Fruit Fly Lab Report Information

What flies are we using?

https://www.carolina.com/drosophila-fruit-fly-
genetics/drosophila-living-f1-apterous-x-sepia-cross/
172030.pr?question=drosophila+cross
What traits are these?
What do these traits look like?
Wild type is normal
Red eyes
 SS, Ss OR se+/se+, se+/se
Normal wings
 AA, Aa OR ap+/ap+, ap+/ap
What do these traits look like?
Sepia mutation is a red- Apterous mutation is
brown color of eyes wingless
Autosomal recessive Autosomal recessive
 ss OR se/se  aa OR ap/ap
Can I get a double mutant?
Yes!
The top flies would be S_A_, or se+/__, ap+/__
The bottom flies would be ssaa, or se/se, ap/ap
What generation are these?
We have the F1 generation of flies
P generation was removed when these pupated
All of the F1 have the exact same phenotype and
genotype
Wild type appearance
Heterozygous for
each trait

Their parents (the P generation) each showed one dominant

and one recessive trait
Hypothesis 1 of 2
Based on your knowledge of Mendelian Genetics and
the known F1 phenotypes, what is the most likely
genotype for the P generation taking into consideration
different inheritance patterns? Create a dihybrid
Punnett Square to support this with expected
phenotype ratios. Remember to include the phenotype
of the F1 parents, keys, and your assumptions of the
inheritance pattern.

SET UP YOUR PUNNETT SQUARE

 Hypothesis 2 of 2
Based on your knowledge of Mendelian Genetics and the
known F1 phenotypes, what are the possible genotypes for the
F2 generation taking into consideration different inheritance
patterns? Create a dihybrid Punnett Square to support this
with expected phenotype ratios. Remember to include the
phenotype of the F1 parents, keys, and your assumptions of
the inheritance pattern. This is what you will use to base
your conclusions on once you have collected your data and
analyzed your calculations.
SECOND PUNNETT SQUARE
What will I need to include in my lab
report under the “hypothesis” section?
You need a total of 2 hypotheses – 1 for each cross (P
and F2). You need to address expectations for male vs.
female, eye color vs. wing type for each generation.
You MUST include the punnett squares (typed) in your
lab report
 The first should be labeled “Table 1: __________” with a detailed
title
 The second should be labeled “Table 2: ___________” with a
detailed title
What goes into the procedure?
Include the materials as a bulleted list
It might make sense to write the procedure first and then
see what you need to do the lab

1. Include the actual procedural steps as a numbered

list
What goes into the procedure?
Talk about where the flies were ordered from and what
generation they are
Provide steps on making the media
https://
www.carolina.com/teacher-resources/Video/how-to-care-
for-drosophila-video/tr11211.tr
Provide steps on how to anesthetize flies
https://
www.carolina.com/teacher-resources/Video/how-to-obser
ve-phenotypes-with-drosophila-melanogaster/tr11212.tr

Make both of these references!!

What goes into the procedure?
How many flies of each gender were placed in the new
vial to produce the F2 generation?
How long did it take for the F2 to emerge?
What did we do once the F2 emerged?
How were flies disposed of?
How much data was used?
What type of data will I collect?
DAILY observation log of how flies appear in their
various life cycle stages
Label this “Table 3: __________” with a descriptive title

Date Observations
05Mar2019 (insert observation
here)
What type of data will I collect?
F2 counts
This data table should be the distribution of the different
traits in the F2 fruit flies. You need to distinguish your
data from that of the class data. (this could be done by
bolding your data, creating separate tables, or by a
different font. Do NOT use different colors unless you
are printing a color copy.
Label this “Table 4: __________” with a descriptive title
What type of data will I collect?
What kind of math will I do?
Based on the 9:3:3:1 hypothesis…
 Convert these to percentages (ex: 9/16 = ?%)
 Divide each % by 2 to represent the percentage of males and
females that share the trait
 Multiply these percentages by the TOTAL number of flies to find
the number of flies that should be in each category (round to the
nearest whole number)
 Ex: 15% of 231 flies is 34.65 flies, or 35 flies

CALCULATIONS HAVE TO BE TYPED IN WORD!

What will I have to graph?
 You will need both observed and expected results.
 You will need all 8 phenotypes represented
 This will be the pooled class data; not just your group
 Label “Figure 3 (might be 4 depending on background):
__________”
 Include a title!
Partial sample graph

This is only #;
very incomplete!
What goes into the conclusion?
Part 1: The purpose of the investigation is clearly
identified or stated
What was the point of doing the experiment? What was
being verified?
Part 2: Conclusion includes whether the findings
support or reject the hypothesis
Are the group numbers consistent with a 9:3:3:1
phenotypic ratio? Are the class numbers consistent?
 What goes into the conclusion?
Part 3: Summarizes data used to draw conclusions
Provide the actual ratios/percentages of your numbers (Example:
The class data was an 8.5 wild type: 3.7 sepia eyes and regular
wings: 2.8 red eyes and apterous wings: 1 sepia eyes and apterous
wings ratio, OR the percentages were 53.125% red eyes and normal
wings, 23.125% sepia eyes and regular wings, 17.5% red eyes and
apterous wings, and 6.25% sepia eyes and apterous wings OR
“There were 129 expected flies of the red eyes/regular wings
phenotype; only 117 were observed…”
What goes into the conclusion?
Part 4:Identifies flaws and possible errors in the
investigation
What things did go wrong? What things could have gone
wrong? What factors could have resulted in more
diversity of phenotypes than expected?
What goes into the conclusion?
Part 5: Demonstrate comprehensive understanding of
the concepts that apply to this investigation
Interpret the results. Do these make sense based on these
traits being autosomal recessive?
How are the phenotypes of the F2 generation able to be
so diverse compared to the F1 generation?
Discuss Mendel’s 3 laws
What goes into the conclusion?
Part 6 : Discusses applications or real world
connections.
How do the concepts in this investigation go beyond
Mendel’s pea plants and fruit flies? How do they apply to
humans and the study of life?
What goes into the conclusion?
Based on background information sources
Must have a minimum of 2
Wikipedia does not count
 Need to find the primary source that Wikipedia cited!

Must be in MLA format

Don’t forget to
 Alphabetize
 Indent 2nd line