This presentation is suited for Grade 9 - Science for the topics about genes, chromosomes, solving punnett square and Non-Mendelian Inheritance(Co-dominance, incomplete dominance, multiple allelles and sex-related traits.
This ppt was made for our stupid projects..... The main purpose behind uploading this ppt is that no one should suffer like us and waste their time behind these stupid things... concentrate on your studies..
This ppt was made for our stupid projects..... The main purpose behind uploading this ppt is that no one should suffer like us and waste their time behind these stupid things... concentrate on your studies..
Grade 8 Science - Unit 4 =, Module 5: Cellular Respiration and Genetics. This presentation is all about the introduction to genetics, and chromosomes formation from DNA. The variety of chromosome numbers from different species are also discussed.
Grade 8 Science - Unit 4 =, Module 5: Cellular Respiration and Genetics. This presentation is all about the introduction to genetics, and chromosomes formation from DNA. The variety of chromosome numbers from different species are also discussed.
B4FA 2012 Nigeria: Principles of Genetics - Charles Amadib4fa
Presentation by Dr Charles Amadi, National Root Crops Research Centre, Umudike, Nigeria
Delivered at the B4FA Media Dialogue Workshop, Ibadan, Nigeria - September 2012
www.b4fa.org
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter 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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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
Heredity - Genes, Chromosomes, Solving a Punnett Square and Non-Mendelian Inheritance
1.
2.
3. • They are the carriers of genes, the
unit determiners of hereditary
characteristics.
• They are located in the nucleus of
the each body cells.
4. Species Number of
Chromosomes
Species Number of
Chromosomes
Human 46 Earthworm 36
Gorilla 48 Puffer Fish 42
Donkey 62 Dog 78
Cat 38 Fruit Fly 4
Cow 60 Mosquito 6
Goldfish 94 Pea plant 14
Horse 64 Sunflower 34
5. • Each chromosomes is made up of
two long DNA molecule called the
blueprint of life or the genetic plan of
the organism. The entire DNA in the
body cells is called genome.
6. • From among the 46 chromosomes of
humans, 22 pairs have almost the
same size and shape and have the
same genes on them and they are
called homologous chromosomes.
7. • 1. Centromere – divides the
chromosomes into two arms.
• 2. q arm – the long arm region.
• 3. p arm – the short arm region.
• 4. Kinetochore – attaches to the
spindle fiber during cell division.
8.
9. • Autosomes – aka body
chromosomes, are the first 22
pairs of chromosomes which are
the same in both female and
males.
10. • Sex Chromosomes – determine
the sex of the organism. The Y-
chromosome trigger the
development of specific male
characteristics.
11. • Females have XX chromosomes
(homogametic)
• Males have XY chromosomes
(heterogametic)
• They are not homologous because
X is bigger than Y chromosome.
12. • Genes are the determiners of
hereditary characteristics.
• They are the portions of DNA
molecule, the fundamental unit of
heredity.
13. • Through the Human Genome
Project, biologists found out that
humans have about 30,000 genes.
• Locus – the specific location of the
genes along the entire length of
the chromosomes.
14. • A member of homologous
chromosomes has the same pair of
genes. The member of each pair of
genes is called the allele.
15. • Linked Genes – genes that are
located on the same chromosomes
and are tend to be inherited
together at the same time.
16.
17. • One allele is not completely
dominant over the other resulting
in the blending of characteristics.
• Common in Hibiscus and Mirabilis
jalapa.
18. P1 Red Flowers White Flowers
RR x WW
Formation of Gametes
(P2)
x
F1
Ratio Genotypic Ratio = 4:0 or 100% RW
Phenotypic Ratio = 4:0 or 100% Pink Flowers
R R
RW RW
RW RW
R R W W
19. P1 White Fur Black Fur
WW x BB
Formation of Gametes
(P2)
x
F1
Ratio Genotypic Ratio =
Phenotypic Ratio =
W W B B
20. P1 White Fur Black Fur
WW x BB
Formation of Gametes
(P2)
x
F1
Ratio Genotypic Ratio = 4:0 or 100% B
Phenotypic Ratio = 4:0 or 100%
B B
B B
B B
W W B B
21. • In some cases, the heterozygous
characteristics are fully expressed
in the F offspring resulting to both
traits to be expressed in the
organism.
22. P1 Red Flowers White Flowers
Rr x Ww
Formation of Gametes
(P2)
x
F1
Ratio Genotypic Ratio = 2:2 or 50% RW and 50% Wr
Phenotypic Ratio = 2:2 or 50% Pink and 50%
R r
RW Wr
RW Wr
R r W W
23. P1 Orange Fur(Incomp.Dominant) Black Fur
x BB
Formation of Gametes
(P2)
x
F1
Ratio Genotypic Ratio =
Phenotypic Ratio =
R
B B
24. P1 Orange Fur Black Fur
RY x BB
Formation of Gametes
(P2)
x
F1
Ratio Genotypic Ratio = 2:2 or 50% BR and 50% B
Phenotypic Ratio = 2:2 or 50% Dark Red and 50%
R
BR
BR
R Y B B
25. • There are some traits that are not
controlled by two alleles but by
multiple alleles.
• Common example is human blood
groups – A, B, AB and O.
27. G1 Blood Type A- Blood Type B-
lAi x lBi
Female Male
Formation of Gametes
(P1)
x
G2
Ratio Genotypic Ratio Phenotypic Ratio
lAlB Blood Type AB
lBi Blood type B-
lAi Blood type A-
ii Blood type O
lA i
lB lAlB
(Type AB)
lBi
(Type B-)
i lAi
(Type A-)
ii
(Type O)
lA i lB i
28.
29. • Traits that are controlled by the
genes found in the sex
chromosomes. Sex-linked traits are
mostly recessive and can be
inherited from one or both
parents.
30. • Males are common to these traits
because they carry only one X-
chromosome inherited from their
mother. If that X-chromosome
carries a genetic disorder, it will be
expressed.
31. • In contrast, the two X-
chromosomes of the female
offspring should both carry the
disorder before it will be
expressed.
• Ex:Hemophilia and Color blindness
32. • Hemophilia – a recessive genetic
disorder wherein the blood does
not clot. Also known as bleeder’s
disease. This is because of lack of
genes that synthesizes protein for
blood clotting.
33. P1 ♀ Hemophilia Carrier ♂ Normal
XX x XY
F1
Ratio Genotypic Ratio = 1:1:1:1 Phenotypic Ratio = 2:1:1
only one X is affected
34. • Is carried by the autosomes not
the sex chromosomes. So, this trait
is not limited to male humans
alone. They are mostly recessive
but because of sex hormones it
acts like a dominant allele.
35. • For example if a male has an allele for
baldness, which is recessive, but since
he has testosterone, it will act as
dominant allele.
• If a female inherits an allele for
baldness it will remain recessive but
can still be passed on.
37. P1 ♀ Not Bald ♂ Bald
XBXb x XbYb
F1
Ratio Genotypic Ratio
♀ = 1:1
XBXb
XbXb
♂ = 1:1
XBYb
XbYb
Phenotypic Ratio
♀ = 1:1
Bald Not Bald
♂ = 2:0
Bald
Xb Yb
XB XBXb XBYb
Xb XbXb XbYb
38. • The trait is only expressed only in one
gender and does not appear in the
other. One typical example is production
of milk in lactating mothers. It is only
observable in females since they exhibit
the normal condition(well developed
breasts) for such effect to happen.
39. G1 Blood Type A Blood Type B-
lA lA x lBi
Female Male
Formation of Gametes
(P1)
x
G2
Ratio Genotypic Ratio Phenotypic Ratio
lAlB Blood Type AB
lAi Blood type A-
lA lA
lB lAlB
(Type AB)
lAlB
(Type AB)
i lAi
(Type A-)
lAi
(Type A-)
lA lA lB i
40. P1 ♀ Not Bald ♂Hetero Bald
XBXB x XBYb
F1
Ratio Genotypic Ratio
♀ = 2:0
XBXB
♂ = 2:0
XBYb
Phenotypic Ratio
♀ = 2:0
Not Bald
♂ = 2:0
Bald
XB Yb
XB XBXB XBYb
XB XBXB XBYb