HELP
User Generated
Ghgbe_Rkcerff
Science
Description
Resources: "The Principle of Selection," Ch. 7 of Oxford History of Art: Twentieth-Century American Art, and the Week Four Electronic Reserve Readings.
Write a 200- to 350-word summary responding to the following:
- What did Warhol and Rauschenberg's art work have in common?
- How were their subjects a reflection of the era in which they were created?
- What list of found objects and imagery would you use if you were creating an art work about your daily experience?
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
This question has not been answered.
Create a free account to get help with this and any other question!
24/7 Homework Help
Stuck on a homework question? Our verified tutors can answer all questions, from basic math to advanced rocket science!
Most Popular Content
3 pages
Geology
1) At first glance, as the continental land mass splits apart, it appears the two pieces are moving away from one another. ...
Geology
1) At first glance, as the continental land mass splits apart, it appears the two pieces are moving away from one another. As the Earth is a sphere, ...
11 pages
Kinematica Lab
In this experiment you will attempt to reproduce Galileo's results using the inclined plane. You will test three hypothese ...
Kinematica Lab
In this experiment you will attempt to reproduce Galileo's results using the inclined plane. You will test three hypotheses relating to motion on an ...
Jupiter questions, science homework help
a) Choose any still image and record the location of the GRS among zones/belts and its latitude in degrees (°): b) Do ...
Jupiter questions, science homework help
a) Choose any still image and record the location of the GRS among zones/belts and its latitude in degrees (°): b) Do the same for the location of the LRS among zones/belts and its latitude in degrees (°): Go back to the movie sequence and observe the rotation of the GRS and LRS. a) Is the GRS rotating clockwise or counterclockwise? b) Is the LRS rotating clockwise or counterclockwise? What do you think keeps the GRS spinning over such a long period of time? Explain. Choose one of the later images between numbers 70 and 80. Since the Cassini space probe was approaching Jupiter while this sequence of images was taken, the later images are of better quality than the initial images. By comparing the longitude of the eastern edge of a feature to the longitude of the western edge, the sizes of the object can be found. a) Find the diameter of the GRS in degrees longitude: b) Find the diameter of the LRS in degrees longitude: Jupiter's circumference is 4.5 x 105 km. This corresponds to a full 360° in longitude around the equator. Use this information to calculate the scale factor for converting degrees of longitude into kilometer (km). Find the number of km per degree. Scale factor: _______________ km/° Use this scale factor from above and your diameter measurement of the GRS/LRS in question 4 to convert their diameters to km: a) Diameter of GRS: ______________ km. Show your work. b) Diameter of LRS: ______________ km. Show your work. If the Earth's diameter is 12,756 km, how many times larger or smaller are these features compared to Earth? a) GRS: _________________. Show your work. b) LRS: _________________. Show your work. Now change back to the motion sequence and observe the motion of the GRS and LRS as they migrate across the planet. a) Is the GRS moving East or Eest? b) Is the LRS moving East or West? First, we will determine their change in position between the first (1) and last (82) still image. a) click on the first image in the rightmost panel and record the longitude of the center of the GRS in image 1. This is the starting longitude. b) Click on image 82 and record the longitude of the center of the GRS in image 82. This is the ending longitude. c) So, how much did the GRS move in longitude, i.e. experience a change in longitude? Show your work. Do the same to measure the motion of the LRS: a) Starting longitude b) Ending longitude c) Change in longitude In order to find the drift speed, we also need to know how much time has passed between the starting and ending measurements. The time unit based on one of Jupiter's rotations is called 1 Jovian Day or 1 JD. Remember, the time between two successive images is equal to 2 of Jupiter's rotations. Record the total time between image 1 and image 82 in units of JD: Total number of Jovian Days: _______________ JD. Show your work. Finally, the speed of any feature can be found by dividing distance by time. Use the change in longitudes and the number of Jovian Days from above to calculate the drift speeds of the GRS and LRS in degrees per Jovian Days ( °/JD). a) GRS: ________________ °/JD. Show your work. b) LRS: _________________ °/JD. Show your work. At the latitude of the GRS, a difference in speed of 1 °/JD translates to about 30 ms. The speeds are faster closer to the equator and sloer as you move away from the equator. The LRS is not much further south thant the GRS. So, we will assume the same speed in m/s for the LRS. a) What is the speed of the GRS in m/s? ________________ m/s. Show your work. b) What is the speed of the LRS in m/s? ________________ m/s. Show your work. Watch the movie (animated sequence of images) and identify the fastest moving eastward cloud band and the fastest moving westward band (can either be a zone or belt). a) Switch to any still image and identify their names: Fastest eastward: Fastest westward: b) In which hemisphere(s) are they located? c) Look again at the movie. Would you say that the fastest cloud bands traveling to the East are zones or belts? We will track THREE objects to measure their actual speeds. Examples are shown in image 4. Note that you will be switching between the movie and the still images. Always use the still images to determine the names of the features and their measurements. I. One of the dark elongated features, or hot spots, near the border of NEB and EZ. II. One of the small dark round features at about the same latitude as the Great Red Spot. III. One of the White Oval storms south of the GRS. Follow all steps in the bulleted list up to the bullet that refers to Table 2. Continue following the steps in the bulleted list starting with the step involving Table 2. Fill in Data Table 2 below as you go along. Compare the wind speeds for the zones/belts that you just calculated. a) Which of the zones/belts has the highest wind speed? b) How do these wind speeds compare to the drift speeds of the GRS and LRS? Explain. c) Wind speeds in the jet streams of Earth are usually around 120 mph. How do the speeds in Table 2 compare with winds on Earth? Go back to the movie and watch the small dark round features (like the one you chose to track in Table 1). Describe what happens when they run into the GRS.
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:
5 pages
Homeland Security Policies Laws And Authorities
Homeland security is a department that was established in the USA to prevent further terrorist attacks and threats to the ...
Homeland Security Policies Laws And Authorities
Homeland security is a department that was established in the USA to prevent further terrorist attacks and threats to the nation following the 9/11 ...
Similar Content
Santa Monica College Caries Control and Management Essay
hello i want you please to read these dialogues and i’m going to provide you and try to cahnge it and write it in your l...
Mate Selection
What is Mate Selection and what traits/characteristics do you look for in a mate that you consider attractive?INSTRUCTIONS...
BIO 256 Mapping Genes to Traits Biology Discussion
OVERVIEW
In this activity, students explore single nucleotide polymorphisms (SNPs) that are associated with different trai...
California State University Sacramento Mechanics of Solid and Fluid Questions Paper
please answer the questions the same way as the notes ..........................................
chemistry find a cool Chemistry-related picture make it relate to a chapter in text book ISBN -13: 9780133890754
write at least one full paragraph regarding picture and link it to a chapter in textbook Chemistry for Changing Times 14th...
Need chemistry help: The Lewis structure for each of the following except ____contains at least one double bond
33 The Lewis structure for each of the following except ____contains at least one double bond.Select one:a....
biodegrade plastics
Over the years, plastics have brought economic, environmental advantages. However, their popularity has and
social also m...
Lab Report Final Pdf Version
Chromatographic methods are one of the most popular techniques applied in the analysis of natural mixtures. Planar chromat...
Physics Question
The stoplight sensor consists of a wire in the shape of a loop embedded in the surface of the road and a controller cabine...
Related Tags
Book Guides
Z for Zachariah
by Robert C. O’Brien
The Subtle Art of Not Giving a F*ck
by Mark Manson
The Glass Palace
by Amitav Ghosh
The Secret Life of Bees
by Sue Monk Kidd
Where'd You Go Bernadette
by Maria Semple
My Brilliant Friend
by Elena Ferrante
Gone with the Wind
by Margaret Mitchell
Murder on the Orient Express
by Agatha Christie
Get 24/7
Homework help
Our tutors provide high quality explanations & answers.
Post question
Most Popular Content
3 pages
Geology
1) At first glance, as the continental land mass splits apart, it appears the two pieces are moving away from one another. ...
Geology
1) At first glance, as the continental land mass splits apart, it appears the two pieces are moving away from one another. As the Earth is a sphere, ...
11 pages
Kinematica Lab
In this experiment you will attempt to reproduce Galileo's results using the inclined plane. You will test three hypothese ...
Kinematica Lab
In this experiment you will attempt to reproduce Galileo's results using the inclined plane. You will test three hypotheses relating to motion on an ...
Jupiter questions, science homework help
a) Choose any still image and record the location of the GRS among zones/belts and its latitude in degrees (°): b) Do ...
Jupiter questions, science homework help
a) Choose any still image and record the location of the GRS among zones/belts and its latitude in degrees (°): b) Do the same for the location of the LRS among zones/belts and its latitude in degrees (°): Go back to the movie sequence and observe the rotation of the GRS and LRS. a) Is the GRS rotating clockwise or counterclockwise? b) Is the LRS rotating clockwise or counterclockwise? What do you think keeps the GRS spinning over such a long period of time? Explain. Choose one of the later images between numbers 70 and 80. Since the Cassini space probe was approaching Jupiter while this sequence of images was taken, the later images are of better quality than the initial images. By comparing the longitude of the eastern edge of a feature to the longitude of the western edge, the sizes of the object can be found. a) Find the diameter of the GRS in degrees longitude: b) Find the diameter of the LRS in degrees longitude: Jupiter's circumference is 4.5 x 105 km. This corresponds to a full 360° in longitude around the equator. Use this information to calculate the scale factor for converting degrees of longitude into kilometer (km). Find the number of km per degree. Scale factor: _______________ km/° Use this scale factor from above and your diameter measurement of the GRS/LRS in question 4 to convert their diameters to km: a) Diameter of GRS: ______________ km. Show your work. b) Diameter of LRS: ______________ km. Show your work. If the Earth's diameter is 12,756 km, how many times larger or smaller are these features compared to Earth? a) GRS: _________________. Show your work. b) LRS: _________________. Show your work. Now change back to the motion sequence and observe the motion of the GRS and LRS as they migrate across the planet. a) Is the GRS moving East or Eest? b) Is the LRS moving East or West? First, we will determine their change in position between the first (1) and last (82) still image. a) click on the first image in the rightmost panel and record the longitude of the center of the GRS in image 1. This is the starting longitude. b) Click on image 82 and record the longitude of the center of the GRS in image 82. This is the ending longitude. c) So, how much did the GRS move in longitude, i.e. experience a change in longitude? Show your work. Do the same to measure the motion of the LRS: a) Starting longitude b) Ending longitude c) Change in longitude In order to find the drift speed, we also need to know how much time has passed between the starting and ending measurements. The time unit based on one of Jupiter's rotations is called 1 Jovian Day or 1 JD. Remember, the time between two successive images is equal to 2 of Jupiter's rotations. Record the total time between image 1 and image 82 in units of JD: Total number of Jovian Days: _______________ JD. Show your work. Finally, the speed of any feature can be found by dividing distance by time. Use the change in longitudes and the number of Jovian Days from above to calculate the drift speeds of the GRS and LRS in degrees per Jovian Days ( °/JD). a) GRS: ________________ °/JD. Show your work. b) LRS: _________________ °/JD. Show your work. At the latitude of the GRS, a difference in speed of 1 °/JD translates to about 30 ms. The speeds are faster closer to the equator and sloer as you move away from the equator. The LRS is not much further south thant the GRS. So, we will assume the same speed in m/s for the LRS. a) What is the speed of the GRS in m/s? ________________ m/s. Show your work. b) What is the speed of the LRS in m/s? ________________ m/s. Show your work. Watch the movie (animated sequence of images) and identify the fastest moving eastward cloud band and the fastest moving westward band (can either be a zone or belt). a) Switch to any still image and identify their names: Fastest eastward: Fastest westward: b) In which hemisphere(s) are they located? c) Look again at the movie. Would you say that the fastest cloud bands traveling to the East are zones or belts? We will track THREE objects to measure their actual speeds. Examples are shown in image 4. Note that you will be switching between the movie and the still images. Always use the still images to determine the names of the features and their measurements. I. One of the dark elongated features, or hot spots, near the border of NEB and EZ. II. One of the small dark round features at about the same latitude as the Great Red Spot. III. One of the White Oval storms south of the GRS. Follow all steps in the bulleted list up to the bullet that refers to Table 2. Continue following the steps in the bulleted list starting with the step involving Table 2. Fill in Data Table 2 below as you go along. Compare the wind speeds for the zones/belts that you just calculated. a) Which of the zones/belts has the highest wind speed? b) How do these wind speeds compare to the drift speeds of the GRS and LRS? Explain. c) Wind speeds in the jet streams of Earth are usually around 120 mph. How do the speeds in Table 2 compare with winds on Earth? Go back to the movie and watch the small dark round features (like the one you chose to track in Table 1). Describe what happens when they run into the GRS.
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:
5 pages
Homeland Security Policies Laws And Authorities
Homeland security is a department that was established in the USA to prevent further terrorist attacks and threats to the ...
Homeland Security Policies Laws And Authorities
Homeland security is a department that was established in the USA to prevent further terrorist attacks and threats to the nation following the 9/11 ...
Earn money selling
your Study Documents