part 2

Personal Philosophy of Teaching in Nursing Part 2 

 

 

Your personal nursing teaching philosophy is a work in progress. During week 8, you will revisit and revise your teaching philosophy that you submitted during week 1 (Order #NH42278). Then you should evaluate your original philosophy and include a one-page discussion of how your thoughts and ideas about teaching have changed and developed during this course. Guidelines for revising your teaching philosophy and the one-page discussion are below.

 

Assignment Guidelines:

 

Revised Personal Teaching Philosophy:

 

-Reflect on the teaching principles and practices discussed during the course.

-What did you learn about teaching that you did not know prior to this course?

-What stood out as important to you over the past 8 weeks?

-Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction).

-Your revised teaching philosophy should:

*Have a clear focus or theme.

*Be authentic and personal.

*Relay who you are (or aspire to be) as a teacher.

*Exhibit genuine enthusiasm for teaching.

*Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed).

*Describe your current teaching goals (whether or not they have changed).

*Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy). Note: make sure the teaching methods you find best are consistent with your goals.

*Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience.

*Be well written, using a first person narrative and present tense.

 

 

 

Evaluation Discussion of Teaching Philosophy (1 page):

 

As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course.

 

-After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course.

-Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion:

     *Have your teaching goals, methods, or strategies changed, and if so, how and why? Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why?

     *Do you value different learning experiences, and if so, what are they and why?

-Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course.

-Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching.

-Include at least two outside sources from peer-reviewed journals to support your ideas.

LORD OF THE FLIES: Virtual Fruit Fly Genetics Lab, part 2

Di-Hybrid Crosses – you will be looking at 2 traits at the same time. Your goal will be to determine whether two genes are on the same chromosome or not, and how far apart they are. Before you set out to solve the problem, let’s do a warm up cross.

Warm up Cross. Cross a wild type female+/+ with a

male – design – Bristles -spineless(SS) and Body color – black(BL).

Based on your F1 results make a claim about how the black body and spineless bristles are inherited (e.g. autosomal, dominant, etc.). Justify your claim.

What are the genotypes of the F1 flies?

Using 2X2 punnett squares and the multiplication rule calculate the probability/proportions of the possible phenotypes of the F2 flies from a F1xF1 cross.

Body Color:

Bristles:

Phenotypes Probability:

+/+  _______ +/BL _________SS/+ __________    SS/BL ________

Cross the F1 female to the F1 male. And click on the Analyze tab. Check Ignore sex of Flies box only if you are certain none of the traits are sex linked. Check the box Include a test of hypothesis and fill out the expected values based on your answers above. Don’t forget to look at the total number of your flies (different each time you do a cross) in the table and use it. Make sure your expected numbers add up to the total number of flies, you can round to the nearest tenth. Record your results below.

Degrees of freedom _______________________ Chi-Square Value ______________

Look at the table and make a statement about the Null hypothesis

Next -the problem you are going to solve. Where are these genes located, different chromosomes or same chromosome. If they are on the same chromosome, how far apart are they?

Your job is to create a linkage map of the following traits, all of which are autosomal recessive

purple eye color

vestigial wing shape

spineless bristles

black body color

To do this you will need to cross a double mutant fly with a wild type fly,

then create an F2 generation from the offspring.

The F2 generation numbers will be tested using Chi-Square for the Null hypothesis – no difference from expected mendelian ratios if the genes are inherited independently.

If you reject the Null hypothesis, you will need to identify the recombinant offspring and calculate recombination frequencies, aka map distances.

Note: You must cross every trait with every other trait – this is 6 crosses in total.

But, here is the good news, you have already performed one of the crosses, your warm up cross. Simply transfer the data to the first table.

The 1st column of the table is filled out for you.

Cross #1: _____Black Body/Spineless Bristles____

P generation parents:_____________________________

F2 Generation Results:

Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies

(proportion column)

+, + 9/16= 0.56 +, _BL_ 3/16= 0.19 _SS_, +3/16=0.19 _BL_, _SS__ 1/16= 0.06 Are these two genes on the same chromosome? ______

If yes, what % of the offspring are recombinant? ____________

If no, support your answer with a Chi Square test

X2 = ________________________ Df = _______________________

Critical X2 value on table for p=0.05 = _________________________

Cross #2: P generation parents:_____________________________

F2 Generation Results:

Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies

(proportion column)

+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________

If yes, what % of the offspring are recombinant? ____________

If no, support your answer with a Chi Square test

X2 = ________________________ Df = _______________________

Critical X2 value on table for p=0.05 ______________

Cross #3: P generation parents:_____________________________

F2 Generation Results:

Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies

(proportion column)

+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________

If yes, what % of the offspring are recombinant? ____________

If no, support your answer with a Chi Square test

X2 = ________________________ Df = _______________________

Critical X2 value on table for p=0.05 ______________

Cross #4: P generation parents:_____________________________

F2 Generation Results:

Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies

(proportion column)

+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________

If yes, what % of the offspring are recombinant? ____________

If no, support your answer with a Chi Square test

X2 = ________________________ Df = _______________________

Critical X2 value on table for p=0.05 ______________

Cross #5: P generation parents:_____________________________

F2 Generation Results:

Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies

(proportion column)

+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________

If yes, what % of the offspring are recombinant? ____________

If no, support your answer with a Chi Square test.

X2 = ________________________ Df = _______________________

Critical X2 value on table for p=0.05 ______________

Cross #6: P generation parents:_____________________________

F2 Generation Results:

Phenotype Ratio expected if genes are not linked Ratio expected if genes are linked Observed frequencies

(proportion column)

+, + +, _____ _____, + _____, _____ Are these two genes on the same chromosome? _____________

If yes, what % of the offspring are recombinant? ____________

If no, support your answer with a Chi Square test

X2 = ________________________ Df = _______________________

Critical X2 value on table for p=0.05 ______________

Summarize your results in the table to help you construct a map of the 4 traits. Use N/A for map units if you think 2 genes are NOT on the same chromosome.

Gene/map units Bl SS VG PR

BL SS VG PR Using the table construct a map of the 4 traits. You can draw by hand and insert the image. See sample map. In the sample map 4 traits a,b,c,d are placed on 2 different chromosomes (lines). The distance between genes on the same chromosome are map units (m.u.) = recombination frequency. Note, because recombination frequencies vary and are not 100% precise, the distance between d and b and between b and c may not add up precisely to the distance between d and c, but should be adding up – approximately/roughly.

Insert your drawing here.