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In assessing data that fell into two phenotypic classes, a geneticist observed values of \(250: 150 .\) She decided to perform a \(\chi^{2}\) analysis by using the following two different null hypotheses: (a) the data fit a 3: 1 ratio, and (b) the data fit a 1: 1 ratio. Calculate the \(\chi^{2}\) values for each hypothesis. What can be concluded about each hypothesis?

Short Answer

Expert verified
Answer: Based on the calculated \(\chi^{2}\) values (\(33.333\) for hypothesis (a) and \(25\) for hypothesis (b)), hypothesis (b), the 1:1 ratio, better fits the given data. However, a formal conclusion should be drawn by using \(\chi^{2}\) critical values or p-values, along with the level of significance and degrees of freedom.

Step by step solution

01

Calculate the Expected values for each hypothesis

For hypothesis (a), the expected ratio is 3:1 and for hypothesis (b), the expected ratio is 1:1. We need to calculate the expected values for each phenotype class according to these ratios. First, we find the total number of individuals: \(250 + 150 = 400\). For hypothesis (a), the expected ratio is 3:1, so we have: - Expected value for the first class: \(\frac{3}{(3+1)} \times 400 = 300\) - Expected value for the second class: \(\frac{1}{(3+1)} \times 400 = 100\) For hypothesis (b), the expected ratio is 1:1, so we have: - Expected value for the first class: \(\frac{1}{(1+1)} \times 400 = 200\) - Expected value for the second class: \(\frac{1}{(1+1)} \times 400 = 200\)
02

Calculate the \(\chi^{2}\) values for each hypothesis

For both hypotheses, we will use the \(\chi^{2}\) formula: \(\chi^{2} = \sum \frac{(O - E)^2}{E}\) Where \(O\) is the observed value, and \(E\) is the expected value. For hypothesis (a): - \(\chi^{2} = \frac{(250-300)^{2}}{300} + \frac{(150-100)^{2}}{100}\) - \(\chi^{2} = \frac{(-50)^{2}}{300} + \frac{50^{2}}{100}\) - \(\chi^{2} = \frac{2500}{300} + \frac{2500}{100} = 8.333 + 25 = 33.333\) For hypothesis (b): - \(\chi^{2} = \frac{(250-200)^{2}}{200} + \frac{(150-200)^{2}}{200}\) - \(\chi^{2} = \frac{50^{2}}{200} + \frac{(-50)^{2}}{200}\) - \(\chi^{2} = \frac{2500}{200} + \frac{2500}{200} = 12.5+12.5 = 25\)
03

Interpret the results

The calculated \(\chi^{2}\) values are \(33.333\) for hypothesis (a) and \(25\) for hypothesis (b). The lower the \(\chi^2\) value, the better the fit between the observed data and the expected values under a given null hypothesis. Therefore, based on our calculations, hypothesis (b) (i.e., the data fits a 1:1 ratio) is more likely to be true. However, to formally conclude which hypothesis best fits or clearly reject one of them, the analysis should be completed using \(\chi^2\) critical values or p-values, which requires the level of significance (such as \(0.05\) or \(0.01\)), and a degree of freedom (in this case, \(1\)) in order to draw any definite conclusions.

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Most popular questions from this chapter

A certain type of congenital deafness in humans is caused by a rare autosomal (not X-linked) dominant gene. (a) In a mating involving a deaf man and a deaf woman (both heterozygous), would you expect all the children to be deaf? Explain your answer. (b) In a mating involving a deaf man and a deaf woman (both heterozygous), could all the children have normal hearing? Explain your answer. (c) Another form of deafness is caused by a rare autosomal recessive gene. In a mating involving a deaf man and a deaf woman, could some of the children have normal hearing? Explain your answer.

Mendel crossed peas having round green seeds with peas having wrinkled yellow seeds. All \(\mathrm{F}_{1}\) plants had seeds that were round and yellow. Predict the results of testcrossing these \(\mathrm{F}_{1}\) plants.

Which of Mendel's postulates can only be demonstrated in crosses involving at least two pairs of traits? State the postulate.

An alternative to using the expanded binomial equation and Pascal's triangle in determining probabilities of phenotypes in a subsequent generation when the parents' genotypes are known is to use the following equation: \(\frac{n !}{s ! t !} a^{s} b^{t}\) where \(n\) is the total number of offspring, \(s\) is the number of offspring in one phenotypic category, \(t\) is the number of offspring in the other phenotypic category, \(a\) is the probability of occurrence of the first phenotype, and \(b\) is the probability of the second phenotype. Using this equation, determine the probability of a family of 5 offspring having exactly 2 children afflicted with sickle-cell anemia (an autosomal recessive disease \()\) when both parents are heterozygous for the sickle-cell allele.

In this chapter, we focused on the Mendelian postulates, probability, and pedigree analysis. We also considered some of the methods and reasoning by which these ideas, concepts, and techniques were developed. On the basis of these discussions, what answers would you propose to the following questions: (a) How was Mendel able to derive postulates concerning the behavior of "unit factors" during gamete formation, when he could not directly observe them? (b) How do we know whether an organism expressing a dominant trait is homozygous or heterozygous? (c) In analyzing genetic data, how do we know whether deviation from the expected ratio is due to chance rather than to another, independent factor? (d) since experimental crosses are not performed in humans, how do we know how traits are inherited?

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