BIO 102 Lab 06: Human Reproduction

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BIO 102 Lab 06: Human Reproduction. BIO 102 Lab 06: Human Reproduction

To submit, watch the video, “Life’s Greatest Miracle”, answer the questions, & upload your document to Canvas.

Watch the video here: https://www.youtube.com/watch?v=cbTAg5MUcnE and answer the questions below. Please use a different colored font for your answers. Save the completed assignment as a .docx or .pdf file and submit it through Canvas.

*Pro-Tip: Print out the questions, read them in advance of starting the video, and watch the video at a faster playback speed to save time.

 

Chapter 1: Passing on your DNA

 

1. How many cells are present in your body?

 

2. What is a clone? What is the problem (biologically speaking, not ethically) with cloning as a method of reproduction?

 

3. How long are the seminiferous tubules in men? (The video calls them “tubules coiled into bundles”.)

 

4. How many sperm are produced per second? Per day? During a typical man’s lifetime?

 

Chapter 2: The Egg’s Journey

 

5. When in a man’s lifetime are sperm produced?

 

6. When in a woman’s lifetime are eggs created?

 

7. How many eggs are initially produced; approximately how many eggs does Melinda still have at the age of 31?

 

8. How are eggs propelled through the Fallopian tube to the uterus?

 

9. The video states that an egg will survive only a few hours if not fertilized. More recent information suggests that an egg will survive at least 24 hours and perhaps as long as 48 hours if not fertilized. How does that fact influence the most fertile time when couples are attempting to avoid pregnancy using the rhythm method?

 

10. What direct biological process in the male results in the erection of the penis?

 

11. How much liquid and how many sperm are released at ejaculation?

 

Chapter 3: The Sperm’s Journey

 

12. In what way is the environment of the vagina dangerous to sperm?

 

13. What kinds of defects are seen in sperm?

 

14. What role does the mucus plug in the cervix usually play? How does the mucus change to allow sperm to enter the uterus?

 

15. Where in the female reproductive tract does fertilization of the egg occur?

 

16. Why are the first sperm arriving not the most likely to fertilize the egg?

 

 

Chapter 4: The First Two Weeks

 

17. What percentage of fertilized eggs are estimated to fail to develop?

 

18. How do identical twins form?

 

19. How does the blastocyst prevent the mother’s immune system from destroying the developing embryo?

 

Chapter 5: The Embryo Takes Shape

 

20. What is the size of the embryo at five weeks?

 

21. Your cells all contain the same DNA, but why do different cells look and behave differently?

 

 

Chapter 6: Messages in the Genes

 

22. Where is the SRY gene found? What does it do? When does it function?

 

23. How do fingers (and toes) become separated from each other in the developing fetus?

 

 

Chapter 7: Feeding the Growing Fetus

 

24. What is a placenta? What is the function of its villi?

 

25. Do maternal and fetal blood mix?

 

 

Chapter 8: The Third Trimester

 

26. Explain the importance of fat to the growing fetus. What is the fat used for?

 

27. Write a paragraph summarizing highlights of what you have learned from this movie, here:

 

 

BIO 102 Lab 07: Human Reproduction 1

BIO 102 Lab 06: Human Reproduction

 
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Genetics Worksheet Gregor Mendel’s Experiments, Theories, and Findings

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Genetics Worksheet Gregor Mendel’s Experiments, Theories, and Findings. Unit II Assignment—Genetics Worksheet

 

 

Gregor Mendel’s Experiments, Theories, and Findings

 

1. Mendel observed that pea plants had traits, such as color, that were either “one or the other,” never something in between. In your own words, discuss the correlation between Mendel’s factors, what they might be, and why pea plant traits come in one form or another—e.g., gray or dark red—rather than blended.

 

Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)

 

 

2. Let’s imagine that we are studying only one trait, that of green- or yellow-colored seeds. Mendel bred his peas until they either produced seeds of one color or the other. These purebred plants he called the p generation (“p” for parental generation). He then cross bred green plants with yellow ones and discovered that all the offspring were yellow-colored. Mendel called the offspring of the purebred plants the F1 generation.

 

In your own words, explain why all the offspring in the F1 generation were yellow instead of half being yellow and half green, or some other mix of the colors. Hint: Remember that Mendel coined the terms dominant and recessive.

 

Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)

Punnett Squares Reginald Punnett was a British geneticist who developed the Punnett square to explain how the chromosomes of parents cross and produce offspring. In order to solve genetics problems using a Punnett square, it is necessary to a) understand the associated vocabulary and b) understand some of the rules for solving the problems.

 

· Before you continue with the problems below, review the meaning of the terms allele, dominant, recessive, homozygous, heterozygous, genotype and phenotype.

 

· You should also review the Punnett Square Basics video linked in the unit lesson.

 

In this first problem (question #3), the key and genotype of the parents will be done for you as an example. For problems #4 and #5, you will fill in those details based on the information in the question. Remember, when asked for the genotypic ratio, it may be expressed as 25%(GG):50%(Gg):25%(gg), for example. Or, you may write it more succinctly as 1GG:2Gg:1gg. Either way will be correct. The phenotypic ratio will use descriptive terms, for example, 3(Green):1(clear), 2(Green):2(clear), or whatever it may be depending on the results of your cross. 3. In corn plants, the allele for green kernels (G) is dominant over clear kernels (g). Cross a homozygous dominant plant with a homozygous recessive plant.

 

Fill in the Punnett square below and give the ratios for each question beneath the Punnett Square.

 

 

 

Key: G = green kernels, g = clear kernels Genotype of parents: _GG_ x _gg_

 

Parent #1
 

 

Parent #2

      
       
       

 

 

What is the genotypic ratio of the offspring in Question 3? What is the phenotypic ratio of the offspring in Question 3?

4. Yellow seeds are dominant over green seeds in pea plants. Cross a heterozygous (yellow seeded) plant with a green seeded plant.

 

Key: __________ Genotype of parents: __________ x __________

 

Parent #1
 

 

Parent #2

      
       
       

 

What is the genotypic ratio of the offspring in Question 4? What is the phenotypic ratio of the offspring in Question 4?

 

 

 

 

5. Now cross two of the heterozygous F1 offspring from question #2.

 

Parent #1
 

 

Parent #2

      
       
       

 

What is the genotypic ratio of the offspring in Question 5? What is the phenotypic ratio of the offspring in Question 5?

6. Consider the resulting ratio of crossing the two heterozygous pea plants in question #5. We will use this ratio in a short activity exploring probability. Keep in mind that crossing two individuals that are heterozygous for a certain trait is similar to flipping two coins. Each coin has two sides (we might think of each side as an “allele”) and the chances of flipping heads/heads, heads/tails or tails/tails should be similar to the ratio we see when crossing two heterozygotes. For this simple activity, you will need two coins (pennies, nickels, dimes, quarters, or a mix of any of those). Alternatively, you may google a coin-flipper simulator that will allow you to flip two coins at once. You will also need a piece of scratch paper and a pen or pencil. Directions: Flip the two coins simultaneously at least 50 times. For each flip of the pair of coins, you will record the results on a piece of scratch paper. You might set up a table like the one below to record your results. Once you have flipped the coins at least 50 times, enter the number of heads/heads, heads/tails and tails/tails in Table 1 below. Now determine the ratio for your results. You will do this by dividing the number for each result by the total number of flips, and then multiply by 100. (Example: If the number of heads/heads is 9 then 9/50 = .18, .18×100 = 18%), Repeat this mathematical procedure for heads/tails and tails/tails)

 

Table 1
Heads/heads (hh)  
Head/tails (ht)  
Tails/tails (tt)  
Ratio (hh:ht:tt)  

 

 

Compare the resulting ratio from the question #5 cross of two heterozygous parents to the ratio from the coin flipping exercise. Are there similarities? If so, what are they? What might be done to make the ratio from the coin flipping exercise become more similar to the ratio from question #5? (Hint: Consider that more data equals better accuracy.)

 

 

 

Cancer Risk Factors

 

6. This question deals with cancer and risk factors. Begin by going to the website http://www.cancer.org/

 

Click “Cancer A-Z” in the upper left corner. The page that comes up will provide links to information on breast cancer, colon and rectal cancer, lung cancer, prostate cancer, and skin cancer. Review the information for each these cancers.

 

Next, write an essay that discusses your own risk factors for each type of cancer and steps you might take to decrease those risk factors. Be sure to address all five types of cancer.

 

You do not have to disclose any actual personal information if you do not wish to do so. You may create a fictional character and discuss his or her risk factors instead. Be sure to address all five types of cancer.

 

Your response must be at least 300 words in length. (Type your response below)

 

 

 

 

 

Genetics Worksheet Gregor Mendel’s Experiments, Theories, and Findings

 
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Medical Project

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Medical Project.

Graded Project

Medical Transcription 1

 

 

© PENN FOSTER, INC. 2017 PAGE 1MEDICAL TRANSCRIPTION 1 Graded Project

CONTENTS OVERVIEW 2

INSTRUCTIONS 2

HOW TO COMPLETE THE ASSIGNMENTS 2

GRADING CRITERIA 3

SUBMITTING YOUR PROJECT 4

 

 

© PENN FOSTER, INC. 2017 PAGE 2MEDICAL TRANSCRIPTION 1 Graded Project

MEDICAL TRANSCRIPTION 1

OVERVIEW It’s now time to complete yourgraded project. To complete and submit your required transcriptions, follow the instructions provided.

INSTRUCTIONS You’re required to complete and submit the assignments below. To access the recorded dictations and transcribed reports, go to your student portal. Next, click the Files for Medical Transcription 1 Graded Project link.

1. Transcription Assignment 1: Letter 2

Access the recorded dictation as provided and prepare the letter. Be sure to transcribe the letter as dictated.

2. Transcription Assignment 2: Letter 7

Access the recorded dictation as provided and prepare the letter. Be sure to transcribe the letter as dictated.

3. Editing Assignment 1: Letter 11

Access the transcribed letter and audio file, and edit the letter for errors in spelling, punctuation, grammar, and letter format.

4. Editing Assignment 2: Letter 21

Access the transcribed letter and audio file, and edit the letter for errors in spelling, punctuation, grammar, and letter format.

HOW TO COMPLETE THE ASSIGNMENTS 1. Type or proofread each letter in the order given.

2. Review your work carefully. For the transcription assignments, it’s a good idea to replay your file and listen to it as you read each report. You’ll be able to catch any errors and reinforce your terminology at the same time. Don’t rely on a computer spell checker. For the proofreading and editing assignments, reread the document to find additional errors you may have missed. It may also help to read the document aloud to catch any mistakes you might have missed.

 

 

© PENN FOSTER, INC. 2017 PAGE 3MEDICAL TRANSCRIPTION 1 Graded Project

3. Be sure to include your name, student number, Medical Transcription 1 Graded Project, and examination number (03983600). In addition, include the title of the assignment in the top right corner. For example, the titles of the assignments you’ll submit are as follows:

n Transcription Assignment 1: Letter 2

n Transcription Assignment 2: Letter 7

n Editing Assignment 1: Letter 11

n Editing Assignment 2: Letter 21

4. Single-space the bodies of the reports to be submitted.

5. Follow the exact format provided in the dictated recording. Use your initials and the current year for submitted reports.

6. If you can’t understand a word or phrase in the dictation, check your medical dic- tionary and the terminology section of the corresponding chapter in your textbook. If a word has already been given in the terminology section of a previous chapter, it will be used again without being listed—once you use a word, you’re expected to remember it. You may have to check earlier chapters’ lists to find the word. Also check the lists of medical terms and the lists of drugs, instruments, tests, and other terms in the Appendix.

7. If you’re still unable to transcribe the word, make an educated guess. If you can’t transcribe a word, it’s better to leave a blank space on your dictation and properly flag the missing entry than to guess and use the wrong word. Please refer to your textbook for information on proper flagging.

SUBMITTING YOUR PROJECT You must submit these four letter assignments in ONE word-processing document and not as individual files in a folder. If you’ve completed the assignments as individual docu- ments, you’ll need to copy and paste all assignments into ONE word-processing document. Acceptable formats for submitting your work include Microsoft Word documents (.doc and .docx) or Rich Text Format (.rtf). No other format is to be used for submitting this project.

n Transcription Assignment 1: Letter 2

n Transcription Assignment 2: Letter 7

n Editing Assignment 1: Letter 11

n Editing Assignment 2: Letter 21

Each assignment is individually graded by your instructor and therefore takes up to a few weeks to grade.

 

 

© PENN FOSTER, INC. 2017 PAGE 4MEDICAL TRANSCRIPTION 1 Graded Project

Be sure that your document contains the following information:

n Your name

n Your student ID number

n The lesson number (03983600)

n Your email address

To submit your exam online, follow these steps:

1. On your computer, save a revised and corrected version of your exam. Be sure to include your student number and exam number on your saved document.

2. Go to http://www.pennfoster.edu and log in.

3. Go to your student portal.

4. Click on Take Exam next to the lesson you’re working on.

5. Enter your email address in the box provided. (Note: This information is required for online submission.)

6. Attach your exam as follows:

a. Click on the Browse box.

b. Locate the file you wish to attach.

c. Double-click on the file.

d. Click on Upload File.

7. Click on Submit Files.

Follow these steps to submit ONE word-processing document (Microsoft Word or Rich Text Format) containing all four assignments. Be sure to keep a backup copy of the document you submit to the school!

GRADING CRITERIA The following errors will be marked in all of the transcription exams.

n Missing paragraph—10 points

n Missing sentence—5 points

n Missing word error—1 point

n Misspelled word—3 points

n Missing word flagged appropriately—1 point

n Spelling or word usage error—3 points

 

 

© PENN FOSTER, INC. 2017 PAGE 5MEDICAL TRANSCRIPTION 1 Graded Project

n Format/appearance errors—No points are deducted but the grader will indicate format errors. Examples of format errors include the following:

1. An incorrect capital or lowercase letter

2. Word should have been abbreviated if it was typed out or it should have been typed out if it was abbreviated.

3. Incorrect spacing within the transcription

4. A new paragraph should have been started.

5. Incorrect indention under a heading, especially in numbered lists

n Punctuation errors—No points are deducted but the grader will indicate punctuation errors such as a missing period (.), quotation marks (“ ”), semicolon (;), colon (:), or hyphen (-), or that a punctuation mark shouldn’t have been inserted.

n Comment balloons are used by the graders as needed to provide additional feed- back for you to review.

Medical Project

 
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Micro Discussion Week 6

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Micro Discussion Week 6.

Required Resources

Read/review the following resources for this activity:

  • Textbook: Chapter 18, 19, 20
  • Weekly Concepts

Initial Post Instructions

Some microorganisms like Staphylococcus, Streptococcus, Yesinia pestis, E. coli can cause diseases of different body systems. Let’s investigate how the same pathogen is responsible for different pathophysiological symptoms. First, choose a microorganism found in multiple systems. Then, describe your pathogen’s role in disease for one body system: report the disease caused, the normal function of that system, pathophysiological symptoms, and the virulence factor(s) that contribute(s) to the diseased state.

or

Viral skin diseases like smallpox were among the first diseases to be eradicated through vaccination program, but now we see more outbreaks of measles, mumps and polio diseases for which we have vaccinations. Why do you think some diseases are appearing again? What is your understanding about diseases like malaria and Ebola, and can we eradicate these through vaccination programs? What is the role of CDC in controlling the spread of these communicable diseases and their treatment?

Follow-Up Post Instructions

Respond to at least one peer or the instructor. Further the dialogue by providing more information and clarification.

Writing Requirements

  • Minimum of 2 posts (1 initial & 1 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
  • APA format for in-text citations and list of references

Answer 1: 

Hello Professor and Class,

Viral skin diseases were eradicated through vaccination programs, however, I believe they are resurfacing such as Smallpox, Poliomyelitis (polio), malaria, and hookworm for reasons such as parents/ guardians not vaccinating a child or it can also be because of travelers reintroducing the diseases. The World Health Organization, a United Nations specialized agency in charge of universal public health, reported that the rise in measles is a direct result of anti-vaccination movements (WHO 2020). According to the CDC, you can help prevent your child from as many as 14 diseases before the age of 2!

Malaria is an endemic in West Africa (Cowan 2017), caused by a microorganism that is spread by mosquitoes and kills between 440,000 and 700,000 people worldwide each year. Since mosquitoes are most aggressive in the nighttime, the safest way for inhabitants of developed countries to prevent infection with the malaria-causing agent is to sleep under a bed net (Cowan 2017). According to the CDC (2020), “Africa is the most affected due to a combination of factors: A very efficient mosquito (Anopheles gambiae complex) is responsible for high transmission. The predominant parasite species is Plasmodium falciparum , which is the species that is most likely to cause severe malaria and death.”

Fun Fact (but no so fun): Before the time of antibiotics, doctors reasoned that patients who had syphilis should be treated with malaria, in which the high temperature would kill the relatively fragile bacterium, and then they could cure the patient of the malaria with quinine. It performed on occasion; of course, once antibiotics became available, this practice became obsolete. Being infected with malaria has been used to also treat patients with HIV (1990’s), and even more recently, Lyme Disease (Cowan 2017).

Ebola is a virus (that was seen more in Africa although other countries have had cases as well) that can cause extensive bleeding, organ failure, and even death; unfortunately on the rise. Ebola has a high death rate, and other diseases which can cause long-term disabilities such as polio, neonatal rubella. By contact with body fluids such as blood, humans will transmit the virus to other humans. Fever, fatigue, body pain, and chills are among the first symptoms. Internal bleeding can occur later, resulting in bloody vomiting or coughing. According to the CDC (2020), “Factors like population growth, encroachment into forested areas, and direct interaction with wildlife (such as bushmeat consumption) may have contributed to the spread of the Ebola virus. Since its discovery in 1976, the majority of cases and outbreaks of Ebola Virus Disease have occurred in Africa.”

There are currently no vaccines for malaria or ebola.      

The CDC is in charge of preventing the development and transmission of infectious diseases, as well as providing advice and support to other countries and foreign organizations in order to help them improve their disease prevention and control, environmental protection, and health promotion efforts.

Micro Discussion Week 6

 
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