What will be needed to implement the solution? Are there organizations, government entities, or businesses that are needed as partners? What resources are needed for successful implementation?

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Oyster mushroom cultivation

1. Title (should be concise and informative).

2. Abstract (limited to 300 words in one paragraph)
An abstract summarizes the major aspects of the entire paper in a prescribed sequence that includes: 1) the overall purpose of the study and the research problem(s) you investigated; 2) the basic design of the study; 3) major findings or trends found as a result of your analysis; and, 4) a brief summary of your interpretations and conclusions.

3. Statement of the Problem
Description of the global problem being addressed and its relevance and connection with at least one Sustainable Development Goals. Where does it occur? How does it occur? Who does it affect? This section should be fully referenced. A research problem is the main organizing principle guiding the analysis of your paper that offers a focus governing what you want to say.

4. Description of how fungi can help solve (all or part of) the problem.
How will the fungus be utilized to solve the problem? Provide as much detail as you can on this topic. It may be in some cases that more research on a particular fungus, process, or some other component is needed to realize the potential of the fungal solution. If so, describe the knowledge gaps and what can be done to address them.

5. Fungal biological components that can help solve the problem.
Describe and discuss the specific components of fungal biology and specific fungi that would be used to solve the problem.

6. Implementation of the fungal solution and its challenges.
What will be needed to implement the solution? Are there organizations, government entities, or businesses that are needed as partners? What resources are needed for successful implementation?

7. References cited.
Provide full references of the citations included earlier in the text, in the following format:
Example:
Citation in text: (Malcolm et al., 2013)

Why are burn victims more susceptible to bacterial infections than the average person? Which of the following characteristics led to a patient being EXCLUDED from the study?

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Microbiology

1)Why are burn victims more susceptible to bacterial infections than the average person?

 

    Burn victims tend to be older and less healthy even prior to their burn injury
    Burn victims tend to be immobilized and the lack of movement can lead to infection
    Treatment for burns includes immunosuppressive drugs
    Barriers are a critical part of innate immunity, and barriers are disrupted in burn victims
2)   How are ESKAPE pathogens different from other pathogens?

    They are more contageous, meaning they spread more quickly through a population
    They release more toxins than most pathogens
    They are particularly good at colonization, a key virulence factor
    They are more resistant to antimicrobial drug treatments

 

 

 

 

3) Which of the following characteristics led to a patient being EXCLUDED from the study?

    25%
    50%
    75%
    95%
 

 

 

    
 

 

    

 

4) Which of the following characteristics led to a patient being EXCLUDED from the study?

 

    The patient was immunodeficient
    The patient was over the age of 65
    The patient had burns over a total body surface area greater than 70%
    The patient arrived at the hospital within 48 hours after the burn

5) Where were the most common sites of infection from which samples were isolated?

 

    Blood
    Catheters
    Wound secretions
    Urine

6) What category of pathogen was most commonly found in burn victim infections?
    Gram negative bacteria
    Gram positive bacteria
    Fungi
    Commensal

7) Were all of the top 5 gram negative and top 3 gram positive infections ESKAPE pathogens?

    Yes
    No
    They could not determine

8) What percentage of the strains of pathogens isolated from burn patient infections were ESKAPE pathogens?

    20.5%
    28.9%
    47.5%
    52.2%

9) What percentage of the S. aureus isolated from burn victims was resistant to ampicillin?

    28.7%
    51.4%
    60%
    100%

10) Based on Table 2, what drug would have been the MOST effective at treatin the MOST strains of P. aeruginosa?

    Cefepime
    Imipenem
    Tetracycline
    Aztreonam

 

11) Looking over Tables 1 and 2, which pathogens have NO natural resistance to any of the tested drugs?

    E. faecium
    A. baumannii
    S. aureus
    Enterobacter species
     

12) What are aacA-aphD, aph3ʹIII, aphA3, ermB and tetM ?

 

    Strains of antibiotic resistant E. faecalis
    Non-ESKAPE pathogens found in burn victim infections
    The antibiotics to which the most ESKAPE pathogens are suseptible
    Genes that allow for a pathogen to be antibiotic resistant

13) What was true of burn victims with ESKAPE pathogen infections compared to non-ESKAPE pathogen infections?

    They tended to be older
    They tended to have a lower Hb (hemoglobn) level
    They tended to be more critically ill
    They tended to have been released from the hospital earlier (perhaps too early)

 

14) What percentage of people tend to die from burn injury?

    0.000011%
    0.0011%
    0.11%
    1.1%

15) Was the the most problematic (prevelant and resistant) gram negative ESKAPE pathogen?

 

    Acinetobacter baumannii
    Klebsiella pneumoniae
    Pseudomonas aeruginosa
    Staphylococcus aureus

 

16) Share in one sentence what you think that most important new finding in this paper was.  New findings will be specific things that the researchers tested, and will not be cited facts.

 

 

17) Imagine that you were given all of the samples and the associated data that had been collected from the burn victims infection.  In just a few sentences, what would you want to test that they did not examine?

 

 

Explain the relation between temperature and reaction rate Describe the relation between collision theory and activation energy.

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Lab experiment

Using robust details and ample evidence, create a reflection paragraph that describes 4 learning objectives you met while performing this experiment. View the learning objectives from the lab manual provided and select four to focus your writing on. Make this a well-constructed paragraph by including an introduction and conclusion sentences, avoiding bulleted lists. Challenge yourself to meet a 250-word count goal.

  • Describe the main factors that influence the rate of a chemical reaction (reactant concentration, temperature, solvent, use of catalyst), and give examples of their effect
  • Assess the reaction rate of simple reactions by examining concentration data over time.
  • Explain the relation between temperature and reaction rate
  • Describe the relation between collision theory and activation energy.
  • Interpret reaction energy diagrams, and relate them to energy changes during the course of a reaction.
  • Suggest a suitable experimental setup for measuring the kinetics of a reaction.

What was the genotype of YOUR original Female Wild Type parent? Why? What other genotype could a fly with a Wild TYPE phenotype possibly be?

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Drosophila Lab—Patterns of Heredity

Objective: Learn and apply the principles of Mendelian inheritance by experimentation with the fruit fly Drosophila melanogaster. Make hypotheses for 2 Experiments: 1. Monohybrid crosses, 2. Sex– linked crosses, and test hypotheses by selecting fruit flies with different mutations, mating them, recording observations, and analyzing the phenotypic ratios of the offspring.

Website: https://cgslab.com/genetics/index.html
Choose “Create your own Drosophila population.”
You will see a diagram of the 4 Drosophila chromosomes. REMEMBER – Chromosome 1 is the Sex Chromosome X! That is where you will find the sex–linked traits. Traits starting with small letters are recessive traits (need 2 copies). Traits starting with capital letters are dominant traits (need only 1 copy to express the condition). “WILD TYPE” means “normal” – no condition.

Experiment 1: MONOHYBRID CROSS (One Trait for Body Color)

1. Choose one trait “e” for Ebony Body Color that is located on Chromosome 3. You can hover your cursor over the “e” to see what it is and then click on it. This is an autosomal (not sex–linked) mutation. Then click CONTINUE.

2. You will get 100 flies – some have Wild Type (normal body color) phenotypes and some have Ebony phenotypes. Some are male and some are female. Hover your cursor over the flies to see what they are. Drag a female Wild Type and a male Ebony to the blue Crossing Vial so they can mate (click on “Cross Flies” to create offspring in Vial 1).

3. Before looking at the analysis, what do you think happened? Based on the mating you performed, fill out your hypothesized PUNNETT SQUARE for Generation:___ F1 ____ Trait:___ Ebony (e) ________

4. What is your hypothesis of the ratio of offspring phenotypes?

5. Click on “Analysis” to find out what types of offspring you have in Vial 1. Because this is NOT a sex– linked trait, the sex of the offspring doesn’t matter, so just combine the sexes and use the total number of flies for each phenotype.

6. Click on “Stats” and look at the trait of “Body Color” for “All” offspring (both male & female). The Observed number of each phenotype is the actual number of offspring resulting from the mating you performed. The Expected number of each phenotype is how many offspring you would theoretically expect in a perfect world from just doing the Punnett square. IN BOTH COLUMNS, this will add up to your total number of offspring. For example, if you had 84 total offspring, and you expected (based on your Punnett square) 50% of one phenotype and 50% of the other, that would be 42 flies of one phenotype and 42 flies of the other. For another example, if you had 84 total offspring and you expected 75% of one phenotype and 25% of the other, that would be 84*.75= 63 of one phenotype and 84*.25=21 of the other (which still adds to 84). Enter your expected numbers in the simulation program and click on “CALCULATE.” If you get the “Divide by 0 error” because your expected and observed numbers are the same, that is the same as getting a very large p–value (greater than 0.05) and the ratio of offspring phenotypes is the same as what you expected. Just write “very large” in the chart for the p–value.

  • Male Parent
  • Alleles
  • Female
  • Parent
The computer will do a Chi Square statistical analysis and give you a “level of significance” called a p–value. You can ignore the Chi Squared value and the Degrees of Freedom. If the p–value is < 0.05, then your hypothesis is rejected and your conclusion is that the ratio of offspring phenotypes is different than the ratio you expected. If the p–value is > 0.05, then your hypothesis is NOT rejected and your conclusion is that the ratio of offspring phenotypes is the same as what you expected.

7. Fill in all 10 blank squares of the chart

8. What was the genotype of YOUR original Female Wild Type parent? Why?

9. What other genotype could a fly with a Wild TYPE phenotype possibly be?

10. Now mate the offspring (F1) from that cross together (creates F2 generation). From your Vial 1 go back to the “Organisms” tab and drag a Wild Type female and a Wild Type male into the Crossing Vial to mate and produce offspring in Vial 2.

11. Based on the mating you performed, fill out your hypothesized PUNNETT SQUARE for Generation:___ F2 ______Trait(s):___ Ebony (e) __________________________

12. What is your hypothesis of the ratio of offspring phenotypes?
Phenotype (description) # Observed # Expected
Total #
p–value
Conclusion
Male Parent
Alleles
Female
Parent

13. Fill in all 10 blank squares of the chart from the “Analysis” and “Stats” tabs from Vial 2:

14. What was the genotype of YOUR two original Wild Type parents? Why (based on your results)?

15. Now you can “Destroy” your vials of flies and EXIT back to the start to set up Experiment 2.
Experiment 2: SEX–LINKED TRAITS
A reciprocal cross is two matings: a Wild Type female x mutant male followed by a mutant female x Wild Type male. (Obviously, you study the same trait here). Choose the sex–linked trait “w” for White Eyes found on the sex chromosome I–X. Do both crosses and fill out your hypothesized Punnett Squares and Chi Square analysis charts for both: 1st mating: Wild Type female x mutant White–eyed male to produce offspring in VIAL 1:

16. Based on the mating you performed, fill out your hypothesized PUNNETT SQUARE for Generation:___ F1 ______Trait(s):___ White Eyes (w) ____________________ REMEMBER TO USE X and Y chromosomes with the allele as a superscript!

17. What is your hypothesis of the ratio of offspring phenotypes?
Phenotype (description) # Observed # Expected
Total #
p–value
Conclusion
Male Parent
Alleles
Female
Parent

18. This time under STATS, choose to analyze BOTH Eye Color and Sex. Your total numbers of flies will be separate for males and females. Fill out the 18 blank spaces in the chart:

19. What was the genotype of YOUR original Female Wild Type parent? Why?

20. What other genotype could a female fly with a Wild TYPE phenotype possibly be? 2nd mating: (Go back to Wild Population “Organisms”) and cross a Mutant White–eyed female x Wild Type male to produce offspring in VIAL 2:

21. Based on the mating you performed, fill out your hypothesized PUNNETT SQUARE for Generation:___ F1 ______Trait(s):___ White Eyes (w) ____________________ REMEMBER TO USE X and Y chromosomes with the allele as a superscript!

22. What is your hypothesis of the ratio of offspring phenotypes?
Phenotype (description) # Observed # Expected
Male
Male
Total #
Female
Female
Total #
p–value
Conclusion
Male Parent
Alleles
Female
Parent

23. Again, choose to analyze BOTH Eye Color and Sex. Your total numbers of flies will be separate for males and females. Fill out the 18 blank spaces in the chart:

24. What are the genotypes of YOUR original two parent flies?

25. Are there any other possible genotypes your parent flies could be?

26. Do you get different results from the two different reciprocal matings when the trait is sex–linked?
Phenotype (description) # Observed # Expected
Male
Male
Total #
Female
Female
Total #
p–value
Conclusion

How could a simple osmometer be used to estimate the molecular weight of an unknown substance?

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Molecular weight

How could a simple osmometer be used to estimate the molecular weight of an unknown substance?

 

If you had to sum up the overall sound design of your chosen scene in one sentence, what would it be? Why is this design concept appropriate for the scene? How does this scene move the film’s plot forward?

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No Country for Old Men (Ethan and Joel Coen, 2007)

Must be rented or streamed (from Netflix, Amazon, YouTube Movies, etc.)

Directions:

After reading the textbook chapter and two articles related to sound design, watch No Country for Old Men, paying particularly close attention to the use of sound and silence throughout the film. Then choose one scene in the film* and, in a discussion of at least 250 words, describe its “sonic spectrum.” Your discussion must

1) Identify the beginning and ending times of your scene,

2) Describe the sounds in order of their occurrence within the scene, and

3) Address all of the following elements:

  • sound effects, from the most obvious to the barely perceptible;
  • music;
  • dialogue; and
  • silence (true silence, or can you hear an added sound?).

After describing the use of these elements, briefly answer the following questions:

  • If you had to sum up the overall sound design of your chosen scene in one sentence, what would it be?
  • Why is this design concept appropriate for the scene?
  • How does this scene move the film’s plot forward?

*Do NOT choose the hotel scene discussed on the last page of Lim’s article. You are free to choose any other scene in the movie.

The Beautiful Lies of Sound Design

https://www.youtube.com/watch?v=jDy5j0c6TrU

FIRST ARTICLE ON SOUND DESIGN

 

Sound Editing vs. Sound Mixing

National Post

Feb. 22, 2013

Chris Knight

Oscars 2013: Sound Editing vs. Sound Mixing at the 2013 Academy Awards

What’s the difference between sound mixing and sound editing, again?

 

What is the incubation period for Cyclospora, and how can this information be used in the investigation? In this case study, 3 Canadian businessmen were infected. Is it possible that one of these men was the source of infection for the others? Explain.

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Cyclospora

  1. What is the incubation period for Cyclospora, and how can this information be used in the investigation?
  2. In this case study, 3 Canadian businessmen were infected. Is it possible that one of these men was the source of infection for the others? Explain.
  3. For the epidemiological investigation of the outbreak of Cyclospora in Houston, Texas how did investigators define a ‘case’ of cyclosporiasis’?
  4. In the epidemiological investigation, two cohort studies were done. Describe what a ‘cohort study’ is?
  5. What food source was linked to illness, and what was the source of this food (where was it grown)?
  6. Based on the results of the epidemiological studies, what recommendations did the public health officials give to consumers?
  7. Despite these recommendations, cases of cyclosporiasis continued. Discrepancies began to appear with regard to the link between strawberries and Cyclospora infections. For these cases, a link between raspberries was proposed. The New Jersey Department of Health and Senior Services initiated an epidemiological investigation to identify the source of infection  among cyclosporiasis cases in New Jersey residents.  For this investigation, a case-control study was done. What is a ‘case-control’ study?
  8. What was the ‘case definition’  for the New Jersey case-control study? What was considered a ‘control’?
  9. The odds ratio for eating raspberries was 32.7. What is an ‘odds-ratio’? From the data presented in Table 1-4 on page 280, how was this odds-ratio calculated?
  10. In studies conducted from other states and Canada, a total of 725 cases of cyclosporiasis associated with 55 different events were identified. The median attack rate for cyclosporiasis among persons who ate items containing raspberries at the different events was 93%. Define ‘attack rate’.
  11. The CDC , the FDA and the health departments from the affected states conducted studies to determine the source of the contaminated raspberries. What was the conclusion of these investigations? That is, what was the source, and how did the raspberries become contaminated at this source?
  12. Based on these outbreaks, discuss control and prevention measures taken by the Guatemalan Berries Commission to help prevent outbreaks of cyclosporiasis.

 

 

In the following figure, how many optional attributes does the entity type person have? In the following figure, how many required attributes does the entity type car have?

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QUESTION 1

Use the following figure to answer this question.

The primary key of the entity type car is ___________________________. Enter it exactly as it appears on the figure and enter only the attribute name and no other notations like those for the primary key or required attribute..

 

QUESTION 2

Use the following figure to answer this question.

The primary key of the entity type person is ___________________________. Enter it exactly as it appears on the figure and enter only the attribute name and no other notations like those for the primary key or required attribute..

 

QUESTION 3

In the following figure, how many attributes does the entity type car have — you should include any attributes that are shown and those that the entity type implicitly has by virtue of its relationships.

 

QUESTION 4

In the following figure, how many attributes does the entity type person have — you should include any attributes that are shown and those that the entity type might implicitly have by virtue of its relationships.

 

 QUESTION 5

In the following figure, how many optional attributes does the entity type person have?

 

QUESTION 6

In the following figure, how many required attributes does the entity type car have? This is a bit involved and goes beyond what was explicitly mentioned in class. Think carefully. Pat yourself on the back if you get it right!

 

QUESTION 7

In the diagram below, what is the degree of the relationship?

A .m:n

B.1:1

C.1:n

 

QUESTION 8

In the diagram below, which entity type(s) has/have obligatory participation?

 

  1. person only
  2. Both car and person
  3. car only

 

QUESTION 9

Someone created the ER diagram shown below.

Since the diagram has a many to many relationship, they added an associative entity and created the diagram shown below. The relationship line between book and book_author is fully solid since the line on the side of book in the original diagram was solid.

 

From the above figure, how many attributes does the entity type Book_Author have? Remember to include any implicit attributes as well.

 

QUESTION 10

Someone created the ER diagram shown below.

 

Since the diagram has a many to many relationship, they added an associative entity and created the diagram shown below. The relationship line between book and book_author is fully solid since the line on the side of book in the original diagram was solid.

 

From the above figure, how many required attributes does the entity type Book_Author have? Remember to include any implicit attributes as well.

 

QUESTION 11

Someone created the ER diagram shown below.

 

Since the diagram has a many to many relationship, they added an associative entity and created the diagram shown below. The relationship line between book and book_author is fully solid since the line on the side of book in the original diagram was solid.

 

What is the primary key for Book_author?. Each option below mentions an attribute name. Select the attribute(s) that make up the primary key for Book_author.

  1. author_id
  2. title
  3. book_id
  4. contract_date

 

 

QUESTION 12

Draw an ER diagram (a single ER diagram to capture all of the retirements mentioned) for the following situation:

Every employee is assigned an office. An office might be assigned to one employee or might be empty.

 

QUESTION 13

Draw an ER diagram (a single ER diagram to capture all of the retirements mentioned) for the following situation:

Each car company might be the manufacturer of many car models or the company could be new and might not have any models yet. Every car model is made by exactly one company.

 

QUESTION 14

Draw an ER diagram (a single ER diagram to capture all of the retirements mentioned) for the following situation:

An apartment rental company owns many apartment complexes across the country. Each complex has a unique id, complex name, year it was built in and street, city and zip. Each building has a building number, the date it was last painted and the style of the building. The building number is unique within a complex, but not across complexes. Each apartment complex has one or many buildings and each building belongs to exactly one apartment complex. To uniquely identify a building, we need the id of the complex and the building number.

 

QUESTION 15

The ERD below shows that a supplier might be the supplier of one or many parts, and that a part might be supplied by zero or several suppliers. For example, supplier 1 supplied 200 units of part A on Jan 5, 2011 and supplier 2 supplied 300 units of part B on Feb 1, 2012. Supplier 1 also supplied 150 units of part B and 65 units of part C on March 2011. Part D has not had any shipments so far. For now, assume that we need to store information only about the latest shipment that suppliers made of each part that they supplied.

 

As we have discussed in class, whenever we have a many to many relationship, we need to create an associative entity type. Draw an ER diagram that shows the above two entity types as well as the associative entity types with all the relationships and cardinalities. You can choose to give the associative entity type its own primary key or use key migration.

 

Collect information specific to your organism. Use the Microorganism Profile Paper General Guidelines and Format to through you in the important information

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Psuedomonas Aeruginosa

Task: To complete this assignment you should:
Unit 2: In the Microorganism profile module, find your assigned microbe. Access the Microorganism Profile Assignment and Discussion forum in the week 2 module and acknowledge that you have received your assigned organism by telling the class what organism you were assigned and what it is, bacteria, virus, fungus, or protozoan.

Unit 2 to 9: As you navigate through the microbiology course, collect information specific to your organism. Use the Microorganism Profile Paper General Guidelines and Format to through you in the important information which can include but is not limited to the following:
Type of microorganism you have
Gram reaction (if any), shape and arrangement
Virulence factors
How the organism evades the immune system
Diseases your organism can cause.
How your organism can spread to others
Ways to prevent infection
How your organism will be treated
What a nurse needs to know about your organism
Draw and label an original diagram on how this organism is transmitted. Make sure you include the reservoirs of infection, and vectors in involved in transmission. Also include, the type of transmission and the portals of entry and exit. (insert into the paper appropriatly. Also following APA format for images).
Prepare an APA format typed essay that documents YOUR understanding of the information and how it pertains to your assigned organism. APA is 12 point font Times New Roman with one-inch margins. Include a title and reference page and 3 to 5 content pages (total 5 to 7 pages).
Include at least 4 APA style references from scholarly articles or resources. For each reference, you will provide an in-text citation by providing a quote or paraphrasing the author’s information.

Description of the Microorganism :
Write a paragraph or so describing your organism. Please be sure to include the type of organism (bacterial, viral, fungal, protozoa, helminth, etc), morphology (shape, arrangement, colony morphology if applicable), description of structure (gram result, type of nucleic acid or virion structure, spore type, etc if applicable) and also the type of microscope and/or stain you would use to view the organism. Please use proper scientific terminology and good grammar and sentence structure throughout this project.

Virulence Factors:
Include a paragraph on the virulence factors the pathogen has and how they affect the host. Please enhance this with detailed explanations of the virulence factors and how they affect the host as you gain a better understanding of them throughout the semester.

Immunity:
Which defenses protect us from infection by this bacterium? Include information about specific barriers or cells. Does this pathogen induce a specific type of immune response (example: delayed-type hypersensitivity)? If so, which one(s)?

Infectious disease information:
What condition(s) or infectious diseases does it cause? Which tissues or organs are affected, and how are they affected (for example, chronic TB is characterized by lung tubercles)? Describe the complications that can result if the infection is left untreated. Are these acute, chronic, or latent infections? What organ system(s) does it infect? Is it an opportunistic pathogen? If so, where is it normally found in the body?

Epidemiology:
Draw and label an original diagram on how this organism is transmitted. Make sure you include the reservoirs of infection, and vectors in involved in transmission, the type of transmission and the portals of entry and exit.

Prevention:
Is there a childhood vaccine against this microbe? Name the vaccine. If so, when is it administered (the recommended schedule, including boosters)? If the vaccine is not recommended during childhood, which at-risk group should get the vaccine, and when? Describe the type of vaccine and how it works. If there is no vaccine available, list at least three measures that can be implemented to prevent transmission of this infection.

Treatment:
What Chemotherapeutic agents are recommended? Mechanism of action for these chemotherapeutic agents. Why this agent is efficacious against this organism? Additional therapeutic agents or practices if any. This could include supportive care.

Clinical Relevance:
Are there any Multi-Drug Resistant strains of this microorganism? If so, name the strain(s). Is this strain a known healthcare-associated pathogen? Which persons/procedures within a clinical or healthcare-assisted settings are particularly at risk? Which antibiotics are used against the MDR strains? Be specific.

Conclusion:
Wrap everything up. A good academic research paper should bring everything full circle with a solid conclusion.

A mutation occurs in the DNA template strand. The mutation changes the original sequence 5′ CCA 3′ to 5′ CGA 3′. What type of mutation is this? What is the original (not mutated) mRNA codon?

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Biology Genes

Answer the following questions. You may work in your groups, but each person must get spot checked prior to leaving recitation to receive credit. You have 30 minutes to work on these questions, and then the TAs will walk you through the answers.

  1. a) A mutation occurs in the DNA template strand. The mutation changes the original sequence 5′ CCA 3′ to 5′ CGA 3′. What type of mutation is this? What is the original (not mutated) mRNA codon? Be sure to include the ectionality (5′
  1. b) A mutation occurs in the DNA templaté strand. The mutation changes the original sequence 5′ GGT 3′ to 5′ GAT 3′. What type of mutation is this? co A:

3 / 5/ GAT

What is the tRNA anticodon that would bind to the original Codon? Be sure to include the directionality (5′ & 3′).

A cc 3 A

  1. c) A mutation occurs in the DNA template strand. The mutation changes the original sequence 5′ GTA 3′ to 5′ TTA 3′. What type of mutation is this?

C.e.v

I ca–e Sl GTA 3

Co What amino acid do the original and mutated codons code for?

5/UAc3