Name: ______________________________
Date: _________________________________
Flynt - _____ Period
_____th Grade Science
Monitor Your Progress: Use the student self-monitoring scale to rate yourself on each of the following targets/topics.
ESSENTIAL QUESTIONS:
How are traits passed from parent to offspring?
What methods and models are used by biologists and geneticists to predict inheritance patterns?
How do inheritance patterns, environmental factors, and personal life choices affect the expression traits?
SC.7.L.16.1
Understand and explain that every organism requires a set of instructions that specifies its traits, that this
hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the
passage of these instructions from one generation to another.
High
SC.7.L.16.2
Determine the probabilities for genotype and phenotype combinations using Punnett Squares and
pedigrees.
Moderate
SC.7.L.16.4
Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on
the individual, society and the environment.
High
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant,
recessive, codominant, sex-linked, polygenic, and multiple alleles.
High
Be able to define and distinguish between the following pairs of terms: genes/alleles; dominant/recessive;
homozygous/heterozygous; genotype/phenotype; monohybrid/dihybrid; incomplete dominance/codominance;
multiple alleles/polygenic traits; autosomal/sex-linked.
Be able to identify the possible gamete combinations for each parent in a genetic cross (especially as this
applies to dihybrid crosses).
Be able to use a punnett square to predict the genotypes and phenotypes of offspring of both monohybrid and
dihybrid crosses. If given the genotypes of offspring, be able to give the genotypes of parents.
Be able to interpret and correctly use the following terms as applicable to describe genotypes and phenotypes:
homozygous dominant, heterozygous, homozygous recessive, pure-breeding, hybrid, carrier.
Be able to determine and use genotypic and phenotypic ratios to describe, predict and compare inheritance
patterns. Be familiar with the types of genetic crosses that produce the following ratios: 3:1, 1:2:1, 9:3:3:1.
Be able to read a family pedigree to figure out probable genotypes of family members (for example, whether a
family member is likely to be a carrier). Recognize what the squares, circles, and colored symbols represent.
Be able use the labels P1, F1 and F2 to identify generations in genetic crosses.
Be able to give examples of both recessive and dominant genetic disorders seen in humans.
Be able to describe in detail the methods used by Mendel to establish whether a trait was dominant or recessive.
Describe the predictable phenotypes one would expect in the F1 and F2 generations that would help with this
determination.
Be able to recognize and distinguish between typical Mendelian inheritance patterns (dominant/recessive) and
inheritance patterns associated with incomplete dominance and codominance.
Be able explain the genetic basis for phenotypes seen in traits showing incomplete dominance and codominance.
Be able to describe how the sex chromosomes influence gender determination in humans.
Be able to explain how the inheritance of sex-linked traits is different from that of autosomal traits.
Be able to predict the genotypes and phenotypes of offspring when the inheritance pattern for a trait is sexlinked, as well as determine the genotypes and phenotypes of parents based on the phenotypes of offspring.
Be able to differentiate between and predict inheritance patterns for traits determined by multiple alleles (like
blood type) and polygenic traits (like feline coat colors and patterns).
Be able to explain why genetic mutations that arise in somatic cells can give rise to genetic disorders that are
not heritable.
Be able to explain why it is possible for an individual to develop a genetic disorder even when there is no
previous family history of the disease.
Be able to differentiate between genetic engineering and artificial selection. Be able to give specific examples
of how each of these practices have been used to genetically modify crops and livestock. Describe some of the
potential positive and negative impacts that GMOs can have on human health and the environment.
Distinguish between the law of Segregation and the law of Independent Assortment. Be able to explain them using your
own words.
Be able to distinguish between a monohybrid cross and a dihybrid cross. Which demonstrates the law of segregation?
Which demonstrates the law of independent assortment?