2420-Lab 7- Microbial Growth

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2420-Lab 7- Microbial Growth.

2420-Lab 7- Microbial Growth: Temperature, Oxygen and Osmotic Balance

Directions:

Answer following questions after reading the information and watching the video from the link below. Use color RED or BLUE for your answers. Submit the completed document on eCampus for grading. Refer to

· the textbook chapter 4 (sections 4.1, 4.3 and 4.4) (Nester- McGraw Hill)

· Lab Manual by Dr. Su, pages (optional)

· Link: Environmental Influences of Bacterial Growth, Virtual Edge Experiment- 5A-B

· pH Requirement of bacteria

Bacterial Growth:

Read the information from textbook from chapter 4 review sections 4.1, 4.3 and 4.4 to answer the following questions.

Watch the following video:

· For background: Bacterial Growth

1. Label the phases of growth on the following curve:

2. What happens to bacteria in the phases labeled as A, B, C and D in the above figure?

A:

B:

C:

D:

3. If we add more nutrients and space at the end of the exponential phase for a growing bacterial culture, what will happen?

Oxygen Requirement of bacteria

Read the information from textbook from chapter 4 review sections 4.3-4.4 to answer the following questions.

Watch the following videos:

· For background: Oxygen Requirement of bacteria

· For experiment: Oxygen requirement of bacteria using soft agar

Results of the bacterial oxygen requirement of bacteria:

4. Why can only some organisms tolerate oxygen?

 

5. Describe the kind of bacteria shown in the figure above in terms of oxygen (concentration) requirement and special enzymes.

 

6. Which oxygen related enzymes are present or absent in the bacteria from tubes A-E?

 

Temperature Requirements of Bacteria:

Read the information from textbook from chapter 4 review sections 4.3-4.4 to answer the following questions.

Watch the following videos:

· For background: Temperature Requirement of bacteria

· For experiment: Temperature Influence on bacterial growth

Temperature tolerance of bacteria

Write the correct term for bacteria growing under the following conditions

7. Most medically important bacteria

8. Bacteria growing on or inside your body

9. Bacteria growing in your refrigerator

10. Bacteria growing in the arctic ocean in winter

11. Bacteria growing in hot springs in Arkansas

12. Bacteria growing in geysers

13. Why are bacteria not able to grow at temperature higher than the maximum tolerance limit?

14. Do bacteria grow at the temperatures lower than the minimum tolerance limit? Why or why not? Explain

Osmotic Balance Requirements of Bacteria:

Read the information from textbook from chapter 4 review sections 4.3-4.4 to answer the following questions.

Read the following:

· For experiment: Osmotic Influences

Osmotic tolerance of bacteria

Halophiles : On human body, Staphylococcus aureus is known to tolerate sweat. These bacteria may cause skin infections if athletic gear is shared among athletes without proper sanitization. In nature we will find bacteria, algae and fungi in water bodies or soil with higher salt concentrations. These organisms come under a group called “halophiles”.

Habitat : Halophiles are usually found in salt lakes, salt marshes, subterranean salt deposits, dry soil, salted meat and hypersaline seas.

3 groups based on the salt concentration tolerance :

· Halophiles-2-5% salt required for growth

· Moderate halophiles-5-20% salt required for growth

· Extreme halophiles-20-30% salt required for growth

Write the correct term for bacteria growing under the following conditions

15. Based in your knowledge about tonicity, for cells to survive they have to be surrounded by ______tonic environment.

 

16. Why would cells not survive in hypotonic or hypertonic environment?

2420-Lab 7- Microbial Growth: Temperature, Oxygen and Osmotic Balance

Directions:

Answer following questions after reading the information and watching the video from the link below. Use color RED or BLUE for your answers. Submit the completed document on eCampus for grading. Refer to

· the textbook chapter 4 (sections 4.1, 4.3 and 4.4) (Nester- McGraw Hill)

· Lab Manual by Dr. Su, pages (optional)

· Link: Environmental Influences of Bacterial Growth, Virtual Edge Experiment- 5A-B

· pH Requirement of bacteria

Bacterial Growth:

Read the information from textbook from chapter 4 review sections 4.1, 4.3 and 4.4 to answer the following questions.

Watch the following video:

· For background: Bacterial Growth

1. Label the phases of growth on the following curve:

2. What happens to bacteria in the phases labeled as A, B, C and D in the above figure?

A:

B:

C:

D:

3. If we add more nutrients and space at the end of the exponential phase for a growing bacterial culture, what will happen?

Oxygen Requirement of bacteria

Read the information from textbook from chapter 4 review sections 4.3-4.4 to answer the following questions.

Watch the following videos:

· For background: Oxygen Requirement of bacteria

· For experiment: Oxygen requirement of bacteria using soft agar

Results of the bacterial oxygen requirement of bacteria:

4. Why can only some organisms tolerate oxygen?

 

5. Describe the kind of bacteria shown in the figure above in terms of oxygen (concentration) requirement and special enzymes.

 

6. Which oxygen related enzymes are present or absent in the bacteria from tubes A-E?

 

Temperature Requirements of Bacteria:

Read the information from textbook from chapter 4 review sections 4.3-4.4 to answer the following questions.

Watch the following videos:

· For background: Temperature Requirement of bacteria

· For experiment: Temperature Influence on bacterial growth

Temperature tolerance of bacteria

Write the correct term for bacteria growing under the following conditions

7. Most medically important bacteria

8. Bacteria growing on or inside your body

9. Bacteria growing in your refrigerator

10. Bacteria growing in the arctic ocean in winter

11. Bacteria growing in hot springs in Arkansas

12. Bacteria growing in geysers

13. Why are bacteria not able to grow at temperature higher than the maximum tolerance limit?

14. Do bacteria grow at the temperatures lower than the minimum tolerance limit? Why or why not? Explain

Osmotic Balance Requirements of Bacteria:

Read the information from textbook from chapter 4 review sections 4.3-4.4 to answer the following questions.

Read the following:

· For experiment: Osmotic Influences

Osmotic tolerance of bacteria

Halophiles : On human body, Staphylococcus aureus is known to tolerate sweat. These bacteria may cause skin infections if athletic gear is shared among athletes without proper sanitization. In nature we will find bacteria, algae and fungi in water bodies or soil with higher salt concentrations. These organisms come under a group called “halophiles”.

Habitat : Halophiles are usually found in salt lakes, salt marshes, subterranean salt deposits, dry soil, salted meat and hypersaline seas.

3 groups based on the salt concentration tolerance :

· Halophiles-2-5% salt required for growth

· Moderate halophiles-5-20% salt required for growth

· Extreme halophiles-20-30% salt required for growth

Write the correct term for bacteria growing under the following conditions

15. Based in your knowledge about tonicity, for cells to survive they have to be surrounded by ______tonic environment.

 

16. Why would cells not survive in hypotonic or hypertonic environment?

2420-Lab 7- Microbial Growth

 
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Infectious Disease Society of America

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Infectious Disease Society of America. Please respond to both students on seperate pages with a minimum of 100 words each

please follo directions or I will dispute!!!

Page1- original Forum and references

page2- student Response

page 3- studen Response

Original Forum

Antibiotics are commonly used to treat infections. We seldom think about what occurs when we take this medication other than the fact that we will or should get better after a few days. Most are aware that antibiotics have been used for some time and their effectiveness is beginning to wane. In fact, today we have strains of microbes that have developed resistance to antibiotics such that we have named them Superbugs. One such Superbug, methicillin-resistant Staphylococcus aureus (MRSA) has become resistant to most antibiotics available and is a problem in many hospital settings.

Review chapters 14 and 15 of your textbook for a review of Antimicrobial Drugs and Microbial Mechanisms of Pathogenicity.

And then visit the Infectious Disease Society of America

For this forum, please choose to take ONE role in the following scenario.

A patient has arrived in the ER critically ill. She had a minor surgery the week previously and was discharged home with antibiotics. Upon arrival to the ER, the patient presented gravely ill, the surgical wound red, swollen, puss filled and her temperature elevated. A post surgical infection is suspected.

Choose only ONE (Topic) role in this scenario:

Topic 1. You are the patient

Topic 2. You are the spouse of the patient (the person who may be or may become responsible for making decisions)

Topic 3. You are the nurse caring for the patient.

Topic 4. You are the primary physician caring for the patient.

Topic 5. You are the infectious disease specialist on call for the hospital where the patient has arrived.

Compose an exposition to address the following questions;

1. Is this infection likely MRSA?

2. What would a MRSA infection look like on a patient; for example, describe how the wound presents.

3. Was the patient exposed to MRSA in the hospital prep, during the surgery the week previously or sometime afterwards (post-discharge)?

4. Where does liability for this (potential) infection rest? Is it the responsibility of the patient (making sure she followed her discharge instructions, etc), nurse(s), scrub technicians, physicians, surgeons and/or infectious disease specialists to ensure resistant diseases are kept in check in hospitals?

Student Responses

Eric

As the nurse treating the patient, Here are my answers.

1. Is this infection likely MRSA?

This infection has a probability of being MRSA due to the signs and symptoms which are present. The patient may have been prescribed a broad-spectrum medicine that did not target the intended pathogens to prevent the infection or there could be other possibilities. The patient could have also developed a super infection in which the protective microbiota of the body were killed allowing added exposure to bacteria. Lastly, it is possible that the patient was over prescribed medication in which the body became resistant to and had less effect which the bacteria was able to overcome <w:sdt>(Parker, 2016).

2. What would a MRSA infection look like on a patient; for example, describe how the wound presents.

A MRSA infection appears to look like a large bump on the skin which is red, swollen, and warm to the touch. It is sometimes painful, full of pus, and most of the time accompanied by a fever. The common areas in which the infection is usually located include the legs, buttocks, groin, and back of the neck <w:sdt>(CDC).

3. Was the patient exposed to MRSA in the hospital prep, during the surgery the week previously or sometime afterwards (post-discharge)?

All of these options are a possibility as MRSA can be contracted either in the community or in the hospital setting due to improper sterilization of medical equipment or areas in the hospital <w:sdt>(Parker, 2016). Another possibility is that the patient was even given the wrong medication to treat the wound. The patient could have also become resistant due to previous medications which were over prescribed, or perhaps even not following proper instructions for taking enough medication or the correct doses.

4. Where does liability for this (potential) infection rest? Is it the responsibility of the patient (making sure she followed her discharge instructions, etc), nurse(s), scrub technicians, physicians, surgeons and/or infectious disease specialists to ensure resistant diseases are kept in check in hospitals?

The liability of this infection rests ultimately on the hospital and staff members because of the protocols for cleaning and sterilizing equipment properly <w:sdt>(Parker, 2016). There may be other factors such as manufacturers fault in which the equipment allowed for pathogen to enter a persons body and the patient themselves to not follow proper instruction. However, the hospital is the liable one. MRSA used to be known to be contracted through just the hospital setting as a common thing.
-Eric

<w:sdt>

References<w:sdtpr>

<w:sdt>

CDC. (n.d.). MRSA Skin Infection Signs and Symptoms.Retrieved October 2018, from cdc.gov: https://www.cdc.gov/mrsa/pdf/MRSA_Broch_Parent.pdf<w:sdtpr>

Parker, N. (2016). Microbiology. OpenStax. Retrieved 2018

Jennifer

Hello everyone,

I will play the Physician for this topic.

How you determine if an infection is MRSA related is by first examining the wound. A MRSA infection displays at the wound site; warm to the touch, red, swollen, painful, full of pus and can also cause you to have a fever. The possible infection site looks awful to say the least and is discolored most times. It almost looks like a nasty “super” pimple.

The patient presents a surgical wound that is red, swollen, filled with pus, and even has a temperature increase or a fever. These point to MRSA, but the description of being gravely ill is suspicious. One of the few ways to definitely diagnose MRSA is to swab the nose or skin.

It does say that the patient was discharged with antibiotics to potentially kill of any impending infections. Although, MRSA can become resistant to antibiotics due to the many different advances in the strain.

It is very possible that the patient could have been exposed during surgery. Everyone involved with surgery scrubs diligently to prevent the spread of harmful microbes. The patient is also advised to keep the wound clean, covered and to not share any personal items. This is to help prevent infections.

The liability for this infection can rest on either the hospital or the patient. The hospital can run tests to confirm if their facility has MRSA or if their staff is carrying it. If those test come back negative then that is on the patient’s lack of self-care and following post-operation instruction.

Personally for me I had surgery at an out-patient facility and I had no issues. My incision site was wrapped up for about 2-3 weeks. I was instructed to keep the dressing dry at all times. Someone I work with had surgery at a hospital and developed staph infection. I am not sure who was at fault for that.

General Information About MRSA in the Community. (2016, March 25). Retrieved October 23, 2018, from https://www.cdc.gov/mrsa/community/index.html

-Jenny

Infectious Disease Society of America

 
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Concept Map

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Concept Map.

Running head: ULCERATIVE COLITIS CONCEPT

MAP 1

 

 

 

Ulcerative Colitis Concept Map

Student

Rasmussen College

 

 

 

Author Note

This paper is being submitted on September 5, 2013, for Ms. Carole Guye’s NUR2034C

Fundamentals of Professional Nursing.

 

 

 

ULCERATIVE COLITIS CONCEPT MAP 2

 

ULCERATIVE COLITIS (UC)

PATIENT TEACHING  Information about UC including acute

episodes, remissions and symptom mgmt.  Monitor for signs &symptoms of GI bleeding  Ostomy care management  Identify outpatient support groups  Self-management at home (Winkelman, 2013)

 

PATHOPHYSIOLOGY  Ulcerative Colitis (UC) usually begins in the rectum. It

may remain localized to the rectum (ulcerative proctitis) or extend higher, sometimes involving the entire colon. There is a sharp border between normal and affected tissue.

 It causes sores and inflammation of the lining, along with bleeding, pus, diarrhea and abdominal discomfort.

 Fistulas and abscesses do not occur  Toxic or fulminant colitis is when the ulcerations

extends through the intestinal wall, resulting in localized ileus and peritonitis. (Ulcerative Colitis, 2014 )

CAUSES  Not caused by stress or hypersensitivity to foods or

products but may trigger symptoms (Ulcerative Colitis, 2014)  Studies suggest caused by combination of heredity,

immune system, and environmental causes  Cause Unknown (What is Ulcerative Colitis, 2014)

NURSING CONSIDERATIONS  Ostomy or perineal wound care  Assess patient for pain pattern, occurrences  Monitor for signs/symptoms of GI bleeding  Monitor Vitals and Labs  Monitor pain and symptoms to maintain

comfort (Winkelman, 2013)

 

TREATMENTS & MEDICATIONS Treatments – No medical cure  Treatment goals to reduce symptoms:

1) Induce / maintain remission, 2) Improve quality of life, and 3) Individualize to treat patient

Diet & Nutrition  Avoid foods that aggravate UC

(What is Ulcerative Colitis, 2014)

Surgery  Total proctocolectomy with permanent

ileostomy – colon, rectum & anus removed  Total Colectomy – colon removal  Restorative Proctocolectomey with Ileal Pouch

Anal Anastomosis (RPC-IPAA) – create ileoanal reservoir

Medications  Route

– Enema – Rectal Foam – Suppository

– PO – IV

 Aminosalicylates – Reduce Inflammation – balsalazide – mesalamine – olsalazine – sulfasalazine

 Corticosteroids – Reduce immune system activity & Decrease inflammation – budesonide – hydrocortisone – methylprednisone – prednisone (Ulcerative Colitis, 2014)

 Immunomodulators – Decrease immune system activity – azathioprine – 6-mercaptopurine, or 6-MP

 Biologics – Decrease inflammation – adalimumab – golimumab – Infliximab – vedolizumab

 Other medications – Acetaminophen – mild pain – Antibiotics – prevent/treat infection – Loperamide – slow/stop diarrhea

(Ulcerative Colitis, 2014) – Cyclosporine – immunosuppresnt

(Cyclosporine, 2014)

SIGNS & SYMPTOMS  Bowel movements become looser and more urgent  Persistent diarrhea accompanied by abdominal pain

and blood in the stool (What is Ulcerative Colitis, 2014)  Anemia  Fever  Fatigue  Weight loss  Loss of appetite

 Skin lesions  Rectal Bleeding  Cramping abdominal pain  Growth failure in children  Loss of body fluid & nutrients

(Ulcerative Colitis, 2014)

DIAGNOSED  Physical Exam & Interview (health, diet, history)  Blood test – monitor anemia  Fecal matter – rule out bacterial/viral diarrhea causes  Sigmoidoscopy – see rectum/colon inflammation  Total Colonoscopy – visualize entire colon  Biopsy – sample of affect tissue removed for testing  Chromoendoscopy – blue spray during colonoscopy

to detect changes in lining (What is Ulcerative Colitis, 2014)  Computerized Tomography (CT) Scan – 3D image  Barium Enema X Ray – x-ray contrast (Ulcerative Colitis, 2014)

NURSING DIAGNOSES  Ineffective Coping r/t repeated episodes of diarrhea  Acute pain r/t abdominal cramp  Deficient fluid volume r/t frequent and loose stools  Impaired skin integrity r/t frequent stools, and

development of anal fissures  Imbalanced Nutrition: less than body requirements r/t

anorexia, decreased absorption of nutrients GI tract  Social Isolation r/t diarrhea (Ackley, 2014)

 

 

 

ULCERATIVE COLITIS CONCEPT MAP 3

References

Ackley, B. J. and Ladwig, G. B. (2014). Inflammatory Bowel Disease [Child and Adult].

Nursing Diagnosis Handbook: An Evidence-Based Guide to Planning Care (10th ed.).

Online: Mosby. Retrieved from Skyscape.

Ulcerative Colitis. (2014). National Digestive Disease Information and Kidney Diseases.

Retrieved from http://digestive.niddk.nih.gov/ddiseases/pubs/colitis/

What is Ulcerative Colitis? (2014). Crohn’s & Colitis Foundation of America. Retrieved from

http://www.ccfa.org/what-are-crohns-and-colitis/what-is-ulcerative-colitis/

Winkelman, C. (2013). Ulcerative Colitis. Clinical Company for Medical-Surgical Nursing:

Critical Thinking for Collaborative Care (7th ed.). Retrieved from Skyscape.

Concept Map

 
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Cell Cycle

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Cell Cycle.

DATE___________________

Chapter 12- Cell Cycle

1. Phases of the cell cycle– An organism’s body cells have 4 chromosomes.

A. Identify the major characteristics of each phase.

B. OPTIONAL –Draw a picture to illustrate these characteristics.

Cell Cycle Phase A. Characteristics of phase B. OPTIONAL-Illustration of phase
Interphase G1-

S-

G2-

  
Prophase  

  
Metaphase  

  
Anaphase  

  
Telophase  

  
Cytokinesis  

  

-A researcher treats cells with a chemical that prevents DNA synthesis. This treatment traps the cells in which part of the cell cycle?

#2 OPTIONAL PRACTICE

2. Phases of the cell cycle– An organism’s body cells have 2 chromosomes

A. Identify the major characteristics of each phase.

B. Draw a picture to illustrate these characteristics.

Cell Cycle Phase A. Characteristics of phase B. Illustration of phase
Interphase G1-

S-

G2-

  
Prophase  

  
Metaphase  

  
Anaphase  

  
Telophase  

  
Cytokinesis  

  

3. During anaphase, do kinetochore microtubules:

Hypothesis #1: shorten at their spindle pole ends?

Hypothesis #2: shorten at their kinetochore ends?

EXPERIMENTAL RESULT:

image1.png

-CONCLUSION:

-What observation would have to have been made to support the OTHER hypothesis?

4A. Cyclin combines with Cyclin Dependent Kinase (CdK) to form Maturation Promoting Factor (MPF). The Cyclin concentration and MPF activity during the cell cycle are shown in the figure below. Describe where a line on the graph would be drawn to represent the CdK concentration through the cell cycle.

image2.png

B. Using your understanding of the molecules that control the G2 checkpoint and the graph above, make at least one statement about when these molecules are present & absent during the cell cycle and how this results in cell cycle control.

5. Tumors

  Benign Malignant Metastatic
Describe basic structure of this tumor.      
Cancerous cells?      
Localized to single tissue/organ?      
Prognosis (good/fair/poor)      
Typical treatment?      

Chapter 13-Meiosis and Sexual Life Cycles

1. Important Terminology: Match the terms listed below with the appropriate letter in the figure below.

Sister chromatids

Nonsister chromatids

Homologous pair

Centromere

 

image3.emfCopyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings

ABCD

 

2. Describe the differences between the somatic cell s and gametes in your body.

  Somatic cell Gamete
Number of chromosomes    
Ploidy (haploid or diploid)    
Example    

3. Phases of Meiosis– An organism’s body cells have 4 chromosomes (2 pairs)

A. Identify the major characteristics of each phase that differs from Mitosis.

B. OPTIONAL –Draw a picture to illustrate these characteristics.

Meiosis Phase A. Characteristics of phase that differs from Mitosis B. OPTIONAL-Illustration of phase
Interphase  

  
Prophase I  

  
Metaphase I  

  
Anaphase I  

  
Telophase I & cytokinesis  

  
Prophase II  

  
Metaphase II  

  
Anaphase II  

  
Telophase II & cytokinesis  

  

#4 OPTIONAL PRACTICE

4. Phases of Meiosis– An organism’s body cells have 2 chromosomes (1 pair)

A. Identify the major characteristics of each phase that differs from Mitosis.

B. Draw a picture to illustrate these characteristics.

Meiosis Phase A. Characteristics of phase that differs from Mitosis B. Illustration of phase
Interphase  

  
Prophase I  

  
Metaphase I  

  
Anaphase I  

  
Telophase I & cytokinesis  

  
Prophase II  

  
Metaphase II  

  
Anaphase II  

  
Telophase II & cytokinesis  

  

5. Fruit flies have a diploid number of 8, and honeybees have a diploid number of 32. Assuming no crossing over, is the genetic variation among offspring from the same two parents likely to be greater in fruit flies or honeybees? Explain.

Chapter 14-Mendel and the Gene Idea

1. Genetics Terminology

Match each commonly used genetics term with its appropriate definition or example.

TERMS: DEFINITIONS AND EXAMPLES:

​__ heterozygous a. Blue-eyed blonde mates with brown-eyed brunette

__ homozygous b. BB or bb

__ monohybrid cross c. not on sex chromosomes

__ autosomal d. blue or brown eyes

__ genotype e. Bb

___ phenotype f. locus on a chromosome that codes for a given polypeptide

__ gene g. Blonde mates with brunette.

__ allele h. BB, Bb, or bb

__ dihybrid cross i. Males have only one for each gene on the X chromosome

2. Make a punnett square using the following information.

Traits: Oval eyes = A, Round eyes = a

Parents: Mom Aa, Dad aa

-What eye shape does Mom have?

-What eye shape does Dad have?

-What fraction of the offspring will have oval eyes?

-What fraction of the offspring will have round eyes?

-What fraction of the offspring will have the Homozygous Dominant genotype AA?

-What fraction of the offspring will have the Heterozygous genotype Aa?

-What fraction of the offspring will have the Homozygous Recessive genotype aa?

3. Make a punnett square using the following information.

Traits: Brown eyes = B, Blue eyes = b

Parents: Mom Bb, Dad Bb

-What eye color does Mom have?

-What eye color does Dad have?

-What fraction of the offspring will have brown eyes?

-What fraction of the offspring will have blue eyes?

-What fraction of the offspring will have the Homozygous Dominant genotype BB?

-What fraction of the offspring will have the Heterozygous genotype Bb?

-What fraction of the offspring will have the Homozygous Recessive genotype bb?

4. Multi-hybrid cross #1:

3 characters = trihybrid cross

Parent 1: Purple flowers (Pp), Yellow (Yy), Round (Rr)

Parent 2: Purple flowers (Pp), green (yy), wrinkled (rr)

Parents: PpYyRr X Ppyyrr

Question: What percentage of the offspring from this cross would be predicted to have the following genotypes: Ppyyrr, PPyyrr

1. Consider each character separately (make a punnett square for each character)

Parents: PpYyRr X Ppyyrr:

Pp X Pp =

Yy X yy =

Rr X rr =

2. Calculate probability for each genotype using the Rule of Multiplication

Ppyyrr ½ x ½ x ½ = 2/16

PPyyrr

3. Use the Rule of Addition to determine the probability of offspring that have the following genotypes:

Ppyyrr =2/16

PPyyrr =

5. Multi-hybrid Cross #2

3 characters = trihybrid cross

Parent 1: White flowers (pp), Yellow (Yy), Wrinkled (rr)

Parent 2: Purple flowers (Pp), Green (yy), Round (Rr)

Parents : ppYyrr X PpyyRr

Question: What percentage of the offspring from this cross would be predicted to have the following genotypes: ppyyrr (phenotype: white flowers and green and wrinkled seeds)?

1. Consider each character separately (make a punnett square for each character)

Parents: ppYyrr X PpyyRr:

pp X Pp =

Yy X yy =

rr X Rr =

2. Calculate probability for the genotype using the Rule of Multiplication

ppyyrr=

3. Use the Rule of Addition to determine the probability of offspring that have the genotype ppyyrr (phenotype: white flowers and green and wrinkled seeds)?

6. Pedigree for a recessive trait . Determine the genotype and phenotype of each individual in the pedigree shown below. Use A for dominant, a for recessive.

image4.png

7. Joan was born with six toes on each foot, a dominant trait called polydactyly. Two of her five siblings and her mother, but not her father, also have extra digits. Draw a pedigree inclucing all family members mentioned in the question. Use D and d to symboloze the alleles for this character. What is Joan’s genotype for the “number-of-digits” character?

Chapter 15-The Chromosomal Basis of Inheritance

1. A heterozygous brown-eyed human female who is a carrier of color blindness marries a blue-eyed male who is not color-blind. Color blindness is a sex-linked trait. Assume that eye color is an autosomal trait and that brown is dominant over blue. What is the probability that any of the offspring produced have the traits listed? Construct two punnett squares, one for hair color and one for color blindness.

Eye color (autosomal trait):

  B b
b    
b    

Color blindness (sex-linked trait):

  XA Xa
XA    
Y    

a. Brown eyes

b. Blue eyes

c. Color blind OFFSPRING?

d. What fraction of the MALE OFFSPRING will be color-blind?

e. What fraction of the FEMALE OFFSPRING will be color-blind?

f. What fraction of the FEMALE OFFSPRING will be carriers for colorblindness?

g. What fraction of the MALE OFFSPRING will be carriers for colorblindness?

h. What fraction of the TOTAL OFFSPRING will have Brown-eyes and be color-blind?

i. Why do males show sex-linked traits more often than females?

2A. Describe the process of X inactivation in female mammal body cells.

2B. Why does this process not occur in male mammal body cells?

2C. Discuss at least one possible reason for this phenomenon.

3. Construct a linkage map using the following gene recombination frequencies.

The Recombination Frequency between characters:

A and B = 30%, A and C = 20%, and B and C = 10%.

4. Rip two long strips of paper from a piece of scrap paper. On the end of each strip of paper write “A B C D”. These letters represent gene alleles on non-sister chromosomes that are crossing over during prophase I of meiosis. Rip one strip between the B and C and Rip the other strip between the C and D. Transfer the pieces you ripped off to the other non-sister. Record the sequence of alleles on each non-sister below.

Sequence on non-sister 1:

Sequence on non-sister 2:

-What type of chromosome alterations have occurred?

PAGE

16

 

 

 

A

 

 

 

B

C

 

 

D

 

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings

Cell Cycle

 
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