|
|
|
|
| |
|
|
|
Nelson EducationSchool | ||||||||||||||||||||||||||||||||||||||||
Web LinksUNIT 30AUNIT 30BUNIT 30C
UNIT 30D
Page 19 Explore An Issue: Ethics of Stem Cell Research Conduct background research on this
rapidly changing field of research using newspapers, periodicals,
CD-ROMs, and the
Internet. Outline how the issue is changing and any new issues
that are emerging. Prepare a bibliography and makes notes as you
work.
This site provides information on Canadian stem cell research. This site provides comprehensive information about stem cell research in the United States . This site hosted by the University of Utah provides basic information about stem cells and stem cell research. Page 21 Section 20.2 Questions 7. Research the nature versus nurture debate and the evidence provided by studies of twins. Find out about some psychological conditions that have both a genetic and an environmental component. What are the advantages and disadvantages of each approach? Think about the social, moral, and ethical implications of each viewpoint. Nature, Nurture: Not Mutually Exclusive This site is hosted by St. Norbert College of Wisconsin. The article is written by a staff writer who reviews the works of various psychologists and psychiatrists on twins, behaviour, the role of genetics and the environment. Page 29 Web Activity: Comparing Life Cycles of Plants In this Web-based Case Study, you will have an opportunity to observe and compare the life cycles of different plants. By examining the reproductive life cycles of plants you will gain a greater understanding of how reproductive diversity contributes to the evolution of complex organisms. Review the information on these links. When you have completed the reading the information on the links, answer these questions. 1. (a) In which generation of mosses are the cells haploid? (b) In which are the cells diploid? (c) Where in the life cycle does the reduction in chromosome number occur and by what process? (d) Where is the diploid condition restored and by what process? 2. Although most ferns are terrestrial, during what part of their life cycle do they depend on water? 3. (a) What generation of ferns do we normally see growing in the woods? (b) What specific part of that generation is the most noticeable? 4. Where exactly in the fern life cycle does the diploid number get restored? 5. Describe a fern prothallus. 6. To what generation do most of the spermatophyte plant parts belong? 7. Describe the male and female sporophyte parts of gymnosperms and angiosperms. 8. Compare the seeds of gymnosperms and angiosperms. 9. Compare pollination in gymnosperms and angiosperms. 10. Compare fertilization in gymnosperms and angiosperms. Page 36 Web Activity: Karyotyping As you have read in this section, there are a number of human genetic diseases that involve nondisjunction. In this activity, you will construct karyotype charts and use them to predict genetic disorders, in much the same way as a genetics counsellor might. Follow the links on the Nelson Web site to construct karyotype charts using paper printouts or interactive animations. On this site you can pair up homologous chromosomes to create a karyotype. Diagnosing Disorders through Karyotypes On this site, you can diagnose several different genetic conditions based on the karyotypes that you assemble. This site is a cooperative venture between ZooWeb and the Wisconsin State Laboratory of Hygiene. These karyotypes are intended for use in teaching, to help students study human chromosomes.
|
||||||||||||||||||||||||||||||||||||||||||
|
|
| |
