1) The results you predict as a result of a controlled experiment can be described as an hypothesis, such as “selection of Wisconsin Fast Plants with the most trichomes in the first (parent) generation will result in an increase in trichome number in the plants of the second generation.” You are making a prediction based on scientific knowledge of selection, and are able to quantify the number of trichomes. This is your experimental hypothesis. A null hypothesis for your experiment would predict that there will be no difference between the groups as a result of the treatment. Your experimental goal would be to gather data to reject the null hypothesis. The data presented in Part D shows the results of artificial selection for hairy Wisconsin Fast Plants. Identify the null hypothesis for this investigation. The data presented in Part D shows the results of artificial selection for hairy Wisconsin Fast Plants. Identify the null hypothesis for this investigation.

a) There will be no difference between the mean number of trichomes in the second generation compared to the parent population.

b) If the mean number of trichomes is greater in the second generation than in the parent population, then selection has occurred. c) As a result of selection, the mean number of trichomes will be greater in the second generation.

d) If plants with the most trichomes in the first generation are selected as parents, then the second generation will have more trichomes.

2) In the preceding example, we calculated the probability of obtaining certain genotypes in the offspring based on allelic frequencies, but we can also use this method to determine the genetic makeup of a population. The Hardy-Weinberg equation is p 2 + 2pq + q 2 = 1. What do these variables represent, and how can this equation be used to describe an evolving population? In an earlier part of this investigation, we worked with a pair of alleles that were incompletely dominant to each other. Now let’s generalize and use terminology that can be applied to any genetic trait. You may want to print out the following instructions to use as a reference when working on Hardy-Weinberg problems. For a gene locus that exists in two allelic forms in a population, A and a: Let p = the frequency of A, the dominant allele Let q = the frequency of a, the recessive allele All the dominant alleles plus all the recessive alleles will equal 100% of the alleles for this gene, or, expressed mathematically, p + q = 1 for a population in genetic equilibrium. If this simple binomial is expanded we get the Hardy-Weinberg equation: p 2 + 2pq + q 2 = 1 The three terms of this binomial expansion indicate the frequencies of the three genotypes: p 2 = frequency of AA (homozygous dominant) 2pq = frequency of Aa (heterozygous) q 2 = frequency of aa (homozygous recessive) If we know the frequency of one of the alleles, we can calculate the frequency of the other allele: p + q = 1, so p = 1 – q q = 1 – p Let’s use this equation to solve the following problem: In pea plants, the allele for tall plants (T) is dominant to the allele for dwarf plants (t). If a population of 100 plants has 36 dwarf plants, what is the frequency of each allele? Here is a step-by-step guide: Let p = frequency of the dominant allele (R), and q = frequency of the recessive allele (r). q 2 = frequency of the homozygous recessive = 36%, or 0.36. Since q 2 = 0.36, what is q? Take the square root of 0.36, or q = 0.6. Now, p + q = 1, so subtract q from 1 to find the value of p, or 1 – 0.6 = 0.4; therefore, p = 0.4. That’s it! But let’s go a step further--how many of these plants are heterozygous tall (Tt) if the population is in Hardy-Weinberg equilibrium? Calculate 2pq = 2 × 0.4 × 0.6 = 0.48, or 48%. Since there are 100 plants, 48 are heterozygous tall. Suppose that green seeds (G) are dominant to yellow seeds (g) in peas. In a population of 500 individuals, 25% show the recessive phenotype. How many individuals would you expect to be homozygous dominant for this trait if the population is in Hardy-Weinberg equilibrium?

You need to list equations used and provide steps of problem solving. Providing an answer itself is not enough for full grade.

3. You have sampled a population in which you know that the percentage of the homozygous recessive genotype (aa) is 36%. Calculate the frequency of the heterozygous genotype, homozygous dominant genotype and homozygous recessive genotype.

4. You have sampled a population in which you know that the percentage of the homozygous recessive genotype (aa) is 49%. What is the frequency of the recessive allele, and the frequency of the dominant allele? What is the frequency of heterozygous genotypes?

In a laboratory experiment, an electron with a kinetic energy of 0.440 keV is shot toward another electron initially at rest (see figure below). (1 eV = 1.602 ✕ 10−19 J) The collision is elastic. The initially moving electron is deflected by the collision. (a) Is it possible for the initially stationary electron to remain at rest after the collision? Yes. However, this will only occur when the moving electron has a much higher kinetic energy than the question states. In that case, the angle of the deflected electron will be 90° in order to conserve momentum. No. Initially, there is no momentum in the y direction. Afterward, the first electron is moving in the positive y direction. The second must be moving in the negative y direction to conserve momentum. (b) The initially moving electron is detected at an angle of θ = 33.5° from its original path. What is the speed of each electron after the collision? v1f = m/s v2f = m/s

A) For an experiment you are doing in lab, you need 50.0mL of a 2.50 x 10-2 M solution of Ni(NO3)2. Describe how you would prepare this solution from solid nickel nitrate and water to make the most accurate and reproducible solution as possible. Include any necessary calculations and a description of each step you would follow in the lab. Indicate what items you would use from the “tool-box” shown on the next page. (Please limit your description toeightsentences or less.)

B) Your next experiment calls for 100.0 mL of a 2.50 x 10-5 M solution of nickel nitrate. How could you use the 2.50 x 10-2 M solution from your previous experiment to help you prepare this new solution such that it is as accurate and reproducible as possible? Include any necessary calculations and the items you would use from your “tool-box” for this stepin your explanation.(Please limit your description to eight sentences or less.)

C) After you make your second solution, one of your friends says they were about to make their 2.50 x 10-5 M solution from solid nickel nitrate and water instead of using up part of their first solution. Which of the two methods (your method or your friend’s proposed method) would be better to use if you wanted the molarity to be as accurate and reproducible as possible, and why? (Please limit your description to four sentences or less.) A) Making the 2.50 x 10-5 M solution from the 2.50 x 10-2 M solution B) Making the 2.50 x 10-5 M solution from solid nickel nitrate and water

For a physiology class experiment, a student is fitted with a lightweight waterproof device that measures her average pulse rate over 2-hourly intervals. Consider 12 consecutive intervals over a 24-hour period, and let X be the number of these intervals in which the average pulse rate is less than 100 beats per minute. Is it reasonable to treat X as an observation from a binomial distribution? Justify your answer.

Below is the data of a factorial experiment consisting of 2 levels of factor A, ie levels 1 and 2, and 3 levels of factor B, ie levels 1, 2, and 3.

                                                                                                Factor B

                                                                Level 1                  Level 2                  Level 3

                                Level 1                  135                         90                           75

Factor A                                               165                         66                           93

                                Level 2                  125                         127                         120

                                                                95                           105                         136

Create an ANOVA table! And what can you conclude? α = 0.05

(Use manual calculations and Minitab software)

An experiment was conducted to study responses to different methods of taking insulin in patients with type I diabetes. The percentages of glycosolated hemoglobin initially and 3 months after taking insulin by nasal spray are given in the table below.

Patient Number            Before          3 Months After

1                                     12                      10.2           

2                                   7.7                       7.9

3                                     5.9                       6.6

4                                    9.5                     10.4

5                                    7.6                      8.8

6                                     8.6                      9

7                                     11                       9.5

8                                    6.9                     7.7

Conduct a two-sided Wilcoxon Sign Rank Test with alpha = 5% to determine if there is a significant difference in glycosolated hemoglobin after taking insulin by nasal spray. Note: Conduct your subtraction by Before – 3 Months After

38. True or False: There is no significant difference in glycosolated hemoglobin in patients 3 months after taking insulin by nasal spray.

An experiment is planned to compare three treatments applied to shirts in a test of durable press fabric treatments to produce wrinkle-free fabrics. In the past formaldehyde had been used to produce wrinkle-free fabric, but it was considered an undesirable chemical treatment. This study is to consider three alternative chemicals: (a) PCA (1-2-3 propane tricarbolic acid), (b) BTCA tetracarboxilic acid), and (c) CA (citric acid). Four shirts will be used for each of the treatments. First, the treatments are applied to the shirts, which are then subjected to simulated wear and washing in a simulation machine. The chemical treatments will not contaminate one another if they are all placed in the same washing machine during the test. The machine can hold one to four shirts in a single simulation run. At the end of the simulation run each of the shirts is measured for tear and breaking strength of the fabric and how wrinkle-free they are after being subjected to the simulated wear and washing. The comparisons among the treatments can be affected by (a) the natural variation from shirt to shirt; (b) measurement errors; (c) variation in the application of the durable press treatment; and (d) variation in the run of the simulation of wear and washing by the simulation machine. Following is a brief description of three proposed methods of conducting this simple experiment.

Method I. The shirts are divided randomly into three groups of four shirts. Each group receives a durable press treatment as one batch and then each batch is processed in one run of the simulation machine. Each run of the simulation machine has four shirts that have receive and same treatment. There are three runs of the simulation machine.

Method II. The shirts are divided randomly into three treatment groups of four shirt each, and the durable press treatments are applied independently to single shirts. The shirts are grouped into four sets of three, one shirt from each durable press treatment in each of the four sets, and each set of three so constructed is used in one run of the simulation machine. There are four runs of the simulation machine.

Method III. The shirts are divided randomly into three groups of four shirts. The durable press treatments are applied independently to single shirts. The simulation of wear and washing is done as in Method I.

a. Which method do you favor?

b. Why do you favor the method you have chosen?

c. Briefly, what are the disadvantages of the other two methods?

An experiment consists of tossing a single die and observing the number of dots that show on the upper face. Events A, B, and C are defined as follows.

Find the probabilities associated with the events below using either the simple event approach or the rules and definitions from this section. (Enter your probabilities as fractions.)

(a)    S


(b)    A|B


(c)    B


(d)    A ? B ? C


(e)    A ? B


(f)    A ? C


(g)    B ? C


(h)    A ? C


(i)    B ? C