Unit II Assignment—Genetics Worksheet Gregor Mendel’s Experiments, Theories, and Findings  1. Mendel observed that pea plants had traits, such as color, that were either “one or the other,” never something in between. In your own words, discuss the correlation between Mendel’s factors, what they might be, and why pea plant traits come in one form or another—e.g., gray or dark red—rather than blended.  Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.) 2. Let’s imagine that we are studying only one trait, that of green- or yellow-colored seeds. Mendel bred his peas until they either produced seeds of one color or the other. These purebred plants he called the p generation (“p” for parental generation). He then cross bred green plants with yellow ones and discovered that all the offspring were yellow-colored. Mendel called the offspring of the purebred plants the F1 generation. In your own words, explain why all the offspring in the F1 generation were yellow instead of half being yellow and half green, or some other mix of the colors. Hint: Remember that Mendel coined the terms dominant and recessive.   Punnett Squares   Reginald Punnett was a British geneticist who developed the Punnett square to explain how the chromosomes of parents cross and produce offspring. In order to solve genetics problems using a Punnett square, it is necessary to a) understand the associated vocabulary and b) understand some of the rules for solving the problems.  Before you continue with the problems below, review the meaning of the terms allele, dominant, recessive, homozygous, heterozygous, genotype and phenotype.  You should also review the Punnett Square Basics video linked in the unit lesson.  In this first problem (question #3), the key and genotype of the parents will be done for you as an example. For problems #4 and #5, you will fill in those details based on the information in the question.   Remember, when asked for the genotypic ratio, it may be expressed as 25%(GG):50%(Gg):25%(gg), for example. Or, you may write it more succinctly as 1GG:2Gg:1gg. Either way will be correct.   The phenotypic ratio will use descriptive terms, for example, 3(Green):1(clear), 2(Green):2(clear), or whatever it may be depending on the results of your cross.   3. In corn plants, the allele for green kernels (G) is dominant over clear kernels (g). Cross a homozygous dominant plant with a homozygous recessive plant.  Fill in the Punnett square below and give the ratios for each question beneath the Punnett Square.   Key: G = green kernels, g = clear kernels   Genotype of parents:_GG_x_gg_    Parent #1   Parent #2                  What is the genotypic ratio of the offspring in Question 3?   What is the phenotypic ratio of the offspring in Question 3?  4. Yellow seeds are dominant over green seeds in pea plants. Cross a heterozygous (yellow seeded) plant with a green seeded plant.  Key: __________   Genotype of parents:__________ x __________    Parent #1   Parent #2                  What is the genotypic ratio of the offspring in Question 4?   What is the phenotypic ratio of the offspring in Question 4?   5. Now cross two of the heterozygous F1 offspring from question #2.     Parent #1   Parent #2                  What is the genotypic ratio of the offspring in Question 5?   What is the phenotypic ratio of the offspring in Question 5?   6. Consider the resulting ratio of crossing the two heterozygous pea plants in question #5.We will use this ratio in a short activity exploring probability. Keep in mind that crossing two individuals that are heterozygous for a certain trait is similar to flipping two coins. Each coin has two sides (we might think of each side as an “allele”) and the chances of flipping heads/heads, heads/tails or tails/tails should be similar to the ratio we see when crossing two heterozygotes.   For this simple activity, you will need two coins (pennies, nickels, dimes, quarters, or a mix of any of those). Alternatively, you may google a coin-flipper simulator that will allow you to flip two coins at once. You will also need a piece of scratch paper and a pen or pencil.   Directions: Flip the two coins simultaneously at least 50 times. For each flip of the pair of coins, you will record the results on a piece of scratch paper. You might set up a table like the one below to record your results. Once you have flipped the coins at least 50 times, enter the number of heads/heads, heads/tails and tails/tails in Table 1 below.   Now determine the ratio for your results. You will do this by dividing the number for each result by the total number of flips, and then multiply by 100.   (Example: If the number of heads/heads is 9 then 9/50 = .18, .18x100 = 18%), Repeat this mathematical procedure for heads/tails and tails/tails)    Table 1   Heads/heads (hh)   Head/tails (ht)   Tails/tails (tt)   Ratio (hh:ht:tt) Compare the resulting ratio from the question #5 cross of two heterozygous parents to the ratio from the coin flipping exercise. Are there similarities? If so, what are they?   What might be done to make the ratio from the coin flipping exercise become more similar to the ratio from question #5? (Hint: Consider that more data equals better accuracy.) Cancer Risk Factors 6. This question deals with cancer and risk factors. Begin by going to the website http://www.cancer.org/ Click “Cancer A-Z” in the upper left corner. The page that comes up will provide links to information on breast cancer, colon and rectal cancer, lung cancer, prostate cancer, and skin cancer. Review the information for each these cancers.  Next, write an essay that discusses your own risk factors for each type of cancer and steps you might take to decrease those risk factors. Be sure to address all five types of cancer.  You do not have to disclose any actual personal information if you do not wish to do so. You may create a fictional character and discuss his or her risk factors instead. Be sure to address all five types of cancer. Your response must be at least 300 words in length. (Type your response below) Match each term with its description. Note that not all answers will be used. - A. B. C. D. E. F. G. H. I. J. K. L. Interphase - A. B. C. D. E. F. G. H. I. J. K. L. Prophase - A. B. C. D. E. F. G. H. I. J. K. L. Metaphase - A. B. C. D. E. F. G. H. I. J. K. L. Anaphase - A. B. C. D. E. F. G. H. I. J. K. L. Telophase - A. B. C. D. E. F. G. H. I. J. K. L. Cytokinesis - A. B. C. D. E. F. G. H. I. J. K. L. Haploid - A. B. C. D. E. F. G. H. I. J. K. L. Metaphase II - A. B. C. D. E. F. G. H. I. J. K. L. Anaphase II - A. B. C. D. E. F. G. H. I. J. K. L. Telophase IIA.The centromeres split and the chromatids are pulled apartB.Four daughter cells form, each with one copy of the original chromosomesC.Crossing over occurs during this phaseD.The cell splits into two daughter cellsE.DNA condenses into chromosomesF.RNA leaves the nucleusG.Occurs when only one member of each homologous pair of chromosomes is presentH.DNA replicatesI.Nuclear membrane re-formsJ.Chromatids separate in a meiosis II cellK.Chromosomes align in the middle of the meiosis II cellL.Chromosomes align along the middle of the cell

Exercises: Week 6 Assignment Use the files in the mgisdata\Austin\Austin geodatabase to answer the following questions: 1. Give the name of the watershed in Austin that contains the most wells. How many wells does it contain? Which watersheds have the deepest and shallowest average well depths? 2. How many wells are there in the WATERFRONT zoning code in Austin? Use the O_NAME field from the zoneoverlays feature class. How many of the wells have depths less than 100 feet? 3. Which zoning category (O_NAME) in Austin contains the most wells? 4. What are the minimum, maximum, and average distances from barbeque (bbq) pits to the closest restroom? 5. An elementary school pool fun day is planned. If each school goes to the closest pool to it, which pool will have the most schools attending? Create a map that would be helpful to planners in reassigning schools to less crowded pools. (Note: You must export the elementary school selection to a new feature class before joining, because the distance join does not honor the selected set. This may be a bug.) 6. Examine the table from Exercise 5 closely, and you will find a problem with your initial analysis. What is it? What would you need to change to get a better result? 7. Which post office potentially serves the greatest number of people, based on the block group population data? Which one serves the least? (Note: The post office locations are one of the types of information in the facilities feature class.) Use the data in the mgisdata\Oregon\oregon geodatabase to answer the following questions: 8. Which city in Oregon is farthest from an airport? What is the distance in kilometers? 9. Assuming that an airport’s service area includes all of the cities that are closer to it than to any other airport, determine how many cities each airport serves. Which airport serves the most cities? How many cities? Which serves the most people? How many people? Why does the Sum_POP2000 field contain negative values? 10. A boating club would like to know which parks in Oregon have the best access to lakes. Find the number of lakes and total lake area in each park. Which park(s) have the most lakes and how many? Which park has the greatest area of lakes? Examine parks with only one lake. The sum of the area fields for these lakes keeps repeating the same few numbers. Explain why. How is the Columbia River affecting this analysis?

Compose answers to the questions below and save the file as a backup copy in the event that a technical problem is encountered while attempting to submit the assignment. Make sure to run a spell check. You will be submitting your answers to the lab assignment in two parts. The first part of the lab assignment consists of the laboratory exercise questions. The second part of the lab assignment is the application question. The first textbox on the submission page corresponds to the first part of the lab. Be sure to paste the laboratory exercise questions, with your answers, into this textbox. The second textbox on the submission page will be for your response to the application question. LABORATORY EXERCISE QUESTIONS Distinguish between the terms gene and allele. (1 point)Give an example of one genetic trait (gene) and two different alleles (allele phenotypes) for that gene. (3 points)Genetic TraitAllele phenotype #1Allele phenotype #2Compare and contrast the terms phenotype and genotype. (4 points)List the allele combinations (gamete possibilities) that can be formed by an individual with the following genotype: AABB (1 point)List the different allele combinations (gamete possibilities) that can be formed by an individual with the following genotype: AaBb. (4 points)Given: P = purple flowers and p = white flowers and P is dominant over p.A horticulturist has a purple plant and a white plant. The horticulturist knows that purple is dominant over white. When they are bred, all of the resulting offspring are purple. What is the most likely genotype of the parent or original purple plant? (2 points)A horticulturist runs a test cross with an offspring (F1 generation) purple plant from Question 8. The phenotypic frequencies of the resulting offspring are 50% white and 50% purple. What is the true genotype of this offspring (F1 generation) purple plant? (2 points)What is the probability of a cross resulting in purple offspring when two heterozygous purple pea plants (e.g. Pp x Pp) are bred? What is/are the genotype(s) for purple offspring resulting from this cross? (4 points)Compare the real-world ratios calculated in Exercises 5 and 6 (coin toss activity) to Mendel's ratios. Were they close? Pose a possible explanation for why the ratios may not be exactly the same. (4 points)Refer to the data on the corn kernel color ratio from Part II of the lab.Recall from the background information that purple kernels are dominant and yellow kernels are recessive. The second ear of corn was the result of crossing two heterozygous ears of corn male purple (Pp x Pp). This is represented by the Punnett square below. Complete the Punnett Square by writing the correct letters that correspond to each number indicated in the table. (4 points)Once the Punnett square for Question 13 is complete, calculate the ratio of purple and yellow kernels (recall that if the dominant trait is present, it will be expressed).Recall from the background information that purple kernels are dominant and yellow kernels are recessive. Also recall that smooth kernels are dominant and wrinkled kernels are recessive. The third corn ear was the result of crossing a male ear of corn with the following gametes: PpSs, with a female ear of corn with the same gametes: PpSs. This is represented by the Punnett square, below. Complete the Punnett square by writing the correct letters that correspond to each number indicated in the table (for example, PPSS or ppss). (8 points)Once the Punnett square for Question 15 is complete, calculate the ratio of corn kernel varieties (recall that if the dominant trait is present, it will be expressed).What are the genotypic and phenotypic ratios for kernel color and kernel texture for a dihybrid cross between PpSS x Ppss? (4 points)Using the results from the Punnett Square in Question 15, answer the following question: In a population of 300 corn kernels, how many will have smooth kernel texture? (2 points)In a flower garden, a horticulturist is growing purple and white pansies. The horticulturist notices that a new pansy has sprouted. When it finally flowers, the pansy is lavender. Explain how this happened. (4 points)With a botanist's help, an individual decides to cross the lavender pansy with the white pansy. Will this result in any purple pansies? Explain. (4 points)State an industrial concern/importance for knowing the genetic makeup of an organism. Explain why it is important in your example. (5 points) What is the phenotypic ratio of offspring from a cross between Pp x pp? (2 points)In a population with 160 individuals how many will be homozygous? (2 points)In that same population, how many will be purple? (2 points) Which of Mendel's laws is illustrated in a dihybrid cross? (1 point)What does this law mean, in your own words? (1 point) What was the tallied frequency (phenotypic ratio) of purple to yellow kernels from Step 1? Which of the possible Mendelian ratios is best represented by this corn cob? (2 points)What was the tallied frequency (phenotypic ratio) of purple to yellow kernels from Step 2? Which of the possible Mendelian ratios is best represented by this corn cob? (2 points)What was the tallied frequency (phenotypic ratio) of purple and smooth, purple and wrinkled, yellow and smooth, or yellow and wrinkled kernels from Step 3? Which of the possible Mendelian ratios is best represented by this corn cob? (Remember there were four possible types for this part of the lab.) (2 points)Explain why the tallies from each corn cob do not exactly match the Mendelian ratio. (2 points) P p P 1 2 p 3 4 What is the ratio of purple to yellow kernels based on the Punnett square? (2 points)How did this Mendelian ratio numerically compare to the ratio obtained from counting the corn kernels for ear number two in part II of the lab? (2 points) PS Ps pS ps PS 1 2 3 4 Ps 5 6 7 8 pS 9 10 11 12 ps 13 14 15 16 What is the ratio of kernels based on the Punnett square? (2 points)How did this Mendelian ratio numerically compare to the ratio obtained from counting the corn kernels for ear number three in part II of the lab? (2 points) genotypic ratiophenotypic ratio APPLICATION QUESTION (Application) How might the information gained from this lab pertaining to genetics be useful to you, or how can you apply this knowledge to your everyday life as a non-scientist? The