This document provides an overview of Mendelian genetics and patterns of inheritance. It discusses key topics such as:
1) Mendel's experiments with pea plants in the 1860s which discovered the fundamental principles of genetics and heredity.
2) Mendel's laws of segregation and independent assortment which explain inheritance patterns for single traits and two traits, respectively.
3) How chromosome behavior during meiosis accounts for Mendel's laws, with homologous chromosomes separating during meiosis I relating to the law of segregation, and independent assortment of chromosomes during metaphase I relating to the law of independent assortment.
6.1 Biologists use microscopes and the tools of biochemistry to study cells
6.2 Eukaryotic cells have internal membranes that compartmentalize their functions.
6.3 The eukaryotic cell's genetic instructions are housed in the nucleus and carried out by the ribosomes.
6.4 The endomembrane system regulates protein traffic and performs metabolic functions in the cell.
6.5 Mitochondria and chloroplasts change energy from one form to another.
6.6 The cyto
6.1 Biologists use microscopes and the tools of biochemistry to study cells
6.2 Eukaryotic cells have internal membranes that compartmentalize their functions.
6.3 The eukaryotic cell's genetic instructions are housed in the nucleus and carried out by the ribosomes.
6.4 The endomembrane system regulates protein traffic and performs metabolic functions in the cell.
6.5 Mitochondria and chloroplasts change energy from one form to another.
6.6 The cyto
KEY CONCEPTS
14.1 Mendel used the scientific approach to identify two laws of inheritance
14.2 Probability laws govern Mendelian inheritance
14.3 Inheritance patterns are often more complex than predicted by simple Mendelian genetics
14.4 Many human traits follow Mendelian patterns of
inheritance
The idea of chromosomal Linkage. It starts with understanding the Mendel's law of segregation and Independent assortment and later discusses why certain traits does not follows 9:3:3:1 ratio as in Mendel's law of Independent assortment. Also briefly covers the Genetic mapping and phenotypic mapping unit.
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Johnny Depp Long Hair: A Signature Look Through the Yearsgreendigital
Johnny Depp, synonymous with eclectic roles and unparalleled acting prowess. has also been a significant figure in fashion and style. Johnny Depp long hair is a distinctive trademark among the various elements that define his unique persona. This article delves into the evolution, impact. and cultural significance of Johnny Depp long hair. exploring how it has contributed to his iconic status.
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Introduction
Johnny Depp is an actor known for his chameleon-like ability to transform into a wide range of characters. from the eccentric Captain Jack Sparrow in "Pirates of the Caribbean" to the introspective Edward Scissorhands. His long hair is one constant throughout his evolving roles and public appearances. Johnny Depp long hair is not a style choice but a significant aspect of his identity. contributing to his allure and mystique. This article explores the journey and significance of Johnny Depp long hair. highlighting how it has become integral to his brand.
The Early Years: A Budding Star with Signature Locks
1980s: The Rise of a Young Heartthrob
Johnny Depp's journey in Hollywood began in the 1980s. with his breakout role in the television series "21 Jump Street." During this time, his hair was short, but it was already clear that Depp had a penchant for unique and edgy styles. By the decade's end, Depp started experimenting with longer hair. setting the stage for a lifelong signature.
1990s: From Heartthrob to Icon
The 1990s were transformative for Johnny Depp his career and personal style. Films like "Edward Scissorhands" (1990) and "Benny & Joon" (1993) saw Depp sporting various hair lengths and styles. But, his long, unkempt hair in "What's Eating Gilbert Grape" (1993) began to draw significant attention. This period marked the beginning of Johnny Depp long hair. which became a defining feature of his image.
The Iconic Roles: Hair as a Character Element
Edward Scissorhands (1990)
In "Edward Scissorhands," Johnny Depp's character had a wild and mane that complemented his ethereal and misunderstood persona. This role showcased how long hair Johnny Depp could enhance a character's depth and mystery.
Captain Jack Sparrow: The Pirate with Flowing Locks
One of Johnny Depp's iconic roles is Captain Jack Sparrow from the "Pirates of the Caribbean" series. Sparrow's long, dreadlocked hair symbolised his rebellious and unpredictable nature. The character's look, complete with beads and trinkets woven into his hair. was a collaboration between Depp and the film's costume designers. This style became iconic and influenced fashion trends and Halloween costumes worldwide.
Other Memorable Characters
Depp's long hair has also been featured in other roles, such as Ichabod Crane in "Sleepy Hollow" (1999). and Roux in "Chocolat" (2000). In these films, his hair added a layer of authenticity and depth to his characters. proving that Johnny Depp with long hair is more than a style—it's a storytelling tool.
Off-Screen Influenc
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Discover how Oakland's innovative corporate wellness initiatives are transforming workplace culture, nurturing the well-being of employees, and fostering a thriving environment. From comprehensive mental health support to flexible work arrangements and holistic wellness workshops, these programs are empowering individuals to navigate stress effectively, leading to increased productivity, satisfaction, and overall success.
La transidentité, un sujet qui fractionne les FrançaisIpsos France
Ipsos, l’une des principales sociétés mondiales d’études de marché dévoile les résultats de son étude Ipsos Global Advisor “Pride 2024”. De ses débuts aux Etats-Unis et désormais dans de très nombreux pays, le mois de juin est traditionnellement consacré aux « Marches des Fiertés » et à des événements festifs autour du concept de Pride. A cette occasion, Ipsos a réalisé une enquête dans vingt-six pays dressant plusieurs constats. Les clivages des opinions entre générations s’accentuent tandis que le soutien à des mesures sociétales et d’inclusion en faveur des LGBT+ notamment transgenres continue de s’effriter.
6. Figure 9.2C_s3
White
1 Removal of
stamens
Stamens
Carpel
Parents
(P)
2 Transfer
Purple of pollen
3 Carpel matures
into pea pod
4 Seeds from
pod planted
Offspring
(F1)
8. Figure 9.3A_s3
The Experiment
P generation
(true-breeding
parents)
×
Purple
flowers
F1 generation
White
flowers
All plants have
purple flowers
Fertilization
among F1 plants
(F1 × F1)
F2 generation
3
4
1 of plants
of plants
4
have purple flowers have white flowers
14. Practice Problems
For each phenotypes write the possible genotypes:
1.
Constricted pods
2.
Tall plant
3.
Round seeds
4.
White flowers
5.
Yellow seeds
17. Figure 9.3B_s3
The Explanation
P generation
Genetic makeup (alleles)
White flowers
Purple flowers
PP
pp
Gametes
All P
All p
F1 generation
(hybrids)
All Pp
Gametes
1
2
P
Alleles
segregate
1
2
p
Fertilization
Sperm from F1 plant
F2 generation
P
Phenotypic ratio
3 purple : 1 white
Genotypic ratio
1 PP : 2 Pp : 1 pp
P
Eggs
from F1
plant
p
p
PP
Pp
Pp
pp
18. 25% or ¼ of the offspring have
the homozygous dominant
genotype (FF)
50% or 2/4 have the
heterozygous genotype (Ff)
25% or ¼ have the homozygous
recessive genotype (ff)
– A genotypic ratio of 1:2:1
This results in 75% or ¾ offspring – FF : Ff : ff
having purple flowers
25% or ¼ offspring having white
flowers
– A phenotypic ratio of 3:1
– Dominant : Recessive
19. Practice Problems
Cross a pea plant that is heterozygous for yellow
seed color with another pea plant that is also
heterozygous for yellow seed color.
What are the genotypic and phenotypic ratios?
24. Figure 9.16_s3
F1 generation
R
r
All yellow round seeds
(RrYy)
y
Y
Y
R
r
r
R
y
Metaphase I
of meiosis
R
Y
y
r
r
R
Y
y
Anaphase I
Y
y
R
r
Y
Metaphase II
R
Y
y
r
y
Gametes
Y
Y
R
R
1
4
RY
y
Y
r
r
1
4
Y
r
y
r
ry
F2 generation 9
Fertilization
:3
:3
:1
1
4
rY
y
y
R
R
1
4
Ry
26. Dihybrid crosses
Dihybrid crosses consider two pairs of
contrasting traits.
• In this example two plants, each
heterozygous for Yellow and
Round Seeds are crossed (YyRr).
•The result is:
•9/16 plants with yellow and
round seeds.
•3/16 plants with yellow and
wrinkled seeds.
•3/16 plants with green and
round seeds.
•1/16 plants with green and
wrinkled seeds.
•Phenotypic ratio of 9:3:3:1
27. Practice Problem
If you cross a pea plant that is heterozygous for axial
flowers and has green seeds, with a pea plant that
has terminal flowers and is heterozygous for yellow
seeds, what is the probability the offspring will have
– axial flowers and yellow seeds?
– Axial flowers and green seeds?
– Terminal flowers and yellow seeds?
– Terminal flowers and green seeds?
What is the phenotypic ratio?
30. Figure 9.5B
Blind
Blind
Phenotypes
Genotypes
Black coat,
normal vision
B_N_
Black coat,
blind (PRA)
B_nn
Chocolate coat,
normal vision
bbN_
Chocolate coat,
blind (PRA)
bbnn
Mating of double heterozygotes (black coat, normal vision)
BbNn
BbNn
×
Blind
Blind
Phenotypic ratio
of the offspring
9
Black coat,
normal vision
3
Black coat,
blind (PRA)
3
Chocolate coat,
normal vision
1
Chocolate coat,
blind (PRA)
Student Misconceptions and Concerns
The authors note that Mendel’s work was published in 1866, seven years after Darwin published Origin of Species. Consider challenging your students to consider whether Mendel’s findings supported Darwin’s ideas. Some scientists have noted that Darwin often discussed the evolution of traits by matters of degree. Yet, Mendel’s selection of pea plant traits typically showed complete dominance, rather than the possibility for such gradual inheritance.
Teaching Tips
1. In Module 9.2, the authors make the analogy between genes and playing cards, noting that each are shuffled but retain their original identity. This analogy may form a very useful reference point for your students and can be used later, as new principles of genetics are discussed.
2. This early material introduces many definitions that are vital to understanding the later discussions in this chapter. Therefore, students need to be encouraged to master these definitions immediately. This may be a good time for a short quiz to encourage their progress.
Student Misconceptions and Concerns
The authors note that Mendel’s work was published in 1866, seven years after Darwin published Origin of Species. Consider challenging your students to consider whether Mendel’s findings supported Darwin’s ideas. Some scientists have noted that Darwin often discussed the evolution of traits by matters of degree. Yet, Mendel’s selection of pea plant traits typically showed complete dominance, rather than the possibility for such gradual inheritance.
Teaching Tips
1. In Module 9.2, the authors make the analogy between genes and playing cards, noting that each are shuffled but retain their original identity. This analogy may form a very useful reference point for your students and can be used later, as new principles of genetics are discussed.
2. This early material introduces many definitions that are vital to understanding the later discussions in this chapter. Therefore, students need to be encouraged to master these definitions immediately. This may be a good time for a short quiz to encourage their progress.
Student Misconceptions and Concerns
The authors note that Mendel’s work was published in 1866, seven years after Darwin published Origin of Species. Consider challenging your students to consider whether Mendel’s findings supported Darwin’s ideas. Some scientists have noted that Darwin often discussed the evolution of traits by matters of degree. Yet, Mendel’s selection of pea plant traits typically showed complete dominance, rather than the possibility for such gradual inheritance.
Teaching Tips
1. In Module 9.2, the authors make the analogy between genes and playing cards, noting that each are shuffled but retain their original identity. This analogy may form a very useful reference point for your students and can be used later, as new principles of genetics are discussed.
2. This early material introduces many definitions that are vital to understanding the later discussions in this chapter. Therefore, students need to be encouraged to master these definitions immediately. This may be a good time for a short quiz to encourage their progress.
Figure 9.2C_s3 Mendel’s technique for cross-fertilization of pea plants (step 3)
Student Misconceptions and Concerns
Students using Punnett squares need to be reminded that the calculations are expected statistical probabilities and not absolutes. We would expect that any six playing cards dealt might be half black and half red, but we frequently find that this is not true. This might be a good time to show how larger sample sizes increase the likelihood that sampling will reflect expected ratios.
Teaching Tips
1. This early material introduces many definitions that are vital to understanding the later discussions in this chapter. Therefore, students need to be encouraged to master these definitions immediately. This may be a good time for a short quiz to encourage their progress.
2. Many students benefit from a little quick practice with a Punnett square. Have them try these crosses for practice: (a) PP pp and (b) Pp pp.
3. For students struggling with basic terminology, an analogy between a genetic trait and a pair of shoes might be helpful. A person might wear a pair of shoes in which both shoes match (homozygous), or less likely, a person might wear shoes that do not match (heterozygous).
4. Another analogy that might help struggling students is a pair of people trying to make a decision about where to eat tonight. One person wants to eat at a restaurant, the other wants to eat a meal at home. This (heterozygous) couple eats at home (the dominant allele “wins”).
Figure 9.3A_s3 Crosses tracking one character (flower color) (step 3)
Student Misconceptions and Concerns
Students using Punnett squares need to be reminded that the calculations are expected statistical probabilities and not absolutes. We would expect that any six playing cards dealt might be half black and half red, but we frequently find that this is not true. This might be a good time to show how larger sample sizes increase the likelihood that sampling will reflect expected ratios.
Teaching Tips
1. This early material introduces many definitions that are vital to understanding the later discussions in this chapter. Therefore, students need to be encouraged to master these definitions immediately. This may be a good time for a short quiz to encourage their progress.
2. Many students benefit from a little quick practice with a Punnett square. Have them try these crosses for practice: (a) PP pp and (b) Pp pp.
3. For students struggling with basic terminology, an analogy between a genetic trait and a pair of shoes might be helpful. A person might wear a pair of shoes in which both shoes match (homozygous), or less likely, a person might wear shoes that do not match (heterozygous).
4. Another analogy that might help struggling students is a pair of people trying to make a decision about where to eat tonight. One person wants to eat at a restaurant, the other wants to eat a meal at home. This (heterozygous) couple eats at home (the dominant allele “wins”).
Student Misconceptions and Concerns
Students using Punnett squares need to be reminded that the calculations are expected statistical probabilities and not absolutes. We would expect that any six playing cards dealt might be half black and half red, but we frequently find that this is not true. This might be a good time to show how larger sample sizes increase the likelihood that sampling will reflect expected ratios.
Teaching Tips
1. This early material introduces many definitions that are vital to understanding the later discussions in this chapter. Therefore, students need to be encouraged to master these definitions immediately. This may be a good time for a short quiz to encourage their progress.
2. Many students benefit from a little quick practice with a Punnett square. Have them try these crosses for practice: (a) PP pp and (b) Pp pp.
3. For students struggling with basic terminology, an analogy between a genetic trait and a pair of shoes might be helpful. A person might wear a pair of shoes in which both shoes match (homozygous), or less likely, a person might wear shoes that do not match (heterozygous).
4. Another analogy that might help struggling students is a pair of people trying to make a decision about where to eat tonight. One person wants to eat at a restaurant, the other wants to eat a meal at home. This (heterozygous) couple eats at home (the dominant allele “wins”).
Student Misconceptions and Concerns
Students using Punnett squares need to be reminded that the calculations are expected statistical probabilities and not absolutes. We would expect that any six playing cards dealt might be half black and half red, but we frequently find that this is not true. This might be a good time to show how larger sample sizes increase the likelihood that sampling will reflect expected ratios.
Teaching Tips
1. This early material introduces many definitions that are vital to understanding the later discussions in this chapter. Therefore, students need to be encouraged to master these definitions immediately. This may be a good time for a short quiz to encourage their progress.
2. Many students benefit from a little quick practice with a Punnett square. Have them try these crosses for practice: (a) PP pp and (b) Pp pp.
3. For students struggling with basic terminology, an analogy between a genetic trait and a pair of shoes might be helpful. A person might wear a pair of shoes in which both shoes match (homozygous), or less likely, a person might wear shoes that do not match (heterozygous).
4. Another analogy that might help struggling students is a pair of people trying to make a decision about where to eat tonight. One person wants to eat at a restaurant, the other wants to eat a meal at home. This (heterozygous) couple eats at home (the dominant allele “wins”).
Student Misconceptions and Concerns
Students using Punnett squares need to be reminded that the calculations are expected statistical probabilities and not absolutes. We would expect that any six playing cards dealt might be half black and half red, but we frequently find that this is not true. This might be a good time to show how larger sample sizes increase the likelihood that sampling will reflect expected ratios.
Teaching Tips
Many students have trouble with the basic statistics that are necessary for many of these calculations. Give your students some practice. Consider having them work in pairs, each with a pair of dice (for large class sizes, this can be done in laboratories). Let them calculate the odds of rolling three sixes in a row and other possibilities.
Figure 9.3B_s3 An explanation of the crosses in Figure 9.3A (step 3)
Student Misconceptions and Concerns
Students using Punnett squares need to be reminded that the calculations are expected statistical probabilities and not absolutes. We would expect that any six playing cards dealt might be half black and half red, but we frequently find that this is not true. This might be a good time to show how larger sample sizes increase the likelihood that sampling will reflect expected ratios.
Teaching Tips
Figure 9.4 can be of great benefit when introducing genetic terminology. For students struggling to think abstractly, such a visual aid may be essential when describing these features in lecture.
Figure 9.4 Three gene loci on homologous chromosomes
Student Misconceptions and Concerns
This section of the chapter relies upon a good understanding of the chromosome-sorting process of meiosis. If students were not assigned Chapter 8, and meiosis has not otherwise been addressed, it will be difficult for students to understand the chromosomal basis of inheritance or linked genes.
Teaching Tips
Figure 9.16 requires an understanding of meiosis and the general cell cycle from Chapter 8. Students may need to be reminded that chromosomes are duplicated in the preceding interphase, as indicated in the first step. Furthermore, students may not initially notice that this diagram represents four possible outcomes, not stages of any one meiotic cycle.
Figure 9.16_s3 The chromosomal basis of Mendel’s laws (step 3)
Student Misconceptions and Concerns
Students using Punnett squares need to be reminded that the calculations are expected statistical probabilities and not absolutes. We would expect that any six playing cards dealt might be half black and half red, but we frequently find that this is not true. This might be a good time to show how larger sample sizes increase the likelihood that sampling will reflect expected ratios.
Teaching Tips
Understanding dihybrid crosses may be the most difficult concept in this chapter. Consider spending additional time to make these ideas very clear. As the text indicates, dihybrid crosses are essentially two monohybrid crosses occurring simultaneously.
Student Misconceptions and Concerns
Students using Punnett squares need to be reminded that the calculations are expected statistical probabilities and not absolutes. We would expect that any six playing cards dealt might be half black and half red, but we frequently find that this is not true. This might be a good time to show how larger sample sizes increase the likelihood that sampling will reflect expected ratios.
Teaching Tips
Understanding dihybrid crosses may be the most difficult concept in this chapter. Consider spending additional time to make these ideas very clear. As the text indicates, dihybrid crosses are essentially two monohybrid crosses occurring simultaneously.
Student Misconceptions and Concerns
Students using Punnett squares need to be reminded that the calculations are expected statistical probabilities and not absolutes. We would expect that any six playing cards dealt might be half black and half red, but we frequently find that this is not true. This might be a good time to show how larger sample sizes increase the likelihood that sampling will reflect expected ratios.
Teaching Tips
Understanding dihybrid crosses may be the most difficult concept in this chapter. Consider spending additional time to make these ideas very clear. As the text indicates, dihybrid crosses are essentially two monohybrid crosses occurring simultaneously.
Figure 9.5B Independent assortment of two genes in the Labrador retriever