‘Linked genes’ is a term used for two characters, whose genes are situated on the same chromosome. You are asked to investigate whether two characters of pea plants, are linked or not. The two characters are flower color and pollen shape. The dominant traits are purple flowers and long pollen grains. The recessive traits are white flower color and round pollen grains. You have true breeding strains available, and a garden. Which crosses do you make and how do you determine whether the genes for flower color and pollen shape are linked, or not? Provide enough detail so we can assess your understanding, e. g. draw Punnett squares and provide expected ratios of offspring for each cross.

americans began to notice growing differences between the northern and southern sections of the country. there were more people living in cities in the north, which made it more urban. more people lived on farms in the south, which made it more rural. while many people were farmers in the northern states, there were now other ways to make a living, such as working in mechanical cotton gins factories manufacturing cloth, tools and other goods. people in the north supported high tariffs on goods imported from europe because the extra cost encouraged people to “buy american” instead. in the southern states, planters did not like tariffs because they sold most of their production to europe and bought their tools from there as well. southerners believed the protective tariff was something that only northern factory owners keep their profits high. so the southern politicians came up with an idea. they would opt out. they would simply ignore the protective tariff. it was ‘null and void’ in south carolina. the state would not collect the taxes on goods imported into south carolina, no matter what the president said they had to do. this decision led to the nullification crisis.

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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