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University of Illinois at Chicago Southern and Western Blot Samples Questions
Use this information to match the list of probes to the 3 samples below:You have isolated several DNA sequences from a var ...
University of Illinois at Chicago Southern and Western Blot Samples Questions
Use this information to match the list of probes to the 3 samples below:You have isolated several DNA sequences from a variety of mouse tissues. You have labeled each one of them with a radioisotope and will use them as probes on blots of several DNA and RNA samples. Below are a list of all the probes you generated (probes A through E) and a list of all the DNA and RNA samples that you will analyze (Samples 1 through 3)Beside each sample, write the letters corresponding to all the probes that will bind to a complementary sequence in that sample. These responses are graded all or nothing!List of probesProbe A: promoter sequence of a gene that is only expressed in the nervous systemProbe B: promoter sequence of one of the genes encoding a ubiquitously expressed histone proteinProbe C: coding sequence of a gene that is only expressed in the nervous systemProbe D: coding sequence of one of the genes encoding a ubiquitously expressed histone proteinProbe E: intron of a gene that is only expressed in the nervous systemList of samplesSample 1: Southern blot of genomic DNA extracted from adult mouse cardiac muscle system cellsSample 2: Northern blot of mRNA extracted from adult mouse nervous system cellsSample 3: Northern blot of mRNA extracted from adult mouse cardiac muscle cells
BIO 120 Grossmont College Dihybrid Cross Laboratory Model Lab Report
NOTE TO TUTOR: Please do question 1 which is the definitions and then start from question 7 and do the tables.As usual use ...
BIO 120 Grossmont College Dihybrid Cross Laboratory Model Lab Report
NOTE TO TUTOR: Please do question 1 which is the definitions and then start from question 7 and do the tables.As usual use basic English/ Common language and short answers not long ones. Question 1. Before starting the lab work, define the terms below. If necessary, look these up in your biology textbook and print the definitions in the spaces below:alleletraitgenehomozygousheterozygousgenotypephenotypegenetics7.Complete the "offspring" column of Table 1 by writing the genotype derived by combining the two gametes in fertilization. To make similar genotypes easily identifiable, always group alleles for the same trait together, and write the letter for any dominant allele first. (e.g., Ab + ab = Aabb).Table 1Dihybrid Cross Laboratory Model:OBSERVED Genotypes of Offspring from the Cross AaBb X AaBbNote: Combine the first and second gametes to obtain the genotype of each offspring. For each offspring, group the alleles with the same letter together5, placing the capital letters first BreedingFirst Gamete*Second GameteGenotype of Offspring1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Count the observed number of each offspring genotype in Table 1. Tabulate these observed numbers according to the genotype list in Table 2.Determine the phenotype for each offspring genotype and fill in the phenotype column of Table 2. Use your answers to Question 4 (above) to help you identify the phenotypes.Table 2 Tabulation of Offspring OBSERVED from the Dihybrid Cross AaBb x AaBb GenotypeNumber ObservedPhenotypeAABBAABbAAbbAaBBAaBbAabbaaBBaaBbaabbCount the observed number of each offspring genotype in Table 1. Tabulate these observed numbers according to the genotype list in Table 2.Determine the phenotype for each offspring genotype and fill in the phenotype column of Table 2. Use your answers to Question 4 (above) to help you identify the phenotypes.Using the numbers from Table 2, add up the total observed offspring of each of the six possible phenotypes. Record these values in the “observed” column of Table 3. Table 3PhenotypeNumber Observed by your Team (fromTable 2)Class Average ObservedNumber Expected from Punnett Square (see Table 4)curly hair, brown eyeswavy hair, brown eyes,straight hair, brown eyescurly hair, blue eyeswavy hair, blue eyesstraight t hair, blue eyes Send your Table to Number Observed to Instructor Before Friday 11/6/20The instructor will give you the class averages by Friday 11/6/20, copy the class averages for observed numbers into the proper column of Table 3. To determine the expected numbers for the offspring phenotypes, complete the Punnett Square below (Table 4): Write the genotypes of the 4 parental gametes in the indicated areas for each parent. (Recall you identified these in Question 3.) The first one has been done for you.In each of the 16 boxes of the Punnett Square, combine the row and column gametes to give the genotype of the offspring. Remember to group alleles with the same letter together, with the capital letters (dominant alleles) first.Add up all of the members of each phenotype in the Punnett Square and write the totals in the “expected” column of Table 3.Table 4Punnett Square: Calculating EXPECTED Offspring Frequencies from the Dihybrid Cross (Parent #1) AaBb x AaBb (Parent #2)Note: Combine the first and second gametes to obtain the genotype of each offspring. For each offspring, group the alleles with the same letter together, placing the capital letters first.GAMETE Genotypes – Parent #2GAMETEGenotypes -Parent #1Question 5. Which were closer to your expected numbers for the offspring of the dihybrid cross: your team's observed numbers or the class averages? Which observed numbers are more reliable predictors of population values? Question 6. Determine the probability of getting any of the 4 different kinds of gametes possible from each dihybrid individual. For help, refer to the following:The probability of any gamete genotype is a fraction:probability = List all the gamete genotypes for an AaBb individual and indicate their probabilities:Question 7. A married couple both happen to be doubly heterozygous (dihybrid) for eye color and hair form. They have only one child who has blue eyes and straight hair. Determine the probability of this couple producing a child with the aabb genotype. Follow these steps:Write the probability of an ab gamete from an AaBb parent:At the time of fertilization, the probability of specific gametes getting together is the product of the individual probabilities for each gamete (this is known as the multiplicative law). Therefore, we can calculate the aabbprobability using the following equation:P (offspring with aabb ) = P(ab sperm) P(ab egg ) = Examine your Punnett Square (Figure 4). How many total boxes are there? How many of these are the aabb genotype? What fraction of the offspring are expected to be aabb? Your probability calculation should agree with the Punnett Square proportion for the aabbgenotype - does it?Question 5. Which were closer to your expected numbers for the offspring of the dihybrid cross: your team's observed numbers or the class averages? Which observed numbers are more reliable predictors of population values? Question 6. Determine the probability of getting any of the 4 different kinds of gametes possible from each dihybrid individual. For help, refer to the following:The probability of any gamete genotype is a fraction:probability = List all the gamete genotypes for an AaBb individual and indicate their probabilities:Question 7. A married couple both happen to be doubly heterozygous (dihybrid) for eye color and hair form. They have only one child who has blue eyes and straight hair. Determine the probability of this couple producing a child with the aabb genotype. Follow these steps:Write the probability of an ab gamete from an AaBb parent:At the time of fertilization, the probability of specific gametes getting together is the product of the individual probabilities for each gamete (this is known as the multiplicative law). Therefore, we can calculate the aabbprobability using the following equation:P (offspring with aabb ) = P(ab sperm) P(ab egg ) = Examine your Punnett Square (Figure 4). How many total boxes are there? How many of these are the aabb genotype? What fraction of the offspring are expected to be aabb? Your probability calculation should agree with the Punnett Square proportion for the aabbgenotype - does it? Question 10. Do you suppose there are other Mendelian characteristics which could be added to a heredity wheel? How many different phenotypes would there be if you added just one more trait to the wheel? Two more traits? Question 11. Describe how the variety of human phenotypes illustrates one of the fundamental biological requirement for evolution by natural selection. (Read about the requirements for natural selection in your textbook if necessary.) Use the information in Figure 2 to help you evaluate your blood type. Indicate your test results below. Did the “blood agglutinate?” (indicate + or -)AntiserumMr. SmithMs. JonesMr. GreenMs. Brownanti-A anti-B anti-D (Rh) "blood" phenotype comments Questions and Practice ProblemsQuestion 12. Blood transfusions aim to give the patient a temporary supply of erythrocytes until his body can manufacture enough of its own. It is desirable that the donor and the recipient of the transfusion be of the same blood type. But it has been found that a person of blood type O can safely give blood (in limited quantity, a pint seems always to be safe) to persons of any other blood type. Thus, type O is sometimes called the universal donor.How might this be explained? (Hint: refer to Figure 2.) Question 13. What complications might arise if large quantities of blood from a donor of type O were introduced into a recipient of any blood type other than O?Question 14. If persons of type O are sometimes called universal donors because they can donate to all other types, what blood type might be called the universal recipient? Why? (Refer to Figure 2.)Question 15. Explain the fact that blood types A and B each have two genotypes.Question 16. What blood types might occur among the children of a marriage between a person of blood type AB and a person of blood type O? Fill in the Punnett Square: show the gamete genotypes of each parent, then determine the offspring blood types.What is the probability of the parents having a child with type A blood? Question 17. If you are blood type O and your father is also blood type O, what type or types must your mother be? (Write your father's gamete genotypes and your own genotype on the Punnett Square. Then identify what you know about your mother's genotype.)Possible genotypes of mother:Could these same parents have a child with blood type AB? Explain.Question 18. Can a person of blood type A who marries a person of blood type B have type Ochildren? (Explain your answer and show your work.)Question 19. If a homozygous Rh+ man fathered children with a homozygous Rh- woman, what fraction of the offspring would be Rh+? (Show your work: remember to first determine the egg and sperm genotypes.)Question 20. If an Rh- woman gave birth to an Rh- child, what could you conclude about genotype of the father? Question 21. Hemophilia is a hereditary disease characterized by poor clotting of the blood. As a result, hemophiliacs bleed excessively when injured. A certain kind of hemophilia is sex-linked and recessive. Sex-linked means that the allele for hemophilia is found on the X chromosome. Although recessive, the hemophilia allele (Xh) will determine the phenotype of the individual unless the individual is a female with a normal allele (XH) on her second X chromosome. Problem: A "normal" woman whose father was a hemophiliac marries a normal man. What genotypes and phenotypes are expected in the children and in what proportions? (When you are working with sex-linked traits, it is a good idea to include both types of sex chromosomes in your Punnett Square.) Question 22. It has been observed that there are more hemophiliac children of one sex than the other born in the general population. Explain. Question 23. The frequencies of the various blood groups have historically been quite stable in well-defined populations, i.e., they tend to remain unchanged in time, and characteristic of each group. The following chart shows these frequencies among several populations. Refer to Table 5 for theBiology 120 Class Frequencies and complete Table 6 by calculating the percentages of each blood type in your class.Table 6. Comparison of Blood Group FrequenciesPopulationBlood Group Frequencies OABABRh+Rh-Japanese25%39%24%12%99%1%Whites (USA)45%38%12%5%85%15%Blacks (USA)47%28%20%5%93%7%Aborigines (Australia)34%66%00 Eskimos (Labrador)49%51%00 Pueblo Indians (New Mexico)88%12%0098%2%Biology 120 Class (frequencies) Biology 120 Class (percents) Question 24. Is the frequency distribution for the Biology 120 class similar to any of the others? Comment on this.Question 25. Imagine that one of your lab partners thinks that recessive phenotypes must be "weaker" than dominant phenotypes. As a result, the student concludes that there must always be fewer recessive genes in the population. The student cites as an example the fact that there are fewer blue-eyed people than brown eyed people. Explain how you would use the information in this lab exercise to set your partner straight. Question 26. Suggest some factors which might act to bring about changes in the relative proportions of the various blood groups in a population. (Hint: consider reasons why the ethnic composition of an area might change.) Question 27. What factors might act to keep the blood group frequencies in a population fairly constant over time?Question 28. A man whose blood group genotype is AO marries a woman with Type AB blood. Assume both parents are also heterozygous for the Rh factor. Construct a Punnett Square which shows the genotypes of all possible offspring. Then organize the data: list all possible phenotypes, and the probability of this couple having any one of those phenotypes.Parent genotypes: X Punnett Square: GAMETES from- Parent # 2 GAMETEfrom-Parent # 1Expected offspring phenotypes and probabilities are:
Santa Monica College Bull Frog Reproduction Paper
Provide a page of information regarding bullfrog reproduction. Focus on topics such as respiratorysexual reproductiondevel ...
Santa Monica College Bull Frog Reproduction Paper
Provide a page of information regarding bullfrog reproduction. Focus on topics such as respiratorysexual reproductiondevelopment in metamorphosislife cyclehow they reproduce in different environmentsegg layingBullfrog Communication (mating calls) and any other relevant information.
set up an osmosis experiment and able to answer 12 questions
Get four 8 oz. cups from the lab kit. Place a piece of tape on each cup or glass. Using a pen or marker, label the tape on ...
set up an osmosis experiment and able to answer 12 questions
Get four 8 oz. cups from the lab kit. Place a piece of tape on each cup or glass. Using a pen or marker, label the tape on each cup with one of the following percentages: 0%, 1.75%, 3.5%, and 7%.Using the graduated cylinder, measure out 100 mL of distilled water. Pour the water into the fifth, unlabeled cup.Measure out 1.5 level teaspoons of salt and add it to the unlabeled cup containing 100 mL of distilled water. Mix completely. This is the 7% salt solution.Using the graduated cylinder, measure out 50 mL of this mixture and pour it from the graduated cylinder into the cup labeled 7%.Add distilled water up to the 100 mL mark of the graduated cylinder to make the next dilution. Adding 50 mL distilled water to 50 mL of a 7% solution will result in 100 mL of a 3.5% solution.Using the graduated cylinder, measure out 50 mL of the 3.5% solution and pour it from the graduated cylinder into the cup labeled 3.5%.Add distilled water up to the 100 mL mark of the solution in the graduated cylinder to make the next dilution. Adding 50 mL of distilled water to the 50 mL of the 3.5% solution will result in 100 mL of a 1.75% solution.Using the graduated cylinder, measure out 50 mL of the 1.75% solution and pour it from the graduated cylinder into the cup labeled 1.75%.Empty the remaining 1.75% solution down the drain of the sink and rinse out the graduated cylinder with tap water.Using a sharp steak or kitchen knife, slice eight pieces of potato exactly 10 mm x 10 mm x 40 mm (1 cm x 1 cm x 4 cm). It is critically important that these potato core pieces are cut as precisely as possible; they need to all start out having the same volume. A single- edge razor blade may work better than a knife.Determine the volume of the potato cores. The volume, is calculated by multiplying the width x height x length. Therefore, each core starts out with a volume of 4,000 cubic millimeters or 4 cubic centimeters. Measure the cores with both the mm ruler and the calipers. Measuring with the calipers to the nearest millimeter will be good enough for this lab. Create a data table like the one below to record the beginning and ending volumes.Table 1. Potato core measurements0% salt solution1.75% salt solution3.5% salt solution7% salt solutionBeginning average volume (cu mm)Ending average volume (cu mm)Percent differencePlace two measured cores into each solution overnight, or for at least 8 hours. That time period is not critical to the results; it can be longer.Remove the cores from one of the cups and pat them dry with a paper towel. The solution may now be discarded down the drain of a sink.Using the caliper, measure the height, width, and length of the cores, and then determine the volume of each core. Average the measurements for the two cores and record in the data table above. The cores can now be discarded.Repeat Steps 13 - 14 three more times: one time for each cup.Illustration of the Importance of Surface-to-Volume RatiosCalculate the surface-to-volume ratio of the following potato cubes:CUBE 1: Length, width, and height are all 5 mmCUBE 2: Length, width, and height are all 3 mmEffect of cell size on diffusion rateWith clean hands, cutting board, and knife, cut the skin off of the potato.Using the knife, cut two cubes of potato with dimensions of 1 cm x 1 cm x 1 cm.Using the knife, cut two cubes of potato with dimensions 1.5 cm x 1.5 cm x 1.5 cm.Using the knife, cut two cubes of potato with dimension of 2 cm x 2 cm x 2 cm.Place distilled water into a cup or glass. Add the vial of food coloring to the water until a dark color is achieved.Carefully place the potato cubes in the solution. The cubes must be completely submerged in the water. Let them stand in the solution for 2 to 4 hours.After 2 to 4 hours, remove the cubes. Using the knife, cut each cube in half.Using the ruler, measure how far the solution has diffused into each potato cube.Record the results. A sample data table is included below that may be used to organize and record the results.Complete the following calculations to determine the rate of diffusion and record the results.Rate of Diffusion (cm/min)= Distance of diffusion ÷ time.CubeDistance of DiffusionRate of Diffusion1 cm cubed1 cm cubed1.5 cm cubed1.5 cm cubed2 cm cubed2 cm cubedAverage Rate of Diff.What were the percent differences between the volumes of the potatoes in the osmosis experiment for each salt solution? (8 points)0%1.75%3.5%7%What extraneous variables might have affected how the results came out in the osmosis experiment? Describe three. (6 points)In osmosis, which direction does water move with respect to solute concentration? (2 points)Answer the following questions:Explain what would happen to a freshwater unicellular organism if it were suddenly released into a saltwater environment. Use the terms isotonic, hypotonic and hypertonic in the answer. (3 points)What would happen if a marine organism were placed in freshwater? (3 points)A student purchases and weighs 5 pounds of carrots from a local grocery store. She notices that the grocery store constantly sprays its produce with distilled water. After returning home, she weighs the carrots again and discovers that they weigh only 4.2 lbs. They also no longer seem as crisp and taut. Provide a possible explanation for why the carrots weighed more at the store, based on the information learned in this lab. (5 points)People always say that leeches can be removed from the body by pouring salt on them. Based on what the student learned about osmosis, provide an explanation that supports or refutes this information. (5 points)What is the surface-to-volume ratio and rate of diffusion for each potato cube from Procedure 3b? (6 points)Cube 1 surface-to-volume ratioCube 1 rate of diffusionCube 2 surface-to-volume ratioCube 2 rate of diffusionCube 3 surface-to-volume ratioCube 3 rate of diffusionAssume the potato cubes are cells. Which cube would be most efficient at moving materials into and out of the cube? Briefly explain the answer. (4 points)From what was observed in the potato procedure, how do the rate of diffusion and surface-to-volume ratio limit cell size? (5 points)One night, Hans decides to cook a hamburger and spaghetti with meatballs. To test ideas of surface-to-volume ratios, he makes a quarter pound hamburger and a quarter pound meatball and cooks them at the same temperature. Which food item will cook the fastest and why? (5 points)While watching a special on animals, Brianna discovers that hares tend to lose heat through their ears. Based on this and what is known about surface-to-volume ratios, propose an explanation as to why hares that live in hot climates (such as the desert) have large, extended ears. (5 points)In the Spirogyra cells observed on the virtual microscope, about how many circular green chloroplasts were seen in a single cell at 40X magnification? (2 points)What were the percent differences between the volumes of the potatoes in the osmosis experiment for each salt solution? (8 points)0%1.75%3.5%7%What extraneous variables might have affected how the results came out in the osmosis experiment? Describe three. (6 points)In osmosis, which direction does water move with respect to solute concentration? (2 points)Answer the following questions:Explain what would happen to a freshwater unicellular organism if it were suddenly released into a saltwater environment. Use the terms isotonic, hypotonic and hypertonic in the answer. (3 points)What would happen if a marine organism were placed in freshwater? (3 points)A student purchases and weighs 5 pounds of carrots from a local grocery store. She notices that the grocery store constantly sprays its produce with distilled water. After returning home, she weighs the carrots again and discovers that they weigh only 4.2 lbs. They also no longer seem as crisp and taut. Provide a possible explanation for why the carrots weighed more at the store, based on the information learned in this lab. (5 points)People always say that leeches can be removed from the body by pouring salt on them. Based on what the student learned about osmosis, provide an explanation that supports or refutes this information. (5 points)What is the surface-to-volume ratio and rate of diffusion for each potato cube from Procedure 3b? (6 points)Cube 1 surface-to-volume ratioCube 1 rate of diffusionCube 2 surface-to-volume ratioCube 2 rate of diffusionCube 3 surface-to-volume ratioCube 3 rate of diffusionAssume the potato cubes are cells. Which cube would be most efficient at moving materials into and out of the cube? Briefly explain the answer. (4 points)From what was observed in the potato procedure, how do the rate of diffusion and surface-to-volume ratio limit cell size? (5 points)One night, Hans decides to cook a hamburger and spaghetti with meatballs. To test ideas of surface-to-volume ratios, he makes a quarter pound hamburger and a quarter pound meatball and cooks them at the same temperature. Which food item will cook the fastest and why? (5 points)While watching a special on animals, Brianna discovers that hares tend to lose heat through their ears. Based on this and what is known about surface-to-volume ratios, propose an explanation as to why hares that live in hot climates (such as the desert) have large, extended ears. (5 points)one month ago
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20201002070315heat Reaction Mgo Hcl
Energy is either absorbed or released for all chemical reactions, and we call this energy the enthalpy of reaction (Hrx ...
20201002070315heat Reaction Mgo Hcl
Energy is either absorbed or released for all chemical reactions, and we call this energy the enthalpy of reaction (Hrxn). If the enthalpy of ...
Lab report for Organic Chemistry(Synthesis of Methyl Orange)
I need a lab report for my organic chemistry lab.All requests are in the attached file.and I will also give you my partner ...
Lab report for Organic Chemistry(Synthesis of Methyl Orange)
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University of Illinois at Chicago Southern and Western Blot Samples Questions
Use this information to match the list of probes to the 3 samples below:You have isolated several DNA sequences from a var ...
University of Illinois at Chicago Southern and Western Blot Samples Questions
Use this information to match the list of probes to the 3 samples below:You have isolated several DNA sequences from a variety of mouse tissues. You have labeled each one of them with a radioisotope and will use them as probes on blots of several DNA and RNA samples. Below are a list of all the probes you generated (probes A through E) and a list of all the DNA and RNA samples that you will analyze (Samples 1 through 3)Beside each sample, write the letters corresponding to all the probes that will bind to a complementary sequence in that sample. These responses are graded all or nothing!List of probesProbe A: promoter sequence of a gene that is only expressed in the nervous systemProbe B: promoter sequence of one of the genes encoding a ubiquitously expressed histone proteinProbe C: coding sequence of a gene that is only expressed in the nervous systemProbe D: coding sequence of one of the genes encoding a ubiquitously expressed histone proteinProbe E: intron of a gene that is only expressed in the nervous systemList of samplesSample 1: Southern blot of genomic DNA extracted from adult mouse cardiac muscle system cellsSample 2: Northern blot of mRNA extracted from adult mouse nervous system cellsSample 3: Northern blot of mRNA extracted from adult mouse cardiac muscle cells
BIO 120 Grossmont College Dihybrid Cross Laboratory Model Lab Report
NOTE TO TUTOR: Please do question 1 which is the definitions and then start from question 7 and do the tables.As usual use ...
BIO 120 Grossmont College Dihybrid Cross Laboratory Model Lab Report
NOTE TO TUTOR: Please do question 1 which is the definitions and then start from question 7 and do the tables.As usual use basic English/ Common language and short answers not long ones. Question 1. Before starting the lab work, define the terms below. If necessary, look these up in your biology textbook and print the definitions in the spaces below:alleletraitgenehomozygousheterozygousgenotypephenotypegenetics7.Complete the "offspring" column of Table 1 by writing the genotype derived by combining the two gametes in fertilization. To make similar genotypes easily identifiable, always group alleles for the same trait together, and write the letter for any dominant allele first. (e.g., Ab + ab = Aabb).Table 1Dihybrid Cross Laboratory Model:OBSERVED Genotypes of Offspring from the Cross AaBb X AaBbNote: Combine the first and second gametes to obtain the genotype of each offspring. For each offspring, group the alleles with the same letter together5, placing the capital letters first BreedingFirst Gamete*Second GameteGenotype of Offspring1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Count the observed number of each offspring genotype in Table 1. Tabulate these observed numbers according to the genotype list in Table 2.Determine the phenotype for each offspring genotype and fill in the phenotype column of Table 2. Use your answers to Question 4 (above) to help you identify the phenotypes.Table 2 Tabulation of Offspring OBSERVED from the Dihybrid Cross AaBb x AaBb GenotypeNumber ObservedPhenotypeAABBAABbAAbbAaBBAaBbAabbaaBBaaBbaabbCount the observed number of each offspring genotype in Table 1. Tabulate these observed numbers according to the genotype list in Table 2.Determine the phenotype for each offspring genotype and fill in the phenotype column of Table 2. Use your answers to Question 4 (above) to help you identify the phenotypes.Using the numbers from Table 2, add up the total observed offspring of each of the six possible phenotypes. Record these values in the “observed” column of Table 3. Table 3PhenotypeNumber Observed by your Team (fromTable 2)Class Average ObservedNumber Expected from Punnett Square (see Table 4)curly hair, brown eyeswavy hair, brown eyes,straight hair, brown eyescurly hair, blue eyeswavy hair, blue eyesstraight t hair, blue eyes Send your Table to Number Observed to Instructor Before Friday 11/6/20The instructor will give you the class averages by Friday 11/6/20, copy the class averages for observed numbers into the proper column of Table 3. To determine the expected numbers for the offspring phenotypes, complete the Punnett Square below (Table 4): Write the genotypes of the 4 parental gametes in the indicated areas for each parent. (Recall you identified these in Question 3.) The first one has been done for you.In each of the 16 boxes of the Punnett Square, combine the row and column gametes to give the genotype of the offspring. Remember to group alleles with the same letter together, with the capital letters (dominant alleles) first.Add up all of the members of each phenotype in the Punnett Square and write the totals in the “expected” column of Table 3.Table 4Punnett Square: Calculating EXPECTED Offspring Frequencies from the Dihybrid Cross (Parent #1) AaBb x AaBb (Parent #2)Note: Combine the first and second gametes to obtain the genotype of each offspring. For each offspring, group the alleles with the same letter together, placing the capital letters first.GAMETE Genotypes – Parent #2GAMETEGenotypes -Parent #1Question 5. Which were closer to your expected numbers for the offspring of the dihybrid cross: your team's observed numbers or the class averages? Which observed numbers are more reliable predictors of population values? Question 6. Determine the probability of getting any of the 4 different kinds of gametes possible from each dihybrid individual. For help, refer to the following:The probability of any gamete genotype is a fraction:probability = List all the gamete genotypes for an AaBb individual and indicate their probabilities:Question 7. A married couple both happen to be doubly heterozygous (dihybrid) for eye color and hair form. They have only one child who has blue eyes and straight hair. Determine the probability of this couple producing a child with the aabb genotype. Follow these steps:Write the probability of an ab gamete from an AaBb parent:At the time of fertilization, the probability of specific gametes getting together is the product of the individual probabilities for each gamete (this is known as the multiplicative law). Therefore, we can calculate the aabbprobability using the following equation:P (offspring with aabb ) = P(ab sperm) P(ab egg ) = Examine your Punnett Square (Figure 4). How many total boxes are there? How many of these are the aabb genotype? What fraction of the offspring are expected to be aabb? Your probability calculation should agree with the Punnett Square proportion for the aabbgenotype - does it?Question 5. Which were closer to your expected numbers for the offspring of the dihybrid cross: your team's observed numbers or the class averages? Which observed numbers are more reliable predictors of population values? Question 6. Determine the probability of getting any of the 4 different kinds of gametes possible from each dihybrid individual. For help, refer to the following:The probability of any gamete genotype is a fraction:probability = List all the gamete genotypes for an AaBb individual and indicate their probabilities:Question 7. A married couple both happen to be doubly heterozygous (dihybrid) for eye color and hair form. They have only one child who has blue eyes and straight hair. Determine the probability of this couple producing a child with the aabb genotype. Follow these steps:Write the probability of an ab gamete from an AaBb parent:At the time of fertilization, the probability of specific gametes getting together is the product of the individual probabilities for each gamete (this is known as the multiplicative law). Therefore, we can calculate the aabbprobability using the following equation:P (offspring with aabb ) = P(ab sperm) P(ab egg ) = Examine your Punnett Square (Figure 4). How many total boxes are there? How many of these are the aabb genotype? What fraction of the offspring are expected to be aabb? Your probability calculation should agree with the Punnett Square proportion for the aabbgenotype - does it? Question 10. Do you suppose there are other Mendelian characteristics which could be added to a heredity wheel? How many different phenotypes would there be if you added just one more trait to the wheel? Two more traits? Question 11. Describe how the variety of human phenotypes illustrates one of the fundamental biological requirement for evolution by natural selection. (Read about the requirements for natural selection in your textbook if necessary.) Use the information in Figure 2 to help you evaluate your blood type. Indicate your test results below. Did the “blood agglutinate?” (indicate + or -)AntiserumMr. SmithMs. JonesMr. GreenMs. Brownanti-A anti-B anti-D (Rh) "blood" phenotype comments Questions and Practice ProblemsQuestion 12. Blood transfusions aim to give the patient a temporary supply of erythrocytes until his body can manufacture enough of its own. It is desirable that the donor and the recipient of the transfusion be of the same blood type. But it has been found that a person of blood type O can safely give blood (in limited quantity, a pint seems always to be safe) to persons of any other blood type. Thus, type O is sometimes called the universal donor.How might this be explained? (Hint: refer to Figure 2.) Question 13. What complications might arise if large quantities of blood from a donor of type O were introduced into a recipient of any blood type other than O?Question 14. If persons of type O are sometimes called universal donors because they can donate to all other types, what blood type might be called the universal recipient? Why? (Refer to Figure 2.)Question 15. Explain the fact that blood types A and B each have two genotypes.Question 16. What blood types might occur among the children of a marriage between a person of blood type AB and a person of blood type O? Fill in the Punnett Square: show the gamete genotypes of each parent, then determine the offspring blood types.What is the probability of the parents having a child with type A blood? Question 17. If you are blood type O and your father is also blood type O, what type or types must your mother be? (Write your father's gamete genotypes and your own genotype on the Punnett Square. Then identify what you know about your mother's genotype.)Possible genotypes of mother:Could these same parents have a child with blood type AB? Explain.Question 18. Can a person of blood type A who marries a person of blood type B have type Ochildren? (Explain your answer and show your work.)Question 19. If a homozygous Rh+ man fathered children with a homozygous Rh- woman, what fraction of the offspring would be Rh+? (Show your work: remember to first determine the egg and sperm genotypes.)Question 20. If an Rh- woman gave birth to an Rh- child, what could you conclude about genotype of the father? Question 21. Hemophilia is a hereditary disease characterized by poor clotting of the blood. As a result, hemophiliacs bleed excessively when injured. A certain kind of hemophilia is sex-linked and recessive. Sex-linked means that the allele for hemophilia is found on the X chromosome. Although recessive, the hemophilia allele (Xh) will determine the phenotype of the individual unless the individual is a female with a normal allele (XH) on her second X chromosome. Problem: A "normal" woman whose father was a hemophiliac marries a normal man. What genotypes and phenotypes are expected in the children and in what proportions? (When you are working with sex-linked traits, it is a good idea to include both types of sex chromosomes in your Punnett Square.) Question 22. It has been observed that there are more hemophiliac children of one sex than the other born in the general population. Explain. Question 23. The frequencies of the various blood groups have historically been quite stable in well-defined populations, i.e., they tend to remain unchanged in time, and characteristic of each group. The following chart shows these frequencies among several populations. Refer to Table 5 for theBiology 120 Class Frequencies and complete Table 6 by calculating the percentages of each blood type in your class.Table 6. Comparison of Blood Group FrequenciesPopulationBlood Group Frequencies OABABRh+Rh-Japanese25%39%24%12%99%1%Whites (USA)45%38%12%5%85%15%Blacks (USA)47%28%20%5%93%7%Aborigines (Australia)34%66%00 Eskimos (Labrador)49%51%00 Pueblo Indians (New Mexico)88%12%0098%2%Biology 120 Class (frequencies) Biology 120 Class (percents) Question 24. Is the frequency distribution for the Biology 120 class similar to any of the others? Comment on this.Question 25. Imagine that one of your lab partners thinks that recessive phenotypes must be "weaker" than dominant phenotypes. As a result, the student concludes that there must always be fewer recessive genes in the population. The student cites as an example the fact that there are fewer blue-eyed people than brown eyed people. Explain how you would use the information in this lab exercise to set your partner straight. Question 26. Suggest some factors which might act to bring about changes in the relative proportions of the various blood groups in a population. (Hint: consider reasons why the ethnic composition of an area might change.) Question 27. What factors might act to keep the blood group frequencies in a population fairly constant over time?Question 28. A man whose blood group genotype is AO marries a woman with Type AB blood. Assume both parents are also heterozygous for the Rh factor. Construct a Punnett Square which shows the genotypes of all possible offspring. Then organize the data: list all possible phenotypes, and the probability of this couple having any one of those phenotypes.Parent genotypes: X Punnett Square: GAMETES from- Parent # 2 GAMETEfrom-Parent # 1Expected offspring phenotypes and probabilities are:
Santa Monica College Bull Frog Reproduction Paper
Provide a page of information regarding bullfrog reproduction. Focus on topics such as respiratorysexual reproductiondevel ...
Santa Monica College Bull Frog Reproduction Paper
Provide a page of information regarding bullfrog reproduction. Focus on topics such as respiratorysexual reproductiondevelopment in metamorphosislife cyclehow they reproduce in different environmentsegg layingBullfrog Communication (mating calls) and any other relevant information.
set up an osmosis experiment and able to answer 12 questions
Get four 8 oz. cups from the lab kit. Place a piece of tape on each cup or glass. Using a pen or marker, label the tape on ...
set up an osmosis experiment and able to answer 12 questions
Get four 8 oz. cups from the lab kit. Place a piece of tape on each cup or glass. Using a pen or marker, label the tape on each cup with one of the following percentages: 0%, 1.75%, 3.5%, and 7%.Using the graduated cylinder, measure out 100 mL of distilled water. Pour the water into the fifth, unlabeled cup.Measure out 1.5 level teaspoons of salt and add it to the unlabeled cup containing 100 mL of distilled water. Mix completely. This is the 7% salt solution.Using the graduated cylinder, measure out 50 mL of this mixture and pour it from the graduated cylinder into the cup labeled 7%.Add distilled water up to the 100 mL mark of the graduated cylinder to make the next dilution. Adding 50 mL distilled water to 50 mL of a 7% solution will result in 100 mL of a 3.5% solution.Using the graduated cylinder, measure out 50 mL of the 3.5% solution and pour it from the graduated cylinder into the cup labeled 3.5%.Add distilled water up to the 100 mL mark of the solution in the graduated cylinder to make the next dilution. Adding 50 mL of distilled water to the 50 mL of the 3.5% solution will result in 100 mL of a 1.75% solution.Using the graduated cylinder, measure out 50 mL of the 1.75% solution and pour it from the graduated cylinder into the cup labeled 1.75%.Empty the remaining 1.75% solution down the drain of the sink and rinse out the graduated cylinder with tap water.Using a sharp steak or kitchen knife, slice eight pieces of potato exactly 10 mm x 10 mm x 40 mm (1 cm x 1 cm x 4 cm). It is critically important that these potato core pieces are cut as precisely as possible; they need to all start out having the same volume. A single- edge razor blade may work better than a knife.Determine the volume of the potato cores. The volume, is calculated by multiplying the width x height x length. Therefore, each core starts out with a volume of 4,000 cubic millimeters or 4 cubic centimeters. Measure the cores with both the mm ruler and the calipers. Measuring with the calipers to the nearest millimeter will be good enough for this lab. Create a data table like the one below to record the beginning and ending volumes.Table 1. Potato core measurements0% salt solution1.75% salt solution3.5% salt solution7% salt solutionBeginning average volume (cu mm)Ending average volume (cu mm)Percent differencePlace two measured cores into each solution overnight, or for at least 8 hours. That time period is not critical to the results; it can be longer.Remove the cores from one of the cups and pat them dry with a paper towel. The solution may now be discarded down the drain of a sink.Using the caliper, measure the height, width, and length of the cores, and then determine the volume of each core. Average the measurements for the two cores and record in the data table above. The cores can now be discarded.Repeat Steps 13 - 14 three more times: one time for each cup.Illustration of the Importance of Surface-to-Volume RatiosCalculate the surface-to-volume ratio of the following potato cubes:CUBE 1: Length, width, and height are all 5 mmCUBE 2: Length, width, and height are all 3 mmEffect of cell size on diffusion rateWith clean hands, cutting board, and knife, cut the skin off of the potato.Using the knife, cut two cubes of potato with dimensions of 1 cm x 1 cm x 1 cm.Using the knife, cut two cubes of potato with dimensions 1.5 cm x 1.5 cm x 1.5 cm.Using the knife, cut two cubes of potato with dimension of 2 cm x 2 cm x 2 cm.Place distilled water into a cup or glass. Add the vial of food coloring to the water until a dark color is achieved.Carefully place the potato cubes in the solution. The cubes must be completely submerged in the water. Let them stand in the solution for 2 to 4 hours.After 2 to 4 hours, remove the cubes. Using the knife, cut each cube in half.Using the ruler, measure how far the solution has diffused into each potato cube.Record the results. A sample data table is included below that may be used to organize and record the results.Complete the following calculations to determine the rate of diffusion and record the results.Rate of Diffusion (cm/min)= Distance of diffusion ÷ time.CubeDistance of DiffusionRate of Diffusion1 cm cubed1 cm cubed1.5 cm cubed1.5 cm cubed2 cm cubed2 cm cubedAverage Rate of Diff.What were the percent differences between the volumes of the potatoes in the osmosis experiment for each salt solution? (8 points)0%1.75%3.5%7%What extraneous variables might have affected how the results came out in the osmosis experiment? Describe three. (6 points)In osmosis, which direction does water move with respect to solute concentration? (2 points)Answer the following questions:Explain what would happen to a freshwater unicellular organism if it were suddenly released into a saltwater environment. Use the terms isotonic, hypotonic and hypertonic in the answer. (3 points)What would happen if a marine organism were placed in freshwater? (3 points)A student purchases and weighs 5 pounds of carrots from a local grocery store. She notices that the grocery store constantly sprays its produce with distilled water. After returning home, she weighs the carrots again and discovers that they weigh only 4.2 lbs. They also no longer seem as crisp and taut. Provide a possible explanation for why the carrots weighed more at the store, based on the information learned in this lab. (5 points)People always say that leeches can be removed from the body by pouring salt on them. Based on what the student learned about osmosis, provide an explanation that supports or refutes this information. (5 points)What is the surface-to-volume ratio and rate of diffusion for each potato cube from Procedure 3b? (6 points)Cube 1 surface-to-volume ratioCube 1 rate of diffusionCube 2 surface-to-volume ratioCube 2 rate of diffusionCube 3 surface-to-volume ratioCube 3 rate of diffusionAssume the potato cubes are cells. Which cube would be most efficient at moving materials into and out of the cube? Briefly explain the answer. (4 points)From what was observed in the potato procedure, how do the rate of diffusion and surface-to-volume ratio limit cell size? (5 points)One night, Hans decides to cook a hamburger and spaghetti with meatballs. To test ideas of surface-to-volume ratios, he makes a quarter pound hamburger and a quarter pound meatball and cooks them at the same temperature. Which food item will cook the fastest and why? (5 points)While watching a special on animals, Brianna discovers that hares tend to lose heat through their ears. Based on this and what is known about surface-to-volume ratios, propose an explanation as to why hares that live in hot climates (such as the desert) have large, extended ears. (5 points)In the Spirogyra cells observed on the virtual microscope, about how many circular green chloroplasts were seen in a single cell at 40X magnification? (2 points)What were the percent differences between the volumes of the potatoes in the osmosis experiment for each salt solution? (8 points)0%1.75%3.5%7%What extraneous variables might have affected how the results came out in the osmosis experiment? Describe three. (6 points)In osmosis, which direction does water move with respect to solute concentration? (2 points)Answer the following questions:Explain what would happen to a freshwater unicellular organism if it were suddenly released into a saltwater environment. Use the terms isotonic, hypotonic and hypertonic in the answer. (3 points)What would happen if a marine organism were placed in freshwater? (3 points)A student purchases and weighs 5 pounds of carrots from a local grocery store. She notices that the grocery store constantly sprays its produce with distilled water. After returning home, she weighs the carrots again and discovers that they weigh only 4.2 lbs. They also no longer seem as crisp and taut. Provide a possible explanation for why the carrots weighed more at the store, based on the information learned in this lab. (5 points)People always say that leeches can be removed from the body by pouring salt on them. Based on what the student learned about osmosis, provide an explanation that supports or refutes this information. (5 points)What is the surface-to-volume ratio and rate of diffusion for each potato cube from Procedure 3b? (6 points)Cube 1 surface-to-volume ratioCube 1 rate of diffusionCube 2 surface-to-volume ratioCube 2 rate of diffusionCube 3 surface-to-volume ratioCube 3 rate of diffusionAssume the potato cubes are cells. Which cube would be most efficient at moving materials into and out of the cube? Briefly explain the answer. (4 points)From what was observed in the potato procedure, how do the rate of diffusion and surface-to-volume ratio limit cell size? (5 points)One night, Hans decides to cook a hamburger and spaghetti with meatballs. To test ideas of surface-to-volume ratios, he makes a quarter pound hamburger and a quarter pound meatball and cooks them at the same temperature. Which food item will cook the fastest and why? (5 points)While watching a special on animals, Brianna discovers that hares tend to lose heat through their ears. Based on this and what is known about surface-to-volume ratios, propose an explanation as to why hares that live in hot climates (such as the desert) have large, extended ears. (5 points)one month ago
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20201002070315heat Reaction Mgo Hcl
Energy is either absorbed or released for all chemical reactions, and we call this energy the enthalpy of reaction (Hrx ...
20201002070315heat Reaction Mgo Hcl
Energy is either absorbed or released for all chemical reactions, and we call this energy the enthalpy of reaction (Hrxn). If the enthalpy of ...
Lab report for Organic Chemistry(Synthesis of Methyl Orange)
I need a lab report for my organic chemistry lab.All requests are in the attached file.and I will also give you my partner ...
Lab report for Organic Chemistry(Synthesis of Methyl Orange)
I need a lab report for my organic chemistry lab.All requests are in the attached file.and I will also give you my partner's lab report, you can use it as a reference.
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