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

Classificationof
Species
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Version 42-0044-00-01

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Thisdocumentisnotmeanttobeasubstitute foraformallaboratoryreport.TheLabReport Assistantissimplyasummaryoftheexperiment’squestions,diagramsifneeded,anddatatables
that
shouldbeaddressedinaformallabreport.
Theintentistofacilitatestudents’writing
oflab reports by providing
this informationin an editable
filewhich can be sent to an instructor.

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 NewFamilyQuestions
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.***************************************************************************

DNA andProteinSynthesis
Hands-OnLabs,Inc.
Version42-0051-00-01

Lab Report Assistant
Thisdocumentisnotmeanttobeasubstitute foraformallaboratoryreport.TheLabReport Assistantissimplyasummaryoftheexperiment’squestions,diagramsifneeded,anddatatables
that
shouldbeaddressedinaformallabreport.
Theintentistofacilitatestudents’writing
oflab reports by providing
this informationin an editable
filewhich can be sent to an instructor.

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?*****************************************************************************
.gif”>.gif”>

PhenotypeandGenotype
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Version 42-0101-00-01

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Thisdocumentisnotmeanttobeasubstituteforaformallaboratoryreport.TheLabReport
Assistantissimply
asummaryoftheexperiment’squestions,diagramsifneeded,anddatatables
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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