Crazy About Cryptids Part 2

Page 1“Crazy About Cryptids!” by Matthew P. Rowe

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Part I – Introduction Victoria adored her older brother Travis. She had good reason: their father had died when they were kids, leaving them and their younger twin sisters to be raised by their mother and grandmother. Growing up was tough; their mother’s salary as a social worker was meager, and their grandmother suff ered from a chronic medical condition that took much of the family’s income. As the oldest, Travis started working early to help support the family, a sacrifi ce not lost on Victoria and her sisters. Victoria so respected her brother that she couldn’t help comparing her high school and now her college suitors to Travis, and the admirers always fell short. Travis was kind, courageous, generous to a fault, and oh so smart—he even, while helping raise his siblings, put himself through law school and was now working as a public defender in Chicago. But he had a weakness that worried Victoria. Outside of the courtroom, Travis was gullible. He had a fondness for all things extraordinary—from ghosts to alien abductions to new-age therapies. His true passion, however, was cryptids. He was simply crazy about cryptids.

Victoria was majoring in Integrative Biology at Michigan State. Her training, including courses in ecology, wildlife biology, and the philosophy of science, made her appropriately skeptical of chupacabras, yetis, bigfoot, the Loch Ness monster, and other storied beasts. Th e fact that her brother, a lawyer whose career depended on the critical examination of evidence, could be so credulous was unsettling to her. While sensitive to his feelings, she hoped she could use her growing understanding of science in general, and ecology in particular, to empower her brother. A “just touching base” phone call from Travis presented Victoria with an opportunity.

“Hi sis, how are classes?” Travis asked supportively when Victoria picked up the phone.

“Great,” she replied, “in my wildlife techniques course, we’re studying all the cool things you can learn about an animal just by analyzing a tiny drop of its feces, or a hair or two snagged on a scratching post. It’s pretty amazing.”

“Yeah,” Travis replied with unrestrained enthusiasm, “did you hear about the recent study of hair samples collected from a bunch of diff erent sites in the U.S. and Canada that proved the existence of bigfoot, and showed they were interbreeding with humans?”

Victoria, remembering one of the principles she learned in her philosophy course, responded: “Travis, science isn’t about ‘proving’ an idea or explanation, it’s about marshaling all of the evidence you can to determine which of various competing explanations is best supported.” She continued, “I don’t mean to sound scientifi cally snobbish or anything, but the study you mention by Melba Ketchum and her coauthors lacks credibility. A team led by Bryan Sykes published a more rigorous analysis of hair sent in by bigfoot and yeti enthusiasts from around the world; the results showed that the hair belonged to bears and raccoons and other mammals one would expect to be wandering around in the woods, not to bigfoot or a bigfoot-human hybrid.”

by Matthew P. Rowe Department of Integrative Biology Michigan State University, East Lansing, MI

Crazy About Cryptids! An Ecological Hunt for Nessie and Other Legendary Creatures

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 2“Crazy About Cryptids!” by Matthew P. Rowe

“You’re breaking my heart here kiddo, you know I’m a true believer in Sasquatch,” Travis replied with feigned sadness. “Besides, isn’t it possible that a species of giant man-ape unknown to science exists somewhere on the planet?”

“Sure,” Victoria chimed encouragingly, “species unknown to science are occasionally discovered, like the mega-mouth shark or the saola. And creatures that scientists thought went extinct millions of years ago like the coelacanth are rediscovered. So I’m not saying that bigfoot doesn’t exist, only that the evidence presented so far is insuffi cient for me to accept that it does.”

After a short pause, Travis responded thoughtfully, “Ok, little sister, I think I see where you are coming from; in a jury trial, which is something I know about, the guilt or innocence of a suspect is determined by the preponderance of the evidence. Th e jury has to determine whether the accused is guilty beyond a reasonable doubt, not beyond any shadow of a doubt. Absolute certainty is unlikely. What matters is that the jurists, before reaching a verdict, carefully examine each of the explanations and all of the evidence off ered by both the prosecution and the defense. I guess it’s the same thing in science.”

Sensing an opening, Victoria slyly suggested, “Didn’t you say you wanted to see a Spartan football game? Well, homecoming is in two weeks; why don’t you come for a visit. We can catch the game, and then afterwards we’ll go hunting for the Loch Ness Monster.”

Nessie was Travis’s favorite cryptid, so his sister’s off er aroused his curiosity. “How can we go hunting for a population of aquatic monsters in Scotland from your apartment in the middle of Michigan?” Travis asked inquisitively.

“We’ll track her down using the science of ecology,” Victoria answered.

Questions 1. Two articles were mentioned in the story. Th e fi rst, titled “Novel North American Hominins, Next Generation

Sequencing of Th ree Whole Genomes and Associated Studies” by lead author Melba Ketchum and her co- authors, was published in the journal DeNovo. Th e second, titled “Genetic Analysis of Hair Samples Attributed To Yeti, Bigfoot, and Other Anomalous Primates” by Bryan Sykes and his team, was published in the journal Proceedings of the Royal Society B: Biological Sciences. Th e two reports apply similar techniques using similarly obtained samples but reach diff erent conclusions. Summarize the main conclusions of each.

2. Credibility is an important concept both in science and in courts-of-law. Which of the two publications is more credible, and why?

3. Occam’s Razor, also known as the Principle of Parsimony, can be useful when trying to determine which explanation, among two or more, is most likely to be correct. What is the Principle of Parsimony? Apply the principle to the diff erent explanations off ered by Ketchum’s team and Syke’s team. Which of the competing explanations best passes the razor test, and why?

 
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BIO In The News Assignment

Biology in the News Assignment

The biology concepts presented in this course encourage you to make the connection between textbook biology and biology that appears in newspapers, periodicals, and the Internet. This Biology in the News (BITN) assignment enables you to focus on the connection between the textbook and the world you live in and to recognize how science and technology influence and contribute to modern culture.

Select an article from a recent newspaper, periodical, or the Internet which correlates with the content of one or more concepts of instruction covered in the course. Select an article that is written for the general public. Avoid scientific publications.

Choose an article that is:

· related to content presented in a lesson.

· of appropriate length, not just an announcement and not ten pages.

· less than three months old.

· From current news, not encyclopedic reference.

· Written for the general public, not a scholarly scientific publication.

Your BITN paper should contain three parts:

1. The title page includes the date, your name, course, section, and instructor name in the upper right corner. The title of the article should be centered on the page. Position the article reference citation on the bottom.

2. The body of the essay will include three carefully written paragraphs. Each paragraph should contain a minimum of four sentences.

Paragraph one: Summarize the who, what, when, where, why, and how of the article content.

Paragraph two: Correlate the content of the article with the subject matter of a lesson covered in the course. Explain how the textbook helped you understand the article. Did the article agree with or contradict the textbook?

Paragraph three: Give your opinion on the content of the article. Explain how the content of the article impacts you, your family and friends. Relate the content of the article to real life by answering two or more of the following questions:

  • Did the article make you aware       of things you had not thought of before?
  • Did the article change your mind       about the topic?
  • Was the article about something       you have experienced personally?
  • Did the article address ethical       or public policy issues?
  • Do you agree or disagree with       information presented in your article?
  1. Attach      a copy of the article to your paper. 

This assignment counts 20 points. Late work will count half credit. Points are earned as follows:

Format, Presentation, and Citation (4 points)

  1. Cover sheet contains:
    • Name, course, section number,       date, and name of instructor
    • Article title
    • Article citation in a standard       format such as APA or MLA
  2. Three Paragraphs:
    • Minimum of four sentences per       paragraph
    • Article relates to content of a       Lesson presented in class
  3. Attach a copy of the article to      the BITN assignment:
    • Article is less than three       months old
    • Article is news, not reference       material

Accurate Written Communication Skills (4 points)

  • Assignment includes coherent      paragraphs with proper sentence structure, spelling, grammar, punctuation      and use of scientific terminology.
  • Paragraphs should be written in your      own words from information in the article and textbook. No parts of the      article, textbook, or other sources may be copied. Plagiarism will not be      tolerated. Papers the instructor determines contain plagiarism will be      given a zero. See http://www.plagiarism.org/      for additional information on what constitutes plagiarism.

Summary Paragraph (4 points)

  • Demonstrate your understanding by      identifying main points of the article and summarizing into one coherent      paragraph.

Correlation Paragraph (4 points)

  • Discuss how the main ideas of      your article relate to the textbook, lab or lecture material.
  • Specifically reference textbook      and lab materials to provide a clear connection between the main ideas in      the article and your biology course.

Personal Reaction Paragraph (4 points)

  • Explain why you chose this article      and why it is important to you, your family and friends by answering two      or more of the following questions:
    • Did the article make you aware       of things you had not thought of before?
    • Did the article change your mind       or feelings about the topic?
    • Was the article about something       you have experienced personally?
    • Did the article address ethical       or public policy issues?
    • Do you agree or disagree with       information presented in your article?
 
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Cellcycle Overview

Click on the link provided below.

http://media.hhmi.org/biointeractive/click/cellcycle/?_ga=1.12670647.1279517233.1480957413

 

Download the worksheet from the assignment folder.  Complete as you progress through the lesson.

 

Read the overview in its own box.  Click on each “checkpoint” for the 5 phases of the Cycle. The phases are M, G1, G0, S, and G2. The reading for each phase appears in the box to the left.

When each has been completed, or clicked, the second title in the center of the cycle diagram, Cell Cycle Regulators and Cancer, will light up.

Click on this title, for the second part to appear.

 

Click on the Cancer Overview, and read the information in the box. Be sure to click through all 5 pages.

 

Now click and complete the Regulators Overview, clicking on each of the stimulating and inhibitory icons in each phase.

Answer any questions in the worksheet that apply.

 

Upload the completed worksheet into the assignment folder.

Due date for the assignment is in the syllabus. Proper grammar and spelling is expected.

 

 

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THE EUKARYOTIC CELL CYCLE AND CANCER: AN OVERVIEW

ABOUT THIS WORKSHEET This worksheet complements the Click and Learn “The Eukaryotic Cell Cycle and Cancer” and is intended as a straightforward introduction to the cell cycle and how that relates to cancer. For a more comprehensive student worksheet, please see the in depth version.

PROCEDURE Read through the Click and Learn at (http://www.hhmi.org/biointeractive/eukaryotic-cell-cycle-and- cancer) to learn about the cell cycle. Answer the questions below. Click on the “Background” tab on the right side. Read the information and watch the videos. 1. Why is cell division important for both unicellular and multicellular organisms?

 

2. Why does cell division remain important to an adult organism even after it is fully developed?

3. Cells divide, differentiate, or die. What is differentiation?

4. What is apoptosis? What is its purpose?

5. What are cell cycle regulators?

6. What happens if cell cycle regulators don’t function properly?

 

 

 

 

 

 

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Click on the purple section labeled “Cell Cycle Phases” as well as the words “Mitosis” and “Interphase” to read an overview of the cell cycle. You can also click on the various phases. 7. Cells go through periods of growth and division. Cell division occurs during _______________.

8. The rest of the cell cycle is called interphase, during which _____________________________

_____________________________________________________________________________.

9. Fill in the details about what happens during the three phases of interphase labeled in the

diagram.

 

 

 

 

10. In general, what is the purpose of a checkpoint in the cell cycle?

 

 

 

 

 

 

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11. What is the G0 phase of the cell cycle? Which factors determine whether a cell enters G0? Can cells leave G0?

Click on “Cell Cycle Regulators and Cancer” in the center purple circle. Read the Regulators Overview and then read through the Cancer Overview and watch the videos. 12. What are cell cycle regulators?

 

a. Stimulatory proteins are encoded by _________________________________. Examples include: ______________________________________________________

b. Inhibitory proteins are encoded by ___________________________________________. Examples include: ______________________________________________________

13. Cancer is the result of an improperly regulated cell cycle. Describe two reasons why cells can form tumors.

14. In some types of colon cancer, stem cells have a mutation in the APC gene. What happens if the APC gene is mutated?

15. Normally, proto-oncogenes stimulate the cell cycle. What are oncogenes and how do they affect the cell cycle?

 

 

 

 

 

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a. To cause cancer, proto-oncogenes require _________ allele(s) to be mutated and therefore are considered ____________________. The mutation results in a __________ of function.

 

16. Normally, tumor suppressor genes inhibit the cell cycle. How do mutated tumor suppressor genes affect the cell cycle?

a. To cause cancer, tumor suppressor genes require _________ allele(s) to be mutated and therefore are considered ____________________. The mutation results in a __________ of function.

 
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Genetic (Karyotype) Assignment

I have a genetic assignment due by 11pm today EST. please if you can not deliver do not attempt. Attached here is everything you need. PLEASE Follow guideline before you begin. As you will notice, I started doing the assignment.

BIOL209: General Genetics Laboratory

Examining Human Chromosome Disorders

 

PRE-LAB ASSIGNMENT:

Students are expected to read all pages before coming to the lab to complete the experiments.

Print this entire lab packet and bring it to the laboratory.

Objectives:

After completing this laboratory assignment, students will be able to:

1. Distinguish between the ways to identify chromosomal abnormalities

2. Detect chromosomal abnormalities in a karyotype

 

Introduction:

Karyotyping is the process of pairing and ordering all the chromosomes of an organism, thus providing a genome-wide snapshot of an individual’s chromosomes. Karyotypes are prepared using standardized staining procedures that reveal characteristic structural features for each chromosome. Clinical cytogeneticists analyze human karyotypes to detect gross genetic changes—anomalies involving several megabases or more of DNA. Karyotypes can reveal changes in chromosome number associated with aneuploid conditions, such as trisomy 21 (Down syndrome). Careful analysis of karyotypes can also reveal more subtle structural changes, such as chromosomal deletions, duplications, translocations, or inversions. In fact, as medical genetics becomes increasingly integrated with clinical medicine, karyotypes are becoming a source of diagnostic information for specific birth defects, genetic disorders, and even cancers. Adapted from: https://www.nature.com/scitable/topicpage/karyotyping-for-chromosomal-abnormalities-298

 

Experimental Overview:

You and your partner will take on the role of cytogeneticists working in a hospital. Three case studies will be given to you one at a time for review, along with a set of patient chromosomes. You and your partner will arrange the chromosomes into a completed karyotype on a prepared board. After you have successfully constructed the karyotype, you will analyze it and diagnose each patient. Your patient may have a chromosomal abnormalities or a normal karyotype. Be careful and use your observational skills—things are not always as simple as they seem (especially Case K).

 

Protocol:

1. Obtain a Chromoscan board containing a case study and set of patient chromosomes. Each case study has a Case ID Letter and a unique color. Confirm that the chromosomes match the board.

2. Read the case study found on the left side of the board.

3. On the Cytogenetics Report, record the patient information, including name, case ID, reason for referral, patient age, and source of the cells.

4. To make the process of the karyotype assembly less complex, one of each of the homologous chromosomes is already illustrated on the board. Identify the other homolog and place it on the board in the proper position.

5. Once the karyotype is completed, analyze it for chromosomal anomalies, paying particular attention to chromosome number and structure.

6. Record chromosome number, gender, and chromosomal findings on the Cytogenetics Report.

7. Use the internet to determine the diagnosis of the patient.

8. Return the ALL the chromosome decals to the cryostorage region of the Chromoscan board in RANDOM ORDER, to prepare the board for the next group’s use.

9. Obtain another board and complete the same steps until you have completed a total of 3 case studies.

Instructions for the lab report:

· Assume the role of a Cytogenetist, write out a daily report for the work you accomplished today. It should include but is not limited to:

· A description of how an actual karyotype is constructed. It should be detailed enough that someone else can use your protocol to construct a karyotype.

· DO NOT write the protocol that you followed for this lab.

· Include the three cytogenetic reports that you completed today.

 

· Assume the role of a Genetic Counselor

· Choose one of the case studies with an abnormal diagnosis and research it in further detail.

· Create notes for the patient and/or the patient’s caregiver with additional implications of the diagnosis, including life expectancy, complications, available treatments, support group information, etc.

· Do not forget to include in-text citations and a “Works Cited” or References page.

 

 

 

 

 

 

Data Sheet:

 

Cytogenetics Reports for G-Banded Karyotype-III
Patient Name Case ID Age
Why is the patient being referred for karyotyping? Source of Cells for Karyotyping

____ Blood

____ Amniocytes

____ Chorionic Villi

____ Other (specify) __________________

Total Number of Chromosomes Observed Gender
Chromosomal Findings

____ no observable chromosomal abnormalities

____ monosomy (chromosome #____)

____ trisomy (chromosome #____)

____ deletion (chromosome #____, arm _____)

____ insertion (chromosome #____, arm _____)

____ translocation (chromosome #s____ and ____)

____ inversion (chromosome #____, arm(s) _____)

____other (explain)___________________________

Diagnosis

 

 

 

 

 

 

 

 

 

Source of Diagnosis

Cytogenetics Reports for G-Banded Karyotype-I
Patient Name Case ID Age
Why is the patient being referred for karyotyping? Source of Cells for Karyotyping

____ Blood

____ Amniocytes

____ Chorionic Villi

____ Other (specify) __________________

Total Number of Chromosomes Observed Gender
Chromosomal Findings

____ no observable chromosomal abnormalities

____ monosomy (chromosome #____)

____ trisomy (chromosome #____)

____ deletion (chromosome #____, arm _____)

____ insertion (chromosome #____, arm _____)

____ translocation (chromosome #s____ and ____)

____ inversion (chromosome #____, arm(s) _____)

____other (explain)___________________________

Diagnosis

 

 

 

 

 

 

 

 

 

Source of Diagnosis

 

 

Cytogenetics Reports for G-Banded Karyotype-II
Patient Name Case ID Age
Why is the patient being referred for karyotyping? Source of Cells for Karyotyping

____ Blood

____ Amniocytes

____ Chorionic Villi

____ Other (specify) __________________

Total Number of Chromosomes Observed Gender
Chromosomal Findings

____ no observable chromosomal abnormalities

____ monosomy (chromosome #____)

____ trisomy (chromosome #____)

____ deletion (chromosome #____, arm _____)

____ insertion (chromosome #____, arm _____)

____ translocation (chromosome #s____ and ____)

____ inversion (chromosome #____, arm(s) _____)

____other (explain)___________________________

Diagnosis

 

 

 

 

 

 

 

 

 

Source of Diagnosis

 

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