Broyles Textbook Exercise 1 Excel Spread Sheet URGENT IN 2 Hrs

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Broyles textbook exercise 1
Use Excel to complete “Exercise 1” on page 247 (Regression Analysis) in the textbook.
2) Answer the questions at the end of the exercise. There needs to be at least 150 words written to answer the questions regarding the numbers and information regarding Regression Analysis.
3) APA format is not required, but solid academic writing is expected.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Fundamentals of statistics in health administration
Broyles, R. W. (2006). Fundamentals of statistics in health administration. Sudbury, MA: Jones and Bartlett Publishers, LLC. ISBN-13: 9780763745561 (Available as eBook)
http://gcumedia.com/digital-resources/jonesandbartlett/2006/fundamentals-of-statistics-in-health-administration_ebook_1e.php
See attached copies of the scanned items one has the question on 247 and that questions tell you to look at another question to retrieve the data and answer the questions.Please note that the zip lock attachment has the question information you will need to do the excel and I attached the name of the book ect to do the written part. Please excuse the email address
I have a zip file where do i upload its not uploading on the order pageBroyles textbook exercise 1

Use Excel to complete “Exercise 1” on page 247 (Regression Analysis) in the textbook.

2) Answer the questions at the end of the exercise.

3) APA format is not required, but solid academic writing is expected.

4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

 Fundamentals of statistics in health administration

Broyles, R. W. (2006). Fundamentals of statistics in health administration. Sudbury, MA: Jones and Bartlett Publishers, LLC. ISBN-13: 9780763745561 (Available as eBook)

http://gcumedia.com/digital-resources/jonesandbartlett/2006/fundamentals-of-statistics-in-health-administration_ebook_1e.php

See attached copies of the scanned items one has the question on 247 and that questions tell you to look at another question to retrieve the data and answer the questions.

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Broyles Textbook Exercise 1

 

  1 Unsatisfactory 0.00% 2 Less Than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00%
70.0 %Content  
40.0 %Performance of Exercise 1 on p. 247 of Broyles Using Excel to do the Regression Analysis and Answering the Questions Attached Failure to demonstrate the ability to use Excel to do the regression analysis and correctly answer the questions attached. Demonstrates only minimal ability to use Excel to do the regression analysis and correctly answer the questions attached. Demonstrates ability to use Excel to do the regression analysis and correctly answer the questions attached, but has some slight misunderstanding of the process and applications. Demonstrates ability to use Excel to do the regression analysis and correctly answer the questions attached (in student’s own words). Demonstrates clearly and fully the ability to use Excel to do the regression analysis and correctly answer the questions attached (in the student’s own words).  
30.0 %Integration of Information from Outside Resources into the Body of Paper Failure to use references, examples, or explanations. Provides some supporting examples, but minimal explanations and no published references included. Supports main points with examples and explanations, but fails to include published references to support claims and ideas. Supports main points with references, explanations, and examples. Analysis and description is direct, competent, and appropriate of the criteria. Supports main points with references, examples, and full explanations of how they apply. Thoughtfully analyzes, evaluates, and describes major points of the criteria.  
20.0 %Organization and Effectiveness  
7.0 %Assignment Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.  
8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.  
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.  
10.0 %Format  
5.0 %Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.  
5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.  
100 %Total Weightage    

 

 

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Nerve Impulses Responsible For

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1-Nerve impulses responsible for the sensation of taste are carried in all of the following cranial nerves except:
VII
VIII
IX
X
2- Which of the following is not a part of the bony labyrinth?
Vestibule
Semicircular canals
Stapes
Cochlea
3- Nissl bodies are comparable to this organelle in other cells:
golgi apparatus
endoplasmic reticulum
mitochondria
lysosomes
4- Cerebrospinal fluid is formed by filtration of blood in the:
central canal
choroid plexus
Subarachnoid space
Arachnoid villi
5- If the ventral nerve root of a spinal nerve were destroyed, a person would lose.
Sensory perception related to that pathway
Willed movement related to that pathway
Reflex activity only, related to that pathway
Both reflex activity and willed movement related to that pathway
6- An abnormally high metabolic rate could be associated with the functioning of the:
thyroid gland
parathyroid gland
posterior pituitary
thymus
7- Which of the following is a monoamine?
Insulin
Epinephrine
Testosterone
Parathyroid hormone
8- Regarding fetal circulation, the small vessel connecting the pulmonary artery with the aortic arch is called the:
ductus arteriosus
foramen ovale
ductus venosus
umbilical artery
9- Which of the following is not a leukocyte?
Basophil
Reticulocyte
Neutrophil
Monocyte
10- Depolarization of the SA node occurs during:
T wave
P wave
QRS complex
P-Q interval
11- Which of the following is not a chemcial buffer used in the blood?
Bicarbonate
Phosphate
Potassium
Protein
12- Lymph from the lower abdomen, pelvis, and lower limbs is received by the:
right lymphatic duct
inguinal duct
thoracic duct
aorta
13- Which of the following is not an antigen presenting cell?
Dendritic cell
Macrophage
T cell
B cell
14- The type of immunity produced by vaccination would be:
active natural immunity
passive natural immunity
active artificial immunity
passive artificial immunity
15- Which of the following is involved in nonspecific resistance?
NK cell
B cell
T cell
C cell
16-If the blood ph decreases below normal:
the kidney tubules secrete less hydrogen ions blood to urine
the kidney tubules secrete more hydrogen ions from blood to urine
the kidney tubules secrete more sodium ions the urine
both a and c
17-Which of the following is not a normal constituent of urine?
nitrogenous wastes
hormones
pigments
plasma protoins
18-The most dangerous of the electrolyte imbalances is:
Na+
K+
CI+
Ca++
19-Which blood vessel carries absorbed food from the GI tract to the liver?
hepatic artery
hepatic portal vein
ductus venosus
renal artery
20-Which of the following vitamins is not stored in significant amounts in the body and must be continually supplied to the diet?
vitamin D
vitamin K
vitamin C
vitamin E

 
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BIOL 110

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1 TAKE HOME EXAM FOR THE MOLECULAR GENETICS REVIEW BIOL 110 To understand microbiology, it is essential to have a fairly good understanding of such basic points of molecular genetics (proteins, enzymes, DNA, RNA, transcription, translation, and mutation. The purpose of this take home exam is to enable you – or force you if you prefer – to review these topics that you learned in your prerequisite course, BIOL 110. It will also introduce you to mechanisms of genetic recombination in bacteria. Read the Review of Molecular Genetics for Take Home Exam included in your hard copy of my Lecture Guide. It can be found at the end of Part-1 of my BIOL 230 Lecture E-text following the Unit 3 segment. I would urge you to use the hard copy of this material in conjunction with the illustrations and animations in the online version found on my web page at http://faculty.ccbcmd.edu/courses/bio141/lecguide/takehome/index.html After you read these sections and study the illustrations and animations, answer the enclosed Take Home Exam. OBJECTIVES FOR TAKE HOME EXAM FOR THE MOLECULAR GENETICS (DO NOT ANSWER THESE.) While you don’t have to turn in the Objectives listed below, these are objectives I would expect you to be fairly fluent with before we get very far into this course. (This is the major reason why BIOL 110 is a prerequisite for Microbiology.) If you answer the objectives first, you will find it easier to answer the take home exam. I. MICROBIAL GENETICS A. Polypeptides, Proteins, and Enzymes 1. Define or describe the following: a. amino acid b. “R” group c. peptide bond d. peptide e. polypeptide f. primary protein structure g. secondary protein structure h. tertiary protein structure i. quaternary protein structure j. gene 2. Describe how the primary structure of a protein or polypeptide ultimately detemines its final three-dimensional shape. 3. Describe how the order of nucleotide bases in DNA ultimately determines the final three-dimensional shape of a protein or polypeptide. B. Deoxyribonucleic Acid 1. State the 3 basic parts of a deoxyribonucleotide. 2. State which nitrogenous bases are purines and which are pyrimidines. 3. Define complementary base pairing. 2 C. DNA Replication 1. Briefly describe the process of DNA replication in bacteria. D. Ribonucleic Acid 1. State the 3 basic parts of a ribonucleotide. 2. State 3 ways RNA differs from DNA. 3. State the function of each of the following: a. tRNA b. mRNA c. rRNA E. Polypeptide and Protein Synthes 1. Define the following: a. gene b. transcription c. translation 2. Briefly describe the function of the following in terms of bacterial protein synthesis: a. mRNA b. RNA polymerase c. promoter region d. codon e. 30S ribosomal subunit f. 50S ribosomal subunit g. tRNA h. anticodon i. P-site of ribosome j. A-site of ribosome k. peptidyl transferase l. nonsense (stop) codon 3. Describe how the order of nucleotide bases along a gene in the DNA ultimately determines the three dimensional shape of the protein coded for by that gene. F. Mutation 1. Define mutation and genetic recombination. 2. Describe 2 different mechanisms of mutation and, in terms of protein synthesis, describe the 4 possible results that may occur as a result of these mutations. G. Genetic Recombination in Bacteria 1. Briefly describe the following means of genetic recombination in bacteria: a. transformation b. transduction c. conjugation 3 BIOL 230 MICROBIOLOGY TAKE HOME EXAM FOR THE MOLECULAR GENETICS REVIEW Name: Lab Section: 60 points 1. Matching _____ The molecule synthesized by complementary base pairing of RNA nucleotides with DNA nucleotides to match a portion of one strand of DNA coding for a protein or polypeptide. _____ The enzymes that initiate and terminate transcription as well as join RNA nucleotides together. _____ A specific nucleotide sequence at the beginning of a gene to which RNA polymerase binds to start transcription. _____ A series of 3 consecutive mRNA bases coding for one specific amino acid. _____ The molecules that picks up specific amino acids and carries those amino acids to the ribosomes during translation. _____ A series of 3 tRNA bases complementary to a specific codon. _____ The site on a 50S ribosomal subunit to which new charged tRNA molecules first attach. _____ A series of 3 mRNA bases coding for no amino acid; serves as a signal to terminate translation. _____ The molecules that, along with proteins, form ribosomes. A. anticodon G. “P” site of ribosome B. “A” site of ribosome H. promoter region C. codon I. rRNA D. DNA polymerase J. RNA polymerases E. mRNA K. tRNA F. nonsense (stop) codon 4 2. Matching _____ The order of amino acids in a protein. _____ The folded, three-dimensional, functional shape of a protein. _____ Metabolic reactions in which molecules are broken down. _____ The sequence of purine and pyrimidine bases on one strand of DNA that codes for the amino acid sequence of a particular protein or polypeptide. _____ The process wherein mRNA is synthesized to be complementary to a gene. _____ The process wherein tRNA carries specific amino acids to the ribosomes and inserts them in proper place according to the mRNA “message.” A. gene F. anabolic reactions B. nucleotide G. catabolic reactions C. primary protein structure H. transcription D. secondary protein structure I. transformation E. tertiary protein structure J. translation 3. _____ The nitrogenous bases cytosine and thymine are: A. purines B. codons C. proteins D. complementary to each other E. pyrimidines 4. _____ Complementary base pairing is the hydrogen bonding of: A. adenine with thymine; cytosine with guanine B. adenine with guanine; thymine with cytosine C. adenine with cytosine; guanine with uracil D. adenine with guanine; thymine with uracil E. Mo with Larry; Curly with Sven the Wonder Llama 5. _____ Which does NOT describe transcription? A. RNA polymerase B. mRNA synthesis occurs C. tRNA carries amino acids to the ribosomes D. copying of a portion of one strand of DNA E. complementary base pairing 6. _____ In RNA, uracil hydrogen bands with: A. guanine B. cytosine C. thymine D. adenine E. Throckmorton the Mediocre Moose (whose second cousin, by coincidence, is Sven the Wonder Llama) 5 7. _____ Which does NOT describe an R-plasmid? A. usually has genes for coding for a sex pilus B. has genes for multiple antibiotic resistance C. usually allows for conjugation D. found in many gram-negative bacteria E. carried from one bacterium to another by temperate phages 8. _____ Which describes a DNA nucleotide? A. 1 nitrogenous base, 1 phosphate, 1 ribose B. 1 nitrogenous base, 1 protein, 1 ATP C. 1 deoxyribose, 1 codon, 1 phosphate D. 1 nitrogenous base, 1 deoxyribose, 1 phosphate E. faster than a speeding bullet, more powerful than a locomotive, able to leap a Wonder Llama, eg, Sven, in a single bound 9. _____In the primary structure of a protein, the amino acids are connected to one another by: A. hydrogen bonds B. disulfide bonds C. congealed Yoo Hoo brand chocolate drink D. RNA E. peptide bonds 10. _____ ______________ molecules of tRNA with one or more attached amino acids can bind to a single ribosome at one time. A. one B. two C. three D. four E. 376,251,134.628, + or – pi (which, by one of those strange quirks of fate, just happens to be the telephone number of Olga, booking agent and personal manager to Sven, the Wonderous Wonder Llama – not available for birthdays) 11. _____ During protein synthesis, the proper amino acid is put in the proper place according to the genetic message by: A. transcription B. an anticodon hydrogen bonding with a codon C. RNA polymerase D. a nonsense codon E. bet you thought I was going to say “Sven” of Wonder Llama fame 12. _____ The sequence of _________________ in a DNA molecule ultimately determines the order of amino acids in proteins. A. deoxyribose molecules B. purine and pyrimidine bases C. phosphates D. anticodons E. plasmids 6 13. _____ Addition and deletion mutations usually result in: A. one wrong amino acid in protein B. what happens when the dental technician X-rays your teeth after always leaving the room and giving you flimsy excuses for doing so like “I have to go put my socks in the dryer” or “I think my Wonder Llama just threw up a hairball” C. a reading frame shift D. one wrong codon in the DNA E. substitution of one base in the DNA 14. _____A tRNA with an ACC anticodon will hydrogen bond with a ______ mRNA codon. (Use your codon sheet, Fig. 8 in the transcription section; Fig. 2 in the translation section.) A. TGG B. UGG C. ACC D. UCC E. stop 15. _____ A tRNA with an ACC anticodon will insert the amino acid ________ during translation. (Use your codon sheet, Fig. 8 in the transcription section; Fig. 2 in the translation section.) A. Cys B. Ser C. Trp D. Arg E. Svn DISCUSSION 1. Briefly DESCRIBE THE FUNCTION of the following in terms of bacterial protein synthesis: (2 points each) A. mRNA B. codon C. tRNA D. anticodon E. nonsense codon 7 2. As a result of a substitution mutation, a DNA base triplet 3’ ATA 5’ is charged to 3’ ATT 5’. State specifically what effect this would have on the resulting protein. (Use your codon sheet, Fig. 8 in the transcription section; Fig. 2 in the translation section.) (4 points) 3. Describe 2 different mechanisms of mutation and, in terms of protein synthesis, describe the 4 possible results that may occur as a result of these mechanisms. (7 points) 4. DESCRIBE how the order of nucleotide bases along a gene in the DNA ultimately determines the threedimensional shape and function of the protein coded for by that gene. (5 points) 5. Describe R-plasmid conjugation and its significance to medical microbiology. (3 points) 6. Compare transformation and transduction in bacteria. (2 points)

 
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UMUC Biology 102 103 Lab 5: Meiosis

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Your Full Name:

 

UMUC Biology 102/103

Lab 5: Meiosis

INSTRUCTIONS:

 

·         On your own and without assistance, complete this Lab 5Answer Sheet electronically and submit it via the Assignments Folder by the date listed intheCourse Schedule (under Syllabus).

·         To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

·         Save your Lab 5Answer Sheet in the following format:  LastName_Lab5 (e.g., Smith_Lab5).

·         You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

 

Pre-Lab Questions

 

  1. Compare and contrast mitosis and meiosis.

 

 

  1.  What major event occurs during interphase?

 

 

Experiment 1: Following Chromosomal DNA Movement through Meiosis

In this experiment, you will model the movement of the chromosomes through meiosis I and II to create gametes.

concept_tab_l

Materials

2 Sets of Different Colored Pop-it® Beads (32 of each – these may be any color)

8 5-Holed Pop-it® Beads (used as centromeres)

    
   

 

Procedure:

Part 1: Modeling Meiosis without Crossing Over

As prophase I begins, the replicated chromosomes coil and condense…

  1. Build a pair of replicated, homologous chromosomes. 10 beads should be used to create each individual sister chromatid (20 beads per chromosome pair). Two five-holed beads represent each centromere. To do this…
Figure 3: Bead set-up. The blue beads represent one pair of sister chromatids and the black beads represent a second pair of sister chromatids. The black and blue pair are homologous.
Figure 3: Bead set-up. The blue beads represent one pair of sister chromatids and the black beads represent a second pair of sister chromatids. The black and blue pair are homologous.
    1. Start with 20 beads of the same color to create your first sister chromatid pair. Five beads must be snapped together for each of the four different strands. Two strands create the first chromatid, and two strands create the second chromatid with a 5-holed bead at the center of each chromatid.  This creates an “I” shape.
    2. Connect the “I” shaped sister chromatids by the 5-holed beads to create  an “X” shape.
    3. Repeat this process using 20 new beads (of a different color) to create the second sister chromatid pair.
  2. Assemble a second pair of replicated sister chromatids; this time using 12 beads, instead of 20, per pair (six beads per each complete sister chromatid strand).
  3. Pair up the homologous chromosome pairs created in Step 1 and 2. DO NOT SIMULATE CROSSING OVER IN THIS TRIAL. You will simulate crossing over in Part 2.
  4. Configure the chromosomes as they would appear in each of the stages of meiotic division (prophase I and II, metaphase I and II, anaphase I and II, telophase I and II, and cytokinesis).
  5. Diagram the corresponding images for each stage in the sections titled “Trial 1 – Meiotic Division Beads Diagram”. Be sure to indicate the number of chromosomes present in each phase.
Figure 4: Second set of replicated chromosomes.
Figure 4: Second set of replicated chromosomes.
  1. Disassemble the beads used in Part 1. You will need to recycle these beads for a second meiosis trial in Steps 8 – 13.

Part 1 – Meiotic Division Beads Diagram

Prophase I

 

Metaphase I

 

Anaphase I

 

Telophase I

 

Prophase II

 

Metaphase II

Anaphase II

 

Telophase II

 

Cytokinesis

Part 2: Modeling Meiosis with Crossing Over

  1. Build a pair of replicated, homologous chromosomes. 10 beads should be used to create each individual sister chromatid (20 beads per chromosome pair). Two five-holed beads represent each centromere. To do this…
    1. a. Start with 20 beads of the same color to create your first sister chromatid pair. Five beads must be snapped together for each of the four different strands. Two strands create the first chromatid, and two strands create the second chromatid with a 5-holed bead at the center of each chromatid.  This creates an “I” shape.
    2. Connect the “I” shaped sister chromatids by the 5-holed beads to create  an “X” shape.
    3. Repeat this process using 20 new beads (of a different color) to create the second sister chromatid pair.
  2. Assemble a second pair of replicated sister chromatids; this time using 12 beads, instead of 20, per pair (six beads per each complete sister chromatid strand). Snap each of the four pieces into a new five-holed bead to complete the set up.
  3. Pair up the homologous chromosomes created in Step 8 and 9.
  4. SIMULATE CROSSING OVER. To do this, bring the two homologous pairs of sister chromatids together (creating the chiasma) and exchange an equal number of beads between the two. This will result in chromatids of the same original length, there will now be new combinations of chromatid colors.
  5. Configure the chromosomes as they would appear in each of the stages of meiotic division (prophase I and II, metaphase I and II, anaphase I and II, telophase I and II, and cytokinesis).
  6. Diagram the corresponding images for each stage in the section titled “Trial 2 – Meiotic Division Beads Diagram”. Be sure to indicate the number of chromosomes present in each cell for each phase. Also, indicate how the crossing over affected the genetic content in the gametes from Part1 versus Part 2.

Part 2 –  Meiotic Division Beads Diagram:

Prophase I

 

Metaphase I

 

Anaphase I

 

Telophase I

 

Prophase II

 

Metaphase II

 

Anaphase II

 

Telophase II

 

Cytokinesis

 

 

Post-Lab Questions

1.      What is the ploidy of the DNA at the end of meiosis I? What about at the end of meiosis II?

 

2.      How are meiosis I and meiosis II different?

 

3.      Why do you use non-sister chromatids to demonstrate crossing over?

 

4.      What combinations of alleles could result from a crossover between BD and bd chromosomes?

 

 

 

5.      How many chromosomes were present when meiosis I started?

 

6.      How many nuclei are present at the end of meiosis II? How many chromosomes are in each?

 

7.      Identify two ways that meiosis contributes to genetic recombination.

 

8.      Why is it necessary to reduce the number of chromosomes in gametes, but not in other cells?

 

9.      Blue whales have 44 chromosomes in every cell. Determine how many chromosomes you would expect to find in the following:

 

Sperm Cell:

Egg Cell:

Daughter Cell from Mitosis:

Daughter Cell from Meiosis II:

 

10.  Research and find a disease that is caused by chromosomal mutations. When does the mutation occur? What chromosomes are affected? What are the consequences?

 

11.  Diagram what would happen if sexual reproduction took place for four generations using diploid (2n) cells.

 

 

Experiment 2: The Importance of Cell Cycle Control

Some environmental factors can cause genetic mutations which result in a lack of proper cell cycle control (mitosis). When this happens, the possibility for uncontrolled cell growth occurs. In some instances, uncontrolled growth can lead to tumors, which are often associated with cancer, or other biological diseases.

In this experiment, you will review some of the karyotypic differences which can be observed when comparing normal, controlled cell growth and abnormal, uncontrolled cell growth. A karyotype is an image of the complete set of diploid chromosomes in a single cell.

 

 

 

 

concept_tab_lProcedure

Materials

*Computer Access

*Internet Access

  

*You Must Provide

 

 

 

  1. Begin by constructing a hypothesis to explain what differences you might observe when comparing the karyotypes of human cells which experience normal cell cycle control versus cancerous cells (which experience abnormal, or a lack of, cell cycle control). Record your hypothesis in Post-Lab Question 1.

    Note: Be sure to include what you expect to observe, and why you think you will observe these features. Think about what you know about cancerous cell growth to help construct this information

  2. Go online to find some images of abnormal karyotypes, and normal karyotypes. The best results will come from search terms such as “abnormal karyotype”, “HeLa cells”, “normal karyotype”, “abnormal chromosomes”, etc. Be sure to use dependable resources which have been peer-reviewed
  3. Identify at least five abnormalities in the abnormal images. Then, list and draw each image in the Data section at the end of this experiment. Do these abnormalities agree with your original hypothesis?

Hint: It may be helpful to count the number of chromosomes, count the number of pairs, compare the sizes of homologous chromosomes, look for any missing or additional genetic markers/flags, etc.

Data

 

 

 

 

 

Post-Lab Questions

1.      Record your hypothesis from Step 1 in the Procedure section here.

 

 

2.      What do your results indicate about cell cycle control?

 

 

3.      Suppose a person developed a mutation in a somatic cell which diminishes the performance of the body’s natural cell cycle control proteins. This mutation resulted in cancer, but was effectively treated with a cocktail of cancer-fighting techniques. Is it possible for this person’s future children to inherit this cancer-causing mutation? Be specific when you explain why or why not.

 

 

4.      Why do cells which lack cell cycle control exhibit karyotypes which look physically different than cells with normal cell cycle.

 

 

5.      What are HeLa cells? Why are HeLa cells appropriate for this experiment?

 

 

 
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