Genetics Lab Report

4.    After 5 days, measure the height of the 10 plants in each pot. Add up the individual heights and divide by 10 to obtain the average height. Record the average heights in a table, as shown below.

Null Hypothesis – A plant on a window sill does not grow faster than a plant on a living room coffee table

Human cells carry two copies of each chromosome they have two versions of each gene and the different versions are called alleles. Alleles can be either dominant or recessive. Dominant alleles means you have one copy of the gene or your heterozygous. Recessive alleles means you have two copies of the gene or your homozygous.

The variables in this lab were different than the average science experiment. Instead of affecting the experiment to prompt different results, we just had F1 generation plants produce offspring so that we could study their specific traits. By looking at the variables, we can determine if they fit the Mendelian ratio and see if genes are linked on a chromosome.

2. Gregor Mendel concluded that the tall plants in the P generation passed the factor for tallness to the F1

· monitor the relative growth rate of each sample by measuring the size of each frond compared to the beginning size. Measure once every two days.

We noted if any plants died, how dry the tray looked, and various other observations. Final measurements will be taken on April 12, 2016. Final measurements include: the length of the stem, stem length from the korm, weight of the korm, steam weight without the leaves, and stem weights with the leaves. To find the growth of each treatment, we will divide the final date by the initial data collected. Specifically, our group will divide elephant ear growth by Iris growth. So, we will compare the growths of the EI pots. If the proportional of elephant ear versus iris is bigge than 1, this means that the Elephant ear grew larger than Iris. We can then input the data into the respectable ANOVA tests and Post Hoc tests to further analyze our

The Human Traits Lab was meant to investigate certain traits that family, myself and peers exhibit. Phenotypes, such as widows peak, tongue roller, were to be determined and then compared with other peers. To begin to understand the lab an important concept must be explained first. Inheritance is defined as the passing of genes from parent to offspring. Each person inherits one allele from each parent to determine their genotype. The concept Mendel’s Principle of Inheritance includes four distinct inheritance patterns. The first is complete dominance, in which one allele beats the other. The dominant allele is represented by a capital letter while the recessive allele is represented by a lowercase letter. For example if the genotypes were TT

The shaded squares are the recessive alleles however the non-shaded squares are dominant alleles. Recessive alleles only occur when the phenotype is homozygous recessive. For a recessive allele to produce, it is required to inherit copies of recessive genes from both parents, but even if both parents are carriers, only one out of four of the offsprings are likely to be affected. Furthermore, recessive alleles normally appear out of nowhere and skip generations, conversely, dominant alleles rarely skip generations, which makes them easy to follow through a pedigree.

I was sure that the plant in the basement will grow the most and then the plant in the kitchen will be lower in height and the router plant will not grow, but at the end the router plant died which

For starters, DNA is considered the messiah of genetic information leading most aspects of inheritance and phenotypes. For example, DNA is made up of chromosomes which contain specific genes on a specific location known as a locus (Biology 224). Since half of the chromosomes are inherited from each parent, the results are having half of one’s genes from mom and the other from dad. This genetic information is encoded within DNA which leads into the study of alleles. Alleles are alternative forms of genes, containing an alternative DNA sequence or genotype that will ultimately code for various phenotypes. For example, there could be an allele for brown hair or an allele for blonde hair, but the alleles are still coding for hair color just different colors.

As we have recently learned it was found that in most of nature’s occurrences, offspring inherits either trait from their parent in sexual reproduction. For example, when he cross breeded a white pea plant and a purple pea plant, the offspring had been either white or purple. However, there are exceptions to these findings. These five exceptions are known as Codominance, Incomplete Dominance, one affecting many traits, many genes affecting one trait, and the environmental surroundings. Codominance is the phenomenon in which two different dominant traits balance eachother out and in return, the offspring is a mix between both phenotypes which are equally shown. For example, with a genotype of XY for fur color. If X had represented white fur, and Y represented brown fur, then the offspring would

Pairs of alternative traits were expressed in the F2 generation on the ratio of ¾ dominant to ¼ recessive (3:1 segregation ratio referred to as Mendelian ratio)

This was done for both the monohybrid cross of the pea plants and the dihybrid cross of the corn cob to determine whether the crosses follow the 3:1 (monohybrid) and the 9:3:3:1 (dihybrid) phenotypic ratios. The degree of freedom was then found by subtracting 1 from the amount of phenotypes. Degree of freedom can be described as “a box containing three marbles” (Stallsmith). Each of these marbles is a different color, so there is only two degrees of freedom, “two trials in which chance can operate” (Stallsmith). Using the chart on page 69 of the lab manual, and the degree of freedom, it was determined whether the chi squared deviated significantly or insignificantly. The chi squared of the pea plants had a deviation that would be considered insignificant, between 0.2 and 0.1 and the chi square of the corn cob had an insignificant deviation between 0.8 and 0.7. The results support the original hypothesis for both of the crosses, they follow Mendel's laws. Something that could be changed about this experiment is a more accurate way to count the corn kernels, as human error could have skewed the results. This experiment is significant because genetics is a critical field of study in determining why organism looks the way the do and how traits

In this lab we considered Gregor Mendel theory of genetics. Mendel was a botanist and statistician. Mendel worked with garden peas to figure out their genetic pattern. The peas were also true-breed.1 The three principles that Mendel had for inheritance pattern are the principle of segregation, principle of dominance, and principle of independent assortment.2 The first principle of segregation means that the individual gets part of the trait from each parent that makes their traits.2 The second principle of dominance is that a trait may be present during the first generation, but doesn’t not mean it could be present in future generations and that the dominant allele is showed. The third principle of independent assortment is that it depends on the different units that are passed on that can decide your traits based on other traits that are given.2 This now goes into showing that variation of a gene is called an allele. This is now shown in a phenotype and genotype. A phenotype is showing he physical trait that we can see. A genotype is the showing of the genetic form that made that trait.3 Another term we used in this lab was homozygous which means you have two of the same alleles. The next term that was used is heterozygous which means that two different alleles were used. The term that was important that we used was a Punnett square. A Punnett square is way to be able to calculate the different potential outcomes of the genotypes graphically.3