1. Sexing Fruit Flies

2. How to Prepare Your Cultures
Put labels on bottle with your name and class section– bottom part
Add about m: of sterile water – medium will turn blue
Add NO MORE THAN 1 scoopful of dry medium
Put in mesh, all the way down to the bottom
Make sure that your medium is not too wet or not too dry – CHECK WITH YOUR TEACHER!!!
Add a small pinch of yeast
Stopper

3. The Males Are basically smaller than females
The tip of the abdomen is more rounded in males than in females  
The bottom back portion of the abdomen is solid black in males  
Males have a small, black, comb-like structure (the sex comb) located about 1/3rd of the way up each foreleg (front legs) 
Dark bristles surround the male genitalia located in the front bottom region of the abdomen

4. Males vs. Females

5. The Females Usually larger than males
The tip of the abdomen is more pointed than in males  
The entire back surface of the abdomen in females is banded alternating light and dark bands 
Females do not have sex combs on their forelegs  
No bristles surrounding female genitalia on posterior bottom

6. Male or Female?

8. Male
Female

9. Sex these!
Male
Female

10. Working with Fruit Flies
Putting them to sleep
TEACHER WILL DO THIS!

11. Today’s goals Make culture vial Label culture vial
Transfer 5 males and 6 females into culture vial SUCCESSFULLY

13. Hypothesis: What you need to know
The F1 generation phenotype was
ALL red eyes (wild type) and regular wings (wild type)
The F1 generation genotype was
ALL SsAa
Since we are studying two traits…

14. Hypothesis: What you need to explain
HYPOTHESIS 1: What are the phenotypes and genotypes of the parent generation (you never saw these flies)?
You will need a dihybrid Punnett square with your explanation

15. Hypothesis: What you need to explain
HYPOTHESIS 2: What are the phenotypes and genotypes of the F2 generation (this is what you will be counting)?
You will need a dihybrid Punnett square with your explanation

16. Procedure Writeup Start with the P generation
What did they have to do to make the F1?
How did we receive the F1 generation? (container?)

17. Procedure Writeup Move to the F1 generation How did we make the vials?
How did we label the vials?
How did we anesthetize the flies?
How did we sort the flies? Tools needed?
How many of each type of fly were put in the new vial?

18. Procedure Writeup

19. Procedure Writeup
How long (roughly) did we have to wait to see the F2 emerge?
This can be either based on your life cycle data in your background OR the actual observations you have made?

20. Procedure Writeup
How long (roughly) did we have to wait to see the F2 emerge?
This can be either based on your life cycle data in your background OR the actual observations you have made?

21. Procedure Writeup Move to the F2 generation
Again: how did we anesthetize the flies?
What did we use to sort flies?
What categories did we sort?
How did we dispose of the flies?
“Morgue”: ethanol solution
Why are we combining data?

23. Period 1 Data
Group #
♂ red normal
♀ red normal
♂ sepia normal
♀ sepia normal
♂red apterous
♀ red apterous
♂ sepia apterous
♀ sepia apterous 1 6 12 4 5 2 15 3 8 7 18 28 19 84 94 30 36 27 24 11 9 48 41 14 16 13

24. Period 2 Data
Group #
♂ red normal
♀ red normal
♂ sepia normal
♀ sepia normal
♂red apterous
♀ red apterous
♂ sepia apterous
♀ sepia apterous 1 20 15 7 3 5 2 12 16 8 4 25 19 11 23 39 6 24 45 9 21 17 13

25. Period 7/8 Data
Group #
♂ red normal
♀ red normal
♂ sepia normal
♀ sepia normal
♂red apterous
♀ red apterous
♂ sepia apterous
♀ sepia apterous 1 35 48 7 12 5 11 2 53 15 3 52 78 25 20 17 4 41 40 16 8 9 37 69 10 14 6 13

26. Period 9 Data
Group #
♂ red normal
♀ red normal
♂ sepia normal
♀ sepia normal
♂red apterous
♀ red apterous
♂ sepia apterous
♀ sepia apterous 1 12 10 5 4 2 54 46 19 6 3 26 22 9 75 69 17 20 16 13 11 96
113 29 37 25 8 7 14

27. Results Type up observation log Date Observations 2/??/17
(insert observation here)

28. Results
2. Make a table (with a table designation and title) of the pooled class data with the total numbers for each (added together)

29. Results 3. Calculation - CALCULATIONS HAVE TO BE TYPED IN WORD!
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 flies, or 34 flies
- CALCULATIONS HAVE TO BE TYPED IN WORD!

30. Results 4. Graph You will need a figure designation and a title.
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

31. This is only #; very incomplete!
Results
This is only #;
very incomplete!

32. Discussion
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?

33. Discussion 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 % red eyes and normal wings, % 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…”

34. Discussion
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?

35. Discussion
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

36. Discussion 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?

37. Works Cited Based on background information sources
Must have a minimum of 2
Wikipedia does not count
Must be in MLA format
Don’t forget to
Alphabetize
Indent 2nd line