Unit II Assignment—Genetics Worksheet
Gregor Mendelâ€s Experiments, Theories, and Findings

1. Mendel observed that pea plants had traits, such as color, that were either “one or the other,” never something in between. In your own words, discuss the correlation between Mendelâ€s factors, what they might be, and why pea plant traits come in one form or another—e.g., gray or dark red—rather than blended.
Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)
2. Letâ€s imagine that we are studying only one trait, that of green- or yellow-colored seeds. Mendel bred his peas until they either produced seeds of one color or the other. These purebred plants he called the p generation (“p” for parental generation). He then cross bred green plants with yellow ones and discovered that all the offspring were yellow-colored. Mendel called the offspring of the purebred plants the F1 generation.
In your own words, explain why all the offspring in the F1 generation were yellow instead of half being yellow and half green, or some other mix of the colors. Hint: Remember that Mendel coined the terms dominant and recessive.
Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)

Punnett Squares
Reginald Punnett was a British geneticist who developed the Punnett square to explain how the chromosomes of parents cross and produce offspring. In order to solve genetics problems using a Punnett square, it is necessary to a) understand the associated vocabulary and b) understand some of the rules for solving the problems.

Before you continue with the problems below, review the meaning of the terms allele, dominant, recessive, homozygous, heterozygous, genotype and phenotype.
You should also review the Punnett Square Basics video linked in the unit lesson.

In this first problem (question #3), the key and genotype of the parents will be done for you as an example. For problems #4 and #5, you will fill in those details based on the information in the question.
Remember, when asked for the genotypic ratio, it may be expressed as 25%(GG):50%(Gg):25%(gg), for example. Or, you may write it more succinctly as 1GG:2Gg:1gg. Either way will be correct.
The phenotypic ratio will use descriptive terms, for example, 3(Green):1(clear), 2(Green):2(clear), or whatever it may be depending on the results of your cross.
3. In corn plants, the allele for green kernels (G) is dominant over clear kernels (g). Cross a homozygous dominant plant with a homozygous recessive plant.
Fill in the Punnett square below and give the ratios for each question beneath the Punnett Square.
Key: G = green kernels, g = clear kernels
Genotype of parents:_GG_x_gg_

Parent #1

Parent #2

What is the genotypic ratio of the offspring in Question 3?
What is the phenotypic ratio of the offspring in Question 3?
4. Yellow seeds are dominant over green seeds in pea plants. Cross a heterozygous (yellow seeded) plant with a green seeded plant.
Key: __________
Genotype of parents:__________ x __________

Parent #1

Parent #2

What is the genotypic ratio of the offspring in Question 4?
What is the phenotypic ratio of the offspring in Question 4?

5. Now cross two of the heterozygous F1 offspring from question #2.

Parent #1

Parent #2

What is the genotypic ratio of the offspring in Question 5?
What is the phenotypic ratio of the offspring in Question 5?
6. Consider the resulting ratio of crossing the two heterozygous pea plants in question #5.We will use this ratio in a short activity exploring probability. Keep in mind that crossing two individuals that are heterozygous for a certain trait is similar to flipping two coins. Each coin has two sides (we might think of each side as an “allele”) and the chances of flipping heads/heads, heads/tails or tails/tails should be similar to the ratio we see when crossing two heterozygotes.
For this simple activity, you will need two coins (pennies, nickels, dimes, quarters, or a mix of any of those). Alternatively, you may google a coin-flipper simulator that will allow you to flip two coins at once. You will also need a piece of scratch paper and a pen or pencil.
Directions: Flip the two coins simultaneously at least 50 times. For each flip of the pair of coins, you will record the results on a piece of scratch paper. You might set up a table like the one below to record your results. Once you have flipped the coins at least 50 times, enter the number of heads/heads, heads/tails and tails/tails in Table 1 below.
Now determine the ratio for your results. You will do this by dividing the number for each result by the total number of flips, and then multiply by 100.
(Example: If the number of heads/heads is 9 then 9/50 = .18, .18×100 = 18%), Repeat this mathematical procedure for heads/tails and tails/tails)

Table 1

Heads/heads (hh)

Head/tails (ht)

Tails/tails (tt)

Ratio (hh:ht:tt)

Compare the resulting ratio from the question #5 cross of two heterozygous parents to the ratio from the coin flipping exercise. Are there similarities? If so, what are they?
What might be done to make the ratio from the coin flipping exercise become more similar to the ratio from question #5? (Hint: Consider that more data equals better accuracy.)

Cancer Risk Factors
6. This question deals with cancer and risk factors. Begin by going to the website http://www.cancer.org/

Click “Cancer A-Z” in the upper left corner. The page that comes up will provide links to information on breast cancer, colon and rectal cancer, lung cancer, prostate cancer, and skin cancer. Review the information for each these cancers.

Next, write an essay that discusses your own risk factors for each type of cancer and steps you might take to decrease those risk factors. Be sure to address all five types of cancer.

You do not have to disclose any actual personal information if you do not wish to do so. You may create a fictional character and discuss his or her risk factors instead. Be sure to address all five types of cancer.

Your response must be at least 300 words in length. (Type your response below)

 
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Please respond to the following two post 100 words one reference each

#1

Public health nurses can acquire important knowledge, competencies, and skills to promote and protect the health of communities and populations by understanding and applying CBPR approaches. These competencies and skills are requisite for public health nurses to serve in contemporary, evolving roles with communities and populations that face complex, multifaceted challenges. such as public health threats that affect at-risk populations (e.g., lack of access to health care, emerging infectious diseases, poor environmental and living conditions, the epidemic of overweight and obesity, and the culture of substance use and abuse).

The nature of many threats is not unlike threats that faced PHN leaders in the early 20^th century. They involve an appreciation of culture, economics, politics, and psychosocial problems as determinants of health and illness.

Public health nurses can enhance these skills by interacting with community members and using active communication to gain in-depth insights about the communityâ€s assets and needs. Cultural competence helps public health nurses understand invisible factors in the community that promote health and prevent disease, such as assets, values, strengths, and special characteristics of the communities (Anderson & McFarlane, 2011). Perry and Hoffman (2010) demonstrated how PHNs can incorporate findings from their assessment into program development by having lively discussions and distributing information to develop the tailored program in the community. Marcus and colleagues (2004) showed how CBPR was used to develop a program to decrease HIV/AIDS in AA adolescents by creating a coalition between university-based investigators and church-based stakeholders. PHNs strategically utilized these partnerships to design and implement the program. These CBPR strategies were also utilized successfully to develop effective prevention and intervention programs (including both primary and secondary prevention programs) for cardiovascular disease prevention. Community dimensions of practice skills focus on communication, collaboration, and linkages between public health nurses and the many stakeholders in a community (Quad Council, 2011). These skills are central to PHNs†participation in CBPR and enable a focus on the ecological context in developing health promotion programs. Again, there are examples of research that used a community participatory approach to foster these community practice skills. Andrews et al. (2007) illustrated community dimensions of practice skills when partnering with community stakeholders to develop multiple levels of interventions using an ecological framework that enhanced sustainability. In another study, PHNs built partnerships with community stakeholders (Hassouneh et al., 2011) to increase trust and to better utilize community resources in applying interventions such as training. As shown in these examples, public health nurses can use CBPR to enhance partnerships and empower community members as participants by including them in the decision-making processes of assessment and program planning (Andrews et al., 2007; Hassouneh et al., 2011; Perry & Hoffaman, 2010).

References,

Agar, M.H. (1973). Ethnography and the addict. In Nadar, L., and Maretzki, T.W., (eds.) Cultural Illness and Health. Washington, DC: American Anthropological Association.

Agar, M.H. (1986). Speaking of ethnography. Beverly Hills, CA: Sage Publications

American Nurses Association (ANA) (2007). Public health nursing: Scope and standards of practice. Washington, DC: American Nurses Publishing.

Anderson, E. T., & McFarlane, J. (2011). Community as partner: Theory and practice in nursing (6th ed.). Philadelphia, PA: Wolters Kluwer Health / Lippincott Williams & Wilkins

#2

Research has shown that culture has been absent from decision-making (Lewenson & Truglio, 2015). With that said Nurses and all health care professionals alike must be culturally competent in our diverse society. Patients ought to be allowed to practice and should not be ridiculed for their beliefs. Having been raised in a Hispanic household, I saw many herbal remedies being used instead of medication. For example, when one of us would have a case of pink eye my mother used to boil water and add periwinkle that was grown in our backyard. She would wash our eyes with this water, and it was so refreshing. And believe it or not it cured our pink eye. It is also practice, for our culture, to use linden tea for anxiety and sleep aid rather than use prescription drugs such as temazepam or alprazolam. Other factors that go beyond herbal remedies is not making eye contact, not welcoming touch, and wanting space/distance respected and this is something that nurses must be cognizant of when dealing with different cultures. One of the most challenging, I believe, is the patientâ€s refusal to take certain medications and reject certain treatment. Our job as nurses is to pass medications and educate our patients on medication management and treatments but we must also respect that it is their right to refuse. Diets fall under this category as well, nurses must be educated in food preferences and that certain cultures will not eat specific foods due to their cultural or religious beliefs of not eating pork or cow, for example. There is a myriad of cultural inclinations and beliefs that nurses must be cognizant of in order to practice trustworthy and satisfactory nursing. Cultural competence will improve health outcomes and quality of care.

References

https://journals.lww.com/nursing/Fulltext/2005/01001/UNDERSTANDING_TRANSCULTURAL_NURSING.2.aspx

Lewenson, S. B. & Truglio-Londrigan, M. (2015). Decision-Making in Nursing: Thoughtful Approaches to Leadership. (2nd ed.) Culture and Decision-Making (Pg. 75-89). ISBN:978- 1-4496-9150-9.

 

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