Because we did not have a chance to address grain grading during the Dryland Wheat lectures, this assignment will walk you through some important elements to know about the USDA Grain Grading system.
Please download this Assignment #3 Instructions and Rubric document (pdf version), complete all of the questions (including all of the fill-in-the-blank, short answer, and grain grading questions), and submit using this assignment link.
There are several websites linked within Assignment #3 that you will need to access in order to complete the questions. Here is the Wheat Sample Lot Pictures document (pdf version) that you will need in order to complete the Assigning a Grain Grade portion of the assignment. Also, pay close attention to the ‘Lot’ numbers associated with the four wheat images when answering the Assigning a Grain Grade questions.
Let me know if you have any questions or experience any issues accessing websites. Have fun!
CROP/HORT 300 – Assignment #3 Grain Grading
40 Points
Overview: Dryland wheat production is a vital aspect of the Pacific Northwest agricultural economy and it is important to understand the basic considerations of this industry. Today, we will be learning about the basic USDA wheat grain grading system, which is the system utilized to determine the harvested crop value. The grading system itself is very complex and the detailed requirements of each “grade” can differ with wheat class (and are different across crop species as well). Trained professionals assign grain grades for each truckload of wheat upon receipt at the grain elevator (which is often a cooperative elevator, or local Co-Op). But, what are these grade requirements and how do professional determine wheat grain quality? Let’s get started….
Instructions: Please review all of the websites / videos included in the following “Background Info” section and answer each question (fill in the blank, short answer, and true/false). The “Assigning a Grain Grade” section of this assessment includes a hands-on wheat grain grading exercise, during which you will evaluate sample wheat lots, utilize linked grade criteria documents, assign a grade, and defend your grain grade assignments. If you have any questions, please let me know.
Grading Rubric: Grading Criteria
No Marks (0 pts.)
Weak (1-39%)
Developing (40-79%)
Strong (80-100%)
Total Points
“Background Info” No attempt
Questions were answered, but
were not complete and
vague
Questions were answered in a
mediocre manner
Each question was answered in
a thorough, detailed, and descriptive
manner
30
“Assigning a Grain Grade” No attempt
No explanation for either Grade
or market suitability was
provided.
Explanation for Grade and
market suitability was
mediocre.
Explanation for Grade and
market suitability was
thorough.
10
TOTAL 40
Background Info: 1. To provide you with some background information, please watch this video from the Oregon
Wheat Commission and fill-in-the blanks on the following questions. (5 points) a. “Wheat is grown on about ___________________ of the state’s cropland with over
______________________ farms.”
b. “_______________________ is the most fuel-efficient mode of transportation to move grain” from Eastern Oregon elevators to the Port of Portland.
c. “Production of wheat supported $817 million of economic activity in the state’s economy and this produced about ___________________________ jobs across the state.”
d. “The key to economic ________________________ is not just generating higher outputs through increased yield, but we also want to look at reducing our inputs so that less money goes into the crop and we are still achieving the same or higher outputs.”
2. Next, please watch this YouTube video from Oklahoma State University and summarize the importance of conducting grain grading and assigning grades to each lot. (4 points)
Write your answer here: _______________
3. Now, visit the USDA Grain Inspection, Packers & Stockyards Administration website for the Federal Grain Inspection Service and answer the following questions.
a. Access the “eLearning” section and please review the “Making the Grade” presentation. (3 points)
i. Congress passed the U.S. Grain Standards Act in _________________________. ii. Describe why US legislative action was necessary to address grain standards.
Write your answer here: _______________________
b. Access and review the “Grain Quality Factors” presentation. (7 points) i. What are the four primary physical characteristics that are analyzed in the grain
grading process? Write your answer here: ________________
ii. Identify four of the nine factors that influence the condition of the grain. Write your answer here: ________________
iii. Explain why “spoilage” is an important factor influencing grain quality and identify
some factors that influence the amount of “spoilage” that can occur at a given point in time. Write your answer here: ________________
c. Now on the “eLearning” webpage, please scroll down to the ‘Grain Grading Tutorial’ section and access the “Wheat” presentation. (11 points)
i. Define “U.S. Sample Grade” and provide two examples of items included within the seed sample that would reduce the wheat grade to the “sample grade” standing.
Write your answer here: ________________
ii. As the learning module states, “infested wheat is wheat that is infested with…live insects injurious to stored grain.” What are two examples of such insects that would influence wheat grain storability (be specific)? Write your answer here: ________________
iii. Explain what happens during the Carter Dockage Tester and how grain inspectors determine the dockage on an individual wheat lot. Write your answer here: ________________
iv. What is the official definition of “shrunken and broken kernels?” Write your answer here: ________________
v. Summarize how the official wheat Grade is designated and note what happens to the grade if the sample wheat lot includes one factor that does not meet the highest standard/criteria. Write your answer here: ________________
Assigning a Grain Grade: 1. Please review these three resources prior to answering the questions listed below. These
resources will provide you with the basic skills and factors to analyze for market suitability. a. The USDA Blog – “Knowledge at your fingertips makes every penny count”
b. USDA’s Visual Reference Library c. Up-to-date Wheat Grade Requirements
2. After completing a review of some of the specific requirements of wheat grading in particular, please review the following image depicting three different US Wheat classes. Please summarize the identifying characteristics of the seeds (i.e. how you can tell them apart) for the following wheat classes: soft white wheat, hard red wheat, and hard white wheat. Your comparison of characteristics should include size, shape, and color at a minimum. (3 points)
Write your answer here: ________________
3. Using the knowledge gained from the “Background Info” questions and the above “Assigning a Grain Grade” resources, compare the hard white wheat example lots shown in the images provided in the PowerPoint ‘Wheat Sample Lot Pictures’ document (linked on the Canvas Assignment page) in terms of wheat market grades. (7 points)
a. Let’s say that the test weight, protein content, and moisture content for all lots (#1, #2, #3, and #4) are the same. Therefore, based on foreign material and dockage, which of these lots would receive the highest grade? Explain your reasoning. Write your answer here: ________________
b. For each lot, describe which elements (if any) are deemed “unsuitable” for market, and why? Write your answer here: ________________
Data collection is at the center of research because the facts gathered will contribute new information as well as answer the research question. For this discussion, please respond to each of the following topics.
In a 3-page Microsoft Word document, create a work sheet by answering the Questions for Research and Discussion provided for each case study.
The case study and questions are attached.
CHAPTER 1 Overview of Genetics Senses Working Overtime
Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as long as he can remember, but never thought much about it. Didn’t everyone link music to imagery? Then he reads a science blog about a condition called synesthesia that mixes up the senses. Synesthesia was once thought to be extremely rare, affecting only about 1 in 2000 people. But as more and more “synesthetes” are finding one another through shared strange sensory stories on the Internet, it is becoming clear that possibly as many as 1 in 23 people has some form of the condition. Rather than experiencing it as a disability, synesthetes report that they can actually harness their sensory associations to enhance learning. It isn’t surprising that the condition is about eight times more common among artists and novelists than among people in other fields. Sean is so excited by what he’s read about synesthesia that he decides to talk about it at dinner when he’s home from college one weekend. It’s easy to slip it into a discussion, for the Maxwells are a very musical family. Sean’s dad, Peter, sings in various cover bands, and Sean is in a band too, playing lead guitar. “For me, notes have colors. But for most synesthetes, letters or numbers have colors. Or time is colored, maybe days of the week, or months. It gets even stranger. Some people taste triangles or smell colors,” he says between bites. Sean looks around at his oddly quiet family, who usually interrupt one another constantly. His mom, Ellie, is focusing on her salad, while his 16-year-old sister Keri twirls her finger against her head, as if Sean’s lost his mind. But his dad and 12-year-old sister Anna are each holding their forks still and are simply staring at him, their mouths agape, eyes wide. “What?” says Sean. “Do you think I’m weird? What is it?” Peter and Anna are silent a bit longer, as if deciding what to say. Then Peter pushes his long red hair back and says, “Not exactly. I understand.” “You do?” says Sean, astonished. “Yes,” Peter says, looking embarrassed. “Notes have always been colored for me. I see the colors vividly when I play. The notes have textures, too. Some notes are shiny, while others seem to have a matte finish. But I never told anyone. Actually, I never even thought about it until now, and I never heard of syn whatever you called it. Sounds like an acid trip.” “Synesthesia. And you’re right, LSD does cause it, temporarily. But an acid trip will give you different colors for the same notes at different times. Synesthesia doesn’t work that way. It’s consistent. Also, most people who have synesthesia remember it from early childhood. Speaking of which, are you sure you didn’t mention it to me, like when I was six and you taught me to play guitar? Maybe I just subconsciously copy you.” “No, I’m quite sure I never said anything. I just thought it was some quirk, maybe even normal. A B flat minor chord is shiny green, and G major seventh speckled indigo. Notes have shapes, too.” Peter looks sheepish. “Yes! Shapes! But you’ve got the colors all wrong,” exclaims Sean, jumping up. “B flat minor is pink, and G major seventh lavender, sometimes with stripes.” Father and son continue to compare their synesthetic perceptions, growing more and more excited, until Anna speaks up. “I’ve got it too.” “What?” ask Sean and Peter. “But not like you two,” Anna continues. “Maybe that’s because I’m not musical, like you are. Instead, I see letters and words as colors. I thought it was just a little trick I use to study—it’s easier to memorize colored words.” Now father and son gaze at Anna in amazement, as Ellie and Keri, the only ones still eating, look puzzled. “Well, I’m afraid my sensory life is boring—everything’s what it’s supposed to be to me! No colors to sounds, or anything like that. Must’ve come from your side, Peter,” concludes Ellie. “But maybe I’m missing out,” she adds. “You are. Dad and I aren’t the only musical synesthetes,” says Sean. “Tori Amos says that although specific groups of chords have colors, no two songs are alike. John Mayer has synesthesia too, and so did Franz Liszt, Duke Ellington, and Leonard Bernstein.” Peter’s mind is racing. He can’t wait to tell his bandmates. Synesthesia comes from the Greek: syn for “together” and aesthesis for “to perceive.” The sensual associations of synesthesia are involuntary and highly specific, and they persist over a lifetime. The condition has been recognized since at least 1883, when Sir Francis Galton, a cousin of Charles Darwin who was an early supporter of eugenics, described it in an article in Nature magazine as a “mingling of the senses” that “runs in families.” Studies since then have shown that a blood relative of a person with synesthesia has a 4 in 10 chance of also having the condition. How does synesthesia arise? Are mixed up senses merely a matter of taking a metaphor too far, such as a sharp cheese or bittersweet symphony? Or do persistent mixed senses reflect childhood associations, formed at a critical period in brain development, such as remembering the colors of letters in a book from which a child learned to read, or recalling colored refrigerator magnets in the shapes of letters. Brain imaging studies and genetics have shed light on the biological basis of synesthesia, but it is still not well understood. For example, functional magnetic resonance imaging of the brain focuses on neighboring parts of the cerebral cortex that process numbers and color. When a nonsynesthete looks at a string of numbers or letters, only one brain center lights up; when a synesthete who associates numbers or letters to colors watches, both brain parts light up. Perhaps synesthesia arises in the fetus, when extra connections (synapses) between brain neurons form and would normally be trimmed back. In synesthetes these extra neural links may remain, similar to a bush that hasn’t been sufficiently pruned. The discovery of colorblind synesthetes localizes the phenomenon clearly to the brain. The eyes of these men lack the receptors for color vision, but their brains fill in colors for visual images. The different manifestations of synesthesia may reflect the fact that different neurons are pruned in different individuals. The degree to which genetics causes synesthesia isn’t known. One study found that four specific parts of the human genome vary in a certain way among synesthetes much more frequently than among nonsynesthetes. The results of this genome-wide association study led researchers to several genes already known to be associated with autism, seizures, dyslexia, and long-term memory and learning. In fact, many people with autism who are “savants,” possessing incredible talents, are synesthetes too. Researchers now think that inheriting combinations of variants in several genes, plus environmental influences, causes synesthesia. For example, if Peter and Sean weren’t musically gifted, they might not have noticed their synesthesia. Because synesthesia can differ within a family, such as Anna’s coloring of language instead of music, the genetic cause is likely a fundamental brain change that is expressed differently depending upon other gene variants and experiences.
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
CHAPTER 2 Cells
First cousins Sheila and Anika look so much alike, with their curly blond hair and startlingly blue eyes, that people often mistake them for twins. Now, at age 24, they are becoming mothers at the same time. Sheila has just given birth to Mallory, while Anika is in her first trimester of pregnancy. Both young women were biology majors, and so they are intrigued with nursing their babies, perhaps more so than most new mothers. Anika watches as Sheila responds to her baby’s fussing. As soon as Mallory cries in hunger, her mother’s brain sends hormonal signals into her bloodstream that trigger production, secretion and ejection of milk, a process called lactation. Hormones had begun remodeling Sheila’s breasts months earlier, replacing fat with glandular tissue. The system of milk ducts in the breasts, thin branches when Sheila was a child, grew into a lush network of ducts with grapelike tips called alveoli. A day after Mallory’s birth the alveoli swelled, filling Sheila’s breasts. The cells that line the alveoli which now make up most of Sheila’s breasts are specialized forms of epithelium called lactocytes. They secrete milk into the ducts that deliver it to the areola, the pigmented area that supports the nipple. Milk squirts forcefully from 15 to 25 holes when the baby feeds as other specialized cells, called myoepithelial cells, contract. Rare stem cells within the ducts divide, helping to reconfigure the fatty gland into a milk production facility. Milk is a highly complex and variable mixture tailored to anatomy, physiology, and lifestyle. The milks of all mammals consist of the major nutrients—proteins, fats, carbohydrates, vitamins, and minerals—suspended in water. Genes provide the specific recipe. Human milk has a higher proportion of fats compared to other species, which insulates cells of the developing brain, enabling them to communicate. In contrast, cow’s milk has much more protein than human milk, which a calf uses to rapidly build muscle. Yet marine mammals have even more fat than human milk, which they need to stay warm in frigid waters. Making milk takes a lot of energy. Following the secretion of milk illustrates the functions of organelles (Figure 1). The process begins in the nucleus, where genes encoding various proteins are transcribed into mRNA. Casein proteins are abundant—they provide a variety of amino acids and are therefore highly nutritious. They are also easy to digest. The genetic instructions also specify which antibody proteins line Mallory’s digestive and urinary tracts, protecting her against certain bacterial infections. Other mRNAs made in a lactocyte represent enzymes required to produce the nonprotein parts of milk, such as the sugar lactose and fats.
The mRNAs exit the nucleus and travel to the rough endoplasmic reticulum (ER), where they bind ribosomes. Transfer RNAs arrive and protein synthesis ensues—both to make milk components and to carry on the “housekeeping” functions necessary to keep any cell alive. The milk proteins move within the tubules of the ER out toward the plasma membrane, picking up lipids at the smooth ER and sugars at the Golgi apparatus. The tubules of this secretory network narrow and end at the plasma membrane. Here, the proteins and sugars exit the cell in membrane-bounded, saclike vesicles, like a fleet of bubbles. Lipids pass directly through the lipid-rich plasma membrane, taking bits of the outer layer with them. The milk accumulates outside the cells, until Mallory’s cries stimulate the myoepithelial cells to contract and eject the milk. Mitosis and apoptosis oversee the changes in Sheila’s breasts. Rapid division of lactocytes began just before and during puberty, resumed early in pregnancy, and increased again just after Mallory’s birth. Once mother and daughter establish a regular feeding schedule, however, most of the lactocytes stop dividing, but they still use cellular energy to maintain the milk supply. When Sheila cuts the number of daily feedings to wean Mallory, many of the lactocytes will die by apoptosis, triggered by the increasingly longer times between hormonal signals. At the same time, the number of lysosomes increases. They degrade the glandular tissue as it is no longer needed. Sheila’s breasts shrink, but stem cells will enable them to produce milk for future children.
Answer questions below
QUESTIONS FOR RESEARCH AND DISCUSSION
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
11. Select one of the mammals whose milk composition is listed in Table 1, read about the animal’s characteristics and activities on the Internet, and hypothesize why the proportion of the milk components is consistent with the animal’s behavior.
Table 1 Milk Composition in Different Mammals Species % Fat % Protein % Lactose % Total Solids
Human 4.5 1.1 6.8 12.6
Cow 3.5 3.1 4.9 15.0
Cat 10.9 5.9 4.3 21.5
Deer 19.7 10.4 2.6 34.1
Polar bear 31.0 10.2 0.5 42.9
Kangaroo 2.1 6.2 Trace 9.5
Seal 53.2 11.2 2.6 67.7
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
Collect a variety of seed tags. Take photos of the seed tags.
Identify what the seed tags are showing.
Summarize which information and tags are most helpful and why. Include what information would be helpful to have but is not included. Discuss what you can learn from a tag and what would be helpful.
Reply to THE discussion BELOW. Your reply should be a minimum of 250 words AND IN YOUR OWN WORDS.
The five videos I watched for this assignment were Gratitude, Stephen Hawking’s Time Capsule, David Suzuki Force of Nature – We are the Air – We share Breath, David Sazuki’s Time Capsule, and Nature is everywhere- we just need to learn to see it.
Louie Schwartzberg’s TED TALK “Gratitude” is a cinematographer whose career spans of months providing amazing imagery using his time-lapse cinematography techniques. Schwartzberg tells stories that celebrate life and reveal the mysteries and wisdom of nature, people and places. His video personally inspired me and opened my heart. I believe beauty is nature’s tool for survival because we protect what we love.
Stephen Hawking’s Time Capsule video states a very important message that as technology progresses, we destroy ourselves. Why is that? Well, he states that humans are destroying the planet by global warming and climate change.
David Suzuki Force of Nature states the care about the planet and the future of the species and seems to believe, despite his words, that we still have time to save ourselves if we act immediately. However, he doesn’t state how we can save ourselves, he declares that we are the environment. He says that we are the air we breathe and the water we drink, and that we are ultimately one another, as we recycle the same elements. But, he doesn’t really analyze the dark side of human nature. What he says he sees in the future is very scary. The world population has grown exponentially and now threatens to exhaust the finite resources that we take for granted and carelessly contaminate.
In David Suzuki’s other video he clearly states about the importance for survival and life is having clean air, water, soil and energy. All living things are related and how humans are biological creatures.
Emma Marris’s TED talk opened my eyes and helped me realize that I want to live and have the gift of an accessible nature, to look at a vacant lot and see that it’s not empty but instead filled with dozens of different plants and thousands of insects. No one planned this outbreak of the natural world, but it’s there for all of us to enjoy. And a place where children can run and laugh and play among the butterflies, find ants or a slug in the dirt, pick a few pretty flowers among what some might call weeds.
n nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.
For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the “Literature Evaluation Table” resource to complete this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Please Attach similarity proof for both discussions should ne less than 20% similarity
Discussion 1
Initial posts should be 150 words or more. Responses to at least two classmates’ posts need to be at least 75 words.
Practice for the Unit 2 Assignment
Search for some survey tools, etc.
Respond to the following discussion question:
Go to the website given below and read the article about the Stages of Change Model.
http://www.addictioninfo.org/articles/11/1/Stages-of-Change-Model/Page1.html
After you have read the article, discuss how this model has relevance to the need for identifying key factors of an organization’s performance. You should support your statement, your original post and your responses to others.
Discussion 2
Loss of Chance
Please review the Discussion Board grading rubric in the course Syllabus.
In 200 words or more, create an initial post that fully
addresses the following. Later this week, be sure to respond to at least two classmates
during this unit in 100 words or more.
In chapter 5, of your textbook discusses “loss of a chance.” Read this section and discuss whether a practitioner who negligently fails to make an early diagnosis is liable, even though the likelihood is that the doctor could not ultimately prevent the death of the patient. In addition, focus on the reasoning of the court that disallowing such cases to go before a jury could lead to a blanket release of liability for physicians in such cases. Do you agree? As a health administrator is this the type of policy that would benefit the facility? If so, how would it benefit the facility? Lastly, consider yourself the patient in such a scenario. How would such rules impact patient care?
Conduct a search of the popular press (i.e., news articles, social media, etc.) and find an article or news story that uses epidemiological measures. Provide a hyperlink to the article/news story, an overview of the story and an analysis of if the terms and measures were used appropriately. Why is it important to be able to determine this? Use the title of the article/news story as your subject line. Students may not use a story or article that has already been posted by another student. Articles should be no more than 3 years old.
Soil Sampling
Review the tools, steps, considerations needed to properly test soil. Use these sources to get a sense of soil sampling techniques.
A Guide to Soil Sampling (Links to an external site.)
Soil Sampling: Best Practices (Links to an external site.)
Soil Sampling (Links to an external site.)
Select a piece of land where a hypothetical sampling of soil could be made. You may choose land you are familiar with or a digital option.
Make a recipe of how you would sample the soil on the land you chose.
Develop a creative way to show your work. It could be a recipe, or flowchart or cartoon or video… Be creative and remember it must be concise to submit and share in the course.
PHE4200 – Project 2pgs – *NO plagiarism NO copy paste Stay on topic*
Knowing Your Population * PUBLIC HEALTH*
Create an outline of the entire research paper or internship proposal you will submit for the class.
Explaining how you will research components of the data required in the paper portion of the appendix of the Capstone handbook (attached)
Be sure to support your points for each of the components in parentheses with data from the program and outside research.
BIO3344 – Discussion- 2pgs – *NO plagiarism NO copy paste Stay on topic*
Birth Defects and Pedigree:
Jane Marlow is pregnant with her first baby. Along with explaining about genetic disorders, also explain to Marlow about certain habits of the mother that affect the growth of the fetus. Use the following questions as guidelines:
What are the adverse effects of using teratogens during pregnancy?
If a woman drinks or uses drugs during her pregnancy and it harms her growing fetus, do you think she should be held legally responsible for her actions? Why or why not?
Additionally, complete the following discussions:
Select a disease that exhibits pleiotropy or incomplete penetrance. How does the disease exhibit these characteristics? Can the severity of the disease be affected by families having these traits? If so, how? If not, why not?
Using Mendel’s laws, describe the phenotypic and genotypic ratios for the F2 generation if pea plants with restricted yellow pods are crossed with true-breeding inflated green pods in the original cross and then the F1 generation is crossed.