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Features that set worms apart from the other groups – GCSE Biology Revision Questions and Answers
Features that set worms apart from the other groups – GCSE Biology Revision Questions and Answers
Describe the features that set worms apart from the other groups. Ensure you reference at the end of each paragraph. 150 words
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Analyzing personal leadership strengths and weaknesses
Analyzing personal leadership strengths and weaknesses
Prepare a 2-3-page business report (single spaced) in which you analyze your leadership strengths and develop a statement of who you are as a leader.
Introduction
This portfolio work project helps you define who you are as a leader. It is something that would be useful to you in annual performance reviews or to use as a reminder of your strengths and best qualities.
Scenario
Your leader is interested in your development as a leader in your organization. You have recently taken a variety of self-assessments designed to better understand your strengths, areas of improvement, communication ability, and values. Your leader would like you to spend some time reflecting on the results of your assessments and gathering some additional information from those who know you best.
Your Role
Your role is to prepare a report in which you review and reflect on your strengths; collect additional information from 3–5 colleagues, friends, or others who know you well; and create a portrait of yourself as a leader.
Preparation
This assessment requires you to collect feedback from 3–5 people who know you best and to complete at least three self-assessments.
Collecting Feedback From People:
Because not everyone is likely to respond, you should identify at least 6–10 people to ask. Choose a variety of people who have had extended contact with you, such as:
- Colleagues (former or current), such as vendors, customers, or board members.
- Friends (old or recent), neighbors, or fellow volunteers.
- Family members.
- Others who know you well. Be creative in your choices.
Try to give your respondents sufficient time to respond. You can create a feedback form or keep it simpler.
The questions you should ask are:
- Who am I when I am at my best?
- Can you provide a specific example of a time when I was at my best?
You can reach out by phone, e-mail, text, or in person. Analyze your leadership strengths.
Self-Assessments
Take at least three of the six self-assessments listed in the Assessment 2 Resources: Leadership Self-Assessments.
Requirements
For this paper:
- Discuss the strengths, skills, and other positives that were revealed in the three assessments that you took. Do these strengths surprise you or reinforce what you already thought? How do you use these strengths currently? Be sure to clearly explain which assessment gave you the information and cite the assessments in APA format.
- Discuss your strengths further by summarizing the responses you received and relating how what you learned from the people you talked to and the assessments fits in with what you already knew about yourself, and with the work you currently do or hope to do in the future.
- Bring together all data points—your own feelings about your skills, what the assessments revealed, what your contacts said about you—in a cohesive discussion of your strengths.
- Develop a statement of who you are as a leader, based on your analysis. This statement should include your values, strengths, goals, and more. You should include in your statement who you want to be as a leader—what you aspire to become. This way, your statement becomes your own vision of who you want to be and an affirmation to help you grow.
- Describe some of the areas that you learned are growth opportunities (where you did not perform so strongly). How did you feel about this? What areas do you feel are most important to strengthen? What specific and actionable steps might you take to strengthen these areas?
Deliverable Format
Your deliverable is a 2–3-page business report (single spaced). Business reports are formatted differently from academic, APA formatting. For information about the differences, refer to the MBA Program Resources on the left side of the courseroom navigation panel. Once you click this tab, several options will appear in the middle of your screen. Click the Writing option. You will want to review the MBA Academic and Professional Document Guidelines. Note that this business report MUST be single-spaced, professionally formatted, and organized with ample headings. Because this is a personal reflection, you may write it in first person.
Related Company Standards
The Defining Yourself As a Leader business report is a professional document and should therefore follow the corresponding MBA Academic and Professional Document Guidelines, including single-spaced paragraphs. In addition to the report, include:
- Title page or a heading at the top of the first page with title, date, and your name.
- Introduction.
- Various sections (see recommended outline below).
- Conclusion.
- References page.
- APA-formatted references (if applicable).
You might consider using the following outline:
- Introduction (tell the reader what this paper is about. Do not assume that the reader knows what the assignment is).
- My Strengths (detail which assessments you took and what strengths and values were revealed).
- Leadership Statement (create a statement of who you want to be as a leader—make it aspiring, like an affirmation).
- Growth Opportunities (detail the areas where you have yet to grow and discuss some plans for achieving that growth).
- Conclusion (wrap up the paper effectively).
- References (in APA format. Be sure to cite the assessments that you took, and any readings that are applicable).
Evaluation
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through corresponding scoring guide criteria:
- Competency 1: Analyze the strengths and behaviors of successful leaders.
- Analyze personal leadership strengths.
- Develop a personal leadership statement that includes purpose and values as a leader.
- Competency 2: Apply leadership strengths and behaviors to workplace situations.
- Describe how you use your strengths in the workplace or plan to in the future and how you will develop your weaknesses to become strengths.
- Competency 4: Communicate effectively through academic and professional writing.
- Develop text using organization, structure, and transitions that demonstrate understanding of the relationship between the main topic and subtopics.
- Convey clear meaning in text through sound grammar, usage, word choice, and mechanics.
*comment from my employer
1. Who am I when I am at my best? ME at her best is someone who has great communication, vision, and decision making skills. She is very proactive to problems and has great attention to detail. She is someone who is able to lead a project to completion with minimal help.
2. Specific example when I was at my best? This last week ME exemplified the leadership qualities I listed above in planning Hospital Week for the entire Saint Joseph East hospital. Through her great communication skills she was able to delegate tasks, problem-solve, be self-motivated and care for others. She was able to lead with empathy in working with staff, vendors and many others.
3. Leadership strengths.
– Communications skills
– Empathy
– Self-Discipline
– Passion
– Accountability
25%
AMIABLE
People with an Amiable communication style connect with others on a personal level. They\’re friendly and use empathy in problem solving. An Amiable communicator is slow to make decisions. They prefer to be told what to do than to take the lead.
30%
EXPRESSIVE
People with an Expressive communication style like to share stories and anecdotes. They may go off topic in discussions. They freely express their opinions. These individuals are spontaneous and animated with gestures and facial expressions.
25%
ANALYTICAL
Analytical people like to have a lot of information and are slow to make decisions. They are in control of their emotions. They seldom use gestures and facial expressions. They focus on the facts and are more likely to ask you a question than to tell you to do something.
20%
DRIVER
Drivers are known to be decisive. They talk more than they listen and are not hesitant to tell people what to do. They are task- and results-oriented individuals. Drivers want to hear just the facts. They don\’t like it if a person is indecisive in communications.
Genetic Inheritance Punnett Square GCSE Biology Revision Question and Answers
Genetic Inheritance Punnett Square GCSE Biology Revision Question and Answers
Question 1 (1.2)
A Punnett Square is a method that was originally invented by an early 20th century English geneticist called Reginald Punnett. A Punnett Square is used to predict the chances of offspring inheriting their parents\’ genetic traits. In order to interpret Punnett Square diagrams, there are certain genetic terms that are involved. Provide your detailed explanations for the following terms:
a) gene and allele
b) homozygote and heterozygote
c) dominant and recessive
d) genotype and phenotype.
Word count guideline: 450 words
Question 2a (1.1, 1.2, 1.3 dominant/recessive/monohybrid crosses)
The recessive allele for red hair is shown as ‘b’ and the dominant allele for black hair is shown as ‘B’. A woman who is homozygous for black hair marries a man who is homozygous recessive for red hair.
Using a Punnett Square, predict the hair colour outcome of their children. What’s the percentage outcome of them having a child with red hair or black hair? Explain your reasons.
Word count guideline: 150 words
Question 2b (1.1, 1.2, 1.3 co-dominant/monohybrid crosses)
i) Explain the term codominance (1.1).
ii) Some chickens can have black feathers, white feathers or a ‘checkered’ mixture of black and white feathers. The gene for the colour of their feathers is determined by a co-dominant genetic inheritance pattern. The allele for black feathers is B and the allele for white feathers is W. (1.1)
What must the genotype for black chickens be?
What must the genotype for white chickens be?
What must the genotype for checkered chickens be?
iii) If two ‘checkered’ chickens were crossed, what is the percentage probability of their chicks being black feathered, white feathered or ‘checkered’ feathered? Use a Punnett Square to support your answer and to give the resulting genotypes as well. (1.1, 1.2, 1.3)
Word count guideline: 150 words
Question 3 (1.1, 1.2, 1.3 dominant/recessive/dihybrid crosses)
If two characteristics are to be predicted in combination, then a dihybrid cross can be predicted using a Punnett Square and involves using the FOIL method to help determine the potential allele combinations that will be crossed in the Punnett Square. Refer to the AOLL pdf Information booklet for an explanation of the FOIL method as required.
In humans, the allele for being able to roll the tongue is dominant and is shown as ‘T’. It is dominant to the allele for not being able to roll the tongue, which is shown as ‘t’. Also, the allele for having unattached earlobes, shown as ‘U’ is dominant to the recessive allele for having attached earlobes, which is shown as ‘u’.
In the following couples, what would the ratio and percentage of the phenotypes be that can be predicted in their offspring? Produce a Punnett Square for each of the following couples and use the FOIL method to show how you arrive at your predicted phenotype outcomes. NB: Be very careful that your computer doesn’t alter your choice of upper or lower case letters in your Punnett Square. You may do these Punnett Squares by hand and photograph or scan them into your assignment if you’d rather.
i) Female partner: is heterozygous for being able to roll her tongue and homozygous recessive for having attached earlobes.
Male partner: is homozygous recessive for not being able to roll his tongue
and is homozygous recessive for having attached earlobes.
ii) Female partner: is homozygous recessive and cannot roll her tongue and is heterozygous for having unattached ear lobes.
Male partner: is homozygous recessive and cannot roll his tongue and is
also homozygous recessive for having attached earlobes.
Word count guideline:100 words
Question 4 (1.2, 1.3, 2.1 monohybrid crosses)
Explain how, genetically, the sex of a baby is determined. Support your answer with a Punnett Square to show the predicted percentage outcomes for a male and female baby.
Word count guideline: 250 words
Question 5a (1.1 & 1.4 autosomal dominant)
Huntington\’s disease is a late onset autosomal dominant genetic disorder that affects the central nervous system. This disease typically starts to develop when a person reaches their mid 30\’s or 40\’s, with no earlier signs or symptoms. The disease damages nerve cells in certain parts of the brain, causing progressive degeneration. The dominant allele can be shown as ‘H’; and the recessive allele as ‘h’.
The family tree diagram below shows the female partner who is heterozygous for Huntington’s Disease (Hh) and the male partner who is not affected and is homozygous recessive (hh). The female partner is therefore predisposed for Huntington’s Disease and although she has not yet developed the disease she is shown on the diagram as an ‘affected female’. This is because she will manifest the disease later in life. The diagram also shows the chances of the children of this couple being affected with Huntington’s Disease.
i) Give your explanation of how an autosomal dominant disease is inherited and the particular features of this form of inheritance pattern. (1.4)
ii) From the family tree diagram below, what is the genotype of the children that are predicted to inherit Huntington’s Disease? (1.1)
Word count guideline: 250 words
hh Hh
Question 5b (1.1 & 1.4 autosomal recessive)
Cystic fibrosis (CF) is an autosomal recessive inherited disease that affects the secretory glands, causing an excessive production of thick, sticky mucus and salty sweat. The most common effects of CF are progressive damage to the respiratory system and long-term digestive system problems. The normal dominant allele can be shown as ‘C’; and the mutant recessive allele as ‘c’.
The family tree diagram below shows the female partner who is heterozygous for Cystic Fibrosis (Cc) and the male partner who is not affected and is homozygous dominant (CC). The female partner doesn’t have any of the symptoms of the condition and is said to be a ‘carrier’ since she has one normal dominant and one mutant recessive allele in her genotype.
i) From the pedigree diagram below, what is the genotype of the third generation child marked as ‘X’? (1.1)
ii) Explain why the child marked as ‘X’ on the pedigree diagram below has inherited the cystic fibrosis disease whilst her parents that are carriers in the second generation are not affected. (1.4)
CC Cc
Word count guideline: 250 words
Question 6 (1.1 codominance, 2.2)
In mammals, genes located on the sex chromosomes are known as \”sex-linked\” genes.
The alleles for the colour of a cat’s fur coat are carried on the X sex chromosome. The alleles are ginger and black, but they are co-dominant.
The following Punnett Square diagram shows a black female cat mating with a ginger male cat.
Black female cat Alleles
X?
X?
Ginger
Male
Cat Alleles
X
XX
XX
Y
XY
XY
Using the above Punnett Square diagram to support your answer, explain the possible genotypes and phenotypes of coat colourings of their offspring, including an explanation of tortoiseshell coat colouring.
Word count guideline: 100 words
Question 7 (1.4, 2.2)
Haemophilia is an X-linked recessive inherited condition. Haemophilia affects the blood\’s ability to clot and those affected don\’t have as many clotting factors as normal. This means that people with haemophilia tend to bleed for longer than usual.
Of the couple in the image the mother is a carrier of haemophilia (XXh) and the father does not have haemophilia (XY).
a)
Draw a family tree showing this couple’s probable outcomes for their male and female offspring. Identify on the family tree the genotypes and percentage possibility of the offspring being carriers of haemophilia, being haemophiliac, or being free of the condition. (1.4)
b) Explain what an ‘x-linked recessive’ inheritance pattern entails, and provide examples from your family tree in part a) to support your points. (1.4 & 2.2)
Word count guideline: 250 words
Question 8 (3.1)
There are two main causes of heritable variation; continuous and discontinuous. Explain these two causes. Include in your explanation an account of recombination and mutation.
Word count guideline: 250 words
Question 9 (3.2)
Sometimes, though not a main cause, environmental factors can influence genetic variation. Classify and explain why you determine that the following variations given below are either caused entirely by genetic effects or caused by a combination of genetic and environmental effects. Place each variation into your chosen column in the table below and then give your ideas of why you have placed them there using references to support your ideas:
Obesity; eye colour; tallness; ability to sing; sex (male or female); masculinity; blood group; natural hair colour; sickle-cell anaemia; agility
Traits/variations caused entirely by genetic effects
Traits/variations caused by a combination of genetic & environmental effects
Citation (Name, Year) List fully at the end.
Why are these caused entirely by genetic effects?
Why are these caused by a combination of genetic and environmental effects & how are the phenotypes potentially altered?
Citation (Name, Year) List fully at the end.
Word count guideline: 300 words
Word Count 2500