The Drosophila melanogaster Cross
David Tyer
I. INTRODUCTION
The Drosophila melanogaster is one of genetics most studied organisms. This is due to the Drosophila melanogaster being an excellent model organism. The Drosophila melanogaster has a short lifespan and is genetically similar to humans (Adams 2000). This experiment had three major goals. The first goal of this experiment was to determine which eye colors, body colors and wing type are dominant or recessive. The second goal was to determine if the gene for eye colors, body colors and wing type are on an autosomal or a sex chromosome. The third goal was to determine if eye colors, body colors and wing type are physically linked or independently assorting (Morris and Cahoon). First
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Also, a mutant (white eyes and without wings) male is crossed with a virgin wild type female (caramel bodies, red eyes and wings that are oval and folded). Both of these crosses are accomplished in an identical method. The mutant males are sedated utilizing an ether-based product known as fly nap. The vial containing the males is laid on its side. Fly nap is applied to a brush and the brush is inserted into the vial housing the mutant males. The brush is allowed to remain in the vial until all males are sedated. Once sedated the males are carefully removed on to a piece of card stock. At which point the males are carefully introduced to the females vial. The males and females allowed to remain for one week for mating. Week two the parental generation must now be removed to not contaminate the F1 generation. While the F1 generation is still in larva state the parental generation must be removed. This is accomplished by again adding the brush vial and allowing for the sedation of the parental generation. Once the parental generation has been removed and discarded the larva are allow to mature. At week three male and female F1 offspring are crossed to produce the F2 generation. This is again accomplished by sedating the F1 generation with fly nap and sorting males and females apart. …show more content…
In this particular case are degree of freedom was 4 making for a P value of 0.05 and a critical value of 7.815. For F1 X F1 (1) the males (O-E)2 /E value was 647.7 and the females (O-E)2 /E value was 6510.4 when compared to the critical value of 7.815 both male and female must be rejected as possible 9:3:3:1 independent assortment. As for F1 X F1 (2) the males (O-E)2 /E value was 104.9 in the female (O-E)2 /E value was 95.1 both male and female must be rejected as possible 9:3:3:1 independent assortment. This experiment was plagued by low survival rates. Meaning data could very easily be skewed from this factor. In fact the F1 X F1 (2) Cross values are relatively close to the critical value in that with better data it is possible the F1 X F1 (2) Cross is indeed 9:3:3:1 independent
The motivation of this lab report is to use Mendel’s Laws of Inheritance to analyze and predict the genotypes and phenotypes of an offspring generation (F2) after knowing the genotypes and phenotypes of the parent generation (F1). The hypothesis for this experiment is that the mode of inheritance for the shaven bristle allele in flies is autosomal recessive in both male and female flies.
Introduction: The intention of this lab was to gain a better understanding of Mendelian genetics and inheritance patterns of the drosophila fruit fly. This was tasked through inspecting phenotypes present in the dihybrid crosses performed on the flies. An experimental virtual fly lab assignment was also used to analyze the inheritance patterns. Specifically, the purpose of our drosophila crosses is to establish which phenotypes are dominant/recessive, if the traits are inherited through autosome or sex chromosomes and whether independent assortment or linkage is responsible for the expressed traits.
Apply your understanding of how alleles assort and combine during reproduction to evaluate a scenario involving a monohybrid cross.
Drosophila Melanogaster, commonly known as fruit flies, are highly important model organisms in pertaining to biological research. The logic behind their recurrent use is due to their: easy culture in the laboratory, brief generation time, and ability to produce large numbers of offspring. In this report, we created isolated virgin D. Melanogaster from the original three populations we were given and then created crosses between them. Upon observation, we noticed an unusual mutant that arose from two of the three created crosses. We suspected that this genetic mutation had previously been discovered and named.
Heterozygotes, which have the wild type phenotype, have normal sight which gives them the advantage of finding a mate and have a better success with attracting a mate with their courtship song (Kyriacou et al, 1978). The male heterozygous Drosophila had a better advantage at mating than the homozygotes, which were the ebony, and therefore we predict there will be more wild type by the end of the experiment.
Now mate a mutant F1 female fly with a mutant F1 male fly. Out of the 50 F2 progeny, what percentage of flies are wild type and what percentage are mutant
we said goodbye and placed them in the fly morgue. We allowed the F2 larval
11. The progeny of a Drosophila female (heterozygous at three loci: y, ct, and w) crossed to a wild type male are listed below:
This experiment looks at the relationship between genes, generations of a population and if genes are carried from one generation to another. By studying Drosophila melanogaster, starting with a parent group we crossed a variety of flies and observe the characteristics of the F1 generation. We then concluded that sex-linked genes and autosomal genes could indeed be traced through from the parent generation to the F1 generation.
This Punnet Square represents the F1 offspring breeding with each other to create more offspring. This second set of offspring is the F2 generation. If both parents are heterozygous dominant, then the offspring expected would be: 50% heterozygous dominant, 25% homozygous dominant and 25% homozygous recessive.
Charles Dickens' Great Expectations stands as one of the most highly revered works in all of English literature. The novel's perennial appeal lies in its penetrating depictions of character, rich panoramas of social milieu, and implicit crusades against social evils.1
"Do you not know that the unrighteous will not inherit the kingdom of God? Do not be deceived. Neither fornicators, nor idolaters, nor adulterers, nor homosexuals, nor sodomites, not thieves, nor covetous, nor drunkards, nor revilers, nor extortionists will inherit the kingdom of God." (1 Corinthians 6:9-10)
For our first generation (F1) of flies we chose to cross apterous (+) females and white-eye (w) males. We predicted that the mutation would be sex linked recessive. So if the female was the sex with the mutation then all females would be wild type heterozygous. Heterozygous is a term used when the two genes for a trait are opposite. The males would all be white eye since they only have one X chromosome. If the males were the sex that had the mutation then all the flies would be wild type but the females would be heterozygous.
Human development is an essential aspect in early childhood education. This essay is going to discuss the theories of three human development theorists, Urie Bronfenbrenner, John Bowlby and Mary Ainsworth’s. Bronfenbrenner’s Ecological Systems theory is concerned with family, cultural and social influences and all the other environmental elements. Bowlby’s Attachment theory and Stages of attachment and Ainsworth’s “Strange Situation” research which breaks down attachment into three types are related to the relationship between adults and children. These theories are all associated with socio-cultural theory, which is throughout the New Zealand early childhood curriculum Te whariki (Ministry of Education, 1996).
Sex allocation refers to the amount of parental resources assigned to male versus female offspring in a sexually reproducing species {Charnov:1982wg, Brunet:1992fg,West:2010ws} and the extent of this allocation in the organism 's fitness. In angiosperms, the flowers are the reproductive organs, but opposite to most animals, the presence of male and female organs varies among species resulting in a large diversity of breeding systems. Those breeding systems are defined on the basis of the presence and fertility of male or female reproductive organs either in the same flower or in the same individual. Then, breeding systems can be categorized as monomorphic, when individuals have both male and female functions (hermaphroditism and