How might the information gained from this lab pertaining to Human Genetics be useful to the student
(Application) How might the information gained from this lab pertaining to Human Genetics be useful to the student, or how can the student apply this knowledge to everyday life as a non-scientist? (20 points)--Answer below:.;Attachment Preview;bio 11.docx Download Attachment;Q1. List whether the student was positive or negative for each characteristic and include whether;the characteristic is dominant or recessive. (6 points) a. Blood typeb. Widows peakc. Free ear;lobesd. Tongue rollinge. Hitchhikers thumbf. Left thumb dominanceg. Little finger bendh. PTC;tasteri. Mid-digit hairj. Facial dimplesk. Frecklesl. Cleft chin;Q2. Can the student tell from blood type if the student is heterozygous or homozygous? Explain.;(5 points)--Answer below;1;2;3;5;6;4;7;8;Q3. Select a trait of interest. A. What was the trait? (1 point)B. What is the phenotype for the;trait, and is this the dominant or recessive allele for the trait? (2 points)C. What are the possible;genotypes for the parents? (2 points)D. Include the results of one Punnett square, showing a;possible combination between alleles for the trait from the parents by filling in the genotypes;according to the numbers in the square, above. (4 points)E. Based on the cross, what percent of;children born to the parents would express the trait? (1 point)--Answer below;Q4. Create a Punnett square to determine the possibility of a couple having a color-blind child if;the mother has the recessive trait on one X and the father is color-blind. HINT: Use Xb to;indicate an X with the color-blindness trait. How many female offspring will be color-blind?;How many male offspring? (5 points)--Answer below;Q5. What was the case number of the students karyotype? What was the result of the students;karyotype? (Include the sex andthe chromosomal disorder, if applicable. If there was no;chromosomaldisorder, the student must state that the individual was normal.) (5 points)--Answer;below;Q6. Give an example of a situation in which it would be important to create a karyotype for an;individual. Explain. (5 points)--Answer below;Q7. Genetically speaking, why is it important not to mate with a close relative? Explain. (5;points)--Answer below;Q8. Does a karyotype tell all of a persons genetic characteristics? Explain. (5 points)--Answer;below;Q9. Why is a photograph of cells in metaphase for performing a karyotype? (5 points)--Answer;below;Q10. What does it mean to be a carrier of a genetic defective characteristic? When might it be;important to know if one is a carrier? (5 points)--Answer below;Q11. From the hemophilia procedure: (4 points)A. What were the possible genotypes of the;offspring?B. What is the probability of males having hemophilia?C. How many females would;have hemophilia?D. How many carriers would there be?--Answer below;Q12. Explain why more males tend to suffer from X-linked disorders than females. (5 points)-Answer below;Q13. The student has a friend that knows the student is taking Biology, and she is confused about;her blood type. Her blood type is O, but her dad is A and her mother is B. She asks the student if;it is possible for her parents to have a child that is O. Explain the answer to her. (5 points)-Answer below;Q14. In a flower garden, the student has purple and white pansies. The student notices that a new;pansy has sprouted. When it finally flowers, the pansy is lavender. Explain how this happened. (5;points)--Answer below;Q15. With a botanist friends help, the student decide to cross the lavender pansy with the white;pansy. Will this result in any purple pansies? Explain. (5 points)--Answer below;Q16. (Application) How might the information gained from this lab pertaining to Human;Genetics be useful to the student, or how can the student apply this knowledge to everyday life as;a non-scientist? (20 points)--Answer below:.
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