Laboratory Exercise Questions~~1. Distinguish between the terms gene and allele. (1 point)~~2. Give an example of one genetic trait (gene) and two different alleles (allele phenotypes) for that gene. (3 points)a. Genetic Traitb. Allele phenotype #1c. Allele phenotype #2~~3. Compare and contrast the terms phenotype and genotype. (4 points)~~4. List the allele combinations (gamete possibilities) that can be formed by an individual with the following genotype: AABB (1 point)~~5. List the different allele combinations (gamete possibilities) that can be formed by an individual with the following genotype: AaBb. (4 points)~~6. Given: P = purple flowers and p = white flowers and P is dominant over p.a. What is the phenotypic ratio of offspring from a cross between Pp x pp? (2 points)b. In a population with 100 individuals how many will be homozygous? (2 points)c. In that same population, how many will be purple? (2 points)~~7. Mendel's laws:a. Which of Mendel's laws is illustrated in a dihybrid cross? (1 point)b. What does this law mean, in your own words? (1 point)~~8. A horticulturist has a purple plant and a white plant. The horticulturist knows that purple is dominant over white. When they are bred, all of the resulting offspring are purple. What is the most likely genotype of the parent or original purple plant? (2 points)~~9. The horticulturist runs a test cross with an offspring (F1 generation) purple plant from Question 8. The phenotypic frequencies of the resulting offspring are 50% white and 50% purple. What is the true genotype of this offspring (F1 generation) purple plant? (2 points)~~10. What is the probability of a cross resulting in purple offspring when two heterozygous purple pea plants (e.g. Pp x Pp) are bred? What is/are the genotype(s) for purple offspring resulting from this cross? (4 points)~~11. Compare the real-world ratios calculated in Exercises 5 and 6 (coin toss activity) to Mendel's ratios. Were they close? Pose a possible explanation for why the ratios may not be exactly the same. (4 points)~~12. Refer to the data on the corn kernel color ratio from Part II of the lab. Note that big P is the dominant allele for purple coloring and small p is the recessive allele for yellow. Big S is the dominant allele for smooth texture and small s is the recessive allele for wrinkled texture. a. What was the tallied frequency (phenotypic ratio) of purple to yellow kernels in Corn Cob 1 from Step 1? Which of the possible Mendelian ratios is the most similar to these actual results counted in corn cob 1? (2 points)b. What was the tallied frequency (phenotypic ratio) of purple to yellow kernels in Corn Cob 2 from Step 2? Which of the possible Mendelian ratios is the most similar to these actual results counted in corn cob 2? (2 points)c. What was the tallied frequency (phenotypic ratio) of purple and smooth, to purple and wrinkled, to yellow and smooth, to yellow and wrinkled kernels from Step 3? Which of the possible Mendelian ratios is the most similar to these actual results counted in corn cob 3? (2 points)d. Explain why the real-world tallies from each corn cob do not exactly match any the predicted Mendelian ratios which are based upon probability. (2 points)~~13. Recall from the background information that purple kernels are dominant and yellow kernels are recessive. The Corn Cob 2 was the result of crossing two heterozygous ears of corn (Pp x Pp). This is represented by the Punnett square below. Complete the Punnett square by writing the correct letters that correspond to each number indicated in the table. Report the predicted offspring genotypes below. (4 points) PpP12p34a. Genotype 1:b. Genotype 2:c. Genotype 3:d. Genotype 4:~~14. Once the Punnett square for Question 13 is complete, calculate the ratio of purple and yellow kernels. Recall that purple (P) is dominant to yellow (p).a. What is the phenotypic ratio of purple to yellow kernels predicted by the Punnett square? (2 points)b. How did this Mendelian ratio numerically compare to the ratio obtained from counting the corn kernels for ear number two in part II of the lab? (2 points)~~15. Recall from the background information that purple kernels (P) are dominant and yellow kernels (p) are recessive. Also recall that smooth kernels (S) are dominant and wrinkled kernels (s) are recessive. Corn Cob 3 was the result of crossing a male ear of corn with the following genotype: PpSs, with a female ear of corn with the same genotype: PpSs. This is represented by the Punnett square, below. Complete the Punnett square by writing the correct letters that correspond to each number indicated in the table (for example, PPSS or ppss). (8 points) PSPspSpsPS1234Ps5678pS9101112ps13141516a. Genotype 1:b. Genotype 2:c. Genotype 3:d. Genotype 4:e. Genotype 5:f. Genotype 6:g. Genotype 7:h. Genotype 8:i. Genotype 9:j. Genotype 10:k. Genotype 11:l. Genotype 12:m. Genotype 13:n. Genotype 14:o. Genotype 15:p. Genotype 16:~~16. Once the Punnett square for Question 15 is complete, calculate the ratio of corn kernel varieties (recall that if the dominant trait is present, it will be expressed).a. What is the ratio of kernels based on the Punnett square? (2 points)b. How did this Mendelian ratio numerically compare to the ratio obtained from counting the corn kernels for ear number three in part II of the lab? (2 points)~~17. What are the genotypic and phenotypic ratios for kernel color and kernel texture for a dihybrid cross between PpSs x ppss? (4 points)a. genotypic ratio:b. phenotypic ratio:~~18. Using the results from the Punnett Square in Question 15, answer the following question: In a population of 800 corn kernels, how many will have smooth kernel texture? (2 points)~~19. In a flower garden, a horticulturist is growing purple and white pansies. The horticulturist notices that a new pansy has sprouted. When it finally flowers, the pansy is lavender. Explain how this happened. (4 points)~~20. With a botanist's help, an individual decides to cross the lavender pansy with the white pansy. Will this result in any purple pansies? Explain. (4 points)~~21. State an industrial concern/importance for knowing the genetic makeup of an organism. Explain why it is important in your example. (5 points)Application Question~~22. How might the information gained from this lab pertaining to genetics be useful to you, or how can you apply this knowledge to your everyday life as a non-scientist? The application will be graded according to the rubric below. (20 points)

PHY 101 DiscussionPROVIDE A 250 WORD MINIMUM ANSWER TO EACH QUESTION AND 2 FOLLOW UP QUESTIONS TO DISCUSS1. Imagine that you are a contemporary of Galileo. Would you offer your scientific insights that might threaten establishment views? How would you make scientific reasoning about the position of the earth and the sun palatable to the powers in place?2. Galileo determined the relationship between the length of a pendulum and its period. How would you design and execute an experiment to determine the relationship of a pendulum’s length and its period? How would you depict the results to make your analysis of the relationship clear?3. When a multi-stage booster is fired into space, the mass of the booster changes as the fuel is burned during flight. Discuss how the change in mass influences the acceleration of the booster. When should the first stage of the booster be jettisoned (at maximum velocity, maximum acceleration, maximum altitude, or at some other time)? Justify your selection and give your own example of how mass influences acceleration and describe the process as it happens in your example.4. It has been speculated that gravity does not truly exist as a force in and of itself, but is instead a manifestation of the electrostatic force, which is the force responsible for the repulsion of like-charges and the attraction of opposite charges. Do you believe this is a credible theory? Why or why not? What experiment could you devise to test this theory?5. The ancient Egyptians most likely used simple machines to build the pyramids. Discuss how you might use one or more of the simple machines to move the massive stone blocks up the growing pyramid, and into their proper places. Hint: Space aliens are not part of the answer! How else could you use simple machines?6. On the International Space Station, sensors have identified an interstellar gas cloud approaching the station. It seems to have temperatures in the millions of degrees K. The gas cloud has a very low density. Are you concerned about the heat from this cloud? Is it time to abandon the station? Discuss your answer, focusing on the difference between temperature and heat.7. Your flashlight is getting dimmer and dimmer, so you assume the batteries are nearly dead. They are “D” cells producing 1.5 volts. You take the batteries out and test them with a voltmeter. The meter reveals the batteries have nearly 1.5 volts of potential. Are the batteries dead or is something else going on? Discuss how you can tell whether the batteries are dead, and how you would test the flashlight to see whether there is some internal problem. Is it an either-or proposition? Explain.8. The U.S. Navy conducts sonar tests that may be harmful to undersea creatures like whales and dolphins. Discuss the propagation of sound waves under water and speculate on how Navy sonar waves might interfere with cetacean undersea navigation. Share your opinion on the need for regulation of man-made ocean sound.