Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Meiosis Introducing Genetic Variability in a Population
Preparation Task 1:
Describe the mechanisms by which meiosis would introduce genetic variability in a population. If one diploid yeast cell was heterozygous for an allele with a Dominant mutation on it, what proportion of its offspring could be expected to carry that dominant mutation after mating? (Assume it mates with a cell that is homozygous for the normal, recessive allele.)
Interestingly, yeast switch to sexual reproduction when they are under conditions of stress.
For the purposes of this task, assume yeast populations follow this simplified rule: When yeast are reproducing sexually, they will be found as diploid cells that can go through meiosis (or mitosis), while populations that are producing asexually will include only haploid cells undergoing mitosis. Remember that chromosomes can be counted using karyotypes as seen in your text Figure 9.3.
During Meiosis-I at Prophase-I of pachytene stage crossing over or recombination occurs between two non-sister chromatids of homologous chromosomes resulting in exchange or reshuffling of genes. This process is universal among sexually reproducing organisms and is responsible for all types germinal variations that are passed on from parents to offspring. 50% of offspring would be carrying dominant mutation when the heterozygous is crossed with homozygous recessive. For example, Aa x aa the result will be Aa, Aa, aa, aa 1:1 ratio
Preparation Task 2:
Explain why sexual reproduction could be advantageous to a population under stressful conditions. Relate this to the process of natural selection.
If an organism is under stressful condition sexual reproduction could be advantageous because:
Sexual reproduction increases variation. So, the organism can make various variants. In sexual reproduction we know we get one set of chromosomes from father and one from mother. And there are also crossing over during gamete formation. So sexual reproduction creates many variations.
It makes variants that are different from parental population. So, if the parental population is in stress then the variants created by sexual reproduction could survive the changing environment. Some variation should have advantages upon the changing environment, so they have better chance to survive in nature.
Thus, sexual reproduction also prevents the extinction of that organism.
Preparation Task 3:
Consider the differences between mitosis and meiosis. Examine the figure “A Simplified Model of Yeast Reproduction” above and identify ways in which you could determine whether a yeast cell was going through mitosis or meiosis.
Organisms, including yeast, find a variety of environmental conditions stressful. We can grow yeast in a laboratory under either stressful or non-stressful conditions.
Conditions or chemicals that damage organelles (Chapter 3), interfere with transporting nutrients (Chapter 4), or affect the processes of aerobic or anaerobic respiration (Chapter 6) would “stress” these organisms. Environments that affect protein folding (Chapter 2) or enzyme regulation (Chapter 4), are also stressful environments.
Mitosis is an equational division where the chromosomes double up and then divide into two. So, the mother cell divides into 2 daughter cells, each having the equal number of chromosomes as the mother cell. The yeast cell in picture performs asexual reproduction wherein its haploid cell undergoes mitosis producing 2 cells with ploidy N.
When stressful conditions arrive, the yeast cell in the picture undergoes sexual reproduction. The diploid cell with 2N ploidy gives 2 daughter cells with half the number of chromosomes. Hence meiosis is also called as reductional division, as the chromosome number reduces to half.
Preparation Task 4:
Revisit these sections in your textbook if needed and propose at least two specific situations or conditions (that you could control) that yeast may find stressful. Include a citation (your textbook or other sources you may consult)
Preparation Task 4:
Revisit these sections in your textbook if needed, and propose at least two specific situations or conditions (that you could control) that yeast may find stressful. Include a citation (your textbook or other sources you may consult)
Gen Ed Assignment Tasks
Task 5 Define a problem or pose a question:
Define a question you could investigate that links a stressful scenario you identified in Preparation Task 4 to sexual reproduction in yeast.
Task 6 Formulate a hypothesis:
Formulate a hypothesis that could be tested regarding your question. Include your reasoning that led to this hypothesis.
Task 7 Designing an experiment:
Outline an experiment you could use to test this hypothesis. Include and identify the following 6 key elements of your experiment:
- the experimental versus control group
- the dependent variable
- the independent variable
- the standardized variables
- adequate replication/sample size
- materials and methods
Task 8 Drawing Conclusions:
(Defining results that would support or refute your hypothesis.) Complete both A +B.
- A) Describe a possible result from your experiment that would support your hypothesis. You will to describe the results for both the experimental and the control groups to draw a valid conclusion. Provide an explanation for your conclusion. Your explanation should demonstrate the connection between your results and the support of your hypothesis.
- B) Describe a possible result from your experiment that would refute your hypothesis. You will to describe the results for both the experimental and the control groups to draw a valid conclusion. Provide an explanation for your conclusion. Your explanation should demonstrate the connection between your results and how they refute your hypothesis.
Task 9 Envision future directions:
Imagine that you have discovered a new species of yeast. Describe how your method, process, or solution could be applicable to this new situation.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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