For the IB Biology course. To be sent the file, please make a donation to one of my chosen charities at Biology4Good. More information here: http://sciencevideos.wordpress.com/about/biology4good/
For the IB Biology course. To get the editable pptx file, please make a donation to one of my chosen charities. More information: http://sciencevideos.wordpress.com/about/biology4good/
A cytological technique to detect the nature of adjacent chromosomal regions by using different staining technique assisted with some pre treatment of metaphase chromosomes prepared on the slides
For the IB Biology course. To get the editable pptx file, please make a donation to one of my chosen charities. More information: http://sciencevideos.wordpress.com/about/biology4good/
A cytological technique to detect the nature of adjacent chromosomal regions by using different staining technique assisted with some pre treatment of metaphase chromosomes prepared on the slides
Epistasis is a Greek word that means standing over .Bateson used it to describe the masking effect in 1909.
An interaction between a pair of loci in which the phenotype effect of one locus depends on the genotype at the second locus.
Genes whose phenotypes are ;
Expressed,epistatic.
Altered or suppressed hypostatic.
Dihybrid Crosses, Gene Linkage and RecombinationStephen Taylor
For the IB DP Biology course AHL: Genetics unit. To get the editable pptx file, please make a donation to one of my preferred charities. More information at http://sciencevideos.wordpress.com/about/biology4good/
Epistasis is a Greek word that means standing over .Bateson used it to describe the masking effect in 1909.
An interaction between a pair of loci in which the phenotype effect of one locus depends on the genotype at the second locus.
Genes whose phenotypes are ;
Expressed,epistatic.
Altered or suppressed hypostatic.
Dihybrid Crosses, Gene Linkage and RecombinationStephen Taylor
For the IB DP Biology course AHL: Genetics unit. To get the editable pptx file, please make a donation to one of my preferred charities. More information at http://sciencevideos.wordpress.com/about/biology4good/
For the IB Biology course. If you want the editable pptx file, please make a donation to one of my chosen charities. More information here: http://sciencevideos.wordpress.com/about/biology4good/
How International Is Our School? MA DissertationStephen Taylor
Title: A pilot-test of a visualization and set of evaluation rubrics for factors affecting the promotion of international-mindedness and global engagement (IMaGE) of a school.
For the IB DP Biology course, core unit: Genetics. To get the file, please make a donation to one of my preferred charities via Biology4Good. Find out more here: http://sciencevideos.wordpress.com/about/biology4good/
I use this lab sequence over a couple of lessons to get to grips with some basics of different types of reactions, balancing, writing formulas and problem-solving.
Blaine Kitchenware – Case AssignmentMBA – Corporate Finance.docxAASTHA76
Blaine Kitchenware – Case Assignment
MBA – Corporate Finance
You have been hired as a consultant to Victor Dubinski, the CEO of Blaine Kitchenware. You are charged with putting together a written report with supporting numerical analysis that addresses the following items:
1. Is the current capital structure and payout policy for Blaine optimal? Explain and justify your conclusion. Use numbers whenever possible.
2. Should Blaine recommend a large share repurchase to the Board of Directors? What are the advantages and disadvantages of this action? Again, explain and justify your conclusions. Use numbers whenever possible.
3. Consider two specific share repurchase proposals:
a. First Proposal
i. Blaine will issue $50 million in new debt at an interest rate of 6.75%
ii. Blaine will use $209 million of cash from its balance sheet
iii. Blaine will use these two sources of cash to repurchase 14 million shares at $18.50/share.
b. Second Proposal
i. Blaine will issue $95 million in new debt at an interest of 6.875%
ii. Blaine will use $209 million of cash from its balance sheet
iii. Blaine will use the two sources of cash to repurchase 16 million shares at $19.00/share.
c. Third Proposal
i. Blaine will issue $156 million in new debt at 7.125%
ii. Blaine will use $209 million of cash from its balance sheet
iii. Blaine will use the two sources of cash to repurchase 18.5 million shares.
d. How does a share repurchase affect Blaine? Consider the impact on items including (but not limited to) Blaine’s EPS, ROE, interest coverage, debt ratio, debt rating, the family’s ownership interest (proportion of shares outstanding) and the company’s cost of capital (WACC).
e. What is your recommendation for the good of the company based on your analysis of the share repurchase options? Should they stay with the status quo, or go with one of the recapitalization options?
BSC1005 Biology General
Chapter 10
Patterns of Inheritance
1
Chapter 10: Patterns of Inheritance, Mendel Laws
Multiple-Choice Questions
2) Which of the following statements best represents the theory of pangenesis developed by Hippocrates?
A) Pregnancy is a spontaneous event, and the characteristics of the offspring are determined by the gods.
B) Particles called pangenes, which originate in each part of an organism's body, collect in the sperm or eggs and are
passed on to the next generation.
C) Offspring inherit the traits of either the mother or the father, but not both.
D) Fertilization of plants is dependent on an animal.
E) Heritable traits are influenced by the environment and the behaviors of the parents.
3) Which of the following statements regarding hypotheses about inheritance is false?
A) The theory of pangenesis incorrectly suggests that reproductive cells receive particles from somatic cells.
B) Contrary to the theory of pangenesis, somatic cells do not influence eggs or sperm.
C) The blending hypothesis does not explain how trait ...
Life-Span Human Development 9th Edition Sigelman Solutions ManualTimothyPadilla
Full download : https://alibabadownload.com/product/life-span-human-development-9th-edition-sigelman-solutions-manual/
Life-Span Human Development 9th Edition Sigelman Solutions Manual
Defining Inquiry for the PreK-12 continuum. Inquiry as a 'theory of everything' of good education, built on a solid foundation of well-taught knowledge, skills and concepts.
This is an assignment for my University of Bath MA in International Education, based on the tensions in transition from MYP to DP. It revolved around the different schools of through about learning and, most importantly, inquiry. It focuses on the different approaches to inquiry characterised by Dewey and Vygotsky, before moving onto a modern look at evidence-based practices.
MA International Education University of Bath assignment (Education in and International Context).
In this assignment I have tried to propose an original idea for helping schools define and measure the degree to which they demonstrate the values of international education.
In this formative in-class Criterion C task, we connect the content from the last unit with some basics on Forces, using the Red Bull Stratos jump as a basis.
This presentation is for my class to work through as teachers are on a series of PD days. It is based on a very bad One Direction joke cracked in a class about vectors.
I split the presentation for the unit into two, as I added so many slides to help with student questions and misconceptions. This one focuses on mathematical aspects of the unit.
In the first week of High School, my Grade 9 Chemistry class were asked to put on a short show for the BBP and KA students (3-5 year-olds) about water. We used it as a chance to get to know each other and to formatively assess Criterion B: Communication and F: Attitudes in Science.
This is a document used in my EE summer school sessions. After looking at excellent examples of EE's, examiners' reports, the EE guide and subject-specific guidance, students were given this document.
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.
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.
For more information, visit-www.vavaclasses.com
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.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Polygenic Inheritance (AHL) Stephen Taylor 10.3 Polygenic Inheritance (AHL) 1 http://sciencevideos.wordpress.com
2. Polygenic Inheritance A single characteristic controlled by multiple genes. 10.3 Polygenic Inheritance (AHL) 2 http://sciencevideos.wordpress.com
3. Polygenic Inheritance A single characteristic controlled by multiple genes. Polygenic inheritance gives rise to continuous variation in the phenotype. Use these two examples in the exam. Human Skin Colour Wheat kernel colour 10.3 Polygenic Inheritance (AHL) 3 http://sciencevideos.wordpress.com
4.
5. The Autism Spectrum. Autism is a pervasive developmental disorder that presents on a scale (known as the Childhood Autism Rating Scale). It is not as clearly polygenic as the above examples - it is suspected that gene interactions and environmental factors play a large role. *susceptibility is not deterministic, but it is beneficial to know if you are at elevated genetic risk of these illnesses. 10.3 Polygenic Inheritance (AHL) 4 http://sciencevideos.wordpress.com
6. Polygenic Inheritance of Skin Colour Polygenic inheritance gives rise to continuous variation in the phenotype. Globally we observecontinuous variation in skin colours. Skin colour is the result of pigments, such as melanin, being produced - the darker the skin, the greater the protection against the harmful effects of the Sun. Skin colour is though to be controlled by up to four separate genes, each with their own alleles. This is too large for us to deal with simply, so we'll look at two genes with two alleles each. Image from: http://www.danacentre.org.uk/events/2007/05/03/259 10.3 Polygenic Inheritance (AHL) 5 http://sciencevideos.wordpress.com
7.
8. What skin tone were early humans most likely to have? Why does this change with latitude as humans migrated towards the poles?
9. What are the relative advantages and disadvantages of light and dark skin, depending on climate?TOK/ Aim 8: Why have people historically discriminated based on skin colour? How could the Natural Sciences educate people to think twice about their prejudices? Nina Jablosnki breaks the illusion of skin colour, via TED. http://www.ted.com/talks/lang/eng/nina_jablonski_breaks_the_illusion_of_skin_color.html 10.3 Polygenic Inheritance (AHL) 6 http://sciencevideos.wordpress.com
10.
11. Non-contributing (they do not add to the phenotype)How many genotypes are possible? Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin 10.3 Polygenic Inheritance (AHL) 7 http://sciencevideos.wordpress.com
12.
13. Non-contributing (they do not add to the phenotype)How many genotypes are possible? Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin Remember that alleles segregate during meiosis. Alleles of unlinked chromosomes orient randomly. There is also random fertilisation of gametes. So many combinations! or or or gametes 10.3 Polygenic Inheritance (AHL) 8 http://sciencevideos.wordpress.com
14.
15. Non-contributing (they do not add to the phenotype)How many genotypes are possible? Nine: Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin Notice that the possible combinations of genotypes gives rise to continuous variation in the phenotype. This population follows a normal distribution. 10.3 Polygenic Inheritance (AHL) 9 http://sciencevideos.wordpress.com
16. Polygenic Inheritance of Skin Colour Is it possible for twins to be: Different colours? Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin 10.3 Polygenic Inheritance (AHL) 10 http://sciencevideos.wordpress.com
17. Polygenic Inheritance of Skin Colour Is it possible for twins to be: Different colours? Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin YES. As long as they are non-identical twins. Two eggs will have been fertilised by individual sperm cells. Each gamete carries a different combination of alleles, so it is possible that the twins have noticeably differently-coloured skin. Couple has differently-coloured twins – for the second time! From Associated Press http://www.youtube.com/watch?v=KgfObCmWJt4 10.3 Polygenic Inheritance (AHL) 11 http://sciencevideos.wordpress.com
18. Polygenic Inheritance of Skin Colour Is it possible for twins to be: b. Lighter or darker than both parents? Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin 10.3 Polygenic Inheritance (AHL) 12 http://sciencevideos.wordpress.com
19. Polygenic Inheritance of Skin Colour Is it possible for twins to be: b. Lighter or darker than both parents? Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin F0 Phenotype: AABb AaBb Genotype: Punnet Grid: F1 Genotypes: Phenotypes: 10.3 Polygenic Inheritance (AHL) 13 http://sciencevideos.wordpress.com
20. Polygenic Inheritance of Skin Colour Is it possible for twins to be: b. Lighter or darker than both parents? Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin F0 Phenotype: AABb AaBb Genotype: Punnet Grid: F1 Genotypes: Phenotypes: 10.3 Polygenic Inheritance (AHL) 14 http://sciencevideos.wordpress.com
21. Polygenic Inheritance of Skin Colour Is it possible for twins to be: b. Lighter or darker than both parents? Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin F0 Phenotype: AABb AaBb Genotype: Punnet Grid: F1 Genotypes: Phenotypes: 10.3 Polygenic Inheritance (AHL) 15 http://sciencevideos.wordpress.com
22. Polygenic Inheritance of Skin Colour Is it possible for twins to be: b. Lighter or darker than both parents? Key to alleles: A = add melanin a = don’t add melanin B = add melanin b = don’t add melanin YES. F0 Phenotype: AABb AaBb Genotype: Punnet Grid: darker lighter F1 Genotypes: Phenotypes: 10.3 Polygenic Inheritance (AHL) 16 http://sciencevideos.wordpress.com
23. Global Evolution of Skin Colour Map of global skin colour distribution from: http://en.wikipedia.org/wiki/Human_skin_color What are the advantages of: a. Dark skin in hot climates? b. Pale skin in cold climates? 10.3 Polygenic Inheritance (AHL) 17 http://sciencevideos.wordpress.com
24. Global Evolution of Skin Colour Map of global skin colour distribution from: http://en.wikipedia.org/wiki/Human_skin_color What are the advantages of: a. Dark skin in hot climates? b. Pale skin in cold climates? Protection against UV and therefore skin damage and cancer. Increased production of vitamin D in low-sunlight conditions. 10.3 Polygenic Inheritance (AHL) 18 http://sciencevideos.wordpress.com
25. Global Evolution of Skin Colour Map of global skin colour distribution from: http://en.wikipedia.org/wiki/Human_skin_color What are the advantages of: a. Dark skin in hot climates? b. Pale skin in cold climates? In this case, the correlation between skin colour and latitude does suggest causality. Protection against UV and therefore skin damage and cancer. Dark-skinned people in cold climates should use vitamin D supplements. Increased production of vitamin D in low-sunlight conditions. Pale-skinned people in hot climates should slip-slop-slap-seek-slide. 10.3 Polygenic Inheritance (AHL) 19 http://sciencevideos.wordpress.com
26. Polygenic Inheritance of Wheat Kernel Colour Inheritance of colour of wheat kernels works in a similar way to human skin colour. A wheat plant which is homozygous dominant for both genes is crossed with one which is heterozygous for both genes. What is the predicted ratio of phenotypes in the cross? Key to alleles: A = add red a = don’t add red B = add red b = don’t add red F0 Genotype: Punnet Grid: F1 10.3 Polygenic Inheritance (AHL) 20 http://sciencevideos.wordpress.com
27. Polygenic Inheritance of Wheat Kernel Colour Inheritance of colour of wheat kernels works in a similar way to human skin colour. A wheat plant which is homozygous dominant for both genes is crossed with one which is heterozygous for both genes. What is the predicted ratio of phenotypes in the cross? Key to alleles: A = add red a = don’t add red B = add red b = don’t add red homozygous dominant for both genes F0 heterozygous for both genes AaBb AABB Genotype: Punnet Grid: F1 10.3 Polygenic Inheritance (AHL) 21 http://sciencevideos.wordpress.com
28. Polygenic Inheritance of Wheat Kernel Colour Inheritance of colour of wheat kernels works in a similar way to human skin colour. A wheat plant which is homozygous dominant for both genes is crossed with one which is heterozygous for both genes. What is the predicted ratio of phenotypes in the cross? Key to alleles: A = add red a = don’t add red B = add red b = don’t add red homozygous dominant for both genes F0 heterozygous for both genes AaBb AABB Genotype: Punnet Grid: F1 10.3 Polygenic Inheritance (AHL) 22 http://sciencevideos.wordpress.com
29. Polygenic Inheritance of Wheat Kernel Colour Inheritance of colour of wheat kernels works in a similar way to human skin colour. A wheat plant which is homozygous dominant for both genes is crossed with one which is heterozygous for both genes. What is the predicted ratio of phenotypes in the cross? Key to alleles: A = add red a = don’t add red B = add red b = don’t add red homozygous dominant for both genes F0 heterozygous for both genes AaBb AABB Genotype: Punnet Grid: “All AB” F1 Phenotype ratio: 1 very red: 2 Red: 1 pink 10.3 Polygenic Inheritance (AHL) 23 http://sciencevideos.wordpress.com
30. Mathematical Questions A trait is controlled by two genes, each with two alleles. How many genotypes & phenotypes are possible for this trait? 10.3 Polygenic Inheritance (AHL) 24 http://sciencevideos.wordpress.com
31. Mathematical Questions Key to alleles: A = contributing a = non-contributing B = contributing b = non-contributing A trait is controlled by two genes, each with two alleles. How many genotypes & phenotypes are possible for this trait? Same! There are 16 combinations of parent alleles, making 9 different genotypes. 10.3 Polygenic Inheritance (AHL) 25 http://sciencevideos.wordpress.com
32. Mathematical Questions Key to alleles: A = contributing a = non-contributing B = contributing b = non-contributing A trait is controlled by two genes, each with two alleles. How many genotypes & phenotypes are possible for this trait? 2 4 3 1 0 There are 16 combinations of parent alleles, making 9 different genotypes. These make up 5 different phenotypes. 10.3 Polygenic Inheritance (AHL) 26 http://sciencevideos.wordpress.com
33. Mathematical Questions Key to alleles: A, B, C = contributing A, b, c = non-contributing A trait is controlled by three genes, each with two alleles. How many genotypes & phenotypes are possible for this trait? 10.3 Polygenic Inheritance (AHL) 27 http://sciencevideos.wordpress.com
34. Mathematical Questions Key to alleles: A, B, C = contributing A, b, c = non-contributing A trait is controlled by three genes, each with two alleles. How many genotypes & phenotypes are possible for this trait? 10.3 Polygenic Inheritance (AHL) 28 http://sciencevideos.wordpress.com
35. Mathematical Questions Key to alleles: A, B, C = contributing A, b, c = non-contributing A trait is controlled by three genes, each with two alleles. How many genotypes & phenotypes are possible for this trait? 10.3 Polygenic Inheritance (AHL) 29 http://sciencevideos.wordpress.com
36. Mathematical Questions Key to alleles: A, B, C = contributing A, b, c = non-contributing A trait is controlled by three genes, each with two alleles. How many genotypes & phenotypes are possible for this trait? Phenotypes = 7 10.3 Polygenic Inheritance (AHL) 30 http://sciencevideos.wordpress.com
37. Mathematical Questions Key to alleles: A, B, C = contributing A, b, c = non-contributing A trait is controlled by three genes, each with two alleles. How many genotypes & phenotypes are possible for this trait? Genotypes = 33 Phenotypes = 7 10.3 Polygenic Inheritance (AHL) 31 http://sciencevideos.wordpress.com
38. Mathematical Questions Key to alleles: A, B, C = contributing A, b, c = non-contributing A trait is controlled by three genes, each with two alleles. How many genotypes are possible in a cross between a homozygous dominant male and a homozygous recessive female? 10.3 Polygenic Inheritance (AHL) 32 http://sciencevideos.wordpress.com
39. Mathematical Questions Key to alleles: A, B, C = contributing A, b, c = non-contributing A trait is controlled by three genes, each with two alleles. How many genotypes are possible in a cross between a homozygous dominant male and a homozygous recessive female? homozygous recessive Phenotype: homozygous dominant aabb AABB Genotype: 10.3 Polygenic Inheritance (AHL) 33 http://sciencevideos.wordpress.com
40. Mathematical Questions Key to alleles: A, B, C = contributing A, b, c = non-contributing A trait is controlled by three genes, each with two alleles. How many genotypes are possible in a cross between a homozygous dominant male and a homozygous recessive female? homozygous recessive Phenotype: homozygous dominant aabb AABB Genotype: Punnet Grid: Only one possible genotype! 10.3 Polygenic Inheritance (AHL) 34 http://sciencevideos.wordpress.com
41. For more IB Biology resources: http://sciencevideos.wordpress.com This presentation is free to view. Please make a donation to one of my chosen charities at Gifts4Good and I will send you the editable pptx file. Click here for more information about Biology4Good charity donations. 10.3 Polygenic Inheritance (AHL) 35 This is a Creative Commons presentation. It may be linked and embedded but not sold or re-hosted.