8/18/2019 Essentials Lab Resource Guide 1 11 http://slidepdf.com/reader/full/essentials-lab-resource-guide-1-11 1/69 Laboratory Resource Guide to accompany Essentials of Biology Laboratory Manual Fourth Edition Sylvia S. Mader 1 Scientific Method Unit I The Cell 2 Measuring with Metric 3 Microscopy 4 Cell Structure and Function 5 n!y"es # $hotosynthesis Unit II %enetics & Cellular 'eproduction ( Se)ual 'eproduction * $atterns of Inheritance 1+ ,-. /iology and Technology 11 %enetic Counseling Unit III 0olution and ,i0ersity of ife 12 0idences of 0olution 13 Microiology 14 $lant 0olution 15 $lant .nato"y and %rowth 1# .ni"al 0olution Unit I .ni"al Structure and Function 1& /asic Ma""alian .nato"y I 1( Che"ical .spects of ,igestion 1* nergy 'euire"ents and Ideal eight 2+ /asic Ma""alian .nato"y II 21 -er0ous Syste" and Senses Unit cology 22 ffects of $ollution on cosyste"s 1
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>>>>> pen7 white ?or correction fluid7 whiteA or taped tags >>>>> "agnifying lenses or stereo"icroscopes
>>>>> s"all glass or plastic dishes7 such as disposale $etri dishes >>>>> graduated cylinders or s"all eaBers for oser0ing pillug "o0e"ent >>>>> rulers7 "etric7 3+ c" plastic
>>>>> stopwatch
'i##"ugs If ordering7 asB for 5+ pillugs for a class of 2+ to 35 or "ore students6 rder pillugs so that they arri0e as close as possile to the date of use6 Follow care and feeding
instructions pro0ided with the pillug order andDor see the following6
.o##ecting pi##"ugs (LM pages 1 ,–0) $illugs liBe "oisture and a0oid sunlight6 They can
e found ne)t to ricB uildings along the grass line or ne)t to sidewalBs7 or under logs and planBs of wood6 They are attracted to wet grass co0ered with a cardoard o) or plastic tarp6ncourage students to collect their own pillugs and gi0e the" la participation points6
Collect pillugs in the spring7 su""er7 and fall as they are hard to find in the winter6 .ftercollecting7 pillugs can e easily "aintained in a terrariu" to Beep a fresh supply all year
long6 They feed pri"arily on decaying organic "atter9 they liBe "oisture and a0oid sunlight6They liBe carrots and cucu"ers6 Change the food daily to pre0ent "old growth6
'reparation for #a" ithdraw food 1E2 days prior to the e)peri"ent6 Use white correction
fluid or tape tas to nu"er the pillugs for identification6
1, 'erfor*ing the Eperi*ent and .o*ing to a .onc#usion (LM pages 2–0)
>>>>> s"all eaBers7 35@"" fil" cans7 watch glasses7 or s"all $etri dishes fordistriuting test sustances
>>>>> $etri dishes7 preferaly 15+ "" ?or else 1++ ""A for testing the pillugs
>>>>> s"all plastic ottle for sprit!ing >>>>> distilled water >>>>> cotton alls
Suggested test sustances; >>>>> flour
>>>>> cornstarch or rand flaBes >>>>> coffee crea"er >>>>> aBing soda
>>>>> fine sand ?controlA >>>>> "ilB
>>>>> orange uice or apple uice >>>>> Betchup
>>>>> applesauce >>>>> caronated e0erage
>>>>> water ?controlA
,o not use salt7 0inegar7 or honey7 as these sustances are har"ful to pillugs6
$lain water is used as a control for liuids6 Fine sand is used as a control for powders6
Eperi*enta# design (LM pages 2–0) These "ethods are reco""ended; For a drysustance7 "aBe a circle of the test sustance in a $etri dish and put the pillug in the center
of the circle6 For a liuid7 put a cotton all soaBed with the test sustance in the pillug8s path6 'inse pillugs etween testing procedures y sprit!ing with distilled water and then
placing the" on a paper towel to dry6
Suggestions The e)peri"ent goes well and clean up is easier if there is a li"ited nu"er oftest sustances and each student chooses only two dry and two liuid test sustances6
Sustances can e distriuted to se0eral stations in s"all eaBers7 35@"" fil" cans7 watchglasses7 or s"all $etri dishes6 Testing pillugs in 15+ "" $etri dishes worBs well6
E3ER.%SE 45ES!%NS11 5sing the Scientific Method (LM pages +–6)
7h does the scientific *ethod "egin with o"servations9 To study the natural world,
scientists have to observe natural phenomena.
7hat is the "enefit of for*u#ating a hpothesis9 The hypothesis tells what is to be tested
by experiment or further observations.
7h *ust a scientist :eep a co*p#ete record of an eperi*ent9 So others can repeat the
experiment and can check that the data are valid.
7hat is the purpose of the conc#usion9 The conclusion tells whether the hypothesis was
supported or not.
;ow is a scientific theor different fro* a conc#usion9 Each experiment has a conclusion.
A scientific theory is based on many conclusions from various experiments in related fields.
!a"#e 1, 'i##"ug@s Response to 'otentia# FoodsA .#ass Resu#ts
Answers will vary depending on class data.
8 n the "asis of the c#ass data do ou need to revise our conc#usion for an
particu#ar pi##"ug response9 depends on class data
7h is this the "est *ethodo#og9 The more trials, the more likely the results are valid.
B &id the "i##"ugs respond as epected to the contro#s ie did not eat the* depends
on student results %f the did not respond as epected what can ou conc#ude a"outour eperi*enta# resu#ts9 The results may be invalid.
L$CR$!RD RE%E7 1 (LM page 8)1 7hat are the essentia# steps of the scientific *ethod9 making observations,
formulating a hypothesis, testing the hypothesis, coming to a conclusion
+ 7hat is a hpothesis9 tentative explanation of observed phenomena
6 %s it sufficient to do a sing#e eperi*ent to test a hpothesis9 8o, because reliability
increases the number of times the experiment is repeated and the results remain the same.
, 7hat do ou ca## a sa*p#e that goes through a## the steps of an eperi*ent and does
not contain the factor "eing tested9 control
- 7hat part of a pi##"ug is for protection and what does a pi##"ug do to protect itse#f9 exoskeleton. A pillbug rolls into a ball to protect itself.
2 State the tpe of data ou used to for*u#ate our hpotheses regarding pi##"ug
reactions toward various su"stances 3bservational data.
0 7h is it i*portant to use one su"stance at a ti*e when testing a pi##"ug?s reaction9
only then can you be certain of the pillbug9s reaction to that particular substance
%ndicate whether state*ents 8 >1 are hpotheses conc#usions or scientific theoriesA
8 !he data show that vaccines protect peop#e fro* disease conclusion
B $## #iving things are *ade of ce##s theory
1 !he "reast"one of a chic:en is proportionate# #arger than that of an other "ird
hypothesis
Earthwor* $#ternative
arthwor"s can e used instead of pillugs for all of the e)ercises in this laoratory6
$lace earthwor"s in large rectangular plastic storage containers and let the" roa" around for appro)i"ately 15 "in6 These containers can also e used to Beep earthwor"s etween
e)peri"ents6 $le)iglass is also needed to place test sustances on while holding earthwor"sao0e to see eha0ior towards sustances6
arthwor"s want to "o0e rapidly to escape6 They are inclined to "o0e away fro" light7"o0e under things7 and see" to want to "o0e downward6 They are e)pected to "o0e away
fro" a heat source6 They also "o0e toward each other and pile up on each other6 They can"o0e up and down on glass at a 45 degree angle6
ith regard to what students already Bnow aout earthwor" acti0ity7 they "ight predictcertain eha0iors6 arthwor"s li0e ?or hideA in the soil7 so they would "o0e down and
through soil6 Soil pre0ents desiccation and Beeps the" cool and "oist6 /y "o0ing underthings7 they could stay cooler7 stay "oist7 and stay hidden in the darB6 $erhaps light others
the" also6
arthwor"s can "o0e acBward and forward fro" oth ends6 hen they are in0estigating asustance7 they "aBe a long7 sBinny point out of the end they are in0estigating with7 and ifthey are repelled y a sustance7 they pull acB and the end eco"es thicB and round6
hen testing with liuids7 if an earthwor" gets e0en close to the sustance7 the sustance
will e pulled along the earthwor"Gs ody without the earthwor" doing anything6 Capillaryaction or cohesion tensionH To pre0ent this7 hold the earthwor" ao0e the sustance7 in case
the sustance ?especially le"on uiceA "ight har" the earthwor"6 ust let the wor" "o0e its pointed end into or near the sustance6 Jou can tell when it is repelled as it will pull away6
'inse the earthwor" right away if it touches a sustance ?especially le"on uiceA6
:- FI-IS:, IT: .'T:'MS7 "i) da"p potting soil with so"e oat"eal7 potato peels7 lettuce7 or other organic "atter fro" the testKnot too "uch7 ust enough to gi0ethe earthwor"s so"ething to eat6 .dd earthwor"s6 Co0er container with newspaper6 Leep
soil da"p6 hen co"pletely finished7 release earthwor"s into garden or greenhouse soil6
Fourth EditionThis laoratory now contains only "icroscopic study as the "etric syste" is now laoratory26
M$!ER%$LS $N& 'RE'$R$!%NS
Instructions are grouped y e)ercise6 So"e "aterials "ay e used in "ore than one e)ercise6
Specia# Reuire*entsLiving *ateria# . Euglena. rder two weeBs efore laoratory6
NotesMicroscope supplies6 Set aside an area in the la for storage of clean "icroscope slides7co0erslips7 and lens paper6 $ost a notice in this area7 outlining the estalished procedures for
handling dirty slides6 $ossile procedures include;1 ash7 rinse7 and dry all slides7 and return the" to their o)es or place the" in the drying
racB6+ To wash7 place dirty slides in the detergent solution pro0ided9 discard plastic co0erslips6
%lass co0erslips should e placed in detergent solution in a eaBer6
66 So"e laoratories prefer that the laoratory assistant wash all slides in an ultrasoniccleaner7 rinse the slides in distilled water7 and allow the slides to drain dry6
>>>>> slide7 prepared; colored threads or to prepare your own7 you will need slidesand co0erslips7 three or four colors of sewing thread ?or hairsA7 scissors7 and a
dropping ottle of water
6, Microscopic "servations (LM pages +0–+B)
>>>>> "icroscope slides ?glass or plasticA >>>>> co0ers slips
>>>>> lens paper >>>>> "icroscopes7 co"pound light
>>>>> toothpicBs7 prepacBaged flat >>>>> ioha!ard waste container for toothpicBs
>>>>> ethyl alcohol ?ethanolA7 &+P9 or alcohol swas ?if toothpicBs are not prepacBagedA
>>>>> "ethylene lue solution7 or iodine@potassiu"@iodide ?ILIA solution ?pre"adeAA >>>>> dropping ottles7 or ottles with droppers
>>>>> $rotoslo or "ethyl cellulose solution
Meth#ene "#ue so#ution (LM page +8) MaBe up a 165P stocB solution7 using 165 g"ethylene lue stain in 1++ "l of (65P ethyl alcohol ?ethanol7 Carolina (#@12(1A6 ,ilute one
part stocB solution with nine parts water for laoratory use7 or use iodine ?ILIA solution6Methylene lue staining solution can also e purchased pre"ade6
%odine (%%) so#ution (LM page +8) Iodine@potassiu"@iodide ?ILIA solution can e purchased pre"ade7 or the ingredients can e purchased separately as potassiu" iodide ?LIA
and iodine ?IA6 These dry ingredients ha0e a long shelf life and can e "i)ed as needed7according to the following recipe;
To "aBe a liter of stocB solution7 add 2+ g of potassiu" iodide ?LIA to 1 liter ofdistilled water7 and stir to dissol0e6 Then add 4 g of iodine crystals7 and stir on a stir plate9
dissolution will taBe a few hours or "ore6 Leep the stocB reagent in darB7 stoppered ottles6For student use7 place in dropping ottles6 ael as <iodine ?ILIA solution6=
Iodine solution stored in clear ottles loses potency o0er ti"e6 If the solution lightenssignificantly7 replace it6 S"all dropper ottles can e stored for aout a "onth7 and they areused in other e)ercises6 . screw@capped7 rown ottle of stocB iodine can e stored for aout
si) "onths6 ,ispose of it if the solution turns light in color6
;u*an epithe#iu* chee: s#ide (LM page +8) To eli"inate the possiility of contact with pathogens7 this e)ercise can e done as a de"onstration using a fle)scope or 0ideoscope for
students to 0iew fro" their seats6 therwise7 ecause of the ha!ards connected with hu"antissue sa"ples and ody fluids7 you should taBe special precautions if students are preparing
their own epitheliu" slides6 Use a ioha!ardous waste container for toothpicB disposal7 and
wash slides and co0erslips in a 1+P leach solution6 Microscopes should also e wiped witha disinfecting solution6
&ropping "ott#es arious styles of dropping ottles are a0ailaleKfor e)a"ple7 dropper0ials7 glass screw@cap ?Carolina &1@#43(7 @#434A with attached droppers9 /arnes dropping
ottles ?Carolina &1@#525A9 and plastic dropping ottles ?Carolina &1@#55+A6 See alsoCarolinaGs aoratory uip"ent and Supplies section6
'rotos#o (or *eth# ce##u#ose so#ution) (LM page +B) Jou can also use glycerol ?Carolina(#@553+A and water as a sustitute for $rotoslo6 8oteG ThicBened $rotoslo can e
Elodea (LM page 6-,) i0e Elodea can e purchased locally at auariu" stores or asupply house6 $lace Elodea in distilled water in an auariu" with a continuous air supply
fro" an auariu" air stone and pu"p6 $lace in indirect window light or under artificialillu"ination6,+ &iffusion (LM pages 62–60)
,iffusion Through a Se"isolid ?M page 3#A
>>>>>> petri dish >>>>>> gelatin powder or agar powder for 165P solution
165P gelatin solution in a eaBer or flasB y dissol0ing 165 g of gelatin powder or agar in 1++"l of oiling water9 stir thoroughly until dissol0ed6 .llow to cool until the glassware can e
handled with a hot "itt6 Fill a petri dish 3 to 5 "" deep with gelatin solution6 $ut a lid ondish until cool6 .fter cooling7 store the dish in a refrigerator6 .fter gelling7 "aBe a s"alldepression in the center of the dish6 Using forceps7 drop a crystal of potassiu" per"anganate
into the depression6
'otassiu* per*anganate (LM page 62) nly 1 to 2 crystals are needed per student group6hile wearing glo0es7 dispense se0eral crystals of potassiu" per"anganate into a shallow7
,iffusion .cross the $las"a Me"rane ?M pages 3#E3&A
>>>>>> dialysis tuing7 appro)i"ately 15 c" per setup >>>>>> plastic droppers or $asteur pipettes >>>>>> ruer ands to close off the top of dialysis tuing
>>>>>> ruer ands that fit snugly around ri" of 25+ "l eaBer >>>>>> 1P glucose solution
>>>>>> wa) pencils >>>>>> /enedictGs reagent or glucose test strips7 optional
>>>>>> oiling water ath;
>>>>>> hot plate ?See CarolinaGs .pparatus; aoratory uip"ent andSupplies section6A
>>>>>> large eaBer >>>>>> pair eaBer tongs
>>>>>> test tue cla"ps >>>>>> oiling chips7 pu"ice
>>>>>> ther"o"eter7 Celsius 5+E15+NC range ?See CarolinaGs .pparatus;Ther"o"eters section6A
1O g#ucose so#ution (LM page 60) This "aBes enough for all procedures for 2+ studentgroups6 $lace 1 g of glucose in 5+ " of distilled water6 Stir to dissol0e7 and ring the
0olu"e up to 1++ "61–+O starch so#ution (LM page 60) 2+ " per student group should e sufficient ?using
standard test tues for all proceduresA6 Care "ust e taBen in preparing this solution6 To "aBea 1P solution7 dissol0e 1 g of starch in a s"all a"ount of cold water to for" a pourale
paste6 .dd this to 1++ " of oiling distilled water7 while stirring7 and
"i) a few "inutes6 Cool6 .dd a pinch of sodiu" chloride ?-aClA6 If refrigerated7 thissolution will last for se0eral weeBs9 otherwise7 a fresh supply should e prepared each day6
%odine (%%) so#ution (LM page 60) Use one dropper ottle per student group6 $re@"adeiodine@potassiu"@iodide solution can e purchased7 or the ingredients can e purchased
separately as potassiu" iodide ?LIA and iodine ?IA6 These dry ingredients ha0e a long shelflifeCenedict?s reagent (LM page 60) 5+ " per student group is sufficient6 /enedictGs reagent
can e purchased as a powder to "aBe 1 liter6 r to "aBe 1 liter7 "i) 1&3 g of sodiu" citrateand 1++ g of sodiu" caronate7 anhydrous ?-a2C3A ?Carolina ((@(&&+A with (++ " of
distilled water6 ar" this "i)ture to dissol0e9 then cool and filter it6 .dd distilled water to"aBe (5+ "6 Then dissol0e 1&63 g of copper sulfate ?cupric sulfate7 pentahydrateA in 1++
" of distilled water7 and stir slowly into the first solution6 .dd distilled water to "aBe 1liter6 hen testing7 /enedictGs reagent should e oiled appro)i"ately 5 "inutes or longer6
%lucose test strips can e used in place of /enedictGs reagent to test for glucose in ag and eaBer6Coi#ing water "ath (LM page 60) $lace a large eaBer of water on a hot plate6 .dust thedial on the hot plate so that the water is "aintained at a gentle rolling oil during thee)peri"ent6 Ther"o"eters are optional since students should Bnow that oiling water is
>>>>>> ruer ands to close off the otto" of dialysis tuing >>>>>> plastic cla"ps to close off the top of dialysis tuing
s*osis de*onstration (LM page 68) The s"osis ,e"onstration Unit is particularly
easy to fill and e"pty6 $artially fill the thistle tue with 5+P corn syrup ?or si"ilarA solution6$lace the apparatus in a eaBer containing distilled water6 ther os"o"eters can e found in
CarolinaGs s"osis and ,iffusion; $hysiology section6
s*osis de*onstration a#ternative (LM page 68) This de"onstration can also e done
using dialysis tuing and a eaBer6 See )peri"ental $rocedure; Solute ,iffusion .cross the$las"a Me"rane for setup6 Tie off one end of the tuing7 then fill with
1+E2+P sucrose solution6 Cla"p or tie it off at the open end6 $at the ag dry and weigh6$lace the ag in a eaBer of water for 45 "inutes to 1 hour6 'e"o0e7 pat dry7 weigh
i""ediately6
)peri"ental $rocedure; ,e"onstration of Tonicity in 'ed /lood Cells
>>>>>> +6(6P and 1+P sodiu" chloride ?-aClA solutions >>>>>> dropping ottles7 or ottles with droppers >>>>>> whole lood de"onstration slides ?optionalA
>>>>>> "icroscopes7 co"pound light
7ho#e "#ood (LM page 6B) /lood should not e hu"an lood6 Use any a0ailale ani"al lood7 other than hu"an7 to re"o0e the risB of trans"ission of the :I 0irus6 Use caution
with any ani"al lood as it "ay contain pathogens6 /lood is shipped in iced7 insulatedcontainers and should e stored in the refrigerator6 If Bept refrigerated7 sheep lood "ay e
stored for up to 2 weeBs6$repare the test tues as follows;Tue 1; 5 "l +6(6P -aCl plus three drops of sheep lood
Tue 2; 5 "l 1+P -aCl plus three drops of sheep loodTue 3; 5 "l +6(6P -aCl plus distilled water and three drops of sheep lood6
Stopper the tues6
To prepare the -aCl solutions;
+6(6P -aCl; .dd (6 g of -aCl to 1 liter of distilled water6 S"aller 0olu"es "ay e
prepared61+P -aCl; .dd 1++ g of -aCl to 1 liter of distilled water6 S"aller 0olu"es "ay e
prepared6
S#ides of who#e "#ood (optiona#) $repare a de"onstration slide of the +6(6P sheep lood
solution ?Tue 1A and the 1+P sheep lood solution ?Tue 2A for student oser0ation6
)peri"ental $rocedure; Tonicity in Elodea Cells ?M pages 4+A
>>>>>> See "aterials listed pre0iously in Section 4626 >>>>>> 1+P -aCl fro" the whole lood de"onstration)peri"ental $rocedure;
)peri"ental $rocedure; Tonicity in $otato Strips ?M page 41A
>>>>>> p: paper ?range p: +E14A >>>>>> stirring rods7 glass
>>>>>> +61 - hydrochloric acid ?:ClA ?see Carolina Che"icals7 :ydrochloric .cidA1161 M conc6 in plastic@coated safety ottle
>>>>>> eaBers7 plastic 5+ "l ?two for each groupA
>>>>>> droppers >>>>>> water7 distilled
p; 0 "uffer (LM page ,+) 5+ "l per student group is sufficient6 If you wish to "aBe it yourself7co"ine 5+ "l +61 M potassiu" dihydrogen phosphate ?L:2$4A7 ?163# g per 1++ "l distilled
waterA with 2(61 "l +61 M -a: ?+64 g per 1++ "l distilled waterA6 ,ilute this "i)ture to 1++ "lwith distilled water6
Cuffered Pctop#as*Q (eg a#"u*in so#ution) (LM page ,+) 5+ "l per student groupshould e sufficient6 Mi) 1 g of alu"in with 1++ "l of p: &6+ uffer6 ?/uffer "ay e
purchased6A
1 N ;.# so#ution (LM page ,+) Mi) +6(3 "l concentrated :Cl with 1++ "l distilledwater6 $lace in dropper ottles6
)peri"ental $rocedure; ffecti0eness of .ntacids ?M page 43A
>>>>>> "ortar and pestle >>>>>> antacids; .lBa@Selt!er7 'olaids7 Tu"s7 or other antacid talet >>>>>> +6+4P phenol red solution
E3ER.%SE 45ES!%NS,1 $ni*a# .e## and '#ant .e## Structure (LM pages 6+–,6)Stud !a"#e ,1 to deter*ine structures that are uniue to p#ant ce##s and uniue to
ani*a# ce##s and write the* "e#ow the ea*p#es givenA
'#ant .e##s $ni*a# .e##s
16 Large centra# vacuo#e 16 S*a## vacuo#es
26 0ell wall 26 0entriole
36 0hloroplast
.ni"al Cell Structure ?M page 33A 0abel Figure -.3 Answers follow. See !a"#e ,1 for a function of each #a"e#ed structure
16 Note the #eve# of #iuid in the thist#e tu"e and *easure how far it trave#s in 1*inutesA # mm
26 .a#cu#ate the speed of os*osis under these conditionsA ' mm)hr
Conclusions; s"osis ?M page 3(A %n which direction was there a net *ove*ent of water9 from beaker to thistle tube
Ep#ain what is *eant " Pnet *ove*entQ after ea*ining the arrows in Figure
,2b 6ater moves in and out of thistle tube, but more water moves in than moves out of
tube.
%f the starch *o#ecu#es in corn srup *oved fro* the thist#e tu"e to the "ea:er
wou#d there have "een a net *ove*ent of water into the thist#e tu"e9 no 7h
wou#dn?t #arge starch *o#ecu#es "e a"#e to *ove across the *e*"rane fro* the
thist#e tu"e to the "ea:er9 They are too large to cross a membrane.
Ep#ain wh the water #eve# in the thist#e tu"e roseA %n ter*s of so#ventconcentration water *oved fro* the area of higher water concentration to the area
of lower water concentration across a differentia## per*ea"#e *e*"rane
Tonicity .ppearance of Cells ,ue to ?scientific ter"A;potonic 8ormal Turgor pressure
;pertonic Shriveled center 7lasmolysis
)peri"ental $rocedure; Tonicity in $otato Strips ?M page 41A56 7hich tu"e has the #i*p potato strip9 tube & 5se tonicit to ep#ain wh water
diffused out of the potato strip in this tu"e9 The solution in tube & was hypertonic. 7hich tu"e has the stiff potato strip9 tube # 5se tonicit to ep#ain wh water
diffused into the potato strip in this tu"e9 The solution in tube # was hypotonic.
#6 5se this space to create a ta"#e to disp#a our resu#ts
Table Effect of Tonicity on 7otato Strip
Tube number 0ontent Tonicity <esults Explanation
#. water hypotonic stiff potato strip water diffused into potato strip potato strip
&. salt solution hypertonic limp potato strip water diffused out of
potato strip potato strip
Conclusion; Tonicity ?page 41A
• In a hypotonic solution7 ani"al cells swell to bursting 6 In red lood cells this is called
hemolysis6 In a hypertonic solution7 ani"als cells shri0el6 In red lood cells this iscalled crenation6
• In a hypotonic solution7 the central 0acole of Elodea cells e)erts turgor pressure7 and
chloroplasts are seen next to the cell wall 6 In a hypertonic solution7 the central 0acuole
loses water and plasmlysis occurs6 The cytoplas" plus the chloroplast are seen in the
center of the cell.• In a hypotonic solution7 potato strips gain water9 in a hypertonic solution7 potato strips
lose water and eco"e limp6
,, p; and .e##s (LM pages ,+–,6)
7h are ce##s and organis*s "uffered9 to maintain p of the cells
the scene of a crime was plant matter. What would you suggest they look for? To
determine if it was plant matter, the police should microscopically look for cell walls and
chloroplasts, and they should test for starch.
9. A test tube contains red blood cells and a salt solution. When the tube is held up to a
page, you cannot see the print. With reference to a concentration of 0.8.% sodium
chloride (NaCl), how concentrated is the salt solution? The solution has a lowerconcentration than 0.9% NaCl since it is hypotonic to the cells and has caused them to burst.
10. Predict the microscopic appearance of cells in the leaf tissue of a wilted plant. The
vacuole has pulled away from the cell wall, and the chloroplasts have moved to the center of
Fourth Edition -ew to this edition7 each section asBs students to hypothesi!e the outco"e of thee)peri"ental procedure efore the e)peri"ent is done6 In this way students can get a sense
of the scientific process6
M$!ER%$LS $N& 'RE'$R$!%NSInstructions are grouped y procedure6 So"e "aterials "ay e used in "ore than one
procedure6
Special 'euire"entsFresh *ateria# . potato is needed per la to prepare catalase for Sections 561@5646
Euip*ent Incuator ?or water athA and refrigerator ?or ice athA for 562 ffect ofTe"perature on n!y"e .cti0ity6 15 "inute incuation reuired6
rder solutionsDagents or prepare your own6Cuffered cata#ase (LM page ,0) MaBe potato catalase fresh for each la y grinding ones"all potato or half of a large potato with 5+ " water in a lender6 Strain the potato "i)ture
through a sie0e to re"o0e any large pieces of potato6 Sections 561@563 reuires ufferedcatalase6 Section 564 reuires nonuffered catalase6 Jou "ay put the ufferedDnonuffered
catalase in a eaBer on the supply ench7 and students can use transfer pipettes to dispensethe en!y"e into test tues6
'hosphate "uffer (LM page ,0) .dd &6&+ g potassiu" phosphate7 diasic7 L 2:$47 and#6(+ g potassiu" phosphate "onoasic7 L:2$47 to one liter distilled water6 Mi)7 checB p:7
and use to dilute catalase as needed6 $re"i)ed uffer "ay e used7 as well6;drogen peroide (LM page ,0) The hydrogen pero)ide used in this e)peri"ent can e
purchased fro" a local store6-O sucrose so#ution (LM page ,0) ,issol0e 5 g sucrose in 1++ " distilled water6,ispense fro" a eaBer with dropper pipettes6
8oteG Caution the students that they should swirl the en!y"e and sustrate to "i)7 then allow
the tue to sit for 2+ seconds efore "easuring the height of the ule colu"n6 The ules produced y the reaction are 0ery s"all7 and rese"le sha0ing crea" foa"6 If the
catalaseDsucrose "i)ture is swirled for 2+ seconds7 the catalase will produce large ules7which so"e students confuse for the en!y"e reaction6
-+ Effect of !e*perature on En<*e $ctivit (LM pages ,0>,8)
>>>>> catalase7 nonuffered ?see section 561A >>>>> 5 M :Cl
>>>>> hydrogen pero)ide ?purchased locallyA >>>>> 5 M -a:
rder solutionsDagents or prepare your own6- M ;.# .$5!%N!his so#ution wi## get ;! (LM page -) .dd 4++ " distilled
water to a 1@liter graduated eaBer6 $lace eaBer with "agnetic spinar on a stirring plate6hile stirring7 slowly pour in 41# " concentrated :Cl6 .dd distilled water to ring the
0olu"e up to 17+++ "6- M Na; .$5!%N!his so#ution wi## get ver ;! (LM page -) In a 1@liter
eaBer with a "agnetic spinar7 gradually add a total of 2++ gra"s -a: pellets to
&5+ " distilled water7 allowing the heat to dissipate etween additions of -a:6 .fter thesolution cools7 add distilled water to ring the 0olu"e up to 17+++ "6
7hat is our conc#usion concerning the effect of te*perature on en<*e
activit9 A warm temperature speeds an en?ymatic reaction, but a hot temperature
denatures an en?yme.
-6 Effect of .oncentration on En<*e $ctivit (LM page ,B)
7ith this in *ind ea*ine !a"#e -6 and hpothesi<e which tu"e (1 + or 6) wi## have
*ore product per unit ti*e as Iudged " "u""#e co#u*n height6 tube $ Ep#ain our
answer The more en?yme molecules, the more active sites per substrate, and the more product within a limited time frame.
)peri"ental $rocedure; ffect of n!y"e Concentration ?M page 4*A
!a"#e -6 Effect of En<*e .oncentration
Tue ."ount of /ule Colu"n )planation
n!y"e :eight ?""A1 none &% mm Explanation for all tubesG The
+ 1 c* $% mm greater the en?yme concentration, 6 6 c* (% mm the more 3& during the allotted time
Conclusions; ffect of Concentration ?M page 4*A
7as our hpothesis supported /epends on hypothesis. %f un#i*ited ti*e was a##otted wou#d the fina# resu#ts "e the sa*e in a## tu"es9 "es. Ep#ain wh or wh not All tubes have the same amount of substrate and en?ymes can
be used over and over again. 7ou#d ou epect si*i#ar resu#ts if the su"strate concentration were varied in
the sa*e *anner as the en<*e concentration9 yes 7h or wh not? !t would take less
time for the substrate to encounter an active site.
7hat is our conc#usion concerning the effect of concentration on en<*e
activit9 !ncreased amount of en?yme or substrate will increase the rate of en?yme activity.
-, Effect of p; on En<*e $ctivit (LM page ->-1)
7ith this infor*ation a"out cata#ase in *ind ea*ine !a"#e -, and hpothesi<e which
tu"e (1 + or 6) wi## have *ore product per unit ti*e as Iudged " "u""#e height. tube &%nc#ude a co*p#ete ep#anation in our hpothesis p is optimum p for catalase
)peri"ental $rocedure; ffect of p:1@36 Measure the height of the "u""#e co#u*n and record our resu#ts in !a"#e -, '#ot
our resu#ts fro* !a"#e -, here (Fig -,)
!a"#e -, Effect of p;
Tue p: /ule Colu"n :eight ?""A )planation1 6 # mm p too acidic for catalase
+ 0 $; mm optimum p for catalase
6 11 #& mm p too basic for catalase
Conclusions; ffect of p: ?M page 51A 7as our hpothesis supported depends on hypothesis.
7hat*an 1 chro*atograph paper (LM page -,) Use sheets of 12 12 c" hat"an
V1 chro"atography paper6 Cut the sheets to fit the chro"atography apparatus7 rounding or pointing one end6
Fu*e hood and cautions (LM page -,) For the chro"atography e)ercise7 direct studentsGattention to the fu"e hood and ether cautions in the a Manual6
Fresh spinach pig*ent etract (LM page --) If a fu"e hood is a0ailale7 prepare thee)tract there6 ash and thoroughly drain the spinach6 Cut the 0eins and petioles fro" the
lea0es6 $ut the spinach in a glass or stainless steel lender7 add acetone7 and lend to for" athicB slurry6 )tract should e filtered7 using a cheesecloth plug in a funnel or a s"all
/uchner funnel with aspiration6 'efrigerate the slurry in a tightly stoppered container laeled<$ig"ent )tract6= )tract e)posed to light and roo" te"perature egins deco"posing
within an hour7 while refrigerated e)tract "ay last o0ernight6.n alternate "ethod in0ol0es drying spinach lea0es slowly in a dry o0en and then
pul0eri!ing the" in a lender or with a "ortar and pestle6 eaf powder is useful for weeBs ifstored in a sealed container and placed in a cool7 darB area6 $ul0eri!ation reduces leaf 0olu"econsideraly6 The dry leaf powder can e added to a s"all a"ount of acetone to for" a thicB
slurry6Fro<en spinach pig*ent etract a#ternative (LM page --) $artially defrost and di0ide a
pacBage of fro!en spinach into 4+ g portions6 Co"ine 4+ g fro!en spinach with 2++ "lacetone in a lender6 /lend 2 to 3 "inutes on high6 et stand 3 "inutes6 ,ecant supernatant7
sa0e as 16 .dd 1++ "l ethanol to solids re"aining in lender6 /lend 2 to 3 "inutes on high6,ecant supernatant7 sa0e as 26 Co"ine 1 and 27 and filter to re"o0e any re"aining solids6
.dd a pinch of sodiu" chloride6 'efrigerate in a"er ar6
.hro*atograph so#ution (LM page --) 1++ "l is sufficient for fi0e student groups6Co"ine forty@fi0e parts petroleu" ether with fi0e parts acetone7 and store in a screw@capped
container6 ael as <Chro"atography Solution6= Leep the container tightly closed7 since thissolution is 0olatile and e)tre"ely fla""ale6 ?If a fu"e hood is a0ailale7 prepare the
solution there6A :a0e a wide@"outh7 screw@capped ar7 laeled <Used Chro"atographySolution7GG a0ailale in which to place used solution6 Leep the ar tightly closed6
&isposa# (LM page --) rganic sol0ents should e recycled or disposed of according tolocal procedures and regulations6
2+ So#ar Energ (LM pages -2–-B)
>>>>> ,ucBweed or Elodea7 fresh >>>>> aeration euip"ent for Elodea7 auariu" air pu"p 1+@2+ gal tanB
>>>>> ra!or lades7 single@edged >>>>> 0olu"eter;
>>>>> test tues7 large culture7 25 15+ "" ri"less >>>>> ruer stoppers7 V57 single@holed >>>>> glycerol
>>>>> auariu" aerator for sodiu" icaronate >>>>> test tue racB for 25 "" tues >>>>> eaBer7 17+++ "l ?plastic7 glassA
>>>>> la"p7 15+ watt or auariu" light ?full@spectru" ulA
o#u*eter (LM page -0) $repare one 0olu"eter per student group ahead of ti"e6 Insert agraduated pipette into a single@holed ruer stopper that fits into a large culture test tue7 asshown in Figure #646 hen the ruer stopper is in place during the e)peri"ents7 a
continuous colu"n of liuid will for" etween the test tue and the pipette6 .dust the place"ent of the leading edge of the liuid y applying pressure to the stopper6 The o)ygen
e"itted y the Elodea will displace the liuid in the test tue7 thus "o0ing the edge of theliuid in the pipette6 The student will read the change in "illi"eters6
6O sodiu* "icar"onate (Na;.6) so#ution (LM page -2) $repare 125 "l per studentgroup6 ,issol0e 3+ g of -a:C3 in 17+++ "l of distilled water6 .erate the solution with an
auariu" aerator for 3+ "inutes efore the laoratory e)ercise to saturate with carondio)ide6 ,iscard the solution after use6 Elodea (LM page -2) Use fresh ducBweed or Elodea ?one healthy sprig per student group is
sufficientA that has een "aintained in continuously aerated distilled water6 Change the water atleast e0ery two days6
26 .ar"on &ioide 5pta:e (LM page 2)
>>>>> +6+4P phenol red solution >>>>> straws7 indi0idually pacBaged
,O pheno# red so#ution (LM page 2) $repare 1++ "l per student group6 ,issol0e +6+4g of phenol red in 1++ "l of distilled water6 :a0e students use caution when lowing through
the straw into the test tue of phenol red6 0er!ealous students "ay low the phenol red outof the tues and onto the"sel0es6 Students need only low on the surface of the liuid to geta color change6
E3ER.%SE 45ES!%NS
21 '#ant 'ig*ents (LM pages -,–--)
)peri"ental $rocedure; $lant $ig"ents ?M page 54E55A*6 7hich pig*ent is the *ost nonpo#ar (that is has the greatest affinit for the
nonpo#ar so#vent)9 betaIcarotene
1+6 .a#cu#ate the R f (ratio>factor) va#ues for each pig*ent 1etaIcarotenes will have
the largest values, which will be less than one, and chlorophyll b will have the smallest.
116 &o our resu#ts suggest that the che*ica# characteristics of these pig*ents *ight
differ9 "es 7h9 They must differ, otherwise all the pigments would migrate the same
distance.
2+ So#ar Energ (LM pages -2–-B)
erif that photosnthesis re#eases ogen " writing the euation for photosnthesis
solar energyC2 R :2 KKKKKKKKKKKKKW ?C:2An R 2
'ole of hite ight
)peri"ental $rocedure; hite ight ?M pages 5#E5(A46Measure in *i##i*eters the distance the edge *oved 7h did the edge *ove
forward? The edge moved in response to oxygen production, which forced the liBuid
outward in the tubing.
56Record the #ength of ti*e it ta:es for the edge of the so#ution in the tu"ing to recede
1** Ans'ers cab vary. 7h does ce##u#ar respiration which occurs in a p#ant a## the
ti*e cause the edge to recede9 3xygen, which was produced during photosynthesis, was
being used by the plant during cellular respiration. As the volume of oxygen decreased
because photosynthesis is not occurring when the tube is wrapped by foil>, less water was
forced into the tubing, and the edge receded.
#6 %f the Elodea had not "een respiring in step , how far wou#d the edge have
*oved9 Add the distance the edge receded to the distance the edge moved forward during
the initial experiment with the white light.
&6 .a#cu#ate the rate of photosnthesis &%# mm)hr <ates will vary with plant
condition, distance from the lamp, and room temperature.>
26 C#owing onto the so#ution adds what gas to the test tu"e9 primarily carbondioxide 7hen car"on dioide co*"ines with water it for*s car"onic acid 7hat causes
the co#or change9 0arbonic acid releases hydrogen ions. As the p decreases, the color of
the indicator changes from red to yellow.
#6 ;pothesi<e wh the so#ution in the test tu"e eventua## turned red The plant
uses carbon dioxide in photosynthesis. As carbon dioxide is absorbed, carbonic acid is
reconverted to carbon dioxide and water. 6hen the plant has taken up all the blownIin
carbon dioxide, the amount of hydrogen ions and, therefore, the p of the solution, returns to
the previous level. Therefore, the phenol red returns to its initial color.
Use of a Control ?M page #+A
.onsidering the test sa*p#e in !a"#e 2, suggest a possi"#e contro# sa*p#e for
this eperi*entA a sample that does not contain lodea but that contains phenol red withcarbon dioxide blown in to produce the same yellow color
7h shou#d a## eperi*ents have a contro#9 !n a control sample, the variable
being tested is missing. Therefore, if a control sample gives positive results, the experiment is
invalidthe reagents may be contaminated or the procedure may need improvement.
!a"#e 2, .ar"on &ioide 5pta:e
Tue Ti"e for Color ChangeTest sa"ple; Elodea R phenol red solution R C2 3+E4+ "inutes
Control sa"ple; C2 R phenol red solution -o change
2, .ar"on .c#e (LM page 21)16 7hich organe##e in p#ants carries out the reaction in the previous euation in the
reverse (right>to>#eft) direction9 chloroplast
26 'ertaining to photosnthesis the energ in the euation is provided " solar
energy.
36 7hich organe##e in p#ants and ani*a#s is invo#ved in carring out the reaction in
this euation in the forward direction9 mitochondria
46 'ertaining to ce##u#ar respiration the energ in the euation "eco*es che*ica#
"ond energ in what *o#ecu#e9 AT7
56 7ou#d it "e correct to sa that so#ar energ eventua## "eco*es the che*ica#
"ond energ in $!'9 yes 7h9 1ecause solar energy becomes chemical bond energy of
carbohydrates and chemical bond energy of carbohydrates becomes that of AT7 molecules.
#6 .onsidering that "oth p#ants and ani*a#s carr on ce##u#ar respiration reviseFigure 22 to i*prove its accurac The corn plants should be placed next to the cow also.
L$CR$!RD RE%E7 2 (LM page 2+)1. Where In do the light reactions of photosynthesis take place?
In thylakoid membranes of chloroplasts.
2. What procedure did you use to separate plant pigments? chromatography
3. What determines the speed with which a pigment moves up
the chromatography paper? solubility in a solvent 4. Where do plants ordinarily get the energy they need to carry
on photosynthesis? white light of solar energy 5. Blue, red, and green light are all present in what color of
light? white
6. Why do blue and red light, but not green promotephotosynthesis Chlorophyll is able to absorb blue and red light butnot green light.
. !oes Elodea respire in the light or in the dark? Both the lightand the dark
!. "henol red turns what color when carbon dio#ide is added? yellow
". What happens to carbon dio#ide during photosynthesis? It isconverted to carbohydrate.
1#. $ome plants are colorless !o you predict that they carry onphotosynthesis No, a plant requires a pigment to absorb solarenergy and photosynthesize.
Fourth EditionThis edition has a separate la for "itosis and another for "eiosis6 The "itosis la gi0esstudents an e)ercise to do as they learn the phases of "itosis6
M$!ER%$LS $N& 'RE'$R$!%NS
Instructions are grouped y e)ercise6 So"e "aterials "ay e used in "ore than one e)ercise6
-ote; For the e)peri"ental procedure regarding ti"e span of phases7 it would e est to ha0estudents pool their data9 a "ini"u" of 4+ oser0ed cells should worB well6
The M Stage of the Cell Cycle ?M page #5A.onsu#t Figure 0+ and write the phases of *itosis hereA prophase, metaphase, anaphase,
telophase
0+ $ni*a# .e## Mitosis and .to:inesis (LM page 28)
ser0ation; .ni"al Cell Mitosis ?M page ##A1 7hat is the nu*"er of chro*oso*es in the parent ce## and in the daughter ce##s in
this *ode# series9 Answer may vary, depending on what model is being used.
6 &o these *ode#s show the spind#e which is i##ustrated in Figure 0,9 2ost likely yes.
, 7hat is the shape of ani*a# ce##s9 1lastula cells are round. 7hat is the appearance
of the spind#e po#e9 An aster is present.
hitefish /lastula Slide ?M page #&A6 Match these state*ents to the correct phase of ani*a# ce## *itosis to Figure 0- and
write the correct state*ents on the #ines provided
'rophaseA /uplicated chromosomes have no particular arrangement in the cell
MetaphaseA /uplicated chromosomes are aligned in the eBuator of the spindle
$naphaseA /aughter chromosomes are moving to the poles of the spindle!e#ophaseA Two daughter cells are now forming
, Ep#ain the different appearance of the chro*oso*es !n the prophase cell, the
chromosomes are duplicated and in the telophase cell, the chromosomes are single.
CytoBinesis in .ni"al Cells ?M page #(A$re an of the ce##s in our whitefish "#astu#a s#ide undergoing cto:inesis9 Most liBely
yes6&o ou see an c#eavage furrows9 2ost likely yes.
06 '#ant .e## Mitosis and .to:inesis (LM page 28>01)
ser0ation; $lant Cell Mitosis ?M page #*A
6 7hat is the nu*"er of chro*oso*es in each of the ce##s in this *ode# series9 Answermay vary, depending on what model is being used.
nion 'oot Tip Slide ?M page #*ATi"e Span for $hases of the Cell Cycle in the nion 'oot Tip ?M p6 #*@&+A;pothesi<e how *an *inutes the ce## spends during each of these phases of the ce##
cc#e ypotheses will most likely vary.
)peri"ental $rocedure Ti"e Span for $hases of the Cell Cycle in the nion 'oot Tip ?M p6 &+A6 .a#cu#ate the percentage of ce##s in each phase of the ce## cc#e and record in !a"#e
0+
, .a#cu#ate the ti*e span for each phase of the ce## cc#e and record in !a"#e 0+
!a"#e 0+ !i*e Span for 'hases of the .e## .c#e in the nion Root !ip
$hase -u"er Seen P of Total Ti"e Span ?"inA%nterphase 6 0- 18
'rophase , 1 1,,
Metaphase 1 +- 62
$naphase + - 0+
!e#ophase 6 0- 18!ota# , 1 1,,
Conclusions; Ti"e Span for $hases of the Cell Cycle in the nion 'oot Tip ?M &+A
• 7ere our hpotheses supported or not supported " our o"servation of onion
root tip ce##s undergoing the ce## cc#e9 Answers will vary.
• Suggest a possi"#e ep#anation for the #ength of ti*e a ce## spends on different
phases of the ce## cc#e /uring interphase a cell is carrying on normal activitiesH
/uring prophase, a cell gets ready for metaphase because the chromosomes must be
positioned correctly and this allows the daughter chromosomes to Buickly separate
during anaphase. Telophase takes longer because the cells reorgani?e into daughter
cells.
CytoBinesis in $lant Cells ?M page &1A7ere an of the ce##s undergoing cto:inesis as shown in Figure 00 during te#ophase9 2ost likely, yes.
;ow do ou :now9 0ell plate is present.
ffer an ep#anation for wh Figure 08 is so detai#ed !t9s an electron micrograph.
7ou#d ou predict that the vesic#es of the ce## p#ate #a down the new ce## wa## inside or
outside the vesic#es9 Ep#ain our answer !nside, because this is where the components
to make the cell wall accumulate.
L$CR$!RD RE%E7 0 (LM page 0+)
1 &ivide the ce## cc#e into two *ain portions and te## in genera# what is happening inthese two portions !nterphase cells are contributing to the workings of the body> and
2itosis cells are dividing>.
+ Most of the ti*e the ce## is in which of these portions of the ce## cc#e9 7h is this
advantageous9 !nterphase because this is the time that cells go about their normal
activities.
6 Na*e and define the two events that ta:e p#ace when a ce## divides 2itosis nuclear
division> and cytokinesis division of cytoplasm> occur when a cell divides6
, 7hat is the function of the centro*ere during *itosis9 The centromere provides a
Fourth EditionThis edition has a separate la for "itosis and another for "eiosis6 Section (62 nowe"phasi!es how "eiosis results in 0ariation a"ong the ga"etes6 Te)t art was added to this
section as a guide to the hands@on e)peri"ental procedure in this section6
M$!ER%$LS $N& 'RE'$R$!%NS
Instructions are grouped y e)ercise6 So"e "aterials "ay e used in "ore than one e)ercise6
81 MeiosisA Reduction &ivision (LM pages 0,>0-)
Meiosis in ily .nther ?p6 &4A
>>>>>> Microscope slide of "eiosis in ily anther
8+ 'roduction of ariation &uring Meiosis Cui#ding .hro*oso*es to Si*u#ate
+ !e## what is happening in each of these (*eiosis %) phases See descriptions in igure
:.$ 2eiosis !
6 %n Figure 86 p#ace a +n or n "eside each drawing 0ells in prophase !, metaphase !,
and anaphase ! are &nH each cell forming in Telophase ! and daughter cells in interkinesis
are n.
$hases of Meiosis II ?M page &5A
+ !e## what is happening in each of these (*eiosis %%) phases See descriptions in igure:.( 2eiosis !!.
6 %n Figure 8, p#ace a +n or n "eside each drawing All cells during meiosis !! are n.
8+ 'roduction of ariation &uring Meiosis (LM 02>08)
.naphase II ?M page &(A1 'u## the two *agnets of each dup#icated chro*oso*e apart 7hat does this action
represent9 This action represents separation of centromeres and daughter chromosomes
moving to opposite poles.
Telophase II ?M page &(A
116 .t the end of telophase7 the daughter nuclei refor"6
!herefore how *an nuc#ei are usua## present when *eiosis %% is co*p#ete9 four
%n this eercise how *an chro*oso*es were in the parent ce## nuc#eus
undergoing *eiosis %%9 two
;ow *an chro*oso*es are in the daughter nuc#ei9 two Ep#ain 6hen the
chromatids of the chromosomes in the parental cell separate, they become daughter
chromosomes, which go into the daughter cells.
Su""ary of $roduction of ariation ,uring Meiosis ?M page &(A1 %f the parent ce## is +nG, the daughter ce##s are n G & .
+ 7h do the puppies "orn to these parents show variation9
a !his process is ca##ed crossingIover.
" &uring *etaphase % a#ign independent# and therefore different# !his *eansthat daughter ce##s fo##owing te#ophase % can have different combinations of
chro*oso*es
c &uring ferti#i<ation variant sper* ferti#i<e variant eggs he#ping to ensure that the
new individua# inherits a different combination of chro*oso*es than the parent had
86 ;u*an Life .c#e (LM pages 0B>81)
$s ou read the fo##owing tet fi## in "oes in Figure 82 with the ter*s P*itosisQ or
P*eiosisQ Left to rightG meiosis, mitosis, mitosis.
Su""ary of :u"an ife Cycle ?M page &*AFi## in the "#an:s to ensure our understanding of the ro#e of *eiosis and *itosis in
hu*ans1 Na*e of organ that produces ga*etes in *a#es testesH in fe*a#es ovaries
Fourth EditionThis la was rewritten to facilitate its use y the instructor ecause students oser0e only the
results of li0e genetic crosses rather than perfor"ing the crosses6 More paper and pencil practice is pro0ided for students as they fill in $unnett suares and do additional genetics prole"s6
New or Revised FiguresA *62 hat are the e)pected results of a crossH9 *64 Monohyrid
Cross ?in cornA 9 FI "ethod to deter"ine ga"etes for two@trait prole"s ?p6 (*A
M$!ER%$LS $N& 'RE'$R$!%NSInstructions are grouped y e)ercise6 So"e "aterials "ay e used in "ore than one e)ercise6
Specia# Reuire*ents
Living *ateria# Toacco seedlings for *61 ne@Trait Crosses6 .lternati0e corn seedlings"ay e used6 ,rosophila flies for *62 and *63
$## sections
TTTTTT stereo"icroscope TTTTTT hand lens TTTTTT lens paper
>>>>> toacco seedlings ?a /ioBitY7 is a0ailale fro" CarolinaA
The Bit contains seeds7 growth cha"ers7 and ger"ination papers for a class of thirtystudents6 Sow seeds appro)i"ately ten days efore use6 The seedlings can e "aintained for
aout a weeB6 ?The alino ones will die shortly thereafter6A
Color of Corn Lernels ?M pages (#@(&A >>>>> Corn %enetics /ioBitY ?Carolina /iological SupplyA The Bit co"es with
fifteen ears7 "arBer pins7 a teacherGs "anual7 and thirty student guides6 . 0ariety of geneticcorns and student guides are a0ailale6
B+ !wo>!rait .rosses (LM pages 88>B6)Color and Te)ture of Corn ?M pages (*@*+A
>>>>> Corn ,ihyrid %enetics /ioBitY ?Carolina 1& #3(+A This Bit co"es withfifteen ears7 "arBer pins7 a teacherGs "anual7 and thirty student guides6 . 0ariety of other
genetic corns and student guides are a0ailale6
ing ength and /ody Color in /rosophila ?M pages *1@*3A
>>>>> 'esults of the cross l%g Q llgg fro" Carolina /iological Supply ?optionalA >>>>> card7 white inde)
>>>>> lens paper >>>>> rush7 ca"el@hair
6rosop$ila .ross (LM page B1) If you wish students to count the flies do this; .fter
recei0ing the results of the cross l%g Q llgg fro" Carolina /iological Supply7 transfer theflies into a fresh 0ial that has no culture "ediu" and free!e the flies o0ernight6 :a0e students
put the flies acB into the 0ial and return to you for use y another group6 .s the culture ottle produces new flies7 continue to free!e the" for future las6
B6 3>Lin:ed .rosses (LM pages B6>B-)
'edDhite ye Color in /rosophila
>>>>> 'esults of the cross red@eyed "ale hetero!ygous red@eyed fe"ale fro"
Carolina /iological Supply ?optionalA >>>>> card7 white inde) >>>>> lens paper
>>>>> rush7 ca"el@hair
6rosop$ila 3>#in:ed cross (LM B6) If you wish students to count the flies do this; .fterrecei0ing the results of the cross red@eyed "ale ) hetero!ygous red@eyed fe"ale fro"Carolina /iological Supply7 transfer the flies into a fresh 0ial that has no culture "ediu" and
free!e the flies o0ernight6 :a0e students put the flies acB into the 0ial and return to you foruse y another group6 .s the culture ottle produces new flies7 continue to free!e the" for
Color of Toacco Seedlings ?M pages (5@(#A)peri"ental $rocedure; Color of Toacco Seedlings7hat is the epected phenotpic ratio? $G# three green plants to one white plant
!a"#e B1 .o#or of !o"acco Seed#ings
-u"er of ffspring %reen Color hite Color $henotypic 'atio'#ate $G#
Conclusions; Color of Toacco Seedlings ?M page (#A
• &o our resu#ts differ fro* the epected ratio9 yes Ep#ain 0ounting small
numbers of offspring is more likely to cause a variation from the expected ratio.
• 7as our c#ass data c#oser to the epected ratio9 yes
Color of Corn Lernels ?M7 page (#@(&A
)peri"ental $rocedure; Color of Corn Lernels ?M7 page (&A7hat is the epected phenotpic ratio? #G#one purple kernel to one yellow kernel
!a"#e B+ .o#or of .orn erne#s
-u"er of Lernels
$urple Color Jellow Color $henotypic 'atio'#ate #G#
'#ate #G#
'#ate #G#
!ota#s #+ #+ #G#
.#ass &ata #G#
Conclusions; Color of Corn Lernels ?M page (&A• &o our resu#ts differ fro* the epected ratio9 yes Ep#ain 0ounting small
numbers of offspring is more likely to cause a variation from the expected ratio.
• 7as our c#ass data c#oser to the epected ratio9 yes Ep#ain 0ounting a
large number of offspring is more likely to result in the expected ratio.
ne>!rait enetics 'ro"#e*s (LM page 88)
16 %n pea p#ants purp#e f#owers (') is do*inant and white f#owers (p) is recessive 7hat
is the genotpe of pure>"reeding white p#ants9 'ure>"reeding *eans that the produce
p#ants with on# one phenotpe pp %f pure>"reeding purp#e p#ants are crossed with
these white p#ants what phenotpe is epected9 7urple plants
26 %n pea p#ants ta## (!) is do*inant and short (t) is recessive $ hetero<gous ta##
p#ant is crossed with short p#ant 7hat is the epected phenotpic ratio9 #G#
36 5nepected# to the far*er two ta## p#ants have so*e short offspring 7hat is the
genotpe of the parent p#ants and the short offspring9; parents are Tt and offspring is tt
46 %n horses two trotters are *ated to each other and produce on# trotters and pacers
are *ated to each other and produce on# pacers 7hen one of these trotters is *ated to
one of the pacers a## the horses are trotters .reate a :e and show the cross 5eyG T
trotter, t pacer 0rossG TT C tt
56 $ "rown dog is crossed with two different "#ac: dogs !he first cross produces on#"#ac: dogs and the second cross produces eua# nu*"ers of "#ac: and "rown dogs
7hat is the genotpe of "rown dog= bb !he first "#ac: dog? 11 !he second "#ac: dog9
1b
#6 %n pea p#ants green pods () is do*inant and e##ow pods (g) is recessive 7hen two
pea p#ants with green pods are crossed +-O of the offspring have e##ow pods 7hat is
the genotpe of a## p#ants invo#ved9 parents are Kg H ;%O of offspring are KgH &;O of
offspring are ggH &;O of offspring are KK.
&6 $ "reeder wants to :now if a dog is ho*o<gous "#ac: or hetero<gous "#ac: %f the
dog is hetero<gous which cross is *ore #i:e# to produce a "rown dog C" 3 "" or C"
3 C"9 )plain The cross 1b C bb gives a ;%O chance of a brown dog but 1b C 1b gives a
&;O chance of a brown dog.
(6 %f the cross in 2 produces ++ p#ants how *an offspring have green pods and how
*an have e##ow pods9 77 $ave yello' bods and 317 $ave green pods %f the cross in +
produces ++ p#ants how *an offspring are ta## and how *an are short9 ##% are tall
and ##% are short
B+ !wo>!rait .rosses (LM pages 88>B6)
Color and Te)ture of Corn ?M pages (*E*+A)peri"ental $rocedure; Color and Te)ture of Corn16 &o the 'unnett suare in order to state the epected phenotpe ratio a*ong the
offspring JG$G$G# J purple smooth to $ purple rough to $ yellow smooth to # yellow rough >
!a"#e B6 .o#or and !eture of .orn
-u"er of Lernels $urple $urple Jellow Jellow $henotypic
Conclusions; ing ength and /ody Color in /rosophila ?M page *2A
.a#cu#ate the actua# phenotpic ratio "ased on the data and record in !a"#e B, &o theresu#ts differ fro* the epected ratio per individua# data9 yes, probably per c#ass data
not as much Ep#ain The more offspring that are counted, the greater is the probability of
achieving the expected ratio.
!wo>!rait enetics 'ro"#e*s (LM pages B+>B6)
16 %n to*atoes ta## is do*inant and short is recessive Red fruit is do*inant and e##ow
fruit is recessive .hoose a :e for heightA T tall, t short for co#or of fruitA < red, r
yellow 7hat is the genotpe of a p#ant hetero<gous for "oth traits9 Tt<r 7hat are
the possi"#e ga*etes for this p#antH T<, t<, tr, Tr
26 5sing words what are the #i:e# parenta# genotpes if the resu#ts of a two>trait
pro"#e* are 1A1A1A1 a*ong the offspring9 hetero?ygous in both traits C homo?ygousrecessive in both traits
36 %n horses "#ac: (C) and trotting gait (!) are do*inant whi#e "rown (") and a pacing
gait (t) are recessive %f a "#ac: trotter (ho*o<gous for "oth traits) is *ated to a "rown
pacer what ratio is epected a*ong the offspring9 All black trotter
46 !wo "#ac: trotters have a "rown pacer offspring 7hat is the genotpe of a## horses
56 !he phenotpic ratio a*ong the offspring for two corn p#ants producing purp#e and
s*ooth :erne#s is BA6A6A1 (See #a" for the :e) a 7hat is the genotpe of the parenta#
p#ants9 7pSs 7hat is the phenotpe of the B offspring9 7urple smooth 6 of the offsping9 purple rough the other 69 yellow smooth and the 1 offspring9 yellow rough
#6 7hich *atings cou#d produce at #east so*e fruit f#ies hetero<gous in "oth traits9
7rite es or no "eside each (Dou do not need a :e)
gg0l 3 ;gll yes
;;0l 3 gg0l yes
;;00 ggll yes
Ep#ain !n each cross, it is possible to choose a KgLl combination for the offspring.
&6 State two new crosses that cou#d not produce fruit f#ies hetero<gous in "oth traits9
KKLL C KKLL, KKLL C KgLL, KKLl C KKLl Any combination in which the offspring
must receive two capital letters for one of the traits.>
Conclusions; 'edDhite ye Color in /rosophila ?M page *4A
• &o our resu#ts differ fro* the epected ratio per individua# data9 yes per
c#ass data9 not as much Ep#ain The more offspring that are counted, the greater is the
probability of achieving the expected ratio.
• %n the space provided do a 'unnett suare to ca#cu#ate the epected
phenotpic resu#ts for the cross 3 RD 3r 3r . females all red eyedH males all whiteIeyed
3>#in:ed enetics 'ro"#e*s (LM page B-)
16 State the genotpes and ga*etes for each of these fruit f#iesA
genotype ga"ete?sA
white>eed *a#e 3r D 3r Dwhite>eed fe*a#e 3r3r 3r
red>eed *a#e 3R D 3R D
ho*o<gous red>eed fe*a#e 3R 3R 3R
hetero<gous red>eed fe*a#e 3R 3r 3R 3r
26 7hat are the resu#ts if a white>eed fe*a#e is crossed with a red>eed *a#e9
Ma#es All whiteIeyed males Fe*a#es All red eyes
36 Regard#ess of an tpe cross do white>eed *a#es inherit the a##e#e for white ees
fro* their father or *other9 mother Ep#ain 2ales receive a " from their father
46 %n sheep horns are se #in:ed and ; G horns and h G no horns 5sing s*"o#s whatcross do ou reco**end if a far*er wants to produce horn#ess *a#es9 C " C C h C h
Fourth Edition. new procedure is used for isolating ,-. in a test tue6
M$!ER%$LS $N& 'RE'$R$!%NSInstructions are grouped y e)ercise6 So"e "aterials "ay e used in "ore than one e)ercise6
11 &N$ Structure and Rep#ication (LM pages B8>1)
>>>>> "odel7 ,-.9 "odel Bit7 ,-.@'-.9 or pu!!le Bit7 ,-.
1+ RN$ Structure (LM pages 11>+)
>>>>> pu!!le Bit7 ,-.
16 &N$ and 'rotein Snthesis (LM 1+ >1-)
>>>>> "odel Bit7 ,-.@'-. $rotein Synthesis
its and *ode#s For Sections 1+61 to 1+637 ,-. Bits are a0ailale fro" Carolina /iological
Supply and a .ids7 fro" which students construct "odels6 The Bits 0ary in degree ofsophistication and in price6 ,escriptions and price infor"ation for the Carolina products can
e found in the <%enetics= section of the Carolina catalog6 .lternati0ely7 students can si"plyuse the figures in the la "anual to gain an understanding of the concepts6
1, %so#ation of &N$ and Ciotechno#og (LM page 12>10)
-ote; If desired7 students can gain an understanding of the gel electrophoresis process y
using the description and figures in the a Manual7 rather than perfor"ing the actual procedure6
>>>>> hori!ontal gel electrophoresis apparatus; >>>>> power supply
>>>>> cales
>>>>> electrophoresis cha"er with gel
TTTTT lectrophoresis ,-. Separation Lit
;ori<onta# ge# e#ectrophoresis apparatus6/iological suppliers ha0e 0arious types of
electrophoresis apparatuses for sale6 /iostar Corporation ?$66 /o) 5&5#7 afayette7 In4&*+3A has Zuadracell units ?ZC@1++A and power supply ?M./@125A7 which allow fourgels of four lanes each per unit6
E#ectrophoresis &N$ Separation it If a Bit is not otained7 the following supplies will e
needed;lectrophoresis uffer ?optionalA6 If you ha0e purchased a Bit7 the electrophoresis
uffer will e included6 therwise7 "aBe up a sterile 5P stocB T/ uffer as follows; 54 g of Tris ase ?Tris a"ino"ethane ufferA7 2&65 g of oric acid7 2+ "l of +65 M ,T. ?disodiu"
ethylene dia"ine tetraacetate 2:2A ?p: (6+A6 8ote; The wells also can e loaded eforeadding the uffer6 Then they will need to e sealed with agarose solution6
.garose solution6 .garose powder can e purchased fro" iological suppliers6 It also
co"es as part of a "olecular iology e)peri"ent pacBage7 along with instructions for "aBingthe gel sla6
%el slas6 %el slas can e used i""ediately7 or they can e co0ered with plastic andleft o0ernight ?or longerA in the refrigerator6
Micropipettes and "icropipette tips6 ither adustale or fi)ed pipettes arereco""ended6 hen using adustale pipettes7 you need only one ?5E5+ "lA per setup7 with
one Bind of tip6 To pipette 1++ "l7 ust use the 5+ "l adust"ent le0el twice6 ?'
Scientific7 with offices in "any "aor cities7 is a good supplier of adustale pipettes6A
The tip can e cleaned y rinsing three ti"es7 ut when worBing with acteria7 usinga newDsterile tip each ti"e is preferale6 ?Tips can e reused after rinsing and resterili!ation
in their dispenser o)es6A1- &etecting enetic &isorders
TTTT paper and pencil
E3ER.%SE 45ES!%NS11 &N$ Structure and Rep#ication (LM pages B8–1)
ser0ation; ,-. Structure ?M page **A
16 0abel p$osp$ate5 base pair5 and deoxyribose in your dra'ing.
See igure ##.&1 in text
!a"#e 11 Case .o#ors
In Figure 1+61 In Jour Lit.tosine red
!h*ine purple!blue
$denine gold
uanine green
36 7hat tpe of *o#ecu#es *a:e up the "ac:"one (uprights of #adder) of &N$
(Fig 11)9 sugar and phosphate molecules
46 0abel a $ydrogen bond in Figure 3.3. The label goes on the only writeIon line
available. &ashes are used to represent hdrogen "onds in Figure 11 "ecause
hdrogen "onds are weak 656 Notice U that the "ase $ is a#was paired with the "ase T, and the "ase . is a#was
paired with the "ase K6#6 %n Figure 11 what *o#ecu#es *a:e up the rungs of the #adder9 hydrogenIbonded
bases adenine pairs with thymineH cytosine pairs with guanine
&6 7h is &N$ a#so ca##ed a dou"#e he#i (Fig 11)9 The two strands making up /8A9s
ladder configuration twist around one another in the form of a helix.
16 5sing the *RN$ seuence given in !a"#e 10 nu*"er the tRN$ E a*ino acid
co*p#ees in the order the wi## co*e to the ri"oso*e igure #%.' G Top row G #, &, ;H
1ottom row G (, $, ',
26 .o*p#ete !a"#e 10 7h are the codons and anticodons in groups of three9 The
genetic code is a triplet code.
!a"#e 10 !rans#ation
*RN$ codons $5 ... $= 55 $5 55 5.5
tRN$ anticodons @A0 KKK 0@0 0AA 0@A AA0 AKA$*ino acid 2et 7ro Klu Qal Asp Leu Ser
/oth %.% and %.. code for %lu
1, %so#ation of &N$ and Ciotechno#og (LM page 12)
)peri"ental $rocedure; Isolation of ,-..nswer the following uestions?page 1+&A1 7hat is "iotechno#og9 1iotechnology is the manipulation of /8A for the benefit of
human beings and other organisms.
+ Specu#ate how the a"i#it to iso#ate &N$ and run ge# e#ectrophoresis of &N$ re#ated
to "iotechno#og !solating /8A and performing gel electrophoresis shows that
/8A is sub4ect to laboratory procedures the same as any other molecule.6 Na*e a "iotechno#og product so*eone ou :now is now using or ta:ing as a
*edicine Answers will vary.
1- &etecting enetic &isorders (LM pages 10–1B)
%enetic Seuence for SicBle Cell ,isease16 %n what three>&N$>"ase seuence does >b A differ fro* >b " 9
>b A 0T0 >b " 0A0
26 7hat are the codons for these three "ases9
>b A KAK >b " K@K
36 7hat is the a*ino acid difference9 >b A glu >b " val
,etection of SicBle@Cell ,isease y %el lectrophoresis ?M pages 1+*A
26 %n Figure 11 which #ane contains on# >b " signifing that the individua# is
>b " >b " Lane &
36 7hich #ane contains on# >b A signifing that the individua# is >b A >b A Lane #
46 #$ic$ lane t$at contains bot$ >b " and >b A 5 signi/ying t$at t$e individual is >b A >b " . Lane $
/etection by Kenomic SeBuencing
#$at are t$e c$ances t$at t$is couple 'ill $ave a c$ild 'it$ sicle!cell disease= 1oth partners are hetero?ygousH therefore the chance this couple will have a child with sickleIcell
disease is &;O.
Su""ary; ,etecting %enetic ,isorders ?M page 1+*A 7hat two *ethods of detecting genetic disorders were descri"ed in this section9 Kel electrophoresisH genomic seBuencing
7hich *ethod is *ore direct and pro"a"# reuires *ore epensive euip*ent
to do9 Kenomic seBuencing
7hich *ethod pro"a"# preceded the other *ethod as a *eans to detect sic:#e>
ce## disease9 Kel electrophoresis
L$CR$!RD RE%E7 1 (LM page 11)1 Ep#ain wh &N$ is said to have a structure that rese*"#es a #adder The paired
bases are the rungs of the ladder and the sugarIphosphate backbones are the supports.
+ &o the two &N$ dou"#e he#ices fo##owing &N$ rep#ication have the sa*e or a
different co*position9 Same
6 ;ow is co*p#e*entar "ase pairing different when pairing &N$ to &N$ than when
pairing &N$ to *RN$9 @racil replaces thymine in <8A.
, Ep#ain wh the genetic code is ca##ed a trip#et code Every three bases stands for one
of the twenty amino acids in /8A.
- 7hat ro#e does each of the fo##owing *o#ecu#es p#a in protein snthesis9
a &N$ 0ontains inherited genetic information.
" *RN$ 0ontains codons
c tRN$ as a specific anticodon
d $*ino acids The unit molecules of a protein
2 7hich of the *o#ecu#es #isted in uestion - are invo#ved in transcription9 /8A and
m<8A
0 7hich of the *o#ecu#es #isted in uestion - are invo#ved in trans#ation9 m<8A, t<8A,
and amino acids.
8 7hat is the purpose of ge# e#ectrophoresis9 The separate /8A molecules or amino
Fourth EditionThis lab was rewritten to begin with genetic inheritance and provide students with many
genetic problems pertaining to human disorders. Multiple allele inheritance and the use of
blood type to determine paternity has been added to increase interest.
M$!ER%$LS $N& 'RE'$R$!%NS
11+ 'atters of enetic %nheritance (LM pages 11,>11B)
Multiple .lleles ?page 11(A
>>>>> Lit to deter"ine paternity a0ailale fro" Carolina /iological Supply
E3ER.%SE 45ES!%NS111 &eter*ining the enotpe (LM pages 11+>116)
.utoso"al ,o"inant and 'ecessi0e Traits ?M page 112@113A
16 7hat is the ho*o<gous do*inant genotpe for tpe of hair#ine9 66 7hat is the
phenotpe9 widowRs peak
26 7hat is the ho*o<gous recessive genotpe for finger #ength9 ss 7hat is the
phenotpe9 long fingers
3 7h does the hetero<gous individua# Ff have frec:#es9 FrecBles is do"inant and they
have one dominant allele.
4. 'aria and the members of her immediate family have attachedearlobes (er maternal grandfather has unattached earlobesWhat is the genotype of her maternal grandfather? !e )#plain "aria#s mother has the genotype ee $results in the recessive phenotype$,therefore her maternal grandfather, who has unattached earlobes, mustbe Ee. 5. 'oses does not have a bent little *nger, but his parents do!educe the genotype of his parents "oses genotype is ll% therefore,his parents who have bent little &ngers must be %l.6 'anny is adopted (e has hair on the back of his hand +ouldboth of his birth parents have had no hair on the back of thehand?
No )#plain he presence of hair on the back of the hand is a
dominant characteristic% at least one parent had to have hair on the backof the hand for "anny to have it. $imona and her husband have widow peaks -ne child has a
widow.s peak and the other does not Give the possiblephenotype of all persons involvedIsabella and her husband &' ( &'+hild with straight hairline ''+hild with widow.s peak && or &')peri"ental $rocedure; :u"an Traits ?page 113A46 $re do*inant phenotpes a#was the *ost co**on in a popu#ation9 8o Ep#ain
7henotypes depend on inherited alleles and not on whether traits are dominant or recessive.!a"#e 111 $utoso*a# ;u*an !raits
Answers may vary according to the class members. Students may not know whether they are
homo?ygous dominant or hetero?ygous. !f so, they can use A= for their genotype, for
example.
11+ 'atterns of enetic %nheritance (LM pages 11,>11B)
Inheritance of %enetic ,isordersIn Figure 1163a7V offspring have the phenotpe X 25O chance
W offspring have the phenotpe X &5O chance
In Figure 11637X offspring have the phenotpe X 5+O chance
1a6 7ith reference to Figure 116a if a genetic disorder is recessive and "oth parents are
hetero<gous Aa>, what are the chances that an offspring wi## have the disorder9 # in
( ?25PA 6 7ith reference to Figure 116a if a genetic disorder is do*inant and the parents are
hetero<gous Aa>, what are the chances that an offspring wi## have the disorder9 $ out
of ( ;O>
2a6 7ith reference to Figure 116b if parents are hetero<gous Aa> " ho*o<gous
recessive aa>, and the genetic disorder is recessive what are the chances that an
offspring wi## have the disorder9 ;%);% ?5+PA 6 7ith reference to Figure 116b if the parents are hetero<gous Aa> " ho*o<gous
recessive aa>, and the genetic disorder is do*inant what are the chances that anoffspring wi## have the disorder9 ;%);% ;%O>
.utoso"al ,isorders ?M pages 115@11#A1. /euro*bromatosis is a dominant disorder If a hetero0ygous'(a$ woman reproduces with a homo0ygous 'aa$ normal man,what are the chances a child will have neuro*bromatosis? )*+)*
')* )
2. +ystic *brosis is a recessive disorder 1 carrier is an individualthat appears to be normal but carries a recessive allele for agenetic disorder 1 man and a woman are both carriers '(a$ forcystic *brosis What are the chances a child will have cystic*brosis? - in
?25PA
3. (untington disease is a dominant disorder !rina is 23 years
old and as yet has no signs of (untington disease (er motherdoes have (untington disease '(a$, but her father is free 'aa$ ofthe disorder What are the chances that !rina will develop(untington disease? )*+)* ')*$4. "henylketonuria 4"567 is a recessive disease 'r and 'rs'artine0 appear to be normal, but they have a child with "56What are the genotypes of 'r and 'rs 'artine0? Both are
heterozygous '(a$ for the disease. 5. 8ay9$achs is an autosomal recessive disorder Is it possible fortwo individuals who do not have 8ay9$achs to have a child withthe disorder? /es. )#plain If both parents are heterozygous carriers'(a$ for the disease each child has a 0) chance of ay12achs.
()%in*ed +isorders $%M pa,e 116)11-&oes a co#or>"#ind *a#e give his son a recessive>"earing 3 or a D that is "#an: for the
recessive a##e#e9 "
1a. What is the genotype for a color9blind female? C b C b ;ow *an
recessive a##e#es does a fe*a#e inherit to "e co#or "#ind9 two
6 7hat is the genotpe for a co#or>"#ind *a#e9 C b" ;ow *an recessive a##e#es does a
*a#e inherit to "e co#or "#ind9 3ne
2a. With reference to :igure %%;a, if the mother is a carrier 4 C 1 C b >
and the father has normal vision '3 /$, what are the chances thata daughter will be color blind? None /. 1 daughter will be a carrier? )*+)* ')*$ 1 son will be colorblind? )*+)* ')*$3a. With reference to :igure %%;b, if the mother has normalvision 4 C 1 C 17 and the father is color blind 4 C b"> , what are thechances that a daughter will be color blind? none /. 1 daughterwill be a carrier? -** 1 son will be color blind? none
Q@inBed %enetics $role"s ?M page 11&A1.1 woman with normal color vision '3 B 3 b $ whose father was colorblind '3 b/$, marries a man with normal color vision '3 B/ - Whatgenotypes could occur among their o<spring?. heir children couldbe 3 3 B, 3 B 3 b, 3 B/, or 3 b/. What genotypes could occur if it was thenormal9visioned man.s father who was color blind? his means hiswife is not a carrier and since both parents are normal, the children couldbe only 3 3 or 3 B/.2. 1ntonio.s father is color blind '3 b/$ but his mother is not colorblind '3 B 3 b or 3 B 3 B $. Is 1ntonio necessarily color blind? no (ow so? Even if his 0other is 3 B 3 b he could inherit the 3 B. +ould he be color
blind? /es (ow so? If his mother is 3 B
3 b
he could inherit the 3 b
.3. 'ake up a cross involving hemophilia that could be answeredby a "unnett s=uare, as in :igure %%;a or b. 4or e5ample, ( normal
man reproduces with a carrier female. 6hat are the chances that a sonwill have hemophilia. What is the answer to your genetics problem?4or this cross, the answer is )*.
Multiple lleles $%M pa,e 11!)11"-Eperi0ental rocedure sin, lood ype to 7elp +eter0ine aternityIf a person is 1B>, which wells would show agglutination? (ll three
wells.
8able %%2 Blood 8ypes of Involved "ersonsMother= .hi#d= Father 9
7anda Sophia 1 + 6
C#ood tpe 1! A1- A! 1! A1-
*"our instructor may have you confirm these results.
Conclusion ?page 11*A16 Noting that on# father 6 cou#d have given Sophia the Rh antigen fro* who* did
she receive the %C a##e#e9 mother Fro* which parent did she receive the $ a##e#e9 father
$ %s there an other possi"#e interpretation to the resu#ts of "#ood tping9 8o.
/lood Typing $role"s ?page 11*A
16 $ *an with tpe $ "#ood reproduces with a wo*an who has tpe C "#ood !heir
chi#d has "#ood tpe 5sing $ C and i give the genotpe of a## persons invo#ved:
man ! A i
woman ! 1i, and child ii.
26 %f a chi#d has tpe $C "#ood and the father has tpe C "#ood what cou#d the genotpe
of the *other "e9 ! A ! A or ! Ai
36 %f "oth *other and father have tpe $C "#ood the cannot "e the parents of a chi#d
who has what "#ood tpe9 Type 3 blood
46 7hat "#ood tpes are possi"#e a*ong the chi#dren if the parents are $i 3 Ci ( >int:
do a 'unnett Suare using the possi"#e ga*etes for each parent) Types A, 1, A1 and 3.
%% Genetic +ounseling 4L' page %%@9%27 ser0ation; Se) Chro"oso"e .no"alies ?M pages 12+A 0abel eac$ aryotype in Figure 33.7. a. 7oly CH $ Cs are present b. TurnerH one C is
present c. 5linefelterH C and " are present d. acobH C"" are present
,eter"ining the $edigree ?M pages 121@E122A$edigree .nalyses
16 a6 Notice that neither of the origina# parents is affected "ut severa# chi#dren are
affected !his cou#d on# happen if the trait were autosomal recessive..
6 7hat is the genotpe of the fo##owing individua#s9
eneration % individua# 1A Aa This individual has to be hetero?ygous because some
of the children are affected.eneration %% individua# 1A aa This individual has to be homo?ygous recessive
eneration %%% individua# 8A Aa This has to be the case because the mother is
homo?ygous recessive, and the individual has to inherit at least one of her recessive
alleles.
26 a6 Notice that on# *a#es are affected !his cou#d on# happen if the trait were CI
linked recessive.
6 7hat is the genotpe of the fo##owing individua#s9
eneration % individua# 1A Q AQa This female has to be a carrier because she has
an affected son.eneration %% individua# 8A Q AQH @nable to determine whether this female is
a carrier or not because she had no children.
eneration %%% individua# 1A Q AJ This male is unaffectedH therefore, he must have
received a dominant allele.
Construction of a $edigree ?M page 123A
26 .hoose a :e for this trait9 a nor*a# ee#ashesY A dou"#e row of ee#ashes
46 7hich pattern is correct9 autosomal dominant
56 5se correct genotpes to show a cross "etween ;enr and %sa"e##a and ca#cu#ate the
epected phenotpic ratio a*ong the offspringA
Aa aaH #G#
#6 7hat are the percentage chances of ;enr and %sa"e##a having a chi#d with dou"#e
ee#ashes9 ;%O Ep#ain wh each chi#d has the sa*e chance for dou"#e ee#ashes 1ecause each child has a ;%O chance of receiving either and A or a from their father
enry>.
L$CR$!RD RE%E7 11 (LM page 1+,)1 %f an individua# ehi"its the do*inant trait do ou :now the genotpe9 7h or wh not9 The
individual has a dominant allele but may also have a recessive allele for the trait.
+ %sa"e##a?s father does not have frec:#es "ut Mar does 7hat genotpes cou#d Mar?s *other
have9 of f
6 7hat are the chances two individua#s with an autoso*a# recessive trait wi## have a chi#d with
this trait9 #%%O
, Show a cross that wou#d produce a phenotpic ratio of 1A1 a*ong the offspring Aa C aa
- %f the parents are hetero<gous for cstic fi"rosis what are the chances of a chi#d having
cstic fi"rosis9 $G#
2 !o* has "#ood tpe $C Show a## possi"#e genotpes for this tpe "#ood ! A ! 1
0 Mar has "#ood tpe $ and &on has "#ood tpe CY can the "e the parents of a chi#d with tpe
"#ood9 Show wh or wh not "es because 2ary could be ! Ai and /on could be ! 1i
8 7hat sndro*e is inherited when an egg carring two 3 chro*oso*es is ferti#i<ed " a
sper* carring one D chro*oso*e9 CC" 5linefelter syndrome
B 7hat is the inheritance pattern in a pedigree if the parents are not affected and a chi#d is
affected9 ive a genotpe for a## persons Autosomal recessive. 7arents are Aa and child is