Answer:
c) hypoglycemia
Explanation:
Hyperglycemia refers to the condition in which blood contains low amount of sugar or glucose molecules. The feeling of hunger, sweating and weakness of muscles are the symptoms of this disease and we know that the child has weak muscles so we can say that the child is suffering from hypoglycemia which is another disease that is present in the child.
please answer fast
difference between fish and frog on the habitat and structure of heart
Answer:
the answer is this
Explanation:
hope this help
good luck for your homework
Common symptoms of iron-deficiency anemia include muscle weakness, shortness of breath, and lightheartedness. Why does iron deficiency cause these symptoms?
Answer:lack of blood flow and blood concentration
Explanation:
When you centrifuge the DNA isolated from the bacteria, the DNA separates into two classes. One class of labeled DNA includes very large molecules (thousands or even millions of nucleotides long), and the other includes short stretches of DNA (several hundred to a few thousand nucleotides in length). Which two classes of DNA do these different samples represent
Answer:
Leading strand and Okazaki fragments
Explanation:
The two classes of DNA that the different samples represent include the leading strand and the Okazaki fragments.
The large molecules DNA with thousands/millions of nucleotides constitutes the leading strand of the DNA while the short stretches of DNA with just a few thousand nucleotides in light constitute the Okazaki fragments.
This is because, during replication, the leading strands of DNAs are usually synthesized in a continuous manner and end up forming a long, continuous daughter strand while the lagging strands are usually synthesized in short, discontinuous fragments known as the Okazaki fragments.
The continuous/discontinuous replication of the leading/lagging strands of the DNA is due to the characteristics of the enzyme responsible for adding bases to the growing daughter strands. The DNA polymerase enzyme can only add nucleotides in the 5' to ' direction.
how is chloroplast similar to bacterium??
Answer:
it i simlr because they are both i the cell
Explanation:
in the cell
Answer:
they are similar in size. duplicate their DNA and other structures and then divide into two identical organelles
Imagine an invertebrate that lives in an estuary where salinity varies cyclically with the tides. If this individual is able to adjust the salt concentration of its body fluids, its salt concentration will have:____. a. a cyclic variation depending upon when the animal drinks. b. regular variations that range from large to small. c. slight fluctuations that are kept within a narrow range. d. a cyclic variation opposite that of the surrounding water.
Answer: Option C.
slight fluctuations that are kept within a narrow range.
Explanation:
An invertebrate that lives in an estuary where salinity varies cyclically with the tides. If this individual is able to adjust the salt concentration of its body fluids, its salt concentration will have slight fluctuations that are kept within a narrow range so has to maintain homeostasis and prevent the cells of the the invertebrate from not shrinking which can be due to the salt solution (Hypertonic).
Estuary is an area of water or shorelines where river meet the ocean. It normal do have concentration of salts. Organisms that live in estuaries must be able to adapt to their dynamic environments, wich is due to variations in water chemistry includes salinity, as well as physical changes like the rise and fall of tides.
Plants respond to changes in their environment. They detect gravity, light, touch, and seasonal changes, and respond to these stimuli in many ways. Which statement best explains this flexibility in response? A) Phenotypes are controlled by one gene that codes for multiple regulatory proteins. B) The genes that regulate plant responses can be expressed in different ways. C) The genes that regulate plant responses can mutate to adjust to environmental changes. D) Phenotypes control the genotypes of individuals, determining plant responses.
Answer:
B)
Explanation:
Plants have the ability to detect the changes in their environment and respond accordingly. Plants' responses to stimuli is due to the genes that regulate plant responses can be expressed in different ways.
Genes code for hormones and support transport of hormonal synthesis in plants. Plants hormone such as auxin promotes different changes in plant growth in response to light, gravity, touch or seasonal changes and the auxin respond due to transport inhibitor response 2 gene.
Hence, the correct answer is "B".
In part A, you analyzed genes that contribute to two diseases. (cystic fibrosis and muscular dystrophy) How can scientists use this information to develop new treatments for these diseases? Based on your findings, do you think that scientists will need to develop multiple treatments to control symptoms of these diseases? Explain your reasoning.
Answer:
By designing suitable gene therapies in order to restore target gene expression.
Explanation:
Cystic fibrosis and muscular dystrophy are inherited genetic disorders associated with serious health problems. Cystic fibrosis is caused by mutations in the gene that encodes for the cystic fibrosis transmembrane conductance regulator (CFTR) protein, and it is a condition associated with abnormal production of sticky mucus that leads to problems in the lungs and the digestive systems. On the other hand, muscular dystrophy is produced by mutations in genes localized on the X chromosome such as, for example, the gene 'dystrophin'. Gene therapy is an experimental approach used to compensate abnormal gene function by introducing exogenous genetic material and thus restore their altered protein products. Consequently, personalized gene therapies can be useful to treat inherited disorders such as cystic fibrosis and muscular dystrophy.
Why are the testes located in the scrotum rather than inside the ventral body cavity? _______________________________
Answer:
the scrotum provides a slightly cooler temperature for optimal sperm production
Explanation:
Which of these best matches an object in the solar system with its characteristic? (3 points)
O comet - orbits a planet
O meteor - a streak of light
O asteroid - has a tail
O planet - orbits the moon
Answer:
Meteor → a streak of light
Explanation:
Got it right on the test
A meteor is a streak of light.
What is a solar system?The sun and the group of celestial bodies that are bound by gravitational force form a solar system. It was formed about 4.6 billion years ago.
What is a comet?A comet is a relic covered with dust, rock, and ice. It was formed during the solar system's formation. They have a diameter ranging from a few miles to tens of miles.
What is an asteroid?They are either metallic or rocky bodies and do not have atmospheres. Asteroids come in a variety of sizes and forms.
What is a planet?Planets are massive astronomical bodies that are neither stars nor remains of stars. They have an orbit and there are 8 planets in our solar system.
What is a meteor?A meteor appears as a bright streak of light in the sky. It is a space rock that enters the earth's atmosphere. It is often known as a shooting star or falling star.
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What type of cell is prepared to live on its own
viral cell
unicellular cell
eukaryotic cell
multicellular
explain what causes eclipses and how often they occur compare the two types of eclipses explain what causes moon phases describe each phase of the moon Big Ideas: Key Questions and Terms Notes Focus Question: What causes lunar and solar eclipses? Describe what causes a solar eclipse. Describe what causes a lunar eclipse. Why do lunar eclipses make the moon appear red in color? Draw an example of a lunar eclipse. Draw an example of a solar eclipse Focur Questions: What causes the phases of the moon? At any given time in space, how much of the moon is lit by the sun? Describe the appearance of the moon and its position during each phase: New moon: Waxing crescent moon: First quarter moon: Waxing gibbous moon: Full moon: Waning gibbous moon: Third quarter moon: Waning crescent moon: How are lunar phases different from eclipses? Eclipses Video: Key Questions and Terms Notes When the moon passes between the sun and Earth, it can create a __________ eclipse. When the disk of the moon masks the disk of the sun, it creates a _________ eclipse. ___________ eclipses occur when Earth passes between the sun and the moon. During a lunar eclipse, the moon turns dark ______ due to the deviation of the sun's rays caused by Earth's atmosphere. __________ eclipses occur more often and last longer.
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1) An eclipse takes place when one heavenly body such as a moon or planet moves into the shadow of another heavenly body. There are two types of eclipses on Earth:
An eclipse of the moon An eclipse of the sun.2) Most years have 4 eclipses, which is the minimum number of eclipses that take place in a year; 2 of these 4 eclipses are always solar eclipses. While rare, the maximum number of eclipses that can take place in a calendar year is 7.
3) Differences:-
Solar eclipses happen at new moon. Lunar eclipses happen at full moon.Solar eclipses are only visible from a narrow strip of land over which the Moon shadow passes. Lunar eclipses are visible from the whole nighttime hemisphere.Solar eclipses can be total, annular, hybrid or partial. Lunar eclipses can be total, partial and penumbral.Solar eclipses can only be safely be viewed with the naked eye during totality. Lunar eclipses can always be safely viewed with the naked eye.The Moon's surface can't be seen during a solar eclipse, but it can be during a lunar eclipse.4) Moon phases:
We only see the Moon because sunlight reflects back to us from its surface. During the course of a month, the Moon circles once around the Earth. If we could magically look down on our solar system, we would see that the half of the Moon facing the Sun is always lit. But the lit side does not always face the Earth! As the Moon circles the Earth, the amount of the lit side we see changes. These changes are known as the phases of the Moon and it repeats in a certain way over and over.
5) The moon moves in an orbit around Earth, and at the same time, Earth orbits the sun. Sometimes Earth moves between the sun and the moon. When this happens, Earth blocks the sunlight that normally is reflected by the moon. Instead of light hitting the moon’s surface, Earth's shadow falls on it. This is an eclipse of the moon -- a lunar eclipse.
Sometimes when the moon orbits Earth, it moves between the sun and Earth. When this happens, the moon blocks the light of the sun from reaching Earth. This causes an eclipse of the sun, or solar eclipse. During a solar eclipse, the moon casts a shadow onto Earth.
6) The moon can look red during a total lunar eclipse because of sunlight that's filtered and refracted by Earth's atmosphere.
7) 50% of the lunar surface is always illuminated by Sun. Because half of the moon surface is lit, rest we can't see.
8) When the moon passes between the sun and Earth, it can create a solar eclipse. When the disk of the moon masks the disk of the sun, it creates a total solar eclipse. Lunar eclipses occur when Earth passes between the sun and the moon. During a lunar eclipse, the moon turns dark red due to the deviation of the sun's rays caused by Earth's atmosphere. Lunar eclipses occur more often and last longer.
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____is associated with deamination of protein
Answer:
Deamination is the removal of an amino group from a molecule
Deamination is associated with deamination of protein
Answer:
in humans , deamination takes place primarily in the liver, it can also occur in the kidney. if there's excess protein intake , deamination is used to break down proteins with amino acids for energyHelp? You are studying an outcrop where the lower layer is limestone and the layer directly on top of the limestone is sandstone. Near the bottom of the sandstone layer are small, weathered pieces of limestone entirely contained within the sandstone. Explain how these pieces of limestone came to be contained within the sandstone.
Answer:
Due to mixing of particles present in the upper layer of limestone with sandstone during deposition.
Explanation:
The parent layer was limestone layer which is older than sandstone layer. This sandstone layer spreads on the limestone layer because of wind. The wind moves these sandstone from other region and their deposition occurs on the limestone layer. During deposition of sandstone, some particles of limestone which are present at the surface mixes with the sandstone so that's why in sandstone layer, small and weathered pieces of limestone are present.
Why is the communication results circle linked to the circle labeled science and society
Answer:
Because these circles have three factors that are directly interconnected.
Explanation:
As you know, communication is one of the primary factors for the creation and maintenance of societies. Societies grow and develop with communication as a starting point and a link between people and the actions that a society lives.
Science, in turn, is also directly influential in the creation and development of society, since it is a transforming factor that shapes society through its constant evolution.
As science evolves, society changes and communication must accompany these changes, so that both society and science continue to exist.
For this reason, we can say that the circle of communication results is linked to the circle called science and society, because these factors are directly interconnected.
what in your home would be considered something you could study in biology?
Answer:
Food and plants!
How are surface waves different from body waves? Which are more damaging?
Answer:
Explanation:
surface waves decay more slowly with distance than body waves, which travel in three dimensions. Particle motion of surface waves is larger than that of body waves, so surface waves tend to cause more damage.
Answer:
surface waves decay more slowly with distance than body waves, which travel in three dimensions. The particle motion of surface waves is larger than that of body waves, so surface waves tend to cause more damage. Surface waves. Their side-to-side motion (like a snake wriggling) causes the ground to twist from side to side, that's why Love waves cause the most damage to structures. Rayleigh waves create a rolling, up, and down motion with an elliptical and retrograde particle motion confined to the vertical plane in the direction of propagation.
Explanation:
A key component in the formation of organic compounds, such as nucleic acids and ATP
The correct answer is Phosphorus I just took the test.
Which ecosystem service would suffer from the opening of a mineral mine along a small mountain range?
A. Cultural
B. Provisioning
C. Regulating
D. Supporting
Answer:
D. Supporting
Explanation:
Ecosystem services include provisioning, regulating, culture and supporting services.
Opening of a mineral mine along a small mountain range will affect the supporting services of ecosystem because supporting services deals with soil formation, provision of habitat and nutrition cycle.
Opening of mineral mine will destroy the tosoil, landscape, forests and wildlife of mountain area which affect the supporting services such as habitat and soil formation.
Hence, the correct answer is "D. supporting".
The data collected from an experiment shows that as the temperature outside goes up, the number of swimmers at the local pool
goes up. This data shows a/an
Select one:
O a direct relationship
b. indirect relationship
c. inverse relationship
O d. no relationship
Answer:
The goal of disinfection of public water supplies is the elimination of the pathogens that are responsible for waterborne diseases. The transmission of diseases such as typhoid and paratyphoid fevers, cholera, salmonellosis, and shigellosis can be controlled with treatments that substantially reduce the total number of viable microorganisms in the water.
While the concentration of organisms in drinking water after effective disinfection may be exceedingly small, sterilization (i.e., killing all the microbes present) is not attempted. Sterilization is not only impractical, it cannot be maintained in the distribution system. Assessment of the reduction in microbes that is sufficient to protect against the transmission of pathogens in water is discussed below.
Chlorination is the most widely used method for disinfecting water supplies in the United States. The near universal adoption of this method can be attributed to its convenience and to its highly satisfactory performance as a disinfectant, which has been established by decades of use. It has been so successful that freedom from epidemics of waterborne diseases is now virtually taken for granted. As stated in Drinking Water and Health (National Academy of Sciences, 1977), "chlorination is the standard of disinfection against which others are compared."
However, the discovery that chlorination can result in the formation of trihalomethanes (THM's) and other halogenated hydrocarbons has prompted the reexamination of available disinfection methodology to determine alternative agents or procedures (Morris, 1975).
The method of choice for disinfecting water for human consumption depends on a variety of factors (Symons et al., 1977). These include:
its efficacy against waterborne pathogens (bacteria, viruses, protozoa, and helminths);
the accuracy with which the process can be monitored and controlled;
its ability to produce a residual that provides an added measure of protection against possible posttreatment contamination resulting from faults in the distribution system;
the aesthetic quality of the treated water; and
the availability of the technology for the adoption of the method on the scale that is required for public water supplies.
Economic factors will also play a part in the final decision; however, this study is confined to a discussion of the five factors listed above as they apply to various disinfectants.
The propensity of various disinfection methods to produce by-products having effects on health (other than those relating to the control of infectious diseases) and the possibility of eliminating or avoiding these undesirable by-products are also important factors to be weighed when making the final decisions about overall suitability of methods to disinfect drinking water. The subcommittee has not attempted to deal with these problems since the chemistry of disinfectants in water and the toxicology of expected by-products have been studied by other subcommittees of the Safe Drinking Water Committee, whose reports appear in Chapter III of this volume (Chemistry) and Chapter IV (Toxicity) of Drinking Water and Health, Vol. 3.
Organization of the Study
The general considerations noted in the immediately following material should be borne in mind when considering each method of disinfection. Available information on the obvious major candidates for drinking water disinfection—chlorine, ozone, chlorine dioxide, iodine, and bromine—is then evaluated for each method individually in the following sections. Other less obvious possibilities are also examined to see if they have been overlooked unjustly in previous studies or if it might be profitable to conduct further experimentation on them. Disinfection by chloramines is dealt with in parallel with that effected by chlorine because of the close relationship the former has to chlorine disinfection under conditions that might normally be encountered in drinking water treatment.
an example of biogeochemical cycle would be the A. carbon cycle B. fire cycle C. trophic cycle
Answer:
Carbon Cycle
Explanation:
Place the 4 steps of biofilm formation, listed below, in the correct order.
1. Surface (substratum) is preconditioned by environmental molecules.
2. Quorum sensing and the establishment of the extracellular matrix commences as microbes attach more stably.
3. Biofilm matures and some microorganisms escape to the planktonic state.
4. Microbes attach and detach from the preconditioned surface.
Answer:
1. Surface (substratum) is preconditioned by environment molecules.
4. Microbes attach and detach from the preconditioned surface.
2.Quorum sensing and the establishment of the extracellular matrix commences as microbes attach more stably.
3. Biofilm matures and some microorganisms escape to the plank-tonic state.
Explanation:
Biofilm is a process in which microorganism irreversibly attach and grow on the surface to produce extra cellular polymers that facilitate formation of matrix. The biofilm process takes three days for the formation after which thickness of plaque increases. There are 4 main steps in biofilm formation. Surface is preconditioned by environment molecules. The microbes attach the preconditioned surface. Establishment of extra cellular matrix and finally biofilm matures.
6.
Water rises in the xylem tubes due to
photosynthesis.
respiration
gravitation pull.
transpiration pull.
Tul
My answer to the question is Transpiration pull.
The leading strand runs in a
direction and is replicated
A. 5' to 3', continuously
B.5' to 3', discontinuously
C. 3' to 5', continuously
D. 3 to 5', discontinuously
Answer:
option C is correct that is 3` to 5` continuously
Explanation:
when replication begins the two parent DNA strand are separated one of this is called leading strand and is replicated continuously in the 3` to 5` direction the other strand is lagging strand and is replicated discontinuously in short sections
Functions of the large intestine include Select one: A. most of the chemical breakdown of food. B. absorption of bile salts. C. secretion of vitamins. D. reabsorption of water and compaction of feces. E. production of gas to move waste toward the rectum.
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What is biology??And what does it came from??
Answer:
BIOLOGY IS THE STUDY OF LIFE
Explanation:
Answer:
Biology is studying about life and the human body. The term biology in its modern sense appears to have been introduced independently by Thomas Beddoes (in 1799)
Hope this helps!
Scientists want to track the wind speeds and precipitation for a hurricane that will affect the entire East Coast of the United States. Which weather equipment would be best to measure the impact of the storm for this entire region? A. an anemometer B. a rain gauge C. Doppler Radar D. global positioning system (GPS)
Answer:
A anemometer an instrument for measuring the speed of the wind, or of any current of gas.
GPS is to see where you on on the earth so this is a no.
rain gauge only shows the amount of rain so this is a no
Doppler radar determine's the location and velocity of a storm, clouds, precipitation. So therefore, this is your answer.
Explanation:
Examine the statement. A scientific theory can become a scientific law, but a scientific law cannot become a scientific theory. If the statement is true, select “True.” If it is false, select the option that is true 1.) True 2.) A scientific theory can become a scientific law, and a scientific law can become a scientific theory. 3.) A scientific law can become a scientific theory, but a scientific theory cannot become a scientific law. 4.) A scientific theory cannot become a scientific law, and a scientific law cannot become a scientific theory.
Answer:
It's true.
Explanation:
In general, a scientific law is the description of an observed phenomenon. It doesn't explain why the phenomenon exists or what causes it. The explanation of a phenomenon is called a scientific theory. It is a misconception that theories turn into laws with enough research.
When the scientists test the idea, they develop a theory by following a set of logical steps. A theory becomes a scientific law once it has been rigorously examined and accepted. Thus, option A is correct.
What A scientific theory can become a scientific law?One prevalent fallacy is the idea that hypotheses eventually become laws. Despite the number of supporting examples, hypotheses do not actually become laws after repeated testing.
Scientific laws, like theories, explain occurrences that the scientific community has determined to be verifiably true. In general, laws explain what will occur in a specific circumstance and are proven by a mathematical equation, whereas theories explain how the phenomenon occurs.
Therefore, A testable explanation of a natural event is what constitutes a scientific hypothesis. The concept of gravity, for instance, explains why an apple always falls to the ground when.
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If an element has 6 protons, 6 electrons, and 8 neurons, then what’s the atomic number
Answer:
The atomic mass is the number of protons, plus the number of neutrons. In this case, 8 + 6 = 14.
Explanation:
The six protons (atomic number) tells me that this is carbon; the six electrons tell me that this is a carbon atom, rather than a carbon ion (an ion is when the number of electrons does not equal the number of protons, making the atom electrically non-neutral). The eight neutrons tell me that this is an isotope (in other words, a version) of carbon called carbon-14, which happens to be mildly radioactive; and therefore useful to archaeologists in dating human artifacts.
The atomic number is the number of protons that is in the atom. If an element is having 6 protons, 6 electrons, and 8 neurons, then its atomic number will be 6, i.e. Carbon.
What is atomic number?Atomic number is the number of a chemical element as represented in a periodic system.
These elements are arranged in order of increasing number of protons in the nucleus.
The number of protons is always same as that of electrons in the neutral atom, which is also the atomic number.
Thus, here the number of protons given is 6 so the atomic number will be 6.
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Determine whether each of the following is a characteristic of DNA, RNA, or both.
Is single-stranded:
Contains nitrogenous bases:
Contains uracil:
Contains adenine:
Is double-stranded:
Is made of nucleotides:
Contains deoxyribose sugar:
DONE
Answer:
Both DNA and RNA are made from nucleotides, each containing a five-carbon sugar backbone, a phosphate group, and a nitrogen base. DNA provides the code for the cell's activities, while RNA converts that code into proteins to carry out cellular functions.
You are tracking three loci in the fruit fly, locis A, B, and C, and want to know whether the loci are linked and if so what their physical distances are from one another as well as the physical order they are in. To find out this information you perform a three-point testcross with a fly that is heterozygous for all three alleles. The progeny of this cross are:
Complete question:
You are tracking three loci in the fruit fly, loci A, B, and C, and want to know whether the loci are linked and if so what their physical distances are from one another as well as the physical order they are in. To find out this information you perform a three-point testcross with a fly that is heterozygous for all three alleles. The progeny of this cross are:
a/a B/b C/c 389
A/a b/b c/c 410
a/a b/b C/c 39
A/a B/b c/c 44
a/a b/b c/c 77
A/a B/b C/c 83
a/a B/b c/c 6
A/a b/b C/c 5
Total 1053
(a) What is the recombination frequency between loci A and B?
(b) What is the recombination frequency between loci B and C?
(c) What is the recombination frequency between loci A and C?
(d) Are these loci linked?
(e) Demonstrate the physical arrangement of the genes on the chromosome, i.e. the order of the genes on a chromosome as well as their map distances.
(f) Write out the genotypes of the parents for this cross, indicating which alleles are linked with one another for each parent?
Answer and Explanation:
The Crossing-over frequency between two genes depends on the distance between them. A short distance between genes is a very little target for crossing-over to occur, which means that only a few of them will happen, compared with the number of events between genes that are more separated between each other. Two genes that are very close will have a few recombination events and are strongly bounded. While two separated genes will have more chances of recombination and are not bound.
To know if two genes are linked, we must observe the progeny distribution. In a tri-hybrid cross, If individuals, whos genes assort independently, are test crossed, they produce a progeny with equal phenotypic frequencies 1:1:1:1:1:1:1:1. If we observe a different distribution, that is that phenotypes appear in different proportions, we can assume that genes are linked in the heterozygote parent.
In the present example, the phenotypic ratio shows different proportions than the expected ones if they were not linked.
We can recognize the parental gametes in the descendants because their phenotypes are the most frequent,
a/a B/b C/c 389
A/a b/b c/c 410
while the double recombinants are the less frequent.
a/a B/b c/c 6
A/a b/b C/c 5
And simple recombinant gametes produced by the cross, which frequencies are intermediate.
a/a b/b C/c 39
A/a B/b c/c 44
a/a b/b c/c 77
A/a B/b C/c 83
Comparing the parental and the double recombinant we will realize that they only change in the position of the alleles C/c. This suggests that the position of the gene C is in the middle of the other two genes, A and B, because in a double recombinant only the central gene changes position in the chromatid.
A------C------B
Now we will call Region I to the area between A and C and Region II to the area between C and B.
Once established the order of the genes we can calculate distances between them, and we will do it from the central gene to the genes on each side. First We will calculate the recombination frequencies, and we will do it by region. We will call P1 to the recombination frequency between A and C genes, and P2 to the recombination frequency between C and B.
P1 = (R + DR) / N
P2 = (R + DR)/ N
Where: R is the number of recombinants in each region, DR is the number of double recombinants in each region, and N is the total number of individuals. To calculate the recombination frequency, we have to know that 1% of recombinations = 1 map unit = 1cm. And that the maximum recombination frequency is always 50%.
So:
P1 = (R + DR) / N = 5 + 6 + 77 + 44 + 39 / 1053 = 171/1053 = 0.162 P2 = (R + DR)/ N = 6 + 5 + 83 / 1053 = 94/1053 = 0.089Now, to calculate the recombination frequency between the two extreme genes, A and B, we can just perform addition or a sum:
P1 + P2= Pt
0.162 + 0.089 = Pt
0.251 = Pt
The genetic distance will result from multiplying that frequency by 100 and expressing it in map units (MU). One centiMorgan (cM) equals one map unit (MU). The map unit is the distance between the pair of genes for which one of every 100 meiotic products results in a recombinant product.
P1 = 0.162 x 100 = 16.2%P2 = 0.089 x 100 = 8.9%Pt = 0.251 x 100 = 25.1 %(a) What is the recombination frequency between loci A and B? 0.251
(b) What is the recombination frequency between loci B and C? 0.089
(c) What is the recombination frequency between loci A and C? 0.162
(d) Are these loci linked? Yes. Their recombination frequency is inferior to 50% and the phenotypic rate is different from 1:1:1:1:1:1:1:1
(e) Demonstrate the physical arrangement of the genes on the chromosome, i.e. the order of the genes on a chromosome as well as their map distances.
A-------------------C-----------------B
A--- 16.2 UM --C ---8.9 UM--B
A-------------25.1 UM--------------B
(f) Write out the genotypes of the parents for this cross, indicating which alleles are linked with one another for each parent?
a/a C/c B/b x A/a c/c b/b
