Describe phylogenetic relationships and classification schemes.

Describe phylogenetic relationships and classification schemes..

  • Introduction

This lab focuses on the ability to classify plants based on specific characteristics.

Learning Objectives

Lab 1109

SLO – 5: Describe phylogenetic relationships and classification schemes.

SLO – 6: Identify the major phla of life with an emphasis on plants and animals, including the basis for classification, structural and physiological adaptations, evolutionary histry, and ecological significance.

Materials

  1. Fee for site visit
  2. Lab worksheet

Instructions

  1. Schedule a visit to a local arboretum, zoo or botanical garden to collect the information for the worksheet. The fees associated with visitation will be assumed by the student
  2. While visitng a local arboretum, zoo or botanical garden, complete the worksheet based on the plant species available.

Listed below are some interesting places in and around Houston to study plants.

Houston Arboretum: http://houstonarboretum.org/

Armand bayou Nature center: http://www.abnc.org/

Maas Nursery Kemah: https://maasnursery.com/

Houston Zoo: http://www.houstonzoo.org/

If you are not able to visit a nature center, arboretum or nursery to photograph and look at plants, you may use the following websites as alternatives.

https://plants.usda.gov/java/  or

http://www.wildflower.org/plants/

Choose one plant from each of the categories on the worksheet and answer the questions about that plant.  The categories are the headings – moss, fern, gymnosperm, angiosperm dicot, and angiosperm monocot.

Please use a contrasting color when you type your answers on the worksheet.

Name: ___________________________________ Date: ______________

Points : 100

Lab 3-Survey of the Plant kingdom

Please complete the worksheet and submit it through blackboard

 

This lab is about Plant kingdom. As you know plants are all around us. This week students will study plants and their diversity. Plants are classified based on habit, habitat, presence or absence of vasculature, presence and absence of spores, naked seed or enclosed seeds, fruits and flowers.

 

Use the resources available to you and answer the following questions. You can visit a local arboretum, zoo or botanical garden to collect the information for the worksheet.

 

Listed below are some interesting places in and around Houston to study plants.

Houston Arboretum

Armand bayou Nature center

Maas Nursery Kemah

Houston Zoo

 

Please look around and identify plants from all the groups listed below. Answer the questions based on your observations. Include a picture of the plant species you use to make your observations.

 

 

 

Bryophytes (20 points)

Mosses are common examples of seedless non-vascular plants. Identify a moss plant and answer the following questions based on your observations

 

a. Is the plant a sporophyte or gametophyte?

 

 

b. Does this plant have vasculature?

 

 

 

c. What is the function of vasculature?

 

 

 

d. What can you predict about the size of the plant based on answer to question B?

 

 

e. What other adaptations are essential for this plant to succeed?

 

 

 

f. Do you find true roots, leaves and stem in mosses?

 

 

g. How does reproduction take place in this plant (asexual or sexual)?

 

h. Picture of the plant (plants) and its scientific name.

 

 

 

 

 

 

 

 

 

 

Pteridophyta (20 points)

 

Ferns are common examples of seedless vascular plant. Identify a fern and answer the following questions based on your observations.

 

a. Is the plant body a sporophyte or gametophyte?

 

 

 

b. Does the plant have vasculature?

 

 

 

 

c. How does presence or absence of vasculature affect the size of the plant?

 

 

 

d. What is the advantage Pteridophytes have over Bryophytes?

 

 

 

 

e. How does reproduction take place in ferns?

 

 

 

f. Are the spores haploid/diploid?

 

 

 

 

g. What is the major innovation in this group (Pteridophytes)?

 

 

 

 

 

 

Gymnosperms (20 points)

 

a. What does ‘Gymnos’ ________________ and ‘sperma’______________ mean?

 

 

 

b. Do you see flowers in this group?

 

 

 

c. What are some plants that belong to this group around you?

 

 

 

 

d. Is the plant body a sporophyte or a gametophyte?

 

 

 

 

 

e. How does reproduction take place in gymnosperms? Sexual or asexual?

 

 

 

f. What is a major innovation of this group?

 

 

 

 

Angiosperms (20 + 20 points)

 

Most successful group of plants. Angiosperms are found in diverse habitats because of their successful reproductive strategies and various adaptations.

Angiosperms are divided into Monocots and Dicots.

 

Please identify dicot plant/tree and answer the following questions.

 

a. Does the plant have vasculature?

 

 

b. Does this plant have flower?

 

 

c. What is the function of the flower?

 

 

 

d. Count the number of petals of the flower?

 

 

 

 

e. Draw the leaf of the plant? How are the veins on the leaf (parallel or reticulate).

f. Are the leaves simple or compound?

 

 

 

 

g. What is the major innovation in Angiosperms?

 

 

 

 

 

 

Monocot

a. Does this plant have flower?

 

 

b. What is the function of the flower?

 

 

 

c. Count the number of petals of the flower?

 

 

 

d. How are the veins arranged in the leaves of Monocots?

 

 

e. What are the differences between Monocots and Dicots?

 

 

 

 

f. Pictures of the Dicot, Its scientific name________________________

 

 

 

 

 

 

g. Picture of a monocot, its scientific name_______________________

 

 

 

 

 

 

 

 

 

1

Describe phylogenetic relationships and classification schemes.

 
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ANTH 101 – Primate Behavior Report

ANTH 101 – Primate Behavior Report.

Please read the attached assignment instructions and rubric very carefully. Primate behavior report has three parts that follow the scientific method: 1. Prepare for the observation; 2. Observe primates in videos; 3. Report the findings. The report must be at least 1500 words (3-4 pages), APA in-text citation/reference page, and must use attached course materials.

  • Primate Behavior Report

     

    Name: ______________________ Date___________________________

     

     

    Primate Behavior Report

     

    This assignment has three parts that follow the scientific method: 1. Prepare for the observation; 2. Observe primates in videos; 3. Report the findings.

    Supplies Needed

    · Internet connection

    · Access to Youtube

    · Primate Observation Playlist – Use this link to access the Primate Observation Videos

    · Observation Worksheets

    Relevant Learning Resource

    · Jaffe, Karin Enstam. 2019. Chapter 6: Primate Ecology and Behavior. Explorations.

    https://pressbooks-dev.oer.hawaii.edu/explorationsbioanth/chapter/__unknown__-6/

     

    Legendary primatologist Jane Goodall revolutionized the study of chimpanzees during her fieldwork in Gombe, Tanzania. The behaviors she witnessed changed our perception of apes from instinct-driven creatures to tool-inventing beings.

    In this activity you will learn about ethology, or how researchers turn observations of living things into scientific data, and then create a report of what you saw. While we cannot go to Gombe on short notice, we can watch uncut videos of zoo-dwelling primates online and apply scientific techniques to go beyond what a typical zoo visitor sees.

    There are different ways to collect data on animal behavior. We will be practicing scan sampling whereby the observer records the behaviors of the group at set intervals, as well as focal sampling, which involves recording every action of one specific individual over a length of time.

    Part One: Preparation

    Before watching primates, you have to prepare for what you expect to see in order to save time and effort later when you are intently focused on your living subjects. First, pick one of the videos to observe from the Primate Observation Playlist .

    1. Which video will you observe ?

     

    Apply the scientific method and make a prediction about what will you see. Answer the following question:

    2. Which behaviors do you think you will see when watching the primate video for 15 minutes (or as long as it lasts – some are a bit shorter)?

     

     

    Now set up an ethogram (see below), which is a table used to record animal behavior. You will use this table while observing the primate video in order to reduce writing and produce a standardized data set of what you saw. Put short descriptions of behaviors in the left column. Some have been added for you but you should add more based upon your general knowledge of primate behavior.

    Primate Ethogram Continuous Focal Follow

    Behavior Time (1:00-15:00)
      1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00 13:00 14:00 15:00
    Out of View                              
    Standing                              
    Sitting                              
    Sleeping                              
    Eating                              
    Playing                              
    Interacting in any way with others                              
                                   
                                   
                                   

     

    Primate Ethogram Scan Sample

    Behavior Time (1:00-15:00)
      1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00 13:00 14:00 15:00
    Out of View                              
    Playing                              
    Sharing Food                              
    Grooming                              
    Fighting                              
    Eating                              
    Sleeping                              
                                   
                                   
                                   

     

     

     

    Now it is time to use your ethogram to record primate behavior. After you select the video use two different methods for observing the primates. For one method (continuous focal follow), watch one individual and do a continuous follow for 15-minutes, indicating all of the behaviors, and interactions with other primates in the video. The second method is a scan sample of the group – every minute stop the video and write down what all the animals (who are in frame on the video) are doing (including directions of any social interactions).

     

    You may have to view the video several times, as you practice each method of behavioral observations for your Primate Report

    Read these instructions in full before starting:

    1. Play the video you chose in Part One – You may have to watch twice to fill out both ethnograms.

    2. Using the video’s timer or your own stopwatch app, keep track of the time.

    3. Every minute, record the behaviors of the primates you see using the ethograms you set up in Part One. Mark each square for each behavior you see at each time. If you are watching multiple primates try to keep track of each one by using a short unique name for them.

    4. End observation at 15 minutes.

    Here is a sample table:

    Behavior/Time

     

    10:00 11:00 12:00 13:00 14:00
    Out of View     B, C A, B C
    Sitting A, B A, B A C B
    Sleeping C C     A

    A: Adult male, B: Adult female, C: Juvenile

     

    Part Three: Analysis and Report

    Your data set allows you to quantify how much time each primate spent with each activity. For each individual, calculate how many times they were seen performing each behavior by filling out this table

    Time Budget for Individual – Focal Observation:

    Behavior/

    Calculation

     

    Boxes Seen Total Visible Times Boxes Seen/Total Visible Times
    Out of View     Not calculated
    Standing      
    Sitting      
    Sleeping      
    Eating      
           
           
           
           
           
           

     

    See this example based on the adult male in the example ethogram:

    Time Budget for Individual: A: Adult Male

    Behavior/Calculation

     

    Boxes Seen Total Visible Times Boxes Seen/Total Visible Times * 100
    Out of View 1 4 Not calculated
    Standing 3   75%
    Sitting 1   25%

     

     

    Time Budget for Groups – Scan Observation:

    Behavior/

    Calculation

     

    Boxes Seen Total Visible Times Boxes Seen/Total Visible Times
    Out of View     Not calculated
    Playing      
    Sharing Food      
    Grooming      
    Fighting      
           
           
           
           
           
           

     

    Using your data sets and time budgets, write a report of what you saw. Follow these instructions to write an effective report that is at least 750-1000 words. Your report should be well-organized, and clear to best communicate your message. Make sure to follow proper APA formatting guidelines. Your report should include the following sections:

    1. Introduction: Which primate(s) did you observe (provide genus, species and subspecies)? Summarize the natural habitat and geographic distribution of this primate species in the natural world. (You may find out this information from Primate Fact Sheets found at the Primate Info Net website, http://pin.primate.wisc.edu/factsheets, in addition to information provided at zoo displays or zoo website).

     

    2. Body: Tell the reader in more detail what you saw in your focal observation. Start with a description of the scene and the individual primate you focused on. Then describe the actions you saw in order from beginning to end. Include specific details. Then tell the reader in more detail what you saw in your scan observation. Start with a description of the scene and the group of primates you focused on. Then describe the actions you saw in order from beginning to end. Describe specific details. .

    Present your analysis of time budgets. How much time did each individual spend with each behavior?

    Compare and contrast the observed behaviors with those of human beings. Are there similar behavior patterns in humans? Why or why not?

    3. Conclusion: Summarize your paper for the reader. Briefly restate what primate(s) you observed. Compare and contrast the two methods (focal follow and scan sample) that you used for observing primate behavior in the video. Which method did you find more challenging for your observations? Which method would you recommend for collecting time budget data (i.e., how group spends their time) for primates? End this section with a short summary of what you actually saw and whether it matched what you expected.

    4. Appendix: Cut and paste copies of your completed ethograms and time budget sheets as an Appendix to your written report.

     

     

    1 | Page

ANTH 101 – Primate Behavior Report

 
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Similarities and differences between prokaryotic and eukaryotic cells

Similarities and differences between prokaryotic and eukaryotic cells. Student Name: Click here to enter text.

Kit Code (located on the lid of your lab kit): Click here to enter text.

Pre-Lab Questions:

“1. Identify the major similarities and differences between prokaryotic and eukaryotic cells. “

Click here to enter text.

“2. Where is the DNA housed in a prokaryotic cell? Where is it housed in a eukaryotic cell? “

Click here to enter text.

“3.Name three structures which provide support and protection in a eukaryotic cell. “

Click here to enter text.

Experiment 1: Cell Structure and Function

Post-Lab Questions

“1. Label each of the arrows in the following slide images: “

A- Click here to enter text.

B- Click here to enter text.

 

“2.What is the difference between the rough and smooth endoplasmic reticulum? “

Click here to enter text.

“3.Would an animal cell be able to survive without a mitochondria? Why or why not? “

Click here to enter text.

“4.What is the function of a lysosome? “

Click here to enter text.

 

Experiment 2: Exploring Cell Size

 

Table 2: Results from Surface Area to Volume Experiment
Block Dimensions Surface Area (cm2) Volume (cm 3) Time Required for Complete Color Change Distance of Diffusion
1 cm x 1 cm x 1 cm Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text.
1 cm x 2 cm x 2 cm Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text.
1 cm x 1 cm x 6 cm Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text.

 

Post-Lab Questions

“1.How did the surface area affect the diffusion of the block? What about the volume? What about the surface area to volume ratio? Which of these had the greatest effect on the diffusion of the block? “

Click here to enter text.

“2.How does this experiment demonstrate the need for larger cells to divide? “

Click here to enter text.

 

 

“3.Determine the surface area, volume, and surface area to volume ratio for the following three blocks and record your answers in the table below. Then, state which block you believe would be the most efficient as a cellular morphology, and write a summary stating why. “

 

1.5 cm x 1.5 cm x 1.5 cm

0.5 cm x 0.5 cm x 6.0 cm m

3.0 cm x 2.0 cm x 2.0 cm

1.5 cm x 1.5 cm x 1.5 cm

0.5 cm x 0.5 cm x 6.0 cm m

3.0 cm x 2.0 cm x 2.0 cm

 

 

 

 

B)

 

 

 

 

C)

 

 

 

 

 

 

Block  Surface Area (cm2) Volume (cm 3) Surface Area:Volume
A Click here to enter text. Click here to enter text. Click here to enter text.
B Click here to enter text. Click here to enter text. Click here to enter text.
C Click here to enter text. Click here to enter text. Click here to enter text.

 

“Most Efficient Block (and why): “

Click here to enter text.

Similarities and differences between prokaryotic and eukaryotic cells

 
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Experiment 4 Exercise 1 – Mitosis in a Plant Cell

Experiment 4 Exercise 1 – Mitosis in a Plant Cell. How to Proceed

  • Read through the introductory materials below.
  • Open the Unit 4 Experiment Answer Sheet and complete the following Experiment exercises this unit:
    • Experiment 4 Exercise 1 – Mitosis in a Plant Cell (~45 min)
    • Experiment 4 Exercise 2 – Meiosis (~30 min)
    • Experiment 4 Exercise 3 – Karyotyping (~60 min)
  • Save your completed Unit 4 Experiment Answer Sheet and submit it no later than Sunday midnight (CT).

Mitosis – Introduction

The life cycle of a typical cell is roughly divided into two phases, Interphase and Cell Division. Interphase is a time of growth and synthesis and is further divided in to G1, S and G2 stages. G stands for “growth”. During G1, the cell grows and makes materials needed to replicate its DNA. DNA is then replicated during the S or “synthesis” phase. Additional growth occurs during G2 as the cell prepares for cell division. Cell division encompasses both nuclear division (Mitosis) and cytoplasm division (Cytokinesis). See Fig 8.6 on p 125 in your book.

Mitosis allows cells in our body to regenerate (e.g., replacement of shed skin cells) and to repair damaged tissue, since mitosis produces daughter cells that are identical to the parent cell. Before beginning this exercise, you will want to review Mitosis in our online lecture and examine the diagrams in Fig 8.7 on pp 126-127 and Fig 8.8 on p 128, which illustrates some differences between animal and plant cells. As you can see, each phase of the cell cycle can be recognized based on the appearance the chromosomes and nucleus. In this first exercise, you will need to be able to identify the various phases of the cell in onion cells. Below is an example of what you will be looking at:

Phases of the cell in onion cells

From: Ackroyd, Miller and Sauriol. No date. Mitotic cell division in onion root tip, Allium cepa.

Slide # Phase Description
1-2 Interphase Chromosomes are not visible in the nucleus (gray circle).
3-5 Prophase Chromosomes have become visible; although not apparent, the nuclear membrane is breaking down.
6 Metaphase Chromosomes have aligned along the equator (mid-line).
7-8 Anaphase Sister chromatids have separated and are being pulled to opposite poles.
9-10 Telophase Chromosomes are clumped at opposite poles, the nucleus has reformed and a cell plate is forming.

Note that is hard to determine exactly when one phase ends and the next one starts. Slide #7, for example is early anaphase and could also be considered late metaphase. Slide #9 is early telophase, but might also be considered late anaphase.

See your Unit 4 Experiment Answer Sheet for the instructions and the photographs you will use to complete this exercise.


Meiosis – Introduction

Meiosis is the process by which gametes (eggs and sperm) are produced from a germ cell. This type of cell division is unlike mitosis in that the cells produced are genetically different than the parent cell and the resulting cells contain only half the number of chromosomes (haploid). In this exercise, you will need to demonstrate your understanding of Meiosis and the role it plays in sexually reproducing organisms. Review this unit’s reading in your book (pp 131-141) and this unit’s online lecture before completing this exercise. You will need to review the following animation, so be sure that you are able to open and view it:

McGraw-Hill Higher Education. 2006. How Meiosis Works
http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter28/animation__how_meiosis_works.html (Links to an external site.)

When you are ready, open the Unit 4 Experiment Answer Sheet and answer the questions for this exercise.


Karyotyping – Introduction

Review pp 130-121, pp 138-140 and our online lecture this unit before beginning this exercise. Many genetic disorders arise as a result of errors during Meiosis and the formation of gametes (= egg and sperm). Frequently, these errors are due to non-disjunction, in which chromosomes fail to separate correctly during Anaphase. When this happens, a daughter cell ends up with either an extra chromosome or it is missing a chromosome. These genetic disorders can be detecting using a screening process called a karyotype. In this exercise, you will learn how a karyotype is generated and used to diagnose the presence or absence of a disorder.

You will use the following website to complete this exercise:

The Biology Project. 1998. Karyotyping Activity
http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html  V

WEEK 4 EXPERIMENT ANSWER SHEET Please submit to the Week 4 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 4 EXPERIMENT ASSIGNMENT

· Experiment 4 Exercise 1 –Mitosis in a Plant Cell

· Experiment 4 Exercise 2 – Meiosis

· Experiment 4 Exercise 3 – Karyotyping

Experiment 4 Exercise 1: Mitosis in a Plant Cell

Read through the Experiment 4 Introduction material before starting. In this exercise we will look at the different stages of mitosis in onion cells. The length of the cell cycle in the onion root tip is about 24 hours, but mitosis only occupies only one to two hours.

Procedure

A. Review the information on p 125 in your book and record your predictions as to the percentage of cells you expect to see in each of the phases of the cell cycle in Table 1 (after the photographs).

B. In the four photographs below, examine each cell indicated by a red dot. There are a total of 65 cells that need to be examined. Determine how many cells are in the various stages of the Cell Cycle. Refer to your book and the Experiment 4 Introduction information for help determining the cell cycle stages.

C. Enter your data in Table 1. Note that the “Calculated %” is equal to the Number of cells in stage / Total cells counted x 100.

D. Answer the questions that follow.

image1.png

image2.png

image3.png

image4.png

Table 1: Predictions and actual number of cells observed in each stage of the cell cycle (2 pts)

Stage Predicted % Number of Cells Total Cells Counted Calculated %
Interphase     65  
Prophase     65  
Metaphase     65  
Anaphase     65  
Telophase     65  
Total 100% 65 65 100%

Questions

1. What stage of the cell cycle were most of the onion root tip cells in (1 pts)?

Is this what you would expect based on what you’ve read this week; why or why not? Cite source(s) used (1 pts).

2. How accurate were your predictions, based on your data, for each stage of the cell cycle (1 pts)?

3. What is the function of mitosis in an organism such as a human? Cite source(s) used (2 pts).

Experiment 4 Exercise 2: Meiosis

Review this week’s reading in your book (pp 131-141) and this week’s online lecture. Then view the following animation before answering the questions below; be sure your audio is on:

McGraw-Hill Higher Education. 2006. How Meiosis Works http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter28/animation__how_meiosis_works.html

Questions

1. Why is it necessary to reduce the chromosome number in gamete cells (egg and sperm), but not other cells of an organism? Cite source(s) used (2 pts).

2. Describe at least two differences between Meiosis I and Meiosis II in terms of what is produced and what occurs with the chromosomesCite source(s) used (2 pts).

3. If humans have 46 chromosomes in each of their body cells, determine how many chromosomes you would expect to find in the following cells (4 pts):

Sperm _________

Liver cell _________

Daughter cell from mitosis _________

Daughter cell from Meiosis II _________

4. _____ are separated during Meiosis I, while _____ are separated during Meiosis II (2 pts).

a. Sister chromatids, sex chromosomes

b. Sister chromatids, homologous chromosomes

c. Homologous chromosomes, sister chromatids

d. Sex chromosomes, sister chromatids

5. At the beginning of meiosis I, cells are ____ and at the beginning of meiosis II, they are ____ (2 pts).

a. Diploid, diploid

b. Diploid, haploid

c. Haploid, haploid

d. Haploid, diploid

Experiment 4 Exercise 3: Karyotyping

Go to the following website:

The Biology Project. 1998. Karyotyping Activity

http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html

Procedure

A. Read over the material on the first page and then click on Patient Histories (at the bottom of the page).

B. Click on Complete Patient A’s Karyotype. Note a single chromosome located to the left of the paragraph at the top. You need to match this chromosome with the appropriate pair.

a. Some of the chromosomes arranged beneath the paragraph are hyperlinked (have a blue line beneath them).

b. Click on the hyperlink associated with the matching chromosome.

C. Record in Table 2 below the correct match for this first chromosome (a).

D. Continue until you have matched all chromosomes required. Note that the letters (a-e) correspond to the order that the chromosomes are presented.

Table 2. Patient A karyotype data (1 pts).

Chromosome Presented Matches #
Chromosome a  
Chromosome b  
Chromosome c  
Chromosome d  
Chromosome e  

Questions

1. What notation would you use to characterize Patient A’s karyotype? Be sure to read over the information presented so you know the correct notation format (1 pts).

2. Based on the table of possible chromosomal disorders displayed on the website, what diagnosis would you give patient A (1 pts)?

3. When during Meiosis does the error occur that results in this karyotype; be specific (1 pts)?

 

Procedure (continued)

E. Click on the Patient History button (bottom of the page) and then click on Complete Patient B’s Karyotype.

F. Match the chromosomes presented as done in the previous exercise.

G. Fill in the Table 3 below, indicating how you matched up the chromosomes presented with the actual chromosomes in the karyotype.

Table 3. Patient B karyotype data (1 pts).

Chromosome Presented Matches #
Chromosome a  
Chromosome b  
Chromosome c  
Chromosome d  
Chromosome e  
Chromosome f  
Chromosome g  
Chromosome h (This is a tough one)  

Questions

4. What notation would you use to characterize Patient B’s karyotype (1 pts)?

5. What diagnosis would you give patient B (1 pts)?

6. Why does this individual exhibit male characteristics and not female? Cite your source (2 pts).

 

Procedure (continued)

H. Click on the Patient History button (at the bottom) and then click on Complete Patient C’s Karyotype.

I. Match the chromosomes presented as done in the previous exercise.

J. Fill in Table 4 below, indicating how you matched up the chromosomes presented with the actual chromosomes in the karyotype.

Table 4. Patient C karyotype data (2 pts).

Chromosome Presented Matches #
Chromosome a  
Chromosome b  
Chromosome c  
Chromosome d  
Chromosome e  
Chromosome f  
Chromosome g  
Chromosome h  
Chromosome i  

Questions

7. What notation would you use to characterize Patient B’s karyotype (1 pts)?

8. What diagnosis would you give patient C (1 pts)?

9. Why might the risk of this disorder increase as a woman gets older? Cite any sources used (3 pts).

 

Week 4 Experiment Grading Rubric

Component Expectation Points
Experiment 4 Exercise 1 Distinguishes among the various stages of the cell cycle and correctly answers the questions (Table 1, Questions 1-3). 7 pts
Experiment 4 Exercise 2 Demonstrates an understanding of meiosis and how it relates to sexual reproduction (Questions 1-6). 12 pts
Experiment 4 Exercise 3 Creates and uses a karyotype to diagnose genetic disorders (Tables 2, 3, and 4; Questions 1-9). 16 pts
TOTAL  

Experiment 4 Exercise 1 – Mitosis in a Plant Cell

 
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