special event Biology<\/span><\/h2>\n

Sample Answer for special event Biology Included After Question<\/strong><\/h2>\n

INET Lab Genetics Worksheet Report Template Student: Email: Date: Please complete and submit this worksheet to earn 5 points. 1. There are 3 alleles controlling the ABO blood types. IA and IB are codominant genes so that the combination IAIB produces the AB blood type. The third allele, (i) is recessive to the other two alleles. Show your work for each cross. Indicate which of these parents could produce the given child. Fill in all the blank spaces. The first one is provided with answers as an example. (HINT: Do not forget that a heterozygous versus a homozygous blood type may yield different results.) a) Parent Child A x AB B IA IB IA IA IA IA IB IA IA IA IA IB Produce Child of Type? b) No Parent Child AxO A Allele? IA IB IA IA IA IA IB i IA i IB i Produce Child of Type? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Produce Child of Type? Yes c) Parent Child AxB O Allele? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Produce Child of Type? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? d) Parent Child A x AB O Allele? Allele? Produce Child of Type? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Allele? Produce Child of Type? e) Parent Child BxB O Allele? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Allele? Allele? Allele? Produce Child of Type? f) Parent Child AB x AB A Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Produce Child of Type? Autosomal Disorder 2. The allele for albinism (a) is recessive to the allele for normal pigmentation (A). A normally pigmented woman whose father is an albino marries an albino man whose parents are normal. They have three children, two normal and one albino. Give the genotypes for each person listed. Prove your answer. 1 2 3 5 4 6 7 9 8 # Relationship 1 Paternal Grandfather 2 Paternal Grandmother 3 Maternal Grandfather 4 Maternal Grandmother 5 Father 6 Mother 7 Child 1 8 Child 2 9 Child 3 a) Show the cross of the paternal grandparents. (HINT: What must their genotypes be to produce and albino child?) Allele? Allele? Allele? Allele? b) What are the possible genotypes of the maternal grandmother? Allele? Allele? Allele? Allele? Allele? Allele? Allele? Allele? Genotype(s) c) Show the cross of the mother and father. Allele? Allele? Allele? Allele? Test Cross 3. In horses, black coat color is influenced by the dominant allele (B), and chestnut coat color by the recessive allele (b). a) What color horse would you use to find out the genotype of a black trotter? b) Give the genotype and phenotype. Show your work and discuss the reason you would know the genotype of the black horse. Possible Allele Pairings with Homozygous Dominant Trotter Allele? Allele? Allele? Allele? F1 offspring probabilities: Possible Allele Pairings with Heterozygous Trotter Allele? Allele? Allele? Allele? F1 offspring probabilities: Reasoning: X-Link Disorder 4. In Drosophila, the fruit fly, white eyes are determined by a recessive X-linked gene, and the wild-type or normal brick-red eyes are due to its dominant allele. Use symbols of the following types: X rY = a whiteeyed male; XRXR = a homozygous normal red female. a) What offspring can be expected from a cross of a white-eyed male and a homozygous normal female? b) Show the genotypes and list the phenotypes of the F1 offspring. F1 Cross Allele? Allele? Allele? Allele? F1 offspring probabilities: Male Female Red-Eyed White-Eyed c) Now, cross the F1 offspring. Show the genotypes and list the phenotypes of the F 2 offspring. F2 Cross Allele? Allele? Allele? Allele? F2 offspring probabilities: Male Red-Eyed White-Eyed Female INET Lab Genetics Worksheet Report Template Student: Email: Date: Please complete and submit this worksheet to earn 5 points. 1. There are 3 alleles controlling the ABO blood types. IA and IB are codominant genes so that the combination IAIB produces the AB blood type. The third allele, (i) is recessive to the other two alleles. Show your work for each cross. Indicate which of these parents could produce the given child. Fill in all the blank spaces. The first one is provided with answers as an example. (HINT: Do not forget that a heterozygous versus a homozygous blood type may yield different results.) a) Parent Child A x AB B IA IB IA IA IA IA IB IA IA IA IA IB Produce Child of Type? b) No Parent Child AxO A Allele? IA IB IA IA IA IA IB i IA i IB i Produce Child of Type? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Produce Child of Type? Yes c) Parent Child AxB O Allele? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Produce Child of Type? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? d) Parent Child A x AB O Allele? Allele? Produce Child of Type? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Allele? Produce Child of Type? e) Parent Child BxB O Allele? Allele? Allele? Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Allele? Allele? Allele? Produce Child of Type? f) Parent Child AB x AB A Allele? Allele? Allele? Allele? Produce Child of Type? Allele? Produce Child of Type? Autosomal Disorder 2. The allele for albinism (a) is recessive to the allele for normal pigmentation (A). A normally pigmented woman whose father is an albino marries an albino man whose parents are normal. They have three children, two normal and one albino. Give the genotypes for each person listed. Prove your answer. 1 2 3 5 4 6 7 9 8 # Relationship 1 Paternal Grandfather 2 Paternal Grandmother 3 Maternal Grandfather 4 Maternal Grandmother 5 Father 6 Mother 7 Child 1 8 Child 2 9 Child 3 a) Show the cross of the paternal grandparents. (HINT: What must their genotypes be to produce and albino child?) Allele? Allele? Allele? Allele? b) What are the possible genotypes of the maternal grandmother? Allele? Allele? Allele? Allele? Allele? Allele? Allele? Allele? Genotype(s) c) Show the cross of the mother and father. Allele? Allele? Allele? Allele? Test Cross 3. In horses, black coat color is influenced by the dominant allele (B), and chestnut coat color by the recessive allele (b). a) What color horse would you use to find out the genotype of a black trotter? b) Give the genotype and phenotype. Show your work and discuss the reason you would know the genotype of the black horse. Possible Allele Pairings with Homozygous Dominant Trotter Allele? Allele? Allele? Allele? F1 offspring probabilities: Possible Allele Pairings with Heterozygous Trotter Allele? Allele? Allele? Allele? F1 offspring probabilities: Reasoning: X-Link Disorder 4. In Drosophila, the fruit fly, white eyes are determined by a recessive X-linked gene, and the wild-type or normal brick-red eyes are due to its dominant allele. Use symbols of the following types: X rY = a whiteeyed male; XRXR = a homozygous normal red female. a) What offspring can be expected from a cross of a white-eyed male and a homozygous normal female? b) Show the genotypes and list the phenotypes of the F1 offspring. F1 Cross Allele? Allele? Allele? Allele? F1 offspring probabilities: Male Female Red-Eyed White-Eyed c) Now, cross the F1 offspring. Show the genotypes and list the phenotypes of the F 2 offspring. F2 Cross Allele? Allele? Allele? Allele? F2 offspring probabilities: Male Red-Eyed White-Eyed Female Curse of the Garcias Discover Dec. 2000 Why are so many women in this family unable to conceive? An early medical description of a condition similar to androgen insensitivity appeared in a German journal in 1817. The role of sex chromosomes in the syndrome was not discovered until 1937. The incidence of androgen insensitivity is roughly one in 50,000. Two facts about Imelda Garcia struck me when Ellen, our genetics counselor, introduced her. First, she seemed unusually nervous. Her hands were balled tightly into fists and her lips were clenched. Second, she was strikingly attractive, with a tall, well-proportioned body, pretty face, and long, dark hair. \u201cyou seem nervous,\u201d I began, thinking that an obvious statement might put her more at ease. She was silent for a moment. I tried again. \u201cWhat\u2019s the matter?\u201d \u201cI\u2019m supposed to be at school now,\u201d she answered. \u201cAnd if my parents knew I was here, they would be very angry.\u201d \u201cWhy would they be angry?\u201d Ellen asked. \u201cThey say, There\u2019s nothing wrong with you. They say, God made me this way and nothing cam be done to change that. But I don\u2019t believe that. What kind of a God would do that?\u201d \u201cIn the town where I was born, a lot of women have the same problem as I do. They call it \u201cThe Curse of the Garcias\u2019 because so many in my mother\u2019s family have it. Although all of us look and act like everyone else, we are very, very different.\u201d \u201cIn what way?\u201d Ellen asked. \u201cNone of us can bear children. We never even get out period.\u201d As Imelda began telling her story, Ellen recorded the family history. Imelda was the seventh of eight children, and she had lived on a small farm in Mexico until her parents moved the family to New York City five years ago. Two of her older sisters, she said, were also affected. The problem stretched back at least four generations: Three of her mother\u2019s four sisters had the condition. Over four generations, I counted a total of 16 childless women. That pattern was already suggesting that the syndrome was linked somehow to a problem on the X chromosome. \u201cMy mother says she can tell from the time a girl is 4 or 5 whether she is cursed or not,\u201d added Imelda, \u201cbut it isn\u2019t until we are teenagers that things begin to change.\u201d \u201cHow does she know?\u201d I interrupted. \u201cShe says we are prettier than the other girls. But I know that if I could trade being pretty for being normal, I\u2019d do it in a second. In Mexico, girls are treated like royalty when they get their period. But those of us who aren\u2019t able to have children are treated like slaves. We are forced to serve the others, to care for them, cook and clean for them. We can\u2019t marry. And then, when we become too old to work, we\u2019re banished from the houses of our relatives.\u201d \u201cIs that why your family came to New Your?\u201d I asked. \u201cYes. My parents wanted to do anything they could to make sure that we wouldn\u2019t end up that way. So they gave up everything to move here. Still, they don\u2019t want us to talk to doctors. But I\u2019ve learned in biology class about hormones. I\u2019ve been thinking this may be an endocrine imbalance.\u201d \u201cBefore we can talk about helping you, we have to figure out exactly what\u2019s wrong.\u201d I responded. \u201cIt\u2019s certainly possible we\u2019ll find out you have a simple problem that can be treated with hormones or some other medication. But it it\u2019s also possible we\u2019ll find a condition we can\u2019t fix. Are you willing to go ahead, knowing that we may wind up taking away the hope you have now?\u201d Imelda considered my question for a few moments before answering. \u201cYou\u2019re right that I have some hope now. But I want to find out, even if it means I have to accept the fact that nothing can be done to help me.\u201d \u201cAll right,\u201d I replied. \u201cLet me tell you what we\u2019re going to do. First, I\u2019m going to examine you. Then I\u2019m going to take blood for some tests. Those tests may tell us the diagnosis. When we get the test results, we\u2019ll talk about what can or cannot be done. Ellen and I left the room. I asked her what she thought the problem might be. Without hesitation, she replied: \u201cAndrogen insensitivity syndrome.\u201d I agreed. In Human Development, being female is, to use computer terminology, the default. Unless it receives other signals, the embryonic tissue that gives rise to the external genitalia will from itself into normal female structures during the first trimester. Making a male is more complex. A gene called SRY on the Y chromosome must prompt the undifferentiated embryonic gonad to become a testis during the seventh week after conception. That testis must then produce testosterone, one of a class of male hormones called androgens. Next. Testosterone molecules must attach themselves to the surface of the individual cells that form the embryonic sex ducts, the structures that ultimately give rise to the external genitalia. If these cells can recognize testosterone, male development proceeds by prompting the female-forming structures, known as the Mullerian ducts, to degenerate and the male-forming structures, called Wolffian ducts, to differentiate into the organs and ducts needed for male development. Any irregularity in this pathway will lead to either incomplete male development or the production of an externally \u201cnormal looking\u201d female. In individuals affected with androgen insensitivity syndrome, also known as \u201ctesticular feminization,\u201d the first three steps occur normally \u2013 individuals inherit an X and a Y chromosome, the SRY gene on the Y chromosome signals the undifferentiated gonads to form into testes, and the testes produce normal amounts of testosterone. But then, because of an error in a gene carried on the X chromosome, the cells that are supposed to bind testosterone to their surface and initiate male development can\u2019t recognize it. So, in spite, of carrying a Y chromosome and making lots of testosterone, these individuals develop into women who have testes in their abdomen instead of ovaries, Because the male-making effects of testosterone are tharted, the body converts the hormone to estrogen, so these women tend to develop full figures. Overall, they are perfectly healthy, but the testes can, in rare cases, turn cancerous, so they\u2019re usually removed when the patient completes development. At that point, the patient must begin estrogen replacement to avoid entering menopause. Imelda\u2019s exam showed she was not normal in two ways. There was no axillary or pubic hair, and her vagina was very short, ending in a blind pouch. Given her exam and the abundance of affected women in her family history, I was nearly certain that the Garcias\u2019 problem resulted from inherited S-linked androgen insensitivity syndrome. But I would need a blood test to confirm the diagnosis. The test indeed showed that Imelda had one X and one Y chromosome in her cells. And her hormone testing showed an extraordinarily high level of testosterone. Her endocrine system was screaming for her body to make a man, but her cells were deaf to those instructions. Before Imelda returned to discuss the tests, Ellen and I had decided to let Imelda start with her own questions. We agreed that we wouldn\u2019t tell Imelda about the results of the genetic test unless she brought it up. Telling a woman she has the chromosome complement of a man can have long-term and far-reaching psychological consequences. When Imelda arrived, I started by saying, \u201cThe tests showed that you have an alteration in one of your genes. This gene is responsible for causing your internal structures to mature.\u201d \u201cDoes that mean something is wrong with the gene that causes estrogen to be made?\u201d Imelda asked. \u201cNot exactly,\u201d I replied. \u201cIt\u2019s the gene that causes the cells of the body to be able to recognize the presence of the sex hormones. Because of the way the gene is altered, your internal structures are unable to recognize hormones. As a result, they did not develop as they should have, and when you\u2019re a few years older, you\u2019ll need an operation to remove your gonads.\u201d \u201cDoes this mean my womb didn\u2019t develop?\u201d Imelda asked. I nodded \u201cYou mean I can\u2019t have children?\u201d Her eyes filled with tears. \u201cImelda, I wish we\u2019d found something that would bet better with medication. I \u2018m sorry.\u201d \u201cThis doesn\u2019t make you any less of a person,\u201d Ellen said. \u201cYou\u2019re not in Mexico now, you\u2019re in New York. And in New York, women who can\u2019t have children aren\u2019t considered useless, hopeless people. You\u2019re young, you\u2019re smart, and you have your whole life ahead. You can be anything you want to be\u201d \u201cExcept a mother,\u201d Imelda added. \u201cIt is true that because of this problem you won\u2019t be able to bear children of your own ,\u201d I said. \u201cBut you can always adopt children. And being a mother to an adopted child is just as satisfying as being a mother to a child you\u2019ve borne yourself.\u201d There was silence in the room for a few seconds. \u201cWhen I cam e here last week,\u201d Imelda finally said, \u201cyou asked if I wanted to go ahead with this, even though there was a chance I\u201dd find out that nothing could be done. Even though it worked out this way, I think I made the right decision.\u201d I was glad she felt that way, but I found this a frustrating message to deliver. In recent years, thanks to the genetic revolution, physicians can discover detailed answers to complex diagnostic questions that used to remain mysteries. But the answers don\u2019t necessarily make anything better. In one way or another, we all have to live with who our genes have dictated we are. The case described in Vital Signs is based on a true story. Some details have been changed to protect the patient\u2019s privacy. Robert Marion is a professor of genetics at Albert Einstein College of Medicine and director of genetics at Montefiore Medical Center in New York City. Although androgen insensitivity is relatively rare, Marion says he sees about one case every five years. Marion\u2019s recent books include Learning to Play God and Intern\u2019s Blues. The Curse of the Garcias \u2013 Androgen Insensitivity Question Sheet 1. What aspect of Imelda\u2019s family history was unusual? 2. Which of Imelda\u2019s chromosomes carries the mutant gene? 3. Did Imelda receive her mutant gene from her mother or her father? 4. Where is the SRY gene located and what does it do? (On which chromosome number ) 5. Does Imelda have a mutated SRY gene? 6. What happens if a developing fetus doesn\u2019t receive an SRY gene? 7. Does Imelda produce the male sex hormone, testosterone? 8. Why didn\u2019t the testosterone trigger the development of male characteristics when Imelda was a fetus? 9. What happens to the testosterone that Imelda produces? 10. If you were the doctor in this article, would you have given Imelda all the details? 11. If you were Imelda, would you have wanted all the details? 12. What do you think; Is Imelda a man or a woman? 13. If a technique were available to correct this mutation, would you support its use if \u2026\u2026 ? \uf0f0 The developing embryo could be tested for the mutant chromosome and it could be swapped for a normal chromosome. \uf0f0 Eggs could be screened for the mutant gene and discarded. Only eggs containing the normal chromosome allowed to be fertilized. On the back of the paper, draw a possible lineage\/pedigree chart for Imelda\u2019s family with the information provided in the article.<\/p>\n

A Sample Answer For the Assignment: special event Biology<\/strong><\/h2>\n

Title: <\/strong> special event Biology<\/strong><\/h2>\n

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• Grid View<\/a><\/u><\/strong><\/li>\n<\/ul>\n\n\n\n\n\n\n\n\n\n\n\n

  \u00a0<\/strong><\/td>\n	Excellent<\/strong><\/td>\n	Good<\/strong><\/td>\n	Fair<\/strong><\/td>\n	Poor<\/strong><\/td>\n<\/tr>\n<\/thead>\n
  Main Postinga<\/strong><\/td>\n	45\u00a0(45%)\u00a0– 50\u00a0(50%)<\/p>\n Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.<\/p>\n  <\/p>\n Supported by at least three current, credible sources.<\/p>\n  <\/p>\n Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.<\/td>\n	40\u00a0(40%)\u00a0– 44\u00a0(44%)<\/p>\n Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.<\/p>\n  <\/p>\n At least 75% of post has exceptional depth and breadth.<\/p>\n  <\/p>\n Supported by at least three credible sources.<\/p>\n  <\/p>\n Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.<\/td>\n	35\u00a0(35%)\u00a0– 39\u00a0(39%)<\/p>\n Responds to some of the discussion question(s).<\/p>\n  <\/p>\n One or two criteria are not addressed or are superficially addressed.<\/p>\n  <\/p>\n Is somewhat lacking reflection and critical analysis and synthesis.<\/p>\n  <\/p>\n Somewhat represents knowledge gained from the course readings for the module.<\/p>\n  <\/p>\n Post is cited with two credible sources.<\/p>\n  <\/p>\n Written somewhat concisely; may contain more than two spelling or grammatical errors.<\/p>\n  <\/p>\n Contains some APA formatting errors.<\/td>\n	0\u00a0(0%)\u00a0– 34\u00a0(34%)<\/p>\n Does not respond to the discussion question(s) adequately.<\/p>\n  <\/p>\n Lacks depth or superficially addresses criteria.<\/p>\n  <\/p>\n Lacks reflection and critical analysis and synthesis.<\/p>\n  <\/p>\n Does not represent knowledge gained from the course readings for the module.<\/p>\n  <\/p>\n Contains only one or no credible sources.<\/p>\n  <\/p>\n Not written clearly or concisely.<\/p>\n  <\/p>\n Contains more than two spelling or grammatical errors.<\/p>\n  <\/p>\n Does not adhere to current APA manual writing rules and style.<\/td>\n<\/tr>\n
  Main Post: Timeliness<\/strong><\/td>\n	10\u00a0(10%)\u00a0– 10\u00a0(10%)<\/p>\n Posts main post by day 3.<\/td>\n	0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/td>\n	0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/td>\n	0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/p>\n Does not post by day 3.<\/td>\n<\/tr>\n
  First Response<\/strong><\/td>\n	17\u00a0(17%)\u00a0– 18\u00a0(18%)<\/p>\n Response exhibits synthesis, critical thinking, and application to practice settings.<\/p>\n  <\/p>\n Responds fully to questions posed by faculty.<\/p>\n  <\/p>\n Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.<\/p>\n  <\/p>\n Demonstrates synthesis and understanding of learning objectives.<\/p>\n  <\/p>\n Communication is professional and respectful to colleagues.<\/p>\n  <\/p>\n Responses to faculty questions are fully answered, if posed.<\/p>\n  <\/p>\n Response is effectively written in standard, edited English.<\/td>\n	15\u00a0(15%)\u00a0– 16\u00a0(16%)<\/p>\n Response exhibits critical thinking and application to practice settings.<\/p>\n  <\/p>\n Communication is professional and respectful to colleagues.<\/p>\n  <\/p>\n Responses to faculty questions are answered, if posed.<\/p>\n  <\/p>\n Provides clear, concise opinions and ideas that are supported by two or more credible sources.<\/p>\n  <\/p>\n Response is effectively written in standard, edited English.<\/td>\n	13\u00a0(13%)\u00a0– 14\u00a0(14%)<\/p>\n Response is on topic and may have some depth.<\/p>\n  <\/p>\n Responses posted in the discussion may lack effective professional communication.<\/p>\n  <\/p>\n Responses to faculty questions are somewhat answered, if posed.<\/p>\n  <\/p>\n Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.<\/td>\n	0\u00a0(0%)\u00a0– 12\u00a0(12%)<\/p>\n Response may not be on topic and lacks depth.<\/p>\n  <\/p>\n Responses posted in the discussion lack effective professional communication.<\/p>\n  <\/p>\n Responses to faculty questions are missing.<\/p>\n  <\/p>\n No credible sources are cited.<\/td>\n<\/tr>\n
  Second Response<\/strong><\/td>\n	16\u00a0(16%)\u00a0– 17\u00a0(17%)<\/p>\n Response exhibits synthesis, critical thinking, and application to practice settings.<\/p>\n  <\/p>\n Responds fully to questions posed by faculty.<\/p>\n  <\/p>\n Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.<\/p>\n  <\/p>\n Demonstrates synthesis and understanding of learning objectives.<\/p>\n  <\/p>\n Communication is professional and respectful to colleagues.<\/p>\n  <\/p>\n Responses to faculty questions are fully answered, if posed.<\/p>\n  <\/p>\n Response is effectively written in standard, edited English.<\/td>\n	14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\n Response exhibits critical thinking and application to practice settings.<\/p>\n  <\/p>\n Communication is professional and respectful to colleagues.<\/p>\n  <\/p>\n Responses to faculty questions are answered, if posed.<\/p>\n  <\/p>\n Provides clear, concise opinions and ideas that are supported by two or more credible sources.<\/p>\n  <\/p>\n Response is effectively written in standard, edited English.<\/td>\n	12\u00a0(12%)\u00a0– 13\u00a0(13%)<\/p>\n Response is on topic and may have some depth.<\/p>\n  <\/p>\n Responses posted in the discussion may lack effective professional communication.<\/p>\n  <\/p>\n Responses to faculty questions are somewhat answered, if posed.<\/p>\n  <\/p>\n Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.<\/td>\n	0\u00a0(0%)\u00a0– 11\u00a0(11%)<\/p>\n Response may not be on topic and lacks depth.<\/p>\n  <\/p>\n Responses posted in the discussion lack effective professional communication.<\/p>\n  <\/p>\n Responses to faculty questions are missing.<\/p>\n  <\/p>\n No credible sources are cited.<\/td>\n<\/tr>\n
  Participation<\/strong><\/td>\n	5\u00a0(5%)\u00a0– 5\u00a0(5%)<\/p>\n Meets requirements for participation by posting on three different days.<\/td>\n	0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/td>\n	0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/td>\n	0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/p>\n Does not meet requirements for participation by posting on 3 different days.<\/td>\n<\/tr>\n
  Total Points: 100<\/td>\n	<\/td>\n<\/tr>\n
  <\/td>\n	<\/td>\n	<\/td>\n	<\/td>\n	<\/td>\n	<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n  <\/p>\n","protected":false},"excerpt":{"rendered":" special event Biology Sample Answer for special event Biology Included After Question INET Lab Genetics Worksheet Report Template Student: Email: Date: Please complete and submit this worksheet to earn 5 points. 1. There are 3 alleles controlling the ABO blood types. IA and IB are codominant genes so that the combination IAIB produces the AB […]<\/p>\n","protected":false},"author":11,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-30668","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\n