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Introduction to Mendelian Genetics

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Words: 887 |

Pages: 2|

5 min read

Published: Apr 11, 2019

Words: 887|Pages: 2|5 min read

Published: Apr 11, 2019

The specific purpose of this experiment is to inform students about to Mendel’s laws of genetics. To be more specific this lab dives into Mendel’s laws of segregation and Mandel’s law of independent assortment. At the end of this experiment, the students will be able to prove or disprove Mendel’s laws.

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According to Cardinal, et.al, this experiment is important because it allowed Mendel to come up with the law of segregation and law of independent assortment (Cardinal, et. al., 2011). These laws have been taught to students since that time. Mendel’s experiments have given true data that proves the laws to be true. Our experiments included that same steps, so they had the same significance.

There are two specific hypotheses that come along with this experiment. 1. The experiment using the mung bean plants will follow the principle of segregation. 2. The experiment using the corn cobs will follow the principle of independent assortment.

The hypotheses are based on the information that was found in Mendel’s experiments that were done in the past. The main experiment that comes into play is Mendel’s pea plant experiment. The helped to explain the laws that Mendel had come up with.

Materials and Methods:

Materials:

  • Corn Cob
  • Mung Bean Plants
  • Toothpick

Methods:

First, the students were shown an image of multiple mung bean plants, and they were asked to count the green plants and the white plants (separately). Once the students figured the correct number of green and white plants, many products were found (such as deviation, ratio, deviation2, chi, degree of freedom, and p value). The students then used the same steps to find all of these products for the corn cobs given to each of the groups. Students counted the number of purple smooth kernels, purple wrinkled kernels, yellow smooth kernels, and yellow wrinkled kernels. Once the all of the previously stated products (deviation, ratio, deviation2, chi, degree of freedom, and p value) were figured for the corn cobs, the students were instructed to create Punnett square that was used to find the percentages that will be given to each of the traits, along with the ratios comparing the genotypes, as well as the phenotypes (Stallsmith, 2014).

Math Behind all of the Answers/Products/Figures for the Mung Bean Plant Experiment:

Expected: Green = Total x .75 and White = Total x .25

Green = 152 x .75 = 114 White = 152 x .25 = 38

Deviation = Observed – Expected

Green: 123-114 = 9 White: 29-38 = -9

Ratio: observed / total x 100 = %

Green: 123 / 152 x 100 = 80.92% -> 80% White: 29 / 152 x 100 = 19.07% -> 20%

80:20

4:1

Deviation2 = d2

Green: 92 = 81 White: -92 = 81

Chi = deviation2 / expected

Green: 81 / 114 = 0.711 White: 81 / 38 = 2.132

Degree of Freedom = Total # of Variables – 1

(green + white)

2 – 1 = 1

p value = Based on Chi number and the graph given in the lab notebook manual

Based on the chi number/ p value, the hypothesis of the mung bean experiment is true. The quantitative data found while completing the second part of the experiment (corn cob) proves that the second hypothesis is also correct. The chi number and p value will give the ability to prove or disprove the hypothesis based on whether the deviations are insignificant or significant.

Discussion:

The text book gives thorough explanations for the two laws of genetics. It says that the law of segregation “states that two alleles for a heritable character segregate (separate from each other) during gamete formation and end up in different gametes” (Reece, 2016). This information explains that color difference within the mung bean plants. Two alleles will be split up, allowing for the plants to become either green or white. The text book also says that the law of independent assortment “states that two of more genes assort independently – that is, each pair of alleles segregates independently of any other paid of alleles – during gamete formation” (Reece, 2016). The definition of the law of independent assortment is great at explaining why the information from the corn cob experiment proves the hypothesis. The alleles are separated, and they go to the gametes randomly, causing there to be a difference in the coloring of the corn kernels.

The results do reflect the hypothesis. The figures/products found give proof that the p value will make the deviation insignificant. When the deviation is insignificant, the hypothesis is true.

All experiments can be done better then how the scientist (or students, in this case) performed it. One way that this experiment could have changed for the better is that the population of plants could have changed. A different type of plants could have definitely changed the results for the experiment. To be directly in line with Mendel, experimenters could make sure to use the exact same type of plant that Mendel used.

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The experiments of Mendel, as well as the students in the course, have been able to prove the law of segregation and the law of independent assortment (Cardinal, et.al., 2011). The two laws are significant in the study of biology. They allow scientists to fully understand why the products will get certain genotypes/ alleles.

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Introduction to Mendelian Genetics. (2019, April 10). GradesFixer. Retrieved March 29, 2024, from https://gradesfixer.com/free-essay-examples/introduction-to-mendelian-genetics/
“Introduction to Mendelian Genetics.” GradesFixer, 10 Apr. 2019, gradesfixer.com/free-essay-examples/introduction-to-mendelian-genetics/
Introduction to Mendelian Genetics. [online]. Available at: <https://gradesfixer.com/free-essay-examples/introduction-to-mendelian-genetics/> [Accessed 29 Mar. 2024].
Introduction to Mendelian Genetics [Internet]. GradesFixer. 2019 Apr 10 [cited 2024 Mar 29]. Available from: https://gradesfixer.com/free-essay-examples/introduction-to-mendelian-genetics/
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