Download Enhancing and Evolving to “Perfection”? Unit Study Guid e PART I

Enhancing and Evolving to “Perfection”?
Unit Study Guid e
PART I: Natural Selection and Human Evolution
In addition to what follows, complete:
Human Evolution assignment
1. Explain Darwin’s Theory of Evolution by Natural Selection. Write a series of steps to explain the process
of evolution.
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2. Evaluate why variation is important in a population of a species. Predict what can happen to a species in a
changing environment if the members of that species do not express any genetic variations.
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3. Explain how genetic variation is generated in a population.
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4. Explain the following terms and provide examples of how they are used as evidence for evolution and
common ancestry.
a. Fossils and the fossil record:
b. Biochemical evidence:
c. Anatomy:
d. Homologous structures:
e. Analogous structures:
f. Vestigial structures:
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5. Interpreting graphs and figures: A small community that is heavily infested with mosquitoes was sprayed
weekly with the insecticide DDT for several months. Daily counts providing information on mosquito
population size are represented in the graph below.
How might you explain the observation that some
mosquitoes survived the first spraying?
(HINT: Think “variation” and “resistance.”)
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How might you explain the observation that by June (month 6), the total number of mosquitoes has risen to
the same level observed before spraying began? (HINT: Think “evolution by natural selection.”)
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6. Evolutionary Trees / Common Ancestry: The diagram shows an interpretation of relationships based on
evolutionary evidence. The letters represent different species.
A common ancestor for species C and E is species ________.
The most recent common ancestor for species A and B is
species ________.
Which species are part of a present-day ecosystem?
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Which species have become extinct?
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Which present-day species is most closely related to species B? ______ Explain how you can tell.
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7. Fossils: The image to the right shows rock layers with fossils as they might be found.
Which layer was formed most recently?
_____________
Which layer has the oldest life forms?
_____________
The rock in layer A was found to be 5.6 million years old.
The rock in layer C was found to be 13.8 million years old.
What can we say about the age of the organism found in layer C?
What can we say about the age of the organism found in layer B?
8. Anatomy and structure: The figure below shows the bone structure of the human arm, the whale fin, and the
bat wing. Each limb has similar structure, but has a different function.
These structures are examples of
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Based upon this similarity of structure, what can we conclude about
the evolutionary relationship between these animals?
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9. Anatomy and structure: The illustration below shows the pelvic bone of a modern Baleen whale and the
hind limb bone of an extinct whale. The pelvic bone of modern whales, a structure that no longer serves a
purpose or function in the organism, is an example of a
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What might you conclude about the evolution of whales based upon
this structural evidence?
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10. Biochemical evidence: Studying the DNA or proteins of organisms can show us how closely the organisms
are related. A comparison of a DNA sequence in a human and 3 other animals is shown below.
Human
Horse
Cardinal
Chimpanzee
A
T
T
A
A
A
A
A
T
T
T
T
C
T
T
T
G
G
G
G
A
A
A
A
T
T
A
T
C
C
C
C
G
G
C
G
G
C
C
G
A
A
A
A
T
T
T
T
C
C
C
C
C
A
T
C
A
A
A
A
T
T
T
T
A
A
G
A
Determine the number of differences between:
Human & Horse: _______
Human & Cardinal: _______
Human & Chimps: _______
Interpret your data: Describe TWO pieces of information that you can state from the data above:
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PART II: Human Impact on Evolution: Antibiotic Resistance
In addition to what follows, complete:
Antibiotic Resistance Assignment
pGLOTM Bacterial Transformation Laboratory Exercise
1. Why do some antibiotics that worked twenty years ago fail to cure bacterial infections today? Please explain
in terms of antibiotic resistance, mutation and the process of natural selection.
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2. Define the term antibiotic. Identify which types of pathogens can be treated with antibiotics and which
cannot (see page 272 and pages 414-415 of Biology: A Guide to the Natural World. 2nd Ed., the red Krogh
textbook).
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3. Use the provided word bank to label the following diagram of a bacterium to identify its key structural
components (see Figure 4.3 on page 55 and pages 320-321).
WORD BANK:
DNA / nucleoid region
Cell Wall
Pili / fimbriae
Flagella
4. Use the provided word bank to label the following diagram of a virus to identify its key structural
components (see pages 200-203, especially Figure 10.20A and page 182, especially Figure 10.1A).
WORD BANK: Protein coat / head
Tail
Tail fibers
T2 BACTERIOPHAGE
Viral DNA
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5. Use the WORD BANK below to compare bacteria and viruses in the Venn diagram. Write each word or
phrase within the area that shows whether the characteristic belongs to both, only bacteria, or only viruses
(pages 320-321 and 200-203)
WORD BANK: Can be killed by antibiotics Single-celled organisms
Contain DNA (or RNA)
Reproduce on their own
Depend on other cells to reproduce
Have a cell wall
Have a protein coat
May cause infectious disease
Smallest in size
Viruses
Bacteria
6. Describe tuberculosis as an infectious disease. What pathogen causes it? What are its symptoms? How is
it treated? How is it transmitted? What can be done to prevent it? (see your Antibiotic Resistance notes)
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7. Describe FOUR ways in which infectious diseases are transmitted. Give specific examples of diseases
transmitted in each manner and propose strategies to prevent the transmission of those diseases (See
Biology: The Web of Life. 2nd Ed., (wolf on the cover) pages 771-772).
I. ________________________________________________________________________________________
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II. ________________________________________________________________________________________
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III. ________________________________________________________________________________________
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IV. ________________________________________________________________________________________
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8. Explain HOW penicillin affects bacterial cells AND WHY penicillin affects bacteria without harming your
cells (see pages 414-415 of Biology: A Guide to the Natural World. 2nd Ed., the red Krogh textbook).
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9. Compare and contrast: prokaryotic cells versus eukaryotic cells. Define each term, identify examples of
each, and describe 3 differences between prokaryotic and eukaryotic cells (see pages 55-57).
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10. Identify and describe 4 features found in ALL cells, and therefore common to both prokaryotic and
eukaryotic cells (see pages 55-57).
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11. Compare and contrast plant cells versus animal cells. Identify examples of each, and describe 3
similarities AND 3 differences between plant and animal cells.
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12. Label the pictures below to identify each as a plant cell or animal cell. Then, explain HOW you can tell.
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13. Comparing plant, animal, and bacterial cells. Write each word or phrase from WORD BANK below
within the Venn diagram to show whether the characteristic belongs to one, two, or all three cell types (see
pages 55-57).
WORD BANK: cell (plasma) membrane
cell wall
mitochondria
nucleus
membrane-bound organelles chloroplast
ribosome
cytoplasm
eukaryotic cell
prokaryotic cell
has DNA
central vacuole
Plant cell
Bacterial cell
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Animal cell
PART III: DNA Structure
1. The BIG PICTURE: Explain HOW DNA is the “blueprint” for a living organism. What information does
it carry and how does it code for an entire living organism? HINT: What is “The CENTRAL DOGMA?”
(see pages 190-191, especially Figures 10.6A and 10.7)
2. Describe the overall shape and structure of the DNA molecule (pages 186-187).
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3. a) Please label the three major parts of a
nucleotide as shown below (page 184).
b) Label the DNA molecule below to indicate its structural
components. Use the terms: deoxyribose sugar, phosphate,
nitrogen base, nucleotide, sugar-phosphate backbone, base
pair, and hydrogen bond. Then write in the complementary
nitrogen base sequence of the second strand (page 184-187).
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4. Explain the “Base-pairing Rules” and how they relate to the structure of DNA (pages 186-189).
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5. Explain why we say that the DNA base pairs are “complementary”. Evaluate how this relationship is
important to the structure and function of DNA. (pages 186-189)
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6. Determine the nitrogenous base sequence for the other half of the DNA molecule below (pages 186-189).
G C T A C G T A C A A G A T G A C A A T T
| | | | | | | | | | | | | | | | | | | | |
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7. Calculate: If a given piece of double stranded DNA contains 26% Adenine, what are the percentages of each
of the other three nitrogenous bases in that piece of DNA? SHOW YOUR WORK!!!
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8. Using the diagrams below, describe each step of DNA replication, including the names of any enzymes
required for each step (pages 188-189).
a. ______________________________________________________________
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b. ______________________________________________________________
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c. _____________________________________________________________
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d. _____________________________________________________________
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9. Describe how your cells guard against errors in DNA replication (page 189).
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10. Evaluate how errors in DNA replication can be useful to a species (page 199).
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PART IV: Protein Synthesis
1. Explain what is meant by the statement “DNA is a recipe for protein.”
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2. Using the WORD BANK below, label the diagram of protein synthesis below to show the three parts of the
cell, and the four molecules and two major steps from gene to protein (pages 190-191).
WORD BANK:
nucleus
cytoplasm
ribosome
DNA
mRNA
amino acids
protein
transcription
translation
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3. Using your labeled diagram on the previous page to help you, explain how the structure of DNA codes for a
specific protein. Be sure to include all of the terms from the WORD BANK in your answer (pages 190-191).
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4. Use the WORD BANK and Venn diagram to compare DNA and RNA. Write each phrase within the area
that shows whether the characteristic belongs to both DNA and RNA, only to DNA, or only to RNA (pages
184-185).
WORD BANK:
single-stranded
double-stranded
contains deoxyribose sugar
contains ribose sugar
made up of nucleotides
contains guanine (G) base
contains thymine (T) base
contains uracil (U) base
DNA
contains cytosine (C) base
contains adenine (A) base
never leaves the nucleus
can leave the nucleus
RNA
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5. Explain why the Genetic Code, shown in the table to the right,
Genetic Code (mRNA)
is referred to as “redundant” (page 192)
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6. Explain why the Genetic Code is called “universal” (p 192).
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7. Use the Genetic Code above to determine the amino acid sequence given by each of the following:
a. If the mRNA sequence of bases is AUGGUCAAUCCAUGC
b. If the DNA sequence of bases is TACCGGGCATTCAAA (hint: this first requires an extra step):
8. Use the Genetic Code above to determine TWO DIFFERENT possible mRNA base sequences for the amino
acid sequence Valine- Lysine-Leucine
a. _________________________________________________________________
b. _________________________________________________________________
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9. Explain what a mutation is. Describe some mutagens that cause mutations. (see page 199).
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10. Explain why doctors recommend that you use UVA/UVB sunblock when going outside.
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11. Explain WHY a point mutation may or may not result in a change in the amino acid sequence of a protein.
(HINT: The Genetic Code is “redundant.” Compare silent, missense, and nonsense mutations. Page
199).
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12. Explain why frameshift mutations (mutations involving the insertion of deletion of one or more
nucleotides in a gene) usually have major effects on the amino acid sequence of a protein (page 199).
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PART V: Inheritance
1.
Explain why some organisms reproduce sexually (pages 126-127; PBS “why Sex?”).
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2. Predict: If a new pathogen begins infecting a population of humans, livestock, or important food crops,
which type of reproduction, sexual reproduction or asexual reproduction, would most likely provide an
advantage to the population under attack? Explain your answer.
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3. Use the key terms from the word bank to label the figure of the human life cycle (page 137).
Word Bank:
haploid
diploid
meiosis
mitosis
fertilization
egg/ovum
sperm
testes
ovaries
zygote
4. Explain what a karyotype is and describe how it can be used to determine the sex of a fetus (pp 144-145).
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5. Explain and compare what is meant by the terms autosome and sex-chromosome (p 144-145).
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6. Humans and their chromosomes:
a. A normal human somatic cell contains __________ total chromosomes.
b. A normal human sex cell (gamete) contains __________ total chromosomes.
c. A normal human male has the sex chromosomes _________.
d. A normal human female has the sex chromosomes _________.
7. Explain the role of meiosis in regulating chromosome number in a sexually reproducing species (page 137).
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8. Analyze the human karyotypes below to determine sex and presence of any chromosomal syndromes.
a. What sex is this person?
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b. Does this person have a chromosomal disorder? ______
If yes, which one? ______________________________
a. What sex is this person?
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b. Does this person have a chromosomal disorder? ______
If yes, which one? ______________________________
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9. For the chromosomal disorder identified above, explain HOW the observed chromosomal abnormality is
produced. In your response, define and explain the terms homologous chromosomes and nondisjunction.
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10. a) Complete the drawing below to show genetic recombination between homologous chromosomes
resulting from crossing over during meiosis (pages 142-143).
b) Describe your drawing above to explain HOW genetic recombination results from crossing over
between homologous chromosomes during meiosis (pages 141-143).
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11. List and explain THREE ways that meiosis and sexual reproduction contribute to the genetic variation of
organisms (pages 141-143).
I.
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II.
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III.
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12. In the space below show the math to estimate the total number of different individuals that could
theoretically be created by a single human mating pair. In your calculations, assume 1 crossing over event
per homologous chromosome pair. Compare that number to the current total world population.
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13. Summary comparison of meiotic (meiosis) and mitotic (mitosis) types of cell division (see page 140).
MEIOSIS
MITOSIS
Number of cell divisions
How many daughter cells at the end?
Makes what types of cells? Give the
general term for the type of cell AND
two specific examples.
For Humans, # of chromosomes in:
Parent cell (P)?
Daughter cell (D)?
P= ________
P= ________
D= ________
D= ________
Daughter cells diploid or haploid?
Is there variation between the parent
cell and the daughter cells?
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14. Define: what is a trait and give an example (page 154).
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15. Define: what is a gene (pages 142 & 156-157).
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16. Please use the key terms from the word bank below to complete the following paragraph about the
relationship between an organism’s genes and its traits. Terms may be used more than once.
Word Bank:
genes
dominant
alleles
genotype
heterozygous
phenotype
homozygous
trait
recessive
_________________________ are sections of DNA that contain information about a specific characteristic
or _________________________.
Not all copies of a particular gene are identical. We call the alternative forms of a gene
_________________________. These alternative forms of a gene lead to the different forms of a trait, such
as brown eyes versus blue eyes. This visible expression of a gene, such as brown or blonde hair color, is the
organism’s _________________________, while the actual genes that code for the hair color make up the
organism’s _________________________.
An organism has two alleles for each of their genes – one pair of alleles for each gene. When the two alleles
in an organism’s genotype are identical, the individual is _________________________ for that trait. If the
pair is made of two different alleles, the individual is _________________________ for that trait.
Heterozygous pairs are made up of one _________________________ and one
_________________________ allele. In heterozygous individuals, only one allele, the
_________________________ allele, is expressed while the other allele, the _________________________
allele, is hidden but still present in the genotype. Capital letters represent _________________________
alleles of the gene and lower case letters, _________________________ alleles of the gene.
17. Use the Punnett Square technique to predict the distribution of traits in mono- and di-hybrid crosses.
Complete:
Bikini Bottom Genetics
Dihybrid Practice
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18. Explain how someone can have one copy of an allele for a trait and yet not express the trait (page 176-177,
especially Figure 9.22). In your answer define and explain the term carrier.
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19. Describe at least THREE differences between genetic disorders and infectious diseases.
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20. a) Identify THREE recessive genetic disorders (see page 162-163).
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b) Explain: When an autosomal recessive allele causes a disease, from whom must the alleles be inherited?
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c) Explain: Can you inherit an autosomal recessive allele without contracting the disease? ______________
21. a) Identify THREE dominant genetic disorders (see page 162-163).
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b) Explain: When an autosomal dominant allele causes a disease, from whom can the alleles be inherited?
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c) Explain: Can you inherit an autosomal recessive allele without contracting the disease? _______________
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22. Pedigrees Practice Problems: For each of the pedigrees shown below, explain the most likely mode of
inheritance (dominant or recessive). Remember to work by process of elimination (show which it
CANNOT be). For each, defend your conclusions with specific observations referring to specific
individuals in each pedigree. In some cases, it may not be possible to make a definitive conclusion.
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PART VI: Human Impact on Evolution: Genetically Modified Organisms (GMOs)
In addition to what follows, complete:
pGLOTM Bacterial Transformation Laboratory Exercise
Genetically Modified Foods CAPT Task
1. With reference to the figure below, describe the steps involved in the use of recombinant DNA technology to
perform gene cloning. In your answer define and explain and the following terms: E. coli, plasmid, restriction
enzyme, DNA ligase¸ recombinant DNA, and transformation. Describe examples of genes and proteins that
have been used in such cloning techniques.
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2. Using the provided WORD BANK, label the diagram below to correctly identify the tools and steps of
genetic engineering (see pages 232-234, especially Figure 12.1B).
WORD BANK:
Human Gene
Transformation
Recombinant DNA
Plasmid
g
h
“Sticky ends”
Restriction Enzyme
E. coli
DNA Ligase
.
.
3. Define the term genetically modified organism. Provide at least TWO specific examples, identifying both
the gene/protein used and the organism that has been modified and explain how these organisms and their
protein products are used. (pages 239-240)
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4. Define the term genetically modified food and provide at least TWO specific examples, identifying the
food, the genetically modified organism from which the food was made, and the genetic modification found
in that organism (pages 239-240).
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5. With reference to the figure, explain how crop plants are genetically engineered to possess new traits (pages
239-240). Provide TWO specific examples of traits that have been introduced into plants by this technique.
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6. Evaluate: What are some benefits (PROS) to the use of genetically modified foods (pages 239-240)?
Provide at least THREE arguments, supported with details and specifics, in favor of the use of GMFs.
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7. Evaluate: What are some risks (CONS) to the use of genetically modified foods (pages 239-240)?
Provide at least THREE arguments, supported with details and specifics, against of the use of GMFs.
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