Rasmussen MCB2289 Module 3 Quiz 2017

Question

Question 1 All of the following are bloodborne pathogens in the health care setting except

Answers:

Hepatitis A

Hepatitis B

Hepatitis C

HIV

Question 2 Sucrose is composed of

Answers:

Glucose and galactose

Glucose and fructose

Fructose and maltose

Glucose and maltose

Question 3 Which of the following stains is generally used for the diagnosis of tuberculosis (TB)?

Answers:

Simple stain

Acid fast stain

Gram stain

Negative stain

Question 4 Which of the following industries use(s) microorganisms?

Answers:

Wine

Cheese

Chemical

All of the answers

Question 5 The cell organelles found only in algae and plant cells are

Answers:

Chloroplasts

Mitochondria

Vacuoles

Vesicles

Question 6 Which of the following organelles contain oxidative enzymes capable of oxidizing toxic substances?

Answers:

Mitochondria

Chloroplasts

Lysosomes

Peroxisomes

Question 7 The RNA nucleotide that base that pairs with adenine of DNA is

Answers:

Cytosine

Guanine

Thymine

Uracil

Question 8 The process where energy (ATP) is created in the presence of oxygen is known as:

Answers:

aerobic respiration

anaearobic respiration

fermentation

photosynthesis

Question 9 The organelles responsible for packaging proteins for transport are the:

Answers:

ribsomes

golgi complexes

lysosomes

rough ER

Question 10 Which of the following sites of the human body does not have a normal flora?

Answers:

Intestine

Skin

Vagina

Blood

Question 11 CDC stands for

Answers:

Centers for Disease Control and Prevention

Children’s Disease Center

Central Disaster Control Center

Central Drug Evaluation and Control Center

Question 12 The group of organisms that includes yeasts and molds are known as _______

Answers:

Algae

Bacteria

Fungi

Viruses

Question 13 A relationship between organisms in which one organism is benefitted and the other is unaffected is called

Answers:

Mutualism

Competition

Synergism

Commensalism

Question 14 Media that contain added complex organic substances such as blood for the growth of specific bacteria are referred to as

Answers:

Enriched media

General-purpose media

Differential media

Reducing media

Question 15 The destruction of all microorganisms and their endospores is referred to as

Answers:

Disinfection

Degermation

Sanitization

Sterilization

Question 16 An inanimate object or substance capable of transporting pathogens from one medium or individual to another is referred to as a

Answers:

Vector

Fomite

Transporter

Transposon

Question 17 Chemically, most enzymes are

Answers:

Proteins

Lipids

Nucleic acids

Carbohydrates

Question 18 Which of the following lack nucleic acids?

Answers:

Archaea

Viruses

Prions

Bacteria

Question 19 How many different biosafety levels have been established for the handling of microorganisms?

Answers:

1

2

3

4

Question 20 During DNA replication, cytosine always undergoes complementary base pairing with which of the following nucleotides?

Answers:

Adenine

Guanine

Thymine

Uracil

Question 21 Starch is an example of a __________

Answers:

Protein

Carbohydrate

Lipid

Nucelic acid

Question 22 All bacteria are eukaryotic

Answers:

True

False

Question 23 Binary fission is a form of reproduction used by

Answers:

Viruses

Bacteria

Fungi

Helminths

Question 24 The stain that is used to identify bacteria with a large amount of peptidoglycan in their cell walls is the ________

Answers:

Methylene blue stain

Congo red stain

Simple stain

Gram stain

Question 25 Complex communities of microorganisms on surfaces are called

Answers:

Colonies

Biofilms

Biospheres

Flora

 
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Write A Report For Comparing Cell Contents Of Plants From Different Environments

Hand in to your discussion leader a typed lab report. You and your group members can submit identical cover pages and data tables, but your introduction and discussion must be written by you, in your own words. (1) Cover page: including the title of the experiment (in this case use “Comparing cell contents of plants from different environments” ), your name, the date, your discussion leader’s name, and the number of your discussion section. Also include the names of all your partners and their discussion section TAs. (2) Introduction: State your hypothesis about whether the concentration of solutes inside the cells of plants from different environments should be the same or different. Explain briefly why your hypothesis makes sense to you. State the prediction you generated from this hypothesis and describe (in general terms) how you tested it. You don’t need to detail the methods (because they are already in the lab guide), but you do need to define an isotonic point (especially what you consider to be its relationship to the cell’s internal solute concentration) and explain how you used isotonic points to test your prediction. (3) Results: On a separate page, summarize your data from tables 3 (onion cells) and 4 (three other kinds of cells) into one table, clearly labeled. (4) Discussion: In about 2 pages, explain what an isotonic point is and compare the isotonic points of your specimens with each other and with sea water. Does there appear to be a relationship between isotonic points and environment in which the plants are found? If not, then what cellular mechanisms (salt pumps, impermeable cell membranes, or others?) might these plant cells be using to maintain a stable internal environment despite widely differing external environments? Include some of the analysis and discussion questions raised on the previous page.

P.s. The first document is a model of the report (Pg 26-43 in the lab manual). Just write as it

Those pictures are the results of the report

The last document – the lab manual Page 44-60 are for this report we are working on, just ignore other pages.

All the information is in the lab manual.

Effects of environmental factors on the rate of enzyme catalyzed reactions

Guangyu Qi & Xiaoxi Yue

Professor Sahil Wadhwa

22th February 2019

 

 

· Introduction

In this report, we will mainly talk about what affect the rate of enzyme catalyzed reactions by discussing two experiments, that are experiment-effect of temperature on enzyme-catalyzed reactions and experiment-effect of PH on enzyme-catalyzed reactions. Why is enzyme so important that deserve us to do experiments on it? In living organisms, there is a class of substances that promote metabolism and promote the smooth progress of all life-related chemical reaction, which is enzyme. There is a very large family of enzymes. There are about 2,000 kinds of enzymes known at present, and there are more than 700 kinds in the human body. They are spread all over the human mouth, gastrointestinal tract, pancreas, liver, muscles and skin. In a word, we can’t live without the using of enzymes. Therefore, it’s necessary for us to figure out what factors affect such important enzymes, and how our enzymes affected by those factors.

Moreover, we will use a machine called Spectrophotometer (Spec 20) in two experiments. The reason why we use Spec 20 to compare the rate of the reaction under different conditions is that the Spec 20 is a device that measures how “dark” a liquid is, as more and more (clear) catechol is converted to (brown) benzoquinone, less and less light will be able to pass through the test tube, and the percentage of light absorbed will increase. Therefore, Spec 20 is the best choice for these two experiments.

Hypothesis:

As a substance produced by a living organism and acts as a catalyst to bring about a specific biochemical reaction. In the experiment-effect of temperature on enzyme-catalyzed reactions, we hypothesized that enzymes are most efficient at appropriate temperature like 30°C and 40°C. For example, in our daily lives, when our body have high fever or low fever, we will feel extreme discomfort; thus, we hypothesized high temperature or low temperature will affect the efficiency of enzymes.

In the experiment-effect of PH on enzyme-catalyzed reactions, we hypothesized that the rate of an enzyme catalyzed reactions is greatest at pH values that are 7. For instance, the most indispensable and needed substance in our body is water, which is typical neutral liquid in nature; thus, we hypothesized acid and base condition will affect the efficiency of enzymes.

 

· Material and Method

Effect of temperature on enzyme-catalyzed reactions

Materials

1. 6 test tubes with a test tube rack,

2. a wax pencil,

3. a pipette,

4. 5 different water bathes (Ice 0, room temperature, 30,40,60) and

5. a spectrophotometer.

6. potato extract,

7. water

8. catechol.

Method

1. We use a wax pencil to mark the tubes with numbers 1 through 5 and “X” and leave the last tube as “blank”.

2. We measure 1 ml of potato extract (a rich source of the enzyme catechol and 4 ml of water into each of the 5 tubes with a pipette.

3. To make a “blank,” we put 1 ml potato extract and 6 ml of water into the sixth tube. And we cover all 6 tubes with parafilm, invert to mix, and stand the tubes in rack.

4. We separate 5 tubes into different 5 water bathes and take 5 minutes to make sure the temperature of the solution inside our test tubes have reached the temperature of its water bath.

5. We add 2 ml of catechol solution to each of the 5 sample tubes simultaneously in the same sequence, so that reaction times in the 5 samples will be comparable. We remove the tube from the water bath, remove the parafilm, add the catechol, put the parafilm back on, and invert tube to mix the contents. Return each tube to its bath for 5 minutes.

6. We use the blank to recalibrate the Spec 20.

7. Exactly 5 minutes after adding the catechol, remove each sample tube from its water bath, dry it, insert the tube into the sample holder of the Spec 20, and measure absorbance. Quickly repeat for the other 4 tubes, one at a time, in numerical order. Record these values.

Effects of pH on enzyme-catalyzed reactions

Materials

1. 6 test tubes with a test tube rack

2. a wax pencil

3. a pipette

4. spec 20

5. potato extract

6. water

7. catechol

8. distilled water

9. 5 different buffer solutions (PH 3, PH 5, PH 7, PH 9, PH 11).

Method

1. We use a wax pencil to mark the tubes with numbers 1 through 5 and “X” and leave the last tube as “blank”.

2. We measure 1 ml potato extract and 4 ml buffer for pH 3 into No.1 tube. Measure 1 ml potato extract and 4 ml buffer for pH 5 into No.2 tube. Measure 1 ml potato extract and 4 ml buffer for pH 7 into No.3 tube. Measure 1 ml potato extract and 4 ml buffer for pH 9 into No.4 tube. Measure 1 ml potato extract and 4 ml buffer for pH 11 into No.5 tube. Measure 1 ml potato extract and 4 ml buffer for pH 7, plus 2 ml distilled water into “Blank” tube.

3. Cover each tube with parafilm and invert to mix. Stand all 6 tubes in the test tube rack.

4. Add 2 ml of catechol to the 5 sample tubes, put the parafilm back on, and again invert the tube to mix the contents.

5. Use our “blank” to calibrate the Spec 20.

6. Allow the browning reaction to proceed for exactly 5 minutes. Then insert the sample tubes, one at a time in numerical order, into the Spec 20 and record the absorbances. Note any color changes in the test tubes.

 

 

· Results

1th Experiment-Effect of temperature on enzyme-catalyzed reactions

Through the first experiment-effect of temperature on enzyme-catalyzed reactions, we get temp (°C), absorbance and color changes of whole 5 sample with the use and compare of blank sample. No.1 sample is in 0 °C, the absorbance after whole experiment ends is 2.34 and it change to yellow, not original white. No.2 sample is in room temperature; the absorbance is 3.23 and it change to brown which is dark than yellow a little. No.3 sample is in 30°C, the absorbance is 3.48 and it change to dark-brown than normal brown a little. No.4 sample is in 40°C, the absorbance is 3.86 and it change to the brownest which near to color-black. No.5 sample is in 60°C, the absorbance is 1.51 and it change to obviously pink.

Table: Effect of temperature on extent of browning

Sample

Temp (°C) Absorbance Any color changes?
 
Blank Room temp 0 Clear
1 0°C 2.34 Yellow
2 Room temp 3.23 Brown
3 30°C 3.48 Dark-Brown
4 40°C 3.86 Brownest
5 60°C 1.51 Pink

 

 

Graph: Effect of temperature on browning rate

 

 

 

 

 

 

 

 

 

 

 

 

 

2nd Experiment-Effect of PH on enzyme-catalyzed reactions

Through the second experiment-effects of pH on enzyme-catalyzed reactions, we get PH and absorbance of whole 5 sample with the use and compare of blank sample. No.1 sample with PH 3 and the absorbance is 1.76. No.2 sample with PH 5 and the absorbance is 1.08. No.3 sample with PH 7 and the absorbance is 2.98. No.4 sample with PH 9 and the absorbance is 0.51. No.5 sample with PH 11 and the absorbance is 0.98.

Table: Effect of PH on extent of browning

Sample PH Absorbance
 
Blank * 0
1 3 1.76
2 5 1.08
3 7 2.98
4 9 0.51
5 11 0.98

 

Graph: Effect of PH on the browning rate

 

 

· Discussion and Conclusion

To draw the results of temperature experiment, the curve is like a “mountain”, it goes up from 0°C and reaches the peak at 40°C and down to bottom at 60°C. As we can see, the best temperature for the rate of reaction is 40°C with 3.86 absorbance. In contrast, the lowest rate of reaction is 1.51 absorbance at 60°C. Obviously, our hypothesis was accepted because the rate of an enzyme catalyzed reactions is greatest at temperature that are 40°C. For a reaction to occur, the two reactant molecules must “bump into” each other; however, in this experiment, when the temperature at 0°C, the cold condition slow down the speed of molecules and enzymes, so that it directly decreases encounters between substrate and enzymes. Therefore, 2.34 absorbance at 0°C is not high like high temperature, and enzyme that under cold condition won’t highly efficiency like enzymes under higher temperature. Moreover, high temperature does not necessarily increase the efficiency of the enzyme. Just like enzymes at 1.51 absorbance at 60°C, it not efficiency like enzymes at 3.86 absorbance at 40°C.Why? Because enzymes are efficient in a narrow rang of temperature. It true that higher temperature makes enzymes fast and efficient, but once the temperature higher than a certain temperature, the enzymes become denatured. It means enzyme lose its shape and even not reactive like enzymes under low temperature condition.

Moreover, the PH experiment pattern just like the letter “W” in graph, it reaches the peak at PH 7. As we can see, the greatest rate of reaction at PH 7 which is 2.98 absorbance. The lowest rate of reaction is 0.51at PH 9. Our hypothesis was accepted because the rate of an enzyme catalyzed reactions is greatest at Ph values that are PH 7. To explain the change of the absorbance at low and high PH values, the best environment for enzymes’ reaction is neutral condition, since acid and basic environment will make enzymes become denatured. It means enzymes will lose their original shape when they are under acid and basic condition. As a result, 1.76-1.08 absorbance under acid condition and 0.51-0.98 absorbance under basic condition are not high as 2.98 absorbance under neutral condition which is PH 7. Moreover, some people know that the greatest rate of reaction for few types of enzymes are not PH 7(neutral condition), and their optimal PH is even around PH 2 which is true. Actually, in human body, typical enzymes are still highly efficient at PH 7 environment. However, some parts of human body may have a acid environment, like stomach; thus, enzymes that optimal PH is 2 would be found in acid environment like stomach.

Fortunately, earth is our home, and earth make us have nice environment to live. Some people may not live in optimal temperature rang; thus, once their enzymes not work in optimal range for a long time, they will start ill. Different like human being, there are few kinds of animals that live in extreme weather are able to properly adjust their enzymes’ efficiency, like penguin, white bear, deep-sea fish and dolphin. Actually, study what factors affect the enzyme is only a small step for natural science, there are lots of things that unknown wait for human to explore and study.

Absorbance

0°C Room temp 30°C 40°C 60°C 2.34 3.23 3.48 3.86 1.51

Temperature of water bath (°C)

 

 

Absorbance

 

 

Absorbance

3 5 7 9 11 1.76 1.08 2.98 0.51 0.98

PH

 

 

Absorbance

 
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Biology homewoke

Name: _________________________________________________________

Answer the following questions for Report Assignment #2

Assigment Due in lab the week of Presentations

APA Citation Activity

Instructions

If you are unfamiliar with APA citation styles, you may find it helpful to review the material inside the “Citing sources using APA citation style” folder before beginning this assessment.

Question 1

Choose the citation that is in proper APA citation format for a book.

a. Jenkins, Henry. Fans, bloggers, and gamers: exploring participatory cultures. New York: New York University Press, 2006.

b. Jenkins, H. Fans, bloggers, and gamers: exploring participatory cultures. New York University Press, New York. 2006.

c. Jenkins, H. (2006). Fans, bloggers, and gamers: exploring participatory culture. New York: New York University Press.

d. Jenkins, Henry. (2006). Fans, Bloggers, and Gamers: Exploring Participatory Culture. New York UP: New York.

Question 2

Choose the citation that is in proper APA citation for a chapter from a book (no named author of chapter).

a. Cook, V.J.(2004). “Flava’N Gorillaz: Pop Group Names.” In Accomodating Brocolli in the Cemetary, (pp. 21-22). Simon and Schuster: New York.

b. Flava ‘n Gorillaz: Pop group names. (2004). In V.J. Cook, Accomodating Brocolli in the Cemetary (pp. 21-22). New York: Simon and Schuster.

c. Flava ‘n Gorillaz: Pop group names. In Cook, V.J. Accomodating Brocolli in the Cemetary (pp. 21-22). New York: Simon and Schuster, 2004.

d. V.J. Cook. 2004. “Flava’n Gorillaz: Pop group names.” In Accomodating Brocolli in the Cemetary, pp. 21-22. Simon and Schuster: New York.

Question 3 Choose the correct APA citation for a newspaper article.

a. Yonke, D. (2008, September 13). Monks on the road for peace: Tibetan Buddhists bring message that ‘happiness is an internal event’. The Blade (Toledo, OH), p. B7.

b. Yonke, David. (2008). “Monks on the road for peace: Tibetan Buddhists bring message that ‘happiness is an internal event’.” The Blade (Toledo, OH), pp. B7.

c. Yonke, David. Monks on the road for peace: Tibetan Buddhists bring message that ‘happiness is an internal event’. The Blade, September 13, 2008. p. B7.

d. Yonke, David. “Monks on the road for peace: Tibetan Buddhists bring message that ‘happiness is an internal event’.” The Blade 13 Sept. 2008: B7.

Question 4

Choose the correct APA citation for an article from a library research database.

a. Weickgenannt, Nicole. (2008). The Nation’s Monstrous Women: Wives, Widows and Witches in Salman Rushdie’s Midnight’s Children. In Journal of Commonwealth Literature. 43.2, pp. 65-83. Retrieved October 31, 2008, from Humanities International Complete http:// 0-search.ebscohost.com.maurice.bgsu.edu/ login.aspx?direct=true&db=hlh&AN=32541323&loginpage=login.asp&site=ehost-live&scope=site

b. Weickgenannt, Nicole. “The nation’s monstrous women: Wives, widows and witches in Salman Rushdie’s Midnight’s Children.” Journal of Commonwealth Literature 43.2 (June 2008): 65-83. Humanities International Complete. EBSCO. Bowling Green State University Libraries, Bowling Green, Oh.. 31 Oct. 2008 <http:// 0-search.ebscohost.com.maurice.bgsu.edu/ login.aspx?direct=true&db=hlh&AN=32541323&loginpage=login.asp&site=ehost-live&scope=site>.

c. Weickgenannt, N. The Nation’s Monstrous Women: Wives, Widows and Witches in Salman Rushdie’s Midnight’s Children. Journal of Commonwealth Literature. 43.2: pp.65-83. Retrieved October 31, 2008, from Humanities International Complete. (2008, June).

d. Weickgenannt, N. (2008, June). The nation’s monstrous women: Wives, widows and witches in Salman Rushdie’s Midnight’s Children. Journal of Commonwealth Literature, 43(2), 65-83. Retrieved October 31, 2008, from Humanities International Complete.

Question 5

Create an APA citation for this publication:

Article Title: Truly, Madly, Depp-ly

Author: Frank DeCaro

Publication: Advocate

Volume number: 906

Date: January 20, 2004

Pages: 76-77

Source: Gender Studies Database

Date of access: October 31, 2008

hyperlink: <http://0-search.ebscohost.com.maurice.bgsu.edu/ login.aspx?direct=true&db=fmh&AN=GSD0048

How to write an Introduction

An introduction contains: 1. Background information on the topic investigated. 2. The proposed hypothesis. and 3. A short description of the methods testing the hypothesis. 4. Citations are included in the introduction and must be in APA format (within the body of the text include the author(s) last name and year of the citation…do not use page numbers or quotations from sources). Please do not use formats common to other disciplines. Do not use quotations within the body of the report text (Quotations are not used in scientific reports. You should state the information in your own words and include the citation that contained the information at the end of the sentence). You are not required to write a report introduction. Instead answer the following questions to illustrate the components of an introduction.

For the each section answer the following questions assume the hypothesis for the Stomata experiment is: The distribution of stomata is related to the location of the leaf on the plant (inside versus outside).

6. What information would a reader need to know about Stomata to understand the independent variable and how it is related to the hypothesis? (list at least 3 facts that would be required to understand why the independent variable for the experiment is stomata distribution).

7. Give one supporting fact to justify that the distribution of stomata is affected by the location of leaves on plants (to receive credit you must provide a scientific citation from a peer review source to support the fact).

Developed by Amy Fyn, Bowling Green State University Libraries, 2008, for LIB225: Information Seeking and Management in Contemporary Society

 
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LAB 2 : HUMAN GENETICS

1

 

 

 

BIOLOGY102: BIOLOGY, HEALTH AND ENVIIRONMENT LABORATORY

LAB 2 : HUMAN GENETICS

 

Laboratory Exercises:

1) Read background and introductory information on human genetics (inheritance of specific traits, mutations, pedigrees etc).

2) Produce the phenotype and genotype of a unique offspring

3) Record offspring’s genotype

 

Objectives:

Upon completion of today laboratory exercises, a student should be able to:

  • demonstrate an adequate understanding of the variations in human traits
  • describe different human traits and their inheritance from parents to offspring
  • analyze and create human pedigrees
  • characterize different human traits and how they are inherited
  • investigate and produce human pedigrees
  • identify human genetic diseases and how they are inherited
  • comprehend the aim of the Human Genome Project (HPG) and the advantages of genetic data bases

 

 

Background and Introduction:

Inheritance of individual traits in humans has remained a subject of fascination. Humans and other species carry the genes our parents and our grandparents, and during reproduction, these traits are transmitted to our own offspring. At family reunions, it is often fascinating to postulate where Suzi got her red hair and Danny her brown eyes.

A mishap, or mutation in the DNA sequence of a gene can lead to a phenotypical variation in the individual. In some instances, these variations are beneficial, but often these mutations are deleterious, resulting in an organism that is incapable of surviving in its environment, or with genetic disorder. Pedigrees or family histories can be used to trace the presence of a specific defective gene, and the consequent of transmission genetic disorder from parent to offspring.

The entire human genome (all human genes) has been sequenced by scientists and is stored in a data bank for future scientific reference. The sequenced human genome will enable scientists to determine with a high degree of accuracy, defects in an individual’s genetic composition. Detection of such genetic disorders may result in discovery of treatment for many diseases. Although the sequencing of the human genome has many beneficial scientific applications, it is still shrouded with many ethic issues. Accessibility to the stored information in the human genome data bank, control over how and when such information can be used, and use of such information in characterizing individuals as “normal ” and “abnormal”, remain serious issues of concern and public debate.

 

 

 

 

Inheritance of Human Genetic Characteristics

 

Genetic Variation

 

Differences in physical appearance of related individuals are due to variations in genotypes and consequently phenotypes. These variations are also evident in siblings from same parents and twins. However, identical twins will not exhibit such variations. Genotypes (genetic makeup of an individual) are responsible for specific inherited traits. These inherited traits are physically expressed as phenotypes. A pair of gene alleles is responsible for any phenotype expressed, and they transmitted from parents to offspring (Mendelian Law of segregation). In some instances, inherited traits are carried on different chromosomes (rod shaped bodies containing hereditary units or genes). In such cases, the inheritance of one trait is not dependent on the inheritance of another (Mendelian Law of Independent Assortment).

 

 

EXERCISE 1: Visualizing Human Genetic Variation (“Making Your Own Baby”)

 

Materials Needed:

Coin

Characteristics Visualization Handout

 

To demonstrate the incredible variation with the human genome, each student will create the genotype and phenotype of a unique baby (offspring). The pair of alleles responsible for each trait that you will transmit to your baby through your gametes (sex cells) will be randomly selected through coin tossing. For this exercise, you will assume that both parents are heterozygous (have pair of genes with contrasting characters on the chromosome) for each trait. You will record their baby’s (offspring) genotype, and pictorially demonstrate the phenotype. You will use the Visualization Handout provided to help you draw the picture.

 

  • First, choose the gender of your baby. Female = XX, Male = XY. The father’s chromosomes (XY) determine the gender of the baby because an offspring either receives an X or Y chromosomes from the father. On the other hand, the baby will always receive an X chromosome from the mother. For this reason, only one coin toss is needed to determine the sex of the baby. If the coin toss results in a head, the baby receives a Y chromosome from the father, and if a tail, the baby receives an X chromosome.

 

  • On the data sheet (Table 14.1) record your name and the gender of your baby. Then select a name for your baby and record it.

 

  • Now that the gender has been selected, determine the other inherited traits using the illustrations below. For this part of the exercise, you will toss the coin twice (for both the mother & father) to determine which form of their genes will be received by the baby. Note: all parents are heterozygous for traits in this exercise. Coin tosses resulting in heads signify a dominant allele, while tails signify recessive alleles. In situations where the traits exhibit incomplete dominance, a heterozygous baby will demonstrate a new phenotype.

 

  • For each trait, record on your Data Table the genes received from the mother, the genes received from the father, and the resulting genotype of the baby. Additionally, describe the baby’s phenotype.

 

 

 

 

Notes on Polygenic Inheritance

 

Hair Color: Parents are Both AaBbCcDd

 

Hair color is produced by several different genes (polygenic). Suppose that there are 4 genes involved. Therefore, it will take 8 tosses of the coin, representing four for each parent to determine the genotype. The phenotype is determined by the number of dominants as outlined below.

 

8 dominants = black 3 dominants = dark blond

7 dominants = very dark brown 2 dominants = blond

6 dominants = dark brown 1 dominant = light blond

5 dominants = brown 0 dominants = almost white

4 dominants = light brown

 

Eye Color : Parents are Both BbCc

 

Assume two genes for hair color. Therefore, you will toss the coin 4 times, representing two for each parent. The first toss determines the pigment for the front of the iris (represented by B’s) and the second for the pigment behind the iris (represented by C’s). This will be completed twice.

 

BBCC = dark brown BbCC = hazel

BbCc =light brown BBCc = blue gray

Bbcc = light blue bbCC = green

BBcc = dark blue bbCc = light green

bbcc = blue green

 

 

 

 

Name: ____________________________ Lab Day and Time_______________________

 

Parent Name: ___________________________

 

Child’s Name: ___________________ Child’s sex: __________ (heads = boy, tails = girl)

 

Tails-lowercase letters Heads-Capital letters

 

#

Trait

Gene(s) from Mother

Gene(s) from Father

Baby’s Genotype

Baby’s Phenotype

1

Widow’s Peak

W=peak w=no peak

 

 

 

 

2

Eyebrows

E=bushy e=thin

 

 

 

 

3

Eyelashes

Y=long y=short

 

 

 

 

4

Lips

L=full l=thin

 

 

 

 

5

Dimples

D=dimples

d=no dimples

 

 

 

 

6

Nose Shape

N=round n=pointy

 

 

 

 

7

Freckles

F=freckles

f=no freckles

 

 

 

 

8

Face Shape

S=round s=square

 

 

 

 

9

 

Earlobe Attachment

A=attached

a=not attached

 

 

 

 

10

Hair Type

H=curly h=straight

 

 

 

 

11

Eye Size

B=big b=small

 

 

 

 

12

Mouth Length

M=long m=short

 

 

 

 

13

Nose Size

C=big c=small

 

 

 

 

14

Hair Color

See the previous page

 

 

 

 

15

Eye Color

See the previous page

 
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