Genetics Problems Part 2 Name ______________________ Sec. ____________ 1. In Woozles (a pretend animal) it has been discovered that the genes for fur color (A = purple, a = yellow), tail shape (B = curly, b = straight), wing size (C = long, c = short), and ear shape (D = pointed, d = floppy) are all on the same chromosome (linked). Your job is to map genes A, B, C, and D which are all found on the same chromosome (linked) using the resulting phenotypes of offspring from the various crosses given below. Mark the genes and distances between them on the gray chromosome shown below. CrossOffspring phenotypes AaBb x aabb ( 92 – purple/curly, 94 – yellow/straight, 8 – purple/straight, 6 – yellow/curly AaCc x aacc ( 34 – purple/long, 33 – yellow/short , 17 – purple/short, 16 – yellow/long AaDd x aadd ( 40 – purple/pointy, 38 – yellow/floppy, 10 – purple/floppy, 12 – yellow/pointy BbCc x bbcc ( 62 – curly/long, 58 – straight/short, 36 – curly/short, 44 – straight/long BbDd x bbdd ( 35 – curly/pointy, 36 – straight/floppy, 15 – curly/floppy, 14 – straight/pointy CcDd x ccdd ( 45 – long/pointy, 44 – short/floppy, 6 – long/floppy, 5 – short, pointy 2. A man with hemophilia has a daughter of normal phenotype. She marries a man who is normal for the trait. What is the probability that a daughter of this mating will be a hemophiliac? That a son will be a hemophiliac? If the couple has four sons, what is the probability that all four will be born with hemophilia? 3. A color-blind man marries a woman with normal vision whose father was color-blind. What is the probability that they will have a color-blind daughter? If the couple has a son, what is the probability that he will be color-blind? Community Teaching Work Plan Proposal Name and Credentials of Teacher: Katherine Harris RN. -Palmdale Regional Medical Center, New Grad Estimated Time Teaching Will Last: 20-30 minutes Location of Teaching: Palmdale, CA Supplies, Material, Equipment Needed: Pamphlets, light snack Estimated Cost: $30 Community and Target Aggregate: New graduate nurses, other various staff members Topic: Environmental issue-Second Hand Smoke: The Danger to Infants and Children Epidemiological Rationale for Topic(insights identified with a point): Children that inhale second-hand smoke can have some huge wellbeing drawbacks. The insights information given from the Centers to Disease Control (CDC) are exasperating: • Tobacco smoke contains more than 7,000 chemicals, including hundreds that are lethal and around 70 that can cause growth. In 1964 around 2,500,000 non-smokers have passed far from medical issues caused by an introduction to used smoke. Amid 2011–2012, around 58 million nonsmokers in the United States were presented to used smoke. Nicotine levels have declined in all racial and ethnic gatherings, however Nicotine levels keep on being higher among non-Hispanic Black Americans than non-Hispanic White Americans and Me ...

1. Genetics Problems Part 2
Name ______________________
Sec. ____________
1. In Woozles (a pretend animal) it has been discovered that the
genes for fur color (A = purple, a = yellow), tail shape (B =
curly, b = straight), wing size (C = long, c = short), and ear
shape (D = pointed, d = floppy) are all on the same chromosome
(linked). Your job is to map genes A, B, C, and D which are all
found on the same chromosome (linked) using the resulting
phenotypes of offspring from the various crosses given below.
Mark the genes and distances between them on the gray
chromosome shown below.
CrossOffspring phenotypes
AaBb x aabb (
92 – purple/curly, 94 – yellow/straight, 8 – purple/straight, 6
– yellow/curly
AaCc x aacc (
34 – purple/long, 33 – yellow/short , 17 – purple/short, 16 –
yellow/long
AaDd x aadd (
40 – purple/pointy, 38 – yellow/floppy, 10 – purple/floppy, 12
– yellow/pointy
BbCc x bbcc (
62 – curly/long, 58 – straight/short, 36 – curly/short, 44 –
straight/long
BbDd x bbdd (

2. 35 – curly/pointy, 36 – straight/floppy, 15 – curly/floppy, 14
– straight/pointy
CcDd x ccdd (
45 – long/pointy, 44 – short/floppy, 6 – long/floppy, 5 –
short, pointy
2. A man with hemophilia has a daughter of normal phenotype.
She marries a man who is normal for the trait. What is the
probability that a daughter of this mating will be a hemophiliac?
That a son will be a hemophiliac? If the couple has four sons,
what is the probability that all four will be born with
hemophilia?
3. A color-blind man marries a woman with normal vision
whose father was color-blind. What is the probability that they
will have a color-blind daughter? If the couple has a son, what
is the probability that he will be color-blind?
Community Teaching Work Plan Proposal
Name and Credentials of Teacher:
Katherine Harris RN. -Palmdale Regional Medical Center,
New Grad
Estimated Time Teaching Will Last:
20-30 minutes
Location of Teaching:
Palmdale, CA
Supplies, Material, Equipment Needed:
Pamphlets, light snack
Estimated Cost:
$30

3. Community and Target Aggregate:
New graduate nurses, other various staff members
Topic:
Environmental issue-Second Hand Smoke: The Danger to
Infants and Children
Epidemiological Rationale for Topic(insights identified with a
point):
Children that inhale second-hand smoke can have some huge
wellbeing drawbacks. The insights information given from the
Centers to Disease Control (CDC) are exasperating:
• Tobacco smoke contains more than 7,000 chemicals,
including hundreds that are lethal and around 70 that can cause
growth. In 1964 around 2,500,000 non-smokers have passed far
from medical issues caused by an introduction to used smoke.
Amid 2011–2012, around 58 million nonsmokers in the United
States were presented to used smoke. Nicotine levels have
declined in all racial and ethnic gatherings, however Nicotine
levels keep on being higher among non-Hispanic Black
Americans than non-Hispanic White Americans and Mexican
Americans. Amid 2011–2012:
· Nearly half (46.8%) of Black nonsmokers in the United States
were presented to used smoke.
· About 22 of each 100 (21.8%) non-Hispanic White
nonsmokers were presented to used smoke.
· Nearly a quarter (23.9%) of Mexican American nonsmokers
were presented to used smoke.
Nursing Diagnosis:
Deficient knowledge r/t unfamiliarity with information
resources AEB child exposure to secondhand smoking
Readiness for Learning:
Elements that would demonstrate the availability to learn for the

4. objective total include: emotions examined about used smoke,
poses suitable inquiries, open non-verbal communication, takes
part in the discussion, and verbalize understanding
Learning Theory to Be Utilized:
I will be using the Teach Back Theory. It should be connected
by giving the instructing and after that request that the
customers clarify the material that I have quite recently secured.
In light of the reactions, I can decide how much and how well
the client(s) comprehends and reviews what I've instructed. On
the off chance that the customer's experience difficulty
clarifying or reviewing the material, I'll have to rehash,
elucidate, or adjust the data—and afterward reassess the
customer's understanding and review. I may need to rehash this
cycle a few times
Goal:
The Healthy People 2020 (HP2020) target that I chose is as per
the following:
TU-11.1Reduce the extent of kids matured 3 to 11 years
presented to used smoke.
How Does This HP2020 Objective Relate to Alma Ata's Health
for All Global Initiatives (See page 116 in the course book)?
The HP2020 Objective Relates to the Alma Ata's Health for All
Global Initiatives by enhancing the greater part of the general's
wellbeing and fortify the United States national security
through nearby and worldwide infection location, reaction,
avoidance, and control systems.
How Does This HP2020 Objective Relate to Alma Ata’s Health
for All Global Initiatives
The HP2020 Objective Relates to the Alma Ata's Health for All
Global Initiatives by enhancing the greater part of the general's
wellbeing and fortify the United States national security
through nearby and worldwide infection location, reaction,
avoidance, and control systems.

5. Develop Behavioral Objectives (Including Domains), Content,
and Strategies/Methods:
Behavioral Objective
and Domain
Content
Strategies/Methods
1.
Students will describe one side effect of secondhand smoke.
(knowledge)
1. Students can list any one of the major/leading diseases and
symptoms secondhand smoke causes as pointed out by
presentation and facts
1.
Interactive pamphlet will allow group to verbalize several
causes of secondhand smoke. Statistics to be included.
2.
The group will give examples how to eliminate exposure to
second hand smoke
(Comprehension)
2.

6. Options to eliminate exposure such as not smoking in/around
children. Or eliminate smoking all together
2.
Teaching as a group will be concluded on means to separate the
smoker and person being effected.
3.
Students will evaluate effectiveness of teaching
(Evaluation)
3.
Students have access to a short teaching evaluation to determine
effectiveness of teaching.
3.
Interactive evaluation will tell teacher whether objectives were
met or if re-teaching needs to be completed.
4.
Students will discuss means of smoking cessation resources.
(Comprehension)
4.
Options will be discussed such as patches, gum, group therapy,
other substitutes for nicotine
4.
Resources in the community will be provided to those interested
in seeking smoking cessation or to make references to friends or
family.
Creativity:
I’ll present level headed discussions and encourage exchange
for the individuals who need to battle; I utilize the creative
ability for those whose inclination is for flight; I cover material
gradually, and with accuracy, for the individuals who stop; and
I associate everything together in order to give a system to the
individuals who arrange.

7. Planned Evaluation of Objectives
1) To evaluate the effectiveness of the lesson I will ask the
students and the nurses questions
2) I will ask the nurse to verbalize the understanding
3) I will evaluate by the nature of the questions asked and
comprehension of understanding
4) I will give random question to the nurses and the family to
stimulate group involvement
5) Will conduct a survey on the issue and see how the students
will react to it
Planned Evaluation of Goal:
The goal will be evaluated as from the beginning of the teaching
process
The process will be continuous
The students will be allowed to critic the ideas given
The major goal will now be evaluate after a year when new
statistics are released by CDC.
Planned Evaluation of Lesson and Teacher
Short, 5-7 question surveys will be available to assess teachers
effectiveness and teaching topic.
Barriers:
We will look at the possible things that will give and hindrance
to the effective presentation
A portion of the potential hindrances that may emerge is not get

8. a decent turnout of parent's to go to.
To get the most childcare parent's I have put a note in the kids'
knapsack advising them of what I am doing and will begin
instantly when they get their child(ren) after work.
The other hindrance that may emerge amid the instructing is to
have the showing session be that there is lost intrigue.
To beat this hindrance, I will instruct as a "story teller" and
enable the educating to be casual and conversational.
Additionally, I have techniques set up to convey the
information with respect to the perils of used smoke to
youngsters utilizing an assortment of instructing strategies that
will interest the masses.
Communication:
I will begin off my discussion by soliciting an arrangement
from 6 questions and if any parent answers yes to even 1
question then their child(ren) is/are not protected from tobacco
smoke, at that point I will go out my immediate and vivid
leaflet. Essentially I will be narrating from the handout, enable
the guardians to take an interest and lead the discussion on the
perils of second hand smoking.
The introduction will end by stating,"STOP harming honest
relaxes. Kids need to inhale more than you have to smoke."
Also, I will charitably thank the parent's for removing time
from their bustling day to help me in assisting my nursing
training and enabling me to instruct with respect to the threats
of second hand smoke to kids.
A portion of the nonverbal correspondence strategies that I will
utilize are to have open non-verbal communication, look, tune
in, permit time for discussion, and make casual banter with the
parent's when proper.
© 2014. Grand Canyon University. All Rights Reserved.

9. Genetics Practice Problems #1-
1. In horses, hair color is controlled by a gene A. The
dominant allele A produces black hair; the recessive a gives
brown. A second gene B controls hair length, with long hair
(B) dominant to short hair (b). A homozygous black, short-
haired female horse is mated to a homozygous brown, long-
haired male. What will be the genotypes and phenotypes of the
F1 generation? Of the F2 generation?
2. In shorthorn cattle, the gene for coat color is an example of
incomplete dominance (a heterozygous animal is a color
intermediate between the two pure gene colors). A breeder of
these cattle has cows that are white and a bull that is roan (a
mixture of red and white). What fraction of the calves produced
in his herd will be white? Roan? Red?
3. Starting with a roan bull and white cows, as in problem 2,
could the breeder eventually establish a true-breeding red herd?
How?
4. In humans, normal skin pigmentation is due to a dominant
gene C; its recessive c results in albinism. A normal man
marries an albino woman. Their first child is an albino. What
are the genotypes of these three people? If the couple have
more children, what are they likely to be?
5. Watermelons may be either plain green or striped in color,
the fruit may be either long or round in shape. A watermelon
plant of a homozygous long, green variety was crossed with one
of a homozygous round striped variety. The F1 plants all bore
round, green melons. (a) How many genes are involved in this
cross? (b) Which alleles are dominant? (c) If two plants are
crossed, what fraction of the F2 generation would be round and
striped?

10. 6. What results would you expect if one of the F1 plants in
problem 5 was crossed with a plant of a long, striped variety?
7. The following problems all concern tomatoes. Red tomato
fruit color is dominant to yellow, and round tomato shape is
dominant to oval (pear-shaped). Each characteristic is
controlled by a single gene, and the genes are on separate
chromosomes. Phenotypes of parent and offspring plants are
given in succeeding questions. For each question, determine the
genotypes of the parents.
a. Red/round crossed with yellow/oval produced one-half
red/round and one-half red/oval.
b. Red/oval crossed with red/oval produced three-fourths
red/oval and one-fourth yellow/oval.
c. Yellow/round crossed with red/oval produced all red/round.
d. Red/round crossed with red/oval produced three-eighths
red/round, three-eighths red/oval, one-eighth yellow/round, and
one-eight yellow/oval.
e. Red/round crossed with red/round produced 56 red/round, 18
red/oval, 19 yellow/round, and 6 yellow/oval.