genetics
Hmk for 11/4: Complete Genetics wkst. pgs 1 and 2
Hmk for 11/6: Complete pgs. 6-7 Incomplete and Codominance Practice Problems from packet
Hmk for 11/7: Complete pg 10 Multiple Allele Problems from packet
Hmk for 11/8: Complete pgs 8-9 Sex-linked inheritance Problems from packet
Cwk for 11/12: Complete the Pedigree wkst. and Karyotype Analysis wkst.
Hmk for 11/6: Complete pgs. 6-7 Incomplete and Codominance Practice Problems from packet
Hmk for 11/7: Complete pg 10 Multiple Allele Problems from packet
Hmk for 11/8: Complete pgs 8-9 Sex-linked inheritance Problems from packet
Cwk for 11/12: Complete the Pedigree wkst. and Karyotype Analysis wkst.
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Essential Standard:
Bio 3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits
Clarifying Objectives:
Bio.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation
Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)
Bio.3.2.3 Explain how the environment can influence the expression of genetic traits
Unpacking – What does this standard mean a child will know, understand, and be able to do?
Bio.3.2.1
• Recall the process of meiosis and identify process occurring in diagrams of stages. (middle school review) Note: Students are not expected to memorize the names of the steps or the order of the step names.
• Infer the importance of the genes being on separate chromosomes as it relates to meiosis.
• Explain how the process of meiosis leads to independent assortment and ultimately to greater genetic diversity.
• Exemplify sources of genetic variation in sexually reproducing organisms including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization.
• Compare meiosis and mitosis including type of reproduction (asexual or sexual), replication and separation of DNA and cellular material, changes in chromosome number, number of cell divisions, and number of cells produced in a complete cycle.
Bio.3.2.2
• Interpret Punnett squares (monohybrid only) to determine genotypic and phenotypic ratios. Understand that dominant alleles mask recessive alleles.
• Determine parental genotypes based on offspring ratios.
• Recognize a variety of intermediate patterns of inheritance (codominance and incomplete dominance).
• Recognize that some traits are controlled by more than one pair of genes and that this pattern of inheritance is identified by the presence of a wide range of phenotypes (skin, hair, and eye color).
• Solve and interpret codominant crosses involving multiple alleles including blood typing problems. (Blood Types: A, B, AB and O and Alleles: IA, IB, and i). Students should be able to determine if parentage is possible based on blood types.
• Understand human sex chromosomes and interpret crosses involving sex-linked traits (color-blindness and hemophilia). Students should understand why males are more likely to express a sex-linked trait.
Bio.3.2.3
Develop a cause-and-effect relationship between environmental factors and expression of a particular genetic trait. All traits depend both on genetic and environmental factors. Heredity and environment interact to produce their effects. This means that the way genes are expressed depends on the environment in which they act.
Key Vocabulary:
3rd Tier Words: Sexual reproduction, gamete, zygote, meiosis, diploid, haploid, reduction division, genetic variation, genetic stability, mutation, crossing over, random/ independent assortment, nondisjunction, random fertilization, homologous chromosome pairs, allele, dominant, recessive, genotype, phenotype, homozygous/pure (true) breeding, heterozygous/hybrid, Mendel’s laws [dominance, segregation, independent assortment], Punnett square, monohybrid cross, intermediate inheritance [codominance, incomplete dominance], multiple alleles, polygenic, autosomal, sex-linked, tetrad, somatic, chromatid, chromosome, centromere, heredity, ratio, probability, P generation, F1 generation, F2 generation, progeny
2nd Tier Words: sort, exchange, identical, blend, mask, express
Common Misconceptions:
3.2.1
Why is there a different mechanism to produce sex cells (gametes) vs. body (somatic) cells?
How does meiosis reduce the chromosome number by one half?
How does sexual reproduction lead to genetic variation?
How can I predict the outcome of a cross between parents with a particular trait?
Are different traits inherited differently?
How do environmental factors play a role in the expression of traits?
Why are identical twins not always “identical”?
Human Genetics:
Essential Standard:
Bio 3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits
Clarifying Objectives:
Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits
Bio.3.2.3 Explain how the environment can influence the expression of genetic traits
Unpacking – What does this standard mean a child will know, understand, and be able to do?
Bio.3.2.2
• Interpret karyotypes (gender, and chromosomal abnormalities).
• Interpret autosomal inheritance patterns: sickle cell anemia including the relationship to malaria (incomplete dominance), cystic fibrosis (recessive heredity), and Huntington’s disease (dominant heredity).
• Understand human sex chromosomes and interpret crosses involving sex-linked traits (color-blindness and hemophilia). Students should understand why males are more likely to express a sex-linked trait.
• Interpret phenotype pedigrees to identify the genotypes of individuals and the type of inheritance.
Bio.3.2.3
Develop a cause-and-effect relationship between environmental factors and expression of a particular genetic trait. All traits depend both on genetic and environmental factors. Heredity and environment interact to produce their effects. This means that the way genes are expressed depends on the environment in which they act.
Key Vocabulary:
3rd Tier Words: karyotype, trisomy, aneuploidy, Down syndrome, Turner syndrome, Klinefelter syndrome, pedigree, cystic fibrosis, Huntington’s disease, sickle-cell anemia, color blindness, hemophilia, PKU, nature vs. nurture, monosomy, nondisjunction, carrier, autosome, sex-chromosome, XX, XY, autosomal dominant, autosomal recessive, malaria, inheritance
2nd Tier Words: factors, disorder, transmit, descent, separate, abnormal, gender, interpret, superscript, affected, clot, spectrum, extended
Common Misconceptions:
3.2.2
Are different traits inherited differently?
How are genetic disorders inherited?
What tools do genetic counselors use to advise patients?
How do environmental factors play a role in the expression of traits?
Bio 3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits
Clarifying Objectives:
Bio.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation
Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)
Bio.3.2.3 Explain how the environment can influence the expression of genetic traits
Unpacking – What does this standard mean a child will know, understand, and be able to do?
Bio.3.2.1
• Recall the process of meiosis and identify process occurring in diagrams of stages. (middle school review) Note: Students are not expected to memorize the names of the steps or the order of the step names.
• Infer the importance of the genes being on separate chromosomes as it relates to meiosis.
• Explain how the process of meiosis leads to independent assortment and ultimately to greater genetic diversity.
• Exemplify sources of genetic variation in sexually reproducing organisms including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization.
• Compare meiosis and mitosis including type of reproduction (asexual or sexual), replication and separation of DNA and cellular material, changes in chromosome number, number of cell divisions, and number of cells produced in a complete cycle.
Bio.3.2.2
• Interpret Punnett squares (monohybrid only) to determine genotypic and phenotypic ratios. Understand that dominant alleles mask recessive alleles.
• Determine parental genotypes based on offspring ratios.
• Recognize a variety of intermediate patterns of inheritance (codominance and incomplete dominance).
• Recognize that some traits are controlled by more than one pair of genes and that this pattern of inheritance is identified by the presence of a wide range of phenotypes (skin, hair, and eye color).
• Solve and interpret codominant crosses involving multiple alleles including blood typing problems. (Blood Types: A, B, AB and O and Alleles: IA, IB, and i). Students should be able to determine if parentage is possible based on blood types.
• Understand human sex chromosomes and interpret crosses involving sex-linked traits (color-blindness and hemophilia). Students should understand why males are more likely to express a sex-linked trait.
Bio.3.2.3
Develop a cause-and-effect relationship between environmental factors and expression of a particular genetic trait. All traits depend both on genetic and environmental factors. Heredity and environment interact to produce their effects. This means that the way genes are expressed depends on the environment in which they act.
Key Vocabulary:
3rd Tier Words: Sexual reproduction, gamete, zygote, meiosis, diploid, haploid, reduction division, genetic variation, genetic stability, mutation, crossing over, random/ independent assortment, nondisjunction, random fertilization, homologous chromosome pairs, allele, dominant, recessive, genotype, phenotype, homozygous/pure (true) breeding, heterozygous/hybrid, Mendel’s laws [dominance, segregation, independent assortment], Punnett square, monohybrid cross, intermediate inheritance [codominance, incomplete dominance], multiple alleles, polygenic, autosomal, sex-linked, tetrad, somatic, chromatid, chromosome, centromere, heredity, ratio, probability, P generation, F1 generation, F2 generation, progeny
2nd Tier Words: sort, exchange, identical, blend, mask, express
Common Misconceptions:
- Genes are traits.
- A gene and the expression of the gene as a characteristic or trait are the same thing.
- Amino acids are the subunits that make up DNA.
- Only animals have DNA; plants and mushrooms do not have DNA.
- Genes are sequences of amino acids.
3.2.1
Why is there a different mechanism to produce sex cells (gametes) vs. body (somatic) cells?
How does meiosis reduce the chromosome number by one half?
How does sexual reproduction lead to genetic variation?
- I will explain that meiosis is a mechanism to produce gametes and reduces the chromosome number by ½ to allow for fertilization
- I will differentiate between diploid and haploid cells pertaining to homologous chromosome pairs
- I will explain that sexual reproduction begins with meiosis to produce the gametes, continues with fertilization to produce a zygote which divides by mitosis for growth
- I will compare /contrast mitosis and meiosis
- I will identify and describe several sources of genetic variation in sexual reproduction
- I will illustrate the process of crossing over, recognize that it occurs during meiosis, and determine differences in gametes produced with and without crossing over
How can I predict the outcome of a cross between parents with a particular trait?
Are different traits inherited differently?
- I will solve dominant/recessive (Mendelian) genetics problems involving one trait and analyze the genotype and phenotype ratios of the offspring to answer questions about probability
- I will solve intermediate inheritance (codominance, incomplete dominance) genetics problems involving one trait and analyze the genotype and phenotype ratios of the offspring to answer questions about probability
- I will solve multiple allele (blood type) genetics problems and analyze the genotype and phenotype ratios of the offspring to answer questions about probability
- I will solve sex-linked genetics problems involving one trait and analyze the genotype and phenotype ratios of the offspring to answer questions about probability
How do environmental factors play a role in the expression of traits?
Why are identical twins not always “identical”?
- I will explain the idea of nature vs. nurture
- I will evaluate examples of nature vs. nurture in the expression of traits (ie. twin studies)
Human Genetics:
Essential Standard:
Bio 3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits
Clarifying Objectives:
Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits
Bio.3.2.3 Explain how the environment can influence the expression of genetic traits
Unpacking – What does this standard mean a child will know, understand, and be able to do?
Bio.3.2.2
• Interpret karyotypes (gender, and chromosomal abnormalities).
• Interpret autosomal inheritance patterns: sickle cell anemia including the relationship to malaria (incomplete dominance), cystic fibrosis (recessive heredity), and Huntington’s disease (dominant heredity).
• Understand human sex chromosomes and interpret crosses involving sex-linked traits (color-blindness and hemophilia). Students should understand why males are more likely to express a sex-linked trait.
• Interpret phenotype pedigrees to identify the genotypes of individuals and the type of inheritance.
Bio.3.2.3
Develop a cause-and-effect relationship between environmental factors and expression of a particular genetic trait. All traits depend both on genetic and environmental factors. Heredity and environment interact to produce their effects. This means that the way genes are expressed depends on the environment in which they act.
Key Vocabulary:
3rd Tier Words: karyotype, trisomy, aneuploidy, Down syndrome, Turner syndrome, Klinefelter syndrome, pedigree, cystic fibrosis, Huntington’s disease, sickle-cell anemia, color blindness, hemophilia, PKU, nature vs. nurture, monosomy, nondisjunction, carrier, autosome, sex-chromosome, XX, XY, autosomal dominant, autosomal recessive, malaria, inheritance
2nd Tier Words: factors, disorder, transmit, descent, separate, abnormal, gender, interpret, superscript, affected, clot, spectrum, extended
Common Misconceptions:
- In sexually reproducing organisms, half of the organism's body cells contain DNA from the mother and half contain DNA from the father.
- Each parent contributes genetic information for certain characteristics and not others (e.g. a child has his father's nose and his mother's eyes).
- A fertilized sex cell has the same number of chromosomes as an unfertilized sex cell. A normal karyotype guarantees a normal phenotype.
- Dominant traits are the most common traits in a population. All mutations are harmful.
3.2.2
Are different traits inherited differently?
How are genetic disorders inherited?
What tools do genetic counselors use to advise patients?
- I will solve sex-linked genetics problems involving one trait and analyze the genotype and phenotype ratios of the offspring to answer questions about probability
- I will describe the pattern of inheritance of various genetic disorders
- I will differentiate between the inheritance of gene disorders and chromosomal disorders
- I will interpret a karyotype to identify gender and chromosomal abnormalities
- I will analyze pedigrees showing dominant, recessive, and sex-linked traits to identify genotypes and pattern of inheritance
How do environmental factors play a role in the expression of traits?
- I will evaluate examples of nature vs. nurture in the expression of traits (ie. twin studies, PKU, heart disease)