Energy Drinks Case

Energy Drinks Case. A Can of Bull? Do Energy Drinks Really Provide a Source of Energy?

by Merle Heidemann, Division of Science and Mathematics Education, Michigan State University

Gerald Urquhart, Lyman Briggs School of Science, Michigan State University

Objectives • Describe and categorize chemically the components of various popular “energy drinks.” • Determine the physiological role of these components in the human body. • Explain scientifically how the marketing claims for these drinks are supported (or not). • Determine under what conditions each of the “energy drinks” might be useful to the consumer.

The Case After spending several years working the Sport’s Desk of the Lansing State Journal, Rhonda had landed the job of her dreams as a writer for Runners’ World magazine. Te job was fantastic! Since high school, where she had excelled in cross country, Rhonda had been a consistent runner, participating in local races and those assigned to her for her job. For her last assignment, she had run and reported on the Leadwood, South Dakota, marathon—it was a blast!

As if reading her mind, her boss Charley walked in just then with a can of XS Citrus Blast® in one hand and a list of several other energy drinks in the other.

“We’ve been getting a lot of inquiries about the different energy drinks on the market, including XS Citrus Blast®. Do you know anything about them?” Charley asked.

“I know that people use them for various reasons,” replied Rhonda. “It seems they’re primarily used by athletes to provide some ‘fuel’ as they practice and compete. Other people use them more casually as a way to become ‘energized.’ Tat’s about all I know.”

“Tat seems to be about all any of us knows,” Charley said.

“For your next assignment,” Charley continued, “I want you to find out what each of the ingredients in these drinks is and what it does for a runner or for a non-athlete. You need to be very accurate in your analysis—determine what each component really does for the body, not what the marketers want you to believe it does. Ten look at the marketing claims of some of these drinks and see if the scientific facts match up to them. Many of our readers are using these drinks with some general notion that they’re helpful, but they’re basing their use of them on no scientific information. I’ve got the marketing claims, a list of ingredients and nutrition facts provided on the cans for consumers, and a short list of questions that should get you started. When you research these, be sure to document all your sources of information, keeping in mind that all resources are not equal. Here’s the information.”

“A Can of Bull?” by Heidemann & Urquhart Page 1

With that, Charley left the office. Rhonda looked over the list. “Guess I’ll have to brush up on my biochemistry. No problem. I’m interested in knowing if my running would be improved by drinking this stuff .”

Rhonda recalled that a food’s calorie content was the simplest reflection of its energy content. Looking at Charley’s list she saw that the different energy drinks contained the following numbers of calories:

Energy Drink Calories: XS Citrus Blast® 8 Red Bull® 110 Sobe Adrenaline Rush® 140 Impulse® 110 For comparison: Coca Cola® (12 oz) 140

“A Can of Bull?” by Heidemann & Urquhart Page 2

Marketing Claims Next, Rhonda perused the marketing claims for each drink:

Red Bull® • Te Red Bull energy drink is a functional product developed especially for periods of increased mental

and physical exertion. • It can be drunk in virtually any situation: at sport, work, study, driving and socializing. • Improves performance, especially during times of increased stress or strain. • Improves concentration and reaction speed. • Stimulates the metabolism.

XS Citrus Blast® • Tere is less than / calorie of sugar in XS Citrus Blast. T is qualifies for the government-approved

statement “No Sugar.” Te 8 calories in XS Citrus Blast are from amino acids and are protein calories that aid your body’s natural metabolic process.

• Most -ounce energy drinks in the market today have over  calories and from  to  grams of sugar, which is a simple carbohydrate. Most 12-ounce non-diet soft drinks have  calories from  grams of sugar. Most .-ounce juice drinks have 80 calories from  grams of sugar.

• Calories from sugar and carbohydrates may increase fat deposits. Simple carbohydrates are also called high glycemic (high sugar) foods. High glycemic foods cause your body to pump insulin to digest the sugar, which sends a message to your body to store calories as fat. Low glycemic foods do not pump insulin to the same degree and aid in your body’s natural metabolism of fat, using your body’s fat resources as fuel. Many experts fear that the epidemic incidence of diabetes in North America today may be significantly contributed to by high-glycemic diets. Te 8 calories in XS Citrus Blast are from amino acids and are protein calories that aid your body’s natural metabolic process.

• XS Citrus Blast uses a proprietary blend of Sucralose, Acesulfame Potassium (Ace K), and fruit essences to give the drinks their great flavor without sugar or empty calories. In fact, the 8 calories in the drink come from the 2 grams of amino acids, which are protein calories.

Sobe Adrenaline Rush® • Tis maximum energy supplement delivers an energy boost with a natural passion fruit fl avor. It’s

lightly carbonated with a clean smooth feel. • Tis maximum energy supplement is fortified with a unique blend of natural energizing elements,

including d-ribose, l-carnitine and taurine. It’s pure, concentrated energy in an .-fl uid-ounce can.

Impulse® • Elevate Your Performance • Impulse Energy Drink contains special supplements to immediately enhance mental and physical

efficiency and give you the energy boost you deserve… replenishing your strength. • Impulse gets its energy from a simple source: nutrients, minerals, and vitamins that occur naturally in the

body and foods we eat. Enjoy: the wake-up power of caffeine, the alertness-inducing properties of taurine, the lift you get from vitamins B6 and B12. Combined with Impulse’s other ingredients, these are known to increase mental focus and physical well being, enhance performance, and accelerate metabolism.

“A Can of Bull?” by Heidemann & Urquhart Page 3

Charley’s List of Questions Rhonda realized that before she could start analyzing the energy drinks, she needed to know the answer to the following question:

When we say that something gives us “energy,” what does that mean? What is a biological defi nition of energy?

After satisfying herself that she had a good definition, she turned to the first set of questions on Charley’s list.

. What is the nature (sugar, amino acid, vitamin, etc.) of each ingredient listed on the cans? . What is the physiological role of each in the human body? . Which ingredients provide energy? . Which ingredients contribute to body repair, i.e., which help build or rebuild muscle tissue?

Rhonda was determined to wade through the confusing labeling of the drinks. For example, XS Citrus Blast® boasted that it had no calories but still provided “energy.” Tat made absolutely no sense based on what Rhonda knew about biological energy! T e first thing she needed to do was sort out the various ingredients on the labels—a task that consumers rarely undertake.

“A Can of Bull?” by Heidemann & Urquhart Page 4

Ingredients & Nutrition Facts As in most labels, listed in order of mass in drinks (highest to lowest).

XS Citrus Blast® • Ingredients: carbonated water, l-taurine, l-glutamine, citric acid, adaptogen blend (eleutherococcus

senticosus, panax ginseng, panax quinquefolium, echinacea purpurea, schisandra, astragalus, and reishi), natural flavors, acesulfame potassium, caffeine, sodium benzoate, potassium sorbate, sucralose, niacin, pantothenic acid, pyridoxine HCL, yellow 5, cyanocobalamin

• Nutrition Facts: serving size: 8.4 fl oz; servings per container: 1; calories: 8; fat: 0g; sodium: 24mg; potassium: 25mg; total carbs: 0g; sugars: 0g; protein: 2g; vitamin B3: ; vitamin B6: 300%; vitamin B5: ; vitamin B12: 4900%

Red Bull® • Ingredients: carbonated water, sucrose, glucose, sodium citrate, taurine, glucuronolactone, caff eine,

inositol, niacin, D-pantothenol, pyridoxine HCL, vitamin B12, artifi cial fl avors, colors • Nutrition Facts: serving size: 8.3 fl oz; servings per container: 1; amount per serving: calories: 110; total

fat: 0g; sodium: 200mg; protein: 0g; total carbohydrates: 28g; sugars: 27g

Sobe Adrenaline Rush® • Ingredients: filtered water, high fructose corn syrup, citric acid, taurine, d-ribose, l-carnitine, natural

flavor, inositol, sodium citrate, ascorbic acid, caffeine, monopotassium phosphate, salt, gum arabic, ester gum, siberian ginseng root extract, pyridoxine hydrochloride, guarana seed extract, caramel color, beta-carotene, folic acid, cyanocobalamin

• Nutrition Facts: serving size: 8.3 fl oz; servings per container: 1; amount per serving: calories: 140; total fat: 0g; sodium: 60mg; protein: 1g; total carbohydrates: 36g; sugars: 34g; taurine: 1000mg; d-ribose: 500mg; l-carnitine: 250mg; inositol: 100mg; siberian ginseng: 50mg; guarana: 50mg

Impulse® • Ingredients: carbonated water, sucrose, taurine, glucuronolactone, caffeine, inositol, niacinimide,

pyridoxine HCL, vitamin C (citric acid), vitamin B12, artifi cial fl avors, colors • Nutrition Facts: serving size: 8.3 fl oz; servings per container: 1; calories: 110; fat: 0g; sodium: 200mg;

total carbs: 28g; sugars: 27g; protein: 1g; niacin: 100%; vitamin B6: 250%; vitamin B12: 80%; pantothenic acid: 50%: vitamin C: 100%

Coca Cola® (for later comparison) • Ingredients: carbonated water, high fructose corn syrup and/or sucrose, phosphoric acid, natural fl avors,

caff eine • Nutrition Facts: serving size: 12 fl oz; servings per container: 1; calories: 140; fat: 0g; total carbs: 38g;

sugars: 38 g; protein: 0 g

“A Can of Bull?” by Heidemann & Urquhart Page 5

Biochemical Information Acesulfame Potassium (Sunett)

• Chemical formula: C4H4KNO4S • What it is: Simple ring structure that resembles glucose • What it does: Artificial sweetener to provide taste.

Aspartame • Chemical formula: C H N O14 18 2 5 • What it is: Dipeptide • What it does: Low calorie artificial sweetener that provides taste.

Caff eine • Chemical formula: C H N O8 10 4 2 • What it is: One of the most widely used psychoactive substances in the world. Caffeine is a mild CNS

stimulant with a transient effect that usually passes within a few hours but varies between individuals. • What it does: Some studies have shown that caffeine may improve memory and reasoning responses

on tests; other studies have shown that ingesting 3-9mg of caffeine one hour before physical activity improves endurance running and cycling in athletes. No adverse effects in humans have been documented.

Citric Acid • Chemical formula: C6H8O7 • What it is: Organic acid • What it does: It is a precursor for the citric acid cycle (Kreb’s Cycle), which is a major pathway in the

cell’s production of chemical energy.

Cyanocobalamin • Chemical formula: C H CoN O P63 88 14 14 • What it is: Synthetic form of Vitamin B-12 • What it does: Important for growth, cell reproduction, blood formation, and protein and tissue

synthesis.

Folic Acid • Chemical formula: C H N O19 19 7 6 • What it is: Vitamin • What it does: Required for metabolism of carbon compounds, nucleic acids, and amino acids.

Fructose • Chemical formula: C6H12O6 • What it is: Simple sugar • What it does: Can be converted into a form for entry into the primary metabolic pathway in which the

chemical energy of its bonds is converted into ATP, the primary “energy” molecule in the body.

Glucose • Chemical formula: C6H12O6 • What it is: Simple sugar • What it does: Enters the primary metabolic pathway in which the chemical energy of its bonds is

converted into ATP, the primary “energy” molecule in the body.

“A Can of Bull?” by Heidemann & Urquhart Page 6

Glucuronolactone • Chemical formula: C6H6O6 • What it is: Simple saccharide (sugar) • What it does: It is a normal human metabolic byproduct formed from glucose. Glucuronolactone is found

in connective tissue in animals. Also regulates formation of glycogen. Small amounts shouldn’t be harmful.

1-Glutamine • Chemical formula: C5H10N2O3 • What it is: Amino acid • What it does: Aids in muscle building and maintenance.

Inositol • Chemical formula: C6H6(OH)6 • What it is: A sugar that is a member of the Vitamin B complex • What it does: Controls cholesterol levels and has potential antioxidant capabilities.

Niacin (nicotinic acid) • Chemical formula: C6H5NO2 • What it is: Water soluble vitamin • What it does: Derivatives such as NADH are required for metabolism. It is said to aid in the synthesis of

amino acids, the subunits of proteins. It has not been directly linked to improving athletic performance.

Niacinamide • Chemical formula: C6H6N2O • What it is: Water soluble vitamin • What it does: See niacin above; both are components of the coenzymes NAD and NADP, important in

the redox reactions of metabolism.

Pantothenic Acid (also known as D-pantothenol) • Chemical formula: C9H17O5N • What it is: Synthetic form of Vitamin B-5 • What it does: Precursor of coenzyme A. Helps you use fats and carbohydrates to make molecules used

for energy. Is involved in more than 100 different metabolic pathways including energy metabolism of carbohydrates, proteins and lipids, and the synthesis of lipids, neurotransmitters, steroid hormones, porphyrins, and hemoglobin. It’s found in a wide array of energy drinks and supplements, but its toxicity has not been evaluated.

Potassium sorbate • Chemical formula: C6H8O2 • What it is: Potassium salt of sorbic acid • What it does: Used to inhibit fungal growth in foods.

Pyridoxine HCL • Chemical formula: C8H11NO3 • What it is: Synthetic form of Vitamin B-6 • What it does: Energy production, efficient metabolic functioning, protein digestion, as well as

maintaining healthy nervous system, skin, hair and nails. Te B-compound vitamins are probably the single most important set of factors needed for proper maintenance of the nervous system as well as proper functioning of the cell and its energy metabolism.

“A Can of Bull?” by Heidemann & Urquhart Page 7

Sucralose (splenda) • Chemical formula: C H O Cl12 19 8 3 • What it is: Derivative of sucrose • What it does: Artificial sweetener to provide taste.

Sucrose • Chemical formula: C H O12 22 11 • What it is: Simple sugar • What it does: Can be converted into a form for entry into the primary metabolic pathway in which the

chemical energy of its bonds is converted into ATP, the primary “energy” molecule in the body.

1-Taurine • Chemical formula: C2H7NO3S • What it is: A non-essential amino acid • What it does: Improved reaction time, concentration, and memory (not proven); essential amino acid

for cats.

Water • Chemical formula: H2O • What it is: A solvent for the other ingredients • What it does: Essential for physiological processes.

“A Can of Bull?” by Heidemann & Urquhart Page 8

Your Task Research each ingredient found in these energy drinks. Tis information can be found in biochemistry and nutrition textbooks. Web sources may provide valuable information, but be critical in their use. Many will make unsubstantiated claims. One that can get you started for basic information is http://www.chemindustry.com. Basic information can also be garnered from http://www.usda.gov/wps/portal/usdahome—click on the “Food and Nutrition” link.

Determine the chemical structure, the type of chemical each is, and the physiological role played by each compound. You should have sufficient information to answer Charley’s list of questions as well as the additional questions listed below. Fill out the table and answer the questions. Please cite any websites that you used in your analysis.

Post Research Analysis Using the information that your group gathered, place each of the ingredients for your drink under the proper heading in the table below.

Sources of Energy Amino Acids Stimulants and Vitamins Other—please categorize

“A Can of Bull?” by Heidemann & Urquhart Page 9

http://www.usda.gov/wps/portal/usdahome�click
http://www.chemindustry.com
Questions . When we say that something gives us “energy,” what does that mean? What is a biological

definition of energy? . What is the physiological role of each of the molecules in your table?

a. Which ingredients provide energy? How do they do that? b. Which ingredients contribute to body repair, i.e., which help build or rebuild muscle tissue?

. In what ways might the one(s) that does (do) not have a metabolic energy source (caff eine) provide the perception of increased energy after consumption?

. How are the ingredients in these drinks helpful to someone expending a lot of energy, e.g., a runner? . Does your analysis substantiate the claim that this is an “energy drink”? If so, what molecules are

the sources of energy? . Could your drink serve different purposes for different consumers? Explain. . What is the normal physiological response to increased intake of sugars? to increased intake of caff eine? . Is there such a thing as a “sugar high”? Explain your answer. . Evaluate, in terms of basic physiology and biochemistry, the statement: A lack of sleep causes a

lack of energy. 10. Are the product claims legitimate? Why?

11. Should you simply buy a can of Coke® rather than one of these energy drinks? Why/why not?

Assessment Individually, or as a group, write an evaluation of the marketing claims for your drink. You may write the evaluation in the form of an article for readers of Runner’s World. Be sure to include answers to the questions above.

Copyright ©  by the National Center for Case Study Teaching in Science. Originally published // at http://www.sciencecases.org/energy_drinks/energy_drinks.asp Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.

“A Can of Bull?” by Heidemann & Urquhart Page 10

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Energy Drinks Case

 
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Perfect Solution: UMUC Biology 102 103 Lab 5: Meiosis

Perfect Solution: UMUC Biology 102 103 Lab 5: Meiosis.

Your Full Name:

 

UMUC Biology 102/103

Lab 5: Meiosis

INSTRUCTIONS:

 

·         On your own and without assistance, complete this Lab 5Answer Sheet electronically and submit it via the Assignments Folder by the date listed intheCourse Schedule (underSyllabus).

·         To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

·         Save your Lab 5Answer Sheet in the following format:  LastName_Lab5 (e.g., Smith_Lab5).

·         You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

 

Pre-Lab Questions

 

  1. Compare and contrast mitosis and meiosis.

 

 

  1.  What major event occurs during interphase?

 

 

Experiment 1: Following Chromosomal DNA Movement through Meiosis

In this experiment, you will model the movement of the chromosomes through meiosis I and II to create gametes.

concept_tab_l

Materials

2 Sets of Different Colored Pop-it® Beads (32 of each – these may be any color)

8 5-Holed Pop-it® Beads (used as centromeres)

   
   

 

Procedure:

Part 1: Modeling Meiosis without Crossing Over

As prophase I begins, the replicated chromosomes coil and condense…

  1. Build a pair of replicated, homologous chromosomes. 10 beads should be used to create each individual sister chromatid (20 beads per chromosome pair). Two five-holed beads represent each centromere. To do this…
Figure 3: Bead set-up. The blue beads represent one pair of sister chromatids and the black beads represent a second pair of sister chromatids. The black and blue pair are homologous.
Figure 3: Bead set-up. The blue beads represent one pair of sister chromatids and the black beads represent a second pair of sister chromatids. The black and blue pair are homologous.
    1. Start with 20 beads of the same color to create your first sister chromatid pair. Five beads must be snapped together for each of the four different strands. Two strands create the first chromatid, and two strands create the second chromatid with a 5-holed bead at the center of each chromatid.  This creates an “I” shape.
    2. Connect the “I” shaped sister chromatids by the 5-holed beads to create  an “X” shape.
    3. Repeat this process using 20 new beads (of a different color) to create the second sister chromatid pair.
  1. Assemble a second pair of replicated sister chromatids; this time using 12 beads, instead of 20, per pair (six beads per each complete sister chromatid strand).
  2. Pair up the homologous chromosome pairs created in Step 1 and 2. DO NOT SIMULATE CROSSING OVER IN THIS TRIAL. You will simulate crossing over in Part 2.
  3. Configure the chromosomes as they would appear in each of the stages of meiotic division (prophase I and II, metaphase I and II, anaphase I and II, telophase I and II, and cytokinesis).
  4. Diagram the corresponding images for each stage in the sections titled “Trial 1 – Meiotic Division Beads Diagram”. Be sure to indicate the number of chromosomes present in each phase.
Figure 4: Second set of replicated chromosomes.
Figure 4: Second set of replicated chromosomes.
  1. Disassemble the beads used in Part 1. You will need to recycle these beads for a second meiosis trial in Steps 8 – 13.

Part 1 – Meiotic Division Beads Diagram

Prophase I

 

Metaphase I

 

Anaphase I

 

Telophase I

 

Prophase II

 

Metaphase II

Anaphase II

 

Telophase II

 

Cytokinesis

Part 2: Modeling Meiosis with Crossing Over

  1. Build a pair of replicated, homologous chromosomes. 10 beads should be used to create each individual sister chromatid (20 beads per chromosome pair). Two five-holed beads represent each centromere. To do this…
    1. a. Start with 20 beads of the same color to create your first sister chromatid pair. Five beads must be snapped together for each of the four different strands. Two strands create the first chromatid, and two strands create the second chromatid with a 5-holed bead at the center of each chromatid.  This creates an “I” shape.
    2. Connect the “I” shaped sister chromatids by the 5-holed beads to create  an “X” shape.
    3. Repeat this process using 20 new beads (of a different color) to create the second sister chromatid pair.
  2. Assemble a second pair of replicated sister chromatids; this time using 12 beads, instead of 20, per pair (six beads per each complete sister chromatid strand). Snap each of the four pieces into a new five-holed bead to complete the set up.
  3. Pair up the homologous chromosomes created in Step 8 and 9.
  4. SIMULATE CROSSING OVER. To do this, bring the two homologous pairs of sister chromatids together (creating the chiasma) and exchange an equal number of beads between the two. This will result in chromatids of the same original length, there will now be new combinations of chromatid colors.
  5. Configure the chromosomes as they would appear in each of the stages of meiotic division (prophase I and II, metaphase I and II, anaphase I and II, telophase I and II, and cytokinesis).
  6. Diagram the corresponding images for each stage in the section titled “Trial 2 – Meiotic Division Beads Diagram”. Be sure to indicate the number of chromosomes present in each cell for each phase. Also, indicate how the crossing over affected the genetic content in the gametes from Part1 versus Part 2.

Part 2 –  Meiotic Division Beads Diagram:

Prophase I

 

Metaphase I

 

Anaphase I

 

Telophase I

 

Prophase II

 

Metaphase II

 

Anaphase II

 

Telophase II

 

Cytokinesis

 

 

Post-Lab Questions

1.      What is the ploidy of the DNA at the end of meiosis I? What about at the end of meiosis II?

 

2.      How are meiosis I and meiosis II different?

 

3.      Why do you use non-sister chromatids to demonstrate crossing over?

 

4.      What combinations of alleles could result from a crossover between BD and bd chromosomes?

 

 

 

5.      How many chromosomes were present when meiosis I started?

 

6.      How many nuclei are present at the end of meiosis II? How many chromosomes are in each?

 

7.      Identify two ways that meiosis contributes to genetic recombination.

 

8.      Why is it necessary to reduce the number of chromosomes in gametes, but not in other cells?

 

9.      Blue whales have 44 chromosomes in every cell. Determine how many chromosomes you would expect to find in the following:

 

Sperm Cell:

Egg Cell:

Daughter Cell from Mitosis:

Daughter Cell from Meiosis II:

 

10.  Research and find a disease that is caused by chromosomal mutations. When does the mutation occur? What chromosomes are affected? What are the consequences?

 

11.  Diagram what would happen if sexual reproduction took place for four generations using diploid (2n) cells.

 

 

Experiment 2: The Importance of Cell Cycle Control

Some environmental factors can cause genetic mutations which result in a lack of proper cell cycle control (mitosis). When this happens, the possibility for uncontrolled cell growth occurs. In some instances, uncontrolled growth can lead to tumors, which are often associated with cancer, or other biological diseases.

In this experiment, you will review some of the karyotypic differences which can be observed when comparing normal, controlled cell growth and abnormal, uncontrolled cell growth. A karyotype is an image of the complete set of diploid chromosomes in a single cell.

 

 

 

 

concept_tab_lProcedure

Materials

*Computer Access

*Internet Access

 

*You Must Provide

 

 

 

  1. Begin by constructing a hypothesis to explain what differences you might observe when comparing the karyotypes of human cells which experience normal cell cycle control versus cancerous cells (which experience abnormal, or a lack of, cell cycle control). Record your hypothesis in Post-Lab Question 1.

    Note: Be sure to include what you expect to observe, and why you think you will observe these features. Think about what you know about cancerous cell growth to help construct this information

  2. Go online to find some images of abnormal karyotypes, and normal karyotypes. The best results will come from search terms such as “abnormal karyotype”, “HeLa cells”, “normal karyotype”, “abnormal chromosomes”, etc. Be sure to use dependable resources which have been peer-reviewed
  3. Identify at least five abnormalities in the abnormal images. Then, list and draw each image in the Data section at the end of this experiment. Do these abnormalities agree with your original hypothesis?

Hint: It may be helpful to count the number of chromosomes, count the number of pairs, compare the sizes of homologous chromosomes, look for any missing or additional genetic markers/flags, etc.

Data

 

 

 

 

 

Post-Lab Questions

1.      Record your hypothesis from Step 1 in the Procedure section here.

 

 

2.      What do your results indicate about cell cycle control?

 

 

3.      Suppose a person developed a mutation in a somatic cell which diminishes the performance of the body’s natural cell cycle control proteins. This mutation resulted in cancer, but was effectively treated with a cocktail of cancer-fighting techniques. Is it possible for this person’s future children to inherit this cancer-causing mutation? Be specific when you explain why or why not.

 

 

4.      Why do cells which lack cell cycle control exhibit karyotypes which look physically different than cells with normal cell cycle.

 

 

5.      What are HeLa cells? Why are HeLa cells appropriate for this experiment?

 

Perfect Solution: UMUC Biology 102 103 Lab 5: Meiosis

 
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Chromosomes and Inheritance

Chromosomes and Inheritance. Name:       Sec:      

Chapter 5: Chromosomes and Inheritance

Module 5.6. Gametes have half as many chromosomes as body cells.

1.       is the process that results from the union of gametes from two different parents.

2. A skin cell is to a somate as a(n) ________ is to a gamete.

A) |_| embryo

B) |_| zygote

C) |_| brain cell

D) |_| egg

3. Determine whether each of the following cells is haploid or diploid:

A) An egg      

B) A cell from your liver      

C) A zygote      

D) A sperm      

E) A cell from your heart      

4. A normal human egg or sperm has 23 chromosomes, which is exactly one half what a somate has. Briefly explain what would happen every generation if gametes were actually diploid.

     

5. _______contain the same genes at the same locations.

A) |_| Sex chromosomes

B) |_| Autosomes

C) |_| Gametes

D) |_| Homologous chromosomes

6. Are the two chromosomes shown here homologous? Briefly explain why or why not.

UN_05_008

     

7. Can a karyotype be used to determine the gender of an individual? Briefly explain your answer.

     

Module 5.7. Meiosis produces gametes.

8.       is the type of cell division that produces gametes.

9. A similarity that meiosis shares with mitosis is which of the following:

A) |_| They both undergo chromosome duplication.

B) |_| They both have two rounds of cell division.

C) |_| They both occur in somatic cells.

D) |_| They both have only one round of cell division.

10. Fill in the following table (yes or no) contrasting mitosis and meiosis:

Mitosis

Meiosis

Chromosomes duplicate prior to cell division

     

     

Chromosomes condense prior to division

     

     

How do chromosomes line up prior to cell division

     

     

11. Is the following cell in undergoing mitosis or meiosis. Assume the starting cell was diploid and had two pairs of chromosomes. Briefly explain your answer.

UN_05_009

     

12. True for False; If false make a true statement: At the end of meiosis I, the two cells are both diploid.

     

13. At the end of meiosis II, there are ____ cells and they are all ____.

A) |_| four; diploid

B) |_| two; haploid

C) |_| four; haploid

D) |_| two; diploid

Module 5.8. Mitosis and meiosis have important similarities and differences.

14. Mitosis is to a somate as meisosis is to a(n)      .

15. Give an example of a cell in your body that undergoes mitosis. How many chromosomes does that cell have?

     

16. Mitosis creates ____, while meiosis creates ____:

A) |_| haploid gametes; diploid gametes

B) |_| diploid somates; diploid gametes

C) |_| haploid somates; haploid gametes

D) |_| diploid somates; haploid gametes

17. A cell biologist observes a cell under a microscope and determines that the cell contains nine chromosomes. Is this cell diploid or haploid? Briefly explain.

     

Module 5.9. Several processes produce genetic variation among sexually reproducing organisms.

18. The process of a sperm and egg uniting is called:

A) |_| crossing over

B) |_| independent assortment

C) |_| fertilization

D) |_| mitosis

19. Sexual reproduction produces a tremendous amount of diversity in organisms. List three ways in which this diversity is accomplished.

1.      

2.      

3.      

20. Each homologous pair of chromosomes can line up in one of two orientations. This kind of alignment is known as      .

21. A biologist is studying cells from a new organism recently discovered in a rain forest. He determines that the somates contain a total of eight chromosomes. How many possible combinations of chromosomes could this organism produce as a result of independent assortment? Assume the organism reproduces sexually.

     

22. Explain why the term crossing over is accurate for the process it names.

     

23. Crossing over produces:

A) |_| hybrid chromosomes

B) |_| independent assortment

C) |_| random fertilization

D) |_| a zygote

UN_05_01124. Has the homologous pair of chromosomes in the following figure undergone crossing over? Explain your answer.

     

Module 5.10. Mistakes during meiosis can produce gametes with abnormal numbers of chromosomes.

25. The failure of chromosomes to separate properly is known as      

26. True or False; If false, make a true statement: Nondisjunction always results in a zygote with the incorrect number of chromosomes.

     

27. A human zygote is created from a sperm that contained an extra chromosome 21. How many total chromosomes did the sperm contain? How many chromosomes does the zygote have?

     

28. Does the individual from the karyotype shown here have a normal number of chromosomes? If not, what syndrome does he or she have?

UN_05_012

     

29. Complete the following table regarding sex chromosome abnormalities:

Sex chromosomes

Syndrome

Sex

     

Klinefelter syndrome

     

XYY

     

     

     

     

Female

XO

     

     

30. An individual is determined to have Jacob’s syndrome. Is it possible to determine which parent’s gamete had the incorrect number of chromosomes? If so, which one was it? Briefly explain your answer either way.

     

Chromosomes and Inheritance

 
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The Anatomy And Physiology

The Anatomy And Physiology.

The Anatomy And Physiology

 
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