A pea plant from a pure-breeding strain that is tall, has green pods, and has purple flowers that are terminal is crossed to a plant from a pure-breeding strain that is dwarf, has yellow pods, and has white flowers that are axial. The F1F1 plants are all tall and have purple axial flowers as well as green pods. a. What phenotypes do you expect to see in the F2?F2? b. What phenotypes and ratios would you predict in the progeny from crossing an F1F1 plant to the dwarf parent?

A pea plant from a pure-breeding strain that is tall, has green pods, and has purple flowers that are terminal is crossed to a plant from a pure-breeding strain that is dwarf, has yellow pods, and has white flowers that are axial. The F1F1 plants are all tall and have purple axial flowers as well as green pods. a. What phenotypes do you expect to see in the F2?F2? b. What phenotypes and ratios would you predict in the progeny from crossing an F1F1 plant to the dwarf parent?

GGPP x ggpp= GgPp, GgPp, GgPp, GgPp  4:0 All tall

GgPp X GgPp= GGPP, GgPp, GgPp, ggpp 3:1 Three tall one dwarf

GgPp x ggpp= GgPp, GgPp, ggpp, ggpp 2:2 two tall n two dwarf

Explanation:

It will result into two dwarf homozygous offspring and two heterozygous tall offspring.

1. a host loses nutrients to a parasite

2. a parasite only benefits when the host is alive (cause if the host dies the parasite dies with it )

3. producers to consumers

4. the tapeworm is a parasite

5. they convert energy from the sun (photosynthesis)

6. sunflower-robin (i think im 80% sure)

7. producer

8. consumer

9. prey

10. fresh water snails ( cause the green algea is the producer and the snails are the primary consumers and the small fish consumer so is the big fish)

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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