This document contains a genetics review covering key genetics concepts like genotype, phenotype, dominant and recessive alleles, carriers, Punnett squares, pedigree charts, autosomal and sex-linked inheritance. It includes examples like Mendel's pea plants, ABO blood types, sickle cell disease, color blindness and discusses factors that influence mutation rates and consequences of radiation exposure.
Guided notes covering material from Topic 3.4 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topic 3.4 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Introduction to Genetics - Mendelism SMGsajigeorge64
Introduction to Genetics - Mendelism ; Genetics defenition- heridity and variation - heritable and non-heritable variations; Gregor Johann Mendel - rediscovery of Mendelism- Terminology and symbols; Mendel's experiments , laws
A general account of Quantitative (Multiple factor or Polygenic) Inheritance; Examples : Kernel colour in Wheat, Ear size (Cob length ) in Maize(Zea mays) ; Differences between Qualitative and Quantitative Inheritance
Guided notes covering material from Topic 2.5 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topics 4.1 and 4.2 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Introduction to Genetics - Mendelism SMGsajigeorge64
Introduction to Genetics - Mendelism ; Genetics defenition- heridity and variation - heritable and non-heritable variations; Gregor Johann Mendel - rediscovery of Mendelism- Terminology and symbols; Mendel's experiments , laws
A general account of Quantitative (Multiple factor or Polygenic) Inheritance; Examples : Kernel colour in Wheat, Ear size (Cob length ) in Maize(Zea mays) ; Differences between Qualitative and Quantitative Inheritance
Guided notes covering material from Topic 2.5 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topics 4.1 and 4.2 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topic 2.2 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topic 1.4 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topics 4.3 and 4.4 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
If I am assigned the blood type A-- what are the four possible allele.pdfGordonF2XPatersonh
If I am assigned the blood type A-, what are the four possible allele combinations that I write on the bottom squares?
All I am asking is WHAT DO I WRITE IN THE BOTTOM SQUARES? Please dont do an elaborate explaination. I just
need to know what goes in the squares. Thanks.
Name: Background: Human Blood Trpe and inheritances tab Simulation Date: - Human blood
type is a trait that follows the predictable patterns we find in traditional Mendelian genetics. -
There are eight major Phenotypes typically found among humans, with eighteen typical
Genotypes (see chart). - The Rh factor, the positive ( + ) or negative ( ) , follows traditional
Dominant/recessive inheritance and expression. - Positive ( t ) is dominant. -Negative ( ) is
recessive. - The Immunoglobulin ABO Genotypes follow Dominant/recessive inheritance, with
two dominant alleles and one recessive allele. -Type A ( I A ) and Type B ( 1 B ) are dominant,
but when both are present, both are expressed (Codominance) - Type O ( i ) is recessive
Procedure: Each student will need this sheet, 4 plastic Easter eggs same color, scissors, pencil,
and a partner. 1. Parent Assignment: Each student will be assigned a blood type with a specific
genotype. 2. Melosis: In the spaces below, write the four possible allele combinations for
gametes, based on that blood type. Carefully, cut out each individual square to form four separate
genome squares (these are for the gametes). 3. Gametogenesis: Place each genome square inside
a separate plastic egg. 4. Fertilization: Students are to randomly exchange one egg with their
partner and randomly pair it with one of their own eggs. 5. Development of Offspring: Open the
two eggs and write down the genomes from the paper squares in the spots indicated on the back
of this sheet. This is the genotype of the new offspring. In the space indicated, write the
Phenotype of the new offspring.
Please- answers all my question is for genetic class 3- Describe the.docxAndrewZJ9Mitchellm
Please, answers all my question is for genetic class
3. Describe the pattern of inheritance shown in the pedigree below, giving evidence to support your answer. Give the genotypes for individuals II-2, II-4 and II-2. Include a legend for the symbols used. (10 marks) Describe the pattern of inheritance shown in the pedigree below, giving evidence to support your answer. Give the genotypes for individuals II-4, II-7 and III-7. Include a legend for the symbols used. ( 10 marks) 5. A type of hemophilia is due to an X-linked recessive allele. An affected man whose phenotype has been successfully managed now has children with a woman who is a carrier. Providing a legend for your, answer the following questions: a. What are the genotypes of the mother and father? (1 mark) b. What are the probabilities that i. a child will be affected with hemophilia. ii. a child is a carrier. iii. their daughter is a carrier. iv. their male fetus will be affected. (4 marks) 6. Genes for two different recessive disorders are linked on the X chromosome; they are 26 map units apart. A woman is a carrier for both disorder A and disorder B , with the alleles for these genes in cis. Her husband has normal alleles for both of these genes. The woman is pregnant with their first son. What is the probability (in percent) this son is affected with both disorders? Explain, showing the proportions and types of the woman's gametes and identifying them as parental or recombinant. (5 marks) 7. In certain human matings of albino and black-haired parents, the offspring are always blackhaired. When these black-haired offspring of the different families mate with each other (non-consanguineously) and their children are pooled to get significant data, these are the children's phenotypic proportions: 9 black-haired children 3 brown-haired children 4 albino children a. How many genes are involved in this trait? b. How many alleles of each gene are there? c. What type of gene interaction is occurring for this trait? Describe it. d. What are the genotypes of the initial albino and black-haired parents? Provide a legend. e. What are the genotypes of their offspring (all black-haired)? f. What are the genotypes and the specific proportions of the albino children in the third generation? g. What are the genotypes of the brown-haired children? 8. Which type of chromosomal aneuploidy typically has less severe effects on an individual: sex chromosome aneuploidy or autosomal aneuploidy? Explain why. (4 marks) 9. An organism has six chromosomes in its somatic cells. Determine the number of gametes with different chromosome compositions that this organism can potentially create. Explain your answer, including the genetic basis for your calculation. Ignore the allelic variation created by crossing over. ( 4 marks) 10. Compare the inheritance and transmission of Xlinked genes with that of mitochondrial genes. (4 marks) 11. A woman has a normal number of fingers and toes. She has many relatives with ex.
1
BIOL 102: Lab 9
Simulated ABO and Rh Blood Typing
Objectives:
After completing this laboratory assignment, students will be able to:
• explain the biology of blood typing systems ABO and Rh
• explain the genetics of blood types
• determine the blood types of several patients
Introduction:
Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the
same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team
who discovered another blood group, the Rh blood group system. There are many blood group systems known
today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The
designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was
discovered.
Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different
common blood types, which are determined by the presence or absence of certain antigens – substances that
can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs
also known as erythrocytes).
ABO System:
The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B.
Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person
normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes
but does not produce antibodies against those antigens that are present on his/her erythrocytes.
• A person who is blood type A will have A antigens on the surface of her/his RBCs and will have
antibodies against B antigens (anti-B antibodies). See picture below.
• A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies
against antigen A (anti-A antibodies).
• A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has
BOTH anti-A and anti-B antibodies.
• A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has
neither anti-A nor anti-B antibodies.
The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups
are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is
the most common in the United States (45% of the population). Type A is the next in frequency, found in 39%
of the population. The incidences of types B and AB are 12% and 4%, respectively.
2
Table 1: The ABO System
Blood
Type
Antigens on
RBCs
Antibodies
in the Blood
Can GIVE Blood
to Groups:
Can RECEIVE
Blood from Groups:
A A Anti-B A, AB O, A
B B Anti-A B, AB O, B
AB A and B
Neither anti-A
nor anti-B
AB O, A, B, AB
O
Neither A nor
B
Both anti-A.
Bio 209, Dr. Fernandez.Name1.Your ability to .docxtangyechloe
Bio 209, Dr. Fernandez.
Name:
1.
Your ability to roll your tongue is controlled by two alleles that segregate according to Mendel’s segregation principle. The allele for being able to roll your tongue (R) is dominant. The allele for not being able to roll your tongue (r) is recessive. In a cross between two parents who are both heterozygous for the tongue-rolling trait, what will the phenotypic ratio of the offspring be?
2.
Large Kings (W) is a dominant trait in dragons. Small Kings (w) is recessive. If both parents are heterozygous for wing size, what is the probability that an offspring will have small wings?
3.
In a gene for cystic fibrosis, CF+ represents the dominant healthy allele and CF- the recessive disease allele. Human eye color is usually inherited as if the allele for brown eyes (B) is dominant and the allele for blue eyes (b) is recessive. In a cross in which both parents are heterozygous for cystic fibrosis and eye color, what would the phenotypic ratio for the offspring be if the alleles sorted independently?
4.
Red eyes (R) is dominant trait in dragons; green eyes (r) is recessive. Large wings (W) is a dominant trait; small wings (w) is recessive. If the alleles for eye color sort independently, what phenotypic ratio of offspring will be produce by this cross?
5.
For each of the individuals with
genotypes below list all the
different
(and only different) possible gametes. Do not use unneeded lines.
a) AABb
______ ______ ______ ______ ______ ______ ______ ______
b) aaBbtt
______ ______ ______ ______ ______ ______ ______ ______
c) DdEeGg
______ ______ ______ ______ ______ ______ ______ ______
d) MmNNRrYy
______ ______ ______ ______ ______ ______ ______ ______
6.
You have two bean plants from true
‐
breeding stocks. One plant has red flowers and is short. The other has white flowers and is very tall. Using the letter "R" (both upper and lower case) for flower color, and "T" (upper and lower case) for tallness, write out the genotype of the two parent plants and the genotype and phenotype of the
F1
offspring.
a) If red is dominant to white, and tall is dominant to short.
Parent 1:
Parent 2:
F1:
b) If red is incompletely dominant to white. In this case a plant heterozygous for the R genes will be pink. Tall is still dominant.
Parent 1:
Parent 2:
F1:
c) Do a Punnett square showing the genotypes and phenotypes for the F2 generation from b).
7.
Joe is genotype Ee for an enzyme found in blood. He is phenotypically normal. However, chemical analysis of Joe’s blood shows that he has less of the enzyme than Vincent, who is genotype EE and is also phenotypically normal. Is the production of this enzyme a trait that shows complete or incomplete dominance? Explain your answer
8.
Recall that widow’s peak and free earlobes are dominant traits. Latoya has a widow’s peak and free earlobes. Dennis has a widow’s peak and attached earlobes. They .
please! 1. Match and pair the following basic genetic conce.pdfaioils
please!
1. Match and pair the following basic genetic concepts with their respective
descriptions/definitions: 1. Gene a. Two different alleles 2. Allele b. Observable heritable feature
that may vary among organisms. 3. Phenotype c. Two identical alleles 4. Genotype d. Describes
the specific alleles present in the offspring. 5. Homozygous e. Segments of DNA responsible for
producing a particular trait. 6. Heterozygous f. Variants of a gene present for a particular
character. 2. From the figure presented here, determine the following: a. Which letter(s) show a
phenotype? b. Which letter(s) show a genotype? c. In letter (c), are we looking at a homozygous
recessive, a homozygous dominant, or a heterozygous individual? d. In letter (e), are we looking
at a homozygous recessive, a homozygous dominant, or a heterozygous individual?
3. A and a are dominant and recessive alleles, respectively, of the same gene. Which genotype(s)
would result in an individual with the dominant trait? A) AA and aa B) AA and aa C) only AA
D) AA and Aa E) only Aa 4. For Labrador retrievers, black fur color (B) is dominant to yellow
fur color (b). If a heterozygous black male mated with a homozygous yellow female, what would
the puppies look like? Determine the phenotypic ratios. - Step 1: Determine the genotype of the
female and male Labradors. Heterozygous black male: Homozygous yellow female: - Step 2:
Write/Type the cross between the two Labradors. X -Step 3: Do a Punnett Square to determine
the probable genotypes for the offspring and to determine the phenotypic ratio.
-Step 4: Determine the Phenotype ratios of the progeny: s. There are many humans traits that are
fairly simple and that follow the Mendelian pattern of inheritance. However, most of our traits
are much more complex, involving many genes or interactions between genes. For example, hair
color is determined by at least four genes, each one coding for the productions of melanin, a
brown pigment. Because the effect of these genes is cumulative, hair color can range from
blonde (little melanin) to very dark brown (much melanin). 2 Human traits are of great interest to
us and there are few traits that seem to exhibit Mendelian inheritance, such as the ones shown
below (this can be found in your lab manual). Figure 134 some madiy absenutle human
Menoulae tak. Mid-digital hair b. Tongue rolling c. Widow's peak d. Earlobe attachment e.
Hitchhiker's thumb f. Relative finger length With the information provided in your lab manual,
Section 13-3 (pages 172-174), choose one out the six traits presented here and complete the
following table..
Gregor Mendel used pea plants to study heredity in a series of exper.docxisaachwrensch
Gregor Mendel used pea plants to study heredity in a series of experiments. Mendel worked by carefully observing and recording traits in successive generations of plants. Knowledge about DNA and chromosomes came later.
This lab will apply genetic laws to human inheritance using Punnett squares.
Recall that DNA is wound tightly into chromosomes. Cells with only one set of chromosomes, such as sex cells, are
haploid
. When two haploid cells fuse during fertilization, a diploid zygote with two full sets of chromosomes is formed. Most cells of a mature individual are diploid.
Homologous chromosomes
have the same genes, but they might have different versions (
alleles
) of those genes.
Diploid
cells have two alleles for each gene. These alleles might be identical (gene A) or different (gene B). Each gene’s
locus
is its location on a chromosome.
Human traits come through dominant or recessive inheritance. For example, the cystic fibrosis traits carried by a dominant allele are always expressed, even if the recessive gene is present (FF or Ff). The recessive is only expressed when two copies of the recessive allele are present (ff).
Mother: Healthy carrier
F
f
Father: Healthy carrier
F
FF
Healthy non-carrier
Ff
Healthy carrier
f
Ff
Healthy carrier
FF
Affected
Human gender is carried on the X and Y chromosomes. Females are XX and males are XY. Heredity traits such as color blindness, which is the inability to distinguish among some colors, are carried on the X chromosome (X
c
). The presence of one normal X
C
will allow normal vision.
In this next set of exercises, you will determine the genotypes of the parents by considering the inheritance patterns of traits in their children. The following is a table of the phenotypes of the family members:
Phenotype
Alleles
Parents
Mother
Not color blind
Freckles
Type B blood
X
c
X
C
Ff
I
B
i
Father
Color blind
No freckles
Type A blood
X
c
Y
Ff
I
A
i
Children
Abby
Color blind
Freckles
X
c
X
c
Ff or ff
Brady
Not color blind
No freckles
X
C
Y
ff
Carly
Not color blind
No freckles
X
c
X
C
ff
Dennis
Color blind
Freckles
X
c
Y
Ff or ff
Exercise 1: Color Blindness
Using the alleles XC (not color blind) and Xc (color blind), distribute the gametes from each parent to the outside of the Punnett square. Drag and drop the child with the correct phenotype to the box within the Punnett square that has the corresponding genotype that would occur from the fusion of egg and sperm as indicated by your placement of the gametes.
Exercise 2: Freckles
Freckles are groups of cells on the skin that produce the pigment melanin, often in response to exposure to ultraviolet (UV) light. The gene for freckles is inherited in a dominant/recessive pattern. A person carrying even a single copy of the dominant allele (F) will have freckles. A person who is homozygous recessive (ff) will have no freckles.
Using the alleles F (freckles) and f (no freckles), distribute the gametes from each parent to the outside of the Punne.
What is Sickle Cell AnemiaRed blood cells with normal hemoglobin .docxsorayan5ywschuit
What is Sickle Cell Anemia?
Red blood cells with normal hemoglobin (HbA) move easily through the bloodstream, delivering oxygen to all of the cells of the body. Normal red blood cells are shaped like jelly- filled doughnuts with a depression in the center and they are soft and flexible. Sickle cell anemia occurs when an abnormal form of hemoglobin (HbS) is produced. HbS molecules tend to clump together, making red blood cells sticky, stiff, and more fragile. Red blood cells containing HbS can clog blood vessels, deprive the body’s tissues and organs of the oxygen they need, and are short-lived. Normal red blood cells last about 4 months in the bloodstream but sickle cells only last 10 to 20 days, which causes anemia (a low number of red blood cells). People who are anemic tire more easily and often feel weak (NIH, 2007).
Sickle cell anemia is not contagious and cannot be passed from one person to another like a cold or other infection. People with sickle cell anemia have inherited two sickle cell alleles, one from each parent. A child who has inherited the sickle cell allele from only one parent will not develop the disease, but they do carry the sickle cell trait. People carrying a single sickle cell allele can pass the trait to their own children.
One would think that there is little reason for sickle cell disease to remain in the any human population since natural selection should favor reduction of the frequency of the sickle cell allele to near zero. For example, individuals who carry two copies of the sickle cell allele typically die before reaching reproductive age, which will reduce the frequency of the allele in a population and minimize its transfer between generations. Why does the disease exist at all? An understanding of the origin of sickle cell disease and several other red blood cell disorders requires knowledge of a few of the basics about genetics and something about the process of natural selection. There is also another piece of the puzzle: malaria.
Malaria
The plasmodium parasite that causes malaria in humans is transmitted by mosquitos and the parasite spends part of their life cycle in mosquitos and part of it in human hosts. The parasite enters the human bloodstream via the saliva of an infected female mosquito obtaining a blood meal. Once in the blood stream and liver the parasites replicate to the point that the liver cells are filled with new copies of the parasite. These are then released into the bloodstream where they invade circulating red blood cells. After penetrating the red blood cells, the parasites consume hemoglobin in the red blood cells and enlarge until they fill the cell completely. During their growth these plasmodia particles reproduce forcing red blood cells to lyse (break apart) releasing new copies into the blood stream where they continue to infect new red blood cells. A mosquito taking a blood meal from a person whose red cells contain malaria-causing parasites then becomes a host furthering th.
Name- Background- Human Blood Trpe and inheritances tab Simulation Dat.pdfAdam3CfPatersonj
Name: Background: Human Blood Trpe and inheritances tab Simulation Date: - Human blood
type is a trait that follows the predictable patterns we find in traditional Mendelian genetics. -
There are eight major Phenotypes typically found among humans, with eighteen typical
Genotypes (see chart). - The Rh factor, the positive ( + ) or negative ( ) , follows traditional
Dominant/recessive inheritance and expression. - Positive ( t ) is dominant. -Negative ( ) is
recessive. - The Immunoglobulin ABO Genotypes follow Dominant/recessive inheritance, with
two dominant alleles and one recessive allele. -Type A ( I A ) and Type B ( 1 B ) are dominant,
but when both are present, both are expressed (Codominance) - Type O ( i ) is recessive
Procedure: Each student will need this sheet, 4 plastic Easter eggs same color, scissors, pencil,
and a partner. 1. Parent Assignment: Each student will be assigned a blood type with a specific
genotype. 2. Melosis: In the spaces below, write the four possible allele combinations for
gametes, based on that blood type. Carefully, cut out each individual square to form four separate
genome squares (these are for the gametes). 3. Gametogenesis: Place each genome square inside
a separate plastic egg. 4. Fertilization: Students are to randomly exchange one egg with their
partner and randomly pair it with one of their own eggs. 5. Development of Offspring: Open the
two eggs and write down the genomes from the paper squares in the spots indicated on the back
of this sheet. This is the genotype of the new offspring. In the space indicated, write the
Phenotype of the new offspring.
Name- Background- Human Blood Trpe and inheritances tab Simulation Dat.pdfConnorNnQCornishq
Name: Background: Human Blood Trpe and inheritances tab Simulation Date: - Human blood
type is a trait that follows the predictable patterns we find in traditional Mendelian genetics. -
There are eight major Phenotypes typically found among humans, with eighteen typical
Genotypes (see chart). - The Rh factor, the positive ( t ) or negative ( ) , follows traditional
Dominant/recessive inheritance and expression. - Positive ( + ) is dominant. -Negative ( ) is
recessive. - The Immunoglobulin ABO Genotypes follow Dominant/recessive inheritance, with
two dominant alleles and one recessive allele. - Type A ( I A ) and Type B ( 1 B ) are dominant,
but when both are present, both are expressed (Codominance) - Type O (i) is recessive
Procedure: Each student will need this sheet, 4 plastic Easter eggs same color, scissors, pencil,
and a partner. 1. Parent Assignment: Each student will be assigned a blood type with a specific
genotype. 2. Melosis: In the spaces below, write the four possible allele combinations for
gametes, based on that blood type. Carefully, cut out each individual squate to form four separate
genome squares (these are for the gametes). 3. Gametogenesis: Place each genome square inside
a separate plastic egg. 4. Fertilization: Students are to randomly exchange one egg with their
partner and randomly pair it with one of their own eggs. 5. Development of Offspring: Open the
two eggs and write down the genomes from the paper squares in the spots indicated on the back
of this sheet. This is the genotype of the new offspring. -In the space indicated, write the
Phenotype of the new offspring.
2 3 4 5 Assignments -#1 Distinguish between the following genetic term.docxduane12345678
2
3
4
5
Assignments \#1 Distinguish between the following genetic terms: A. Gene and allele. B. Homozygous and heterozygous. C. Genotype and phenotype. D. Dominant and recessive. 1. A man with red-green colour blindness is married to a girl with normal colour vision. What is the probability that his children will be colour blind? 2. A boy has Duchenne muscular dystrophy. His maternal uncle had died of muscular dystrophy at the age of 21 years. What is the probability that this child's sibs will be affected? Explain, giving reasons, whether the following pedigrees are compatible with autosomal dominant, autosomal recessive or X-linked dominant and X -linked recessive inheritance. (Note that a pedigree may be compatible with more than one type of inheritance.) a. b. c. a. b. c. Assignments \#4 Examine the pedigree from a family with a genetic disease and ansv the questions below: a. Does this pedigree indicate autosomal dominant, recessive or sex-link type of inheritance? Give reasons for your choice. b. Assuming that B and b are the normal and mutant alleles respectively what would be the genotypes of the individuals: II.I, II.2 and III.3? c. Individual II.3 requested genetic counselling. What is the probability that her child would be affected. Explain why. Susan's grandfather was deaf, and passed down a hereditary form of deafness within Susan's family as shown in Figure. A. Is this mutation most likely to be dominant or recessive? B. Is it carried on an autosome or a sex chromosome? Why? C. A complete SNP analysis has been done for all of the 11 grandchildren (4 affected, and 7 unaffected). In comparing these 11 SNP results, how long a haplotype block would you expect to find around the critical gene? How might you detect it?
.
Answer the following questions1. Given the following matings, wElbaStoddard58
Answer the following questions:
1. Given the following matings, what are the predicted genotypes and genotypic ratios of the offspring?
a) Aa X aa
b) Aa X Aa
c) AA X Aa
2. Wet ear wax (W) is dominant over dry ear wax (w)
a) A 3:1 phenotypic ratio of F1 progeny indicates that the parents are of what genotype?
b) A 1:1 phenotypic ratio of F1 progeny indicates that the parents are of what genotype?
3. A woman is heterozygous for two genes. How many different types of gametes can she produce, and in what proportions?
4. The following diagram shows a hypothetical diploid cell:
The recessing allele for albinism is represented by a, and d represents the recessive allele for deafness. The normal alleles are represented by A and D, respectively.
a) According to the principle of segregation, what is segregating in these cells?
b) According to Mendel’s principle of independent assortment, what is independently assorting in these cells?
c) How many chromatids are in this cell?
d) Write a genotype of the individual from which this cell was taken.
e) What is the phenotype of this individual?
f) What stage of cell division (mitosis or meiosis) is represented by this cell?
g) After meiosis is complete, how many chromatids and chromosomes will be present in one of the four progeny cells?
5. Draw the following simple pedigree. A man and a woman have three children: a daughter, then two sons. The daughter marries and has monozygotic twin girls (identical twins). The youngest son in generation II is affected with albinism. (Use proper pedigree symbols; draw, scan and add picture to document; do not submit picture independently).
6. A man with blood type A and a women with blood type B have three children. A daughter with AB and two sons, one with type B and one with type O blood. What are the genotypes of the parents?
...
Guided notes covering material from Topic 1.3 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topic 1.2 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topic 1.1 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
1. IB Biology: Genetics Review (3.4) NAME:
1. Define the following:
Genotype
Phenotype
Dominant (allele)
Recessive (allele)
Codominant (allele)
Carrier
2. The allele for tall plants (T) is dominant over the allele for dwarf plants (t). State
the possible genotypes and phenotypes of a plant for this trait:
3. Mendel is known as the father of genetics for his extensive experimental work with peas and
different types of crosses. In a classic example of Mendel’s work, he determined that the gene
for pea color had two alleles. The allele for yellow color was dominant (Y) and the allele for
green color (y) is recessive. Draw a Punnett square to cross two heterozygous yellow peas and
determine the predicted genotype and phenotype ratios of the possible offspring:
4. Human ABO blood types follow a codominant inheritance pattern.
a. How is the ABO blood group gene an example of ‘multiple alleles’
b. Complete the table below to show how blood type is inherited.
alleles i IA
IB
i ii (Type O)
IA IA
IA
(Type A)
IB
c. Highlight the genotype and phenotype which is an example of codominance.
d. Complete this pedigree chart
to show the inheritance of
blood types in this family.
Genotype Phenotype
2. 5. The pedigree chart below shows a family affected by sickle cell. Deduce the genotype of each individual with a letter.
A HbA
HbS
F
B G
C H
D $ HbA
HbS
E #
6. Circle the individuals in the pedigree, above, who are carriers for Sickle cell.
7. Use a Punnett grid to predict the chance that “D” and “$” will have a child with Sickle cell:
8. Distinguish between autosomal and sex-linked genes:
9. State a named example of each of the following:
a. An autosomal dominant genetic disease: _______________________________
b. An autosomal recessive genetic disease: _______________________________
c. An autosomal genetic disease with a codominant feature:_______________________________
d. A sex-linked recessive genetic disease: _______________________________
10. Some inherited disorders are associated with gender.
a. Explain why sex-linked disorders are more common in males than females.
b. The allele for colour blindness (n) is recessive to the allele for
normal vision (N). This gene is carried on the X chromosome.
Complete the table to the right to show the possible genotypes of
individuals with regard to colour blindness.
c. Complete a Punnett grid to show a cross between a normal-vision
male and a carrier female. What is the expected ratio of
phenotypes in their children?
11. Define the term mutation and identify factors that can increase mutation rate in cells:
12. Outline severalconsequences of radioactive fallout in Hiroshima, Nagasaki, and Chernobyl:
Female Male
Normal XN
XN
Affected
Carrier Not possible!