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19 Nov
2020

Wild chili pepper plants exhibit heritable variation in the “heat” of the peppers, which…

Category:ACADEMICIAN

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Wild chili pepper plants exhibit heritable variation in the “heat” of the peppers, which is related to the amount of the chemical capsaicin they produce. Let’s assume that the levels of capsaicin in these peppers can be classified into three phenotypes: “mild”, “medium”, and “hot”. Let’s also assume that the level of heat is governed by a single gene locus with two alleles (“hot” and “mild”), with heterozygous individuals having the intermediate phenotype (“medium”).You observe a population of 1300 pepper plants and find that 600 of them produce mild tasting peppers, 200 produce medium peppers, and 500 produce hot peppers.a. What are the allele frequencies for this population?b. What are the observed genotype frequencies in this population?c. What would you expect the genotype frequencies to be in this population if it is not evolving?d. Is this population evolving or not? (Hint: you will need to use the Ch-square equation below to answer this!) Explain your answer. The critical value of the X2 statistic is 3.84 to reject a null hypothesise. Given your observed and expected genotype frequencies, if selection is taking place in this population, is it most likely to be directional, stabilizing, or disruptive in nature?
Answer the following question from the video “MMicrobes, Mental Wellness
Answer the following question from the video “MMicrobes, Mental Wellness
2. Biff is the son of Willy and Linda Loman. Willy is of genotype AABBCC and Linda is aabbCC. These
2. Biff is the son of Willy and Linda Loman. Willy is of genotype AABBCC and Linda is aabbCC. These three particular genes (“A/a”, “B/b”, and “C/c”) are located on the same chromosome. a) What must Biff’s genotype be? b) For these three genes, draw the arrangement of alleles on Biff’s pair of homologous chromosomes, below. Based on the information given above, you do not know for certain what order the genes are in along the chromosome, but you do know for certain which alleles are found together on the same chromosome within this pair of homologous chromosomes. How do you know this for certain? c) When Biff himself makes gametes, what types of gametes will Biff make if crossing over does not occur? In what proportions will he make those gametes? d) What types of gametes could Biff make only if crossing over does occur between these genes? In what proportions will he make those gametes? e) Which will be more common – the gametes that require crossing over or the gametes that do not require crossing over between these genes? Why?
1.Me and my class have been talking about medical history and dental history my question is, what type of questions
1.Me and my class have been talking about medical history and dental history my question is, what type of questions you would ask your patient for these conditions:Heart murmur-Artificial joints-High blood pressure-2. And what is the difference between a medical history and a dental history?3.[At The Dentist] So in the patients chart it noted that the patient has asthma. We start a procedure and the patient has an asthma attack. We have to stop and give the patient a break. We have not finished the procedure, so we place something temporary. The patient will need to return. Where would this information be recorded. What things can we do the next appointment to maybe avoid this from happening?
Living things share 8 characteristics.A living thing grows, undergoes metabolism, responds to its environment, reproduces, passes DNA to the next
Biology Assignment Writing Service
Living things share 8 characteristics.A living thing grows, undergoes metabolism, responds to its environment, reproduces, passes DNA to the next generation, maintains homeostasis, changes over time, and is made up of cells. A non-living thing may seem to do one or more of these things, but to be classified as living; all eight characteristics must be present. Sometimes, you may see something that seems alive but is not. Though you can’t see it, you have likely experienced it; one of those things is a virus.Answer BOTH of the following questions: -Using all 8 of the characteristics that define life, indicate which one(s) viruses have and which one(s) they do not, and explain each difference. -With these results, present an argument that a virus is a living thing. -Present the opposite argument that viruses are not alive. You can fill out a table like thisCharacteristic Virus(yes, no, maybe, sort of) Explanation ReproducePass along their traits through DNAConsume energy sources and expel waste products to maintain homeostasisRespond to their environmentsRespond to stimulusChange over timeCan differ as individuals while still being part of a speciesAre made up of cells
Hillary accepts the position, and 6 months into her role as unit manager she was asked to follow up on
Hillary accepts the position, and 6 months into her role as unit manager she was asked to follow up on survey results indicating insufficient staffing to help feed patients at mealtimes, especially the breakfast meal. The majority of residents on the unit need assistance with feeding, from setting up trays to needing to be fed. On the 30-bed unit, the ratio of staff to residents is 1:10 inclusive of licensed and unlicensed personnel. Meals are encouraged to be taken in the dining room, but traditionally, the majority of residents in this unit eat in their rooms. A strategy must be implemented to ensure that feeding/nutritional needs are met for the unit’s residents.1. One staff member says, “You’ve got the power to change this so do it.” Looking at the sources of power, how should Hillary respond to this statement?
I am carrying some study and I will like to have some on the following 1. What is the National
I am carrying some study and I will like to have some on the following 1. What is the National Center of Biotechnology Information used for? 2. What is Molecular bioinformatics 3. Molecular information about taxa (incl. Humans) 4 How are taxa related? 5. What function does a gene have? 6. Which proteins are expressed with a sickness?
Open the Faraday’s Electromagnetic Lab by clicking https://phet.colorado.edu/en/simulation/legacy/faraday. Open the Generator simulation. You should see the image below. Turn on
Open the Faraday’s Electromagnetic Lab by clicking https://phet.colorado.edu/en/simulation/legacy/faraday. Open the Generator simulation. You should see the image below. Turn on the water source. Observe everything that is happening to the bar magnet and the coil. What is the best way to describe Faraday’s Law of Magnetic Induction?Select one:a. Voltage and therefore current is produced when there is a change in the magnetic field strength inside a coil or electric circuit.b. The voltage produced in a coil depends only on the strength of the magnet that is near the coil not how quickly that magnet moves towards or away from the coil.c. Magnetism and Electricity are separate phenomena and do not affect one another.
-In a cross between a squash plant homozygous for yellow fruit color and disk fruit shape and one homozygous
-In a cross between a squash plant homozygous for yellow fruit color and disk fruit shape and one homozygous for white fruit color and sphere fruit shape, what will be the appearance, as to color and shape of fruit, of the F1? of the F2 (second generation of offspring)? of the offspring of a cross of the F1 with a yellow, disk parent? With a white, sphere parent?
1. Understand insertion of Nasal Gastric Tube (NGT)2. Understand Complex Carbohydrate foods 3. Understand Bulimia Nervosa4. Understand Nursing Priority (Hint:
1. Understand insertion of Nasal Gastric Tube (NGT)2. Understand Complex Carbohydrate foods 3. Understand Bulimia Nervosa4. Understand Nursing Priority (Hint: Airway, Breathing, Circulation (ABC’s)5. Know S/S Fluid Overload6. Understand the function of Potassium (K )7. Know Osmosis8. Know the normal/abnormal range of Sodium (Na ) 9. Know the pressure ulcer stage(s)10. Understand Nursing Priority as it relates to NGT 11. Under foods that can be high risk Aspiration 12. Know S/S of a patient in Fluid Volume Deficit (Select all that apply)13. Know the normal/abnormal range for Potassium (K ) 14. Understand Chvostek’s Sign15. Understand Dehiscence 16. Know who is at risk for developing pressure ulcers17. Understand Simple Carbohydrates 18. Which nutrient acts as the primary building block for the body?19. Understand the Nursing Priority as it relates to Vagal Response20. Know the normal/abnormal range for the pH of urine 21. Understand the interventions and treatment for Pyelonephritis22. Understand the difference between Clean Catch Midstream and Urine Catheter Sample 23. Understand the function of the Jackson-Pratt drain 24. Know the difference good and bad Cholesterol 25. Know the S/S of Hypoglycemia26. Know the range of gastric acid pH 27. Understand Foley Catheter and daily care28. Know the normal/abnormal range for Calcium (Ca )29. Know the Nursing Priority as it relates to an open incision (Select all that apply)30. Know at what angle to administer an IM injection for a low weight patient31. Know at what need size to use to administer an IM injection for an obese patient32. Understand safety as it relates to capping a needle33. Know what foods are included in a lacto-vegetarian diet34. Understand medication and prevention of Neural Tube Defects during fetal development?35. Know the Nursing Priority as it relates to Aspiration36. Understand BMI as it relates to normal/abnormal weight37. Understand “minerals” as it relates to the amounts in the body 38. Understand Enema Administration 39. Know Nursing Priority as it relates to Indwelling Foley Catheter 40. Know the normal/abnormal range for Magnesium in the blood 41. Understand Diffusion 42. Know the proper angle for the Z-Track method of an injection 43. Know the preferred site to administer a IM injection 44. Understand the gauge(s) of needles (Hint: appropriate to give fluids faster)45. Know the order in which to draw up Insulin46. Know the nutrient that is most to wound healing47. Know the Kubler-Ross’s Stages of Death and Dying 48. Know the acceptable amount of urine per/hr.
A newborn was born in a hospital at 0800. Both parents refused immunizations for their child. They both reported that
A newborn was born in a hospital at 0800. Both parents refused immunizations for their child. They both reported that they don’t believe in vaccinations and it’s not because of their culture or beliefs. What should the student nurse do in this situation? What kind of resources should the student nurse provide to the parents? Should the student nurse assess the parents for knowledge deficit?

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