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In Drosophila, gray body color is dominant over ebony body color, while long wings are dominant over vestigial wings. Work the following crosses through the \(F_{2}\) generation, and determine the genotypic and phenotypic ratios for each generation. Assume that the \(P_{1}\) individuals are homozygous: (a) gray, long \(\times\) ebony, vestigial, and (b) gray, vestigial \(\times\) ebony, long, and (c) gray, long \(\times\) gray, vestigial.

Short Answer

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Answer: - Part a: 9/16 Gray body, long wings; 3/16 Gray body, vestigial wings; 3/16 Ebony body, long wings; 1/16 Ebony body, vestigial wings - Part b: 9/16 Gray body, long wings; 3/16 Gray body, vestigial wings; 3/16 Ebony body, long wings; 1/16 Ebony body, vestigial wings - Part c: 2/4 Gray body, long wings; 2/4 Gray body, vestigial wings

Step by step solution

01

Determine the Genotypes of the Parents

For the gray, long parent, we have homozygous dominant alleles for both body color and wing length so the genotype is GGWW. For the ebony, vestigial parent, we have homozygous recessive alleles for both body color and wing length, so the genotype is ggww.
02

Determine the \(F_{1}\) Generation Genotypes and Phenotypes

Since the parents are homozygous, all the offspring will have one dominant allele and one recessive allele for each trait, resulting in a genotype of GgWw. The phenotypes for all \(F_{1}\) offspring will be gray body color and long wings.
03

Determine the \(F_{2}\) Generation Genotypes by Crossing \(F_{1}\) Offspring

To determine the \(F_{2}\) genotypes, we perform a dihybrid cross of two F1 individuals with genotypes GgWw. This will result in the following genotypes in the offspring: - 9/16: GGWW, GGWw, GgWW, GgWw (gray body, long wings) - 3/16: GGww, Ggww (gray body, vestigial wings) - 3/16: ggWW, ggWw (ebony body, long wings) - 1/16: ggww (ebony body, vestigial wings)
04

Determine the \(F_{2}\) Generation Phenotype Ratios

From the genotypes found in step 3, we can determine the phenotypic ratios of the \(F_{2}\) generation offspring: - 9/16: Gray body, long wings - 3/16: Gray body, vestigial wings - 3/16: Ebony body, long wings - 1/16: Ebony body, vestigial wings #Part b: Gray, vestigial x Ebony, long#
05

Determine the Genotypes of the Parents

For the gray, vestigial parent, we have homozygous dominant alleles for body color and homozygous recessive alleles for wing length, so the genotype is GGww. For the ebony, long parent, we have homozygous recessive alleles for body color and homozygous dominant alleles for wing length, so the genotype is ggWW.
06

Determine the \(F_{1}\) Generation Genotypes and Phenotypes

Since the parents are homozygous, all the offspring will have one dominant allele and one recessive allele for each trait, resulting in a genotype of GgWw. The phenotypes for all \(F_{1}\) offspring will be gray body color and long wings.
07

Determine the \(F_{2}\) Generation Genotypes by Crossing \(F_{1}\) Offspring

This cross is identical to the one in Part a, Step 3, and will result in the same genotypic ratios.
08

Determine the \(F_{2}\) Generation Phenotype Ratios

The phenotypic ratios will be the same as in Part a, Step 4. #Part c: Gray, long x Gray, vestigial#
09

Determine the Genotypes of the Parents

For the gray, long parent, we have homozygous dominant alleles for both body color and wing length, so the genotype is GGWW. For the gray, vestigial parent, we have homozygous dominant alleles for body color and homozygous recessive alleles for wing length, so the genotype is GGww.
10

Determine the \(F_{1}\) Generation Genotypes and Phenotypes

Since the parents are homozygous, all the offspring will have homozygous dominant alleles for body color and one dominant and one recessive allele for wing length, resulting in a genotype of GGWw. The phenotypes for all \(F_{1}\) offspring will be gray body color and long wings.
11

Determine the \(F_{2}\) Generation Genotypes by Crossing \(F_{1}\) Offspring

We will perform a monohybrid cross of two \(F_{1}\) individuals with genotypes GGWw. This will result in the following genotypes in the offspring: - 2/4: GGWW, GGWw (gray body, long wings) - 2/4: GGww (gray body, vestigial wings)
12

Determine the \(F_{2}\) Generation Phenotype Ratios

From the genotypes found in step 3, we can determine the phenotypic ratios of the \(F_{2}\) generation offspring: - 2/4: Gray body, long wings - 2/4: Gray body, vestigial wings

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Most popular questions from this chapter

A geneticist, in assessing data that fell into two phenotypic classes, observed values of \(250: 150 .\) He decided to perform chi- square analysis using 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 you conclude about each hypothesis?

Albinism in humans is inherited as a simple recessive trait. Determine the genotypes of the parents and offspring for the following families. When two alternative genotypes are possible, list both. (a) Two parents without albinism have five children, four without albinism and one with albinism. (b) A male without albinism and a female with albinism have six children, all without albinism.

To assess Mendel's law of segregation using tomatoes, a true- breeding tall variety (SS) is crossed with a true-breeding short variety \((s s) .\) The heterozygous tall plants \((S s)\) were crossed to produce the two sets of \(\mathrm{F}_{2}\) data as follows: $$\begin{array}{cc} \text { Set I } & \text { Set II } \\ 30 \text { tall } & 300 \text { tall } \\ 5 \text { short } & 50 \text { short } \end{array}$$ (a) Using chi-square analysis, analyze the results for both datasets. Calculate \(\chi^{2}\) values, and estimate the \(p\) values in both cases. (b) From the analysis in part (a), what can you conclude about the importance of generating large datasets in experimental settings?

Correlate Mendel's four postulates with what is now known about homologous chromosomes, genes, alleles, and the process of meiosis.

The basis for rejecting any null hypothesis is arbitrary. The researcher can set more or less stringent standards by deciding to raise or lower the critical \(p\) value. Would the use of a standard of \(p=0.10\) be more or less stringent in failing to reject the null hypothesis? Explain.

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