week 9 – genetics

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Week 10 – Genetics
Name _____________________
10.4 (Readings)
Reading: Mendel’s Investigations
Vocabulary
Genetics:
Pollination:
Pollen:
Hybrids:
P Generation:
F1 vs. F2 Generation:
Law of Segregation:
Law of Independent Assortment:
Locus:
Allele:
Genotype:
Homozygote:
Heterozygote:
Phenotype:
Dominant vs. Recessive Allele:
1. What is the blending theory of inheritance? Why did Mendel question this theory?
2. List the seven characteristics that Mendel investigated in pea plants
3. How did Mendel control pollination in pea plants?
4. Describe in general terms Mendel’s first set of experiments
5. What was Mendel investigating with his send set of experiments? What was the outcome?
6. State Mendel’s two laws
7. Assume you are investigating the inheritance of stem length in pea plants. You cross-pollinate a
short-stemmed plant with a long-stemmed plant. All of the offspring have long stems. Then, you
let the offspring self-pollinate. Describe the stem lengths you would expect to find in the second
generation of offspring.
8. If a purple-flowered, short-stemmed plant is crossed with a white-flowered, long-stemmed
plant, would all of the purple-flowered offspring also have short stems? Why or why note?
9. If Darwin knew of Mendel’s work, how might it have influenced his theory of evolution/ Do you
think this would have affected how well Darwin’s work was accepted?
10. Explain Mendel’s laws in genetic terms, that is, in terms of chromosomes genes, and alleles.
11. Explain the relationship between genotype and phenotype. How can one genotype result from
more than one genotype?
Reading – Continuity and Diversity
Vocabulary
Characteristics:
Species:
Continuity:
Diversity:
Genetics:
Trait:
Variation:
1. What is unique about a species?
a. What term refers to the phenomenon of living organisms producing offspring with similar
characteristics?
b. What term refers to the phenomenon that all living organisms, even those from the same
species, are different from each other?
2. What is the difference between traits and variations?
3. What is genetics? What are geneticists most interested in? Why wouldn’t a geneticist be
interested in hair length in humans?
10.4 (In-Class):
Activities:
Peanut Sort Select a peanut from a bag of peanuts with their shells. Write a description of your
peanut. You may want to weigh or measure it to make the description more detailed. Please do not
mark your peanut. Now mix your peanut with 5 or 10 other peanuts. Can you find your peanut? Explain
how you can distinguish your peanut from the rest. Now mix your peanut with a whole bowl of
peanuts. Can you still distinguish your peanut from the rest? Describe how.
Human Variations Traits are what make us human. Scientists who study heredity use the
term trait to speak about characteristics that can be passed from generation to generation. Traits are
common to all members of a species. In fact, traits are the characteristics that define a species.
Observe your classmates again. This time, record how they are similar. Observe variations
(differences) and record your observations. Review all of your observations. List those traits that are
unique to human beings and, therefore, distinguish us from other species. List those traits that are
shared with other kinds of animals.
Identify each of the following as either a trait or a variation.
1. Parrot has feathers.
2. Cat has a striped coat.
3. Geranium plant has flowers.
4. Jasmine has two arms.
5. Dog has droopy ears.
6. Rosebush has thorns.
7. Jamie has freckles.
Pick one of the following:
a. Continuity and Diversity in Art Illustrate your knowledge of the terms continuity, diversity, trait,
and variation in a drawing, cartoon, or painting. Make sure your final product reflects your knowledge
of the relationships among these terms.
b. World without Variety: Describe what everyday life would be like if there were less variety among
living things. How would your life be different? What would be the drawbacks to having less diversity,
and what are the benefits to having more diversity?
10.5 (Readings)
Vocabulary
Reading: Mendelian Inheritance
Probability:
Punnett square:
Codominance:
Incomplete Dominance:
Multiple Alleles:
Polygenic Characteristics
1. How does probability relate to a coin toss?
2. How is gamete formation like tossing a coin?
3. What is a Punnett square? How is it used?
4. What information must you know to determine the phenotypes of different genotypes for a gene
with two alleles?
5. Based on the results of his experiments, what did Mendel conclude about the factors that
control characteristics such as flower color?
6. Draw a Punnett square of an Ss x ss cross. The S allele codes for long stems in pea plants and the
s allele codes for short stems. If S is dominant to s, what percent of offspring would you expect to
have each phenotype?
7. What letter should replace the question marks in this Punnett square? Explain how you know
8. Explain how Mendel used math and probability to understand the results of his experiments.
9. Compare and contrast Codominance and incomplete dominance
10. Mendel investigated stem length, or height, in pea plants. What if he had investigated human
height instead? Why would his results have been harder to interpret?
10.5 (In Class)
Mendel: From the Garden to the Genome Video
1. Why did Mendel go to the Monastery?
2. What subjects did Mendel study in the University?
3. Why were peas used by Mendel to study inheritance of characteristics?
4. Why didn’t Mendel’s study receive much attention during his time?
5. What are Mendel’s Laws of Inheritance?
6. What are the contributions of Mendel to the study of inheritance?
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