, chemical reactions and mechanism of action of
enzymes. Certain molecules keep coming
up again and again: glucose and glyceraldehyde phosphate (which is 1/2 glucose)
are two. Glucose or similar
monosaccharides are found attached to proteins, lipids and make up
polysaccharides, DNA and RNA. Only four
types of biomolecules make up all the parts of the whole body.
However, we couple these basic concepts with certain basic
facts; cell structure or cell anatomy, the reactions of photosynthesis and
respiration, the steps of the cell cycle, the viral life cycle, the basic steps
of DNA, mRNA and protein synthesis.
These and other facts come together with concepts to form the basis of
the various important areas of cell biology: membrane transport, metabolism,
Mendel's laws of genetics, molecular genetics, gene regulation, mitosis and
meiosis, natural selection, chemiosmosis, and the electron transport chain.
I believe that an important method of learning is
through participation in laboratory research.
If you are interested, please talk to me about this. You get to see concepts or procedures in
action instead of reading about them in a text.
Undergraduate education has been compared to learning about science but
not actually "doing" science (this occurs typically only after your
graduation). I have had many undergraduate researchers in my lab, and they have
been authors on papers and presenters at meetings in
I suggest that you take a look at Emotional Intelligence
by Daniel Goleman and an article in Time (Oct. 2, 1995): the
central trait for "being smart and successful:" IQ and brain
power may not be as important as being
able to regulate "emotion in a way that enhances living." In short, being able to put off instant
reward for long term reward, being able to handle anger, frustration,
loneliness and to use worry/stress to focus the mind not cloud it (i.e., hard
for depressed or angry students to study), and (PERHAPS THE MOST IMPORTANT)
being an optimist to overcome obstacles that will cause others to give up. Another characteristic of those with high EQ
(emotional quotient): being able to work with others (form study groups).
The student who drops out is often as intelligent as the
student who stays (conclusion of study performed by two
Learn each item that you miss on each exam. Many students never look up what they missed
on exams due to the belief that section is over. However, the concepts will come up again and
again and will be built upon. For
example, pH is introduced early and referred to again to explain the basis of
the chemiosmotic theory. The term helix
comes up again and again in reference to proteins and nucleic acids. In addition, the final is comprehensive-it will
cover the whole course.
If you miss a lecture, get a tape of the lecture and notes
from a fellow student. You can look at
my overheads (which are sketchy- I might discuss one word on the overhead for a
period of time) but you will get more information from a lecture tape. Note that cassette tapes can be swiftly
copied at the Book store (electronics section).
ANOTHER
great hint to obtain better grades:
Remember the movie the Paper Chase?
Form a study group. One year,
there were 3 study groups; one that met on campus, one that met at the
10. THINKING SKILLS
a)
Levels of thinking:
1.
Simple memorization.
Questions requiring more than one step are confusing
2.
Student actively uses
intellectual abilities and skills to analyze concepts. Test yourself; do you really know all implications of the concept and how to
use it?
3. Using intellectual skills and abilities, the
students bring together apparently
unconnected ideas or concepts. Application of basic concepts to new,
apparently unrelated problems.
Note that the course will have questions from these categories; that is, there will be some simple questions that require memorization and regurgitation. Other questions will involve more than one step and require careful thinking; obviously, these questions require higher level thinking skills.
Reference: Critical
Thinking by Vincent Ryan Ruggiero (College Survival Inc,
b) Critical thinking skills:
Recognizing fact versus opinion.
If you state a fact that
is not common knowledge, or that can't be easily verified, briefly state where
you got the information.
If you state an opinion
include the opposite opinion in your summary.
If you are not sure
whether a statement is a fact or an opinion, treat it as an opinion.
c) Characteristics of critical thinkers:
Critical thinkers are
honest with themselves (I can drink a six pack and drive perfectly).
Critical thinkers resist
manipulation (advertising)
Critical thinkers
realize that they are confused and then try to remedy the situation by trying
to find an answer.
Critical thinkers try to
find an answer by asking lots of questions.
Critical thinkers base
their judgments on evidence (not on what they feel).
Critical thinkers do not
exaggerate or over-simplify or over-generalize. (All televangelists are
crooks).
Critical thinkers look
for connections between subjects (we can use the chemical concept of pH to
explain many biological processes).
Critical thinkers are
intellectually independent (they use other people's conclusions or ideas but do
not always "go with the crowd"- fads or beliefs change with time and
society). Critical thinkers are not
stubborn. Critical thinkers will
listen. Critical thinkers will change
their opinion in light of new evidence.
An example in logic, critical thinking and
linking apparently unrelated ideas:
Milk
curdles after it heats up to room temperature.
My milkman delivers milk at
1. The
precipitate is what major biomolecule?
2. What is the scientific term for phenomenon
that produced the precipitate?
One
word:
3. Why
do we keep milk and other food in the refrigerators?
4. Draw below a graph showing the rate of
bacterial growth or enzyme activity versus
temperature (temperature on the X axis):
5. What is the optimal temperature for bacteria
that grow in the
6. What
is the optimal temperature for bacteria that grow in humans?
7. While
bacteria live, they produce lactic acid (lactic acid fermentation). Show this reaction in one sentence (include
reactants and products):
8. Can some of our cells undergo lactic acid
fermentation? If yes, under what
conditions in what cells?
9. Lactic acid production will do what to the pH
of milk? Include a definition of pH.
10. Milk
is water, cow proteins and some bacteria.
What are the four polymers and their monomers?
11. Note that the cow proteins are soluble
proteins (they float in water solutions).Explain what soluble and insoluble
proteins are. Give examples and
properties of each type.
12. Why
does acidic pH cause unraveling proteins?
13. What type of bonds (name the family of bonds,
and list the types of bonds) keep the protein in its correct configuration?
14. Why do unraveled proteins precipitate? Explain using types of amino acids.
15.
Bring to together the topics noted above and explain why does my milk
curdle:
Scientific
method:
16.
Observation; milk curdles after a while at room temperature.
17. Hypothesis; explain here:
18.
Experiment: get rid of all bacteria in milk; you could do this by filtering the
milk. Bacteria are about 1 micron, so
you need pores in the filter that are smaller than one micron.
Next,
heat milk up to room temperature. Wait.
Does the milk curdle? (in other
words, are you heat denaturing proteins?)
19. Add bacteria back to this milk. Now wait again. Does the milk curdle?
20. What would be your control?
21. Conclude (one sentence):
Homework No. 2: LIST OF WORDS AND CONCEPTS TO STUDY --For review of General Cell Biology; prerequisite for Advanced Cell Biology--
Although most of these words can be found in a good Introductory
General Biology text such as
View the slides from my lower level General Cell Biology 3611. I have selected those that you should know for this Advanced Cell Biology (part of chapters 4, 7, and 12). I recommend buying the new version of the lower level text World of the Cell by Becker, Kleinsmith and Hardin (sixth edition) and reading the sections of the text that go with these selected slides). For some of you, this will be a straight forward review, whereas for others, you will have to put in some time to catch up with others in the class.
Define the following terms in your own words (do not just cut and paste from the General Cell Biology 3611 -lower level class- slides- see CD).