Note: There are more questions than usual, so you will need to figure out how to write less in answer to some of the questions and more for others. To be complete and specific enough to do well, you will need to plan and edit these carefully to fit into the two-page format.
Good luck.
1. Discuss the Nanchan Temple as a typical example of ancient Chinese architecture. What are the key characteristics of form, material and structure, how do they relate directly to the natural environment of ancient China, and how do these traits relate to the key cultural concerns and ways of thinking in ancient Chinese society? In other words, how is it typical of ancient Chinese architecture in general, and how can you use it as an example of some of the “big ideas” (for China) discussed in class?
2. Now consider the Ise Shrine in the same way? What is Japanese about it, and how does it exemplify several of the main ideas we discussed? How would you distinguish it from the Nanchan Temple? What’s different, but also what is similar, and why? Remember to consider the site (designed landscape) immediately around the central shrine buildings, as it has important implications for answering the question.
3. a) How did Confucian philosophy influence or parallel any aspect of ancient Chinese design? (Explain two examples of links between Confucianism and design we talked about.)
b) How did Daoism influence ancient Chinese design? Be specific – remember that Daoism has several, specific key ideas associated with it which you need to know in order to answer this question (give three examples).
4. a) How did specific Shinto beliefs and attitudes impact or relate to characteristics of Japanese design? Give several examples, citing specific works, or at least types, of design.
b) How did the story of the bamboo cutter most directly seem to parallel or relate to Shinto ideas or attitudes?
5. Look at the Chinese Silk Banner in the textbook, and consider the silk robes we examined in class. How does the banner express typically ancient Chinese ideas or attitudes? What main ideas does silk as used in ancient Chinese design seem to most directly relate to, and how? (Clues can be found in what we got from the Emperor-goes-to-the- Moon story.)
6. a) Consider the Japanese Album Leaf calligraphy shown in the textbook and in class; how is it typically Japanese in character, and how does Japanese calligraphy relate to Chinese calligraphy?
b) Comment on how the Enso – like the one you made in your discussion section – could express or embody any of our main ideas about Japanese design.
Note:
There
are
more
questions
than
usual,
so
you
will
need
to
figure
out
how
to
write
less
in
answer
to
some
of
the
questions
and
more
for
others.
To
be
complete
and
specific
enough
to
do
well,
you
will
need
to
plan
and
edit
these
carefully
to
fit
into
the
two-page
format.
Good
luck.
1.
Discuss
the
Nanchan
Temple
as
a
typical
example
of
ancient
Chinese
architecture.
What
a.
Note There are more questions than usual, so you will n.docx
1. Note: There are more questions than usual, so you will need to
figure out how to write less in answer to some of the questions
and more for others. To be complete and specific enough to do
well, you will need to plan and edit these carefully to fit into
the two-page format.
Good luck.
1. Discuss the Nanchan Temple as a typical example of ancient
Chinese architecture. What are the key characteristics of form,
material and structure, how do they relate directly to the natural
environment of ancient China, and how do these traits relate to
the key cultural concerns and ways of thinking in ancient
Chinese society? In other words, how is it typical of ancient
Chinese architecture in general, and how can you use it as an
example of some of the “big ideas” (for China) discussed in
class?
2. Now consider the Ise Shrine in the same way? What is
Japanese about it, and how does it exemplify several of the
main ideas we discussed? How would you distinguish it from
the Nanchan Temple? What’s different, but also what is similar,
and why? Remember to consider the site (designed landscape)
immediately around the central shrine buildings, as it has
important implications for answering the question.
3. a) How did Confucian philosophy influence or parallel any
2. aspect of ancient Chinese design? (Explain two examples of
links between Confucianism and design we talked about.)
b) How did Daoism influence ancient Chinese design? Be
specific – remember that Daoism has several, specific key ideas
associated with it which you need to know in order to answer
this question (give three examples).
4. a) How did specific Shinto beliefs and attitudes impact or
relate to characteristics of Japanese design? Give several
examples, citing specific works, or at least types, of design.
b) How did the story of the bamboo cutter most directly seem
to parallel or relate to Shinto ideas or attitudes?
5. Look at the Chinese Silk Banner in the textbook, and
consider the silk robes we examined in class. How does the
banner express typically ancient Chinese ideas or attitudes?
What main ideas does silk as used in ancient Chinese design
seem to most directly relate to, and how? (Clues can be found in
what we got from the Emperor-goes-to-the- Moon story.)
6. a) Consider the Japanese Album Leaf calligraphy shown in
the textbook and in class; how is it typically Japanese in
character, and how does Japanese calligraphy relate to Chinese
calligraphy?
b) Comment on how the Enso – like the one you made in your
discussion section – could express or embody any of our main
ideas about Japanese design.
Note:
There
are
more
questions
15. express
or
embody
any
of
our
main
ideas
about
Japanese
design.
CHARACTERIZING THE MUTANT SMALL-WING
PHENOTYPE IN DROSOPHILA MELANOGASTER
In this research experiment, we described the gene that causes
the malformed small wings phenotype in Drosophila
Melanogaster. The main objective of this research experiment
was to regulate the approach of inheritance of this specific
gene. Our transmuted flies displayed a small wings phenotype,
whereas the wild type flies displayed a large wing phenotype.
Established on the conclusions of Thomas Hunt Morgan and his
student, Calvin Bridges, we formed our own assumption that the
gene for small wings is a sex-liked and recessive to the wild-
type allele. During the semester, we accomplished a succession
of crosses between flies communicating wild-type and mutant
phenotypes to regulate the approach of inheritance of the gene
that concludes eye color in Drosophila Melanogaster.
INTRODUCTION
Drosophila melanogaster, also well-known as the fruit fly, is an
influential sample creature extensively used in biotic study that
has made important assistances to the superior systematic
communal well over the last hundred years. Drosophila
melanogaster is a small fly about 3mm in length, of the type
that gathers around ruined fruit. It is also considered as one of
16. the greatest valued of creatures in biotic study, mainly in
heredities and developmental biology. Drosophila has been used
as a great sample creature for study and examination for about a
century, and even nowadays, several thousand scientists are
working on many different aspects of the fruit fly. Its
significance for humanoid fitness was renowned by the honor of
the Nobel prize in drug/functioning to Ed Lewis, Christiane
Nusslein-Volhard and Eric Wieschaus in 1995.
Why work with Drosophila?
It is a big question that why people prefer to work with
Drosophila. The main reason behind this is that it is quite
simple and easy to tackle and easily well-understood - and part
of it is useful: it's a little creature, having a short period of life
cycle of just couple of weeks, and is inexpensive and simple to
retain huge numbers. Distorted and mutant flies, with faults in
any of few thousand genes are obtainable, and the whole
genome has lately been managed.Life cycle of Drosophila
The egg of Drosophila is around half a millimeter in length. It
may take about a day after impregnation for the fetus to grow
and brood into a worm-like bug. The bug noshes and breeds
uninterruptedly, moulting one day, 2 days, and 4 days after
breeding. After 2 days as a third bug, it moults one extra time to
practice an immovable larva. Over the subsequent 4 days, the
physique is totally changed to provide the mature feathered
shape, which then broods from the larval case and is produced
within about 12 hours. (Timing period is for 25°C; at 18°,
growth receipts double as extended.)Research on Drosophila
Drosophila is very popular for research experiments. Formerly,
it was commonly used in heredities, for example to determine
that genes were connected to proteins, and to learn the
guidelines of hereditary legacy. Recently, it is used typically in
changing biology, watching to understand how a compound
creature ascends from a comparatively modest impregnated egg.
Foetal growth is where utmost of the care is focused, but there
is also a countless deal of attention on how numerous mature
constructions grow in the pupa, typically absorbed on the
17. growth of the complex wings, but also on the annexes, forelegs
and other structures.
Advantages of Using Drosophila Melanogaster
Using D. melanogaster has a variety of advantages that make it
an ideal creature for genetic experiments. First main advantage
of using this creature is that of its short life period. D.
Melanogaster can complete an entire generation within two
weeks (about 10 days), permitting many generations to be
generated and studies for research within a few weeks. The
second advantage is that these flies also produce a good number
of offspring, generating good numbers of progeny from a single
cross. The third main advantage is that these flies are very easy
to be kept and maintain in the laboratory temperature. They are
also advantageous in a way that their male and female flies can
be easily identified and young virgin female flies are easily
isolated to generate genetic crosses. Fifth advantage is that as
they are small in size, they need a small living area, but still
they are enough in size to be seen any kind of mutations with
the help of a microscope. Last but not the least advantage is that
this fly has a relatively small genome comprising about 175
million base pairs of DNA, which is about 5% of the size of the
human genome. It has four pairs of chromosomes in which one
pair of sex chromosomes and three pairs of autosomes. All the
above mentioned advantages are the evidences of D.
melanogaster as a useful genetic model creature.
The main purpose of this lab was to determine the mode of
inheritance of a specific mutant phenotype. We saw that our
mutant flies show a mutant phenotype in wing type. The mutant
flies exhibited a small wing phenotype, whereas the wild type
flies presented a large wing phenotype. Thomas Hunt Morgan
and his student,Calvin Bridges, performed similar experiments
on D. melanogaster to reveal that the gene for small wing is
located on the X chromosome. By analyzing our data and
applying Morgan and Bridge’s findings with simple Mendelian
rules, we predicted that trait for small wings in D. melanogaster
is recessive to the wild-type allele and has an X-linked mode of
18. inheritance.
Methods and Materials
Anaesthetizing and Observing the Flies
We had to anaesthetize the flies first for inspection under
microscope if we desire to detect flies. We recycled FlyNap to
anaesthetize the flies which permitted the flies to slumber for an
suitable quantity of period while watching them. To use FlyNap
efficiently, we got the devoted FlyNap vials and transported the
flies we required to inspect to these vials. We unlocked our vial
of flies and instantly positioned the FlyNap vial over the
opening, in order to transmit the flies deprived of permitting
any sample to seepage. By inserting, the FlyNap vial on the
highest of the fly vial, we had to capsize the vials and mildly
blow on the innovative fly vial to transmission the remaining of
the flies. As all of the flies had been moved, we took the
FlyNap vial off of the innovative fly via and instantly enclosed
the opening of the FlyNap vial with a fluff wadding. Once the
fluff padding was resolutely in place, we used a minor skirmish
to swim the FlyNap and cautiously injected the brush into the
FlyNap vial. After a few minutes the flies became anaesthetized
and were capable to be witnessed.
Once, anaesthetized, we moved the flies on top of an directory
card and positioned the card under the microscope. By means of
a paintbrush, we were capable to operate the flies in such a
manner that we could effortlessly detect the phenotypes and
gender of each fly. We cautiously documented our clarifications
and positioned then back in the vials, we had to place the flies
in the vial and then place the vial on its side to be certain the
fly’s wings did not acquire caught in the fly mass media. This
procedure was recurring every time we desirable to see our
flies.
Setting up Crosses
As soon as our parental generation had been observed and
documented, we were prepared to set up our first cross to
produce our F1 generation. In each cross, we were preferably
desirable between 3-5 flies of each sex to create the finest
19. consequences. Our first cross was between wild-type females
and transmuted males, lengthwise with the reciprocal of this
cross. This cross requisite us to have virgin female flies to
create correct consequences in our F1 generation. By using
virgin females, this guaranteed that the females would only
chum with the nominated males in our wanted cross. To get
virgin females, we deflated our original standard vials by
anaesthetizing any a live flies in these vials and positioning of
them in the Fly Morgue. This guaranteed that any female flies
together 8-10 hours after exhausting these vials would be virgin
flies.
One of our F2 crosses was again between virgin wild-type
females and transmuted males. The other F2 cross was not,
though, the reciprocal of the first F2 cross. The other F2 cross
was between wild-type females and wild-type males. This is
because the F2 generation must be a cross of the generation. We
acquired these virgin flies in the similar way; clearing the F1
generation vials and gathering the females 8-10 hours after
discharging the vials. The consequences of these crosses offer
us with plenty evidence to come to an assumption on the manner
of legacy of the transmuted wing phenotype.
Preparing Fly Media and Vials
For the initial and following crosses, fly media were ready and
positioned into each vial as a nourishment foundation for the
flies. This was completed by inserting a scoop of 4-24 instant
culture mediums along with an equivalent amount of water in
the bottoms of each vial. We allowed the water to fascinate into
the medium for a few minutes before engaging the flies into the
vial. A few grains of yeast were also scattered into the medium
to inspire the female to lay her egg.
Every vial was then branded with our group name as well as the
fillings of the vial. All of the vials were then protected together
with a rubber band and positioned in the incubator located in
the lab. The incubator is continued at 23 degree Celsius with a
12 hour day/night cycle. Our vials were patterned normally and
preserved appropriately during the course of the lab.
20. Results and Discussion
We arranged numerous crosses between flies of changing
phenotypes and examined the subsequent progeny, in order to
study further about how the gene accounts for wing type are
inherited. We needed inspecting our philosophy that the
transformed allele is retreating to the wild-type allele and the
small wing gene is situated on the X chromosome. To checkered
our philosophy, we set up a cross between true-breeding virgin
transmuted females (small wings) with true-breeding wild-type
males (large wings) in one vial. In another vial, we arranged the
give-and-take of the first cross; we crossed true-breeding virgin
wild-type females (large wings) with true-breeding transmuted
males (small wings). After we detected the consequences of the
F1 generation, we instigated to understand a tendency that
reinforced our theory.
To control whether our consequences truly did care our theory,
we executed a Chi Square Test to associate then offspring we
perceived to what was anticipated of the cross. The Chi Square
Test can be planned by using the subsequent formula. We then
used our intended Chi Square Test Value and compared it to
the-value to see if we should accept or reject sour hypothesis. In
order to do this comparison, we needed to determine the degree
of freedom needed for our particular cross. The degrees of
freedom are calculated by taking n-1, where n is the number of
possible phenotypes of the progeny. Because we had four
possible resulting phenotypes, we calculated 3 degrees of
freedom. If our calculated P-value was greater than 0.05 then
our hypothesis was supported. If our P-value was less than 0.05,
then we rejected our hypothesis. The results of these F1 crosses
are as follows:
Table 1.1
Symbols: X+= Wild-Type
Xw = Mutant
Female Mutant x Male Wild-Type (Xw Xw
x X+ Y)
Offspring:
22. Chi Square Value: 1.471
Degrees of Freedom: 3 P-Value:> 0.5 Supports Hypothesis
Table 1.2
Symbols: X+ = Wild-Type
XW= Mutant
Female Wild-Type X Male Mutant (X+ X+ x XW
Y)
Expected Ratios
Genotype
Phenotype
Expected
Observed
½
X+ Y-
Female Wild- Type
26.5
29
½
X+ Y
Male Wild-Type
26.5
24
0
Xw Xw
Female Mutant
0
0
0
Xw Y
Male Mutant
0
0
23. 53
53
Chi Square Value: 0.472
Degrees of Freedom: 3 P-Value:>0.9 Supports Hyp othesis
In all of these crosses for the F1 generation group, our theory
was reinforced. In Table 1.1, we observe a transmuted female in
which both X chromosomes confined the transmuted phenotype
allele, created male offspring that only articulated the
transmuted phenotype. In Table 1.2 we saw that when a
transmuted male was crossed with a wild-type female, no
transmuted males were created. Both of the consequences from
these tables reinforced our theory that the gene for large wing is
sex-linked. These consequences also reinforced that the
transmuted phenotype allele is recessive to the wild-type allele.
In tables, 1.1 and 1.2, all of the female offspring would be
predictable to have the genotype X+ Xw. If the transmuted
phenotype allele were overriding, all of the females would show
the small wing phenotype. The facts indicate that this is not the
situation; all of the females created in the F1 generation are of
the large wing phenotype, representing that the transmuted
phenotype allele must be recessive to the wild-type allele.
Table 2.1
Symbols: X+ =Wild-Type
Xw = Mutant
Female Wild-Type x Male
Mutant (X+ Xw x Xw Y)
Offspring:
Expected Ratios
Genotype
Phenotype
Expected
Observed
¼
X+ X-
24. Female Wild-Type
21.25
28
¼
X+ Y
Male Wild-Type
21.25
19
¼
Xw Xw
Female Mutaant
21.25
17
¼
XW Y
Male Mutant
21.25
21
85
85
Chi Square Value: 3.235
Degree of Freedom: 3 P-value:> 0.1Supports Gypothesis
Table 2.2
Symbol: X+ = Wild-Type
XW =Mutant
Wild-Type Female x Wild –Type Male (X+ X+ x X+ Y)
Offespring:
Expected Ratios
Genotype
Phenotype
Expected
Observed
½
25. X+ X-
Female Wild-Type
22.5
25
¼
X+ Y
Male Wild-Type
12.25
8
0
XW XWs
Female Mutant
0
0
¼
XW Y
Male Mutant
11.25
12
45
45
Chi Square: 1.267
Degree of Freesom : 3, P-value:> Supports Hyp;othesis
The consequences from Tables 2.1 and 2.2 from the F2
generation sustained to upkeep our first theory. The facts given
in the above tables assured that the transmuted wing phenotype
allele is an X-linked characteristic. The facts from the F2
generation further confirmed that the mutant phenotype allele is
recessive to then wild-type allele.
The facts as well as the premeditated Chi Square Test permit us
to approve our theory about the style of inheritance of the small
wing phenotype gene in D. melanogaster. After shaping the
26. predicted phenotype of the offspring from each cross, we
premeditated the Chi Square Value and associated it with the P-
value to examine its authority. All of our P-values well above
the 0.05 mark which permitted us to agree our initial theory.
By executing a succession of crosses between flies
communicating wild-type and transmuted phenotypes, we were
capable to decide the approach of inheritance of the genetic
factor that decides the wing type in Drosophila Melanogaster.
Our consequences of what we perceived from our research
powerfully reinforced our first theory. Although we met
problems early in the lab (i.e fly death), our consequences
offered correct evidence that reinforced that the genetic factor
is sex-linked and recessive to the wild-type allele.
References
PruBing, K., Voigt, A., & Schulz, J.B.(2013). Drosophila
melanogaster as a model organism for
Alzheimer’s disease. Molecular Neurodegeneation, 8(1),
1-22.doi:10.1186/1750-1326-
8-35
Pierce, B.,& Choi, J.(2012). Genetics a conceptual approach
(Fourth ed.). New York:
W.H.Freeman.
Roberts, D.B.(2006). Drosophila melanogaster: the model
organis. Entomologia
Experimentalis Et Applicata, 121(2), 93-103.doi: 10.1111/j.
1570-8703.2006.0074
