RPT Classification of Species, RPT DNA & Protein Synthesis And RPT Phenotype and Genotype

27 Jun RPT Classification of Species, RPT DNA & Protein Synthesis And RPT Phenotype and Genotype

Question
Classificationof Species

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Observations

Data Table 1: Classification of shark family specimens.

Shark

FamilyName

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Data Table 2: Classification of specimens from the Crawla Family.

Crawla

GenusName

Species Name

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Exercise 1: Classificationof Sharks

Questions

A. Find fivepiecesoffoodandcreateadichotomouskeytoclassifythefood.Explain your reasoning for each step of the key.

B. Howmightyouarrangethesequence oftheclassification keydifferentlywhilestillachieving

thesameresults?

C. What eight characteristicsare used to identifythe family of a shark?

D. What is the main characteristicthat distinguishesshark 12 from shark 7?

Exercise 2: Classification of a Hypothetical New

Family

Questions

A. Werethecharacteristicsofalloftheliving specimensabletofitinthekey,orweretheresome specimens that were difficultto place?

B. Weresomeofthelivingcrawlasplacedinthesamespecies?Ifso,doyouthinktheirsimilarities warranted classificationin one species? Explain your answers.

C. Werethecharacteristicsofallofthefossilspecimensabletofitinthe key,orweretheresome specimens that were difficultto place?

D. Developahypothesisregardingtheevolutionarylinksbetweenthefossil andlivingspecimens based on the classificationsystem used in this exercise.

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DNA andProteinSynthesis

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Exercise 1: ModelingDNA

The students must attachthe DNA model to this lab report.

Note which nucleotidesform pairs—cytosine and guanine, and adenine and thymine form pairs.

Questions

A. The followinglistindicatesthebases onone strandofaDNAmolecule.Writeinthenamesof the bases that could pair with each to make the complementary strand.

cytosine

adenine

adenine

guanine

cytosine

thymine

cytosine

guanine

B. WhatarethethreecomponentsofaDNAnucleotide?Howdothesemolecules connect together?

C. What are the four bases found in DNA? Which of these bases pair together?

Exercise 2:The GlobinGene

Procedure

1. Complete the DNA molecule by writinga complementary strand.

CodingStrand: CGT CTC TTC GGA CAC Complementary Strand:

2. WritethemRNAsequencethatwillbecreatedintheprocessoftranscription.TheDNAcoding strand has the informationfor the gene, so the strand must be transcribed. The relationships are slightlydifferentforRNA,becauseRNAdoesnothave T;therefore,Ushouldbesubstituted forT.TotranscribeDNAtoRNA,thepairingrelationship isA –U,T–A,C–G,andG–C, respectively.

CodingStrand: CGT CTC TTC GGA CAC

.gif”>mRNA Strand:

3. TranslatethemRNAintoaminoacids.UseTable1asareference.Remember,whena“stop”

codon is recognized, the protein creationis terminated.

.gif”>mRNA Strand:

Amino Acids Formed:

Questions

A. HowmanynucleotideswouldittaketoconstructthemRNAcodingstrandofthe?-subunit of the hemoglobin A molecule?

B. Howmanynucleotideswouldittaketomodel theentire?-subunit ofthehemoglobinA

molecule?

C. Isthe?-subunitofthehemoglobin AmoleculeacompleteDNAmolecule (chromosome)or part of one? Explain.

D. WhatwouldhappenifoneoftheDNAnucleotideswasdeleted?WhatifthefirstTwas substitutedfor an A? Would a substitutionalways result in a change? Explain why or why not.

E. Using your newly formed model of DNA from Exercise 1, write the coding strand below. Use the codingstrand todetermine themRNA strandandtheaminoacidsformed.Dothisseparately for Row 1 and Row 2 of your DNA model.

Data Table: Newly Formed Model of DNA from Exercise 1

ROW1

ROW2

CodingStrand

mRNA Strand

AminoAcids Formed

F. Did the new DNA model form any two of the same amino acids?

G. Optional:Comparetheaminoacidsthatwereformedinthisexperimentwiththoseof classmates who also performed this experiment. Were there many similarities?

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PhenotypeandGenotype

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Thisdocumentisnotmeanttobeasubstituteforaformallaboratoryreport.TheLabReport Assistantissimply asummaryoftheexperiment’squestions,diagramsifneeded,anddatatables that shouldbeaddressedinaformallabreport. Theintentistofacilitatestudents’writing oflab reports by providing this informationin an editable filewhich can be sent to an instructor. Exercise 1: Observing Phenotype Characteristics

Data Table 1: Phenotype and Genotype.

Trait

Phenotype

Characteristics

Phenotype

&Genotype

from Parent1

Phenotype& Genotype(s) from Parent2

Offspring:

Dimpledchin

Dimpled chin is dominant. D = Dimples

dd = No dimples

Dimpled chin

Dd

Free earlobe

Free (unattached)earlobe is dominant; attached is recessive.

A = Unattached aa = Attached

Attached earlobe

aa

Abilityto taste

PTC strips

Ability to taste PTC is dominant; inability to taste is recessive.

P = Taste

pp = Cannot taste

Ability to taste

Pp

.gif”>.gif”>.gif”>.gif”>

Interlocking

fingers

Leftthumb over right is dominant; right thumb over leftis recessive.

F = Leftover right ff= Right over left

Right thumb over left

ff

Mid-digitalhair

Hair on the joints of fingersis dominant; no hair is recessive.

H = Hair on joints hh = No hair

Hair on joints

HH

Bent littlefinger

Littlefingerbending in towards ring fingeris dominant;no bend is recessive.

B= Bent

bb = Straight

Littlefinger

bends

Bb

Widow’speak

Hairline coming to a point in center of forehead is dominant; straight hairline is recessive.

W = Widow’s peak

ww = Straight hairline

Straight hairline

ww

Hitchhiker’s thumb

Straight thumb is dominant; ability to bend thumb back more than 90°is recessive.

T = Straight thumb tt= Bent thumb

Bentthumb

tt

.gif”>

Blueor green eyes

Brown eyes are dominant; blue or green eyes are recessive.

E = Brown eyes

ee = Blue or green eyes

Green eyes

ee

Rolled tongue

Ability to roll tongue is dominant; flat tongue is recessive.

L = Rolled tongue ll= Flat tongue

Rolled tongue

Ll

.jpg”>Questions

A. As “Parent 2,” how many recessive traits did you express? What were they?

B. As “Parent 2,” how many dominant traits did you express? What were they?

C. Whilethetraitsstudied inExercise1werehypotheticalgenetictraits,whattypeofgenetic traitsdoyouthinkareimportanttostudyandpredict?Giveanexampleofagenetic traitthatis carefullymonitoredwhentwoparentsarecreatinganoffspring andwhyitwouldbeimportant to monitor.

Free

Earlobe

Parent 1

Parent 2

Prepared Punnett Squares

Dimpl ed

Chin

Parent 1

Parent 2

There are 20 squares provided; two for each trait.
Dimpled

Chin

Parent 1

Parent 2

Free

Earlobe

Parent 1

Parent 2

PTC Strips

Parent 1

Parent 2

PTCStrips

Parent 1

Parent 2

Interlockingfingers

Parent 1

f

f

Parent 2

Interlockingfingers

Parent 1

Parent 2

Mid- digital hair

Mid- digital hair

Parent 1

Parent 2

Parent 1
Parent 2

Wido w’s

Peak

Parent 1

Parent 2

Hitchhiker’s

Thumb

Parent 1

Parent 2

BentLittle

Finger

Parent 1

Parent 2

Bent Little

Finger

Parent 1

Parent 2

Widow’s

Peak

Parent 1

Parent 2

Hitchhiker’s

Thumb

Parent 1

Parent 2

Blue or Green Eyes

Parent 1

Parent 2

Blue or Green Eyes

Parent 1

Parent 2

Roll e d

Tongue

Parent 1

Parent 2

Ro l l ed

Tongue

Parent 1

Parent 2