Transcript Formal lab report information

Sexing Fruit Flies
http://www.hemingwayhome.com/cats/
How to Prepare Your Cultures
• Put labels on bottle with your name and class
section– bottom part
• Add about 10-15 m: of sterile water – medium
will turn blue
• Add NO MORE THAN 1 scoopful of dry medium
• Put in mesh, all the way down to the bottom
• Make sure that your medium is not too wet or
not too dry – CHECK WITH YOUR TEACHER!!!
• Add a small pinch of yeast
• Stopper
The Males
• Are basically smaller than females
• The tip of the abdomen is more rounded in males than in
females
• The bottom back portion of the abdomen is solid black in
males
• Males have a small, black, comb-like structure (the sex
comb) located about 1/3rd of the way up each foreleg
(front legs)
• Dark bristles surround the male genitalia located in the
front bottom region of the abdomen
Males vs. Females
The Females
• Usually larger than males
• The tip of the abdomen is more pointed than in males
• The entire back surface of the abdomen in females is
banded alternating light and dark bands
• Females do not have sex combs on their forelegs
• No bristles surrounding female genitalia on posterior
bottom
Male or Female?
Male
Female
Sex these!
Female
Male
Working with Fruit Flies
Putting them to sleep
TEACHER WILL DO
THIS!
Today’s goals
• Make culture vial
• Label culture vial
• Transfer 5 males and 6 females into
culture vial SUCCESSFULLY
Hypothesis: What you need to
know
• The F1 generation phenotype was
– ALL red eyes (wild type) and regular wings
(wild type)
• The F1 generation genotype was
– ALL SsAa
– Since we are studying two traits…
Hypothesis: What you need to
explain
• HYPOTHESIS 1: What are the
phenotypes and genotypes of the parent
generation (you never saw these flies)?
– You will need a dihybrid Punnett square with
your explanation
Hypothesis: What you need to
explain
• HYPOTHESIS 2: What are the
phenotypes and genotypes of the F2
generation (this is what you will be
counting)?
– You will need a dihybrid Punnett square with
your explanation
Period 1 Data
Group #
♂ red
normal
♀ red
normal
♂ sepia
normal
♀ sepia
normal
♂red
apterous
♀ red
apterous
♂ sepia
apterous
♀ sepia
apterous
1
6
12
4
1
5
1
0
0
2
15
12
3
2
8
6
3
1
3
2
5
3
1
3
0
1
1
4
5
5
4
3
5
8
1
2
5
8
7
0
2
3
4
1
1
6
18
28
19
7
3
6
0
2
8
84
94
30
36
27
24
7
11
9
48
41
15
14
19
16
12
13
7
Period 2 Data
Group #
♂ red
normal
♀ red
normal
♂ sepia
normal
♀ sepia
normal
♂red
apterous
♀ red
apterous
♂ sepia
apterous
♀ sepia
apterous
1
20
15
7
3
5
0
1
0
2
12
16
12
8
4
3
0
1
3
25
19
11
1
4
4
1
0
4
12
16
3
7
0
5
0
0
5
23
39
5
4
11
6
0
0
6
24
16
6
3
3
3
0
0
7
39
45
7
7
7
9
1
1
8
23
21
9
17
13
12
9
12
9
24
21
7
7
9
8
5
8
Period 7/8 Data
Group #
♂ red
normal
♀ red
normal
♂ sepia
normal
♀ sepia
normal
♂red
apterous
♀ red
apterous
♂ sepia
apterous
♀ sepia
apterous
1
35
48
7
12
5
11
1
2
2
48
53
15
12
5
5
3
2
3
52
78
12
25
20
17
1
4
4
41
40
15
16
8
9
4
0
5
37
69
8
10
14
14
2
0
6
14
10
6
4
8
6
4
5
7
13
17
8
8
10
7
6
7
Period 9 Data
Group #
♂ red
normal
♀ red
normal
♂ sepia
normal
♀ sepia
normal
♂red
apterous
♀ red
apterous
♂ sepia
apterous
♀ sepia
apterous
1
12
10
5
4
2
0
0
0
2
54
46
12
19
0
6
0
0
3
26
22
6
9
5
3
2
2
4
75
69
26
17
20
16
13
11
5
96
113
29
37
20
25
10
8
6
13
17
4
2
2
2
1
0
7
22
14
3
4
0
2
1
1
8
9
7
4
3
9
8
0
1
9
5
3
1
5
7
9
0
1
Results
1. Type up observation log
Date
Observations
2/??/17
(insert observation
here)
Results
2. Make a table (with a table designation
and title) of the pooled class data with the
total numbers for each (added together)
Results
3. Calculation
– Based on the 9:3:3:1 hypothesis…
• Convert these to percentages (ex: 9/16 = ?%)
• Divide each % by 2 to represent the percentage of
males and females that share the trait
• Multiply these percentages by the TOTAL number
of flies to find the number of flies that should be in
each category (round to the nearest whole
number)
– Ex: 15% of 231 flies is 34.65 flies, or 34 flies
• - CALCULATIONS HAVE TO BE TYPED
IN WORD!
Results
4. Graph
– You will need a figure designation and a title.
– You will need both observed and expected
results.
– You will need all 8 phenotypes represented
– This will be the pooled class data; not just
your group
Results
Discussion
• Part 1: The purpose of the investigation is
clearly identified or stated
– What was the point of doing the experiment?
What was being verified?
• Part 2: Conclusion includes whether the
findings support or reject the hypothesis
– Are the group numbers consistent with a
9:3:3:1 phenotypic ratio? Are the class
numbers consistent?
Discussion
• Part 3: Summarizes data used to draw
conclusions
– Provide the actual ratios/percentages of your
numbers (Example: The class data was an 8.5 wild
type: 3.7 sepia eyes and regular wings: 2.8 red
eyes and apterous wings: 1 sepia eyes and
apterous wings ratio, OR the percentages were
53.125% red eyes and normal wings, 23.125%
sepia eyes and regular wings, 17.5% red eyes and
apterous wings, and 6.25% sepia eyes and
apterous wings OR “There were 129 expected flies
of the red eyes/regular wings phenotype; only 117
were observed…”
Discussion
• Part 4:Identifies flaws and possible errors
in the investigation
– What things did go wrong? What things could
have gone wrong? What factors could have
resulted in more diversity of phenotypes than
expected?
Discussion
• Part 5: Demonstrate comprehensive
understanding of the concepts that apply
to this investigation
– Interpret the results. Do these make sense
based on these traits being autosomal
recessive?
– How are the phenotypes of the F2 generation
able to be so diverse compared to the F1
generation?
– Discuss Mendel’s 3 laws
Discussion
• Part 6 : Discusses applications or real
world connections.
– How do the concepts in this investigation go
beyond Mendel’s pea plants and fruit flies?
How do they apply to humans and the study
of life?
Works Cited
• Based on background information sources
– Must have a minimum of 2
– Wikipedia does not count
• Must be in MLA format
– Don’t forget to
• Alphabetize
• Indent 2nd line