Asandle1 Week 2
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Contents
Assignment Pages
Journals
Individual
Class Journals
Week 2 Journal Entry
Purpose:
The purpose of this week's assignment was multifaceted. Of course, as stated in the overview by Dr. Dahlquist it will help understand models and pair that with the process of science. It also served as a way to review important ideas in "genetics, biochemistry, evolution, and the central model of molecular biology" On a deeper level, it also allowed us to uncover firsthand the processes at play in terms of alleles and dominant and recessive genes. It also allowed us to get a quick practical understanding of mutations.
Methods/Results (Electronic Lab Notebooks):
Followed the step by step instructions in the packet provided by Dr.Dahlquist. The steps I took followed the packet. Here is documentation of the specific process taken:
File:Steps in Making a Purple Flower Lab notebook.pdf
Mutation to Get a purple flower
1) Mutate the red flower since it has one of the necessary alleles.
2) The first three attempts to mutate did not result in purple.
3) The 4th attempt to mutate a red flower resulted in purple.
4) We attempted to cross breed these flowers but they kept resulting in non-true breeding flowers. We discussed that it is possible to get a true breeding purple through mutation but after more than 100 attempts we did not get a purple true-breeding flower.
Scientific Conclusion:
Acknowledgements:
References:
Aipotu Genetics
Purpose
The purpose of the Genetics section of Aipotu is to explore the different genotypes and phenotypes of the flowers and their relationships to one another. From completing the Genetics section of Aipotu, we will have discovered all of the possible flower alleles and phenotypes and which alleles are dominant, recessive, or codominant to one another.
Combined Methods/Results
Directions from Part I: Genetics were followed. Part II: Genetics - Mutation was attempted, but all attempts to mutate to a purple color protein were unsuccessful. Significant crosses, tables, and notes were recorded. As each color flower was created, it was added to the greenhouse. As each true-breeding flower of a new color was created, they were added to the greenhouse and labeled to indicate their true-breeding genetics.
Conclusion
Acknowledgments
I worked on the Genetics section of Aipotu with my homework partner Andrew Sandler in-person during the Monday 1:45-3:00 PM class period. We worked separately to discover the flower colors and came back together to work with our professor Dr. Kam Dahlquist to determine the dominance relationships between the genotypes that Andrew and I discovered.
Except for what is noted above, this individual journal entry was completed by me and not copied from another source. Hivanson (talk) 19:42, 24 January 2024 (PST)
References
- Aipotu (1.3.3). (2017). [Computer software]. https://aipotu.umb.edu/
- LMU BioDB 2024. (2024). Aipotu I. Retrieved January 18, 2024, from https://xmlpipedb.cs.lmu.edu/biodb/spring2024/images/5/56/AipotuI.pdf
- LMU BioDB 2024. (2024). Week 2. Retrieved January 24, 2024, from https://xmlpipedb.cs.lmu.edu/biodb/Spring2024/index.php/Week_2
