Biol 1408

This discussion has 2 parts that should total 200 words in 2 paragraphs. In Part 1, answer the questions in paragraph form using about 100 words. In part 2, read the prompt and discuss your thoughts in an additional 100 words. Once you have submitted your initial post, return to read the posts of others.

1. Observe an ice cube or hold one in your hand.  This is water in a solid form, so it has a high structural order.  This means that the molecules cannot move very much and are in a fixed position.  The temperature of the ice is zero degrees celcius.  As a result, the entropy of the system is low.

2. Allow the ice to melt at room temperature.  What is the state of molecules in the liquid water now?  How did the energy transfer take place?  Is the entropy of the system higher or lower?  Why?

3. If you were to heat the melted water to its boiling point, what would happen to the entropy of the system?

Part 2:

Think about the world around you. Give another every day example of entropy and explain how it relates to increasing disorder of energy. If all energy tends to become more disordered, how do we always have a supply of usable energy?

 
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Microbiology

SUMMARY

Many interventions, protocols, and prevention methods are used to maintain or improve overall human health. The aim of some is to improve quality of life, while others specifically reduce, remove, or eradicate microbial pathogens which would otherwise cause disease.

Many such processes may also result in, or cause, unintended consequences to humans, pathogens, and/or the environment that were not predicted. The most well-known example is that of the rise of multiple antibiotic resistant bacteria following the use (and overuse) of antibiotics.

Each of the papers in this discussion provides an example of interventions originally intended to improve health and prevent disease. The first paper by Alharbi et al concerns restroom electric hand dryers. The second by Nettleton et al discusses artificial sweeteners and their impact on the gut bacteria. The third is a review of the latest findings that trehalose, an artificial sweetener, may have contributed to the current disease epidemic of Clostridium difficile. Finally, McNamara and Levy discuss the current status of triclosan which was first introduced in the 1970s. A background paper which defines and reviews the Hygiene Hypothesis, by Roduit et al, is also provided.

DISCUSSION PROMPTS

· What was the specific original intent of the intervention or procedure described in each of the papers and what was their unintended consequence(s)?

· Can you offer a solution or remediation for any or all of the resulting consequences from these interventions?

· What is the Hygiene Hypothesis (described in the Roduit paper) and how is it related to this discussion?

· Follow the APA format

· 1.5 page paper

 

Reading:

 

· https://elearn.une.edu/bbcswebdav/pid-236273-dt-forum-rid-15646280_1/courses/1015-201900-BIOL-1020L-06N/Antibacterial%20Consumer%20Products%20- %20How%20Reliable%20Are%20They%202017.pdf

 

· https://elearn.une.edu/bbcswebdav/pid-236273-dt-forum-rid-15646282_1/courses/1015-201900-BIOL-1020L-06N/Assessment%20of%20the%20bacterial%20contamination%20of%20hand%20air%20dryer%20in%20washroom.pdf

 

· https://elearn.une.edu/bbcswebdav/pid-236273-dt-forum-rid-15646338_1/courses/1015-201900-BIOL-1020L-06N/Pathogens%20boosted%20by%20food%20additive%202018.pdf

 

· https://elearn.une.edu/bbcswebdav/pid-236273-dt-forum-rid-15646339_1/courses/1015-201900-BIOL-1020L-06N/Reshaping%20the%20gut%20microbiota%20-%20Impact%20of%20low%20calorie%20sweeteners%20and%20the%20link%20to%20insulin%20resistance%202016.pdf

 

· https://elearn.une.edu/bbcswebdav/pid-236273-dt-forum-rid-15646346_1/courses/1015-201900-BIOL-1020L-06N/The%20Hygiene%20Hypothesis%20%20Roduit%20et%20al%202016.pdf

 

· https://elearn.une.edu/bbcswebdav/pid-236273-dt-forum-rid-15646348_1/courses/1015-201900-BIOL-1020L-06N/Triclosan%20-%20An%20Instructive%20Tale%202016.pdf

 
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Bioregional Portrait

Bioregional Portrait: (50 pts. possible) The following assignment was modified from one that was developed by the Biology Faculty at BC, and derived from the Bio 100 Student Module. One of your major writing assignments in Biology 100 is a “Portrait of your Bioregion”. There are a number of questions asking you to research your own personal environment and your place as part of that ecosystem. We define your home place as your watershed, ie. giving it biological rather than political boundaries. Nature does not recognize human made boundaries which are often lines drawn arbitrarily on a map. Nature’s boundaries are rivers, oceans, lakes, and mountains. Your watershed is all the area drained by a stream, river or lake – literally from where the water is shed or flows.

All too often we concentrate on far away, exotic, ecosystems like tropical rainforests and forget that we, too, live in a unique biome – the temperate rain forest. This assignment is asking you to explore your particular part of that biome up close and personal.

One of the objectives of this assignment is to help you better understand and appreciate the ecosystem in which you live. Part of the injunction to “Think globally, act locally” implies a knowledge of our local environment. Another objective is to ask you to think about the size of your own ecological footprint. How lightly do you step upon the land? Do you know how you use natural resources and are you using them wisely?

For this assignment think in terms of providing a stranger a unique picture or snap shot of your own personal environment and how you interact with it. Tell that person what you observe from where you live, not what you can read on the Web or hear from city officials. Everybody will have a different picture even if they are neighbors. Even identical twins living in the same house will present different portraits because they are looking through different eyes.

You can call local government offices, utility companies, etc. for further information. Mostly, though, we want to go outside around your home and observe what else shares your space. Don’t look up in a book for your trees and birds – go outside and look at them.

Think about how the land forms around you were made and how humans and other animals have shaped those land forms. In terms of European settlement the history of the Seattle area is quite short, but humans have lived in this area for at least 12,000 years.

Portrait of your Bioregion – For this assignment you need to answer ALL of the following questions about your local ecosystem. Your answers should be as complete as possible, with citations from where your information comes from.  Feel free to include drawings, photos, etc. answer the following questions in detail to describe your Bioregion. I’ve provided some hints inblue.

  1. Describe exactly where you live. Draw a map if you like. This should not include your address, describe where you live in terms of the geography without any man made points of reference.
  2. What is a watershed? In which watershed do you live? This means your own personal watershed according to the biological definition – do not ask the local water utilities for the name of your watershed. Here is a site that will also help identify your watershed. The more specific you can be the better.(Links to an external site.)
  3. Name five trees in your area, (within one or two blocks of your house). Which ones are native? This site might be helpful.
  4. Name five resident plus any three migratory birds in your area.
  5. Where is your local water supply stored? Look around your neighborhood for the nearest water tower or reservoir.
  6. Where does your wastewater go and what happens to it along the way? When you flush your toilet what happens to it? Where are the pollutants removed? Is primary, or secondary, or tertiary treatment done there?
  7. You’ve changed the oil in your car and now you need to get rid of the old oil. How do you do that in a way that is safe and environmentally sound? Be specific in your answer, where exactly would you take it.
  8. What was the area you live in like 50 years ago? 100 years ago? 200 years ago? Include people, places and nature in your description. What what was happening to the Indigenous Peoples of your Bioregion during each time period? The History Link is a helpful resource at:http://www.historylink.org (Links to an external site.)
  9. Name some animals (non human) which share your place. Include both wild and domestic beings.
  10. What type of energy do you use to heat your house, from where does this energy come? What environmental effects does this type of energy have? All forms of energy have negative environmental effects, figure out what you use first.
  11. Name the nearest creek or stream to your home, and trace its passage from source to outlet. Include above and below ground portions. Google maps can be helpful here or a topo map.
  12. List the nearest local, and state, and national park to your house, what kinds of activities are allowed in each of these (hunting, fishing, camping, motorcycling, horseback riding etc.)

Points will be assigned for depth and breadth of information and for creativity in presenting the information. Create a picture of your own Bioregion so that others can see the value and complexity of your environment.

Include with your answers a list of references to indicate where you obtained your information. Use the format in the MLA guidelines to construct a bibliography for the references that you use on each question. After you have assembled your bibliography, make sure your citations are formatted correctly. Do not use footnotes or citations of any kind within the body of this assignment. The LMC Librarian Instructions for  MLA Bibliographies are found at: at: http://www.questionpoint.org/crs/servlet/org.oclc.admin.BuildForm?&page=frame&institution=13150&type=2&language=1

BC Library Media Center Homepage:http://bellevuecollege.edu/lmc/ (Links to an external site.)

Permanent Reserve (behind the Circulation Desk):

Maps:City of Bellevue City of Seattle
King and Snohomish Counties
City of Bellevue topographic mapsAtlases:Puget Sound Thomas Guide 2001
Washington Atlas and GazetteerWeb Sites:City of Bellevuehttp://www.ci.bellevue.wa.us/ (Links to an external site.)

City of Seattlehttp://www.ci.seattle.wa.us/ (Links to an external site.)

King County Department of Natural Resourceshttp://www.kingcounty.gov/environment/dnrp.aspx
 (Links to an external site.)Washington State Department of Natural Resourceshttp://www.dnr.wa.gov (Links to an external site.)

Natural Mapping Program in Washingtonhttp://fish.washington.edu/ (Links to an external site.)

On the bottom left side of the home page click on “Site Map” then click on “Outreach”. Scroll down to “The Nature Mapping Program” and click on the URL: http://depts.washington.edu/natmap to get to the Nature Mapping Program in Washington State. Next, click on “Maps”, and finally, click on “Washington Maps” or scroll down and click on a particular Genus and species mapped in Washington State. Have Fun!!!!!

 
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Skeletal System

  Experiment 11: Skeletal System of the Fetal Pig

In this exercise you will become familiar with the skeletal system of the fetal pig. Because the fetal pig had not reached its full gestation, many of the bones have not fully developed, but are instead still cartilaginous. Still, we can look at this structures to gain a better understanding of the axial and appendicular skeletons, along with the joints.

 
  Materials

Fetal Pig Dissection Tray

Dissection Tools Kit String (should still be tied onto pig’s hooves)  
       

Procedure

1. To begin, lay your underpad down and place your dissecting tray on top of it. Lay out your dissecting tools. Be sure you have all of your safety equipment on before beginning the experiment.

2. Once prepared, gently open the bag your pig is in. Note: DO NOT destroy this bag or empty out the preserving solution within the bag, you will need it for the whole semester.

3. Lay your pig into the dissecting tray, dorsal side facing up. Slide the strings over the dissection tray to hold the pig in place.

4. Look at Figure 21 displaying the skeletal system of a grown pig. Notice the similarities and differences between that of your human skeleton and that of the pig.

5.
Figure 21:  The pig skeleton

6. Due to the rigidity of your pig, it typically will not stay in this position on its own so you will need to hold it while you examine the skeletal system.

7. Begin by examining, through the skin, the axial skeleton as shown in Figure 21. Feel the bones of the skull, then continue down the vertebral column feeling the vertebrae along the way. Notice that the tail of the pig is composed of caudal vertebrae. Note your observations in Table 34.

8. Slide the strings off of the dissection tray and gently turn your pig ventral side up. Slide the strings back under the dissection tray after the pig is correctly positioned.

9. Feel the thoracic cage of the pig. Though you will not cut into the pig today, feel the similarities that occur between the fetal pig and the human skeleton model. Note your observations in Table 34.

10. Turn your attention to the appendicular skeleton. The pig’s four appendages correlate to the human arms and legs. Use Figure 21 as a guide to try and feel the different bones of the arms and legs (humerus, femur, tibia, etc.). Note your observations in Table 34.

11. In Figure 21, look at the pelvic girdle of the pig. This structure appears noticeably different than that of a human. However, the innominate bones of the pig are created by the ilium, ischium and pubis.

12. Focus your attention on the joints of the pig. The pig should be fairly rigid due to the preservation fluids. However, you should still attempt to produce the movements created by synovial joints on the pig (e.g., flexion, rotation, etc.). Notice the joints at which these movements are possible. Do they correlate to human movement? Note your observations in Table 34.

13. Take a photograph of your pig in the dissection tray for the upload document. Make sure that your name is written on a piece of paper that is clearly visible in the background of the photograph.

14. You are now finished with the external observations of the skeletal system. Remember that as you dissect into your pig, you will be able to touch and feel the bones of the skeletal system. As the dissection progresses, always take note of the bones present within the fetal pig.

15. To finish, locate the bag the pig came in. Gently place the pig back into the bag and tightly secure the bag with a rubber band, or place in the zip-seal bag provided in the dissection box.

16. Place the pig back into the cool environment you had previously stored it in. Remember, the best place to keep the pig is in a cool, dark place.

17. After your pig has been put away, clean off your dissecting tray and dissection tools with soap and water. There should not be any biological scraps because you did not cut into the pig. However, biological scraps should not be thrown into the garbage.

18. Clean the area in which you worked with soap and water as well. As long as the underpad has not been damaged, keep it for future experiments.

 
Figure 22:  Palpate the skeleton of the fetal pig using gloved hands.

 

Table 34: Skeletal Region Observations
Skeletal Region Observations
Axial Skeleton  
Appendicular Skeleton  
Joints  

 

 

 

 

 

 

   

 

  © 2013 eScience Labs, LLC. All Rights Reserved      
 
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Gene Bioethics

Part 1:

 

Directions: Explore the attached article and videos.  Answer the associated questions with a few short sentences.  Each question is worth 1 point unless otherwise noted for a total of 35 points.   Please submit under the “journals” tab under the heading “DNA: Gene therapy and cloning”.

 

 

DNA : Gene therapy and cloning

Directions: Explore the attached article and videos below. Answer the associated questions with a few short sentences. Each question is worth 1 point unless otherwise noted for a total of 35 points. Please submit under the “journals” tab under the heading “DNA: Gene therapy and cloning”.

Picture courtesy of http://img.timeinc.net/time/2001/stemcells/images/stemcells.jpg

 

What are the ethical issues surrounding the stem cell debate?

“Human embryonic stem cell (HESC) research offers much hope for alleviating the human suffering brought on by the ravages of disease and injury. HESCs are characterized by their capacity for self-renewal and their ability to differentiate into all types of cells of the body. The main goal of HESC research is to identify the mechanisms that govern cell differentiation and to turn HESCs into specific cell types that can be used for treating debilitating and life-threatening diseases and injuries….”

(#1) Ethics of Stem Cell Research: http://plato.stanford.edu/entries/stem-cells/ (5 points)

1. The standard view of those that oppose Human Stem Cell Research is that a human being begins to exist with the emergence of what?

2. Why do Smith and Brogard (2003) and McMahan (2002) reject the stipulation that the early human embryo is a human being?

3. What are some of the capacities that are necessary for the right to Life?

4. How does the article morally distinguish the creation of embryos for reproductive purposes from the creation of embryos for research and therapeutic reasons? (2 points)

(#2) The Ethical Questions of Stem Cell Research (6 minutes) (4 points)

https://www.youtube.com/watch?v=f5d0ieWfKlI

1. What were the first guidelines available in the United States for governing the use of stem cells in research?

2. What is the Hinxton group?

3. Under the National Academy of Science, What does ESCROC stand for?

4. Who is involved in ESCROC?

 

What is the technology behind our understanding of gene transfer and cloning?

http://www.intechopen.com/source/html/44748/media/image4.jpeg Image result for clones

Pictures courtesy of: http://www.wnd.com/files/2012/12/babies-cloning-340×255.jpg

http://www.intechopen.com/source/html/44748/media/image4.jpeg

(#3)Eyes of Nye: Cloning (24 minutes) (11 points)

http://www.bing.com/videos/search?q=eyes+of+nye+cloning&&view=detail&mid=80D719E65E993F03C22880D719E65E993F03C228&FORM=VRDGAR

1. What are some of the benefits to therapeutic cloning?

2. Describe the process of somatic cell nuclear transfer. (2 points)

3. The first patent for cloning was given to the scientists who cloned Dolly the sheep. What did this provide for the company?

4. Dr. Billie Swalla uses stem cell research to study how genes do what?

5. Why does reproductive cloning not work very well?

6. Dolly died at the age of 7 indicating what about the nucleus used?

7. Dr. Hans Keirstead works with human embryonic stem cells in hopes of treating what kinds of injuries?

8. What evidence is shown (with the rats) that human embryonic stem cells have great therapeutic hope for the future?

9. What is happening inside the rat with the injected stem cells?

10. Where does Dr. Jeffery Kahn stand with regard to moral rights of the embryo?

11. Is there a law in the United States that prohibits that prohibits cloning?

 

 

 

(#4) Stem Cells- The Future: An Introduction to iPS cells (16 minutes) (5 points)

http://www.bing.com/videos/search?q=stem+cells+the+future+videos&FORM=HDRSC3#view=detail&mid=42240DF444901218969542240DF4449012189695

1. What are some of the benefits for using iPS cells? (2 points)

2. What types of patients does Dr. Shinyayamanaka hope to help with his technology?

3. What are the new ethical questions that arise with this technology? (2 points)

 

http://img2.timeinc.net/people/i/2007/archive/covers/95/6_12_95_205x273.jpg https://kinoimages.files.wordpress.com/2012/06/christopherreeve-herb-ritts.jpg

Images courtesy of: http://img2.timeinc.net/people/i/2007/archive/covers/95/6_12_95_205x273.jpg https://kinoimages.files.wordpress.com/2012/06/christopherreeve-herb-ritts.jpg

(#5) Cloning Humans? – (30 minutes) (10 points)

https://www.youtube.com/watch?v=R4JoRy_vNEw

1. What is the difference between reproductive cloning and therapeutic cloning?

2. The Eugenics movement in the first part of the 20th century resulted in sterilization of certain members of the population whose genes were determined to not be desirable. How is cloning related to this movement? (3 points)

3. Dr. Brent Blackwelder (President of “Friends of the Earth”) claims that genetic engineering will be similar to “invasive species” which could harm the environment. True or false?

4. According to the video, before researchers can use cloning in their research they must do what (in the code of practice)?

5. What was the cloning scandal that occurred in Korea?

6. What are some of the risks involved in therapeutic cloning? (2 points)

7. According to the video, the media has misled the public leading them to believe that only embryonic stem cells could be used to cure certain diseases (such as Parkinsons, or spinal cord defects). True or False?

 

 

 

Part 2:

Post a brief blog / response to ONE selected article from http://www.bioethics.com.  This response should be approximately 350-450 words, roughly 4 -6 paragraphs. You should be able to defend your viewpoint using one of the ethical approaches described in the “Framework for Ethical Decision Making” guide (attached in the Introduction to Bioethics link above).

Please follow the format and detailed rubric (below). Please post to the “Blogs” tab under “Tools”. This blog is worth 25 points.

 

Bioethics essay Rubric Point value
What is the issue or topic of concern and why is this issue controversial? 2
What is the procedure, activity, research or technology used for?

What is the goal?

What studies are being conducted?

3
What are the pros and cons? 3
What parties are affected?

What moral rights do the affected parties have?

How are these rights being violated?

3
What role has the media or education system played (if any) in reporting this issue and how has it affected the public?

Do you feel the reporting has been fair and unbiased?

2
What treatment (policy or decision) do you support?

Which method (below) will you use to arrive at this decision?

1. What leads to the best overall consequences? (Utilitarian approach)

2. Which course of action best respects all parties’ rights? (rights approach)

3. Which course of action treats everyone the same and does not show discrimination? (The fairness or justice approach)

4. Which course of action advances the common good (common good approach)

5. Which course of action develops moral virtues (The virtue approach)

5
Post the link to  another article that discusses similar technology  – Describe the similarities (or differences) in the research 2
Respectfully respond to one other student blog 5
Total points 25

 

 

 

 

 

INTRODUCTION:

 

THINKING ETHICALLY A Framework for Moral Decision Making

 

***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez – Dirksen Professor of Business Ethics at Santa Clara University and former Center director – and Claire Andre, associate Center director. “Thinking Ethically” is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.

TAKEN FROM : http://www.scu.edu/ethics/practicing/decision/framework.html

 

 

 

 

Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children’s soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children’s teachers dealing with diverse students in their classrooms.

 

Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?

 

WHAT IS ETHICS?

 

Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.

 

According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”

“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.

 

WHAT ETHICS IS NOT:

 

• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.

 

Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.

 

• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it. Law can be a function of power alone and designed to serve the interests of narrow groups. Law may have a difficult time designing or enforcing standards in some important areas, and may be slow to address new problems.

 

• Ethics is not following culturally accepted norms. Some cultures are quite ethical, but others become corrupt -or blind to certain ethical concerns (as the United States was to slavery before the Civil War). “When in Rome, do as the Romans do” is not a satisfactory ethical standard.

 

• Ethics is not science. Social and natural science can provide important data to help us make better ethical choices. But science alone does not tell us what we ought to do. Science may provide an explanation for what humans are like. But ethics provides reasons for how humans ought to act. And just because something is scientifically or technologically possible, it may not be ethical to do it.

 

THINKING LIKE A BIOETHICIST: MAKING ETHICAL DECISIONS

 

The first step in analyzing moral issues is obvious but not always easy: Get the facts. Some moral issues create controversies simply because we do not bother to check the facts. This first step, although obvious, is also among the most important and the most frequently overlooked.

 

But having the facts is not enough. Facts by themselves only tell us what is; they do not tell us what ought to be. In addition to getting the facts, resolving an ethical issue also requires an appeal to values.

 

Philosophers have developed five different approaches to values to deal with moral issues.

 

1. The Utilitarian Approach Utilitarianism was conceived in the 19th century by Jeremy Bentham and John Stuart Mill to help legislators determine which laws were morally best. Both Bentham and Mill suggested that ethical actions are those that provide the greatest balance of good over evil.

To analyze an issue using the utilitarian approach, we first identify the various courses of action available to us. Second, we ask who will be affected by each action and what benefits or harms will be derived from each. And third, we choose the action that will produce the greatest benefits and the least harm. The ethical action is the one that provides the greatest good for the greatest number.

 

2. The Rights Approach The second important approach to ethics has its roots in the philosophy of the 18th-century thinker Immanuel Kant and others like him, who focused on the individual’s right to choose for herself or himself. According to these philosophers, what makes human beings different from mere things is that people have dignity based on their ability to choose freely what they will do with their lives, and they have a fundamental moral right to have these choices respected. People are not objects to be manipulated; it is a violation of human dignity to use people in ways they do not freely choose.

Of course, many different, but related, rights exist besides this basic one. These other rights (an incomplete list below) can be thought of as different aspects of the basic right to be treated as we choose.

· The right to the truth: We have a right to be told the truth and to be informed about matters that significantly affect our choices.

· The right of privacy: We have the right to do, believe, and say whatever we choose in our personal lives so long as we do not violate the rights of others.

· The right not to be injured: We have the right not to be harmed or injured unless we freely and knowingly do something to deserve punishment or we freely and knowingly choose to risk such injuries.

· The right to what is agreed: We have a right to what has been promised by those with whom we have freely entered into a contract or agreement.

 

In deciding whether an action is moral or immoral using this second approach, then, we must ask, Does the action respect the moral rights of everyone? Actions are wrong to the extent that they violate the rights of individuals; the more serious the violation, the more wrongful the action.

 

3. The Fairness or Justice Approach The fairness or justice approach to ethics has its roots in the teachings of the ancient Greek philosopher Aristotle, who said that “equals should be treated equally and unequals unequally.” The basic moral question in this approach is: How fair is an action? Does it treat everyone in the same way, or does it show favoritism and discrimination?

Favoritism gives benefits to some people without a justifiable reason for singling them out; discrimination imposes burdens on people who are no different from those on whom burdens are not imposed. Both favoritism and discrimination are unjust and wrong.

 

4. The Common-Good Approach This approach to ethics assumes a society comprising individuals whose own good is inextricably linked to the good of the community. Community members are bound by the pursuit of common values and goals.

The common good is a notion that originated more than 2,000 years ago in the writings of Plato, Aristotle, and Cicero. More recently, contemporary ethicist John Rawls defined the common good as “certain general conditions that are…equally to everyone’s advantage.”

In this approach, we focus on ensuring that the social policies, social systems, institutions, and environments on which we depend are beneficial to all. Examples of goods common to all include affordable health care, effective public safety, peace among nations, a just legal system, and an unpolluted environment.

Appeals to the common good urge us to view ourselves as members of the same community, reflecting on broad questions concerning the kind of society we want to become and how we are to achieve that society. While respecting and valuing the freedom of individuals to pursue their own goals, the common-good approach challenges us also to recognize and further those goals we share in common.

 

 

 

5. The Virtue Approach The virtue approach to ethics assumes that there are certain ideals toward which we should strive, which provide for the full development of our humanity. These ideals are discovered through thoughtful reflection on what kind of people we have the potential to become.

Virtues are attitudes or character traits that enable us to be and to act in ways that develop our highest potential. They enable us to pursue the ideals we have adopted. Honesty, courage, compassion, generosity, fidelity, integrity, fairness, self-control, and prudence are all examples of virtues.

Virtues are like habits; that is, once acquired, they become characteristic of a person. Moreover, a person who has developed virtues will be naturally disposed to act in ways consistent with moral principles. The virtuous person is the ethical person.

In dealing with an ethical problem using the virtue approach, we might ask, What kind of person should I be? What will promote the development of character within myself and my community?

 

 

Putting the Approaches Together

Each of the approaches helps us determine what standards of behavior can be considered ethical. There are still problems to be solved, however.

 

The first problem is that we may not agree on the content of some of these specific approaches. We may not all agree to the same set of human and civil rights .We may not agree on what constitutes the common good. We may not even agree on what is a good and what is a harm.

 

The second problem is that the different approaches may not all answer the question “What is ethical?” in the same way. Nonetheless, each approach gives us important information with which to determine what is ethical in a particular circumstance. And much more often than not, the different approaches do lead to similar answers.

 

Ethical Problem Solving ** Students should be familiar with these five steps in ethical problem solving These five approaches suggest that once we have ascertained the facts, we should ask ourselves five questions when trying to resolve a moral issue:

 

1. What benefits and what harms will each course of action produce, and which alternative will lead to the best overall consequences? (The Utilitarian Approach)

2. What moral rights do the affected parties have, and which course of action best respects those rights? (The Rights Approach)

3. Which course of action treats everyone the same, except where there is a morally justifiable reason not to, and does not show favoritism or discrimination? (The Fairness or Justice Approach)

4. Which course of action advances the common good? (The Common Good Approach)

5. Which course of action develops moral virtues? (The Virtue Approach)

This method, of course, does not provide an automatic solution to moral problems. It is not meant to. The method is merely meant to help identify most of the important ethical considerations. In the end, we must deliberate on moral issues for ourselves, keeping a careful eye on both the facts and on the ethical considerations involved.

 

 

 

 

WEIGHING ETHICAL CONSIDERATIONS

Please Note: Sometimes it is not easy or even possible to act in accordance with all the relevant considerations at the same time.

For example, you might want to show respect for your grandmother by allowing her to continue driving, even when her eyesight is failing, but to minimize harm, you might feel a responsibility to take her keys away. In a case like that, it’s hard both to show respect for her desire to move around freely and to protect her and others from the harm that might be caused by a car accident. Which of these core ethical considerations should count more (respect for persons, which motivates you to allow her to keep driving, or minimizing harms, which motivates you to take her keys away)? How should you decide?

When an ethical problem arises, each individual may prioritize and choose which considerations should be favored in a different way. Often, there is no one right answer. In addition, people can emphasize different ethical considerations in the process of ethical analysis but arrive at the same decision about what should be done

 
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Bio Lab ***ZEEK THE GEEK ONLY***

Your Full Name:

UMUC Biology 102/103

Lab 5:

Your Full Name:

UMUC Biology 102/103

Lab 5: Meiosis

INSTRUCTIONS:

 

· On your own and without assistance, complete this Lab 5 Answer Sheet electronically and submit it via the Assignments Folder by the date listed in the Course Schedule (under Syllabus).

· To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

· Save your Lab 5 Answer Sheet in the following format: LastName_Lab5 (e.g., Smith_Lab5).

· You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

 

Pre-Lab Questions

1. Compare and contrast mitosis and meiosis.

 

 

 

2. What major event occurs during interphase?

 

 

 

Experiment 1: Following Chromosomal DNA Movement through Meiosis

Data Tables and Post-Lab Assessment

Trial 1 – Meiotic Division Without Crossing Over Beads Diagram:

Take pictures of your beads for each phase of meiosis I and II without crossing over. Include notes with your name, date and meiotic stage on index cards in the pictures. Please use the lowest resolution possible so that your file does not become too large to submit.

Insert pictures here:

 

Prophase I

Metaphase I

Anaphase I

Telophase I

Prophase II

Metaphase II

Anaphase II

Telophase I

Cytokinesis

Trial 2 – Meiotic Division with Crossing Over Beads Diagram:

Take pictures of your beads for each phase of meiosis I and II with crossing over.  Include notes with your name, date and meiotic stage on index cards in the pictures.  Please use the lowest resolution possible so that your file does not become too large to submit.

Insert pictures here:

 

Prophase I

Metaphase I

Anaphase I

Telophase I

Prophase II

Metaphase II

Anaphase II

Telophase I

Cytokinesis

 

Post-Lab Questions

 

1. What is the ploidy of the DNA at the end of meiosis I? What about at the end of meiosis II?

 

 

 

2. How are meiosis I and meiosis II different?

 

 

 

3. Why do you use non-sister chromatids to demonstrate crossing over?

 

 

 

4. What combinations of alleles could result from a crossover between BD and bd chromosomes?

 

 

5. How many chromosomes were present when meiosis I started?

 

 

 

6. How many nuclei are present at the end of meiosis II? How many chromosomes are in each?

 

 

 

7. Identify two ways that meiosis contributes to genetic recombination.

 

 

 

8. Why is it necessary to reduce the number of chromosomes in gametes, but not in other cells?

 

 

 

9. Blue whales have 44 chromosomes in every cell. Determine how many chromosomes you would expect to find in the following:

 

i. Sperm Cell:

 

ii. Egg Cell:

 

iii. Daughter Cell from Mitosis:

 

iv. Daughter Cell from Meiosis II:

 

10. Research and find a disease that is caused by chromosomal mutations. When does the mutation occur? What chromosomes are affected? What are the consequences?

 

 

 

11. Diagram what would happen if sexual reproduction took place for four generations using diploid (2n) cells.

 

Experiment 2: The Importance of Cell Cycle Control

For each of the five abnormalities you find online, copy and paste a picture of it (and be sure to cite the URL for the picture)—you will not be photographing your own results for this section of lab, because you’re doing your research online for the questions below.

Data Tables and Post-Lab Assessment

1.  [paste in your online picture and cite the URL]

 

 

2.  [paste in your online picture and cite the URL]

 

 

3.  [paste in your online picture and cite the URL]

 

 

4.  [paste in your online picture and cite the URL]

 

 

5. [paste in your online picture and cite the URL]

 

 

Post-Lab Questions

1. Record your hypothesis from Step 1 in the Procedure section here.

 

 

 

 

2. What do your results indicate about cell cycle control?

 

 

 

3. Suppose a person developed a mutation in a somatic cell which diminishes the performance of the body’s natural cell cycle control proteins. This mutation resulted in cancer, but was effectively treated with a cocktail of cancer-fighting techniques. Is it possible for this person’s future children to inherit this cancer-causing mutation? Be specific when you explain why or why not.

 

 

 

4. Why do cells which lack cell cycle control exhibit karyotypes which look physically different than cells with normal cell cycle.

 

 

 

5. What are HeLa cells? Why are HeLa cells appropriate for this experiment?

 

© eScience Labs, LLC 2014

INSTRUCTIONS:

 

· On your own and without assistance, complete this Lab 5 Answer Sheet electronically and submit it via the Assignments Folder by the date listed in the Course Schedule (under Syllabus).

· To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

· Save your Lab 5 Answer Sheet in the following format: LastName_Lab5 (e.g., Smith_Lab5).

· You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

 

Pre-Lab Questions

1. Compare and contrast mitosis and meiosis.

 

 

 

2. What major event occurs during interphase?

 

 

 

Experiment 1: Following Chromosomal DNA Movement through Meiosis

Data Tables and Post-Lab Assessment

Trial 1 – Meiotic Division Without Crossing Over Beads Diagram:

Take pictures of your beads for each phase of meiosis I and II without crossing over. Include notes with your name, date and meiotic stage on index cards in the pictures. Please use the lowest resolution possible so that your file does not become too large to submit.

Insert pictures here:

 

Prophase I

Metaphase I

Anaphase I

Telophase I

Prophase II

Metaphase II

Anaphase II

Telophase I

Cytokinesis

Trial 2 – Meiotic Division with Crossing Over Beads Diagram:

Take pictures of your beads for each phase of meiosis I and II with crossing over.  Include notes with your name, date and meiotic stage on index cards in the pictures.  Please use the lowest resolution possible so that your file does not become too large to submit.

Insert pictures here:

 

Prophase I

Metaphase I

Anaphase I

Telophase I

Prophase II

Metaphase II

Anaphase II

Telophase I

Cytokinesis

 

Post-Lab Questions

 

1. What is the ploidy of the DNA at the end of meiosis I? What about at the end of meiosis II?

 

 

 

2. How are meiosis I and meiosis II different?

 

 

 

3. Why do you use non-sister chromatids to demonstrate crossing over?

 

 

 

4. What combinations of alleles could result from a crossover between BD and bd chromosomes?

 

 

5. How many chromosomes were present when meiosis I started?

 

 

 

6. How many nuclei are present at the end of meiosis II? How many chromosomes are in each?

 

 

 

7. Identify two ways that meiosis contributes to genetic recombination.

 

 

 

8. Why is it necessary to reduce the number of chromosomes in gametes, but not in other cells?

 

 

 

9. Blue whales have 44 chromosomes in every cell. Determine how many chromosomes you would expect to find in the following:

 

i. Sperm Cell:

 

ii. Egg Cell:

 

iii. Daughter Cell from Mitosis:

 

iv. Daughter Cell from Meiosis II:

 

10. Research and find a disease that is caused by chromosomal mutations. When does the mutation occur? What chromosomes are affected? What are the consequences?

 

 

 

11. Diagram what would happen if sexual reproduction took place for four generations using diploid (2n) cells.

 

Experiment 2: The Importance of Cell Cycle Control

For each of the five abnormalities you find online, copy and paste a picture of it (and be sure to cite the URL for the picture)—you will not be photographing your own results for this section of lab, because you’re doing your research online for the questions below.

Data Tables and Post-Lab Assessment

1.  [paste in your online picture and cite the URL]

 

 

2.  [paste in your online picture and cite the URL]

 

 

3.  [paste in your online picture and cite the URL]

 

 

4.  [paste in your online picture and cite the URL]

 

 

5. [paste in your online picture and cite the URL]

 

 

Post-Lab Questions

1. Record your hypothesis from Step 1 in the Procedure section here.

 

 

 

 

2. What do your results indicate about cell cycle control?

 

 

 

3. Suppose a person developed a mutation in a somatic cell which diminishes the performance of the body’s natural cell cycle control proteins. This mutation resulted in cancer, but was effectively treated with a cocktail of cancer-fighting techniques. Is it possible for this person’s future children to inherit this cancer-causing mutation? Be specific when you explain why or why not.

 

 

 

4. Why do cells which lack cell cycle control exhibit karyotypes which look physically different than cells with normal cell cycle.

 

 

 

5. What are HeLa cells? Why are HeLa cells appropriate for this experiment?

 

© eScience Labs, LLC 2014

 
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Biology Questions

1.    The most important aspect of a good microscope is

resolution.

magnification.

condensation.

the number of ocular lenses.

2. Select the statement(s) that accurately describe homeostasis.

The body has the ability to detect change, activate mechanisms that oppose it, and maintain relatively stable internal conditions.

The loss of homeostatic control can cause illness but cannot cause death.

Internal conditions are absolutely constant and must not fluctuate within a range.

The internal state of the body is best described as a dynamic equilibrium in which there is a certain set point and conditions fluctuate slightly around this point.

The first and fourth choices are correct.

3. Which of the following statements is not true regarding inclusions?

Inclusions are not enclosed by a membrane.

nclusions have no functions that are necessary for cellular survival.

Inclusions can participate in ATP production in the cell.

Inclusions could be viruses or bacteria inside the cell.

None of the these is a false statement.

4.    Which of the following statements is true about the glycocalyx?

All animal cells have a glycocalyx.

Even between identical twins, the glycocalyx is chemically unique.

The glycocalyx helps one cell adhere to another.

All of these are true statements.

Only the first and third statements are true.

5.    Cells of all species have many fundamental similarities because of

spontaneous generation.

coincidence.

common ancestry.

the laws of randomness.

6.    What is the volume of a cuboidal cell that measures 5 µm on each side?

125 µm2

25 µm2

25 µm3

125 µm3

None of the choices is correct.

 

7.    In 1859 Louis Pasteur determined beyond all reasonable doubt that

cells arose from non-living matter.

cells only arose from other cells.

cells do not spontaneously generate.

All of the choices are correct.

Only the second and third choices are correct

 

8.    Dynamic equilibrium can be described as having a certain set point for a given variable where internal conditions remain constant at this point.

True

False

9.    Which of the following best distinguishes a Law from a Theory?

A law is a generalization about the predictive ways in which matter and energy behave, while a theory represents information that can be independently verified by any trained person.

A law is a generalization about the predictive ways in which matter and energy behave, while a theory is the result of inductive reasoning based on repeated, confirmed observations.

A law is the result of inductive reasoning based on repeated, confirmed observations while a theory is an explanatory statement or set of statements derived from facts and confirmed hypotheses.

A law is an explanatory statement or set of statements derived from facts and confirmed hypotheses while a theory is information that can be independently verified by any trained person.

10.  What is the surface area of a cuboidal cell that measures 5 µm on each side?

25 µm2

150 µm2

25 µm3

150 µm3

None of the choices are correct.

 
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Biology Multiple Choice

BSC1005 Biology General Chapter 10

Patterns of Inheritance

1

Chapter 10: Patterns of Inheritance and Mendel Laws

Multiple-Choice Questions

2) Which of the following statements best represents the theory of pangenesis developed by Hippocrates? A) Pregnancy is a spontaneous event, and the characteristics of the offspring are determined by the gods. B) Particles called pangenes, which originate in each part of an organism’s body, collect in the sperm or eggs and are passed on to the next generation. C) Offspring inherit the traits of either the mother or the father, but not both. D) Fertilization of plants is dependent on an animal. E) Heritable traits are influenced by the environment and the behaviors of the parents. 3) Which of the following statements regarding hypotheses about inheritance is false? A) The theory of pangenesis incorrectly suggests that reproductive cells receive particles from somatic cells. B) Contrary to the theory of pangenesis, somatic cells do not influence eggs or sperm. C) The blending hypothesis does not explain how traits that disappear in one generation can reappear in later generations. D) The blending hypothesis suggests that all of the traits of the offspring come from either the mother or the father. E) Aristotle suggested that inheritance is the potential to produce body features. 4) Mendel conducted his most memorable experiments on A) peas. B) roses. C) guinea pigs. D) fruit flies. E) clones. 5) Varieties of plants in which self-fertilization produces offspring that are identical to the parents are referred to as A) hybrids. B) the F2 generation. C) monohybrid crosses. D) independent crosses. E) true-breeding. 6) Which of the following statements regarding cross-breeding and hybridization is false? A) The offspring of two different varieties are called hybrids. B) Hybridization is also called a cross. C) The parental plants of a cross are the P generation. D) The hybrid offspring of a cross are the P1 generation. E) The hybrid offspring of an F1 cross are the F2 generation. 7) A monohybrid cross is A) the second generation of a self-fertilized plant. B) a breeding experiment in which the parental varieties have only one trait in common. C) a breeding experiment in which the parental varieties differ in only one character. D) a triploid plant that results from breeding two very different plants. E) a breeding experiment in which the parental varieties have only one prominent trait. 8) Which of the following statements regarding genotypes and phenotypes is false? A) The genetic makeup of an organism constitutes its genotype. B) An organism with two different alleles for a single trait is said to be heterozygous for that trait. C) Alleles are alternate forms of a gene. D) An allele that is fully expressed is referred to as recessive. E) The expressed physical traits of an organism are called its phenotype.

 

 

BSC1005 Biology General Chapter 10

Patterns of Inheritance

2

9) Research since Mendel’s time has established that the law of the segregation of genes during gamete formation A) applies to all forms of life. B) applies to all sexually reproducing organisms. C) applies to all asexually reproducing organisms. D) applies only to unicellular organisms. E) is invalid. 10) All the offspring of a cross between a black-eyed mendelien and an orange-eyed mendelien have black eyes. This means that the allele for black eyes is ________ the allele for orange eyes. A) codominant to B) recessive to C) more aggressive than D) dominant to E) better than 11) All the offspring of a cross between a black-eyed mendelien and an orange-eyed mendelien have black eyes. What is the expected phenotypic ratio of a cross between two orange-eyed mendeliens? A) 3 black-eyed:1 orange-eyed B) 0 black-eyed:1 orange-eyed C) 1 black-eyed:3 orange-eyed D) 1 black-eyed:0 orange-eyed E) 1 black-eyed:1 orange-eyed 12) The alleles of a gene are found at ________ chromosomes. A) the same locus on homologous mitochondrial B) the same locus on heterologous C) different loci on homologous D) different loci on heterologous E) the same locus on homologous 13) The phenotypic ratio resulting from a dihybrid cross showing independent assortment is expected to be A) 1:2:1. B) 3:1. C) 9:1:1:3. D) 3:9:9:1. E) 9:3:3:1. 14) If A is dominant to a and B is dominant to b, what is the expected phenotypic ratio of the cross: AaBb × AaBb? A) 16:0:0:0 B) 8:4:2:2 C) 4:4:4:4 D) 1:1:1:1 E) 9:3:3:1 15) Mendel’s law of independent assortment states that A) chromosomes sort independently of each other during mitosis and meiosis. B) genes sort independently of each other in animals but not in plants. C) independent sorting of genes produces polyploid plants under some circumstances. D) each pair of alleles segregates independently of the other pairs of alleles during gamete formation. E) genes are sorted concurrently during gamete formation. 16) Imagine that we mate two black Labrador dogs with normal vision and find that three of the puppies are like the parents, but one puppy is chocolate with normal vision and another is black with PRA (progressive retinal atrophy, a serious disease of vision).

 

 

BSC1005 Biology General Chapter 10

Patterns of Inheritance

3

We can conclude that A) both of the parents are homozygous for both traits. B) one of the parents is homozygous for both traits. C) the same alleles that control coat color can also cause PRA. D) the alleles for color and vision segregate independently during gamete formation. E) the alleles for color and vision segregate dependently during gamete formation. 17) A testcross is A) a mating between an individual of unknown genotype and an individual homozygous recessive for the trait of interest. B) a mating between an individual of unknown genotype and an individual heterozygous for the trait of interest. C) a mating between an individual of unknown genotype and an individual homozygous dominant for the trait of interest. D) a mating between two individuals heterozygous for the trait of interest. E) a mating between two individuals of unknown genotype. 18) Using a six-sided die, what is the probability of rolling either a 5 or a 6? A) 1/6 × 1/6 = 1/36 B) 1/6 + 1/6 = 1/3 C) 1/6 + 1/6 = 2/3 D) 1/6 + 1/6 = 1/12 E) 1/6 19) Assuming that the probability of having a female child is 50% and the probability of having a male child is also 50%, what is the probability that a couple’s first-born child will be female and that their second-born child will be male? A) 20% B) 25% C) 50% D) 75% E) 100% 20) A carrier of a genetic disorder who does not show symptoms is most likely to be ________ to transmit it to offspring. A) heterozygous for the trait and able B) heterozygous for the trait and unable C) homozygous for the trait and able D) homozygous for the trait and unable E) heterozygous for the trait and unlikely 21) Dr. Smith’s parents have normal hearing. However, Dr. Smith has an inherited form of deafness. Deafness is a recessive trait that is associated with the abnormal allele d. The normal allele at this locus, associated with normal hearing, is D. Dr. Smith’s parents could have which of the following genotypes? A) DD and dd B) dd and dd C) Dd and Dd D) DD and DD E) Dd and DD 22) Most genetic disorders of humans are caused by A) multiple alleles. B) recessive alleles. C) drinking during pregnancy. D) a mutation that occurs in the egg, sperm, or zygote. E) dominant alleles.

 

 

BSC1005 Biology General Chapter 10

Patterns of Inheritance

4

23) The vast majority of people afflicted with recessive disorders are born to parents who were A) both affected by the disease. B) not affected at all by the disease. C) slightly affected by the disease, showing some but not all of the symptoms. D) subjected to some environmental toxin that caused the disease in their children. E) affected by the disease but had subclinical symptoms. 24) Which of the following statements best explains why dominant alleles that cause lethal disorders are less common than recessive alleles that cause lethal disorders? A) Lethal disorders caused by dominant alleles are usually more severe than lethal disorders caused by recessive alleles. B) Unlike lethal disorders caused by recessive alleles, lethal disorders caused by dominant alleles usually cause the death of the embryo. C) Most individuals carrying a lethal dominant allele have the disorder and die before they reproduce, whereas individuals carrying a lethal recessive allele are more likely to be healthy and reproduce. D) The presence of a lethal dominant allele causes sterility. E) Many lethal recessive alleles cause enhanced disease resistance when they are present in the heterozygous state, and carriers of these alleles have more children, on average, than other people. 25) Amniocentesis and chorionic villus sampling allow for ________ and ________ of the fetus so that it can be tested for abnormalities. A) imaging . . . biochemical testing B) imaging . . . karyotyping C) sexing . . . imaging D) karyotyping . . . biochemical testing E) direct observation . . . biochemical testing 26) Which of the following statements regarding prenatal testing is false? A) Results from chorionic villus sampling come faster than from amniocentesis. B) Chorionic villus sampling is typically performed later in the pregnancy than amniocentesis. C) Ultrasound imaging has no known risk. D) The complication rate for chorionic villus sampling is about 2% and for amniocentesis is about 1%. E) Chorionic villus sampling and amniocentesis are usually reserved for pregnancies with higher than usual risks of complications. 27) Which of the following statements regarding genetic testing is false? A) Genetic testing before birth requires the collection of fetal cells. B) Carrier testing helps determine if a person carries a potentially harmful disorder. C) Most children with recessive disorders are born to healthy parents. D) The screening of newborns can catch inherited disorders right after birth. E) Most human genetic diseases are treatable if caught early. 28) For most sexually reproducing organisms, Mendel’s laws A) cannot strictly account for most patterns of inheritance. B) explain the reasons why certain genes are dominant. C) help us understand the global geographic patterns of genetic disease. D) indicate if a particular genotype will cause a certain phenotype. E) clarify the phenomenon of incomplete dominance. 29) Which of the following statements is false? A) Incomplete dominance supports the blending hypothesis. B) Heterozygotes for hypercholesterolemia have blood cholesterols about twice normal. C) The four blood types result from various combinations of the three different ABO alleles. D) ABO blood groups can provide evidence of paternity. E) The impact of a single gene on more than one character is called pleiotropy.

 

 

BSC1005 Biology General Chapter 10

Patterns of Inheritance

5

30) All the offspring of a cross between a red-flowered plant and a white-flowered plant have pink flowers. This means that the allele for red flowers is ________ to the allele for white flowers. A) dominant B) codominant C) pleiotropic D) incompletely dominant E) recessive 31) Imagine that beak color in a finch species is controlled by a single gene. You mate a finch homozygous for orange (pigmented) beak with a finch homozygous for ivory (unpigmented) beak and get numerous offspring, all of which have a pale, ivory-orange beak. This pattern of color expression is most likely to be an example of A) incomplete dominance. B) codominance. C) pleiotropy. D) polygenic inheritance. E) crossing over. 32) Which of the following is an example of incomplete dominance in humans? A) sickle-cell disease B) hypercholesterolemia C) skin color D) ABO blood groups E) phenylketonuria 33) The expression of both alleles for a trait in a heterozygous individual illustrates A) incomplete dominance. B) codominance. C) pleiotropy. D) polygenic inheritance. E) blending inheritance. 34) A person with AB blood illustrates the principle of A) incomplete dominance. B) codominance. C) pleiotropy. D) polygenic inheritance. E) blending inheritance. 35) Which of the following statements regarding sickle-cell disease is false? A) Sickle-cell disease is common in tropical Africa. B) Persons who are heterozygous for sickle-cell disease are also resistant to malaria. C) Sickle-cell disease causes white blood cells to be sickle-shaped. D) All of the symptoms of sickle-cell disease result from the actions of just one allele. E) About one in ten African-Americans is a carrier of sickle-cell disease. 36) Sickle-cell disease is an example of A) codominance and pleiotropy. B) codominance and blended inheritance. C) multiple alleles, pleiotropy, and blended inheritance. D) codominance and multiple alleles. E) multiple alleles and pleiotropy.

 

 

BSC1005 Biology General Chapter 10

Patterns of Inheritance

6

37) Which of the following terms refers to a situation where a single phenotypic character is determined by the additive effects of two or more genes? A) incomplete dominance B) codominance C) pleiotropy D) polygenic inheritance E) blending inheritance 38) Which of the following is essentially the opposite of pleiotropy? A) incomplete dominance B) codominance C) multiple alleles D) polygenic inheritance E) blending inheritance 39) The individual features of all organisms are the result of A) genetics. B) the environment. C) genetics and cytoplasmic determinants. D) the environment and individual needs. E) genetics and the environment. 40) The chromosome theory of inheritance states that A) chromosomes that exhibit mutations are the source of genetic variation. B) the behavior of chromosomes during meiosis and fertilization accounts for patterns of inheritance. C) the behavior of chromosomes during mitosis accounts for inheritance patterns. D) humans have 46 chromosomes. E) the inheritance pattern of humans is predetermined from chromosomes. 41) Genes located close together on the same chromosomes are referred to as ________ genes and generally ________. A) associated . . . sort independently during meiosis B) linked . . . sort independently during meiosis C) homologous . . . are inherited together D) linked . . . do not sort independently during meiosis E) codependent . . . do not sort independently during meiosis 42) Linked genes generally A) follow the laws of independent assortment. B) do not follow the laws of independent assortment. C) show incomplete dominance. D) reflect a pattern of codominance. E) show pleiotropy. 43) You conduct a dihybrid cross and then testcross the generation. A ________ ratio would make you suspect that the genes are linked. A) 3:1 B) 1:2:1 C) 1:1:1:1 D) 7:7:1:1 E) 9:3:3:1

 

 

BSC1005 Biology General Chapter 10

Patterns of Inheritance

7

44) Crossing over ________ genes into assortments of ________ not found in the parents. A) recombines unlinked . . . genes B) recombines linked . . . alleles C) combines unlinked . . . alleles D) combines linked . . . genes E) recombines unlinked . . . chromosomes 45) The mechanism that “breaks” the linkage between linked genes is A) incomplete dominance. B) pleiotropy. C) codominance. D) independent assortment. E) crossing over. 46) Which of the following kinds of data could be used to map the relative position of three genes on a chromosome? A) the frequencies with which the genes exhibit incomplete dominance over each other B) the frequencies of mutations in the genes C) the frequencies with which the genes are inherited from the mother and from the father D) the frequencies with which the genes are heterozygous E) the frequencies with which the corresponding traits occur together in offspring 47) What is the normal complement of sex chromosomes in a human male? A) two X chromosomes B) two Y chromosomes C) two X chromosomes and one Y chromosome D) one X chromosome and one Y chromosome E) one Y chromosome 48) The sex chromosome complement of a normal human male is A) XO. B) XX. C) XY. D) YY. E) YO. 49) How many sex chromosomes are in a human gamete? A) one B) two C) three D) four E) five 50) How is sex determined in most ants and bees? A) by the X-Y system B) by the Z-W system C) by the number of chromosomes D) by the size of the sex chromosome E) by the X-O system

 

 

BSC1005 Biology General Chapter 11

Molecular Biology of the Gene

1

Chapter 11: Molecular Biology of the Gene Multiple-Choice Questions 1) Which of the following statements regarding viruses is false? A) A virus is generally considered to be alive because it is cellular and can reproduce on its own. B) The host cell provides most of the tools and raw materials for viral multiplication. C) Once a person is infected with the herpes virus, the virus remains permanently latent in the body. D) Viruses can enter a host cell when the protein molecules on the outside of the virus fit into receptor molecules on the outside of the cell. E) Herpesviruses and the virus that causes AIDS can remain latent inside our cells for long periods of time. 2) Which of the following people conducted the experiments that demonstrated that DNA is the genetic material of bacteriophages? A) Watson and Crick B) Hershey and Chase C) Franklin D) Griffith E) Pauling 3) One type of virus that infects bacteria is called a A) phage. B) mage. C) rhinovirus. D) filovirus. E) coronavirus. 4) When a T2 bacteriophage infects an Escherichia coli cell, which part of the phage enters the bacterial cytoplasm? A) the whole phage B) only the RNA C) only the DNA D) the protein “headpiece” and its enclosed nucleic acid E) the tail fibers 5) The way that genetic material of a bacteriophage enters a bacterium is most like the way that A) a drug is injected with a hypodermic needle. B) a person swallows a pill. C) skin lotion is rubbed onto the hands. D) sugar dissolves in water. E) water soaks into a sponge. 6) The monomers of DNA and RNA are A) amino acids. B) monosaccharides. C) nucleotides. D) fatty acids. E) nucleic acids. 7) Which of the following statements regarding DNA is false? A) DNA uses the sugar deoxyribose. B) DNA uses the nitrogenous base uracil. C) DNA is a nucleic acid. D) One DNA molecule can include four different nucleotides in its structure. E) DNA molecules have a sugar-phosphate backbone.

 

 

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8) Which of the following statements regarding RNA is false? A) RNA uses the sugar dextrose. B) RNA uses the nitrogenous base uracil. C) RNA is a nucleic acid. D) One RNA molecule can include four different nucleotides in its structure. E) RNA molecules have a sugar-phosphate backbone. 9) Which of the following statements regarding the structure of DNA is false? A) The DNA molecule has a uniform diameter. B) In a DNA molecule, adenine bonds to thymine and guanine to cytosine. C) The DNA molecule is in the form of a double helix. D) Watson and Crick received a Nobel Prize for their description of the structure of DNA. E) The sequence of nucleotides along the length of a DNA strand is restricted by the base-pairing rules. 10) How would the shape of a DNA molecule change if adenine paired with guanine and cytosine paired with thymine? A) The DNA molecule would be longer. B) The DNA molecule would be shorter. C) The DNA molecule would be circular. D) The DNA molecule would have regions where no base-pairing would occur. E) The DNA molecule would have irregular widths along its length. 11) The shape of a DNA molecule is most like A) a set of railroad tracks. B) a diamond ring. C) a twisted rope ladder. D) a gold necklace. E) the letter X. 12) Which of the following statements regarding a DNA double helix is always true? A) The amount of adenine is equal to the amount of uracil, and the amount of guanine is equal to the amount of cytosine. B) The amount of adenine is equal to the amount of thymine, and the amount of guanine is equal to the amount of uracil. C) The amount of adenine is equal to the amount of guanine, and the amount of thymine is equal to the amount of cytosine. D) The amount of adenine is equal to the amount of cytosine, and the amount of guanine is equal to the amount of thymine. E) The amount of adenine is equal to the amount of thymine, and the amount of guanine is equal to the amount of cytosine. 13) DNA replication A) occurs through the addition of nucleotides to the end of the DNA molecule. B) results in the formation of four new DNA strands. C) produces two daughter DNA molecules that are complementary to each other. D) uses each strand of a DNA molecule as a template for the creation of a new strand. E) begins when two DNA molecules join together to exchange segments. 14) If one strand of DNA is CGGTAC, the corresponding strand would be A) GCCTAG. B) CGGTAC. C) GCCAUC. D) TAACGT. E) GCCATG.

 

 

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15) The copying mechanism of DNA is most like A) using a photographic negative to make a positive image. B) mixing flour, sugar, and water to make bread dough. C) joining together links to make a chain. D) carving a figure out of wood. E) threading beads onto a string. 16) When one DNA molecule is copied to make two DNA molecules, the new DNA contains A) none of the parent DNA. B) 25% of the parent DNA. C) 50% of the parent DNA. D) 75% of the parent DNA. E) 100% of the parent DNA 17) Multiple origins of replication on the DNA molecules of eukaryotic cells serve to A) remove errors in DNA replication. B) create multiple copies of the DNA molecule at the same time. C) shorten the time necessary for DNA replication. D) reduce the number of “bubbles” that occur in the DNA molecule during replication. E) assure the correct orientation of the two strands in the newly growing double helix. 18) Which of the following enzymes catalyzes the elongation of a new DNA strand? A) helicase B) primase C) ligase D) single-stranded binding protein E) DNA polymerase 19) Why does a DNA strand grow only in the 5′ to 3′ direction? A) because DNA polymerases can only add nucleotides to the 3′ end of the growing molecule B) because DNA polymerases can only add nucleotides to the 5′ end of the growing molecule C) because mRNA can only read a DNA molecule in the 5′ to 3′ direction D) because the DNA molecule only unwinds in the 5′ to 3′ direction E) because DNA polymerase requires the addition of a starter nucleotide at the 5′ end 20) Which of the following options best depicts the flow of information when a gene directs the synthesis of a cellular component? A) RNA → DNA → RNA → protein B) DNA → RNA → protein C) protein → RNA → DNA D) DNA → amino acid → RNA → protein E) DNA → tRNA → mRNA → protein 21) The transfer of genetic information from DNA to RNA is called A) translation. B) transcription. C) initiation. D) elongation. E) promotion. 22) The “one gene-one polypeptide” theory states that A) the synthesis of each gene is catalyzed by one specific enzyme. B) the synthesis of each enzyme is catalyzed by one specific gene. C) the function of an individual gene is to dictate the production of a specific polypeptide. D) each polypeptide catalyzes a specific reaction.

 

 

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E) the function of each polypeptide is to regulate the synthesis of each corresponding gene. 23) Experiments have demonstrated that the “words” of the genetic code (the units that specify amino acids) are A) single nucleotides. B) two-nucleotide sequences. C) three-nucleotide sequences. D) nucleotide sequences of various lengths. E) enzymes. 24) The directions for each amino acid in a polypeptide are indicated by a codon that consists of ________ nucleotide(s) in an RNA molecule. A) 5 B) 4 C) 3 D) 2 E) 1 25) We would expect that a 15-nucleotide sequence will direct the production of a polypeptide that consists of A) 2 amino acids. B) 3 amino acids. C) 4 amino acids. D) 5 amino acids. E) 6 amino acids. 26) A base substitution mutation in a gene does not always result in a different protein. Which of the following factors could account for this? A) the fact that the mutation affects only the sequence of the protein’s amino acids, so the protein stays the same B) the double-ring structure of adenine and guanine C) a correcting mechanism that is part of the mRNA molecule D) the fact that such mutations are usually accompanied by a complementary deletion E) the fact that some amino acids are specified from more than one codon 27) Which of the following enzymes catalyzes the linking together of RNA nucleotides to form RNA? A) RNA polymerase B) RNA ligase C) a ribozyme D) reverse transcriptase E) tRNA 28) Which of the following occurs when RNA polymerase attaches to the promoter DNA? A) elongation of the growing RNA molecule B) termination of the RNA molecule C) addition of nucleotides to the DNA template D) initiation of a new RNA molecule E) initiation of a new polypeptide chain 29) ________ marks the end of a gene and causes transcription to stop. A) RNA polymerase B) RNA ligase C) A terminator D) Reverse transcriptase E) Methionine

 

 

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30) Where do transcription and translation occur in prokaryotic cells? A) on the plasma membrane B) in the nucleus C) in the cytoplasm D) in chromatophores E) in the cell wall 31) Which of the following statements about eukaryotic RNA is true? A) Introns are added to the RNA. B) Exons are spliced together. C) A small cap of extra nucleotides is added to both ends of the RNA. D) A long tail of extra nucleotides is removed from the 5′ end of the RNA. E) The modified RNA molecule is transported into the nucleus. 32) Which of the following takes place during translation? A) the conversion of genetic information from the language of nucleic acids to the language of proteins B) the conversion of genetic information from DNA nucleotides into RNA nucleotides C) the addition of nucleotides to a DNA template D) the conversion of genetic information from the language of proteins to the language of enzymes E) DNA replication 33) Which of the following is a function of tRNA? A) joining to several types of amino acid B) recognizing the appropriate anticodons in mRNA C) transferring nucleotides to rRNA D) helping to translate codons into nucleic acids E) joining to only one specific type of amino acid 34) Which of the following is not needed in order for translation to occur? A) DNA template B) ribosomes C) tRNA D) various enzymes and protein “factors” E) sources of energy, including ATP 35) Which of the following statements about ribosomes is false? A) A ribosome consists of two subunits. B) Subunits of RNA are made of proteins and ribosomal RNA. C) The ribosomes of prokaryotes and eukaryotes are the same in structure and function. D) Each ribosome has two binding sites for tRNA. E) Ribosomes coordinate the functioning of mRNA and tRNA. 36) Which of the following statements is false? A) Translation consists of initiation, elongation, and termination. B) During polypeptide initiation, an mRNA, the first amino acid attached to its tRNA, and the two subunits of a ribosome are brought together. C) An mRNA molecule transcribed from DNA is shorter than the genetic message it carries. D) During the first step of initiation, an mRNA molecule binds to a small ribosomal subunit. E) During the second step of initiation, a large ribosomal subunit binds to a small ribosomal subunit. 37) Which of the following options most accurately lists the sequence of events in translation? A) codon recognition → translocation → peptide bond formation → termination B) peptide bond formation → codon recognition → translocation → termination C) codon recognition → peptide bond formation → translocation → termination

 

 

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D) codon recognition → peptide bond formation → termination → translocation E) peptide bond formation → translocation → codon recognition → termination 38) Which of the following statements regarding the flow of genetic information is false? A) Polypeptides form proteins that determine the appearance and function of the cell and organism. B) Eukaryotic mRNA is processed in several ways before export out of the nucleus. C) The codons in a gene specify the amino acid sequence of a polypeptide. D) Transcription occurs in the cytoplasm of eukaryotic cells. E) Ribosomes function as factories that coordinate the functioning of mRNA and tRNA. 39) Any change in the nucleotide sequence of DNA is called A) a mutation. B) an advantage. C) a codon. D) a translation. E) an anticodon. 40) Consider the following sentence: “The dog did not eat.” Which of the following variations of this sentence is most like a base substitution mutation? A) The dog did not et. B) The dog dog did not eat. C) The did dog not eat. D) The doe did not eat. E) The dog did not. 41) Consider the following sentence: “The dog did not eat.” Which of the following variations of this sentence is most like a reading frame mutation? A) The dog dog did not eat. B) The did dog not eat. C) The dod idn ote at. D) The did not eat. E) The dog did dog did not eat. 42) A physical or chemical agent that changes the nucleotide sequence of DNA is called a(n) A) reverse transcriptase. B) terminator. C) transposon. D) mutagen. E) anticodon. 43) A protein shell enclosing a viral genome is known as a(n) A) capsule. B) envelope. C) phage. D) capsid. E) prophage. 44) Which of the following features characterizes the lytic cycle of a viral infection? A) The cycle typically ends when the host bacterium divides. B) The cycle typically leads to the lysis of the host cell. C) The viral DNA is inserted into a bacterial chromosome. D) The virus reproduces outside of the host cell. E) The viral genes typically remain inactive once they are inside the host cell.

 

 

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45) Which of the following statements is false? A) Some prophage genes can cause the transformation of a nonpathogenic bacterium into a form that causes human disease. B) Sometimes an environmental signal can trigger a switchover from the lysogenic to the lytic cycle. C) The lysogenic cycle always occurs inside of host cells. D) The lysogenic cycle typically results in the rapid lysis of all infected cells. E) During a lysogenic cycle, viral DNA replication typically occurs without destroying the host cell. 46) Viral DNA incorporated into host cell DNA is known as a(n) A) capsid. B) prophage. C) envelope. D) phage. E) genome. 47) The envelope of a flu virus A) helps the virus enter the cell. B) is coded by viral genes. C) helps the virus insert its DNA into the host cell genome. D) changes rapidly, thereby helping the virus evade an immune system response. E) accounts for viral resistance to antibiotics. 48) Which of the following statements about herpesviruses is false? A) Herpesviruses reproduce inside the host cell’s mitochondria. B) Herpesviruses acquire their envelopes from the host cell nuclear membrane. C) Herpesviruses are DNA viruses. D) Herpesviruses may remain latent for long periods of time while inside the host cell nucleus. E) Herpesviruses may cause cold sores or genital sores to appear during times of physical or emotional stress. 49) Which of the following statements about plant viruses is false? A) Once in a plant, a virus can spread from cell to cell through plasmodesmata. B) The genetic material in most plant viruses is RNA. C) Preventing infections and breeding resistant plants can control viral infection in plants. D) To infect a plant, a virus must first get past the plant’s epidermis. E) There are many successful ways to rid infected plants of a virus. 50) Which of the following statements regarding viral diseases is false? A) RNA viruses tend to have an unusually high rate of mutation because their RNA genomes cannot be corrected by proofreading. B) New viral diseases often emerge when a virus infects a new host species. C) Very few new human diseases have originated in other animals because the genetic differences are too great. D) Some new viral diseases arise as a result of a mutation of existing viruses. E) AIDS was around for decades before becoming a widespread epidemic. 51) What will be the most likely cause of a new avian flu pandemic like the 1918-1919 flu pandemic that killed approximately 40 million people worldwide? A) sexual promiscuity B) intravenous drug use and abuse C) easy viral transmission from person to person D) blood transfusions with tainted blood E) increased international travel at affordable rates

 

 

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52) What kind of virus is HIV? A) a herpesvirus B) a paramyxovirus C) a retrovirus D) a complex virus E) a provirus 53) Which of the following enzymes does HIV use to synthesize DNA on an RNA template? A) ligase B) RNA polymerase C) terminator enzyme D) reverse transcriptase E) DNA convertase 54) HIV does the greatest damage to A) the adrenal glands. B) pancreatic cells. C) nervous tissue. D) gametes. E) white blood cells. 55) How do viroids harm the plants that are infected with them? A) by increasing the plants’ metabolic rate B) by altering the plants’ growth C) by reducing the plants’ seed production D) by preventing leaf production E) by destroying the root system 56) Which of the following statements about the treatment or prevention for a prion infection is true? A) Antibiotic therapies such as penicillin are very effective cures. B) High doses of anti-inflammatory drugs such as ibuprofen reduce the symptoms of prion infections. C) Corticosteroid therapy is the only drug therapy that can reverse the effects of a prion infection. D) Preventative vaccines have recently been shown to be effective in preventing prion infections. E) There is no known treatment or cure for prion infections. 57) In the 1920s, Frederick Griffith conducted an experiment in which he mixed the dead cells of a bacterial strain that can cause pneumonia with live cells of a bacterial strain that cannot. When he cultured the live cells, some of the daughter colonies proved able to cause pneumonia. Which of the following processes of bacterial DNA transfer does this experiment demonstrate? A) transduction B) conjugation C) transformation D) transposition E) crossing over 58) Transduction A) is the direct transfer of DNA from one bacterium to another. B) occurs when a bacterium acquires DNA from the surrounding environment. C) is the result of crossing over. D) occurs when a phage transfers bacterial DNA from one bacterium to another. E) requires DNA polymerase. 59) Conjugation A) is the direct transfer of DNA from one bacterium to another. B) occurs when a bacterium acquires DNA from the surrounding environment.

 

 

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C) is the result of crossing over. D) occurs when a phage transfers bacterial DNA from one bacterium to another. E) requires DNA polymerase. 60) Conjugation, transformation, and transduction are all ways that bacteria A) reduce their DNA content. B) increase the amount of RNA in the cytoplasm. C) change their ribosomes to eukaryotic ribosomes. D) increase their genetic diversity. E) alter their oxygen requirements. 61) A friend accidentally sends an email to you that contains a computer virus from his computer. Without knowing it, you infect your computer with the virus when you open the email. This process of spreading the computer virus using emails is most like which of the following processes? A) binary fission B) conjugation C) transduction D) transformation E) mitosis 62) When a bacterial cell with a chromosome-borne F factor conjugates with another bacterium, how is the transmitted donor DNA incorporated into the recipient’s genome? A) It is substituted for the equivalent portion of the recipient’s chromosome by the process of crossing over. B) It circularizes and becomes one of the recipient cell’s plasmids. C) The genes on the donor DNA of which the recipient does not have a copy are added to the recipient chromosome; the remainder of the donor DNA is degraded. D) The DNA of the recipient cell replicates, and the donor DNA is added to the end of the recipient DNA. E) The donor and recipient DNA are both chopped into segments by restriction enzymes, and a new, composite chromosome is assembled from the fragments 63) In many bacteria, genes that confer resistance to antibiotics are carried on A) factors. B) R plasmids. C) dissimilation plasmids. D) transposons. E) exons. 64) Conjugation between a bacterium that lacks an F factor (F-) and a bacterium that has an F factor on its chromosome (F+) would typically produce which of the following results? A) The F- bacterium ends up carrying one or more plasmids from the F+ bacterium; the F+ bacterium is unchanged. B) The F+ bacterium ends up with a recombinant chromosome that carries some genes from the F- bacterium, and the F- bacterium ends up with an unaltered chromosome. C) The F+ bacterium ends up with a recombinant chromosome that carries some genes from the F- bacterium, and the F- bacterium ends up with a chromosome that lacks those genes. D) The F- bacterium ends up with a recombinant chromosome that carries some genes from the F+ bacterium, and the F+ bacterium ends up with an unaltered chromosome. E) The F- bacterium ends up with a recombinant chromosome that carries some genes from the F+ bacterium, and the F+ bacterium ends up with a chromosome that lacks those genes. 65) A functional F factor that is an R plasmid must contain all of the following elements except A) genes for making sex pili. B) genes for making the enzymes needed for conjugation. C) a site for making the proteins needed for conjugation.

 

 

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D) a site where DNA replication can begin. E) genes for enzymes that confer resistance to antibiotics. 66) Which of the following human activities has contributed to an increase in the number of bacteria having R plasmids? A) nitrogen fixation by genetically engineered plants B) widespread use of childhood vaccination in developing countries C) improper use of restriction enzymes in research and medical facilities D) increased carcinogen exposure from excessive fossil fuel burning E) heavy use of antibiotics in medicine and in agriculture

 

 

BSC1005 Biology General Chapter 12

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Chapter 12: How Genes Are Controlled

Multiple-Choice Questions

1) Which of the following statements about the problems created by cloning is false? A) Cloned animals are less healthy than animals created by natural methods. B) Cloning does not increase genetic diversity in the cloned species. C) Cloning endangered species may de-emphasize the need to preserve critical natural habitats. D) Cloned animals live longer compared to naturally bred animals. E) Cloning leads to malfunctions in gene regulation. 2) The fact that the nucleus from an adult somatic cell can be used to create all of the cell types in a new organism demonstrates that development depends upon A) the control of gene expression. B) the timing of mitosis and meiosis. C) the timing of meiosis and cell migrations. D) the deposition of materials in the extracellular matrix. E) the position of cells within an embryo. 3) The term “gene expression” refers to the A) fact that each individual of a species has a unique set of genes. B) fact that individuals of the same species have different phenotypes. C) process by which genetic information flows from genes to proteins. D) fact that certain genes are visible as dark stripes on a chromosome. E) flow of information from parent to offspring. 4) A gene operon consists of A) a transcribed gene only. B) a promoter only. C) a regulatory gene only. D) transcribed genes, an operator, and a promoter. E) transcribed genes, a promoter, and a regulatory gene. 5) In a prokaryote, a group of genes with related functions, along with their associated control sequences, defines A) an allele. B) an operon. C) a locus. D) a transposon. E) a chromosome. 6) The lac operon in E. coli A) prevents lactose-utilizing enzymes from being expressed when lactose is absent from the environment. B) coordinates the production of tryptophan-utilizing enzymes when it is present. C) allows the bacterium to resist antibiotics in the penicillin family. D) regulates the rate of binary fission. E) uses activators to initiate the production of enzymes that break down lactose. 7) Proteins that bind to DNA and turn on operons by making it easier for RNA polymerase to bind to a promoter are called A) regulators. B) inhibitors. C) operators. D) activators. E) repressors.

 

 

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8) The lac operon of E. coli is ________ when the repressor is bound to lactose. A) active B) inactive C) elongated D) cloned E) unregulated 9) The expression of the tryptophan operon is controlled by A) a repressor that is active when it is alone. B) a repressor that is inactive when it binds to lactose. C) a repressor that is active when it binds to tryptophan. D) an activator that turns the operon on by binding to DNA. E) an activator that permanently deletes genes in the tryptophan operon. 10) Which of the following is likely to occur in E. coli cells that are grown in skim milk? A) The lac operon is shut off and the cells will not produce lactose-utilizing enzymes. B) The trp repressor is activated and the cells will produce lactose-utilizing enzymes. C) The trp operon is turned on but the bacteria will not produce lactose-utilizing enzymes. D) The trp operon and the lac operon are both switched off. E) The trp operon and the lac operon are both switched on. 11) A single cell, the zygote, can develop into an entirely new organism with many different specialized cells. Which of the following statements about this process is false? A) Additional genetic information for the formation of specialized cells is passed on to the developing embryo via the placenta. B) The descendant cells specialize by a process known as cellular differentiation. C) The zygote contains all of the genetic information required for the development of many different cell types. D) Only some of the genes in the zygote are expressed in all of its descendant cells. E) Differentiation of the zygote into a multicellular organism results from selective gene expression. 12) The genes for the enzymes of glycolysis A) are active in all metabolizing cells, but the genes for specialized proteins are expressed only in particular cell types. B) are inactive in all metabolizing cells, but the genes for specialized proteins are expressed in all cell types. C) and the genes for all specialized proteins are expressed in all metabolizing cells. D) and the genes for specialized proteins are expressed in all nonembryonic cell types. E) and the genes for all specialized proteins are expressed in all embryonic cells. 13) Which of the following statements regarding DNA packing is false? A) A nucleosome consists of DNA wound around a protein core of eight histone molecules. B) DNA packing tends to promote gene expression. C) Histones account for about half the mass of eukaryotic chromosomes. D) Highly compacted chromatin is generally not expressed at all. E) Prokaryotes have proteins analogous to histones. 14) The relationship between DNA and chromosomes is most like A) an egg yolk inside of an egg. B) a dozen eggs packaged within an egg carton. C) a spoon cradling some peas. D) thread wrapped around a spool. E) the candy shell surrounding the chocolate in a piece of M & M candy. 15) In female mammals, the inactive X chromosome in each cell A) becomes a nucleotroph corpus. B) can be activated if mutations occur in the active X chromosome.

 

 

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C) is broken down, and its nucleotides are degraded and reused. D) is absorbed and used in energy production. E) becomes a Barr body. 16) The tortoiseshell pattern on a cat A) usually occurs in males. B) is the result of a homozygous recessive condition. C) results from X chromosome inactivation. D) is a result of alleles on the Y chromosome. E) occurs in male cats 25% of the time and in female cats 50% of the time. 17) Both prokaryotic and eukaryotic cells use ________ to turn certain genes on or off. A) DNA ligase B) RNA transcriptase C) intron segments D) regulatory proteins E) nucleosome packing 18) Enhancers are A) adjacent to the gene that they regulate. B) required to turn on gene expression when transcription factors are in short supply. C) the site on DNA to which activators bind. D) required to facilitate the binding of DNA polymerases. E) the products of transcription factors. 19) Silencers are sites in DNA that A) bind RNA promoters to promote the start of transcription. B) bind enhancers to promote the start of transcription. C) bind repressor proteins to inhibit the start of transcription. D) bind activators to inhibit the start of transcription. E) release mRNA. 20) RNA splicing involves the A) addition of a nucleotide “cap” to the molecule. B) addition of a nucleotide “tail” to the molecule. C) removal of introns from the molecule. D) removal of exons from the molecule. E) addition of introns to the molecule. 21) The coding regions of a gene (the portions that are expressed as polypeptide sequences) are called A) introns. B) exons. C) redundant coding sections. D) proto-oncogenes. E) nucleosomes. 22) Which of the following permits a single gene to code for more than one polypeptide? A) retention of different introns in the final version of the different mRNA strands B) alternative RNA splicing C) protein degradation D) genetic differentiation E) addition of different types of caps and tails to the final version of the mRNA strands

 

 

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23) Small pieces of RNA that can regulate mRNA transcription are called A) microRNA. B) minuteRNA. C) miniRNA. D) monoRNA. E) minorRNA. 24) miRNA can be used by A) researchers to induce the production of more mRNA. B) researchers to stimulate the production of DNA. C) researchers to artificially turn on gene expression. D) viruses to stop the production of new proteins. E) cells to prevent infections from double-stranded RNA viruses. 25) Which of the following statements regarding RNA and proteins is false? A) Some genes are edited before they are translated. B) Some polypeptides are edited to make them functional. C) The length of time that mRNA remains functional in the cytoplasm is quite variable. D) In eukaryotes, the lifetime of a protein is closely regulated. E) In eukaryotes, one gene controls the production of just one functioning protein. 26) All of the following mechanisms are used to regulate protein production except A) controlling the start of polypeptide synthesis. B) protein activation. C) protein breakdown. D) DNA editing. E) the breakdown of mRNA. 27) The textbook authors’ analogy between the regulation of gene expression and the movement of water through pipes includes all of the following except A) the web of control that connects different genes. B) pretranscriptional events. C) post-transcriptional events. D) the editing of RNA. E) the multiple mechanisms by which gene expression is regulated. 28) Which of the following mechanisms of controlling gene expression occurs outside of the nucleus? A) adding a cap and tail to RNA B) transcription C) DNA packing/unpacking D) RNA splicing E) translation 29) Which of the following statements about fruit fly development is false? A) One of the earliest development events is the determination of the head and tail ends of the egg. B) The location of the head and tail ends of the egg is primarily determined by the location of sperm entry during fertilization. C) Cell signaling plays an important role in the development of fruit flies. D) Homeotic genes regulate batteries of other genes that direct the anatomical identity of body parts. E) Cascades of gene expression routinely direct fruit fly development. 30) A homeotic gene A) turns on the genes necessary for synthesis of proteins. B) serves as a master control gene that functions during embryonic development by controlling the developmental fate of groups of cells.

 

 

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C) represses gene transcription and promotes mRNA translation. D) produces a product that controls the transcription of other genes. E) is found only in adult somatic cells. 31) Which of the following statements about microarrays is false? A) Microarrays enable scientists to determine the activity of thousands of genes at once. B) Microarrays use tiny portions of double-stranded RNA fragments from a large number of genes. C) Microarrays are used to determine which genes are active in different tissues or in tissues of different states of health. D) Microarrays use fluorescently labeled cDNA molecules to identify particular genes expressed at a particular time. E) Microarrays help scientists understand how genes interact, particularly during embryonic development. 32) Animal development is directed by A) cell receptors that detect transcription factors. B) the availability of certain “key” nutrients as cells divide. C) signal transduction pathways. D) cell-to-cell signaling. E) cell-to-cell signaling and signal transduction pathways. 33) To initiate a signal transduction pathway, a signal binds to a receptor protein usually located in the A) cytosol. B) nucleus. C) plasma membrane. D) ER. E) cytoplasm. 34) Transcription factors attach to A) DNA. B) signal molecules. C) plasma membrane receptors. D) proteins. E) mRNA. 35) A signal outside a cell triggers changes in the transcription and translation inside the cell through the process of A) post-translational editing. B) signal transduction pathways. C) protein activation. D) protein breakdown. E) X chromosome inactivation. 36) The basis of cellular differentiation is A) the operon. B) cellular specialization. C) selective gene expression. D) cloning. E) mutation. 37) Yeast are able to communicate with each other A) by close cell-to-cell contact. B) with signal transduction pathways. C) only if they can touch each other and have merged cell walls. D) with pseudopodia. E) only when a yeast cell has died and released its internal organelles into the external environment.

 

 

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38) Signal transduction pathways A) are found strictly in multicellular organisms for cell-to-cell communication. B) first appeared in animals when primates began to walk upright. C) are limited for use in sexual identification. D) originally evolved in vertebrates. E) are mechanisms of communication that evolved in the ancient prokaryotes. 39) Most differentiated cells retain A) only a tiny fraction of their original set of genes. B) only a tiny fraction of their original set of genes, but can regenerate lost genes as needed. C) a complete set of their genes, but lose the ability to express most of those genes. D) a complete set of their genes, and retain the ability to express those genes under certain circumstances. E) the ability to dedifferentiate, but then cannot return to their original differentiated state. 40) Why can some plants be cloned from a single cell? A) Plant cells do not differentiate even when mature, so any cell can grow into an entire plant. B) Plant cells can dedifferentiate and give rise to all of the specialized cells required to produce an entire plant. C) Plant cells are able to retrieve genes lost to the environment during development. D) Plant cells can produce genes to replace those lost during development. E) Plant cells are capable of self-renewal by utilizing cellular components from adjacent cells . 41) Which of the following processes occurs when a salamander regenerates a lost limb? A) Oncogenes that cause accelerated cell division are turned on. B) Certain cells in the limb dedifferentiate, divide, and then redifferentiate to form a new limb. C) A new salamander develops from the lost limb. D) The homeotic genes of the regenerating cells turn off. E) The cell cycle is arrested and apoptosis begins. 42) The cloning of Dolly the sheep A) demonstrated that the nuclei from differentiated mammalian cells can retain their full genetic potential. B) demonstrated that differentiated cells contain only a fraction of their full genetic potential. C) demonstrated, for the first time, that eggs are haploid and body cells are diploid. D) revealed that cloned mammals most resemble the egg donor. E) revealed that cloned mammals most resemble the sperm donor. 43) Cloning to produce embryonic stem cells is called A) regenerative cloning. B) transplantational cloning. C) reproductive cloning. D) therapeutic cloning. E) dedifferentiation. 44) Which of the following mammals has not yet been cloned and brought through the complete gestation cycle? A) cow B) human C) pig D) dog E) cat 45) Which of the following possible uses of reproductive cloning is still considered by most to be an unresolved ethical issue? A) the production of genetically identical animals for experimentation B) the production of potentially valuable drugs C) the production of organs in pigs for transplant into humans D) the improvement of the quality of farm animals E) the production of genetically identical humans for therapeutic purposes.

 

 

BSC1005 Biology General Chapter 12

Genes are Controlled

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46) Which of the following statements regarding stem cells is false? A) Embryonic stem cells can be induced to differentiate. B) Embryonic stem cells can give rise to all the different specialized cells in the body. C) Adult, but not embryonic, stem cells can be grown in laboratory culture. D) Adult stem cells are present in adult tissues. E) Adult stem cells are partway along the road to differentiation. 47) Adult stem cells have limited therapeutic potential A) because they are fully differentiated. B) because they lack a complete set of genes. C) due to their excessive numbers in tissues. D) because scientists have no reliable method of identification. E) because their developmental potential is limited to certain tissues. 48) A gene that can cause cancer when present in a single copy in a cell is called a(n) A) oncogene. B) enhancer gene. C) silencer gene. D) carcinogen. E) proto-oncogene. 49) Which of the following statements about proto-oncogenes is false? A) Proto-oncogenes are normal genes with the potential to become oncogenes. B) Many proto-oncogenes code for growth factors. C) A mutation must occur in a cell’s DNA for a proto-oncogene to become an oncogene. D) A mutation in a tumor-suppressor gene can stop cell division immediately. E) One of the earliest clues to understanding cancer was the discovery of a virus that causes cancer in chickens. 50) Which of the following is not a factor that contributes to normal cells becoming cancerous? A) the conversion of a proto-oncogene to an oncogene B) damage to a tumor-suppressor gene C) the acquisition of an oncogene from a virus D) one or more of the cell’s genes being removed by a virus E) excessive replication of proto-oncogenes 51) Cancer of the colon is caused by A) a single gene mutation. B) several somatic cell mutations. C) exposure of colon cells to a mutagen. D) lack of vitamin K. E) the proto-oncogene, lac. 52) The development of colon cancer occurs slowly and is more prominent in the elderly than the young. This is most likely because A) cancer cells don’t have mitochondria, so they grow slowly. B) four or more somatic mutations must occur to give rise to the cancer, which takes time. C) cancer cells suppress the growth of each other in a tissue. D) cancer cells have to wait until new blood vessels grow into the area, which takes much time. E) most cancer mutations interfere with mitosis, so cell division occurs more slowly. 53) Mutations in the proto-oncogenes ras and p53 A) increase protein synthesis by the cell. B) are rarely associated with cancers. C) can improve the chance of avoiding cancer as one ages. D) can enhance further mutations, which can develop into cancer.

 

 

BSC1005 Biology General Chapter 12

Genes are Controlled

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E) disrupt normal regulation of the cell cycle. 54) Mutations in the p53 gene can lead to cancer by A) causing the production of excessive amounts of relay proteins. B) turning off a gene for a protein that inhibits cell division. C) increasing the production of glycogen, which nourishes the cell cycle. D) promoting the expression of mRNA that can interact with DNA, resulting in new mutations. E) increasing the production of growth hormones, which trigger faster cell cycles. 55) The carcinogen known to cause the most cases of cancer is A) plutonium. B) ultraviolet light. C) alcohol. D) salt. E) tobacco. 56) Which of the following statements regarding cancer risk factors is false? A) Factors that alter DNA and make cells cancerous are called carcinogens. B) Mutagens are usually not carcinogens. C) X-rays and ultraviolet radiation are two of the most potent carcinogens. D) Eating 20-30 grams of plant fiber daily and reducing the intake of animal fat can reduce your risk of developing colon cancer. E) Broccoli and cauliflower are thought to be especially rich in substances that help prevent cancer.

 

  • Chapter 10 Mendel Laws_TestQ11.4.16
  • Chapter 11 Molecular Biology of the gene_TestQ11.16.16
  • Chapter 12 Gene Regulation_TestQ11.23.16
 
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Biology

Name: _________________________________________________________

Answer the following questions for Report Assignment #2

Assigment Due in lab the week of Presentations

APA Citation Activity

Instructions

If you are unfamiliar with APA citation styles, you may find it helpful to review the material inside the “Citing sources using APA citation style” folder before beginning this assessment.

Question 1

Choose the citation that is in proper APA citation format for a book.

a. Jenkins, Henry. Fans, bloggers, and gamers: exploring participatory cultures. New York: New York University Press, 2006.

b. Jenkins, H. Fans, bloggers, and gamers: exploring participatory cultures. New York University Press, New York. 2006.

c. Jenkins, H. (2006). Fans, bloggers, and gamers: exploring participatory culture. New York: New York University Press.

d. Jenkins, Henry. (2006). Fans, Bloggers, and Gamers: Exploring Participatory Culture. New York UP: New York.

Question 2

Choose the citation that is in proper APA citation for a chapter from a book (no named author of chapter).

a. Cook, V.J.(2004). “Flava’N Gorillaz: Pop Group Names.” In Accomodating Brocolli in the Cemetary, (pp. 21-22). Simon and Schuster: New York.

b. Flava ‘n Gorillaz: Pop group names. (2004). In V.J. Cook, Accomodating Brocolli in the Cemetary (pp. 21-22). New York: Simon and Schuster.

c. Flava ‘n Gorillaz: Pop group names. In Cook, V.J. Accomodating Brocolli in the Cemetary (pp. 21-22). New York: Simon and Schuster, 2004.

d. V.J. Cook. 2004. “Flava’n Gorillaz: Pop group names.” In Accomodating Brocolli in the Cemetary, pp. 21-22. Simon and Schuster: New York.

Question 3 Choose the correct APA citation for a newspaper article.

a. Yonke, D. (2008, September 13). Monks on the road for peace: Tibetan Buddhists bring message that ‘happiness is an internal event’. The Blade (Toledo, OH), p. B7.

b. Yonke, David. (2008). “Monks on the road for peace: Tibetan Buddhists bring message that ‘happiness is an internal event’.” The Blade (Toledo, OH), pp. B7.

c. Yonke, David. Monks on the road for peace: Tibetan Buddhists bring message that ‘happiness is an internal event’. The Blade, September 13, 2008. p. B7.

d. Yonke, David. “Monks on the road for peace: Tibetan Buddhists bring message that ‘happiness is an internal event’.” The Blade 13 Sept. 2008: B7.

Question 4

Choose the correct APA citation for an article from a library research database.

a. Weickgenannt, Nicole. (2008). The Nation’s Monstrous Women: Wives, Widows and Witches in Salman Rushdie’s Midnight’s Children. In Journal of Commonwealth Literature. 43.2, pp. 65-83. Retrieved October 31, 2008, from Humanities International Complete http:// 0-search.ebscohost.com.maurice.bgsu.edu/ login.aspx?direct=true&db=hlh&AN=32541323&loginpage=login.asp&site=ehost-live&scope=site

b. Weickgenannt, Nicole. “The nation’s monstrous women: Wives, widows and witches in Salman Rushdie’s Midnight’s Children.” Journal of Commonwealth Literature 43.2 (June 2008): 65-83. Humanities International Complete. EBSCO. Bowling Green State University Libraries, Bowling Green, Oh.. 31 Oct. 2008 <http:// 0-search.ebscohost.com.maurice.bgsu.edu/ login.aspx?direct=true&db=hlh&AN=32541323&loginpage=login.asp&site=ehost-live&scope=site>.

c. Weickgenannt, N. The Nation’s Monstrous Women: Wives, Widows and Witches in Salman Rushdie’s Midnight’s Children. Journal of Commonwealth Literature. 43.2: pp.65-83. Retrieved October 31, 2008, from Humanities International Complete. (2008, June).

d. Weickgenannt, N. (2008, June). The nation’s monstrous women: Wives, widows and witches in Salman Rushdie’s Midnight’s Children. Journal of Commonwealth Literature, 43(2), 65-83. Retrieved October 31, 2008, from Humanities International Complete.

Question 5

Create an APA citation for this publication:

Article Title: Truly, Madly, Depp-ly

Author: Frank DeCaro

Publication: Advocate

Volume number: 906

Date: January 20, 2004

Pages: 76-77

Source: Gender Studies Database

Date of access: October 31, 2008

hyperlink: <http://0-search.ebscohost.com.maurice.bgsu.edu/ login.aspx?direct=true&db=fmh&AN=GSD0048

How to write an Introduction

An introduction contains: 1. Background information on the topic investigated. 2. The proposed hypothesis. and 3. A short description of the methods testing the hypothesis. 4. Citations are included in the introduction and must be in APA format (within the body of the text include the author(s) last name and year of the citation…do not use page numbers or quotations from sources). Please do not use formats common to other disciplines. Do not use quotations within the body of the report text (Quotations are not used in scientific reports. You should state the information in your own words and include the citation that contained the information at the end of the sentence). You are not required to write a report introduction. Instead answer the following questions to illustrate the components of an introduction.

For the each section answer the following questions assume the hypothesis for the Stomata experiment is: The distribution of stomata is related to the location of the leaf on the plant (inside versus outside).

6. What information would a reader need to know about Stomata to understand the independent variable and how it is related to the hypothesis? (list at least 3 facts that would be required to understand why the independent variable for the experiment is stomata distribution).

7. Give one supporting fact to justify that the distribution of stomata is affected by the location of leaves on plants (to receive credit you must provide a scientific citation from a peer review source to support the fact).

Developed by Amy Fyn, Bowling Green State University Libraries, 2008, for LIB225: Information Seeking and Management in Contemporary Society

 
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Patricia Westerford Chapter – The Overstory – Richard Powers Q&Q Response

Patricia Westerford Chapter – The Overstory – Richard Powers

Q&Q Response

For your next Q&Q response as part of the Plant Ecology, Conservation, and Restoration module, I’d like you to read a chapter from Richard Powers’ recent novel (that won the Pulitzer Prize) entitled, The Overstory. The novel is a fascinating story about humans, plants, plant intelligence, history, ecosystems, human hubris and folly, and future of the planet. The novel follows 9 characters, who are introduced individually in their own chapters, and then their individual stories are synthesized together into one meta-story (i.e. “the overstory”), similar to the ways that individual trees are connected together (both underground and aboveground) in a forest.

The chapter I have excerpted here is about one of those characters, Patricia Westerford, and there are lots of intriguing ideas and connections to our class in this chapter. Powers is clearly well-versed in science and botany, so although it is fiction (and very well written fiction, IMO), a lot of the references he makes are rooted in scientific facts. So I hope you enjoy reading some fiction for a change!

For this Q&Q response, make sure you leave yourself enough time to read it, as it is a bit longer than the other Q&Q readings. Also, for your paper, do the normal things by pulling out a couple key quotations or passages; and pose (and attempt to answer) some questions about what those passages might mean and why they might be important or what they might connect to in our class…. For this one, though, I want you try to relate the description and detailed characterization of this character, Patricia Westerford, to what appears to be part of Powers’ broader thesis. I know you aren’t reading the whole novel, so you can’t fully articulate what the full thesis of the novel might be, but I want you to specifically think and write about:

1) Why is he creating a character like Patricia?

2) What are some of her key qualities and attributes?

3) Why is it important to understand and potentially relate to a person like Patricia?

4) What does this character potentially say about humans’ relationships to plants and the natural world more broadly?

Please attempt to answer those questions in your response.

A good, quality thoughtful response will be 3 – 6 pages (including quotations, so that really isn’t that long, overall). I hope you have fun. Let me know if you have any questions.

 
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