***If a project is resubmitted for any reason, there will be a 20 point deduction.
Here are your goals for this lesson:
· Identify the phenotypes present in a monohybrid cross.
· Identify the phenotypes present in a dihybrid cross.
· Compare your actual values of both of the above with the theoretical Mendelian values.
· Identify variables that may have affected your outcome
** Please read over the teacher comments after the report is submitted and graded.
EXPERIMENT: Genetics of Corn
Student Name: Sarah Main
Date Experiment done: 1/5/16
Date Report Completed: 1/8/16
Name of Grader:
Hypothesis: A prediction of what you think the results of the project will be. Write your hypothesis before you begin the experiment and, if the experiment has more than one part, you will need a hypothesis for each section. Remember to create an ‘if-then’ statement. (Example: If students get adequate rest, then grades will improve). Refer to the first Project of the semester or to the Student References Section if you need additional information (1-2 sentences).
Procedure: In 1st person past tense, write step by step what you actually did in performing the experiment. Be sure to include any modifications. You should include enough detail so that someone could reproduce the experiment based on what you have written.
Data: Describe all observations or changes. List all measurements and include proper labels.
Monohybrid Cross:
Population Study
Ratios should be expressed as 2 digit decimals.
Corn #1
Phenotype / Number Present / RatioPurple / 113 / .72
Yellow / 43 / .28
Expected Theoretical Results
Ee x Ee / E / eE / EE / Ee
e / Ee / ee
Phenotype / Ratio / Number Expected
Purple / .75 / 117
Yellow / .25 / 39
Dihybrid Cross:
Population Study
Corn #2
Phenotype / Number Present / RatioPurple, Smooth / 62 / .43
Purple, Wrinkled / 28 / .20
Yellow, Smooth / 39 / .27
Yellow, Wrinkled / 14 / .10
Expected Theoretical Results
EeSs x EeSs / ES / Es / eS / esES / EESS / EESs / EeSS / EeSs
Es / EESs / EEss / EeSs / Eess
eS / EeSS / EeSs / eeSS / eeSs
es / EeSs / Eess / eeSs / eess
Phenotype / Ratio / Number Expected
Purple, Smooth / .56 / 80
Purple, Wrinkled / .19 / 27
Yellow, Smooth / .19 / 27
Yellow, Wrinkled / .06 / 9
Calculations/Interpretations: Show all math performed (label the calculation or give the formula, show your setup, and give the result), include proper labels, and/or answer any questions listed below.
Monohybrid Cross:
Calculate the percent deviation between your observed results and expected results.
Dihybrid Cross:
Calculate the percent deviation between your observed results and expected results.
What factor or factors can cause a difference between your observed results and expected results?
Conclusion: Begin by stating whether the hypothesis was true or false. Use data and calculations to support your answer. Consider the following questions as you write your conclusion: Why or what happened to result in the outcome you observed? Did you learn anything new? If not, what previously concepts did this lab reinforce? Is there anything you would or could do differently that would improve the experiment? Do you have any other comments/observations you would like to share about this lab? (*Note: Not all questions pertain to each lab.) Your conclusion should be approximately one paragraph in length.
Science Experiments: Scores will be assigned as below.
Your final score will be the total of these categories.
Category / Strong –10 Points / Developing
– 6 Points / Emerging
– 2 Points / Lacks Merit
– 0 Points / Key Question
Conventions / Writer demonstrates a good grasp of standard writing conventions. / Writer shows reasonable control of standard writing conventions with minimal errors (1-5). / Errors can distract the reader and lead to misunderstandings. Makes the text difficult to read (6 - 9 errors). / More than 10 errors / How much editing would need to be done to share this with an outside source?
Hypothesis / Clearly identifies the independent and dependent variables. Uses the “If-Then” format. / Hypothesis can be tested but shows lack of research. / Hypothesis is not specific, or is unreasonable. / The hypothesis is irrelevant to the experiment. / Does this hypothesis identify the purpose of the experiment and illustrate the independent and dependent variables of the experiment?
Procedure / Written in first person, past tense. Step by step directions that could be used by another person to successfully complete the entire project. / One or more of the critical steps are missing from the procedure, or are unclear to another person trying to complete the experiment. / Procedure is not detailed. Few, if any of the steps required are included. / Another person would not be able to replicate this experiment following your procedure. / Could someone replicate this experiment from the procedure?
Completeness of Data / All data is recorded with unit labels. All observations are duly noted. / At least 60% of the data and observations are recorded correctly. / Data and observations are incomplete. / No data presented. / Do we have all of the information about the project?
Accuracy of Data / All data is measured to the correct precision and recorded with the correct units. Observations are accurate. / Rules of precision have been ignored. Units of measure missing or incorrect. Observations lack detail. / Data measurements lack integrity. / Observations not relative to experiment. / Can the data and observations be trusted to be correct?
Calculations / All calculations are shown labeled, and correct. / At least 60% of the calculations are shown and at least 80% correct. / Few calculations are shown, many are incorrect. / Less than 20% of the calculations are shown. / Are the calculations correct? Do they represent what the data was expected to show?
Interpretations / All questions are answered correctly. Interpretation of data is evident. / At least 60% of the questions are answered correctly. Interpretations are mostly accurate. / Few questions are answered correctly.. / The results are misinterpreted. / Did the student correctly interpret the results?
Conclusion is relative to hypothesis / Statement clearly shows the student understands the relationship between the hypothesis and conclusion. / Hypothesis is mentioned, but full understanding of how the hypothesis is related to the conclusion is not evident. / Very limited or partial understanding of the relationship between the hypothesis and conclusion shown. / Hypothesis is not mentioned at all. / Is the conclusion relevant to the stated hypothesis?
Conclusion includes adequate evidence to support the hypothesis / Evidence presented is complete and clearly is sufficient to support or refute the hypothesis. / Evidence presented is insufficient to completely prove or refute the hypothesis. / Little evidence presented to prove or refute statements made concerning the hypothesis. / No evidence given to support or refute the hypothesis. / Is there adequate evidence to explain the proof or disproof of the hypothesis?
Concluding Statement. / Concluding statement shows complete understanding of the project by the student. / Concluding statement shows partial understanding of the project by the student. / Concluding statement shows little understanding of the project by the student.
Does not indicate that any learning took place. / Shows no understanding of the project . / Does the student fully understand the concepts of the project?