DO NOT DO THE MATH IF THERE ARE COMPONENT CHANCES INCLUDE .pdf

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DO NOT DO THE MATH. IF THERE ARE COMPONENT CHANCES, INCLUDE THEM INDIVIDUALLY ALONG WITH ARITHMETIC OPERATORS, E.G., 2/3 X 1/2. What is IV-5's chance of being a carrier? What is V-3's chance of being a carrier? If two carriers mate, what is the child's chance of being homozygous recessive? If IV-5 and V-3 were to have a child together, what is the chance the child would be affected? This pedigree shows the transmission of an autosomal recessive trait -- For any of the questions below, do not do math. If there are component chances, include them individually along with arithematic operators, e.g., 2/3 1/2. What is IV-5's chance of being a carrier? What is V-3's chance of being a carrier? If two carriers mate, what is the child's chance of being homozygous recessive? If IV-5 and V-3 were to have a child together, what is the chance the child would be affected?.

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$DO NOT DO THE MATH. IF THERE ARE COMPONENT CHANCES, INCLUDE THEM INDIVIDUALLY ALONG WITH ARITHMETIC OPERATORS, E.G., 2/3 X 1/2. What is IV-5's chance of being a carrier? What is V-3's chance of being a carrier? If two carriers mate, what is the child's chance of being homozygous recessive? If IV-5 and V-3 were to have a child together, what is the chance the child would be affected? This pedigree shows the transmission of an autosomal recessive trait -- For any of the questions below, do not do math. If there are component chances, include them individually along with arithematic operators, e.g., 2/3 1/2. What is IV-5's chance of being a carrier? What is V-3's chance of being a carrier? If two carriers mate, what is the child's chance of being homozygous recessive? If IV-5 and V-3 were to have a child together, what is the chance the child would be affected?$

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Does anyone have a photo of the completed moon map? I need the map labeled and here are the instructions. Geology 137 Homework 1: Making Maps Since we will be looking at lots of geological maps this term, and since many geological studies begin with making a geological map, let's start by making a simple geologic map of our own. To keep it simple, we'll map an area of the moon, directly on a photograph of a portion of the lunar surface. The first step in this process is identifying the different rocks in the area to be mapped. On earth you might walk over the area, investigating outcrops of in situ rocks (not float, loose rocks that have moved from their original location), collecting samples and locating and labeling them carefully on your base map, making field identifications to begin but reserving the right to change those after careful laboratory analysis of the samples later. The different categories of rocks you identify are the rock units for that area; each will generally tell you something about the deposition or emplacement of that rock type: part of the geological history of the area. The second step is to locate the contacts between these rock units, the places where these units meet. These will be drawn as lines on a map, but as the rocks are three-dimensional bodies, contacts are surfaces between rock units. These must be meticulously drawn, as the nature of these contacts will reveal the next piece of the geological puzzle: how the different rock units are related to each other in time. The final step is to take the evidence from the rock units and from the relationships between these rock units, and construct a geological history of the mapped area. So: decide units, locate contacts, write history. 1. UNITS. Obviously, we are not going to walk around collecting samples on the moon, so we must use what we have. Our rock units will be identified from the photograph: from differences in grey scale, in texture, in reflectivity. Decide on your units, name them, and list them on the back of this page WITH DESCRIPTIONS. | Unit descriptions should be as purely observational as possible, based only on what you see ("flat dull dark gray"). Avoid interpretations, specifically genetic interpretations (about origins). Names for units, however, can be genetic, for example "Recent Craters," or "Vermont Cheddar." 2. CONTACTS. Carefully draw the contacts between your units on the photo. I recommend pencil rather than ink, and a fine mechanical pencil is best. If you use an old-fashioned pencil keep it sharp. 3. LABEL UNITS ON THE MAP. Choose abbreviations for your units, and label the units on the photo. For example, if you decide one of your units is "Recent Craters" you may abbreviate that RC, in which case you should put RC in every outcrop of that unit. 4. WRITE A BRIEF GEOLOGICAL HISTORY. Which unit do you think is oldest? Which is youngest? Why? Write a very brief and necessarily speculative geological history of this mapped region, bas.

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DO NOT DO THE MATH IF THERE ARE COMPONENT CHANCES INCLUDE .pdf

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DO NOT DO THE MATH IF THERE ARE COMPONENT CHANCES INCLUDE .pdf