Transcript Corn Genetics

Students
-Sickle cell video packet
- Complete last page
- Turn in on Wednesday
-Tomorrow – Lab wrap-up
-Wednesday – In class learning logs/genetics problems – packet due
-Thursday – Begin Ch 16 – DNA: Molecule of Inheritance
-Friday – Finish Ch 16 – Genetics problems due
-Lab notebooks due Monday
Chi-square – completed & stapled in…including the fly wing problem
Genetics of Corn (today)
-
Test: Next Tuesday & Wednesday
Learning logs due Tuesday
-
Phones in bin…muted or off...please & thank you
Lab 7 alternative: Genetics of Corn – playing the role of Mendel
1.
2.
3.
4.
Each set of partners should obtain one ear of corn.
Study the ear and select 2 different traits that are easy to recognize.
Make a chi-square table with the 4 possible phenotypes.
Categorize the kernels on the entire ear by using tally marks for each of the
4 phenotypes. Use 1 pin to mark the row that you started on and another
to mark the current row you are counting.
5. Count your tallies and record your data in the chi-square table.
6. Based on your observations of kernels and the ratios you counted,
hypothesize which traits are dominant & which are recessive. Then
hypothesize who the parents were that created the ear that you just counted.
(This is basically what Mendel had to do with the peas.) This will allow you
to predict a ratio/number of offspring from the total number of kernels counted.
7. Complete your chi-square table & calculate chi-square by including your null
hypothesis, degrees of freedom and p value.
Critical Values of the Chi-Square Distribution
Degrees of Freedom (df)
Probability (p)
1
2
3
4
5
0.05
3.84
5.99
7.82
9.49
11.1
0.01
6.64
9.21
11.3
13.2
15.1
0.001
10.8
13.8
16.3
18.5
20.5
Lab 7 alternative: Genetics of Corn – playing the role of Mendel
1.
2.
3.
4.
5.
6.
7.
8.
9.
Each set of partners should obtain one ear of corn.
Study the ear and select 2 different traits that are easy to recognize.
Make a chi-square table with the 4 possible phenotypes.
Categorize the kernels on the entire ear by using tally marks for each of the
4 phenotypes. Use 1 pin to mark the row that you started on and another
to mark the current row you are counting.
Count your tallies and record your data in the chi-square table.
Based on your observations of kernels and the ratios you counted,
hypothesize which traits are dominant & which are recessive. Then
hypothesize who the parents were that created the ear that you just counted.
(This is basically what Mendel had to do with the peas.) This will allow you
to predict a ratio/number of offspring from the total number of kernels counted.
Complete your chi-square table & calculate chi-square by including your null
hypothesis, degrees of freedom and p value.
Did you accept or reject your null hypothesis?
What conclusions can you make about the parents of the ear you counted?
(This is THE Discussion Question.)
Students
-Get
-Math handout - optional
-test folders
-This is your period to work on
-Lab notebooks – on the shelf
-Genetics problems – in the box
-Learning Logs – Due Monday
-So….”Free day, have fun, get work done” 
-Cans and Carols Concert at Redeemer Presbyterian Church!
-Sunday 12/7
-1046 Miller Street Winston Salem
-6 pm to whenever :P
-Admission is canned goods and/or dry food
-Cell phones in bin….off or muted…please & thank you
After a translocation event affecting chromosome 22, a gene can
be activated that codes for an intracellular kinase. Review the
discussion of cell cycle control and cancer in Chapter 12, and
explain how the activation of this gene could contribute to the
development of cancer. (CUES: phosphorylation, mitosis,
activation, tumor)
CDK stays active even if cyclin is not there because of the
Translocation. The active kinase aids in phosphorylation which
Leads to the activation of mitosis and progression through the cell
cycle. The increase in mitosis would lead to extreme cell growth
And the formation of a tumor.