In humans, the allele for red-green color blindness is x-linked and recessive (xr; the dominant allele is called xr). a man with normal color vision marries a color-blind woman who gives birth to a color-blind daughter. what can be inferred from this information?

It concludes that the man is not the real father of the girl child.

Explanation:

Sex-linked or the X linked characters are the traits that inherited in a change or mutation in X chromosomes that cause the phenotype change in the male, which are homozygous for the gene as only possess one X chromosome and one Y chromosome, and Females if they are homozygous for the gene.

In the question, Man has a normal color vision (XrY) that means he has no mutated allele of color blindness. female has color blindness so that means she is a homozygous chromosome for the gene. Cross between these two results in 50% carrier daughters (XrXR) and 50% color blindness son (XRY). It means there is no chance for the color blind daughter.

Thus, the correct answer would be the man is not the real father of the girl child.

step 1: nitrogen fixation- conversion of atmospheric no₂ into forms useful to plants by lightning, bacteria, and cyanobacteria.

step 2: nitrification-process of converting ammonia to nitrite or nitrate.

step 3: assimilation-plant roots absorb new form of nitrogen.

step 4: ammonification-conversion of organic nitrogen to ammonia by bacteria involved in decomposition.

step 5: denitrification-bacteria turns the decomposed matter back into n₂o, which is released into atmosphere; repeat cycle.

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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