Year 10 Science 2023
Mr Rawasia
Email:
rawasiam@humegrammar.vic.edu.au
Classroom rules
1.1. Arrive to class on time, with all required
equipment.
2.2. Follow all safety requirements and help others
to do the same.
3.3. Listen actively when others are speaking.
4.4. During class discussions, raise your hand to
speak.
5.5. During group work and practicals, speak one at
a time and make sure everyone gets to
contribute.
6.6. Take pride in your work.
7.7. Ask LOTS of questions.
Are you prepared?
Check…
BYOD and connection
▶ Textbook – Box of books:
1. https://hume-grammar.boxofbooks.io/
▶ Activity book
▶ Pearson Places account  Lightbook
▶ Canvas Modules for resources
1. https://humegrammar.instructure.com/
▶
1.
Open a browser and go to
pearsonplaces.com.au
2.
Login using your school email address and
password Hume3064
3.
Scroll down and click on Pearson Lightbook
Starter Science 10
4.
Select a chapter (start from 1)
5.
Work through the activities
6.
You work beyond what we are studying in
class
 Stick this lab contract
in the front cover of your
exercise book
What will we cover this semester…
ALL CHAPTERS ARE FROM PEARONS
▶
Biology (Chapter 2)
▶
Physics (chapter 9)
▶
Chemistry (chapter 5 and 6)
▶
MAKE SURE TO BRING YOUR: EXERCISE BOOK, ACTIVITY BOOK and
CHARGED LAPTOP!
DNA and Genetics
Year 10 Core Science
Pearson Chapter 2
Why do we look like our parents?
Why are we not identical to our siblings?
Can two brown eyed parents have a blue
eyed child?
Can two blue eyed parents have a brown
eyed child?
Useful resources
Chapter 2 answers to textbook questions
Chapter 2 test revision guide (subject to to change)
DNA structure (2.1)
Learning intention: State the components of DNA and how they are arranged.
Success criteria:
● AB 2.2
● 2.1 review questions
● DNA structure worksheet
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
DNA Structure
● All living things contain DNA
● DNA’s structure is the same in all living things
● DNA is a large molecule that is made up of smaller
molecules called nucleotides
● One nucleotide consists of
○ a phosphate group
○ a deoxyribose sugar
○ a nitrogen base (either adenine, thymine, cytosine or guanine)
DNA structure continues
● The phosphate groups and deoxyribose sugars make up the
backbone (sides) of the DNA molecule
● A pair of nitrogen bases make up the “rungs” of the ladder
(A+T, C+G); sometimes called a base pair
● The order of base pairs is what makes up an organism’s genetic
code
DNA structure (2.1)
Date:__/__/2022
Learning intention: State the components of DNA and how they are arranged.
U: ___ (start) ____ (end)
F: ____ (start) ____ (end)
Success criteria:
● Candy DNA activity
● AB 2.2
● 2.1 review questions
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
How
organisms look
Howdoes
doesDNA
DNAmake
makedifferent
family members
different?
similar?
DNA and Chromosomes (2.1)
Date:__/__/2022
▶ Learning intention: Define the terms chromosome, sex chromosome, autosome
and homologous pair.
U: ___ (start) ____ (end)
F: ____ (start) ____ (end)
To do:
● notes
● labelling chromosomes worksheet
● 2.1 Review #13-15
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
Chromosomes
Chromosomes
▶
are made up of a very long DNA molecule wrapped around proteins
Chromosome numbers in humans
▶
every** human cell’s nucleus contains 46 chromosomes
▶
½ (or 23) are from the mother and ½ (or 23) are from the father
▶
**except: egg and sperm cells contain only 23 chromosomes in total
of the 46 chromosomes
▶
Out of the 46 chromosomes, 44 are called “autosomes” and code for information
about hereditary traits like eye colour, skin colour, height, body shape, ability to curl
tongue, and many more
NOTE: Other organisms (living things) have different numbers of chromosomes (e.g.
kangaroos have 16 and eucalyptus trees have 22)
Autosomes and sex cells in human cells
▶
the 44 autosomes in human cells are grouped into pairs (22
pairs); called homologous pairs- They look the same!
▶
2 are called “sex chromosomes” and determine the sex of
the person
▶
▶
female: XX
▶
male: XY
The members of the homologous pair are not identical in
their DNA sequence (order of A, C, T, G) because one
member of the pair came from the mother and one came
from the father
▶
▶
▶
Genes are sections of DNA within a chromosome
Each gene contains a certain sequence of A, C, T, G
and that sequence tells the cells how to create
certain proteins
Proteins can be
structural, e.g.
Collagen- Connective tissue for your bones and muscles
▶
▶
enzymes, e.g.
Amylase or Protease
▶
regulatory, e.g.
DNA polymerase- Gene expression and regulation.
sketch these diagrams in
your book
Review…
Chimpanzees have 48 chromosomes inside the nuclei of all* their
cells. How many homologous pairs are there?
A) 24
B) 23
C) 46
Chimpanzees have 48 chromosomes inside the nuclei of all* their
cells. How many autosomes are there?
A) 24
B) 23
C) 46
*except sperm and egg cells
Genes - to do list
1. Read about genes on SB p. 36 and make summary
notes.
2. Answer 2.1 review #1c, 2c, 8, 10, 11b, 15, 16
3. Complete AB 2.3
4. Work on 2.1 Lightbook
Investigating DNA Experiment
1. Investigating DNA experiment (SB p. 40)
a. Read through procedure as a class, making note
of any changes
b. Conduct experiment
c. Answer results and review questions
2. When finished, Work on 2.1 review # #1ab, 2ab, 4, 5,
7, 11, 12, 18 -- don’t forget to check your answers as
you go
Candy DNA Practical Activity
❏
❏
Complete the activity described in the student sheet (with some
variations -- replace blue gum drop with yellow)
When finished the prac, call your teacher over to show your
candy DNA molecule
When finished,
1. Continue with DNA structure worksheet
2. Complete AB 2.2 and 2.3
3. Work on 2.1 review # #1ab, 2ab, 4, 5, 7, 11, 12, 18
DNA Replication (2.2)
Learning intention: Describe what happens during DNA replication.
U: ____(start) ____ (end)
Date:__/__/2022
F: ____ (start) ____ (end)
Success criteria:
● notes
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
● 2.2 Review #1a, 5, 6ab
Step 1
● The parent DNA
molecule starts to
‘unzip’ at one end
Step 2
● Inside the nucleus, there are single
nucleotides floating around
● As the parent DNA molecule unzips,
the free nucleotides pair up with the
exposed base pairs, following the
rules of complementary base pairing
(A-T and G-C)
Step 3
● The result is two identical strands of
DNA where there used to be one
Why do cells need to make genetically
identical copies of themselves?
Brainstorm…
Mitosis
is the name for the process when cells
create exact copies of themselves
-
Asexual reproduction
Tissue reproduction
Wound repair
Growth
Steps for Mitosis
After DNA replication is complete, the
two identical “sister” chromosomes are
attached by their centromere.
At this stage, they are called
chromatids.
sketch this in your book
Mitosis - the process of cells creating exact copies
of themselves
https://www.youtube.com/watch?v=L0k-enzoeOM
Question time!
2.2 Review #1a, 5, 6ab
Cell cycle overview
● During the cell cycle, one cell divides to
form two daughter cells with identical
DNA
● This process is known as Mitosis
● After DNA replication, the two identical
copies of each chromosome are
attached together by the centromere
● These two identical copies are called
sister chromatids
● Once the DNA has replicated, the cell is
ready to start dividing
Complete this worksheet by referring to
Canvas>Modules>Mitosis notes worksheet
Review…
Which step of mitosis is this?
A) Prophase
B) Metaphase
C) Anaphase
D) Telophase
During sexual reproduction, a sperm cell and an egg cell combine to make a zygote (fertilised egg). The
human zygote has 46 chromosomes.
1. How many chromosomes did the egg cell have?
2. How many chromosomes did the sperm cell have?
A) 23
A) 23
B) 46
B) 46
C) 92
C) 92
Student book page 49
Copy title, purpose, hypothesis into
your exercise book.
Write results and review answers
after.
page 49
Look for these
different
arrangements of
chromosomes
Meiosis (2.3) and reproduction
Date:__/__/2022
Learning intention:
1. Understand the purpose of meiosis.
U: ___ (start) ___ (end)
2. Put the steps of meiosis in order.
U: ___ (start) ___ (end)
3. Know the meaning of “haploid” (Meiosis) and “diploid” (Mitosis). U: ___ (start) ___ (end)
F: ____ (start) ____ (end)
Success criteria:
● notes
● cut & paste activity
● AB 2.5
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
Meiosis - the process of cell division
that produces gametes!
- Used by most complex organisms
Gametes - sex cells (sperm and egg),
which are haploid cells with
chromosomes in their nuclei
the haploid number (half our genes) for
humans is 23
▶ human gametes have n=23
chromosomes▶ the diploid number (2n value) for
humans is 46 (human somatic cells have
46 chromosomes)
▶ somatic cells - all “body” cells (all the
https://www.youtube.com/watch?v=qCLmR9-YY7o
additional info on mitosis and meiosis
cells except gametes)
https://online.clickview.com.au/libraries/videos/3715984/mitosis-and-meiosis
STAGES OF MEIOSIS
1. Metaphase1
2. Anaphase 1
3. Telophase 1
4. Metaphase 2
5. Anaphase 2
6. Telophase 2
Human Reproduction (2.3)
Date:__/__/2022
Learning intention:
1. Label female and male reproductive organs.
(end)
U: ___ (start) ___
F: ____ (start) ____ (end)
Success criteria:
● worksheet
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
Sexual Reproduction
Sexual reproduction creates a variation in a population!
-
It is a role of a Male and a Female reproductive systems to
ensure the following:
1.
The male and female gametes meet
2.
Fertilisation takes place
3.
The new individual has variation in their genes and now has
the best chance for survival!
Female reproductive system
Female Reproductive System Answers
Male Reproductive System
Male Reproductive System - Answers
Creating differences
▶
▶
Advantage of sexual reproduction lies in GREATER variation in
their offspring’s
Every gamete that your body produces will be different to one
another. E.g. Hair colour, eye colour
Complete the cut and paste activity and paste the final sheet into
your exercise book.
Activity: Stages of Meiosis in species
▶
In groups of three, Choose ONE species of animal
-
Focus on the following points:
1.
How many chromosomes does the species have?
2.
Explain the process of Meiosis within your chosen species
3.
How long is the process of gestation for your species?
4.
What are some advantages of having short and long
gestation periods? How would this affect your species in
particular
Dominant/recessive Inheritance (2.4)
Date:01/08/2022
Learning intention:
1. Explain what dominant and recessive traits are, using an example
2. Know how to represent dominant and recessive alleles.
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
Inheritance of Genes
Some key terms you will need to know!
- Write these down and we will go through each one!
1.
2.
3.
4.
5.
6.
Phenotype: Physical characteristics someone is showing. E.g. Eye colour of student A
is green
Genotype: A gene found in an individual, but not necessarily shown (carrier of a
particular gene)
Recessive gene- Not shown in the Phenotype, but is present in the genotype
(represented by a lower case letter)
Dominant gene- Is Shown in the Phenotype (represented with a CAPITAL LETTER)
Homozygous Alleles- Same letter type for the Gene of a characteristic e.g. HH or hh
Heterozygous Alleles- Different letter type for a gene e.g. Hh (one capital one is small)
Dominant/recessive inheritance - example with
pea plants
● peas reproduce sexually (sperm-like cells
fertilize egg-like cells)
Here is a SCENARIO:
●
●
●
Pea plants have 14 chromosomes:
-6 homologous pairs
-1 pair of sex chromosomes
scientists took a white-flowered pea plant (rr)
and a red-flowered pea plant (RR) which
both came from pure breeding lines (many
generations of just that colour).
The result, every time red and white were
combined was a red flowered pea plant…
WHY? Lets draw a punnet square to show the
cross
Genotype
RR
Phenotype Red
●
RR x rr = ?
Rr
rr
Red
White
(Pea plant example continued…)
In the new generation, the white flower allele has not disappeared from the DNA, but
the white flower allele is “weaker” than the red flower allele.
In pea plants, the white flower trait is recessive and the red flower trait is dominant.
We use Punnet squares to figure out which gene will be expressed in the individual.
Genotype
RR
Phenotype Red
Rr
rr
Red
White
R
R
r Rr
Rr
r Rr
Rr
Representing Traits
●
For a given trait,
○
○
○
the allele for the dominant trait is represented by an upper-case
letter
the allele for the recessive trait is represented by a lower-case
letter (the same letter as the dominant)
e.g. for pea flower colour
■
■
the red flower allele is represented by R
the white flower allele is represented by r
Genotype
RR
Rr
rr
Phenotype
Red
Red
White
(“big r”)
(“little r”)
Phenotype - the observable characteristics of an individual (e.g.
flower colour)
Genotype - the genetic information carried by an individual (e.g.
RR, rr or Rr)
Above: three different allele
combinations for flower colour in
peas
Heterozygous and homozygous
Three homologous pairs from three different pea
plant individuals are shown.
1.
Determine what colour flower each would
have, make a punnet square for each of the 3
scenarios
2.
Can you know make a punnet square for
Chromosome 2 and 3 when they would
combine?
● 2.4 review #2, 3, 4, 7, 8, 9a, 12
Genotype and phenotype
Genotype - the genetic information carried by an
individual (e.g. a pea plant can have the following
genotypes for flower colour: ____, ____ or ____)
Phenotype - the observable characteristics/traits of an
individual (e.g. a pea plant’s phenotype for flower colour
can be _________________ or ____________________)
Genotype and phenotype
Genotype - the genetic information carried by an
individual (e.g. a pea plant can have the following
genotypes for flower colour: _RR_, Rr_ or _rr_)
Phenotype - the observable characteristics/traits of an
individual (e.g. a pea plant’s phenotype for flower colour
can be ____red_____________ or _____white___________)
Predicting the genotype and
phenotype of offspring
A Punnett square is one way of showing all possible offspring genotypes that can be
produced by two parents whose genotypes are known.
e.g. If a homozygous recessive pea plant is crossed (mated) with a homozygous
dominant pea plant, the Punnett square will look like…
In this cross,
● each offspring has a
____% chance of
having genotype Rr
(_______zygous)
● each offspring has a
_____% of having the
phenotype _______
●
●
●
If two heterozygous pea plants are crossed, the Punnett square looks like:
Each parent can either contribute an R allele or an r allele
The probability of each offspring having the following genotypes:
○
○
○
●
The probability of each offspring having the following phenotypes:
○
○
●
RR: _____%
Rr: ______%
rr: _______%
red flowers: ____%
white flowers: _____%
● “Genetic terms
punnet squares
and alleles
practice.pdf”
(canvas)
-AB 2.6
***Note that these are probabilities only and the probability “resets” for
each new offspring. E.g. if the first offspring from this cross is RR, the next
offspring still has a 25% chance of being RR.
● “Genetic terms
punnet squares
and alleles
practice.pdf”
(canvas)
-AB 2.6
What is a pedigree analysis
 Pedigree analysis shows what
traits have been passed
down generation to
generation.
 The square shape is always
representing a Male
 The circle is always
representing a female
 The shaded individual is the
one affected (see example
below)
 Line through an individual
means they are deceased
Analysing Pedigrees Analysis
 The square shape is always
representing a Male
 The circle is always
representing a female
 The shaded individual is the one
affected (see example below)
HAVE A GO
AT THESE
PUNNETT
SQUARE
SCENARIOS!
How did you go??
How do we analyse Pedigrees-  The square shape is always
Draw the following in your books. representing a Male
 The circle is always
representing a female
 The shaded individual is the one
affected (see example below)
Dad has
condition.
- All sons will
have it.
Complete AB 2.7 as a class
Suggested steps for determining genotypes in a pedigree:
1. Determine whether the trait being studied (shaded) is dominant or recessive.
a.
b.
2.
3.
4.
This info may be given in the question. Or…
Look for two parents who are either both shaded or both unshaded AND have a child together
that has the opposite shading. (i.e. two shaded parents with an unshaded child OR two
unshaded parents with a shaded child). In a family such as this, whatever the child is (shaded or
unshaded) is the recessive trait in that pedigree.
Once you know which phenotype is recessive (shaded or unshaded), you can label all
individuals with that phenotype with the recessive genotype (two small letters).
Once you know which phenotype is dominant (shaded or unshaded), you can label all
individuals with that phenotype with ONE uppercase letter. They must have at least one
uppercase allele in order to express the dominant trait. Leave their second allele blank for
now.
Use family relations to determine the second allele of all of the dominant phenotype
individuals. E.g. every dominant parent with a recessive child must be a carrier of the
recessive allele.
Scenario:
Do both sexes have an equal
chance of being colour blind?
Sex-linked traits
Date:__/__/2022
Learning intention:
1. Explain what a sex-linked trait is. U: ____ (start) ____ (end)
2. Analyse punnet squares with sex-linked traits. U: ____ (start) ____ (end)
3. Analyse pedigrees with sex-linked traits. U: ____ (start) ____ (end)
F: ____ (start) ____ (end)
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
Sex-linked traits
▶ in addition to genes for sex characteristics (genitals, hormones, etc.),
sex chromosomes can contain some other genes that are not
related to an organism’s sex (e.g. red-green colour blindness in
humans, fur colour in some types of cats)
▶ Example with red-green colour blindness in humans
▶ the gene for red-green colour blindness is on the X chromosome
▶ normal vision (allele XN) is dominant to colour blindness (allele Xn)
Female
Male
Genotypes
_____ _____
_____
Phenotypes
normal vision, colour blind
_____
_____
normal vision, colour blind
called a “carrier” because they carry the
gene for the trait but do not express that trait
Punnett Squares with Sex-Linked Traits
Draw Punnett squares for the following and state the
probabilities for genotypes and phenotypes for offspring. The
trait being examined is colour blindness.
1. Homozygous dominant female crossed with normal vision
male
2. Homozygous dominant female crossed with colour blind
male
3. Carrier female crossed with normal vision male
4. Carrier female crossed with colour blind male
5. Colour blind female crossed with normal vision male
6. Colour blind female crossed with colour blind male
Sex-linked traits
Date:__/__/2022
Learning intention:
1. Explain what a sex-linked trait is. U: ____ (start) ____ (end)
2. Analyse Punnett squares with sex-linked traits.
U: ____ (start) ____ (end)
3. Analyse pedigrees with sex-linked traits. U: ____ (start) ____ (end)
F: ____ (start) ____ (end)
Success criteria:
●
●
notes
AB 2.8
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
Gene Technology
Date:__/__/2022
Learning intention:
1. Research (textbook and online) one application of gene technology.
U: ____ (start) ____ (end)
Organise research into a presentation to present to the class.
U: ____ (start) ____ (end)
1.
F: ____ (start) ____ (end)
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
Success criteria:
●
●
Research a chosen topic
Create a ppt to share with the
class
Possible headings/sections for presentation:
▶ What is it and what is its purpose?
▶ How is it done? (explain the science/technology involved)
▶ Who does it benefit? (explain how/why)
▶ What are the controversies surrounding it?
▶ Advantages/disadvantages
▶ The origin of this technology and/or places in the world
where it is or is not possible currently
Gene Technology
Date:__/__/2022
Learning intention:
1. Research (textbook and online) one application of gene technology.
U: ____ (start) ____ (end)
Organise research into a presentation to present to the class.
U: ____ (start) ____ (end)
1.
F: ____ (start) ____ (end)
KEY FOR UNDERSTANDING
KEY FOR FOCUS
1
I DON'T UNDERSTAND YET
1
DISTRACTED
2
I AM STARTING TO GET IT BUT STILL NEED
REGULAR HELP
2
SOMEWHAT ATTENTIVE
3
I ONLY NEED A BIT OF HELP
3
TUNED IN
4
I GET IT AND I COULD TEACH SOMEONE ELSE
4
SUSTAINED FOCUS
Success criteria:
●
●
Research a chosen topic
Create a ppt to share with the
class
Revision:
▶Chapter 2 Review #1-18, 20 and 21 Pg 83
▶Chapter 2 Thinking Scientifically #1-2, 5-7 Pg 86/87
Revision points:
•
•
•
•
•
•
Know the structure of DNA
The bases of DNA, DNA complementary sequences and the Base-pairing rule
Be able to explain the difference between mitosis and meiosis
Know about chromosomes – diploid and haploid number and sex chromosomes
Karyotyping – matching homologous chromosome (Ms will explain during the revision lesson)
Define – alleles, genotype, phenotype, genotype, dominant, recessive, gamete, chromatid, mutation,
fertilization, homozygous, heterozygous, autosome
• Be able to do crosses and Punnett squares
• Be able to interpret pedigree charts
Textbook reference: 2.1, 2.2, 2.3 (excluding meiosis in plants pages 52), 2.4 (excluding sex-linkage)
Note that 2.5 will be on the test – you will need to know the one you researched!