Determining the Unknown Genotype of Corn Plants of the Zea Mays Species from the Phenotypes of Offspring Produced

This experiment was a success. The experimental procedure from the lab manual was followed. The right materials needed for this experiment was also used. Each group recorded the data of the name of species and percent cover for species in the three transects. After, the class data was assembled, pie-charts and bar graph were drawn from the data using excel.

This report presents an overview to: meiosis, chromosomes, traits, genotypes, and phenotypes displayed in the evolution of fast plants. Studying how the genetic information can be passed along one generation to the following. Also, learning various techniques to determine the possible genotypes of the four Wisconsin Fast Plants provided by analyzing the offspring and observing the phenotypic variation within them. Predicting that the parent plant was heterozygous with the first generation also displaying heterogeneous characteristics of non- purple stem/ Green leaves. And discovering that the null hypothesis was rejected for the chi-square being less than 5% meaning the observed phenotypes were due by chance.

The results observed do not correspond with the outcome predicted by the hypothesis. Despite the nature of the subjects of the experiments, no substantial growth was observed. Only one seed of the 36 planted germinated, and it could only survive for a period of a week. The one seed that germinated reach a height of 1.2 cm. Table 1 presents the average growth observed in each quad. Each quad had a total of 12 seeds. No seeds were removed during the course of the experiment.

4.    After 5 days, measure the height of the 10 plants in each pot. Add up the individual heights and divide by 10 to obtain the average height. Record the average heights in a table, as shown below.

Recall from the background information that purple corn kernels are dominant and yellow kernels are recessive. The second ear of corn was the result of crossing two heterozygous ears of male purple corn (Pp x Pp). This is represented by the Punnett square below. Complete the Punnett square by writing the correct letters that correspond to each number indicated in the table. (4 points)

Null Hypothesis – A plant on a window sill does not grow faster than a plant on a living room coffee table

Other forms of the genotype, (ygr/ YGR) and (YGR/YGR) will result in green leaves. A third gene in Brassica rapa is the rosette mutant, homozygous recessive. The genotype needed for the short, rosette plant form is (ros/ros). The other two genotypes (ros/ROS) and wild type (ROS/ROS) will result in the normal form of the plant. The phenotypes and genotypes are related in that the phenotypes provide a visible indication of the genotype. This is true in an individual with a homozygous recessive gene. However, in the case of dominant genes, since only one copy is needed for the phenotype to be present, then the second copy is not indicated. The second copy can be identified process where two individuals (P1 and P2) with the same dominant phenotype, called the parental generation, are bred. This produces an F1 or first generation of offspring. The F1 generation can also be bred and produce an F2 generation. Each individual in the F1 and F2 generations receives one copy from each parent of the 3-letter genotype code, called an allele.

The estimated sample to be taken should be 9 lettuce plants/ roots to have the 95% level of confidence and within the 10% of population mean.

In order to test this hypothesis and prediction, an experiment was conducted using a heterozygous F1 generation of Brassica Rapa seeds. The seeds were planted, pollinated, harvested (F2 generation) and germinated for observation. When leaves were visible, phenotypes (green vs. purple) were counted and recorded. The experiment took place over 13 weeks, spanning the full semester of General Biology Lab I. The sections that follow will detail the materials and methods used, the results of the investigation and an in-depth discussion of the outcomes.

Gathering Data on the Different Traits of the Garden Pea (Pisum Sativum), Organizing the Dominant/Recessive Phenotypes of 60 F2 Offspring and Determining Whether the Null Hypothesis is Rejected or Accepted Using the Chi-Square Test.

12. Located the trend enclosed by the data, used the stem diameters and the average of the stem length from the Goldenrod plant.

Our hypothesis was that there would be no difference between the actual phenotypic ratio and predicted phenotypic ratio of the ear of corn labelled G. As each row of corn was being counted and recorded, a trend appeared, revealing that purple-smooth corn kernels were by far the most common, followed by purple-wrinkled and yellow-smooth corn kernels, with yellow-wrinkled corn kernels appearing the least. The corn kernels appeared in this pattern because the corn kernel with two dominant traits (purple being the dominant color, along with smooth being the dominant texture) would take precedence over the recessive yellow color and wrinkled

Indigenous to the Western hemisphere, corn has traveled all around the world being the center of religious practices, cuisine, and today drives food production, but the exact origin of this miracle vegetable is uncertain. Reported by National Geographic’s David Braun, corn was developed and cultivated somewhere in central Mexico over 8,700 years ago. Maize, another name for corn, was not found naturally in the wild, but came about due to the domestication of a variety of similar species from the ancient Native Americans. Corn derived from the teosinte plant, which is a wild grass containing kernels smaller than modern day corn. According to an article in The New York Times, during the 20th century few scientists could confirm the relation between teosinte and corn, but in the 1930’s, Dr. George W. Beadle conducted many genetic experiments with the two plants and discovered that they had very similar chromosomes. Beadle concluded that the two plants were members of the same species, with maize being the domesticated form of teosinte (Carroll).

Over the course of the experiment, we cannot base plant growth on height alone. As both experimental and control groups grow, we will also measure the number of stalks and buds each plant has. Lastly, as the semester and experiment ends, we will compare the size, thickness, and length of the roots of each of the Brassica plants of the experimental and control groups.

Was your hypothesis correct? Did you have more of one type of plant over another? If so, why? Conclusion: