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How might the information gained from this lab pertaining to Human Genetics be useful to the student

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(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:.

 

Paper#17960 | Written in 18-Jul-2015

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