EDEXCEL Biology Unit 2 6BIO2 21st May 2012
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Can anyone explain,what is a:
1.Diversifying selection?
2.Balancing selection?
3.Directional selection?
Your help is appreciated.
1.Diversifying selection?
2.Balancing selection?
3.Directional selection?
Your help is appreciated.
Original post by The_New_Guy
Can anyone explain,what is a:
1.Diversifying selection?
2.Balancing selection?
3.Directional selection?
Your help is appreciated.
1.Diversifying selection?
2.Balancing selection?
3.Directional selection?
Your help is appreciated.
Don't need to know this...
Original post by The_New_Guy
Can anyone explain,what is a:
1.Diversifying selection?
2.Balancing selection?
3.Directional selection?
Your help is appreciated.
1.Diversifying selection?
2.Balancing selection?
3.Directional selection?
Your help is appreciated.
As yellow and black said, we do not have to know this.
If you want to know what will be in the exams have a look at the specification, it tells you clearly what to do, and in some places it tells you what you don't need to know.
Here's the spec if anyone wants to have a look at it.
http://www.edexcel.com/migrationdocuments/GCE%20New%20GCE/UA024831%20GCE%20in%20Biology%20Issue%204%20250510.pdf
Look at page 28-31, for topics 3 and 4.
(edited 11 years ago)
do we have to know about spermatogenesis and oogoniagenesis or whateevr it's called? Like the naames of each stage after mitosis, meiosis (I) and meiosis (II)?
yh... checklist for the things we need 2 know would be really helpful.(thx in advance).
the paper from jan 2012, for unit 2 biology have some wired Qs. there was this question about "how could the scienctists present their scientific data to the scientific community?". i didnt know wat 2 put. do u guys have any idea for the ans 2 dis Q.
n gd luck 4 2morrows exam! revise well
the paper from jan 2012, for unit 2 biology have some wired Qs. there was this question about "how could the scienctists present their scientific data to the scientific community?". i didnt know wat 2 put. do u guys have any idea for the ans 2 dis Q.
n gd luck 4 2morrows exam! revise well
Original post by dench_crepz
do we have to know about spermatogenesis and oogoniagenesis or whateevr it's called? Like the naames of each stage after mitosis, meiosis (I) and meiosis (II)?
yes we do need 2 know about spematogenis n oogenesis... but we donot need 2 know the stages in meiosis in detail.
Topic 3: The voice of the genome
1 Demonstrate knowledge and understanding of the practical and investigative skills identified in numbers 4 and 5 in the table of How Science Works on page 13 of this specification.
2 Distinguish between eukaryotic and prokaryotic cells in terms of their structure and ultrastructure.
3 Describe the ultrastructure of an animal (eukaryotic) cell (nucleus, nucleolus, ribosomes, rough and smooth endoplasmic reticulum, mitochondria, centrioles, lysosomes, and Golgi apparatus) and recognise these organelles from EM images.
4 Explain the role of the rough endoplasmic reticulum (rER) and the Golgi apparatus in protein transport within cells and including its role in formation of extracellular enzymes.
5 Describe how the cells of multicellular organisms can be organised into tissues, tissues into organs and organs into systems.
6 Explain the role of mitosis and the cell cycle for growth and asexual reproduction.
7 Describe the stages of mitosis and how to prepare and stain a root tip squash in order to observe them practically.
8 Explain the role of meiosis in the production of gametes and genetic variation through recombination of alleles and genes including independent assortment and crossing over (details of the stages of meiosis are not required).
9 Explain how mammalian gametes are specialised for their functions.
10 Describe the process of fertilisation in mammals and flowering plants (starting with the acrosome reaction in mammals and pollen tube growth in plants and ending with the fusion of the nuclei) and explain the importance of fertilisation in sexual reproduction.
11 Explain what is meant by the terms stem cell, pluripotency and totipotency and discuss the way society uses scientific knowledge to make decisions about the use of stem cells in medical therapies (eg regulatory authorities relating to
human embryo research, ability of stem cells to develop into specialised tissues, potential sources of stem cells, who could benefit from the therapies, procedures to obtain stem cells and their risks).
12 Describe how totipotency can be demonstrated practically using plant tissue culture techniques.
13 Explain how cells become specialised through differential gene expression, producing active mRNA leading to synthesis of proteins, which in turn control cell processes or determine cell structure in animals and plants (details of transcription factors are not required at AS).
14 Explain how a phenotype is the result of an interaction between genotype and the environment (eg animal hair colour, human height, monoamine oxidase A (MAOA) and cancers), but the data on the relative contributions of genes and environment is often difficult to interpret.
15 Explain how some phenotypes are affected by alleles at many loci (polygenic inheritance) as well as the environment (eg height) and how this can give rise to phenotypes that show continuous variation.
Topic 4: Biodiversity and natural resources
1 Demonstrate knowledge and understanding of the practical and investigative skills identified in numbers 4 and 5 in the table of How Science Works on page 13 of this specification.
2 Compare the ultrastructure of plant cells (cell wall, chloroplasts, amyloplasts, vacuole, tonoplast, plasmodesmata, pits and middle lamella) with that of animal cells.
3 Compare the structure and function of the polysaccharides starch and cellulose including the role of hydrogen bonds between β-glucose molecules in the formation of cellulose microfibrils.
4 Explain how the arrangement of cellulose microfibrils in plant cell walls and secondary thickening contribute to the physical properties of plant fibres, which can be exploited by humans.
5 Compare the structures, position in the stem and function of sclerenchyma fibres (support) and xylem vessels (support and transport of water and mineral ions).
6 Describe how the uses of plant fibres and starch may contribute to sustainability, eg plant-based products to replace oil-based plastics.
7 Identify sclerenchyma fibres and xylem vessels as seen through a light microscope.
8 Describe how to determine the tensile strength of plant fibres practically.
9 Explain the importance of water and inorganic ions (nitrate, calcium ions and magnesium ions) to plants.
10 Describe how to investigate plant mineral deficiencies practically.
11 Describe how to investigate the antimicrobial properties of plants.
12 Compare historic drug testing with contemporary drug testing protocols, eg William Withering’s digitalis soup; double blind trials; placebo; three-phased testing.
13 Explain the terms biodiversity and endemism and describe how biodiversity can be measured within a habitat using species richness and within a species using genetic diversity, eg variety of alleles in a gene pool.
14 Describe the concept of niche and discuss examples of adaptation of organisms to their environment (behavioural, physiological and anatomical).
15 Describe how natural selection can lead to adaptation and evolution.
16 Discuss the process and importance of critical evaluation of new data by the scientific community, which leads to new taxonomic groupings (ie three domains based on molecular phylogeny).
17 Discuss and evaluate the methods used by zoos and seedbanks in the conservation of endangered species and their genetic diversity (eg scientific research, captive breeding programmes, reintroduction programmes and
education).
Use this as a Checklist, try to cover everything on this.
1 Demonstrate knowledge and understanding of the practical and investigative skills identified in numbers 4 and 5 in the table of How Science Works on page 13 of this specification.
2 Distinguish between eukaryotic and prokaryotic cells in terms of their structure and ultrastructure.
3 Describe the ultrastructure of an animal (eukaryotic) cell (nucleus, nucleolus, ribosomes, rough and smooth endoplasmic reticulum, mitochondria, centrioles, lysosomes, and Golgi apparatus) and recognise these organelles from EM images.
4 Explain the role of the rough endoplasmic reticulum (rER) and the Golgi apparatus in protein transport within cells and including its role in formation of extracellular enzymes.
5 Describe how the cells of multicellular organisms can be organised into tissues, tissues into organs and organs into systems.
6 Explain the role of mitosis and the cell cycle for growth and asexual reproduction.
7 Describe the stages of mitosis and how to prepare and stain a root tip squash in order to observe them practically.
8 Explain the role of meiosis in the production of gametes and genetic variation through recombination of alleles and genes including independent assortment and crossing over (details of the stages of meiosis are not required).
9 Explain how mammalian gametes are specialised for their functions.
10 Describe the process of fertilisation in mammals and flowering plants (starting with the acrosome reaction in mammals and pollen tube growth in plants and ending with the fusion of the nuclei) and explain the importance of fertilisation in sexual reproduction.
11 Explain what is meant by the terms stem cell, pluripotency and totipotency and discuss the way society uses scientific knowledge to make decisions about the use of stem cells in medical therapies (eg regulatory authorities relating to
human embryo research, ability of stem cells to develop into specialised tissues, potential sources of stem cells, who could benefit from the therapies, procedures to obtain stem cells and their risks).
12 Describe how totipotency can be demonstrated practically using plant tissue culture techniques.
13 Explain how cells become specialised through differential gene expression, producing active mRNA leading to synthesis of proteins, which in turn control cell processes or determine cell structure in animals and plants (details of transcription factors are not required at AS).
14 Explain how a phenotype is the result of an interaction between genotype and the environment (eg animal hair colour, human height, monoamine oxidase A (MAOA) and cancers), but the data on the relative contributions of genes and environment is often difficult to interpret.
15 Explain how some phenotypes are affected by alleles at many loci (polygenic inheritance) as well as the environment (eg height) and how this can give rise to phenotypes that show continuous variation.
Topic 4: Biodiversity and natural resources
1 Demonstrate knowledge and understanding of the practical and investigative skills identified in numbers 4 and 5 in the table of How Science Works on page 13 of this specification.
2 Compare the ultrastructure of plant cells (cell wall, chloroplasts, amyloplasts, vacuole, tonoplast, plasmodesmata, pits and middle lamella) with that of animal cells.
3 Compare the structure and function of the polysaccharides starch and cellulose including the role of hydrogen bonds between β-glucose molecules in the formation of cellulose microfibrils.
4 Explain how the arrangement of cellulose microfibrils in plant cell walls and secondary thickening contribute to the physical properties of plant fibres, which can be exploited by humans.
5 Compare the structures, position in the stem and function of sclerenchyma fibres (support) and xylem vessels (support and transport of water and mineral ions).
6 Describe how the uses of plant fibres and starch may contribute to sustainability, eg plant-based products to replace oil-based plastics.
7 Identify sclerenchyma fibres and xylem vessels as seen through a light microscope.
8 Describe how to determine the tensile strength of plant fibres practically.
9 Explain the importance of water and inorganic ions (nitrate, calcium ions and magnesium ions) to plants.
10 Describe how to investigate plant mineral deficiencies practically.
11 Describe how to investigate the antimicrobial properties of plants.
12 Compare historic drug testing with contemporary drug testing protocols, eg William Withering’s digitalis soup; double blind trials; placebo; three-phased testing.
13 Explain the terms biodiversity and endemism and describe how biodiversity can be measured within a habitat using species richness and within a species using genetic diversity, eg variety of alleles in a gene pool.
14 Describe the concept of niche and discuss examples of adaptation of organisms to their environment (behavioural, physiological and anatomical).
15 Describe how natural selection can lead to adaptation and evolution.
16 Discuss the process and importance of critical evaluation of new data by the scientific community, which leads to new taxonomic groupings (ie three domains based on molecular phylogeny).
17 Discuss and evaluate the methods used by zoos and seedbanks in the conservation of endangered species and their genetic diversity (eg scientific research, captive breeding programmes, reintroduction programmes and
education).
Use this as a Checklist, try to cover everything on this.
(edited 11 years ago)
Quick question.. is this the SNAB exam? ^^ After looking at the notes posted on the first page I freaked out after seeing climate change/dendrochronoloy, I swear that was on a different exam!
Resitting my dismal C. u__u
Resitting my dismal C. u__u
Original post by studentgcse
yh... checklist for the things we need 2 know would be really helpful.(thx in advance).
the paper from jan 2012, for unit 2 biology have some wired Qs. there was this question about "how could the scienctists present their scientific data to the scientific community?". i didnt know wat 2 put. do u guys have any idea for the ans 2 dis Q.
n gd luck 4 2morrows exam! revise well
the paper from jan 2012, for unit 2 biology have some wired Qs. there was this question about "how could the scienctists present their scientific data to the scientific community?". i didnt know wat 2 put. do u guys have any idea for the ans 2 dis Q.
n gd luck 4 2morrows exam! revise well
Internet, publications, lectures etc..
Original post by VickyDoodle
Quick question.. is this the SNAB exam? ^^ After looking at the notes posted on the first page I freaked out after seeing climate change/dendrochronoloy, I swear that was on a different exam!
Resitting my dismal C. u__u
Resitting my dismal C. u__u
Yes, this is the SNAB exam, Unit 2.
Original post by Lucozad
Yes, this is the SNAB exam, Unit 2.
Thank you!
I left my notes at work after panic revising yesterday, now trying to do everything I can.
How's everyone else revising today?
I've summarised Topic 3 into two pages (one of diagrams, one of flowcharts), about to do the same with Topic 4 but probably consisting of more definitions. On my second past paper of the day >.<
Original post by studentgcse
yes we do need 2 know about spematogenis n oogenesis... but we donot need 2 know the stages in meiosis in detail.
um what is this?
How would you guys answer this:
Describe how independent assortment and crossing over helps create genetic variation ?
Describe how independent assortment and crossing over helps create genetic variation ?
Original post by thegreenchildren
How would you guys answer this:
Describe how independent assortment and crossing over helps create genetic variation ?
Describe how independent assortment and crossing over helps create genetic variation ?
Probably something along the lines of: body cells contain 23 maternal chromosomes and 23 paternal chromosomes. After DNA replication, and before the first division of meiosis, homologous pairs of chromosomes line up along the equator of the cell and become attached to the spindle fibres by their centromeres. Their arrangement is random, meaning that different combinations of maternal and paternal chromosomes enter each new cell, forming four genetically-unique gametes.
And for crossing over when the homologous pairs of chromosomes before the first division of meiosis, sections of two chromatids twist around each other. These twisted bits break of the original strands, and join onto the other chromatid; recombining their genetic material. This means each chromatid still has the same genes, but a different combination of alleles, thus creating genetic variation.
(edited 11 years ago)
Original post by thegreenchildren
um what is this?
I'm pretty sure we don't need to know that. We just need to know what happens in interphase (and very briefly what happens at GP1, Synthesis and GP2), Prophase, Metaphase, Anaphase and Telophase (and cytokenesis), and then just need to know in Meiosis that the cell divides twice - once to separate homologous pairs of chromosomes and one to separate sister chromatids, and then 'crossing-over' and 'independent assortment'.
Original post by thegreenchildren
How would you guys answer this:
Describe how independent assortment and crossing over helps create genetic variation ?
Describe how independent assortment and crossing over helps create genetic variation ?
Independent or random assortment:
In haploid gamete there are random arrangement of genes and alleles.Several combinations of allele is possible, gaining each one completely at random.If you inherit an allele for skin colour it has nothing to do gaining an allele for hair colour-hence it is independent.The random combination of allele leads to genetic diversity.
Crossing-over:
Bits of paternal and maternal genetic material are cut and joined by multi-complex enzymes at sites called chiasmata.This induces variation in its own right.Futhermore,error in crossing-over leads to mutation,again causing variation
Hope it helps
Original post by Lucozad
Topic 3: The voice of the genome
1 Demonstrate knowledge and understanding of the practical and investigative skills identified in numbers 4 and 5 in the table of How Science Works on page 13 of this specification.
2 Distinguish between eukaryotic and prokaryotic cells in terms of their structure and ultrastructure.
3 Describe the ultrastructure of an animal (eukaryotic) cell (nucleus, nucleolus, ribosomes, rough and smooth endoplasmic reticulum, mitochondria, centrioles, lysosomes, and Golgi apparatus) and recognise these organelles from EM images.
4 Explain the role of the rough endoplasmic reticulum (rER) and the Golgi apparatus in protein transport within cells and including its role in formation of extracellular enzymes.
5 Describe how the cells of multicellular organisms can be organised into tissues, tissues into organs and organs into systems.
6 Explain the role of mitosis and the cell cycle for growth and asexual reproduction.
7 Describe the stages of mitosis and how to prepare and stain a root tip squash in order to observe them practically.
8 Explain the role of meiosis in the production of gametes and genetic variation through recombination of alleles and genes including independent assortment and crossing over (details of the stages of meiosis are not required).
9 Explain how mammalian gametes are specialised for their functions.
10 Describe the process of fertilisation in mammals and flowering plants (starting with the acrosome reaction in mammals and pollen tube growth in plants and ending with the fusion of the nuclei) and explain the importance of fertilisation in sexual reproduction.
11 Explain what is meant by the terms stem cell, pluripotency and totipotency and discuss the way society uses scientific knowledge to make decisions about the use of stem cells in medical therapies (eg regulatory authorities relating to
human embryo research, ability of stem cells to develop into specialised tissues, potential sources of stem cells, who could benefit from the therapies, procedures to obtain stem cells and their risks).
12 Describe how totipotency can be demonstrated practically using plant tissue culture techniques.
13 Explain how cells become specialised through differential gene expression, producing active mRNA leading to synthesis of proteins, which in turn control cell processes or determine cell structure in animals and plants (details of transcription factors are not required at AS).
14 Explain how a phenotype is the result of an interaction between genotype and the environment (eg animal hair colour, human height, monoamine oxidase A (MAOA) and cancers), but the data on the relative contributions of genes and environment is often difficult to interpret.
15 Explain how some phenotypes are affected by alleles at many loci (polygenic inheritance) as well as the environment (eg height) and how this can give rise to phenotypes that show continuous variation.
Topic 4: Biodiversity and natural resources
1 Demonstrate knowledge and understanding of the practical and investigative skills identified in numbers 4 and 5 in the table of How Science Works on page 13 of this specification.
2 Compare the ultrastructure of plant cells (cell wall, chloroplasts, amyloplasts, vacuole, tonoplast, plasmodesmata, pits and middle lamella) with that of animal cells.
3 Compare the structure and function of the polysaccharides starch and cellulose including the role of hydrogen bonds between β-glucose molecules in the formation of cellulose microfibrils.
4 Explain how the arrangement of cellulose microfibrils in plant cell walls and secondary thickening contribute to the physical properties of plant fibres, which can be exploited by humans.
5 Compare the structures, position in the stem and function of sclerenchyma fibres (support) and xylem vessels (support and transport of water and mineral ions).
6 Describe how the uses of plant fibres and starch may contribute to sustainability, eg plant-based products to replace oil-based plastics.
7 Identify sclerenchyma fibres and xylem vessels as seen through a light microscope.
8 Describe how to determine the tensile strength of plant fibres practically.
9 Explain the importance of water and inorganic ions (nitrate, calcium ions and magnesium ions) to plants.
10 Describe how to investigate plant mineral deficiencies practically.
11 Describe how to investigate the antimicrobial properties of plants.
12 Compare historic drug testing with contemporary drug testing protocols, eg William Withering’s digitalis soup; double blind trials; placebo; three-phased testing.
13 Explain the terms biodiversity and endemism and describe how biodiversity can be measured within a habitat using species richness and within a species using genetic diversity, eg variety of alleles in a gene pool.
14 Describe the concept of niche and discuss examples of adaptation of organisms to their environment (behavioural, physiological and anatomical).
15 Describe how natural selection can lead to adaptation and evolution.
16 Discuss the process and importance of critical evaluation of new data by the scientific community, which leads to new taxonomic groupings (ie three domains based on molecular phylogeny).
17 Discuss and evaluate the methods used by zoos and seedbanks in the conservation of endangered species and their genetic diversity (eg scientific research, captive breeding programmes, reintroduction programmes and
education).
Use this as a Checklist, try to cover everything on this.
1 Demonstrate knowledge and understanding of the practical and investigative skills identified in numbers 4 and 5 in the table of How Science Works on page 13 of this specification.
2 Distinguish between eukaryotic and prokaryotic cells in terms of their structure and ultrastructure.
3 Describe the ultrastructure of an animal (eukaryotic) cell (nucleus, nucleolus, ribosomes, rough and smooth endoplasmic reticulum, mitochondria, centrioles, lysosomes, and Golgi apparatus) and recognise these organelles from EM images.
4 Explain the role of the rough endoplasmic reticulum (rER) and the Golgi apparatus in protein transport within cells and including its role in formation of extracellular enzymes.
5 Describe how the cells of multicellular organisms can be organised into tissues, tissues into organs and organs into systems.
6 Explain the role of mitosis and the cell cycle for growth and asexual reproduction.
7 Describe the stages of mitosis and how to prepare and stain a root tip squash in order to observe them practically.
8 Explain the role of meiosis in the production of gametes and genetic variation through recombination of alleles and genes including independent assortment and crossing over (details of the stages of meiosis are not required).
9 Explain how mammalian gametes are specialised for their functions.
10 Describe the process of fertilisation in mammals and flowering plants (starting with the acrosome reaction in mammals and pollen tube growth in plants and ending with the fusion of the nuclei) and explain the importance of fertilisation in sexual reproduction.
11 Explain what is meant by the terms stem cell, pluripotency and totipotency and discuss the way society uses scientific knowledge to make decisions about the use of stem cells in medical therapies (eg regulatory authorities relating to
human embryo research, ability of stem cells to develop into specialised tissues, potential sources of stem cells, who could benefit from the therapies, procedures to obtain stem cells and their risks).
12 Describe how totipotency can be demonstrated practically using plant tissue culture techniques.
13 Explain how cells become specialised through differential gene expression, producing active mRNA leading to synthesis of proteins, which in turn control cell processes or determine cell structure in animals and plants (details of transcription factors are not required at AS).
14 Explain how a phenotype is the result of an interaction between genotype and the environment (eg animal hair colour, human height, monoamine oxidase A (MAOA) and cancers), but the data on the relative contributions of genes and environment is often difficult to interpret.
15 Explain how some phenotypes are affected by alleles at many loci (polygenic inheritance) as well as the environment (eg height) and how this can give rise to phenotypes that show continuous variation.
Topic 4: Biodiversity and natural resources
1 Demonstrate knowledge and understanding of the practical and investigative skills identified in numbers 4 and 5 in the table of How Science Works on page 13 of this specification.
2 Compare the ultrastructure of plant cells (cell wall, chloroplasts, amyloplasts, vacuole, tonoplast, plasmodesmata, pits and middle lamella) with that of animal cells.
3 Compare the structure and function of the polysaccharides starch and cellulose including the role of hydrogen bonds between β-glucose molecules in the formation of cellulose microfibrils.
4 Explain how the arrangement of cellulose microfibrils in plant cell walls and secondary thickening contribute to the physical properties of plant fibres, which can be exploited by humans.
5 Compare the structures, position in the stem and function of sclerenchyma fibres (support) and xylem vessels (support and transport of water and mineral ions).
6 Describe how the uses of plant fibres and starch may contribute to sustainability, eg plant-based products to replace oil-based plastics.
7 Identify sclerenchyma fibres and xylem vessels as seen through a light microscope.
8 Describe how to determine the tensile strength of plant fibres practically.
9 Explain the importance of water and inorganic ions (nitrate, calcium ions and magnesium ions) to plants.
10 Describe how to investigate plant mineral deficiencies practically.
11 Describe how to investigate the antimicrobial properties of plants.
12 Compare historic drug testing with contemporary drug testing protocols, eg William Withering’s digitalis soup; double blind trials; placebo; three-phased testing.
13 Explain the terms biodiversity and endemism and describe how biodiversity can be measured within a habitat using species richness and within a species using genetic diversity, eg variety of alleles in a gene pool.
14 Describe the concept of niche and discuss examples of adaptation of organisms to their environment (behavioural, physiological and anatomical).
15 Describe how natural selection can lead to adaptation and evolution.
16 Discuss the process and importance of critical evaluation of new data by the scientific community, which leads to new taxonomic groupings (ie three domains based on molecular phylogeny).
17 Discuss and evaluate the methods used by zoos and seedbanks in the conservation of endangered species and their genetic diversity (eg scientific research, captive breeding programmes, reintroduction programmes and
education).
Use this as a Checklist, try to cover everything on this.
thx 4 this
but i donot understand :14 Explain how a phenotype is the result of an interaction between genotype and the environment (eg animal hair colour, human height, monoamine oxidase A (MAOA) and cancers), but the data on the relative contributions of genes and environment is often difficult to interpret.
15 Explain how some phenotypes are affected by alleles at many loci (polygenic inheritance) as well as the environment (eg height) and how this can give rise to phenotypes that show continuous variation.
could any1 pls explain??! thankyou
Original post by studentgcse
thx 4 this but i donot understand :
14 Explain how a phenotype is the result of an interaction between genotype and the environment (eg animal hair colour, human height, monoamine oxidase A (MAOA) and cancers), but the data on the relative contributions of genes and environment is often difficult to interpret.
15 Explain how some phenotypes are affected by alleles at many loci (polygenic inheritance) as well as the environment (eg height) and how this can give rise to phenotypes that show continuous variation.
could any1 pls explain??! thankyou
but i donot understand :14 Explain how a phenotype is the result of an interaction between genotype and the environment (eg animal hair colour, human height, monoamine oxidase A (MAOA) and cancers), but the data on the relative contributions of genes and environment is often difficult to interpret.
15 Explain how some phenotypes are affected by alleles at many loci (polygenic inheritance) as well as the environment (eg height) and how this can give rise to phenotypes that show continuous variation.
could any1 pls explain??! thankyou
For example, human height isn't only affected by the genotype (aka your genes), you can be taller or shorter depending on diet and other environmental factors. It's hard to isolate these factors so it's hard to tell which genes or environmental factors contribute most.
I think that makes sense >.<
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