Essential Biology 10.3 Polygenic Inhertance (AHL)
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The document provides instructions for students to complete for a biology class. It highlights terms in different colors that correspond to the class objectives that need to be completed before, during, and after class. It also provides several genetics problems involving polygenic inheritance, multiple alleles, and calculating possible genotypes and phenotypes. Sources are to be cited using the CSE citation method. A self-assessment rubric is to be completed before submitting work to the online platform.
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![Blog resource: http://tinyurl.com/l363hk Click4Biology: http://click4biology.info/c4b/10/gene10.htm <br />Cite all sources using the CSE method (or ISO 690 Numerical in Word. Highlight all objective 1 command terms in yellow and complete these before class. Highlight all objective 2 and 3 command terms in green – these will be part of the discussions in class. After class, go back and review them. <br />Complete the self-assessment rubric before submitting to Moodle. Avoid printing this if possible. <br />,[object Object]](https://image.slidesharecdn.com/essentialbiology10-3polygenicinhertanceahl-110207052344-phpapp01/85/Essential-Biology-10-3-Polygenic-Inhertance-AHL-1-320.jpg)
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DNA and Genes Lab ActivityComplete your answers in the spaces .docx
DNA and Genes Lab Activity
Complete your answers in the spaces provided. USE YOUR OWN WORDS – Yes even for definitions! Remember to add your last name and first initial to the file name prior to saving and submitting your completed assignment through Canvas.
Use your textbook, notes and these websites to answer the pre lab questions. http://learn.genetics.utah.edu/units/basics/transcribe/http://www.vcbio.science.ru.nl/en/virtuallessons/cellcycle/trans/
Pre Lab Questions:
1. What is the product of transcription?
2. What is the region of DNA called where transcription begins?
3. What is the product of translation?
4. In your own words define each of the following: Silent mutation
Missense mutation Nonsense mutation Frame shift mutation
5. Where in the cell does translation take place?
Click on the link below to access the online lab.
http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/DNA_And_Genes.html
Download and print the instructions for reference as you work through the lab. As you work through the lab fill in the table below. Use this information to answer the questions that follow contained in this document.
First read through the mutation guide. Once you close the guide you will see the buttons to begin the simulation. Note, you will be translating the mRNA strand into a protein.
As you work through each of the mutations fill in the charts below. You must complete 4 mutations for this lab activity. It’s good practice working with the codon table .
– Aris labs calls the codon table the ‘Genetic Code Chart’. Use the amino acid abbreviation for the protein sequence. For example the amino acid proline is abbreviated as pro.
You have to fill in all the letters AND the resulting amino acid sequence by dragging and dropping before you click the [check] button. Abrieviate STOP as either STP or END.
For each of the three mutations you will complete, fill in the table in this lab document with the original mRNA and amino acid sequence and the mRNA sequence and the resulting amino acid sequence RESULTING FROM the mutation as outlined in the mutation rule.
The various mutations represent missense, nonsense, silent and frame shift mutations. You must complete one of each. The lab will not necessarily present the mutations in this order. You must do the mutation and identify which type it is and make sure you do one of each.
6. Frame Shift Mutation example:
Provide the mutation rule you are following.
Original
A. Acids
Original
mRNA
Mutated
mRNA
Mutated
A. Acids
7. Missense Mutation example:
Provide the mutation rule you are following.
Original
A. Acids
Original
mRNA
Mutated
mRNA
Mutated
A. Acids
8. Nonsense Mutation example:
Provide the mutation rule you are following.
Original
A. Acids
Original
mRNA
Mutated
mRNA
Mutated
A. Acids
9. Silent Mutation example:
Pr ...
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In-class introduction to basic Punnett square set-up and problem solving, Part 1
Problem-solving tips:
· A Punnett square allows you to predict the possible genetic outcome of children based on the genetic make-up of the parents.
· First, read the problem and figure out whether the trait of interest or genetic disorder is found on the dominant allele or the recessive allele because that will have an impact on how you interpret the results of the Punnett square.
· Select a letter to represent the trait or disorder and define the dominant and recessive alleles. For example: For eye color, B (dominant) = brown eyes and b (recessive) = blue eyes. For achondroplasia (dwarfism), A (dominant) = achondroplasia and a (recessive) = normal allele.
· If it is a sex-linked question, remember to include the sexual genotypes of the parents (XX for mom and XY for dad).
· Write down all possible genotypes & phenotypes and use this information to help you set up the Punnett square.
1. Practice question on a human trait. In reality, eye color is controlled by multiple genes and is a complex trait. For simplicity, we’ll assume that brown eyes are dominant to blue eyes. Answer the questions below.
a) Select a letter for this trait and define the dominant and recessive alleles.
B (dominant) =
b (recessive) =
b) Write down all possible genotypes and phenotypes for individuals in the population
Possible genotypes
(the 2 alleles an individual has)
Possible phenotypes (the physical appearance of a trait)
Homozygous dominant individuals
Homozygous recessive individuals
Heterozygous individuals
c) Set up the Punnett square and solve this problem. Kristy is heterozygous and Mark has blue eyes. What percentage of their offspring will have blue eyes?
Kristy's genotype
Mark's genotype
a) Select a letter for this genetic condition and define the dominant and recessive alleles.
F (dominant) =
f (recessive) =
b) Write down all possible genotypes and phenotypes for individuals in the population
Possible genotypes
(the 2 alleles an individual has)
Possible phenotypes (the physical appearance of a trait)
Homozygous dominant individuals
Homozygous recessive individuals
Heterozygous individuals
c) Set up the Punnett square and solve this problem. Kristy and Mark are carriers for cystic fibrosis. The term carrier is only used when a condition is on the recessive allele. Carriers are heterozygous individuals who are normal and show no symptoms of the disorder, but they have the ability to pass on the mutated recessive allele to their offspring. What percentage of their children will be normal? What percentage of their children will be carriers?
Kristy's genotype
Mark's genotype
2. Practice question on a genetic condition. Cystic fibrosis (CF) is an autosomal, recessive condition that results in mucus buildup in the lungs and digestive system organs. As a result, CF .
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TitleABC123 Version X1Time to Practice – Week Four .docx
Title
ABC/123 Version X
1
Time to Practice – Week Four
PSYCH/625 Version 1
1
University of Phoenix Material
Time to Practice – Week Four
Complete Parts A, B, and C below.
Part A
Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Text Resources link.
1. Using the data in the file named Ch. 11 Data Set 2, test the research hypothesis at the .05 level of significance that boys raise their hands in class more often than girls. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? Remember to first decide whether this is a one- or two-tailed test.
2. Using the same data set (Ch. 11 Data Set 2), test the research hypothesis at the .01 level of significance that there is a difference between boys and girls in the number of times they raise their hands in class. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? You used the same data for this problem as for Question 1, but you have a different hypothesis (one is directional and the other is nondirectional). How do the results differ and why?
3. Practice the following problems by hand just to see if you can get the numbers right. Using the following information, calculate the t test statistic.
a.
b.
c.
4. Using the results you got from Question 3 and a level of significance at .05, what are the two-tailed critical values associated with each? Would the null hypothesis be rejected?
5. Using the data in the file named Ch. 11 Data Set 3, test the null hypothesis that urban and rural residents both have the same attitude toward gun control. Use IBM® SPSS® software to complete the analysis for this problem.
6. A public health researcher tested the hypothesis that providing new car buyers with child safety seats will also act as an incentive for parents to take other measures to protect their children (such as driving more safely, child-proofing the home, and so on). Dr. L counted all the occurrences of safe behaviors in the cars and homes of the parents who accepted the seats versus those who did not. The findings: a significant difference at the .013 level. Another researcher did exactly the same study; everything was the same—same type of sample, same outcome measures, same car seats, and so on. Dr. R’s results were marginally significant (recall Ch. 9) at the .051 level. Which result do you trust more and why?
7. In the following examples, indicate whether you would perform a t test of independent means or dependent means.
a. Two groups were exposed to different treatment levels for ankle sprains. Which treatment was most effective?
b. A researcher in nursing wanted to know if the recovery of patients was quicker when some received additional in-home care whereas when others received the standard amount.
c. A group of adolescent boys was offered interp ...
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Educational Psychology 565 Practice Quiz(use α = .05 unl.docx
Educational Psychology 565 Practice Quiz
(use α = .05 unless otherwise stated).
1. A small school district wants to know what type of teaching/learning is most effective at helping students learn to read. Three methods are proposed (top-down, bottom-up, and interactive). It is believed that the gender of the teacher may also be important in student learning, so the study also aims to determine if gender of the teacher is important. There are 12 schools in the district, and each school has 1 second grade class (each class has 10 students). Two female teachers and two male teachers’ classrooms are randomly assigned to each of the three methods (all 12 teachers have just been hired in the district). At the end of the year, the students all took a 100 item standardized multiple-choice reading test called the “EZreading” test (note: the analysis was performed at the student level).
Coding:
teachgender = gender of teacher: 1= men, 2 = women
Teachmeth = teaching method (1=top-down, 2=bottom-up, 3=interactive)
EZread = scores on the Ezread reading test
Use SPSS output “SPSS printout for question 1”to help answer the parts below.
a. What is/are the independent variable(s) in this experiment (Be specific)? What level of measurement is/are the IV(s)? Explain why?
b. What is/are the dependent variable(s) in this experiment (Be specific)? What level of measurement is/are the DV(s)? Explain why?
c. State the null hypotheses and alternative hypotheses for the factors and the interaction in symbols and words.
d. Do you think the assumption of homogeneity of variance has been met? Support your answer.
e. Do you think the assumption of independence has been met? Support your answer.
f. Calculate Cohen’s d for the difference between the top-down and interactive methods. Explain what Cohen’s d means for this comparison.
g. Is the interaction of the two factors statistically significant? Explain your answer.
h. Report the results of the study along with an interpretation for the results. You do not need to write up the results like a results section; you can just report the findings with statements about each factor and the interaction of the two factors. Be sure to cite evidence from your analysis.
i. Based on the results of the study what would you recommend about teaching method and gender of teachers?
2. Answer the following questions.
Source
SS
df
MS
F
Between
100
20
Within
2
50
Total
200
7
a. Complete the ANOVA source table (fill in all blank spaces)
b. How many people are in this study. (hint: use degrees of freedom)
c. What is the critical F at α = .01? Would you reject the null hypothesis? Explain your answer.
d. What are the critical F at α = .05? Would you reject the null hypothesis? Explain your answer.
e. Why do the conclusions from items c and d differ? Explain your answer in terms of Type I and II errors.
3. A researcher wants to kn.
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- 2. Distinguish between polygenic inheritance and multiple alleles.
- 4. List one human and one plant example of polygenic inheritance.
- 6. Polygenic inheritance gives rise to continuous variation within a population.
- 7. Explain what this means, using skin colour as an example.
- 12. Assume that two genes (A and B) are responsible for inheritance of skin colour, with two alleles each and that they are unlinked. The dominant alleles code for melanin production.
- 13. Calculate the number of possible genotypes.
- 14. Apply the possible genotypes to the range of phenotypes below:
- 16. aabbAabb
- 19. Explain why the phenotypes show a normal distribution.
- 23. Light SkinDark SkinCold ClimateLack of exposure to sunlight can result in vitamin D deficiencyHot Climate
- 24. State precautionary measures that could be taken by:
- 25. Pale-skinned people to avoid the dangers of hot climates?
- 27. Dark-skinned people to reduce the disadvantage of a cold climate?
- 28. A characteristic is controlled by two unlinked genes with two alleles. Deduce the number of possible genotypes and phenotypes.
- 29. A characteristic is controlled by three genes with two alleles each. Calculate the number of genotypes possible in a cross between a homozygous recessive father and a homozygous dominant mother.
- 30. Wheat kernel colour is controlled by three unlinked genes (A, B and C). The dominant alleles code for production of a red pigment. Deduce the phenotype ratio expected in a test cross with a wheat plant that is homozygous dominant for A, heterozygous for B and homozygous recessive for C. Show your working. Works Cited BIBLIOGRAPHY 1. Allott, Andrew. IB Study Guide: Biology for the IB Diploma. s.l. : Oxford University Press, 2007. 978-0-19-915143-1.2. Mindorff, D and Allott, A. Biology Course Companion. Oxford : Oxford University Press, 2007. 978-099151240.3. Clegg, CJ. Biology for the IB Diploma. London : Hodder Murray, 2007. 978-0340926529.4. Campbell N., Reece J., Taylor M., Simon. E. Biology Concepts and Connections. San Fransisco : Pearson Benjamin Cummings, 2006. 0-8053-7160-5.5. Taylor, Stephen. Science Video Resources. [Online] Wordpress, 2010. http://sciencevideos.wordpress.com.6. Burrell, John. Click4Biology. [Online] 2010. http://click4biology.info/.7. IBO. Biology Subject Guide. [Online] 2007. http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/2/chapter/1.html.<br />Self Assessment:<br />Essential BiologyAssessmentCriterionComplete (2)Partially complete (1)SelfMrTPresentation & OrganisationNAComplete and neat. All command terms highlighted, tables and diagrams well presented. Academic HonestyNASources cited using the CSE (ISO 690 numerical) method, with Works Cited section complete and correct. Objective 1 understandingAll answers for the following command terms correct:Most answers for the following command terms correct:Define Draw Label List Measure StateObjective 2 understandingAll answers for the following command terms correct:Most answers for the following command terms correct:Annotate Apply Calculate Describe Distinguish Estimate Identify OutlineObjective3understandingAll answers for the following command terms correct:Most answers for the following command terms correct:Analyse Comment Compare Construct Deduce Derive Design Determine DiscussEvaluate Explain Predict Show Solve Sketch SuggestLogic, notation, mathematical workingNAAnswers are presented in a logical and concise manner. SI units used most times, with correct unit symbols and definitions of terms. All mathematical working shown.Further researchNAEvidence is apparent of research and reading beyond the textbook and presentations to find correct answers to challenging questions. If any questions are unanswered, this criterion scores zero. Total (max 10):<br />