AP BIOLOGY
Chapter 14 – 15
Objectives- By the end of this week you should be able to: (Many of these will be review from Honors
Biology. Objectives in bold are new or done in more detail.)
1. Describe the favored model of heredity in the 19th century prior to Mendel.
Explain how Mendel's hypothesis of inheritance differed from the blending theory of inheritance.
3. Define true breeding, hybridization, monohybrid cross, P generation, F1 generation, and F2
generation.
4. Use a Punnett square to predict the results of a monohybrid and dihybrid crosses and state the
phenotypic and genotypic ratios of the F2 generation for each.
5. Distinguish between the following pairs of terms: dominant and recessive; heterozygous and
homozygous; genotype and phenotype.
6. Explain how a testcross can be used to determine if a dominant phenotype is homozygous or
heterozygous.
7. Define Mendel's law of independent assortment.
8. Given a Mendelian cross, use the rules of multiplication and addition to calculate the
probability that a particular individual will have a certain genotype or phenotype.
9. Use the laws of probability to predict the expected proportion of offspring from a trihybrid
cross between two individuals that are heterozygous for all three traits that would have a
particular combination of genotypes or phenotypes.
10. Explain why Mendel was wise to use large sample sizes in his studies.
11. Give an example of incomplete dominance and explain why it is not evidence for the blending theory
of inheritance.
12. Explain how the phenotypic expression of the heterozygote is affected by complete dominance,
incomplete dominance, and co-dominance.
13. Explain why Tay-Sachs is considered recessive at the organismic level but co-dominant at the
molecular level.
14. Explain genetic dominance in terms of functional proteins made or not made and link
phenotypes to the presence or absence of these proteins.
15. Explain why dominant alleles do not necessarily mean that the allele is more common in a
population. Illustrate your explanation with the character polydactyly.
16. Describe the inheritance of the ABO blood system and explain why the IA and IB alleles are said to be
co-dominant.
17. Define, give examples of, and solve problems relating to pleiotropy and epistasis.
18. Describe a simple model for polygenic inheritance and explain why most polygenic characters
are described in quantitative terms.
19. Describe how environmental conditions can influence the phenotypic expression of a character.
20. Explain why studies of human inheritance are not as easily conducted as Mendel's work with his
peas.
21. Given a simple family pedigree, deduce the genotypes for some of the family members.
22. Explain how a lethal recessive gene can be maintained in a population and recognize lethal recessives
from data on offspring.
23. Describe the inheritance and expression of cystic fibrosis, Tay-Sachs disease, and sickle-cell disease.
24. Explain why lethal dominant genes are much rarer than lethal recessive genes.
25. Give an example of a late-acting lethal dominant in humans and explain how it can escape
elimination.
26. Explain how the observations of cytologists and geneticists provided the basis for the chromosome
theory of inheritance.
27. Explain why Drosophila melanogaster is a good experimental organism.
28. Define and compare linked genes and sex-linked genes. Explain why the inheritance of linked
genes is different from independent assortment.
29. Distinguish between parental and recombinant phenotypes.
30. Explain why linked genes do not assort independently.
31. Explain how crossing over can unlink genes.
32. Create linkage maps when given recombinant frequencies.
33. Define a map unit.
34. Explain why Mendel did not find linkage between seed color and flower color.
35. Explain how genetic maps are constructed for genes located far apart on a chromosome.
36. Explain the impact of multiple crossovers between loci.
37. Explain how sex is genetically determined in humans and the significance of the SRY gene.
38. Explain why sex-linked diseases are more common in human males.
39. Describe the inheritance patterns and symptoms of color blindness, Duchenne muscular dystrophy,
and hemophilia.
40. Describe the process of X inactivation in female mammals. Explain how this phenomenon
produces the tortoiseshell coloration in cats.
41. Distinguish among nondisjunction, aneuploidy, trisomy, triploidy, and polyploidy. Explain how
these major chromosomal changes occur and describe the consequences.
42. Distinguish among deletions, duplications, inversions, and translocations.
43. Describe the type of chromosomal alterations implicated in Down syndrome, Klinefelter's
syndrome, and Turner's syndrome.
44. Explain why extranuclear genes are not inherited in a Mendelian fashion and how they can contribute
to disease.
This week’s homework: Due Friday, December 4.
1. Read Chapters 14 and 15 in your textbook (pp. 251 – 292) as needed to complete the homework
packet.
2. Complete the homework packet for Chapter 14 & 15.
3. Use the genetics problems at the end of chapters 14 and 15 for extra practice as needed. (These will
not be collected. They are just resources for extra practice if you need it.)
4. Maintain your lab notebook to include all demos and lab activities completed this week.
5. Use the activities on the CD-ROM for chapters 14 & 15 to review and reinforce concepts.
DATES TO REMEMBER:
Tuesday, Nov. 24 – Formal lab report for Cellular Respiration lab due
Wednesday, Dec. 2 – Lab write-up for the lab Studying Electron Flow in Photosynthesis is due.
Friday, Dec. 4– Homework packet for Chapters 14 – 15 due.
Wednesday, Dec. 9 – Test on Chapters 14 – 15. (Multiple Choice)
Thursday, Dec. 10 – Test on Chapters 14 – 15. (Problems)
Anytime before Christmas Break – Word Root Quiz for Chapters 9 – 12
BIOLOGY JOKE FOR THE WEEK
Lets say that E represents the absence of colorblindness, and e represents the presence of
colorblindness. Knowing this, what did the young boy say when he found out he was color blind?
No big E