Chat with AIExam 3: Section 1: Biology and Behavior
Lenny is a very active toddler who began to crawl, pull himself up to a standing position, walk, climb, and run at a very early age. Describe the two general ways in which a child's phenotype "creates" his or her environment. Then provide specific examples of how Lenny may actively create his environment. How might Lenny's environment either support or undermine his high activity level?
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Answered by Examlex AI CopilotThe two general ways in which a child's phenotype "creates" his or her environment are through active gene-environment correlations and niche-picking.
Active gene-environment correlations occur when a child seeks out environments that are compatible with their genetic predispositions. For example, if Lenny has a genetic predisposition for high activity levels, he may naturally seek out activities and environments that allow him to be active, such as playgrounds, sports, or other physical activities.
Niche-picking refers to the process by which a child actively selects and shapes their environment based on their genetic predispositions. For example, Lenny may actively seek out toys and play equipment that allow him to engage in physical activities, such as climbing structures or ride-on toys.
In Lenny's case, his high activity level may lead him to actively create his environment by seeking out opportunities for physical activity and movement. He may be drawn to toys and activities that allow him to climb, run, and play in a way that supports his natural inclinations.
However, Lenny's environment may also play a role in either supporting or undermining his high activity level. A supportive environment may provide ample opportunities for physical activity, such as access to safe outdoor play spaces, sports programs, and active play equipment. On the other hand, an environment that lacks opportunities for physical activity or discourages movement may undermine Lenny's high activity level. For example, limited access to outdoor play spaces or a lack of encouragement for physical activity may hinder Lenny's natural inclination towards high activity levels. Therefore, it is important for Lenny's caregivers and environment to support and encourage his natural activity level in order to promote his overall well-being.
Describe the concept of norm of reaction. Give an example of a particular genotype and how its interaction with different environments might affect the phenotype that results.
(33) Answered by Examlex AI CopilotThe concept of norm of reaction refers to the range of phenotypic outcomes that can result from a particular genotype when exposed to different environments. In other words, it describes how a genotype can produce different phenotypes depending on the environment in which it develops.
For example, let's consider a genotype for plant height in a certain species. This genotype may have a norm of reaction that allows it to produce a range of plant heights depending on factors such as soil nutrients, water availability, and sunlight exposure. In a nutrient-rich environment with ample water and sunlight, the plant may grow tall and robust. However, in a nutrient-poor environment with limited water and sunlight, the same genotype may result in a shorter and more stunted plant.
This concept highlights the complex interaction between genetics and the environment in determining an organism's phenotype. It also emphasizes the importance of considering both genetic and environmental factors when studying and understanding the development and expression of traits in organisms.
The National Association of Music Teachers is interested in the extent to which musical ability is influenced by genetic and environmental factors. Design two studies, a twin study and an adoption study, to examine this issue. For each study, discuss which groups of participants will be compared. Describe what results would lead to the conclusion that musical ability is influenced to a large degree by genetic factors and what results would lead to the conclusion that musical ability is influenced to a large degree by environmental factors.
(35) Answered by Examlex AI CopilotTwin Study:
In a twin study, the National Association of Music Teachers could compare the musical abilities of identical twins (who share 100% of their genetic material) with fraternal twins (who share 50% of their genetic material). If musical ability is found to be more similar in identical twins than in fraternal twins, this would suggest a strong genetic influence on musical ability. On the other hand, if musical ability is found to be similar in both types of twins, this would suggest a stronger environmental influence.
Adoption Study:
In an adoption study, the association could compare the musical abilities of adopted children with those of their biological parents and their adoptive parents. If the musical abilities of adopted children are more similar to their biological parents than their adoptive parents, this would suggest a strong genetic influence. Conversely, if the musical abilities of adopted children are more similar to their adoptive parents, this would suggest a stronger environmental influence.
Results:
If the results of both studies consistently show that musical ability is more similar in individuals who share genetic material, this would lead to the conclusion that musical ability is influenced to a large degree by genetic factors. Conversely, if the results consistently show that musical ability is more similar in individuals who share environmental factors, this would lead to the conclusion that musical ability is influenced to a large degree by environmental factors.
Consider these statements from the text:
(a) "If you can roll your tongue lengthwise into the shape of a tube, then at least one, but not necessarily both, of your parents must also possess this . . . talent."
(b) "If you have straight hair, then both of your parents must carry an allele for this trait, although it is possible that neither of them actually has straight hair."
Provide a detailed explanation of each statement, being sure to explain the process by which each trait is expressed and how, if at all, the trait of tongue-rolling and the trait of straight hair are different.
(34) Julia and Carolyn are teenage identical twins who have lived together since birth. Julia is a star student who plans to be a pediatrician. Carolyn is failing in school and has no plans for her future. Their parents often wonder how the girls could be so different, considering that they are genetically identical and that they grew up in the same family. Give three examples of possible contributors to the differences between these sisters.
(33) Write a brief article for a parenting magazine on what parents should and should not do to encourage healthy eating in their children and to discourage them from becoming obese.
(28) Describe a possible design for two studies, one to examine the hypothesis that the brain of a rat has experience-expectant plasticity and one to examine the hypothesis that the brain of a rat has experience-dependent plasticity. Be sure to describe how each study would be conducted and what results would support the hypotheses.
(39) Provide a detailed description of how an individual's sex is determined. Be sure to explain the determination from the moment of conception to the "moulding" of maleness or femaleness.
Consider a trait or characteristic of yours about which you are particularly unhappy or that you are ashamed to possess. Using the relations that are identified in the model of hereditary and environmental influence, discuss how you may have come to possess this trait or characteristic. Discuss, specifically, (a) How might your parents' genotype have directly influenced your genotype? (b) How might your parents' phenotype have influenced your environment? (c) How might your own phenotype have evoked your parents' behaviour toward you? (d) How did you actively select your own environment?
(37) What determines which synapses will be eliminated and which connections will be supported? Describe the types of brain plasticity, and give three specific examples of each type.
(30) Describe the components of the neuron and explain how neurons transfer information to one another.
Is brain development continuous or discontinuous? What about development of the body? Provide examples to support the answers given.
(39) Describe three environmental factors that play a role in obesity in Canada.
Describe three mechanisms for genetic diversity, and give examples of each mechanism. Discuss how these processes can result in beneficial genetic outcomes, as well as how they can produce disease and disorders.
Imagine three individuals who have all sustained similar brain damage. One brain-damaged patient is a newborn, one is a preschooler, and one is a teenager. Using information on brain development at each of these ages, describe and explain how this similar brain damage might have similar or different effects for the three individuals.
(38) Describe the development of neurons and synapses in the human brain. When are new neurons first created, and for how long into the life of an individual do they continue to be created? When and for how long into the life of an individual are new synapses created?
(42) Describe three ways in which diseases and disorders can be transmitted genetically. For each way, provide an example of a disease or disorder that follows this manner of transmission, and provide a detailed description of how it is transmitted.
(35) Jake's biological father has hazel eyes, and Jake's biological mother has green eyes. Jake has brown eyes. Describe the concepts of Mendelian inheritance and polygenic inheritance, and explain how Jake might have inherited brown eyes.
(37) Describe the concepts of shared environment and non-shared environment and give two examples of each. How do behaviour geneticists examine the effects of each of these two contributors to development?
(39) Darrell and Diana, who are both quite athletic, have a new baby named Dean. Their neighbours, Rafael and Rose, are not so athletic. They have a child named Reed. Describe the direct and indirect influences of their parents' genotypes and phenotypes on the athletic abilities of Dean and Reed.
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