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ASSIGNMENT 1
Biology I, Pre-Health Sciences - Durham College, Fall 2018
/60 marks
EVALUATION NOTES
a. 2 files need to be submitted in total. The first file will be a fillable PDF containing your
answers to Part 1 and Part 2. The second file will contain a link, pdf, jpg, etc containing
your study tool from Part 3. Note that Part 3 also requires that you post in a discussion
forum on DC Connect.
b. Unless otherwise directed, submissions made by other means (E.g. email or hard copy) will
not be accepted and will result in a grade of 0.
c. Computer malfunctions or technical issues are not accepted as excuses for late or missing
components. TIP: Submit your assignment early so that you have time to resolve any
potential technical issues prior to the deadline.
d. An instructional video is available if you require assistance using a fillable PDF.
• While students may work in groups, each student must submit their own original work.
Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________
Rationale: In this section you are required to answer content specific questions. These questions are
very similar in structure and style to Test 1 questions and will therefore be excellent study practice.
Instructions:.
• Answer in the spaces provided
• Read the questions carefully and thoroughly
• Consider the point value of each question as a guide for how much detail you should include
• Remember to write all answers IN YOUR OWN WORDS
• For short answer questions, answer in full sentences
Positive Negative
Vs
Vs
UNIT 3: Cells
5. (2.5 marks) MATCH the correct term with its appropriate description:
6. (1.5 marks) Below is a chart containing the 3 stages of cellular respiration. Indicate where these
processes take place inside of the cell. Be as specific as possible.
7. (1.5 marks) Explain THREE full differences between meiosis and mitosis.
Differences
Meiosis Mitosis
Vs
9. (2 marks) Describe what a human male karyotype would look like for a person with Down
Syndrome. Include at least FOUR points in your description.
10. (0.5 mark) During which stage of the cell cycle is a copy of the DNA made? __________
UNIT 5: Genetics
11. (2 marks) Compare and contrast the structure of DNA and RNA. List ONE similarity and
THREE differences.
Differences
DNA RNA
Vs
Similarities
UNIT 6: Evolution
12. (3 marks) Indicate whether the following statements are TRUE or FALSE:
Scenario: Hiba is a student in the Pre-Health Sciences program at Durham College. She is enjoying
being back in the classroom after several years of working as a personal support worker in the Durham
region. While the demands of school are intense, Hiba knows that her hard work and dedication will
pay off as she pursues a career in nursing.
Several weeks into the term, Hiba notices that her 7-month-old daughter, Douaa – a baby with a
contagious smile and a voracious appetite for banana and sweet potato – appears out of sorts and seems
to have painful swelling in her hands and feet. Hiba also realizes that Douaa doesn’t appear to have
put on much weight over the last month or two in comparison to when she was younger. Worried, she
brings Douaa to her local emergency room at Lakeridge Health.
In the emergency room a friendly doctor named Dr. Raghavan is able to see them. As she assesses
Douaa she notes 2 key areas in her charts, as follows:
Area A = Swelling in left hand, anterior side, proximal to fingers, distal to wrist.
Area B = Abnormal size of interior organ, left side, inferior to heart, superior to
pancreas, lateral and posterior to the left kidney
Scenario: After her assessment, Dr. Raghavan tells Hiba that the swelling and lack of growth rate
could indicate something more serious. She would like to draw some blood and run a few more tests.
She comes back 3 hours later with the results – the tests suggest that Douaa has a genetic mutation in
her DNA causing a disruption in the oxygen-carrying blood protein, hemoglobin. She carefully reveals
that Douaa is suffering from a disease called sickle cell anemia and needs to be admitted to begin
immediate treatment.
Hiba’s mind immediately begins racing with questions. What causes sickle cell anemia? How is it
treated? How does a DNA mutation impact a blood protein? What does this mean for her daughter’s
future? It all feels so overwhelming. She takes a deep breath, fights back tears, and gives Douaa a big
hug. She then calls her parents, arranges a babysitter for her other kids, and works to get Douaa
admitted and settled in her room. As Douaa falls asleep and the hospital staff change over to the night
shift, Hiba rolls up her sleeves, settles into a hospital chair, and begins to search for more answers on
her phone.
15. (1 mark) Hiba begins with a quick Google search of “sickle cell anemia mutation.” She finds
the DNA sequences listed below. Based on your knowledge of mutations, circle or highlight the
specific DNA mutation that causes sickle-cell anemia:
Healthy: GGA CTC CTC
Sickle Cell Anemia: GGA CAC CTC
16. (5 marks) Next, Hiba uses her Biology lecture slides to help her visualize exactly what those 9
letters would look like in a hemoglobin gene. Draw a simplified diagram of the DNA sequence,
GGA CAC CTC. Your drawing can be done by hand on paper or made digitally as long as a
clear photo or a screenshot of your work is submitted. For simplicity, the DNA structure should
be drawn as an untwisted ladder using the check list below as a guide:
Checklist:
DNA is double stranded and 9 nucleotides long
Each nucleotide shows a properly arranged sugar, phosphate and nitrogenous base
Complementary base pairing is present, including the correct number of hydrogen bonds
Labels are included: nucleotide, sugar, phosphate, nitrogenous base, hydrogen bonds, DNA
backbone
The diagram is accompanied by a brief written description
Scenario: Next, Hiba starts to think more about how DNA mutations lead to problems with proteins.
For example, she doesn’t understand how a small change in her daughter’s DNA could lead to a problem
with hemoglobin. To help Hiba navigate this question, answer the questions below:
17. (1 mark) Multiple choice: In a red blood cell, the hemoglobin gene is copied into an mRNA
through the process of transcription. Based on the DNA sequence given in Question 16, what is
the mRNA sequence for hemoglobin in a person suffering from sickle cell anemia?
a. GGA CAC CTC
b. GGA CAC CUC Select
c. CCU GAG GAG
d. CCT GTG GAG
e. CCU GUG GAG
18. (1 mark) Multiple choice: What organelle does the transcription of hemoglobin takes place in?
a. Nucleus
b. Ribosome
c. Nuclear membrane Select
d. Endoplasmic reticulum
e. Cytoplasm
19. (1 mark) Multiple choice: What happens immediately after the hemoglobin mRNA molecule is
transcribed?
a. It stays in the nucleus
b. It goes to the mitochondria to get translated
Select
c. It goes to the ribosome
d. It undergoes exocytosis
e. It gets converted to tRNA
20. (1 mark) Multiple choice: When _________ occurs, the hemoglobin mRNA is used as a
template to make hemoglobin protein.
a. Translation
b. Replication
c. Osmosis Select
d. Transcription
e. Diffusion
21. (1 mark) Multiple choice: During translation, codon sequences within an mRNA molecule are
read 3 nucleotides at a time. The sequence of a codon determines what ________ will be added
to the growing protein strand.
a. Anticodon
b. Amino acid
c. Monosaccharide Select
d. tRNA
e. mRNA
Scenario: Hiba feels the pieces connecting now. She realizes that if you change a DNA sequence (like
the case with her daughter’s mutation in the hemoglobin gene), the resulting mRNA also gets changed
during transcription. This then causes the ribosome to add the wrong amino acid during translation,
leading to an improperly built hemoglobin protein. Hiba pauses and wipes her brow. While it is starting
to make more sense, she still doesn’t get why changing 1 amino acid in the hemoglobin protein
dramatically alters its function. To help her understand this, answer the following questions:
22. (4 marks) Describe the structure of the hemoglobin protein by filling in the chart below:
23. (2 marks) Using the information from the chart as a guide, explain in detail how a change to an
amino acid within hemoglobin (like in Douaa’s case) could affect its ability to carry oxygen
efficiently throughout the bloodstream. Be sure to include appropriate terminology.
24. (1 mark) A change in hemoglobin’s shape also causes a “clumping effect” inside of a red blood
cell. This gives the red blood cells a sickle-shape as opposed to its normal round, biconcave
shape. What organelle within the body is typically responsible for maintaining the shape of a
cell? _____________
Scenario: Hiba is tired. It is almost midnight, and Douaa appears to be sleeping soundly. Hiba admits
to herself that she should probably try to sleep at least a little in order to be as fresh as possible for
Douaa’s treatment tomorrow. Hiba grabs a lumpy pillow and an extra blanket and curls up beside
Douaa in the small bed. She is just about to drift off when a terrible thought occurs to her – what if SHE
gave Douaa sickle cell anemia? After all, it WAS a genetic illness. Could she have somehow passed on
a gene to Douaa that causes her to be sick? She sits back up and goes back to the chair with her biology
lecture slides on inheritance. She grabs a pencil and cautiously begins sketching out a Punnett square –
she knows she won’t be able to fall asleep until she figures it out.
25. The trait for sickle cell anemia is recessive (a) and the trait for healthy is dominant (A).
Assuming sickle cell anemia follows a Mendelian pattern of inheritance, answer the following:
a. (2 marks) What would Douaa’s genotype and phenotype be?
Genotype of Douaa = __________
Phenotype of Douaa = __________
b. (2 marks) If Hiba and Douaa’s father are healthy, what must both their genotypes be?
Genotype of Hiba = __________
Genotype of Douaa’s father = __________
c. (2 marks) Complete a Punnett square showing a cross between Hiba and Douaa’s father.
d. (1 mark) What were the chances that Douaa was born with sickle cell anemia? List your
answer as a percent or a fraction. ________
e. (1 mark) If Hiba and Douaa’s father were to have another child, what are the chances
that their child would be healthy? List your answer as a percent or a fraction. ________
f. (1 mark) Given the genetics above, are Hiba’s concerns warranted? Should she feel
guilty? Discuss in your own words.
Scenario: The next day, Dr. Raghavan meets them in their hospital room along with a hemotologist, Dr.
Zlochower, who specializes in blood disorders. They explain that sickle-cell anemia is not a curable
disease unless a bone marrow transplant is performed. This process, however, has serious risks
associated with it, including death, and finding a donor is often difficult. While they will explore this
option further and screen Hiba and her family to see if they are matches, they suggest a treatment plan
for Douaa that will help manage and prevent her symptoms. Specifically, they would like to start her on
antibiotics (to prevent infections), pain-relieving medications, and blood transfusions.
In addition to this standard treatment, Dr. Raghavan and Dr. Zlochower also tell Hiba about an
experimental treatment that she may want to consider that uses a drug called hydroxyurea. This drug
works by activating a second hemoglobin gene present within the genome. Normally this gene is turned
on when the fetus is developing during pregnancy but then turns off several months after birth. By
reactivating it, the hemoglobin produced from the second gene has been shown to help relieve
symptoms.
26. (1 mark) Multiple choice – The ability to turn genes on and off is referred to as:
a. Gene expression
b. Gene regulation
c. Homeostasis Select
d. Transcription
e. Replication
Instructions
In this final part of the assignment, you will create and share a study tool with your classmates. This
tool will allow you to solidify key concepts and will aid your classmates as they prepare for Test 1.
You will choose one of the content areas listed below. Your study tool must address all of the key
subtopics listed within that topic. It is recommended that you select a topic that you are struggling
with so that you can better understand the concepts.
Now that you have chosen a content area, you must now choose one of the formats below to present
that content. Ideally, you should choose a format that plays to your creative strengths and talents.
Create a 1-page infographic Create a 3-5 minute video of This task is meant to be
that summarizes a particular you teaching a particular topic creative. Many other options
topic. are possible depending on your
This teaching video chould area of interest and expertise.
The following elements could include the following elements:
be arranged in a way that - Useful props Other examples could include,
makes visual and - Visuals aids but are not limited to:
organizational sense: - Verbal descriptions - Physical model
- Relevant text - Dramatic skit
- Drawings The format of this video is - Poem
- Images flexible. For example, it can - Written essay
- Charts show you on screen teaching a + Many more!
- Mind maps particular concept, or you can
- Video links narrate a series of digital If you have another idea, you
- Memory tricks pictures and/or animations. must check with your teacher
first to gain approval. Please
The format of this infographic NOTE: your video must give at least 1 week before the
is flexible. For example, it can include original content – E.g.. due date to gain approval; we
be created by hand on paper or it is not acceptable to simply have to make sure your idea
you may create a digital stitch together a series of works with the rubric below.
version using an online tool of already made YouTube videos.
choice (E.g. Mindmodo) Your target audience for this is
This video can be created using your fellow classmates. Make
For inspiration, watch this your own personal electronic sure that it meets their needs
video on visual note taking and devices and/or other online and is at the appropriate level
this video on mind mapping. tools. If you choose this of detail.
option you should have a
Your target audience for this certain level of comfort in
teaching video is your fellow creating and editing videos.
classmates. Make sure that it
meets their needs and is at the Your target audience for this
appropriate level of detail. teaching video is your fellow
classmates. Make sure that it
meets their needs and is at the
appropriate level of detail.
After choosing a topic and format, you are now ready to create your study tool. Below are some
tips for creating your study tool:
• Remember that your study tool should be completely unique. While it is acceptable to
brainstorm ideas with your classmates or look for inspiration online, your final product should
be entirely original.
• Refer to the rubric so that you have an understanding of how you will be graded. Be sure to
compare your completed study tool to the rubric so that you can be sure all expected elements
are included. If you are unsure of any aspect of the rubric, email your instructor. They will be
happy to provide clarification.
• Make sure you proof read your study tool. Consider showing your study tool to a friend or
family member to see if it is easy to follow and clear. They will often have excellent feedback
for you.
STEP 4: Post your study tool to DC Connect and provide peer feedback
Now that you have completed your study tool it is time to show it off by posting it to DC Connect.
Below are some tips when posting:
Once you have posted your study tool, you will be able to see your classmates’ posted study tools.
Examine all posted study tools and comment on at least ONE person’s study tool. When
commenting, be sure to include the following:
OR
OR
OPTION 3 – Other
- Tool follows specific guidelines as set out
by your instructor