Part A: Predict the phenotype that will be expressed by a chicken that is heterozygous (IBIW) for feather color. Part B: Suppose a solid white hen (IWIW) mates with a solid black rooster (IBIB). Predict the percentage of their offspring that will express a co-dominant phenotype. In your answer, be sure to explain the reasoning behind your prediction. Part C: Describe how co-dominance is different from incomplete dominance. Type your responses to parts A, B, and C in the box below.

hey bro i looked it up on google the structure of the eye-spot in euglena viridie, e. ehrenbergii, and phacus pyriyorme is not as franzé haa described it. the so-called “crystal body” and “lens bodies” were not found in any of the individuals of the species examined by me. as earlier observers have stated, the eye-spot consists simply of a mass of pigment granules arranged in a single layer, and probably embedded in a protoplasmic framework, but the latter could not be seen, and its presence was only inferred from the fact that the pigment granules must be held together in some way, thd the eye-spot as a whole is capable of expansion, and that the pigment granules can be separated from each other.

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the "power" of a lens is its resolution power, or its ability to distinguish between to closely located points. with the low power lens, it is likely you will see the rough form of the hay and maybe some movement of dots around the hay. however, when observed with the high power lens, the detailed features of the hay become visible and the microbes being grown are more clearly visible.

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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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