A researcher crosses mice with apricot eyes and long tails, and the F1 progeny were recovered in the following numbers and phenotypic classes: F1: 21 apricot, short : 30 brown, long : 19 brown, short : 110 apricot, long You know the genes encoding these traits are autosomal, completely dominant and assort independently. You want to use a chi-square test to analyse these results. a) What is your null hypothesis for the chi-square test? b) You obtain a value of 11.33 for the chi-square test. What conclusion can you make from the results of the chi-square test? c) Give the expected number of individuals in the "apricot, long" class. d) Making use of the appropriate genetic convention for naming alleles, give the genotype of any of the progeny in the "apricot, long" class. P df 0.995 0.975 0.9 0.5 0.1 0.05* 0.025 0.01 0.005 0.000 0.000 0.016 0.455 2.706 3.841 5.024 6.635 7.879 0.010 0.051 0.211 1.386 4.605 5.991 7.378 9.210 10.597 0.072 0.216 0.584 2.366 6.251 7.815 9.348 11.345 12.838 4 0.207 0.484 1.064 3.357 7.779 9.488 11.143 13.277 14.860

A researcher crosses mice with apricot eyes and long tails, and the F1 progeny were recovered in the following numbers and phenotypic classes: F1: 21 apricot, short : 30 brown, long : 19 brown, short : 110 apricot, long You know the genes encoding these traits are autosomal, completely dominant and assort independently. You want to use a chi-square test to analyse these results. a) What is your null hypothesis for the chi-square test? b) You obtain a value of 11.33 for the chi-square test. What conclusion can you make from the results of the chi-square test? c) Give the expected number of individuals in the "apricot, long" class. d) Making use of the appropriate genetic convention for naming alleles, give the genotype of any of the progeny in the "apricot, long" class. P df 0.995 0.975 0.9 0.5 0.1 0.05* 0.025 0.01 0.005 0.000 0.000 0.016 0.455 2.706 3.841 5.024 6.635 7.879 0.010 0.051 0.211 1.386 4.605 5.991 7.378 9.210 10.597 0.072 0.216 0.584 2.366 6.251 7.815 9.348 11.345 12.838 4 0.207 0.484 1.064 3.357 7.779 9.488 11.143 13.277 14.860

Human Heredity: Principles and Issues (MindTap Course List)

11th Edition

ISBN:9781305251052

Author:Michael Cummings

Publisher:Michael Cummings

Chapter15: Genomes And Genomics

Section: Chapter Questions

Problem 2QP: Hemophilia and color blindness are both recessive conditions caused by genes on the X chromosome. To...

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A researcher crosses mice with apricot eyes and long tails, and the F1 progeny were recovered in the following numbers and phenotypic classes:F1: 21 apricot, short : 30 brown, long : 19 brown, short : 110 apricot, longYou know the genes encoding these traits are autosomal, completely dominant and assort independently. You want to use a chi-square test to analyse these results.a) What is your null hypothesis for the chi-square test? b) You obtain a value of 11.33 for the chi-square test. What conclusion can you make from the results of the chi-square test? c) Give the expected number of individuals in the “apricot, long” class. d) Making use of the appropriate genetic convention for naming alleles, give the genotype of any of the progeny in the “apricot, long” class.
A researcher crosses mice with brown eyes and long tails, and the F1 progeny were recovered in the following numbers and phenotypic classes: F1: 6 apricot, short : 30 brown, long : 15 brown, short : 9 apricot, long You know the genes encoding these traits are autosomal, completely dominant and assort independently. You want to use a chi-square test to analyse these results. a) Making use of the appropriate genetic convention for naming alleles, give the genotype of the male parent in this cross. b) What is your null hypothesis for the chi-square test? c) Give the expected number of individuals in the "brown, long" class. d) You obtain a value of 3.47 for the chi-square test. What conclusion can you make from the results of the chi-square test? P df 0.995 0.975 0.9 0.5 0.1 0.05* 0.025 0.01 0.005 1 0.000 0.000 0.016 0.455 2.706 3.841 5.024 6.635 7.879 2 0.010 0.051 0.211 1.386 4.605 5.991 7.378 9.210 10.597 0.072 0.216 0.584 2.366 6.251 7.815 9.348 11.345 12.838 4 0.207 0.484 1.064 3.357…
Females from a pure-breeding curly-winged strain are mated with males from a pure-breeding straight-winged (wild-type) strain. The F1 mate with each other to produce an F2 generation that consists of 160 flies with curly wings and 80 with straight wings. What can you infer from this observation? Explain your answer and why the other options do not qualify, A) Curly wings is a recessive trait. B) The dominant curly wing allele is also a recessive lethal. C) Wing shape is controlled by two codominant alleles. D) Two interacting genes determine wing shape. E) All of the hybrid F 1 flies had straight wings.
Consider the first category of test-cross offspring shown in figure 8.2 (+b, LS). Consider also that the parents of the heterozygous female flies in the test cross had the following genotypes: bb, SS, and +, LL. A. What would be the physical phenotype of these flies? B. If PC was conducted with the DNA of one of these flies using the primers for the molecular marker, what would be the appearance of the bands on an electrophoresis gel with the PC products? C. If the gene for black body and the locus for the molecular marker (L long or S short) were unlinked, what proportion of the test-cross progeny would be black flies that are heterozygous for the molecular marker? What proportion would be flies with normal body color, which are homozygous for one form of the molecular marker? D. If the gene for black body and the locus for the molecular marker were linked, how would the proportion of flies be different?
Data set A summarizes F2 numbers from an F1 cross arising from two, true-breeding Drosophila strains (P generation), which differ with respect to two mutant traits. The traits of legs shows an autosomal incomplete dominance pattern and the traits for wings shows an X-linked regular dominance pattern. a) Produce a genetic hypothesis about the mode of inheritance of each of the alleles from your data set. You must come up with a hypothesis that both makes sense and will not be rejected, in other words, you need a hypothesis that will corroborate the experimental observations. b) Explain/describe how the data set seems to support your genetic hypothesis for each trait. For example, explain why you think a trait is recessive vs dominant or X-linked vs autosomal. To do this, you could comment on the observed ratios and/or differences or similarities in male and female numbers and explain how these provide support for your hypotheses. c) Assign genetic symbols to the four alleles involved.…
A student crossed a female worm homozygous for the dpy-17 e164 allele with a wild-type male worm heterozygous for dpy-17 e164. He then scored all of the developing eggs/larva for the Dpy phenotype. He found 88 with the Dpy phenotype and 98 wild type. Do a Chi square test on phenotypic data to determine if your data supports the hypothesis that the mutation segregates as a single-gene mutation. Show your work in a table and include Null hypothesis Χ2 value dof p value Conclusion
Consider the first category of test-cross offspring shown in figure 8.2 (+b, LS). Consider also that the parents of the heterozygous female flies in the test cross had the following genotypes: bb, SS, and +, LL. A. What would be the physical phenotype of these flies? B. If PCR was conducted with the DNA of one of these flies using the primers for the molecular marker, what would be the appearance of the bands on an electrophoresis gel with the PCR products? C. If the gene for black body and the locus for the molecular marker (L long or S short) were unlinked, what proportion of the test-cross progeny would be black flies that are heterozygous for the molecular marker? What proportion would be flies with normal body color, which are homozygous for one form of the molecular marker? D. If the gene for black body and the locus for the molecular marker were linked, how would the proportion of flies be different?
Using designations "Group A", “Group B," etc., organize the mutant strains into complementation groups. If the result of any cross does not fit your groupings, indicate which cross(es) you have excluded. Consider the consequence if one of the mutations was dominant. You should see that complementation tests could not be used to provide information about dominant mutations. a) If a mutation were dominant, how would the diploid be affected? What effect would this have on the determination of your complementation groups? b) How would you test if any of these trp¯ mutations were dominant?
In domesticated cats, the following are Independently assorting: 6. Normal ears (T) is dominant to tufted ears (t); Curved whiskers (C) is dominant to straight whiskers (c); The presence of six toes (S) is dominant to five toes (s); Gene for hair length is an X-linked codominant. The three phenotypes for hair length are long (XHXH), medium (X"X*), and short (X"Xh); medium is the heterozygous condition. Given two parents: TtccSSXHXh x TtCcSsXHY a) How many different gametes could be formed in the female cat with respect to these four traits? b) How many different phenotypes are possible in the offspring from this mating?
The flowers of 4 o'clock plants may be red, pink or white. Reds crossed to whites only produced pink offspring. When pink flowered plants were crossed with each other, they produced 113 red, 129 white, and 242 pink. It is hypothesized that these colors are controlled by a single gene pair of incompletely dominant alleles. Is this hypothesis acceptable on the basis of a Chi-square test? Show your solutions below. Chi computed value: Degree of freedom: Chi tabulated value: (at a = 0.05) Conclusion:
In fruit flies, you are studying three genes, whose recessive alleles can generate interesting traits. The abnormal traits are “short” – gene s, “ruby-eyed” – gene r, and “ebony body” – gene e. You have been provided an F1 population of flies that are heterozygous at all three of these gene and you testcross these flies by “ssrree” flies. The attached image lists any recessive traits displayed by the flies, unlisted traits are wild type. d) develop a genetic map for this locus, noting your calculated map distances.e) If possible, calculate interference
In your experiments with Drosophila, you found that the wildtype allele that codes for grey adult insects is sometimes mutated, with mutants having a black colour. Similarly, you find that your population has alleles that code for vestigial wings instead of the wildtype normal wings. (Both mutations are recessive.) You want to know whether the two genes for body colour and wings are linked. In your preliminary crosses you have established a large number of individuals that you require for testcrosses. 9a. Which two genotypes will you use for the testcross? (Hint: One of the two genotypes should be a heterozygous dihybrid.) Use the common wildtype notation (e.g., “ar+ tg”) rather than the allele notation (VvZZ). For simplification, disregard the gender.