I. Objectives: At the end of the lesson‚ students are expected to: a. use a Punnett Square to solve monohybrid crosses; b. employ the steps for solving monohybrid cross using the Punnett Square; and c. determine the genotypes and phenotypes of the offspring; II. Subject Matter: a. Topic: Monohybrid Cross Using a Punnett Square b. Reference: * Exploring Life through Science – Biology By: John Donnie Ramos‚ et. Al. pp. 381-397 * Science and Technology – Biology
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Parents (Female: F;AR;PR;ST;M;CY;RI;D;Y) x (Male: AR;ST;RI;D;Y) Offspring Phenotype Number Proportion Ratio Female: AR;RI;Y 1 0.0010 1.000 Female: AR;ST;RI;Y 4 0.0039 4.000 Male: F;AR;M;RI;Y 1
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impact genes. For example‚ height is combination of people genes and various external factors‚ we can drink milk provide bonus nutrition‚ so good diet has given our ‘bonus’ inch or so. Now according to Allen‚ Environment factors produce different phenotypes from
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their DNA. Alleles are the types of genes‚ come in pairs in a gene‚ and are responsible for a person’s phenotypes(Wanjie 29). Phenotypes are the physical characteristics of a person. Alleles are either characterized as dominant or recessive. The dominant allele presides over the recessive allele‚ making the recessive allele "hidden". Because the recessive allele is covered‚ that person’s phenotype will only show the dominant allele. If a person has both recessive alleles‚ then that person will show
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------------------------------------------------- Ricky Vance ------------------------------------------------- Biology 120 Lab ------------------------------------------------- February 1‚ 2013 ------------------------------------------------- Ricky Vance ------------------------------------------------- Biology 120 Lab ------------------------------------------------- February 1‚ 2013 Phenotypic Variation of the Stickleback Phenotypic Variation of the Stickleback 2013
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Name: Nympha Afriyie Course: Bio 1101 lab Due date: February 12 2015 Journal 2 Year: March 5th 2004 Journal Name: 2 (two) Article title: Genome-Wide Scan Identifies Novel QTL’s For Cholesterol and LDL Levels in F2 [Dahl RxS] Intercross Rats Authors: Victoria L.M‚ Tamara Didishvili‚ Lyle V. Lopez‚ Richard H. Myers‚ Nelson Ruiz-Opazo 1. What is the disease name of the model/study organism? Answer: the disease name of the model/study organism is‚ Coronary artery disease 2. What is one piece of interesting
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a) Round Yellow (RRYY) and wrinkled green (rryy) The cross between them RY RY RY RY ry RrYy RrYy RrYy RrYy ry RrYy RrYy RrYy RrYy ry RrYy RrYy RrYy RrYy ry RrYy RrYy RrYy RrYy So all the progeny are Round‚ Yellow with the genotype RrYy (F1 plants) Now for the F2 generation‚ RrYy is mated with itself (RrYy) RY Ry rY ry RY RRYY RRYy RrYY RrYy Ry RRYy RRyy RrYy Rryy rY RrYY RrYy rrYY rrYy ry RrYy Rryy rrYy rryy Therefore‚ the genotypic
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multiple phenotypes that are correlated. In many clinical or psychological settings‚ diagnoses are made through a set of binary phenotypes. Currently‚ there are several statistical methods available to analyze multiple phenotypes‚ such as comparing the results from single phenotype analyses‚ and performing multivariate analysis for quantitative phenotypes. These methods can be extended for related samples. The authors proposed new approach to jointly evaluate a set of binary phenotypes for related
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Aim: To investigate the effect of one environmental factor on the phenotype of pea plants Background Information: Pea seeds are available with identical genetic information for height - tall or dwarf peas. These seeds can be used to demonstrate the effect of the environment on the final height of the pea plants. Tall or dwarf peas can be grown in identical conditions where all variables are kept constant apart from one environmental factor. Any differences in the height of the pea plants will be
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students did that‚ students label their six cell with their name and put their six cell tray on a water tray under florescent lights. For the next weeks‚ we took pictures‚ measured the plants‚ and look at the phenotype until the plants had pods. During week 1‚ students recorded the phenotypes of the plants. Between
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