CH 10 & 12 Concepts Sheet:
Mendelian Genetics
Outcome:
Students will investigate the processes and outcomes of hereditary patterns and their relationships to humans.
Components:
1. Define and use the following genetic terms: homozygous, heterozygous, dominant, recessive,
allele, genotype, phenotype.
2. Compare and contrast hypotheses leading to the current understanding of inheritance.
3. Explain Mendel’s principles of segregation and independent assortment.
4. Predict genetic outcomes following the rules of probability through the use of Punnett Squares.
5. Recognize the outcomes of alternative inheritance patterns. (Ex: multiple alleles, codominance,
sex-linked, and intermediate dominance)
6. Analyze how environmental conditions can affect phenotype expression.
7. Recreate and utilize karyotypes and pedigrees to trace inheritance patterns and disorders.
8. Explain the use of modern diagnostic tools to determine genetic makeup.
9. Investigate various human genetic disorders and their inheritance patterns.
10.1
Objectives
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(2) Compare and contrast the blending hypothesis and the particulate hypothesis of inheritance.
o The purpose of both the blending hypothesis and the particulate hypothesis is to explain:
o The blending hypothesis and the particulate hypothesis are different in:
Summary: Use the following terms in fully developed sentences to demonstrate your understanding of the vocabulary and
their related ideas.
Key Terms

trait
genetics
cross-fertilization
10.2
Objectives
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(3) Explain Mendel's principle of segregation.
o Write an explanation of this principle in words YOU understand.
o Draw a picture to show how this segregation happens.
(3) Explain Mendel's principle of independent assortment.
o Write an explanation of this principle in words YOU understand.
o Draw a picture to show how independent assortment happens.
(4) Describe how probability applies to genetics.
o How did Mendel use mathematical probability to explain/predict the results in his garden?
o If a parent has a genotype of Aa, what is the probability that the parent will produce a gamete with the a
allele?
o Write out a Punnett Square between two Aa parents. What is the probability of each type of offspring
occuring?
(1) Contrast genotype and phenotype.
o If Tall (T) is dominant to short (t) and Purple (P) is dominant to pink (p):
o Create a table showing the difference between genotype and phenotype:

Genotype:
Phenotype:
Ex: TTPP ------>
Tall & Purple
Write a definition for each term:
List all possible combinations for
these two traits. Match the genotype to
the phenotype.
Summary: Use the following terms in fully developed sentences to demonstrate your understanding of the vocabulary and
their related ideas.
Key Terms
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
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hybrid
monohybrid cross
allele
homozygous
heterozygous
dominant
recessive
Punnett square
phenotype
genotype
testcross
dihybrid cross
10.3
Objectives
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(1 & 5) Describe how alleles interact in intermediate inheritance & codominance.
o Write out a Punnett Square between two heterozygous parents if the trait exhibits intermediate
inheritance. Draw a picture or a key to identify which phenotypes are produced by the specific
genotypes.
o Write out a Punnett Square between two heterozygous parents if the trait exhibits codominant inheritance.
Draw a picture or a key to identify which phenotypes are produced by the specific genotypes.
(5) Describe inheritance patterns involving multiple alleles.
o Give an example of two traits that exhibit inheritance involving multiple alleles.
o Show two examples of Punnett Squares with multiple alleles.
 Include a key that shows which phenotypes are produced from which genotypes.
(5) Explain how polygenic inheritance can result in a wide range of phenotypes.
o Explain the difference between polygenic inheritance and multiple alleles, how are they similar? A Venn
Diagram might be helpful.
o Give two examples of traits that exhibity polygenic inheritance.
(6) Describe how environmental conditions can affect phenotype expression.
o Provide two examples of how a phenotype can be influenced by an environmental factor.
Summary: Use the following terms in fully developed sentences to demonstrate your understanding of the vocabulary and
their related ideas.
Key Terms

intermediate inheritance
codominance
polygenic inheritance
10.4
Objectives

( 2) Summarize the chromosome theory of inheritance.
Key Terms

chromosome theory of inheritance
10.6
Objectives

(5) Explain how sex-linked genes produce different inheritance patterns in males and females.
o
o
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Give an example of two traits that exhibit inheritance involving sex-linkage.
Show two examples of Punnett Squares with sex-linkage.
 Include a key that shows which phenotypes are produced from which genotypes.
(5 & 4)) Explain why most sex-linked disorders are more common in males.
o Use probability (math outcomes) to show how the above statement is true.
Key Term

sex-linked gene
12.1
Objectives
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(8) Describe how DNA is packed within the nucleus.
o Draw a picture of DNA within the nucleus and label its shape/structure with terms you learned from CH
11. Feel free to draw the DNA in different formats (multiple pictures)
(8) Explain the significance of the Human Genome Project.
o List two uses of the Human Genome Project.
o Create an analogy that explains the goal of the the Human Genome Project.
Summary: Use the following terms in fully developed sentences to demonstrate your understanding of the vocabulary and
their related ideas.
Key Terms

genome
12.2
Objectives

(7) Relate Down syndrome and nonseparation of chromosomes.
o Draw a picture of a healthy, normal cell undergoing Anaphase II.
o Draw a picture of a cell with nondisjunction undergoing Anaphase II.
o Which of the two pictures would lead to Down Syndrome?
o How would this picture lead to Down Syndrome, outline the sequence of events that would to take place.
Summary: Use the following terms in fully developed sentences to demonstrate your understanding of the vocabulary and
their related ideas.
Key Terms

trisomy 21
nondisjunction
duplication

Down syndrome
12.3
Objectives
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(7) Summarize the information provided in a pedigree.
o Draw an pedigree that involves three generations.
o Include at least 5 people in each generation.
o Have both genders present in your pedigree.
(1 &5 )Explain how recessive, dominant, and sex-linked disorders are inherited.
o Use Punnett Squares, a pedigree, or a paragraph to explain how a recessive trait may “disappear” for a
generation and then reappear.
o Can dominant traits ever be hidden? Explain your answer.
o Draw a Punnett Square or a Pedigree to show how sex-linked disorders are transferred from parents to
offspring and how it is connected to the gender.
(4 & 7)Describe how it is possible to predict certain genetic disorders.
o What is an amniocentisis and what is it used for?
o How can pedigrees be used to predict genetic disorders?
o How can karyotypes be used to predict/identify genetic disorders?
Summary: Use the following terms in fully developed sentences to demonstrate your understanding of the vocabulary and
their related ideas.
Key Terms

pedigree
carrier
genetic counselor
12.4
Objectives

(9) Explain how mutations to genes that play a role in regulating the cell cycle can lead to cancer.
o What effect would a mutation have to have on a cell to produce cancer?
Summary: Use the following terms in fully developed sentences to demonstrate your understanding of the vocabulary and
their related ideas.
Key Terms

tumor-suppressor gene
oncogene