11. Distinguish between a monophyletic, paraphyletic, and polyphyletic taxa. Give an example of each. How does the concept of a clade relate to these concepts.

1. a. Why is it important to use a sequence region of high dissimilarity to make a strain-specific primer?

b. Why does only one primer, and not both, need to target a highly dissimilar region?

Gene therapy attempts to correct a genetic deficiency by inserting a normal version of the affected gene into the patient's cells. For this to be effective, the cells need to be _______cells that will not passed on to offspring, but they also need to be cells that will keep dividing for the lifetime of the patient.  Currently, ______ cells, which produce all the blood and immune cell types of the body, are a preferred target.What limits the use of gene therapy is that it works best on relatively simple conditions caused by the mutation of one single gene.  Retroviruses are ________viruses that insert a(n) ________copy of their genome into that of their host cells.  After the insertion, the viral genome will be permanently part of the host cell genome.

__________ are the most numerous WBC and are primarily involved in ___________.

A) Lymphocytes; acquired immunity

B) Neutrophilis; phagocytosis

C) Neutrophilis; acquired immunity

D) Lymphocytes; phagocytosis

Explain how the concept of Shifting Baselines and Tragedy of the Commons applies to the overfishing of the world's oceans. In other words, how might each of these concepts contribute to our inability to sustainably harvest fish?

1. In otherwise normal, intact (not leaky), coupled mitochondria supplied with succinate and ADP, if you add ANTIMYCIN:
   1. What happens to electron^- transport (works/stops)? Why?
   2. What happens to oxygen consumption (works/stops)? Why?
   3. What happens to proton pumping (works/stops)? Why?
   4. What happens to ATP synthesis (works/stops)? Why?

Describe how limiting nutrients structure ecosystems and what happens when you add that limiting nutrient back.

There are a number of indicators of biological sex and gender. Define biological sex. Define gender. Explain how they are the same or not, and your response must include at least two (2) examples or indicators of biological sex and gender.

2) (10 point question) Many people love colorful and tasty tomatoes and an ambitious student in horticulture wants to breed such a tomato variety. He searched all the available tomato genetic resources, and found the two inbred lines he needed. One line produces the tomatoes with a colorful red-green-yellow mosaic pattern (rrTT), and the other strain is 'very tasty' (RRtt).

When the student crossed the two strains together, he made the following observations:

In the F1 generation, all the ripe tomatoes have a regular red color and a regular flavor. The student tasted tomatoes from over 40 individual plants, and was sick with regular tasting tomatoes.

In the F2 progeny, the student sampled 1000 tomato plants: 498 had red-color tomatoes with normal taste, 248 colorful tomatoes with normal taste, and 254 red-color tomatoes with great taste. He was disappointed not to find any colorful tomatoes with great taste. He then sampled another 2000 F2 plants: 998 had red-color tomatoes with normal taste, 511 colorful tomatoes with normal taste, 488 red-color tomatoes with great taste, and 3 colorful tomatoes with great taste; he was so happy to find what he wanted!!!

Based on these experimental results, he realized that the alleles he needs are recessive and the two genes are linked.

A) (4 points) How closely linked are the r and t genes? Please explain your strategy to calculate the distance.

B) (2 points) A testcross with the F1 can be used to further define the genetic distance between the two genes. Indicate the ratio of progeny phenotypes that you'd expect (describe phenotypes) from this cross based on the map distance you propose for part a).

C) (2 points) The tomato genome has now been sequenced and genes on the chromosome are in the following order OPQRSTU. The respective physical distances on the chromosome between these seven genes are very similar. But we now know that there is a 'cold spot' between genes RT and 'hot spots' between PQ and TU. Draw a representation of the genetic map relative to the physical map (both maps are needed here) for this part of the tomato genome. Show the relative (approximate) locations of the genes on the two maps.

D) (2 points) What can you predict about the chromosome chromatin structure between the R and T genes?

In the Meselson - Stahl experiment, if after the first round of replication, the DNA had been denatured at high temperature before its centrifugation in a column of cesium chloride, which two models would have shown the same sedimentation pattern?

Group of answer choices

semiconservative and dispersive

conservative and dispersive

all three would have shown the same sedimentation pattern

semiconservative and conservative

none of the three would have had the same sedimentation pattern

If an X-linked recessive trait was lethal to the development of an embryo, answer the following questions:

A. could carrier females pass this trait to sons that survive child birth?

B. could carrier females pass this trait to daughters that survive child birth?

C. could fathers pass this trait to daughters that survive child birth?

D. could fathers pass this trait to sons that survive child birth?

What are the various types of Clinical Trials in which an intervention is given to determine its effect on a certain disease or health condition?