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RPT Classification of Species, RPT DNA & Protein Synthesis And RPT Phenotype and Genotype

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Question;Classificationof;Species;Hands-OnLabs,Inc.;Version 42-0044-00-01;Lab Report Assistant;Thisdocumentisnotmeanttobeasubstitute foraformallaboratoryreport.TheLabReport Assistantissimplyasummaryoftheexperiment?squestions,diagramsifneeded,anddatatables;that;shouldbeaddressedinaformallabreport.;Theintentistofacilitatestudents?writing;oflab reports by providing;this informationin an editable;filewhich can be sent to an instructor.;Observations;Data;Table 1: Classification;of shark family specimens.;Shark;FamilyName;1;2;3;4;5;6;7;8;9;10;11;12;13;14;Data;Table 2: Classification;of specimens from the Crawla;Family.;Crawla;GenusName;Species;Name;1;2;3;4;5;6;7;8;9;10;11;12;13;14;15;Exercise;1: Classificationof Sharks;Questions;A. Find;fivepiecesoffoodandcreateadichotomouskeytoclassifythefood.Explain;your reasoning for each step of the key.;B. Howmightyouarrangethesequence;oftheclassification keydifferentlywhilestillachieving;thesameresults?;C. What;eight characteristicsare used to;identifythe family of a shark?;D. What;is the main characteristicthat;distinguishesshark 12 from shark 7?;Exercise 2: Classification of a Hypothetical NewFamilyQuestions;A. Werethecharacteristicsofalloftheliving;specimensabletofitinthekey,orweretheresome;specimens that were;difficultto place?B. Weresomeofthelivingcrawlasplacedinthesamespecies?Ifso,doyouthinktheirsimilarities warranted;classificationin one species? Explain your;answers.C. Werethecharacteristicsofallofthefossilspecimensabletofitinthe key,orweretheresome;specimens that were;difficultto place?;D. Developahypothesisregardingtheevolutionarylinksbetweenthefossil;andlivingspecimens based on the classificationsystem;used in this exercise.***************************************************************************;DNA andProteinSynthesis;Hands-OnLabs,Inc.;Version42-0051-00-01;Lab Report Assistant;Thisdocumentisnotmeanttobeasubstitute foraformallaboratoryreport.TheLabReport Assistantissimplyasummaryoftheexperiment?squestions,diagramsifneeded,anddatatables;that;shouldbeaddressedinaformallabreport.;Theintentistofacilitatestudents?writing;oflab reports by providing;this informationin an editable;filewhich can be sent to an instructor.;Exercise 1;ModelingDNA;The students;must attachthe DNA model to this lab report.;Note which nucleotidesform;pairs?cytosine and guanine;and adenine and thymine form pairs.;Questions;A. The;followinglistindicatesthebases;onone strandofaDNAmolecule.Writeinthenamesof the bases that could pair with each;to make the complementary strand.;cytosine;adenine;adenine;guanine;cytosine;thymine;cytosine;guanine;B. WhatarethethreecomponentsofaDNAnucleotide?Howdothesemolecules;connect together?;C. What;are the four bases found in;DNA? Which of these bases pair together?;Exercise;2:The GlobinGene;Procedure;1. Complete the DNA molecule by writinga complementary strand.;CodingStrand: CGT;CTC;TTC;GGA CAC Complementary Strand;2. WritethemRNAsequencethatwillbecreatedintheprocessoftranscription.TheDNAcoding;strand;has the informationfor;the gene, so the strand;must be transcribed. The relationships;are;slightlydifferentforRNA,becauseRNAdoesnothave T,therefore,Ushouldbesubstituted forT.TotranscribeDNAtoRNA,thepairingrelationship;isA;?U,T?A,C?G,andG?C, respectively.;CodingStrand: CGT;CTC;TTC;GGA CAC;mRNA Strand;3. TranslatethemRNAintoaminoacids.UseTable1asareference.Remember,whena?stop?;codon is recognized, the protein creationis terminated.;mRNA Strand;Amino Acids Formed;Questions;A. HowmanynucleotideswouldittaketoconstructthemRNAcodingstrandofthe?-subunit;of the hemoglobin A molecule?;B. Howmanynucleotideswouldittaketomodel;theentire?-subunit;ofthehemoglobinA;molecule?;C. Isthe?-subunitofthehemoglobin;AmoleculeacompleteDNAmolecule;(chromosome)or part of one? Explain.;D. WhatwouldhappenifoneoftheDNAnucleotideswasdeleted?WhatifthefirstTwas substitutedfor;an A? Would a substitutionalways;result in a change? Explain why or why not.E. Using;your newly formed model of;DNA from Exercise 1, write the coding;strand;below. Use the codingstrand todetermine;themRNA strandandtheaminoacidsformed.Dothisseparately;for Row 1 and Row;2 of your DNA model.;Data;Table: Newly Formed Model of;DNA from Exercise 1;ROW1;ROW2;CodingStrand;mRNA Strand;AminoAcids;Formed;F. Did the new DNA model form any two of the same amino acids?;G. Optional:Comparetheaminoacidsthatwereformedinthisexperimentwiththoseof;classmates who also performed;this experiment. Were there;many similarities?*****************************************************************************;PhenotypeandGenotype;Hands-OnLabs,Inc.;Version 42-0101-00-01;Lab Report Assistant;Thisdocumentisnotmeanttobeasubstituteforaformallaboratoryreport.TheLabReport;Assistantissimply;asummaryoftheexperiment?squestions,diagramsifneeded,anddatatables;that;shouldbeaddressedinaformallabreport.;Theintentistofacilitatestudents?writing;oflab reports by providing;this informationin an editable;filewhich can be sent to an instructor.;Exercise 1: Observing Phenotype Characteristics;Data;Table 1: Phenotype and Genotype.;Trait;Phenotype;Characteristics;Phenotype;Genotype;from;Parent1;Phenotype;Genotype(s) from Parent2;Offspring;Dimpledchin;Dimpled chin is dominant.;D = Dimples;dd = No;dimples;Dimpled;chin;Dd;Free earlobe;Free (unattached)earlobe is dominant, attached;is recessive.;A = Unattached;aa = Attached;Attached;earlobe;aa;Abilityto taste;PTC strips;Ability to taste PTC is dominant, inability to taste;is recessive.;P = Taste;pp = Cannot taste;Ability to taste;Pp;Interlocking;fingers;Leftthumb over right;is dominant, right thumb over leftis;recessive.;F = Leftover right;ff= Right over left;Right thumb over;left;ff;Mid-digitalhair;Hair on the joints of fingersis dominant, no hair is recessive.;H = Hair on joints hh = No;hair;Hair on;joints;HH;Bent littlefinger;Littlefingerbending;in towards ring fingeris dominant,no;bend is recessive.;B= Bent;bb = Straight;Littlefinger;bends;Bb;Widow?speak;Hairline coming to a point;in center of forehead is dominant, straight;hairline is recessive.;W = Widow?s peak;ww = Straight hairline;Straight hairline;ww;Hitchhiker?s;thumb;Straight thumb is dominant, ability to bend;thumb back more than 90?is recessive.;T = Straight thumb tt= Bent thumb;Bentthumb;tt;Blueor green;eyes;Brown eyes are;dominant, blue or green eyes are;recessive.;E = Brown;eyes;ee = Blue;or green eyes;Green eyes;ee;Rolled;tongue;Ability to roll tongue;is dominant, flat tongue;is recessive.;L = Rolled tongue ll= Flat tongue;Rolled tongue;Ll;Questions;A. As ?Parent;2,? how many recessive;traits did you express? What;were;they?;B. As ?Parent;2,? how many dominant traits;did you express? What were they?;C. Whilethetraitsstudied;inExercise1werehypotheticalgenetictraits,whattypeofgenetic;traitsdoyouthinkareimportanttostudyandpredict?Giveanexampleofagenetic;traitthatis carefullymonitoredwhentwoparentsarecreatinganoffspring andwhyitwouldbeimportant to;monitor.;Free;Earlobe;Parent 1;Parent 2;Prepared Punnett;Squares;Dimpl;ed;Chin;Parent 1;Parent 2;There are 20 squares provided, two;for each trait.;Dimpled;Chin;Parent 1;Parent 2;Free;Earlobe;Parent 1;Parent 2;PTC Strips;Parent;1;Parent;2;PTCStrips;Parent 1;Parent 2;Interlockingfingers;Parent;1;f;f;Parent;2;Interlockingfingers;Parent 1;Parent 2;Mid- digital hair;Mid- digital hair;Parent 1;Parent 2;Parent 1;Parent 2;Wido;w?s;Peak;Parent 1;Parent 2;Hitchhiker?s;Thumb;Parent 1;Parent 2;BentLittle;Finger;Parent;1;Parent;2;Bent Little;Finger;Parent 1;Parent 2;Widow?s;Peak;Parent 1;Parent 2;Hitchhiker?s;Thumb;Parent 1;Parent 2;Blue or Green Eyes;Parent;1;Parent;2;Blue or Green Eyes;Parent 1;Parent 2;Roll e d;Tongue;Parent;1;Parent;2;Ro;l l ed;Tongue;Parent 1;Parent 2

 

Paper#62559 | Written in 18-Jul-2015

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