True or false: In a DNA molecule, the bases are covalently bonded to each other.

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1.  True or false: In a DNA molecule, the bases are covalently bonded to each other.

2. True or false: During DNA replication, the strands of parent DNA are unwound.

3. True or false: The function of messenger RNA (mRNA) is to transfer amino acids to the ribosomes during protein synthesis.

4. True or false: The Genetic Code varies from species to species.

5. True or false: The completion of the Human Genome Project allowed us to sequence all of the human genome and to know the function of all of the genes.

6. In __________ every three bases is a/an _____________ that codes for a/an _____________.

7. True or false: During translation, the anticodon of tRNA pairs with bases in mRNA.

8. The removal of a nucleotide from a gene in the DNA leads to a _______________.

9.  True or false: Cloning is a natural process for some organisms.

10. True or false: Lactose metabolizing enzymes are produced when RNA polymerase binds to the operator on the lac operon in the absence of lactose.

11. If one strand of DNA has the following sequence: CGGCTAATCGCC, what would the sequence of the complimentary strand be?

12. If the codon of an mRNA strand is UGC, the anticodon of the tRNA would be ___________ and the amino acid, ____________, will be added to the growing peptide chain.

13. True or false: In a normal cell, Ras is a continuously active protein that functions in signaling pathways, several of which promote the cell cycle.

14. True or false: Chorionic villi sampling (CVS) is a much safer procedure than amniocentesis because CVS is done later in pregnancy.

15. True or false: Transcriptional control is the most important level of gene control.

16. X-linked recessive disorders often pass from grandfather to granddaughter.

17. True or false: After it is synthesized, mRNA may linger in the nucleus before moving into the cytoplasm.

18. True or false: Two parents are affected with a genetic disorder. They produce an unaffected child. The disorder is likely transmitted as an autosomal dominant trait.

19. True or false: An enhancer region of DNA is adjacent to the promoter.

20. True or false: The only two methods by which fetal cells can be obtained for testing are amniocentesis and chorionic villi sampling.

21. What purpose does a cell-signaling pathway serve in a multicellular organism?

22. True or false: Some genetic mutations can be determined by testing for proteins.

23. True or false: A regulatory gene codes for a protein that activates the genes in an operon.

24. True or false: Cancer cells show a high degree of contact inhibition.

25. The major way in which therapeutic cloning and reproductive cloning differ is what?

26. True or false: Proto-oncogenes may code for growth factors.

27. True or false: Telomerase is highly active in cancer cells.

28. True or false: Angiogensis is not a suspected cause of cancer.

29. True or false: A karyotype can be done using any cell in the body.

30. True or false: An exchange of chromosomal segments between two nonhomologous chromosomes is a/an translocation.

31.  In a duplication, a person has more than two alleles for a certain trait.

32. In an autosomal dominant genetic disorder, if both parents have the disorder, what is the chance that their sons will have the disorder?

33. A male has a particular X-linked recessive genetic disorder. His partner is normal, but her father had the disorder. What is the chance that their sons will have the disorder?

34. Phenylketonuria (PKU) is an autosomal Phenylketonuria (PKU) is an autosomal recessive disorder. If a woman who does not have PKU gives birth to a child who has PKU, which of the following men, based on this information alone, could not be the father of the child?

35. True or false: An abnormality in DNA sequence used in a test to determine an abnormal allele is called a genetic marker.

36. True or false: A genetic profile can detect mutations in a person’s genes.

37. The insertion of genetic material into human cells for treatment of a disorder is called what?

39. What is the difference between ex vivo gene therapy and in vivo gene therapy?

40. True or false: Ultrasound images determine the karyotype of the fetus.

41. An autosomal recessive disorder that occurs among all ethnic groups, in which chloride ions fail to pass through a plasma membrane channel protein in the cells and leads these patients to develop thick mucus in their bronchial tubes and pancreatic ducts is ________.

42. What disorders are present only in males and are passed from father to all sons but not to daughters.

43. True or false: mRNA processing occurs after transcription.

44. A testable explanation of a broad range of related phenomena that is relied upon by scientists with a high degree of confidence is referred to as ________.

45. The smaller unit molecules (monomers) which combine to form proteins and polypeptides are called ____________.

46. Enzymes, some hormones, and structural molecules like keratin and collagen are examples of ______________.

47. An atom that has gained or lost electrons is referred to as _______________.

48. Cell membranes consist of _____________.

49.  Which transport mechanism requires ATP to move materials across a plasma membrane?

50. A cell is placed in a solution.  If the cell is observed to shrink, the solution must be _________________ relative to the interior of the cell.

51.  What are the 1st and 2nd energy laws?

52. In higher cells, cellular (aerobic) respiration with production of adenosine triphosphate (ATP) is carried out in the _______________.

53. Meiosis differs from mitosis because _______________.

54. Leaves are green because ____________.

55. Many human traits such as eye color and height are controlled by _______________.

56. ______________ is a nucleic acid base found in ribonucleic acid (RNA) but not in deoxyribonucleic acid (DNA).

57. The polymerase chain reaction (PCR) is a method of ________________.

58. The normal complement of sex chromosomes for a human male is ___________.

59. An allele is ____________.

60. A visual display of metaphase chromosomes arranged by size, shape, and banding pattern is ______.

61. The part of an enzyme that “fits” its substrate is called its __________ site.

62. True or false: recombinant deoxyribonucleic acid (rDNA) technology estimates the age of a rock sample.

 

63. True or false: A mutation of a tumor suppressor gene is most likely to cause a cell to become cancerous.

 
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“Apoptosis, Crossover, and Tumor-suppressor genes”

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“Apoptosis, Crossover, and Tumor-suppressor genes”

For your primary post, please respond to one of the following three topics with a post of at least 125 words that addresses each point given in the instructions. Also, please reply to at least one fellow student on any topic.

Topic 1

: Apoptosis. Watch the Khan Academy video about apoptosis (1)*, then address the following issues in your own words:

  • (a) What is the difference between apoptosis and necrosis?
  • (b) What is the role of apoptosis in the normal, healthy development of animals?
  • Reminder: you don’t need to cite the Khan Academy video for this topic, but if you use any other sources, you must cite them.

Topic 2 [article]: Crossover. Read the article from the University of Rochester on a gene that influences crossover rates in fruit flies. Then address the following:

  • (a)  Explain the relationship between crossover, genetic diversity, and natural selection.
  • (b)  Summarize the findings regarding a gene that influences crossover.
  • Reminder: you don’t need to cite the University of Rochester article for this topic, but if you use any other sources, you must cite them.

Topic 3 [research]: Tumor-suppressor genes versus Proto-oncogenes. This is a library-research topic in which you are required to provide your sources. Mutations in tumor suppressor genes can contribute to or cause cancer, just as mutations in proto-oncogenes can also contribute to or cause cancer. However, tumor suppressor genes are very different from proto-oncogenes.

  • (a) Explain why a gain-of-function mutation to a proto-oncogene (or its promoter) may be associated with increased risk of cancer.
  • (b) Explain why a loss-of-function mutation to a tumor suppressor gene may be associated with increased risk of cancer.

References:

  1. Khan Academy, No date given. Apoptosis

    , https://www.khanacademy.org/science/biology/cellular-molecular-biology/stem-cells-and-cancer/v/apoptosis

  2. Lindsey Valich, April 19, 2018. Scientists discover gene controlling genetic recombination rates. http://www.rochester.edu/newscenter/genetic-recombination-selfish-dna-may-help-explain-differences-in-fruit-flies-312422/
 
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Survivorship, Distribution, and Population Growth – 6

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BI 101 Online Lab Procedures

Lab 2: Survivorship, Distribution, and Population Growth

 

Learning Objectives:

By the end of this lab you will be able to: ● Create a survivorship curve. ● Describe how parental care affects offspring survivorship. ● Determine the index of dispersion for a population. ● Use population growth equations to predict the size of a population.

Additional resources needed:

The following resources are located in the Week 2 “Research and Report” section of the Moodle course. ● Lab 2 Report​: You will record your data and answer analysis questions in this report. Once

complete, you will submit this report through the submission page on the course website. ● Lab 2 Spreadsheet​: This document has tables and graphs that you will generate as you go

through the activities outlined in this document. It is not to be turned in, but you will need it to create graphs and analyze your data.

It is highly recommended that you print this document to facilitate ease of access while

completing the activities.

Before you begin this lab, obtain the following items from your lab kit:

● Feathers

You will need to provide:

● 25 local obituaries from 2018

Introduction to Survivorship

Within a population, some individuals die very young while others live into old age. Until quite recently, the pattern of mortality for humans has been influenced primarily by disease. When the number of survivors of a population is plotted against time or life span the graph is termed a ​survivorship curve​. Three patterns of survivorship are recognized. These three can be displayed by survivorship curves, graphs that indicate the pattern of mortality in a population. While survivorship curves for humans are relatively easy to generate, information about other species is more difficult to determine. It can be quite a trick to simply determine the age of an individual plant or animal, not to mention watching an entire population over a period of years. However, the principle of determining survivorship can be demonstrated by using population data and non-living objects. In this exercise you will produce survivorship curves using data from obituaries and feathers.

Part 1: Human Survivorship

Obtain obituaries from your local newspaper or website source. You will need 25 for this exercise. 1. Complete ​Table 1 found in your Lab Report by recording the year born, the year died, and age at

death for 5 individuals found in your obituaries. Place a “1” in each cell if the individual lived to that

Survivorship, Distribution, and Population Growth – 1

 

 

BI 101 Online Lab Procedures

age interval (AI). For example, if the age at death was 43, then the first 5 age interval columns would be marked with 1’s. If the individual did not survive into a particular interval, enter a “0” in the corresponding box. When all rows are complete, add together all of the numbers for each column and record the total in the last row of the table. These totals represent the number of individuals that survived into that interval. You should have a total of 5 for the first AI. As your population gets older, you should see this number decrease.

2. Using the lab spreadsheet, create a survivorship curve for your sample size of 5 in the spreadsheet. Open the lab spreadsheet. Click on the first tab at the bottom of the spreadsheet titled “Human Survivorship 5”. Enter your totals from the last row ​Table 1 into the yellow highlighted column in the spreadsheet. A graph will be automatically generated. Add an image of your graph into your lab report. The easiest way (that I know of) for PC users to do this is ​use the Snipping Tool . Mac users can ​take a screenshot of part of your screen . Save as an image and insert it into your lab report.

3. Now use the spreadsheet to create another survivorship curve, but this time using a sample size of 25. Click on the second tab titled “Human Survivorship 25”. Notice that the type of data being plotted has changed. When reporting data in populations that are large, it is easier to analyze the data as a percent of the population instead of actual headcounts, as you did in the first graph. In the yellow highlighted column, enter the year born for 25 individuals you found in your collected obituaries. (It’s ok to use the 5 you already used in your first data set).

4. Answer the questions in the lab report, using the two graphs you just generated.

5. Click on the tab in the spreadsheet titled “Human Survivorship Historical”, observe the survivorship curves of human populations during different points in history, and discuss your observations in your lab report. Please note, the green line that represents deaths after 1940 is created from your data set of 25 individuals, so you must complete that graph to answer the question in the lab report.

6. Using your graph with 25 data points, interpret the data by answering the questions in the lab report. Make note of the differences in how the data is reported when answering the questions! Remember, your population of 5 is reported as ​total number of people still alive, while the population of 25 is reported as ​percent of the population​ that is still alive.

Part 2: Feather Survivorship

You learned that the three different types of survivorship curves indicate certain characteristics of that species, including level of parental care. In this activity, you will test this using feathers as your test “species”. You will measure the “time to death” after tossing each feather into the air. “Time to death” is recorded as time that passes from the moment the feather leaves your hand to the moment the feather touches the ground or other surface. You might find it helpful to enlist the help of a volunteer to assist you in monitoring time until death. Population 1​ – ​Control Set​: Do not give any assistance to the feather to keep it “alive”, just let it be. Record the time it takes to land.

Survivorship, Distribution, and Population Growth – 2

 

 

BI 101 Online Lab Procedures

Population 2​ – ​Parental Care​: Once the feather leaves your hand, you will give your “offspring” assistance to keep alive. You can wave a paper or your hands under it, blow it upward to keep it going, or fan it somehow in an effort to keep the feather in the air and prevent it from hitting the ground (“dying”).

Instructions:

1. Toss a feather in the air or drop it from an elevated height. Time starts when it leaves your hand. 2. Observe and time how long the feather takes to land (in seconds). Assume the maximum lifespan is

30 seconds. If it takes longer than 30 seconds for the feather to drop, enter 30 into your chart. 3. Record your data in ​Table 2​ of your lab report. Repeat steps until you have 20 data points. 4. Transfer your data to the ​Feather Survivorship​ tab in the Spreadsheet. 5. Save your graph, similar to how you saved the survivorship curves, and insert it into the report. 6. Answer the analysis questions in your lab report.

Part 3: Distribution Patterns

Ecologists use the term “dispersion” to describe the distribution pattern of individuals in their habitat. This pattern may vary from a ​random​, ​uniform​, or ​clumped distribution. Dispersion can be an important factor in evaluating the impact a population can have on its habitat or how exploiting a habitat can impact a native population. For example, the action of an equal number of clumped individuals will be different than if the same number had been uniformly distributed.

Instructions:

The last page of this lab represents a 100 square meter (m​2​) intertidal area that is the habitat for a variety of marine plants and animals, among them algae and sea urchins. Print out the last page and use it to determine the pattern of dispersion by following the instructions below: 1. Using a penny, flip the coin onto the page. Where the coin lands, count the total number of algae that

are touching any part of the coin. Record this number in ​Table 3 in your lab report. Repeat this process 20 times.

2. Use ​Table 4​ to summarize your data. a. Column 1: Target Species per Plot (X)

This column represents the number of individuals that were touching the coin with each flip.

b. Column 2: Number of Plots (E) Look at your data in Table 3. How many times did you flip the coin and not land on any algae? This is the number that is recorded in the first row. How many times did your coin land on 1 algae? Record this number in row 2. For example, if your coin touched 3 algae four coins flips out of 20, then you enter “4” into the row where X=3. Repeat this until all pertinent rows are complete.

c. Column 3: Number of Algae Counted This column represents the total number of individuals that were touched with each flip (Column 1 multiplied by column 2). For example: If (X) = 3, and (E) = 6, then 6 of your 20 coin flips resulted in touching 3 algae, and you counted 18 individuals. (6 flips x 3 algae = 18 algae counted).

Survivorship, Distribution, and Population Growth – 3

 

 

BI 101 Online Lab Procedures

d. Totals The last row of the table is the sum of each column of data. (n) = Total number of coin flips (N) = Total number of algae counted

3. In the spreadsheet, click on the “Index of Dispersion” tab. Enter your data from column 2 of ​Table 4

into the cells highlighted in yellow. Make sure your own calculations correspond with those generated in the spreadsheet. You should see an index (I​d​) value automatically in cell C24, calculated after you enter your (E) values. Record this index in the last row of ​Table 4​.

Use the following information to determine the distribution pattern of the algae. You will discuss the value in part 4 of the lab report. (Note: Your calculated I​d will probably not be exact, but should be much closer to one of the following values than the others.)

If ​I​d​ = 1​, then distribution pattern is random. If ​I​d​ = n​, then distribution pattern is clumped. If ​I​d​ = 0​, then distribution pattern is uniform.

Part 4: Population Growth

The last page of this lab (the same that you used in Part 3) represents a 100 square meter (m​2​) intertidal area that is the habitat for a variety of marine plants and animals, among them algae and sea urchins. The date at time of count is December 31​st​, 2015 (end of year)..

Instructions:

Using the printout on the last page, count the number of algae and sea urchins present in your tide pool on December 31st, 2015. Record these numbers in ​Table 5​ of the lab report.

Density and Distribution of Algae

1. Calculate the density of the algae. Recall that species density refers to the amount of space an individual takes up in a habitat. Your answer should be expressed as # of algae per square meter (Units must be included!). Not sure how to calculate density? The lecture materials has examples!

2. Identify the index of dispersion you calculated in part 3 in your lab report.

3. Discuss what this index tells us about the lifestyle of algae

Sea Urchin Population

1. On January 1st, 2015, the sea urchin population consisted of the adult urchins and those that died throughout the year. (Remember, the young urchins were born after January 1st!) Determine the population size at the ​BEGINNING of 2015​ and record in your lab report.

2. On December 31st, 2015, the urchin population consisted of all the adult sea urchins plus those that were born during the year. (Remember, the dead urchins can’t be counted as part of the population at the end of the year since they are dead!) Determine the population size at the ​END of 2015 and record in your lab report.

Survivorship, Distribution, and Population Growth – 4

 

 

BI 101 Online Lab Procedures

3. Using the population size you determined for the ​beginning of the year, determine the birth rate (b) for the sea urchin population in 2015. Record this in your lab report.

4. Again using the population size you determined for the beginning of the year, determine the death rate (d) for the sea urchin population in 2015. Record this in your lab report.

5. Calculate the growth rate (r) for the sea urchin population.

6. Using your calculations, predict the growth of the sea urchin over the course of 5 years. Remember: G = (r) x (population size). G represents the number of individuals added to the population within a given time frame. Refer to the lecture slides and study guide to see examples of how to determine population size over the course of several years. ​Start your calculations using the original population size you calculated at the beginning of the year in 2015​.

7. Record the population size for 5 years of growth in the last section of the lab report and discuss your results.

Survivorship, Distribution, and Population Growth – 5

 

 

BI 101 Online Lab Procedures

 

Survivorship, Distribution, and Population Growth – 6

 
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BIOS 255 Week 4 Midterm Review

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1. Question:  The muscular layer of a blood vessel is the

2. Question:  Each of the following changes will result in increased blood flow to a tissue, except

3. Question:  Pulmonary veins carry blood to the

4. Question:  The goal of cardiovascular regulation includes all of the following, except to ensure that

5. Question:  In response to hemorrhage, there is

6. Question:  The source of blood carried to capillaries in the myocardium would be the ________.

7. Question:  If cardiac muscle is deprived of its normal blood supply, damage would primarily result from ________.

8. Question:  Norepinephrine acts on the heart by ________.

9. Question:  If the vagal nerves to the heart were cut, the result would be that ________.

10. Question:  Blood ejected from the ventricles enters which of these vessels during ventricular systole?

11. Question:  Hemorrhage with a large loss of blood causes ________.

12. Question:  The left ventricular wall of the heart is thicker than the right wall in order to ________.

13. Question:  When the heart is beating at a rate of 75 times per minute, the duration of one cardiac cycle is ________ second(s) .

14. Question:  If the length of the absolute refractory period in cardiac muscle cells was the same as it is for skeletal muscle cells ________.

15. Question:  If we were able to artificially alter the membrane permeability of pacemaker cells so that sodium influx is more rapid, ________.

16. Question:  Blood flow through the circulatory system is affected by all of the following, except

17. Question:  As blood travels from the aorta toward the capillaries, the

18. Question:  Blood pressure increases with all of the following, except increased

19. Question:  When renin is released from the juxtaglomerular cells

20. Question:  Symptoms of shock include all of the following, except

21. Question:  An individual who is blood type AB negative ________.

22. Question:  Which of the following is not a phase of hemostasis (stop bleeding) ?

23. Question:  Thromboembolic disorders ________.

24. Question:  What organ in the body regulates erythrocyte production?

25. Question:  Which of the following is a regulatory function of blood?

26. Question:  Which of the following might trigger erythropoiesis?

27. Question:  An individual who is blood type AB negative ________.

28. Question:  Select the correct statement regarding blood cell formation.

29. Question:  All of the following can be expected with polycythemia except ________.

30. Question:  Which of the following is characteristic of all leukocytes?

31. Question:  Which of the following is a precursor of a basophil?

32. Question:  Which of the following is true about blood plasma?

33. Question:  Which of these is not a normal plasma protein?

34. Question:  Blood volume restorers include all of the following except ________.

35. Question:  During the period of ventricular filling ________.

36. Question:  If we were able to artificially alter the membrane permeability of pacemaker cells so that sodium influx is more rapid, ________.

37. Question:  The tricuspid valve is closed ________.

38. Question:  The source of blood carried to capillaries in the myocardium would be the ________.

39. Question:  Blood moves forward through veins by all of the following, except

40. Question:  As blood travels from the aorta toward the capillaries, the

41. Question:  Blood pressure increases with all of the following, except increased

42. Question:  Which of the following statements is false concerning the movement of fluid between capillaries and interstitial space?

43. Question:  Each of the following arteries carries blood to the heart, except the

 
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