Name: _____________________ CRN#: _____________________

Student ID: _____________________ Date: _____________________

ASSIGNMENT 1
Biology I, Pre-Health Sciences - Durham College, Fall 2020

/50 marks
EVALUATION NOTES

Read before submitting:

 This assignment is worth 10% of your final grade.

 This assignment is due by 11:59 pm on the due date

established by your instructor:

a. Due date: Sunday, October 18, at 11:59 PM

b. Late submissions are penalized 10% per day up to a
max of 3 days (including weekends). After that a zero
is assigned.

 This assignment should be submitted online to the DC

Connect Assignments folder.

a. Your assignment must be submitted to the designated

assignments folder on your DC Connect course
b. Unless otherwise directed, submissions made by other
means (E.g. email or hard copy) will not be accepted
and will result in a grade of 0.
c. Computer malfunctions or technical issues are not
accepted as excuses for late or missing components.
TIP: Submit your assignment early so that you have
time to resolve any potential technical issues prior to
the deadline.

 While students may work in groups to complete this

assignment, each student must submit their own original
work. A good rule of thumb to practice is to “chat” with
classmates about your work, but not to show them your actual
assignment.

 When entering your answers, please highlight them or

make them a font colour like red so that they stand out.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

PART 1 – Basic Knowledge [ 20 marks ]

Rationale: In this section you are required to answer content specific questions. These questions are
very similar in structure and style to Test 1 questions and will therefore be excellent study practice.

Instructions:
 Answer in the spaces provided
 Read the questions carefully and thoroughly
 Consider the point value of each question as a guide for how much detail you should include
 Remember to write all answers IN YOUR OWN WORDS
 For short answer questions, answer in full sentences

UNIT 1: The Human Body

1. (1 mark) Multiple choice – Which of the following describes negative feedback?
a. It further disrupts homeostasis
b. It controls an individual’s external environment
c. It occurs when the body is at disequilibrium and works to restore homeostasis
d. It is a rare event within the body
e. It creates negative effects on human health that can lead to disease

2. (1 mark) Define homeostasis IN YOUR OWN WORDS. List at least 2 descriptive points.

Point 1:
Homeostasis is when living things maintain a stable internal environment.
Point 2:
Homeostasis creates order and balance when our bodies are in stress.

UNIT 2: Biological Molecules

3. (3 marks) Fill-in-the-blanks – Answer the following questions regarding carbohydrates:
a. The monomer of carbohydrates is called a monosaccharide.
b. Sucrose is a disaccharide made up of glucose and fructose.
c. Maltose contains 2 molecules of glucose joined together.
d. The main elements found in carbohydrates are Carbon, Hydrogen and Oxygen .
e. Glycosidic bonds join monosaccharides together to form disaccharides and
polysaccharides.
f. Starch is a polysaccharide found in plants and acts as a storage molecule for glucose.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________
4. (1 mark) Multiple-choice – Which of the following is TRUE concerning lipids?
a. Fats are not considered to be types of lipids
b. Triglycerides contain glycogen bonded to 3 fatty acids
c. Fats contain only saturated fatty acids
d. An example of a lipid is a nucleotide
e. Fatty acids with double or triple bonds are considered to be saturated

UNIT 3: Cells

5. (2 marks) MATCH the correct term with its appropriate description:

A. Plasma membrane
B. Nucleus
C. Nucleolus
D. Ribosome
E. Rough endoplasmic reticulum
F. Smooth endoplasmic reticulum
G. Golgi apparatus
H. Lysosome
I. Cilia
J. Flagella
K. Mitochondria
L. Centriole/centrosome

Hair-like extensions used for cellular movement I

Production of ATP energy for cell functions K
Contains “destroyer” enzymes capable of digesting cellular material H
Makes lipids; does not have ribosomes attached to its surface F

6. (1 mark) Consider the statements below regarding protein production. Put the following in
chronological order by assigning each statement a number from 1-5.

a. 5 A transport vesicle delivers proteins to the plasma membrane for exocytosis

b. 2 The ribosome manufactures the protein
c. 4 The Golgi apparatus “packages” proteins with carbohydrates
d. 1 DNA provides a blueprint for constructing the protein
e. 3 A transport vesicle moves proteins away from the endoplasmic reticulum

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________
7. (1 mark) Multiple-choice – Which of the following is TRUE concerning tonicity?
a. Cells put in a isotonic solution will undergo crenation
b. Cells put in a hypertonic solution will expand
c. Water will enter a cell when it is put in a hypertonic solution
d. Cells are healthiest when growing in a hypotonic solution
e. Water will exit a cell if it is put in a hypertonic solution

8. (1 mark) List TWO differences between osmosis and simple diffusion.

Osmosis Simple diffusion

Osmosis moves water molecules Simple diffusion moves
Vs
hydrophobic molecules

Osmosis uses a transport protein Vs Simple diffusion doesn’t use a

called an aquaporin transport protein.

9. (1.5 marks) Answer the questions in the chart regarding the 3 stages of cellular respiration.

Stage Question
Glycolysis Fill-in-the-blank: By the end of glycolysis, glucose has
been broken down into pyruvate.

Citric acid cycle / Krebs cycle How many ATP are produced during this stage?
2 ATP

Electron transport chain Where does this process take place? Be as specific as
possible. This takes place in the matrix and inner
membrane of the mitochondrion.

UNIT 4: Cellular Reproduction

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

10. (1.5 marks) The daughter cells at the end of mitosis are different than the daughter cells at the
end of meiosis. List THREE ways in which they are different using the chart below.
Differences
Meiosis Mitosis

Meiosis produces 4 haploid cells Vs Mitosis produces 2 diploid cells

No crossing over happens between

Crossing over happens in prophase
chromosomes

Mitosis produces an identical copy

Meiosis produces sex cells.
of a cell.

11. (1 mark) Which of the following characterizes sister chromatids?

a. They are identical copies of a chromosome
b. They contain the same set of genes
c. They are connected via a centromere
d. During telophase, they are no longer attached at the centromere
e. All of the above

12. (2 marks) Describe what a human female karyotype would look like for a person with Edwards
Syndrome. Include at least FOUR points in your description. [Hint: If you’ve never heard of
Edwards syndrome, just do quick Google search to see how the chromosomes are affected.]

-
Edwards syndrome is when there is an extra copy of chromosome 18.
-

13. (1 mark) During which stage of the cell cycle are proteins made for cell division? Be as
specific as possible. In interphase Gap 2

UNIT 5: Intro to Genetics

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

14. (2 marks) Compare and contrast the structure of DNA and RNA. List ONE similarity and
THREE differences.
Differences
DNA RNA

DNA has H-bonding RNA has no H-bonding

Vs
DNA has thymine bases RNA has Uracil bases

DNA has a deoxyribose sugar RNA has a ribose sugar

Similarities

The monomer of DNA is the nucleotide.

PART 2 – Case Study [ 30 marks ]

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Rationale: In this section you will develop your

problem-solving and critical thinking skills by
applying your knowledge of basic concepts to a case
study. This is an important skill to develop as it
allows you to relate what you are learning to the
everyday world and helps prepare you for future
programs and careers in the health care field. As you
proceed through this section, think about how these
questions connect to your other courses and to your
future goals.
[]
Instructions:
 Answer in the spaces provided
 Read the questions carefully and thoroughly
 Consider the point value of each question as a
guide for how much detail you should include
 Remember to write all answers IN YOUR
OWN WORDS
 For short answer questions, answer in full
sentences

Scenario: Hiba is a student in the Pre-Health Sciences program at Durham College. She is enjoying
being back in the classroom after several years of working as a personal support worker in the Durham
region. While the demands of school are intense, Hiba knows that her hard work and dedication will
pay off as she pursues a career in nursing.

Several weeks into the term, Hiba notices that her 7-month-old daughter, Douaa – a baby with a
contagious smile and a voracious appetite for banana and sweet potato – appears out of sorts and seems
to have painful polyps in her nose accompanied by a small wheezing sound when she breathes. Hiba
also realizes that Douaa appears smaller than other children her age and doesn’t appear to have put on
much weight over the last month or two. Worried, she brings Douaa to her local emergency room at
Lakeridge Health.

In the emergency room a friendly doctor named Dr. Raghavan is able to see them. After her initial
assessment, Dr. Raghavan tells Hiba that the polyps and lack of growth rate could indicate something
more serious. She would like to draw some blood and run a few more tests including a chest X-ray
and a sweat test. During her analysis of the test results, Dr. Raghavan notes 2 key observations in her
charts, as follows:

Note 1 = Anterior polyp in left nostril, lateral to the nasal septum

Note 2 = Fluid build-up in lungs

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

15. (1 mark) Inspect the image and indicate which position

(A-F) the polyp is most likely to be. F

16. (1 mark) What body cavity are the lungs a part of?
Circle or highlight ALL that apply.
a. Ventral
b. Vertebral
c. Abdominal
d. Pelvic
e. Dorsal
f. Thoracic
g. Cranial

Scenario: Dr. Raghavan comes back several hours later with the results – the tests suggest that Douaa
has a genetic mutation in her DNA causing a disruption in a transport protein within the plasma
membrane called CFTR. CFTR functions to remove chloride ions from cells and without it, sticky
mucus can build up in places like the lungs. She carefully reveals that Douaa is suffering from a
disease called cystic fibrosis and that she needs to be admitted to begin immediate treatment.

Hiba’s mind immediately begins racing with questions. What causes cystic fibrosis? How is it
treated? How does a DNA mutation impact membrane transport? What does this mean for her
daughter’s future? She takes a deep breath, fights back tears, and gives Douaa a big hug. She then
calls her parents, arranges a babysitter for her other kids, and works to get Douaa admitted and settled
in her room. As Douaa falls asleep and the hospital staff change over to the night shift, Hiba rolls up
her sleeves, settles into a hospital chair, and begins to search for more answers on her phone.

17. (1 mark) Hiba begins with a quick Google search of “cystic fibrosis mutation.” First, she
noticed that the CFTR gene was actually discovered in 1989 by a team of researchers at The
Hospital for Sick Children in Toronto, Canada. A scientist named Lap-Chee Tsui was able to
map the gene to Chromosome 7. Second, she discovered that the gene can be mutated in many
ways, including the DNA sequence listed below. Based on your knowledge of mutations, circle
or highlight the specific DNA mutation(s) that could cause cystic fibrosis:
Healthy: ATC ATC TTT
Cystic fibrosis: ATC ATT GGT

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________
18. (5 marks) Next, Hiba uses her Biology notes to help her visualize exactly what those 9 letters
would look like in a CFTR gene. Draw a simplified diagram of the DNA sequence, ATC ATT
GGT. Your drawing can be done by hand on paper or made digitally as long as a clear photo or a
screenshot of your work is embedded below. For simplicity, the DNA structure should be drawn
as an untwisted ladder using the check list below as a guide:

Checklist:
 DNA is double stranded and 9 nucleotides long
 Each nucleotide shows a properly arranged sugar, phosphate and nitrogenous base
 Complementary base pairing is present, including the correct number of hydrogen bonds
 Labels are included: nucleotide, sugar, phosphate, nitrogenous base, hydrogen bonds, DNA
backbone
 The diagram is accompanied by a brief written description

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Scenario: Next, Hiba starts to think more about how DNA mutations lead to problems with proteins.
For example, she doesn’t understand how a small change in her daughter’s DNA could lead to a problem
with the CFTR protein. To help Hiba navigate this question, answer the questions below:

19. (1 mark) Multiple choice: Within a cell, the CFTR gene is copied into mRNA through the
process of transcription. Based on the DNA sequence given in Question 18, what is the mRNA
sequence for CFTR in a person suffering from cystic fibrosis?
a. TAG TAA CCA
b. ATC ATT GGT
c. UTC UTT GGT
d. AUC AUU GGU
e. ATC ATT UUT

20. (1 mark) Multiple choice: What organelle does the transcription of CFTR takes place in?
a. Nucleus
b. Ribosome
c. Nuclear membrane
d. Endoplasmic reticulum
e. Cytoplasm

21. (1 mark) Multiple choice: What happens immediately after the CFTR mRNA molecule is
transcribed?
a. It stays in the nucleus
b. It goes to the nucleolus to get translated
c. It goes to the ribosome
d. It undergoes endocytosis
e. It gets converted to rRNA

22. (1 mark) Multiple choice: When _________ occurs, the CFTR mRNA is used as a template to
make CFTR protein.
a. Translation
b. Replication
c. Sequencing
d. Transcription
e. Diffusion

23. (1 mark) Multiple choice: During translation, codon sequences within an mRNA molecule are
read 3 nucleotides at a time. The sequence of a codon determines what ________ will be added
to the growing protein strand.
a. Anticodon
b. Amino acid
c. Nucleotide
d. tRNA
e. rRNA

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

Scenario: Hiba feels the pieces connecting now. She realizes that if you change a DNA sequence (like
the case with her daughter’s mutation in the CFTR gene), the resulting mRNA also gets changed during
transcription. This then causes the ribosome to add the wrong amino acid during translation, leading to
an improperly built CFTR protein. Hiba pauses and wipes her brow. While it is starting to make more
sense, she still doesn’t get why changing amino acids in the CFTR protein dramatically alters its
function. To help her understand this, answer the following questions:

24. (4 marks) Describe the structure of the CFTR protein by filling in the chart below:

Like all proteins, List the 4 layers of

CFTR monomers
CFTR is composed folding present in YES or NO – Can
join together to
of many monomers CFTR protein, in CFTR protein
make a polymer.
joined together. order from least function if it is
What are protein
What are protein folded to most unfolded?
polymers called?
monomers called? folded.
Amino acids
Protein join together to - Primary
monomers form NO it loses its
are called polypeptides - Secondary ability to
amino acids. bind substrates.
- Tertiary

- Quatemary

25. (2 marks) Using the information from the chart as a guide, explain in detail how a change to an
amino acid within CFTR protein (like in Douaa’s case) could affect its ability to transport ions
across the plasma membrane. Be sure to include appropriate terminology.

A change to the amino acid prevents the protein from folding properly which mean it can no longer
function and move well. So this prevents proper membrane transport.

Scenario: The next day, Dr. Raghavan meets them in their hospital room along with a paediatric
respirologist, Dr. Zlochower, who specializes in cystic fibrosis. They explain that cystic fibrosis is not a
curable disease but that a range of treatments can help to control the symptoms, reduce complications
and make the condition easier to live with. In particular, one drug combination, Lumacaftor/Ivacaftor,
works by helping the mutant CFTR protein to fold in a more correct shape. This allows it to move some

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________
chloride across the plasma membrane, thus reducing some of the respiratory symptoms of cystic fibrosis.
They ask Hiba to think about it, but that they would like to begin treatment already today.
26. 1 mark) Multiple choice – A protein that has lost its shape has undergone __________.
a. Crenation d. Non-disjunction
b. Pinocytosis e. Denaturation
c. Crossing over

Scenario: After they leave, Hiba glances over at Douaa who is sleeping soundly. Hiba admits to herself
that she should probably try to sleep at least a little in order to be as fresh as possible for Douaa’s
treatment. Hiba grabs a lumpy pillow and an extra blanket and curls up beside Douaa in the small bed.
She is just about to drift off when a terrible thought occurs to her – what if SHE gave Douaa cystic
fibrosis? After all, it WAS a genetic illness. Could she have somehow passed on a gene to Douaa that
causes her to be sick? She sits back up and goes back to the chair with her biology notes on inheritance.
She grabs a pencil and cautiously begins sketching out a Punnett square – she knows she won’t be able
to fall asleep until she figures it out.

27. The trait for cystic fibrosis is recessive (f) and the trait for healthy is dominant (F). Assuming
cystic fibrosis follows a simple Mendelian pattern of inheritance, answer the following:
a. (2 marks) What would Douaa’s genotype and phenotype be?
Genotype of Douaa = ff
Phenotype of Douaa = ff

b. (2 marks) If Hiba and Douaa’s father are healthy, what must both their genotypes be?
Genotype of Hiba = Ff
Genotype of Douaa’s father = Ff

c. (2 marks) Complete a Punnett square showing a cross between Hiba and Douaa’s father.

F f
F FF Ff
f Ff ff

d. (1 mark) What were the chances that Douaa was born with cystic fibrosis? List your
answer as a percent or a fraction. 25%
e. (1 mark) If Hiba and Douaa’s father were to have another child, what are the chances
that their child would be healthy? List your answer as a percent or a fraction. 75%
f. (1 mark) Given the genetics above, are Hiba’s concerns warranted? Should she feel
guilty? Discuss in your own words.

No she shouldn’t feel guilty as both parents had heterozygous alleles. There is no way she
could’ve known her child would get cystic fibrosis as both parents phenotypes are healthy.

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________

PHS – Pre-Health Sciences

Name: _____________________ CRN#: _____________________
Student ID: _____________________ Date: _____________________
Epilogue: Douaa stayed in the hospital for many weeks as she received treatment and was monitored
closely by doctors. Hiba eventually got to bring her home – her mind filled with new knowledge about
how to care for Douaa and a backpack filled with new prescriptions and gear that would help Douaa to
breathe better. It would be a long and hard road – one filled with nebulizer masks, physical therapy, and
vibrating vests – but she also felt proud of how she had educated herself about cystic fibrosis and would
therefore be able to be a better advocate for Douaa in her years ahead.

28. (1 mark) Describe TWO ways in which case study questions like these can help build your skills
and better prepare you for your future career.

- Case studies like these makes you put all your knowledge about every unit in biology to solve one case.

-If you’re dealing with a sick patient case studies like these help you understand how patients obtain
these hereditary illnesses by looking at their DNA sequence and hereditary. This can help you better
explain to the parents of patients.

PHS – Pre-Health Sciences