ࡱ> 463 bjbj̚̚ .& 4,888888887999999,te88888e88z8.88787kh(lfF#0 0888ee888888888888 :   IB Biology Name__________________________ Simulation of a Genetic Cross Period _____ Date ___________ Background Genetic Information is inherited according to the mathematical laws of chance. The First Law of Probability is The Second Law of Probability is The Third Law of Probability is Genes occur in pairs. We represent genotypes in letters. Gene pairs that carry identical messages are said to be homozygous, in this lab for example __________& __________while genes that have a mixed message are called hybrids or heterozygous, for example __________. The appearance of a combination of genes is called the phenotype of the individual. In this simulation we can examine the cross as a complete dominance situation in which red is dominant over black. We could also set up the simulation to have codominance in which a RB combination results in a tiger lily rather than a red lily. In class we will explore complete dominance. If you would like extra credit, you can explore codominance during Flex. Experimental Question Does the cross represented by the two decks of cards simulate a hybrid cross? Hypothesis Using your favorite prediction tool calculate the expected results for a hybrid cross of two double decks of cards. Be sure that you show use of both the Second and Third Law of Probability. Or make a punnett square! Complete the hypothesis for both phenotype and genotype: If the cross is a hybrid cross of dominant-recessive genes, then Procedure Shuffle both sets of cards to make the choices totally random. Use one double deck of cards to be ovules of a mock species of plants and the other double deck of cards to be pollen. During the timed pollination period randomly select cards from the pollen deck to pair with randomly selected ovule cards. Fertilize as many ovules as possible in the time provided. Record results in a data chart(s) on a separate piece of paper. Repeat this procedure multiple times under the direction of the time-keeper. Conclusions: Do the experimental results support the expected results? Write a conclusion including the observed and expected results, the chi-square value, and its interpretation. Be sure to answer the experimental question. Finally, include ___________ (ask Ms. R at end). Procedure Shuffle both sets of cards to make the choices totally random. Use one double deck of cards to be ovules of a mock species of plants and the other double deck of cards to be pollen During the timed pollination period randomly select cards from the pollen deck to pair with randomly selected ovule cards. Fertilize as many ovules as possible in the time provided. Count each genotype in the resulting crop. Record on a data chart of your own design on a separate piece of paper. Repeat this procedure 2 more times under the direction of the time-keeper. Total the results for each genotype and phenotype. Find the total number of flowers produced. Using the total flowers produced, calculate the number of each type that you would expect from this population. Title these calculations as Expected Results. Compare the expected with t he experimental results. Show your comparison. You may do this by Chi square which is a mathematical tool used to find out if your results are close enough to your prediction to support your hypothesis. Show all calculations! Conclusions: Do the experimental results support the expected results? Write a conclusion including the observed and expected results, the chi-square value, and its interpretation. Be sure to answer the experimental question. Finally, include ___________ (ask Ms. R at end). 1qr}9   " . H & ' v A [ fv? ,36@Zquh h1 h!Y5 h!YCJh!YhY] h_5CJhFh_5CJ h_CJ h_5h_51qr}     5 6 7 8 9 H L   & '  & Fd^ & Fd' u v \ ] ^ _ ` a b gd!Y^ & Fd` 4f   & F#^#d !"#$%&'()*+,-./01234566@A$orqrstugd & F#^#gd!Y & Fgd!Ygd!Ydgd!Y ,/ =!"#$% 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH <`< NormalCJ_HmH sH tH 8@8  Heading 1$@&5B@B  Heading 2$dh@&5CJDA D Default Paragraph FontViV 0 Table Normal :V 44 la (k ( 0No List 0>@0 Title$a$50J@0 Subtitle5NC@N Body Text Indentdh^CJ8B@"8 Body TextdhCJPK!pO[Content_Types].xmlj0Eжr(΢]yl#!MB;.n̨̽\A1&ҫ QWKvUbOX#&1`RT9<l#$>r `С-;c=1g'}ʅ$I1Ê9cY<;*v7'aE\h>=,*8;*4?±ԉoAߤ>82*<")QHxK |]Zz)ӁMSm@\&>!7;ɱʋ3װ1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!pO[Content_Types].xmlPK-!֧6 -_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'( theme/theme/_rels/themeManager.xml.relsPK]#  &  ' 6 ALLS0A2 3 b m ::::  ACqhh^h`o(.hh^h`o(.^`o(.^`o(.^`o(.ACq1 Y] 0E7!Y_ @2 2 y2 2 `@UnknownG*Ax Times New Roman5Symbol3 *Cx Arial3TimesACambria Math"qh&0y'.y' v.o .o $243Q?'z&2 ,Name________________________LHSPPS IT       Oh+'0  8 D P \hpx' Name________________________LHS Normal.dotmèapp IT12Microsoft Macintosh Word@D|@ |]l@@l.o  ՜.+,0 hp|  'LHS Name________________________ Title  !"$%&'()*,-./0125Root Entry F*l71Table2WordDocument.&SummaryInformation(#DocumentSummaryInformation8+CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8