Pearson eText for Visual Anatomy & Physiology -- Instant Access (Pearson+)
3rd Edition
ISBN: 9780137503100
Author: Frederic Martini, William Ober
Publisher: PEARSON+
expand_more
expand_more
format_list_bulleted
Videos
Question
Chapter 13, Problem 20CRQ
Summary Introduction
Introduction: A sensory receptor is a structure that responses to the internal and external signals from the environment. The signals are received by the sensory nerve ending that receives information and nerve impulses that are generated and sent to the brain for perception and analysis.
Expert Solution & Answer
Want to see the full answer?
Check out a sample textbook solution
Students have asked these similar questions
The shape of radishes may be long (SL/SL), oval (SL/SS), or round (SS/SS), and the color of radishes may be red (CR/CR), purple (CR/CW) or white (CW/CW). If a long, red radish plant is crossed with a round, white plant, what will be the appearance of the F1 and F2 generations?
None
Question #3:
In the KeyGene paper, the authors state that it would be useful if pollen from an apomict would
transmit apomixis-inducing genes to the female in the cross (assuming the pollen is viable). Assuming
there was just one gene conferring gametophytic obligate apomixis, and that the two parents are
inbreds, what would be the consequences of such a cross if:
a) The apomixis was a dominant trait? Indicate the genotypes and phenotypes (apomict or non-
apomict) of the parents, F1 and F2 generations. Remember to include the expected genotypic
and phenotypic ratios (or percentages) in the F1 and F2 generations, and to position the female
first (left side) in the parental cross.
b) The apomixis was a recessive trait? Indicate the genotypes and phenotypes (apomict or non-
apomict) of the parents, F1 and F2 generations. Remember to include the expected genotypic
and phenotypic ratios (or percentages) in the F1 and F2 generations, and to position the female
first (left side) in the…
Chapter 13 Solutions
Pearson eText for Visual Anatomy & Physiology -- Instant Access (Pearson+)
Ch. 13.1 - Prob. 1RCh. 13.1 - Prob. 2RCh. 13.1 - Prob. 3RCh. 13.1 - Prob. 4RCh. 13.1 - Prob. 5RCh. 13.1 - Prob. 6RCh. 13.1 - Prob. 7RCh. 13.1 - Prob. 8RCh. 13.1 - Prob. 9RCh. 13.1 - Prob. 10R
Ch. 13.1 - Prob. 11RCh. 13.1 - Prob. 12RCh. 13.1 - Prob. 13RCh. 13.1 - Prob. 14RCh. 13.1 - Prob. 15RCh. 13.1 - Prob. 16RCh. 13.1 - Prob. 17RCh. 13.1 - Prob. 18RCh. 13.1 - Prob. 19RCh. 13.1 - Prob. 20RCh. 13.1 - Prob. 21RCh. 13.1 - Prob. 22RCh. 13.1 - Prob. 23RCh. 13.1 - Prob. 24RCh. 13.1 - Prob. 25RCh. 13.1 - Prob. 26RCh. 13.1 - Prob. 27RCh. 13.1 - Prob. 28RCh. 13.1 - Prob. 29RCh. 13.1 - Prob. 30RCh. 13.1 - Prob. 31RCh. 13.1 - Prob. 32RCh. 13.1 - Prob. 1LOCh. 13.1 - Prob. 2LOCh. 13.1 - Prob. 3LOCh. 13.1 - Prob. 4LOCh. 13.1 - Prob. 5LOCh. 13.1 - Prob. 6LOCh. 13.1 - Prob. 7LOCh. 13.1 - List the main components of the diencephalon, and...Ch. 13.1 - Prob. 9LOCh. 13.1 - Prob. 10LOCh. 13.1 - Prob. 11LOCh. 13.1 - Prob. 12LOCh. 13.1 - Prob. 13LOCh. 13.1 - Prob. 14LOCh. 13.1 - Prob. 15LOCh. 13.1 - Prob. 1ICh. 13.1 - Prob. 2ICh. 13.1 - Prob. 3ICh. 13.1 - Prob. 4ICh. 13.1 - Prob. 5ICh. 13.1 - Prob. 1SRCh. 13.1 - Prob. 2SRCh. 13.1 - Prob. 3SRCh. 13.1 - Prob. 4SRCh. 13.1 - Prob. 5SRCh. 13.1 - Prob. 6SRCh. 13.1 - Prob. 7SRCh. 13.1 - Prob. 8SRCh. 13.1 - Prob. 9SRCh. 13.1 - Prob. 10SRCh. 13.1 - Prob. 11SRCh. 13.1 - Prob. 12SRCh. 13.1 - Prob. 13SRCh. 13.1 - Prob. 14SRCh. 13.1 - Prob. 15SRCh. 13.1 - Prob. 16SRCh. 13.1 - Prob. 17SRCh. 13.1 - Prob. 18SRCh. 13.1 - Prob. 19SRCh. 13.1 - Prob. 20SRCh. 13.1 - Prob. 21SRCh. 13.1 - Prob. 22SRCh. 13.1 - Prob. 23SRCh. 13.1 - Prob. 24SRCh. 13.1 - Prob. 25SRCh. 13.1 - Prob. 26SRCh. 13.1 - Prob. 27SRCh. 13.1 - Prob. 28SRCh. 13.1 - Prob. 29SRCh. 13.2 - Prob. 1RCh. 13.2 - Prob. 2RCh. 13.2 - Prob. 3RCh. 13.2 - Prob. 4RCh. 13.2 - Prob. 5RCh. 13.2 - Prob. 6RCh. 13.2 - Prob. 7RCh. 13.2 - Prob. 8RCh. 13.2 - Prob. 9RCh. 13.2 - Prob. 10RCh. 13.2 - Prob. 11RCh. 13.2 - Prob. 12RCh. 13.2 - Prob. 13RCh. 13.2 - Prob. 1LOCh. 13.2 - Prob. 2LOCh. 13.2 - Prob. 3LOCh. 13.2 - Prob. 4LOCh. 13.2 - Prob. 5LOCh. 13.2 - Prob. 6LOCh. 13.2 - Prob. 7LOCh. 13.2 - Prob. 1ICh. 13.2 - Prob. 2ICh. 13.2 - Prob. 3ICh. 13.2 - Prob. 1SRCh. 13.2 - Prob. 2SRCh. 13.2 - Prob. 3SRCh. 13.2 - Prob. 4SRCh. 13.2 - Prob. 5SRCh. 13.2 - Prob. 6SRCh. 13.2 - Prob. 7SRCh. 13.2 - Prob. 9SRCh. 13.2 - Prob. 10SRCh. 13.2 - Prob. 11SRCh. 13.2 - Prob. 12SRCh. 13.2 - Prob. 13SRCh. 13.2 - Prob. 14SRCh. 13.2 - Prob. 15SRCh. 13.2 - Prob. 16SRCh. 13.2 - Prob. 17SRCh. 13.2 - Prob. 18SRCh. 13.2 - Prob. 19SRCh. 13.2 - Prob. 20SRCh. 13 - Prob. 1CRQCh. 13 - Prob. 2CRQCh. 13 - Prob. 3CRQCh. 13 - Prob. 4CRQCh. 13 - Prob. 5CRQCh. 13 - Prob. 6CRQCh. 13 - Prob. 7CRQCh. 13 - Prob. 8CRQCh. 13 - Prob. 9CRQCh. 13 - Prob. 10CRQCh. 13 - Prob. 11CRQCh. 13 - Prob. 12CRQCh. 13 - Prob. 13CRQCh. 13 - Prob. 14CRQCh. 13 - Prob. 15CRQCh. 13 - Prob. 16CRQCh. 13 - Prob. 17CRQCh. 13 - Prob. 18CRQCh. 13 - True/False: Indicate whether each statement is...Ch. 13 - Prob. 20CRQCh. 13 - Prob. 21CRQCh. 13 - Prob. 22CRQCh. 13 - Prob. 23CRQCh. 13 - Prob. 24CRQCh. 13 - Prob. 25CRQCh. 13 - Prob. 26CRQCh. 13 - Prob. 27CRQCh. 13 - Prob. 28CRQCh. 13 - Prob. 29CRQCh. 13 - Prob. 30CRQCh. 13 - Prob. 31CRQCh. 13 - Prob. 32CRQCh. 13 - Prob. 33CRQCh. 13 - Prob. 1CICh. 13 - Prob. 2CICh. 13 - Prob. 3CI
Knowledge Booster
Learn more about
Need a deep-dive on the concept behind this application? Look no further. Learn more about this topic, biology and related others by exploring similar questions and additional content below.Similar questions
- Question #5: Assume that two genes are identified that confer gametophytic facultative apomixis in soybean. The genes show independent assortment. Recessive alleles at both loci are required for the facultative apomixis. Facultative apomixis is triggered when the temperature at pollination is above 20 degrees C. At temperatures below 20 degrees C, all reproduction is sexual, independent of genotype. A facultative apomict male, capable of producing viable pollen, was crossed with a sexually reproducing female. Assuming the parents are completely inbred, what are the predicted phenotypic ratios (apomict: non-apomict) for the F1, F2, and DH (F1-derived) generations at each of the following temperatures*: a) 15°C? b) 25°C? *for full credit, show crosses and genotypes where appropriate. Remember to position the female first (left side) in the cross. Type your answer here:arrow_forwarda. What percentage of a drug is eliminated after 4 half-lives? Please round to the nearest percent. b. What will happen to elimination of the drug in the previous question if the system is saturated? explain and show any math involvedarrow_forwardIf you wanted to reduce the difference between peak and trough levels that occur with repeated administration of a drug, how would you adjust the dose and dose interval without changing the plateau concentration (plateau is the average of peak and trough levels)? Select your answers for both dose and interval. Hint: It may be helpful to think about this problem using an example such as food. How would you eat if you wanted to maintain very steady hunger/satiety levels without changing your total caloric intake? Options: A. Dose; Increase dose B. Dose; Decrease dose C. Dose; Do not change dose D. Interval; Increase the interval between doses (give the drug less frequently) E. Interval; Decrease the interval between doses (give the drug more frequently) F. Interval; Do not change the intervalarrow_forward
- What percentage of a drug is eliminated after 4 half-lives? Please round to the nearest percent. Show the matharrow_forwardBriefly explain the 6 domain of interprofessional collaboration: Role clarification, Team functioning, Interprofessional communication, Patient/client/family/community-centered care, Interprofessional conflict resolution, Collaborative leadership. Provide a specific negative events that nursing student would observe in a clinical setting for each domain.arrow_forwardwhat is an intermittent water course and what kind of fish habitat it would providearrow_forward
- why are native freshwater mussels are an important part of great lakes ecosystemarrow_forwardwhat morphological features differentiate the lamprey species and other species in the great lakesarrow_forwardThere are a wide range of therapeutic applications available as options for patients. Medical professionals should be aware of these applications so they can make informed recommendations to patients. To gain a better understanding of some therapeutic applications and how they are related to RNA and mRNA, research long non-coding RNA. Respond to the following in a minimum of 175 words: What is lncRNA and what does it do? How does IncRNA differ from mRNA? What are some therapeutic applications associated with lncRNA? Think about possible future uses of this application. What are the advantages and disadvantages of this application and its continued use?arrow_forward
- four fish or mussel species that are native to the great lakesarrow_forwardThere are a wide range of therapeutic applications available as options for patients. Medical professionals should be aware of these applications so they can make informed recommendations to patients. To gain a better understanding of some therapeutic applications and how they are related to RNA and mRNA, research long non-coding RNA. Respond to the following in a minimum of 175 words: What is lncRNA and what does it do? How does IncRNA differ from mRNA? What are some therapeutic applications associated with lncRNA? Think about possible future uses of this application. What are the advantages and disadvantages of this application and its continued use?arrow_forwardfour physial characteristics of a fish or a mussel that would help you identify it to a speciesarrow_forward
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
Medical Terminology for Health Professions, Spira...Health & NutritionISBN:9781305634350Author:Ann Ehrlich, Carol L. Schroeder, Laura Ehrlich, Katrina A. SchroederPublisher:Cengage Learning
Human Physiology: From Cells to Systems (MindTap ...BiologyISBN:9781285866932Author:Lauralee SherwoodPublisher:Cengage Learning
Medical Terminology for Health Professions, Spira...
Health & Nutrition
ISBN:9781305634350
Author:Ann Ehrlich, Carol L. Schroeder, Laura Ehrlich, Katrina A. Schroeder
Publisher:Cengage Learning
Human Physiology: From Cells to Systems (MindTap ...
Biology
ISBN:9781285866932
Author:Lauralee Sherwood
Publisher:Cengage Learning
Visual Perception – How It Works; Author: simpleshow foundation;https://www.youtube.com/watch?v=DU3IiqUWGcU;License: Standard youtube license