Genetics Take Home Test

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Genetics 303 Dr. Joe Staton Fourth exam—take home Answer on separate paper, show all work, and be neat in the reporting of answers. STAPLE YOUR RESULTS! 1. In a human population, the genotype frequencies at one locus are 0.75 AA, 0.2 Aa, and 0.05 aa. What is the frequency

of the A allele [f(A)] and a allele [f(a)] for the population? Are they in Hardy-Weinberg equilibrium? 2. Calculate the number of heterozygotes in a population with p = 0.55 and q = 0.45 (at time = 0). After 4 generations of

inbreeding between siblings (F = 0.25) in a population of 1000. 3. Human albinism is an autosomal recessive trait. Suppose that you find an isolated village in the Andes where seven

people are albino. If the population size of the village was 783 and the population is in Hardy-Weinberg equilibrium with respect to this trait, how many individuals are expected to be carriers (heterozygotes)?

4. A boatload of Swedish tourists, all of whom bear the MM blood group, is marooned on Haldane Island, where they are

met by an equally sized population of Islanders, all bearing blood group NN. In time, the castaways become integrated into Island society. Assuming random mating, no mutation, no selection (based on blood group), and no genetic drift, what would you expect the blood group distribution to be among 1500 progeny of the new Haldane Island population?

5. You identify a population of mice (Peromyscus maniculatus) on an island. Their coat color is controlled by a single

gene: BB mice are black, Bb mice are gray, and bb mice are white. You take a census of the population and record the following numbers of mice:

Black 507 Gray 546 White 147 (a) What are the frequencies of the two alleles? (b) What are the Hardy-Weinberg equilibrium frequencies for these three phenotypes? (c) A heat wave hits the island. All 507 mice with black fur die from heat stroke, but the other mice survive. What are the

new allele frequencies for the population? (d) If the population suffers no further cataclysms after the heat wave, and the surviving animals mate randomly, what will

be the frequency of mice with black fur in the next generation? (e) If the climate is altered permanently, so that mice with black fur die before reproducing, which following statement is

correct? (1) At Hardy-Weinberg equilibrium, f(B) will equal 0.135. (2) The fitness of mice with gray fur (ωBb) must be equal to 0.5. (3) The fitness of mice with black fur (ωBB) is 0. (4) The B allele will disappear from the population in one generation. (5) The B allele will disappear from the population in two generations.

6. Which of the following are requirements for evolution by natural selection? Explain your answer. I Environmental change II Differential survival and reproduction III Heritability of phenotypic variation IV Variation in phenotype V Sexual reproduction

A) II, III, V B) II, III, IV C) I, II, IV D) III, IV, V E) II, IV, V

 

 

 

7. Which of the following processes is the source (origin) of genetic variation within populations? A) Reproductive Isolation B) Asexual reproduction C) Selection D) Mutation E) Genetic drift

Explain your answer including a description of what the others do to variation. 8. If the population (14,926 in 2013) of folks in Perry, GA, have an f(a) = 0.1 and folks in Valdosta, GA, has a f(a) = 0.7,

then how many people from Valdosta, GA, would have to migrate to Perry to increase the population to a f(a) = 0.15?

9. What is the Ne of a population with the following annual censuses, [note the drop in size due to 2005 being an extreme

drought year]? 2001: 10,000 2002: 9,700 2003: 8,800 2004: 4,600 2005: 700 2006: 2,400 2007: 3,800 2008: 7,650 2009: 8,400 2010: 9,700 2011: 10,110 2012: 11,060

10. Consider the following populations that have the genotypes shown in the following table: Population AA Aa aa 1 1.0 0.0 0.0 2 0.0 1.0 0.0 3 0.25 0.50 0.25 4 0.25 0.25 0.50 5 0.32 0.36 0.32 6 0.04 0.32 0.64 7 0.64 0.32 0.04 8 0.9025 0.095 0.0025

a. What are p and q for each population? b. Which of the populations are in Hardy-Weinberg equilibrium? c. Populations 1 and 2 have a tree fall across their islands so that individuals can cross. If equal numbers of the

individuals occur on each island, what is the new population’s allele frequencies and genotype frequencies after one generation of random mating?

d. In population 3, the a allele is less fit than the A allele, and the A allele is incompletely dominant. The result is that AA is perfectly fit (= 1.0), Aa has a fitness of 0.85, and aa has a fitness of 0.65. With no mutation or migration, graph the allele frequency of the a allele for 10 generations under selection (e.g., Time 0 = q above, Time 1 = first generation after selection)

e. In population 8, the population size gets radically reduced to 200 individuals, total. What is the most likely fate of the “a” allele, and what genetic principle would lead you to believe that the case?

 

 

11. You are given the following genetic data matrix of distances for crustaceans calculated for a region of the mtDNA called the 16S rDNA:

Brine Shrimp Striped-leg hermit King Crab Soldier crab Flat-claw hermit Long-clawed hermit Brine Shrimp ─ Striped-leg hermit 0.354 ─ King Crab 0.309 0.260 ─ Soldier crab (hermit) 0.321 0.268 0.067 ─ Flat-claw hermit 0.337 0.245 0.108 0.111 ─ Long-clawed hermit 0.312 0.249 0.090 0.096 0.044 ─ Calculate the average distance and draw the resulting UPGMA tree based on these distances. Write a brief interpretation of the branching pattern in the tree. 12. You digest a linear piece of DNA with two restriction enzymes, BamH1 & Sma1, and get the following sized fragments (in kb [kilobases]): BamHI SmaI BamHI & SmaI 13 kb 11 kb 10 kb 6 kb 5 kb 5 kb 3 kb 3 kb 1 kb Draw the appropriate restriction fragment map based on this data labeling all restriction sites. Extra Credit: You have a population of gribbets in captivity where the adults have a genetic frequency of f(A)=0.5 and f(a) = 0.5. When randomly mated, they have offspring that are represented in the following frequencies: f(AA) f(Aa) f(aa) 0.194444 0.555556 0.25 But you notice that the total generational reproduction level is only 90% that of wild populations (i.e. the ω is only 0.9). Work backwards to figure out the type of condition from table 25.5, and calculate the equilibrium frequency for the a allele (q). Give it a try! Partial credit for attempts…

 

 
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Principle Of Diseases And Health

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Assignment Guidelines:

  • This assignment must be in APA format.
  • The assignment should be in paragraph form using complete sentences and avoiding bullet points and numbered list.
  • Use a Level 1 heading to separate your sections (Page 47 of the APA Publication Manual).
  • Title and reference pages do not count toward the total word or page count.
  • At least one textbook source and two and outside sources must be referenced and cited in the paper.

Essays: (at least 300 words per prompt)

  1. Blood transfusions are sometimes required in healthcare. Based on what you know about blood anatomy discuss why a patient would need a transfusion of PRBC (packed red blood cells), plasma, or platelets. A patient with anemia has a pulse oximetry reading in the high 80’s, would this be an expected finding, explain?
  2. Mike, 29 years old, was admitted to a community hospital three days ago with weakness and hypotension after sustaining a spider bite while hiking in the woods. Mike has a large hematoma on his left arm where he was bite. He has no prior medical history, no drug allergies, and does not take medication. Mike started to experience moderate respiratory distress, and started oozing blood from his IV sites, nose, and catheter. He is mildly jaundice and his skin is cool. His vital signs include a heart rate of 110 beats per minute and regular blood pressure of 92/44, slightly labored respiratory rate of 22 breaths per minute, and a pulse oximetry reading of 91 percent. What would your initial diagnosis be, explain? What diagnostic test would you order and why? What would you expect the diagnostic test to show? What is the treatment option for the diagnosis?
  3. During natural disasters like hurricanes, when the community is living in shelters, why would there be a concern about a tuberculosis outbreak? What circumstances have led to the spread of drug-resistant tuberculosis? Mary, a nurse, skin test was positive for tuberculosis. Does this mean she has tuberculosis? Explain.
  4. Each year many people go to their family physician with a common cold, but think they have the influenza. Based on symptoms how can you tell if you have a common cold or influenza? What are the causes and treatments for Pneumonia? What is the best way to prevent influenza and pneumonia?
 
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Patricia Westerford Chapter – The Overstory – Richard Powers Q&Q Response

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Patricia Westerford Chapter – The Overstory – Richard Powers

Q&Q Response

For your next Q&Q response as part of the Plant Ecology, Conservation, and Restoration module, I’d like you to read a chapter from Richard Powers’ recent novel (that won the Pulitzer Prize) entitled, The Overstory. The novel is a fascinating story about humans, plants, plant intelligence, history, ecosystems, human hubris and folly, and future of the planet. The novel follows 9 characters, who are introduced individually in their own chapters, and then their individual stories are synthesized together into one meta-story (i.e. “the overstory”), similar to the ways that individual trees are connected together (both underground and aboveground) in a forest.

The chapter I have excerpted here is about one of those characters, Patricia Westerford, and there are lots of intriguing ideas and connections to our class in this chapter. Powers is clearly well-versed in science and botany, so although it is fiction (and very well written fiction, IMO), a lot of the references he makes are rooted in scientific facts. So I hope you enjoy reading some fiction for a change!

For this Q&Q response, make sure you leave yourself enough time to read it, as it is a bit longer than the other Q&Q readings. Also, for your paper, do the normal things by pulling out a couple key quotations or passages; and pose (and attempt to answer) some questions about what those passages might mean and why they might be important or what they might connect to in our class…. For this one, though, I want you try to relate the description and detailed characterization of this character, Patricia Westerford, to what appears to be part of Powers’ broader thesis. I know you aren’t reading the whole novel, so you can’t fully articulate what the full thesis of the novel might be, but I want you to specifically think and write about:

1) Why is he creating a character like Patricia?

2) What are some of her key qualities and attributes?

3) Why is it important to understand and potentially relate to a person like Patricia?

4) What does this character potentially say about humans’ relationships to plants and the natural world more broadly?

Please attempt to answer those questions in your response.

A good, quality thoughtful response will be 3 – 6 pages (including quotations, so that really isn’t that long, overall). I hope you have fun. Let me know if you have any questions.

 
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Investigation Design

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Investigation Design Instructions and Rubric Your Task: Design an investigation to collect appropriate evidence to answer the guiding question:Why does (or doesn’t)

the frequency of a physical trait change in a rabbit population in differentenvironments? You can approach this question

in many different ways. There are multiple rabbit traits to focus on (fur color, tail length, teeth length) and many different

types of environments you could test (e.g. environments with and without predators, environments with or without food

limitation, environments with predators at the equator or arctic,and many more!). It is your job to determine what would be

appropriate and sufficient evidence to collect to support your answer to the guiding questionabove.

During Labs #10 and #11 you will have time to brainstorm with a classmate about different elements of the investigation

design, but each student will write up the investigation design assignment individually. By the due date on the course

calendar, you will individually submit an assignment in your own words via the Turnitin link under “Investigation Design” on

the main menu. Features of your design may be similar to a classmate’s if you brainstormed together, but the entire

assignment must be written individually and in your own words. Do not write your assignment in the same room asa

classmate and do not share your written assignment witha classmate. Write your procedure where indicated in Lab 12of the

lab manual or bring a copy of your investigation design to lab so that you can conduct your investigation during Lab #12! This assignment is 10% of your grade.Your investigation design must include sufficient detail that your TA could conduct

the same investigation after reading your assignment. You will be graded based on the rubric below. Your investigation design assignment will consist of the four sections outlined below and each section should address the following questions:

1. Introduction

a) Did you brainstorm with a classmate? If yes, who did you brainstorm with? b) What is the provided guiding question you are trying to answer with this investigation(it’s the same for everyone)?

c) Why is this an important orinteresting question to investigate? (Think about how this investigation connects to the

predictions about traits you made on the field tripin Lab #10.) 2. Experimental Design

a) How will you determine if the frequency of a trait in the population changes over time in different environments? b) What trait will you investigate? (e.g. fur color, tail length, or teeth length?)Why are you interested in this trait?

c) What different environments will you include in your design? (e.g. environments with and without predators,

environments with or without food limitation, environments with predators at the equator or arctic, etc.)Why did you decide to design you investigation this way?

d) There are other variables you can manipulate in the simulation that might influenc the biotic interactions (e.g. Which

allele is inherited as the dominant allele? Where do the rabbits live? When isa selection pressure first introduced?).

How will these variables be controlled or manipulated in your investigationtrials? Why did you make those decisions?

e) How many trials (or replicates) will you conduct? Why is the number of trials important?

f) For how many generations will you need to run the simulation during each trail?How did you determine this# of

generations was appropriate? Why do you think # of generationsis a biologically important variable in this

investigation? 3. Data Collection

a) Will you collect data on a singleresponse variable or multiple response variables (e.g. Total rabbits in population, number of rabbits with white fur, number of rabbits with brown fur, etc)?. Why did you decide to design your

investigation this way?

b) How will you keep track ofand organize the data you collect? Look through your lab manual to review the types of data charts you have used in this class. Draft a data table on the “Data Collection” page of Lab 12 in your manual.

4. Data Analysis

a) How do you predict the frequency of the trait will change in the rabbit population in the different environments you are testing? Why do you think this?

b) Is your prediction grounded in biological concept that we have learned this semester? How so?

c) What type of calculations will you need to maketo summarize your data across multiple trials? Why are these necessary?

d) What type of graph could you createto help make sense of your data? Describe what the graph would look like,

including how you would label the axis, if applicable.

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Grading Rubric

 

 

Criteria Levels of Achievement Proficient Satisfactory Needs Improvement Unsatisfactory

Biology Content 20 Points 18 Points 15 Points 10 Points Use concepts All biological content 1 biology content 2-­­3 biology content 4 or more biology content correctly in Intro and was correct error errors errors Analysis sections

Biology reasoning 30 Points 27 Points 22 Points 15 Points Supported design All reasoning was 1 reasoning error 2-­­3 reasoning errors 4 or more reasoning errors with appropriate appropriate reasoning

Depth of response 20 points 18 points 15 points 10 points Fully explained all Vaguely explained Needed to elaborate Complete lack of depth; thinking thinking on 1 item more on several Answers are limited to bare responses minimum.

Completeness 20 Points 18 Points 15 Points 10 Points Complete all Completed all parts Answered all Completed all 4 Skipped several sub-­­parts or questions in the of all questions parts of all sections but skipped entire sections outline above sections, but 1 or 2 sub-­­parts missed 1 sub-­­ question within a part

Quality 10 Points 8 Points 6 Points 4 Points Creativity, No – or very minor, 1-­­2 noticeable Several noticeable Errors indicated lack of cohesiveness, word almost unnoticeable errors or average errors proofreading; errors made it choice, spelling, – errors; creative design difficult to understand grammar, correct use design of scientific terms

 

 

 

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