Each person has two copies of each chromosome, one from each parent. Your genome is exactly one-half your father’s genome and one-half your mother’s genome. After sperm and egg meet, the baby carries both copies of each gene in every cell for the rest of his or her life…except when eggs or sperm are produced. The eggs or sperm receive only one copy of each chromosome and the cycle starts all over again. Exactly which half will the baby get? That is the random part.

Each person has two copies of each chromosome, one from each parent. Your genome is exactly one-half your father’s genome and one-half your mother’s genome. After sperm and egg meet, the baby carries both copies of each gene in every cell for the rest of his or her life…except when eggs or sperm are produced. The eggs or sperm receive only one copy of each chromosome and the cycle starts all over again. Exactly which half will the baby get? That is the random part.

In this assignment, you will use a useful tool, the Punnett square, to predict the probabilities of offspring gender and genotypes and phenotypes of different matings based on parental genetic makeup. Please answer all of the bulleted questions and tasks as you read through this assignment and submit them as a Word document to the assignment drop box titled “Punnett Squares Assignment.”

Each person has two copies of each chromosome, one from each parent. Your genome is exactly one-half your father’s genome and one-half your mother’s genome. After sperm and egg meet, the baby carries both copies of each gene in every cell for the rest of his or her life…except when eggs or sperm are produced. The eggs or sperm receive only one copy of each chromosome and the cycle starts all over again. Exactly which half will the baby get? That is the random part.

Sexual reproduction relies on chance to determine what type of offspring will result. A couple anxiously awaits a boy or girl and a dog breeder anxiously awaits the colors and markings of the puppies to be born. Although there is a random element involved, offspring from a mating will follow mathematical laws of probability based on the genetic makeup of the mother and father.

Watch this video to learn about Punnett squares. Please recall that dominant alleles mask recessive alleles and each baby has two copies of each gene, one from each parent.

http://www.clemson.edu/glimpse/?p=1175

Complete a Punnett square for the cross Bb x bb, where B is brown eyes and b is blue eyes.
What percentage of offpring will be BB? Bb? bb?
What percentage will have blue eyes and what percentage will have brown eyes?
Part II: Sex Determination

A male carries an X chromosome and a Y chromosome. A female carries two X chromosomes.

After meiosis, sperm and egg are produced. Sperm have a 50% chance of carrying and X chromosome and a 50% chance of carrying a Y chromosome. Eggs have a 100% chance of carrying an X chromosome, because females ONLY carry X chromosomes.

Sperm: Eggs:

(X) (X) (Y) (X) (X) (X)

(Y) (Y) (X) (X) (X) (X)

We can represent four potential scenarios if these two parents produce offspring neatly in a Punnett square. The possible sperm are placed above the top of the Punnett Square (circled in blue) and the possible eggs are placed along the left side beside the Punnett Square (circled in red). Each box is then filled in with the letter of each column and row.

punnett square gender

From the Punnett Square above, what is the % chance that offspring will be male? What is the percent chance that offspring will be female?
Part III: Codominance, Multiple Alleles and Blood typing

Review the embedded Amoeba Sisters video before completing the following questions.

Multiple alleles means that there are more than 2 alleles which can be inherited in a population. Remember though, each individual only receives 2 alleles, one from each parent.

ABO blood typing uses 3 alleles. From your course notes answer the following two questions:

Which two are dominant? _________ Write the two dominant allele genotypes, using the capital letter I, and then a superscript for each of them. ______________________
Which allele is recessive? __________ Write the genotype (letters) for the recessive trait, beginning with the lower case i. ____________.
Complete a Punnett square for the following scenario:

Mom is heterozygous for blood type B and Dad is blood type AB. (make sure to put the parent alleles in the correct places outside of the square, and fill in each of the boxes within the square)

Place the Punnett square in your word document and answer the following questions:
What are all the possible blood types of their offspring? __________________________
What is the probability of their child having blood type AB? ________ Blood type O? _____________
Part IV: Deleterious Recessive Traits

A recessive trait is one where the individual must have two recessive alleles for the phenotype of the trait to be visible. The recessive trait can be carried from generation to generation through heterozygous individuals. A person who is heterozygous for a harmful or deleterious trait is said to be a “carrier” of the trait.

If an individual receives 2 recessive alleles for a harmful or deleterious trait, let us say for our problem below, they will have the “illness”.

Solve the problem of the parents provided below. Perform the Punnett Square and answer the questions below. Only the answers are required in the answer sheet that you upload.

Mom and Dad are both heterozygous for the harmful or deleterious recessive trait.

What is the probability of their offspring having the illness? ____________%

What is the probability of their offspring being a “carrier”? _____________%

1)Discuss how the problem description component of the evidence-based public health approach suggested hypotheses for the etiology of

Answer the following essay questions using the files attached.

1)Discuss how the problem description component of the evidence-based public health approach suggested hypotheses for the etiology of SIDS.

2)Discuss the types of evidence used to support the relationship between sleeping prone and SIDS as well as limitations of the evidence.

3)Discuss how the evidence-based recommendations incorporated potential benefits and harms.

4)Discuss how implementation and evaluation worked to establish sleeping on the back as a standard intervention to prevent SIDS.

5)Discuss how the continuing presence of the problem of SIDS has produced a new round of use of evidence-based public health approach.

Social epidemiology studies ____ the effect of the environment on human health the effect of community socioeconomic factors on health lifestyle factors that may be associated with disease status diseases that are acute and contagious

Question 1

Social epidemiology studies ____
the effect of the environment on human health
the effect of community socioeconomic factors on health
lifestyle factors that may be associated with disease status
diseases that are acute and contagious

Question 2

One of the important concepts from the Nuremberg Code is that of ____, which means that the subject understands the scope of the study and can make an informed decision to participate.

informed consent

voluntary consent

beneficence

primary agent

Question 3

The first step in any epidemiological investigation is to ____.

understand causation

establish risk factors

track trends and determine if particular diseases are increasing or decreasing in the population

describe the population demographically by age, race, sex, education, and other relevant indicators

Question 4

While Austin Bradford Hill is well-known for his work in developing guidelines for establishing causality for studies of non-infectious diseases, his other contributions to the field of epidemiology and ____ are remarkable.

psychology

statistics

sociology

mathematics

Question 5

The modern epidemiologic triangle includes groups of populations, causative factors, and ____.

alternate explanations

risk factors

results

coherence

Question 6

The time between infection and clinical disease is referred to as a(n) ____.

a plausible period

temporal period

incubation period

latency period

Question 7

A table in epidemiology that arranges numbers to allow the comparison of exposure and outcome is called a ____ table.

proportion

contingency

specific

crude

Question 8

Prevalence equals ____.

incidence times duration of disease

incidence divided by duration of disease

incidence plus duration of disease

incidence divided by duration of disease times 100

Question 9

A person in the population or study group identified as having the particular disease, health disorder, or condition under investigation is known as a ____.

person time

case

suspect case

proportion

Question 10

The probability of death due to infectious disease in sub-Saharan Africa is ____%, but only ____% in developed countries, such as the United States.

22; 1.1

35; 10

66; 11

50; 22

Question 11

____ is the transmission of a disease from person to person, and may be directly from one person to another, or indirectly from one person through an intermediate item to another person.

Horizontal transmission

Vertical transmission

Quick transmission

Polar transmission

Question 12

____ is the transmission of a disease from mother to child during pregnancy or delivery.

Horizontal transmission

Vertical transmission

Lateral transmission

Polar transmission

Question 13

During 2008, the most recent year for which data are finalized, ____ food-borne disease outbreaks were reported.

340

1,034

2,340

10,300

Question 14

In a propagated epidemic with person to person transmission, control measures may include ____.

isolating the elderly from the young

treating the carriers and vaccinating the population at risk

developing an evacuation strategy

hiring more emergency doctors

Question 15

One of the most common errors in an outbreak investigation is the failure to ____.

utilize a strict case definition

call the WHO

accurately count cases

vaccinate the population

Question 16

Which first generation vaccine was introduced in 1935?

Rabies vaccine

Yellow Fever vaccine

Pertussis vaccine

Smallpox vaccine

Question 17

Which vaccine is linked to the greatest number of deaths each year?

DPT

MMR

hepatitis A

HIB

Question 18

Anthrax is caused by ____.

Bacillus anthracis

Bacillus hemolith

Anthracis virus

Anthracis fungi

Question 19

In 1988, research indicated that high levels of ____ cholesterol reduces the risk of death from cardiovascular disease.

PDL

LDL

fatty

HDL

Question 20

In 1970, cardiovascular research indicated that high blood pressure (hypertension) increased the risk of ____.

migraine headache

obesity

stroke

heart attack

Question 21

CVD is the leading cause of death in the United States for all but one ethnic group. Which one?

Whites

African Americans

Native Americans

Asian Americans

Question 22

The non-melanomatous are the ____ type of skin cancers.

most deadly

only

more benign

rarest

Question 23

Cancer in the ____ is the second most common cancer when considering men and women combined.

lung and bronchus

brain

colorectal

liver

Question 24

In what year did the National Cancer Institute and the National Human Genome Research Institute establish The Cancer Genome Atlas?

1999

2001

2005

2008

Question 25

Where is the incidence of Type 1 diabetes mellitus highest?

Venezuela .

Italy

U.S

Finland

Question 26

Metabolic syndrome is also known as ____.

insulin abundance syndrome

Syndrome X

Type 2 diabetes

CVD Syndrome

Question 27

Diabetes mellitus was the ____ leading cause of death in the United States in 2007.

second

fourth

seventh

tenth

Question 28

Cholera is an acute intestinal infection caused by ____ transmitted through contaminated water or food.

a parasite

fungus

a virus

bacteria

Question 29

Overall, what effect have MPOWER policy interventions had on tobacco use in the developing countries that have implemented them?

slightly reduced

significantly reduced

had no effect

slightly increased

Question 30

New HIV infections have declined by ____ globally from 2001–2009.

1%

5%

10%

17%

What do all living organisms have in common? What distinguishes a living organism from a nonliving thing?

What do all living organisms have in common? What distinguishes a living organism from a nonliving thing?

The living organisms present on Earth today are a very diverse group of beings. Think about the features of humans, elephants, spiders, birds, bacteria, fish, and trees. All of these are living things, but they are very different in appearance, shape, size, behavior, and life cycle. Despite their outward differences, all living organisms share a basic set of similar characteristics and features.

Our first readings will help you identify what common features distinguish biotic (living) from abiotic (nonliving) things. How is it that you know a bird is alive but fire is not? Why do we say a tree is a living thing, but not water? It’s trickier than it sounds.

Further complicating the definition of life, living things are made of nonliving things: the atoms and molecules that make up their bodies. The basic building blocks of living organisms are chemical substances: subatomic particles, atoms, and molecules.

How can we get life from something that isn’t alive? To answer this question and to understand how life functions, we must learn some foundational chemistry.

Next week we will learn how cells (the smallest units of structure and function in biology) rely on atoms, molecules, and molecular forces in order to be fully functional.

During the latter weeks of the semester, we will move on to examine larger and more complex layers of organization. As we move to these layers, we begin to see distinct differences between living organisms and nonliving things. Each of the remaining layers of organization is present in living organisms but absent from nonliving things.

The study of living organisms, whose characteristics we described above, forms the science of biology.

So what exactly is science?

Science deals with testable knowledge about physical phenomena in the universe. The goal of science is to understand how the universe works, and that includes living organisms. To gain knowledge about nature and physical phenomena, scientists use a particular approach called “scientific inquiry” or the “scientific method.” Frequently, science requires a researcher first to make observations, then create a hypothesis, followed usually by a scientific experiment. The results are then interpreted and conclusions are drawn. Afterwards, researchers often return to their work and begin asking further questions.

This week, we will also learn about the scientific method and how it can help us solve problems and recognize what scientific research is and what it is not.

Furthermore, you will be introduced to UMUC policies on academic integrity.

You will participate in a class discussion related to topics in biology.

You will practice laboratory skills.

Which of the following is a disadvantage of an exoskeleton? Which of the following animals do NOT have tissues?

IMPORTANT: AFTER PURCHASE, LOG IN TO YOUR ACCOUNT AND SCROLL DOWN BELOW THIS PAGE TO DOWNLOAD FILES WITH ANSWERS.

Version 1

1. Which of the following is a disadvantage of an exoskeleton?

2. Which of the following animals do NOT have tissues?

3. Which of the following organisms have an exoskeleton?

4. Tetrapods are the direct descendants of

5. In amphibians, what function does the cloaca serve?

6. This vertebrate is a fish, has a cartilaginous skeleton, no jaws, and a tooth-covered tongue. This animal is a

7. The number of individuals of the same species in some specified area or volume of habitat is the

8. The most common type of population distribution is

9. A change in a population that is NOT related strictly to the size of the population is best described as

10. Which of the following models of growth takes place when the amount of available resources is not limiting?

11. Jellyfish are as likely to die at one age as any other. Thus, a type ___ survivorship curve characterizes their life history.

12. What invention about 11,000 years ago led to a boom in the human population?

Version 2

1. This animal has radial symmetry, a gastrovascular cavity, and the same opening is for the entry of food and expulsion of waste. It is ___.

2. Which of the following are characterized by radially symmetrical members?

3. Sponges are

4. This animal is a tetrapod that has a cloaca, aquatic larvae, and is tailless as an adult. This animal is

5. Amniotes differ from amphibians by

6. This vertebrate is a fish, has a cartilaginous skeleton, no jaws, and a tooth-covered tongue. This animal is a

7. The most common type of population distribution is

8. The number of individuals that make up a population gene pool is the

9. Which of the following factors is NOT a density-independent factor?

10. A change in a population that is NOT related strictly to the size of the population is best described as

11. Most octopuses die early in life; those that survive can live up to 5 years. Octopuses are best characterized by a type __ survivorship curve.

12. What invention about 11,000 years ago led to a boom in the human population?

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SCI 115 Quiz 10

The presentation is due Wednesday of Week 4. This deadline is firm due to the amount of grading time required. To submit your assignment, click on the title “Week 4 Assignment: Lifespan Course Presentation.” Here is what your final presentation should

The presentation is due Wednesday of Week 4. This deadline is firm due to the amount of grading time required. To submit your assignment, click on the title “Week 4 Assignment: Lifespan Course Presentation.” Here is what your final presentation should

Week 4 Assignment: Lifespan Course Presentation
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Lifespan Course Presentation – Stages of Child Development

Picture This: You land a great job in a fabulous hospital that has just built a state-of-the-art maternity ward. You are given the task to develop a power point presentation to educate new parents about childhood development. This presentation will focus on the main themes surrounding physical, cognitive, and social development, as well as skills and risks that occur throughout various stages of childhood.

The presentation is due Wednesday of Week 4. This deadline is firm due to the amount of grading time required. To submit your assignment, click on the title “Week 4 Assignment: Lifespan Course Presentation.” Here is what your final presentation should include:

Part 1 – The First Two Years: At least 5 slides made up of the following
Highlight Physical Development
Highlight Cognitive Development
Highlight Social Development
Highlight Skills the Child will Develop
Highlight Major Risks
Part 2 – Early Childhood, Ages 2 to 6: At least 5 slides made up of the following
Highlight Physical Development
Highlight Cognitive Development
Highlight Social Development
Highlight Skills the Child will Develop
Highlight Major Risks
Part 3 – Middle Childhood, Ages 7 to 12: At least 5 slides made up of the following
Highlight Physical Development
Highlight Cognitive Development
Highlight Social Development
Highlight Skills the Child will Develop
Highlight Major Risks
Part 4 – Adolescence, Ages 13 to 18: At least 5 slides made up of the following
Highlight Physical Development
Highlight Cognitive Development
Highlight Social Development
Highlight Skills the Child will Develop
Highlight Major Risks
This presentation is worth 20% of your grade.