BELK SCIENCE F/LIFE-MASTRG. BIOL.AC+EBK
BELK SCIENCE F/LIFE-MASTRG. BIOL.AC+EBK
6th Edition
ISBN: 9781323907634
Author: BELK
Publisher: PEARSON
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Chapter 18, Problem 1MTC

The science that you learned in this chapter has helped you better understand the real-world example used throughout this discussion. Draw a line from the statement on the left to the science that supports it on the right

Chapter 18, Problem 1MTC, The science that you learned in this chapter has helped you better understand the real-world example

Answers to Got It? Visualize This, Working with Data, Sounds Right, But Is It?, Show You Know, and Chapter Review questions can be found in the Answers section at the back of the book.

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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?
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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…
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