Rates of Reaction :: GCSE Chemistry Coursework Investigation

Regardless of whether the quality of Hydrochloric corrosive will influence the speed of the pace of response while responding with Magnesium Ribbon. I need to see if the quality of Hydrochloric corrosive will influence the speed of the pace of response while responding with Magnesium Lace. Factors There are two significant free factors in my examination the first is the grouping of the Hydrochloric Acid utilized during the examination. The grouping of the corrosive will somewhat decide how quick the response happens, in the event that we put a portion of the magnesium lace into the HCL at 2molar then it may have essentially broken up inside a couple of moments and afterward I would not have had the opportunity to record down any better than average enough outcomes to plot a chart with. The other significant autonomous variable that will influence the speed of the rate of response is the length of magnesium strip. We have to put enough Mg Ribbon into the HCL so it doesn’t run out straight away yet additionally with the goal that the trial stops without anyone else once the gas syringe has topped off. The purposes behind picking these two free factors are that it would be too difficult to even think about trying and discover an impetus for this investigation; a impetus is a substance that expands the pace of a compound response without being devoured in the response. Finding an impetus for this specific test could take months quit worrying about the measure of time we have been given for our analysis. The autonomous variable that I will change will be the hydrochloric corrosive, we will utilize 50ml of HCL at the accompanying molarity fixations; 2molar, 1.6molar, 1.2molar, 0.8 molar and 0.4 molar. I have chosen to explore different avenues regarding these various qualities of molar since I figure it will give a wide arrangement of results to place into a diagram. The dependant variable I will quantify will be the time it takes for the magnesium to totally respond with the hydrochloric corrosive, I will record the occasions for every centralization of hydrochloric corrosive multiple times so it makes it a reasonable test. To guarantee the examination is reasonable we will utilize a similar length of magnesium strip for all the various qualities of hydrochloric corrosive also, the length will be the one that we selected from the fundamental tests. Another manner by which we will keep the examination reasonable will be to complete a test at every centralization of hydrochloric corrosive multiple times with the goal that we would then be able to get ideally around a similar result from each analysis, and if there are any irregularities we can attempt to clarify why they occurred.

Electoral college Essay

Who’s deciding in favor of the president? Not you. We live in a general public where your vote doesn’t straightforwardly tally during a presidential political race. This is because of an outdated framework called the constituent school. The appointive school (EC) was established in 1787. The establishing fathers set up the framework with the goal that the president is picked in a roundabout way. This was done so that â€Å"popular passion,† wouldn’t factor in so much. Fundamentally they didn’t need presidential battles to turn out to be simply promotion crusades. (outsider occasions) But there are a couple of genuine defects in the discretionary school that should be managed. For instance, the notable Democratic maxim â€Å"one man, one vote,† (which implies each vote checks) doesn’t apply to presidential races in view of the EC. The appointive school makes it feasible for an up-and-comer who wins the mainstream vote of the individuals to lose the administration. (constituent school) This has happened precisely multiple times before. Once in 1876, and once in 1888, and most as of late during the 2000 decisions. President Bush lost the well known vote to competitor Al Gore by more than 500,000 votes. Shrubbery despite everything won the administration since Florida (a key state in decisions) had a very late change in the discretionary votes. This tossed the whole state into a republican vote. â€Å"On two different events (1800 and 1824), the House of Representatives 2 picked the president when no one won an appointive school lion's share. Thomas Jefferson once portrayed this condition as ‘the most risky smear on our Constitution.’ † (appointive school) Lawrence P. Longley and Neal R. Pierce, two specialists on the constituent school and Harvard educators, concur wholeheartedly with Jefferson’s articulation. They realize beyond any doubt the shortcomings of the EC. They did a few figurings to delineate this point further. Californians have more than two fold the amount of casting a ballot control as do individuals in Montana in view of the populace contrasts. Surprisingly more dreadful than that is, if even a couple of votes change in some key states it can change the entire result of a political race. for example the 2000 Florida decisions. There have been 22 razor close decisions in our history one of which was † the 1960 race between John F. Kennedy and Richard Nixonâ€if 8,971 votes in Illinois and Missouri had changed from Kennedy to Nixon that year, the outcome would have been an appointive school deadlock.† (discretionary school) Longley and Peirce contend that â€Å"it’s just a short time before it separates totally. The President of the United States is chosen in a roundabout way by the appointive school †an ancient and particular framework that compromises at regular intervals to upset mainstream will.† (constituent school) To finish everything off, the individuals we decide to decide in favor of the president aren’t even required to keep their vows. â€Å"In 24 states and the locale of Columbia, voters are 3 not limited by any state law or guideline that they vote in favor of the states mainstream vote winner.† (community esteems) For instance in 1988 a balloter s wore to Michael Dukakis changed his vow to Lloyd Bentsen. Likewise it occurred in 1976 when a voter promised to Gerald Ford decided in favor of Ronald Reagan. These are only a couple of the cases including â€Å"faithless electors† a term utilized for balloters who change their promise. The inquiry is what do we do about these issues? The appropriate response is straightforward, we change the EC. (urban qualities) There are three essential designs for changing the manner in which the EC works. The first is known as the corresponding technique. This specific choice hasn’t been looked into as much as the others. Fundamentally in the event that an up-and-comer gets 58 percent of the well known vote, at that point they likewise get 58 percent of the constituent vote. This reflects mainstream will and lets the voters keep their occupations. The issue with this technique is that it would require support from each state. (political race change) The second is the arrangement to annul the constituent school totally. This is a basic arr angement which is getting progressively mainstream. If you somehow happened to wipe out the EC it would better mirror the well known vote, dispose of the chance of â€Å"faithless electors,† and it may build voter turnout. (political decision change) In request to dispose of the EC totally you would require 66% of the place of Representatives and the Senate and 38 states to concur that it should be changed. 4 and however abrogating the EC is quick turning into a mainstream thought (particularly since the 2000 races) there is as yet insufficient help for the thought. The unforgiving the truth is that there most likely will never be sufficient help. This is on the grounds that the very individuals who’s employments rely upon the presence of the constituent school are the ones settling on a significant measure of the choice whether to keep it. (city esteems) Luckily there’s an answer. Rather than disposing of the discretionary school simply adjust it a smidgen. The third arrangement is known as the District Method. This could be a decent choice, on the grounds that as opposed to having the whole state swing towards one ideological group for the constituent vote, presently a state could be separated into littler parts . This would better speak to the well known vote and along these lines the individuals. Another explanation that the District Method may work is that you don’t need an established change. Regardless of whether just a couple of states received this strategy it would be compelling. Likewise it’s a decent trade off . The appointive school is still in play, so supporters of it wouldn’t fight. What's more the individuals would have to a greater degree a state in who their leader is . What's more, that’s the main thing. (political decision change) Now you can see that the well known vote, which our nation was established on as a majority rules system , can be defeated to fit the impulses of the discretionary school. Our fundamental privileges of picking the individuals who oversee us don't matter on account of presidential decisions which are the most significant races. This can't stand. At the point when our progenitors composed the constitution, the United States was a lot of 5 littler and the individuals were better spoken to in light of the fact that they were in littler gatherings. That isn’t the case today. Things have changed and we as a general public must change with the occasions. If not, any self selected tyrant could pay or convince oneself into power with possibly unfavorable outcomes. Make the most of your vote. Request to change the appointive school. 6 Work Cited Page â€Å"Electoral College.† Web News: Product surveys. 11/9/2003. Harvard Electoral College Experts. Dec. 2000 http://www.webdesk.com/constituent school/Third Party Times. The Electoral College System. 1992, League of Womens Voters of California Education finance. http://www.ksg.harvard.edu./case/3pt/electoral.html Electionreform.org. 2001. Political race Reform. http://www.electionreform.org.ERMain/needs/ec/reform.htm Civic-Values State Lawmakers Mull Electoral College. Nov.2000. http://civic.net/city values.archive/200011/msg00181.html

What Is Extrinsic Motivation and How Does It Work

What Is Extrinsic Motivation and How Does It Work Theories Behavioral Psychology Print Extrinsic Motivation By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on June 12, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on November 15, 2019 More in Theories Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology In This Article Table of Contents Expand What Is Extrinsic Motivation? Extrinsic Motivation Can Involve Tangible or Psychological Rewards How Effective Is Extrinsic Motivation? Extrinsic Motivation Can Sometimes Backfire Best Uses of Extrinsic Motivation View All Back To Top Extrinsic  motivation  refers to behavior that is driven by external rewards such as money, fame, grades, and praise. This type of motivation arises from outside the individual, as opposed to intrinsic motivation, which originates inside of the individual. Verywell / Joshua Seong What Is Extrinsic Motivation? Think about your own motivation for reading this article. Are you trying to learn the material so that you can get a good grade in your  psychology class? This means that you are studying the material to gain external reinforcement (getting a good grade), which means that your behavior is extrinsically motivated. If, on the other hand, you are reading this because you are interested in learning more about human behavior, then that would be an example of intrinsic motivation. People who are extrinsically motivated will continue to perform an action even though the task might not be in and of itself rewarding. Example A person who works in a manufacturing position, for example, might perform a number of routine tasks that are not enjoyable. Because this person is receiving an extrinsic reward (a paycheck) for completing these tasks, he or she will feel motivated to perform them. When you want to get someone to do something, such as getting your kids to do their homework, what is the best way to motivate them? Many people might start by offering some type of reward like a special treat or toy. This is a great example of extrinsic motivation since the behavior is motivated by a desire to gain an external reward. Unlike intrinsic motivation, which arises from within the individual, extrinsic motivation is focused purely on outside rewards. 1:17 Is It Extrinsic and Intrinsic Motivation? Extrinsic Motivation Can Involve Tangible or Psychological Rewards Extrinsic motivation is usually defined as our tendency to engage in activities in order to gain some type of known, external reward. It is important to note that these rewards can be either tangible or psychological in nature. Money and trophies are two common types of tangible rewards. People engage in activities that they might normally not find terribly enjoyable or rewarding in order to earn a wage. Athletes often engage in strenuous and difficult training sessions in order to be able to compete in sporting events in order to win trophies and awards. Psychological forms of extrinsic motivation can include praise and public acclaim. A child might clean her room in order to receive positive praise from her parents. An actor might perform in a role in order to obtain attention and acclaim from his audience. In both of these examples, while the reward is not physical or tangible, it is a type of motivating reward that is external to the actual process of participating in the event. How Effective Is Extrinsic Motivation? So just how well do extrinsic rewards work for increasing motivation? This type of motivation can be highly effective. Just look at all of the examples in your own life of things that you do in order to gain some type of external reward. You might shop with a store loyalty card in order to gain points, discounts, and prizes. You might toil away performing tasks at work that you dislike in order to keep getting a steady paycheck. You might even use a particular type of credit card in order to receive airline miles. All of these are examples of performing specific behaviors in order to obtain an external reward. Extrinsic Motivation Can Sometimes Backfire While offering rewards can increase motivation in some cases, researchers have also found that this is not always the case. In fact, offering excessive rewards can actually lead to a  decrease  in  intrinsic motivation. The tendency of extrinsic motivation to interfere  with intrinsic motivation  is known as the  overjustification effect. This involves a decrease in intrinsically motivated behaviors after the behavior is extrinsically rewarded and the  reinforcement  is subsequently discontinued. In a classic experiment by Lepper, Greene, Nisbett, children were rewarded lavishly for drawing with felt-tip pens, an activity that they had previously enjoyed doing on their own during play time.?? When the children were later offered the chance to play with the pens during play time, the children who had been rewarded for using them previously showed little interest in playing with the pens again. The kids who had not been rewarded, however, continued to play with the pens. Why would rewarding an already intrinsically rewarding behavior lead to this sudden disinterest? One reason is that people tend to analyze their own motivations for engaging in an activity. Once they have been externally rewarded for performing an action, they assign too much importance to the role of the reinforcement in their behavior. Another possible reason is that activities that initially feel like play or fun can be transformed into work or obligations when tied to an external reward. Extrinsic rewards can be an important tool in motivating behavior, but experts warn that they should be used with caution, especially with children.?? Best Uses of Extrinsic Motivation Extrinsic motivators are best applied in situations where people have little initial interest in performing the activity or in cases where basic skills are lacking, but these rewards should be kept small and should be tied directly to performing a specific behavior.?? Once some intrinsic interest has been generated and some essential skills have been established, the external motivators should be slowly phased out. A Word From Verywell Extrinsic motivation can exert a powerful influence on human behavior, but as research on the overjustification effect shows, it has its limits. You might also find it helpful to consider whether you are intrinsically or extrinsically motivated when engaging in certain activities. Are you looking forward to your workout at the gym because you have a bet with a friend about who can lose the most weight? Then  you are extrinsically motivated. If, on the other hand, you are eager to work out because you find the activity fun and satisfying, then you are intrinsically motivated. Extrinsic motivation is not a bad thing. External rewards can be useful and effective tool for getting people to stay motivated and on task. This can be particularly important when people need to complete something that they find difficult or uninteresting, such as a boring homework assignment or a tedious work-related project.

Lesson Plan Coordinate Plane

In this lesson plan, students will define a coordinate system and ordered pairs. Class 5th Grade Duration One class period or approximately 60 minutes Materials a large space - gym, preferably, or a multipurpose room, a playground if necessarymasking tapemarker Key Vocabulary Perpendicular, Parallel, Axis, Axes, Coordinate Plane, Point, Intersection, Ordered Pair Objectives Students will create a coordinate plane and will begin to explore the concept of ordered pairs. Standards Met 5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g. x-axis and x-coordinate, y-axis and y-coordinate) Lesson Introduction Define the learning target for the students: To define a coordinate plane and ordered pairs. You can tell students that the math they’ll be learning today will help them succeed in middle and high school since they will be using this for many years! Step-by-Step Procedure Lay out two crossing pieces of tape. Intersection is the origin.Line up at the bottom of a line we’ll call the vertical line. Define this as the Y axis, and write it on the tape near the intersection of the two axes. The horizontal line is the X axis. Label this one as well. Tell students they’ll get more practice with these.Lay out a piece of tape parallel to the vertical line. Where this crosses the X axis, mark the number 1. Lay out another piece of tape parallel to this one, and where it crosses the X axis, label this a 2. You should have pairs of students helping you lay out the tape and do the labeling, as this will help them gain an understanding of the concept of the coordinate plane.When you get to 9, ask for a few volunteers to take steps along the X axis. â€Å"Move to a four on the X axis.† â€Å"Step to the 8 on the X axis.† When you’ve done this for awhile, ask students if it would be more interesting if they could move not only along that axis, but also â€Å"up†, or over, in the direction of the Y axis. At this point they’ll probably be tired of just going one way, so they will probably agree with you.Begin to do the same procedure, but laying out pieces of tape parallel to the X axis, and labeling each one as you did in Step #4.Repeat Step #5 with the students along the Y axis.Now, combine the two. Tell students that whenever they are moving along these axes, they should always move along the X axis first. So whenever they are asked to move, they should move along the X axis first, then the Y axis.If there is a blackboard where the new coordinate plane is located, write an ordered pair like (2, 3) on the board. Choose one student to move to the 2, then up three lines to the three. Repeat with different students for the following three ordered pairs:(4, 1)(0, 5)(7, 3)If time allows, have one or two students silently move along the coordinate plane, over and up, and have the rest of the class defin e the ordered pair. If they moved over 4 and up 8, what is the ordered pair? (4, 8) Homework/Assessment No homework is appropriate for this lesson, as it is an introductory session using a coordinate plane that can’t be moved or reproduced for home use. Evaluation As students are practicing stepping to their ordered pairs, take notes on who can do it without help, and who still needs some assistance finding their ordered pairs. Provide additional practice with the whole class until most of them are doing this confidently, and then you can move to paper and pencil work with the coordinate plane.

Incest, Murder, And Suicide - 1424 Words

Incest, murder, and suicide; many readers regard Oedipus the King as a story of a tragic hero unable to alter his course of fate. Fate is defined as â€Å"a power that is believed to control what happens in the future† (Merriam-Webster). It is believed in Greek Mythology â€Å"that many aspects of a person’s life were determined by the three mythical women known as Fates. These were three sister goddesses that appeared in Greek and Roman mythology and were believed to have â€Å"spun out† a child’s destiny at birth. They determined when life began, when it ended, and everything in between. At the birth of each man they appeared spinning, measuring, and cutting the thread of life. However not everything was inflexible or predetermined. A man destined to become a great warrior one day cold still choose what he wanted to do on any given day. The gods cold simply intervene with decisions that could be helpful or harmful. In a sense, they controlled the metaph orical life of every mortal born† (The Three Fates: Destiny s Deities of Ancient Greece and Rome). Oracles or prophets were often times used to help see into the future in an effort to possibly change the outcome. However, fate cannot be avoided or altered even if using free will, it is who we are or who we are meant to be, it is set into motion the day we are born. Websters dictionary defines free will as â€Å"freedom of humans to make choices that are not determined by prior causes or by divine intervention† (Merriam-Webster). As theShow MoreRelatedRelativism and Morality871 Words   |  4 Pagesthat should never be considered as options. The twelve areas which Goodman addresses include the following: (1) genocide, politically induced famine, and germ warfare; (2) terrorism, hostage taking, and child warriors; (3) slavery, polygamy, and incest; and (4) rape and female genital cutting. 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Hartwell Genetics Ch. 13 Study Guide Free Essays

string(151) " of the following does not happen when an intragenic inversion occurs\? |A\) |One part of the gene is relocated to a distant region of the chromosome\." Chapter 13—Chromosomal Rearrangements and Changes in Chromosome Number Reshape Eukaryote Genomes Fill in the Blank |1. |Events that reshape genomes by reorganizing the DNA sequences within one or more chromosomes are known as ____________________. | |Ans: |rearrangements | | |Difficulty:  Ã‚  2 | |2. We will write a custom essay sample on Hartwell Genetics Ch. 13 Study Guide or any similar topic only for you Order Now |____________________, duplications, inversions, translocations, and movements of transposable elements are all types of | | |rearrangements of chromosomal material. |Ans: |Deletions | | |Difficulty:  Ã‚  2 | |3. |Very large deletions are visible at the relatively low resolution of a __________________, showing up as the loss of one or more| | |bands from a chromosome. | |Ans: |karyotype | | |Difficulty:  Ã‚  2 | |4. |Changes in gene ____________________, the number of times a given gene is present in the cell nucleus, can create a genetic | | |imbalance. |Ans: |dosage | | |Difficulty:  Ã‚  3 | |5. |An unpaired bulge of one member of a homologous pair of chromosomes during prophase of meiosis I is known as a | | |____________________. | |Ans: |deletion loop | | |Difficulty:  Ã‚  3 | 6. |A recessive mutation in the mouse that prevents homozygous animals from walking in a straight line is known as the | | |____________________ gene. | |Ans: |shaker-1 | | |Difficulty:  Ã‚   3 | |7. |When repeats of a region lie adjacent to each other they are called ____________________ duplications. |Ans: |tandem | | |Difficulty:  Ã‚  2 | |8. |Inversions that include the centromere are termed ____________________. | |Ans: |pericentric | | |Difficulty:  Ã‚  2 | 9. |Inversions that exclude the centromere are termed ____________________. | |Ans: |paracentric | | |Difficulty:  Ã‚  2 | |10. |A crossover product that lacks a centromere is known as a(n) ____________________fragment. | |Ans: acentric | | |Difficulty:  Ã‚  2 | |11. |The type of large-scale mutation in which parts of two different chromosomes trade places is a ____________________ | | |translocation. | |Ans: |reciprocal | | |Difficulty:  Ã‚  2 | |12. |____________________ is the enzyme that catalyzes transposition. |Ans: |Transposase | | |Difficulty:  Ã‚  2 | |13. |Organisms with four copies of a particular chromosome (2n+2) are ________________. | |Ans: |tetrasomic | | |Difficulty:  Ã‚  3 | |14. |Down syndrome is also known as ____________________. |Ans: |trisomy 21 | | |Difficulty:  Ã‚  2 | |15. |If a tetraploid derives all of its chromosome sets from the same species, we call this kind of polyploid a(n) | | |____________________. | |Ans: |autopolyploid | | |Difficulty:  Ã‚  3 | Multiple Choice |16. |Which of the following are considered chromosomal rearrangements? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |all of the above | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  1 | |17. |Which of the following removes material from the genome? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |none of the above | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |18. |Which of the following adds material to the genome? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |none of the above | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |19. The type of chromosomal rearrange ment which reorganizes the DNA sequence within one chromosome is known as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |none of the above | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |20. |In general, which of the following usually has a greater chance of lethality than the others? |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |all have an equal chance | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |21. |Sometimes a piece of one chromosome attaches to another chromosome. This is known as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |none of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |22. |Sometimes a part of the genome moves from chromosome to chromosome. This is known generally as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |transposable element | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  2 | |23. |Rearrangements and changes in chromosome number may affect gene activity or gene transmission by altering the | | |________________________ of certain genes in a cell. |A) |position | |B) |order | |C) |number | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |24. |Karyotypes generally remain constant within a species because: | |A) |rearrangements occur frequently. | |B) |changes in chromosome number occur infrequently. | |C) |genetic instabilities produced by genomic changes usually are at a selective disadvantage. | |D) |genetic imbalances are often at a selective advantage. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |25. |Despite selection against chromosomal variations: | |A) |related species almost always have the same karyotype. | |B) |related species almost alway s have a different karyotype. | |C) |closely related species diverge by many chromosomal rearrangements. | |D) |distantly related species diverge by only a few chromosomal rearrangements. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  2 | |26. In higher organisms, using genetic analysis is usually difficult to distinguish small deletions in one gene from: | |A) |heterozygotes. | |B) |small duplications. | |C) |monosomies. | |D) |point mutations. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |27. |For an organism to survive a deletion of more than a few genes, it must carry a nondeleted homolog of the deleted chromosome. | | |This is known as: | |A) |a deletion heterozygote. | |B) |a deletion homozygote. | |C) |dosage compensation. | |D) |a triplolethal chromosome. | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |28. |Individuals born heterozygotes for certain deletions have a greatly increased risk of losing both copies of certain genes and | | |developing cancer. One such disease is: | |A) |triplolethal. | |B) |scarlet eyes. | |C) |retinoblastoma. | |D) |cataracts. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |29. |During the pairing of homologs in prophase of meiosis I, the region of a normal, nondeleted chromosome that has nothing with | | |which to recombine forms a so-called: | |A) |inversion loop. | |B) |deletion heterozygote. | |C) |crossover suppressor. | |D) |deletion loop. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |30. Using Drosophila polytene chromosomes and small deletions, geneticists have been able to: | |A) |map the shaker-1 gene in Drosophila. | |B) |assign genes to regions of one or two polytene chromosome bands. | |C) |assign genes to regions of 100kb or less of DNA. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |31. |Which of the following molecular techniques could a scientist use to help locate genes on cloned fragments of DNA with deletion | | |mutants? |A) | In situ hybridization | |B) |Crossover analysis | |C) |Southern blot analysis | |D) |all of the above | |E) |both a and c | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  3 | |32. |Duplications arise by: | |A) |chromosomal breakage and faulty repair. | |B) |unequal crossing over. | |C) |errors in replication. |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |33. |During the pairing of homologs in prophase of meiosis I, the region of a chromosome bearing extra copies of a particular | | |chromosomal region that has nothing with which to recombine forms a so-called: | |A) |inversion loop. | |B) |deletion heterozygote. | |C) |duplication loop. | |D) |deletion loop. | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |34. An inversion may result from: | |A) |a half-circle rotation of a chromosomal region following two double-strand breaks in a chromosome’s DNA. | |B) |the action of a transposable element. | |C) |a crossover between DNA sequences present in two positions on the same chromosome in inverted orientat ion. | |D) |all of the above | |E) |none of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |35. Inversions may be hard to detect because they: | |A) |never visibly change chromosome banding patterns. | |B) |increase recombination in heterozygotes. | |C) |do not usually cause an abnormal phenotype. | |D) |normally are removed immediately in natural populations. | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  3 | |36. |Which of the following does not happen when an intragenic inversion occurs? |A) |One part of the gene is relocated to a distant region of the chromosome. You read "Hartwell Genetics Ch. 13 Study Guide" in category "Papers" | |B) |One part of the gene stays at its original site. | |C) |Homozygotes for the inversion do not survive. | |D) |The gene’s function is not disrupted. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  3 | |37. |When a crossover occurs within the inversion loop of a pericentric inversion each recombinant chromatid will have: | |A) |a single centromere. | |B) |a duplication of one region. | |C) |a deletion different from the one of duplication. |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |38. |Robertsonian translocations result from which of the following? | |A) |Breaks at or near the centromeres of two acrocentric chromosomes followed by the reciprocal exchange of broken parts. | |B) |A part of one chromosome becomes attached to a non-homologous chromosome. | |C) |Unequal crossing over during meiosis. | |D) |The fusion of two small chromosomes end-to-end such that a double centromere occurs. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |39. |Which of the following does not usually show a problem during meiosis? |A) |translocation heterozygotes | |B) |translocation homozygotes | |C) |paracentric inversion | |D) |pericentric inversion | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |40. |Of the following segregation patterns, which one is most likely to result in a normal zygote? |A) |alterna te | |B) |adjacent-1 | |C) |adjacent-2 | |D) |nondisjunction | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |41. |The condition of semisterility is most closely associated with: | |A) |chromosomal duplications. | |B) |pericentric inversions. | |C) |translocation heterozygotes. | |D) |translocation homozygotes. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |42. |Translocations can help: | |A) |determine linkage groups. | |B) |aid in the diagnosis and treatment of certain cancers. | |C) |map important genes. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |43. Down Syndrome can result from: | |A) |three copies of chromosome 21. | |B) |a translocation of a part of chromosome 21. | |C) |a reciprocal translocation between any two autosomes. | |D) |a and b | |E) |a, b, and c | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |44. |Which of the following do translocations and inversions not have in common? |A) |don’t alter the amount of DNA in the genome | |B) |ability to alter gene function | |C) |use of inversion loops during crossing over | |D) |catalysts of speciation | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |45. |A transposition is considered a cytologically invisible sequence rearrangement. With which of the following does it share this | | |property? |A) |small deletion | |B) |large duplication | |C) |inversion | |D) |translocation | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |46. |Barbara McClintock is most closely associated with which of the following? | |A) |The initial discovery of genetic transposition. | |B) |The discovery of transposable elements in corn. | |C) |The mutation rate in translocation heterozygotes. | |D) |The demonstration of the presence of transposable elements in polytene chromosomes. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |47. |Transposable elements have many things in common. Which of the following is not a usual characteristic of them? | |A) |Typically smaller than 50 bp. | |B) |May be present in a genome from one to thousands of times. | |C) |Are found only in a select group of organisms. | |D) |Need not be sequences that do something for the organism. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  3 | |48. |Retroposons and retro-viruses have structural parallels. Which of the following also shares structural parallels with them? |A) |tRNA | |B) |DS-DNA | |C) |rRNA | |D) |mRNA | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |49. |Which of the following is a possible effect that a transposable element may have on a gene? | |A) |Shift the reading frame. | |B) |Diminish the efficiency of splicing. | |C) |Provide a transcription stop signal. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |50. Which of the following is not an aneuploidy? | |A) |monosomy | |B) |tetraploid | |C) |trisomy | |D) |tetrasomy | | |Ans:  Ã‚  B | | |Difficul ty:  Ã‚  1 | |51. |The most common human aneuploidy is trisomy 21, Down syndrome. All of the effects listed below may be seen in this syndrome | | |except: | |A) |death always by age 25. | |B) |mental retardation. | |C) |skeletal abnormalities. | |D) |heart defects. | |E) |increased susceptibility to infection. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |52. |Which of the following sex chromosome aneuploidies is not usually seen in live births? | |A) |XO |B) |XXY | |C) |YO | |D) |XXX | |E) |None of the above | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |53. |Turner syndrome, XO, is a sex chromosome aneuploidy. Of the effects listed below, which one is not usually seen in this | | |syndrome? |A) |unusually short stature | |B) |infertility | |C) |skeletal abnormalities | |D) |unusually long limbs | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |54. |In Drosophila, a gynandromorph, which is composed of equal parts male and female tissue, results from: | |A) |an XX female losing one X chromosome during the first mitotic division after fertilization. | |B) |an egg carrying an X chromosome fertilized by a Y-carrying sperm. | |C) |a normal egg fertilized by both an X-carrying sperm and a Y-carrying sperm. | |D) |the fusion of a female embryo with a male embryo. | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  3 | |55. |Which of the following is not an example of a euploid condition? | |A) |triploidy | |B) |diploidy | |C) |Down syndrome | |D) |tetraploidy | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |56. Triploid organisms usually result from: | |A) |the union of haploid and diploid gametes. | |B) |unequal disjunction during embryogenesis. | |C) |propagation of fused cell lines. | |D) |fusion of three gametes simultaneously. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |57. |During mitosis, if the chromosomes in a diploid tissue fail to separate after replication, the resulting daughter cells will be:| |A) |monoploid. | |B) |tetrasomic. |C) |triploid. | |D) |tetraploid. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |58. |Hybrids in which the chromosome sets come from two distinct, though related, species are known as: | |A) |autopolyploids. | |B) |allopolyploids. | |C) |amphiploids. | |D) |bivalents. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  2 | |59. |The genus Triticale is a new genus of the various allopolyploid hybrids between wheat and rye. Some of the members of this genus| | |show agricultural promise because: | |A) |wheat has a high yield. | |B) |rye adapts well to unfavorable environments. | |C) |wheat has a high level of protein. | |D) |rye has a high level of lysine. | |E) |all of the above | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  2 | |60. |Which of the following rarely, if ever, results in a positive force for evolution? |A) |polyploidy | |B) |allopolyploidy | |C) |trisomy | |D) |amphidiploidy | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | Matching | | Match the following descriptions with the terms below a. inversion b. duplication c. deletion d. translocation e. transposable element |61. |A piece of genetic material that moves from place to place in the genome. | |Ans: |e | | |Difficulty:  Ã‚  2 | |62. |A change in the genome whereby new material is added to the genome. | |Ans: |b | | |Difficulty:  Ã‚  1 | |63. |A change in the genetic material where a DNA sequence changes direction. |Ans: |a | | |Difficulty:  Ã‚  1 | |64. |A decrease of genetic material in the genome. | |Ans: |c | | |Difficulty:  Ã‚  1 | |65. |A piece of chromosome attaches to another chromosome. | |Ans: |d | | |Difficulty:  Ã‚  2 | | | Match the following descriptions with the terms below a. retroposon b. transposon c. transposable element d. transposase |66. |Any DNA segment that moves about in the genome. |Ans: |c | | |Difficulty:  Ã‚  3 | |67. |Moves in the genome with the aid of an RNA intermediate. | |Ans: |a | | |Difficulty:  Ã‚  2 | |68. |Moves DNA directly. | |Ans: |b | | |Difficulty:  Ã‚  3 | |69. |An enzyme that catalyzes a transposition event. | |Ans: |d | | |Difficulty:  Ã‚  1 | True or False |70. |When comparing mouse and human Giemsa-stained karyotypes, we see no conservation of banding patterns. | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |71. |Karyotypes generally remain constant within a species because rearrangements and changes in chromosome number occur | | |infrequently. | | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |72. |Changes in chromosome number include aneuploidy, monoploidy, polyploidy, and duplications. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |73. |Deletion may arise from errors in replication, from faulty meiotic or mitotic recombination, and from exposure to X-rays. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |74. |Homozygosity for a deletion is often, but not always, lethal. | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |75. |Recessive mutations can often be covered by deletions in heterozygotes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |76. |Most duplications have no obvious phenotypic consequences and can be detected only by cytological or molecular means. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |77. |Duplication of chromosomal segments rarely has an effect on the evolution of genomes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |78. |Crossing-over within an inversion loop produces aberrant recombinant chromatids. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |79. |Reciprocal translocations are usually phenotypically abnormal because they have neither lost nor gained genetic material. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  1 | |80. |A hallmark of transposons is that their ends are inverted repeats of each other. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |81. |The mouse genome has high synteny with the human genome since about 170 DNA blocks are simply rearranged betwee n the two | | |genomes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |82. |Euploid cells contain only incomplete sets of chromosomes. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |83. |Down syndrome is an example of triploidy. | | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |84. |Genetic imbalance results from polyploidy. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  1 | |85. |An acentric fragment is an inversion cross-over product lacking a centromere. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  1 | Short Answer |86. |Explain how data from the linkage groups of the mouse can be used as a resource for assessing human linkage groups. |Ans: |Because virtually all genes cloned from the mouse genome are conserved in the human genome and vice versa, it is | | |possible to construct linkage maps for the two genomes from the same set of markers. Comparisons of the mouse and human| | |linkage groups allow one to see a picture somewhere between complete correspondence and unrelatedness. Genes closely | | |linked in the mouse tend to be closely linked in humans, but genes that are less tightly linked in one species tend not| | |to be linked at all in the other. This shows that even though mice and humans diverged about 65 million years ago, the | | |DNA sequences in many regions are very similar. | |Difficulty:  Ã‚  4 | |87. |Explain the differences between chromosomal rearrangements and changes in chromosome number. Cite at least one example of each. | |Ans: |Chromosomal rearrangements reorganize the DNA sequences within one or more chromosomes. Changes in chromosome number | | |involve losses or gains of entire chromosomes or sets of chromosomes. (Student may cite as an example of | | |rearrangements: deletion, duplication, inversion, translocation, and transposable elements. For changes in chromosome | | |number student may cite an aneuploidy such as a monosomy or trisomy, monoploidy, or polyploidy. | | |Difficulty:  Ã‚  4 | |88. |Describe how an inversion heterozygote can reduce the number of recombinant progeny. | |Ans: |When inversion heterozygotes have chromosomes pair up during meiosis, an inversion loop is formed to allow the tightest| | |possible alignment of homologous regions. This always produces aberrant recombinant chromatids. Two inversion cases are| | |possible – pericentric and paracentric. In a pericentric crossover within the inversion loop each recombinant will | | |carry a duplication of one region and a deletion of another. This abnormal dosage of some genes will result in abnormal| | |gametes and if they fertilize normal gametes, zygotes may die because of genetic imbalance. In a paracentric crossover | | |within the inversion loop the recombinant chromatids will be unbalanced in both gene dosage and centromere number. | | |(Student may then explain how centromere number can result in genetically unbalanced gametes such as what acentric and | | |dicentric chromatids would produce. ) | | |Difficulty:  Ã‚  4 | |89. Discuss the several effects that translocations and inversions have in common. | |Ans: |Both translocations and inversions change genomic position without affecting the total amount of DNA. If a breakpoint | | |of either one is within a gene, the gene function may be altered or lost. Both types may produce genetically imbalanced| | |gametes that may negatively affect a zygote or developing embryo. (Student may explain at this point the differences | | |between how the imbalanced gametes are produced. ) Because both reduce viable progeny and heterozygotes, they may play a| | |role in speciation and evolution. | | |Difficulty:  Ã‚  4 | |90. Explain the possible effects that a transposable element may have on a gene. | |Ans: |Insertion of a transposable element near or within a gene can affect gene expression and alter phenotype. For example, | | |a B type hemophilia occurs after insertion of Alu into the gene encoding clotting factor IX. Secondly, the effect of | | |insertion depends on what the element is and where the insertion point is. If insertion is into a protein-coding exon, | | |the reading frame may shift or a stop codon may be introduced. Insertion into an intron may lower the efficiency of | | |splicing, which may result in removal from the transcript that could lower production of a normal polypeptide. A stop | | |signal could also affect genes downstream. Upstream insertion into a regulatory gene could affect gene function in | | |various ways also. | | |Difficulty:  Ã‚  4 | |91. |Explain the mechanism by which aneuploidy occurs. | |Ans: |Aneuploidy occurs because of meiotic nondisjunction either in meiosis I or meiosis II. In meiosis I if homologs do not | | |separate all gametes produced will contain an error. Two of the gametes will contain both homologs and two will contain| | |neither. When fertilization of a normal gamete occurs by either of these abnormal gametes, aneuploidy results. Half of | | |the zygotes will be trisomic and half will be monosomic. Meiotic nondisjunction during meiosis II will produce two | | |normal and two abnormal gametes. If fertilization occurs with either of the abnormal gametes, aneuploid zygotes are | | |produced. | | |Difficulty:  Ã‚  4 | |92. |Discuss why triploid organisms are almost always sterile. | |Ans: |(Student may explain how triploids occur. ) Triploids are almost always sterile because meiosis produces mostly | | |unbalanced gametes. During the first meiotic division in a triploid germ cell, three sets of chromosomes must segregate| | |into two daughter cells. Most likely one daughter will end up with two chromosomes and the other will have only one of | | |any one set of homologs. Some cells will have two of some chromosomes and the normal one of others. Many combinations | | |of incorrect number of chromosomes will occur with very little chance of the normal amount. Most gametes will be | | |aberrant and will have a reduced chance of producing viable offspring. | | |Difficulty:  Ã‚  4 | |93. |Discuss how deletions and duplications may contribute to evolution. |Ans: |General examples of how chromosomal rearrangements might contribute to evolution: | | |Deletions – a small deletion that moves a coding sequence of one gene next to a promoter or other regulatory element of| | |an adjacent gene may, rarely, allow expression of a protein at a novel time in development or in a novel tissue. If the| | |new tim e or place of expression is advantageous to the organism, it might become established in the genome. | | |Duplications – a duplication will provide at least two copies of a gene. If one copy maintains the original function, | | |the other could conceivably acquire a new function that would probably be related to the original function. Many | | |examples can be seen in higher plants and animals. (Students may also write about the evolutionary contributions of the| | |other chromosomal rearrangements and might even mention the role of changes in chromosome number. ) | | |Difficulty:  Ã‚  4 | |94. |Why do inversions act as cross-over suppressors? | |Ans: |Inversions act as cross-over suppressors because only progeny that do not recombine within an inversion loop will | | |survive. | | |Difficulty:  Ã‚  4 | |95. |What is a balancer chromosome? |Ans: |A balancer chromosome is a special chromosome often created by the use of X-rays for the purpose of genetic | | |manipulation; these chromosomes often carry multiple, overlapping inversions that enable researchers to follow them | | |through crosses, and a recessive lethal mutation that prevents the survival of homozygotes. | | |Difficulty:  Ã‚  4 | |96. |What is the difference between alternate and an adjacent-1 segregation or an adjacent-2 segregation pattern? | |Ans: |An alternate segregation pattern results in balanced chromosomes while adjacent 1or 2 patterns yield chromosomes that | | |are unbalanced. | |Difficulty:  Ã‚  4 | Experimental Design and Interpretation of Data |97. |We now know that several organisms have a high degree of synteny at the genomic level. You wish to test the hypothesis that the| | |laboratory mouse and human share genomic similarities. What tests would you complete and given that we now know that the mouse | | |and human genomes are highly syntenic, what results would you expect? | |Ans: |Karyotype analysis can be used to test the hypothesis of genomic similarities however, only animals that have high | | |homology will show similar banding patterns. Therefore, FISH (fluorescence in situ hybridization) would be a more | | |useful technique to determine synteny. The mouse and human genomes are similar in that approximately 170 similar | | |fragments an average length of about 18 Mb are simply rearranged (this is not visible in a karyotype). | | |Difficulty:  Ã‚  4 | |98. |You are mapping traits in your favorite organism but unbeknownst to you, your laboratory model organism contains a rare | | |deletion. How will your mapping results be affected? |Ans: |The mapping distance will appear smaller than the actual physical distance in the wild-type organism. | | |Difficulty:  Ã‚  4 | |99. |You have discovered an altered phenotype and cloned the gene responsible. However, the gene you cloned appears to have an | | |unusual sequence in it. In order to determine the chromosomal location of your new gene, you perform FISH, using only the | | |unusual sequence, on several animals. To your surprise, the FISH results suggest that each an imal contains the gene on a | | |different chromosome. How would you interpret your results. |Ans: |The unusual sequence is a transposon and your â€Å"new† phenotype arose via the disruption of its gene by the transposon. | | |Difficulty:  Ã‚  4 | |100. |You are a master gardener and your favorite tomato plant is very sensitive to a pesticide called DEADBUG. You wish to make your| | |special tomato plants resistant to the pesticide which you spray on other bushes in your garden. Using microbial techniques | | |give sufficient and complete details of how you would do this (include ploidy status). | |Ans: |Haploid pollen grains are cold treated and plated on agar plates. The resulting embryoids are treated with hormone in | | |liquid culture and eventually grown as a monoploid plant. The plant is treated with a mutagen to induce mutations that | | |can result in insensitivity to the pesticide. Somatic cells are removed from the treated plant and plated on agar | | |containing DEADBUG. Only cells resistant to DEADBUG will grow. Again the embryoid is hormone treated and grown into a| | |resistant monoploid plant. Treatment with colchicine will allow duplication of chromosomes without separation | | |resulting in a normal diploid plant. | | |Difficulty:  Ã‚  4 | How to cite Hartwell Genetics Ch. 13 Study Guide, Papers

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Include a list of 5 ways In which you have been a positive role model for children in your setting The first way in which I would be a positive role model is respect and courtesy. In the setting, I would do this by following the supervisors instructions, by using good manners when in and around the setting, showing respect to the staff and children and also by respecting each child’s needs and choices. The second way in which I would be a good role model is having good personal hygiene. I would do this in a setting by, washing my hands after any messy activities, before eating or handling food, covering my mouth when I sneeze and cough, and by also having my hair tied back. Another way in which I would be a positive role model is by promoting an anti-discriminatory environment, I would do this by doing activities where all the children’s abilities are acquired for, I would treat all the children fairly and I would do activities from all around the world, by having books, dolls and costumes from different countries and religions. We will write a custom essay sample on Diary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The fourth way in which I would be a positive role model is by valuing diversity. I would do this by respecting all children’s cultures and religions and a child’s family background, and by doing activities that involve celebrations of different religions and festivals. The last way in which I would be a positive role model is by having a consistent approach. I would do this by following the staff’s instructions, expectations and rules, and I would also be interested when in the setting and I would also be caring towards all the children in the setting. P3. 2 Give reasons to support your list In a setting I would need to be respectful and show courtesy, because children in a setting will copy what the adult is doing, so if I was not being respectful to any of the staff or courteous towards them, then the children would see this and think that it is ok to act that way. So when the children are growing up, they may not know how to be respectful or courteous. I would also need to have good personal hygiene, because children in any setting need to learn how and when to wash their hands, after the toilet and before and after eating. This is because they may catch germs that could make a child ill. If the children see their practitioner washing their hands regularly, then they will want to copy them because they know it is the correct thing to do. Next, I would need to promote an anti-discriminatory environment, so that children in the setting feel equal to every other child in the setting. This would also make sure that they are valued, and that every practitioner in the setting cares about them. If they see a practitioner do this, then they will learn that this is the correct thing to do when growing up. Valuing diversity would also be very important for children to learn when in a setting. Practitioners value diversity by respecting children’s religions and cultures. If practitioners in a setting do this, then the children will not feel left out, and feel that other children are learning about their religion as well as other children’s religions. Lastly, I would need to have a consistent approach when in a setting, by following rules and instructions set by the practitioner. This would mean that children will then follow the rules and stick to them, and also help the other children learn and know the rules. They will also keep this with them for later life, when learning instructions and setting rules.