1 Using the results of Mendels single factor crosses expl.pdf
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1. Using the results of Mendel's single factor crosses, explain how his research refuted blending inheritance and supported particulate theory of inheritance. In your answer provide a clear explanation for each theory and how Mendel's data fits into this broad finding. 2. In tomatoes, red fruit color is dominant to yellow. Suppose a tomato plant homozygous for red is crossed with one homozygous for yellow. Determine the appearance of: (a) the Fl tomatoes (b) the F2 tomatoes (c) the offspring of a cross of the F1 tomatoes back to the red parent (d) the offspring of a cross of the F1 tomatoes back to the yellow parent3. A tropical fish tancier produced an albino rebra fish. It lacked blue stripes characteristic of the normal sebra fish. When she crossed a normal zebra fish to the albino, all the offipring were normal. When she crossed two of the normal F1 offspring, $4 were albino and % were: normal. When an altino was crossed to the normal offspring, half were aibino and half were normal. What is the genotype and phenotype of each fish mentioned in this problem? 4. In pea plants, the appearance of flowers along the main stem is a dominant phenotype called "axial" and is controlled by an allele T. The recessive phenotype, produced by an allele t, has flowers only at the end of the stem called "terminal". Pod form displays a dominant phenotype "inflated", controlled by allele F, and a recessive "constricted" form produced by allele f . A pure-breeding axial, constricted plant is crossed to one that is purebreeding terminal, inflated. A. The F1 progeny of this cross are allowed to self-fertilize. What is the expected phenotypic distribution of the F2 progeny? List the genotypes and phenotypes of the F1 generation and the phenotypes of the F2 progeny. B. If an F1 plant from the initial cross described above, is crossed to a plant that is terminal, constricted, what is the expected phenotypic distribution among the resulting progeny?.
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5 If an organism were heterozygous for 10 loci how many di.pdf
5. If an organism were heterozygous for 10 loci, how many different combinations could the
organism produce in its gametes? Show all your work to receive full credit. 6. In tomato plants, the
production of red fruit color is under the control of an allele R. Yellow. tomatoes are rr. The
dominant phenotype for fruit shape is under the control of an allele T. which produces two lobes.
Multilobed fruit, the recessive phenotype, have the phenotype tt. Two different crosses are made
between parental plants of unknown genotype and phenotype. Use the progeny phenotype ratios
to determine the genotypes and phenotypes of each parent. (a) Cross 1 progeny: 3/8 two-lobed,
red 3/8 two-lobed, yellow 1/8 multilobed, red 1/8 multilobed, yellow What are the genotypes and
phenotypes of the parents in this cross?3. A tropicat fish fancier produced an albino zebra fish. it
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to the albino, all the offspring were narmat. When she crossed two of the normal F1 offspring, y
were abbino and % were normal. When an albino was crossed to the normal offspring, half were
albino and half were normal. What is the genotype and phenotype of each fish mentioned in this
problem? 4. In pea plants, the appearance of flowers along the main stem is a dominant
phenotype called "axial" and is controlled by an allele T. The recessive phenotype, produced by an
allele t, has flowers only at the end of the stem called "terminal". Pod form displays a dominant
phenotype "inflated", controlled by allele F, and a recessive "constricted" form produced by allele f
. A pure-breeding axial, constricted plant is crossed to one that is purebreeding terminal, inflated.
A. The F1 progeny of this cross are allowed to self-fertilize. What is the expected phenotypic
distribution of the F2 progeny? List the genotypes and phenotypes of the f1 generation and the
phenotypes of the F2 progeny. B. If an F1 plant from the initial cross described above, is crossed
to a plant that is terminal, constricted, what is the expected phenotypic distribution among the
resulting progeny?.
3 A tropical fish fancier produced an albino zebra fish It.pdf
3. A tropical fish fancier produced an albino zebra fish. It lacked blue stripes characteristic of the
normal zebra fish. When she crossed a normal zebra fish to the albino, all the offspring were
normal. When she crossed two of the normal F1 offspring, X were albino and 1/4 were normal.
When an albino was crossed to the normal offspring, half were albino and half were normal. What
is the genotype and phenotype of each fish mentioned in this problem? 4. In pea plants, the
appearance of flowers along the main stem is a dominant phenotype called "axial" and is
controlled by an allele T. The recessive phenotype, produced by an allele t, has flowers only at the
end of the stem called "terminal". Pod form displays a dominant phenotype "inflated", controlled by
allele F, and a recessive "constricted" form produced by allele f. A pure-breeding axial, constricted
plant is crossed to one that is purebreeding terminal, inflated. A. The F1 progeny of this cross are
allowed to self-fertilize. What is the expected phenotypic distribution of the F2 progeny? List the
genotypes and phenotypes of the F1 generation and the phenotypes of the F2 progeny. B. If an
F1 plant from the initial cross described above, is crossed to a plant that is terminal, constricted,
what is the expected phenotypic distribution among the resulting progeny?.
Pls solve this with the Punnett squared table with the given informati.docx
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A mutant rabbit with pointy teeth has been found in a cave somewhere in Canada. To characterize the mutant at the genetic level, it was crossed to a wild-type rabbit. The progeny (F1) were found to have all normal shaped teeth like wild-type rabbits. Intercrossing the F1 progeny gave a F 2 population with the following ratio: 3/4 with normal shaped teeth 3/16 with intermediately pointy teeth 1/16 with pointy teeth. Which one of the following is the best description of the pointy-toothed phenotype? caused by recessive mutation of a single gene. caused by dominant mutation of a single gene caused by recessive mutation of one gene and dominant mutation of a second gene caused by recessive mutation of one genes and suppressor mutation of a second gene (no phenotype on its own) caused by recessive mutation of one genes and recessive modifier mutation of a second gene.
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(1) In the tubular flowers of foxgloves- wild-type coloration is red-.docx
(1) In the tubular flowers of foxgloves, wild-type coloration is red, while a mutation called white produces white flowers. Another mutation, called peloria, causes the flowers at the apex of the stem to be huge. Yet another mutation, called dwarf, affects stem length. You cross a white-flowered plant (otherwise phenotypically wild type) to a plant that is dwarf and peloria but has wild-type red flower color. All the F1 plants are tall with white, normal-sized flowers. You cross an F1 plant back to the dwarf and peloria parent, and you see the 543 progeny shown in the chart to the right. (Only mutant traits are noted.) a. White, tall, and normal sized flowers/are the dominant alleles because these are what were expressed in the F1 generation, meaning that these hybrid offspring are exhibiting the dominant trait. b. What were the genotypes of the parents in the original cross? How do you know? c. Draw a map showing the linkage relationships of these three loci. Why is the calculated distance value for the two outside genes smaller than the value you get when you sum the two shorter distances? How can you correct this mistake? Make sure to show all your work. d. Is there interference? If so, calculate the coefficient of coincidence and the interference value (show your work!), and state the interpretation of the interference value.
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(1) In the tubular flowers of foxgloves- wild-type coloration is red-.docx
(1) In the tubular flowers of foxgloves, wild-type coloration is red, while a mutation called white produces white flowers. Another mutation, called peloria, causes the flowers at the apex of the stem to be huge. Yet another mutation, called dwarf, affects stem length. You cross a white-flowered plant (otherwise phenotypically wild type) to a plant that is dwarf and peloria but has wild-type red flower color. All the F1 plants are tall with white, normal-sized flowers. You cross an F1 plant back to the dwarf and peloria parent, and you see the 543 progeny shown in the chart to the right. (Only mutant traits are noted.) a. White, tall, and normal sized flowers/are the dominant alleles because these are what were expressed in the F1 generation, meaning that these hybrid offspring are exhibiting the dominant trait. b. What were the genotypes of the parents in the original cross? How do you know? c. Draw a map showing the linkage relationships of these three loci. Why is the calculated distance value for the two outside genes smaller than the value you get when you sum the two shorter distances? How can you correct this mistake? Make sure to show all your work. d. Is there interference? If so, calculate the coefficient of coincidence and the interference value (show your work!), and state the interpretation of the interference value.
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(1) In the tubular flowers of foxgloves- wild-type coloration is red-.docx
(1) In the tubular flowers of foxgloves, wild-type coloration is red, while a mutation called white produces white flowers. Another mutation, called peloria, causes the flowers at the apex of the stem to be huge. Yet another mutation, called dwarf, affects stem length. You cross a white-flowered plant (otherwise phenotypically wild type) to a plant that is dwarf and peloria but has wild-type red flower color. All the F1 plants are tall with white, normal-sized flowers. You cross an F1 plant back to the dwarf and peloria parent, and you see the 543 progeny shown in the chart to the right. (Only mutant traits are noted.) a. White, tall, and normal sized flowers/are the dominant alleles because these are what were expressed in the F1 generation, meaning that these hybrid offspring are exhibiting the dominant trait. b. What were the genotypes of the parents in the original cross? How do you know? c. Draw a map showing the linkage relationships of these three loci. Why is the calculated distance value for the two outside genes smaller than the value you get when you sum the two shorter distances? How can you correct this mistake? Make sure to show all your work. d. Is there interference? If so, calculate the coefficient of coincidence and the interference value (show your work!), and state the interpretation of the interference value.
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In fruit flies, the brown gene, which controls eye color, is located .pdf
In fruit flies, the brown gene, which controls eye color, is located on an autosome. Brown
mutants (bw) have brown eyes, while wild-type flies (bw^+) have red eyes. A gene on the X
chromosome, miniature, controls wing size. Miniature wings are caused by the m allele, which is
recessive to the allele for normal wings (m^+). True-breeding miniature-winged, red-eyed
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(including their ratios of the F1 flies. If the F1 flies are intercrossed with each other, what
phenotypes will appear in the F2 and in what proportions?
Solution
1.
Phenotype
Normal wings Red Eyes 4418
Miniature wings Brown eyes 4330
Normal wings Brown eyes 610
Miniature wings Red eyes 590
2. The F1 was self-crossed to give rise to the F2 generation. Of these offspring, 3/4 had brown
eyes while 1/4 had Red eyes. Phenotypic ratio is 3:1.
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5 If an organism were heterozygous for 10 loci how many di.pdf
5. If an organism were heterozygous for 10 loci, how many different combinations could the
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production of red fruit color is under the control of an allele R. Yellow. tomatoes are rr. The
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Multilobed fruit, the recessive phenotype, have the phenotype tt. Two different crosses are made
between parental plants of unknown genotype and phenotype. Use the progeny phenotype ratios
to determine the genotypes and phenotypes of each parent. (a) Cross 1 progeny: 3/8 two-lobed,
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phenotype called "axial" and is controlled by an allele T. The recessive phenotype, produced by an
allele t, has flowers only at the end of the stem called "terminal". Pod form displays a dominant
phenotype "inflated", controlled by allele F, and a recessive "constricted" form produced by allele f
. A pure-breeding axial, constricted plant is crossed to one that is purebreeding terminal, inflated.
A. The F1 progeny of this cross are allowed to self-fertilize. What is the expected phenotypic
distribution of the F2 progeny? List the genotypes and phenotypes of the f1 generation and the
phenotypes of the F2 progeny. B. If an F1 plant from the initial cross described above, is crossed
to a plant that is terminal, constricted, what is the expected phenotypic distribution among the
resulting progeny?.
3 A tropical fish fancier produced an albino zebra fish It.pdf
3. A tropical fish fancier produced an albino zebra fish. It lacked blue stripes characteristic of the
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normal. When she crossed two of the normal F1 offspring, X were albino and 1/4 were normal.
When an albino was crossed to the normal offspring, half were albino and half were normal. What
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controlled by an allele T. The recessive phenotype, produced by an allele t, has flowers only at the
end of the stem called "terminal". Pod form displays a dominant phenotype "inflated", controlled by
allele F, and a recessive "constricted" form produced by allele f. A pure-breeding axial, constricted
plant is crossed to one that is purebreeding terminal, inflated. A. The F1 progeny of this cross are
allowed to self-fertilize. What is the expected phenotypic distribution of the F2 progeny? List the
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F1 plant from the initial cross described above, is crossed to a plant that is terminal, constricted,
what is the expected phenotypic distribution among the resulting progeny?.
Pls solve this with the Punnett squared table with the given informati.docx
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A mutant rabbit with pointy teeth has been found in a cave somewhere in Canada. To characterize the mutant at the genetic level, it was crossed to a wild-type rabbit. The progeny (F1) were found to have all normal shaped teeth like wild-type rabbits. Intercrossing the F1 progeny gave a F 2 population with the following ratio: 3/4 with normal shaped teeth 3/16 with intermediately pointy teeth 1/16 with pointy teeth. Which one of the following is the best description of the pointy-toothed phenotype? caused by recessive mutation of a single gene. caused by dominant mutation of a single gene caused by recessive mutation of one gene and dominant mutation of a second gene caused by recessive mutation of one genes and suppressor mutation of a second gene (no phenotype on its own) caused by recessive mutation of one genes and recessive modifier mutation of a second gene.
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(1) In the tubular flowers of foxgloves- wild-type coloration is red-.docx
(1) In the tubular flowers of foxgloves, wild-type coloration is red, while a mutation called white produces white flowers. Another mutation, called peloria, causes the flowers at the apex of the stem to be huge. Yet another mutation, called dwarf, affects stem length. You cross a white-flowered plant (otherwise phenotypically wild type) to a plant that is dwarf and peloria but has wild-type red flower color. All the F1 plants are tall with white, normal-sized flowers. You cross an F1 plant back to the dwarf and peloria parent, and you see the 543 progeny shown in the chart to the right. (Only mutant traits are noted.) a. White, tall, and normal sized flowers/are the dominant alleles because these are what were expressed in the F1 generation, meaning that these hybrid offspring are exhibiting the dominant trait. b. What were the genotypes of the parents in the original cross? How do you know? c. Draw a map showing the linkage relationships of these three loci. Why is the calculated distance value for the two outside genes smaller than the value you get when you sum the two shorter distances? How can you correct this mistake? Make sure to show all your work. d. Is there interference? If so, calculate the coefficient of coincidence and the interference value (show your work!), and state the interpretation of the interference value.
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(1) In the tubular flowers of foxgloves- wild-type coloration is red-.docx
(1) In the tubular flowers of foxgloves, wild-type coloration is red, while a mutation called white produces white flowers. Another mutation, called peloria, causes the flowers at the apex of the stem to be huge. Yet another mutation, called dwarf, affects stem length. You cross a white-flowered plant (otherwise phenotypically wild type) to a plant that is dwarf and peloria but has wild-type red flower color. All the F1 plants are tall with white, normal-sized flowers. You cross an F1 plant back to the dwarf and peloria parent, and you see the 543 progeny shown in the chart to the right. (Only mutant traits are noted.) a. White, tall, and normal sized flowers/are the dominant alleles because these are what were expressed in the F1 generation, meaning that these hybrid offspring are exhibiting the dominant trait. b. What were the genotypes of the parents in the original cross? How do you know? c. Draw a map showing the linkage relationships of these three loci. Why is the calculated distance value for the two outside genes smaller than the value you get when you sum the two shorter distances? How can you correct this mistake? Make sure to show all your work. d. Is there interference? If so, calculate the coefficient of coincidence and the interference value (show your work!), and state the interpretation of the interference value.
.
(1) In the tubular flowers of foxgloves- wild-type coloration is red-.docx
(1) In the tubular flowers of foxgloves, wild-type coloration is red, while a mutation called white produces white flowers. Another mutation, called peloria, causes the flowers at the apex of the stem to be huge. Yet another mutation, called dwarf, affects stem length. You cross a white-flowered plant (otherwise phenotypically wild type) to a plant that is dwarf and peloria but has wild-type red flower color. All the F1 plants are tall with white, normal-sized flowers. You cross an F1 plant back to the dwarf and peloria parent, and you see the 543 progeny shown in the chart to the right. (Only mutant traits are noted.) a. White, tall, and normal sized flowers/are the dominant alleles because these are what were expressed in the F1 generation, meaning that these hybrid offspring are exhibiting the dominant trait. b. What were the genotypes of the parents in the original cross? How do you know? c. Draw a map showing the linkage relationships of these three loci. Why is the calculated distance value for the two outside genes smaller than the value you get when you sum the two shorter distances? How can you correct this mistake? Make sure to show all your work. d. Is there interference? If so, calculate the coefficient of coincidence and the interference value (show your work!), and state the interpretation of the interference value.
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In fruit flies, the brown gene, which controls eye color, is located .pdf
In fruit flies, the brown gene, which controls eye color, is located on an autosome. Brown
mutants (bw) have brown eyes, while wild-type flies (bw^+) have red eyes. A gene on the X
chromosome, miniature, controls wing size. Miniature wings are caused by the m allele, which is
recessive to the allele for normal wings (m^+). True-breeding miniature-winged, red-eyed
females are crossed to true-breeding normal-winged, brown-eyed males. Predict the phenotypes
(including their ratios of the F1 flies. If the F1 flies are intercrossed with each other, what
phenotypes will appear in the F2 and in what proportions?
Solution
1.
Phenotype
Normal wings Red Eyes 4418
Miniature wings Brown eyes 4330
Normal wings Brown eyes 610
Miniature wings Red eyes 590
2. The F1 was self-crossed to give rise to the F2 generation. Of these offspring, 3/4 had brown
eyes while 1/4 had Red eyes. Phenotypic ratio is 3:1.
Chapter 4. Genetics and Evolution.pptx
Genetics
-. Basic Principles of Mendelian Genetics and Patterns of Inheritance
-Molecular Genetics & Inheritance
-. Protein Synthesis
- Mutations
-. Manipulation of DNA
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Evolution
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Snouters are small critters that live on both sides of the Ohio Rive.pdf
Snouters are small critters that live on both sides of the Ohio River. A population on the north
side of the Ohio River is fixed for an allele for blue feet. The population on the south side of the
river is fixed for an allele for pink feet. Forty blue-footed snouters from the north and 60 pink-
footed snouters from the south colonize a newly formed island in the middle of the river.
Please calculate the following.
1.)What are the genotype frequencies on the island at the time of colonization (Parental
Generation, P1)? (Just the colonizers before reproduction)
2.)What are the allele frequencies on the island at the time of colonization (P1)? (Just the
colonizers before reproduction, N = 100)
3.)What are the genotype frequencies of the offspring of the next generation (First generation of
offspring, F1 ), assuming random mating?
4.) What are the allele frequencies of the offspring of the next generation (F1 )? Heterozygotes
have purple feet that are susceptible to snouter purple-foot fungus that sterilizes purple-footed
snouters (They cannot reproduce). Assume that the F1 generation above is the parents for the
next set of questions.
5.)Calculate the allele frequencies of the parents that can breed (F1 with no purple footed
individuals). Calculate the genotype and allele frequencies of their offspring (F2) in the second
generation assuming random mating (Hint: the sum of the allele frequencies represented by the
homozygotes are equal to 1, keep this in mind when you calculate the allele frequency of F1 as
parents. It may help if you assume a population size for F1 prior to reproduction.) (2 pt) Has
evolution occurred? Why? If the purple foot fungus were to continue on this island for several
generations, what color feet would most likely become fixed on the island and why?
Solution
1). Assume that the genotype for the blue feet snouters is BB and for the pink feet snouters is PP.
Thus the genotypic ratio before reproduction would be: Blue: Pink = 40: 60 = 2:3
Genotypic frequencies of BB = 0.4
The genotypic frequency of PP = 0.6.
Figare 11-1- When these F1 offspring self-pollinated- the next generat.pdf
Figare 11.1. When these F 1 offspring self-pollinated, the next generation ( F 2 ) showed both
traits in a 3.1 ratio. The trait shown in the F 1 was always the more commen trait in the F 2 , with
3 out of every 4 offspring expressing it. See Figure 11.2 . Figure 11.2. Essentially, Mendel's
explanation for what he saw was: 1. Traits are controlled by what he called "factors" and which
we now call genes. 2. An organism has a pair of genes for each trait. We now know that cach
gene is located on one of two similar (homologous) chromosomes. 3. An organism mandomly
inherits one gene from each of its parents' pair of genes. Thus, its own pair consists of one gene
that is puternal and one gene that is maternal. 4. The pairs of genes can be identical, or they can
be different. If they are the same, the organism is said to be homoxygous; if different, the
organism is said to be heterozygous. Different versions of genes are called alleles. Thus, an
organism with two different alleles is heterozygous and one with identical alleles is homozygous.
5. Contrasting alleles can vary in their effect. Since his F 1 generation resembled only one of the
parents, while both of the traits present in the parents reappeared in the F 2 generation, he
concluded that the factons do not blend or disappear. He defined a rule of dominance to explain
this: The allele that determines the appearance of a heterozygote is called the dominant allele.
The one that is hidden is the recessive allele. The visible outcome of the genes is the phenotype,
while the actual genetic outcome is the genotype. The 3 : 1 ratio in the F 2 generation refers
specifically to 3 dominant traits being expressed for every one recessive. Today you will
examine several traits that illustrate Mendel's basic explanations for patterns of inheritance. You
will also see some ways in which these basic explanations can be used to study human genetics
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TERMS PROCEDURE Using your lecture materials and textbook as a reference, review the
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mink is crossed with a true-breeding silver-blue mink they produce offspring all with the same
phenotype: brown. When these F 1 mink were crossed amongst themselves, they produced 47
brown animals and 15 silver-blue animals ( F 2 generation). 1. What does the gene being
discussed code for? 2. What allelles for this gene are being discussed? 3. Which one of these
alleles is dominant and how do you know it is dominant? 4. Which one of the alleles is recessive
and how do you know it is recessive? 5. What does F 1 stand for? Explain what the F 1
generation is. F = childien 1 = Grotaeneration 6. What is the meaning of the word phenotype? In
this particular case, what was the phenotype of the F 1 ? 7. If you were studying genotypes, what
would you be looking at? In general, what different genotypes can you find i.
BI 211 Graded problem set 9 The drosophila alleles for black.pdf
BI 211 Graded problem set 9 The drosophila alleles for black body (instead of the normal tan
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recessive and on chromosome 2. Gene "C" designates color, with alleles C representing the
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flies) into vial 1. The offspring of this cross (cross 1) hatch in vial 1 . These F1 offspring are
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flies)? b. To perform the mapping experiment, you select a single male with the genotype coww
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offspring in vial 2 (these are the F2 fies). Among these F2 flies, 65 have tan bodies and curved
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Two true-breeding white strains of the plant Illegitimati noncarborundum were mated, and the F 1 progeny were all white. When the F 1 plants were allowed to self-fertilize, 126 white-flowered and 33 purpleflowered F 2 plants grew. a. How would you describe inheritance of flower color? Describe how specific alleles influence each other and therefore affect phenotype. b. A white F 2 plant is allowed to self-fertilize. Of the progeny, 3/4 are whiteflowered, and 1/4 are purple-flowered. What is the genotype of the white F 2 plant? c. A purple F 2 plant is allowed to self-fertilize. Of the progeny, 3/4 are purpleflowered, and 1/4 are white-flowered. What is the genotype of the purple F 2 plant? d. Two white F 2 plants are crossed with each other. Of the progeny, 1/2 are purple-flowered, and 1/2 are white-flowered. What are the genotypes of the two white F 2 plants?
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Chapter 5 Section 1 Notes (2016)
Introduction to Genetics
Gregor Mendel
Punnet Squares
Types of Dominance
Conjugation: Discovery, F+, F- and Hfr conjugation, F- genetic crosses
These slides contain information about bacterial conjugation.
1 Write a python code that initializes a list called Number.pdf
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loop that uses the append list method to update this list so that it has the natural numbers 1,2,3,,
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3. Hkmet, ykc inovasyonun etkilerini nasl snrlamaya alabilir? Bir teknoloji aracnn devlet tarafndan
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Chapter 4. Genetics and Evolution.pptx
Genetics
-. Basic Principles of Mendelian Genetics and Patterns of Inheritance
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-. Protein Synthesis
- Mutations
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Snouters are small critters that live on both sides of the Ohio Rive.pdf
Snouters are small critters that live on both sides of the Ohio River. A population on the north
side of the Ohio River is fixed for an allele for blue feet. The population on the south side of the
river is fixed for an allele for pink feet. Forty blue-footed snouters from the north and 60 pink-
footed snouters from the south colonize a newly formed island in the middle of the river.
Please calculate the following.
1.)What are the genotype frequencies on the island at the time of colonization (Parental
Generation, P1)? (Just the colonizers before reproduction)
2.)What are the allele frequencies on the island at the time of colonization (P1)? (Just the
colonizers before reproduction, N = 100)
3.)What are the genotype frequencies of the offspring of the next generation (First generation of
offspring, F1 ), assuming random mating?
4.) What are the allele frequencies of the offspring of the next generation (F1 )? Heterozygotes
have purple feet that are susceptible to snouter purple-foot fungus that sterilizes purple-footed
snouters (They cannot reproduce). Assume that the F1 generation above is the parents for the
next set of questions.
5.)Calculate the allele frequencies of the parents that can breed (F1 with no purple footed
individuals). Calculate the genotype and allele frequencies of their offspring (F2) in the second
generation assuming random mating (Hint: the sum of the allele frequencies represented by the
homozygotes are equal to 1, keep this in mind when you calculate the allele frequency of F1 as
parents. It may help if you assume a population size for F1 prior to reproduction.) (2 pt) Has
evolution occurred? Why? If the purple foot fungus were to continue on this island for several
generations, what color feet would most likely become fixed on the island and why?
Solution
1). Assume that the genotype for the blue feet snouters is BB and for the pink feet snouters is PP.
Thus the genotypic ratio before reproduction would be: Blue: Pink = 40: 60 = 2:3
Genotypic frequencies of BB = 0.4
The genotypic frequency of PP = 0.6.
Figare 11-1- When these F1 offspring self-pollinated- the next generat.pdf
Figare 11.1. When these F 1 offspring self-pollinated, the next generation ( F 2 ) showed both
traits in a 3.1 ratio. The trait shown in the F 1 was always the more commen trait in the F 2 , with
3 out of every 4 offspring expressing it. See Figure 11.2 . Figure 11.2. Essentially, Mendel's
explanation for what he saw was: 1. Traits are controlled by what he called "factors" and which
we now call genes. 2. An organism has a pair of genes for each trait. We now know that cach
gene is located on one of two similar (homologous) chromosomes. 3. An organism mandomly
inherits one gene from each of its parents' pair of genes. Thus, its own pair consists of one gene
that is puternal and one gene that is maternal. 4. The pairs of genes can be identical, or they can
be different. If they are the same, the organism is said to be homoxygous; if different, the
organism is said to be heterozygous. Different versions of genes are called alleles. Thus, an
organism with two different alleles is heterozygous and one with identical alleles is homozygous.
5. Contrasting alleles can vary in their effect. Since his F 1 generation resembled only one of the
parents, while both of the traits present in the parents reappeared in the F 2 generation, he
concluded that the factons do not blend or disappear. He defined a rule of dominance to explain
this: The allele that determines the appearance of a heterozygote is called the dominant allele.
The one that is hidden is the recessive allele. The visible outcome of the genes is the phenotype,
while the actual genetic outcome is the genotype. The 3 : 1 ratio in the F 2 generation refers
specifically to 3 dominant traits being expressed for every one recessive. Today you will
examine several traits that illustrate Mendel's basic explanations for patterns of inheritance. You
will also see some ways in which these basic explanations can be used to study human genetics
and to understand how to do pedigree analysis. EXERCISE 1. REVIEW OF BASIC GENETICS
TERMS PROCEDURE Using your lecture materials and textbook as a reference, review the
following genetic situation and answer the questions that follow. When a true-breeding brown
mink is crossed with a true-breeding silver-blue mink they produce offspring all with the same
phenotype: brown. When these F 1 mink were crossed amongst themselves, they produced 47
brown animals and 15 silver-blue animals ( F 2 generation). 1. What does the gene being
discussed code for? 2. What allelles for this gene are being discussed? 3. Which one of these
alleles is dominant and how do you know it is dominant? 4. Which one of the alleles is recessive
and how do you know it is recessive? 5. What does F 1 stand for? Explain what the F 1
generation is. F = childien 1 = Grotaeneration 6. What is the meaning of the word phenotype? In
this particular case, what was the phenotype of the F 1 ? 7. If you were studying genotypes, what
would you be looking at? In general, what different genotypes can you find i.
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wing shape gene with W being the dominant straight allele and w the recessive curved allele. You
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flies) into vial 1. The offspring of this cross (cross 1) hatch in vial 1 . These F1 offspring are
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flies)? b. To perform the mapping experiment, you select a single male with the genotype coww
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offspring in vial 2 (these are the F2 fies). Among these F2 flies, 65 have tan bodies and curved
wings, 70 have black bodies and straight wings, 190 have black bodies and curved wings, and 175
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(hint there are twol). Show your work. c. What are the genotypes of the recombinant offspring
(hint: there are also twol). d. Two true breeding parents (parents of cross 1) gave rise to the F 1
flies in vial 1. What is the genotype of each parent? parent 1: parent 2: e. What is the percent of
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Two true-breeding white strains of the plant Illegitimati noncarborund.docx
Two true-breeding white strains of the plant Illegitimati noncarborundum were mated, and the F 1 progeny were all white. When the F 1 plants were allowed to self-fertilize, 126 white-flowered and 33 purpleflowered F 2 plants grew. a. How would you describe inheritance of flower color? Describe how specific alleles influence each other and therefore affect phenotype. b. A white F 2 plant is allowed to self-fertilize. Of the progeny, 3/4 are whiteflowered, and 1/4 are purple-flowered. What is the genotype of the white F 2 plant? c. A purple F 2 plant is allowed to self-fertilize. Of the progeny, 3/4 are purpleflowered, and 1/4 are white-flowered. What is the genotype of the purple F 2 plant? d. Two white F 2 plants are crossed with each other. Of the progeny, 1/2 are purple-flowered, and 1/2 are white-flowered. What are the genotypes of the two white F 2 plants?
.
Chapter 5 Section 1 Notes (2016)
Introduction to Genetics
Gregor Mendel
Punnet Squares
Types of Dominance
Conjugation: Discovery, F+, F- and Hfr conjugation, F- genetic crosses
These slides contain information about bacterial conjugation.
Similar to 1 Using the results of Mendels single factor crosses expl.pdf (20)
Snouters are small critters that live on both sides of the Ohio Rive.pdf
Snouters are small critters that live on both sides of the Ohio Rive.pdf
Figare 11-1- When these F1 offspring self-pollinated- the next generat.pdf
Figare 11-1- When these F1 offspring self-pollinated- the next generat.pdf
Chapter 19 Heredity Lesson 1 - Monohybrid Cross and Test Cross
Chapter 19 Heredity Lesson 1 - Monohybrid Cross and Test Cross
BI 211 Graded problem set 9 The drosophila alleles for black.pdf
BI 211 Graded problem set 9 The drosophila alleles for black.pdf
Mendel's experiment on hybridisation and monohybrid cross
Mendel's experiment on hybridisation and monohybrid cross
Two true-breeding white strains of the plant Illegitimati noncarborund.docx
Two true-breeding white strains of the plant Illegitimati noncarborund.docx
Conjugation: Discovery, F+, F- and Hfr conjugation, F- genetic crosses
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Wednesday 22 May 2024, 14:00-15:00.
Embracing GenAI - A Strategic Imperative
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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