James Warren has been tying commercially since he was 12 years old. He has guided for 9 years and fished all over the world. His Billfish Popper pattern is simple and cheap and worth a watch.
Describe the phenotypes that you observed in both the F1 and F2 generations of this cross. How does the observed phenotypic ratio for the F2 generation compare with your predicted phenotypic ratio? Develop a hypothesis to predict the results of this cross and describe each phenotype that you would expect to see in the F2 generation of this cross.
Perform your cross and evaluate your hypothesis by chi-square analysis.
State Fly lab instructions hypothesis, chi-square value, degrees of freedom, p-value, and whether your hypothesis was rejected or not reject. What was the trihybrid phenotypic ratio produced for the F2 generation?
Testcross What was the phenotypic ratio for the offspring resulting from this testcross? Based on this phenotypic ratio, determine whether the F1 wild-type female male was double homozygous or double heterozygous for the eye color and body color alleles.
If your answer was double homozygous, describe an expected phenotypic ratio for the offspring produced from a testcross with a double heterozygous fly. If your answer was double heterozygous, describe an expected phenotypic ratio for the offspring produced from a testcross with a homozygous fly.
What phenotypic ratio did you observe in the F1 generation? What were the phenotypes? Perform an F1 cross between two flies with the aristapedia phenotype.
What phenotypic ratio did you observe in the F2generation? How do these ratios and phenotypes explain that the aristapedia mutation functions as a lethal mutation?
What results did you obtain with the cross between a wild-type fly and a fly with the aristapedia mutation? Develop a hypothesis to predict the phenotypic ratio for the F1 generation.
Are the phenotypic ratios that you observed in the F2 generation consistent with what you would expect for a lethal mutation? Why or why not? Explain your answers Assignment 4: What did you observe in the F1 generation?
Was this what you expected? Which mutation is epistatic? Is the vestigial mutation dominant or recessive? What phenotypic ratio did you observe in the dihybrid F2 generation. Perform a chi-square analysis.
State your chi-square value, degrees of freedom, p-value and whether you rejected or failed to reject this ratio. Is the apterous wing mutation dominant or recessive?
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After emergence starts, release them in the next day or two: Holding them longer than 5 days after that may reduce their effectiveness. Sometimes they are quite stinky, but that does not indicate a problem. Zany Wooden Toys that Whiz, Spin, Pop, and Fly: 28 Projects You Can Build From The Toy Inventor's Workshop [Bob Gilsdorf] on timberdesignmag.com *FREE* shipping on qualifying offers.
Have fun making these cool wooden toys, games and even gumball machines that are unexpectedly action packed. Most of the projects can be built in an hour. Drosophila melanogaster, the fruit fly, is an excellent organism for genetics studies because it instructor‟s instructions on how to set up and label a culture tube.
Take 3 – 5 flies of each Lab 11 Drosophila melanogaster. LAB 11 - Drosophila Genetics. Animals fly safely with us. With more than 50 years of experience transporting animals, we're committed to the welfare of all animals entrusted to us. Instructions for doing a virtual lab on fruit flies where students choose parents and breed F1 and F2 generations.
Students follow instructions within the simulation while they answer the lab questions on this page.