Sunday, May 24, 2020
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.
Wednesday, May 13, 2020
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. According to Goodman, these practices are simply and absolutely wrong under any circumstances. I think that most of us would agree with Goodman that these twelve acts are absolute wrongs, and their continuedRead MoreA Case On Proactive Death Such As Physician Assisted Suicide763 Words  | 4 PagesThis essay will reveal different case studies on proactive death such as physician-assisted suicide, pro-life principles to natural death emphasis on life at conception and the circumstances under which proactive efforts are permissible. Physicians assisting in suicide deaths are not productive in this area because some not trained in this field of expertise. Moll assert, doctors, are of little help. They have no training in how to discuss end-of-life issues with families and patients, so they avoidRead MoreChristianity in Shakespears Hamlet1148 Words  | 5 Pagesof the time when Shakespeare writes the play. Reformation and Renaissance opinions are reflected throughout. Shakespeare deals with very controversial attitudes and religious questions dealing with death, the existence of purgatory, morality, murder, suicide and marriage in his play Hamlet. It is obvious throughout the play that Hamlet’s life is guided by his faith and his religious beliefs. At first, Hamlet sees the ghost of his dead father and vows to avenge his death. â€Å"Christianity forbidsRead MoreEssay on Abortion: More Harm than Good1209 Words  | 5 Pagesabortion she will not have to bring an unwanted baby into the world, but is it really a relief? Abortion brings along with it many destructive packages. Packages of murder, emotional and psychological effects along with medical problems. So, Now your thinking Abortion isnt murder, the baby is not even born yet. Well Abortion is murder. An innocent human life is brutally murdered every 22 seconds in the United States. That is a lot of babies being killed every day, and thats just in the United StatesRead MoreShould Abortion Be Legal?1324 Words  | 6 Pagesthat abortion is murder, and that under no circumstances should it be legal, permissible or justified. Abortion is a topic that is affecting society strongly at the time, as it has been for decades. Many people believe that abortion should be legal if the mother chooses to have one, or that it should only be legal in the case of incest or rape. Other people believe that it is never acceptable and should be banned everywhere in the world. I believe it is always wrong and murder, and should neverRead MoreTo Kill a Mockingbird by Harper Lee1185 Words  | 5 PagesTo Kill a Mockingbird is a novel that takes place during the depression and in the Deep South wh ere racial discrimination is prominent. Hamlet is a tragic play, written about the sixteenth and seventeenth centuries, involving incest, murder, and dishonesty. The above literatures are written during different periods of time and are contrastive in numerous aspects. However, both literatures are comprised of numerous scenes where the main characters deal with situations that test their morality andRead MoreHamlets Madness Essay1147 Words  | 5 Pagespoint of obsession, leading him into isolation. He can no longer distinguish fantasy from reality in turn motivating his impulsive behavior and stripping him of his integrity. Shakespeare has Hamlet feign madness however, as a result of his father’s murder, the obsession to plot revenge on Claudius, and the neglected love from the women in his life his behavior is so manic that the audience could assume he is genuinely mad. It is clear that Hamlet has difficulty accepting the death of his father, heRead MoreHamlet Essay : Will Hamlet Be Sent To Hell?1440 Words  | 6 Pagesintentionally due their intent to decease his life. Because Hamlet killed Polonius his daughter committed suicide. He had caused Ophelias death. Above all his murders had motive, but still he’s innocence wins over because he was seeking justice. I’ll be briefing why Hamlet will be redeemed from hell using all the murders he had caused whether it was an accident or mistake. In addition to Hamlet’s first murder is Polonius. It had occurred in Gertrudes room after Hamlet’s play had been auditioned. It wasRead MoreIs Oedipus Guilty Essay1249 Words  | 5 Pagesshould be held liable for his crimes of patricide (killing his father) and marrying and having a sexual relationship his mother. Oedipus knew nothing about the past of Thebes however, what was done cannot be taken back. His actions were wrong because incest is unethical, and murdering someone is a crime. He guilty because guilt lies in the act of doing, not in intention. In addition to the prophecy, Oedipus is also guilty of hubris because he displayed excessive pride. The choice was his, and this accountsRead More Aspects of Life in Hamlet, Prince of Denmark and Trifles Essay2332 Words  | 10 Pagesplay, Trifles, women are strong in character, protective of one another, and in charge of the situation, unlike Gertrude. Therefore, both Shakespeare and Gaspell have similar aspects of portrayal of the role of women, murder, and loyalty; and different aspects such as incest, suicide, and revenge. First, in the play, Hamlet, the males are depicted as dominant, strong, and rational; and the females are portrayed by opposing traits such as passive, accepting, hesitant, frail, and emotional
Wednesday, May 6, 2020
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 13â€â€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:  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:  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:  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:  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:  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:  3 | |7. |When repeats of a region lie adjacent to each other they are called ____________________ duplications. |Ans: |tandem | | |Difficulty:  2 | |8. |Inversions that include the centromere are termed ____________________. | |Ans: |pericentric | | |Difficulty:  2 | 9. |Inversions that exclude the centromere are termed ____________________. | |Ans: |paracentric | | |Difficulty:  2 | |10. |A crossover product that lacks a centromere is known as a(n) ____________________fragment. | |Ans: acentric | | |Difficulty:  2 | |11. |The type of large-scale mutation in which parts of two different chromosomes trade places is a ____________________ | | |translocation. | |Ans: |reciprocal | | |Difficulty:  2 | |12. |____________________ is the enzyme that catalyzes transposition. |Ans: |Transposase | | |Difficulty:  2 | |13. |Organisms with four copies of a particular chromosome (2n+2) are ________________. | |Ans: |tetrasomic | | |Difficulty:  3 | |14. |Down syndrome is also known as ____________________. |Ans: |trisomy 21 | | |Difficulty:  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:  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:  E | | |Difficulty:  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:  C | | |Difficulty:  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:  B | | |Difficulty:  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:  A | | |Difficulty:  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:  C | | |Difficulty:  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:  D | | |Difficulty:  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:  E | | |Difficulty:  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:  D | | |Difficulty:  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:  C | | |Difficulty:  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:  B | | |Difficulty:  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:  D | | |Difficulty:  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:  A | | |Difficulty:  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:  C | | |Difficulty:  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:  D | | |Difficulty:  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:  D | | |Difficulty:  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:  E | | |Difficulty:  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:  D | | |Difficulty:  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:  C | | |Difficulty:  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:  D | | |Difficulty:  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:  C | | |Difficulty:  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:  D | | |Difficulty:  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:  D | | |Difficulty:  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:  A | | |Difficulty:  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:  B | | |Difficulty:  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:  A | | |Difficulty:  2 | |41. |The condition of semisterility is most closely associated with: | |A) |chromosomal duplications. | |B) |pericentric inversions. | |C) |translocation heterozygotes. | |D) |translocation homozygotes. | |Ans:  C | | |Difficulty:  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:  D | | |Difficulty:  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:  D | | |Difficulty:  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:  C | | |Difficulty:  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:  A | | |Difficulty:  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:  B | | |Difficulty:  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:  A | | |Difficulty:  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:  D | | |Difficulty:  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:  D | | |Difficulty:  2 | |50. Which of the following is not an aneuploidy? | |A) |monosomy | |B) |tetraploid | |C) |trisomy | |D) |tetrasomy | | |Ans:  B | | |Difficul ty:  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:  A | | |Difficulty:  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:  C | | |Difficulty:  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:  D | | |Difficulty:  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:  A | | |Difficulty:  3 | |55. |Which of the following is not an example of a euploid condition? | |A) |triploidy | |B) |diploidy | |C) |Down syndrome | |D) |tetraploidy | | |Ans:  C | | |Difficulty:  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:  A | | |Difficulty:  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:  D | | |Difficulty:  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:  B | | |Difficulty:  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:  E | | |Difficulty:  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:  C | | |Difficulty:  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:  2 | |62. |A change in the genome whereby new material is added to the genome. | |Ans: |b | | |Difficulty:  1 | |63. |A change in the genetic material where a DNA sequence changes direction. |Ans: |a | | |Difficulty:  1 | |64. |A decrease of genetic material in the genome. | |Ans: |c | | |Difficulty:  1 | |65. |A piece of chromosome attaches to another chromosome. | |Ans: |d | | |Difficulty:  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:  3 | |67. |Moves in the genome with the aid of an RNA intermediate. | |Ans: |a | | |Difficulty:  2 | |68. |Moves DNA directly. | |Ans: |b | | |Difficulty:  3 | |69. |An enzyme that catalyzes a transposition event. | |Ans: |d | | |Difficulty:  1 | True or False |70. |When comparing mouse and human Giemsa-stained karyotypes, we see no conservation of banding patterns. | |Ans:  True | | |Difficulty:  2 | |71. |Karyotypes generally remain constant within a species because rearrangements and changes in chromosome number occur | | |infrequently. | | |Ans:  False | | |Difficulty:  3 | |72. |Changes in chromosome number include aneuploidy, monoploidy, polyploidy, and duplications. | |Ans:  False | | |Difficulty:  2 | |73. |Deletion may arise from errors in replication, from faulty meiotic or mitotic recombination, and from exposure to X-rays. | | |Ans:  True | | |Difficulty:  2 | |74. |Homozygosity for a deletion is often, but not always, lethal. | |Ans:  True | | |Difficulty:  2 | |75. |Recessive mutations can often be covered by deletions in heterozygotes. | | |Ans:  True | | |Difficulty:  2 | |76. |Most duplications have no obvious phenotypic consequences and can be detected only by cytological or molecular means. | |Ans:  False | | |Difficulty:  2 | |77. |Duplication of chromosomal segments rarely has an effect on the evolution of genomes. | | |Ans:  True | | |Difficulty:  2 | |78. |Crossing-over within an inversion loop produces aberrant recombinant chromatids. | |Ans:  False | | |Difficulty:  3 | |79. |Reciprocal translocations are usually phenotypically abnormal because they have neither lost nor gained genetic material. | | |Ans:  True | | |Difficulty:  1 | |80. |A hallmark of transposons is that their ends are inverted repeats of each other. | |Ans:  False | | |Difficulty:  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:  True | | |Difficulty:  2 | |82. |Euploid cells contain only incomplete sets of chromosomes. | |Ans:  False | | |Difficulty:  2 | |83. |Down syndrome is an example of triploidy. | | |Ans:  False | | |Difficulty:  2 | |84. |Genetic imbalance results from polyploidy. | |Ans:  False | | |Difficulty:  1 | |85. |An acentric fragment is an inversion cross-over product lacking a centromere. | | |Ans:  True | | |Difficulty:  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:  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:  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:  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:  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:  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:  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:  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:  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:  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:  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:  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:  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:  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:  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:  4 | How to cite Hartwell Genetics Ch. 13 Study Guide, Papers
Tuesday, May 5, 2020
Diary free essay sample
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.
Subscribe to:
Posts (Atom)