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You discover a jar of fruit jelly you’ve forgotten for months in the back of your refrigerator. When you open it, you see some white fuzzy growth on the surface. You bring the jar to lab and prepare slides of the culture and determine that only molds, and not bacteria, are present. From this, what can you conclude about fungi and bacteria?

High concentrations of salts and sugars preserve foods by creating a ______.

Consider approaches you’ve studied for controlling bacterial growth. Choose a control method not well covered on this test (e.g., something you studied but haven’t yet had a chance to share!), and describe how it works. If it helps you in writing this, briefly describe (a sentence or two) a scenario involving bacterial contamination or exposure, and then explain how you could use your control method to decontaminate/sanitize/sterilize/etc. microorganisms. What specific impact does this method have on the microorganisms?

Optional up to 2 points of extra credit: SARS-CoV-2, the virus that causes COVID, results in long COVID in a percentage of individuals. Estimates of this number vary for a number of reasons, but many studies have suggested 10-20% of those infected go on to develop long term symptoms characteristic of long COVID. One of these symptoms is fatigue (exhaustion). Although research is ongoing, the virus is thought to impact mitochondria in a number of ways. One such way is via damage to the mitochondrial complexes, leading to increased production of reactive oxygen species (ROS), resulting in oxidative stress to the mitochondria that can make the inner mitochondrial membrane “leaky” (more permeable), allowing protons to flow across the membrane down their gradient. 1. How would this membrane “leakiness” (increased permeability) impact ATP synthesis, and why? 2. How might this lead to fatigue (exhaustion) in the individual? Please be specific and explain clearly.

Questions 12-16: Read Anabel’s opening screen on her web page and answer the questions in complete sentences.  Remember to answer in the “she” form, since you are talking about Anabel.Hola, Soy Anabel. Tengo veintidós años y estudio en la universidad de Chicago. Vivo con mi amiga Rosana; ella es de Argentina también (also). Rosana y yo tenemos muchas clases y mucha tarea este semestre. Por las mañanas yo asisto a mis clases y por la tarde preparo mi tarea en la biblioteca o en la cafetería. Los sábados trabajo de recepcionista en un hospital. Me gusta trabajar porque aprendo (I learn) mucho. Deseo ser doctora. Los domingos me gusta hablar con mis amigos, comer en restaurantes y bailar.Me gusta vivir con mi amiga Rosana porque es muy fácil compartir mis problemas con ella. ¿De dónde es Anabel? [BLANK-1]

¿Dónde vive tu familia? [BLANK-1]

Questions 7-11: Answer the following questions in complete sentences. ¿Cuántos años tienes? [BLANK-1]

Complete Susana’s sentences about her family with the correct form of the verbs in parenthesis. One of the verbs will remain in the infinitive. (1) Mi familia y yo [BLANK-1] (vivir) en Perto Vallarta. (2) Tengo muchos libros. Me gusta [BLANK-2] (leer). (3) Mi hermano Alfredo es muy inteligente. Alfredo [BLANK-3] (asistir) a clases los lunes, miércoles y viernes. (4) Los martes y jueves Alfredo y yo  [BLANK-4] (correr). (5) Mis padres [BLANK-5] (comer) mucho.

¿Tienes hermanos o hermanas? ¿Cuántos? [BLANK-1]

¿Dónde prepara su tarea? [BLANK-1]