thank you - Ohserve the ishentasce ef tiats oute thi ie ienerations u.pdf
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- The document discusses genetic inheritance in plants using Wisconsin Fast Plants as a model organism. It notes several phenotypes that can be observed over multiple generations of plants. - It explains that genes are located on chromosomes, with each individual having two copies of each gene - one inherited from each parent. This allows for the expression of different alleles and phenotypes. - Monohybrid and dihybrid crosses are described as involving parents that differ in one or two genes, respectively, to study how multiple traits are inherited. Examples using corn kernel traits are provided.
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This document provides an introduction to genetics, summarizing key concepts and discoveries in the field's history. It discusses Gregor Mendel's foundational work with pea plants in the 1860s establishing the principles of heredity. It then summarizes the rediscovery of Mendel's work in 1900 and the subsequent discoveries that genes are located on chromosomes and that chromosomes are passed from parents to offspring according to Mendel's laws of inheritance. The document outlines concepts such as dominant and recessive traits, and how genetic inheritance works through the transmission of genes from parents to offspring.
1. First watch the video below on Mendelian genetics and monohybrid .docx
1. First watch the video below on Mendelian genetics and monohybrid crosses.
https://www.youtube.com/watch?v=Lsj-Ij53CkA
Also read:
Mendelian Genetics – Introduction to Drosophila and Genetic
This week you are to discuss the experiments conducted by Mendel and discuss the role of transcription and translation from the Central Dogma of Biology that connects "genotype" to "phenotype."
(1) Provide a general overview of Mendel's experiment.
(2) What was the organism that Mendel studied (provide the genus and species name as well as the common name)?
(3) Why was this organism ideal to study the law of independent assortment?
(4) List one dominant and one recessive example for a phenotype that Mendel found and describe the phenotypic ratio expected to result from crossing two parents heterozygous for only that trait.
(5) In simple terms discuss gene transcription and translation. What type of molecule results from translation? How do gene transcription and translation lead to a specific phenotype? Most importantly for this question: what does transcription and translation have to do with the inheritance of Mendelian traits?
2. Why Bees are Disappearing, by Marla Spivac ( watch and comment
https://www.youtube.com/watch?v=dY7iATJVCso
3. (2)
Photosynthesis
– Mr Anderson's lecture ( Watch and comment)
https://www.youtube.com/watch?v=g78utcLQrJ4
4. How important is the protein called
ATP synthase
in this process?
5. Which ingredients are needed for photosynthesis and why?
6.
Respond to the following post below with references
.
(a) Provide a general overview of Mendel's experiment.
Mendel's experiment was to understand genetic inheritance. When Mendel first began his work with pea plants, the scientific concept of heredity was rooted in the concept of blended inheritance, which held that parental traits were somehow mixed into offspring in the manner of different-colored plants, producing a result that was not quite the mother and not quite the father every time, but that clearly resembled both. Mendel was not interested in the appearance of his pea plants per se. He examined them in order to understand which characteristics could be passed on to future generations and exactly how this occurred at a functional level, even if he didn't have the literal tools to see what was occurring at the molecular level.
Mendel’s experiment consisted of cross breading 2 types of Pisum sativum (peas). The primary purpose of using this pea was due to the ability to self-fertilize and the ease of cross breading. He specifically was concentrated on the cross breeding of seven different features of the peas such as height, flower color, seed color and seed shape.
Mendel studied inheritance in peas (
Pisum sativum
). He chose peas because they had been used for similar studies, are easy to grow and can be sown each year. Pea flowers contain both male and female parts, called stamen and stigma, and usually self-pollinate. Self-pollination happens .
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3. It provides practice problems demonstrating crosses to determine linkage and asks the reader questions about linkage and chromosome mapping concepts.
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1. The document discusses genetics concepts like linkage groups, chromosome mapping, parental and recombinant types. It provides examples of genetic crosses in pea plants and fruit flies to demonstrate these concepts.
2. Recombinant types result from crossovers during meiosis, where alleles switch positions on homologous chromosomes. The frequency of recombinants allows calculation of distance between genes.
3. A sample genetics problem is presented, asking the reader to analyze a dihybrid cross in pea plants and determine the chromosome arrangement and distance between genes.
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This document provides an introduction to genetics, summarizing key concepts and discoveries in the field's history. It discusses Gregor Mendel's foundational work with pea plants in the 1860s establishing the principles of heredity. It then summarizes the rediscovery of Mendel's work in 1900 and the subsequent discoveries that genes are located on chromosomes and that chromosomes are passed from parents to offspring according to Mendel's laws of inheritance. The document outlines concepts such as dominant and recessive traits, and how genetic inheritance works through the transmission of genes from parents to offspring.
1. First watch the video below on Mendelian genetics and monohybrid .docx
1. First watch the video below on Mendelian genetics and monohybrid crosses.
https://www.youtube.com/watch?v=Lsj-Ij53CkA
Also read:
Mendelian Genetics – Introduction to Drosophila and Genetic
This week you are to discuss the experiments conducted by Mendel and discuss the role of transcription and translation from the Central Dogma of Biology that connects "genotype" to "phenotype."
(1) Provide a general overview of Mendel's experiment.
(2) What was the organism that Mendel studied (provide the genus and species name as well as the common name)?
(3) Why was this organism ideal to study the law of independent assortment?
(4) List one dominant and one recessive example for a phenotype that Mendel found and describe the phenotypic ratio expected to result from crossing two parents heterozygous for only that trait.
(5) In simple terms discuss gene transcription and translation. What type of molecule results from translation? How do gene transcription and translation lead to a specific phenotype? Most importantly for this question: what does transcription and translation have to do with the inheritance of Mendelian traits?
2. Why Bees are Disappearing, by Marla Spivac ( watch and comment
https://www.youtube.com/watch?v=dY7iATJVCso
3. (2)
Photosynthesis
– Mr Anderson's lecture ( Watch and comment)
https://www.youtube.com/watch?v=g78utcLQrJ4
4. How important is the protein called
ATP synthase
in this process?
5. Which ingredients are needed for photosynthesis and why?
6.
Respond to the following post below with references
.
(a) Provide a general overview of Mendel's experiment.
Mendel's experiment was to understand genetic inheritance. When Mendel first began his work with pea plants, the scientific concept of heredity was rooted in the concept of blended inheritance, which held that parental traits were somehow mixed into offspring in the manner of different-colored plants, producing a result that was not quite the mother and not quite the father every time, but that clearly resembled both. Mendel was not interested in the appearance of his pea plants per se. He examined them in order to understand which characteristics could be passed on to future generations and exactly how this occurred at a functional level, even if he didn't have the literal tools to see what was occurring at the molecular level.
Mendel’s experiment consisted of cross breading 2 types of Pisum sativum (peas). The primary purpose of using this pea was due to the ability to self-fertilize and the ease of cross breading. He specifically was concentrated on the cross breeding of seven different features of the peas such as height, flower color, seed color and seed shape.
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). He chose peas because they had been used for similar studies, are easy to grow and can be sown each year. Pea flowers contain both male and female parts, called stamen and stigma, and usually self-pollinate. Self-pollination happens .
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3. It provides practice problems demonstrating crosses to determine linkage and asks the reader questions about linkage and chromosome mapping concepts.
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- Meiosis results in haploid cells while linked genes are on the same chromosome.
- DNA contains nucleotides that make up genes while RNA is involved in protein synthesis through transcription and translation.
- Mutations can occur in genes or chromosomes and can be identified through karyotypes and pedigree charts.
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Gene
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1. Linkage occurs when genes located on the same chromosome fail to assort independently during meiosis. This causes traits to be inherited together in offspring.
2. Bateson and Punnett first reported linkage in 1906 while studying flower color and pollen shape in peas. They observed a deviation from expected Mendelian ratios, indicating linkage between the genes.
3. Morgan's studies of fruit flies provided the first evidence that linkage is due to genes being located on the same chromosome. Crossing over during meiosis can lead to new combinations of linked genes.
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2. It also describes infective heredity through kappa particles transmitted cytoplasmically in Paramecium. The kappa particles can kill sensitive Paramecium strains and are transmitted from parent to offspring depending on nuclear genes.
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This document discusses genetic linkage and its related concepts and theories. It defines genetic linkage as the tendency of genes located near each other on the same chromosome to be inherited together. It describes Walter Sutton's hypothesis that chromosomes carry hereditary units and Sutton and Boveri's chromosome theory of inheritance. It also discusses Bateson and Punnett's coupling and repulsion hypothesis, Morgan's discovery of gene location on chromosomes through fly experiments, and the different types of linkage like complete and incomplete linkage. Examples are provided to illustrate concepts like complete and incomplete linkage.
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- Chromosomes contain DNA and genes which determine inherited traits. Genes can be dominant or recessive.
- Mendel's experiments with pea plants established the laws of inheritance including dominance, segregation and independent assortment. His work laid the foundation for genetics.
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The document summarizes key concepts in biology including:
- Mendel's experiments with dominant and recessive traits in pea plants and how they are passed from parents to offspring.
- Punnett squares are used to predict offspring traits from genetic crosses using probabilities.
- Meiosis results in haploid cells while linked genes are on the same chromosome.
- DNA contains nucleotides that make up genes while RNA is involved in protein synthesis through transcription and translation.
- Mutations can occur in genes or chromosomes and can be identified through karyotypes and pedigree charts.
- Autosomes and sex chromosomes determine phenotypes from genotypes.
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GENETICS AND VARIATION -1
Genetics is a branch of science which deals with the study of inheritance and variation.
Definition of terms
Heredity
Is a passing of features from parents to their young.
Variation
Possessing of characteristics which are different from these of the parents and other offsprings.
Genotype
Is the genetic constitution or make up of an organism
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- The alternation of generations life cycle in plants, which involves a diploid sporophyte and haploid gametophyte stage.
- How crossing over during meiosis increases genetic variation by exchanging parts of homologous chromosomes.
- How the frequency of recombination between two genes indicates their distance on the same chromosome, and is used to construct genetic linkage maps.
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The document discusses the mechanisms of inheritance and genetic variation through sexual reproduction. It begins by explaining that offspring inherit genes from their parents in the form of DNA contained within chromosomes. These chromosomes are passed from parents to offspring during fertilization. In humans, somatic cells contain 46 chromosomes in two sets, while gametes like eggs and sperm contain one set of 23 chromosomes. The number of chromosome sets is reduced from two to one during meiosis in gamete formation, and is restored to two upon fertilization, maintaining the chromosome number between generations. This alternation between diploid and haploid number of chromosome sets, along with the mixing of parental chromosomes during fertilization, contributes to genetic variation in offspring.
FLIES
1) This experiment uses statistical analysis of genetic crosses in fruit flies to determine the chromosomal location of two genes - ebony bodies and scarlet eyes.
2) Reciprocal crosses were set up between ebony and scarlet flies, and the offspring from these crosses were self-crossed to generate an F2 generation.
3) It was hypothesized that the two mutations are located on the same autosomal chromosome based on their traits being inherited together in the F2 generation.
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template<typename T>
class Array
{
public:
//*****************************************************
// DO NOT MODIFY THIS SECTION!
// Some standard Container type aliases
using value_type = T;
// Iterators are just pointers to objects of type T
using iterator = value_type*;
using const_iterator = const value_type*;
using reference = value_type&;
using const_reference = const value_type&;
using size_type = size_t;
using difference_type = ptrdiff_t;
//*****************************************************
// Default ctor.
// Initialize an empty Array.
// This method is complete, and does NOT need modification.
// Remember to use a _member initialization list_ for each ctor,
// like I have below for the default ctor.
Array ()
: m_size (0),
m_capacity (0),
m_array (nullptr)
{
}
// Size ctor.
// Initialize an Array of size "pSize", with each element
// set to "value".
explicit Array (size_t pSize, const T& value = T ())
: m_size (pSize),
m_capacity (pSize),
m_array (new T[m_capacity])
{
fill (begin (), end (), value);
}
// Range ctor.
// Initialize an Array from the range [first, last).
// "first" and "last" must be Array iterators or pointers
// into a primitive array.
Array (const_iterator first, const_iterator last)
:m_size(distance(first,last)),m_capacity(m_size),m_array(new T[m_capacity])
{
copy(first,last,m_array);
}
// Copy ctor.
// Initialize this object from "a".
Array (const Array& a)
:m_size(a.m_size),m_capacity(a.m_capacity),m_array(new T[m_capacity])
{
copy(a.begin(),a.end(),m_array);
}
// Destructor.
// Release allocated memory.
~Array ()
{
delete[] m_array;
}
// Assignment operator.
// Assign "a" to this object.
// Be careful to check for self-assignment.
Array&
operator= (const Array& a)
{
if (this != &a)
{
m_size = a.m_size;
m_capacity = a.m_capacity;
m_array = new T[m_capacity];
copy(a.begin(),a.end(),m_array);
}
return *this;
}
// Return the size.
size_t
size () const
{
return m_size;
}
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bool
empty () const
{
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}
// Return the capacity.
size_t
capacity () const
{
return m_capacity;
}
// Return the element at position "index".
T& operator[] (size_t index)
{
return m_array[index];
}
const T& operator[] (size_t index) const
{
return m_array[index];
}
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void
push_back (const T& item)
{
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{
m_capacity = 1;
m_array = new T[m_capacity];
}
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{
m_capacity *= 2;
T* temp = new T[2 * m_capacity];
copy(begin(),end(),temp);
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}
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}
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void
pop_back ()
{
if (m_size > 0)
{
--m_size;
}
}
// Reserve capacity for "space" elements.
// "space" must be greater than capacity.
// If not, leave the capacity unchanged.
// "size" must remain unchanged.
void
reserve (size_t space)
{
if (space > capacity ())
{
T* array = new T[space];
co.
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resize (size_t newSize, const T& value = T ())
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}
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b. Test the hypotheses that the mean percent of employees in unions for both the public sector
and private sector is the same for states having right-to-work laws as for those who do not.
LOADING...
Click the icon to view the unions and labor law data.
Question content area bottom
Part 1
a. Is there sufficient evidence at the
0.05
level of significance to conclude that the mean percent of employees in unions for the public
sector is the same for states having bargaining laws as for those who do not?Determine the null
hypothesis,
H0,
and the alternative hypothesis,
H1.
H0:
sigma 1 minus sigma 212
pi 1 minus pi 212
mu 1 minus mu 212
greater than>
greater than or equals
less than or equals
equals=
less than<
not equals
enter your response here
H1:
mu 1 minus mu 212
pi 1 minus pi 212
sigma 1 minus sigma 212
less than or equals
not equals
less than<
greater than>
equals=
greater than or equals
enter your response here
(Type integers or decimals. Do not round.)
1 = yes
0 = no
1 = yes
0 = no
State
% public sector employees in unions
% private sector employees in unions
Bargaining laws
Right-to-Work Laws
NY
56.4
29.34
1
0
MI
51.15
28.89
1
0
WA
32.33
33.14
1
0
HI
53.98
24.24
1
0
AK
31.32
29.13
1
0
WV
29.4
28.46
0
0
IL
30.63
25.79
0
0
OR
36.33
24.33
1
0
OH
39.32
23.6
1
0
PA
46.14
23.25
1
0
MO
26.53
27.51
0
0
CA
33.77
25.17
1
0
IN
27.51
24.75
0
0
MN
42.44
22.46
1
0
WI
46.14
20.02
1
0
NV
36.03
20.57
0
1
MT
23.5
22.25
1
0
IA
36.24
18.39
1
1
KY
34.49
17.13
0
0
DE
51.72
14.18
1
0
NJ
30.81
17.28
1
0
MA
53.48
15.32
1
0
RI
59.39
12.7
1
0
CT
52.38
15.62
1
0
MD
31.13
13.33
0
0
ME
47.97
10.74
1
0
AL
32.11
15.6
0
1
CO
32.03
15.54
0
0
TN
34.3
12.06
0
1
UT
44
9.36
0
1
NB
22.8
10.86
1
1
ID
27.7
12.22
0
0
WY
31.68
11.43
0
1
ND
30.7
7.64
1
1
LA
20.55
11.29
0
1
AR
19.61
10.61
0
1
OK
25.85
9.3
0
0
NM
19.17
12.8
0
0
AZ
23.4
8.61
0
1
GA
20.5
12.89
0
1
TX
26.06
8.6
0
1
NH
42.41
8.63
1
0
KS
23.56
7.96
1
1
VT
36.52
6.9
1
0
VA
19.08
9.22
0
1
SD
22.29
6.15
1
1
FL
21.26
6.77
1
1
MS
13.91
8.18
0
1
NC
28.74
3.19
0
1
SC
12.46
3.65
1
1
State
% public sector employees in unions
% private sector employees in unions
Bargaining laws
Right-to-Work Laws
1 = yes 1 = yes
0 = no 0 = no
% public sector % private sector Bargaining Right-to-Work
State
employees in unions employees in unions laws Laws
NY 56.4 29.34 1 0
MI 51.15 28.89 1 0
WA 32.33 33.14 1 0
HI 53.98 24.24 1 0
AK 31.32 29.13 1 0
WV 29.4 28.46 0 0
IL 30.63 25.79 0 0
OR 36.33.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
thank you - Ohserve the ishentasce ef tiats oute thi ie ienerations u.pdf
- 1. thank you - Ohserve the ishentasce ef tiats oute thi ie ienerations uf plants. - Mecognire consramifa phenotypes. * Cropose and test podefi for the locherenance uf ite phisotypes. * Mave grefictioni atuut the irheritance of the pteratypes * Collect ind analyie deata fremi fy icealinet. - Compare gred cted rezalta w sh rebula obtaised frem artual data. * Mosfy predicouns baied on new data M 2 introductian Wisconin fast Fants", arouseo ropes, are widely used to atudy inkeritance. There be several motan tyjes asallatle for stydy, and they iat be crosed by pensferrec polen from the flomer ef oete plant to the fontr af atether plant, Fou dil germinate Wisconin fast Dlach yeds collected fram three cenerations of prants and mele observitions that wis Fhe pyey deterime the oatters of inheritance fot hereditary unita) are fecated on the chromesomes, there are two copiot of each cese. for eampie, Drowopbila olevet fiees have a gene for eye color, and there are thea farina er alleles of thii gese, 50 a dominam alele for trd. and ar a recienive Wivolve parents that have ene set of contrastirg phenctypes. Ah example in coin would br crosing a sed kerel com with if pellow kernei coen. A crest between parents that diter in two sesarate ienes thep separate ieti co alleleal is a dikyarde etes. wala bo cressirg red starshy kemel cerm with yelow, Wisary kerhel coin. Witre are 10 m e jymbels that you wit find enefal in this investication P. matersal parent ice "misther" Pipaternat partent or father? In sexual reproduction, two gametes fuse, bringing together homologous chromosomes from both parents. One chromosome of the homologous pair is inherited from the male parent and the other is inherited from the female parent. Since genes (the hereditary units) are located on the chromosomes, there are two copies of each gene. For example, Drosophila (fruit flies) have a gene for eye color, and there are two forms or alleles of this gene, se , a dominant allele for red, and se a recessive allele for sepia (brown). If both alleles on the chromosome pair are for red ( Se / Se ) the phenotype (appearance or form that is observed) is red eyes and the genotype is homozygous. If the two alleles are different (Se/se), the phenotype is red eyes and the genotype is heterozygous. If the two alleles are for sepia (se/se), the phenotype is sepia eyes and the genotype is homozygous recessive. A cross involving one gene (one set of alleles) is a monohybrid cross. Monohybrid crosses usually involve parents that have one set of contrasting phenotypes. An example in corn would be crossing a red kernel corn with a yellow kernel corn. A cross between parents that differ in two separate genes (two separate sets of alleles) is a dihybrid cross. Dihybrid crosses usually involve parents that have two sets of contrasting phenotypes. An example of a dihybrid cross in corn would be crossing red, starchy kernel corn with yellow, sugary kernel corn. Here are some symbols that you will find useful in this investigation. P 2 maternal parent or "mother" P 2 paternal parent or "father"