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Older Immigrant Couple Overall Quality of Life Case Study
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living w ...
Older Immigrant Couple Overall Quality of Life Case Study
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nurses, who had a short discussion with them about the services offered. The registered nurse had spent a great deal of her working years as a community health nurse. She informed Mr. and Mrs. Arahan of her availability to help them resolve any health-related issues.
Reflective Questions
1. What strategies could be suggested for this older adult couple to enhance their quality of life?
2. What community resources can they utilize?
3. What can the daughter and her family do to address the feelings of isolation of the older couple?
4. What health promotion activities can ensure a healthy lifestyle for them?
7 pages
Using Crispr To Identify The Functions Of Butterfly Genes
USING CRISPR TO IDENTIFY THE FUNCTIONS OF BUTTERFLY GENES USING CRISPR TO IDENTIFY THE FUNCTIONS OF BUTTERFLY GENES Inacti ...
Using Crispr To Identify The Functions Of Butterfly Genes
USING CRISPR TO IDENTIFY THE FUNCTIONS OF BUTTERFLY GENES USING CRISPR TO IDENTIFY THE FUNCTIONS OF BUTTERFLY GENES Inactivating a gene refers to the ...
4 pages
Entropy Lab
For chemical reactions, we say that a reaction proceeds to the right when G is negative and that the reaction proceeds ...
Entropy Lab
For chemical reactions, we say that a reaction proceeds to the right when G is negative and that the reaction proceeds to the left when G is ...
3 pages
Case Study Sweet Truth
In aqueous solutions there are three forms of glucose: the Carbohydrates present the availability of different alcohol gro ...
Case Study Sweet Truth
In aqueous solutions there are three forms of glucose: the Carbohydrates present the availability of different alcohol groups. Therefore, due to this, ...
BIO 100 Maricopa County Community The Terms Gene and Allele Questions
Laboratory Exercise Questions~~1. Distinguish between the terms gene and allele. (1 point)~~2. Give an example of one gene ...
BIO 100 Maricopa County Community The Terms Gene and Allele Questions
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)
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Older Immigrant Couple Overall Quality of Life Case Study
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living w ...
Older Immigrant Couple Overall Quality of Life Case Study
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nurses, who had a short discussion with them about the services offered. The registered nurse had spent a great deal of her working years as a community health nurse. She informed Mr. and Mrs. Arahan of her availability to help them resolve any health-related issues.
Reflective Questions
1. What strategies could be suggested for this older adult couple to enhance their quality of life?
2. What community resources can they utilize?
3. What can the daughter and her family do to address the feelings of isolation of the older couple?
4. What health promotion activities can ensure a healthy lifestyle for them?
7 pages
Using Crispr To Identify The Functions Of Butterfly Genes
USING CRISPR TO IDENTIFY THE FUNCTIONS OF BUTTERFLY GENES USING CRISPR TO IDENTIFY THE FUNCTIONS OF BUTTERFLY GENES Inacti ...
Using Crispr To Identify The Functions Of Butterfly Genes
USING CRISPR TO IDENTIFY THE FUNCTIONS OF BUTTERFLY GENES USING CRISPR TO IDENTIFY THE FUNCTIONS OF BUTTERFLY GENES Inactivating a gene refers to the ...
4 pages
Entropy Lab
For chemical reactions, we say that a reaction proceeds to the right when G is negative and that the reaction proceeds ...
Entropy Lab
For chemical reactions, we say that a reaction proceeds to the right when G is negative and that the reaction proceeds to the left when G is ...
3 pages
Case Study Sweet Truth
In aqueous solutions there are three forms of glucose: the Carbohydrates present the availability of different alcohol gro ...
Case Study Sweet Truth
In aqueous solutions there are three forms of glucose: the Carbohydrates present the availability of different alcohol groups. Therefore, due to this, ...
BIO 100 Maricopa County Community The Terms Gene and Allele Questions
Laboratory Exercise Questions~~1. Distinguish between the terms gene and allele. (1 point)~~2. Give an example of one gene ...
BIO 100 Maricopa County Community The Terms Gene and Allele Questions
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)
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