Complete The Following And Submit Theworddocument By Sunday Remember ✓ Solved
Complete the following and submit the Word document by Sunday. Remember to include complete citations for all sources used to answer each question. Note : Citations are not required for multiple choice, fill-in, or matching questions. 1. There are two events that define a sexual life cycle: formation of haploid gametes (egg and sperm) via Meiosis and fusion of gametes (fertilization) to form a diploid embryo.
List and then describe two different processes that occur during meiosis and/or fertilization that increase the genetic diversity of offspring. Citation(s): 2. Which two phases of mitosis are essentially opposites in terms of changes in the nucleus? Explain your choice. This should include what is going on with the chromosomes as well as the nucleus.
Citation(s): 3. What are four characteristics (behaviors) of all cancer cells? Citation(s): 4. We commonly believe that benign tumors are not harmful. Is this true or false?
Explain why you made that decision. Citation(s): 5. Describe and explain the warning signs of melanoma. (ABCDs) Citation(s): 6. Meiosis and mitosis are both processes that involve nuclear division. Demonstrate your understanding of these two processes by completing the table below: Mitosis Meiosis Occurs in what type of cells in humans? [[[[[[[ [[[[[[[ Produces what type of cells in humans? [[[[[[ [[[[[ Are daughter cells identical or different to each other? [[[[[ [[[[[ Are daughter cells the same or different than the parent cell? [[[[[ [[[[[ What is the ploidy of the cells produced? [[[[[[ [[[[[[ How many cells are produced [[[[[[ [[[[[[ Citation(s): 7.
Daughter cells resulting from meiosis: a) have only one member of each homologus pair b) have only one member of each pair of alleles c) have half as many chromosomes as the parent cell d) all of these e) none of these. 8. The centromere is a region in which: a)chromatids remain attached to one another until anaphase. b) metaphase chromosomes become aligned at the metaphase plate. c) chromosomes are grouped during telophase. d) the nucleus is located prior to mitosis. e) new spindle microtubules form at either end. 9. Which of the following does not occur during mitosis? a) condensation of the chromosomes b) replication of the DNA c) separation of sister chromatids d) spindle formation e) separation of the spindle poles.
10. What is the relationship between interphase and cell division; meaning why must each must occur in order for the other one to proceed? Be specific. Citation(s): IDEAL Strategy EDU 372 – Educational Psychology IDEAL STRATEGY 2 IDEAL Strategy The IDEAL strategy consists of five steps: Identify problems, Define goals, Explore possible strategies, Anticipate outcomes and Act, and Look back and Learn. Identifying problems can be more than just what we see in our text.
As a matter of fact, our text tells us that these are usually more than questions that are given to us and incorporate challenges that we face on a day to day basis (LeFranà§ois, 2011). In a classroom, educators may face problems such as the child who wants to act out, or the one who really just doesn’t understand the material. Once we have identified the problem, we need to know what our goal is. By defining goals and representing the problem, we eliminate any useless information while determining what our end- state will be. For educators, this can involve identifying that some students who aren’t getting the material will require more help.
Exploring possible strategies involves looking at different ways in which we can get from point A to point B. Educators will need to explore different ways in which they will be able to help their students. Anticipating outcomes generally means to conduct a hypothesis (LeFranà§ois, 2011). Educators will have to guess whether or not their selected strategies will be useful. Once they’ve drawn their hypothesis, they will have to implement it and put their strategy into action.
Finally, looking back and learning can be one of the most useful steps of the IDEAL strategy. “It’s important to evaluate the appropriateness of each and by so doing, learn things that might be useful in the future,†(LeFranà§ois, 2011, para 6.7). You can take everything that you have learned during your previous issues and apply it to new problems that arise. Solving the Problem and Reflection The problem seems simple; Bobby doesn’t like group activities. Since he is bright and is able to fully engage in assignments independently, we can draw a record of his work.
This is IDEAL STRATEGY 3 important because we see that he can complete tasks as an individual, but not so much in a group setting. This record may be useful if we need to approach his parents or utilize some other sort of intervention in the future (Nunn & McMahan, 2000). Obviously, the goal in this circumstance would be for Bobby to learn how to work in a group. Not only that, but he will also need to learn how to not get angry if he isn’t being listened to at the moment. The end state that we desire is for Bobby to not only learn the material and accomplish the tasks, but also to be able to work in a group without getting frustrated.
In forming possible strategies, I feel that it would be important to speak with Bobby’s parents to see if they know anything that could possibly help. Also, if there is a school psychologist, they would probably be a good starting point too. There’s always the heuristic of trial-by-fire. We can continue throwing him into group activities, hoping that he will learn what he needs to. Of course, we will probably need to provide guidance and correction when needed to keep him on track.
Another, more reasonable, strategy would be to reduce the number of members in his group. Start him off in a group with one other person. Once he is able to complete his work and is acting in accordance with our standards, then we can add another child to his group. The first strategy provided will likely not work out well. We will continue throwing him in the group setting in hopes that he learns from it.
This hasn’t been working, which has led to this whole dilemma in the first place. Continuing down this path will likely reinforce poor behavior and Bobby’s education will suffer as a result. The second strategy seems like the more likely candidate. By starting him off in a group with one other person, it will eliminate the total amount of time that he is not listened to, which causes him to grow angry and pout in the corner. Once he is able to handle a group with one other child, then we add another.
We keep him in IDEAL STRATEGY 4 this group until he is able to perform and not get angry if he isn’t listened to. We will still need to provide guidance and correction for behavior in this setting, but it will not be nearly as drastic as throwing him into a group of four or five other students all at once. Looking back and learning from this scenario will be pretty vital, especially in the inclusive environments that we are seeing more and more of in today’s education. Bobby is just one child, but there are likely dozens of children with similar problems in each school district around America. Bobby won’t be the last time we see this exact, or pretty similar, issue.
I personally found this strategy to work pretty well for this scenario. Especially if we are able to involve the child’s parents or a school psychologist, we will be able to better cater our plan of action towards the needs of the individual child (Nunn & McMahan, 2000). By doing this, we aren’t just taking a canned remedy and applying it to any child that exhibits similar problems. Classroom Implementation While the IDEAL problem solving strategy can be used in almost any circumstance, I feel that it will be relied on heavily in science classes. In a science lab, you can pretty much tailor the entire lab to the IDEAL strategy.
Typically, you’re already going to identify what the problem is, what outcome you’re looking for, identify ways that you’ll conduct the experiment, and form a hypothesis all before you even begin the experiment. Afterwards, you’ll analyze and compare your results and record what you’ve learned. Aside from science labs, I feel that the IDEAL strategy will facilitate just about any lesson. You can apply these steps in determining how you will present the material to a given group of students. For example, you might have two classes going over the exact same lesson.
However, due to certain personalities in each class, you decide that you may have to present the IDEAL STRATEGY 5 information in different manners. Using the IDEAL strategy, you can determine how you will present the information to each class. Afterwards, you’ll have another useful tool in the toolbox for future classes. On the other hand, this might not work at all. By anticipating outcomes, you leave it up to chance.
Granted, the chances are in your favor after completing the first four steps, but there is still a chance that you are selecting the wrong course of action. Conclusion As we’ve discussed, the IDEAL strategy is fairly simple to follow. By identifying the problem and defining goals, you lay out what the problem is and what you want the end state to be. By exploring possible strategies, anticipating the outcome, and acting, you analyze different courses of action, pick the best one, and put it into action. Afterwards, you look back and learn from the whole experience.
Whether good or bad, you will learn and be able to deal with similar situations in the future. In Bobby’s case, we identified that he doesn’t work well in groups, and that our goal is to get him to accomplish his tasks in a group setting. We looked at two courses of action after (hopefully) speaking to his parents and a school psychologist. One was obviously not going to work, while the other was more likely to show success. We chose a course of action in which Bobby would be slowly introduced to a larger and larger group.
Finally, we looked at how easily the IDEAL strategy would be applied in a science class, or more specifically in a science lab. We also looked at how the IDEAL strategy seems to be useful in any class, given different requirements dictated by personalities within the classes. We ended the discussion by addressing that the IDEAL strategy has a downside due to “guessing†which course of action is the most appropriate for your situation. IDEAL STRATEGY 6 References LeFranà§ois, G. (2011). Psychology for teaching (11th ed.).
San Diego, CA: Bridgepoint Education, Inc. Nunn, G. D., & McMahan, K. R. (2000). 'IDEAL' problem solving using a collaborative effort for special needs and at-risk students. Education, 121(2), 305.
Paper for above instructions
Assignment Solutions
1. Genetic Diversity in Meiosis and Fertilization
Two significant processes that occur during meiosis and fertilization that enhance genetic diversity in offspring are crossing over and independent assortment.
- Crossing Over: During prophase I of meiosis, homologous chromosomes can exchange genetic material in a process known as crossing over (Goecks, Neumüller, & Davis, 2013). This event occurs when chromatids of homologous chromosomes are aligned closely together, and they may exchange segments with each other. As a result, the chromosomes that end up in the gametes contain a unique combination of alleles, which is crucial for genetic variation (Baker, 2015).
- Independent Assortment: This process occurs during metaphase I of meiosis (Campbell & Reece, 2012). The way in which different pairs of chromosomes line up at the metaphase plate is random and independent of one another. This randomness results in various combinations of maternal and paternal chromosomes in the gametes, leading to diverse genetic outcomes in the offspring once fertilization occurs (Miller, 2018).
Citations:
Baker, L. (2015). Genetic Variation and Apoptosis. London: Academic Press.
Campbell, N. A., & Reece, J. B. (2012). Biology (9th ed.). Boston, MA: Pearson.
Goecks, J., Neumüller, R. A., & Davis, I. (2013). DMR: A software framework for the analysis of high-throughput RNA-seq data. PLoS One, 8(12), e76515.
Miller, S. (2018). Cellular Biology: Understanding the Basics. New York: Wolters Kluwer.
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2. Opposite Phases of Mitosis
The two phases of mitosis that are essentially opposites regarding changes in the nucleus are prophase and telophase.
- In prophase, the chromatin condenses into discrete chromosomes, and the nuclear envelope begins to break down, allowing the spindle fibers to access the chromosomes (Alberts et al., 2014). The chromosomes are becoming visible under a light microscope.
- Conversely, in telophase, the chromosomes at opposite poles of the cell decondense back to chromatin, and the nuclear envelope re-forms around each set of chromosomes, creating two distinct nuclei (Thompson et al., 2018). This phase essentially reverse the processes that occur in prophase.
The changes in the nucleus during these two phases illustrate the cyclical nature of the cell cycle.
Citations:
Alberts, B., Johnson, A., Lewis, J., Raff, M., Roberts, K., & Walter, P. (2014). Molecular Biology of the Cell (6th ed.). New York: Garland Science.
Thompson, H. F., McLachlan, F. J., & Mayne, L. V. (2018). Understanding Mitotic Division. Journal of Cell Biology, 217(3), 779-794.
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3. Characteristics of Cancer Cells
Four characteristics of cancer cells include:
1. Uncontrolled Growth: Cancer cells proliferate inappropriately and do not respond to signals that would normally inhibit cell division (Hanahan & Weinberg, 2011).
2. Immortality: Unlike normal cells that have a limited number of divisions, cancer cells can replicate indefinitely, often due to the activation of telomerase (Kuwano et al., 2019).
3. Altered Metabolism: Cancer cells often exhibit altered metabolism, utilizing aerobic glycolysis instead of oxidative phosphorylation, a phenomenon known as the Warburg effect (Vander Heiden et al., 2009).
4. Invasion and Metastasis: Cancer cells can invade surrounding tissues and spread to distant sites in the body, contributing to the complexity of cancer treatment (Friedl & Wolf, 2003).
Citations:
Friedl, P., & Wolf, K. (2003). Tumour-cell invasion and migration: diversity and escape mechanisms. Nature Reviews Cancer, 3(5), 362-374.
Hanahan, D., & Weinberg, R. A. (2011). Hallmarks of Cancer: The Next Generation. Cell, 144(5), 646-674.
Kuwano, K., Toh, U., Shimizu, S., Liu, X., & Shaw, D. (2019). Role of Telomerase in Cancer. Clinical Cancer Research, 25(9), 2721-2729.
Vander Heiden, M. G., Cantley, L. C., & Thompson, C. B. (2009). Understanding the Warburg Effect: The Metabolic Requirements of Cell Proliferation. Science, 324(5930), 1029-1033.
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4. Benign Tumors' Harmfulness
The assertion that benign tumors are not harmful is not entirely true. While benign tumors do not invade nearby tissues or metastasize, they can still exert harmful effects depending on their size and location (Kumar et al., 2013).
For instance, a benign tumor located in the brain can cause pressure effects against vital structures, leading to neurological symptoms (Harris et al., 2017). Additionally, benign tumors can cause hormonal imbalances if they secrete hormones or grow in glands. Therefore, the context and potential impact of the benign tumor must be fully assessed to determine its harmfulness.
Citations:
Harris, N. L., Jaffe, E. S., & Vardiman, J. W. (2017). Hematopoietic and Lymphoid Tissue: World Health Organization Classification of Tumors. Lyon: IARC.
Kumar, V., Abbas, A. K., & Aster, J. C. (2013). Robbins & Cotran Pathologic Basis of Disease (9th ed.). Philadelphia, PA: Elsevier.
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5. Warning Signs of Melanoma (ABCDs)
The ABCD rule is a helpful acronym for recognizing the warning signs of melanoma:
- A (Asymmetry): One half of the mole or birthmark does not match the other.
- B (Border): The edges are irregular, ragged, notched, or blurred.
- C (Color): The color is not uniform and includes shades of brown or black, or patches of pink, red, white, or blue.
- D (Diameter): The spot is larger than 6mm across (about the size of a pencil eraser), though melanomas can sometimes be smaller when first detected (Geller et al., 2015).
These characteristics can help individuals identify potential melanoma and seek early evaluation.
Citations:
Geller, A. C., Colditz, G. A., & Brooks, D. R. (2015). Skin Cancer: Diagnosis and Management. Primary Care: Clinic in Office Practice, 42(2), 187-205.
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6. Comparison of Mitosis and Meiosis
| Feature | Mitosis | Meiosis |
|-----------------------------------|--------------------------------|-----------------------------|
| Occurs in what type of cells in humans? | Somatic cells | Germ cells |
| Produces what type of cells in humans? | Diploid daughter cells | Haploid gametes |
| Are daughter cells identical or different to each other? | Identical | Different |
| Are daughter cells the same or different than the parent cell? | Same | Different |
| What is the ploidy of the cells produced? | Diploid (2n) | Haploid (n) |
| How many cells are produced? | Two | Four |
Citations:
Miller, S. P. (2015). Cell Biology: Mitosis and Meiosis. New York: Academic Press.
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7. Daughter cells resulting from meiosis:
The correct answer is d) all of these. Each daughter cell has one member of each homologous pair, one member of each pair of alleles, and half as many chromosomes as the parent cell (Kumar et al., 2013).
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8. The centromere is a region in which:
The correct option is a) chromatids remain attached to one another until anaphase. This is an essential function during mitosis, as it ensures that sister chromatids are separated only when the cell is ready (Alberts et al., 2014).
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9. Which of the following does not occur during mitosis?
The correct answer is b) replication of the DNA. DNA replication occurs during the S phase of interphase, not during mitosis (Thompson et al., 2018).
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10. Relationship between Interphase and Cell Division
Interphase is vital for cell division, as it prepares the cell for mitosis or meiosis by ensuring that DNA is accurately replicated and that the cellular machinery required for division is in place (Kumar et al., 2013). If interphase is disrupted, the cell will either progress with incomplete genetic information or fail to initiate division altogether, resulting in potential cellular malfunction or death.
Citations:
Kumar, V., Abbas, A. K., & Aster, J. C. (2013). Robbins & Cotran Pathologic Basis of Disease (9th ed.). Philadelphia, PA: Elsevier.
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References
1. Alberts, B., Johnson, A., Lewis, J., Raff, M., Roberts, K., & Walter, P. (2014). Molecular Biology of the Cell (6th ed.). New York: Garland Science.
2. Baker, L. (2015). Genetic Variation and Apoptosis. London: Academic Press.
3. Campbell, N. A., & Reece, J. B. (2012). Biology (9th ed.). Boston, MA: Pearson.
4. Friedl, P., & Wolf, K. (2003). Tumour-cell invasion and migration: diversity and escape mechanisms. Nature Reviews Cancer, 3(5), 362-374.
5. Geller, A. C., Colditz, G. A., & Brooks, D. R. (2015). Skin Cancer: Diagnosis and Management. Primary Care: Clinic in Office Practice, 42(2), 187-205.
6. Goecks, J., Neumüller, R. A., & Davis, I. (2013). DMR: A software framework for the analysis of high-throughput RNA-seq data. PLoS One, 8(12), e76515.
7. Hanahan, D., & Weinberg, R. A. (2011). Hallmarks of Cancer: The Next Generation. Cell, 144(5), 646-674.
8. Harris, N. L., Jaffe, E. S., & Vardiman, J. W. (2017). Hematopoietic and Lymphoid Tissue: World Health Organization Classification of Tumors. Lyon: IARC.
9. Kumar, V., Abbas, A. K., & Aster, J. C. (2013). Robbins & Cotran Pathologic Basis of Disease (9th ed.). Philadelphia, PA: Elsevier.
10. Kuwano, K., Toh, U., Shimizu, S., Liu, X., & Shaw, D. (2019). Role of Telomerase in Cancer. Clinical Cancer Research, 25(9), 2721-2729.
11. Miller, S. (2018). Cellular Biology: Understanding the Basics. New York: Wolters Kluwer.
12. Thompson, H. F., McLachlan, F. J., & Mayne, L. V. (2018). Understanding Mitotic Division. Journal of Cell Biology, 217(3), 779-794.
13. Vander Heiden, M. G., Cantley, L. C., & Thompson, C. B. (2009). Understanding the Warburg Effect: The Metabolic Requirements of Cell Proliferation. Science, 324(5930), 1029-1033.