Ou are given two true-breeding groups of rabbits. The first group has floppy ears and white fur. The second group has straight ears and black fur. When you perform a cross of these two groups to obtain a F1 generation you see that all of your rabbits have floppy ears and gray fur. If you knew that each of these traits was determined by a single gene and underwent independent assortment, then you expect to see that 75% of your F2 generation rabbits have ears and of your rabbits have black fur.

you expect to see that 75% of your F2 generation rabbits have floppy ears and 25% of your rabbits have black fur.

Explanation:

Available data:

Having this information we can infer that floppy years, expressed by F allele, might be dominant over straight ears, expressed by f allele. And that the fur color is affected by incomplete dominance, being B the allele expressing black color, b the allele expressing white color and Bb the genotype for grey color.

Incomplete dominance is a condition where neither of the alleles completely dominates over the other one. Descendents possess an intermediate phenotype between the two parental phenotypes and not the dominant one.

Cross between groups

Parental)  FFbb   x   ffBB

F1)                    FfBb

Cross for the ear traits:

Parental)  Ff    x    Ff

Gametes) F  f    F   f

Punnet square)    F       f

                  F      FF      Ff

                  f       Ff      ff

F2) 75% of the progeny have floppy ears, FF and Ff

      25% of the progeny have straight ears, ff

Cross for the fur color traits:

Parental)  Bb     x     Bb

Gametes) B   b     B    b

Punnet Square)     B      b

                       B    BB    Bb

                       b    Bb    bb

F2) 25% of the progeny have black fur, BB

     50% of the progeny have grey fur, Bb

      25% of the progeny have white fur, bb

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.

c. earths continental crust is thicker than its lithosphere.

because, the lithosphere is the outermost layer of the earth/ 100 km thick and is defined by its machanical properties.the lithosphere contains oceanic and continental crust that varies in age and thickness across locations and geologic time. the lithosphere is the coolest layer of the earth in terms of temperature. the term lithosphere should not be confused with the use of "geosphere" which is used to indicate all of earth systems, including the atmosphere, hydrosphere   and biosphere. the surface of the earth can be divided into the continental crust and the oceanic crust.   the continental crust is made mostly of granite while the oceanic crust is made of basalt. the average thickness of the continental crust is 25 miles and the average thickness of the oceanic crust is 5 miles.   three types of rock, igneous, sedimentary, and metamorphic, make up the surface of the earth. that's why 3 option is preferable.