Analyzing Genetic Traits In this task, you will analyze a person’s genetic traits and compare them with those of the person’s close relatives.

Estimated time to complete: 1 hour

Part A

Choose your main subject. You can choose yourself, a friend, or a family member. The relatives you compare your main subject with can be parents, a parent and a sibling, two siblings, or a parent and a grandparent.

Many human traits are complex, because more than one gene controls them. As a result, there are a variety of possible traits. For example, there are several possible eye or hair colors among humans. Even with this complexity and variance, there are traits that tend to show a dominant or a recessive inheritance pattern. This table shows some common dominant and recessive traits in humans and gives the genetic abbreviation for each trait.

Dominant Recessive

Freckles present (F) not present (f)

Earlobes free-hanging (A) attached to the head (a)

Dimples yes (D) no (d)

Hitchhiker’s thumb tip of the thumb is straight when bent back (H) top of the thumb bends at a 90-degree angle (h)

Chin cleft yes (C) no (c)

Sit down with your subject and the two relatives. Decide whether they have any of these traits. If they do, determine whether they show the dominant or the recessive form. Fill in the table with your findings. Classify your main interviewee as the main subject. Label the other two relatives by their relationship to the subject.

You can make up relatives or use your own please just answer correctly.

name and explain one of the event that occurs during meiosis that increases the variation in offspring even more than simple reproduction?

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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