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BIOGC3712 Quiz: MAP 5

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Ballarat U, University of Ballarat, FUA
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BIOGC
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BIOGC3712
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Document Summary

The opened package of potato chips held the answer to the mystery. Both detectives looked at it but failed to realize it was the key to solve the crime. They passed by it assuming it was random trash ensuring that the case would never be solved: the chair sat in the corner where it had been for over 25 years. The only difference was there was someone actually sitting in it. Yet there was no denying the presence in the chair now: sitting in the sun, away from everyone who had done him harm in the past, he quietly listened to those who roamed by. He felt at peace in the moment, hoping it would last, but knowing the reprieve would soon come to an end. He closed his eyes, the sun beating down on face and he smiled. He smiled for the first time in as long as he could remember: her mom had warned her.

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Related Questions

Last week you studied fertility and the Reproductive System. There was a very interesting reading on page 376 on freezing embryos.

Read the case study below and respond to the questions for this week's post.

Acorn Fertility Clinic has a space problem. Its director, Franklin Pearce, just presented Acorn's Board of Directions with the problem, and now a vigorous discussion was going on. Pearce left the room to think.

The problem is partly a result of the clinic's success. Since its inception ten years earlier, the clinic has almost tripled its number of patients, and its success in achieving pregnancies in infertile couples is equal to the national average.

The clinic's greatest success has been in the use of in vitro fertilization. This procedure involves fertilizing the egg outside the body and then placing the zygote in the uterus of the patient. Usually up to 15 zygotes are produced, but only a few are placed back in the woman. The rest are frozen and held in liquid nitrogen.

Infertility specialists have been freezing embryos since 1984, with much success. The length of time an embryo can be held in a frozen state and "thawed out" succcessfully is not known. With better and better freezing techniques, the time is increasing. Recently a baby was born from an embryo that had been frozen for eight years.

Acorn Fertility has been freezing embryos since its inception. It has a large number of such embryos-thousands, in fact-some frozen for ten years. The parents of many of these embryos are present or past patients who have no need for them. With its patient base increasing, Acorn needs the space for new embryos.

The problem is not Acorn's alone. Ten thousand embryos are frozen each year in the United States, and the numbers are increasing. Many of these are sitting in liquid nitrogen in fertility clinics like Acorn.

Now sitting in his office, Dr. Pearce wondered what the Board of Directions would decide to do with the embryos that aren't being used.

Questions

1. What should the board decide? List five things that might be done.

2. In a number of legal cases, frozen embryos have created questions. Who owns them? Are they property? Are they children? In general, courts have decided that they are neither, and that they should be left frozen because no person can be made a parent if he or she does not want to be. Is this the right decision? Why or why not?

3. In the future, we will be able to successfully thaw and implant embryos that have been frozen for 25 to 30 years. What problems do you foresee with this? What benefits? List three of each.

4. Do you think that anyone should be denied fertility treatment? If so, what do you think a doctor should take into consideration when deciding whether to provide someone fertility treatment?

Its one problem with 7 questions

A) Most eukaryotic cells transcribe a relatively high portion of their genome, but most of those RNA transcripts are likely not encoding for proteins. Elucidating the function(s) of that "junk" RNA is one of the next big challenges in molecular cell biology. You isolate one of those transcripts and determine that its sequence consists of 50% C, 30% U, and 20% A. What is the percentage of Gs in this transcript? (don't write the unit)

B) Which stop codon(s) can be encoded by the RNA in the previous question ("How many times do we need to tell you to stop? 1").
List the codon(s) alphabetically. If you need to enter fewer codons than the alloted number of "blanks", enter N/A .

C) From what you can tell, the sequence of the transcript you isolated in the previous question* appears quite random. Assuming that it is random, you can expect to see the various combinations of any three nucleotides at a probability that depends of the frequency of each of the nucleotides. For example, you naturally should expect to see the triplet CCC more times than AAA. What is the expected percentage of triplets corresponding to stop codon(s) in this transcript (round to one decimal place and enter just the number without "%")? *(How many times do we need to tell you to stop? 1)

D) If the length of the transcript in the previous two questions is 2,500 nucleotides, how many stop codons do you expect to find in it, based on the frequency you calculated above?

E) On average, how many bases separate each of the occurrence of the stop codon(s) (round to the nearest integer).

F) The sequence between two potential stop codons is an "open reading frame" (ORF*). Upon closer examination of the RNA sequence from the previous questions** you determine the presence of an ORF that may encode for a putative protein which is 600 amino acid residues-long. How long is the ORF?

*Open reading frame: a stretch of DNA or RNA which is uninterrupted by a stop codon and may therefore encode for a protein.

**Questions "How many times do we need to tell you to stop" 1 through 5.

27 bases

1,800 bases

2,500 bases

259 bases

600 bases

83 bases

200 bases

G) What may be the ramifications of your analyses of the RNA you isolated*? It is clearly containing an ORF which is longer than what you expected to find based on the sequence analysis you have conducted. What would be a logical conclusions based on the comparison of the lengths of the actual and predicted ORFs? Questions "How many times do we need to tell you to stop" 1 through 6. Pick 1, 2 or 3 below

1) The difference between the actual and predicted sizes of the ORF is not big enough to be significant and therefore your initial hypothesis that sequence is random is clearly random, is supported.

2) Nature is random and your results, using the Bard's words, may be "full of sound and fury" but are really "signifying nothing".

3) The difference between the actual and predicted sizes of the ORF is rather big and may suggest that the sequence of the RNA may not be as random as it first appeared. This raises the hypothesis that what started as piece of "junk" RNA may be actually encoding for a protein.

Question 1

Evolutionary algorithms are used:

In engineering, to arrive at solutions by going through many permutations of possible solutions and allowing them to evolve.
A genetic feature of complex organisms.
A process undergone by the human brain, which is similar to evolution by natural selection.
Another term used for a computer algorithm in general.

Question 2

Human literature and languages can be studied using methods similar to those used for constructing phylogenies because:

There is no other way of studying these things.
Languages evolve roughly along the lines of species, with mutations (changes in words and pronunciation), descent with modification (languages becoming more different along the way), and branching of languages (languages giving rise to other languages that are similar to them).
Because literature and languages are constructed by organisms (human beings), so what applies to one must apply to the other.
Languages undergo a process of word swapping, which is analogous to horizontal gene transfer.

Question 3

The degree to which horizontal gene transfer occurs in eukaryotes is:

Something upon which the entire validity of evolutionary biology hinges.
A mystery that may or may not disprove evolution, but we simply don't know enough about it at this point.
Something that would overthrow the notion that this phenomenon is important in bacteria.
An interesting and potentially important aspect of biology with relevance for how evolution occurs, but not something that would call it into question one way or the other.

Question 4

Learning about the history of scientific theories and the reasons for why they are initially accepted or rejected is important mostly because:

It makes for exciting story telling, and this is very much needed to get people interested in science.
It teaches us about the process of science as it actually occurs, which is somewhat different to the idealized notion of a purely objective undertaking.
It tells us which theories are definitely true or false.
It tells us that science is actually a totally subjective process that tries to present itself as objective. In reality, personal subjective factors are the only relevant factors that really matter in science.