Originally published as Genetics Published Articles Ahead of Print on March 30, 2009.

Genetics, Vol. 182, 417-422, June 2009, Copyright © 2009
doi:10.1534/genetics.109.101774

Drosophila Transposon Insertions as Unknowns for Structured Inquiry Recombination Mapping Exercises in an Undergraduate Genetics Course

Jeffrey M. Marcus1 and Tia M. Hughes

Department of Biology, Western Kentucky University, Bowling Green, Kentucky 42101

1 Corresponding author: Department of Biology, Western Kentucky University, 1906 College Heights Blvd. No. 11080, Bowling Green, KY 42101-1080.
E-mail: jeffrey.marcus{at}wku.edu

Structured inquiry approaches, in which students receive a Drosophila strain of unknown genotype to analyze and map the constituent mutations, are a common feature of many genetics teaching laboratories. The required crosses frustrate many students because they are aware that they are participating in a fundamentally trivial exercise, as the map locations of the genes are already established and have been recalculated thousands of times by generations of students. We modified the traditional structured inquiry approach to include a novel research experience for the students in our undergraduate genetics laboratories. Students conducted crosses with Drosophila strains carrying P[lacW] transposon insertions in genes without documented recombination map positions, representing a large number of unique, but equivalent genetic unknowns. Using the eye color phenotypes associated with the inserts as visible markers, it is straightforward to calculate recombination map positions for the interrupted loci. Collectively, our students mapped 95 genetic loci on chromosomes 2 and 3. In most cases, the calculated 95% confidence interval for meiotic map location overlapped with the predicted map position based on cytology. The research experience evoked positive student responses and helped students better understand the nature of scientific research for little additional cost or instructor effort.