A researcher studied six independently assorting genes in a plant. Each gene has a dominant and a recessive allele: R black stem, r red stem; D tall plant, d dwarf plant; C full pods, c constricted pods; O round fruit, o oval fruit; H hairless leaves, h hairy leaves; W purple fl ower, w white fl ower. From the cross (P1) Rr Dd cc Oo Hh Ww (P2) Rr dd Cc oo Hh ww

The question is not complete so I am writing the complete question below:

A researcher studied six independently assorting genes in a plant. Each gene has a dominant and a recessive allele: R black stem, r red stem; D tall plant, d dwarf plant; C full pods, c constricted pods; O round fruit, o oval fruit, H hairless leaves, b hairy leaves; W purple flower, w white flower. From the cross (P1) Rr Dd cc Oo Hh Ww × (P2) Rr dd Cc oo Hh ww,

(a) How many kinds of gametes can be formed by P1?

(b) How many genotypes are possible among the progeny of this cross?

(c) How many phenotypes are possible among the progeny?

(d) what is the probability of obtaining the Rr Dd ㏄ Oo bb ww genotype in the progeny?

(e) What is the probability of obtaining a black, dwarf, con- stricted, oval, hairy, purple phenotype in the progeny?

(a) 32

(b) 144

(c) 64

(d) 1/128

(e) 3/256

Explanation:

(a) We have P1: Rr Dd cc Oo Hh Ww

Rr can form 2 gametes - R r

Dd can form 2 gametes - D d

cc can form only one type of gamete - c

Oo can form 2 gametes - O o

Hh can form 2 gametes - H h

Ww can form 2 gametes W w

Kinds of gametes formed by p1 = 2 x 2 x 1 x 2 x 2 x 2 = 32

(b) We have

P1: Rr Dd cc Oo Hh Ww

P2: Rr dd Cc oo Hh ww

We can construct a Punnet Square for each gene and see how many kinds of genotypes are possible among the progeny.

Rr x Rr

      R       r

R     RR    Rr

r      Rr     rr

3 different types of genotypes are possible

Dd x dd

      D       d

d     Dd    dd

d     Dd     dd

2 different types of genotypes are possible

cc x Cc

      C       c

c     Cc    cc

c     Cc     cc

2 different types of genotypes are possible

Oo x oo

      O       o

o     Oo    oo

o     Oo     oo

2 different types of genotypes are possible

Hh x Hh

      H       h

H    HH    Hh

h     Hh     hh

3 different types of genotypes are possible

Ww x ww

      W       w

w     Ww    ww

w     Ww     ww

2 different types of genotypes are possible

Genotypes possible among the progeny = 3 x 2 x 2 x 2 x 3 x 2 = 144

(c) Only two types of phenotypes are possible in the progeny since the heterozygous genotype also shows the phenotype of the dominant allele. So, only 2 phenotypes are possible for each gene.

Phenotypes possible among the progeny = 2 x 2 x 2 x 2 x 2 x 2 = 64

(d) To caulculate probability of Rr Dd cc Oo  hh ww genotype in the progeny, we need to look at each of the Punnet squares and calculate the probability for each genotype.

We can see that 2 Rr genotypes are present in the Punnet square out of 4 so the probability P(Rr) is:

P(Rr) = 2/4 = 1/2

Similarly,

P(Dd) = 1/2

P(cc) = 1/2

P(Oo) = 1/2

P(hh) = 1/4

P(ww) = 1/2

probability of obtaining the Rr Dd ㏄ Oo bb ww genotype in the progeny =

1/2 x 1/2 x 1/2 x 1/2 x 1/4 x 1/2 = 1/128

(e) For obtaining a black, dwarf, con- stricted, oval, hairy, purple phenotype in the progeny, we need to  specify the genotypes for each of these phenotypes and then calculate the probability for each of them.

Black = RR and Rr genotypes = 3/4 (from Punnet square)

Dwarf = dd genotype = 1/2

Constricted = cc genotype = 1/2

Oval = oo genotype = 1/2

Hairy = hh genotype = 1/4

Purple = Ww genotype = 1/2

Probability = 3/4 x 1/2 x 1/2 x 1/2 x 1/4 x 1/2 = 3/256

why many students visually perceive stem as a vapid class?

for many students, however, stem subjects are optically discerned as vapid, tedious, and destitute of authentic-world applications. science and math have always been a major part of the high school curriculum, but many students have disengaged from these subjects because they don’t optically discern that they have any pertinence to the authentic world or students’ daily lives. for them, math and science have become a set of rules, procedures, laws, theorems, and formulas to memorize. some students even develop math apprehensiveness and cerebrate they are incapable of learning higher-level mathematics.

why is stem paramount?

as the u.s. economy changes, the ordinant dictation for stem-capable workers is growing. in may of 2014, the u.s. bureau of labor statistics counted more than 8.3 million stem jobs, which accounted for 6.2 percent of total employment in the cumulated states. that number is expected to perpetuate to increment as u.s. companies grow and innovate to compete in the ecumenical economy. according to the u.s. department of labor, the average salary for all stem jobs is $85,570, which is virtually double the average salary for all jobs.

many people still envision stem professionals as wearing a white lab coat and conducting research in a laboratory. in authenticity, some of the most in-demand stem fields are petroleum engineering, process engineering, and computer engineering. these fields that are experiencing shortages of qualified candidates are additionally among the highest paying, with the average petroleum engineer earning an annual salary of $147,520 in may 2014 according to the u.s. bureau of labor statistics.

in additament, stem subjects edify students valuable skills that are vital for prosperity in all vocations, even those that do not directly require stem erudition. engagement in stem subjects avails students develop quandary-solving, critical mentally conceiving, and leadership skills. these skills are so ecumenical, in fact, that statistics relinquished in the summer of 2013 by the u.s. census bureau designated that about three-quarters of the people with a bachelor’s degree in stem fields are not working in those vocations. many non-stem employers are poaching stem-qualified job candidates because they are more ingenious and collaborative than their non-stem counterparts.

as the ecumenical economy perpetuates to evolve, the desideratum for stem-capable workers will perpetuate to grow. by getting edifiers and students involved in the stem kineticism, an incipient generation of adroit workers will be poised to energize and expand this exhilarating field.

check this over.

this is math not biology xd