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Solution Manual for Method and Practice in Biological Anthropology: A Workbook and Laboratory Manual for Introductory Courses, 2nd Edition

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    Chapter 1: The Scientific Method Reading Questions 1. The idea that the universe is controlled by a supernatural force or deity is best described as a(n): (a) empiricism, (b) cause and effect, (c) teleology, (d) scientific theory. 2. The first step in the scientific method is: (a) formulation of a hypothesis, (b) observation of an event , (c) setting up an experiment, (d) theorizing on the likely result. 3. Scientific reports of experiments are usually reported by the investigators in: (a) newspapers, (b) textbooks, (c) scientific journals , (d) magazines. 4. The basic assumption in science that all humans experience events in the same way through their senses is called: (a) uniformity in space and time, (b) natural causality, (c) cause and effect, (d) common perception . 5. A scientific statement that is based on experimental data and has some validity is known as a(n): (a) conclusion , (b) theory, (c) hypothesis, (d) explanation. 6. The condition or event that may change in an experiment is the: (a) independent variable, (b) controlled variable, (c) original observation, (d) dependent variable . 7. True or False : The results of an experiment do not have to be repeatable. 8. True or False: An experiment wherein the researcher cannot control all of the variables, common in animal behavior studies, is a natural experiment. 9. True or False : The variable that researchers try to keep the same for the experimental and control groups is the dependent variable. 10. True or False : Evolution is a popular hypothesis in biology, which needs further support to demonstrate its validity.

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    In - Class Exercises Exercise 1 Some people claim that epileptic seizures are the result of a supernatural force being directed at a person fo r punishment of past behavior. Is this a statement of cause and effect or teleology? Does it violate any of the assumption s above? If so, which one? Teleology, Yes, it violates natural causality . Others claim that epilepsy is the result of neurons misfiring in the brain of afflicted individuals. Does this statement represent cause and eff ect or teleology? Does it violate any of the assumptions above? If so, which one? Cause and effect, No it does not violate any assumptions. Exercise 2 An experiment is done to test the effect of a new experimental drug for high cholesterol. A group of 200 volunteers are separated into two groups of 100 each. Both groups are instructed to follow a similar diet and activity level . Group 1 is given the experimental drug daily for 90 days, while Group 2 is given a placebo. The individuals in the groups do not know whether they are taking the new drug or the placebo. All participants are tested at the start of the study for their serum cholesterol levels. The average for Group 1 is 310 m g /dl and the average for Group 2 is 302 mg/dl. After 90 days, all participants’ serum cholesterol is tested with a blood test. The average serum cholesterol level for Group 1 is 299mg/dl and the average for Group 2 is 300mg/dl. Using this information answer the following: a. What is the hypothesis being tested? The experimental drug will lower the cholesterol of individuals who have high cholesterol. (Hypothe ses may be written differently, using an H 0 and H A scenario) b. What is the dependent variable? The serum cholesterol level c. What are the independent variables? The drug and placebo d. Which variables are controlled? Group size , diet and activities

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    e. Which is the control group? Group 2 (given the placebo) f. Did the experiment produce data that supports the hypothesis? Not really. The mean values for Group 1 did decrease more than for the control group (G roup 2), but not by much (cholesterol is still quite high). Exercise 3 An experiment is done to test the effe ct of a high - fat diet on mice. In all, 50 weanling mice are separated at random into two groups of 25 each . At the start of the experiment all mice weight approximately the same amount, about 20 g. Group 1 is fed a normal diet with balanced amounts of protein, carbohydrates , vitamin supplements and fat. Group 2 is fed the same amount of protein, carbohydrates, and vitamin supplements, but gi ven a much higher fat content. The cages are cleaned and mice are given fresh food and water daily. After 6 months all mice are weighed. The average weight in grams for group 1 was 8.2g. The average weight for group 2 was 12.6g. Using this information answer the following: a. What is the hypothesis being tested? A diet high in fat will cause mice to gain more wait than one with a normal, balanced diet. (Hypotheses may be written differently, using an H 0 and H A scenario) b. What is the dependent variable? The weight of the mice c. What are the independent variables? The amount of fat in the diet d. Which variables are controlled? The amount of protein, carbohydrates, vitamin supplements and fat, how often the cages are cleaned, and how often the mice are given fresh food and water. e. Which is the control group? Group 1 (lower fat diet) f. Did the experiment produce da ta that supports the hypothesis? Yes , the average weight for Group 1 is much less than for Group 2. The Group 2 mice are heavier. Exercise 4 An experiment is done to test the effect of artificial light on geraniums. Seventy - five geranium seedlings are grown in a laboratory . The plants are separated into five groups of 15 plants each. The following table shows the groups, how much light each receives per day, and

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    the average height of the plants after 180 days in the laboratory . All plants are fed the same amount of water and fertilizer daily . Group 4 receives as much light as all the o ther plants in the laboratory, which are not part of the experiment. Thus, 16 hours is average. Groups 1 and 3 receive less light than average, and Group 5 received more light than average. Group # Hours of light per day Height at 180 days 1 3 5.0 cm 2 6 14.5 cm 3 12 29 .2 cm 4 16 36 .1 cm 5 24 25.4 cm Using this information, answer the following: a. What is the hypothesis being tested? The more light a geranium gets per day, the taller it will grow . (Hypotheses may be written differently, with an H 0 and H A scenario). b. What is the dependent variable? The height of the geraniums c. What are the independent variables? The amount of light per day d. Which variables are controlled? The amount of water and fertilizer (also group size, length of study) e. Which is the control group? Group 4 (with the average light per day) f. Did the experiment produce data that supports the hypothesis? Yes , up to 16 hours of light per day (the more light geraniums received, the taller they grew). But, when given 24 hours of light per day, growth was reduced. Exercise 5 A series of observations that might be made by a biological anthropologist are listed at the end of this paragraph . Working in teams, choose one observation from the list, formulate a valid, testable hypothesis , and roughly design an exper iment to test your hypothesis. In your work, state your hypothesis, dependent variable, independent variable, and control variable (s) . * The answers to this question can very greatly. The hypotheses listed are just examples. * a. Children from low income household s show evidence of malnutrition.

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    H 0 : Low income families cannot afford to purchase enough fruits and vegetables so their children are malnourished. b. In most humans, the right humerus (upper arm bone) is larger than the left humerus. H 0 : The right humerus is larger in most humans due to most humans being right handed. c. Expectant m others who smoke often have low - birth - weight babies. H 0 : The chemicals in cigarette smoke will slow fetal growth . d. People living on the island of Palau have the highest rates of schizophrenia in the world. H 0 : The betelnut that is chewed on the island causes schizophrenia. e. Orangutans living in zoos tend to be overweight when compared to their wild counterparts. H 0 : Orangutans living in zoos do not exercise as much as those living in the wild and are fed a steady diet, causing them to be overweight compared to their wild counterparts who must forage for their food. Exercise 6 a. Review an article from a b iological anthropology journal . Below li st the titles and functions of the various sections. * Answers may vary depending on journal article chosen * • F or example, Abstract – summary of paper • Introduction – what the study is going to do , background literature • Materials and Methods – how the researcher(s) performed the experiment and what sample s they used to do so • Results – the results of the experiment , usually with lots of tables and graphs • Discussion – what the results mean and how they fi t within the existing knowledge of the subject • Conclusion – A summing up of the data and how this information will be used and added to in the future b. In which section do you find the hypothesis being tested, or the study questions? Introduction

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    c. Where would you look to find the details necessary to repeat this experiment? Materials and Methods Post - Lab Questions 1. How does mod ern science differ from faith? How do these compare in terms of teleological or cause - and - effect explanations? Modern science is based on scientific methodology and the ability to test the possible answers to natural phenomena. Faith is based on belief without needing to “prove” or test such beliefs . Modern science relies upon cause and effect, w hile faith relies upon teleology 2. Describe the three assumptions all sciences are based on. Natural Causality – All phenomena have a basis in nature or natural explanation Uniformity in Space and Time – All phenomena will occur the same way regardless of the whenever or wherever it occurs Common Perception – all individuals perceive events through their senses in the same way 3. Describe the steps of the scientific method. Observation – A researcher observes a natural phenomena that is repeatable Hypothesis – The researcher comes up with a reason why the natural phenomena occurs Experiment - The researcher tests his/her hypothesis to see if it is accurate Conclusion – The researcher sums up the experiment and determines if the hypothesis was accurate or not. 4. What does an experiment test? The h ypothesis 5. Describe the difference between the: • independent variable – t he variable that adjusted/manipulated to test the outcome

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    • dependent variable - the variable that is being tested, it may be affected by changing the independent variable • control variable – Variables that are being held constant by the researcher 6. Using Exercise 2 , 3 , or 4 , can you identify any variables that were not controlled for in the study that could have been controlled ? * Answers will vary and may include: * Exercise 2 – Amount of sleep, genetic predispositions, other medications and supplements… Exercise 3 – Amount of exercise, amount of light… Exercise 4 – size of the pot the plants are in, type of soil 7. Reviewing your team’s answers to Exercise 5 , can you think of an alte rnate test of your hypothesis? Was anything left out of your original experiment? Student answers will vary . 8. Choose a research article from a physical anthropology jou rnal online or in the library. Can you identify what hypothesi s the author(s) is/are testing? Is the experiment designed in such a way that it might be repeated by another investigator? Student answers will vary .

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    Chapter 2: Cell Biology and DNA Reading Questions 1. Which of the following individuals was responsible for coining the term “cell”? (a) Hooke , (b) Darwin, (c) Wilkins, (d) Watson. 2. Prokaryotic cells are distinguishable from eukaryotic cells because prokaryotes do not contain: (a) organelles, (b) a plasma membrane, (c) DNA, (d) a nucleus . 3. Chromosome strands are called (a) centromeres, (b) alleles, (c) chromatids , (d) homologues. 4. Alternate forms of a gene are called (a) alleles , (b) sister chromatids (c) homologues (d) replicated DNA. 5. Sister chromatids separate during nuclear division in (a) mitosis, (b) meiosis I, (c) meiosis II, (d) both a and c . 6. Who won the Nobel Prize in 1962 for identifying the structure of DNA? (a) Hooke, (b) Meischer, (c) Watson and Franklin, (d) Watson, Crick, and Franklin . 7. Which of the following is a possible base pairing in DNA? (a) adenine - cytosine, (b) adenine - thymine , (c) cytosine - thymine, (d) thymine - guanine. 8. Transcription in DNA (a) results in the formation of an identical DNA strand, (b) results in the formation of mRNA , (c) happens in the nucleus, (d) requires the assistance of tRNA anticodons. 9. True or False : DNA replication occurs in the ribosome. 10. True or False: Crossing over is an important source of variability. In - Class Exercises Exercise 1 Why do gametes have only 23 chromosomes , one of each pair ? Because when they combine during fertilization the zygote will have the correct number of chromosomes , one of each pair from mom and the other of each pair from dad. Chimpanzees have 48 chromosomes in their somatic cells. How many chromosomes do you think are found in their sex cells? 24

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    Exercise 2 * Exercise requires karyotype and answers will vary * Exercise 3 * Exercise requires microscope and answers will vary depending on phases present* Exercise 4 Compare and contrast mitosis and meiosis in the human with the following matching questions. a 1. happens in the body cells a. mitosis b 2. produces 4 daughter cells c 3. begins with 46 chromosomes b. meiosis a 4. produces 2 daughter cells a 5. one nuclear division c. both mitosis and meiosis c 6. one chromosome replication b 7. happens in the testes and ovaries b 8. daughter cells have 23 chromosomes each b 9. two nuclear divisions a 10. daughter cells are diploid Exercise 5 Draw a h omologous pair of chromosomes. Use one color (e.g. pink) for one member of the pair and use a second color (e.g. blue) for the second member of the pair. Next, draw the two chromosomes crossing over, so that the two colors are touching. Third, draw the two chromosomes after the crossing over is completed and they have shuffled their gene pairs, exchanging genes (colors) between them. Have at least one exchange. Compare your drawing to others in the class and see the amount of variation that might be possible. * Answers will vary but may look like the following : *

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    Exercise 6 Practice DNA base pairing: Consider the following DNA strand : A T C C T A G G T C A G Ide ntify the complementary bases: T A G G A T C C A G T C Now, practice DNA replication. Consider the following double stranded DNA molecule. Notice that the DNA bases are paired accordi ngly. Separate the strands and replicate them, identifying which strands are original and which are the new complementary strands. Write the complementary bases for the top strand above the strand and the complementary bases for the bottom strand below the strand. New strand : A T G C C G T T G A C T C G A Top strand: T A C G G C A A C T G A G C T _______________________________________ Bottom strand: A T G C C G T T G A C T C G A New strand : T A C G G C A A C T G A G C T Exercise 7

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    The following chart lists all possible mRNA codons and the 20 amino acid s they code for. Note that there i s some redundancy in the code . A lso note that some codons code for start or stop, which tells the cell where to sta rt or stop making the protein. Using this information , fill in the blanks below the chart for the amino acid each codon calls for. UCA Serine GUA Valine UGG Tryptophan AGA Arginine CUC Leucine GCC Alanine CAU Histidine AUG Start (Methionine) Exercise 8 The following is a template strand of DNA: A C G G T T C A T G C A a. What is the complimentary mRNA strand? U G C C A A G U A C G U b. What are the complimentary tRNA anticodons? ACG; GUU; CAU; GCA c. Using the chart from the previous exercise, what is the sequence of amino acids for this pept ide chain? Be sure to use the m RNA codons when reading the chart! UGC: Cysteine; CAA: Glutamine; GUA: Valine; CGU: Arginine Post - Lab Questions 1. Describe the difference between the autosomes and the sex chromosomes. Answers should include some or all of the following: Autosomes are always homolog o us pairs and contain information pertaining to body structure and function ; they comprise pairs 1 - 22 in humans . The sex chromosomes (pair 23) are homolog o us in females but not in males, since the X and Y chromosome are different lengths and the Y chromosome carries information primaril y pertaining to the biological sex of the individual.

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    2. How many chromosomes were there in your karyotype set? Was this the normal number for humans? * Depends upon the student’s karyotype * . 46 is the normal number. Some kits offer mutations. 3. R eferring to your lecture textbook, or the I nternet, discuss the clinical symptoms associated with any anomaly you identified in your karyotype. * Student activity, answers will vary. * Some karyotype kits offer Turner’s syndrome, Klinefelter’s syndrome, Down Syndrome, and XYY Males. 4. How do you determine the sex of an individual when examining their karyotype? By looking at the sex chromosomes – if there are 2 identical chromosomes, the individual is XX and female. If one of the chromosomes is small and the other is large, the individual is XY and male . 5. How are the different typ es of chromosomes identified for a karyotype? Based on size, length of arms and position of the centromere . 6. If the chromosome number for an organism is 22 before mitosis, what is the chromosome number of each daughter cell after mitosis has taken place? 22 7. Why does DNA replicate prior to mitosis? So that each daughter cell has the complete complement of chromosomes . 8. W hat do you think might happen if a cell underwent mitosis but not cytokinesis? The cell without the cytoplasm and associated organelles would not survive (this is common in females, one gamete gets all cellular contents, the ovum, while the other three get little/none and are called polar bodies, which resorb) .

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    9. If a cell in an organism had 16 chromosomes before meiosis, how many chromosomes would exist in each nucleus after meiosis? What is the diploid number? What is the haploid number? 8 after meiosis, 16 is diploid, 8 is haploid. 10. From a genetic standpoint, what is the significance of fertilization? It is when the egg and sperm meet allowing the 23 chromosomes from the mother to unite with the 23 chromosomes from the father (in humans) creating a zygote. 11. Describe the differences between haploid and diploid cells . W here are haploid and diploid cells found? Diploid cells have the full complement of chromosomes with all the homologous pairs. Haploid cells have only half of the complement of chromosomes, wit h only one of each chromosome from each homologous pair. Body cells are diploid, sex cells are haploid. 12. Discuss the differences you observed when comparing your crossing over d iagram to others in the class. How many different combinations did you see? * Student activity – answers will vary because e ach person’s diagram will be at least slightly different. * 13. What does it mean when we say DNA replication is semiconservative? One parental strand remains intact, while a new complementary strand is formed . 14. Describe the differences in DNA and RNA structure. DNA is double stranded while RNA is single stran ded. DNA has a deoxyribose sugar, RNA has ribose sugar; DNA has thymine, RNA does not, but has Uracil. 15. To tran scribe means “make a copy of”. Is an exact copy of DNA made during the process of transcription? Why or why not? No, because RNA does not have thymine, so it replaces it with Uracil. Also, because of the law of complementary bases, the RNA strand is actually a

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    “mirror image” of the DNA strand that is being copied. Also the sugar molecules differ between DNA and RNA. 16. Wh ere does transcription happen? What about translation? Transcription happens in the nucleus, translation occurs in the ribosome . 17. What amino acid would be produced i f transcription took place from the DNA sequence CAT? (mRNA would be GUA) , amino acid is Valine . • If a genetic mistake took place during replication and the new DNA strand has the sequence CAG, what is the new mRNA, and wh ich amino acid would this result in? (mRNA is GUC), amino acid is Valine . • What if the genetic mistake resulted in a DNA strand with the sequence GAT? (mRNA is CUA), amino acid is Leucine . • Explain these results. Because there is some redundancy in the codons versus amino acids some genetic mistakes will not result in a change of amino acids, while other mistakes will.

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    Chapter 3: Principles of Inheritance Reading Questions 1. Mendel published his works in (a) 1965, (b) 1956, (c) 1776, (d) 1865 . 2. In a dihybrid cross (a) only one trait is considered, (b) the parents are always heterozygous, (c) two traits are considered , (d) all offspring must be heterozygous. 3. When all self fertilized offspring display the same traits as their parents, we know that the parents are (a) hybrids, (b) heterozygous, (c) codominant, (d) true breeders. 4. The physical characteristics of an organism are referred to as the (a) dominant allele, (b) gametes, (c) phenotype , (d) genotype. 5. An individual who is carrying two of the same alleles for a gene is known as (a) homozygous, (b) heterozygous, (c) dominant, (d) a hybrid. 6. The allele that is masked or hidden in the genotype is the (a) heterozygote, (b) recessive allele , (c) dominant allele, (d) true breeder. 7. When both alleles are fully expressed in the phenotype, this is called (a) incomplete dominance , (b) codominance , (c) sex - linked, (d) recessive. 8. True or False: Sex - linked traits are often located on the X chromosome. 9. True or False : Mendel’s Law of Independent Assortment states that during meiosis, the chromosomes pair separates, so that each newly formed gamete receives one chromosome from each pair. 10. True or False: Numerous traits in humans are inherited in a simple Mendelian fashion.

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    In - Class Exercises No number /text question . • Can you explain this discovery using our modern understanding of cell biology and DNA from Chapter 2? The particles that Mendel referred to were genes. Each parent contributed one gene for each trait, the same as would happen in meiotic division to form the gametes and the subsequent formation of the zygote. Mendel is describing meiosis and zygote formation . Exercise 1 a. Mendel’s pea plants carry two alleles for the flower color gene, P for purple flowers, and p for white flowers. What three possible combinations might exist in any one plant? PP, Pp, pp b. Mendel’s pea plants also carry two genes for plant height, T for tall plants and t for short plants. Consider the genotypes in the following table and indicate the po ssible genotypes of the gametes ( Remember: Each gamete will only carry one allele ). Diploid genotype Gamete genotype Gamete genotype TT T T Tt T t tt T t c. Working in the opposite direction, during fertilization when the sperm and egg fuse, the haploid cells come toget her and form a diploid zygote. In the table b elow, provide the diploid genotypes that would occur by fusion of the following gamete genotypes. Gamete genotype (Sperm) Gamete genotype (Ovum) Diploid genotype (Zygote) T t tt T t Tt T T TT

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    Exercise 2 We know that purple flowers in pea plants are dominant to whi te flowers. Using the example for flower color above in E xercise 1, identify the flower colors for plants that have the following genotypes . Label the homozygous and heterozygous conditions. * PP Homozygous dominant - Purple * Pp Heterozygous - Purple * pp Homozygous recessive - White Why? If a dominant allele is present, regardless of what the other allele is, the phenotype will be dominant. The dominant allele masks the presence of the recessive allele. In order for a recessive allele to be expressed, there must be two copies of the recessive allele. Exercise 3 In Mendel’s pea plants, yellow seed s are dominant to green seeds. Using Y for yellow and y for green, list the three possible genotypes, followed by their phenotype (yellow or green), and label the homozygous and heterozygous conditions. • YY – Homozygous dominant – Yellow • Yy – Heterozygous – Yellow • Yy – Homozygous recessive - Green Exercise 4 For this exercise, let’s expand our practice to include three traits at once. a. What gametes are produced from a plant that is Pp? P or p b. What gametes are produced from a plant that is PpTt? PT, Pt, pT, or pt c. What gametes are produced fro m a plant that is PpTtYy? PTY, Pty, PtY, Pty, pTY, pTy, ptY, or pty Exercise 5

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    a. Considering that purple is dominant to white, and using P for purple and p for white, d raw a P unnett square crossing a heterozygous purple plant and a white flowered plant. P p p Pp pp p Pp pp b. What are the genotypes produced by this mating? Pp and pp c. What are the phenotypes produced by this mating? Pp – purple and pp - white d. What percentage of the offspring is homozygous? 50% Exercise 6 a. We know that the allele for round seeds is dominant to the allele for wrinkled seeds. Using R for round and r for wrinkled, draw a Punnett square cross ing two plants that are both heterozygous. R r R RR Rr r Rr rr b. What percentage of the o ffspring is homozygous dominant? 25% c. What percentage of the offspring is homozygous recessive? 25% d. What percentage of the offspring is heterozygous? 50% e. What perc entage of the offspring is wrinkled ? 25% f. What perce ntage of the offspring is round ? 75% Why? Because both the heterozygous and the homozygous dominant will have the round phenotype. Exercise 7 a. Calculate the Punnett square crossing two pink flowered petunias.

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    R W R RR RW W RW WW What percentage of the offspring is pink? 50% White? 25% Red? 25% b. Calculate the Punnett square crossing a roan shorthorn bull with a white cow. R W W RW WW W RW WW What percentage of the offspring has a roan coat? 50% A red coat? 0% A white coat? 5 0% Exercise 8 a. Using X for normal vision and X C for colorblind , calculate the Punnett square that would result from a carrier female mating with a colorblind male. Hint: the female genotype is X C X and the male genotype is X C Y. X c X X c X c X c X c X Y X c Y X Y b. What are the chances that they will produce a colorblind son? (1 out of 2) 50 % c. What are the chances that they will produce a colorblind daughter? (1 out of 2) 50 % d. Is there any way these parents might produce a daughter with normal vision? Yes If so, how? If the mother gives her “normal” X to her daughter and the father donates his only affected X, t hen the daughter will be X c X (normal vision, but a carrier). e. Is there any chance these parents might produce a son with normal vision? Yes If so, how? If the mother gives her “normal” X to her son, and dad donated his Y, then the son would be XY.

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    Exercise 9 a. Draw a Punnett square crossing a heterozygous taster and a nontaster. P p p Pp pp p Pp pp b. What percentage of the offspring is homozygous dominant? 0% c. What percentage of the offspring is homozygous recessive? 50% d. What percentage of the offspring are tasters? 50% Exercise 10 a. Draw a Punnett Square crossing a homozygous dominant person and a heterozygous person. E E E EE EE e Ee Ee b. What are the chances of getting a child with the flaky gray earwax? 0% c. What percentage of the offspring is heterozygous? 50% d. What percentage of the offspring is homozygous? 50% Exercise11 For each trait in the ch art below list your phenotype. Using the info rmation collected by everyone in your class, fill in the rest of the chart. * Student activity – no answers provided. This chart will be different for each student and each class! * Exercise 12 a. List all of the possible genotypes for an individual with the ability to roll the tongue and a cleft chin (hint: there are four possible combinations). TTDD; TtDD; TTDd; TtDd

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    b. List all possible combinations for an i ndividual that cannot roll his or her tongue and has a cleft chin. ttDD; ttDd c. List all possible genotypes for a n individual that can roll his or her tongue and does not have a cleft chin. TTdd; Ttdd d. What is the genotype for an individual who cannot roll his or her tongue and does not have a cleft chin? ttdd e. Suppose an individual is heterozygous for both traits (tongue rolling and cleft chin). W hat is their genotype? TtDd f. What are the genotypes of the gametes this person could produce? TD; Td; tD; td Exercise 13 Using t he answer you got in Exercise 12, question f, you can set up a Punnett square for a dihybrid problem , crossing two individuals that are heterozygous for tongue rolling a nd cleft chin. This square will ha ve 16 boxes. Insert the parental genotypes on the top and left side of the box below, and calculate the possible offspring genotypes. When you are fini shed answer the questions below. TD Td tD td TD Td tD td a. What are the chances of having a child that is: * TTDD = 1/16 = 0.0625 * TtDd = 4/16 = 0.25 * TtDD = 2/16 = 0.125 * ttDd = 2/16 = 0.125 b. What are the chances of having a child that has a cleft chin and cannot roll their tongue? TTDD TTDd TtDD TtDd TTDd TTdd TtDd Ttdd TtDD TtDd ttDD ttDd TtDd Ttdd ttDd ttdd

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    3/16 = 0.1875 c. What are the chances of having a child that does not have a cleft chin and can roll their tongue? 3/16 = 0.1875 d. What are the chances of having a child that cannot roll their tongue and does not have a cleft chin? 1/16 = 0.0625 Exercise 14 Cystic fibrosis is the most com mon metabolic error in European - derived (“white”) populations, where about 1 of every 1 ,600 being a carrier. Individuals born with cystic fibrosis are lacking an enzyme that allows them to break down thick mucus in the lungs and makes them susceptible to serious and often fata l lung infections. With aggressive treatment, most individuals may reach adulthood; otherwise death from pne umonia is likely in childhood. There is no cure ; however, genetic engineering offers promise for th ese affected individuals. Cystic fibrosis is inherited as a recessive, and individuals with one copy of the gen e are carriers of the disease. The gene has been located on chromosome 7. a. What percentage of the gametes of a heterozygote individual will contain the recessive allele? 50% b. Draw a Punnett square crossing two individuals who are heterozygous for this trait. (Using F for fibrosis, and f for no fibrosis) F f F FF Ff f Ff ff c. What percentage of the offspring will be affected with cystic fibrosis? 25% d. What percentage of the offspring will be normal? 75% e. What percentage of the offspring will also carry the trait? 50% f. Is it possible for an affected child to be born to one healthy parent and one carrier? No , both parents must carry the gene.

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    Post - Lab Questions 1. Distinguish between incom plete dominance and codominance. Codominant alleles are both fully expressed in the phenotype (e.g. red + white = red and white) ; Incomplete dominant alleles have a “blended” appearance in the phenotype (e.g. red + white = pink) . 2. What does it mean when we say that a trait is sex - linked? It is on one of the sex chromosomes, usually the X chromosome . 3. How might the Law of Independent Assortment be violated if two traits were on the same chromosome? Genes found on the same chromosome, especially if they are near each other (e.g. on the same arm) will usually be inherited together . 4. Men del’s pea plants carry two alleles of the gene for seed shape, R for round seeds and r for wrinkled seeds. Consider the following genotypes in the table below, and indicate the po ssible genotypes of the gametes. Diploid genotype Gamete genotype Gamete genotype RR R R Rr R r r r r r 5. In the chart below, provide the diploid genotypes that would occur by fusion of the following genotypes. Gamete genotype Gamete genotype Diploid genotype r r rr R r Rr R R RR

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    6. For the following problem, state whether the genotype is homozygous a nd heterozygous and whether the plant would have round or wrinkled seeds. * RR Homozygous dominant - round * Rr Heterozygous - round * rr Homozygous recessiv e - wrinkled 7. Considering that the allele for tall plants is dominant to the allele for short plants, and using T for tall and t for short, draw a Punnett square crossing a heterozygous tall plant and a short plant. T t t Tt tt t Tt tt * What percentage of the offspring is homozygous dominant? 0% * What percentage of the offspring is heterozygous? 50% * What percentage of the offspring is homozygous recessive? 50% * What percen tage of the offspring is tall? 50% Why? Any plant with a T will be tall * What percentage of the offspring is short? 50% Why? Plants with two t (tt) will be short 8. Considering that the allele in humans for tongue rolling is dominant to the allele for non - rolling and using R for rolling and r for non - rolling, draw a Punnett Square crossing a heterozygous roller and a homozygous roller. R R R RR RR r Rr Rr * What percentage of the offspring is homozygous dominant? 5 0% * What percentage of the offspring is heterozygous? 50% * What percentage of the offspring is homozygous recessive? 0% * What percentage of the offspring can roll their tongue ? 100% Why? Any plant with a R will be a roller

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    * What percentage of the offspring cannot roll their tongue ? 0% Why? No individual s are rr 9. Considering that the allele for a dimpled chin is dominant to the allele for a non - dimpled chin, and using D for dimpled and d for non - dimpled, draw a Punnett square crossing a homozygous person with a dimpled chin and a person without a dimpled chin. D D d Dd Dd d Dd Dd * What percentage of the offspring is homozygous dominant? 0% * What percentage of the offspring is heterozygous? 100% * What percentage of the offspring is homozygous recessive? 0% * What percentage of the offspring has a dimpled chin? 100% Why? Any person with a D will be dimpled * What percentage of the offspring does not have a dimpled chin? 0% Why? No individual s are dd 10. Working with the dihyb rid cross you did in Exercise 13 answer the following questions: * What are the chances of having child that is ttdd? 1/16 0.0625 * What are the chances of having child that is ttDD? 1/16 0.0625 * What are the chances of having child that is Ttdd? 2/16 0.125 * What are the chances of having a child that has a cl eft chin and can roll their tongue? 9/16 0.5625 11. Using the chart below, copy your personal phenotype information collected in class in the first column and ask or examine your parents for t heir phenotype for each trait. Try and determine your genotype. (If you are unable to determine your parent s’ phenotype, you may ask a friend or relative for their information). * Student activity, no answer provided. This question will be answered differently for each student . *

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    Chapter 4: Human Variation : Blood Groups and Pedigree Analysis Reading Questions 1. An example of codominance in the ABO blood group system is: (a) AO, (b) BB, (c) AB , (d) OO. 2. Type A blood has: (a) A antigens , (b) B antigens, (c) neither A nor B antigens, (d) O antigens. 3. Type O blood has which of the following possible genotypes? (a) AO, (b) BO, (c) OO , (d) none of the above. 4. Individuals with a disorder that is inherited as a recessive will express the trait if they carry: (a) two copies of the allele , (b) one copy of the allele, (c) the allele on their sex chromosome, (d) the allele on the X chromosome. 5. In dominant inheritance, when one parent expresses the trait and the other does not, the affected individual must be: (a) homozygous dominant, (b) homozygous recessive, (c) heterozygous, (d) a female. 6. Females expressing sex - linked recessive traits like red - green colorblindness: (a) are heterozygous, ( b) must carry the trait on both of their X chromosomes , (c) only need to have one x affected to express the trait, (d) express the trait when their only x is affected. 7. When a male’s single X chromosome is affected by a sex - linked trait, that male is considered: (a) homozygous recessive, (b) homozygous dominant, (c) heterozygous, (d) hemizygous. 8. True or False: Under the ABO blood group system, a universal donor may give blood to anyone. 9. True or False : It is possible for dominant traits to skip a generation. 10. True or False: Individuals affected with a recessive condition may have phenotypically normal parents.

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    In - Class Exercises Exercise 1 a. Can y ou list which of the genotypes above are homozygous? AA, BB, OO b. Can you list which of the genotypes above are heterozygous? AO, BO, AB Exercise 2 a. Can a person with type A blood receive a blood transfusion from a person with type O? Yes b. Can a person with type B blood receive a blood transfusion from a person with type AB? No c. Can a person with type O blood donate blood to a person who is type AB? Yes d. Can a person with type B blood donate blood to a person who is type O? No Exercise 3 You will be given a sample of artificial blood. Use the kit provided to determine the blood type of your sample and answer the following questions. * Student activity – answers will vary for each student.* Exercise 4 A woman who is blood type B gives birth to a child who is blood type O. Using this information, answer the questions and fill in the genotypes and phenotypes in the following table (part e). a. What is the mother’s genotype? BO b. The mother claims a certain man who is blood type B is the father of this child. Is this possible? If so how, if not, why not? Yes, If he is BO c. This woman has a second child who is blood type A. Is it possible that the same man is the father of this child? No, the mother must donate her O allele and the father must have an A allele (AA or AO), which the proposed father does not have if he is has type B blood. d. There is a third child in the house whose blood type is AB. The woman claims this is her sister’s child, also fathered by the same man. Her sister’s blood type is O. What does this

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    suggest to you? While the man could be the father of this child, the woman’s sister could not be the mother. An individual who is type O cannot have a child who is type AB. e. These two sisters have a brother who is blood type O. Based on the information you have about these three siblings, determine the possible blood types of their parents. Genotype Phenotype Mother BO B Sister OO O Brother OO O Child #1 OO O Child #2 AO A Child #3 AB AB Proposed Father BO B Grandmother * BO * B Grandfather * ?O * A, B, or O * The Grandmother and Grandfather could be reversed. Exercise 5 Pract ice drawing a simple pedigree. Sharon and John are married. They have three children, two boys (Justin and Ian) and one girl (Dana) . Justin is married with one daughter . Dana is married with one daughter. Sharon is affected by a dominant trait, which is also se en in Justin and his daughter. No other fa mily members are affected. Write the genotype s for each member of the family above their symbol. Sharon: Dd John: dd Ian: dd Justin: Dd Justin’s Wife: dd Justin’s daughter: Dd Dana: dd Dana’s Husband: dd Dana’s daughter: dd Exer cise 6 The following is a sample pedigree for familial hypercholesterolemia. Note that all affected individuals have at least one parent who is also affected by the disease. Working in groups, or guided by your instructor, determine the genotypes for each individual in the pedigree. You may write the answers below the symbols.

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    * Note: Pedigree uses D for the dominant allele and d for the recessive allele. Trait is dominant . May also use H for dominant and h for recessive .* Exercise 7 The following is a sample pedigree for a family affected by albinism. Note that most affected individuals have parents who are phenotypically normal and that the parents must be carriers of the trait. Working in groups, or guided by your instructor, determine the genotypes for each individual in the pedigree. * Note: Pedigree uses R for the dominant allele and r for the recessive allele. Trait is recessive. May also use A for dominant and a for recessive .*

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    Exercise 8 Using the sample pedigree exhibiting hemophilia in the British royal family (Stanford et al. 2006) , w orking in groups, or guided by your instructor, determine the genotypes for each named individual in the pedigree. Remember to label the fema les as XX and the males as XY. Affected X chromosomes may be notated as X h . Albert: XY Victoria: XX h Empress Victoria: XX Kaiser Wilhelm II: XY Edward VII: XY George V: XY Alice of Hesse: XX h Princess Irene: XX h Fredrick: X h Y (Alexandra) Alix: XX h Helena Princess Christian: XX Leopold Duke of Albany: X h Y Alice of Athlone: XX h Beatrice: XX h Victoria Eugenie: XX h Leopold: XY Maurice: X h Y Post - Lab Questions 1. Using the information from Exercise 3, and the blood typing you did in class, can you determine at least a partial genotype for the parents of the individual whose blood you tested? Yes – (it will depend upon the answer to Exercise 3, but at least a partial can be determined for all blood types)

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