6- The gene for curled wings (C-c) is located nearly at the end of the.docx

•Download as DOCX, PDF•

0 likes•2 views

C

Charles7AVDowdc

6. The gene for curled wings (C/c) is located nearly at the end of the long arm of chromosome 2 of Drosophila, while the gene for smooth abdomen (S/s) is nearly at the end of the short arm of the same chromosome (the centromere is located about 2/3 of the distance along the chromosome). The gene for ebony body (E/e) is near the end of chromosome 3. A true-breeding wild type fly is crossed with a true-breeding fly that has curled wings, smooth abdomen and ebony body (all recessive traits). (a) Write the genotypes of the parents and the offspring (F1). (b) Sketch the arrangement of chromosomes 2 and 3 at metaphase of meiosis 1 in the gamete-producing cells of the F1. (Assume no crossing-over). (c) Sketch all possible combinations of the two chromosomes in the gametes. (Assume no crossing-over). (d) If the F1 is crossed with a triple recessive fly (known as a backcross), what would be the phenotypes of the progeny (assume no crossing-over). What would you expect their relative numbers to be? (e) If crossing-over occurred what difference would you expect in the results of the F1 backcross? .

6. The gene for curled wings (C/c) is located nearly at the end of the long arm of chromosome 2
of Drosophila, while the gene for smooth abdomen (S/s) is nearly at the end of the short arm of
the same chromosome (the centromere is located about 2/3 of the distance along the
chromosome). The gene for ebony body (E/e) is near the end of chromosome 3. A true-breeding
wild type fly is crossed with a true-breeding fly that has curled wings, smooth abdomen and
ebony body (all recessive traits).
(a) Write the genotypes of the parents and the offspring (F1).
(b) Sketch the arrangement of chromosomes 2 and 3 at metaphase of meiosis 1 in the gamete-
producing cells of the F1. (Assume no crossing-over).
(c) Sketch all possible combinations of the two chromosomes in the gametes. (Assume no
crossing-over).
(d) If the F1 is crossed with a triple recessive fly (known as a backcross), what would be the
phenotypes of the progeny (assume no crossing-over). What would you expect their relative
numbers to be?
(e) If crossing-over occurred what difference would you expect in the results of the F1
backcross?

More Related Content

Similar to 6- The gene for curled wings (C-c) is located nearly at the end of the.docx

Drosophila Melanogaster Genome And its developmental process

Drosophila Melanogaster Genome And its developmental process

Drosophila Melanogaster Genome And its developmental process

Subhradeep sarkar

FLIES

Shafer Stellema

Gene structure

linkage and crossing over

linkage and crossing over

linkage and crossing over

SHUBHAM PATIDAR FISHERIES ADDAA

3.1) Use the following symbols to write out the cross: Male: Female: Dark body color: DB Wild-type body color: whe Rudimentary wings: Rw Wild-type wings: waw 3) Dihybrid cross: The dark-bodied and rudimentary winged genes are on two different autosomal chromosomes. We will use this cross to determine the ratios of phenotypes in the F2 generation when there are two genes involved. 3.1) Use the following symbols to write out the cross: Male: 2 Female: Dark body color: DB Wild-type body color: wtDB Rudimentary wings: Rw Wild-type wings: wtRww 3.2) What would the cross look like if we mated a Dark-Bodied/Rudimentary winged (double mutant) male with a female that is wild type for both traits? Place the sex of the individual (symbol) on the first set of lines and their respective genotypes in the second set. Sex: Genotypes 3.3) What are the gametes produced by either sex in the parental generation? Place the symbol for sex on the first set of lines and write down the gametes produced by that sex in the following set of lines, respectively. Sex: Gametes produced:3.4) Using the gametes that you produced from the previous question, fill in the Punnet square and show the resulting offspring from the cross. Place female gametes to the left of the Punnet square and male gametes above. 3.5) What phenotype should the F1 offspring have? 3.6) What would the F1 cross look like if we mated a male F1 and a female F1? Place the sex of the individual on the first set of lines and their respective genotypes in the second set. Sex: Genotypes x 3.7) What are the gametes produced by either sex in the F1 generation? Place the symbol for sex on the first set of lines and write down the gametes produced by that sex in the following set of lines, respectively. Sex: Gametes produced:3.7) What are the gametes produced by either sex in the F1 generation? Place the symbol for sex on the first set of lines and write down the gametes produced by that sex in the following set of lines, respectively. Sex: Gametes produced: 3.8) Using the gametes that you produced from the previous question, fill in the Punnet square and show the resulting offspring from the cross. Place female gametes to the left of the Punnet square and male gametes above. 3.9) How many different phenotypes would you expect to observe in the F2 generation? List them. What is the proportion of phenotypes of the F2 generation? Associate the proportion to the appropriate phenotype..

31 Use the following symbols to write out the cross Male.pdf

31 Use the following symbols to write out the cross Male.pdf

31 Use the following symbols to write out the cross Male.pdf

VANDANASINHACONSULT

Gutell 095.imb.2005.14.625

Gutell 095.imb.2005.14.625

Gutell 095.imb.2005.14.625

GENECTIC REGULATION OF DEVELOPMENT IN DROSOPHILA. BY, MAYURA D. JOSHI K. J. SOMAIYA COLLEGE OF SCIENCE AND COMMERCE. MSC--PART II--BOTANY PAPER--VI HIERARCHY OF GENE ACTIVATION. MATERNAL GENES. SEGMENTATION GENES OF EMBRYO. HOMEOTIC GENES OF EMBRYO. HOMEOTIC SELECTOR GENES. MUTATIONS IN HOMEOTIC GENES. OTHER GENES OF THE EMBRYO. SEX DETERMINATION IN DROSOPHILA. THE HOMEOTIC SELECTOR GENES OF EMBRYO. Once the segmentation pattern has been determined, a major class of genes called the homeotic (structure-determining) selector genes are activated. This genes specify the identity of each segment including the body part that will develop at metamorphosis. Means this genes are master regulatory genes which specify the types of appendages and other structures that each segment will form. Mutations in homeotic genes produce flies with structures in incorrect places. Homeotic genes control the expression of genes responsible for specific anatomical structures. E.g. Where antenna should form, where legs should appear etc. Mutations in Homeotic genes. The homeotic genes have been defined by mutations that affect the development of the fly. That is, homeotic mutations alter the identify of particular segments, transforming them into copies of other segments. The principal pioneer of genetic studies of homeotic mutations is Edward Lewis. More recent molecular analysis has been done in many laboratories, including those of Thomas Kaufman, Walter Gehring, William McGinnis, Matthew Scott, and Welcome Bender. Lewis’s pioneering studies were on a cluster of homeotic genes called the bithorax complex (BX-C). BX-C determines the posterior identity of the fly, namely, thoracic segment T3 and abdominal segments AI-A8. BX-C contains three genes called Ultrabithorax (Ubx), Abdominal-A (Abd-A), and Abdominal-B (Abd-B). Each of these genes constitutes of one protein-coding transcription unit. Mutations in these homeotic genes often are lethal and the fly typically does not survive. Some nonlethal mutant alleles have been characterized. These nonlethal mutant alleles allow an adult fly to develop. The figure given here, shows the abnormal adult structures that can result from bithorax mutations. A diagram showing the segments of a normal adult fly in the Figure (a); note that the wings are located on segment Thorax 2 (T2). The pair of halteres (rudimentary wings used as balancers in flight) are on segment T3. A photograph of a normal adult fly clearly showing the wings and halteres is presented in Figure (b). Figure (c); shows one type of developmental abnormality that can result from nonlethal homeotic mutations in BX-C.

Bot msc part ii sem 4_2014-15_paper 6_mayura d. joshi

Bot msc part ii sem 4_2014-15_paper 6_mayura d. joshi

Bot msc part ii sem 4_2014-15_paper 6_mayura d. joshi

Bio2 4th period study guide

Bio2 4th period study guide

Bio2 4th period study guide

Similar to 6- The gene for curled wings (C-c) is located nearly at the end of the.docx (8)

Drosophila Melanogaster Genome And its developmental process

Drosophila Melanogaster Genome And its developmental process

Drosophila Melanogaster Genome And its developmental process

FLIES

Gene structure

linkage and crossing over

linkage and crossing over

linkage and crossing over

31 Use the following symbols to write out the cross Male.pdf

31 Use the following symbols to write out the cross Male.pdf

31 Use the following symbols to write out the cross Male.pdf

Gutell 095.imb.2005.14.625

Gutell 095.imb.2005.14.625

Gutell 095.imb.2005.14.625

Bot msc part ii sem 4_2014-15_paper 6_mayura d. joshi

Bot msc part ii sem 4_2014-15_paper 6_mayura d. joshi

Bot msc part ii sem 4_2014-15_paper 6_mayura d. joshi

Bio2 4th period study guide

Bio2 4th period study guide

Bio2 4th period study guide

More from Charles7AVDowdc

9. Identify the diseases caused by the following protists! a. Trypanosoma b. Trichonomas c. Plasmodium d. Giardia e. Entamoeba 10. Of the Protists, which group is most closely related to the land plants? 11. The characteristic, that is unique to all plants, is a type of reproduction known as 12. Female gametangia are called , while male gametangia are called 13. In an evolutionary timeline, describe how the dominant generation changes. 14. , collectively known as the mosses, all exhibit the life cycle stage as the dominant one. 15. Reproduction in the mosses involves the need for the presence of 16. Comolete the followina table of the Brvonhvtes: 17. Identify the following images: 18. In the seedless vascular plants, the tissue is involved in transporting water, and is involved in transporting sugars and other nutrients. 19. The seedless vascular plants represent a group in which the generation is dominant and the independent. 20. Other derived traits of the seedless vascular plants include generation is reduced but still mostly organs that anchor the plant and transport water and nutrients from the soil, and which provide increased surface area for photosynthesis. 21. A larger, more complex leaf is called a ( n ) , whereas a smaller, simpler leaf is called a(n) 22. A ( n ) species has two types of sporangia and produces two types of spores. 23. The waxy coating of a plant's epidermis is known as the .

9- Identify the diseases caused by the following protists! a- Trypanos.docx

9- Identify the diseases caused by the following protists! a- Trypanos.docx

9- Identify the diseases caused by the following protists! a- Trypanos.docx

Charles7AVDowdc

8-- The profitability Index for this Investment is closest to- Click h.docx

8-- The profitability Index for this Investment is closest to- Click h.docx

8-- The profitability Index for this Investment is closest to- Click h.docx

Charles7AVDowdc

8- These piec sorts of can stationery ! Cardworld had 200 cards and Ca.docx

8- These piec sorts of can stationery ! Cardworld had 200 cards and Ca.docx

8- These piec sorts of can stationery ! Cardworld had 200 cards and Ca.docx

Charles7AVDowdc

8. The "triple bottoms tine" includest. a. Profits, People, Planet b. Profits, Pces, Planet. e. Pes, Poople, Planet d. Profies, Progress, Planct 9. The Holsede redel of cutrunal dencsiens inctude each of the following EXCEPT: a. Individualism collectivism b. Power distanoe 6. Uriestainty aroidanee d. Brothers Sisters 10. The cavibonment inclades six forces: economic, techinological, sociocultural, demsyerephic, polisical logal; and intemanional. a. Ceneral b. Task c. Systems 4. Controilisd 11. The acrorty S W OT (as in SWOI analysis) stands for. a. Strategies, Weakacssel, Opportunitics, Theats b. Serengths, Weaknesses. Opportunitics, Threats 9. Strategics, Weaknesses, Opportunizies, Tumarounds d. Streagths, Wealcnesses, Oihers, Tumarounds 12. The acronym provided in class for what "goals shoald be" in order to be effective is: a. SMART b. FUN c. SAVVY d. SPOT-ON 13. The beruty and simplicity of Les in the peoposition that there is not one best. way to manege. a. High Performance Work Praclices: b. Contingensy Theary c. Quantitative Theofy d. Systems Managetacut 14. The devels of Corporite Strate y were iived at- a. Level, Lower-Level, fiunctiont-Lesel b. Cotporate-Level, I Hotser-Level, Fuectional-L,evel c. Corpocate-tevel, Bainicsstlevel, Futstionst-level d. Middle-Level. Burintss,level, Fruectional-fuevel .

8- The -triple bottoms tine- includest- a- Profits- People- Planet b-.docx

8- The -triple bottoms tine- includest- a- Profits- People- Planet b-.docx

8- The -triple bottoms tine- includest- a- Profits- People- Planet b-.docx

Charles7AVDowdc

8- Refer to the income statement above- Luther's net profit margin for.docx

8- Refer to the income statement above- Luther's net profit margin for.docx

8- Refer to the income statement above- Luther's net profit margin for.docx

Charles7AVDowdc

8- A company had the following sales in each month- January- $10-000 F.docx

8- A company had the following sales in each month- January- $10-000 F.docx

8- A company had the following sales in each month- January- $10-000 F.docx

Charles7AVDowdc

8- Cystic fibrosis is a recessive condition that affects about 1 in 2-.docx

8- Cystic fibrosis is a recessive condition that affects about 1 in 2-.docx

8- Cystic fibrosis is a recessive condition that affects about 1 in 2-.docx

Charles7AVDowdc

8- Define an abstract class named animal that has properties of name-.docx

8- Define an abstract class named animal that has properties of name-.docx

8- Define an abstract class named animal that has properties of name-.docx

Charles7AVDowdc

8) The early Earth atmosphere contained everything except- A-) Methane.docx

8) The early Earth atmosphere contained everything except- A-) Methane.docx

8) The early Earth atmosphere contained everything except- A-) Methane.docx

Charles7AVDowdc

8 Clusters of bile salts, digested lipids, and other nonpolar substances that escort lipids to enterocytes are called a. micelles, b. chylomicions. c. lacteals. d. pancreatic lipase. 9 The enzyme that catalyzes the reaction that breaks down carbohydrates is a. pancreatic lipase. b. pepsin. c. trypsin. d. amylase. 10 Explain why lipids are absorbed into a different structure than are carbohydrates and proteins. .

8 Clusters of bile salts- digested lipids- and other nonpolar substanc.docx

8 Clusters of bile salts- digested lipids- and other nonpolar substanc.docx

8 Clusters of bile salts- digested lipids- and other nonpolar substanc.docx

Charles7AVDowdc

7.One of the most dramatic changes in connectivity and communications in the past five years or so hasbeen a) mobile or wireless telephones b) public and private discussion c) satellite uplinks d) running programs on remote computers 8.The four basic elements of any communication system include a)peer-to-peer, videoconferencing, online photo-conferencing, net optical b)sending and receiving devices, communication channel, connection device, and data transmission specifications c)telephone lines, coaxial cables, fiber-optics cables, and communication channel d)software, hardware, communication channel, network .

7-One of the most dramatic changes in connectivity and communications.docx

7-One of the most dramatic changes in connectivity and communications.docx

7-One of the most dramatic changes in connectivity and communications.docx

Charles7AVDowdc

7. What is the dominant generation of ALL vascular plants? Individuals of the dominant generation are 8. What is an immature fern leaf called? (haploid/diploid). 9. A cluster of sporangia located on the underside of a fern frond is known as a 10. What is the function of an indusium? 11. With regard to the true ferns: a. The heart-shaped gametophyte is called a b. This gametophyte is (haploid/diploid). c. Fern gametophytes produce (gametes/spores). d. Reproductive structures called (archegonia/antheridia) are located nearest the "notch" (indentation) of the heart-shaped gametophyte. 12. What is the name of the cone-shaped, spore-producing structures observed in lycophytes and horsetails? 13. What substance is responsible for the abrasive texture of horsetail stems? 14. Place each of the following organisms in their appropriate group. Staghorn A. Lycophyte Cyrtomium B. Fern Bird's nest C. Horsetail Selaginella D. Moss Lemon button Equisetum Rabbit's foot Haircap .

7- What is the dominant generation of ALL vascular plants- Individuals.docx

7- What is the dominant generation of ALL vascular plants- Individuals.docx

7- What is the dominant generation of ALL vascular plants- Individuals.docx

Charles7AVDowdc

7- Match the following statements to the type of statement being used.docx

7- Match the following statements to the type of statement being used.docx

7- Match the following statements to the type of statement being used.docx

Charles7AVDowdc

7- (4) Poreevere with Problems Explain why you cannot describe the spe.docx

7- (4) Poreevere with Problems Explain why you cannot describe the spe.docx

7- (4) Poreevere with Problems Explain why you cannot describe the spe.docx

Charles7AVDowdc

7- If we run a regression where the return on stock A is the dependent.docx

7- If we run a regression where the return on stock A is the dependent.docx

7- If we run a regression where the return on stock A is the dependent.docx

Charles7AVDowdc

7. Describe the functions of the following enzymes during DNA replication: 1. Primase i. What would happen with DNA replication if the cell did not have functional primase enzymes? 2. DNA polymerase i. What would happen with DNA replication if the cell did not have functional DNA polymerase enzymes? 3. DNA ligase i. What would happen with DNA replication if the cell did not have functional DNA ligase enzymes? 8. DNA replication is said to be semi-conservative. What does this mean? 9. Which of the new DNA strands are Okazaki fragments part of? .

7- Describe the functions of the following enzymes during DNA replicat.docx

7- Describe the functions of the following enzymes during DNA replicat.docx

7- Describe the functions of the following enzymes during DNA replicat.docx

Charles7AVDowdc

7. After graduation, you and 19 of your closest friends (lets say 10 males and 10 females) charter a plane to go on a round-the-world tour. Unfortunately, you all crash land (safely) on a deserted island. No one finds you and you start a new population totally isolated from the rest of the world. Two of your friends carry (i.e. are heterozygous for) the recessive cystic fibrosis allele (c). Assuming that the frequency of this allele does not change as the population grows, what will be the incidence of cystic fibrosis on your island? .

7- After graduation- you and 19 of your closest friends (lets say 10 m.docx

7- After graduation- you and 19 of your closest friends (lets say 10 m.docx

7- After graduation- you and 19 of your closest friends (lets say 10 m.docx

Charles7AVDowdc

7) Which of the following about Theia is false- A-) The Moon probably.docx

7) Which of the following about Theia is false- A-) The Moon probably.docx

7) Which of the following about Theia is false- A-) The Moon probably.docx

Charles7AVDowdc

7) At Panther Company- materials are added at the beginning of the pro.docx

7) At Panther Company- materials are added at the beginning of the pro.docx

7) At Panther Company- materials are added at the beginning of the pro.docx

Charles7AVDowdc

6- What type of tissue comprises the hypodermis- 7- What effects the d.docx

6- What type of tissue comprises the hypodermis- 7- What effects the d.docx

6- What type of tissue comprises the hypodermis- 7- What effects the d.docx

Charles7AVDowdc

More from Charles7AVDowdc (20)

9- Identify the diseases caused by the following protists! a- Trypanos.docx

9- Identify the diseases caused by the following protists! a- Trypanos.docx

9- Identify the diseases caused by the following protists! a- Trypanos.docx

8-- The profitability Index for this Investment is closest to- Click h.docx

8-- The profitability Index for this Investment is closest to- Click h.docx

8-- The profitability Index for this Investment is closest to- Click h.docx

8- These piec sorts of can stationery ! Cardworld had 200 cards and Ca.docx

8- These piec sorts of can stationery ! Cardworld had 200 cards and Ca.docx

8- These piec sorts of can stationery ! Cardworld had 200 cards and Ca.docx

8- The -triple bottoms tine- includest- a- Profits- People- Planet b-.docx

8- The -triple bottoms tine- includest- a- Profits- People- Planet b-.docx

8- The -triple bottoms tine- includest- a- Profits- People- Planet b-.docx

8- Refer to the income statement above- Luther's net profit margin for.docx

8- Refer to the income statement above- Luther's net profit margin for.docx

8- Refer to the income statement above- Luther's net profit margin for.docx

8- A company had the following sales in each month- January- $10-000 F.docx

8- A company had the following sales in each month- January- $10-000 F.docx

8- A company had the following sales in each month- January- $10-000 F.docx

8- Cystic fibrosis is a recessive condition that affects about 1 in 2-.docx

8- Cystic fibrosis is a recessive condition that affects about 1 in 2-.docx

8- Cystic fibrosis is a recessive condition that affects about 1 in 2-.docx

8- Define an abstract class named animal that has properties of name-.docx

8- Define an abstract class named animal that has properties of name-.docx

8- Define an abstract class named animal that has properties of name-.docx

8) The early Earth atmosphere contained everything except- A-) Methane.docx

8) The early Earth atmosphere contained everything except- A-) Methane.docx

8) The early Earth atmosphere contained everything except- A-) Methane.docx

8 Clusters of bile salts- digested lipids- and other nonpolar substanc.docx

8 Clusters of bile salts- digested lipids- and other nonpolar substanc.docx

8 Clusters of bile salts- digested lipids- and other nonpolar substanc.docx

7-One of the most dramatic changes in connectivity and communications.docx

7-One of the most dramatic changes in connectivity and communications.docx

7-One of the most dramatic changes in connectivity and communications.docx

7- What is the dominant generation of ALL vascular plants- Individuals.docx

7- What is the dominant generation of ALL vascular plants- Individuals.docx

7- What is the dominant generation of ALL vascular plants- Individuals.docx

7- Match the following statements to the type of statement being used.docx

7- Match the following statements to the type of statement being used.docx

7- Match the following statements to the type of statement being used.docx

7- (4) Poreevere with Problems Explain why you cannot describe the spe.docx

7- (4) Poreevere with Problems Explain why you cannot describe the spe.docx

7- (4) Poreevere with Problems Explain why you cannot describe the spe.docx

7- If we run a regression where the return on stock A is the dependent.docx

7- If we run a regression where the return on stock A is the dependent.docx

7- If we run a regression where the return on stock A is the dependent.docx

7- Describe the functions of the following enzymes during DNA replicat.docx

7- Describe the functions of the following enzymes during DNA replicat.docx

7- Describe the functions of the following enzymes during DNA replicat.docx

7- After graduation- you and 19 of your closest friends (lets say 10 m.docx

7- After graduation- you and 19 of your closest friends (lets say 10 m.docx

7- After graduation- you and 19 of your closest friends (lets say 10 m.docx

7) Which of the following about Theia is false- A-) The Moon probably.docx

7) Which of the following about Theia is false- A-) The Moon probably.docx

7) Which of the following about Theia is false- A-) The Moon probably.docx

7) At Panther Company- materials are added at the beginning of the pro.docx

7) At Panther Company- materials are added at the beginning of the pro.docx

7) At Panther Company- materials are added at the beginning of the pro.docx

6- What type of tissue comprises the hypodermis- 7- What effects the d.docx

6- What type of tissue comprises the hypodermis- 7- What effects the d.docx

6- What type of tissue comprises the hypodermis- 7- What effects the d.docx

Recently uploaded

PSYPACT- Practicing Over State Lines May 2024.pptx

PSYPACT- Practicing Over State Lines May 2024.pptx

PSYPACT- Practicing Over State Lines May 2024.pptx

Photos from our Spring Gala 2024. Thank you for making our 2024 Spring Gala unforgettable! Whether you attended or supported us with a donation, we extend our heartfelt thanks for celebrating School-Community Partnerships alongside ExpandED Schools. Special appreciation to our honorees, Rachel Skaistis and Cravath, Swaine, & Moore LLP, for their unwavering support in advancing educational equity. Your contributions have profoundly impacted countless young New Yorkers, and we’re proud to have you as part of our community. Our gratitude also extends to our Board of Directors, sponsors, city partners, community-based organizations, and the inspiring young people who joined us. Your support fuels our mission, and we’re endlessly thankful for your dedication. While we celebrate our gala’s success, our work continues. As you view the evening’s highlights, consider how you can further empower young New Yorkers and educators with your donation, no matter the size. Donate today: https://www.expandedschools.org/support-our-work/donate/

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

expandedwebsite

OS-operating systems- ch05 (CPU Scheduling) ...

OS-operating systems- ch05 (CPU Scheduling) ...

OS-operating systems- ch05 (CPU Scheduling) ...

Dr. Mazin Mohamed alkathiri

When Quality Assurance Meets Innovation in Higher Education - Report launch w...

When Quality Assurance Meets Innovation in Higher Education - Report launch w...

When Quality Assurance Meets Innovation in Higher Education - Report launch w...

male presentation...pdf.................

male presentation...pdf.................

male presentation...pdf.................

MirzaAbrarBaig5

MOOD STABLIZERS DRUGS.pptx

MOOD STABLIZERS DRUGS.pptx

MOOD STABLIZERS DRUGS.pptx

Trauma-Informed Leadership - Five Practical Principles

Trauma-Informed Leadership - Five Practical Principles

Trauma-Informed Leadership - Five Practical Principles

Pooky Knightsmith

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

The Story of Village Palampur Class 9 Free Study Material PDF

The Story of Village Palampur Class 9 Free Study Material PDF

The Story of Village Palampur Class 9 Free Study Material PDF

Vivekanand Anglo Vedic Academy

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

ESSENTIAL of (CS/IT/IS) class 07 (Networks)

ESSENTIAL of (CS/IT/IS) class 07 (Networks)

ESSENTIAL of (CS/IT/IS) class 07 (Networks)

Dr. Mazin Mohamed alkathiri

AIM of Education-Teachers Training-2024.ppt

AIM of Education-Teachers Training-2024.ppt

AIM of Education-Teachers Training-2024.ppt

Nishitharanjan Rout

Andreas Schleicher presents at the launch of What does child empowerment mean...

Andreas Schleicher presents at the launch of What does child empowerment mean...

Andreas Schleicher presents at the launch of What does child empowerment mean...

FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf

FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf

FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf

Pondicherry University

會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽

會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽

會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽

Supporting Newcomer Multilingual Learners

Supporting Newcomer Multilingual Learners

Supporting Newcomer Multilingual Learners

David Douglas School District

How To Create Editable Tree View in Odoo 17

How To Create Editable Tree View in Odoo 17

How To Create Editable Tree View in Odoo 17

Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

SPLICE Working Group:Reusable Code Examples

SPLICE Working Group:Reusable Code Examples

SPLICE Working Group:Reusable Code Examples

Peter Brusilovsky

DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM

DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM

DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM

Recently uploaded (20)

PSYPACT- Practicing Over State Lines May 2024.pptx

PSYPACT- Practicing Over State Lines May 2024.pptx

PSYPACT- Practicing Over State Lines May 2024.pptx

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

OS-operating systems- ch05 (CPU Scheduling) ...

OS-operating systems- ch05 (CPU Scheduling) ...

OS-operating systems- ch05 (CPU Scheduling) ...

When Quality Assurance Meets Innovation in Higher Education - Report launch w...

When Quality Assurance Meets Innovation in Higher Education - Report launch w...

When Quality Assurance Meets Innovation in Higher Education - Report launch w...

male presentation...pdf.................

male presentation...pdf.................

male presentation...pdf.................

MOOD STABLIZERS DRUGS.pptx

MOOD STABLIZERS DRUGS.pptx

MOOD STABLIZERS DRUGS.pptx

Trauma-Informed Leadership - Five Practical Principles

Trauma-Informed Leadership - Five Practical Principles

Trauma-Informed Leadership - Five Practical Principles

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

Personalisation of Education by AI and Big Data - Lourdes Guàrdia

The Story of Village Palampur Class 9 Free Study Material PDF

The Story of Village Palampur Class 9 Free Study Material PDF

The Story of Village Palampur Class 9 Free Study Material PDF

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

ESSENTIAL of (CS/IT/IS) class 07 (Networks)

ESSENTIAL of (CS/IT/IS) class 07 (Networks)

ESSENTIAL of (CS/IT/IS) class 07 (Networks)

AIM of Education-Teachers Training-2024.ppt

AIM of Education-Teachers Training-2024.ppt

AIM of Education-Teachers Training-2024.ppt

Andreas Schleicher presents at the launch of What does child empowerment mean...

Andreas Schleicher presents at the launch of What does child empowerment mean...

Andreas Schleicher presents at the launch of What does child empowerment mean...

FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf

FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf

FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf

會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽

會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽

會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽

Supporting Newcomer Multilingual Learners

Supporting Newcomer Multilingual Learners

Supporting Newcomer Multilingual Learners

How To Create Editable Tree View in Odoo 17

How To Create Editable Tree View in Odoo 17

How To Create Editable Tree View in Odoo 17

SPLICE Working Group:Reusable Code Examples

SPLICE Working Group:Reusable Code Examples

SPLICE Working Group:Reusable Code Examples

DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM

DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM

DEMONSTRATION LESSON IN ENGLISH 4 MATATAG CURRICULUM

6- The gene for curled wings (C-c) is located nearly at the end of the.docx

1. 6. The gene for curled wings (C/c) is located nearly at the end of the long arm of chromosome 2 of Drosophila, while the gene for smooth abdomen (S/s) is nearly at the end of the short arm of the same chromosome (the centromere is located about 2/3 of the distance along the chromosome). The gene for ebony body (E/e) is near the end of chromosome 3. A true-breeding wild type fly is crossed with a true-breeding fly that has curled wings, smooth abdomen and ebony body (all recessive traits). (a) Write the genotypes of the parents and the offspring (F1). (b) Sketch the arrangement of chromosomes 2 and 3 at metaphase of meiosis 1 in the gamete- producing cells of the F1. (Assume no crossing-over). (c) Sketch all possible combinations of the two chromosomes in the gametes. (Assume no crossing-over). (d) If the F1 is crossed with a triple recessive fly (known as a backcross), what would be the phenotypes of the progeny (assume no crossing-over). What would you expect their relative numbers to be? (e) If crossing-over occurred what difference would you expect in the results of the F1 backcross?